Artykuły w czasopismach na temat „Wilmington College (Wilmington, OH)”

Among the multitude of Silurian nautiloids described by August F. Foerste over a long and illustrious career were specimens identified by him as being in the Welch Collection of Wilmington College, Wilmington, Ohio. These were figured and discussed in a series of papers published over a several-year period (Foerste 1928b, 1930a, 1930b, 1934).

This study explored how student-athletes at UNC-Wilmington (UNCW) used Twitter to help save their swimming and diving teams from being eliminated. Both a series of interviews and a content analysis of 1,775 tweets by 25 athletes were conducted. The results suggest that athletes and advocates can use Twitter to raise awareness about their cause. The UNCW athletes’ goal to demonstrate community support by alerting as many people as possible through social media was achieved through tweeting consistently, becoming opinion leaders in the two-step flow of information, and using weak ties to get followers of other accounts to rally behind their cause. Limitations and directions for future research are also discussed.

This paper presents a case study highlighting the significance of adopting the ANSI/NISO Z39.87-2006 (R2017) Data Dictionary standard to small academic libraries, using Goldey-Beacom College Library in Wilmington, Delaware, as an example. The study focuses on the impact of the standard’s absence on the institution’s archival collection and emphasizes the benefits of implementing the standard for small libraries with similar digital collections. Additionally, the paper addresses the challenges faced by small libraries in adopting standards and provides recommendations for overcoming these challenges. The findings emphasize the need for increased awareness and the advantages of adopting the Data Dictionary standard to improve access and management of digital assets.

ABSTRACT Mengeite, Ba(Mg,Mn2+)Mn3+4(PO4)4(OH)4·4H2O, is a new mineral from the Spring Creek copper mine, near Wilmington, South Australia, Australia, where it occurs as dark orange-red masses to 0.8 mm across in a quartz matrix. The streak is pale salmon pink and the luster is vitreous. Mengeite is non-fluorescent and the Mohs hardness is ∼3. The measured density is 3.40 g/cm3 and the calculated density is 3.43 g/cm3. Mengeite is biaxial (–) with α = 1.757(4), β = 1.776(4), γ = 1.781(4) measured in white light. Electron microprobe analyses results give the empirical formula, based on 24 O apfu: Ba1.09(Mg0.58Mn2+0.26Cu0.10Al0.02Na0.01Ca0.01□0.09)Σ1.07Mn3+3.88(PO4)4.07(OH)3.52·4.13H2O. The idealized formula is Ba(Mg,Mn2+)Mn3+4(PO4)4(OH)4·4H2O. Mengeite is triclinic, space group , with a = 5.4262(11), b = 5.4274(11), c = 16.387(3) Å, α = 87.61(3), β = 98.97(3), γ = 110.56(3)°, V = 446.28(16) Å3, and Z = 1. The crystal structure of mengeite was solved using synchrotron single-crystal X-ray diffraction data and refined to R1 = 0.0453 for 2115 observed reflections with F0 > 4σ(F0). It is based on [(M2(OH)2(AsO4)2] sheets that are linked in the c-direction alternately by [M3(H2O)4O2] octahedra and by BaO10 polyhedra.

AbstractThe structure of perloffite, ideally BaMn22+Fe23+(PO4)3(OH)3, has been solved and refined from single-crystal X-ray data collected on a Sr-bearing sample from the Spring Creek copper mine, near Wilmington, South Australia. A fragment of the crystal used for the collection of the X-ray intensity data was analysed by electron microprobe. The resulting unit formula is (Ba1.00,Sr0.03Σ1.03) (Mn2+1.15,Fe2+0.76Ca0.05Mg0.02,Na0.01)Σ1.99(Fe3+1.94,Al0.06)Σ2.00(PO4)2.99(OH)3.04. The structure is monoclinic. space group P21/m, a = 9.2425(18), b = 12.470(3), c = 5.002(1) Å, 0 = 100.19(3)°, V = 567.41(19) Å3, Z = 2, and was refined to R1 = 4.71% for 1568 unique observed reflections. The X site is [11]-coordinated and is occupied by dominant Ba and minor Sr, with an <X—O< distance of 2.953 Å. The Ml site is octahedrally coordinated and is occupied by Mn2+and Fe2+ plus minor Ca, Mg and Na with an observed <M1—O> distance of 2.208 Å. The M2 site is also octahedrally coordinated and is occupied by Fe3+ plus minor Al with a <M2—O> distance of 2.018 A. Perloffite is isostructural with other members of the bjarebyite group. Edge-linked [M22O6(OH)4] dimers link via corners to form chains along [010]. Chains are decorated with PO4 tetrahedra and link in the a direction via [M1O5(OH)] octahedra and (Ba,Sr) atoms to form a complex framework. The H2 atom hydrogen-bonds strongly to the O3 anion, providing additional linkage between chains.

With a national priority to make the Veteran Health Administration (VA) a leading customer service organization and provide patient-centric services to veterans and their families, the Wilmington VA Medical Center (W VAMC) partnered with the University of Delaware’s Department of Hospitality and Sport Business Management at the Lerner College of Business & Economics to develop the VA Patient Experience Academy. The program focused on employee training and provided tools to enhance the veterans’ experience, operationalized the VA Way (VA Core Values, Service Behaviors, Service Recovery), and Own the Moment. Phase 1 of the VA Patient Experience Academy launched with 25 managers in February 2019 and were followed by 5 cohorts including physicians, nurse practitioners, registered nurses, licensed practical nurses, medical staff assistants, and staff. The participants were selected from the W VAMC and 5 Community-Based Outpatient Clinics. The results were measured on 3 levels: Learning outcomes, application of training to practice, and the veterans’ satisfaction scores. Scores in all 3 areas showed significant improvements.

Abstract Having a sense of purpose directs behaviors, hence, purpose in life (PIL) can be a useful indicator/moderator of healthy mental and physical behaviors and outcomes. As such, purpose in life, particularly in lower income older adults, might encourage meaningful engagement in activities and life that lead to positive health. Thirty-nine residents (M=68.01, SD=10.26) of affordable housing for older adults in Wilmington, NC and State College, PA were surveyed on demographics, mental health, well-being (i.e., PIL), health behaviors, and their perceptions on immediate housing and the community resources. Findings suggest that for higher educated, younger and Black older adults, PIL moderates or protects against negative mental outcomes (p&lt;.05). For higher educated older adults, PIL moderates or encourages positive perception of job opportunities in the community (p&lt;.05) and healthier behaviors (p&lt;.05). More research is needed to understand how environment interacts with PIL to promote healthy behaviors and outcomes.

Abstract Despite increased research pertaining to the physical, cognitive, and psychosocial benefits of leisure engagement, few studies have explored leisure barriers experienced by older adults residing in subsidized housing, and how these barriers relate to sociodemographic, health, and psychosocial characteristics. Thirty-nine Black and White residents (M=68.01, SD=10.26) from two subsidized housing communities (Wilmington, NC and State College, PA) were surveyed as part of the Tailoring Environments for Active Life Engagement study. Findings indicated that lack of available activities and low awareness of activities, limited social connections, and transportation were the most common barriers identified. Additionally, individuals with lesser years of education and poorer quality of education, worse mental and physical health, poorer cognitive function, as well as those experiencing loneliness and social isolation reported significantly more leisure barriers (ps &lt;.05). More research is needed that examines micro-, meso-, and macro-level factors associated with leisure participation for older low-income housing residents.

Abstract We evaluated a new analyzer that measures lactate in undiluted whole blood by direct (or undiluted) amperometry [Nova Stat Profile 7 Analyzer (SP7); Nova Biomedical, Waltham, MA] by comparing it with two other analyzers, one for measuring lactate in whole blood by indirect (or diluted) amperometry [Model 2300; Yellow Springs Instrument Co. (YSI), Yellow Springs, OH] and another for measuring lactate in plasma by enzymatic colorimetry (aca; Du Pont Co., Wilmington, DE). All between-method comparisons of the three methods showed that the results for plasma were comparable (Sy/x = 0.24-0.33 mmol/L). Within-method comparisons by the YSI differed substantially between plasma and whole blood (Sy/x = 0.48 mmol/L), but within-method comparisons by the SP7 produced better agreement between plasma and whole blood (Sy/x = 0.18 mmol/L). The difference between whole blood and plasma by YSI is related to hematocrit, with the greatest differences noted for samples with the highest hematocrit. Serum lactate measured by SP7 had between-day imprecision (CV) ranging from 12% at 0.5 mmol/L to 4.2% at 3.7 mmol/L, showed a linear standard curve to at least 11.5 mmol/L, and was independent of hematocrit. There was a mean bias of approximately 0.4 mmol/L for results in the reference range for both plasma and whole blood by SP7 compared with plasma results by either aca or YSI.

SARS-CoV-2, the causative agent of Covid-19, is shed from infected persons in respiratory droplets, feces, and urine. Using quantitative PCR (qPCR), our group hypothesized that we could detect SARS-CoV-2 in wastewater samples collected on a university campus prior to the detection of the virus in individuals on campus. Wastewater samples were collected 3 times a week from 5 locations on the main campus of the University of North Carolina Wilmington (UNCW) from July 24, 2020 to December 21, 2020. Post-collection, total RNA was extracted and SARS-CoV-2 RNA in the samples was detected by qPCR. SARS-CoV-2 signal was detected on campus beginning on August 19 as classes began and the signal increased in both intensity and breadth as the Fall semester progressed. A comparison of two RNA extraction methods from wastewater showed that SARS-CoV-2 was detected more frequently on filter samples versus the direct extracts. Aligning our wastewater data with the reported SARS-CoV-2 cases on the campus Covid-19 dashboard showed the virus signal was routinely detected in the wastewater prior to clusters of individual cases being reported. These data support the testing of wastewater for the presence of SARS-CoV-2 and may be used as part of a surveillance program for detecting the virus in a community prior to an outbreak occurring and could ultimately be incorporated with other SARS-CoV-2 metrics to better inform public health enabling a quick response to contain or mitigating spread of the virus.

Chair Elliott Antman, MD, FAHA Brigham and Women's Hospital Boston, MA Vice-Chair Robert A. Harrington, MD, FACC, FAHA Stanford University Stanford, CA Incoming Vice Chair/At Large Ken Bloch, MD, FAHA Massachusetts General Hospital Boston, MA President Donna Arnett, PhD, FAHA University of Alabama at Birmingham Birmingham, AL 3CPR, Council Program Chair Ben Abella, MD, MPhil, FACEP University of Pennsylvania Philadelphia, PA 3CPR Francois Haddad, MD Stanford University Palo Alto, CA 3CPR Fumito Ichinose, MD, PhD, FAHA Massachusetts General Hospital Boston, MA 3CPR Graham Nichol, MD, MPH, FRCP(C) University of Washington Seattle, WA At Large Lisa de las Fuentes, MD, MS, FASE Washington University School of Medicine Saint Louis, MO At Large Angel Leon, MD, FACC Emory University Hospital Midtown Atlanta, Georgia At Large Jorge Saucedo, MD, FACC, MBA University of Oklahoma Health Sciences Center Oklahoma City, OK At Large Kevin Sneed, PharmD USF College of Medicine Tampa, FL ATVB, Council Program Chair William M. Chilian, PhD, FAHA Northeastern Ohio University College of Medicine Rootstown, OH ATVB Yabing Chen, PhD, FAHA University of Alabama Birmingham, AL ATVB Gregory S. Shelness, PhD, FAHA Wake Forest University Winston-Salem, NC BCVS, Council Program Chair Yibin Wang, PhD, FAHA UCLA Los Angeles, CA BCVS Gerald W. Dorn, II, MD, FAHA Washington University School of Medicine St. Louis, MO BCVS Bjorn Knollman, MD, PhD, FAHA Vanderbilt University School of Medicine Nashville, TN BCVS Hong Wang, MD, PhD, EMBA Temple University School of Medicine Philadelphia, PA BCVS Joseph C. Wu, MD, PhD Stanford University School of Medicine Stanford, CA BCVS Jianyi (Jay) Zhang, MD, PhD, FAHA University of Minnesota Medical School Minneapolis, MN Clinical Cardiology, Council Program Chair Eric R Bates, MD, FAHA, FACC University of Michigan Medical Center Ann Arbor, MI Clinical Cardiology Monica Colvin-Adams, MD, MS University of Minnesota Minneapolis, MN Clinical Cardiology Patrick Ellinor, MD, PhD, FAHA Massachusetts General Hospital Boston, MA Clinical Cardiology Navin K. Kapur, MD Tufts Medical Center Hanover, MA Clinical Cardiology Mark S. Link, MD Tufts University School of Medicine Boston, MA Clinical Cardiology J. V. (Ian) Nixon, MD, FACC VCU Health System Richmond, VA Clinical Cardiology Manesh R. Patel, MD Duke University Durham, NC CVDY, Council Program Chair Wolfgang A. Radtke, MD, FAHA AI Dupont Hospital for Children Wilmington, DE CVDY David Dunbar Ivy, MD University of Colorado Denver School of Medicine Children's Hospital Colorado Aurora, CO CVDY Ariane Marelli, MD, MPH McGill University Health Center Montreal, Quebec, Canada CVN, Council Program Chair Nancy T. Artinian, PhD, RN, FAHA, FPCNA, FAAN Wayne State University Detroit, MI CVN Bunny J. Pozehl, RN, PhD, CRNP, FAHA UNMC College of Nursing Lincoln, NE CVN Sue Sendelbach, PhD, RN, CCNS, FAHA Abbott Northwestern Hospital Minneapolis, MN CVN Kathy Wood, RN, PhD Duke University School of Nursing Durham, NC CVRI, Council Program Chair Constantino Peña, MD Baptist Cardiac & Vascular Institute Miami, FL CVRI Sanjay Misra, MD Mayo Clinic Rochester, MN CVSA, Council Program Chair Y. Joseph Woo, MD, FAHA University of Pennsylvania Philadelphia, PA CVSA Marc Ruel, MD, MPH, FRCSC, FAHA University of Ottawa Heart Institute Ottawa, Ontario, Canada EPI, Council Program Chair Donald M. Lloyd-Jones, MD, ScM, FACC Northwestern University Feinberg School of Medicine Chicago, IL EPI Jarett D. Berry, MD UT Southwestern Medical School Dallas, TX FGTB, Council Program Chair Christopher Newton-Cheh, MD, MPH, FAHA Harvard Medical School Massachusetts General Hospital Broad Institute of Harvard and MIT Boston, MA FGTB Roberta A. Gottlieb, MD, FAHA San Diego State University San Diego, CA FGTB Jennifer L. Hall, PhD, FAHA University of Minnesota Minneapolis, MN FGTB Peipei Ping, PhD, FISHR, FAHA UCLA School of Medicine Los Angeles, CA HBPR, Council Program Chair Kenneth Baker, MD, FAHA Texas A Health Science Center, College of Medicine Temple, TX HBPR Patrice Delafontaine, MD, FAHA Tulane University School of Medicine New Orleans, LA HBPR Michael Ryan, MD, PhD, FAHA University of Mississippi Medical Center Jackson, MS KCVD, Council Program Chair Christine Maric, PhD, FAHA University of Mississippi Medical Center Jackson, MS NPAM, Council Program Chair Eliot A. Brinton, MD, FAHA University of Utah Salt Lake City, UT NPAM Caroline Fox, MD, MPH National Heart, Lung and Blood Institute Framingham, MA NPAM Paul Poirier, MD, PhD, FRCPC, FACC, FAHA Institut Universitaire de Cardiologie et de Pneumologie de Québec Québec, Québec, Canada PVD, Council Program Chair Alan T. Hirsch, MD University of Minnesota Medical School Minneapolis, MN PVD James B. Froehlich, MD, MPH University of Michigan Medical School Ann Arbor, MI PVD Christopher Kramer, MD, FAHA University of Virginia Health System Charlottesville, VA QCOR, Council Program Chair Mikhail Kosiborod, MD Saint Luke's Hospital Mid-America Heart Institute Kansas City, MO QCOR Adrian Hernandez, MD, MHS Duke Clinical Research Institute Durham, NC QCOR Henry Ting, MD, MBA, FAHA Mayo Clinic Rochester, MN Stroke, Council Program Chair Cathy A. Sila, MD, FAHA Case Medical Center Cleveland, OH Stroke, Council Michael A. De Georgia, MD, FACP, FAHA, FCCM Case Western Reserve University School of Medicine Cleveland, OH International Congress Subcommittee Eric R. Bates, MD, FAHA, FACC, Chair Robert O. Bonow, MD, Vice Chair Helene Eltchaninoff, MD Kathy E. Magliato, MD, MBA, FACS Audrey Marshall, MD Kathy Hoercher, RN International Subcommittee Robert Harrington, MD, FACC, FAHA, Chair Conville Brown, MD, MBBS, FACC, FESC Anthony J. Dalby, MB, ChB, FCP, FACC, FESC Basil Lewis, MD, FRCP Akira Matsumori, MD, PhD, FAHA, FACC, FAPSC, FESC John McMurray, BSc, MB, ChB, MD, FRCP, FESC, FACC, FAHA, FRSE Eduardo F. Mele, MD, FACC, FESC Ali Oto, MD, MD, FESC, FACC, FHRS Daniel Piniero, MD Dong Zhao, MD, PhD Inteventional Cardiology Subcommittee Manesh R. Patel, MD, Chair Duane S. Pinto, MD, MPH, Vice Chair J. Dawn Abbott, MD Deepak L. Bhatt, MD, MPH, FAHA Mauricio G. Cohen MD, FSCAI Douglas E. Drachman, MD C. Michael Gibson, MS, MD Allen Jeremias, MD, MSc W. Schuyler Jones MD David E. Kandzari, MD, FSCAI Navin K. Kapur, MD, FAHA Raj R. Makkar, MD Laura Mauri, MD, MSc Julie M. Miller, MD Seung-Jung Park, MD, PhD, Sunil V. Rao, MD Horst Sievert, MD Paul Sorajja, MD Thomas T. Tsai, MD, MSc Christopher J. White, MD, FSCAI, FAHA, FESC

Making a laboratory science course accessible to distance learners requires eliminating certain barriers. This paper describes one semester introductory chemistry courses for science and non-science majors that feature laboratory experiments that students can do at home, using materials readily available from local grocery and hardware stores. Courses using this approach have been offered successfully for several years at the University of Colorado at Denver, Cape Fear Community College and the University of North Carolina at Wilmington, and the laboratory experiences of the distance learners compares favorably with that of traditional students. This paper describes the important features of the distance learning courses, and provides assessment results that indicate the suitability of these experiments as replacement for traditional laboratories.

Bio 404: Nuclear Structure and Function is an advanced cell and molecular biology course taken by junior and senior undergraduates at Westminster College (New Wilmington, PA). The course averages 10 students, representing majors in Molecular Biology, Biology, Neuroscience and Biochemistry. While the content of the course focuses on the architectural aspects of nuclear cell biology and the molecular understanding of gene expression and genome structure, the major objective of the course is to use primary and secondary literature in order to broaden students' scientific skill set in content comprehension, data analysis, productive scientific discussion, oral presentation, and scientific writing. In order to achieve this objective the course schedule is divided into four units (Nuclear Periphery, Nuclear Pore, Chromatin and Nuclear Bodies) each of which is comprised of multiple, one‐week modules. Each module is designed to introduce students to a new concept then builds on this knowledge by developing models from data and concludes with presentation and discussion of current research in the field. The course is taught on a Monday, Wednesday, Friday schedule, with one hour per “lecture” session. The Monday meeting is a lecture introducing the week's theme, the content of which is based on a recent review article on the topic, which students are provided in advance. In the Wednesday session students are provided with a packet of data derived from one or more primary research articles. The data is accompanied by probing questions about the methodology, results and interpretation of the work. Students spend the session in groups of 3–4 analyzing the data and then are led to develop a model that explains the data they have been provided, which links back to concepts learned in lecture. By using this method they are synthesizes the concepts they are learning on their own. These sessions nicknamed “Work it out Wednesdays” are held the “Hub” of the Westminster library, which includes a set of four person collaborative workstations where students can share their computer screens to a joint main monitor. Students are encouraged to look up concepts and methods that are new to them and share their findings with each other as they go. Each module concludes with a journal club session where one student is responsible for leading a discussion on an assigned primary article that correlates with the information learned in the previous two sessions. Presenters are also responsible for writing a quiz on the paper content that is taken by their classmates. Content from all three portions of each module is covered on unit exams. The cumulative final exam requires students to compile the entirety of the concepts learned into an illustrated poster of the nucleus. These posters are then individually presented to the instructor in an oral exam format. Course evaluations indicated that students thought the course was well organized, was a valuable learning experience and that the assignments had instructional value. This model could easily be adapted to other advanced topic courses in a range of disciplines. This presentation will provide details of an example course module, analysis of student gains since the transition of the course to this new format from a traditional lecture style and data regarding student's opinions on the course.

PurposeStudies have shown that science, technology, engineering and mathematics (STEM) careers remain to be one of the areas where there is considerable job growth (Lacey & Wright, 2009; National Science Board, 2010; Singh et al., 2002). However, in many rural regions, science teachers still find it challenging to motivate adolescents to develop an interest in these fields or pursue opportunities in STEM at their schools or in their communities. In exploring a distinctive way to motivate students from rural regions to develop and maintain a STEM mindset, the authors provided students opportunities to participate in programs within their communities to increase their interests in STEM. The authentic STEM learning experiences, “at no cost” for the high school students, helped them focus on cognitive and social abilities as they engaged in experiences developing identities as pre-STEM professionals. This paper reports on how the authors were able to develop research through the support of the professional development system at the university.Design/methodology/approachThe authors explored the experiences of the high school students and parents as they engaged in the Science Olympiad events, community volunteering and mentoring projects over three years in the southeastern United States. A total of 50 high school students participated from the Science Olympiad team from ethnic backgrounds: Hispanic/Latino Americans (55%), African Americans (10%) and White Americans/Caucasians (35%) participated. The high school students and parents were asked to participate by completing required permissions and also completing pre- and post-surveys to help understand their reasons for participating in the activities. At the end of the semester, an interview was conducted with participants to better understand their experiences with working on the team and their STEM perspectives. Parents and guardians of the high school students were also asked to share their thoughts about their children participating in these activities through indirect conversations. The school partnership teacher, also Science Olympiad co-coach, invited high school students to participate in additional STEM activities throughout the school year through the university partnership.FindingsThe pre- and post-survey responses provided insight to researchers about the “lived experiences” of the students as they developed a STEM mindset. Analysis of data indicates students’ interests in STEM and working with youth increased as a result of the STEM opportunities. To help in increasing their interests, additional opportunities are needed for these youth to engage in STEM tasks and mentoring. The professional development system (PDS) creates the space for these opportunities to take place, leading to new knowledge for learning and “boundary-spanning roles” for school-university faculty to discover and experiment new ideas that “transcend institutional settings” (National Association for Professional Development Schools, 2021).Research limitations/implicationsAdditional research is needed in helping high school students develop a STEM mindset as they participate in volunteer STEM experiences. The survey tools should be revised to address the specific STEM activities that the students participate in during the year. In addition to feedback from the youth and parents using focus group interviews or other defined survey instruments.Practical implicationsThe school-university partners continue to explore the successes and challenges of the collaborative effort. Disruptions in the collaborative effort such as school closures due to severe weather and the pandemic have resulted in cancellations of STEM opportunities for high school students. Despite challenges, this collaborative effort continues with an additional focus on STEM learning.Social implicationsSuggested research may involve investigating parental involvement strategies that increase the likelihood of actual high school student attendance during out-of-school time activities, such as community STEM fairs, competitions and summer STEM camps. Use of focus group interviews provided students setting to talk freely.Originality/valueThrough a new initiative established by the PDS at the university, “PDS Master Teachers,” the school-university faculty were invited to participate and engage in purposeful, intentional professional learning and leading to enhance the quality of the experiences for teacher candidates (Professional Development System, Watson College of Education at the University of North Carolina Wilmington, 2022). This innovative program inspired the school-university faculty to reflect on practice and create new approaches to expand STEM learning in the school and community. Through this collaborative effort, the following National Association for Professional Development Schools (NAPDS) Nine Essentials were addressed: Essential 2: Clinical Preparation; Essential 3: Professional Learning and Leading; Essential 4: Reflection and Innovation; Essential 5: Research and Results; and Essential 8: Boundary-Spanning Roles (National Association for Professional Development Schools, 2021). The University’s PDS comprehensive approach to professional learning and its dedication to providing a space for all to engage in reflective practices for professional growth provided the required support for this project.