American Design Diplomacy in South Vietnam: Gender as a Diplomatic Relation, 1956

Este ensayo explora cómo la dimensión de género contribuyó al trabajo de los medios de comunicación impresos que transmitían información sobre el diseño y los diseñadores estadounidenses en diálogo con la artesanía vietnamita, y los artesanos refugiados durante la Guerra Fría estadounidense en Vietnam. En gran medida, los estadounidenses que participaron en el programa de ayuda a la artesanía del Departamento de Estado en Vietnam del Sur promovieron los beneficios de la ayuda a la artesanía, y su apoyo se basó en la política. Sin embargo, la política de la diplomacia estadounidense en relación con Vietnam del Sur se basó en el poder de Estados Unidos. Las fotografías publicadas en revistas de diseño de interiores y artesanía estadounidenses ayudaron a convertir a los refugiados en un tema de interés para los lectores estadounidenses. Asimismo, asentaron el estatuto del diseñador diplomático, al que los artesanos refugiados estaban subordinados. Su autoridad en Estados Unidos definida a través del género sustentó en parte el poder y la agencia que ejercía en Vietnam del Sur y en relación con este.This essay explores how gender contributed to the work of mass print media relaying information about American design and designers in dialogue with Vietnamese craft and its refugee artisans during the American Cold War in Vietnam. In large measure, Americans participating in State Department’s craft aid program in South Vietnam promoted the benefits of craft assistance, and their support was predicated on politics. However, the politics of American diplomacy concerning South Vietnam meted craft through American power. Photographs published in American magazines for interior design and craft helped shape refugees into subjects of interest for American media readers. Equally, they constituted the status of the designer diplomat to whom refugee artisans were subject. In part, his gendered authority at home in the United States underwrote the power and agency he wielded in and in relation to South Vietnam

From There, To Here, Now Where? My Journey Of Vulnerability Toward Interdisciplinary Teaching

Few words have the power to make people both cringe in fear and lean forward, fascinated to know more. This thesis focuses on one such word: vulnerability. Through the Scholarly Personal Narrative writing format, I explore what vulnerability means to me and how my understanding has changed. I examine how vulnerability in my life helped refine me into a wiser, more compassionate, teacher. Teaching requires vulnerability, a willingness to risk failure and accept mistakes for what they really are: lessons to create a connection among other humans. This thesis portrays how I have come to understand and accept vulnerability as a major component of my teaching practice. I illustrated my journey of vulnerability, using the pattern, “From There, To Here, Now Where?” First, I share stories of my past, to examine my first experiences of potential vulnerability as an adult. These sections describe how those uncomfortable situations led me to question the more traditional, lecture-style teaching I absorbed through formal education. In the “To Here” chapter, I share stories of how I developed a greater understanding of vulnerability through the graduate courses I chose. These sections demonstrate my evolving need for communication and connection—two vital aspects of vulnerable teaching. Lastly, I convey what I expect to take with me into my future career, emphasizing “Now Where,” by looking forward. I shared my idea for a new, creative organization, highlights from my job search, and how my mindset has changed by accepting vulnerability. In closing, I offer a collection of universalizable statements I learned through this process. This thesis chronicles my journey to accept vulnerability both personally and professionally. I found that teaching and vulnerability are intrinsically linked, and without the strength to be vulnerable, I am not an effective teacher. However, by being open to vulnerability, I may change the world for someone

Lived Experiences of Caregivers for Individuals with Serious Mental Illness in Rural Communities

More than ten million American adults live with a serious mental illness (SMI). Given the deinstitutionalization of psychiatric facilities, caregivers and family members are often needed to care for these individuals. Due to SMI individuals’ extensive needs, caregivers frequently face unique challenges and experiences. Although research has been conducted on caring for individuals with SMI, less information exists about the experiences of rural caregivers of SMI individuals. The purpose of this study was to fill this gap in research by exploring the lived experiences of caregivers of SMI individuals in rural areas with the intention of understanding this population’s unique needs. The research questions focused on the experiences and stressors of caregivers of SMI individuals in a rural community. The frameworks were critical theory and Bowen’s family systems theory. A qualitative phenomenological design study was used employing semi-structured interviews with 4 participants who are caregivers of SMI individuals in a rural New York area. Data from the interviews were coded and analyzed using thematic analysis. Four themes emerged: impact on relationships, thoughts and feelings, impact on caregivers’ well-being, and rural mental health in this area. The potential impact for social change includes the dissemination of information to rural clinicians to assist caregivers with needed support and offer a framework for future curricula

STEM education from the perspective of The University of Sydney STEM Teacher Enrichment Academy

While STEM education is attracting much attention and is strongly advocated for, delivering on the promise of STEM education is still being researched (Rosicka, 2016; Margot & Kettler, 2019). The quest is on for understanding the essentials of STEM education and how to prepare teachers to capture the essence of STEM education in their professional practice. Drawing on ongoing research, the STEM Teacher Enrichment Academy, established within The University of Sydney in 2014, has developed in-service programs for teachers of both primary and secondary schools. The Academy is driven by the belief that STEM education is not a ‘fad’ and has the potential to transform pedagogy, thus motivating and enthusing students to participate more fully in the STEM disciplines, continue into senior secondary STEM subjects and beyond, ultimately addressing a shortage in STEM-related careers. With an expanding alumnus, currently at 800 teachers from 139 high schools and 370 teachers from 90 primary schools, the Academy has gathered scholarly evidence for the effectiveness and impact of its programs (Anderson, 2019; Anderson, Wilson, Tully, & Way, 2019). This presentation will share the design and structure of the Academy’s evidence-based programs as well as research on its efficacy. REFERENCES Margot, K. C. & Kettler, T. (2019). Teachers’ perception of STEM integration and education: a systematic literature review. International Journal of STEM Education, 6(2). https://doi.org/10.1186/s40594-018-0151-2 Anderson, J. (2019). Supporting STEM curriculum implementation with professional learning: The University of Sydney STEM Teacher Enrichment Academy. Journal of Physics: Conference Series. 1340 012001 Anderson, J., Wilson, K., Tully, D., & Way, J. (2019). “Can we build the wind powered car again?” Students’ and teachers’ responses to a new integrated STEM curriculum. Journal of Research in STEM Education, 5(1), 20–39. Rosicka, C. (2016). Translating STEM education research into practice. Camberwell, Vic.: Australian Council for Educational Research

Survey-Based Examination of Demographics, Potential Causes and Treatments of Aberrant Behavior Syndrome(Berserk Male Syndrome) in Camelids

The objective of this study was to examine potential signs, causal factors and treatment interventions for camelids displaying Aberrant Behavior Syndrome (ABS), also known as Berserk Male Syndrome. A survey was developed for camelid owners and veterinarians with camelid experience using Survey Monkey software. Respondents were asked to describe the behaviors associated with the most recent case of ABS they were involved with, information about the animal displaying ABS, and evaluation of the efficacy of treatment interventions used. The majority of respondents identified a general demographic of an intact male camelid raised by its biological mother with daily or weekly handing by humans. Aggressive behavior emerged at one to three years of age, and was directed more frequently at humans than at other animals. Treatment interventions included behavioral modification, castration, moving and/or isolating the animal. All treatments had a higher rate of failure than success. The results of this survey indicate a need for research to identify causal factors and treatments for this behavioral disorder

From Idea to Initiative: Real-Time Learning for a Funder Collaborative on Nonprofit Strategic Restructuring

Evaluation and learning is often seen as a high-stakes, formalized process of comparing an effort at its conclusion against some standard or benchmark. More recently, formative and developmental approaches to evaluation have been created to accommodate the need for more adaptability and ambiguity in an effort. The Nonprofit Sustainability Initiative, a multiyear collaboration of 17 funders in Los Angeles County, California, supports nonprofit organizations to collaborate and restructure in a variety of forms. As the initiative evolved, its evaluation and learning system had to have the ability to evolve with it. Real-time learning informed initiative design and refinement, aligned funders on the definition of success, spurred exploration of a grantee peer-learning network, and developed a vetted consultant list and key strategic partners. This article presents key design aspects of the initiative’s evaluation and learning system, describes how it evolved over time, and shares key evaluation insights and learnings. It also explores the nuances of learning and evaluation in a large collaborative, including what the initiative has done to balance learning and accountability, and quickly move from learning to insight to action