Acariases

Citation: Kyle, Hernon Curtis. Acariases. Senior thesis, Kansas State Agricultural College, 1903.Morse Department of Special CollectionsIntroduction: The term acariases is applied to every disease caused by Acarina. The acarina form a separate order in the class Arachnida. Some of the members of this order are commonly known as mites and ticks. The abdomen of the acarina is unsegmented and fused with the thorax, giving the entire body a more or less sack appearance. In many the body is marked with transverse lines which appear like the divisions between minute segments. The majority of the acarina are very small, but some, as certain ticks, are of considerable size. All families of this order, except one, bring forth their young from eggs. The sexes are separate in all the Acarina; however, there is a smaller number of male than females. The males also differ from the females in being smaller and in certain details of conformation. They often have different habits of life. Neumann divides this order into ten families, five of which are of pathological importance. Their names are as follows: Ixodiae, Gamasidae, Trombidae, Sarcopridae, and Demodecidae. All of these have representatives on domestic mammals, and all are found on birds except the Demodecidae. The members of the first three families and certain individuals of the family Sarcoptidae merely live on the epidermic scales, and the remains of hairs and feathers or prick the skin in order to suck the blood. This action on the part of the parasite does not cause disturbance beyond the points of attack. However, the remaining individuals of the family Sarcoptidae and all the members of the family Demodecidae usually cause a very serious disease known aspsora or scabies. This serious disturbance is the result, not only of numerous bites but of the venom implanted, of the gallories they excavate, and of the deep situation in which they locate themselves. These two groups of parasites are called Non-Psoric and Psoric respectively

Government Information Quarterly. Volume 7, no. 2: National Aeronautics and Space Administration Scientific and Technical Information Programs. Special issue

NASA scientific and technical information (STI) programs are discussed. Topics include management of information in a research and development agency, the new space and Earth science information systems at NASA's archive, scientific and technical information management, and technology transfer of NASA aerospace technology to other industries

Hidden Morbidity following Colorectal Resection: postoperative evaluation

Introduction: The implementation and evaluation of Enhanced Recovery after Surgery programmes over the past 15 years has ensured the accurate reporting of inpatient morbidity post colorectal resection. However, there is a paucity of audit or research examining post-operative morbidity in the early discharge period. Method: 142 consecutive patients undergoing elective (n= 98) or emergency (n=44) colorectal resection over a three- month period were invited to attend a nurse-led outpatient clinic at 30 days post-discharge. Audit data were collected at two time-points, discharge from hospital and at clinic. Audit templates were developed using the Postoperative Morbidity Survey (Grocott et al, 2007), Clavien-Dindo classification criteria (Dindo et al, 2004) and modified to include additional colorectal surgery-specific outcomes. Results were recorded and analysed using SPSS. Results: Unanticipated findings relating to post-discharge morbidity identified through the audit included: 35% (n=32) of infection-free inpatients developed surgical site infections following discharge. 34% (n=47) of all patients had significant urinary symptoms when seen in clinic. Dietary implications at 30 days post-discharge included an appetite of half or less than usual intake in 27% of patients (n=37) and moderate to major changes in dietary intake compared to their pre- operative diet in 30% (n=42). 27% (n=38) of patients had an ileostomy; of those without an ileostomy, 20% (n=21) had four or more daily bowel movements, with 22% (n=23) describing their stool consistency as watery, loose or unsettled. 45% (n=46) of those without an ileostomy reported one or more problematic bowel symptom related to their surgical experience at 30 days post-discharge. Conclusion: These audit findings suggest that individuals undergoing colorectal resection experience significant levels of post-discharge morbidity, extending the burden on them and the services required to support them for longer than may have been previously anticipated. Nurse-led follow-up using auditable documentation templates facilitates the recognition and reporting of complications following discharge and provides valuable support for patients. References: Dindo, D. et al (2004) Classification of Surgical Complications: a new proposal with evaluation in a cohort of 6336 patients and results of a survey. Annals of Surgery 240(2):205-213 Grocott MPW et al (2007) The Postoperative Morbidity Survey was validated and used to describe morbidity after pelvic surgery. Journal of Clinical Epidemiology 60: 919-92

Recognising and responding to the maltreatment of disabled children:A children’s rights approach

Research has established that disabled young people are at greater risk of experiencing all forms of maltreatment, especially neglect (Jones et al, 2012). Despite increasing awareness of their heightened vulnerability, the maltreatment of disabled children remains under-recognised and is under-reported. Disabled children have the same rights as all children to be protected from maltreatment; to have their concerns listened to; to participate fully in decisions made about them; and to receive help to recover from maltreatment. In this paper Cossar et al’s (2013) framework for understanding the processes of recognition, telling and receiving help following maltreatment from the child’s perspective, is applied to disabled children. The particular barriers that disabled children and those working with them face in recognising and responding to maltreatment are analysed by reviewing what is known about child protection practice with disabled children, mainly in the UK. Suggestions are made about how practice with disabled children could be improved

Magnitude estimates of angular motion: Perception of speed and spatial orientation across visual and vestibular modalities

Both the vestibular system and optokinetic system generate conjugate eye movements in response to either movement of the head or movement of the visual surround. Both systems help to maintain gaze stability. While the VOR is most sensitive to input frequencies above .2 Hz, the optokinetic system helps maintain gaze stability at lower frequencies. Previous research on perceptual thresholds across the two sensory modalities shows that there are frequency-dependent differences between vestibular and visual perception. The purpose of this study is to extend previous vestibular psychophysics work by 1) comparing magnitude estimates from vestibular stimulation to visual stimulation across multiple frequencies, and 2) assess the feasibility of using virtual reality to provide an optokinetic stimulus equal to that of the rotary chair at frequencies where both systems are sensitive. Participants were exposed to 12 experimental conditions of angular rotation of varying frequencies and peak velocities across both sensory modalities. Vestibular stimulation was provided with a rotary chair and equivalent visual stimulation was provided with a virtual reality headset. Participants provided magnitude estimates of their speed and spatial orientation using a visual analog scale. Results reveal that speed magnitude estimates increased with peak velocity and frequency for both modalities. Spatial orientation magnitude estimates decreased with increasing frequency and increased with increasing peak velocity. Spatial orientation was underestimated under visual stimulation. Based on these results, it was concluded that at frequencies from 0.08 to 0.32 Hz, both vestibular and visual modalities provide adequate cues for motion sensitivity and virtual reality can be used as an OKN stimulus to assess motion perception (specifically speed/intensity)

An Exploration of Principal Perceptions of the Danielson Framework for Teaching in Providing Feedback and Improving Instructional Leadership

Teachers have consistently been proven by research as the most critical factor in the academic success of students (Baker et al., 2010, Darling-Hammond, 2000, Tucker & Stronge, 2005, Taylor & Tyler, 2012). Having a quality teacher therefore provides the best pathway to strong student achievement, and knowing how to evaluate quality teaching becomes critical to student success. A growing body of models for evaluating teachers has formed over the past two decades; and among those are new, research-based models. Principals are key to the success or failure of the new approaches to teacher evaluation because they are in the position to use the evaluation models for formative and summative purposes. This study sought to understand how principals used The Danielson Framework for Teaching to become more effective instructional leaders of their schools in light of the recent implementation of the Framework and other responsibilities of a principal. The results of this study speak to the importance of the proper training of evaluators (principals), the development of school-based cultures of growth and trust, and allocation of financial resources to accomplish on-going training of evaluators and instructional improvement

Teacher exploration of instructional strategies to promote algebraic thinKing

The research study investigates the influence of teacher participation in a graduate course fostering the development of algebraic thinking for K--8 students on teacher understanding of the nature of algebraic thinking and on the incorporation of the teaching of algebraic thinking, guided by student discourse, into practice. The traditional high school algebra courses, with high failure rates, are not meeting the challenge of teaching algebra to every student. Thus, mathematics educators and researchers have proposed that problems in the teaching and learning of algebra be addressed before the middle school years by integrating the development of algebraic thinking and reasoning into the elementary school mathematics curriculum; This study explores how three elementary teachers introduce the algebraic concepts of equivalence, relational thinking, and the development and justification of conjectures to first and third grade students. The research is framed against the examination of teacher change in practice within the context of a professional development experience. The three aspects of change that constitute the conceptual framework are change as part of the learning to teach process, change in teacher understanding of the nature of mathematics, and change in teacher understanding of the nature of algebraic thinKing The qualitative case study of these three elementary teachers is focused on the personal, situational, and institutional factors that are conducive to effecting this change in practice; The constant comparative analysis of the data collected from interviews, classroom observations, journal reflections, and survey responses revealed six common themes across the cases. All three teachers possess a high level of interest in teaching mathematics, believe that traditional teaching strategies are not working for their students, demonstrate ambiguity about the definition of algebraic thinking, cite a lack of curriculum resources to support the teaching of algebraic thinking, desire collaboration with like-minded teachers, and are committed to continuing the teaching of algebraic thinKing These teachers successfully added to their mathematics content knowledge and either incorporated new pedagogy into their teaching or refined an existing constructivist approach to teaching and learning as they integrated the teaching of algebraic thinking into the classroom

Improving Colonoscopy Preparation Quality: A Quality Improvement Project

Abstract Background High-quality bowel preparations are essential for colonoscopies. Helping patients enhance prep quality can help increase the early detection of colorectal cancer, improving patient outcomes. A quality improvement (QI) project was introduced to increase the bowel prep quality at a Veterans Health Administration ambulatory surgery center. Methods Bowel prep quality descriptors were collected from a chart audit collected for the year 2021 to establish a baseline. In addition, the patients were queried regarding their perceptions on how easy the instructions were to follow. Interventions New prep instructions were created with feedback from the clinic gastroenterology registered nurses. The new instructions were then implemented to see whether there was an impact on the patient’s perception of the ease of the instructions and the bowel prep quality rating by the gastroenterologist. Post-intervention data were collected after the implementation of the new instructions. Results The prep quality rated by the gastroenterologist improved from 72.8% to 77.7% rated as good, remained relatively unchanged for the fair quality rating, and improved from 4.4% to 0% rated as poor. For the Likert scale that patients were surveyed with pre-and post-intervention, with 1 being very easy and 5 being very hard, the mean answer went from 1.99 pre-intervention (SD=1.17, range 1-5) to 2.06 post-intervention (SD=1.18, range=1-5). Conclusion Overall, implementation of the new instructions did impact the prep quality, however not the patient’s perception regarding the ease of the instructions. There are many suggested next steps for the facility to take to continue with this quality improvement project including a longer intervention phase to collect more data, and continue getting feedback on how to improve the instructions from patients

The social significance of slum clearance

Thesis (M.B.A.)--Boston University, 194

A log analysis study of 10 years of ebook consumption in academic library collections

Even though libraries have been offering eBooks for more than a decade, very little is known about eBook access and consumption in academic library collections. This paper addresses this gap with a log analysis study of eBook access at the library of the University of Waikato. This in-depth analysis covers a period spanning 10 years of eBook use at this university. We draw conclusions about the use of eBooks at this institution and compare the results with other published studies of eBook usage at tertiary institutes