Understanding Black Student Perceptions of Targeted Student Support Services on a Predominantly White College Campus

Black students\u27 perceptions of their experiences on predominantly White campuses have been marred by a sense of isolation and alienation from the overall campus community. Black students do not feel they have sufficient access to important resources to satisfactorily navigate an unfamiliar campus environment. Support services for Black students, such as ethnically-themed student organizations or mentoring programs, have been implemented to react to and address such perceptions. A review of literature focused on Black student challenges on predominantly White campuses implicated the need for such support services, but there is a need in higher education to have a more detailed understanding of Black students\u27 perceptions of these services and social networks. The purpose of this study was to lay a foundation to detail Black students\u27 perceptions on targeted support services on a predominantly White campus. This research study forms a basis for the description and understanding of Black students\u27 experiences and perceptions of such support services. Knowledge of these perceptions will inform and encourage further research and practice in supporting Black students as they integrate into and navigate an unfamiliar institutional culture as part of a minority group. For this study, phenomenology research methodology allowed Black students to describe their perceptions of targeted support services. Data collection methods included semi-structured, face-to-face, individual interviews conducted in the participants\u27 natural setting, observations in related settings, and examination of relevant artifacts. The results of the study revealed five emergent themes: a) Continuum of Involvement, b) Shared Racial/Cultural Experiences and Agenda, c) Racial/Cultural Identity Expression and Development, d) We are Family, and e) Centralized Hub of Information. The researcher discovered that a larger number of Black students perceived themselves as involved with targeted student support services than can be easily quantified. Additionally, Black students ranging from loosely associated to actively engaged with these services reaped benefits from their presence on campus. Participants described finding comfort from interacting with faculty, staff, and peers of the same race. Participants cited these services as providing a place to display their culture and belong to a close-knit community on campus. Also, participants explained how they saw Black student support services as a resource to help them with myriad issues that befall Black college students on a predominantly White campus

Depression-Biased Reverse Plasticity Rule Is Required for Stable Learning at Top-down Connections

Top-down synapses are ubiquitous throughout neocortex and play a central role in cognition, yet little is known about their development and specificity. During sensory experience, lower neocortical areas are activated before higher ones, causing top-down synapses to experience a preponderance of post-synaptic activity preceding pre-synaptic activity. This timing pattern is the opposite of that experienced by bottom-up synapses, which suggests that different versions of spike-timing dependent synaptic plasticity (STDP) rules may be required at top-down synapses. We consider a two-layer neural network model and investigate which STDP rules can lead to a distribution of top-down synaptic weights that is stable, diverse and avoids strong loops. We introduce a temporally reversed rule (rSTDP) where top-down synapses are potentiated if post-synaptic activity precedes pre-synaptic activity. Combining analytical work and integrate-and-fire simulations, we show that only depression-biased rSTDP (and not classical STDP) produces stable and diverse top-down weights. The conclusions did not change upon addition of homeostatic mechanisms, multiplicative STDP rules or weak external input to the top neurons. Our prediction for rSTDP at top-down synapses, which are distally located, is supported by recent neurophysiological evidence showing the existence of temporally reversed STDP in synapses that are distal to the post-synaptic cell body

The Practice of Government Public Relations

With the recent change of administration in the U.S. executive branch, we have seen increased attention to issues of public information, transparency in government, and government and press relations in the United States and abroad. In addition, rapidly evolving technology and its influence on public communication have left many in government struggling to remain current in this area. Citizens and constituents learn to use interactive tools when searching for information, utilize technology for communications, and now expect government information and services to exist in the same information space as private entities. This book is an effort of leading experts in the field to assist public managers in understanding the nuances of the rules and regulations governing public information, innovative ways to use new technology, how to respond in a crisis, and how to think strategically in crafting a public image. The very practical and applied treatment of these topics should generate the interest of practitioners and policy makers due to the lack of available information on issues of public relations in the public sector. Several chapters contain a Best Practice Checklist as well as other supplemental material (all provided on the CD-ROM that comes with this book) that can be used to implement the strategies outlined in the book. This book is intended to serve as a single source of information for all aspects of governmental public relations. As the U.S. government transitions into a period of more relaxed restriction of public information, public administrators need a book with practical guidelines and applicable tools to assist in this new era of government public communication. In addition, the decline of traditional journalism and the rise of social media are moving targets that are continuing to evolve and require renewed and sustained attention for public administrators to the public relations function. This book addresses some of the common issues and approaches to consider when dealing with this rapidly changing environment. This book is aimed at providing a very practical, hands-on approach for the planning, implementation, and evaluation of various aspects of government public relations. The conception of the book is to serve as a practitioner counterpart to the academically oriented Government Public Relations: A Reader, which was published by Taylor & Francis in 2008 to serve as a textbook in university-level courses. The majority of the chapter authors are current or past practitioners of government public relations crossing all the levels of government, extending outside the United States and in other areas of public service as well (such as nonprofit and nongovernmental organizations [NGOs]). While their writings are informed by the latest research, their interests and orientation are to improving practice. Each chapter is intended to be useful to someone practicing in the field and looking for guidance, resources, practical advice, and best practices

Depressive Symptoms are Associated with Poor Adherence to Some Lifestyle but not Medication Recommendations to Prevent Cardiovascular Disease: National Health and Nutrition Examination Survey (NHANES) 2005-2010

poster abstractDepression has been linked to poor medical adherence; however, most studies have involved persons with preexisting conditions, such as cardiovascular disease (CVD). Our aim was to examine relationships between depressive symptoms and adherence to medication and lifestyle recommendations intended to prevent CVD in a community sample. We selected adults ≥18 years (53%-56% female, 47%-52% non-white) with a history of hypertension and/or hypercholesterolemia, but free of CVD, who participated in 2005-2010 waves of NHANES – a survey of a large probability sample representative of the U.S. population. The Patient Health Questionnaire-9 (PHQ-9) was used to assess depressive symptoms (converted to z-scores). The NHANES Blood Pressure and Cholesterol questionnaire was used to assess self-reported adherence to five medication and lifestyle recommendations: take antihypertensive medication (N=3313), take lipid-lowering medication (N=2266), control/lose weight (N=2177), eat fewer high fat/cholesterol foods (N=2924), and increase physical activity (N=2540). Logistic regression models (adjusting for age, sex, race-ethnicity, education, body mass, diabetes, smoking status, daily alcohol intake and NHANES sample design) revealed that a 1-SD increase in PHQ-9 total score was associated with a 14% lower likelihood of adherence to the control/lose weight recommendation (OR=0.86, 95% CI: 0.75-0.98, p=.02) and a 25% lower likelihood of adherence to the increase physical activity recommendation (OR=0.75, 95% CI: 0.65-0.86, p<.001). PHQ-9 total score was not associated with the likelihood of adherence to antihypertensive medication (OR, 0.93, 95% CI: 0.82-1.05, p=0.21), lipid-lowering medication (OR=0.99, 95% CI: 0.86-1.14, p=0.90), or eat fewer high fat/cholesterol foods recommendations (OR=0.94, 95% CI: 0.82-1.08, p=0.40). Adherence rates for depressed verses nondepressed adults to the control/lose weight recommendation were 75% and 85% and the increase physical activity recommendation were 63% and 79%, respectively. Our findings suggest that poor adherence to weight and activity recommendations, but not medication and diet recommendations, may partially explain the excess CVD risk of depressed persons

Leveling the Playing Field: Supporting Neurodiversity via Virtual Realities

Neurodiversity is a term that encapsulates the diverse expression of human neurology. By thinking in broad terms about neurological development, we can become focused on delivering a diverse set of design features to meet the needs of the human condition. In this work, we move toward developing virtual environments that support variations in sensory processing. If we understand that people have differences in sensory perception that result in their own unique sensory traits, many of which are clustered by diagnostic labels such as Autism Spectrum Disorder (ASD), Sensory Processing Disorder, Attention-Deficit/Hyperactivity Disorder, Rett syndrome, dyslexia, and so on, then we can leverage that knowledge to create new input modalities for accessible and assistive technologies. In an effort to translate differences in sensory perception into new variations of input modalities, we focus this work on ASD. ASD has been characterized by a complex sensory signature that can impact social, cognitive, and communication skills. By providing assistance for these diverse sensory perceptual abilities, we create an opportunity to improve the interactions people have with technology and the world. In this paper, we describe, through a variety of examples, the ways to address sensory differences to support neurologically diverse individuals by leveraging advances in virtual reality

A Virtual Reality System for Practicing Conversation Skills for Children with Autism

We describe a virtual reality environment, Bob’s Fish Shop, which provides a system where users diagnosed with Autism Spectrum Disorder (ASD) can practice social interactions in a safe and controlled environment. A case study is presented which suggests such an environment can provide the opportunity for users to build the skills necessary to carry out a conversation without the fear of negative social consequences present in the physical world. Through the repetition and analysis of these virtual interactions, users can improve social and conversational understanding

2013-2014 Clemson LGBTQ Task Force Recommendations

In December of 2011, a group of faculty, staff, students, alumni, and other Clemson community members came together to discuss the invisibility of the queer and trans communities in the “Clemson family” message. The event was held at the Madren Center and sponsored in part by the then‐Dean of Students Joy Smith. One of the motivating factors of the meeting was Clemson University’s unfortunately low score, 2 out of 5 stars, on the National LGBT‐Friendly Campus Climate Assessment tool from Campus Pride. The average score among the Top‐20 Public Schools (U.S. News & World Report, 2013) is 4.4 out of 5 stars. Of the Top‐25 Public Schools, only Clemson scored below a 3 out of 5 stars. Our main motivation stemmed from the controversial off‐campus beating of a gay Clemson student. Leading up to the confrontation gay slurs were used against two students and one student suffered a physical attack. From the meeting’s exhaustive list of findings, three items were identified as priorities: establishment of a LGBTQ commission, establishment of a LGBTQ resource center, and same‐sex spousal benefits. Of the three, the establishment of a commission was pursued by Leon Wiles (Chief Diversity Officer), Susan Hilligoss (English faculty), and Joshua Morgan (library staff). Bylaws were drafted, and in November of 2012, a smaller representative group appeared before President Jim Barker to present their rationale for the establishment of a commission. The president responded by appointing a task force to act in an advisory capacity and to continue the discussion about how to make members of the queer and trans communities feel welcome and safe in the Clemson family

Building Bridges Through Understanding the Village Workshop: Transforming Nursing Students\u27 Perspectives of Indigenous People and Canadian History - Atelier « Building Bridges Through Understanding the Village » : Transformer la vision qu’ont les étudiantes en sciences infirmières des peuples autochtones et de l’histoire du Canada

A mixed methods design using a cross-sectional survey was used to describe participants’ experiences of an experiential workshop entitled Building Bridges Through Understanding the Village. The Building Bridges workshops were held at a university located in Western Canada in 2016 with 213 attendees. Informed by Indigenous epistemology, cultural safety, and Kolb’s experiential learning theory, a student-led team comprised of undergraduates, graduates, and faculty members planned, implemented, and evaluated an arts-based experiential workshop. Following acquisition of a signed informed consent, 159 participants consented to evaluate the workshop. The majority of workshop participants were undergraduate nursing students. Overall, the workshop was positively reviewed and highly rated. The overarching theme in the narrative responses about the workshop was “Words can only do so much.” This theme encapsulated three categories: 1) Imaginative empathy, 2) Made me feel made me think, and 3) Moving towards reconciliation. The results support the evidence that meaningful learning occurs through personal experience, reflection on those experiences, and integration of the new knowledge. The role-playing aspect of this workshop engaged attendees in a novel learning activity and facilitated an iterative cycle of experience (role-playing) and reflection (group discussion and narrative responses). By inviting participants to step into the lives of Indigenous peoples throughout history and feel what they might feel, deep insights were elicited at both a cognitive and emotional level. This workshop is one of many strategies to ensure that the Truth and Reconciliation Calls to Action are honored. Nursing educators from across Canada are encouraged to consult Elders from local Indigenous communities and implement similar experiential workshops for their students to enhance their understanding of Canada’s history and promote culturally safe nursing practice. Further research is needed to explore the impact of other educational strategies to adequately prepare nursing students for entry-level competencies. In particular, a future study is needed to explore Indigenous patients’ perspectives of their interactions with these workshop participants. Résumé Un devis mixte à partir d’un sondage transversal a été utilisé afin de décrire les expériences des participantes dans le cadre d’un atelier expérientiel nommé Building Bridges Through Understanding the Village [Construire des ponts en comprenant le village]. Ces ateliers, auxquels ont participé 213 personnes, ont eu lieu dans une université de l’ouest du Canada en 2016. Se basant sur une épistémologie autochtone, la sécurisation culturelle et la théorie de l’apprentissage expérientiel de Kolb, une équipe menée par des étudiantes et comprenant des étudiantes de premier cycle, des cycles supérieurs et des membres du corps professoral a planifié, tenu et évalué un atelier expérientiel utilisant les arts. Après une approbation éthique, 159 participantes ont signé un formulaire de consentement éclairé et accepté d’évaluer l’atelier. La majorité d’entre elles étaient des étudiantes de premier cycle en sciences infirmières. De manière générale, l’atelier a reçu une évaluation positive et des scores élevés. Le thème central tiré des réponses rédigées au sujet de l’atelier était “Words can only do so much.” [ Il y a une limite à ce que l’on peut faire avec les mots]. Ce thème englobait trois sous-thèmes : [traductions] 1) Empathie créative, 2) M’amène à ressentir, m’amène à penser et 3) Avancer vers la réconciliation. Les résultats soutiennent ceux des recherches antérieures à l’effet que des apprentissages significatifs sont réalisés grâce aux expériences personnelles, à la réflexion sur ces expériences et à l’intégration des nouvelles connaissances. L’élément jeu de rôle de l’atelier engageait les participantes dans une activité d’apprentissage innovante tout en facilitant le cycle itératif d’expérience (jeu de rôle) et de réflexion (discussions de groupe et réponses sous forme de récits). En invitant les participantes à jouer le rôle de personnes autochtones à travers l’histoire et à ressentir ce qu’elles ont sans doute ressenti, des prises de conscience profondes sur les plans cognitif et émotionnel ont été suscitées. Cet atelier est l’une des stratégies conçues pour assurer que les Appels à l’action du Rapport sur la vérité et la réconciliation soient respectés. Les professeures en sciences infirmières au Canada sont encouragées à consulter les Anciens de leurs communautés autochtones locales et à créer des ateliers expérientiels similaires pour leurs étudiantes, afin d’améliorer leur compréhension de l’histoire du Canada et de promouvoir une pratique infirmière culturellement sécuritaire. D’autres recherches s’imposent pour explorer les retombées d’autres stratégies d’apprentissage qui visent à bien préparer les étudiantes de sciences infirmières à exercer les compétences requises à l’entrée dans la pratique. Plus particulièrement, une étude explorant le point de vue des patients autochtones concernant leurs interactions avec les participantes de cet atelier serait nécessaire

Feminist Reflections on the Scope of Labour Law: Domestic Work, Social Reproduction and Jurisdiction

Drawing on feminist labour law and political economy literature, I argue that it is crucial to interrogate the personal and territorial scope of labour. After discussing the “commodification” of care, global care chains, and body work, I claim that the territorial scope of labour law must be expanded beyond that nation state to include transnational processes. I use the idea of social reproduction both to illustrate and to examine some of the recurring regulatory dilemmas that plague labour markets. I argue that unpaid care and domestic work performed in the household, typically by women, troubles the personal scope of labour law. I use the example of this specific type of personal service relation to illustrate my claim that the jurisdiction of labour law is historical and contingent, rather than conceptual and universal. I conclude by identifying some of the implications of redrawing the territorial and personal scope of labour law in light of feminist understandings of social reproduction