Phillip Chen interview

Artist Bio: Phillip Chen received the B.F.A. degree from University of Illinois at Chicago and the M.F.A. degree from The School of the Art Institute of Chicago. His prints have been exhibited in over one hundred and fifty locations nationally and internationally and are held by public collections that include The Brooklyn Museum, The New York Public Library, The Carnegie Institute Museum of Art, The Art Institute of Chicago, The San Francisco Museum of Fine Arts, and The Hunterian Museum, Glasgow, Scotland. He has traveled extensively as a visiting artist and has served as an evaluator for the National Endowment for the Arts, College Art Association, and The John D. and Catherine T. MacArthur Foundation. His creative activities have been supported by The Louis B. Comfort Tiffany Foundation, National Endowment for the Arts, Illinois Arts Council, and Iowa Arts Council. Phillip Chen’s recent exhibitions include a solo presentation at Three Shadows Photography Art Center, Beijing, and a two-person exhibition at A&D Gallery, Columbia College, Chicago, IL. Group exhibitions include: Bemis Center for the Arts, Omaha, NE; Art Institute of Chicago, Chicago, IL; National Academy Museum of Art, New York, NY; International Print Center, New York, NY; Kentler International Drawing Space, Brooklyn, NY; and Edinburgh Printmakers, Edinburgh, Scotland. His upcoming solo exhibition will be held at Asian/Pacific/American Institute, New York University, New York, NY. Phillip Chen is Professor of Drawing and Printmaking at Drake University. Artist Statement: Phillip Chen’s ongoing series of prints, Origins and Destinations, explores the multiplicity of vision and the permeability of categories. The series is based upon customary definitions of various forms of visual representation, such as temporally anterior; a verification of things having been there (documentary photography) and projective, theoretical, and provisional (diagrammatic drawing). Through graphic overlappings and adjacencies, Phillip Chen\u27s uses of multiple visual languages explicate and redress cultural-historical events and conflate transnational relationships with interpersonal experience. - bio and statement courtesy of the artistWebsite: http://phillipchen1.com/home.htm

Mental Health Stigma and Help-Seeking in a College Sample: Barriers and Potential Motivators for Action

Stigma surrounding mental health is one of many barriers impeding help-seeking behavior. This study had two aims: (1) to examine the relationships between mental wellbeing, internalized stigma, help-seeking attitudes, and demographic variables such as race, gender, socioeconomic status, and marital status, and (2) to explore what hinders students in the help-seeking process and determine what would make students more likely to seek psychological help if they perceive a need for it. It was hypothesized that the relationship between internalized stigma and help-seeking attitudes would be moderated by gender, and the relationship between mental wellbeing and help-seeking attitudes would be mediated by internalized stigma. Participants (N = 242) completed an online survey through Qualtrics, and data was analyzed using quantitative methods for Aim 1 and qualitative methods for Aim 2. Neither the moderation model nor mediation model was statistically significant; however, statistically significant relationships were found between demographics and mental wellbeing, internalized stigma, help-seeking attitudes, and openness towards various therapeutic interventions. In addition, trends regarding the second aim are reported

Tracking daily fatigue fluctuations in multiple sclerosis : ecological momentary assessment provides unique insights

The preparation of this manuscript was supported by a UK Economic and Social Research Council (ESRC) PhD studentship (ES/1026266/1) awarded to DP. The study was funded by the Psychology Unit at the University of Southampton. The authors declare that they have no conflict of interest. The authors thank all participants of this study. Open access via Springer Compact Agreement.Peer reviewedPublisher PD

Identification and nucleotide sequences of mxaA, mxaC, mxaK, mxaL, and mxaD genes from Methylobacterium extorquens AM1

The DNA sequence for a 4.4-kb HindIII-XhoI Methylobacterium extorquens AM1 DNA fragment that is known to contain three genes (mxaAKL) involved in incorporation of calcium into methanol dehydrogenase (I. W. Richardson and C. Anthony, Biochem. J. 287:709-7115, 1992) was determined. Five complete open reading frames and two partial open reading frames were found, suggesting that this region contains previously unidentified genes. A combination of sequence analysis, mutant complementation data, and gene expression studies showed that these genes correspond to mxaSACKLDorf1. Of the three previously unidentified genes (mxaC, mxaD, and orf1), mutant complementation studies showed that mxaC is required for methanol oxidation, while the function of the other two genes is still unknown

Field-calibrated model of melt, refreezing, and runoff for polar ice caps : Application to Devon Ice Cap

Acknowledgments R.M.M. was supported by the Scottish Alliance for Geoscience, Environment and Society (SAGES). The field data collection contributed to the validation of the European Space Agency Cryosat mission and was supported by the Natural Sciences and Engineering Research Council, Canada, the Meteorological Service of Canada (CRYSYS program), the Polar Continental Shelf Project (an agency of Natural Resources Canada), and by UK Natural Environment Research Council consortium grant NER/O/S/2003/00620. Support for D.O.B. was provided by the Canadian Circumpolar Institute and the Climate Change Geoscience Program, Earth Sciences Sector, Natural Resources Canada (ESS contribution 20130371). Thanks are also due to the Nunavut Research Institute and the communities of Resolute Bay and Grise Fjord for permission to conduct fieldwork on Devon Ice Cap. M.J. Sharp, A. Gardner, F. Cawkwell, R. Bingham, S. Williamson, L. Colgan, J. Davis, B. Danielson, J. Sekerka, L. Gray, and J. Zheng are thanked for logistical support and field assistance during the data collection. We thank Ruzica Dadic, two other anonymous reviewers, and the Editor, Bryn Hubbard, for their helpful comments on an earlier version of this paper and which resulted in significant improvements.Peer reviewedPublisher PD

High-Impact Practices and the Adult Online Learner

Institutions of higher education are challenged to get students engaged, especially adult or non-traditional online learners. In this study, the National Survey of Student Engagement (NSSE) 2017 & 2018 data on High-Impact Practices (HIPs) are examined to understand the extent to which adult online learners are engaged in HIPs. This analysis finds that engagement levels for adult learners are lower than those of traditional learners (under the age of 24) for all HIPs surveyed by the NSSE. Moreover, the levels of engagement of the subset of adult learners who took only online courses was even lower than the levels of the broader adult population, and part-time adult online learners had the lowest engagement of all student populations examined. Based on these findings, suggestions for improving the engagement of adult and online learners in HIPs are discussed. Institutions should focus on incorporating opportunities that allow more learners to experience HIPs, as research findings suggest that HIPS increase engagement and could result in significant improvements in student success measures, such as program completion and graduate school attendance (Stoloff, Good, Smith, & Brewster, 2015)

Preservice teachers’ self-efficacy to teach primary science based on ‘science learner’ typology

According to international benchmarks [Thomson, S., Wernert, N., O\u27Grady, E., & Rodrigues, S. (2017). TIMSS 2015: Reporting Australia\u27s results. Retrieved from Camberwell, Victoria: www.acer.edu.au/timss], Australia’s science education is still in decline and so the need for further investigation into preservice teachers is warranted. Utilising data from a broader mixed methods doctoral study [Norris, C. M. (2017). Exploring the impact of postgraduate preservice primary science education on students’ self-efficacy. Retrieved from http://ro.ecu.edu.au/theses/2040], this paper investigates the type of science learner entering into postgraduate preservice primary teacher education and how different learner types influence teacher self-efficacy and their effectiveness to teach science [Bleicher, R. (2009). Variable relationships among different science learners in elementary science-methods courses. International Journal of Science and Mathematics Education, 7(2), 293–313. doi:10.1007/s10763-007-9121-8]. In this study, data was derived from a modified STEBI-B questionnaire and focus group discussions that provided a deeper insight into the survey data. Participants (N = 274) were from a one-year Australian Graduate Diploma of Education Primary (GDEP) program. Bleicher’s (2009) research on ‘science learner types’, which included Fearful, Disinterested, Successful and Enthusiastic learners, was used as a theoretical framework to categorise the participants. The study identified a new type of learner (Not Clearly Identifiable, n = 68), located in the middle of the other four categories, where individuals’ attitudes and beliefs towards science had changed due to life experiences between secondary school and their GDEP program. Statistical analysis showed science learner types did influence participants’ science teaching self-efficacy (STSE), giving suggestions for how this may affect tertiary teacher education courses