146 research outputs found
The colonization of time: production, consumption, and leisure
No full textThis dissertation reconsiders discretionary time as an objective measure of freedom through the concept of temporal autonomy, or the ability to control one’s time. The ability to control one’s time relates to the organization of the economy, state, and household with regards to the allocation of necessity. Capitalism dominates necessity through the manipulation of “necessary” labor-time that must be sold in order to survive in a market society, which I argue facilitates capitalism’s colonization of time for the purpose of generating profit and ensuring economic growth, rather than addressing human need or scarcity. If time is the ultimate scarce resource, then the distribution of time is a matter of justice. For this reason, I argue the fight for time as a political response to capitalism’s colonization of time remains an indispensible project that needs to be rethought in light of new historical conditions. Whereby the original fight for time fought to control and limit the time spent in production, I argue today’s fight for time must also address capitalism’s colonization beyond production through the commodification of time in general.Ph.D.Includes bibliographical referencesIncludes vitaby Nichole Marie Shippe
Cauldron, Spring/Summer 1994
No full text50 p. : ill.culture shock / Jessica Lee Walsh -- Hunger / Christa Clapp -- THE SURROUNDINGS / Nichole Miller -- lost it / Jessica Lee Walsh -- Untitled / Nichole Miller -- The Bad People / Alison Crane -- Sometimes I Am... / Kim Keck -- Midnight Mass on Christmas / Tom Bourginon -- Yellowstone or Bust / Christa Clapp -- Minor League / Tom Bourginon -- I Think/ I Need / Nicole Quackenbush -- Eleven Ways of Looking at Raw Skin / Christa Clapp -- The Leopard / Erick Trickey -- Fragmentation / Nichole Miller -- The Dark Knight Waiting / Kim Keck -- A Stitch in Time Unravels / Alison Crane -- Coffeemug / Erick Trickey -- On the Pennsylvania Turnpike, 3 a.m. / Erick Trickey -- Untitled / Nichole Miller -- Dandelion Crowns / Marnie Ernst -- Celebration / Amy Hicks -- Bitch / Marnie Ernst -- At +109F / James Grant Kraus -- Ice and candlewax / Cameron D. Wilcox -- Porcelain / Dan Stockman -- All I Asked, All / James Grant Kraus -- Vigil / Craig W. Burns -- ...in eternity's footsteps / Craig W. Burns
175 - Michelle Nichole Mann
No full textPolymers used in environmental and biomedical applications (e.g., filtration membranes and wound dressings) have surface properties that limit their biocompatibility and performance in biological settings. Such limitations arise from material hydrophobicity and propensity for bacterial attachment, leading to infection and device failure. Here, plasma processing is used to deposit films derived from essential-oil derived compounds. Surface characterization and performance testing reveals deposited films are anti-fouling and have controllable surface properties. As the use of polymers is widespread in biomedical devices and water treatment, such tunability allows for development of advanced naturally-derived antibacterial coatings, potentially improving medical outcomes and water quality.CSU Ventures Drivers of Innovation - Platinum award
Cwbr Author Interview: A Generation At War: The Civil War Era In A Northern Community
No full textInterview with Nicole Etcheson, Alexander M. Bracken Professor of History at Ball State University Civil War Book Review would like to congratulate Nicole Etcheson on winning the 2012 Avery O. Craven Award for this title, given by The Organization of American Historians, for most original book on the coming of the Civil War, the Civil War years, or the Era of Reconstruction, with the exception of works of purely military history. Interviewed by Nathan Buman
Civil War Book Review (CWBR): Today, we are pleased to speak with Professor Nichole Etcheson, the Alexander M. Bracken Professor of History at Ball State University and author of A Generation of War: The Civil War Era in a Northern Community. Professor Etcheson, thank you so much for talking with us today. Nichole Etcheson (NE): Thank you for having me
The "strong" Black woman: African American women and persistence in predominantly White institutions
No full textThis work was produced while the author was an undergraduate student in the Summer Research Institute of the Ronald E. McNair Post Baccalaureate Degree Achievement Program at Rutgers University
The forgotten women of wartime: the United Nations resolutions and the Democratic Republic of Congo
No full textThis work was produced while the author was an undergraduate student in the Summer Research Institute of the Ronald E. McNair Post Baccalaureate Degree Achievement Program at Rutgers University
Exploring the social capital of former foster youth in higher education
No full textFormer foster youth experience issues related to insufficient academic preparation, lack of financial support, housing instability, and lack of supportive people and services. These challenges make it increasingly difficult to remain enrolled and reach degree completion. Campus support programs have been specifically developed for former foster youth to provide a unique opportunity to address the challenges they encounter when transitioning to and attending college; however, the inherent issues within the programs can harm the very population it is trying to serve. This qualitative research study sought to understand students' perception of the support services provided by the Guardian Scholars Program and how the ways support offered may lead to social capital, bonding and bridging capital. Document analysis and semi-structured interviews were conducted with eight participants of a Guardian Scholars Program from a one public 4-year university in the state of California. Six core themes emerged from the data: bridging social capital, bonding social capital, Guardian Scholars Program experiences, struggles and barriers, pandemic impact, and Guardian Scholars Program recommendations
The effect of teacher-student relationships on student cognitive engagement in the classroom as a precursor to higher academic achievement
No full textThis qualitative research study sought to explore positive teacher-student
relationships and their effect on student cognitive engagement in the classroom.
Additionally, teacher perceptions of how student self-efficacy might affect student
academic achievement were explored. Data were collected through qualitative interviews conducted over zoom video calls. Constant comparative analysis and thematic analysis were used to examine the data. Seven themes were identified through the data analysis, 1. Trust and Respect, 2. Time and Care, 3. Comfort and Nonjudgement, 4. Collaboration and Family, 5. Building Self-confidence, 6. Pride and Performance, and 7. Perseverance and Advocacy. The first five themes were found to be key components of positive teacher-student relationships. Pride and performance were found to be student outcomes that indicated student engagement and academic performance in the classroom. Perseverance and advocacy were found to be useful benchmarks for teachers to gauge student self-efficacy as learners. Additionally, teacher boundaries and teacher-student hierarchies were discussed. Recommendations were given for teachers-in-training to apply the first five themes in their teaching to foster positive teacher-student
relationships. The last two themes were recommended for teachers to gauge student engagement, student academic performance, and student self-efficacy
A conceptual framework for incorporating a systems-based approach to literacy in PK-12
No full textWith mounting calls for the justice system to declare literacy a civil right, and with a growing emphasis on accelerating reading achievement at the federal, state, and local levels, educational leaders are under increased pressure to implement practices that will not only increase reading achievement but will prove sustainable for years to come. This study aimed to assist site and district leaders in the implementation of sustainable and effective literacy practices through a systems approach to literacy. In doing so, the study examined how one exemplary district has approached literacy instruction from an evidence-based systems level. The study is an intrinsic case study employing a qualitative design. Teachers and district leadership interviewed in the study were employed at a district in the state of California, which has been identified as one of seven "positive outlier districts" in the state. Interviews and document analysis were conducted to gain insight into how the district's instructional program, pedagogical practices, teacher and staff professional development, accountability components, parent support/ communication, and the cycle of assessments and progress monitoring work synergistically to sustain an environment that is conducive to literacy success. Findings from this study can support districts seeking to implement an exemplary systems-based literacy program that can be replicated and sustained to increase student outcomes
Social justice and equity in P3 projects at public colleges and universities
No full textAs leadership seeks alternative funding sources to execute critical infrastructure and capital projects, public colleges and universities are turning to public-private partnerships (P3 projects) as a solution. Initially, higher education P3 projects were primarily used to fund and build student housing projects. However, the success of these P3 projects led to other collaborative efforts that serve the comprehensive nature of the built environment at a public college or university, from event centers to parking garages to classrooms. The need for these projects in the built environment is driven by the wide range of stakeholders that make up the campus community at a public college or university. With P3 projects, public institutions like public colleges and universities partner with private entities that offer capital, expertise, experience, and an overall willingness to take on various amounts of risk in an infrastructure or capital project. P3 projects are structured so that a long-term revenue models generated by the project are designated to repay the initial investment funding. Provided the unique landscape of P3 projects with concentrated involvement by a private entity in public infrastructure and capital projects, there has been little exploration of how these engagements impact social justice and equity concerns. As P3 projects are common for various kinds of projects and initiatives at a public college of university, a collective case study was selected to evaluate the inclusion of social justice and equity programming in the built environment and P3 projects. The study addressed research questions that attempted to define the concept of social justice and equity in the built environment and identified conditions for the creation, construction, and ultimate inclusion of social justice and equity programs at public colleges and universities in P3 projects. Six vice presidents who had occupied high-level finance or high-level facilities roles participated in the study by completing a survey and participating in a comprehensive semi-structured interview. Leadership at public colleges and universities in these roles consistently deal with aspects of the built environment and P3 projects; thus their inclusion in the study and no other high-level executives at a public college or universities was warranted. The six vice presidents who participated presided over a total of 11 different P3 projects during their tenures, spread over eight different campuses with the participants in pursuit or working on an additional five additional P3 projects at the time of the study. Responses were reviewed, coded, and analyzed and the following themes extracted:
Minimal levels of social justice and equity inclusion programming currently exist in P3 projects
The culture of the public college or university ultimately influences the level of social justice and equity inclusion programming in the built environment
Structural considerations for inclusion of standards or other social justice and equity programs
Future P3 projects to include more standards or social justice and equity programming inclusion
As social justice and equity concerns are not a primary focus in the early stages of planning in projects for the built environment, their inclusion in P3 projects is threatened due to the nature of the formal consortium agreements entered into by both the public and private entities. Consortium agreements that govern key performance indicators and closely related performance measurements are defined early on, well before a P3 project begins construction, so any largescale social justice or equity concerns and programming need to be addressed and incorporated at a much earlier point in time than as is the case with a traditional building project. Given the nature of P3 projects, as public colleges and universities look to cede various responsibilities of the lifecycle of a project to private entities who possess an underlying profit motive, the need to incorporate social justice and equity early on is imperative to leadership at public colleges and universities and this is explored in the study
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