ASSOCIATIONS BETWEEN YEARS OF TEACHING EXPERIENCE AND CLASSROOM MANAGEMENT PRACTICES, RESPONSIVENSS, AND ACCEPTABILITY TO A COACHING INTERVENTION

This study aimed to bridge the research-to-practice gap related to in-service supports and professional development by identifying factors associated with teacher use of evidence-based classroom management practices and responsiveness to a coaching intervention. Years of teaching experience was identified as a teacher-level intervention determinant with a strong research base in the classroom management literature; however few studies used direct observation of behavior to report difference among teacher behavior. This study used quantitative statistical methods to analyze data from a multi-year parent study investigating the effects of a coaching intervention (BEST in CLASS-Elementary) aimed at increasing the use of evidence-based practices with students who display patterns of challenging behaviors. Using data from an intervention development year plus the first two years of a four-year investigation, 83 teachers were randomized into treatment and control groups to either receive 14 weeks of a coaching intervention or continue in a business-as-usual condition. Data for this investigation was collected using both direct and indirect measures collected before, during, and after the intervention. Results of regression models suggested a non-significant relation between years of teaching experience and practice use pre-intervention, after adjusting for students within teachers. Similarly, results of regression models post-intervention suggest a non-significant relation between years of teaching experience and practice use during coaching, after controlling for baseline scores and adjusting for students within teachers. Experience was significantly and negatively associated with teacher reports of acceptability (B = -.27, p = .046). The predictive ability of experience on understanding was approaching significance (B = -.25, p = .058) but the relation between years of experience and feasibility was not significant (B = .06, p = .668). While years of experience did not predict practice use or responsiveness, findings may position teacher-driven interventions (i.e. coaching) as a mechanism to improve teacher practice regardless of previous teaching experience

Failed Agricultural Impoundments: An Interdisciplinary Assessment of Community Structure and Social Resilience

The remnants of the wetland reclamation era of the early 1900s are visible in the leveed, drained, and failed impoundments across the United States, and especially in coastal regions. The common themes of their history are flooding, restoration, and – sometimes - community resilience. The physical changes occurring during and after impoundment, and after failure includes subsidence, erosion, and flooding are well-documented. Here I construct an environmental history that integrates data on these physical changes with archival records, historical documents, site visits and personal interviews. The primary region of focus is ‘Delta Farms’ - a failed agricultural impoundment in Lafourche Parish, Louisiana that was first farmed in 1909 and failed in 1971. It consisted of 4 agricultural units: one that was never drained, one that was drained but not farmed, and two that were farmed for different periods. Some of the physical data includes soil and water depth measurements in the flooded portions of the property. These physical measurements were combined to assemble an environmental history of the property that integrated the experience of individuals and community. The growth and declines in population, recreational activities, agricultural practices, occasional levee failures, and mineral recovery on the property can be related to sociopolitical decisions that shifted during its 61 year history. The accuracy and completeness of this re-creation of the Delta Farms environmental history was greatly enhanced by including residents as a source of observation. They gave insight into the rate of natural marsh recovery, the timelines of developmental activity, and of community resilience. The study was a great example of how to understand a community, the social dynamics driving environmental changes, and community reactions

Kinetics and Inhibition Studies of the L205R Mutant of cAMP-Dependent Protein Kinase Involved in Cushing’s Syndrome

Overproduction of cortisol by the hypothalamus–pituitary–adrenal hormone system results in the clinical disorder known as Cushing\u27s syndrome. Genomics studies have identified a key mutation (L205R) in the α‐isoform of the catalytic subunit of cAMP‐dependent protein kinase (PKACα) in adrenal adenomas of patients with adrenocorticotropic hormone‐independent Cushing\u27s syndrome. Here, we conducted kinetics and inhibition studies on the L205R‐PKACα mutant. We have found that the L205R mutation affects the kinetics of both Kemptide and ATP as substrates, decreasing the catalytic efficiency (kcat/KM) for each substrate by 12‐fold and 4.5‐fold, respectively. We have also determined the IC50 and Ki for the peptide substrate‐competitive inhibitor PKI(5–24) and the ATP‐competitive inhibitor H89. The L205R mutation had no effect on the potency of H89, but causes a \u3e 250‐fold loss in potency for PKI(5–24). Collectively, these data provide insights for the development of L205R‐PKACα inhibitors as potential therapeutics

Introduction: Moving Beyond the \u27Rational Actor\u27 in Environmental Governance and Conservation

In this brief introduction, we examine the themes and issues that link the three papers in this special section. In each case, neoliberal conservation practices appear to be predicated on a certain kind of individual subject with certain kinds of motives and behaviours-the rational actor. Taken together, these three papers challenge three assumptions of rational actor models, including that individuals are self-interested and attempt to maximise their own benefits, that they only respond to economic incentives, and that economic markets are free, mutual, and rational. Together these articles promote greater attention to how individuals are conceptualised in conservation efforts, and suggest alternative ways to think through conservation projects

Rethinking what food security means to students

Definitions of food insecurity can be poorly aligned with student experiences, based on our collaborative research with the UNCC Jamil Niner Student Pantry. Interviews identify time, stigma, transportation, and quality of food as central aspects of student experiences with food insecurity, beyond the financial concerns addressed in the USDA module

Advances in Biomarkers: Going Beyond the Carcinoembryonic Antigen

Using biologically available markers to guide treatment decisions in colorectal cancer care is becoming increasingly common, though our understanding of these biomarkers is in its infancy. In this article, we will discuss how this area is rapidly changing, review important biomarkers being used currently, and explain how the results influence clinical decision-making. We will also briefly discuss the possibility of a liquid biopsy and explore several exciting and new options

Adapting parenthood: an online resource and education platform for occupational therapy practitioners supporting parents with physical disabilities

Parenting roles and occupations are complex and become even more challenging when navigated with a physical disability. Physical, social, and political barriers are among many factors that shape experiences in parenting and disability. Occupational therapy practitioners (OTPs), with their holistic and client-centered approach, are ideally positioned to provide professional support to alleviate or adapt to environmental barriers. However, OTPs confront their own barriers to providing services, including a deficit in and accessibility to occupation therapy-specific resources and education on disability and parenting. These factors together result in a gap in service between disabled parents and occupational therapy. This doctoral manuscript offers a potential solution to these issues in the form of Adapting Parenthood, an online resource and education platform for OTPs. The platform is designed to provide occupational therapy specific professional education for practitioners working with parents who experience barriers in their parenting roles due to disability or related factors. Adapting Parenthood offers a user-friendly, digital interface that allows users to navigate at their own pace, fostering autonomy, and learning motivation. It incorporates a range of multimedia resources, catering to various learning styles and preferences, to enhance user engagement and information retention. The platform is organized into topic areas comprised of resources and educational modules. The resources include a diverse range of documents, manuals, recommendations, and legal information intended to supplement interventions and enhance the practice of healthcare professionals. The educational modules focus on topic areas where practitioners may need to refine their skills and knowledge when working with parents with physical disabilities. These topics include adapting parenting occupations, home modification and universal design, as well as disability-affirming education on interdependence, social support, and disability rights related to parenting. The content and design of Adapting Parenthood underscores the importance of disability-affirming practice. It emphasizes understanding the unique lived experiences of disabled individuals, particularly those who are parents, and the development of support that mitigate and alleviate the challenges they face. Ultimately, this dissertation provides an in-depth analysis of the unique challenges faced by parents with physical disabilities and proposes a comprehensive online platform to support and educate OTPs working with this population. Adapting Parenthood aims to bridge the service gap and foster a more inclusive and supportive environment for disabled parents

Action Research Toward Improved Treatment Services for Substance-Abusing Veterans in Central Texas

Military-based social workers working with veterans with substance use disorders face many challenges to providing effective treatment services. Understanding environmental, organizational, and client-based factors that affect the provision of substance abuse treatment to veterans is critical for clinical social work practitioners working with this unique client population. As a clinical social work practice problem, this project explored the challenges of providing effective substance abuse treatment services for veterans, specifically those living in central Texas. The purpose of this project was to improve the clinical acumen and practice of social workers working with veterans with substance use disorders. The research question explored the unique substance abuse treatment considerations and challenges for military-based social workers living in central Texas. Systems theory was used to frame this project. Using an action research methodology, 5 clinical social work practitioners with experience working with veterans with substance use disorders participated in in-depth interviews. Themes that emerged from open and axial coding of the data included the importance of transportation for clients accessing services, the effect of client and organizational characteristics on the provision of treatment services, and a lack of training among military-based social work practitioners related specifically to co-occurring disorders. The findings from this project will provide military-based social workers with additional knowledge related to clinical best-practices for veterans with substance use disorders. The project further aligns with the social work profession through its community-based focus and intention to promote social justice and positive social change among this marginalized and vulnerable client population

The developing role of the university library as a student learning commons: Implications to the interior spaces within

The university library has developed into a center of learning and collaboration that can truly become the heart of campus within the university community (Hisle, 2005). Third places are public places on neutral ground where people can gather and interact. The character of a third place is determined most of all by its regular clientele and is marked by a playful mood, which contrasts with people\u27s more serious involvement in other spheres (Oldenburg, 1989). The library is neither home nor work, but a third place for students to study and socialize (Codispoti and Frey, 2007). Recent trends in the design and renovation of libraries concentrate principally on the library as place, and as a social space (Bisbrouck et al., 2004). The third place role of the library has led the design of the physical environment to include a café, collaborative areas to gather and interact, and large open spaces in lieu of small study rooms (Hisle, 2005). How do university students currently use the library? Do students primarily use the library to gather and interact, or are they using it to learn as in the suggestive traditional role of the library? How can students\u27 perceptions of an ideal study environment be integrated into the design of a library to better support a learning environment? A case study of a main library at a midwestern university was used to examine these research questions. Observation of three study areas within the library was conducted, including individual study workstations, group study area, and student learning commons. An undergraduate student survey was used to engage users of the space and recognize how they use the library. Additionally, images boards and a card sort were used to identify common factors in student ideal study environments. The analysis from this mixed method approach was used to reveal how students use the study spaces in the library and how the interior spaces of the university library can be designed to respond to student behaviors and preferences. Student survey results revealed that students value the library and use the library as a study space. The most significant finding was that 63 percent of survey respondents stated the main reason they choose to study at the library is for quiet study space. This finding is in opposition to the literature on the library as a social space (Codispoti and Frey, 2007). While we are designing libraries to foster collaboration, we must also maintain the notion that libraries should provide patrons with a welcoming and comfortable quiet study environment that promotes prolonged use