A Trojan Horse? An icon of the anti-establishment at the Victoria & Albert Museum

This article explores the independently curated exhibition, Che Guevara: Revolutionary and Icon, which was on display at the Victoria and Albert Museum, London, in 2006. It analyses the exhibition’s interpretive approach, as well as the tensions between the exhibition’s curator and institution. I focus, in the final instance, on the particular issues associated with the display of revolutionary material culture, as well as the phenomenon of communist kitsch. The article concludes by arguing that art and politics are inextricably linked in revolutionary material, and in derivatives thereof, including those pertaining to Che Guevara. Without interpretation of both aspects, the impact of the whole is diminished. For a satisfactory outcome, I contend, museums must be prepared to take a clear interpretive stance, and accept any criticism or controversy that follows by tackling the issues this type of art and material culture raises, or not at all

Improving Family Readiness at Camp Rudder 6th Ranger Training Battalion

This capstone project met the needs of 6th Ranger Training Battalion(RTB), Family Readiness Group(FRG) members and their families. The resource created teaches new members about the area, mission of the organization, training cycle, shares sample schedules, highlights family opportunities to be involved, and shares tips of how to be resilient through the busy schedule

A Trojan Horse? An icon of the anti-establishment at the Victoria & Albert Museum

This article explores the independently curated exhibition, Che Guevara: Revolutionary and Icon, which was on display at the Victoria and Albert Museum, London, in 2006. It analyses the exhibition’s interpretive approach, as well as the tensions between the exhibition’s curator and institution. I focus, in the final instance, on the particular issues associated with the display of revolutionary material culture, as well as the phenomenon of communist kitsch. The article concludes by arguing that art and politics are inextricably linked in revolutionary material, and in derivatives thereof, including those pertaining to Che Guevara. Without interpretation of both aspects, the impact of the whole is diminished. For a satisfactory outcome, I contend, museums must be prepared to take a clear interpretive stance, and accept any criticism or controversy that follows by tackling the issues this type of art and material culture raises, or not at all

What predicts alumni satisfaction? The impact of investment, involvement, and post -college outcomes

The purpose of this study was to explore the effects of financial investment, involvement, and post-college outcomes on perceived alumni satisfaction. Based on a conceptual framework guided by Alexander Astin\u27s I-E-O model, the researcher developed the displacement model, which illustrated the possibility that one variable could displace the effect of another. This framework also aided in understanding the joint and separate effects of the independent variables of financial investment, involvement, and post-college outcomes on the dependent variable, alumni satisfaction. The analyses also explored the effect of gender and class year on the variables. The researcher surveyed alumni from the graduating classes of 1994, 1999, and 2002 from a selective, public institution on the east coast. The results of this exploratory research indicated a significant relationship between post-college outcomes (combined measure of satisfaction with career and with salary following graduation) and alumni satisfaction as it both correlated with the dependent variable (p\u3c.001) and was the only predictor in the stepwise regression analysis (p\u3c.001). The variables of investment and involvement did not correlate significantly with alumni satisfaction and were not predictors in the regression analysis. However, involvement was significantly correlated with post-college outcomes (p\u3c.05) indicating a possible indirect link between involvement and alumni satisfaction through post-college outcomes. Given prior research indicating a strong relationship between involvement and student satisfaction (Astin, 1993) and considering the skills gained through involvement for career success (Zekeri, 2004), further research should explore this connection

If it’s about me, why do it without me? : genuine student engagement in school cyberbullying education

This study reports on a three-year group randomized controlled trial, the Cyber Friendly Schools Project (CFSP), aimed to reduce cyberbullying among grade 8 students during 2010-2012. In each year, 14-15 year old student ‘cyber’ leaders acted as catalysts to develop and implement whole-school activities to reduce cyberbullying-related harms. This paper examines students’ leadership experiences and the effectiveness of their training and intervention efforts. A mixed methods research design comprising interviews and questionnaires was used to collect data from 225 grade 10 students at the end of their leadership years (2010 & 2011). Four to six cyber leaders were recruited from each of the 19 intervention schools involved in each year of the study. The cyber leaders reported high self-efficacy post-training, felt their intervention efforts made a difference, and experienced a sense of agency, belonging and competence when given opportunities for authentic leadership. They identified key barriers and enablers to achieving desired outcomes. Students greatly valued having their voices heard. Their engagement in the development and delivery of whole-school strategies allowed them to contribute to and enhance efforts to promote their peers’ mental health and wellbeing. However, a lack of support from school staff limits students’ effectiveness as changeenablers.peer-reviewe

If it's about me, why do it without me? Genuine student engagement in school cyberbullying education

This study reports on a three-year group randomized controlled trial, the Cyber Friendly Schools Project (CFSP), aimed to reduce cyberbullying among grade 8 students during 2010-2012. In each year, 14-15 year old student „cyber‟ leaders acted as catalysts to develop and implement whole-school activities to reduce cyberbullying-related harms. This paper examines students‟ leadership experiences and the effectiveness of their training and intervention efforts. A mixed methods research design comprising interviews and questionnaires was used to collect data from 225 grade 10 students at the end of their leadership years (2010 & 2011). Four to six cyber leaders were recruited from each of the 19 intervention schools involved in each year of the study. The cyber leaders reported high self-efficacy post-training, felt their intervention efforts made a difference, and experienced a sense of agency, belonging and competence when given opportunities for authentic leadership. They identified key barriers and enablers to achieving desired outcomes. Students greatly valued having their voices heard. Their engagement in the development and delivery of whole-school strategies allowed them to contribute to and enhance efforts to promote their peers‟ mental health and wellbeing. However, a lack of support from school staff limits students‟ effectiveness as change- enablers.peer-reviewe

Learning potential in persons with serious mental illness: investigating intra-individual differences in the learning process

Title from PDF of title page, viewed on May 22, 2015Dissertation advisor: Melisa RempferVitaIncludes bibliographic references (pages 42-50)Thesis (Ph.D.)--Department of Psychology. University of Missouri--Kansas City, 2014Learning potential has been explored as a possible mechanism to predict positive rehabilitation outcomes in people with SMI (e.g., Green et al. 2000). More recent research has identified a strong relationship between attention and working memory tasks and improvement after training on dynamic assessments (i.e. learning potential), which may indicate a dependence on these key neurocognitive constructs. The primary aim of the current study, to measure the influence of working memory and attention skills within the learning process, is an important next step in current research investigating learning potential in people with SMI. A total of 192 participants with an SMI diagnosis (schizophrenia spectrum, bipolar disorder and major depressive disorder) completed a battery of neurocognitive and psychiatric measures. Participants also completed a testtrain- test intervention using the Wisconsin Card Sorting test. Participants were categorized as high performers, learners or non-learner based on their intervention performance. Correlational analyses revealed that large and moderate effect sizes were seen in relationships between learning potential and variables conceptualized to capture working memory and attention. Further, comparison of the strength of correlations iv between neurocognitive variables and learning potential showed a stronger relationship with tasks associated with working memory. It has been demonstrated that cognitive performance can serve as an indicator of how well a person will do in response to interventions designed to improve functional outcomes. By measuring learning potential performance, intervention response can be further enhanced by identifying target areas for remediation, such as working memory. Rehabilitation efforts and functional outcomes can be strengthened by a greater understanding of the learning process and knowledge of how people with SMI learn, therefore maximizing the utility of current intervention and community services.Introduction -- Review of literature -- Methodology -- Results -- Discussio