Gendered and Racialized Language Ideologies at SDSU

This research project explores the ways in which South Dakota State University students perceive speakers of African American Vernacular English (AAVE) in comparison to how they perceive speakers of Standard American English (SAE). Language ideologies affect these perceptions, and they largely exist on a subconscious level—therefore, I uncover them in order to discover how language ideologies affect SDSU. I conducted a matched-guise test with recordings by four speakers (two African American males, one African American female, and one mixed African American/White female). These speakers each made the first of two recordings in SAE and the second in AAVE. Out of the ten adjectives on which 30 SDSU student listeners judged the speakers, nine produced extremely significant results concerning difference in perception for AAVE and SAE. SAE speakers received significantly higher ratings for being intelligent, successful, nice, attractive, and professional, while AAVE speakers received significantly higher ratings for being aggressive, intimidating, improper, and vulgar. This creates problems because if the SDSU student population (on average) views AAVE-speaking students more negatively than SAE-speaking students, this might affect the way they treat AAVE speaking students. After completion of the matched-guise test, significant distinctions between perceptions of male speakers and female speakers became evident as well. Female speakers received significantly higher ratings for being intelligent, successful, nice, attractive, and professional, while male speakers received significantly higher ratings for being aggressive, intimidating, improper, and vulgar. In this essay, I present some of the social, educational, and professional implications that potentially exist due to these language ideologies and the perceptions they generate, and how this affects the students at SDSU. This study furthers our understanding of language ideologies—it demonstrates how language ideologies have less to do with language perception and more to do with prescriptive stereotypes influencing language perception

Nevada desert dust with heavy metals suppresses IgM antibody production

Systemic health effects from exposure to a complex natural dust containing heavy metals from the Nellis Dunes Recreation Area (NDRA) near Las Vegas, NV, were evaluated. Several toxicological parameters were examined following lung exposure to emissive dust from three geologic sediment types heavily used for recreational off- road activities: yellow sand very rich in arsenic (termed CBN 5); a shallow cover of loose dune sand overlying a gravelly subsoil bordering dune fields (termed CBN 6); and brown claystone and siltstone (termed CBN 7). Adult female B6C3F1 mice were exposed by oropharyngeal administration to these three types of geogenic dusts at 0.01–100 mg of dust/kg of body weight, once per week for four weeks. The median grain sizes were 4.6, 3.1, and 4.4 μm, for CBN 5, 6, and 7, respectively. Each type of dust contained quantifiable amounts of aluminum, vanadium, chromium, manganese, iron, cobalt, copper, zinc, arsenic, strontium, cesium, lead, uranium, and others. Descriptive markers of immunotoxicity, neurotoxicity, hematology, and clinical chemistry parameters were assessed. Notable among all three CBN units was a systemic, dose-responsive decrease in antigen-specific IgM antibody responses. Geogenic dust from CBN 5 produced more than a 70% suppression in IgM responses, establishing a lowest adverse effect level (LOAEL) of 0.01 mg/kg. A suppression in IgM responses and a corre- sponding increase in serum creatinine determined a LOAEL of 0.01 mg/kg for CBN 6. The LOAEL for CBN 7 was 0.1 mg/kg and also was identified from suppression in IgM responses. These results are of concern given the frequent off-road vehicle traffic and high visitor rates at the NDRA, estimated at 300,000 each year

Genetics and genomics: a phenomenographic study of adult field nursing students’ learning experiences

Little is known about the detail and practice of how student nurses experience learning about genetics and genomics. This study explores the variation in the way third year adult field student nurses experience learning about genetics and genomics whilst preparing for registered status. The troublesome nature of this learning journey is highlighted as students engage with the concept. There is evidence that student nurses lack sufficient knowledge of genetics and genomics to support practice and their negative attitudes could be a barrier to learning. Clinical genetics and genomics are currently being mainstreamed across several disciplines in the UK. Student nurses require an educational experience which will prepare them with the knowledge to embrace this growing area of care. This phenomenographic study investigated the qualitatively different ways the 14 student participants experienced learning about genetics and genomics. The semi-structured interviews were conducted in one UK university and analysed using Åkerlind’s phenomenographic framework. Four categories of description were identified: learning about genetics and genomics as a difficult encounter, learning about genetics and genomics in the correct environment, learning about genetics and genomics with the right people and learning about genetics and genomics in the context of nursing. Threshold concept framework was used to establish the troublesome areas of learning which were revealed as troublesome knowledge, troublesome environments, troublesome people and troublesome practice. The findings show that student nurses experience variability and challenges when learning about genetics and genomics and provide insights for nurse educators regarding embedding genetics and genomics into nurse education programmes. Understanding the dimensions in the variation in learning and obstacles students experience could form a platform for nurse educators to consider a range of pedagogical strategies to support transformational learning

Summary of field collecting and laboratory processing equipment and procedures for sampling arthropods at Pawnee site, A

May 1975.On cover: Grassland Biome, Ecosystem analysis studies, U.S. International Biological Program.Includes bibliographical references

Online Analyzers: Cf-252 Supply Chain Update and Risk Mitigation IEEE-IAS/PCA 52 nd Cement Industry Technical Conference Introduction -Neutrons for Online Analysis in the Cement Industry

Abstract Several hundred cement producers use online bulk material analyzers to help improve their quality control and plant efficiency. The predominant technology used for online analysis is Prompt Gamma Neutron Activation Analysis which requires a source of neutrons to function. This paper reviews the long-term availability of neutrons from the isotope californium 252 (Cf-252) as well as from an alternate source of neutrons produced electrically from a small linear accelerator otherwise known as a neutron generator

Development of home economics education in Arizona from 1917-1942

August, 1945.Includes bibliographical references (pages 227-234).To view the abstract, please see the full text of the document

Stress corrosion of GRP tensile strength members in optical fibre cables

Pultruded glass fibre reinforced plastics (or GRP) rod is being increasingly used in the area of cable design, used for strength members in optical fibre cables. The possibility of failure by the process of stress corrosion has resulted in the need to determine the reliability of the dielectric cables when in service. The viability of life predictions being made from the study of stress corrosion fracture surfaces is investigated. The production of static fatigue data for composite materials is needed to enable any accurate predictions to be made