1,143 research outputs found
Chapter 14: Walking the talk: stepping into difficult conversations in occupational therapy education
No full textMichelle L Elliot - ORCID: 0000-0002-0181-5581
https://orcid.org/0000-0002-0181-5581Item is not available in this repository.https://www.criticalpublishing.com/anti-racism-in-educationinpressinpres
Authors in dialogue - Why race matters: Then, now and for the future
No full textMichelle L. Elliot - ORCID: 0000-0002-0181-5581
https://orcid.org/0000-0002-0181-5581A supplementary comment on: Nicholls, L., & Elliot, M. L. (2018). In the shadow of occupation: Racism, shame and grief. Journal of Occupational Science, 26(3), 354-365. https://doi.org/10.1080/14427591.2018.1523021This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Occupational Science on 11th October 2020, available online: http://www.tandfonline.com/10.1080/14427591.2020.1827689https://doi.org/10.1080/14427591.2020.182768928pubpub
Cerebrovascular function in aging and dementia: a systematic review of transcranial Doppler studies
No full textAbstract not availableHannah A.D. Keage, Owen F. Churches, Mark Kohler, Danielle Pomeroy, Rocco Luppino, Michelle L. Bartolo, Scott Elliot
The Artistic Legacy of Georgia O’Keeffe
No full textThe work of American artist, Georgia O’Keeffe (1887-1986), was considered to be unique and revolutionary in her own time, but she ultimately achieved a prominent position in the history of art. The enduring inspiration of this important artist is demonstrated by an investigation of key artistic motifs as well as her legacy via the discussion of artists who have been influenced by her: Alfred Stieglitz, Arthur Dove, Marsden Hartley, and the author, Michelle L. Knutson
Teacher leaders as professional development providers: a case study
No full textHigh stakes assessments mandated by 2001 No Child Left Behind Act (NCLB) have increased the focus on student achievement causing a closer examination of the link between student achievement and teacher quality. Teacher training, through professional development, has been documented to be one of the most important factors in student achievement and may be one of the few indicators of student success that a school can control. As a result of a shift in beliefs and practices regarding professional development, current research has pointed in the direction of encouraging schools to embrace a professional development model led and supported by teacher leaders. This study’s purpose was to examine teacher leaders who receive their own professional development through a University Literacy Center, and what they do as professional development providers in their schools. The teacher leaders receive their own professional development from the Rutgers Center for Literacy Development. The specific research questions designed were: What do teacher leaders who receive professional development through a Literacy Center do as professional development providers once they return to their schools? What influences their activities? What are the supports and obstacles they face in doing so? The sample was comprised of three teacher leaders from a New Jersey District and their respective three principals. A case study was used to describe factors that influence the professional development that teacher leaders provided. Data collection sources were professional development session observations, teacher leader and principal interviews, and artifacts. Data from the interviews, professional development session observations, and examinations of relevant documents were used in order to discover emerging patterns. Data collection and analysis occurred simultaneously, as is the preferred and effective strategy in qualitative research design. The data indicated the following factors influencing the design and implementation of the professional development: teacher leader roles and internal resources, external resources, and relationships, along with the associated challenges. Used as a vehicle to transmit, facilitate and support ongoing teachers’ learning opportunities, teacher leaders can be necessary elements in the school’s organizational structure. Additionally, professional development organizations such as the Rutgers Center for Literacy Development can use this data to inform their offerings.Ed. D.Includes bibliographical referencesby Michelle L. Rose
Genetic influences on level and stability of self-esteem
No full textWe attempted to clarify the relation between self-esteem level (high vs. low) and perceived self-esteem stability (within-person variability) by using a behavioral genetics approach. We tested whether the same or independent genetic and environmental influences impact on level and stability. Adolescent twin siblings (n = 183 pairs) completed level and stability scales at two time points. Heritability for both was substantial. The remaining variance in each was attributable to non-shared environmental influences. Shared environmental influences were not significant. Level and stability of self-esteem shared common antecedents via genetic and non-shared environmental influences. Nonetheless, stability was influenced by substantial unique genetic and non-shared environmental influences. The results validate the notion that level and stability are partially autonomous components of self-esteem
The effects of extracellular matrix compliance and protein expression on neurons:
No full textExtracellular and intracellular cues affect neuronal morphology and contribute to brain diseases, such as schizophrenia, and injury. First, we examined how extracellular cues influence branching parameters of hippocampal neurons. Brain injury or disease can initiate changes in local or global stiffness of brain tissue. While stiffness of the extracellular environment is known to affect the morphology and function of many cell types, little is known about how the dendrites of neurons respond to changes in brain stiffness. We cultured hippocampal neurons on hydrogels composed of polyacrylamide of varying rigidities to mimic the effects of extracellular matrix stiffness on dendrite
morphology. At 12 days in vitro, dendrite branching was altered by stiffness; i.e. branching peaked in neurons grown on gels of intermediate stiffness (8 kPa). Furthermore, we found that ionotropic glutamate receptors play roles in regulating dendrite morphology. AMPA receptors play a role in dendritc arborization for harder stiffness, >2kPa, at all distances from the cell body. NMDA receptors play a role in dendritic arborization for a range of rigidities (1-25 kPa), at only proximal and intermediate distances from the cell body. However, a caveat to these studies is that cell adhesion is affected by the rigidity of these substrates. Addressing this caveat is of great importance because cell density affects dendrite branching. Thus, we also determined whether substrate stiffness plays a critical role in determining dendrite branching independent of cell density. We concluded that substrate stiffness does play a crucial role in determining dendrite branching patterns independent of cell number; however, the density of cells plated on substrates also influences the dendrite branching pattern of neurons. In the second chapter of my thesis, we looked at how intracellular proteins in different sections of the human brain are affected in schizophrenia. By Western blotting, we examined human, postmortem brain samples. NOS1AP protein expression increased in the dorsal lateral prefrontal cortex of patients with schizophrenia and not in the occipital lobe, medial temporal lobe, or cerebellum. Thus, this thesis demonstrates how extracellular and intracellular cues affect disease states, such as brain injury and schizophrenia.Ph.D.Includes bibliographical references (p. 101-119)by Michelle L. Previter
George Elliot Secondary School senior girls' volleyball team
No full textL-R: Laurie Thiessen, Danielle Tresnich, Deb Lincoln, Michelle Knowler, Monica Menzie, Karen Kranabetter, Melanie Bingham, Ingrid Gatzke, Jennifer Tower, Suzanne Gingras, Shannon Gallacher, Diane Gatzke
Exploring the Potential for Developing Person-Centred Practices in a Child and Adolescent Mental Health Inpatient Unit: A Qualitative Research Protocol
No full textFrom SAGE Publishing via Jisc Publications RouterHistory: received 2024-04-08, rev-recd 2025-01-03, accepted 2025-01-12, epub 2025-03-04Peer reviewed: TruePublication status: PublishedChristie Attard - ORCID: 0000-0002-8147-3429
https://orcid.org/0000-0002-8147-3429Michelle L. Elliot - ORCID: 0000-0002-0181-5581
https://orcid.org/0000-0002-0181-5581Due to a drastic increase in child and adolescent mental health difficulties worldwide, there is a constant need to evaluate current practices and further develop person-centred practices. The importance of person-centred practices is highlighted in research worldwide. This study will look into the potential development of person-centred practices within a child and adolecent mental health in-patient unit, the Young People’s Unit. Initially the current care practices, and person-centred moments were explored, which then lead to the development of pathways to create person-centred practices. This study followed a philosophical inquiry based on the SECI model and the concept of Ba developed by Ikujiro Nonaka. Data was collected from 15 young persons admitted to the Young People’s Unit. 15 main caregivers and the healthcare professionals which were part of the multi-discplinary team within the unit. 3 Different methods were used, the Draw, Write & Tell with the young persons, semi-structured interviews with the main caregivers, and observations by the researcher using the WCCAT-R tool and the world cafe method with the multidisciplinary team. The use of different methods ensured that the methods used were age appropriate. The externalistion and combination stage of the SECI model were done collaboratively with two young persons, two main care givers and 2 healthcare professionals who were initially participants in the data collection of the research. The involvement of different stakeholder in the data analysis resulted in the investigation of different aspects of the data which otherwise may have been missed. This study also looks into how Ba was created throughout the research process, and shows how this is congruent with the principles which are adopted in person-centred research.pubpu
DNA fusion gene vaccination mobilizes effective anti-leukemic cytotoxic T lymphocytes from a tolerized repertoire
No full textThe majority of known human tumor-associated antigens derive from non-mutated self proteins. T cell tolerance, essential to prevent autoimmunity, must therefore be cautiously circumvented to generate cytotoxic T cell responses against these targets. Our strategy uses DNA fusion vaccines to activate high levels of peptide-specific CTL. Key foreign sequences from tetanus toxin activate tolerance-breaking CD4+ T cell help. Candidate MHC class Ibinding tumor peptide sequences are fused to the C terminus for optimal processing and presentation. To model performance against a leukemia-associated antigen in a tolerized setting, we constructed a fusion vaccine encoding an immunodominant CTL epitopederived from Friend murine leukemia virus gag protein (FMuLVgag) and vaccinated tolerant FMuLVgag-transgenic (gag-Tg) mice. Vaccination with the construct induced epitopespecificIFN-c-producing CD8+ T cells in normal and gag-Tg mice. The frequency and avidity of activated cells were reduced in gag-Tg mice, and no autoimmune injury resulted. However, these CD8+ T cells did exhibit gag-specific cytotoxicity in vitro and in vivo. Also, epitope-specific CTL killed FBL-3 leukemia cells expressing endogenous FMuLVgag antigen and protected against leukemia challenge in vivo. These results demonstrate a simple strategy to engage anti-microbial T cell help to activate epitope-specific polyclonal CD8+ T cell responses from a residual tolerized repertoire
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