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Mind Over Matter: How a Dancer’s Mind Affects the Physical Body
Get PDFThis thesis is an exploration of how a dancer’s mind can affect its physical body. Undoubtedly, there is a strong connection in every human between their mind and their body, but for an artist whose entire career depends on the ability of their body to create movement, there must be extra emphasis placed on their mental health care. Dance is just as mentally demanding as it is physically. To begin this project I collected research articles relating to injury, anxiety, self-confidence, body image and eating disorders performed on dancers. I noticed throughout my research that there was a lack of ownership on behalf of the dance community on the reality of how poor mental health can place dancers at high risk. After reviewing the literature, I then further explored the subject by conducting personal interviews with volunteers regarding their own experience on the topics included in the literature review. I recorded their stories and experiences and then took all eight interviews and condensed it into one consistent track of music. To compliment the music, I then took videos of them each executing structured, improvisational movement phrases to be shown while their voice is playing in the background. Together these video and audio components will complete a full visual to accompany and support this paper. The goal of the creative component is to provoke thought and emotion regarding the importance of mental wellbeing among dancers and the need for more awareness and attention to the topic. By the end of this thesis I intend to connect a link between the lack of mental health care provided to dancers and the many physical ailments that may result from this shortcoming
Reflections on Feminism, Law & Culture: Law Students’ Perspectives
Get PDFThis essay is a collective reflection by thirty-nine law students on feminism, law and culture. In the Spring 2020 semester, the students who enrolled in the Feminist Legal Theory course taught by Professor Bridget Crawford at the Elisabeth Haub School of Law at Pace University were a mixed-gender group of second-year, third-year, and fourth-year students. The course focused on the themes and methods of feminist analysis and the application of feminist legal theories to topics such as intimate partner violence, prostitution, pornography, sexual harassment, reproductive rights, and economic rights. Students attended a traditional seminar meeting once each week. Conversations continued throughout the week in a student-led asynchronous written online discussion forum, with a different group of student facilitators choosing the topic and guiding the conversation each week. This essay is an edited collection of student posts to the course’s online forum. It is intended to memorialize the interests, concerns, and contributions of this particular group of law students to feminist discourse during the Spring 2020 semester—a time when legal education and most aspects of American life were disrupted in an unprecedented way by the novel coronavirus.
The essay is organized around ten discrete topics that reflect, but are not identical to, course material. Participants use TED Talks and other videos, podcasts, and news stories as entry points for engaging with topics of mutual interest. These include the nature of gender differences, the impact of gender differences on the workplace and family life, menstruation, motherhood, and feminist coalition-building. The essay both reflects students’ understanding of feminist legal theory as a distinct mode of academic inquiry and challenges feminist scholars to consider what “counts” as feminist topics from the perspective of current law students. It is a contemporaneous record of the substantive issues that these law students found important in the present moment
The History of Publishing: How hardcover Elitism Fostered a Culture of Shame Around Romance.
No full textLGBTQ analysis in young adult literature: Why traditional publishing should model their LGBTQ representation after fan fiction.
No full textGender and Sexual Representation: The Safe Haven of Young Adult Literature in Publishing.
No full textSin Yen Ling
Get PDFSin Yen Ling was born in Chinatown, Manhattan, she is daughter of immigrant parents who arrived to the U.S in the early 70s and worked in garment factories and restaurants. She\u27s a former staff attorney at the Asian American Legal Defense and Education Fund (AALDEF) where she spent six years advocating for anti-Asian violence, racial profiling, and the deportations and detentions made against immigrants post 9/11. She founded ASPIRE, the first pan Asian undocumented youth group in the country. She is now the director of the Immigration Project, member of the New York State Bar and of the American Immigration Lawyers Association
Poised and Prepared: Lillian Wald and the Henry Street Settlement Visiting Nurses\u27 Response to the 1918 Influenza Pandemic in New York City
No full textThe COVID-19 pandemic brings to light surprising similarities to the 1918 influenza pandemic, one of the deadliest outbreaks in United States history. Over 100 years later, the United States is faced with a novel virus causing a worldwide pandemic although our care is hindered by a lack of knowledge and clinical resources available to serve our communities (Vessey & Betz, 2020). Today, as in 1918, skilled nursing services are essential if we are to decrease morbidity and mortality within and outside our health systems. As we examine the COVID-19 pandemic, the insufficient numbers of public health nurses available today lend itself to the following question: How did the leadership of Lillian Wald and the work of the visiting nurses at the Henry Street Settlement address the needs of the community in New York City during the 1918 pandemic? This case study examined Lillian Wald\u27s and the Henry Street Settlement Visiting Nurse’s response in New York City to the 1918 influenza pandemic. The project spans the years from 1893 through the second wave of the influenza pandemic, from September through December of 1918. A historical social framework was used. Historical methods were used for data collection, interpretation of sources, immersion of the materials, and the development of chronological themes. Primary sources included archived materials including the Lillian Wald Papers in the New York City Public Library; Pocket Knowledge from Teacher’s College, Columbia University; Lillian Wald Papers in the Rare Book and Manuscript Library, Columbia University; records of the National Organization of Public Health Nurses located at the Rockefeller Archive Center in Pocantico, NY; as well as newspapers, books, journals, and other archived documents. Results of the study indicated that Wald’s leadership and the Henry Street Settlement Visiting Nurse Service were valued by demonstrating practices in epidemiology, infection control, disease management, preventive education, and home visiting that prepared for an effective nursing response. Lessons learned can guide leadership in areas of population health and management, disease prevention, and infection control, all necessary interventions during a pandemic and in familiar practices of public health nursing
Is Majoring in the Creative Arts Associated with Psychopathology? An Exploration of Prevalence Rates of Bipolar Disorder, Depression, Anxiety, and Subsyndromal Psychotic Features Among Individuals Majoring in the Creative Arts
No full textRising prevalence rates of mental health disorders among undergraduate college students have been well documented in recent years. Certain psychopathologies such as bipolar disorder, hypomania, and subsyndromal psychosis are more prevalent among individuals engaged in creative artistic vocations. Creative arts majors are analogous to creative arts vocations, yet research on the relationship between psychopathology and majoring in the creative arts has been inconsistent.The study further examines the relationship between creative arts majors and psychopathology using a secondary analysis archival clinical data from the McShane Center for Psychological Services. 190 participants (prior patients) with exactly one documented undergraduate major and a completed Personality Assessment Inventory (PAI) were included in this study. Presence of potential psychopathology was measured by the PAI, a 344-item self-report instrument that assesses personality functioning and psychopathology. Chi-square tests examined data for differential likelihood of diagnosis and found non-creative arts majors had a higher likelihood of a mood disorder diagnosis than creative arts majors. Independent sample r-tests, and ANCOVAS that examined the relationship between collegiate major and psychopathologies found no subgroup differences in almost all PAI scales and subscales.After accounting for demographic variables, creative arts majors had higher mean scores on the grandiosity subscale than non-creative arts majors; however, results were likely driven by acting majors. In particular, acting majors had higher mean mania, grandiosity, and irritability scores than non-creative and other creative arts majors. Findings indicated that acting majors should be screened with multiple methods for risk of psychopathologies for early identification and treatment
Improving Grades through the Completion of a Guided Metacognitive Exercise for College Students in Fall 2020 at a Regional Mississippi University
No full textThis study aimed to learn if a guided metacognitive exercise helped students analyze their past behavior in their preparation for assessments to influence their future practices and performance on assessments. Specifically, this study used a quasi-experimental, nonequivalent control group design which followed two groups of student participants longitudinally over the course of one semester. Quantitative data was collected to understand if the completion of a guided metacognitive exercise, the Study Plan, had an impact upon the experimental groups’ subsequent grades. The theory of metacognition supported the assertion that completion of a guided metacognitive task, like the Study Plan, could positively influence the subsequent grades for undergraduate students at a regional Mississippi university. There were two paired sections of eight different courses from which the sample of 79 undergraduate college students was drawn during the fall semester of 2020. The research questions asked if there was a difference in the final course grades, final exam scores, and the scores before and after the experimental group (n = 32) completed Study Plan compared to the same scores of the control group (n = 47). These questions were analyzed using independent samples Wests comparing the means of the control and experimental groups, as well as paired-samples t- tests and the one-way ANOVA which compared means of two tests taken by the control and experimental groups before and after the experimental group completed the Study Plan. The nonsignificant results from this study suggested that student completion of a single guided metacognitive exercise without feedback or other metacognitive intervention had no significant impact on grades
