A Phenomenological Study on Career Readiness among Graduates from College and Career Academy High Schools

The purpose of this phenomenological study is to understand how graduates of college and career academy (CCA) high schools perceive the influence of the non-traditional educational program on career readiness for participants in a local school district in northern Georgia. The central research question guiding the study is as follows: How do graduates perceive the lived experience of developing career readiness through their participation in the CCA model of secondary education? The theory guiding this study is the Social Cognitive Career Theory developed by Lent, Brown, and Hackett in 1994. The theory has its origins in Bandura’s Social Cognitive Theory. To connect to the topic of CCA education, the researcher sought to explain the processes through which children and adolescents made meaning of their social experiences regarding career choice, goals, and persistence. Data was collected through lesson plan evaluations, individual participant interviews, and focus group interviews. Data were analyzed using inductive coding to identify themes and patterns among participant responses, and to make meaning of the lived experiences of the participants

EVALUATION OF STUDENT REFLECTIVE DOCUMENTS IN AGROECOLOGY EDUCATION: A QUALITATIVE ANALYSIS OF EXPERIENTAL LEARNING

This paper describes an evaluation of experiential learning in agroecology, based on analysis of learning outcomes as described by students in their individual Learner (Reflection) Documents. Galt et al. (2013) highlighted the importance of reflective essays in reinforcing experiential learning. Each fall semester since 2000, students in an agroecology course in farming and food systems at the Norwegian University of Life Sciences (UMB) have submitted a self-evaluation of their learning as well as the teaching process. Their Learner Document is based on a log the students write about their experiences in the field, including interactions with stakeholders on farms and in communities, and lectures and discussion sessions with students and facilitators in and out of the classroom. Together with practical aspects described in the log is an in-depth reflection by each student on the learning process. While the students work in teams of four to six people to produce a Client (Stakeholder) Document, in cooperation with their stakeholders in the farming and food system, the Learner Document is written individually and reflects their personal learning experience

Educational innovations in agroecology: Learning-centred open-ended cases

Open-ended cases present students with learning situations where a particular dilemma on the farm or in the community food system has not been resolved. With minimal but focused prior preparations, students interview farmers and food system stakeholders to build context for the case and to discover the philosophy, goals, and major challenges faced by clients. Student teams build a rich picture of the current reality, including major elements, interactions, and driving forces both internal and external. Instead of reaching prescriptive recommendations, students develop multiple potential future scenarios that could be used by stakeholders to resolve the situation, and evaluate a priori the most likely outcomes of following each scenario. These are presented back to the farmer or community, and a visioning session is held to bring all the players to the table and decide on the most constructive future course of action. We have found this method to be highly stimulating to students, as they work in a team with instructors and clients to plan a desirable future. Students report that the learning experience has been valuable to their subsequent thesis research as well as contributing to their effectiveness on jobs after the university.Keywords: agroecology, systems learning, action learning, education for responsible action, organic farming system

Cultivating multi-cultural teams: lessons learned in the "milpa" of an Agroecology MSc course

Traditional milpa polycultures of maize-bean-squash consistently have higher yields and are more resilient to stresses than monocultures. This synergistic outcome builds on species differences in physiology and morphology. In our agroecology program, the faculty work as milperos, intentionally developing multi-cultural teams that are capable of building upon their differences

Aprendizaje de la agroecología basado en los fenómenos: Un prerrequisito para la transdisciplinariedad y la acción responsable

Phenomenon-based learning in agroecology provides a rationale and platform for bridging academia and society. Learning based on reflective experiences on farms and in communities has provided the foundation and the core of an agroecology course in Norway since 2000. Student teams work with university teachers and stakeholders in ‘open-ended cases’ to identify key constraints and future possibilities. This learning strategy uses real-world situations on the farm and in the community where solutions are not already known to instructor or clients. Employing natural science and social science methods, the teams examine and evaluate production, economic, environmental, and social dimensions, as integrated into whole systems. The students then design and evaluate future scenarios and work out plans of action. The result has been a strong foundation for responsible action in students’ future endeavors in education and development.El aprendizaje de la agroecología basado en los fenómenos proporciona una lógica y una plataforma para crear puentes entre la academia y la sociedad. El aprendizaje basado en experiencias reflexivas en granjas y en comunidades ha proporcionado el fundamento y el núcleo de un curso de agroecología en Noruega desde el año 2000 en la Universidad Noruega de las Ciencias de la Vida (NMBU). Los equipos de estudiantes trabajan con profesores de la Universidad y con las personas interesadas utilizando “casos abiertos” con el fin de identificar las principales limitaciones y las posibilidades futuras. Esta estrategia de aprendizaje utiliza situaciones del mundo real en la granja y en la comunidad, donde ni el instructor ni los clientes conocen de entrada las soluciones. Utilizando métodos de las ciencias sociales y de las ciencias naturales, los equipos examinan y evalúan las dimensiones productivas, económicas, ambientales y sociales, integradas en sistemas completos. Después, los estudiantes diseñan y evalúan escenarios futuros y piensan planes de acción. El resultado ha sido una base sólida para la acción responsable en los proyectos futuros de los estudiantes en los campos de la educación y el desarrollo

Women’s experiences of receiving care for pelvic organ prolapse: a qualitative study

Background Pelvic organ prolapse is a common urogenital condition affecting 41–50% of women over the age of 40. To achieve early diagnosis and appropriate treatment, it is important that care is sensitive to and meets women’s needs, throughout their patient journey. This study explored women’s experiences of seeking diagnosis and treatment for prolapse and their needs and priorities for improving person-centred care. Methods Twenty-two women receiving prolapse care through urogynaecology services across three purposefully selected NHS UK sites took part in three focus groups and four telephone interviews. A topic guide facilitated discussions about women’s experiences of prolapse, diagnosis, treatment, follow-up, interactions with healthcare professionals, overall service delivery, and ideals for future services to meet their needs. Data were analysed thematically. Results Three themes emerged relating to women’s experiences of a) Evaluating what is normal b) Hobson’s choice of treatment decisions, and c) The trial and error of treatment and technique. Women often delayed seeking help for their symptoms due to lack of awareness, embarrassment and stigma. When presented to GPs, their symptoms were often dismissed and unaddressed until they became more severe. Women reported receiving little or no choice in treatment decisions. Choices were often influenced by health professionals’ preferences which were subtly reflected through the framing of the offer. Women’s embodied knowledge of their condition and treatment was largely unheeded, resulting in decisions that were inconsistent with women’s preferences and needs. Physiotherapy based interventions were reported as helping women regain control over their symptoms and life. A need for greater awareness of prolapse and physiotherapy interventions among women, GPs and consultants was identified alongside greater focus on prevention, early diagnosis and regular follow-up. Greater choice and involvement in treatment decision making was desired. Conclusions As prolapse treatment options expand to include more conservative choices, greater awareness and education is needed among women and professionals about these as a first line treatment and preventive measure, alongside a multi-professional team approach to treatment decision making. Women presenting with prolapse symptoms need to be listened to by the health care team, offered better information about treatment choices, and supported to make a decision that is right for them

Effects of antiplatelet therapy on stroke risk by brain imaging features of intracerebral haemorrhage and cerebral small vessel diseases: subgroup analyses of the RESTART randomised, open-label trial

Background Findings from the RESTART trial suggest that starting antiplatelet therapy might reduce the risk of recurrent symptomatic intracerebral haemorrhage compared with avoiding antiplatelet therapy. Brain imaging features of intracerebral haemorrhage and cerebral small vessel diseases (such as cerebral microbleeds) are associated with greater risks of recurrent intracerebral haemorrhage. We did subgroup analyses of the RESTART trial to explore whether these brain imaging features modify the effects of antiplatelet therapy

Settling into an Increasingly Hostile World: The Rapidly Closing “Recruitment Window” for Corals

Free space is necessary for larval recruitment in all marine benthic communities. Settling corals, with limited energy to invest in competitive interactions, are particularly vulnerable during settlement into well-developed coral reef communities. This situation may be exacerbated for corals settling into coral-depauperate reefs where succession in nursery microhabitats moves rapidly toward heterotrophic organisms inhospitable to settling corals. To study effects of benthic organisms (at millimeter to centimeter scales) on newly settled corals and their survivorship we deployed terra-cotta coral settlement plates at 10 m depth on the Mesoamerican Barrier Reef in Belize and monitored them for 38 mo. During the second and third years, annual recruitment rates declined by over 50% from the previous year. Invertebrate crusts (primarily sponges) were absent at the start of the experiment but increased in abundance annually from 39, 60, to 73% of the plate undersides by year three. Subsequently, substrates hospitable to coral recruitment, including crustose coralline algae, biofilmed terra-cotta and polychaete tubes, declined. With succession, substrates upon which spat settled shifted toward organisms inimical to survivorship. Over 50% of spat mortality was due to overgrowth by sponges alone. This result suggests that when a disturbance creates primary substrate a “recruitment window” for settling corals exists from approximately 9 to 14 mo following the disturbance. During the window, early-succession, facilitating species are most abundant. The window closes as organisms hostile to coral settlement and survivorship overgrow nursery microhabitats

Diagnostic criteria and symptom grading for delayed gastric conduit emptying after esophagectomy for cancer: international expert consensus based on a modified Delphi process

Delayed gastric conduit emptying (DGCE) after esophagectomy for cancer is associated with adverse outcomes and troubling symptoms. Widely accepted diagnostic criteria and a symptom grading tool for DGCE are missing. This hampers the interpretation and comparison of studies. A modified Delphi process, using repeated web-based questionnaires, combined with live interim group discussions was conducted by 33 experts within the field, from Europe, North America, and Asia. DGCE was divided into early DGCE if present within 14 days of surgery and late if present later than 14 days after surgery. The final criteria for early DGCE, accepted by 25 of 27 (93%) experts, were as follows: >500 mL diurnal nasogastric tube output measured on the morning of postoperative day 5 or later or >100% increased gastric tube width on frontal chest x-ray projection together with the presence of an air-fluid level. The final criteria for late DGCE accepted by 89% of the experts were as follows: the patient should have 'quite a bit' or 'very much' of at least two of the following symptoms; early satiety/fullness, vomiting, nausea, regurgitation or inability to meet caloric need by oral intake and delayed contrast passage on upper gastrointestinal water-soluble contrast radiogram or on timed barium swallow. A symptom grading tool for late DGCE was constructed grading each symptom as: 'not at all', 'a little', 'quite a bit', or 'very much', generating 0, 1, 2, or 3 points, respectively. For the five symptoms retained in the diagnostic criteria for late DGCE, the minimum score would be 0, and the maximum score would be 15. The final symptom grading tool for late DGCE was accepted by 27 of 31 (87%) experts. For the first time, diagnostic criteria for early and late DGCE and a symptom grading tool for late DGCE are available, based on an international expert consensus process