Antiracist Challenges to Whitewashed Pedagogies: Diversifying First-Year Writing through a Position of Whiteness

Within the current kairotic moment where political attacks against Critical Race Theory and “woke” curriculums continue to gain traction, this dissertation refutes such attacks by offering investigations on how to best implement more inclusive classrooms that explore and examine the intersections of race and writing using antiracist pedagogical approaches. This dissertation features three separate mixed-methods studies all set within first-year writing (FYW) classrooms. Each study engages with one of the three questions: (1) how do we challenge white language supremacy in our writing classrooms through encouraging and investigating code-meshing, (2) how do challenge predilections towards white meritocratic discourse through the integration of racially diverse rhetorical traditions into core FYW curriculum, and (3) how do we train culturally responsible and socially effective teachers to engage with these topics? Traditionally, scholarship regarding acceptance towards linguistic and rhetorical diversity, as well as antiracist teacher training, have utilized a top-down approach (scholar/teacher to scholars/teacher then to student). However, all three featured studies were designed to center student voices and feedback on these issues, therefore reversing the flow in a bottom-up manner (student to scholar/teacher then to scholar/teacher). In centering students’ thoughts on these conversations, results engage with lesson plans designed to encourage students to code-mesh within their academic and professional prose. Results also offer vetted curriculum designs and classroom assignments that pair both Greco-Roman rhetorical traditions and African American rhetorics side-by-side in core FYW curriculum. This unique pairing includes racially diverse theoretical framework from which students can appropriately analyze and apply these various traditions within their writing. Lastly, this dissertation offers tangible steps towards training graduate Teaching Assistants (TA) on these antiracist approaches. Such steps include teacher-training reading lists, guided discussion prompts, exercises on antiracist assessment practices, and ideas for antiracist professional development opportunities. This dissertation also acknowledges the white positionality of its author and therefore situations this research as supplementary text in the antiracist movement—to be read in tandem with scholarship by our colleagues of color. Testimonials written by the author and woven throughout this dissertation prompt discussions on how to best serve as an antiracist ally

Crocus Albiflorus & other short stories.

Crocus Albiflorus and Other Stories is a collection of 10 literary realism short stories. The collection is set in a broad scape of countries throughout the world, but all stories share the commonality of basic humanistic instinct, passion and flaws. Beginning in the Russian occupied zone of Vienna directly post WWII, the collection follows the theme of a post-war setting before making its way back to the United States with similar threads of conflict spawned by multiculturalism. While the situational settings have been largely inspired by conflicts faced by my direct family members in various countries, eras, and political and social climate, the characters' struggles are universal, ranging from the testing of individual's morals to the longing to find a significant other or passion in life to the conflict spawning from the false belief that certain people are more superior than others based on nationality, race or beliefs

Bactericidal Effects of Cold Plasma Technology on \u3ci\u3eGeobacillus stearothermophilus\u3c/i\u3e and \u3ci\u3eBacillus cereus\u3c/i\u3e Microorganisms

Non-equilibrium atmospheric pressure plasma, also known as cold plasma, is a state of matter that consists of a mix of neutral and charged particles. Plasma generates chemically reactive species and ultraviolet radiation making them useful in decontamination applications (Kong & Laroussi, 2003). Research regarding the inactivation of gram-positive bacteria, such as Bacillus atrophaeus, by cold plasma has been studied by Laroussi et al. (2003); however, there is limited research regarding the germicidal effectiveness of cold plasma on the microorganisms Geobacillus stearothermophilus and Bacillus cereus. The purpose of this study was to determine if cold plasma technology inactivates heat resistant microorganisms, specifically, G. stearothermophilus and B. cereus vegetative cells and spores. Methods: The study consisted of 762 G. stearothermophilus and B. cereus samples exposed to cold plasma at various times and 219 control samples (N=981). Bacteria were inoculated and exposed to either indirect or direct cold plasma, incubated for 12 to 16 hours and number of colony forming units (CFU) determined. The percentage kill and log concentration reductions were computed utilizing the CFU and data was analyzed using one-way ANOVA, Kruskal Wallis and Tukey\u27s tests at the .05 level. Results: There was a statistically significant difference in the inactivation of G. stearothermophilus vegetative cells receiving indirect exposure (p=.0001) and direct exposure (p=.0013) and B. cereus vegetative cells and spores exposed to indirect and direct cold plasma (p=.0001 for both). Cold plasma exposure to G. stearothermophilus spores demonstrated no statistically significant difference in inactivation of microorganisms receiving indirect (p=.7208) and direct (p=.0835) exposure. Conclusion: Results indicate that indirect and direct cold plasma exposure significantly inactivated G. stearothermophilus vegetative cells and B. cereus vegetative cells and spores; however, G. stearothermophilus spores were not significantly inactivated; therefore, sterility was not achieved

Impact of a holistic lifestyle management education programme on health and education outcomes of socioeconomically disadvantaged university students

Disorders of lifestyle are increasing globally; countries in transition are suffering the double burden of both contagious and chronic disorders. The utilization of health education to address these issues has had variable results, but the most successful have incorporated human contact. The aim of this study was to measure the quantitative and qualitative impact of a wellness promotion programme on university students. The objective was to provide a structured facilitated holistic wellness education programme to a sample of socioeconomically disadvantaged students in Higher Education in the Eastern Cape Province, South Africa. Using a pragmatic mixed methodological approach to this critical evaluation, the impact on both wellness and academic progress was measured. Initial demographic data was gathered via a biographical questionnaire, pre- and post-intervention measurement of wellness, using the Wellness Questionnaire for Higher Education, as well as a semi-structured qualitative questionnaire and transcripts of academic results. Quantitative data was analysed using SPSS analysis software and qualitative data using the NVivo analysis package. The findings were that all students improved throughout the year in their overall wellness scores, in particular in areas such as avoiding excessive sun exposure and increasing the amount of physical exercise. This corresponded with an increase in the value that the participants attached to information on these aspects of wellness, which was attributed to the programme. Results revealed that there was a weak correlation between student wellness measured at the year-end and academic success overall, but a strong correlation between student wellness and academic success for the students that gained the highest marks. Analysis of the dimensions of wellness that correlated best with student success revealed that there was a particularly strong correlation between year-end career wellness and year-end academic success. In conclusion it was found that a positive and holistic salutogenic wellness education programme increased levels of student wellness overall, which translated into student academic success. The link between wellness and success was particularly strong in students that gained higher marks. Recommendations include that first-year higher education students receive a positive wellness education programme built into the curriculum of their first year of study and that the overall impact be monitored across a broader spectrum of students over the duration of their diploma or degree programme

From Practitioner to Researcher: A Threshold Concept – A personal reflection on my own 'tug of war'

A threshold concept can be considered as a gateway, opening up a new way of thinking about something. In this paper, I share my personal journey and reflections as I embark upon a professional doctorate programme. I share my changing ontological and epistemological views as I undertake a paradigm shift moving from clinician to researcher. As a consequence of understanding a threshold concept, I will share my transformed worldview and the impact of this upon my doctoral studies

An exploration of factors influencing patient outcomes of psychiatric genetic counseling

Though understanding how different characteristics of the patient and session influence outcomes of genetic counseling (GC) is important, little research data currently exits on this topic. We conducted a retrospective review of charts from patients who attended a specialist psychiatric GC clinic between February 1, 2012 and January 31, 2017. We extracted data to explore the effects of patient and sessionrelated variables on Genetic Counseling Outcome Scale scores (GCOS, validated instrument that measures empowerment). We used ANOVA to analyze the pre-, to one-month post-GC change in GCOS scores in relation to eleven variables. 307 charts were included in analysis. Overall, GCOS scores significantly increased after GC (p\u3c0.0005). No significant differences in GCOS change scores were identified with respect to: sex, ethnicity, diagnosis, mode of referral, type of appointment, genetic counseling student involvement, presence of observers or personal/family history of mental illness. Significant relationships were found between GCOS change scores and mode of delivery of GC (p=0.048, h2 = 0.020) and primary indication for the appointment (understanding recurrence risk versus other, p=0.001, h2 = 0.037). This exploratory study provides the first data on how a number of characteristics of the patient and session influence outcomes of genetic counseling. Understanding the patient and session-related factors that do seem to influence outcomes may allow for adjustment of service delivery strategies to promote the best possible outcomes