Can Coloring Reduce Stress and Increase Working Memory in the Elderly?

This study explores whether the observed effects of coloring on anxiety and stress apply to the elderly. Two coloring activities were administered to elderly participants to evaluate the effects on stress, anxiety, and working memory. The Mini Mental State Examination was used to establish cognitive level. The Perceived Stress Scale and Brief State Trait Anxiety Inventory were administered to obtain pretest and posttest scores on stress and anxiety levels. Working memory was measured using the Backward Digit Recall to test if the potential calming effects improve working memory. A near significant increase in stress scores was demonstrated in the mandala condition. Also, a significant increase was found in backward digit recall scores in the doodling condition. The mandala difficulty and allotted time may negate the anticipated calming effects. Those wanting to implement art therapy should provide the required materials, then allow participants to self-select the activity, and time to dedicate

Parental attitudes toward their mentally retarded children

Therefore, the need for a study of parental attitudes is useful to those who try to help mothers and fathers of retarded children gain a better understanding of their children\u27s mental deficit and its implications

Teaching the art museum to play : enhancing early childhood education in art museums through play theory

This study investigates the impact of implementing play in the art museum to educate and engage children aged 2 to 5, utilizing lessons learned from children’s museums. In order to establish themselves as welcoming and educative resources for children, the programing and exhibit design of art museums must support the unique needs of early learners, namely, learning through play. Within the museum field, children’s museums offer best examples of how play can be integrated into a museum environment to encourage early learning. This study was conducted in three stages using the methodology of grounded theory. The first stage investigated the educational practice grounded in play theory of the Boston Children’s Museum in Boston, Massachusetts by observing the play of children aged 2 to 5 at an exhibit in the Boston Children’s Museum. Based on this data, the second stage developed a play-based workshop for local pre-kindergartners. The third stage implemented this workshop at the Blanton Museum of Art, in Austin, Texas, collecting data through video recording and interview. Findings from this workshop led to the formation of the following grounded theory: the integration of play in the art museum affords children aged 2 to 5 a context for making meaning about the artworks, encouraging engagement with artworks and providing opportunities for child agency. Art museums can help children develop an awareness of themselves and the wider world, offering experiences to engage, teach, and empower young learners. But, first, they must learn how to play.Art Educatio

Trend to be given aerodynamical research and experiment

The causes of error in experiments conducted in wind tunnel tests are given and the value of in-flight tests are promoted

AFP-OSU Workplace Climate Survey Preliminary Report 1

This survey was conducted online by researchers from The Ohio State University in partnership with the Association of Fundraising Professionals (AFP) between July 30 and August 30, 2020. The survey was sent to 17,041 AFP members aged 18+ working in the U.S. or Canada. A total of 1,783 (n=1,598 U.S., n=184 Canadian) respondents completed the survey for a response rate of 10.46%.The survey sample frame was selected among those who are members of the Association of Fundraising Professionals that have agreed to participate in online surveys. People who identify as male responded at a lower rate to the 2018 Harris Survey of AFP members, and were therefore over-sampled for this survey. Weights were then calculated to adjust for the over-sampling of males and non-response bias across males and females working in the U.S. and Canada.The survey instrument was modeled after a workplace climate survey developed and implemented by the Merit Systems Protection Board (MSPB) of the U.S. Federal Government. Measures used in the MSPB survey are well-validated and reliable. After adapting the MSPB survey to the research objectives, OSU researchers conducted five cognitive interviews with fundraisers. Based on feedback from the cognitive interviews, the survey was adjusted to help ensure comprehension of the questions by respondents

AFP-OSU Workplace Climate Survey Preliminary Report 2

This survey was conducted online by researchers from The Ohio State University in partnership with the Association of Fundraising Professionals (AFP) between July 30 and August 30, 2020. The survey was sent to 17,041 AFP members aged 18+ working in the U.S. or Canada. A total of 1,783 (n=1,598 U.S., n=184 Canadian) respondents completed the survey for a response rate of 10.46%.The survey sample frame was selected among those who are members of the Association of Fundraising Professionals that have agreed to participate in online surveys. People who identify as male responded at a lower rate to the 2018 Harris Survey of AFP members, and were therefore over-sampled for this survey. Weights were then calculated to adjust for the over-sampling of males and non-response bias across males and females working in the U.S. and Canada.The survey instrument was modeled after a workplace climate survey developed and implemented by the Merit Systems Protection Board (MSPB) of the U.S. Federal Government. Measures used in the MSPB survey are well-validated and reliable. After adapting the MSPB survey to the research objectives, OSU researchers conducted five cognitive interviews with fundraisers. Based on feedback from the cognitive interviews, the survey was adjusted to help ensure comprehension of the questions by respondents

Decolonizing Stigma and Diagnosis as Healing Work

In order to disrupt dominant understandings of health and well-being, and to confront systemic injustices that result in ongoing health inequities, stigma must be addressed from both within and beyond the realm of medical diagnosis. The individualistic nature of diagnosis, that is characteristic of Western medical approaches, often perpetuates stigma. The role of diagnosis in biomedicine, as well as the historicity of professions and disciplines in Westernized health-care, intersect with different hierarchies of power, identities, and knowledges through mechanisms that operate across local and global contexts. This paper argues that a decolonial approach to health research, practice and education offers an important lens through which to critically analyse these intersections of power, identities, and knowledges. Such an approach can help disrupt dominant understandings of health and well-being. To advance the argument, examples of decolonial thinking approaches and pedagogical methods from South Africa are provided

Learning from Trayvon: Lessons and Implications for Police Organizations and Leaders

Critical incidents like the Martin-Zimmerman encounter prompt us to examine not only the specifics of a particular episode, but also broader questions that hopefully illuminate a path leading to meaningful change. This reflective piece draws on the professional experiences of a highly effective and respected African-American Police Chief to examine some of these broader questions. Chief Joseph H. Lumpkin is a 43-year law enforcement veteran who was recently appointed Chief of the Savannah-Chatham Metropolitan Police Department in Georgia. Before moving to Savannah he served as Chief of the Athens-Clarke County Police Department, an agency that solves violent crimes at a rate 15 to 20 percent higher than the national average. In 2014 the Georgia Association of Chiefs of Police named him Chief of the Year. Drawing from Chief Lumpkin’s extensive experience and connecting his reflections to the academic literature on community-oriented policing as well as that on representative bureaucracy, this article identifies important implications for practice and scholarship using the Martin-Zimmerman encounter as a critical incident for understanding