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Institutionalizing Gender: Madness, the Family, and Psychiatric Power in Nineteenth-Century France
No full textInstitutionalizing Gender analyzes the relationship between class, gender, and psychiatry in France from 1789 to 1900, an era noteworthy for the creation of the psychiatric profession, the development of a national asylum system, and the spread of bourgeois gender values.
Asylum doctors in nineteenth-century France promoted the notion that manliness was synonymous with rationality, using this fact to pathologize non-normative behaviors and confine people who did not embody mainstream gender expectations to asylums. And yet, this gendering of rationality also had the power to upset prevailing dynamics between men and women. Jessie Hewitt argues that the ways that doctors used dominant gender values to find cures for madness inadvertently undermined both medical and masculine power—in large part because the performance of gender, as a pathway to health, had to be taught; it was not inherent. Institutionalizing Gender examines a series of controversies and clinical contexts where doctors\u27 ideas about gender and class simultaneously legitimated authority and revealed unexpected opportunities for resistance.https://inspire.redlands.edu/oh_books/1107/thumbnail.jp
The Influence of Administrators’ Allocations of the Local Control Funding Formula on African American Students’ Academic Achievement
Full text linkThis qualitative phenomenological research explored how administrators perceive Local Control Funding Formula (LCFF) resources and their influence on African American student achievement. The central phenomenon was the role of district office administrators in determining LCFF resource allocations. A nonrandom recruitment selection of 10 public-school transitional kindergarten through Grade 12 district employees in a southern California county from seven districts with African American student populations of 8% or higher participated in the study. The district administrators who participated in semistructured interviews were superintendents, assistant superintendents, and directors. Seven themes emerged from the collected and analyzed data: (a) African American students indirectly addressed by LCFF, (b) African American achievement indirectly impacted by LCFF, (c) LCFF statutory regulations: intentional policy and practice, (d) LCFF metrics to determine effective versus ineffective expenditures, (e) LCFF resource allocation methodology, (f) LCFF voice: advocacy and stakeholder engagement, and (g) culturally responsive school leadership. Districts have flexibility with LCFF to allocate resources to meet local needs and address disparities and inequities that impact historically underperforming student groups. In order to understand how to eradicate the persistent underperformance by African American students, this study looks at the perspective of those who have the LCFF decision-making power to allocate resources in districts
The Invisible Nicaraguans: Examining The College Experience Of Six Nicaraguan-American Students In U.S. Higher Education
No full textNicaraguan-American students in U.S. higher education research are not disaggregated from other Central American students and are more often than not lumped together with all “Hispanic” or “Latino/a” students. Conventional studies of immigrant education also tend to treat “Hispanics” or “Latinos/as” as a homogenous group. A few studies do disaggregate “Hispanics” or “Latinos/as” but limit their analysis to large subgroups such as Mexicans (e.g., Aguirre, 1993; Getz, 1997; Hurtado, 1995; San Miguel, 2001; Torres, 1991; Trujillo, 1998; Valencia, 1991).
Nicaraguans are a population that is distinct from Cubans, Mexicans, Puerto Ricans, and other Central and South American groups. According to Pew Research (2015), Nicaraguans settle in various locations around the U.S. that offer different degree of tolerance, group support and social capital. The Nicaraguan population in the U.S. has nearly doubled, growing from 250,000 in 1990 to 381,000 in 2013 (Pew Research, 2015). The population of immigrants from Nicaraguans living in the U.S. have also grown by 35% up from 164,000 in 1990 to 222,000 in 2013 (Pew Research, 2015). Sixty percent of Nicaraguans in the United States were born in Nicaragua, and Nicaraguan-Americans have higher levels of education than other U.S. Hispanic/Latinas/os but lower levels than the U.S. population overall (Pew Research, 2015).
This qualitative study examined the college experience of six Nicaraguan-American students to better understand their unique challenges, experiences, and needs
Progress towards the synthesis of analogs of the cyclic opioid tetrapeptide cyclo[Pro-Sar-Phe-D-Phe]
No full textThe opioid epidemic is a global epidemic that claims more lives every passing year. Previous research has shown that antagonism of the kappa opioid receptors (KOR) has potential in treating opioid drug addiction in mice. The cyclic tetrapeptide cyclo[Pro-Sar-Phe-D-Phe] has shown short-lived antagonism of the kappa opioid receptor at small doses (~0.03 nmol). It has also been shown to reduce the drug seeking behavior of mice following exposure to drug or stress in a conditioned place preference (CPP) assay. In prospect of increasing the half-life of the tetrapeptide, we systematically varied the prolyl residue of cyclo[Pro-Sar-Phe-D-Phe] to investigate the structure-activity relationship of the peptide, namely the role of hydrogen bonding sites, alpha carbon and amide nitrogen alkylation, and peptide cis-trans isomerization. The linear precursors were synthesized by solid-phase peptide synthesis (SPPS) and were subsequently cyclized in solution to yield the desired analogs. The cyclic peptides were then purified via normal-phase then reverse-phase column chromatography. Once purified, the peptides were identified by electrospray ionization liquid chromatography mass spectrometry (ESI-LCMS) and high performance liquid chromatography (HPLC). Necessary work that is needed to be completed in the future is to cyclize, to purify and to identify the remaining tetrapeptide analogs and send off for testing in mice to determine the effects of kappa antagonism and half-life of the peptides
Preservice Teacher Perceptions of Coding in Literacy Instruction
Full text linkCoding is a language with many similarities to what is traditionally thought of as literacy. Preservice teachers are familiar with literacy instruction, but were not exposed to computer science during their K-12 education nor in their teacher education course work. Yet, they are responsible for preparing children for future careers, including the growing field of computer science, which should be integrated as early as possible into the general education curriculum to build awareness, interest, and ultimately, skills. In this study, preservice teachers in a K-6 reading interventions class were trained in Scratch and provided a template to use with children struggling in various aspects of literacy. This article examines how preservice teachers perceive the relationship between coding and literacy through the theoretical framework of gaming, and whether they would include coding in literacy instruction. Results indicate preservice teachers do not feel confident enough in their teaching abilities to feel comfortable integrating coding into literacy instruction. Lack of prior knowledge and time constraints contributed to those that chose not to participate. Success occurred as Scratch was found to be motivating and individualized when using self-selected pictures and voice to connect to the written word, supporting children’s literacy learning
A Critical Policy Analysis of the United States’ Bilingual Education: Challenges and Successes in a Multicultural Context
Full text linkWithin the United States, bilingual education has historically been both accepted and restricted. Throughout the context of social and political events, diversity has impacted the educational system of the nation as millions of immigrants have become a part of American society. This continually changing demographic has proven to have a divisive as well as controversial impact on the concurrent political climate. Politicians and policy makers have mirrored the changing dichotomy of the United States nation through legislation that has impacted language minority students who have continually struggled to achieve academic success. Within the research, the author examines the historical background of legislation impacting immigrants and English learners throughout the years. Specific timeframes ranging from an era of linguistic tolerance to an era of linguistic value discuss the response to subsequent diversity. The disparities are examined as well as the changing bilingual program models that have evolved. To examine California’s current educational state, ten pieces of enacted legislation have been evaluated in order to determine if bilingual education has been perceived as a problem, a right, or a resource. By framing the legislation and the impact that it has had, it served to negotiate an understanding of each situation, point to a cause, determine an alternative, and thereby promote change. The author has concluded that California has made strides towards creating an educational system where bilingualism and language diversity are perceived as resources that have led to implementation of increased numbers of dual immersion programs. Cautionary steps and guidelines are discussed, as well as programmatic recommendations for implementation of effective programs that will value and build on a child’s native language rather than rebuke it
Apollonian and Dionysian Elements in Baroque and Classical Keyboard Music: Spirit of Apollo or Dionysus?
No full textThis research project focuses on the relationship between musical aesthetics in the Classical and Baroque musical periods by analysing the Apollonian elements of order and rational thinking and Dionysian elements of chaos and irrationality in both styles of music. I have shown the ways in which Classical and Baroque music are stylistically and aesthetically closely related, despite often being contrasted as two opposite ends of the classical music spectrum. The most notable conclusion to be drawn from the music and analysis is that Baroque, Classical and Romantic composers used Apollonian and Dionysian elements extensively in their music which, though overshadowed and possibly less prominent in certain time periods, are still a present and driving force in both composition and performance.
The research was facilitated by the analysis, rehearsal, and performance of:
J.S. Bach Prelude and Fugue no. 1, C-major (from 8 Kleine Preludien und Fugen für Orgel)
J.S. Bach Prelude and Fugue no. 2, d-minor (from 8 Kleine Preludien und Fugen für Orgel)
W.A. Mozart Fantasia d-moll KV. 397
W.A. Mozart/E. Grieg Piano Sonata no. 3 in C-major KV.545 (with piano secondo by E. Grieg)
L.v. Beethoven Piano Sonata No. 14 c#-minor op. 27 no. 2 (Moonlight) mvt. I
T. Dubois Toccata in G (from Douze Pièces pour Orgue
So That Nothing May Be Lost : Gender Diversity and the Divine Image
No full textThis essay explores the Biblical roots of gender, and offers a wider more inclusive understanding of God and God’s activity in creation
The Effect of Math-E-Motion on Children’s Mental Rotation Abilities and Spatial Perspective Taking Abilities
Full text linkThe demand for Science, Technology, Engineering, and Mathematics (STEM)-related jobs is increasing, while the number of educated and skilled people in this field is decreasing. Uttal, Meadow et al. (2012) emphasized that the development of a person’s spatial skills contributes to an individual’s success in STEM-related fields. In addition, Uttal, Meadow et al. recommended the investigation of the impact of spatial training on younger students. The purpose of this research was to determine the effect of a dynamic, fully-embodied learning activity on the development of elementary school students’ spatial skills; in particular, their mental rotation and spatial perspective taking abilities. Based on the difference between the students’ pre-test and post-test scores in the Object Rotation Test and the Perspective Taking Test, it was concluded that a dynamic, fully-embodied learning activity improves the students’ object rotation abilities and spatial perspective taking abilities
Uniting Deep-Sea Coral with Geomorphology
Full text linkThe Deep Sea Coral Research and Technology Program manages an online database containing deep-sea coral records. However, their data lacks standardized information about which seafloor feature each coral is located on, a factor which greatly influences their distribution. The goals of the project were to (a) enrich the Program’s deep-sea coral data with coincident geomorphic features, and (b) classify slope position zones for the Eastern U.S. Exclusive Economic Zone (EEZ). A standardized and authoritative seafloor geomorphic feature set of 24 feature classes was spatially joined to the coral data and can be used in the Program’s online database. Then, five slope position maps of the Eastern U.S. EEZ were produced using five different neighborhood sizes of topographic position index. Areas of gradual elevation change were not adequately classified while areas of stark elevation change were accurately classified. The standardized global geomorphic features, along with slope position zones, can be used in deep-sea coral habitat models to better elucidate the spatial distribution of coral to develop more effective conservation strategies