29 research outputs found
sj-docx-1-ctj-10.1177_17407745231206402 – Supplemental material for Development and pilot validation of a novel disfigurement severity scale for plexiform neurofibromas in children with neurofibromatosis type 1
No full textSupplemental material, sj-docx-1-ctj-10.1177_17407745231206402 for Development and pilot validation of a novel disfigurement severity scale for plexiform neurofibromas in children with neurofibromatosis type 1 by Liny John, Gurbani Singh, Eva Dombi, Pamela L Wolters, Staci Martin, Andrea Baldwin, Seth M Steinberg, Jessica Bernstein, Patricia Whitcomb, Dominique C Pichard, Anne Dufek, Andy Gillespie, Kara Heisey, Miriam Bornhorst, Michael J Fisher, Brian D Weiss, AeRang Kim, Brigitte C Widemann and Andrea M Gross in Clinical Trials</p
What Next? Unpacking Anticipatory EEG Oscillations in Auditory, Tactile and Visual Modalities: Relations with Behavior and Executive Function in Children and Adults
Get PDFAnticipation refers to preparation for upcoming events in the environment (Clark, 1998; Ondobaka & Bekkering, 2007; Allen & Friston, 2016). The ability to anticipate – as manifested in the preparatory actions and neural activation in expectation of an upcoming target stimulus – may play a key role in the development of cognitive skills. In the current study, cognitive skills are specified as the execution of stimulus-relevant, goal-directed actions (as indexed by reaction time) and individual differences in the ability to use goals to direct action (as indexed by executive function measures). A cross-sectional investigation was conducted in 40 adults and 40 6- to 8-year-old children to examine the association of neural correlates of anticipatory attention to visual, tactile and auditory stimuli with inter- and intra-individual variation in executive function (EF) abilities. Consistent with prior findings (Weiss, Meltzoff, & Marshall, 2018), the sensorimotor mu rhythm in the alpha range of the EEG signal was suppressed in the contralateral hemisphere during anticipation of tactile stimulation, with the extent of this suppression being related to children’s performance on EF tasks. Within-subject relations were also found between lateralized EEG modulation and single-trial reaction time responses to target stimuli. This relation was evident for visual and tactile stimuli (but not auditory stimuli) and was more prominent in adults than children. Further, these relations were responsible for significant variance in executive function scores using a multi-level model. Results indicated that inter-individual differences in anticipatory sensorimotor mu modulation (not visual alpha or auditory tau rhythms) contributed to the significant association with executive function variability. I discuss anticipatory EEG oscillations as an empirical, quantifiable indicator of stimulus prediction, advancing anticipation as a bridge concept embedded in neuroscientific, behavioral, computational and developmental science.Psycholog
Assessing the life and work of Jean Childs Young: educator-activist, 1933-1994, 2007
Get PDFThis study examines the life of Jean Childs Young as an educator-activist by chronicling her experiences and documenting her contributions. Young was a black woman from the South whose marriage to renown civil rights leader, Reverend Andrew Young, Jr., did not impede nor eclipse her own desire to achieve social justice. Jean Childs Young is among the countless number of black women whose lives have been overshadowed and whose contributions have largely gone unrecognized in United States and African-American history. A principal goal of this study, therefore, is to expand the lens of African-American women's history. Specifically, it focuses on the lesser known dimensions in the life of Jean Young and the manner in which she drew upon a network of resources in favor of the race, in general, and children and women, in particular. Among the many themes that underline black women's history, three are central to this research. The unique and creative manner in which African-American women approach life, the strong emphasis on community, and the high value placed upon education are ubiquitous ideas that permeate both the discipline and this thesis. This study was based on certain factors that contributed to the development of Mrs. Young as an educator-activist. Among them wffre her early experiences as a black girl from the South, her strong educational foundation, and her ultimate belief that children and women are critical contributors to the achievement of a truly democratic society. An historical approach was used to assess Young's life. In addition to utilizing existing primary source material, oral interviews were conducted with her family, friends, colleagues, and co-activists. The Jean Young Collection, housed at the Auburn-Avenue Research Library on African-American Culture and History, was a key source in ascertaining information and facts about Young's life as an educator-activist. The conclusions drawn from this study support that Jean Childs Young was a persistent and resourceful advocate for social justice in her own right; she labored to achieve universal education for children and equal access for women. Mrs. Young learned certain habits and skills through the examples of her foremothers. This study demonstrates the ways that she continued this legacy by taking action based upon her own cognizance of the broader issues during her time. The history of Jean Childs Young comprises one of the many chapters in the anthology of black women's history. Furthermore, in the continuity of the rich legacy of African-American women, Mrs. Young's life serves as an exemplary paradigm for future activists
The Shared Origins of Embodiment and Development.
Get PDFAs a domain of study centering on the nature of the body in the functioning of the individual organism, embodiment encompasses a diverse array of topics and questions. One useful organizing framework places embodiment as a bridge construct connecting three standpoints on the body: the form of the body, the body as actively engaged in and with the world, and the body as lived experience. Through connecting these standpoints, the construct of embodiment shows that they are not mutually exclusive: inherent in form is the capacity for engagement, and inherent in engagement is a lived perspective that confers agency and meaning. Here, we employ this framework to underscore the deep connections between embodiment and development. We begin with a discussion of the origins of multicellularity, highlighting how the evolution of bodies was the evolution of development itself. The evolution of the metazoan (animal) body is of particular interest, because most animals possess complex bodies with sensorimotor capacities for perceiving and acting that bring forth a particular sort of embodiment. However, we also emphasize that the thread of embodiment runs through all living things, which share an organizational property of self-determination that endows them with a specific kind of autonomy. This realization moves us away from a Cartesian machine metaphor and instead puts an emphasis on the lived perspective that arises from being embodied. This broad view of embodiment presents opportunities to transcend the boundaries of individual disciplines to create a novel integrative vision for the scientific study of development
University of Nebraska College of Medicine Class of 2005
No full textBenjamin Aaker, Daniel J. Albertson, Mikala M. Albertson, William J. Andrews, Laura A. Arndorfer, Ryan M. Arnold, Nathan G. Asher, Elizabeth M. Augustine, Mathue M. Baker, Amy R. Barker, Matthew P. Behrens, Aaron T. Benner, Casey D. Beran, Margaret M. Beran, Shreenath Bishu, Kimberly A. Borke, Robert E. Bowen, Jess L. Boysen, Allyson L. Braasch, Sarah K. Broadhead, Michael A. Burson, Jesica A. Christensen, Paul J. Cluff, Chris A. Cornett, Chandra E. Cullen, Kwanza N. Devlin, Travis W. Dierks, Erik T. Ehlers, Justin O. Endo, David J. Ensz, Brian T. Fay, Michael R. Feilmeier, Michael P. Fullenkamp, Joseph J. Gard, Kristina A. Garnett, Kristine M. Gerbus, David C. Griffin, Joseph E. Hansler, Katherine A. Hanson, David J. Haralson, Charles H. Harper, Dana J. Hess, Carrie Anne Hoarty, Alastair T. Hoyt, Terry Huang, Ryan C. Hurd, Kate E. Hutchens, Andrew S. Itkin, Todd A. Jensen, Anya A. Johansen, Phillip I. Jones, Adam T. Kafka, Robyn M. Kaiser, Susan D. Keasling, Christopher T. Koch, Lori M. Krajicek, Taryn Q. Lambrecht, William J. Lawton, Louis Lin, Todd R. Lovgren, Clancy E. McNally, David J. Meduna, Melissa B. Meier, Laura R. Millemon, Mathew J. Miller, Natalya K. Miller, Tara J. Missoi, Joseph J. Mueller, Casey G. Nekl, Oluyemisi M. Odugbesan, Kimberlee J. Olsen, Dana M. Olson, Preston S. Omer, John M. Park, Nicole N. Paulman, Roger A. Paulman, Joshua D. Phillips, Nathan A. Pitts, Rebecca E. Rawalt, Lindsey M. Rentschler, Staci L. Rosche, Erik J. Sather, Stephanie R. Schardt, Stephen M. Schinker, John R. Schneider, Clayton B. Schroeder, James H. Sederberg, Tracie I. Shea, Ryan C. Shelstad, Nicole M. Sherman, Mohsin Q. Soliman, Kristin J. Somers, Thomas F. Spiegel, Alvin J. Stosich, Matthew T. Stritt, Regan M. Taylor, Monique A. Tolston, Anna K. Trauernicht, Chris A. Unterseher, Christine A. VanBeek, Kelly S. Wagoner, Shannon E. Wakeley, Aaron J. Ward, Dustin J. Weiss, Debra K. Whaley, Nicholas P. Wilson, Lucille R. Woodard, Hadi Zahra, Elizabeth A. Ziembahttps://digitalcommons.unmc.edu/comclass/1086/thumbnail.jp
Hopelessness and high risk parenting attitudes in relation to child abuse and neglect
Get PDFPlan BA review of the literature indicates the relationship between hopelessness and depression in adolescent females is significant. The problem of hopelessness as a component of depression is explored in this study, as is the correlation between hopelessness and high risk parenting attitudes in teenage girls. According to a study by Lamb and Nitz (1991), approximately one million teenage girls become pregnant each year. Adolescents who become parents may experience added stress, which may result in child abuse and neglect. Child abuse and neglect is at an all time high in our country, and is surely a national crisis. The Child Abuse Prevention, Adoption and Family Services Act of 1988 (Public Law 93-247) defines abuse and neglect as “the physical or mental injury, sexual abuse or exploitation, negligent treatment or maltreatment of a child under the age of 18 by a person who is responsible for the child’s welfare under circumstances which indicate that the child’s health or welfare is harmed or threatened” (Bavolek, 1990). This study will acknowledge and discuss the importance of identifying and treating hopelessness in teenage mothers. Rust (1999) indicates teenage mothers are at increased risk for depression and high risk parenting attitudes in relation to child physical abuse. Therefore, the purpose of this study is to correlate hopelessness and high risk parenting attitudes in teenage parents. There is a great amount that can be learned from this study, and research suggests that child abuse and neglect and the problems associated with this issue are not going away, they are at epidemic proportions, despite the increased interventions of the last ten years. This study is pertinent in today’s world and can provide insight into reducing the incidents of child abuse and neglect. The purpose of this study is to assess the degree of correlation between hopelessness in adolescent females and high risk parenting attitudes. For the purpose of this study, thirty adolescent females were asked to complete the Beck’s Hopelessness Scale and Adult-Adolescent Parenting Inventory (AAPI-2), [Bavolek,1999]. Upon completion of the study, a significant degree of correlation was not found between hopelessness in adolescent females and high risk parenting attitudes
Evaluation of DNP program essentials of doctoral nursing education: A scoping review
No full textBackground: In 2021, the American Association of Colleges of Nurses revised the core competencies for professional nursing education. The revision includes a call for a transformation from a traditional approach to a competency-based approach for teaching and learning. Purpose: The purpose of this systematic scoping review was to provide a fuller understanding of how DNP programs have historically evaluated and documented attainment of the essentials of doctoral nursing education in a summative manner in order to inform developing methods for addressing the newly endorsed advanced-level competencies in nursing education. Methods: A systematic scoping review was completed using PRISMA for Scoping Reviews Guidelines. Databases searched included PubMed (MEDLINE), CINAHL, Education Full Text, Web of Science, and ProQuest Dissertations and Theses. Included reports needed to discuss student competencies and reflect the summative evaluation of the DNP essentials in a DNP program. Data extracted included title, lead author name, lead author affiliation, type of program, aims, design, process, results, competencies included, and DNP project inclusion. Results: Of the 2729 reports initially identified, five met inclusion criteria. These articles described diverse methods for documenting student attainment of DNP competencies including leadership narratives, electronic portfolios, and clinical logs. Conclusion: DNP programs have used summative evaluation methods to document fulfillment of the DNP essentials, but a competency-based education approach requires additional formative evaluations that incrementally support learners' progression toward achieving competencies. Faculty can modify exemplars presented from a review of the literature to serve as summative or formative evaluations of DNP advanced-level nursing competencies
Profiles of Social Distance Compliance: Psychological and Situational Predictors of Risky Behavior during COVID-19
No full textExpectant parents’ perceptions of healthcare and support during COVID-19 in the UK: A thematic analysis
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