REACH-ing for Our Dreams!

More than half a decade ago, several individuals and agency and organization representatives decided it was time to act upon the belief that conservation and the environment in Iowa needed a more generous and reliable funding source. Representatives of two dozen agencies and organizations, coordinated by the Iowa Natural Heritage Foundation, worked with several key legislators to draft the Resource Enhancement and Protection (REAP) program. The program itself passed the Iowa House and Senate unanimously and, after a little haggling over funding, was signed by Governor Branstad in May 1989

Direct Measurements of Island Growth and Step-Edge Barriers in Colloidal Epitaxy

Epitaxial growth, a bottom-up self-assembly process for creating surface nano- and microstructures, has been extensively studied in the context of atoms. This process, however, is also a promising route to self-assembly of nanometer- and micrometer-scale particles into microstructures that have numerous technological applications. To determine whether atomic epitaxial growth laws are applicable to the epitaxy of larger particles with attractive interactions, we investigated the nucleation and growth dynamics of colloidal crystal films with single-particle resolution. We show quantitatively that colloidal epitaxy obeys the same two-dimensional island nucleation and growth laws that govern atomic epitaxy. However, we found that in colloidal epitaxy, step-edge and corner barriers that are responsible for film morphology have a diffusive origin. This diffusive mechanism suggests new routes toward controlling film morphology during epitaxy

Physiological correlates of bereavement and the impact of bereavement interventions

The death of a loved one is recognized as one of life's greatest stresses, with reports of increased mortality and morbidity for the surviving spouse or parent, especially in the early months of bereavement. The aim of this paper is to review the evidence to date to identify physiological changes in the early bereaved period, and evaluate the impact of bereavement interventions on such physiological responses, where they exist. Research to date suggests that bereavement is associated with neuroendocrine activation (cortisol response), altered sleep (electroencephalography changes), immune imbalance (reduced T-lymphocyte proliferation), inflammatory cell mobilization (neutrophils), and prothrombotic response (platelet activation and increased vWF-ag) as well as hemodynamic changes (heart rate and blood pressure), especially in the early months following loss. Additional evidence suggests that bereavement interventions have the potential to be of value in instances where sleep disturbance becomes a prolonged feature of complicated grief, but have limited efficacy in maintaining immune function in the normal course of bereavement

Learning Without Limits: Identifying the Barriers and Enablers to Equality, Diversity, and Inclusion in IS Education

Inclusion in Information Systems (IS) has received significant attention in recent years, but inclusion in IS curriculum design and delivery is comparatively underdeveloped. Understanding and working with diversity in IS student groups has implications for how we prepare students for a diverse workplace and the design and development of IS systems. Although progress has been made towards inclusive higher education, institutions have not transformed into multicultural diverse organizations. This paper showcases an initiative to apply principles of Universal Design in the particular context of an IS postgraduate programme in a leading Irish business school. This initiative is set within the context of two connected research projects seeking to identify barriers to inclusion experienced by students generally, and particularly by certain student groups, in the same school. The findings demonstrate the persistence of inclusion issues in higher education, including in IS, that Universal Design principles are effective in developing more inclusive teaching and learning practices, and that small actions can have a big impact in this regard. A set of key recommendations is provided; while not exhaustive, these contribute to the wider discourse on inclusion and offer practical suggestions to educators on the design and delivery of inclusive programmes at both undergraduate and postgraduate level

Provision and supervision of food and protein substitute in school for children with PKU: parent experiences

Children spend a substantial part of their childhood in school, so provision of dietary care and inclusion of children with phenylketonuria (PKU) in this setting is essential. There are no reports describing the dietary support children with PKU receive whilst at school. The aim of this cross-sectional study was to explore the experiences of the dietary management of children with PKU in schools across the UK. Data was collected using an online survey completed by parents/caregivers of children with PKU. Of 159 questionnaire responses, 92% (n = 146) of children attended state school, 6% (n = 10) private school and 2% (n = 3) other. Fourteen per cent (n = 21/154) were at nursery/preschool, 51% (n = 79/154) primary and 35% (n = 54/154) secondary school. Sixty-one per cent (n = 97/159) said their child did not have school meals, with some catering services refusing to provide suitable food and some parents distrusting the school meals service. Sixty-one per cent of children had an individual health care plan (IHCP) (n = 95/155). Children were commonly unsupervised at lunchtime (40%, n = 63/159), with snacks (46%, n = 71/155) and protein substitute (30%, n = 47/157), with significantly less supervision in secondary than primary school (p 0.001). An IHCP was significantly associated with improved supervision of food and protein substitute administration (p 0.01), and better communication between parents/ caregivers and the school team (p 0.05). Children commonly accessed non-permitted foods in school. Therefore, parents/caregivers described important issues concerning the school provision of low phenylalanine food and protein substitute. Every child should have an IHCP which details their dietary needs and how these will be met safely and discreetly. It is imperative that children with PKU are supported in school

Disparities in Neighborhood Park Access Among Adults in Philadelphia

Researchers have clearly identified the importance of green space to promote mental and physical health among humans. In urban areas, public parks are essential for providing access to green space for many residents. This study identified the relationships between demographics, neighborhood social capital, violent crime, and residential distance to the closest park (park proximity) with self-reported access to neighborhood parks, among a population-representative sample of adults in Philadelphia. Women, older age groups, minorities, and those with lower education levels had lower self-reported access to neighborhood parks. Those reporting high neighborhood social capital had higher self-reported access to neighborhood parks. Park proximity and number of violent crimes within 100 m from respondents’ residence were inversely associated with self-reported access to neigh- borhood parks. Interestingly, those living proximal to parks had higher odds of self-reported access to parks, but only among residents living in lower violent crime quartiles, and not in the highest violent crime quartile. These results suggest that those who lived in areas with high violent crime might be deterred from using neighborhood parks, even if there are parks close to their residence. Results of the study show that demographic groups that have been historically marginalized in the U.S., including women, older age groups and minorities, had lower self-reported access to parks in Philadelphia. The study also highlights the potential importance of neighborhood social capital and perceptions of safety to self-reported access to neighborhood parks

Beyond synthesis: Augmenting systematic review procedures with practical principles to optimise impact and uptake in educational policy and practice

Whilst systematic reviews, meta-analyses and other forms of synthesis are often constructed as sitting proudly atop the hierarchy of research evidence, their limited impact on educational policy and practice has been criticised. In this article, we analyse why systematic reviews do not benefit users of evidence more consistently and suggest how review teams can optimise the impact of their work. We introduce the Beyond Synthesis Impact Chain (BSIC), an integrated framework of practical strategies for enhancing the impact of systematic reviews. Focusing upon examples from health professions education, we propose that review teams can optimise the impact of their work by employing strategies that 1) focus on practical problems and mindful planning in collaboration with users; 2) ensure reviews are relevant and syntheses reflexively account for users’ needs; and 3) couch reports in terms that resonate with users’ needs and increase access through targeted and strategic dissemination. We argue that combining practical principles with robust and transparent procedures can purposefully account for impact, and foster the uptake of review evidence in educational policy and practice. For systematic review teams, this paper offers strategies for enhancing the practical utility and potential impact of systematic reviews and other forms of synthesis