Virtual and actual: Relative accuracy of on-site and web-based instruments in auditing the environment for physical activity

Objectives: To assess the relative accuracy and usefulness of web tools in evaluating and measuring street-scale built environment characteristics. Methods: A well-known audit tool was used to evaluate 84 street segments at the urban edge of metropolitan Boston, Massachusetts, using on-site visits and three web-based tools. The assessments were compared to evaluate their relative accuracy and usefulness. Results: Web-based audits, based-on Google Maps, Google Street View, and MS Visual Oblique, tend to strongly agree with on-site audits on land-use and transportation characteristics (e.g., types of buildings, commercial destinations, and streets). However, the two approaches to conducting audits (web versus on-site) tend to agree only weakly on fine-grain, temporal, and qualitative environmental elements. Among the web tools used, auditors rated MS Visual Oblique as the most valuable. Yet Street View tends to be rated as the most useful in measuring fine-grain features, such as levelness and condition of sidewalks. Conclusion: While web-based tools do not offer a perfect substitute for on-site audits, they allow for preliminary audits to be performed accurately from remote locations, potentially saving time and cost and increasing the effectiveness of subsequent on-site visits

Combined SRL-Based Cognitive-Motivational Modules Increase Undergraduate Biology Grades

Students’ success in undergraduate STEM courses requires effective study strategies, but also the motivation to enact them, drawing on two key tenets of Self-Regulated Learning. Interventions designed to promote students’ achievement and retention in STEM have commonly focused on either cognition or motivation. Building on Pintrich’s (2000) SRL framework, we iteratively-developed and tested the effect of different combinations of one of four cognition-focused with one of three motivation-focused intervention modules. Initial development took place in 2015-2016 and post-iterative experiments occurred in 2017. Participants were 3,092 undergraduate introductory biology students tested in 10 studies at 3 universities over 4 academic years. They were randomly assigned to either a no-treatment control condition or one of 17 conditions involving either a cognition, motivation, or a combined cognition and motivation intervention module, that was delivered via the Internet over the course of an entire semester. Course grades were provided by the instructor. We used a meta-analysis to capture the overall effect of students’ access to the interventions on grades, and to test whether differences across experiments such as fall versus spring implementation changed the effect size for the interventions. Averaging across all 10 studies, the combined intervention had an effect of g = .30. All 10 moderators were significant: cognitive+motivational versus either one alone, timely access to the intervention, iterative development phase, type of cognitive or type of motivation module, the specific cognitive-motivation combination, university, academic year, semester, first versus second semester of biology, and course content. We conclude that interventions based in SRL theory and delivered online can meaningfully improve undergraduate students’ course grades (corresponding to 6.6 percentage points on final course grade), with minimal extra work for instructors. However, these effects were dependent on a variety of contextual factors

How Instructors Can Enhance Biology Students\u27 Motivation, Learning, and Grades Through Brief Relevance Writing and Worked-Example Interventions

The high failure rate of students in gateway science, technology, engineering, and mathematics (STEM) courses has been a persistent problem for biology programs nationwide. Common wisdom contends that addressing this problem requires major curricular overhauls. While desirable, such large systematic changes are often expensive or impractical. We propose an alternative approach: supplementing the regular instruction with brief online modules targeting specific cognitive (learning) and motivational mechanisms. We conducted an intervention study to test the effects of different combinations of cognitive and motivational modules on undergraduate introductory biology students\u27 learning, motivation, achievement, and intentions to remain in science. Introductory biology students at three research universities were randomly assigned to a no-treatment control condition or one of several combinations of cognition motivation modules. In this article, we describe the modules that are easiest for instructors to integrate with existing course content: worked examples (demonstrations of biology problem solving) and relevance writing (brief open-ended writing assignments about connections of biology concepts to one\u27s life). Increased student engagement in these modules led to higher motivation, biology reasoning, and course grades. These findings support the effectiveness of delivering brief online supplemental modules on students\u27 success in introductory biology courses. This easily implemented intervention can utilize online tools such as Blackboard, Canvas, or Moodle and provides an option when major changes to course instruction are not practical

Project Prometheus: Design and Analysis of a Modular Aerostructure for a Small Launch Vehicle

Project Prometheus is a sub-team of the Alabama Rocket Engineering System (ARES) project, which has been in development for about four years. This system is a bi-propellant pressure-fed rocket meant to prove new technology and launch to about 30,000 ft. Project Prometheus is the structural and integration sub-team of Project ARES. The team has worked since August 2020, moving from concept, through preliminary and critical design, and then onto analysis and testing validation and manufacturing. This paper walks through the main requirements, design decisions with rationale, analysis proving the validity of the design, and highlights the important features and the transferability of the concept to other small launch vehicle applications

Motivation as a Complex System: Semester-Long Recursive Dynamics of Expectancy-Value Constructs in Undergraduate Biology

The predominant aggregate-statistical analyses in motivational research manifest assumptions that stand in tension with understandings of motivational phenomena as dynamic, contextual, and variable among individuals. Using constructs from expectancy-value theory, we collected 13 weekly waves of data from 145 undergraduate students during one semester of an introductory biology course. We analyzed the data using dynamic autoregressive mixed-effects modeling, which captures the individual-level recursive processes among constructs, and then examined patterns across individuals’ motivational trajectories to discern general principles by which the expectancy-value system operates. The findings contribute to robust theoretical understandings of expectancy-value processes, and demonstrate the application of an analytical approach to motivational research that is compatible with the nature of motivational phenomena

Relationships Between the Built Environment and Walking and Weight Status Among Older Women in Three U.S. States

There are few studies of built environment associations with physical activity and weight status among older women in large geographic areas that use individual residential buffers to define environmental exposures. Among 23,434 women (70.0±6.9 years; range = 57-85) in 3 states, relationships between objective built environment variables and meeting physical activity recommendations via walking and weight status were examined. Differences in associations by population density and state were explored in stratified models. Population density (odds ratio (OR)=1.04 [1.02,1.07]), intersection density (ORs=1.18-1.28), and facility density (ORs=1.01-1.53) were positively associated with walking. Density of physical activity facilities was inversely associated with overweight/obesity (OR=0.69 [0.49, 0.96]). The strongest associations between facility density variables and both outcomes were found among women from higher population density areas. There was no clear pattern of differences in associations across states. Among older women, relationships between accessible facilities and walking may be most important in more densely populated settings

Sighted and visually impaired students’ perspectives of illustrations, diagrams and drawings in school science

In this paper we report on the views of students with and without visual impairments on the use of illustrations, diagrams and drawings (IDD) in science lessons. Method Our findings are based on data gathered through a brief questionnaire completed by a convenience sample of students prior to trialling new resource material. The questionnaire sought to understand the students’ views about using IDD in science lessons. The classes involved in the study included one class from a primary school, five classes from a secondary school and one class from a school for visually impaired students. Results Approximately 20% of the participants thought that the diagrams were boring and just under half (48%) of the total sample (regardless of whether they were sighted or visually impaired) did not think diagrams were easy to use. Only 14% of the participants felt that repeated encounters with the same diagrams made the diagrams easy to understand. Unlike sighted students who can ‘flit’ across diagrams, a visually impaired student may only see or touch a small part of the diagram at a time so for them ‘fliting’ could result in loss of orientation with the diagram. Conclusions Treating sighted and visually impaired pupils equally is different to treating them identically. Sighted students incidentally learn how to interpret visual information from a young age. Students who acquire sight loss need to learn the different rules associated with reading tactile diagrams, or large print and those who are congenitally blind do not have visual memories to rely upon

Evaluation of SOVAT: An OLAP-GIS decision support system for community health assessment data analysis

Background. Data analysis in community health assessment (CHA) involves the collection, integration, and analysis of large numerical and spatial data sets in order to identify health priorities. Geographic Information Systems (GIS) enable for management and analysis using spatial data, but have limitations in performing analysis of numerical data because of its traditional database architecture. On-Line Analytical Processing (OLAP) is a multidimensional datawarehouse designed to facilitate querying of large numerical data. Coupling the spatial capabilities of GIS with the numerical analysis of OLAP, might enhance CHA data analysis. OLAP-GIS systems have been developed by university researchers and corporations, yet their potential for CHA data analysis is not well understood. To evaluate the potential of an OLAP-GIS decision support system for CHA problem solving, we compared OLAP-GIS to the standard information technology (IT) currently used by many public health professionals. Methods. SOVAT, an OLAP-GIS decision support system developed at the University of Pittsburgh, was compared against current IT for data analysis for CHA. For this study, current IT was considered the combined use of SPSS and GIS ("SPSS-GIS"). Graduate students, researchers, and faculty in the health sciences at the University of Pittsburgh were recruited. Each round consisted of: an instructional video of the system being evaluated, two practice tasks, five assessment tasks, and one post-study questionnaire. Objective and subjective measurement included: task completion time, success in answering the tasks, and system satisfaction. Results. Thirteen individuals participated. Inferential statistics were analyzed using linear mixed model analysis. SOVAT was statistically significant (α = .01) from SPSS-GIS for satisfaction and time (p < .002). Descriptive results indicated that participants had greater success in answering the tasks when using SOVAT as compared to SPSS-GIS. Conclusion. Using SOVAT, tasks were completed more efficiently, with a higher rate of success, and with greater satisfaction, than the combined use of SPSS and GIS. The results from this study indicate a potential for OLAP-GIS decision support systems as a valuable tool for CHA data analysis. © 2008 Scotch et al; licensee BioMed Central Ltd

How much choice is there in housing choice vouchers? Neighborhood risk and free market rental housing accessibility for active drug users in Hartford, Connecticut

<p>Abstract</p> <p>Background</p> <p>Since the mid-1970s, the dominant model for U.S. federal housing policy has shifted from unit-based programs to tenant based vouchers and certificates, intended to allow recipients a choice in their housing and neighborhoods. Surprisingly little research has examined the question of where those with Section 8 housing vouchers are able to live, but some research suggests that voucher holders are more likely to reside in distressed neighborhoods than unsubsidized renter households. Further, federal housing policy has limited drug users' access to housing subsidies. In turn, neighborhood disorder has been associated with higher levels of injection drug risk behaviors, and higher drug-related mortality. This paper explores rental accessibility and neighborhood characteristics of advertised rental housing in Hartford CT.</p> <p>Methods</p> <p>Brief telephone interviews were conducted with landlords or management companies with units to rent in Hartford to explore housing accessibility measured as initial move in costs, credit and criminal background checks, and whether rental subsidies were accepted. These data were supplemented with in-depth interviews with landlords, shelter staff and active users of heroin, crack or cocaine. Apartments for rent were geocoded and mapped using <b>ArcGIS</b>. We used location quotients to identify areas where low-income rental housing is concentrated. Finally, we mapped apartments in relation to drug and violent arrest rates in each neighborhood.</p> <p>Results</p> <p>High security deposits, criminal background and credit checks limit housing accessibility even for drug users receiving vouchers. While most landlords or management companies accepted housing subsidies, several did not. Voucher units are concentrated in neighborhoods with high poverty neighborhoods. Landlords reported little incentive to accept rental subsidies in neighborhoods with low crime rates, but appreciated the guarantee provided by Section 8 in high crime neighborhoods that were less likely to attract applicants with good jobs and credit.</p> <p>Conclusion</p> <p>Housing vouchers in themselves do not greatly improve recipients' choice of neighborhood and voucher units are concentrated in the most distressed neighborhoods. Policy changes are needed to increase landlords' incentives to accept housing subsidies. Interventions to improve neighborhood conditions are needed to improve the probability of success for those recovering from drug addictions.</p