Examining Mattering, Spiritual Mattering, and First-Year Retention at a Private, Religiously-Affiliated Institution of Higher Education

The primary purpose of this project was to explore how Schlossberg’s (1989) theory of college student’s mattering relates to college student retention in the context of a Christian institution of higher education. In addition, the authors created and tested a “spiritual mattering” measure based on Schlossberg’s theory. Mattering is a self-perception that refers to how important we believe we are to others. Schlossberg (1989) inserted this concept into the realm of higher education when she examined mattering and adult students returning to college. The purpose of the study was accomplished through the following three research objectives: a) Determining whether “institutional” mattering predicts fall-to-fall semester persistence of first-year students at a religiously-affiliated campus; b) Constructing a spiritual mattering measure and assessing its psychometric properties; and c) Determining whether spiritual mattering predicts fall-to-fall semester persistence of first-year students at a Christian institution of higher education. The results of the study supported the hypothesis that higher scores for both spiritual mattering and university mattering were significantly related to higher retention rates at an institution of higher education

Science Teachers’ Beliefs: Perceptions of Efficacy and the Nature of Scientific Knowledge and Knowing

As we write this chapter, teachers across the United States are preparing for their first days of school. Besides the excitement associated with teaching students who are newly energized after a long summer break, science teachers also come into the school year with a host of beliefs that may well shape the ways in which they teach and may ultimately have some bearing on their students’ overall experiences with science. Although there are countless beliefs that teachers hold with regard to science, in this chapter we focus specifically on two beliefs that have received the most research attention—teachers’ self-efficacy, which describes their beliefs about their capability to teach science, and their epistemic beliefs, which describe their beliefs about the nature of scientific knowledge and knowing. Science has been described by many as one of the most difficult school subjects (Drew, 2011; Dweck, 2006; National Academies of Science, 2011). For this reason, the National Academies of Science has noted that a strong sense of competence is critical for success in science and for persistence in science-related careers. For science teachers in particular, this same robust sense of competence is required both to understand science and to teach it well, as teachers who feel incompetent in science are more likely to avoid teaching it (Grindrod, Klindworth, Martin, & Tytler, 1991; Skamp, 1995). Given the importance of competence beliefs in learning and teaching science, we focus on one of the most well-studied constructs dealing with this belief—teachers’ self-efficacy for teaching science. Besides self-efficacy, scholars and practitioners alike have documented the regrettable lack of sophistication that students have with regard to their basic scientific literacy. For example, many students in middle school believe that science is composed entirely of absolute truths (BouJaoude, 1996), and that the development of scientific knowledge leaves little room for creativity and imagination (Griffiths & Barman, 1995; Lederman & O’Malley, 1990; Smith, Maclin, Houghton, & Hennessey, 2000). These troubling cases can be traced to teachers not understanding the complex nature of scientific knowledge well enough to communicate that level of sophistication to their students (Brickhouse, 1990; Duschl & Wright, 1989; Hashweh, 1996; Keys & Bryan, 2001). They can also be traced to institutional structures, such as an undue emphasis on testing, which can lead some science teachers to avoid teaching about the complexities of science (Brickhouse & Bodner, 1992; Munby, Cunningham, & Lock, 2000). The development of students’ deep understanding and appreciation for the complexity of science starts first with teachers. Teachers must have a deep level of understanding about the complexity of scientific knowledge. That is, they must understand that knowledge in science is connected to other fields of knowledge; that scientific knowledge is often revised with new evidence; that scientists often disagree; and that scientific knowledge must be justified with evidence from multiple sources and multiple experiments. Teachers must also possess the selfefficacy to lead their students through learning activities that model that complexity. Being able to teach in such a manner is certainly no easy task. It requires substantial skills in planning and organizing. It requires teachers to possess excellent classroom management skills, the ability to engage and motivate students, as well as the ability to connect these rich learning activities to the standards on which students will be tested. Given these issues that science teachers must grapple with, we chose to study science teachers’ self-efficacy and their epistemic beliefs about science.https://scholarworks.wm.edu/bookchapters/1002/thumbnail.jp

How Repeatable Is the Ergogenic Effect of Caffeine? Limited Reproducibility of Acute Caffeine (3 mg.kg⁻¹) Ingestion on Muscular Strength, Power, and Muscular Endurance

This study aimed to determine the effect of 3 mg.kg(−1) acute caffeine ingestion on muscular strength, power and strength endurance and the repeatability of potential ergogenic effects across multiple trials. Twenty-two university standard male rugby union players (20 ± 2 years) completed the study. Using a double-blind, randomized, and counterbalanced within-subject experimental design. Participants completed six experimental trials (three caffeine and three placebo) where force time characteristic of the Isometric Mid-Thigh Pull (IMTP), Countermovement Jump (CMJ) and Drop Jumps (DJ) were assessed followed by assessments of Chest Press (CP), Shoulder Press (SP), Squats (SQ), and Deadlifts (DL) Repetitions Until Failure (RTF at 70% 1 RM). ANOVA indicated that caffeine improved both the CMJ and DJ (p < 0.044) and increased RTF in all RTF assessments (p < 0.002). When individual caffeine trials were compared to corresponding placebo trials, effect sizes ranged from trivial-large favoring caffeine irrespective of a main effect of treatment being identified in the ANOVA. These results demonstrate for the first time that the performance enhancing effects of caffeine may not be repeatable between days, where our data uniquely indicates that this is in part attributable to between sessions variation in caffeine’s ergogenic potential

Can 3 mg·kg−1 of Caffeine Be Used as An Effective Nutritional Supplement to Enhance the Effects of Resistance Training in Rugby Union Players?

The present study uniquely examined the effect of 3 mg·kg−1 chronic caffeine consumption on training adaptations induced by 7-weeks resistance training and assessed the potential for habituation to caffeine’s ergogenicity. Thirty non-specifically resistance-trained university standard male rugby union players (age (years): 20 ± 2; height (cm): 181 ± 7; body mass (kg): 92 ± 17) completed the study), who were moderate habitual caffeine consumers (118 ± 110 mg), completed the study. Using a within-subject double-blind, placebo-controlled experimental design, the acute effects of caffeine intake on upper and lower limb maximal voluntary concentric and eccentric torque were measured using isokinetic dynamometry (IKD) prior to and immediately following a resistance training intervention. Participants were split into strength-matched groups and completed a resistance-training program for seven weeks, consuming either caffeine or a placebo before each session. Irrespective of group, acute caffeine consumption improved peak eccentric torque of the elbow extensors (p p p p p p p < 0.037) in the total work performed in the participants that consumed caffeine across the course of the intervention. These results infer that caffeine may be beneficial to evoke acute improvements in muscular strength, with acute effects prevalent following chronic exposure to the experimental dose. However, individuals that consumed caffeine during the intervention did not elicit superior post-intervention training- induced adaptations in muscular strength

Increasing vertical resolution in US models to improve track forecasts of Hurricane Joaquin with HWRF as an example

The atmosphere−ocean coupled Hurricane Weather Research and Forecast model (HWRF) developed at the National Centers for Environmental Prediction (NCEP) is used as an example to illustrate the impact of model vertical resolution on track forecasts of tropical cyclones. A number of HWRF forecasting experiments were carried out at different vertical resolutions for Hurricane Joaquin, which occurred from September 27 to October 8, 2015, in the Atlantic Basin. The results show that the track prediction for Hurricane Joaquin is much more accurate with higher vertical resolution. The positive impacts of higher vertical resolution on hurricane track forecasts suggest that National Oceanic and Atmospheric Administration/NCEP should upgrade both HWRF and the Global Forecast System to have more vertical levels

A Versatile Assay for the Identification of RNA Silencing Suppressors Based on Complementation of Viral Movement

The cell-to-cell movement of Turnip crinkle virus (TCV) in Nicotiana benthamiana requires the presence of its coat protein (CP), a known suppressor of RNA silencing. RNA transcripts of a TCV construct containing a reporter gene (green fluorescent protein) (TCV-sGFP) in place of the CP open reading frame generated foci of three to five cells. TCV CP delivered in trans by Agrobacterium tumefaciens infiltration potentiated movement of TCV-sGFP and increased foci diameter, on average, by a factor of four. Deletion of the TCV movement proteins in TCV-sGFP (construct TCVΔ92-sGFP) abolished the movement complementation ability of TCV CP. Other known suppressors of RNA silencing from a wide spectrum of viruses also complemented the movement of TCV-sGFP when delivered in trans by Agrobacterium tumefaciens. These include suppressors from nonplant viruses with no known plant movement function, demonstrating that this assay is based solely on RNA silencing suppression. While the TCV-sGFP construct is primarily used as an infectious RNA transcript, it was also subcloned for direct expression from Agrobacterium tumefaciens for simple quantification of suppressor activity based on fluorescence levels in whole leaves. Thus, this system provides the flexibility to assay for suppressor activity in either the cytoplasm or nucleus, depending on the construct employed

Association of Stages of Objective Memory Impairment With Incident Symptomatic Cognitive Impairment in Cognitively Normal Individuals

Background and objectivesIncreasing evidence indicates that a subset of cognitively normal individuals has subtle cognitive impairment at baseline. We sought to identify them using the Stages of Objective Memory Impairment (SOMI) system. Symptomatic cognitive impairment was operationalized by a Clinical Dementia Rating (CDR) ≥0.5. We hypothesized that incident impairment would be higher for participants with subtle retrieval impairment (SOMI-1), higher still for those with moderate retrieval impairment (SOMI-2), and highest for those with storage impairment (SOMI-3/4) after adjusting for demographics and APOE ε4 status. A secondary objective was to determine whether including biomarkers of β-amyloid, tau pathology, and neurodegeneration in the models affect prediction. We hypothesized that even after adjusting for in vivo biomarkers, SOMI would remain a significant predictor of time to incident symptomatic cognitive impairment.MethodsAmong 969 cognitively normal participants, defined by a CDR = 0, from the Knight Alzheimer Disease Research Center, SOMI stage was determined from their baseline Free and Cued Selective Reminding Test scores, 555 had CSF and structural MRI measures and comprised the biomarker subgroup, and 144 of them were amyloid positive. Cox proportional hazards models tested associations of SOMI stages at baseline and biomarkers with time to incident cognitive impairment defined as the transition to CDR ≥0.5.ResultsAmong all participants, the mean age was 69.35 years, 59.6% were female, and mean follow-up was 6.36 years. Participants in SOMI-1-4 had elevated hazard ratios for the transition from normal to impaired cognition in comparison with those who were SOMI-0 (no memory impairment). Individuals in SOMI-1 (mildly impaired retrieval) and SOMI-2 (moderately impaired retrieval) were at nearly double the risk of clinical progression compared with persons with no memory problems. When memory storage impairment emerges (SOMI-3/4), the hazard ratio for clinical progression increased approximately 3 times. SOMI stage remained an independent predictor of incident cognitive impairment after adjusting for all biomarkers.DiscussionSOMI predicts the transition from normal cognition to incident symptomatic cognitive impairment (CDR ≥0.5). The results support the use of SOMI to identify those cognitively normal participants most likely to develop incident cognitive impairment who can then be referred for biomarker screening

Toward a Posthuman Education

The text of our manifesto will introduce posthumanism to a curriculum studies audience and propose new directions for curriculum theory and educational research more broadly. Following a description of what is variously called the “posthuman condition” or the “posthuman era,” our manifesto outlines the main theoretical features of posthumanism with particular attention to how it challenges or problematizes the nearly ubiquitous assumptions of humanism. In particular, we focus on how posthumanism responds to the history of Western humanism’s justification and encouragement of colonialism, slavery, the objectification of women, the thoughtless slaughter of non-human animals, and ecological devastation. We dwell on the question of how posthumanism may alter our understanding of the claim “education is political,” since humanism has shaped our very notions of “education” and “politics.” After outlining posthumanist discourse generally, and detailing the conceptual challenges it poses for education, we propose a list of possible new avenues for curriculum studies research opened up by posthumanism

Ontogeny-based immunogens for the induction of V2-directed HIV broadly neutralizing antibodies.

CAPRISA, 2017.Abstract available in pdf