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Marian University at Indianapolis
Indianapolis, IN, United States
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News Article | July 29, 2017

Are the days of preparing teachers to teach ‘biology’ or ‘history’ or ‘3rd grade’ becoming a thing of the past? Increasing specialization is being seen in university teacher preparation programs nowadays. Some are predictable, such as digital technology education, or career preparation, but Marian University in Wisconsin has taken it to a new level. And they are fast-tracking it. Marian University has developed an accredited 14 month, 100% online, master’s level program for, not just mainstream teachers, but also youth workers, social workers, and juvenile prison educators, who desire to be specialists in educating of-risk students. Marian had titled the new program beginning in September, the At-Risk and Alternative Education Program. A second unusual facet of this program is that it does not require the usual teacher certification to enter the program. Professor Anthony Dallmann-Jones, lead teacher in the new program said, “All educators of at-risk youth learning together in the program greatly enriches the learning experience. Those responsible for educating in juvenile detention centers, home-visiting youth workers, social workers, or those running prison programs, are welcome – encouraged – to join the program along with mainstream teachers. Best practices are needed everywhere when working with a challenging group of students, no matter what the educational environment.” The Marian University Master’s Degree Program starts on September 4th, 2017. The training will be held 100% online; the ten classes will take only 14 months for graduate students to earn an accredited Master’s Degree in Education. For full details, interested parties are encouraged to view the website at Areas of educating at-risk students more expertly that will be covered include: Building on student’s strengths and talents – Assessing students to help develop optimal instruction Resiliency training, health and nutritional training, and stress management – all aimed at helping children rise above their circumstances When asked about the reasons behind the decision to provide this training on such an in-demand topic, Dr. Dallmann-Jones PhD explained, “For too long, schools have, consciously or unconsciously, encouraged ‘push-out’ programs for at-risk children/youth. Remember, these kids certainly never asked to be placed at-risk. And, it is well known that at-risk kids demand more time and certainly more understanding, as well as resources. In the schools’ defense, it is a challenge to truly comprehend what the inner world of a child who has been abused or neglected appears like to them. The ARAE Program teaches educators about differing mindsets of at-risk youth, and areas of resiliency, stress, mental and physical stress – as well as effective teaching and programming that reaches these kids where they are, not where they are supposed to be if they came from average situations.” This unique program requires a bachelor’s degree but not a teaching license, as the At-Risk and Alternative Education Program is set up to attract – not just mainstream school teachers – but also personnel working with children on the streets, in jails, or in juvenile detention centers. “The ARAE Program is aimed at reaching the at-risk youth where they ARE, not where they should be,” says Dr. Dallmann-Jones. We are also taking it to the educators where THEY are, and that is why the At-Risk and Alternative Education Program is 100% online and open to educators in any situation across the planet.” Marian University, with a physical campus in Fond du Lac, Wisconsin, has various outreach campuses, but their “100% online campus” is growing in popularity. Their other online education program is in educational technology. The addition of the At-Risk and Alternative Education program will effectively double their 100% online offerings in the school of education at Marian. Those desiring to know more about becoming specialists in at-risk and alternative education can find the most up-to-date information about this unique and new training at For more information, please visit

Klabunde R.E.,Marian University at Indianapolis
Advances in physiology education | Year: 2017

Basic cardiac electrophysiology is foundational to understanding normal cardiac function in terms of rate and rhythm and initiation of cardiac muscle contraction. The primary clinical tool for assessing cardiac electrical events is the electrocardiogram (ECG), which provides global and regional information on rate, rhythm, and electrical conduction as well as changes in electrical activity associated with cardiac disease, particularly ischemic heart disease. This teaching review is written at a level appropriate for first- and second-year medical students. Specific concepts discussed include ion equilibrium potentials, electrochemical forces driving ion movements across membranes, the role of ion channels in determining membrane resting potentials and action potentials, and the conduction of action potentials within the heart. The electrophysiological basis for the ECG is then described, followed by discussion on how ischemia alters cellular electrophysiology and ECG recordings, with particular emphasis on changes in T waves and ST segments of the ECG. Copyright © 2017 the American Physiological Society.

Larsen B.,Marian University at Indianapolis | Hwang J.,Iowa Perinatal Center
Infectious Diseases in Obstetrics and Gynecology | Year: 2011

The uterine cervix plays a vital role in maintaining pregnancy and an equally important role in allowing parturition to occur. Progesterone, either endogenously produced or SUPPL.ied exogenously, supports the function of the cervix in sustaining intrauterine pregnancy, and the withdrawal of progesterone, either through natural processes or pharmacologic intervention, leads to delivery which underscores the importance of the progesterone's biological activities manifest in normal gestation and pregnancy that ends prematurely. Research crossing many scientific disciplines has demonstrated that progesterone is a pleotropic compound that affects the cervix through cytoplasmic and membrane receptors with profound effects on cellular and molecular functions that influence inflammatory cascades and extracellular matrix, both of which have consequences for parturition. Beyond the local cell and molecular biology of progesterone, it has systemic effects of relevance to pregnancy as well. This paper examines the biology of the cervix from its gross to cellular structure and biological activities of its cell and molecular processes that may be affected by progesterone. The implications of these processes for preterm birth are explored, and direction of current research is in relation to translational medicine implications for diagnostic, prognostic, and therapeutic approaches to threatened preterm birth. © 2011 Bryan Larsen and Joseph Hwang.

Fleming D.G.,University of British Columbia | Cottrell S.P.,Rutherford Appleton Laboratory | McKenzie I.,Rutherford Appleton Laboratory | MacRae R.M.,Marian University at Indianapolis
Physical Chemistry Chemical Physics | Year: 2012

New evidence is presented for the observation of a muoniated radical in the Mu + Br 2 system, from μSR longitudinal field (LF) repolarisation studies in the gas phase, at Br 2 concentrations of 0.1 bar in a Br 2/N 2 mixture at 300 K and at 10 bar total pressure. The LF repolarisation curve, up to a field of 4.5 kG, reveals two paramagnetic components, one for the Mu atom, formed promptly during the slowing-down process of the positive muon, with a known Mu hyperfine coupling constant (hfcc) of 4463 MHz, and one for a muoniated radical formed by fast Mu addition. From model fits to the Br 2/N 2 data, the radical component is found to have an unusually high muon hfcc, assessed to be ∼3300 MHz with an overall error due to systematics expected to exceed 10%. This high muon hfcc is taken as evidence for the observation of either the Br-Mu-Br radical, and hence of vibrational bonding in this H-L-H system, or of a Mu⋯Br 2 van der Waals complex formed in the entrance channel. Preliminary ab initio electronic structure calculations suggest the latter is more likely but fully rigorous calculations of the effect of dynamics on the hfcc for either system have yet to be carried out. © 2012 the Owner Societies.

INDIANAPOLIS, March 2, 2017 /PRNewswire-USNewswire/ -- Duke Energy has donated $50,000 to The Educators College at Marian University to help develop and promote the STEM Teacher Preparation Program in Indiana. The program will result in scholarships for top performing students, with a...

Pope S.M.,Marian University at Indianapolis
Disaster Medicine and Public Health Preparedness | Year: 2016

The purpose of this communication is to explore the implications of genome editing techniques, such as CRISPR/Cas9, on public health–related responses to outbreaks of disease. The recent commercialization of genome editing techniques makes the creation and release of genetically altered pathogens a much easier task, increasing the possibility to the point of needing discussion. Three areas need to be addressed: predictions concerning potential genetic alterations, predictions and implications concerning the release of genetically altered pathogens, and the short- and long-term implications of the release of genetically altered pathogens. Full discourse on these topics among professionals in the area of public health will help to combat harm from the use of any genetically altered biologic weapons. The topics covered here include a review of the CRISPR/Cas9 gene editing technique, including a discussion of which possibilities utilize genome editing. We then address predictions about the application of gene alterations in the context of bioweapons. We discuss a few basic concepts about the evolution of an intentionally released genetically altered organism based on circumstances and patterns gleaned from observing nature in the hope that this will aid in the public health response to bioterrorism attack. (Disaster Med Public Health Preparedness. 2016;page 1 of 5) Copyright © Society for Disaster Medicine and Public Health, Inc. 2016

Eberl J.T.,Marian University at Indianapolis
Theoretical Medicine and Bioethics | Year: 2014

Debate concerning human enhancement often revolves around the question of whether there is a common "nature" that all human beings share and which is unwarrantedly violated by enhancing one's capabilities beyond the "species-typical" norm. I explicate Thomas Aquinas's influential theory of human nature, noting certain key traits commonly shared among human beings that define each as a "person" who possesses inviolable moral status. Understanding the specific qualities that define the nature of human persons, which includes self-conscious awareness, capacity for intellective thought, and volitional autonomy, informs the ethical assessment of various forms of enhancement. Some forms of cognitive and physical enhancement may be desirable from the perspective of what constitutes the "flourishing" of human persons in our fundamental nature; while other forms of enhancement, such as emotive or so-called "moral" enhancement, run the risk of detracting from human flourishing when evaluated from the virtue-theoretic perspective Aquinas promotes. © 2014 Springer Science+Business Media Dordrecht.

Pennell C.,Marian University at Indianapolis
Reading Teacher | Year: 2015

Teaching children to inquire, discuss ideas, and defend thinking about a literary text is a key aim of the common core state standards (CCSS). This article describes how four third-grade, male struggling readers successfully co-constructed meaning during a discussion based reading intervention rooted in philosophical inquiry. Three elements that guided reading development are closely examined: dialogic discourse, the fluidity of the text, and reader's experiential knowledge. In the age of the CCSS, considerations for transactional reading theory and dialogic teaching are discussed. © 2014 International Reading Association.

Atlas P.M.,Marian University at Indianapolis
American Review of Canadian Studies | Year: 2016

The national self-images of the United States and Canada have been shaped, in part, by their contrasting histories and mythologies of westward expansion and nation-building. Those narratives are most distinct with regard to government policies toward aboriginal peoples on either side of the 49th parallel, what Indians called “the medicine line.” The purpose of this article is two fold: (1) to specify and develop a three-part conceptual framework (consisting of the Turnerian discourse, the Lipset Thesis, and Borderlands Studies) for examining the history of the North American frontier and (2) utilizing a wide range of scholarly literature, to apply that framework in a comparative analysis of national policies toward Indians and First Nations in the post–Civil War/post–Confederation period on the Great Plains and Prairies. Several explanatory factors for cross-national difference will be identified and examined, including variance in geography and geology; demography, demographic trends, and political pressures in each country; the types of national political institutions and their impact on policymaking; and the types of forces deployed in the West (the Mounties and the US Army). © 2016 ACSUS

News Article | November 4, 2016

INDIANAPOLIS, Nov. 4, 2016 /PRNewswire-USNewswire/ -- At a news conference in the Indiana State House today, Marian University president Daniel J. Elsener announced the creation of a new school of education—the Educators College—and a partnership with the State of Indiana that will allow...

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