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Since early 2020 the world has been disrupted by COVID-19, and higher education has certainly not been exempt. While an initial widespread strategy was to move to remote teaching and learning, colleges and universities began to quickly develop alternative strategies that would allow students to have more of a traditional college experience. As the pandemic stretched into its second year, the toll began to show for students, faculty, and institutions. This quantitative study provides empirical data to highlight the impressions of students enrolled in a Midwestern university with a regional campus structure (n=447) regarding their collegiate experiences from spring 2021 until the end of fall 2021, a time span of a full calendar year during the second year of the global pandemic. Three populations of students are represented in the data: residential, regional commuter campus, and e-learning (fully online) students. In a time of continued flux in higher education, it is critical to understand the needs and expectations of the student population while trying to navigate the decisions that a university must make regarding course formats, budget issues, and a "return to normal" plan. It is possible that in the haste to "return to normal," universities might overlook the fact that students have now experienced variations in their educational experiences that they would like to retain. Further, student perceptions of the fairness of an institution's policies and decisions presumably impact student persistence and success (Berger and Braxton, 1998). Has taking a full schedule of online course during the pandemic changed what students are looking for in their courses moving forward? Our analyses revealed that students seem to appreciate the flexibility of online course offerings while expecting strong academic support systems. Many of the findings led to the conclusion that perhaps a "return-to-normal" university structure should not look like it did prior to the pandemic. More variation and flexibility in course offerings, more emphasis on academic and mental health support systems, and more recognition that students' needs are diverse should be at the core of university decisions moving forward. [ABSTRACT FROM AUTHOR]

Background: Men with intellectual disability (ID) and sexually abusive behaviour are a disempowered and marginalised group. Nevertheless, as service users, they can be consulted and involved in a variety of different ways, including ascertaining their views of the services they receive. Method: A group of 16 men with ID and sexually abusive behaviour were interviewed to ascertain their views approximately 2 months after completing a 1-year group cognitive behavioural treatment (CBT) for sexual offending. Two raters independently reviewed interview transcripts and participant responses were summarised. Results: The most salient components of treatment recalled by participants were: sex education; legal and illegal behaviours and their consequences; and discussions about specific sexual assaults. Only 3 of the 16 participants stated that they had problems with sexual offending, and only 1 identified that he had learnt about victim empathy, although this is an important component of treatment. Having support, the knowledge that they had the same problems as other group members, and talking through problems, were appreciated as some of the "best things" about the group, while the "worst things" were generally person-specific. Participants had mixed views on talking about their own offences during group sessions and, overall, viewed the experience as difficult but helpful. Conclusions: Valuable insights into the aspects of treatment that group members found useful were explored. Such insights are often not captured by studies that assess the efficacy of treatment models using treatment-specific measures only, and these are important in defining the quality of services provided. (Contains 5 tables and 2 notes.)

This essay explores rhetorical contextualization, or how rhetoric both reveals and conceals subjects in the socio-cultural terrain. Utilizing Burke's notion of representative anecdotes, equipment for living, and frames of acceptance/rejection/transition, the authors explore how these three concepts intersect within the realm of attitude through a textual analysis of the television show Talk Soup and interviews with young adult fans of the program. As young adults are faced with the prospect of 'downward mobility' and uncertain futures, this essay asserts that they find equipment for living in mediated texts that provide a perspective of 'looking down' while not necessarily 'moving up' to achieve 'the American Dream.' Keywords: Kenneth Burke, representative anecdote, equipment for living, attitude, trope., THE WORK OF Kenneth Burke marks the intellectual crossroads of the history of American rhetorical theory. Burke's ideas at once nudged the neo-Aristotelian notion of 'context' into the broader term [...]

The article explores the strategies employed by debtors to pay for bankruptcy litigation, including attendant limitations and pitfalls and suggests methods for trustees or creditors to identify and deal with these strategies and the majority of assets in bankruptcy for the estate.

Abstract: Critically ill newborn infants experience stressors that may alter brain development. Using a rodent model, we previously showed that neonatal stress, morphine, and stress plus morphine treatments each influence early gene expression and may impair neurodevelopment and learning behavior. We hypothesized that the combination of neonatal stress with morphine may alter neonatal angiogenesis and/or adult cerebral blood vessel density and thus increase injury after cerebral ischemia in adulthood. To test this, neonatal Lewis rats underwent 8h/d maternal separation, plus morning/afternoon hypoxia exposure and either saline or morphine treatment (2mg/kg s.c.) from postnatal day 3–7. A subset received bromodeoxyuridine to track angiogenesis. Adult brains were stained with collagen IV to quantify cerebral blood vessel density. To examine vulnerability to brain injury, postnatal day 80 adult rats underwent right middle cerebral artery occlusion (MCAO) to produce unilateral ischemic lesions. Brains were removed and processed for histology 48h after injury. Brain injury was assessed by histological evaluation of hematoxylin and eosin, and silver staining. In contrast to our hypothesis, neither neonatal morphine, stress, nor the combination affected cerebral vessel density or MCAO-induced brain injury. Neonatal angiogenesis was not detected in adult rats possibly due to turnover of endothelial cells. Although unrelated to angiogenesis, hippocampal granule cell neurogenesis was detected and there was a trend (P =0.073) toward increased bromodeoxyuridine incorporation in rats that underwent neonatal stress. These findings are discussed in contrast to other data concerning the effects of morphine on cerebrovascular function, and acute effects of morphine on hippocampal neurogenesis. [Copyright &y& Elsevier]

Background: Hospitalized preterm infants may experience pain and stress, and narcotics are often administered to lessen their suffering. However, prolonged narcotic therapy may be detrimental during neonatal brain development. Using a rat model combining neonatal stress and morphine, we found that neonatal morphine impaired adult learning. Here we describe a new mouse model examining lasting effects of neonatal stress and morphine., Objective: We tested whether repeated neonatal stress and/or morphine exposure affects early neurodevelopmental or adult behaviors., Methods: Five groups of C57/BL6 mice (1: untreated; 2: morphine (2 mg/kg s.c., b.i.d.); 3: saline, 4: stress + morphine; 5: stress + saline) were treated from postnatal day (P) 5 to P9. Stress consisted of daily maternal separation/isolation (08:00-15:00 h) with gavage feedings and twice daily exposure to brief hypoxia/hyperoxia. Developmental behaviors included righting (P5) and negative geotaxis (P9). Adult behaviors included elevated plus maze, morphine place-preference conditioning, and forced-swimming. Plasma concentrations of morphine (P7) and corticosterone (P9 and adult) were measured., Results: Neonatal stress or neonatal morphine alone impaired adult place-preference conditioning, but the combination did not (interaction p < 0.01). Adult basal corticosterones were reduced by neonatal morphine treatment. There were no substantial differences in elevated plus maze or forced-swimming times., Conclusions: Neonatal stress and morphine treatment produced long-lasting behavioral and hormonal effects which suggest that neonatal morphine reduces adult arousal and neonatal stress exaggerates adult arousal, each to a degree sufficient to alter learning, while the combined impact of these neonatal treatments does not alter adult learning.