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A Pre-Matriculation Pharmacy Calculations Module Enhances Student Performance in First Year Pharmacy Calculations Course
No full textThe P-zero (P0) program was implemented in the summer of 2022 to enhance the preparedness and academic performance of incoming P1 students. The aim of this study was to assess the impact of the pharmacy calculations module of the P0 preparation program on the academic performance of first-year (P1) pharmacy students in the core calculations course offered in the fall
The Relationship Between Balanced Self-Orientations and Well-Being Egosystem – Ecosystem Motivations, Transcendence, Self-Compassion and The Role of Burnout: A Model Test on Academics
No full textThe aim of the presented study is to move on from the basic arguments of the Balanced Integration and Discrimination Model regarding self-structure. academicians\u27 self-orientations (relatedness and individuation) and their work life (feeling of burnout, job satisfaction) and general In the relationship between their well-being (life satisfaction and psychological well-being), interconnected motivational orientations (low egosystem, To test a model that proposes the mediating role of high ecosystem, transcendence) and self-compassion
Population pharmacokinetic and safety analysis of ropivacaine used for erector spinae plane blocks
No full textIntroduction Erector spinae plane blocks have become popular for thoracic surgery. Despite a theoretically favorable safety profile, intercostal spread occurs and systemic toxicity is possible. Pharmacokinetic data are needed to guide safe dosing. Methods Fifteen patients undergoing thoracic surgery received continuous erector spinae plane blocks with ropivacaine 150 mg followed by subsequent boluses of 40 mg every 6 hours and infusion of 2 mg/hour. Arterial blood samples were obtained over 12 hours and analyzed using non-linear mixed effects modeling, which allowed for conducting simulations of clinically relevant dosing scenarios. The primary outcome was the Cmax of ropivacaine in erector spinae plane blocks. Results The mean age was 66 years, mean weight was 77.5 kg, and mean ideal body weight was 60 kg. The mean Cmax was 2.5 ±1.1 mg/L, which occurred at a median time of 10 (7–47) min after initial injection. Five patients developed potentially toxic ropivacaine levels but did not experience neurological symptoms. Another patient reported transient neurological toxicity symptoms. Our data suggested that using a maximum ropivacaine dose of 2.5 mg/kg based on ideal body weight would have prevented all toxicity events. Simulation predicted that reducing the initial dose to 75 mg with the same subsequent intermittent bolus dosing would decrease the risk of toxic levels to \u3c1%. Conclusion Local anesthetic systemic toxicity can occur with erector spinae plane blocks and administration of large, fixed doses of ropivacaine should be avoided, especially in patients with low ideal body weights. Weight-based ropivacaine dosing could reduce toxicity risk
Connecting course content to real-world family entrepreneurs: An exercise that sequences deliverables to move students from basic to evaluative knowledge
No full textMoving students from basic knowledge of family entrepreneurship topics to evaluative knowledge is challenging in the classroom. Similarly, the time required for oral presentations is prohibitive for many curricula. This exercise delivers both objectives through a recorded presentation and written summary based on the student\u27s interview with a family entrepreneur
The Effects of the Supplemental Nutrition Assistance Program on Community College Students’ Grade Point Average, Retention, and Graduation Rates
No full textThe purpose of this quantitative research study was to explore whether community college students who received benefits through the Supplemental Nutrition Assistance Program (SNAP) outperformed those who did not receive SNAP benefits in terms of retention, grade point average (GPA), and graduation rate. The deidentified archival data collected from the College Tracker and Free Application for Federal Student Aid (FAFSA) systems from fall 2018 through spring 2022 included a total of 4,127 sample size of 3,277 continuing students, 312 freshmen, and 538 transfer students who were either SNAP or non-SNAP recipients.
The study\u27s results for each null hypothesis were reported as fail to reject; not statistically significant” or “reject; statistically significant.” This was determined if the p-value was either higher or lower than the predetermined significance level of 0.05. As a result, of the six findings, four were not statistically significant (p\u3e0.05), while two were statistically significant (p\u3c0.05). The results indicated SNAP affected the retention, GPA, and graduation of part-time, SNAP-receiving students versus their counterparts who did not receive SNAP. However, for full-time, SNAP-receiving students, SNAP affected retention but did not affect GPA and graduation compared to their counterparts who did not receive SNAP during the academic periods from fall 2018 to spring 2022. The study is limited by a small sample size of SNAP students and a lack of information on other potential influencing factors such as low wages, financial difficulties, and family demographics
Gun Violence: Is Mental Illness Really the Issue?
No full textAs the cases of gun violence are continuously increasing in America, so are the number of assumptions that the incident was caused by a mental illness. Whenever there is a mass shooting, the media is quick to diagnose the shooter with a mental illness, without having the credentials to do so. Previous research has found that stories of mass shootings and incidents of gun violence increase negative attitudes towards people with a serious mental illness (SMI), and an increase in support for gun restrictions for this specific population. This paper uses past research on gun violence beliefs to help answer the question of whether mental illness causes gun violence. It evaluates what the media believes to be causes of gun violence and explores the factors that actually lead to gun violence. Despite what the media portrays, the causes of gun violence are multifactorial. It is not impossible that SMI may contribute, however, it is not a leading cause and there are other factors that more directly influence the prevalence of gun violence
The Black Box Unboxed: Black Music As a Medium for Black People to Wield Rhetorical Power
No full text“Freedom, too, the long-sought, we still seek, —” (DuBois, 1903, p. 7) The foremost endeavor of people of historically marginalized racial/ethnic communities, and particularly for the purposes of this paper, Black people, is to be free. The term “free” has several connotations that are frequently used by the general public in a typically detached manner. Free. To be educated, empowered and autonomous, thus unobstructed and restrained by subjection to the hegemony of the more highly educated and empowered. You might be wondering, “Who are ‘we’?” and “Why are ‘we’ still seeking freedom?” The answers to your questions will be addressed in subsequent paragraphs through the analysis of several texts with the common themes of identity, striving, and freedom from W.E.B. DuBois, James Baldwin, and Angela Davis, among other scholars whose scholarly articles will be examined. There are tons of people that populate our world and while we cannot achieve receiving the personal narratives of everyone, it is worthwhile to sit alongside even merely one person, because maybe beyond the ability for one to gain perspective from their story, they can sympathize as well, and that is what the included found poem that I created serves to do. To genuinely reconcile race relations in America, it is imperative that consumers become more informed of the messages that are being conveyed through the literary works of people who have historically marginalized racial/ethnic identities. Hence the purpose of this poem being presented first to establish a groundwork for what is to be understood from the scholarly works that will be examined in this paper
Barriers to Implementing and Sustaining Restorative Practice Programs in K-12 Education
No full textRestorative practice (RP) improves student learning by focusing on repairing relationships after acts of wrongdoing rather than administering punitive discipline. However, barriers frequently occur when implementing RP in American K-12 public schools. Thus, the purpose of this doctoral project was to acquire an understanding of the barriers impeding RP implementation. A literature review was conducted using the qualitative research synthesis (QRS) strategy to find appropriate RP qualitative studies for analysis with the normalization process theory (NPT) framework and analytic technique. Four RP qualitative research studies were found with QRS that met the appraisal criteria for NPT analysis. The emerging themes from the NPT analysis identified barriers to RP implementation and strategies to avoid them. The primary barrier was the resistance by educators to change from using punitive discipline to RP after students committed acts of wrongdoing. This resistance to change was due to educators not understanding RP and its tenets as well as holding onto entrenched beliefs regarding student discipline. The preemptive strategy for preventing this barrier was having educators participate in RP circles before, during, and after the RP implementation process. The participation in RP circles helped educators shift their beliefs towards an understanding of RP’s efficacy in dealing with student misbehavior. A prospective study is needed to determine if the preemptive strategy actually prevents the resistance-to-change barrier. However, the qualitative data found by integrating QRS and NPT for this project provided a better understanding as to why RP implementation has been so challenging in K-12 education
Examining Educator Perspectives on Creating and Implementing Inclusive Curriculum in Suburban High Schools
No full textThe purpose of this study was to examine educators’ perspectives on implementing an inclusive curriculum in suburban high schools. This qualitative research study applied phenomenology through focus groups consisting of district-level and building-level administrators, along with suburban high school teachers. Participants were selected through purposive sampling. Though the suburbs are becoming increasingly diverse (Frey, 2011; Frey 2022a), suburban high schools lack consistency in implementing inclusive curriculum measures (Ayscue, 2016). In recent years, both federal and state legislatures have directed public schools to diversify their practices. One recent implementation in the New York State Education Department (NYSED) was the Culturally Responsive-Sustaining Education Framework (NYSED, 2018). District leaders, building leaders, and teachers lack direction and confidence in navigating the implementation of such practices (Ezzani, Munn, & Lee, 2021). At the same time, teachers must grapple with their own struggles to meaningfully engage with and instruct content rooted in diversity (Hill-Jackson et al., 2022). The findings from this study revealed: suburban school districts lack structures to support curriculum implementation; suburban high school educators believe students are ready for inclusive curricula and, although opposition is minimal, it is impactful. This research will help guide NYSED in supporting inclusive curricula implementation. The findings will also support leaders at all levels in school districts to consistently implement inclusive curricula
The Sport Management Educator: Strategies for Teaching
No full textThe value and placement of sport in society is significant and has created an extensive need for qualified practitioners of sport. With over 800 academic programs of sport management in North America alone, there is a great demand for qualified educators in the field. As such, resources to support educational excellence are essential.
The Sport Management Educator: Strategies for Teaching provides a resource for those new to teaching and those seeking to improve instructional skills. Beginning with the fundamentals of brain-based learning, this text builds a strong foundation for teaching in sport management and enhances existing teaching practices and strategies to improve instructional elements such as planning, classroom management, course design, and student engagement.https://fisherpub.sjf.edu/bookshelf/1083/thumbnail.jp