Sustainable Case Study: University Of Pittsburgh Medical Center

University of Pittsburgh Medical Center (UPMC) mission is to provide outstanding patient care and to shape tomorrow’s health system through clinical innovation, biomedical, and health services research, and education. By operating their health system by this mission, UPMC is the leading health provider in Pittsburgh. Their vision is to create a new economic future for western Pennsylvania. They want to build a new perspective of the way people think about health care by creating new avenues in the health care field

Social Emotional Learning in a Guatemalan Preschool Sample: Does Socioeconomic Status Moderate the Effects of a School-Based Prevention Program?

Researchers evaluated the effectiveness of a universal social skills program and compared social emotional knowledge on individual skills interviews with 100 Guatemalan preschool children from resource rich (N = 47) and resource poor (N = 53) backgrounds. Participant ages ranged from 3- to 6-years-old. SEL was evaluated prior and subsequent to receiving a school-based social emotional educational program. Results were analysed in terms of effectiveness of SEL by error type. Data show that preschool children from both poor and wealthy families made significant gains in social-emotional knowledge as a result of SEL instruction. In order to better understand where SEL might be improved, analyses of incorrect responses provided by children from each SES group were analysed. Findings demonstrated no significant differences between the two groups in terms of incorrect or socially unacceptable responses although, overall, the groups differed in depth of social emotional knowledge. Implications for ‘closing the gap’ between children’s social emotional development in high and low SES groups are discussed

An Intervention Approach for Children with Teacher- and Parent-Identified Attentional Difficulties

Using a multimodal and multi-informant method for diagnosis, we selected 33 children by teacher and parent nomination for attention and work completion problems that met DSM-IV criteria for attention-deficit/hyperactivity disorder (ADHD). Of the 33 children in this group, 21 participated in the initial intervention, and 12 were placed in an ADHD control group and received the intervention after pre- and post-testing. A similarly selected group of 21 children without difficulties in attention and work completion served as a control group. Each child was assessed on pre- and posttest measures of visual and auditory attention. After an 18-week intervention period that included attention and problem-solving training, all children in the intervention and control groups were retested on visual and auditory tasks. Children in both ADHD groups showed significantly poorer initial performance on the visual attention task. Whereas the ADHD intervention group showed commensurate performance to the nondisabled control group after training, the ADHD control group did not show significant improvement over the same period. Auditory attention was poorer compared to the control group for both ADHD groups initially and improved only for the ADHD intervention group. These findings are discussed as a possible intervention for children with difficulties in strategy selection in a classroom setting

Effects of childhood maltreatment on the neural correlates of stress- and drug cue-induced cocaine craving: Trauma and cocaine craving

Childhood adversity negatively influences all stages of the addiction process and is associated with persistent alterations in neuroendocrine, autonomic and brain responses to stress. We sought to characterize the impact of childhood abuse and neglect on the neural correlates of stress- and drug cue-induced drug craving associated with cocaine addiction. Cocaine-dependent men with (n=20) and without (n=18) moderate to severe childhood maltreatment histories underwent fMRI during script-guided mental imagery of personalized stress, drug use, and neutral experiences. Compared to the neutral script, the stress and drug use scripts activated striatal, prefrontal, posterior cingulate, temporal and cerebellar regions consistent with prior studies of induced states of stress and drug craving. For the stress script, maltreated men exhibited reduced activation of the anterior precuneus and supplementary motor area (SMA); the interaction of maltreatment severity and stress-induced craving responses predicted lesser rostral anterior cingulate cortex activation. For the drug use script, maltreated men exhibited greater left dorsolateral prefrontal cortex activation. The interaction of maltreatment severity and craving responses was associated with greater activation of the visual cortex and SMA, whereas a maltreatment-by-anxiety interaction effect included lesser ventromedial prefrontal cortex activation. The outcomes indicate an association of childhood maltreatment with a heightened appetitive anticipatory response to drug cues and a diminished engagement of regulatory and controlled action selection processes in response to stress- or drug cue-induced drug craving and anxiety responses for cocaine-dependent men. These findings provide novel insights into possible brain mechanisms by which childhood maltreatment heightens risk for relapse in drug-dependent individuals

Messina (\u3cem\u3eMelilotus siculus\u3c/em\u3e)–A New Pasture Legume for Saltland

Messina (Melilotus siculus ((Turra) Vitman ex B.D. Jacks)) is a new annual pasture legume for saltland in temperate Australia and regions of the world that experience Mediterranean climates. Messina has greater tolerance to the combined stresses of salinity and water-logging than existing commercial pasture legumes. Coupled with desirable agronomic traits these characteristics give messina the capacity to rehabilitate saltland and increase productivity on land where existing legumes fail. This paper reviews the agronomic perform-ance of messina in relation to top soil salinity levels

Statewide Faculty-to-Student Mentoring program - Updates, Opportunities and Panel Discussion

The Statewide Faculty-to-Student Mentoring program began at the statewide campuses level beginning in 2020. With the enthusiastic support of USU administration, the program has been actively implemented and continues to develop throughout many statewide campuses. Preliminary research shows promising supportive data results. This important work is significant because of the current issues facing our students. This Student-Centric Program helped to engage and connect faculty and students at the USU Statewide Campuses and provided an extra layer of support during the pandemic. Students have a greater sense of fulfillment and connection to Utah State University. Not only did students receive extra encouragement and aide through the pandemic, but many of the faculty also involved in the program have had a greater sense of satisfaction in their professional lives. Learn more about the program and the research involved. Ask questions and participate in a panel discussion with those involved in this inspiring work

Dataset associated with "Seeking congruity for agentic women: a longitudinal examination of college women's persistence in STEM"

Those interested in using these data are encouraged to contact Dr. Paul Hernandez ([email protected]) and Dr. Emily Fischer ([email protected]) for more information. Data Contacts: Paul R. Hernandez (primary), [email protected], 979-464-9229 Emily V. Fischer, [email protected], 970-491-8587.Survey data were collected via the online Qualtrics survey system twice yearly in the fall and spring semesters from fall 2015 through spring 2019. This repository contains the data file associated with all surveys utilized in the analyses presented in this research article.Format of Data Files: Data files are in .csv format. Files can be opened by most software (e.g., Notepad, WordPad, Excel) – anything that can read a comma delimited ASCII text file. Here, the file name is "Dataset." In addition, a codebook accompanies the data file. The codebook contains the variable names, variable labels, and value labels for all variables contained within the "Dataset.csv" file.An abundance of literature has examined barriers to women's equal representation in science, technology, engineering, and math (STEM) fields, with many studies showing that STEM fields are not perceived to afford communal goals, a key component of women's interest in future careers. Using Goal Congruity Theory as a framework, we tested the longitudinal impact of perceptions of STEM career goal affordances, communal and agentic goals, and their congruity on persistence in science from the second through fourth years of college among women in STEM majors. We found that women's intent to persist in science were highest in fall of their second year, that persistence intentions exhibited a sharp decline, and that eventually leveled off by their fourth year of college. This pattern was moderated by perceptions of agentic affordances in STEM, such that women with higher perceptions of agentic affordances experienced smaller declines. Similar to prior research, we found that higher perceptions of communal goal affordances in STEM consistently predicted higher persistence intentions. Finally, we found an agentic goal-affordance congruity interaction, such that higher perceptions of agentic affordances in STEM predicted higher persistence intentions; however, the positive relationship was stronger for women with higher agentic goals. We conclude that because STEM fields are stereotyped as affording agentic goals, women who identify interest in a STEM major during their first year of college may be drawn to these fields for this reason, and may benefit from perceptions that STEM affords both communal and agentic goals.Funding for this work was provided by the National Science Foundation through grant number DUE- 1431795, DUE-1431823, and DUE-1460229

Program Development and Implementation for South Carolina Youth through Expanded Food and Nutrition Education Program (EFNEP)

The Expanded Food Nutrition and Education Program (EFNEP) is a federally-funded program that aims at informing and educating limited-resource children, youth, and families in developing and maintaining a nutritionally sound diet, and a physically active lifestyle. Many of the intervention programs implemented through Youth EFNEP are created to be part of an existing school curriculum or as an after-school program. Currently, few programs exist that allow for easy transferability of these already existing curriculums to a summer camp setting.Therefore, the purpose of our Creative Inquiry was to develop the students\u27 abilities to design and implement a Nutrition Education program for youth audiences in a community setting. Students\u27 responsibilities comprised the analysis of lesson structure for grades K-12, development of lesson materials, implementation of the nutrition education lessons with youth audiences from surrounding community areas, and the application of Youth EFNEP evaluation tools.The 8-lesson curriculum is being pilot-tested during the fall of 2014 and spring of 2015 at Littlejohn Community Center in Clemson. The students have taken a leading role in the implementation of the nutrition education activities at the center, acquired the skills to work with low income audiences and have been actively providing the necessary feedback to improve the quality and content of the curriculum, so that one day it becomes a tool that can be used nationwide in summer camps by Youth EFNEP educators

Role modeling is a viable retention strategy for undergraduate women in the geosciences

Gender diversity leads to better science; however, a number of science, technology, engineering, and mathematics (STEM) disciplines, including many geoscience subdisciplines, show a persistent gender gap. PROmoting Geo- science Research, Education, and SuccesS (PROGRESS) is a theory-driven role modeling and mentoring program aimed at supporting undergraduate women interested in geoscience-related degree and career pathways. This study is unique because it is being conducted in a long-term applied setting, rather than as a laboratory exercise. We compare female STEM majors in PROGRESS to a matched control group (N = 380) using a longitudinal prospec- tive multisite quasi-experimental design. College women in PROGRESS par- ticipated in a mentoring and role-modeling weekend workshop with follow- up support, while women in the control group participated in neither the workshop nor the follow-up support. PROGRESS members identified more female STEM career role models than controls (60% versus 42%, respectively), suggesting that deliberate interventions can develop the networks of under- graduate women. Undergraduate women that participate in PROGRESS have higher rates of persistence in geoscience-related majors (95% versus 73%), although the rates of switching into a geoscience-related major did not differ across groups. More strikingly, we also find that the persistence of undergrad- uate women in geoscience-related majors is related to the number of female STEM career role models they identify, as their odds of persisting approxi- mately doubles for each role model they identify. We conclude that our ability to retain undergraduate women in the geosciences will depend, in part, on helping them to identify same-gender career role models. Further, the suc- cess of PROGRESS points to steps universities and departments can take to sustain their students’ interest and persistence, such as hosting interactive panels with diverse female scientists to promote the attainability and social relevance of geoscience careers