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1. Children's Memory and Suggestibility Years Later: Age, Distress, and Attachment

Author

Gonzalves, Lauren, Chae, Yoojin, Wang, Yan, Widaman, Keith F., Bederian-Gardner, Daniel, Goodman-Wilson, Miranda, Thompson, Ross A., Shaver, Phillip R., and Goodman, Gail S.

Abstract

The accuracy of children's long-term memory for distressing events is of theoretical and legal interest. In this longitudinal study, 3- to 5-year-olds and their main parental caretakers individually participated in a mildly distressing event, and 1 h later the children's memory/suggestibility was assessed (Time 1). Six to seven years later (Time 2), the children (9- to 12-year-olds, N = 54) were again interviewed about the Time 1 experience. Their memory was more accurate at Time 1 than Time 2. Children who were rated as more distressed at Time 1 recalled more units of correct information at Time 2 if the children were older or lower in self-reported attachment anxiety. Children who were older at Time 2 were less suggestible. Time 1 misinformation did not contaminate Time 2 free recall. Theoretical and applied implications are discussed.

Published
2022
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2. Predictors of Hand Function Following Digit Replantation: Quantitative Review and Meta-Analysis

Author

Shaterian, Ashkaun, Sayadi, Lohrasb Ross, Tiourin, Ekaterina, Gardner, Daniel J, Evans, Gregory RD, and Leis, Amber

Subjects
Biomedical and Clinical Sciences, Clinical Sciences, Physical Injury - Accidents and Adverse Effects, Amputation, Surgical, Amputation, Traumatic, Finger Injuries, Humans, Replantation, Retrospective Studies, digits, anatomy, hand, amputation, trauma, diagnosis, replant, surgery, specialty, outcomes, research and health outcomes, meta-analysis, hand function, DASH, Orthopedics, Clinical sciences
Abstract

Background: Digit replantation affords the opportunity to restore hand function following amputation. To date, however, few studies have evaluated functional outcomes following replantation. Therefore, it was the objective of this study to perform a meta-analysis to better characterize the predictors of hand function. Methods: A literature search was performed using the PubMed database to identify studies that focused on digit amputation/replantation and functional outcomes. Studies were evaluated for patient- and injury-related factors and their respective effects on clinical outcomes of sensation, grip strength, and Disabilities of the Arm, Shoulder, and Hand (DASH) scores. Statistical analysis was conducted across the pooled data set to identify significant trends. Results: Twenty-eight studies representing 618 replanted digits were included in this study. We found the average grip strength was 78.7% (relative to contralateral), the average 2-point discrimination (2PD) was 7.8 mm, and the average DASH score was 12.81. After conducting statistical analysis, we found patients with more proximal injuries had lower grip strength scores (P < .05). We found 2PD scores were influenced by age, mechanism of injury, and amputation level (P < .05). Finally, we found DASH scores after replantation were predicted by mechanism of injury and level of amputation (P < .05). The following variables did not influence outcomes: gender, tobacco use, ischemia time, and digit number. Conclusions: Digit replant does not restore premorbid hand function but does result in adequate hand function. Expected functional outcomes following replant should be considered in the decision-making process. These data can help risk-stratify patients, guide postreplant expectations, and influence the decision for replantation.

Published
2021

6. Administrative Burden Associated with Cost-Related Delays in Care in U.S. Cancer Patients.

Author

Doherty, Meredith, Thom, Bridgette, and Gardner, Daniel S.

Abstract

Background: U.S. cancer patients engage in administrative tasks to pay for their healthcare. This study investigated the relationship between payment tasks and timely access to cancer care. Methods: We analyzed online survey data from 510 U.S. cancer patients and survivors to understand the relationship between administrative payment tasks and cost-related delays and nonadherence. Two-part modelling was used to determine if, and to what extent, there was a relationship between administrative burden and cost-related delays/nonadherence. Results: Younger patients (=44 years) reported more payment tasks and cost-related delays/nonadherence than older patients (= 55 years); African American patients reported more payment tasks and cost-related delays/nonadherence than white patients. After accounting for age, race/ethnicity, education, and out-of-pocket costs, patients who reported engaging in more tasks had greater log odds of delaying/forgoing care [b = 0.18; 95% confidence interval (CI), 0.12-0.24]. Cost-related delays/nonadherence increased by 32% for every unit increase in administrative payment burden (b = 0.32; 95% CI, 0.18-0.46). Conclusions: Administrative payment burden increased the odds of cost-related delays and nonadherence by 49%, taking the form of delayed or skipped doctor appointments, tests and bloodwork, and prescription fulfillment. Younger patients and those identifying as African American were more likely to engage in payment tasks and to delay or forgo care due to cost. Administrative burdens can disrupt access to care and traditionally underserved patient populations are disproportionately exposed to these hardships. Impact: Reducing the complexity of healthcare through universal, human-centered design could reduce burdens and increase access. [ABSTRACT FROM AUTHOR]

Published
2023
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7. Creating Options: A Resource on Financial Aid for Students with Disabilities. 2001 Edition.

Author

American Council on Education, Washington, DC. HEATH Resource Center., Gardner, Daniel, and Scott, Tanya

Abstract

This resource paper provides an overview of student financial aid and discusses the roles and responsibilities of those who play a significant part in the process of providing aid to students with disabilities. The paper also addresses the financial aid application procedure and suggests timelines and resources for those individuals who are seeking financial aid. The information is based on the best available information at the time of publication in January 2001 and reflects information for the 2001-2002 school year. The first section of the paper covers the various types of financial aid, the technical words and phrases used to describe them, and the processes involved in their disbursement. Particular attention is given to those expenses that are considered disability related and suggestions are made about ways in which some of those expenses may be met. Also included is a brief description of vocational rehabilitation agencies, the services that they may provide, and the interaction between the state vocational rehabilitation agency and the financial aid office of a postsecondary institution. Finally, suggestions are offered about additional possibilities for financial assistance. A list of helpful Internet sites and a pre-college financial aid checklist are provided. (CR)

Published
2001

8. Students Who Are Deaf or Hard of Hearing in Postsecondary Education.

Author

American Council on Education, Washington, DC. HEATH Resource Center., Gardner, Daniel, Barr, Vickie, and Lachs, Sheila

Abstract

This paper contains guidelines for administrators and faculty who will evaluate requests to provide recommended and appropriate accommodations to college students who are deaf or hard of hearing. It is also intended for advisers and parents who help such students prepare for college and for students who are seeking information about postsecondary education and accommodations. In planning for the provision of support services, college staff must focus on the individual whose communication style or language will have been determined by many variables. The paper introduces preferred terminology for describing people who are deaf or hard of hearing and discussed communication systems available for these students. The paper reviews campus programs overall and some specific federally funded programs for the deaf and hard of hearing. The institution's responsibility to provide services and the student's responsibility to request services are outlines. The types of support services commonly available are described, including those available for students who are deaf and blind. Suggestions are provided for students for applying to college and financing postsecondary education. Some specific advice is given for instructors, administrators, and staff. A list of 38 resource materials and organizations is attached. (SLD)

Published
2001

9. The Student with a Brain Injury: Achieving Goals for Higher Education.

Author

American Council on Education, Washington, DC. HEATH Resource Center. and Gardner, Daniel

Abstract

This paper examines issues in the postsecondary education of students with brain injuries. It defines the categories of brain injury and describes the impact on an individual's ability to learn and to live independently. Appropriate learning tools and strategies to help these students succeed in postsecondary education are discussed. The paper also offers specific suggestions to students, parents, instructors, academic advisors, therapists, and Disability Support Services administrators. Case studies of two specific students with brain injuries illustrate common pitfalls and obstacles encountered when adjusting to and developing beyond the effects of such injury. Individual sections address: types and causes of brain injury, effects of a brain injury, cognitive impairments, physical and sensory impairments, psychosocial impairments, impact on the learning process, financial impact, comparisons with other disability categories, and education and related services for students with brain injuries. A resource list of organizations, Web sites, and organizations completes the paper. (DB)

Published
2001

10. Financial Aid for Individuals with Learning Disabilities. Fast Facts.

Author

American Council on Education, Washington, DC. HEATH Resource Center. and Gardner, Daniel

Abstract

This fact sheet provides information on financial aid for prospective college students with learning disabilities. Once students with learning disabilities gain admission to the college of their choice, they are not likely to find any scholarships on the basis of having a learning disability to help pay for college. Students with learning disabilities should focus their efforts where they are most likely to produce results. The Federal government is the single largest source of financial assistance for postsecondary education, and most federal aid is awarded on the basis of the applicant's financial need. This guide describes the Free Application for Federal Student Aid, the only application one must complete for federal aid. State agencies for higher education are a key piece of the financial aid puzzle, and students with learning disabilities may be eligible to receive assistance from their state office for vocational rehabilitation services. Colleges and universities also offer financial aid, and students should contact the financial aid office at the college of their choice. A list of things a students should do to obtain financial aid is include with the guide, and some Web-based resources are described to provide further information. (SLD)

Published
2000

11. Summer Pre-College Programs for Students with Disabilities, 1999.

Author

American Council on Education, Washington, DC. HEATH Resource Center., Harrison, Linda, and Gardner, Daniel

Abstract

This document lists summer pre-college programs for students with disabilities who are seeking to prepare for college and to enhance their college performance. The programs listed here do not require students to have been admitted to the college nor do they include programs required as a precondition of acceptance into the regular academic program. Programs, which are listed by state and by institution and include a brief description of the program, as well as program cost and contact information, are as follows: Arizona (Life Development Institute, Phoenix; Tucson Educational Services); Florida (College Living Experience, Davie; Florida A&M University, Tallahassee); Georgia (Brenau University, Gainesville); Iowa (St. Ambrose University, Davenport); Massachusetts (Boston University; Landmark School, Prides Crossing); Michigan (University of Michigan, Ann Arbor); New York (Adelphi University, Garden City; Iona College, New Rochelle; Lynn University, Old Forge; New York Institute of Technology, Central Islip; and Rochester Institute of Technology); Ohio (Muskingum College, New Concord); Vermont (Landmark College, Putney); Washington (University of Washington, Seattle); and West Virginia (Marshall University, Huntington). (CH)

Published
1999

12. Thresholds of Interpretation: Interfaces on the Periphery of Gameplay

Author

Gardner, Daniel Lowell

Subjects
Information science, Social research, Accessibility, Games, Inclusion, Interface, Paratext, Periludic
Abstract

When encountering a new digital game, players can rarely access gameplay without first installing and patching the game, assenting to its End User License Agreement, creating an account, or adjusting the audiovisual and gameplay settings. In this dissertation, I critically examine everyday transactions of authority and value in the design of digital games by calling attention to interfaces and interactions on the periphery of gaming such as authentication, character configuration, and physical interfaces. Interfaces like these dictate accessibility and inclusivity and influence how players interact with games. These interfaces set the stakes for what gameplay can be and demand players conform to implicit and explicit norms in return for access to gameplay. Authentication secures access control while enrolling players in data-driven practices that are increasingly commonplace in computational media. Character configuration can allow players to customize their experience, but limits in the design of customization can limit who games can be about. Physical interfaces facilitate gameplay yet constrict game design practice and constrain physiological accessibility. By moving beyond the lens of efficacy that is commonly applied to these interfaces by UX/UI researchers, I re-frame how these interfaces mediate, manage, enable, and enforce transactions of authority for both players and designers alike.

Published
2021

13. Financial Aid for Students with Disabilities, 1997.

Author

American Council on Education, Washington, DC. HEATH Resource Center., Gardner, Daniel, and Hartman, Rhona C.

Abstract

This resource paper provides an overview of postsecondary education financial aid for students with disabilities. Presented in a question and answer format, the paper covers the various types of financial aid, relevant technical words and phrases, and the process involved in financial aid disbursement. Particular attention is given to those expenses which are considered disability related, and suggestions are made about ways in which some of those expenses may be met. A brief description of Vocational Rehabilitation (VR) agencies, the services that they may provide, and the interaction between the state VR agency and the financial aid office of a postsecondary institution is provided. The paper describes the financial aid application procedure and suggests timelines and resources for individuals seeking financial aid. Finally, suggestions are offered about additional possibilities for financial assistance, such as Supplemental Security Income, social security benefits, Talent Search programs, and private scholarships. Thirty organizations which offer disability-specific scholarships are listed, along with the Internet addresses of helpful Web sites on financial aid and a list of publications offering financial aid information. (CR)

Published
1997

15. Alpha 1994-95 Program Evaluation Report.

Author

Gardner, Daniel

Abstract

The Alpha Program for the 1994-95 school year was operated for at-risk students by the School Board of Broward County (Florida) at two middle schools and one elementary school under the provisions of a grant from the Florida Department of Health and Rehabilitative Services. Services included academic instruction, parent involvement, group counseling, and individual counseling intended to prevent future dysfunctions such as alcohol and drug abuse, school dropout, and delinquency. A total of 103 fifth- and sixth-grade students identified as "at-risk" academically or behaviorally were served by a full-time family counselor, teacher, and teacher aide at each school. Evaluation found that the program was being operated at each of the sites in a way consistent with the 12 performance objectives and the program's stated purposes. Recommendations for program continuation and improvement are offered. Appendix 1 describes program components, list student risk factors, list the program performance objectives, and contains 10 graphic data exhibits. (Contains seven tables and six exhibits.) (Author/SLD)

Published
1995

16. Financial Aid for Students with Disabilities, 1995. [Update.]

Author

American Council on Education, Washington, DC. HEATH Resource Center., Gardner, Daniel, and Hartman, Rhona C.

Abstract

This resource paper provides an overview of financial aid for postsecondary education. The discussion, reflecting information for the 1995-1996 school year, covers the various types of financial aid, the technical words and phrases used to discuss it, and the process involved in its disbursement. The paper discusses the roles and responsibilities of those who play a significant part in the process of providing aid to students with disabilities. Particular attention is given to those expenses which are considered disability related, and suggestions are made about ways in which some of those expenses may be met. A brief description of Vocational Rehabilitation (VR) agencies, the services that they may provide, and the interaction between the state VR agency and the financial aid office of a postsecondary institution is provided. The paper describes the financial aid application procedure and suggests timelines and resources for individuals seeking financial aid. Finally, suggestions are offered about additional possibilities for financial assistance, such as Supplemental Security Income, social security benefits, Talent Search programs, state programs, and private scholarships. Thirty-one organizations which offer disability-specific scholarships are listed, along with several colleges and universities offering similar scholarships. Twelve publications offering financial aid information are described. (JDD)

Published
1995

17. Florida's Adult Education Programs: Challenges and Accomplishments. A Report for Fiscal Year 1991 [and] Fiscal Year 1992.

Author

Florida State Dept. of Education, Tallahassee. Div. of Vocational, Adult, and Community Education. and Gardner, Daniel L.

Abstract

These two reports outline accomplishments and challenges faced by Florida's AE program in FY91 and FY92 in the following areas: adult literacy, social participation, career development, special needs of the AE program's diverse identified target groups, high school completion, General Educational Development, workplace literacy, networking, employment status, program locations, diverse service providers, availability of classes, and high-quality instruction. The accomplishments and challenges may be described as follows: (1) the specific needs of Florida's adult education (AE) program stem from its population growth, lower-than-desired educational attainment among many Florida adults, immigration, economic development, and social change; (2) during both fiscal years 1991 and 1992, Florida's AE programs targeted adults in one or more of the following categories--illiterate, undereducated, institutionalized/incarcerated, homeless, handicapped, minority group members, limited English proficient, and older; (3) AE programs also served adults in the workplace, at-risk youth over the age of 16 years, and parents/families needing literacy education; and (4) the following types of agencies provided AE services to 436,766 and 436,870 adults in FY91 and FY92, respectively--school districts, community colleges, the Miccosukee and Seminole Indian tribes, the Correctional Education School Authority, community-based agencies, libraries, and universities. (MN)

Published
1993

18. Achieving Adult Literacy in Florida. 1990 Status Report.

Author

Florida State Dept. of Education, Tallahassee. Bureau of Adult/Community Education. and Gardner, Daniel L.

Abstract

The Florida Model Literacy Program Act of 1987, known as the Florida Adult Literacy Act, committed the state to an organized, systematic, and coordinated attack on adult illiteracy at the state and local levels. The Florida Adult Literacy Plan was developed to implement the provisions of the act and provide a basis for state and local planning with regard to the seven components required: volunteers, local working agreements, coordination of efforts, individualized instruction, program evaluation, recruitment of adults, and parent/family literacy. Strategies for state-level planning were organized according to four areas of work: outreach and marketing, student motivation, delivery of literacy services, and accountability. The Florida Adult Literacy Policy Academy Team, which guided activities to support the plan, emerged as the primary group responsible for directing Florida's multifaceted interagency attack on illiteracy. Seventy local agencies with local adult literacy plans and six state agencies reported accomplishments related to the plan's seven components. State-level accomplishments included development of model noninstructional adult literacy centers and a campaign that stressed literacy as a family affair. (A summary of state level accomplishments is appended, citing related planning strategy, agency, and status for each. Six figures offer statistical perspectives on Florida's adult education and literacy programs.) (YLB)

Published
1990

20. Methodological Issues and Practical Strategies in Research on Child Maltreatment Victims' Abilities and Experiences as Witnesses

Author

Chae, Yoojin, Goodman, Gail S., and Bederian-Gardner, Daniel

Abstract

Scientific studies of child maltreatment victims' memory abilities and court experiences have important legal, psychological, and clinical implications. However, state-of-the-art research on child witnesses is often hindered by methodological challenges. In this paper, we address specific problems investigators may encounter when attempting such research with child victims. Based on our extensive experience, we describe strategies to deal with various methodological and practical issues. Primarily, we focus on methods for: recruiting maltreatment victims, seeking consent for participation in research, ensuring representativeness of samples, interviewing children, and retaining participants longitudinally. Regarding recruitment, legal and mental health agencies have helped us attract research participants. Finding an advocate within the agency is one key to success. Regarding the process of obtaining informed consent, we describe how to ensure participant confidentiality and how to obtain consent on behalf of child maltreatment victims. We further discuss issues concerning the representativeness of maltreatment samples, a topic that is relevant to the generalizability of research findings. In child eyewitness memory studies, it is of interest to ask misleading as well as specific questions. We thus discuss issues of debriefing of child participants to prevent any possible memory taint. Finally, given the importance of studying long-term effects of child abuse and neglect, and of legal involvement, we illustrate methods for tracking maltreated participants over time and obtaining adequate retention rates in prospective longitudinal studies. We hope that the methodological advances made in previous work will help future investigators carry out child witness studies in increasingly effective and successful ways.

Published
2011
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21. A Cross-Curricular, Problem-Based Project to Promote Understanding of Poverty in Urban Communities

Author

Gardner, Daniel S., Tuchman, Ellen, and Hawkins, Robert

Abstract

This article describes the use of problem-based learning to teach students about the scope and consequences of urban poverty through an innovative cross-curricular project. We illustrate the process, goals, and tasks of the Community Assessment Project, which incorporates community-level assessment, collection and analysis of public data, and social policy analysis and planning. Students in three master's classes (Social Work Research I, Ending Poverty: Models for Social Change and Social Action, and Advanced Social Policy in Aging) worked in self-directed groups to explore the impact of economic insecurity on our most vulnerable clients. The project engaged students, linked research and policy practice, and helped to educate the next generation of social workers about urban poverty and strategies for community-based research and practice. (Contains 2 tables.)

Published
2010

22. Prolymphangiogenic Effects of 9-cis Retinoic Acid Are Enhanced at Sites of Lymphatic Injury and Dependent on Treatment Duration in Experimental Postsurgical Lymphedema.

Author

Lee, Gene K., Perrault, David P., Bouz, Antoun, Pourmoussa, Austin J., Yu, Roy, Kim, Soo Jung, Gardner, Daniel, Johnson, Maxwell, Park, Sun Young, Park, Eun Kyung, Seong, Young Jin N., Lee, Sunju, Jung, Eunson, Choi, Dongwon, Hong, Young-Kwon, and Wong, Alex K.

Abstract

Background: Patients undergoing surgical treatment for solid tumors are at risk for development of secondary lymphedema due to intraoperative lymphatic vessel injury. The damaged lymphatic vessels fail to adequately regenerate and lymphatic obstruction leads to fluid and protein accumulation in the interstitial space and chronic lymphedema develops as a result. There are currently no effective pharmacological agents that reduce the risk of developing lymphedema or treat pre-existing lymphedema, and management is largely palliative. The present study investigated the efficacy of various 9-cis retinoic acid (9-cis RA) dosing strategies in reducing postsurgical lymphedema by utilizing a well-established mouse tail lymphedema model. Methods and Results: Short-duration treatment with 9-cis RA did not demonstrate a significant reduction in postoperative tail volume, nor an improvement in lymphatic clearance. However, long-term treatment with 9-cis RA resulted in decreased overall tail volume, dermal thickness, and epidermal thickness, with an associated increase in functional lymphatic clearance and lymphatic vessel density, assessed by LYVE-1 immunostaining, compared with control. These effects were seen at the site of lymphatic injury, with no significant changes observed in uninjured sites such as ear skin and the diaphragm. Conclusions: Given the reported results indicating that 9-cis RA is a potent promoter of lymphangiogenesis and improved lymphatic clearance at sites of lymphatic injury, investigation of postoperative 9-cis RA administration to patients at high risk of developing lymphedema may demonstrate positive efficacy and reduced rates of postsurgical lymphedema. [ABSTRACT FROM AUTHOR]

Published
2022
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23. Mentoring New Social Work Faculty: A Gerontological Perspective

Author

Maramaldi, Peter, Gardner, Daniel, and Berkman, Barbara

Abstract

The John A. Hartford Foundation, in collaboration with the Gerontological Society of America, has developed new models to create geriatric faculty capacity within social work. The Faculty Scholars Program is building faculty leadership in academic geriatric social work through a strategic approach that includes long-distance national and institution-based mentoring. While mentoring models have proven to be effective means of career development, this is relatively new in academic social work and little is known about the impact of long-distance mentoring in association with sponsorship from a mentor at the scholar's home institution. This paper describes the mentoring model and its conceptual underpinnings. Evaluation data from an ongoing evaluation is presented in discussion of the strengths and limitations of the mentoring model. (Contains 1 table.)

Published
2004
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24. VOC and trace gas measurements and ozone chemistry over the Chesapeake Bay during OWLETS-2, 2018

Author

Dreessen, Joel, Ren, Xinrong, Gardner, Daniel, Green, Katherine, Stratton, Phillip, Sullivan, John T., Delgado, Ruben, Dickerson, Russ R., Woodman, Michael, Berkoff, Tim, Gronoff, Guillaume, and Ring, Allison

Abstract

ABSTRACTThe Ozone Water-Land Environmental Transition Study, 2018 (OWLETS-2) measured total non-methane hydrocarbons (TNMHC) and EPA PAMS Volatile Organic Compounds (VOCs) on an island site in the northern Chesapeake Bay 2.1 and 3.4 times greater in concentration, respectively, than simultaneous measurements at a land site just 13 km away across the land–water interface. Many PAMS VOCs had larger concentrations at the island site despite lower NEI emissions over the water, but most of the difference comprised species generally consistent with gasoline vapor or exhaust. Sharp chemical differences were observed between the island and mainland and the immediate air ~300 m above the water surface observed by airplane. Ozone formation potential over land was driven by propene and isoprene but toluene and hexane were dominant over the water with little isoprene observed. VOC concentrations over the water were noted to increase diurnally with an inverse pattern to land resulting in increasing NOxsensitivity over the water. Total reactive nitrogen was lower over the water than the nearby land site, but reservoir compounds (NOz) were greater. Ozone production rates were generally slow (~5 ppb hr−1) both at the surface and aloft over the water, even during periods of high ozone (>70 ppbv) at the water surface. However, specific events showed rapid ozone production >40 ppb hr−1at the water’s surface during situations with high VOCs and sufficient NOx. VOC and photochemistry patterns at the island site were driven by marine sources south of the island, implicating marine traffic, and indicate ozone abatement strategies over land may not be similarly applicable to ozone over the water.Implications: Measured chemical properties and patterns driven primarily by marine traffic sources over water during ozone conducive conditions were starkly different to immediately adjacent land sites, implying ozone abatement strategies over land may not be similarly applicable to ozone over the water.

Published
2023
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25. Learning Styles: Implications for Distance Learning.

Author

James, Waynne Blue and Gardner, Daniel L.

Abstract

Reviews types of learning styles and criteria for choosing an appropriate assessment instrument. Describes four generations of distance learning and suggests ways to enhance distance education instructional design for different learning styles. (SK)

Published
1995

27. Frontiers of Modern Ethnic American Fiction: Exploring the Popular West in the Writings of Mike Gold, Nathanael West, Américo Paredes, and John Fante

Author

Gardner, Daniel Gregory

Subjects
American literature, Ethnic studies, Zoology, Authenticity, Ethnic American Literature, Literature of the American West, Masculinity, Popular Culture
Abstract

Destabilizing the authentic notions of nationhood and manhood disseminated in dominant narratives about the American West, "Frontiers of Modern Ethnic American Fiction: Exploring the Popular West in the Writings of Mike Gold, Nathanael West, John Fante, and Américo Paredes" contemplates representations of the popular West in early-twentieth-century ethnic- American fiction. The project surveys novels, short stories, and articles composed by modern ethnic-American-male writers. I argue that the ethnic writers of this study broadened the predominant definition of American culture by adopting and adapting cowboy masculinity and motifs of the popular West to the ends of their literary narratives of ethnic masculinity. Writing during a period of immigration restriction and rampant xenophobia, the authors examined here--Mike Gold, Nathanael West, Américo Paredes, and John Fante--deploy figures of cowboy masculinity, celebrated by the popular West, to interrogate and resist the dominant Americanist conception of what constituted the authentic national body. The popular West consists of texts about the American West popularly consumed and circulating in mass culture. Consistent among the popular West's many iterations is a national narrative crafted from a peculiarly Anglo-American historiography that articulated the settlement of the frontier as evidence of American racial superiority. Often motivated by a nativism and pride in Anglo origins, the architects of such dominant narratives fashioned histories and stories of the frontier, where national success was contingent upon the triumph of Anglo-Saxon manhood. These stories experienced tremendous popularity from the late-nineteenth to the early-twentieth century, appearing in a variety of forms including the dime novel, pulp fiction, stage show, and film. Modern ethnic authors respond to the popular West in different ways, yet all are preoccupied with how popular cultural narratives of the West under the pretext of historical truth convey what it means to be an authentic American and to what extent ethnic groups can stake a real claim to belong in the United States. Examining the responses of modern ethnic American writers to the popular West, my project merges critical subjects--ethnic American literature, popular culture, and the American West--yet to be examined by literary scholarship.

Published
2014

29. The Neuroscience Information Framework: A Data and Knowledge Environment for Neuroscience

Author

Gardner, Daniel, Akil, Huda, Ascoli, Giorgio A., Bowden, Douglas M., Bug, William, Donohue, Duncan E., Goldberg, David H., Grafstein, Bernice, Grethe, Jeffrey S., Gupta, Amarnath, Halavi, Maryam, Kennedy, David N., Marenco, Luis, Martone, Maryann E., Miller, Perry L., Müller, Hans-Michael, Robert, Adrian, Shepherd, Gordon M., Sternberg, Paul W., Van Essen, David C., and Williams, Robert W.

Published
2008
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32. Towards effective and rewarding data sharing

Author

Gardner, Daniel, Toga, Arthur W., Ascoli, Giorgio A., Beatty, Jackson T., Brinkley, James F., Dale, Anders M., Fox, Peter T., Gardner, Esther P., George, John S., Goddard, Nigel, Harris, Kristen M., Herskovits, Edward H., Hines, Michael L., Jacobs, Gwen A., Jacobs, Russell E., Jones, Edward G., Kennedy, David N., Kimberg, Daniel Y., Mazziotta, John C., Miller, Perry L., Mori, Susumu, Mountain, David C., Reiss, Allan L., Rosen, Glenn D., Rottenberg, David A., Shepherd, Gordon M., Smalheiser, Neil R., Smith, Kenneth P., Strachan, Tom, Van Essen, David C., Williams, Robert W., and Wong, Stephen T. C.

Published
2003
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33. Say Goodbye to Delinquent Tuition.

Author

Gardner, Daniel D.

Abstract

Outlines an approach to better collection of delinquent college tuition that connects students with outstanding tuition to lenders. Suggests criteria for selecting an appropriate lender, and highlights benefits both for student motivation to repay debts and for institutional cash flow. (MSE)

Published
1999

37. A Staff Development Model for Adult Educators. Process, Content, and Assessment.

Author

Florida Atlantic Univ., Boca Raton., Burrichter, Arthur W., and Gardner, Daniel L.

Abstract

This publication is a guide for designing programs to develop adult educator competencies as determined by other adult educators in Florida. The first section of the three-part publication explains the process of developing the list of essential competencies needed by adult educators, which makes up the second section of the document. The listing of adult educator competencies includes statements that describe the essential knowledge and skill desired for effective teaching of adults. Statements are classified into five broad areas (instructional skills, interprersonal relationships, curriculum design, perspectives of learning, community development); and each area includes two key statements. These key statements are general content guides for designing programs. The third section, Assessment, covers assessment in three formats: a self-assessment instrument for adult educators to reflect upon their own performance, and needs assessment instruments for both large and small groups. The guide is intended for use in developing staff training programs for adult educators. (KC)

Published
1978

38. Alternatives for Staff Development of Adult Educators.

Author

Florida Atlantic Univ., Boca Raton., Burrichter, Arthur W., and Gardner, Daniel L.

Abstract

The product of a three-year adult education teacher training project conducted for Florida's adult educators, this guide is designed to assist planners, facilitators, evaluators, and administrators of staff development programs for adult education teachers to design and conduct effective personal and professional learning experiences. It provides alternatives for teacher training workshops and seminars, and also includes alternatives and recommendations for the staff developer. The first section outlines considerations for planning and conducting learning activities. The middle section includes 25 learning activities appropriate for adult education teacher learning. Topics of the learning activities include self-assessment and problem-solving techniques, community development, curriculum design, instructional skills, and interpersonal relationships. The final section relates to assessing staff needs and perceptions. References and an "Adult Educator Self Assessment Inventory" are included. (KC)

Published
1979

39. Improving the Ceta-Adult Education Linkage. A Staff Development Model.

Author

Florida Atlantic Univ., Boca Raton. Coll. of Education. and Gardner, Daniel L.

Abstract

Designed for use by those who intend to improve the Comprehensive Employment and Training Act (CETA)-adult education linkage through staff development activities, this guide includes a description of CETA purposes, adult education programs, educational linkages, staff development considerations, and support material. The CETA-adult education linkage, CETA employment and training programs, and Florida's adult education programs are described. Various types of educational linkages and coordination are discussed. Presented next is a staff development model that takes into consideration staff development benefits, needs, barriers, and resources. Strategies are set forth for on-going staff development in five areas (organizational analysis, involvement, planning, staff development activities, and follow-through and implementation). Outlined next are various phases of staff development workshops, including the pre-planning, planning, implementation, and follow-through stages. Appendixes contain brief descriptions of CETA; Florida adult education program support; and lists of resource persons, Florida Atlantic University resources for adult education staff development, selected additional resources, and CETA and adult education agencies by Florida counties. (MN)

Published
1981

40. Mesenchymal Stromal Cells Isolated from Irradiated Human Skin Have Diminished Capacity for Proliferation, Differentiation, Colony Formation, and Paracrine Stimulation

Author

Johnson, Maxwell B., Niknam‐Bienia, Solmaz, Soundararajan, Vinaya, Pang, Brandon, Jung, Eunson, Gardner, Daniel J., Xu, Xingtian, Park, Sun Y., Wang, Charles, Chen, Xin, Baker, Regina Y., Chen, Mei, Hong, Young‐Kwon, Li, Wei, and Wong, Alex K.

Abstract

Ionizing radiation, commonly used in the treatment of solid tumors, has unintended but deleterious effects on overlying skin and is associated with chronic nonhealing wounds. Skin‐derived mesenchymal stromal cells (SMSCs) are a pluripotent population of cells that are critically involved in skin homeostasis and wound healing. The aim of this study was to isolate and functionally characterize SMSCs from human skin that was previously irradiated as part of neoadjuvant or adjuvant cancer therapy. To this end, SMSCs were isolated from paired irradiated and nonirradiated human skin samples. Irradiated SMSCs expressed characteristic SMSC markers at lower levels, had disorganized cytoskeletal structure, and had disordered morphology. Functionally, these cells had diminished proliferative capacity and substantial defects in colony‐forming capacity and differentiation in vitro. These changes were associated with significant differential expression of genes known to be involved in skin physiology and wound healing. Conditioned media obtained from irradiated SMSCs affected fibroblast but not endothelial cell proliferation and migration. These results suggest that in situ damage to SMSCs during neoadjuvant or adjuvant radiation may play a critical role in the pathogenesis of slow or nonhealing radiation wounds. Stem Cells Translational Medicine2019;8:925&934 Mesenchymal stromal cells obtained from irradiated human skin have significant morphological and functional deficits when compared to their non‐irradiated pairs.

Published
2019
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41. Use of a Conformational-Switching Mechanism to Modulate Exposed Polarity: Discovery of CCR2 Antagonist BMS-741672.

Author

Yang, Michael G., Xiao, Zili, Cherney, Robert J., Tebben, Andrew J., Batt, Douglas G., Brown, Gregory D., Chen, Jing, Cvijic, Mary Ellen, Dabros, Marta, Duncia, John V., Galella, Michael, Gardner, Daniel S., Khandelwal, Purnima, Ko, Soo S., Malley, Mary F., Mo, Ruowei, Pang, Jian, Rose, Anne V., Santella III, Joseph B., and Shi, Hong

Published
2019
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42. The LGBT Elder Americans Act: A Critical Analysis of Policy through Life Course and Equity Perspectives.

Author

Oswald, Austin G., Gardner, Daniel, and Giunta, Nancy

Subjects
LIFE course approach, POLICY analysis, CRITICAL analysis, OLDER people, GOVERNMENT policy, GERIATRIC psychology
Abstract

The social positioning of lesbian, gay, bisexual, and transgender (LGBT) older adults is influenced by a constellation of historic and contemporary policies that shape the way they interact with the world around them. Although the past few decades have witnessed several legislative decisions that reflect a more open stance toward LGBT individuals, there remains a lack of federal policies that protect them. This paper provides a critical analysis of the LGBT Elder Americans Act of 2019, a bill amending the Older Americans Act of 1965 to include LGBT older adults in the definition of those with "greatest social needs" for the purpose of service planning and implementation. As a theoretical framework, we apply a life course perspective and an equity lens to examine the promise and limitations of the LGBT Elder Americans Act in meeting the needs of LGBT older adults. It is critically important for social work practitioners, policy makers, and scholars to understand the principles that drive policy debates so that they can advocate on behalf of the most vulnerable members of the population. We offer three recommendations for future policy making: i) Apply a life course perspective to understand the lived experiences of LGBT elders; ii) Apply an equity lens to public policy; and iii) Expand research to guide and advance policy development. [ABSTRACT FROM AUTHOR]

Published
2019
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44. Racial and Ethnic Disparities in Palliative Care: A Systematic Scoping Review

Author

Gardner, Daniel S., Doherty, Meredith, Bates, Gleneara, Koplow, Aliza, and Johnson, Sarah

Abstract

Despite the advances and spread of palliative care programs, communities of color remain significantly underserved. Although these disparities are widely known, there is a marked lack of empirical evidence. The authors conducted a systematic scoping review that synthesized the literature since 2000 about racial and ethnic disparities in palliative and end-of-life care. We searched PubMed, Medline, SocIndex, CINAHL, Social Work Abstracts, and PsycINFO, using search terms including palliative care or end-of-life care, disparities or barriers or utilization, and race or ethnicity or African American or Hispanic. Findings lend support to extant literature that social-environmental barriers and disparities distinctly affect access to care for these populations. The review expands upon understanding of how social determinants drive disparities in palliative and end-of-life care and suggests implications for practice, policy, and research in promoting health equity in serious illness.

Published
2018
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47. Long-Term Care Planning and the Changing Landscape of LGBT Aging: Student Research With Diverse Elders in the Bronx

Author

McGovern, Justine, Gardner, Daniel, Brown, Dwayne, and Gasparro, Vita

Abstract

This article reports on an exploratory study examining end-of-life planning among members of a lesbian, gay, bisexual, and transgender (LGBT) senior center in the Bronx, New York, that provided social work students hands-on qualitative research experience in an urban setting. Despite health disparities such as increased rates of depression and isolation and shortened life expectancy as compared to non–LGBT-identified peers, older members of LGBT communities demonstrate resilience as they face their own aging and mortality without traditional family caregivers. Findings suggest that previous experiences providing care for dying adult loved ones can improve well-being by clarifying personal care wishes, promoting planning for end of life, and diminishing anxiety about death. Implications extend beyond LGBT older adults to persons facing late life without care partners for a variety of reasons.

Published
2017
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48. Initiating a Standard Venous Thromboembolism Prophylaxis Order Set Designed to Improve Patient Outcomes at Los Angeles County + University of Southern California

Author

Gardner, Daniel, Liman, Andrew, Autelli, Victoria, O'Connell, Casey, Testa, Nicholas, and Ault, Glenn

Abstract

Improving patient safety is vital for all hospitals due to increasing public reporting and pay-for-performance reimbursement. Venous thromboembolism (VTE) remains a leading cause of preventable mortality accounting for 5 per cent of inpatient deaths. The purpose of this study was to outline the process of implementing standard VTE prophylactic order sets in a 600-bed academic safety net hospital and assess the resulting change in patient outcomes. Outcomes were assessed by comparing the rate that eligible inpatients receive VTE prophylaxis and the rate of preventable VTE's compared with total VTE's. From 2011 to 2015, random samples of 60 Los Angeles County+University of Southern California inpatients were generated monthly to examine compliance rates by comparing ICD-9 diagnostic codes to ordered VTE prophylaxis. All inpatient VTE's are retrospectively analyzed. Baseline-ordered VTE prophylaxis was 37 per cent in 2010. The target of 85 per cent was exceeded by the second quarter of 2012 to 2013 when compliance reached 88 per cent, a 51 per cent increase from baseline (P< 0.01). These results suggest VTE protocols are effective though standardization across service lines is often difficult. Despite these challenges, after implementing standard order sets, we saw compliance increase significantly. Ongoing analysis to determine whether VTE rates have significantly decreased is presently underway.

Published
2016
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