Patriarchy, Empire, and Ping Pong Shows: The Political Economy of Sex Tourism in Thailand

This project provides a postcolonial feminist analysis of the prosperity and reputation of the sex tourism industry in Thailand. It examines the ways in which Western imperialism created the space for the globalization of sex work, as well as providing a postcolonial analysis of the hegemonic structures which have existed throughout Thailand\u27s history that enable the sex tourism industry to thrive today. This project also explores how policy making and enforcement in Thailand affects the sex tourism industry, as well as the ways in which activism works to change or support these policies, and how this affects individuals who are both trafficked into the industry and those who use their agency to participate. Ultimately, it will illustrate the different ways that Western colonialism and imperialism, both historical and contemporary, influence the global sex tourism industry

The Effects of Simultaneous Script-Training and Fading Procedures on the Mand Variability of Children with Autism

Individuals with autism often display rote and repetitive responding across behavioral topographies. One area that is often affected is the individual’s verbal repertoire. In an attempt to build and expand verbal repertoires, script and script fading procedures have often been implemented to teach individuals new and varied verbal behavior. Script training and fading procedures have also been used specifically to remediate deficits in an individual’s mand repertoire. Researchers have examined the effects of script training and fading procedures on the variability within an individual’s mand repertoire. This line of research is of great importance since a lack of variability in mands can limit an individual’s access to desired and/or needed items as well as social interactions. In the present study, we implemented simultaneous script training and fading procedures to increase the variability of mands used by three preschool-aged children (one male and two females) diagnosed with autism. We implemented these procedures in an attempt to promote mand variability using antecedent only procedures and to teach variability explicitly in our script training and fading preparation. It was also our goal to address some of the limitations that arose in the previously conducted mand variability studies, namely, the suppression of the default mand frame. At the conclusion of the study, and following procedural modifications, all three participants demonstrated an increase in variability of mand frames. This increase was observed following the inclusion of extinction procedures and following low levels of variability while using antecedent-only procedures. Participants in this study demonstrated an average of one mand frame following antecedent-only procedures and this increased to an average of three mand frames following the inclusion of extinction procedures. The combination of the antecedent procedures and extinction further increased variability across participants. The need for the extinction condition led to many limitations in this study including the limitations analyzed in the simultaneous script training and fading procedures

“Teaching in a War Zone”: A Collective Reflection on Learning from a Diversity Course in Contentious Times

Diversity courses in teacher education often become sites of conflict and contestation. Numerous proposals have been put forward on how to address these conflicts and contestations through pedagogical interventions and teaching innovations. However, such proposals rarely take into account the impact of broader sociopolitical forces on classroom interactions and learning. In this collective reflection, we document our experiences of navigating a diversity course in highly contentious times when anti-critical race theory campaigns resulted in widespread bans on the teaching of “divisive concepts.” We explore critical incidents and challenging situations to capture the erosion of civility and engagement with evidence. In the context of society-wide attacks on truth, we call on educators, researchers, and advocates to raise their voices in public and political arenas to sustain democracy

Motivating Moral Behavior: Helping, Sharing, and Comforting in Young Children With Autism Spectrum Disorder

This exploratory study examined the role of social-cognitive development in the production of moral behavior. Specifically, we explored the propensity of children with Autism Spectrum Disorders (ASD) to engage in helping, sharing, and comforting acts, addressing two specific questions: (1) Compared to their typically developing (TD) peers, how do young children with ASD perform on three prosocial tasks that require the recognition of different kinds of need (instrumental, material, and emotional), and (2) are children with ASD adept at distinguishing situations in which an adult needs assistance from perceptually similar situations in which the need is absent? Children with ASD demonstrated low levels of helping and sharing but provided comfort at levels consistent with their TD peers. Children with ASD also tended to differentiate situations where a need was present from situations in which it was absent. Together, these results provided an initial demonstration that young children with ASD have the ability to take another’s perspective and represent their internal need states. However, when the cost of engaging in prosocial behavior is high (e.g., helping and sharing), children with ASD may be less inclined to engage in the behavior, suggesting that both the capacity to recognize another’s need and the motivation to act on behalf of another appear to play important roles in the production of prosocial behavior. Further, differential responding on the helping, sharing, and comforting tasks lend support to current proposals that the domain of moral behavior is comprised of a variety of distinct subtypes of prosocial behavior

Strategies for the successful implementation of disinfecting port protectors to reduce CLABSI in a large tertiary care teaching hospital

Disinfecting port protectors are a supplement to the central line–associated bloodstream infection prevention bundle as an optional recommendation from the Centers for Disease Control and Prevention. Despite evidence of effectiveness, few centers have successfully reported systematic, sustained implementation of these devices. In this article, we discuss a successful implementation in a large tertiary care teaching hospital, using an evidence-based, multidisciplinary approach