Wait for it . . . Delaying Instruction Improves Mathematics Problem Solving: A Classroom Study

Engaging learners in exploratory problem-solving activities prior to receiving instruction (i.e., explore-instruct approach) has been endorsed as an effective learning approach. However, it remains unclear whether this approach is feasible for elementary-school children in a classroom context. In two experiments, second-graders solved mathematical equivalence problems either before or after receiving brief conceptual instruction. In Experiment 1 (n = 41), the explore-instruct approach was less effective at supporting learning than an instruct-solve approach. However, it did not include a common, but often overlooked feature of an explore-instruct approach, which is provision of a knowledge-application activity after instruction. In Experiment 2 (n = 47), we included a knowledge-application activity by having all children check their answers on previously solved problems. The explore-instruct approach led to superior learning than an instruct-solve approach. Findings suggest promise for an explore-instruct approach, provided learners have the opportunity to apply knowledge from instruction

Research Practices of Civil and Environmental Engineering Scholars

In fall 2017, the University of Colorado Boulder (CU Boulder) Libraries joined with ten other university libraries to conduct an Ithaka S+R study investigating the research practices and needs of civil and environmental engineering faculty. Ithaka S+R is a not-for-profit organization doing research and strategic guidance for colleges, universities, libraries, museums, scholarly societies and other institutions that support higher education. This study was part of their ongoing research support services program on how the practices of scholars vary by disciplines. The report shares findings from exploratory semi-structured interviews with civil and environmental engineers from CU Boulder. Themes from the interviews include the diversity of the field, the data practices of scholars, the value of different kinds of sources, and how these scholars communicate their findings and conclusions. Finally, we provide recommendations for improving services and support for civil and environmental engineers

IO3- and I- Sorption from Groundwater by Layered Double Hydroxides

Several subsurface water plumes are found at the Hanford U.S. DOE site. These plumes contain many different types of hazardous components including radioactive iodate (IO3-) and iodide (I-), which may have deleterious health effects. To selectively uptake IO3- and I-, inorganic layered double hydroxide (LDH) compounds were synthesized and tested. LDHs are mixed transition metal hydroxides that contain positively charged layers that undergo anion exchange. When LDHs are submerged in the plume water, they can selectively uptake IO3- and I- and remove them from the plume. Raman spectroscopy was used to monitor the uptake of IO3- and I-. The thermodynamic properties of the LDHs were determined by differential scanning calorimetry (DSC), where a phase transition was observed in the thermogram of each LDH compound. The thermodynamic properties describe the temperature range where the LDH compounds are stable and uptake the highest concentration of IO3- and I-. Raman spectroscopy indicated which LDH compounds were the most selective for IO3-. Further experiments will be performed to determine IO­3- and I- sorption of LDH compounds in groundwater. Similar technology can then be applied to radioactive waste where interferences from other compounds are present

Multimodal perioperative pain protocol for gynecologic oncology laparotomy is associated with reduced hospital length of stay and improved patient pain scores

The primary objective was to evaluate the impact of a multimodal perioperative pain regimen on length of hospital stay for patients undergoing laparotomy with a gynecologic oncologist

Multimodal perioperative pain protocol for Gynecologic Oncology laparotomy reduces length of hospital stay

Our primary objective was to evaluate the impact of a multimodal perioperative pain regimen on length of hospital stay for patients undergoing laparotomy with a gynecologic oncologist

Understanding Research Data Practices of Civil and Environmental Engineering Graduate Students

Research data management is essential for high-quality reproducible research, yet relatively little is known about how research data management is practiced by graduate students in Civil and Environmental Engineering (CEE). Prior research suggests that faculty in CEE delegate research data management to graduate students, prompting this investigation into how graduate students practice data management. This study uses semi-structured interviews and qualitative content analysis to explore how CEE graduate students work with data and practice data management in their research, as well as what resources and support would meet their needs. Many respondents touched on data collection, data management, disseminating research outputs, and collaboration and learning in their interviews. Several themes emerged from the interviews: data quality as a concern, as many CEE graduate students rely on secondary data for research; a gap between values and enacted practices; a connection between disseminating data and reproducibility; and a reliance on peer and self-directed learning for data management education. Based on these themes, the study recommends strategies for librarians and others on campus to better support CEE graduate student research data practices. &nbsp;</p

Contributions of Stepping Intensity and Variability to Mobility in Individuals Poststroke

Background and Purpose: The amount of task-specific stepping practice provided during rehabilitation post-stroke can influence locomotor recovery, and reflects one aspect of exercise “dose” that can affect the efficacy of specific interventions. Emerging data suggest that markedly increasing the intensity and variability of stepping practice may also be critical, although such strategies are discouraged during traditional rehabilitation. The goal of this study was to determine the individual and combined contributions of intensity and variability of stepping practice to improving walking speed and distance in individuals post-stroke. Methods: This Phase 2, randomized, blinded assessor clinical trial was performed between May 2015-November 2018. Individuals between 18-85 years old with hemiparesis post-stroke of >6 months duration were recruited. Of the 152 individuals screened, 97 were randomly assigned to 1 of 3 training groups, with 90 completing >10 sessions. Interventions consisted of either high intensity stepping (70-80% heart rate [HR] reserve) of variable, difficult stepping tasks (high-variable), high intensity stepping performing only forward walking (high-forward), and low intensity stepping in variable contexts at 30-40% HR reserve (low-variable). Participants received up to 30 sessions over 2 months, with testing at baseline, post-training and a 3-month follow-up. Primary outcomes included walking speeds and timed distance, with secondary measures of dynamic balance, transfers, spatiotemporal kinematics and metabolic measures. Results: All walking gains were significantly greater following either high-intensity group vs low-variable training (all p<0.001) with significant correlations with stepping amount and rate (r=0.48-60; p<0.01). Additional gains in spatiotemporal symmetry were observed with high-intensity training, and balance confidence increased only following high-variable training in individuals with severe impairments. Conclusion: High intensity stepping training resulted in greater improvements in walking ability and gait symmetry than low-intensity training in individuals with chronic stroke, with potential greater improvements in balance confidence

Promoting appetitive learning of consensual, empowered vulnerability: a contextual behavioral conceptualization of intimacy

Vulnerability is emphasized in a number of theoretical models of intimacy (e.g., Intimacy Process Model), including from behavioral and contextual behavioral perspectives. Vulnerability is generally defined as susceptibility to harm and involves behaviors that have been historically met with aversive social consequences. From these perspectives, intimacy is fostered when vulnerable behavior is met with reinforcement. For example, interventions have trained intimacy by building skills in emotional expression and responsiveness with promising results. Vulnerability has divergent functions, however, depending on the interpersonal context in which it occurs. Functional intimacy is explored through the lens of functional relations, which play a key role in interpersonal processes of power, privilege, and consent. This conceptualization suggests that vulnerability must be under appetitive functional relations, consensual, and empowered for safe intimacy to emerge. The responsibility to promote appetitive learning of consensual, empowered vulnerability to foster intimacy falls to the person with more power in a particular interaction and relationship. Recommendations are offered for guiding this process