Room of Confession: An Investigation into the Challenges and Possible Applications of Primary Narrative for Use in Middle School Peer Harassment Intervention

Peer harassment is an omnipresent reality in our schools today. The literature reviewed for this paper examines harassment and victimization on several levels (e.g., individual behaviors of target and perpetrator, various forms of victimization, group processes, family dynamics, and structural characteristics of larger units such as the classroom and the school). The literature identifies a number of prevention and intervention strategies designed to address this issue in a school setting, with much of the emphasis on the classroom teacher or guidance department. One strategy not found in the current literature is storytelling in the form of primary narrative. This thesis investigates the use of harassment tales told by high school students to middle school students to create a context of confession, enabling the younger students to consider their own roles in harassment and victimization. The purpose of this study is to identify the challenges and possible applications of personal testimonials by high school students as a means of intervention in middle schools. This study involves students in an ongoing program, the Diversity Coalition at Camden Hills Regional High School in Rockport, Maine

115 Vernon: The Writing Associates Journal, Vol.1, No.1

Table of Contents: 2. Nevvs and Notes ... . Head Tutors 2002-03 Dorothy Francoeur \u2704 Erica Martinson \u2703 3 Thoughts on Writing ....... Maggie Kagan \u2703 4 Entropy .. . Sean Hojnacki \u2705 5 Baby, You\u27re the Write Kind of Wrong ......... Erica Martinson \u2703 7 Some Thoughts on Diversity .... Matt Barison \u2704 9 Musings on Memorials .... Dorothy Francoeur \u2704 10 The Letter. .. Diana Potter \u2703 11 Confession# 9 .... Dorothy Francoeur \u2704 12 The Writing Centerfold .................... Diana Potter \u2703 Sean Hojnacki \u27O5 14 My True Voice .... Emily Foote \u2705 17 Five Pages about a Pirate ..... Diana Potter \u2703 22 Professor Voices..... Irene Papoulis, English Susan Pennybacker, Histor

The Rat Genome Database (RGD): developments towards a phenome database

The Rat Genome Database (RGD) (http://rgd.mcw.edu) aims to meet the needs of its community by providing genetic and genomic infrastructure while also annotating the strengths of rat research: biochemistry, nutrition, pharmacology and physiology. Here, we report on RGD's development towards creating a phenome database. Recent developments can be categorized into three groups. (i) Improved data collection and integration to match increased volume and biological scope of research. (ii) Knowledge representation augmented by the implementation of a new ontology and annotation system. (iii) The addition of quantitative trait loci data, from rat, mouse and human to our advanced comparative genomics tools, as well as the creation of new, and enhancement of existing, tools to enable users to efficiently browse and survey research data. The emphasis is on helping researchers find genes responsible for disease through the use of rat models. These improvements, combined with the genomic sequence of the rat, have led to a successful year at RGD with over two million page accesses that represent an over 4-fold increase in a year. Future plans call for increased annotation of biological information on the rat elucidated through its use as a model for human pathobiology. The continued development of toolsets will facilitate integration of these data into the context of rat genomic sequence, as well as allow comparisons of biological and genomic data with the human genomic sequence and of an increasing number of organisms

Crystallizing Social Consciousness toward Social Justice Development among Adolescents: An Autoethnography of the Diversity Coalition Facilitator

This study applies the tools of ethnography to examine how a conservative, upper-middle-class, small-town wife and mother, through a process of growing awareness that spanned roughly 2 decades, came to create and facilitate an after-school program called the Diversity Coalition, aimed at helping local adolescents expand their social justice consciousness; question received messages of class, race, gender, and sexuality; and take this awareness into the community through social activism. The methodology employed for this investigation was autoethnography, hence it is written largely in the first person. It is structured around a series of biographical vignettes, recounting (a) my growing up in a small-town Maine community where divergences of class and ethnicity were mostly subsumed, (b) my difficulties, as an older teenager and young woman, attaining authentic sexual selfhood, (c) my experience as a banking-industry professional in a corporate culture that was sexist and stratified racially, and in terms of socioeconomic status and gender roles and (d) the shattering, though ultimately transformative, impact of my gay brother\u27s death from AIDS, as well as the deaths of two close friends and my subsequent involvement in hospice work. Through these vignettes, I closely examine the dynamics of increasing tension and internal conflict between my acculturated positions in society— good girl, wife, mother, bank officer, respectable member of the community—and my dormant but awakening awareness of injustice, inequality, prejudice, hypocrisy, and other (largely unspoken) aspects of the middle-class value system in which I had lived and formed my world-view. That dynamic, as I unfold in this study, led to my creating the Diversity Coalition, which can be seen both as a further stage of my personal growth and an outward reflection of my new social consciousness and—because as every parent knows, children teach as well as learn. I examine the program, and my role as facilitator within it, through analysis of data derived from interviews with 3 Diversity Coalition participants, videotape documentation, a member-check interview, and my personal journals spanning 21 years and field notes. Finally, I consider challenges for the facilitator role and for the necessary personal change this work brings to light

An Evening with the Southern African Division

The transcript of this meeting was published in the Review and Herald, June 27, 1946, page 241. Duration: 1:38:20 (0:0) C. W. Bozarth, president, introduces the Southern African Division (8:22) Elder Anderson speaks (13:45) C. W. Bozarth introduces a recording (14:16) Recording of Africans in song (18:29) C. W. Bozarth introduces Miss H. Furber, a nurse of the Lower Gwelo Mission (20:10) Miss Furber speaks about her work in the Lower Gwelo (27:32) C. W. Bozarth introduces Peter Stevenson, superintendent of the Angola Union (28:04) Peter Stevenson discusses the work in his area (34:01) C. W. Bozarth introduces a violin solo by Virginia-Gene Shankel [later Rittenhouse] (34:23) Virginia-Gene Shankel plays “Going Home,” arranged by Kreisler, accompanied by organ (39:37) C. W. Bozarth introduces H. M. Sparrow, superintendent of the East African Union Mission (40:06) H. M. Sparrow discusses linguistics of African languages (49:32) C. W. Bozarth introduces E. L. Morel (50:40) E. L. Morel discusses the medical work in Africa (58:11) C. W. Bozarth introduces F. G. Clifford, former president of the South African Union Conference (59:52) F. G. Clifford speaks (1:11:12) C. W. Bozarth introduces the Shankel family (1:11:52) Virginia-Gene Shankel introduces two songs (1:14:32) Elder and Mrs. G. E Shankel and daughter Virgina-Gene [later Rittenhouse] sing two songs (1:17:17) C. W. Bozarth introduces Dona Foote, teacher at Malamulo (1:18:54) Dona Foote speaks about her work with the women and girls of Malamulo (1:24:34) C. W. Bozarth introduces E. I Cardey, director of the Voice of Prophecy (1:24:57) E. I. Cardey speaks about the Voice of Prophecy (1:36:29) C. W. Bozarth brings Miss Foote back (1:36:57) Miss Foote shows some African clothin