UNgrading: Why Rating Students Undermines Learning (and What to Do Instead) | Book Club [2 of 4]

The moment is right for critical reflection on what has been assumed to be a core part of schooling. In UNgrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K–12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative. More information about the collection and an excerpt are available here: https://a.co/6PTAUxY

UNgrading: Why Rating Students Undermines Learning (and What to Do Instead) | Book Club [1 of 4]

The moment is right for critical reflection on what has been assumed to be a core part of schooling. In UNgrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K–12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative. More information about the collection and an excerpt are available here: https://a.co/6PTAUxY

Wang Hui, Plagiarism, and the Great Bourgeois Academic Cultural Revolution

Another revolution is afoot in China, and it might even be considered cultural. But this one is about academic culture, as China’s slow-moving iceberg floats up against the glacial mass of “international” (read: Western) principles. The fallout is fascinating for observers, though in some cases tragic for the participants

UNgrading: Why Rating Students Undermines Learning (and What to Do Instead) | Book Club [2 of 4]

The moment is right for critical reflection on what has been assumed to be a core part of schooling. In UNgrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K–12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative. More information about the collection and an excerpt are available here: https://a.co/6PTAUxY

Wang Hui, Plagiarism, and the Great Bourgeois Academic Cultural Revolution

Another revolution is afoot in China, and it might even be considered cultural. But this one is about academic culture, as China’s slow-moving iceberg floats up against the glacial mass of “international” (read: Western) principles. The fallout is fascinating for observers, though in some cases tragic for the participants

Haptoglobin Phenotype, Preeclampsia Risk and the Efficacy of Vitamin C and E Supplementation to Prevent Preeclampsia in a Racially Diverse Population

Haptoglobin's (Hp) antioxidant and pro-angiogenic properties differ between the 1-1, 2-1, and 2-2 phenotypes. Hp phenotype affects cardiovascular disease risk and treatment response to antioxidant vitamins in some non-pregnant populations. We previously demonstrated that preeclampsia risk was doubled in white Hp 2-1 women, compared to Hp 1-1 women. Our objectives were to determine whether we could reproduce this finding in a larger cohort, and to determine whether Hp phenotype influences lack of efficacy of antioxidant vitamins in preventing preeclampsia and serious complications of pregnancy-associated hypertension (PAH). This is a secondary analysis of a randomized controlled trial in which 10,154 low-risk women received daily vitamin C and E, or placebo, from 9-16 weeks gestation until delivery. Hp phenotype was determined in the study prediction cohort (n = 2,393) and a case-control cohort (703 cases, 1,406 controls). The primary outcome was severe PAH, or mild or severe PAH with elevated liver enzymes, elevated serum creatinine, thrombocytopenia, eclampsia, fetal growth restriction, medically indicated preterm birth or perinatal death. Preeclampsia was a secondary outcome. Odds ratios were estimated by logistic regression. Sampling weights were used to reduce bias from an overrepresentation of women with preeclampsia or the primary outcome. There was no relationship between Hp phenotype and the primary outcome or preeclampsia in Hispanic, white/other or black women. Vitamin supplementation did not reduce the risk of the primary outcome or preeclampsia in women of any phenotype. Supplementation increased preeclampsia risk (odds ratio 3.30; 95% confidence interval 1.61-6.82, p<0.01) in Hispanic Hp 2-2 women. Hp phenotype does not influence preeclampsia risk, or identify a subset of women who may benefit from vitamin C and E supplementation to prevent preeclampsia

Proposed initiative would study Earth's weathering engine

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/94818/1/eost14765.pd

Physics Opportunities with the 12 GeV Upgrade at Jefferson Lab

This white paper summarizes the scientific opportunities for utilization of the upgraded 12 GeV Continuous Electron Beam Accelerator Facility (CEBAF) and associated experimental equipment at Jefferson Lab. It is based on the 52 proposals recommended for approval by the Jefferson Lab Program Advisory Committee.The upgraded facility will enable a new experimental program with substantial discovery potential to address important topics in nuclear, hadronic, and electroweak physics.Comment: 64 page

Using the Mystery Motivator to Improve Child Bedtime Compliance

Child bedtime problems are commonly reported by parents. A number of behavioral techniques, including extinction of tantrum behaviors, reinforcement of compliant bedtime, and implementation of consistent bedtime routines have been successful in improving bedtime compliance. The present study examined the effects of the Mystery Motivator (MM), a behavioral contract designed to remediate bedtime problems by delivering random reinforcement. Emphasis was placed on the optimal use of clinical intervention by enlisting parents as primary change agents in the home setting. Three adults and their four children, aged 3-5 years, participated. Three of the four children showed substantial changes in both time out of bed and bedtime noncompliance between baseline and treatment phases. A fourth child showed less improvement. Parent participants demonstrated understanding of the materials and successfully implemented the home program. Both parent and child participants rated the Mystery Motivator reinforcement system as an acceptable intervention