The Developmental Niche and Child Behavior Problems in Rural Nepal: Description and Implications for Definitions and Measurement

Background: Child behavior problems represent the most common reason for child mental health referral and a common risk factor for academic failure, delinquency, and adverse mental health outcomes. A challenge to developing accurate and valid measurements and acceptable and effective interventions across contexts is that behavior problems are defined through transactional processes involving expectations of appropriate child behavior that vary widely across settings. This dissertation describes a series of studies that aimed to understand how contextual factors—characterized by the “developmental niche”—influence definitions of and responses to child behavior problems. Implications for measurement are explored in the development and validation of a scale created using local stakeholder participation. Methods: In rural Nepal, we conducted key informant interviews and focus group discussions focused on identifying influences of children’s physical and social settings, childcare customs and practices, and parental ethnotheories on definitions of and responses to child behavior problems. We then conducted a survey of local stakeholders to assess the importance and relevance of a set of candidate items for a behavior problem scale, drawn from free-lists and a review of existing validated scales. The pool of items was then narrowed based on the results of testing in a small development sample. We evaluated the psychometric properties and construct validity of the resulting scale in a population-based sample in rural Nepal. Results: Parents were primarily concerned about children’s behaviors that were perceived to adversely affect the child’s academic success, economic or marriage prospects, or the family’s social prestige (izzat). The scale developed using local stakeholder participation had good internal consistency, a unidimensional factor structure, and was more strongly correlated with local behavior problem concepts compared with a previously validated scale developed outside Nepal. Conclusions: This series of studies provides an in-depth evaluation of concepts of child behavior problems in a non-Western cultural context and highlights that what is “at-stake” from child behavior problems may vary greatly between settings. The scale resulting from use of local stakeholder participation had good psychometric properties and more closely reflected local concepts of behavior problems, compared with an international tool

Let\u27s Talk About Ethics! A Qualitative Analysis of First-year Engineering Student Group Discussions Around Ethical Scenarios

Over the past decade, there has been a renewed interest in the scope and practice of ethics education in engineering curricula, especially in the first year. However, the form this education takes has varied considerably with each program. Active learning strategies such as discussions on ethical and societal issues have become increasingly common for assessing how students make ethical decisions. But probing the depths of the reasoning behind their decisions and how students discuss ethics in context with their peers has been under-studied and difficult. Furthermore, if first-year programs wish to implement effective instructional interventions aimed at improving ethical decision making skills, pre-assessment of student thought processes is required. This full research paper offers findings from the first phase of a multi-university research project, aimed at investigating the impact game-based instruction can have on the development of engineering students’ ethical awareness and decision making. Specifically, the research presented in this paper is guided by the following research question: How do engineering students reason through engineering-ethical scenarios prior to college-level ethics education? First-year engineering students across three universities in the northeast USA will participate in group discussions around engineering ethical scenarios derived from the Engineering Ethics Reasoning Instrument (EERI) and Toxic Workplaces: A Cooperative Ethics Card Game (developed by the researchers). The questions posed to the student groups center around primary morality concepts such as integrity, conflicting obligations, and the contextual nature of ethical decision making. An a priori coding schema based on these concepts will be utilized, along with an inductive thematic analysis to tease out emergent themes. Results from this research will provide insight into how first-year engineering students think and discuss ethics prior to formal instruction, which can inform curricular design and development strategy. The research also provides a curated series of ethical engineering scenarios with accompanying discussion questions that can be adopted in any first-year classroom for instructional and evaluative purposes

Let’s Play! Gamifying Engineering Ethics Education Through the Development of Competitive and Collaborative Activities

Engineering ethics is an extremely important topic that needs to be focused on more in engineering curricula, as many of the projects that engineers work on have a profound impact on society. There are many pitfalls with the traditional ways in which ethics is taught to engineering students as an abstract philosophical topic, rather than personal decision making situated in complex real contexts. The three main approaches that are used for engineering ethics include being taught by a professor outside of the engineering space, being taught late in their curriculum such as during a senior capstone project, and being taught in a short period of time as a module of another class. The downsides to these approaches are that students do not see ethics as equally important as some other topics, they do not see it consistently integrated throughout the curriculum, nor do they see ethical decisions as complex nuanced, and situated in context,. Game-based learning is a means to actively engage students in interrogating the complexities of ethical decision making. Game play can align with student learning objectives as well as improve student knowledge, behaviors, and dispositions. Our paper introduces three games that are designed to assist in the development of students’ ethical awareness and reasoning. Three engineering ethics games have been developed as the foundation for an NSF-funded project that investigates the empirical impacts of game play on ethical reasoning and decision making. Cards Against Engineering Ethics, Toxic Workplaces, and Mars: An Ethical Expedition have all been in development for the last few years. Each game targets specific ethics learning outcomes as well as different play mechanics. These outcomes include identifying the complexities of ethical dilemmas, evaluating responses to ethical situations in context, and promoting ethical discussions among peers. The time required to play each game varies, ranging from 20 minutes, to 75 minutes, to 5 minutes once a week for 15 weeks. The benefits that these games include an enriched learning experience, student engagement, and a greater connection between ethics and real life

Engineering Ethics Through High-Impact Collaborative/Competitive Scenarios (E-ETHICCS)

Engineering grand challenges increasingly involve numerous social and ethical considerations that transcend the technical skills that dominate traditional engineering education. Engineering solutions often have major, long-lasting impacts on society. Since the process of technical innovation occurs in increasingly complex social exchanges, engineers are frequently confronted with social and ethical dilemmas in their professional lives. How do students acquire the skills needed to tackle these problems? The authors hypothesize that placing engineering challenges and solutions in a classroom context while emphasizing social engagement and impact facilitates the development of engineering students as moral agents who understand the consequences of their decisions. Thus, a collaboration of investigators from the grantee universities are investigating how game-based educational interventions with strongly situated components influence early-curriculum engineering students\u27 ethical awareness and decision making. This paper offers an overview of the progress to date of this three year, NSF Improving Undergraduate STEM Education (IUSE) grant that aims to (1) characterize the ethical awareness and decision making of first-year engineering students, (2) develop game-based learning interventions focused on ethical decision making, and (3) determine how (and why) game-based approaches affect students’ ethical awareness in engineering and the advantages of such approaches over non game-based approaches. Results from this investigation will offer the engineering education community insight into how engineering students approach problem solving through the lens of ethical reasoning and decision making, potentially transforming an often overlooked part of engineering curricula for decades to come

Feasibility study of a family- and school-based intervention for child behavior problems in Nepal.

Background: This study evaluates the feasibility, acceptability, and outcomes of a combined school- and family-based intervention, delivered by psychosocial counselors, for children with behavior problems in rural Nepal. Methods: Forty-one children participated at baseline. Two students moved to another district, meaning 39 children, ages 6-15, participated at both baseline and follow-up. Pre-post evaluation was used to assess behavioral changes over a 4-month follow-up period (n = 39). The primary outcome measure was the Disruptive Behavior International Scale-Nepal version (DBIS-N). The secondary outcome scales included the Child Functional Impairment Scale and the Eyberg Child Behavior Inventory (ECBI). Twelve key informant interviews were conducted with community stakeholders, including teachers, parents, and community members, to assess stakeholders\u27 perceptions of the intervention. Results: The study found that children\u27s behavior problems as assessed on the DBIS-N were significantly lower at follow-up (M = 13.0, SD = 6.4) than at baseline (M = 20.5, SD = 3.8), p \u3c 0.001, CI [5.57, 9.35]. Similarly, children\u27s ECBI Intensity scores were significantly lower at follow-up (M = 9.9, SD = 8.5) than at baseline (M = 14.8, SD = 7.7), p \u3c 0.005, 95% CI [1.76, 8.14]. The intervention also significantly improved children\u27s daily functioning. Parents and teachers involved in the intervention found it acceptable and feasible for delivery to their children and students. Parents and teachers reported improved behaviors among children and the implementation of new behavior management techniques both at home and in the classroom. Conclusions: Significant change in child outcome measures in this uncontrolled evaluation, alongside qualitative findings suggesting feasibility and acceptability, support moving toward a controlled trial to determine effectiveness

Impact of Immersive Training on Senior Chemical Engineering Students\u27 Prioritization of Process Safety Decision Criteria

Every year new safety features and regulations are employed within the process industry to reduce risks associated with operations. Despite these advancements chemical plants remain hazardous places, and the role of the engineer will always involve risk mitigation through real time decision making. Results from a previous study by Kongsvik et al., 2015 indicated that there were three types of decisions in major chemical plants: strategic decisions, operational decisions, and instantaneous decisions. The study showed the importance for improving upon engineers’ operational and instantaneous choices when tasked with quick solutions in the workforce. In this research study, we dive deeper to understand how senior chemical engineering students’ prioritize components of decision making such as budget, productivity, relationships, safety, and time, and how this prioritization may change as a result of participation in a digital immersive training environment called Contents Under Pressure. More specifically, we seek to address the following two research questions: (1) How do senior chemical engineering students prioritize safety in comparison to criteria such as budget, personal relationships, plant productivity, and time in a process safety context, and (2) How does senior chemical engineering students’ prioritization of decision making criteria (budget, personal relationships, plant productivity, safety, and time) change after exposure to a virtual process safety decision making environment? As part of this study, 187 senior chemical engineering students from three separate institutions completed a pre- and post-reflection survey around their engagement with Contents Under Pressure and asked them to rank their prioritizations of budget, productivity, relationships, safety, and time. Data was analyzed using descriptive statistics, and Friedman and Wilcoxon-sign-rank post hoc analyses were completed to determine any statistical differences between the rankings of decision making factors before and after engagement with Contents Under Pressure. Simulating process safety decision making with interactive educational supports may increase students’ understanding of genuine workplace environments and factors that contribute to process safety, without the real world hazards that result from poor decision making. By understanding how students prioritize these factors, chemical engineering curricula can be adapted to focus on the areas of process safety decision making where students need the largest improvement, thereby better preparing them to enter the engineering workforce

Path Integral Marginalization for Cosmology: Scale Dependent Galaxy Bias & Intrinsic Alignments

We present a path-integral likelihood formalism that extends parameterized likelihood analyses to include continuous functions. The method finds the maximum likelihood point in function-space, and marginalizes over all possible functions, under the assumption of a Gaussian-distributed function-space. We apply our method to the problem of removing unknown systematic functions in two topical problems for dark energy research : scale-dependent galaxy bias in redshift surveys; and galaxy intrinsic alignments in cosmic shear surveys. We find that scale-dependent galaxy bias will degrade information on cosmological parameters unless the fractional variance in the bias function is known to 10%. Measuring and removing intrinsic alignments from cosmic shear surveys with a flat-prior can reduce the dark energy Figure-of-Merit by 20%, however provided that the scale and redshift-dependence is known to better than 10% with a Gaussian-prior, the dark energy Figure-of-Merit can be enhanced by a factor of two with no extra assumptions.Comment: 11 pages, 4 figures, submitted to MNRA

Beta-delayed-neutron studies of 135,136^{135,136}Sb and 140^{140}I performed with trapped ions

Beta-delayed-neutron ($\beta$n) spectroscopy was performed using the Beta-decay Paul Trap and an array of radiation detectors. The $\beta$n branching ratios and energy spectra for $^{135,136}$Sb and $^{140}$I were obtained by measuring the time of flight of recoil ions emerging from the trapped ion cloud. These nuclei are located at the edge of an isotopic region identified as having $\beta$n branching ratios that impact the r-process abundance pattern around the A~130 peak. For $^{135,136}$Sb and $^{140}$I, $\beta$n branching ratios of 14.6(11)%, 17.6(28)%, and 7.6(28)% were determined, respectively. The $\beta$n energy spectra obtained for $^{135}$Sb and $^{140}$I are compared with results from direct neutron measurements, and the $\beta$n energy spectrum for $^{136}$Sb has been measured for the first time

Influence of L-carnitine on litter characteristics from gilts harvested at day 40, 55, and 70 of gestation

Swine research, 2005 is known as Swine day, 2005A total of 59 gilts were used to determine the effects of supplemental L-carnitine on reproductive performance. Experimental treatments were arranged in a 2 × 3 factorial with main effects of L-carnitine (0 or 50 ppm) and day of gestation (40, 55, or 70). All gilts received a constant feed allowance of 3.86 lb/day and a top-dress containing either 0 or 88 mg of L-carnitine, starting on the first day of breeding and continuing until the day of harvest. Total litter size, total litter weight, and crown-to-rump length of fetuses were not different (P>0.10) between treatments at any gestation length. By d 70 of gestation, average fetus weight was heavier (P = 0.06) for fetuses from gilts fed L-carnitine, compared with fetuses from gilts fed the control diet. In addition, at d 70, fetal insulin-like growth factor- II (IGF-II) concentrations were lower (P = 0.09) for fetuses from gilts fed L-carnitine than for fetuses from gilts fed the control diet. Feeding L-carnitine may have decreased fetal IGF-II, therefore increasing cell proliferation and delaying cell differentiation. These results show that providing supplemental Lcarnitine to gestating gilts has beneficial effects on average fetal weight, possibly observed because of its ability to reduce fetal IGF-II concentrations

DEVELOPMENT OF A LOW COST INFERENTIAL NATURAL GAS ENERGY FLOW RATE PROTOTYPE RETROFIT MODULE

In 1998, Southwest Research Institute began a multi-year project to develop a working prototype instrument module for natural gas energy measurement. The module will be used to retrofit a natural gas custody transfer flow meter for energy measurement, at a cost an order of magnitude lower than a gas chromatograph. Development and evaluation of the prototype energy meter in 2002-2003 included: (1) refinement of the algorithm used to infer properties of the natural gas stream, such as heating value; (2) evaluation of potential sensing technologies for nitrogen content, improvements in carbon dioxide measurements, and improvements in ultrasonic measurement technology and signal processing for improved speed of sound measurements; (3) design, fabrication and testing of a new prototype energy meter module incorporating these algorithm and sensor refinements; and (4) laboratory and field performance tests of the original and modified energy meter modules. Field tests of the original energy meter module have provided results in close agreement with an onsite gas chromatograph. The original algorithm has also been tested at a field site as a stand-alone application using measurements from in situ instruments, and has demonstrated its usefulness as a diagnostic tool. The algorithm has been revised to use measurement technologies existing in the module to measure the gas stream at multiple states and infer nitrogen content. The instrumentation module has also been modified to incorporate recent improvements in CO{sub 2} and sound speed sensing technology. Laboratory testing of the upgraded module has identified additional testing needed to attain the target accuracy in sound speed measurements and heating value