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The court ordered that she undergo appropriate treatment, but unfortunately she relapsed and chose treatment at a quack clinic in Mexico. Continuing to progress, she finally chose real medicine to treat her cancer. Lets hope that its not too late to save her. This is the sort of story that I really hate but feel obligated to discuss. I hate these stories because they usually portend the unnecessary death of a cancer patient, often a child with cancer whose parents refuse chemotherapy or who refuses chemotherapy and is unfortunate enough to have a parent who either has alternative medicine proclivities herself, lacks the guts to tell the child that hes getting treated for his own good and he doesnt have a choice in the matter, or, in a couple of cases that Ive discussed, conflates using indigenous peoples medicine instead of chemotherapy as a way of asserting their cultural identity. In the vast majority of these cases, the child has a highly curable lymphoma or leukemia.

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, NET. Shubhanku Kochar, M. Phil. , Ph. D. CandidateDyslexia: A Critical Study of Language Deficiency in Children and Adolescents . Vaishali Narbheram Punjani, M. A. , M. Phil. B.

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The stakes are higher because ethnic studies and womens studies departments are being effectively dismantled. Their faculty must take time away from their own research and teaching to fight as legislatures target them and administrators try to cut their budgets or fire the tenure line faculty in their departments. And they are higher because this generation of college students was educated in a No Child Left Behind culture, which means they have been rewarded for paraphrasing and summarizing instead of wrestling with ideas and interpretations. College may well be the first time many of these students have been required to think critically, and they are being asked to do so while the world is on fire and social media is there to capture it. In my diversity research, I am particularly interested in how the academy is structurally hostile to meaningful diversity. Specifically, I look at the ways colleges bring faculty of color to campus with no clear plan about how to support them once they arrive. I wonder, for example, in the consumer based model of higher education, what happens to the Latina assistant professor of history in a room full of white students who are hearing for the first time that the history they have learned is complex in ways that implicate them?Or the black sociologist charged with teaching urban studies to kids who grew up with the invisible safety nets of the suburbs?In political science courses across the country, faculty of color are, in all likelihood, discussing the election of Donald Trump in classrooms with students who might think all his rhetoric is just talk. If, generally speaking, classes that ask students to reexamine their assumptions about race and racism are challenging, what is in place to protect faculty who lead difficult class conversations in this particularly volatile moment?Extensive research shows that angry students dont just act out in class but also punish faculty of color on student evaluations that are used in personnel reviews. Now, as colleges and universities have conversations with students demanding more inclusive campusesand as the country has elected a president whose campaign relied on rhetoric of exclusivityis an ideal moment to consider how faculty of color fit into the equation. This equation includes what these faculty members contribute while noting what those efforts cost them. Its something I wrestle with when I talk to young faculty members and their administrators.

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