What counts as creativity in education? An inquiry into the intersections of public, political, and policy discourses

In this essay, the authors examine the varied public, everyday, and academic discourses of creativity that combine to influence our current educational goals and policies, particularly in North America and Europe. From Sir Ken Robinson’s (2006) cutting remark that “Schools kill creativity!” to the Action Canada Foundation’s (2013) assessment that creativity is one of the seven core learning competencies required in the 21st century, this article portrays the compelling push and pull of creativity in education today. The authors found themselves in search of this seemingly crucial, yet increasingly undersupported aspect of their work in teacher education and research. Coming from literacy and arts education, the authors were called to question what they had always taken for granted. This article contextualizes creativity amid everyday, public, and academic discourses. Through engaging in this inquiry, the extent to which creativity is the recipe for success, as it is so often deemed to be, is assessed and a conceptual framework for creativity in action is proposed

Student Perceptions and Experiences in Hybrid Courses

This study was intended to look at how student perceptions of and experiences in hybrid courses affect their performance. It was performed at a private university in the Midwest where hybrid courses are defined as any course with at least 30% of the class meetings are held in a traditional, face-to-face setting. Eighteen students participated in the survey, and two in a focus group. Results on whether or not students thought they performed better in a hybrid or face-to-face format were mixed, though they did point to overall dissatisfaction with the discussion capabilities of the hybrid format. This suggested that the best way to make a hybrid course more effective would be to focus on a way to increase discussion

Enhancing the Expression of Enzymes Used to Degrade Hydrocarbons and Cyanohydrins in Rhodococcus sp. DAP 96253 by Using Inducers such as Cobalt, Urea, and Propylene Gas; Also Enhances the Ability of the Bacteria to Delay the Ripening of Several Fruit Species

Recent studies have shown that R. rhodochrous DAP 96253 has the ability to delay the ripening of many climacteric fruit, by potentially degrading volatile compounds released by plant cells during the ripening process. Rhodococcus rhodochrous DAP 96253 cells were cultured on YEMEA medium supplemented with inducers, (16mM cobalt and 125mM urea), that overexpressed nitrile hydratase (NHase) and amidase (AMDase) enzymes. Cells were cultured on propylene/ ethylene as sole carbon source to induce alkene monooxygenase (AMO) like activity. Induced R. rhodochrous DAP 96253 cells displayed an 83% increase in final total dry weight compared to cells previously cultured on non-induced medium. Induced R. rhodochrous DAP 96253 cells displayed a 53-85% increase in NHase activity after exposure to propylene/ethylene, and cells displayed a 24-53% increase in NHase activity after exposure to fruit. Non-induced R. rhodochrous DAP 96253 cells displayed a 1-5% increase in NHase activity after propylene/ethylene, and cells displayed an 18-38% increase in NHase activity after exposure to fruit. Propylene/ethylene induced nitrilase activity in non-induced R. rhodochrous DAP 96253cells. Experimental results suggest that R. rhodochrous DAP 96253 may use NHase, amidase, nitrilase, and AMO like activity to delay ripening of climacteric fruit. Rhodococcus rhodochrous 96253 cells cultured on propylene/ethylene and cofactors (16mM cobalt and 125mM urea) displayed improved ability to delay ripening of fruit

The Outcomes of Fully Adjudicated Impartial Hearings under the IDEA: A Nationally Representative Analysis with and without New York

The Individuals with Disabilities Education Act (IDEA) provides eligible students with the right to a free appropriate public education (FAPE) as specified in an individualized education program (IEP). An unusual feature of the IDEA is providing the parents of students with disabilities and their school districts with the right to a binding “impartial due process hearing” at the administrative level, subject to appeal. This mechanism for administrative adjudication has been the subject of continuing policy debate and occasional statutory refinements. One of the ongoing concerns in this policy consideration has been the win-loss rate of due process hearings (DPHs). Similarly, the decisional outcomes rate has been the subject of litigation. However, the rather extensive previous empirical research on the outcomes of DPHs has been flawed in various respects, particularly in the lack of representative accuracy on a national basis. This article will first address previous research about DPH outcome analyses from single states. Subsequently, this article will address DPH decision outcomes during a six-year period, as well as analyze the findings and conclusion of the conducted study

School Bullying Litigation: An Empirical Analysis of the Case Law

This study will analyze the case law specific to bullying in the public school context during a recent twenty-year period. More specifically, its scope will include the frequency and the outcomes of the liability and “free and appropriate public education” (“FAPE”) claims on a longitudinal basis. Part I of the article provides the context in terms of (a) the definition of bullying, and (b) the literature concerning the rate and effects of bullying as well as the extent of anti-bullying policies and practices at the school district and state levels. Part II provides the methodological information, including the scope of and variables for the data collection. Part III reports the results of the data analysis. Part IV discusses the significance of the results, with recommendations for further research concerning the frequency of claims addressing specific types of bullying and the demographics of the plaintiff victims as well as the implementation of best practices for educators to proactively prevent bullying-related liability litigation

Dietary energy restriction, in part through glucocorticoid hormones, mediates the impact of 12-O-tetradecanoylphorbol-13-acetate on jun D and fra-1 in sencar mouse epidermis

Dietary energy restriction (DER, 40% calorie reduction from fat and carbohydrate) inhibited mouse skin carcinogenesis and decreased 12-O-tetradecanoyl-13-phorbol acetate (TPA)-induced activator protein-1 (AP-1):DNA binding previously. This study measured protein levels of c-jun, jun B, jun D, c-fos, fra-1, and fra-2 and examined their contribution to AP-1:DNA binding by electrophoretic mobility shift assay (EMSA) with supershift analysis in the epidermis of control and DER Sencar mice exposed to TPA. TPA significantly increased c-jun, jun B, c-fos, fra-1, and fra-2 and decreased jun D within 3–6 h after treatment. AP-1:DNA binding reached a maximum 2.5-fold induction over controls 4 h after TPA treatment and antibodies to jun B, jun D, and fra-2 in the EMSA binding reaction resulted in supershifts in both acetone- and TPA-treated mice 1–6 h after treatment. The effect of corticosterone (CCS) and DER on the AP-1 proteins and on the composition of the AP-1:DNA complex was measured in adrenalectomized (adx) mice. DER reduced the TPA impact on jun D and enhanced the induction of fra-1. In addition, CCS-supplemented groups had significantly lower jun D and higher fra-2 than adx groups and sham groups. While sham animals treated with either acetone or TPA contained jun B, jun D, and fra-2 proteins in the AP-1:DNA complex by supershift analysis, fra-2 was no longer seen in adx DER animals. In summary, our study supports potential roles for jun D, jun B, and fra-1 in the DER regulation of AP-1 function in the Sencar mouse skin carcinogenesis model

Imagining research together and working across divides: Arts-informed research about young people’s (post) digital lives

Research that ‘grows apart’ from its original design and proposal is not uncommon, especially when involving participatory and creative methods. However, the disconnect between research intentions and research realization is seldom probed for the insights offered; this paper addresses this gap. Taking up the conceptual lens of research imaginaries, this paper dives into the tensions and discoveries experienced in between the design and the practice of a multi-site participatory research project. The study involved two groups of young people, in two cities in two countries, with a focus on digital lives. In a commitment to collaboration with artists, senior researchers, research assistants, and young people in community spaces, a complex project emerged. This paper describes the tensions and possibilities of an emergent methodology and in doing so argues for increased attention to the movement of research designs; rather than the adherence to them

Life course theory as a framework to examine becoming a mother of a medically fragile preterm infant

Life course theory, a sociological framework, was used to analyze the phenomenon of becoming a mother, with longitudinal narrative data from 34 women who gave birth prematurely after a high-risk pregnancy, and whose infant became medically fragile. Women faced challenges of mistimed birth and mothering a technologically-dependent infant. Before social ties were established, legal and biological ties required mothers to make critical decisions about their infants. Liminality characterized mothers’ early involvement with their infants. The mothers worked to know, love, and establish deeper attachments to this baby. The infant’s homecoming was a key turning point; it decreased liminality of early mothering, increased mothers’ control of infants’ care, and gave them time and place to know their infants more intimately

False alarm reduction in critical care

High false alarm rates in the ICU decrease quality of care by slowing staff response times while increasing patient delirium through noise pollution. The 2015 PhysioNet/Computing in Cardiology Challenge provides a set of 1250 multi-parameter ICU data segments associated with critical arrhythmia alarms, and challenges the general research community to address the issue of false alarm suppression using all available signals. Each data segment was 5 minutes long (for real time analysis), ending at the time of the alarm. For retrospective analysis, we provided a further 30 seconds of data after the alarm was triggered. A total of 750 data segments were made available for training and 500 were held back for testing. Each alarm was reviewed by expert annotators, at least two of whom agreed that the alarm was either true or false. Challenge participants were invited to submit a complete, working algorithm to distinguish true from false alarms, and received a score based on their program's performance on the hidden test set. This score was based on the percentage of alarms correct, but with a penalty that weights the suppression of true alarms five times more heavily than acceptance of false alarms. We provided three example entries based on well-known, open source signal processing algorithms, to serve as a basis for comparison and as a starting point for participants to develop their own code. A total of 38 teams submitted a total of 215 entries in this year's Challenge. This editorial reviews the background issues for this challenge, the design of the challenge itself, the key achievements, and the follow-up research generated as a result of the Challenge, published in the concurrent special issue of Physiological Measurement. Additionally we make some recommendations for future changes in the field of patient monitoring as a result of the Challenge.National Institutes of Health (U.S.) (Grant R01-GM104987)National Institute of General Medical Sciences (U.S.) (Grant U01-EB-008577)National Institutes of Health (U.S.) (Grant R01-EB-001659