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Joseph Wolfberg Oral History, 2023
No full textOn January 27 and February 2, 2023, Cathleen Miller interviewed Joseph Wolfberg for the UNE Oral History Project. During the interview, Wolfberg discusses his personal history and his years of working at the University of New England. During his time at UNE, he created many programs and projects to serve as a bridge between students and elders in Maine, and to help students bring connection into their work.
Wolfberg speaks at length about issues around aging and elder care, which comprised a significant part of his work in the community and at UNE. Throughout the interview, Wolfberg reflects on his own aging process and how his own worldview has changed as a result.
This interview was recorded in two segments. Some content was edited from the second interview because it became more of a personal conversation
Vermont Osteopathic Association: Address Regarding Basic Science Bill
Get PDFAn address given by a member of the Vermont Osteopathic Association regarding the Vermont State Basic Science Bill.https://dune.une.edu/mcpartlandcollection/1009/thumbnail.jp
Understanding The Lived Experiences Of Parenting Adult Learners Regarding Persistence In Two-Year Community Colleges
Get PDFThis qualitative phenomenological study examined the results of semi-structured interviews conducted with six parenting adult learners (ParentALs) enrolled in three public two-year community colleges in the United States. This study investigated the problem of a lack of understanding of the experiences of ParentALs enrolled in community colleges. The purpose of this study was to examine how the lived experiences of ParentALs enrolled in community colleges may influence their persistence. Three themes emerged from the literature review and data analysis: the identity of the ParentAL, characteristics and intersectionality of factors, experiences, and perceptions that may influence ParentAL persistence in community college, and practices that support ParentAL persistence. This study affirmed that entry characteristics, student motivations, the external environment, internal campus and academic factors, and student sense of belonging influence ParentALs college experience as supported by the theory of adult learner persistence (Bergman et al., 2014; & Bergman and Olson, 2020) and the Terenzini and Reason framework (Reason, 2009). This study asserted that community college leaders must recognize that ParentALs experience college differently than traditional students. ParentALs lived college experiences are connected to their work, family, and life responsibilities. Recommendations include: increasing data and understanding, reducing barriers, evaluating institutional culture and recruitment, attendance, grading, and other practices that may place ParentALs at a disadvantage, and professional development which informs practice. This study confirmed a need to further study the experiences of ParentALs enrolled in four-year universities and graduate programs as well as the experiences and interactions shared between parenting faculty and ParentALs.
Keywords: community college, student parent, parenting adult learner, persistence, 2Ge
The Utility Of Thromboelastography In Acute Perioperative Trauma Resuscitation Of The Adult Coagulopathic Patient
Get PDFOne quarter of all patients admitted to level I trauma centers receive transfused blood, and approximately 25% of trauma transfusion recipients are diagnosed with coagulopathies during the resuscitation process (Hess et al., 2008; Kutcher & Cohen, 2021; Maegele et al., 2007). Such pathologies have been associated with negative clinical outcomes such as increased transfusion requirements, organ failure, sepsis, and death. (Barash et al., 2013; Cole et al., 2019; Hess et al., 2008; Sayce et al., 2020). Current laboratory standards of care to diagnose coagulopathies such as prothrombin time (PT), international normalized ratio (INR), and activated partial thromboplastin time (aPTT) are time consuming to obtain and may not reflect a trauma patient’s ongoing coagulation status (Baksaas-Aasen et al., 2020; Barash et al., 2013; Davenport et al., 2011). Consequently, point-of-care tests of hemostatic function such as thromboelastography (TEG) may be of use to the anesthesia provider.
An examination of the history of TEG, review of the current literature, and analysis of future research directions has revealed certain limitations such as a potentially extensive clinician learning curve, minimal integration into existing hospital structures, and a lack of level-1 evidence. However, thromboelastography has the potential to optimize outcomes in the coagulopathic patient when used in conjunction with conventional coagulation tests—providing a complementary real-time graphic depiction of the poorly understood syndrome of trauma induced coagulopathy
A Reading by Morgan Talty, author of Night of the Living Rez
No full textMorgan Talty is a citizen of the Penobscot Indian Nation. His debut short story collection, Night of the Living Rez, won the PEN/Robert W. Bingham Prize, the American Academy of Arts & Letters Sue Kaufman Prize, the National Book Critics Circle John Leonard Prize, the New England Book Award, and the National Book Foundation’s 5 Under 35 Honor; was a New York Times Best Book of Summer 2022; and was a Finalist for the Barnes & Noble Discover Great New Writers Award, the Andrew Carnegie Medal for Excellence in Fiction, and The Story Prize. His writing has appeared in The Georgia Review, Granta, Shenandoah, TriQuarterly, Narrative, Lit Hub, and elsewhere. His novel, Fire, Exit, is forthcoming from Tin House. Talty is an assistant professor of English in Creative Writing and Native American and Contemporary Literature at the University of Maine, Orono, and he is on the faculty at the Stonecoast MFA in Creative Writing as well as the Institute of American Indian Arts. He lives in Levant, Maine
Exploring The Experiences Of Adjunct Clinical Dental Hygiene Faculty With Peer Mentorship As They Transition From Clinician To Educator
Get PDFThe work-role transition from clinician to educator involves the dental hygienist creating a new identity as a dental hygiene educator. Insider guidance through peer mentorship may help support and acclimate new faculty during this work-role transition. The purpose of this qualitative narrative inquiry was to explore the experiences of adjunct clinical dental hygiene faculty with peer mentorship as they transitioned from the role of clinician to educator. Five participants who met the criteria for this study completed semi-structured, virtual interviews via Zoom. These interviews were restoried into narratives, categorized, and then manually coded into themes. The categories included development of teaching skills, confidence levels, and lack of formal orientation. The themes identified were acclimation, expectations, and support. Each of the five participants had similar experiences regarding lack of formal orientation in their new role, which contributed to lack of confidence. While the participants expressed their frustrations with the unique challenges that they faced as novice dental hygiene instructors, they each expressed a similar sense of gratitude for colleagues whom they considered to be unofficial mentors. Recommendations for further action include that all new dental hygiene faculty be provided with standardized institutional orientation, that all adjunct clinical dental hygiene instructors who are first-time teachers be assigned a mentor, and that all new dental hygiene faculty undergo a formal assessment process to ascertain their level of knowledge and skill
Preterm Prelabor Rupture Of Membranes In Singletons: Maternal And Neonatal Outcomes
Get PDFObjectives: To determine the effect of gestational age at delivery on maternal and neonatal outcomes in preterm prelabor rupture of membranes (PPROM) and assess various predictors of neonatal and infant mortality in these pregnancies. Methods: United States birth data from CDC-National Center for Health Statistics natality database for years 2004–2008 was used to identify singleton pregnancies with PPROM and delivery from 32 0/7 to 36 6/7 weeks. Controls were singletons at 37–40 weeks, without PPROM. Maternal and neonatal complications reported by all states were analyzed along with neonatal outcomes such as chorioamnionitis and hyaline membrane disease, reported by a subgroup of states. OR (95% CI) were calculated after adjusting for preeclampsia, diabetes, chronic hypertension, maternal race, and infant sex. Results: There were 134,502 PPROM cases and similar number of controls. There was a significant decrease in need for prolonged ventilation, hyaline membrane disease, 5 min Apgar score \u3c 7, and NICU admission with advancing gestational age. Placental abruption decreased and chorioamnionitis and cord prolapse were not different between 34 and 37weeks.We found reductions in early death, neonatal death, and infant mortality with advancing gestational age (p\u3c 0.001 for each). Gestational age at delivery was the strongest predictor for early death, neonatal death, and infant mortality in PPROM. These differences persisted after adjusting for antenatal steroid use. Conclusions: We provide population-based evidence showing a decrease in neonatal complications and death with advancing gestational age in PPROM. Gestational age at delivery in pregnancies with PPROM is the strongest predictor of mortality risk
A Narrative Inquiry On The Entrepreneurial Experiences Of Female Military Spouses With Advanced Degrees
Get PDFThe purpose of this study was to explore the entrepreneurial experiences of female military spouses with advanced degrees. This study documented how these entrepreneurial experiences may have helped the military spouse population overcome underemployment while their servicemember spouse was still on active duty. Through purposeful sampling, five female military spouse entrepreneurs with advanced degrees were selected to participate in the study. Virtual interviews were conducted to provide a detailed account of their entrepreneurial experiences including how and why they got started in entrepreneurship, challenges and opportunities in entrepreneurship, funding programs and educational services supporting every stage of their entrepreneurship, and informal or formal leadership activities they undertake or have undertaken in their communities. Data analysis for this narrative inquiry included restorying the interview data and coding. Each narrative was sent to each participant for member-checking to ensure that the personal stories by the participants were accurately presented. The restoried narratives were examined in- depth to yield coded data. The coded data was analyzed for emergent patterns and relationships. The four themes developed through the data analysis were: Achieving Flexibility in Entrepreneurship, Finances: A Challenge and Opportunity in Entrepreneurship, Use of Resources in Entrepreneurship, and Growth in Competencies from Entrepreneurship. The findings suggest that female military spouse entrepreneurs with advanced degrees may have more needs in ameliorating employment challenges and professional viability stemming directly from their military lifestyle
Exploring Shakespearean Influence On Executive Leadership In Finance: A Qualitative Narrative Inquiry
Get PDFThis qualitative narrative inquiry sought to investigate perceptions of executive leaders in finance about how Shakespeare can influence leadership performance. It employed a conceptual framework in dramaturgical analyses (Goffman, 1959) and a theoretical framework in reflective leadership (Schon, 1983). Separate semi-structured interviews were conducted with five participants to gather data, which was coded in vivo. Codes were then analyzed and sorted into themes. The study was driven by two major research questions and a sub-question: The two major research questions and sub-question guiding this study were as follows: (1) What are perceptions of executive leaders in the financial industry about portrayals of leadership in Shakespearean drama and literature?; (2) How does a sample of executive financial leaders describe how Shakespearean drama and literature inform their leadership performance?; and (2.a.) How can the reflective analytical processes developed by leaders be described in context of Shakespearean leadership narrative?
The analyses of the data collected in this study revealed two major themes with five (total) sub-themes. The first theme was: Clear Perceptions of Leadership with sub-themes of (1) “Brush Up” Your Shakespeare and (2) On Hamlet. The second major theme was: The Power to Inform Personal Practice, with the sub-themes of (1) “Suck Up All the Arts You Can,” (2) Shakespeare, the Cynic: “What Not to Do,” and (3) Grave Consequences. The study painted a picture of the rigorous emotional landscape of working as an executive in finance and highlighted this sample’s proclivity toward an environment in finance that is conducive to good teamwork
Andragogy In Continuing Medical Education Development: A Case Study On The Perception Of Its Worth
Get PDFContinuing medical education (CME) curriculum development is often staffed and developed with little exposure to teaching skill expertise and andragogy. This qualitative case study examined the perceptions of the skills needed for successful development of CME, learning from the experience of an international nongovernmental organization (NGO)’s first time developing an online CME course. The questions that guided this study were “What were the team’s perceptions of the skills and roles needed when first designing and developing a CME curriculum? and “How did the experiences of the team, when developing, delivering, and evaluating the program, determine their perceptions of the skills and roles needed for curriculum development for CME?” The population for this study was the primary staff and subject-matter experts, directly involved with the design, development, implementation, and evaluation of the NGO’s first course that it had developed. The data collected was from a preinterview survey, individual interviews, and course artifacts. Four specific circumstances shaped the participants final perceptions of the skills needed. They were (a) a lack of institutional experience, (b) educational partner constraints, (c) donor constraints, and (d) misalignment of staff expertise and “bandwidth.” Final determination was that an andragogical expert, as well as a dedicated project management, vision holder, and a marketing expert were essential in this process. Without these experts in place, a course development project risks misalignment to the goals of the course and audience needs, leading to staff burnout and attrition, with lasting damage to those staff