Exploration of the influence of a diverse appearance course on students\u27 transformation of self

The purpose of this study was to explore the influence of a diverse appearances course on traditional college students\u27 transformation of self. Individuals view others\u27 appearances according to their worldview which is influenced by beliefs and values. The rationale was that students enter college with preconceived stereotypes of individuals with diverse appearances according to their worldview, a worldview of diversity which frequently decreases their openness to individuals perceived as different.;The reflective writing responses of 17 students were analyzed using the Ground theory method. The responses were for initial reaction at the beginning and end of the course to pictures of students with diverse appearances. Students also completed reflective writings in six assignments: Pictorial Collage, Prepicture Responses, Culture Project, Trying on a New Identity Project, Transformation of Self Paper, and Postpicture Responses.;The overall influence of the course was assessed by changes in students\u27 self-examination and worldviews. Student\u27s stage of self-examination was categorized according to the seven stages of the reflective judgment model (King & Kitchener, 1994). All students had a change in self-examination as a result of the course. Stages of worldview of diversity developed by the researcher were used to classify students\u27 attitudes. Sixteen of the 17 students had a change in attitude. Further in-depth analysis of transformation of self was conducted and the transformation of self model was developed.;The transformation of self model is a conceptual model of the two components required for transformation of self. These are self-examination and change in attitudes. Developing self-awareness through self-examination is the first component in the transformation of self. Students who develop self-awareness may continue in one of two directions in transformation of self. One is to achieve only a partial transformation of self by stopping the process of transformation of self after self-examination. The other is to continue the progression of transformation of self by changing attitudes. Students who completed the process by developing self-awareness through self-examination and changing their attitudes achieved a transformation of self. This complete transformation of self led to a broader worldview of diversity and an increased openness to individuals with diverse appearances

Large-scale migration into Britain during the Middle to Late Bronze Age

Present-day people from England and Wales harbour more ancestry derived from Early European Farmers (EEF) than people of the Early Bronze Age . To understand this, we generated genome-wide data from 793 individuals, increasing data from the Middle to Late Bronze and Iron Age in Britain by 12-fold, and Western and Central Europe by 3.5-fold. Between 1000 and 875 BC, EEF ancestry increased in southern Britain (England and Wales) but not northern Britain (Scotland) due to incorporation of migrants who arrived at this time and over previous centuries, and who were genetically most similar to ancient individuals from France. These migrants contributed about half the ancestry of Iron Age people of England and Wales, thereby creating a plausible vector for the spread of early Celtic languages into Britain. These patterns are part of a broader trend of EEF ancestry becoming more similar across central and western Europe in the Middle to Late Bronze Age, coincident with archaeological evidence of intensified cultural exchange . There was comparatively less gene flow from continental Europe during the Iron Age, and Britain's independent genetic trajectory is also reflected in the rise of the allele conferring lactase persistence to ~50% by this time compared to ~7% in central Europe where it rose rapidly in frequency only a millennium later. This suggests that dairy products were used in qualitatively different ways in Britain and in central Europe over this period. [Abstract copyright: © 2021. The Author(s), under exclusive licence to Springer Nature Limited.