238 research outputs found
EdD Graduate Perspectives: Uplifting Our Own Voices
No full textThe purpose of this essay is to share the voices of EdD graduates who are often underrepresented or missing in the literature. To begin, we invited EdD graduates to co-author this article about the connection among their EdD program experiences and interactions and their activism. We included our definition of activism and posed three open-ended questions. Six program graduates and one professor agreed to organize the graduates’ responses by the question topics and salient themes. We asked about our experiences in the EdD program and how these influence—positively and negatively—what we are doing now (post-program). We found (a) relationships with faculty and cohort mattered; (b) instructional scaffolding was vital; and (c) faculty and cohorts reflected how lived experiences cultivated a sense of belonging and collectiveness. We also asked about our interactions with peers, cohort, advisor(s), instructors, or mentors, as well as, in what ways did these interactions affect—positively and negatively—what we are doing now (post-program). Lastly, we asked, in what ways, did the EdD program affect—positively or negatively—our activism in the classroom, community, or place of employment. We found examples of how we are shifting the landscape of academia to honor more voices in research and publication, more culturally responsive to impacted communities, and challenging the status quo. We focused on our experiences and interactions in an EdD program and how these experiences and interactions prompted activism in our current practice so that having a diversity of voices not only challenge other students, regardless of their background, to think differently about who creates, produces, and defines knowledge, as well as, support faculty that say they want to expand their curriculum and instruction, yet rely on what they know or what was taught to them in their courses
Roles Of The Rho Kinases In B Cell Differentiation And Lymphomagenesis
No full textABC-DLBCLs are aggressive B cell malignancies characterized by deregulations in the molecular networks controlling plasma cell (PC) differentiation. The survival of ABC-DLBCLs is known to require the transcription factor IRF4. The mechanisms controlling IRF4 activity in ABC-DLBCLs are not fully understood. ROCK1 and ROCK2 are two serine-threonine kinases that serve as major effector proteins for RhoA, which was recently found to be mutated in several lymphomas. Here we show that IRF4 is constitutively phosphorylated in ABC-DLBCLs. IRF4 phosphorylation is mediated by ROCK2, which is constitutively activated in ABC-DLBCLs, but not in other DLBCLs. ROCK2-mediated IRF4 phosphorylation can be induced by signals that promote PC differentiation and modulates the ability of IRF4 to regulate the expression of a subset of PC genes. Inhibition of ROCK2 in ABC-DLBCLs alters their transcriptional profile not only by controlling IRF4 activity but also by regulating c-MYC protein levels. In addition to ROCK2, ROCK1 also regulates key survival pathways in ABC-DLBCLs and pan-ROCK inhibition decreases the survival of ABC-DLBCLs, but not that of GCB-DLBCLs. We also identified critical roles for ROCK2 in physiological B cell differentiation and showed that lack of ROCK2 in B cells leads to impaired germinal center formation and humoral responses. Together, these findings reveal an important role for ROCK2 in modulating physiological B cell responses upon antigen challenge, delineate the pathophysiological implications of ROCK activation in ABC-DLBCL and other B cell malignancies, and propose that ROCK inhibition could represent a novel therapeutic approach for the treatment of diseases characterized by dysfunctional B cell responses
The academic binary: how Blackwomen choose between the EdD and the PhD
No full textEnrolling in a doctoral program is a difficult decision to make. The deliberation and application process becomes even more complicated when a discipline offers two doctoral degrees with no apparent distinction. Whereas scholars have argued the differences between the EdD and the PhD in education for almost a century (Freeman, 1931; Leist & Scott, 2011), few studies have explored how students differentiate between the two degrees to enroll in one over the other. This heuristic research study describes the essence of 20 Blackwomens' doctoral program choice experience. Essential to note is that Moustakas (1990) designed a heuristic research methodology to include the principal collaborator's occurrences and relationship to the phenomena to co-define the experience alongside the collaborators. This research also brings forward a culturally relevant qualitative data collection method highlighting Blackwomen’s unique communication patterns, Sistachat. Designed to bring Blackwomen's voices from the void (Morrison, 2007) Sistachat supports naming their knowledge on a nearly 100-year-old scholarly debate about the differences between the EdD and PhD. Data from this study revealed that: 1) gendered racism and gendered racialized socialization influence Blackwomen to pursue doctoral study in education, 2) Blackwomen have differential access during the information-gathering process, 3) perceived access to one program over another has implications on decision-making, and 4) Blackwomen employ identity alignment to select either the EdD or the PhD.Ph.D.Includes bibliographical reference
An EdD in a PhD World: Developing a Scholarly Identity in a World That May Not Always Recognize You as Legitimate
No full textThis chapter discusses the author's experience as a Doctorate of Education (EdD) student and graduate, a degree that is often perceived to be less rigorous and research-intensive as a PhD. After explaining why she decided to pursue this degree, the author describes how she developed her scholarly identity as “an EdD in a PhD world.” Among other things, the author details moments of imposter syndrome and moments of empowerment, especially from other EdD graduates, that helped shape her experience. She concludes the chapter with recommendations for other EdD students and for hiring committees in higher education.This is an Accepted Manuscript of a book chapter published by Routledge/Taylor & Francis as Doran, E.E. (2021). An Ed.D. in a Ph.D. world: Developing scholarly identity in a world that may not always recognize you as legitimate. In E. Templeton, B.H. Love, & O. Johnson (eds.), Elevating marginalized voices in academe: Lessons for a new generation of scholars (pp. 110-114). Routledge.
It is available online at DOI: 10.4324/9781003044338.
Copyright 2021 Emerald Templeton, Bridget H. Love, & Onda Johnson.
Posted with permission
Nurses, computers and pre-registration education
No full textNursing informatics, the use of information and technology, to support the work of the nurse, is an essential part of the modern nurses’ job. In the UK this is supported by a range of National Health Service policy documents over the past decade, starting with Information for Health in 1998.
Research carried out over this period has however found that nurses lack the necessary skills and knowledge to use computers effectively, and that pre-registration education does not fully prepare student nurses for this aspect of the role of the nurse. This paper presents the results of a longitudinal study carried out with a cohort of nursing students, which found that although the students lacked computer skills and knowledge at the start of their programme they were willing to engage with this agenda.
Two factors were found to be necessary for students to use the available IT on placement. One was a belief that they had the skills to use the computers; the other was a supportive environment that encouraged their use. Unfortunately only a minority of students reported that they had experienced a supportive environment
BAT AGN Spectroscopic Survey (BASS) - VI. The Gamma(X)- L/L-Edd relation
No full textWe study the relation between accretion rate (in terms of L/L-Edd) and shape of the hard X-ray spectral energy distribution (namely the photon index Gamma(x)) for a large sample of 228 hard X-ray-selected, low-redshift active galactic nuclei (AGNs), drawn from the Swift/BAT AGN Spectroscopic Survey (BASS). This includes 30 AGNs for which black hole mass (and therefore L/L-Edd) is measured directly through masers, spatially resolved gas or stellar dynamics, or reverberation mapping. The high-quality and broad energy coverage of the data provided through BASS allow us to examine several alternative determinations of both Gamma(x) and L/L-Edd. For the BASS sample as a whole, we find a statistically significant, albeit very weak correlation between Gamma(x) and L/L-Edd. The best-fitting relations we find, Gamma(x) similar or equal to 0.15 log L/L-Edd + const., are considerably shallower than those reported in previous studies. Moreover, we find n0 corresponding correlations among the subsets of AGN with different M-BH determination methodology. In particular, we find no robust evidence for a correlation when considering only those AGN with direct or single-epoch MBH estimates. This latter finding is in contrast to several previous studies which focused on z > 0.5 broad-line AGN. We discuss this tension and conclude that it can be partially accounted for if one adopts a simplified, power-law X-ray spectral model, combined with L/L-Edd\ estimates that are based on the continuum emission and on single-epoch broad-line spectroscopy in the optical regime. We finally highlight the limitations on using Gamma(x) as a probe of supermassive black hole evolution in deep extragalactic X-ray surveys.China-CONICYT fund; FONDECYT [1141218]; Basal-CATA [PFB-06/2007]; Swiss National Science Foundation (SNSF) through the Ambizione fellowship [PZ00P2_154799/1]; NASA through ADAP award [NNH16CT03C]; Swiss National Science Foundation (SNSF) [200021_157021, PP00P2_138979, PP00P2_166159]; CONICYT-Chile grants Basal-CATA [PFB-06/2007]; FONDECYT Regular [1160999]; NASA Headquarters under the NASA Earth and Space Science Fellowship Program [NNX14AQ07H]SCI(E)ARTICLE1800-81447
Demystifying emotion for designers: A five-day course based on seven fundamental principles
No full textThis paper introduces a five-day intensive course, conducted over five years from 2018 to 2022, aimed at teaching emotion-driven design (EDD) to graduate students with diverse disciplinary backgrounds at Beijing Normal University. EDD is the practice of designing products or services that are informed by user or consumer emotions and/or aim to elicit predetermined emotions. The course was designed to teach students about human emotions from a scientific perspective and to provide hands-on experience in creative processes. To structure the course, seven principles derived from emotion-related design knowledge were employed, which guided the development of learning activities and course materials. The paper also includes student evaluations and reflections on the strengths and weaknesses of the course design. It intends to serve as a resource for design educators who wish to teach the practical application of emotion psychology to students with limited prior expertise.Human-Centered DesignDesign Aesthetic
Scatter of Journals and Literature Obsolescence Reflected in Document Delivery Requests
No full textIn this paper we investigate the scattering of journals and literature obsolescence reflected in more than 137,000 document delivery requests submitted to a national document delivery service. W e first summarize the major findings of the study with regards to the performance of the service.We then identify the “core” journals from which article requests were satisfied and address the following research questions: (a) Does the distribution of core) journals conform to the Bradford’s Law of Scattering? (b) Is there a relationship between usage of journals and impact factors, journals with high impact factors being used more often than the rest? (c) Is there a relationship between usage of journals and total citation counts, journals with high total citation counts being used more often than the rest?(d) What is the median age of use (half-life) of requested articles in general? (e) Do requested articles that appear in core journals get obsolete more slowly? (f) Is there a relationship between obsolescence and journal impact factors, journals with high impact factors being obsolete more slowly? (g) Is there a relationship between obsolescence and total citation counts, journals with high total citation counts being obsolete more slowly? Based on the analysis of findings, we found that the distribution of highly and moderately used journal titles conform to Bradford’s Law.The median age of use was 8 years for all requested articles. Ninety percent of the articles requested were 21 years of age or younger.Articles that appeared in 168 core journal titles seem to get obsolete slightly more slowly than those of all titles.W e observed no statistically significant correlations between the frequency of journal use and ISI journal impact factors, and between the frequency of journal use and ISI-Institute for Scientific Information, Philadelphia, PA) cited half-lives for the most heavily used 168 core journal titles.There was a weak correlation between usage of journals and ISI-reported total citation counts.No statistically significant relationship was found between median age of use and journal impact factors and between median age of use and total citation counts.There was a weak negative correlation between ISI journal impact factors and cited half-lives of 168 core journals, and a weak correlation between ISI citation halflives and use half-lives of core journals.No correlation was found between cited half-lives of 168 core journals and their corresponding total citation counts as reported by ISI.Findings of the current study are discussed along with those of other studies
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