The American higher education system has been under close scrutiny for more than a decade. The cause is clear: a lack of correspondence between that which is believed to be requiredfor critical thinking in adulthood and that which universities are teaching. The purpose of this study, therefore, was to describe the opportunities given to students to reach higher cognitive levels through professors " classroom discourse. The researchers sought to explore relationships between classroom discourse and class size, course level, and progression across the semester. Sixteen College of Agricultural Sciences faculty were purposeJully selected. Researchers observed and recorded their teaching four times during the semester. Classroom discourse waspresentedpredominately at lower cognitive levels. No statistically significant relationship existed between frequency of opportunities given students to think at higher cognitive levels, class size, course level, nor progression across semester. Teacher educators in agricultural education must prepare and present seminars and workshops designed to assist faculty in Colleges of Agriculture in learning techniques for increasing the frequency of opportunities given to students to think at higher cognitive levels, thereby enhancing the cognitive processing skills of students. The American higher education system has been under close scrutiny for more than a decade. Reports conveying the message that undergraduate education has become incoherent and ineffective has sparked this intense surveillance (Reagan et al., 1987). Specifically, there exists a lack of correspondence between that which is believed to be required for critical thinking in adulthood and that which universities are teaching (Stemberg, 1985). Are graduates leaving universities without a necessary survival skill: the ability to think critically? Research on Critical Thinking "Recently, researchers have begun to investigate how the ability and the propensity to think well are acquired and maintained" (Resnick, 1987). Resnick reported that, when two or more cognitive abilities were tested, there was almost always a positive correlation between the measures. Thus, people who did well on one ability test were, on the average, likely to do well on the others. She also found that grades were only indirect indicators of changed cognitive abilities. Grades did not reveal the quality of thinking, and offered no indications of transfer beyond purely academic settings. Simon (1976) wrote, "When cognitive scientists do information-processing analyses of complex skills, they find the same kinds of basic problemsolving processes used in task after task. These "metacognitive skills" have been shown by Brown et. al (1983) to be characteristic of effective

Purpose: While researchers have established that sexual assault may adversely affect successful employment and academic achievement, little is known about the barriers and facilitators of occupational well-being from the perspective of sexual assault survivors. This study assessed the barriers and facilitators of occupational well-being. Design: Constructivist grounded theory. Method: Digitally recorded, semistructured interviews were used to collect data. Data were collected from 22 adult female sexual assault survivors. Analysis consisted of coding, creation of data matrices, and within and across case analysis. Findings: Theoretical saturation was achieved after interviews with 22 participants. Barriers to occupational well-being were mental health symptoms and diagnoses, substance abuse, inflexible attendance policies, and workplace bullying. Facilitators to occupational well-being were personal coping strategies, and organizational and social support. Conclusions: Sexual assault has significant effects on the occupational well-being of women. The work or academic environment can exacerbate the harms of sexual assault or facilitate healing in sexual assault survivors. To facilitate the occupational well-being of sexual assault survivors, workplaces and academic institutions can adopt a trauma-informed approach, create policies that allow for time off to deal with sequela of sexual assault, implement anti-bullying programs, and make resources for gendered violence available.

Bathroom access and use in conjunction with biological urge to void is an important part of optimal bladder health. School settings are uniquely positioned to influence the development of bladder habits. The aim of this study was to identify barriers and facilitators to high school bathroom use for adolescent women. A qualitative study design was used to conduct semi-structured interviews focused on experiences with bathroom use while at school. Thirty adolescent women were interviewed, and transcripts were analyzed using thematic analysis methods. Barriers included unpleasant bathroom environments, lack of privacy, and school/teacher policies. Facilitators included clean, private bathrooms and menstruation. Improving bathroom cleanliness, privacy, and eliminating policies aimed at controlling bathroom access may reduce barriers to bathroom use. School nurses have a unique role in educating teachers, administrators, and students about the importance of clean bathrooms and policies that support bathroom use in conjunction with biological urge.

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The number of young adults who identify as transgender or gender expansive is rapidly growing in the U.S. Due to this rapid growth, healthcare providers are not properly informed on how to provide culturally competent healthcare and mental healthcare for this population. The sexual and gender-minority population has already been identified as a health-disparity population by the National Institutes of Health, so this lack of provider knowledge may add to the current health disparities of individuals who identify as lesbian, gay, bisexual, transgender, or queer (LGBTQ+). In this research, we asked how young people who identify as transgender or gender expansive (TGE) seek information related to their health, mental health, and well-being and to understand how they connect to necessary resources to meet their healthcare needs. Participants responded to an online survey which included open-ended questions, and shared how they seek healthcare information and determine if that information is trustworthy. They also shared their own healthcare experiences and recommendations for their peers as they seek health and mental healthcare. Results indicate that many barriers to care still exist and that providers, agencies, and systems still have much work to do to meet the needs of this population.