King of Prussia, PA, United States
King of Prussia, PA, United States

Cabrini College is a coeducational Roman Catholic residential liberal arts college in the Philadelphia metropolitan area of Radnor Township, Pennsylvania, founded by the Missionary Sisters of the Sacred Heart of Jesus in 1957. It was one of the first colleges in the United States to make community service a graduation requirement for all undergraduates and now has a core curriculum centered on social justice which includes their signature classes, Engagements in the Common Good or ECG. Wikipedia.

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CHICAGO, Nov. 15, 2016 (GLOBE NEWSWIRE) -- Thomas J. Balshi, DDS, PhD, FACP, received the Dan Gordon Lifetime Achievement Award by the American College of Prosthodontists (ACP). Dr. Balshi was honored at the Annual Awards & President's Dinner during the 46th Annual Session of the ACP held in San Diego from Oct. 5-8, 2016. Dr. Balshi earned both his undergraduate dental degree and his certificate in Prosthodontics from Temple University School of Dentistry in Philadelphia. He was among the pioneers of Branemark osseointegrated implants in the United States, having studied the technology both at the University of Toronto and the Institute for Applied Biotechnology in Sweden. In 2010, Dr. Balshi received an honorary doctorate in Science from Cabrini College, now Cabrini University. He is the founder of Prosthodontics Intermedica, a center for clinical treatment, advanced education and research in Fort Washington, Pennsylvania. He additionally serves as adjunct faculty in the Departments of Prosthodontics at Rutgers University, the University of Connecticut, Nova Southeastern University and Temple University. "It has been a great privilege for me to be a member of the American College of Prosthodontics for more than forty years. I have witnessed many changes and voluminous growth, and have always been energized to be a part of such progressive forward movement for the betterment of our profession and to the welfare of our patients." Dr. Balshi is both a Diplomate of the American Board of Prosthodontics, Fellow of the ACP and a longstanding member of the International College of Prosthodontists. He is a founding member and past president of the Pennsylvania Prosthodontics Association. He is also a Fellow of the American Academy of Implant Prosthodontics and the Academy of Osseointegration, along with holding membership in numerous other professional organizations. The Dan Gordon Award recognizes lifetime achievement. It is presented to ACP members contributing at the highest level for the welfare and advancement of the College and prosthodontics; with outstanding contributions to dentistry; exceptional service to the college; and advancements to the sciences or health professions. Prosthodontists are specialized dentists with advanced training in oral health issues, who are committed to improving patient outcomes. From implants, crowns, veneers, and tooth whitening, to full-mouth reconstruction, prosthodontists specialize in digital dentistry, cosmetic dentistry, and sleep apnea solutions. The ACP is the only prosthodontic specialty organization whose membership is based solely on education credentials. ACP members must be in or have completed an ADA-accredited advanced education program in prosthodontics. About the ACP The American College of Prosthodontists (ACP) is the official sponsoring organization for the specialty of prosthodontics, which is one of only nine recognized specialties of the American Dental Association. Founded in 1970, ACP is a not-for-profit organization dedicated to enhancing patient care, advancing the art and science of prosthodontics, promoting the specialty of prosthodontics to the public and other dentists and healthcare professionals, ensuring the quality of prosthodontic education, and providing professional services to its membership. For more consumer information visit, professionals can visit A photo accompanying this release is available at:

Gasson S.,Drexel University | Waters J.,Cabrini College
European Journal of Information Systems | Year: 2013

This paper discusses how an interpretive theory of action was explored and developed through iterative cycles of grounded theory generation. We establish our motivation for employing the grounded theory method in an area that is overflowing with theories of learning, then move on to the practicalities of generating an interpretive grounded theory by following the vapor trails left by online learners. We describe how we incorporated the use of mixed methods into an interpretive grounded theory process, with a theoretical sampling strategy that used complementary comparison to feed back into a new cycle of constant comparison. We discuss how constant comparison may be enhanced by researcher debate around emerging themes and categories, co-coding of data samples, coding of researcher theoretical memos, and reflection-in-action during explicit explanations of coding schemes to research assistants and the review of research process memos. Finally, we discuss how and why the substantive theory of action that was generated by this process provides an original contribution to theories of collaborative online learning by accounting for both visible and invisible learning strategies that explain the role of thought-leaders in a community of inquiry and account for vicarious learning. © 2013 Operational Research Society Ltd. All rights reserved.

Waters J.,Cabrini College
International Conference on Information Systems, ICIS 2012 | Year: 2012

This study explores how student learning via asynchronous, threaded discussion boards may be managed successful. We examine the elements of course scaffolding on that affect student learning and engagement in discussion. We explore the role of the instructor in mediating learning. We base our findings on an analysis of 21 online courses in the IS domain, conducted by multiple instructors over a period of eight years. Our findings indicate that three aspects of course scaffolding impact learning outcomes: question structure, question focus, and the design of supporting materials. We also deconstruct the myth of the entertaining professor, concluding that, while students are more satisfied with courses where the professor is deemed to be entertaining - and thus more motivated to learn - this form of course mediation may actually impede deep learning.

Barenbaum E.,Cabrini College | Smith T.,Cabrini College
AIDS Care - Psychological and Socio-Medical Aspects of AIDS/HIV | Year: 2016

The literature on the psychological well-being of children impacted by HIV/AIDS in Africa highlights increased vulnerability due to loss of parents and environmental stressors (e.g., hunger). Research shows that the lack of attachment and social support due to loss limits the grieving process in children. Access to trusting adults and social support through caregivers can be an important protective factor to allow for coping and better emotional adjustment in the future. This study examined social support systems across varying living environments to determine if social support promoted higher levels of well-being in children orphaned and made vulnerable by HIV/AIDS. The participants included 100 children from a small targeted population in southern Africa who receive varying levels of support from a private not-for-profit organization. Children’s well-being was assessed through the Psycho-Social Adjustment Scale-Adolescents developed specifically for vulnerable child populations in Africa. Children were individually interviewed either on their homestead, school or hostel. Data demonstrated that children who do not share their feelings had significantly lower measures of positive well-being (M = 2.61 (0.87) vs. M = 3.10 (0.57), d = 0.60). Children with trusted adults were significantly more likely to share their feelings and had lower incidence of hunger (49.1% vs. 62.5%), suicide ideation (15.1% vs. 62.5%) and witnessing violence (69.8% vs. 87.5%). Sharing feelings with caregivers was more pronounced among children who had greater access to trusted adults and correlated with stronger attachment scores (r =.30, p <.01). An important component to decrease levels of anxiety and depression in this vulnerable population is providing access to trusted individuals. Social support interventions are discussed. © 2016 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Phagocytosis assays employing class I [interleukin 12 (IL-12)], and class II [gamma interferon (gIFN) and IL-10] human recombinant cytokines were carried out to determine the biological effects of these molecules on innate immune responses in the earthworm Eisenia hortensis. Coelomocytes from E. hortensis were pre-incubated with the cytokines for 16-20. h in vitro followed by introduction of Escherichia coli expressing green fluorescent protein (E. coli/GFP). The pro-inflammatory cytokines IL-12 and gIFN stimulated statistically significant (p≤0.05) enhanced phagocytosis of E. coli/GFP by hyaline amoebocytes as determined by flow cytometry; 10 out of 21 earthworms (48%) responded to IL-12, while eight out of 21 (38%) responded to gIFN. In contrast, the anti-inflammatory cytokine IL-10 neither stimulated nor inhibited phagocytosis in nine earthworms tested. These results demonstrate that vertebrate pro-inflammatory cytokines influence invertebrate cellular responses of immune cells causing enhanced phagocytic activity in earthworm coelomocytes. © 2010 Elsevier Inc.

Waters J.,Cabrini College
Journal of Asynchronous Learning Network | Year: 2012

The growth of online learning has exposed fundamental gaps in our knowledge, both theoretical and pragmatic. This research investigated some questions of the role of emergent leaders in online leaning and the influence of different behaviors. Firstly are there any common factors that identify thought-leaders? Secondly does the presence of thought-leaders affect student perceptions of online discussion? Finally it addressed the question of perceived influence vs. actual influence. Student interactions in Asynchronous Online Discussion boards were analyzed and student backgrounds and perceptions gathered. Clear patterns of strong emergent leadership behaviors were evident in the majority of courses. Thought-leaders could be distinguished from non-thought-leaders from both their professional backgrounds and the role-behaviors they exhibited. Student perceptions of peers as thought-leaders were highly influenced by factors such as the extent to which students could bring relevant professional experience into the discussions.

Nacarelli T.,Cabrini College | Fuller-Espie S.L.,Cabrini College
Journal of Invertebrate Pathology | Year: 2011

Innate immune responses of the earthworm Eisenia hortensis were studied by detecting mitochondrial membrane depolarization and reactive oxygen species (ROS) production after incubation with pathogen-associated molecular patterns (PAMPs). Coelomocytes from E. hortensis were incubated with zymosan, flagellin, or peptidoglycan (PTG) for 48h in vitro and studied using flow cytometric assays for changes in mitochondrial membrane potential (ΔΨ m) or ROS production using the fluorescent indicators JC-1 or DHR 123, respectively. All three PAMPs evoked ΔΨ m, with zymosan inducing the most significant membrane depolarization in coelomocyte samples compared to untreated controls. When treated with zymosan or flagellin, coelomocyte samples exhibited significant increases in ROS production in the zymosan sample after 16h of in vitro incubation, but this effect was not observed for flagellin. These results demonstrate that PAMPs evoke evolutionarily conserved cellular responses which may be important during innate immune defenses to eradicate intracellular reserves of foreign pathogens. © 2011 Elsevier Inc.

Xu J.H.,Cabrini College
Telematics and Informatics | Year: 2012

The paper studies Chinese media discourse on the "Blue Sky Project" in preparation for the 2008 Olympics through a textual analysis of online stories in major daily newspapers in Beijing, to examine the interaction of science and culture in environmental communication. The research finds that the news stories underscore an environmentalism practice predominantly driven by quota measurements and administrative interventions, even though grassroots activities were present. The author also finds extensive use of scientific data that details monitored steps toward periodical results. The author concludes that the concentrated coverage on air quality in Beijing demonstrates growing significance of environmental issues in Chinese media, signaling an increasingly important role of science communication in advancing state development agendas among diverse social groups. © 2011 Elsevier Ltd. All rights reserved.

Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 649.77K | Year: 2016

NSF Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) project will support 16 highly qualified, low income biology and chemistry majors. Academic and social support activities for the scholars includes (a) cohort-based learning communities, (b) peer and faculty mentoring, and (c) early and consistent research experiences via course-based research and other more traditional student faculty collaborations. The project is anchored in Cabrini Colleges Justice Matters core curriculum, which has been recognized nationally for its innovative approach to integrating civic and social responsibility into student learning. Through it scholars will be provided with opportunities for meaningful community engagement related to their STEM major. This effort will address the national need to increase the number of American STEM majors while at the same time developing future scientists with a strong social justice ethos and commitment to serving the community, both locally and nationally.

This ambitious plan is based on the hypothesis that engaging the S-STEM scholars in STEM learning and career exposure through a framework of social justice will help to secure their retention to graduation and placement in graduate or professional positions in STEM fields. The Justice Matters curriculum will be designed to include a sequence of developmentally linked, writing intensive courses taken each year that will help students to develop knowledge, critical thinking, values, and skills that can benefit others and link issues of social justice, ethical decision making, and civic engagement to science-based topics. Undergraduate research, career preparation activities, and service projects will also bridge science to themes related to social responsibility. All courses, program elements, recruitment strategies, and support services created or modified for the purpose of this project will be carefully evaluated in terms of their impact on student recruitment, learning, retention to graduation, and career/higher education placement. This project will investigate how impactful a social justice curriculum is on students STEM career/higher education choices, and it will also examine the way in which a mentoring program with specifically defined activities contributes to student success. Faculty and students will share results from the project at Faculty Development Workshops and Cabrinis annual Art and Research Symposium. Manuscripts will be submitted for publication and results will be presented at regional and national conferences.

This study assesses the entrance of substance-abusing female offenders (N = 1,209) into the criminal justice system through temporal patterns (using age of first victimization, drug use, and arrest). Nine pathways were identified. Unexpectedly, the leading path was a sequence where drug use preceded arrest in absence of childhood victimization. However, women under a path inclusive of victimization possessed more risk factors. Findings support feminist pathway research, which states that childhood victimization is generally present in female offenders’ lives. Nevertheless, results also revealed that a drug pathway without childhood abuse proved to be as important and even more dominant among criminal justice–involved women. © 2015, Routledge. All rights reserved.

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