The winds of change? Exploring political effects of Hurricane Andrew

Before dawn on August 24, 1992, Hurricane Andrew smashed into south Florida, particularly southern Dade County, and soon become the costliest natural disaster in U.S. history. Andrew's impacts quickly overwhelmed local and state emergency response capabilities and eventually required major federal assistance, including regular military units. While the social and economic impacts of Hurricane Andrew are relatively well researched, much less attention has been given to its possible political effects. ^ Focusing on incumbent officeholders at three levels (municipal, state legislative, and statewide) who stood for reelection after Hurricane Andrew, this study seeks to determine whether they experienced any political effects from Andrew. That is, this study explores the possible interaction between the famous “incumbency advantage” and an “extreme event,” in this case a natural disaster. The specific foci were (1) campaigns and campaigning (a research process that included 43 personal interviews), and (2) election results before and after the event. ^ Given well-documented response problems, the working hypothesis was that incumbents experienced largely negative political fallout from the disaster. The null hypothesis was that incumbents saw no net political effects, but the reverse hypothesis was also considered: incumbents benefited politically from the event. ^ In the end, this study found that although the election process was physically disrupted, especially in south Dade County, the disaster largely reinforced the incumbency advantage. More specifically, the aftermath of Hurricane Andrew allowed most incumbent officeholders to (1) enhance constituency service, (2) associate themselves with the flow of external assistance, (3) achieve major personal visibility and media coverage, and yet (4) appear non-political or at least above normal politics. Overall, this combination allowed incumbents to very effectively “campaign without campaigning,” a point borne out by post-Andrew election results. ^

Goma curriculum, a character education paradigm: Composing a text for shaping classroom character culture

The written text, and approaches to reading it, serves well as an analogy for the classroom space as a "text" that teachers are able to compose; and students are able to read, interpret meaning(s) of, and make responses to and about (Rosenblatt, 1988). Researchers point to ways in which the classroom can be conceptualized as a text to be evoked, experienced, and read (Freire & Macedo, 1987; Powell, 2009; Rosenblatt, 1988; Spears-Bunton & Powell, 2009).^ The present study analyzed secondary data including: 10 transcripts of teacher talks and six self-reports retrieved from the program evaluation archives of DOR Foundation. The data described six teachers' classroom experiences subsequent to professional development centered on Goma character education curriculum that was used during a summer youth program located in South Georgia. Goma, an acronym that stands for Goal, Objective, Method, and Attitude, is a character education paradigm derived from The Inclusive Community Building Ellison Model, the theoretical framework used for this study. The Model identifies conflict resolution as one of its five foci (Hunt, Howard, & Rice, 1998). Hunt (2006) conceived Goma as part of a 7-Step unitary process, also named the 7-Step pathway, to demonstrate how conflict resolution is accomplished within a variety of contexts.^ Analysis of the data involved: (a) a priori coding of teacher talks transcripts using the components of the Goma 7-Step pathway as coding categories, (b) emergent coding of teacher talks transcripts for the types of experiences teachers evidenced, and (c) emergent coding of teachers' self-reports for categories of teachers' instructional activities. Results of the study showed positive influence of Goma curriculum on participating teachers and their instructional practices. Teachers were shown to have had cognitive, instructional, emotional, and social experiences that were most evident when they reported changes in their attitudes toward their students, themselves, and their instructional practices. The present study provided implications for classroom teachers wherein all aspects of teachers' instructional practices can be guided by principles of positive character; and can be used to help compose the kinds of "texts" that may likely contribute to a classroom character culture.^

In vivo characterization of epileptic tissue with optical spectroscopy

For children with intractable seizures, surgical removal of epileptic foci, if identifiable and feasible, can be an effective way to reduce or eliminate seizures. The success of this type of surgery strongly hinges upon the ability to identify and demarcate those epileptic foci. The ultimate goal of this research project is to develop an effective technology for detection of unique in vivo pathophysiological characteristics of epileptic cortex and, subsequently, to use this technology to guide epilepsy surgery intraoperatively. In this PhD dissertation the feasibility of using optical spectroscopy to identify uniquein vivo pathophysiological characteristics of epileptic cortex was evaluated and proven using the data collected from children undergoing epilepsy surgery. ^ In this first in vivo human study, static diffuse reflectance and fluorescence spectra were measured from the epileptic cortex, defined by intraoperative ECoG, and its surrounding tissue from pediatric patients undergoing epilepsy surgery. When feasible, biopsy samples were taken from the investigated sites for the subsequent histological analysis. Using the histological data as the gold standard, spectral data was analyzed with statistical tools. The results of the analysis show that static diffuse reflectance spectroscopy and its combination with static fluorescence spectroscopy can be used to effectively differentiate between epileptic cortex with histopathological abnormalities and normal cortex in vivo with a high degree of accuracy. ^ To maximize the efficiency of optical spectroscopy in detecting and localizing epileptic cortex intraoperatively, the static system was upgraded to investigate histopathological abnormalities deep within the epileptic cortex, as well as to detect unique temporal pathophysiological characteristics of epileptic cortex. Detection of deep abnormalities within the epileptic cortex prompted a redesign of the fiberoptic probe. A mechanical probe holder was also designed and constructed to maintain the probe contact pressure and contact point during the time dependent measurements. The dynamic diffuse reflectance spectroscopy system was used to characterize in vivo pediatric epileptic cortex. The results of the study show that some unique wavelength dependent temporal characteristics (e.g., multiple horizontal bands in the correlation coefficient map γ(λref = 800 nm, λcomp ,t)) can be found in the time dependent recordings of diffuse reflectance spectra from epileptic cortex defined by ECoG.^

Goma Curriculum, A Character Education Paradigm: Composing a Text for Shaping Classroom Character Culture

The written text, and approaches to reading it, serves well as an analogy for the classroom space as a “text” that teachers are able to compose; and students are able to read, interpret meaning(s) of, and make responses to and about (Rosenblatt, 1988). Researchers point to ways in which the classroom can be conceptualized as a text to be evoked, experienced, and read (Freire & Macedo, 1987; Powell, 2009; Rosenblatt, 1988; Spears-Bunton & Powell, 2009). The present study analyzed secondary data including: 10 transcripts of teacher talks and six self-reports retrieved from the program evaluation archives of DOR Foundation. The data described six teachers’ classroom experiences subsequent to professional development centered on Goma character education curriculum that was used during a summer youth program located in South Georgia. Goma, an acronym that stands for Goal, Objective, Method, and Attitude, is a character education paradigm derived from The Inclusive Community Building Ellison Model, the theoretical framework used for this study. The Model identifies conflict resolution as one of its five foci (Hunt, Howard, & Rice, 1998). Hunt (2006) conceived Goma as part of a 7-Step unitary process, also named the 7-Step pathway, to demonstrate how conflict resolution is accomplished within a variety of contexts. Analysis of the data involved: (a) a priori coding of teacher talks transcripts using the components of the Goma 7-Step pathway as coding categories, (b) emergent coding of teacher talks transcripts for the types of experiences teachers evidenced, and (c) emergent coding of teachers’ self-reports for categories of teachers’ instructional activities. Results of the study showed positive influence of Goma curriculum on participating teachers and their instructional practices. Teachers were shown to have had cognitive, instructional, emotional, and social experiences that were most evident when they reported changes in their attitudes toward their students, themselves, and their instructional practices. The present study provided implications for classroom teachers wherein all aspects of teachers’ instructional practices can be guided by principles of positive character; and can be used to help compose the kinds of “texts” that may likely contribute to a classroom character culture.