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20220622: President\u27s Papers, University Status Information, 1956-1963
Get PDFThese items include materials from the office of the President at Marshall University from 1956-1963. Items were received in the 1970s or 1980s but were not appropriately inventoried. Items include notable materials about Marshall College\u27s transition to Marshall University. Please download the inventory for a list of contents
20220613: Corbly Hall, 1988-2010
Get PDFThese items include materials from what is now known as Physical Plant and Facilities at Marshall University from 1988-2010. Items were received at an earlier date but were not inventoried until 2022. Items within this collection have to do with Corbly Hall and its various projects to renovate and remodel over the years (e.g. Boiler replacements, masonry and roof renovations and improvements, and the maintenance manual). This is not an exhaustive list, but the attached inventory will give a broad overview of what is contained in each of the boxes
Perceptions of Directors of Dietetic Internships Concerning Challenges to Meet Accreditation Council for Education in Nutrition and Dietetics Core Competencies
Get PDFCompetency-based education is used in several healthcare profession educational programs. Competency-based education has been at the forefront of dietetics education for several years and continues to this day. It is used in the undergraduate programs as well as in dietetic internships. The mastery of these competencies reflects the skillset a student or intern has achieved to be ready to advance to the next level. For an undergraduate student, mastery of all undergraduate competencies would indicate the ability to graduate the program and be eligible to apply to a dietetic internship. For a dietetic intern, mastery of all competencies would indicate that the intern would be eligible to complete the internship and would possess the skillsets to be ready for entry level practice as a registered dietitian nutritionist. Mastering these competencies by an undergraduate student takes place in the classroom through education, assignments and experiences. The best-case scenario of the mastery of these competencies as an intern is in the supervised practice field experience with a preceptor. A preceptor is an individual who is considered a professional in their field of expertise. At times, a competency cannot be met in the field and is then met through alternative means. An internship director is responsible for devising strategies to assist the intern in meeting competencies. The purpose of this study was to compare the perceptions of directors of onsite (traditional) and distance internships regarding any challenges they may face in implementing strategies to meet core competencies. This study was based on a non-experimental quantitative and qualitative data collection design utilizing descriptive survey research. During the first phase of the study a pilot study was conducted, given that there were no previously developed surveys available. The second phase of the study included sending out a survey to 35 distance internship directors and 35 to onsite (traditional) internship directors. The results of the study showed that there were three core competencies among 41 core competencies with significant differences between onsite (traditional) and distance internship directors’ perceptions of challenges. The results of this study also showed the many challenges that are faced by distance and onsite (traditional) internship directors who are devising strategies to meet the core competencies. The results of this study also showed no significant differences in the success of graduates of onsite (traditional) and distance internships on the national registration examination for dietitians. The results of this study also showed that many of the onsite (traditional) and distance internship directors perceive that the mastery of core competencies during an internship does not have much influence on first-time pass rates on the national registration examination. This study informs dietetic internship directors or any other healthcare profession educational program that uses competency-based practices as to the challenges that are faced in devising strategies to meet these competencies. This study also informs internship directors of possible strategies to overcome these challenges. This study complements past research studies as it showed that there are quality experiences and successes of graduates of both onsite (traditional) and distance internships
The Future of the Big Sagebrush Ecosystem: Plant Community Response to Grazing, Wildfire, and Invasive Annual Grass in a Changing Climate
Get PDFClimate change is increasingly affecting the plant communities across the world. In the Western United States, these changes are affecting plant communities and their risk of invasive species, as well as the frequency and severity of wildfire. Big sagebrush (Artemisia tridentata Nutt.) ecosystems of the Western United States are facing threats of increasingly frequent wildfire and invasion of the annual grass cheatgrass (Bromus tectorum L.), which may be exacerbated by global climate change. Past studies have found cheatgrass to exhibit a positive feedback loop with wildfire, and climate change is expected to facilitate expansion of the cheatgrass range. Livestock grazing, particularly overgrazing, can also promote cheatgrass invasion and subsequent decline of native species. The goal of this work is twofold: (1) to simulate where cheatgrass invasion is most likely to occur, and what the resulting impacts on fire frequency and the native plant community will be under future climate scenarios, and (2) to determine the response of cheatgrass and native plant functional types to different grazing treatments. We modeled changes in plant community composition and fire frequency under future climate conditions and livestock grazing intensity treatments using an individual-based plant simulation model, STEPWAT2, for 200 sites across the big sagebrush ecosystem. We used global circulation models for established representative concentration pathway (RCP) emissions scenarios 4.5, and 8.5 for mid-century, and end-century conditions, and implemented livestock grazing treatments as a predetermined portion of biomass removed for each functional type for each simulation year. We found that sites within the northeastern ecoregions of our study area, including the Snake River Plain, the Wyoming Basins, and the Great Plains, were the most likely to become invaded by cheatgrass in the future as climate becomes more suitable for cheatgrass. On average across all sites, we simulated declines in biomass for native perennial forbs, big sagebrush, and C3 perennial grasses under future climate scenarios, and simulated increases in cheatgrass and C4 perennial grass biomass. Sites which had a simulated increase in cheatgrass invasion burned more frequently, which resulted in lower simulated big sagebrush biomass than uninvaded sites. We found that functional types which are most sensitive to climate change had similar responses to climate regardless of livestock grazing treatment, and the implementation of livestock grazing in any intensity did not fully counteract the effects of climate on native or invasive plant functional types. Livestock grazing had a larger effect on plant communities than climate for all plant functional types except big sagebrush, and in the case of native C3 perennial grasses livestock grazing exacerbated the effects of climate on biomass loss. These results suggest that climate change may lead to the increased spread of cheatgrass and increased wildfire in big sagebrush ecosystems and a reduction in biomass for most native plant functional types, irrespective of livestock grazing intensity. These findings may help to inform land management decisions and conservation planning within the big sagebrush region in light of a changing climate
Application of Confocal Microscopy To Study the Neural Mechanisms Underlying Insect and Rodent Behavior
Get PDFPosture and walking require support of the body weight, which is thought to be detected by sensory receptors in the legs. Specificity in sensory encoding occurs through the morphological properties of the sense organs (numerical distribution, receptor size) and their physiological response characteristics. These studies focus upon campaniform sensilla, receptors that detect forces as strains in the insect exoskeleton. To study the morphology of campaniform sensilla, the sites of mechanotransduction (cuticular caps) were imaged by light and confocal microscopy in four species (stick insects, cockroaches, blow flies and Drosophila). These data indicate that the gradient (range) of cap sizes may most closely correlate with the body weight. These studies support the idea that morphological properties of force-detecting sensory receptors in the legs may be tuned to reflect the body weight. Overall, this study indicates that the morphological properties of the sense organs are specifically tuned to provide information needed for postural stability and successful locomotion
Student Perspectives on the Presence and Usefulness of Navigational Course Elements in Distance Education Courses
Get PDFThe Quality Matters Standards for Course Design (2018) rubric is a course development rubric for online courses in higher education. General Standard 1 provides a list of specific review standards that are integral in the development of courses, including course expectations, course structure, learning guidance, communication expectations, technology skill requirements, criteria for student assessment, and overall course organization. Student feedback is necessary in order to determine whether students view elements of the course overview and introduction as present in their courses, and whether those elements are useful for the successful completion of their online course. This research utilized a mixed-methods approach, with a survey being sent to all students enrolled in an online degree program at a midsized regional university during the Spring 2021 term. The results of this study indicated students found all elements of Quality Matters Standard 1 to be somewhat to mostly always present in their courses. Study findings indicate students perceive all elements to be somewhat to mostly useful in their successful completion of an online course. These findings indicate students find General Standard 1 rubric elements as useful in the successful completion of an online course
Treatment of Tardive Dyskinesia with High Dose Vitamin B6 Associated with Depression
Get PDFTardive dyskinesia (TD) is a movement disorder associated with dopamine receptor blocking medications. Recommended treatments for TD include discontinuing the causative agent, adding vesicular monoamine transporter 2 (VMAT2) inhibitors, or adding vitamin B6. We present a 66-year-old Caucasian male with bipolar I disorder who developed TD while on lithium and quetiapine having been euthymic on this regimen for three years. He was initially treated with 1200 mg B6 daily. This failed to improve his TD and was associated with a depressive episode. He switched to valbenazine 40 mg daily which improved his TD and concurrently his mood, but months later the TD symptoms worsened again. Our case adds to the literature by demonstrating that some patients with TD will not respond to vitamin B6. To our knowledge, ours is the first case suggesting association of high dose vitamin B6 with depression. This case also demonstrates that response to valbenazine may not last and further studies are needed