Family relationships as an organized course in vocational schools

Thesis (Ed.M.)--Boston University This item was digitized by the Internet Archive

Dark Night of the Soul: Catholic Articulations of Atomic Trauma in Seirai Yuichi\u27s Ground Zero, Nagasaki

This paper discusses how the Catholic faith of the hibakusha (atomic bomb victims), their families, and their community members shapes their understanding of the atomic bombing in Seirai Yuichi’s fiction work Ground Zero, Nagasaki. In re-emphasizing the preeminence of the individual atomic experience and moving away from the canonical Nagasaki atomic narratives of Nagai Takashi and Hayashi Kyoko, Seirai illuminates the essential role that familial connection to the faith plays in an individual’s personal belief and how that belief thus affects one’s interpretation of the bombing. When the bonds of family are broken, post-atomic faith begins to falter and survivors enter a Dark Night of the Soul in which, caught between belief and doubt, hope and trauma, they seek meaning. Seirai explores these moments of searching within this traumatic gray space in his text, illustrating how atomic warfare destroys the self of the faithless individual

The Use of a Repeated Readings with Computer Modeling Treatment Package to Promote Reading Fluency with Students Who Have Physical Disabilities

Reading is an essential skill for students with physical disabilities which opens up opportunities in many areas of an individual’s life including the acquisition of knowledge, the ability to read for enjoyment, and the chances of gaining employment. Students with physical disabilities often do not read fluently; however, there is a lack of research on instructional methods to address reading fluency with this population. Methodologies used with students who have physical disabilities are often borrowed from other populations (e.g., the use of repeated readings to increase fluency with students with learning disabilities). Additionally, advances in technology suggest the possible use of computers to model reading. This study employed a changing criterion design to examine the use of a treatment package consisting of repeated readings, computer modeling, error correction, and performance feedback on improving reading fluency with students with cerebral palsy. The areas of reading comprehension and accuracy were also examined. An analysis of the data demonstrated that all students were able to increase reading fluency, accuracy, and comprehension from first to final readings within a session (positive nontransfer effects). Analysis of the percentage of nonoverlapping data revealed that three of the four students also showed slight increases in reading fluency on novel passages (positive transfer effects). Although the results of this study indicated that the treatment package was effective with students who have physical disabilities, more research is needed to examine individual components of the treatment package and to evaluate the use of such methods over a lengthier period of time

A strengths-based intervention for African American student-athletes experiencing stress (S.I.S.T.A.S.): development of a stress management workshop

Examples of these stressors include limited finances, issues with time management, preventing and coping with injuries, managing success and failure, and maintaining relationships. In addition to the general stressors that student-athletes face, African American female student-athletes experience unique stressors due to the intersectionality of their identities as both African Americans and women (as well as other potential dimensions such as socioeconomic status and sexual orientation). These stressors include: race-related stress, feeling silenced, and being subjected to negative stereotypes. Despite the significant representation of African American female student-athletes in collegiate sport, there is only one known stress management intervention specifically designed for African American female student-athletes. Therefore, the purpose of this research project was to develop the curriculum for a stress management workshop to assist African American female student-athletes with engagement in culturally-syntonic and effective stress management techniques. In order to inform the curriculum, three autobiographies of African American female athletes were analyzed with particular attention to descriptions of their college years. Thematic analysis of these autobiographies was integrated with relevant empirical and intervention-related literature to develop a four-session workshop. The curriculum was evaluated by two former African American female student-athletes and two psychologists with experience working with the target population. Strengths, weaknesses, and suggestions for the further development of the workshop’s curriculum are provided. Practical implications and recommendations for mental health professionals and the athletic community are presented

Do circum-Antarctic species exist in peracarid Amphipoda? A case study in the genus Epimeria Costa, 1851 (Crustacea, Peracarida, Epimeriidae)

The amphipod genus Epimeria is species rich in the Southern Ocean and at present eight of its 19 species are reported with circum-Antarctic distributions. For the first time, specimens of epimeriid species from the Antarctic Peninsula, the Weddell Sea and the Ross Sea were analysed using partial COI genes sequences and morphological characters. In total 37 specimens of 14 species of Epimeria and two species of Epimeriella were analysed and the resulting molecular topology checked by critically reviewing taxonomic characters. The genus Epimeriella, genetically grouping within Epimeria is synonymised with the genus Epimeria. Sequences distances between populations of the nominal species Epimeria robusta from the Weddell and Ross Sea led to detailed morphological investigations, resulting in the description of Epimeria robustoides sp. n. from the Weddell Sea. Epimeria robusta Barnard, 1930 from the Ross Sea is redescribed. Sequences of a damaged Epimeria specimen of a species new to science from the lower continental shelf of the eastern Weddell Sea were included. Based on the current study, the hypothesis of circum-Antarctic species' distributions in brooding amphipods proved to be unlikely

Changing the Doctoral Student-Dissertation Chair Relationship Through the Article Dissertation Format

In this article, we contribute to dialogue about the capstone for most doctoral programs: the dissertation. More specifically, we explore the mentorship between doctoral student and chair and assert that using a nontraditional dissertation format affords more fulfilling relationships for the mentee and mentor. Having recently completed three article dissertations, we aim to further the discussion of doctoral capstone formats based on our experiences through autoethnographic methods and rooted in a relational mentorship framework (Ragins, 2012). We believe that the article dissertation format provided a vehicle for disrupting the typical power structure between dissertation chair and doctoral student by positioning the student as an expert writing for publication and the chair as a coach, learner, and peer-reviewer. Through sharing our co-constructed and personal narratives, we challenge readers to think about the dissertation format and its role in the critical mentoring relationship between doctoral student and dissertation chair