Writing Center as Contact Zone: Resources for Mediation

When ESL writers write, they are attempting to be heard in an academic community. One of the academy’s shortcomings is its disinclination to hear from writers who struggle with academic discourse. In a contact zone, such as a university that includes accomplished and novice academics, communication becomes a casualty (particularly with novices whose first language is not English). If writing centers and their staffs are the cultural mediators of this contact zone, then we must first be afforded the tools to do our work: a good text, skilled teachers, sufficient funding, and an un-marginalized place on the campus. Irrespective of these resources, however, writing consultants can provide ESL writers with knowledge of contrastive rhetorics and how a failure to acculturate to demands for standard American academic writing may limit their success at the university level.University Writing Cente

The “Cruel Absurdity” of Human Violence and Its Consequences. A Vegan Studies Analysis of a Pandemic Novel

This article teases out what a Vegan Studies theoretical framework can offer a literary analysis of a selected pandemic novel, “The Fell” (2021), by Sarah Moss. Pandemic fiction accommodates texts from a wide range of genres, and these types of literary texts have seen a resurgence in the wake of the spread of the corona virus. While literary engagements with pandemics have often been relegated to the realms of dystopian science fiction, our current realities have shifted to such an extent that they can now comfortably be read alongside more realistic fictional representations of contemporary societies. The causal relationships between anthropocentric abuse of the environment in general and of animals in particular, and pandemics have been energetically contested in the media and in scholarly disciplinary fields ranging from Virology to Critical Animal Studies. The argument that I will develop is that Vegan Studies is a theoretical rubric with unique and salient generative capacity and that it allows for the emergence of fresh and necessary insights when we start unpacking how to make sense of pandemics through fiction. I will use Moss’s novel to anchor and illustrate my argument in favour of the value of Vegan Studies in these discussions

Conjugacy numbers for cyclic groups of even order

Let Gamma be a finite group, let X be a subset of Gamma where X-1 = X and 1 ∉ X. The conjugacy graph Con(Gamma; X) has vertex set Gamma and two vertices g, h ∈ Gamma are adjacent if and only if there exists x ∈ X with g = xhx-1. Let O be a group with generating set Delta. The conjugacy number con(O; Delta) is defined as the minimum integer k ≥ 2 for which there exists a nonabelian group Gamma of order k|O| and a subset X of Gamma such that Cay(O; Delta) is isomorphic to a component of Con(Gamma; X). We call this Gamma a conjugacy group for O and Delta. We will calculate the conjugacy numbers for C6, C8 and C10 and identify possible conjugacy groups. Finally we will verify that certain groups of order 4 n cannot be conjugacy groups for C2 n

Work-Life Experiences for People with Mobility Disabilities in New York City

Work-family (or work-life) studies aim to measure interactions between the realms of work and home. It is necessary to examine these interactions within a broad context to understand external sources of tension on the work-life dynamic, including environmental, economic, and political factors. Exploratory interviews were conducted with participants of working age with a mobility disability, and when applicable, their significant others. Questions focused on work, home and transportation environments. Using Bronfenbrenner\u27s ecological systems theory, a model of contextual issues was constructed as the basis for an in-depth analysis of work-life issues for people with a mobility disability. Contextual research and insights from interviews were then examined using the person-process-context-time model: a theory of how individuals and environments change within the ecological systems framework. The findings reveal factors that uniquely impact quality of life and development for people with a mobility disability within the context of New York City. Questions for future research and policies are outlined

Final DNP Capstone Report: Improving Adolescent HPV Vaccination Rates

Background: Human papillomavirus (HPV) vaccines have been shown to be effective against HPV types that are linked to cervical, vaginal, vulvar, penile, anal, and oropharyngeal cancers. Despite Advisory Committee on Immunization Practices (ACIP) recommendations that all 11-12 year old males and females in the U.S. should be vaccinated with the three-dose HPV vaccine series, vaccination rates remain low. In 2012, only 34.9% of adolescent females and 6.8% of adolescent males completed the series. Efforts to increase vaccination rates are needed, and healthcare providers have been shown to be an important part of the solution. Purpose: This investigation was conducted to determine providers’ current practices regarding HPV vaccine recommendation, consistency with following ACIP guidelines, and perceived facilitators and barriers to recommending the HPV vaccine. Methods: This descriptive study utilized a retrospective chart review of all 11-12 year old adolescents presenting to a primary care clinic for a well-child exam between April 23, 2013 and September 30, 2013. Charts were audited for patient demographics, whether HPV vaccination counseling was offered and by whom, patient response (accepted/declined/deferred), if the vaccine was initiated, and if it was completed. Additionally, an anonymous provider survey was administered via REDCap and a provider focus group was conducted to elicit perceived facilitators and barriers to recommending the vaccine. Results: Chart audits (N= 60) revealed that 42% of the adolescents initiated the vaccine, and only 14% completed the series within the CDC recommended interval. Review of provider documentation revealed that counseling and/or provider recommendation was documented in only 11 of 60 charts. Barriers to vaccine initiation included recommending the vaccine more often to female than male patients, language barriers, low medical literacy, time constraints, inconsistent patient follow-up, and patient/parent concerns about long-term safety. Recommendations: Based on focus group discussion, suggestions to improve HPV vaccination rates included offering a strong provider recommendation for HPV vaccination to all adolescent patients, standardizing documentation of HPV vaccine recommendation, and using the EMR to improve return rates for second and third vaccine dose

Technology Based Community Navigation Solutions for Individuals with Acquired Brain Injury and Executive Functioning Deficits

One Area of function that has been identified as particularly difficult for individuals with acquired brain injury (ABI) is that of community mobility and transportation. The aim of this project was to create an instructional manual describing a two-day training program to assist caregivers of individuals with ABI and resulting executive dysfunction. Caregivers can implement the training program to aid their care recipients in identifying and using technology devices to aid in community mobility. The first day focuses on assisting individuals with ABI in identifying cognitive strategies and appropriate technology for navigating public transportation. Caregivers and their care recipients also learn facts about public transportation, along with solutions to common barriers, such as route finding and appropriate behavior while on the bus. During the second day, caregivers guide participants in using technology to navigate King County public transit while taking a trip on the bus. After completing the training program, caregivers can be better prepared to teach individuals with ABI how to navigate public transportation with technology and know the next steps for assisting their care recipients to use public transportation. With assistance from caregivers, the participant can learn skills necessary to navigate public transportation with technology, thereby increasing their independence and sense of self-efficacy with community mobility

Heirloom Seed & Story Keepers: Growing Community & Sustainability through Arts-Based Research

The influence of commercialization in Lumpkin County, Georgia, is threatening traditional food production practices. This influence contributes to the dwindling number of heirloom gardeners in the region. The local university’s growth and the town’s proximity to metropolitan Atlanta have created a food society of detached convenience in a town historically rich in cultural foodways. However, the tradition still lives within the old families in this town. Connecting the older, tradition-bearing generations with the university students may supplement their respective resources with enduring social bridges. These bridges will enable a generation of young adults to perpetuate the many benefits of heirloom gardening, both in academia and their communities, addressing a global problem on a local level. Appalachian Teaching Fellows Rosann Kent and Dr. Chris Dockery, professors at the University of North Georgia, developed an arts-based research curriculum for their students that facilitated these social bridges. The project rendered a replicable methodology of engaging an Appalachian community’s social resources in working toward a sustainable future

Mapping the Outer Edge of the Young Stellar Cluster in the Galactic Center

We present new near-infrared spectroscopic observations of the outer edges of the young stellar cluster around the supermassive black hole at the Galactic center. The observations show a break in the surface-density profile of young stars at approximately 13 arcsec (0.52 pc). These observations spectroscopically confirm previous suggestions of a break based on photometry. Using Gemini North's Near-Infrared Integral Field Spectrometer (NIFS) we are able to detect and separate early- and late-type stars with a 75% completeness at Ks = 15.5. We sample a region with radii between 7" to 23" (0.28 pc to 0.92 pc) from Sgr A*, and present new spectral classifications of 144 stars brighter than Ks = 15.5, where 140 stars are late-type (> 1 Gyr) and only four stars are early-type (young, 4-6 Myr). A broken power-law fit of the early-type surface-density matches well with our data and previously published values. The projected surface-density of late-type stars is also measured and found to be consistent with previous results. We find that the observed early-type surface-density profile is inconsistent with the theory of the young stars originating from a tightly bound infalling cluster, as no significant trail of young stars is found at radii above 13". We also note that either a simple disk instability criterion or a cloud-cloud collision could explain the location of the outer edge, though we lack information to make conclusive remarks on either alternative. If this break in surface-density represents an edge to the young stellar cluster it would set an important scale for the most recent episode of star formation at the Galactic center.Comment: 17 pages, 11 figures, 3 tables, ApJ accepte

Scholarly Writing: Ideas, Examples, and Execution

Most law schools now require upper-level students to write a sophisticated legal research paper on a topic of their choice. Scholarly Writing: Ideas, Examples, and Execution guides students through the process of constructing their legal research papers, from topic selection and thesis development to finishing a publishable product. The book walks students through a five-step process for researching and writing scholarly papers and follows multiple published student papers from idea to final execution as a method of illustrating the principles advocated in the text. The book includes up-to-date information about legal research and organizational tools. It also includes “bright ideas” that supplement the text with ideas and examples for student writers. The text may be used as either a required text for a course in Scholarly Legal Writing or a companion guide for students working on scholarly legal writing projects independently

The Theoretical and Practical Underpinnings of Teaching Scholarly Legal Writing

Scholarly writing has long been a part of the upper-level law school curriculum. Like children thrown into the deep end of the pool to see if they can swim, every year, thousands of upper-level law students are asked to write a scholarly paper to satisfy an upper-level writing requirement on a topic likely of little acquaintance to them. For many of these law students, the scholarly writing process is daunting1 given the unknown subject matter, the lack of structured feedback and guidance, and the inability to become engaged or inspired by the project because of the often-isolating experience of writing a scholarly paper. These students, whether they are writing journal notes, seminar papers, independent writing projects, or LL.M. theses, will have varying levels of success with these projects. Like a swimmer who barely makes it to the other side of the pool, some will sink—submitting a weak paper that meets the minimum requirements. Some will reach the other side of the pool more successfully, but only after struggling through long periods of treading water. These students will submit a final paper, but even the well-written papers will not reflect an enjoyable, engaged experience for students. A handful of students will take on the challenge with strong instruction and guidance from an able coach; this group of students will have a uniquely enjoyable scholarly writing experience producing a strong contribution to student scholarship. Some of these students will even see their work published