Not Having Your Family There With You: The Challenges That Somali Women Face In Resettling And Readjusting In Central Minnesota

The research question considered in this study was: What are the challenges that Somali women face in resettling and readjusting in Central Minnesota? The methodology used for this research was mixed methods with interviews and a focus group. Five Somali women who spoke English were interviewed and six Somali women who had very little or no English participated in a focus group. The interview and the focus group discussions centered on resettling in Central Minnesota. Five major themes emerged. We Used to Live Good focused on Somali women\u27s experience of loss. The Traditions are Always in Me described the cultural challenges that Somali women have faced in coming to Central Minnesota. The theme of isolation was explored in Coming Out Here in the Middle of Nowhere. Another Pair of Eyes for Your Home considered barriers to parenting in Central Minnesota. Connection to the culture in Central Minnesota was illustrated in You Can\u27t Know Another Person Unless You Sit With Them. The results of the interviews show that loss is an overriding theme that the women deal with and learning the English language is key to connecting them to their host culture. Socialization is a huge need and can help to ease the women\u27s isolation. Central Minnesotans can reach out to Somali women as they have reached out to Central Minnesotans which can also reduce their isolation. The cultural challenges that Somali women face, particularly that of parenting was examined and implications for social workers are presented

A comparison of monocular and binocular refractive results in prepresbyopes

There have been several reports in the literature documenting various methods of binocular refractions and how they compare to traditional refractive methods. However, no studies have been published in which the subjects were allowed to compare the two prescriptions subjectively. A total of eighty-one subjects was assessed. Each was given two refractions: a traditional one and a binocular one utilizing the AO Vectographic Slide. Forty-nine of these subjects had significant differences in the prescriptions and of these, fifteen chose to participate in a wearing trial using both of the prescriptions. The percentage of eyes showing more than a 0.25D change was 20% in spherical power, 22% in cylindrical power, and 27% in equivalent spherical power. Nine percent of eyes showed an axis shift equivalent to a 0.25D induced change in power. Eight percent of subjects had a change in anisometropia based on the equivalent sphere and 19% of subjects required a vertical prism on the binocular refraction. In the clinical trial, 42% preferred the binocular prescription, 28% preferred the traditional prescription, and 28% liked both prescriptions equally

Overcoming Youth Marginalization: Conference Report and Policy Recommendations

On March 24, 2014, the Columbia Global Policy Initiative hosted over forty academics, youth activists, policy-makers, practitioners, and civil society representatives at Columbia University in New York City for an in-depth discussion on the marginalization and inequality facing youth worldwide. The conference brought together the diverse experiences and research findings of individuals around the world on youth issues, which often do not have a policy space in which to interact. The issues included human rights and justice; political participation and decision-making; gender and health inequalities; and employment, education, and migration opportunities. Conference participants examined the topics in the context of youth development, empowerment, and equality within society. The event was co-sponsored by the Office of the UN Secretary-General’s Envoy on Youth. The event was followed by a high-level policy dialogue at the UN on March 25, 2014 with member-states, agencies, civil society, and youth representatives

Learning based on assessment with rubrics: a study in higher education

En este trabajo se analiza la relación entre el aprendizaje autorregulado y la utilización de rúbricas. Se presentan dos estudios: en el primero se comparan los efectos de dos niveles de feedback (1 y 3) sobre la autorregulación del aprendizaje en estudiantes universitarios; el nivel 1 daba a los alumnos información sobre si el resultado del aprendizaje era correcto o incorrecto y el nivel 3 utilizaba la metodología de rúbricas dando indicación acerca del nivel de autorregulación. Se trabajó con una muestra de 72 estudiantes del Grado de Ingeniería Civil en la asignatura de Física Aplicada a los Materiales. Los resultados indican que no existen diferencias significativas entre ambos tipos de feedback, aunque sí se aprecia una tendencia a la diferencia en las medias y menor dispersión en el grupo experimental. En el segundo estudio se analizan las diferencias entre las dos formas de evaluación (formativa y sumativa) utilizadas en la asignatura de Física Aplicada a los Materiales. Los resultados señalan diferencias significativas entre todas las formas de evaluación, excepto entre la evaluación formativa en teoría y problemas y la evaluación sumativa en problemas tanto en el grupo experimental como en el grupo control.This study analyzed the relationship between self-regulated learning and the use of rubrics. Two studies are presented: the first compared the effects of two different levels of feedback (1 and 3) on self-regulation of learning in university students. Level 1 gave information to students on whether or not their learning was correct or incorrect, whereas level 3 used the rubrics approach to shed light on the level of self-regulation. The sample consisted of 72 civil engineering students studying a course on physics applied to materials. The results indicate that there were no significant differences between the two types of feedback, although a tendency toward a difference in averages and less scattering were observed in the experimental group. The second study analyzed differences between the two types of assessment (formative and summative) used in a course on physics applied to materials. The results showed significant differences between all types of assessment, except between formative assessment in theory and problems and summative assessment in problems, both in the experimental and the control grou

Moving biochemistry and molecular biology courses online in times of disruption: Recommended practices and resources ‐ a collaboration with the faculty community and ASBMB

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/163423/2/bmb21354_am.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/163423/1/bmb21354.pd

Physical Models Can Provide Superior Learning Opportunities Beyond the Benefits of Active Engagements

The essence of molecular biology education lies in understanding of gene expression, with subtopics including the central dogma processes, such as transcription and translation. While these concepts are core to the discipline, they are also notoriously difficult for students to learn, probably because they cannot be directly observed. While nearly all active learning strategies have been shown to improve learning compared with passive lectures, little has been done to compare different types of active learning. We hypothesized that physical models of central dogma processes would be especially helpful for learning, because they provide a resource that students can see, touch, and manipulate while trying to build their knowledge. For students enrolled in an entirely active-learning-based Cell & Molecular Biology course, we examined whether model-based activities were more effective than non-model based activities. To test their understanding at the beginning and end of the semester, we employed the multiple-select Central Dogma Concept Inventory (CDCI). Each student acted as their own control, as all students engaged in all lessons yet some questions related to model-based activities and some related to clicker questions, group problem-solving, and other non-model-based activities. While all students demonstrated learning gains on both types of question, they showed much higher learning gains on model-based questions. Examining their selected answers in detail showed that while higher performing students were prompted to refine their already-good mental models to be even better, lower performing students were able to construct new knowledge that was much more consistent with an expert\u27s understanding

The astrobiology primer: An outline of general knowledge - Version 1, 2006

Peer reviewe