Making Commitments to Racial Justice Actionable

In this article, we articulate a framework for making our commitments to racial justice actionable, a framework that moves from narrating confessional accounts to articulating our commitments and then acting on them through both self-work and work-with-others, a dialectic possibility we identify and explore. We model a method for moving beyond originary confessional narratives and engage in dialogue with “the willingness to be disturbed” (Wheatley, 2002), believing that disturbances are productive places from which we can more clearly articulate and act from our commitments. Drawing on our own experiences, we engage the political, systemic, and enduring nature of racism as we together chart an educational frame that counters the macro-logics of oppression enacted daily through micro-inequities. As we advocate for additional and ongoing considerations of the work of antiracism in educational settings, we invite others to embrace, along with us, both the willingness to be disturbed and the attention to making commitments actionable

A Multi-Dimensional Pedagogy for Racial Justice in Writing Centers

In light of disciplinary conversations and increased attention to anti-racism in writing centers, we see a disciplinary mandate for writing centers to better articulate a pedagogy for racial justice that informs our everyday work, including but not limited to tutoring practice. This mandate, we believe, involves asking: How do we make actionable our commitment to racial justice when working with writers one-with-one? What interactional stances and pedagogical moves enact a pedagogy of anti-racism in writing centers? How do we prepare ourselves to enact this pedagogy? Our answers to these questions center around (1) articulating and frequently re-articulating our commitments to racial and social justice and (2) making these commitments actionable through both reflective self-work and action-oriented work-with-others, as we have written in the related article “Making Commitments to Racial Justice Actionable.” This work leads us to argue that a pedagogy of anti-racism must be more than a statement that we abhor racial injustice. Rather, this pedagogy must be multi-dimensional and include a positive and actionable articulation of the “ought to be” that we are aiming toward

Making Commitments to Racial Justice Actionable

In this article, we articulate a framework for making our commitments to racial justice actionable, a framework that moves from narrating confessional accounts to articulating our commitments and then acting on them through both self-work and work-with-others, a dialectic possibility we identify and explore. We model a method for moving beyond originary confessional narratives and engage in dialogue with the willingness to be disturbed, (Wheatley, 2002) believing that disturbances are productive places from which we can more clearly articulate and act from our commitments. Drawing on our own experiences, we engage the political, systemic, and enduring nature of racism as we together chart an educational frame that counters the macro-logics of oppression enacted daily through micro-inequities. As we advocate for additional and ongoing considerations of the work of anti-racism in educational settings, we invite others to embrace, along with us, both the willingness to be disturbed and the attention to making commitments actionable

“Hanging Out”: Cultivating Writing Groups Online

In this narrative, we describe the process and value of meeting in online writing groups via google hangouts. These groups offer a range of benefits, including just-in-time support, mentoring, and processing of the clamorous, eventful life of the writer. These groups also serve as a life-giving writing environment where we can think out loud and share spoken and written ideas with engaged, supportive, and sympathetic readers

Bienestar psicológico en profesores de una Universidad privada del distrito de Santa Marta

Esta investigación se realizó desde la perspectiva de la Psicología Positiva, con el fin de describir el grado de bienestar psicológico, según la edad, sexo, estado civil, profesión, tiempo y tipo de vinculación laboral, que presentan los Docentes de una Universidad Privada del Distrito de Santa Marta, Colombia. Se trata de una investigación descriptiva, con diseño transversal, en el cual participaron 480 Docentes, de donde se obtuvo una muestra estratificada de 192 (109 hombres y 83 mujeres), con edades desde mayores de 29 años a mayores de 46, todos vinculados laboralmente en tres modalidades (91 TC, 9 MT, y 92 CAT) con la Universidad participante A ellos se les aplicó la Escala de Bienestar Psicológico de Ryff (1989), adaptada a población espa- ñola por Díaz et al (2006). Los datos fueron procesados mediante el software SPSS 18.0v. Se encontró que los Docentes presentaron bajos niveles de bienestar psicológico en cuatro de las siete escalas que mide la prueba: autonomía (9.9%), Dominio del Entorno (9.4%), crecimiento personal (15.6%) y propósito en la vida (12%); pero, presentan altos niveles de bienestar psicológico en otras dos escalas: auto aceptación (14.6%) y relaciones positivas (13.5%). No se hallaron correlaciones significativas por género ni por tiempo de vinculación, pero sí por tipo de vinculación respecto a la escala de aceptación de sí mismo. Los autores concluyen que los docentes se encuentran en probable riesgo de “malestar psicológico”, por lo que recomiendan el diseño y puesta en marcha de programas de bienestar y mejora de la calidad de vida laboral para los docentes

Connecting

Helen Walker - More Apt, Connected Title Sheryl Lain - Hey, Teach! Do You Love Me? Matthew B. Ittig - Ask Me Tomorrow Laurence Musgrove - Writing Program Julie O’Connell - The Power of a Slave Narrative Leslie A. Werden - Embracing Chaos Donna Souder-Hodge - Teaching Dachau Tanya R. Cochran, Rasha Diab, Thomas Ferrel, & Beth Godbee - Hanging Out: Cultivating Life-Giving Writing Groups Onlin

Rockport Comprehensive Plan

This document was developed and prepared by Texas Target Communities (TxTC) at Texas A&M University in partnership with the City of Rockport, Texas Sea Grant, Texas A&M University - Corpus Christi, Texas A&M University - School of Law and Texas Tech University.Founded in 1871, the City of Rockport aims to continue growing economically and sustainably. Rockport is a resilient community dedicated to sustainable growth and attracting businesses to the area. Rockport is a charming town that offers a close-knit community feel and is a popular tourist destination for marine recreation, fairs, and exhibitions throughout the year. The Comprehensive Plan 2020-2040 is designed to guide the city of Rockport for its future growth. The guiding principles for this planning process were Rockport's vision statement and its corresponding goals, which were crafted by the task force. The goals focus on factors of growth and development including public participation, development considerations, transportation, community facilities, economic development, parks, and housing and social vulnerability

History and Applications of Dust Devil Studies

Studies of dust devils, and their impact on society, are reviewed. Dust devils have been noted since antiquity, and have been documented in many countries, as well as on the planet Mars. As time-variable vortex entities, they have become a cultural motif. Three major stimuli of dust devil research are identified, nuclear testing, terrestrial climate studies, and perhaps most significantly, Mars research. Dust devils present an occasional safety hazard to light structures and have caused several deaths