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NBC Peacock North Fall 2025 Newsletter
No full textHighlights include: Marilyn\u27s Page, John Filippelli Receives NATAS Governors’ Award, Dateline Marks 3,000th Show, Sheinelle Jones Returns to Today Show, Mike and Suzanne Noseworthy Celebrate Al Rice at 90, A New Era Begins: Inside News 4 New York & Telemundo 47’s Brand New Newsroom, Tributes to Silent Microphones: Lenny Basile, Bob Trumpy, Karen Sullivan, Carol Aerenson, We Get Letters & Pictureshttps://digitalcommons.sacredheart.edu/media-nbcpeacock/1117/thumbnail.jp
Trust Brokers and Connectors: Cultivation of Trust and the Trusted Adult in High School
No full textTrusted adult-student connectedness is a key lever for enhancing school safety, preventing violence, and developing a sense of belonging in high schools. However, there are no formal practices, guidelines, or policies in place to cultivate and equip trusted adults for this vital role. Therefore, this Improvement Science Dissertation in Practice (ISDiP) employs an improvement science methodology with a qualitative research design to explore how to foster a school-wide presence of trusted adults and bolster their preparedness. Through focus group interviews, a questionnaire, workshop observations, and design-based activities with youth and educators, cocreated connection tools and strategies were tested using the Strategize-Implement-Analyze- Reflect (SIAR) improvement cycle. New tools and a conceptual framework emerged from the study as ways to cultivate a culture of trusted adults and improve relationships between students and trusted adults. The findings offer opportunities for co-generational dialogues to build the youth’s protective factors and social capital and spur intergenerational solidarity. The results also frame promising new strategies to advance connectedness, such as the use of “trust brokers” and connection points. Ultimately, the study’s results will help strengthen trusted adult social and emotional skills and narrow the trust gap between high school students and school-based staff, ensuring that high schools are safer and fueled by a greater sense of belonging
Teaching on the Edge of the Snap: Exploring the Constraints and Capacities of Emotion Regulation
No full textThis Improvement Science Dissertation in Practice (ISDiP) explored the barriers and supports for teacher emotion regulation at a small, suburban K-8 school district in the Northeast United States. The author utilized a mixed-methods convergent research design to evaluate the impact of an 8-week mindful awareness and educational neuroscience-based PD intervention on teachers’ emotion regulation abilities (ERAs). Teacher participants from grades K-5 attended five PD sessions utilizing curricular content from the MindUP “The Science and Practice of Well-being and Mindful Teaching” online program (The Hawn Foundation, 2025). The researcher merged qualitative data from participant interviews and narrative writing samples with quantitative data from survey items measuring teachers’ ERAs and records of emotional experiences to evaluate the intervention\u27s impact and examine persisting barriers and supports to ER in the research setting. Quantitative results did not show an increase in teacher-reported ERAs, but survey item responses indicated greater awareness of negative emotional experiences and attempts to suppress or hide them.
In contrast to the quantitative findings, participants reported that using mindful awareness strategies aided their ER during teaching, and they shared positive effects on their classroom environment. Barriers to ER included job demands, academic acceleration, time pressure, and teacher work intensification. Findings suggest that protective factors for teacher ERAs include supports for teachers’ social-emotional health (SEH), strengthened collegial relationships, and scheduling considerations that reduce time pressure within the teacher workday. The study\u27s findings are summarized in a framework that conceptualizes the stressors and protective factors for teacher ERAs, and future recommendations to support the emotional work of teaching are included in the discussion
Bacterial and Fungal Root Endophytes Alter Survival, Growth, and Resistance to Grazing in a Foundation Plant Species
No full textPlants host an array of microbial symbionts, including both bacterial and fungal endophytes located within their roots. While bacterial and fungal endophytes independently alter host plant growth, response to stress and susceptibility to disease, their combined effects on host plants are poorly studied. To tease apart interactions between co-occurring endophytes on plant growth, morphology, physiology, and survival we conducted a greenhouse experiment. Different genotypes of Spartina alterniflora, a foundational salt marsh species, were inoculated with one bacterial endophyte, Kosakonia oryzae, one fungal endophyte, Magnaporthales sp., or co-inoculated. Within the greenhouse, an unplanned herbivory event occurred which allowed insight into the ways bacteria, fungi, and co-inoculation of both endophytic microbes alters plant defense chemicals and changes herbivory. Broadly, the individual inoculation of the bacterial endophyte increased survival, whereas the fungal endophyte increased plant growth traits. Following the herbivory event, the proportion of stems grazed was reduced when plants were inoculated with the individual endophytes and further reduced when both endophytes were present. Across genotypes, anti-herbivore defense chemicals varied by individual and co-inoculation of endophytes. Bacterial inoculation and genotype interactively affected above:below-ground biomass and S. alterniflora survival of ungrazed plants. Overall, our results highlight the variable outcomes of endophyte inoculation on Spartina growth, morphology, phenolics, and survival. This study furthers our understanding of the combined effects of symbionts and plant multitrophic interactions. Further, exploring intra and inter specific effects of plant––microbe symbiosis may be key in better predicting ecosystem level outcomes, particularly in response to global change
Improving Hemoglobin A1c Levels in a FQHC: A Quality Improvement Project
No full textSignificance and Background
Incarcerated individuals have a higher incidence of type 2 diabetes (T2D) than the general population and face unique challenges in managing their condition. These include limited access to nutritious food, disruptions in the healthcare continuity, and socioeconomic barriers such as unstable housing and unemployment. Upon release these challenges can compromise glycemic control.
The Transitions Clinic Model supports formerly incarcerated individuals in managing chronic conditions, including T2D during their reintegration. Continuous Glucose Monitors (CGM) have been shown to improve glycemic control and self-efficacy, leading to reductions in Hemoglobin A1c (HbA1c) levels. This project aimed to implement a CGM workflow at a federally qualified health center (FQHC) in Connecticut to improve glycemic control in this patient population.
Project Goals
The primary goal of this project was to implement a CGM workflow to achieve a 0.5% reduction in HbA1c among 75% of patients with T2D on insulin within three months. A secondary goal was to increase CGM usage by 10% among patients with T2D on insulin within the same timeframe.
Methods
A CGM prescribing protocol was developed through provider and staff interviews at the FQHC. Staff received education on the new protocol, which was implemented over three months, from November 7, 2024, to February 7, 2025. As part of the workflow, patients met with the diabetes specialty nurse for diabetes management and CGM education. During these visits, CGM reports were obtained and sent to the prescribing provider for review. Data collected included baseline and post-intervention HbA1c levels, average blood glucose time-in-range, time-above-range, and time-below-range.
Results
This project demonstrated significant improvements in glycemic control among 17 participants with T2D using CGM. After three months, average HbA1c decreased from 9.14% to 7.67%, and CGM use increased, with seven prescriptions issued and five patients attending follow-up visits. Time-in-range improved by 19.65%, while time-above-range decreased by 19.5%. The average blood glucose level dropped from 185 mg/dL to 147.8 mg/dL.
Conclusion
Results indicate that integrating CGM with diabetes education and follow-up care can improve glycemic control for individuals with T2D, particularly those transitioning from incarceration
Best Practice For CHG Baths: Educating Nurses on Timing and Safe Use
Get PDFAbstractChlorhexidine gluconate (CHG) baths are critical for infection prevention, yet many nurses lack proper education and resources on their use. This project identified best practices for CHG bathing and developed an educational brochure for nurses on a medical-surgical floor. The brochure provides clear guidelines on timing, safety, and patient teaching to promote consistent, evidence-based care
Exploring Guilt and Shame: Emotional Responses to Bias Through Reflection on Past Experiences
Get PDFConfrontation reduces prejudice by eliciting negative self-directed emotions, like guilt, which promotes self-regulation, and shame, which shifts focus to the self, decreasing the likelihood of constructive actions. Despite their distinct effects, past research has often conflated guilt and shame. The present study aims to develop and validate a psychological measure that clearly distinguishes guilt as a behavior-focused emotion and shame as a person-focused emotion. We asked 194 undergraduate students to recall a time where they were confronted for saying something biased, offensive, or insensitive toward a group of people. They then rated the extent to which they experienced guilt or shame in that situation using newly developed measures designed to distinguish between these emotions. Participants reported their behavioral responses to the confrontation, including whether they engaged (or planned to engage) in self-correction. A confirmatory factor analysis examining all six emotions as separate factors adequately fit the data. As predicted, guilt was strongly associated with self-correction (r = .749, p \u3c .001) and negatively associated with defensiveness (r = -.179, p = .013), consistent with its role as a behavior-focused emotion that motivates constructive action. In contrast, shame was most strongly linked to withdrawal (r = .528, p \u3c .001), with weaker ties to self-correction and no detectable association with defensiveness, reflecting its inward focus on personal inadequacy. These measures can help researchers understand why some confrontations reduce prejudice while others fail or backfire, and may also be useful in other contexts where distinguishing between guilt and shame is important
