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EXPLORING EVIDENCE BASED PRACTICES FOR ELEMENTARY WRITING INSTRUCTION AND FOR TEACHER DEVELOPMENT: A REVIEW OF THE LITERATURE
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Get PDFThis autoethnographical piece explores how weight stigma and misconceptions about weight status, intentional weight loss, and health, may mask or render invisible serious health issues experienced by people of higher weight to healthcare providers and the medical establishment as a whole
From Trauma to Healing: The Story of My “Almost” 600 lb. Life
Get PDFThe special issue of Survive and Thrive: A Journal for Medical Humanities and Narrative Medicine poses poignant questions regarding the invisible markings, effects, causes, and outcomes of trauma. What is my story from trauma to healing? This autoethnographic narrative takes the reader on a journey through identifying the traumatic roots of food addiction. According to Ellis, Adams, and Bochner (2011), “Autoethnography is an approach to research and writing that seeks to describe and systematically analyze personal experience . . . [producing] aesthetic and evocative thick descriptions” based on epiphanies one experiences (abstract and para. 13). Narrative ethnographies are therapeutic stories that incorporate the researchers’ experiences “into the ethnographic descriptions and analysis of others” (para. 16). Through this narrative, I map my experiences onto and weave my voice into the stories of individuals featured on the reality television show My 600 lb. Life
Dance and Music as Therapy: Post Surgery Recovery and Healing through the Arts
Get PDFThis paper is a narrative account spanning 10-years in the life of Paul, a 19-year-old, elite dancer who, without knowledge of dance therapy, self-determined to claim dance ‘as’ therapy for himself as he faced a long, post-recovery after traumatic brain surgery that left him a mere shadow of his former self. His experiences were recounted in three open-ended interviews supplemented with insights from his brother and the first author based on their personal relationships with Paul. Findings demonstrate the connections he unknowingly made to dance therapy to re-train his mind and body and to re-gain strength and function while maintaining a spiritual resolve to remain positive and never give up. His experiences are reflected within the literature related to dance therapy and demonstrate outcomes of healing through dance and music, alongside medical care. The intent of this narrative is to inform and share the journey between illness, diagnosis, and recovery. The goal is to honour the value in narrative medicine and how lived stories can build relationships between health care professionals and those who walk in the shoes of recovery
ACOUSTIC PHONETIC VERIFICATION OF CANADIAN RAISING OF /AI/ AND /AU/ IN MINNESOTA ENGLISH
Get PDFThe diphthongs [ɑɪ] and [aʊ] are produced respectively as [ʌɪ] and [ʌʊ] by Canadians. This pronunciation was first mentioned in a primer in Canada in 1890. Joos drew scholarly attention to it in a seminal paper in 1942. It was later dubbed “Canadian Raising” by Chambers (1973). Vance (1987) contends that /aɪ/-raising was heard in Fergus Falls, MN, as far back as 1930s, but said nothing about the occurrence of /aʊ/-raising. The goal of this paper is to discuss the status of Canadian Raising in Minnesota English. Two separate experiments were conducted in which 18 Minnesotans produced 40 words embedded into the elicitation sentence, , again\u3e. The findings discussed in this paper are based on 2,160 measured tokens (40 words x 18 participants x 3 correlates (F1, F2, F3)). Just Noticeable Difference (JND) thresholds in the frequency domain are summoned to evaluate the type of Canadian Raising found in Minnesota English
In Vivo Potentiation of Muscle Torque is Enhanced in Female Mice through Estradiol-Estrogen Receptor Signaling
Get PDFEstradiol affects several properties of skeletal muscle in females including strength. Here, we developed an approach to measure in vivo posttetanic twitch potentiation (PTP) of the anterior crural muscles of anesthetized mice and tested the hypothesis that 17b-estradiol (E2) enhances PTP through estrogen receptor (ER) signaling. Peak torques of potentiated twitches were 40%–60% greater than those of unpotentiated twitches and such PTP was greater in ovary-intact mice, or ovariectomized (Ovx) mice treated with E2, compared with Ovx mice (P \u3c 0.047). PTP did not differ between mice with and without ERa ablated in skeletal muscle fibers (P = 0.347). Treatment of ovary-intact and Ovx mice with ERb antagonist and agonist (PHTPP and DPN, respectively) did not affect PTP (P = 0.258). Treatment with G1, an agonist of the G protein-coupled estrogen receptor (GPER), significantly increased PTP in Ovx mice from 41 ± 10% to 66 ± 21% (means ± SD; P = 0.034). Collectively, these data indicate that E2 signals through GPER, and not ERa or ERb, in skeletal muscles of female mice to augment an in vivo parameter of strength, namely, PTP
The Influence of Campus Facilities on the Satisfaction and Retention of Students in a Higher Education Setting
Get PDFThe goal of this quantitative study was to provide insight into the influence of facilities on satisfaction and retention of students in a single higher education setting, St. Cloud State University (SCSU). I used a survey research design with current undergraduate and graduate students to examine relationships among various aspects of facility design, student satisfaction, and student intention to persist to graduation. The survey was used to explore (a) the influence of specific campus facilities on students’ current level of satisfaction and intention to continue enrollment; (b) specific types of facilities most affecting student choice and satisfaction; and (c) how student perceptions, expectations, and satisfaction were related to various student demographic characteristics. The questionnaire also was used to gather the following student demographic information: (a) student classification (i.e., year in school), (b) major area of study, (c) housing status (i.e., on or off campus), (d) grade point average, (e) gender, (f) race and ethnicity, and (g) age. These individual characteristics were important in assessing how student perceptions, expectations, and satisfaction of facilities were related to various student characteristics. As established by this research, the availability of essential facilities (e.g., academic, residential life, athletics, recreation, student unions, libraries, and attractive campus) plays a part in student satisfaction, engagement, and, ultimately, academic success and retention. Specifically, academic and library facilities were highly ranked by respondents (87% and 86%, respectively) as important or very important for continued education (retention) and satisfaction. Sixty-four percent of respondents agreed SCSU provided them with an environment of accommodations and inclusion in which they felt a sense of satisfaction that their education goals were being met as they worked toward completing their degree programs. Demographic details of these two critical questions and all other survey responses are described in Chapter 4
Examining Select Minnesota Secondary High School Principal\u27s Perspectives, Leadership Characteristics, and Practices as They Led and Navigated through the COVID-19 Pandemic, School Closure and Transition into Distance Learning
Get PDFThe purpose of this qualitative study was to identify select Minnesota secondary principals\u27 (1) report on principal’s essential leadership characteristics and practices used when leading their stakeholders through a global pandemic, school closures, and transition to distance learning; (2) to analyze how select Minnesota secondary school principals’ personal beliefs and attributes align with the Top 4 Characteristics of Admired Leaders (CAL) from Kouzes & Posner Leadership Challenge and The Five Practices of Exemplary Leadership model and (3) provide current and future school administrators with best practices on emergency preparedness in navigating through a crisis incident.
Three select Minnesota lead secondary principals were selected to participate in the study from a recommended list of principals who had successful outcomes during the Covid-19 pandemic school closure and transition into distance learning. Data was collected in the form of structured in-depth interviews. The findings from the study identified the essential leadership characteristics deemed necessary reported by the selected principals were collaboration, vision, communication, and solution-focused decision-making. The effective practices principals reported implementing were digital communication, stakeholder surveys, staff, team, and professional learning collaboration meetings, distance learning daily schedules, student/staff device planning, and staff-student check-in meetings. Study also found the principals\u27 personal beliefs and attributes were consistent and aligned with the Top 4 Characteristics of Admired Leaders (CAL) model of honesty, competence, inspiration, and forward-looking and utilizing the Five Practices of Exemplary Leadership model. Each principal reported modeling the way, inspire a shared vision, challenge the process, enable others to act, and encourage the heart. The study provides current and future administrators with recommendations and best practice strategies reported by the principals on four vital elements during an emergency crisis incident and specially during the Covid-19 pandemic such as a crisis plan, Covid-19 health, and safety of stakeholders, and knowing themselves as a leader