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Portuguese Lesson Plan: Census 101 Make Portuguese Count Introduction
Get PDFhttps://digitalcommons.ric.edu/mpc2020/1001/thumbnail.jp
Out in the Cold: How Truman Killed Roosevelt\u27s Vision for the United Nations
Get PDFFollowing President Roosevelt’s death, the final negotiations and formative first years of the United Nations fell to Truman. Roosevelt intended the organization to address international crises, and Truman claimed Roosevelt’s legacy, however Truman’s decisions over his nearly eight years in office pushed the United Nations to become afterthought in American foreign policy. This paper examines how the vision for the United Nations changed from Roosevelt to Truman, and its consequences
Past Experiences of Getting Bullied and Assaulted and Posttraumatic Stress Disorder (PTSD) After a Severe Traumatic Event in Adulthood: A Study of World Trade Center (WTC) Responders
No full textAlthough experiencing bullying and other forms of assault is associated with adverse physical, emotional, and psychological consequences, the long-term consequences, especially in the aftermath of a severe trauma in adulthood, is not known. This study examined the relationship between history of being bullied and/or assaulted and posttraumatic stress disorder (PTSD) symptoms among responders to the World Trade Center (WTC) disaster. During 2015–16, a modified life events checklist was administered to responders at Stony Brook WTC Health Program. WTC-related PTSD symptoms were assessed by PTSD checklist (PCL). Longitudinal mixed models examined associations between bullying, other forms of assault, and severity and chronicity of PTSD symptoms. Approximately 13% of 920 responders had probable WTC-PTSD (PCL≥44). Being bullied in childhood was associated with increased odds of WTC-PTSD (adjusted odds ratio [aOR] =7.34; 95% confidence interval [CI] = 2.12–25.34), adjusted for demographics, other stressors, and WTC exposures. PTSD odds decreased over time among those not bullied (aOR 0.82; 95% CI: 0.73–0.92), but not among victims. Experiencing physical, sexual, or verbal assaults during adulthood, also had a significant association with WTC-PTSD (aOR 4.64; 95% CI: 1.98–10.92). Findings suggest being bullied in childhood and/or assaulted in adulthood can increase PTSD risk and progression after mass trauma
Park Is Closed sign
No full textA notice sign stating that the playground is closed, also includes reminders on physical distancing, avoiding gathering in groups, and hand washing.https://digitalcommons.ric.edu/covid19_images/1006/thumbnail.jp
Blocked-off playground
No full textPlayground equipment that is blocked off with caution tape to prevent it from being used.https://digitalcommons.ric.edu/covid19_images/1003/thumbnail.jp
Stress Overload / Coping in RIC Undergrad Nursing Students
Get PDFThe purpose of this project was to conduct a preliminary assessment in order to obtain baseline data in regard to stress and coping mechanisms among Rhode Island College undergraduate nursing students. Common stressors, stress levels and coping mechanisms among undergraduate nursing students were identified. Appropriate evidence-based methods were provided as a resource to the undergraduate nursing student participants to assist with coping with their stressors. This project surveyed Rhode Island College undergraduate nursing students in a quantitative and qualitative fashion by having them answer the Student Nurse Stress Index (SNSI) (Jones & Johnston, 1999) and answer open-ended questions in relation to stress, personal coping mechanisms and personal activities regarding nursing school and personal life. In order to address opportunities for nursing students to manage stress, this investigation of common stressors and coping mechanisms among undergraduate nursing students at Rhode Island College was undertaken
Are We Meeting the Needs of Our Heritage Language Learners?
Get PDFThis study aimed to analyze the experiences of Spanish-speaking heritage language learners in the Spanish program at a high school in Rhode Island to see how dominant language ideologies position heritage speakers and their funds of knowledge in the curriculum and in the classrooms of a predominately Latin American school. This study used a qualitative approach to data collection and analysis. The conclusions suggest that reforms are needed to the school’s Spanish program in order to deliver more equitable instruction