I Am An Island To Myself : How One Veteran English Teacher\u27s Beliefs, Experiences, and Philosophy Translate into Classroom Practice

The purpose of this qualitative study was to investigate the beliefs, philosophy, and experience of a veteran English teacher and how each of these constructs informed her classroom practice. This research, conducted in a metropolitan high school in the South, provides insight into the way a veteran teacher believes, practices in her classroom, and relates to her greater teaching milieu. The study is theoretically framed in Greene\u27s (1971) notion of doing philosophy in which a teacher makes meaning from her reflected, lived-through experience, and Applebee\u27s (1996) notion of curriculum as conversation for the teaching of language arts discourse. Research indicates that teacher\u27s beliefs are personal (Munby, 1984; Pajares, 1992; Nespor, 1987), and transactional with practice (Richardson, 1991). Other research shows that beliefs may be tacitly or overtly held without manifestation (Fenstermacher, 1978; Green, 1971) but that they are the best gauges for the choices people make throughout their lives (Bandura, 1986; Nisbet & Ross, 1980). This study seeks to understand what a veteran teacher believes that may explain her practice. Data were collected over 15 weeks of an 18 week semester via observations, formal and informal interviews, and a researcher\u27s log. Using a constant comparative method (Glaser & Strauss, 1967) the researcher determined recurring themes and structures in the data to explain beliefs into practice. The findings of this study showed that a veteran English teacher\u27s beliefs were overtly held and practiced as a result of personal background, cumulative teaching experience, and certain conditions within the immediate and greater instructional setting. The study further indicated the teacher created personal meaning for herself and students, respectively, through practicing a form of professional autonomy from the greater teaching milieu and by creating a specialized learning community in her classroom. The results of this study suggest veteran teachers form self-inclusive practice based on beliefs and experiences, especially when conditions exist environmentally requiring the teacher be a self-sufficient practitioner

Community Continuity and Resilience Manual

The Community Continuity and Resilience Manual can be used by small organizations to make themselves more resilient. The manual provides materials for organizations to give their own continuity and resilience workshops. It includes background on continuity and resilience, a sample presentation, agendas and invites for workshops, as well as a sample continuity plan

Looking through a social lens: conceptualising social aspects of knowledge management for global health practitioners

Knowledge management plays a critical role in global health. Global health practitioners require knowledge in every aspect of their jobs, and in resource-scarce contexts, practitioners must be able to rely on a knowledge management system to access the latest research and practice to ensure the highest quality of care. However, we suggest that there is a gap in the way knowledge management is primarily utilized in global health, namely, the systematic incorporation of human and social factors. In this paper, we briefly outline the evolution of knowledge management and then propose a conceptualization of knowledge management that incorporates human and social factors for use within a global health context. Our conceptualization of social knowledge management recognizes the importance of social capital, social learning, social software and platforms, and social networks, all within the context of a larger social system and driven by social benefit. We then outline the limitations and discuss future directions of our conceptualization, and suggest how this new conceptualization is essential for any global health practitioner in the business of managing knowledge

Preparing for Storms Nonreader Facilitator\u27s Guide

The Preparing for Storms nonreader facilitator\u27s guide includes lesson plans and flashcards that coincide with the Preparing for Storms nonreader manual

Distance Supervision in Human Services

As the use of technology increases, there are more opportunities for students and human service professionals to participate in education and supervision remotely. Distance supervision has become increasingly popular in the field of human services, providing educators and practitioners with new methods of professional communication. However, the use of technology in supervision also poses unique challenges for human service professionals and requires additional ethical considerations. The following will address the above points as well as review both asynchronous and synchronous delivery methods for distance learning supervision and their utility for providing supervision in the field of human services

Cold Pressor Pain Response in Children with Cancer

Objective: The goal of this study was to examine pain responses in pediatric patients with cancer. Method: Children (ages 6 to 18) undergoing treatment for cancer (N=68) completed the cold pressor task. Results: Average pain tolerance was 118.22 seconds (SD=101.18) and 40% of the children kept their hand in the water the entire 4-minute ceiling. On a 0 to 10 numeric rating scale, children reported a pain severity of 5.07 (SD=3.47) at their first report of pain, a pain severity of 5.94 (SD=3.54) at their maximum report of pain, and a pain severity of 5.33 (SD=3.72) at the time they reached pain tolerance. Children receiving chemotherapy agents (N=56) with possible neuropathic effects exhibited higher pain tolerance compared with children not receiving such treatments (N=10), β=0.84, SE=0.38, Wald χ21=4.88, P=0.027, hazard ratio=2.33, 95% confidence interval (1.10-4.92). Conclusions: This study provides data on experimental pain responses in a sample of children undergoing cancer treatment and suggests that pain experience may be moderated by cancer treatment type

The Whole is Not the Sum of Its Parts: Specific Types of Positive Affect Influence Sleep Differentially

Given the known detrimental effects of poor sleep on an array of psychological and physical health processes, it is critical to understand the factors that protect sleep, especially during times of stress when sleep particularly suffers. Positive affect (PA) arises as a variable of interest given its known associations with health and health behaviors and its ability to buffer stress. In two studies, we examined which types of PA (distinguished by arousal level and trait/state measurement) were most beneficial for sleep and whether these associations varied depending on the stress context. In Study 1, college students (N = 99) reported on their PA and sleep during the week of a major exam. In Study 2, two weeks of daily PA and sleep data were collected during a period with no examinations in a similar sample of students (N = 83). Results indicated that high trait vigor was tied to better sleep efficiency and quality, especially during high stress. Trait calm was generally unhelpful to sleep, and was related negatively to sleep duration. State calm, on the other hand, interacted with stress in Study 2 to predict more efficient day-to-day sleep on days with higher average stress. These findings illustrate the importance of considering arousal level, affect duration, and stress context in studies of PA and health

Preparing for Storms in Louisiana: Manual for Nonreaders

The Preparing for Storms nonreader manual uses the same curriculum as the Preparing for Storms student manual, but is designed for beginning readers

Preparing for Storms in Louisiana: Manual for Nonreaders

The Preparing for Storms nonreader manual uses the same curriculum as the Preparing for Storms student manual, but is designed for beginning readers