The structure of the leaf and peristome of Holomitriopsis laevifolia (Broth.) H. Robins : illustrated with scanning electron microscopy

The vegetative and sporophytic features of Holomitriopsis that distinguish this genus from Schistomitrium and from Leucobryum are discussed and illustrated using scanning electron microscopy

Stress and subjective well-being among online college students: Examining the role of social support

Stress and subjective well-being among online college students: Examining the role of social suppor

Are Some Deaths Worse Than Others? The Effect of 'Labelling' on People's Perceptions

This paper sets out to explore the extent to which perceptions regarding the 'badness' of different types of deaths differ according to how those deaths are 'labelled' in the elicitation procedure. In particular, we are interested in whether responses to 'contextual' questions - where the specific context in which the deaths occur is known - differ from 'generic' questions - where the context is unknown. Further, we set out to test whether sensitivity to the numbers of deaths differs across the 'generic' and 'contextual' versions of the questions. We uncover evidence to suggest that both the perceived 'badness' of different types of deaths and sensitivity to the numbers of deaths may differ according to whether 'generic' or 'contextual' descriptions are used. Qualitative data suggested two reasons why responses to 'generic' and 'contextual' questions differed: firstly, some influential variables were omitted from the 'generic' descriptions and secondly, certain variables were interpreted somewhat differently once the context had been identified. The implications of our findings for 'generic' questions, such as those commonly used in health economics (for example, the EQ 5D), are discussed.Preferences, Context effects, Affect heuristic

Making the Passionate Mind: An Inquiry into Mental Health and Crisis in Education

This dissertation investigates the passionate qualities of emotional life for the challenges they pose to theories of teaching, learning, and mental health in education. While orientations to mental health frequently manifest in the phantasy of mastery over the mind and the body, this dissertation offers an orientation that conceives of the unknown qualities of the mind from the vantage of unconscious life. Drawing on Julia Kristevas study of passion and maladies and Deborah Britzmans theory of education as an emotional situation, the dissertation offers a study of breakdowns in emotional life as a site for investigating the passionate qualities of teaching and learning. This research investigates such moments of breakdown through a study of three figurations: the mad student, the mad group, and the mad teacher. Through each, the research interprets phantasies of mastery, compliance, omnipotence, control, and cure as unconscious responses to narratives of passionate object relating. Methodologically, the investigation makes use of aesthetic objects, namely film, to interpret phantasies that passionately drive meaning-making even as they also threaten this creative work. The research posits the passionate mind as what binds education to its unconscious underside and argues that education may support mental health by allowing both time and space for its symbolization

Of Monsters and Mothers: Affective Climates and Human-Nonhuman Sociality in Kathy Jetñil-Kijiner’s “Dear Matafele Peinam”

This article examines the production of doubt and apathy within climate change debates and argues that the material outcomes of this affective regime perpetuate colonialism in Oceania. By furthering land dispossession, resource depletion, cultural loss, and impoverishment, the affective and material impacts of climate change have been and continue to be a site of activism for Native Pacific peoples. While climate change functions in many ways as an affective regime of colonialism, this affective regime is dismantled through Indigenous Oceania’s affects, epistemes, and ontologies, as exemplified by Marshallese poet and activist Kathy Jetñil-Kijiner’s poem “Dear Matafele Peinam” and its performance at the 2014 UN Summit on Climate Change. Through her use of experiential and embodied knowledges, which inform the affects that circulate in the performance, Jetñil-Kijiner intervenes into the colonial affective regime of climate change. Furthermore, her evocation of Indigenous epistemes and ontologies regarding nonhuman entities points to forms of sociality that I argue can provide alternative frameworks of thinking through not only climate change and its effects but also what an inter-Indigenous Oceanian sociality and politics might look like within contested colonial territories

Expanding Horticultural Training into the Prison Population

This article addresses positive and negative aspects of teaching horticulture to underserved prison populations. The southern Nevada master gardener curriculum was adapted to a concentration on job-readiness. Curriculum is only part of the challenge of working with this clientele. A number of problems and challenges arise with prison administration at all levels. We address the evolution of curriculum to meet the needs of each type of facility and institutional challenges so that the Horticultural Training Program can make a positive impact on individuals and communities

Desert Bioscape Training Influences Master Gardeners\u27 Practices

Teaching desert-appropriate horticultural techniques to Las Vegas residents may save millions of gallons of water. Master Gardener volunteers receive such instruction through the Desert Bioscape program. A survey of Master Gardeners found many of them incorporated the training into their own landscapes and some teach these principles at community classes. A majority of respondents (92%), do not teach classes, but are neighborhood resources for desert landscape information