Paint and Polish Classroom Technology Status Report & List

Report regarding a project that involved renovations to existing classrooms during the summer of 2016 across the UMaine Campus. The renovations consisted of facilities work, classroom technology, and infrastructure updates. The following groups will participate in this effort: US:IT Relationship Manager, Campus Services, Classroom Technology and Infrastructure, Facilities, Provost, Office of Student Records, Faculty Development, and other campus stakeholders

Stalking and intimate partner violence in Nevada

The focus of this study was to increase the understanding of the role of stalking in intimate partner violence. The research focuses on the prevalence of stalking behavior in intimate partner violence cases. These cases were investigated by the Las Vegas Metropolitan Police Department (LVMPD). The objective of this study was to compare stalking cases that were assigned to the Domestic Violence Unit and those which were assigned to other departments such as Property Crimes or Fraud. It is important to identify inconsistencies in LVMPD responses to stalking behavior, monitor particular offenders with recurring patterns of violent behavior, and make a connection between the stalkers and their victims. In addition, the study will assist in developing a profile of stalking within intimate partner violence cases with attention to individual and situation risk factors. The information will be utilized to recommend preventative measures and create departmental policies and techniques appropriate when responding to these types of cases

Midwifery perspectives:The consent process in the context of patient safety and medico-legal issues

Obtaining consent is a legal and ethical necessity prior to midwifery care provision. Furthermore, midwives must act in the best interests of women at all times and make sure that properly informed consent is obtained and documented prior to carrying out any action. Although the judgment made at the Supreme Court, in Montgomery v Lanarkshire Health Board, involved an obstetrician, the recommendations of this case will have far reaching implications for midwives within the consent process. Midwives will be required to consider informing women of any material risks involved in any recommended care and treatment, including how likely women are to attach significance to such risk. The risk discourse that pervades maternity care is well cited and midwives need to strive to achieve a safe, holistic, woman-centred approach to care whilst implementing the recommendations of Montgomery. Challenges exist for midwives in obtaining informed consent particularly resulting from sub-standard communication issues. This clearly impacts negatively upon patient safety issues. Ultimately, NICE advocate that pregnant women should be offered evidence based information and support to enable them to make informed decisions about their care and treatment. Montgomery provides the highest level of legal support for this position. </jats:p

The Motivation to Write Profile-College: A Tool to Assess the Writing Motivation of Teacher Candidates

Writing is an important aspect of literacy regardless of the grade or discipline. State standards have defined the writing genres, crafts, and skills that are to be taught by teachers in PK-12 classrooms. However, in addition to standards, research indicates that a teacher’s own conception of writing is crucial to establishing classroom conditions necessary for young writers to grow, explore and take risks. If this is the job of PK-12 educators, then it is essential for higher education instructors to understand and explore the writing conceptions of teacher candidates. One of these critical conceptions is the motivation to write. The Motivation to Write Profile-College (MWP-C) was designed and validated to assess the writing motivation of teacher candidates. The profile can inform the important conversations necessary to ensure that teacher candidates are fully prepared to teach writing as motivated writers themselves

Meeting the Students on Their Own Territory

BackgroundMedical students receive communication skills training but there is little research into how effectively, or indeed whether, these skills can be transferred into clinical settings. This paper reflects upon a project aimed at supporting students in communicating with patientsin clinical settings during their undergraduate years.MethodDuring 2012, 36 year medical students were directly observed leading consultations with real patients in in-patient settings by a communications skills expert. Each observed session involved focused feedback on performance and agreeing areas for future practice involving a student peer and the member of faculty.Results and DiscussionStudents positively evaluated this work-based experience, specifically, valuing the authenticity of engaging with ‘real patients’ in ‘real settings’. They reported learning to deal with environmental issues such as noise, interruptions – the hallmark of busy clinical settings. They gained from observing the Communication Skills teacher model effective communication within the consultation process and receiving immediate focused one-to-one feedback. Moreover, they were able to maximise the feedback through immediately applying it to further consultations. The challenges of rolling out such a programme to more students are discussed.ImplicationsObserved practice in work-based settings helps students to recontextualise knowledge learnt in the classroom setting. Their learning is greatly enhanced by having the supported opportunity to apply their skills in an authentic setting. However, implementing such a project can be resource intensive and logistically challenging

A Moral Imperative: Retaining Women of Color in Science Education

This article considers the experiences of a group of women science students of color who reported encountering moral injustices, including misrecognition, lack of peer support, and disregard for their altruistic motives. We contend that university science departments face a moral imperative to cultivate equal relationships and the altruistic power of science. Résumé Cet article considère les expériences d’un groupe d’étudiantes en science de couleur qui rapportèrent avoir rencontré des injustices morales, y compris le manque de considération, le manque d’appui par leurs pairs, et le manque d ‘égard envers leurs motifs altruistiques. Nous soutenons que les départements de science des universités font face à un impératif moral de cultiver des relations égales et le pouvoir altruistique de la science

Quality of Life Associations with Caries Experience and Behavioral Challenges in the Dental Setting Among Children with Orofacial Clefts

Children with orofacial clefts experience many challenges beyond facial differences including risks for psychosocial and behavioral problems. As a result, evaluation for negative impacts on health-related quality of life (HRQOL) is highly important. Because the cleft condition manifests orally, more research is needed with regard to the dental impact on HRQOL. It is currently unknown how significantly HRQOL correlates with dental status or behavior of these children. The objective of this study was to evaluate HRQOL and surgical history of children with orofacial clefts to see if these measures correlate with caries experience and/or behavior in the dental chair. Patient data was obtained with IRB-approval. The study population included patients with a non-syndromic orofacial cleft diagnosis between the ages of 4 and 10. Parent-reported data was obtained for 79 patients. Self-reported data was obtained for 23 patients. PedsQL Psychosocial Summary scores, PedsQL Total scores, number of surgeries and demographics were collected from the psychology department craniofacial clinic database. Decayed, missing, filled teeth (dmft) scores and Frankl scores during dental exams were collected from dental records. Median time between encounters with the psychology providers and the dental clinic for all patients was 42 days. Spearman’s Rank Correlation test identified significant correlations between parent-reported PedsQL Psychosocial Summary scores and dmft scores (p = 0.006) and PedsQL Total scores and dmft scores (p = 0.022), indicating that for the parent-reported group higher caries experience is significantly correlated with lower HRQOL. Parent-reported PedsQL data were not correlated with Frankl scores. There is also no correlation between dmft or Frankl scores and the number of surgeries in the parent-reported group. For the self-reported group, significance was demonstrated between PedsQL Psychosocial Summary scores and Frankl scores (p = 0.002) and PedsQL Total scores and Frankl scores (p < 0.000), indicating that for the self-reported group lower HRQOL is significantly associated with poorer behavior in the dental chair. Self-reported PedsQL data were not correlated with dmft scores. There is also no correlation between dmft or Frankl scores and the number of surgeries in the self-reported group. This study demonstrates that higher caries experience is associated with significantly lower HRQOL in children with orofacial clefts for the parent-reported group. Also, significantly lower HRQOL in children with orofacial clefts is associated with poorer behavior in the dental chair for the self-reported group. The number of surgeries a child with orofacial clefts has undergone is not associated with caries experience or behavior in the dental chair

What are the indicators of a successful international school partnership : developing an operationalized theoretical standard

This research develops a standard against which international school partnerships can be evaluated and assesses its applicability using the outcomes from a school partnership programme. The development of the 'successful school partnerships standard' for international links utilises a large literature review that incorporates good practice guidance and research into international partnerships. The study provides the UK educational context for international school partnerships and identifies areas where such partnerships can deliver school improvement. These educational drivers for school partnerships are mapped onto the 'successful school partnerships standard' to determine whether it provides a valid framework for comparing policy and practice. The 'standard' is assessed through its application as a means of evaluating to what extent the European-funded Comenius school partnerships programme can be deemed successful. The study builds an evaluation framework based on the 'standard' to assess the quality of the outcomes and impact of Comenius school partnerships and to consider whether the European-focused school partnerships differ in any important aspect from other global partnership programmes. Mixed methods are used to assess the secondary data from the Comenius school partnership programme. Key findings from the study include: 1. The 'successful school partnerships standard' provides a useful framework for comparing school partnerships against the educational landscape 2. Comenius partnerships demonstrate a close alignment with the 'successful school partnerships standard' 3. Analysis of the Comenius data identifies the programme as an effective vehicle to support the delivery of two major education initiatives: 3.1 Developing a workforce with the necessary skills to live and work in a global economy: using the evaluation schedule the impact of Comenius school partnerships on learners is excellent 3.2 Providing professional development for teachers: 75% of the Comenius schools' 483 final reports in 2010 rated the partnership highly for its impact on staff development that increased: • leadership and management skills • pedagogical expertise • staff motivation • knowledge and understanding of other countries and cultures