Cultural Competency for Native Women at Southern Minnesotan Anti-Violence Advocacy Programs

Violence against Native American women is heavily documented within the state of Minnesota. However, there is limited research documenting the processes advocates use to help Native women. Though there has been an increase in organizations dedicated to addressing the intersections of race and gender-based violence, much is unclear regarding the extent to which different types of programming are implemented across the state. Thus, this research study examined the implementation of cultural competency, a type of anti-violence programming, by advocates at one organization in Southern Minnesota. I hypothesized that advocates at the organization would have limited resources for implementing cultural competency for Native women and would have varying knowledge of how to incorporate it into their advocacy practice. This study found that although knowledge of the history of violence against Native women played a part in a lack of cultural competency several other causes, such as funding and whiteness, defined advocates\u27 experience with cultural competency. Using the reflections from advocates, I proposed several processes for the decolonization of advocacy for Native women

The comprehensive home lesson book : in six parts. Part III

Containing lessons in Holy Scripture, Arithmetic, Spelling, Grammar, Geography, History, Poetry, and CompositionEntered at Stationers' HallIntended for standard III. New Code (1882)

Perceptions of Safety within Residence Halls at a Midwestern College Campus

Sexual violence is a widespread issue in American society. Though sexual violence takes many forms, the topic of campus sexual violence is especially pressing as it has occupied a fair amount of controversy in American media. The experience of sexual violence for college students is often traumatic as they navigate through the administrative systems and criminal justice systems of their respective communities. From a feminist perspective, students that become victims of campus sexual violence are often met with institutional resistance and inadequacies. The purpose of this study was to assess college students’ feelings of safety in residence halls. This research surveyed students in introductory-level Gender and Women’s Studies courses at a Midwestern college campus and sought knowledge from its students on the topics of campus safety and sexual violence. The findings from this research help to critically address the climate of the college campus from the student\u27s perspective and addresses the intricacies of identities and how those identities shape the experiences of both safety and violence

A comparative study of parameterized and full thermal-convection models in the interpretation of heat flow from cratons and mobile belts

Heat flow from Archean cratons worldwide is typically lower than from younger mobile belts surrounding them. The contrast in heat flow between cratons and mobile belts has been attributed in previous studies to the greater thermal resistance of thicker lithosphere beneath the cratons which impedes the flow of mantle heat through the cratons and forces more mantle heat to escape through thinner mobile belt lithosphere. This interpretation is based on thermal models which employ a parameterized convection algorithm to calculate heat transfer in the sublithospheric mantle. We test this interpretation by comparing thermal models constructed using the parameterized convection scheme with models developed using an algorithm for full thermal convection. We show that thermal models constructed using the two different convection algorithms yield similar surface heat flow and thermal structure to moderate depths within the lithosphere. Therefore, we conclude that the interpretation of the heat-flow observations in terms of thicker lithosphere under Archean cratons than under mobile belts is robust in the sense that surface heat flow is not sensitive to the details of heat transfer within the convecting mantle and how deep mantle heat is delivered to the base of the lithosphere.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/74756/1/j.1365-246X.1993.tb04665.x.pd

Back to School Netball Style: An Emerging Highly Inclusive Game for Physical Education or Sport

This article describes netball, a fresh invasion game option to involve students of all ability levels. It is an inclusive and engaging team sport played globally that has the ability to keep students active and engaged in physical education

Run, Jump, Throw and Catch: How proficient are children attending English schools at the Fundamental Motor Skills identified as key within the school curriculum?

This study examined proficiency levels in fundamental motor skills (FMS) in children within Key Stage 1 and 2 of the English school system. Four hundred and ninety-two children aged 6–9 Years old (245 boys, 247 girls) from school Years Two (n = 130), Three (n = 154) and Four (n = 208) participated in this study. FMS for the run, jump, throw and catch were assessed using the Test of Gross Motor Development – 2. The proportion of children who achieved mastery or near mastery of the skills was determined. For the whole sample, 18.5% (n = 91) did not achieve mastery in any of the four skills. A similar proportion (18.7%, n = 92) achieved mastery in all four of the FMS examined in this study. The proportion of children achieving mastery of all four skills was lower for Year Two children (0%) compared to children in years Three (24%) and Four (25%). More boys (25.7%) achieved mastery in all four of the FMS compared to girls (11.7%). Individual behavioural components in skill performance were also examined. The results of the present study highlight that less than one-fifth of children aged 6–9 years old have mastered the four key FMS identified by the physical education (PE) curriculum despite having the developmental potential to become fundamentally competent by six years of age. Fostering positive trajectories of FMS development presents a challenge for PE specialists given the association between FMS mastery in childhood and physical activity, weight status and health.N/

Designing ultrafine lamellar eutectic structure in bimodal titanium alloys by semi-solid sintering

We report on a novel approach to design typical ultrafine lamellar eutectic structure in bimodal alloys fabricated by semi-solid sintering (SSS) of a eutectic mixture. In our work ultrafine lamellar eutectic structure was implemented by controlling the phase composition of eutectic reaction and consequently by regulating the structure of eutectic reaction-induced liquid phase through varying component number. Microstructure analysis indicate that although all SSSed alloys have the same three phase constitutions of bcc beta-Ti(Fe Co) and fcc Ti-2(Co Fe) the morphology and distribution of the eutectic structure transforms from limited length and minor quantity to partial fine alternating bcc beta-Ti and bcc Ti(Fe Co) lamellae and further to typical complete ultrafine alternating continuous lamellae in the SSSed ternary Ti-Fe-Co quaternary Ti-Fe-Co-Nb and quinary Ti-Fe-Co-Nb-Al alloys. Interestingly the SSSed Ti-Fe-Co-Nb-Al alloy presents a novel bimodal microstructure of coarse fcc Ti-2(Co Fe) surrounded by an ultrafine lamellar eutectic matrix containing ultrafine bcc beta-Ti and bcc Ti(Fe Co) lamellae. This bimodal microstructure exhibits ultra-high yield strength of 2050 MPa with plasticity in compression of 19.7% which exceed published values of equivalent materials. Our results provide a novel pathway for fabricating new-structure metallic alloys for high-performance structural applications. (C) 2017 Elsevier B.V. All rights reserved.</p

How PETE comes to matter in the performance of social justice education

Background: For over four decades there have been calls for physical education (PE) and physical education teacher education (PETE) to address social inequality and foster social justice. Yet, as numerous studies demonstrate, attempts to educate for social justice in PETE are infrequent and rarely comprehensive. This raises the question why it appears to be possible in some situations but not others, and for some students and not others.    Purpose: The purpose of this paper is to examine the multiple socio-political networks or assemblages in which PETE is embedded and explore how these shape the possibilities for students to engage with the concept of social justice and sociocultural issues when learning to teach PE. Two research questions guided this study: How does an orientation for social justice education within education policy affect the standards for enacting PETE programs? How is social justice education encouraged within PETE programs? Methodology: Methodology: Drawing from a broader study of over 70 key personnel in more than 40 PETE programs, we examined how faculty in PETE understand their professional world, identify their subjective meanings of their experiences, and address sociocultural issues (SCI) and social justice education (SJE) within PETE. Data sources included an initial survey, a semi-structured interview, and program artifacts. We analyze the ways that SJE/SCI was represented in three national settings (England, the United States, and New Zealand) and identified common themes. Results:  Examination of each national setting reveals ways that SJE and SCI were enabled and constrained across the national, programmatic, and individual level in each of the countries. The coherence of explicit National policy and curricula, PETE program philosophies, and the presence of multiple individual interests in social justice served to reify a sociocultural agenda. Conversely possibilities were nullified by narrow or general National Standards, programs that failed to acknowledge sociocultural interests, and the absence of a critical mass of actors with a socio-critical orientation. These differences in assemblage culminated in variations in curriculum time that served to restrict or enable the breadth, frequency, and consistency of the messages surrounding SCI in PETE Conclusion: These findings highlight the importance of acknowledging socio-political networks where PETE operates. The agency of PETEs to enact pedagogies that foreground sociocultural interests is contingent on congruity of the networks. The authors caution that although the ‘perfect storm’ of conditions have a profound influence of the possibility of transformational learning of SCI in PETE, this arrangement is always temporary, fluid, and subject to changes in any of the three network levels. Additionally, the success of PETE in enabling graduating PE teachers to recognize the inequities that may be reinforced through the ‘hidden curriculum’ and to problematize the subject area is contingent on the expectations of the schools in which they teach.   

Elastic Shape Models for Face Analysis Using Curvilinear Coordinates

International audienceThis paper studies the problem of analyzing variability in shapes of facial surfaces using a Rie- mannian framework, a fundamental approach that allows for joint matchings, comparisons, and deformations of faces under a chosen metric. The starting point is to impose a curvilinear coordinate system, named the Darcyan coordinate system, on facial surfaces; it is based on the level curves of the surface distance function measured from the tip of the nose. Each facial surface is now represented as an indexed collection of these level curves. The task of finding optimal deformations, or geodesic paths, between facial surfaces reduces to that of finding geodesics between level curves, which is accomplished using the theory of elastic shape analy- sis of 3D curves. Elastic framework allows for nonlinear matching between curves and between points across curves. The resulting geodesics provide optimal elastic deformations between faces and an elastic metric for comparing facial shapes. We demonstrate this idea using examples from FSU face databas