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Internship at Emergency Physician Professional Association (EPPA)
Get PDFOver the summer, I had the opportunity to start working at EPPA’s scribe program. EPPA is an organization that emphasizes the importance of exposure to the healthcare environment along with developing relationships with different medical professionals. The main aspect of my job was aiding the provider in recording a patient visit with their medical records, physical exams, labs, imaging, patient outcomes, and overall purpose in coming into the emergency room. This job has helped me gain more knowledge about how our healthcare system works and allows me to connect with different providers and scribes. Furthermore, I have gained experience working with different medical doctors, doctors of osteopathic medicine, physician assistants, and nurse practitioners. It has also helped me gain experience in developing my medical terminology along with typing proficiency. Working at EPPA has taught me how my role as a scribe is an invaluable asset not only to providers but to the whole healthcare system overall. When working in a hospital environment, it\u27s crucial to provide the best patient care and contact especially when providers are highly capable of burning out when the volume of patients is high
The Perception of Asian Students Enrolled in an Online Theological Degree Program on their Learning Experience Amid the Covid-19 Pandemic
No full textThe purpose of the qualitative phenomenological study was to understand the lived experiences of Asian theological students as they transitioned from face-to-face to online learning while enrolled in an onsite theological degree program amid the COVID-19 pandemic. Like all other institutions, theological schools had to move their faculty and students to remote online learning rapidly in response to the safe-distancing and lockdown measures introduced by government across the world to manage the pandemic. In that way, the pandemic brought about the first online experience for many teachers and students in theological studies in Asia. While this remote online learning was an exception rather than the norm, the students’ experiences would form their perceptions about online learning, especially those without online learning experiences before the pandemic. The eight students who participated in the in-depth one-to-one interviews in this study shared valuable occurrences and insights of their online learning experiences during the pandemic. The data that emerged provided important understanding of the perspective of Asian theological students about online learning. The result pointed to their preference for a hybrid learning mode in the future
A Phenomenological Case Study of Key Characteristics of a Successful Presidential Transition
No full textThere is significant research on the president\u27s role, but there is a lack of research on presidential transitions and direct experiences during those transitions. With the growing number of presidential transitions happening as the tenure of presidential tenure decreases, the importance of well-run presidential transitions becomes even more essential to an institution. The study\u27s goal was to learn from the lived experiences of those who went through a successful presidential transition and provide a richer view of presidential transitions to all involved. The findings show the key characteristics for a successful president or chief leader transition include (a) having a clear succession plan, (b) a well-run search process, (c) consistent honoring of the past leadership, (d) vision, (e) mission, and institutional operations, (f) a mission-fit new leader hired (g) culture investigated and understood, (h) clear and frequent communication, (i) expectations of the transition and future of the institution aligned between the board and new hire and the new hire and community, (j) dedication to prayer and (k) deep dedication and presence of trust and unity. If institutions and search firms follow the President/Chief Leadership Transition Framework and the communication and roll-out plans included in Appendix I, the data in this study suggests a presidential transition will go smoother, and the impact on the institution will be more positive, providing a better experience for all constituencies
The Impact of Concussion History on Balance Performance in Collegiate Football Players
No full textThis study aims to investigate the enduring impact of prior sport-related concussions on static and dynamic balance performance among collegiate football players. Twenty-six players (n=26), half with a history of diagnosed concussions (n=13). underwent balance testing using the Biosway Balance Error Scoring Scale test (BESS) for static balance, and the Y-Balance test (YBT) for dynamic balance. The Biosway test revealed notable statistical discrepancies in BESS composite scores between groups (p=0.010) and individual test items such as single leg stance with eyes closed (p=0.034) and tandem stance with eyes closed (p=0.030). No significant difference in the YBT composite scores between groups, but did show crucial disparities in anterior reach (p=0.003 : 67.19cm +/- 4.7cm) and total number of errors committed during the test (p=0.036). These findings strongly suggest that prior sport-related concussions may exert enduring detrimental effects on the ability to maintain adequate neuromuscular control in lower extremities during specific balance tasks. Specifically, those where stressors, such as taking away visual cues, which may create inadequacies in sensory input that would increase the cognitive demand of maintaining balance. Such implications extend beyond immediate clinical diagnosis, potentially impacting long-term athletic performance and necessitating ongoing balance assessments for athletes, beyond current return-to-play evaluations. This research underscores the critical importance of understanding the persistent repercussions of concussions on sensorimotor functionality, advocating for proactive measures to address and mitigate these lasting impairments in sports concussion management protocols
Effects of Four-Day School Week on Teachers and Students
No full textSchool districts all around the United States are facing ongoing budget cuts, difficulty retaining and recruiting qualified and experienced educators, declining graduation rates, and poor student attendance. An increasing number of school district leaders are choosing to switch to a four-day school schedule to help combat the challenges that they face. However, eliminating one day of school every week can present an entirely new set of obstacles. School district leaders must ensure that state statutes are being followed and resources and community supportive programs are provided to ensure a successful transition to a four-day schedule. This thesis focuses on the effects that a four-day school schedule has on teachers and students
Quiet Service: Serving God and Others From Behind the Scenes
No full textOne of the tenants of the Christian faith is service to God and others. Serving others is typically a front-facing activity, but not always. This paper describes the nature of service, how academic libraries in general serve their patrons, and focuses on how behind-the-scenes activities in the Technical Services department serve patrons in impactful ways. By focusing on the needs of others and serving them well, one can bring honor and glory to God
Supporting Emotional Behavior Disorder Students in the Mainstream Classroom
No full textStudents with Emotional Behavioral Disorder (EBD) face extreme barriers within the school system as well as in their adult life. Teachers across the country are seeing an increase in student behavior within the classroom and are feeling a lack of support and training to better support EBD students. Behaviors are impacting the teacher’s ability to teach and the ability of students to learn. Research suggests that general education teachers hold mixed attitudes regarding the inclusion and the education of students with disabilities; some feel they are unprepared to teach students with disabilities (Barton-Arwood et al., 2016). Our education system must address the needs of EBD students to provide all students and staff with a positive and safe learning environment. This literature review aimed to discover how general education teachers can support EBD students. McGuire and Meadan (2022) emphasized that students need to have meaningful and collaborative relationships with their peers in an environment conducive to their educational achievement. Inclusive education will allow students with disabilities to be equally involved in academic and social activities, achieve academic and social success, and feel valued by their peers and educators (McGuire & Meadan, 2022). This study concluded that teachers can best support EBD students within their classroom by building a strong relationship with the student, implementing robust, effective classroom and behavioral management practices, and implementing interventions with fidelity in collaboration with the special education team
Rooted in Rondo, A Summer of Community Engaged Learning 2024
No full textThe 2024 Summer Community Work-Study Bethel student employees — affectionately called the Golden Team — will share their stories about working alongside and learning from Rondo, Frogtown, Midway, and Summit-University community gardeners, wisdom bearers, and educators. This summer initiative is facilitated by the Urban Farm & Garden Alliance and Bethel’s Center for Community Engaged Learning (CCEL). As Summer Community Work-Study student collaborators, Megan Hayton, Respect Djunga, Caris Worsham and Preston Meyers, represent various programs and departments including Reconciliation Studies, Community Health, Psychological Sciences, Social Work, and Communication Arts & Literature 5-12. During this Thursday, October 17, 2024 Bethel Primetime event, we will celebrate the power of story; ponder the gift of neighborhood partnerships; address social disparities; and showcase how to care for the environment by working alongside community partners when tending to neighborhood gardens.https://spark.bethel.edu/primetime-presentations/1013/thumbnail.jp
How Students Benefit from Trauma Informed Instruction and Strategies
Get PDFTrauma-informed teaching is a life changing undertaking that recognizes the important impact of trauma on students’ lives and learning experiences. This thesis provides a concise overview of the key principles and benefits of trauma-informed teaching. To understand trauma, teachers/service providers need to know that trauma can take many forms, including physical, emotional, or psychological abuse, neglect, or exposure to violence. It is very important for teachers to recognize that trauma is widespread and can significantly obstruct a student’s ability to thrive in school. This thesis has been written to define trauma and inform special education teachers on how to apply sound methods and strategies that will help their students who experience trauma in their lives
Barriers and Strategies for Inclusion of Students with Severe Disabilities in General Education
Get PDFThe topic of educating students with severe disabilities in the general education setting is not a new idea. Inclusion of these students into the mainstream educational setting is supported by the Individuals with Disabilities Act and through decades of research. The benefits of educating students with disabilities in the general education setting have been studied extensively, and include academic benefits, increased social skills and more access to grade level curriculum. Based on this, it has been concluded that teachers have a duty to educate all of their students, including those with disabilities. The purpose of this thesis is to first acknowledge that there are several barriers and challenges that still exist for implementing successful inclusive education, and secondly, to identify strategies that current educators can implement to overcome some of the barriers that exist. These strategies highlight the importance of collaboration, communication and differentiation. Several studies are reviewed that address both the barriers and strategies for the inclusion of students with severe disabilities in a general education classroom. Additionally, a practical application of the research is included to provide information to current educators who are seeking to implement a successful inclusive classroom. This information is presented in the form of a handbook intended for general education teachers. The handbook can be shared with teachers and contains information about the whole process of inclusion of students with severe disabilities in the general education classroom