Person to Person in France

While still in the midst of their study abroad experiences, students at Linfield College write reflective essays. Their essays address issues of cultural similarity and difference, compare lifestyles, mores, norms, and habits between their host countries and home, and examine changes in perceptions about their host countries and the United States. In this essay, Mary Beth Jones describes her observations during her study abroad program at the American University Center of Provence in Aix-en-Provence, France

Bonjour pour le Dernier Fois!

Postcard from Mary Beth Jones, during the Linfield College Semester Abroad Program at the American University Center of Provence in Aix-en-Provence, Franc

Kindergartner’s Oral Responses to Stories Either Told or Read to Them

The purpose of the study was to determine if there was a statistically significant difference in the quantity of words generated by kindergartners when retelling a story read to them from a book (read aloud) as compared to when a story was told orally, without a book (storytelling). The subjects of this study were 42 kindergarten students attending an urban school district in Western New York. The students listened to a story read aloud from a book. They then retold the story to an adult. The retellings were recorded. The same students listened to another story told orally, by an experienced storyteller. They also retold the story. The appropriate oral language level was selected as a result of the Early Prevention of school Failure screening, which was administered in September of the school year. The strengths and needs for receptive and expressive language were examined to determine relationships between the differences in the children\u27s retelling of the stories. There was a statistically significant difference favoring the retelling of a story told orally compared to a story read aloud when measured by quantity of words generated in the retelling. The results showed those children identified with below average needs in expressive and receptive language areas were better able to retell the story told orally, without a book

Kindergartners\u27 Oral Responses to Stories Either Told or Read to Them

The purpose of the study was to determine if there was a statistically significant difference in the quantity of words generated by kindergartners when retelling a story read to them from a book (read aloud) as compared to when a story was told orally, without a book (storytelling). The subjects of this study were 42 kindergarten students attending an urban school district in Western New York. The students listened to a story read aloud from a book. They then retold the story to an adult. The retellings were recorded. The same students listened to another story told orally, by an experienced storyteller. They also retold the story. The appropriate oral language level was selected as a result of the Early Prevention of School Failure screening, which was administered in September of the school year. The strengths and needs for receptive and expressive language were examined to determine relationships between the differences in the children\u27s retelling of the stories. There was a statistically significant difference favoring the retelling of a story told orally compared to a story read aloud when measured by quantity of words generated in the retelling. The results showed those children identified with below average needs in expressive and receptive language areas were better able to retell the story told orally, without a book

Exploring Diversity, Citizenship, and Gender through Jazz: A Narrative Criticism of \u3cem\u3eI Am Jazz\u3c/em\u3e

In this study, a narrative analysis of a children’s picture book was conducted to uncover how young audiences are taught about diversity and inclusion through books. The setting, characters, narrator, and target audiences of the 2014 book I Am Jazz were evaluated to decipher how readers are educated about transgenderism and diversity in greater context. Specific rhetorical qualities in the visual and written elements emphasize the importance of diversity, uniqueness, individuality, and acceptance. This particular book has created a range of support and protest since its publication, and it is an important example of the emotional and political power of a story. An awareness of the messages and images sent to young learners is a critical part of fostering inclusivity and creating global citizens. The paper upon which this poster was based was written for the Senior Seminar course in Communication Arts. The paper was competitively selected for presentation at the Northwest Communication Association Conference in April 2017

Engaging with the Dory Fleet: A Panel Discussion on a Collaborative College and Community Oral History Project

This peer-reviewed program was presented at the annual Northwest Communication Association Conference in Coeur d’Alene Idaho on April 15, 2016. The presentation features an overview of the Launching through the Surf: The Dory Fleet of Pacific City project and includes detailed notes from each speaker. Special thanks go to Mary Beth Jones and Brenda DeVore Marshall, who served as transcriber and editor for the detailed speaker notes

The Dory Fleet of Pacific City: An Annotated Bibliography

This annotated bibliography has been created as part of the Launching through the Surf: The Dory Fleet of Pacific City project. Kathleen Spring, Brenda DeVore Marshall, Andrea Snyder, Mary Beth Jones, Alicia Schnell, and Gabrielle Leif have contributed to the document. Many of the articles and other documents were found in personal scrapbooks and files. In many cases, the bibliographic information is incomplete. Research is ongoing, and the bibliography will be updated as additional information becomes available

30. Measuring Executive Function in Adult Populations

The Minnesota Executive Function Scale (MEFS) is a test that was originally designed to measure executive function (EF) in ages two and up, but we propose to use the MEFS test to measure EF in adult populations for the first time. MEFS has been proven to be an effective measure of EF in children but has yet to be tested in adults. We expect MEFS to detect developmental, as well as individual differences in our participant pool of adult aged UNG Oconee students. The resulting data could prove valuable for constructing more thorough tests for measuring EF in adult populations, in addition to providing data on EF development in adults. Past studies have shown a strong correlation between frontal lobe development and EF. Because the frontal lobe is not fully developed until around age twenty-five, administering a MEFS test to an adult population could give valuable information about the test’s effectiveness in adults. Administering the MEFS test to an adult population will also allow a comparison of the Early Years Toolbox and MEFS in measuring the main aspects of executive function. These main aspects include inhibition, working memory, and flexibility. The test will be administered to participants drawn from the Psychology 1101 classes at UNG and the resulting data will be analyzed and compared to data from younger populations

Additive Manufacturing a Liquid Hydrogen Rocket Engine

Space Propulsion is a 5 day event being held from 2nd May to the 6th May 2016 at the Rome Marriott Park Hotel in Rome, Italy. This event showcases products like Propulsion sub-systems and components, Production and manufacturing issues, Liquid, Solid, Hybrid and Air-breathing Propulsion Systems for Launcher and Upper Stages, Overview of current programmes, AIV issues and tools, Flight testing and experience, Technology building blocks for Future Space Transportation Propulsion Systems : Launchers, Exploration platforms & Space Tourism, Green Propulsion for Space Transportation, New propellants, Rocket propulsion & global environment, Cost related aspects of Space Transportation propulsion, Modelling, Pressure-Thrust oscillations issues, Impact of new requirements and regulations on design etc. in the Automotive, Manufacturing, Fabrication, Repair & Maintenance industries

Promoting Sustainable Responses to the US Opioid Epidemic With Community-Academic Partnerships: Qualitative Outcomes From a Statewide Program

Background: Drug overdose deaths in the United States have continued to increase at an alarming rate. The United States is facing two devastating public health crises– the opioid epidemic and the COVID-19 pandemic. Within this context, one of the most ambitious implementation studies in addiction research is moving forward. Launched in May 2019, the HEALing Communities Study (HCS) was developed by the National Institutes of Health (NIH) and the Substance Abuse and Mental Health Services Administration (SAMHSA) as part of the Helping to End Addiction Long-termSM Initiative (National Institutes of Health, 2020). The goal for this research was to reduce opioid overdose deaths by 40 % in three years by enhancing and integrating the delivery of multiple evidence-based practices (EBPs) with proven effectiveness in reducing opioid overdose deaths across health care, justice, and community settings. This paper describes the initial vision, goals, and objectives of this initiative; the impact of COVID-19; and the potential for knowledge to be generated from HCS at the intersection of an unrelenting epidemic of opioid misuse and overdoses and the ravishing COVID-19 pandemic.. The Substance Abuse and Mental Health Services Administration distributed more than $7 billion between January 2016 and June 2020 to address the drug overdose crisis. The funds were intended to support evidence-based responses, including medications for opioid use disorder, and other prevention, treatment and recovery activities. Although the SOR grants support much-needed community level interventions, many of the services they support may not be sustainable. Methods: This paper describes a statewide effort to support local entities through SAMHSA’s State Opioid Response (SOR) grants in Virginia. Our investigators conducted detailed needs assessment exercises with community agencies across the state, and collaboratively developed requests for proposals (RFPs) to sustain their SOR programs. We distributed the RFPs to prospective partners at universities across the state, and provided all responsive proposals to local agencies who selected the proposal most likely to meet their needs. Our investigators also conducted an inductive, three-phase content analysis approach to examine the RFPs submitted to the VHEOC to identify nominal categories of support requested of the academic partners. Results: Our investigators received and coded 27 RFPs from ten community agencies representing four of five regions of the state. We identified six nominal categories of academic support with high inter-coder agreement. The six categories of support requested of the academic partners were program development and support, literature review and best practices, outreach and education, data analysis and interpretation, program evaluation, and grant writing assistance. Several RFPs requested up to three categories of support in a single project. Conclusions: Our analysis of the requests received by the consortium identified several categories of academic support for SOR-grantees addressing the drug overdose crisis. The most common requests related to development and maintenance of supportive collaborations, which existing research has demonstrated is necessary for the long-term sustainability of SOR-funded services. In this way, the academic partners served as a source of support for sustainable SOR-funded programs. As the state opioid response program is implemented nationally, we hope that other states will consider similar models in response to the opioid crisis