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Androgynous Leadership: A Gender Balanced Approach To School Administration
Get PDFThe purpose of the study was to explore the most desirable personality traits for school administrators, if personality sex-types have changed since 1981, and how school administrators practice androgynous leadership. Twenty-six school administrators completed the Bem Sex Role Inventory survey to discover their personality trait make-up and how often they perceived using 60 personality traits. Eight school administrators participated in a virtual one-on-one interview. The findings from this study concluded that the seven most desirable personality traits for a school administrator are adaptable, compassionate, reliable, conscientious, truthful, sensitive to the needs of others, and willing to take a stand. There were 20 personality traits sex-typed neutral in 1981. There were 34 out of 60 personality traits sex-typed neutral in this study. School administrators in this study practice androgynous leadership by self-reflecting, creating a culture of gender acceptance, unconsciously and consciously not conforming to gender stereotypes, valuing their experience of gender and using it in their practice, consciously not complying with gender norms when working with students, and being open to self-discovery of gender implicit biases and how they play out in their leadership. Recommendations from this study are to further research how to practice androgynous leadership as a school administrator, explore why females have been progressing as school administrators but not as superintendents, and how to create a gender sensitive classroom and school
Barriers And Opportunities For Provision Of Specialized Programming For Rural, Low-Incidence Students
Get PDFThe dichotomy between increasing accountability mandates and access to appropriate service provision is particularly evident in consideration of mandates pertaining to students represented in special education, Section 504, students who are English learners, migrant students, and homeless students. For the purposes of this study, these students are represented as the low-incidence student population. The purpose of this study was to identify factors that enhance or facilitate those factors that hinder efficient delivery of services to the low-incidence student populations in a very rural region in New England. Participants in this study were three district administrators, three school social workers, and two specialized service providers. The research questions examined these opportunities and barriers from the perspective of service providers and administrators in northern Maine. Existing collaborative structures that could be leveraged to enhance facilitating factors and address barriers were documented.
Through analysis of the qualitative data from the interviews, five emergent themes were identified. The five themes were Stakeholders/Team Approach, Technology, Common/Universal Barriers, Formal vs. Informal Data, and Services-Success Correlation. Participants noted that identified barriers must considered when administering services to low incidence populations, while providers also needed to maintain an awareness of new barriers that could develop. Findings from this study support the assertion that utilizing a range of resources to optimize efficiency and collaborative structures can yield increased access to specialized services, leading to improved student performance.
In consideration of the themes identified in the qualitative data derived from this study, approaches to provision of services might include more blended options, or even fully-remote options. Blended services would include direct or on-site instruction and consultation, coupled with instruction and consultation services done remotely. Remote options for service provision allow for more types of coaching and monitoring, partnering with a staff member on-site, or providing a student services at home.
Recommendations for leaders and service providers certainly include evaluating appropriate programming and services for students first, and then considering flexibility of options to achieve that end state. Although a traditional approach to service provision is to work within the framework of what is currently available, equity of educational programming necessitates making programming decisions solely on what is appropriate for the student. Furthermore, recommendations include developing both formal and informal partnerships and leveraging technology and existing programs to address student needs in efficient and effective manners
Inpatient Rehabilitation For A 75-Year-Old Female Following A Left-Sided Pontine Infarct: A Case Report
Get PDFBackground and Purpose: Although cerebrovascular accidents (CVAs), or strokes, occur often in the United States, only 7% of those strokes affect the pons, an area of the brainstem that provides life-sustaining functions. Due to the rarity of pontine strokes, there is insufficient evidence supporting successful interventions that yield functional benefits for patients admitted to inpatient rehabilitation units (IRU). The purpose of this case report was to examine gait, balance and functional mobility interventions on the restoration of mobility and functional independence of a patient within an IRU.Case Description: The patient was a 75-year-old female 3 days status post a pontine stroke who was admitted into the IRU to improve independence and functional mobility after presenting with dysphagia, right-sided weakness and impaired functional mobility. Her plan of care included lower extremity (LE) strengthening, gait training with and without body-weight support, balance training and functional transfer training. Outcome measures used were the Five Times Sit to Stand (5xSTS), 10-Meter Walk Test (10MWT), Functional Gait Assessment (FGA), Inpatient Rehabilitation Unit-Performance Assessment Inventory (IRU-PAI), manual muscle testing (MMT), sensation and coordination testing.Outcomes: The patient improved right LE strength averaging 4/5, increased gait speed from 0.13 m/s to 0.4 m/s on the 10MWT, improved functional transfers from minimal contact assistance to supervision and improved ambulation from 35 feet to 350 feet without an assistive device and a contact guard assist by time of discharge.Discussion: LE strengthening, balance, gait training and transfer training were beneficial for restoring functional mobility in this patient with subacute pontine stroke. Further research should be performed to assess interventions for patients of varying demographics and stroke types within IRUs
Canterbury Alphabet: Y
No full textOriginal: brush, ink and gouache on purple prepared paper, 7” x 7”
Created in part during a residency at Canterbury Shaker Village in 2020
Canterbury Alphabet series: Canterbury Alphabet: A Canterbury Alphabet: B Canterbury Alphabet: C Canterbury Alphabet: D Canterbury Alphabet: E Canterbury Alphabet: F Canterbury Alphabet: G Canterbury Alphabet: H Canterbury Alphabet: I Canterbury Alphabet: J Canterbury Alphabet: K Canterbury Alphabet: L Canterbury Alphabet: M Canterbury Alphabet: N Canterbury Alphabet: O Canterbury Alphabet: P Canterbury Alphabet: Q Canterbury Alphabet: R Canterbury Alphabet: S Canterbury Alphabet: T Canterbury Alphabet: U Canterbury Alphabet: V Canterbury Alphabet: W Canterbury Alphabet: X Canterbury Alphabet: Y Canterbury Alphabet: Zhttps://dune.une.edu/art_facart/1034/thumbnail.jp
Canterbury Alphabet: P
No full textOriginal: brush, ink and gouache on purple prepared paper, 7” x 7”
Created in part during a residency at Canterbury Shaker Village in 2020
Canterbury Alphabet series: Canterbury Alphabet: A Canterbury Alphabet: B Canterbury Alphabet: C Canterbury Alphabet: D Canterbury Alphabet: E Canterbury Alphabet: F Canterbury Alphabet: G Canterbury Alphabet: H Canterbury Alphabet: I Canterbury Alphabet: J Canterbury Alphabet: K Canterbury Alphabet: L Canterbury Alphabet: M Canterbury Alphabet: N Canterbury Alphabet: O Canterbury Alphabet: P Canterbury Alphabet: Q Canterbury Alphabet: R Canterbury Alphabet: S Canterbury Alphabet: T Canterbury Alphabet: U Canterbury Alphabet: V Canterbury Alphabet: W Canterbury Alphabet: X Canterbury Alphabet: Y Canterbury Alphabet: Zhttps://dune.une.edu/art_facart/1025/thumbnail.jp
All Souls Church to Library-in-a-Church, Westbrook College, ca. 1970
No full textIncluded in the six buildings that are part of the Westbrook College Historic District, the Gothic church was constructed in 1867 for $14,000. Francis Fassett, who also designed McArthur Gym, built the church for the First Universalist Society of Westbrook.
When the Seminary deeded the land to the Universalists in the 1860s, the Trustees stated that if the church abandoned the property, the property would revert to the seminary. In 1970, when the Universalists built a new church, the college acquired the Gothic structure. From 1970 to 1986, the campus library was located in the church building. In October 1986, after the Abplanalp Library opened within McArthur Gymnasium and new construction, the Eleanor DeWolf Ludcke (class of 1926) Auditorium was dedicated within the church.https://dune.une.edu/wchc_photos_allsouls/1008/thumbnail.jp
Return To Golf In A 71-Year-Old Female After A Mako Robotic-Arm-Assisted Unicompartmental Knee Arthroplasty Surgery: A Case Report
Get PDFBackground and Purpose: Knee osteoarthritis is the most common joint disorder in the elderly. The prevalence of unicompartmental knee arthroplasties (UKAs) increases by 30% each year. Benefits of UKA’s are quicker recovery times and an overall less invasive procedure compared to a total knee arthroplasty (TKA). Robotic-arm-assist surgery has been shown to increase the accuracy of implant positioning compared to traditional surgical techniques. The purpose of this case report was to look at the impact of physical therapy (PT) on outcomes and return to golf in a patient following a Mako robotic-arm-assisted UKA. Case Description: The patient was a 71-year-old female referred to outpatient PT one week after having a UKA to treat unicompartmental osteoarthritis of her right (R) knee. Her treatment included range of motion (ROM) and strengthening exercises, patellar mobilizations, balance training, patient education, and a home exercise program (HEP). She received PT two to three times a week for eight weeks. Outcomes: This patient demonstrated improvements in all outcome measures upon self-discharge at week eight despite having had two falls that set her back in her recovery. Right (R) knee active ROM improved (8-111 to 3-126 degrees), Lower Extremity Functional Scale score improved (31/80 to 59/80), and R Single Leg Balance Test without upper extremity support improved (3 to 15 seconds). Right patellar mobility improved in all directions from hypomobile to normal, and strength improved in R hip flexion, knee flexion, and knee extension. Discussion: This case report suggests that the combination of strength and ROM exercises, patellar mobility, balance training, patient education, and a HEP were beneficial to a patient following a UKA. Further research should be done comparing outcomes and recovery times of UKAs versus TKAs
1917-1921 diary
Get PDFA Line A Day diary that Marie Ahnighito Peary wrote in, between 1917 and 1921, with the bulk of the entries from 1918-1921. During this busy time in her life, she married Ted (Edward Stafford), gave birth to two sons - Junior (Edward Stafford, Jr.) and Buddy (Peary Diebitsch Stafford), and lost her father (Admiral Robert E. Peary). The diary chronicles her daily life for those 4-5 years, as well as brief mentions of newsworthy world events, including the 1918 flu pandemic and World War I.
Her diary includes the following people and places: Mother - her mother, Josephine Peary Dad - her father, Robert E. Peary Ted - husband, Edward Stafford Junior, or JuJu - firstborn son, Edward Stafford, Jr. Buddy - second son, Peary Diebitsch Stafford Tante - Marie Flora Diebitsch, her aunt, Josephine\u27s younger sister Grossy - Maria Schmidt Diebitsch, her grandmother, Josephine\u27s mother Madge - Madge Diebitsch Holt, her cousin Rob, or Kid - her younger brother, Robert Peary, Jr. Miss Wiggin - appears to be household help/nanny? Emily - Emily Stueart, her lifelong friend Mrs. Steuart - Emily\u27s mother Miss Rupli - her French tutor Uncle - Emil Diebitsch, her maternal uncle Aunt Bobby - Roberta Waterson Diebitsch, Emil\u27s wife Judge - Justice Wendell Phillips Stafford, her father-in-law Mrs. S. - Florence Sinclair Stafford, her mother-in-law Harry Semmes - Ted\u27s friend from Dartmouth Helen - Helen Kahle Pickhardt - lifelong friend Marden - Aaron Marden, caretaker on Eagle Island Mary Rafter - lifelong friend Pape - Martha Percy, the Peary\u27s cook Robert Nash - friend of the family Everett Chambers - rooming house in Portland where the Peary family stayed Eagle Island - island in Casco Bay off the coast of Maine, site of the Peary\u27s retirement home, now a historic sitehttps://dune.une.edu/mpeary_diaries/1001/thumbnail.jp
Slamming on the brakes
Get PDFOnce upon a time, there was a Country Boy who locked onto The Career Path. He was very good on this road and extremely successful. But he lost his way...veering too far from his True Center. After many years on The Career Path and ignoring his True Center, he finally confronted Stress face to face, who nearly killed him in the mortal combat. The Country Boy suddenly realized that he must quickly Change...or die. And he did so...almost overnight...and he lived Happily Ever After
The Tesol 6 Principles Of Exemplary Teaching Of English Learners: Perceived Effectiveness In The Community College Esl Classroom
Get PDFCommunity college English as a second language (ESL) programs provide targeted English language support to diverse student populations. Limited research exists pertaining to the instruction taking place within community college ESL programs. The purpose of this phenomenological study was to explore community college ESL faculty-perceived effectiveness in their use of the TESOL 6 principles for exemplary teaching of English learners. The study asked, What is the community college ESL faculty’s perspective of their effectiveness in their application of the TESOL 6 Principles? Participants in this study included full-time, adjunct, and retired professors from community colleges across Massachusetts. They were invited to participate in an open-ended online survey that asked them to think about their classroom teaching and instructional practice. Although 25 people completed the survey, only twenty participants met the requirements of teaching in a community college ESL program in Massachusetts. Analysis of the survey responses identified 24 codes regarding the current state of the profession and the instruction that takes place within these programs. The 24 codes showed that community college ESL faculty are incorporating the TESOL 6 Principles in their teaching. Further professional development for educators is encouraged within the ESL departments and across the campus to support ESL students through all stages of their college career. In addition, this study provides a foundation for continued research at the community college level and within the field as a whole