Using Bacterial and Fungal Inoculation Strategies to aid in the Wetland Restoration of Native Plants in Southern California

Planting of native species is a key part of ecological restoration, although the encroachment of invasive species and obstacles to seed germination can limit the success of revegetation efforts. The use of indigenous Plant Growth Promoting Rhizobacteria (PGPR) and Arbuscular Mycorrhizal Fungi (AMF) have been shown to increase the long-term height and diameter of native plants and increase soil fertility in certain studies. Inoculation of seeds with native PGPR have also been shown to increase seed germination. In this study, the effect of different inoculation treatments on different plants native to southern California was studied at two sites in the Ballona Wetlands Ecological Reserve (BWER). Before planting, non-native plants and seeds were removed through hand-pulling and raking at both sites. Seeds from the species Frankenia salina and Cressa truxillensis were separated into four treatments: control, PGPR inoculated, AMF inoculated, and co-inoculated, then planted and monitored for germination over the course of two months. The plant Eriogonum parvifolium was grown in AMF inoculated soil then transplanted into field conditions and separated into two treatments: AMF inoculated and co-inoculated, and monitored for longest stem length (cm) over two months. Results of this study suggest no substantial differences in short-term growth for E. parvifolium based on the use of inoculants. Initial germination results for C. truxillensis and F. salina were too soon to determine success. However, both studies will continue, with additional data incorporated into research results

Book Review: \u3ci\u3eThe Other Wes Moore: One Name, Two Fates\u3c/i\u3e

This review of The Other Wes Moore: One Name, Two Fates explores the role choices and accountability play in youth development. This book illustrates how two young men with the same name from the same city and raised with similar life experiences would make different life choices that resulted in drastically different outcomes. One Wes Moore is a graduate of Johns Hopkins, Rhodes scholar, White House Fellow and successful business person. The other Wes Moore is serving a life sentence in prison for his involvement in a robbery and murder of an off-duty police officer. Recommendations for youth practitioners are discussed

Lymphoma Therapy and Adverse Events: Nursing Strategies for Thinking Critically and Acting Decisively

BACKGROUND: Multiple treatment options, combined with disease heterogeneity, have created nursing challenges in the management of adverse events (AEs) during antilymphoma therapy. Testing has revealed that less than half of participating nurses correctly graded peripheral neuropathy and neutropenia related to antilymphoma regimens. OBJECTIVES: This article identifies nursing challenges in the management of AEs associated with therapy for lymphomas and describes how strategies in critical thinking can help meet those challenges. METHODS: A comprehensive literature search in oncology nursing, nursing education, and critical thinking was conducted; participant responses to pre- and post-tests at nursing education programs were evaluated; and a roundtable meeting of authors was convened. FINDINGS: Oncology nurses can cultivate critical thinking skills, practice thinking critically in relation to team members and patients, leverage information from the Patient-Reported Outcomes Common Terminology Criteria for Adverse Events, and manage workflow to allow more opportunity for critical thinking

Evaluating the impact of a skills-based intervention on the readiness of generalist teachers in a special school to teach music

This thesis explores the lived experiences and perspectives of four generalist teachers from one special school in England as they engage with a skills-based training and mentoring intervention aimed at increasing their competence and confidence for teaching music, by focusing specifically on their classroom musicianship. This is important because there is a distinct lack of research-informed music education discussion focusing on pedagogy led by such teachers and on special school music provision in general. A survey that was distributed to other generalist teachers in the research school frames the main intervention that took place over eleven months. Various tools were used to collect a wealth of qualitative data. Visual methods track and measure a change in participants’ practice. A consistent approach to analysing qualitative data started with open and focused coding, before sensitising concepts were identified, leading to constant comparison that elicited discussion around a set of three core themes and several sub-themes. Key findings revealed participants’ limited and negative experiences of music education and training pre-intervention, causing significant gaps in their music subject knowledge, musicianship and music teaching. These poor experiences had triggered feelings of low self-efficacy for teaching music and concerning belief systems related to the importance of music within core Special Educational Needs and Disabilities (SEND) curriculum provision, their own music teaching responsibilities and the musical potential of pupils with SEND. Training participants in key areas of music subject knowledge and classroom musicianship led to developments in their SEND music pedagogy and increased their levels of competence as teachers of SEND music. Adopting a strengths-based approach by drawing upon aspects of SEND pedagogy that were familiar to participants firmly supported the development of their practice. The SEND music expertise of the mentor was crucial within the training process. Subsequently, participants developed a sense of ownership of their practice and reformed expectations of both themselves and their pupils, along with feelings of increased resilience, enjoyment and confidence for teaching music. This study offers a significant contribution to professional knowledge and practice because it presents a model of music Continuing Professional Development (CPD) for in-service special school teachers, tailored specifically to music pedagogy for teaching SEND children. This is not commonly offered in professional or academic training. This research asks special school leaders to ensure that high-quality music provision is placed at the forefront of school policy and practice moving forward. Those involved in setting national policy and agenda are also called upon to urgently review general curriculum policy and music’s place within this, along with SEND curriculum policies and music education policy in light of the range of issues and complexities this research highlights

Implementing Behavioral Health Integration in Primary Care

A detailed review of the teaching assistance (TA) and shared learning (SL) in the area of behavioral health integration UMass Medical School provided to participants of the Primary Care Payment Reform program, an alternative payment pilot developed by the Massachusetts Medicaid program, MassHealth. PCPR was designed to improve access, patient experience, quality and efficiency. As a result of TA and SL, practices reported higher rates on behavioral health quality measures and milestones

Developing Data Literacy Programs: Working with Faculty, Graduate Students and Undergraduates

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/113148/1/bult1720410608.pd

Prenatal Lead Exposure Risk Assessment by Vermont Maternity Care Providers

Introduction. One percent of women of childbearing age in the U.S. have blood lead levels ≥ 5 ug/dL, which are associated with maternal hypertension during pregnancy, neural tube and cardiac defects in infants, low birth weight, prematurity, and spontaneous abortion. It is unknown whether obstetrics providers in Vermont are screening their pregnant patients for lead levels and educating them on lead exposure risks. Objective. To gain an understanding of current lead screening practices in Vermont and issue recommendations for disseminating lead screening information. Methods. We developed and e-mailed a survey to practicing OB/GYN physicians, maternity care focused family medicine physicians, nurse midwives, and professional midwives. The survey assessed current screening practices for lead exposure in their pregnant patients, interest in receiving statewide guidelines, and guideline dissemination preferences. Results. Of the 41 respondents, 12% currently conduct risk assessments for lead exposure with all of their pregnant patients. Fifty four percent of maternity providers give all of their patients educational materials about lead exposure and risk of toxicity. Seventy one percent of maternity providers think that having guidelines provided by the Vermont Department of Health would encourage them to begin or continue lead exposure screening. The two preferred methods of communicating guidelines to physicians were grand rounds and email whereas non-physician providers preferred email and webinar. Discussion. The majority of pregnant patients in Vermont are not properly assessed or educated about lead risks. However, there is interest in having statewide standardized lead risk assessment guidelines, with dissemination preferences differing by provider type.https://scholarworks.uvm.edu/comphp_gallery/1248/thumbnail.jp

Cinacalcet Administration by Gastrostomy Tube in a Child Receiving Peritoneal Dialysis

A 2-year-old male with chronic kidney disease with secondary hyperparathyroidism developed hypercalcemia while receiving calcitriol, without achieving a serum parathyroid hormone concentration within the goal range. Cinacalcet 15 mg (1.2 mg/kg), crushed and administered via gastrostomy tube, was added to the patient’s therapy. This therapy was effective in achieving targeted laboratory parameters in our patient despite instructions in the prescribing information that cinacalcet should always be taken whole