The Lighted Lamp Magazine Fall 2019

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Place, Identity, and the Power of Stories Dr. Kirstin L. Squint

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THE SCHOLARLY WORK OF OUTSTANDING FACULTY

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The mission of High Point University is to deliver educational experiences that enlighten, challenge, and prepare students to lead lives of significance in complex global communities.

EDITORIAL TEAM:

HIGH POINT UNIVERSITY CHIEF ACADEMIC OFFICERS:

Dr. Robert Moses, Chief Editor, College of Arts and Sciences

Dr. Nido R. Qubein, President

Dr. Tom Albritton, School of Education; Dr. Cynthia Hanson, School of Business; Dr. Buddy Lingle, School of Pharmacy; Dr. Alexis Wright, School of Health Sciences; Dr. John Turpin, School of Art and Design; Dr. Bobby Hayes, School of Communication.

Deans: Dr. Carole Stoneking, College of Arts and Sciences; Dr. Daniel Erb, School of Health Sciences; Dr. Jim Wehrley, School of Business; Dr. Virginia McDermott, School of Communication; Dr. Mariann Tillery, School of Education; Dr. John Turpin, School of Art and Design; Dr. Earle “Buddy” Lingle, School of Pharmacy (Interim); Dr. Michael Oudshoorn, School of Engineering; Dr. Angela Bauer, Dean of the School of Natural Sciences

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Dr. Dennis G. Carroll, Provost

table of contents 4

A Message from the Provost

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The Dean’s Corner

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PLACE, IDENTITY, AND THE POWER OF STORIES

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POPULAR CULTURE AS HISTORY

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UNDERSTANDING ADDICTION AS BRAIN DISEASE: NEXUS OF COMPASSION AND RESEARCH

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ARISTOTLE’S ENIGMATIC LOST SECOND BOOK OF THE POETICS

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USING MORAL IMAGINATION: HPU’S PRO

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Grants & AWARDS

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Faculty Works

BONO PHYSICAL THERAPY CLINIC

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A Message from the provost

It is my honor to present to you the fifth edition of The Lighted Lamp.

In this edition you will learn about the outstanding work of many of our exceptional faculty who are renowned in their areas of specialization. Our faculty are sought-after experts who have devoted their academic life to the pursuit of scholarship in their field in order to perpetuate knowledge and improve the quality of life for humanity.

While faculty scholarship and professional development are essential qualities for an academic career, High Point University faculty make teaching and student engagement a high priority as well. It is the blend of outstanding teaching and high quality scholarship, along with an emphasis on mentorship and coaching that has clearly resulted in a powerful model of what the outstanding university educator in the 21st century must reflect.

Faculty scholarship informs teaching. Informed teaching prepares students for graduate or professional schools or the work force. High Point University promises to deliver students an extraordinary education. Faculty scholarship ensures that students will be taught what is current, relevant, and life-changing. The blending of a liberal arts core The mission of High Point University is to deliver educational that serves as the foundation for a student’s experiences that enlighten, challenge, and prepare students to major work with the guarantee of outstanding lead lives of significance in complex global communities. teaching results in students who are ready to make significant contributions to society. We would have it no other way.

We hope you too will be inspired by the work of our faculty.

Dr. Dennis G. Carroll Provost dcarroll@highpoint.edu

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The Dean’s Corner

Congdon School of Health Sciences Update Dr. Daniel Erb Dean of the Congdon School of Health Sciences

The Congdon School of Health Sciences (CSHS) is one of the newest schools to compliment the academic offerings at High Point University. Established in 2011, the school began with four full-time faculty and two undergraduate programs: a BS in Athletic Training and a BS in Exercise Science. Over the last eight years the school has grown to include 43 full-time faculty, has transitioned the Athletic Training Program from a BS to a 3+2 BS in Exercise Science, MSAT in Athletic Training, and has established Master of Physician Assistant Studies and Doctor of Physical Therapy programs. The Exercise Science major has been the third largest major in the University since 2013.

Through its mission of excellence in teaching, scholarship, evidence-based clinical practice and community engagement, the Congdon School of Health Sciences advances clientand patient-centered care across the lifespan.

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It does this by educating and preparing exceptional scholars and compassionate healthcare professionals who are dedicated to life-long learning and an inter-professional approach to achieving optimal outcomes for their patients/clients or team in which they are working. Interprofessional refers to the cooperation, coordination, and collaboration expected among members of different professions in collectively delivering patient-centered care or achieving a common goal. Outcomes include, but are not limited to, thoughtful critical thinking and the ability to solve complex problems in a collaborative manner. Many of today’s problems cross over and are integrated into many different areas. Solving these problems requires a collaborative approach. It requires an inclusive and diverse culture of individuals and thinking. In addition, students must be flexible and receptive to new ways of thinking and new experiences. Such flexible thinking allows them the ability to explore what may appear as unrelated ideas and/or constructs to assist in finding a solution to the challenge at hand. Faculty in the CSHS teach and mentor students to achieve all of the above.

Faculty in the CSHS work with students “shoulder to shoulder” and prepare them to function in a world as it is going to be.

This is accomplished through experiential learning, scholarship, and research. Faculty are accomplished scholars and publish regularly in national and international peer-reviewed journals with high impact factors. Peerreviewed manuscripts published by faculty in the Department of Physical Therapy have an h-index, an author-level metric that measures both the productivity and citation impact of the publications of a scientist or scholar, which places them number one of all the physical therapist education programs in North Carolina, and among top ten physical therapy programs in the country as ranked by US News and World Report. Faculty in the CSHS are peer-reviewers for over 48 journals, on editorial boards, members of the American College of Sports Medicine Research Review Committee, and National Institutes of Health (NIH) Study Sections. Faculty have competitively obtained extramural funding from foundations, state-funded organizations such as the North Carolina Center for Biotechnology, and the from the highly coveted National Institutes of Health. Several faculty are, or have been, involved in reviewing national and international grants. Globally, the Department of Physical Therapy has established research collaborations with Otago University in Dunedin, New Zealand, Ulster University, Northern Ireland, and Charles University in Prague, Czech Republic. Nationally, faculty regularly work with researchers from Duke (Exercise Science and Physician Assistant Studies, Physical Therapy), Wake Forest (Athletic Training, Physical Therapy), and Virginia Polytechnic Institute and State

University (Physical Therapy). In addition, Dr. Kevin Ford, Professor, Department of Physical Therapy, has received several grants from adidas. High Point University is one of only two institutions outside of adidas’ hometown of Herzogenaurach, Germany where adidas research is funded.

With such a wealth of scholars on the CSHS faculty, and a focus to develop scholars and clinicians for the world as it is going to be, there has been great interest to initiate a culture of undergraduate research here at High Point University. As such, in 2013 the School of Health Sciences established the first organized undergraduate research program, the Summer Research Fellowship (SuRF) program. The SuRF program pairs undergraduate researchers with faculty in the Congdon School of Health Sciences to perform summer research. (Even though SuRF is a summer research program, many students choose to work with their faculty mentor throughout the year.) SuRF is student-centered and focuses on the development of critical research skills in students who are preparing for

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The Dean’s Corner (continued)

future graduate studies, professional positions, and/or other areas of collaboration within the health sciences. In addition to learning research principles, techniques, and writing, two large foci of the program are mentoring the student to become part of the community of scholars and learning how to communicate one’s work to a broader audience. Students are expected to take ownership for the research they conduct. As a result of their mentored research experiences, students have gone on to represent High Point University by giving peer-reviewed research presentations at national and international conferences and at regional, state, and local venues. These students have also contributed as primary or co-authors on peer-reviewed manuscripts published in high impact journals. Thus far over 70 peer-reviewed publications and presentations have been authored by SuRF students.

Another focus of the CSHS is community engagement. The primary emphasis of community involvement centers on public health and individual health. Students in all departments of the CSHS are well prepared to engage individuals in the community.

Community engagement is one way students develop and exercise their compassion, their ability to understand someone else’s situation and use their professional skills to positively impact that individual’s life. One specific example of community engagement involves students in the Department of Exercise Science and their work with D-UP, a local non-profit dedicated to preventing childhood obesity and inactivity. The work of these students is sometimes tied to a service learning class (WEL 4400—Health Behavior Change) in which Exercise Science students volunteer in D-UP’s

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afterschool program and work with children, developing interventions in three areas: Nutrition, Physical Activity, and Meditation/ Yoga. Such activities engage children, and their families, by educating them about obesity, nutrition, and physical activity. In addition, students work to facilitate changes in behavior which will improve the health, self-efficacy, and quality of life of the children with whom they work. Teaching children the foundation of how to live a healthy lifestyle improves their chance for future success and being a healthy member of the community. The Exercise Science Club also supports D-UP by volunteering regularly with the organization, outside of the service learning class, and collaborating with HPU Employee Wellness to host an annual 5K run/ walk fundraiser, with all proceeds benefiting D-UP. In addition to the above, engagement with the community takes many other forms. For example, the entire CSHS (Athletic Training, Exercise Science, Physical Therapy and Physician Assistant Studies) has developed a community service project which is focused

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on providing various health screenings, such as blood pressure and blood glucose, as well as information regarding “falls prevention,� that is how to prevent or decrease the chances of individuals falling down, smoking cessation, obesity, nutrition, the importance of exercise, signs and symptoms of heat stroke or overexertion, and other health information to the public at the City of High Point Farmers Market. Students, staff, and faculty from all disciplines also volunteer to provide health care coverage for various types of community activities such as races and health fairs. Health education spans the lifespan from kindergarten through 100 plus years of age. Many faculty and students volunteer at the Community Clinic of High Point, a nonprofit clinic serving the underserved in the Greater High Point Region.

Such service involves everything from treating patients, taking blood samples for testing, being a scribe for the healthcare provider to organizing charts and assisting patients complete their health history forms and other paperwork.

pantry available to patients that is stocked by donations. The pantry has a stockroom and a commercial refrigerator and freezer to hold a wide variety of food. Thanks to an anonymous donor, a community garden, complete with bee hives, is located behind the clinic. Food from this garden and honey from the hives are used to stock the food pantry and provide free nutrition to anyone in need.

With the graying, of America and the world, and the increase in chronic diseases such as diabetes, chronic obstructive pulmonary disease (COPD), and cardiovascular disease, the need for compassionate, competent, evidence-based healthcare providers has never been greater. In addition, the need for scholars to provide the basis for treatment of our aging and all other populations is much needed. The achievement and sustainability of a healthy nation with an improved quality of life rests on the shoulders of our students. I am confident that based on the opportunities afforded students at HPU and their faculty role models, they will provide all of us with opportunities for better health.

Another opportunity to engage the City of High Point and surrounding community is found in the Physical Therapy Pro Bono Clinic. This clinic provides free physical therapy services to those who are not insured or who are underinsured. Resources to run the clinic are provided by HPU and grant funding. Physical Therapy (PT) Faculty, and physical therapy students under the direction of PT Faculty, provide on-site physical therapy services. Faculty also have tele-physical therapy capabilities to remotely access patients who cannot make it into clinic because it is physically too difficult for them or they have no transportation. The clinic also has a free food

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Dr. Squint with her book, LeAnne Howe at the Intersections of Southern and Native American Literature.

Place, Identity, and the Power of Stories Dr. Kirstin L. Squint, Associate Professor of English 2018 Ruth Ridenhour Scholarly and Professional Achievement Award Recipient

I grew up in a family of storytellers. My fondest childhood memories are of me sitting around my parents’ kitchen table listening to stories. My favorites were of the life my family had before I was born, before my father retired from a career in the Army, when they lived in what I imagined were more exotic locales than the isolated Kentucky valley in which I grew up. the lighted lamp |

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My father told me stories of his time on a tiny island on the tip of the Aleutian archipelago as a radio operator in the 1950s and of his tours in the jungles of Vietnam as an intelligence officer. My parents and siblings all talked about the other places they traveled as a military family—Washington state where they had clambakes on the beach, Hawaii where my sister learned to hula, Maryland where the schools were so much harder than Hawaii, and Japan where my other sister’s first words were an English-Japanese pidgin. I was finally born while my dad was stationed in Texas, four years before he retired and before he moved my mom and I to a plot of land on Grassy Creek, where he built the home in which I came of age. These stories shaped my view of the world, a world that was not confined by the boundaries of my rural Kentucky valley; rather, it was a place filled with countless cultures, cultures I could experience, in the same way I could spin the globe I had asked for as a Christmas gift when I was five. I spent many hours in my early years closing my eyes, spinning that globe, and stopping it with my finger. When I opened my eyes, I would see where I had landed and try to imagine that place, whether it was the Himalayas or Micronesia or Paris. My globe was my portal away from the poverty and isolation of my home community in rural Appalachia, which was shaping me in a way I did not understand at the time and came to underlie all the work that I would do in marginalized communities as I became educated and became an educator.

My love of stories was accompanied by a love of putting words on the page. I wrote my first story when I was in fourth grade

(about a turtle who had lost his glasses), and I wrote my first poem (actually a country-western song) the following year.

I won a statewide essay competition in the seventh grade and became the editor of both my high school’s newspaper and literary magazine. These writerly traits ran in my family: my dad wrote poetry, my brother wrote songs, and my great-uncle Coy received a degree in journalism from the University of Kentucky. Uncle Coy was the only family member I knew of in a generation prior to my own who had graduated from college; I was the first woman in my family to receive a college degree.

College was my ticket out of Kentucky and toward some of the places I had spun on my globe. My father hoped I would be a career diplomat, but my internship at the U.S. Consulate in Vancouver, British Columbia, convinced me that it was more his dream than mine; I didn’t enjoy the perfunctory day-to-day report-writing required of the job. My semester in Paris, however, deepened my love of languages and intercultural exchange and resulted in me minoring in the language. My most profoundly transformative intellectual experience came after completion of my master’s degree in creative writing; it was my first professional position on the Navajo Reservation in Newcomb, New Mexico, teaching Title 1 middle and high school students.

What transformed me was not the epic beauty of the Colorado Plateau’s high desert and mountains nor its impossibly clear skies and infinite star shine, though certainly the physical environment deeply

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impressed me. What I encountered in my classroom was the catalyst: my students’ struggles, whether they were academic or personal, were compounded by the system of U.S. settler colonialism that I could ascertain but not articulate until much later in my academic career.

Unlike colonialism, settler colonialism is an ongoing event, when settlers overwhelm an indigenous community, and the presumptive freedom of “post-coloniality” seems unattainable.

I tried to supplement my students’ required readings in the standard dominant culture readings of the U.S. public education system with works by American Indian authors such as Luci Tapahonso and Sherman Alexie, but it was often hard to make the curriculum seem relevant given the socio-economic and cultural context of the reservation.

The area was incredibly economically depressed, and it was not uncommon for my students to be living with their grandparents while their parents worked off the reservation somewhere.

This first teaching experience led me to a position as an English instructor at Coconino Community College in Flagstaff, Arizona, where I found much satisfaction teaching first-generation college students like myself. After five years, I realized that wanted to pursue a doctorate and I was accepted into the program in comparative literature at Louisiana State University.

It was at LSU that I began to study colonial and postcolonial theory and discovered how to talk about the system of settler colonialism and its

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relationship to Indigenous peoples of the United States. I wrote a dissertation on representations of American Indian spirituality as a form of resistance against European and U.S. settler colonialism, one chapter of which discussed a novel by the Choctaw writer, LeAnne Howe.

I analyzed Howe’s novel alongside more well-known works by Kiowa writer N. Scott Momaday and Blackfeet writer James Welch because very little literary criticism had been published on her work at that time. In the spring of 2008, as I was finishing up my dissertation, one of my friends in the English program at LSU, a scholar of U.S. southern literature, told me that Howe was going to be an invited speaker at the Society for the Study of Southern Literature conference in Williamsburg, Virginia. I contacted Howe to see if she would be willing to be interviewed so that I had more primary source information for my chapter, and I hoped to include the interview as an appendix to my dissertation. She graciously consented.

That interview, “Choctawan Aesthetics, Spirituality, and Gender Relations: An Interview with LeAnne Howe” became my first national publication in the fall 2010 issue of the journal MELUS (Multi-Ethnic Literatures of the United States). Though this material result of that conversation significantly altered the quality of my curriculum vitae, there are a number of other long-ranging and less overtly visible impacts. The first was my introduction to a subfield of literary study known

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Selected publications by Dr. Squint.

as the “Native South.” Native southern literary scholars try to illuminate work

by Native writers who live in or whose work is rooted in the Southeast, and my criticism has turned increasingly toward Native southern studies in the last decade. The other significant result of that interview was my desire to learn more and write more about LeAnne Howe’s work. During the two and a half years between the interview and its formal publication, Howe and I developed a relationship as we revised and edited the piece. That relationship continued throughout the next decade in which I formally interviewed her again in 2013 and engaged in several informal conversations with her as I researched and wrote my first monograph, LeAnne Howe at the Intersections of Southern and Native American Literature (Louisiana State University Press, Southern Literary Series, 2018). That monograph has led to

another book on the Choctaw writer, this one called Conversations with LeAnne Howe, a collection of interviews that I am editing for the University Press of Mississippi.

Working on this project gives me the opportunity to interview Howe again, as well as write the introduction to a book that will be an important addition to the press’s “Literary Conversations” series.

My research on American Indian literatures of the southeastern U.S. has brought me into contact with other scholars working in the field of southern literary studies and has led me to become what I have jokingly called, “an accidental southernist.” Some of my most fulfilling collaborations have come with other southern literary scholars such as the essay collection, Swamp Souths: Literary and Cultural Ecologies, co-edited with Eric Gary Anderson of George Mason University, Taylor Hagood of Florida

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Atlantic University, and Anthony Wilson of LaGrange College, under contract with Louisiana State University Press.

Working on this book, which has been in progress since 2015, deepened my interest in ecocriticism, the intersection of environmentalism and literary criticism, and the urgency of issues such as climate change. I began to think about these topics after Hurricane Katrina made landfall in 2005 when I was still a graduate student at LSU and teaching at Southern University, a historically black university in Baton Rouge. I had been concerned with the intersections of poverty and trauma between my students at Southern and my former community college and reservation students, but Hurricane Katrina wrought a kind of chaos on the Gulf South that I had never before witnessed. Katrina is one of the reasons I helped initiate the collection, Swamp Souths, and even more why I began a new monograph in 2018 entitled Troubled Waters in Contemporary Southern Narratives, which examines water as a site of trauma for a variety of marginalized groups in the U.S. South.

of my own intellectual interests, they are a subset of my conviction about the importance of stories to human existence.

We have always told ourselves and one another stories—about where we come from, about why we do what we do, about how to live our lives. We tell stories to entertain ourselves, to console ourselves, and to examine the possibilities of who we are. I see the importance of stories every semester in my literature classrooms when students make realizations about themselves or the world in which we live because they read a story I assigned; sometimes their life paths change because of those stories. I believe in the power of stories, and I am thankful that I have been able to dedicate my life to helping others learn about and make sense of the myriad stories of which we are all a part.

Dr. Squint’s journal, where she records ideas for her critical and creative writing.

I cannot say that I set out to become a literary critic. I have loved reading literature, and I have loved writing in various forms for as long as I can remember. Those passions have been a constant, though they have been shaped by my personal and intercultural experiences.

In my position at High Point University, I teach and research multi-ethnic literatures of the United States because I have been inspired and empowered by the stories and struggles therein and because I find connections to my southern heritage.

Though my specializations are the result

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Dr. Ringel teaches HPU students how popular culture has shaped, and continues to shape, our understanding of the world around us.

Popular Culture as History Dr. Paul Ringel, Associate Professor of History Author of Commercializing Childhood, Winner of Children’s Literature Association Honor Book Award for Outstanding Scholarship

Why children’s magazines? It is usually the first question people ask when they learn that I wrote Commercializing Childhood, a book about the American children’s magazine industry during the 1800s. Did I have a particular fascination with children’s magazines as a kid?

(I did not). Did someone in my family write books or stories for children? (Strangely enough, they do now, but not when I started the project). As I note in the preface, there is no obvious reason that I settled on this seemingly obscure subject for my first book, but there is a surprising one: a curious librarian. After that unusual beginning, Commercializing Childhood was a product of the type of critical historical thinking that I try to nurture in HPU students. I followed the sources, asked a lot of questions, and hit some dead ends. Eventually, these mostly-forgotten magazines became my primary instrument for exploring important, unanswered historical questions: How did American children become consumers? And how did that new commercial role shape the ways that adults conveyed ideas to young readers through books and magazines?

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Stratemeyer, had written not one but six books about the war, plus another four books about the same characters participating in other foreign crises of the era, such as the Boxer Rebellion in China and the Russo-Japanese War of 1905. And though I had never heard of Stratemeyer before, he turned out to be an incredibly successful author-turned-publisher who developed an assembly-line method for producing dozens of children’s book series, including the Bobbsey Twins, Nancy Drew, and, the Hardy Boys. Stratemeyer’s subsequent success seemed like a great hook for a paper, but were there any ideological connections between these books he wrote early in his career and the wildly popular work of his later years?

The process started in an archive during my first year of graduate school, when I was looking for materials for a seminar paper. The librarian who was helping me handed down an 1898 children’s novel called Under Dewey at Manila about a boy who stowed away on a U.S. naval flotilla during the Spanish-American War. I’m not sure why she thought the book might interest me; we were looking for political correspondence, not children’s books. Maybe it caught her attention simply because it was so out of place among the giant volumes that surrounded it on the shelf.

That handoff was pure good fortune, and my scholarly training prepared me to capitalize on the opportunity. The book didn’t fit my expectations, and I knew (as I tell students all the time) that is when the historian’s alarms should start ringing. As I thumbed through it, questions started to emerge: Why would there be a “ripped from the headlines” children’s book about a war that only grabbed the nation’s attention for a few months? How did this book explain complicated war-related issues like imperialism to American children? And why did this book look so much like the Hardy Boys books I read growing up?

A little research led to more interesting details. The author of Under Dewey, Edward

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Needless to say, I had my seminar paper topic, but drawing broader historical insights from these exciting sources proved challenging. I wanted to know how Americans at the turn of the century were teaching their children about the highly controversial subject of United States’ participation in international politics and warfare. Stratemeyer’s books offered one perspective on this complicated issue. Unfortunately, I could not find sufficient evidence even to approximate how many children had read these books, and other sources on the subject were sparse and raised similar questions of influence and representativeness. One scholar had even argued that The Wonderful Wizard of Oz, published at the same time as these early Stratemeyer novels, included an allegory about imperialism, but no one appears to have addressed this possible reading of the story until the 1960s. Stratemeyer’s later series were pointedly non-political and ahistorical.

Connecting these fascinating strands into a coherent argument proved beyond my skills at the time.

The struggles with that initial paper taught me that even good scholarly questions do not always yield positive results. I stashed that paper away in my hard drive (and still plan to return to it at some point), but I remained

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convinced of the merit in my concept of using children’s literature as an instrument for understanding how Americans conveyed ideas to a new generation of citizens. When I needed a dissertation topic a few years later, I worked to develop a more productive method for answering the same overarching question.

Turn-of-the-century internationalism seemed too narrow a topic, and Stratemeyer’s books were a problematic collection of sources, so I needed to make changes on both fronts.

Good scholarship is evidence-based, so I knew the sources had to come first. I wanted to keep my focus on the United States in the era before electronic media, and most of the thousands of books produced in that period carried similar questions of influence as the Stratemeyer collection. Children’s magazines, though, solved this problem. Because products in this medium had to retain readers in order to survive, any self-sustaining publications reflected an ability to offer ideas that resonated with a substantial audience.

Almost three hundred children’s magazines are known to have appeared in the country between 1800 and 1900. Some, particularly earlier in the century, were predominantly didactic publications aimed to please parents and clergy. A few later examples strived primarily to entertain older children. The two behemoths of the field, though, and the ones that best met the criteria of selfsustainment, marketed themselves in a broad and increasingly varied manner to American families. The Youth’s Companion magazine debuted in Boston in 1827 and delivered an issue nearly every week until 1929. At its peak during the 1880s and 1890s it had over half a million customers, making it the bestselling periodical of any kind in the United States. St. Nicholas magazine premiered in 1873 in New York City, and though its monthly audience peaked at a less spectacular level of about seventy-five thousand customers, it lasted until 1940 and featured some of the most prominent writers and readers of its era. Mark Twain,

Louisa May Alcott, and Theodore Roosevelt were among its contributors; and letters to the editor revealed that F. Scott Fitzgerald, Pulitzer-Prize winning poet Edna St. Vincent Millay, and Time and Life magazine publisher Henry Luce were among its avid readers. The influence of these publications on American families was clear, if not precisely measurable.

With the question of sources resolved, I next had to focus on what topics I wanted to address. A year of reading thousands of issues and creating color-coded records of the two publications’ positions on subjects ranging from slavery to urbanization to Santa Claus left me overwhelmed. Gradually, though, I realized that the choices the editors of these magazines made about transmitting ideas on these and many other subjects derived less from the individual topics than from their evolving understanding of a broader question: what were the appropriate roles for young Americans in a rapidly industrializing, urbanizing, and commercializing society?

The Youth’s Companion and St. Nicholas constructed answers to these questions based on both ideological and commercial considerations. For example, the Companion largely avoided offering its young readers coverage of the Civil War, but both magazines immersed their audience in the stories and issues of World War I half a century later.

The reasons for this shift included not only changing ideas about educating children, but also a realization that young readers in the 1910s had many other sources for learning about the international conflict. Children’s magazines had to keep pace if they wanted to maintain their audience. Thus in order to understand how ideas were conveyed to young readers through these magazines, I had to first examine the cultural forces that were legitimizing the idea of the child consumer.

What I learned challenges much of what we think we know about the reasons why children today are immersed in a world of consumer goods.

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Most previous scholarship focuses on the period between 1900 and 1920 as the time when marketing to children began in the United States and places the responsibility for that trend predominantly on corporations. Examples like children’s divisions in department stores, 1910s advertisements for sporting goods and cereals that speak directly to young consumers, and even the merchandising that surrounded the Oz books all present American youth and their families primarily as the recipients of promotional campaigns. Children’s magazines undercut this timeline as well as the idea that the power in this relationship was so one-sided.

These magazines employed similar marketing strategies three generations earlier than turn-of-the-century corporations. The writer of an 1824 newspaper advertisement for the evangelical periodical The Youth’s Friend understood that if a magazine “be expressly designed for the young…and if it comes in the child’s own name…[and] be called his own paper…how will the juvenile reader clasp it to his bosom in ecstasy.” The Youth’s Companion and St. Nicholas expanded the practice of appealing directly to children through their content, competitions that allowed them to publish their writings and artwork, and even contests that awarded young readers prizes from roller skates to summer camp scholarships for selling subscriptions to the magazine.

As they garnered national and even international audiences, these leading publications in the field also discovered they could not simply dictate the messages young readers received. Parents, clergy, public figures, and children themselves shaped the messages of these magazines through their wallets and their voices. Evangelical stories in the Companion that portrayed children as sinners depressed sales; antislavery tracts created controversy and similarly drove away customers. Stories in St. Nicholas that encouraged young readers to translate German or Spanish, or to read “literary standards”

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disappeared after a few issues, and editor Mary Mapes Dodge subsequently acknowledged that despite her best efforts she could not dictate the tastes of her audience.

On the other hand, tales of young Americans successfully navigating urban, commercial cultures became tremendously popular in St. Nicholas and the Companion in the late 1800s, as did stories about boys (and later girls) competing in various sports. Nonfiction articles about scientific innovations, urban development, and national and international politics also became more common, often in response to requests made in letters to the editor. The evidentiary patterns in these popular magazines complicate the traditional ideas that children’s education and consumer habits are distinct issues, and that both are mostly the product of top-down corporate or elite manipulation. Indeed, the growth pattern of the children’s magazine industry reminds us that the very existence of these publications was the result of community demands; magazines for children in the United States predated the Youth’s Companion by three decades, but they did not become economically sustainable until changing demographics made such a product appealing to families in rapidly expanding urban areas.

My path through the children’s publishing industry has been fortuitous, unpredictable, and often discouraging. It took me from perceiving books and magazines for young Americans as mere historical curiosities to arguing in an award-winning book that these artifacts are vital reminders that children’s sources for learning about the world around them are both more wide-ranging and more commercially-driven than generally understood.

As I continue to explore their significance in my current scholarship, I also use my intellectual history and the practice of studying similarly marginalized popular culture artifacts (from hot dogs to Lincoln Logs to board track auto racing) to show HPU students the benefits of persistent, source-driven scholarship.

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In the lab—Dr. Hemby studies the effects of drugs of abuse, like heroin and cocaine, on gene and protein expression using state of the art biomedical techniques.

Understanding Addiction as Brain Disease: Nexus of Compassion and Research Dr. Scott E. Hemby, Chair of the Department of Basic Pharmaceutical Sciences in the School of Pharmacy

Substance abuse and addiction affects every community and almost every family in the United States. One in 10 Americans over the age of twelve (27 million) are addicted to drugs or alcohol, while only 10 percent of those with an addiction receive treatment, embarrassing statistics for a country leading the world in medical achievements and technologies. America has an addiction problem. With less than 20% of the world’s population, we consume over 80% of the worlds production of opiates – a number that does not include illicit opiates FALL 2019 |

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like heroin or fentanyl analogues.

Since 1999, over 700,000 Americans have died of drug overdose with 70,237 overdose deaths reported last year - 68% of those deaths attributable to opiates. The ever-escalating number of overdose fatalities re-emphasizes the need to better understand the disease of addiction and to develop new medications to treat addiction as well as medications without the potential to be abused.

My earliest exposure to addiction was an uncle who suffered and eventually died from the ravages of alcoholism. Over the years, I have watched family members, friends and acquaintances suffer from various addictions – some that are in recovery and others that were not as fortunate. Most people appreciate that illnesses, such as diabetes, asthma, or a bacterial infection, have a biological basis that can be understood and treated by a medical health professional. Yet the perception of mental illness is that the affected individual has responsibility for their plight. The fact that addiction is a mental illness and a disease of the brain is no longer in question. Prejudice against people suffering from addiction or any other mental illness is based on lack of understanding of the illness and an absence of compassion for the person. Stigmatizing addiction further diminishes the individual and pushes them farther to the margins of society where treatment and care are more difficult to obtain – perpetuating the downward drift.

Education, knowledge through research, and compassion are the keys to reversing the prejudice against individuals and stigmatization of mental illness.

Growing up in Wilson, NC, my parents

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instilled in me the value of education. My mother was an elementary school teacher and later directed the Title I program in Wilson County and my father was an English literature professor and later president at Barton College. I was a late bloomer and my parents were extremely patient – they believed in my potential. Their approach to education has had the greatest influence on my career decisions and teaching/mentoring philosophy. My parents and grandmother often reminded me that, given the opportunities and advantages we enjoyed, I had a responsibility to use my abilities, whatever they may be, to help others.

I wish I had an epiphany story to share – but it is honest to simply say my interest in science developed over time. Entering college as a freshman at UNC-Chapel Hill, my initial interest in economics and US history soon was eclipsed after my exposure to the neurobiological correlates of various disorders, such as addiction, schizophrenia, and depression. I came to understand that the bases of mental illnesses are often the result of minor changes in brain chemistry or brain circuits - yet the consequences are profound and include aberrant behaviors, deficits in learning and memory and altered cognition. My interest in pursuing research in mental illnesses seemed to be the nexus of my academic strengths in the sciences and my commitment to helping others.

My intention is to have an impact on the understanding of the neurobiology of mental illnesses, work towards better care and treatment, and to educate future health care providers and the public.

The greatest influence on determining my path was a chemistry professor at Barton College, Dr. Kilgore, who saw my potential in the sciences and my interest in psychology and actively encouraged me to create a path that merged my strengths and interests, which was the relationship between the brain

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and behavior.

While I was encouraged to pursue medical or veterinary school, I knew my interests and abilities were more allied with scientific research and teaching. From the moment I decided to pursue a PhD, I had an unwavering focus on becoming an academic scientist/teacher. The appeal was largely based on the ability to determine the scientific questions that I wanted to pursue as opposed to being told. The allure of industry salaries and the funding for the science notwithstanding, my interests were to teach and mentor students in the classroom and in the lab. I have been fortunate to have had adequate funding to pursue scientific objectives of interest and equally important to teach and mentor students.

After completing my undergraduate education, I entered the graduate program at Emory University to work with Dr. Jay Justice, a professor of analytical chemistry, who had recently pioneered a technique that enables neuroscientists to observe and quantify chemical signaling in the brain in real time. The approach called in vivo microdialysis, revolutionized the understanding of how particular cells in the brain (neurons) utilize chemicals (neurotransmitters) to communicate with other neurons (neurotransmission).

After obtaining my Master’s degree, I matriculated to Wake Forest University to study neurochemistry and behavior of substance abuse in the labs of Dr. Jim Smith and Steve Dworkin. Substance or drug abuse refers to the misuse of chemical consumption, including excessive consumption, in a manner that was not intended, or consumption by a person for whom the drug was not intended.

Most people relate substance abuse and addiction to illicit substances such as heroin, cocaine, and methamphetamine.

However, alcohol, nicotine, over the counter medications (e.g. dextromethorphan: Robitussin; pseudoephedrine: Sudafed and diphenhydramine: Benadryl), and prescription medications (e.g. opiates: Oxycontin, Vicodin, fentanyl; stimulants: Adderall and Concerta; benzodiazepines: Valium, Xanax) are also abused. Substances may be consumed initially for the euphoria (“high”), to relieve stress, or to avoid problems. Repeated use causes changes in the brain that increase impulsivity and reduce the ability to control behavior – referred to as addiction. Addiction is a mental illness that is both chronic, relapsing disease of the brain that involves impaired ability to control the use of the substance, despite severe negative consequences (including social impairment and worsening physiological and psychological problems), and the development of tolerance (use more of the substance to attain the same effect) and withdrawal when use is abruptly ceased. In 2013, the American Psychiatric Association replaced the categories of substance abuse and dependence with substance use disorders.

As mentioned above, addiction causes significant and long-lasting changes in the brain. Therefore, a critical step to understanding addiction is to determine the areas of the brain that are affected and the changes occurring within those areas.

Certain areas of the brain are involved in specific functions or behaviors – for example, the hippocampus is involved in learning and memory, and the cerebellum in the coordination of movement. In addition, there are other areas of the brain that govern pleasurable sensations in response to behaviors critical for our survival such as eating, sexual activity, and responding to stressful situations.

The brain areas are interconnected to form what is commonly referred to as the “reward pathway.” Located in the center of the brain, midway between the ears, is

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a region called the ventral tegmental area (VTA) that receives information from other brain areas about whether various needs are being met. Neurons in the VTA assimilate the information and communicate, using the neurotransmitter dopamine, with an area further forward in the brain called the nucleus accumbens. The release of dopamine in the nucleus accumbens rewards or reinforces the occurrence of the behaviors such that we are likely to engage in those behaviors again and again. Drugs of abuse, for example heroin, fentanyl, cocaine and methamphetamine, interact with neurons in the reward pathway – essentially hijacking the pathway – and cause levels of dopamine to increase up to ten times normal levels. To approximate the level of euphoria such drugs can produce, consider the most pleasurable meal you have ever eaten – then multiply that feeling ten times.

My dissertation research focused on the role of dopamine neurochemistry in the rewarding effects of heroin, cocaine and cocaine/heroin combinations (“speedball”).

One study showed that cocaine consumption results in a four-fold increase in dopamine levels that correlates with the concentration of cocaine in the brain. As mentioned previously, drug seeking is a critical part of addiction, so I conducted a separate study to determine if nucleus accumbens dopamine levels and cocaine levels differ between one group seeking and administering the drug versus a group just administering the drug. Results from the study demonstrated significantly higher levels of dopamine in the group seeking and administering the drug – even though cocaine concentrations were not different between the groups – suggesting that the act of drug-seeking is rewarding in and of itself. In completing my dissertation, I embarked on a series of studies to understand the neurochemistry of abused drug combinations given the significant portion of the drug abuse population who are polysubstance abusers and the serious

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challenges for treatment and recovery. My studies on cocaine/heroin combinations demonstrated a synergistic neurochemical effect of the combination compared to either drug alone. Dopamine levels were increased 0.5 fold during heroin administration, fourfold during cocaine administration and surprisingly, 10-11 fold during “speedball” administration. The findings provide a neurochemical correlate to reports by individuals abusing “speedballs” that they experience a significant enhancement of the euphoric effects by the combination.

The neurochemical changes that occur during the consumption of drugs are generally short-lived. With continued drug use, neurons within the reward pathway adapt to the artificially high levels of dopamine by reducing the amount of dopamine available. These adaptations include a reduction in the amount released during periods of abstinence – the consequence of which is a loss of interest and decreased ability to feel pleasure in activities that one enjoyed previously – key symptoms of depression. For the individual suffering from a substance use disorder, alleviation of the deficit in dopamine becomes a primary motivating factor in the persistent and continued abuse of the drug.

Once the drug is taken, dopamine levels are increased and the negative symptoms are relieved, albeit for a short period of time.

Alleviation of the neurochemical deficits and reduction of the associated symptoms are of primary importance to the individual with a substance use disorder and the biochemical basis of drug craving and compulsive use of the drug — irrespective of negative consequences.

Following the successful defense of my dissertation, I was determined to find a post-doctoral fellowship where I could receive training in molecular biology to better understand the long-term neuronal alterations due to drug addiction. I joined

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the lab of Dr. Jim Eberwine, molecular pharmacologist at the University of Pennsylvania, a world-renowned expert in gene expression. Over the course of the ensuing three and a half years, I received training in molecular biology that I applied to the study of substance abuse as well as schizophrenia and Alzheimer’s Disease, studies for which I received funding from the National Institutes of Health and the Walter Sonneborn Katz Young Investigator Award from the National Alliance for Schizophrenia and Depression (now the Brain and Behavior Research Foundation). Under Dr. Eberwine’s mentorship, I was provided the opportunity to study the molecular pathology of schizophrenia and Alzheimer’s Disease using human post-mortem brain tissue from individuals diagnosed prior to death. Using the single cell gene expression techniques developed in Eberwine’s lab, we uncovered gene expression changes that underlie the pathogenesis of these diseases, which we termed the “molecular fingerprint” of the diseases.

Upon completion of my fellowship, I accepted a tenure track faculty position in the Departments of Pharmacology, Psychiatry and Hematology & Oncology at Emory University School of Medicine and an affiliate scientist at the Yerkes National Primate Center. The primary focus of the research conducted in my lab was the neurobiology of opiate (e.g., heroin, fentanyl, morphine) and stimulant (e.g. cocaine, amphetamine) addiction using human post-mortem brain tissue from drug overdose victims to define the neuropathological consequences of long-term use followed by the recapitulation of the pathology in rodent and non-human primate models.

During this time, my attention shifted from studying the rewarding aspects of abused drugs to the effects of addiction on cognition (e.g., decision making, impulsivity and cognitive flexibility), which is controlled by the frontal cortex in conjunction with the

Multichannel Pipettor used by Dr. Hemby in his research reward pathway (mesocortical circuit). For example, cocaine addicts have difficulty inhibiting behaviors and shifting their attention in ways that are very similar to individuals who have suffered damage to frontal brain regions. In fact, cocaine addicts lose a significant number of neurons in the frontal cortex, even after long term abstinence from the drug. Research from my lab on the long-term effects of cocaine and heroin use identified biochemical changes associated with neuronal loss and dysfunction in the mesocortical circuit and related changes in cognition. Understanding the underlying biochemical changes associated with addiction is critical to the development of medications that can reverse or slow the development and progression of addiction. In 2004, I took the opportunity to return to NC by accepting a faculty position at Wake Forest School of Medicine.

With the move came an opportunity to expand my research repertoire to include proteomics. As the final product of a gene, proteins are inherently more complex but are the biochemical engines determining the function of cells such as neurons. My efforts into the proteomics of addiction was among the first in the field and our efforts

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identified proteins in novel biochemical pathways involved in the transition from substance abuse to addiction. The team of undergraduate and graduate students, technicians, and postdoctoral fellows who I have trained over the years led to the publication of over seventy peer-reviewed papers, book chapters, and invited presentations and over $10 million in federal grants, foundation awards, and industry contracts.

Since assuming the position of professor and chair of Basic Pharmaceutical Sciences in the Fred Wilson School of Pharmacy at High Point University in 2014, my research efforts in substance abuse have continued.

With the growing opioid crisis in the United States, I have re-doubled my research efforts on identifying novel compounds, natural or man-made, that have the ability to reduce the devastating effects of opiate addiction and promote abstinence. My most recent efforts in this regard center around the plant Mitragyna speciosa (kratom), which is indigenous to Southeast Asia where it has been used for hundreds of years as an alternative to opiates for pain relief, cough, diarrhea, to reduce the intensity and duration of opiate withdrawal symptoms, and as a means to reduce opiate addiction.

In the United States, concerns about kratom led the Food and Drug Administration to issue an import alert and public health advisory and the Drug Enforcement Agency to include kratom on the list of Drugs and Chemicals of Concern. However, the absence of controlled studies in humans created an opportunity for basic science studies to provide critical information to help guide use and policy decisions. I designed experiments to objectively assess the potential abuse liability as well as abuse deterrent effects of the two major psychoactive compounds in the plant, mitragynine and 7-hydroxymitragynine.

Results from the study are provocative, indicating that mitragynine does not

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have abuse liability, but more importantly decreases opiate intake for several days after administration. Prior to publication of our findings, I shared the findings on a segment of PBS NewsHour Weekend, quickly followed by requests from multiple national and local news agencies. My research efforts on kratom are continuing and include characterization of mitragynine and other chemicals from kratom and other plants to determine their usefulness in reducing opiate addiction as well as studying their ability to relieve pain without the side effects (respiratory depression, constipation, and nausea) associated with opiates such as morphine, oxycontin, and hydrocodone.

To this end, I collaborate with colleagues at Columbia University, University of Washington, Washington State and the University of North Carolina at Greensboro.

In addition to the research, educating the next generation of healthcare providers about the causes, diagnoses and treatments for addiction is imperative and needs to receive equal attention in curricula and training programs as currently provided for other illnesses. Pharmacists are often the tip of the spear in dealing with public health crises and the current opiate epidemic is no exception. They have a professional responsibility to ensuring that proper medications are prescribed, to educating the public and other health care professionals about correct usage, to providing information on alternatives to medication when and where appropriate, to preventing the diversion of drugs from their intended use. In spite of the ever-present public health care concern of addiction and the current opiate epidemic, substance abuse education is seriously lacking in the curricula of most health professional schools.

At the Fred Wilson School of Pharmacy, we are committed to educating pharmacy students about addiction by providing multiple opportunities to learn about the disease of addiction in and out of the

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classroom, educating students on proper use of medications used for treatment as well as treatments that are forthcoming.

Students have the opportunity to interact with individuals suffering from addiction to enhance empathy and understanding about the disease. I offer an elective course entitled Addiction Medicine to third-year pharmacy students who want to gain a more in-depth knowledge and appreciation of substance abuse. The course includes lectures on the neurobiology of addiction, attendance at a 12-step meeting, presentations from individuals sharing personal experiences and tragedies, community leaders involved in harm reduction approaches and treatment, the Drug Enforcement Agency, and experts in the field. As the first and most readily available health care professional for the majority of the public, our students’ knowledge and understanding of addiction is imperative for their success and for the safety of communities.

I encourage both undergraduate and pharmacy students to take advantage of the the rich scientific culture within the Fred Wilson School of Pharmacy. Currently, three pharmacy students are involved in research projects in my lab: the effect of cocaine on insulin signaling in the brain and the neurochemical effects of kratom in relation to development for opiate addiction. I believe that pharmacy students benefit from the experience of participating in hands-on research by developing an understanding of and appreciation for the scientific method, understanding how to interpret data and present the results of a study and develop and hone their writing and presentation skills. In addition to my research, faculty members in the Fred Wilson School of Pharmacy are developing novel compounds for the treatment of neurological and psychiatric illness, determining the basis for antibiotic resistance in bacteria and strategies to overcome the antibiotic resistance, understanding the impact of diabetes on

the liver and exploring novel approaches to treatment, investigating the unique immune properties of the brain and the effect of chronic alcohol use, determining how the Zika virus hijacks the body’s DNA for replication, developing new methods of drug delivery for pediatric patients and cancer patients, and many more.

Leaving a tenured faculty position at Wake Forest School of Medicine, I was drawn to High Point University after lengthy discussions with Dean Ragan where I first learned about the vision for the school of pharmacy, which recognizes and emphasizes the importance of basic science in the training and profession of pharmacy in order to prepare our students for a rapidly changing healthcare environment. Based on my experience, there is no doubt that the Fred Wilson School of Pharmacy provides unique and unparalleled educational opportunities for pharmacy students that will ensure their future success.

Dr. Hemby uses mouse and rat models that closely recapitulate behavioral and neurobiological changes that occur with long-term drug use in humans.

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According to Dr. Corcoran, in the first book of the Poetics after presenting his definition of tragedy, Aristotle promises to treat the topic of comedy at greater length (1449b 21-22), but the short work ends abruptly without returning to humor.

Aristotle’s Enigmatic Lost Second Book of the Poetics Dr. Clinton Corcoran, Professor of Religion and Philosophy

I first became intrigued by the mystery of the lost second book of Aristotle’s Poetics during a seminar on Aristotle at Skidmore College in the late seventies.

In the first book of the Poetics after presenting his definition of tragedy, Aristotle promises to treat the topic of comedy at greater length (1449b 21-22), but the short work ends abruptly without returning to humor. I remember after class hounding my professor for more details concerning what was known about the lost second book on comedy.

Unfortunately, beyond a few internal references, some mentions of an additional book in doxographers’ lists of Aristotle’s works, and an anonymous puzzling little tractate, little is

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known. Still, archaeologists are finding fragments of Menander’s comedies on papyrus wrappings of mummies, so it does not stretch credulity that one day the mystery of the lost second book could be unraveled. Umberto Eco’s first novel, The Name of the Rose (1980), and a subsequent eponymous movie starring Sean Connery (1986) brought the legend of Aristotle’s so-called lost second book of the Poetics into popular culture. Another eight-part TV adaptation will air internationally in 2019. Eco’s murder mystery recounts a dastardly, and ultimately successful, attempt to suppress an unknown copy of the second book. Unless a copy is found, we are forced to work with Aristotle’s extant statements about comedy found in Book I, and the fragments of a controversial anonymous Hellenistic text on humor, the Tractatus Coislinanus.

Several scholars have alleged that the Tractatus is a fragmentary remnant of what was once the second book of the Poetics treatment of comedy.1 Arguably, Aristotle’s Poetics (c. 350 BCE) is the earliest and most important book in the history of literary criticism. Its description of the forms and conventions of tragic plot has influenced critics and cultures for nearly 2,400 years. I suspect each of you were subjected in high school English to the phrase the “Aristotelian unities,” or “Aristotle’s rules

for the unity of action.” In addition, I suspect that your teacher forced you to memorize the three main parts of a plot: the “rising action,” “climax,” and “falling action.” All of these concepts are lifted directly from Aristotle’s analysis of plot in the Poetics. Together these causally connected parts constitute the elements of a reversal. Reversals are, Aristotle says, a change in the course of action, a change that leads towards the opposite outcome (1452a 23). Aristotle observes that there are two different directions for reversals, a movement from bad to good actions, or from good to bad actions. The midpoint of a reversal, what Aristotle calls its turning-point, marks a change in the course of the action. Aristotle’s vocabulary is more precise: reversals include a complication, a turning point in the course of a play’s action toward better or worse actions, and an unravelling or resolution of the drama’s conflict.

The existing part of the Poetics deals primarily with tragedy. The standard form of tragedy, of course, has a single reversal. The plot actions and the fortune of the tragic hero move in sync with one another, and the incidents and the fortune of the hero both move from good to bad. On the other hand, Aristotle suggests that comedy has a compound plot, a plot that contains two or more reversals. Aristotle writes, “In the second rank comes the kind of tragedy which some place first. Like the Odyssey, it has a double thread of plot, and also an opposite catastrophe for the good and for the bad” (1453a 30-33). Epics, comedies, and inferior tragedies where the hero ultimately escapes misfortune are, for

See Richard Janko, Aristotle’s Theory of Comedy (London: Duckworth, 1984). See also his Aristotle’s Poetics (Indianapolis: Hackett, 1986), and “Aristotle on Comedy: Aristophanes and some new evidence from Herculaneum,” in Making Sense of Aristotle: Essays in Poetics (London: Duckworth, 2001). See also Walter Watson, The Lost Second Book of Aristotle’s Poetics (Chicago: Chicago University Press, 2012), and Lane Cooper’s, An Aristotelian Theory (New York: Harcourt, Brace and Company, 1922).

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Aristotle, second tier tragic plots, but first tier comic or melodramatic plots. These plots are typified by the double actions found in underdog and escape reversals.

Underdog double reversals can be commonly found in sports comedies about ill-fated teams, or in fight films. A hapless team or fighter begins to win (bad to good), faces a crisis or defeat (good to bad), but ultimately wins against the odds (bad to good).

Examples of multiple reversals in escape films can be seen in Indiana Jones and James Bond films. In these plots, the antagonist’s fortune mirrors the protagonist’s but follows the opposite track. Epics, comedies, and melodramas end well for the protagonist, and badly for the antagonist. For at least

three reasons the plots of comedies are more complex than the best form of tragedy: (1) they often have double reversal structures, (2) the reversal of action and reversal of fortune for the comic protagonist may move at points in opposite directions, (3) and comedies have opposite endings for the good and the bad.3 It is the nature of these comic double structures that fascinates me to this day.

The topic of Aristotle’s thoughts on comedy continued to captivate me; and in my dissertation (1991) I used Aristophanes’s (446-386 BCE) plays to reconstruct Aristotle’s account of comic plot reversals. An analysis of Aristophanes’ plots shows that almost all the plays follow one of two patterns.

Both patterns employ two separate, but

Contemporary literary criticism classifies these plots as melodramas, where the tragic ending is averted by a second reversal (e.g., the Odyssey).

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overlapping, reversals. Following the first pattern, bad actions are transformed into good and then bad, and finally to good again. In the second pattern, bad actions are transformed into good (apparent) actions, and then back to bad. Just as tragedy, comedy imitates flawed actions. The two patterns result from the sorts of actions imitated: either a bad social or political idea is critiqued by following pattern two, or a good social or political action is applauded by following pattern one. I drew the sources of ridiculous actions for comic plots from categories found in the Tractatus Coislinianus. The Tractatus cites several topoi, or places from which comic actions can be drawn: “from the impossible,” “from the possible and inconsequential,” “from making characters worse,” and “from the unexpected.”4 These topoi create dramatic suspense by deviating from existing norms, whether or not, the norm is good or bad.

Today, the Poetics forms the center of my firstyear seminar, Theories of Comedy. Aristotle’s notion of dramatic reversal is comprehensive and versatile; it reveals a common form for plots, pratfalls, and jokes. In my seminar I intentionally show clips from Chaplin, Keaton, the Three Stooges, Our Gang, Laurel and Hardy, and the Marx Brothers alongside contemporary comedies to exemplify the timeless forms of ridiculous actions. Aristotle is the first exponent of what has come to be known in literary circles as the incongruity, or contrast, theory of comedy. Aristotle’s conception of dramatic reversals of action are a perfect illustration of his incongruity theory of humor. The incongruity theory of comedy argues that humor is produced from the recognition of the absurdity or ridiculousness inherent in the juxtaposition of two contrasting things, people, ideas, or actions. In plots, reversals of action

Some important works on Aristotle.

produce contrasts that proceed contrary to our expectations. Our confounded expectations often produce recognitions, for example, learning. The greater the contrast the greater the magnitude of the humor produced. For example, attempting blithely to maintain a flat logical contradiction is an example of humor produced from contrast. Dramatic reversals of action are a form of contrast; the impossible plan versus the practical, the inconsequential versus the momentous, etc. Contrast can also be seen in comic characters who are presented as foils (smart/dumb, proud/humble) or contrasting patterns of thought (irrational/ rational), or comic diction (refined/coarse, etc.). Recognitions that naturally accompany opposite effect reversals (from the organic flow of the action) are the best. Other forms of reversal include the “escape reversal” and the underdog reversal, and almost any actions that are contrary to expectation (surprise).

The three parts of a plot—the complication, turning point, and resolution—can also

Tractatus Coislinianus. 3.2.1 Richard Janko, Aristotle on Comedy: Towards a Reconstruction of Poetics II (London: Duckworth, 1984)

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be applied to smaller actions such as the set-up, trip, and fall of comic pratfalls, or the verbal humor created by a joke’s set-up, punch line, and laughter. For instance, Chevy Chase’s imitation of Gerald Ford’s clumsiness where he would exaggerate and extend the set-up, and then greatly prolong the trip and the fall in order to create the greatest possible emotional magnitude from the action. Aristotle argues that the best recognition scenes are coincident with reversals (1452a 33). Just as the punch line of a joke confounds our expectation, but at the same time we have to “get it,” that is, we have to see how the unexpected juxtaposition also follows from the set-up.

Besides the differences between the serious and ridiculous actions imitated in the genres Aristotle observes a clear distinction between the characters of tragedy and those of comedy: “The same distinction marks off tragedy from comedy; for comedy aims at representing men as worse, tragedy as better than in actual life” (1448a 15-17). He elaborates, “Comedy is, as we have said, an imitation of characters of a lower type, not, however, in the full sense of the word bad, ludicrous being merely a subdivision of the ugly. It consists in some defect or ugliness which is not painful or destructive” (1449a 31-34). Aristotle’s friend and successor, Theophrastus, takes Aristotle’s remarks further, in a short book of 30 comic character types, a book that later influenced the English tradition of character sketches, notably in works by Overbury (1615) and Shaftesbury (1711). Many of the flawed character types described by Theophrastus are readily identifiable in today’s comedies and easily found on the streets today. To illustrate

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Theophrastus’s “Liar” character type I show clips of Tommy Flanagan (John Lovitz) on SNL; the “Flatterer,” Eddie Haskell (Ken Osmond) of the TV series Leave it to Beaver; and, of course, John Belushi’s brilliant rendition of the “Gross Man,” Bluto, in the movie Animal House (1978). Students are amused that Theophrastus’s description of the “The Gross Man,” as one who will “at a formal dinner spit across the table and hit the waiter,” fits Bluto’s actions so perfectly.5 In what has now become a lifelong fascination, I have again returned to recreating Aristotle’s conception of comic plot. I have started a book project on the relationship of reversal structures to the emotional magnitude of dramas.

In particular, I am exploring the causal connection between the structure of the actions and the emotions engendered by those structures in the audience—especially emotions that Aristotle identifies as central to dramatic experience—such as, suspense, pleasure, wonder, pity, fear, enthrallment, and relief. As Eco’s hero notes in The Name of the Rose, “Aristotle sees the tendency to laughter as a force for good, which can have instructive value.”6 The dramatic emotions mark an emotional and intellectual experience of the diremption between what is and what should be. As Aristotle says, “For the laughable is a sort of error and ugliness that is not painful and destructive, just as, evidently, a laughable mask is something ugly and distorted without pain (1449a 34-37).”7 As a defect or imperfection, the imitation of the ridiculous allows us to learn from others’ mistakes and recognize and appreciate the imperfections of the human condition.

Theophrastus’ Characters.

Umberto Eco, The Name of the Rose, Trans. William Weaver. (New York: Harcourt Brace Jovanovich), 574

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Aristotle’s Poetics (Indianapolis: Hackett, 1986). Trans. Richard Janko. As a defect or imperfection the ridiculous is a departure from the norm.

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Dr. Emerson treats patients with, and teaches students about, chronic pain in a way that moves beyond a purely biological model. Since December 2017, the clinic has restored lives, improved patient self-efficacy, and helped patients rediscover their independence.

Using Moral Imagination: HPU’S Pro Bono Physical Therapy Clinic Dr. Alicia Emerson, Assistant Professor of Physical Therapy

Providing equitable access to expert care is the driving vision for the innovative High Point University Pro Bono Physical Therapy Clinic.

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Since December 2017, the clinic has restored lives, improved patient selfefficacy, and helped patients rediscover their independence. Patients are eligible to attend if they do not have health insurance, have exhausted all of their physical therapy (PT) benefits, or fall into a gap for health insurance coverage. As of March 30, 2019, more than 400 new patients received care in our clinic — amounting to over half a million dollars in free care provided to our community.

The success of this clinic is founded on seeking a holistic, community-based understanding of unmet needs and bringing together faculty, students, and community partners to meet those needs.

To the best of our knowledge, there is no other pro bono PT clinic in the nation like HPU’s clinic.

Across the nation, many Doctorate of Physical Therapy (DPT) programs provide pro bono services. The American Physical Therapy Association’s ethics statement advocates for addressing healthcare disparities, or the unfair health outcomes driven by societal, political, and economic factors. Here at HPU, these health differences are redefined as inequities, meaning these differences are not only unfair, but unjust. Providing pro bono care from a social justice perspective defines the clinic’s mission and increases students’ awareness of the complexities in healthcare.

To understand the true value that such experiential learning provides to students,

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it first requires an understanding of the clinic. There are three key elements that distinguish HPU’s Pro Bono Physical Therapy clinic. First, it is fully operational 40-hours per week, year-round. This access encourages consistent referrals from healthcare providers, provides a sustained presence for patients, and offers a variety of scheduled appointments.

Second, the patients coming to the clinic are predominantly those suffering from chronic musculoskeletal pain.

Our clinicians possess great expertise in managing chronic musculoskeletal conditions — a perfect match. Research increasingly demonstrates that when clinicians understand patients, healthcare outcomes improve. Finally, the pro bono clinic assesses and addresses the role health behaviors have in chronic pain.

For example, poor sleep is often thought to be the result of pain. We now know poor sleep quality is a predictive factor for developing chronic pain in the future.

Creating the Clinic Dr. Dan Erb, Dr. Eric Hegedus, and a team from High Point University secured federal funding from the New Market Tax Credit in 2016. They were also awarded a $250,000 grant in 2017 from the Foundation for Healthy High Point. To be a successful steward of the financial support, the clinic needed to serve a diverse patient population. The targeted patient population would not only be ethnically diverse but also be at risk for marginalization, meaning

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these patients often would not have a representative voice in society, politics, or healthcare. Therefore, in order to have sustainable success, the HPU Pro Bono Physical Therapy Clinic needs to be community-based, community-valued, and community-trusted. Community integration was a key focus from the outset and the community responded

— including students and faculty across campus!

Beginning in the summer of 2016, the Department of Physical Therapy partnered with the Survey Research Center to conduct a series of community surveys. As Director of Clinical Services for the Department of Physical Therapy,

Dr. Alicia Emerson and Dr. Garrett Naze work with students Emily Tower and Anna Bishop in High Point University’s Pro Bono Physical Therapy clinic.

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I collaborated with Dr. Martin Kifer and Mr. Brian McDonald to create a series of multi-modal surveys that could provide input from numerous stakeholders. Next, Rev. Dr. Joe Blosser, the Robert G. Culp Jr. Director of Service Learning, provided key introductions in the non-profit sector that fostered community awareness and support. In the spring of 2017, I surveyed non-medical and medical community members. Non-medical community leaders, including those in city government, non-profit organizations, and religious entities were contacted.

Although healthcare was not the

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primary focus of their role, their daily contact with the community provided broad perspectives. Respondents noted that social determinants, such as unemployment or low-income, and lack of access to healthy foods and/or active living options, were the pressing health concerns for their community members. Physical therapists working in the Piedmont Triad completed an email survey sent from the North Carolina Physical Therapy Association’s (NCPTA) member list. The NCPTA graciously sent the survey for free, waving typical fees due to the purpose of the survey. Clinicians

reported that threats to physical therapy care centered around health insurance constraints. Approximately 70% of the clinicians reported that health insurance barriers led to premature discontinuation of treatment in a plan of care. Patients that were discharged early primarily had complaints of chronic musculoskeletal pain.

In February 2017, High Point University’s Survey Research Center completed the first of three communitybased surveys. In one week, 22 undergraduate students called 10,000 community phone numbers, completing 738 telephone surveys. Almost half of the respondents wanted a clinician that understood them. This survey, completed in English, did not capture the entire community’s point of view. Spanish is the second most spoken language in High Point and within the Piedmont Triad. Starting in September 2017, the same surveys, now translated into Spanish, were completed. I forged key alliances with trusted community entities like High Point’s YWCA Latino Family Center, the Guilford Community Care Network, and local churches to complete 77 surveys. I am currently partnering with the World Relief Organization and local mosques to complete the same survey in Arabic. In agreement with the responses from the clinician survey, musculoskeletal pain was the primary issue identified as needing further treatment. To our knowledge, this is the

most robust exploration of community needs for a pro bono clinic, making High Point University’s clinic truly High Point’s clinic.

“Urgency of Now” Guided with this understanding from the community, the Department of Physical Therapy developed an incredible 9,000 square foot clinic, hired an expert clinician, instituted a truly unique Fellowship, and integrated students from the Doctor of Physical Therapy program and across campus. The HPU Pro Bono Physical Therapy Clinic, located five minutes from HPU’s main campus at the old mall, is strategically located on the city’s bus route. Reconstruction turned the old Physician Assistant Studies (PAS) space into a fully functioning, direct access PT clinic with eight treatment rooms, a food pantry, a gym equipped with state-of-the-art machines, a research suite that includes an MRI and a unique weightbearing CT scanner, and a community garden. It is a truly amazing space. But more importantly for our patients and student learners are the amazing people in charge. Dr. Garrett Naze, Assistant Professor, and Dr. Steve Shaffer, RAISE Fellow, joined me in bringing experience to the clinical principles that guide chronic musculoskeletal pain management: understanding the science of pain, addressing health behaviors, and fostering clinical conversations based

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on the principle of shared-decision making. Working with my dream team, we use these principles as our guide to help foster patient empowerment in the healthcare setting and to teach students how to do the same.

Borrowing the phrase from Dr. Martin Luther King, Jr., the HPU Pro Bono Physical Therapy Clinic’s philosophy for student learning and patient care is approached with an “urgency of now.”

Each moment in the clinic provides the opportunity to make a difference in the patients’ lives and the students’ growth.

Each visit is designed to maximize positive outcomes by using a holistic approach. For example, approximately 20% of the clinic’s patients report experiencing a food insecurity issue. It would be impossible to expect patients to regain their full health potential without the proper nutrients to sustain the energy needed to participate in PT. A food pantry was, therefore, established in May 2018. With the support of Dr. Blosser’s VISTA students Amanda Goodwin and Ebony Gillette, HPU alumnae, the Department of Physical Therapy established partnerships with Second Harvest and West End Ministries. The Guilford Community Care Network donated an industrial refrigerator and freezer, enabling fresh produce and frozen proteins to be shared with patients. In the fall of 2018, a $25,000 anonymous donation kickstarted “The Giving Garden.” This

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garden for the community is located directly behind the clinic. It will have fruit trees, vegetables, herbs, and flowers.

Undergraduate and graduate students will build the raised beds at the end of February. A planting ceremony is in the works for 2019. The garden will also be home to Italian bees, thanks, in part to Dr. Erb, who is studying to be a certified bee keeper. The Giving Garden will be an area for patients of the clinic to complete therapeutic exercise and experience the meditative impact of working with nature.

Student Experiential Learning, Work, and Research I direct second-year graduate students in the DPT program who are required to engage in a series of three Community Outreach courses. A unique hybrid of didactic and clinical learning, the students gain early access to complex patient care while being mentored by clinical experts. Chronic pain is a complex condition impacting more people than heart disease, cancer, and diabetes combined. Yet, many healthcare providers do not receive enough education to help them work effectively with this patient population. Foremost, PT is conservative management that helps to harness patients’ potential to self-manage without opioids. HPU DPT graduate students observe and participate in high-level clinical conversations surrounding difficult topics related to

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chronic pain. They contextually learn clinical management strategies that have the potential to fundamentally alter lives.

The Summer Research Fellowship (SuRF) program provides a unique opportunity for pre-health majors to learn more about PT. Starting in the summer of 2018, students can now participate in the epidemiological data collection and gain clinical research experience. Megan Burr, a rising junior in last summer’s SuRF program, completed clinic research participation. She successfully submitted an abstract for a conference presentation and completed observation hours needed for her graduate school application.

Additionally, six undergraduate student workers, all pre-health majors, provide assistance with keeping the clinic functioning and gain observation hours.

Outcomes from the First Year The HPU Pro Bono Physical Therapy Clinic opened on December 5, 2017.

Patients received over 300 pounds of food from the food pantry. As of March 30, 2019, over 4,000 mentored clinical practice hours were completed. While students can hear lectures pertaining to cultural diversity, learning about the spectrum of the lived human experience in vivo is invaluable. The HPU Pro Bono Physical Therapy Clinic’s patients report birth countries spanning five continents and almost 30 countries. Over 15 different languages are spoken by our patients. Spanish is the most. Assistant

Professor Carolyn Adams identifies undergraduate students wishing to practice their medical Spanish and they help to provide translation for patient materials. I led a Lunch-and-Learn for Pharmacy, PA, and DPT graduate students, who were able to practice their medical Spanish in the clinic as well.

Dr. Naze’s position is now an Endowed Clinical Assistant Professor Faculty Position due to the generous donation

by Emily Millis-Hiatt. This ensures continued expert clinical faculty presence as the initial grant funding monies are exhausted. Further, the HPU RAISE fellow training program was established for clinicians. As a way to give back to the professional community, the RAISE fellowship is unique in its approach to continuing education. RAISE stands for Raising others through equal Access to healthcare, Impactful physical therapy, Systems-based advocacy, and Engaging in sociopolitical discourse. Dr. Shaffer is instrumental in the program’s development and we are recruiting for our next class.

The HPU Pro Bono Physical Therapy Clinic is an innovative, collaborative, and experiential learning experience for students and an opportunity for patients to receive expert care. The clinic is an example of what can be accomplished with moral imagination, thinking creatively to ethically address healthcare inequities.

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grants Barlow, Brad N. 2018. National Science Foundation Astronomy & Astrophysics Research Grants Program: Exploring the Impact of Substellar Objects on Late Stellar Evolution. ($349,621).

Barlow, Brad N. 2018. National Optical Astronomy Observatory SOAR Telescope Allocation: The EREBOS Project: Determining the Influence of Substellar Objects on Stellar Evolution. ($60,000).

Ebert, Kim, Emily P. Estrada, and Wenjie Liao. 2018. National Science Foundation: Legitimating Strategies in Privatized Immigration Control. ($116,806).

Ford, Kevin R. 2018. Adidas International, Final Year: Randomized Controlled Trial Investigating Changes in Footwear Comfort and Performance in High School Football Players. 18-003 ($124,765).

Ford, Kevin R. 2016-2019. R21 AR069873, NIH/NIAMS, Real-time Optimized Biofeedback Utilizing Sport Techniques (ROBUST). ($528,107).

Gosselin, Dora. 2018. Academy of Pediatric Physical Therapy Mentored Grant: The Impact of Unpredictability on Gait Biomechanics and Mobility-based Participation in Children with Cerebral Palsy. ($10,000).

Kifer, Martin J. 2018. National Science Foundation Award: Collaborative Research: Using the Web to Study U.S. Congressional Campaigns and Representation. ($46,753).

Turpin, John and Jane Nichols. 2018. Steelcase Education Active Learning Center Grant: The Effect of the Physical Environmental on Faculty and Student Growth Mindset. ($67,000).

Wommack, Andrew J. 2018. National Science Foundation, Chemistry of Life Processes: Development of a Biocompatible Visible-Light-Catalyzed Thiol-Ene Coupling Reaction to Study Redox Active Disulfide Bonds. CHE-1807218 ($172,465).

Wommack, Andrew J. 2018. National Science Foundation, Systems and Synthetic Biology: Investigations of Thimet Oligiopeptidase Substrate Specificity. MCB-5111057. ($65,325). Sub-award to: Function and Regulation of Thimet Oligiopeptidase-Mediated Proteolytic Pathways in Plant Stress. MCB-1714405 ($417,612).

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Editors Bleakley, Chris. Associate Editor, BMC Musculoskeletal Disorders Editorial Board.

Ford, Kevin R. Associate Editor, Research Quarterly for Exercise and Sport.

Gisselman, Angela S. Associate Editor, British Journal of Sports Medicine.

Hegedus, Eric J. Deputy Editor, Physical Therapy Reviews.

Setzler, Mark. Assistant Editor, The Latin Americanist.

Turpin, John. Editor-in-Chief, Journal of Interior Design.

Wright, Alexis A. Deputy Editor, Physical Therapy Reviews.

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A SELECTION of FACULTY SCHOLARLY WORKS 2018 – 19

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BOOKS Lancaster, Jarrett L. Introduction to Classical Field Theory: A Tour of the Fundamental Interactions. Williston: Morgan & Claypool, 2018. doi: 10.1088/978-1-64327-084-5 Lipton, Gregory. Rethinking Ibn ‘Arabi. New York: Oxford University Press, 2018.

Carson, Susan, Heather B. Miller, Scott D. Witherow, and Melissa C. Srougi. Molecular Biology Techniques: A Classroom Laboratory Manual, 4th ed. Burlington, MA: Elsevier Academic Press, 2019.

Squint, Kirstin L. LeAnne Howe at the Intersections of Southern and Native American Literature. Baton Rouge: Louisiana State University Press, 2018.

Watkins, Elyse. Professional Practice for Physician Assistants. Buffalo, NY: RPSS Publishing, 2018.

ARTICLES Alexander, Laura. “Anne Conway’s Vitalism: A Physico-Theological Philosophy.” ANQ: A Quarterly Journal of Short Articles, Notes, and Reviews 32, no. 2 (2019): 93-96. doi: org/10.1080/0895769X.2018.1488575.

Alexander, Laura. “‘Persecutions of the Age’: Public Women and the Art of Political Resistance.” The Quint: An Interdisciplinary Journal from the North 10, no. 4 (2018): 72-78.

Alexander, Laura. “Topography of Darkness: Isabel Allende’s ‘If You Touched My Heart,’ the Gothic and Disability.”

Journal of Dracula Studies 20 (2018): 82-100.

Dougherty, Keith and Gordon Ballingrud. “Coalitional Instability and the Three-Fifths Compromise.” American Journal of Political Science 62, no. 4 (2018): 861-872. doi: org/10.1111/ajps.12378.

Ballingrud, Gordon. “Public Reason as Highest Law.” Law and Philosophy 37, no. 2 (2018): 145-170. doi: 10.1007/s10982017-9308-2. doi: org/10.1007/s10982-017-9308-2.

Vos, Joris, Maja Vučkovič, Xuefei Chen, Zhanwen Han, Thomas Boudreaux, Brad N. Barlow, Roy H. Østensen, and Péter Németh. “The Orbital Period-Mass Ratio Relation of Wide sdB+MS Binaries and its Application to the Stability of Roche Lobe Overflow.” Monthly Notices of the Royal Astronomical Society 482, no. 4 (2019): 4592-4605. doi: 10.1093/mnras/sty3017.

Biaett, Vern. “An Ethical Conundrum: The Estimation of Event Attendance.” International Journal of Tourism Cities (2018). doi: 10.1108/IJTC-12-2017-0080.

Delahunt, Eamonn, Chris M. Bleakley, Daniela Bossard, Brian M. Caulfield, Carrie L. Docherty, Cailbhe Doherty, Francois Fourchet, Daniel T. Fong, Jay Hertel, Clare E. Hiller, Tom W. Kaminski, Patrick O. McKeon, Kathryn M. Refshauge, Alex Remus, Evert Verhagen, Bill T. Vicenzino, Erik A. Wikstrom, and Phillip A. Gribble. “Clinical Assessment of Acute Lateral Ankle Sprain Injuries (ROAST): 2019 Consensus Statement and Recommendations of the International Ankle Consortium.” British Journal of Sports Medicine 52, no. 20 (2018): 1304-1310. doi: org/10.1136/ bjsports-2017-098885.

Wilson, Fiona, Margaret Walshe, Tom O’Dwyer, Kathleen Bennett, David Mockler, and Chris M. Bleakley. “Exercise, Orthoses and Splinting for Treating Achilles Tendinopathy: A Systematic Review with Meta-Analysis.” British Journal of Sports Medicine 52, no. 24 (2018): 1564-1574. doi: org/10.1136/bjsports-2017-098913.

Thomson, Athol, Richard Akenhead, Rod Whiteley, Pieter D’Hooghe, Ken Van Alsenoy, and Chris M. Bleakley. “Fifth Metatarsal Stress Fracture in Elite Male Football Players: An On-Field Analysis of Plantar Loading.” BMJ Open Sport Exercise Medicine 4, no. 1 (2018): e000377. doi: org/10.1136/bmjsem-2018-000377.

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Brown, Victoria, and Nancy Hodges, “An Exploration of Dress and Identity among New Mothers: The Implications of Breastfeeding for Clothing Choice.” Journal of Fashion, Style, and Popular Culture 6, no. 2 (2019): 225-241.

Thomson, Athol, Einar Einarsson, Clint Hansen, Chris M. Bleakley, and Rod Whiteley. “Marked Asymmetry in Vertical Force (But Not Contact Times) during Running in ACL Reconstructed Athletes <9 Months Post-Surgery Despite Meeting Functional Criteria for Return to Sport.” Journal of Science and Medicine in Sport 21, no. 9 (2018): 890-893. doi: org/10.1016/j.jsams.2018.02.009.

Archbold, Pooler, Alan Rankin, Michael Webb, Richard Nicholas, Niall Eames, Roger Wilson, Lyndsey Henderson, Gavin Heyes, Richard Davies, and Chris M. Bleakley. “Recurrent Injury Patterns in Adolescent Rugby.” Physical Therapy in Sport 33, (2018): 12-17. doi: org/10.1016/j.ptsp.2018.06.005.

Bleakley, Chris M., Jeffrey B. Taylor, Steven L. Dischiavi, Cailbhe Doherty, and Eamonn Delahunt. “Rehabilitation Exercises Reduce Re-Injury Post-Ankle Sprain, but the Content and Parameters of an Optimal Exercise Program Have Yet to Be Established: A Systematic Review and Meta-Analysis.” Archives of Physical Medicine and Rehabilitation (2018). doi: org/10.1016/j.apmr.2018.10.005.

Keck, Thomas M., R. Benjamin Free, Marilyn M. Day, Sonvia L. Brown, Michele S. Maddaluna, Griffin Fountain, Charles Cooper, Brooke Fallon, Matthew Holmes, Christopher T. Stang, Russell Burkhardt, Alessandro Bonifazi, Michael P. Ellenberger, Amy H. Newman, David R. Sibley, Chun Wu, and Comfort A. Boateng. “Dopamine D4 ReceptorSelective Compounds Reveal Structure-Activity Relationships that Engender Agonist Efficacy.” Journal of Medicinal Chemistry 62, no. 7 (2019): 3722 - 3740. doi: 10.1021/acs.jmedchem.9b00231.

Carlson, Matthew Paul. “Auden the Librettist v. The Late Mr. William Butler Yeats: Challenging Romantic Ideology in Elegy for Young Lovers.” South Atlantic Review 83, no. 2 (2018): 29-46.

Carriker, Colin, Paige Rombach, Brooke Stevens, Roger Vaughan, and Ann Gibson. “Acute Dietary Nitrate Supplementation Does Not Attenuate Oxidative Stress or the Hemodynamic Response During Submaximal Exercise in Hypobaric Hypoxia.” Applied Physiology Nutrition and Metabolism 43, no. 12 (2018): 1268-1274. doi:10.1139/apnm-2017-0813.

Cooper, Julie B., and Courtney L. Bradley. “Design of Hospital Errors and Omissions Activities that Include PatientSpecific Medication Related Problems.” Currents in Pharmacy Teaching and Learning 11, no. 1 (2019): 66-75. doi: 10.1016/j.cptl.2018.09.018.

Cooper, Julie B., Michelle Turner, Meera Patel, Jennifer Markle, Caron Amend, Jackie Roh, and Randall Absher.

“Evaluation of an Evidence-Based Medicine Curriculum in a PGY1 Pharmacy Residency Program Using the Fresno Test.” American Journal of Pharmaceutical Education 82, no. 5 (2018): 417-423. doi:10.5688/ajpe6294.

Dearden, Thomas E. “The Conjunction Fallacy in Profiles of Victims of Homicide.” Journal of Investigative Psychology and Offender Profiling 15, no. 2 (2018): 187-199. doi: org/10.1002/jip.1501.

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Hensley, Craig P., and Alicia J. Emerson. “Non-Small Cell Lung Carcinoma: Clinical Reasoning in a Patient Referred to Physical Therapy for Costochondritis.” Physical Therapy Journal 98, no. 6 (2018): 503-509. doi: org/10.1093/ptj/ pzy011. de Cataldo, Riccardo, Kaitlyn M. Griffith, and Keir H. Fogarty. “Hands on Hybridization: 3D-Printed Models of Hybrid Orbitals.” Journal of Chemical Education 95, no. 9 (2018): 1601-1606. doi: 10.1021/acs.jchemed.8b00078.

Galloway, Ryan T., Yingying Xu, Timothy E. Hewett, Kim Barber Foss, Adam W. Kiefer, Christopher A. DiCesare, Robert A. Magnussen, Jane Khoury, Kevin R. Ford, Jed A. Diekfuss, Dustin Grooms, Gregory D. Myer, and Alicia M. Montalvo. “Age-Dependent Patellofemoral Pain: Hip and Knee Risk Landing Profiles in Prepubescent and Postpubescent Female Athletes.” American Journal of Sports Medicine 46, no. 11 (2018): 2761-2771. doi: org/10.1177/0363546518788343.

Lachniet, Pamela B., Jeffery A. Taylor-Haas, Mark V. Paterno, Christopher A. DiCesare, and Kevin R. Ford. “Altered Sagittal Plane Hip Biomechanics in Adolescent Male Distance Runners with a History of Lower Extremity Injury.”

International Journal of Sports Physical Therapy 13, no. 3 (2018): 441-452. doi: org/10.26603/ijspt20180441.

Mulrey, Colleen R., Sandra J. Shultz, Kevin R. Ford, Anh-Dung Nguyen, and Jeffrey B. Taylor. “Methods of Identifying Limb Dominance in Adolescent Female Basketball Players: Implications for Clinical and Biomechanical Research.”

Clinical Journal of Sports Medicine (2018): 1. doi: org/10.1097/JSM.0000000000000589.

Tangrood, Zohreh J., Angela Spontelli Gisselman, Gisela Sole, and Daniel C. Ribeiro. “Clinical Course of Pain and Disability in Patients with Subacromial Shoulder Pain: A Systematic Review Protocol.” British Journal of Medicine Open 8, no. 5 (2018): e019393. doi: org/10.1136/bmjopen-2017-019393.

Gosselin, Dora, Alexis Wright, Gisela Sole, Gay Girolami, Jeffrey Taylor, and G. David Baxter. “Maximizing Participation During Walking in Children with Disabilities: Is Response to Unpredictability Important?” Pediatric Physical Therapy 31, no. 1 (2019): 122-127. doi: 10.1097/PEP.0000000000000575.

Gurney, Tessa C. “Echoes of Wartime in Late Sixteenth-Century Italian Comedy.” Journal of Iberian and Latin American Studies 24, no. 1 (2018): 155-175. doi: 10.1080/14701847.2018.1438076.

Salamh, Paul A., Xinliang Liu, Morey J. Kolber, William J. Hanney, and Eric J. Hegedus. “The Reliability, Validity, and Methodologic Quality of Measurements Used to Quantify Posterior Shoulder Tightness: A Systematic Review of the Literature with Meta-Analysis.” Journal of Shoulder and Elbow Surgery 28, no. 1 (2019): 178-185. doi: org/10.1016/j.jse.2018.07.013.

Vidt, Megan E., Anthony C. Santago II, Anthony P. Marsh, Eric J. Hegedus, Christopher J. Tuohy, Gary G. Poehling, Michael T. Freehill, Michael E. Miller, and Katherine R. Saul. “Modeling a Rotator Cuff Tear: Individualized Shoulder Muscle Forces Influence Glenohumeral Joint Contact Force Predictions.” Clinical Biomechanics 60 (2018): 20-29. doi: org/10.1016/j.clinbiomech.2018.10.004.

Hemby, Scott. E., Scot McIntosh, Francisco Leon, Stephen J. Cutler, and Christopher R. McCurdy. “Abuse Liability and Therapeutic Potential of the Mitragyna Speciosa (Kratom) Alkaloids Mitragynine and 7-Hydroxymitragynine.”

Addiction Biology (2018): 1-12. doi:10.1111/adb.12639.

Chen, Rong, Scot McIntosh, Scott E. Hemby, Haiguo Sun, Tammy Sexton, Thomas J. Martin, and Steven R. Childers.

“High and Low Doses of Cocaine Intake are Differentially Regulated by Dopamine D2 Receptors in the Ventral Tegmental Area and the Nucleus Accumbens.” Neuroscience Letters 671, no. 3 (2018): 133-139. doi: org/10.1016/j.neulet.2018.02.026.

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Wang, Hoau-Yan, Mathew L. MacDonald, Karin E. Borgmann-Winter, Anamika Banerjee, Patrick Sleiman, Andrew Tom, Amber Khan, Kuo-Chieh Lee, Panos Roussos, Steven J. Siegel, Scott E. Hemby, Warren B. Bilker, Raquel E. Gur, and Chang-Gyu Hahn. “mGluR5 Hypofunction is Integral to Glutamatergic Dysregulation in Schizophrenia.”

Molecular Psychiatry (2018): 1. doi:10.1038/s41380-018-0234-y.

Hemme, Florian, Matthew T. Bowers, and Janice S. Todd. “Change Readiness as Fluid Trajectories: A Longitudinal Multiple-Case Study.” Journal of Organizational Change Management 31, no. 5 (2018): 1153-1175. doi:10.1108/ jocm-07-2017-0284.

Forget, Sarah E., Elizabeth M. Parker, and Nicole M. Hughes. “Effects of Leaf Prostration on Microclimate and Ecophysiology of the Evergreen Fern, Polystichum acrostichoides.” Environmental and Experimental Botany 154 (2018): 80 88. doi:10.1016/j.envexpbot.2017.10.018.

Bayeur, Nicole M., Kaylyn L. Carpenter, and Nicole M. Hughes. “Shade Tolerance: An Additional Factor Affecting the Distribution of Mountain Beech and Silver Beech in New Zealand?” Trees 32, no. 2 (2018): 539-547. doi:10.1007/ s00468-018-1654-7.

Hwang, Andrew Y., Nicholas W. Carris, Eric A. Dietrich, John G. Gums, and Steven M. Smith. “Evaluation of SAMeTT2R2 Score on Predicting Success with Extended-Interval Warfarin Monitoring.” The Annals of Pharmacotherapy 52, no. 11 (2018): 1085-1090. doi:10.1177/1060028018779774.

Hwang, Andrew Y., Chintan V. Dave, and Steven M. Smith. “Use of Prescription Medications that Potentially Interfere with Blood Pressure Control in New-Onset Hypertension and Treatment-Resistant Hypertension.” American Journal of Hypertension 31, no. 12 (2018): 1324-1331. doi:10.1093/ajh/hpy118.

Kemerly, Tony. “A Supernatural Tale of Agency, Othering, and Oppression.” Popular Culture Review 29, no. 1 (2018): 51-65.

Druckman, James N., Martin J. Kifer, and Michael Parkin. “Campaign Rhetoric and the Incumbency Advantage.”

American Politics Research (2019): 1-22. doi: 10.1177/1532673X18822314.

Harrison, Judith A., J. David Schall, Sabina Maskey, Paul T. Mikulski, M. Todd Knippenberg, and Brian H. Morrow.

“Review of Force Fields and Intermolecular Potentials Used in Atomistic Computational Materials Research.”

Applied Physics Reviews 5, no. 3 (2018): 031104. doi: 10.1063/1.5020808.

Falgiano, Peter, Trevor Gillum, Zachary Schall, Harry Strag, and Matthew Kuennen. “Dietary Curcumin Supplementation Does Not Alter Peripheral Blood Mononuclear Cell Responses to Exertional Heat Stress.” European Journal of Applied Physiology 118, no. 12 (2018): 2707-2717. doi: 10.1007/s00421-018-3998-5.

Myers, Joy K., Christy M. Howard, Claire S. Lambert and Melissa E. Adams-Budde. “Reflecting on Literacy Teacher Education: Perceptions of Teacher Candidates and Teacher Educators.” Excellence in Education 8, no. 1 (2019): 5-37.

Martin, Kelly Norris, Amy L. Housley Gaffney, Anne E. Leak, Jes Nelson, Alexandria T. Cervantes, Katherine Louise Gardener, Brandon L. Clark, and Benjamin M. Zwicki. “Spewing Nonsense [or Not]: Communication Competence and Socialization in Optics and Photonics Workplaces. Communication Education 67, no. 4 (2018): 414-437. doi: 10.1080/03634523.2018.1503315.

Lu, Chang, Marcus W. Wright, Xiao Ma, Hui Li, Dominique S. Itanze, Jake A. Carter, Corey A. Hewitt, George L. Donati, David L. Carroll, Pamela M. Lundin, and Scott M. Geyer. “Cesium Oleate Precursor Preparation for Lead Halide Perovskite Nanocrystal Synthesis: The Influence of Excess Oleic Acid on Achieving Solubility, Conversion, and Reproducibility.” Chemistry of Materials 31, no. 1 (2019): 62-67. doi: 10.1021/acs.chemmater.8b04876.

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Mabry, Lance M., Mike D. Ross, and Sonja I. Dardenelle. “Congenital Partial Aplasia of the Atlas Causing Functional Angular Displacement of the Posterior Arch.” Physical Medicine & Rehabilitation 10, no. 12 (2018): 1434-1436. doi: org/10.1016/j.pmrj.2018.05.026.

MacArthur, Amy L. “Kantian Group Agency.” Journal of Business Ethics 154, no. 4 (2019): 917-927. doi: 10.1007/s10551018-3891-5.

Grifasi, Isabella R., Scot E. McIntosh, Rhiannon D. Thomas, Donald T. Lysle, Todd E. Thiele, and S. Alex Marshall.

“Characterization of the Hippocampal Neuroimmune Response to Binge-Like Ethanol Consumption in the Drinking in the Dark Model.” Neuroimmunomodulation 26, no. 1 (2019): 19-32. doi:10.1159/000495210.

Olney, Jeffrey J., S. Alex Marshall, and Todd E. Thiele. “Assessment of Depression-Like Behavior and Anhedonia After Repeated Cycles of Binge-Like Ethanol Drinking in Male C57BL/6J Mice.” Pharmacology, Biochemistry, and Behavior 168 (2018): 1-7. doi:10.1016/j.pbb.2018.03.006.

Miller, Heather B., and Melissa C. Srougi. “Peer Learning as a Tool to Strengthen Math Skills in Introductory Chemistry Laboratories.” Chemical Education Research and Practice 19, no. 1 (2018): 319-330. doi: 10.1039/C7RP00152E. Gillard, Kyra, Heather B. Miller, and Meghan S. Blackledge. “Tricyclic Amine Antidepressants Suppress β-lactam Resistance in Methicillin-Resistant Staphylococcus Aureus (MRSA) by Repressing mRNA Levels of Key Resistance Genes.” Chemical Biology & Drug Design 92, no. 5 (2018): 1822-1829. doi: 10.1111/cbdd.13361.

Moses, Robert. “Discerning the Body of Christ: Paul, Poverty, and the Powers.” Journal for the Study of the New Testament 40, no. 4 (2018): 473-493. doi:0142064X18770072.

Moses, Robert. “The Tune of Christian Apocalyptic: Paul and John in Concert.” Theology Today 75, no. 1 (2018): 22-36. doi: 0040573618763571.

Boling, Michelle C., Anh-Dung Nguyen, Darin A. Padua, Kenneth L. Cameron, Anthony Beutler, and Stephen W. Marshall. “Gender-Specific Risk Factor Profiles for Patellofemoral Pain.” Clinical Journal of Sports Medicine (2019): 1. doi: 10.1097/jsm.0000000000000719.

Hogg, Jennifer A., Randy J. Schmitz, Anh-Dung Nguyen, and Sandra J. Shultz. “Passive Hip Range-of-Motion Values Across Sex and Sport.” Journal of Athletic Training 53, no. 6, (2018): 560-567. doi: 10.4085/1062-6050-426-16.

Pampush, James D., Jackson P. Spradley, Paul E. Morse, Darbi Griffith, Justin T. Gladman, Lauren A. Gonzales, and Richard F. Kay. “Adaptive Wear-Based Changes in Dental Topography Associated with Atelid (Mammalia: Primates) Diets.” Biological Journal of the Linnean Society 124, no. 4 (2018): 584-606. doi: org/10.1093/biolinnean/bly069.

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Guatelli-Steinberg, Debbie, James D. Pampush, Mackie C. O’Hara, Song Xing, W. Scott McGraw, and Rebecca. J. Ferrell. “Do Mid-Crown Enamel Formation Front Angles Reflect Factors Linked to the Pace of Primate Growth and Development?” The Anatomical Record 301, no. 1 (2018): 125-139. doi: 10.1002/ar.23703.

Pampush, James D., Jill E. Scott, Christopher A. Robinson, and Lucas K. Delezene. “Oblique Human Symphyseal Angle is Associated with an Evolutionary Rate Shift Early in the Hominin Clade.” Journal of Human Evolution 123 (2018): 84-95. doi: org/10.1016/j.jhevol.2018.06.006.

Weimar, Wendi, Andrea Sumner, Braden Romer, John Fox, Jared Rehm, Brandi Decoux, and Jaynesh Patel. “Kinetic Analysis of Swimming Flip-Turn Push-Off Techniques.” Sports 7, no. 2 (2019): 32. doi: org/10.3390/sports7020032.

Romer, Braden, John Fox, and Wendi Weimar. “Dual-Task Effects on Lower Extremity Gait Coordination during Barefoot & Shod Walking.” Translational Sports Medicine 1, no. 6 (2018): 283-288. doi: org/10.1002/tsm2.42.

Ross, Sarah G., Brianna Bruggeman, Melanie Maldonado, and Megan Deiling. “Examining Personal, Perceived, Treatment, and Self-Stigma in College Students: The Role of Parent Beliefs and Mental Health Literacy.” Journal of College Student Psychotherapy (2019): 1-15. doi: 10.1080/87568225.2019.1580657.

Northman, Lisa, Mary B. Morris, Caitlin Loucas, Sarah G. Ross, Anna Muriel, Dongjing Guo, Wendy London, Peter Manley, and Nicole Ullrich. “The Effectiveness of a Hospital-Based School Liaison Program: A Comparative Study of Parental Perception of School Supports for Children with Pediatric Cancer and Neurofibromatosis Type 1.”

Journal of Pediatric Oncology Nursing 35, no. 4 (2018): 276-286. doi: 10.1177/1043454218765140.

Klingbeil, David A., Ethan R. Van Norman, Katherine E. McLendon, Sarah G. Ross, and John C. Begeny. “Evaluating the Tau-U Effect Size with Curriculum-Based Measures of Reading and the Impact of Measurement Error.” Behavior Modification 43, no. 3 (2018): 413-438. doi: 10.1177/0145445518760174.

Sahagun, Miguel A., and Arturo Z. Vasquez-Parraga. “The Effect of Ethnocentrism on Purchase Intentions of Products: The Role of Product Acceptance as a Mediator.” International Journal of Business, Marketing & Decision Science 11, no. 1 (2018): 60-72.

Sahagun, Miguel A., and Arturo Z. Vasquez-Parraga. “Normas Dominantes en las Decisiones Éticas y Actitudes de los Estudiantes Universitarios: Teoría y Prueba Empírica Obtenida en México/Dominant Norms in Ethical Decisions and Attitudes among University Students: Theory and Empirical Test in Mexico.” Revista Iberoamericana para la Investigación y el Desarrollo Educativo 9, no. 17 (2018): 388-418. doi: 10.23913/ride.v9i17.386.

Jarchow, Meghann E., Paul Formisano, Shane Nordyke, and Matthew Sayre. “Measuring Longitudinal Student Performance on Student Learning Outcomes in Sustainability Education.” International Journal of Sustainability in Higher Education 19, no. 3 (2018): 547-565. doi: org/10.1108/IJSHE-11-2016-0200.

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Segarra, Verónica A., and Mariann Tillery. “Key Concepts in Developmental Psychology and Science Pedagogy Help Undergraduates in High School Science Outreach.” Journal of Microbiology & Biology Education 19, no. 1 (2018): 1-4. doi: 10.1128/jmbe.v19i1.1508.

Segarra, Verónica A., Barbara Natalizio, Cibele V. Falkenberg, Stephanie Pulford, and Raquell M. Holmes. “STEAM: Using the Arts to Train Well-Rounded and Creative Scientists.” Journal of Microbiology & Biology Education 19, no.

1 (2018): 1-7. doi: 10.1128/jmbe.v19i1.1360.

Segarra, Veronica A., Carrie Wilson, Kelley Lowery, Slade Randsdell, Jamie Schnuck, Paul Way, and Melissa C. Srougi.

“Student-Designed High-Throughput Assays to Assess Effects of Growth Insults in Budding Yeast.” Journal of Microbiology and Biology Education 19, no. 2 (2018): 1-3. doi: org/10.1128/jmbe.v19i2.1542.

Segarra, Verónica A., Nicole M. Hughes, Kristin M. Ackerman, Michael H. Grider, Todd Lyda, and Patrick A. Vigueira.

“Student Performance on the Test of Scientific Literacy Skills (TOSLS) Does Not Change with Assignment of a Low-Stakes Grade.” BMC Research Notes 11, no. 1 (2018): 422-427. doi: 10.1186/s13104-018-3545-9.

Setzler, Mark and Alixandra B. Yanus. “Why Did Women Vote for Donald Trump?” PS: Political Science & Politics 51, no.

3 (2018): 523–527. doi: 10.1017/S1049096518000355.

Xhemali, Xhilda, Jordan R. Smith, Razieh Kebriaei, Seth A. Rice, Kyle C. Stamper, Matthew Compton, Nivedita B. Singh, Seyedehameneh Jahanbakhsh, and Michael J. Rybak. “Evaluation of Dalbavancin Alone and in Combination with β-Lactam Antibiotics Against Resistant Phenotypes of Staphylococcus Aureus.” Journal of Antimicrobial Chemotherapy 74, no. 1 (2019): 82-86. doi:10.1093/jac/dky376.

Smith, Jordan R., Juwon Yim, Seth Rice, Kyle Stamper, Razie Kebriaei, and Michael J. Rybak. “Combination of Tedizolid and Daptomycin Against Methicillin-Resistant Staphylococcus Aureus in an In Vitro Model of Simulated Endocardial Vegetations.” Antimicrobial Agents and Chemotherapy 62, no. 5 (2018): 1-9. doi:10.1128/AAC.00101-18.

Tumilty, Steve, Divya Bharatkumar Adhia, James M. Smoliga, and Angela Spontelli Gisselman. “Thermal Profiles Over the Achilles Tendon in a Cohort of Non-Injured Collegiate Athletes Over the Course of a Cross Country Season.”

Physical Therapy in Sport 36 (2019): 110-115. doi: org/10.1016/j.ptsp.2019.01.009.

Kenneth W. Rundell, James M. Smoliga, and Valérie Bougault. “Exercise-Induced Bronchoconstriction and the Air We Breathe.” Immunolology and Allergy Clinics of North America 38, no. 2 (2018): 183-204. doi: org/10.1016/j. iac.2018.01.009.

Sparks, Jackson T., Gina Botsko, Daniel R. Swale, Linda M. Boland, Shriraj S. Patel, and Joseph C. Dickens. “Membrane Proteins Mediating Reception and Transduction in Chemosensory Neurons in Mosquitoes.” Frontiers in Physiology 9 (2018): 1309. doi: 10.3389/fphys.2018.01309.

Rubin, Katie M., and Michala K. Stock. “Early Signs of Fracture Repair in the Human Rib Cage: Implications for Forensic Casework.” Journal of Forensic Sciences (2018): 1-8. doi: 10.1111/1556-4029.13909.

Tolbert, Caitlin E., Matthew V. Beck, Claire E. Kilmer, and Melissa C. Srougi. “Loss of ATM Positively Regulates Rac1 Activity and Cellular Migration Through Oxidative Stress.” Biochemical and Biophysical Research Communications 508, no. 4 (2019): 1155-1161. doi: 10.1016/j.bbrc.2018.12.033.

Taylor, Jeffrey B., Anh-Dung Nguyen, Sandra J. Shultz, and Kevin R. Ford. “Hip Biomechanics Differ in Responders and Non-Responders to an ACL Injury Prevention Program.” Knee Surgery, Sports Traumatology, Arthroscopy 9 (2018): 1-10. doi: org/10.1007/s00167-018-5158-1.

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Taylor, Jeffrey B., Kevin R. Ford, Randy J. Schmitz, Scott E. Ross, Terry A. Ackerman, and Sandra J. Shultz. “SportSpecific Biomechanical Responses to an ACL Injury Prevention Programme: A Randomised Controlled Trial.”

Journal of Sports Sciences 36, no. 21 (2018): 2492–2501. doi: org/10.1080/02640414.2018.1465723.

Turner, John W. “History and Sustainability of Bunraku, The Japanese Puppet Theater.” Education About Asia 23, no. 2 (2018): 51-54.

Johnson, Michele, Nicholas Gannon, Jamie Schnuck, Emily Lyon, Kyle Sunderland, and Roger Vaughan. “Leucine, Palmitate, or Leucine/Palmitate Cotreatment Enhances Myotube Lipid Content and Oxidative Preference.” Lipids 53, no. 11-12 (2019): 1043-1057. doi: org/10.1002/lipd.12126.

Gannon, Nicholas, Jamie Schnuck, and Roger Vaughan. “BCAA Metabolism and Insulin Sensitivity - Dysregulated

by Metabolic Status?” Molecular Nutrition and Food Research 62, no. 6 (2018): e1700756. doi: org/10.1002/ mnfr.201700756.

Van Dusseldorp, Trisha, Kurt Escobar, Kelly Johnson, James McCormick, Terence Moriarty, Matthew Stratton, Nathan Cole, Chad Kerksick, Roger Vaughan, Karol Dokladny, Len Kravitz, and Christine Mermier. “Effect of BranchedChain Amino Acid Supplementation on Recovery Following Acute Eccentric Exercise.” Nutrients 10, no.10 (2018): e1389. doi: org/10.3390/nu10101389.

Patton, Meghan, Trevor Gillum, Mandy Szymanski, Lacey Gould, Claire Lauterbach, Roger Vaughan, and Matthew Kuennen. “Heat Acclimation Increases Mitochondrial Respiration Capacity of C2C12 Myotubes and Protects Against LPS-Mediated Energy Deficit.” Cell Stress Chaperones 23, no. 5 (2018a): 871-883. doi: 10.1007/s12192018-0894-1.

Patton, Meghan, Trevor Gillum, Mandy Szymanski, Lacey Gould, Claire Lauterbach, Roger Vaughan, and Matthew Kuennen. “Heat Acclimation Increases Inflammatory and Apoptotic Responses to Subsequent LPS Challenge in C2C12 Myotubes.” Cell Stress Chaperones 23, no. 5 (2018b): 1117-1128. doi: 10.1007/s12192-018-0923-0.

Polley, Kristine, Mary Miller, Mollie Johnson, Roger Vaughan, Chad Paton, and Jamie Cooper. “Metabolic Responses to High-Fat Diets Rich in MUFA v. PUFA.” British Journal of Nutrition 120, no. 1 (2018): 13-22. doi: org/10.1017/ S0007114518001332.

Watkins, Elyse. “Menopause, the Best Chapter of Our Lives.” Physician Assistant Clinics 3, no. 3 (2018): 373-383. doi: org/10.1016/j.cpha.2018.02.006.

Mironova, Vera and Sam Whitt. “Social Norms, Conflict Exposure and Victimization by Violence: Experimental Evidence from Kosovo.” British Journal of Political Science 48, no. 3 (2018): 749-765. doi: 10.2139/ssrn.2420451.

Winkel, Adam L. “The Spaces of Martín Marco.” Hispanic Studies Review 3, no. 1 (2018): 206-220. doi: org/10.17613/0t8f-wm25.

Abbott, J. Haxby, Ross Wilson, Daniel Pinto, Cathy M. Chapple, and Alexis A. Wright. “Incremental Clinical Effectiveness and Cost Effectiveness of Providing Supervised Physiotherapy in Addition to Usual Medical Care in Patients with Osteoarthritis of the Hip or Knee: 2-year Results of the MOA Randomised Controlled Trial.”

Osteoarthritis Cartilage 27, no. 3 (2019): 424-434. doi: org/10.1016/j.joca.2018.12.004.

Riley, Sean P., Vincent Tafuto, Mark Cote, Jean-Michel Brismee, Alexis A. Wright, and Chad Cook. “Preliminary Reliability and Validity of the Shoulder Functional Reach Score.” Physiotherapy Research International 23, no. 4 (2018): e1733. doi: org/10.1002/pri.1733.

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Chamberlain, Adam S., Nicholas L. Pyeatt, and Alixandra B. Yanus. “Revisiting the ESA Model: A Historical Test.”

Interest Groups and Advocacy 8, no. 1 (2019): 23-43. doi: 10.1057/s41309-018-00046-5.

Swart, Breeanne B., Kristen A. Beck, Susan Crook, Christina Eubanks-Turner, Helen G. Grundman, May Mei, and Laurie Zack. “Fixed Points of Augmented Generalized Happy Functions.” Rocky Mountain Journal of Mathematics 48, no. 1 (2018): 47-58. doi: 10.1216/RMJ-2018-48-1-47.

Zukowski, Lisa A., Jody A. Feld, Carol A. Giuliani, Prudence Plummer. “Relationships between Gait Variability and Ambulatory Activity Post Stroke.” Topics in Stroke Rehabilitation 26, no. 4 (2019): 255-260. doi: org/10.1080/10749 357.2019.1591038.

Feld, Jody A., Lisa A. Zukowski, Annie G. Howard, Carol A. Giuliani, Lori J. P. Altmann, Bijan Najafi, and Prudence Plummer. “Relationship between Dual-Task Gait Speed and Walking Activity Poststroke.” Stroke 49, no. 5 (2018): 1296-1298. doi: org/10.1161/strokeaha.117.019694.

BOOK CHAPTERS Alexander, Laura. “Anne Killigrew: A Spiritual Wit.” In Writing and Constructing the Self in Great Britain in the Long Eighteenth Century, edited by John Baker, Allan Ingram, and Marion Leclair, 27-43. Manchester University Press, 2019.

Biaett, Vern. “Festivity and Attendee Experience: A Confessional Tale of Discovery.” In Handbook of Festivals, edited by Judith Mair, 244-253. New York: Routledge, 2018.

Biaett, Vern, and Jenny Lukow. “The High Point Furniture Market: A Dilemma of Eventful Placemaking.” In Exhibitions, Trade Fairs and Industrial Events, edited by Warrick Frost and Jennifer Laing, 39-50. New York: Routledge, 2018.

Biaett, Vern. “Using Participant Observation with Socially Constructed Grounded Theory Method to Explore On-Site Guest and Visitor Behaviour.” In Handbook of Research Methods for Tourism and Hospitality Management, edited by Robin Nunkoo, 157-165. Cheltenham, UK: Edgar Elgar Publishing Limited, 2018.

Hall, Stefan. “Franchising Fright from Film to Game.” In The Many Lives of the Evil Dead, edited by Ron Riekki and Jeffrey A. Sartain, 144-52. North Carolina: McFarland, 2019.

Hall, Stefan. “The Digital Hand of Doom: Gaming with Hellboy.” In The Mignolaverse: Hellboy and the Comics Art of Mike Mignola, edited by S.G. Hammond, 132-142. Florida: Sequart Research & Literacy Organization, 2019.

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Isaksen, Judy L. “Wrestling with Races: When Sitcoms, Families, and Political Struggles Meet.” In Media Across the African Diaspora: Content, Audiences, and Global Influence, edited by Omotayo O. Banjo, 35-48. New York: Routledge, 2018.

Brandt, Jenn and Cara Kozma. “Learning Together Through Campus/Community Partnerships.” In Composing Feminist Interventions: Activism, Engagement, Praxis, edited by Kristine L. Blair and Lee Nickoson, 135-153. Boulder: University of Colorado Press, 2018.

Harlow, Danielle B., Alexandria K. Hansen, Jasmine K. McBeath, and Anne E. Leak. “Teacher Education for Maker Education: Helping Teachers Develop Appropriate PCK for Engaging Children in Educative Making.” In Pedagogical Content Knowledge in STEM, edited by Stephen M. Uzzo, Sherryl Browne Graves, Erin Shay, Marisa Hartford, and Robert Thompson, 265-280. New York: Springer, 2018.

Moses, Robert. “Prayer in Paul’s Letters: Theology and Practice.” In Practicing with Paul, edited by Presian Burroughs, 88-106. Eugene, OR: Cascade Books, 2018.

Sayre, Matthew. “A Synonym for Sacred: Vilca Use in the Pre-Conquest Andes.” In Psychoactive Substances in Ancient Societies, edited by Scott M. Fitzpatrick, 265-285. Gainesville: University of Florida Press, 2018.

Sayre, Matthew. “The Historicity of the ‘Early Horizon.’” In Constructions of Time and History in the Pre-Columbian Andes, edited by Edward Swenson and Andrew Roddick, 44-64. Boulder: University of Colorado Press, 2018.

Scheidt, Donna, William J. Carpenter, Holly Middleton, and Kathy Shields. “Addressing the Symptoms: Deep Collaboration for Interrogating Differences in Professional Assumptions.” In Teaching Information Literacy and Writing Studies: First-Year Composition Courses (Volume 1), edited by Grace Veach, 293-302. West Lafayette, IN: Purdue UP, 2018.

Werth, Brian J., Katie E. Barber, Jordan R. Smith, and Michael J. Rybak. “Laboratory Tests to Direct Antimicrobial Pharmacotherapy.” In Pharmacotherapy: A Pathophysiologic Approach, 11ed., edited by Joseph T. DiPiro, Gary C. Yee, L. Michael Posey, Stuart T. Haines, Thomas D. Nolin, and Vicki Ellingrod. New York: McGraw Hill, 2019.

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CREATIVE WORKS Creative Works: Written Squint, Kirstin L. “Kentucky, Coming and Going.” Appalachian Reckoning: A Region Responds to Hillbilly Elegy, edited by Anthony Harkins and Meredith McCarroll, 256-267. Morgantown: West Virginia University Press, 2019.

Creative Works: Performance MacLeod, Scott R. Bishop in “Sorrows of Frederick,” by Scott Wheeler. New York Center for Contemporary Opera. 2018.

MacLeod, Scott R. “Holiday Pops” (featured soloist). Lansing Symphony Orchestra. 2018.

MacLeod, Scott R. “Independence Day Tour” (featured soloist). North Carolina Symphony. 2018.

MacLeod, Scott R. “A Rodgers and Hammerstein Celebration” (featured soloist). North Carolina Symphony. 2018.

MacLeod, Scott R. Peter in “Hansel & Gretel,” by Engelbert Humperdinck. Greensboro Opera. 2019.

MacLeod, Scott R., Chorus Master. “Samson et Dalilah” by Camille Saint-Saëns, “Norma” by Vincenzo Bellini, and “Carmen” by Georges Bizet. North Carolina Opera. 2018/2019.

Turner, John W., cellist. “Variant, Op.139 no. 3,” by Alirehza Mashyehki. Aramus Recordings. https://aramus.org/alirehzamashayehki-variant-opus-139-no-3/

Creative Works: Visual (Exhibitions) Brown, Mark E. king weeble. 64 Arts National Exhibition, Buchanan Center for the Arts, Monmouth, IL. Juror: Christine Rojek, Sculptor and Professor, Columbia College, Chicago. 2018.

Brown, Mark E. potbelly. Black & White, Core New Art Space, Denver, CO. Juror: Dr. Deanne Pytlinski, Professor, Metropolitan State University Denver. 2018.

Raynor, Scott. Arrangement in Blue. 9th Annual Small Wonders. Maryland Federation of Fine Arts, Annapolis, MD. Juror: Nichole Leavey. National Show. 2018 Raynor, Scott. Studio Interior with Bialetti. 7th Annual Armstrong National 2d Exhibition. Armstrong University, Savannah, GA. Juror: Jason John. National Show. 2018 VanWinkle, Benita. Solo Parisian Paperhanger. New York Center For Photographic Art, New York, NY. National Juried Exhibition, Aline Smithson, Internationally recognized artist. 2018 VanWinkle, Benita. Emerson Theater, Indianapolis, IN. Craven Arts Council and Gallery, New Bern, NC, Adam Justice, Juror, Assistant Curator of Modern and Contemporary Art, Mint Museum, Charlotte, NC. 2018.

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