Meeting Yourself Without Rose Colored Glasses: An Urban Charter

Abstract The impact of a culturally relevant professional development series on classroom teacher’s cultural lens was determined. Fifty teachers from two different school districts participated in 16 hours of professional development in an attempt to impact their understanding of how culture and instruction are connected. During the professional development, participants took part in activities, dialogues and reflections designed to impact their cultural competency. The content of the four professional development sessions included (a) videos on culturally relevant teaching; (b) discussion of cultural identity of participants and how it surfaces in the classroom; (c) discussion of the culture, values, and beliefs of the students in the classroom; (d) completion of written reflections after each session; and (e) participation of selected teachers in a semi-structured interview. After administering the four professional development sessions, the results indicated that the cultural lenses of teachers were impacted. Professional educators indicated an increased level of self-awareness and a better understanding of cultural diversity and the impact that culture has on instruction

Meeting Yourself Without Rose Colored Glasses: An Urban Public School

The impact of a culturally relevant professional development series on classroom teacher’s cultural lens was determined. Fifty teachers from two different school districts participated in 16 hours of professional development in an attempt to impact their understanding of how culture and instruction are connected. During the professional development, participants took part in activities, dialogues and reflections designed to impact their cultural competency. The content of the four professional development sessions included (a) videos on culturally relevant teaching; (b) discussion of cultural identity of participants and how it surfaces in the classroom; (c) discussion of the culture, values, and beliefs of the students in the classroom; (d) completion of written reflections after each session; and (e) participation of selected teachers in a semi-structured interview. After administering the four professional development sessions, the results indicated that the cultural lenses of teachers were impacted. Professional educators indicated an increased level of self-awareness and a better understanding of cultural diversity and the impact that culture has on instruction

Re-Tooling the Factory: Scaffolding for Library Labs in Large First Year Courses

The objectives of this session are two-fold: (1) To share and analyze the effectiveness of tool-based vs. concept-based pedagogical approaches to scaffolding for library labs in a large first year class at the University of Toronto Mississauga (UTM); (2) To elicit a discussion of my results and next steps in the light of the literature on the subject and my audience’s experiences and insights. The quantitative study from which I am presenting data is the effectiveness assessment of two scaffolding pedagogies for a library assignment in PSY100 at UTM. Two groups of students in summer PSY100 labs were given a SAILS-based pre-test of their information literacy (IL) skills. One group received concept-based instruction in IL skills. The second group received tool-based instruction geared towards completing the assignment. Student performance on a SAILS-based post-test served as the basis for comparison of the two groups. The group which received concept-based IL scaffolding appeared to have better post-test scores. The implications of this outcome for IL scaffolding in large first year classes serve as the starting point of our discussion. After this session, the participants may be able to: (a) identify the challenges of providing information literacy (IL) instruction in large classes; (b) reflect, using the PSY100 example, on approaches for assessing the effectiveness of IL instruction in large classes; (c) identify and analyze practical scaffolding pedagogies

Acute change of titin at mid-sarcomere remains despite 8 wk of plyometric training.

Purpose: The purpose of this study was to investigate skeletal muscle changes induced by an acute bout of plyometric exercise (PlyEx) both before and after PlyEx training, to understand if titin is affected differently after PlyEx training. Methods: Healthy untrained individuals (N=11) completed the 1stPlyEx (10x10 squat-jumps, 1min rest). Thereafter, 6 subjects completed 8 weeks of PlyEx, while 5 controls abstained from any jumping activity. Seven days after the last training session all subjects completed the 2ndPlyEx. Blood samples were collected before, 6 hours and 1, 2, 3 and 4 days after each acute bout of PlyEx, and muscle biopsies 4 days before and 3 days after each acute bout of PlyEx. Results: The 1stPlyEx induced an increase in circulating myoglobin concentration. Muscle sample analysis revealed Z-disk streaming, a stretch or a fragmentation of titin (immunogold), and increased calpain-3 autolysis. After training, 2ndPlyEx did not induce Z-disk streaming, or calpain-3 activation. The previously observed post-1stPlyEx positional change of the titin c-terminus was still present pre-2ndPlyEx, in all trained and all control subjects. Only 2 controls presented with Z-disk streaming after 2ndPlyEx, while calpain-3 activation was absent in all controls. Discussion: Eccentric explosive exercise induced a stretch or fragmentation of titin, which presented as a positional change of the c-terminus. Calpain-3 activation does not occur when titin is already stretched before explosive jumping. Enzymatic digestion results in titin fragmentation, but since an increase in calpain-3 autolysis was visible only after the 1stPlyEx acute bout, fragmentation cannot explain the prolonged positional change

First steps: study protocol for a randomized controlled trial of the effectiveness of the Group Family Nurse Partnership (gFNP) program compared to routine care in improving outcomes for high-risk mothers and their children and preventing abuse.

BACKGROUND: Evidence from the USA suggests that the home-based Family Nurse Partnership program (FNP), extending from early pregnancy until infants are 24 months, can reduce the risk of child abuse and neglect throughout childhood. FNP is now widely available in the UK. A new variant, Group Family Nurse Partnership (gFNP) offers similar content but in a group context and for a shorter time, until infants are 12 months old. Each group comprises 8 to 12 women with similar expected delivery dates and their partners. Its implementation has been established but there is no evidence of its effectiveness. METHODS/DESIGN: The study comprises a multi-site randomized controlled trial designed to identify the benefits of gFNP compared to standard care. Participants (not eligible for FNP) must be either aged < 20 years at their last menstrual period (LMP) with one or more previous live births, or aged 20 to 24 at LMP with low educational qualifications and no previous live births. 'Low educational qualifications' is defined as not having both Maths and English Language GCSE at grade C or higher or, if they have both, no more than four in total at grade C or higher. Exclusions are: under 20 years and previously received home-based FNP and, in either age group, severe psychotic mental illness or not able to communicate in English. Consenting women are randomly allocated (minimized by site and maternal age group) when between 10 and 16 weeks pregnant to either to the 44 session gFNP program or to standard care after the collection of baseline information. Researchers are blind to group assignment.The primary outcomes at 12 months are child abuse potential based on the revised Adult-Adolescent Parenting Inventory and parent/infant interaction coded using the CARE Index based on a video-taped interaction. Secondary outcomes are maternal depression, parenting stress, health related quality of life, social support, and use of services. DISCUSSION: This is the first study of the effectiveness of gFNP in the UK. Results should inform decision-making about its delivery alongside universal services, potentially enabling a wider range of families to benefit from the FNP curriculum and approach to supporting parenting. TRIAL REGISTRATION: ISRCTN78814904

PROGRAM and PROCEEDINGS THE NEBRASKA ACADEMY OF SCIENCES: 139th Anniversary Year, One Hundred-Twenty-Ninth Annual Meeting, April 12, 2019, NEBRASKA WESLEYAN UNIVERSITY, LINCOLN, NEBRASKA

PROGRAM AT-A-GLANCE FRIDAY, APRIL 12, 2019 7:30 a.m. REGISTRATION OPENS - Lobby of Lecture Wing, Olin Hall 8:00 Aeronautics and Space Science, Session A – Acklie 109 Aeronautics and Space Science, Session B – Acklie 111 Collegiate Academy; Biology, Session B - Olin B Biological and Medical Sciences, Session A - Olin 112 Biological and Medical Sciences, Session B - Smith Callen Conference Center Chemistry and Physics; Chemistry - Olin A 8:00 “Teaching and Learning the Dynamics of Cellular Respiration Using Interactive Computer Simulations” Workshop – Olin 110 9:30 “Life After College: Building Your Resume for the Future” Workshop – Acklie 218 8:25 Collegiate Academy; Chemistry and Physics, Session A – Acklie 007 8:36 Collegiate Academy; Biology, Session A - Olin 111 9:00 Chemistry and Physics; Physics – Acklie 320 9:10 Aeronautics and Space Science, Poster Session – Acklie 109 & 111 10:30 Aeronautics and Space Science, Poster Session – Acklie 109 & 111 11:00 MAIBEN MEMORIAL LECTURE: Dr David Swanson - OLIN B Scholarship and Friend of Science Award announcements 12:00 p.m. LUNCH – WESLEYAN CAFETERIA Round-Table Discussion – “Assessing the Academy: Current Issues and Avenues for Growth” led by Todd Young – Sunflower Room 12:50 Anthropology – Acklie 109 1:00 Applied Science and Technology - Olin 111 Biological and Medical Sciences, Session C - Olin 112 Biological and Medical Sciences, Session D - Smith Callen Conference Center Chemistry and Physics; Chemistry - Olin A Collegiate Academy; Biology, Session B - Olin B Earth Science – Acklie 007 Environmental Sciences – Acklie 111 Teaching of Science and Math – Acklie 218 1:20 Chemistry and Physics; Physics – Acklie 320 4:30 BUSINESS MEETING - OLIN B NEBRASKA ASSOCIATION OF TEACHERS OF SCIENCE (NATS) The 2019 Fall Conference of the Nebraska Association of Teachers of Science (NATS) will be held at the Younes Conference Center, Kearney, NE, September 19-21, 2019. President: Betsy Barent, Norris Public Schools, Firth, NE President-Elect: Anya Covarrubias, Grand Island Public Schools, Grand Island, NE AFFILIATED SOCIETIES OF THE NEBRASKA ACADEMY OF SCIENCES, INC. 1. American Association of Physics Teachers, Nebraska Section Web site: http://www.aapt.org/sections/officers.cfm?section=Nebraska 2. Friends of Loren Eiseley Web site: http://www.eiseley.org/ 3. Lincoln Gem & Mineral Club Web site: http://www.lincolngemmineralclub.org/ 4. Nebraska Chapter, National Council for Geographic Education 5. Nebraska Geological Society Web site: http://www.nebraskageologicalsociety.org Sponsors of a $50 award to the outstanding student paper presented at the Nebraska Academy of Sciences Annual Meeting, Earth Science /Nebraska Chapter, Nat\u27l Council Sections 6. Nebraska Graduate Women in Science 7. Nebraska Junior Academy of Sciences Web site: http://www.nebraskajunioracademyofsciences.org/ 8. Nebraska Ornithologists’ Union Web site: http://www.noubirds.org/ 9. Nebraska Psychological Association http://www.nebpsych.org/ 10. Nebraska-Southeast South Dakota Section Mathematical Association of America Web site: http://sections.maa.org/nesesd/ 11. Nebraska Space Grant Consortium Web site: http://www.ne.spacegrant.org

Culture and disaster risk management - synthesis of citizens’ reactions and opinions during 6 Citizen Summits : Romania, Malta, Italy, Germany, Portugal and the Netherlands

The analyses and results in this document are based on the data collected during six Citizen Summits held in A) Romania (Bucharest) on July 9th, 2016 B) Malta on July 16th, 2016 C) Italy (Rome) on June 17th, 2017 D) Germany (Frankfurt) on June 24th, 2017 E) Portugal (Lisbon) April 14th, 2018 F) The Netherlands (Utrecht)on May 12th, 2018. All Citizen Summits were designed as one-day events combining public information with feedback gathering through different methods of data collection, as laid out in Deliverable D5.1 (Structural design & methodology for Citizen Summits). A total of 619 citizens participated in the six events. In the morning session, the Citizen Summits started with a presentation of the CARISMAND project and its main goals and concepts. Then, several sets of questions with pre-defined answer options were posed to the audience and responses collected via an audience response system. All questions in this part of the event aimed to explore citizens’ attitudes, perceptions, and intended behaviours related to disasters and disaster risks. Between these sets of questions, additional presentations were held that informed the audience about state-of-the-art disaster preparedness and response topics (e.g., large-scale disaster scenario exercises, use of social media and mobile phone apps), as well as CARISMAND research findings. Furthermore, the last round of Citizen Summits (CS5 in Lisbon and CS6 in Utrecht) were organised and designed to additionally discuss and collect feedback on recommendations for citizens, which have all been formulated on the basis of Work Packages 2-10 results and in coordination with the Work Package 11 brief. These Toolkit recommendations will form one of the core elements of the Work Package 9 CARISMAND Toolkit. In the afternoon session of each event, small moderated group discussions (with 8-12 participants each) of approximately 2 hours’ duration were held, which aimed to gather citizens’ direct feedback on the topics presented in the morning sessions, following a detailed discussion guideline. For a detailed overview of all questions asked and topics discussed, please see Appendices A-1 to A-3. The rest of this report is structured in six main sections: After the executive summary and this introduction, the third section will present an overview of the different methods applied. The fourth section will provide a synthesis of quantitative and qualitative data collected during all Citizen Summits. The fifth section will present the evaluation of CARISMAND Toolkit recommendations for citizens, followed by a final concluding chapter.The project was co-funded by the European Commission within the Horizon2020 Programme (2014-2020).peer-reviewe

Sistahs for Success: An Adult Education Intervention Program to Increase Career Decsion Self-Efficacy for African American Women

The purpose of this study was to determine if there is a significant difference in career decision self-efficacy for African American women after participating in a short-term, adult education intervention program and to give voice to barriers and challenges experienced by African American women in their career development and the coping strategies they use to overcome these obstacles. In this quasi-experimental mixed methods study, a snowball sample of 20 African American women participated in a short-term adult education intervention program designed using Black feminist critical social theory and the career management model of social cognitive career theory. A pre-test-post-test control group design with delayed treatment was used to conduct the study. The sample included an experimental group (n=11) and a delayed treatment/control group (n=9) that participated in a career management information session before the intervention. Wilcoxon exact testing of Career Decision Self-Efficacy-Short Form scores revealed statistically significant differences for the experimental group (Z=-2.298, p=.010, r=.49), delayed treatment group (Z=-2.668, p=.002, r=.62), control group (Z=-2.036, p=.023, r=.48), and between post-information session and post-intervention session for the delayed treatment group (Z=-2.253, p=.012, r=.53). Documents from the discussion of career development barriers, challenges, and coping strategies were analyzed using critical Black feminist narrative qualitative analysis and the following eight themes were noted: external barriers of a) intersectionality of oppressions and b) work life balance; internal challenges of c) self-concept, d) emotions, and e) access to resources; and, coping strategies of f) personal agency, g) collective agency, and h) spiritual agency

Culture and disaster risk management - synthesis of stakeholder attitudes during 3 Stakeholder Assemblies in Romania, Italy and Portugal

This report provides a synthesis of the results of three CARISMAND Stakeholder Assemblies held in A) Bucharest,Romania on April 14-15, 2016; B) Rome,Italy on February 27-28, 2017; and C) Lisbon,Portugal on February 27-28, 2018. These Stakeholder Assemblies, together with six Citizen Summits (see Deliverables D5.3 – D5.9) were part of the CARISMAND cycle of events (see Figure 1 below). This cycle of events was the key concept at the core of the CARISMAND project which aimed to ensure a comprehensive feedback loop betweendisaster practitioners and citizens. It also allowed for the progression of ideas co-created by disaster practitioners and citizens. The locations of the three Stakeholder Assemblies were chosen due to their rather different “backgrounds”. The three countries had been struck at the time of the respective event by different types of disasters. In addition, the three countries have very different “cultures”, or cultural impacts, at a societal level. Romania has a comparatively strong authoritative systems due to its political history; Italy has experienced a strong direct in-flow of migrants in the last years due to its geological location; and Portugal has long been a traditional “melting pot” where, over more than a millennium, people from different cultural backgrounds and ethnic origins (in particular North Africa, South America, and Europe) have lived together. Accordingly, these differences were expected to allow a wide range of practitioners’ attitudes and perceptions related to cultural factors in disaster management to emerge. In order to not only gather a variety of attitudes and perceptions but also promote cross-sectional knowledge transfer, the audience in all three events consisted of a wide range of practitioners who are typically involved in disaster management, e.g., civil protection agencies , the emergency services, paramedics, nurses, environmental protection agencies, the Red Cross, firefighters, the military, and the police. Further, these practitioners were from several regions in the respective country; in Portugal, the Stakeholder Assembly also included practitioners from the island of Madeira. The 40-60 participants per event were recruited via invitations sent to various organisations and institutions that play a role in disaster management, and via direct contacts of local partners in the CARISMAND consortium. Each assembly consisted of a mix of presentations and discussion groups to combine dissemination with information gathering (for detailed schedules see Appendices A1-A3). In an initial general assembly, the event started with presentations of the CARISMAND project and its main goals and concepts. Then, participants were split into small working groups in separate breakout rooms, where they discussed and provided feedback on a specific topic. After each working group session, panel discussions allowed the participants to present the results of their working group to the rest of the audience. After each panel discussion, keynote speakers gave presentations related to the topic that had been discussed during the working groups. This schedule was designed to ensure that participants are provided with detailed information about recent developments in disaster management, but without influencing the attitudes and perceptions expressed in the working groups. In the third Stakeholder Assembly, different sets of recommendations for practitioners (related to the use of cultural factors in disaster management) were presented to the general audience, followed by small discussion group sessions as described above.The project was co-funded by the European Commission within the Horizon2020 Programme (2014–2020).peer-reviewe

Assessment of virtual teacher feedback for the recovery of the upper limb after a stroke. Study protocol for a randomized controlled trial

open9noWe would like to acknowledge all the participants to the study, the Italian Society for Physiotherapy (Società Italiana di Fisioterapia) and the Italian Ministry of Health for funding.Introduction: Enhanced feedback provided by virtual reality has been shown to promote motor learning both in healthy subjects and patients with motor impairments following lesions of the central nervous system. The aim of this study is to evaluate the effect of displaying a virtual teacher as visual feedback to promote the recovery of upper limb motor function after a stroke. Methods: The protocol reports the design of a single blind randomized controlled trial (RCT), blinded to outcome assessment. Two different treatments based on virtual reality will be compared: in the "Teacher" group, the patients receive treatment with continuous displaying of a virtual teacher, while in the "No-Teacher" group, the same exercises will be proposed without visualisation of a virtual teacher. The Fugl-Meyer upper extremity scale will be considered as the primary outcome, while the Functional Independence Measure scale, Reaching Performance Scale and Modified Ashworth Scale will be considered as secondary outcomes. Moreover, kinematic parameters such as mean duration (seconds), mean linear velocity (cm/s) and smoothness (i.e. number of sub-movements) will be registered when performing standardised tasks. All tests will be performed before and after treatments. Both treatments will last four weeks with a daily session lasting one hour, five days a week (20 overall sessions). Discussion: This study is designed to systematically assess the influence of using enhanced visual feedback for the recovery of upper limb motor function after a stroke. These findings will help to determine whether the use of a virtual teacher as enhanced visual feedback is effective for promoting better recovery of upper limb motor function over four weeks of post-stroke treatment.openKiper P.; Zucconi C.; Agostini M.; Baba A.; Dipalma F.; Berlingieri C.; Longhi C.; Tonin P.; Turolla A.Kiper P.; Zucconi C.; Agostini M.; Baba A.; Dipalma F.; Berlingieri C.; Longhi C.; Tonin P.; Turolla A