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Idaho Supreme Court Rules on Misdemeanor Arrests
No full textThe Idaho Supreme Court ruled last Wednesday that law enforcement officials cannot make a misdemeanor arrest without a warrant or without having seen the crime themselves. The ruling has wide-ranging implications for the legal community, law enforcement, victims and victim advocates. Idaho Matters parses out the legalities of the ruling with Concordia University School of Law associate professor, Jodi Nafzger
The Relationship Between Teacher Communication, and Teacher Credibility, Student Motivation, and Academic Achievement in India
No full textThis study was conducted in India, where teachers use the lecture method of communication in the classroom. It is important for the teacher to establish credibility while communicating to motivate the students in the classroom. The study examined the relationship between teacher communication, and teacher credibility, student motivation, and academic achievement. The researcher visited 11 schools in India, and 519 ninth-grade students participated in the research. A questionnaire was prepared to collect data on teacher credibility and student motivation, and four English-subject examination grades of the participants were collected. The participants were also asked to evaluate their English teachers’ communication behavior. The data was analyzed using the linear regression analysis method, and it was found that there is a statistically significant correlation between teacher communication and teacher credibility, and between teacher communication and student motivation. The students agreed that their perception of the teacher is important for them. If a teacher is a good communicator, the students like the teacher and take an interest in the subject. If the teacher is not a good communicator, they consider that teacher incompetent and do not take an interest in the class or the subject. The research also revealed no statistically significant correlation between teacher communication and academic achievement. Further, it revealed no statistically significant correlation between student motivation and academic achievement. The result was surprising, and the researcher suggests further investigation of this topic
Generation Z: Perceptions from Today’s Collegiate Athlete on the Coach-Athlete Relationship and Its Impact on Success in Athletics
No full textMembers of Generation Z now fill not only the dorms of higher education institutions, but also the rosters of each collegiate athletic team. Dubbed by many as the tech generation, they are the digital natives that have—in many respects—grown up more connected than their predecessors, and yet self admittedly lack the relational connectedness that they desire. Coaches and athletic policymakers must recognize the defining relational characteristics and needs of this generation of athletes if they hope to maximize athletic success. Using a qualitative design, this study explored the coach-athlete dyadic relational needs of collegiate Generation Z athletes from various institutions across the Pacific Northwest. Through synchronous semistructured interviews, the relational best practices of coaches who were working with athletes, who had experienced athletic success in their team sport were identified. These relational best practices were preferred by Generation Z athletes and represent the coaching qualities that they believe most impacted their athletic success. Purposive sampling was used to identify the participants for this study, and 12 open-response questions provided the data that through thematic analysis, produced six themes that embody the desired relational coaching qualities of collegiate Generation Z athletes. This study offers relational recommendations for collegiate coaches and athletic policymakers who desire to maximize the athletic potential of their Generation Z athletes
Unapologetically Woman
No full textI have been fascinated by the art of evolution within human nature. How people choose to grow as human and why they want to develop the way they do. Within Humanities I have studied the psychologist, the artist, the historian, the scientist, the theologian and have seen the evolution of humanness; it is the very transformation of the soul, the enlightened heart glowing with mutuality. The freedom of choice and liberty of life
CD47 Blockade Enhances Macrophage Efferocytosis Via a Process Requiring Low-Density Lipoprotein Receptor-Related Protein 1
No full textVulnerable atherosclerotic plaques are characterized by large necrotic cores caused by impaired clearance of apoptotic cells (efferocytosis) in the artery wall. Targeted antibody blockade of CD47 (CD47), an anti-efferocytosis protein, enhances efferocytosis and reduces plaque area in mouse models of atherosclerosis. LDL receptor-related protein-1 (LRP1) is a pro-efferocytosis receptor whose deletion from macrophages accelerates atherogenesis. We recently found that CD47 requires macrophage LRP1 to limit atherosclerosis. Thus, we hypothesize that the enhanced efferocytosis caused by CD47 also requires macrophage LRP1. We conducted in vitro studies using wildtype (WT) and LRP1-/- macrophages as efferocytes and either Jurkat lymphocyte cells or WT and LRP1-/- murine macrophages as apoptotic cell substrates (ACs). To stimulate efferocytosis, violet fluorescent-labeled apoptotic cells were co-incubated with green fluorescent-labeled efferocytes in the presence of CD47 (10μg/mL) or IgG control. Phagocytic index (PI) is determined using confocal microscopy and flow cytometry as the percent of efferocytes with internalized ACs. In experiments using Jurkat cells as ACs, CD47 increased PI 2.4-fold and 2.0-fold in WT and LRP1-/- efferocytes, respectively, compared to IgG control. No differences in PI were observed between WT and LRP1-/- efferocytes treated with CD47 or IgG control. In experiments using WT and LRP1-/- macrophages as ACs, we observed no differences in PI between WT and LRP1-/- efferocytes. Interestingly, the use of LRP1-/- macrophages as ACs reduced the PI of WT efferocytes by 44.7% relative to WT macrophage ACs and independently of CD47. These data suggest that the loss of LRP1 on ACs, not the efferocyte, impairs efferocytosis independently of CD47 by rendering the dying cells a poor substrate for clearance
Attributes of Effective Teachers
No full textIn response to a large observable population of disengaged and bored students in urban high school classrooms, the purpose of this study was to identify the attributes of effective teachers, and their instructional strategies that have led to student success. By identifying and exposing teacher efficacy to other teachers at professional development seminars, and sharing inspirational and instructional strategies used by effective teachers, the rate of student success, as measured by student engagement and performance in classrooms, may increase. Research participants were teachers from two different urban high schools on the same inner-city campus. They served the same student demographic but worked under different leadership. A qualitative methodology with a focus on narrative inquiry was used to analyze data collected from hour-long interviews and 15-minute classroom snapshot observations. The research questions the principal investigator developed to drive the study were used to identify attributes and the instructional and inspirational strategies the teachers use that have led to student success. Relationship based attributes were the most prominent group of attributes identified. Instructional and inspirational strategies used in the classroom allowed students to make connections with the content and engage in critical and creative thinking in a collaborative learning environment. Further research is recommended to replicate the attributes of effective teachers for use in professional development seminars. The intention is to transfer the successes of effective teachers to other teachers, to purposefully engage more urban adolescents in the learning process, optimize students’ high school experience and their lives beyond the classroom walls
“Be Calm, Be Kind:” A Qualitative Descriptive Case Study of Instruction and Assessment of Stress Management Behavior Education in the Early Childhood Classroom
No full textThe purpose of this study was to explore administrator expectations and teacher experiences related to the ways through which teachers instructed students in social emotional learning and stress management at the early childhood education level, and how teachers assessed positive and problem student behaviors. The research questions guiding this study were related to how teachers instructed students in identifying their stressors, how teachers incorporated social emotional learning and stress management into the regular classroom routine to encourage positive behaviors and minimize problem behaviors, and how teachers assessed students’ ability to cope with and overcome their stressors. This study was conducted using a qualitative descriptive research approach, specifically a case study, rooted in social cognitive theory as developed by Bandura. Through individual interviews with school leaders and teachers, and the completion of a self-assessment survey by in-service teachers at the early childhood level, study participants provided insight into the ways through which stress management education was incorporated and assessed in the early childhood education classroom. The findings of this study identified the capability of students at the early childhood level to identify their stressors, the importance of normalizing stress management education into the school day, and the value of using positive reinforcement in student behavior assessments