The development and sustainability of sports-based youth development programs as a viable option for after-school programs

The historical case study was designed to examine how the Play It Smart program, a Sports-Based Youth Development Program, was adopted and sustained by local stakeholders in an urban high school setting after the initial seed funding was cut. Current and past key stakeholders were invited to participate and school leaders (n = 2), community leaders (n = 2), the original Academic Coach (n = 1) and current Academic Coaches (two of which are past program participants) (n = 3) agreed to be interviewed for this investigation. The intent of the interviews was to uncover the key factors that are present that allow the Play It Smart program to sustain itself from year to year as well as how the program has become entrenched into the school culture and the role it plays in the academic and athletic objectives/philosophies of the school. Responses revealed a number of major themes related to the adoption and ongoing commitment to sustain the program for the last 16 years. These themes included an initial pledge from the stakeholders to restore the academic and athletic reputation at the school, the recognition of the relationship with the original Academic Coach and the positive results that were repeatedly promoted, the recruitment and buy-in from a collection of traditional and non-traditional allies including the students and, ultimately, a shift in culture that seems to stem from a dynamic group of past participants that provides hope. The themes related to sustainability seem to further validate the theoretical framework that was so critical for the establishment of the Play It Smart programs in that: the context, football (sport) and academic performance, is also valued by stakeholders; the primary external asset, the caring adult mentor or Academic Coach, was able to attract and involve other assets to support the participants; the internal assets, life skills, were developed and refined while participating in community service activities which serve as the regular highlights shared with stakeholders throughout the school year; and the evaluation was designed to promote progress and to allow for adjustments

A study of indirect nursing care on two medical-surgical wards

Thesis (M.S.)--Boston Universit

Trapped: A Performance Exploration of the Illusion of Confinement

Sometimes we build our own prisons and those prisons go through a crucial stage at which time, outside forces such as other people can help retrieve you from the depths of your own imprisonment. Unfortunately, these outside forces usually end up acting against you, sending a person deeper and deeper into the trap they laid for themselves. These outside forces or people usually do not know that they are contributing to the building of a person’s prison. These people act in direct response to something or even anonymously through things such as surveys. Most of the time people dance around the true issues at hand trying desperately not to offend each other or say the wrong thing. This does nothing but strengthen the bonds that hold the imprisoned person. Words like policy and guidelines act like barriers and trap people within the framework of the system. That system is designed to restrict the individual in the hope of control over the many. Those on top are all about up holding these policies and rules even when extenuating circumstances require them to act outside the bounds or rules that cannot truly fit every situation. The foundation of the prison is built by the individual and strengthened by society because society has created a prison for itself and refuses to step outside the bounds of that prison to help those that need it most

Tabulator Redux: writing Into the Semantic Web

A first category of Semantic Web browsers were designed to present a given dataset (an RDF graph) for perusal, in various forms. These include mSpace, Exhibit, and to a certain extent Haystack. A second category tackled mechanisms and display issues around linked data gathered on the fly. These include Tabulator, Oink, Disco, Open Link Software's Data Browser, and Object Browser. The challenge of once that data is gathered, how might it be edited, extended and annotated has so far been left largely unaddressed. This is not surprising: there are a number of steep challenges for determining how to support editing information in the open web of linked data. These include the representation of both the web of documents and the web of things, and the relationships between them; ensuring the user is aware of and has control over the social context such as licensing and privacy of data being entered, and, on a web in which anyone can say anything about anything, helping the user intuitively select the things which they actually wish to see in a given situation. There is also the view update problem: the difficulty of reflecting user edits back through functions used to map web data to a screen presentation. In the latest version of the Tabulator project, described in this paper we have focused on providing the write side of the readable/writable web. Our approach has been to allow modification and addition of information naturally within the browsing interface, and to relay changes to the server triple by triple for least possible brittleness (there is no explicit 'save' operation). Challenges which remain include the propagation of changes by collaborators back to the interface to create a shared editing system. To support writing across (semantic) Web resources, our work has contributed several technologies, including a HTTP/SPARQL/Update-based protocol between an editor (or other system) and incrementally editable resources stored in an open source, world-writable 'data wiki'. This begins enabling the writable Semantic Web

Knowledge and Awareness of Hearing Loss by Undergraduate Education Majors

Objective: This research sought to establish the knowledge levels of undergraduate education majors at Brooklyn College with regards to hearing assistive technologies, optimal classroom acoustics, and signs of not hearing. Additionally, the intent is to utilize the results of a thorough literature search and this study to create a comprehensive guide for future educators; Hearing Loss: A Tool for Educators. Methods: Undergraduate education majors enrolled in the Communication and Disorders (CASD) 1114: Introduction to Speech, Language and Hearing Disorders were surveyed on their knowledge of hearing assistive technologies, optimal classroom acoustics, and signs of not hearing. A lecture was then provided encompassing the above mentioned as well as a general overview of hearing loss. A survey was provided at the beginning and the end of the lecture for the students to complete to track knowledge awareness of the topics discussed. Results: A between groups and within groups analysis was performed using a Cronbach’s Alpha test of reliability. Students consistently performed poorly on questions related to optimal classroom acoustics and signs of not hearing when results of pre and post lecture were analyzed. Discussion: Comprehensive background knowledge of optimal classroom acoustics and signs of not hearing are imperative for future educators. Teachers of students with identified hearing loss and of those who have yet to be identified, need to know how to best care for their students. Further education regarding these topics needs to be infused throughout the coursework at the undergraduate level. Conclusion: A basic understanding of hearing assistive technology, signs of not hearing, optimal classroom acoustics, and accessibility is essential for future teachers as they are likely to encounter students with hearing loss during their careers. Additionally, improving classroom acoustics and access to auditory instruction benefits all students, even those without hearing loss. Curriculum in undergraduate and graduate education programs should highlight these important topics. Keywords: hearing loss, classroom acoustics, hearing aids, hearing assistive technologies, accessibilit

Inhibitory Input from the Lateral Hypothalamus to the Ventral Tegmental Area Disinhibits Dopamine Neurons and Promotes Behavioral Activation

Projections from the lateral hypothalamus (LH) to the ventral tegmental area (VTA), containing both GABAergic and glutamatergic components, encode conditioned responses and control compulsive reward-seeking behavior. GABAergic neurons in the LH have been shown to mediate appetitive and feeding-related behaviors. Here we show that the GABAergic component of the LH-VTA pathway supports positive reinforcement and place preference, while the glutamatergic component mediates place avoidance. In addition, our results indicate that photoactivation of these projections modulates other behaviors, such as social interaction and perseverant investigation of a novel object. We provide evidence that photostimulation of the GABAergic LH-VTA component, but not the glutamatergic component, increases dopamine (DA) release in the nucleus accumbens (NAc) via inhibition of local VTA GABAergic neurons. Our study clarifies how GABAergic LH inputs to the VTA can contribute to generalized behavioral activation across multiple contexts, consistent with a role in increasing motivational salience.National Institute of Mental Health (U.S.) (Grant R01-MH102441-01

Decoding Neural Circuits that Control Compulsive Sucrose Seeking

SummaryThe lateral hypothalamic (LH) projection to the ventral tegmental area (VTA) has been linked to reward processing, but the computations within the LH-VTA loop that give rise to specific aspects of behavior have been difficult to isolate. We show that LH-VTA neurons encode the learned action of seeking a reward, independent of reward availability. In contrast, LH neurons downstream of VTA encode reward-predictive cues and unexpected reward omission. We show that inhibiting the LH-VTA pathway reduces “compulsive” sucrose seeking but not food consumption in hungry mice. We reveal that the LH sends excitatory and inhibitory input onto VTA dopamine (DA) and GABA neurons, and that the GABAergic projection drives feeding-related behavior. Our study overlays information about the type, function, and connectivity of LH neurons and identifies a neural circuit that selectively controls compulsive sugar consumption, without preventing feeding necessary for survival, providing a potential target for therapeutic interventions for compulsive-overeating disorder

Amygdala inputs to prefrontal cortex guide behavior amid conflicting cues of reward and punishment

Orchestrating appropriate behavioral responses in the face of competing signals that predict either rewards or threats in the environment is crucial for survival. The basolateral nucleus of the amygdala (BLA) and prelimbic (PL) medial prefrontal cortex have been implicated in reward-seeking and fear-related responses, but how information flows between these reciprocally connected structures to coordinate behavior is unknown. We recorded neuronal activity from the BLA and PL while rats performed a task wherein competing shock- and sucrose-predictive cues were simultaneously presented. The correlated firing primarily displayed a BLA→PL directionality during the shock-associated cue. Furthermore, BLA neurons optogenetically identified as projecting to PL more accurately predicted behavioral responses during competition than unidentified BLA neurons. Finally photostimulation of the BLA→PL projection increased freezing, whereas both chemogenetic and optogenetic inhibition reduced freezing. Therefore, the BLA→PL circuit is critical in governing the selection of behavioral responses in the face of competing signals.National Institutes of Health (U.S.) (Award 1R25-MH092912-01)National Institute of Mental Health (U.S.) (Grant R01- MH102441-01)National Institutes of Health (U.S.) (Award DP2- DK-102256-01

Comparative Advertising Wars: An Historical Analysis of Their Causes and Consequences

This historical study contributes to the extensive literature on comparative advertising by examining the causes and consequences of comparative advertising wars; that is, when one advertiser responds to a direct or implied attack by another advertiser. Primary and secondary sources consist of articles published in historic and contemporary marketing and advertising trade journals, such as Printers’ Ink, Advertising & Selling, and Advertising Age. The findings reveal that well-publicized advertising wars occurred frequently between major U.S. advertisers throughout the twentieth century and into the twenty-first, and that they most often occurred in product and service markets characterized by intense competition. Many, if not most, advertisers’ principal motive for responding to a comparative advertising attack has been emotional rather than rational. The findings also reveal that advertising wars often became increasingly hostile, leading to negative consequences for all combatants, as well as a broad and negative social consequence in the form of potentially misleading advertising.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

Competition and Combative Advertising: An Historical Analysis

Fred K. Beard (PhD, University of Oklahoma) is a professor of advertising in the Gaylord College of Journalism and Mass Communication, University of Oklahoma. His research interests include comparative advertising, advertising humor, and advertising history. His work has appeared in the Journal of Advertising, the Journal of Advertising Research, the Journal of Business Ethics, the Journal of Business Research, Journalism History, the Journal of Historical Research in Marketing, the Journal of Macromarketing, and the Journal of Marketing Communications, among others.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline