Conveying troublesome concepts : using an open-space learning activity to teach mixed-methods research in the health sciences

In the past decade, there has been a groundswell of interest in the use of mixed-methods approaches to conduct research in the health sciences. However, there remains a paucity of diverse teaching materials, curricula and activities to support the continued expansion of education and innovation in mixed-methods research. Here, we report the development and evaluation of an open-space learning activity and tool to aid teaching the concept of synthesis in mixed-methods research. We detail the iterations of the teaching activity and tool as they were developed, we report student feedback, and we discuss the utility of the activity and tool for introducing the concept of synthesis in mixed-methods research within health science and related fields

Catherine Cajandig Interview

Bio: Catherine Cajandig is a painter, printmaker, muralist and curator. At an early age, she showed an interest in art that was encouraged by her parents and teachers. She attended classes in the SAIC Junior School. In 1960, she was juried into The Chicago Society of Artists and has remained an active member. She has served as a board member that included various committees and was the President for one year. She is the committee chairwoman that publishes the yearly CSA Print and Drawing Calendar. Her images are of personal topics and observations, developed through series and recurring themes. She enjoys mixing mediums, techniques, materials, and realism with abstraction. Her interest in printmaking and artists led her to lithographs, linocuts and monoprints. Her early works were in oil, now, she works with water base materials, linocuts, monotypes and acrylics. She has exhibited in the United States, Mexico, Italy, Spain and Nicaragua. She has had 28 solo exhibitions. Her work is published in books and art magazines and is in the collection of the El Paso Museum TX., Concordia College Chicago, and represented in the Platt Fine Art Gallery. Chicago and many private collections. She received a BAE and MAE from the School of the Art Institute of Chicago in painting and printmaking, a MFA from Instituto Allende, Univ. of Guanajuato, Mexico in mural painting and studied Japanese Printmaking, Ukiyo-e with Ansei Uchima. She has been an Art Instructor and Adjunct Assoc. Prof. at Univ of Illinois at Chicago, The Art Institute of Chicago, Vermont College and Chicago Public Schools. Many of her murals are on Chicago’s west side, including Center for Neighborhood Technology, Clemente High School, and Whitney Young Magnet High School, Mozart Park and Vacaville Calif. Most recent mural: “Children Are Our Future”, cement relief, mosaic and paint, part of The Chicago Highline 606 Project: Original in 1970 and restored in 2016 repaired with new cement and new painting design and poetry

Living and Leaving Lolita: An Autoethnography of Identification and Transcendence

The dominant discourses around Lolita frame her as either an empowered seductress or a passive victim, but neither discourse delves into what it means to be Lolita, what it is like to embody the construct. Using a critical lens and layered autoethnographic account, I invite readers to experience and reflect on what it means to live Lolita. I argue that as an avatar for the present construction of femininity, Lolita operates as a tool of symbolic violence. By expressing the consequences of living Lolita and connecting my narrative to the broader social construction of gender, I hope to challenge the discursive constraint felt by subjects of abuse and reveal that the unremitting inculcation of femininity (through constructs like Lolita) blocks natural growth and development and constitutes a form of cultural abuse

LIVING AMONG WILDLIFE: ELEVATING HUMAN-WILDLIFE INTERACTIONS AND COEXISTENCE

After a semester of learning, both in class and in nature, my writing honed in further on this human-nature divide. To me, I see humans as part of nature – as we are mammals, animals, part of the food chain, biological beings no higher than others on our planet. We have simply constructed this false narrative around us within our societies, minds and media that embeds this division between us and nature, between us and wildlife. Humans have been managing, stewarding, living off and within landscapes for thousands of years. As time and technology evolved, a lot of people began to view nature and wildlife sightings as part of a vacation, a ‘getaway’ from our daily lives. I have been one of those people many times before too. But I imagined a world where that wasn’t the case – what would it look like today if we hadn’t thought that way if we reconnected with our world and the life around us – rather than being so divided. Specifically, I pondered about wildlife and humans interacting, coexisting, and conflicting.https://scholarworks.umt.edu/grad_portfolios/1335/thumbnail.jp

Graduate Programs in Nonprofit Administration: A Review of the Roots of Program Variability

Nonprofit management (NPM) education is a relatively new and dynamic academic field with the first programs established in the early 1980s. These programs have developed and multiplied with very little research in the field providing guidance in designing curricula or focusing on what skills are needed to manage a nonprofit organization. Because degrees in nonprofit management (NPM) are granted by a variety of different schools, this paper attempted to assess the variability in curricular design that might occur as a result of this variability. The hypothesis tested was that the school of origin for a NPM program determines the content of the curricula. It was hypothesized that a NPM program housed in a school of public administration would have more policy courses while an NPM program in a school of business would have more quantitative and management courses. Furthermore, free-standing, or interdisciplinary NPM programs would have a mix of policy, management, quantitative, and general nonprofit courses. An internet-based search strategy was used to identify curricular content for existing programs. A panel of outside experts was surveyed to define course classification. Descriptive and inferential statistics were used to determine the factors influencing the content of the curricula in nonprofit management education programs. A cross-sectional analysis comparing the types of courses required to obtain a graduate degree was utilized to determine the effect of program affiliation with the different schools or academic disciplines in colleges or universities. This study found 74 graduate-level programs offering a degree or a concentration in nonprofit administration. In those programs, neither a standard curriculum nor a standard title for the degree was found. In other words, there appears to be no standard approach to the NPM curriculum. This study also found that an NPM program\u27s school or departmental affiliation within an educational institution affects the curricular content of that program. The difference in curricular content of management courses between schools or departments of business and interdisciplinary/miscellaneous schools or departments approaches statistical significance at the p= .05 level. However, NPM programs in schools or departments of business do not have more quantitative courses, as was hypothesized. It was also hypothesized that NPM programs in multidisciplinary schools or departments have a balance of course types. This study found that the range of the percentage of courses was narrower in multidisciplinary schools or departments than all school types except for public affairs, although the differences are not statistically significant

Hidden in Plain Sight The Gothic and the Passing Other

The Gothic, a nearly 900-year cultural tradition beginning with the first gothic edifice during the twelfth century and expanding into a culture spanning a multitude of literary and artistic mediums, generations of writers, and a range of geographies, demographics, and destinations, encompasses many facets of the human experience: lust, fear, envy, ambition, greed, horror, deceit, disgust, and love, to name a few. This thesis addresses what previous scholarship that analyzes the gothic has failed to note: the gothic’s unique positionality to present for interpretation the passing as human experience that reflects the lived experiences of a long- under-acknowledged identity group: The Passing Other. Drawing on Freudian theories of the uncanny, this thesis examines the Passing Other's experience in Victorian and contemporary representations of vampires, werewolves, demons, and manufactured monsters

What kind of thing is a central counterparty? The role of clearing houses as a source of policy controversy

Forthcoming in Zebregs, B., de Serière, V., Pearson, P., and Stegeman, R. (eds), Clearing OTC Derivatives in Europe (Oxford University Press). Public policy surrounding central counterparties (‘CCPs’) is beset by conflicts between stakeholders. These turn on who bears which risks, who profits from clearing, and who has what say in CCP governance. They involve CCP equity holders, clearing members, clients, regulators, and taxpayers, among others. In order to probe them, three stylized edge case models of the role of the CCP are introduced: utilities, for-profit corporations under shareholder primacy, and clubs. The governance of each edge case is discussed and compared to the current situation in clearing and its framing in regulatory requirements. The risks in central clearing, who bears them, and the policies surrounding them, are surveyed. The paper argues that stakeholder risk-bearing affects CCP governance because risk bearing should, in equity, be accompanied by governance rights. Each edge case model suggests a different resolution to the key conflicts but none of the models are sufficient to explain existing CCP practice, and the resolutions suggested are unsatisfactory. This insufficiency suggests that the current policy conflicts are rooted in fundamental disagreements about the role of the CCP and thus in whose interests the CCP should act. Stakeholder theory is presented as a model which explains the nature of these conflicts and their persistent character, and which can provide an equitable setting for their continuing re-negotiation

Marshall University Music Department Presents a Senior Recitals, Rebecca Marie Murphy, double bass, and, Minna Aminzadeh, violin

https://mds.marshall.edu/music_perf/1699/thumbnail.jp