Three Rivers Community College

The clinical setting is a significant learning environment for undergraduate nursing students. However, the learning that occurs in this environment presents challenges that may cause students to experience stress and anxiety. High levels of anxiety can affect students' clinical performance, presenting a clear threat to success in a clinical rotation. It is crucial for clinical nursing faculty to foster a supportive learning environment conducive to undergraduate nursing student learning. The purpose of this article is to provide clinical nursing faculty with the current literature related to humor, peer instructors and mentors, and mindfulness training as strategies to decrease undergraduate student nurse anxiety in the clinical setting. The Neuman Systems Model is used as a theoretical framework, and the application of this model to humor, peer instructors and mentors, and mindfulness training is examined.

Results of hypotheses testing using the Leader-Member Exchange (LMX) scale and the Minnesota Satisfaction Questionnaire (MSQ) indicate that 7 out of 12 LMX measures (explaining 98% of the variance) and 6 out of 20 MSQ measures (explaining 71%-79% of the variance) were positive and significant. Satisfaction with supervision had a significant impact on job satisfaction, explaining 80.7% of the variance. In the near future, employee job satisfaction is predicted to be lower than satisfaction with supervision, due to absence of strong intrinsic motivation. Testing hypotheses on these scales also helped predict future employee turnover in the banking industry.

Marriage and family therapy (MFT) training programs need to create opportunities for all students to develop cultural competency by raising their racial awareness and sensitivity. Likewise, therapists of color need to be offered space in MFT programs to voice their experiences and venues for their voices to be heard. This article reports on the efforts within a master's level, accredited MFT training program to create space, through participatory action research, for the unique experiences of therapists of color and White therapists who are deeply committed to racial sensitivity.

Two non-native stalk-forming diatoms that were recently observed in the West Branch of the Farmington River, a tributary of the Connecticut River in Connecticut (USA), are characterized morphologically and barcode marker sequences were obtained for each of them. Cymbella janischii, the dominant stalk-forming species during the summer of 2012, previously had not been found in the northeastern USA. Samples of C. janischii were examined microscopically and used to obtain four sequences of the barcode marker, the V4 region of the 18S rDNA gene. Phylogenetic analysis indicated that the four independent sequences of C. janischii were distinct from, but most closely related to, published sequences of C. janischii from Idaho and C. mexicana from Texas, USA. A second non-native stalk-producing diatom, resembling Didymosphenia geminata, was found in November 2012 – June 2013 and first reported as Didymosphenia sp. Over this period, the observed cells had a compressed morphology and were consistently small compared with D. geminata. Sequences of the V4 region, obtained from three independent direct polymerase chain reactions (PCR) of single cells isolated from the Connecticut samples, indicated a close relationship to three published sequences of D. geminata from Italy, New Zealand and the USA, and to D. siberica and D. dentata from Russia. Frustules of the cells used in the PCR reactions were recovered and examined using scanning electron microscopy, providing a direct link between the observed morphology and sequence data. The morphology of the novel Connecticut Didymosphenia taxon was compared with that of other Didymosphenia taxa, being most similar to D. pumila, D. laticollis, D. grunowii and smaller cells of D. geminata. Didymosphenia sp. had a triundulate morphology with a consistent length of 40–60 µm. Given the unique morphological features of this diatom, it is proposed as a new species, Didymosphenia hullii Khan-Bureau, sp. nov.

SCOPE: The possible mechanisms of production of four novel resistant starch type 4 (RS4) products for total cecal fermentation in an in vivo rodent model are evaluated. METHODS AND RESULTS: Forty weanling rats are randomly assigned to five groups (n = 8) for a 3-week study. Starches are the RS type 4 products, as 10% of weight of RS diets (RSA-RSD), and AMIOCA starch (100% amylopectin) comprises 53.6% weight of control (CON) and 43.6% weight of RS diets. The RS products vary by percent purity and origin (potato, corn, tapioca). At euthanasia, cecal contents, serum, GI tract, and abdominal fat are collected. RSB, RSC, and RSD fed rats have greater empty cecum weights, lower cecal content pH, higher cecal content wet weight, and higher total cecal content acetate and propionate than the CON and RSA fed rats. Two other indicators of fermentation, total cecal contents butyrate and glucagon-like peptide 1, do not have significant ANOVA F values, which require more subjects for 80% power. CONCLUSION: RS4 products that are produced from different starch origins with varying amounts of RS4 content and different methods of production are not uniformly fermented in an in vivo model.

Problem-based learning (PBL) is an instructional approach in which students learn problem-solving and teamwork skills by collaboratively solving complex real-world problems. Research shows that PBL improves student knowledge and retention, motivation, problem-solving skills, and the ability to skillfully apply knowledge in new and novel situations. One of the challenges faced by students accustomed to traditional didactic methods, however, is acclimating to the PBL process in which problem parameters are often ill-defined and ambiguous, often leading to frustration and disengagement with the learning process. To address this problem, the New England Board of Higher Education (NEBHE), funded by the National Science Foundation Advanced Technological Education (NSF-ATE) program, has created and field tested a comprehensive series of industry-based multimedia PBL “Challenges” designed to scaffold the development of students’ problem solving and critical thinking skills. In this paper, we present the results of a pilot study conducted to examine student reactions to the PBL Challenges in photonics technician education. During the fall 2012 semester, students (n=12) in two associate degree level photonics courses engaged in PBL using the PBL Challenges. Qualitative and quantitative methods were used to assess student motivation, self-efficacy, critical thinking, metacognitive self-regulation, and peer learning using selected scales from the Motivated Strategies for Learning Questionnaire (MSLQ). Results showed positive gains in all variables. Follow-up focus group interviews yielded positive themes supporting the effectiveness of PBL in developing the knowledge, skills and attitudes of photonics technicians.

OBJECTIVE: To determine whether brief treatments provide psychological relief after traumatic events in low-resource communities. METHOD: = 105) who had experienced a traumatic event within the past 6 months were randomly assigned to 1 of 3 4-session treatments: individual eye movement desensitization and reprocessing (EMDR), group-administered stress management with a trauma focus (SMT), or group-administered psychological first aid (PFA). Measures administered pretreatment and at 1-, 3-, and 6-month posttreatment included posttraumatic stress disorder (PTSD) symptoms, posttraumatic cognitions (PTCI), and depressive symptoms (BDI). RESULTS: = .131. CONCLUSION: This study provides preliminary evidence that any of these 3 approaches may be useful in low-resource community settings. Because it gives the quickest relief, EMDR is the preferred approach, followed by SMT, due its ease of administration. PFA provides a reasonable alternative. Where possible, booster sessions should be planned. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

CONTEXT: A qualitative and material sparing test for punch sticking was developed as a predictive development screening tool for comparison of formulation strategies and processing methods to eliminate punch adhesion. OBJECTIVE: To develop a predictive test for a formulation's potential to adhere to tablet punches during compression. MATERIALS AND METHODS: Two proprietary compounds, A and B, with histories of punch sticking during manufacturing but not in development, were formulated with microcrystalline cellulose, lactose, croscarmellose sodium, and magnesium stearate. Matching placebos were also prepared by the same methods. Flat faced bevel edge (FFBE) punches of 1/2" diameter were compared with 1/4" SRC punches and 1/4" Flat Faced (FF) punches for adhesion potential using a Kilian rotary tablet press and a Huxley Bertram compaction simulator. RESULTS AND DISCUSSION: Formulation accumulated on the punches after compression, which indicated potential for punch sticking that resulted in defective tablets with successive compactions. In all cases, only active formulations adhered to the FFBE and FF punches during tableting runs and with fewer compactions than the SRC punches. Those APIs were then reformulated and successfully manufactured using the predictive test results. Reducing the punch size to 1/4" permitted testing with 50 g of formulation, a ten-fold reduction in consumption compared to the 1/2" punches. CONCLUSION: Flat surfaced punches were shown to be more challenging to adhesive formulations than SRC punches. Adhesive formulations were reformulated and successfully manufactured without punch sticking.

Problem-based learning (PBL) is an instructional approach whereby students learn course content by collaboratively solving complex real-world problems and reflecting on their experience. Research shows that PBL improves student knowledge and retention, motivation, problem-solving skills, and the ability to skillfully apply knowledge in new situations. One of the challenges with PBL, however, is that real-world problems are typically open-ended with more than one possible solution, which poses a challenge to educators with regard to assessing student performance. In this paper, we describe an approach to assessing student performance in PBL developed by the Photon PBL Project, a three-year National Science Foundation Advanced Technological Education (NSF-ATE) project in which eight interdisciplinary multimedia PBL “Challenges” were created in collaboration with photonics industry and university partners for use in high school and college math, science and technology courses. Assessment included measures of content knowledge, conceptual knowledge, problem-solving skills, motivation, self-efficacy, and metacognitive ability. Results from pilot testing at four community college photonics technology programs are presented.

PHOTON2 is a three-year NSF-ATE Teacher/Faculty Professional Development Project aimed at preparing high school teachers and community college faculty nationwide to offer photonics education at their institutions. The PHOTON2 team, consisting of photonics educators and adult learning experts, has created a pedagogical framework that integrates photonics content, curriculum development, and learner self-regulatory development into an active and collaborative web-based learning environment. The project builds upon a prior NSF-ATE project (Project PHOTON), whereby local teams or 'alliances' consisting of middle school and high school teachers, community college faculty, career and guidance counselors, and industry representatives from throughout New England worked collaboratively to develop photonics curricula, laboratory experiences, educational pathways, and career awareness in photonics at their own institutions. In Spring 2004, regional teams of HS teachers, community college faculty, career & guidance counselors from across the US will participate in a series of two-day introductory workshops in preparation for a one-semester web-based course (Introduction to Photonics - 4 credits) scheduled to begin in Fall 2004. Each participant will receive a $4000 custom designed optics lab kit including textbook and lab manual, a set of customized CD-ROM lab demonstration videos, assistance in securing a summer externship with a local photonics company, ongoing technical support over a three-year period, and the opportunity to collaborate with nationwide network of photonics educators and industry mentors. Up to twelve regional alliances from states including California, Pennsylvania, Texas, South Carolina, New Jersey, and others will participate in the project.

Differential equations were used to set a theoretical upper limit for the efficacy of UV radiation in 3 hypothetical aquaculture systems: (a) a plug-flow system, (b) a n idealized closed system with no influx of pathogens, and (c) a conventional closed system in which the influx of pathogens is continuous. The equations demonstrate that, in a conventional closed system, the mass of pathogens never reaches zero even if the UV sterilizer is 100 % effective. This suggests that agents such a s UV radiation, which do not form persistent residuals, may b e incapable of preventing the spread of waterborne pathogens in systems that are recirculated. Use of UV radiation in aquaculture is most effective in sterilization of raw water supplies and discharges lnto receiving waters, both of which are singlepass applications.

Problem-based learning (PBL) is an instructional approach whereby students learn course content by collaboratively solving complex real-world problems and reflecting on their experience. Research shows that PBL improves student knowledge and retention, motivation, problem-solving skills, and the ability to skillfully apply knowledge in new situations. One of the challenges with PBL, however, is that real-world problems are typically open-ended with more than one possible solution, which poses a challenge to educators with regard to assessing student performance. In this paper, we describe an approach to assessing student performance in PBL developed by the Photon PBL Project, a three-year National Science Foundation Advanced Technological Education (NSF-ATE) project in which eight interdisciplinary multimedia PBL “Challenges” were created in collaboration with photonics industry and university partners for use in high school and college math, science and technology courses. Assessment included measures of content knowledge, conceptual knowledge, problem-solving skills, motivation, self-efficacy, and metacognitive ability. Results from pilot testing at four community college photonics technology programs are presented.

Abstract Evaluating the Effectiveness of a Problem-Based Learning Professional Development Model for STEM EducationProblem-based learning (PBL) is an instructional approach whereby students learn problem-solving, critical thinking and teamwork skills by collaboratively solving complex real-worldproblems. Research shows that PBL improves student knowledge and retention, motivation,problem-solving skills, and the ability to skillfully apply knowledge in new situations. Usedextensively in medical schools since the 1970s, PBL is emerging as an exciting alternative totraditional lecture-based methods in Science, Technology, Engineering, and Mathematics(STEM) education. One of the challenges limiting the use PBL in STEM education, however, isthe lack of instructional resources and professional development available to STEM educators atboth the high school and college level. To address this problem, the STEM-PBL project of theNew England Board of Higher Education (NEBHE), funded by the National Science FoundationAdvanced Technological Education (NSF-ATE) program, has created a comprehensive series ofmultimedia PBL “Challenges” focused on sustainable technologies and a professionaldevelopment program in PBL methodology for in-service and pre-service STEM educators.In this paper, we present the results of a pilot study conducted to evaluate the efficacy of theSTEM PBL project in developing the capacity of in-service and pre-service STEM educators toincorporate PBL instruction in their classrooms. During the 2010-2011 academic year, 30 in-service STEM educators from secondary and post secondary institutions across the U.S.participated in an online professional development program focused on PBL methodology andclassroom implementation of the STEM PBL Challenges. In addition, during the spring 2011semester, 16 pre-service Technology and Engineering Education (TEE) teachers enrolled in aneast coast university teacher education program participated in a new PBL methods course basedon the STEM-PBL Challenges. Qualitative and quantitative methods were applied to assess theimpact of the STEM PBL project on teachers’ knowledge, skills and attitudes related to theadaptation of PBL instruction in their classrooms.

Problem-based learning (PBL) is an instructional approach in which students learn by actively and collaboratively solving authentic problems encountered in real-world situations. Research demonstrates that PBL improves students’ learning and retention, motivation, critical thinking and problem-solving skills, and their ability to skillfully apply knowledge in new and novel situations – skills deemed critical for lifelong learning. In this paper, we present the Photon PBL project, a three-year National Science Foundation Advanced Technological Education (NSF-ATE) project aimed at developing, in partnership with photonics industry and university partners, a comprehensive series of multimedia PBL instructional materials and training for photonics technology educators from across the US and abroad. Results from first-year pilot testing of multimedia PBL instructional materials, problem development and implementation strategies are detailed.

Abstract The reproductive cycles of captive female Northern fur seals ( Callorhinus ursinus ) were unaffected over two consecutive years by a photoperiod that differed substantially from that of the natural range. Breeding was observed in July and August, or at the same time as in the wild. Growth was comparable in captive and wild fetuses, indicating a similar timing of delayed implantation of the blastocysts.

Problem-based learning (PBL) is an educational approach whereby students learn course content by actively and collaboratively solving real-world problems presented in a context similar to that in which the learning is to be applied. Research shows that PBL improves student learning and retention, critical thinking and problem-solving skills, and the ability to skillfully apply knowledge to new situations – skills deemed critical to lifelong learning. Used extensively in medical education since the 1970’s, and widely adopted in other fields including business, law, and education, PBL is emerging as an alternative to traditional lecture-based courses in engineering and technology education. In today’s ever-changing global economy where photonics technicians are required to work productively in teams to solve complex problems across disciplines as well as cultures, PBL represents an exciting alternative to traditional lecture-based photonics education. In this paper we present the PHOTON PBL project, a National Science Foundation Advanced Technology Education (NSF-ATE) project aimed at creating, in partnership with the photonics industry and university research labs from across the US, a comprehensive series of multimedia-based PBL instructional resource materials and offering faculty professional development in the use of PBL in photonics technology education. Quantitative and qualitative research will be conducted on the effectiveness of PBL in photonics technician education.

Abstract The Four C approach defines a method to assist human resource development professionals design strategic global training in a multinational environment. The method was developed from an analysis of published global HRD articles and two books. Four common elements were discovered during the review of the design and development of global HRD. Cooperation, collaboration, communication, and culture are the Four Cs that form the backbone of any global HRD organization. This approach is at the conceptual level with the mechanics of implementation left up to the HRD professional. Each section of the Four Cs presents the definition, discuss application, and summarize implementation. The opinion of the author is presented in the context of instructional system design to facilitate understanding the Four Cs.

Problem-based learning (PBL) is an instructional approach in which students learn course content by using a structured approach to collaboratively solving complex real-world problems. PBL addresses widespread industry concern that graduates of technician and engineering programs often have difficulty applying their technical knowledge to novel situations and working effectively in teams. Over the past 9 years, the PBL Projects of the New England Board of Higher Education (Boston, MA) have developed instructional strategies and materials that research shows address industry concerns by improving student learning, retention, critical thinking and problem-solving skills as well as the transfer of knowledge to new situations. In this paper we present a retrospective of the PBL Projects, three National Science Foundation Advanced Technology Education (NSF-ATE) projects that developed twenty interdisciplinary multi-media PBL case studies called "Challenges" in the topic areas of optics/photonics, sustainable technology and advanced manufacturing, provided faculty professional development in the use of PBL in the classroom to teachers across the U.S. and abroad, and conducted research on the efficacy of the PBL method. We will describe the resources built into the Challenges to scaffold the development of students’ problem solving and critical thinking skills and the support provided to instructors who wish to create a student-centered classroom by incorporating PBL. Finally, we will discuss plans for next steps and examine strategies for taking PBL to the next level through actual industry-based problem solving experiences.

Problem-based learning (PBL) is an educational approach whereby students learn course content by actively and collaboratively solving real-world problems presented in a context similar to that in which the learning is to be applied. Project PHOTON PBL, in collaboration with photonics industry and research university partners, created eight interdisciplinary multi-media Challenges to be used in high school and community college math, science and technology courses. Each Challenge was recorded on location and features the scientists, engineers and technicians who originally solved the problem engaged in authentic problem solving. In this paper we describe the evolution of the development of the Challenges and we provide instructions on creating a Challenge and using it in the classroom to enhance student learning.

With the recent realignment of the Connecticut State Department of Education Core Science Curriculum Framework, light and vision were added to the science curriculum for 5th grade students and they will be tested on these concepts on the Connecticut Mastery Test (CMT) starting in 2008. In order to ready students for the test, our collaboration began with the development of a standards-based workshop to introduce optics concepts to fifth grade students in eastern Connecticut. After a successful initial workshop for students, it was apparent that more students would benefit from our lessons if their teachers were able to conduct the lessons in their own classrooms using authentic curriculum. We also found that the teachers were desperate for curriculum, knowledge and supplies to be able to teach the concepts. The result is a collection of lessons satisfying the needs of younger students and a professional development workshop for teachers in which hands-on lessons, scientific inquiry, and scientific literacy are combined to deepen the understanding and interest in the study of optics.