Tips for Growing Houseplants in Maine

This newly revised and expanded fact sheet series addresses the basics of keeping houseplants. It will help you diagnose common problems with your houseplants, such as insects and diseases; overwatering or underwatering; improper lighting, temperature, or humidity; and insufficient pot size (root-bound). The series addresses how to start new plants from old plants, and also the unique challenges of growing houseplants in Maine, including the use of artificial light. Caring for Houseplants in Maine Dealing with Houseplant Problems Controlling Insects and Disease in Houseplants Growing Houseplants Under Artificial Light Creating New Plants from Old FAQs About Houseplants in Mainehttps://digitalcommons.library.umaine.edu/extension_garden_yard/1005/thumbnail.jp

Strategic Improvements for Gross Anatomy Web-Based Teaching

Current generations of graduate students have been immersed in technology from their early school years and have high expectations regarding digital resources. To better meet the expectations of Gross Anatomy students at our institution, electronic radiology teaching files for first-year coursework were organized into a web site. The web site was custom designed to provide material that directly correlated to the Gross Anatomy dissection and lectures. Quick links provided sets of images grouped by anatomic location. Additionally, Lab and Study Companions provided specific material for the students to review prior to and after lectures and gross dissections. Student opinions of this education resource were compared to student opinions of the prior year's digital teaching files. The new content was ranked as more user friendly (3.1 points versus 2.3 points) and more useful for learning anatomy (3.3 points versus 2.6 points). Many students reported that using the web portal was critical in helping them to better understand relationships of anatomical structures. These findings suggest that a well-organized web portal can provide a user-friendly, valuable educational resource for medical students who are studying Gross Anatomy

Narrowing of Curriculum: Teaching in an Age of Accountability

Since No Child Left Behind (NCLB) legislation made clear the need for increased accountability of U.S. public schools in 2002, there has been a trend toward narrowing curriculum in social studies and other core subjects to focus predominantly on what is tested through state exams. Concerns exist regarding the unintended consequences of curriculum narrowing on low, middle and high socioeconomic status (SES) students in public schools. The Center on Education Policy (CEP) and National Center for Education Statistics (NCES) have been tracking the effects of NCLB since it took effect in 2002 and found that 71 percent of districts nationwide reported increasing instructional time for the tested subjects of reading, writing and math at the expense of other core subjects, especially social studies and science (Jennings, et.al 2006). Though the intention of NCLB has been to raise achievement, the results are less than promising (NCES, 2009; CEP, 2008; NAEP, 2007). This phenomenological study explores three teachers\u27 perceptions of curriculum narrowing, how these changes are impacting teachers, and teachers\u27 beliefs about their role and responsibilities in light of what is expected by districts in an era of increased accountability. Findings include teachers\u27 perceptions of lack of time as a major stressor to accomplish all that is required for raising achievement and to meet the standards with students. The district mandated focus of instruction was found to be on tested subjects of reading, writing, math and recently science, while social studies was found to be marginalized--not receiving adequate instruction time or resources. P.E. and music were also found to be narrowed, while art had increased over time. A recurring theme was the stress experienced by teachers who are required to teach scripted curricula with the pressure to produce high achievement on state tests. Such curricula were not perceived to be meeting student needs or to be successful in raising student achievement in reading. Teachers thought teaching in integrated units would allow them to accomplish more instructional goals in the limited time they have with students. They also felt this approach made more sense for student learning of background knowledge and vocabulary essential to student academic success. Teachers subjected to scripted curricula and evaluation based on high-stakes testing did not feel trusted and experienced a great deal of stress related to following district directives when they did not coincide with teacher beliefs regarding their role as teachers. They understood the need for scripted programming only to support new teachers in hopes of retaining them in the profession. Overall, the greatest negative impact was found to be on the social studies which have lost importance in these schools. This marginalization left teachers feeling conflicted, as their stated goal of education was to educate students who would become good citizens

Hormonal Contraception Use is Common Among Patients with Inflammatory Bowel Diseases and an Elevated Risk of Deep Vein Thrombosis:

Persons with inflammatory bowel disease (IBD) have an increased risk of venous thromboembolism (VTE). We sought to examine whether self-report of hormonal contraception (HC), as a proxy for exposure to estrogen-based contraception, was less common for women with multiple risk factors for VTE

Risk and Protective Factors of Dementia Among Adults With Post-Traumatic Stress Disorder: A Systematic Review Protocol

INTRODUCTION: Post-traumatic stress disorder (PTSD) is associated with an increased risk of dementia. Individual epidemiological studies have controlled for several confounders of the relationship between PTSD and increased dementia risk, yet particular risk factors underlying this relationship have not been determined. This systematic review protocol aims to identify risk and protective factors of dementia among adults with PTSD. METHODS AND ANALYSIS: We will conduct an electronic search of the databases: PubMed, CINAHL, PsychINFO, The Cochrane Library, Scopus and ProQuest Dissertation and Theses Global. After screening the studies, quantitative synthesis will be performed, if possible. Otherwise, a narrative synthesis will be performed. We will include randomised controlled trials and other types of research evidence including longitudinal cohort studies. Strength of evidence will be assessed using the Grading of Recommendations, Assessment, Development and Evaluations method. Examples of variables that will be extracted are: year of PTSD diagnosis, comorbid conditions, health behaviours, pharmacological treatments and year of mild cognitive impairment or dementia diagnosis. We developed this systematic review protocol according to the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols 2015 statement. ETHICS AND DISSEMINATION: The proposed study will not collect individual-level data and, therefore, does not require ethical approval. Results of this study will provide current evidence on risk and protective factors of dementia in adults with PTSD. Findings will be disseminated in peer-reviewed publications and conference presentations. PROSPERO REGISTRATION NUMBER: CRD42019128553

Banner News

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A Mobile App For Delirium Screening

Objective: The objective of this study is to describe the algorithm and technical implementation of a mobile app that uses adaptive testing to assess an efficient mobile app for the diagnosis of delirium. Materials and Methods: The app was used as part of a NIH-funded project to assess the feasibility, effectiveness, administration time, and costs of the 2-step delirium identification protocol when performed by physicians and nurses, and certified nursing assistants (CNA). The cohort included 535 hospitalized patients aged 79.7 (SD¼6.6) years enrolled at 2 different sites. Each patient was assessed on 2 consecutive days by the research associate who performed the reference delirium assessment. Thereafter, physicians, nurses, and CNAs performed adaptive delirium assessments using the app. Qualitative data to assess the experience of administering the 2-step protocol, and the app usability were also collected and analyzed from 50 physicians, 189 nurses, and 83 CNAs. We used extensible hypertext markup language (XHTML) and JavaScript to develop the app for the iOS–based iPad. The App was linked to Research Electronic Data Capture (REDCap), a relational database system, via a REDCap application programming interface (API) that sent and received data from/to the app. The data from REDCap were sent to the Statistical Analysis System for statistical analysis. Results: The app graphical interface was successfully implemented by XHTML and JavaScript. The API facilitated the instant updating and retrieval of delirium status data between REDCap and the app. Clinicians performed 881 delirium assessments using the app for 535 patients. The transmission of data between the app and the REDCap system showed no errors. Qualitative data indicated that the users were enthusiastic about using the app with no negative comments, 82% positive comments, and 18% suggestions of improvement. Delirium administration time for the 2-step protocol showed similar total time between nurses and physicians (103.9 vs 106.5 seconds). Weekly enrollment reports of the app data were generated for study tracking purposes, and the data are being used for statistical analyses for publications. Discussion: The app developed using iOS could be easily converted to other operating systems such as Android and could be linked to other relational databases beside REDCap, such as electronic health records to facilitate better data retrieval and updating of patient’s delirium status

Contribute a Verse

In response to the Affordable Learning Georgia initiative, Dr. Tanya Bennett and ten colleagues from the University of North Georgia have written Contribute a Verse: A Guide to First Year Composition. This peer reviewed textbook, published by the University of North Georgia Press, combines a composition rhetoric manual with grammar and documentation instruction and resources, components that can be flexibly arranged to fit instructors’ classroom plans. It includes a standard rhetoric instruction, information and practice for Standard English Grammar, and guidelines for the four most common documentation styles. Its reader compiles essays compiled for English 1101, focused for thematic discussion and selected for use in rhetorical analysis. The textbook also includes a glossary of pertinent terms and ancillary instructor resources. Its contents include Reading Critically/Engaging the Material; Rhetorical Situations; Effective Argument; Introductions and Conclusions; Logic of Assertion, Evidence, and Interpretation; Documentation; Visual Rhetoric; Multi-Modality; Inter-disciplinary Writing; and Grammar. A print version of this book is available for $29.99 Contact the University of North Georgia Press for details and ordering information. [email protected] | 706-864-1556https://digitalcommons.northgeorgia.edu/books/1002/thumbnail.jp