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The Critical Ecosocial Framework: A Constructivist Grounded Theory Integrating Ant-Racist, Anti- Oppressive, And Ecosocial Work Practice
Get PDFThe social work profession has an ethical obligation to address racism, oppression, and environmental injustices. However, multilevel resistance and challenges to acknowledging and confronting these interconnected issues persist both within the profession and throughout broader society. By neglecting to integrate environmental justice and Anti-Racism and Anti-Oppression (ARAO) into practice, the social work profession remains complicit in the very cycles of oppression (white supremacy, colonialism, ableism, sexism etc.) that we seek to dismantle. Presently, no research broadly examines the use of ARAO by social workers engaged in environmental, climate change, environmental disasters, or other place and nature-based topics (ecosocial workers). Further, an ecological lens is missing in ARAO theory. Utilizing Constructivist Grounded Theory (CGT) and deductively and abductively informed by Critical Environmental Justice, this study seeks to fill these gaps by exploring the experiences and perspectives on the use of ARAO practices by ecosocial workers, as well as the individual and systematic barriers and facilitators to implementing such practices. Seventeen (N=17) ecosocial workers, representing diverse intersectional identities and professional roles participated. Through an iterative and constant comparative data co-creative process, the Critical Ecosocial Framework emerged. Comprised of five categories, the theory offers a lens for understanding and addressing intersectional racial, social, and environmental injustices across all areas of social work practice. Minimal comparison was facilitated between two demographic characteristics to contextualize the experiences and perspective from which the theory emerged. The study calls for a fundamental reorientation of social work pedagogy, policy, practice, and research toward a more interdependent, collaborative, equitable, and sustainable futures
Seeing women who fit: Girls’ forecasted fit in STEM fosters career interest
Get PDFGirls often express less interest in STEM (science, technology, engineering, mathematics) education and careers than boys, despite having comparable aptitude. We randomly assigned 242 girls (Mdnage = 12 years; 38% East Asian; 37% White) at Canadian STEM camps to control conversations about generic camp experiences, or intervention conversations where STEM role models discussed how STEM education and careers align with each girl’s most important value and emphasized the social community inside and outside of STEM. Key measures were collected at baseline, and several days after the intervention (or control). Girls’ current STEM fit did not differ by condition, but as expected, the intervention (vs. control) significantly improved girls’ forecasts regarding future STEM fit (ds = 0.27–0.35) and girls’ interest in STEM careers (d = 0.42), with a marginally significant boost in girls’ interest in STEM high school classes (d = 0.23). Pre-post increases in forecasted STEM fit mediated increases in STEM interest. Forecasted fit (beyond current fit) appears pivotal for promoting girls’ sustained interest in STEM
Legitimacy work of Olympic stadium renovations: a multiple case study of Los Angeles and Atlanta
No full textThis study examines legitimacy work in post-Olympic stadium renovation projects in Los Angeles and Atlanta. Multiple types of qualitative data, such as archival materials and semi-structured interviews, were gathered and analysed. Four substantive (i.e. formalized governance systems, collective leadership, maintaining and enhancing the stadium Olympic legacies, and engaging local legacy actors and experts) and three symbolic (i.e. promoting bond with the stadium area, communicating project progress, and promoting positive impacts) legitimation strategies were identified through data analysis. This work contributes to understanding the complexities of managing and legitimising stadium renovation projects
Pioneer Times, Volume 2, Number 2
No full textHighlights include: Second Annual Nursing PIER Conference Held at SHU, Latest Blogs: 5 In-Demand Careers in Education, Best Master’s Degrees for History Majors, Upcoming Event
Lessons Through Affirmations: Increasing Educators’ Capacity to Empower Children to Push Through
Get PDFThis improvement science dissertation explores how affirmation-based practices can enhance teachers’ capacity to support student engagement, resilience, and healthy self-concept, particularly in high-needs urban classrooms. The researcher employed a participatory action research design using mixed methods over an eight-week intervention. The “Lessons Through Affirmations” program included structured daily affirmations, reflective journaling, and teacher professional development. Quantitative data from pre/post surveys and weekly rubrics indicated consistent growth across SEL domains, notably in student resilience and instructional confidence. Qualitative reflections and interviews revealed that students internalized affirmations, demonstrated improved emotional regulation, and took ownership of the practice, while teachers reported personal growth in self-awareness, tone, and flexibility. Despite the limitations of a small sample size (n=8), time constraints, and reliance on self-reporting, this study shows that culturally responsive affirmation strategies can actively transform classroom culture and support the well-being of both students and teachers
Helen Keller
No full textHelen Keller was an activist, author, suffragist, and the first deaf-blind person to earn a Bachelor of Arts (Radcliff College). Keller wrote a total of 12 published books and several articles. Born in Alabama, Helen lived more than 30 years in Easton.
For more information https://www.cwhf.org/inductees/helen-kellerhttps://digitalcommons.sacredheart.edu/didyouknow/1027/thumbnail.jp
Wilbur Olin Atwater- Nutrition Research and Innovation
No full textAtwater was a Wesleyan and Yale graduate that conducted research on human nutrition that included food analyses, energy requirements, and dietary investigations. He later conducted metabolic studies and developed a calorimeter for measuring actual energy use in the human body. The USDA food and nutrition charts were developed based on his research.https://digitalcommons.sacredheart.edu/didyouknow/1052/thumbnail.jp
Mark Twain
No full textBorn Samuel Clemens, Mark Twain moved his family to Hartford in 1871. Some of hios most famous books were written while living in Hartford: The Adventures of Tom Sawyer, The Adventures of Huckleberry Finn, The Prince and the Pauper, and Life on the Mississippi.https://digitalcommons.sacredheart.edu/didyouknow/1038/thumbnail.jp
Pioneer Times, Volume 2, Number 4
No full textHighlights include: Seniors Work on Capstones with Sikorsky Engineers, Local Tech Companies Start Scholarship for STEM Students, Transfer Student Thrives at Sacred Heart, Latest Blogs: How to Build a Résumé While Still in College, Pioneers Connect Boosts Job Support, Upcoming Event
Force Production and Barbell Velocity Characteristics Across Multiple Sets of Different Accentuated Eccentric Loading Conditions
No full textorce production and barbell velocity characteristics across multiple sets of different accentuated eccentric loading conditions. J Strength Cond Res XX(X): 000-000, 2025-The purpose of this study was to examine the impact that multiple accentuated eccentric loaded (AEL) back squat sets have on force production and barbell velocity characteristics within 2 different loading conditions. Sixteen resistance-trained men performed 3 sets of 3 back squat repetitions while using 100% of their 1 repetition maximum (1RM) during the eccentric phase of the first repetition and either 60% (100-60) or 80% (100-80) 1RM on the concentric phase of the first repetition and the eccentric-concentric phases of the subsequent 2 repetitions. Braking and propulsion net mean force, duration, and net impulse as well as mean and peak barbell velocity were compared between loading schemes and sets using a series of 2-way repeated measures ANOVA. Significantly greater propulsion net mean force and mean barbell velocity were produced during the 100-60 condition than during the 100-80 condition across all sets (p \u3c 0.001). In addition, significantly greater (p \u3c 0.001) set-averaged braking net mean force and net impulse and peak barbell velocity were produced during the 100-60 condition while greater braking and propulsion duration (p \u3c 0.001) and net impulse (p = 0.031) were produced during the 100-80 condition. Within each loading condition, trivial-small differences existed across sets for all variables (g ≤ 0.39). Multiple sets of AEL back squats can be prescribed using 100-60 and 100-80 loading schemes without negatively affecting force or velocity characteristics. Strength and conditioning practitioners may prescribe 100-60 to enhance rapid force production characteristics and 100-80 to provide a strength stimulus to enhance force development