Breaking Through the Noise: Literacy Teachers in the Face of Accountability, Evaluation, and Reform

In an era of increased accountability, it is important to understand how exemplary teachers navigate the demands placed on them by their schools, districts, and states in order to support student learning aligned with their beliefs of effective instruction. To understand these negotiations, tensions facing exemplary literacy teachers were examined through a qualitative interview study. Participants included nineteen experienced PK-6th grade teachers from across the U.S. Results of the study indicate that teachers experience discrepancies between their beliefs and state and local mandates, and they discuss a variety of strategies for negotiating these discrepancies. Findings suggest that schools can support effective literacy instruction by cultivating cultures of autonomy for teachers and strengthening teachers’ sense of agency

The Role of Occupational Therapy in Supporting the Enculturation and Acculturation Process for Egyptian Coptic Orthodox Immigrants

Objectives: The Egyptian Coptic Orthodox population in America has grown exponentially due to religious intolerance in Egypt. Many Copts move to the U.S. and experience feelings of helplessness because of the stark difference in American culture compared to the culture they had left behind. Occupational therapy (OT) is a profession that can impact the Copts due to the focus on gaining independence in life through participation in meaningful occupations. This qualitative study sought to answer the research question, “what is the current state of occupational engagement for recently immigrated Coptic Christian immigrants, and how can occupational therapy support immigrant populations?” Methods: Eighteen participants filled out the 9-question open-ended survey discussing overall perceptions about moving to America. The survey data was analyzed based on thematic analysis guided by Braun and Clarke (2006). Results: The seven overarching themes analyzed were consistent with the literature review conducted about the immigrant experience; participants stated that their experience moving to the US was challenging, and that connections to Egyptian culture are still strong. Participants overwhelmingly stated that services to ease transition into American lifestyle would have been beneficial. Conclusion: Findings from this study would allow for OTs to expand knowledge about the impact of immigration to the US for minority groups such as the Copts using evidence-based practice. OTs can facilitate the enculturation of the Copts by re-establishing daily occupational routines and educating them on new cultural norms.https://soar.usa.edu/otdcapstonesspring2021/1012/thumbnail.jp

Do faultlines hurt or help? exploring distance, identity, task conflict, and individual performance in diverse groups

We introduce the concept of faultline distance that reflects the extent to which subgroups formed by faultlines diverge as a result of accumulated differences across them (e.g., two members of age 20 are closer in age to two members of an opposing faultline of age 25 than of two members of age 50). We further extend faultline theory by showing how different faultline bases (information-based and social category faultlines) have differential effects on outcomes. Using a sample of 76 workgroups from a Fortune 500 information processing company, we examine the relationships between group faultlines, shared identity, work-related conflict, and multiple individual performance indicators. The results reveal that members of groups with strong information-based faultlines had high levels of performance ratings, while members of groups with strong social category faultlines had low levels of bonuses. Faultline distance further exacerbated the negative effects in groups with strong social category faultlines and reversed the positive effects in groups with information-based faultlines. A sense of strong superordinate identity among group members enhanced members\u27 performance. Finally, mediated moderation was confirmed for the groups with strong social category faultlines; such groups had low levels of conflict which then resulted in low levels of bonuses

PDXScholar Annual Report 2019

This report details the ninth year of operation for PDXScholar, Portland State University\u27s institutional repository, as well as the growth of Portland State University Library\u27s publishing services. The report covers the period between January 1, 2019 and December 31, 2019

The Iowa Homemaker vol.41, no.1

Spring Fever Victims Are Missing Out, Anne Collison, page 4 Horticulture, Flowers to Grow… Or to Go, Karen Nielsen, page 5 In Step with Veishea, Anne Collison and Sherry Stoddard, page 6 Leave Hotdogs at Home, Alice Warren, page 7 Where There’s Will, There’s Europe, Marilyn Bratten, page 8 Three Symbols Bring Orient to America, Karen Scott, page 10 Ways to M.S. Differ, Barb Pierson, page 11 Here’s An Idea, Barb Jackson, page 14 The Creek Awakened, Melva Lafrenz, page 1

Biofilms formed by Candida albicans bloodstream isolates display phenotypic and transcriptional heterogeneity that are associated with resistance and pathogenicity

Background: Candida albicans infections have become increasingly recognised as being biofilm related. Recent studies have shown that there is a relationship between biofilm formation and poor clinical outcomes in patients infected with biofilm proficient strains. Here we have investigated a panel of clinical isolates in an attempt to evaluate their phenotypic and transcriptional properties in an attempt to differentiate and define levels of biofilm formation.<p></p> Results: Biofilm formation was shown to be heterogeneous; with isolates being defined as either high or low biofilm formers (LBF and HBF) based on different biomass quantification. These categories could also be differentiated using a cell surface hydrophobicity assay with 24 h biofilms. HBF isolates were more resistance to amphotericin B (AMB) treatment than LBF, but not voriconazole (VRZ). In a Galleria mellonella model of infection HBF mortality was significantly increased in comparison to LBF. Histological analysis of the HBF showed hyphal elements intertwined indicative of the biofilm phenotype. Transcriptional analysis of 23 genes implicated in biofilm formation showed no significant differential expression profiles between LBF and HBF, except for Cdr1 at 4 and 24 h. Cluster analysis showed similar patterns of expression for different functional classes of genes, though correlation analysis of the 4 h biofilms with overall biomass at 24 h showed that 7 genes were correlated with high levels of biofilm, including Als3, Eap1, Cph1, Sap5, Plb1, Cdr1 and Zap1.<p></p> Conclusions: Our findings show that biofilm formation is variable amongst C. albicans isolates, and categorising isolates depending on this can be used to predict how pathogenic the isolate will behave clinically. We have shown that looking at individual genes in less informative than looking at multiple genes when trying to categorise isolates at LBF or HBF. These findings are important when developing biofilm-specific diagnostics as these could be used to predict how best to treat patients infected with C. albicans. Further studies are required to evaluate this clinically.<p></p&gt

Asking bigger questions: An invitation to further conversation

In this essay, the editors and contributors to this special section on SoTL in the Arts and Humanities argue that given the current climate and context, debates within SoTL about appropriate methodology both lead scholars from their disciplines to reject SoTL and also, more importantly, distract us from more significant questions and challenges. If, instead, SoTL would embrace not only its diversity but also its political potential, then we, as a scholarly community, would be in a position to do more than merely improve students’ learning in our own classrooms. We could help to transform higher education. To achieve that, we need a broader conversation and a wider range of studies. We also need to be mindful of and engaged with the political, economic, and ideological forces that are shaping our institutions, our work, and our students’ expectations

Extracellular DNA release confers heterogeneity in Candida albicans biofilm formation

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\u27Awakening the Sleeping Giant\u27: Re-Indigenization Principles for Transforming Biodiversity Conservation in Canada and Beyond

Precipitous declines in biodiversity threaten planetary boundaries, requiring transformative changes to conservation. Colonial systems have decimated species and ecosystems and dispossessed Indigenous Peoples of their rights, territories, and livelihoods. Despite these challenges, Indigenous governed lands retain a large proportion of biodiversity-rich landscapes. Indigenous Peoples have stewarded the land in ways that support people and nature in respectful relationship. Biodiversity conservation and resurgence of Indigenous autonomies are mutually compatible aims. To work towards these aims requires significant transformation in conservation and re-Indigenization. Key to both are systems that value people and nature in all their diversity and relationships. This paper introduces Indigenous principles for re-Indigenizing conservation: (i) embracing Indigenous worldviews of ecologies and M’s-it No’kmaq, (ii) learning from Indigenous languages of the land, (iii) Natural laws and Netukulimk, (iv) correct relationships, (v) total reflection and truth, (vi) Etuaptmumk—“two-eyed seeing,” and “strong like two people”, and (vii) “story-telling/ story-listening”. Although the principles derive primarily from a Mi’kmaw worldview, many are common to diverse Indigenous ways of knowing. Achieving the massive effort required for biodiversity conservation in Canada will entail transformations in worldviews and ways of thinking and bold, proactive actions, not solely as means but as ongoing imperatives