Designing an interactive multimedia instructional environment: the civil war interactive

This article describes the rationales behind the design decisions made in creating The Civil War Interactive, an interactive multimedia instructional product based on Ken Burns''s film series The Civil War

Validation of a New Method of Estimating VO\u3csub\u3e2max\u3c/sub\u3e Based on VO\u3csub\u3e2\u3c/sub\u3eReserve with Treadmill Exercise

The purpose of the current study was to establish and then validate a treadmill protocol to predict VO2max based on VO2Reserve. Methods A treadmill protocol was developed to elicit approximately 60-70% of heart rate reserve (HRR) in the fifth and sixth minutes of the final stage. The protocol involved walking on a treadmill at 3.0 mph, with grade increasing by 1 % each minute until 50% HRR was reached. Then, an additional 5 minutes of walking at the final grade was performed. A study population of 60 volunteers (30 male; 30 female), considered low risk by ACSM guidelines, performed the protocol, and then performed an incremental test in which treadmill speed was increased, so that actual VO2max could be measured. To estimate VO2max from the sub-maximal portion of the protocol, maximal workload was estimated by dividing the workload of the 6-min stage by the %HRR attained, and then VO2max was estimated using the ACSM metabolic equation for treadmill walking. Results A regression performed on actual VO2max vs. the estimated VO2max showed an r-value of 0.75 and an SEE of 6.94 ml·min-1·kg-1 (p \u3c 0.001). The mean values for actual and estimated VO2max were 42.6 ± 10.4 and 43.3 ± 8.5 ml·min-1·kg-1. Conclusions This new method of estimating VO2max utilizing a submaximal treadmill protocol did not over-or underestimate VO2max and was found to be highly valid, attaining similar r-values to previous research. This easily reproducible method of estimating VO2max is valid in apparently healthy 18-44 year old men and women

Narratives of Disability and Displacement: Oral Histories of the Lived Experiences of Disabled Refugees

Disabled refugees are considered as the most marginalized group of all displaced populations. Disabled displaced people are at particular risk of violence, exploitation, and abuse. Additional barriers to accessing humanitarian assistance, education, health care, and other services exist for disabled displaced people. The purpose of this study was to collaborate with disabled refugees who have resettled in the United States and to create a space for their stories to be told. This research project explores the narratives of the lived experiences of disabled displaced people through the lenses of three theoretical frameworks: human rights, disability justice, and Critical Refugee Studies. Together these frameworks work to shift the narrative around disability and refugeehood. Data were collected via one-on-one interviews with six disabled refugees who have resettled in various regions of the United States within the past 15 years. Six themes emerged from the data: 1) claiming education as a human right, 2) inequities in the resettlement camps, 3) lack of knowledge and training of resettlement workers, 4) human rights realized, 5) changing the narrative around disability and refugees, and 6) hope for the future. The findings of this study highlight the additional barriers that disabled refugees encounter both in the displacement camps and upon resettlement in the United States. Furthermore, the results support existing literature highlighting the need for training and cross-collaboration for both resettlement and disability organizations, along with increased awareness and understanding of the unique needs of disabled displaced people. Results from this study provide insight and implications for improving the resettlement experiences of disabled refugees in both policy and practic

A Model Fourth Grade Science Curriculum based on Multiple Intelligence Theory and Washington State\u27s Essential Academic Learning Requirements for Science

The purpose of this project was to design and develop a model fourth grade science curriculum based on Howard Gardner\u27s Theory of Multiple Intelligences and in line with Washington State\u27s Essential Academic Learning Requirements for Science. Along with this, assessment criteria were to be designed for each learning activity. To accomplish this purpose, current research on Multiple Intelligence Theory, assessment, curriculum development and Washington State\u27s Essential Academic Learning Requirements for Science were reviewed. Finally, student learning objectives, learning activities and corresponding assessment criteria were adapted and developed

If You Can't Trust the Farmer, Who Can You Trust? The Effect of Certification Types on Purchases of Organic Produce

An information asymmetry exists in the market for organic produce since consumers cannot determine whether produce is organically or conventionally grown. Various methods may solve this problem including signaling, reputation, and certification. Signaling and reputation may not work well, because signals are noisy, and reputation may be difficult for a producer to establish. Certification of the farm and its growing methods shows the most promise. A survey instrument testing the efficacy of certification is presented along with empirical analysis suggesting that no notable difference existed between independent certification methods, although independent certification had significantly different effects than self-certification.Asymmetric information, Certification, Ordered probit, Organic produce, Agribusiness,

Will Weed Put America to Work?

Award for Runner-Up Undergraduate Oral Presentation . Abstract The Marijuana Policy Group created an economic impact model for the marijuana industry in Colorado that analyzed its effects on the state\u27s economy. There are other models that predict how many jobs will be created by the marijuana industry but nothing that predicts the unemployment rate. My research branches off that impact model and drives it in one direction. This project synthesizes the very little information we have about the marijuana industry and connects it to one of best economic tools for analyzing the economy

CSCW: The development of a taxonomy

Computer supported cooperative work (CSCW) is a research field that studies the use of computer technology for group work. A review of the CSCW literature found that the use of terminology and definitions were inconsistent. This paper reports on the process of development of an holistic taxonomy of terminology and related definitions used in the CSCW literature from 1996 to 2003. The taxonomic structure will provide a framework for classifying the terminology and defining each concept to improve communication in this field. The completed structure will be presented to other researchers to determine implications for research practice

Comprendre la participation des superviseurs en médecine familiale communautaire au scholarship de l’éducation : perceptions, facteurs d'influence et pistes d'action prometteuses

Background: Residency training is increasingly occurring in community settings. The opportunity for community-based scholarship is untapped and substantial. We explored Community Family Medicine Preceptors’ understanding of Educational Scholarship (ES), looked at barriers and enablers to ES, and identified opportunities to promote the growth of ES in this setting. Methods: We conducted semi-structured interviews with fifteen purposively chosen community-based Family Medicine preceptors in a distributed Canadian family medicine program. Results: Community Family Medicine Preceptors strongly self-identify as clinical teachers. They are not well acquainted with the definition of ES, but recognize themselves as scholars.  Community Family Medicine Preceptors recognize ES has significant value to themselves, their patients, communities, and learners. Most Community Family Medicine Preceptors were interested and willing to invest in ES, but lack of time and scarcity of primary care research experience were seen as barriers.  Research process support and a connection to the academic center were considered enablers. Opportunities to promote the growth of ES include recognition that there are fundamental differences between community and academic sites, the development of a mentorship program, and a process to encourage engagement. Conclusions: Community Family Medicine Preceptors identify foremost as clinician teachers.  They are engaged in and recognize the value of ES to their professional community at large and to their patients and learners.  There is a growing commitment to the development of ES in the communityContexte : Les stages de résidence se font de plus en plus en milieu communautaire, un milieu qui offre des possibilités de scholarship intéressantes demeurant inexploitées. Nous avons étudié la compréhension qu’ont les superviseurs en médecine familiale communautaire au sujet du scholarship de l’éducation (SÉ), examiné les obstacles et les facteurs favorables au SÉ et identifié les possibilités de le promouvoir dans le cadre communautaire. Méthodes : Nous avons mené des entretiens semi-structurés avec quinze cliniciens enseignants en médecine familiale communautaire choisis à dessein dans un programme de médecine familiale décentralisée au Canada. Résultats : Les superviseurs en médecine familiale communautaire se définissent fermement comme cliniciens enseigants. Peu familiers avec la définition du SÉ, ils se considèrent néanmoins comme érudits. Ils reconnaissent l’importance considérable du scholarship de l’éducation autant pour eux que pour leurs patients, les communautés et les apprenants. La plupart des superviseurs en médecine familiale communautaire se disent intéressés et disposés à s’investir en SÉ, mais se sentent limités par le manque de temps et le peu d'expérience en recherche en soins primaires. Le soutien au processus de recherche et un lien avec le centre universitaire sont considérés comme éléments favorables. La possibilité de développer le SÉ passe par la reconnaissance des différences fondamentales entre les sites communautaires et universitaires, la création d'un programme de mentorat et la mise en place d’un processus visant à encourager l'engagement. Conclusions : Les superviseurs en médecine familiale communautaire se définissent avant tout comme des cliniciens enseignants. Ils s’investissent dans le SÉ et ils reconnaissent son importance pour leur communauté professionnelle, leurs patients et leurs apprenants. Il y a un engagement croissant envers le développement du SÉ dans la communauté