Quality Improvement Project to Enhance Provider Awareness and Use of the Coping Strategies Questionnaire (CSQ) to Assess Patients\u27 Level of Coping with Chronic Pain

Chronic pain is a public health problem that has an effect on 20-30% (100 million) of the population of Western countries, with costs to manage chronic pain ranging from $560 to$635 billion annually. Many chronic body system problems, especially those involving musculoskeletal and neurological sequelae, aggravate the pain sensation over time. Chronic pain is depicted by physical dysfunction, disability, and mood alteration; exacerbated by a lack of appropriate coping strategies. Treatment for patients with chronic pain, by providers, has been proven to be inadequate, secondary to providers’ reports of lack of time and lack of a consistent, efficient, effective protocol, and tool for assessment of patients’ chronic pain and coping. Therefore, it was necessary to investigate a method for providers to assess and intervene with patients to foster improved health outcomes and aid them in coping with chronic pain. The Coping Strategies Questionnaire (CSQ) was developed, refined, and decreased from the original 50-item questionnaire to a more ‘user-friendly’ 14-item version. The shorter CSQ has been proven to be a valid and reliable tool in assessing coping strategies for patients with chronic pain. Consistent results in identifying patients who have low to poor coping strategies have been produced when using the refined 14-item CSQ. The goals and objectives of this quality improvement project were to pilot the use of the CSQ to assess patients with chronic pain within a targeted primary care practice and to offer providers a sustainable use tool that identifies patients’ positive and negative coping mechanisms. With the CSQ data in hand providers were able to intervene when patients demonstrated ineffective coping. This paper describes the results and success of the intervention including providers’ comments and commitment to sustainable use of the CSQ

Defining Sex: A Reciprocal Gift designed by God

Graduate Textual or Investigativ

Peer Tutoring Strategy And Senior Secondary Students’ Performance In Mathematics In Emohua Local Government Area Of Rivers State Nigeria

This study determined how peer tutoring affected senior secondary students' academic performance and retention in algebra. Two research questions and two null hypotheses were established for the study. Pretest, posttest, and post-posttest were all used in the study's quasi-experimental design. A sample of 114 senior secondary II students in Emohua Local Government Area, Rivers State Nigeria were chosen at random from the population. Data from the study were gathered using a 25-item multiple-choice examination. While the control group received instruction in algebra using the teacher's deductive teaching style, the experimental group received instruction in algebra using the peer tutoring instructional strategy. An internal consistency of 0.81 was obtained using the Kuder Richardson Formula 21. At a significance level of 0.05, the analysis employed the mean, standard deviation, and analysis of covariance. The results revealed a statistically significant difference between the students who were taught algebra using a peer tutoring technique and those who were taught using a teacher deductive teaching method in terms of performance and retention. It was recommended among others that mathematics teachers should sometimes employ peer tutoring strategy to enhance students’ performance and retention in mathematics

The Smaller Communities of Musical Practice: A Study of Multiple Music Teachers' Perspectives from El Sistema Oklahoma

Abstract THE SMALLER COMMUNITIES OF MUSICAL PRACTICE: A STUDY OF MULTIPLE MUSIC TEACHERS’ PERSPECTIVES FROM EL SISTEMA OKLAHOMA LANI ALOHA GARNER University of Oklahoma School of Music, 2017 Major Professor: Dr. Casey Gerber Advocacy for music education has come to the forefront of modern educational theorists’ agendas and is raising questions about current pedagogy and music study in universities and colleges in the United States (Abeles & Custodero, 2010; Bell-Robertson, 2014; Camangian, 2013; Campbell, 2015; Hewitt, 2009; Elliott & Silverman, 2012). Increases in dropout rates, truancy, bullying, and unhappy school experiences are good indicators that educators are not meeting students’ needs. According to the “National Gang Threat Assessment” (2015), criminal activity and membership in street gangs in the United States continues to rise. Gangs provide “a degree of order and solidarity for their members and make them feel like part of a group or a community” (Spergel, 1990, p. 171). Preliminary evidence suggests that it is essential that youth find places to belong, explore and grow in safe and supportive communities. If music educators are to remain an active and guiding force in helping our youth stay involved in school, we must identify what is currently keeping students actively engaged in their school environments (Kraus, Hornickel, Strait, Slater, & Thompson, 2014). While opportunities may exist for children to join a choir or band in school, the less formal music communities continue to rise in popularity and act to unify cultural diversity and promote social inclusion through music (Roland, 2015; Westerlund, 2006). Many of these opportunities exist outside of the traditional teacher-led paradigm, and are often created and led by the students themselves. The individuals within these groups then tend to be enthusiastic about their explorations and successes, and self-motivated when choosing the direction of progress. However, little research has been done to discover the values and philosophies found within these smaller and overlooked communities that would allow them to be used as models for future successes within the larger school community. These often self-formed musical groups do not necessarily function in a manner similar to formal music curricula, yet they provide an environment for our youth to build community. With the development of relationships among like-minded people and supportive adults, students have a greater understanding of commitment and resiliency, and are more able to confidently voice their own thoughts and opinions (Kraus, Hornickel, Strait, Slater, & Thompson, 2014). It is imperative to identify and document how these smaller musical communities of practice are helping students build self-confidence while also providing a nurturing environment to safely explore and develop their musicianship skills. Examples of specialized music groups can be found in before- or after-school programs such as the El Sistema-inspired music programs across the United States, the Harmony Project in Los Angeles, California, local world music ensembles, school stomp teams, garage bands, and many other smaller music communities. Performance and participation within the larger El Sistema Oklahoma (ESO) orchestral program include smaller musical communities that deserve to be recognized and examined. It is through these smaller communities that ESO has developed an approach that effectively addresses both the musical and social needs of its orchestral members. This study examined how these smaller music communities function within the larger orchestra and determined what were the contributing factors to the program’s overall success. The purpose of this study was to provide music educators with possible ways to utilize these smaller music community experiences to enhance the overall democratic well being of the larger school community

Co-Creating Futures of Care with Older Adults

Designing for care futures in older adulthood often begins and ends with techno-solutions for use in formal care systems, while older adults and their informal care networks are often excluded contributing their own visions for care and the future. In this workshop, we will explore how we can better design not only for but with care in older adulthood, applying the PDC 2022 'Senti-Pensar' (thinking-feeling) lens, to ask 'how can we enact and represent design practice that is difficult to describe but is heartfelt and passionate?' We aim to challenge current narratives of care in HCI, embracing the diversity of experiences of older adults, and facilitating discussion around a future of care that values interdependency, relationality, and thinking-feeling in design. By considering multiple perspectives on care in older adulthood, we will speculate on the role of technologies within future ecosystems of care, where care is the concerted and organising principle.</p

Pedagogias da Polarização no Facebook: redes sociais online e urgência opinativa

The article presents analysis of posts and comments made by followers of the official Facebook pages of Danilo Gentili and Gregório Duvivier between July 26th and October 04th, 2018 to carachterize the political polarization on this social network. It uses the pedagogical status of media to understand the regulation of affects performed on online social network. It proposes the notion of "opinion priority" to comprehend the disputes on the senses of democracy that appear on online social networks. These disputes treat diverse opinions as enemies to be exterminated, obliterating the pluralistic democratic condition.El artículo parte desde publicaciones y comentarios de seguidores de las páginas oficiales en Facebook de Danilo Gentili y Gregório Duvivier entre el 26 de julio del 2018 y el 4 de octubre del 2018 para demostrar la polarización política en esta red social. Comienza a partir del estado pedagógico de los medios de comunicación para comprender la regulación del afecto que ocurre en las redes sociales. Se propone el sentido de "urgencia de opinión" para comprender las disputas sobre el significado de la democracia que aparecen en las publicaciones y comentarios de los seguidores. Estas disputas tratan opiniones diversas como enemigos a ser exterminados, destruyendo la condición democrática pluralista.O artigo parte de publicações e comentários de seguidores das páginas oficiais de Danilo Gentili e Gregório Duvivier no Facebook entre os dias 26 de julho e 4 de outubro de 2018 para caracterizar a polarização política nessa rede social. Arregimenta o estatuto pedagógico da mídia para entender regulação dos afetos que acontece nas redes sociais online. Discute, ao fim, a noção de “urgência opinativa” para compreender as disputas sobre o sentido de democracia que aparecem nas publicações e comentários dos seguidores. Essas disputas tratam as opiniões diversas como inimigos a serem exterminados, obliterando a condição democrática pluralista

Pedagogias da Polarização no Facebook: redes sociais online e urgência opinativa

O artigo parte de publicações e comentários de seguidores das páginas oficiais de Danilo Gentili e Gregório Duvivier no Facebook entre os dias 26 de julho e 4 de outubro de 2018 para caracterizar a polarização política nessa rede social. Arregimenta o estatuto pedagógico da mídia para entender regulação dos afetos que acontece nas redes sociais online. Discute, ao fim, a noção de “urgência opinativa” para compreender as disputas sobre o sentido de democracia que aparecem nas publicações e comentários dos seguidores. Essas disputas tratam as opiniões diversas como inimigos a serem exterminados, obliterando a condição democrática pluralista