Examining the Relationships Among Categorization, Stereotype Activation, and Stereotype Application.

Increased category salience is associated with increased stereotyping. Prior research has not examined the processes that may account for this relationship. That is, it is unclear whether category salience leads to increased stereotyping by increasing stereotype activation (i.e., increased accessibility of stereotypic information), application (i.e., increasing the tendency to apply activated stereotypes), or both processes simultaneously. We examined this question across three studies by manipulating category salience in an implicit stereotyping measure and by applying a process model that provides independent estimates of stereotype activation and application. Our results replicated past findings that category salience increases stereotyping. Modeling results showed that category salience consistently increased the extent of stereotype application but increased stereotype activation in more limited contexts. Implications for models of social categorization and stereotyping are discussed

Perceptions of Dignity, Person-Centered Care, and Person-Centered Leadership in Elder Care

This review explores dignity as it relates to the elder-care field, specifically in the areas of person-centered care and person-centered leadership. This review analyzes literature from these three subjects: person-centered care, person-centered leadership, and dignity, attempting to find connections between them. This integrative review examined multiple articles, and found fifteen pieces of literature on those three subjects that were the most relevant. Out of the fifteen resources, four articles and two books were chosen for this review. Two studies on person-centered care, two integrated reviews on person-centered leadership and two books written by renowned dignity expert Donna Hicks, PhD. Findings are as follows: Person-centered care, still considered a best care practice in aged care. Person-centered leadership is needed in order to create and implement person-centered care. Though aspects of dignity are found in literature on person-centered care and person-centered leadership, a more direct connection between dignity and person-centered approaches is hard to find. This study raised several questions related to the literature that would benefit from future study. The researcher offers recommendations for further study to explore dignity education in person-centered care and person-centered leadership

Pandemic Pivot: A Faculty Development Program for Enhanced Remote Teaching

The novel coronavirus COVID-19 has impacted the higher education sector all over the world and has been most disruptive to residential academic institutions that offer mostly, if not wholly, in-person instruction. Of the 1.5 million college faculty members in the United States, about 70% had never taught a virtual course prior to COVID-19 (Hechinger & Lorin, 2020). During spring 2020, colleges had to pivot to remote instruction without much notice for faculty or students to prepare. Some referred to this as “emergency remote teaching” as it did not allow adequate time to thoughtfully plan out a course for a remote format (Hodges, et al., 2020). Institutions turned to web conferencing platforms such as Zoom to allow students and faculty to meet in real time and replicate the face-to-face experience as closely as possible, with mixed results. For some, it offered a space for class connection during a time of isolation from campus. Others experienced Zoom fatigue. Over the summer and fall of 2020, many colleges invested in training programs to help faculty design and deliver their courses in a remote format, beyond just using Zoom (Johnson, 2020). This article describes an online faculty development program that was created for faculty at a residential liberal arts university that, prior to COVID-19, offered the majority of courses on campus in-person. The objective of the program was to help faculty plan out and design their remote courses in the Blackboard Learning Management System using an instructional design framework known as backward design. This program ended up receiving the 2021 Blackboard Catalyst Award for Training and Professional Development

Deep learning networks find unique mammographic differences in previous negative mammograms between interval and screen-detected cancers: a case-case study.

BackgroundTo determine if mammographic features from deep learning networks can be applied in breast cancer to identify groups at interval invasive cancer risk due to masking beyond using traditional breast density measures.MethodsFull-field digital screening mammograms acquired in our clinics between 2006 and 2015 were reviewed. Transfer learning of a deep learning network with weights initialized from ImageNet was performed to classify mammograms that were followed by an invasive interval or screen-detected cancer within 12 months of the mammogram. Hyperparameter optimization was performed and the network was visualized through saliency maps. Prediction loss and accuracy were calculated using this deep learning network. Receiver operating characteristic (ROC) curves and area under the curve (AUC) values were generated with the outcome of interval cancer using the deep learning network and compared to predictions from conditional logistic regression with errors quantified through contingency tables.ResultsPre-cancer mammograms of 182 interval and 173 screen-detected cancers were split into training/test cases at an 80/20 ratio. Using Breast Imaging-Reporting and Data System (BI-RADS) density alone, the ability to correctly classify interval cancers was moderate (AUC = 0.65). The optimized deep learning model achieved an AUC of 0.82. Contingency table analysis showed the network was correctly classifying 75.2% of the mammograms and that incorrect classifications were slightly more common for the interval cancer mammograms. Saliency maps of each cancer case found that local information could highly drive classification of cases more than global image information.ConclusionsPre-cancerous mammograms contain imaging information beyond breast density that can be identified with deep learning networks to predict the probability of breast cancer detection

I-LEEP Newsletter Volume 1, Issue 3

https://digitalcommons.lasalle.edu/ileep_newsletter/1002/thumbnail.jp

Catalyst Schools: The Catholic Ethos and Public Charter Schools

During the past decade, Catholic leaders have been exploring options to revitalize the faltering Catholic school system especially in urban centers. One route being explored by dioceses and religious orders is opening what have been called “religious charter schools.” Though not technically religious schools, they integrate many of the same values and pedagogical approaches as found in faith-based schools. In this article, the authors examined three Chicago public charter schools that are modeled on the successful San Miguel Schools, which are run by the Christian Brothers and are located in impoverished urban areas. After interviewing 40 participants, observing 20 classrooms, and reviewing archival documents, the authors described the challenges faced, tensions experienced, and lessons learned while transferring a Lasallian (Christian Brother) educational model into the public sector. Résumé Au cours des dix dernières années, les responsables catholiques ont cherché par quels moyens revitaliser les écoles catholiques en difficulté, notamment dans les centres urbains. L’une des voies explorées par les diocèses et congrégations religieuses consiste à ouvrir ce que l’on appelle des « écoles religieuses sous contrat ». Bien qu’il ne s’agisse pas véritablement d’écoles religieuses, elles intègrent un grand nombre des valeurs et approches pédagogiques que l’on trouve dans les écoles confessionnelles. Dans cet article, les auteurs ont examiné trois écoles publiques sous contrat à Chicago, qui ont pris comme modèle le succès des écoles de San Miguel, dirigées par les Frères des écoles chrétiennes et situées dans des secteurs urbains déshérités. Après avoir interviewé 40 participants, observé 20 salles de classe et examiné des documents d’archives, les auteurs ont décrit les difficultés à surmonter, les tensions ressenties et les enseignements retirés lorsqu’un modèle éducatif lassalien (les Frères des écoles chrétiennes) est transféré dans un établissement public. Resumen Durante la última década, líderes católicos han explorado opciones para revitalizar el defectuoso sistema escolar católico, especialmente en centros urbanos. Las diócesis y órdenes religiosas han explorado una ruta: abrir lo que se llaman “escuelas chárter religiosas”. Aunque técnicamente no son escuelas religiosas, integran muchos de los mismos valores y enfoques pedagógicos tal y como se encuentran en las escuelas religiosas. En el presente artículo, los autores examinan tres escuelas chárter públicas de Chicago que se basan en el modelo exitoso de las escuelas San Miguel, gestionadas por los Christian Brothers (Hermanos Cristianos) y situada en zonas urbanas pobres. Tras entrevistar a 40 participantes, observar 20 aulas y revisar documentos de archivo, los autores describen los retos a los que se enfrentaron, las tensiones que experimentaron y las lecciones que aprendieron al transferir un modelo educativo lasaliano (Hermanos Cristianos) al sector público