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The Apocalyptic Fire
No full textThe apocalyptic fire enshrouds the tree of life, flowers blooming, green fronds and white daisies peeking out from the dark. We see the fire but we also see light and bursts of life exploding near the branches of the tree. A pink heart throbs between a couple, walking toward the tree, hand in hand, their future uncertain, their names unknown. The tree and the people are in silhouette but everything else is alive, pushing the limits of endurance, striving to bloom.
(Written on behalf of Angie based on the images in her square, created in layers of orange and blue fabric, with the fire/light, the tree, the flowers, the heart, and the humans appliqued with orange thread. ~ Deborah Mutnick)https://digitalcommons.liu.edu/community_usquilt_2023/1004/thumbnail.jp
Supporting Novice Department Leaders
Get PDFThe purpose of this study was to understand the extent to which novice department leaders believe they have been supported in their roles. Previous research has suggested that department leaders have unique needs due to the lack of clarity in their roles and responsibilities. The literature further reflected the inconsistent support provided to novice administrators, and focused primarily on principals. To examine novice department leaders’ perception of informal and formal supports, The Experiences of Novice Department Leaders questionnaire was distributed to K-12 department leaders and building department chairpersons on Long Island (N = 83), with no more than 4 years of leadership experience. Results show that the perceived availability and effectiveness of support is affected by variables such as gender, teaching responsibilities, the number of teachers under one’s supervision, and mentoring, Furthermore, there is a need for greater availability professional development specifically for department leaders, well-designed mentoring programs, and greater role definition for department leaders. The results of this study can be used to inform the efforts of school districts to support novice department leaders, and coursework in leadership preparation programs. Furthermore, the study provides a framework for future research related to the experiences and novice department leaders and the transition of educators into leadership positions
HEAVEN EDUCATION: UTILIZING MIXED METHODS TO ANALYZE WHY GIFTED EDUCATION IS CULTURALLY RELEVANT FOR CHINESE AMERICANS
Get PDFThis mixed methods study examined why gifted education is culturally relevant to Chinese Americans and why parents desire gifted education for their children. At a time when accelerated learning is at odds with equity ideals, parents from the communities comprising the Asian umbrella have mobilized to fight to keep these academic opportunities for their children. These parents have been labeled as ‘white adjacent’ in order to shut them down as ‘racists’ when they speak out. The large number of Asian students in accelerated education has led to the accusation of them being ‘resource hoarders’. Even gifted education scholars have used the term ‘overrepresentation’ which perpetuates harm against the community. This study takes issue with the label ‘Asian’ as being overbroad, describing too large a group of dissimilar people, cultures, languages, and beliefs. Instead, the research focusses on the largest subgroup within New York City, Chinese Americans, who have a long history of oppression in this country. Two instruments, the Asian Values Scale (AVS) and the Needs Assessment Questionnaire (NAQ), were combined with demographic questions in a single, online survey for the quantitative strand with an optional qualitative strand consisting of open-ended questions at the end. Results indicated gifted education is deeply rooted in Confucian principles as parents who desire gifted education for their children scored within the high range on the AVS. Moreover, these parents scored very high for the needs of Achievement and Autonomy on the NAQ. Parents expressed a strong belief that gifted education opens up future opportunities for their children which will allow them to achieve the American Dream
Have You Checked Your Skin Late?
Get PDFBackground. Skin cancer, while preventable, is diagnosed in 20% of Americans. All populations are susceptible, but factors that increase risk of development include: (a) male gender, (b) fair skin, (c) aging, (d) personal history of UV radiation exposure, and (e) previous history of skin cancer. Non-melanoma types, basal cell carcinoma and squamous cell carcinoma, have a lower risk of metastasis while melanoma, if not detected early, can result in distant and fatal metastasis.
Methods. A review of the literature was completed using Google. The terms searched included: (a) skin cancer risk factors, (b) skin cancer prevention, (c) skin cancer screening. All searches were from 2010 to 2017. Textbook resources include (a) Current Medical Diagnosis & Treatment, (b) Bates’ Guide to Physical Examination and History Taking, and (c) Cancer of the Skin.
Results. There is an increased risk in (a) men, (b) fair-skinned individuals, (c) individuals over 50, (d) individuals with UV radiation exposure from the sun or tanning beds (especially with blistering), (e) individuals with personal or family history of skin cancer, (f) individuals taking antibiotic and hormone therapy, (g) those with a history of HIV, and (h) immunosuppression. The most common types of skin cancer are (a) basal cell carcinoma, (b) squamous cell carcinoma, and (c) melanoma. Melanoma is the rarest, but most fatal form of skin cancer. Melanoma is likely to spread to nearby tissues making it difficult to localize and treat. Individuals at risk should have regular screenings and monitor existing moles for change in (a) shape, (b) size, (c) color, (d) border irregularity, (e) asymmetry, (f) itching, and (g) ulceration, as these are the presenting signs of melanoma. If a mole presents any of the aforementioned characteristics, a thorough exam and biopsy should be done to rule out malignancy. If diagnosis is made, further tests are performed to determine the stage and extent of metastasis, such as lymph node mapping and CT scan. The primary treatment option for non-melanoma and melanoma is surgical excision. Chemotherapy, radiation therapy, and immunotherapy are often adjunctive therapy in melanoma with metastasis. Clinicians should be conscientious of moles and malignant features during examinations and individuals with risk factors should receive regular skin examinations. Prevention emphasizes avoiding sun exposure during the prime hours of 10AM-4PM, using sunscreen daily and wearing sun-protective clothing.
Conclusion. It is of utmost importance to educate the public on the dangers of skin cancer, proper use of sun protection and limited exposure to the sun. Although genetics is a major risk factor, proper sunscreen application, self-examinations and dermatologic screening can lower risk of development of non-melanoma types and melanoma. A few recommendations for prevention of skin cancer are as follows: (a) apply broad spectrum lotion daily (SPF 15 and above), (b) avoid tanning beds and/or any type of UV light, (c) wear long sleeve shirts and pants that cover the extremities, (d) wear a hat for protection of the head, and (e) avoid sun exposure between 10AM-4PM, when the rays are most damaging. When acted upon, these simple measures can make a difference in the prevention of skin cancer
Prescription Drug Abuse
Get PDFBackground. In the United States, the leading cause of injury death is from prescription drug overdose. The most commonly abused prescription medications are (a) pain relievers (opioids), (b) CNS depressants (tranquilizers, sedatives, hypnotics), and (c) stimulants. Opioids are a class of drugs that includes both heroin and prescription pain relievers. CNS depressants are for managing anxiety and stimulates are used in ADHD. A consequence of abuse is drug overdose death, with opioids being the leading cause. Opioids are safe for short term use but have a strong potential to be abused resulting in addiction. In order to understand this crisis, it is critical to examine: (a) demographics, (b) reasons for abuse, and (c) the provider of drugs for targeted prevention.
Methodology. Information was gathered utilizing the search engines (a) Journal of the American Medical Association, (b) EBSCO host, (c) Google Scholar, and (d) the LIU library database. Search terms included: (a) prescription drug abuse, (b) prescription drug overdose, (c) United States, and (d) demographics. All publications were from 2010 to 2018 and in English.
Results. Mental health disorders put an individual at greater risk for abuse, especially when an opioid is prescribed in conjunction with: (a) an antidepressant, (b) antipsychotic, or (c) benzodiazepine. In examining specific demographics, (a) non-Hispanic males are more likely to abuse prescription stimulants and tranquilizers, (b) Hispanic males are more likely to abuse prescription painkillers, and (c) non-Hispanic females are more at risk to abuse prescription sedatives. Young adults from the age 18 to 25 years old were found to be the largest population that abuses (a) opioid pain relievers, (b) ADHD stimulants and (c) anti-anxiety drugs. From 2004-2011 emergency department visits related to prescription drug abuse rose 114%. Prescription drug abuse (28%) outpaces illicit drug (25%) use in emergency department visits. Among the prescription medicines, pain relievers have shown to be the most problematic with 75.2% of all pharmaceutical overdose deaths being from opioids. Prescription pain relievers are frequently abused to (a) alleviate pain inappropriately (62.3%), (b) feel good or get high (12.9%), (c) relax or relieve tension (10.8%), (d) as a coping mechanism (3.9%), and (f) aid in sleep (3.3%). Prescription pain relievers are typically received from (a) a friend/relative (53%), (b) a healthcare provider (37.5%), or (c) bought from a stranger (6%).
Conclusions. Over 80% of Americans will see a healthcare provider within the year which provides them with the opportunity to screen for prescription drug abuse at the bedside. Patients must be counseled on the use and storage of their prescriptions to prevent redistribution to unintended audiences. Health practitioners should utilize the electronic prescription drug monitoring program before prescribing scheduled drugs and evaluate the patient’s medication history to prevent dangerous drug interactions. If prescription pain relievers are indicated, then it should be prescribed for short term use at a low dose without refills. Prescribers should offer close follow up and consider alternative methods for chronic pain relief such as acupuncture and physical therapy
Faculty Perceptions and Beliefs about Utilizing Social Media as a Teaching Tool in Higher Education: A Q Methodology Study
Get PDFThe purpose of this study was to examine college faculty’s perceptions, beliefs, and attitudes concerning the use of social media as a teaching and learning tool, and to determine possible factors that may influence their perceptions, beliefs, and attitudes about social media use in the classroom. For this purpose, Q Methodology which is a mixed-methods approach was used to study the subjectivity of the participant’s perceptions and beliefs objectively. Q methodology systematically can reveal the shared perceptions and beliefs of college faculty. Data were analyzed from 19 teaching faculty in Long Island, New York. This study identified and examined the shared perceptions and beliefs of college faculty. This study will assist college faculty with finding teaching methods or strategies that work for today’s college students. Keeping them actively engaged in learning is prudent for student success
An Exploration of ELL Teachers’ Conception of Metacognition and Its Use in Elementary School Classrooms
Get PDFMetacognitive instruction and pedagogy have been linked to self-aware, independent, and successful learning. A particular student population that may benefit from a focus on metacognitive instruction are English Language Learners (ELL). This Q methodology study uses a mixed methods approach to examine the dominant viewpoints, beliefs, and opinions of ELL teachers on metacognition, metacognitive instruction, and pedagogy. Data were analyzed from 25 suburban New York public school ELL teachers located in Nassau and Suffolk counties concerning their beliefs regarding the metacognition, metacognitive instruction, and pedagogy. In addition, demographics, and exposure to metacognition as a topic were assessed using a baseline survey. This study identified and examined three Q models of shared viewpoints held by ELL teachers. Background characteristics were utilized to describe the clusters of ELL teachers. These characteristics consisted of: grades taught, education levels, certifications held, years of experience, and educational and professional exposure to metacognition as a topic. The three Q models revealed consensus in many areas of metacognition and metacognitive instruction, with some variation between the Q models. The three Q models that emerged were: Critical strategic thinking and reflection lead to ELL student self-awareness and independent learning; Explicit and deliberate planning model coupled with visual organizers; and Explicit monitoring and self-reflection coupled with visual organizers
Stress, coping, and mindfulness among university students
Get PDFA sample of 135 first-year university students living in residence completed questionnaires that measured individual differences in mindfulness, coping styles, and perceived stress. Findings revealed significant positive relationships between mindfulness and rational coping, and significant negative relationships with emotional and avoidant coping and perceived stress. Regression analyses revealed that avoidant coping and perceived stress predicted 38.2% of the variance of mindfulness scores. Findings from this study improve our understanding of how mindfulness relates to coping styles, thereby suggesting potential ways to enhance counseling services and programming for first-year university students during the often difficult transition to university
The impact of online education on families during COVID-19
Get PDFIn the year 2020, the whole world was hit by a pandemic name COVID-19. It resulted in school closures across the world, which has impacted millions of children’s education. As a result, education has transitioned online via digital platforms. For many families, these transformations to online education have been difficult. For low-income families, people couldn’t afford or may not have had access to supplies needed for online education like high-speed internet and a computer. National Education Association (NEA) reports that 13.5 million children aged 5-7 years have no access to these technologies. It can be difficult for parents to understand the impact of online education on their children. The project will examine digital inequity, lack of academic engagement, lack of structure, and social/emotional concerns for their children
THE PERCEPTIONS OF TEACHERS REGARDING MINDFULNESS TRAINING AS A MEANS TO FOSTER GROWTH AND ACADEMIC SUCCESS IN THE CLASSROOM
Get PDFMindfulness-based training of educators in our schools is a necessary skill for the success of young children. As a professional educator and a parent of three children, my interest is in exploring this topic and uncovering the why behind student executive functioning skills and the mindfulness-based strategies incorporated into their learning capabilities. As a necessity to learning, students benefit from having self-regulatory abilities in order to tackle the inherent stressors and adversities of their evolving lives. Our schools have steadily become centers of learning in which students are taught fundamental strategies to benefit their scholastic journey. Teachers and school staff become the facilitators, who must model and teach the importance of creating a mindfully balanced structure in which all students will succeed. In many cases, this concept of creating mindfully balanced children is a culture shift from a mindset where students are often treated like a “number among many” to environments where they are nurtured and embraced for their individuality. This aforementioned change in thinking takes time, resources, and training in order to maximize chances for success. My study will examine the experiences of teachers with regards to mindfulness-based training. Interestingly, I initially considered that all teachers would find the teaching and presentation of these strategies to be easily implemented. Of course, as with most quality research studies, the assumptions shifted as genuine data were processed and examined. The study will survey and interview teachers and staff from local school districts to gain insights relative to mindfulness training from the perspective of those who are delivering instruction on a daily basis. Furthermore, it is our hope that this study helps identify future steps in order to build reality around the construct of mindfulness in the learning environment