Anthologies and the Canonization Process: A Case Study of the English-Canadian Literary Field, 1920-1950

Editors of anthologies and literary histories have enormous influence not only on the shape and content of their own projects, but also on the shape and content of the traditional curricular canons. However unique and fascinating the 1920 to 1950 time period is, it also resembles other historical moments in Canada through its practice of systemic discrimination on the bases of class, race, sex, and ethnicity. These systemic biases affected the choices made by publishers, editors, and curriculum developers. Their politically based decision-making perpetuated the distinctly Anglo-Saxon, white, and masculine traditional canon that had been developing since the arrival of European settler-invaders. The forty-eight anthologies that make up this study fall into two main groups: anthologies produced by individual editors and anthologies produced by associations. Not only do the academic-professional anthologies include fewer women, they allow even less space to their women writers than is implied by the male-female ratio of their choices. Within this group of English-Canadian anthologies, the ethnicity of Canadian writers is virtually ignored. While nationalist sentiments appear in both association and academic-professional anthologies, internationalism is restricted to the academic-professional group

Electronic Observation: 21st Century Model for Excellence in Teaching and Learning

Assessing effective instruction, in support of student achievement is a requirement for institutional accreditation. Simultaneously, considering overall student success, “among school-related factors, teachers matter most” (Teachers Matter, n.a.). If education was a jigsaw puzzle, a missing piece is a strategic method of observing teachers to support institutional effectiveness. A system to monitor practice and expected outcomes; to generate dynamic data that drive decision-making; and to ensure program standards are met in a continuous improvement model (Cervone & Martinez-Miller, 2007; Downey et al., 2004). Walk-through observation is that system, a powerful and intentional missing puzzle piece (Glasgow, et.al., 2014

Teen Depression, Stories of Hope and Health: A Promising Universal School Climate Intervention for Middle School Youth

This study describes the delivery of the Teen Depression: Stories of Health and Healing (TDSHH), a brief school-based depression awareness delivered for middle school students. The main objectives of the proposed evaluation were to examine the effects of TDSHH on middle school health students in the areas of knowledge about depression, willingness to seek help from adults and belief that adults can help. Two Chicago suburban middle schools agreed to be part of the TDSHH intervention study. In both schools, a pre/post-test wait-list control quasi-experimental design was used. Each student in the study (total N=223) completed a questionnaire that incorporated a depression knowledge scale created by the EL team and two additional standardized scales, the Help-Seeking Acceptability at School Scale (Wyman et al., 2008) and the Adult Help for Suicidal Youth Scale (Schmeelk-Cone et al., 2012). Data from the pilot indicates that TDSHH students showed statistically significant gains on understanding depression symptoms; identifying strategies students could use to improve their mental health; and increasing positive attitudes toward help seeking with adults at school

Depression Education As Primary Prevention: The Erika’s Lighthouse School-Based Program For High School Students

Major depression is a treatable and common mental health disorder for youth. Untreated depression is a major risk factor for youth who become suicidal and die by suicide. Recent focus in the school-based literature on creating universal mental health promotion programs have recognized the need for effective depression awareness education programs to assist youth in identifying symptoms of depression in themselves and their peers, and to encourage those youth to seek trusted adults for help. A quasiexperimental design (QED) was employed in two suburban Chicago high schools (n=652) to evaluate the intervention, Real Teenagers Talking About Adolescent Depression (RTTAAD), a video-based universal classroom discussion intervention created by clinical social workers, parents, and youth. The analysis showed that RTTAAD led to statistically significant changes in adolescent knowledge about depression and their stated willingness to seek help from trusted adults at 6-week follow-up compared to a control classroom condition. This study supports the notion that school social workers and other school mental health professionals need to allocate more time to primary prevention work to help build mental health awareness in their school communities and to help prevent depression and suicidal behavior

Characteristics of Rural STEM Clubs and Implications for Students with Disabilities

There are many benefits for students to participate in extracurricular science, technology, engineering, and mathematics (STEM) activities or clubs. It is also known that students with disabilities (SWD) do not participate as much as their peers without disabilities (SWOD). However, there is a lack of research on SWD and their participation in STEM clubs. This sequential explanatory mixed method study explored teachers’ perceptions of the types and characteristics of STEM clubs and their participants, and their professional development (PD) to work with SWD in their clubs. Findings suggest a variety of STEM clubs are offered with an average of 20 students each but most participants did not know how many SWD were in their clubs. None had PD to work with SWD in informal environments. A discussion of findings include accommodations STEM club sponsors can use with SWD

Mindful Matching: Ordinal versus Nominal Attributes

The authors propose a new conceptual basis for predicting when and why consumers match others’ consumption choices. Specifically, they distinguish between ordinal (“ranked”) versus nominal (“unranked”) attributes and propose that consumers are more likely to match others on ordinal than on nominal attributes. Eleven studies, involving a range of different ways of operationalizing ordinal versus nominal attributes, collectively support this hypothesis. The authors’ conceptualization helps resolve divergent findings in prior literature and provides guidance to managers on how to leverage information about prior customers’ choices and employees’ recommendations to shape and predict future customers’ choices. Further, the authors find process evidence that this effect is driven in part by consumers’ beliefs that a failure to match on ordinal (but not nominal) attributes will lead to social discomfort for one or both parties. Although the primary focus is on food choices, the effects are also demonstrated in other domains, extending the generalizability of the findings and implications for managerial practice and theory. Finally, the conceptual framework offers additional paths for future research

Depression Education As Primary Prevention

Major depression is a treatable and common mental health disorder for youth. Untreated depression is a major risk factor for youth who become suicidal and die by suicide. Recent focus in the school-based literature on creating universal mental health promotion programs have recognized the need for effective depression awareness education programs to assist youth in identifying symptoms of depression in themselves and their peers, and to encourage those youth to seek trusted adults for help. A quasi-experimental design (QED) was employed in two suburban Chicago high schools (n=652) to evaluate the intervention, Real Teenagers Talking About Adolescent Depression (RTTAAD), a video-based universal classroom discussion intervention created by clinical social workers, parents, and youth. The analysis showed that RTTAAD led to statistically significant changes in adolescent knowledge about depression and their stated willingness to seek help from trusted adults at 6-week follow-up compared to a control classroom condition. This study supports the notion that school social workers and other school mental health professionals need to allocate more time to primary prevention work to help build mental health awareness in their school communities and to help prevent depression and suicidal behavior

The role of DNA methylation in directing the functional organization of the cancer epigenome

The holistic role of DNA methylation in the organization of the cancer epigenome is not well understood. Here we perform a comprehensive, high-resolution analysis of chromatin structure to compare the landscapes of HCT116 colon cancer cells and a DNA methylation-deficient derivative. The NOMe-seq accessibility assay unexpectedly revealed symmetrical and transcription-independent nucleosomal phasing across active, poised, and inactive genomic elements. DNA methylation abolished this phasing primarily at enhancers and CpG island (CGI) promoters, with little effect on insulators and non-CGI promoters. Abolishment of DNA methylation led to the context-specific reestablishment of the poised and active states of normal colon cells, which were marked in methylation-deficient cells by distinct H3K27 modifications and the presence of either well-phased nucleosomes or nucleosome-depleted regions, respectively. At higher-order genomic scales, we found that long, H3K9me3-marked domains had lower accessibility, consistent with a more compact chromatin structure. Taken together, our results demonstrate the nuanced and context-dependent role of DNA methylation in the functional, multiscale organization of cancer epigenomes.Charles Heidelberger Memorial Fellowshi