The woman's rights movement, 1848 - 1885 : issues and argument

Honors thesi

Central States Communication Association

The Chilling Adventures of Sabrina is set in a narrative atemporality that functions outside the bounds of time, hinting at all of the feminist protests that used the term witch as a way to empower women, and using the genre of horror to aid in the feminist protests. As Sabrina becomes a champion for other students in her patriarchal schools (one witch and one mortal) she becomes a transgenerational feminist in the show

You Keep Using that Meme; I Don’t Think it Means What you Think it Means: Using Memes to Teach Rhetorical Analysis

Since memes surround us every day and play an increasingly important role in rhetorical strategies used to influence people, this is a great entry point to help students think analytically and critically about the memes that bombard them on social media every day. As a means of entering into visual and verbal analysis, memes can be a really great way to introduce analysis and rhetorical analysis to students. This is a lesson plan to teach rhetorical analysis using the visual and verbal images in memes. The plan also provides extensions and a list of possible resources for use in the classroom

The Sleepy Hero: Romantic & Spiritual Sleep in the Gawain-Poet

This thesis examines two accepted styles of writing in the Middle Ages, the romance and religious genres, and what purpose they perform in the Gawain-poet’s religious poem, Patience, and his romance poem, Sir Gawain and the Green Knight (SGGK). One recently popular line of research among medieval scholars is examining the way medieval authors, such as the Gawain-poet, combine elements of romance and spiritual writings. By funneling the Gawain-poet’s intermingling of the medieval romance and religious genres through the specific lens of sleep, which is represented differently in medieval romance texts than in medieval religious texts, it becomes possible to trace the spiritual and romance genres through each of his poems. The Gawain-poet uses sleep in conventional ways throughout each of his poems; yet by combining the conventions of sleep from both the romance and religious genres, sleep becomes one among several literary tools the Gawain-poet uses to convey a spiritual lesson. By examining the sleep scenes in Patience and Sir Gawain and the Green Knight, it becomes clear that the Gawain-poet uses elements of the romance genre as an allegory for the deeper spiritual meaning to be uncovered in each of his poems. Additional research into medieval perceptions on sleep, and how sleep in used in fourteenth-century romance and religious literature written by the Gawain-poet’s contemporaries, serves as further support for this argument

Examining the feasibility of an economic analysis of dyadic developmental psychotherapy for children with maltreatment associated psychiatric problems in the United Kingdom

Background: Children with maltreatment associated psychiatric problems are at increased risk of developing behavioural or mental health disorders. Dyadic Developmental Psychotherapy (DDP) was proposed as treatment for children with maltreatment histories in the USA, however, being new to the UK little is known of its effectiveness or cost-effectiveness. As part of an exploratory study, this paper explores the feasibility of undertaking economic analysis of DDP in the UK. Methods: Feasibility for economic analysis was determined by ensuring such analysis could meet key criteria for economic evaluation. Phone interviews were conducted with professionals (therapists trained and accredited or in the process of becoming accredited DDP practitioners). Three models were developed to represent alternative methods of DDP service delivery. Once appropriate comparators were determined, economic scenarios were constructed. Cost analyses were undertaken from a societal perspective. Finally, appropriate outcome measurement was explored through clinical opinion, literature and further discussions with clinical experts. Results: Three DDP models were constructed: DDP Full-Basic, DDP Home-Based and DDP Long-Term. Two potential comparator interventions were identified and defined as Consultation with Carers and Individual Psychotherapy. Costs of intervention completion per case were estimated to be: £6,700 (DDP Full-Basic), £7,100 (Consultations with Carers), £7,200 (DDP Home-Based), £11,400 (Individual Psychotherapy) and £14,500 (DDP Long-Term). None of the models of service delivery were found to currently measure effectiveness consistently. The Strengths and Difficulties Questionnaire (SDQ) was deemed an appropriate primary outcome measure, however, it does not cover all disorders DDP intends to treat and the SDQ is not a direct measure of health gain. Inclusion of quality of life measurement is required for comprehensive economic analysis. Conclusions: Economic analysis of DDP in the UK is feasible if vital next steps are taken to measure intervention outcomes consistently, ideally with a quality of life measurement. An economic analysis using the models constructed could determine the potential cost-effectiveness of DDP in the UK and identify the most efficient mode of service delivery

The feasibility of a randomised controlled trial of Dyadic Developmental Psychotherapy

Background: Maltreated children have significant and complex problems which clinicians find difficult to diagnose and treat. Previous US pilot work suggests that Dyadic Developmental Psychotherapy (DDP) may be effective; however, rigorous evidence from a randomised controlled trial (RCT) is lacking. The purpose of this study is to establish the feasibility of an RCT of DDP by exploring the ways that DDP is operating across different UK sites and the impacts of current practice on the potential set-up of an RCT. Methods: Qualitative methods (interviews, focus groups and teleconferences) were used to explore trial feasibility with therapists and service managers from teams implementing both DDP and possible control interventions. Data were analysed thematically and related to various aspects of trial design. Results: DDP was commonly regarded as having a particular congruence with the complexity of maltreatment-associated problems and a common operating model of DDP was evident across sites. A single control therapy was harder to establish, however, and it is likely to be a non-specific and context-dependent intervention/s offered within mainstream Child and Adolescent Mental Health Services (CAMHS). Because a ‘gold standard’ Treatment as Usual (TAU) does not currently exist, randomisation between DDP and TAU (CAMHS) therefore looks feasible and ethical. The nature of family change during DDP was regarded as multi-faceted, non-linear and relationship-based. Assessment tools need to be carefully considered in terms of their ability to capture change that covers both individual child and family-based functioning. Conclusions: An RCT of DDP is feasible and timely. This study has demonstrated widespread interest, support and engagement regarding an RCT and permissions have been gained from sites that have shown readiness to participate. As maltreated children are among the most vulnerable in society, and as there are currently no treatments with RCT evidence, such a trial would be a major advance in the field

Knowledge of Greek and Latin Roots is Related to Reading Comprehension among French-Speaking Sixth Graders

By the end of primary school, students are confronted with expository texts known for their high proportion of domain-specific academic vocabulary words. These words usually comprise Greek or Latin roots in their internal structure. Recent findings showed that knowledge of Greek and Latin roots is related to reading comprehension. However, no study has investigated such a relationship in a francophone context. Therefore, the present study sought to measure Greek and Latin roots’ relation to reading comprehension among French 6th graders. To do so, 40 participants were administrated an experimental task on Greek and Latin roots knowledge and a reading comprehension standardized subset test. Variables related to reading comprehension, such as morphological awareness, vocabulary breadth, word reading fluency, oral comprehension, and working memory were also measured. Results showed that knowledge of Greek and Latin roots significantly predicted variation of reading comprehension. This paper discusses scientific and educational implications of this finding.À la fin de l'école primaire, les élèves sont confrontés à des textes explicatifs connus pour leur forte proportion de mots du vocabulaire académique spécifiques à un domaine. Ces mots comprennent généralement des racines grecques ou latines dans leur structure interne. Des découvertes récentes ont montré que la connaissance des racines grecques et latines est liée à la compréhension de la lecture. Cependant, aucune étude n'a investigué une telle relation dans un contexte francophone. Par conséquent, la présente étude a cherché à mesurer la relation entre les racines grecques et latines et la compréhension de la lecture chez les élèves francophones de 6e année du primaire. Pour ce faire, 40 participants ont été soumis à une tâche expérimentale sur la connaissance des racines grecques et latines et à un sous-test standardisé de compréhension de la lecture. Des variables liées à la compréhension de la lecture telles que la conscience morphologique, l'étendue du vocabulaire, la fluidité de la lecture des mots, la compréhension orale et la mémoire de travail ont également été mesurées. Les résultats ont montré que la connaissance des racines grecques et latines prédisait de manière significative la variation de la compréhension de la lecture. Cet article discute des implications scientifiques et éducatives de cette découverte

One teacher’s understandings and practices for real-world connections in mathematics

Recent scholarship in mathematics education has increasingly supported the power of connecting mathematics lessons to students’ lived experiences. This case study, drawn from a larger multi-year study, traces the reflections and pedagogical practice of a middle school mathematics teacher who regularly connected her lessons to real-world contexts. We highlight how the teacher connected a fractions lesson to the context of making soup for her family to accomplish several goals including: (1) sharing stories to learn more about students, (2) moving beyond numbers to build understanding, (3) building students’ mathematical confidence, and (4) making space for students to connect mathematical ideas. These findings provide insight into how making real-world mathematical connections may impact students’ understanding

Spectral Type and Radial Velocity Variations in Three SRC Variables

SRC variables are M supergiants, precursors to Type II supernovae, that vary in brightness with moderately regular periods of order 100-1000 days. Although identified as pulsating stars that obey their own period-luminosity relation, few have been examined in enough detail to follow the temperature and spectral changes that they undergo during their long cycles. The present study examines such changes for several SRC variables revealed by CCD spectra obtained at the Dominion Astrophysical Observatory (DAO) during 2005-2009, as well as by archival spectra from the DAO (and elsewhere) for some stars from the 1960s to 1980s, and Cambridge radial velocity spectrometer measures for Betelgeuse. Described here is our classification procedure and information on the spectral type and radial velocity changes in three of the stars. The results provide insights into the pulsation mechanism in M supergiants.Comment: To appear in the Odessa Variable Stars 2010 conference proceedings (see http://uavso.org.ua/?page=vs2010), edited by I. Andronov and V. Kovtyuk

Prevention of criminal offending: Disentangling the role of education in the pathway from childhood risk factors to adult criminal charges

Education plays an important role in reducing the probability of criminal offending. Although research has shown that having more education is associated with reduced criminalization, very few studies have examined whether education plays an intervening or protective role from childhood risk factors to criminal charges in adulthood. This dissertation was designed to examine two main questions in a series of two studies: 1) Does education intervene and/or protect against childhood risk factors in the pathway to criminal offending? 2) Which of the childhood risk and protective factors contribute to the vital roles education plays in the pathway to criminalization? In both Studies 1 and 2, childhood aggression, withdrawal, and likeability, neighborhood disadvantage, and years of education were examined as predictors of criminal charges in adulthood, within mediational models. In Study 2, academic achievement, and school absences were added as mediators. In Study 1, we found that higher childhood aggression and neighborhood disadvantage were associated with fewer years of education, which in turn was associated with an increased probability of criminal charges. Additionally, the participants at highest risk were those who had high childhood aggression and less education. There was a unique protective effect for some of the participants, such that those with high childhood aggression but more years of education had a reduced probability of criminal charges. Study 2 investigated the effects of academic achievement and school absences on the relations between variables observed in Study 1. We observed that aggression contributed to achievement but not absences, whereas being liked by others contributed to both. Achievement and absences in turn predicted years of education which then predicted criminal charges. Achievement was moderated by gender such that males who were high achieving had reduced criminal charges. Absences were a risk factor for both males and females, but the highest risk was for males with high absences. Results from this dissertation highlight the importance of examining education in the trajectory to criminal offending. By understanding the factors that contribute to education, its protective effects can be utilized to help the most at risk children avoid a trajectory towards criminalization