Individual- and Classroom-Level Social Support and Classroom Behavior in Middle School

This study investigated relations between middle school students' perceptions of social support from their teachers and peers, the social climate of the classroom, and students' social goal pursuit and prosocial and socially responsible behavior. A multilevel framework was utilized in order to examine a) how perceptions of social support in the forms of emotional support and expectations for social behavior are related to outcomes, b) how characteristics of the classroom climate in terms of cohesion and structure are related to outcomes, c) how classroom climate might moderate the relations between perceptions of social support and student outcomes and d) whether or not contextual effects due to classroom climate exist. Existing survey data collected from 6th-8th grade students and their respective classroom teachers from multiple classrooms was used. Psychometric properties of the data were investigated through confirmatory factor analysis, examination of scale properties, and by gathering evidence regarding the nested nature of the data; intraclass correlation coefficients and design effects supported the use of multilevel modeling. In addition, qualities of the classroom climate were measured through the coefficient of variation (CV) which was derived from student reports of perceived social support. Individual-level models confirmed the well-established positive relations between perceived social support and social pursuit and classroom behavior and highlighted the differential roles peer and teacher effects have on these outcomes. Classroom-level models indicated classroom characteristics in the forms of cohesion and structure from teachers and peers were directly related to social goal pursuit and classroom behaviors. Results suggested that structure from peers was positively related to classroom behavior while structure from teachers worked in the opposite direction. Also, peer structure and peer cohesion were significant predictors of socially responsibility goal pursuit, but only when considered independently. Classroom characteristics were also found to moderate the relations (i.e., slopes) between perceptions of emotional support from teachers or peers and student outcomes, working in both additive and compensatory fashions. Finally, some contextual effects were found, most often in terms of peer social support as compared to teacher social support. Implications and directions for future research are discussed

Case 3 : The Missing Four Million: Working to Increase the Case Finding Rate for People with TB

Paru Hari, an Accredited Social Health Activist (ASHA), lives in Bihar, India, one of the poorest states in the country. Paru is involved in daily outreach within her community to facilitate community member access to health care facilities, administer medications, treat minor ailments, and generate health awareness. The majority of her work involves antenatal checkups, immunizations, and mild sickness treatments. However, with Bihar reporting approximately 70,000 new cases of tuberculosis (TB) annually and many cases going unreported and undiagnosed (Fathima, Varadharajan, Krishnamurthy, Ananthkumar & Mony, 2015; RESULTS Canada, 2018b), Paru decided to take action. She proposed that ASHAs act as TB educators and household screeners for patients who have TB because she was tired of watching people in her community suffer and die from a treatable disease. Paru decided to visit Dr. Tisha Guru, Bihar state’s Regional ASHA Program Director, to share her concerns about how best to integrate TB educational activities and household screening programs into her daily routine. For Paru to gain a clear understanding of what she needs to know to identify TB patients and what they require during diagnosis and treatment, Dr. Guru suggested that she accompany patients from the initial stages of their diagnosis through to treatment. Although Paru did not have an extensive medical background, she knew that the ASHA program required a great deal of funding to ensure it was sustainable and that the necessary resources were available for TB testing and care to be integrated into their daily work. Paru knew action needed to be taken, not only to continue the ASHA program but, more importantly, to help patients who were being overlooked by the current health care system. Paru worked alongside Dr. Guru to identify the key stakeholders who could effectively communicate the critical need for improved TB surveillance, educational activities, and household screening programs into the services ASHAs provided

Overcoming Barriers to Health and Wellbeing : Community Assets in North East Essex

The Overcoming Barriers to Health and Wellbeing report presents research carried out by Public Health and Social Science researchers at Anglia Ruskin University. Colchester Borough Council commissioned this independent study with funding from the North East Essex Health and Wellbeing Alliance. The aim of the research is to provide Local Authorities and health and wellbeing commissioners with insight into the public health benefits of community assets from the perspective of citizens who access them in their local communities. This report provides an evidence-based rationale for the support of community assets to improve the health and wellbeing outcomes of citizens in North East Essex. There is a focus on populations considered to be at increased risk of poor health and wellbeing outcomes, and on addressing populations in places where there are areas of comparative social deprivation in the context of growing health inequalities in the region

Physiotherapy assessment of breathing pattern disorder: a qualitative evaluation

OBJECTIVES: To explore physiotherapists' opinions of physiotherapy assessment of Breathing Pattern Disorder (BPD). METHODS: Qualitative study using focus groups (FGs) with reflexive thematic analysis and survey methods. The survey was distributed via social media and email to UK specialist physiotherapy interest groups. Two FGs, conducted in different settings, included physiotherapists based in hospital outpatients/community, private practice and higher education. RESULTS: One-hundred-and-three physiotherapists completed the survey. Respondents identified a lack of consensus in how to define BPD, but some agreement in the components to include in assessment. Fifteen physiotherapists participated in the FGs. Three themes emerged from FG discussions: (1) nomenclature and language of breathing, (2) BPD and breathlessness and (3) The value of assessment of breathlessness. CONCLUSION: The inconsistent nomenclature of dysfunctional breathing pattern impacts assessment, management and understanding of the diagnosis. Clarity in diagnosis, informing consistency in assessment, is fundamental to improving recognition and treatment of BPD. The findings are useful in the planning of education, training, future research and guideline development in BPD assessment

Embracing Diversity and Inclusion: An Organizational Change Model to Increase Intercultural Competence

Professionals in Extension who develop intercultural competence are better prepared to meet the needs of multicultural populations. This article addresses University of California Extension\u27s formation of an intercultural competence professional development initiative. We describe our use of an integrated conceptual framework that includes Hammer\u27s Intercultural Development Inventory (IDI) and Kotter\u27s eight-step organizational change process to institutionalize the initiative. IDI pretest and posttest results indicate that California 4-H professionals are more culturally competent. The impact of the initiative also is reflected in the significant growth (151% increase) in Latino youth participation in 4-H. We provide recommendations for replicating our effort

Rapid Composter

This project was created with the intent of automatically composting equine bio waste to be reused as plant fertilizer. The system consists of four subsystems: power generation and storage, automatic controls, aeration, and structure. Each subsystem may be manufactured independently, then put together. This system will not have access to power outlets, so it was designed to be solar-powered

2015 Making Literature Conference

Keynote Speakers: Scott Russell Sanders, Angela Shannon, Jessie van Eerden, Miho Nonaka Keynote Address: Translating Endo Shusaku\u27s Silence: Literature of Faith and Human Weakness, Miho Nonaka Keynote Reading: Reading & Craft Talk: The Midrashic Impulse, Jessie van Eerden Keynote Address: Pictures into Words, Scott Russell Sander