Letter to Mary Oliver regarding Carolinas Chapter of AALL Meeting, September 24, 1953

A letter from Willie Mae Sanford to Mary Oliver discussing Sanford\u27s experience at a meeting of the Carolinas Chapter of AALL

Promoting Health Literacy to Aging Christians to Combat the Scourge of Euthanasia through the Church

The many dilemmas that occur in the medical care of chronically ill seniors raise the question of whether senior populations have become the new black. The research seeks to provide an evidence-based review of limited health literacy among elderly African American Christians regarding diagnoses and medical treatments, which has resulted in unethical Christian practices becoming a norm. The researcher adapted the health literacy framework of Paasche Orlow and Wolf’s view of three distinct causes that influence health literacy: the access and utilization of health care, the patient-provider relationship, and self-care. The problem is that Victory Church members may not understand the chaplain’s role in addressing the need for health literacy for aging members to combat the rise of euthanasia through the church. The purpose of this thesis is to bring awareness to chaplains that clinical training can benefit pastors and ministers in their capacity as caretakers by shaping end-of-life choices consistent with Christian ethics. The study aims to research the positive benefits that health literacy may produce in elderly African Americans’ decision-making and ability to implement advance directives in the event of a health crisis. The form of the survey will be the Likert scale. The specific tools used to measure and analyze the intervention processes are focus group discussions, interviews, and action research. Through interviews and surveys of participants and literature reviews by scholars in medicine and issues associated with death and dying, a conceptual framework underscores what is learned and promising areas of future interventions

Moving Forward with Music to Promote Student Growth: A Mixed Methods Study with 9th-Grade Algebra 1 Students

The purpose of this mixed methods study was to investigate what effect music had on student achievement and student behavior during independent practice time for 9th-grade Algebra 1 students. Benchmark assessments from the participating district, a focus group of six students, and four in-person teacher interviews provided the data for this study. The beginning-of-year Galileo Algebra 1 benchmark assessment was used as a baseline for the study. Algebra 1 teachers were asked to participate in one of three ways, to play teacher-selected music, to allow students to listen to their own music, or allow no music to be played during independent practice. The middle-of-year Galileo assessment was used to determine student growth for the study. An ANOVA was performed, and no significant difference was found between the three groups. A student focus group was used to gather student perceptions of the experience and focused on the impact the implementation of background music being played during independent practice had on their learning. A key theme discovered from the student focus group was that students wanted a voice and a choice in their learning experience. Additionally, the study examined how teachers viewed the behavior of their Algebra 1 students after the implementation of background music. A key theme identified amongst teachers and students both was that a process for selecting and listening to the background music needed to be in place and provided to students to minimize classroom distraction

Parent-Teacher Understanding of Problems Relating to Child Growth and Development in the Elementary School

The purposes of the study are: (1) to explore the philosophy of and factors involved in a parent-teacher relationship relative to child growth and development; (2) to point out the barriers that stand between interested and uninterested parents and teachers and to suggest some of the best ways to bring about a closer relationship; (3) to determine the extent of parents\u27 concern about the school\u27s program and the parts on which they would like to become better informed; (4) to determine what methods may be used to inform parents; and (5) to widen and deepen the understanding of the growth and development of children in order that the vital task of helping to provide for their needs may be more adequately fulfilled. This study included the Elroy Elementary School, Austin, Texas, in which the study was made. Grades one through six are taught at this particular school. There is a faculty of six classroom teachers, and a music teacher. There were 180 children enrolled during the current year

Natural functionally-graded composites in hard-to-soft tissue (bone- tendon) junctions

Composite materials are often functionally engineered to imbue desired mechanical properties in materials for structural applications. Nature has long engaged in such composite engineering of biological organisms, which has evolved in both flora and fauna in response to specific mechanical demands. Incorporation of phenolic compounds (like lignin) in stiffening cell assemblies in plant basts, or of silica in plant leaves to resist chomping insect incursions, are good examples in the plant world. Skeletal bone in vertebrates is the classic example in the animal kingdom, a composite of flexible fibrous polymerized organic protein and platy-crystalline inorganic mineral that results in a mechanically strong, hard, tough tissue. The musculo-skeletal system of vertebrates in fact comprises a variety of both hard and soft tissue types (bone, cartilage, tendon, ligament), generative cell types (osteoblasts, chondrocytes, tenocytes, fibroblasts, all of which can derive from multipotent mesenchymal stem cell precursors), and fibrous connective-tissue proteins (chiefly collagen, types I and II) that are susceptible to varying degrees of mineralization. In the case of bone, mineralization is extensive and forms a bi-continuous composite of mineral (chiefly partially-carbonated hydroxyapatite [Ca10(PO4,CO3)6(OH)2] and precursors) and collagen (a triple a-helix polypeptide) that self-assembles into protein fibrils (mostly type I collagen). Bone continually remodels itself and also re-forms as a consequence of injury or around implanted prostheses (such as knee and hip prostheses). High-resolution analytical TEM reveals [1] a mineralization mechanism which entails initial creation, at the mitochondria of bone-forming cells (osteoblasts), of pre-packaged vesicles that fill with a calcium-phosphate hydrogel and thereafter migrate through the cell wall. The vesicle contents subsequently crystallize [2] in the extra-cellular space with the dissolution of the vesicle containment wall, shortly before self-assembling collagen is expressed from the osteoblasts, providing a “just-in-time” ready source of Ca and P for mineralization of collagen fibrils with close to (though not identical with) the Ca/P ratio of hydroxyapatite found in the mature bone composite. The critical connective junctions between different tissue types in the musculo-skeletal system (bone, cartilage, tendon, muscle, ligament) involve several hard-tissue/soft-tissue interfaces, characterized by gradients in mineralization, cell type, cell morphology, and collagen self-assembly modes. For example, standard procedure for re-attachment of ruptured tendons—by surgically re-locating the tendon proximally to bone—re-establishes the important bone-tendon junction (enthesis) in a period of about one year. The process proceeds through growth, contiguous to the (fully mineralized) bone surface, of a partially-mineralized fibrocartilage layer (comprising collagen, expressed by chondrocyte cells, that self-assembles into principally Type II and Type X collagens). TEM [3] of ovine models shows that mineralization of this cartilaginous layer appears to occur via the identical mechanism established [1,2] for bone mineralization but initiated instead by chondrocyte cells. SEM [3] reveals that the cell-type in the remaining unmineralized cartilage portion gradually morphs into tenocytes, which form more elastic tendon fibers comprising, again, mostly Type I collagen (but also Types III, IV, V and IX self-assembly motifs). The resulting hard-tissue/soft-tissue enthesis junction is thus seen [3] to be a multiply graded interface involving three different cell types, several different collagen self-assembly motifs, and the functional gradation of a composite material paradigm spanning fully-hard tissue (bone) to fully-soft tissue (tendon). [1] S. Boonrungsiman, E. Gentleman, R. Carzaniga, N.D. Evans, D.W. McComb, A. E. Porter and M.M. Stevens, PNAS 109 (2012) 141. [2] V. Benezra, L. W. Hobbs and M. Spector, Biomaterials 23 (2001) 725; A. E. Porter, L. W. Hobbs, V. Benezra and M. Spector, Biomaterials 23 (2001) 921. [3] L. W. Hobbs, H. Wang, W. M. Reese, B. M. Tomerline, T. Y. C. Lim, A. E. Porter, M. Walton and M. J. Cotton, Microscopy & Microanalysis 19 (2013) 182

The effect of deprivation and overtraining on spatial reversal learning

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Fiercely Resilient Collaboration: “Feeling Some Feelings”

Through my work on A Beautiful Day, I recognized my default of assigning my collaborators different levels of worth, creating conditional and transactional interactions. The production highlighted the toxicity of one family’s expectations as they permeated through a collective attempt to create the perfect Thanksgiving meal. The unattainability of the endeavor lowered their worth as assigned by the announcers, two men who shared a running score-based judgment of the play’s characters and their actions. This play was a metaphor for my experience as a production stage manager. I recognized my pattern of withholding my trust and engagement until collaborators proved themselves worthy. Following my guarded assessment of the worthiness of others, I frequently withheld complete engagement, preventing me from fully connecting to the production, my environment, and the people involved. Upon this realization, I began leaning into uncomfortable relationships and reframing my cycle of expectations. Throughout this process, I evolved into an authentically engaged leader, dedicated to nurturing collaborative relationships. I have transformed my feelings about connection as an earned privilege into the liberating insight that I want to unconditionally trust the process and those involved. It is with inspiring self-compassion and self-awareness of my need to judge and label that I saw mistakes as learning opportunities in A Beautiful Day. I transformed my style into one of confidence and truth, resiliently engaging with the process and recognizing the intrinsic and vital value that all collaborators brought to A Beautiful Day