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<NewsItem contentIssues="true" id="75154" important="false" status="posted" url="https://my3.my.umbc.edu/posts/75154">
<Title>LLC Students at GRC</Title>
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<![CDATA[
    <div class="html-content">On March 28, 2018, three of our LLC graduate students presented at the UMBC's Graduate Student Conference:<div><br></div>
    <div>
    <strong>Tamisha Ponder</strong> (Cohort 19) - Microtalks,</div>
    <div>
    <strong>Montia Gardner</strong> (Cohort 19) - Microtalks,</div>
    <div>
    <strong>Sonya Squires-Caesar</strong> (Cohort (13) - Three-minute Thesis<br><br>We're really proud of the job you did!<br><br><img src="https://my3.my.umbc.edu/system/shared/attachments/news/000/075/154/147b624905d86d07df54ea3202757251/IMG_5243.png" style="max-width: 100%; height: auto;"><br><br>These are the abstracts for Tamisha's and Montia's micro-talks:</div>
    <div><br></div>
    <div>
    <div><br></div>
    <div>
    <div><strong><em>Tamisha J. Ponder</em></strong></div>
    <div><em>lnterdisciplinarity and Social Justice: UMBC Possibilities </em></div>
    <div><br></div>
    <div>Widely known for offering different approaches to traditional research, interdisciplinarity draws knowledge from several other fields. Though seemingly an educated notion, consequently, interdisciplinary fields have encountered much resistance from practitioners of traditional disciplines. Aside from their difference in practices, resistance is also rooted in failure to admit their monopolizations of knowledge and omission of non-white objects. lnterdisciplinarity counters inequality by rejecting neutrality and suggesting that modern academy has failed to involve personal experiences into traditional discourses. As the personal largely became political, academia commissioned social justice issues. Parker and Samantrai (201) discuss the 1960s and early 1970s as a time where interest in social justice was taken within education. While Black studies, Chicano studies and Asian American studies rejected disciplines dominated by white faculty, women's studies served as a corrective to address women's erasure from humanities and to the sexism of the academy and society (pg. 7). Birthed at the brink of liberatory demonstration during anti-war protests, civil rights movement, women’s liberation movement etc., ethnic studies, cultural studies and women's studies emerged because of political movements accompanied by movements on college campuses. These fields became known as knowledge producers. Social justice is linked to interdisciplinarity, but are interdisciplinary scholars committed to social justice? How much of interdisciplinary work is rooted in social justice, and how much is simply application of varying methodologies? This microtalk will deliver a look at Parker and Samantrai's critical analysis of interdisciplinarity and its relationship with social justice, in addition to UMBC's possibilities.</div>
    <div><br></div>
    </div>
    <div><br></div>
    <div><strong><em>Montia D. Gardner, M.Ed. </em></strong></div>
    <div><em>Social Capital and Rural Black Education: A Rosenwald School in Mississippi </em></div>
    <div><br></div>
    <div>Using an Oral History Methodology, this research seeks to analyze the social capital of rural Black communities and the building of Rosenwald Schools through an educational, historical, and sociological, interdisciplinary framework. Rosenwald Schools provide an historical analysis that supports Marion Orr 's theory of Black social capital, which is defined as the "ability of a particular group to work together to achieve social ends." There is evidence that Black educational advancement, particularly in the southern regions of the United States, was the accomplishment of organized Black communities during the Reconstruction era. Rosenwald Schools are the result of an educational partnership among Julius Rosenwald, president of Sears and Roebuck, and Booker T. Washington, president of Tuskegee Institute. In the earlier 20th century their partnership built 5,000 schools across the south. The Rosenwald-Washington model required the buy-in of African American communities and the support of white governing bodies. Evidence from Rosenwald Schools and educational advancement in the era of Reconstruction theorizes that social capital was more prevalent among rural Black communities with a Rosenwald School. By 1928 1/3 of Blacks in the south were educated in Rosenwald Schools and school attendance, literacy, years of schooling, and cognitive test scoring made their highest gains during this time in history. The micro talks presents evidence to connect the theory of Black social capital to the success of Rosenwald Schools with the hope of uncovering transferable strategies to support current educational advancement.</div>
    </div>
    <div><br></div>
    </div>
]]>
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<Summary>On March 28, 2018, three of our LLC graduate students presented at the UMBC's Graduate Student Conference:    Tamisha Ponder (Cohort 19) - Microtalks,  Montia Gardner (Cohort 19) - Microtalks,...</Summary>
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<PostedAt>Mon, 02 Apr 2018 09:59:15 -0400</PostedAt>
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<NewsItem contentIssues="true" id="75267" important="true" status="posted" url="https://my3.my.umbc.edu/posts/75267">
<Title>Extended: Apply to be an Peer Facilitator for RLI!</Title>
<Tagline>Deadline EXTENDED until Tues. April 3 at 11:59PM</Tagline>
<Body>
<![CDATA[
    <div class="html-content">Are you interested in gaining facilitation experience applicable in virtually all careers? Do you want to show students that leadership is something that can be learned? If you said yes to any of these, apply to be a Peer Facilitator for RLI! <div><br></div>
    <div>
    <div>The Retriever Leadership Institute (RLI) is a free 5-week leadership development workshop series just for UMBC students. Participants will meet once per week for 1.5 hours with their peer facilitators in one of four contextualized cohorts: Commuter Retrievers, Transfer Retrievers, Honors College Retrievers, and Residential Retrievers. During RLI, students will engage in meaningful learning about their values as a leader, working in teams, managing conflict, social identity, and much more. </div>
    <div><br></div>
    <div>Peer Facilitators prepare and facilitate 5 weekly workshop sessions in pairs. Outside of your weekly sessions, you meet in your peer facilitator pairs weekly to plan for that week's session. You are also responsible for attending weekly RLI trainings on Fridays at 3 p.m. The amount of time spent every week is roughly five hours. </div>
    <div><br></div>
    </div>
    <div><strong>The application is due on April 3 at 11:59PM. Applicants selected for interview will interview Wednesday April 4 - Friday April 6 during allotted time periods. Please strongly consider! </strong></div>
    <div><strong>---------</strong></div>
    <div><strong><br></strong></div>
    <div>
    <div><strong>Those interested in the peer facilitator position can apply <a href="https://docs.google.com/forms/d/e/1FAIpQLSdTBZN1h7QeIwLDBkxWH2DOr8dvDW7tiHeRlqrPqfKuUsW-QQ/viewform" rel="nofollow external" class="bo">here</a>. This position is open to all UMBC undergraduate students, not just those who have gone through the program!</strong></div>
    <div><strong><br></strong></div>
    <div>If you have any questions, please feel to reach out to ​Andrea Davis, Civic Engagement and Leadership Intern for Campus Life at <a href="mailto:adavis13@umbc.edu">adavis13@umbc.edu</a>, or David Hoffman, Assistant Director of Campus Life for Civic Agency at <a href="mailto:dhoffman@umbc.edu">dhoffman@umbc.edu</a>.</div>
    </div>
    </div>
]]>
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<Summary>Are you interested in gaining facilitation experience applicable in virtually all careers? Do you want to show students that leadership is something that can be learned? If you said yes to any of...</Summary>
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<Sponsor>Campus Life</Sponsor>
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<NewsItem contentIssues="true" id="75266" important="true" status="posted" url="https://my3.my.umbc.edu/posts/75266">
<Title>PSS Senate Staff Nominations!</Title>
<Tagline>Leave your mark on UMBC history.............</Tagline>
<Body>
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    <h3></h3>
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    <h3>PSS 2018 Senate Election </h3>
    <h5>NOMINATE YOUR FUTURE PSS REPRESENTATIVES!</h5>
    </td></tr></tbody></table>
    <table border="0" width="300"><tbody><tr><td><table width="100%" border="0"><tbody><tr><td><table width="100%" border="0"><tbody><tr><td><h3><span><img src="https://ci6.googleusercontent.com/proxy/_curexvKHdw3SQCMQJxoirQJwzJCE1Pp2w_SrVxWSsdk_0-ECW-BlE9PR4fSUGhATbutHHUMa14-8r0IcwDQMrQV9iHwinw3y49Ly3J5X1RN7AmZQhVRWgFmnXHDVEp0-XA5jQYGLM8Xm32l-oGLCiaJ9VlsRI2MjF2ZacY=s0-d-e1-ft#https://gallery.mailchimp.com/fe85ca5639842be8c4c85374e/images/2c596874-4db9-4091-bd0d-33bfdafc079e.png" width="250" height="200" style="max-width: 100%; height: auto;"></span></h3></td></tr></tbody></table></td></tr></tbody></table></td></tr></tbody></table>
    <h5>The PSS Elections Committee invites you to nominate your fellow UMBC staff for our 2018–2020 Professional Staff Senate (PSS). </h5>
    <h5>
    <span><br></span><span>Nominees must be a UMBC exempt employee with at least one-year of service. </span>
    </h5>
    <h5>
    <span><br></span><em><u>(Self-nominations are welcomed and encouraged)</u></em>
    </h5>
    <div>
    <h5><strong><br></strong></h5>
    <h5><strong>What is the Professional Staff Senate (PSS)?</strong></h5>
    <p><span>We represent you!<strong> </strong>We are the official representative body of professional, or exempt, staff employed at UMBC.</span></p>
    </div>
    <div><span><em><br></em></span></div>
    <div>
    <h5><strong>What do we do?</strong></h5>
    <p><span>We provide a forum for discussing issues involving or of interest to exempt staff members, such as academic and administrative policies. Some of these topics have included FLSA, campus climate, employee benefits, and state budget updates and impacts.</span></p>
    <p><span>We work diligently to maintain and contribute to community life at UMBC by organizing events for staff and volunteering for non-PSS sponsored events. Each member serves on selected subcommittees of their choosing regarding certain policies or procedures.</span></p>
    <p><span><br></span></p>
    </div>
    <div>
    <h4><span>Nominations will be accepted between April 2 and April 16<br><span><span><a href="https://goo.gl/forms/ffhHBG9jfLRSJ8z23" rel="nofollow external" class="bo"> </a></span></span></span></h4>
    <h4><span><span><a href="https://goo.gl/forms/ffhHBG9jfLRSJ8z23" rel="nofollow external" class="bo">(Nomination Form) </a></span></span></h4>
    </div>
    <div><span><em><br></em></span></div>
    <blockquote><h6><span><em>For any questions or concerns, please contact PSS Vice President Emily Moroney at <a href="mailto:emoroney@umbc.edu">emoroney@umbc.edu</a> </em></span></h6></blockquote>
    </td></tr></tbody></table>
    <br>
    </div>
]]>
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<Summary>PSS 2018 Senate Election   NOMINATE YOUR FUTURE PSS REPRESENTATIVES!     The PSS Elections Committee invites you to nominate your fellow UMBC staff for our 2018–2020 Professional Staff Senate...</Summary>
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<PostedAt>Mon, 02 Apr 2018 09:56:38 -0400</PostedAt>
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<NewsItem contentIssues="true" id="75265" important="false" status="posted" url="https://my3.my.umbc.edu/posts/75265">
<Title>Invitation: LLC Spring Social 2018</Title>
<Tagline>Monday, April 23, 2018</Tagline>
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<Summary></Summary>
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<PostedAt>Mon, 02 Apr 2018 09:48:22 -0400</PostedAt>
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<NewsItem contentIssues="false" id="75264" important="false" status="posted" url="https://my3.my.umbc.edu/posts/75264">
<Title>Announcing the Final Examination of Teresa Bass Foster</Title>
<Tagline>Cohort 14</Tagline>
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<![CDATA[
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    <h5>Title: Felonious Women &amp; Familial Bonds: Convict Transportation to the Maryland Colony, 1718-1739</h5>
    <br><strong>Date and Location:</strong><br>April 11, 2018 at 10 a.m.<br>Sherman Hall, Room 422<br><br>This study examined the state sponsored penal transportation of early eighteenth-century British women, from prison incarceration and judicial conviction to forced emigration to the Maryland colony. Sold as chattel laborers for seven to fourteen years, convict women navigated colonial spaces in hitherto unexamined ways. In this study, gender, race, and class were employed as primary tools of analysis in order to more fully understand these forgotten historical actors.<br><br>Of the estimated 50,000 or more convicts transported to America from 1718 to 1783, approximately 80% debarked in the Chesapeake and approximately 30% were women. The creation of a dataset consisting of 968 women transported to Maryland between 1718 and 1783 helped facilitate an in-depth study. Data was collected through the examination of eighteenth-century primary source documents, including court transcriptions, prison records, shipping manifests, colonial port records, and merchant correspondence.<br><br>Focusing on women and privileging their experiences as valid sites of knowledge creation revealed a more nuanced understanding of convict transportation. Far from being monochromatic subjects, convict women led complex lives before becoming ensnared by an inhumane judicial process. A study of their familial relationships in Britain revealed that many were married, separated, or widowed. Many were mothers of living children, and/or provided support for parents and siblings. Consequently, their abrupt removal had a rippling effect on their communities. In Maryland, their lives were complicated by numerous restrictions imposed upon their physical bodies. Some women escaped by running away, while others formed intimate relationships with male laborers and gave birth to illegitimate children. As deviations from colonial social norms earned substantial and severe punishments, the service periods of rebellious convict women often extended well beyond their original bond periods.<br><br>This study treated convicted transported women as experientially separate from all other colonial immigrant labor groups, even as they inhabited the same social, legal, and economic landscapes as other laborers and colonists. The category “convict” was traditionally studied as stereotypically male, or was either absent from colonial historiography altogether, or incorrectly subsumed within the category of indentured servant. This study argued that transported convicts should be more correctly termed “convict bond servants,” a distinct category which identifies individuals who were forcibly relocated to the colonies and forcibly sold as chattel laborers for seven to fourteen years, without formal indenture agreements or the legal rights and protections afforded to indentured servants.<br><br>Dissertation Committee:<br>Marjoleine Kars, Chair<br>Amy Froide<br>Beverly Bickel<br>Carole McCann<br>Jean B. Russo<br><br>The public is welcome to observe.<br><br>
    </div>
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<Summary>Title: Felonious Women &amp; Familial Bonds: Convict Transportation to the Maryland Colony, 1718-1739  Date and Location: April 11, 2018 at 10 a.m. Sherman Hall, Room 422  This study examined the...</Summary>
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<NewsItem contentIssues="true" id="75262" important="false" status="posted" url="https://my3.my.umbc.edu/posts/75262">
<Title>WELCOME: UMBC's Recently Hired Staff</Title>
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    <div>Please join the Department of Human Resources in extending a warm welcome to the University's recently hired staff:</div>
    <div><br></div>
    <div>
    <div>Kelly Alston, Student Affairs</div>
    <div>Valerie Andrews, Shriver Center</div>
    <div>Margaret Connelly, Institutional Advancement</div>
    <div>Jill Eigenbrode, Office of the Registrar</div>
    <div>Megan Hurd, Psychology </div>
    <div>Ogechi Ihegbe, Shriver Center</div>
    <div>Ivan Ingram, Psychology </div>
    <div>Shelly Johnson, Shriver Center</div>
    <div>Erinique King, Shriver Center</div>
    <div>Sam Kirschenbaum, Athletics</div>
    <div>Shannon Millard, Office of Financial Aid</div>
    <div>Colleen Pelser, The Hilltop Institute</div>
    <div>Bobbie Stocks, College of Engineering and Information Technology</div>
    <div>Zareen Taj, Shriver Center</div>
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<Summary>Please join the Department of Human Resources in extending a warm welcome to the University's recently hired staff:      Kelly Alston, Student Affairs  Valerie Andrews, Shriver Center  Margaret...</Summary>
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<NewsItem contentIssues="true" id="75263" important="false" status="posted" url="https://my3.my.umbc.edu/posts/75263">
<Title>Announcing the Final Examination of Erin G. Roth (Cohort 17)</Title>
<Tagline>April 10, 2018 at 10 a.m.</Tagline>
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    <h5>Title: Affective Childhood Origins of Type 2 Diabetes Among Older Adults </h5>
    <br><strong>Date and location: </strong><br>April 10, 2018 at 10 a.m.<br>Public Policy Building, Room 022<br><br>The link between adversity early in life and chronic diseases of aging, such as type 2 diabetes is well established in the literature. The landmark Adverse Childhood Experiences Study provided further evidence that childhood adversity and poor health and well-being cuts across all racial, gender, and economic groups, sparking a self-advocacy movement and push for trauma-informed care.<br><br>Understanding the ways people who have suffered childhood adversity feel about their past and how it affects their health behaviors is critical to prevention and treatment of type 2 diabetes. Negative health behaviors such as lack of exercise, poor diet, and lack of medication adherence should be viewed with a trauma lens when appropriate.<br><br>Findings from this study confirm the literature’s established link between childhood adversity and increased risk of poor health and well-being in later life. Borrowing the term affective practice from social psychologist Margaret Wetherell (2012, 2015), this study examines the combination of emotion and behavior that influence the health and well-being of older adults with type 2 diabetes. Guilt, blame, and shame figure prominently in how people make sense of their past and the health behavior choices they have made over a lifetime.<br><br>This study addresses the affective and behavioral responses in a retrospective, narrative analysis of lightly-structured interviews with Baltimore City residents (n=15; 53-70 years old; 11 females, 4 males; 80% non-Hispanic Whites, 20% African American) with diabetes. Exploring how affect influences behavior allows us to understand the contextual and confounding factors that often go unmeasured in quantitative, correlational studies.<br><br>While much of the focus in existing studies and applied work is upon children and prevention, this area of research has the potential to positively impact mid-life and older adults’ well-being and health outcomes. Discovering that one’s failed relationships and health problems may have an emotional, physiological, and neurochemical explanation that was outside of one’s control may be liberating and may positively impact well-being and health outcomes. For healthcare providers, greater understanding and appreciation of patients’ childhood experiences and its effect upon health behaviors may improve communication and patient adherence.<br><br>Dissertation Committee: <br><br>J. Kevin Eckert, Chair <br>Beverly Bickel<br>Sarah Chard<br>Brandy Harris Wallace<br>Carla Finkelstein<br><br>The public is welcome to observe.<br><br>
    </div>
]]>
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<Summary>Title: Affective Childhood Origins of Type 2 Diabetes Among Older Adults   Date and location:  April 10, 2018 at 10 a.m. Public Policy Building, Room 022  The link between adversity early in life...</Summary>
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<NewsItem contentIssues="true" id="75255" important="false" status="posted" url="https://my3.my.umbc.edu/posts/75255">
<Title>Researcher of the Week: Alexia Petasis</Title>
<Tagline>Bringing together dance and social justice</Tagline>
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    <span>Alexia is an Interdisciplinary Studies major and Psychology minor who will graduate in s</span><span>pring, 2019. She has been selected as an Undergraduate Research Award (URA) Scholar for 2018-19, and is a member of the </span><span>Honors College.</span>
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    <p></p>
    <div>
    <span><strong>Title of your research project:</strong></span><span>Confronting Social Issues through Translational Choreography</span>
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    <span><br><div>
    <span><strong>Describe your project:</strong></span><span>The purpose of this research is to determine how dance is being used by choreographers, specifically Sarah Panayiotou in her dance company <a href="https://babelmovement.org" rel="nofollow external" class="bo">BABEL Movement</a> (</span><span>a NY-based dance company that partners with social justice organizations in order to increase the rate of which they make an impact)</span><span>, to effectively communicate and engage with social issues. The goal is to apply an interdisciplinary framework to analyze the integration of the various disciplines that inform the choreography and determine the effectiveness of using dance for social justice organizations.</span>
    </div></span><span><br><div>
    <span><strong>Who is your mentor(s) for your project? How did you find your mentor? Why did you choose them?</strong></span><span>My mentor is Steven McAlpine, Assistant Director of the Interdisciplinary Studies Department. I chose him because he has been my advisor for the past year and has helped me develop my course of study for my INDS degree. He is also very knowledgeable about interdisciplinary work, especially with a focus in arts integration, which will be useful to help me structure my research. </span>
    </div></span><span><br><div>
    <span><strong>How did you become interested in this project? </strong></span><span>I have been dancing for the majority of my life and have recently started to devote my time to volunteering for non-profits, one of which being The Samaritan Women in Baltimore. I was unable to see the correlation between these two aspects of my life until I joined INDS and saw how the integration between choreography and social issues could be powerful in communicating stories and experiences that are difficult to express with words.</span>
    </div></span><span><p></p>
    <div>
    <span><strong>Describe how your work is interdisciplinary and why that is important to your work/expression:</strong></span><span>This work is interdisciplinary because it uses theories and frameworks from psychology and sociology to explain social justice issues with the use of dance as a vehicle to communicate those issues. This is important because these disciplines work together to maximize the potential of the other, in order to create dances that are both substantial and impactful. This work uses dance to “reason through analogies,” by representing social issues through movement as well as to “bridge the explanation-action gap” by presenting the issues in a new light, perhaps motivating and driving individuals to action through these compelling dances. </span>
    </div></span><span><br><div>
    <span><strong>What has been the most rewarding part of undertaking this project?</strong></span><span>The most rewarding aspect of this project will be to see if social justice organizations benefit from this non-conventional use of dance.</span>
    </div></span><span><br><div>
    <span><strong>How will you disseminate your research?</strong></span><span>I will disseminate my research at URCAD and hopefully have it published in the UMBC Review.</span>
    </div></span><span><p></p>
    <div>
    <span><strong>What is your advice to other students about getting involved in research?</strong></span><span>   </span><span>I would advise students who want to get involved in research to do research in the areas they are passionate about. If you are naturally drawn to a specific field, the questions you are curious about can be really powerful in driving innovative research. </span>
    </div></span><span><p></p>
    <div>
    <span><strong>What are your career goals?</strong></span><span>My career goal is to have a similar non-profit as Sarah Panayiotou’s BABEL Movement. I plan to start a dance-based social justice organization to portray social issues through dance with a specific focus on community outreach and community partnerships. </span>
    </div>
    <div><span><br></span></div>
    <div><span>Alexia has choreographed a dance for sexual assault awareness month that will be performed in the UMBC recital hall (Fine Arts 118) on April 13 at 6pm. The performance will be followed by a community engaged conversation with individuals from the Women's Center, We Believe You, Hope Works, TurnAround, and UMBC's Title IX dept. See:</span></div>
    <div><a href="https://my.umbc.edu/groups/womenscenter/events/58710" rel="nofollow external" class="bo">https://my.umbc.edu/groups/womenscenter/events/58710</a></div></span><div><span><br></span></div>
    </div>
]]>
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<Summary>Alexia is an Interdisciplinary Studies major and Psychology minor who will graduate in spring, 2019. She has been selected as an Undergraduate Research Award (URA) Scholar for 2018-19, and is a...</Summary>
<Website>http://ur.umbc.edu</Website>
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<PostedAt>Sun, 01 Apr 2018 23:07:24 -0400</PostedAt>
<EditAt>Mon, 02 Apr 2018 10:44:41 -0400</EditAt>
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<NewsItem contentIssues="false" id="75254" important="false" status="posted" url="https://my3.my.umbc.edu/posts/75254">
<Title>Apple Earpods</Title>
<Tagline>Brand new, $15</Tagline>
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    <div class="html-content">Brand new, unused Apple Earpods with Lightning connector for only $15. For more info please contact me at <a href="mailto:shyohngh@umbc.edu">shyohngh@umbc.edu</a>.<div><br></div>
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]]>
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<Summary>Brand new, unused Apple Earpods with Lightning connector for only $15. For more info please contact me at shyohngh@umbc.edu.</Summary>
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<PostedAt>Sun, 01 Apr 2018 20:39:34 -0400</PostedAt>
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<NewsItem contentIssues="false" id="75253" important="false" status="posted" url="https://my3.my.umbc.edu/posts/75253">
<Title>Bookstore to buy back textbooks at full price for first ten students</Title>
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    <p>A full refund will be issued to the first ten students who return their textbooks at the UMBC Bookstore, effective the first and second week of April. However, textbooks cannot be returned if they originally came packaged with an access code.</p>
    <p>Reverse psychology major Justa Jokeman is a junior at UMBC and an employee of the UMBC Bookstore.”When you think deeply about this concept, it almost seems impossible. However, it is revolutionary, and I would love to see what the results would look like,” said Jokeman.</p>
    <p>Students in the Commons were not aware of this change in policy because there are no signs to inform them. Lotta Lavs, a junior English rumors major, entered the bookstore and returned a textbook. This led her to realize that the bookstore is now offering a full price return for any non-access code textbook this April. “I don’t know what to think, this sounds so unreal,” said Lavs. “Although, this event needs to be done after the semester to ensure a greater deal of satisfaction.”</p>
    <p>“This event could be done in the month of May. The problem with that is convenience,” Jokeman said. He mentioned that holding this event after the semester ended would make it less fun. “What would be the purpose of buying back books so late, right when students no longer need them? Now that seems unrealistic,” Jokeman said. Lavs took a long pause and stared at Jokeman before conceding, “That makes sense, I’ll be here in April.”</p>
    <p>“Students decide whether they are in need of educational accessibility or financial stability,” said Jokeman. “Either way, this event will only help out students who are in need.”</p>
    <p>Employees never displayed signs advertising this event because it would attract too much attention. Jokeman stated that, “it would be a little unsettling to wake up for work one morning with hundreds of students lined up for book returns.” Jokeman made sure that the event was not too widespread. This event is open to everyone, but Jokeman is curious to see how many students will come to return their books. He fears that the bookstore could become packed and difficult to navigate.</p>
    <p>Jokeman believes that this event will help students of any major or year. He also feels like it will help new students take advantage of campus life. It welcomes new students and helps returning ones.</p>
    <p>Jokeman also spoke about the event’s duration. “This is unprecedented you know,” said Jokeman. “If ten students return books on the first day, it will end on that same day. However, if ten students return books throughout the span of April or until May, it will end on that respective date.” He promptly left back to work stating, “This is <em>the</em> opportunity for the students!”</p>
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]]>
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<Summary>A full refund will be issued to the first ten students who return their textbooks at the UMBC Bookstore, effective the first and second week of April. However, textbooks cannot be returned if they...</Summary>
<Website>https://retriever.umbc.edu/bookstore-to-buy-back-textbooks-at-full-price-for-first-ten-students/</Website>
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<PostedAt>Sun, 01 Apr 2018 20:00:56 -0400</PostedAt>
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