Dead Men Tell no Tales: Arkansas’s Grave Failure to Honor Its Constituents’ Postmortem Quasi-Property Right

It is doubtful that Hulon Rupert Austin woke up on the day of March 7, 1986 and expected it to be his last. March 7 was a typical day—a workday—that started with a simple drive to a job site with his co-worker. A day that began so unremarkably ended with his co-worker looking up from where he was working to see “Austin lying on the ground.

The Exceptional European Experience: An Analysis of Education Abroad\u27s Impact on College Students and the Field of Nutrition and Dietetics

Education abroad has become a very popular avenue over the past century for college students from the United States to be immersed in a culture different from their own and experience significant growth, personally and professionally. Italy is a country that has a culture different from that of America and the contrast becomes even more evident after time abroad. United States citizens desire immediate satisfaction and this desire is accompanied through services such as drive-thrus, delivery services, and online shopping. Americans also often revolve their food experience around quantity and speed at which it is served. Italians, on the other hand, focus their lifestyle around quality and experience, also reflecting this into their food behaviors, influencing Italians to consume a diet that is more generally healthy compared to Americans. Not only does education abroad impact college students generally, but it also has a specific impact on dietetic college students that travel to Italy. Dietetic students, pursuing the credential of Registered Dietitian Nutritionist (RDN), are taught about how to optimally care for and counsel clients through the entire realm of nutrition. These students are not only receiving the personal and professional growth that comes with studying internationally, but they are also learning in a country that has a strong food culture centered around quality social experiences and the consumption of whole, fresh foods. For these reasons, education abroad should be considered as an integral part of undergraduate curriculum for universities in the United States that offer an accredited dietetics program

Mutual Expectations: The Relationship of the President to the Student Personnel Officer

This article is a transcription of an address presented by Dr. David McKenna at a recent pre-conference workshop at an ACPA conference. The workshop was sponsored by ACSD in conjunction with the annual prayer breakfast. Dr. McKenna shared insights gleaned from his more than thirty years of service in Christian higher education including three presidential posts. The article focuses on two areas. They are one, what a president expects from a senior student affairs officer and two, what the SSA can expect from a president

Utilizing Urban Living Laboratories for Social Innovation

Cities have long been recognized as potential hubs of knowledge, social and cultural diversity, jobs, education, public services, and infrastructure. Alongside these opportunities, however, cities also face a changing climate, reduced availability of raw materials and natural resources, and dwindling physical space for the built environment. These challenges are accompanied by increasing disparities in income and resultant social inequalities; mounting threats to human health, well-being, and food security; growing refugee and migration influxes; and demographic changes. These concerns and associated governance challenges increase the urgency for new socially, ecologically, and culturally sensitive approaches to urban development. Such approaches need not only to reduce human vulnerability and environmental footprints, but also to build social cohesion and support ecological sustainability, cultural integration, and the establishment of a shared identity between citizens within a just system of distribution and access to urban resources and wealth

Long-term impact of living with an obturator following a maxillectomy:A qualitative study

Objectives:To explore the long-term impact for patients living with an obturator prosthesis, following a max-illectomy for a head and neck neoplasm. Methods: A qualitative approach was employed, using semi-structured interviews. A purposive sample of eight men and four women, living with an obturator prosthesis for at least five years, were recruited. Interviews were digitally recorded and transcribed. Using thematic analysis, two researchers analysed the data. Results: The data were categorised into four themes: 1. Preparedness for living with an obturator, 2. Impact of living with an obturator–what changes to expect, 3. Stability and retention of the obturator, and 4. Coping strategies to aid adjustment. Long-term effects of living with an obturator spanned many aspects of life to include: chewing and eating, speaking, dealing with nasal leakage and altered body image, employment and intimacy issues, along with embarrassment during social encounters. Optimal retention and stability of the obturator, as perceived by the patient, lead to improved social confidence and engagement. The emotional impact varied greatly on peoples’ lives. Conclusions: Patients experiencing the greatest long-term challenges had larger defects, were of employment age and had not returned to work. Gaining an improved understanding of the psychology of coping overtime is clearly important, as this can inform interventions to facilitate adjustment for those who are emotionally struggling. Furthermore, the findings of this study could inform the design of a communication tool to facilitate shared-decision making and aid preparedness for living with an obturator following a maxillectomy. Clinical significance: The multidisciplinary head and neck team should provide patients with detailed pre-op-erative information, including potential effects on social, work and personal relationships. The restorative dentistry team has a pivotal role in the long-term management of these patients, as obturators have a finite lifespan with ongoing maintenance necessary to promote optimal retention and stabilit

Religion and religious education : comparing and contrasting pupils’ and teachers’ views in an English school

This publication builds on and develops the English findings of the qualitative study of European teenagers’ perspectives on religion and religious education (Knauth et al. 2008), part of ‘Religion in Education: A contribution to dialogue or a factor of conflict in transforming societies of European countries?’ (REDCo) project. It uses data gathered from 27 pupils, aged 15-16, from a school in a multicultural Northern town in England and compares those findings with data gathered from ten teachers in the humanities faculty of the same school, collected during research for the Warwick REDCo Community of Practice. Comparisons are drawn between the teachers’ and their pupils’ attitudes and values using the same structure as the European study: personal views and experiences of religion, the social dimension of religion, and religious education in school. The discussion offers an analysis of the similarities and differences in worldviews and beliefs which emerged. These include religious commitment/observance differences between the mainly Muslim-heritage pupils and their mainly non-practising Christian-heritage teachers. The research should inform the ways in which the statutory duties to promote community cohesion and equalities can be implemented in schools. It should also facilitate intercultural and interreligious understanding between teachers and the pupils from different ethnic and religious backgrounds