The article focuses on the influence of author Willa Cather's Roman Catholic imagination on her works, in which topics discussed include Thomas Aquinas' doctrine of analogy, the depiction of the Roman Catholic world in the novel "Death Comes for the Archbishop" and the difference between Cather and Father Latour's perceptions of the world.
This work analyzes a Grade 9 English Language Arts classroom discussion for moments of resistance and asks, What does student resistance accomplish when viewed as racial wisdom? Drawing from “posts” traditions, we analyzed the discussion’s intra-actions or entanglements in order to more clearly understand how students draw from their “well of knowledge” to resist. Findings indicate student resistance interrupts the grammar of schooling and, at the same time, creates new openings for other ways to disrupt and resist. This work demonstrates the importance of situating resistance as counter narratives grounded in racial wisdom that work to reconfigure interpretations and definitions of personal and social identities situated more completely within embodied experiences.
Faculty today often struggle with students' poor writing skills, failing to get the quality of written work that they imagine students can do. The traditional assignment of a research paper inadequately addresses the disciplinary and process issues of getting students to write well in classes. This session will address two related elements of these challenges: Teaching students how to write effectively as part of course content and using writing strategies to teach content. Participants will examine a sample writing integration plan in a sociology course, discuss ways to adapt it to their own disciplines, and then examine writing-to-learn strategies meant to help students remember content and/or generate critical perspectives. The sample plan, a list of activities, and a reference sheet will be provided to each participant.
Presented in the Community Engagement track. and The students in the Fall 2019 ENG 210 Public Action Writing collaborated with The Learning Tree to study desire-frameworks and asset-based community development practices. Students then documented the gifts, talents, and passions of residents in the Near Northwest Area. Over the semester, students and residents wrote collaboratively to create several projects that challenge stereotypes commonly associated with urban areas. This poster will showcase the resulting projects, share student and resident perspectives, and describe asset orientations.
Participants will create writing prompts in support of strategic instruction and brainstorm ways that strategic instruction can teach what students need in order to perform successfully on course writing assignments.
BACKGROUND: Trigeminal Neuralgia (TN) is a well-recognized facial pain syndrome. Discrete forms with disparate pain symptoms include TN1 and TN2, however, atypical facial pain includes neuralgiform pain along a spectrum. The majority of TN is diagnosed in the adult population. Case reports and series in children present TN as a similar diagnosis which can be similarly treated as in adults. This manuscript reviews pertinent literature and presents two pediatric TN cases successfully treated with microvascular decompression (MVD). CASE DESCRIPTION: Two pediatric patients (ages 12 and 15) were identified with TN that was refractory to previous medical therapy. The patients were both deemed appropriate surgical candidates and were treated with MVD to manage their TN. TN compression was arterial in both cases and involved portions of the anterior inferior cerebellar artery. Patient 1 was found to be pain-free 6 months following the procedure. Patient 2 was pain-free immediately following the procedure and has since been weaned off preoperative symptomatic management. The most recent follow-up is 12 and 8 months, respectively, with continued pain freedom. CONCLUSIONS: There are few reports on the effectiveness of MVD in the pediatric population for the management of TN. Supporting literature, as well as the cases presented, demonstrate that MVD is an effective treatment for pediatric patients in managing their TN. Furthermore, there appears to be minimal side effects, with excellent pain relief with MVD in this patient population
Inspired by the knowledge that the most pressing and enduring societal challenges of today and tomorrow are global in nature and the fundamental belief that integrative global learning is the essential heartbeat of a meaningful college education, the ‘Women’s Rights and Gender Empowerment’ archive features collaborative study abroad, student research. In collaboration with Partners of America and in partnership with Professor Ana Paula Costa at the Universidade Federal Do Rio Grande Do Sul, the first “Women’s Rights and Women’s Empowerment in the Western Hemisphere: A Global Perspective” was offered for students to travel and research in Porto Alegre, Brazil from June 1-June 10 of 2017. In the spring semester leading up to their travel, students studied the impact of international charters and diverse international efforts on the elimination of discrimination against women and girls, and the achievement of equality between women and men in the specific context of Brazil. Students selected specific projects on women and gender; the projects invited students to first explore their issue in the United States, and then to develop a comparative analysis in Brazil.
When the Sisters of St. Francis of Oldenburg founded Marian College in Indianapolis in 1937, they realized their vision of a rigorous, exemplary liberal arts education for women focused on empowering its students to effect positive and enduring change in the world. At a time in our nation’s history when most women were denied the formal educational opportunities available to men, Marian College fostered the development of transformative women leaders. The Sisters’ stated resolve “to do the best that can be done” in building the school informed the institution’s fundamental understanding of its academic mission: “Marian College endeavors to permeate every aspect of its curriculum with the spirit of Franciscan joy, so that its students…may contribute constructively to the home, the Church, the civic community, and the world.” Since its inception, a Marian education developed leaders intent on improving the lives of others. From their strength as a community they provided a model of collaborative, inspiring leadership dedicated to the realization of a more just and equitable world through academic excellence and social responsibility.
This project is a collection of oral histories delivered by numerous Sisters of St. Francis. While discussing their own personal histories, they also provide a deep and genuine insight of life and service "in community", at their convent in Oldenburg, Indiana. The goal of this collection is to preserve their legacy so that it may be applied across curriculums that include models of leadership, service, and international relations.
Note: Interviews were conducted by Professor Mary Ellen Lennon between 2014-2016. Processing of the audio and transcription content was performed by Hackelmeier Memorial Library staff. Loose transcriptions were based on guidelines established by Baylor University. Record bibliographic structure was inspired by the Jefferson Digital Commons First Women at TJU collection. Use of Oldenburg convent images were kindly granted by Beverly Wilson at the Oldenburg Franciscan Center. Photographs were generously provided by Pulitzer Prize winning photographer and Marian University faculty member Bill Foley.