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Refusing to be Occupied: The Role of History and Literature in Reclaiming and Awakening the Chamoru Self
No full textI began my journey of reading Chamoru literature and history written by Chamoru people after taking an African American Studies course entitled “Black Fictions and Feminisms.” We focused largely on Patricia Hill Collins’ Black Feminist Thought. In Collins’ book, On Intellectual Activism, she reveals how writing Black Feminist Thought “became [her] chosen terrain of intellectual activism, a means through which she presented African American women’s experiences as marginalized by the intersections of race, class, and gender, bringing to the forefront their voices and narratives to challenge their erasure and misconceptualization throughout history and to the present day. While reflecting on my own experience and history as a Chamoru woman whose parents and ancestors come from the U.S. territory of Guam, I began to question what has become lost, taken, and erased from Chamoru people, culture, identity, and the island as a result of U.S. colonialism and imperialism on Guam. I first read Craig Santos Perez’s from unincorporated territory [hacha] . He tells how his poetry is a “strategic” position and site for the island of Guam to take on a decolonized meaning as the native land of Chamoru people, and for Chamorus to “begin re-territorializing the Chamorro language in relation to [their] own [bodies] by way of the page.” His motive to write from unincorporated territory [hacha] reminded me of Collins’ spirit in writing Black Feminist Thought. I started to wonder how much more literature and history was out there about my people and island that counteracted the dominant narrative of Guam as a strategic military location whose worth depended on its usability by the United States. As a Chamoru person who was born and raised in the United States (also referred to as a “mainland Chamoru”) this personal investigation invigorated a desire to connect with my culture, history, and identity through reading. Furthermore, this form of self-education has equipped me with the tools to criticize the United States’ ownership of and relationship to Guam, realizing that as the Indigenous people of Guam, Chamorus are entitled to their land and the opportunity to govern themselves free from colonial rule.
In reflecting on my journey as a “mainland Chamoru,” I wondered the following: How would engagement with Chamoru literature and Chamoru history on Guam, told by experts on Chamoru history, influence cultural and identity reinvigoration for Chamoru peoples living in the United States? It remains necessary to learn about the experiences of colonized peoples from their perspectives, especially when the group at hand is one’s people
Teaching to Care: What Teachers Think They Need to Create Equitable Classrooms
No full textThroughout the history of the United States, Black people living in the United States have been denied access to education. Eventually, the case of Brown vs. The Board of Education of Topeka that was decided in 1954 ruled that racial segregation in American schools was unconstitutional. Despite the end of separate but equal creating space for integrated schools, this decision was not entirely positive, especially for Black teachers and Black school administrators. While schools were mandated to integrate after the Brown decision, there was no protection given to Black education professionals. Following the Supreme Court decision, 38,000 Black teachers and other school administrators were left without jobs, and the number of Black teachers and school administrators only continued to decline for years after the landmark Supreme Court decision. Due to this, as well as other factors, teachers in the United States are overwhelmingly white and female, specifically 79% are white women. This is entirely unrepresentative of students in the United States schools, where 47% of public school students in the United States are white. Having a teaching force that is not representative of the student body is harmful for a number of reasons. Students of color have been cited saying that they feel as though white teachers pass unfair judgements upon them, or that they are not given the same levels of respect that is given to white students by white teachers. Although these stories can be discouraging, this does not necessarily mean that white teachers should not exist, it simply means that white teachers must be aware of spaces in which they are lacking, especially when it comes to harming students who hold marginalized identities. It is important for white teachers to be aware of the ways that they are doing harm to students in order to prevent this harm from occurring in the future.
An important aspect of this is teacher education. If teacher education programs, whether they be graduate or undergraduate level, are not aware of the harm that could be caused to students of marginalized identities, then they cannot prevent or mitigate this harm in the teachers that they are sending out into classrooms. If teacher education programs do not establish how to engage with students with marginalized identities teachers may never seek this knowledge out, resulting in harmful ignorance.
With this research I am to investigate teachers\u27 understanding of their behavior in the classroom and their engagement with topics of race and racism. I aim to understand where teacher education programs and schools are lacking, and what teachers think can be done to make this better
How has the foreign substance ban implemented by the MLB affected MLB Pitcher Spin Rate and Opponent Batting Statistics in 2021? Was it effective?
Get PDFThis study analyzes the effects of the MLB foreign substance ban on pitcher spin rates and batting averages with different pitches. During the 2019-2020 and 2020-2021 MLB seasons, pitchers throughout the league were accused of putting pine tar, Spider Tack, and other banned substances onto baseballs in order to create an artificially high spin rate. A higher spin rate makes hitting much harder and batters tend to strike out much more often. These factors contributed to a reduction in runs scored per game and generated frustrated fans. Consequently, the MLB implemented a substance ban in 2021 over concern that interest in the sport was declining. This study was conducted to determine if spin rates decreased on specific pitches such as fastballs, curveballs, sliders, and change-ups after the substance ban was implemented and if the increase in pitched ball spin rates correlated with a decline in opponent hitting statistics. To determine the answers, 12 regressions were run, first on opponent batting average before and after the implementation of the foreign substance ban, pitcher spin rates before and after the implementation of the ban, and lastly, on regressed spin rates on a collection of hitting statistics to determine if there is any correlation. Four types of pitches were selected to provide a more comprehensive analysis to determine how the ban affected the spin rates and batting averages against each pitch type as well as if the ban was effective. It was discovered that average spin rates experienced a statistically significant drop in every pitch after the implementation of the foreign substance ban, however, batting averages only had a statistically significant change against fastballs after the foreign substance ban was implemented, which is not the increase that was expected. However, it appears that the foreign substance ban is doing its job to deter pitchers from utilizing foreign substances
Best Practices for Toilet Training Children with Disabilities
Get PDFThis research project was conducted in collaboration with Paige Kensil, OTR/L and Erica Petru, OTR/L at Little Fin Therapies. Through discussion with Paige and Erica, we determined that there was a need to examine the effectiveness of various toilet training interventions for children with disabilities. Therefore, a systematic review of the literature was conducted on strategies and interventions for toilet training focused on promoting independence of children between the ages of 2-18 years old with disabilities. The literature review yielded a total of 20 research articles published in peer-reviewed journals. Ten toileting interventions were examined in these articles for children with disabilities, including children with autism spectrum disorder (ASD), intellectual or developmental disability (IDD), developmental delay, and sensory processing disorder (SPD). Ten toileting interventions were identified in the research, including video modeling, rapid toilet training, sit schedules or timed toileting, reinforcement, technology-based, visual prompts, behavioral modification, urine alarm, underwear or pad removal, and sensory integration. Results indicated that toilet training is not a one-size-fits-all approach. However, the ten identified interventions did show significant improvements in independence in toilet training. Our knowledge translation product included development of a toilet training guide for pediatric therapists and caregivers containing information and resources for nine of the ten identified toileting interventions. The interventions included in the guide are evidence-based and supported by research. Occupational therapy practitioners have a unique role in toilet training and should collaborate with parents and caregivers when creating an individualized toilet training program based on a client\u27s specific needs. There is a need for increased outcome research on toilet training interventions for children with disabilities
Critically Appraised Topic (CAT) Project Benefits and Methods for Promoting a Cue-Based Feeding Protocol for Premature Infants in the NICU
Get PDFIn collaboration with Cuyler Romeo, an occupational therapist working in the NICU at Banner-University Medical Center in Arizona, a systematic review was conducted to answer the question What evidence exists for implementing cue-based feeding in the NICU? Six databases were searched and eleven articles were selected for critical appraisal after meeting search criteria. The results indicate moderate evidence that supports the implementation of cue-based feeding (CBF) for preterm infants in the NICU. It is recommended that CBF be implemented in the NICU as a team approach with a protocol in order to provide positive feeding experiences for preterm infants. A tri-fold informational pamphlet was developed to educate both bedside care staff and caregivers on CBF. It included the benefits of CBF and an overview of infant feeding cues. Feedback from the collaborating occupational therapist indicated the usefulness for the pamphlet in her setting, with modifications to be audience specific, such as two different handouts for bedside care staff and caregivers. Future research is recommended for developing consistent protocols so that bedside care staff can consistently implement this intervention while involving caregivers. Recommendations for future translation of knowledge include targeting the information to specific audiences, such as new staff or student interns in the NICU
Hidden Adversity : Disclosure Among Other Overlooked Negative Outcomes of Invisible Disabilities
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The Commons: Volume 3, Issue 1
Get PDFTable of Contents Letter From the EditorsLILA BERNARDIN AND HANNAH WILLIAMS Who Sent the Devil Down to Georgia?KRIS BOHNENSTIEHL The Dehumanizing Gaze: Race in the Context of Academic TourismLEONA DERANGO Balancing Populations of Electoral DistrictsETHAN STERN-ELLI