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Using Geomagnetics to Identify a Previously unrecognized Fault within the Olympic Penninsula
Get PDFThe most prominent geologic feature in the Olympic Peninsula is the Crescent Formation. The Crescent Formation (CF) is a massive unit of basalt up to 18 km thick which was accreted 52-48Ma. The Blue Mountain Unit (BMU) is a unit of continentally derived sediments which has previously been believed to be the sedimentary basement upon which the Crescent Formation (CF) was deposited ~50 Ma.(Fig.1) Recent research conducted by Prof. Ken Clark, Michael Eddy, Michael Polenz and multiple UPS grads found discontinuities which suggest that the BMU and CF are not part to the same coherent unit. Previous work suggests that a chemical and temporal discontinuity indicative of a major fault exists between the CF and the BMU. This study aimed to discover geophysical and geochemical evidence of this fault between the CF and BMU in the eastern Olympics. (Fig.1) This previously unidentified thrust fault is herein referred to as the Dusk Point Fault (DPF
Preparing Students to Learn about Antiracism: Voices from Four Undergraduate Antiracist Learners
Get PDFThe authors, a professor and four undergraduates, add the dimension of preparing students for antiracist learning and to become antiracist learners to the ongoing scholarly dialogue about antiracist curricula, pedagogy, and learning outcomes, hoping to open a robust area of scholarship and practice that will include the voices of students. They consider this “pedagogy of preparation” to be an important step to readying students for the demanding intellectual, emotional, and ethical work of antiracist learning. Because college students will become the antiracist leaders in the generations to come, they need to be prepared to be antiracist learners in their classes. And if antiracist educators want to aim for the most effective pedagogies and learning outcomes, they need to understand and then help students to prepare for what Kendi (2019) refers to as “the grueling journey” of becoming an antiracist (p. 11)
Investigating Professional Development: Comparing Students Self-Assessment with Assessment of the Clinical Instructors
Get PDFInvestigating Professional Development: Comparing Students Self-Assessment with Assessment of the Clinical Instructors
Johana Kontarovsky, SPT Mentor: Jennifer Hastings PT, PhD
Background: Professional behavior and self-assessment are aspects that are paramount to being a successful medical professional.
Purpose: This purpose of this study was to look at the development of professionalism in the cohort of 2020 at our institution. The concept was to investigate the students’ use of reflection as a foundation for personal and professional development.
Methods: The Self Reflection and Insight Scale (SRIS) was given to the SPTs September and December 2017 as well as May of 2020. The class of 2020 Clinical Performance Instrument (CPI) questions addressing professionalism were evaluated for the first and second internships. Numerical scores from the CI and student were recorded and key words were identified in the SPTs and Clinical Instructors (CI) comments.
Results: The SRIS showed a significant change in total scale score and the subscale of “need for self-reflection” between the start and the end of the first semester. No significant change between time two and time three. Students consistently rated themselves lower than the CI on the objective measures of professional behavior and professional development. The difference was statistically significant for the first internship only.
Conclusion: SPTs did not demonstrate a continuum of progressing self-reflection or professional development. There is a possibility that these results were in part due to the stress experienced by the students during the pandemic
Contemporary Feminism as Portrayed in Popular Media
Get PDFThe wide variety of definitions for “feminism” makes it complicated to identify and evaluate feminist media. The goals of feminist action have changed over time, but the overarching ideals of equality have not. The advent of social media has made it much easier to disseminate feminist rhetoric, but the temporary nature of most social media apps doesn’t allow for nuance or in-depth explanations of the feminism that’s being shared. The most popular example of a simplified feminism is “girlboss feminism,” which makes feminism marketable for a mass audience. Feminist rhetoric is also seen more and more frequently within a range of blockbuster films, including Zero Dark Thirty (2012) and Wonder Woman (2017). A “strong female character” is often seen as the hallmark of a progressive and/or feminist film. However, many of these films do not dive deeply into feminist history or theory, and simply use a strong woman character as a red herring for progressivism when, in reality, the films may be advocating for anti-feminist actions. This project serves as a case study of the various problematic ways contemporary feminism is used for anti-feminist purposes, including in film narratives, unethical business practices, and United States foreign policy. The research examines business models, social media posts and marketing, popular media, and political messaging