Being Raced, Acting Racially: Multiracial Tribal College Students\u27 Representations of Their Racial Identity Choices

In recent years, many studies have clearly documented that mixed-race people are currently engaged in the process of self validation (DaCosta. 2007; Dalmage, 2003; McQueen, 2002; Root, 1996 & 2001; Spencer, J, M., 1997; Spencer, R., 2006a; Thorton, 1992). There is not a lot of empirical research that examines how schools influence the racial identity of multiracial students, in particular mixed-race students that identify as Native American. Even more troubling is the lack of literature on experiences of mixed-race students using racial identity choice as a social and political tool through race discourse and actions. The aim of this qualitative case study was to look at the relationship between the racial agency of multiracial students and the larger white supremacist social structure. The research questions addressed in this study are as follows: (1) How do the formal and informal schooling contexts shape the identity choices of multiracial students? (2) How do the identity choices of multiracial students conform to an/or resist the racialized social system of the United States? This study was conducted at a tribal college in New Mexico with selected mixed-race participants who identified as Native American, or acknowledged Native American ancestry. At the time of data collection, the school enrollment was 513 students, representing 83 federally recognized tribes and 22 state recognized tribes. The presence of a multi-racial body of students created a unique contributing factor of multiracial participants for a broader understanding of mixed-race experiences in cultural and traditional learning environments. The study was conducted using qualitative case study methodology of mixed-race students interviewed in the last weeks of the fall semester (pre-interview) and once during the last few weeks of the spring semester (post interviews). Mixed-race students were asked to discuss nine group sessions during the spring semester their lived experiences that influenced their identity choices. The sample for this study represented mixed-race participants from various tribal communities. In an eight-month time period of the study, nine participants were interviewed and participated in-group sessions. Of the nine total in sample, two were male, seven were female; three were Native American/white, two were black/white/Native American, three were Hispanic/white/Native American, and one were Hispanic/Native American. From my analysis of the nine participants mixed-race experience, three overarching themes emerged: (a) racial(ized) self-perceptions, (b) peer interactions and influences, and (c) impact on academic experiences. Of the nine participants, how a students\u27 race was asserted, assigned, and reassigned appears to be determined by being mixed-race with black versus white or non-black. According to the participants, this particular tribal college did not provide a supportive or welcoming environment. As a result, students were highly stratified based on experiences tied to their phenotype and racial mixture; the more \u27black\u27 they appeared, the more alienated they were. In the classroom, there was often a divide between black/Native mixed-race students versus white/Native mixed-race students, similar to the differences between monoracial white and black student experiences. As a result of dissimilar experiences based on mixedness, there were group association conflicts during their schooling experiences that included feeling vicitimized when their whiteness did not prevail as an asset or being alienated due to blackness. The study also found a clear distinction between the mixed-race black experience versus the mixed-race with white experience based on phenotypic features. Overall, mixed-race with black schooling experiences indicated situations of racial conflict. The findings of this study have policy implications for tribal colleges and other institutions to develop programs and services to help mixed-race students identify and bond with their learning environments.\u2

Social and emotional learning for educators

Teacher quality has become a top priority of the global agenda to improve student academic achievement and behaviour (MacBeath, 2012), and to prepare the world’s children for a global economy (Schleicher, 2016). Education is an essential human right recognised by the United Nations Universal Declaration of Human Rights, which emphasises that “Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace” (Article 26(2)). It is noteworthy that – despite vast differences in goals, resources, and educational system infrastructure – all U.N. Nations recognise the vital role that schools play in supporting the development of key social emotional competencies such as tolerance, respect and understanding. Teachers play a vital role in shaping if, and how, this international vision for education is to be achieved

How do factors preventing the career advancement of women relate to the career advancement of women in NCAA Division III top-level athletic administration?

The underrepresentation of females is not exclusive to only one part of business, but rather, this idea has been seen throughout athletic administration for many years (Acosta & Carpenter 1998, 2004). To illustrate and attempt to explain women in business, previous research has explored the discipline of the vast psychological barriers and the stereotypes that have been prevalent in society. In addition, past research has been focused within Division I colleges under the NCAA. In this study, I will attempt to synthesize my participant’s responses in order to hone in on the athletic administration aspect of business and attempt to understand and report why women are underrepresented in these specific positions. In a survey conducted to 170 NCAA Division III college athletic administrators, I hope to gain knowledge of the similarities between past research findings and relate them to the conclusions drawn from my study to create a comprehensive picture and answer my research question

Catalyst-Switchable Regiocontrol in the Direct Arylation of Remote C—H Groups in Pyrazolo[1,5-<i>a</i>]pyrimidines

The regiodivergent palladium-catalyzed C–H arylation of pyrazolo[1,5-a]pyrimidine has been achieved, wherein the switch in regioselectivity between positions C3 and C7 is under complete catalyst control. A phosphine-containing palladium catalyst promotes the direct arylation at the most acidic position (C7), whereas a phosphine-free catalyst targets the most electron-rich position (C3)

The Relationship between Dietary Protein and Obesity in Multi-ethnic Children

Abstract The purpose of this study was to determine if a relationship existed between children's protein intake and Body Mass Index (BMI) and/or waist circumference. Multi-ethnic students in grades 3-5 from low socio-economic schools participated in the cross-sectional analysis (n= 1960). Height, weight and waist circumference were obtained and BMI was calculated. Dietary Intake was obtained using a 24-hour recall with child. BMI percentile was significantly correlated with dietary intake of total protein (r= -.062; p < 0.01), soy protein (r= -.076; p < 0.01), total fat (r= -.070; p < 0.01), and vegetable protein (r= -.090; p < 0.01). Waist circumference was significantly correlated with total fat (r= -.059; p< 0.01) and vegetable protein intake (r= -.063; p < 0.01). In conclusion, total protein intake was associated with higher BMI and soy and vegetable protein were associated with lower BMI. Increasing non-animal sources of protein may be beneficial in children

Activity-based CAL design: A theoretically-based design method for CAL materials

There has been more than a decade of initiatives to help promote and develop technology in Higher Education. The UK Government has funded projects such as the Computers in Teaching Initiative (CTI), and Teaching and Learning Technology Programme (TLTP), but technology in teaching and learning has still not had the impact promised for Higher Education (Geoghegan 1994). However, Sir Ron Dearing's National Committee of Enquiry into Higher Education (1997) reiterated the commitment to technology in future teaching and learning. At the end of Phase 2 of the Teaching and Learning Technology Programme in 1996, Coopers & Lybrand; the University of London's Institute of Education; and the Tavistock Institute were jointly commissioned to carry out an evaluation of the programme so far. The report was, overall, quite critical of the results of the TLTP. The report recommended that for future development of 'courseware' there be "expertise in design, pedagogy, evaluation and management" - expertise that was not universally found in the projects evaluated. The report also found few "projects which had taken account of pedagogic issues in any systematic way." The report went as far as to say that previous research about the use of technology in Higher Education had simply been ignored. This dissertation presents research addressing these recommendations, with the intent of enhancing future Higher Education Computer Assisted Learning (CAL) materials. This dissertation proposes that one reason for the poor quality of CAL materials, and hence their poor uptake in Higher Education, is the lack of suitable design methods to inform and guide educational software developers. Structured methods for instructional materials do exist - commonly known as Instructional Systems Design (ISD) - however, this dissertation argues that the model of the teaching and learning process implied by ISD is in conflict with current thinking in Higher Education. This dissertation claims that: 1. A new design method based on a more appropriate model of the teaching and learning process can be created. 2. The new design method enhances the CAL design process by focussing designers on pedagogic issues. 3. Scenarios can be used to assist the development of a new design method. In order to understand the requirements for a new design method, design as a general discipline must first be considered. The rationale and benefits of a formal method for design are also considered. Several models of the educational process are discussed in order to find a model suitable for Higher Education. It is proposed that Laurillard's Conversational Framework (1993) is both a suitable model for Higher Education, and a suitable basis for a new design method. Reviews of existing Higher Education CAL materials, evaluated against the Conversational Framework, are presented to support the choice of educational model. Techniques from interactive systems design, commonly used for developing product designs, are described and shown to also be useful in the creation of design methods. The design method produced, called the Activity-Based CAL method or ABC method, is a major outcome of the research recorded here. Following a series of refinements the completed design method was evaluated. Two experiments were conducted: the first experiment presented is a comparative observational study of developers given a design task to perform. One group of developers used the new method, the other used any means they felt appropriate. The second experiment was a comparative study of the new method against an existing method based on a different educational model. Again two groups of 10 subjects were used, this time the subjects were research students and research staff of a computing science department. Protocol Analysis was used on the resulting data collected from both experiments. Results of the analysis demonstrate that use of the new design method caused developers to discuss more high-level pedagogic issues rather than low-level interface and presentational issues - i.e. forcing them to consider pedagogy, which the Cooper Lybrand report (1996) indicated was necessary for future CAL developments. The dissertation concludes that: 1. A new design method - The ABC method - can be created based on a suitable model of the teaching and learning process for Higher Education - Laurillard's Conversational Framework. 2. The ABC method enhances the CAL design process, by focussing designers on pedagogic design issues. 3. Scenarios can be used to assist the development of a new design method. A discussion of the comments given by subjects in the evaluation questionnaire follows, which leads to a discussion of the how the ABC method could be further developed

Group Investigation as a Cooperative Learning Strategy: An Integrated Analysis of the Literature

The cooperative learning strategy of group investigation has been used extensively in elementary and high school classrooms. Whereas this learning strategy seems to benefit low- and middle-achieving students, the performance of high-achieving students seems to change little. This article examines the literature on group investigation as a cooperative learning strategy and offers suggestions for areas of future investigation and research.La stratégie d’apprentissage coopératif qu’est l’enquête collective a été largement utilisée dans les classes à l’élémentaire et au secondaire. Alors que cette stratégie semble porter fruits auprès des élèves dont le rendement est médiocre ou moyen, elle ne semble pas influencer le rendement des élèves très performants. Nous nous penchons sur la littérature portant sur l’enquête collective comme stratégie d’apprentissage coopératif, et offrons des suggestions de domaines pour la recherche à l’avenir

Investigating five key predictive text entry with combined distance and keystroke modelling

This paper investigates text entry on mobile devices using only five-keys. Primarily to support text entry on smaller devices than mobile phones, this method can also be used to maximise screen space on mobile phones. Reported combined Fitt's law and keystroke modelling predicts similar performance with bigram prediction using a five-key keypad as is currently achieved on standard mobile phones using unigram prediction. User studies reported here show similar user performance on five-key pads as found elsewhere for novice nine-key pad users

The History of Little Fire Ant Wasmannia auropunctata Roger in the Hawaiian Islands: Spread, Control, and Local Eradication

The islands of Hawaii have been the battleground for successive “inva- sion waves” by exotic ants for over a century. The arrival of Pheidole megacephala (Fabricius) (the big headed ant) in the late nineteenth century, was followed in 1939 by Linepithema humile (Mayr) (the Argentine ant) and Anoplolepis gracilipes (fr. Smith), (the longlegged Ant) in 1953. The most recent arrival is the little fire ant (Wasmannia auropunctata Roger) which was first recorded in 1999. This paper chronicles the subsequent spread of W. auropunctata through the Hawaiian archi- pelago. Initially introduced and spread via the import and sale of nursery plants, W. auropunctata is now well-established on the island of Hawaii. Ubiquitous on the windward side of Hawaii island, W. auropunctata are now being transported not only via nursery plants but also via non-agricultural products. The prevention, detection and response to W. auropunctata introductions is addressed by infor- mal and ad hoc partnerships between a number of agencies, each contributing to preventing and reducing spread of this species. The draft Hawaii Inter-Agency Biosecurity Plan recognizes and strengthens these partnerships and will contribute positively to Hawaii’s biosecurity system