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The Book of Revelation: Part 4 Thursday Adult Community 2022 Okoboji Bible Conference
No full textThe Book of Revelation has three interwoven themes that we find throughout the book: the kingdom of God, tribulation, and perseverance
Inclusive and differential cross section measurements of single top quark production in association with a Z boson in proton-proton collisions at √s = 13 TeV
No full textInclusive and differential cross sections of single top quark production in association with a Z boson are measured in proton-proton collisions at a center-of-mass energy of 13 TeV with a data sample corresponding to an integrated luminosity of 138 fb−1 recorded by the CMS experiment. Events are selected based on the presence of three leptons, electrons or muons, associated with leptonic Z boson and top quark decays. The measurement yields an inclusive cross section of 87.9−7.3+7.5(stat)−6.0+7.3(syst) fb for a dilepton invariant mass greater than 30 GeV, in agreement with standard model (SM) calculations and represents the most precise determination to date. The ratio between the cross sections for the top quark and the top antiquark production in association with a Z boson is measured as 2.37−0.42+0.56(stat)−0.13+0.27(syst). Differential measurements at parton and particle levels are performed for the first time. Several kinematic observables are considered to study the modeling of the process. Results are compared to theoretical predictions with different assumptions on the source of the initial-state b quark and found to be in agreement, within the uncertainties. Additionally, the spin asymmetry, which is sensitive to the top quark polarization, is determined from the differential distribution of the polarization angle at parton level to be 0.54 ± 0.16 (stat) ± 0.06 (syst), in agreement with SM predictions. [Figure not available: see fulltext.
Antenatal Pelvic Floor Education: A Review of the Midwifery Role in Promoting Pelvic Floor Health
Get PDFIntroduction: Nurse-midwives care for women from puberty until the end of life. As primary care providers, they are “with women” to help them reach optimal well-being, including pelvic floor outcomes. Pelvic floor health is important not only during menopause and aging but also throughout pregnancy and childbirth. This review examined the impact that prenatal education or training on pelvic floor muscle exercise (PFME) had on women’s pelvic floors. Methods: An integrative review was conducted after searching CINAHL, PubMed, and Scopus on the terms antenatal, pregnancy, prenatal, education, attitudes, knowledge, and pelvic floor. Original works from 2015–2022 examining the effects of antenatal education/training and pelvic floor health on the antepartum, intrapartum, or postpartum periods were included. Postpartum education, surgical interventions, use of devices to train the pelvic floor, and pilot studies were excluded. Articles were evaluated with the Johns Hopkins Nursing Research Appraisal Tool. Studies were categorized according to the COM-B system factors of capability, opportunity, and motivation to determine how they influenced PFME behavior. Results: The research indicated that when PFME is taught and supported prenatally, women are more likely to report increased knowledge about their pelvic floors. They also exhibit confidence in the correct performance of PFME. Women are also more likely to be practicing adequate PFME postpartum and have less involuntary loss of urine, stool, or flatus. There may be decreased pain with vaginal delivery as well as increased perineal integrity and increased sexual function. Discussion: Pelvic floor health encompasses outcomes such as preventing urinary and anal incontinence and pelvic organ prolapse and improving perineal integrity at delivery, postpartum sexual function, and quality of life. These are compelling reasons for midwives to prioritize PFME education and training during prenatal visits
Teachers\u27 Union\u27s Collective Bargaining Agreements and Their Impact on School Functions
Get PDFTeachers\u27 unions have a vital role in public education. The collective bargaining agreements negotiated between them and school districts are viewed by many as the de facto rule book for how a school is organized and how it shall operate. Despite the importance of these formal contracts, the measurable effects of the teacher\u27s union\u27s collective bargaining agreements on school functions remain understudied. This literature review seeks to identify how teachers\u27 union\u27s efforts influence school funding, productivity, and educational inputs and outputs through their collective bargaining agreements. In summary, this literature review finds that collective bargaining agreements have a tremendous influence on school funding/allocating efforts and a school\u27s overall productivity. However, the extant literature finds that teachers’ union collective bargaining agreements have an insignificant effect on student outcomes. Is it acceptable that these de facto rule books do not affect student outcomes? As schools seek to understand the factors that impact student achievement, it is essential for them to examine their collective bargaining agreements to ensure they are properly aligned with provisions that support increasing student outcomes
Relationship Between Higher Education and Health Insurance Coverage and Healthcare Utilization for Black or African American Individuals
Get PDFHigher education may decrease mortality due to higher income and health insurance availability (Buckles et al., 2016). Education can increase understanding and utilizing health insurance (Gallo et al., 2020). There is a gap in how this relationship affects racial minorities. This study aims to understand how health insurance is affected by education level for Black or African American individuals
The Relationship between Adults Education Level and Their Mental Health Status
Get PDFResearch has shown that those with a higher education are more likely to seek out sources to help them with mental disorders (Ibrahim, et al., 2019; Neimeyer, et al., 2011). Previous studies have found that students with a lower GPA show signs of depression, anxiety and eating disorders (Eisenberg, Globerstein & Hunt, 2009). There is a gap in investigating the relationship between education level and an adult’s mental health experiences. This study will provide insight to the relationship between an adults education level and their mental health
ASD Social Skills Development Using Immersive Virtual Environment Head-Mounted Display Interventions: A Review of Feasibility and Effectiveness
Get PDFThis literature review determined the feasibility and effectiveness of Immersive Virtual Environment (IVE) virtual reality head-mounted display (HMD) interventions to develop social skills for children with ASD. Data summarized 11 research studies conducted within the past five years utilizing HMD interventions. The research examined several HMD technology options across various settings such as school, home and community. Analysis of the data found that HMD interventions demonstrated promise in terms of feasibility developing social skills for children with ASD. The review noted limitations of the reviewed studies as well as suggested a need for further research in this emerging field of ASD virtual reality interventions
Fluorescent sensors of siderophores produced by bacterial pathogens
No full textSiderophores are iron-chelating molecules that solubilize Fe3+ for microbial utilization and facilitate colonization or infection of eukaryotes by liberating host iron for bacterial uptake. By fluorescently labeling membrane receptors and binding proteins, we created 20 sensors that detect, discriminate, and quantify apo- and ferric siderophores. The sensor proteins originated from TonB-dependent ligand-gated porins (LGPs) of Escherichia coli (Fiu, FepA, Cir, FhuA, IutA, BtuB), Klebsiella pneumoniae (IroN, FepA, FyuA), Acinetobacter baumannii (PiuA, FepA, PirA, BauA), Pseudomonas aeruginosa (FepA, FpvA), and Caulobacter crescentus (HutA) from a periplasmic E. coli binding protein (FepB) and from a human serum binding protein (siderocalin). They detected ferric catecholates (enterobactin, degraded enterobactin, glucosylated enterobactin, dihydroxybenzoate, dihydroxybenzoyl serine, cefidericol, MB-1), ferric hydroxamates (ferrichromes, aerobactin), mixed iron complexes (yersiniabactin, acinetobactin, pyoverdine), and porphyrins (hemin, vitamin B12). The sensors defined the specificities and corresponding affinities of the LGPs and binding proteins and monitored ferric siderophore and porphyrin transport by microbial pathogens. We also quantified, for the first time, broad recognition of diverse ferric complexes by some LGPs, as well as monospecificity for a single metal chelate by others. In addition to their primary ferric siderophore ligands, most LGPs bound the corresponding aposiderophore with ~100-fold lower affinity. These sensors provide insights into ferric siderophore biosynthesis and uptake pathways in free-living, commensal, and pathogenic Gram-negative bacteria
Facing the Teacher Shortage of America
Get PDFWith the nationwide shortage of teachers and the decrease in those entering the field of teaching, school districts are suffering the impact and ultimately students will be impacted as well. In one way or another, those impacted by the quality of teachers that are hired in school districts feel the loss when retention is not obtained. As teachers or administrators, they see the struggles our schools go through each year to fill vacancies and hold on to quality teachers. As parents or grandparents, they are concerned about the impact the lack of retention has on the students academic and personal successes. Some of the reasons that teachers leave may be personal, but more often than not there is dissatisfaction with the job itself for various reasons. Areas such as: pay, school climate, professional development, mentoring, administrative, and policymaker support play crucial roles in teacher retention. Districts and individual schools need to find ways to retain the teachers they have and be a welcoming and nurturing environment for new teachers
Academic leadership in physician assistant/associate medical education: a cross-sectional analysis of the association with doctoral degree, gender, and minority status
Get PDFBackground
There is a critical need for a diverse pool of academic leaders to increase the number and diversity of the medical workforce. Physician Assistant/Associate (PA) is a growing medical profession. Although the master’s degree is the terminal degree for PAs, a growing number of PAs obtain a variety of doctoral degrees. However, there is no standardized training for academic PA leaders. The purpose of this study was to identify factors associated with PA academic leadership. Specifically, this study explored the following factors: doctoral degree credentials, gender and underrepresented minority status. Methods
Using the 2019 Physician Assistant Education Association Faculty and Directors survey, we assessed the relationship between academic leadership groups [Program Director (PD), Academic Director (AD), and Clinical Director (CD)] doctoral degree, gender, and underrepresented minority in medicine (URIM) status. Multivariable logistic regression models were used to determine the predictors of being in a leadership role. Results with p \u3c 0.05 were considered statistically significant. Results
Of the 956 participants, 71% were female, 4% Hispanic, 86% White, 4% Black, 2% Asian, and 1% Native Hawaiian/Pacific Islander/American Indian/Alaska Native. Overall, 9% were URIM. Mean age was 45.6 (SD = 10.2) years. Average time in PA education was 2.9 years (SD = 1.4). Approximately 50% (n = 472) had a leadership role (PD-24%, AD-10%, CD-16%). Of all leaders, 68% were female, 9% were URIM, and 19% had a doctoral degree. Having a doctoral degree increased the odds of being a PD [AOR 2.38, CI [1.57–3.59], p = \u3c 0.0001, AD and CD = non-significant]. More time in PA education increased the odds of being a PD [AOR 1.10, CI [1.07–1.12, p = \u3c 0.0001] and AD [AOR 1.06, CI [1.03–1.09], p = \u3c 0.0001], but not a CD. Gender and URIM status were not significantly associated with leadership roles. URIMs had doctorate degrees at higher rates than non-URIMs. Conclusion
PA academic leaders differ by doctoral degree attainment but not by gender and URIM status. URIM faculty are grossly underrepresented in the PA professorate, but disproportionately have doctoral degrees. Academic training opportunities for all PA academic leaders and strategies to increase URIM faculty are needed