Am I missing something? Experiences of using social media by blind and partially sighted users

People with a visual impairment are more likely to experience social isolation as an effect of their vision loss. Social media can particularly benefit these users, but it is of concern if it cannot be fully and successfully used. This study was instigated at the request of an advisory group of visual impaired users and experts. The aim of the study was to investigate potential accessibility issues visually impaired users could encounter when using social media. A major concern was over missing content embedded in images on social media sites. A subsequent evaluation of Facebook posts carried out by a group of student participants demonstrated that nearly half of images considered contained embedded text, which would be inaccessible to visually impaired users. Despite efforts by social media companies to improve accessibility, any text present in images is not presented in an accessible way to visually impaired users. This research demonstrated the inequality that can arise from partial accessibility and the requirement to consider accessibility at all stages of design and development

Experiential Learning at the Illinois Mathematics and Science Academy

“Am I ever going to use this in the real world?” is a common question in science and math middle school and high school classrooms. Students taught using experiential learning techniques, however, already know the answer. They learn content by solving real world problems through hands-on activities. In other words, they learn science, technology, engineering, and math (STEM) the same way professionals do every day—by doing, sharing, and improving. Experiential learning provides the promise that the U.S. can reverse the trend of students losing interest in STEM subjects during middle school and create life-long learners who apply the scientific thought process to their career path of choice. Learning through experience is not a new concept, but it is essential in STEM classrooms. The United States needs a world-leading STEM workforce and education will determine whether our current students will be able to compete in the global marketplace of the future

Existing specialty schools as leverage for behavioral sciences research on teaching and learning in STEM fields

The National Science Foundation has requested comments and proposals that outline challenge questions for the next decade in behavioral sciences research. At the same time, the NSF has joined the President\u27s Council of Advisors on Science and Technology as well as the National Academy of Sciences in issuing reports first identifying the need for specialized STEM education as a strategic necessity and then proposing the establishment of an additional 1000 specialized STEM schools. A common theme in these reports is that foundational work must be conducted to establish effective organizational and instructional practices for these schools. The authors of this paper serve as directors of a national organization of 92 such schools, and as representatives of two of the schools used as exemplars in the PCAST report they challenge the National Science Foundation to engage and extend existing research relationships with these willing laboratory schools as a means to accelerate the work in the learning and behavioral sciences that must be conducted for this national endeavor. Full project information available at: http://www.nsf.gov/sbe/sbe_2020/submission_detail.cfm?upld_id=28

Emission of reactive oxygen species during degradation of iron gall ink

Iron gall inks are characterised by high contents of acids and transition metals, promoting degradation of cellulose due to hydrolysis and oxidation, respectively. Their chemical interaction with the environment is not well understood, especially in view of emissions of degradation products which could lead to spread of degradation processes. In order to study the emissions, we employed gas chromatography/mass spectrometry following headspace micro-extraction, and liquid chromatography following hydroxyl radical scavenging with appropriate probes. We also studied chemiluminescence of cellulose affected by ink degradation. We show that while the emissions of organic volatile degradation compounds by inks are less intense than those of surrounding paper, ink does promote the degradation of cellulose across big distances (from object to object). We were able to link this to emission of reactive oxygen species, probably hydrogen peroxide. Its emission from ink is considerably more intensive than from paper

Your IRB: Educating Students, Monitoring Student Research, and Safeguarding Students as Research Subjects

The purposes of this article are to inform youabout the formation of your school’s Institutional Review Board (IRB), to present examples ofresearch that IRBs often encounter, to elevateawareness of human subjects research concernsfor faculty and staff, and to discuss how emergingrequirements for science competitions may affectschools, staff and students

Assessing High School Gifted Student Progress in Science Through Misconceptions and MOSART

This paper reports how 188 high school students identified as gifted in science were assessed with the Misconceptions-Oriented Standards-Based Assessment Resource for Teachers (MOSART). Students enrolled in a year-long science-centered curriculum where this instrument appeared to be a means of identifying standards-aligned progress, avoiding ceiling effects and reliance on content mastery. This paper discusses two questions: 1. Is the MOSART a valid measure of conceptual understanding in gifted students? and 2. Can the MOSART be used with this population to measure growth in understanding? We present results from the physics and chemistry tests, and consider results from the earth science and astronomy tests. We also discuss refinements to administration procedures and work expanding the subject pool in the coming year

Comparing Overexcitability Levels between STEM Talented Students and Generally Gifted Students Using the OEQII

Gifted individuals have been shown to have higher developmental potential, making them more likely to exhibit overexcitabilities (OEs) classified as psychomotor, sensual, intellectual, imaginational, or emotional. The OE levels between IMSA males and females and between IMSA students interested in STEM and Ohio generally gifted students were examined using the Overexcitabilty Questionnaire-two. Data from 70 IMSA sophomores were analyzed using descriptive statistics, ANOVA, and Bonferroni Correction method. Results showed that IMSA females had significantly higher sensual and emotional levels than males. Both IMSA males and females exhibited significantly lower imaginational OE levels than the Ohio students. This study will hopefully spark awareness of overexcitabilities in gifted populations, allow students to understand their feelings and behaviors, and provide possible explanations for low imagination in STEM populations

Volatile aldehydes in libraries and archives

Volatile aldehydes are produced during degradation of paper-based materials. This may result in their accumulation in archival and library repositories. However, no systematic study has been performed so far. In the frame of this study, passive sampling was carried out at ten locations in four libraries and archives. Despite the very variable sampling locations, no major differences were found, although air-filtered repositories were found to have lower concentrations while a non-ventilated newspaper repository exhibited the highest concentrations of volatile aldehydes (formaldehyde, acetaldehyde, furfural and hexanal). Five employees in one institution were also provided with personal passive samplers to investigate employees’ exposure to volatile aldehydes. All values were lower than the presently valid exposure limits. The concentration of volatile aldehydes, acetic acid, and volatile organic compounds (VOCs) in general was also compared with that of outdoor-generated pollutants. It was evident that inside the repository and particularly inside archival boxes, the concentration of VOCs and acetic acid was much higher than the concentration of outdoor-generated pollutants, which are otherwise more routinely studied in connection with heritage materials. This indicates that further work on the pro-degradative effect of VOCs on heritage materials is necessary and that monitoring of VOCs in heritage institutions should become more widespread