From Toleration to Accommodation: Refocusing the Relationship of Religion and Law in the United States.

Ph.D. Thesis. University of Hawaiʻi at Mānoa 2017

‘A double claim to be consulted’: the Pankhurst sisters’ newspaper coverage of Ireland, 1912–18

The Irish question and women’s suffrage were two noteworthy topics of debate in Britain and Ireland in the period surrounding the Great War. Both questions challenged British constitutional politics, split opinion, and prompted newspaper coverage. This article is interested in the debates as they occurred in Britain. Through a case study of two British suffrage newspapers, The Suffragette/Britannia (1912–18) and The Woman’s Dreadnought/The Workers’ Dreadnought (1914–24), edited respectively by Christabel and Sylvia Pankhurst, this article investigates how British suffrage press reported on Ireland. It asks: how did British suffrage press coverage of the Irish question develop throughout 1912–18? It argues The Suffragette/Britannia and The Woman’s Dreadnought/The Workers’ Dreadnought are useful representations of the Pankhurst sisters’ diverging political opinion, which also evoked wider women’s suffrage themes, and how the Great War and immediate post-war period shaped and interacted with the competing political priorities of women’s suffrage and the Irish question

Book Review: Teacher Diversity and Student Success: Why Racial Representation Matters in the Classroom

No abstract is published with book review

Notificación enfermera en proyectos de investigación

La Farmacovigilancia tiene como objetivo lograr la máxima seguridad en el uso de medicamentos; para ello, resulta fundamental la notificación de las reacciones adversas medicamentosas (RAM). Se ha llevado a cabo una revisión de los datos registrados en el Estudio Ícaro con la finalidad de analizar, en forma de frecuencias y porcentajes, las RAM notificadas por la enfermera-monitora durante los 6 meses de seguimiento de una cohorte de 137 pacientes en tratamiento antipsicótico. Los resultados del estudio determinan que 49 pacientes presentaron al menos un efecto adverso, siendo menor la frecuencia de RAM en los mayores de 55 años (22,5%); en relación al sexo, no se pueden establecer diferencias. El patrón de tratamiento preferente ha sido: risperidona (46,7%), quetiapina (21,9%) y olanzapina (18,2%). El antipsicótico con mayor número de RAM fue risperidona (46,2%), mientras que al comparar la frecuencia de notificaciones de cada fármaco con su uso, el que presentó mayor porcentaje fue olanzapina (64%). Los principales efectos adversos producidos por los antipsicóticos son los trastornos metabólicos, destacando el aumento de peso (43%), seguido por los trastornos del sistema nervioso y los psicológicos. En conclusión, el uso de antipsicóticos atípicos ha incrementado en los últimos años, aumentando el número de RAM. Para una mayor detección y tratamiento de éstas, es necesario formar a Enfermería en materia de notificación de RAM en la práctica clínica y en la monitorización de proyectos de investigación,además de fomentar la educación para la salud como prevención de las alteraciones producidas por los antipsicóticos.Grado en Enfermerí

Catholic Schools as Schools of Academic Excellence: A Summary of the Third Catholic Higher Education Collaborative Conference Proceedings

This article summarizes the content and outcomes of the third Catholic Higher Education Collaborative Conference (CHEC), cosponsored by the Roche Center for Catholic Education at Boston College and the Center for Catholic School Leadership at Fordham University. The conference focused on how Catholic higher education can assist in developing and supporting essential components necessary for achieving academic excellence in Pre-K-12 Catholic schools. This working conference featured guest speakers who provided substantive content that invited participants to examine critically and reflect upon focus questions related to academic excellence. A summary of the presentations and table conversations, along with the final recommendations from the participants and follow-up steps that have taken place as a result, are reported

"Will I See You in September?": Exploring the Phenomenon of Early Leaving in Public and Catholic Schools

Thesis advisor: Marilyn Cochran-SmithTeachers have a powerful impact on student achievement, yet high attrition rates hinder schools in their ability to provide quality instruction. Attrition rates are highest for schools serving low-income, minority students and among small private schools, including Catholic schools. Attrition is especially prevalent among new teachers. Very few studies have focused on the problem of early leaving or the problem of retention in Catholic schools. This study seeks to understand better why public and Catholic school teachers leave teaching early. A mixed methods approach was used. This included 50 in-depth interviews with 15 public and 10 Catholic school teachers who left within the first 5 years. In addition, statistical analyses of public and Catholic school early leavers' responses in the Schools and Staffing and Teacher Follow-Up surveys were used to contextualize and compare the experiences of the 25 teachers interviewed to the larger population of early leavers. This dissertation argues that, to understand why teachers leave early, an approach that examines teachers' entire experiences throughout their short time in the profession is required. A framework informed by sociocultural and commitment theories and prior research on retention and the culture of schools was developed through systematic analysis of the interview and survey data. This analytical framework provides a complex approach for examining the phenomenon of early leaving, which included three aspects: entering commitment, teaching experience, and the decision to leave. Findings suggested that teachers' decisions to leave were influenced by multiple factors within their various contexts. These contexts and factors were constantly changing, making the decision to leave extremely complex. For Catholic school teachers, the decision was even more complicated, influenced not only by the same factors and aspects of early leaving as public school teachers, but also their changing identities as Catholics. Findings also called into question common assumptions about why teachers leave: teachers do not always leave because they are less committed to teaching, or are dissatisfied with teaching or with their salaries.Thesis (PhD) — Boston College, 2009.Submitted to: Boston College. Lynch School of Education.Discipline: Teacher Education, Special Education, Curriculum and Instruction

When Claiming to Teach for Social Justice is Not Enough: Majoritarian Stories of Race, Difference, and Meritocracy

To understand how dominant messages about race and effective pedagogy impact teacher beliefs and practice, this study employs critical race theory (CRT) in a case study analysis of Rebecca Rosenberg, a mid-career entrant into the teaching profession who was terminated from her first job before the end of her district’s probationary period. Despite believing she was teaching for social justice, being prepared in a program oriented toward social justice, and being hired in a school with a comparable mission, Rebecca’s beliefs and practices affirmed uncritical perspectives of the status quo regarding race, schooling, and social ascendance. This research underscores the substantial work to be done in preparing teachers to be reflective of the overarching cultural myths and majoritarian stories that may guide their practice

Effects of Instructor Accent on Undergraduate Evaluations and Learning at a Catholic College

Catholic institutions of higher education are called to form citizens who fight against injustice, including persistent racial oppression. To do this, Catholic, public, and other private institutions must provide students opportunities to learn about and confront racism (Johnston, 2014). It is important that these institutions confront these issues because they employ faculty and staff who may experience systemic racism and can provide cultural knowledge to aid deconstructing racist ideologies. Undergraduate student evaluations of instructors or faculty, however, indicate discrimination against those perceived as non-white and with non-native English accents. This study focuses on one form of racism at a Catholic liberal arts college: bias against instructors who speak with a non-native English accent. This between-groups experimental study was guided by critical sociolinguistic theory and sociocultural theory to examine patterns in undergraduate engagement with material that varied only by instructor accent. Participants (n=98) completed a pre-assessment, a microlecture (randomized by accent), a post-assessment, and a microlecture evaluation. The study’s theoretical frameworks suggest that students would demonstrate bias against non-white presenters, despite the Catholic context and having no visual cues about the race or ethnicity of the presenter. Pre-and post-assessment results indicated that the microlecture had some limited effects on student learning regardless of instructor accent; however, instructors that were perceived as white had significantly higher ratings in terms of the student belief that they “showed enthusiasm about the subject matter” and that “watching this microlecture improved [their] score on the quiz.” These findings suggest continued work is needed to understand and confront issues of systemic racism in higher education

When Claiming to Teach for Social Justice is Not Enough: Majoritarian Stories of Race, Difference, and Meritocracy

To understand how dominant messages about race and effective pedagogy impact teacher beliefs and practice, this study employs critical race theory (CRT) in a case study analysis of Rebecca Rosenberg, a mid-career entrant into the teaching profession who was terminated from her first job before the end of her district’s probationary period. Despite believing she was teaching for social justice, being prepared in a program oriented toward social justice, and being hired in a school with a comparable mission, Rebecca’s beliefs and practices affirmed uncritical perspectives of the status quo regarding race, schooling, and social ascendance. This research underscores the substantial work to be done in preparing teachers to be reflective of the overarching cultural myths and majoritarian stories that may guide their practice

Quantum Field Theory, Worldline Theory, and Spin Magnitude Change in Orbital Evolution

A previous paper~\cite{Bern:2022kto} identified a puzzle stemming from the amplitudes-based approach to spinning bodies in general relativity: additional Wilson coefficients appear compared to current worldline approaches to conservative dynamics of generic astrophysical objects, including neutron stars. In this paper we clarify the nature of analogous Wilson coefficients in the simpler theory of electrodynamics. We analyze the original field-theory construction, identifying definite-spin states some of which have negative norms, and relating the additional Wilson coefficients in the classical theory to transitions between different quantum spin states. We produce a new version of the theory which also has additional Wilson coefficients, but no negative-norm states. We match, through $\mathcal O(\alpha^2)$ and $\mathcal O(S^2)$, the Compton amplitudes of these field theories with those of a modified worldline theory with extra degrees of freedom introduced by releasing the spin supplementary condition. We build an effective two-body Hamiltonian that matches the impulse and spin kick of the modified field theory and of the worldline theory, displaying additional Wilson coefficients compared to standard worldline approaches. The results are then compactly expressed in terms of an eikonal formula. Our key conclusion is that, contrary to standard approaches, while the magnitude of the spin tensor is still conserved, the magnitude of the spin vector can change under conserved Hamiltonian dynamics and this change is governed by the additional Wilson coefficients. For specific values of Wilson coefficients the results are equivalent to those from a definite spin obeying the spin supplementary condition, but for generic values they are physically inequivalent. These results warrant detailed studies of the corresponding issues in general relativity.Comment: 95 pages, 3 figure