5346 research outputs found
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Canterbury Alphabet: M
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/1022/thumbnail.jp
Treating Post-Dural Puncture Headaches: Sphenopalatine Block, Cosyntropin And Epidural Blood Patch
Get PDFPost-dural puncture headache (PDPH) is a severe and debilitating complication that can occur following neuraxial anesthesia. Obstetric patients are at an increased risk for this complication due to their gender, young age, and widespread use of neuraxial anesthesia. A hallmark sign of PDPH is a postural headache that improves when lying down and worsens when sitting or standing. It requires prompt diagnosis and treatment due to its incapacitating effects. The gold-standard treatment for PDPH is an epidural blood patch (EBP). However, this is an invasive procedure with multiple contraindications and the potential for severe complications. Noninvasive, more conservative therapies such as sphenopalatine ganglion block (SPGB) and intravenous (IV) cosyntropin have shown to provide significant relief with PDPH and its associated symptoms. This paper will review the current literature on the management and treatment of PDPH with EBP, SPGB, and IV cosyntropin therapies
Former High School Music Students’ Motivation To Persist Through Yearly Adjudicated Music Festivals
Get PDFThe purpose of this qualitative intrinsic case study was to understand what motivated former high school music students who failed an adjudicated festival audition, their perseverance to improve, and their return to the audition process in following years. In direct connection, this study fills a gap in literature regarding why students remain motivated throughout their high school years of music festival auditions. A focus on what motivated these students to persist through challenging music auditions was guided by the theoretical framework of self-determination theory. Data analysis was conducted on Intrinsic Motivation Inventory evaluations and in-depth student interviews. Through this case study, three primary themes of relationships, audition, and persistence/rejection emerged with 10 emergent subthemes. The primary supports in motivation for learning music were positive attitudes, an interest in learning to play music, and external factors such as relationships with their music educator and their course of study. When educators create systems to support students through autonomy, positive relations, and a focus on the process of learning, students develop intrinsic motivation and build a level of persistence. Findings from this study may be useful for festival organizers, K–12 school systems, high school music students, music teachers, and teachers in general
Hersey Hall, Westbrook Junior College, Circa 1930s, 1940s
No full textThe exterior of Hersey Hall, Westbrook Junior College, Portland, Maine, is shown in this circa 1930s, 1940s sepia toned photograph. Hersey Hall was the second dormitory and the third building constructed on the Westbrook Seminary campus. Built in 1869, Hersey Hall was named for Samuel Freeman Hersey (1812-1875), a Bangor timber baron and politician who served in the Maine State Senate and as a United States Congressman.
Hersey Hall has Italianate details--the bracketed eaves and the front porch--and was noted when it opened for the bathing room on each dormitory floor. The low brick building attached to Hersey Hall on the left is the dining hall which connects Hersey Hall to Goddard Hall.https://dune.une.edu/wchc_photos_hersey/1000/thumbnail.jp
Hersey Hall in the Snow and Lit Up at Night, Westbrook Junior College, Circa 1950
No full textHersey Hall, with every window lit up at dusk, sits in the newly plowed snow in this circa 1950 sepia toned photograph with Please Credit Jackson-White, Portland, Maine stamped on the back in red ink. Additionally, written with a blue fountain pen is the phrase Hersey Hall, largest dormitory of Westbrook Junior College for girls; Portland, ME.https://dune.une.edu/wchc_photos_hersey/1001/thumbnail.jp
Parent Perception Of The Parent And Placement Team Process
Get PDFSpecial educators face a growing number of legal implications as they strive to meet students’ needs as identified on Individualized Education Plans (IEPs). Once identified as requiring special education services, students have an (IEP) to track their progress on goals and objectives. All IEP meetings require the family’s attendance and feedback as part of the process. The Every Student Succeeds Act (ESSA) noted that parent feedback is required in the IEP document. This study collected information about parents’ perceptions of the IEP process. Individual interviews were completed with 13 engaged parents to document their experiences working through the IEP process. The themes identified were the need for regular communication, the need for simplification of the documents and parents’ experience of overwhelm. Parents’ feedback was minimal throughout the special education process. The researcher documented parents’ feedback about how their input could be used to improve their child’s educational outcomes. This study found communication from school staff to parents is crucial to improving their engagement in the IEP process. Another finding was that the special education process should be simplified as it is overwhelming for parents. The special education process is very lengthy and legalistic and the researcher found the process makes it hard for parents to stay engaged. Parents felt the special education team valued their feedback but wished the process could be changed to support more family engagement. Parents recommended developing a handbook to provide clear guidelines that could strengthen parent support and support the transition process
Mobilizations And Strengthening For Radiating Hip And Anterior Knee Pain: A Case Report
Get PDFResearch presentation slides:
Background and Purpose: The most common joint disorder in the United States is osteoarthritis (OA). Knee OA occurs in 10% men and 13% in women aged 60 years or older. Hip instability is commonly defined as hip joint unsteadiness that may cause pain. Joint restrictions and lack of hip strength may be associated with these two conditions. However, there is limited literature on hip strengthening and mobilizations on positive outcomes with hip instability. Therefore, the purpose of this case report was to utilize hip strengthening and mobilizations interventions on a patient with hip instability and knee OA. Case Description: The patient was a 71-year-old male who presented with radiating hip and knee pain. Lower extremity myotomes, range of motion (ROM), the Lower Extremity Functional Scale (LEFS), Single Limb Stance Test (SLST), and Plumb line test were used to evaluate improvements. Interventions implemented included lower extremity strengthening, stretching, manual therapy, and balance training. Outcomes: The patient attended 11 visits over 6 weeks. LEFS improved from 47/80 to 53/80 and SLST on the right leg with eyes open from 7 seconds to 10 seconds. Discussion: Although the patient showed relatively small improvements, he reported a reduction in difficulty and pain during his work and daily living activities throughout the 6-week rehabilitation process. The patient was educated on his posture and proper body mechanics, which may have contributed to his reduction in radiating hip and knee pain. Utilizing hip strengthening and mobilization interventions for treatment of hip instability and knee OA may have positive outcomes but requires further investigation. Future research should focus on lower extremity strengthening and manual therapy for knee OA and hip instability.https://dune.une.edu/pt_studcrpres/1005/thumbnail.jp
Soft Tissue Techniques For Upper Quadrant Range Of Motion And Pain In A Breast Cancer Survivor Following Mastectomy: A Case Report
No full textResearch presentation:
Background and Purpose: Breast cancer treatments (surgery, chemotherapy, endocrine therapy, and radiation) may cause late effects of pain, range of motion loss, and activity limitation in the upper extremity. The purpose of this case report was to describe the utilization of soft tissue techniques with instrument assisted soft tissue mobilization (IASTM) in outpatient physical therapy to address decreased UE function and pain for a patient post-mastectomy, chemotherapy, endocrine therapy and radiation. Case Description: The patient was a 61-year-old female who was referred to physical therapy for restricted mobility and pain in her right upper extremity post-oncologic treatments preventing her from vocation and participating in daily activities. The initial evaluation demonstrated right UE weakness of 4/5 (withstand light resistance), painful right active end-range of motion pulling into the hip and trunk with corresponding right-sided tissue puckering and mottling. The patient received 26 visits over 23 weeks combining manual therapy techniques, IASTM, yoga, a foam rolling program and therapeutic exercises.Outcomes: At the recertification evaluation note at week 23, she demonstrated outcome measure improvements in right UE strength 4/5 to 4+5 (withstand moderate resistance); increased tolerance of UE end-range AROM with decreased reported pain sensation; Quick Disability of the Shoulder Arm and Hand score decrease (27.27/100 to 11.36/100); Numeric Pain Rating Scale decrease (2/100 to 1/10); and Pain Disability Index decrease (2/10 to 1/10).Discussion: Orthopedic outpatient physical therapy rehabilitation for UE conditions in breast cancer survivors should have consideration to effects of surgical, medical and radiologic treatments both locally and systemically. The pursuit of therapists’ continuing education for future treatment considerations of breast cancer survivors post-surgery combined with endocrine, chemotherapy and radiation may enhance efficacy of soft tissue mobilization and therapeutic exercises.https://dune.une.edu/pt_studcrpres/1010/thumbnail.jp
Nontraditional University President: From Candidate To President
Get PDFThe purpose of this descriptive phenomenological study was to understand a nontraditional university president’s transitional experience of the presidential search process and the competencies he believed he possessed and how those competencies have been utilized as a university president. The study utilized Creswell’s approach to phenomenology to document the experience of going through the search process. The American Association of State Colleges and Universities (AASCU, 2016) report, the AASCU State College and University Presidential Competency Model, provided the framework for this study. This study used that framework to evaluate whether the nontraditional president has the same competencies called for in the model.
This study addresses two research questions. What is the experience of a nontraditional candidate who transitions from industry leader to a university president? How does a nontraditional university president translate his professional competencies into the role of a university president? This study used an in-depth semi-structured interview with the nontraditional president. The interview focused on his previous experience and competencies, his candidacy and appointment experience, and about applying the previous developed competencies in the academic environment. The setting was a Midwest public flagship university where the president came from a nontraditional career pathway.
The nontraditional candidate followed a nontraditional path during the search process because he believed the process was flawed. The nontraditional president demonstrated the majority of the competencies called for in the AASCU model. The governing board also broke with the norms by meeting with a potential candidate before he had gone through the search committee process. The search process was rooted in the culture of the university, which led to a negative reaction to the nontraditional president. When search committees and governing boards are interviewing candidates, regardless if they are traditional or nontraditional, they should use the AASCU (2016) model as a framework for evaluating candidates. To avoid a negative reaction, the search process needs to be clearly defined at the beginning of the search and any candidate, traditional or nontraditional, must follow that process
Canterbury Alphabet: K
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/1020/thumbnail.jp