Intersex and Families: Supporting Family Members With Intersex Variations

People with intersex variations have congenital atypical sex characteristics (chromosomal, hormonal, and/or anatomical) and receive protection against discrimination in only three countries globally; these include Australia, where the case study on which this chapter centers was based. This article considers the complex dynamics of family for people with intersex variations from their own perspective, filling a significant gap in the existing literature on family strengths studies of intersex issues. It draws on data from an Australian survey of 272 people with intersex variations and specifically considers in detail for the first time questions on these participants’ family discussions of intersex issues, family support levels, and family information sharing. It also considers the contribution of families to the participants’ gender rearing, surgical and hormonal medical interventions, and feelings about having intersex variations. Finally, it discusses the participants’ views on key parenting debates about rearing children with intersex variations. Overall, the data confirmed the hypothesis that family relationships are strained by disordering of intersex variations, which is viewed as problematic. The data showed that participants wanted their families to embrace their natural (intersex) bodies more strongly rather than seek “corrective” measures, provide more information, and protect them from early medical intervention

Comparing Montessori Education and Conventional Education on Aspects of Creativity

My Honors Thesis compares creativity in children taught in a Montessori classroom with students taught in a conventional classroom. I tested 58 children at BelleValleyElementary Schoolin EriePennsylvania, half in the Montessori program, half in traditional classrooms. Their ages ranged from 5-9, from kindergarten to 3rd grade. I hypothesized that the independence allowed in Montessori classrooms would help foster creativity in its students. The project uses two forms of evaluation to test the concept of creativity, the Torrance Test of Creative Thinking and consensual assessment to score a creative collage. Significant developmental differences were found; older children scored higher on the creativity tests. There was, however, no significant difference between Montessori and conventionally taught children. The conclusion is that in young children creativity develops over time, but that the type of schooling does not moderate this development

Implementing High Impact Practices to Address DFW Rates: Universal Design for Learning and Multiple Means of Expression

In attempting to deal with high DFW rates in history courses, it is important to be accessible for all students with various abilities, backgrounds, and learning styles. This paper examines Universal Design for Learning (UDL) in order help students engage better with the course. UDL focuses on three main interconnected principles, including offering students multiple means of representation to enable them various ways of acquiring information and knowledge, allowing them multiple means of demonstrating what they know, and different means of engagement to tap into learners’ interests, challenge them appropriately, and motivate them to learn. This paper discusses ways of applying UDL and offers an example of an assignment to encourage multiple means of representation of their knowledge

Interventions to Modify Negative Perceptions of the Need for Behavioral Health Care for African American Patients

Background: African Americans underutilized mental health care services, compared to other population groups, in the past decades. While African Americans have the same mental health needs and rates of mental health diagnosis as other races, for some groups, there are additional cultural or environmental factors that create additional barriers to utilizing care (Alang, 2019). Methods: This project will be a cross-sectional study using an online survey of behavioral health practitioners. Results: Respondents were predominantly females (69%) and African Americans (69%). Their work medical specialties included: licensed counseling social workers and clinical social workers, mental health therapists, and psychiatrists. The average work experience is 13 years, and most work within government facilities (54%). Conclusion: This study was designed to establish initiatives to encourage black or African Americans to seek behavioral health care from the provider\u27s point of view. Teaching the African American communities and behavioral providers was a shared effort by all respondents; via offering culturally sensitive education (DEI) training to the providers

Tiffany Jones CD Summer 2010

Supports faculty to redesign or develop a course in ways that implement high-impact, evidence-based, and/or innovative teaching strategies to improve student learning

Promoting healthy habits among children in a residential facility.

Background: Childhood obesity has been a significant public health concern in the United States. The prevalence of obesity among children and adolescents has increased over the past few decades. There are serious implications for immediate and long-term health. It poses serious health risks and economic challenges. Setting: This quality improvement project will take place at a residential psychiatric treatment facility and therapeutic foster care program for children and adolescents with mental health or behavioral issues. This facility is in the suburbs of Louisville, Kentucky. Purpose: The purpose of this project is to boost physical activity and improve knowledge about nutrition and physical activity for children residing in a treatment facility. Procedures: Procedures: This quality improvement project will consist of an 8-week intervention that focuses on physical activity and nutrition education. There will be two 45-minute sessions a week with one focusing on physical activity and one focusing on nutrition. The sessions will consist of 15 minutes of education and 30 minutes dedicated to experimental learning. Measures: The Kids Activity and Knowledge Questionnaire (KAN-Q) and the Modified Canadian Assessment of Physical Literacy 2 (CAPL-2) were used to evaluate physical activity time, physical activity knowledge, and nutritional knowledge for this quality improvement project

Cell Phone Information Seeking Explains Blood Pressure in African American Women

Although cell phone use and Internet access via cell phone is not marked by racial disparities, little is known about how cell phone use relates to blood pressure and health information seeking behaviors. The purposes of this study were to (a) describe Internet activities, cell phone use, and information seeking; (b) determine differences in blood pressure and information seeking between cell phone information seekers and nonseekers; and (c) examine cell phone information seeking as a predictor of blood pressure in African American women. Participants ( N = 147) completed a survey and had their blood pressure measured. Independent-sample t tests showed a significant difference in systolic blood pressure in cell phone information seekers and nonseekers. Linear regression revealed cell phone information seeking as an independent predictor of systolic blood pressure, despite confounders. It is possible that cell phone information seekers were using health information to make decisions about self-management of blood pressure

Diabetes Mellitus: the increasing burden of disease in Kenya

No Abstrac

You Done Lost Yo\u27 Mind Ain\u27t No Such Thang as AAVE : Exploring African American Resistance to AAVE

John Rickford (1990) states that “80%-90% of African Americans speak some form of Black English”, also known as “Ebonics” or “African American Vernacular English” (AAVE). In 1996, when the Oakland School Board proposed its resolution designating Ebonics as their students’ primary language, many African Americans outright rejected the School Board’s reference and description of their language (Smitherman, 2000, 150). Among them were Baby boomers (1940-1960s), who participated in the debates, and the Generation X’ers, (1960s-1980s), who were informed by the debates. A recent interview of members from both groups show that there is continued skepticism regarding the legitimacy of Ebonics as a language. Their resistance offers much to learn about intergroup relations and conflict. This research explores these components of group identity by examining the in-group language responses to the question of whether Ebonics, AAVE, or Black English is a language