Fearless Friday: Erin O\u27Connor

For fearless Friday, Surge would like to commend Silent Leader Award recipient, Erin O’Connor. The Silent Leader Award was given this year in memory of Emily Silverstein ’11, a passionate member of the campus community and a fervent advocate for peace at yesterday’s Fall Convocation. [excerpt

Erin O\u27Connor, Class of 2015

In this current issue of Next Page, Erin O\u27Connor, Class of 2015 and winner of this year\u27s Silent Leader Award, tells us which influential courses and works inspired her to develop her own major, Diversity and Development in Education, what conversation she would like to have with Paulo Freire if given the chance, and which books are on her To Read list for after graduation

The Expiration of Tax Deductions for Teacher Expenses

As a part of ACC 406, Taxes and Business Decisions, I was able to conduct research regarding the expiration of a tax deduction for teachers’ expenses, and send my findings to the Committee on Ways and Means as well as an argument against its expiration

The Patriarchy’s Role in Gender Inequality in the Caribbean

While gender equality in the Caribbean is improving, with women’s growing social, economic, and political participation, literacy rates comparable to those in Europe, and greater female participation in higher education, deeply rooted inequalities are still present and are demonstrated in the types of jobs women are in and the limited number of women in decision-making positions. Sexism, racism, and classism are systemic inequalities being perpetuated in schools, through the types of education offered for individuals and the content in textbooks. Ironically, the patriarchy is coexisting within a system of matrifocal and matrilocal families, with a long tradition of female economic autonomy due to the Caribbean’s history with colonialism. This irony demonstrates the complexity and difficulty to change the dominant ideology and break the vicious cycles creating gender inequalities throughout many sectors of society in the Caribbean. [excerpt

Capstone 2019 Art and Art History Senior Projects

This booklet profiles Art Senior Projects by Angelique J. Acevedo, Arin Brault, Bailey Harper, Sue Holz, Yirui Jia, Jianrui Li, Annora B. Mack, Emma C. Mugford, Inayah D. Sherry, Jacob H. Smalley, Laura Grace Waters and Laurel J. Wilson. This booklet profiles Art History Senior Projects by Gabriella Bucci, Melissa Casale, Bailey Harper, Erin O\u27Brien and Laura Grace Waters

Using Criminal Punishment to Serve Both Victim and Social Needs

In recent decades, the criminal-justice pendulum has swung to the opposite extreme. Criminal law is often described as covering disputes between the offender and the state. Victims are not direct parties to criminal proceedings, they have no formal right to either initiate or terminate a criminal action, and they have no control over the punishment meted out to offenders. In this state-centric system, victim needs have been left unsatisfied, giving rise to a politically powerful victims\u27 rights movement that has had success in giving victims rights of access to prosecutors and rights to be heard in the courtroom. Here, O\u27Hara and Robbins propose changing the manner in which control rights over criminal sanctions are distributed

PC Dance Club\u27s Spring Semester Show Playbill

Providence College Department of Theatre, Dance & Film Angell Blackfriars Theatre, Smith Center for the Arts PC Dance Club\u27s Spring Semester Show Sunday, April 26, 2015, 4pm Monday, April 27, 2015, 8pm Choreographers: Katrina Pavao, Linh Truong, Ariel Cormier, Meghan Killian, Lexi White, Maddie Boffi, Caroline O\u27Sullivan, Elissa Stagliano, Christine Dragan, Kristen Jackowski, Krista Sevigny, Natalie Pino, Caitlin Conlon, Libby Jancsy, Mikai/a Christopher, Michelle Desjardins, Erin Hallisey, Cayla Barbour, Erin Hallisey, Kristen Jackowski, and Kelly Sullivan Dancers: Cayla Barbour, Maddie Boffi, Mikaila Christopher, Caitlin Conlon, Michelle Desjardins, Christine Drogan, Erin Hallisey, Kristen Jackowski, Libby Jancsy, Meghan Killian, Caroline O\u27Sullivan, Katrina Pavao, Natalie Pino, Krista Sevigny, Elissa Stagliano, Kelly Sullivan, Lexi White, Courtney Lamendola, Sara Tiffany, Linh Truong, Julie Bash, Lauren Berolini, Katherine Cassidy, Kaitlyn Geraghty, Coleen Higgins, Kristen Landry, Victoria Long, Carolyn Nappy, Haley Rayment, Casey Sullivan, Courtney Altenburger, Courtney Buohl, Mikaila Christopher, Delia Egan, Katherine Flanagan, Ann Marie Hanabury, Megan Johnson, Kristen Landry, Nicole Lizza, Kelly MacKay, Brittany Price, Mollie Stackhouse, Samantha Wagner, Lindsay Brestovansky, Alexandra Fischbach, Allison Kramer, Gabriella Reimer, Amanda Talbot, Catherine O\u27Connell, Stefanie Palmer, Caitlin Scuderi, Krista Sevigny, Kerry Barrett, Maria Carangelo, Michelle Desjardins, Christine Dragan, Lea Knizek, Deirdre Moody, Stefanie Palmer, Rose Turner, Kathleen Burnett, Pauline DiAgostino, Melissa Grasso, McKenzie Marsh, Joanna McDonough, Bridget Murphy, Genevieve Noonan, Renee Ouelette, Emily Smolinsky, Jada-Iman Williams, Elizabeth Nako, Michelle Grasso, McKenzie Marsh, Mikaila Christopher, Caitlin Conlon, Joanna McDonough,True Bui Ngo Thanh, Amy Gilligan, Erin Hurley, Libby Jancsy, Megan Johnson, Kelly MacKay, Laura Navarro Delgado, Deneysha Riley, Emily Brown, Courtney Gardner, Amy Gilligan, Aubrey Legasse, Rebecca Petrocellihttps://digitalcommons.providence.edu/promos_2010s_pubs/1054/thumbnail.jp

A dialectical approach to theoretical integration in developmental-contextual identity research

Future advances in identity research will depend on integration across major theoretical traditions. Developmental-contextualism has established essential criteria to guide this effort, including specifying the context of identity development, its timing over the life course, and its content. This article assesses four major traditions of identity research - identify status, eudaimonic identity, sociocultural theory, and narrative identity - in light of these criteria, and describes the contribution of each tradition to the broader enterprise of developmental-contextual research. This article proposes dialectical integration of the four traditions, for the purpose of generating new questions when the tensions and contradictions among theoretical traditions are acknowledged. We provide examples from existing literature of the kinds of research that could address these questions and consider ways of addressing the validity issues involved in developmental-contextual identity research