Intersections in Clowning and Drama Therapy’s Core Processes

This thesis explores potential intersections of drama therapy and an embodied clowning exercise known as leading centers. The aim is to further establish relations and a common lexicon between therapeutic circus arts and drama therapy. To guide this coupling, drama therapy’s newly revised core processes per Frydman et al. (2022) were utilized as a framework when coding the leading center exercise. Three out of seven drama therapy core processes were investigated: embodiment, dramatic projection, and distancing. These were determined to be most salient for the purposes of this thesis as they were recently the most emergent core processes coded in Elowe et al.’s (2022) meta-analytic literature review comparing therapeutic circus arts to drama therapy. The clowning exercise was conducted in an outpatient agency that served court-mandated, substance-use, and dually diagnosed individuals. The results showed a high compliance rate in completing the exercise and embodiment was featured as the most emergent core process. The author believes that this is due to the fact that physical gesture is objectively more observable than the characteristics of distancing and dramatic projection. Limitations included sample size, confirmation bias (given the author’s identity and relationship to circus), and client compliance could have been skewed because the clients were mostly court-mandated and sought positive feedback for their progress notes. Future research is needed to confirm the validity of any results; however, the study might suggest strong parallels between clowning and drama therapy. TRANSLATE with x English Arabic Hebrew Polish Bulgarian Hindi Portuguese Catalan Hmong Daw Romanian Chinese Simplified Hungarian Russian Chinese Traditional Indonesian Slovak Czech Italian Slovenian Danish Japanese Spanish Dutch Klingon Swedish English Korean Thai Estonian Latvian Turkish Finnish Lithuanian Ukrainian French Malay Urdu German Maltese Vietnamese Greek Norwegian Welsh Haitian Creole Persian TRANSLATE with COPY THE URL BELOW Back EMBED THE SNIPPET BELOW IN YOUR SITE Enable collaborative features and customize widget: Bing Webmaster Portal Back TRANSLATE with x English Arabic Hebrew Polish Bulgarian Hindi Portuguese Catalan Hmong Daw Romanian Chinese Simplified Hungarian Russian Chinese Traditional Indonesian Slovak Czech Italian Slovenian Danish Japanese Spanish Dutch Klingon Swedish English Korean Thai Estonian Latvian Turkish Finnish Lithuanian Ukrainian French Malay Urdu German Maltese Vietnamese Greek Norwegian Welsh Haitian Creole Persian TRANSLATE with COPY THE URL BELOW Back EMBED THE SNIPPET BELOW IN YOUR SITE Enable collaborative features and customize widget: Bing Webmaster Portal Bac

Still a Private Universe? Community College Students’ Understanding of Evolution

Background Measuring what students know and retain about evolution is essential to improving our understanding of how students learn evolution. The literature shows that college students appear to have a poor understanding of evolution, answering questions on various instruments correctly only about half of the time. There is little research regarding evolution understanding among community college students and so this study examines if those students who are enrolled in life science classes, who are assessed using questions based on grade eight standards, show a better understanding of evolutionary principles than younger students and if there are differences in knowledge based on course enrollment. The authors utilized a survey of 41 items of the Life Sciences Concept Inventory that were specifically designed to measure knowledge about various aspects of evolution that relate to the 5–8 grade science standards on evolution. They administered it to 191 adult students who were enrolled in nine sections across five life sciences courses at one community college in Southern California. Results Results indicated that the students in this study possessed a fair understanding of evolution, averaging scores of nearly 70%, higher than what other researchers have found (using different instruments). Students enrolled in biology major classes scored significantly higher than those enrolled in non/mixed-major courses. There was a strong relationship between item difficulty and discrimination as well as difficulty and misconception strength. When compared with the 5–8 grade student data, the community college students showed a lower level of difficulty and higher levels of item discrimination, but the proportion choosing the most popular wrong answer (the dominant misconception), was comparable. College students showed similar patterns to the grade 5–8 students in terms of which questions and which material were the most challenging, despite performing better overall. Conclusions In this study, students possessed fair understanding of evolution. However, they were assessed with an instrument designed for 5th through 8th grade students. The results of this study support the need for more research into how community college students understand evolution and which factors impact that understanding

Determination of Clinical Efficacy of Ultrasound Stimulation on Piezoelectric Composites for Power Generation Applications

Each year in the United States there are over one million fractures that occur [1]. When a bone breaks, regardless of the severity, it is referred to as a fracture. Individuals suffering from a fracture typically undergo some form of clinical intervention ranging from a splint to orthopedic surgery to increase the body’s natural ability to fuse the bone. This does not always occur, and some fractures never fuse resulting in a non-union. Bone stimulating adjunct therapies are available, to aid in bone healing, but often require patient compliance or battery packs, but these therapies have restrictions too such as the limited lifespan of batteries. Self-powered generators comprised of piezoelectric composite materials have shown promising results in bone stimulation applications under physiological loading conditions. To increase the effectiveness of these materials in clinical applications the use of ultrasound loading was investigated for use when physiological loading is not possible. Twelve piezoelectric composite specimens (n=6 for both 0.0 mm and 0.8 mm CLACS groups) were manufactured using three stacked, lead zirconate titanate (PZT) discs, wired with the intent to be connected in parallel, encapsulated with medical grade epoxy. The effect of ultrasound intensity (0.1, 0.5, and 1.0 W/cm2 ), compliant layer thickness (0.0 mm and 0.8 mm), and ultrasound application angle (0°, 45°, and 90°) on power generation was investigated for all specimens. An increase in ultrasound intensity resulted in an increase in power production for all specimens. At an application angle of 0° the 0.8 mm CLACS group produced more power than the 0.0 mm group, but a reversed trend was observed at angles of 45° and 90°. Lastly, when compared to 0°, the power output of both specimen groups decreased significantly in the 45° and 90° conditions at all intensities. This study demonstrations that ultrasound is a viable option for stimulating PZT composites intended for power generating applications where physiological loading is not applicable

Truth or Consequences? Engaging the “Truth” of Evolution

Paleontologist Kevin Padian reviews "Why Evolution Is True," which presents the vast, varied, and unquestionably robust evidence that shows how evolution makes sense of biology

Biological Evolution in Canadian Science Curricula

The social controversy around biological evolution and creationism continues to persist throughout North America (Alters and Nelson 2002; Berkman and Plutzer 2011; Moore and Cotner 2009; Wiles and Alters 2011; Winslow and others 2011; Rissler and others 2014). This fierce debate has been quite visible in the United States, but seems to be relatively muted in Canada, which may lead many to believe that the dispute does not exist north of the border. While this issue has been researched and documented thoroughly in the US, relatively little is known about its dynamics in Canada, despite the powerful presence of such controversies there (Wiles and others 2005)

Putting research into practice: Pedagogy development workshops change the teaching philosophy of graduate students.

Teaching competence is an important skill for graduate students to acquire and is often considered a precursor to an academic career. In this study, we evaluated the effects of a multi-day teaching workshop on graduate teaching philosophies by surveying 200 graduate students, 79 of whom had taken the workshops and 121 who had not. We found no difference between groups (workshop attendees versus non-attendees) in their beliefs that (a) it is important to focus on in-depth learning of core concepts when teaching and (b) “memorization” is a poor learning strategy for students. On average, however, respondents who had taken the workshop allocated more in-class time for student-to-student discussions (interactive engagement) and placed less emphasis on lecturing. These results suggest that graduate students are generally aware of the importance of conceptual learning, but workshop attendees have clearer ideas on how to teach for effective learning.  La capacité d’enseigner est une compétence importante pour les étudiants en formation doctorale et est souvent considérée comme un attribut nécessaire à la poursuite d’une carrière académique. Lors de cette étude, nous avons évalué les effets d’un atelier de développement pédagogique de plusieurs jours sur la philosophie d’enseignement des étudiants en thèse en interrogeant 200 sujets - 79 qui avaient assisté aux ateliers et 121 qui n’y avaient pas participé. Nous n’avons trouvé aucune différence entre les groupes (ceux qui ont participé à l’atelier par rapport aux non-participants) dans leur croyance que (a) lors de l’enseignement, il est important de se concentrer sur l’apprentissage en profondeur des concepts principaux et (b) la «mémorisation» est une mauvaise stratégie d’apprentissage pour les étudiants. Cependant, en moyenne, les répondants qui avaient participé à l’atelier ont consacré plus de temps à des discussions entre étudiants (engagement interactif) et ont accordé moins d’importance aux cours magistraux. Ces résultats suggèrent que les étudiants de niveau doctoral sont généralement conscients de l’importance de l’apprentissage conceptuel, mais que ceux qui ont participé aux ateliers ont des idées plus claires pour faciliter un tel apprentissage

Evolution for Everyone: How to Increase Acceptance of, Interest in, and Knowledge about Evolution

A success story about teaching evolution: when presented as unthreatening, explanatory, and useful, evolution can be easily appreciated by most people, regardless of their religious and political beliefs or prior knowledge of evolution

Putting research into practice: Pedagogy development workshops change the teaching philosophy of graduate students

Teaching competence is an important skill for graduate students to acquire and is often considered a precursor to an academic career. In this study, we evaluated the effects of a multi-day teaching workshop on graduate teaching philosophies by surveying 200 graduate students, 79 of whom had taken the workshops and 121 who had not. We found no difference between groups (workshop attendees versus non-attendees) in their beliefs that (a) it is important to focus on in-depth learning of core concepts when teaching and (b) “memorization” is a poor learning strategy for students. On average, however, respondents who had taken the workshop allocated more in-class time for student-to-student discussions (interactive engagement) and placed less emphasis on lecturing. These results suggest that graduate students are generally aware of the importance of conceptual learning, but workshop attendees have clearer ideas on how to teach for effective learning. RÉSUMÉ La capacité d’enseigner est une compétence importante pour les étudiants en formation doctorale et est souvent considérée comme un attribut nécessaire à la poursuite d’une carrière académique. Lors de cette étude, nous avons évalué les effets d’un atelier de développement pédagogique de plusieurs jours sur la philosophie d’enseignement des étudiants en thèse en interrogeant 200 sujets - 79 qui avaient assisté aux ateliers et 121 qui n’y avaient pas participé. Nous n’avons trouvé aucune différence entre les groupes (ceux qui ont participé à l’atelier par rapport aux non-participants) dans leur croyance que (a) lors de l’enseignement, il est important de se concentrer sur l’apprentissage en profondeur des concepts principaux et (b) la «mémorisation» est une mauvaise stratégie d’apprentissage pour les étudiants. Cependant, en moyenne, les répondants qui avaient participé à l’atelier ont consacré plus de temps à des discussions entre étudiants (engagement interactif) et ont accordé moins d’importance aux cours magistraux. Ces résultats suggèrent que les étudiants de niveau doctoral sont généralement conscients de l’importance de l’apprentissage conceptuel, mais que ceux qui ont participé aux ateliers ont des idées plus claires pour faciliter un tel apprentissage

A Novel Long-Acting Human Growth Hormone Fusion Protein (VRS-317): Enhanced In Vivo Potency and Half-Life

ABSTRACT:A novel recombinant human growth hormone (rhGH) fusion protein (VRS-317) was designed to minimize receptor-mediated clearance through a reduction in receptor binding without mutations to rhGH by genetically fusing with XTEN amino acid sequences to the N-terminus and the C-terminus of the native hGH sequence. Although in vitro potency of VRS-317 was reduced approximately 12-fold compared with rhGH, in vivo potency was increased because of the greatly prolonged exposure to the target tissues and organs. VRS-317 was threefold more potent than daily rhGH in hypophysectomized rats and fivefold more potent than daily rhGH in juvenile monkeys. In juvenile monkeys, a monthly dose of 1.4mg/kg VRS-317 (equivalent to 0.26mg/kg rhGH) caused a sustained pharmacodynamic response for 1month equivalent to 0.05mg/kg/day rhGH (1.4mg/kg rhGH total over 28days). In monkeys, VRS-317, having a terminal elimination half-life of approximately 110h, was rapidly and near-completely absorbed, and was well tolerated with no observed adverse effects after every alternate week subcutaneous dosing for 14weeks. VRS-317 also did not cause lipoatrophy in pig and monkey studies. VRS-317 is currently being studied in GH-deficient patients to confirm the observations in these animal studies. © 2012 Wiley Periodicals, Inc. and the American Pharmacists Associatio

The role of motivation and self‐efficacy on the practice of health promotion behaviours in the overweight and obese middle‐aged American women

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/107386/1/ijn12155.pd