The Roles We Played: Exploring Intimacy in Research

Intimate relationships can serve as catalysts impelling us to deeply interact with others, and, consequently helping us to develop a greater understanding of ourselves, those with whom we come into contact, and the wider world. This manuscript describes the challenges and constraints I faced when engaged in qualitative research with an intimate other. I borrow from Dr. Carolyn Ellis’ (2007) concept of relational ethics, which requires researchers to: (a) act from their hearts and minds, (b) acknowledge interpersonal bonds to others, and (c) take responsibility for actions and their consequences. Power is a part of intimate relationships, so exploring and discussing power issues is critical in developing a solid research design and research processes when we involve intimate others, not to mention a solid baseline for a familial relationship. In this manuscript, I share methods I developed to interrogate my own awareness of my situated power/authority

MIDDLEMARCH : Three Italian Journeys

In Middlemarch, Dorothea’s intense moment of disillusionment in Rome has been generally traced to Eliot’s own Italian journey of 1860, when, as Gordon S. Haight notes (324),1 the disappointment in many sights of the Eternal City paralleled her heroine’s. The comparisons are very compelling, especially those involving the joined responses of author and heroine to the interior landscape of St. Paul’s (“the lovely marble… was half-covered with hideous red drapery (Life 132: vol. 2, ch. 10);2 the red drapery which was being hung for Christmas spreading itself everywhere (was) like a disease of the retina (226; ch. 20)).3 However, the famous and almost surreal paragraph which shows, with such extraordinary power, the dimmer but yet eager Titanic life gazing and struggling on walls and ceilings (226)3 may, in fact, carry another, less direct reference

Methyl 2-(4-ferrocenylbenzamido)thiophene-3-carboxylate and ethyl 2-(4-ferrocenylbenzamido)-1,3-thiazole-4-acetate, a unique ferrocen

The conformations and hydrogen bonding in the thiophene and thiazole title compounds, [Fe(C₅H₅)(C₂₀H₁₄NO₃S)], (I), and [Fe(C₅H₅)(C₁₉H₁₇N₂O₃S)], (II), are discussed. The sequence (C₅H₄)-(C₆H₄)-(CONH)-(C₄H₂S)-(CO₂Me) of rings and moieties in (I) is close to being planar; all consecutive interplanar angles are less than 10°. An intramolecular N-H...O=Cester hydrogen bond [graph set S(6), N...O = 2.768 (2) Å and N-H...O = 134 (2)°] effects the molecular planarity, and aggregation occurs via hydrogen-bonded chains formed from intermolecular Car-H...O=Cester/amide interactions along [010], with C...O distances ranging from 3.401 (3) to 3.577 (2) Å. The thiazole system in (II) crystallizes with two molecules in the asymmetric unit; these differ in the conformation along their long molecular axes; for example, the interplanar angle between the phenylene (C₆H₄) and thiazole (C₃NS) rings is 8.1 (2)° in one molecule and 27.66 (14)° in the other. Intermolecular N-H...O=Cester hydrogen bonds [N...O = 2.972 (4) and 2.971 (3) Å], each augmented by a Cphenylene-H...O=Cester interaction [3.184 (5) and 3.395 (4) Å], form motifs with graph set R¹₂(7) and generate chains along [100]. The amide C=O groups do not participate in hydrogen bonding. Compound (II) is the first reported ferrocenyl-containing thiazole structure

The Effect of Teaching Sixth Graders with Learning Difficulties a Strategy for Solving Verbal Math Problems

This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.In this study, subjects were taught a seven-step verbal problem-solving strategy. Results indicated an increase in percent correct on eight mathematics word problems for each subject following intervention. Baseline probes never overlapped with treatment probes indicating that generalization is possible to other students in the population studied

South Dakota Grain Production: Yesterday and Tomorrow

This bulletin provides an analysis of past and future grain production in the state of South Dakota, and examines trends between the years of 1963 and 1978

Partnering with a Middle School: Making a Space for Rural Middle School Student Voice

In this Practitioner Perspective, we explore two boundary spanning field experiences provided to teacher candidates to center middle school student voice and lived experiences supported by a school-university partnership. Surveys and teacher candidate reflections provided perspectives on both experiences and how these connected to coursework. We describe how both experiences influenced teacher candidates, enhancing their understanding of young adolescents, and bridging the theory-practice gap. Lessons learned through these experiences and future recommendations are included