Women’s experiences of accessing individualized disability supports: gender inequality and Australia’s National Disability Insurance Scheme

Background Care services in industrialized nations are increasingly moving towards individualized funding models, which aim to increase individuals’ flexibility, choice and control over their services and supports. Recent research suggests that such schemes have the potential to exacerbate inequalities, however none has explored gendered dimensions of inequality. The Australian National Disability Insurance Scheme (NDIS) is a major individualized funding reform, and has a female participation rate of only 37%, despite women and girls making up half of the disability population. Methods The objective of the study is to explore possible gendered barriers to applying for and receiving adequate support through the NDIS, and to suggest directions for future research. We report on semi-structured interviews with 30 women with disability and explore their experiences with the NDIS and their perspectives on challenges associated with being a woman seeking disability support in Australia. We analyse the results using thematic analysis. Results Most women in our sample reported differences between the experiences of men and women seeking disability support in Australia. Commonly reported gendered barriers to women being able to access the right supports for their disability involve a) confidence, negotiation and self-advocacy, b) gendered discrimination in diagnosis and the medical system, which has implications for disability support access, and c) support for and recognition of caring roles. Conclusions These results suggest that women are not receiving equitable treatment with regard to the NDIS, and that further research and policy reform are needed to ensure that women with disability are not further disadvantaged as a result of the move toward individualized funding models

Piloting the Alcohol Feedback, Reflection, and Morning Evaluation (A-FRAME) Program : A Smartphone-delivered Alcohol Intervention

Many college students engage in heavy drinking and experience negative consequences, but typically show little motivation to change their drinking behavior. Although personalized feedback interventions (PFIs) show promise, improved effect sizes, engagement, and potential for reach are needed. We developed and pilot-tested a theory-based, smartphone-delivered PFI for heavy-drinking college students that incorporated innovations, including a choice of feedback delivered in multiple doses that occur close in time to drinking events. In an open trial, we delivered the 4-week intervention to 18 heavy-drinking students, followed by individual interviews of participants’ experience. Feasibility was demonstrated by high enrollment and response rates, and acceptability was demonstrated by positive participant ratings and interview responses. Results will inform efforts to continue to develop this novel and scalable mobile intervention for alcohol misuse among college students, with potential impact for the public health problem of high-risk drinking

New Faculty Orientation Presentation

Presentation created for the 2019 New Faculty Orientation. Features services provided by the Kennesaw State University Library System.https://digitalcommons.kennesaw.edu/lib_market/1027/thumbnail.jp

Peer Review of Teaching Project - CASTL: Expanding the SOTL Commons Cluster Final Report

In 2006, the Peer Review of Teaching Project at the University of Nebraska-Lincoln was selected to join the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) Institutional Leadership Program. Our participation in this national leadership program (“Expanding the Teaching Commons: A social and technical infrastructure to promote and support effective learning & student success, through teacher community collaborations to develop, adapt, share and mobilize pedagogical content knowledge, exemplary practices, and shared resources.”) allowed us to engage a broad audience to help define, develop, refine, and share the models and approaches of our project. The combined group effort for the schools in our program has been the development of a prototype online archive of SOTL research work for which we have shared exemplars of UNL’s campus work. The project concluded in October 2009 at the International Society for the Scholarship of Teaching and Learning (ISSOTL) conference in Bloomington, Indiana. This report is our cluster\u27s final report summarizing our activities

Rethinking Resistance as Relational – Resisting Psychologization in Psychology: Lessons from Carrère’s Between Two Worlds

Psychology, and in particular mainstream positive psychology, is fuelled by discourses on resistance strategies, understood as the individual capacity to resist and adapt to negative and oppressive thoughts, circumstances, experiences, and social structures. This selfstrategy of resistance is evident in positive psychology’s notions of resilience: grit, lifecrafting, and job-crafting behaviors, for example. While positive psychology would have us believe these strategies are associated with overcoming hardship and living a good life, they risk imbricating people in their own oppressions. In this paper, we engage in a reading of Carrère’s Between Two Worlds (original title Ouistreham) (2021), a movie featuring multiple examples of resistance. The movie shows how precarious workers enact self-strategies of resistance to fight for a decent and bearable life. They persevere despite ongoing hardships, seek joy amidst tragic life events, and find meaning in menial labor. However, resistance also appears as relational and political, and thus escapes and exceeds self-focused psychological categories of resistance. Resistance appears as the refusal to be understood solely in individual and individualizing ways – as a psychologized and knowable subject – and is characterized by relational, contextual, and political tactics. The movie profanes established positive psychology’s individualist focus on resistance. This profanation of self-strategies of resistance affords an opportunity to rethink resistance beyond the individual and compels us to problematize the tendency to psychologize and individualize social phenomena. In doing so, our paper too resists the determination of psychological language (i.e., psychologization) and advances ideas for alternative resistances in, to, and of psychology

Student String Quartet

Centennial Lecture Hall May 24, 1968 8:15p.m

Phenotypic Switching of Adipose Tissue Macrophages With Obesity Is Generated by Spatiotemporal Differences in Macrophage Subtypes

OBJECTIVE—To establish the mechanism of the phenotypic switch of adipose tissue macrophages (ATMs) from an alternatively activated (M2a) to a classically activated (M1) phenotype with obesity

Student Voices Session / Moderator: Ed Vermue

Hear how objects-based pedagogy has shaped and positively impacted the educational experiences of students. Jennifer Lin: English and East Asian StudiesUna Creedon-Carey: Medieval StudiesSarah Rose Lejeune: Book ArtsJulian Hirsch: ArchaeologyNathan Carpenter: Africatown Projec

Multicultural and Colorblind Ideology, Stereotypes, and Ethnocentrism among Black and White Americans

We examined Blacks’ and Whites’ perceptions of group variability and positivity as well as their beliefs about the extent to which multiculturalism and colorblindness would improve intergroup relations. In two studies, responses to questionnaires indicated that the tendency to endorse multiculturalism more than colorblindness was greater among Blacks than Whites; Blacks consistently endorsed multiculturalism more than colorblindness and Whites endorsed colorblindness more than did Blacks. Both studies also revealed evidence of out-group homogeneity and ethnocentrism. Stronger endorsement of multiculturalism relative to colorblindness predicted stronger stereotypes among Blacks, whereas stronger endorsement of colorblindness relative to multiculturalism predicted stronger stereotypes among Whites. In Study 2, stronger endorsement of multiculturalism relative to colorblindness predicted less ethnocentrism; this relationship did not depend on ethnicity