The Effect of Team-Building Interventions on Group Cohesion and Academic Performance

The present study investigates the effect of group cohesion on academic success in undergraduate students in a semester-long group project. Students in Research Methods classes form small groups at the beginning of the semester and conduct experiments with their teammates throughout the course. Oftentimes, professors do not include any team-building interventions in their class sessions. However, research shows that a sense of group cohesion enhances group performance across various settings (e.g., on sports teams). The more cohesive a group feels both socially and professionally, the more likely they are to work together towards shared goals. This research aims to test whether interventions that are meant to enhance group cohesion in a classroom setting impact perceived and actual group and academic performance. At the beginning of the semester, two sections of Research Methods in Behavioral Science received a pretest survey to determine their baseline cohesion. Throughout the semester, students in the experimental class participated in three team-building interventions that involved answering three personal reflection writing prompts to fill out at home and bring to class. This technique is known as Personal-Disclosure Mutual-Sharing (PDMS). On the intervention days, each group met and had a discussion in which they shared their personal answers with the group. The control group only received surveys throughout the semester that measured their cohesion. After the groups complete their projects at the end of the semester, each participant will fill out a posttest survey rating perceptions of cohesion within their group; in addition, we will collect students’ final grades to determine if the interventions had any significant effect on their performance. We expect that groups who participate in the interventions will have a greater perceived sense of cohesion with their team members, which will ultimately improve their academic performance

Calculus Volume 2

Calculus is designed for the typical two- or three-semester general calculus course, incorporating innovative features to enhance student learning. The book guides students through the core concepts of calculus and helps them understand how those concepts apply to their lives and the world around them. Due to the comprehensive nature of the material, we are offering the book in three volumes for flexibility and efficiency. Volume 2 covers integration, differential equations, sequences and series, and parametric equations and polar coordinates.https://commons.erau.edu/oer-textbook/1001/thumbnail.jp

The impact of intimate partner violence on preschool children's peer problems: An analysis of risk and protective factors

AbstractIt is unclear whether there is variation in the impact of intimate partner violence (IPV) on child peer problems, and which individual and environmental factors might predict such variation. This study uses data from 7,712 children (3,974, 51.5% boys) aged 4 from the Avon Longitudinal Study of Parents and Children (ALSPAC). Children were cross-categorized based on exposure to IPV from birth to 3 years, and mother-rated peer problems at age 4, into 4 groups: Resilient, Non-resilient, Vulnerable and Competent. Between-group differences in maternal depression, maternal life events, parenting, attachment, and temperament were analyzed, and these variables were also examined as predictors of group membership. Girls were more likely to be identified as resilient. In contrast to the non-resilient group, resilient boys were less emotional, had more secure attachment to their mothers, more interaction with their mothers’ partner, and their mothers reported fewer life events. For girls, the resilient group was less emotional, more sociable, and their mothers reported less depression. Temperament played a stronger role in resilience for girls than boys. There are sex differences in predictors of resilience to IPV within the peer problems outcome domain, which suggests that different approaches to intervention may be needed to foster resilience in boys and girls exposed to IPV

Assessing the Educational Impact of 3D Printed Models on Fellow, Resident, and Patient Education for Partial Nephrectomies

Purpose: 3D printing is a growing tool in surgical education with the ability to visualize and teach complex procedures from multiple angles. Previous studies demonstrated 3D models as useful teaching tools for partial nephrectomy for patient and trainee education. We aim to create a cheaper and simpler 3D model to encourage these learning opportunities. Methods: Patient-specific, cost-effective ($35) 3D models of the affected urologic structures were created using preoperative imaging of 17 patients undergoing partial nephrectomies at Thomas Jefferson University Hospital between July and December 2020. Patients receiving the surgery filled out two surveys about their understanding of their surgical procedure, pathophysiology, and risks before and after seeing the model. Three urological residents and one fellow filled out separate surveys to assess their surgical plan and confidence in the chosen surgical plan before and after seeing the model. Results and Conclusions: 12 of the 17 patients filled out the surveys. Patient understanding of their kidney, disease, surgery, and risk all significantly improved after seeing the 3D model (P \u3c.001). Urology residents and fellows filled out both surveys for 12 and 13 cases, respectively. Both residents (p\u3c0.001) and fellows (p=0.011) reported increased self-confidence following seeing the model. Survey responses were limited due to COVID-19 restrictions. 3D models could be part of the standard of care as a learning tools to increase patient and resident understanding in partial nephrectomies. Further research should continue to explore the utility of 3D models as a pre-operative educational tool for both patients and trainees in other surgical fields

Attenuation of Replication-Competent Adenovirus Serotype 26 Vaccines by Vectorization

Replication-competent adenovirus (rcAd)-based vaccine vectors may theoretically provide immunological advantages over replication-incompetent Ad vectors, but they also raise additional potential clinical and regulatory issues. We produced replication-competent Ad serotype 26 (rcAd26) vectors by adding the E1 region back into a replication-incompetent Ad26 vector backbone with the E3 or E3/E4 regions deleted. We assessed the effect of vectorization on the replicative capacity of the rcAd26 vaccines. Attenuation occurred in a stepwise fashion, with E3 deletion, E4 deletion, and human immunodeficiency virus type 1 (HIV-1) envelope (Env) gene insertion all contributing to reduced replicative capacity compared to that with the wild-type Ad26 vector. The rcAd26 vector with E3 and E4 deleted and containing the Env transgene exhibited 2.7- to 4.4-log-lower replicative capacity than that of the wild-type Ad26 in vitro. This rcAd26 vector is currently being evaluated in a phase 1 clinical trial. Attenuation as a result of vectorization and transgene insertion has implications for the clinical development of replication-competent vaccine vectors

Racism in organizations: The case of a county public health department

Racism is part of the foundation of U.S. society and institutions, yet few studies in community psychology or organizational studies have examined how racism affects organizations. This paper proposes a conceptual framework of institutional racism, which describes how, in spite of professional standards and ethics, racism functions within organizations to adversely affect the quality of services, the organizational climate, and staff job satisfaction and morale. Grounded in systems theory and organizational empowerment, the framework is based on data that describe how racism was made manifest in a county public health department. The findings highlight the importance of understanding how organizations are influenced by external forces and can negatively affect clients, communities, and their own staff members. © 2007 Wiley Periodicals, Inc.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/55998/1/20149_ftp.pd

The Effect of 3D Printed Models on Surgical Planning and Outcomes for Partial Nephrectomies

Purpose: Partial nephrectomies to remove renal masses are kidney-sparing procedures that rely on anatomical comprehension. Prior research demonstrates complex and expensive 3D models (~$1000) increased surgeons’ confidence in selecting their operative plan. We aim to use simpler and cheaper 3D models to improve preoperative surgeon confidence and support operative management. Methods: 3D printed models (~$35) of the affected kidney, mass, and renal vasculature were created using preoperative CT or MRI imaging of 17 patients presenting for partial nephrectomies at Thomas Jefferson University (TJU) between July and December 2020. The models were created at TJU using Ultimaker technology. Surgeons filled out three surveys assessing their surgical plan and confidence in the plan: before seeing the model, after seeing the model before surgery, and after surgery. Patients with 3D modeling were crossmatched by demographics and operative technique with patients without 3D modeling who had partial nephrectomies between 2018 - 2019. Results and Conclusions: 16 of 17 attendings completed the surveys. Surgeon confidence increased before (7.6) and after seeing the 3D model (7.9) on a 10-point scale (10=most confident). On postoperative surveys, attendings rated the models 8.3 out of 10 in their helpfulness to anatomical comprehension. Patients with 3D modeling had slightly higher rates of selective renal artery clamping over complete vascular clamping when compared to crossmatched partial nephrectomies without 3D modeling. Cost-effective 3D models can be helpful tools for surgeons to understand anatomical relationships and reduce complete vascular clamping that may be difficult with imaging alone. Other surgical fields may benefit from preoperative education through 3D modeling