A nonparametric estimate of a multivariate density function

Problem solving - nonparametric estimate of probability density functio

Murder and Massacre in Seventeenth Century England

Religion was almost always involved in murder and massacre during seventeenth century England, if not in its content, then at least in its interpretation. This work will support this assertion by examining multiple case studies of murder in seventeenth century England, which will simultaneously give the reader a more complete picture of the nature of homicide during the period. Specifically, the case studies consist of both homicides and infanticides, and explore the relation of the Devil to violent crime in seventeenth century England

Engaging the Disengaged: Implementing a No-Tech Policy After Years of Adding Tech to the Classroom

After a decade of adding technology to the classroom, students asking for a laptop ban sent me on a journey of discovery. After a literature review of existing research and a semester of a no-tech policy, I found less tech, not more increases student engagement and learning. Despite more than a dozen studies over the last decade detailing the negative learning effects of laptops in the classroom, the majority of faculty believe that laptop use in class increases learning. I highlight the research findings, explain my experience with the new policy, and provide suggestions on how to attempt your own. I think computers should not be allowed and people should have to take notes manually. —Student course evaluation comment, Fall 2021 After more than a decade of increasing technology use in the classroom, I noticed declines in student engagement. I sought solutions including adding even more technology, but after students asked for a laptop ban and a review of the research on the negative impacts on learning, I decided to implement a no laptop, smartphone, or tablet policy in my classes. Over the years, I have learned to decipher which student comments on evaluations I should take with a grain of salt and which I should do something about. When I first began teaching in 2008, a student comment “use more YouTube” helped me make my courses more engaging. Adding YouTube was just the beginning. Since that first course, my inclination has been to add more tech to my courses. I have used course blogs, student blogs, Twitter discussions, discussion boards, forums, online professional certifications, and in-class software use on laptops. Many instructors aim to speak their student’s language reaching them in ways they want to be reached. We often assume this means more technology. However, in my Fall 2021 semester evaluations, I received a surprising student comment, “I think computers should not be allowed and people should have to take notes manually.” Then I noticed a similar comment in a different course, “I would seriously consider limiting students’ laptop use during class because personally I am a multitasker and a stressor over other assignments and feel like I could learn SO much more if I was being held accountable to pay attention to in-class material.” Keith A. Quesenberry is an associate professor of marketing at Messiah University. He has taught marketing, advertising, and communications classes at Johns Hopkins University, Temple University, and West Virginia University. Before academia, he was a copywriter and associate creative director in the advertising industry

Student’s achievement and artistic growth through the implementation and enrichment of the visual journal

Abstract This study investigates the incorporation of the visual journal as a learning tool within the art curriculum to understand how it contributes to students’ perception of themselves as artists, students’ understanding of art content, and how it can be used as a source of formative and summative assessment of student growth over time. This study was conducted with a control and a test group. Each group participated in the creation of visual journal pages throughout the course of one semester. However, the test group received additional information on visual journal artists and techniques as well as daily time to work within their journals and weekly enrichment activities. Data is collected through pre-, mid-, and post-instruction artist surveys, visual journal assessment pages, student self-reflection, and teacher observations. Students were classified into one of five artist categories in two ways: 1) through the artist survey and 2) through scores earned from the instructor for the visual journal assessment pages. This classification occurred at pre-, mid-, and post-instruction assessment times. The results indicated that students benefitted at a personal level as well as an artistic level with the use of the visual journal, however there seemed to be no correlation between the visual journal, the enrichment activities, and the students’ perception of themselves as an artist. The visual journal was found to be a great source of authentic assessment and allowed the instructor to assess the things that are most important in a visual arts classroom: student thought processes, perception, progress in technical skills, mastery of media, creative problem solving, out of the box thinking, and risk taking

Dietary guideline adherence for gastroesophageal reflux disease.

BackgroundGastroesophageal reflux disease (GERD) is the most common gastrointestinal disease, and the cost of health care and lost productivity due to GERD is extremely high. Recently described side effects of long-term acid suppression have increased the interest in nonpharmacologic methods for alleviating GERD symptoms. We aimed to examine whether GERD patients follow recommended dietary guidelines, and if adherence is associated with the severity and frequency of reflux symptoms.MethodsWe conducted a population-based cross-sectional study within the Kaiser Permanente Northern California population, comparing 317 GERD patients to 182 asymptomatic population controls. All analyses adjusted for smoking and education.ResultsGERD patients, even those with moderate to severe symptoms or frequent symptoms, were as likely to consume tomato products and large portion meals as GERD-free controls and were even more likely to consume soft drinks and tea [odds ratio (OR) = 2.01 95% confidence interval (CI) 1.12-3.61; OR = 2.63 95% CI 1.24-5.59, respectively] and eat fried foods and high fat diet. The only reflux-triggering foods GERD patients were less likely to consume were citrus and alcohol [OR = 0.59; 95% CI: 0.35-0.97 for citrus; OR = 0.41 95% CI 0.19-0.87 for 1 + drink/day of alcohol]. The associations were similar when we excluded users of proton pump inhibitors.ConclusionsGERD patients consume many putative GERD causing foods as frequently or even more frequently than asymptomatic patients despite reporting symptoms. These findings suggest that, if dietary modification is effective in reducing GERD, substantial opportunities for nonpharmacologic interventions exist for many GERD patients