Stroke Knowledge Test

The Stroke Knowledge Test (SKT) was developed with the intention of helping people with Stroke. Stroke is a serious and common health problem. The SKT is intended for use by health professionals working in the area of stroke. The test can be used one-on-one or in group settings. It can be used to assess stroke knowledge among survivors, people at risk of stroke, carers and family members, or support staff working with people who have had stroke. The aim of this test is to provide a benchmark against which changes in stroke knowledge and understanding might be mapped. It can also be used to: assist health professionals to tailor their delivery of stroke educations specifically to the needs of a given client; and in research applications

REJECTION OF ASCITES TUMOR ALLOGRAFTS : II. A PATHWAY FOR CELL-MEDIATED TUMOR DESTRUCTION IN VITRO BY PERITONEAL EXUDATE LYMPHOID CELLS

A pathway for cell-mediated tumor destruction in vitro by immune peritoneal exudate lymphoid cells has been proposed. The union of lymphocytes and tumor cells precedes the formation of an intermediate phase leading to lysis. The initial interaction is only partially temperature dependent. The cytolytic process per se is highly temperature dependent, being negligible at 25°C but proceeding rapidly at 37°C. 51Cr release from tumor cells is demonstrable within 10 min at 37°C and can be reversibly arrested by cooling. Once initiated, lysis is largely independent of additional interactions and continues at almost full rate for 30 min. The effector cells are not lysed and appear to be free to enter into further effector cycles

REJECTION OF ASCITES TUMOR ALLOGRAFTS : I. ISOLATION, CHARACTERIZATION, AND IN VITRO REACTIVITY OF PERITONEAL LYMPHOID EFFECTOR CELLS FROM BALB/c MICE IMMUNE TO EL4 LEUKOSIS

Peritoneal exudate cells (PEC), obtained after the rejection of EL4 leukemia by BALB/c mice, are much more effective in the specific in vitro destruction of 51Cr-labeled EL4 cells than are spleen, thymus, lymph node, or peripheral blood lymphocytes. The presence of a large number of effector cells at the site of graft rejection is reflected in the potent cytolytic activity seen in vitro. Effector cells temporarily lose cytolytic reactivity when treated with trypsin but regain reactivity with time. This recovery occurs in normal as well as in immune serum. The destructive reactivity of PEC is increased when macrophages are removed. The remaining population of nonadherent PEC is composed primarily of small- to medium-sized lymphocytes. Complex tissue culture media are not needed, but there is a definite requirement for serum. The required serum component is heat stable, nondialyzable, and is not consumed during the reaction. The use of an ascites allograft system made these observations possible and permitted the isolation of those host cells intimately associated with rejection

Reaching Far into the Woods: Impact of Roads on Forest Structure in China

Land Economics/Use,

Prospect Theory and Tenure Reform: Impacts on Forest Management

We examine the role of risk and time preferences in how forest owners respond to forest certification. We test hypotheses from a two-period harvest model derived from prospect theory in the context of Fujian, China, where new forest certification started in 2003. Using survey and field experiment data, we find that certification resulted in reduced harvesting, and the effect was larger for households who are more risk averse and exhibited distorted probability weighting. In contrast, loss averse households increased harvesting after certification. These findings suggest that diverse individual preferences may be a source of impact heterogeneity for forest certification

IMPACT: The Journal of the Center for Interdisciplinary Teaching and Learning. Volume 9, Issue 1, Winter 2020

Explicitly established to foreground interdisciplinary teaching and learning, Impact also welcomes evidence and discussion of experiential learning. Often the two – interdisciplinary teaching and experiential learning – co-exist. Yet even when they do not, both practices model how to think in myriad ways and to notice how knowledge is constructed. As our winter 2019 issue makes clear, interdisciplinary teaching and learning and experiential learning often begin with questions. Why does it matter that students grapple directly with archival material? What happens when undergraduates practice psychology by training dogs? Do students understand financial literacy? This issue also asks questions about students’ reading habits and faculty expectations of them as readers

Building Resilience Through Strengths-Based Learning During Graduate Study Abroad: An Exploratory Study

Resilience has been identified as an essential skill for leaders (Basso, Gruendel, Key, MacBlaine, & Reynolds, 2015) and as crucial for navigating both school and life challenges (Yeager & Dweck, 2012). Research indicates that there are a variety of ways to build resilience, including in educational settings (Yeager & Dweck, 2012). Higher education institutions utilize pedagogical practices to maximize student learning and growth opportunities (Rennick, 2015). One pedagogical frame often employed is experiential education. College and university faculty have embedded experiential learning pedagogy in the curriculum to facilitate learning outside the classroom (Liang, Caton, & Hill, 2015; Jordan, Gagnon, Anderson, & Pilcher, 2018; Towers & Loyness, 2018). Additionally, experiential education principles have been integrated with study abroad curriculum to support student learning (Harper, 2018; Pipitone and Raghaven, 2017; Pipitone, 2018). Educators are interested in learning more about the potential effect of strengths-based initiatives in higher education (Soria & Stubblefield, 2015a). While scholars have reported on the benefits of utilizing a strengths-based curriculum for personal development (Passerilli, Hall, & Anderson, 2010), much work is still needed to explore the potential outcomes of strengths-based education on resilience development. This research sought to address the gap in the literature using a short-term graduate study abroad program embedded with experiential education practices to examine how the pedagogy design contributed to students’ perceived growth in resilience. The strengths-based curricular design included approximately sixty hours of strengths-based instruction prior to the trip and fourteen days of applying the common strengths language to enhance learning experiences and mitigate challenges

A Qualitative Exploration of the Mental Health and Psychosocial Contexts of HIV-Positive Adolescents in Tanzania

Although 85% of HIV-positive adolescents reside in sub-Saharan Africa, little is known about the psychosocial and mental health factors affecting their daily well-being. Identifying these contextual variables is key to development of culturally appropriate and effective interventions for this understudied and high-risk population. The purpose of this study was to identify salient psychosocial and mental health challenges confronted by HIV-positive youth in a resource-poor Tanzanian setting. A total of 24 qualitative interviews were conducted with a convenience sample of adolescents aged 12–24 receiving outpatient HIV care at a medical center in Moshi, Tanzania. All interviews were audio-recorded, transcribed, and coded using thematic analysis. Psychosocial challenges identified included loss of one or more parents, chronic domestic abuse, financial stressors restricting access to medical care and education, and high levels of internalized and community stigma among peers and other social contacts. Over half of youth (56%) reported difficulties coming to terms with their HIV diagnosis and espoused related feelings of self-blame. These findings highlight the urgent need to develop culturally proficient programs aimed at helping adolescents cope with these manifold challenges. Results from this study guided the development of Sauti ya Vijana (The Voice of Youth), a 10-session group mental health intervention designed to address the psychosocial and mental health needs of HIV-positive Tanzanian youth