Exploring Higher Weight Women\u27s Experiences of Provider Weight Stigma

The purpose of this phenomenological study is to explore the phenomena of weight stigma as experienced by higher weight women in mental health treatment who also engage in restrictive eating behaviors. Women in larger bodies who are emotionally or behaviorally restrictive in their eating behaviors face a unique set of challenges and barriers. These include challenges due the disordered eating behaviors themselves, along with barriers related to weight stigma perpetuated by the mental health providers treating them (Harrop, 2019). Distinct hurdles to proper treatment including delay of diagnosis, longer duration of symptoms, and increased distress related to eating and body image over a lifetime plague this subset of women (Sawyer et al., 2016). In addition, these clients experience greater delays in care than clients who are considered “normal” weight or underweight (Drury et al., 2002). This gap in care is perpetuated by provider weight stigma, (Lebow et al., 2015), along with societal barriers to care related to weight stigma (Cachelin et al., 2001). The goal of this study is to illuminate these women’s experiences, with the hope that the findings may contribute to the education of current and future counselors

Cystitis in a Bovine

A Hereford cow, age 5 1/2 years, was admitted to Stange Memorial Clinic on Oct. 20, 1951, for sterility examination with a history of having been bred several times. The cow had been purchased and at the time of purchase was with calf. She gave 108 birth to a normal healthy calf, but would not conceive subsequently

Now Is the Time

In an era when intense pressure has been brought to bear on educators at all levels to “fix” education, Progressive Practices in Public Schools is designed to shine a light on the programs and pedagogy that are too often hidden from public view. The goal is to highlight what is hopeful by identifying educators who model rich, complex, and compelling alternatives to what is on offer from many contemporary “reformers.

How does McLuhan mean?

Call number: LD2668 .T4 1968 M667Master of Scienc

Temperature dependence of ice-on-rock friction at realistic glacier conditions

Using a new biaxial friction apparatus, we conducted experiments of ice-on-rock friction in order to better understand basal sliding of glaciers and ice streams. A series of velocity-stepping and slide–hold–slide tests were conducted to measure friction and healing at temperatures between −20°C and melting. Experimental conditions in this study are comparable to subglacial temperatures, sliding rates and effective pressures of Antarctic ice streams and other glaciers, with load-point velocities ranging from 0.5 to 100 µm s−1 and normal stress σn = 100 kPa. In this range of conditions, temperature dependences of both steady-state friction and frictional healing are considerable. The friction increases linearly with decreasing temperature (temperature weakening) from μ = 0.52 at −20°C to μ = 0.02 at melting. Frictional healing increases and velocity dependence shifts from velocity-strengthening to velocity-weakening behaviour with decreasing temperature. Our results indicate that the strength and stability of glaciers and ice streams may change considerably over the range of temperatures typically found at the ice–bed interface

An Integrative Pedagogical Approach to Teaching Counseling Supervision

Counselor Education programs are required to prepare doctoral students to become supervisors, however there is both no single agreed upon pedagogy or method, as well as a seeming lack of culturally responsive pedagogy or teaching methods for instructing students in learning and developing supervision knowledge and skills in counseling supervision courses (Korcuska, 2016). The authors propose the integration of established pedagogical approaches to address students’ implicit and explicit bias in order to develop cultural competence and humility in becoming culturally responsive supervisors. The authors provide an overview of Critical Race, Feminist, and Experiential Learning theories and how these theories can be infused to enable Counselor Educators to teach future supervisors with a diverse blend of methods. A sample case study is provided

A Complexity Analysis of Two Teachers’ Learning from Professional Development: Toward an Explanatory Theory

Thesis advisor: Marilyn Cochran-SmithProfessional development is widely viewed as a key lever for school change. Each year, federal and state governments pour billions of dollars into developing teachers, while researchers seek to identify which professional development programs are most effective. However, even as consensus has been growing in the research and policy communities about what constitutes high-quality professional development, teachers continue to vary greatly in what and how much they learn through such programs. There is no theory of teacher learning that explains this variation. In this dissertation—a comparative case study of two teachers from the same school who were participating in the same professional development initiative —I used complexity theory as a lens to understand teacher learning as a complex system. The intention was to develop causal explanations of teacher learning that accounted for the interactions between a particular teacher, a particular school, and a particular professional development. Data analysis revealed that whether, what, and how the teachers learned through professional development was contingent upon learning conditions that resulted from three intersecting systems: the teacher, the school, and the professional development. Although they were colleagues, the two teacher participants experienced professional development under different learning conditions, resulting in different learning outcomes; one teacher changed little, while the other ultimately transformed some of her beliefs and classroom practices. I found seven structural elements, across the three system levels, that shaped the system of teacher learning. Based on my analysis, I propose an analytic framework that can be used to analyze the conditions within and the interactions between the three systems. By offering a new means to analyze professional development through a complexity lens, this study contributes to a broader understanding of teacher learning. There are also important implications for designing and selecting professional development that will meet the needs of individual teachers in specific school contexts.Thesis (PhD) — Boston College, 2018.Submitted to: Boston College. Lynch School of Education.Discipline: Teacher Education, Special Education, Curriculum and Instruction

Capturing Micro-Expressions on Zoom: A Promising Sales Opportunity

The subtleties of salesmanship are changing in this virtual world of online communication. This proof-ofconcept study examines the feasibility of capturing customer images at the two, ten, and thirty-second intervals following a Zoom platform's sales query. A captured image underwent a micro-expression analysis employing a computer-driven program that generates an emotional-algorithm analyzing the emotions of happy, neutral, sad, disgust, fear, surprise, and anger. This algorithm enabled researchers to predict a purchase-decision using proprietary artificial intelligence software. Findings suggest that microexpressions captured at the two-second interval exhibited a significant relationship with a customer's purchase decision. A summary table provides a detailed overview of all results using the acronym [MICRO]