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Volume 24 Issue 3 Introduction
Full text linkAs always, Oregon Librarians are on the cutting edge of identifying our patrons’ crucial needs and creatively finding ways to remedy these needs. Providing our communities access to otherwise unobtainable resources that support growth and learning has always been among our shared goals as librarians. We know that by providing these resources, we are enhancing inclusive community engagement and providing a crucial contribution for both individuals and society as a whole.
A pressing issue at hand that speaks to both individuals and our society is access to higher education. Oregon’s college students are facing increasing barriers to accessing a college education, opting to delay, or in many cases, permanently putting off attending college due to rising costs. K–12 schools also face seemingly endless budget constraints. Trimming the budget by aging out textbooks or limiting the purchase of textbooks to a “classroom only set” are budget strategies that often make it to the bargaining table. Surprisingly perhaps, it is not just the rising cost of tuition. The cost of textbooks has outpaced almost every other consumer good—including food, healthcare, and housing (Bureau of Labor Statistics, 2016). We can close this gap. Academic Librarians have found themselves embracing a new opportunity with the advent of Open Educational Resources (OER)
What Can I Do With a Degree in Philosophy?
Full text linkDuring my teaching career I heard the same question, “What can you do with a degree in philosophy?” many times from some students I taught (and their parents). I know that many other philosophy professors have heard the same question.
This book works to dispel the view that studying philosophy is impractical or unimportant. As it turns out, most of the students I taught over the years who got a degree in philosophy went on to non-academic jobs and careers. They eliminate the notion that the only thing one can do with a degree in philosophy is to teach philosophy.
Does studying philosophy teach one how to fix a leaky faucet? No, but neither does studying economics. Does studying philosophy lead to rewarding and fulfilling careers? Not necessarily, but it certainly can.https://commons.pacificu.edu/beetree/1009/thumbnail.jp
Use of Post-Transplant Cyclophosphamide with Nonmyeloablative Conditioning in HLA-Haploidentical Stem Cell Transplants for Sickle Cell Disease
Full text linkBackground: Hematopoietic stem cell transplantation is the only curative therapy for individuals with sickle cell disease but due to the limited donor pool and complications with adult infusions, new methods are in development for applicability to all populations. The new method utilizes a treatment regimen developed by John Hopkins with only small trials currently being performed.
Methods: A comprehensive search on the most up to date information was performed with MEDLINE, PubMed, MEDLINE-Ovid, EBSCO-Host including all databases, and Web of Science with the terms cyclophosphamide or cytoxan, bone marrow transplant(ation) or stem cell, and sickle cell. Articles and abstracts generated were screened and analyzed by one independent reviewer via inclusion and exclusion criteria and related publication appraised in PubMed. Studies were assessed for quality using GRADE criteria.
Results: Five studies using HLA-haploidentical patient-donor related matches with nonmyeloablative techniques have shown promise in decreasing toxicity to patients while providing an alternative, curative treatment for individuals who previously did not have that option. Nonmyeloablation via John Hopkins protocol with post-transplant cyclophosphamide (PTCy) show minimal acute/chronic graft-versus-host disease effects similar to what is seen in HLA-matched sibling donors but with decreased stable engraftment.
Conclusion: A combination of peripheral blood stem cell (PBSC) and bone marrow transfusions in haploidentical patients from all trials show stable engraftment with minimal cGVHD. Further studies to increase efficacy are needed to modify this conditioning regimen with a need for a large randomized control trial with increased TBI and Thiotepa needed to support findings presented
Attitudes and Perceptions of Non-Clinical Health Care Students’ Towards Interprofessional Learning
Full text linkBackground Research on interprofessional learning and education has primarily focused on undergraduate programs, intervention-based programs and clinical programs. Efforts should also be made to examine attitudes of graduate students who are enrolled in non-clinical health profession programs. Purpose: The purpose of this study was to explore attitudes of non-clinical graduate health care students towards interprofessional learning and to examine differences in these attitudes and perceptions among students from differing university health programs. Methods: A quantitative survey adapted from the Readiness for Interprofessional Learning Scale survey was sent to students enrolled in non-clinical graduate health programs at a university. A demographic section was added to collect information about the participants. Results: Two hundred and ninety six students from eight different health programs participated in this study, representing an 85.54% completion rate. Of the total respondents, 47.6% were enrolled in the Doctor of Health Science program and 55.5% worked in health organizations. Findings suggested that students in different health programs considered teamwork and collaboration important to function in health care. Students felt that focus on interprofessional learning may lead to improvement in communication and problem-solving abilities. Conclusion: Implementation of interprofessional learning curricula may enhance understanding of the work of other health professionals which could result in better patient care. These findings could help educational institutions as they advance towards implementing interprofessional educational curricula
Development of a Yoga Program for Police Personnel
No full textGrowing research continues to demonstrate the applicability and utility of yoga to address stress and trauma related conditions, as well as other physical and mental health concerns. Despite the popularity of yoga, many barriers to practice remain, including cultural barriers related to perceptions of yoga and yoga practitioners. Populations that may benefit most from yoga interventions may not have access or deem yoga appropriate for them.
The current study focused on developing a yoga-based program for police personnel that was culturally appropriate and able to integrate within a department structure. The study was conducted in two phases. In Phase I, quantitative data that examined demographics, perceived stress, and current self-care practices including yoga was collected from 61 participants: 29 civilians and 32 officers. Qualitative data collection occurred in Phase II and consisted of focus groups and key informant interviews with seven officers in leadership positions, six detectives, five patrol officers, two records staff personnel, and three evidence technicians. Seven primary themes emerged from qualitative data: Perceptions and experience with yoga, Barriers and facilitators to practice, Cultural adaptation of practice, Benefits of yoga, Police work and culture, Self-care practices, and Relationships.
The collected information was incorporated into the creation of a time-limited yoga protocol for the police department. It was open to all department staff and adaptable to the skill level of participants. Due to the nature of police work and high frequency of work related injury, intensive prop use was encouraged to make the practice accessible while simultaneously maintaining a healthy balance between challenge and ease. The protocol was further guided by Trauma Informed Yoga principles
