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IS THE JURIDICAL FIELD OF ENVIRONMENTAL LAW IN INDIA GENDERED? A STUDY OF ENVIRONMENTAL JUSTICE IN GOA THROUGH AN ECOFEMINIST LENS
Get PDFThe aim of this study is to examine whether the “juridical field,” as defined by Bourdieu, of environmental law in India (Goa), is gendered. As per Bourdieu, the legal field is neither as neutral nor as autonomous as the legal profession asserts it is. It relies heavily on the juridical practices of universalization, appropriation, and naming or categorization in order to constantly reimagine and negotiate its own boundaries. This study examines these juridical practices including acts of symbolic violence committed in the process of ‘naming’ or ‘defining’ within legal terms extra-legal concepts, mainly environmental toponyms, such as, ‘“forest,” “CRZ” (Coastal Regulation Zone), “wildlife sanctuary,” “national park,” and “ESZ” (Eco-sensitive Zone). The dataset for analysis comprises legal judgements passed by the Goa Bench of the Bombay High Court, or the Supreme Court of India, or the National Green Tribunal (NGT) on civil environmental disputes in Goa, where one of the aggrieved parties (appellant or defendant) is the Goa Foundation. A total of 17 cases met the parameters for the study. The points in each case were divided into one of 4 categories or quadrants – in court-gendered, in court-not gendered, out of court-gendered, and out of court-not gendered. The analysis of the quadrants per se did not reveal any overt evidence of gendering. One of the reasons is that the arguments and judgments in the cases do not take an ecofeminist view at all. If they did, not only would the outcome of this study be different, but so would the outcomes of some the legal cases used in this study. If the juridical field were to adopt an ecofeminist view, it would overall be more sensitive towards acknowledging the nexus between women’s issues and the environmental crises. This study endeavors to instigate further academic dialogue on the inherently gendered intersection of legal, economic, and environmental fields, and thereby influence public policy in ways that will help narrow the gender disparity evident in environmental law in India
CHARACTERIZING THE ROLE OF EPIGENETIC REGULATOR MENIN IN PEDIATRIC NEUROBLASTOMA GROWTH USING PRE-CLINICAL MODELS
No full textEpigenetic regulators such as Menin and MLL1 drive cancer progression, metastasis, and relapse. MLL1 forms a COMPASS complex with its binding partners, including Menin, to function as an epigenetic enzyme H3K4 methyltransferase. H3K4 methyltransferases are known to promote cancer stem cells\u27 (CSCs) self-renewal capacity and metastasis. CSCs are one of the major causes of tumor relapse and metastasis conditions, ultimately leading to poor overall patient survival. Neuroblastoma (NB) is an extracranial solid tumor that accounts for 8-10% of all pediatric cancers, and approximately 50% of patients display metastasis at the time of diagnosis. In this study, we hypothesized and used a specific small molecule inhibitor, MI-503, to inhibit Menin-MLL1 protein-protein interaction. We observed that MI-503 significantly and in a dose-dependent manner inhibits cell proliferation in multiple NB cells in contrast to the controls in both 2D cell culture and 3D spheroid tumor models. By inhibiting Menin-MLL1 interaction MI-503 not only reduced H3K4 trimethylation but also inhibited several oncogenic cell signaling pathways, as well as genes related to NB CSC survival and growth. Further, MI-503 significantly and dose-dependently induced apoptosis and blocked the cell cycle progression at the S phase in both NB CSCs (CD114+ cells) and non-CSCs (CD114- cells), with a more pronounced effect in NB CSCs. ChIP analysis on the sorted NB CSCs revealed that MI-503 reduced the H3K4 trimethylation at the CSF3R (CD114) gene locus. Additionally, the MEN1 (Menin) knockdown significantly inhibits overall H3K4 trimethylation and CSF3R gene expression, leading to the inhibition of the total NB CSC population and significant inhibition of NB proliferation in 2D and 3D cell culture models. Furthermore, NB xenograft mouse models confirmed that MI-503 significantly inhibits NB tumor growth in vivo by directly inhibiting tumor NB CSCs. Additionally, we found that MI-503 enhanced the chemosensitivity of doxorubicin in in vitro cell culture models. In conclusion, direct targeting of the Menin-MLL1 protein-protein interaction using MI-503 is a promising therapeutic approach for NB and other high-risk cancers. Further developing epigenetic-based therapeutic strategies to target NB CSCs and combining these strategies with current therapies will pave the way for effective treatment modalities for children battling with NB
Self-Perceptions on Efficacy in Reading Teacher Education: A Case Study in an Online Literacy Clinic
Get PDFAs our educational landscape continues to shift, so must our practices in higher education, including those of the literacy clinic. As we transition to various digital modalities, it is essential to research the self-perceptions and feelings of preparedness that result from the completion of the practicum experience. This case study was designed to examine participants\u27 perceptions of their ability to plan, design, and implement literacy interventions with school-age students. Participants were in-service teachers who were seeking a graduate degree and/or reading endorsement in an online program. As part of their reading endorsement practicum requirement, they served as tutors in an online literacy clinic. Data were obtained from three sources: a post-practicum survey, a written reflection at the end of the practicum, and competency ratings on a key assessment. The results of this study revealed positive self-perceptions in relation to teaching and learning as a result of the online practicum experience. Data from the study revealed that participants gained self-efficacy and positive self-perceptions in planning, designing, and implementing literacy lessons that met the needs of their students during the online clinical experience. This study also provided insights into online reading teacher program development
Young Adult Literature as a Catalyst for Preservice Teachers to Challenge Norms of the Secondary ELA Classroom
Get PDFYoung adult literature (YAL) has the potential for transforming English Language Arts (ELA) preservice teachers\u27 (PTs\u27) practice (Flores et al., 2019; Haddix & Price-Dennis, 2013). Purposefully designed YAL curriculum in teacher education (TE) can affect PTs\u27 literacy identities (Spitler, 2009), support them in thinking critically about the effects of prevailing secondary ELA norms, and show them the power and possibilities of representative and inclusive classroom texts. To portray the topics of disruption organically and to disrupt the traditional social science research format, poetic inquiry was used to portray PTs\u27 reflections
Considering Equity in Literacy Lessons that Integrate a Digital Tool
Get PDFTeachers in the 21st century must be able to create conditions for justice within their classrooms and the broader educational system while simultaneously preparing children with the digital literacies that are necessary to be fully literate. Yet, there is evidence that many teachers are not prepared to do either. Thus, teacher educators have a responsibility to create conditions within teacher preparation that support pre-service teachers (PSTs) to do both. This research project aimed to design and test a framework that builds equity into the Technology Integration Planning Cycle (TIPC) to support PSTs\u27 ability to advance justice within their practice while utilizing technology in ways that enhance literacy instruction. Design-based Research allowed us to ask: Does the framework Considering Equity in Technology Integration (CEITI) support pre-service teachers in designing and teaching literacy lessons that utilize digital and traditional literacies while simultaneously considering how those instructional decisions will advance equity within their classroom? If so, how? Results, based on two iterations of data collection, analysis, and design demonstrate that the CEITI framework is a useful scaffold for PSTs
A META-ANALYSIS OF GRIEF-FOCUSED INTERVENTIONS FOR BEREAVED CHILDREN AND ADOLESCENTS: EXAMINING THE STATE OF THE LITERATURE AND MODERATORS OF TREATMENT EFFECT
Get PDFIn the wake of the COVID-19 pandemic, children and adolescents face a greater need than ever for effective mental healthcare to address distressing and disabling emotional and behavioral reactions that can occur following the death of a significant person in their lives. However, current evaluations of grief-focused interventions for bereaved youth are limited by a lack of consensus regarding how to define and measure grief symptoms in children and adolescents, a lack of clarity regarding grief-specific effects compared with effects on other forms of psychopathology, and limited power to detect moderators of intervention effect. The present meta-analysis evaluated the pooled effects of grief-focused interventions for bereaved youth due to any cause on symptoms of grief, PTSD, depression, functional impairment, and behavior problems. Moderation effects for select study characteristics, measurement characteristics, intervention characteristics, and participant characteristics were also evaluated. The meta-analysis included 32 studies with a total of 3,412 participants. Significant moderate pooled effect sizes were found for reductions in symptoms of grief, PTSD, depression, functional impairment, and behavior problems. Hypotheses regarding moderator effects were partially supported, wherein studies employing a comparison group and those that implemented minimum symptom cutoffs demonstrating greater effect sizes than studies that did not. Amount of caregiver involvement and individual therapy modality were associated with significantly greater effect sizes for grief symptom reductions, but not for other forms of psychopathology. Implications regarding the uniformity of effect sizes across symptom domains and moderation effects are discussed, as are limitations of the current meta-analysis and the broader child and adolescent grief-focused literature base
EXAMINING THE RELATIONSHIP BETWEEN ANGER AT THE SELF AND ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD) SYMPTOMS
Get PDFThe emotion concept of self-anger is ill-defined and under-researched. While self-anger bears similarities to traditional anger ( other-anger ), it also retains features of shame and guilt. In addition, self-anger shares ruminative qualities and self-condemning thoughts with depression. As a result, self-anger can become maladaptive at persistent and unhealthy levels. Furthermore, individuals with attention-deficit/hyperactivity disorder (ADHD) may be at an increased risk for dysfunctional self-anger, considering their proneness to increased anger and depressive tendencies compared to non-ADHD counterparts. However, the relationship between ADHD and self-anger has not yet been explored in the literature. The purpose of this study was to examine the experiential aspects of self-anger and the relationship between ADHD symptom severity and self-anger. Four hundred twenty-four adults (aged 18 and up), 216 of whom reported having a diagnosis of ADHD or attention-deficit disorder (ADD), completed the Assessment of Self-Anger Episode to answer questions about the features of a recent and intense incident of self-anger. The results revealed that self-anger was more likely to be related to a work or school-related issue and to occur in a private setting, unlike other-anger. In addition, self-anger was associated with physiological symptoms characteristic of other-anger and cognitions characteristic of depression. Behaviors one felt like doing and physiological symptoms each accounted for the most unique variance in predicting self-anger intensity. Participants also completed measures of trait self-anger, ADHD symptom severity, depression, anger rumination, and self-condemnation. Correlations and linear regressions showed that adults experienced more self-anger, anger rumination, and depression as ADHD symptom severity increased. Furthermore, self-condemnation and anger rumination were found to partially mediate the relationship between ADHD symptom severity and self-anger. The findings confirmed that self-anger is a unique and sometimes maladaptive emotional experience that warrants attention in research and clinical domains
HWA-BYUNG (화병): THE ASSOCIATIONS BETWEEN THE BIG FIVE PERSONALITY TRAITS AND PSYCHOPATHOLOGY IN KOREANS AND AMERICANS
Get PDFHwa-byung is an emotional and behavioral condition as well as cultural concept of distress primarily observed in Korean populations. The Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV) classified hwa-byung as a Korean cultural-bound syndrome in 1994 (Min & Suh, 2010; as cited in APA, 2000). According to the DSM-IV, it often arises among middle-aged or older Korean women, but it can be occur in any gender across the lifespan. This study applied a combined emic-etic methodology to measure hwa-byung and examine the relationship between hwa-byung, Big Five personality traits, and psychological symptoms of distress (e.g., anxiety, depression, and sleep disturbance). The total sample of 328 participants comprised 149 participants from South Korea (ages 20 to 77) and 173 participants from the United States (ages 17 to 35). The hwa-byung assessment yielded a total score as well as scores on psychological, cardiovascular, and somatic symptoms subscales. As expected, the mean hwa-byung total score was significantly higher in Korean participants (M = 57.4, SD = 30.8) than in American participants (M = 48.8, SD = 29.9), but other findings were unanticipated. Given the recent emphasis on cultural competence in the mental health professions, it is important that American clinicians working with Koreans or Korean-Americans gain an understanding of hwa-byung
BACKPACK TO LAPTOP: FIRST-GENERATION STUDENTS’ JOURNEY TO CAREER SELF- EFFICACY AND PROFESSIONAL REALIZATION
Get PDFThe purpose of this qualitative narrative inquiry is to explore how first-generation community college students perceive major and career goals, the factors that impact career decision-making and the development of key employability skills. It is important to understand how to develop or promote programs that can help expose students to various career paths, broaden their career options, and develop competitive candidates for future employment. Colleges, especially community colleges, in the Unites States have continued to evolve to include workforce development as central to their mission and vision (O’Banion, 2022). Thus, as institutions continue to explore career and identify resources to help connect students to various internal and external professional skill development opportunities through academic curriculum, internship, experiential learning, and mentorship experiences, the first-generation college students (FGCS), population must not be left behind. However, Maietta (2016) in an article for the National Association for Colleges and Employers (NACE) described the FGCS as the “hidden minority” due to the different challenges they may face. There may need to be a specifically tailored approach to reach this population effectively. This study will use convenience sampling to identify and select eight participants for a qualitative, narrative study of XYZCC Partner program alumni, currently enrolled at a four-year higher education institution or currently employed. The study will use three open-ended interviews, participant’s co-curricular transcript and/or college resumes to collect participants’ stories. Through multiple rounds of inductive coding, an examination of participants’ narratives, community college administrators, faculty, and staff, will gain deeper insight into creating experiences, resources, and policies that better support FGCS at their institutions
COMPARISON OF THE IMPLEMENTATION OF EVIDENCE-BASED PRACTICES FOR STUDENTS WITH DISABILITIES IN TRANSITION PLANNING
Get PDFThis study used a non-experiment, ex post facto design analysis of survey responses to examine the difference between school districts that met and did not meet New York State: State performance plan Indicator 13- secondary transition; and Indicator 14 - post-school outcomes in special education providers’ self-reported use of evidence-based practices (EBP). A total of 37 respondents across four school districts in Long Island participated in completing the forty-six-question survey created by Mazzotti and Plotner (2014). The survey examines the relationship between transition service providers and the utility of EBP and the relationship to the school district’s compliance with Indicators 13 and 14 of the New York State Performance Plan/Annual Performance Report (SPP/APR). Descriptive statistics and Welch’s t-tests were conducted to examine the hypotheses. The overall findings of this study revealed that special education providers’ self-reported use of EBP did not show a statistically significant difference between school districts that met compliance to Indicators 13 and 14 and those that did not. Two subscale EBPs showed statistical significance, dropout prevention, and data-based decision-making for Indicator 13. All other subscales for Indicator 13 and all EBP subscales for Indicator 14 did not show significance when comparing schools that met SPP/APR Indicator criteria. Recommendations to foster evidence-based practices among special education providers in schools contribute to favorable post-secondary outcomes for students with disabilities