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Showdown in the Black Hills: The Sioux Nation’s Continued Land Claims Battle Against the US Government
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Socially Interfering Sexual Behaviors in Autistic Adolescents and Treatments as Reported by Behavior Analysts
No full textCaregivers often express concern regarding socially interfering sexual behaviors (SISB) in autistic adolescents, yet recent literature offers limited updates on this topic. Existing survey studies have primarily relied on parent, caregiver, or educator reports, with little focus from the perspective of healthcare professionals. To address this gap, the present study surveyed Board Certified Behavior Analysts (BCBA) about the SISB they encounter, commonly utilized interventions employed, and their perceived effectiveness. Of 120 respondents, 74 qualified BCBAs provided data on behaviors such as socially interfering comments, public masturbation, touching others, and public disrobing. Public arousal, verbal remarks/comments, and sexualized gestures were the most frequently observed, while hyper-masturbation, voyeurism, and stalking were the least common. The most widely endorsed interventions were response interruption and redirection, functional communication training, visual strategies and discrimination training, and the frequent use of token economies, response costs, and overcorrection within treatment packages. This pattern reflects a preference for reinforcement-based procedures alongside punishment-based strategies often implemented as components of a multi-component treatment package. Practitioners reported moderate, but variable treatment success across behaviors. Findings underscore the prevalence of SISB across the autism spectrum and the need for greater training in addressing these behaviors
DIPL 3370 Gender, Race and Culture in International Relations
No full textThat gender should have a central place in international relations is finally beginning to take hold in the discipline. Most, if not all, introductory IR classes spend some time looking at how a study of states and the political and economic power they wield is incomplete without a consideration of how notions of femininity and masculinity also shape international relations. However, while IR scholars share concerns around male dominance in IR, feminism is not a monolithic concept and there is a diversity of both feminist approaches as well as topics studied. Moreover, intersectionality tells us that it is important to not only consider gender, but also race, class and other isms that shape our realities.
To that end, this course aims to provide students with an introduction to feminist epistemologies and methods, as well as to how postcolonial and indigenous theories intersect with feminism. Students will not only learn about the many different ways of thinking and theorizing about gender in international relations, but also explore the ways in which race and gender intersect with Eurocentrism, and the implications of this on world politics. Central to the course then is the central proposition that we cannot, and should not, think about gender in isolation but rather must consider the ways in which it intersects with other structures of power and identity in world politics. In the words of Cynthia Eschle, Failing to do so, as Black, Third World and postcolonial feminists have long claimed, means not only that the complexities of lived experience among groups of women and men worldwide will be ignored but also that racialized, colonial hierarchies between North and South and between whites and people of color, will be actively reproduced in feminist analysis and activism.
In the first part of the course, we will examine what is meant by gender-sensitive and feminist research in IR. Students will be introduced to a broad range of feminist theoretical frameworks that help us think about how gender matters in IR. These include black feminist thought, so called first and third world feminism, and transnational feminism among others. We will explore how the different variants of feminist thought influence critiques of international relations.
In the second half of the course, students will focus on the substantive issue of gender and development and use this issue as a prism to actually engage with and apply the theories that we have examined in the first half of the class. Students will learn about the theories and concepts that underpin a gendered analysis of development, as well as how using a lens that acknowledges both race and culture can influence both the thinking and practice of development. This second half of the course will also be practice oriented, and students will learn tools to enable them to conduct gender analysis. Moreover, through all the weeks, we will explore readings that show us how a gendered lens impacts specific areas of study in the field of IR
DIPL 2101 AA Ethnopolitical Landscapes
No full textThis course surveys the politics of cultural and ethnic/national pluralism, understood mainly in terms of the cultural, linguistic, and religious diversity that shape individual countries and the contemporary world, and their impact on the international system and the practice of international relations. It focuses on the salient issues that have taken center stage after the end of the Cold War, and deals with issues related to the rise of politicized ethnicity and other cultural cleavages around the world. The course includes examination of the possible factors that contributed to the rise of ethnic, religious, linguistic and other parochial attachments, and the accompanying political meanings they assume. In addition, theories/approaches/perspectives/schools that purport to explain ethnic/national group solidarities will be briefly introduced. Towards the end of the semester, formulas for accommodation of cultural pluralism in multi-ethnic societies will be explored.
The course will cover some important cases in greater detail: Quebec (Canada), Serbia and Croatia (Former Yugoslavia), Ukraine, and “Kurdistan” (Iraq). These cases have been selected for various reasons, including:
(1) Representativeness: taken together, the cases are broadly representative of current ethno-nationalist currents around the world.
(2) Currency: each case may be understood in the context of the emerging New World Order and global governance. That is, each has been affected by post-Cold War developments.
(3) Contrast: Canada has so far managed issues related to its multiculturalism in a civil way. However, in the remaining cases – Iraq, the former Yugoslavia, and Ukraine -- the ethnic/national conflicts have been violent, and the prevailing cultural divide have resulted in problems of mammoth proportions.
In addition, students in the course will have the opportunity to study other cases through research of those cases. The instructor will assign cases to groups of three students each to conduct in-depth study of the nature, evolution, causes, dynamics, actors, and attempted resolution mechanisms of each of the cases. The course will conclude with student PowerPoint (PPT) presentation of research findings and submission of a term paper.
To this end, the course examines national and ethnic identities around the globe and their impact on the human condition. The instructor hopes that, by the time the course topics are covered, each student will have developed increased interest in the study of cultural pluralism and an appreciation of the extent to which ethnicity and nationalism have become salient in national and international politics at the beginning of the 21st century
DIPL 6251 Justice, Truth, and Reconciliation in Post-Conflict Societies
No full textThis course seeks to address the choices and decisions that post-conflict states and the international community make in attempts to address past human rights abuses, concerns over reconciliation, and the socio-political challenges regarding justice, as well as more subjective issues like truth. How, and when, in light of weak national institutions do post-conflict states address past human rights abuses? Is there a tradeoff between states and societies that pursue justice over truth, or vice versa? Is there a “window of opportunity” to pursue reconciliation? Can justice truly be achieved in light of the enormous challenges that post-conflict states and societies face? This course will examine these questions and many others and seek to provide some answers to serious and very difficult real-world challenges that many states and societies face.
This class is intended to prepare students for advanced course work in the field. As such, there will be a lot of reading, writing, and thinking required. All times listed in the syllabus reflect Eastern Time