Isolated Voices: Perspectives of Teachers, School Nurses, and Administrators Regarding Implementation of Sexual Health Education Policy.

BackgroundComprehensive sexual health education (SHE) reduces risky sexual behavior and increases protective behavior in adolescents. It is important to understand how professionals responsible for implementing SHE policy interpret state and local policy and what influences their commitment to formal SHE policy implementation.MethodsThis descriptive study explored content and delivery of SHE policy in a rural, southwestern state with high levels of poverty, unintended adolescent pregnancy, and sexually transmitted infections. The social ecological model (SEM) was used to better understand levels of influence on the implementation of SHE policy.ResultsWe conducted telephone surveys with 38 teachers, 63 nurses, and 21 administrators in public secondary schools. There was substantial local variability in the scope and content of SHE curricula. Respondents identified significant barriers to the delivery of SHE content and minimal evaluation of whether educational objectives were met. Based on participant responses, community and organizational SEM levels had the greatest influence on SHE policy implementation, although examples of all SEM levels were identified.ConclusionsGiven perceived challenges regarding subject matter, successful SHE implementation at the local level requires committed stakeholders working in concert at the school and community levels, backed by strong policy commitment at the state level

Molecular identification of cariogenic micro-organisms and a possible effect of fluoridated milk on their proportions in dental plaque

The effect of fluoridated milk on plaque bacteria was investigated in fourteen complete denture wearers. These subjects were randomly split into two groups, seven in the treatment only group and seven in the treatment + dentifrice rinse group. There were five treatment regimes, each of six-week duration. The subject either consumed milk once or three times a day; milk with fluoride once or three times a day; or no beverage consumption as a control. The purpose of the additional dentifrice rinse was to mimic the effects of brushing twice daily with a fluoridated toothpaste. Six enamel slabs were embedded at strategic locations on the upper denture to investigate the influence of salivary flow rate on aciduric bacteria within dental plaque. Plaque samples were obtained from each enamel slab at Weeks 1 and 6 of the experimental treatments, and subjected to microbiological analysis. Enumeration of the bacteria was carried out to obtain the total counts of plaque bacteria, the counts of S. mutans on selective MSB agar and counts of Lactobacillus spp. on selective Rogosa agar.l Statistical analysis revealed a main effect of treatment within the treatment only group for the lactobacillus counts. No beverage consumption and milk with fluoride consumed three times a day produced the lowest counts. Proportions of lactobacilli within the overall plaque bacteria were compared at the two buccal sites and one lingual site. The proportions at the buccal sites with a good salivary flow rate were lower than those that were experienced at the lingual site where there is a poor salivary flow. To investigate strain variation among clinical S. mutans isolates identified from unrelated individuals, ribotyping was employed. Analysis revealed that carriage of S. mutans genotypes was stable within an individual but that strain variability was diverse when analysed across all individuals. Longitudinal investigation revealed the possibility that S. mutans genotypes could be lost and then reappear at the same tooth site

Public Perception of Male Athletes Vs. Female Athletes in the Media

In this experiment, my goal was to determine if public perception of female athletes differed from public perception of male athletes. Female athletes are underrepresented in the media (Eastman and Billings, 2000), and because of this, public perception of male athletes might differ from their perceptions of female athletes in the media. I hypothesized that my respondents would best remember the female athletes appearance, best remember the male athletes interview content and that the female and male respondents who took my experiment would evaluate each athlete differently based on their own gender and the athletes’ gender. My results indicated that the respondents who watched the female student-athletes’ interview were more likely to write more detailed responses about dress and appearance, while at the same time, adding negative and malicious comments about them. Those who watched the male student-athletes’ interview were simpler in their dress and appearance descriptions, and the male student-athlete rarely received negative comments. Additionally, female respondents were more likely to pay attention to the male student-athletes’ interview than the female student-athletes interview. The male respondents were less diligent than the female respondents in recalling the interview content from both the male and female student-athletes, but more likely to recall the information from the male student-athletes’ interview. Female respondents were also more likely to detect emotions over the male student respondents. I believe, the results from my research boils down to female athletes being more critically judged in the media because of their underrepresentation (Eastman and Billings, 2000). In order to help stop this negativity female athletes receive, like the female in my experiment, I believe having more media training that provides insights on what to wear and how to look could lead to more positive comments for viewers watching female athletes on television. My vision is that the content of this thesis sparks further research so female athletes can be viewed the same way as male athletes

Alien Registration- Dickson, Elizabeth C. (Milo, Piscataquis County)

https://digitalmaine.com/alien_docs/8557/thumbnail.jp

The Double Bind of School Nurses and Policy Implementation: Intersecting the Street-Level Bureaucracy Framework and Teaching Sexual Health Education.

As described in the Framework for 21st Century School Nursing Practice, school nurses bridge the realities of health and education policy within the school community every day. This role is inclusive of helping teach sexual health education (SHE) to students. We were interested in characterizing how school nurses navigate requirements of health education policy to provide their students with the SHE content that they need. Using data from a larger study, we organized a subset of school nurse data within the street-level bureaucracy framework to better understand the many challenges school nurses face in implementing SHE policy. School nurses' involvement in SHE policy implementation was congruent with characteristics of the framework. This included using their professional discretion to manage dilemmas, working with inadequate resources, unclear policy expectations, lack of support, and ambiguous policy goals. Trusted relationships with teachers and students helped school nurses with their SHE policy implementation responsibilities

Publications of the Space Physiology and Countermeasures Program, Cardiopulmonary Discipline: 1980-1990

A 10-year cumulative bibliography of publications resulting from research supported by the Cardiopulmonary Discipline of the Space Physiology and Countermeasures Program of NASA's Life Sciences Division is provided. Primary subjects included in this bibliography are Fluid Shifts, Cardiovascular Fitness, Cardiovascular Physiology, and Pulmonary Physiology. General physiology references are also included. Principal investigators whose research tasks resulted in publication are identified. Publications are identified by a record number corresponding with their entry in the Life Sciences Bibliographic Database, maintained at the George Washington University

Publications of the space physiology and countermeasures program, regulatory physiology discipline: 1980 - 1990

A 10-year cumulative bibliography of publications resulting from research supported by the Regulatory Physiology discipline of the Space Physiology and Countermeasures Program of NASA's Life Sciences Division is provided. Primary subjects included in this bibliography are circadian rhythms, endocrinology, fluid and electrolyte regulation, hematology, immunology, metabolism and nutrition, temperature regulation, and general regulatory physiology. General physiology references are also included. Principal investigators whose research tasks resulted in publication are identified by asterisk. Publications are identified by a record number corresponding with their entry in the Life Sciences Bibliographic Database, maintained at the George Washington University

Publications of the space physiology and countermeasures program, Musculoskeletal Discipline: 1980-1990

A 10-year cumulative bibliography of publications resulting from research supported by the musculoskeletal discipline of the space physiology and countermeasures program of NASA's Life Sciences Division is provided. Primary subjects are bone, mineral, and connective tissue, and muscle. General physiology references are also included. Principal investigators whose research tasks resulted in publication are identified by asterisk. Publications are identified by a record number corresponding with their entry in the life sciences bibliographic database, maintained by the George Washington University

Pushing The Boundaries or Preserving the Status Quo? Designing clinical programs to teach law students a deep understanding of ethical practice

The clinical legal education environment is one that is ripe with professional and ethical situations. Students involved in this educational experience inevitably are exposed to ethical dilemmas and choices. In this paper we examine the role played by clinical legal education programs in the development of ethical awareness among those law students. Within the context of the well documented concerns in the wider legal profession as to the standard of ethics teaching and ethical practice we assert that the clinical environment provides a rich opportunity for a deep learning experience about the nature and extent of a legal practitioner’s professional and ethical responsibilities