Pension coverage issues for the '90s /

Includes bibliographical references.

School of Nursing Class of 1975

Top Row: Kris Aasvved, Phyllis Askew, Stephanie Babboni, Carolyn Backus, Carol Bockeloo, Veronica Banks, Patte Barland, Sally Barling, Rowena Beebe, Ginger Behr, Bobbi Bergmooser, Clary Bestor, Terry A. Bilinski, Debbie Blauer, Kathleen Bly, Lois K. Boer, Aurelia boyer, Polly Bradley, Sue Brenkert, Sherry Brezina

Row 2: Andrea Brown, Phyllis Buchholz, Michele Bujak, Barbara Burcham, Carol Burg, Mary Ann Campbell, Nancy Cartwright, Sally Chin, Kathleen Christmas, Barbara Clark, Marlene Clarkson, Alma Cole, Judy Coltson, Donna Craig, Janet L. Davies, Catherine Davidson, Sandra Detrisac, Toni Doherty, Kathleen Dumas, Deretha Eddings

Row 3: Marcia Ferrand, Karen Finger, Carol Fischer, Susan Fischer, Suzanne M. Fleszar, Barbara Fritz, Lola Garland, Susan Goldstein, Pam Goltz, Diane Gorman, Debby Goudreau, Diane Greenfield, Debbie Gross, Joan Hamman, Cheryl Hauch, Michelle Hays, Betty Henderson, Christena Henson, Constance Hill, Linda Hill

Row 4: Pamela Hill, Marilyn Holland, Patricia Horvath, Lois Huissen, Nance J. Huston, Phyllis Isackson, Angela Janik, Kim Johnson, Marjorie Kelsey, Wanda Kent, Eugenie Kimura, Lesley Kinnard, Kathleen Klute, Peggy Koskela, Linda Ksiazkiewicaz, Barbara Lang, Karen C. Carson, Kathryn Linder, Kathleen Lipinski, Janie Locke

Row 5: Nancy Luth, Denise Lyons, Susan Malkewitz, Diane Mannino, Nancy Marsh, Denise M. McCann, Carol McVannel, Vicky Melancon, Darlene Mikolajczak, Jane Monroe, Pam Morris, Cari Mulholland, Sandra Muller, Jacqueline Murphy, Terri Murtland, Colleen Nash, Debbie Nichols, Nancy Nowacek, Denise D. O'Brien, Sue Olejniczak

Row 6: Susan Panozzo, Marty Parmelee, Nancy Parr, Alexandra Paul, Pam Pennington, Patricia Phelps, Helen Piggush, Jan Pinkham, Molly Power, Janet Primeau, Ilona Proskie, Gretel Quitmeyer, Vicki Jo Ray, Josephine Reed, Ruth Riley, Norine Rowe, Beata Rudnik, Pat Rutowski, Linda Sanders, Patricia Saran

Row 7: Judy Sayles, Janis Schlicker, Janice Schmidt, Janiece Selecky, Deborah Silverman, Susan K. Smith, Theresa Sobanski, Marcia Sosnowski, Joyce Stein, Cathie Stepien, Pam Stoeffler, Sharon Swann, Susan Truchan, Susan Turke, Susan Valentine, Delores Vander Wal, Mary Jane VanLoon, Pamela A. Van Riper, Jeanne M. Wade, Karen Warner

Row 8: Deborah White, Rebecca E. Wildgen, Karen Williams, Sharon Williams, Debra Wilson, KEn Wilson, Nancy Wiltz, Maribeth Wooldridge, Martha Zawacki, JoAnn Zlotnick

Row 9: Julie Sochalski, Norma Shumaker, Kristin Brawner, Susan Archambault, Lauralee Hess, Rita M. Gibes, Barbara Terrien, Laurie Cushman, Mary Markey

School of Nursing Class of 1979

Top Row: Jane Alcala, Katherine Atkin, sandra Shea Baer, Dee Baker, barbara Barnes, Rhonda Baruch, Adrien Beregsasy, Sally Bidol, Kathleen Birchmeier, Maureen Bishop, Julia Blanchard, Theresa Boyd, Janice Brown, Deborah Budde, Genevieve Burns, Mary Kaye Busch, Laurie Carroll

Row 2: Bonnie Cesak, Mary christensen, Julie Colegrove, Susan coleman, Cheryl coney, William cophenhaver, Wendy Culbertson, Angela Dade, Renee Damm, Lynn Darin, Michele DeMaria, Julie DeFouw, Martha Deming, Mary Dent, Michelle Diepenhorst, Janice Dietrich, Catherine Dilworth

Row 3: Barbara Dusseau, Fancine Eagle, Carolyn Eames, Janeen Ellis, Lisa Fandell, Melissa Fear, Michelle Revis, Barbara Ross, Thomas Bissonnette, Michele Henderson, Susan barnes, Catherine Foley, Marica Fosnaugh, Leana Fox, Carol Frens, Debra Furlette, Denise Garden

Row 4: Mary Lois Gardner, Jeanetter Giroux, Stephanie Glanton, Beverly Goodman, Debra Giffin, Laurie Guyton, Bobbie Hafford, Linda Haggerty, Cindy Hammelef, Kim Hand, Patricia Hartman, Susan Hepker

Row 5: Jayne Hetzner, Diana Hill, Sandra Hirsch, Margaret Howard, Carol Huebel, Beverly Jackson, Christine Jacobson, Dennis Johnson, SerVonia Jones, Kathleen Kadlec, Pamela Katz, Kim Kittle, Mary Jo Klepser, Cheryl Kole

Row 6: Julie Konkle, Mary Anne Kosek, Mary Kowalski, Kathryn Krawec, Cynthia Krc, Kathryn Leinberger, Linda Lewandowski, Deborah Lobert, Karen Lyon, Mary Beth McGowan, Deborah Mclnerney, Douglas McLellan, Mary McDonald, Donna Macksood

Row 7: Bruce macnee, Pamela Mandelkorn, Debra Mast, Constance Maynard, Carol Meach, Karen Meyer, Linda Moore, Robert Morgan, Lynn Murray, Cindy Nestell, Carol O'Dell, Christine Ostrowski, Jeanne Palmer, Frances Palms, Diane Parrish, Jennifer Patton, Cathy Plachetka

Row 8: Dawn Rhoades, Carolyn Riegling, Jill Rodammer, Michael Romej, Ann Rondi, Cindy Salesin, Cynthia Sapsford, Russsell Savage, Angela Schaefer, Lee Anne Schaefer, Debra Schafer, Paula Schelp, Sandra Schlump, Cindy Schneider, Brenda Schroeder, Laurie Schultz, Wanda Scott

Row 9: Michael sseator, Kimberley Sherman, Vicki Singer, Ingrid Smith, Mary Alice Smith, Kathy Snyder, Karen Staudt, Kathy Steinke, Sue Stevens, Kimberly Stone, Sheri Sutherland, Ann Marie Swiderski, Jane Sydlowski, Debra Thelen, Deborah Thompson, Phyllis Toney, Jill Triick

Row 10: Tara Trinrud, Kay Tupala, Rosemary Turckes, Richard Urbanski, Lynn VanDenBerg, Brenda VanDervoort, Catherine VanWagnen, Ellen Victor, Mary Anne Vitalis, Celia Wald, Anne Weber, Jurlean White, Martha White, Judith Wilcewski, Lynda Wood, Susan Wroblewski, Victoria Zielinski

School of Nursing Class of 2004

Top Row: Emma Abramson, Emilee Amo, Philip Arnold, Janet Biezlein, Anna Brede, Lindsey Brighton, Bethany Brown, Connie Brown-Olds, Charlene Bugais, Jammy Coates, Heather Coopex, Angie Costtakes, Jeffin Dejanovich, Jessica Farhat, Renee Filo, Kelly Fons, Katie Francis, Courtney Franklin, Rebecca Fransted

Row 2: Janelle Gailliard, Ericka Gess, Rebecca Goldstein, Candace Graham, Monique Grinnell, Jacob Grossman

Row 3: Joann Haderer, Diane Hamilton, Janet Hasse, Lisa Hoag, Nicole Hoeft, Emily Keeton

Row 4: Annette Keevex, Karen Kevelighan, Kelli Kincaid, Jennifer Kittell, Alison Knapp, Kelly Kulczyk

Row 5: Meejin Kwon, Megan Layher, Autumn Ledtke, Lora Lemaire-Valdez, Jessica Lewis, Diana Loud

Row 6: Melissa Maci, Andrea Magnus, Bre'Anne Mallon, Ada Sue Hinshaw, Patricia Coleman-Burns, Carol Loveland-Cherry, Judith Lynch-Sauer, Judy Wismont, Carrie Marshall, Neika Martin, Sarah Martin

Row 7: Lindsay Mason, Maryanne Matkovich, Alison McCann, Lina srgedas, Paula Graff, Rachel Mundinger, Christopher Ramos, Lauren Bealafeld, Gennifer Gasek, Angie Henderson, Sarah Ansett, Marisa Lirot, Caitlin McClellan, Diane Mille, Theresa Molyneux

Row 8: Isabel Moreno, Kristy Morrison, Phyllis Mulchay, Joielinn Nelson, Ann Newhof, Dawn O'Neil, Shontaya Overall, Theresa Overwater, Katherine Piper, Teresa Pizana, Erica Powers, Sarah Ricci, Leah Richardson, Anne Rucinski, Karon Sanderson, Rachel Sawman, Kathryn Sisterman, Sarah Smart, Curt Smith

Row 9: Elizabeth Stackable, Tracey Streiff, Angelica Susi, Tracy Swerrod, Leah Tatasciore, Julie Thomas, Rebecca Tidrick, Rebecca Vander Werff, Danielle Victor, Andrea Vincent, Katie Wagner, Essence Walker, Myre Ware, Jill Weirich, Kelly Wickham, Karen Wiklanski

An assessment of apprenticeship.

"Reprinted from the Monthly Labor Review, January, February, April and June 1964."

UW Gospel Choir May 23, 2016

Concert Program

A comparison of a distance education and locally based course in an urban university setting

The purpose of this research was to compare the academic performance and attitudes of students at the instructor-based site of a televised course and the distant site. An earlier pilot program indicated the need for certain technical and structural interventions at the distant site such as multiple "press-to-touch" microphones, a site-administrator and participative seating arrangements. At the beginning of the class, demographic data were collected from the students at both sites through a questionnaire and supplemented with information from students' records. Factors such as age, gender, ethnicity, marital status, number of children, current class status, major, work status and CLAST scores (achievement tests) were examined. There were no significant differences between the students at the sites except ethnicity and reading CLAST scores. The instructor-based site had a higher percentage of Hispanic students and the distant site had a larger percentage of Caucasian and Black Americans. The distant site scored significantly better on the reading section of the CLAST achievement test. An evaluation instrument was distributed to both sites, at the midpoint of the semester, measuring their attitude toward the organizational, technical, and pedagogical factors of the course. A second evaluation instrument, measuring similar factors, but more in-depth, was distributed to both sites near the end of the term. Nine students at the distant site were interviewed along with the site administrator to collect additional information.^ Course completion rates, dropout rates, pass rates and final grades of students at both sites were compared. There were no significant differences in academic performance between the students at both sites, however, there were significant differences in their attitudes. Those at the instructor-based site gave better ratings to most of items in the evaluation instruments. Problems at the distant site included audio and visual clarity, lack of available assistance, too much nonrelated talking, not enough opportunities to ask questions or to interact with the instructor during class. ^

Annotated record of the detailed examination of Mn deposits from STYX expedition stations

The cores described in this paper were taken in the tropical central Pacific Ocean by Scripps Institution of Oceanography's R/V Alexander Agassiz on the STYX Expedition of April-September 1968. A total of 132 cores were attempted of which 97 were successful. These cores are available at Scripps for sampling and study.

Breads Fortified with Freeze-Dried Vegetables : Quality and Nutritional Attributes. Part II: Breads Not Containing Oil as an Ingredient

Acknowledgments: Funds for the study were provided by the Scottish Government's Rural and Environment Science and Analytical Services Division and conducted as part of the Scottish Government Strategic Research programme (Diet and Health Theme of the Food Land & People Programme). The authors are grateful to Phillip Morrice, Vivian Buchan, and Donna Henderson for helping with the nutritional analysis of the breads. The authors declare no conflicts of interest.

The Collusion of Feminist and Postmodernist Impulses in E.L. Doctorow’s "Ragtime"

Many critics of Doctorow have classified him as a postmodernist writer, acknowledging that a wide number of thematic and stylistic features of his early fiction emanate from the postmodern context in which he took his first steps as a writer. Yet, these novels have an eminently social and ethical scope that may be best perceived in their intellectual engagement and support of feminist concerns. This is certainly the case of Doctorow’s fourth and most successful novel, Ragtime. The purpose of this paper will be two-fold. I will explore Ragtime’s indebtedness to postmodern aesthetics and themes, but also its feminist elements. Thus, on the one hand, I will focus on issues of uncertainty, indeterminacy of meaning, plurality and decentering of subjectivity; on the other hand, I will examine the novel’s attitude towards gender oppression, violence and objectification, its denunciation of hegemonic gender configurations and its voicing of certain feminist demands. This analysis will lead to an examination of the problematic collusion of the mostly white, male, patriarchal aesthetics of postmodernism and feminist politics in the novel. I will attempt to establish how these two traditionally conflicting modes coexist and interact in Ragtime.

Jung and Goddess: the significance of Jungian and post-Jungian theory to the development of the Western Goddess Movement

This study is concerned with the significance of Jungian and post-Jungian theory to the development of the contemporary Western Goddess Movement, which includes the various self-identified nature-based, Pagan, Goddess Feminism, Goddess Consciousness, Goddess Spirituality, Wicca, and Goddess-centred faith traditions that have seen a combined increase in Western adherents over the past five decades and share a common goal to claim Goddess as an active part of Western consciousness and faith traditions. The Western Goddess Movement has been strongly influenced by Jung’s thought, and by feminist revisions of Jungian Theory, sometimes interpreted idiosyncratically, but presented as a route to personal and spiritual transformation. The analysis examines ways in which women encounter Goddess through a process of Jungian Individuation and traces the development of Jungian and post-Jungian theories by identifying the key thinkers and central ideas that helped to shape the development of the Western Goddess Movement. It does so through a close reading and analysis of five biographical ‘rebirth’ memoirs published between 1981 and 1998: Christine Downing’s (1981) The Goddess: Mythological Images of the Feminine; Jean Shinoda Bolen’s (1994) Crossing to Avalon: A Woman’s Midlife Pilgrimage; Sue Monk Kidd’s (1996) The Dance of the Dissident Daughter: A Woman’s Journey from Christian Tradition to the Sacred Feminine; Margaret Starbird’s (1998) The Goddess in the Gospels: Reclaiming the Sacred Feminine; and Phyllis Curott’s (1998) Book of Shadows: A Modern Woman’s Journey into the Wisdom of Witchcraft and the Magic of the Goddess. These five memoirs reflect the diversity of the faith traditions in the Western Goddess Movement. The enquiry centres upon two parallel and complementary research threads: 1) critically examining the content of the memoirs in order to determine their contribution to the development of the Goddess Movement and 2) charting and sourcing the development of the major Jungian and post-Jungian theories championed in the memoirs in order to evaluate the significance of Jungian and post-Jungian thought in the Movement. The aim of this study was to gain a better understanding of the original research question: what is the significance of Jungian and post-Jungian theory for the development of the Western Goddess Movement? Each memoir is subjected to critical review of its intended audiences, its achievements, its functions and strengths, and its theoretical frameworks. Research results offered more than the experiences of five Western women, it also provided evidence to analyse the significance of Jungian and post-Jungian theory to the development of the Western Goddess Movement. The findings demonstrate the vital contributions of the analytical psychology of Carl Jung, and post-Jungians M Esther Harding, Erich Neumann, Christine Downing, E.C. Whitmont, and Jean Shinoda Bolen; the additional contributions of Sue Monk Kidd, Margaret Starbird, and Phyllis Curott, and exhibit Jungian and post-Jungian pathways to Goddess. Through a variety of approaches to Jungian categories, these memoirs constitute a literature of Individuation for the Western Goddess Movement.

Exploring Aboriginal patients’ experiences of cardiac care at a major metropolitan hospital in Melbourne

Objectives: The aim of the present study was to explore Aboriginal patients' lived experiences of cardiac care at a major metropolitan hospital in Melbourne.Methods: The study was a qualitative study involving in-depth interviews with a purposive sample of 10 Aboriginal patients who had been treated in the cardiology unit at the study hospital during 2012-13. A phenomenological approach was used to analyse the data.Results: Eight themes emerged from the data, each concerning various aspects of participants' experiences: 'dislike of hospitals', 'system failures', 'engagement with hospital staff', 'experiences of racism', 'health literacy and information needs', 'self-identifying as Aboriginal', 'family involvement in care' and 'going home and difficulties adapting'. Most participants had positive experiences of the cardiac care, but hospitalisation was often challenging because of a sense of dislocation and disorientation. The stress of hospitalisation was greatly mediated by positive engagements with staff, but at times exacerbated by system failures or negative experiences.Conclusion Cardiac crises are stressful and hospital stays were particularly disorienting for Aboriginal people dislocated from their home land and community.What is known about the topic? Aboriginal people have higher mortality rates due to cardiovascular diseases compared with other Australians. Along with different factors contributing to the life expectancy gap, Aboriginal people also face significant barriers in the use of the healthcare system.What does this paper add? Aboriginal patients' lived experience of cardiac care at a major metropolitan hospital in Melbourne is explored in this paper. Different issues were revealed during their interaction with the hospital staff and the hospital system in conjunction with their cultural aspect of patient care.What are the implications for practitioners? Positive interactions with staff, ongoing support from family and community, culturally appropriate cardiac rehabilitation programs can improve the cardiac care experiences of Aboriginal patients.

Cultural respect encompassing simulation training: being heard about health through broadband

BACKGROUND: Cultural Respect Encompassing Simulation Training (CREST) is a learning program that uses simulation to provide health professional students and practitioners with strategies to communicate sensitively with culturally and linguistically diverse (CALD) patients. It consists of training modules with a cultural competency evaluation framework and CALD simulated patients to interact with trainees in immersive simulation scenarios. The aim of this study was to test the feasibility of expanding the delivery of CREST to rural Australia using live video streaming; and to investigate the fidelity of cultural sensitivity - defined within the process of cultural competency which includes awareness, knowledge, skills, encounters and desire - of the streamed simulations. DESIGN AND METHODS: In this mixed-methods evaluative study, health professional trainees were recruited at three rural academic campuses and one rural hospital to pilot CREST sessions via live video streaming and simulation from the city campus in 2014. Cultural competency, teaching and learning evaluations were conducted. RESULTS: Forty-five participants rated 26 reliable items before and after each session and reported statistically significant improvement in 4 of 5 cultural competency domains, particularly in cultural skills (P<0.05). Qualitative data indicated an overall acknowledgement amongst participants of the importance of communication training and the quality of the simulation training provided remotely by CREST. CONCLUSIONS: Cultural sensitivity education using live video-streaming and simulation can contribute to health professionals' learning and is effective in improving cultural competency. CREST has the potential to be embedded within health professional curricula across Australian universities to address issues of health inequalities arising from a lack of cultural sensitivity training. Significance for public healthThere are significant health inequalities for migrant populations. They commonly have poorer access to health services and poorer health outcomes than the Australian-born population. The factors are multiple, complex and include language and cultural barriers. To address these disparities, culturally competent patient-centred care is increasingly recognised to be critical to improving care quality, patient satisfaction, patient compliance and patient outcomes. Yet there is a lack of quality in the teaching and learning of cultural competence in healthcare education curricula, particularly in rural settings where qualified trainers and resources can be limited. The Cultural Respect Encompassing Simulation Training (CREST) program offers opportunities to health professional students and practitioners to learn and develop communication skills with professionally trained culturally and linguistically diverse simulated patients who contribute their experiences and health perspectives. It has already been shown to contribute to health professionals' learning and is effective in improving cultural competency in urban settings. This study demonstrates that CREST when delivered via live video-streaming and simulation can achieve similar results in rural settings.

A randomized controlled trial of a nurse-led supportive care package (SurvivorCare) for survivors of colorectal cancer

INTRODUCTION: Colorectal cancer (CRC) and its treatments can cause distressing sequelae. We conducted a multicenter randomized controlled trial aiming to improve psychological distress, supportive care needs (SCNs), and quality of life (QOL) of patients with CRC. The intervention, called SurvivorCare (SC), comprised educational materials, needs assessment, survivorship care plan, end-of-treatment session, and three follow-up telephone calls.

METHODS: At the end of treatment for stage I-III CRC, eligible patients were randomized 1:1 to usual care (UC) or to UC plus SC. Distress (Brief Symptom Inventory 18), SCNs (Cancer Survivors' Unmet Needs measure), and QOL (European Organization for Research and Treatment of Cancer [EORTC] QOL questionnaires C30 and EORTC CRC module CR29) were assessed at baseline and at 2 and 6 months (follow-up 1 [FU1] and FU2, respectively). The primary hypothesis was that SC would have a beneficial effect on distress at FU1. The secondary hypotheses were that SC would have a beneficial effect on (a) SCN and QOL at FU1 and on (b) distress, SCNs, and QOL at FU2. A total of 15 items assessed experience of care.

RESULTS: Of 221 patients randomly assigned, 4 were ineligible for the study and 1 was lost to FU, leaving 110 in the UC group and 106 in the SC group. Patients' characteristics included the following: median age, 64 years; men, 52%; colon cancer, 56%; rectal cancer, 35%; overlapping sites of disease, 10%; stage I disease, 7%; stage II, 22%; stage III, 71%. Baseline distress and QOL scores were similar to population norms. Between-group differences in distress at FU1 (primary outcome) and at FU2, and SCNs and QOL at FU1 and FU2 were small and nonsignificant. Patients in the SC group were more satisfied with survivorship care than those in the UC group (significant differences on 10 of 15 items).

CONCLUSION: The addition of SC to UC did not have a beneficial effect on distress, SCNs, or QOL outcomes, but patients in the SC group were more satisfied with care.

IMPLICATIONS FOR PRACTICE: Some survivors of colorectal cancer report distressing effects after completing treatment. Strategies to identify and respond to survivors' issues are needed. In a randomized controlled trial, the addition of a nurse-led supportive care package (SurvivorCare) to usual posttreatment care did not impact survivors' distress, quality of life, or unmet needs. However, patients receiving the SurvivorCare intervention were more satisfied with survivorship care. Factors for consideration in the design of subsequent studies are discussed.