Why Can’t Tyrone Write: Reconceptualizing Flower and Hayes for African-American Adolescent Male Writers

Using qualitative methods and a case study design, the perceptions and writing processes of three African-American eighth grade males were explored. Data were derived from semi-structured and informal interviews; and document analysis. The study concluded that the perceptions of the three participants’ writing processes did not adhere to the steps depicted by the cognitive process model of writing (Flower and Hayes, 1981) that has become a dominant model for describing the composing processes of students. Recommendations are made for altering the Flower and Hayes model to depict how these three, African-American eighth graders perceive school writing

Amphibian Contributions to Ecosystem Services

Ecosystems provide essential services for human society, which include provisioning, regulating, cultural, and supporting services. Amphibians provide provisioning services by serving as a food source for some human societies, especially in Southeast Asia. They also serve as models in medical research and provide potential for new pharmaceuticals such as analgesics and anti-viral drugs derived from skin secretions. Amphibians contribute to regulating services by reducing mosquito recruitment from ephemeral wetlands, potentially controlling other pest species, and indirectly through predation of insect pollinators. Often neglected, ecosystems also provide cultural services to human societies that increase the quality of human life through recreation, religion, spirituality, and aesthetics. As an abundant and diverse class of vertebrates, amphibians also play prominent roles in the culture of human societies through pathways such as mythology, literature, and art. Most research on the role of amphibians in ecosystems has been on their contribution to supporting services. This is also the area where amphibians are likely to have the largest contribution to ecosystem services. Supporting services have structural (e.g., habitat) and functional (e.g., ecosystem functions and processes) components. Amphibians can affect ecosystem structure through soil burrowing and aquatic bioturbation and ecosystem functions such as decomposition and nutrient cycling through waste excretion and indirectly through predatory changes in the food web. They also can control primary production in aquatic ecosystems through direct consumption and nutrient cycling. Unfortunately, amphibians are experiencing major declines and humans may be losing associated ecosystem services. It is important to understand how declines affect ecosystem services for human societies, but these declines can also serve as natural experiments to understand the role of amphibians in ecosystems

Is Their Foundation Solid Enough to Build On: An Investigation into the Information-Seeking Skills and Self-Efficacy Levels of New Nursing Students

Researchers at a mid-sized, Midwest, faith-based university used a quasi-experimental non-equivalent control group pretest posttest design to gather data from newly enrolled nursing students in a baccalaureate, masters and doctorate in nursing practice program. Literature regarding confidence levels, self-efficacy and information literacy skills was reviewed. Specific tools to assess confidence and self-efficacy of information literacy skills were explored. The 28-item Information Literacy Self-Efficacy Scale (ILSES) developed in 2006 by Serap Kurbanoglu was used in fall 2012, spring 2013 and fall 2013 to gather data from over 200 newly enrolled nursing students. Analysis of self-reported information literacy skills and self-efficacy levels were analyzed using SPSS software. Reported changes in self-efficacy as a result of information literacy interventions were reported. Implications for the use of active learning activities and skills assessments within information literacy programs were presented

Effects of Red-Backed Salamanders on Ecosystem Functions

Ecosystems provide a vast array of services for human societies, but understanding how various organisms contribute to the functions that maintain these services remains an important ecological challenge. Predators can affect ecosystem functions through a combination of top-down trophic cascades and bottom-up effects on nutrient dynamics. As the most abundant vertebrate predator in many eastern US forests, woodland salamanders (Plethodon spp.) likely affect ecosystems functions. We examined the effects of red-backed salamanders (Plethodon cinereus) on a variety of forest ecosystem functions using a combined approach of large-scale salamander removals (314-m2 plots) and small-scale enclosures (2 m2) where we explicitly manipulated salamander density (0, 0.5, 1, 2, 4 m−2). In these experiments, we measured the rates of litter and wood decomposition, potential nitrogen mineralization and nitrification rates, acorn germination, and foliar insect damage on red oak seedlings. Across both experimental venues, we found no significant effect of red-backed salamanders on any of the ecosystem functions. We also found no effect of salamanders on intraguild predator abundance (carabid beetles, centipedes, spiders). Our study adds to the already conflicting evidence on effects of red-backed salamander and other amphibians on terrestrial ecosystem functions. It appears likely that the impact of terrestrial amphibians on ecosystem functions is context dependent. Future research would benefit from explicitly examining terrestrial amphibian effects on ecosystem functions under a variety of environmental conditions and in different forest types

Understanding the role of technology in the commercial sexual exploitation of children: the perspective of law enforcement.

This exploratory study was conducted to better assess how technology can be used in criminal investigations; it is important to get a better understanding of how technology is currently employed in child sex trafficking as well as the approaches and needs of law enforcement. 144 investigators from Internet Crimes Against Children (ICAC) Task Forces and affiliate agencies responded to an online semi‐structured survey, including 45 investigators with experience conducting investigations of the commercial sexual exploitation of children (CSEC) that involved technology. Participants included investigators working in local, county, and state law enforcement agencies in the United States. The discussion suggested a great deal of variation in perspectives and experiences surrounding the problem of CSEC and technology. Investigators were able to highlight both benefits and obstacles. Benefits included the availability of digital evidence instead of relying on personal accounts, the monitoring capabilities of police, and the ability to conduct extensive undercover operations. Obstacles tended to focus on financial concerns, the continual need for training and technical assistance, and the rapidly changing technological environment. Findings highlight the vast complexity and variability in these crimes. There is still quite a bit of the unknown when it comes to investigating CSEC – technology changes rapidly and avenues for marketing and communicating are vast. Continual education, training and technical assistance are central to investigators’ needs in this area

Teaching Information Literacy Skills to Undergraduate Nursing Students: A Collaborative Approach

Background An expectation of baccalaureate nursing education is to prepare nurses to implement evidenced-based practice (EBP). This expectation extends far beyond a basic understanding of the research process. BSN prepared nurses must be able to effectively and efficiently identify, analyze, and synthesize evidence (AACN, 2008). The acquisition of information literacy skills is foundational to the development of EBP. Implementation The study took place at a College of Nursing within a mid-sized, faith-based university located in the Midwest. Historically, students enrolled in their senior level undergraduate nursing research/EBP course underwent one library instruction session with the nursing librarian to reinforce search strategies for accessing single studies and higher levels of evidence. As part of the course, students conducted EBP group projects which required searching for the best evidence to address a clinical problem. Evaluation of EBP projects revealed that students were not effectively performing systematic searches. This deficit was interpreted as critical since the EBP process is built upon accessing the best evidence. To facilitate development of these skills, a collaboration between the College of Nursing and Library Services emerged. Literature regarding teaching nursing research/EBP and information literacy was reviewed. Specific EBP skills and methods to effectively teach those skills were explored. A collaborative approach to teaching was instituted by embedding a librarian in the nursing research course and integrating information literacy content throughout the semester. Research logs and evidence summary grids for 39 student groups, as well as, individual student final exam and course scores across four semesters were evaluated. Conclusions Collaborative teaching/learning activities significantly improved students’ abilities to perform systematic searches and identify, analyze and synthesize evidence as measured by research log and evidence summary scores. Although course scores for those exposed to collaborative teaching/learning activities were not significantly improved, comprehensive final exam scores, a focused measure of students’ EBP knowledge, were significantly improved. Recommendations Collaboration between nursing faculty and librarians is recommended to promote development of students’ information literacy skills. Information literacy is foundational to the EBP process; time must be dedicated to establishing these skills. Information literacy skills should be introduced early in the nursing curriculum and reinforced in multiple courses

Internet-Facilitated Commercial Sexual Exploitation of Children.

This bulletin summarizes findings from the Internet‐Facilitated Commercial Sexual Exploitation of Children (IF‐CSEC) component of the 2006 Second National Juvenile Online Victimization study. Following are some key findings from the Office of Juvenile Justice and Delinquency Prevention‐sponsored study: • An estimated 569 arrests for IF‐CSEC were made in the United States in 2006; more than half of the arrests involved the offender marketing and selling child pornography. • Most offenders (83%) purchased child pornography or sex with a minor, but an important minority (17%) profited from the exploitation. Profiteers appeared to be more seasoned offenders who were involved in larger, organized networks of criminals, such as prostitution and human trafficking rings. • Many offenders (39%) were acquaintances of the IF‐CSEC victims, 23% were family members, and 17% were people the victims had met online. The rest were mostly pimps. • Compared with victims of Internet sexual crimes that do not involve a commercial aspect, a greater per‐ centage of IF‐CSEC victims, as part of the current crime, were assaulted, given drugs or alcohol, and were the subject of child pornography

If We Pay Football Players, Why Not Kidney Donors

Ethicists who oppose compensating kidney donors claim they do so because kidney donation is risky for the donor’s health, donors may not appreciate the risks and may be cognitively biased in other ways, and donors may come from disadvantaged groups and thus could be exploited. However, few ethical qualms are raised about professional football players, who face much greater health risks than kidney donors, have much less counseling and screening concerning that risk, and who often come from racial and economic groups deemed disadvantaged. It thus seems that either ethicists—and the law—should ban both professional football and compensated organ donation, allow both, or allow compensated organ donation but prohibit professional football. The fact that we choose none of those options raises questions about the wisdom of the compensation ba

Using a Research Log and Reflective Writing to Improve EBP and Information Literacy Skills of BSN Students

Background Baccalaureate nursing educators must prepare nurses to implement evidence-based practice (EBP). BSN nurses must be able to effectively identify, analyze, and synthesize evidence (AACN, 2008). In a nursing research course, students conducted group projects which required searching for the best evidence. Project evaluations revealed that students were not searching systematically. To facilitate EBP and information literacy skill development, a collaboration between the College of Nursing and Library Services emerged. Targeted Learning Outcomes 1. Formulate a strategic search using databases and Internet resources 2. Evaluate and select the ‘best available’ evidence 3. Document systematic search (keywords, subject headings, limiters, and results) 4. Describe why evidence was selected 5. Reflect on search process, difficulties, and potential revisions for next search. Teaching Learning Activities In spring of 2012, research logs were added to an EBP group project requiring students to identify the best evidence. Groups documented their search using a research log worksheet and narrative which included reflection of the search process, evidence appraisal, and strengths and weakness. Although the research log worksheet provided structure, specific problems including uncoordinated group searches, inadequate articulation of evidence selection, and limited reflection about strengths and weaknesses were still identified. Additional sessions reinforcing information literacy skills were integrated in the course. The information literacy skills sessions and research logs were implemented for two subsequent semesters. Evaluation of Approach Student research log and EBP group project scores will be compared over three semesters using ANOVA to determine differences in group performance. During initial data analysis, an independent t test reflected a significant difference between scores for Spring 2012 and Fall 2012 groups. The Fall 2012 groups who used research logs and experienced additional information literacy skills sessions scored significantly higher on their assignments than Spring 2012 groups. Data collection for Spring 2013 is in progress. Final study results as well as implications for nursing education will be articulated