Impacts of Internship Experiences on Professional Identity Development for Undergraduate Women of Color in Engineering

Women of color are historically underrepresented in STEM, specifically the field of engineering (National Science Board, National Science Foundation, 2019). In considering ways to assist in women of color’s retention and persistence in engineering, it is necessary to recognize the role internships, a form of experiential education, at the undergraduate level impact professional identity development. The purpose of this study was to understand how internship experiences shape professional identity development for undergraduate women of color in engineering. Using a constructivist epistemology, a theoretical framework integrating social cognitive theory and intersectionality, and an interpretive methodology; the researcher utilized semi-structured interviews and focus groups to capture the impact of internship experiences on 12 undergraduate women of color at Western State University, an engineering-focused institution in the western United States. Five themes emerged in this research. The first two themes spoke to external factors within work environments. These included the impact of support structures within internship experiences and participant perception of company culture. The next three themes specifically addressed ways in which participants internalized their internships in their own self-understanding. These included a greater developed awareness of their salient and valued identities and an ability to articulate these values as related to a future career, an increased sense of confidence and self-agency in their career management, and more career clarity and sense of direction and purpose moving forward. Further, the researcher offers tangible suggestions for practice for employers, university and career services professionals, and the larger STEM community

Dietitians’ perceptions and experience of blenderised feeds for paediatric tube-feeding

Objective: There is an emerging interest in the use of blenderised food for tube-feeding (BFTF). This survey explored paediatric dietitians' perceptions and experiences of BFTF use. Design: A web-based questionnaire was distributed to the Paediatric group of the British Dietetic Association. The survey captured dietitians' personal opinions and experience supporting children on BFTF, and the perceptions of carers. Results: Of the 77 respondents, 19 were aware of professional guidelines and 63 had never received training on BFTF. Thirty-four would not recommend BFTF and 11 would advise against its use; yet 43 would recommend it to supplement commercial feeds. Fifty-seven would change their perception about BFTF if there were evidence-based guidelines. Forty-four would feel confident to support a patient using BFTF. Forty-three had previous experience supporting a patient with BFTF. The main concerns perceived by dietitians, pertinent to the use of BFTF, were nutritional inadequacy (n=71), tube blockages (n=64) and increased infection risk (n=59) but these were significantly higher than those experienced by themselves in clinical practice (p<0.001 for all three). A reduction in reflux and vomiting and increased carer involvement were the main perceived and observed benefits by both dietitians and carers. Conclusions: The use of these feeds for tube-fed children is increasingly being seen as a viable choice. Dietitians experienced significantly fewer issues with the use of BFTF in clinical practice compared with their self-reported apprehensions in the survey. Well-controlled studies are now needed to objectively assess the benefits, risks, costs and practicality of BFTF

Fear of Victimization Among Incarcerated Youths: Examining the Effects of Institutional “Neighborhood” Characteristics and Gang Membership

This study examines whether neighborhood factors found to predict fear of crime among the general population can be adapted to explain inmate fear of victimization inside juvenile correctional institutions. We test (a) whether institutional physical disorder, resident trust, and formal social control can predict fear of victimization, and (b) whether the importance of these factors for fear of victimization varies based on preincarceration street gang status. Using data from a large national sample of incarcerated youths, findings indicate non-gang members are more afraid of institutional victimization than gang members, confirming findings about levels of fear between these groups on the street. “Neighborhood” (institutional) physical disorder and resident trust predicted fear for gang and non-gang youths, whereas formal social control was significant only among non-gang youths. We discuss policy implications and directions for future research

The unmet needs of siblings of children with cancer and serious chronic health conditions in Aōtearoa/New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University, Palmerston North, Aōtearoa/New Zealand

There is evidence to suggest a subset of siblings of children with serious chronic health conditions have a range of unmet psychosocial needs which can lead to adjustment difficulties and mental health problems. A review of needs-based support services available to siblings in Aōtearoa/New Zealand found this is an under-serviced area. The current research aimed to identify the unmet needs of siblings of children with cancer and serious chronic health conditions and contribute to the development of targeted support services that protect and promote health and wellbeing in siblings. An online survey design was used to identify the unmet needs of siblings of children with cancer, cystic fibrosis, and Type 1 diabetes mellitus. The final sample included 204 respondents across the three health conditions (cancer: n=84, cystic fibrosis: n=47, diabetes: n=73). Quantitative results show the average percentage of unmet needs for the total sample was very high (57.8%). Of the three health conditions, cancer had the highest average percentage of unmet needs (66.3%), followed by cystic fibrosis (53.0%), then Type 1 diabetes mellitus (48.6%). Of the seven domains ‘Information about my sibling/whānau member’s health condition’ had the highest number of unmet needs. A significant difference was found between the total mean percentage scores between males and females (p=.001). A comparison of siblings in the ‘cancer’ health condition with an Australian study found the domains were strongly correlated but the New Zealand sample was systematically higher. The qualitative results showed siblings were affected negatively (and potentially long- term) from: a lack of information; feeling ‘invisible’ and forgotten; feeling guilty for being the ‘healthy’ sibling; suppression of needs; disruption to the family; a lack of peer and familial support; and additional care-giving roles. The impacts of these issues can lead to depression, anxiety, post-traumatic stress symptoms and affect beliefs around self-worth. Recommendations arising from these findings point to the need for effective support for siblings including: information about their sibling’s health condition; professional support offered to them; support and understanding from peers, family and teachers; time with parents to feel valued and included; guidance on how to support their affected sibling; a safe space where they feel validated and can speak freely; and ‘time out’ with other siblings

Evaluation of txt2MEDLINE and Development of Short Messaging Service–Optimized, Clinical Practice Guidelines in Botswana

Objective: Currently clinicians in sub-Saharan Africa have limited access to the Internet, whereas mobile phone access and use is extensive. The University of Pennsylvania in collaboration with the National Library of Medicine launched txt2MEDLINE, a short messaging service (SMS) query of PubMed/MEDLINE, and SMS-optimized clinical guidelines in Botswana. The objective of this project was to establish and evaluate the utility of these tools for clinicians in Botswana. Materials and Methods: A local server was established at the University of Botswana that allowed clinicians to send queries and receive results via local (in-country) SMS text messaging on any type of cellular phone. The queries sent via txt2MEDLINE were returned as abbreviated “the bottom line” summaries of abstracts. The 2007 Botswana Treatment Guide was converted into a format that can be queried by SMS. Various types of healthcare workers were recruited to use and evaluate these services. Results: Seventy-six healthcare workers attended training sessions for these services. In the preusage survey, most said they would use the services daily or weekly. During a 4-week trial period, use of these services dropped off dramatically. Participant feedback was collected and indicated that improvements in ease of use would increase the usage. Conclusions: This pilot project enables clinicians to query and receive PubMed abstract summaries and country-specific clinical guidelines using mobile phones. Feedback offers insight on how to improve this technology so that it can be adopted for long-term use. With further adjustments, these resources may provide an effective working model for other countries where limited Internet access impedes upon patient care

Executive function skills of 6–8 year olds: Brain and behavioral evidence and implications for school achievement

Academic and social success in school has been linked to children’s self-regulation. This study investigated the assessment of the executive function (EF) component of self-regulation using a low-cost, easily administered measure to determine whether scores obtained from the behavioral task would agree with those obtained using a laboratory-based neuropsychological measure of EF skills. The sample included 74 children (37 females; M = 86.2 months) who participated in two assessments of working memory and inhibitory control: Knock–Tap (NEPSY: Korkman, Kirk, & Kemp, 1998), and participated in event-related potential (ERP) testing that included the directional stroop test (DST: Davidson, Cruess, Diamond, O’Craven, and Savoy (1999)). Three main findings emerged. First, children grouped as high vs. low performing on the NEPSY Knock–Tap Task were found to perform differently on the more difficult conditions of the DST (the Incongruent and Mixed Conditions), suggesting that the Knock–Tap Task as a low-cost and easy to administer assessment of EF skills may be one way for teachers to identify students with poor inhibitory control skills. Second, children’s performance on the DST was strongly related to their ERP responses, adding to evidence that differences in behavioral performance on the DST as a measure of EF skills reflect corresponding differences in brain processing. Finally, differences in brain processing on the DST task also were found when the children were grouped based on Knock–Tap performance. Simple screening procedures can enable teachers to identify children whose distractibility, inattentiveness, or poor attention spans may interfere with classroom learning

The SDSS and e-science archiving at the University of Chicago Library

The Sloan Digital Sky Survey (SDSS) is a co-operative scientific project involving over 25 institutions worldwide and managed by the Astrophysical Research Consortium (ARC) to map one- quarter of the entire sky in detail, determining the positions and absolute brightness of hundreds of millions of celestial objects. The project was completed in October 2008 and produced over 100 terabytes of data comprised of object catalogs, images, and spectra. While the project remained active, SDSS data was housed at Fermilab. As the project neared completion the SDSS project director (and University of Chicago faculty member) Richard Kron considered options for long term storage and preservation of the data turning to the University of Chicago Library for assistance. In 2007-2008 the University of Chicago Library undertook a pilot project to investigate the feasibility of long term storage and archiving of the project data and providing ongoing access by scientists and educators to the data through the SkyServer user interface. In late 2008 the University of Chicago Library entered into a formal agreement with ARC agreeing to assume responsibility for: • Archiving of the survey data (long-term scientific data archiving) • Serving up survey data to the public • Managing the HelpDesk • Preserving the SDSS Administrative Record This paper outlines the various aspects of the project as well as implementation

How do self‐advocates use community development to change attitudes to disability?

Background Negative attitudes remain a major barrier to the equality of people with disability, especially when coupled with the lack of autonomy imposed on many people. This paper analyses how disability self‐advocacy groups seek to change community attitudes and work towards systemic change by mobilising knowledge from their lived experience. Methods The paper applies a cycle of praxis community development approach (a cycle of experience, learning and reflection, synthesis and planning, and implementation and review) to conceptualise and analyse their activities. The methods were a desktop document search, focus groups and reflective analysis with members of two self‐advocacy groups. Findings A synthesised data analysis found that applying the four‐part community development framework was useful to understand the practice and the purpose of work by self‐advocacy groups to change attitudes. The analysis also demonstrates the benefits for advocates and codesigned activities to intentionally apply the cycle of praxis model to guide their future efforts to change attitudes. Conclusions The research provides evidence that self‐advocacy groups achieve sustained impacts on attitudes in the community, beyond the direct benefit to their members. Government investment in self‐advocacy has potential to leverage wider system change in attitudes to achieve policy goals for the rights of people with disability. Methodologically, the research also has implications for the benefit of inclusive roles in reflective analysis to understand the lived experience of how practices contribute to system change. The design is an opportunity for inclusive researchers to intentionally incorporate reflective analysis into research processes