Well I\u27ll Be: Positive Images Of Southern Women As Response To Feminism From 1980-2000

This thesis examines the role images of southern women play in understanding the feminist movement from 1980 to 2000. By closely analyzing several media forms, from television to self-help books, it becomes apparent that the function of the southern woman is often to either soften the blow of feminism or push the agenda of patriarchy. I look thoroughly at movies and television of the 1980s as well as books and societal groups of the 1990s. The time period involved in this study encompasses the backlash to the second wave of feminism through the emergence of the third wave. The data I use was culled from personal as well as literary and film analysis. I utilized historical works and studied the media forms intimately. This paper argues that although the south may be dissolving into the rest of the country, the image of the southern woman remains distinct. Through marketing, branding and consuming, the figure of the southern woman is as prominent as ever

Sex and the State: Sexual Politics in South Carolina in the 1970s

Sex and the State: Sexual Politics in South Carolina is an investigation of the interactions of feminists and the state from 1966 through 1985. Nationally, women cooperated with officials of state agencies to push their agenda of self-sovereignty. Using South Carolina as a case study highlights the inherent power struggles inherent in these maneuverings. Inspired by the Second Wave of the women’s movement, activists across South Carolina, in both small towns and urban settings, worked with the state and manipulated state reactions to suit their needs. The work focuses on four key aspects of the women’s movement including: the abortion rights movement, the anti-sterilization movement, the anti-rape movement, and the anti-wife battering movement. Through these similar, but different, crusades the actions of women who battled the system in pearls and southern accents are highlighted. Women across the country were in conversation with the state, calling for their basic rights of citizenship: life, liberty, and the pursuit of happiness

Using the Community of Inquiry framework to analyze emojis as an emerging language in an online educational experience via WhatsApp

With the ever-growing interest in WhatsApp as a social space to accommodate pedagogical initiatives, the role of emojis as an emergent Internet language in this social space needs to be better understood as mobile technologies have been integrated in education. With that in mind, this paper reports a study that employed an embedded correlational mixed methods design, and aimed to identify: the emojis used to support cognitive, teaching, and social presences in a teacher education course via WhatsApp; participants’ attitudes regarding the use of emojis, and their age and gender relation to this use. The data generated from the interactions of the teachers via WhatsApp were analyzed and discussed based on Garrison et al.’s (1999) Community of Inquiry Model. This conceptual framework identifies crucial elements for successful online educational experiences and assumes learning occurs through the interaction of three core elements: social, cognitive and teaching presences. The findings show that emojis can effectively be used to support teaching, cognitive, and social presences. The high frequency of emojis seem to be both culturally situated and gender related

Usando o modelo de Comunidade de Conhecimento para analisar emojis como linguagem emergente em experiências educacionais via WhatsApp

With the ever-growing interest in WhatsApp as a social space to accommodate pedagogical initiatives, the role of emojis as an emergent Internet language in this social space needs to be better understood as mobile technologies have been integrated in education. With that in mind, this paper reports a study that employed an embedded correlational mixed methods design, and aimed to identify: the emojis used to support cognitive, teaching, and social presences in a teacher education course via WhatsApp; participants’ attitudes regarding the use of emojis, and their age and gender relation to this use. The data generated from the interactions of the teachers via WhatsApp were analyzed and discussed based on Garrison et al.’s (1999) Community of Inquiry Model. This conceptual framework identifies crucial elements for successful online educational experiences and assumes learning occurs through the interaction of three core elements: social, cognitive and teaching presences. The findings show that emojis can effectively be used to support teaching, cognitive, and social presences. The high frequency of emojis seem to be both culturally situated and gender related.Com o interesse crescente pelo uso do WhatsApp como espaço social para iniciativas pedagógicas, o papel dos emojis como língua emergente nesse espaço precisa ser melhor entendido considerando a integração de tecnologias móveis na educação. Com isso em mente, este artigo relata um estudo que empregou uma metodologia mista e visou identificar: os emojis usados ​​para apoiar presenças cognitiva, instrucional e social em um curso de formação de professores via WhatsApp; as atitudes dos participantes em relação ao uso de emojis e a relação de idade e gênero com esse uso. Os dados gerados a partir das interações dos professores via WhatsApp foram analisados ​​e discutidos com base no Modelo Comunidade de Conhecimento de Garrison et al. (1999). Essa estrutura conceitual identifica elementos cruciais para experiências educacionais online de sucesso e assume que a aprendizagem ocorre por meio da interação de três elementos centrais: presenças social, cognitiva e instrucional. Os resultados mostram que os emojis podem ser usados ​​com eficácia para apoiar essas presenças. A alta frequência de emojis parece ser culturalmente situada e relacionada ao gênero

Examining Factors Related to Teachers’ Decisions to Adopt Teacher-Training Resources for Inclusive Physical Education

Steps to Inclusion is a teacher-training resource specifically designed to facilitate inclusive physical education. Teacher-training resources, such as Steps to Inclusion, can only be effective when systematic and effective adoption is achieved. The diffusion of innovations theory (DOI) provides a useful framework to contextualize and understand factors related to teachers’ adoption of various teacher-training resources. Guided by the DOI, this study identified factors that teachers perceived to be important in facilitating resource adoption. Results indicate that improved adoption of resources could be achieved by: (a) communicating/promoting resources to key educational leaders, and (b) providing curated content. Additional practical implications and future directions are discussed. Keywords: inclusive education, physical education, students with disabilities, teacher trainingÉtapes vers l’inclusion est une ressource de formation pour enseignants conçue spécialement pour faciliter l’éducation physique inclusive. Les ressources pour la formation des enseignants telles qu’Étapes vers l’inclusion ne peuvent être efficaces que si l’adoption est systématique et effective. La théorie de la diffusion des innovations (diffusion of innovations [DOI]) fournit un cadre utile pour contextualiser et comprendre les facteurs liés à l’adoption par les enseignants de ressources de formation pour enseignants. Guidée par la DOI, cette étude a identifié les facteurs jugés importants par les enseignants pour faciliter l’adoption des ressources. Les résultats indiquent que l’adoption pourrait être améliorée en (a) communiquant / promouvant les ressources de formation des enseignants aux responsables de l’éducation et (b) en fournissant un contenu organisé. Des implications pratiques supplémentaires et des orientations futures sont également discutées. Mots-clés : éducation inclusive, éducation physique, étudiants handicapés, formation des enseignant

Achieving the Gold Standard: How Exceptional Customer Service Creates Family Friendly Schools

Cumming ES was one of four schools to be awarded Georgia’s Family Friendly Schools-Partnership Award in 2014. After partnering with the Ritz Carlton Buckhead, our beliefs of the importance of customer service have been further enhanced. Learn how to incorporate the “Gold Standard” in your school by engaging parents with exciting events and motivating them to attend with small incentives

The Interactions between Insulin and Androgens in Progression to Castrate-Resistant Prostate Cancer

An association between the metabolic syndrome and reduced testosterone levels has been identified, and a specific inverse relationship between insulin and testosterone levels suggests that an important metabolic crosstalk exists between these two hormonal axes; however, the mechanisms by which insulin and androgens may be reciprocally regulated are not well described. Androgen-dependant gene pathways regulate the growth and maintenance of both normal and malignant prostate tissue, and androgen-deprivation therapy (ADT) in patients exploits this dependence when used to treat recurrent and metastatic prostate cancer resulting in tumour regression. A major systemic side effect of ADT includes induction of key features of the metabolic syndrome and the consistent feature of hyperinsulinaemia. Recent studies have specifically identified a correlation between elevated insulin and high-grade PCa and more rapid progression to castrate resistant disease. This paper examines the relationship between insulin and androgens in the context of prostate cancer progression. Prostate cancer patients present a promising cohort for the exploration of insulin stabilising agents as adjunct treatments for hormone deprivation or enhancers of chemosensitivity for treatment of advanced prostate cancer