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Contents: James F. Jakobsen Forum 2004
James F. Jakobsen 2004 Graduate Forum: Jakobsen Graduate Student Forum Provides Wealth of Opportunities for UI Students by Shayla Thiel and Kelly Andringa More than 100 UI graduate students from departments ranging from music and cinema studies to engineering and biology presented original works of scholarship on March 26-27 at the third annual Jakobsen Graduate Student Forum. Organized and sponsored by the Graduate Student Senate, James F. Jakobsen Forum granted the opportunity for students from all walks of life to present their work to the public and fellow students and professors in a relatively low-pressure environment. This year, the Forum, which was held at the Iowa Memorial Union, awarded more than $5,000 to students with the top papers in the categories of Social Sciences, Humanities, Fine and Performing Arts. Winners are listed below. The Graduate Student Forum was named for Dean James F. Jakobsen in 2001 in honor of his long-standing commitment to graduate student education and his work with the Graduate Student Senate. He served as the liaison to GSS for many years, contributing feedback and guidance that has helped the GSS function as a strong resource for graduate students to this day. In 1998, Dean Jakobsen retired as Associate Dean of the Graduate College after 30 years of service, but he still attended the Forum awards ceremony on March 27 and continues to support GSS projects. and the winners are.... Fine and Performing Arts:
1st Malinda Theisman View the first place abstracts Biological and Life Sciences:
1st Elisa Na View the first place abstracts Humanities:
1st Kurt Rahmlow View the first place abstracts Mathematical and Physical Sciences and Engineering:
1st Sarah Vigmostad View the first place abstracts Social Sciences and Education:
1st Kimberly Nylen View the first place abstracts Graduate Students: First GSS Outreach Event with Big Brothers/Big Sisters a Success by Amy Aldridge When asked to draw a picture of happiness, 9-year-old Megan grabs a handful of crayons and begins to produce a rainbow on red construction paper. Charlotte Sikes, a graduate student in counseling psychology, asks Megan to name some emotions. She names seven: sad, glad, surprised, mad, depressed, worry and scared. Megan’s big sister Anna, a pre-elementary major at the university, looks impressed. This is the first booth Megan and Anna have visited at the first annual GSS Big Brother/Big Sister event which was held Saturday, March 6, at the Iowa City fairgrounds. "I’m good almost all of the time," Megan is quick to point out. Anna, her big sister of five months, agrees. Nearly 20 graduate students representing nine different academic departments set up booths with the idea of teaching the children within the local chapter of Big Brothers/Big Sisters that learning can be fun. About a dozen children showed up with their big brothers, big sisters and some biological family in tow. Jill Kromminga, program director for Big Brothers/Big Sisters, was pleased with the turnout and the participation of the kids. "The booths are awesome," Kromminga said. " The kids are having a great time. They seem very engaged." This engagement represented the hard work of a lot of graduate students, Kromminga admitted, particularly keeping in mind the challenge of a large age range. The children within the county chapter of Big Brothers/Big Sisters start at 6-years-old and go through high school. "Everybody can learn something though. I did!" Kromminga said. I’ve never held a hissing cockroach!" The hissing cockroach station, sponsored by biological sciences, including graduate student J. Caldwell, was a popular one. "It might not represent everything in biology, but kids like gross things," Caldwell said. "Anything that can excite kids about nature is a good thing." One child even adopted a cockroach. His big brother just threw up his hands and said, "I asked his mom." Participating departments in the GSS-sponsored event included Philosophy; Speech Pathology & Audiology; Anthropology; Mathematics; Computer Science; Biological Science; Communication Studies; Biomedical Engineering; and Counseling Psychology. Holly Hauschild, graduate student in mathematics, co-chaired the event for GSS with Sikes. "It went well. The grad students brought a lot of things," Hauschild said. "There wasn’t a big turn out of kids, but the ones who did show up stayed and had a good time. I’m really happy with it." GSS hopes to make the event an annual one and plans to organize a number of other service-oriented outreach activities between GSS and the community in the coming years.
Profile: Becker Stays in Touch with the Graduate Community: by Amy Aldridge In every issue of the GSS Bulletin, a graduate student interviews persons who are of interest to the graduate community, whether they are graduates of UI graduate programs making their way in the world or educators within the graduate community. In this profile, Amy Aldridge profiles a man who still connects to students in a building that carries his name, Dr. Samuel Becker of Communication Studies. A little over 60 years ago, Sam Becker moved to Iowa City to pursue a bachelor’s degree in radio production. Today he is professor emeritus of a department that is housed in a building named in his honor. In an issue of "Communication Studies" dedicated to him in 1999, Becker was referred to as one of the most influential communication scholars in the last 50 years. Many current graduate students also find him influentialĞand inspirational. Tracy Routsong, a first year graduate student in communication studies, initially came in contact with Becker when she applied to the program last year. "Sam helped me decide to come to the University of Iowa and was a continuing positive influence as I sent in my application and played the waiting game," Routsong says. "It was so incredible to me that this person of such importance to our field was willing to return my email and have a conversation with me." Kathryn Cady, ABD, agrees: "Sam is such a fixture and important part of the university, and he is very supportive of graduate students." One of Cady’s fondest memories is of Becker showing up to watch her present a paper at a regional conference when she was a first-year master’s student. "I had never even met him before, and I was really intimidated because he is such an important person in our field," Cady recalls. "He was a tremendously supportive audience member and so complimentary to me afterwards. I felt honored that he would take time to be involved with graduate students in that kind of encouraging manner." Modest Becker, who no longer teachers courses at the university since retiring in 1993, is the University of Iowa Foundation Distinguished Professor Emeritus of Communication Studies. He chairs the emeritus faculty and staff organization at the University of Iowa, and still maintains office hours in the building that bears his name. There he stays in close touch with graduate students to this day and frequently checks in with their research. "Faculty ought to support graduate students" Becker says. "I’m interested to see what they’re doing." Becker’s former students are many, and include professors and executives. Amongst their ranks is Bruce Gronbeck, A. Craig Baird Professor of Public Address at UI. One of his favorite stories about Becker is when they attended the National Communication Association’s annual convention in 1981 in Anaheim, Calif. "Sam and I decided to take some time off to actually go to Disneyland. So, about 1 pm on a nice afternoon, we headed into the park," Gronbeck says. "Sam began moving faster and faster, soon almost running from feature to featureĞa peek into a jungle, a smile or two for Alice’s teacup ride, admiring looks and even a picture of the Matterhorn. "We ran past people to get into Space Mountain, both worrying when the signs on the stairway leading in warned us about high blood pressure (we both had it), difficulty breathing (we both were puffing), dizziness (we figured that was inevitable)," he continues. "But in we went, and flew down the course. Then we jumped out, Sam asked, ’What’s next?’, and off we sprinted to pick up a bite to eat before examining submarines, and almost all of the other sections of the park. "And with that, Sam said, ’Okay, we’ve seen it, and it was nice--let’s go back to the hotel.’ Most of Disneyland had been covered in two hours, 45 minutes, except the monorail, which was much, much too slow for Sam Becker." Becker’s numbers are impressive: He directed 59 doctoral dissertations and has written 10 monographs and 115 journal and book publications. In fact, his first publication came when he was just a graduate student, in the prestigious "Quarterly Journal of Speech." His communication focus has primarily been in mass communication theory and research, although he admits he’s "jumped around." When Becker enrolled at UI in 1940, he says he thought he might like to be a radio actor. He had been interested in radio broadcasting since his junior high days in Illinois, where he was a member of a radio club and produced weekly radio programs. After only two years at UI, Becker’s education was temporarily interrupted with a three-year stint in the Army. However, he did return and finished his BA in speech and dramatic arts in 1947. With BA in hand, Becker worked in commercial radio, but admits he quickly became bored. He returned to UI to seek advice from his former academic adviser. The adviser suggested Becker get an MA and try teaching. Becker took the advice, finished his MA, and accepted a job teaching in Wyoming. Within a year, UI asked him to come back and join the faculty. Becker joined the faculty in 1950, exactly 10 years after he first enrolled as an undergraduate at UI. In 1940, he worked as a dishwasher in Currier Hall to pay his board. In 1950, he was a member of the faculty and a PhD student. By 1974, Becker had been elected president of the National Communication Association. Locally, Becker served 14 years as the department’s chair and a year and a half as the university’s provost. During his years as chair, he raised the funds necessary to build what is now known as the Becker Communication Studies Building. The building was dedicated in 1984, but Becker’s name wasn’t put on the building until 1993Ğas a retirement gift from his colleagues. He humbly claims that having an office in a building with his name on it is "unbelievable." Even in retirement, Becker stays busy. In addition to maintaining regular office hours at BCSB and overseeing emeritus faculty, he also currently is working on his memoirs and next month will give the keynote at the Central State Communication Association’s annual conference. "I’ve been awfully lucky. This place has been so good to me, and I’m grateful," Becker says. "I don’t think there’s a better job in the world than being a faculty member." Becker encourages doctoral students to have a good time and to become the best teachers possible. He points out that universities are recognizing the importance of teaching more and more. He warns that too many new PhDs who aren’t interested in research are going to research institutionsĞmaybe as a result of the prestige. "Go to an institution who will reward what you enjoy doing," he advises. Grad Tax: GSS Leaders Urge Rep. Leach to Co-Sponsor Bill for Affordable Graduate Education by Shayla Thiel Students are infamously known for shirking civic duty and avoiding the political process, but recently, GSS representatives lobbied a legislator to take on a cause near and dear to graduate students: affordable and accessible graduate education. At the urging of GSS president David Taylor and vice-president Mary Jensen, along with other graduate student leaders at the UI and other universities nationwide, House Representative Jim Leach (R-Iowa, second Congressional District) has agreed to co-sponsor H.R. 3412, the Higher Education Affordability and Equity Act (HEAEA). The HEAEA includes language that implements expanded tax exemptions for graduate scholarships, as well as a number of highly important tax incentives for education. The bill, which was introduced in October by Rep. Phil English (R-PA), makes room and board and other necessary expenses for graduate students exempt from taxes because it renders them "qualified educational expenses." Scholarships, tuition reimbursement, and certain university fees are already exempt from taxes, but room and board is not. If passed, the room & board expenses would be paid out from a tuition savings account, treating graduate stipends for teaching and research like scholarships and fellowships rather than like working wages. Furthermore, the bill would expand the deductibility of interest on large student loans, making student loan interest fully tax-deductible and raising the income threshold for taking the deduction to $115,000 for an individual ($230,000 for joint filers). Taylor initially contacted UI President David Skorton upon hearing the bill needed co-sponsorship in order survive, and he put Taylor in contact with the Governmental Relations Office on campus. After conferring with their representatives about the bill, they contacted Leach's office on behalf of UI graduate students about co-sponsoring the bill, citing GSS and the Grad College support for it. Taylor, who has served as GSS president for the past year, said he feels graduate students must take personal responsibility on issues that affect them directly. "It's important that graduate students get involved with issues that affect their lives," he said. "If we don't work to improve things, not only for ourselves but for those who come after us, then who will?" The bill currently needs support from other graduate and professional students and student leaders urge them to write letters to their congressmen in support of HR 3412. In order to learn more about the bill or download a letter with talking points that may be mailed directly to legislators, you may visit the Web site for the Coalition for an Affordable and Accessible Graduate Education at: http://www.andrew.cmu.edu/~gsa/gradtax/ COGS Corner: Paid Leave Guaranteed for Iowa Graduate Students : by Kevin Esch COGS has been hearing a lot of confusion and concern about some new policies being proposed by many departments across campus. These policies originated from the College of Liberal Arts and Sciences, and aim to redefine 1) our rights to sick leave and other forms of leave, and 2) substitution practices when a T.A. is unable to teach class. First of all, let me remind you that Article XI of our contract guarantees us paid leave, sick leave, family illness leave, and other forms of leave. If you don’t have your own copy of the contract, you can view it online at www.cogs.org. If anyone in your department tries to tell you that you aren’t allowed to cancel class for illness or other reasons, or that you have to justify your absence or obtain permission in advance, refer them to your COGS contract. If anyone tells you that you have to "make up" that "lost" time by scheduling another class session or doing makework for the department, remind them of your rights. Then tell your steward about it as well, or call the COGS office (337-5074) and alert someone there. Secondly, some departments are telling their employees that if they are sick or otherwise unable to teach class, they and they alone are responsible for finding a substitute, and if they cannot, they can’t cancel class. I am sure that all of us who teach classes recognize the value (monetary and otherwise) of our students’ educations, and are reluctant to cancel class for any reason. However, if we are forced to cancel class and are unable to find someone to cover for us, our contract still gives us that right. Lastly, many departments have long-standing unofficial "quid pro quo" arrangements, where instructors sub for one another’s classes. These new policies seek to make these arrangements official and mandatory, ignoring the fact that these subs are not getting paid for their extra class time and preparation, except perhaps by the colleague they sub for (who as a result actually loses money by cancelling class). No one should be forced by department policy to cover classes for free. Again, if this is happening in your department, contact your steward or the COGS office. The College is attempting to deny us our basic rights as unionized employees. COGS will be filing a grievance with the university in the near future about this, but we need your help. If any of you have information about these new policies in your own department, let us know. This WILL be addressed at the bargaining table next year when we negotiate a new contract. The only way we can stop this nonsense is by being aware of our rights, becoming active in COGS, and promoting membership in our departments. Ask the non-members you know what they are waiting for. If you ignore your union it will go away. Kevin Esch, a graduate student in Cinema and Comparative Literature, is the Campus Chief Steward for UE-COGS Local 896 for the 2003-2004 schoolyear. He can be reached at Kevin Esch. Grants Workshop: Informational Workshops for Grants and Development to Start March 31: by Shayla Thiel contact ip-grants@uiowa.edu The International Programs Office of Grants and Development is offering two new series of informational workshops for graduate students and upper-level undergraduates. Series 1: Discipline-Specific Workshops Beginning in March on a weekly basis Dr. Roberta Marvin and her staff will discuss opportunities for fellowships, scholarships, and grants; strategies for finding funding, and techniques for writing successful proposals. Sessions will be held on Wednesdays from 4:00 to 5:00 p.m. in Maclean Hall, Room 118 according to the following schedule:
Arts and Humanities - March 31, 2004 Students are advised to reserve a place in these sessions by calling 335-0477 or 335-0659, or by sending a message to ip-grants@uiowa.edu (be sure to indicate the date you wish to attend). Series 2: Personalized Mini-Workshops This new workshop series will be tailored to small groups of students, with sessions offered every Monday afternoon beginning April 5, 2004, in the IP Grants Resource Center, 226 IC. IF you have a few friends who have similar interests (i.e. would like help searching for fellowships and scholarships, or learning techniques for writing successful proposals), we can design a session to help you specifically. Please email ip-grants@uiowa.edu or call 335-0477 if you wish to arrange a special session or if you wish to attend in a small group. Organizing Knowledge: Making Sense of It All: by Carolyn Lieberg, Associate Director, Center for Teaching One goal of graduate study is to gain a comprehensive understanding of a body of knowledge. On the other hand, most undergraduates are understandably so focused on specific courses and so overwhelmed by all of the departments, colleges, majors, and educated people who populate the campus that the idea of being able to take intellectual charge of, say, classical history, a century’s worth of British literature, or Beethoven a complis (music, biography, era’s economics, politics, and social conditions, and so on) is nearly incomprehensible to them. Can we help? Yes. For many learners, reading book after book and listening to lectures while taking careful notes will foster the accretion of knowledge that a student hopes for. For many others, some visual graphics may help them place information into an arrangement that may improve learning. Several simple tools can be employed to this end. First, keep in mind that over-sized sheets of paper, which can be taped on walls or doors, and even colored pens, should not be underestimated as aids. Student learning need not be defined by an 8 1/2 x 11 notebook and Bic pen. Additionally, online assistance can be found in the following sites: 1. Muskingum College Center for Advancement of Learning’s Learning Strategies Database 2. Alternatime 3. Education Place Online Maps The Muskingum College site contains about thirty diagrams for constructing relationships and linking ideas. A common outline may suit some students’ ways of thinking. Flow charts, fishbone or spider diagrams may serve others. Applying information to an organizational structure helps students think through how things are linked and why. These graphics could be used as homework aides or as assignments. Timelines are a common tool for history, but they are useful far beyond that field. Many (if not all) topics are embedded in historical contexts that would add depth and opportunities for students’ increased understanding. Also useful are timelines disconnected from history -- that is, date-free lines that can be used to lay down a series of events or phenomena in the appropriate order. To return to Beethoven, the symphonies are numbered, and no doubt students of music learn the dates of their composition. Would it be further help to see these nine pieces of work spread out across a sweep of "landscape" created by taping several sheets of paper together, where there would be sufficient space to note unique compositional details as well as "stripes" of development of, say, musical ornaments or meter or uses of different instruments. If the 7th could not have been written first, would a visual "map" of development illustrate some of the reasons why? Finally, consider using geographical maps. Every newspaper story about geographical knowledge in this country is pathetic. If you are teaching a course that includes anything at all that relates to a place on the planet, assign your students the small task of fetching an appropriate map (they come with and without proper names) so that they are invited to learn a tiny bit more about this planet we occupy. Any aid we can offer students to manage what they learn during their time in university that urges them to take pride in what they know will help decrease those shamelessly uttered comments one hears occasionally that make me, for one, shudder - "I don’t remember a thing I learned in college." For more information about the UI Center for Teaching, you may contact Carolyn Lieberg at Carolyn-lieberg@uiowa.edu. Library update: How can the Library System help graduate students? Let her count the ways. by Ann Ford Ann Ford, UI reference librarian, explains the inner workings of the library system. How can the Library System help you? I hope you can think of many ways, but this will explain some of the services we offer and the help we are prepared to offer. We are information experts and we are here to assist you. For your research: We can often help you with more expert ways of searching for materials in our libraries and in other libraries. Working intensively with the online catalog, as we do, we understand how to focus searching on a type of resource or the format. We can help to find primary sources listed in the online catalog, for example, by using keyword searching with words such as correspondence, personal narratives, diaries, since these are words used in the Library of Congress subject headings used in the online catalog. Reference Consultations: We offer service for your particular research needs. We have reference consultations available on an appointment basis. You may fill out a form at the Libraries’ home page by clicking on "Ask a librarian" and then "Request a consultation" and explain your research needs. We assign a librarian with experience in researching that discipline to work with you and make an appointment to work on it. LiveRef: this service provides interactive chat with a librarian to answer questions. It is available during business hours Monday through Friday. Advice about new databases or additional databases to search: Fairly often we find that scholars are not aware of databases that may improve their "reach," especially when they are working on interdisciplinary projects. For example, you may be familiar with Modern Language Association Bibliography, but you may be unaware that ERIC will find many additional resources on teaching language, and Linguistics and Language Behavior Abstracts will find still others. For your teaching: We can help you create an assignment using library resources to the best advantage, in a way that will direct the student to the best resources. We give advice about which databases will be most useful for your assignments, and even whether an assignment is feasible We can teach a course-related class explaining what resources are available and demonstrating them. Computer classroom: You may schedule the computer classroom with 24 stations to teach a class hands-on. The Information Arcade has this service through a webpage at http://www.lib.uiowa.edu/arcade/ click on Classroom, schedule and reservation form. Putting articles and/or books on reserve for classes you teach, so that all of the students will be able to find them. Various other services The Information Arcade has multimedia stations which provide software, and they may be scheduled for your use. There is also expert assistance with the software from the Arcade help desk. Laptop checkout in the Arcade at the help desk, for use with the Main Libraries’ wireless network. Check "My account" to see what you have checked out at any time. Contact staff online to rush books listed as "ask staff" because they are not yet processed. Especially those listed as "In Process," because they can be prepared for your use in about 7 days. GSS Bash Slated for April 16th, 2004: contact Jackie Klein and Sarah Vigmostad Want to meet cool graduate and professional students from all over campus? The 2003-2004 academic year is almost out! Please join us in celebrating the end of the year with fellow graduate and professional students at this year’s annual Graduate and Professional Student Bash. Come meet fun and interesting graduate and professional students from many disciplines across campus. The Bash will bring graduate and professional students together for a lively night of mixing and mingling, dancing, darts, pool, food, and drink. This year’s Bash will be held Friday, April 16 at the First Avenue Club in Iowa City (1550 S. First Avenue) from 8pm-1:30 a.m. Feel free to contact us via email at Jackie Klein and Sarah Vigmostad with any questions or concerns. Hope to see you there! Dining In: by Sarah Vigmostad and J Caldwell This month we are bringing you a tasty treat with an Asian influence. This is an easy recipe to make, and it can be adapted according to your tastes. We recommend adding grilled peppers and some broccoli florets to the mix. The shrimp in this recipe can easily be substituted for chicken or tofu. Delicious! The Main Meal
From last month's recipes
Stir-Fried Shrimp with Snow Peas and Mushrooms Ingredients
2 tsp. cornstarch Directions In a small bowl, stir together the cornstarch, sherry and water. Set aside. Preheat a wok or deep, heavy fry pan over high heat. Add 2 tsp. of the peanut oil and carefully tilt and rotate the pan to distribute the oil. When the oil is hot, add the shrimp and stir-fry until they are bright pink but not yet cooked through, about 3 minutes. Do not overcook them. Transfer to a plate. Return the pan to high heat. Drizzle in the remaining 2 tsp. peanut oil, tilting the pan to coat the bottom and sides with the oil. Add the ginger and garlic and stir-fry until fragrant, about 30 seconds. Add the snow peas and mushrooms and return the shrimp to the pan. Stir-fry until the snow peas are bright green, 30 to 60 seconds. Pour in the stock and cook until the shrimp are opaque throughout, 2 to 3 minutes more. Briefly stir the cornstarch mixture to recombine, then pour it into the pan. Stir-fry until the sauce thickens and turns clear, about 2 minutes. Add the sesame oil, salt and pepper. Transfer to a warmed serving dish and serve immediately. Serves 4. Herb and Spice Roasted Cornish Game Hens
Ingredients
Preparation *This time is perfect to retain moisture and juiciness while also thoroughly cooking the bird. James F. Jakobsen 2004 Graduate Forum: Winners List by Kelly Andringa
Fine and Performing Arts:
1st Malinda Theisman This world may be real, or it may not, all I know is that I percieve it with my body’s senses, and each moment of that perception is unique. My work is involved with the act of perception. Perception can either be linked to a thought process, or it can be experienced free from intellectual filtration. When the latter occurs, forms are curiously strange and beyond the uses of meaning. Free from intellectual meanng, objects are no longer fixed. They acquire a spaciousness and a mobility when no longer confined by definitions, and the possibilities for experience are limitless. How can an image portray the precognitive feeling of an object? This problem raises issues regarding the nature of visual representation, including, how reliable is perception? And how reliable is imagination and belief? What is the difference between perceiving and concieving? In the process of the work, these questions are answered insofar as they are surmounted. The work solves through making the unanswerable clear. Biological and Life Sciences:
1st Elisa Na Past studies have shown that rats that experience repeated sodium depletions show enhanced ingestion of 1.8% saline. The present experiment examined the role of the nucleus accumbens (NAc) in enhanced salt appetite. Rats were divided into 3 groups: 3 furosemide treatments (3F); 2 vehicle and 1 furosemide (1F); 3 vehicle (3V). On testing days, rats were given furosemide or vehicle. 24 h after injection, animals were given a salt appetite test. After the test, rats were given access to saline and water. Daily fluid intakes were recorded and the salt appetite test was omitted for the final depletion. Animals were sacrificed and Fos in the NAc was quantified. 3F rats increased both chronic and acute saline ingestion across depletions and also showed significantly more Fos in the NAc than in animals in the 1F or 3V groups. These changes indicate that experienced animals increased their preference for hypertonic saline Humanities:
1st Kurt Rahmlow
Critics commonly acknowledge that early pictorialist photographers attempted to validate their medium by associating it with more respected art forms. In the case of The Pond Moonrise (1904), Edward Steichen did this by crafting a painterly that is, an innovative and labor-intensive print. More recently, scholars have recognized the influence of Symbolism on Steichen’s early development, and they have acknowledged the importance of Symbolist references for Steichen’s larger interests. By adopting a Symbolist aesthetic, a photographer, a practitioner of a modern and experimental art, claimed equal status with a specifically modern and experimental, if an increasingly academic, type of painter. What critics generally fail to recognize is that Symbolist works like The Pond Moonrise also afforded Steichen the opportunity to indulge his ambivalent attitude toward authority. Symbolism enabled the artist s appeal to traditional forms while it nevertheless allowed him to continue to play the rebel. Mathematical and Physical Sciences and Engineering:
1st Sarah Vigmostad In the past ten years, coronary stents have emerged as an effective treatment for patients with coronary artery disease (CAD). Used in conjunction with balloon angioplasty, they have greatly reduced the risk for restenosis. However, restenosis still occurs in 20-30% of cases. The tendency for restenosis has been associated with regions of low wall shear stress (WSS). To prevent restenosis, interventions should result in minimizing areas of low WSS. In-vivo angiographic and intravascular ultrasound images were reconstructed in three dimensions in 14 human coronary arteries (with 20 implanted stents) treated for CAD. Computational fluid dynamics (CFD) was used to model blood flow through the arterial segments, and WSS was examined at 5mm segments in the proximal and distal ends of each stent. WSS was found to be lower distally in 7 out of the 20 stents (33%, p<0.001). This can be attributed to the geometry of these vessels after stent placement, in which the artery expanded distally. This geometric configuration was not observed in the remaining 13 stents. Previous hemodynamic studies examining coronary stents have been limited to simulating idealized geometries. The ability to examine human coronary arteries and their altered geometry after stent placement enables a realistic CFD study and provides important insight into the causes of restenosis. Social Sciences and Education:
1st Kimberly Nylen A growing body of literature suggests that one source of variability in adjustment to parenthood may lie in the role of expectations and violations thereof. Unfortunately, there is no "gold standard" instrument for measuring expectations. This study aimed to develop a measure that assesses the nature of women's expectations about parenthood and the extent to which expectations were violated. Approximately 145 postpartum women completed an expectations questionnaire and self-report measures of depression and anxiety. Expectations and actual experiences were assessed retrospectively as a means of determining the subjective importance of expectations and the relationship between discrepancies and reported mood. Relevance of expectations to the postpartum domain is discussed in terms of structural analysis of the instrument and scores on depression and anxiety questionnaires. Results show that violated expectations accounted for a significant portion of the variance in depression, but not anxiety, indicating specificity of violated expectations to depression. |
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© 2004 University of Iowa (Graduate Student Senate) |