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A Qualitative Phenomenological Study Of Former Maine Adult Education Students Who Successfully Earned A High School Credential
Get PDFStudents who unenroll from traditional high school often seek a nontraditional pathway to earn a high school credential. Maine adult education programming provides a nontraditional pathway to a high school credential for high school non-completers. This qualitative phenomenological study explores the lived experiences of former students who obtained their high school credential through a Maine adult education program. Through one-on-one semi-structured interviews, eight participants shared their lived experiences working with Maine adult education programming to obtain their high school credential. Two themes emerged in this study: The significance of self-motivation and the importance of support. The significance of self-motivation was echoed throughout all eight interviews. Motivation was described as both intrinsic and extrinsic. All eight participants also described the importance of support in influencing their ability to succeed with Maine adult education programming. All eight participants described their experiences and what they believed aided in their success in obtaining a high school credential
Exploring the Experiences of Black, Brown, Indigenous, and People of Color in High School Concert Bands and Orchestral Ensembles
Get PDFThe traditional concert band/orchestra model in many public high schools often passively presents content regarding Black, Indigenous, and People of Color (BIPOC). BIPOC students in these ensembles bring a wealth of experience from their communities. Meanwhile, BIPOC face barriers including invalidation and a diminished sense of representation in these ensembles. This qualitative investigation explored how BIPOC students in a public 9-12 high school district experienced social, pedagogical, curricular practices in their school’s concert band/orchestra. Guided by critical race theory and culturally responsive pedagogy, and employing interpretive phenomenological analysis, this study addressed the lack of inclusivity and representation experienced by BIPOC in concert band and orchestra, and gaps in literature surrounding BIPOC in these performing groups. Analysis of semi structured interviews with six current BIPOC enrolled in their high school’s concert band/orchestra yielded five findings. The research questions focused on social, pedagogical, and curricular practices, and cultural/ethnic representation, and the participants answers revealed (1) the lack of BIPOC representation in guest clinicians and selected repertoire, (2) rehearsals are teacher driven with limited student input, (3) the ensemble environment reflects a White/Western (minority) with an ethnic majority, (4) there are limited opportunities to explore non-Western ethnic ensembles, and music and (5) concert band and orchestra are enjoyable; however, the experience could be improved. The findings of the current research study suggest that changes need to be made in both the ways that traditional public school-based concert band and orchestra programs are taught, and how underrepresented students are sustained in their educational experiences.
Keywords: culturally responsive music pedagogy, critical race theory, BIPOC, underrepresented, concert band, orchestr
A.T. Still Quote Collection
No full textA page of quotations collected by Dr. McPartland from Doctor A.T. Still in the Living: His Concepts and Principles of Health and Disease by R.E. Truhlar and Dr. A.T. Still.https://dune.une.edu/mcpartlandcollection/1000/thumbnail.jp
Neurotoxic Effects Of General Anesthesia On The Developing Brain And The Use Of Spinal Anesthesia As An Alternative Approach For The Neonate And Infant Undergoing Genitourinary Surgery
Get PDFSpinal anesthesia (SA) in the child under two years old is an excellent option when undergoing short genitourinary procedures. The use of SA in this patient population can avoid the potential deleterious neurocognitive effects on the developing brain that general anesthesia (GA) poses. A comprehensive literature review was conducted via retrospective case study, case control study, integrated review, and prospective study. The objective of this literature review is to examine the potential long-term neurotoxic effects of GA in the infant, as well as the benefits of SA. GA in the younger population has been shown to produce lower gray matter density seen on magnetic resonance imaging, altered listening comprehension, and an increased risk of developing a learning disability later in childhood. Success of SA was defined as the absence of subsequent conversion to GA in multiple studies reviewed. Use of SA in this vulnerable population, as opposed to general anesthesia, resulted in better maintenance of hemodynamics, less perioperative opioid use, and a shorter post-anesthesia recovery stay
The Effect Of Periodontal Therapy On Diabetic Patients
Get PDFDiabetes mellitus is a common metabolic disease affecting the body’s ability to produce the hormone insulin. The comparison between diabetic patients who received periodontal therapy, as opposed to those who have not, is explored in this report. Factors such as clinical attachment loss, probing depths, and effectiveness of periodontal therapy are measured. Recognizing the study\u27s limitations, we conclude that non-surgical periodontal treatment on diabetic patients with periodontitis is shown to be clinically significant.https://dune.une.edu/dh_studpost/1018/thumbnail.jp
Perspectives Of Fieldwork Educators: The Relationship Between Emotional Competence And Occupational Therapy Level II Fieldwork Success
Get PDFEmotional competence encompasses multiple skills and attributes that are essential to success of occupational therapy level II fieldwork. Learning more about the relationship between emotional competence and level II fieldwork success holds implications for occupational therapy students, academic programs, fieldwork educators and recipients of occupational therapy services. The Emotional Competence Theory of Mikolajczak (2009) guided the conceptual foundation of this study. This qualitative study, using a phenomenological approach, explored the relationship between emotional competence and level II fieldwork success from the perspective of fieldwork educators. Purposeful sampling was utilized to recruit the three occupational therapists who serve as fieldwork educators to fieldwork students. Data was gathered through semi-structured interview. Thematic analysis yielded two themes, one, an overarching theme, Emotional Competence: The Crux of Occupational Therapy, which confirmed the centrality of emotional competence to the occupational therapy. The second theme, Critical Influential Factors Support or Impede Success, illustrates the specific behaviors and attributes of emotional competence that are essential to level II fieldwork success as identified by the participants. These behaviors and attributes are represented by seven subthemes. Through data analysis, the themes and subthemes informed three findings: (1) Emotional Competence is Essential to Occupational Therapy (2) Dimensions of Emotional Competence Contribute to Success of Level II and (3) Emotional Competence Should Be Cultivated. The results of this study support the importance of the development of emotional competence throughout the academic and clinical career of occupational therapy students. Recommendations for the development of emotional competence to promote level II success are discussed
Family Member Experiences With Augmentative And Alternative Communication Systems Used By Nonspeaking Autistic Individuals
Get PDFNonspeaking autistic individuals who have no way to communicate cannot share their thoughts, dreams, or desires. The purpose of this qualitative narrative inquiry was to explore the experiences of family members of nonspeaking autistic individuals who use augmentative and alternative communication (AAC) systems. This study documented family members’ experiences of identifying, learning, and implementing two types of AAC: Rapid Prompting Method and Spelling to Communicate. Through one-on-one interviews, five participants shared their lived experiences. Three themes emerged from the data. The first theme was an increase in well-being for the entire family. All five participants described transformations and improvements in life not only for their speller, but for the entire family. There was an increase in well-being both physically and emotionally for spellers and their families. The second theme was a remarkable improvement from the past. All five families shared changes to communication and, for their nonspeaking autistic family member, shared a dramatic shift in the social aspect of their family member. They also shared major improvements in self-injurious behaviors. The third theme was that learning and implementing AAC was laborious but beneficial for the communication partner. They all described the commitment it took and that it was worth every minute. Each participant talked about sharing the benefits and changes with other families. All of the participants encouraged families who might be considering spelling as AAC
Exploring The Lived Experiences Of Public K-12 General Education Teachers With Research-Based Frameworks And Strategies For Students With An Emotional Disability
Get PDFThe purpose of this qualitative phenomenological study was to explore the lived experiences of public K-12 general education teachers with research-based frameworks and strategies for students in the classroom who are identified with emotional disability. The following questions were used to guide this study: (1) How do public K-12 general education teachers describe the use of research-based academic management frameworks and strategies in the general education classroom for students identified with an emotional disability? (2) How do public K-12 general education teachers describe the use of research-based classroom management frameworks and strategies in the general education classroom for students identified with an emotional disability? (3) How do public K-12 general education teachers describe the use of research-based student-teacher relationships frameworks and strategies in the general education classroom for students identified with an emotional disability?
Semi-structured interviews were used to gather data from the participants to better understand the central phenomenon. The findings of this study focused on the lived experiences of K-12 public general education teachers perspectives of research based frameworks and strategies for teaching students with an emotional disability. Three themes emerged from these coding of the interview transcript, these themes include, (1) Self-Identified Teaching Barriers, (2) The Importance of Knowing Students in their Environment, and(3) differentiation for students with an emotional disability
Perceptions Of Secondary English Teachers On Using English Curriculum To Meet Social And Emotional Learning Goals
Get PDFThe purpose of this qualitative study was to explore secondary public school English Language Arts (ELA) teachers’ perceptions of implementing ELA curriculum as it may relate to social and emotional learning (SEL) goals. The problem explored was the rise of adolescents’ mental health concerns (CDC, 2019) and the role of secondary schools in attempting to address these concerns. The literature on this topic explored the mental health crisis for adolescents, the history and philosophy of SEL, and how secondary schools are integrating SEL, and how the ELA curriculum may be effective at meeting SEL goals. Six secondary public ELA teachers shared their perceptions through semi-structured interviews. Data from these interviews were coded and analyzed using a 5-step data analysis process developed by Creswell and Poth (2018). The analysis of the findings indicated that participants had an accurate understanding of the definition and goals of SEL. Participants offered multiple examples of strategies and lessons they used to meet SEL goals within their classroom routines and ELA curriculum and found that the ELA curriculum was a natural fit for meeting SEL goals. Additionally, participants believed that it was most effective for their adolescent students to address SEL without calling it SEL. This study is significant because research on adolescent mental health supported the idea that decreasing stigma by normalizing discussion of mental health can have beneficial outcomes for adolescent students. This research has implications for administrators, educators of all content areas, and secondary students
Mr. Ryan\u27s Total Gastrectomy: A patient-centered framework.
No full textAs a collaborative presentation created through the PHIT program, we developed a patient-centered framework for our fictional patient. Our patient, Mr. Ryan, is a half-Korean male and retired U.S. navy Chief Petty Officer, who recently underwent a total gastrectomy for gastric cancer. We created a patient-centered conceptual framework that organizes factors affecting our patients health, in order to better understand our patient\u27s needs. This helped us identify potential causes and points for interventions. To develop this framework, we followed his diagnosis and went backwards to find potential causes. We kept asking why and continued until we could not find any more causes. With these key determinants identified we could develop this framework. We then used this framework to identify and develop possible interventions. We set priorities among these, as well as criteria and recommended specific interventions. Through implementing these and monitoring his progress with follow ups and contact with social workers, we expect his health to improve. This project was completed with collaboration among first, second, and fourth year medical students, along with a student in the MSAN program.https://dune.une.edu/caiepfall2023/1009/thumbnail.jp