170 research outputs found
Alexia: Antigone Kefala's overdue fairytale
No full textThe aim of this paper is to examine the way in which Antigone Kefala constructs her story to become an author. She narrates her experience in her book Alexia (Antigone Kefala"s persona) in a fairytale manner. In the book we learn that Alexia spent some of the most important years of her young life in New Zealand, as a migrant. The most important part of this experience is based on her difficulty to come to terms with, and learn, a new language (English). What begins by being a traumatic experience for Alexia, later evolves into a creative force that guides her decision to become an author. In that way the English language becomes the most powerful, the most creative and the most productive tool in her life.
In order to challenge Alexia's process of becoming an author, her experience is compared to that of two famous French authors, Aragon and Sartre, who also decided to become authors in their childhood years. There was an obvious parallel between the French authors’ experiences through their first language, which corresponded in an astonishing way to Alexia's. Therefore, no matter whether one wishes to express oneself in one’s mother tongue or a foreign language, the process of becoming an author is always to consider a language as an unknown field of strange sounds, musicality and scattered grains of meanings
Black feminist criminology in action: A study of racial discrimination, ethnic-racial socialization, and offending among African American females
No full textOver the past decade, an increasing number of scholars have begun to explore the link between experiences of interpersonal racial discrimination and an increased risk of offending. The evidence shows that racial discrimination is a risk factor and that ethnic-racial socialization (ERS) provides resilience. However, much of the research on this phenomenon is largely focused on African American males. Drawing on Burt, Simons, and Gibbon’s (2012) research, I investigate the ways in which interpersonal racial discrimination increases the risk of offending among African American females and whether familial ERS practices provide resilience to its criminogenic effects. Using panel data from the Family and Community Health Study (FACHS), a survey of African American families in Georgia and Iowa, I examine the relationship between experiences of racial discrimination and an increased likelihood of offending to explore if ethnic-racial socialization provides protective effects against the criminogenic nature of racial discrimination. Using negative binomial regression to analyze my data and a black feminist criminological lens, the results indicate that racial discrimination is linked to a higher likelihood of criminal offending for African American girls. However, little support is found that provides evidence of ERS’ protective effects for African American girls.</p
Black girls and the discipline gap: Exploring the early stages of the school-to-prison pipeline
No full textFor nearly four decades, research has explored racial disparities in school discipline, revealing consistent discrepancies in the discipline of Black students compared to white students and other students of color. In these explorations, Black boys have taken precedent as being most susceptible to this discipline gap and deemed most as risk for future involvement in the school-to-prison pipeline. As a result, until recently, the discipline experiences of Black girls had largely been overlooked. More recent literature suggests that there are important disparities in school discipline along race, gender, and class lines. However, less is known about how Black girls experience exclusionary discipline specifically.
This dissertation fills this gap in the literature by utilizing a critical quantitative methodology to study differences in suspension odds and rates of 8th grade female students. Utilizing secondary data from the Early Childhood Longitudinal Study – Kindergarten Cohort (ECLS-K), logistic and negative binomial regression analyses were conducted to assess differences in the suspension of Black, Latina, and white girls. Testing a number of demographics, behavioral, school bonding, and school-context factors, this study examines predictors that contribute to discrepancies in school suspension and highlight potential protective factors that may alleviate these disparities.
Centering Black girls and utilizing critical race feminist and social bonding lenses, this study advances intersectional scholarship that provides more nuanced understandings of the discipline gap. Results of the study yield some important findings: (1) Black girls are significantly more likely to be suspended and at higher rates than their peers when demographic and school context factors are considered; (2) Black girls’ suspension was most impacted by individual factors that were not consistent across models; (3) for Latina girls, suspension was most strongly associated with school-context factors; (4) white girls’ suspension was associated with a number of individual, behavioral, and school-context factors; and (5) school bonding may provide some protective effects for Black girls as it lessened the significance of race and “problem behavior” on suspension. These findings provide valuable insights for future research on the discipline gap and can help inform more inclusive and equitable learning spaces and disciplinary practices in schools for Black girls
Black girls and the discipline gap: Exploring the early stages of the school-to-prison pipeline
No full textFor nearly four decades, research has explored racial disparities in school discipline, revealing consistent discrepancies in the discipline of Black students compared to white students and other students of color. In these explorations, Black boys have taken precedent as being most susceptible to this discipline gap and deemed most as risk for future involvement in the school-to-prison pipeline. As a result, until recently, the discipline experiences of Black girls had largely been overlooked. More recent literature suggests that there are important disparities in school discipline along race, gender, and class lines. However, less is known about how Black girls experience exclusionary discipline specifically. This dissertation fills this gap in the literature by utilizing a critical quantitative methodology to study differences in suspension odds and rates of 8th grade female students. Utilizing secondary data from the Early Childhood Longitudinal Study – Kindergarten Cohort (ECLS-K), logistic and negative binomial regression analyses were conducted to assess differences in the suspension of Black, Latina, and white girls. Testing a number of demographics, behavioral, school bonding, and school-context factors, this study examines predictors that contribute to discrepancies in school suspension and highlight potential protective factors that may alleviate these disparities. Centering Black girls and utilizing critical race feminist and social bonding lenses, this study advances intersectional scholarship that provides more nuanced understandings of the discipline gap. Results of the study yield some important findings: (1) Black girls are significantly more likely to be suspended and at higher rates than their peers when demographic and school context factors are considered; (2) Black girls’ suspension was most impacted by individual factors that were not consistent across models; (3) for Latina girls, suspension was most strongly associated with school-context factors; (4) white girls’ suspension was associated with a number of individual, behavioral, and school-context factors; and (5) school bonding may provide some protective effects for Black girls as it lessened the significance of race and “problem behavior” on suspension. These findings provide valuable insights for future research on the discipline gap and can help inform more inclusive and equitable learning spaces and disciplinary practices in schools for Black girls.</p
Nonconvulsive status epilepticus manifesting as pure alexia (alexia without agraphia)
No full textPure alexia is a rare disorder usually caused by an ischemic or hemorrhagic stroke. We describe a case of pure alexia due to nonconvulsive status epilepticus (NCSE). This 57-year-old man presented in a hyperosmolar, nonketotic state with fluctuations in mental status and an inability to read. His EEG was diagnostic of NCSE originating from the left temporo-occipital region. MRI of the brain revealed increased FLAIR signal over the left occipitotemporal region. Following initiation of antiepileptic treatment, his neurological examination normalized concomitantly with resolution of the NCSE. A follow-up MRI scan of the brain obtained 1 month later was normal. NCSE can have unusual clinical manifestations, and a high index of suspicion is necessary to correctly diagnose these patients. © 2007 Elsevier Inc. All rights reserved.Bauer G, 2006, EPILEPSY BEHAV, V8, P666, DOI 10.1016-j.yebeh.2006.01.002; Bhatoe HS, 2002, NEUROL INDIA, V50, P226; BINDER JR, 1992, BRAIN, V115, P1807, DOI 10.1093-brain-115.6.1807; Cohen L, 2003, CEREB CORTEX, V13, P1313, DOI 10.1093-cercor-bhg079; Dogulu CF, 1996, J NEUROL NEUROSUR PS, V61, P528, DOI 10.1136-jnnp.61.5.528; ERDEM S, 1995, J NEURO-OPHTHALMOL, V15, P102; Estanol B, 1999, REV NEUROLOGIA, V28, P243; HENRY TR, 1994, EPILEPSIA, V35, P35, DOI 10.1111-j.1528-1157.1994.tb02909.x; Kavuk I, 2005, EUR J MED RES, V10, P243; KOSNIK E, 1976, NEUROLOGY, V26, P248; Leff AP, 2006, J NEUROL NEUROSUR PS, V77, P1004, DOI 10.1136-jnnp.2005.086983; Leff AP, 2001, BRAIN, V124, P510, DOI 10.1093-brain-124.3.510; LUSCHER C, 1992, EUR NEUROL, V32, P26, DOI 10.1159-000116783; Sabet HY, 2004, AM J NEURORADIOL, V25, P419; Stahlman G C, 1988, J Tenn Med Assoc, V81, P77; TURGMAN J, 1979, ANN NEUROL, V6, P265, DOI 10.1002-ana.41006031666
Craftsmen and Society: the Lysippean Kairos
No full textThe debate on the social status of the craftsman in the ancient world involved various generations of
scholars.
In classical Greece the word “art” in its aesthetic significance, as is known, does not exist and it does
not exist a term used to indicate the “artist” as an expression of the creative process. Two sets of constraints
hampered full recognition of “téchne” as a craft activity: the one, ontological and epistemological, and the other
practical ethical and socio-political.
The conceptualization of beauty with its intrinsic ethical stance, not exclusively referred to téchnai,
does not have the qualities to substantiate téchnai themself systematically and become a specific category at the
same time.
This premise is necessary to reconsiderate the aesthetic and historical content of the Lysippean Kairos.
The bronze graphic reconstruction shows the child on tiptoe on the ball, with broad wings back and a small
pairs at the ankles. He grabs with his right hand a razor which support the balance, and touches a left dish with
the index finger. Long hair descends on the forehead, leaving bare occiput and nape.
The subject has been studied extensively, but going deep in the cultural evidence some ambiguities
emerge and stimulate us to reevaluate the matter. A way forward to clarify the intent of the author and
therefore the archetypal image of the work seems to consider different reading levels, both the symbolic valu
Examining the Lasting Impacts of COVID-19 on College Students and Professors
No full textThis study analyzes the impact of COVID-19 on the mental health, academic performance, and socialization of college students, as well as college professors’ perceptions of their own mental health, workload, and observed changes in students. University of Arkansas undergraduate students were surveyed online about their pandemic experiences, and faculty members were interviewed on similar topics. Students reported a noticeable decline in mental health, primarily due to isolation, being confined to their homes, and reduced contact with friends. Faculty faced stress from the rapid shift to virtual learning, decreased student engagement, and the challenge of balancing work and family while maintaining academic standards. Students indicated that online learning negatively affected their education, while faculty observed a decline in student engagement, increased introverted tendencies, and expressed concern for students entering professional spaces. Students also reported that the pandemic negatively affected social skills. However, faculty noted some positives, such as increased technology use/understanding and increased family time. Overall, the pandemic negatively affected students\u27 mental health, education, and socialization, while also imposing challenges on faculty. This study contributes to pandemic-related research by highlighting how COVID-19 continues to affect the post-pandemic classroom
Examining the Lasting Impacts of COVID-19 on College Students and Professors
No full textThis study analyzes the impact of COVID-19 on the mental health, academic performance, and socialization of college students, as well as college professors’ perceptions of their own mental health, workload, and observed changes in students. University of Arkansas undergraduate students were surveyed online about their pandemic experiences, and faculty members were interviewed on similar topics. Students reported a noticeable decline in mental health, primarily due to isolation, being confined to their homes, and reduced contact with friends. Faculty faced stress from the rapid shift to virtual learning, decreased student engagement, and the challenge of balancing work and family while maintaining academic standards. Students indicated that online learning negatively affected their education, while faculty observed a decline in student engagement, increased introverted tendencies, and expressed concern for students entering professional spaces. Students also reported that the pandemic negatively affected social skills. However, faculty noted some positives, such as increased technology use/understanding and increased family time. Overall, the pandemic negatively affected students\u27 mental health, education, and socialization, while also imposing challenges on faculty. This study contributes to pandemic-related research by highlighting how COVID-19 continues to affect the post-pandemic classroom
Comments on Alexia Yates’ Selling Paris: Property and Commercial Culture in the Fin-de-siècle Capital
No full textThis comment is part of a roundtable on Alexia Yates’ book, Selling Paris: Property and Commercial Culture in the Fin-de-siècle Capital (Harvard University Press, 2015). In it, the author summarizes Yates’ argument, discusses her source base, and explains why historians whose interests lie beyond 19th century France should read the book.Ce commentaire fait partie de la table ronde portant sur le livre d’Alexia Yates, Selling Paris: Property and Commercial Culture in the Fin-de-siècle Capital (Harvard University Press, 2015). L’auteur y résume le propos de Yates, discute de ses sources et explique pourquoi les historiens qui s’intéressent au XIXe siècle français devraient lire ce livre
The Influence of the Number of Toys in the Environment on Play in Toddlers
No full textAbstract
Date Presented 3/30/2017
The effect of the quantity of toys on toddlers’ play was studied by comparing play with four and 16 toys present. Quality of play was better with fewer toys present. Fewer toys is a recommendation occupational therapists can make to parents and teachers of young children.
Primary Author and Speaker: Alexia Metz
Additional Authors and Speakers: Michelle Imwalle, Carly Dauch, Brooke Wheeler</jats:p
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