How ancestral trauma informs patients\u27 health decision making

This article considers intergenerational trauma by drawing on the experience of a 37-year-old Black woman whose great-grandfather died as a result of involuntary involvement in the US Public Health Service Syphilis Study at Tuskegee. Although she never met her great-grandfather, the abuse, exploitation, and human rights violations he suffered at the hands of the US government profoundly influenced her health experiences. This article contextualizes her experiences in light of past medical abuse and microethics

Washington University Record, December 5, 1991

https://digitalcommons.wustl.edu/record/1568/thumbnail.jp

Fueling the Competition: Exploring Individual Events Competitors\u27 Nutritional Choices

Despite ongoing scholarly conversations surrounding the health of forensic competitors and educators, there remains a dearth of published research demonstrating the impact of efforts to improve the activity’s wellness environment. Additionally, the dialogue has primarily focused on educators’ perspectives, obscuring how students’ participation in forensics influences their health behaviors as well as how they experience initiatives to improve wellness. This study aims to address the literature gaps, using the Coordinated Management of Meaning theory to analyze how forensic competitors account for their nutritional judgments during tournaments. Competition emerged as a logical force that not only guides students’ nutritional choices, but also provides them with a mechanism for imposing coherence on actions that do not follow stated norms

A Critical Discourse Analysis of Higher Education Leaders as Portrayed in The Chronicle of Higher Education

Leadership represents an abstraction of human thought. While functionalist theories propose leader-centric models, contemporary leadership theories embrace a postmodern paradigm acknowledging ontological and epistemological assumptions of qualitative study. This ideology suggests a multi-dimensional model of leadership that reflects the complexity and fluidity of leadership in practice. Emergent theories explore the social construction of leadership, rather than an individual leader’s traits or behaviors. Our collective understanding of leadership is manifest in the (re)creation of leadership as exemplified in social discourse such as newspaper reporting. The purpose of the study is to reveal socially accepted archetypes assigned to higher education leaders, as well as discursive constructs that perpetuate gender bias. I examined the use of archetypes, or familiar narrative characters, in portrayals of postsecondary leaders in The Chronicle of Higher Education, and whether these portrayals are gendered. Using critical discourse analysis, I explored the application of the hero archetype to higher education leaders, as well as twelve additional archetypes within five archetype clusters (Campbell, 1949, 2004; Faber & Mayer, 2009). Further, I critically examined if the archetype portrayals identified in the Chronicle were gendered as defined by Role Congruity Theory (Eagly & Karau, 2002). Findings indicate that the Chronicle uses the hero archetype to describe higher education leaders; however, the motif adapts to the postsecondary setting by emphasizing the hero’s journey as academic, altruism within a shared governance system, and intellectual work rather than physical work. Additional archetype themes, predominantly the outlaw, ruler, caregiver, and sage, integrate with the hero narrative in the Chronicle reporting to exemplify the complexity surrounding the social construction of leadership. Though portrayals indicate the role of a higher education leader deviates from the traditional hero narrative in favor of multi-dimensional themes, the association of masculinity with leadership continues. Masculine hegemonies of military leadership, physical force and athletics, references to death or destruction, and overt references to gender cast male leaders positively and women leaders negatively. Analysis of this archetypal data reveals that the social role of leadership is complex and evolving, while gender roles persist and continue to influence the social construction of leadership within higher education

Experiential Learning and the Basic Communication Course: A New Path to Assessing Forensic Learning Outcomes

Scholars have often touted the educational benefits of forensics (e.g.: Bartanen, 1998; Beasley, 1979; Brownlee, 1979; Ehninger, 1952; Gartell, 1973; Jensen, 2008; McBath, 1975; Millsap, 1998; Schroeder & Schroeder, 1995; Stenger, 1999; Yaremchuk, 1979). Critics, most notably Burnett, Brand, and Meister (2003), have argued forensics is only a competitive game with the idea of education used as a crutch to uphold the activity in the eyes of schools. While attempting to counter critics, many forensic educators have scrambled to find proof of student learning. Besides theoretical approaches to potential learning methods (e.g., Dreibelbis & Gullifor, 1992; Friedley, 1992; Sellnow, Littlefield, & Sellnow, 1992; Swanson, 1992; Zeuschner, 1992), the evidence of student learning in collegiate forensics has been scarce.Kelly and Richardson (2010) and the 2010 NFA Pedagogy Report represented a new era of forensic assessment by trying to nail down learning objectives for the activity. Kelly (2010) argued, “Higher education is being reshaped by standardized assessment practices, and collegiate forensics must reshape practice accordingly” (p. 131). As the debate rages on about appropriate learning objectives in the community, assessment practices to measure any form of learning still remain missing. Many scholars have called for a better understanding of forensic learning outcomes but have never applied genuine academic learning objectives to forensics (e.g., Church, 1975; Holloway, Keefe, & Cowles, 1989; McMillan & Todd-Mancillas, 1991).Beyond identifying learning objectives, forensic scholars have had difficulty accurately measuring learning outcomes of the activity. These struggles are reflected in communication studies assessment; Morreale et al., (2011) noted communication educators have trouble providing accurate assessment data due the performative nature of the field. To help answer the call most recently initiated by Kelly and Richardson (2010) and Kelly (2010), this article will identify and explore an appropriate assessment method for forensic learning outcomes, and provide data for use by future forensic educators and scholars

How Group Size Affects Vigilance Dynamics and Time Allocation Patterns: The Key Role of Imitation and Tempo

In the context of social foraging, predator detection has been the subject of numerous studies, which acknowledge the adaptive response of the individual to the trade-off between feeding and vigilance. Typically, animals gain energy by increasing their feeding time and decreasing their vigilance effort with increasing group size, without increasing their risk of predation (‘group size effect’). Research on the biological utility of vigilance has prevailed over considerations of the mechanistic rules that link individual decisions to group behavior. With sheep as a model species, we identified how the behaviors of conspecifics affect the individual decisions to switch activity. We highlight a simple mechanism whereby the group size effect on collective vigilance dynamics is shaped by two key features: the magnitude of social amplification and intrinsic differences between foraging and scanning bout durations. Our results highlight a positive correlation between the duration of scanning and foraging bouts at the level of the group. This finding reveals the existence of groups with high and low rates of transition between activies, suggesting individual variations in the transition rate, or ‘tempo’. We present a mathematical model based on behavioral rules derived from experiments. Our theoretical predictions show that the system is robust in respect to variations in the propensity to imitate scanning and foraging, yet flexible in respect to differences in the duration of activity bouts. The model shows how individual decisions contribute to collective behavior patterns and how the group, in turn, facilitates individual-level adaptive responses

Children's Perceptions of Their Teacher's Responses to Students' Peer Harassment: Moderators of Victimization-Adjustment Linkages

This is the publisher's version, also available electronically from http://www.jstor.org/stable/23098073?seq=1#page_scan_tab_contents.Children’s relational schemas have been found to account for, and moderate, links between peer victimization and psychosocial difficulties. The present study extends this research by examining whether children’s mental representations of their teachers’ responses to students’ peer harassment moderate associations between peer victimization and internalizing distress and school avoidance. Data were collected from 264 children (124 boys and 140 girls) in the fourth, fifth, and sixth grades. A number of significant victimization × perceived teacher response interactions emerged, although the nature of these moderated associations often varied by children’s sex. For boys, victimization was associated with greater internalizing distress only when they viewed their teacher as advocating assertion, avoidance, or independent coping. In fact, perceiving teachers to use low levels of these strategies appeared to protect victimized boys from internalizing problems. In comparison, although girls similarly evidenced greater internalizing problems when they viewed the teacher as using these strategies, no evidence was found of a buffering effect at low levels of perceiving the teacher as advocating avoidance, assertion, or independent coping. The results highlight the role of perceptions of the teacher in explicating individual differences in adjustment problems associated with peer victimization

Predator and Heterospecific Stimuli Alter Behavior in Cattle

Wild and domestic ungulates modify their behavior in the presence of olfactory and visual cues of predators but investigations have not exposed a domestic species to a series of cues representing various predators and other ungulate herbivores.We used wolf (Canis lupus), mountain lion (Puma concolor), and mule deer (Odocoileus hemionus) stimuli (olfactory and visual), and a control (no stimuli) to experimentally test for differences in behavior of cattle (Bos taurus) raised in Arizona. We measured (1) vigilance, (2) foraging rates, (3) giving up density (GUD) of high quality foods and (4) time spent in high quality forage locations in response to location of stimuli treatments. In general, we found a consistent pattern in that wolf and deer treatments caused disparate results in all 4 response variables. Wolf stimuli significantly increased cattle vigilance and decreased cattle foraging rates; conversely, deer stimuli significantly increased cattle foraging rate and increased cattle use of high quality forage areas containing stimuli. Mountain lion stimuli did not significantly impact any of the 4 response variables. Our findings suggest that domestic herbivores react to predatory stimuli, can differentiate between stimuli representing two predatory species, and suggest that cattle may reduce antipredatory behaviour when near heterospecifics

The Western Mistic, April 30, 1954

https://red.mnstate.edu/western-mistic/1630/thumbnail.jp

Washington University Record, August 17, 1995

https://digitalcommons.wustl.edu/record/1693/thumbnail.jp