From Vitruvian Man to the Avatar: The Second Life of Humanity

Social Virtual Environments (SVEs) have been in existence for as long as we have communicated with others through the internet. Users of social virtual environments are represented by avatars, virtual representations of the users. As technology has advanced, so have the ways in which users can represent themselves online: from user-names in the beginning to three-dimensional, graphic representations used in many gaming and immersive environments so popular today. User representations in virtual environments (commonly referred to as “avatars) become a part of the user’s identity as they interact with others in the virtual environment and with the environment itself. The primary purpose of this study was to create a model of the components that comprise the avatars through an extensive review of current literature on the avatar, virtual environments, human-computer interaction (HCI) as well as theories in virtual identity, user and avatar personality, and the movement of identity between the user, the projective identity, the virtual representation, and the environment. Secondarily, this study examined, using quantitative and qualitative methods, the application of the model in examining personality traits of the user and the virtual representation (the avatar) to predict participation in social virtual activism in the virtual world of Second Life. The study took a mixed method approach through a quantitative survey of the general population of Second Life users (1,001 respondents) and a qualitative case study of a virtual social activist community (Four Bridges Project) in the social virtual world, Second Life. Findings from a review of the literature produced a comprehensive model of the avatar components that effectively describes the movement of identity and personality through the representative components. Findings from the survey and case study indicated that, while there is not a substantial difference in the percentage differences in personality traits of the activist in Second Life when compared to the general population of Second Life, the baseline personality traits of the Second Life activist tend to range higher. The case study revealed that activism in Second Life relies on a community of practitioners that encourage and support each other through shared resources and information building

If it's about me, why do it without me? Genuine student engagement in school cyberbullying education

This study reports on a three-year group randomized controlled trial, the Cyber Friendly Schools Project (CFSP), aimed to reduce cyberbullying among grade 8 students during 2010-2012. In each year, 14-15 year old student „cyber‟ leaders acted as catalysts to develop and implement whole-school activities to reduce cyberbullying-related harms. This paper examines students‟ leadership experiences and the effectiveness of their training and intervention efforts. A mixed methods research design comprising interviews and questionnaires was used to collect data from 225 grade 10 students at the end of their leadership years (2010 & 2011). Four to six cyber leaders were recruited from each of the 19 intervention schools involved in each year of the study. The cyber leaders reported high self-efficacy post-training, felt their intervention efforts made a difference, and experienced a sense of agency, belonging and competence when given opportunities for authentic leadership. They identified key barriers and enablers to achieving desired outcomes. Students greatly valued having their voices heard. Their engagement in the development and delivery of whole-school strategies allowed them to contribute to and enhance efforts to promote their peers‟ mental health and wellbeing. However, a lack of support from school staff limits students‟ effectiveness as change- enablers.peer-reviewe

If it’s about me, why do it without me? : genuine student engagement in school cyberbullying education

This study reports on a three-year group randomized controlled trial, the Cyber Friendly Schools Project (CFSP), aimed to reduce cyberbullying among grade 8 students during 2010-2012. In each year, 14-15 year old student ‘cyber’ leaders acted as catalysts to develop and implement whole-school activities to reduce cyberbullying-related harms. This paper examines students’ leadership experiences and the effectiveness of their training and intervention efforts. A mixed methods research design comprising interviews and questionnaires was used to collect data from 225 grade 10 students at the end of their leadership years (2010 & 2011). Four to six cyber leaders were recruited from each of the 19 intervention schools involved in each year of the study. The cyber leaders reported high self-efficacy post-training, felt their intervention efforts made a difference, and experienced a sense of agency, belonging and competence when given opportunities for authentic leadership. They identified key barriers and enablers to achieving desired outcomes. Students greatly valued having their voices heard. Their engagement in the development and delivery of whole-school strategies allowed them to contribute to and enhance efforts to promote their peers’ mental health and wellbeing. However, a lack of support from school staff limits students’ effectiveness as changeenablers.peer-reviewe

Meta-Techniques for Faculty Development: A Continuous Improvement Model for Building Capacity to Facilitate in a Large Interprofessional Program

Literature regarding faculty development in uniprofessional healthcare programs is prolific; however, little has been written about instructional programs designed for faculty delivering interprofessional education (IPE). In this paper, we describe the genesis, content, and improvement of a faculty development workshop which exemplifies a meta teaching model and was designed to serve faculty facilitators in a rapidly growing IPE program. Evaluations following initial delivery of the workshops in fall 2018 returned high faculty satisfaction ratings and feedback suggesting a need for even more pedagogical training with a stronger emphasis on meta techniques and less on a review of student content. In response, program developers incorporated additional teaching techniques in the spring 2019 training. Faculty evaluations in spring 2019 reflected even greater satisfaction with the increased focus on “meta skills”. The faculty development program described in this paper supports the need for a structured training process for faculty facilitating in IPE programs

Inclusion and participation of children with epilepsy in schools: Views of young people, school staff and parents

OBJECTIVE: To gain an understanding of the views of children with epilepsy, their parents and staff regarding inclusion and participation of children with epilepsy in school. METHODS: During the study period, 136 children with 'active' epilepsy (taking anti-seizure Medications (ASMs) for epilepsy), were identified in the study area and of these 68 (50% of those eligible) families agreed to participate. Children (n = 20) with 'active epilepsy' their parents (n = 68) and staff (n = 56) were interviewed or completed surveys. The quantitative data were analysed using descriptive statistics and chi-square analyses. The answers to open questions were analysed using thematic analyses. RESULTS: Staff in mainstream schools were more concerned about the child's attendance than staff in special schools (p = 0.008).Parents and school staff cited a number of negative aspects of the child's attendance difficulties including social-emotional and academic aspects. The majority of parents and staff felt that young people with epilepsy were included in school to the same extent as peers. Parents were however, significantly less likely than staff to agree that children were included in all playground activities (p = 0.045). Parents of children in special schools were more likely to agree that their child was included in school than parents of children attending mainstream schools (p = 0.041). Thematic analysis revealed that parents felt that their child could be excluded in school due to staff decisions, child's own choice and peer led exclusion. The majority of children (64%) and parents (56%) agreed that the child with epilepsy was restricted from doing things their peers could do because of their epilepsy. While more than half of children with epilepsy (63%) reported that they had been bullied, most did not attribute this bullying to having epilepsy. Parents were more likely to agree that their child was bullied because of their epilepsy (p = 0.035) and non-epilepsy reasons than staff (p<0.001). Parents of children with epilepsy attending mainstream schools were more likely to agree that their child was bullied because of their epilepsy (p = 0.017) and non-epilepsy reasons (p = 0.026), compared to parents of children with epilepsy attending special schools. CONCLUSIONS: School attendance difficulties for children with epilepsy can contribute to academic and social-emotional difficulties. Most parents and teachers feel that children with epilepsy are included in classroom activities to the same extent as peers. Children with epilepsy and their parents believe that they are more restricted in non-classroom activities compared with their peers. Difficulties with participation, friendships and bullying for children with epilepsy may be due to presence of other conditions as opposed to epilepsy per se. There is a need to increase understanding of the wide ranging impact of epilepsy on school life in order to enhance attendance and inclusion and to reduce bullying

A Whole-School Approach to Promoting Staff Wellbeing

A caring school community can enhance whole-school wellbeing including the wellbeing of school staff, which directly impacts on student academic, social and emotional wellbeing. This study firstly examines the validity and reliability of a proposed whole-school staff wellbeing evaluation tool which uses a set of whole-school wellbeing indicators to identify strengths and areas for improvement within the school environment which may be impacting on staff wellbeing. Secondly, the association between factors found within the whole-school staff wellbeing tool with staff self-reported mental health are examined, and finally, the influence of person characteristics and role of factors on perceived whole-school staff wellbeing are determined. Cross-sectional data were collected from 801 school staff from six non-government schools in Australia as part of the School Staff Wellbeing Project. Results confirmed and validated the hypothesised structure of the whole-school staff wellbeing evaluation tool with staff relationships (leadership, staff), staff engagement (active, supported), staff emotional wellbeing (supported through policies and opportunities) and school climate (culture and values) found to be significant predictors of mental health. Prioritising resources to building supportive staff relationships, school climate, and providing opportunities to promote staff emotional wellbeing, were found to have the greatest impact on staff mental health. Characteristics such as age, gender, education, role, and length of time working in schools predicted perceptions of the whole-school’s general wellbeing. The whole-school staff wellbeing evaluation tool provides a useful screening and self-evaluation measure to identify whole-school staff wellbeing strengths and areas for improvement in staff wellbeing

The invisibility of covert bullying among students: Challenges for school intervention

Covert bullying behaviours are at least as distressing for young people as overt forms of bullying, but often remain unnoticed or unacknowledged by adults. This invisibility is increased in schools by inattention to covert bullying in policy and practice, and limited staff understanding and skill to address covert behaviours. These factors can lead to a school culture that appears to tolerate and thus inadvertently encourages covert bullying. This study explores these dynamics in Australian primary and secondary schools, including the attitudes of over 400 staff towards covert bullying, their understanding of covert bullying behaviours, and their perceived capacity to address these behaviours both individually and at a whole-school level. While most respondents felt a responsibility to intervene in bullying situations, nearly 70% strongly agreed with statements that staff need more training to address covert bullying. Only 10% of respondents described their current whole-school strategies as very effective in reducing covert bullying, and fewer than 40% reported their school had a bullying policy that explicitly referred to covert bullying. These results suggest an urgent need for sustainable professional development to enhance school staff understanding, skills and self-efficacy to address covert bullying through school policy and practice, and the need to identify and consolidate effective strategies to better address these behaviours

Interventions to bolster succes : the experiences of nontraditional students in higher education

This intervention focused on nontraditional students at McDowell Technical Community College and Gardner-Webb University and the importance of bolstering their educational success. Community colleges and private institutions of higher learning enroll a significant number of nontraditional students. It is often difficult for these students to earn a credential or achieve their educational goals due to their defining characteristics. With an extensive population of nontraditional students, it is imperative that these institutions provide deliberate support services that identify, address, and reduce probable barriers these adult learners may encounter. Like other state and private agencies, educational institutions are held to a high standard. Accountability is in the forefront of every public and private institution. All colleges and universities are closely monitored and held accountable for the outcomes of their students. As a result, a portion of monetary resources may be contingent on program performance. While any reduction in funding can have a negative impact on the institution, one must not overlook the economic impact on the earning potential of nontraditional students. Through the implementation of a proactive advising model, nontraditional students at McDowell Technical Community College and Gardner-Webb University increased their ability to achieve their educational goals. The intent of the interventions was to foster deep change by capitalizing on existing human relationships formed during new student orientation, proactive advising and student mentoring. The disquisition team defined the problem, shared interventions, and analyzed the results of the collaborative improvement process

Evaluating Children’s Advocacy Centers’ Response to Child Sexual Abuse

Children’s Advocacy Centers (CACs) play an increasingly significant role in the response to child sexual abuse and other child maltreatment in the United States. First developed in the 1980s, CACs were designed to reduce the stress on child abuse victims and families created by traditional child abuse investigation and prosecution procedures and to improve the effectiveness of the response. According to several experts (Fontana, 1984; Pence and Wilson, 1992; Whitcomb, 1992), child victims were subjected to multiple, redundant interviews about their abuse by different agencies, and were questioned by professionals who had no knowledge of children’s developmental limitations or experience working with children. Child interviews would take place in settings like police stations that would further stress already frightened children. Moreover, the response was hampered because the multiple agencies involved did not coordinate their investigations, and children’s need for services could be neglected

Cardiac Non-myocyte Cells Show Enhanced Pharmacological Function Suggestive of Contractile Maturity in Stem Cell Derived Cardiomyocyte Microtissues

The immature phenotype of stem cell derived cardiomyocytes is a significant barrier to their use in translational medicine and pre-clinical in vitro drug toxicity and pharmacological analysis. Here we have assessed the contribution of non-myocyte cells on the contractile function of co-cultured human embryonic stem cell derived cardiomyocytes (hESC-CMs) in spheroid microtissue format. Microtissues were formed using a scaffold free 96-well cell suspension method from hESC-CM cultured alone (CM microtissues) or in combination with human primary cardiac microvascular endothelial cells and cardiac fibroblasts (CMEF microtissues). Contractility was characterized with fluorescence and video-based edge detection. CMEF microtissues displayed greater Ca(2+ )transient amplitudes, enhanced spontaneous contraction rate and remarkably enhanced contractile function in response to both positive and negative inotropic drugs, suggesting a more mature contractile phenotype than CM microtissues. In addition, for several drugs the enhanced contractile response was not apparent when endothelial cell or fibroblasts from a non-cardiac tissue were used as the ancillary cells. Further evidence of maturity for CMEF microtissues was shown with increased expression of genes that encode proteins critical in cardiac Ca(2+ )handling (S100A1), sarcomere assembly (telethonin/TCAP) and β-adrenergic receptor signalling. Our data shows that compared with single cell-type cardiomyocyte in vitro models, CMEF microtissues are superior at predicting the inotropic effects of drugs, demonstrating the critical contribution of cardiac non-myocyte cells in mediating functional cardiotoxicity