The Journal of the Center for Interdisciplinary Teaching and Learning

IMPACT: The Journal of the Center for Interdisciplinary Teaching & Learning is a peer-reviewed, biannual online journal that publishes scholarly and creative non-fiction essays about the theory, practice and assessment of interdisciplinary education. Impact is produced by the Center for Interdisciplinary Teaching & Learning at the College of General Studies, Boston University (www.bu.edu/cgs/citl).How do our students learn what it means to be a human being, with all the attendant responsibilities and joys? How do we learn to teach in a truly interdisciplinary manner? These are some of the questions that preoccupy this issue’s contributors

Implementing a graduate nursing program at a distance through an urban-rural partnership.

The purposes of this poster presentation are to 1) describe the implementation of a master’s of science in nursing (MSN) program by providing access to rigorous distance education to students living in rural Pennsylvania; 2) discuss building a critical mass of master’s prepared advanced practice nurse experts in rural communities; and 3) share formative and summative evaluation information. Through funding from the U.S. Department of Health and Human Services, Health Resources and Services Administration, Bureau of Health Professions, Division of Nursing, the Jefferson School of Nursing (JSN) expanded its MSN program currently offered at the urban Philadelphia campus to the rural campus in Danville. Using the methodologies of live web-casting and live video over the Internet, distance students are afforded the opportunity to participate in a live classroom setting rather than experience the static distance methodology of reading through lectures themselves. For example, during the clinical courses, the faculty teaches onsite in Philadelphia webcasting to students in their rural homes so that they can view and hear the lecture. These newer technologies make possible real-time faculty-student dialogue, student-to-student dialogue, and enhance socialization. Furthermore, the use of advanced technologies allows distance students to discuss with peers and faculty alike, in real time, the problems, successes, and questions which arise during class and clinical practica, thereby enhancing critical thinking and diagnostic reasoning skills. This urban-rural partnership addresses increasing demands for educating greater numbers of master’s prepared advanced practice nurses to work in north and central rural Pennsylvania thus promoting access to health care in rural underserved communities

Exploring How Maternal Phosphorus Status Affects Calf Growth and Performance

Phosphorus is an important component of bodily functions and is critical for adequate growth and development. This experiment evaluated the effect of maternal phosphorus intake on the growth and health of the calves. Treatments were 1) a free-choice mineral containing no supplemental P or 2) a free-choice mineral with 4% supplemental phosphorus. Primiparous, or pregnant for the first time, crossbred Angus beef cows (n = 36) were stratified by body weight and pregnancy status (bred by artificial insemination or natural service) then assigned to pasture groups (4 groups, 2/treatment, 9 heifers/group). These bred heifers had been receiving these same dietary treatments from 30 days after weaning until confirmation of pregnancy. Eighteen bred heifers from each treatment were selected randomly to continue into this experiment. At calving, colostrum and blood samples were collected from a subset of 12 heifers/treatment (6/group). Body weights were obtained for all cattle. Data were analyzed using the MIXED procedure of SAS. Cows grazed mixed grass pastures; monthly forage samples ranged from 0.28% to 0.36% P. There were no differences (P \u3e 0.10) for cow body weight during gestation, calf birth weight, or calf weight at an average age of 21 days. There were also no differences (P \u3e 0.10) in colostrum components (fat, protein, lactose, and IgG) or in the serum IgG or plasma mineral concentrations for both cows and calves 48 hours after birth. All calves were sampled at approximately 21 days of age, and there were no treatment differences (P \u3e 0.10) in serum IgG concentrations. There were no benefits to supplementing gestating heifers with phosphorus when they grazed pasture with a history of fertilization with livestock manure

Impact of phosphorus intake on beef heifer growth performance and conception rates

In Northwest Arkansas, soil phosphorus concentrations have increased where livestock manures have been repeatedly applied, leading many to question if supplementing phosphorus in this area is necessary. The effects of phosphorus intake on beef heifer growth performance and conception rates were investigated. In this study, crossbred Angus heifers (n = 72), approximately 30 days after weaning, were stratified by body weight (average initial weight 251 ± 3.9 kg) and allocated randomly into 8 groups. Groups were assigned randomly to 1 of 2 treatments. Treatments were delivered through either a free-choice-mineral mix that contained no supplemental phosphorus (CON), or a free-choice-mineral mix with 4% supplemental phosphorus and identical concentrations of other supplemental minerals (4PMIN). Heifers grazed 2.42 ha mixed grass pastures with a history of livestock manure application and were supplemented with soy hulls (0.5% of body weight) daily. Data were analyzed using the mixed procedures of SAS with group as the experimental unit. Total mineral intake through day 112 did not differ (P = 0.55) between treatments. On days 84 and 112, any heifers greater than 273 kg body weight (n = 58) had an ultrasound evaluation of their reproductive tract. Reproductive tract score (1, infantile to 5, corpus luteum present) did not differ (P = 0.65) due to treatment. Body weights were not different (P ≥ 0.59) through day 264, 409 ± 6.0 kg and 412 ± 6.0 kg for CON and 4PMIN, respectively. When grazing pastures with a history of livestock manure application, heifers did not need supplemental phosphorus throughout the breeding season

Implementing a Practice Doctorate Program at a Distance through an Urban-Rural Partnership

The purposes of this poster presentation are to 1) describe the implementation of a doctor of nursing practice (DNP) program by providing access to rigorous distance education to students living in rural Pennsylvania; 2) discuss building a critical mass of doctorally prepared advanced practice nurse experts in both urban and rural communities; and 3) share formative and summative evaluation information. Through funding from the U.S. Department of Health and Human Services, Health Resources and Services Administration, Bureau of Health Professions, Division of Nursing, the Jefferson School of Nursing (JSN) expanded its DNP program currently offered at the urban Philadelphia campus to the rural campus in Danville. Using the methodologies of live web-casting and live video over the Internet, distance students are afforded the opportunity to participate in a live classroom setting rather than experience the static distance methodology of reading through lectures themselves. For example, during the applied biostatistics course, the faculty teaches onsite in Philadelphia projecting the SPSS and the database on screen so that students on both campuses can simultaneously view, hear, and interact with the discussion. There is a doctorally prepared faculty member onsite in Danville as a resource for the students. These newer technologies make possible real-time faculty-student dialogue, student-to-student dialogue, and enhance socialization. Furthermore, the use of advanced technologies allows distance students to discuss with peers and faculty alike, in real time, the problems, successes, and questions which arise during class and clinical practica, thereby enhancing critical thinking and diagnostic reasoning skills. This unique urban-rural partnership, made possible through advanced technologies, addresses increasing demands for educating greater numbers of doctorally prepared advanced practice nurses to work in north and central rural Pennsylvania, thus promoting access to health care in rural underserved communities. Other than in academia, there are no doctorally prepared advanced practice nurses employed in practice in the area

Improving Social Interactions Between Learning Disabled Adolescents and Teachers: A Child Effects Approach

This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.This study investigated whether LD adolescents could be taught to change their classroom behavior in ways that would effect how their teachers treated them and whether they could be taught to generalize positive changes in their interactions with teachers. Six LD junior high students were taught three social skills: initiating positive interactions, responding to requests, and recruiting attention for individual help. The students were successful in learning the social skills in the training session; however, they did not exhibit these skills on a consistent basis in their classroom. Teachers perceived the subjects' classroom behavior as more appropriate

Calf pre-weaning traits and immunoglobulin response to bovine viral diarrhea virus vaccination

Calfhood vaccination for bovine viral diarrhea virus (BVDV) is a relatively new concept, and protocols are evolving. Our objective was to determine effects of BVDV type I vaccination protocol, calf behavior (chute score, and chute exit velocity), and gender on calf gain and immunoglobulin (Ig) response. Crossbred calves (n = 64) were randomly allotted to one of two vaccination protocols. In protocol 1, calves were vaccinated at 60 d of age (d 0) and at weaning (d 147). Calves assigned to protocol 2 were vaccinated against BVDV type I at 21 d prior to (d 126) and at weaning (d 147). Blood samples were collected from half of the calves in each protocol group on d 0 (60 days of age), d 21, d 126 (21 days prior to weaning), and d 147 (at weaning); serum was harvested and Ig titers were determined. Titers for BVDV type I were transformed (log base 2) and analyzed using a mixed model procedure. Calves vaccinated at d 0 and weaning had larger (P \u3c 0.0001) titers than calves vaccinated at d 126 and weaning (7.5 ± 0.36 and 5.1 ± 0.36, respectively). Mean BVDV titers were larger (P \u3c 0.0001) on d 147 when compared with d 126, d 21, and d 0 (8.3 ± 0.39, 5.1 ± 0.40, 5.9 ± 0.39 and 5.7 ± 0.39, respectively). A treatment × day interaction (P \u3c 0.0001) also affected BVDV titers. However, BVDV titers were not affected (P \u3e 0.05) by calf gender, chute score, or chute exit velocity. Weaning weight and pre-weaning average daily gain (ADG) were not related to BVDV type I titers. This study indicated that vaccinating beef calves against BVDV was effective in triggering an Ig response. Furthermore, our results suggest that calves should be vaccinated against BVDV type I at 60 d of age for greater disease resistance

Interactions Between Teachers and Learning Disabled and Non-Learning Disabled Adolescents

This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.A number of recent studies with learning disabled children have suggested that they may have poor social skills; however, research with LD adolescents in school settings has reported few differences in LD and non-LD student-teacher interactions . In this study, an observational measurement system was used to examine interactions of LD students and their teachers and to compare these interactions with those of their normal peers . The students' perceptions of their classroom interactions were also assessed. No significant differences between LD student-teacher and NLD student-teacher interactions were observed . In addition, LD and NLD students exhibited similar perceptions of their interactions with their teachers

Effectiveness of zinc given intra-nasally or orally to newly received stocker cattle against bovine respiratory disease and effects on growth performance

Beef calves (n = 88) were purchased from regional auction barns and delivered as a single group. Upon arrival, cattle were assigned to eight pens. Pens were assigned randomly to one of three treatments; two pens received 3 mL of a nasal spray solution (10.8 mg Zn/mL) into each nostril using a single-use nasal atomizer; three pens received 40 mL of an oral drench (16.25 mg Zn/mL), and three pens received no Zn at processing (negative control). Appropriate treatments were administered at processing on d 0 of the 43-d study. After treatment, cattle were worked and housed so they did not have fenceline contact with any other pens. Cattle were observed daily and rectal temperatures were taken to monitor morbidity. Nasal membranes of four randomly selected calves/ pen were swabbed prior to any treatment on d 0 and then on d 1, 2, 4, and 7. Those treated with intra-nasal Zn at processing had lower average daily gain for the first 28 d as compared to controls (P = 0.02) or oral Zn (P = 0.07). Final body weight did not differ. Treatments had no effect on percentage of morbid calves. Treatments had an effect on bacterial cultures from swabs; fewer (P ≤ 0.04) Escherichia coli, -Streptococcus spp., and Staphylococcus spp. colonies were cultured from cattle receiving the intra-nasal Zn. Bacterial cultures indicated reduced numbers of microbes in the nasal passages after treatment with intra-nasal Zn, but Zn treatments did not benefit overall morbidity or growth rates of stressed cattle

Critical Lessons and Playful Literacies: Digital Media in PK–2 Classrooms

Copyright © 2012 by the National Council of Teachers of English. Used with permission.Digital literacies present opportunities to expand ways of making meaning. Utilizing a New Literacies Studies framework, this article presents critical lessons in film production from a multiple site case study using examples of classroom experience to demonstrate how filmmaking and play come together in a process of storying, a multimodal approach to text composition. Students in both preschool and early elementary contexts expressed an expanded understanding of composing through digital means, utilized technology in sophisticated ways, and accessed their knowledge of popular culture and film conventions through the process of storying