Are we teaching trauma?     

Gretchen Dworznik  Adrienne Garvey 《Journalism Practice》2019,13(3):367-382

Covering violence is an expected part of the daily job for many journalists in the United States; however, are college and university programs fully preparing students for what they may experience? This study surveyed accredited journalism schools in the United States. Of the 41 respondent schools, only one offered a course specifically aimed at teaching journalists how to protect themselves from psychological trauma and how best to interact with victims of trauma. Results show that although schools believe the topic of trauma is important and worth teaching to future journalists, the approach to the topic is mostly reactive and inconsistent. Implications for the future of journalism education are discussed.  相似文献   

Exploring Changes in Home Visitors’ Perspectives in the Context of a Professional Development Activity     

Walsh  Bridget A.  Edwards  Adrienne L.  Cook  Gina A.  Hughes-Belding  Kere  Rahn  Ellen 《Early Childhood Education Journal》2022,50(7):1143-1155

Early Childhood Education Journal - Research-based professional development opportunities for early childhood home visitors are valuable to the Early Head Start-Home-Based Option (EHS-HBO) and to...  相似文献   

Implementation and Assessment of Food Safety Educational Materials for Secondary and Postsecondary Education     

Adrienne E.H. Shearer  O. Sue Snider  Kalmia E. Kniel 《Journal of Food Science Education》2014,13(1):4-11

Previous studies have reported on the inadequacy of youth knowledge and practice of food safety principles. The formal high school science classroom environment presents an opportunity to stimulate interest and increase knowledge in food safety with potential benefits to students in improved science literacy, development of life skills, and greater awareness of career opportunities. Previously developed educational materials, Foodborne Illness Outbreak Investigations for Food Safety Education, were evaluated for instruction by high school and community college science educators of various subject matters including foods, microbiology, disease, and chemistry courses. Educator feedback was favorable on measures of quality, implementation ease, and student engagement, with ratings greater than 3 on a 5‐point scale corresponding to “good” to “excellent.” A positive change in familiarity with food safety concepts for 4 groups of students, representing approximately 77% of the participants, was demonstrated by an overall increase, ranging from 4% to 14%, in correct responses to a test administered before and after exposure to the materials. There was variation in degree of change and the topics positively impacted for student groups by subject matter.  相似文献   

Factors associated with physical activity referral uptake and participation     

David V. B. James  Lynne H. Johnston  Diane Crone  Adrienne H. Sidford  Chris Gidlow  Clare Morris 《Journal of sports sciences》2013,31(2):217-224

Abstract

The aim of this study was to examine participant and scheme characteristics in relation to access, uptake, and participation in a physical activity referral scheme (PARS) using a prospective population-based longitudinal design. Participants (n = 3762) were recruited over a 3-year period. Logistic regression analyses identified the factors associated with the outcomes of referral uptake, participation, and completion (≥80% attendance). Participant's age, sex, referral reason, referring health professional, and type of leisure provider were the independent variables. Based on binary logistic regression analysis (n = 2631), only primary referral reason was associated with the PARS coordinator making contact with the participants. In addition to the influence of referral reason, females were also more likely (odds ratio 1.250, 95% confidence interval 1.003 – 1.559, P = 0.047) to agree to be assigned to a leisure provider. Referral reason and referring health professional were associated with taking up a referral opportunity. Older participants (1.016, 1.010 – 1.023, P < 0.001) and males were more likely to complete the referral. In conclusion, the PARS format may be less appropriate for those more constrained by time (women, young adults) and those with certain referral reasons (overweight/obesity, mental health conditions). More appropriate targeting at the point of referral could improve participation rates by revealing or addressing barriers that might later result in dropout.  相似文献   

Examining the Impact of Explicit Language Instruction in Writers Workshop on ELL Student Writing     

Adrienne Wiley  Jonathan McKernan 《The New Educator》2017,13(2):160-169

abstract

In the context of our work as literacy specialists, we taught teachers to use sentence frames to support ELL students’ writing. We then studied the impact of their instruction on students. Our analysis of student writing samples revealed no groupwide developmental trends so we posed deeper questions about their work using the data analysis methods learned through the action research process. We report our findings about the relationship between student writing development and language instruction. We discuss our learning as well as implications for our work supporting teacher instruction.  相似文献   

Spatially variant red blood cell crenation in alternating current non-uniform fields     

Ran An  David O. Wipf  Adrienne R. Minerick 《Biomicrofluidics》2014,8(2)

Alternating-current (AC) electrokinetics involve the movement and behaviors of particles or cells. Many applications, including dielectrophoretic manipulations, are dependent upon charge interactions between the cell or particle and the surrounding medium. Medium concentrations are traditionally treated as spatially uniform in both theoretical models and experiments. Human red blood cells (RBCs) are observed to crenate, or shrink due to changing osmotic pressure, over 10 min experiments in non-uniform AC electric fields. Cell crenation magnitude is examined as functions of frequency from 250 kHz to 1 MHz and potential from 10 V_pp to 17.5 V_pp over a 100 μm perpendicular electrode gap. Experimental results show higher peak to peak potential and lower frequency lead to greater cell volume crenation up to a maximum volume loss of 20%. A series of experiments are conducted to elucidate the physical mechanisms behind the red blood cell crenation. Non-uniform and uniform electrode systems as well as high and low ion concentration experiments are compared and illustrate that AC electroporation, system temperature, rapid temperature changes, medium pH, electrode reactions, and convection do not account for the crenation behaviors observed. AC electroosmotic was found to be negligible at these conditions and AC electrothermal fluid flows were found to reduce RBC crenation behaviors. These cell deformations were attributed to medium hypertonicity induced by ion concentration gradients in the spatially nonuniform AC electric fields.  相似文献