The Art History Canon and the Art History Survey Course: Subverting the Western Narrative.

Art History enrollments at the college level are declining as students flock to STEM majors and perceive Art History as dated and of little use in today’s modern, scientific world. Yet Art History classes can teach valuable skills. When taught in a broad context, the objects art history studies engage critical thinking and can generate new forms of knowledge. However, the pedagogical structure and content of introductory art history survey course does not always offer students the creative leeway to make these connections. Instructors at the college level often retreat to the methods and content that have been a part of the discipline since its inception in the late 19thcentury; the professor as expert authority on the western canon of objects and the grand narrative of progressive development that accompanies them. As university students are becoming more ethnically and socially diverse, the objects covered in the survey continue to speak to a white, European audience that is no longer the only audience listening. While art history remains useful, its canon of objects has become problematic, and reinforces the othering of the non- western world. This essay will first examine how the modern canon and art history’s pedagogical practices came to be by examining the history of the discipline, and the theories, methods and texts that developed alongside academic art history. It will then take a brief look at how modern philosophy, primarily the conceptual ideas of Deleuze and Guattari, can provide a new framework for examining how the teaching of art history can be globalized and taught in a more meaningful way

In Vitro Stability and Pharmacokinetics of Novel Antileishmanial Compounds

Leishmaniasis, a disease caused by protozoan parasites of the genus Leishmania, affects millions of people worldwide [6]. Without effective treatment, visceral leishmaniasis is associated with a near 100% fatality rate, whereas other forms can be severely debilitating [6]. Current treatments are not ideal because of toxicity, resistance, expense, and inconvenience [6]. Work to develop new drugs is underway at The Ohio State University and is led by Dr. Karl Werbovetz. Over the past few years Dr. Werbovetz and colleagues have generated a library of antiparasitic compounds known to specifically target Leishmania and trypanosome tubulin. In the first round of derivatization, several dinitroanilines were synthesized and evaluated in in vitro efficacy and stability and in vivo efficacy studies to identify key regions of the molecules for efficacy and metabolism. The most promising of these dinitroaniline compounds, GB-II-150, demonstrates an in vitro selectivity of two orders of magnitude for African trypanosomes over mammalian cell lines [7]. GB-II-150 was further evaluated in an in vivo metabolism study in rats [3] and found to be extensively metabolized with the major products resulting from N1 ring oxidation, N4 alkane oxidation, and N4 oxidation [4]. Although GB-II-150 had a half-life of 170 minutes with intravenous administration, it was determined to be highly unstable with zero oral bioavailability when given via oral gavage [3]. Based on the results of these studies, analogs have been prepared in effort to achieve greater metabolic stability while maintaining selective antiparasitic activity [4]. A second round of derivatization and synthesis yielded another family of dinitroanilines that were again evaluated in vivo and in vitro for efficacy. My work has tested the in vitro stability and metabolism of several of these second generation dinitroaniline compounds that have shown antiparasitic activity. The most promising compound from this second round, TG-II-36, was also tested in an in vivo stability study to determine its pharmacokinetic properties. As a follow-up, ongoing work is being conducted on BTB-06237, an analog of a group of diphenyl thioether compounds that have also shown antiparasitic activity. This highly hydrophobic compound has presented serious challenges at early stages of analytical method development preventing adequate in vitro stability characterization. Advisor: James DaltonNIH grant AI062021 (to KAW

Classification of adults with problematic internet experiences: Linking internet and conventional problems from a clinical perspective.

Abstract This article utilizes data from clinical reports of 929 adults to examine whether various problematic Internet experiences are distinctly different from or extensions of conventional problems. A TwoStep Cluster Analysis identified three mutually exclusive groups of adults, those with (1) online relationship problems and victimization; (2) online and offline problems; and (3) marital discord. Results suggest some initial support for the idea that problematic Internet experiences are often extensions of experiences and behaviors that pre-date the Internet. However, the Internet may be introducing some qualitatively new dimensions - such as an increased severity, an increased frequency, or unique dynamics - that require new responses or interventions

Online mental health treatment: Concerns and considerations

Concerns and considerations have emerged as mental health professionals contemplate the provision of mental health treatment over the Internet. This paper identifies perceptions of online mental health treatment among a national sample of 2,098 social workers, psychologists, and other professionals. These professionals were unlikely to provide online mental health treatment, although some used the Internet as an adjunct to clinical practice. They noted specific concerns related to the provision of mental health treatment online, including confidentiality of client information and liability issues. We explore these issues and discuss implications for professionals who provide mental health treatment

Interpretative Phenomenological Analysis Of Graduate Students\u27 Experiences Of Plagiarism By Their Professors

This phenomenological study expands the inquiry on perceived academic misconduct by investigating the experiences of graduate students who have reported a professor’s misattribution of their work. The participants include five graduate students who formally reported a violation of academic integrity because they believed a faculty member had misattributed their work. During the incident, the faculty and students both participated in an academic setting in one or more of the following types of relationships: committee chair–advisee, committee member–student, classroom professor–graduate student, and research supervisor–graduate assistant. Two central research questions frame this study: How do graduate students who have reported that their professor committed a violation of academic integrity experience the academic socialization process as well as power dynamics? How do graduate students decide to report when their work has been misattributed by a professor? Based on data collected primarily through interviews and documents, I employ an interpretative phenomenological analysis (IPA) to examine the graduate students’ experiences using the process developed by Smith, Flowers, and Larkin (2009). My research findings include (a) initial positive socialization experiences masked the reported dishonesty, which led to the graduate students’ lack of trust in their professors; (b) self-identity of the graduate students shifted as the events unfolded regarding the professor’s misattribution activity and the university’s response to reports of ethical breaches; (c) individuals in positions of authority to whom the graduate students formally reported the misattribution of their work failed to act in a manner that satisfactorily resolved the matter for the graduate student; and (d) advisement from trusted individuals can play a key role in assisting graduate students navigate power dynamics with professors and process the decision-making efforts of whether it is worth the risk to report the academic violation. These findings could have profound impacts on policies and practices within higher education. For instance, this study illustrates how important it is to have clear, readily available policies in place regarding research misconduct. In addition, this study calls for more education about authorship. Equally important, graduate socialization should involve stronger protective measures including having clear reporting procedures and protections in place for students when they report academic violations. Furthermore, this study highlights representational objectivity. In practice, it may be helpful in these cases of academic violations to have an unaffiliated (i.e., not associated with the student’s or reported wrongdoer’s academic unit) faculty member or administrator participating in reviewing cases of plagiarism