UAS Literary & Arts Journal

Proof copy provided by Tidal Echoes.Featuring the work of students, faculty, and staff of the University of Alaska Southeast and members of the community.A Note from Loren, Sometimes Known as Senior Editor -- A Letter from Josh, Affectionately Known as “Sugah” (say it with a southern accent) -- A Note from Emily Wall -- On the Move -- Dangly Jangly Things -- Taco Surf -- Midwestern Trash -- On the Distaff Side -- Christmas Joy -- The Three Little McCormicks -- Trollin’ Ray’s Brain: An Interview with Ray Troll -- His Long Coat Turning -- First Autumn -- Pinta Cove Birthday Gifts -- September Wings -- When in Rome -- Early Morning Conspiracy Theory -- Flesh Wound -- Two Ravens, Five Ways -- Shades of Brown: The Question -- Hayfield-Clarke Psychiatric Center -- Hardscrabble -- Smoked Meat Sandwiches -- Slime Squishing Through Gold: An Interview with Nora Marks Dauenhauer -- Berries -- Buds -- Grandpa Jakwteen in Eclipse -- Cross Talk -- Voices -- Trouble -- Flying Home -- Snorkeling at Hanauma Bay -- Genocide -- Raven, Saving It for Later -- Mama Abel’s -- Settling In -- Blue -- Dad at 27 -- Dad photographs mother -- Backyard theatre & Oz -- Love-in, Easter Day, 1968 -- Topanga Corral -- Swallowing Senora -- Keeping Time on the Kee Nax Trail -- Ode to Ching -- Beneath the Surface (chapter title) -- A Visit from the Wild -- Teacher’s Pets -- Centennial -- See Spot Rot -- With Salsa -- Moonbaby -- The Fine Art of Raising a Tarpaulin -- Prologue -- Epiphany 2008 -- View of Auke Lake -- Shark Fins -- Translating Pasternak -- Raven Boys -- Institutional Back Door -- Uneasy Disguise -- Christmas Wind -- The Life and Times of the Orlando Bloom Fan Club -- Writer & Artist Biographie

20th Annual Conference for the Australasian Association for Engineering Education (AaeE 2009)

Online discussion groups were introduced in a second level construction engineering course to engage students with the high volume of course reading material. The aim was to improve students’ retention and understanding of the material through ongoing discussion and exploration of the material in a peer environment. During the semester the groups were given several construction scenarios to discuss, these were structured so that students needed to critically evaluate and apply the relevant course material, identifying and making appropriate assumptions as they went, in order to answer a series of open ended questions. The outcome of each group discussion was submitted via an assessable report. Individual marks were allocated based on a combination of report content and individual contribution. This paper will discuss the benefits and difficulties encountered with assessable online discussion groups, the steps taken to address problems and the measures that were used to evaluate their success

23rd Annual Conference of the Australasian Association for Engineering Education (AAEE 2012)

Government policies in Australia aim to increase participation in higher education (Australian Government, 2008), so it is becoming more important to understand the factors affecting the progression and retention of an increasingly diverse student cohort. A great deal of work has already been done in the area of progression and retention in Australia and internationally, much of this has been based around identifying factors that indicate a student's probability of success. These factors include demographic, psychosocial and academic indicators. French sociologist Pierre Bourdieu developed his theory of habitus in the late 20th century as a means of exploring the role of social class on individual aspirations and behaviour. Bourdieu's concept of habitus and its relationship to his concepts of Field, cultural Capital and Dispositions form a theoretical framework and the basis of a methodology which enable the rigorous investigation of human actions and interactions (Reay, 2004). As yet, Bourdieu's concepts have not been widely used as a framework within engineering education research; his theories are complex, fluid and relatively inaccessible to the novice sociologist (DiMaggio, 1979)

23rd Annual Conference of the Australasian Association for Engineering Education (AAEE 2012)

This paper explores the use of an online tutorial system by distance students in a large first year engineering statics course. Student feedback suggests that this course is often perceived as a hurdle course for students, so the course team is constantly searching for new ways to support distance students and enhance their course experience. Most distance students have time constraints and multiple commitments other than their study, they do not have the face to face interaction with course staff that on-campus students do. Consequently they have fewer opportunities to access content specific assistance as they work through course materials and to receive immediate feedback on their own performance. In 2011 we implemented an assessable online tutorial system, known as Mastering Engineering®, as a platform for providing targeted, ongoing tutorial assistance and timely feedback to distance students. This form of learning assessment was implemented for the entire cohort but the needs of the 60% who were studying by distance was the primary motivation

21st Annual Conference for the Australasian Association for Engineering Education (AAEE 2010)

Engineering statics is a core first year engineering course which has had a high failure rate and a low level of student satisfaction for several years. It caters to a diverse student cohort which includes a large percentage of distance students. Some of the factors that appear to contribute to the poor course outcomes include students’ immature study habits, first year isolation issues and variable background knowledge. We are seeking to address these issues by building a collaborative learning community through peer mentoring in both a face to face and virtual (online) environment. Peer leaders will be used to facilitate learning sessions with small groups of on campus students. These sessions will then be replicated in the online mode and extended to more general learning sessions within the university’s residential colleges. This paper discusses the proposed implementation and evaluation strategy for this program in semester 2, 2010 as well as the expected outcomes

Exploring discipline differentiation in online discussion participation

Online discussion forums are often the only interaction or communication a student in an online learning environment will have with the course instructor and fellow students. Discussion forums are intended to elicit a range of thinking skills from the students, from purely social interaction to metacognition in order to achieve deep learning. Given the increasing use of online learning environments, it is timely to question whether students from different disciplines use online discussion forums in different ways, particularly in terms of their level of thinking. If there is differentiation, educators need to provide discipline specific opportunities for undergraduate students to interact in dynamic online discussions as part of a rich learning experience. This ethnographic study explored the types of online postings provided by students as part of their learning journey in two undergraduate online courses, one in an Engineering program and another in a Teacher Education program at a regional university. The goal of the research was to identify evidence of higher order thinking within students' online posts. Data were analysed according to Henri's Content Analysis Model for Asynchronous Conferencing

Effects of antiplatelet therapy on stroke risk by brain imaging features of intracerebral haemorrhage and cerebral small vessel diseases: subgroup analyses of the RESTART randomised, open-label trial

Background Findings from the RESTART trial suggest that starting antiplatelet therapy might reduce the risk of recurrent symptomatic intracerebral haemorrhage compared with avoiding antiplatelet therapy. Brain imaging features of intracerebral haemorrhage and cerebral small vessel diseases (such as cerebral microbleeds) are associated with greater risks of recurrent intracerebral haemorrhage. We did subgroup analyses of the RESTART trial to explore whether these brain imaging features modify the effects of antiplatelet therapy

The oral microbiome – an update for oral healthcare professionals

For millions of years, our resident microbes have coevolved and coexisted with us in a mostly harmonious symbiotic relationship. We are not distinct entities from our microbiome, but together we form a 'superorganism' or holobiont, with the microbiome playing a significant role in our physiology and health. The mouth houses the second most diverse microbial community in the body, harbouring over 700 species of bacteria that colonise the hard surfaces of teeth and the soft tissues of the oral mucosa. Through recent advances in technology, we have started to unravel the complexities of the oral microbiome and gained new insights into its role during both health and disease. Perturbations of the oral microbiome through modern-day lifestyles can have detrimental consequences for our general and oral health. In dysbiosis, the finely-tuned equilibrium of the oral ecosystem is disrupted, allowing disease-promoting bacteria to manifest and cause conditions such as caries, gingivitis and periodontitis. For practitioners and patients alike, promoting a balanced microbiome is therefore important to effectively maintain or restore oral health. This article aims to give an update on our current knowledge of the oral microbiome in health and disease and to discuss implications for modern-day oral healthcare

An umbrella review of the benefits and risks associated with youths’ interactions with electronic screens

The influence of electronic screens on the health of children and adolescents and their education is not well understood. In this prospectively registered umbrella review (PROSPERO identifier CRD42017076051), we harmonized effects from 102 meta-analyses (2,451 primary studies; 1,937,501 participants) of screen time and outcomes. In total, 43 effects from 32 meta-analyses met our criteria for statistical certainty. Meta-analyses of associations between screen use and outcomes showed small-to-moderate effects (range: r = –0.14 to 0.33). In education, results were mixed; for example, screen use was negatively associated with literacy (r = –0.14, 95% confidence interval (CI) = –0.20 to –0.09, P ≤ 0.001, k = 38, N = 18,318), but this effect was positive when parents watched with their children (r = 0.15, 95% CI = 0.02 to 0.28, P = 0.028, k = 12, N = 6,083). In health, we found evidence for several small negative associations; for example, social media was associated with depression (r = 0.12, 95% CI = 0.05 to 0.19, P ≤ 0.001, k = 12, N = 93,740). Limitations of our review include the limited number of studies for each outcome, medium-to-high risk of bias in 95 out of 102 included meta-analyses and high heterogeneity (17 out of 22 in education and 20 out of 21 in health with I2 > 50%). We recommend that caregivers and policymakers carefully weigh the evidence for potential harms and benefits of specific types of screen use

Body mass index, physical activity, and dietary behaviors among members of an urban community fitness center: a questionnaire survey

<p>Abstract</p> <p>Background</p> <p>Development of effective behavioral interventions to promote weight control and physical activity among diverse, underserved populations is a public health priority. Community focused wellness organizations, such as YMCAs, could provide a unique channel with which to reach such populations. This study assessed health behaviors and related characteristics of members of an urban YMCA facility.</p> <p>Methods</p> <p>We surveyed 135 randomly selected members of an urban YMCA facility in Massachusetts to examine self-reported (1) physical activity, (2) dietary behaviors, (3) body mass index, and (4) correlates of behavior change among short-term (i.e., one year or less) and long-term (i.e., more than one year) members. Chi-square tests were used to assess bivariate associations between variables, and multivariate linear regression models were fit to examine correlates of health behaviors and weight status.</p> <p>Results</p> <p>Eighty-nine percent of short-term and 94% of long-term members reported meeting current physical activity recommendations. Only 24% of short-term and 19% of long-term members met fruit and vegetable consumption recommendations, however, and more than half were overweight or obese. Length of membership was not significantly related to weight status, dietary behaviors, or physical activity. Most respondents were interested in changing health behaviors, in the preparation stage of change, and had high levels of self-efficacy to change behaviors. Short-term members had less education (p = 0.02), lower household incomes (p = 0.02), and were less likely to identify as white (p = 0.005) than long-term members. In multivariate models, females had lower BMI than males (p = 0.003) and reported less physical activity (p = 0.008). Physical activity was also inversely associated with age (p = 0.0004) and education (p = 0.02).</p> <p>Conclusion</p> <p>Rates of overweight/obesity and fruit and vegetable consumption suggested that there is a need for a weight control intervention among members of an urban community YMCA. Membership in such a community wellness facility alone might not be sufficient to help members maintain a healthy weight. The data indicate that YMCA members are interested in making changes in their dietary and physical activity behaviors. Targeting newer YMCA members might be an effective way of reaching underserved populations. These data will help inform the development of a weight control intervention tailored to this setting.</p