Food Availability, Foraging Behavior, and Diet of Autumn Migrant Landbirds in the Boise Foothills of Southwestern Idaho

Food availability and acquisition are critical components of a stopover site\u27s suitability, but we know relatively little about how changes in food availability affect the stopover ecology of migrating landbirds. We examined fruit and arthropod availability in three habitats, studied foraging behavior and diet, and investigated use versus availability for passerines migrating through southwestern Idaho in autumn. Hemiptera dominated foliage-dwelling arthropod communities in all three habitats, whereas Hymenoptera were most numerous among ground-dwelling arthropods. Mountain shrubland had relatively high biomass of both ground-dwelling and foliage-dwelling arthropods, whereas conifer forest had high biomass of foliage-dwelling arthropods only and shrub steppe had high biomass of ground-dwelling arthropods only. Species\u27 foraging behavior varied, but most species foraged in mountain shrubland more often than expected by chance. Diets of most species included a high proportion of certain Hemiptera and Hymenoptera with smaller proportions of Coleoptera, Diptera, and Heteroptera; Coleoptera and some Hemiptera were consistently preferred by most species. Importantly, all 19 bird species examined consumed some fruit, and this is the first documentation of frugivory for two warbler species. These data point to the importance of several arthropod taxa, especially the Hemiptera and Hymenoptera, and fruits to landbirds migrating in mountain shrubland in autumn. Finally, we found no effect of annual variation of fruit or arthropod abundance on migrants\u27 energetic condition, suggesting that food was sufficient for mass gain in all years of this study and/or that foraging behavior may be plastic enough to allow birds to gain mass despite annual differences in food availability

Finding Meaning in a Multivariable World: A Conceptual Approach to an Algebra-Based Second Course in Statistics

Although the teaching of the first course in statistics has improved dramatically in recent years, there has been less focus on a similarly conceptual-based second course aimed at non-majors. We present a curriculum for the second course, designed to expand statistical literacy across disciplines, which focuses on conceptual understanding of multivariable relationships through data visualization, study design, the role of confounding variables, reduction of unexplained variation, and simulation-based inference, rather than the mathematically-based discourse often used in the second course. Our curriculum uses a student-centered pedagogical approach, utilizing guided discovery activities based on real-world case studies, facilitated by student-focused technology tools. Highlights of the curriculum and student assessment will be shared

Child and Parent Predictors of Perceptions of Parent–Child Relationship Quality

Objective/Method: Predictors of perceptions of parent–child relationship quality were examined for 175 children with ADHD, 119 comparison children, and parents of these children, drawn from the follow-up phase of the Multimodal Treatment Study of Children with ADHD. Results/Conclusion: Children with ADHD perceived their mothers and fathers as more power assertive than comparison children. Children higher on depressive symptomatology also perceived their mothers and fathers as less warm and more power assertive. Mothers perceived themselves as more power assertive and fathers perceived themselves as less warm if they were higher on depressive symptomatology themselves or had children with ADHD or higher levels of depressive symptomatology. Several interactions indicated that the association between child factors and parental perceptions of warmth and power assertion often depended on parental depressive symptomatology. The findings resolve a previous contradiction in the literature regarding the relationship between child depressive symptoms and parental perceptions of parent–child relationship quality

Final report to the Delmas Foundation

This report investigates using a web-based board game to teach undergraduate students where to start their library research, how to build on a good start, how to evaluate what they find, and how to use a library's many online research and discovery tools. The report describes the design and development of the web-based game and an evaluation of the game that enlisted over 6 dozen students in a University of Michigan undergraduate class. Recommendations are given for the enhancement of this web-based board game, for the design of comparable information literacy games, and for the design of games in educational settings generally.Gladys Krieble Delmas Foundationhttp://deepblue.lib.umich.edu/bitstream/2027.42/58630/1/delmas_report.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/58630/4/delmas_report_executive_deepblue.pd

BiblioBouts: A Scalable Online Social Game for the Development of Academic Research Skills

Researchers at the School of Information of the University of Michigan are designing, developing, and evaluating BiblioBouts, an online game that helps students learn academic research skills. Players practice using online library research tools while they work on an in-class assignment and produce a high-quality bibliography, at the same time as they are competing against each other to win the game! While librarians are experts at helping students who want to learn about academic research, most students are reluctant participants because they want just-in-time personal assistance that is tailored to their unique information needs, and faculty are reluctant to cede class time. The BiblioBouts project enlists games to teach undergraduate students information literacy skills and concepts in the classroom. Social gaming reinforces principles of good learning, including getting results by trial and error, self-discovery, following hunches and reinforcement through repetition. BiblioBouts also incorporates collaborative problem solving and participation in a community of learning. The project aims to explore how games can be utilized to achieve information literacy goals and to yield open-source game software that libraries could use immediately to enhance their information literacy programs. The LOEX presentation will incorporate a live interactive demo of the game, as well as videos demonstrating gameplay. We will discuss challenges in situating the game into the classroom and integrating it into existing course syllabi. The presentation will describe how we have adapted the game in response to feedback from students and instructors during the pilot process

Evidence, Interpretation, and Qualification From Multiple Reports of Long- Term Outcomes in the Multimodal Treatment Study of Children With ADHD (MTA) Part II: Supporting Details

Objective: To review and provide details about the primary and secondary findings from the Multimodal Treatment study of ADHD (MTA) published during the past decade as three sets of articles. Method: In the second of a two part article, we provide additional background and detail required by the complexity of the MTA to address confusion and controversy about the findings outlined in part I (the Executive Summary). Results: We present details about the gold standard used to produce scientific evidence, the randomized clinical trial (RCT), which we applied to evaluate the long-term effects of two well-established unimodal treatments, Medication Management (MedMGT) and behavior therapy (Beh), the multimodal combination (Comb), and treatment “as usual” in the community (CC). For each of the first three assessment points defined by RCT methods and included in intent-to-treat analyses, we discuss our definition of evidence from the MTA, interpretation of the serial presentations of findings at each assessment point with a different definition of long-term varying from weeks to years, and qualification of the interim conclusions about long-term effects of treatments for ADHD based on many exploratory analyses described in additional published articles. Conclusions: Using a question and answer format, we discuss the possible clinical relevance of the MTA and present some practical suggestions based on current knowledge and uncertainties facing families, clinicians, and investigators regarding the long-term use of stimulant medication and behavioral therapy in the treatment of children with ADHD. (J. of Att. Dis. 2008; 12(1) 15-43

Acceptance or rejection? The social experiences of children with special educational needs and disabilities within a mainstream primary school

This article details a study which investigated the social acceptance and friendships of children with SEND, and their typically developing peers, at a mainstream primary school in the North West of England. Participants were 29 children aged five and six years old, separated into three groups; typically developing children, children who were being monitored for SEND, and children with formally identified SENDs. With the use of a peer nomination sociometric technique, findings revealed that children with SEND had less promising peer relations and friendships compared to children tracked for SEND and their typically developing peers, consequently questioning the mainstream ‘ideal’. © 2018, © 2018 ASPE

Parent-Reported Homework Problems in the MTA Study: Evidence for Sustained Improvement with Behavioral Treatment

Parent-report of child homework problems was examined as a treatment outcome variable in the MTA-Multimodal Treatment Study of Children with Attention-Deficit/ Hyperactivity Disorder (ADHD). Five hundred seventy-nine children ages 7.0 to 9.9 were randomly assigned to either medication management, behavioral treatment, combination treatment, or routine community care. Results showed that only participants who received behavioral treatment (behavioral and combined treatment) demonstrated sustained improvements in homework problems in comparison to routine community care. The magnitude of the sustained effect at the 10-month follow-up assessment was small to moderate for combined and behavioral treatment over routine community care (d=.37, .40, respectively). Parent ratings of initial ADHD symptom severity was the only variable found to moderate these effects