Corporal Punishment: Opinion Vs. Research

Corporal punishment is a heated topic, especially in Mississippi. The use of corporal punishment is deeply rooted in culture and religion for many. Many people feel that it is an acceptable method of disciplining children at home and in school although research has disproved this idea. In many families in the south, corporal punishment has been a trusted type of discipline for children for generations. With such a volatile subject matter, where culture and religion clash with reliable scientific research, what are the opinions of the teachers entering the field regarding this topic? Current research provides little insight into the opinions of education students regarding the use of corporal punishment. This study is designed to examine the opinions of Teach Mississippi Institute (TMI) students (students involved in an alternate teacher certification program in Mississippi) regarding the use, effectiveness, and appropriateness of corporal punishment. There is a definite gap in research regarding this topic. There is little to no research regarding the opinions of students in an alternate route to teacher certification about corporal punishment. This particular study will affect students, veteran teachers, new teachers, alternate route programs, principals, parents, teachers, students, administrators, alternate route faculty & instructors and anyone thinking of creating a new teacher licensure program. The results of the study prove that the majority of TMI II participants are in favor of the use of corporal punishment at school and believe that it is an effective practice to diminish unwanted behavior. TMI students are in favor of this practice despite the research that they were provided by TMI instructors that denounce the practice

Interview with Margaret Williamson

In her October 2, 2014 interview with Rebecca Nave, Margaret Williamson speaks of her time at Winthrop University during its transition into a coed institution. She talks of her involvement in various student organizations and athletics. She also talks of the changes in Winthrop, diversity wise, from when she was a student in 1974 to an employee at Winthrop today. This interview was conducted for inclusion into the Louise Pettus Archives and Special Collections Oral History Program.https://digitalcommons.winthrop.edu/oralhistoryprogram/1008/thumbnail.jp

The New Sociology Classroom: How Incorporating Varied Pedagogies Increase Student Learning

Abstract As the higher education landscape changes, faculty need to change with it. This paper outlines various pedagogies that are being used to increase student learning in an Introduction to Sociology course. The pedagogies discussed in this paper include Transparency in Learning (TiLT) (Winkelmes, 2013), Flipped Classroom (Walvoord and Anderson, 1998), “Make It Stick” note taking format (Brown, Roediget, McDaniel, 2014; Alby, 2020), Kahoot! (Kahoot!, 2020), and Quizzlets (Quizzlet.com, 2020). In addition, this paper discusses the need for student responsibility in learning and provides suggestions for this including “Accomplishing Your Goals” suggestions (Alby, 2020), and “Study Suggestions”. Although the goal of this paper is to provide successful examples of these practices in an Introduction to Sociology course, the hope is also to encourage faculty to use any or all of these in their courses

A Theileria Annulata sporozoite surface antigen as a potential vaccine for tropical Theileriosis

The aim of this study was to identify potentially protective antigens of the infective, sporozoite, stage of Theileria annulata and to clone the relevant gene(s) to obtain one or more of these antigens as a recombinant protein with which to perform immunisation trials.Theileria annulata and the disease it causes, tropical theileriosis, were described with particular reference to literature concerning characteristics of the sporozoite stage, immunity and immunisation. The application of biotechnology to the production of recombinant DNA vaccines was reviewed and relevant examples were detailed.To this end, antisporozoite monoclonal antibodies (Mabs) were raised and those giving positive fluorescence of formalin fixed sporozoites by the indirect fluorescent antibody test (IFAT) were selected. Nineteen such Mabs were screened for the ability to neutralise sporozoite infectivity for bovine peripheral blood mono¬ nuclear cells in vitro. Two antisporozoite Mabs, 1A7 and 4B11, which demonstrated surface immunofluorescence of live sporozoites, exhibited a significant degree of sporozoite inhibition. These were chosen for further investigation. The in vitro assay was also used to detect sporozoite neutralising activity in hyperimmune bovine sera, sera from calves exposed to irradiated sporozoites and serum from rabbits on which infected ticks had fed.Using SDS-PAGE Western blotting, Mabs 1A7 and 4B11 were shown to identify different epitopes on the sporozoite surface. Mab 1A7 specifically recognised an epitope present on several sporozoite V proteins of approximate molecular weights 85, 72, 63 and 54 kilodaltons (kdal) in Western blots. This was believed to reflect pro¬ cessing of a high molecular weight precursor. Mab 4B11 recognised a low molecular weight protein of 17-20 kdal, also located on the sporozoite surface. Some immune bovine sera and antisporozoite rabbit serum also detected these two sporozoite epitopes.Large amounts of one of the epitopes were made available as a recombinant protein by cloning and expressing the relevant theilerial gene fragment in Escherichia coli (E. coli) . To achieve this a λgtl 1 expression library, constructed using genomic DNA from T. annulata piroplasm DNA, was screened with Mabs 1A7 and 4B11. Two recombinant clones, λ gtl1-SR1 and λgtll-SR2, were obtained, both of which contained the gene sequence coding for the epitope recognised by Mab 1A7. The theilerial DNA insert of clone Agtl1-SRl was 330 base pairs in size and hybridised to three DNA bands in EcoRl digested genomic DNA from an uncloned parasite stock. These bands were segregated to single copies of the gene sequence in the DNA from cloned parasite material. Northern blot analysis using RNA from infected tick salivary glands showed expression of the λgtll-SRl insert to be stage specific, occurring only in sporoblast and sporozoite stages and not in macroschizonts or piroplasms, nor in uninfected tick salivary glands.The recombinant DNA cloned in λgtll-SRl and λgtll-SR2 was expressed in E. coli as B-galactosidase fusion proteins of 135 and 147 kdal respectively. These proteins reacted specifically with Mab 1A7 and also with antisporozoite rabbit serum and certain sera from calves exposed to live or irradiated sporozoites. Immunisation trials using the purified 135 kdal protein from λgtl1-SRl, were performed in mice, rabbits and calves. Inoculation of rabbits and calves with this fusion protein combined with Freund's adjuvant elicited a strong and specific antibody response. These antibodies alpo recognised the native sporozoite epitope when assessed by IFAT and Western blotting, the latter revealing exactly the same multiple reactivity of sporo¬ zoite proteins with anti λgtll-SRl sera as observed with Mab 1A7. Significantly, the same sera also neutralised sporozoite infectivity in vitro very effectively, while control sera failed to do so. On challenge with live virulent sporozoites, the calves immunised with theλgtll-SRl protein became infected and underwent clinical reactions which were not significantly different from those observed in control B-galactosidase immunised or unimmunised calves. Discussion of these results concentrated on whether this failure to stimulate protective immunity reflected an inadequate method of antigen presentation, or whether antisporozoite immunity alone is insufficient to protect otherwise fully susceptible calves

Video means I See : Media and Anthropological Instruction

The essays in this collection demonstrate that visual media are a more than acceptable substitute for introducing students to ethnographic practice, either on their own or as a complement to face-to-face enquiry

Solving Social Problems: Service Learning in a Core Curriculum Course

Service-learning is a High Impact Practice (AAC&U, 2012; Gonyea, et al., 2008), and a beneficial learning strategy for college students from various backgrounds. In addition, service-learning is a way to engage students in their communities. This paper details the value of a service-learning assignment in an Introduction to Social Problems course. Included in the discussion is the application of L. Dee Fink’s Taxonomy of Significant Learning (Fink, 2003). There are many benefits of incorporating service-learning into an introductory level course. Some benefits include improved student engagement, enhanced socialization, citizenship and self-esteem. These are important for students beginning their collegiate career. Also, this type of engagement may contribute to overall student retention. Some challenges include the time commitment of the students and faculty member; communication between the agency, student and faculty member; and safety. This paper provides detailed information on these and other benefits and challenges

Pocahontas and Rebecca: Two Tales of a Captive

The Jamestown colonists’ accounts of their capture of Pocahontas, her reactions to life among them, and the consequences for the success of the colony differ radically from the Mattaponi Indian oral history of the same events, published in 2007. Both versions present themselves as “true” — that is, objective reporting of real events; but the fact that each inverts the other raises questions of validity and, ultimately, of historiography in general. This paper argues that the question of veracity is irrelevant to our interpretation of these accounts. Instead, we must take them as representations of a culturally conceived reality—that is, as myth. Each Pocahontas narrative represents events in terms of contemporary cultural assumptions and agendas: in the case of the English, ideas about savagery and redemption; for the Mattaponi, the moral and economic primacy of native Virginians in the history of the foundation of the colonies and, thus, of the United States. The analysis confirms the idea that the conventional distinction between history and myth is invalid because it depends on Western (i.e., “scientific”) notions about reality and its representation

A critical exploration of the role of pedagogical documentation in a multimodal grade R classroom: a case study in an urban South African school

Masters of Education by dissertation, University of the Witwatersrand, 2016The researcher explored the role of pedagogical documentation in a multimodal Grade R classroom. The purpose of the research was to see how pedagogical documentation would work together with a multimodal approach to enhance learning in Grade R children in an urban South African school. A qualitative case study was conducted at a private girls’ school in Johannesburg with a class of 22 Grade R children over the time frame of eight weeks. The children were exposed to a multimodal approach and pedagogical documentation was used in the classroom to make learning visible and to create a focus for discussion and planning. The research focused on an in-depth analysis of five participants although all the children in the class were part of the data collection process. The children demonstrated an ability to make decisions regarding their learning and the curriculum developed around their interests rather than being predetermined by the teacher. The children also developed a willingness to reflect on their learning processes. They took complete ownership of their environment and were able to use all available resources: the environment, the materials, and those emerging from collaboration with their peers and reflecting on their own learning. An open curriculum was successful with children of this age. However, it is proposed that pedagogical documentation together with a multimodal approach would be more effective in collaborative whole school interventions.MT201

Teaching Star Trek as Anthropology

The original Star Trek television show is a “natural” for teaching anthropology. Like all science fi ction, the show is a refl ection of contemporary concerns--a form of mythology. Beyond this, the original show relied extensively on anthropological theory and ethnography in the construction of its plots. The author’s undergraduate course, described in this paper, aims to make students aware of these and also of the concerns of the nineteen-sixties (Viet Nam, the Cold War, civil rights, Hippies) that motivated many of the episodes. In the process, it illustrates how popular culture texts can be used in the classroom to engage students in ongoing anthropological debates and to demonstrate anthropology’s enduring perspectives and concepts