Graduate Students\u27 Perception of Curriculum-Based Efficacy of the Acquisition of Multicultural Counseling Skills

The United States is undergoing a period in which the demographics of the population are shifting drastically. The profession of counseling is tasked with providing services to diverse groups of clients, many of whom may have experienced racism, prejudice, and oppression as a result of their cultural or ethnic identity. Literature suggests that cultural and ethnic minority clients have poorer outcomes than their majority counterparts, and a significant factor in gaining positive treatment outcomes is the multicultural skill development in the clinician; however, little research focusing on effective delivery methods for multicultural skill development in counselor trainees has been conducted. The purpose of this investigation was to ascertain which components of a multicultural counseling course have been found effective for increasing multicultural skills in counselor education trainees. Additionally, this study explored the participants\u27 perceptions of other aspects of CACREP accredited counseling programs that affected their acquisition of multicultural counseling skills. This study sought also to explore aspects of multicultural counselor training and CACREP accredited programs that were perceived by the participants to hinder the development of multicultural counseling skills. This qualitative investigation explored the experiences of nine students currently enrolled in CACREP accredited counselor education preparatory programs related to multicultural counselor education. Data for this investigation were collected through key informant interviews and a focus group. The results were categorized into seven thematic areas that focused on the lack of multicultural counseling skill, disregard for the Student Learning Outcomes, issues around diversity, course format, the importance of the instructor, effective instructional strategies, and a hyper-focus on biological cultural variables. The author suggests ways to teach multicultural counseling skills, in a more effective manner, through changes in pedagogical strategies and policy development

Using Sales to Understand Math Concepts with TI Calculator

To model equations that are used everyday by construction sales people to compute the cost of a job. To have students be able to construct models that represent real world problems in engineering, and determine a valid answer

A Note on the Representation of Environmental Risks in the News

This paper examines the role of the media in representing environmental risks to society, focusing on how environmental realities are constructed via the objectivist and subjective perspectives. This study explores the construction of reality centered on space exploration, namely, the Cassini space probe. In this study, 200 respondents were asked to read four news articles from various sources and comment on the information contained in the articles. Their comments addressed the extent to which the articles were useful in helping them assess their risk to potential plutonium exposure in the event of a launch disaster. A large majority of the respondents noted that while the information presented by newspaper coverage helped to provide insight, the news coverage often left more questions than answers. However, respondents also noted that the information was not sufficient to help draw specific conclusions about their risk of toxic exposure. Rather, this information was considered adequate for making a general assessment of potential environmental hazards in their immediate environment

This is How We Did It: A Study of Black Male Resilience and Attainment at a Hispanic Serving Institution Through the Lenses of Critical Race Theory

This qualitative narrative inquiry based research sought to gain a better understanding of how Black male upperclassmen and recent college graduates experience the process of academic resilience and attainment within the context of their intersecting identities of race, class, and gender at a Hispanic Serving Institution (HSI). The theoretical framework guiding this study draws upon two distinctive collections of scholarship: Critical Race Theory (CRT) and academic resilience. Findings revealed Black male risk to postsecondary attainment was adversely impacted by academic (dis)integration, fractured sense of belonging, physical and mental illnesses, lack of financial support, racialized and gendered experiences, and lingering affects of resource deficient and violent communities. These threats were thwarted by participants’ self-determination, self-efficacy, spiritual faith, proactive help seeking tendencies, familial and peer support networks, and the supportive HSI campus ethos. It was also found that successful Black men educated and empowered other marginalized campus peers on how to persist by sharing their success-based counter narratives. Findings led to the development of the Black Male Academic Resilience Cycle (BMARC), which provides a framework that infuses CRTs intersectionality of social identities with experiential risk and protective factors, explaining the process of academic resilience experienced by Black male collegians

Justifying an Analysis of the Ecclesiological Development of Subsidiarity via Civil and Common Law Jurisprudential Epistemology

This article seeks to justify an examination of subsidiarity\u27s development within Catholicism. Due to the fact that the European Union [ EU ] codified subsidiarity via the Treaty of Maastricht, subsidiarity is now a part of EU law. Although seemingly intended to resolve questions concerning the proper allocation of powers, its codification has generated substantial debate concerning the proper meaning(s) (if any) and/or application(s) of subsidiarity within the EU. Due to the facts that 1) the EU\u27s legal traditions are heavily influenced by both the civil and common law traditions, 2) both of these traditions advocate the use of established jurisprudential methodologies to interpret ambiguities, and 3) subsidiarity can reasonably be classified as ambiguous within EU law, utilizing these methods can foreseeably generate insight into subsidiarity\u27s meaning. Furthermore, an examination of these methods arguably authorizes civil and/or common law jurists to investigate the ecclesiological development of subsidiarity even if the term itself is not deemed ambiguous. A cursory examination of 1) (at least some of) these jurisprudential methodologies, 2) the development of subsidiarity within Catholicism, and 3) the development of subsidiarity within the EU appears to reveal several material similarities and no material dissimilarities. As a consequence, this article concludes that a more detailed examination of subsidiarity\u27s development within Catholicism may potentially resolve pending questions about its application(s) and/or meaning(s) within EU law

Justifying an Analysis of the Ecclesiological Development of Subsidiarity via Civil and Common Law Jurisprudential Epistemology

This article seeks to justify an examination of subsidiarity\u27s development within Catholicism. Due to the fact that the European Union [ EU ] codified subsidiarity via the Treaty of Maastricht, subsidiarity is now a part of EU law. Although seemingly intended to resolve questions concerning the proper allocation of powers, its codification has generated substantial debate concerning the proper meaning(s) (if any) and/or application(s) of subsidiarity within the EU. Due to the facts that 1) the EU\u27s legal traditions are heavily influenced by both the civil and common law traditions, 2) both of these traditions advocate the use of established jurisprudential methodologies to interpret ambiguities, and 3) subsidiarity can reasonably be classified as ambiguous within EU law, utilizing these methods can foreseeably generate insight into subsidiarity\u27s meaning. Furthermore, an examination of these methods arguably authorizes civil and/or common law jurists to investigate the ecclesiological development of subsidiarity even if the term itself is not deemed ambiguous. A cursory examination of 1) (at least some of) these jurisprudential methodologies, 2) the development of subsidiarity within Catholicism, and 3) the development of subsidiarity within the EU appears to reveal several material similarities and no material dissimilarities. As a consequence, this article concludes that a more detailed examination of subsidiarity\u27s development within Catholicism may potentially resolve pending questions about its application(s) and/or meaning(s) within EU law

The Relationship of Principal Leadership Behaviors with School Climate, Teacher Job Satisfaction, and Student Achievement

The purpose of this research was to determine how leadership behaviors of principals relate to school climate, teachers\u27 job satisfaction, and student achievement. The relationship of leadership to student achievement was measured by the school levels based on the administration of the 2006-2007 Mississippi Curriculum Test (MCT). Leadership and teacher job satisfaction was determined by Paul Specter\u27s Job Satisfaction Survey, and school climate was indicated by use of the School Climate Inventory (SCI). Eleven schools in an east Mississippi school district were selected to participate in the research during the spring of 2008. Of the 129 randomly selected participants, 71% responded to yield data to show how leadership relates to achievement, job satisfaction, and school climate. Participants in this research were teachers, teacher assistants, school counselors, and administrators. Some of the 11 themes, relative to principal leadership, were found to be related to one or more of the variables. A test of regression within the regression was used to ascertain the relationship of leadership to school climate and teacher job satisfaction. A test of correlation was used to determine the relationship of leadership to student achievement. Based on participants\u27 responses, nine factors of leadership relate to school climate; only one factor relates to student achievement, and eight factors relate to teacher job satisfaction