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Innovation is needed to solve nursing workforce issues during times of crisis. A collaborative effort between a hospital system and several universities resulted in the Bridge to Professional Practice Program that was implemented during a period of high patient volume and nursing student downtime. The program provided support for staffing needs and clinical hours to promote readiness for practice for students. The program evaluation outcomes and recommendations for improvement are addressed.

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Recent advances suggest that shallow-mantle processes such as edge-driven conve...

Although clinical social work seeks to center the transformative potential of human relationships, practitioners are experiencing heightened systemic and organizational impingements from the dehumanizing pressures of neoliberalism. Neoliberalism and racism diminish the vitality and transformative potential of human relationships, disproportionately affecting Black, Indigenous and People of Color (BIPOC) communities. Practitioners are also experiencing increased stress and burnout related to increased caseloads and decreased professional autonomy and organizational practitioner support. Holistic, culturally responsive, and anti-oppressive processes seek to counter these oppressive forces but need further development to synthesize antioppressive structural understandings with embodied relational interactions. Practitioners can potentially contribute to efforts that apply critical theories and antioppressive understandings within their practice and workplace. Through an iterative flow of three sets of practices, the RE/UN/DIScover heuristic supports practitioners’ efforts to respond in those challenging everyday moments where oppressive forms of power are imposed and embedded within systemic processes. With themselves and other colleagues, practitioners engage in compassionate REcover practices; use curious, critical reflection to UNcover full understandings of power dynamics, impacts, and meanings; and draw on creative courage to DIScover and enact socially just and humanizing responses. This paper describes how practitioners can use the RE/UN/DIScover heuristic in two common challenging moments of clinical practice: systemic practice impingements and implementing a new training or practice model. The heuristic seeks to support practitioners’ efforts to preserve and expand socially just, relational spaces for themselves and those with whom they work within the context of systemic dehumanizing neoliberal forces.

The stratigraphic architecture of fjords is complicated due to the delicate interplay between ice dynamics, sediment supply, relative sea-level fluctuations and slope failures. Glaciogenic sediment is prone to failure and to be carried downslope to the fjord floor through the entire spectrum of mass movements and subaqueous density flows, as the unstable paraglacial submarine landscape moves towards stability. Palaeofjords formed by Gondwanan glaciers during the late Palaeozoic Ice Age contain a compelling record of gravitational resedimentation in fjord depositional systems. This paper showcases the geomorphology and depositional history of a glacial cycle in the Orutanda fjord in north-western Namibia as an example of an overdeepened fjord basin fill dominated by products of subaqueous gravitational processes. During glaciation, the Orutanda glacier carved a 20 km long by 3.7 km wide glacial trough that embodies an overdeepened basin. Ice thickness during terminal glacial occupation of the fjord is estimated to had been up to 200 m based on the fjord geomorphology. The progressive retreat of the tidewater glacier, concomitant with marine flooding, increased accommodation space in the overdeepened basin during deglaciation. During this stage, proglacial sedimentation through iceberg rafting and settling of turbid plumes was outpaced by intense paraglacial downslope resedimentation of glacially-transported debris. Successive failures from the fjord walls and downslope resedimentation resulted in coalescing debrite–turbidite lobes on the fjord floor. Slide deposits, composed entirely of deformed debrites and turbidites, indicate that these resedimented facies were prone to renewed mass wasting. As the Orutanda glacier melted, the fjord experienced the axial progradation of a fjord-head delta registered only by turbidites and slide deposits derived from its collapse. The Orutanda fjord sheds light on the relevance of paraglacial mass wasting in overprinting glaciogenic deposits. This insight is key to understanding the role of glaciers versus non-glacial processes in producing the glacial deep-time record.

The academic accounting labor market is experiencing rapid changes on several fronts. We examine accounting program leaders’ perceptions of Assistant Professor hiring criteria, including how the criteria have changed in recent years. We ask program leaders to provide qualitative perspectives, rate the importance of 56 possible hiring criteria, and, in a supplemental analysis, rank and rate four hypothetical Assistant Professor candidates. Based on responses from 54 accounting program leaders, the results reveal a complex setting with research and teaching considerations, a focus on collegiality and professional experience, and an increasing focus on diversity. Specifically, Research Intensive schools (Carnegie R1 and/or doctorate in business) are more top-tier research and top-tier doctoral program focused, while Non-Research Intensive schools (all others) are more focused on general skills, other refereed journals, practitioner research, teaching experience, service, CPA licensure, and other professional certifications.

The Late Paleozoic Ice Age (LPIA) was the last major icehouse climate (low CO2,...

Course-based research pedagogy involves positioning students as contributors to authentic research projects as part of an engaging educational experience that promotes their learning and persistence in science. To develop a model for assessing and grading students engaged in this type of learning experience, the assessment aims and practices of a community of experienced course-based research instructors were collected and analyzed. This approach defines four aims of course-based research assessment—(1) Assessing Laboratory Work and Scientific Thinking; (2) Evaluating Mastery of Concepts, Quantitative Thinking and Skills; (3) Appraising Forms of Scientific Communication; and (4) Metacognition of Learning—along with a set of practices for each aim. These aims and practices of assessment were then integrated with previously developed models of course-based research instruction to reveal an assessment program in which instructors provide extensive feedback to support productive student engagement in research while grading those aspects of research that are necessary for the student to succeed. Assessment conducted in this way delicately balances the need to facilitate students’ ongoing research with the requirement of a final grade without undercutting the important aims of a CRE education.

Abstract The Armenian Memory Project (AMP) is a collaborative effort designed to harness the energy and resources of the University of Connecticut and the New England Armenian community for the goal of fostering greater understanding of the region’s Armenian cultural heritage and the impact human rights crimes had on the Armenian community. In 2019, students and faculty from the university worked with Armenian American institutions and individuals on an initial component of the AMP, employing digital media technology to tell the story of one immigrant Armenian family, the Dildilians. A unique course was created to produce a documentary film centring around this family’s experiences in Ottoman Turkey before, during, and after the Armenian Genocide. Designed and taught by a documentary filmmaker with support from a family archivist/historian, the course brought students together in a collaborative learning experience. By immersing themselves in the family’s extensive photograph archive, these students came to understand the important role that the past continues to play in the lives of present-day Armenians. Furthermore, by taking on the responsibility as storytellers of the Dildilian narrative, students developed a deeper identification with this distant history and, in a wider sense, an appreciation for the ethical value of memory in bearing witness to the past. This collaborative and participatory framework for teaching using archival collections can serve as a model for creating a transformative learning experience in the study of human rights, war, and genocide.