EarthScope

EarthScope applies modern observational, analytical, and telecommunications technologies to investigate the structure and evolution of the North American continent and the physical processes controlling earthquakes and volcanic eruptions. Imaging the crust and mantle at an unprecedented scale, EarthScope integrates new observations from cutting-edge land and space based technologies to measure deformation in real-time at continental scales. These observations, integrated with geologic data, yield a comprehensive time-integrated picture of continental evolution and link surface features with their structures at depth. The site houses a number of original data sources (such as real-time seismic data and maps), a gateway to current seismic news and events, and Earth sciences related community event calendars. Educational levels: Graduate or professional, Undergraduate lower division, Undergraduate upper division

Design, Implementation, and Evaulation of GIS-Based Learning Materials in an Introductory Geoscience Course

Little is known about how well GIS-based learning lives up to its potential for improving students' skills in problem solving, analysis, and spatial visualization. This article describes a study in which researchers determined ways to quantify student learning that occurred with a GIS-based module on plate tectonics and geologic hazards, and to improve the materials design with the use of classroom observations and field testing. The study found that student difficulties in working with GIS-based activities can be overcome by making some features of the GIS transparent to the user, that a lack of basic geography skills can interfere in the progression of a GIS-based activity, and that some conceptual difficulties can be overcome by providing guiding questions that help students interrogate visual data. In addition, it was noted that some misconceptions in interpretation of two-dimensional maps and three-dimensional block diagrams can persist even after direct instruction. In general, a positive correlation was noted between spatial thinking and GIS-based learning. Educational levels: Graduate or professional

Survivors’ Perspectives of Organizational Downsizing on Knowledge Sharing in a Downsized Environment

Organizational workforce reductions can negatively affect a company’s ability to preserve its knowledge base. The problem researched in this study was the perceived effect of downsizing on knowledge sharing among surviving employees. The purpose of this study was to determine the perceived effect of downsizing on knowledge sharing. Survivors’ knowledge sharing behavior was examined in relation to (a) survivor syndrome, (b) attitude towards knowledge sharing, and (c) perceived loss of knowledge power. A quantitative correlation research design was used to investigate the relationship between downsizing and knowledge sharing. A web-based survey was used to collect data. The convenience sample consisted of 37 management employees in the Texas region of a management consultant organization. Three sets of variables were examined: (a) survivor syndrome and actual knowledge sharing behavior, (b) survivors’ attitudes toward knowledge sharing and actual knowledge sharing behavior, and (c) perceived loss of knowledge power and actual knowledge sharing behavior. Findings from a Spearman rank order correlation revealed a statistically significant positive correlation between perceived loss of knowledge power and actual knowledge sharing behavior. Understanding survivors’ reactions can assist with planning for future reductions, and lead to the development of training programs to counter the challenges

Biomechanical and neuromuscular adaptations in those with anterior cruciate ligament reconstruction during functional movements

Individuals with anterior cruciate ligament (ACL) reconstruction are at increased risk to develop knee osteoarthritis (OA). Gait analysis including kinetics and electromyography of walking and stair use can provide insight to everyday knee joint dynamic loading. Previously, those with ACL rupture have shown altered gait patterns up to one year post-surgery. PURPOSE: To compare lower extremity gait patterns of those with ACL reconstruction (\u3e1yr) to a control group. We hypothesized that the ACL group would have 1) reduced knee extensor strength, 2) reduced knee flexion angles, 3) reduced knee extensor moments, 4) increased hip extensor moments, 5) increased external knee varus moments, 6) reduced knee extensor activity, 7) increased knee flexor activity, 8) increased hip extensor activity, 9) increased quadriceps:hamstring co-contraction, and 10) altered medial and lateral thigh muscle activity patterns when compared to the control group. METHODS: Eighteen ACL reconstructed individuals (26 y 6 years, 6 y 4 years from surgery) and 18 healthy controls (26 y 4 years) participated in this study. Participants performed three ascending and descending trials on a three step staircase and three walking trials leading with the right and left leg, respectively. Kinematic and kinetic recordings were collected using an 8-camera motion analysis system, and portable force platforms were positioned on the first and second stair steps. Reflective makers were placed on the lower extremities and trunk. Electromyography (EMG) data were collected from the vastus lateralis [VL], vastus medalis [VM], biceps femoris [BF], semimembranosus [SM], and gluteus maximus [GMax]. Using inverse dynamics, internal hip abduction moments, hip extension moments, knee extension moments, and external knee varus moments were calculated during the stance phase of walking for stair ascent and descent (two steps). Maximum moments were averaged across trials and normalized to body mass. A linear envelope (10 Hz low-pass filter) was used to determine maximum EMG values during the stance phase of each step. Maximum EMG values were averaged across three trials and normalized to the MVIC. Co-contraction ratios were determined for knee extensors and flexors (VL+VM and BF+SM) and for medial and lateral muscle activity (VM and SM, VL and BF, respectively). One-way ANOVAs were used to test for main effects of group (ACL and control) on maximum joint moments and EMG activity. Significance was set at p\u3c0.05. RESULTS: During walking and stair use (on the second step) those with ACL reconstruction exhibited lower knee extensor moments and greater hip extensor moments compared to the control group. Hip extensor EMG activity was greater in the ACL reconstruction group during walking and stair use. Knee flexor activity was increased during walking and the first step of stair ascent. Increased medial thigh co-contraction was found in the ACL group during walking and increased knee extensor and flexor co-contractions was found during the first step of stair ascent. CONCLUSION: Walking and stair ambulation highlight altered knee joint loading patterns in those with ACL reconstruction surgery. Individuals compensate for lower knee extensor moments by increasing hip extensor moments, and this was reflected in EMG data. Reduced knee extensor moments may protect the repaired ACL from excessive strain or may result from impaired neuromuscular control. Those with at least one year post-ACL reconstruction increase medial knee compression during walking

Survivors’ Perspectives of Organizational Downsizing on Knowledge Sharing in a Downsized Environment

Organizational workforce reductions can negatively affect a company’s ability to preserve its knowledge base. The problem researched in this study was the perceived effect of downsizing on knowledge sharing among surviving employees. The purpose of this study was to determine the perceived effect of downsizing on knowledge sharing. Survivors’ knowledge sharing behavior was examined in relation to (a) survivor syndrome, (b) attitude towards knowledge sharing, and (c) perceived loss of knowledge power. A quantitative correlation research design was used to investigate the relationship between downsizing and knowledge sharing. A web-based survey was used to collect data. The convenience sample consisted of 37 management employees in the Texas region of a management consultant organization. Three sets of variables were examined: (a) survivor syndrome and actual knowledge sharing behavior, (b) survivors’ attitudes toward knowledge sharing and actual knowledge sharing behavior, and (c) perceived loss of knowledge power and actual knowledge sharing behavior. Findings from a Spearman rank order correlation revealed a statistically significant positive correlation between perceived loss of knowledge power and actual knowledge sharing behavior. Understanding survivors’ reactions can assist with planning for future reductions, and lead to the development of training programs to counter the challenges

Writing Across Communities and The Writing Center as Cultural Ecotone: Language Diversity, Civic Engagement, and Graduate Student Leadership

The writing center as metaphorical construct and institutional space represents a cultural ecotone, a site that environmentalist Florence Krall describes as the “edges where differences come together” (4). The ecotone as a biological transition zone constitutes a locus of tremendous diversity and transformation. Extending the metaphor to social spaces, Krall argues, “Cultural ecotones are the pluralistic contexts out of which conflict and change emerge.” My own understanding of the role of writing centers and WAC in the 21st century university poignantly aligns with Krall’s notion of the ecotone and remains grounded in a cultural rhetorical ecology approach to the teaching of writing. The Writing Across Communities model represents a response to the transcultural, translingual, transnational, and transgenre universe in which our students write and live. For the past two decades, my colleague Juan Guerra and I have been re-visioning educational writing practice as ecotones of difference privileging ethnolinguisitically-diverse writers (Kells, 2012, 2013; Guerra, 2015). This concept has informed my work with graduate students as they begin navigating their futures.University Writing Cente

Adjustment Experiences and Ethnic Identity Attitudes Among High School Students in Advanced Academic Programs

African American high school students have been historically underrepresented in advanced placement (AP), International Baccalaureate (IB), and dual enrollment (DE) programs. The adoption of more equitable admissions practices has helped many school divisions develop a more ethnically diverse AP, IB, and DE student body. Despite increased African American student enrollment, retaining these students remains an ongoing problem. Equally troubling is the persistent achievement gap that exists between African American and White students in AP, IB, and DE programs African American students do not perform as well as Whites on program exit exams nor do they complete these programs at a rate comparable to White students. African American student underrepresentation must be addressed through both recruitment and retention. Thus, it is critical to understand academic and social adjustment among this student population and the effect that their ethnic identity achievement may have on their adjustment. Identifying differences in academic and social adjustment between African Americans and Whites is equally important. This dissertation hypothesizes that African American students enrolled in AP, IB, and DE programs do not achieve the same levels of academic and social adjustment as their White peers. It further hypothesizes that academic and social adjustment are influenced by ethnic identity achievement. This was a statistical study of African American and White AP, IB, and DE students in two school districts. Data were collected using a student questionnaire comprised of the Institutional Integration Scale and the Multigroup Ethnic Identity Measure, as well as additional questions that solicited demographic information. African American participants indicated higher levels of ethnic identity achievement than White participants and differences were statistically significant; however, differences in academic and social adjustment were not statistically significant between the two student groups. Thus, results suggest that African Americans and Whites in AP, IB, and DE programs achieve equal levels of academic and social adjustment. However, African American respondents who reported higher levels of ethnic identity achievement indicated higher levels of academic and social adjustment than African Americans who reported lower levels of ethnic identity achievement. Recommendations for high schools and suggestions for future research are given

RN-BS Online Students\u27 Perceptions of Presence Using a Virtual Meeting Room

Abstract Online nursing education has gained in popularity with over 400 RN-BSN programs in the U.S. Online learning allows students to remain in their communities and to continue working while advancing their education. The drawback for many students is the isolating nature of a totally online education. Students can feel disconnected and isolated in the asynchronous format. Students in an online RN-BS program at a large Northwestern University shared their sense of isolation and need for communication with the instructor in the totally online format. It was suggested that the use of a Virtual Meeting Room (VMR) would address this issue. In this qualitative phenomenological study VMR sessions were introduced in an introductory course of the online RN-BS program using a video conferencing system. Synchronous discussions along with video of the instructor were provided. Students attended a minimum of one VMR session during the first two weeks of the course that provided explanation of course content, course navigation, and clarified course concepts. All students were connected to audio with some connected by webcam. Fifteen students responded to a written survey consisting of three openended qualitative questions to assess students\u27 perceptions of the VMR. Responses were coded for themes using constant comparative analysis. Four major themes emerged: Helpful Experiences, Participation Problems, Personalization of the Class, and Comparison of Classes With and Without VMR. Overall there were positive views of the experience using the VMR with some students indicating that the sessions would be most valuable for difficult classes. Findings of this study support that the VMR has the potential to increase students\u27 sense of connection online, and can enhance social presence and immediacy in online courses. Keywords: online education, synchronous session, nursing education, social presence, connection; community of inquiry