85 research outputs found
The Family History of Shawna K. Witherspoon
No full textThe Family History of Shawna K. Witherspoon
Mrs. Shawna K. Witherspoon authored this family history as part of the course requirements for HIST 550/700 Your Family in History offered online in Fall 2019 and was submitted to the Pittsburg State University Digital Commons. Please contact the author directly with any questions or comments:
[email protected]
Homebound Services in Public Libraries: understanding an antiquated service in a modern society
No full textThe Library Bill of Rights identifies the provision of information to an entire community as an essential role of libraries. In an effort to achieve this standard, Homebound Programs exist in many public libraries to provide services to patrons who are physically unable to visit the library. When reviewing the literature, it can be observed that homebound programming is often operating just as it was 40 years ago, though libraries and communities have changed drastically in that time. Evaluating the outreach services currently offered to homebound patrons in Iowa can help one understand what services are commonly provided in the region, evaluate weaknesses, and identify changes that can be made to meet the needs of a unique population within a modern society
Perceptions of Primary Care Among Breast Cancer Survivors: The Effects of Weight Status
No full textBackground: Obese breast cancer survivors (BCSs) are impacted by diminished quality of life (QOL), multiple comorbid conditions, and poor disease outcomes. Despite national guidelines recommending a healthy weight to improve QOL and outcomes posttreatment, support and education are not routinely provided to BCSs in primary care. To fill this gap, we assessed
perceptions of primary care received among BCSs by weight status.
Methods: Cross-sectional surveys were administered to early-stage BCSs (N ¼ 188) from 2 New Jersey cancer centers between May 2012 and July 2013. Sociodemographics, medical history, functional health status, perceived satisfaction with one’s primary care provider (PCP), and PCP involvement in follow-up care were assessed.
Results: In total, 82% of overweight BCSs and 30% of obese BCSs reported not being told by their doctor that they were overweight or obese, despite these conditions being highly prevalent (35% and 35%, respectively). Obese BCSs were more likely than healthy weight BCSs to be African American, have a higher comorbidity score, poorer functional health, and greater satisfaction with their PCPs.
Conclusion: The PCP–patient encounter may represent an opportunity for PCPs to correct misperceptions and promote weight reduction efforts among BCSs, thus improving QOL and disease outcomes.Peer reviewe
Tutorial guide to AutoCAD 2022
No full textTutorial Guide to AutoCAD 2022 provides a step-by-step introduction to AutoCAD with commands presented in the context of each tutorial. In fifteen clear and comprehensive chapters, author Shawna Lockhart guides you through all the important commands and techniques in AutoCAD 2022, from 2D drawing to solid modeling and finally finishing with rendering. In each lesson, the author provides step-by-step instructions with frequent illustrations showing exactly what appears on the AutoCAD screen. Later, individual steps are no longer provided, and you are asked to apply what you've learned by completing sequences on your own. A carefully developed pedagogy reinforces this cumulative-learning approach and supports you in becoming a skilled AutoCAD user.Tutorial Guide to AutoCAD 2022 begins with three Getting Started chapters that include information to get readers of all levels prepared for the tutorials. The author includes tips that offer suggestions and warnings as you progress through the tutorials. Key Terms and Key Commands are listed at the end of each chapter to recap important topics and commands learned in each tutorial. Also, a glossary of terms and Commands Summary list the key commands used in the tutorials. Each chapter concludes with end of chapter problems providing challenges to a range of abilities in mechanical, electrical, and civil engineering as well as architectural problem
Sisters by Raina Telgemeier
No full textTelgemeier, Raina. Sisters. New York: Scholastic, 2014. Print.In this graphic novel, Telgemeier tells the story of two sisters - namely herself, Raina, and her sister, Amara. Raina dreams of the day she will become a big sister but, when that day arrives, it is nothing like she imagined. Her younger sister likes to play by herself, is always cranky and does not want much interaction with anybody, including the long-lost cousins they visit. We watch as the family grows bigger in an apartment that seems to shrink. Tight quarters do not help the relationship between Raina and Amara especially when each girl wants her own privacy. In a story told over a long family road trip mixed in with memories from the past, Raina comes to see maybe having a sister, even one who is different than she expected, is maybe not so bad after all.Telgemeier’s drawing will delight readers with her characteristic colourful pictures that are easy to absorb and understand. Young readers will know when the author is in the present tense and when she is relating a story in the past as the colours of the pages turn a time-worn yellow. This makes the jumping back and forth in time a smooth transition for readers. In a story that is relatable about siblings, family life and growing up, young readers will find her humour funny and timely. This book is a must-have for every school and public library.Highly recommended: 4 out of 4 starsReviewer: Shawna ManchakowskyShawna Manchakowsky recently completed her MLIS at the University of Alberta. When she is not working at Rutherford Library as a Public Service Assistant, she can be found with her husband parenting her two young girls; avoiding any kind of cooking; and reading for her two book clubs. In between book club titles, she tries to read as much teen fiction as she can get away with
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Getting Tenure Without Losing Your Mind: How to make the OER work you’re already doing count
No full textIntermediateStacy Katz is an Associate Professor and Open Resources Librarian-STEM Liaison at Lehman College, CUNY. She holds an MLIS and MEd in Curriculum and Instructional Technology. Stacy initiated, developed, and oversees the Open Educational Resources (OER) initiative for the college. Stacy’s research to date has focused on OER, particularly how librarians develop and support OER initiatives, faculty professional development in OER, and open pedagogy. Shawna M. Brandle is a Professor of Political Science and the Open Education Coordinator at Kingsborough Community College and a member of the faculty of the Digital Humanities program at the CUNY Graduate Center. She holds a PhD in Political Science from the CUNY Graduate Center. Her research areas include human rights, media coverage of human rights and refugee issues, and Open Educational Practices in higher education. In Fall 2021, Dr. Brandle was a Fulbright Scholar at Doshisha University in Kyoto, Japan. She is the author of Television News and Human Rights in the US & UK: The Violations Will Not Be Televised (Routledge 2015); her current book project is co-authored with Dr. Janet Reilly. She spends her spare time making art with her family.Finding ways to recognize OER in the tenure and promotion process has long been a goal for open education advocates. The tenure and promotion process shows what is valued by an institution and is key to the sustainability of open education. To highlight the ways that folks have been successful in this process, the Driving OER Sustainability for Student Success (DOERS3) collaborative solicited case studies of their experiences. In this presentation, two faculty members at the City University of New York will discuss how they included OER in their portfolios. Stacy Katz, Open Resources Librarian-STEM liaison, is a library faculty member at a senior college and achieved early promotion to Associate Professor. Shawna M. Brandle is a full Professor and political science faculty member at a community college. By sharing their experiences, they hope to help faculty, staff, and administrators see how OER work can align with the tenure and promotion process.Finding ways to recognize OER in the tenure and promotion process has long been a goal for open education advocates. The tenure and promotion process shows what is valued by an institution and is key to the sustainability of open education. To highlight the ways that folks have been successful in this process, the Driving OER Sustainability for Student Success (DOERS3) collaborative solicited case studies of their experiences. In this presentation, two faculty members at the City University of New York will discuss how they included OER in their portfolios. Stacy Katz, Open Resources Librarian-STEM liaison, is a library faculty member at a senior college and achieved early promotion to Associate Professor. Shawna M. Brandle is a full Professor and political science faculty member at a community college. By sharing their experiences, they hope to help faculty, staff, and administrators see how OER work can align with the tenure and promotion process
Dietitians' opinions and experiences of client-centred nutrition counselling
No full textAlthough participants agreed or strongly agreed with a further eight items in the first-round questionnaire, the IQR for the responses to those items was slightly broader. This finding indicates some differences in opinion about the importance of those issues in a client-centred approach to nutrition counselling. The finding may have been due to differing perceptions of the meaning of some of the words in those items. For example, participants' comments made apparent the fact that the terms "advocate," "set protocol," and "nutrition care process" were not universally understood. The word "allow" also concerned some participants; comments indicated that the term suggested an imbalance of power in the client-dietitian relationship. This may have caused some participants to disagree with items containing this word or to rate them lower on the scale. However, this finding also likely reflects participants' concerns about implementing these concepts in practice. Many participants indicated that they had experienced barriers in their attempts to deliver nutrition counselling services using a client-centred approach. This finding is similar to those by researchers in the occupational therapy profession, who found that lack of time and resources, as well as the therapist's and client's differing goals, were significant challenges to implementing this approach (16,17). These researchers also identified the need to develop an organizational culture that supports client-centred practice, and for ongoing education to increase practitioners' knowledge and understanding of a client-centred approach. Interestingly, when asked to identify factors that facilitate the use of a client-centred approach in nutrition counselling, current survey participants indicated the helpfulness of working as part of a team that supported its use. Of concern, however, is the finding that some participants had little or no education/training in nutrition counselling during their undergraduate education or dietetic internship. Further, about one-third of participants had had no additional training/education in counselling since they had started their practice
Client-centred nutrition counselling: Do we know what this means?
No full textOver the past decade, the health-care system in Canada has changed in response to rising costs, changing demographics, and consumers' increased interest in directing their own medical care. Many health professions have begun to promote a practice approach that includes the client as an important partner in health-care delivery (11). Although a variety of different terms are used to describe this approach (client-centred, person-centred, client-driven, patient-centred, patient-focused), in each case the emphasis appears to be on including the client/patient in the health-care decision-making process (11). What is less clear is how the various health professions are defining client-centred counselling, or how individual members of these professions are implementing this approach in their practices. In the dietetics profession, we have adopted a definition developed by the occupational therapy profession, a definition that has its roots in Rogers's client-centred counselling theory. As Law and Mills (11) point out, however, '[t] he difficulty with the term client-centred is that it has been used by institutions and writers to describe approaches that may not be conceptually consistent with Rogers' original ideas.' The first time that the term 'client-centred' care is mentioned is in an abstract by Hawirko et al. in 1994 (30). These authors discuss the expansion of the nutrition focus of the Healthiest Babies Possible (HBP) program in British Columbia. The purpose of the expansion was to provide more 'holistic client-centred services.' They note that ....putting the client first often means changing departmental policies.' Educational strategies designed to '...balance clients' priorities with our HBP agenda of preventing low birthweight' were being used. Again, in this description we see pieces of what Carl Rogers would have referred to as a client-centred approach. Certainly Rogers would have considered the idea of putting the client first important; however, the idea pf putting the client first important; however, the idea of balancing priorities rather then allowing the client to set his of her own priorities is contradictory. The struggle to use a client-centered approach within the healthcare system is also evident here. The importance of changing the way we think about the nutrition counselling process has been recognized in the past few years. In 1998, Kiy outlined what she referred to as an 'emerging speciality within the field of dietetics' - nutrition therapy (34). According to Kiy, 'nutrition therapy is clientcentred and combines the philosophy and practice of dietetics, mental health counselling and education.' She states that the relationship that develops between the client and the clinician is therapeutic in and of itself, and is more important than any nutrition intervention needed by the client and provided by the nutrition therapist. This view is certainly very similar to what Rogers calls a 'growth promoting climate' (7). Kiy also discusses the client's role in the learning process, and states that clients learn best when they are able to build on their interests, concerns, and experiences rather than told what to do by the therapist. Kiy concludes that the philosophy outlined in her article will '...assist dietitians in making the switch from a focus on teaching and the subject to a focus on learning and the client.' However, she fails to make any concrete suggestions as to how dietitians might incorporate these ideas into their everyday practice.Source type: Electronic(1)http://proquest.umi.com/pqdweb?did=307511711&Fmt=7&clientId=65345&RQT=309&VName=PQ
Evaluating teacher implementation of discontinuous data collection in the classroom
No full textDiscontinuous data collection procedures such as momentary time sampling (MTS) and partial interval recording (PIR) provide ABA practitioners with an alternative to tedious and oftentimes unfeasible continuous data collection. Discontinuous data is especially practical for classroom teachers who must collect behavioral data while also implementing instructional protocols. However, the existing literature on MTS and PIR come from simulated or controlled laboratory studies rather than applied settings. Furthermore, most studies focus on methodological error and do not consider human error in discontinuous data collection. The present study compared four discontinuous data collection procedures: 10-s MTS for 10 min, 30-s MTS for 30min, 10-s PIR for 10 min, and 30-s PIR for 30 min in a classroom setting using three teacher-student dyads. This study aimed to identify the procedure that had the least methodological and human error when used by teachers who were collecting duration data on stereotypy. Methodological error was measured by comparing teacher-collected estimates to duration data coded from video. Human error was quantified by calculating teachers’ treatment integrity (TI) of an instructional protocol and their interobserver agreement (IOA) for each discontinuous data collection method. In addition, this study compared the social validity of these procedures by examining teacher perceptions and preference. With regards to methodological error, results indicated that 10-s PIR, and especially 30-s PIR, significantly overestimated the occurrence of stereotypy, while both 10-s and 30-s MTS yielded very accurate estimates. All three teachers, however, erroneously perceived PIR to be more accurate than MTS. Results for human error were less conclusive, but indicated that these teachers could multitask while maintaining high TI and IOA. Lastly, findings from the present study suggest that the factors that affect preference are complex and vary across individuals.Psy.D.Includes bibliographical referencesby Shawna Ueyam
Recovering from the Addictive Process with Food: A Wholistic Perspective
No full textA holistic perspective on treating women who suffer from a food addiction. Sharing her own personal experience and utilizing documented research, the author proposes a bio-chemical link between a bodily shape of panic and the presence of the chemical serotonin. She presents a feminist perspective on women experiencing panic due to societal pressure to be thin perpetuating their food addiction. The author also brings light to the use of spirituality as a way to heal
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