Content Area Teacher Perspectives on Integrating Literacy Strategies

The Common Core State Standards recommend that all educators prepare students with the literacy skills needed for college and careers. The purpose of this qualitative case study was to examine 7th and 8th grade content area teachers\u27 perspectives towards teaching literacy. The research questions addressed teachers\u27 capabilities in the role of literacy instructor as well as the actual application of literacy. The conceptual framework included Bruner\u27s constructivist, Bandura\u27s self-efficacy, and Knowles\u27s andragogy theories. These theories informed the investigation of adult learners\u27 perspectives regarding the way they learn and gain confidence to provide literacy instruction. Eleven English, math, science, and social studies teachers participated in this study through interviews. Data were also gathered via classroom observations and lesson plans. A qualitative data analysis software program was used to manage the qualitative data. Inductive and deductive coding were used to analyze the data and identify themes. The findings of this study indicated that teachers felt unprepared to teach reading. While teachers saw value in literacy, their perspectives were affected by their commitment to content instruction and time constraints to meet disciplinary curriculum requirements. This study affects positive social change by providing increased understanding of literacy instructions in the content classroom. These findings can facilitate communication between teachers and other stakeholders regarding school literacy initiatives. Further, the findings informed creation of a professional training program to provide teachers with on-site support for literacy integration

One-Dimensional Mean Line Code Technique to Calculate Stage-by-Stage Compressor Characteristics

Because modem turbine engines have such complex flow fields, extensive testing is required to ensure stability. The testing of these engines and their components is very expensive. To offset testing costs, computer simulations are often used. Several computer simulations have been developed at Arnold Engineering Development Center for this purpose. These codes require stage-by-stage compressor characteristics in order to simulate flow through a compressor. A technique to calculate compressor characteristics was developed using a mean line code (MLC). This MLC was modified to include loss and deviation correlations from open literature and to account for the conservation of angular momentum as the flow area changes between blade rows. In this research, it was determined that the MLC could predict the compressor total pressure characteristics for the normal operating range within about 4.9-percent difference when compared to data for a single fan rotor compressor. For this same fan rotor, the MLC could predict the compressor total temperature characteristics within 1.2-percent difference. It was also determined that for a single compressor stage, the MLC could predict the compressor total pressure characteristics for the normal operating conditions within I. 7-percent accuracy when compared to data. For this compressor stage, the MLC could predict the compressor total temperature characteristics within 1.0-percent accuracy

Development Of A One Pass Microwave Heating Technology For Rice Drying And Decontamination

An industrial microwave (MW) system operating at 915 MHz frequency was used to dry high moisture content (MC) (23% to 24% wet basis) medium-grain rough rice samples (cv. Jupiter). The rice beds were contained in a modified tray that accommodated up to 9 kg of rice separated by thin fiberglass mesh in 3 kg increments. Each layer of rice was fitted with fiber optic sensors connected to a real time data logger during MW treatments. It was determined that drying rice to a MC of 14% to 16% was feasible with the application of MW specific energy at 600 kJ/kg-grain followed by 4 hours of tempering at 60°C. Resulting head rice yield (HRY) was not significantly different from that of control samples dried gently using natural air. Increasing MW specific energy resulted in an increase in rice surface lipid content (SLC), rice protein content, final and peak viscosities. Total color differences (TCD) decreased with increasing MW specific energies. Increasing MW specific energy resulted in decreases in rice microbial loads. At the highest specific energy of 900 kJ/kg-grain, the reduction of the aerobic bacterial and aflatoxigenic fungal loads was 4.56 and 2.93 log CFU/g-grain, respectively. Varying rice bed thickness had significant effects (p \u3c 0.05) on rice final surface temperature, HRY, milled rice yield (MRY) and aerobic bacteria count. Highest MRY and HRY were observed at the top and middle layer with bottom layer having the smallest. Similar trends were observed for the aerobic bacteria response. Optimization analyses suggest that a power of 10.00 kW and a heating duration of 6.00 min are preferred for optimum aerobic bacteria and A. flavus mold count, MRY, HRY and FMC of rice beds of equivalent bed thickness of 15 cm. These factor levels equate to a specific energy of 400.00 kJ/kg-grain. At these parameter settings, a ton of freshly harvested rice the energy required to dry a ton of freshly harvested rough rice was 111.11 kWh. Drying at this MW specific energy for batch processes will cost $9.88 per ton of rice

Teacher Perceptions and Implementation of a Content-Area Literacy Professional Development Program

The Common Core State Standards recommend that all educators equip students with the literacy skills needed for college and careers. The purpose of this qualitative case study was to examine middle-level content-area teachers’ perspectives on a district-led literacy professional development program and their implementation of the literacy strategies they learned. The conceptual framework included Bruner’s constructivist, Bandura’s self-efficacy, and Knowles’s andragogy theories. These theories informed the investigation of adult learners’ perspectives regarding the way they learn and gain confidence in providing literacy instruction. Eleven English, math, science, and social studies teachers participated in the study through individual interviews. Data were also gathered via classroom observations and lesson plans. The findings of the study indicated that teachers did implement the literacy strategies following the professional development provided despite lacking perceived self-efficacy with these skills. Although teachers saw value in literacy, their perceptions of the professional development were affected by their commitment to content instruction, time constraints, the organization of the professional development, and a forced compliance district mandate

Colorectal Cancer Screening Education in Faith-Based Communities

The principal intent for colorectal cancer screening is early detection and primary prevention of colorectal cancer. In spite of these intentions, there is a reluctance of the general population to participate in screening. Colorectal cancer is preventable. However, screening non-adherence contributes to both cancer mortality and incidence rates and results in expensive, unnecessary health care costs. A faith-based community nurse-driven educational session, using an American Cancer Society PowerPoint, was developed to address barriers of screening non-adherence. The educational session was offered to adults who participate in multiple faith-based organizations. The session provided education regarding colorectal cancer and colorectal cancer screening and was delivered by an experienced faith community nurse. A pre-test/post-test design was utilized to evaluate if the educational session would increase the knowledge regarding colorectal cancer and colorectal cancer screening and decrease colorectal cancer screening perceived barriers. This research design also evaluated if intent to be screened increased with the educational session. Results indicated knowledge and intent to be screened increased and perceptions regarding embarrassment, pain, messiness and inconvenience of screenings decreased after the delivery of the educational session

Cash Transfers and HIV/HSV-2 Prevalence: A Replication of a Cluster Randomized Trial in Malawi

INTRODUCTION: In this paper we perform a replication analysis of Effect of a cash transfer programme for schooling on prevalence of HIV and herpes simplex type 2 in Malawi: a cluster randomised trial by Sarah Baird and others published in The Lancet in 2012. The original study was a two-year cluster randomized intervention trial of never married girls aged 13-22 in Malawi. Enumeration areas were randomized to either an intervention involving cash transfer (conditional or unconditional of school enrollment) or control. The study included 1708 Malawian girls, who were enrolled at baseline and had biological testing for HIV and herpes simplex virus type 2 (HSV-2) at 18 months. The original findings showed that in the cohort of girls enrolled in school at baseline, the intervention had an effect on school enrollment, sexual outcomes, and HIV and HSV-2 prevalence. However, in the baseline school dropout cohort, the original study showed no intervention effect on HIV and HSV-2 prevalence. METHODS: We performed a replication of the study to investigate the consistency and robustness of key results reported. A pre-specified replication plan was approved and published online. Cleaned data was obtained from the original authors. A pure replication was conducted by reading the methods section and reproducing the results and tables found in the original paper. Robustness of the results were examined with alternative analysis methods in a measurement and estimation analysis (MEA) approach. A theory of change analysis was performed testing a causal pathway, the effect of intervention on HIV awareness, and whether the intervention effect depended on the wealth of the individual. RESULTS: The pure replication found that other than a few minor discrepancies, the original study was well replicated. However, the randomization and sampling weights could not be verified due to the lack of access to raw data and a detailed sample selection plan. Therefore, we are unable to determine how sampling influenced the results, which could be highly dependent on the sample. In MEA it was found that the intervention effect on HIV prevalence in the baseline schoolgirls cohort was somewhat sensitive to model choice, with a non-significant intervention effect for HIV depending on the statistical model used. The intervention effect on HSV-2 prevalence was more robust in terms of statistical significance, however, the odds ratios and confidence intervals differed from the original result by more than 10%. A theory of change analysis showed no effect of intervention on HIV awareness. In a causal pathway analysis, several variables were partial mediators, or potential mediators, indicating that the intervention could be working through its effect on school enrollment or selected sexual behaviors. CONCLUSIONS: The effect of intervention on HIV prevalence in the baseline schoolgirls was sensitive to the model choice; however, HSV-2 prevalence results were confirmed. We recommend that the results from the original published analysis indicating the impact of cash transfers on HIV prevalence be treated with caution

Self-management strategies employed by stroke survivors in the Western Cape, South Africa

Magister Scientiae (Physiotherapy) - MSc(Physio)Ischaemic heart disease and stroke were the leading causes of death and disability globally, accounting for a combined 15 million deaths. Disability following a stroke is complex and multidimensional. Disability and functioning post stroke can be conceptualized within the framework of the International Classification of Functioning, Disability and Health (ICF). The involvement of the individual in their rehabilitation and recovery is essential. Therefore, it is a necessity for individuals, particularly in a low resource setting to engage in selfmanagement activities. Bandura’s social cognitive theory based on self-efficacy, forms the basis of self-management programmes. Self-management relates to one’s ability to manage one’s consequences post stroke, and self-efficacy has been proven to be pivotal in the management and improvement of long-term conditions. The aim of the study was to explore the self-management strategies employed by stroke survivors in the Western Cape, South Africa through an exploratory, qualitative design. Prior to the commencement of the data collection phase, ethical clearance was sought from the University of the Western Cape Research Ethics Committee. Participants were recruited from an urban and rural area in the Western Cape. An interview guide was developed based on previous literature. Interview questions were related to 1) what self-management strategies were adopted to address activity limitations and participation restrictions and 2) strategies used to address environmental challenges

Change, Choice and Difference: the Case of RN to BN Degree Programmes for Registered Nurses

Bachelor of Nursing (BN) programmes for Registered Nurses (RNs) were developed in New Zealand in the 1990s. With the introduction of pre-registration degree programmes, transition arrangements that recognised the prior learning of RNs were established allowing existing RNs to obtain an undergraduate nursing degree through a shortened course. Many RNs entered these programmes, despite there being no requirement to obtain a degree qualification and with other education options available to them. Professional debate exists regarding the need or value of RNs undertaking such study and whether these programmes should continue. A case study approach utilising mixed methods was used to examine the personal meaning and the national professional significance of RN to BN programmes. While ultimately the outcome of earlier professional efforts, these programmes occurred as a result of change, change within the socio-political and economic context of New Zealand and nursing education. Change at this macro level affected the individual choices of RNs. These choices were further complicated by a lack of professional consensus and a landscape of difference, with programme requirements and availability differing between institutions, while employers varied in the amount of support and recognition they gave those who chose this option. There were personal and financial costs to completing a RN to BN programme, yet the RNs in this study all believed it was worth it, reporting positive personal and professional outcomes. The professional and educational environment has changed since the introduction of RN to BN programmes and the numbers of individuals and institutions involved with them have greatly reduced. Currently decisions regarding the continuation or demise of these programmes are made by individual educational institutions based mainly on economic rationale. Consensus and direction is required nationally and professionally regarding the place of these programmes within post-registration education. While these programmes have provided benefits for individual RNs, their time in nursing education may be coming to an end