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Black principals’ navigation of politically conservative challenges to public school curricula: effects on administrator attrition
Get PDFThis qualitative study explored the experiences and perceptions of Black principals regarding the influence of politically conservative efforts on diversity, equity, and inclusion (DEI) initiatives; critical race theory (CRT); and curriculum related to slavery in K–12 schools. The study was grounded in the increasing politicization of education, particularly as it pertained to race and identity, and examined how Black school leaders navigate these pressures. A review of the literature revealed the persistent challenges faced by Black principals, including racial discrimination, professional isolation, and a lack of support systems, compounded by the rise of conservative ideologies in education. The research sought to answer the following research question: To what extent have politically conservative pressures impacted Black principals’ decision to stay in their positions, and how do these pressures shape DEI-related initiatives and curricular content? Semistructured interviews were conducted with 13 Black principals in Southern New Jersey, representing a mix of suburban, urban, and rural school settings. Phenomenological study analysis was used to identify recurring themes related to conservative pressures, racial dynamics, and the professional resilience of Black school leaders. Results indicated although CRT was not present in schools, the perceived association with DEI initiatives led to reduced support for such programs. Participants expressed feeling isolated and questioned their effectiveness as educational leaders but often chose to stay in their roles due to financial obligations and commitment to Black students. The study suggests a critical need for enhanced support systems and leadership training that addresses the intersection of race and politics in education, offering implications for both policy and practice in supporting Black principal
Introduction Issue 2: Humanities in the time of ChatGPT and other forms of AI
Get PDFIntroduction to this Special Issue on Artificial Intelligence and Pedagogy
Naloxone and dexmedetomidine reversal of the effects of methamphetamine and fentanyl co-administration
Get PDFAgitation is common amongst individuals who have taken methamphetamine (METH) when they arrive at the emergency room (ER). Fentanyl (FENT) and other opioids can mask this agitation which could then unexpectedly present after the reversal of these drugs by naloxone (NLX). Commonly used medications for agitation caused by METH include benzodiazepine sedatives (like alprazolam and similar drugs), but these drugs can produce dangerous sedation and inhibition of breathing when combined with opioids such as FENT. Therefore, the purpose of this MS thesis project was to use a rat model of METH-FENT overdose to test the ability of opioid antagonist NLX and d2 agonist sedative dexmedetomidine (DEXMED) which has minimal effect on breathing (even when combined with opioids) to safely and effectively inhibit the effects of both FENT and METH. Experiments tested for a reduction in agitation by measuring animal movement and safety by monitoring heart and breathing function. METHinduced locomotor activity was significantly reduced after the NLX administration at all DEXMED doses tested (p\u3c0.05) to a level similar to rats not administered METH. Blood oxygenation was not reduced by NLX-adjunctive DEXMED in METH treated rats, but it was significantly reduced in the absence of METH. Heart rate was significantly reduced in both DEXMED treated groups, but METH partially attenuated this effect
20240201: Marshall Artists Series, 2014-2016
Get PDFThese items include materials from the Artists Series at Marshall University from 2014-2016. Items were received in 2024 and include the programs brought to Marshall via the Artists Series, posters, and newspaper clippings from 1960. Please download the inventory for a full list of materials
