How Do They Do It? A Phenomenological Description of Stress and Coping in Radiation Therapists

This study aimed to better understand and describe the lived experiences of job-related stressors and associated coping mechanisms of radiation therapists (RTTs). The study employed a phenomenological qualitative method as to explore the experiences of 11 radiation therapists in select regional cancer centers in the Southeastern United States. The following questions were explored: (a) How do radiation therapists describe job-related stress? (b) What factors do radiation therapists identify as contributing to job-related stress? (c) What mechanisms do radiation therapists employ to cope with job-related stress they described? and (d) How do radiation therapists find motivation to continue in their chosen field in light of job-related stress? The data collection process included individual interviews, online focus groups, and personal journaling by the participants, whom were chosen through purposeful sampling. Data analysis was conducted via a hermeneutic interpretive approach following a systematic analytical guide as detailed by previous qualitative researchers. Findings suggested that the radiation therapists experience substantial stress in their work situations, which they most often attributed to uncontrollable situations, and they struggled with methods of coping, likely choosing to work through stressful situations in lieu of coping. The radiation therapists found intense motivation in their relationships with their patients, crediting them with the reasons for continuation in their careers

Perceptual Differences in School Climate Between Administrators and Teachers within Christian Schools

School climate has been researched for the past 100 years. However, there is a lack of school climate research focused on perceptual differences between school leaders and teachers. It is important to evaluate stakeholder differences, as principals are tasked with forming the climate of the school and teachers are responsible for relaying that climate to students. Furthermore, there is a lack of school climate studies conducted in private Christian schools. Christian school leaders need school climate data to help sustain and improve Christian education. The purpose of this causal comparative study is to evaluate perceptual differences between administrators and teachers in Christian schools in the southeast region of the United States. The participants were chosen from a convenience sample of high school teachers and administrators from Association of Christian Schools International (ACSI) member schools in the southeast region of the United States (N=50 teachers and N=50 administrators). The participants received an email requesting them to complete a survey by clicking on the survey link and responding to the questions. Data was collected from participants’ responses to the revised School-Level Environment Questionnaire (r-SLEQ). Multivariate analysis of variance (MANOVA) was used to determine if perceptual differences exist between teachers and administrators. The data analysis produced three significant findings. There were statistically significant differences in the overall school climate domain, the decision-making domain, and the school resources domain. This study reveals the specific areas in which Christian school educators should focus their attention in order to improve their school climate. Recommendations for further research include replicating this study in additional Christian school regions to increase generalizability

The Relationship Between Administrators\u27 Use of Shared Leadership Practices and Teacher Efficacy During the COVID-19 Pandemic

Shared leadership is a valuable phenomenon in education that has been studied for the past 100 years. The purpose of this study is to examine the relationship between Christian school administrators’ shared leadership practices and teacher efficacy during the COVID-19 pandemic. The researcher had a unique opportunity to study shared leadership in Christian schools during a world-wide crisis. The participants were chosen from a convenience sample of high school teachers and administrators employed at Association of Christian Schools International (ACSI) member schools in the southeast region of the United States (Alabama, Georgia, Mississippi, North Carolina, South Carolina, Tennessee, and Virginia) during the summer semester of the 2022-2023 school year. The participants answered survey questions from the Shared Leadership Perception Scale and the Teachers Sense of Efficacy Scale. Data were collected from the surveys, and multiple linear regression was used to determine if the null hypotheses could be rejected. Results from the data analysis confirmed the null hypothesis could be rejected; there is a significant relationship between the linear combination of the shared leadership domain and teacher efficacy. However, only one construct of shared leadership, decentralized interactions, had a statistically significant effect on teacher efficacy. This study reveals the areas of shared leadership that Christian school educators should focus to improve teacher efficacy, especially during a dilemma

Organic parasite control for poultry and rabbits in British Columbia, Canada

Plants used for treating endo- and ectoparasites of rabbits and poultry in British Columbia included Arctium lappa (burdock), Artemisia sp. (wormwood), Chenopodium album (lambsquarters) and C. ambrosioides (epazote), Cirsium arvense (Canada thistle), Juniperus spp. (juniper), Mentha piperita (peppermint), Nicotiana sp. (tobacco), Papaver somniferum (opium poppy), Rubus spp. (blackberry and raspberry relatives), Symphytum officinale (comfrey), Taraxacum officinale (common dandelion), Thuja plicata (western redcedar) and Urtica dioica (stinging nettle)

Perceptions of Five Middle School Science Teachers: A Suburban Success Story on the Texas Assessment of Knowledge and Skills Achievement for Eighth Grade African American Students

The purpose of this qualitative study was to examine a problem of practice present in an actual school district. The study examined the achievement gap that existed between African American and European American students in eighth grade science. Over the course of one school year, the perceptions of five eighth grade science teachers and an administrative team’s series of strategies were explored in a suburban middle school in Southeast Texas. Since the enactment of the federal No Child Left Behind Act (2001), the achievement gap has been discussed and studied. However, few studies have investigated the strategies used by teachers to close the achievement gap for African American students who attend suburban schools. This study examined the perceptions of five science teachers about the achievement gap at one suburban middle school, and identified and described the teaching methods and practices, aimed at closing the achievement gap as measured by the performance of African American students on the eighth grade Science Texas Assessment of Knowledge and Skills (TAKS) test. Participants were the eighth grade science teachers at the chosen school. The results yielded a reduction in the achievement gap for African American students in eighth grade science on the Texas Assessment of Knowledge and Skills; 90% of the African American students passed the Science TAKS test in comparison to the 77% pass rate the previous school year. Member checking and peer debriefing were used to establish trustworthiness. Recommendations for future study include a comparison of culturally responsive teaching and Quantum Learning (2008) strategies, as well as areplication of the identified strategies in the study to other suburban and urban schools, and districts

Ethnoveterinary medicines used for horses in Trinidad and in British Columbia, Canada

This paper investigates the commonalities in ethnoveterinary medicine used for horses between Trinidad (West Indies) and British Columbia (Canada). These research areas are part of a common market in pharmaceuticals and are both involved in the North American racing circuit. There has been very little research conducted on medicinal plants used for horses although their use is widespread. The data on ethnoveterinary medicines used for horses was obtained through key informant interviews with horse owners, trainers, breeders, jockeys, grooms and animal care specialists in two research areas: Trinidad and British Columbia (BC). A participatory validation workshop was held in BC. An extensive literature review and botanical identification of the plants was also done. In all, 20 plants were found to be used in treating racehorses in Trinidad and 97 in BC. Of these the most-evidently effective plants 19 of the plants used in Trinidad and 66 of those used in BC are described and evaluated in this paper. Aloe vera, Curcuma longa and Ricinus communis are used in both research areas. More research is needed in Trinidad to identify plants that respondents claimed were used in the past. Far more studies have been conducted on the temperate and Chinese medicinal plants used in BC and therefore these ethnoveterinary remedies reflect stronger evidence of efficacy

Homocysteine concentrations in the cognitive progression of Alzheimer’s disease

Objectives: Hyperhomocysteinemia in Alzheimer’s disease (AD) is widely reported and appears to worsen as the disease progresses. While active dietary intervention with vitamins B12 and folate decreases homocysteine blood levels, with promising clinical outcomes in Mild Cognitive Impairment (MCI), this so far has not been replicated in established AD populations. The aim of the study is to explore the relationship between hyperhomocystenemia and relevant vitamins as the disease progresses. Methods: In this longitudinal cohort study, 38 participants with mild to moderate AD were followed for an average period of 13 months. Plasma folate, vitamin B12 and homocysteine concentrations were measured at baseline and at follow-up. Dietary intake of B vitamins was also measured. Spearman’s correlations were conducted by homocysteine and B vitamin status. Results: As expected, cognitive status significantly declined over the follow-up period and this was paralleled by a significant increase in homocysteine concentrations (p=0.006). However, during this follow-up period there was no significant decline in neither dietary intake, nor the corresponding blood concentrations of vitamin B12/folate, with both remaining within normal values. Changes in blood concentrations of B vitamins were not associated with changes in homocysteine levels (p>0.05). Conclusion: In this study, the increase in homocysteine observed in AD patients as the disease progresses cannot be solely explained by dietary and blood levels of folate and vitamin B12. Other dietary and non-dietary factors may contribute to hyperhomocysteinemia and its toxic effect in AD, which needs to be explored to optimise timely intervention strategies

Biclustering models for structured microarray data

©2005 IEEE. Personal use of this material is permitted. However, permission to reprint/republish this material for advertising or promotional purposes or for creating new collective works for resale or redistribution to servers or lists, or to reuse any copyrighted component of this work in other works must be obtained from the IEEE.Microarrays have become a standard tool for investigating gene function and more complex microarray experiments are increasingly being conducted. For example, an experiment may involve samples from several groups or may investigate changes in gene expression over time for several subjects, leading to large three-way data sets. In response to this increase in data complexity, we propose some extensions to the plaid model, a biclustering method developed for the analysis of gene expression data. This model-based method lends itself to the incorporation of any additional structure such as external grouping or repeated measures. We describe how the extended models may be fitted and illustrate their use on real data

Multimedia Open Educational Resource Materials for Teaching-Online Diversity and Leadership: Aligning Bloom’s Taxonomy and Studio Habits of Mind

Objective: The purpose of this study was to explore, develop, test, and refine processes to incorporate meaningful and equitable use of open educational resources (OER) in online classrooms. Method: The intent of this qualitative study was to use an action research process of interactive discussions between higher education practitioners to shape collective understanding of how to teach in an online learning environment using OER. Results: The study resulted in the identification six exemplar learning opportunities which could be incorporated into the blended pedagogical model. Each exemplar OER included all four types of knowledge as defined by Bloom\u27s taxonomy and required skills of observe and envision as defined in the Studio Habits of Mind (SHoM). A second criteria for our purposive selection was that each exemplar could be used to teach in multiple contexts for multiple purposes across a spectrum of higher education online courses. Conclusion: This study reminds us that educators need a new mindset to work with multimedia and visual resources. The blended pedagogical model provides scaffold teaching and learning opportunities that were not visible in either Bloom\u27s taxonomy or SHoM alone. This blended pedagogical model scaffolds the “how” when using a visual approach to curriculum development that may enrich the learning experiences of students when presented in online higher education classrooms. Implication for Practice: Educators might replicate this study or transfer findings for purposes of comparing and testing further the use of OER in their online higher education classes to further engage student learning. Applying new understanding in a project that is shared with the larger learning group is essential as students understand and begin to own new skills and insights. The blended pedagogical model presented in this paper could be helpful to educators to maximize the benefits from the integration of technology and OERs to support online higher education