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Computational Chemistry at Bethel
Get PDFIn the 21st century, computational methods play a significant role in all areas of chemistry, ranging from small-molecule spectroscopy to drug design. Research in computational chemistry is multidisciplinary, involving the application of physics, math, and computer science to address questions and challenges in chemistry. This poster will survey the field, highlight the outstanding work of Bethel students, and present a couple of ongoing projects
Effective Grading Practices Benefit Mainstreamed Students with Intellectual Disabilities
Get PDFThis study reviews the literature pertaining to grading practices and how grades can affect students with intellectual disabilities who are mainstreamed. It includes research into teacher grading practices, messages that grades reflect and communicate, and the processes involved in changing grading practices to better reflect student’s comprehension of the course content at their level of ability. Many studies have indicated that despite traditional-based grading subjectivity, it is still widely used and not an effective measure of a student’s understanding of the grade-level standards. This thesis explores effective ways to assess students\u27 understanding of subject content and standards and how utilizing these would, in turn, also enable teachers to effectively assess students with intellectual disabilities in the mainstream classroom. The literature review includes research to improve collaboration between teachers, administrators, and districts moving forward in ensuring that the growing number of students with intellectual disabilities in the classroom can be assigned with meaningful grades that reflect their understanding of the grade and content standards
Posttraumatic Stress Disorder in Registered Nurses During the Covid-19 Pandemic
Get PDFPosttraumatic stress disorder (PTSD) is a mental health illness that has become an increasing concern during the COVID-19 pandemic. Individuals suffering from PTSD are more likely to suffer from suicidal ideation, suicidal attempts, and death by suicide. Due to the recency of the COVID-19 pandemic, the research conducted on PTSD in nurses from the pandemic is limited. The PTSD checklist for DSM-5 (PCL-5) was distributed to Minnesota Nurses Association (MNA) and Faith Community Nurse Network of the Greater Twin Cities (FCNNTC). Additionally, participants filled out what field of medicine they worked in and their perceived emotional burden from working during the pandemic. Out of 2,634 registered nurses (RNs), 42.14% met diagnostic criteria for probable PTSD. There was no statistically significant difference in prevalence of probable PTSD between medical fields except for a lower than expected prevalence of probable PTSD in the “all other” category. Those who met diagnostic criteria for probable PTSD had significantly higher levels of emotional burden from the pandemic, while those who did not meet criteria for probable PTSD had significantly lower levels of emotional burden from the pandemic. In conclusion, the data suggests the COVID-19 pandemic may have played a role in the psychological health of nurses
Trauma-informed Instruction and How it Influences Mental Health Outcomes in Students With Disabilities
Get PDFA growing body of research has shown that mental health needs among school-age children exceed the number of mental health professionals available to address those needs. Since students spend a lot of their time at school, much of the responsibility for identifying and responding to student mental health concerns falls mainly on the shoulders of teachers. Teachers often lack the training and resources to support these growing needs, and the recent pandemic has only compounded the issue. Students with intellectual disabilities not only have the same or greater level of mental health concerns as their non-disabled peers but also lack services and trained professionals to address their complex mental health needs. Teachers must have the tools to address student needs because they are their first defense for mental health concerns. Trauma-informed practices offer teachers a framework for viewing the mental health needs of their students. More research is needed to understand how effective these practices are at addressing the mental health needs of students with intellectual disabilities. This thesis aims to add to the body of knowledge about the use of Trauma-informed practices and their usefulness in addressing the unmet needs of students with intellectual disabilities
Vaginal Breech Birth - Simulation Training to Learn and Maintain Skills: An Integrative Review
Get PDFIntroduction: Vaginal breech birth has been on the decline since the Term Breech Trial 2000 when adverse neonatal outcomes were found to be higher in vaginal breech births when compared to cesarean sections for breech presentation. However, research has since shown that maternal morbidity and mortality are higher with cesarean sections as opposed to vaginal breech births. Most obstetric providers have lost vaginal breech birth skills and new obstetric providers lack the opportunity for real-time learning of these skills. Whether by choice or by default, vaginal breech births are inevitable and obstetric providers should be prepared with the necessary knowledge, skills and confidence level to assist these births. Research Aim: The goal of this review is to reveal how simulation may benefit providers in terms of knowledge, skills and confidence level surrounding vaginal breech birth. Methods: A systematic search in PubMed, Scopus, CINAHL, and ScienceDirect resulted in 16 original studies and citation searching resulted in 1 original study. Inclusion criteria included years 2013-2023, U.S and International studies, simulation training evaluation for obstetric care providers, and experimental or non-experimental studies. Exclusion criteria were studies not in English, irrelevant to breech skills simulation training, lack of differentiated outcomes specific to breech birth, and lack of post-training data. Study results were organized according to participant outcomes according to Jeffries Simulation Theory. Results: The studies unanimously revealed simulation training to benefit multiple aspects of the provider’s ability to perform safe vaginal breech birth including improved technical skills, increased knowledge, increased confidence level, more likely to counsel for vaginal breech birth and the perception that simulation training was beneficial. Discussion: Vaginal breech birth skills are becoming a “lost art” in the United States field of obstetrics as vaginal breech birth is less frequent. Simulation training for vaginal breech birth is beneficial, cost effective and is promising for providers who want to offer this option or be prepared for the unexpected
Responding to Disruptive Behaviors in Educational Environments
Get PDFDisruptive behaviors are a key factor in classroom management and student progress. Current research focuses on identifying the antecedents for such behavior in order to determine the style of intervention that will best support the student in self regulation and striving toward positive behaviors. Staff response to behavior is impactful on how students operate in the classroom. This paper and the accompanying application materials review recent studies on the subject and organize them into useful training to support school staff in choosing appropriate interventions for their students. Interventions for both general and special education students were surveyed and synthesized to make the training accessible for teacher and staff in all school roles
Effective Methods of Teaching Phonological Awareness and Phonics to Individuals With Reading Difficulty
Get PDFReading struggles have been a constant and pervasive issue for individuals. Reading struggles can be caused by various factors, such as poor reading instruction or, in some cases, a reading disability. Throughout the decades, there have been many schools of thought on the most effective ways to teach reading. In this body of research, the literature provided explores studies that report on effective methods to teach phonological awareness and phonics skills using systematic and explicit methods. In addition, studies comparing explicit and systematic methods of instruction to instructional methods that are not categorized by explicit and systematic methods are explored. Based on the research provided, individuals with reading difficulties, when given explicit and systematic methods of instruction in both phonological awareness and phonics skills, made significant gains in their reading ability. This suggests that providing reading instruction in a systematic and explicit way is the effective way to teach individuals with reading difficulties
Developing Hearts and Minds: How Field Experiences Informed and Inspired Students in a BA Early Childhood Teacher Preparation Program
Get PDFThis study is a qualitative analysis of the reflective journals and prayers of thirteen pre-service students enrolled in a BA early childhood teacher preparation program at a faith-based university in the mid-west. While the journal entry and prayer were required, students were told they were to write freely in their journal entry and include a freely written prayer about anything that was important to them or caught their attention. This opportunity to write freely resulted in students writing and praying about their experiences in organic, authentic, descriptive, and reflective ways. Their journal and prayer entries provided insights into the multi-faceted experiences students had and how they thought about their experiences. The qualitative analysis revealed five overarching themes: Children, Course Connections, Teaching Strategies, Professional Identity, and Beyond the Classroom. This research adds to the literature on how field experiences and reflective assignments contribute to the professional preparation of early childhood candidates
Autism, anxiety and the impact of therapeutic practices and evidence based strategies
Get PDFThis literature review examined research on the prevalence of anxiety disorders in individuals with Autism Spectrum Disorder (ASD) and the effectiveness of therapeutic interventions for managing anxiety symptoms. Studies consistently demonstrated high anxiety rates, ranging from 40% to 91.6%, with specific phobia, generalized anxiety disorder, and social anxiety disorder the most common among autistic adolescents. Cognitive Behavioral Therapy (CBT), emerged as one of the most effective evidence-based interventions for managing symptoms. Family-focused CBT showed promise in treating anxiety symptoms in young children with ASD, along with modified CBT using visualized language. Mindfulness-based therapies and exposure therapy also proved effective in reducing anxiety symptoms. The review underscored the importance of addressing anxiety in individuals with ASD and the need for effective therapeutic interventions tailored to their unique characteristics