Why We Will Not Have Children

pages 10-1

Signal to Noise Ratio: Information Overload and Feedback Reception

The creative writing workshop, as the foundational pedagogy of our field, has been critiqued from many angles. Important criticisms of this once static and monolithic teaching methodology have helped to envision and create more inclusive and dynamic workshop environments. However, an essential element of the workshop that needs to be more thoroughly explored involves the range and abundance of often contradictory written feedback it produces. Considering how the size of workshop classes keeps expanding to unwieldy numbers, the issue of how students handle written feedback from their peers becomes even more challenging. We should not forget that the definition of feedback involves not only information sharing, but also sound distortion. The question becomes, “What are students supposed to do with all that noise?” How are they to make use of this abundance of written responses, the stacks of poems or stories accompanied by workshop letters and marginalia? How do distance and digital environments affect this communication and reception? As instructors, how does our own written feedback come into play? How can we help adjust the signal to noise ratio of workshop feedback so these written communications and exchanges can be more beneficial? An important starting point involves reflecting on the type of feedback our students need as well as how we are we teaching students to provide feedback for one another. Pamela Annas and Joyce Peseroff suggest having students “frame workshop guidelines” by asking students What do [they] want others to say about their work? What will they find helpful?” (90). Additionally, Annas and Peseroff discuss alternate genres and strategies for written response like “lab reports” that allow the writer to describe their process, agenda and questions (91). Janelle Adsit also emphasizes the importance of the writer’s role in framing and participating in the discussion of their own texts, arguing for the elimination of the “cardinal rule” requiring the writer’s silence, which helps alleviate what Patrick Bizarro describes as “the abandonment of apprentice writers in creative writing classes to the decisions of others” (129-130). Moreover, she guides her students toward descriptive, rather than prescriptive statements in workshop. Likewise, Mary Ann Cain teaches students an “Observation, Interpretation, and Evaluation (OIE) Method” of peer feedback, in which students must “spatialize” their comments and observations within the work to avoid unfounded statements of taste and aesthetic preferences and instead work toward useful observations that open up possibilities within the text (224-225). All of these strategies help to shape and focus workshop feedback and discussion in a way that serves student needs and concerns. However, they fall short of addressing the issue of student uptake of written feedback, an area explored in the field of Composition and Rhetoric. How are our students reacting to, interpreting, and utilizing the feedback they receive? What are the possible connections between this feedback and their revision strategies? This presentation seeks to further explore what happens as well as what might be possible in the liminal space between how feedback is offered and how it is received

Examining university food systems : understanding student food insecurity levels and food waste at minority-serving institutions

This quantitative study investigated food insecurity levels and attitudes and behaviors towards food waste at minority-serving colleges (MSIs). A validated survey from the United States Department of Agriculture\u27s (USDA) Adult Food Security Survey Modules (AFSSM) was used to assess food security population levels. Paper 1 of the three included is a case study at a MSI (n = 229) that examined food security levels. No significant relationships at the p \u3c .05 were found between food security and student ethnicity, living arrangements, meal plan enrollments, or grade-point averages. Paper 2 examined food security at three MSIs (n = 449) and two traditional, diverse schools (TDUs; n = 236). Food security levels between MSIs and TDUs were shown to be statistically significant (p \u3c .05), while levels of student financial aid participation between MSIs and TDUs were not statistically significant. A comparison of food security levels at regional-state colleges in Delaware and Maryland reveal a significant difference in levels of food security (p \u3c .05). The third paper found no significant relationship between students (n = 222) who were exposed to food waste education campaigns and reported levels of food waste behaviors. No statistical significance could be discerned between meal plan offerings and reported plate waste, which is food thrown away by consumers after a meal

Examining University Food Systems: Understanding Student Food insecurity Levels and Food Waste at Minority-Serving institutions

This quantitative study investigated food insecurity levels and attitudes and behaviors towards food waste at minority-serving colleges (MSIs). A validated survey from the United States Department of Agriculture’s (USDA) Adult Food Security Survey Modules (AFSSM) was used to assess food security population levels. Paper 1 of the three included is a case study at a MSI (n = 229) that examined food security levels. No significant relationships at the p \u3c .05 were found between food security and student ethnicity, living arrangements, meal plan enrollments, or grade-point averages. Paper 2 examined food security at three MSIs (n = 449) and two traditional, diverse schools (TDUs; n = 236). Food security levels between MSIs and TDUs were shown to be statistically significant (p \u3c .05), while levels of student financial aid participation between MSIs and TDUs were not statistically significant. A comparison of food security levels at regional-state colleges in Delaware and Maryland reveal a significant difference in levels of food security (p \u3c .05). The third paper found no significant relationship between students (n = 222) who were exposed to food waste education campaigns and reported levels of food waste behaviors. No statistical significance could be discerned between meal plan offerings and reported plate waste, which is food thrown away by consumers after a meal

Peginterferon Alfa-2a and Ribavirin for 16 or 24 Weeks in HCV Genotype 2 or 3

Background Patients infected with hepatitis C virus (HCV) genotype 2 or 3 have sustained virologic response rates of approximately 80% after receiving treatment with peginterferon and ribavirin for 24 weeks. We conducted a large, randomized, multinational, noninferiority trial to determine whether similar efficacy could be achieved with only 16 weeks of treatment with peginterferon alfa-2a and ribavirin. Methods We randomly assigned 1469 patients with HCV genotype 2 or 3 to receive 180 μg of peginterferon alfa-2a weekly, plus 800 mg of ribavirin daily, for either 16 or 24 weeks. A sustained virologic response was defined as an undetectable serum HCV RNA level (milliliter) 24 weeks after the end of treatment. Results The study failed to demonstrate that the 16-week regimen was noninferior to the 24-week regimen. The sustained virologic response rate was significantly lower in patients treated for 16 weeks than in patients treated for 24 weeks (62% vs. 70%; odds ratio for 16 weeks vs. 24 weeks, 0.67; 95% confidence interval, 0.54 to 0.84; P Conclusions Treatment with peginterferon and ribavirin for 16 weeks in patients infected with HCV genotype 2 or 3 results in a lower overall sustained virologic response rate than treatment with the standard 24-week regimen. (ClinicalTrials.gov number, NCT00077636.

Developing ecosystem service indicators: experiences and lessons learned from sub-global assessments and other initiatives

People depend upon ecosystems to supply a range of services necessary for their survival and well-being. Ecosystem service indicators are critical for knowing whether or not these essential services are being maintained and used in a sustainable manner, thus enabling policy makers to identify the policies and other interventions needed to better manage them. As a result, ecosystem service indicators are of increasing interest and importance to governmental and inter-governmental processes, including amongst others the Convention on Biological Diversity (CBD) and the Aichi Targets contained within its strategic plan for 2011-2020, as well as the emerging Intergovernmental Platform on Biodiversity and Ecosystem Services (IPBES). Despite this growing demand, assessing ecosystem service status and trends and developing robust indicators is o!en hindered by a lack of information and data, resulting in few available indicators. In response, the United Nations Environment Programme World Conservation Monitoring Centre (UNEP-WCMC), together with a wide range of international partners and supported by the Swedish International Biodiversity Programme (SwedBio)*, undertook a project to take stock of the key lessons that have been learnt in developing and using ecosystem service indicators in a range of assessment contexts. The project examined the methodologies, metrics and data sources employed in delivering ecosystem service indicators, so as to inform future indicator development. This report presents the principal results of this project

CRISPR-Cas9 screens in human cells and primary neurons identify modifiers of C9ORF72 dipeptide-repeat-protein toxicity.

Hexanucleotide-repeat expansions in the C9ORF72 gene are the most common cause of amyotrophic lateral sclerosis and frontotemporal dementia (c9ALS/FTD). The nucleotide-repeat expansions are translated into dipeptide-repeat (DPR) proteins, which are aggregation prone and may contribute to neurodegeneration. We used the CRISPR-Cas9 system to perform genome-wide gene-knockout screens for suppressors and enhancers of C9ORF72 DPR toxicity in human cells. We validated hits by performing secondary CRISPR-Cas9 screens in primary mouse neurons. We uncovered potent modifiers of DPR toxicity whose gene products function in nucleocytoplasmic transport, the endoplasmic reticulum (ER), proteasome, RNA-processing pathways, and chromatin modification. One modifier, TMX2, modulated the ER-stress signature elicited by C9ORF72 DPRs in neurons and improved survival of human induced motor neurons from patients with C9ORF72 ALS. Together, our results demonstrate the promise of CRISPR-Cas9 screens in defining mechanisms of neurodegenerative diseases

MEMS411: We ROCK n’ ROVERIN\u27

The goal of this project is to create a remotely-controlled rover that can reliably collect dice. The customer, Chiamaka Asinugo, requires a device that meets the needs of a potential challenge that the WURocketry Team might face in future “NASA Student Launch” competitions. These needs include the rover being able to fit into a theoretical payload cylinder that is 5.36 in diameter and 8.5 long and the rover weighing less than 3.5 lbs

Children with Behavioural Problems Misinterpret the Emotions and Intentions of Others

Research indicates that the misinterpretation of other’s emotions or intentions may lead to antisocial behaviour. This study investigated emotion and intention recognition in children with behavioural problems and examined their relationship and relations with behaviour problem severity. Participants were 7–11 year old children with behavioural problems (n = 93, mean age: 8.78, 82.8% male) who were taking part in an early intervention program and typically developing controls (n = 44, mean age: 9.82, 79.5% male). Participants completed emotion recognition and Theory of Mind tasks. Teachers and parents rated children’s emotional and behavioural problems. Children with behavioural problems showed impaired emotion and intention recognition. Emotion recognition and intention recognition were positively related and inversely associated with behavioural problem severity and, independently of one another, predicted behavioural problems. This study is the first to show that children with behavioural problems are impaired in identifying others’ emotions as well as intentions. These social cognitive processes were found to be related and inversely associated with severity of behavioural problems. This has important implications for intervention and prevention programmes for children with behavioural difficulties

The nature and extent of emotion recognition and empathy impairments in children showing disruptive behaviour referred into a crime prevention programme

Childhood disruptive behaviour has been linked to later antisocial and criminal behaviour. Emotion recognition and empathy impairments, thought to be caused by inattention to the eye region, are hypothesised to contribute to antisocial and criminal behaviour. This is the first study to simultaneously examine emotion recognition and empathy impairments, their relationship, and the mechanism behind these impairments, in children with disruptive behaviour. We hypothesised that children with disruptive behaviour would exhibit negative emotion recognition and cognitive and affective empathy impairments, but that these impairments would not be due to reduced attention to the eye region. We expected these emotion impairments to be driven by disruptive behaviour. We also expected a relationship between emotion recognition and cognitive empathy only. Ninety-two children with disruptive behaviour, who were participating in a police crime prevention programme and rated by their schoolteacher using the Strengths and Difficulties Questionnaire (DB; mean age 8.8 years, 80% male), took part. There was a comparison group of 58 typically developing children (TD; mean age 9.7 years, 78% male). All children completed emotion recognition and empathy tasks, both with concurrent eye tracking to assess social attention. Not only were DB children significantly impaired in negative emotion and neutral emotion recognition, and in cognitive and affective empathy compared to the TD children, but severity of disruptive behaviour also predicted intensity of emotion impairments. There were no differences in social attention to the eye region. Negative emotion recognition and empathy impairments are already present in an identifiable group of children displaying disruptive behaviour. These findings provide evidence to encourage the use of targeted interventions