Sustainability Children\u27s Book

As human driven climate change continues to alter our planet, persuading the general public to adopt sustainable living practices has become increasingly important. Storytelling has long been a part of human culture, and recent studies have emphasized the power of storytelling to influence the audience as a means of changing behavior. This project attempted to teach sustainable principles to primary school children through the creation of a scientific children’s book. The book communicated the maxim of “reduce, reuse, recycle” by tracing a fictitious story of a town where children frequently buy new toys and throw the old toys away. The book explores the supply chain of toys and the market forces of supply and demand, focusing on the consumer’s responsibility to not over-consume, i.e “reduce”. It also presents the concept of “reusing” and “recycling” as alternatives to disposal of old toys. The book was evaluated for age appropriate language and concepts for K-5 students and adjusted to meet educational standards. It was then tested by reading it to a classroom of 2nd grade students. A discussion with the students following the reading showed that they understood the theme of the book and how they could apply it to their own lives. The project also included a life cycle analysis (LCA) of a stuffed animal, a representative toy from the story. The LCA showed that the largest contributors to the stuffed animal’s impacts were the production of cotton used for its outer layer and the electricity used in its assembly. It also showed the impacts most damaging to human health were chiefly a result of the fossil fuels used to provide process energy

Participation in college sports and protection from sexual victimization

Some sociologists have argued that sport is a male-dominated institution and sexist culture in which female athletes experience various forms of discrimination, including sexual harassment from coaches and male athletes. Some research does indicate that female athletes suffer higher rates of sexual victimization from authority figures in sport than their nonathletic counterparts in education and the workplace. In contrast, researchers have also speculated that athletic participation can protect female athletes from sexual victimization through a variety of social-psychological mechanisms such as team membership, physical strength, and self-confidence. This paper reports on the first descriptive analysis to test the “sport protection hypothesis” among both female and male athletes, using cross-tabulation secondary analyses of data from the National College Health Risk Behavior Survey, conducted in 1995 by the U.S. Centers for Disease Control and Prevention (N=4814). USA college students of traditional undergraduate age (aged 18-24) were included in the sample (N=2903). Some limited support for the protection hypothesis was found, and student athletes were significantly less likely to report sexual victimization during their late high school and early college years than their nonathletic counterparts. A gender gap in the pattern of sexual victimization also appeared between males and females across all student age groups, with females experiencing more sexual victimization than males. However, no significant gender gap was found among athletes. The results are discussed in relation to previous studies of campus athletes and to college prevention policy

ROBOSIM: An intelligent simulator for robotic systems

The purpose of this paper is to present an update of an intelligent robotics simulator package, ROBOSIM, first introduced at Technology 2000 in 1990. ROBOSIM is used for three-dimensional geometrical modeling of robot manipulators and various objects in their workspace, and for the simulation of action sequences performed by the manipulators. Geometric modeling of robot manipulators has an expanding area of interest because it can aid the design and usage of robots in a number of ways, including: design and testing of manipulators, robot action planning, on-line control of robot manipulators, telerobotic user interface, and training and education. NASA developed ROBOSIM between 1985-88 to facilitate the development of robotics, and used the package to develop robotics for welding, coating, and space operations. ROBOSIM has been further developed for academic use by its co-developer Vanderbilt University, and has been in both classroom and laboratory environments for teaching complex robotic concepts. Plans are being formulated to make ROBOSIM available to all U.S. engineering/engineering technology schools (over three hundred total with an estimated 10,000+ users per year)

Another Look at Hartford Civic Center Coliseum Collapse

Only a few hours after five thousand basketball fans had left, the roof of the Hartford Civic Center Coliseum collapsed under a heavy snowfall. Fortunately, the arena was empty. The design of the space frame roof had been based on an innovative and extensive computer analysis. However, when deflections twice as great as those predicted by the computer analysis were observed during construction, the warning was ignored. Overconfidence in computer analysis results played a large part in this failure. A useful lesson from this case is that the computer is only an analytical tool and computed results must be checked by the designer with a careful eye. The long, unbraced lengths of compression members made them highly susceptible to buckling. This case serves as a lesson for engineering students and practicing engineers concerning the difficult technical, professional, procedural, and ethical issues that may arise during the design and construction of a complex, high-occupancy structure

Perceived Accuracy of Doctor of Physical Therapy Students’ Self-Assessment Using Two Clinical Performance Assessment Tools

Clinical education plays an important role in entry-level, doctoral training for physical therapists. While completing clinical education experiences, Doctor of Physical Therapy (DPT) students self-assess clinical performance and are also assessed by their assigned clinical instructors. Student self-assessment accuracy has not been widely studied in DPT education in the United States. Insight into DPT student self-assessment patterns is needed to inform best practice in DPT clinical performance assessment. The National Consortium of Clinical Educators identified the need to study clinical performance assessment tools for DPT clinical education. This study investigated the perceived accuracy of student self-assessment of clinical performance in DPT education as measured by two assessment tools and congruence with clinical instructor ratings. Guided by adult learning theory, this quasi-experimental, quantitative design compared DPT student self-assessment accuracy between the Physical Therapist Clinical Performance Instrument (PTCPI) and the Clinical Internship Evaluation Tool (CIET). The manipulated independent variable was the clinical performance assessment tool. Subjects were not randomly assigned to groups, but assigned based on cohort. The clinical performance assessment tool utilized by the control group represented the current assessment standard for DPT education. Results revealed DPT student were accurate in self-assessment of clinical performance in all but the control group PTCPI final evaluation (n = 52). At the final assessment, DPT students in the control group rated themselves significantly lower than their clinical instructors. Student self-ratings in the experimental group were congruent with clinical instructor ratings at midterm and final (n = 51). There was improved DPT student self-assessment accuracy observed in the experimental group evaluated using the CIET

Blended learning internationalization from the commonwealth: An Australian and Canadian collaborative case study

This case depiction addresses the contentious issue of providing culturally and globally accessible teaching and learning to international students in universities in the Commonwealth nations of Australia and Canada. The chapter describes the university systems and cultures, the barriers to authentic higher education internationalization, and the problems frequently experienced by international students. Two university cases are presented and analysed to depict and detail blended learning approaches (face-toface combined with e-learning) as exemplars of culturally and globally accessible higher education and thereby ideologically grounded internationalization. Lessons learned are presented at the systems level and as teaching and learning solutions designed to address pedagogical problems frequently experienced by international students in the areas of communication, academic skills, teaching and learning conceptualization, and moving from rote learning to critical thinking. The blended learning solutions are analysed through the lens of critical theory

Examining the role of ideological and political education on university students' civic perceptions and civic participation in Mainland China: Some hints from contemporary citizenship theory

A long existing compulsive curriculum of ideological and political education is employed by the Chinese government to promote citizenship education among Chinese university students. This article builds on the findings of a mixed-methods research that examined the role of ideological and political education on university students’ civic perceptions and civic participation. The results showed little evidence of this curriculum having a clear effect on students’ political participation such as voting, as well as their idealized broad civic participation, but did reveal relatively positive effects on students’ civic intention and civic expression. In addition, it also identified its significant role in organizing students towards attending party-related activities. It shows that ideological and political education is insufficient to achieve specified aims of citizenship education among Chinese university students. We then argue that it results from a mechanistic understanding of citizenship and participation in educational policies and structural barriers to young people’s formal participation. Hence, this article argues that the forms and contents of citizenship education in China need to be reconsidered beyond the limits of the current ideological and political education and that the analyses contributed to an argument for a broader approach to citizenship education to be developed and adopted