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    Development of Engaging Whiteboard Videos to Support Head Start Teachers’ Understanding of Evidence-based Strategies for Teaching Preschool Children (3-5 years) Science in the Context of Healthy Eating

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    Learning Objective: Identify Head Start teachers’ and relevant professionals’ perceptions of whiteboard videos designed to support understanding evidence-based strategies for teaching preschool children (3-5 years) science in the context of healthy eating. Background: Preschool children, especially those from low-income households, do not consume adequate amounts of vegetables. It is critical to address this low consumption of vegetables in childhood, as it is associated with an increased risk of disease later in life. There is evidence that incorporating food-based learning into STEAM activities in the classroom can improve both learning and vegetable consumption. This project used educational videos to engage and educate Head Start teachers on evidence-based strategies for integrating science and nutrition concepts in their classrooms through STEAM learning activities that incorporate food. Methods: A series of 5 3-7-minute-long videos were developed, each focused upon an evidence-based strategy for incorporating healthy eating into science education in Head Start classrooms. Participants included 5 Head Start teachers working in Eastern NC as well as 5 professionals in fields relevant to video topics, including a pediatric dietitian, food safety expert, child care health consultant, health department policy expert, and an occupational therapist trained in feeding. Participants were asked to fill out pre-interview reflection sheets describing their perceptions of each video and participated in approx. 30-minute cognitive interviews. Interview questions gauged participant perceptions of the videos’ quality, relevance, and applicability. Transcribed interviews underwent thematic analysis by the research team using basic coding techniques. Results: Participants shared their perspectives on diversity and representation within the videos, relevant video audiences, their experiences and perspectives regarding representation in video content and general audiences, video strategy implementation, video content, suggestions for the addition, removal, or changing of video elements, and general video characteristics. Conclusion: Head Start teachers and professionals in relevant fields were able to provide a breadth of unique perspectives regarding a series of 5 professional development videos created in order to empower Head Start teachers to implement Food-Based Learning activities into their own STEAM curriculum. These perspectives will help to inform the future development of these videos as well as any other educational nutrition videos for early childhood educators in the future


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    Burnout impacts up to 75% of medical residents in the United States. Although nearly half of active medical residents in the U.S. identify as individuals with intersecting underrepresented identities including racial, ethnic minority and sexual orientation, very little is known about their unique needs and factors that help retain them throughout medical residency. This article aims to begin filling the gap in the literature regarding how medical residents with intersecting underrepresented identities experience burnout during their residency education in the US and begin exploring protective factors that alleviate burnout rates. The data for this study came from 27 participants who were selected for qualitative interviews and the following themes emerged as having influence on how medical residents with intersecting underrepresented identities experienced burnout: Healthcare culture, additive stress, the role of exhaustion, cynicism, and inefficacy and the influence of discrimination. Additionally, nine subthemes emerged from these themes. Medical residency programs and hospital systems should consider the ways in which their discrimination policies, wellness programs, and diverse leadership structure or the lack thereof impacts burnout rates in medical residents with multiple intersecting underrepresented identities


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    Abstract Background: Appropriate and adequate care for LGBTQ+ patients and other special populations by nurses begins with receiving proper education and a strong background in personalized patient care. Due to the lack of preparedness felt by some new graduate nurses, there is even more emphasis on the need to improve this understanding and the educational resources used to prepare for the care of some patients. Understanding what academic resources are best suited to reach an adequate knowledge for care and providing this care with emotional intelligence is important and vital to the role that nurses play in patient care of special populations such as the LGBTQ+ community. Methods: A literature search was conducted by utilizing online databases that included PubMed, and a significant impact in research resulting from Elsevier and Evolve. Study quality was assessed prior to inclusion to provide the best quantitative and qualitative research available that was deemed relevant to this research conduction. Findings from these studies were analyzed and resulted in a synthesis of conclusions from each resource to provide an integrated literature review regarding the topic. Results: Twelve studies were included in this review from over a thousand that were retrieved in the initial search. It was identified which resources supported the research of this topic and which resources showed the gap in this research that should be further conducted. This research showed that overall, there is very limited resources exploring the effects of using film in nursing education and which academic resources provide the most successful emotional connection regarding certain topics. Conclusion: After reviewing the literature, it is evident that limited research has been done on the most effective teaching pedagogy for nursing education and should be further explored. However, in the literature that has been provided on teaching through film and documentaries in nursing curriculum, it has been proven to be extremely effective in the knowledge base and emotional connection to specific patient populations that is provided. The success in certain areas of nursing education through alternative formats needs to be further explored to determine the overall effectiveness compared to traditional teaching platforms in the same curriculum areas


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    “Put your oxygen mask on first� is a critical motto for educational leaders not only to espouse, but to enact. In the fast-paced environments of international schools, leaders often lack the time to make use of the wellbeing principles that keep themselves physically and emotionally healthy and connected to their communities. During a span of nine months and within two cycles of inquiry, I worked with a middle school leadership team deeply impacted by the pandemic to identify and practice wellbeing practices to deepen connections within themselves and a cohort of middle school leaders. Using participatory action research (PAR) as the methodology, I collected and analyzed data about how the leadership team used wellbeing practices and how these practices affected connectedness within the leadership team and within the middle school cohort. As a result of the PAR study, I identified two findings. First, educators who engage in emotionally centering wellbeing practices deepen connections between themselves and others. Second, international school administrators provide a holistic space in which teachers can engage in wellbeing practices and explore feelings and emotions that support them in their dual roles of personal and professional. By emphasizing the importance of leaders actively modeling practices to cultivate inclusive learning environments, study participants embraced mindfulness and reflection; as a result, the educators prioritized their wellbeing, built relational trust with their teams, and integrated their personal and professional lives and roles. The study showed the transformative potential of intentionally embedding wellbeing practices into regular practice, stressing educational leaders' importance in supporting themselves and their teams to deepen connections. The PAR study offers insights to schools worldwide, suggesting ways to improve wellbeing practices through professional learning. The findings have implications that extend beyond the study’s specific context and emphasize the importance of wellbeing practices to educators as they care for themselves so they can be effective leaders for others. The study draws attention to potential further research to explore how wellbeing practices can positively affect a more supportive environment in which leaders nurture trust among teams and ensure a sense of belonging in educational communities


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    Recruitment can vary by several orders of magnitude and can be unpredictable from year-to-year, with its variability influenced by oceanic conditions experienced by fish larvae. Variations in larval abundance and condition have not been consistently related to juvenile abundance and recruitment for many fisheries species. By studying how environmental factors affect larval fish condition, we may be able to better anticipate when a high or low recruitment year occurs since condition affects larval fish growth and survival. This project aims to expand our understanding of the relationship between morphometric condition, environmental conditions, and prey abundance among four North Carolinian fishes: Atlantic Croaker (Micropogonias undulatus), Mojarra (Eucinostomus sp.), White Mullet (Mugil curema), and Broad Striped Anchovy (Anchoa hepsetus). All species had some aspect of their morphometric condition influenced by an environmental or ecological variable. Temperature and density dependent effects were fairly widespread, affecting the condition of 3 out of 4 species. Zooplankton effects were less widespread, affecting 2 out of 4 species. Interactions between temperature and zooplankton, while individually important, were less widespread, affecting only one species. The relationship between environmental variables and morphometric condition can lead to insight about the species dynamics that was not previously known. Future findings like these can lead to the development of better recruitment models

    Case Study Activities to Explore Biases in Mathematics Education and Special Education

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    Using a case study and a series of activities given over the course of a semester, preservice teachers answered discussion based questions to uncover implicit biases. This study was done to help preservice teachers begin to talk about the impact of racial biases in special education. The case study is about a Black boy named Tay who engaged in a counting collections task in a kindergarten classroom. The responses were coded using the FAIR framework (Louie et al., 2021) in order to categorize the preservice teachers’ noticings. Class discussions and practicum experiences occurred over the course of these activities to see how noticings would change based on these. Modifications for future studies are included to look further into how to guide preservice teachers to anti-deficit noticings


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    Objective: This study aimed to evaluate the feeding knowledge and feeding confidence of different professional groups in eastern North Carolina who provided prenatal care visits (PNVs) for parents having a baby diagnosed with cleft lip with or without cleft palate (CL ± P). Methods: The study sample consisted of three obstetricians and gynecologists (OBGYN), two maternal fetal medicine (MFM) specialists, two nurses, two lactation consultants, and one genetic consultant in eastern North Carolina who provided PNVs for parents having a baby diagnosed with CL ± P. Descriptive statistics were used to evaluate feeding knowledge and feeding confidence of these professionals. Results: Differences in the feeding knowledge scores and feeding confidence levels were found among professionals working in eastern North Carolina who provided PNVs for parents having a baby diagnosed with CL ± P. Specifically, two nurses and one of the lactation consultants had the highest knowledge scores related to the feeding of infants with CL ± P. One of the MFMs, two nurses, and two lactation consultants had the highest confidence levels related to the feeding of infants with CL ± P. All participants who received training related to the feeding of infants with CL ± P, had the greatest confidence levels and higher feeding knowledge scores. Conclusion: Results from the present study highlight the need for methods to improve knowledge and confidence related to feeding among those who provide PNVs to families having a baby diagnosed with CL ± P


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    This pilot study examined the implementation feasibility and preliminary effectiveness of a combined growth-mindset and literacy intervention delivered in the home by parents and guardians. The study was completed in two parts: Pilot Study 1 was completed with one parent. Feedback was gathered and the program was modified accordingly for Pilot Study 2. During the second study, an additional 9 elementary school students and their parents/guardians participated. Parents administered reading interventions from the PASTEL (Parents and Schools Together to Enhance Learning) guidebook and mindset interventions from PERTS (Project for Education Research that Scales). Prior to implementation, parents attended two group meetings during which they were provided materials and coached on how to use them. Qualitative data gathered from parents found that all parents reported intervention materials to be easy to use, fun for their children, and to require a reasonable time commitment. Additionally, pre- and post-test data assessed parent and child mindset, parent and child self-efficacy, child academic motivation, and child reading ability. A statistically significant increase occurred across all child-reported psychosocial outcomes, but no other significant pre-post changes occurred. Limitations and further directions are discussed in detail

    High-fiber food may help decrease risk of colon cancer

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    Medical and dietetic students often co-author a column for the Daily Reflector under Dr. Kolasa's byline. The students research the topic a reader or patient has asked. Dr. Kolasa reviews their draft for technical accuracy, patient friendly language, people first language. She fact checks the study or other evidence-based reference the student provides. If a physician review is appropriate, Dr. Kolasa requests a colleague from ECU physicians to review the article. The final draft is submitted to the Reflector with the editor having the final say. The headline is written by the Reflector headline writer. The food and nutrition column has run weekly since 1987. Starting in 2020, in addition to the Daily Reflector, the article is published in daily and weekly papers owned by the Adams Publishing Group East (https://adamspg.com).This is a weekly Q and A newspaper column under the byline of Dr. Kathy Kolasa. Today's column is about how increasing dietary fiber may decrease the risk of developing colon cancer.non


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    Although there is a well-documented link between post-traumatic stress disorder (PTSD) and obsessive-compulsive disorder (OCD), there is much that remains unknown about this relationship. Comorbid PTSD and OCD are linked to particularly poor outcomes, and individuals with these disorders are impacted across several areas of life. The present study takes a closer look at characteristics that are common among both disorders, including thought-action fusion (TAF), magical thinking, guilt, and shame. Additionally, the author explores the unique impact of each previously identified symptom dimension of OCD (i.e., contamination, responsibility for harm, unacceptable thoughts, and order/symmetry) on trauma symptomatology. The present study hypothesized that symptoms of OCD will positively predict symptoms of PTSD, and that out of the identified symptom dimensions of OCD, symptoms related to fear of causing harm to others will explain a greater proportion of the variance in this relationship than the other symptom dimensions. Furthermore, the author hypothesized that magical thinking, TAF, guilt, and shame would positively predict trauma symptomatology. Data was primarily collected via online recruitment and was analyzed using linear regression. Results indicate that OCD symptom severity and shame predict trauma symptomatology, even when controlling for traumatic experiences; however, magical thinking, TAF, and guilt do not. Contrary to the authors hypothesis that symptoms related to fear of causing harm to others would explain a greater proportion of the variance in the relationship between OCD and trauma symptomatology, it was found that symptoms related to unacceptable thoughts did and that symptoms related to this dimension were the only ones that predicted trauma symptomatology. The author suggests the relationship between OCD and trauma symptomatology could be explained by one of several factors or even a combination of these factors. These findings are relevant to current clinical practice, as well as point to several areas for future research


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