Results of a One-Day Seminar on Preservice Teachers’ Incorporation of the UDL Framework in Lesson Design

Students with disabilities are increasingly receiving their instruction in inclusive classrooms. General education teachers continue to report a lack of preparation to address their needs. This study examined the impact of a 6-hour professional development seminar on the Universal Design for Learning (UDL) framework to determine if preservice general and special education teachers’ overall performance in lesson design to reduce barriers, identified through increased attention to student variability, improved. Two lesson plans, preseminar and postseminar, from 242 participants were scored using a modified education field experience (EFE) rubric that included 19 evaluation criteria. A Rasch analysis was used to determine pretest and posttest scoring validity and to enable regression analysis with a continuous outcome variable. Results indicated that the seminar resulted in higher scores for the participants’ postmeasures, controlling for the premeasure effects, as well as unique findings based on subject matter. These findings are presented, as well as implications for future research and practice

High energy astroparticle physics for high school students

The questions about the origin and type of cosmic particles are not only fascinating for scientists in astrophysics, but also for young enthusiastic high school students. To familiarize them with research in astroparticle physics, the Pierre Auger Collaboration agreed to make 1% of its data publicly available. The Pierre Auger Observatory investigates cosmic rays at the highest energies and consists of more than 1600 water Cherenkov detectors, located near Malarg\"{u}e, Argentina. With publicly available data from the experiment, students can perform their own hands-on analysis. In the framework of a so-called Astroparticle Masterclass organized alongside the context of the German outreach network Netzwerk Teilchenwelt, students get a valuable insight into cosmic ray physics and scientific research concepts. We present the project and experiences with students.Comment: 8 pages, 5 figures, Proceedings of the 34th International Cosmic Ray Conference (ICRC2015), The Hague, The Netherlands, PoS(ICRC2015)30

Lying obliquely—a clinical sign of cognitive impairment: cross sectional observational study

Objective To determine if failure to spontaneously orient the body along the longitudinal axis of a hospital bed when asked to lie down is associated with cognitive impairment in older patients

Elastic response of [111]-tunneling impurities

We study the dynamic response of a [111] quantum impurity, such as lithium or cyanide in alkali halides, with respect to an external field coupling to the elastic quadrupole moment. Because of the particular level structure of a eight-state system on a cubic site, the elastic response function shows a biexponential relaxation feature and a van Vleck type contribution with a resonance frequency that is twice the tunnel frequency $\Delta/\hbar$. This basically differs from the dielectric response that does not show relaxation. Moreover, we show that the elastic response of a [111] impurity cannot be reduced to that of a two-level system. In the experimental part, we report on recent sound velocity and internal friction measurements on KCl doped with cyanide at various concentrations. At low doping (45 ppm) we find the dynamics of a single [111] impurity, whereas at higher concentrations (4700 ppm) the elastic response rather indicates strongly correlated defects. Our theoretical model provides a good description of the temperature dependence of $\delta v/v$ and $Q^{-1}$ at low doping, in particular the relaxation peaks, the absolute values of the amplitude, and the resonant contributions. From our fits we obtain the value of the elastic deformation potential $\gamma_t=0.192$ eV.Comment: 19 pages, 5 figure

"Now he walks and walks, as if he didn't have a home where he could eat": food, healing, and hunger in Quechua narratives of madness

In the Quechua-speaking peasant communities of southern Peru, mental disorder is understood less as individualized pathology and more as a disturbance in family and social relationships. For many Andeans, food and feeding are ontologically fundamental to such relationships. This paper uses data from interviews and participant observation in a rural province of Cuzco to explore the significance of food and hunger in local discussions of madness. Carers’ narratives, explanatory models, and theories of healing all draw heavily from idioms of food sharing and consumption in making sense of affliction, and these concepts structure understandings of madness that differ significantly from those assumed by formal mental health services. Greater awareness of the salience of these themes could strengthen the input of psychiatric and psychological care with this population and enhance knowledge of the alternative treatments that they use. Moreover, this case provides lessons for the global mental health movement on the importance of openness to the ways in which indigenous cultures may construct health, madness, and sociality. Such local meanings should be considered by mental health workers delivering services in order to provide care that can adjust to the alternative ontologies of sufferers and carers

Exploding electron bubbles.

Electron bubbles, used in laboratories throughout the world for probing the unusual properties of liquid helium, can be made to explode by the application of negative pressure, according to investigations by Classen et al. published last month

The Development of the INFEWS-ER: A Virtual Resource Center for Transdisciplinary Graduate Student Training at the Nexus of Food, Energy, and Water

Problems at the nexus of Food, Energy and Water Systems (FEWS) are among the most complex challenges we face. Spanning simple to complex temporal, geographic, social, and political framings, the questions raised at this nexus require multidisciplinary if not transdisciplinary approaches. Answers to these questions must draw from engineering, the physical and biological sciences, and the social sciences. Practical solutions depend upon a wide community of stakeholders, including industry, policymakers, and the general public. Yet there are many obstacles to working in a transdisciplinary environment: unfamiliar concepts, specialized terminology, and countless “blind” spots. Graduate education occurs in disciplinary ‘silos’, often with little regard for the unintended consequences of our research. Existing pedagogicalmodels do not usually train students to understand neighboring disciplines, thus limiting student learning to narrow areas of expertise, and obstructing their potential for transdisciplinary discourse over their careers. Our goal is a virtual resource center—the INFEWS-ER—that provides educational opportunities to supplement graduate students, especially in their development of transdisciplinary competences. Addressing the grand challenges at the heart of the FEWS nexus will depend upon such competence. Students and scholars from diverse disciplines are working together to develop the INFEWS-ER. To date, we have sponsored both a workshop and a symposium to identify priorities to design the initial curriculum. We have also conducted surveys of the larger community of FEWS researchers. Our work confirms a widespread interest in transdisciplinary training and helps to identify core themes and promising pedagogical approaches. Our curriculum now centers upon several “Cohort Challenges,” supported by various “Toolbox Modules” organized around key themes (e.g., communicating science). We plan to initiate the first cohort of students in October of 2018. Students who successfully complete their Cohort Challenges will be certified as the FEW Graduate Scholars. In this paper, we describe the development of this curriculum. We begin with the need for training in transdisciplinary research. We then describe the workshop and symposium, as well as our survey results. We conclude with an outline of the curriculum, including the current Cohort Challenges and Toolbox Modules