Challenging Colorblind Education: A Descriptive Analysis of Teacher Racial Attitudes

Research suggests that many public school teachers are not prepared to deal with the growing number of diverse students in the schools. Questions are raised by researchers about the ability of the current teaching force to adequately meet the needs of the growing number of students of Color in the schools. Small-scale qualitative studies find that many White teachers feel unsure of their ability to teach students of Color, tend to hold stereotypical beliefs about urban students and/ or students of Color, and tend to use cultural deficiency models for explaining their academic performance. To date, no quantitative studies have attempted to systematically measure the racial attitudes of teachers as a group in the United States. This paper provides a descriptive analysis of White teachers’ racial attitudes with an attempt to understand how these attitudes differ from the attitudes of the general public. Results indicate that generally teachers have racial attitudes that are similar to the general public, however teachers hold less tolerant attitudes when it comes to measures of equal treatment and social distance compared to nonteachers

Integrating Disciplines with PBL at the Autonomous University of Nuevo Leon (UANL)

Problem-based learning is one of the most useful resources in education with the potential to effect real world change. The evident benefits of PBL in the face of the challenges that Latin America presently encounters have led many institutions to consider the adoption of PBL curricula. However, PBL implementation has its own set of difficulties. “I liked to work in a multidisciplinary team because our skills were complemented. Sometimes, it was difficult to understand our different ways of working, because we were focused on different things”, said one of the students of our institution. This paper describes how different academic programs from the Autonomous University of Nuevo Leon (UANL) in Mexico, were integrated in a Learning Unit (LU) using the Problem Based Learning (PBL) methodology. First, we present some PBL definitions to delineate its main characteristics, like the students facing real problems. Afterwards, we describe the PBL implementation process at our university, its precedents, the administrative process, and the adaptation into an existing LU. Additionally, we describe how we adapted the PBL methodology to the Sustainable Ecological Environments course while also integrating the United Nations’ (UN) Sustainable Development Goal (SDG) 11, dedicated to cities and sustainable communities. Finally, we mention some findings from the Sustainable Ecological Environments LU. Most notably, the students favour working in multidisciplinary teams and the amount of student investment was higher than in traditionally taught courses. Nevertheless, multidisciplinary work means a constructive challenge for teachers, because it involves a closer monitoring of the student's learning process and a different time distribution than traditional courses, with a higher time investment during planning stages

A Dyadic Approach to Examining the Emotional Intelligence–Work Outcome Relationship: The Mediating Role of LMX

Adopting a dyadic approach, we examine the processes through which leader–member exchange (LMX) mediates the relationship between emotional intelligence (EI) and work outcomes. Fitting the data from a survey of 204 unique pairs of leaders and followers to an actor–partner independence model (APIM), we found that follower EI positively affects LMX as perceived by both dyad members, whereas leader EI is positively related to only leader ratings of LMX. Using polynomial regression, we also found that EI similarity between the leader and follower has a positive relationship with both leader and follower ratings of LMX. Follower LMX partially mediates the relationship between follower EI and attitudinal outcomes (i.e., organizational commitment and job satisfaction) and organizational citizenship behavior. Leader LMX fully mediates the effect of both leader and follower EI on evaluations of job performance. Implications and limitations are discussed

The Effect of Varying High-Intensity Interval Training Style Warm-Ups on Hemodynamic, Power, and Flexibility Responses

PURPOSE: The purpose of this study was to examine the effectiveness of high-intensity interval training (HIIT) style warm-up on hemodynamic, power, and flexibility responses. METHODS: Twelve male subjects (age: 24.15 ± 3.1 yr. & weight: 78.78 ± 16.83 kg) completed the study. On the first day, initial screening, anthropometric measures, and familiarization with testing procedures were completed. There were a total of 6 randomized testing sessions (separated by at least 48 hours.). The testing sessions were as follows: 3-min warm-up session with 20 sec work followed by 10 sec (C1), 3-min warm-up session with 30 sec work followed by 10 sec (C2), 5-min warm-up session with 20 sec work followed by 10 sec (C3), 5-min warm-up session with 30 sec work followed by 10 sec (C4), 8-min warm-up session with 20 sec work followed by 10 sec (C5), and 8-min warm-up session with 30 sec work followed by 10 sec (C6). The warm-up sessions included timed interval body weight squats. Hemodynamics (heart rate (HR) and systolic (SBP) and diastolic (DBP) blood pressure), a countermovement jump, and flexibility values were recorded before and after warm-up protocols. RESULTS: There was a significant duration*time interaction for flexibility (pCONCLUSION: The findings of the study indicate that a 3-min duration of HIIT style warm-up may be enough to physically prepare individuals to improve flexibility and vertical jump. In addition, the data also suggests that the required/recommended duration for the warm-up to prepare body may be shortened with HIIT style warm-up. Future studies should compare and contrast the efficacy of varying work to rest ratio of HIIT style warm-up with other warm-up protocols to determine the most effective warm-up protocol

Effects of Different Intensity and Duration of Warm-Up on Hemodynamics, Jump Power, and Flexibility

Tabata protocol (TP), usually consisting of eight to nine bouts of 20-sec of maximal exercise with 10-sec rest, is time-efficient intervention with both aerobic and anaerobic benefits. PURPOSE: This study investigated the effectiveness of different variation of TP as a warm-up procedure. METHODS: Twenty-five healthy subjects (13 females and 12 males) participated in this study. Participants performed 6 randomized exercise sessions separated by at least 48 hours. The exercise sessions involved 3-min (TP3-20:10; TP3-30:10), 5-min (TP5-20:10; TP5-30:10) or 8-min (TP8-20:10; TP8-30:10) consecutive bodyweight squats of either 20-sec workout with 10-sec rest (20:10) or 30-sec workout with 10-sec rest (30:10). Heart rate (HR), blood pressure (BP), thigh skin surface temperature (TT), vertical jump performance (VJ), and flexibility (F) were measured before and after execution of the protocols. Countermovement jump was used to measure VJ and sit-and-reach test was used for measuring F. RESULTS Two-way ANOVA demonstrated significant condition*time interaction (pCONCLUSION: The findings are suggestive of a decrease in F following a higher duration of exercise (TP8-20:10 and TP8-30:10). This may be ascribed to greater accumulation of metabolites (lactic acid, ammonia and hydrogen ion) in the working muscles, which may alter Type III and IV afferent neural activity to increase pain perception. Local tissue acidosis also stimulates bradykinin release, which may contribute to the transmission of nociceptive signals from skeletal muscle. Additionally, a higher duration of exercise may increase cortisol level that decreases the pain threshold level. Therefore, the decreases in flexibility may be explained by one or combination of metabolic, hormonal, and neurobiological changes stimulating the brain to inhibit the muscular response

Population-Based Mini-Mental State Examination Norms in Adults of Mexican Heritage in the Cameron County Hispanic Cohort

Background: Accurately identifying cognitive changes in Mexican American (MA) adults using the Mini-Mental State Examination (MMSE) requires knowledge of population-based norms for the MMSE, a scale which has widespread use in research settings. Objective: To describe the distribution of MMSE scores in a large cohort of MA adults, assess the impact of MMSE requirements on their clinical trial eligibility, and explore which factors are most strongly associated with their MMSE scores. Methods: Visits between 2004–2021 in the Cameron County Hispanic Cohort were analyzed. Eligible participants were ≥18 years old and of Mexican descent. MMSE distributions before and after stratification by age and years of education (YOE) were assessed, as was the proportion of trial-aged (50–85– year-old) participants with MMSE \u3c24, a minimum MMSE cutoff most frequently used in Alzheimer’s disease (AD) clinical trials. As a secondary analysis, random forest models were constructed to estimate the relative association of the MMSE with potentially relevant variables. Results: The mean age of the sample set (n = 3,404) was 44.4 (SD, 16.0) years old and 64.5% female. Median MMSE was 28 (IQR, 28-29). The percentage of trial-aged participants (n = 1,267) with MMSE \u3c24 was 18.6% overall and 54.3% among the subset with 0–4 YOE (n = 230). The five variables most associated with the MMSE in the study sample were education, age, exercise, C-reactive protein, and anxiety. Conclusion: The minimum MMSE cutoffs in most phase III prodromal-to-mild AD trials would exclude a significant proportion of trial-aged participants in this MA cohort, including over half of those with 0–4 YOE

Valoración del nivel de actividad física y aptitud física en una muestra de universitarios: Comparativa tras la pandemia de covid-19

The transition from secondary education to university education has become a critical moment for the lifestyle of young people, especially for the practice of physical activity. Therefore, the main objective of the present study was to assess the levels of physical activity in university students, by correlating the results of the IPAQ-SF and the different physical fitness variables (Eurofit). The sample consisted of 194 students of the Primary Education Degree, with a mean age of 21.37 ± 2.66 years. The main results obtained reflect the direct relationship between the practice of physical activity in general, and vigorous physical activity in particular, and optimal physical fitness of university students, linked above all to the strength component. As for the comparison between pre-pandemic (18/19) and post-pandemic (21/22) university students, the increase in physical activity after the pandemic did not show substantial differences in the physical fitness components. In conclusion, these results should lead us to reflect on the influence of an active lifestyle on physical fitness, which has an impact on overall health status and quality of life.El tránsito de la educación secundaria a la enseñanza universitaria se ha convertido en un momento crítico para el estilo de vida de los jóvenes, especialmente para la práctica de actividad física. Por ello, el principal objetivo del presente estudio fue valorar los niveles de actividad física en universitarios, mediante la correlación entre los resultados del IPAQ-SF y las distintas variables de condición física (Eurofit). La muestra estuvo conformada por 194 estudiantes del Grado de Educación Primaria, con una edad media de 21,37 ± 2,66 años. Los principales resultados obtenidos reflejan la relación directa entre la práctica de actividad física en general, y la actividad física vigorosa en particular y una óptima aptitud física de los estudiantes universitarios, vinculada sobre todo con el componente fuerza. En cuanto a la comparación entre los universitarios del curso prepandémico (18/19) y el curso pospandémico (21/22), el aumento de la actividad física tras la pandemia no reportó diferencias sustanciales en los componentes de la condición física. A modo de conclusión, estos resultados deben conducirnos a una reflexión sobre la influencia de un estilo de vida activo en la aptitud física, la cual tiene repercusión en el estado de salud general y la calidad de vida

Associations of alcohol and cannabis use with change in posttraumatic stress disorder and depression symptoms over time in recently trauma-exposed individuals.

BACKGROUND: Several hypotheses may explain the association between substance use, posttraumatic stress disorder (PTSD), and depression. However, few studies have utilized a large multisite dataset to understand this complex relationship. Our study assessed the relationship between alcohol and cannabis use trajectories and PTSD and depression symptoms across 3 months in recently trauma-exposed civilians. METHODS: In total, 1618 (1037 female) participants provided self-report data on past 30-day alcohol and cannabis use and PTSD and depression symptoms during their emergency department (baseline) visit. We reassessed participant's substance use and clinical symptoms 2, 8, and 12 weeks posttrauma. Latent class mixture modeling determined alcohol and cannabis use trajectories in the sample. Changes in PTSD and depression symptoms were assessed across alcohol and cannabis use trajectories via a mixed-model repeated-measures analysis of variance. RESULTS: Three trajectory classes (low, high, increasing use) provided the best model fit for alcohol and cannabis use. The low alcohol use class exhibited lower PTSD symptoms at baseline than the high use class; the low cannabis use class exhibited lower PTSD and depression symptoms at baseline than the high and increasing use classes; these symptoms greatly increased at week 8 and declined at week 12. Participants who already use alcohol and cannabis exhibited greater PTSD and depression symptoms at baseline that increased at week 8 with a decrease in symptoms at week 12. CONCLUSIONS: Our findings suggest that alcohol and cannabis use trajectories are associated with the intensity of posttrauma psychopathology. These findings could potentially inform the timing of therapeutic strategies

City of Hitchcock Comprehensive Plan 2020-2040

Hitchcock is a small town located in Galveston County (Figure 1.1), nestled up on the Texas Gulf Coast. It lies about 40 miles south-east of Houston. The boundaries of the city encloses an area of land of 60.46 sq. miles, an area of water of 31.64 sq. miles at an elevation just 16 feet above sea level. Hitchcock has more undeveloped land (~90% of total area) than the county combined. Its strategic location gives it a driving force of opportunities in the Houston-Galveston Region.The guiding principles for this planning process were Hitchcock’s vision statement and its corresponding goals, which were crafted by the task force. The goals focus on factors of growth and development including public participation, development considerations, transportation, community facilities, economic development, parks, and housing and social vulnerabilityTexas Target Communitie