Examining the Influence of Whiteness on the Group of Socialization Process of College Men in the Traditionally White Fraternity System

Recent national examples demonstrate the incongruence between the traditionally White fraternity system and race. A 2014 racially and sexually suggestive email led to the suspension of a Kappa Sigma fraternity member at the University of Maryland (Associated Press, 2015, March 14). In December 2014, the Clemson University chapter of Sigma Alpha Epsilon hosted a gang-themed and racially offensive party, titled “Cripmas”, near the holiday season (WYFF, 2014, December 9). Members of Sigma Alpha Epsilon at the University of Oklahoma chanted racist songs on a bus in 2015 (Associated Press, 2015, April 3). The purpose of this study is to understand how racial attitudes are socialized within members of traditionally White fraternities through a critical examination of participants’ narratives on race and the concept of fit within fraternity membership. This study was constructed as a qualitative phenomenological multiple case study of students’ experiences with race specifically bounded within two separate traditionally and predominantly White fraternity’s new member education processes. This study used institutional theory as a theoretical framework through a critical constructivist lens to add to the body of knowledge on how White men use normative, regulative, and cultural-cognitive structures to perpetuate Whiteness. Narratives from all eight participants were presented in this study. From those narratives, ten subcategories were identified and divided into four major themes for analysis. The four major themes from this study were as follows: (a) Student Self-Governance, (b) the Minimization of Race and Racism, (c) Normalizing Whiteness, and (d) the Role of Racially Segregated Environments in Perpetuating White Supremacy. The findings from this study provide student affairs practitioners insight into how men in traditionally, predominantly White fraternities experience race. Fraternity members’ explanations of how they determine fit for fraternity membership can help illuminate the access issues inherent in homogenous, privileged environments. The critical constructivist approach used for this study can deconstruct the ways in which Whiteness is perpetuated in hegemonic White spaces

Perceptions of Race and Fit in the Recruitment Process of Traditionally, Predominantly White Fraternities

This study was constructed as a qualitative case study to explore racialized definitions of fit and how those perpetuate White supremacy within fraternity systems through a critical examination of participants’ lived experiences on race. Lived experiences from seven participants were presented to identify two major themes for analysis: (a) the minimization of race and racism and (b) normalizing Whiteness. This study used a social identity theoretical framework to deconstruct the ways in which Whiteness is perpetuated in hegemonic White spaces

Paediatricians’ Engagement with Reflective Practice: A Scoping Review

Introduction: This scoping review identified literature describing reflective practice amongst paediatricians and then aligned the reflective concepts with Wellington and Austin’s Orientations to Reflection: Immediate, Technical, Deliberative, Dialectical and Transpersonal. These distinctions present concepts for paediatricians to contemplate in their reflective practice. Methods: OVID MEDLINE and APA PsycInfo databases were searched for English language articles in peer-reviewed journals using the terms “paediatric*” AND “pediatric*” AND “doctor*” and “physician*” AND “reflect*”. A data capture form was created and populated. Results: Twenty-one articles describing reflective practice amongst paediatricians were identified. Most articles (43%; n = 9) described the immediate orientation to reflection. One article, a personal perspective from a late-career stage paediatrician, aligned with a transpersonal orientation to reflection. Conclusions: Reflective practice of the immediate orientation is accepted by paediatricians during education initiatives. It often takes place accidentally but can be developed through awareness of reflection, role-modelling, goal-setting, and feedback. Enhancing factors include a friendly, flexible learning environment, faculty support, protected time, and sharing significant experiences. Positive effects of promoting reflection include enhancing clinical practice, increasing resilience, and entrustment. Barriers include emphasis on efficiency, lack of continuity or awareness, negative emotions, and burnout. Reflective practice should be encouraged. One should not assume “it just happens”

Aplicação da metodologia aprendizagem baseada em projetos (ABP) na disciplina química orgânica por meio do estudo de méis

PBL suggests that the teaching and learning process is student-centered. The project "Characterization of honey by phenolic profile and antioxidant evaluation, focusing on PBL" (two Finnish floral honeys, one Portuguese, and one Finnish honeydew) was applied in the "Organic Chemistry", to 2nd year students of Vocational Course in Chemistry at the Federal Institute of the Southeast of Minas Gerais - Barbacena Campus. The content was worked throughout the project. The groups were mixed, seeking teamwork. Dialogically, individuality was valued. In the first period UV-spectrophotometric analysis were performed. The groups taught each other, characterizing the role of the student as an advisor. They were the authors of the cooperative learning process, relating honey to organic compounds. They studied the carbon atom, and started functions. Molecular models aimed at the knowledge discussed (single/double/triple bonds, σ/π, hybridization/geometry, structures). For the second period, preparation of an extract by chromatography lead to the knowledge about properties of the compounds (which would occur in the fourth period), and applying the "Homologous Series" subproject. New groups were drawn (3rd period) in a motivating dialogical lesson. Trust was created between students and teachers within the learning process. In the last period, they investigated preliminary chemical results. The phenolic profiles were similar, with more differences in the Finnish honeydew and Portuguese floral. They studied isomers and completed functions. There were differentiated assessments for the construction of knowledge, including the use of technological tools. There was a surprising level of motivation amongst the participants. The implementation of PBL and student-centered approach is effective and powerful.ABP sugere processo de ensino e aprendizagem centrado no estudante. Aplicou-se o projeto “Caracterização de mel pelo perfil em fenólicos e avaliação antioxidante, focando ABP” (dois méis florais finlandeses, um português, e um mel de melato finlandês) na “Química Orgânica” na 2ª série do Técnico em Química Integrado ao Ensino Médio no Instituto Federal Sudeste de Minas Gerais - Campus Barbacena. Trabalhou-se o conteúdo durante o andamento do projeto. Os grupos foram sorteados, buscando trabalho em equipe. Dialogicamente, valorizou-se a individualidade. No primeiro bimestre realizaram-se análises espectrofotométricas no ultravioleta-UV. Cada grupo deu aula para outro grupo, caracterizando o aluno como orientador. Eles foram os próprios autores do processo de aprendizagem em cooperação, relacionando mel com compostos orgânicos. Estudaram átomo de carbono, e iniciaram funções. Modelos moleculares visaram o conhecimento discutido (ligações simples/dupla/tripla, σ/π; hibridação/geometria; fórmula estrutural). No segundo bimestre houve preparo de extrato por cromatografia, levando também ao conhecimento sobre propriedades dos compostos (ocorreria no quarto bimestre), aplicando o subprojeto “Séries Homólogas”. Novos grupos foram sorteados (3º bimestre), em uma aula dialógica motivadora. A confiança foi criada, do aluno no aluno, no processo de aprendizagem e nos professores. No último bimestre, pesquisaram resultados químicos preliminares. Os perfis fenólicos foram similares, com mais diferenças na amostra de melato finlandesa e floral portuguesa. Estudaram isômeros e completaram-se funções. Ocorreram avaliações diferenciadas para a construção de conhecimento, incluindo o uso de ferramentas tecnológicas. Houve surpreendente nível de motivação entre os participantes. A implementação de abordagem ABP centrada no estudante é eficaz e poderosa

Darwinian Evolution on a Chip

Computer control of Darwinian evolution has been demonstrated by propagating a population of RNA enzymes in a microfluidic device. The RNA population was challenged to catalyze the ligation of an oligonucleotide substrate under conditions of progressively lower substrate concentrations. A microchip-based serial dilution circuit automated an exponential growth phase followed by a 10-fold dilution, which was repeated for 500 log-growth iterations. Evolution was observed in real time as the population adapted and achieved progressively faster growth rates over time. The final evolved enzyme contained a set of 11 mutations that conferred a 90-fold improvement in substrate utilization, coinciding with the applied selective pressure. This system reduces evolution to a microfluidic algorithm, allowing the experimenter to observe and manipulate adaptation

A Regional Storm Surge Model for the Alaska Region and Updating Sea Ice Options in ADCIRC

Alaska Regional ADCIRC Model Model Description Sea Ice Implementation to Circulation Modelling Modelling Storm Surge in the Presence of Ice Coverage November 2011 February 2011 January 2017 Moving Forward Updating Sea Ice in ADCIR