Conscious, deliberate, and purposeful living: Lessons from the adult daughters of psychiatrized women

The following document details the intellectual and emotional journey I embarked on when I chose to cross the subject-object divide by exploring a phenomenon with which I had direct lived experience. Incorporating feminist multiple interviewing techniques, participatory action learning. and critical autobiography. I sought to examine what it means to be the adult daughter of a woman who has been labelled and treated by the psychiatric profession (i.e., who has been psychiatrized). I begin with an exploration of the “phenomenon” as it is presented in the literature. To orient the reader I offer a description of what I believe are the prevailing and competing paradigms available to conceptualize human health and well being. I then explore the literature specifically addressing the children of people diagnosed and treated within the psychiatric system, with reference to how the research reflects dominant and marginal paradigms in health. The theoretical framework that I drew upon to understand and construct this thesis incorporates aspects of critical social science theory, feminist positionality, theoretical autobiography, and research for social justice. Underlying this “non-unitary framework is the assumption that all knowledge is situated, partial, and constructed and that the “knowledge creation enterprise” should be aimed at providing space for the articulation and legitimization of marginalized voices. Qualitative and inductive methods privileging the voices of participants were deemed to be the most effective means by which to bring marginalized voices to the foreground. Case-studies. or individual stories form the basis of the research findings, as I offer a series of six personal stories from young women whose mothers have been psychiatrized. These stories are organized to emphasize the chronology of the women’s experiences, their interpretations of those experiences, and the role of their interpretations played in influencing their future choices, self-concept, and behaviour. Seeking to situate the participants’ experiences in the larger social and political context, I also present a detailed cross-case analysis and interpretation of findings incorporating a feminist and anti-oppression perspective. Based on the rich and detailed information that was generated by this project, I developed a model to guide what I call “conscious living.” It offers some conceptual tools for understanding the relationship between individual health and well being and the larger environmental context (i.e., broadly defined). Moreover, within this guide I offer the reader suggestions for intervention at multiple levels within the social ecology. The values, visions, and practice of Community Psychology figure prominently in the guide that I offer

Paying But Half Heed To My Father And His World: Daughters And Fathers In Postcolonial Texts Of South Africa And Ireland

This dissertation reads novels from South Africa and Ireland by noted writers like Nadine Gordimer and William Trevor, in order to examine how the peripheral and underanalyzed literary daughter has been increasingly used as a symbol of the developing postcolonial state. This reading focuses especially on the daughter-father dyad and how through this relationship the daughter reconfigures herself as what Kwame Anthony Appiah has elsewhere called a partial cosmopolitan - that is, a individual connected to both the local environment and to the larger global culture. This dual connection that I trace is established in a range of ways throughout the different novels and, yet, through those differences the daughter and the family drama comes to symbolize the postcolonial state\u27s struggle to redefine itself as moving past the post of post-colonialism

The thermal tolerances and preferences of native fishes in the Cape Floristic Region: towards understanding the effect of climate change on native fish species

Global climate change models indicate that a rise in temperature and reduction in rainfall in the Western Cape Province of South Africa is inevitable and unavoidable. Within the Western Cape lies the Cape Floristic Region (CFR); a biodiversity hotspot with high levels of endemism. This includes its freshwater fish assemblage. Whereas the current greatest threats to native fish biodiversity are habitat degradation and invasion by non-native species, predicted climate change is likely to further impact fish communities negatively. As a master abiotic variable in aquatic ecosystems; temperature influences the fitness, behaviour, and life-histories of aquatic biota. Thermal alteration may therefore affect sensitive fish species. The upper thermal limit, determined via the critical thermal method, has been validated as a measure of thermal sensitivity. To better understand the impacts of climate change on the native fish of the CFR, upper thermal limits (critical thermal maxima/CTmax) were determined for seven native species of freshwater fish. Thermal preferences were also determined for five of these species using the acute gradient tank approach to elucidate thermal habitat preferences. Species that were identified by the IUCN as vulnerable, endangered, or critically endangered were selected from the four main families of native fish in the CFR (Anabantidae, Austroglanidae, Cyprinidae, and Galaxiidae), from four Rivers. Overall, Cape galaxias (Galaxias zebratus), Breede River redfin (Pseudobarbus burchelli), Berg River redfin (Pseudobarbus burgi), Clanwilliam redfin (Pseudobarbus calidus), and fiery redfin (Pseudobarbus phlegethon) were found to be most sensitive to increased temperature (CTmax= 29.8-32.7⁰C). Clanwilliam rock-catfish (Austroglanis gilli) and Cape kurper (Sandelia capensis) were found to be moderately sensitive (CTmax= 33.0-35.3⁰C). Similar trends were found using the thermal preference approach as CTmax and thermal preference were found to correlate well. The results were related to in-situ water temperature, which influenced both parameters. Thermal tolerances and preferences of all the native species exceed that of invasive salmonids (Onchorynchus mykiss and Salmo trutta). However, non-native centrarchids (Micropterus spp.) are more thermally tolerant, indicating an increase in threat by warm adapted non-natives. These data suggest that species interactions and distributions are likely to undergo substantial changes in response to elevated water temperature

\u3cem\u3eMitakuye Oyasin\u3c/em\u3e : Pedagogy and Design in Composition I

Mitakuye Oyasin, an Oceti Sakowin (Lakota/Nakota/Dakota) phrase that translates as “All My Relations,” is a philosophy that means all things created on earth and in the universe are related and inhabit a shared space. Because all things are related and share space, they all have a purpose and a responsibility to discover and serve that purpose to ensure all of our relatives thrive in our shared space. This relational thinking influences the way the Oceti Sakowin interact with the world, including the way they teach. In this thesis, I analyze the way composition theories shape the curriculum and pedagogy of the Composition I, Composition I course at South Dakota State University, and suggest that the course incorporate pedagogical and rhetorical methods influenced by Mitakuye Oyasin. While instructors make a conscientious effort to invite students into the academic discourse community, several aspects of the course’s design perpetuate binary thinking. I ask readers to consider how binary thinking, which I suggest is at the root of the culture of contention in the United States, impedes the instructors’ success at most effectively inviting students to learn to critically read, write, and think in the academic commonplace. Finally, I ask readers to consider that when they overtly incorporate Mitakuye Oyasin in the course, such as introducing the concept of zuya and utilizing more explicitly narrative as a rhetorical and pedagogical device, the academy normalizes Native intellectual engagement and wisdom, and creates a more welcoming place for Native students, professors, and professionals, thus honoring the university’s commitment to rectifying past wrongs against the original people of the Dakotas

The growth and microstructural characterization of ZnSe/GaAs quantum wells and double heterostructures

Thesis (Sc. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1998.Includes bibliographical references (leaves 189-198).by Jody Lee House.Sc.D

Optical characterization of ZnSe by photoluminescence

Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1994.Includes bibliographical references (leaves 75-78).by Jody L. House.M.S

An Evaluation of a Preschool Tutorial Program

The University of Northern Iowa Center for Urban Education (UNI-CUE), located in Waterloo, Iowa, offers a variety of programs, including the Academic Skills Achievement Program (ASAP). The Academic Skills Achievement Program is designed to provide tutoring services, addressing both academic and social needs, to children in a variety of educational settings. The tutors are university undergraduates who provide a community service while at the same time earning two hours of elective credit. The target of this evaluation is one component of the Academic Skills Achievement Program, specifically the Head Start site located at UNI-CUE. The purpose of this evaluation is to gain an understanding of the nature of the tutoring services provided, thereby providing insight into what occurs during these adult-child interactions. In the Spring of 1994, the Head Start classroom located in the UNI-CUE building, which was under the direction of 1 full-time teacher and 1 paraprofessional, had 18 children enrolled. Of these 18 preschoolers, 15 were provided with a tutor. The tutoring took place in the available classrooms of the UNI-CUE building. The tutors consisted of 8 undergraduate female students with varying experience with children and tutoring. Interviews were conducted with the participating tutors, ASAP site supervisors and coordinator, Head Start classroom teacher, and the Tri-County Head Start coordinator. The evaluation questions developed addressed the following areas; (a) philosophy and foundation of both program, (b) organization and implementation, and (c) perceived outcomes of the services provided by the Academic Skills Achievement Program at the UNI-CUE Head Start. Through the information collected during the interviews, it was apparent that a major goal of both programs is to provide opportunities for socialization and positive interaction. It would appear from the perceptions of the participants and supervisors that this was being accomplished. Overall the participants expressed satisfaction with their experience in the Academic Skills Achievement Program. The strengths of the program can be seen in the opportunity for individual attention for each child and the strong relationships developed between the tutors and the children. As a result of the information collected during this evaluation and a review of current literature, suggestions for program improvement were developed in order for the program to be updated to be congruent with current thinking and philosophy in early childhood education. The three major areas of program improvement identified were: (a) focus of the tutor/tutee interaction, (b) staff development, (c) redefining the role of the site supervisor, and (d) restructuring of the program at the Head Start site. The Academic Skills Achievement Program has been in operation at the UNI-CUE Head Start for over 10 years. During this time, there have been changes in theory and practice in early childhood education and the education of minority, at-risk children, and an increase in the interest in multicultural education and awareness and the link between education and the community. The recommendations from this evaluation incorporate elements from current research on best practice in these areas. An evaluation is an ongoing process. The implementation of recommendations in this report needs to be monitored and adjusted as needed

Trends in family-centered early intervention

Family-centered early intervention services have been evolving for quite some time, and the role of the family in intervention for children with disabilities has changed drastically. Part C of the Individuals with Disabilities Education Act (IDEA) mandated the family-centeredness of early intervention services, which is evident in the services and supports a family receives, the Individualized Family Services Plan document, and service coordination activities. The Office of Special Education Programs (OSEP) then conducts compliance monitoring to gauge whether states are in compliance with IDEA. State monitoring reports are available to the public online. The purpose of this study was to examine current trends in family-centered services to infants and toddlers with disabilities and their families and discuss barriers to family-centeredness by analyzing the monitoring reports available online. Results are presented both qualitatively and quantitatively. Results were organized into the areas of family-centered supports and services, the IFSP, and service coordination. Themes discovered in family-centered supports and services included: problems with family assessment; problems with writing family outcomes; a lack of knowledge on the part of service coordinators, administrators, or providers; and a lack of available resources. Themes discovered in the family-centeredness of the IFSP included: a lack of the required components, inappropriate decision-making process, problems in documenting services, problems in providing services. Finally, themes discovered in service coordination included: failure to carry out all service coordination duties and failure to provide a single point of contact from the time of referral. The results of this study indicated some serious needs in the early intervention system. Improvements need to be made in three areas essential to providing high quality family-centered services: training, communication, and funding

Design for Co-Design in a Computer Science Curriculum Research-Practice Partnership

This paper reports on a study of the dynamics of a Research-Practice Partnership (RPP) oriented around design, specifically the co-design model. The RPP is focused on supporting elementary school computer science (CS) instruction by involving paraprofessional educators and teachers in curricular co-design. A problem of practice addressed is that few elementary educators have backgrounds in teaching CS and have limited available instructional time and budget for CS. The co-design strategy entailed highlighting CS concepts in the mathematics curriculum during classroom instruction and designing computer lab lessons that explored related ideas through programming. Analyses focused on tensions within RPP interaction dynamics and how they were accommodated when RPP partners were designing for co-design activities, a critical component that leads to curricular co-design itself. We illustrate these tensions with examples of clusters of activity that appeared repeatedly among the research and practice team members when designing for co-design

The Use of Seclusion and Restraint in Public Schools: The Legal Issues

Seclusion and restraint have been used in various situations to deal with violent or noncompliant behavior. Because of congressional interest in the use of seclusion and restraint in schools, including passage of H.R. 4247 and the introduction of S. 2860, 111th Congress, first session, this report focuses on the legal issues concerning the use of these techniques in schools, including their application both to children covered by the Individuals with Disabilities Education Act (IDEA) and to those not covered by IDEA