Sacred Heart: A Stable Isotope Analysis of Childhood, Diet, and Mobility at a Nineteenth Century Ontario Cemetery

This thesis uses stable isotopes of carbon and nitrogen derived from bone collagen and tooth dentin to study infant feeding behaviour, diet, and mobility at the 19th century Sacred Heart Cemetery in Ingersoll, Ontario, in use from 1848 to 1880. d15N and d13C bone values indicate a diet high in protein with a mix of C3 and C4 plants. The most significant source of dietary C4 plants is through secondary consumption, via livestock raised on maize fodder. The dietary profile of the Sacred Heart population is similar to two contemporary Ontario populations. There was no significant difference in the d15N and d13C bone collagen or dentin composition between the sexes, but consumption does vary by age. Supplementary infant feeding began between 8 and 10 months, and weaning continued until approximately 18 to 20 months. Although most individuals were local, there is evidence that some members of the population were landed migrants. ­

War Matters: Material Culture in the Civil War Era

The Civil War remains a pivotal event in southern history, with many themes resurfacing throughout its long academic life. Yet, one area that Civil War historians tend to ignore is material culture, which could open an entirely new vein of interpretation while also underscoring the intersections between race, class, and gender on the battlefield and home front. War Matters offers a refreshing analysis of the economic, social, political, and cultural nuances of the Civil War era through the use of material culture. Editor Joan E. Cashin and her fellow contributors focus on objects as small as pocketbook bibles and as vast as battlefields in order to deepen our understanding of the ongoing debates in the field and to familiarize us with newer themes

Un/tangling girlhood: Negotiations of identity, literacy, and place at an elite, independent private all-girls school in New York City

All-girls schools are commonly framed as institutions meant to empower girls to be their best selves in an enriching environment that fosters learning, compassion, and success. In elite, private schools, notions of language, privilege, and place are often tethered to the school’s history and traditions in ways that are seamlessly woven into the cultural fabric of the institution, subsequently informing particular constructions of students. Therefore, a closer examination of the dialogic power of belonging and expectations between an institution and its members is required. Failure to interrogate language and power dynamics in privileged spaces can perpetuate systems and structures of exclusivity and prohibit the construction of authentically inclusive practices and place-making within educational institutions. This study, which took place at an elite, independent, private all-girls school (the Clyde School) on the Upper East Side of Manhattan, interrogates how ideations of girls and girlhood are constructed and promoted as part of a school’s institutional identity and, in turn, how members of the institution understand, negotiate, and reimagine ideals, expectations, and forms of membership within the Clyde School. Drawing on literature from sociocultural, sociolinguistic, and communications perspectives, and concepts of literacy, identity, and place as constructed, situated and practiced, this study highlights the importance of context and discourse when examining how young people understand themselves, others, and their socially-situated realities. Data collection included semi-structured interviews, multimodal media-making, and participant observations. The primary method of data analysis was a critical analysis of discourse—an examination of the language, beliefs, values, and practices that collectively work to construct a school’s institutional identity; and foster insight into how students perceive and challenge notions of what it means to be a student at the Clyde School. The findings of this case study offer analyses of individual, collective, and institutional identity/ies. It considers the discursive practices, critical literacies, and place-making processes that young people use to navigate and negotiate their experiences in a particular sociocultural ecology. This study contributes to understandings of girlhood, youth studies, and elite, private independent school settings and provokes further questions about the possibilities of disrupting storylines and re-storying pedagogies

Creating Safe and Brave Spaces on Gender and Sexuality Via Autoethnography Assignments on Campus

Discrimination is still a prominent and widely faced issue on college campuses across the United States, especially in the case of gender and sexuality. Many college environments are unsafe spaces for those whose identities fall outside of the socially accepted norms and can lead to dangerous isolation and feelings of invisibility. Issues faced by students in the LGBTQ+ community and their health and well-being have only been studied more recently, and further research is required to build a safe college environment for all students. This study explores the use of autoethnographies as a method of improving campus environments and analyzes perception changes within autoethnographies as they relate to identities such as sexuality, gender, race, class, mental health, or religion.https://digitalcommons.usu.edu/fsrs2021/1086/thumbnail.jp

Creating an Online LGBTQA YA Fantasy Database: Offering Alternatives Outside the Single Story

This paper is an accompaniment to a Master's Project that involved creating an online database for LGBTQA (lesbian, gay, bisexual, trans*, queer/questioning, asexual) young adult fantasy novels that enabled user-friendly Boolean searching on criteria of interest to those searching for LGBTQA YA fantasy. Database search results featured a few of the search criteria, while clicking upon a search result led users to a detailed book entry that elaborated upon the relevant metadata as appropriate. Ninety-seven LGBTQA YA fantasy novels were included in this online database. This paper includes a discussion of the motivation for the project; a description of the database design and rationale behind said design; a delineation of database scope; some analysis of LGBTQA novel metadata; and recommendations for future exploration.Master of Science in Library Scienc

Supporting Sophomore Success Through a New Learning Community Model

The creation of a Sophomore Learning Community (SLC) model can help address concerns about the “sophomore slump” and sophomore attrition. While managing the logistics of a sophomore LC can be difficult, with proper faculty, staff, and administrative support, positive results can be produced. This article outlines the need for Sophomore Learning Communities and describes the process one university used to pilot an SLC program

A role for myosin VI in postsynaptic structure and glutamate receptor endocytosis

Myosin VI (Myo6) is an actin-based motor protein implicated in clathrin-mediated endocytosis in nonneuronal cells, though little is known about its function in the nervous system. Here, we find that Myo6 is highly expressed throughout the brain, localized to synapses, and enriched at the postsynaptic density. Myo6-deficient (Snell's waltzer; sv/sv) hippocampus exhibits a decrease in synapse number, abnormally short dendritic spines, and profound astrogliosis. Similarly, cultured sv/sv hippocampal neurons display decreased numbers of synapses and dendritic spines, and dominant-negative disruption of Myo6 in wild-type hippocampal neurons induces synapse loss. Importantly, we find that sv/sv hippocampal neurons display a significant deficit in the stimulation-induced internalization of α-amino-3-hydroxy-5-methyl-4-isoxazole propionic acid–type glutamate receptors (AMPARs), and that Myo6 exists in a complex with the AMPAR, AP-2, and SAP97 in brain. These results suggest that Myo6 plays a role in the clathrin-mediated endocytosis of AMPARs, and that its loss leads to alterations in synaptic structure and astrogliosis

Hidden Inequality: Financial Aid Information Available to College Students with Disabilities Attending Public Four-Year Institutions

College students with disabilities often encounter systems and processes that do not serve them well. Financial aid, structured in ways that can be particularly burdensome to students with disabilities, is one such system. This study used web-based content analysis of the largest public four-year institution in each state to explore how institutions explain and provide information and resources related to financial aid and whether they are equitable, consistent, and useful for students with disabilities specifically. The findings suggest that available information most often does not assist students in understanding how their disability-related needs can be supported or hindered by financial aid policies. The authors offer recommendations for practices that can improve equitable access to financial aid information

High Hopes: Fostering a Culture of Hope at a Community College

A recent report from the American Association of Community Colleges indicates that about half of first-year students do not return for a second year, and 35% of students withdraw despite having an A or B average. These students may have particularly challenging circumstances, such as juggling family and work obligations along with school. The authors suggest that students’ sense of “hopefulness” forecasts their academic success and persistence, and offer an account of their ongoing campus-wide efforts to create more hopeful classrooms and experiences for their students

Latest Trends in the Heroin Epidemic and the Responsibility of the Pharmacist in Controlling Heroin Abuse

Over the last few years, there has been an exponential increase in morbidity and mortality associated with heroin abuse. The current rise in heroin abuse and overdose is attributed to widespread use and abuse of prescription opioids, which can produce significant euphoric effects in humans. In fact, reports suggest that heroin abusers initially become addicted to prescription opioids but subsequently switch to heroin because it is cheaper and more easily available than prescription opioids. Over the years, the purity of heroin available for illicit use has been on the decline. Smugglers and heroin vendors have started mixing heroin with other clandestinely prepared, potent, analgesic opioids such as fentanyl. Fentanyl is 30 to 50 times more potent than heroin, and the combination can be quite lethal to abusers due to the increased potency and effects on the body\u27s respiratory centers which may result in death. This review will mainly focus on some of the recent trends in heroin abuse and recent changes in laws with respect to dispensing and possession of naloxone, an effective antidote against heroin overdose. Finally, the role of the pharmacist in countering the current heroin epidemic by recognizing at-risk populations and providing the proper resources to addicts to prevent further heroin/opioid-related overdose fatalities will be discussed