'Asexual isn't who I am': the politics of asexuality

Some literature on asexuality has claimed that it is inherently radical and contains the potential for resistance. Unfortunately, this literature has tended to be unempirical, has imagined asexuality as a disembodied entity, and has marginalised the multiple identities held by asexual people. This article, inspired by Plummer’s critical humanist approach, seeks to explore how individuals understand their asexuality to encourage forms of political action in the areas of identity, activism, online spaces, and LGBT politics. What we found was a plurality of experiences and attitudes with most adopting a pragmatic position in response to their social situation which saw large-scale political action as irrelevant. We conclude by reflecting on what these results mean for those who see asexuality as potentially radical

What Made Me the Teacher I Am Today? A Reflection by Selected Leonore Annenberg-Woodrow Wilson Teaching Fellows

The report offers a series of short essays from 18 teachers, each reflecting on what inspired and guided them into the teaching profession. Some of the highlights include:"I've come to realize that my learning process in the classroom actually feels a whole lot like the science I practiced at the bench: engineering experimental procedures, collecting and analyzing data, and formulating questions about next steps. It turns out that my scientific worldview can really improve learning outcomes for my students," said Kristin Milks, a biology and earth science teacher in Bloomington, IN, who enrolled in a teacher preparation program shortly after completing her Ph.D. in biochemistry."What transforms someone from being a good teacher to being a great teacher is the passion to make connections with students, to constantly evaluate and adjust their practice to do what is in the students' best interest," said Catherine Ann Haney, a Virginia Spanish teacher who has recently been teaching in Santiago, Chile."Enrolling in a teacher education program, instead of starting my career as a teacher first and then obtaining my master's degree after, meant I had a cohort of other soon-to-be teachers to learn with as we persevered through a very rigorous and demanding year," said Jeremy Cress, a math teacher in Philadelphia."I realized that being a good math teacher does not mean explaining clearly, making kids like me, or making math fun. Rather, it means giving students the opportunity to solve problems by themselves from start to finish, to struggle and persevere, and to learn from each other's particular strengths," said Brittany Leknes, a math teacher from Sunnyvale, CA."Together my students and I co-create their identities, their sense of themselves, and their understanding of their place in society. Because I believe wholly in my students' own power, I teach to disrupt school cultures that suggest that students need to be anything less than their whole selves," said Kayla Vinson, who taught social students in the Harlem Children's Zone.Created in 2007, the Leonore Annenberg-Woodrow Wilson Teaching Fellowship was designed to serve as the equivalent of a national "Rhodes Scholarship" for teaching. Working with Stanford University, the University of Pennsylvania, the University of Virginia, and the University of Washington, the Woodrow Wilson Foundation provided $30,000 stipends for exceptionally able candidates to complete a yearlong master's degree program. In exchange, the teacher candidates agreed to teach for three years in high-need secondary schools across the country. The Leonore Annenberg Teaching Fellowship was funded through grants from the Annenberg Foundation and Carnegie Corporation of New York. It served as the basis for the Woodrow Wilson Foundation's successful Teaching Fellowship program, which now operates in five states (Georgia, Indiana, Michigan, New Jersey, and Ohio), operating in partnership with 28 universities. Woodrow Wilson Teaching Fellows complete a rigorous yearlong master's degree program, coupled with a robust yearlong clinical experience. Once they earn their degrees, Woodrow Wilson Teaching Fellows teach in high-need STEM classrooms, while receiving three years of coaching and mentoring

Creating and Sustaining a Missional Movement in America

This project seeks to create a paradigm and plan that would generate a sustainable missional movement in America. America, since her founding, has been home to many revivals. However, there have only ever been two missional movements, the Methodist and Baptist in the 18th and 19th century. For decades, the American Church has watched the general population increase while church attendance, participation, and involvement decrease. While the American Church loses its impact on society, the Global South and Global East are experiencing missional movements. A new missional paradigm and plan is needed to reach America, especially as culture increasingly becomes hostile towards Jesus-followers. This project will provide a qualitative analysis of the missional roots in the early church in the New Testament, missional movements throughout church history, recent American sociological movements, and an anonymous survey to 30 church leaders. Based on this research, the project will illustrate how to create and sustain a missional movement in America. The project will inspire Christian leaders to remove the current ecclesiological philosophy and insert a missional paradigm into the DNA of their churches so that each Christ-follower is encouraged and equipped to become missionary agents in and for their communities

Making an impact

Archaeologically preserved ‘hunting lesions’ — skeletal damage on prey resulting from weapon impacts — provide clear evidence that humans engaged in hunting. Writing in Nature Ecology & Evolution, Gaudzinski-Windheuser et al.1 present the earliest unambiguous examples of hunting lesions, discovered in faunal collections from the 120,000-year-old Neanderthal site of Neumark-Nord 1 in Germany. Their work demonstrates that Neanderthals hunted prey and sheds light on their hunting strategies, such as the kinds of prey they exploited, whether throwing or thrusting was employed, and in what kinds of habitat they hunted

The Cause-Effect Relationship between Student Engagement and Numerical Scores in Residential Higher Education FACS Courses

The presence of student engagement is believed to increase student achievement. Student achievement can be measured by school attainment, student attitudes, retention rates, course depletion, and numerical grades. Studies have examined the effect of student engagement on student achievement in online and blended modalities, but minimally in face-to-face learning. Researchers have inspected the relationship between student engagement, achievement, and program retention in residential Family and Consumer Sciences (FACS) programs, with the belief that greater engagement in these programs can improve retention and achievement scores. The purpose of this quantitative causal-comparative study was to examine the relationship between student engagement and numerical grade scores between residential Family and Consumer Sciences courses. A total of 172 participants were selected using a convenience sampling method. Two groups of FACS students, interior design and family and child development, were surveyed using the Perceptions of Student Engagement instrument. A one-way multivariate analysis of variance was performed to compare engagement scores with numerical grade scores between the two groups. The result of the MANOVA between the groups on the combined dependent variables were statistically significant and the null hypothesis was rejected at a 95% confidence level where F(2, 164) = 11.68, p \u3c.01, partial η2 = .125. The effect size as measured by partial eta squared was extremely large. Suggestions for future research include repeating the study at other higher education FACS programs, between broader groups of residential classes, and examining the impact of instructional pedagogy methods on student engagement and achievement in residential learning

A preliminary report on some diseases of chickens

Cover title.Bibliography: p. 7.Mode of access: Internet

A preliminary report on the so-called cerebro-spinal meningitis of horses

"July, 1908"Cover title.Bibliography: p. 17.Mode of access: Internet

Reduced Intraspecific Variation in Foliar Micro and Macronutrients among Quercus Garryana Trees in the Expanded Range May Contribute to Outbreaks of a Range Expanding Insect

Due to the effects of rising global temperatures and the abrupt changes in ecosystems, phytophagous insects are expanding their ranges poleward. An oak gall wasp,Neuroterous saltatoris, has expanded its range from mainland North America to Vancouver Island, British Columbia, and is outbreaking in its expanded range causing damage to its host plants Quercus garryana. Q. garryana has reduced genetic diversity with decreased intraspecific variation towards the poles. This research group collected leaves from trees that ranged from low to highly infested. Leaves were dried and ground and levels of macronutrients and micronutrients were measured. Higher intraspecific variation in nutrients were found among trees in the native compared to the expanded range, which may underlie patterns of higher patchiness of N. saltatorius-infested trees in the native range. It was also determined what nutrients are influencing the infestation of N. saltatorius.https://orb.binghamton.edu/research_days_posters_2024/1141/thumbnail.jp