Race, Gender, and the Beats in Tan Magazine\u27s I Was a Victim of the Beat Generation

In her article Race, Gender, and the Beats in Tan Magazine\u27s \u27I Was a Victim of the Beat Generation\u27 Chelsea Stripe discusses the true to life story of Sara Howard, a single African American mother who becomes pregnant by a white Beat and struggles to raise their child alone. On the one hand, I Was a Victim of the Beat Generation emphasizes the exploitative character of Beats\u27 affinity for African American culture and of their attitudes toward women. Further, Howard\u27s story critiques the social fluidity that Beat privilege allows. On the other hand, the story articulates conservative US-American middle class values and encourages opposition to the Beats as a strategy of African American female respectability and racial uplift. Matters of race and gender intersect in this African American women\u27s popular magazine to complicate and make more complete the picture of popular media during the post-World War II era. Moreover, Howard\u27s story demonstrates how marginalized identities experienced and perceived the Beats, broadening an understanding of the group\u27s place in US-American culture

Roads of Rebellion: Cultural Contributions by Women of the Beat Generation

Roads to Rebellion: Cultural Contributions by Women of the Beat Generation explores female members of a subculture that mythologized the road as a space for escaping Cold War containment. This project begins by redefining Cold War containment, typically identified as the strategy for controlling communism\u27s spread, to a cultural narrative whose spatial and gendered implications illuminate the complexities of a rebellion hinged on the masculinized road. Through this lens, I explore women\u27s participation in and efforts toward the Beat aesthetic and ethos--performed in domestic spaces or from the road--as examples of the complicated negotiation with the dominant culture and Beat lifestyle. Specifically, Joan Vollmer, Joyce Johnson, and Hettie Jones, who did not rebel on the road, instead challenged containment in their stationary lives and from their homes. In addition, Lu Anne Henderson, Brenda Frazer, and Joanne Kyger--female Beats who did go on the road--rejected and contended with containment from the U.S. highway, the border, and transnational spaces; they faced limitations as they engaged the popular model of Beat rebellion, yet transgressed the masculinized road space and extended female Beat possibilities. Ultimately, Roads to Rebellion breeds narratives of the Beat Generation and of womanhood during containment and also suggests a theory of gendered space that disrupts traditional public/masculine and private/feminine paradigms

OPENINGS FOR MULTILITERACIES PEDAGOGY WITHIN THE LANGUAGE ARTS CLASSROOM: A CASE STUDY

The changing opportunities to access and use texts in a variety of forms have prompted interest in expanded definitions of literacy and responsive teaching approaches such as a multiliteracies pedagogy. The purpose of this study was to explore the ways in which teachers can practice multiliteracies pedagogy within the context o f the current Language Arts curriculum document. Using a qualitative case study, my research questions explored: What might a language arts program look like that encourages the use ofmultiliteracies and new literacies? How may educators be able to use the current Language Arts curriculum document to create a multiliteracies pedagogy in the classroom? What support(s) might be needed in order for educators to create opportunities to engage with multiliteracies in the classroom? There were three data sources in this research study; classroom observations, an initial survey and two focus groups. The analysis o f the data led to the conclusion, that although there was an acknowledgment of changing definitions of literacy, the teachers at this school remained focused on print literacy and traditional understandings of Language Arts\u27in their pedagogy. Teachers expressed a desire for high-quality professional development and seemed to lack the knowledge or language necessary to engage with a multiliteracies pedagogy. The research revealed opportunities where teachers may enact multiliteracies pedagogies and what supports they may need in order to get there

(Re)defining learning design: a framework fit for the twenty-first century

Learning design as we know it is at a crossroads. Based on learning theories published almost a hundred years ago, it is designing for in-person learning and a student demographic that hasn’t been seen since the 1950s. In the twenty-first century, and particularly post Covid-19, the field is long overdue for an update that puts blended and online learning at the forefront, addresses the inevitable link between the internet and education and responds to the changing demographics of learners in higher education. This paper will look at pedagogy and learning design through a modern lens with an aim to redefine the field and develop a new framework for learning design that is intuitive, inclusive, and grounded in the current century

Using personas to promote inclusive education in an online course

Inclusion and diversity are themes at the forefront of education development and the subject of much institutional level policy. However, there are differences that can be made at the course or even module level by local teams that will both compliment institutional policy and have an immediate impact on students. This paper aims to describe the process taken to embed diversity and inclusion into an online career development short course. We will explain how user experience personas, created in the design phase of the course, developed into an integral part of the course curriculum and how they are used to show diversity to a fully asynchronous online cohort. We discuss how theories of pedagogy and design can be combined to have a positive impact on the sense of belong for all students. Finally, we explore how these theories can be applied to wider practice and offer suggestions for how other courses can use our process to embed elements of diversity into their programmes, and hopefully increase a sense of student belonging

Flipping the Debate

APT2015 Flipping the Institution: Higher Education in the post Digital Agefocused on exploring the challenges and opportunities created by the rapid changes in technology and their potential effects in higher education. Is flipped learning a challenge, an opportunity or a necessity? (Stripe and Carrier, 2015) presented the idea that flipped learning is anything that challenges the traditional teacher led model of classroom teaching, especially by introducing technology (FLIP LEARNING, 2016)

New middle Cambrian hyolith genus and species and echinoderm ossicles from the Georgina Basin, Australia

The study herein describes a new genus and species of orthothecid hyolith and numerous echinoderm ossicles. The internal mold of the hyolith bears an apical ridge and is of uniform width, distinguishing it from other known hyoliths. Biological significance of its internal apical structure is unclear, though hypotheses proposed include a streamlining effect and presence of a terminal spine on the original shell. Inclusion of the supposed Circotheca stylus depicted in Dzik (1980: fig. 7) into this species expands the newly described hyolith’s geographic range to Baltica and extends its temporal occurrence into the Late Cambrian. Some of the ossicles resemble echinoderm taxa (e.g., stylophorans and eocrinoids), but many ossicle morphologies share little to no similarities to known Cambrian echinoderms. Several fragmented ossicles bear phosphatic casts around their pores similar to Cantabria labyrinthica remains. Such results suggest that C. labyrinthica may represent echinoderm ossicles, not lobopodian plates as originally proposed by Clausen and Álvaro (2006)

A Nitrite Biosensor Based on Co-immobilization of Nitrite Reductase and Viologen-modified Chitosan on a Glassy Carbon Electrode

An electrochemical nitrite biosensor based on co-immobilization of copper- containing nitrite reductase (Cu-NiR, from Rhodopseudomonas sphaeroides forma sp. denitrificans) and viologen-modified chitosan (CHIT-V) on a glassy carbon electrode (GCE) is presented. Electron transfer (ET) between a conventional GCE and immobilized Cu-NiR was mediated by the co-immobilized CHIT-V. Redox-active viologen was covalently linked to a chitosan backbone, and the thus produced CHIT-V was co-immobilized with Cu-NiR on the GCE surface by drop-coating of hydrophilic polyurethane (HPU). The electrode responded to nitrite with a limit of detection (LOD) of 40 nM (S/N = 3). The sensitivity, linear response range, and response time (t90%) were 14.9 nA/μM, 0.04−11 μM (r2 = 0.999) and 15 s, respectively. The corresponding Lineweaver-Burk plot showed that the apparent Michaelis-Menten constant (KMapp) was 65 μM. Storage stability of the biosensor (retaining 80% of initial activity) was 65 days under ambient air and room temperature storage conditions. Reproducibility of the sensor showed a relative standard deviation (RSD) of 2.8% (n = 5) for detection of 1 μM of nitrite. An interference study showed that anions commonlyfound in water samples such as chlorate, chloride, sulfate and sulfite did not interfere with the nitrite detection. However, nitrate interfered with a relative sensitivity of 64% and this interference effect was due to the intrinsic character of the NiR employed in this study