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Japanese Contemporary Casual Language: What Is It, Why It Matters, and Who It Matters For
No full textIt’s Raining, It’s Pouring, The Old Man Ignores the Warning: How Tornado Warnings are Perceived by the Public
No full textThe Blame Game: How different communities are blamed for Diseases, Sickness and Pandemics
No full textMcGill User Guide
No full textThe User Guide for the Library of Appalachian Preaching is a Google Sheet that can be searched, sorted, and downloaded for offline use.
At the moment, McGill has only one sermon in the Library; it has a Guide of its own so the records will be complete. It includes the title, sermon text, date and place the sermon was preached, and so on. This information is available in the master list of sermons as well.https://mds.marshall.edu/mcgill_alexandertaggart/1001/thumbnail.jp
McIlvaine User Guide
No full textThe User Guide for the Library of Appalachian Preaching is a Google Sheet that can be searched, sorted, and downloaded for offline use.
This part of the Guide provides information about McIlvaine\u27s sermons and other discourses. It includes the title, scripture text, date and place the address was delivered (if known), and so on. This information is available in the master list of sermons as well.https://mds.marshall.edu/mcilvaine_jameshall/1012/thumbnail.jp
Impact of the methamphetamine epidemic on healthcare
Get PDFIntroduction: The surge in methamphetamine use in the U.S. has presented various challenges for individuals and healthcare systems. Research has shown high relapse rates, oral health issues, and increased susceptibility to blood-borne viruses among users, underscoring the gravity of the situation. Furthermore, the absence of approved pharmacological treatments and systemic barriers to effective treatment highlighted the pressing need for holistic approaches to address this epidemic successfully.
Purpose of the Study: The purpose of this research was to identify the challenges faced by treatment providers specializing in substance use disorder treatment amid rising instances of methamphetamine abuse, including managing heightened relapse rates, mitigating oral health complications, handling methamphetamine-induced psychosis, reducing susceptibility to blood-borne viruses, addressing the absence of efficacious pharmaceutical interventions, accommodating increased admissions into treatment facilities, and considering broader ramifications on healthcare systems.
Methodology: This study utilized a thorough literature review supplemented by semi-structured interviews with substance use disorder treatment providers. Relevant articles were identified through databases and websites using specific search terms. PubMed and Google Scholar were used to identify 373 total sources. These sources were reviewed and reduced to 44 sources that were used in the written research. Of these, 22 were used in the Results section.
Results: The research showed varying efficacy of pharmacological interventions, the daunting task of managing oral health complications, alarmingly high relapse rates, and the heightened susceptibility to blood-borne viruses among methamphetamine users. Treatment providers noted systemic challenges such as patient engagement hurdles and limited treatment options. The study demonstrated a notable increase in methamphetamine use admissions and underscored the necessity for comprehensive care strategies.
Discussion/Conclusion: While the study\u27s hypothesis remained inconclusive due to the intricate nature of methamphetamine addiction and its treatment outcomes, it was suggested evidence emerged concerning oral health complications, methamphetamine-induced psychosis, and susceptibility to blood-borne viruses among users. The identified systemic challenges emphasized the critical need for tailored interventions, standardized screening tools, and grant programs to effectively address the profound impact of the methamphetamine epidemic on healthcare systems
20240320: John Deaver Drinko Academy Materials, 1984-2007
Get PDFThese items include materials from the office of the John Deaver Drinko Academy at Marshall University. Items were received in 2024 via Dr. Monsterrat Miller regarding historic information about John Marshall, as well as information about faculty members\u27 John Marshall Scholars Award Interviews. Please download the finding aid for a full list of contents
Trauma Curriculum Integration in Counselor Education: A Delphi Study
Get PDFResearch has established the need for trauma education and training for safe and effective entry-level practice. However, studies have shown insufficient and inconsistent training in graduate counseling programs. Those studies reflected the opinions and experiences of practitioners and graduate students. To add to the extant literature, we used the Delphi method to gather information from counselor educators who have experience in trauma counseling and education. The Delphi technique is a group communication strategy designed to obtain expert consensus through a series of survey questionnaires, modified and adapted to reflect group opinion. We asked participants for their insight into the most effective way to integrate trauma education into the graduate counseling curriculum. After three survey rounds, 12 trauma and counselor education experts reached consensus on the following: (a) faculty education and training to increase competence and efficacy in teaching trauma-focused material and utilization of trauma-informed teaching practices that enhance learning; (b) counselor educator dispositions that reflect a responsive, trauma-informed, and resilience-oriented framework to facilitate change; (c) development of course content that incorporates trauma-informed principles, trauma-specific knowledge and skills, cultural diversity, and assessment; (d) accreditation standards that support trauma education. The expert panel offered recommendations that the counseling profession can utilize to move forward in making trauma education a priority
Educators’ beliefs about using academic acceleration with gifted math students and others: Barriers and opportunities
Get PDFThis study examined the perceptions of educators (i.e., math teachers, administrators, and others) for insight into the absence of acceleration as a common pedagogical strategy in mathematics, despite longstanding research supporting the practice for students gifted in math and the interest frequently articulated by policymakers and educators in boosting American K-12 students’ math achievement. Educators from 48 states responded to scale-based and open-ended questions about math acceleration through an online survey where 713 of 818 respondents were teachers, balanced almost evenly among elementary, middle, and high schools, and among urban, suburban, and rural settings. The responses of teachers and non-teaching educators indicated a series of logistical and philosophical factors serving as barriers to acceleration, agreeing most often on seeing (1) philosophical opposition to acceleration on equity grounds, and (2) a school focus on struggling students. Open-ended responses endorsing more math acceleration were grounded in embracing the academic and social/emotional learning needs of advanced math students, while negatively worded responses were grounded mostly in the perceived emotions and relative standing of other non-accelerated students. Over 75% of educators supported math acceleration broadly defined to include “above-average” students. Educators generally supported the needs for math acceleration and for grouping gifted math students together, though some insisted on the typical same-age grouping for all found in our received age-grade factory model of education. This study was consistent with prior research advising that student learning would be vastly improved if schools aligned learning with students’ readiness and vast diversity, rather than their individual ages