Engaging College Students in Experiential Learning Opportunities within Extension

Providing experiential learning opportunities within Extension for college students generates benefits for multiple parties. As two campus-based faculty and two Extension county-based faculty who have collaborated to increase public health student engagement through endeavors within Extension, we have gained perspective on this topic. We describe a continuum of relevant experiential learning options, from classroom experiences through full internships. We also provide input on associated best practices. Extension faculty across the nation are encouraged to use and adapt these tools to ensure success in offering experiential learning opportunities to college students

The Ursinus Weekly, March 1, 1965

Junior class extends invitation to Carousel: Al Raymond band at Sunnybrook • Pi Nu Epsilon sponsors annual Greek song fest • Students and faculty contribute to art show: Prizes awarded to varied entries in 3 day exhibit • Spring Festival adopts South Pacific theme, selects committees • WSGA plans to adopt a child • Students to dramatize un-American hearing • Collegeville coffee house provides weekend activity • Whitians greet scholastic women in biannual tea • Rushing, or - a puzzled frosh asks Why am I so popular? • Baseball season starts tomorrow • Editorial: Cheating • Frosh to receive colors in annual ceremony • Letters to the editor • Customs: Its development and its demise • Bears end week 1 for 2; Finish season 8-9: Troster and Parker standouts • Ursinus splits two games; Beats Beaver, loses to W.C. • Ursinus matmen lose two; Swath. & Drexel are close • Badminton team • Year in review • Advice columnhttps://digitalcommons.ursinus.edu/weekly/1241/thumbnail.jp

Interest and learning in informal science learning sites: Differences in experiences with different types of educators.

This study explored topic interest, perceived learning and actual recall of exhibit content in 979 children and adolescents and 1,184 adults who visited informal science learning sites and interacted with an adult or youth educator or just the exhibit itself as part of family visits to the sites. Children in early childhood reported greater topic interest and perceived learning, but actually recalled less content, than participants in middle childhood or adolescence. Youth visitors reported greater interest after interacting with a youth educator than just the exhibit, and perceived that they learn more if they interact with an educator (youth or adult). Participants in middle childhood recall more when they encounter a youth educator. Adult visitors reported greater interest after interaction with a youth educator than with the exhibit alone or an adult educator. They also perceived that they learn more if they interact with an educator (youth or adult) than just the exhibit and perceived that they learned more if they interacted with a youth educator than an adult educator. Results highlight the benefits of educators in informal science learning sites and document the importance of attention to developmental needs

Manual / Issue 4 / Blue

Manual, a journal about art and its making. Blue.The fourth issue. Indigo blue, ultramarine blue, cobalt blue, cerulean blue, zaffre blue, indanthrone blue, phthalo blue, cyan blue, Han blue, French blue, Berlin blue, Prussian blue, Venetian blue, Dresden blue, Tiffany blue, Lanvin blue, Majorelle blue, International Klein Blue, Facebook blue. The names given to different shades of blue speak of plants, minerals, and modern chemistry; exoticism, global trade, and national pride; capitalist branding and pure invention. The fourth issue of Manual is a meditation on blue. From precious substance to controllable algorithm to the wide blue yonder, join us as we leap into the blue. Softcover, 64 pages. Published 2015 by the RISD Museum. Proceeds from RISD Museum publications support the work of the museum. Manual 4 (Blue) contributors include Lawrence Berman, A. Will Brown, Linda Catano, Spencer Fitch, Jessica Helfand, Kate Irvin, Oda van Maanen, Dominic Molon, Maggie Nelson, Ingrid A. Neuman, Margot Nishimura, Karen B. Schloss, Anna Strickland, Louis van Tilborgh, and Elizabeth A. Williams.https://digitalcommons.risd.edu/risdmuseum_journals/1003/thumbnail.jp

Whole-Exome Sequencing and hiPSC Cardiomyocyte Models Identify \u3ci\u3eMYRIP\u3c/i\u3e, \u3ci\u3eTRAPPC11\u3c/i\u3e, and \u3ci\u3eSLC27A6\u3c/i\u3e of Potential Importance to Left Ventricular Hypertrophy in an African Ancestry Population

Background: Indices of left ventricular (LV) structure and geometry represent useful intermediate phenotypes related to LV hypertrophy (LVH), a predictor of cardiovascular (CV) disease (CVD) outcomes. Methods and Results: We conducted an exome-wide association study of LV mass (LVM) adjusted to height2.7, LV internal diastolic dimension (LVIDD), and relative wall thickness (RWT) among 1,364 participants of African ancestry (AAs) in the Hypertension Genetic Epidemiology Network (HyperGEN). Both single-variant and gene-based sequence kernel association tests were performed to examine whether common and rare coding variants contribute to variation in echocardiographic traits in AAs. We then used a data-driven procedure to prioritize and select genes for functional validation using a human induced pluripotent stem cell cardiomyocyte (hiPSC-CM) model. Three genes [myosin VIIA and Rab interacting protein (MYRIP), trafficking protein particle complex 11 (TRAPPC11), and solute carrier family 27 member 6 (SLC27A6)] were prioritized based on statistical significance, variant functional annotations, gene expression in the hiPSC-CM model, and prior biological evidence and were subsequently knocked down in the hiPSC-CM model. Expression profiling of hypertrophic gene markers in the knockdowns suggested a decrease in hypertrophic expression profiles. MYRIP knockdowns showed a significant decrease in atrial natriuretic factor (NPPA) and brain natriuretic peptide (NPPB) expression. Knockdowns of the heart long chain fatty acid (FA) transporter SLC27A6 resulted in downregulated caveolin 3 (CAV3) expression, which has been linked to hypertrophic phenotypes in animal models. Finally, TRAPPC11 knockdown was linked to deficient calcium handling. Conclusions: The three genes are biologically plausible candidates that provide new insight to hypertrophic pathways

Australasian emergency nurses\u27 willingness to attend work in a disaster: a survey

Abstract not availablePaul Arbon, Jamie Ranse, Lynette Cusack, Julie Considine, Ramon Z. Shaban, Richard J. Woodman, Laura Bahnisch, Mayumi Kako, Karen Hammad, Belinda Mitchel

Tamoxifen Dose Escalation in Patients With Diminished CYP2D6 Activity Normalizes Endoxifen Concentrations Without Increasing Toxicity

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/139937/1/onco0795-sup-0002.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/139937/2/onco0795-sup-0001.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/139937/3/onco0795.pd

Science and Math Interest and Gender Stereotypes: The Role of Educator Gender in Informal Science Learning Sites

Interest in science and math plays an important role in encouraging STEM motivation and career aspirations. This interest decreases for girls between late childhood and adolescence. Relatedly, positive mentoring experiences with female teachers can protect girls against losing interest. The present study examines whether visitors to informal science learning sites (ISLS; science centers, zoos, and aquariums) differ in their expressed science and math interest, as well as their science and math stereotypes following an interaction with either a male or female educator. Participants (n = 364; early childhood, n = 151, Mage = 6.73; late childhood, n = 136, Mage = 10.01; adolescence, n = 59, Mage = 13.92) were visitors to one of four ISLS in the United States and United Kingdom. Following an interaction with a male or female educator, they reported their math and science interest and responded to math and science gender stereotype measures. Female participants reported greater interest in math following an interaction with a female educator, compared to when they interacted with a male educator. In turn, female participants who interacted with a female educator were less likely to report male-biased math gender stereotypes. Self-reported science interest did not differ as a function of educator gender. Together these findings suggest that, when aiming to encourage STEM interest and challenge gender stereotypes in informal settings, we must consider the importance of the gender of educators and learners