A Writer, an Editor, an Instructor, and an Alumna Walk into the Writing Center

As the writing center director, I believe our professional tutors provide valuable expert perspectives to student writers. They also help me mentor the peer tutors and push me to reevaluate our practices. They add staffing stability to the center (whose peer tutors never stay for more than three years). Finally, these trusted writing experts professionalize the writing center’s status among administration, faculty, and students. In the following paragraphs, Amy, Ellen, Chris, and Lindsey illustrate the rich variety of skills and perspectives professional writing tutors can contribute to a writing centerUniversity Writing Cente

Beyond ‘Bad’ Cops

In this article, we define and examine surveillance culture within US college classrooms, a logical extension of pervasive carceral and capitalist logics that underlie the US educational system, in which individual success is tied to behavior monitoring, rule following, and sorting, particularly within marginalized student populations. Reflecting anxieties about the expansion of educational access, we argue for how crisis and change have historically contributed to the urgency and opportunity to expand surveillance culture and consider why this has continued to happen as a result of the COVID-19 crisis. We offer suggestions and alternatives to surveillance culture that have helped us foster student engagement in our own classrooms while also arguing for more substantial structural changes that could challenge surveillance culture beyond the individual unit of the classroom

Who walks through the revolving door? Examining the lobbying activity of former members of Congress

This is a post-peer-review, pre-copyedit version of an article published in Interest Groups and Advocacy on 14 January 2016. The definitive publisher-authenticated version is available online at: http://www.palgrave-journals.com/iga/journal/vaop/ncurrent/full/iga201516a.html (DOI: 10.1057/iga.2015.16)Government watchdog groups and the government itself have shown concern about the ‘revolving door’ of employees moving from Congress to private lobbying organizations. As of yet, the academic literature analyzing who becomes a revolving door lobbyist is small but growing. We contribute to this literature by examining which former members of Congress become lobbyists. We construct a data set of all members of Congress who left the institution between 1976 and 2012, identifying those who go on to register as lobbyists. We observe several trends. Among these: there is not a significant difference in the rates at which former House members and senators become lobbyists; institutional standing (in the form of party leadership and other such positions) has a profound effect on which former House members become lobbyists, but less so among former senators; and there is some evidence that Republican former senators are more likely to become lobbyists than Democratic former senators, but this party difference is virtually absent among former House members

Positive Youth Development: A Resiliency Based Afterschool Program Case Study

This study examined the impact of an afterschool program on resilience in youth at an elementary school in Central NY. The goals of the program were to: (a) increase resiliency among participants, and (b) reduce the occurrence of aggressive behaviors (i.e., bullying) in 5th and 6th graders. Of the 79 students who completed the survey, 19 participants were able to be matched with pre- and posttests. In the study, 13 as participants in the afterschool program, and six as non-participants. Results of paired samples t-tests indicated that those who participated in the afterschool program showed a significant increase (p= 0.05) in resiliency scores. The program also had a positive impact on decreasing discipline-related referrals

Geophysical and Archaeological Investigations of Enslaved Peoples at Cannons Point Preserve, Georgia

Geophysical and Archaeological Investigations of Enslaved Peoples at Cannons Point Preserve, Georgia Amy Sowers Collins1, Dr. Eileen G Ernenwein1, and Dr. Lindsey Cochran2, Department of Geosciences1 and Department of Sociology and Anthropology2, East Tennessee State University, Johnson City, Tennessee Cannons Point Preserve at St. Simons Island, Georgia was the site for the 2022 East Tennessee State University archaeological field school. The study area was believed to have once housed enslaved peoples at the plantation. Ground penetrating radar (GPR) and magnetometry surveys were performed at the preserve. These geophysical surveys are a common first step in archaeological research, because they can detect and map buried historic and prehistoric features prior to excavation. A real time kinematic (RTK) global navigation satellite system (GNSS) instrument was used to place stakes in the ground demarcating 10m x 10m grids for data collection. GPR data were collected using a GSSI-SIR-4000 system with a 400 MHz center-frequency antenna in south-north traverses spaced 0.5m apart. The system was set to record 100 scans per meter, 512 samples per-scan, using a 50 ns range. Magnetometry data were collected using a Bartington Grad601-2 fluxgate magnetometer in south-north traverses every 0.5m. Magnetometry collects eight readings per meter along transects. GPR data were processed using GPR-Slice software and magnetometry data were processed with ArchaeoFusion. Magnetometry anomalies that could be archaeological features were detected on the west and north side of the survey site. Two rectangular features were detected at 1-1.10m below the surface with GPR. Several linear features were also detected with GPR in the central and southeastern sections of the site. Although no test units were excavated deeper than 0.6m, some of the anomalies in the 0.3m-0.4m GPR slice were verified by excavation. Excavations in focused areas detected with magnetometry yielded ferrous (iron-containing) materials, burned pottery sherds, and burned bricks, as expected at a historic site. GPR and magnetometry successfully mapped buried archaeological features and helped direct excavations. Insight into the material possessions and living conditions of enslaved peoples on the island helps tell the history of those who were not recorded in the written record

Requirements for a successful full inclusion program

This research paper titled Requirements For A Successful Inclusion· Program , is a study of full inclusion programs. The introduction covers the history and early laws involving special education. The purpose of the study was to determine the requirements for a successful full inclusion program. There were four questions asked in the study. 1.What are teachers attitudes about full inclusion? 2. What types of children are most effectively included in a full inclusion program? 3. What are the benefits and concerns of parents whose children are in regular and special education classrooms involving a full inclusion program? 4. What types of resources do teachers, parents, or students need for full inclusion to be successful? The need for the study, the limitations of the study, and definitions of the study are included. Chapter II involves a review of the literature, starting with advantages of full inclusion. This section includes the benefits for teachers, students, and parents. Chapter Ill states the reasons against full inclusion. It lists teachers negative attitudes, student concerns, and parent concerns. This chapter also gives resources for teachers, students and parents. Summary, conclusions and recommendations are found in Chapter IV. This touches on the basic questions asked at the beginning of the paper and is followed by answers: What are the teachers\u27 attitudes about full inclusion? What types of children are best included in a full inclusion program? What do parents think and feel about their children being in a full inclusion program? What types of resources do teachers, parents, or students need for full inclusion to be successful? There are four conclusions drawn by the researcher from the literature reviewed in the paper

Interventions for Autism Spectrum Disorders: State of the Evidence

The number of children in Maine with Autism Spectrum Disorders (ASD) has increased significantly over the past decade. Since 2000, the number of children receiving Special Education services for ASD in Maine schools jumped from 594 to 2,231in 2008 – an increase of 276%. A recent study estimated that the total cost of caring for a person with autism over his or her lifetime can reach $3.2 million, with more than$35 billion spent collectively per year (Ganz, 2007). To conserve already scarce resources and of-fer the best possible services to children with ASD, it is necessary to identify and understand the treat-ments and methods that produce positive outcomes as proven by research. Science helps to clarify some of the confusion about what “works” and enables evidence-informed treatment decisions, thus saving pre-cious time and resources

Contingency Management: Dealing Abstinence from Methamphetamines

Presented at the 2022 Virtual Northwest Medical Research Symposiu

The Intersections of Race, Gender, Age, and Socioeconomic Status: Implications for Reporting Discrimination and Attributions to Discrimination.

This study employed an intersectional approach (operationalized as the combination of more than one social identity) to examine the relationship between aspects of social identity (i.e., race, gender, age, SES), self-reported level of mistreatment, and attributions for discrimination. Self-reported discrimination has been researched extensively and there is substantial evidence of its association with adverse physical and psychological health outcomes. Few studies, however, have examined the relationship of multiple demographic variables (including social identities) to overall levels self-reported mistreatment as well the selection of attributions for discrimination. A diverse community sample (N = 292; 42.12% Black; 47.26% male) reported on experiences of discrimination using the Everyday Discrimination Scale. General linear models were used to test the effect of sociodemographic characteristics (i.e., race, gender, age, SES) on total discrimination score and on attributions for discrimination. To test for intersectional relationships, we tested the effect of two-way interactions of sociodemographic characteristics on total discrimination score and attributions for discrimination. We found preliminary support for intersectional effects, as indicated by a significant race by age interaction on the selection of the race attribution for discrimination; gender by SES on the age attribution; age by gender on the education attribution; and race by SES on the economic situation attribution. Our study extends prior work by highlighting the importance of testing more than one factor as contributing to discrimination, particularly when examining to what sources individuals attribute discrimination