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Pati Hill Collection Unframed Artwork - Series Works
Get PDFFinding aid for the Pati Hill Collection Unframed Artwork - Series Works at the Arcadia University Archives
CME: Plastic Bronchitis in the Pediatric Population
No full textPlastic bronchitis (PB) is a rare respiratory disease characterized by the development of bronchial casts that lead to airway obstruction and acute respiratory distress. Symptoms include shortness of breath, cough, decreased respiratory sounds, and rales. The cause is not well defined and ranges from mycoplasma infection to Fontan procedures. Proper identification and management of this condition is imperative to clinical outcomes for pediatric patients. Past treatments share components of cystic fibrosis medical management but advancements within the field of interventional radiology have altered the landscape of treatment options. This article will present the various pathophysiology\u27s contributing to PB, clinical presentation, diagnostics, and management with an emphasis on the current treatment plans
Treatment Potential of Psilocybin for Major Depressive Disorder
Get PDFMajor depressive disorder(MDD) affects millions of Americans every year and is a condition that can be difficult to deal with for both patients and providers alike. Looking for alternative treatments, psilocybin has begun to be examined for efficacy in treating MDD in recent years, with current thought that effects are strongest when combined with psychotherapy. This review found several studies that demonstrated promising, but not conclusive, evidence of symptom improvement following treatment of psilocybin. While more research is needed, psilocybin has the potential to be a viable alternative for those looking to treat this significant public health issue
Updates on Pharmacological Management of Postpartum Depression
No full textPostpartum depression (PPD), a variety of major depressive disorder, affects approximately one in seven women worldwide. It can have severe negative consequences on the wellbeing of mothers and their infants. Standard pharmacological management of PPD prior to 2019 included antidepressants such as SSRIs, SNRIs and TCAs. However, it is important to recognize the impact of postpartum physiological changes on development of postpartum depression and how treatment targeting these changes can be beneficial. Current standard pharmacological treatment with antidepressants typically requires several weeks to take full effect. However, rapid development of depressive symptoms in a period critical for mother-baby bonding necessitates more rapid treatments. In the past few years, research into the pathophysiology of PPD skyrocketed, leading to the development of new PPD specific pharmacological treatments. This article reviews the mechanism of action, administration, adverse effects and research surrounding two newly FDA approved medications for PPD: Brexanolone and Zuranolone. These novel medications are especially valuable in providing more rapid improvement in symptoms than traditional treatments
Point-of-Care Ultrasound - the stethoscope of the future
No full textThis paper examines the utility of Point-of-Care Ultrasound (POCUS) in diagnosing cardiovascular and respiratory conditions compared to traditional methods such as auscultation with a stethoscope, chest X-rays (CXR), and computed tomography (CT). POCUS, with its real-time imaging capabilities, no radiation exposure, and superior sensitivity and specificity. POCUS has the potential to be a valuable tool in various clinical settings including emergency departments, critical care units, primary care, pediatrics, pulmonology, and cardiology. By providing immediate visual data during clinical examinations, POCUS enables rapid assessments and informed decision-making by healthcare providers, ultimately improving patient outcomes. However, challenges such as variability in training, lack of standardization in protocols, and operator dependency exist. The paper advocates for the integration of formal POCUS training programs into medical education curricula to ensure widespread competence among healthcare providers. Strategies proposed for overcoming these challenges include standardized guidelines, competency requirements, and longitudinal education. Looking ahead, the paper emphasizes the need for further research and investment in POCUS technology and education to fully realize its potential in enhancing diagnostic accuracy, reducing healthcare costs, and improving patient care. POCUS emerges as a cost-effective, efficient, and indispensable tool that should be integrated into the modern bedside assessment of patients, potentially reshaping the future of medical practice
Aseptic loosening and Longevity of Cementless versus Cemented in Total Knee Arthroplasty
No full textThe use of cement in fixation of total knee arthroplasties (TKA) vs cementless and its effects on the longevity of each total knee replacement has been widely debated in terms of which has the lowest risk of aseptic loosening versus the other or if there is a significant difference at all between the options. Aseptic loosening is the leading factor in individuals requiring revisions of total knees. Variables such as age, gender, bone density, BMI, and activity level play key factors in the life span of each prosthetic joint.6 With many variables affecting the length of time the joint is functional it could be confusing to pick a best option. In the past, cementless TKAs were more prone to loosening, but with the advancement of joint prosthetic technology they are becoming a more viable option compared with cemented fixation and hybrid fixations
The Role of Primary Care Providers in Maintaining Weight Loss by Preventing Behavioral Relapse
Get PDFSupporting patients in optimizing health by treating obesity remains a relevant goal for primary care providers. While weight loss is frequently achieved with behavioral modification, maintaining weight loss by avoiding behavioral relapse is much more difficult. Patient may lose weight by reducing overall energy intake, incorporating intensive behavior change programs, utilizing pharmacotherapy as needed and, in certain cases, undergoing bariatric surgery. With a focus on behavior change and maintenance, primary care providers can support patients by planning more frequent follow up appointments, at least every one to three months. In these visits, PCPs can: focus on reenforcing lifestyle change principles that led to patients’ initial weight loss and addressing triggers for behavioral relapse with in-office discussion and targeted referrals. With effective support patients are more successful in maintaining positive lifestyle changes
Teaching STEM for Social Justice: An Exploration and Analysis of Teachers’ Pedagogical Content Knowledge
Get PDFResearch Problem
Reforms in Science, Technology, Engineering, and Mathematics education over the past several decades have resulted in a somewhat steady pressure to infuse personal, social, and cultural relevance into STEM education (DeBoer, 1991; Gallagher, 1971; Hekimoglu & Sloan, 2005; ITEEA, 1996, 2020; NCTM, 2000; NRC, 1989, 2009, 2010, 2012). This emphasis on relevance eventually resulted in a push for social justice in education as a means to both engage learners and to develop students’ moral and ethical reasoning abilities in hopes that this would lead to a more just world (Dos Santos, 2009; Zeidler, 2016). Amidst rising concerns for relevant and equitable curricula, socioscientific issues (SSI) can be seen as an avenue to provide STEM teaching through a more justice-centered approach (Dos Santos, 2009; Morales-Doyle, 2017). However, engaging in social justice pedagogies in general is not always easy for teachers, and often underexplored for STEM teachers in particular (Kokka, 2018). For instance, teachers often struggle with implementing SSI due to issues with time constraints, confidence, and support (Fadzil, 2017; Saunders & Rennie, 2013). Conceptual Framework: PCK of Social Justice STEM Pedagogy
Pedagogical content knowledge (PCK) can be a useful model for describing and analyzing the different facets of teacher knowledge involved in successfully planning for and implementing classroom instruction (Gess-Newsome, 2015; Shulman, 1986). Important in understanding PCK are both the different pools of teacher knowledge contained within PCK (e.g. Magnusson et al., 1999; Chang & Park, 2020), and a holistic understanding of the context-specific particularities of teacher knowledge (Gess-Newsome, 2015). This study will use PCK of Social Justice STEM Pedagogy (SJSP) as a conceptual framework for understanding how teachers can teach STEM for social justice. This PCK of SJSP Framework (Figure 1) organizes instruction around an authentic, organizing SSI and is used to embed STEM content within sociocultural contexts relevant to students’ lives (Minken et al., 2020, 2021; Sadler et al., 2019; Zeidler, 2016). Through exploration of this SSI, the teacher is able to reframe the SSI as related to issues of injustice through problematization (Dos Santos, 2009; Freire, 1970/2000; Morales-Doyle, 2017, 2020) and develop students agency and move them to act in order to help resolve the issues of injustice revealed by the SSI (Dimick, 2012; Rodriguez, 1998; Sadler et al., 2019). Research Methods
This study used a case study design (Creswell & Poth, 2018; Yin, 2018) to explore the ways teachers in the J-STEM program develop and conceptualize their Pedagogical Content Knowledge (PCK) relating to Social Justice STEM Pedagogy (SJSP). Specifically, this study explored the ways in which teachers participating in the J-STEM program developed and refined their pedagogical content knowledge of SJSP throughout the course of the program. This study was guided by the following research questions:
RQ1: To what extent did teachers adapt their PCK of SJSP in the (re)development of a unit of study?
RQ2: To what extent did teachers use their PCK of Agency & Action to extend learning for students beyond the walls of the classroom?
RQ3: To what extent were teachers’ PCK of SJSP similar and different as they (re)developed a unit of study?
In this case, all of the research questions were focused on the PCK of SJSP for teachers participating in the J-STEM program. Therefore, the case under investigation was identified as the development of secondary teachers’ PCK of SJSP in the context of the J-STEM Program. This constitutes what Creswell and Poth (2018) refer to as an intrinsic case, as it “presents an unusual or unique situation” (p. 99) where teachers of STEM subjects are engaging in structured professional learning centered around infusing social justice into STEM. Bounding the case is important in deciding how to focus the case, such that there is clarity between what constitutes the case and what constitutes the context thereof. This case was bounded to the experiences and perceptions of teachers in the inaugural cohort that relate to the development of their PCK of SJSP. Other participants, staff, program activities, etc. were seen as the context within which the case resides. Three of these teachers were enrolled as participants in this study. All three are white, veteran teachers with more than 10 years of teaching experience teaching in public schools in low-income neighborhoods. Mr. Rubin is male, while Ms. Rossi and Ms. Moretti are female. Ms. Moretti and Mr. Rubin taught 6th grade science, while Ms. Rossi taught 11th & 12th grade physics and chemistry. None of these teachers had experience teaching with SSI prior to joining the J-STEM program. Findings and Conclusion
Teachers in this study expressed PCK of Authentic Activity throughout their SJSP unit of study, showing that they sought to make learning authentic while they incorporated each of the additional four SJSP domains consecutively. Teachers did this by incorporating and valuing student voice, making learning relevant to their students, and engaging community partners throughout their units of study. Regardless of the order they chose in moving through the framework, the teachers expressed their PCK of Sociocultural Context by engaging students in exploring socioscientific issues, and analyzing these issues through multiple perspectives, and expressed their PCK of STEM Content through their use of modeling and through the ways in which they had students collect and analyze data. After guiding their students through the STEM Content and Sociocultural Context relevant to the SJSP unit of study, teachers engaged students in problematizing the underlying SSI. Teachers in this study expressed their PCK of Problematization in a variety of ways, including engaging students in reflecting on the relationship between the perspectives people have based on their backgrounds and experiences (reflexivity) and engaging in meaningful dialogue around these varied perspectives and implications relative to the SSI (dialogic conversation). Teachers further expressed their PCK of Problematization in the way they illuminated tensions inherent in the SSI central to their SJSP unit of study by asking students to consider how implications of the SSI and potential resolutions thereof would play out on a local vs. a global scale (magnification), and furthermore how the particulars of the SSI shifted depending on the locale the SSI was applied to (comparative localization). Finally, teachers built on students’ capacity to problematize the SSI, surfacing issues of injustice, to cultivate students’ Agency and support them in Action related to resolving the SSI. Teachers expressed this PCK of Agency & Action through the ways they had students elucidate their own positions and solutions with respect to the SSI and by engaging students in community improvement projects. In extending student learning beyond the walls of the classroom, teachers seemed to primarily emphasize the importance of community improvement projects. Teachers’ PCK of SJSP differed in the ways in which they emphasized different domains. Implications, limitations, and directions for future research are discussed
The Happiness of a Baby Snail
No full texthttps://scholarworks.arcadia.edu/pati_hill_image_gallery/1003/thumbnail.jp
Delivery of the Immune System: Understanding the Development of the Human Immune System Based on Birth Mode
Get PDFThe creation of the immune system starts from the womb. The expecting mother plays an immense role outside of the genetic influence in developing a neonate’s immune system. The mode of birth has a substantial impact, as the neonate’s initial moments can have lasting impacts on the making of a proper immune system. A mother should have the choice in choosing between a vaginal birth or a cesarean section and this paper looks to provide aid in the decision process by contrasting the two modes in terms of immunological impact, especially as the rate of c-sections climb (1,2). The approach of this paper is a collective case study, to understand the similarities and differences between the two modes of birth, vaginal and cesarean section (31). Specifically, it’s an instrumental case study as the purpose of the paper is to gain insight overall (32). A combination of primary and secondary research is conducted, using strategies to analyze each source type. Research techniques include an interview, observation, direct interpretation, and categorical aggregation to collect and analyze both qualitative and quantitative data (30,32). The main contrast between the two modes of birth is the creation of the neonate’s gut microbiota, as its diversity and amount is directly proportional to the proper development of the neonate’s immune system (17). Overall, a c-section can cause the underdevelopment of the immune system increasing risk of short-term and long-term effects on the newborn. Therefore, it is necessary for these consequences to be regarded more highly when choosing a delivery method