Strengths-Based Compassion as an Agent of Change for Incarcerated Youth: Positive Psychology Interventions Proposed for Colorado\u27s Division of Youth Services

The youth corrections system is in need of reform. Emerging work from the field of positive criminology is working to shift the focus from retribution and risk management to strengths building and positive youth development. Research suggests, targeted strategies from positive psychology can provide youth with opportunities to counteract the potentially deleterious effects of incarceration, especially as adolescent neurobehavioral development offers a ripe opportunity for positive interventions that enhance wellbeing. Strengths-based compassion, the proposed positive intervention described within, uses mindfulness, character strengths, and the cultivation of compassion to improve self-regulation and self-discipline, increase self-esteem, improve social skills, and reduce recidivism. The proposed eight-week program is designed through a trauma-responsive lens that has been adapted for youth in a correctional facility and creates the potential for revolutionary change in the hearts and minds of young offenders. This change positions youth on a productive path in which they desist from future criminal activity and increase pathways for flourishing in their lives after incarceration

THE ENTEROHEMORRHAGIC ESCHERICHIA COLI EFFECTOR PROTEIN NLEF BINDS MAMMALIAN HOST PROTEINS

The extracellular human pathogens enterohemorrhagic and enteropathogenic Escherichia coli (EHEC and EPEC) and the related mouse pathogen Citrobacter rodentium inject type III secretion system (T3SS) effector proteins to promote their replication, survival and transmission. The mechanisms of action and the host targets of T3SS effectors are under active investigation because of their importance to bacterial virulence. The non-locus of enterocyte effacement (LEE)-encoded protein F, NleF, contributes to E. coli and Citrobacter colonization of animals through an unclear mechanism. Here we sought to characterize the host binding partners of NleF. Using a yeast two-hybrid screen, we identified a set of mammalian proteins as NleF-binding partners including Tmp21, a type-I integral membrane protein and COPI-vesicle receptor involved in trans-Golgi network function. We confirmed this interaction using bacterial two-hybrid, immunoprecipitation and bimolecular fluorescence complementation (BiFC). To consider the effects of NleF on protein trafficking, we expressed a temperature-sensitive vesicular stomatitis virus glycoprotein (VSVG) with temperature dependent localization and monitored protein trafficking. We determined that NleF does not block, but rather slows the intracellular trafficking of VSVG from endoplasmic reticulum to Golgi

Navigating the Online Tutorial Frontier: From Design to Deployment & Beyond

As we all have learned from the COVID-19 pandemic, online teaching is a vital part of creating an open future of learning environments in higher education. Asynchronous online information literacy tutorials can engage and support online and face-to-face library users, and the planning and design process can take many forms. Librarians do not have to be instructional designers, have funding, or be accessibility experts to create engaging, online research tutorials. In this session, a panel of academic and online learning librarians from across the country will discuss creating tutorials with a variety of tools, budgets, and timelines. H5P, LibWizard, Articulate, and homegrown systems will be among the tools discussed. Speakers will present on the planning and implementation process of the tutorials, as well as accessibility considerations. Specific accessibility frameworks will be discussed, such as Universal Design for Learning (UDL) and WCAG 2.0, as well as free tools and checklists librarians can use to test accessibility. Panelists will share a variety of assessment strategies, including using student workers for usability testing, linking to form assessments, web analytics, and user surveys. In an increasingly digital world, it is essential for academic librarians to be able to create effective and engaging asynchronous learning materials to connect patrons with information literacy concepts. Participants will leave this session ready to jump into their online learning future and make quality content without overthinking it

Feministisk meningsmakt i abortdiskursen. En kritisk diskursanalyse av den moderne abortdebatten, med utgangspunkt i Sigrid Bonde-Tusviks debattinnlegg: «Blessed be the fruit –may the abortnemnd open».

Master´s thesis in Social Communication (KOM501

Engage Engineering Students In Homework: Attribution Of Low Completion And Suggestions For Interventions

Homework is an important out-of-class activity, crucial to student success in engineering courses. However, in a first-semester freshman engineering course, approximately one-fourth of students were completing less than 80% of the homework.  The purpose of this study was to examine students’ attribution of their low completion of homework and suggest corresponding interventions to help students with different attribution types. A qualitative approach was applied using semi-structured interviews for data collection. The interviewees were students who were on track to complete less than 80% of the homework. Students in the study attributed their low rates of completion to multiple factors. We coded and summarized students’ attributions of homework incompletion according to Weiner’s attribution theory and suggested corresponding interventions for students with different attribution types. Results show that most students attributed their failure to complete their homework to external reasons rather than internal reasons. A large portion of student’s attributions for low homework completion was due to poor time management skills.  Some students attributed low homework completion to unstable factors such as illness, transition, or adjustment problems. A small portion attributed low homework completion to uncontrollable reasons, such as sickness and homework difficulty. Students’ reasons for homework incompletion varied across the three dimensions of Weiner’s attribution theory suggesting that a variety of intervention techniques is required.  In addition to use of widely adopted interventions such as first year seminars, tutoring, and tutorial sessions, intervention techniques based on attribution theory may be necessary to employ, to help students avoid negative emotional and behavioral consequences of homework incompletion

Engage Engineering Students In Homework: Attribution Of Low Completion And Suggestions For Interventions

Homework is an important out-of-class activity, crucial to student success in engineering courses. However, in a first-semester freshman engineering course, approximately one-fourth of students were completing less than 80% of the homework. The purpose of this study was to examine students\u27 attribution of their low completion of homework and suggest corresponding interventions to help students with different attribution types. A qualitative approach was applied using semi-structured interviews for data collection. The interviewees were students who were on track to complete less than 80% of the homework. Students in the study attributed their low rates of completion to multiple factors. We coded and summarized students\u27 attributions of homework incompletion according to Weiner\u27s attribution theory and suggested corresponding interventions for students with different attribution types. Results show that most students attributed their failure to complete their homework to external reasons rather than internal reasons. A large portion of student\u27s attributions for low homework completion was due to poor time management skills. Some students attributed low homework completion to unstable factors such as illness, transition, or adjustment problems. A small portion attributed low homework completion to uncontrollable reasons, such as sickness and homework difficulty. Students\u27 reasons for homework incompletion varied across the three dimensions of Weiner\u27s attribution theory suggesting that a variety of intervention techniques is required. In addition to use of widely adopted interventions such as first-year seminars, tutoring, and tutorial sessions, intervention techniques based on attribution theory may be necessary to employ, to help students avoid negative emotional and behavioral consequences of homework incompletion

FYE book project [Slides]

Slides from a presentation given at the online NC-BIG instruction round up on July 25, 2018

Librarians in the Lead: Redesigning the First Year Experience Curriculum from Scratch at a Liberal Arts College [Slides]

Slides from a presentation presented at the Personal Librarian and First Year Experience Library Conference in Cleveland, OH

Multiple models of online instruction for a first year communications course [Slides]

Slides from a presentation given January 10, 2019 at the North Carolina Library Association's Distance Learning Section meeting

Staying organized in your professional life [Slides]

Presented as part of the UNCG University Libraries Virtual Learning Community. Focuses on tips and tricks for organizing events, meetings, and more