Using guided imagery as an instructional strategy for developing creativity, Learning and relaxation with first grade students

This project examines the theories of guided imagery as a basis for a teaching strategy for developing a student\u27s creativity, promoting learning by increasing concentration techniques and relaxing students. This study discusses how one first grade teacher used guided imagery with her students. The strategy was first used as a morning practice and later incorporated into the language arts program. The topics addressed in this project include: (a) What is guidedimagery? (b) How can guided imagery be applied within a classroom setting? and (c) What guided imagery exercises are appropriate for first grade students? The project concludes that guided imagery can be effectively used with first grade students to enhance the learning process

Developing a Written Language Inventory for Deaf and Hard of Hearing Students: A Systemic Functional Grammar Approach

Deaf and hard of hearing (d/hh) students are extremely diverse in language development due to vast differences in residual hearing, response to hearing technologies, and exposure to American Sign Language. Writing is a struggle for these students who have delayed and limited access to English. Studies have found that d/hh students continue to lag behind their hearing peers in syntactic development. Unfortunately, current methods of writing assessment do not provide teachers with sufficient information regarding the syntactic development of d/hh students. This dissertation responds to the need for an assessment that is able to provide this information that is necessary for setting sentence-level objectives and planning developmentally-appropriate instruction. This project began when I conducted a small pilot study to determine how Systemic Functional Grammar (SFG) analysis could impact teachers ability to set instructional objectives. I conducted a SFG analysis to identify the syntactic structures used by a small group (N=26) of d/hh and hearing 3rd-5th graders. The students were divided into low, mid, and high language proficiency groups and a hearing peer group (N=9) was added. I used the findings of the analysis to construct syntactic structure progression charts to guide teachers in SFG analysis, and four teachers field-tested these charts. The study findings indicated that while SFG analysis can provide teachers with insight into their students’ present level of syntactic development and assist them in setting individual objectives, the time requirements associated with SFG analysis make it an unlikely choice for written language assessment. The purpose of the current study was to construct a written language inventory that could allow teachers to benefit from the advantages of SFG analysis, without requiring extensive time for training and analysis of samples. Using the pilot study findings, I constructed a draft of the written language inventory. The draft was field tested by 8 teachers of d/hh students in a variety of settings, and a second SFG analysis was conducted to examine the syntactic structures used by a larger, more diverse group of students (N=98). Findings were used to make revisions to the structure and content of the written language inventory

Learning from COVID-19: Universal Design for Learning Implementation Prior to and During a Pandemic

This study examined whether higher education faculty knowingly and/or unknowingly applied UDL principles prior to and during the COVID-19 rapid online teaching and learning (ROTL) transition. Researchers collected data through a survey that was disseminated nationwide and completed by higher education faculty (n = 38). Findings included a shift in instruction modality where 50 percent of synchronous in person instruction moved to asynchronous online instruction or optional synchronous remote instruction. Additionally, there was an unsurprising, considerable increase in the use of technology to support student engagement with course content. Researchers identified themes in the barriers (e.g., time, resources, training) to applying UDL principles both prior to and during the COVID-19 ROTL transition. Suggestions for overcoming those barriers are also included

Differentiating writing instruction for students who are deaf and hard of hearing

Researchers have long highlighted the need to apply evidence-based approaches to writing instruction for students who are 1d/Deaf and hard of hearing (d/Dhh). Yet, the majority of the research base for effective writing instruction and intervention is based on studies of hearing children, with or without disability labels. Therefore, existing interventions often fail to account for the unique language and literacy needs of d/Dhh students. In this article we describe an approach that enhances the power of Interactive Writing (IW) instruction, an evidence-based approach for typically developing students, that is specifically designed to engage and support d/Dhh learners. We begin by providing a brief historical overview of IW instruction as it is often used in contemporary general education classrooms. Then, we describe evidence of the unique language and literacy development of d/Dhh students from a series of recent studies related to Strategic and Interactive Writing Instruction (SIWI) with d/Dhh students. Finally, we present the language zone in the form of a flowchart, which illustrates the teacher decision making process when responding to d/Dhh students’ various language needs in the context of IW. We conclude by illustrating examples of the language zone in use and discussing the implications of this approach for d/Dhh learners

Role of brain imaging in disorders of brain-gut interaction: a Rome Working Team Report.

Imaging of the living human brain is a powerful tool to probe the interactions between brain, gut and microbiome in health and in disorders of brain-gut interactions, in particular IBS. While altered signals from the viscera contribute to clinical symptoms, the brain integrates these interoceptive signals with emotional, cognitive and memory related inputs in a non-linear fashion to produce symptoms. Tremendous progress has occurred in the development of new imaging techniques that look at structural, functional and metabolic properties of brain regions and networks. Standardisation in image acquisition and advances in computational approaches has made it possible to study large data sets of imaging studies, identify network properties and integrate them with non-imaging data. These approaches are beginning to generate brain signatures in IBS that share some features with those obtained in other often overlapping chronic pain disorders such as urological pelvic pain syndromes and vulvodynia, suggesting shared mechanisms. Despite this progress, the identification of preclinical vulnerability factors and outcome predictors has been slow. To overcome current obstacles, the creation of consortia and the generation of standardised multisite repositories for brain imaging and metadata from multisite studies are required

Serotonin Transporter Gene Polymorphism Modulates Activity and Connectivity within an Emotional Arousal Network of Healthy Men during an Aversive Visceral Stimulus.

Background and aimsThe 5-hydroxytryptamine transporter gene-linked polymorphic region (5-HTTLPR) has been linked to increased stress responsiveness and negative emotional states. During fearful face recognition individuals with the s allele of 5-HTTLPR show greater amygdala activation. We aimed to test the hypothesis that the 5-HTTLPR polymorphism differentially affects connectivity within brain networks during an aversive visceral stimulus.MethodsTwenty-three healthy male subjects were enrolled. DNA was extracted from the peripheral blood. The genotype of 5-HTTLPR was determined using polymerase chain reaction. Subjects with the s/s genotype (n = 13) were compared to those with the l allele (genotypes l/s, l/l, n = 10). Controlled rectal distension from 0 to 40 mmHg was delivered in random order using a barostat. Radioactive H2[15-O] saline was injected at time of distension followed by positron emission tomography (PET). Changes in regional cerebral blood flow (rCBF) were analyzed using partial least squares (PLS) and structural equation modeling (SEM).ResultsDuring baseline, subjects with s/s genotype demonstrated a significantly increased negative influence of pregenual ACC (pACC) on amygdala activity compared to l-carriers. During inflation, subjects with s/s genotype demonstrated a significantly greater positive influence of hippocampus on amygdala activity compared to l-carriers.ConclusionIn male Japanese subjects, individuals with s/s genotype show alterations in the connectivity of brain regions involved in stress responsiveness and emotion regulation during aversive visceral stimuli compared to those with l carriers

A new and unusual LBV-like outburst from a Wolf–Rayet star in the outskirts of M33

MCA-1B (also called UIT003) is a luminous hot star in the western outskirts of M33, classified over 20 yr ago with a spectral type of Ofpe/WN9 and identified then as a candidate luminous blue variable (LBV). Palomar Transient Factory data reveal that this star brightened in 2010, with a light curve resembling that of the classic LBV star AF And in M31. Other Ofpe/WN9 stars have erupted as LBVs, but MCA-1B was unusual because it remained hot. It showed a WN-type spectrum throughout its eruption, whereas LBVs usually get much cooler. MCA-1B showed an almost four-fold increase in bolometric luminosity and a doubling of its radius, but its temperature stayed ≳29 kK. As it faded, it shifted to even hotter temperatures, exhibiting a WN7/WN8-type spectrum, and doubling its wind speed. MCA-1B is reminiscent of some supernova impostors, and its location resembles the isolated environment of SN 2009ip. It is most similar to HD 5980 (in the Small Magellanic Cloud) and GR 290 (also in M33). Whereas these two LBVs exhibited B-type spectra in eruption, MCA-1B is the first clear case where a Wolf–Rayet (WR) spectrum persisted at all times. Together, MCA-1B, HD 5980, and GR 290 constitute a class of WN-type LBVs, distinct from S Doradus LBVs. They are most interesting in the context of LBVs at low metallicity, a possible post-LBV/WR transition in binaries, and as likely Type Ibn supernova progenitors

Endurance of SN 2005ip after a decade: X-rays, radio, and H-alpha like SN 1988Z require long-lived pre-supernova mass loss

SN2005ip was a TypeIIn event notable for its sustained strong interaction with circumstellar material (CSM), coronal emission lines, and IR excess, interpreted as shock interaction with the very dense and clumpy wind of an extreme red supergiant. We present a series of late-time spectra of SN2005ip and a first radio detection of this SN, plus late-time X-rays, all of which indicate that its CSM interaction is still strong a decade post-explosion. We also present and discuss new spectra of geriatric SNe with continued CSM interaction: SN1988Z, SN1993J, and SN1998S. From 3-10 yr post-explosion, SN2005ip's H-alpha luminosity and other observed characteristics were nearly identical to those of the radio-luminous SN1988Z, and much more luminous than SNe1993J and 1998S. At 10 yr after explosion, SN2005ip showed a drop in H$\alpha$ luminosity, followed by a quick resurgence over several months. We interpret this variability as ejecta crashing into a dense shell located at around 0.05 pc from the star, which may be the same shell that caused the IR echo at earlier epochs. The extreme H-alpha luminosities in SN2005ip and SN1988Z are still dominated by the forward shock at 10 yr post-explosion, whereas SN1993J and SN1998S are dominated by the reverse shock at a similar age. Continuous strong CSM interaction in SNe~2005ip and 1988Z is indicative of enhanced mass loss for about 1e3 yr before core collapse, longer than Ne, O, or Si burning phases. Instead, the episodic mass loss must extend back through C burning and perhaps even part of He burning.Comment: 14 pages, 8 figs. accepted in MNRA

The writing performance of elementary students receiving Strategic and Interactive Writing Instruction

Strategic and Interactive Writing Instruction (SIWI) has led to improved writing and language outcomes among deaf and hard of hearing (d/hh) middle grades students. The purpose of this study was to examine the effects of SIWI on the written expression of d/hh elementary students across recount/ personal narrative, information report, and persuasive genres. Five multiple-probe case studies demonstrate a relationship between implementation of SIWI and improvements in genre-related writing performance. The effect of instruction was most immediately demonstrated with information reports and persuasive writing, whereas several sessions of recount instruction were needed for students to satisfy performance criteria. Additionally, pre and post data from a larger group of students (N=31) were compared. Wilcoxon Signed-Rank test statistics were statistically significant for each genre with medium to high effect sizes. Data suggest SIWI as a promising practice with elementary students, and comments regarding further development and research are provided

Strategic and Interactive Writing Instruction: An efficacy study in grades 3-5

A quasi-experimental study was conducted to examine the impact of Strategic and Interactive Writing Instruction on 3rd-5th grade deaf and hard of hearing students’ writing and language compared to a business-as-usual condition (N=63). A total of 18 hours of instruction was provided for each of two types of writing—personal narrative (known as recount) and persuasive. Writing samples, collected prior to instruction and after, were scored for writing traits, language accuracy and complexity. Data were analyzed using a two-level, mixed-effects regression. Results show the treatment to be effective for recount and persuasive writing traits, and recount language variables, with effect sizes ranging from 0.46 to 2.01. Treatment effects were also substantial for persuasive writing language outcomes (0.38 to 1.06), although not all were statistically significant at the 0.05 level. The findings suggest the importance of apprenticeship in writing and consideration for the specific language needs of students with hearing loss