Congenital atresia of the left main coronary artery in an infant

Congenital atresia of the left main coronary artery is a rare occurrence, and surgical revascularizationbypass graft is required. We here report a rare case of congenital coronary anomaly in an infant. A 10-month-old male infant was admitted to the hospital with heart failure symptoms. Echocardiographic examinations revealed mitral valve regurgitation and ischemic changes of the anterolateral papillary muscle and chordae. Coronary angiography showed atresia of the left main coronary artery with a severe hypoplastic left anterior descending artery and a circumflex coronary artery. Unfortunately, sudden cardiac arrest occurred after catheterization and the infant did not recover despite of immediate cardiopulmonary resuscitation. Further studies are needed to find a newer diagnostic method to detect coronary anomaly in an infant, and coronary angiography, if necessary, has to be performed very carefully.     

Mentoring in the virtual organization: keys to building successful schools and businesses

Mentoring can take on a whole new perspective when people have a common goal but are in different physical locations. The benefits of virtual mentoring, in other words, mentoring when the mentor and mentee are not geographically co‐located, and which occurs mainly by electronic communication, can be substantial. They include lowered costs, increased access to mentors, and no limitations on space, time, and location. There are also disadvantages to virtual mentoring. Notable among these is the lack of face‐to‐face communication, something that adds another dimension to understanding the tone and attitude of messages between mentors and mentees. This article not only defines and analyzes the concept of mentoring as performed in the virtual organization but also deals with phases of mentoring and types of mentors used in this relatively new work environment. The synthesis of the literature and the authors’ experience results in a list of keys to successful mentoring in the virtual organization. These are: trust, self‐motivation, flexibility, communication skills, and technological skills. In addition, implications for worldwide mentoring are discussed.     

Connecting to the Good Life through outdoor adventure leadership experiences designed for Indigenous youth

Indigenous voices are largely silent in the outdoor education and adventure therapy literature. The purpose of this research collaboration was to understand how a 10-day outdoor adventure leadership experience (OALE) may promote resilience and well-being for Indigenous youth through their participation in the program. The process was examined through a community-based participatory research project that sought insight from the perspectives of one First Nations community in Canada. The OALE was implemented with six different groups for a total of 43 youth participants (ages 11.9–18.7 years) from Wikwemikong Unceded Indian Reserve in northeastern Ontario. Field data were collected from multiple sources including participant interviews, journals, focus groups, and talking circles. Using a critical ethnographic lens, we analyzed the data inductively to understand how the OALE promoted resilience and well-being. We listened to Indigenous voices, adhered to principles of Indigenous coding for thematic content and respected Indigenous ways of knowing for interpreting results. The process of connecting to the Good Life (Anishinaabe Bimaadziwin) or waking up (nsidwaaswok) to the Good Life emerged as the dominant theme. Connecting to the Good Life may offer a simple yet compelling way to understand the net impact of the OALE.     

The application of cognitive learning theory to criminal justice education

Most criminal justice programs began as extensions of vocational technical training courses, but within the last decade they have begun to parallel the liberal arts programs originally proposed. As a result of this reorientation, criminal justice instructors lack many of the instructional methods used by colleagues in other fields. In addition, the dual nature of criminal justice instruction, requiring both experience and theory, places demands on criminal justice instructors that their colleagues may not experience. The field needs an instructional approach that blends the best of the vocational aspects and the theoretical underpinnings. This paper reviews cognitive learning theory, specifically Kolb's experiential learning model. Recommendations are offered for the application of this model to instruction in criminal justice courses.     

Examining the Validity of Standards-Based Assessments for Initially Fluent Students and Former English Language Learners

To date, assessment validity research on non-native English speaking students in the United States has focused exclusively on those who are presently English language learners (ELLs). However, little, if any, research has been conducted on two other sizable groups of language minority students: (a) bilingual or multilingual students who were already English proficient when they entered the school system (IFEPs), and (b) former English language learners, those students who were once classified as ELLs but are now reclassified as being English proficient (RFEPs). This study investigated the validity of several standards-based assessments in mathematics and science for these two student groups and found a very high degree of score comparability, when compared with native English speakers, for the IFEPs, whereas a moderate to high degree of score comparability was observed for the RFEPs. Thus, test scores for these two groups on the assessments we studied appear to be valid indicators of their content knowledge, to a degree similar to that of native English speakers.