Mythology Of The Angry Black Man: An Analysis Of Cornelius Eady’s Brutal Imagination As A Rhetorical Counter-Narrative

This thesis examines how Cornelius Eady’s book of poetry, Brutal Imagination, rhetorically serves as a counter-narrative to the fictional construction of Black characters blamed for committing crimes. Brutal Imagination gives voice to Mr. Zero, Eady’s name for the fictional character Susan Smith created in 1994, whom Smith blamed for kidnapping her children. Thus, by using a counter-narrative lens, this thesis analyzes how fictional creations can alter the socially constructed identity of the “angry” Black man

Independent- Jun. 2, 2009

https://neiudc.neiu.edu/independent/1405/thumbnail.jp

Independent- Aug. 12, 2008

https://neiudc.neiu.edu/independent/1388/thumbnail.jp

Lipopolysaccharide Induced Septicemia in Chronic Morphine Treated Rats

Opiate-addicts have been known to show increased susceptibility to bacterial infection. Lipopolysaccharide (LPS), which is a cell wall component in gram-negative bacterial, is a potent stimulator of inflammation. We investigated how treatment with morphine alters LPS-induced inflammatory responses in the rat. Chronic morphine exposure alone elevated serum endotoxin levels. Animals treated with morphine and LPS (250 µglkg) developed hypothermia, decreased mean arterial pressure (MAP), increased plasma thrombin anti-thrombin III (TAT) complex, and approximately 67% exhibited progressive intramicrovascular coagulation. Morphine also enhanced LPS­ induced leukocyte endothelial adhesion (LEA), suppressed leukocyte flux and corticosterone production, and elevated interleukin- I�, tumor necrotic factor-a, and interleukin-6 serum levels. This study presents both the molecular and cellular mechanisms underlying the potentiated LPS-induced inflammation and accelerated progression to septic shock seen with chronic morphine exposure

Foster Care Experiences and Correlated Outcomes

The current study sought to expand the knowledge base on the relationship between foster care experiences and the outcomes associated with these experiences. The different reported experiences in foster care were assessed using safety, power/control, esteem, and intimacy/trust themes. Foster care experiences were first identified and then compared to subsequent positive or negative outcomes. It was hypothesized that when subjects were reporting on their positive experiences in foster care, there would be positive correlations between intimacy/trust and positive outcomes, as well as safety and positive outcomes. In addition, with subjects reporting on their negative foster care experiences, there would be a positive correlation between safety and negative outcomes, as well as intimacy/trust and negative outcomes. Results showed significant correlations between both positive esteem experiences and positive intimacy/trust experiences with positive outcomes. There were also significant correlations between both negative safety experiences and negative esteem experiences with negative outcomes. Implications for the improvement of foster care placements and suggestions for future research are presented

Independent- Jan. 13, 2009

https://neiudc.neiu.edu/independent/1397/thumbnail.jp

In Their Own Words: An Exploration of the Educational Experiences of Black, Indigenous Girls and Gender Expansive Youth of Color in Foster Care

Research on Black, Indigenous, and girls and gender expansive youth of color in foster care is limited. Though, existing research in education, sociology, and psychology suggests that these individuals enter foster care at higher rates than their counterparts due to interpersonal and structural violence. In the system, racialized and gendered stereotypes influence how they are perceived by educators and lead to increased discipline in schools. Given this landscape, this work seeks to understand the educational experiences of BIPOC girls and gender-expansive youth in foster care and the ways they navigate mistreatment by educators. In the tradition of Critical Race Theorists, and indigenous, Black, and Chicana feminist researchers, this study utilizes counter-storytelling to challenge the dominant narrative surrounding these populations, obtained through ethnographic and qualitative research methods. Data from field observations and qualitative interviews lead to three key conclusions: 1) Community Experts illustrate that: 1) As systems-impacted youth, they faced unique systemic barriers to academic success, 2) Systemic barriers in education impacted Experts\u27 feelings of school connectedness, giving rise to complex behaviors, 3) Despite the barriers placed in front of them, Experts survived education and the family regulation system with community support. While further research is needed, these findings shed light on the challenges to academic success facing BIPOC girls and gender-expansive youth in foster care. Furthermore, this study demonstrates that these challenges require unique and creative solutions, ranging from changes in educational practice to systemic changes, such as the abolition of the family regulation system