From "Sea of Grass" to "Wire and Rail": Melville's Evolving Perspective on the Prairies

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Sell-ing Your Soul to the Courts: Forced Medication to Achieve Trial Competency in the Wake of Sell v. United States

Sell involves issues of individual liberty that reach beyond the sphere of the mentally ill. Although the Court ultimately decided in Dr. Sell’s favor by applying the facts of the case to a heightened scrutiny test, the Court missed an opportunity to decide this case on broader, more protective constitutional grounds for other mentally ill defendants. This Note considers the effect that the decision in Sell v. United States has on mentally ill criminal defendants in both procedural and substantive arenas. Section II gives a brief introduction to the collateral order doctrine and discusses forced medication for trial competency purposes. Section III provides the statement of facts, the procedural history and the Supreme Court’s decision in Sell. Section IV analyzes the Court’s decision in Sell and examines why the Court was correct in categorizing forced medication decisions under the collateral order doctrine. It further discusses why the Court should have applied strict scrutiny to the issue of forced medication in order to protect Dr. Sell’s constitutional rights. Section IV also discusses specific problems with the heightened scrutiny test laid out by the Court. Finally, Section V concludes the Note by reiterating the importance of strict, prompt review of important right violations such as in the field of forced medicatio

Dreams Deferred: The Personal Narratives of Four Black Kansans

This is the published version. It may also be found at https://journals.ku.edu/index.php/amerstu

The Insistence Upon Community in the Contemporary Afro-American Novel

This is the published version, which may also be obtained at http://www.ncte.org/journals/ce/issues/v41-

Some Thoughts on the Integration of Diversity

In contrast to the 1977 Founding Conference, when a much smaller number of participants concentrated, of necessity, on structural and definitional issues, the Lawrence Convention offered 246 sessions on an impressively wide range of topics to over 1,000 participants from most states and several countries. With twelve or more sessions running simultaneously at any time, the program could and did reflect the diverse constituencies within the NWSA. Sometimes, indeed, it almost seemed that there was too much diversity; those working backstage were chagrined to see how often individual lifestyles and preferences were translated into demands for alterations in practical arrangements which were exceedingly difficult to honor, given our shoestring budget. At other times, and depending upon one\u27s perspective, it seemed that there was not enough diversity. For instance, women representing community programs sometimes regarded academic women as narcissistically lost in their own research and careers. Some Third World women said that they felt undervalued and underrepresented, and insisted that for the Association to eradicate its own racism, they would need to hold power in excess of their numbers. The few men present, not represented by any caucus, were sometimes treated like secondclass citizens, with some women questioning their right to any involvement in the proceedings. Married women, particularly those who brought children, often received condescension or disapproval from their more separatist sisters

Antiracist Teaching Self-Efficacy: A Case Study Needs Analysis

There is an urgent need to address racial inequity in higher education. As teaching in higher education continues to adopt technology, virtual learning spaces become sites for enacting anti-oppressive teaching methods. In the context of offering teaching with technology professional development, the current study sought to better understand equity-focused professional development needs through the lens of antiracist teaching self-efficacy. In this holistic single case study, investigators analyzed secondary data from an anonymous racial equity needs analysis survey and de-identified focus group notes. Descriptive statistics and qualitative analysis examined perceived confidence level, barriers, and needs related to implementation of antiracist teaching methods in higher education courses in a Midwestern public university with 15,000 students. Key findings include: (1) There were approximately the same number of items coded for negative (N=24) and positive (N=25) sources of teaching self-efficacy, with positive sources of efficacy cross-coded with themes such as culturally responsive teaching, collaboration, and antiracist teaching and negative sources of efficacy cross-coded with non-racist teaching methods among other codes. (2) Barriers to implementing antiracist teaching included organizational factors (such as time, competing priorities, and perceived barriers to measuring/accessing course equity data), professional development design/facilitation (such as lack of modeling methods, practice and feedback, and ongoing support), and perceptions/beliefs (including mismatch of expressed beliefs and antiracist teaching praxis, among others). (3) Professional development needs include addressing identified barriers and differentiation/customization of professional learning. This case study investigation is not generalizable to other contexts or audiences but may be a useful model for similar research in other contexts. As technology did not emerge as a theme in this data, future research in this area should explore the role of technology in enacting antiracist teaching methods

Etuaptmumk (Two-Eyed Seeing) and Ethical Space: Ways to Disrupt Health Researchers’ Colonial Attraction to a Singular Biomedical Worldview

Indigenous research on Turtle Island has existed for millennia, where knowledge(s) to work with the land and its inhabitants are available for next generations. These knowledge systems exist today but are rarely viewed as valid biomedical ‘facts’ and so are silenced. When Indigenous knowledge is solicited within health research, the knowledge system is predominantly an ‘add-on’ or is assimilated into Western understandings. We discuss disrupting this colonial state for nurse researchers. Two concepts rooted in Indigenous teachings and knowledges, Etuaptmumk (Two-Eyed Seeing) and Ethical Space, shed light on ways to disrupt health researchers’ attraction to a singular worldview which continue to privilege Western perspectives. Knowledge rooted in diverse knowledge systems is required to challenge colonial relations in health research and practice. A synergy between Etuaptmumk and Ethical Space can support working with both Indigenous and biomedical knowledge systems in health research and enhance reconciliation