Students’ Perceived Cultural Intelligence Outcomes based on their Participation in Undergraduate Courses that Embed Short-term International Travel: A Case Study

Cultural intelligence (CQ) refers to an individual’s capability to successfully adapt to new or unfamiliar cultural settings (Earley & Ang, 2003). The purpose of this study was to gain a holistic and comprehensive understanding of the phenomenon of CQ within the context of higher education pedagogy. This study explored undergraduate students’ perceived outcomes of CQ based on their participation in full semester courses that embedded short-term international travel (SIT). The researcher conducted a qualitative, phenomenological case study that explored, in depth, the nuances of students’ shared lived experiences in SIT, and how these experiences intersected with students’ perceived CQ outcomes utilizing the conceptual framework of Deardorff’s (2006) Intercultural Competence Model and the theoretical framework of Kolb’s (1984) experiential learning theory. This study also explored students’ perceptions about the role that varied pedagogical elements of SIT played in their attainment of CQ. Nine (9) phenomenological themes emerged that reinforced and expanded prior research on CQ (Deardorff, 2006; Earley & Ang, 2003; Nolan & Kurthakoti, 2017). Findings from this study filled a gap in literature about CQ by utilizing qualitative research methodology to incorporate students’ perspectives and insights using their own words, feelings, and oral stories about their SIT experiences. Results illuminated the value of integrating CQ into higher education curricula to prepare students for the demands of the 21st century global environment (Williams, Green, & Diel, 2017). Recommendations for practice included the importance of incorporating varied pedagogical elements into SIT to successfully develop students’ CQ

Rehabilitation of alcoholic women in Alcoholics Anonymous

Thesis (M.S.)--Boston University, 1946. This item was digitized by the Internet Archive

Rearing calves outdoors with and without calf jackets compared with indoor housing on calf health and live-weight performance

peer-reviewedThe objective of this study was to compare the effects of rearing calves outdoors, with and without all-weather calf jackets, with calves reared indoors on calf immunity and animal performance. In February 1999, male Holstein calves (mean (s.e.) weight 55 (1.90) kg) were randomly assigned to one of three treatments (n=30 per treatment): 1) outdoors with jacket, (J; mean age 19 (s.e. 2.0) days); 2) outdoors without jacket (NJ; mean age 19 (s.e. 1.8) days), and 3) indoors on straw (I; mean age 19 (s.e. 1.0) days). Calves received an individual allowance of 25 kg of milk replacer dry matter during the first 42 days with ad libitum access to a concentrate ration from day 0 to 63. The jackets were removed from the calves on day 42. Live-weight gain from day 0 to day 63 of the study was not significantly different between treatments (J, 0.79; NJ, 0.80; I, 0.80 kg). Sixty percent of the J calves and 53% of the NJ calves required four or more antibiotic treatments for respiratory disease while corresponding treatments were required for 97% of the I calves. The incidence of diarrhoea was significantly higher in both outdoor treatments compared to the I treatment. There was no significant difference in white blood cell counts or in serum immunoglobulin concentrations between treatments on days 0, 21, 42 and 63 or in in vitro interferon-γ production on day 63. It is concluded that using calf jackets on calves reared outdoors had no beneficial effect on calf performance or immune status. The incidence of respiratory disease was higher and diarrhoea incidence was lower in calves reared indoors compared with calves reared outdoors. There was no significant difference in incidences of diarrhoea and respiratory disease between the two outdoor treatments

The impact of an immersive professional development program on K-8 inservice teachers' planning and implementation of reform based science lessons and self-efficacy for teaching science in the classroom

Thesis (Ed.D.)--Boston UniversityAlthough reform measures in science education have been promoted for over a decade, teachers' instruction in the K-8 science classroom remains unaligned with the principles of reformed teaching outlined in the national standards. K-8 teachers continue to rely on traditional teaching methods such as teacher telling, worksheets and memorization that are ineffective in developing student's ability to reason scientifically. These findings support the notion that change is needed in how professional development programs prepare K-8 teachers to implement reform based measures in the science classroom. Professional development designers have proposed an alternative model that actively immerses teachers in learning experiences that reflect how they are expected to teach science in the classroom. This study sought to understand the impact of an immersive professional development program on 27 K-8 teachers planning and implementation of reform based science lesson plans in the classroom. A mixed methods design involving quantitative and qualitative data was used to address the research questions. The quantitative data examined changes in teachers' writing ofreformed science lesson plans and efficacy for teaching science. The qualitative data provided insight into a select group ofteachers' implementation of reform-based teaching in the classroom and understanding of how the key imrnersive design elements influenced their knowledge of science and scientific processes. The study findings indicated that the immersive professional development program had a significant impact on teachers' ability to plan and implement reform based science lessons for use in the classroom. Significant gains were found in teachers' ability to write student-centered science lessons that focused on the procedural aspects of an inquiry investigation. Significant gains were also found in teachers' abilities to write reform-oriented lessons that engaged students in processes of scientific thinking associated with inquiry. However, teachers' ability to write lesson that engages students in critical thinking remained a weakness. Further, the study fmdings revealed that the imrnersive professional development had a significant impact on teacher self-efficacy for science, which may have influenced their willingness to implement reform based instructional methods in the classroom

Experience Matters: The Differential Impact of Pedagogy on Students’ Cultural Intelligence – An Exploratory Study

This study was conducted to evaluate the effect of different pedagogies on students’ cultural intelligence. The study compared three pedagogical approaches – a lecture-only approach, lecture supplemented by a short-term immersive experiential approach, and a medium-term virtual experience approach. Analysis of the data suggests that experiential approaches result in significantly higher cultural intelligence in students across knowledge, skills and attitude levels. Further analysis indicates that lectures with intensive immersive experience generally result in higher cultural intelligence than a virtual experience approach on the knowledge and skills components, whereas a virtual experience approach has a better impact on the attitude component

Relations of current and past cancer with severe outcomes among 104,590 hospitalized COVID-19 patients: The COVID EHR cohort at the University of Wisconsin

BACKGROUND: There is mixed evidence about the relations of current versus past cancer with severe COVID-19 outcomes and how they vary by patient and cancer characteristics. METHODS: Electronic health record data of 104,590 adult hospitalized patients with COVID-19 were obtained from 21 United States health systems from February 2020 through September 2021. In-hospital mortality and ICU admission were predicted from current and past cancer diagnoses. Moderation by patient characteristics, vaccination status, cancer type, and year of the pandemic was examined. RESULTS: 6.8% of the patients had current (n = 7,141) and 6.5% had past (n = 6,749) cancer diagnoses. Current cancer predicted both severe outcomes but past cancer did not; adjusted odds ratios (aOR) for mortality were 1.58 [95% confidence interval (CI), 1.46-1.70] and 1.04 (95% CI, 0.96-1.13), respectively. Mortality rates decreased over the pandemic but the incremental risk of current cancer persisted, with the increment being larger among younger vs. older patients. Prior COVID-19 vaccination reduced mortality generally and among those with current cancer (aOR, 0.69; 95% CI, 0.53-0.90). CONCLUSIONS: Current cancer, especially among younger patients, posed a substantially increased risk for death and ICU admission among patients with COVID-19; prior COVID-19 vaccination mitigated the risk associated with current cancer. Past history of cancer was not associated with higher risks for severe COVID-19 outcomes for most cancer types. IMPACT: This study clarifies the characteristics that modify the risk associated with cancer on severe COVID-19 outcomes across the first 20 months of the COVID-19 pandemic. See related commentary by Egan et al., p. 3

How Significant is Partnership Formation in Area-Based Projects to Increase Parental Attendance at Maternal and Child Health Services?

Objectives: In this study, we assess the importance of area-based partnerships in an initiative to improve access to Maternal and Child Health (MCH) services (known as Best Start) in socially disadvantaged communities in Victoria, Australia. Methods: The study assessed changes in MCH attendance rates, parental attitudes and local partnership formation before and after the introduction of Best Start projects. Partners involved in Best Start projects were surveyed regarding the extent of local partnership formation (before 54; after 84). Data was collected for MCH attendance using routine records for Best Start with MCH projects (before 1,739; after 1437) and the rest of the State (before 45,497; after 45,953). Two cross-sectional surveys of parents of 3-year old children were used to assess changes in parent's knowledge about, and confidence in using relevant services as well as parental confidence more generally (before 1666; after 1838). Results: Best Start was significantly associated with improving: levels of partnership formation (5 of 7 relevant factors) attendance at the 3.5 year MCH visit in Best Start Sites with MCH projects between 2001/02-2004/05. parent's access to information (partnership effect); confidence about attending the 3.5 year MCH visits (partnership effect); and overall parental confidence (project effect only). Conclusion: Best Start improves participation in the MCH attendance. This is related most directly to improving parent's access to information and overall parental confidence either through local partnership or direct project effects

Researching immunocontraceptive vaccines with mares (Equus caballus) as both a target and model for African elephant (Loxodonta africana) cows: a review

A sequence of studies is reviewed that reported the domestic horse (Equus caballus) mare as an appropriate and accessible research platform for recording clinical and laboratory data post-immunisation with anti- GnRH and -zona pellucida (ZP) immunocontraceptive vaccines. Experience with a native porcine ZP (pZP) vaccine in African elephant (Loxodonta africana) cows highlighted needs for improving vaccine formulations and more clearly defining associated ovarian effects and safety profiles. Initially, the efficacy, reversibility and safety of the GnRH vaccine Improvac® in mares was demonstrated using reproductive tract ultrasonography and concurrently measuring serum antibody titres and progesterone concentrations. Results informed the study design and minimally invasive monitoring of post-treatment ovarian steroid responses of this vaccine in free-ranging African elephant cows. A subsequent sequence of studies reported reversible contraceptive and immunological efficacy in pony mares immunised with pZP formulated with Freund’s adjuvants. By comparison, mares treated with a recombinant ZP3 and ZP4 (reZP) vaccine showed disappointing responses. Unexpectedly, most pZP-treated mares showed ovarian inactivity. In attempting to understand this response, results showed the involvement of cytotoxic (CD8+) T-cells negatively correlated to serum ovarian steroid and anti-Müllerian hormone (AMH) levels. Of concern was the prevalence of injection-site lesions ascribable to Freund’s adjuvants. Following this, mares treated with both pZP and a novel reZP vaccine formulated with non-Freund’s adjuvants showed comparable immunological responses and ovarian inactivity, notably without adverse treatment reactions. In addition, measuring AMH showed promise for monitoring ovarian function in anti-ZP-treated animals