“A Bank Would Never Write That!” - A Qualitative Study on E-Mail Trust Decisions

In order to communicate the risk of fraudulent e-mails to users properly, it is important to know which aspects they focus on when evaluating the trustworthiness of an e-mail. To that end, a study was conducted to test predictions derived from a decision model by asking participants how they would react to each of eight e-mails and why. The study confirms results from previous research showing that content as well as visual and linguistic aspects, but also technical aspects such as sender address and link URL are considered by recipients. It also adds new findings like the fact that through experience and education, users form rules such as “A bank will never ask you for account details via e-mail” or the fact that attachments in HTML format or implausible sending times raise suspicions in users. These findings can be used to inform the design of anti-fraud education and user interfaces of e-mail clients

Getting beyond both sides : A Faculty-librarian pilot to explore critical approaches to curriculum and assessment

Existing research (Howard, Serviss, & Rodrigue 2010; Serviss & Jamieson 2015) and initiatives like the Citation Project and Learning Information Literacy Across the Curriculum describe how students access and use sources, focusing on 1) scholarly sources and 2) instruction by writing faculty. The current fake news moment (Skinnell et al. 2018) highlights the need for 1) critical approaches to source use, 2) pedagogy informed by librarians as research experts, and 3) assessment practices rooted in critical approaches. We report preliminary findings from an FYC/library collaboration that supported research-based analytical writing by using information-literacy instruction modules based on the ACRL Framework for Information Literacy and CWPA Framework for Success in Postsecondary Writing. Early findings point to 1) student challenges with source evaluation in the current information landscape, 2) the importance of support structures in developing writing and information literacy skills, and 3) the influence of affective dimensions on student learning related to writing and information literacy. Additionally, we will explore the use of document-based interviews as a methodology for assessment based on critical practice

Getting Beyond “Both Sides”: FYC Instructors & Librarians Working Together to Cultivate Critical Information Literacy with Popular Sources

Last fall, our team of two FYC instructors and one librarian implemented curriculum designed to develop students’ critical information-literacy skills in relation to popular sources. Preliminary results of our work suggest that students’ work with popular sources falls short of CWPA and ACRL goals. In our workshop-style presentation, we ask how other conference attendees instruct students in the assessment and use of popular sources and discuss the pedagogical strategies that we plan to use as we iterate on our work

LETM1-Mediated K+ and Na+ Homeostasis Regulates Mitochondrial Ca2+ Efflux

HIGHLIGHTS \u2022 Monovalent cation homeostasis is dysregulated upon LETM1 depletion \u2022 K+/H+ exchange activity is decreased in LETM1 knockdown cells \u2022 LETM1 depletion results in K+ accumulation in the mitochondrial matrix \u2022 LETM1 knockdown does not affect expression of major mitochondrial Ca2+ transport modulators \u2022 LETM1-regulated mitochondrial Ca2+ fluxes are dependent on Na+ Ca2+ transport across the inner membrane of mitochondria (IMM) is of major importance for their functions in bioenergetics, cell death and signaling. It is therefore tightly regulated. It has been recently proposed that LETM1\u2014an IMM protein with a crucial role in mitochondrial K+/H+ exchange and volume homeostasis\u2014also acts as a Ca2+/H+ exchanger. Here we show for the first time that lowering LETM1 gene expression by shRNA hampers mitochondrial K+/H+ and Na+/H+ exchange. Decreased exchange activity resulted in matrix K+ accumulation in these mitochondria. Furthermore, LETM1 depletion selectively decreased Na+/Ca2+ exchange mediated by NCLX, as observed in the presence of ruthenium red, a blocker of the Mitochondrial Ca2+ Uniporter (MCU). These data confirm a key role of LETM1 in monovalent cation homeostasis, and suggest that the effects of its modulation on mitochondrial transmembrane Ca2+ fluxes may reflect those on Na+/H+ exchange activity

Langfristige Wirkungen eines nicht abgeschlossenen Studiums auf individuelle Arbeitsmarktergebnisse und die allgemeine Lebenszufriedenheit

To the best of our knowledge, this study is the first study for Germany to assess the long-term impacts of studying without graduating on three labour market outcomes (working hours, wages, and occupational prestige), and on overall life satisfaction, on the basis of a sample of employed individuals from the Socio-Economic Panel (SOEP) who possess a university entrance qualification. The impact is analyzed relative to individuals who have never been enrolled in university study (baseline group) and to individuals that have attained a university degree. The impacts are assessed by means of a double machine learning procedure that accounts for selection into the three educational paths and generates the counterfactual outcomes for the different paths. The findings indicate an average impact of studying without graduating of plus 5 percentage points on occupational prestige, and minus 2.8 percentage points on life satisfaction relative to the baseline group. The estimates for wages and working hours are not significant. The effects of graduating on all outcomes is positive and substantial relative to studying without graduating or not studying at all

Learning to THINK...Thinking to LEARN

How do you create a systemic school culture of THINKING? In this interactive presentation learn how 3 Miami-Dade schools are using a set of consistent visual tools to teach critical, creative THINKING and communication to all learners. This session will capitalize on connecting the visuals to the latest brain research and its implications on the developmental needs of PreK-Adult learners. Examples of practice will be highlighted by these schools