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Long Island Horseshoe Crab Network Annual Inventory Report
Get PDFCERCOM monitors 115 beach locations from Brooklyn – Montauk during the optimal Limulus Polyphemus breeding season. These beach surveys take place for approximately 15 weeks, ranging from May - August. These beach locations are marked specifically using GPS coordinates, to assure the same location is visited each year. Students and volunteers are required to attend a HSC Survey training orientation led by CERCOM’s research assistant, Mr. Kyle Maurelli. Surveying is done around tide and moon cycles (New/Full Moon). Each site takes about 1-2 hours and data is recorded along an approximate 1 mile distance. Walking along the water’s edge the number of male and female HSCs are counted as well as the dead and or molted HSCs. This data is recorded and submitted to Molloy University’s online HSC inventory form/ database on the Molloy University’s website. CERCOM provides data for total observed HSC populations per site as well as whether or not HSC breeding has or is occurring at each beach location. Trends in breeding beach productivity and overall Long Island populations are recorded annuall
Hidden Identity: A Constructivist Grounded Theory of Black Male Identity Development at Historically Black Colleges and Universities
Get PDFIdentity development models for Black males are limited, particularly within the context of higher education. Within this qualitative study, we used constructivist grounded theory to develop a theory of Black male identity development at historically Black colleges and universities (HBCUs). We were guided by the following research questions: (1) How do the experiences at a historically Black college or university influence the identity development for Black males? (2) What externalfactors influence identity development for Black males who attend a historically Black college or university? Eight Black males participated in this study, each completing series of semistructured interviews. Derived from the interviews, a four-phase identity development theory emerged. The four phases of Black male identity development at HBCUs are: (1) acknowledgment of Black male identity, (2) understanding of differences among Black males, (3) creation of professional identity, and (4) transition into Black male role model. Our theory highlights how HBCUs offer unique spaces for Black male identity development that continues through adulthood. We close with recommendations for practice and future research
Mi Familia es Mi Fuerza
Get PDFLatinx parents have been unfairly blamed for their child’s negative educational outcomes due to how they choose to be involved in their child’s education. School expectations of parent involvement typically follow the Epstein Model, which is aligned with traditional, White, middle-class involvement such as fundraising and bake sales. Meanwhile, Latinx, low-income parents often perceive their involvement as shaping their child’s behavior at home and teaching them about moral values. This qualitative case study examines how five Latinx parents in a predominantly Latinx school district on Long Island defined school-based and home-based parent involvement, advocated for their children, as well as how their involvement practices in schools aligned with the Epstein model and how they differed. First, findings showed that Latinx parents defined school-based and home-based parent involvement in different terms, depending on language and experience with the U.S. education system. The Spanish-dominant parents characterized parent involvement as being present at home, raising their children to be responsible and well mannered, and to oversee that homework was completed. Bilingual mothers took a more active approach to ensure that homework was completed accurately, that their children attended all their extracurricular activities, and their children were held accountable for their actions. Participating at PTA meetings and being visible at the school came easier for bilingual parents. Second, Latinx parents advocated for their child in issues related to discipline, bullying, or receiving services. The Spanish-dominant mothers found it difficult to navigate the school system because of communication barriers due to a lack of Spanish-speaking staff. It is important for schools to reconsider iv the Epstein Model that often reinforces negative perceptions of the types of parent involvement common across Latinx families. Educators must recognize, cultivate, and empower the strength of Latinx parents through intentional family–school partnerships that are culturally responsive
Passing the Camel through the Eye of the Needle: Documenting a Culture of Teacher Praxis at an Affluent Catholic High School
Get PDFThere is a dearth of research concerning critical communities of learning in affluent Catholic high schools. This ethnography captured a culture of praxis developed through the process of five educators team-teaching an interdisciplinary AP Seminar course at St. Aurelia’s Catholic High School on Long Island, New York, from September 2021 to February 2022, with a particular emphasis on Catholic Social Teaching as an authentic avenue for the implementation of social justice education. Observations, one-to-one interviews, focus group discussions, peer-observations, and journals were recorded and coded to explore the facets of the team culture engaged in this collaborative endeavor. A culture of praxis was observed, although it was complicated by the emergence of competing cultural “currents” from the school and broader community. Undercurrents of “busyness,” “politeness,” “compartmentalization,” “unconstructive guilt,” “sensitivity to reactionary forces,” and “deference to authority” were acknowledged by participants as interrupting collective praxis. Outercurrents of “neoliberalism,” “corporal acts of mercy,” “middle class values,” “bureaucratization,” “political polarization,” and “cautiousness of the Church” were also recognized as mitigating factors. Findings in this study suggest the possibility of praxis development in affluent Catholic schools and may offer a rough road map on how to navigate the difficult terrain of building a critical culture in these space
Descriptive, Comparative, and Correlational Study Related to End-of-Life Care Prior to the Covid-19 Pandemic Outbreak (Time 1) and 12 Months Following Lockdown (Time2)
Get PDFBackground
Palliative care has grown in its acceptance nationally and formed the base of a growing number of programs to provide care in a way that recognizes the importance of supporting people with chronic, debilitating, and life-limiting illnesses by focusing on “care” rather than “cure.” This special care warrants an understanding by all nurses and requires education across specialties and disciplines. Despite the increase of palliative care services in hospitals and other settings, long-term care and home care agencies continue to struggle with the education of staff and delivery of care to clients that incorporate the central tenets of what has been defined by the Guidelines for Quality Palliative Care developed by the National Consensus Project (National Coalition for Hospice & Palliative Care, 2018). Numerous educational programs have been developed to train physicians, nurses, and others to improve communication skills, reduce pain and manage symptoms, and foster an environment that supports patients nearing death and their families. While there has been research on the education of health care providers on palliative care, little of this research has been done in the home health care setting. To incorporate palliative care into this setting, the health care providers on the home care team need to be adequately trained to increase their comfort with and knowledge of palliative care. Some of the providers’ understanding and confusion of palliative and hospice care may need resolving, and some of their personal beliefs about end-of-life (EOL) treatment and palliative care may be barriers to their readiness to participate in a change of treatment and care goals, which may include their own fear of death or personal negative experiences with dying loved ones.
Purpose
While palliative care services are underutilized under the best circumstances, the emergence of COVID19 has further highlighted the importance of and vital need for palliative and EOL care. Already overburdened health care systems due to COVID-19 are faced with the challenge of administering safe and effective palliative and EOL care. For this study, two time periods were anchored by the two data collection points: pre- COVID-19, referred to as TIME 1: one year prior to the outbreak of COVID-19 in New York (January 2019) and TIME 2: approximately one year after the outbreak of COVID-19 in New York (February/March 2021) when home care services had been altered by emergency and EOL care needs due to the COVID-19 pandemic. The purpose of the study is to compare and determine if correlations exist related to palliative and EOL care between Time 1 and Time 2 involving health care providers’ comfort with, attitudes toward, and fear of dying. Specifically, this study examines the interprofessional home care team in a large multi-hospital system to (a) describe professionals’ characteristics, comfort with and attitudes about EOL treatment and palliative care, and their fear of death at Time 1 and (b) compare them with Time 2 characteristics, comfort, attitudes, and fear of death. It also includes an examination of the relationship of these characteristics with the home care staff’s selfreported professional self-confidence in EOL caregiving.
Method
This study used a descriptive, pre- and post- comparative, and correlational design of multi-professional home care providers’ comfort with, attitudes toward, and fear of dying before and after Time 1 and Time 2. The pre-survey (Time 1) was used prior to the pandemic to determine which characteristics of home care providers influence their comfort with and attitudes about palliative and EOL care, and fear of dying. The post-survey (Time 2) compares these previously recorded variables with their self-reported selfconfidence in EOL caregiving, an educational assessment tool in the subscales of cultural and ethical values; patient and family- centered communication; and effective care delivery. The study sample was recruited from the roster of all professional health care providers at a large, certified home health care agency (CHHA). Participants included registered nurses (RNs), physical therapists (PTs), occupational therapists (OTs), speech therapists (STs), and medical social workers (MSWs) (n = 601) who were employed at and made home visits for the CHHA with an average daily census of 3,000 patients. The Time 1 survey was distributed in January 2019. A total of 33% of the surveyed providers responded (n = 200). The Time 2 survey was distributed to the same agency roster in April 2021; due to some attrition and some newer employees in the organization, there was some expected variation in the Time 2 sample population. This survey yielded a suitable expected sample for the proposed analysis of \u3e180 providers. The measures include instruments developed for the study and pre-tested for reliability including items to measure comfort (Comfort in Providing Palliative Care [CPPC]); the Collett- Lester Fear of Death Scale with reported validity and reliability, which includes four subscales: Fear of Death, Fear of Dying, Fear of Others Death, Fear of Others Dying; and F-S Hospice Scale: Views on Hospice Care to measure attitude toward hospice (Attitude Toward Hospice Scale [ATHS]). The dependent measure of the Time 2 sample is the End-of-life Professional Caregiver Survey (EPCS) instrument used frequently to assess educational needs of staff in the clinical practice domains of palliative care. The subscales include (a) Cultural and Ethical Values (CEV) (8 items), Patient and Family Centered Communication (PFCC) (12 items), and Effective Care Delivery (ECD) (8 items).
Results
The results are a descriptive analysis of all measures related to home care providers’ EOL comfort, attitudes, and fear of dying; a comparative analysis of EOL comfort, attitudes, and fear of dying before and after the onset of the COVID-19 pandemic; and a regression analysis of related variables with the educational needs identified in the self-reported EPCS subscales.
Summary and Recommendations
This study explored the relationship between home health care providers’ personal characteristics and their comfort with and attitudes toward hospice and palliative care, and fear of death and dying of self and others. The findings of the study yielded significant results regarding staff level of comfort, attitudes, and fear of death and dying in relation to staff personal characteristics. The study demonstrated changes in staff comfort and attitudes toward palliative and EOL care during the onset of the pandemic. Differences were seen between Time 1 and Time 2 in staff level of comfort in discussing the dying process, attitudes toward hospice related to pain control, feelings toward fear of death (self) in the measure of death and the shortness of life, feelings of fear about dying away from others, and feelings about the dying (others) as a reminder of their own death. The study results also identified certain predictors for staff self- reported EPCS in the domains of personal characteristics, level of comfort with, and attitudes about providing EOL and palliative care services. Further research is needed to guide future policies and programs to improve access to family-centered palliative care during a global health crisis such as the COVID-19 pandemic need to be implemented. An investment in further research and the resultant policy changes from the study findings can further support home health care workers in caring for patients and families at end of life
2022 Amendment to the Charter of Molloy College
Get PDFThis is an amendment to the Charter of Molloy Catholic College for Women, conferred by the University of the State of New York Education Department Board of Regents on April 17th, 2005. It authorizes the College to officially change its name to Molloy University
The Coastal Monitor: Vol. 9 No. 5
Get PDFThere are a multitude of lessons learned from the last 3 years of the Covid-19 pandemic. But one truly stands out ...the total lack of understanding of the basic chemistry associated with the nitrogen cycle, which in Suffolk County, NY, continues to be declared as the “evil-nitrogen”. The major source of nitrogen into the water body comes from the atmosphere which is the predominate constituent of the air we breathe79% nitrogen. Nitrogen compounds contribution to eutrophication in freshwater (ponds & lakes) systems is legendary and, the concentration of nitrogen in marine waters has always been known as a limiting agent which are absolutely required elements in small amounts. No nitrogen, no primary productivity. So, historically, at least up to the 1970’s and the Clean Water Act, nitrogen contributions to any water system has been attributable to human “sanitary” waste. Large populations require for adequate treatment, sewage systems that involve primary, secondary, and sometimes tertiary treatment along with the use of chlorine to make sure, as best as is chemically possible, the elimination of pathogenic organisms that cause disease. Thus, in the US, there is no concern with cholera, typhoid, and typhus; all significant bacterial diseases that converge in wastewater treatment systems and arise primarily where wastewaters are left untreated
Partner perception of affective, behavioral, and cognitive reactions to voice use in people with Parkinson’s disease
Get PDFIntroduction: People with Parkinson’s disease (PWPD) experience negative feelings, thoughts, and coping behaviors due to the experienced communication challenges. This study aimed to compare the perceptions of PWPD with those of proxies for the affective, behavioral, and cognitive reactions specific to voice production during communicative interactions. Methods: The Behavior Assessment Battery – Voice (BAB-Voice) was administered to 31 PWPD and their close communication partner/proxy. The BAB-Voice contained four subtests: Speech Situation Checklist – Emotional Reaction (SSC-ER), Speech Situation Checklist – Speech Disruption (SSC-SD), Behavior Checklist (BCL), and Communication Attitude Test for Adults (BigCAT). The scores for each of these subtests were calculated and statistically analyzed. Results: A repeated measures MANOVA did not find statistically significant differences between the subscores of PWPD and proxies (Pillai’s trace = 0.25, F[4] = 2.22, p =.094, ηp2 = 0.25). Fair to excellent agreement between the PWPD and proxies was found. The highest agreement was found on the BigCAT (ICC = 0.80). The SSC-SD (ICC = 0.77) and SSC-ER (ICC = 0.71) still showed excellent agreement, while only fair agreement was found for the BCL (ICC = 0.57). Conclusion: Proxies were able to identify the affective, behavioral, and cognitive reactions to voice use in PWPD. Communication partners close to the PWPD could, therefore, provide valuable information regarding the assessment and treatment of hypophonia in PD
Great South Bay, Long Island, New York Summer Phytoplankton Identification & Monitoring Program
Get PDFPhytoplankton Collection Methodologies: 80 micron Plankton Tow Net with sample bottle attachment
Phytoplankton Protocol: 1.Gather Samples 2.Make one slide per sample 3.View slides using microscope connected with computer 4. Record findings using “ Row # “ and “ Column letter “ 5. Record using “ Tallies “ per species found within sample 6. Capture anything interesting “ Take Picture “ 7.Duplicate pictures taken 8.Make sure measurement of species found is taken 9. Email Jennifer Maucher at [email protected] , include pictures, questions and names of the species you “guess” you found
Driving Healthcare Access: Mobile Health Clinics as a Vehicle to Address Health Inequities
Get PDFWebinar Description: Mobile Health Clinics have demonstrated an ability to address health inequities while cutting overall medical costs. Delivering care into the heart of a community reduces barriers such as lack of transportation, childcare, and income. Many mobile clinics also ensure that language, cultural and insurance barriers are addressed. Effective communication before, during, and after the visit is key to engaging patients and gaining trust. This panel brings together three different models of mobile healthcare delivery to share experiences and lessons learned: Stony Brook Medicines Mobile Mammography program, Mount Sinai South Nassaus COVID-19 Vaxmobile, and Molloy Colleges Community Care mobile clinic.
https://www.healthliteracysolutions.org/hom