Laterality of Eye Use by Bottlenose (Tursiops truncatus) and Rough-toothed (Steno bredanensis) Dolphins While Viewing Predictable and Unpredictable Stimuli

Laterality of eye use has been increasingly studied in cetaceans. Research supports that many cetacean species keep prey on the right side while feeding and preferentially view unfamiliar objects with the right eye. In contrast, the left eye has been used more by calves while in close proximity to their mothers. Despite some discrepancies across and within species, laterality of eye use generally indicates functional specialization of brain hemispheres in cetaceans. The present study aimed to examine laterality of eye use in bottlenose dolphins (Tursiops truncatus) and rough-toothed dolphins (Steno bredanensis) under managed care. Subjects were video-recorded through an underwater window while viewing two different stimuli, one predictable and static and the other unpredictable and moving. Bottlenose dolphins displayed an overall right-eye preference, especially while viewing the unpredictable, moving stimulus. Rough-toothed dolphins did not display eye preference while viewing stimuli. No significant correlations between degree of laterality and behavioral interest in the stimuli were found. Only for bottlenose dolphins were the degree of laterality and curiosity ratings correlated. This study extends research on cetacean lateralization to a species not extensively examined and to stimuli that varied in movement and degree of predictability. Further research is needed to make conclusions regarding lateralization in cetaceans

Information technology and computer science programs: How do we relate?

In this panel session, the relationship between computer science programs and information technology programs at universities that house both will be explored. People outside the computing disciplines often find the distinction between these programs confusing. The panelists, who have experience with both types of program, will discuss strategies for differentiating the programs in the eyes of administrators, for advising students into the correct program, and for maintaining focus and excellence in both computer science and information technology programs

Leveling the Field Is Not Enough: Promoting Culturally Responsive Pedagogy in Teach for America Through the Evaluation of Intercultural Competence, Colorblindness, White Racial Identity Attitudes, and the Belief That Culture Matters in Education

This research study examined constructs and beliefs essential to culturally responsive teachers for the purpose of understanding corps members’ needs and promoting culturally responsive pedagogy (CRP) in the Colorado region of Teach for America (TFA). This study employed a transformative, sequential mixed methods design with a theoretical lens of CRP and a corresponding framework for preparing culturally responsive educators described by Villegas and Lucas (2002). First, a quantitative phase assessed participants’ levels of intercultural competence, colorblind racial attitudes, and White racial identity attitudes at two times—upon entering TFA (n = 139) and after one year of teaching and training (n = 78). The quantitative data were used to describe corps members and to determine change over time. Next, a qualitative phase employed stratified sampling with replacement based on Time 2 levels of intercultural competence as measured by the IDI (Hammer, 2009). A total of seven corps members were grouped into three levels of intercultural competence—low (n = 3), mid (n = 3), and high (n = 1)—and were individually interviewed about beliefs regarding the role of culture in teaching and learning. The qualitative data were analyzed for emerging beliefs within groups and themes across groups. The qualitative data added richness to the quantitative profiles and furthered the understanding of corps members’ needs. Results of this mixed methods research study indicated that TFA’s current program, selection, and training processes may result in colorblind corps members who minimize cultural differences, including the strengths and experiences of students of color, and negate the importance of CRP. Because Colorado TFA is seeking to adopt a culturally responsive approach, Colorado TFA must intentionally and explicitly shift: (1) its outcomes for students; (2) its desired teacher actions; (3) its professional development and training. Educational theory on CRP and preparing culturally responsive educators suggests that the development of intercultural competence, color-consciousness and White racial identity will produce culturally responsive educators and will ultimately result in positive and transformational outcomes for students

The Effects of an Intervention That Includes In-Class Coaching on Preschool Teachers and Children

The impact of high quality early learning experiences on a child\u27s development is profound. Teacher quality has been deemed an important predictor of classroom quality, but currently teachers in Voluntary Prekindergarten (VPK) in the state of Florida are required to meet minimal training requirements. The purpose of this study was to examine an intervention including in-class coaching as a means of professional development to better prepare preschool teachers. The present study included and examination of the changes in environmental quality, child outcomes, and teacher perceptions after the intervention. Scores obtained were compared before and after the intervention. A two-tailed t-test revealed that the post-test was significantly higher than the pre-test. In particular, two sub-scales were statistically significant, including Space and Furnishings and Activities. The other sub-scales, including a measure of teacher-child interactions and language-reasoning were not significantly changed. An ANOVA indicated no significant differences in kindergarten school readiness scores between centers that received coaching for varying amounts of time. Teachers were interviewed to discover their perception of in-class coaching. After examining in-class coaching from the varying angles, conclusions were drawn: In-class coaching may significantly affect the quality of classrooms, as related to environmental aspects of quality but may not be improving child outcomes. In-class coaching may increase teachers’ validation, inspiration and may contribute to the teachers’ understanding of developmental appropriateness. Conclusions suggest that teachers with a native language other than English may receive additional benefits from an in-class coaching and that effective coaches must have many skills in order to create change in the classrooms in which they work. The final conclusion was that despite its merits, coaching may not be a long-term solution to classroom and teacher quality in the context of low educational requirements, minimal pay, high turnover, and low job satisfaction. Recommendations for future practice and research are suggested

Achieving an Inclusive Nursing Culture: Developing a Model for Diversity and Inclusion Education

The creation of an inclusive environment is essential in health care. Therefore, this paper describes the development of an educational project to achieve a more inclusive nursing culture with registered nurse case managers at a large Midwest teaching hospital. This project sets forth the goal of establishing and discussing diversity and inclusion education by proposing a model with reflection, learning, and growth as self- sustaining practices in an ongoing cycle of praxis with Chinn and Kramer’s emancipatory knowing. Over the course of a year, monthly modules will be taught by a facilitator who will encourage discussion and reflection on various topics, skills, and issues related to diversity and inclusion. The aim is for participants to be enabled to build a new unit culture through the recognition and expansion of their personal and collective patterns using the theoretical framework of Margaret Newman’s Health as Expanding Consciousness. Registered nurse case managers will be able to add new skills and concepts over time to make a stronger, more diverse pattern of reflection, experience, and identity in their nursing practice. In turn, this new pattern fosters recognition of a patient’s individual needs and encourages informed and compassionate care for all patients. The provided care then respects the impact of their backgrounds, experiences, and identity on their needs as patients. Only with this continuous reflection and pursuit of broad perspectives can the registered nurse case manager hope to become genuinely inclusive of all

3D Printing and Occupational Therapy: The Process of 3D Printing Adaptive Devices

Three-dimensional (3D) printing has been used in the healthcare field in order to create devices that improve the lives of patients. In occupational therapy, this technology is being used to create splints and adaptive devices that allow patients to heal and better perform tasks in their everyday life. Some of the benefits of 3D printing is that allows devices to be created faster and cheaper than traditional treatment methods. The purpose of this project was to determine how feasible it would be to buy a 3D printer and use it to print open-source assistive devices that could be used by potential clients. This project describes the start to finish process of using the FlashForge Finder printer to print twelve different devices, including writing aids, typing aids, bottle openers, and key turners. The cost analysis of the project reveals that each device costs under one dollar to print and only takes up to a few hours. The results of this study show that an entry-level printer is fairly easy to use and can be a beneficial tool for an occupational therapist. Some of the limitations of this project included a small print area and the ability to only print using one material

APPALACHIAN BRIDGES TO THE BACCALAUREATE: HOW COMMUNITY COLLEGES AFFECT TRANSFER SUCCESS

Statement of the problem. Too few community college students who intend to transfer and earn a baccalaureate degree actually do. This is a problem because postsecondary education is a key factor in economic mobility, and community colleges enroll a disproportionate number of nontraditional, part-time and low-income students. Although individual factors must be considered by community colleges, they often are out of the control of the institution. This study focused on the institutional factors, including the ways that organizational structures contribute to the success of a community college’s transfer program. Design. This companion study was conducted by a four-member research team. In order to describe the transfer population and institutional characteristics, a quantitative analysis was conducted for the student population, which included 338 spring and summer 2009 Associate in Arts and/or Associate in Science (AA/AS) graduates from four Appalachian community colleges. This analysis indicated that individual student characteristics did not explain the differences in institutional transfer rates. Two of the institutions were identified as statistically significant institutions promoting transfer success. Students from these high-impact community colleges were found to be at least two times more likely to transfer than students attending the low-impact institutions. Each member of the research team looked at a different aspect of the transfer experiences of the cohort. Two components explored institutional perspectives by interviewing 27 faculty, staff, and leaders from the four community colleges. The other two components examined student perceptions of their community college transfer experiences. Major conclusions. One component of the companion study examined the interplay of informal and formal organizational structures of community colleges in the context of successful transfer. A typology model was created to illustrate the interface of structural elements that plays a role in the differentiation between high-impact and low-impact institutions. Findings indicated that two elements seem to make a difference in a community college’s ability to impact successful transfer: (a) the existence of strong internal and external ties, and (b) the level of integration of transfer services

Blood Meal Analysis for the Detection and Identification of Host DNA in the Gut Contents of Ornithodoros coriaceus

Ornithodoros coriaceus ticks are the vector for the disease epizootic bovine abortion, an abortive disease of cattle that can cause significant revenue losses in the beef cattle industry, in the western United States. The transmission cycle of the etiologic agent is unknown and it has not been determined whether there is a vertebrate reservoir host for the disease. Research into the composition of blood meals of arthropod vectors has been shown to provide evidence to link vector species to specific hosts which can be used to determine possible disease reservoirs. To determine if host identification through blood meal analysis could be performed on field caught Ornithodoros coriaceus, markers from three mitochondrial genes, 18S rDNA, 12S rDNA, and cytochrome b, were used to detect host DNA in the gut contents of the soft tick vector. Polymerase chain reaction in combination with reverse line blot showed that the cytochrome b marker could accurately identify host DNA in ticks, fed experimentally on a known host blood, on day 175 post-feeding in 92.9% of ticks, in 40% of ticks on day 196, and only 26.7% of ticks at day 207. The cytochrome b marker was not useful in identifying host DNA from ticks caught in the field. The 12S markers could discriminate between vertebrate DNA to the genus level but probes, designed for identification in reverse line blot, did not differentiate between species. The 18S marker was non-discriminatory and could not be used for further analysis