Assessing Parental Involvement in Required High School Financial Literacy Education Courses Taught in Utah School Districts

Financial management skills are used throughout our lives, from the first allowance we receive until we provide funds for our funeral services and burial. How do we learn financial skills that last us a lifetime? Much of our learning comes from watching others, specifically as children and teens, even into young adulthood, as explained by Social Learning Theory. This informal learning can help or hinder us throughout our lives, especially when finances are involved. In recent years, the opportunities for formal education have increased. Ideally, based on systems theory, formal and informal financial learning would work hand in hand for the best results. Specifically, is that happening in Utah’s required high school general financial literacy courses? This study assessed the degree to which parents/guardians are being involved with the formal financial teaching of their children, the ways parents/guardians were being involved, perceived benefits and obstacles of parental involvement, and if the educational background of the educator made a difference in their desire for further training in this area. An invitation to participate in an online survey was sent to all educators teaching General Financial Literacy in Utah’s public high schools. Insight was provided in this descriptive study that allowed recommendations for practice and future research in this area

Electrical resistivity employed at the Livonia Mound site (16PC1), Pointe Coupee Parish, Louisiana

Electrical resistivity was used at the Livonia Mound site (16PC1) to identify construction breaks, possible human burials, and other cultural activity below the surface. Resistivity transects traveled across the mound and the level surface directly south of the mound; this latter section was called Area A. Four transects stretched across the north, south, west, and east slopes of the mound; as a result, four vertical profiles were created from the apparent resistivity (ĉa) values. The standard deviation of each transect was computed using the ĉa values from the four pseudo-sections to establish the base-line for analysis. ĉa values for Area A were figured separately because of the differences in temperature at the times the surveys were taken which impact the moisture within the soil. Four areas of high ĉa were identified; these anomalies could represent human burials or other cultural activity beneath the surface. Area A and the west transect produced anomalies hinting at cultural activity below the surface, although no definitive evidence of human burials was found. The vertical profiles from the east and west transect show evidence that the top 3.0 m were deposited in a single construction episode. High ĉa anomalies in the north and south transects distort the profiles; thus there was no conclusive evidence to support or refute a single-phase construction episode for the top 3.0 m of the remaining mound

Homology-dependent interactions determine the order of strand exchange by IntDOT recombinase

The Bacteroides conjugative transposon CTnDOT encodes an integrase, IntDOT, which is a member of the tyrosine recombinase family. Other members of this group share a strict requirement for sequence identity within the region of strand exchange, called the overlap region. Tyrosine recombinases catalyze recombination by making an initial cleavage, strand exchange and ligation, followed by strand swapping isomerization requiring sequence identity in the overlap region, followed by the second cleavage, strand exchange and ligation. IntDOT is of particular interest because it has been shown to utilize a three-step mechanism: a sequence identity-dependent initial strand exchange that requires two base pairs of complementary DNA at the site of cleavage; a sequence identity-independent strand swapping isomerization, followed by a sequence identity-independent cleavage, strand exchange and ligation. In addition to the sequence identity requirement in the overlap region, Lambda Int interactions with arm-type sites dictate the order of strand exchange regardless of the orientation of the overlap region. Although IntDOT has an arm-binding domain, we show here that the location of sequence identity within the overlap region dictates where the initial cleavage takes place and that IntDOT can recombine substrates containing mismatches in the overlap region so long as a single base of sequence identity exists at the site of initial cleavage

Incivility Among Nurses, the Influence of Structural Empowerment: A Systematic Review

Workplace nurse-on-nurse bullying is a well-known phenomenon in health care organizations at both national and global levels. Healthcare organizations struggle to find effective solutions to help nurses to mitigate bullying and incivility and create safer work environments. The purpose of this systematic literature review doctoral project was to critically appraise the literature to find the best research evidence to show that higher levels of structural empowerment lead to lower levels of incivility and increase nurses’ ability to create safer and more positive work environments. Kanter’s theory of structural empowerment served as the theoretical framework for this review. The evidence-based question is focused on a systematic review of horizontal violence, bullying, incivility, and nurses’ perceptions of structural empowerment show that nurses who feel structurally empowered are more likely to create a positive work environment. A systematic review was completed using multiple databases. The literature search was limited to articles published from 2012 to 2019 and yielded 365 articles with 12 articles meeting the inclusion and exclusion criteria. The Melnyk, Fineout-Overholt Levels of Evidence Pyramid Hierarchy was used for grading the evidence. The conclusion was that empowered nurses are less likely to experience horizontal violence, especially if they have access to information and opportunity in the workplace. Also, nurses who feel structurally empowered are more likely to mitigate bullying behaviors in the workplace and improve the work environment. The findings can lead to positive social change by empowering nurses to create safer work environments