Hudson County Community College

ABSTRACT Food insecurity is a pervasive concern affecting more than one in three community college students; however, many students do not seek resources through the Supplemental Nutrition Assistance Program (SNAP) because navigational capital is needed to access support. This paper explores whether socially engaged artwork can be used to generate Community Cultural Wealth (CCW;) and strengthen community college students’ awareness, perceptions, and understanding of SNAP. Food Fuels Minds (FFM), a socially engaged art project at Hudson County Community College, was designed to generate CCW and consisted of student-created artwork depicting the lived experience of college student food insecurity spread in multiple formats across campus. An online cross-sectional survey (n = 413) was used to evaluate the campaign’s impact. More than half of students reported engaging with FFM and independent samples t-tests revealed statistically significant differences between student who did and did not engage. Students who engaged with FFM had enhanced social and navigational capital, with significantly higher rates of awareness of SNAP (p = .026) and changes to college student SNAP eligibility (p = .001). FFM also generated resistant capital as students reported that FFM made them want to have an impact on their community (56.0%), empowered them to advocate for student food resources (61.0%), encouraged them to consider new ideas (59.0%), and helped them have empathy for their peers experiencing food insecurity (69.7%). Findings indicate that socially engaged artwork is a powerful tool to generate cultural wealth, increase awareness of social service programs and encourage students to be active community members.

Scoping review methodology is an accessible knowledge synthesis research method for counseling researchers that has the potential to significantly impact the counseling research ecosystem. Scoping reviews can be mobilized to analyze a body of academic literature in order to map concepts, develop critical research questions, and focus research efforts. Learning how to conduct scoping reviews can facilitate counseling researchers’ emergent scholarly interests and agendas. This research guideline aims to introduce scoping review methodology to the counseling profession, present key methodological steps and considerations for counseling researchers, and share lessons learned from previous team-based scoping review studies.

The synthesis of copper nanoparticles (CuNPs) was accomplished by using a rapid, green, and versatile argon plasma reduction method that involves solvent extraction. With this method, a plasma-solid state interaction forms and CuNPs can be synthesized from copper(II) sulfate using a low-pressure, low-temperature argon plasma. Characterization studies of the CuNPs revealed that when a metal precursor is treated under optimal experimental conditions of 80 W of argon plasma for 300 s, brown CuNPs are synthesized. However, when those same brown CuNPs are placed in Milli-Q water for a period of 10 days, oxidation occurs and green CuNPs are formed. Confirmation of the chemical identity of the CuNPs was performed by using X-ray photoelectron spectroscopy. The results reveal that the brown CuNPs are predominantly Cu0 or what we refer to as CuNPs, while the green CuNPs are a mixture of Cu0 and Cu(OH)2 NPs. Upon further characterization of both brown and green CuNPs with scanning electron microscopy (SEM), the results depict brown CuNPs with a rod-like shape and approximate dimensions of 40 nm × 160 nm, while the green CuNPs were smaller in size, with dimensions of 40-80 nm, and more of a round shape. When testing the antibacterial activity of both brown and green CuNPs, our findings demonstrate the effectiveness of both CuNPs against Escherichia coli and Staphylococcus aureus bacteria at a concentration of 17 μg/mL. The inactivation of S. aureus and E. coli 7-day-old biofilms required CuNP concentrations of 99 μg/mL. SEM images of treated 7-day-old S. aureus and E. coli biofilms depict cell membranes that are completely damaged, suggesting a physical killing mechanism. In addition, when the same concentration of CuNPs used to inactivate biofilms were tested with human fibroblasts, both brown and green CuNPs were found to be biocompatible.

<div>AbstractPurpose:<p>Tumor-associated macrophages correlate with increased invasiveness, growth, and immunosuppression. Activation of the colony-stimulating factor-1 receptor (CSF-1R) results in proliferation, differentiation, and migration of monocytes/macrophages. This phase I study evaluated the immunologic and clinical activity, and safety profile of CSF-1R inhibition with the mAb LY3022855.</p>Patients and Methods:<p>Patients with advanced refractory metastatic breast cancer (MBC) or metastatic castration-resistant prostate cancer (mCRPC) were treated with LY3022855 intravenously in 6-week cycles in cohorts: (A) 1.25 mg/kg every 2 weeks (Q2W); (B) 1.0 mg/kg on weeks 1, 2, 4, and 5; (C) 100 mg once weekly; (D)100 mg Q2W. mCRPC patients were enrolled in cohorts A and B; patients with MBC were enrolled in all cohorts. Efficacy was assessed by RECIST and Prostate Cancer Clinical Trials Working Group 2 criteria.</p>Results:<p>Thirty-four patients (22 MBC; 12 mCRPC) received ≥1 dose of LY3022855. At day 8, circulating CSF-1 levels increased and proinflammatory monocytes CD14<sup>DIM</sup>CD16<sup>BRIGHT</sup> decreased. Best RECIST response was stable disease in five patients with MBC (23%; duration, 82–302 days) and three patients with mCRPC (25%; duration, 50–124 days). Two patients with MBC (cohort A) had durable stable disease >9 months and a third patient with MBC had palpable reduction in a nontarget neck mass. Immune-related gene activation in tumor biopsies posttreatment was observed. Common any grade treatment-related adverse events were fatigue, decreased appetite, nausea, asymptomatic increased lipase, and creatine phosphokinase.</p>Conclusions:<p>LY3022855 was well tolerated and showed evidence of immune modulation. Clinically meaningful stable disease >9 months was observed in two patients with MBC.</p></div>

Tinto's integration framework is often assumed to be inapplicable to the study of student persistence at community colleges because one of the linchpins of the framework—social integration—is considered unlikely to occur for students at these institutions. Community college students are thought to lack the time to participate in activities, such as clubs, that would facilitate social integration. Using in-depth interviews with students at two urban community colleges in the Northeast, we examine the ways that first-year community college students engage with their institutions. We find that the majority of them do develop attachments to their institutions. Moreover, this sense of attachment is related to their persistence in the second year of college. We also find that this integration is both academic and social. Contrary to findings from other studies that apply Tinto's framework, we find that these two forms of integration develop in concert for community college students. The same activities lead to both academic and social relatedness. This is particularly true for information networks that students develop in the classroom.

Policy, Pedagogy, and Social Inequality: Community College Student Realities in Post-Industrial America by Penelope E. Herideen. Bergin & Garvey, Westport, Connecticut. 1998, 160 pages. ISBN 0-89789-5932 $49.95. I have frequently pointed out with pride of discipline that sociologists from Burton Clark, Steven Brint and Jerome Karabel, Kevin Dougherty have written number of the most influential, sophisticated, and controversial critiques of community colleges (see Eaton, 1994, pp. 54-72). A few years ago in paper addressed sociologists, I suggested that community colleges provide Quite an opportunity and challenge for the sociologist who views himself/herself as teacher, scholar, researcher, an activist, or much needed public/community intellectual (a new C. Wright Mills?) (Oromaner, 1995, p. 56). Herideen has Ph.D. in sociology, teaches and conducts educational research at Holyoke Community College in Massachusetts, is an activist, and argues that Mainstream educational planners need understand and utilize what Mills.... called the sociological imagination, which directs attention the dynamic interaction between the individual and social forces (p. 23). In addition her educational and intellectual experiences in the United States, Herideen worked for nine years with poor urban women in Brazil. Her book is written in the memory of Paulo Freire and is contribution the Critical Studies in Education and Culture Series originally edited by Henry A. Giroux and Paulo Freire. This series publishes works that challenge the current primacy of market values and the retreat from politics evident in recent works of educational theorists, legislators, and policy analysts; they demonstrate how pedagogy is connected wider project designed further racial, economic, and political democracy (p.ix). Given the mission and characteristics of its students, the community college is strategic theoretical and research site for critical theorists. Herideen, of course, acknowledges that critics have long pointed the contradictions or tensions (for example, cooling out versus open access) in the community college philosophy. These critics have been described in various ways: official critics, left-official critics, anti-university group, radicals (Zwerling); mainstream, structural, elite (Pincus); pluralist functionalists, instrumental Marxists, institutional theorists, state-relative autonomy theorists (Dougherty); insiders, outsiders (Oromaner). Herideen's approach for this volume employ an insider's develop critical analysis of the role played by the community college. Her self-defined label is a critical lover's perspective (p. 4). Her specific goal was understand community college culture and document community college students' life circumstances so that educational reforms, both structural and instructional changes, can be crafted better serve their needs (p. 5). Herideen's work in literacy group with impoverished women in Sao Paulo influenced her work with students at Wade Community College (a pseudonym). For instance, she learned the importance of being both an educator and participant and of sharing experiences as stage in conceptualizing possibilities for change. From Herideen's perspective, the educational mission of both the community college in the United States and the grassroots literacy movement in Brazil is to provide educational opportunity those who have been historically denied schooling, thereby creating the conditions for citizens secure better quality of life for themselves and their families (p. 35). The participant-observation project at the college lasted three years and involved using observation, notes from field journal, and tapes of recorded classes. In addition, Herideen examined approximately 200 student journals, which were required of all students in her classes. …

Ethics in Higher Education: Case Studies for Regents by Alexander B. Holmes. University of Oklahoma Press, Norman, OK. 1996. 112 pages. $21.95. ISBN 0-8061-2857-7. Within the past year, the Regents of the State of New York exercised its extraordinary authority and removed the members of the board of trustees of Adelphi University, and the editors of the Community College Week published a special report issue (August 24, 1998) devoted to Trustees: Stewards of America's Future. Although the latter may reflect journalistic exaggeration, the former reflects the very real concern of the state, and theoretically the community-at-large, in the actions of trustees, even trustees at a private university. Finally, for those who wish some historical perspective, over 70 years ago, in The Higher Learning In America, Thorstein Veblen argued that universities had experienced a substitution of businessmen and politicians for clergymen on their governing boards. The result for Veblen was that control in matters of university policy rested in the hands of businessmen. Indeed, Veblen would be interested to know that according to Vaughan and Weisman (cited in the Community College Week report), 67% of the community college trustees are professionals and 17% are business owners or managers whereas less than 6% are artists, or sales, services, office and other categories of worker. However, for the majority of internal and external stakeholders, the primary concern is not who the trustees are, but how they became board members (appointment versus election) and how they act. In brief book of 112 pages, Alexander B. Holmes addresses the issue of how board members should act. More specifically, This book is intended to provide thought-provoking discussion of the ethical issues faced by regents and trustees of institutions of higher (p. xiii). Through his emphasis on ethics, Holmes, correctly I believe, assumes that open lines of communication and adequate knowledge about the particular institution and issue are not sufficient to ensure appropriate and decision-making on the part of trustees. Holmes is Regents Professor of Economics at the University of Oklahoma, and former secretary of finance and revenue and budget director of the state of Oklahoma. Through education and experience, he is in an excellent position to understand the role of information, power, and ethics in decision-making processes. Although the case studies reflect experiences at senior colleges and universities, they or similar situations are likely to be encountered by trustees at community colleges. Certainly, the underlying principles raised in each of the cases are applicable regardless of institutional setting. For Holmes, ethical is not an end in itself. The good economist that he is leads him to conclude that colleges and universities play a crucial role in accounting for the economic development of the society and for individual social mobility within the society. However, he also recognizes that the continued support of these institutions is dependent on public confidence, and, that in turn requires regents, faculty, and staff to adhere to the highest standards of ethical behavior (p.xv). Given their power, the ethical expectation is particularly strong for trustees. One strength of Holmes's discussion is his recognition in the first chapter that trustees have power and that this power is the source of potential ethical conflicts (p. …