Schoolcraft College
  • United States
Recent publications
The capacity of midlevel leaders to develop influential relationships in order to effectively lead up, down, and to the side is dependent upon internalizing and continuously nurturing both a leader and a follower identity.
div class="title">The “WOW Factor”: Using Scanning Electron Microscopy to Stimulate Interest in STEM Disciplines - Volume 22 Issue S3 - N.A. Butkevich, M. Gury
Nurses continue to sustain musculoskeletal injuries even with increased emphasis on safe patient handling and mobility (SPHM) and organizational cultures of safety to protect health care workers. Analysis of data from 2011-2014 registered nurse graduates explored hospital safety culture, SPHM education/training, and incidence of new-nurse musculoskeletal injury. Results indicated hospitals provided some type of SPHM education and training, but 46% of study participants were not informed or aware of national SPHM standards or guidelines. Merely 13.9% of participants stated a written “no manual lifting policy” had been implemented; only 32.9% indicated staffing was adequate for SPHM tasks; and only 39.4% stated the hospital had all of the equipment needed to perform SPHM safely. Thirty-nine percent of participants had already sustained a musculoskeletal injury with an additional 35% sustaining but not reporting an injury. More actions are needed to ensure a decrease in musculoskeletal injuries for new nurses.
Anthony T. Kronman, in his book Education's End, both critiques the current teaching trends in the liberal arts and argues for a return to teaching “the meaning of life in a deliberate and organized way” (2007, 74). While I will use Kronman's work as a springboard, I will diverge significantly from his work as well. First, I will discuss some of the key distinctions that need to be made in order to even start to address something as substantial as the meaning of life, including an examination of the possibility that life is meaningless. I will look at the work of philosophers, literary works, and other disciplines to aid in this examination. Reflecting on the likes of C.P. Snow's The Two Cultures, I will argue that the liberal arts/humanities provide the best means for truly making sense of the meaning/meaninglessness of life. Finally, it is only the liberal arts/humanities that can provide the narrative structures, the creativity, and the collation of other disciplines, including the natural sciences, necessary to address such a substantial issue.
Nursing students must learn higher-order thinking skills of analysis and synthesis to manage complex data for decision making in healthcare. Teaching synthesis, however, is challenging and elusive due to lack of understanding of the concept and an explicit pedagogy for teaching it. A qualitative, multi-phased research project was designed to gain understanding of what synthesis is, how professionals acquire synthesis skills, and how to best teach synthesis. The first phase explored interdisciplinary descriptions of synthesis. Three focus groups were conducted, and interdisciplinary participants responded to several questions. Several themes emerged suggesting that synthesis depends on cognitive skills and competencies, situational and contextual factors, preparation and knowledge acquisition skills, interpersonal and interaction skills, and personal qualities. Participants also supported use of multi-modal teaching strategies to reinforce students' use of synthesis in learning. This project provided a beginning understanding of the synthesis process, revealing striking similarities in synthesis across professional disciplines.
An essay marking the 250th anniversary of the first publication of Bayes’s Theorem, with accompanying challenge questions for students.
An essay marking the approximate 2300th anniversary of the birth of Archimedes, with accompanying challenge questions to introduce students to his Method of Exhaustion.
Meta-analyses of active-learning research consistently show that active-learning techniques result in greater student performance than traditional lecture-based courses. However, some individual studies show no effect of active-learning interventions. This may be due to inexperienced implementation of active learning. To minimize the effect of inexperience, we should try to provide more explicit implementation recommendations based on research into the key components of effective active learning. We investigated the optimal implementation of active-learning exercises within a "lecture" course. Two sections of nonmajors biology were taught by the same instructor, in the same semester, using the same instructional materials and assessments. Students in one section completed in-class active-learning exercises in cooperative groups, while students in the other section completed the same activities individually. Performance on low-level, multiple-choice assessments was not significantly different between sections. However, students who worked in cooperative groups on the in-class activities significantly outperformed students who completed the activities individually on the higher-level, extended-response questions. Our results provide additional evidence that group processing of activities should be the recommended mode of implementation for in-class active-learning exercises. © 2014 D. L. Linton et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
Females exhibit more rapid escalation of cocaine use and enhanced cocaine-taking behavior as compared to males. While ovarian hormones likely play a role in this increased vulnerability, research has yet to examine the role of estradiol in affecting the behavioral and neurological response to cocaine in a brain region- and sex-specific way. First, we examined stereotypy and locomotor sensitization after repeated cocaine administration (10mg/kg i.p.) in intact (SHAM) and castrated (CAST) males, and ovariectomized (OVX) females treated with 5μg estradiol benzoate (EB) or vehicle (OIL). Next, we used in vivo microdialysis to examine the effects of acute EB treatment on cocaine-induced DA in the regions mediating the display of these behaviors (i.e., the dorsolateral striatum, DLS; and the nucleus accumbens, NAc; respectively). We find that EB enhances sensitization of cocaine-induced stereotypy in OVX females after 12 days of cocaine treatment, and after a 10-day withdrawal. Similarly, the OVX/EB females show enhanced locomotor sensitization compared to the other three groups on the same days. Using in vivo microdialysis to assess the neurochemical response, we find that EB rapidly enhances cocaine-induced DA in DLS dialysate of OVX females but not CAST males, and has no effect in NAc of either sex. With these experiments, we show that there are sex differences in the effects of estradiol to preferentially enhance the response to cocaine in the DLS over the NAc in females, which may contribute to the preferential sensitization of stereotypy in females.
of a paper presented at Microscopy and Microanalysis 2011 in Nashville, Tennessee, USA, August 7–August 11, 2011.
of a paper presented at Microscopy and Microanalysis 2011 in Nashville, Tennessee, USA, August 7–August 11, 2011.
Review of the state of scholarship in the history of mathematics in the Arab and Islamic world, based on COMHISMA10, a 2010 conference in Tunisia.
There are several density functions for graphs which have found use in various applications. In this paper, we examine two of them, the first being given by b(G)=|E(G)|/|V(G)|, and the other being given by g(G)=|E(G)|/(|V(G)|−ω(G)), where ω(G) denotes the number of components of G. Graphs for which b(H)≤b(G) for all subgraphs H of G are called balanced graphs, and graphs for which g(H)≤g(G) for all subgraphs H of G are called 1-balanced graphs (also sometimes called strongly balanced or uniformly dense in the literature). Although the functions b and g are very similar, they distinguish classes of graphs sufficiently differently that b(G) is useful in studying random graphs, g(G) has been useful in designing networks with reduced vulnerability to attack and in studying the World Wide Web, and a similar function is useful in the study of rigidity. First we give a new characterization of balanced graphs. Then we introduce a graph construction which generalizes the Cartesian product of graphs to produce what we call a generalized Cartesian product. We show that generalized Cartesian product derived from a tree and 1-balanced graphs are 1-balanced, and we use this to prove that the generalized Cartesian products derived from 1-balanced graphs are 1-balanced.
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305 members
Randy K Schwartz
  • Department of Mathematics
Brett Megan Griffiths
  • Department of English
Colleen Pilgrim
  • Department of Psychology
Lisa R Jackson
  • Department of Psychology
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