Manor College

BackgroundA core principle of antimicrobial stewardship (AMS) in veterinary settings is the need for engagement of all stakeholders; however, no studies have addressed the role of veterinary technicians in AMS specifically. The objective of this study was to qualitatively assess knowledge, opinions, and practices related to AMS among technicians. Semi-structured interviews were conducted with 33 veterinary technicians with varied backgrounds, experience and roles. Interviews centered on participants work experience and interactions with their employer, perceptions of antimicrobial resistance and overuse in veterinary medicine, observed application of AMS principles, opinions on potential opportunities for technicians to contribute to AMS and concomitant potential barriers to these opportunities. Transcripts of interviews were coded thematically by two authors, then organized into a hierarchical framework, and the characterization of codes was compared across different categories of respondents.ResultsMost veterinary technicians were knowledgeable about antimicrobial drugs but could not provide a complete definition of antimicrobial resistance or AMS. Most veterinary technicians could identify examples of antimicrobial misuse. Participants identified areas of client education and discussion with veterinarians as potential areas to contribute to AMS. Barriers identified included hierarchical structures of veterinary practices and time-constraints. Most participants expressed a personal interest in participating in AMS.ConclusionsThere is a possible appetite among some veterinary technicians to participate in AMS and they already play applicable roles in practices. Barriers such as educational needs, hierarchical structures of veterinary practices and time constraints will need to be addressed if technicians are included in AMS efforts.

The purpose of this study was to determine if a correlation exists between cognitive dissonance in high school, caused by conflicting experiences with others, and the development of discriminatory behavior and mindsets. Prior research shows that cognitive dissonance has been steadily increasing as America has become more diverse. Cognitive dissonance is a state of imbalance within one's mind that is created when another's notions, practices, beliefs, or more conflict with those of your own. The subconscious attempt to reduce this dissonance is the primary factor that is speculated to cause social discrimination. Data was collected through a survey in Google Forms. Multiple-choice questions were used for quantitative analysis and optional free-response questions were used for qualitative analysis. The population sample consisted of 40 high school students of various ethnicities. Over 50% of the participants showed high rates of dissonance and conflicting experiences, and a large majority recorded negative outward mental effects towards others. Therefore, the study concludes that dissonance plays a large role in fostering discriminatory development in teenagers. However, the smaller population sample may have skewed results in this direction. Future research should attempt to replicate this study and improve upon it by studying less diverse high schools in both rural and urban centers.

Students and teachers from across Long Island (Eastport South Manor HS, Northport HS, Bayshore HS, Connetquot HS, Pendleton Hauppauge HS, William Floyd HS, Shelter Island HS) are collaborating on the crystallization, generation of putative ligands, and elucidation of protein structures at the NSLS II at BNL as part of the SPARK program.

The purpose of this study was to test the effectiveness of a 6-month community-based diabetes prevention and management program in rural Gujarat, India. A community-based participatory research method was used to plan and tailor the intervention by engaging trained community health workers as change agents to provide lifestyle education, serve as community advocates, and collect data from 1638 rural Indians (81.9% response rate). Ten culturally and linguistically appropriate health education messages were provided in face-to-face individual and group sessions (demonstrations of model meals and cooking techniques). Mean age was 41.9 ± 15.9 years. Overall point prevalence of diabetes, prediabetes, obesity, and hypertension were 7.2%, 19.3%, 16.7%, and 28%, respectively, with significant differences between the low socioeconomic status (SES) participants (agricultural workers) and the high SES participants (business community) due to differing diet and activity levels. The intervention significantly reduced blood glucose levels by 5.7 and 14.9 mg/dL for individuals with prediabetes and diabetes, respectively, and systolic and diastolic blood pressure by 8 mm Hg and 4 mm Hg, respectively, in the overall population. Knowledge of diabetes and cardiovascular disease improved by 50% in the high SES group and doubled in the low SES group; general and abdominal obesity also decreased by ≤ 1%. High rates of undiagnosed hypertension (26.1%) were surprising. Among individuals with diabetes, metabolic complications such as diabetic nephropathy and chronic kidney disease were noted. Through collective engagement of the community, participatory programs can serve as a prototype for future prevention and management efforts, which are rare and underutilized in India.

Museums have an important role to both educate the public and also to preserve museum objects for the future. These two responsibilities often conflict with one another. Museums continuously struggle in deciding what objects in their collection must be placed in permanent storage as opposed to being on display and being used to educate the public. This dilemma is even more challenging when bringing in the issue of handling objects in museums. In the following pages, this challenge will be discussed in greater detail through the use of a survey and analysis of Virginia museums. This study provides insight into what museums are currently doing to allow for interactive exhibits.

When a recipe is followed perfectly, it may be assumed that it will yield consistent outcomes but that is not always the case. Many variables exist that could possibly ruin what might otherwise be a perfect dish: humidity or altitude of the environment, fluctuations in oven temperature, variability in the quality of the ingredients, or differences in cookware—to name a few. While ‘‘teaching’’ may be considered by some to be the equivalent of following a ‘‘recipe’’ or a scripted program, the variables that teachers experience on a daily basis support the need for promoting expertise in this profession. Expertise refers to ‘‘the psychological mechanisms underlying the superior achievement of an expert and the social forces that designate the status of being an expert’’ (Ericsson & Hoffman, 2003, p. 765). Promoting expertise begins with increasing awareness of the progression through developmental stages of pedagogical expertise, described by Berliner (1994, 2004) to include these characteristics:

Art, Innovation, and Politics in Eighteenth Century Benin. Ben-Amos. Paula Girshick. Bloomington and Indianapolis: Indiana University Press. 1999.

Extensive scalp lifting is a relatively new technique for the treatment of alopecia. Because this technique involves the undermining of the entire occipitoparietal scalp down to the hairline of the nape, a significant anterior and medial advancement is accomplished with one operation. This case report describes a patient with a large surgically induced scalp defect that was reconstructed with the use of extensive scalp lifting in combination with coronal brow lifting--thus, the intermediate cosmetic deformity of the more commonly used tissue expansion technique was completely circumvented. Why this technique can be substituted for tissue expansion or multiple rotation-transposition flaps in certain cases in elaborated.