Poster Session 5

ABSTRACT:

The Filipinx campus community in all its forms worked to transform the University of California, Los Angeles (UCLA) on their own terms. Specifically, we begin to historicize the Campaign for Pilipino Studies (CPS) movement at UCLA as an example of historical and contemporary efforts committing to antiracism. The following questions guide this inquiry: What strategies did community members involved with CPS use to advocate for Pilipino Studies? How was CPS sustained across generations? We employ Critical Race Theory (CRT) as the theoretical framework in order to set the foundation for resistance to racism in the postsecondary space and to center methods such as storytelling to illuminate the transformative power of social movements (Johnson-Ahorlu, 2017). Moreover, using CRT is an important tool to examine the structure, context, and decision-making processes of CPS. We use document analysis methods (Bowen, 2009) to examine archival material and secondary texts (e.g., application forms, event flyers, news stories, opinion columns, photos, program schedules) made available through the Samahang Pilipino Digital Archive, UCLA Asian American Studies Center, and Daily Bruin newspaper for content and overarching themes. We share how the CPS movement emerges and highlight how it parallels existing social movements while also drawing from lessons from intergenerational advocacy and layers of university community activism. Radical envisionings of an empowering educational space in the university inspired CPS activists to seek knowledge through the past, encourage community formation, and embody lessons of solidarity, love, and the reclamation and redefinition of power.

ABSTRACT:

School-based violence is a criminal justice topic that often captures the attention of the media and the public. As a result, measures - such as school security strategies, safety personnel, and teacher training - are put into place to help combat school-based violence. These measures are not only costly and time consuming, but also have inconclusive research findings to support them. However, violence in schools can still be prevented. Research has found support for the role that student reporting has in preventing violence. However, many students may choose not to report violent crimes. Using a modified version of Sykes & Matza’s 1957 Techniques of Neutralization theory, the current study aims to understand the reasons students have for not reporting violent crime. To do so, I employ a two-step research strategy, analyzing the predictors of neutralizations and analyzing neutralizations as predictors of student reporting behaviors.

ABSTRACT:

Many children with autism spectrum disorder (ASD) experience internalizing problems (e.g., anxiety and depression) and challenges with everyday behavior associated with executive function (EF). Furthermore, research suggests that there may be an association between poor EF ability and internalizing problems in children with ASD. However, most previous research investigating EF and internalizing problems mainly focused on boys with ASD, and limited research investigated gender differences in children with ASD. The present study aimed to investigate gender differences in internalizing problems and everyday EF and examine the association between internalizing problems and everyday EF in children and adolescents with ASD (age 5-17). This study used neuropsychological assessment secondary data of 60 children with ASD without intellectual disability. The study evidenced that girls with ASD experienced more behavior and emotion regulation problems, but there was no gender difference in internalizing problems in this sample. Moreover, internalizing problems and EF were significantly positively correlated with each other. Thus, the present study demonstrated that challenges with everyday EF need to be intervened as soon as possible, and girls with ASD may experience more difficulty with everyday EF than boys with ASD. Understanding everyday behaviors associated with EF impairments and the source of internalizing problems will become vital information for school psychologists to bring out effective strategies to help their children.

ABSTRACT:

This work primarily is intended to examine whether casinos (and electronic gambling machine manufacturers) should have a duty to protect gamblers from the addictive propensities of gambling and the plethora of social harms that are scientifically correlated with disordered gambling behavior. Specifically, this work will consider whether individuals afflicted with problem or pathological gambling disorder should have legal remedies against casinos for harms suffered as a result of their addiction. Looking at case law, research and analyses by subject matter experts, this work will deliberate whether the vulnerability of people afflicted with pathological gambling disorder creates a special relationship and heightened duty to care on the part of casinos; whether casinos should be liable for injury suffered by direct marketing, provision of alcohol and credit line extensions to pathological gamblers; whether casinos should be liable for harms incurred as a result of failing to ban self-excluded gamblers and non-self-excluded gamblers who display obvious maladaptive gambling behaviors; whether electronic gambling machine manufacturers create dangerous products that prey on gamblers’ senses and vulnerabilities; and whether casinos should have a duty to use the robust surveillance technology at their disposal to monitor and regulate problem gamblers.

ABSTRACT:

Introduction

The COVID-19 pandemic provided a catalyst to utilize in-person didactics and alternative forms such as virtual classrooms. Understanding cultural differences is a core principle in cultivating professional physician-patient relationships.This study compares the effectiveness of virtual and in-person Problem-Based Learning (PBL) to teach about Asian American/Pacific Islander (AAPI) cultural and health issues in medical education.

Methods

We conducted a one-hour in-person PBL session among ## second-year medical students. Students were given a survey before and after the session to assess their learning, ratings of the session, and preferences for virtual or in-person learning. Survey responses were analyzed using independent sample t-tests and linear regression.

Results

Students’ post-session responses to the AAPI health and culture questions were statistically significant compared to their pre-session responses. (Health: p= 6.425e-09, Culture: p= 3.651e-08).

Students’ preferences for virtual or in-person format did not affect their overall ratings of the session (2021: p=0.83, 2020: p=0.96).

Discussion

The format of the PBL session did not affect the overall quality of the session. PBL is an effective mode of learning for teaching about AAPI issues in medicine regardless of whether it is held virtually or in-person.