College Students’ Disenfranchised Grief Following a Breakup: The Effect of Relationship Closeness and Perceived Stigma on Grief

Grief is a universal reaction to loss. Losses are often associated to the death of a loved one, however, they may also originate from the end of an intimate partner relationship. Whereas studies have focused on grief after a divorce or on symptomology students endure after a death, this article attends to the understudied college student experience of grief following a breakup. Within emerging adulthood, the loss of a close romantic relationship may be challenging to navigate alongside the daily stressors of college. Stigmatization by means of social cues convey sentiments, such as the need to get over an ex-partner, which in turn can lead to disenfranchised grief where individuals do not feel heard, accepted, or valid in their experience of grief. It was hypothesized that as endorsed closeness of the past relationship increases so does grief intensity, and that as feelings of stigmatization increase also increases grief intensity. Multiple regression models supported the main effects, although the interaction effect between levels of closeness and perceived stigmatization was not supported. Implications and future directions are discussed

Disordering the Border: Harryette Mullen's Transaborder Poetics in Muse & Drudge

This essay reads Harryette Mullen's epic poem, Muse & Drudge, as an innovative text of the U.S.-Mexico borderlands by focusing on her literal and figurtive transactions between multiple discourses, including Spanish, and the corresponding sets of material conditions these discourses conjure to understand how Muse & Drudge reveals the ongoing racialization and exploitation of African American women and Latinas. I indentify a "transaborder politics" in Muse Drudge where the shared colonial histories unite Afro-Caribbean diasporic and borderlands subjects, and in the literal and figurative transactions between multiple discourses and the corresponding sets of lived, material conditions these discourses conjure. As part of her poetics, themes of separation, definition, and regulation are racialized concepts, deeply embedded in the violent histories of racial mixing and mestizaje that are both named outright and also alluded to metaphorically through Mullen's hybridized language

Crossing the Digital Divide and the Equity Expanse : Reaching and Teaching All Students During the Pandemic

The COVID-19 pandemic illuminated the digital divide revealing an expanse of inequity among students who had access to the internet, personal devices, and parental support during remote learning and those who did not. Framed with the theoretical lenses of structural ideology and culturally responsive school leadership, this paper details the results of a survey completed by 56 Minnesota district level technology directors. The survey asked how school districts were responding to the technology needs of students and families while in hybrid and distance learning models. Often those without access to digital tools and information were those who were also experiencing poverty. Recommendations for further research are provided including advocacy for the expansion of broadband access, the pandemic’s impact on the mental health of students, and efforts to sustain access to technology for all learners after the COVID-19 pandemic concludes. Keywords: COVID-19, pandemic, equity, technology, distance learning, hybrid learning, students, education, structural ideology, culturally responsive school leadershi

Crossing the Digital Divide and the Equity Expanse: Reaching and Teaching All Students During the Pandemic

The COVID-19 pandemic illuminated the digital divide revealing an expanse of inequity among students who had access to the internet, personal devices, and parental support during remote learning and those who did not. Framed with the theoretical lens of equity literacy, this paper details the results of a survey completed by 56 Minnesota district level technology directors. The survey asked how school districts were addressing the technology inequities experienced by students and families while in hybrid and distance learning models. Results reflected that districts’ efforts to provide students technology devices were efficient and successful. Of greatest concern for respondents was the lack of students’ attendance and engagement in learning. Recommendations for further research are provided including advocacy for the expansion of broadband service, the pandemic’s impact on the mental health of students, and efforts to sustain access to technology for all learners after the COVID-19 pandemic concludes

COVID Disruption Requires More Than Providing a Device: How Districts are Engaging Students and Families Online

As school districts pivoted to online delivery in the spring of 2020, the urgent need for each student to have a device in hand and internet connectivity was a remarkable challenge. Immediate action was taken, incredible financial investments were made, and creative problem solving peaked to provide students access to the tools needed for online learning. Despite this laudable feat, districts are entering the third school year disrupted by COVID and confronted with the Delta surge, disheartening student learning loss, and an emerging reality that hybrid and online learning models are not going away. Truancy issues, unresponsive home supports, and parental deficits in technology skills have challenged schools. A repeat of last year is not an acceptable option for our country’s students. With the intent to guide schools toward more effective practices, 55 Technology Directors detailed how their districts engaged students and families online

An Equitable Technology Infrastructure Model: Sustained Technology Practices Implemented During COVID-19 That Address Educational Inequities

2020 Abstract: The COVID-19 pandemic illuminated the digital divide revealing an expanse of inequity among students who had access to the internet, personal devices, and parental support during remote learning and those who did not. Framed with the theoretical lens of equity literacy, this poster details the results of a survey completed by 56 Minnesota district level technology directors. The survey asked how school districts were addressing the technology inequities experienced by students and families while in hybrid and distance learning models. Results reflected that districts’ efforts to provide students technology devices were efficient and successful. Recommendations for further research include advocacy for the expansion of broadband service, the pandemic’s impact on the mental health of students, and efforts to sustain access to technology for all learners after the COVID-19 pandemic concludes.2022 Abstract: The COVID-19 pandemic ushered in a dramatic shift to online learning for K-12 public schools, requiring school districts to address inequities that surfaced in the remote learning model. This poster includes the findings of the second study of a multi-year research project exploring the intersection of technology and educational inequities through the pandemic. As the pandemic waned, practitioners evaluated which practices developed during remote learning should be sustained. Five Minnesota technology directors participated in a focus group to discuss how inequities are being addressed in their schools post-pandemic. Technology directors explained that the pandemic was an opportunity to reimagine schools for the success of all students through an infrastructure that includes actions relative to three domains: effective instruction, school-home partnerships, and law and policy. Further research is recommended, such as broadening the geographical location of participants outside of Minnesota, expanding participants beyond the role of technology director (i.e., students, teachers, parents), and analyzing student enrollment in K-12 online schools through a longitudinal study

3 Education Wins Sustained by District Technology Directors Post-pandemic

Technology directors express optimism about the opportunity to reimagine school as a consequence of the pandemic. They describe three important wins post-pandemic: marked increases in teachers’ technology proficiency and improved digital pedagogy, addressing educational equity barriers through online learning models, and reimagining schools vs. long-held traditional educational models

Unidentified EGRET Sources and the Extragalactic Gamma-Ray Background

The large majority of EGRET point sources remain to this day without an identified low-energy counterpart. Whatever the nature of the EGRET unidentified sources, faint unresolved objects of the same class must have a contribution to the diffuse gamma-ray background: if most unidentified objects are extragalactic, faint unresolved sources of the same class contribute to the background, as a distinct extragalactic population; on the other hand, if most unidentified sources are Galactic, their counterparts in external galaxies will contribute to the unresolved emission from these systems. Understanding this component of the gamma-ray background, along with other guaranteed contributions from known sources, is essential in any attempt to use gamma-ray observations to constrain exotic high-energy physics. Here, we follow an empirical approach to estimate whether a potential contribution of unidentified sources to the extragalactic gamma-ray background is likely to be important, and we find that it is. Additionally, we comment on how the anticipated GLAST measurement of the diffuse gamma-ray background will change, depending on the nature of the majority of these sources.Comment: 6 pages, 3 figures, to appear in proceedings of "The Multi-Messenger Approach to High Energy Gamma-Ray Sources", Barcelona, 4-7 July 2006; comments welcom

Knockdown resistance allele L1014F introduced by CRISPR/Cas9 is not associated with altered vector competence of Anopheles gambiae for o’nyong nyong virus

Knockdown resistance (kdr) alleles conferring resistance to pyrethroid insecticides are widespread amongst vector populations. Previous research has suggested that these alleles are associated with changes in the vector competence of mosquitoes for arboviruses and Plasmodium, however non-target genetic differences between mosquito strains may have had a confounding effect. Here, to minimise genetic differences, the laboratory Anopheles gambiae Kisumu strain was compared to a CRISPR/Cas9 homozygous kdr L1014F mutant Kisumu-kdr line in order to examine associations with vector competence for o’nyong nyong virus (ONNV). Mosquitoes were infected using either blood feeds or intrathoracic microinjections. There were no significant differences in the prevalence of virus in mosquito body parts between kdr mutant and wildtype lines from either oral or intrathoracic injection routes. The ONNV titre was significantly higher in the legs of the wildtype strain at 7dpi following intrathoracic microinjection, but no other significant differences in viral titre were detected. ONNV was not detected in the saliva of mosquitoes from either strain. Our findings from per os infections suggest that the kdr L1014F allele is not associated with altered infection prevalence for ONNV, a key component of vector competence