An Examination Of Best Practices For Teachers To Promote Empathy And Decrease Bullying Based On Ethnicity

This project examines intervention and prevention education to interrupt bullying behaviors among elementary age school children. It explores specifically how students based on culture, ethnicity, immigration status, and/or identification as an English language learner are targeted in a suburban metro district in the upper Midwest. In the context of this project, a connection is drawn between a rise in bullying behaviors based on bias in today’s political climate. It is noted that while the research on traditional bullying is vast, there is a gap in the research on bullying based on the aforementioned profile. This project provides strategies for understanding and proactively addressing bullying in the form of five trade book lessons that explore shared experience based on culture, immigration, cultural competence, and empathy

Minimizing the Pervasiveness of Women’s Personal Experiences of Gender Discrimination

Given the Rejection-Identification Model (Branscombe, et al., 1999) which shows that perceiving discrimination to be pervasive is a negative experience, it was suggested that there would be conditions under which women would instead minimize the pervasiveness of discrimination. Study 1 (N = 91) showed that when women envisioned themselves in a situation of academic discrimination, they defined it as pervasive but when they experienced a similar laboratory simulation of academic discrimination, its pervasiveness was minimized. Study 2 (N = 159) showed that women who envisioned themselves experiencing discrimination minimized its pervasiveness more so than women reading about discrimination happening to someone else. Further, mediation analysis showed that minimizing the pervasiveness enhanced positive affect about personal discrimination. Implications for minimizing on both an individual and social level are discussed

SIUE Spring Symposium: Documenting Ferguson

A presentation on Documenting Ferguson for Southern Illinois University at Edwardsville (SIUE)\u27s annual Spring Symposium, outlining how the project was started, project team members and roles, how to contribute to the collection, how the collection is being used, and next steps for the initiative.https://openscholarship.wustl.edu/lib_present/1015/thumbnail.jp

Chapter 9 Informing Practice Through Collaboration: Listening to Colonising Histories and Aboriginal Music

This chapter describes an interdisciplinary and intercultural method for writing about historical performances of music and dance by Aboriginal people, and to inform collaborative performances with Aboriginal musicians. It discusses an approach of listening to history through current Indigenous knowledges, and interrogates how seeking to understand the continuities and disruptions of culture through the experiences of living Aboriginal people allows for new interpretations of archival sources. In combining Indigenous knowledges with historical methods, the chapter responds to Aileen Moreton Robinson's (2000) critique of scholarly approaches that contrast the ‘traditional’ and ‘contemporary’ Aboriginal subject, while erasing ongoing colonising influences. The chapter presents a song as methodology and practice, to sing up story and knowledges from history in the present

Chapter 9 Informing Practice Through Collaboration: Listening to Colonising Histories and Aboriginal Music

This chapter describes an interdisciplinary and intercultural method for writing about historical performances of music and dance by Aboriginal people, and to inform collaborative performances with Aboriginal musicians. It discusses an approach of listening to history through current Indigenous knowledges, and interrogates how seeking to understand the continuities and disruptions of culture through the experiences of living Aboriginal people allows for new interpretations of archival sources. In combining Indigenous knowledges with historical methods, the chapter responds to Aileen Moreton Robinson's (2000) critique of scholarly approaches that contrast the ‘traditional’ and ‘contemporary’ Aboriginal subject, while erasing ongoing colonising influences. The chapter presents a song as methodology and practice, to sing up story and knowledges from history in the present

The Parthenon, February 27, 2015

The Parthenon, Marshall University’s student newspaper, is published by students Monday through Friday during the regular semester and weekly Thursday during the summer. The editorial staff is responsible for the news and the editorial content

Allosteric Binding of Nucleoside Triphosphates to RNA Polymerase Regulates Transcription Elongation

The regulation of transcription elongation and termination appears to be governed by the ability of RNA polymerase elongation complexes to adopt multiple conformational states; however, the factors controlling the distribution between these states remain elusive. We used transient-state kinetics to investigate the incorporation of single nucleotides. We demonstrate that E. coli RNA polymerase contains an allosteric binding site in addition to the catalytic site. Binding of the templated nucleoside triphosphate (NTP), but not nontemplated NTPs, to this site increases the rate of nucleotide incorporation. The data suggest that RNA polymerase can exist in a state that catalyzes synthesis slowly (unactivated) and one that catalyzes synthesis rapidly (activated), with the transition from the slow to the fast state being induced by binding of the templated NTP to the allosteric site

The Parthenon, January 23, 2015

The Parthenon, Marshall University’s student newspaper, is published by students Monday through Friday during the regular semester and weekly Thursday during the summer. The editorial staff is responsible for the news and the editorial content

The Parthenon, April 17, 2015

The Parthenon, Marshall University’s student newspaper, is published by students Monday through Friday during the regular semester and weekly Thursday during the summer. The editorial staff is responsible for the news and the editorial content

The Parthenon, April 10, 2015

The Parthenon, Marshall University’s student newspaper, is published by students Monday through Friday during the regular semester and weekly Thursday during the summer. The editorial staff is responsible for the news and the editorial content