scholarly journals Jam Sessions

2020 ◽  
Vol 13 (1) ◽  
Author(s):  
Max Suechting ◽  
Jonathan Leal
Keyword(s):  
Cultural Study ◽  
Graduate Program ◽  
Interdisciplinary Practice ◽  
Wide Range ◽  
After Hours ◽  
Musical Improvisation ◽  
Occasional Music ◽  
Constant Practice

In this essay, we consider what musical improvisation can offer humanists interested in interdisciplinary cultural study. We begin by exploring our shared backgrounds as jazz-informed percussionists and our coincidental meeting in the same interdisciplinary graduate program. In the process, we identify key homologies between our musical and scholarly practices: namely, careful and constant practice; a deep commitment to listening; and an openness to conceptual translations across a variety of contexts. As we unpack these ideas, we draw on a wide range of artistic-theoretical texts, years of after-hours conversations, and occasional music collaboration; ultimately, we articulate, for each other and potential readers, that the dynamic, collaborative ethic required for successful improvisation nurtures scholarly interdisciplinary practice by valuing individual efforts as part of communal strivings.

scholarly journals Availability of Resources for After-Hours Surgical Management of Eye Injuries

2018 ◽  
Vol 10 (01) ◽  
pp. e92-e97
Author(s):  
Tina Chen ◽  
Kathryn Colby ◽  
Sarah Rodriguez ◽  
Mark Slidell ◽  
Jessica Kandel ◽  
...  
Keyword(s):  
Program Directors ◽  
The United States ◽  
Primary Outcome Measure ◽  
Secondary Outcome ◽  
Eye Injuries ◽  
Eye Surgery ◽  
Wide Range ◽  
Clinician Satisfaction ◽  
After Hours ◽  
The Impact

Background Approximately 2.4 million eye injuries per year occur in the United States. Because of the complexity of these injuries, many of these cases present to academic institutions. Ophthalmology residency programs have a wide range of resources available for eye injuries requiring after-hours surgical intervention. Purpose The purpose of this study was to determine availability of resources for after-hours eye surgery and their effect on clinician satisfaction. Methods Association of University Professors of Ophthalmology (AUPO) program directors were surveyed to assess the availability of eye-trained operating room (OR) nurses, functional operating microscopes, and suitable surgical supplies. The primary outcome measure was the availability of resources for after-hours eye surgery. Secondary outcome measures included the impact of resources on clinician satisfaction. Results Fifty-seven program directors completed the survey. Most programs operated at level 1 trauma centers (95%), had access to a functional microscope (95%), and had frequent adequate surgical supplies (88%). On the other hand, only 28 (49%) programs reported consistent access to OR nurses with ophthalmologic training. Clinician satisfaction scores were three times higher for programs with frequent access to trained surgical OR staff than for programs without (p < 0.001). Conclusion Approximately half of programs report consistent access to ophthalmologic-trained OR staff after hours. In contrast, most programs report access to a functional microscope and surgical supplies. The results of this survey suggest that directing resources toward improving access to after-hours staffing with specialty OR staff may improve clinician satisfaction.

School-Based Practicum: Exploring the Experiences of Student Clinicians, Supervisors, and New Employees

2020 ◽  
Vol 5 (1) ◽  
pp. 269-281
Author(s):  
SallyAnn Giess ◽  
Lauren E. Bland ◽  
C. Colin Farrell
Keyword(s):  
Graduate Students ◽  
Graduate Student ◽  
Graduate Program ◽  
School Setting ◽  
Special Interest Groups ◽  
Clinical Practicum ◽  
New Employees ◽  
New School ◽  
School Based ◽  
Wide Range

Purpose Data collected by the American Speech-Language-Hearing Association (ASHA) consistently show that over 50% of ASHA-certified speech-language pathologists (SLPs) are employed in a school-based setting. In such a setting, SLPs address a wide range of disorder areas. Key components of preparation for school-based practice are focused academic coursework, the clinical practicum in a school setting, and practicum supervisors who serve as key figures in training graduate students. This survey focused on the experiences and opinions of three groups: (a) graduate student clinicians who have completed a school-based practicum, (b) supervisors in the schools, and (c) new school-based SLPs. Method Convenience sampling was used to survey newly practicing school-based SLPs and school-based supervisors as well as graduate student clinicians at universities in the mid-south who have completed a school-based practicum. Surveys were posted to two ASHA Special Interest Groups and disseminated by selected graduate program directors to graduate student clinicians. Results were analyzed to measure satisfaction with preparation for school-based service. Surveys were completed electronically and analyzed both qualitatively and quantitatively for consistent themes and trends in responses. Results A total of 252 respondents completed the survey, the majority being school-based supervisors. Graduate clinicians and speech-language pathology supervisors shared similar attitudes regarding graduate clinician preparation for a school-based practicum, with most students indicating they received good or extensive preparation and, similarly, supervisors indicating that graduate students were adequately or well prepared. Differences were found in expectations between groups of what graduate students should know, skills identified as needing better development, and what is important for successful practice in the schools. Conclusions Many factors contribute to the success of a clinical practicum. While students, supervisors, and new employees share beliefs in what is important and have similar confidence in preparedness, there are differences in expectations between groups as well. Communication between university training programs, school-based supervisors, and dedicated coursework to school-based practice are key factors in the successful preparation of school-based clinicians.

scholarly journals Teaching Information Technology to a non-Technical Audience: A Graduate Course on IT for the Historical Profession

10.28945/2721 ◽  
2003 ◽  
Author(s):  
Shawn A. Ross
Keyword(s):  
Information Technology ◽  
Graduate Students ◽  
Graduate Program ◽  
Graduate Course ◽  
Skill Levels ◽  
Class Time ◽  
Research And Teaching ◽  
Software Packages ◽  
Wide Range ◽  
Historical Profession

The graduate program in History at William Paterson University explicitly promotes itself as emphasizing information technology. HIST501: Information Technology for the Historical Profession, a course required of all entering graduate students, serves as a foundation for the IT literacy the program seeks to foster. Teaching HIST501 has proved challenging, however, due to the diverse interests and backgrounds of our students and a lack of integration with the broader graduate program. By structuring the course around an historical project—research, composition, and presentation of a thesis proposal— students immediately realize the relevance of IT to their research and teaching. Students learn IT applications and tools by using them to advance their proposal. By devoting class time to discussion of techniques for solving problems, while students learn the details of particular software packages on their own or through individual tutoring, a wide range of skill levels can be accommodated.

A Mixed Design Evaluation of an Interdisciplinary Transition Graduate Program

2021 ◽  
pp. JARC-D-20-00020
Author(s):  
Robert W. Flexer ◽  
Rachel McMahan-Queen ◽  
Robert Baer ◽  
Carol Sparber
Keyword(s):  
Graduate Program ◽  
Special Educators ◽  
Program Completion ◽  
Rehabilitation Counselors ◽  
Personnel Preparation ◽  
Mixed Design ◽  
Exceptional Children ◽  
Interdisciplinary Practice ◽  
Part Time ◽  
Level Transition

The authors describe the implementation and impact of a graduate-level transition personnel preparation program for transition specialists. This program was based on the Council for Exceptional Children (CEC) standards for transition specialists. Over 200 special educators were prepared in a 2-year part-time graduate program where interdisciplinary, practice-based preparation was provided. Participants completed five courses and one practicum designed to prepare them to meet the standards for transition specialists. Competency ratings significantly improved after program completion. Focus group responses suggested that the program design had features that had major impact on the areas of policy, collaboration, and leadership. Collaboration and interdisciplinary activities emphasizing the roles of transition professionals were described throughout the article, showing how transition specialists, career/technical educators, and rehabilitation counselors are mutually supportive of youth with disabilities achieving postschool goals. The authors recommended further research on how this kind of preparation might be disseminated and replicated.

Psychiatry after-hours: factors impacting workload and workflow

2021 ◽  
pp. 103985622098403
Author(s):  
Alisha Thomson ◽  
Brett McDermott
Keyword(s):  
Well Being ◽  
University Hospital ◽  
Sources Of Information ◽  
Multiple Sources ◽  
Phone Calls ◽  
Wide Range ◽  
After Hours ◽  
The Impact ◽  
Essential Service ◽  
Night Shifts

Objective: The study evaluated the workload and workflow of registrars engaged in a psychiatry after-hours roster, quantified their perceptions of this experience and provided recommendations for system redesign. Method: Multiple sources of information, including medical student observers and telephone logs, quantified the tasks performed during shifts. Registrars completed a satisfaction questionnaire. Results: After-hours shifts often started with a lack of attendance of key clinicians at handover. Tasks handed over and completed during shifts varied; there was very little difference between evening, weekends and night shifts except for the higher likelihood of seclusion reviews on weekends. Registrars experienced a significant and complex workload including emergency department and ward reviews, and admissions. Workflow interruptions were frequent; the high number of phone calls and critical incidence warrant further investigation. Registrars were confident in their own ability, but had less confidence in other key clinicians. Many registrars did not discuss after-hours work during supervision. Conclusions: The after-hours experience of psychiatry registrars at a university hospital is arduous and includes a wide range of clinical tasks. This activity is an essential service provision undertaking as well as a training activity. This must be weighed against the impact of after-hours work on registrar well-being.

scholarly journals First Report of Choanephora cucurbitarum Causing Leaf Wilt, Flower Rot, and Stem Necrosis on Crotalaria breviflora

Plant Disease ◽  
2021 ◽  
Author(s):  
Gislaine de Souza Oliveira ◽  
Rildo Alexandre Fernandes ◽  
Danilo Batista Pinho ◽  
Solange Maria Bonaldo
Keyword(s):  
Graduate Program ◽  
Morphological Characteristics ◽  
Google Scholar ◽  
Environmental Sciences ◽  
Mato Grosso ◽  
First Report ◽  
Initial Symptoms ◽  
Wide Range ◽  
Choanephora Cucurbitarum ◽  
Stem Necrosis

Crotalaria breviflora (Fabaceae) is used as green manure crop because of its nitrogen fixation and nematode control (Nascimento et al. 2020). In April 2018, leaf wilting, flower rot, and stem necrosis symptoms were observed on C. breviflora with 100% incidence, in Sorriso (12° 33′ 31″ S, 55º 42′ 51″ W), Santa Carmem (11° 55′ 52″ S, 55º 16′ 47″ W), and Sapezal (12º 59′ 22″ S, 58º 45′ 52″ W) counties in the state of Mato Grosso, Brazil. Three monosporic isolates were isolated from symptomatic leaves, cultivated in potato dextrose agar (PDA) medium, and deposited at the Cultures Collection of the University of Brasilia (codes CCUB 1293, CCUB 1667, CCUB 1668). Colonies on PDA were white and cottony with presence of hyaline and coenocytic hyphae. The mycelia later became pale yellow with abundant reproductive structures. Sporangiophores were hyaline, aseptate, unbranched, and apically dilated to form a clavate vesicle, which produced secondary vesicles bearing sporangiola. Secondary vesicles were clavate, light brown, and 37 to 51 µm in diameter. Sporangia were brown to dark brown, globular to ellipsoid, 115 to 140 µm long, and 96 to 122 µm wide. Sporangiospores (n=30) were brown to reddish-brown, ellipsoid to ovoid, with longitudinal striae, 14 to 19 µm long, and 8 to 12 µm wide. Some with hyaline appendages at both ends. Their morphological characteristics were consistent with the descriptions of Choanephora cucurbitarum (Kirk 1984). To confirm the identity, the DNA of the three isolates was extracted and the sequences of Small Subunit (SSU), Large Subunit (LSU), and complete Internal Transcribed Spacer (ITS) of rDNA were amplified using V9G, ITS3, and LR5 primers (GenBank acc. no: MN897836, MN897837 and MN897838). The sequences were aligned with the MAFFT software. The alignment matrix was subjected to Maximum Likelihood (ML) analysis using RAxML v. 8 and Bayesian Inference performed in MrBayes v.3.1.2. The tree was edited in the FigTree software. The sequences showed 100% identity with the sequences from C. cucurbitarum found on the GenBank. To confirm pathogenicity, a suspension at 5.4 ×106 spores/ml was prepared from a 15-day-old culture grown at 25°C and sprayed on asymptomatic plants of C. breviflora. Sterilized water was sprayed as the control. Plants were kept in a humid chamber at 20°C for 48 h. Initial symptoms were visualized 16 days after inoculation. Complete necrosis of leaves and stems with spore mass on infected tissue was observed 19 days after inoculation. To satisfy the Koch’s postulates, the fungus was successfully reisolated from the infected tissues. No symptoms were observed on the control plants. In Brazil, this pathogen has been reported on Brassica oleracea var. capitata, Capsicum annuum, Crotalaria spectabilis, Cucurbita sp., and Vigna unguiculata (Alfenas et al. 2018; Mendes and Urben, 2019). C. cucurbitarum has been reported to have a wide range of hosts (Farr and Rossman, 2020). It can infect the crops grown in rotation or in succession, including common bean, corn, cotton, quinoa, soybean, and sunflower. Therefore, this pathogen is of epidemiological importance and poses a threat to the croplands where environmental conditions are conducive to the disease to develop and spread. To our knowledge, this is the first report of C. cucurbitarum causing leaf and flower wilt, and stem rot on C. breviflora in the world. Acknowledgment We thank the Environmental Sciences Graduate Program, Federal University of Mato Grosso, University of Brasilia, PROPeq/PROPG-UFMT, EMBRAPA, CODEX/UFMT, Institute of Agricultural and Environmental Sciences (ICAA)/UFMT and CAPES for providing the Master's scholarship. References Alfenas, R. F., et al. 2018. Plant Dis.102:1456. https://doi.org/10.1094/PDIS-10-17-1610-PDN, Google Scholar. Farr, D. F., and Rossman, A. Y. 2020. Fungal Databases, Syst. Mycol. Microbiol. Lab., ARS, USDA. Retrieved May 26, 2020 from https://nt.ars-grin.gov/fungaldatabases/, Google Scholar. Kirk, P. M. 1984. Mycol Paper. 152:1. Google Scholar. Mendes, M. A. S., and Urben, A. F. 2020. Fungos relatados em plantas no Brasil, Retrived May 26, 2020 from http://pragawall.cenargen.embrapa.br/aiqweb/michtml/fgbanco01.asp, Google Scholar. Nascimento, D. D. et al. 2020. Bioscience Journal. 36:713. https://doi.org/10.14393/BJ-v36n3a2020-42248, Google Scholar.

scholarly journals Librarians Aren’t Born with Information Superpowers: Leveling the Playing Field for Incoming Library Science Graduate Students

2016 ◽  
Vol 11 (2) ◽  
Author(s):  
Annette Lamb
Keyword(s):  
Graduate Students ◽  
Graduate Program ◽  
Library Science ◽  
Instructional Materials ◽  
Technology Skills ◽  
Design And Development ◽  
Introductory Course ◽  
Wide Range ◽  
Instructional Design And Development ◽  
Information And Technology

Students enter the library science graduate program with a wide range of information and technology skills. Today’s graduate courses require students to be able to build web-based pathfinders, use social media, and search databases. This article examines the design and development of an introductory course for incoming library science graduate students that personalizes instruction and ensures that each student is ready for the rigors of graduate school. Taken during the first semester of the program, this introductory course teaches information and technology skills and concepts that are core to library science. The author explores the process of creating a computer-based course that addresses the diverse needs of this student population. Using a systematic approach to instructional design and development, the author outlines the steps in designing, developing, implementing, and evaluating an online, self-paced graduate course. Based on the Dick and Carey model, the process included identifying the instructional goals, conducting an instructional analysis, analyzing learners and contexts, writing performance objectives, developing assessment instruments, developing instructional strategies, developing and selecting instructional materials, designing and conducting formative evaluation of instruction, revising instruction, and designing and conducting summative evaluation. This process produced effective, efficient, and appealing instructional materials. Les étudiants entament un programme d’études supérieures en sciences de l’information avec une panoplie d’habiletés en matière d’information et de technologie. Les cours d’études supérieures requièrent aujourd’hui que les étudiants puissent créer des guides en ligne, utiliser des médias sociaux et interroger des bases de données. Cet article porte sur la conception et le développement d’un cours d’introduction qui est offert aux nouveaux étudiants diplômés en sciences de l’information et qui cherche à individualiser la formation et à s’assurer que chaque étudiant se sent prêt pour les rigueurs d’une école d’études supérieures. Ce cours d’introduction, offert durant le premier semestre du programme, enseigne des habiletés en matière d’information et de technologie essentielles aux sciences de l’information. L’auteure relate le processus entrepris pour créer ce cours informatisé qui répond aux divers besoins des étudiants. En utilisant une approche systématique pour la conception et le développement pédagogique, l’auteure présente les étapes liées à la conception, le développement, la mise en œuvre et l’évaluation d’un cours de maîtrise en ligne adapté au rythme de chacun. Selon le modèle de Dick et Carey, le processus permet d’identifier des objectifs d’apprentissage, mener une analyse pédagogique, mener une analyse des apprenants et des contextes, écrire des objectifs de rendement, développer des instruments d’évaluation, développer des stratégies d’enseignement, développer et choisir du matériel didactique, concevoir et mener une évaluation formative de l’enseignement, réviser l’enseignement ainsi que concevoir et mener une évaluation sommative. Ce processus a fourni du matériel didactique efficace, efficient et attrayant.

scholarly journals Infrastuctural background of the everyday physical education in Hungarian high schools

2017 ◽  
Vol 11 (3-4) ◽  
pp. 31-36
Author(s):  
Henrietta Varga Szépné ◽  
Éva Katona ◽  
Dénes Páll ◽  
Ildikó Balatoni
Keyword(s):  
High Schools ◽  
Physical Education ◽  
Swimming Pools ◽  
Sports Events ◽  
Wide Range ◽  
The Everyday ◽  
Promotion Of Physical Activity ◽  
After Hours ◽  
Sport Events ◽  
Events Data

The Hungarian government is dedicated to supporting a healthy and sporty life-style, thus in the past years the number of initiatives directed to publicizing and promoting sports has increased considerably. The new Law of Public Education has put the emphasis on physical education and on organizing other sport events in schools. This led to the introduction, in a phasing-out manner, of the every-day physical education (PE).We were interested to know the infrastructural background of PE including the number and size of sports halls available for the students, how many classes can they accommodate at the same time, and when were they constructed. To this end a survey was conducted through telephone, contacting 200 high schools in 19 counties of Hungary. Do the schools have their own swimming pools, or do they conduct after-hours sports events. Data were analyzed using the EvaSys program.The time of construction of the schools and their sports halls spans a wide range between the years 1530 and 2005. So do the number of students, between 150-1200. Nineteen of the schools have none, 67% has one, and 18.8% two sports halls. The size of these halls is also very variable, while in some schools it is only 25 m2, in others it can be as large as 2295m2. In most cases the halls can accommodate one or two classes in parallel. Afternoon classes are held in 87% of the schools, and include basketball, fencing, and soccer, among others. However, only eleven of the interviewed high schools have swimming pools. Research has called the attention to the fact that the exercise of Hungarian youth is too little. This puts the emphasis on the promotion of physical activity in schools. While there are large differences in the infrastructural background in the schools involved in the survey, they all strive to conduct after-hours sport events.

The Ardhakathanaka by Banarasi Das: a Socio-cultural Study

1995 ◽  
Vol 5 (2) ◽  
pp. 211-224
Author(s):  
Eugenia Vanina
Keyword(s):  
Family History ◽  
Middle Class ◽  
Life Span ◽  
Cultural Study ◽  
Source Material ◽  
Wide Range ◽  
History Of ◽  
Medieval India ◽  
Middle Class People ◽  
The Ideal

Any researcher into the pre-modern history of India inevitably faces the problem of source material, and the creative genius of medieval Indians furnishes us with a wide range of sources; innumerable files of original documents, multi-volumed chronicles, bulky treatises, etc. A great number of travelogues enables us to view medieval India through the eyes of visitors from all parts of the globe. The source to be analysed in this article will hardly stand comparison with the above-mentioned materials. It is a biography of an insignificant man, a family history of modest middle-class people unconnected with court intrigues and political battles. And the title of the book is anything but serious. Ardhakathanaka means “Half a Tale”. The author, a Jain merchant named Banarasi Das, completed it in 1641, being fifty-five at that time; the ideal life span of the great Jain sages was believed to be one hundred and ten years. Thus Banarasi, who harboured no ambitions to equal the great sages, titled his autobiography “Haifa Tale”, displaying a somewhat bitter humour (he died shortly after completing the book).

scholarly journals The Metaphor of 'The Jazz Band': Ethical Issues for Leadership

2013 ◽  
Vol 9 (1) ◽  
Author(s):  
Nick Sorensen
Keyword(s):  
Learning Communities ◽  
Ethical Issues ◽  
Critical Evaluation ◽  
Organizational Contexts ◽  
Ethical Implications ◽  
Leadership Strategy ◽  
Wide Range ◽  
Life Itself ◽  
Jazz Band ◽  
Musical Improvisation

One of the principal ways in which musical improvisation has impacted upon corporations, businesses, and other institutions is through the metaphor of 'the jazz band.' This paper explores the emergence of this metaphor and examines the significance and meaning that it has generated, as well as the ways that it might help us to understand social organizations. This metaphor has been used to provide insights into leadership, organizations, schools as learning communities, and even the meaning of life itself. While this is not an exhaustive list, these examples demonstrate the wide range of contexts in which this metaphor can be applied. This paper serves two purposes. First, it provides a critical evaluation of six examples of the jazz band metaphor in order to explore the significance of this metaphor and identify the contribution it has made to our broader understanding of improvisation. Second, it views the use of this metaphor as a leadership strategy, and attempts to identify the ethical implications, for leaders, for appropriating concepts derived from musical improvisation and applying them in non-musical contexts. The paper concludes with the view that we need to go beyond metaphor, and argues for inter-disciplinary research on improvisation within musical and organizational contexts.

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