Conservation Plan for the Suddards-Manuel-Clark Funerary Monument, The Woodlands Cemetery, Philadelphia, PA

The Suddards-Manuel-Clark is one of the oldest, largest and most significant structures of the Woodlands Cemetery, one of the country’s early rural garden cemeteries. This vault was constructed during the main period of development of the Cemetery and has remained greatly intact over its more than 150-year history. This research develops a conservation plan for the monument, focusing on a study of the design, weathering and performance issues of the sandstone structure. Although little is known about the families interred therein or about the construction of the monument, it is clear that there was considerable attention paid to the architectural style and design of the monument as well as to the selection of high quality building materials that have endured decades of a harsh environment. Despite its alternate function as a retaining wall to the bank of a hill, the tomb has withstood constant moisture and structural loads on three sides and numerous decay mechanisms at its façade. A conditions glossary specific to this monument has been created and a conditions survey has been completed. The conditions of the monument were assessed in relation to the design and environment of the site and in relation to each other. Pilot cleaning was carried out and recommendations are made for appropriate future conservation treatments as part of a conservation and management plan for the site

Students\u27 lived experiences of the realization of academic wrongness (RAW)

Being wrong is a common phenomenon for students in academic environments; however this phenomenon has yet to be described from the student perspective. The purpose of this phenomenologic inquiry is to describe the realization of academic wrongness (RAW) as experienced by senior level nursing students during a high stakes testing period. Observations, class documents, communications, and semi-structured interviews were collected to gain a full description for the realization of academic wrongness within context and as this phenomenon unfolded for the students. The data were analyzed using Moustakas (1994) 7 step phenomenological process. Fourteen invariant constituents emerged during data analysis which when combined created three themes: stories to tell, powerlessness, and anger. These themes suggested interdependence of perceived cognition, self-beliefs, and social structure of the educational environment with respect to RAW. The students used stories to describe their experiences with the realization of academic wrongness which explained, minimized, and justified their actions and interactions that led to RAW. They expressed feeling powerless and angry during RAW, feelings which did not support students during review and remediation activities. Although students stated the need for content review and remediation, the impact of RAW on these students limited behaviors consistent with engagement in review and remediation activities

Central Sensitization, Muscle Function, and Knee Kinematics in Females with Patellofemoral Pain

Context: Females with patellofemoral pain (PFP) are at higher risk, have higher rates, and experience worse long-term outcomes than males. Structural and functional changes have been observed in pain networks and neuromuscular systems in individuals with PFP. Central sensitization describes dysfunctional pain modulation which could lead to altered neuromuscular control. Evidence examining relationships between central sensitization and muscle function in PFP is lacking. Objective: The purpose of this study is to determine whether females with PFP exhibit signs of central sensitization compared to pain-free females. Then, after grouping each individual based on her quantitative sensory test results into a centrally sensitized (CS) and non-centrally sensitized (NS) groups, we will determine whether quadriceps muscle function is altered during a static task, and whether quadriceps muscle function and knee kinematics are altered during a functional task. Participants: Thirty-three total females participated. For the first aim, a PFP and pain-free healthy control (CON) group were compared. For the second and third studies, the PFP group was further divided based on their quantitative sensory test (QST) results into the CS and NS groups and the CON group was maintained. Main Outcome Measures: QST measures included local and remote pressure pain thresholds (PPTs), conditioned pain modulation (CPM), and temporal summation of pain (TSP). Surface electromyography (EMG) was used to collect the time of vastus medials (VM) and vastus lateralis (VL) onset activation in response to an auditory stimulus (SRT) and peak activation response to a stimulus (PRT) during a maximal voluntary isometric contraction and stair descent tasks. Inertial measurement unit motion analysis was also used to collect peak knee flexion and peak knee abduction angles during stair descent. Results: Females with PFP exhibited impaired CPM and facilitated TSP relative to the CON group. No differences in PPTs at local or remote sites were observed. Once grouped by central sensitization status, no differences in VM and VL SRT or PRT were observed between- or within- groups during the static task. During the functional task, PRT for both muscles was later in the CS group compared to the CON group (p\u3c0.001), but no differences in SRT or knee kinematics were observed between groups. Conclusions: Females with PFP exhibit enhanced pain facilitation with impaired pain inhibition compared to pain-free females. Quadriceps muscle function was not altered during a static task. Peak VM and VL activation during stair descent occurred later in the CS group compared to the CON group. Peak activation occurred just prior to maximum knee flexion and later than maximum knee abduction in the CS group, indicating the potential for reduced control during stair descent. However, similar activation onset times, and knee flexion and abduction angles were observed regardless of group. Altered muscle function may occur in females with centrally-sensitized PFP during a functional, weight-bearing task without changes in peak knee angles. Muscle function is not altered between groups during static non-weight-bearing task when grouped by central sensitization. Pain facilitation and pain inhibition mechanisms can be restored, but current treatment models and practice guidelines do not account for central sensitization. Clinicians should consider assessing signs of central sensitization during clinical examination of females with PFP

Leveling UP: Addressing the Difficult Realities First-Generation College Students Face

COVID-19 continues to negatively impact our first-generation students\u27 academic and holistic success. The factors that made the college experience difficult before COVID-19 have been exasperated. Despite the challenges many of our first-generation students faced during COVID, they were able to find a way to persevere and “level up.” While faculty and student support professionals should celebrate their resolve and commitment, we must not forget about the students who wanted to succeed but didn’t. First-gen students may face a different reality and often fall through the cracks. The types of support they need may not be available at the institution. To address these needs, institutions must “level up” and provide broad-based student-centered support and infrastructure. During this presentation, participants will explore the unique realities first-generation students have faced during COVID in and outside of the classroom, assess the current metrics that are used to determine what “success” looks like, and discuss ways they can “level up” their pedagogy, programming and services to support their student population. Presentation offered twice. Second presentation is below

Put Some Respeck on the Respect of the First-Gen Student Experience

First-generation students bring various experiences and understandings to the educational environment that can enrich the overall experience for students, faculty, and staff members. Although this student population has meaningful past experiences to share, they often do not know how to capitalize on those experiences or how the experiences align with ultimate college success. As educators, we often miss the mark focusing on the task of being a “student” versus building on the strengths learners already have within them. It is easy to view and interact with these learners from a deficit mindset, negating the abilities they already have. At Rutgers-Camden, we recreated our onboarding student experience that allowed us to concentrate on learners’ strengths rather than perpetuating a deficit mindset. While creating a pre-immersion experience for first-generation students, our focus shifted from skills deficits to reflection on action. Reflective practice supports learners to better understand their abilities and how those abilities align with the new expectations in an educational environment. This process helped learners to begin to develop their college identity which will continue to serve them throughout their college experience. Students created digital storyboards showcasing how they will use their previous experiences to be successful in college

Force and EMG Comparison between a weight-bearing clinical assessment of hip strength assessment and non-weightbearing tasks

Purpose: Altered hip strength is a risk factor for lower extremity injury but its relationship to biomechanical dysfunction is debated. Hip strength assessment methods are criticized for using unidirectional, non-weight-bearing positions which may not be representative of athletic activity and may affect comparison to biomechanical analysis of athletic tasks. A weight-bearing task may better represent hip muscle function during these movements. The aim of this study was to identify EMG and force differences for a clinical weight-bearing method of hip strength (the squat-hold) to traditional non-weight-bearing maximal voluntary isometric contractions (MVICs) for hip abduction, extension, and external rotation. Methods: Twenty-nine healthy volunteers (23 female, 6 male; 23.3±5.8 years) performed the squat-hold, sidelying abduction, prone extension, and seated hip external rotation MVICs. The squat-hold was performed by exerting a bilateral, maximal force against a rigid strap encircling both knees in a semi-squatted position. Surface electromyography (EMG) recorded peak activation of the gluteus medius (GMed), gluteus maximus (Gmax), and tensor fascia lata (TFL) and a handheld dynamometer simultaneously measured force during all tasks. Peak activation was compared between the squat-hold and each MVIC using paired t-tests. Force was compared across tasks using a one-way ANOVA. Results: Greater force was observed during the squat-hold than the external rotation MVIC, but abduction and extension MVICs yielded greater force than the squat-hold. GMax activation was higher during the squat-hold than the external rotation task. TFL activation was higher during the abduction MVIC than the squat-hold but GMed activation was similar across tasks. Peak GMax activation was similar between the extension MVIC and squat-hold. Conclusions: Squat-hold force may have been reduced due to altered gluteal moment arms, which affected the length-tension relationship. Clinicians should consider the squat-hold as an alternative assessment of external rotation force, but should continue to assess abduction and extension force with MVICs. Researchers should examine positions optimizing length-tension relationships to better relate motor function and movement patterns

A Taxonomy Of Participation In Online Courses

One of the main challenges in web-based education is to encourage student participation. Although many instructors would like to increase participation in their online courses, there is no established body of knowledge on the various forms such participation may take.  This paper will propose a taxonomy for classifying different types of participation in online courses, discuss pedagogical issues involved in increasing participation, and suggest testable hypotheses for future research

Preference for Managerial Boundary Setting in Relation to Empowerment: Adding Clarity to the Role of Boundaries

This study explores the role of manager and employee preference for managerial boundary setting in empowerment. Research has shown a clear relationship between managers’ empowerment practices and employee psychological empowerment, but confusion persists in the empowerment literature about the role played by boundaries in creating empowerment. We add clarity to the role of boundary setting by considering how the individual difference variable of manager and employee preference for managerial boundary setting impacts empowerment. Results indicate that higher preference for managerial boundary setting was associated with greater utilization of empowerment practices by managers and with greater psychological empowerment of employees. For managers there was a positively-accelerating quadratic relationship between preference for managerial boundary setting and empowerment practices. We also confirm the positive relationship between managers’ empowerment practices and employee psychological empowerment, and we found that employee preference for boundary setting did not moderate this relationship, except in the model for competence

The role of soil community biodiversity in insect biodiversity

1. This study demonstrates that feedback loops between plants and insects contribute to both plant and insect diversity. Synthesis of several studies reveals that both bottom-up and top-down forces are important for plant and insect communities.2. Feedback loops between plants and soil organisms contribute to plant and soil diversity. An analysis of multiple systems reveals that pathogens, mutualists, and a wide variety of soil fauna directly influence, and are influenced by, plant diversity.3. The connection of plant–insect and soil–plant feedback loops leads to the maintenance of all three groups, and the maintenance of these feedback loops crucially affects insect diversity. Examples of the influence of soil community diversity on insect diversity, and the influence of insect diversity on soil community diversity, as well as feedbacks through all three trophic levels are provided.4. Finally, means of conserving and restoring soil communities to influence the conservation and restoration of insect communities are discussed.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/78730/1/j.1752-4598.2010.00086.x.pd

Please Bother Me!: Supporting First-Generation College Students Through Moments Of Shame

Throughout the semester, first-generation college students may experience personal and academic difficulties prohibiting them from being successful. Often times, students will not avail themselves of the assistance offered by support staff and faculty thinking they may be a burden. By not seeking assistance to address their struggles, students can instead take on shame impacting their academic performance, self-esteem, and role development as a college student. Using case studies, participants will experience supporting a student through the shame recovery process. During this presentation participants will explore the concept of shame, discuss Van Vliet’s (2008) rebuilding approach, and apply tools to help individuals process and manage experiences that could lead to a shame response