Predictors For Student Success On The National Board Dental Hygiene Examination (NBDHE)

The primary focus of this research was to determine if any link exists to pre-entry grade point average (GPA), science-based didactic dental hygiene course GPA, and graduation GPA and success on the National Board of Dental Examinations, Inc. (NBDHE). Results were gathered through NBDHE score reports from Southern Illinois University Carbondale’s (SIUC) dental hygiene program as well as GPA and course grades from the SIUC Registrar’s office for graduates from the Class of 2012-2022. Pre-entry GPA, graduation GPA, and individual science-based didactic dental hygiene courses were evaluated by using the course grades “A, B, or C” as “pass” and “D or F” as “fail” based on the curriculum requirements of the SIUC dental hygiene program

SENIORS FOR SENIORS: UTILIZING THE ADPIED MODEL TO DESIGN A DENTAL PUBLIC HEALTH PROGRAM AT AN ADULT DAY CARE FACILITY

Research shows that untreated caries and abscesses, periodontal disease, oral cancer, and tooth loss are at epidemic proportions. The need to establish a consistent way to assess and educate the senior adult population is critical. Senior dental hygiene students utilize the ADPIED model (Assessment, Dental Hygiene Diagnosis, Planning, Implementation, Evaluation, and Documentation) to identify needs through oral cancer evaluation. A part of the puzzle is to educate as well as determine referral sources for these clients. This session will highlight the specific ways the ADPIED model is utilized in the dental hygiene curriculum through the Community Oral Health Practicum course. This course works through establishing a target population all the way to the evaluation process

Using the GLOBE Program to Educate Students on the Interdependence of Professional Development?

We present how we have used GLOBE protocols and programs in a college undergraduate English course for science and non-science majors, “Writing in the Sciences”, and in a graduate-level field course for in-service teachers. Collecting land cover data and determining biomass in conjunction with a series of writing assignments allowed the English students to connect their work to research done in ecosystems throughout the world, and to specific environmental concerns such as carbon sequestration, biodiversity, and the impact of controlled burning on ecosystems. Teachers demonstrated increased knowledge of ecology, natural histories of various organisms, and awareness of environmental resources. A study conducted the following summer revealed that teachers valued the course and felt that their experiences helped them be more effective teachers. Six of the eight teachers had conducted field activities with their students, but also reported significant challenges associated with the effort

The Relation Between Prescription Drug Usage and Cognitive Performance in Later Life

Older adults, the primary consumers of prescription medications in the United States, may be particularly prone to medication side effects. The present study examined the relation between change in prescriptions and change in cognitive performance (i.e., inductive reasoning and everyday problem solving), as well as how three common classes of medication (i.e., cardiovascular, hormone/synthetic substitutes, and central nervous system agents) were related to cognitive performance. Data were collected from 78 community-dwelling older adults (M = 71.14 years, SD = 5.35) over an 18-month period. Results indicated that types of drugs were differentially related to cognitive change and that the total number of prescriptions was related to change in cognitive performance. Clinical and research advantages of using specific cognitive and prescription assessments, rather than more global measures, are discussed

Child Care in the Postwelfare Reform Era: Analysis and Strategies for Advocates

Adequate child care is essential to enable poor women to support their families with work outside the home. In 1994 the U.S. General Accounting Office found that offering a child care subsidy to poor mothers increased the likelihood by 15 percent that the mothers would work. An Illinois study found that 20 percent of parents who left public assistance for work returned to assistance because of child care problems. In Minnesota a study found that lack of child care caused 14 percent of parents awaiting child care subsidies to leave their jobs and rely on public assistance. These studies confirm what advocates know: Poor parents, like other parents, cannot work without child care. The goal of this article is to assist advocates in helping their clients access quality child care and assuring that they do not lose needed public assistance when child care is unavailable

Finding our Place in the Third Space: The Authority of Not Knowing \u3ci\u3eas Becoming\u3c/i\u3e in School-University Partnership Work

School-university partnerships have been a space for simultaneous renewal and teacher development for decades (Darling-Hammond, 1994; Goodlad, 1994; Teitel, 2003). As a case in point, this article takes a deeper look at how school- and university-based teacher educators experience professional growth and negotiation of partnership contexts, roles, and responsibilities. Recognizing the complexity of teacher development across the professional lifespan, and the tensions of school-university partnership work, we explore the diverse roles and positions from which we come to the work of clinical supervision and school partnership work. To highlight the varied levels of development and professional growth in these hybrid teacher education spaces, we highlight two liaison cases – Hannah, a new tenure-track faculty liaison and Sara, a veteran school-based teacher educator, who is now a district instructional coach and university liaison. As liaisons, Hannah and Sara experience self-doubt, struggle to negotiate power, and strive to sustain relationships. Grappling with finding their place in school-university partnership work, the two liaisons accept the unknown and perceive their work as a process of becoming in teacher education

A Product Affinity Segmentation Framework

Product affinity segmentation discovers the linking between customers and products for cross-selling and promotion opportunities to increase sales and profits. However, there are some challenges with conventional approaches. The most straightforward approach is to use the product-level data for customer segmentation, but it results in less meaningful solutions. Moreover, customer segmentation becomes challenging on massive datasets due to computational complexity of traditional clustering methods. As an alternative, market basket analysis may suffer from association rules too general to be relevant for important segments. In this paper, we propose to partition customers and discover associated products simultaneously by detecting communities in the customer-product bipartite graph using the Louvain algorithm that has good interpretability in this context. Through the post-clustering analysis, we show that this framework generates statistically distinct clusters and identifies associated products relevant for each cluster. Our analysis provides greater insights into customer purchase behaviors, potentially helping personalization strategic planning (e.g. customized product recommendation) and profitability increase. And our case study of a large U.S. retailer provides useful management insights. Moreover, the graph application, based on almost 800,000 sales transactions, finished in 7.5 seconds on a standard PC, demonstrating its computational efficiency and better facilitating the requirements of big data

“We Do More Than Discuss Good Ideas”: A Close Look at the Development of Professional Capital in an Elementary Education Liaison Group

In an era when many news media, policy makers, and professionals in the field may consider teacher education under attack, teacher education programs are being held accountable for increased rigor (Council of Chief of State School Officers, 2012). Teacher educators are in a unique position to examine more closely specific practices and teacher education as a profession to enhance program quality and candidate outcomes. Toward that end, we focused on work within a community of practice (Wenger, 1998) for this inquiry. Faculty who work in elementary school settings at least one day per week, serving as liaisons to partner schools and supervising teacher candidates, made up this community

A Closer Look at the Performance of Neural Language Models on Reflexive Anaphor Licensing

An emerging line of work uses psycholinguistic methods to evaluate the syntactic generalizations acquired by neural language models (NLMs). While this approach has shown NLMs to be capable of learning a wide range of linguistic knowledge, confounds in the design of previous experiments may have obscured the potential of NLMs to learn certain grammatical phenomena. Here we re-evaluate the performance of a range of NLMs on reflexive anaphor licensing. Under our paradigm, the models consistently show stronger evidence of learning than reported in previous work. Our approach demonstrates the value of well-controlled psycholinguistic methods in gaining a fine-grained understanding of NLM learning potential