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Incorporating Avoiding Plagiarism into a Drug Information Course
No full textBackground: Maintaining academic integrity is a priority for professional pharmacy programs, but fitting this topic into the curriculum can be a challenge. In the absence of a medical writing course, our institution uses a drug information course to introduce students to the topic of avoiding plagiarism. The professor of this course approached their librarian for ideas on improving the way this topic had historically been presented. The librarian used an existing resource to build a LibWizard tutorial on avoiding plagiarism that is tailored to the PharmD curriculum.
Description: The tutorial includes 24 slides that present information and are accompanied by knowledge check questions. The tutorial is completed asynchronously by the students and then discussed in a synchronous class session. Concepts covered include but are not limited to: defining plagiarism, unintentional plagiarism, incorporating common knowledge and opinions, referring to sources in written work, using images, fair use, detecting plagiarism, and consequences of plagiarism. We also point out that common knowledge within the pharmacy field is different versus that of the general population. After the appearance of various AI chatbots in recent years, we felt it was important to add a slide on guidelines for using these tools in an academic setting. The tutorial has been used by three PharmD classes since Fall 2021 (286 submissions). It also has come to serve as a source that any student or professor in the school can use as a refresher when plagiarism issues arise.
Conclusion: We will present selected slides from the tutorial and discuss general trends regarding topics that the students understood well and what they appeared to struggle with, including what constitutes plagiarism and incorporating sources via quotation, paraphrase, and summary
Comparing the Effectiveness of Different Forms of Vitamin E Supplementation (Liquid vs. Powder) on Serum Alpha-Tocopherol Concentrations in Developing Horses
No full textVitamin E is an essential antioxidant in equines that has a significant role in the nutritional requirements of horses to keep bodily systems functioning at optimal levels. Vitamin E deficiency is often associated with serious incurable neuromuscular diseases such as equine motor neuron disease and equine protozoal myeloencephalitis. Many horses stabled in urban areas are often deficient due to the lack of adequate grazing time as their natural source of vitamin E is from grass, and therefore should receive supplementation. This study evaluated the effectiveness of different forms of Elevate vitamin E supplement on the serum alpha-tocopherol concentrations in fourteen developing horses ranging from ages one to five that received either a daily liquid or powdered form of supplement over ten weeks. Blood samples were shipped to an off-site lab for analysis and results were analyzed using a statistical analysis program, SAS. There was no significant difference between the serum vitamin E concentration results from the two groups of horses in the study. However, there was a statistically significant difference when taking into consideration the group of horses on pasture vs. those in a dry lot. Further research on the benefits of vitamin E supplementation should be conducted to explore the potential significance of differences in breeds and other factors. In addition, spreading more awareness of the benefits of vitamin E supplementation as a preventative maintenance measure to owners in the equine industry could help reduce vitamin E deficiency-related diseases
Effects of Adverse Childhood Experiences on Predicting Patient Pain Outcomes Later in Life
No full textFor centuries, pain and pain management has been a driving force in the world of healthcare. Industries continue to strive for a deeper understanding of the mechanisms behind pain sensitivities as well as the best interventions available to overcome these mechanisms. While many of the underlying mechanisms remain unclear, recent research suggests a possible correlation between one’s personal experiences early in life and their perceptions of pain later in adulthood. The Adverse Childhood Experiences (ACEs) Questionnaire, designed and published in 1998, consists of 10 measures of childhood trauma that can inform healthcare providers of individuals who may require trauma-informed care protocols(Felitti et al., 1998). These same experiences may also increase an individual’s risk for complications, such as varying pain tolerances, later in life. If this correlation exists, healthcare providers would be able to better predict and respond to the various pain tolerances and sensitivities that patients experience. In an attempt to determine if there is a significant effect of ACEs on pain outcomes, a study was conducted with a subset of undergraduate student participants who were enrolled in the PACER RCT study. Participants were asked to complete both an ACEs questionnaire as well as a quantitative testing portion that measured the participant’s pain tolerance levels to various modalities of pain. After statistical analysis of the data was conducted, slight positive correlations were identified between individuals who had experienced high amounts of childhood trauma, as indicated on the ACEs questionnaire, and their pain outcomes during quantitative sensory testing. Though the overall results of the study were statistically insignificant due to small sample sizes, the findings suggest a possible connection between pain and early childhood experiences. This topic needs to be studied further in hopes of better informing future clinical practices regarding pain management among patients
From Childhood to Seniorhood: A Developmental Study of Identity and Challenge
No full textI met with Hal Abeles in January, 2024 to interview him about his childhood and his career and to see whether there were connections between his past, present, and future aspirations. Although memories from his early years were a bit difficult to recall, he was able to take me through three quarters of a century of musical experiences that were reflective of who he is and what he does. In this essay, I discuss his early and middle childhood; learning environments including church, schools, and ensembles; his instrumental identity; and the various motivational conditions that created contexts for him to thrive as a musician and researcher
Fighting Institutional Betrayal: Gender Pay Equity Litigation Against University Employers
No full textUniversities are workplaces replete with observed gender pay gaps despite the legal protections in place to mitigate against such a reality. This Article analyzes recent university gender pay equity lawsuits to examine their efficacy in four types of litigation: (1) Class and Collection Action; (2) Government Action; (3) Union Action; and (4) Individual Action. From these case studies of different types of litigation, we learn several important lessons about prosecuting equal pay laws and how to best protect against unequal pay.
First, the Article sets forth the gender pay equity landscape, including the national pay gap picture, the legal framework of federal, state, and local laws enacted to close the gap, and the enforcement efforts by federal and state agencies.
The Article then examines the gender pay gap in university workplaces and identifies indicators of pay inequity for female faculty: overrepresentation in parttime work; overrepresentation in contingent positions; and underrepresentation in the highest-paid ranks. It then discusses the keys to uncovering pay disparity.
Next, the Article identifies representative gender pay equity litigations against universities and provides a taxonomy of gender pay equity litigation against universities by type and analyzes lessons learned, successes gained, and concessions made, in the fight for pay equity in university workplaces. Analyzing the litigations from a client-centered lens allows for a deeper understanding of what is at stake in pay equity litigations.
The Article is replete with personal observations by the author, who had the honor of representing female faculty in gender pay equity litigations, as well as serving as a faculty member at a school sued for gender pay equity. From that unique perspective, the Article ends with a catalog of strategic considerations for women facing pay inequity in their university positions
Winter Precipitation Analysis: Comparing Integrated Multi-Satellite Retrievals for Global Precipitation Measurement (IMERG) from Satellites with Ground Instrumentation Observation
No full textThe main goal of the following thesis is to evaluate the accuracy and reliability of satellite-based precipitation measurements during a winter storm event by comparing them with ground-based observations. This study is divided into several key sections, each addressing a specific aspect of the analysis. The introduction provides background information and establishes the scope of the study, highlighting the importance of accurately measuring winter precipitation for forecasting and climate studies. The subsequent literature review explores the historical context, modern uses, and future trends in winter storm detection and precipitation modeling. Then, this study explores conceptual framework utilized throughout the research project, detailing the data sources and methodology used, with an emphasis on comparing satellite-derived data from NASA\u27s IMERG product with ground-based measurements obtained from three of UConn’s instruments, Parsivel, Pluvio, and PIP. The results of this study reveal a considerable skill difference between satellite-derived and ground-based measurements, as well as amongst the ground-based instruments themselves, indicating that satellite data often underestimates localized precipitation events. Ground-based instruments, with the capability of high precision and direct measurement, consistently captured higher precipitation intensities, whereas satellite data showed broader discrepancies and occasional data gaps. The discussion then further explores these results, addressing the implications for weather forecasting and climate research. This analysis emphasizes the need for more extensive ground-based validation to improve satellite-derived precipitation measurements for future research. Ultimately, this study supports the need for a more comprehensive understanding of winter precipitation
Dissertations Chaired by Professor Harold F. Abeles: 1975-2021
No full textThis manuscript provides discussion of the 152 dissertations in which Dr. Harold F. Abeles served as the chair during his career in higher education. The first two were at the University of North Carolina Greensboro in 1975 and the next five were at Indiana University between 1979 and 1982. The final 145 (!) were chaired at Teachers College Columbia University between 1987 and 2021. Sections in the introduction include: (a) What Makes a Good Dissertation Chair?; (b) Who Was Studied?; and (c) How Studies Were Done. Topics of the collective works include gender, applied music study, and program evaluation, among other topics. The paper includes the full list of titles, dates, authors, and institutions
From Dissonance to Consonance: Bringing Clarity to Music Assessment and Program Evaluation
No full textDr. Hal Abeles is a foundational leader in developing music performance assessments, conducting program evaluations of arts partnerships, and publishing basic research on the effects of arts instruction on learning in and across cognitive, social and personal domains. This article explores the theoretical and practical issues in music performance assessment and program evaluation, and how Dr. Abeles clarified, explicated, and created solutions with a broad and deep influence on music and arts education. Dr. Abeles modeled the application of the facet-factorial method for developing assessments of musical performances. Originally designed for assessment of clarinet performance, the method was adapted and re-applied to develop metrics for many other musical instruments, ensembles, and for jazz improvisation. Further extension of the facet-factorial method were used develop tools for assessing teacher professional development and evaluating arts partnerships. In addition, Dr. Abeles conducted seminal research on the effects of arts learning on thinking skills, affective learning, self-confidence and school engagement, published by the President’s Committee on the Arts and Humanities. The study, Learning In and Through the Arts, found significant relationships between participation in the arts and dimensions of cognitive, social and personal development, that were inherent to arts learning and also applicable to student development in other domains and contexts. Additional applied research examined the impact of partnership programs on teachers’ pedagogy, leadership, musicianship, and students’ interest in pursuing music
An Educational Resource for Particle Identification (PID) in Experimental Particle Physics Data
No full textAlthough particle physics research is typically reserved for advanced undergraduates, algebra-based physics students can readily develop the foundational skills necessary to conduct particle physics research. Despite this, there is a shortage of educational resources that introduce particle physics to algebra-based physics students. This project, Particle Identification Playground, is a collection of Python-based activities that teach students about several fundamental topics in experimental particle physics research. Through these activities, students will learn about the common detectors used in particle physics, how they work, and how we can use these detectors to identify particles. Students are able to interact with 3D models of real particle detectors, use applets to visualize and analyze particle physics data, and create and interpret plots commonly seen in published papers. These activities provide students with the rare opportunity to engage with particle physics research as early as high school
Navigating Legal Ethics and Law School Curricula: Attempting to Find Technology Competency Without a Compass
No full textComment 8 of Model Rule 1.1 of the Professional Rules of Conduct requires attorneys to be ethically accountable for technology competence. However, the drafting of the language of Rule 1.1 is vague. As a result, attorneys, law firms, and law schools apply Rule 1.1 differently and emphasize topics they deem most important. Per American Bar Association (ABA) Standard 301, law schools must maintain a rigorous program of legal education that prepares their students for effective, ethical, and responsible participation as members of the legal profession. Law schools have summarily responded to Rule 1.1 and Standard 301 by adding and offering courses in the technology space. Arguably, law schools perceive that they are aligning their course curricula with law firm expectations and hiring practices by offering courses that respond to law 0rm hiring trends. Unfortunately, job descriptions for attorney positions traditionally reflect only some of the technology skills required or mandated for those positions. Moreover, as new positions become available, or lateral positions open, job descriptions are equally vague about what is necessary for a successful candidate beyond already-existing knowledge in that field.
This Article proposes that law schools and law firms must share a view of technology competence and its application in legal practice in the absence of a clear-cut standard for technology competence from the ABA and state courts. The authors draw their recommendations from their own empirical studies in legal technology course instruction and law firm job descriptions. The authors look to the Foundations of the Whole Lawyer Model and the Institute for the Advancement of the American Legal System (“IAALS”) Hiring Guide to advocate for a more holistic approach to lawyering that integrates technology and technology competence into all aspects of law practice. The authors recommend that law firms use the Whole Lawyer approach to draft their job descriptions with language that properly addresses the technology competencies necessary for those positions. Only then will law schools be able to properly align their course curricula to meet the current needs of technology competence in modern legal practice