If You’re Happy, I’m Happy. How Levels of Self-Satisfaction Affect Selfless Love

Does personal satisfaction with oneself impact one’s ability to put the happiness of others before their own? I hypothesize that individuals who have higher levels of self-satisfaction are less likely to practice selfless love. In this study, “self-satisfaction” is interpreted as a person’s contentment with self. “Selfless love,” which is synonymous with altruistic love, is interpreted in this study as a relationship in which one or both partners prioritize the needs of their partner before themselves. To test this hypothesis, I conduct a regression analysis (n= 667) from the 2004 General Social Survey (GSS), controlling for degree, income and gender. Results from bivariate and multivariate regression indicate that there is no statistically significant relationship between self-satisfaction and selfless love, contrary to the hypothesis. However, two of the control variables influence the dependent variable within this study. Gender has the strongest effect on selfless love, followed by level of completed education: women and those with higher levels of completed education are more likely to engage in acts of selfless love

Out in the Field: Experiencing a Research Learning Journey through a Community-Based Pilot Project

Applied undergraduate degrees have become regular offerings at community colleges across Ontario, including the Bachelor of Applied Arts in Early Childhood Leadership and the Autism and Behavioural Science Graduate Certificate at Fanshawe College, both of which include coursework related to applied research. In collaboration with community agencies, this research project provided college students with practical experience in various components of research methodology, and explored their experiences in conducting research through the implementation of a peer-mediated social skills program with preschool-aged children with Autism Spectrum Disorders

Activation of mammalian Chk1 during DNA replication arrest: a role for Chk1 in the intra-S phase checkpoint monitoring replication origin firing

Checkpoints maintain order and fidelity in the cell cycle by blocking late-occurring events when earlier events are improperly executed. Here we describe evidence for the participation of Chk1 in an intra-S phase checkpoint in mammalian cells. We show that both Chk1 and Chk2 are phosphorylated and activated in a caffeine-sensitive signaling pathway during S phase, but only in response to replication blocks, not during normal S phase progression. Replication block–induced activation of Chk1 and Chk2 occurs normally in ataxia telangiectasia (AT) cells, which are deficient in the S phase response to ionizing radiation (IR). Resumption of synthesis after removal of replication blocks correlates with the inactivation of Chk1 but not Chk2. Using a selective small molecule inhibitor, cells lacking Chk1 function show a progressive change in the global pattern of replication origin firing in the absence of any DNA replication. Thus, Chk1 is apparently necessary for an intra-S phase checkpoint, ensuring that activation of late replication origins is blocked and arrested replication fork integrity is maintained when DNA synthesis is inhibited

Developing Social Skills of Summer Campers with Autism Spectrum Disorder: A Case Study of Camps on TRACKS Implementation in an Inclusive Day-Camp Setting

This research provides preliminary results of an exploratory case study conducted of the Camps on TRACKS program in an inclusive, municipal day-camp program in southwestern Ontario, Canada. Positive changes are demonstrated in the social skills of nine day campers with an autism spectrum disorder (ASD) who participated in the program. In this model of social inclusion, all campers were taught skills to interact with peers with exceptionalities through a peer-mediated model. Social skills change was measured using direct observation and counsellor questionnaires. Primary findings included an overall increase in social skills in campers with an ASD, and an inverse relationship between adult and peer interactions. Camps on TRACKS is a promising model for supporting the social skills development of campers with an ASD in inclusive settings

Teaching and Learning in Two iPad-Infused Classrooms: A Descriptive Case Study of a Dual Classroom, School-Based Pilot Project

This multi-methods, descriptive case study examines attitudes and practices of classroom-based iPad use. The site is one inner-city, urban, publicly funded school, focused on two iPad-infused classrooms (Grade 2/3 and Grade 4/5). Data were collected from 5 educators and 35 students to investigate two research questions: How are iPads being utilized in student instruction? How do educators and students perceive the value of using iPads in the classroom? For this study, we analyzed the transcript of a focus group with five educators, data from 10 days of structured student observations, and the results from 35 student questionnaires. Five themes emerged from the focus group; the strongest related to pedagogical practices. Data related to student perceptions indicated a positive attitude toward iPads. They enjoyed iPad use, were concerned about equity issues, had high self-ratings about related skills, felt they used it most often in Mathematics, and indicated various preferred applications. Overall, iPads were used in 31.7% of observed instructional time, 94.7% of which was facilitated by classroom teachers. Of this iPad- based instructional time, 72.5% was for individualized teaching, typically in language and/or mathematics instruction. Our analysis culminates in recommendations for school leadership such as teaching prerequisite skills and providing ongoing technological supports

Investigating Stay, Play, & Talk: A Peer-Mediated Social Skills Intervention for Young Children with Autism Spectrum Disorder and Other Social Challenges

Two preliminary pilot phases of a peer-mediated social skills program—Stay, Play, and Talk—within inclusive early years settings in Ontario, Canada, investigated changes in observed social interactions and perceived social skills. In Phase 1, a single-subject AB design demonstrated increases in total social interaction units for two of three kindergarten participants during structured activities, and pre- and post-intervention educator ratings demonstrated small social skill increases with peers for all three participants. In Phase 2, pre- and post-intervention educator ratings for nine participants in a group design demonstrated increases in play interaction and disruption and decreases in play disconnection, with a large effect size for increases in play interaction. Findings suggest that program participation within structured settings may support social skills gains for children with social communication difficulties