Alien Registration- Welch, Elizabeth (Porter, Oxford County)

https://digitalmaine.com/alien_docs/22437/thumbnail.jp

Damon Hill

“Damon Hill” acts as a physical record of the family folklore of a group of people formed by landscape and kinship. As a member of this group, I have translated my family’s stories into a visual narrative as a way to process my own identity in relation to our shared identity. The focus of “Damon Hill” rests primarily on the lives of my female predecessors, as a way for me to contribute their unique voice to the overarching feminine narrative. I incorporate the visual representation of traditionally feminine handicrafts in order to relay their stories through the primary means of creative expression accessible to women throughout history

Evidence-Based Practice for the Athletic Training Profession

As evidence-based practice (EBP) becomes a necessity in athletic training, it is essential to recognize current barriers and modes of accessibility to information for enhancement of clinical decision-making. Furthermore, the effectiveness of educational interventions (EI) to enhance knowledge of EBP concepts must be investigated. The aim of Project I was to assess attitudes and beliefs, perceived barriers, and accessibility to resources of EBP among athletic trainers (AT). Project II was designed to investigate the effect of an EI on enhancing AT\u27s knowledge of EBP concepts. Project III explored ATs\u27 experiences of the EI and whether it elicited changes within their educational or clinical practices. The Evidence-Based Concepts Assessment (EBCA) was utilized in Project I to survey 1,209 athletic training educators, clinicians, and post-professional students. Overall, participants agree (3.27) EBP has various benefits to clinical practice and disagree (2.23) that there are negative perceptions associated with EBP. Clinical prediction rules (22.1%) and Cochrane databases (22.8%) were the two resources with the least direct access. Time (76.6%) and availability of EBP mentors (69.6%) were the two most prevalent barriers towards implementation of EBP. Project II consisted of the development of 10 online modules focusing on various EBP concepts; these online modules were assessed through a randomized controlled trial design among 164 athletic training educators, clinicians, and students. Composite scores on the Evidence-Based Practice Knowledge Assessment prior to implementation phase did not differ between the control and experimental group (MCPre=30.12±5.73, M EPre=30.65±5.93); however, the experimental group (M EPost=36.35±8.58) obtained significantly higher scores (P=0.013) on the post-assessment compared to the control group (MCPost=30.99±6.33). No differences were identified between time instances within the control group ( P=0.080); however the experimental group obtained significantly higher scores on the post-assessment than the pre-assessment (P\u3c0.001). The 25 ATs (12 educators, 13 clinicians) interviewed six months following the implementation of the online modules identified knowledge gain and enhanced importance of EBP as beneficial outcomes of the modules. Educators described a positive impact on teaching as well as the ability to instill value and practice of EBP among students. Clinicians reported an enhanced ability to implement EBP following the modules, but that the EI did not directly impact behavioral changes within daily clinical practice. Strategies to incorporate EBP throughout the athletic training profession were also identified

Towards A ‘Pedagogy Of Hybrid Masculinities’: The Effects Of Teacher-Selected Vs. Student-Selected Informational Texts On The Literacy Achievement And Masculine Identities Of Middle-Level Males

The purpose of this study was to determine whether teacher-selected informational texts or student-selected informational texts best contribute to literacy achievement and engagement for middle-level males and to examine middle-level males’ perception of the relationship between masculine performance and literacy practice. For the purposes of this study, literacy achievement was measured using pre-test/post-test comparison on an assessment which measured participants’ ability to determine the central idea of an informational text while engagement and the relationship between masculine expression and literacy achievement were analyzed using observational field notes and semi-structured focus group interviews. Over a nine-week period during the first nine-week academic quarter, students participated in reading workshops during which one group was allowed to choose their own informational texts for literacy practice while the other engaged in literacy practice using texts the teacher-researcher chose. Data were collected from a pre-test and a post-test, observational field notes, semi-structured interviews, and a focus group. Using what the teacher-researcher proposes as a conceptual framework—a ‘pedagogy of hybrid masculinities’—which rejects categories of masculine expression, the results of the present study revealed no significance between teacher-selected or student-selected texts. Data collected from focus group interviews revealed boys’ layered and often-contradictory masculine performances that were at play in their literacy practice. In other words, throughout their literacy practice, boys negotiated the ways through which they performed their masculinity, directly contributing to the ways that they engaged with texts and interacted with others. The boys revealed the need for pedagogy which provides an individualized perception of success, the capacity for fluid masculine performances, and the visibility of counter-hegemonic practices. Study results guided the development of an action plan to communicate results with stakeholders, to provide professional development for teachers seeking to improve the literacy performance of middle-level males, and to conduct future research

Incivility in the Workplace: The Experiences of Female Sport Management Faculty in Higher Education

Access to higher education for women has dramatically increased in the United States during the past 50 years. Female college graduates have reversed the figures and gone from being outnumbered by their male counterparts 3 to 2 in the 1970s, to now outnumbering male college graduates 3 to 2. Women also graduate from masters and doctoral programs at a higher rate than men. However, increases in the number of women obtaining college and advanced degrees has not translated to comparable representation in faculty positions or leadership roles in higher education. This lack of women in leadership positions, as well as perceived discrimination against female faculty, may be even more of a concern in sport management programs. Sport is considered a male domain, and women are often seen as intruders in this realm. The purpose of this study was to examine the manifestation of incivility from colleagues and superiors experienced within a sample of female sport management faculty members utilizing social identity theory as a guiding framework. Incivility was conceptualized for the current study as deviant behavior that is not necessarily intended to physically harm the target (e.g., belittling others, showing disdain to someone while they are talking, engaging in outside tasks during meetings)

Adaptation, accessibility, and creative autonomy in Helen Fielding’s Bridget Jones series

Though feminist scholars criticize Helen Fielding’s Bridget Jones series as they feel that Bridget’s diary minimizes her work, close analysis reveals that Bridget’s work is equally important to her as her relationships. The novels charts Bridget’s linear progression toward autonomy and creative freedom, and her work mistakes function as ironic commentary on the creative industries. Though she critiques the entertainment industry, she validates its accessibility to a variety of audiences, particularly through adaptations. Throughout the series, Bridget documents her own life into her diary, and, in the final two novels, adapts her past diaries for a new purpose. The diary form departs from Austen’s more distanced narrator as well as from the traditional scholarship on the diary, which dictates the diary as a way to work through trauma. Fielding alters the diary form, and through her use of interiority, creates a complex protagonist whose success does not make her inaccessible

Media literacy education applications: Twilight and Grey's Anatomy as anti-feminist media

This study is a content analysis of two forms of current media: The New York Times bestselling book Twilight and the Emmy award winning series Grey's Anatomy. The female characters in both formats are analyzed using a feminist lens and a focus on social role development as the characters are incorporated into the plot. The findings of this study are that there are negative images of females in media that could be bad examples to young girls. Several TV tropes were identified as characters, including the damsel in distress, the bitch, the hysterical woman, and the slut. Although one character was a moderate archetypal character, overall there were more negative than positive images. Media literacy education implications include the need for schools to incorporate these elements into the curriculum in order to help students evaluate media in a healthy way.School of Teaching and Curriculum Leadershi