Business License Revocation: Is This What the Tennessee Economy Needs?

immigration, Tennessee, law, economy, labor

Transforming early childhood teachers’ professional learning and development : a study of research, provision, and potential : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy at Massey University, Manawatū, Aotearoa New Zealand

Effective professional learning and development (PLD) is recognised as a key mechanism to strengthen teachers’ knowledge and pedagogical practice and improve the quality of education. However, PLD is not always effective for its intended purpose. Effectiveness depends on the match between the PLD approach, the participating teachers, and the desired outcomes. Although it is important to have a range of approaches to PLD, it is also important to be aware that different approaches will serve different purposes. In recent years, coaching has been increasingly evidenced as a PLD approach that supports teachers to develop knowledge and effectively implement new pedagogical practices. Yet, coaching is under-utilised and under-researched in the Aotearoa New Zealand early childhood education sector. The multiphase study in this thesis with publications investigated PLD in Aotearoa New Zealand early childhood education settings, with a focus on coaching as a component of the PLD. The research included a further focus on pedagogy to foster toddlers’ social-emotional learning. There were three successive research phases, designed to investigate: 1) early childhood education PLD research literature; 2) the PLD provision that early childhood teachers have received in recent years; and 3) a PLD coaching intervention to support early childhood teachers in their implementation of teaching practices to foster toddlers’ social-emotional learning. The first phase of the investigation was a study of PLD research. Preferred Reporting Items for Systematic Review and Meta-analyses (PRISMA) protocols were used to guide a systematic literature review of PLD research in the Aotearoa New Zealand early childhood education field. Fifty-six studies were reviewed with the intention of identifying key characteristics of the research, including how or whether coaching had been studied. The results identified Aotearoa New Zealand ECE PLD research as predominantly qualitative and descriptive, characterised by practitioner-researcher partnerships and models of PLD based on collaborative inquiry or action research. Overall, there was limited attention paid to how PLD interventions were implemented, including the strategies that facilitators used to support teachers’ professional learning. There was limited attention to coaching. Within the studies that reported using coaching as a PLD component, there were multifarious coaching definitions and descriptions. Results of the systematic literature review suggest coaching is under-researched and possibly misunderstood in Aotearoa New Zealand early childhood education. The first research phase has identified a need for a stronger and more intentional focus on a range of PLD interventions and research, including who is involved, what content is covered, and how interventions are delivered. The second research phase was a study of teachers’ PLD experiences. A nationwide survey was completed by 345 early childhood teachers who answered questions about their recent PLD experiences. A key finding was that isolated workshops predominated as a PLD model. Many teachers also engaged in reflective discussions with PLD facilitators, however, facilitation strategies that are associated with coaching, such as observation and feedback, were not common. Overall, the survey’s findings indicate there is limited emphasis on PLD models that are designed to support teachers in their implementation of new pedagogical practices. The second research phase has identified a need to support teachers’ and leaders’ access to evidence-informed PLD that promotes shifts in teaching practice and fosters positive learning outcomes for children. The third research phase was a study of coaching as a component of PLD. Practice-based coaching protocols were adapted for use in an Aotearoa New Zealand early childhood education setting, and a PLD intervention was developed. The PLD intervention combined practice-based coaching with workshops, with the intention of supporting a teaching team’s implementation of teaching practices to foster toddlers’ social-emotional learning. The relationship between the coaching and the implementation of teaching practices was analysed using single-subject multiple-baseline methods. The single-subject experiment demonstrated a functional relation between the PLD intervention and teachers’ implementation of the social-emotional teaching practices. Results suggest that some teaching practices were maintained 9 weeks after the intervention, despite staff changes. The participating teachers were interviewed to seek their perspectives of the PLD and coaching. Teachers reported that coaching with a focus on social-emotional teaching was a positive experience that improved their teaching which, in turn, improved toddlers’ social-emotional skills. The third research phase has foregrounded the potential of coaching to support and strengthen early childhood teaching. This phase has also identified pathways for further research into, and application of, coaching in the Aotearoa New Zealand early childhood sector. The findings from this thesis with publications challenge current approaches to PLD, emphasising the need for a more coherent and informed approach. The unique professional learning needs of toddler teachers and the importance of PLD that effectively supports social-emotional teaching are highlighted throughout the thesis. Coaching is affirmed as a PLD approach to promote shifts in teaching, enabling teachers to implement new pedagogical practices. Numerous recommendations are made for further PLD research, provision, and potential for maximising positive outcomes. These recommendations include the development of a shared PLD definition and conceptual framework to support rigorous PLD research and application in Aotearoa New Zealand, and to support teachers and leaders to select and engage in PLD experiences that meet their needs. There is an identified need for further research that investigates how, why, and under what conditions PLD works. The thesis advocates for greater attention to evidence-informed and coaching-driven PLD. The research and recommendations within this thesis have been developed to advance and strengthen PLD systems and programmes in Aotearoa New Zealand early childhood education

The medical treatment of endometriosis with danazol and gestrinone: A study of their clinical, endocrine and in vitro effects.

This thesis describes an investigation of the clinical efficacy and mechanisms of action of danazol and the newer steroidal agent, gestrinone in the medical management of endometriosis. A prospective randomized double-blind study was performed on 51 patients treated with either danazol or gestrinone. The efficacy and tolerance of the two drugs were shown to be similar. The endocrine effects of danazol and gestrinone were found to be analogous. Treatment with both drugs resulted in early follicular phase levels of luteinizing hormone, follicle stimulating hormone and oestradiol, a fall in sex hormone binding globulin and an increase in percent free testosterone and the concentration of free testosterone. The latter is significantly related to the improvement in endometriosis seen during treatment. Although vaginal bleeding and oestradiol levels during therapy are also significantly related, neither of these parameters correlate with effective elimination of endometriosis. The effect of gestrinone, danazol and the two major metabolites of danazol, ethisterone and 2-hydroxymethyl ethisterone were tested on endometrial tissue cells, used as a model for endometriotic tissue, cultured in vitro. In view of the increase in free testosterone observed during treatment with the drugs, the effect of testosterone was also examined. Danazol and testosterone at one and ten times the normal circulating concentrations caused a significant suppression of endometrial cell growth in vitro, but gestrinone, ethisterone and 2-hydroxymethyl ethisterone caused no effect

Using Video And Mobile Applications To Manage Distress Following Acute COPD Exacerbation With Respiratory Failure: A Case Report

Chronic lower respiratory diseases, mainly chronic obstructive pulmonary disorder (COPD), represent a significant economic burden to the healthcare system and are among the top three leading causes of death in the United States. An acute exacerbation of chronic pulmonary disorder (AECOPD) is a worsening of the respiratory symptoms associated with COPD including dyspnea, increased sputum production, cough, and airway obstruction. Frequent AECOPD influences psychological status and may worsen comorbid anxiety, depression, and increase distress levels. As a result, motivation, mood, and participation in therapy may also be affected. Most exacerbations may be treated effectively on an outpatient basis. A fraction of episodes escalate in severity, resulting in respiratory failure and intensive care or specialty hospital admission. The purpose of this case report is to describe the use of video and mobile applications to promote distress relief during the rehabilitation of a patient with respiratory failure secondary to AECOPD in an LTACH setting.https://dune.une.edu/pt_studcrposter/1153/thumbnail.jp

An Investigation of Semantic Desensitization as a Therapy in the Treatment of Snake Phobia

The initial study of the present research was conducted to determine the effect of low versus high imagery stimulus words on the outcome of semantic desensitization as conducted by Hekmat and Vanian (1971). The overall lack of significant findings led to a more intense examination of the basic underlying assumptions of semantic desensitization. Study II was designed in an attempt to find a method which would successfully achieve meaning change while maintaining interest. A paired associate method was more powerful than the Hekmat procedure in producing meaning change. Study III compared the potency of the paired associate and Hekmat procedure as applied to phobic individuals. The paired associate method brought about a greater reduction in phobic behavior than the Hekmat procedure and it was concluded that the paired associate technique warranted further investigation and consideration as a therapeutic approach to the treatment of phobias

Preference-for-Solitude and Adjustment Difficulties in Early and Late Adolescence

Social withdrawal has been associated with adjustment difficulties across development. Although much is known about shyness, little is known about preference-for-solitude; even less is known about its relations with adjustment across different periods of adolescence. We examined whether preference-for-solitude might be differentially associated with adjustment difficulties in early and late adolescence. Self- and parent-reports of withdrawal motivations and adjustment were collected from 234 eighth graders (113 boys; M age = 13.43) and 204 twelfth graders (91 boys; M age = 17.25). Results from structural equation modeling demonstrated that above and beyond the effects of shyness, preference-for-solitude was more strongly associated with adjustment difficulties in 8th grade than in 12th grade. Preference-for-solitude was associated with greater anxiety/depression, emotion dysregulation, and lower self-esteem in 8th grade; these relations were not found in 12th grade. Although preference-for-solitude was associated with lower social competence in both 8th and 12th grades, this relation was significantly stronger in 8th grade than in 12th grade. Findings suggest preference-for-solitude has closer ties to maladjustment in early adolescence than in late adolescence. Interventions targeting preferred-solitary youth in early adolescence may be particularly fruitfu

The provision of health information to stroke patients within an acute hospital setting: What actually happens and how do patients feel about it?

This preliminary study describes how health information is provided to stroke patients in an acute hospital and describes their perceptions of health information provision. A further aim was to determine if patients with aphasia were disadvantaged in their receipt of information. Seven stroke patients were observed in hospital for an average of 102 minutes each and then interviewed using a semi-structured interview. When communication occurred, only 17.5% of communication time was spent providing information. Patients with aphasia received information for less time and on fewer topics. Implications regarding approaches to information provision for patients with and without aphasia are discussed

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Using Picture Storybooks to Support Young Children\u27s Science Learning

Children\u27s books are an important classroom resource for the study of animals because it is not practical for students to study many animals in their natural habitat. This article is the result of a collaborative research project undertaken by a science methods specialist and a children\u27s literature specialist. We analyzed books about animals that contained both narrative and expository writing and determined the best books that facilitated science learning. We share our criteria for book selection and examples of books that meet these criteria. Many support science learning in classrooms allowing children to make observations, raise questions and form conclusions from evidence