Down the Dublin Road

Poem from the book Risk, Courage, and Women: Contemporary Voices in Prose and Poetry

The iGeneration: Technology Guidelines for Parents and Teachers

Ah, children and technology! At times, it can be overwhelming for families and educators to sort out the usefulness and danger of technological innovations in the hands of our youth. Often naïve of the outcomes of sending out personal information and photos, they worry us with their lack of understanding of consequences of “viral” messages and videos or about how much information they can safely share when others are willing to exploit their innocence. Yet when all else fails, we ask a 10-yearold for help in solving a computer problem and are usually astonished at the confidence and competence demonstrated in easily finding the solution

Next Year in Jerusalem

Story from the book Risk, Courage and Women: Contemporary Voices in Prose and Poetry

Managing Social Networks and Cyberbullying: Technology Guidelines for Parents and Teachers

An brief look at some of the challenges encountered by parents and teachers in regards to social networks and cyberbullying, with particular attention paid to how parents can navigate the risks, what issues adults may need to discuss with children, some basic rules for internet safety, and the rise of cyberbullying

Her Place

Poem from the book Risk, Courage, and Women: Contemporary Voices in Prose and Poetry

Sources of Courage: An Interview with Dr. Maya Angelou

Karen Waldron interviews Dr. Maya Angelou about courage

A Woman\u27s Journey: Not Done Yet

This collection of poems, stories, travelogues and interviews presents women’s universally shared journeys, and encourages women to embrace risk, courage and social action, to move beyond complacency and restrictions imposed by stereotypic ageism, sexism, inequity, and discrimination. As teacher, scholar, and writer, Karen A. Waldron takes readers with her on travels across continents to reflect on the most challenging questions of our times, while exploring human connectedness and spirituality as a basis for embracing a sense of self-worth and purpose across all stages of life. She reminds us that despite age or personal circumstance, “Women are not done yet.”https://digitalcommons.trinity.edu/mono/1195/thumbnail.jp

Valorisation of vietnamese rice straw waste:catalytic aqueous phase reforming of hydrolysate from steam explosion to platform chemicals

A family of tungstated zirconia solid acid catalysts were synthesised via wet impregnation and subsequent thermochemical processing for the transformation of glucose to 5-hydroxymethylfurfural (HMF). Acid strength increased with tungsten loading and calcination temperature, associated with stabilisation of tetragonal zirconia. High tungsten dispersions of between 2 and 7 W atoms·nm−2 were obtained in all cases, equating to sub-monolayer coverages. Glucose isomerisation and subsequent dehydration via fructose to HMF increased with W loading and calcination temperature up to 600 °C, indicating that glucose conversion to fructose was favoured over weak Lewis acid and/or base sites associated with the zirconia support, while fructose dehydration and HMF formation was favoured over Brönsted acidic WOx clusters. Aqueous phase reforming of steam exploded rice straw hydrolysate and condensate was explored heterogeneously for the first time over a 10 wt% WZ catalyst, resulting in excellent HMF yields as high as 15% under mild reaction conditions

Services/Departments/Libraries Organization - Card Sorting

The goal for these tests was to determine how users categorized a sample of pages currently grouped under Services, Departments and Libraries on the Library Gateway to see if there might be better ways to group and label these items.Usability GroupUsability Task Forcehttp://deepblue.lib.umich.edu/bitstream/2027.42/106785/1/libs-svces-depts-card-sort-report.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/106785/2/faculty_interview_1.docxhttp://deepblue.lib.umich.edu/bitstream/2027.42/106785/3/faculty_interview_2.docxhttp://deepblue.lib.umich.edu/bitstream/2027.42/106785/4/faculty_optimalsort.csvhttp://deepblue.lib.umich.edu/bitstream/2027.42/106785/5/grad_notes.docxhttp://deepblue.lib.umich.edu/bitstream/2027.42/106785/6/grad_optimalsort.csvhttp://deepblue.lib.umich.edu/bitstream/2027.42/106785/7/staff_optimalsort_compiled_data.xlshttp://deepblue.lib.umich.edu/bitstream/2027.42/106785/8/student_compiled_data.xl

A qualitative evaluation of the impact of a palliative care course on preregistration nursing students' practice in Cameroon

Background Current evidence suggests that palliative care education can improve preregistration nursing students’ competencies in palliative care. However, it is not known whether these competencies are translated into students’ practice in the care of patients who are approaching the end of life. This paper seeks to contribute to the palliative care evidence base by examining how nursing students in receipt of education report transfer of learning to practice, and what the barriers and facilitators may be, in a resource-poor country. Methods We utilised focus groups and individual critical incident interviews to explore nursing students’ palliative care learning transfer. Three focus groups, consisting of 23 participants and 10 individual critical incident interviews were conducted with preregistration nursing student who had attended a palliative care course in Cameroon and had experience caring for a patient approaching the end of life. Data was analysed thematically, using the framework approach. Results The results suggest that nursing students in receipt of palliative care education can transfer their learning to practice. Students reported recognizing patients with palliative care needs, providing patients with physical, psychosocial and spiritual support and communicating patient information to the wider care team. They did however perceive some barriers to this transfer which were either related to themselves, qualified nurses, the practice setting or family caregivers and patients. Conclusion The findings from this study suggest that nursing student in receipt of palliative care education can use their learning in practice to provide care to patients and their families approaching the end of life. Nevertheless, these findings need to be treated with some caution given the self-reported nature of the data. Demonstrating the link between preregistration palliative care education and patient care is vital to ensuring that newly acquired knowledge and skills are translated and embedded into clinical practice. This study also has implications for advocating for palliative care policies and adequately preparing clinical placement sites for students’ learning and transfer of learning