Child Abusers: Can we accurately predict them by personality?

Many studies label parents with certain demographic characteristics as being more prone to abuse children than others. Many predictors such as: gender, childhood abuse history, parental satisfaction, parent’s attribution style, child’s age, child disruptive behaviors, parental ethnicity, parental marital status, parental socioeconomic status, parental education, family size, household disorganization, coercive caregiver-child interaction patterns, and family social support are not accounting for alternative characteristics (Begle, Dumas, & Hanson, 2010). The Minnesota Multi-phasic Personality Inventory (MMPI-2), a measure of adult personality characteristics; might give us a more robust picture of what, if any, personality characteristics predict child abuse potential beyond the factors listed above. Archival evaluation records of at-risk parents have been collected, coded, and examined for abuse potential. Using a sample of 100 parental evaluations (63 abusers, 21 non-abusers) personality characteristics that predict abuse will be identified. If certain personality dimensions are identified as statistically significant predictors of abuse perpetration, above and beyond other predictors, this could aid in more accurately predicting child abuse and identifying at-risk individuals to better prevent abuse and keep families whole. Meanwhile, this research may help eliminate some of the stigma associated with belonging to an “at-risk demographic.

Deepwater Horizon oil spill exposures and nonfatal myocardial infarction in the GuLF STUDY.

BACKGROUND: Workers involved in the response and clean-up of the 2010 Deepwater Horizon oil spill faced possible exposures to crude oil, burning oil, dispersants and other pollutants in addition to physical and emotional stress. These exposures may have increased risk of myocardial infarction (MI) among oil spill workers. METHODS: Gulf Long-term Follow-up (GuLF) STUDY participants comprise individuals who either participated in the Deepwater Horizon response efforts or registered for safety training but were not hired. Oil spill-related exposures were assessed during enrollment interviews conducted in 2011-2013. We estimated risk ratios (RR) and 95% confidence intervals for the associations of clean-up work characteristics with self-reported nonfatal MI up to three years post-spill. RESULTS: Among 31,109 participants without history of MI prior to the spill, 77% worked on the oil spill. There were 192 self-reported MI during the study period; 151 among workers. Among the full cohort, working on the oil spill clean-up (vs not working on the clean-up) and living in proximity to the oil spill (vs further away) were suggestively associated with a possible increased risk of nonfatal MI [RR: 1.22 (0.86, 1.73) and 1.15 (0.82, 1.60), respectively]. Among oil spill workers, working for > 180 days was associated with MI [RR for > 180 days (vs 1-30 days): 2.05 (1.05, 4.01)], as was stopping working due to heat [RR: 1.99 (1.43, 2.78)]. There were suggestive associations of maximum total hydrocarbon exposure ≥3.00 ppm (vs  180 days and stopping work due to heat increased risk of nonfatal MI. Future research should evaluate whether the observed associations are related to specific chemical exposures or other stressors associated with the spill

VizWiz

The lack of access to visual information like text labels, icons,and colors can cause frustration and decrease independence for blind people. Current access technology uses automatic approaches to address some problems in this space, but the technology is error-prone, limited in scope, and quite expensive. In this paper, we introduce VizWiz, a talking application for mobile phones that offers a new alternative to answering visual questions in nearly real-time—asking multiple people on the web. To support answering questions quickly, we introduce a general approach for intelligently recruiting human workers in advance called quikTurkit so that workers are available when new questions arrive. A field deployment with 11 blind participants illustrates that blind people can effectively use VizWiz to cheaply answer questions in their everyday lives, highlighting issues that automatic approaches will need to address to be useful. Finally, we illustrate the potential of using VizWiz as part of the participatory design of advanced tools by using it to build and evaluate VizWiz::LocateIt, an interactive mobile tool that helps blind people solve general visual search problems

Increasing Vaccination Rates of Children up to 24 months old at PMG Milwaukie Family Medicine

Increasing Vaccination Rates of children up to 24 months old at PMG Milwaukie Family Medicine Authors: Justin Ferley DO; Rachel Jackson MD; Aubrey Miller MD; Sebastian Reeve MD; Christelle Serra Van-Brunt DO; Jamie Skreen DO; Jeffrey Sun DO; John Yates MD; Daniel Ruegg MD Introduction: Each year in the US, 42000 adults and 300 children die of vaccine preventable diseases. Yet across the country, clinics – including ours – fall short of the CDC Healthy People 2020 goals of pediatric vaccination rates. This resident-led quality improvement (QI) project aimed to improve our clinic vaccination rates in the under 24mo population. Methods: We identified 3 opportunities for vaccinating children under our clinic current processes: well child visits, medical assistants’ vaccinations visits, and acute care visits. Using a multidisciplinary approach comprising residents, MAs, clinical care coordinators and our nursing quality supervisor, we analyzed our current vaccinations processes and our iterative plan-do-study- cycles (PDSA) included: PDSA #1: standardize our work flow for vaccine reconciliation. PDSA #2: sending personal reminder lebers to patients and overall improving our vaccine recall/ reminder system. PDSA #3: Minimizing provider variation for vaccines given at the 12-18mo WCC. Results: We saw an improvement in our vaccinations rates after personalized reminder letters were sent out, outlining that we do not have a reliable vaccine schedule reminder system. We also noted that different providers created different vaccinations schedules in order to prevent giving 5 vaccines at the same $me – with no system in place to follow on missed vaccination, thus creating missed opportunities and suggesting that we need to implement a clinic-wide vaccine schedule. Conclusion: Our last PDSA cycle was interrupted by current CIVD-19 pandemic. We have however found valuable data to help improve our clinic’s vaccination rates, and plan to continue this project over the next 2 years.https://digitalcommons.psjhealth.org/milwaukie_family/1007/thumbnail.jp

Reflecting on Pupil Learning to Promote Social Justice: A Catholic University’s Approach to Assessment

In contrast to current education policies that conceptualize pupil learning largely in terms of standardized exam scores, we offer an alternative view, one that conceives of pupil learning as a source of insight for pupils and teachers alike. Drawing on survey data and a qualitative study of the teacher candidate experience, we explore the following questions: In a teacher education program committed to promoting social justice, embracing an inquiry-into-practice stance, and affirming diversity by meeting the needs of diverse learners, how do teacher candidates assess pupil learning, in particular, how are their assessments influenced by these program themes? Further, how do they respond when dilemmas linked to pupil learning arise? Specifically, we focused on dilemmas two teacher candidates encountered that engendered a sense of “disequilibrium,” a feeling something was not quite right with their teaching. In turn, we consider how they responded”typically taking ownership of dilemmas and modifying their teaching, while occasionally distancing themselves from responsibility for pupil performance. To conclude, we discuss implications for teacher educators, and specifically for Catholic institutions of higher education that prepare teachers for both public and Catholic schools

Reflecting on Pupil Learning to Promote Social Justice: A Catholic University\u27s Approach to Assessment

In contrast to current education policies that conceptualize pupil learning largely in terms of standardized exam scores, we offer an alternative view, one that conceives of pupil learning as a source of insight for pupils and teachers alike. Drawing on survey data and a qualitative study of the teacher candidate experience, we explore the allowing questions: In a teacher education program committed to promoting social justice, embracing an inquiry-into-practice stance, and affirming diversity by meeting the needs of diverse learners, how do teacher candidates assess pupil learning, in particular, how are their assessments influenced by these program themes? Further, how do they respond when dilemmas linked to pupil learning arise? Specifically, we focused on dilemmas two teacher candidates encountered that engendered a sense of disequilibrium,” a feeling something was not quite right with their leaching. In turn; we consider how they responded-typically taking ownership of dilemmas and modifying their teaching, while occasionally distancing themselves from responsibility for pupil performance. To conclude, we discuss implications for teacher educators, and specifically for Catholic institutions of higher education that prepare teachers for both public and Catholic schools

Reflecting on Pupil Learning to Promote Social Justice: A Catholic University\u27s Approach to Assessment

In contrast to current education policies that conceptualize pupil learning largely in terms of standardized exam scores, we offer an alternative view, one that conceives of pupil learning as a source of insight for pupils and teachers alike. Drawing on survey data and a qualitative study of the teacher candidate experience, we explore the following questions: In a teacher education program committed to promoting social justice, embracing an inquiry-into-practice stance, and affirming diversity by meeting the needs of diverse learners, how do teacher candidates assess pupil learning, in particular, how are their assessments influenced by these program themes? Further, how do they respond when dilemmas linked to pupil learning arise? Specifically. we focused on dilemmas two teacher candidates encountered that engendered a sense of disequilibrium, a.feeling something was not quite right with their teaching. In turn, we consider how they responded - typically taking ownership of dilemmas and modifying their teaching, while occasionally distancing themselves from responsibility for pupil performance. To conclude, we discuss implications for teacher educators, and specifically for Catholic institutions of higher education that prepare teachers for both public and Catholic schools

Reflecting on Pupil Learning to Promote Social Justice: A Catholic University\u27s Approach to Assessment

In contrast to current education policies that conceptualize pupil learning largely in terms of standardized exam scores, we offer an alternative view, one that conceives of pupil learning as a source of insight for pupils and teachers alike. Drawing on survey data and a qualitative study of the teacher candidate experience, we explore the following questions: In a teacher education program committed to promoting social justice, embracing an inquiry-into-practice stance, and affirming diversity by meeting the needs of diverse learners, how do teacher candidates assess pupil learning, in particular, how are their assessments influenced by these program themes? Further, how do they respond when dilemmas linked to pupil learning arise? Specifically. we focused on dilemmas two teacher candidates encountered that engendered a sense of disequilibrium, a.feeling something was not quite right with their teaching. In turn, we consider how they responded - typically taking ownership of dilemmas and modifying their teaching, while occasionally distancing themselves from responsibility for pupil performance. To conclude, we discuss implications for teacher educators, and specifically for Catholic institutions of higher education that prepare teachers for both public and Catholic schools

Database, Features, and Machine Learning Model to Identify Thermally Driven Metal-Insulator Transition Compounds

Metal-insulator transition (MIT) compounds are materials that may exhibit insulating or metallic behavior, depending on the physical conditions, and are of immense fundamental interest owing to their potential applications in emerging microelectronics. There is a dearth of thermally-driven MIT materials, however, which makes delineating these compounds from those that are exclusively insulating or metallic challenging. Here we report a material database comprising temperature-controlled MITs (and metals and insulators with similar chemical composition and stoichiometries to the MIT compounds) from high quality experimental literature, built through a combination of materials-domain knowledge and natural language processing. We featurize the dataset using compositional, structural, and energetic descriptors, including two MIT relevant energy scales, an estimated Hubbard interaction and the charge transfer energy, as well as the structure-bond-stress metric referred to as the global-instability index (GII). We then perform supervised classification, constructing three electronic-state classifiers: metal vs non-metal (M), insulator vs non-insulator (I), and MIT vs non-MIT (T). We identify two important descriptors that separate metals, insulators, and MIT materials in a 2D feature space: the average deviation of the covalent radius and the range of the Mendeleev number. We further elaborate on other important features (GII and Ewald energy), and examine how they affect classification of binary vanadium and titanium oxides. We discuss the relationship of these atomic features to the physical interactions underlying MITs in the rare-earth nickelate family. Last, we implement an online version of the classifiers, enabling quick probabilistic class predictions by uploading a crystallographic structure file