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A Pioneer Campus Center: The Creation of the University of Michigan's Human Sexuality Office
Get PDFThis essay focuses on the creation of the Human Sexuality Office at the University of Michigan, the first official LGBTQ+ center at a university in the United States. The Human Sexuality Office opened in the Fall of 1971 spearheaded by graduate student Jim Toy, but also with support from local LGBTQ+ groups and university staff, students, and faculty. This historical essay traces the opening of the Human Sexuality Office, the role of its main founder Jim Toy, the resistance against it, and its first year in operation. In addition, the essay provides an overview of the environment surrounding the office’s opening, including national attitudes and activism regarding the LGBTQ+ community during the 1960s and early 1970s. I rooted this historical analysis in primary and secondary documents from the University of Michigan’s Bentley Historical Library and its collection of documents related to the Human Sexuality Office, now known as the Spectrum Center, and its founder Jim Toy
Highlighting the Importance of a Comprehensive Workup for Altered Mental Status on the Detox Floor: A Case Report
Get PDFSocial transmission of negative valence in prairie voles using a new behavioral assay that assesses social learning.
Get PDFUncovering biologically relevant Autism subtypes using advanced machine learning techniques: ASD biotypes
Get PDFProfound Non-Randomness in Dinucleotide Arrangements within Ultra-Conserved Non-Coding Elements and the Human Genome.
Get PDFCortical Volume Abnormalities in Post Traumatic Stress Disorder: an ENIGMA-PTSD Working Study Mega Analysis
Get PDFWhy do Patients with Severe Mental Illness Smoke Cigarettes?
Get PDFThe disparity in rates of cigarette smoking between patients with severe mental illnesses (SMIs) and the general population is a well-documented phenomenon. With over 30% of tobacco sales annually being accounted for by patients with SMIs, smoking is a significant modifiable risk factor within this population. Previous research has hypothesized that this increased rate of smoking may be linked to genetic predisposition, self-medication, and as a means of coping with the negative stigma towards those with SMI. This study focuses on the motivating factors that drive these patients to start smoking as well as the emotional changes that take place once smoking becomes routine. Qualifying patients included those who currently smoked cigarettes and had a previous diagnosis of an SMI. Two surveys were administered to patients, one of which gathered objective reasons for smoking (i.e. imitation, distraction, pleasure) while the other gathered subjective changes in their emotional states as they continued to smoke (i.e. changes in happiness, calmness, sociability, etc). Our study found that the two primary reasons these patients began smoking were imitation and feelings of calmness while the two primary reasons for continuing to smoke were addiction and habit. Our study also found that patients felt significantly less happy and less sociable now compared to when they first started smoking cigarettes. This data challenges the belief that using cigarettes provides positive emotional reinforcement and can be used by healthcare professionals to create effective cessation strategies that will likely be different than those used for the general population
The Role of Cysteinyl Leukotrienes and Their Receptors in EC-Macrophage Interaction and Therapeutic Implications for Atherosclerosis
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Writing Improves Reading Comprehension
Get PDFReading and writing are both critical skills students need to be successful both in and out of the classroom. Researchers have devoted much attention to understanding predictors of reading success and effective instruction. The purpose of this article is to provide teachers with information and research that supports using writing to improve reading comprehension. This article first examines the research as to why writing is such an important skill and how reading and writing correlate. It will examine different types of reading and writing instruction, and offer suggested approaches based on research findings. The article will conclude with a look into whether or not teachers are prepared to teach reading and writing the way research suggests it should be done