Best Practice Statement for Screening, Assessment and Management of Vision Problems in the First 30 Days after an Acute Stroke

No abstract available

Healthy Chemicals

Ah-ha: diet foods! We scan the packages looking for the golden words: “low-fat,” “low-calorie,” “sugar-free,” and within moments our cart is filled with 100-calorie packs and Lean Cuisines. We feel relieved, satisfied, and proud. Who said dieting was hard? Those ten pounds will be off in no time. I will feel thin and confident. I will feel healthy. I will be healthy, right? Jennifer Fisher is a freshman Nursing major from Hampden, Massachusetts. She is involved in the Nursing Student Association and hopes, perhaps, to become a Nurse Anesthetist. Jennifer was inspired to write \u27Healthy\u27 Chemicals by her personal interest in nutrition and health: I enjoy expressing my opinions and knowledge on these topics through writing in hopes of influencing others. A separate essay Jennifer wrote—a short research paper on corruption in our food industry—earned recognition in this year\u27s Madison Writing Awards competition

High Ability Visual Artists: A National Mixed Methods Study of Secondary Art Teacher Training and Practice

This study sought to determine the confidence levels and preparation of secondary art teachers in working with students who demonstrate high ability in the visual arts. This information is vital in order to inform the art education community regarding whether or not it does, why it should, and how it can best meet the needs of all students it serves. The study utilized a mixed methods approach. Quantitative data was collected to form a descriptive statistical base. This was necessary due to a paucity of research in the demographic particulars of secondary art teachers’ measured confidence and preparedness in working with students who have high abilities in the visual arts. Qualitative data, in the form of interviews and field notes was collected in order to add depth and breadth to the research regarding these teachers. The study found that the vast majority of surveyed secondary art educators felt generally confident in their ability to work with high ability visual artists, despite a marked deficit in preservice training and professional development

Effects of Self-Reflection on the Perceived Value of Peer Feedback in a Course Using Team-Based Learning

This study aimed to examine four factors contributing to an understanding of the effect self-reflection has on students’ valuation and confidence in peer assessment and how the type of learner affects those same factors. The type of learner was identified as either a high self-regulated learner or a low self-regulated learner through the Motivated Strategies for Learning Questionnaire. Despite the requirement of teaching and measuring soft skills in allied health, little research is available to direct best practice and protocol in teaching, measuring, and documenting these skills. Self-regulated learning served as the theoretical framework, and the sample for this experimental design were graduate physical therapy and speech-language pathology students. A 2 x 2 factorial between-groups ANOVA was conducted for each hypothesis. The dependent variables were the valuation of peer feedback quality as an instructional method, confidence in submitted feedback quality, confidence in the quality of received peer feedback, and the valuation of peer feedback as an important skill. No significant interaction between type of learner and participation in a guided self-reflection protocol on participants’ valuation and belief in the peer feedback process existed for any of the four hypotheses. A significant main effect of type of learner on confidence in own feedback and with participation in the guided self-reflection on the confidence in the quality of received peer feedback was found. Results may assist instructors in the allied health fields with deciding on peer feedback protocol and give validity to teaching soft skills such as self-reflection