656 research outputs found
The Role of Administrators in Paraprofessional Supervision to Support Ethnic Minority Students with Special Needs
The No Child Left Behind (NCLB) Act of 2001 provided a clear mandate to school administrators to provide additional training for professional and paraprofessional staff
Gaps in Adolescent Tobacco Prevention and Counseling in Vermont
Introduction. Tobacco use remains the leading cause of preventable death in Vermont. While the Vermont Blueprint for Health includes compensation for adult tobacco counseling, it includes no specific mention of pediatric populations. Research questions: To what extent are tobacco assessment and cessation efforts occurring in the primary care setting with pediatric patients? What factors influence their practices?Methods. A 12-question electronic survey, modeled on an American Academy of Pediatrics survey, was distributed to primary care providers throughout Vermont; through the UVM departments of pediatrics, family medicine, the Vermont Medical Society and the Vermont Area Health Education Center. We received 70 completed surveys.Results. 70% of the surveyed primary care providers begin tobacco counseling at the age recommended (11 years) by the Vermont Department of Health. Only 45.71% of providers are confident in their understanding of the recommendations for adolescent health screening written in the Blueprint for Health. Additionally, only 67.1% of the providers expressed confidence in their ability to provide guidance regarding the harmful effects of E-cigarettes, compared to 92.8% feeling confident regarding conventional cigarettes. 70% of providers listed time restraints as a significant factor in their decision not to counsel adolescents on tobacco use.Discussion. The Blueprint for Health is a guiding document for provider practices that is not well understood and does not specifically include pediatric tobacco prevention. In an environment where youth E-cigarette use is rising, especially among adolescents, it is especially critical that physicians are confident in their counseling practices.https://scholarworks.uvm.edu/comphp_gallery/1237/thumbnail.jp
Competencies Needed by Agricultural Communication Undergraduates: An Academic Perspective
Communication competencies and skills needed by agricultural communication graduates are constantly changing because of the dynamic nature of the technology used by communication professionals. Although several studies have been conducted in recent years that engaged alumni and industry professionals to determine agricultural communication program graduate competencies, no studies were found which sought out these competencies from the perspective of faculty. Determining the communication competencies faculty deem important will help identify gaps between industry needs and academic perceptions. This Delphi study was conducted to determine the competencies agricultural communication faculty believe are needed for agricultural communication program graduates. Nineteen participants from 14 universities came to consensus on 79 statements. The ten statements receiving the highest level of agreement were “Ability to communicate in writing,” “Ability to write clearly, concisely, tersely, and to get to the point,” “Highly developed writing skills,” “Good writing skills,” “Professional competence - able to practice effective communication - write / speak correctly, clearly in a style and form that is expected of the audience, profession they will serve,” “Critical thinking,” “Grammar,” “Ability to communicate, both orally and in writing, ability to understand conceptual thinking and how it relates to communication,” “Ability to find and use information sources both on and off the internet,” and “Ethics.” This study provides additonal information to help address Agricultural Communications National Research Priority Area 4: “What are the skills, competencies, and resources necessary to prepare professional agricultural communicators for success in various aspects of agricultural knowledge management?
University Consolidations and Multi-Campus Institutions: Prevailing when Cultures Collide
University consolidations have escalated since 2007. We will share our experiences of working through departmental consolidation and multi-campus challenges from our perspective as administrators located on different campuses. Following this, we will facilitate a discussion of best practices for multi-campus problem-solving and distance communication
A murine model of variant late infantile ceroid lipofuscinosis recapitulates behavioral and pathological phenotypes of human disease.
Neuronal ceroid lipofuscinoses (NCLs; also known collectively as Batten Disease) are a family of autosomal recessive lysosomal storage disorders. Mutations in as many as 13 genes give rise to ∼10 variants of NCL, all with overlapping clinical symptomatology including visual impairment, motor and cognitive dysfunction, seizures, and premature death. Mutations in CLN6 result in both a variant late infantile onset neuronal ceroid lipofuscinosis (vLINCL) as well as an adult-onset form of the disease called Type A Kufs. CLN6 is a non-glycosylated membrane protein of unknown function localized to the endoplasmic reticulum (ER). In this study, we perform a detailed characterization of a naturally occurring Cln6 mutant (Cln6(nclf)) mouse line to validate its utility for translational research. We demonstrate that this Cln6(nclf) mutation leads to deficits in motor coordination, vision, memory, and learning. Pathologically, we demonstrate loss of neurons within specific subregions and lamina of the cortex that correlate to behavioral phenotypes. As in other NCL models, this model displays selective loss of GABAergic interneuron sub-populations in the cortex and the hippocampus with profound, early-onset glial activation. Finally, we demonstrate a novel deficit in memory and learning, including a dramatic reduction in dendritic spine density in the cerebral cortex, which suggests a reduction in synaptic strength following disruption in CLN6. Together, these findings highlight the behavioral and pathological similarities between the Cln6(nclf) mouse model and human NCL patients, validating this model as a reliable format for screening potential therapeutics
Discourses of mathematical reasoning: analysis of three reform frameworks
Curricula in many countries include mathematical reasoning as an aim, a
competence or proficiency that students should acquire. This inclusion has
been supported by wide dissemination of frameworks advocating reform
that have arisen from the research community. We present the first part of
a project aiming to investigate how ideas about reasoning originating in
these frameworks are recontextualised in curricula, textbooks and
classrooms. We analyse discourses about reasoning in three such
frameworks, identifying how each characterises the nature of
mathematical reasoning and the ways students are expected to relate to it.
We also examine the extent to which reasoning is construed as a goal of
mathematics education or as a means to achieving other goals. In this
paper, we explain the methods used for analysing reasoning discourse and
identify key findings from the analysis
- …