Performance Art as a Site for Learning: Queer Theory and Performance Studies in the Art Classroom

Today, performance art is one of the most useful mediums for helping individuals see themselves differently. In this of Out of sight article, I explore the experience of participating in a student\u27s performance art project. This work was a performance of crossing the road. Here, I discuss the inclusion of overtly queer articulations of personal experience within the art classroom. How can performance art construct learning experiences that engage a dynamic process of self-critique? How are classrooms organized differently when students become actively involved in the development of the art curriculum? And, how might a performative investigation of the sociality of education be undertaken at sites of art education

Critique [of Racism and the Canadian State by Daiva K. Stasiulis]

Stasiulis has not only entered a great debate but has sought to order it. The interconnections between Canada\u27s recent policies on multiculturalism, immigration, and the efforts to implement the two are the reference points around which that debate is centered. The possibilities for racism, however, need to be made more clear by the author. Scholars can make significant contributions in this regard by investigating what seems to be unrelated programs and practices. Since practices are tied to the same policies, an identifiable theoretical perspective is proposed as the leverage for yielding insights about relationships between people and things that would not otherwise be apparent

The Economics of Wage Discrimination of Non-whites from 1960 to 1990

White people earn more money than non-whites. This is true in most cases even if non-white people perform the same job as white people. Are there reasons for these differences? The purpose of this paper is to discover what those reasons are for the differences in wages and to attempt to discover how much of the difference is really discrimination. Any inequalities that are unexplained may be considered by the author to be discriminatory. Therefore, the hypothesis for this paper is: Income differences between whites and non-whites may be attributed in part to race discrimination. The statistical method used will be ordinary least square. This will allow the author to run a regression and observe what the correlation or relationship is between the dependent and the independent variables. The regression equation for this model will be Yt = A + B1X1 + B2X2 + B3X3+ B4X4 + B5X5 + B6X6 + εt . This is saying that the income ratio between non-whites and whites, (Y), is a function of the ratios of percentages of median education levels of non-whites and whites, Ed, (X1); the ratio of non-whites and whites who are married, Marital, (X2); the ratio of the number of non-whites and whites living in an urban area of at least 50,000 or more people, Urban, (X3); the mobility of non-whites to whites, Mob, (X4); the ratio of the unemployment rate of non-whites and whites, Unem, (X5); the ratio of the number of non-whites and whites employed in manufacturing in thousands, Ind, (X6. B1 – 6 are the partial regression coefficients for variables one through six. The final model (which included the mobility of non-whites, manufacturing, and martial statistics ratios of non-whites and whites) accounted for 55.85 percent of the income differences between the white and black races. The remaining 44.15 percent that was not accounted for may be due to discrimination. However, the remaining proportion could also be caused by the absence of other significant variables that were not used by this model or it could be caused by random factors

Advising Assessment Practices of Advising Professionals at an Accredited United Kingdom Urban Career-Focused Higher Education Institution: A Replicated Quantitative, Descriptive Analysis

The Problem As the world has flattened, the globalization and quality education movement surrounding higher education worldwide has led to the accountability of all stakeholders regarding student success in and beyond the classroom. Student mobility continues to impact tertiary enrollments as families and students consider the proliferated traditional and non-traditional enrollment alternatives along with prospective lower tertiary debt options. Although assessment, an accountability tool, in co-curricular areas such as advising has been overlooked by leaders, advising is not impervious to accountability consequences. The problem is that assessment of advising, if performed, is oftentimes implemented informally, without a well-defined framework or the utilization of sophisticated measures, consequently advancing uninformed decisions that may have adverse effects on student success. This study examined the advising assessment practices (identify SLOs, determine assessment method(s) used, and utilize assessment data) of an accredited urban careerfocused university with a student body comprised of over 30% non-natives representing 65 countries and located in the United Kingdom; a country identified as the second most popular tertiary mobile student enrollment destination, in a time when tertiary student success is under intense scrutiny. Method An online, validated, cross-sectional National Survey on Assessment of Academic Advising instrument was slightly revised and used for this replicated study to gain a fundamental cross-cultural understanding of advising assessment practices from the viewpoint of advising professionals having responsibilities associated with undergraduate advising at one U.K. university. Three of the four research questions focused on advising assessment practices and included: 1. What are the advising student learning outcomes identified at the participating U.K. university? 2. What are the advising methods utilized to conduct assessment of advising SLOs at the participating U.K. university? and 3. How are the advising assessment data used for advising co-curricular improvement(s) at the participating U.K. university? The fourth question focused on the advising professional’s assessment perceptions and included: 4. What elements are viewed as supporting the assessment of advising at the participating U.K. university? All response data were analyzed using descriptive statistics. The nominally measured independent variables included the three recognized assessment practices of: 1) identifying advising SLOs, 2) employing assessment method(s), and 3) utilizing advising assessment data. The 26 pre-defined advising student learning outcomes that articulate what students are expected to know (cognitive learning), do (behavioral learning), and value (affective learning) were the nominally measured dependent variables (Powers, 2012, p. 15). Findings The findings indicated that the European university informally assessed advising through the three observed advising assessment practices. The sample reporting described cognitive learning outcomes as the most identified advising learning outcomes; focused on what students should know as a result of advising (Powers, 2012, p. 40). The data also revealed that surveys/questionnaires were the advising assessment method identified with the highest frequency within all the advising student learning outcomes, and the main use for advising assessment data for both cognitive and behavioral advising student learning outcomes was to improve advising process/delivery, whereas the primary assessment data use for affective student learning outcomes was to improve advising curriculum. Furthermore, the results suggested the four main elements perceived as important in supporting advising assessment were: advisors needed to believe that advising assessment was a worthwhile endeavor, advisors need to know how to conduct assessment of advising, advisors need to feel confident in their abilities to properly conduct assessment of advising, and that advisors need more information about what similar universities are doing to assess advising. Whereas, respondents indicated the most neutral view of the element: advisors need to be rewarded for assessment of advising activities, and interestingly, revealed that advisors need to enjoy the assessment of advising process as unimportant in supporting the assessment of advising (Powers, 2012). Conclusions The research data suggests that the university informally exercised the steps identified as best practices in measuring the effect of advising on student learning. Moreover, with approximately 85% of respondents indicating the 7 cognitive, 11 behavioral and 8 affective learning outcomes were informally assessed implying an opportunity to formalize a culture of advising assessment. Additionally, the data suggests the leading perceptions of advisors needing to believe that advising assessment was a worthwhile endeavor, advisors needing to know how to conduct assessment of advising, advisors needing to feel confident in their abilities to properly conduct assessment of advising, and advisors needing more information about what similar universities are doing to assess advising as important factors in supporting advising assessment (Powers, 2012). This would involve a need for an internal strengths, weaknesses, opportunities and threats (SWOT) analysis of administration\u27s current support for advising assessment practices (Hladchenko, 2014). Furthermore, as the first study to examine the advising assessment practices of one European university, this study begins to addresses the current gap in published research regarding co-curricular assessment practices that creates a hindrance in replicating applicable cross-cultural advising assessment practices by seeking to establish commonalities between cultures yet also seeking to identify areas of difference within the global higher education community in support of student success (Newell, 1998, p. 359)

Employee Age as a Moderator of the Relationship Between Ambition and Work Role Affect

Past research has demonstrated a negative relationship between ambition, or the desire to get ahead, and job satisfaction. In the present paper, age was hypothesized to moderate the relationship between ambition and job satisfaction such that the relationship between ambition and satisfaction is more negative for older employees than for younger employees. Three studies, with three criterion variables (promotion satisfaction, extrinsic job satisfaction, overall job satisfaction), were used to test the hypothesis. Results indicated support for the hypothesized interaction. The discussion focuses on the implications of the results for organizational and individual career management strategies

CJUS 330 Juvenile Justice

Course syllabus for CJUS 330 Juvenile Justice Course description: This course explores the development of the system of juvenile justice in the United States. Contemporary issues in juvenile justice, as well as some of the current approaches to prevention, control, and treatment will be studied

Tropical lows in southern Africa: tracks, rainfall contributions and the role of ENSO

Southern African tropical lows are synoptic-scale cyclonic vortices that propagate westward across southern Africa in the Austral summer. They strongly influence local rainfall and aggregate in the climatological DJF mean to form the Angola Low. In this study, tropical lows are identified and tracked using an objective feature tracking method. The statistics of tropical low tracks over southern Africa are presented and compared across three reanalysis products. Findings are compared to the literature of tropical low pressure areas elsewhere in the world, where it is found that most tracking statistics compare well, but that the tendency of tropical lows to become semi-stationary over Angola is unique to Southern southern Africa. The hypothesis that tropical lows in Angola have a causal relationship with Tropical Temperate Troughs is tested, and a correlation between occurrence frequencies is found at inter-annual but not daily time-scales. Precipitation is attributed to the tropical lows and it is found that tropical lows are associated with 31% of rainfall across tropical southern Africa, based on gridded precipitation products. The inter-annual variability of the number of tropical lows that form 34 per year (σ = 6 events/annum) is linked to ENSO and the tropical easterly jet. The mean latitude of tropical lows is shifted northwards during El Nino and southwards during La Nina. Much of the inter-annual precipitation variability maximum in Angola is attributed to rainfall associated with tropical lows. These results provide insights into the southern African response to ENSO and into the mechanisms of rainfall in the southern African tropical edge