Nutritional adequacy of a gluten free diet in those newly diagnosed with celiac disease: An evidence analysis

Background: In the United States, at least 3 million people have been diagnosed with celiac disease. The side effects of this disease are directly impacted by an individual’s diet. Because of this, it is necessary to understand if gluten-free diets are nutritionally adequate, specifically for newly diagnosed individuals. Purpose: The purpose of this literature review is to evaluate updated research related to the nutritional quality of gluten-free diets in newly diagnosed celiac patients. Methods Description: PubMed, Google Scholar, NBSCO databases were used to identify articles using key words gluten-free, diet, nutritional adequacy, and newly diagnosed. Journal articles were critically appraised using inclusion and exclusion criteria and quality criteria checklists from the EAL to ensure the literature were evidence based and nonbiased. Results: The researcher rejected multiple articles due to exclusion criteria and lack of applicability. Results contradicted frequently. Commonalities among articles was the that those on gluten-free diets were more likely to present low B-vitamins, iron, fiber, and magnesium levels likely due to lack of fortification of gluten-free products. Conclusion: More research needs to be conducted to evaluate the nutritional adequacy of the gluten-free diets in newly diagnosed patients with celiac disease. The following information could be used to advocate for additional nutrition education for celiac patients focusing not only on the exclusion of gluten, but on the implementation of a general healthful diet as well

The Writing I: Re-Articulating First-Person Narrative in the Composition Classroom

This project analyzes the ways in which concepts of the student-writer have been politicized and pedagogically polemicized as either primarily personal or social categories. The pedagogical rhetoric of the personal narrative as a genre has followed the same divisive path with expressivist and social-epistemic teaching models appearing to be at odds with each other, and this terminological fragmentation of teaching philosophies and the ideological framing of the personal narrative have constructed false pedagogical binaries. Given the politics of personal writing within contested pedagogical perspectives, this thesis examines the perception of the divided student-writer, exploring how postmodern epistemologies and poststructural linguistics affect the way rhetoricians and composition theorists view the place of the student-writer within a larger social network. The thesis concludes with an investigation of student writing in one first-year composition course and puts forth a rhetorical model using personal narrative to mediate fractures between expressivist and social-epistemic approaches to composition instruction

A Simple Exchange Of Values: Money In The Sun Also Rises

Throughout The Sun Also Rises, money is a central metaphor. Although scholars have paid a great deal of attention to money in the novel, they have largely failed to move beyond its explicit mentions to examine economics more broadly or to analyze money outside the context of the Hemingway ‘code.’ In this essay, I argue that the characters’ use of money classifies them socially in terms of gender, titles, and religion, and that these social classifications form their own economies beyond explicit monetary exchange. Additionally, I argue that money positions the expatriates culturally, since the majority of their interactions with French and Spanish nationals are mediated by money and since characters such as Jake Barnes even evaluate France and Spain in terms of the function of money in those countries. Together, these modes of analysis expand the critical conversation surrounding money in The Sun Also Rises to incorporate new perspectives and to move beyond simplistic readings of a central metaphor in a novel, which so rarely provides simple answers

Metal ion complexing properties of the highly preorganized ligand 1, 10-phenanthroline-2,9-dicarboxylic acid

Highly preorganized ligands have shown greater stability constants as well as increased metal-ion selectivities over their straight-chain analogs. These ligands show a promising future in the bioinorganic, nuclear and industrial fields as well as many others. The preorganized ligand 1,10-phenanthroline-2,9-dicarboxylic acid (PDA) was synthesized and subjected to purity verification for studies into its formation constants with various aqueous metal-ions as well as its metal-ligand complex crystal structure. Formation constants were determined from UV/Vis spectrophotometry detection methods using the absorbance spectra as a function of pH. Formation constants for the metal ions Al(III), Fe(III), Th(IV), Lu(III) and UO2 2+ are reported amongst others and crystal structures for the metal-PDA complexes of Ba(II),Th(IV) and UO2 2+ are also reported

Lives, language, and leadership: english teachers as leaders

This study investigates the relationships among literature, educational leadership and teaching. A review of professional literature suggests that literature, leadership and teaching share the characteristics of meaning making, dialogue, artistic/aesthetic experience, transformation, and empathy. The purpose of the study was to consider current educational leaders interpretations of their experiences as humanities instructors and its connection to leadership in their current positions. The author reflects on preparation paths for prospective leaders as well. Three life stories were collected from current educational leaders who previously served as English instructors. Narrative inquiry methodology was utilized, and texts were analyzed using selectivity, slippage, silence, and intertextuality (Casey, 1993; Casey, 1995-1996). Each leader was positioned within a leadership paradigm based on their language and interpretive experiences as leaders. While all felt explicitly that their experiences as English instructors impacted their style and beliefs as educational leaders, textual analysis suggested that family background and personal experiences most influence leadership style and philosophy

FABRICating FORM: generating three-dimensional upholstery amid experiments in process driven design

As an artist and designer, I created works of art by actively researching, reflecting, experimenting, and producing projects which embodied theories, methods and processes of both practices. Additionally, my work utilized research from numerous disciplines, which include art, craft, furniture, fashion, graphics, mathematics, and architecture. I strived for the user/viewer to experience not only a physical connection with my designs, but to also have an emotional engagement with them. My research aimed to enhance the image of the upholstery trade by examining the design possibilities of the craft. Much of my process extended apparel fabric manipulation techniques to the upholstery and structural systems of furniture in order to reveal the potential of transferring the methods from fashion to furnishings. The techniques informed the design process through the introduction of alternative approaches to upholstery manipulation, sewing, and patterning. The method helped to transform two-dimensional flat upholstered surfaces into three-dimensional upholstered forms. I categorized my early experimental works as one-of-a-kind. However, I explored streamlining my processes of making in order to investigate other methods of construction. Additionally, I researched how fusing furniture design and traditional millinery processes allowed for small batch reproductions of my works. Ultimately, my approach gravitated toward balancing handcrafted techniques with digital methods of fabrication

The development of a model for participatory goal setting in private educational institutions

This study was undertaken to explore the process of goal setting in organizations in general, and private educational institutions in particular, in an effort to determine the potential usefulness of participation as a goal setting method, and to develop a model for participatory goal setting. The basic research method used was the survey of literature, with attention to the literature of organizational goals, the literature of private educational institutions, and the literature of participation in organizations and particularly in educational institutions

Using participatory action research to approach teacher professional development: an analysis of teacher talk in a writing professional learning community

Most teachers take part in professional development of some kind at some point in their careers. As a result, that professional development should support the development of instruction. Many teachers report that professional development neither supports their practice nor improves results. Thus, more work needs to be done on how professional development can meet those needs and what helps to support effective professional learning. In this study, a group of educators created a professional learning community using concepts from participatory action research to support their interactions and focus their work on achieving their goals. The purpose of this learning community was to discuss and improve writing instruction practices as teachers had noted that as a particular need within the school. Toward a better understanding of the functions of a professional learning community, this study focused on the language used by teachers in order to construct knowledge about writing instruction. To this end, the use of case study methods and discourse analysis provided a vehicle to tell the story of this learning community through the teacher talk that took place. The data analysis developed across three phases. In the first phase, general themes from the talk and how it helped or hindered participants from constructing knowledge emerged. These themes were called modes of intercommunication. The second phase deepened the understanding of the language as the modes were subdivided into certain features based upon the purposes of teacher talk and how they aided or did not aid in constructing knowledge about writing instruction. The last phase included an analysis of survey data as it revealed educator perspectives of professional learning and changes in the learning community across all the meeting. This was held against changes that occurred in the teacher talk to better understand how the language use in the learning community changed. Findings from these three phases indicate that teacher professional learning can be supported through frameworks that promote teacher talk that is consistent, challenging, and action-oriented

Factors affecting the behavior of selected disperse dyes under high temperature dyeing conditions

The major purpose of this study was to investigate the changes in dyeing behavior of selected disperse dyes resulting from variations in the conditions under which the dyes were used. The variations introduced into the dyeing system were: variations in pH; variations in dyeing times at the top temperature; and variations in the surfactant used. The procedure used to make the dyeings was chosen because it would subject the dyes to severe conditions which would aid in differentiating among the various dyes and dyeing conditions by magnifying any potential instability of a given dyeing system. The procedure consisted of conducting dyeings of each of the fifteen dyes chosen for the study under four conditions. Each of these four conditions was further divided into dyeings held at varying times at the top temperature of 265° F (130° C). Filter tests were conducted on blank dyebaths which were held at the top temperature without fabric for three hours for examination of particle size change. Ratings of the depth of shade of the dyed swatches were done visually and by spectrophotometer. A change in the depth of shade was considered an indication of a change in the dyeing properties of the dye. Ratings of the filter tests were done visually only. Variations in ratings on these tests gave a good indication of the dyeing properties of the dye under the various conditions

Thermodynamics of aqueous electrolytes : temperature dependence of the heats of mixing of anions

The study of specific Ionic Interactions are facilitated by the study of heats of mixing of aqueous electrolytes. Much work has been done with systems at 25°C, but very little work has been done at hiqher temperatures. In addition, the vast majority of work In this type study has been done with common anion mixings. In order to gain knowledqe in the field of solute-solvent Interactions a study of common cation Interactions at elevated temperatures Is considered necessary. The systems studied were KCI-KBr-H20, KCI-KF-H20, KCI-KC2H302- H20, and KF-KC2H 0 -H20 at 1.0 molal and constant ionic strength. Temperatures studied were 40°, 60° and 80°C. A new adibatlc microcalorimeter was used in the work. AlI of the systems studied showed little or no temperature dependence. This result tends to add validity to the numerous results by other authors who state that the heat of mixing is mainly influenced by interactions occurring at the Interface of the primary and secondary hydration spheres of the ions in aqueous solutions