Resisting Radicalisation: A Critical Analysis of the UK Prevent Duty

In response to the threat of terrorism and radicalisation, the UK government introduced the counterterrorism strategy CONTEST and its four strands ‘Prepare, Prevent, Protect, Pursue’. As one of these four strands, the ‘Prevent’ strategy dates back to 2003 and is tailored to avert radicalisation in its earliest stages. What stands out as particularly controversial is the statutory duty introduced in 2015 that requires ‘specified authorities’ to “have due regard to the need to prevent people from being drawn into terrorism” (Home Office, 2015a, s. 26). Based on a critical analysis of the so-called Prevent Duty in educational institutions (excluding higher education), I argue that it not only has the potential to undermine ‘inclusive’ safe spaces in schools but may also hold the danger of further alienating the British Muslim population. Certain terminology such as ‘safeguarding’ students who are ‘vulnerable’ to extremist ideas is misleading and conveniently inflated in order to legitimise the Prevent Duty and facilitate its smooth implementation. Largely based on Freedom of Information (FOI) requests, this in-depth analysis is best utilised in combination with empirical research on the impact of Prevent as conducted by Busher et al. (2017).  However, the disproportionate targeting of British Muslims intertwined with the dual role of students as both at risk and, simultaneously, a risk, reveals that the Prevent Duty in educational institutions is deeply flawed in its implementation and has significant potential to alienate and radicalise the British Muslim population

Exhibition in the Curriculum: Preparing Students to Complete the Artistic Cycle

This curriculum exposes students in Visual Arts classes to the art of exhibition and prepares them to complete the artistic cycle by exhibiting their own work and others. The curriculum is presented in the form of a guide book in which the main body of lessons are geared towards high school Intro to Art classes with quick tips and activities that are adapted toward all grade levels. By learning about all aspects of exhibiting art, theme development, installation design, accessioning and preparing art, and publicity, students are given another tool with which to create a connection with artistic mediums and history. The final goal is to infuse exhibition skills into every aspect of the curriculum as a natural part of learning and talking about art

A Determination of the Trade Creation and Diversion Effects of Regional Trade Agreements in the Western Hemisphere

With the recent proliferation of Regional Trade Agreements (RTAs) the tendency world-wide has been seemingly toward trade liberalization. This thesis is primarily concerned with the impacts RTAs have had in the Western Hemisphere regarding agricultural trade flows. Utilizing the framework of the Gravity Model, agricultural trade flows for 24 Western Hemisphere Nations were examined. In the course of the study it was expected that if RTAs were to have an effect it would be a positive Trade Creation Effect and a negative Trade Diversion Effect with positive effects for GDP of importer/exporter and population size of importer/exporter and a negative effect for that of distance. Of the five agreements examined (NAFTA, AC, MERCO, LAIA, and CACM), NAFTA and LAIA were the only positive (but non-significant) as to Trade Creation effects while AC, MERCO, and CACM were all negative (but non-significant). It was also interesting to note that of the agreements, NAFTA, had both a positive and significant (p=0.023) diversionary effect with the remaining agreements all being negative (as expected) and significant regarding trade diversion. It was also concluded that GDP (importer) and distance also had the expected signs (+, respectively) with distance also being significant (p=0.0001). It was concluded that RTAs had a more pronounced effect on inter-industry trade versus intra-industry trade and that with the passage of more time, further analysis may substantiate the claim of a positive RTA effect on agricultural bilateral trade flows.International Relations/Trade,

Evaluating the Effect ofSNAP-Ed on Household Food SecurityStatus and Dietary Intake of SNAP-Ed-eligible Participants in Indiana.

High prevalence of food insecurity and poor diet quality characterize the US low-income population qualifyingfor the Supplemental Nutrition Assistance Program (SNAP) when compared with higher income populations. The Supplemental Nutrition Assistance Program-Education (SNAP-Ed) is a federal nutrition education program available at no cost to the income-eligible population with the goal to improve diet qualitybypromoting adherence to the DietaryGuidelines for Americans (DGA) through nutrition education while also supporting the goal of SNAP to improve food security. Limited evidence suggests that SNAP-Ed improves diet-related outcomes such as food security, intake of fruits and vegetables, and other targeted positive health behaviors over short-term periods; however, the long-term impact of SNAP-Ed on these outcomes is unknown. The overarching aims of the research in this dissertation were to evaluate the effects of direct SNAP-Ed delivered through a series of nutrition education lessons at the individual level on the outcomes offood security and dietaryintake over along-term period using a randomized and controlled nutrition education intervention studydesign. An additional aim was to assess whether changes in food security or dietaryintake were influenced by specific program characteristics. The dissertation begins with a narrative review critically evaluating the small body of direct SNAP-Ed impact and outcome research literature on food security and dietary outcomes, concluding that inconsistent measurement tools and outcomes across studies along with weak studydesigns contribute to an inabilityto determine the effectiveness of SNAP-Ed to improve food security or dietarybehaviors. Due to the inconsistencies across studies, a meta-analysis or systematic review were not possible. The research studies presented in this dissertation fill agap in the literature and provide an example of the feasibilityof implementing rigorous research to investigate the impact of SNAP-Ed. Facilitation of 2 longitudinal randomized and controlled nutrition intervention studies with the 4 core SNAP-Ed lessons as the intervention provide the data for results presented in chapters 2-5. The evaluation of the impact of SNAP-Ed on food security outcomes among Indiana households with children found improved household food security score in the intervention group compared to the control group over the 1-year study period and provides strong support of the effectiveness of SNAP-Ed to assist SNAP in improving food security. The of improvement of 1.2±0.4 (P status was negatively associated with overall diet quality and the dairy and whole grain diet quality components (P≤0.01) as measured bythe HealthyEating Index-2010. There was no difference between food secure and food insecure participants with regard to the large overall proportion of the studypopulation not meetingdaily serving recommendations in the DGA for fruits, vegetables, dairy, and whole grains, highlighting a strong need for nutrition intervention across this low-income population. An evaluation of the impact of aSNAP-Ed intervention on dietaryintake over a 1-year studyperiod determined the effect, if any, on mean usual nutrient intake, mean usual intake of food groups targeted bySNAP-Ed (fruits, vegetables, dairy, and whole grains), the proportion of the population at risk for inadequate nutrient intake, the proportion of the population not meeting the number of dailyfood group servings recommended in the DGA, diet quality, and diet quality components. The nutrients assessed were those considered to be under-consumed bythe US adult population and nutrients to increase according to the DGA (calcium, vitamins D, E, A, and C, magnesium, potassium, fiber, and folate). No long-term differences in mean usual nutrient intake, mean usual food group intake, the proportion of the population at risk for inadequate nutrient intake, the proportion of the population meetingintake of food group recommendations, or diet quality were found in the intervention group compared to the control group, except for a decrease in the sodium diet quality component score (p=0.02) among the intervention group. SNAP-Ed did not improve dietaryintake or quality amongSNAP-Ed-eligible Indiana adults. One explanation for the improvement in food securitybut not dietaryintake maybe that intervention group participants were successfully able to use the nutrition education they received to improve access to enough food to improve household food availability, but that stretching resources in order to have enough food was not able to also improve the nutrient quality of the food, thus participants did not improve dietaryintake. The possibilityfurther exists that other household members, such as children and especially young children, mayhave experienced improved diet qualitydue to SNAP-Ed because the adult SNAP-Ed participant is likelyto be responsible for food procuring, preparation, and distribution of food to other household members. Previous research supports that this individual usuallyprioritizes other household members’ quantity and quality of dietaryintake before their own. The results from the studies in this dissertation contribute strong evidence in support of the positive impact of SNAP-Ed on long-term food security and demonstrate that SNAP-Ed is a critical component to the multi-faceted solution to the pervasive public health problem of US food insecurity. These dietary outcome results point to a need for more research to understand whythe generallypositive findings in the emerging scientific evaluation literature regarding the impact of SNAP-Ed on diet-related outcomes do not translate to improvements in long-term habitual dietaryintake and quality

Agent and subject of discipline: How the novice teacher experiences the techniques of power

This phenomenological study explored how five elementary school teachers experienced their first year of teaching as both the subject and agent of discipline. Drawing on Michel Foucault’s conceptualizations of power, discipline, and resistance, the investigator analyzed interview data that focused on questions concerning how novice teachers establish their own classroom management techniques, what norms they followed and resisted, as well as how and when they complied (or did not) in order to gain membership into their school/teacher community. Analysis indicated that, although novice teachers expressed many concerns, they largely complied with the norms established institutionally for managing student behavior, and with those affecting their own teacher behavior. However they did resist some of the norms that concerned teacher accountability. This study and its analysis of the institutional and discursive power evident in the lives of novice teachers suggests a need for teacher education programs to better prepare student teachers for the issues of power and discipline that will mark their professional lives and those of their students

Doppelgangers

This paper explores a series of artworks entitled Doppelgngers, wherein found objects are paired with detailed copies. Within this body of work I duplicate a range of scrap papers including envelopes and short notes with distinctly torn edges exhibiting haphazard and idiosyncratic features that are not likely to occur twice. Each original object within these pairs is explored as a document and a site where various forms of information reside from written text on its surface, to the material information revealed by the condition of the physical object itself. Each small mark is copied stroke-by-stroke, approximating appearance and informational content as a means of exploring the limits of sameness and the potential for difference between two like objects. The notion of copying is explored as a process-based phenomenon integrating careful observation and making

Langue et identité ethnique dans une communauté montagnaise bilingue

Le contact avec le français a entraîné des bouleversements linguistiques majeurs chez les Montagnais de Betsiamites où la fossilisation des habitudes d’alternance codique mène directement à l’émergence d’une langue mixte. Il est courant dans le domaine des langues mixtes d’invoquer le développement d’une identité métissée comme élément déclencheur de la mixité de la langue. Cet article présente les résultats d’une enquête menée à Betsiamites qui démontrent que l’hybridation de la langue ne s’accompagne pas d’une mutation dans l’identité. Ces résultats remettent en question l’hypothèse qui veut que les langues mixtes soient créées dans le but de satisfaire aux exigences d’une identité ethnique en voie de redéfinition.Language contact with French has brought about significant linguistic change in Betsiamites Montagnais where the fossilization of code-switching strategies leads to the development of a mixed language. A strong current in mixed language studies appeals to the development of a mixed identity in explaining the genesis of mixed languages. This article presents the results of a survey conducted in Betsiamites where the hybridization of Montagnais does not come with any mutation in ethnic identity. These results challenge the common assumption that mixed languages are created as a result of a mutation in ethnic identity