Search results

This chapter uses the historian’s method of micro-history to rethink the significance of the Supreme Court decision Muller v. Oregon (1908). Muller is typically considered a labor law decision permitting the regulation of women’s work hours. However, this chapter argues that through particular attention to the specific context in which the labor dispute took place – the laundry industry in Portland, Oregon – the Muller decision and underlying conflict should be understood as not only about sex-based labor rights but also about how the labor of laundry specifically involved race-based discrimination. This chapter investigates the most important conflicts behind the Muller decision, namely the entangled histories of white laundresses’ labor and labor activism in Portland, as well as the labor of their competitors – Chinese laundrymen. In so doing, this chapter offers an intersectional reading of Muller that incorporates regulations on Chinese laundries and places the decision in conversation with a long line of anti-Chinese laundry legislation on the West Coast, including that at issue in Yick Wo v. Hopkins (1886).

This chapter presents ways in which educators can use technology to enhance learning for students with autism spectrum disorder (ASD). The chapter begins with an overview of the communicative and social challenges that students with ASD typically experience. Next, it defines technology-aided instruction and intervention (TAII) and offers suggestions for educators planning to incorporate TAII into their classroom. The third section offers specific supports on using TAII to enhance communication while the final section offers specific supports on using TAII to enhance affective and social learning. Case studies and tables with clearly defined supports are included throughout the chapter. Educators may combine the supports presented because each support addresses more than one characteristic or need. In addition, educators will find that these supports benefit students with neurodiverse learning needs who may not be identified with ASD.