Understanding the relationship between self-esteem and current grade point average of college undergraduates

The author investigated the relationship between undergraduates\u27 self-esteem (current and retrospective) and their current grade point average. Specifically, the author investigated the relationship between students\u27 self-esteem (fifth grade, eleventh grade, and undergraduate) and their current undergraduate grade point average. A sample of 95 college students from West Virginia University completed the Rosenberg Self-Esteem Scale. The author assessed the relationship by performing six correlations and three reliability estimates for each self-esteem survey. The results showed a strong correlation between fifth grade self-esteem and current grade point average, but there was no significant correlation at the eleventh grade and undergraduate level. Also, the author found significant correlations between each of the total self-esteem scores. Therefore, there was a significant correlation between the two variables at the fifth grade level, but the correlation is not significant as the student ages (during eleventh grade and undergraduate)

The timing of maternal depressive symptoms and child cognitive development: a longitudinal study.

Background: Maternal depression is known to be associated with impairments in child cognitive development, although the effect of timing of exposure to maternal depression is unclear. Methods: Data collected for the Avon Longitudinal Study of Parents and Children, a longitudinal study beginning in pregnancy, included self-report measures of maternal depression the Edinburgh Postnatal Depression Scale, completed on 6 occasions up to 3 years of age, and IQ of the index child (WISC) measured at aged 8 years. We used these data to assign women to 8 groups according to whether depression occurred in the antenatal, postnatal, preschool period, any combination of these times, or not at all. We compared a model comprising all patterns of depression (saturated model) with models nested within this to test whether there is a relationship between depression and child cognitive development and, if so, whether there is a sensitive period. We then investigated the relationship with child IQ for each model, following adjustment for confounders. Results: Six thousand seven hundred and thirty-five of 13,615 children from singleton births (49.5%, of eligible core sample) attended a research clinic at 8 years and completed a WISC with a score ≥ 70. A total of 5,029 mothers of these children had completed mood assessments over the 3 time periods. In unadjusted analyses, all three sensitive period models were as good as the saturated model, as was an accumulation model. Of the sensitive period models, only that for antenatal exposure was a consistently better fit than the accumulation model. After multiple imputation for missing data (to n = 6,735), there was no effect of postnatal depression on child IQ independent of depression at other times [-0.19 IQ points, 95% confidence interval (CI) -1.5 to 1.1 points]. There was an effect of antenatal depression (-3.19 IQ points, 95% CI: -4.33 to -2.06) which attenuated following adjustment (-0.64 IQ points, 95% CI: -1.68 to 0.40). Conclusions: The postnatal period is not a sensitive one for the effect of maternal depression on child cognitive development. © 2011 The Authors. Journal of Child Psychology and Psychiatry

We Didn’t Fear the Reader: Embracing New Service Models With Staff and Patron Input

The book Transforming Acquisitions and Collection Services: Perspectives on Collaboration Within and Across Libraries explores new ways libraries can reach new standards in service, quality, and efficiency through cross-functional collaboration in acquisitions. Within libraries, the library acquisitions function can be combined with other units through close working relationships to support each group\u27s work. This chapter, titled We Didn\u27t Fear the Reader: Embracing New Service Models with Staff and Patron Input, details the organizational change and shifts in collection development philosophy at the Lehigh Libraries that led to more patron-centered policies and programs

The effects of isometric exercise training on femoral and brachial artery dimension and blood flow in middle-aged men.

Introduction Previous isometric training studies reporting reductions in resting blood pressure have not explored whether there are concomitant changes in resting artery dimensions and blood flow. Furthermore, the influence of isometric training intensity on these adaptations has not been investigated. Therefore, the purpose of this study was to explore whether training-induced reductions in resting blood pressure are associated with concomitant changes in the vasculature of the trained and untrained limbs and to establish if these adaptations were intensity dependent. Methods Subjects undertook an 8 week training programme consisting of 4x2 min bilateral-leg isometric contractions 3 x per week (Wiles et al., 2010). Two groups exercised at intensities equivalent to 70% (n=10) or 85% (n=10) of their peak heart rate (%HRpeak; as established in a prior incremental test), and a third group acted as controls (n=10). Resting systolic (SBP), mean arterial (MAP) and diastolic (DBP) blood pressure was measured at baseline and post-training. Artery diameter and mean blood flow (brachial and femoral) were also measured at rest using Doppler ultrasound. Analysis of variance was used to determine whether post-training measures were significantly different to baseline. Also, baseline values were used as a covariate to account for initial resting blood pressure values. Results There were significant reductions in resting SBP (-10.8±7.9 mmHg) and MAP (-4.7±6.8 mmHg) in the 85%T group post-training and concomitant significant increases in resting femoral mean artery diameter (FMAD; 1.0±0.4 mm) and femoral mean blood velocity (FMBV; 0.68±0.83 cm/s), which resulted in increased femoral artery blood flow (FABF; 82.06±31.92 ml/min). There were no significant changes in brachial artery measures after training. Furthermore, there were no significant changes in any resting measure in the 70%T or control group. Discussion This study shows that the reductions in resting SBP and MAP observed after isometric training are associated with concomitant increases in resting artery dimensions and blood flow, but these changes were restricted to the trained limbs. This suggests that the vascular adaptations were localised. Furthermore, these adaptations seem to be training-intensity dependent, as they were not observed in the 70%T training group. These findings could be explained by reduced resting vascular tone, enhanced endothelium-dependent function or by vascular remodelling. The stimulus for such adaptations may arise from changes in availability/activity of nitric oxide as a result of sheer stresses during isometric exercise (McGowan et al. 2007). Exactly how these sheer stresses occur during isometric exercise and how they might be related to isometric training intensity would be deserving of future study. McGowan CL, Levy AS, McCartney N, MacDonald MJ. (2007). Clin. Sci. 112, 403-409. Wiles JD, Coleman DA, Swaine IL. (2010). Eur. J. Appl. Physiol. 108, 419-428

The New Screen Time: Computers, Tablets, and Smartphones Enter the Equation

Emerging technologies attract children and push parents\u27 and caregivers\u27 abilities to attend to their families. This article presents recommendations related to the new version of screen time, which includes time with computers, tablets, and smartphones. Recommendations are provided for screen time for very young children and those in middle and late childhood. Recommendations for screen time for adults—particularly important when adults are around their children—are included as well. In addition, the article provides information about integrating the recommendations into practice with Extension and other community audiences

Comparison of Mental Health between First-Year College Students Residing in Living-Learning Communities and Traditional On-Campus Housing

Mental health concerns such as stress, college adjustment, and symptoms of anxiety and depression increase during college. Living Learning Communities (LLCs) have become more prevalent on college campuses and are an unexplored avenue for addressing these concerns. LLCs are residential programs building faculty-staff-student community through themed learning in and outside the classroom. LLC research focuses on academic outcomes, with scarce attention to mental health effects or LLC comparisons. This study’s purpose is to compare the mental health and academic performance of Jarvis Leadership Program, Wellness LLC, and non-LLC students. The results of the study will address gaps in the literature regarding mental health effects of LLCs, and comparative effects of differently themed LLCs on mental health and academic performance. The project employs a quasi-experimental design with three groups: first-year students in Jarvis Leadership Program (n=74), Wellness LLC (n=34), and living on-campus but not an LLC (n=60). Recruitment strategies include residence hall flyers, attending residence hall meetings, manned stations on the halls, and LLC distribution list emails. Psychometrically sound surveys assess stress, college adjustment, and depressive and anxiety symptoms. Surveys were administered in-person and online at the beginning, middle, and end of the spring semester to examine outcome trajectories across the semester. Participants were compensated with Pirate Bucks. The study was guided by the following two research questions: 1) are there differences in mental health outcomes between students residing in LLCs and those in traditional, non-living learning residence halls? And 2) are there differences in mental health outcome between students in LLCs with different themes?.B.A

Relationship between nutritional status and treatment-related neutropenia in children with nephroblastoma

Background: Assessment of nutritional status of paediatric oncology patients is crucial, as it may influence treatment and clinical outcomes. Concurrent malnutrition and cancer in children may lead to reduced chemotherapy delivery due to impaired tolerance and increased toxicity. Aim: This study aimed to determine the relationship between nutritional status and the prevalence, frequency and duration of treatment-related neutropenia in a cohort of South African children with nephroblastoma. Methods: Seventy-seven children between the ages of 1 and 12 years diagnosed with nephroblastoma at Inkosi Albert Luthuli Central Hospital (IALCH), Durban, between 2004 and 2012, were studied prospectively. Nutritional status was assessed using weight, height, mid-upper arm circumference (MUAC), triceps skinfold thickness (TSFT) and serum albumin. The administration of filgastrim (Neupogen®) was used as a surrogate for neutropenia and the frequency and duration of its use was recorded. Results: There was a significant relationship between the prevalence of treatment-induced neutropenia and malnutrition defined by MUAC. The mean frequency and duration of neutropenia was significantly higher in those classified as malnourished using MUAC. There was a positive correlation between frequency and duration of neutropenia. Conclusions: Malnutrition was prevalent among children with nephroblastoma. The prevalence of treatment-induced neutropenia was higher in those with poor nutritional status, identified by MUAC. Poor nutritional status according to MUAC was also linked to an increased frequency and duration of neutropenia. It is important to include MUAC in the nutritional assessment of children with nephroblastoma

Nutritional status of children with Wilms’ tumour on admission to a South African hospital and its influence on outcome

BackgroundIn developing countries up to 77% of children with cancer have been shown to be malnourished on admission. High rates of malnutrition occur due to factors such as poverty and advanced disease. Weight can be an inaccurate parameter for nutritional assessment of children with solid tumours as it is influenced by tumour mass. This study aimed to assess the prevalence of malnutrition amongst children with Wilms tumour (WT), the level of nutritional support received on admission and the influence of nutritional status on outcome.MethodsSeventy‐six children diagnosed with WT and admitted to Inkosi Albert Luthuli Central Hospital between 2004 and 2012 were studied prospectively. Nutritional assessment was conducted using weight, height, mid‐upper arm circumference (MUAC) and triceps skinfold thickness (TSFT) prior to initiating treatment. Outcome was determined 2 years after admission. Time until commencement of nutritional resuscitation and nature, thereof, were recorded.ResultsStunting and wasting was evident in 12% and 15% of patients, respectively. The prevalence of malnutrition was 66% when MUAC, TSFT and albumin were used. Malnutrition was not a predictor of poor outcome and did not predict advanced disease. The majority of patients (84%) received nutritional resuscitation within 2 weeks of admission.ConclusionsWhen classifying nutritional status in children with WT, the utilisation of weight and height in isolation can lead to an underestimation of the prevalence of malnutrition. Nutritional assessment of children with WT should also include MUAC and TSFT. Early aggressive nutritional resuscitation is recommended.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/137198/1/pbc26382.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/137198/2/pbc26382_am.pd

Using Whole Mount in situ Hybridization to Link Molecular and Organismal Biology

Whole mount in situ hybridization (WISH) is a common technique in molecular biology laboratories used to study gene expression through the localization of specific mRNA transcripts within whole mount specimen. This technique (adapted from Albertson and Yelick, 2005) was used in an upper level undergraduate Comparative Vertebrate Biology laboratory classroom at Syracuse University. The first two thirds of the Comparative Vertebrate Biology lab course gave students the opportunity to study the embryology and gross anatomy of several organisms representing various chordate taxa primarily via traditional dissections and the use of models. The final portion of the course involved an innovative approach to teaching anatomy through observation of vertebrate development employing molecular techniques in which WISH was performed on zebrafish embryos. A heterozygous fibroblast growth factor 8 a (fgf8a) mutant line, ace, was used. Due to Mendelian inheritance, ace intercrosses produced wild type, heterozygous, and homozygous ace/fgf8a mutants in a 1:2:1 ratio. RNA probes with known expression patterns in the midline and in developing anatomical structures such as the heart, somites, tailbud, myotome, and brain were used. WISH was performed using zebrafish at the 13 somite and prim-6 stages, with students performing the staining reaction in class. The study of zebrafish embryos at different stages of development gave students the ability to observe how these anatomical structures changed over ontogeny. In addition, some ace/fgf8a mutants displayed improper heart looping, and defects in somite and brain development. The students in this lab observed the normal development of various organ systems using both external anatomy as well as gene expression patterns. They also identified and described embryos displaying improper anatomical development and gene expression (i.e., putative mutants)

Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning

Nicole Fletcher (with Candace Joswick and Audrey Meador) is a contributing author, Transforming K-12 Mathematics Classroom Teacher Pedagogy Through Virtual Number Talks, Chapter 20, pp. 402-422. The COVID-19 pandemic drastically transformed the classroom by keeping students and teachers apart for the sake of safety. As schools emptied, remote learning rapidly expanded through online services and video chatrooms. Unfortunately, this disrupted many students and teachers who were not accustomed to remote classrooms. This challenge has forced K-12 teachers to think differently about teaching. Unexpectedly and with little time to prepare, they have been confronted with redesigning their curriculum and instruction from face-to-face to online virtual classrooms to protect students from the COVID-19 virus while ensuring that these new online initiatives remain sustainable and useful in the post-pandemic world. As teachers learn to take advantage of the affordances and strengths of the multiple technologies available for virtual classroom instruction, their instruction both in online and face-to-face will impact what and how students learn in the 21st century. The Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning examines the best practices and pedagogical reasoning for designing online strategies that work for K-12 virtual learning. The initial section provides foundational pedagogical ideas for constructing engaging virtual learning environments that leverage the unique strengths and opportunities while avoiding the weaknesses and threats of the online world. The following chapters present instructional strategies for multiple grade levels and content areas: best practices that work, clearly describing why they work, and the teachers’ pedagogical reasoning that supports online implementations. The chapters provide ways to think about teaching in virtual environments that can be used to guide instructional strategy choices and recognizes the fundamental differences between face-to-face and virtual environments as an essential design component. Covering such topics as K-12 classrooms, pedagogical reasoning, and virtual learning, this text is perfect for professors, teachers, students, educational designers and developers, instructional technology faculty, distance learning faculty, and researchers interested in the subject.https://digitalcommons.fairfield.edu/education-books/1071/thumbnail.jp