The Effects of Pyrilamine on the Selectivity of Phonotaxis

Hormones modulate phonotactic behaviors of female crickets (Acheta domesticus). This project seeks to observe the changes in phonotactic behavior when anti-histamine is injected in the prothoracic ganglion. The anti-histamine used, pyrilamine, resulted in older, unselective females becoming more selective to the male calling songs. Females injected with saline (controls) remained unselective. The experiments with pyrilamine (anti-histamine) validates histamine\u27s proposed role on phonotactic selectivity by enhancing inhibition of syllable period selective neural circuits in the prothoracic ganglion

Visual and behavioral profiles of socially \u27at-risk\u27 juveniles

The aim of this investigation is to examine the prevalence of visual dysfunction, behavior problems, and co-existing conditions between the two in the socially at-risk juvenile population. A sample of 70 socially at risk juveniles was drawn from alternative classrooms in the public schools and a training facility for boys. A visual screening battery was administered on -site at each of the three facilities. The screening consisted of: acuity measurement, static retinoscopy, cover test, near point of convergence, stereo acuity, accommodative facility, mobility (DEM), visual-motor perception (Beery), and direct ophthalmoscopy. Behavior profiles were assessed by the classroom teacher utilizing the Child Behavior Check List (Achenbach). Failure was designated as any clinical score. All 70 subjects failed some area of visual function ranging from 0% in ocular disease to 70% in visual-motor perception to 7 1 % in refractive problems. All. subjects displayed some sort of clinically significant behavior problem ranging from 4% in somatic complaints to 27% who measured anxious/depressed. Co-existing conditions with \u27fail scores that were 20% congruent for boys were: refractive status: withdrawn/depressed; visual motor perception: anxious/depressed. Co-existing conditions with \u27fail\u27 scores that were 20% congruent for girls were: refractive status: delinquent behavior; accommodative facility: thought problems, attention problems, delinquent behavior; Visual motor perception: delinquent behavior. It was found that juveniles from alternative classrooms exhibit a high prevalence of visual dysfunction along with certain behavior problems. This study suggests that certain visual dysfunction might be viewed as relative risk factors in these behavior problems. No conclusion can be drawn as to cause and effect. However, one is tempted to speculate that juveniles with visual dysfunction will do less well meeting academic demands and hence become prime targets for alternative education

Practice note: Responding to civic conflict: Developing intergroup dialogue co‐facilitators

A large U.S. city (called here, Coastal City), with a liberal milieu and a history of racial and ethnic conflict, was elected several years ago to increase its ability to deal with racial conflict. The city chose the intergroup dialogue (IGD) method. Here we examine IGD and how it differs from some other conflict response approaches—including the program's purpose, design, initial implementation, and lessons learned in this enterprise. This article describes a program to train intergroup dialogue co‐facilitators, engaging a civic process to improve race relations in a large urban setting.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/92430/1/21047_ftp.pd

Preparing to teach your first class online in Zoom

This useful one-pager lays out the technology basics needed to teach in Zoom. It answers the questions: What do I need? What else should I have? What should I do to prepare

Trauma-Informed Teaching and Learning Online: Principles & Practices During a Global Health Crisis

This is a one-page overview of trauma-informed teaching and learning principles and practices to support educators during a global health crisis. This was created to help those educators who are managing the quick move to online teaching during the COVID-19 pandemic

Spectator Rules: Shaping Making & Meaning in Contemporary Art

While considering works of art, how do we characterize roles played by spectatorship, whether in the making of (including by artists and viewers), or even in the making meaning of (including by scholars and viewers), such work? Speakers engage the question from a variety of positions: considering how curatorial practice not only steers but also gets steered by viewers; addressing the dynamism of spectator experience with installations that demand performative engagement; analyzing examples of work specifically invested in triggering an active spectatorship; and characterizing the roles of artists and audiences as inherently generative in the production of meaning

The Effect of High-Impact Exercise on Stress Urinary Incontinence in Physically Active Women

Stress urinary incontinence (SUI) is a condition in which increased abdominal pressure with coughing, laughing, sneezing, or exercise can cause unintentional leakage of urine in the female population. CrossFit and other high impact aerobic exercises, are popular forms of exercise amongst women all age groups. The purpose of this study was to examine specific high impact exercises that can affect SUI in women

Increasing Faculty Satisfaction and Student Access to Online Education via Dedicated Technical Support Specialists

It is critical to have high-quality technical support and knowledge in synchronous social work classes (Marquart, Fleming, Rosenthal, & Hibbert, 2016; Marquart & Fleming, 2014). As many seasoned or novice online social work instructors have discovered, technology is not always predictable and technological disruptions or challenges are inevitable (Pardasani, Goldkind, Heyman, & Cross-Denny, 2012). To support the technological preparedness of both students and instructors, a closer look at technology support is needed for online social work courses (Levin, Fulginiti, & Moore, 2018). This poster overviews our School’s practice of having a dedicated technical support specialist for each course, called a Live Support Specialist (LSS)

Recruiting, Training, and Engaging Virtual Faculty via an Award-Winning Online Pedagogy Institute -- #SWDE2019

Columbia University School of Social Work's five-week Institute on Pedagogy and Technology for Online Courses prepares future instructors and teaching assistants (TAs) to become excellent educators with our Online Campus, which offers a fully online MSW degree. 151 participants from 31 US states have passed in the first four cohorts, and they have led about 100 online courses so far. The award-winning Institute includes weekly two-hour live virtual class sessions and about three hours of homework each week in our learning management system, and now offers CEUs. This session will share the details of this institute, and its social justice approach to online education