North Platte Snowpack Reconstructions Using Dendrochronology

April 1st Snow Water Equivalent (SWE) reconstructions were generated using tree-ring chronologies for the Upper North Platte River Basin (UNPRB), located in north-central Colorado and south-eastern Wyoming. To regionalize April 1st snowpack data from 11 SNOw TELemetry stations (SNOTEL stations), Varimax Rotated Principal Components Analysis (PCA) was used. For the 11 station regionalization, the reconstruction explained 42% of the variance in the instrumental record and extended the record to 1378 (632 years). Retained tree-ring chronologies included those that were stable and positively correlated at 99% confidence levels or higher with the regional snowpack data for a 60–year overlapping period of record from 1940 to 1999. Stepwise Linear Regression was performed for the overlapping (calibration) period to develop regression models for the reconstructions. Eleven stations were individually reconstructed of which three stations (Dry Lake, Old Battle, and Lake Irene) explained variances greater than 40%. A contour plot of the R2 values for all 11 stations revealed that the more statistically skillful reconstructions were for stations spatially adjacent to the tree-ring chronologies used in the regression models. When the two individual stations with the lowest explained variance were removed from the 11 station snowpack regionalization, the new nine station regionalization reconstruction explained 45% of the variance over the same 632 year period

Combatting the downward spiral : burnout, support networks and coping strategies of TESOL teachers at private language schools in Johannesburg, South Africa

The aim of the research study, Combatting the Downward Spiral: Burnout, Support Networks and Coping Strategies of TESOL Teachers at Private Language Schools in Johannesburg, South Africa was firstly to determine whether TESOL teachers working in private language schools in Johannesburg, South Africa suffered from burnout. Secondly, the aim was to discover which factors caused stress for TESOL teachers inside and outside the classroom, what support structures were available for burned out TESOL teachers and the type of coping strategies TESOL teachers used to manage burnout. Using a mixed method design which consisted of the Maslach Burnout Inventory-Educators Survey and semi-structured interviews, the findings revealed that 46% of the TESOL teachers who participated in the research study were suffering from high levels of burnout. Interviews revealed three main areas that caused stress for TESOL teachers: the job of teaching, relationships at work and organisational and TESOL-related issues. These areas were divided further into various sub-themes. Furthermore, support structures for burned out TESOL teachers were generally inadequate and although TESOL teachers attempted to manage burnout by using a variety of coping strategies, these did not seem to be effective in the long-term.English StudiesD. Lit. et Phil. (English

Fluoride Varnish Use Among Dentists in Virginia

Purpose: The purpose of this study was to asses fluoride varnish use by dental practitioners in Virginia. Methods: Using a cross sectional survey design, all dentists in Virginia who are members of the Virginia Dental Association (VDA) were sent an online survey about usage and knowledge of fluoride varnish. Results: The majority of the respondents were general dentists (79%) followed by pediatric dentists (12%). Fluoride varnish use increased with year of graduation from dental school. Dentists who thought fluoride varnish was more effective and less time consuming use it more than other topical fluorides. Dentists who thought their patients prefer fluoride varnish use it more than other topical fluorides.Conclusion: The majority of dentists are not aware of the advantages of fluoride varnish. However, those who are, choose to use it as opposed to foams and gels. Recent graduates, with more exposure to fluoride varnish, use it more frequently

Overcoming the fear of speaking in a foreign language : a study of the role that selected humanistic techniques play in reducing language anxiety associated with oral performance in the TESOL classroom

The aim of this study was to investigate the role that humanistic techniques play in reducing feelings of language anxiety associated with oral communication in the TESOL classroom. Students in the experimental group attended classes which incorporated humanistic techniques such as journal writing and group work and where the affective needs of the students were taken into account. Students in the control group were provided with the normal course content along more traditional lines and their affective needs were not taken into account. Language anxiety was measured by means of questionnaires, journals and interviews. The results revealed that general feelings of anxiety about oral communication decreased in the experimental group. The experimental group achieved higher scores in the final written examination although there was no significant difference in the oral examination results between the two groups. The drop-out rate in the experimental group was lower than that of the control group.English StudiesM.A

The audition.

This thesis is a collection of poems written during two years of study in the MFA writing program at UNC Greensboro. Poems concern circus performers, eccentrics, and an attempt to give a voice to the voiceless

Community Making: An Expansive View of Curriculum

Making as a term has gained attention in the educational field. It signals many different meanings to many different groups, yet is not clearly defined. This project’s researchers refer to making as a term that bears social and cultural impact but with a broader more sociocultural association than definitions that center making in STEM learning. Using the theoretical lenses of critical relationality and embodiment, our research team position curriculum as a set of locally situated activities that are culturally, linguistically, socially, and politically influenced. We argue that curriculum emerges from embodied making experiences in specific interactions with learners and their communities. This study examines multiple ways of learning within and across seven community-based organizations who are engaged directly or indirectly in making activities that embedded literacy, STEM, peace, and the arts. Using online ethnography, the research team adopted a multiple realities perspective that positions curriculum as dynamic, flexible, and evolving based on the needs of a community, its ecosystems, and the wider environment. The research team explored  making and curricula through a qualitative analysis of interviews with community organizers and learners. The findings provide thick descriptions of making activities which reconceptualize making and curriculum as living and responsive to community needs. Implications of this study expand and problematize the field’s understanding of making, curriculum, and learning environments

Can uptake of childhood influenza immunisation through schools and GP practices be increased through behaviourally-informed invitation letters and reminders: two pragmatic randomized controlled trials

Background: The UK is rolling out a national childhood influenza immunisation programme for children, delivered through primary care and schools. Behaviourally-informed letters and reminders have been successful at increasing uptake of other public health interventions. Therefore, we investigated the effects of a behaviourally-informed letter on uptake of the vaccine at GP practices, and of a letter and a reminder (SMS/ email) on uptake at schools. Methods and results: Study 1 was a cluster-randomised parallel trial of 21,786 two- and three-year olds in 250 GP practices, conducted during flu season (September to January inclusive) 2016/7. The intervention was a centrally-sent behaviourally-informed invitation letter, control was usual care. The proportion of two- and three-year olds in each practice who received a vaccination by 31st January 2017 was 23.4% in the control group compared to 37.1% in the intervention group (OR = 1.93; 95% CI = 1.82, 2.05, p < 0.001). Study 2 was a 2 (behavioural letter vs standard letter) × 2 (reminder vs no reminder) factorial trial of 1108 primary schools which included 3010 school years 1–3. Letters were sent to parents from providers, and reminders sent to parents from the schools. In the standard-letter-no-reminder arm, an average of 61.6% of eligible children in each school year were vaccinated, compared to 61.9% in the behavioural-letter-no-reminder arm, 63.5% in the standard-letter-plus-reminder arm, and 62.9% in the behavioural-letter-plus reminder condition, F(3, 2990) = 2.68, p = 0.046. In a multi-level model, with demographic variables as fixed effects, the proportion of eligible students in the school year who were vaccinated increased with the reminder, β = 0.086 (0.041), p < 0.036, but there was no effect of the letter nor any interaction effect. Conclusion: Sending a behaviourally informed invitation letter can increase uptake of childhood influenza vaccines at the GP surgery compared to usual practice. A reminder SMS or email can increase uptake of the influenza vaccine in schools, but the effect size was minimal. Trial registration: Study 1: Trial registration: ClinicalTrials.gov Identifier: NCT02921633. Study 2: Trial registration: ClinicalTrials.gov Identifier: NCT02883972

Vertebrate Host Susceptibility to Heartland Virus

Heartland virus (HRTV) is a recently described phlebovirus initially isolated in 2009 from 2 humans who had leukopenia and thrombocytopenia. Serologic assessment of domestic and wild animal populations near the residence of 1 of these persons showed high exposure rates to raccoons, white-tailed deer, and horses. To our knowledge, no laboratory-based assessments of viremic potential of animals infected with HRTV have been performed. We experimentally inoculated several vertebrates (raccoons, goats, chickens, rabbits, hamsters, C57BL/6 mice, and interferon-α/β/γ receptor–deficient [Ag129]) mice with this virus. All animals showed immune responses against HRTV after primary or secondary exposure. However, neutralizing antibody responses were limited. Only Ag129 mice showed detectable viremia and associated illness and death, which were dose dependent. Ag129 mice also showed development of mean peak viral antibody titers \u3e8 log10 PFU/mL, hemorrhagic hepatic lesions, splenomegaly, and large amounts of HRTV antigen in mononuclear cells and hematopoietic cells in the spleen