The prediction of career decision-making self-efficacy from Black and White racial identity attitudes

Racial identity has been related to a variety of interpersonal, psychological, behavioral, environmental, and cognitive factors. Although Black racial identity is often researched in relation to career development, there are few studies examining the relationship between career development and White racial identity. Additionally, review of the career development studies that focused on Black racial identity reveals that they have failed to consider the role of social cognitive factors, instead using traditional career models that were created from the standpoint of middleclass non-minorities. The focus of this study was to examine the distinct relationship between Black and White racial identity and career decision-making self-efficacy. Ninety-six African-American students and 363 Caucasian students participated in this study. The hypotheses were tested using the Black Racial Identity Attitude Scale, White Racial Identity Attitude Scale, Career Decision-Making Self-Efficacy Scale, and a demographic questionnaire. Review of the findings demonstrated support for some of the hypotheses but not for others. Correlational analyses found that career decision-making self-efficacy was related to PreEncounter, Immersion/Emersion, and Internalization attitudes of the Black racial identity model. In the White racial identity model, career decision-making self-efficacy was related to Disintegration, Reintegration, Pseudo-independent, and Autonomy attitudes. Analysis of the multiple regression model suggested significant findings for the PreEncounter and Internalization attitudes of Black racial identity and the Pseudo-independent attitude of White racial identity. Therefore, these attitudes significantly predicted career decision-making self-efficacy. The results suggested that career decision-making self-efficacy could be predicted by certain Black and White racial identity attitudes. The overall findings were discussed relative to considerations for racial identity when assisting college-aged clients in career counseling

A Case Study of the Preventing Academic Failure Orton-Gillingham Approach With Five Students Who Are Deaf or Hard of Hearing: Using the Mediating Tool of Cued Speech

Struggling deaf readers, like struggling readers with dyslexia, share similarities in their difficulty with phonemic awareness, decoding, fluency, vocabulary, and comprehension. Orton-Gillingham instruction is used to remediate these difficulties among hearing readers, but data is needed on its effectiveness with deaf students. Five subjects, who were severely deaf or hard of hearing, participated in a year long case study analyzing the impact of an Orton-Gillingham approach, supported with Cued Speech, on the development of their reading skills. Participants ranged from kindergarten to Grade 5, had additional learning, language, and socioeconomic challenges, and were mainstreamed in a public school district. Data were obtained in the fall, winter, and spring of one academic year from assessments (DRA, DIBELS, PAF), interviews with classroom teachers, and field notes. Results demonstrated that all five students made a year of growth, or more, on their reading achievement, similarly to expected yearly progress of students without disabilities. Results indicated that Orton-Gillingham instruction, supported with Cued Speech, may mitigate reading challenges among severely deaf or hard of hearing students in the mainstream. Additional studies are needed to verify the results in different educational settings

Igniting the creative process: a contemporary approach through play, personal narrative, and contemporary themes

This thesis examined over the course of five years the creative process and the underlying themes informing my personal body of work in clay. I designed a frame- work for implementing similar practices in the creative process and resulting ideas of my high school art students. Developmental practices focused on the use of play, exploration of personal narrative, and introduction of universal themes and post- modern concepts, which were grounded in contemporary studio art making and art education studies. Using methods of conceptual development grounded in these three approaches to developing the creative process facilitated the development of a personal voice that guided both myself and my students to fulfill thought-provoking ideas that were dynamic, reflective, and connected to contemporary studies

Sisters, Objects of Desire, or Barbarians: German Nurses in the First World War

This is a study of German nurses during the First World War that examines the differing perceptions and representations of them that appeared during the war, focusing on those of British and American nurses and German soldiers that were at odds with the ideal image of nurses. I trace British and American nurses’ opinions using nursing and medical journals and investigate the complex relationship between German nurses and soldiers using soldiers’ newspapers as a main source base. I argue that representations and perceptions of German nurses that contrasted with the ideal image of a nurse are crucial to understanding the relationships between German, British, and American nurses because the perceived deviations from the ideal image strained their relationships even after the war was over. These conflicting images are also essential to appreciating the complex relationship between German soldiers and nurses because they show that, at times, these relationships took on more than the familial characteristics featured in the ideal image to include romantic characteristics that could complicate nurses’ lives and cause concern among German military authorities and the public. This study demonstrates the complexity of these various relationships and the effect the war had on them, which extended beyond the signing of the armistice

Employees’ Response to Corporate Greenwashing

Research on corporate greenwashing has expanded rapidly in recent years. At the same time, emerging studies in related literatures have found that employees are seeking out firms that are social and environmental leaders, and employee activism within firms is growing. However, the effect of firms’ exaggeration and misrepresentation of environmental claims, or greenwashing, on their own employees has been overlooked. Accordingly, we investigate greenwashing from an organizational psychology lens, exploring the impact it can have on employees, and whether these effects differ for different types of employees. Using data collected at three separate time points from a sample of employees educated in environmental science/sustainability, our results show that greenwashing was positively related to perceptions of corporate hypocrisy, which in turn, resulted in higher turnover intentions. We also found that these relationships were moderated by employees’ level of environmental education. By uncovering the deleterious effects greenwashing can have for employees and, by extension, for their employers, these findings generate insights into the extent to which corporate environmental communications can backfire

Social and emotional learning for educators

Teacher quality has become a top priority of the global agenda to improve student academic achievement and behaviour (MacBeath, 2012), and to prepare the world’s children for a global economy (Schleicher, 2016). Education is an essential human right recognised by the United Nations Universal Declaration of Human Rights, which emphasises that “Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace” (Article 26(2)). It is noteworthy that – despite vast differences in goals, resources, and educational system infrastructure – all U.N. Nations recognise the vital role that schools play in supporting the development of key social emotional competencies such as tolerance, respect and understanding. Teachers play a vital role in shaping if, and how, this international vision for education is to be achieved

Interrogation and modulation of the myeloid aspect of the inflammatory immune response in spinal cord injury

Spinal cord injury (SCI) affects approximately 40,000 people in the UK; the most common type of SCI is a contusion injury and the majority of these cases are male and aged between 16 and 30 years old. The initial physical trauma to the spinal cord during injury leads to substantial damage and loss of neurones. After the primary traumatic insult has occurred a sequence of events is initiated that sets off a cascade of biochemical, cellular and inflammatory events that are massively destructive and continue for weeks to months after the initial SCI. This phenomenon is known as “secondary death” and leads to an increase in the size of the damaged area. Infiltrating monocytes and monocyte-derived macrophage have been implicated as a crucial component in the perpetration of secondary death. It was demonstrated in this thesis that staphylococcus protein A (SpA), when in complex with IgG forms homogeneous small immune complexes (SIC) that can polarize macrophages in vitro to an anti-inflammatory phenotype, resulting in increased production of the immune-suppressive cytokine IL-10 and reduced ability to produce the pro-inflammatory cytokine IL-12. SIC treatment of IFNγ-primed macrophages in conjunction with LPS also induces a down-regulation of MHC II surface expression; however, the macrophages still exhibit normal levels of co-stimulatory molecule CD86 compared to a classically-activated macrophage. In an in vivo setting it was demonstrated that SpA binds to monocytes and preferentially to the “inflammatory” Ly6Chi monocyte sub-set. The binding of SpA to this monocyte population induced the maturation of the Ly6Chi “inflammatory” monocyte into Ly6Clow “anti-inflammatory” monocytes within the steady state and in the sterile inflammatory setting of SCI. In the inflammatory environment of the damaged spinal cord, SpA treatment induced a higher percentage of Ly6Clow monocytes to produce the immune-modulatory cytokine IL-10 compared to the control treated group. These observations indicate when SpA and IgG form SIC they interact with macrophages and monocytes in vitro or in vivo polarizing them to an anti-inflammatory phenotype. In conclusion, it has been shown in this thesis that SIC has the potential to be used as a method of polarizing monocytes and macrophages to an anti-inflammatory phenotype, which in turn has the potential to modify the overt inflammatory response that is responsible for the death of neurons days to weeks after the initial injury and is responsible for reduced functional recovery in SCI patients

Trends in U.S. Public Awareness of Racial and Ethnic Health Disparities (1999-2010): 2009 General Population Toplines

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Trends in U.S. Public Awareness of Racial and Ethnic Health Disparities (1999-2010): Study Brief

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