The Paiute, Water Wars, and a Covered Up Agricultural Revolution

Like many other Native Americans, the Bishop Paiute in California have long faced an uphill battle in retaining their federally given land rights, access to natural resources, and their ability to remain self-sufficient. Often Native peoples (the Paiute included) have faced a long history of presidential administrations or federal agencies tolerating or even assisting them, only for a small political change to occur and all positive treaties or relations towards them evaporate or turn hostile. Tribes (according to American law) are supposed to be sovereign and see their treaties upheld in perpetuity. However, the Paiute (like many other Native tribes) face different treatment from one generation to the other as American politics (and American views on Natives) shifts so rapidly, as this paper will explore

Science-teacher education advanced methods national workshop for Scotland report

The first phase of the S-TEAM project at the University of Strathclyde - evaluating the state of the art of inquiry-based science teaching and education in teacher education institutions and schools in Scotland - is now well advanced. Phase one identifies the opportunities for and the constraints facing either the implementation or increase of inquiry-based science teaching activity in schools, in the process investigating impressions from current practice in classrooms, from teacher education courses, the policymaking context, as well as the implications for the S-TEAM project itself. All teacher education institutions within Scotland were invited to take part in a one-day workshop at the University of Strathclyde in Glasgow; representatives from the Scottish Government, Her Majesty's Inspectorate of education, a leading science centre, the Early Professional Learning project, and of course the teaching profession itself were also in attendance, giving a total of 19 participants. Key Findings The curriculum and assessment background to promoting advanced methods in science education in Scotland comprises the Curriculum for Excellence (CfE) initiative. The conference participants generally framed their contributions with this in mind. The findings suggested that the CfE, while still in its infancy, is generally supportive and encouraging of investigative science lessons, the range of possible activities that could count as investigative, and in the diversity of the ways in which scientists work. There was however some concern about the relationship between the CfE and Scotland's portfolio of upper-secondary school examinations, as yet unspecified in policy, and thus leaving open to question the degree to which the new curriculum will continue to support investigations as it currently is. Over emphasis on summative assessment through grading and examinations tend to work against the spirit of investigative activity in the science classroom, a practice that depends on a more sophisticated formative approach. There is the associated danger that schools may continue to garner exam success with more traditional teaching methods with the consequence that CfE, though clear enough in its intention to promote investigation / inquiry and creativity, could 'crystallise' into typical assessment styles. Teaching would then be guided by this and genuine investigative activity would be unlikely to develop in the face of the relative certainty (for teachers) of more 'direct' methods. The experience of the workshop delegates suggests that there are current examples of investigative science work in schools, and that these tend to be enjoyable for learners - exciting, good fun, etc. This affective dimension of learning is important and points to the need for S-TEAM to develop indicators that can accommodate affective engagement. Other 'harder' indicators could also be developed as discussion revealed that examination results and pupil uptake of science (girls in this case, helping to change possible preconceptions) could benefit from inquiry based activity. The efficacy of investigative activity in the classroom, however, is unlikely to be fully caught by the strictly quantitative. A further consideration is that S-TEAM could develop indicators that go beyond an immediate research function to operate in such a way as to contribute to the learning of teachers in the classroom through the capacity for practitioner self-evaluation. For example, the critical evaluation of investigative activity that a cohort of initial science-teacher education students have already completed for the project, as part of their professional portfolios, has since been commended by teacher educators as being an effective intervention in its own right. The early results from this indicator confirm the existence of a number of implicit components of developing confidence in undertaking investigative activity - for example, knowledge of the subject curriculum, class, resources, and so on - and teaching methods, from structured additions to the more opportunistic and ad hoc, that practitioners employ. While arguing that teachers could and ought to accommodate a degree of inquiry in their teaching, a critical caveat is that beginners benefit from protected exploratory practice prior to their full teaching post and need space themselves to investigate and explore; it is reasonable for them to exercise restraint in their first year until their confidence is fairly secure. Implications 1. Promote inquiry in teaching by using examples of existing good practice and by working with experienced teachers in order to take lessons back from them to beginners. 2. Develop purpose specific indicators of inquiry and reflection that go beyond an immediate research function to contribute to the learning of (new) teachers through a capacity for the self-evaluation of the use of innovative methods in the classroom. 3. Collate video examples of inquiry as it happens in the classrooms of student and practising teachers, as well as stories and reflective discussion about how it happened, so as to learn how teachers solve the problems of introducing more investigative approaches into lessons. 4. For the development of teachers' knowledge base in science, create a typology of investigative knowledge and experience, upon which the project's activities might draw, of the following levels of scientific perspective: The socio-historical nature of science. Contemporary research activity in science. Initial teacher education in science. Experienced teaching of science. Beginning teaching of science. The child's classroom experience of science. 5. For the ongoing practical application of inquiry-based research, S-TEAM will continue to pursue, interrogate and engage with existing examples of inquiry and resources in the months ahead

Go Skate!: The Physiological Responses and Perception of Training on Inline Skates

It is unclear how inline skate training affects the performance and enjoyment of other modes of exercises. PURPOSE: The purpose of this study is to determine if inline skating is an effective and enjoyable alternative method of exercise when compared to running and using the elliptical. METHODS: Each participant\u27s functional movement, body composition, and efficiency in running, skating, and using the elliptical was assessed before and after the skate training program at 80% of each participant\u27s age-predicted heart rate. The skate training program consisted of three 45-minute training sessions for 6 weeks. After all training and testing was completed each participant was given a questionnaire regarding their perceptions of enjoyment and preferred method of exercise. A repeated measures ANOVA in IBM SPSS was used to analyze the differences between pre- and post-tests on exercise efficiency, body composition, and functional movement. RESULTS: While there were no significant differences in weight or resting heart rate, there was a significant change in blood pressure, body fat percentage and lean mass. There were also significant improvements in the elliptical average heart rate, the skate VO2 and the distance traveled during skating. In addition, there was significant improvement in the FMS trunk stability push-up. All of the subjects considered participating in inline skating in the future. CONCLUSION: Inline skating is an enjoyable method of exercise that also provides an effective workout that carries over to other forms of exercise, and improves core strength.https://engagedscholarship.csuohio.edu/u_poster_2017/1001/thumbnail.jp

PHYSICAL HEALTH ASSESSMENT AND MEDICINES RECONCILIATION ON ADMISSION TO AN ACUTE MENTAL HEALTH UNIT: A QUALITY IMPROVEMENT PROJECT

Individuals with mental health disorders are at greater risk of physical health problems. Medicines reconciliation reduces medication errors on admission. The aim of this project was to improve compliance with the completion of physical health assessments and medicines reconciliation forms by using a set standard stating that all patients must have the above completed at the point of admission to an acute mental health unit. The notes for all inpatients were reviewed for evidence of completed physical assessments and medicines reconciliation forms. This was done at three different time points: baseline, 2 months after the introduction of recommendations (1st intervention) and 2 months later when an online system of record keeping was trialled (2nd intervention). At baseline (n=33), 16 (49%) had a physical examination, 15 (46%) had an ECG, 17 (52%) had baseline bloods and 4 (12%) had a completed medicine reconciliation form. After the 2nd intervention (n=31), 25 (81%) had a physical examination, 25 (81%) had an ECG, 23 (74%) had baseline bloods and 23 (74%) had a completed medicine reconciliation form. Physical health assessments and medicines reconciliation are important aspects of patient care. The interventions introduced have improved the quality of practice at an acute mental health unit

Go Skate!: The Physiological Responses and Perception of Training on Inline Skates

It is unclear how inline skate training affects the performance and enjoyment of other modes of exercises. PURPOSE: The purpose of this study is to determine if inline skating is an effective and enjoyable alternative method of exercise when compared to running and using the elliptical. METHODS: Each participant\u27s functional movement, body composition, and efficiency in running, skating, and using the elliptical was assessed before and after the skate training program at 80% of each participant\u27s age-predicted heart rate. The skate training program consisted of three 45-minute training sessions for 6 weeks. After all training and testing was completed each participant was given a questionnaire regarding their perceptions of enjoyment and preferred method of exercise. A repeated measures ANOVA in IBM SPSS was used to analyze the differences between pre- and post-tests on exercise efficiency, body composition, and functional movement. RESULTS: While there were no significant differences in weight or resting heart rate, there was a significant change in blood pressure, body fat percentage and lean mass. There were also significant improvements in the elliptical average heart rate, the skate VO2 and the distance traveled during skating. In addition, there was significant improvement in the FMS trunk stability push-up. All of the subjects considered participating in inline skating in the future. CONCLUSION: Inline skating is an enjoyable method of exercise that also provides an effective workout that carries over to other forms of exercise, and improves core strength.https://engagedscholarship.csuohio.edu/u_poster_2017/1001/thumbnail.jp

An Investigation into the Effectiveness of Brief Guided Meditation

Meditation has many benefits for reducing stress and anxiety, by inducing a relaxation response. It is unclear how guided meditation compares to other forms of relaxation. PURPOSE: The purpose of this study is to determine if a guided meditation mp3 is as effective as other methods of relaxation. METHODS: Skin conductance and breaths per minute were measured on 30 male and female adults while reading, meditating, and watching a video, each on three different occasions. Prior to the study each participant rated their psychological state of being using questionnaire styled scales. A repeated measures ANOVA and a related measure nonparametric test in IMB SPSS were used to analyze the physiological and psychological responses across subjects. RESULTS: There was a significant difference (p \u3c 0.05) between the book and meditation in GSR and respiration rate. A significant difference (p \u3c 0.05) was found between the book and video in physiological state and in respiration rate. There was also a significant difference (p \u3c 0.05) between the meditation and video in physiological state, GSR, and respiration rate. The DASS and Freiburg Mindfulness Inventory tests showed that the anxiety, stress, and depression rates of each participant did not affect the testing modalities.https://engagedscholarship.csuohio.edu/u_poster_2017/1000/thumbnail.jp