5346 research outputs found
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Canterbury Alphabet: W
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/1032/thumbnail.jp
Canterbury Alphabet: R
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/1027/thumbnail.jp
Canterbury Alphabet: I
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/1018/thumbnail.jp
Competency-Based Education In A Postsecondary Setting: An Analysis Of Leadership Perception
Get PDFCompetency-based education (CBE) is an initiative that is popular across higher education but has been used with varying results. Much of the literature illustrates efficacy of certain CBE programs and leadership styles during implementation. However, existing research typically includes data from administrators, students, and faculty. This case study of a southern two-year college sought to determine perceptions of leadership during implementation of a large-scale initiative like CBE. Based on previous research and recommendations, business specialists, information technology representatives, and student support service representatives were included for a more holistic understanding. Organizational culture, communication, stakeholder support, and bystander roles were themes that developed. Results showed a positive societal impact when stakeholders better understand CBE and its potential for implementation. Implications were aligned with the literature in three of the four themes that evolved. The study found that, despite extrinsic pressure to develop new CBE programs in vocational and academic programs, inclusivity of representatives from these five specific stakeholder categories (administration, faculty, student support, information technology, and business specialists) to gain multiple perspectives, can increase the potential success of large-scale initiatives like CBE
How to Make Healthy Easting Easy
Get PDFThis handout is meant to educate the audience on how to use healthy defaults to make healthy eating easier. It gives techniques for planning and prepping simple healthy meals and snacks.https://dune.une.edu/an_studedres/1156/thumbnail.jp
Examining The Relationship Between Teacher Stress And Disruptive Student Behavior
Get PDFThis phenomenological research study was conducted at one inner-city elementary school in a Central Florida district. The intent of this research was to examine the lived experiences of certified elementary-level inner-city teachers who had experienced stress and burnout while dealing with continuing disruptive student behavior in their classroom. The study addressed three research questions: (a) What perceptions do inner-city, elementary-level teachers have regarding the role of student behavior and teacher stress and burnout? (b) How do inner-city, elementary-level teachers perceive the ways in which student behavior contributes to teacher stress and burnout? (c) How do inner-city, elementary-level teachers perceive the ways in which teacher efficacy can be improved to reduce teacher stress and burnout?
The conceptual frameworks of Maslow’s hierarchy of needs, Tajfel and Turner’s theory of social identity, and Lazarus and Folkman’s theory on stress and coping guided this research. Individual interviews were conducted with six participants. During the interview process, participants were asked to reflect on their experiences of teaching in a disruptive, elementary classroom environment. After data collection was complete, data were hand-coded and analyzed.
The data from the interviews uncovered key findings. Five themes that emerged were the perceptions of: (1) professional esteem, (2) disruptive student behavior, (3) stress and coping, (4) administrative support, and (5) student learning. The results of the research showed that across all six participants, the most prevalent finding in the data was the lack of value shown to participants by administration. The data also showed that disruptive student behavior and the lack of administrative support contributed to the decline of the participants’ professional esteem.
Recommendations include actions for administrators to develop standard practices to increase teacher value, and to develop better strategies to reduce teacher stress. Recommendations also include unexplored areas for further research, such as emphasis being placed on the aspect of teacher stress that involves administrative oversight and indifference or classroom management strategies that address chronic disruptive student behavior
Dexmedetomidine Use And Various Techniques Of Administration To Reduce Emergence Delirium In Pediatric Surgical Patients Undergoing General Anesthesia With Volatile Agents
Get PDFThis analysis of literature evaluated retrospective chart reviews and randomized controlled trials of school aged children undergoing surgical procedures necessitating general anesthesia with volatile inhalant anesthetic agents. These studies assessed and compared the efficacy of various routes and timing of administration of dexmedetomidine as a pre-medication to determine the most effective technique in reducing the incidence of postoperative emergence delirium (ED). ED presents as a transient, acute episode of delirium occurring during the transition from unconsciousness to complete wakefulness after general anesthesia with anesthetic gases. The results of this review suggested that pediatric patients treated with intranasal dexmedetomidine preoperatively experienced less traumatic separation from parents, smoother anesthetic inductions, avoided hemodynamic instability intraoperatively, had significantly less episodes of postoperative delirium, and had minimal delay to time of discharge when compared with other pre-medications and routes of administration
Reducing Anesthesia Workstation Contamination
Get PDFHealthcare-associated infections are a source of morbidity and mortality in the United States and have been shown to be more preventable than current incidence. Anesthesia providers may be a source of and vector for some of these infections. Nurse anesthetists provide direct individual care for numerous patients daily, managing airways and invasive devices that contaminate hands with secretions which then may be transferred to the anesthesia workstation. Due to its complexity, the anesthesia machine is difficult to thoroughly clean and may become a reservoir for contaminants.
The purpose of this paper will be to examine new interventions being explored to reduce the contamination of the anesthesia workstation. These interventions will include hand hygiene interventions, ultraviolet (UV) radiation for workstation disinfection, and anesthesia workstation barrier devices. Analysis of which interventions are the most effective may help to guide the direction of interventions to help reduce anesthesia machine contamination
Curriculum Developers’ Experiences Adopting Assistive Technology In An Educator Preparation Program
Get PDFAssistive technology competencies are not always included within the curriculum for teacher candidates. The lack of assistive technology content can result in teachers being unprepared to support the academic and social needs of students with significant disabilities in a general education classroom. Required courses in educator preparation programs for assistive technology have declined over the last decade. The problem addressed in this study was the absence of data about how teacher educators perceive their roles and responsibilities in learning about assistive technology and integrating the necessary competencies into the standard educator preparation curriculum. This interpretive phenomenological analysis study explored the experiences of higher education leaders when providing training to preservice teachers about assistive technology (AT). Two research questions guided this study. One of the questions asked curriculum developers about their lived experiences and beliefs of including assistive technology content into teacher preparation curriculum. The second research question pertained to curriculum developers’ lived experiences and beliefs about preparing teachers with the knowledge, skills, and dispositions for collaboration within inclusive schools.
The participants for this study included higher education leaders charged with influence over curriculum development for an educator preparation program. Data were collected using a phenomenological interview protocol to gain an understanding of the meaning participants attribute to experiences with curriculum development for teacher candidates. Five themes transpired from the data analysis, including: 1) lack of knowledge, 2) lack of AT adoption, 3) willingness to innovate, 4) need for collaboration, and 5) established norms/mental models. Several recommendations for the development and improvement of educator preparation curriculum emerged from the findings. Embedding assistive technology into the coursework for teacher candidates is warranted to ensure adequate preparation is acquired for supporting students with significant disabilities in a general education classroom
McArthur Gymnasium Entrance, Westbrook Junior College, Mid 20th Century
No full textWhite steps and railings form the McArthur Gymnasium, Westbrook Junior College, Portland, Maine, entrance in this mid 20th century, black and white photograph.https://dune.une.edu/wchc_photos_mcarthur/1011/thumbnail.jp