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Franzén, Frida. "From words to action : Lessons from active stakeholder participation in water management." Doctoral thesis, KTH, Hållbar utveckling, miljövetenskap och teknik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-166232.
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Water governance worldwide is going through a shift towards more holistic and participatory approaches. In Europe, the EU Water Framework Directive (WFD) adopted in 2000, aims at protecting surface water and groundwater. The WFD emphasizes the importance of stakeholder participation in planning and implementation of the directive, and in order to reach environmental objectives. However, the empirical findings are insufficient regarding how stakeholder participation can lead to improved decisions and implemented plans. In Sweden, a major water quality problem is eutrophication caused to a large extend by diffuse nutrient leakage from agriculture. Therefore, it is important to involve farmers in water management, since their participation can lead the commitment of mitigation measures for reduced nutrient leakage. The overall aim of this study is to contribute the knowledge and understanding of active stakeholder participation in water management, in particular how it can lead to implementation of water quality objectives. The thesis addresses stakeholder participation in eutrophication management in local Swedish catchments, with a particular focus on farmers’ participation in the commitment of mitigation measures. The results are based on case study research, involving four catchment areas in Sweden with severe eutrophication problems. The thesis identified socio-demographic factors, farmers’ knowledge, and the level of existing information and economic support for wetland creation, as factors affecting farmers’ willingness to participate in wetland creation to mitigate nutrient leakage. In the local catchment groups studied, farmers and other local stakeholders participated to discuss potential mitigation activities. In these, farmers emphasized other emitting actors’ responsibility and commitment in local action plans. Where this was realized, social capital within the group increased and led to further collaboration. The thesis also analyzed large-scale wetland programmes at catchment scale, where the organizational and institutional arrangements were central to realize farmers’ participation: inter-municipal agreements entailed sufficient resources, the organization involved the most relevant actors; and leadership resources were important. The thesis argues that organizing water management at a catchment level can be important to cope with challenges related to stake-holder participation for mitigating diffuse nutrient leakage. In particular for dissemination and collection of information, suggesting potential measures for all concerned actors, provide resources needed to realize actions, and to build trust and collaboration. The thesis also emphasized that stakeholder participation has to be underpinned by a genuine meaning, both for the initiators and the participants.QC 20150506
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Averin, Emina, and Majorie Valderrama. "Action words: Studying the involuntary capture of attention of action words." Thesis, Umeå universitet, Institutionen för psykologi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-51974.
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This study’s aim was to examine how attention is affected by action words. Twenty participants performed a cross‐modal oddball task with a standard sound (a sine wave tone) and two recorded speech sounds as novel sounds (stop and press). The result showed that novel sounds captured attention and increased response time compared to standard. There was a significant difference between “press” and standard and “stop” and standard but not between stop and press. This showed that the participants could not block out the sound and focus on the focal attention task. Even though not significant, the response time for “stop” was the slowest since it may inhibit the involuntary response. The results might be explained by the fact that not enough subjects participated, and because of that same reason the result might not be generalized either.
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Garris, Bill R., and Bethany A. Novotny. "Listen Up! Active Listening Skills Revisited." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3149.
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Taylor, Teresa Brooks. "Being Intentional: Active Learning, Student Reflection." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/3645.
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Evanshen, Pamela, and Susan Lewis. "Brainy Acts: Active Classroom Teaching Strategies." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/4379.
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Gavirneni, Madhavi, Karen E. Schetzina, Nilesh Dankhara, Jeremy Bradley, Laura Maphis, Jason Tyler Williams, Gayatri Bala Jaishankar, Michelle Tanner, Laurie Bennie, and William T. Dalton. "Community Partnerships to Promote Healthy Active Living." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/5043.
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Purpose To describe outcomes of community partnerships for promoting healthy active living among families with young children in the ReadNPlay for a Bright Future Project.
Methods ReadNPlay for a Bright Future was developed through grant support from the American Academy of Pediatrics (AAP) and Metlife Foundation awarded to the East Tennessee State University Department of Pediatrics and Tennessee AAP Chapter. ReadNPlay is a coordinated, multi-level, multi-component initiative promoting healthy active living among families with young children during infant-toddler health supervision visits and in childcare and other community settings. The project site is located in rural southern Appalachia, an area of the country with a high prevalence of obesity. Materials and messages developed by the project team were finalized during a community forum with stakeholders held in Northeast Tennessee in fall 2012. Four themes emerged as a focus for the initiative: Play More: Shut off the Screen, Play Together: Be Active as a Family, Fuel to Play: Eat Healthy, and Play Safely. Partnerships with the regional children's hospital, childcare providers, health department, public libraries, and farmers' markets were supported through on-going communication via email, social media, and individual meetings. Availability of two $750 pediatric resident mini-grants and structure afforded by the residency program's existing community pediatrics rotation facilitated development and implementation of community initiatives for this project.
Results Project posters displayed in community settings, use of social media, and periodic community events are reinforcing efforts to promote healthy active living in the clinical setting. A new event for families with infants/toddlers was added to the children's hospital annual Kids Run, involving over 120 families during the first year. Walk N' Rollers received free Reach Out and Read books and were surprised at the sugar content of juice and other beverages displayed in sippy cups as part of a “Sugar Quiz.” Information disseminated through regional child care centers will promote participation in a summer Walk N' Roll program in addition to this annual event. At a regional childcare provider conference, ReadNPlay workshops with over 100 infant-toddler teachers and 40 families were conducted and information on Tennessee's “Gold Sneaker” designation for compliance with state nutrition and physical activity policies was shared (only 6% of local centers are designated). During summer 2013, 75 families are being provided with $10 farmers' market vouchers at their 12-15 month well child visit to encourage consumption of fruits and vegetables. 18-month statistics on social media reach, walking program participation, new Gold Sneaker designations, and farmers' market program participation will be presented.
Conclusion This presentation will illustrate how pediatric residency programs and practitioners may partner with existing community organizations and initiatives to promote healthy active living in families with young children.
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McGarry, Theresa. "Identifying and Encouraging Active Learning Through Speech Events." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/6168.
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Stewart, David, and Stacy D. Brown. "Active Learning Processes Used in US Colleges of Pharmacy." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/5296.
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Watkins, Rani Lea. "An evaluation of methods of indicating active words in hypertext documents." Thesis, This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-12302008-063654/.
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Smurzynski, Jacek. "Active Cochlear Processes and their Influence on the Generation of Otocoustic Emissions." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/2163.
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Hitt, Sara Beth. "Increasing Active Student Responding and Improving the Effectiveness of Pre-service Teachers." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4056.
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Schetzina, Karen E., Gayatri Bala Jaishankar, Laura Maphis, William T. Dalton, Jessica Albright, Amanda Jackson, Nilesh Dankhara, et al. "Promoting Healthy Active Living From Birth with ReadNPlay for a Bright Future." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/5009.
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Purpose To describe: (1) development of ReadNPlay for a Bright Future with community stakeholders, (2) integration of a novel communicative tool, the ReadNPlay Baby Book, into infant-toddler well child visits, and (3) use of a quality improvement approach to monitor progress in promoting healthy active living in families with young children.
Methods ReadNPlay for a Bright Future is funded by a grant from the American Academy of Pediatrics (AAP) and Metlife Foundation awarded to the East Tennessee State University Department of Pediatrics and Tennessee Chapter of the AAP. The setting for this project is in rural southern Appalachia, a U.S. region with a disproportionately high prevalence of obesity. During a community forum held in Northeast Tennessee in fall 2012, community stakeholders provided feedback to help finalize project materials and messages developed by the project team around four themes: Play More: Shut off the Screen, Play Together: Be Active as a Family, Fuel to Play: Eat Healthy, and Play Safely. A behavioral health consultant (BHC) assisted with provider training in brief motivational interviewing and behavioral counseling and project implementation in the clinic. An anonymous mothers' survey was designed to identify opportunities for improving behaviors and monitor progress in promoting healthy active living during well child visits. Process measures and feedback will be obtained from provider surveys and focus groups with parents and providers.
Results As of February 2013, the ReadNPlay Baby Book is being provided to families starting at the newborn visit. The book contains age-appropriate guidance and areas for parents to record their baby's growth, milestones, eating habits, favorite books, and activities between birth and 18 months. Families are receiving small incentives for bringing it to each well child visit. A companion Healthy Active Living Tips booklet encourages healthy behaviors in the whole family. Use of social media, posters, and periodic community events provide reinforcement. A total of 80 mothers with infants 9-24 months of age are completing anonymous surveys during well child visits every 4-6 months (mostly Caucasian, 70% WIC recipients). Baseline surveys with mothers of younger infants (9-12 months of age) suggest: 60% of mothers are reading or looking at books with their infants on most days of the week; 80% of infants watch at least 30 minutes of television and 48.7% drink juice on a typical day; 82% of infants were ever-breastfed; 20% of mothers had sought care for their infants due to an injury; and 13.2% of infants routinely bed-share. Over 80% of all mothers wished that they themselves could get more exercise.
Conclusion ReadNPlay for a Bright Future is using novel communication tools, community partnerships, and quality improvement methodology to encourage healthy active living during infant-toddler well child visits
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Schetzina, Karen E., Gayatri Bala Jaishankar, Laua Maphis, William T. Dalton, Jessica Albright, Amanda Jackson, Nilesh Dankhara, et al. "Promoting Healthy Active Living From Birth with ReadNPlay for a Bright Future." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/5044.
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Purpose To describe: (1) development of ReadNPlay for a Bright Future with community stakeholders, (2) integration of a novel communicative tool, the ReadNPlay Baby Book, into infant-toddler well child visits, and (3) use of a quality improvement approach to monitor progress in promoting healthy active living in families with young children.
Methods ReadNPlay for a Bright Future is funded by a grant from the American Academy of Pediatrics (AAP) and Metlife Foundation awarded to the East Tennessee State University Department of Pediatrics and Tennessee Chapter of the AAP. The setting for this project is in rural southern Appalachia, a U.S. region with a disproportionately high prevalence of obesity. During a community forum held in Northeast Tennessee in fall 2012, community stakeholders provided feedback to help finalize project materials and messages developed by the project team around four themes: Play More: Shut off the Screen, Play Together: Be Active as a Family, Fuel to Play: Eat Healthy, and Play Safely. A behavioral health consultant (BHC) assisted with provider training in brief motivational interviewing and behavioral counseling and project implementation in the clinic. An anonymous mothers’ survey was designed to identify opportunities for improving behaviors and monitor progress in promoting healthy active living during well child visits. Process measures and feedback will be obtained from provider surveys and focus groups with parents and providers.
Results As of February 2013, the ReadNPlay Baby Book is being provided to families starting at the newborn visit. The book contains age-appropriate guidance and areas for parents to record their baby’s growth, milestones, eating habits, favorite books, and activities between birth and 18 months. Families are receiving small incentives for bringing it to each well child visit. A companion Healthy Active Living Tips booklet encourages healthy behaviors in the whole family. Use of social media, posters, and periodic community events provide reinforcement. A total of 80 mothers with infants 9-24 months of age are completing anonymous surveys during well child visits every 4-6 months (mostly Caucasian, 70% WIC recipients). Baseline surveys with mothers of younger infants (9-12 months of age) suggest: 60% of mothers are reading or looking at books with their infants on most days of the week; 80% of infants watch at least 30 minutes of television and 48.7% drink juice on a typical day; 82% of infants were ever-breastfed; 20% of mothers had sought care for their infants due to an injury; and 13.2% of infants routinely bed-share. Over 80% of all mothers wished that they themselves could get more exercise.
Conclusion ReadNPlay for a Bright Future is using novel communication tools, community partnerships, and quality improvement methodology to encourage healthy active living during infant-toddler well child visits.
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Peng, Xinjia. "The Iconicity of Consonants in Action Words." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13284.
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Saurssure argues that the relationship between form and meaning in language is arbitrary, but sound symbolism theory argues that there are forms in language that can develop non-arbitrary association with meanings. This thesis proposes that there is a sound symbolic association between consonants and action words. To be more specific, a stop sound is likely to be associated with the action of percussion and a continuant sound with continuing movements. Evidence for such an association was found through three empirical studies. The findings of two experiments revealed that such an association is motivated by the gestures when pronouncing the consonants and by their phonetic features. A study of the verbs in Teochew dialect also revealed a similar sound symbolic association existing in the colloquial language. This thesis was conducted to direct attention to the use of empirical methods to investigate sound symbolism in real language.2015-10-03
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Mitchell, Lorianne D., Jennifer D. Parlamis, and Sarah D. Claiborne. "Overcoming Faculty Avoidance of Online Education: From Resistance to Support to Active Participation." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/6772.
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The online delivery of higher education courses and programs continues to expand across academic disciplines at colleges and universities. This expansion of online education has been precipitated by, among other things, (a) the rise in personal computer ownership, (b) the ease of access to the Internet, (c) the availability and continuous improvement in technology for the delivery of online courses, and (d) the increase in demand for online courses by both traditional and nontraditional students. However, the proliferation of online education has not been enthusiastically supported by all constituents of higher education. Specifically, some faculty members remain resistant to the shift to online course delivery. This article applies the Transtheoretical Model of Change to the process of gaining faculty support for, and involvement in, online learning. After briefly reviewing current issues in online education and making a case for its adoption, we describe sources of faculty resistance and offer recommendations for interventions that may be applied to transforming faculty resistance to support and eventually to active participation.
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Clements, Andrea D., J. Charlesworth, and L. Rothenberg. "Increasing Active Learning, Higher-Order Thinking, and Relevance/Meaningfulness in the University Classroom." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/7317.
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Mitchell, Lorianne D., Jennifer D. Parlamis, and Sarah A. Claiborne. "Overcoming Faculty Avoidance of Online Education: From Resistance to Support to Active Participation." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/8298.
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The online delivery of higher education courses and programs continues to expand across academic disciplines at colleges and universities. This expansion of online education has been precipitated by, among other things, (a) the rise in personal computer ownership, (b) the ease of access to the Internet, (c) the availability and continuous improvement in technology for the delivery of online courses, and (d) the increase in demand for online courses by both traditional and nontraditional students. However, the proliferation of online education has not been enthusiastically supported by all constituents of higher education. Specifically, some faculty members remain resistant to the shift to online course delivery. This article applies the Transtheoretical Model of Change to the process of gaining faculty support for, and involvement in, online learning. After briefly reviewing current issues in online education and making a case for its adoption, we describe sources of faculty resistance and offer recommendations for interventions that may be applied to transforming faculty resistance to support and eventually to active participation.
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Stewart, David W., Peter C. Panus, and Nicholas E. Hagemeier. "An Analysis of Student Performance with Podcasting and Active Learning in a Pharmacotherapy Module." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1471.
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Objectives: The objective was to determine the effect of podcasting, with resultant increased in-class active learning time, on student performance.
Methods: In an effort to increase in-class active learning time and improve understanding of the material in a third-year pharmacotherapy course, podcasts were developed to cover specific topics and were made available outside-of-class for students in 2010. Students in the same course in the year 2009 had received identical in-class didactic instruction for these topics. End-of-course exam scores were adjusted using analysis of covariance and compared using the t-test.
Results: The class averages on the end-of-course exams were significantly higher at 77.5 ± 1.2 (n = 65) for the class of 2009 compared to 72.9 ± 1.5 (n = 71) for the class of 2010 (p = 0.019). This difference remained significant after adjusting the 2009 and 2010 classes for the covariates. The difference between the classes was further magnified when using the covariate of GPA, 78.3 ± 1.2 compared to 72.2 ± 1.1 (p < 0.001) for the classes of 2009 and 2010, respectively. Rank ordering resulted in a significant difference in the exam grade in the lower 50th percentile 73.2 ± 1.6 (n = 34, 2009 class) compared to 65.8 ± 1.9 (n = 34, 2010 class), p = 0.004. No significant differences were noted between the two classes for those students in the upper 50th percentile.
Conclusion: Increased in-class active learning time led to decreased examination scores for the lower 50th percentile of students in the 2010 cohort. One potential explanation is that students were not held accountable for completing the out-of-class preparatory exercises.
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Yonamine, Noriko. "Words and action : a feminist theory of pornography." Thesis, University of York, 2005. http://etheses.whiterose.ac.uk/10971/.
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Freeman, Michelle, and Gary Burkette. "Storytelling in the Accounting Classroom." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6425.
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Under what conditions and in what situations is the telling of personal history and other stories an effective teaching tool?Storytelling has been used by many of the greatest teachers throughout history. Plato, Jesus and Gandi, used stories, parables and personal histories to educate students (Zabel 1991). In fact, storytelling has been referred to as the foundation of the teaching profession (Abrahamson 1998). In recent years, the use of storytelling has received attention from academic researchers and has been studied in several academic disciplines. It has been suggested that the use of storytelling in higher education settings increases student performance and recollection (Bryant & Harris 2011). However, few students have considered the potential for the use of storytelling in the accounting classroom.This archival research seeks to describe the value of storytelling as a pedagogical tool across academic disciplines, review the literature regarding the use of storytelling in other academic disciplines in higher education, synthesize the findings of existing research and describe the uses, benefits and difficulties with using storytelling in various accountancy classes across the curriculum, and suggest possible uses for storytelling in accountancy classes.
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Milner, Rebecca J. "Ecological Systems in Action." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2977.
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Book Summary: The Handbook of Experiential Teaching in Counselor Education: A Resource Guide for Counselor Educators is a peer-reviewed guide for teaching CACREP related course content. With 20 chapters covering multiple aspects of the CACREP standards, counselor educators have shared their resources, tips, and classroom techniques for training the next generation of counselors.
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Sands, William A., Jeni R. McNeal, Michael H. Stone, Wendy L. Kimmel, G. Gregory Haff, and Monem Jemni. "The Effect of Vibration on Active and Passive Range of Motion in Elite Female Synchronized Swimmers." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/4606.
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The purpose of this study was to assess the acute effects of vibration and stretching on passive and active forward split range of motion in elite adult female synchronized swimmers. Eleven athletes performed a passive forward split test measuring the height of the anterior superior iliac spine on both sides and an active split test on both sides by adopting an inverted split position. Then athletes were assigned randomly by right or left leg to receive vibration on one leg while stretching. The contralateral leg was stretched but did not receive vibration and served as the control. The treatment involved a 40-s exposure to vibration of the forward leg in a split and 40 s of vibration to the rear leg in a split. The athletes were then post-tested using the same protocols. The results indicated that the vibration had a statistically significant influence on passive forward split flexibility, but not active split flexibility. The results of this study confirm earlier work and further demonstrate the efficacy of vibration in enhancing range of motion in a passive split position. Given that it is often difficult to achieve large changes in range of motion with already highly trained elite athletes, this methodology shows considerable promise. Vibration may not be powerful enough to evoke changes in active range of motion in spite of the changes in passive range of motion.
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Schetzina, Karen E., and Gayatri Bala Jaishankar. "Supporting Healthy Active Living and Literacy among Families with Young Children: ReadNPlay for a Bright Future." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/5039.
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Pylkkänen, Elisa Maaria. "Words that carry meaning: issue definition and affirmative action." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18203.
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This paper presents a comparative study of affirmative action policies in effect in seven countries: Australia, Canada, India, the Netherlands, South Africa, United Kingdom, and the United States. Drawing on a wide range of literature, the paper discusses several analytical frameworks that help in describing and accounting for differences between the policies, including the distinction between soft and hard affirmative action, ideological differences, and the social actors expected to adapt to affirmative action legislation. Ultimately, however, it is argued that the greatest insights can be gained by applying the issue definition perspective into the study of affirmative action, in particular by examining the language associated with these policies. Based on the analysis, a typology of affirmative action policies is developed, bringing together the findings of the different analytical perspectives presented in the paper.Le présent mémoire est une étude comparée de politiques d’action positive en vigueur dans sept pays : l’Australie, le Canada, l’Inde, les Pays-Bas, l’Afrique du Sud, le Royaume-Uni, et les États-Unis. Se basant sur une variété d’études universitaires, le mémoire aborde trois approches analytiques qui ajoutent à notre compréhension des différences entre les politiques : la distinction entre les mesures antidiscriminatoires dites douces et dures, les différences idéologiques, et les acteurs sociaux dont le comportement est visé par la législation. L’argument principal s’appuie sur la perspective théorique de définition de problèmes et soutient que la langue associée avec les politiques d’action positive nous aide à comprendre les différences observées entre ces politiques. Enfin, une typologie de programmes d’action positive est développée à partir des cadres analytiques présentés tout au long de l’étude. fr
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Cobanoglu, Onur. "Using Zipf Frequencies As A Representativeness Measure In Statistical Active Learning Of Natural Language." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609684/index.pdf.
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Active learning has proven to be a successful strategy in quick development of corpora to be used in statistical induction of natural language. A vast majority of studies in this field has concentrated on finding and testing various informativeness measures for sampleshowever, representativeness measures for samples have not been thoroughly studied. In this thesis, we introduce a novel representativeness measure which is, being based on Zipf'
s law, model-independent and validated both theoretically and empirically. Experiments conducted on WSJ corpus with a wide-coverage parser show that our representativeness measure leads to better performance than previously introduced representativeness measures when used with most of the known informativeness measures.
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Steward, David W., John B. Bossaer, Brian Odle, Emily Flores, and Somi Rikhye. "Prescribing of Low-Molecular-Weight Heparin and Warfarin in Patients with Acute Venous Thromboembolism and Active Cancer." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/2322.
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Background: Malignancy is a significant risk factor for venous thromboembolism (VTE), conferring a 4- to 7-fold increased risk in patients with cancer. Because of its effect on certain tumors, low-molecular-weight heparin (LMWH) has been evaluated as a treatment option for cancer and as an alternative to traditional warfarin therapy in patients with active cancer. LMWH is associated with a reduced recurrence of VTE, fewer adverse bleeding events, and, in some instances, decreased mortality. The American College of Chest Physicians/American Society of Clinical Oncology has recommended LMWH for at least the initial 3 to 6 months when treating VTE in patients with cancer, based on the positive outcomes associated with LMWH.
Objective: The purpose of this study was to evaluate physician prescribing patterns for LMWH or warfarin in patients with acute VTE and active cancer.
Methods: We conducted a retrospective chart review of hospitalized patients at a community teaching hospital with an affiliated regional cancer center located in a rural area of the United States. Patients included in the analysis had an International Classification of Diseases, Ninth Revision code indicative of any cancer type and a concomitant code for any VTE. The primary outcome was the drug prescribed at discharge for the treatment of VTE. Secondary outcomes included specialty of the prescribing physician, adverse bleeding events, and the need for transfusion. VTE treatment regimen was evaluated using the binomial test, and logistic regression analysis was used to determine correlation of the prescriber’s specialty with the patient’s prescribed regimen.
Results: Of 129 patients included in the analysis, 107 (82.9%) were prescribed warfarin compared with 9 (7%) who were prescribed LMWH. Hematologists and oncologists were more likely to prescribe LMWH than general practitioners (odds ratio, 7.8; 95% hazard ratio, 1.5-42). Seven patients had a documented adverse bleeding event and 2 patients required a transfusion. Four of the 7 adverse bleeding events and 1 of the 2 transfusions occurred in the group receiving vitamin K antagonist therapy.
Conclusion: Physicians in our system were significantly more likely to prescribe warfarin for acute treatment of VTE in patients with active cancer—despite consistent evidence and multiple evidence-based guidelines recommending treatment with LMWH in this patient population. This was lower than other observations in Canadian populations but may more accurately represent nonteaching centers in the United States, particularly those in rural areas. Specialists in oncology were significantly more likely to prescribe LMWH than generalists.
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Jennings, LaShay, and M. Boram. "Picture Perfect Science in Action!" Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3446.
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Graham, Angus Alastair. "The German Melibeus and other vernacular versions of the works of Albertano da Brescia." Thesis, University of Stirling, 1985. http://hdl.handle.net/1893/21549.
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Albertano da Brescia's three treatises are compilations, and therefore form a part of an enormous mass of mediaeval literature. This thesis performs two principal tasks as a step towards an assessment of the importance of Albertano as a compilist, and of his works as repositories of classical knowledge and therefore as source-material for the writings of many mediaeval and Renaissance authors. First, text-critical editions of two different translations into fifteenth-century German of Albertano's Liber consolationis et consilii (Melibeus) are given. An examination of the interrelationship and transmission of manuscripts and early prints reveals the great popularity of just one of these translations on the eve of the Renaissance. Second, a further indication of the popularity of Albertano's works throughout mediaeval Western Europe is given by the provision of details of all hitherto known manuscripts and early prints containing translations or workings of the treatises in the vernacular. Many of these are recent discoveries. In order to provide the reader with a wherever possible. Finally, an overview of works known to contain specific borrowings from Albertano is given, together with further literature, where this exists. The extent of the influence that Albertano's compilations exerted is indicated by the familiarity of the names of authors borrowing from him: Geoffrey Chaucer, Dante Alighieri, Christine de Pisan and Erhart Gross, to name just four.
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Albright, Jessica, Karen E. Schetzina, Amanda Jackson, Gayatri Bala Jaishankar, Laura Maphis, and William T. Dalton. "Use of Personalized Communication Tools and Community Linkages to Promote Healthy Active Living in Families with Young Children." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/5046.
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Blackwelder, Reid B., and Brian Cross. "Interprofessional Education and Learning in Action." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/6935.
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Dwyer, Edward J. "Involving Students Actively in Vocabulary Acquisition." Digital Commons @ East Tennessee State University, 1986. https://dc.etsu.edu/etsu-works/3348.
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Trivette, Carol M. "Principles of Adult Learning in Action." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4456.
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Come join the Military Families Learning Network Early Intervention team on Weds. March 30 from 12:30-1:30 ET for an interactive discussion related to the webinar held on Mar. 17.
We want to hear your thoughts, opinions, and experiences related to the Key Points Carol Trivette, PhD shared during the webinar and how you've applied these points recently in your own practices.
Were you not able to participate in the webinar on the 17th? No worries! We'd still love to hear from you! Come share your expertise and learn from others during this interactive forum.
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Ževžikovaitė, Marija. "Veiksmo pavadinimo konstrukcijos dalykinio stiliaus tekstuose (Lyginamoji analizė)." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2011~D_20140627_170533-13457.
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Veiksmo pavadinimo konstrukcijos – būdingi šiuolaikinių technologijų, mokslo, teisės verslo ir daugelio kitų sričių kalbos bruožai. Šie žodžiai suteikia pavadinimą įvairiems procesams, procedūroms, metodams ir kt., todėl jie plačiai vartojami įvairiuose oficialiuose dokumentuose, ir būtent šie dokumentai dažnai apibūdinami kaip turintys bene daugiausia veiksmų pavadinimų konstrukcijų. Šiais laikais žmonės, kalbantys skirtingomis kalbomis, nuolat turi bendrauti, ir todėl dažnai atsiranda būtinybė versti oficialius dokumentus iš vienos kalbos į kitą. Taigi, pagrindinė keliama hipotezė, kad vertėjai, versdami oficialius dokumentus, vartoja tam tikrus žodžius, kurie apibrėžia skirtingus veiksmus, ir jie verčia šiuos žodžius pasitelkdami pačias produktyviausias priemones, t.y. produktyviausias priesagas anglų ir lietuvių kalbose, tuo tarpu kitas priesagas vartodami labai retai. Šio magistrinio darbo tema – „Veiksmo pavadinimo konstrukcijos dalykinio stiliaus tekstuose” (lyginamoji analizė). Nors praeityje daugelis mokslininkų tyrinėjo veiksmo pavadinimo konstrukcijas tiek anglų, tiek lietuvių kalboje, šios konstrukcijos dar nebuvo nagrinėjamos oficialiuose dokumentuose bei lyginamos tarpusavyje. Magistrinio darbo tikslas – atskleisti būdus, kaip yra sudaromi veiksmų pavadinimai, ir kaip jie yra verčiami anglų ir lietuvių kalbų dalykinio stiliaus tekstuose, atsižvelgiant tiek į jų formą, tiek į prasmę. Šiame darbe buvo apibrėžta veiksmo sąvoka, išskirta derivacinės morfologijos... [toliau žr. visą tekstą]Action defining words are characteristic features of the modern language style of technology, science, law, business and many other fields. They create an individual subgroup of naming units in the vocabulary inventory. From the point of view of terminological use, action defining words may designate processes, procedures, methods, ways of processing materials and administration acts. Such words are widely used in different formal documents, and, therefore, the texts are characterized as having a great many of action defining words. Nowadays, as different language speakers regularly communicate, formal documents are facing the necessity to be translated from one language to another. Thus, the main hypothesis of the research is suggested by the fact that in formal texts translators use a determined set of words which define actions and consequently their translations often are performed in a particular manner: they use the most productive English and Lithuanian suffixes leaving aside other linguistic means. In other words, translators do not vary and choose the easiest ways how to express the action in the process of translating. Although there are many research studies carried out on the action defining words by the English and Lithuanian linguists, such as Quirk (1972), Holvoet (2006), Keinys (1999), Pakerys (2006), comparative investigations on the issue of the action defining words in English and Lithuanian are not widespread. This Master thesis aims at revealing the means... [to full text]
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Wallace, Richard L., Rachel R. Walden, and Nakia J. Woodward. "Focus Groups in Libraries: Acting on Feedback." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/8815.
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Kinser, Amber E. "Acting and Performance Techniques to Enhance Presentations." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1260.
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Fisher, Stacey, LaShay Jennings, Renee Rice Moran, Huili Hong, and Edward J. Dwyer. "Actively Engaging Students in Enhancing Reading Comprehension." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3443.
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Doucette, Wendy C. "Not a Challenge but an Opportunity: Harnessing the ACRL Framework to Situate Graduate Students as Active Members of the Academic Community." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5352.
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There is NO more traditional library function for instruction librarians than teaching information literacy. Without sacrificing expected librarian services such as demonstrating searching and citation management, the Association of College and Research Libraries (ACRL) Framework for Information Literacy in Higher Education allows us to orient students with a high-level, integrated view of how the seemingly disparate pieces and requirements of graduate research form an integrated whole.
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Jennings, LaShay, Edward J. Dwyer, and Kayla Knupp. "Actively Involving Students in Literacy and Mathematics Learning." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3440.
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Schetzina, Karen E. "ReadNPlay for a Bright Future Materials My Baby Book, Healthy Active Living Tips, and three posters (Play More, Play Together, Play Safely)." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/5126.
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Vinson, D. P. "Representing meaning : a feature-based model of object and action words." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/14891/.
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The representation of word meaning has received substantial attention in the psycholinguistic literature over the past decades, yet the vast majority of studies have been limited to words referring to concrete objects. The aim of the present work is to provide a theoretically and neurally plausible model of lexical-semantic representations, not only for words referring to concrete objects but also for words referring to actions and events using a common set of assumptions across domains. In order to do so, features of meaning are generated by naïve speakers, and used as a window into important aspects of representation. A first series of analyses test how the meanings of words of different types are reflected in features associated with different modalities of sensory-motor experience, and how featural properties may be related to patterns of impairment in language-disordered populations. The features of meaning are then used to generate a model of lexical-semantic similarity, in which these different types of words are represented within a single system, under the assumption that lexical-semantic representations serve to provide an interface between conceptual knowledge derived in part from sensory-motor experience, and other linguistic information such as syntax, phonology and orthography. Predictions generated from this model are tested in a series of behavioural experiments designed to test two main questions: whether similarity measures based on speaker- generated features can predict fine-grained semantic similarity effects, and whether the predictive quality of the model is comparable for words referring to objects and words referring to actions. The results of five behavioural experiments consistently reveal graded semantic effects as predicted by the feature-based model, of similar magnitude for objects and actions. The model's fine-grained predictive performance is also found to be superior to other word-based models of representation (Latent Semantic Analysis, and similarity measures derived from Wordnet).
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Janse, van Rensburg Ina. "Building Quality into Formative Assessment: Using Action Research as a tool for improvement." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03152005-121401.
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Nehring, Wendy M. "Using Simulation in Clinical Education: A Call to Action." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/6730.
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Murnane, Owen D., Beth A. Prieve, and Evan M. Relkin. "Recovery of the Human Compound Action Potential Following Prior Stimulation." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etsu-works/1793.
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The recovery from prior stimulation of the compound action potential (CAP) was measured using a forward masking stimulus paradigm in four normal-hearing, human subjects. The CAP was recorded using a wick electrode placed on the tympanic membrane. The effects of a 4000-Hz, 97-dB SPL conditioning stimulus on CAP amplitude in response to a 4000-Hz probe were measured as a function of conditioner–probe interval for three probe levels. The normalized probe response amplitude was completely recovered to the control values at an average conditioner–probe interval of 1359 ms, similar to that observed in chinchilla (Relkin, E.M., Doucet, J.R., Sterns, A., 1995. Recovery of the compound action potential following prior stimulation: evidence for a slow component that reflects recovery of low spontaneous-rate auditory neurons, Hear. Res. 83, 183–189). The present results are interpreted as a consequence of the slow recovery of low spontaneous-rate (SR), high threshold neurons from prior stimulation (Relkin, E.M., Doucet, J.R., 1991. Recovery from prior stimulation. I: Relationship to spontaneous firing rates of primary auditory neurons. Hear. Res. 55, 215–222) and may provide indirect physiological evidence for the existence of a class of low-SR auditory neurons in humans.
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Butler, Lauren. "Developing New Works for the Stage: An Actor's Perspective." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5612.
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U.S. Theatre is often noted for its commitment to new play development. Since Eugene O'Neill, America has fostered a tradition of celebrating emerging playwrights and their bold, edgy new works through countless development programs such as festivals, new play readings, grant programs, workshops, and world premieres. Although in recent years new-play development has seen a steady decline in funding (Levitow 2), it remains a cornerstone of American identity and an essential medium for pushing boundaries in theatre, both culturally and artistically. New-play development is indispensable for keeping theatre relevant in our ever-changing culture. For my thesis, I explore the process of developing a new play from an actor's perspective. The role of the director, dramaturg and producer of a new play is often discussed; however the importance of the actor throughout the development process is sometimes overlooked. There are many configurations of artistic teams assembled to develop a new play; therefore, I do not suggest there is one type of team that is best or one type of role for the actor to play within the team. My aim was to collaborate with the playwright, director and fellow actors to discover what is required of an actor in all phases of new play development. I applied the principles learned to my own work in the World Premiere of The Exit Interview by William Missouri Downs at the Orlando Shakespeare Theatre in Partnership with The University of Central Florida. As I navigated my way through the artistic process of developing a new work, I discovered some 'best practices', which I employed throughout the rehearsal and performance process to further my own skills. I will discuss the development process I experienced, as objectively as possible, outlining the key best practices for an actor working in a collaborative team to develop a new play.M.F.A.
Masters
Theatre
Arts and Humanities
Theatre; Acting
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LaDuke, Sheri L., Stacey Williams, and Jodi Polaha. "Merging Social and Clinical Concepts: Self-Compassion and Acceptance and Action." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/6584.
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LaDuke, Sheri L., and Stacey Williams. "Merging Social and Clinical Concepts: Self-Compassion and Acceptance and Action." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8364.
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Given that the National Institute of Health is currently focusing on a translational approach to research, the fields of clinical and social psychology have been coming together to foster mutual understandings of shared concepts. Acceptance and action, two processes in Acceptance and Commitment Therapy, are prevalent in the clinical research and literature following the advent of 3rd wave (cognitive and behavioral) therapies. During this same time self-compassion, or the concept that internal states should be accepted by the individual as only responses to the environment and that the individual should continue to act on value directed goals, has been gaining credibility in the social psychology literature. Self-compassion combines mindfulness, recognition of a common humanity, and self-kindness. The current study focuses on selfcompassion and acceptance and action.. These two concepts share similarities by way of encouraging the individual to look at situations and reactions objectively and accept the negative aspects as part of the human experience not as a reflection of self. These two concepts may be particularly relevant when dealing with a stigmatizing characteristic or situation. Specifically, the individual at risk for perceiving stigma may engage these tools to understand that others experience similar situations and that their internal reactions are part of the human condition. Thus, the implementation of such concepts could mitigate some of the negative aspects of stigma. The current study looks at self-compassion and acceptance and action in the context of parental reactions regarding their children’s behavioral concerns. Specifically, we look at parents’ stigma of their child’s behavior, stigma of seeking help for their child, and willingness to seek help. Initial analysis of this cross-sectional data revealed that among parents, higher scores on acceptance and action, as well as self-compassion, predicted lower perceived stigma of the problem behavior. Additionally, parents’ stigma of seeking help for their child’s behavior predicted willingness to seek help, suggesting that in addition to logistical barriers (e.g., transportation, availability of services) to seeking help for their children, parents may also face social psychological barriers. These findings identify specific concepts that may influence parents’ perception of stigma and willingness to seek services that can be targeted to increase service use for children with behavioral problems. Discussion will surround the specific settings in which parents are willing to seek services (doctor’s office versus mental health facility) and the roles of self-compassion and acceptance in reducing stigma in order to enhance service seeking.
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Mims, Pamela J., and Bree Jimenez. "Evidence Based Practices in Action: Perspectives from Teachers in the Field." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/185.
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This presentation highlights teachers', who were chosen for an Office of Special Education Programs Teacher preparation grant, experiences in implementing evidence based practices. Specifically, the presenters share their experiences of applying evidence based practices in their classrooms with the goal to increase inclusion for students with significant disabilities. The presenters will share the strategies that they have found most successful and discuss how to implement these strategies to promote inclusion.
Learning Objectives:
1) Be able to identify 3-5 evidence based practices that address a variety of learning needs of students with significant disabilities.
2) Generate 2-3 ideas to increase inclusive practices by implementing evidence based practices for people with significant disabilities.
3) Share their own experiences in implementing evidence based practices in the classroom to improve inclusive practices for persons with significant disabilities.
To do this, the presenters, who are teachers selected as part of an OSEP funded teacher preparation grant, will discuss how they have applied their knowledge of evidenced based practices to improve the inclusive practices for persons with significant disabilities at their schools. Under the guidance of their faculty mentors, several teachers will provide information about a variety of evidence based practices, how they implemented the practices within their school setting (pre-k to 21) and any obstacles they faced as well as how they overcame each obstacle. Topics may include the following: (a) self-determination, (b) family involvement, (c) person centered planning, (d) teaching academic skills (e) positive behavioral supports, and (f) data based decision making (Browder, Wakeman, et al., 2007; Jimenez, Mims, Browder, 2012; McDonnell; Copeland, 2011; Westling & Fox, 2009; Wood, Fowler, Uphold, Test, 2005). The presenters will also share the outcomes of their implementation of strategies.
This session is unique as it encourages engagement between attendees and several practitioners with demonstrated leadership skills who are passionate about increasing evidenced based inclusive practices to promote change within their school setting for students with significant disabilities. The teachers who will be presenting work with students from culturally, linguistically and economically diverse backgrounds. Individualized attendee needs will be considered throughout the presentation to ensure full participation by all. Information will be presented through visual and auditory means.
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Facun-Granadozo, Ruth. "Teacher Candidates' Lesson Planning Challenges (an Action Research to Inform Practice)." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4327.
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Tucciarone, Joseph T., Wallace E. Jr Dixon, and Alissa Fleahman. "Recalling “Make-A-Gong”: What’s so Special About Target Action #4." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4927.
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Enabling-relation action sequences (ERASs) have long provided researchers an index of infants’ short- and long-term memories. Reproduction of these sequences demonstrates that infants are capable of attending to, encoding, retaining, and retrieving modeled actions in the sequence. Bauer and colleagues (e.g., 2000) have established considerable literature on infants’ memorial capacities using this paradigm. There is little research, however, on the extent to which infants produce primacy- versus recency-type effects in reproducing specific target actions in the sequence.Researchers have also not considered whethe exogenous and endogenous factors contribute to infants’ reproduction of target actions, or their focus on early versus late actions in the sequence. Our investigation explored whether an exogenous distracter, alone or combined with endogenous (temperament) factors, accounts for infants’ reproduction of individual steps in an ERAS. Twenty-seven 21-month olds (15 girls) observed an experimenter in our lab model a version of the “make-a-gong” action sequence, comprising five steps: 1) extend the rod, 2) lay the rod across two hooks, 3) hang the gong on the rod, 4) assemble the drumstick, and 5) strike the gong with the drumstick. Half observed the model while distracted by a peripheral “Mister Monkey” toy. Each was administered the Early Childhood Behavior Questionnaire, assessing three temperament dimensions: Negative Affectivity, Surgency, and Effortful Control. When distracted, infants were significantly more likely to first attempt Target Action #4 (TA4) than any other target action [c2(1) = 4.14, p = .042], suggesting that when attentional resources are compromised, as when attending to an exogenous distracter, infants are likely to attempt recently observed steps in a modeled sequence. Success at TA4 did not differ between distracted and undistracted infants; however, we found that temperament was a significant predictor of success on TA4, but not on any other target action. Specifically, Negative Affectivity (r = -.48, p = .011) and Surgency (r = .40, p = .039) were associated with successful reproduction of TA4; however, distraction condition moderated neither effect. These results show that exogenous and endogenous factors can impact infants’ reproduction of ERASs, and perhaps infants’ memory-based performance more generally. Though this conclusion awaits replications in other settings, that the presence of an exogenous distraction produced a recency effect implies that infants may allocate their attention differently according to how distracting their surroundings are. Also, that surgency and negative affectivity correlated with infants’ success on one of the steps suggests that recall may be subject to the influence of infants’ temperamental reactivity. Future research should attempt to discern whether effects linked to TA4 are unique to that specific target action, or are instead a reflection of a recency effect.
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Tucciarone, Joseph T., Wallace E. Jr Dixon, and Alissa N. Fleahman. "Recalling “Make-A-Gong”: What’s so Special About Target Action #4." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4924.
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