Discipline and Pleasure: The pedagogical work of Disneyland

Abstract

Disneyland is work disguised as play; school disguised as vacation. While Walt Disney’s curriculum deploys across all of its products, it literally engulfs the approximately 50 million ‘guests’ who visit the Disney Parks each year. Drawing on Sarah Ahmed’s phenomenological reading of orientation in Queer phenomenology, this article investigates the ways in which Disney’s didacticism is made material through practices and procedures designed to orient the park’s visitors, to ensure that those visitors always know where they are and who they are, as a means of educating ‘good’ citizens. The argument focuses not on Disneyland’s narrative curriculum but on its corporeal one: visitors are enticed to make affective investments, to construct or reconstruct their identities to comply with the Disney version of the ideal American worker and consumer, as the park attempts to reorient those who resist those roles.     

LEARNING DISABILITIES PROGRAMS AT COMMUNITY COLLEGES AND FOUR-YEAR COLLEGES AND UNIVERSITIES

Students with learning disabilities (LD) from selected Midwest colleges and universities participated in a study to determine the differences between LD programs at community colleges and four-year institutions; the level of satisfaction with college LD programming; and the services most important to students. Focus groups were held at five institutions including two community colleges, two independent institutions, and one public university. Focus group participants included male and female students aged 16 to 56 years and enrolled in freshmen through graduate levels. The literature suggests that the focus of LD programs and the types of services vary between two-year and four-year institutions due to differences in missions and the characteristics of the students served. However, results from the data in the present study reveal that the types of LD services offered among the institutions participating in the research were quite similar, but the quality of services varied. Students at the large public university had difficulty getting note takers, books on tape and tutors, and obtaining adequate assistance from LD staff. Participants from the smaller community colleges and private colleges and universities considered the smallness of their institutions to be a benefit. The LD program was easily accessible and LD staff were always available. Although the participants in the study who had received LD services in high school believed the services at their college or university were comparable or better, existing programs need to be evaluated to identify services in need of improvement.     

Implementing Recommendations for Introductory Biology by Writing a New Textbook

We redesigned the undergraduate introductory biology course by writing a new textbook (Integrating Concepts in Biology [ICB]) that follows first principles of learning. Our approach emphasizes primary data interpretation and the utility of mathematics in biology, while de-emphasizing memorization. This redesign divides biology into five big ideas (information, evolution, cells, emergent properties, homeostasis), addressing each at five levels of organization (molecules, cells, organisms, populations, ecological systems). We compared our course outcomes with two sections that used a traditional textbook and were taught by different instructors. On data interpretation assessments administered periodically during the semester, our students performed better than students in the traditional sections (p = 0.046) and exhibited greater improvement over the course of the semester (p = 0.015). On factual content assessments, our students performed similarly to students in the other sections (p = 0.737). Pre- and postsemester assessment of disciplinary perceptions and self-appraisal indicate that our students acquired a more accurate perception of biology as a discipline and may have developed a more realistic evaluation of their scientific abilities than did the control students (p < 0.05). We conclude that ICB improves critical thinking, metacognition, and disciplinary perceptions without compromising content knowledge in introductory biology.     

Exercise intensity during wheelchair rugby training

Abstract

The purpose of this study was to determine the ability of individuals with a cervical spinal cord injury to achieve and sustain a cardiorespiratory training intensity during wheelchair rugby. Nine wheelchair rugby players completed a continuous peak exercise test on a SciFit Pro I arm ergometer with stage increases each minute to determine peak heart rate and power output. Approximately one week after peak exercise testing, heart rate was recorded (every 5 s) during three regularly scheduled rugby training sessions. Data were analysed to determine the number of continuous minutes that participants spent above 70% of heart rate reserve under various rugby training activities. The percent of time spent at or above 70% heart rate reserve varied across participants and conditions. Continuous pushing was the least variable training condition among participants with the sample averaging greater than 73% of time above the target heart rate. Scrimmage training was highly variable across participants with a range of 0% to 98% of time above the criterion. Results of this study indicate that wheelchair rugby training enables some participants to reach a training intensity associated with improved cardiorespiratory fitness, and that the type (or kind) of training activity dictates the extent to which individuals sustain such a threshold.     

Discovering Mourning Dove in the Papers of L. V. McWhorter

ABSTRACT

Simple survival is the first condition for accessible and responsibly curated documents carrying Native voices. This article explores stewardship practices of an existing collection at the Washington State University Libraries, the Lucullus V. McWhorter Papers. McWhorter was an amateur historian and one of his most important cultural informants was his friend, author Christine Quintasket (Mourning Dove). This article considers the McWhorter Papers and the Quintasket materials from two disciplinary perspectives, those of an academic historian and a librarian and archivist. The authors represent their respective professional fields as they explore this case of highlighting tribal voices within a collection more broadly defined.