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Dragons of the Anthropocene: Think about it…
No full textOriginal: Ink on legal pad, 8.5” x 11
Artist\u27s statement:
Contrary to popular belief, dragons exist. They are all around us but to see them we have to acknowledge our part in keeping them alive and healthy. We feed them with ignorance, lassitude, apathy. We nurture them in our refusal to believe that we too have a part of them in us. Through inaction we invite them to spread suffering, to gnaw on the bones of new prey each day. Yes—we might even watch them rampage and then turn away.
It is painful taking the role of St. George. One invites trouble and danger when they report the sighting of dragons. You might even be thought unhinged. It is dangerous to buck the systems that have been put in place for the breeding of dragons. Dragons are powerful. They are not afraid because they are the warriors for injustice, the purveyors of pain, the cultivators of chaos.
The one thing that repels dragons is truth. They can be vanquished by compassion and kindness; they recoil at generosity and love may transform the worst of them into potent allies for justice. Do we desire obliteration or salvation? It really is now or never. The dragons are howling at the ramparts of everything we hold dear. It will take the strength of many to do the work that must be done. It will require a commitment to honesty and equality, education and frugality. It will require selflessness and love.
These dragons have been plaguing me—I had hoped that they would go away, that somebody else would do the hard work, take on the very real danger but however much I struggled to ignore them they were there in every headline and everyday life, even at the movies. I began to draw them, to try and visualize their faces. I was surprised that they didn’t look like the dragons of my childhood. Dragons assume the strangest forms. I realized they depend on our love of comfort and leisure. Some even looked innocent until I peeled back the layers and realized that much of what I have is built on the backs of dragons.
Take a look around. You’ll see them too.
Dragons of the Anthropocene series: Dragons Dragons exist Woe-yet another dragon… So many tricks… So hungry… A feast of enmity… Nothing to see here Wielding death for profit… I see what I like… Something is happening here… Built on injustice… It’s late… Never too much… It is cultivated… It’s a game for winners… Fascinating… Think about it… Crimes against humanity… Fields of harvest… So sad… Lover of conflict… Apocalyptic accessory More for less and less for more…https://dune.une.edu/artcomm_facart/1035/thumbnail.jp
Faculty Perceptions Of Self Efficacy In Interprofessional Healthcare Education
Get PDFInterprofessional team-based care is of the utmost importance to maximize health outcomes. These mixed discipline teams work together to complement skills and support each other for patient-centered care delivery. To prepare future healthcare clinicians, effective and efficient interprofessional healthcare education is needed. Students must learn to reflect on their abilities and demonstrate confidence in their skillsets to work effectively within this type of group. Reflective ability and development of self-efficacy are the foundation for learning how to function in an interprofessional team. Faculty within undergraduate and graduate healthcare programs have been tasked with facilitating activities to teach teamwork, roles, responsibilities, communication, critical reflection, patient-centered care, and ethical practice.
The purpose of this interpretive phenomenological study was to highlight the faculty perceptions of self-efficacy as it relates to their experiences with interprofessional education (IPE). Successes and barriers were identified in the implementation of activities, facilitation of collaboration, and student growth assessment. While there was no specific consensus on the assessment measures utilized, most faculty agreed that more assessment and follow-up was imperative to improve all IPE experiences at the site university. Teaching students to evaluate their efficacy, reflect on the experience, seek opportunities, and develop their learning path is essential. These skills will prepare healthcare students to work together to build an improved, safer, inclusive health system
1:1 Chromebooks In High School Classrooms: Teacher Perceptions Of Integration Efforts
Get PDFThe purpose of this qualitative narrative inquiry study was to fully explore high school teachers’ perceptions of their experiences teaching in a 1:1 Chromebook environment. Data included high school teachers’ personal narratives detailing their experiences and observations about the use of 1:1 Chromebooks to support teaching and learning. Study data also included in-depth interviews with eight high school teachers. The four constructs of the Unified Theory of Acceptance and Use of Technology provided a theoretical framework for this study. Educational leaders face significant challenges in understanding the considerable impact of teachers’ perceptions of their decision to integrate and effectively use 1:1 Chromebooks with their students. This study provides insight into resolving those difficulties and indicates ways in which schools can support and facilitate 1:1 Chromebook usage and stimulate pedagogical change. Throughout this narrative study, several emergent themes surfaced; (a) instructional effectiveness, (b) professional learning (c) student engagement, (d) performance expectancy, (e) effort expectancy, (f) social influence, and (g) facilitating conditions. The findings of this narrative study may help educational leaders better understand the facilitating conditions necessary to promote pedagogical transformation in a 1:1 Chromebook environment
Exploring Public, Primary School Educators’ Perceptions Of Adverse Childhood Experiences
Get PDFThis qualitative narrative inquiry was used to explore public primary school (K–8) educators’ perceptions of ACEs and how their understanding of ACEs might contribute to creating a trauma-sensitive school climate. The conceptual framework of the study was centered on Mezirow’s Transformational Learning Theory, with the premise that learning and change require: (a) a recognition of one’s own biases, norms, and constructs, which would be followed by (b) reflection, (c) the realization that change is needed, and (d) a willingness to learn (Mezirow, 1991).
Ten public school K–8 educators from the state of Maine participated in semistructured interviews that were transcribed and developed into narratives. The analysis yielded five themes from the participants’ restoried narratives. These themes included (a) the importance of relationships with students, (b) inconsistent professional development opportunities for knowledge of ACEs and trauma-informed care (TIC), (c) a lack of preparation through college coursework, (d) meeting students’ basic needs, and (e) teachers’ lack of understanding regarding how to implement TIC. The major finding was the perceived importance of relationships as a mitigating factor on the effects of ACEs on students. The findings of this study could be useful to educators and administrators who are studying ACEs and TIC
Micro-Computed Tomographic Evaluation Of Single-Cone Obturation With Three Sealers
Get PDFObjectivesThis study used micro-computed tomography (µCT) to compare voids and interfaces in single-cone obturation among AH Plus, EndoSequence BC, and prototype surface pre-reacted glass ionomer (S-PRG) sealers and to determine the percentage of sealer contact at the dentin and gutta-percha (GP) interfaces. Materials and MethodsFifteen single-rooted human teeth were shaped using ProTaper NEXT size X5 rotary files using 2.5% NaOCl irrigation. Roots were obturated with a single-cone ProTaper NEXT GP point X5 with AH Plus, EndoSequence BC, or prototype S-PRG sealer (n = 5/group). ResultsThe volumes of GP, sealer, and voids were measured in the region of 0–2, 2–4, 4–6, and 6–8 mm from the apex, using image analysis of sagittal µCT scans. GP volume percentages were: AH Plus (75.5%), EndoSequence BC (87.3%), and prototype S-PRG (94.4%). Sealer volume percentages were less: AH Plus (14.3%), EndoSequence BC (6.8%), and prototype S-PRG (4.6%). Void percentages were AH Plus (10.1%), EndoSequence BC (5.9%), and prototype S-PRG (1.0%). Dentin-sealer contact ratios of AH Plus, EndoSequence BC, and prototype S-PRG groups were 82.4% ± 6.8%, 71.6% ± 25.3%, and 70.2% ± 9.4%, respectively. GP-sealer contact ratios of AH Plus, EndoSequence BC, and prototype S-PRG groups were 65.6% ± 29.1%, 80.7% ± 25.8%, and 87.0% ± 8.6%, respectively. Conclusions
Prototype S-PRG sealer created a low-void obturation, similar to EndoSequence BC sealer with similar dentin-sealer contact (\u3e 70%) and GP-sealer contact (\u3e 80%). Prototype S-PRG sealer presented comparable filling quality to EndoSequence BC sealer
Medications And Cognitive Aging In Community Dwelling Older Adults
No full textPresentation describing the following: Cognitive change due to aging is a challenge for many community dwelling older adults. It is well documented that many factors can contribute to the progressive decline of cognition in adults over 65 years of age, including the use or combination of certain medications or medication classes. Medications have the ability to pose a multifactorial impact on cognition from the use of potentially inappropriate medications and polypharmacy to adverse events. We evaluated 40 older adults with subjective cognitive complaints and identified associations between test performance and medication intake. This study demonstrates the potential impact of health and environmental factors on cognitive decline.https://dune.une.edu/cecespring2021/1002/thumbnail.jp
Role Of Health Professions Faculty Leadership In Student Success: Exploring Student And Faculty Views
Get PDFHigh student achievement translates into high retention and graduation rates yet raising retention rates continues to be a challenge in U.S. health professions colleges. Institutions of higher education use a variety of program strategies to improve student success. Studies show that student success, although multi-factored, is most strongly influenced by faculty-student interactions. Radiologic technology programs have better retention rates compared to nursing programs but there is a lack of literature explaining this phenomenon. The purpose of this study was to explore how health professions faculty and students in radiologic technician and nursing programs understand faculty leadership behaviors related to the quality of faculty-student interactions and their impact on student success. Faculty and students from nursing and radiologic technology programs were interviewed to gather their views, and a cross-case analysis was used to compare similarities and differences between groups. Findings suggest that faculty and students of both divisions had similar understandings regarding the role of faculty leadership in student success. Both groups felt that faculty beliefs and faculty-student interactions were the most important factors in student success. Faculty noted that their perceptions, expectations, and prior experiences with students strongly influenced how they behaved towards students. Both faculty and student groups agreed that student self-efficacy was essential for student success and that it is vulnerable to fluctuation. Results indicated that negative experiences directly impacted student self-efficacy and success. Both student groups believed that faculty interactions impacted student success but expressed marked differences in their academic experiences and in their opinions about the culture of their programs. Nursing students were predominantly negative while radiology students were predominantly positive. Improvement in student experiences and retention rates would require examining where negative experiences occur, and establishing a positive program culture and educational partnerships with healthcare facilities to promote a culture of collaboration and learning
Measuring Faculty Motivation And Engagement Through An Institutionally Supported Faculty Development Program At An Academic Healthcare Center
Get PDFTrends in the literature suggest that institutional support, defined as provisions for balancing work demands, schedule, and protected time, is a critical factor consistent with institutional academic success and an increase in faculty satisfaction. Competing factors including societal scrutiny, cost containment the safety and effectiveness of academic healthcare institutions, faculty recruitment and retention, increasing expectations for faculty, and pressures for high-functioning productivity can lead to feelings of ineffectiveness for faculty.
This summative program evaluation focused on the success of the Scholars Program, an institutionally supported faculty development program. The researcher sought to identify and describe faculty perceptions of the program’s effectiveness as defined by two metrics: the faculty member’s self-perceived motivation to remain in an academic career path and their engagement in academics after they graduated the Scholars Program.
The study was guided by two research questions.
1) How do faculty members who participated in the Scholars Program describe its influence on their engagement in academic activities supported by the program?
2) Do the curriculum vitae (CV) of faculty members who have participated in the Scholars Program demonstrate sustained academic productivity through evidence of scholarly appointment and promotion?
Participants consisted of scholars who graduated in the years 2018, 2019 and 2020. This program evaluation used an embedded mixed methodology to identify the qualitative and quantifiable outcomes of the Scholars Program specific to faculty motivation and engagement in academics. The qualitative themes describe the programmatic experiences of the participants and how those programmatic elements effect their self-perceived motivation to participate in scholarly activity. The quantitative data showed participants demonstrated engagement in scholarly work after graduating the scholars program. The findings suggest that participants enjoyed and found value in the program.
Recommendations include: Institutions who may be struggling with faculty engagement might explore programs that utilize a similar approach. The conceptual framework could be useful for developing programs for institutionally supported faculty development and should be evaluated for effectiveness
Utilizing An Evidence-Based Practice Framework In Non-Operative ACL Rehabilitation - A Case Report
Get PDFStudy Design: Case Report. Background: The patient was a 51-year-old female who tore her left anterior cruciate ligament (ACL) playing pickleball and opted for non-operative treatment. The clinicians involved treated the patient using the three pillars of practice: relevant scientific evidence, clinician experience, and patient perspective. Treatment: The patient’s treatment consisted of therapeutic exercises, neuromuscular re-education, soft tissue massage, and motivational interviewing. Therapeutic exercises were designed to strengthen the muscles surrounding her hip and knee. Neuromuscular re-education helped to improve the patient’s knee stability and balance, while soft tissue massage was used to decrease swelling. Motivational interviewing helped her better align her attitude toward her restrictions with the goals of the rehabilitation process. Outcome: The patient made progress and increased satisfaction throughout rehabilitation which was illustrated by objective tests and subjective reports. Improvements were noted with a 24% positive change in lower extremity functional scale (LEFS) score between initial and follow-up testing. Single leg hop tests by discharge revealed a 90% or higher right-to-left compatibility score. Discussion: This case highlighted the plausibility of a conservative treatment approach in a patient with an ACL tear. It introduced a clinical decision-making model that emphasized the importance of including relevant research in the form of Clinical Practice Guidelines (CPG’s), addressing the patient\u27s perspective on the impact of her injury, and incorporating clinician expertise in observing movement impairments. During treatment, the patient demonstrated appropriate lower extremity strength and stability according to the clinician’s expertise and outcome measures, but she did not feel confident enough to return to previous lifestyle activities. Patient perspective played a large role in determining progressions and accomplishments