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Stress Management and Working Mothers
No full textAbstract
Purpose: Explore evidence-based interventions to manage stress for working mothers.
Method: A scoping review was undertaken to explore and synthesize the evidence supporting occupational therapy interventions for working mothers. Select keywords were used individually and combined in EBSCOhost, ProQuest, Scopus, CINHAL, Cochrane Library Systematic Reviews, PsycINFO, PubMed, PEDro.
Results: After reviewing the 14 identified articles, eight were removed for not meeting criteria, leaving six for synthesis. Four articles were at Level IV evidence, and two articles were qualitative. Social support extended family and mindfulness training were found to be helpful as reported by working mothers.
Conclusion: There is limited evidence supporting occupational therapy intervention for stress management and working mothers requiring further investigation and intervention developmen
Avatar-Based AI Simulations: Enhancing Strategic Thinking and Communication
No full textThis session showcases an innovative use of AI-driven simulations to transform management education. Through immersive, avatar-based scenarios, students engage in realistic business challenges that develop key skills such as strategic thinking, leadership, and communication. Three simulations will be featured: guiding a junior employee through career decisions, consulting engagement for initiating a physician-led practice, and implementing organizational change across departments.
A live demonstration of the simulation platform will highlight its customizable features and natural language interaction. Attendees will gain insights into how AI simulations foster experiential learning and leave with practical ideas for integrating them into their own teaching
Conflict Clarity: How to Teach Students to Turn Disputes into Growth Opportunities
No full textConflict is an unavoidable part of learning and working in today’s fast-changing industries. Faculty often observe students struggling with teamwork, communication breakdowns, and emotional self-management during group projects or internships. This session equips educators with practical strategies to help students build durable skills—conflict resolution, emotional intelligence, and self-awareness—that translate directly into professional success.
Drawing on research in conflict management, leadership, and organizational psychology, participants will explore the “Conflict Clarity” framework: a set of teaching tools, reflection prompts, and case scenarios designed for classroom use across disciplines. Faculty will learn how to integrate conflict styles, the CLEAR conversation framework, and role-play activities into their courses in ways that promote professionalism, critical thinking, and resilience.
Intended for educators across business, law, health, and social sciences, this session emphasizes how faculty can help students reframe disputes not as roadblocks, but as opportunities for growth and leadership
Faculty Well-being: 360 Degrees of Faculty Support
No full textStarting in a new organization can be challenging. No matter how much experience one brings, those first days often feel unfamiliar and even overwhelming. We remember those feelings well, which is why we are committed to ensuring that our faculty—our community under our care—never feel isolated or unsupported. While we may not be able to eliminate every difficulty, we strive to ease the transition and foster a strong sense of belonging.
The good news is that we are well-positioned to do so. Drawing on our experiences both as newcomers and as administrators who have successfully provided comprehensive, 360-degree faculty support, we have seen firsthand the positive impact of thoughtful guidance and connection. To structure these efforts, we apply the CARES model—Connection, Awareness, Resources, Engagement, and Support—as a framework to guide our initiatives. CARES helps us ensure that faculty feel welcomed and connected, that they are aware of opportunities and expectations, that they can access the right resources, that they remain actively engaged in their academic community, and that ongoing support sustains their success.
By blending personal experience with this practical model, we are able to address the common challenges of transition while cultivating an environment where faculty thrive.
Objective of the Session: We aim to inspire and provide actionable ideas that empower faculty to engage within their colleges while advancing teaching and learning excellence university-wide.
Intended Audience: Al
Staying in the Know: Tools for Tracking Scholarly Literature
No full textJoin us for a dynamic series of webinars designed to elevate your research and instruction through advanced library tools and strategies. Tailored for faculty, each session offers practical insights into maximizing library resources for scholarly success.
In this session, we explore how to stay up to date in your field or with the research of your colleagues by setting research alerts in different databases and search engines.https://nsuworks.nova.edu/library_learn_all/1166/thumbnail.jp
Competencias Digitales en Educación Superior en pro de las Didácticas para los Aprendizajes desde una Revisión Sistemática entre los años 2020 a 2024
No full textLa presente disertación fue realizada con el propósito de identificar las competencias digitales en educación superior en pro de las didácticas para los aprendizajes a partir de una revisión sistemática entre los años 2020 a 2024. La metodología fue desarrollada con base en el protocolo determinado en el manual The Cochrane Collaboration (2011), el cual orienta de forma rigurosa el desarrollo de las etapas de la investigación.
Sobre las competencias digitales en pro de las didácticas para los aprendizajes en el contexto de la educación superior, se encontró que las dimensiones: holística (32 artículos, 34.0% de citación), pedagógica (28 artículos, 29.8%) y colaborativa (26 artículos, 27.7%) se mencionan en un 90% de los artículos estudiados. Con relación a los enfoques pedagógicos, se identificó un consenso académico al respecto de las didácticas Flipped Classroom (11 artículos, 11.70%), gamificación (10 artículos, 10.64%) y aprendizaje basado en proyectos (8 artículos, 8.51%), que agrupan hasta un 30% de las menciones. Referente a la concordancia entre investigadores sobre la prevalencia en los roles de profesores, se mostró de la siguiente forma: diseñador (enfocado en 37 artículos, 39.36%), adaptativo (14 artículos, 14.89%) y guía (10 artículos, 10.64%), y agrupan más del 64%.
Los hallazgos obtenidos son el resultado de los cambios y necesidades para el desarrollo de metodologías activas mediadas por lo digital. Además, se acentúa la búsqueda en la transformación de las prácticas profesorales, la preparación de futuros ciudadanos que integren de manera crítica e interdisciplinar las tecnologías digitales y, a partir de ahí, contribuyan a las innovaciones educativas en el contexto universitario
Investigating The Structural and Functional Roles Of Transcriptionally Active Rice Transposons
No full textTransposable elements (TEs) are notorious given their contributions to genome dynamics, evolution, gene structure, and regulation of gene expression. Famously once branded as ‘junk DNA’, TEs are now known to play significant roles in genome structure and function. Plethora of data generated from sequencing projects have advanced the study of transposons but their large size -often larger than read lengths of most sequencing platforms- has limited TE research due to limited coverages in sequenced datasets. Additionally, high copy number of TEs and high sequence similarity -often greater than 80%- between multiple copies of a TE family may lead to erroneous and misguided results. A limited number of sequencing technologies such as PacBio and Oxford Nanopore provide long reads capable of covering the entire transposon in a single read or generating high-quality assemblies of the region. In this study, we have used a PacBio RNAseq dataset of Oryza sativa var. Nipponbare and have functionally characterized the transcriptionally active full-length transposons in the rice genome. We have identified Genes Associated with these active Transposable Elements (GATEs) and found correlations of gene distribution and expression with TE coverages and TE expression levels. We are currently investigating if there is a preference or predisposition for TE insertions in housekeeping genes versus inducible genes and/or transcription factors. This will advance our understanding of how active TEs play functional roles in the genomes
Pure: Edit Profile Section
Get PDFThis tutorial will show you the basic tools to edit anything in the About section on your Pure profile and will go over each of the individual sections to clear up any questions you may have.https://nsuworks.nova.edu/library_learn_all/1109/thumbnail.jp
