DAIRY FARMS IN MICHIGAN'S U.P., 2001

Livestock Production/Industries,

Self-Regulation in a Web-Based Course: A Case Study

Little is known about how successful students in Web-based courses self-regulate their learning. This descriptive case study used a social cognitive model of self-regulated learning (SRL) to investigate how six graduate students used and adapted traditional SRL strategies to complete tasks and cope with challenges in a Web-based technology course; it also explored motivational and environmental influences on strategy use. Primary data sources were three transcribed interviews with each of the students over the course of the semester, a transcribed interview with the course instructor, and the students’ reflective journals. Archived course documents, including transcripts of threaded discussions and student Web pages, were secondary data sources. Content analysis of the data indicated that these students used many traditional SRL strategies, but they also adapted planning, organization, environmental structuring, help seeking, monitoring, record keeping, and self-reflection strategies in ways that were unique to the Web-based learning environment. The data also suggested that important motivational influences on SRL strategy use—self-efficacy, goal orientation, interest, and attributions—were shaped largely by student successes in managing the technical and social environment of the course. Important environmental influences on SRL strategy use included instructor support, peer support, and course design. Implications for online course instructors and designers, and suggestions for future research are offered

“Are We Really Not Going to Talk about the Black Girl?”: The Intergroup Racial Attitudes of Senior, White, Sorority Women

Despite the positive effects of cross-racial interactions for students, predominantly White sororities remain segregated. Utilizing focus group methods, this study investigates the racial attitudes of White sorority women to understand the influence of sororities on racial attitudes. Findings revealed that participants in this study minimized race, thought about diversity within context, and perceived barriers to cross-racial interactions. These findings have important implications for campus professionals who work with sorority women

First Record and Habitat Notes for the Genus Lightiella (Crustacea, Cephalocarida, Hutchinsoniellidae) from the British Virgin Islands

The crustacean class Cephalocarida, as currently understood, is comprised of five genera and ten species (Hessler and Elofsson 1996, Hessler and Wakabara 2000). Although in some instances numerous specimens have been collected in a single locale (e.g., the nearly 120 specimens of Lightiella incisa Gooding, 1963 from Puerto Rico studied by Sanders and Hessler (1964), and the numerous specimens of Hutchinsoniella macracantha Sanders, 1955 now known from Buzzards Bay, Massachusetts, see Hessler and Sanders 1973:193), most reports are based on very few specimens. For example, the original description of the genus Hutchinsoniella Sanders, 1955 was based on only eight specimens from Long Island Sound, New York (Sanders 1955); the genus Sandersiella was originally described by Shiino (1965) on the basis of only one specimen from Japan; the genus Chiltoniella Knox and Fenwick, 1977 was based on two specimens from New Zealand (Knox and Fenwick 1977), and the genus Lightiella Jones, 1961 was based on seven specimens from San Francisco Bay (Jones 1961). Lightiella moniotae was described for a single individual from New Caledonia (Cals and Delamare-Deboutteville 1970); Sandersiella calmani for two specimens from Peru (Hessler and Sanders 1973); and Sandersiella bathyalis for two specimens from the deep ocean off southwest Africa (Hessler and Sanders 1973). The single eastern Caribbean record (Barbados) of a cephalocarid also was based on two specimens (Gooding 1963), although Gooding also discussed two specimens from Puerto Rico in that account. Cephalocarids are of such interest morphologically and phylogenetically, and are found so infrequently, that their presence anywhere is noteworthy. As part of an ongoing survey of the cryptic marine invertebrates of certain Caribbean islands, we obtained a single specimen of a cephalocarid from Guana Island, British Virgin Islands, that matches most closely the description by Gooding (1963) of L. incisa. The find is of interest not only because it is the first record for the far eastern Caribbean other than Gooding’s (1963) two type specimens from Barbados, but also because of the unusual habitat in which it was found

Failure mechanisms and surface roughness statistics of fractured Fontainebleau sandstone

In an effort to investigate the link between failure mechanisms and the geometry of fractures of compacted grains materials, a detailed statistical analysis of the surfaces of fractured Fontainebleau sandstones has been achieved. The roughness of samples of different widths W is shown to be self affine with an exponent zeta=0.46 +- 0.05 over a range of length scales ranging from the grain size d up to an upper cut-off length \xi = 0.15 W. This low zeta value is in agreement with measurements on other sandstones and on sintered materials. The probability distributions P(delta z,delta h) of the variations of height over different distances delta z > d can be collapsed onto a single Gaussian distribution with a suitable normalisation and do not display multifractal features. The roughness amplitude, as characterized by the height-height correlation over fixed distances delta z, does not depend on the sample width, implying that no anomalous scaling of the type reported for other materials is present. It is suggested, in agreement with recent theoretical work, to explain these results by the occurence of brittle fracture (instead of damage failure in materials displaying a higher value of zeta = 0.8).Comment: 7 page

Obtenção, caracterização e avaliação do potencial antioxidante de farinha de endosperma e de casca de pinhão para fins alimentícios.

Resumo. Disponível online. MIPE

Postoperative Length of Stay Following Enhanced Recovery After Surgery Protocol Implementation for Scheduled Cesarean Deliveries

Background Cesarean delivery is the most common major surgery worldwide. 1 In 2018, 1.2 million cesarean deliveries occurred in the United States, accounting for nearly 32% of all deliveries.2 Research has shown ERAS benefits include decreased length of stay, improved pain control, and improved patient satisfaction.2,3 Despite its use in numerous surgical specialties, ERAS implementation within obstetrics has been slow.2 The ERAS Society released a three-part guideline specific to cesarean deliveries in 2018 and 2019,4,5,6 yet few studies have assessed the impact of ERAS on cesarean postoperative outcomes.2 An improved perioperative course would be particularly beneficial for mothers undergoing cesarean delivery as they require a quick recovery in order to care for their newborn. The purpose of this retrospective, observational study was to determine how the recovery process following cesarean delivery may be improved by standardizing the perioperative care pathway, with the primary outcome of interest being postoperative length of stay. Methods • Design: Retrospective, observational cohort study at Providence Sacred Heart Medical Center (PSHMC) • This project was approved by the PSHMC Clinical Innovation and Research Council and deemed exempt from human subjects research by Providence Health Care Institutional Review Board. • Human subjects protection: Patient demographic and surgical data from electronic medical records were extracted, deidentified, and encrypted using a REDCap data collection tool • Inclusion Criteria: parturients 18 years of age or older who underwent scheduled cesarean delivery between June 1, 2017 to May 31, 2018 for pre-intervention group and June 1, 2019 to February 29, 2019 for postintervention group. • Exclusion Criteria: urgent or emergent cesarean deliveries, cesarean deliveries occurring in the run-in time period of June 1, 2018 through May 31, 2019, and mothers under the age of 18 years. • Outcome measurement: postoperative length of stay, defined as time of end of surgery to time of discharge • Exposure measurement: defined as post-ERAS protocol implementation following April 1, 2019. • Other variables considered included: age, weeks gestation, BMI, ASA, primary vs repeat cesarean, weeks gestation, and multiparty births. • Statistical analysis: a-prior power analysis, univariate analysis, bivariate analysis, and multivariate analysis Discussion In this retrospective observational study, this facility’s postoperative LOS following cesarean delivery was found to be low, with a median of 52.4 hours. Following ERAS implementation, the median postoperative LOS decreased to 51.2 hours but was not found to be statistically significant in an adjusted model. Cesarean deliveries comprised nearly 29% of all births at this facility, 58.5% of which were scheduled or elective cesarean deliveries. Characteristics of parturients were very similar among the pre- and post-ERAS patient groups; most patients were classified as ASA 2 and a mean age of 31 years. Repeated multivariate analysis using run-in periods of varying lengths and controlling for time consistently showed no significant difference in postoperative LOS between the pre-ERAS and post-ERAS groups. With the postoperative LOS at PSHMC being low prior to protocol implementation, it is likely that other facilities with longer postoperative LOS may see a greater benefit of ERAS implementation. Additional work is still required to further the understanding of ERAS for cesarean deliveries and its impact on postoperative recovery. Future studies of interest includes determining 30-day readmission rates and emergency room visits following discharge. In order to determine the true effect ERAS may have on postoperative length of stay and the recovery process following cesarean delivery, large prospective control trials are needed.https://digitalcommons.psjhealth.org/other_pubs/1110/thumbnail.jp

Fatally Flawed? : Discursive Evidence from the Movement to Establish Lesbian Studies Programs

While related areas such as Queer Studies and Sexuality Studies have become established as disciplinary formations in North American and British universities, Lesbian Studies has not. This article reports on an analysis of key publications by critics and advocates of Lesbian Studies to explore the possibility that Lesbian Studies was flawed in ways that account for its non-emergence. Charges against Lesbian Studies include naïve essentialism, white middle-classness, separatism, and paranoia. Discourse analysis of books by Lesbian Studies advocates examines evidence of each of these qualities and concludes that Lesbian Studies was above all too lesbian to be successfully integrated into the enduringly heteropatriarchal institution of universities.University of Winnipeghttp://journals.sagepub.com/doi/10.1177/095935351037018

Self-regulation: differences by year and area in college students

Neste estudo procura-se analisar a existência de diferenças nas estratégias auto-regulatórias de alunos universitários em áreas de formação distintas. Participaram 518 alunos de três níveis (inicial, intermédio e final) das áreas de ciências e humanidades. Aplicou-se a escala “CHE – Comportamentos e hábitos de estudo e aprendizagem”, que avalia cinco dimensões: estratégias cognitivas de transformação e manipulação da informação, organização e planeamento de rotinas, gestão e monitorização, aquisição e selecção da informação, e reforço motivacional. Verificou-se uma maior utilização das estratégias cognitivas e metacognitivas de gestão e monitorização apesar dos resultados não indicarem diferenças substantivas entre os alunos diferenciados por nível e área. Os resultados podem indicar estabilidade nos comportamentos ou limitações no tipo de instrumento e amostra utilizada. O estudo de mudanças nestas estratégias deverá ser conduzido com recurso a delineamentos longitudinais. O impacto da estabilidade deverá ser ponderado na elaboração de projectos de intervenção.In this study we seek to analyze the existence of differences in self-regulating strategies of university students in distinct graduation areas. 518 students of three levels (initial, intermediate and final) of science and humanities fields participated. We used the scale “Behavior and study skill”, which evaluates five dimensions: cognitive strategies of transformation and manipulation of information, organization and planning of routines, management and monitoring, information acquisition and selection, and motivational reinforcement. A higher use of cognitive and metacognitive strategies of management and monitoring was noted although the results do not indicate major differences between students in different levels and graduation areas. The results can indicate stability in the behaviors or limitations in the type of instrument and in the sample used. The study of changes in these strategies must be carried out having in mind longitudinal outlines. The impact of the stability should be taken into account while elaborating intervention projects.(undefined