How do Undergraduate Students of Color Experience, Describe, and Cope with Mental Health Challenges in College?

The purpose of this study is to examine the unique experiences of students of color and how theyexperience, describe, and cope with mental health challenges in college. To better understand their specific mental health experiences, surveys were sent out to undergraduate students of color at Loyola University Chicago. The preliminary results of this study are the following: during the 2020-2021 academic year, most students of color reported their mental health as “fair” or ”poor”, did not have professors that emphasize the importance of mental health, did not believe that Loyola addressed the mental health needs of students of color, and did not seek mental health treatment/services. The information obtained from this research will help inform university-level efforts to develop and implement programs that address the unique mental health needs of students of color

El potencial del desarrollo de la capacidad de protección para ayudar a la transición

Si el desarrollo de la capacidad de protección tiene éxito, puede contribuir a establecer sistemas de asilo que conduzcan a la integración local

Implementing a multiplayer server for location-based augmented reality games

Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2013.Cataloged from PDF version of thesis.Includes bibliographical references (page 59).TaleBlazer is a location-based, augmented reality game engine that allows users to both design their own games as well as play them on mobile devices. This thesis explores the addition of a multiplayer option that would allow users to design and play games involving multiple players in a single game world. It details how such a system would be set up to use with the existing TaleBlazer code and provides some results from initial tests of this prototype.by Sarah E. Lehmann.M. Eng

Corrigendum to "Higher Education Policy: Why hope for Quality when rewarding Quantity?" [Research Policy Volume 49, Issue 8(2020) /104083]

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Benchmarking and environmental performance classes in life cycle assessment—development of a procedure for non-leather shoes in the context of the Product Environmental Footprint

Purpose: In the process of developing Product Environmental Footprint Category Rules (PEFCR)—currently tested in various pilots in the Single Market for Green Products initiative of the European Commission—the definition of product category benchmarks and environmental performance classes is a crucial element of each PEFCR. Whilst life cycle assessment (LCA) methodology developed over the last 20 years can be used for many other topics to be tackled in the pilots, there is a clear lack of methodology for the determination of benchmarks and environmental performance classes. In this article, hence, we address this gap and develop a procedure for benchmarking and environmental performance classes in LCA. Methods: To do this, given requirements and definitions of the PEF guidelines on both subjects are taken as a basis and are refined by using common LCA techniques like hot spot and sensitivity analyses. The specific steps of the procedure are applied systematically in a case study using sports shoes as an example. Results and discussion: The resulting procedure involves the definition of a scenario vector, which is composed of relevant life cycle phases as well as the lifetime of the product (i.e. sports shoes) as variables. On the basis of the hot spot and sensitivity analyses, these variables are quantified, first, to generate the benchmark and, second, to determine the environmental performance classes around the benchmark for each considered impact category individually. In addition, the influence of data uncertainty on the class distribution is assessed with the help of the Monte Carlo simulation. Conclusions: The results of the application in the case study demonstrate the high impact of the product’s lifetime on the final environmental performance classes, and the importance of data quality. Limitations are identified regarding data availability and the harmonisation of the classes to potentially create a PEF label. A debate is induced on the validity of such a label when considering the fact that the characterisation methods and factors proposed in the PEF guidelines may not be complete or accurate enough

WHAT SHOULD AI KNOW? INFORMATION DISCLOSURE IN HUMAN-AI COLLABORATION

AI-assisted Design Thinking shows great potential for supporting collaborative creative work. To foster creative thinking processes within teams with individualized suggestions, AI has to rely on data provided by the teams. As a prerequisite, team members need to weigh their disclosure preferences against the potential benefits of AI when disclosing information. To shed light on these decisions, we identify relevant information such as emotional states or discussion arguments that design thinking teams could provide to AI to enjoy the benefits of its support. Using the privacy calculus as theoretical lens, we draft a research design to analyze user preferences for disclosing different information relevant to the service bundles that AI provides for respective information. We make explorative contributions to the body of knowledge in terms of AI use and its corresponding information disclosure. The findings are relevant for practice as they guide the design of AI that fosters information disclosure

Standardised Test Scores and Educational Achievement in Australia

This thesis is comprised of four self-contained papers utilising standardised test score data, specifically data from the Australian National Assessment Program - Literacy and Numeracy (NAPLAN). The analysis presented by this thesis is particularly pertinent given the recent publication of the findings of the Review to Achieve Educational Excellence in Australian Schools, chaired by David Gonski AC. The first paper provides a survey on the uses of standardised test score data for economic analysis, and a discussion of the uses and limitations of the NAPLAN data set. This paper establishes two main areas for analysis. Firstly, the analysis of school funding policy, given the provision of schools’ financial data enabled by the My School website, which will be explored in the second paper of this thesis. Next, the analysis of how student background characteristics may impact achievement, which is analysed further in the third and fourth papers of this thesis. As outlined above, the second paper focuses on the topic of school funding. This paper explores the causal impact of school funding on student achievement in NAPLAN. Using school-average test score data paired with funding information for each school, we determine how the three different types of funding received by Australian schools impact test scores differently depending on sector and state. We find, in general, that funding from the federal government has the least beneficial impact, with state government funding and parent fees more likely to provide the greatest benefit to schools. These results have a significant policy impact, indicating that funding is most beneficial when provided at as local a level as possible. The third paper of this thesis turns to the socio-educational determinants of educational achievement in Australian schoolchildren. We find that students with an Indigenous or language other than English background are at risk of poor performance, as well as students with a parent who did not complete year 12, does not have a university degree or is not employed. Secondly, we find that private schooling makes a student more likely to meet and surpass national benchmarks for achievement, on average. However, the probability of a private school student performing in the higher NAPLAN bands changes based on their other socio-educational features. This thesis concludes with a short fourth paper that provides another perspective to predicting the event of ‘low achievement’ by implementing machine learning strategies. Together, these papers constitute an overview of the possibilities for econometric analysis of the NAPLAN data.Thesis (Ph.D.) -- University of Adelaide, School of Economics, 201

Literature and Music Reviews

Panel Chair: Lubna Javeed, Collin Colleg

Integrating Standardized Videos to Supplement the Clinical Physical Examination Curriculum in the First Year of Medical School: An Assessment of Medical Student and OSCE Evaluator Perspective

Background Existing literature indicates medical students benefit from the utilization of multimedia tools to supplement traditional didactic curricula of physical examination technique, as well as the standardization of physical examination instruction.1 2 Although current literature supports the integration of standardized multimedia tools into the didactic curriculum, it lacks a detailed, reproducible integration model for other institutions to follow. Current literature also fails to assess the effect of multimedia tools on student well-being and largely ignores the educator perspective. This study aims to address the above discrepancies by demonstrating a practical approach to integrating supplemental videos into an existing curriculum and assessing first year medical student and OSCE evaluator perspectives at strategic points throughout the process. Methods First-year medical students at the USD SSOM participated in a 7-item Likert scale pre-video integration survey assessing student self-efficacy and competence. Following the video release and OSCE I examination, first-year medical students completed a 15-item Likert scale post-video integration survey assessing student self-efficacy, anxiety reduction, education standardization, and video quality. The OSCE I evaluators completed a 5-item Likert scale survey assessing the role of the video series in education and evaluation standardization. Results Of survey respondents, 63.5% (n = 52) utilized at least one of the videos in the series. Prior to the implementation of the video series, an average of 30.2% of students agreed or strongly agreed with the statement, “I am confident in my ability to demonstrate the skills needed to complete the following exam.” After the implementation of the video series, 100% of video-users agreed or strongly agreed with this statement as compared to 94.2% amongst non-video-users. Amongst video users, 81.8% of students agree or strongly agree that the video series decreased anxiety associated with performing the neurologic, abdomen/thorax, and head and neck exams, compared to 83.8% of students reporting decreased anxiety with the use of the musculoskeletal video series. Of video users, 84.2% of students agree or strongly agree the video resource instructed the students in a similar manner to their peers. Eleven of 16 OSCE evaluators completed the survey, 90.9% of which agree or strongly agree the videos enhanced their understanding of the evaluation expectations. Additionally, 90.9% of OSCE evaluators agree or strongly agree the video series aided in standardization of the evaluation process. Conclusions Overall, this study outlines the successful process of augmenting the traditional didactic curricula of physical examination techniques with a comprehensive, instructional video series, as supported by student and OSCE evaluator response. Video users report decreased anxiety and increased self-efficacy after using the video series. Students and OSCE evaluators found the video series to be useful tool for both educational technique and evaluation standardization