“I’m Just Really Comfortable:” Learning at Home, Learning in Libraries

While commuter students may use their college or university libraries, student centers, or other campus locations for academic work, as commuters they will likely also create and negotiate learning spaces in their homes. Our research with urban commuter undergraduates revealed that finding space for their academic work at home was difficult for many students whose needs collided with the needs of other residents using those locations for non-academic purposes. Understanding the details of students’ off-campus academic workspaces can inform the design of learning spaces in academic libraries

“I could study anywhere, as long as I could sit I’ll study:” Student Spaces and Pathways at the City University of New York

Undergraduate students at the City University of New York navigate multiply occupied places as they attend college on the urban campuses of this commuter institution. CUNY students often negotiate competing diversions from their scholarly experiences, including family obligations and job responsibilities, that constrain them both temporally and financially. Additionally, space considerations at home, school, and the commute influence and shape student activities and opportunities. In this paper we examine how college students interact with school spaces, from where they store their books to where they study and write their papers, and to what degree they succeed at constituting these areas as meaningful places. Drawing on interview and visual data collected in an ethnographic study of the scholarly habits of CUNY students, we will explore how undergraduates navigate and create their own significant spaces, and the effects on their engagement with their college experience

I like being under those rules here : Students Using the College Library

This presentation was offered as part of the CUNY Library Assessment Conference, Reinventing Libraries: Reinventing Assessment, held at the City University of New York in June 2014

“I am more productive in the library because it’s quiet”: Commuter students in the college library

This article discusses commuter students’ experiences with the academic library, drawn from a qualitative study at the City University of New York. Undergraduates at six community and baccalaureate colleges were interviewed to explore how they fit schoolwork into their days, and the challenges and opportunities they encountered. Students identified physical and environmental features that informed their ability to successfully engage in academic work in the library. They valued the library as a distraction-free place for academic work, in contrast to the constraints they experienced in other places—including in their homes and on the commute

Stability Analysis of a Hybrid Cellular Automaton Model of Cell Colony Growth

Cell colonies of bacteria, tumour cells and fungi, under nutrient limited growth conditions, exhibit complex branched growth patterns. In order to investigate this phenomenon we present a simple hybrid cellular automaton model of cell colony growth. In the model the growth of the colony is limited by a nutrient that is consumed by the cells and which inhibits cell division if it falls below a certain threshold. Using this model we have investigated how the nutrient consumption rate of the cells affects the growth dynamics of the colony. We found that for low consumption rates the colony takes on a Eden-like morphology, while for higher consumption rates the morphology of the colony is branched with a fractal geometry. These findings are in agreement with previous results, but the simplicity of the model presented here allows for a linear stability analysis of the system. By observing that the local growth of the colony is proportional to the flux of the nutrient we derive an approximate dispersion relation for the growth of the colony interface. This dispersion relation shows that the stability of the growth depends on how far the nutrient penetrates into the colony. For low nutrient consumption rates the penetration distance is large, which stabilises the growth, while for high consumption rates the penetration distance is small, which leads to unstable branched growth. When the penetration distance vanishes the dispersion relation is reduced to the one describing Laplacian growth without ultra-violet regularisation. The dispersion relation was verified by measuring how the average branch width depends on the consumption rate of the cells and shows good agreement between theory and simulations.Comment: 8 pages, 6 figure

Pneumocephalus Following Unidentified Dural Puncture: A Case Report with an Unusual Neurological Presentation

Pneumocephalus is a rare consequence of epidural anesthesia, which may occur following inadvertent or unidentified dural puncture when the loss of resistance to air technique is applied to identify the epidural space. Headache is the most common symptom presented in this condition, usually with sudden onset. This case report describes an unusual presentation of diffuse pneumocephalus after an unidentified dural puncture. The patient (male, 67 years old) was submitted to epidural catheter placement for the treatment of acute exacerbation of ischemic chronic pain using loss of resistance to air technique. No cerebrospinal fluid or blood flashback was observed after needle withdrawal. Shortly after the intervention, the patient presented symptoms of lethargy, apathy, and hypophonia, which are not commonly associated with pneumocephalus. No motor or sensory deficits were detected. Cranial computed tomography showed air in the frontal horn of the left ventricle, subarachnoid space at interhemispheric fissure and basal cisterns, confirming the diagnosis of diffuse pneumocephalus. The patient remained under vigilance with oxygen therapy and the epidural catheter left in place. After 24 hours, cranial computed tomography showed air in the temporal and frontal horns of the left ventricle, with no air in the subarachnoid space. The patient presented no neurological signs or symptoms at this time. Although headache is the most common symptom presented in reported cases of pneumocephalus, this case shows the need for the clinician to be aware of other signs and symptoms that may be indicative of this condition, in order to properly diagnose and treat these patients.info:eu-repo/semantics/publishedVersio

Faculty Online Questionnaire Protocol, Undergraduate Scholarly Habits Ethnography Project

This research protocol describes a questionnaire used for data collection in the Undergraduate Scholarly Habits Ethnography Project to explore the lived experiences of faculty use of technology in the hybrid and online courses they teach

Poderemos encontrar factores preditivos de vómitos no pós-operatório de cirurgia em regime de ambulatório?

Abstract A retrospective analyses of patients submitted to surgery on a day basis was made through our database. The goal of the study was to identify risk factors of postoperative vomiting associated to day surgery. 2115 patients operated between January 2003 and November 2004 on our day surgery unit were included. 70 patients (3,3%) suffered at least on episode of postoperative vomiting. Several factors were analysed: age, sex, surgical speciality, ASA physical status, anaesthetic technique and the duration of anesthesia. Chi-Square Test was used for testing each factor individually. Differences were considered significant when p <0,05. Logistic regression was then used to identify the multivariate association strength of these factors. The female sex (Odds ratio =4,94) and the duration of anesthesia when longer than 180 minutes (Odds ratio =8,13), had been associated to a higher incidence of postoperative vomiting, while loco-regional technique (Odds ratio = 0,15) and sedation with local anaesthesia (Odds ratio =0,09) had been associated with a lower incidence. Authors evidence the importance of the identification of postoperative vomiting risk factors that will allow us to establish better guidelines on postoperative nausea and vomiting prophylaxis in these patients and to improve the quality of our clinical care and the satisfaction of our patients. Através da análise do registo informatizado de dados dos doentes operados em regime de ambulatório, os autores procuraram identificar factores de risco que se encontrassem associados a uma maior incidência de vómitos no pós-operatório (VPO). Incluíram-se 2115 doentes submetidos a cirurgia entre Janeiro de 2003 e Novembro de 2004, tendo 70 doentes sofrido pelo menos um episódio de VPO (3,3%). Foram consideradas variáveis a analisar, a idade, o sexo, a especialidade cirúrgica, o estado físico (ASA), a técnica anestésica e a duração da anestesia. Procedeu-se à análise estatística de cada factor individualmente através da aplicação do χ2, seguindo-se a utilização de uma regressão logística para identificar a força de associação multivariável desses factores. O sexo feminino (Odds ratio =4,94) e a duração da anestesia quando superior a 180 minutos (OR =8,13), associaram-se a uma maior incidência de VPO enquanto a técnica loco-regional (OR =0,15) e a sedação com anestesia local (OR =0,09) se associaram a uma menor incidência daqueles. Os autores evidenciam a importância deste tipo de trabalhos na identificação de factores de risco que possam levar à criação de escalas de risco que orientem com maior racionalidade económica, a intervenção terapêutica profiláctica das náuseas e vómitos no pós-operatório

Academic Stress and Coping Self-Efficacy of Senior High School Students Attending Distance Learning During Sars-Cov-2 Pandemic

Abstract Purpose – Throughout the high school years, especially for senior high school (SHS) level, academic stress emerges as the prevalent psychological state among students, particularly due to the simultaneous occurrence of adolescence and the increased intensity of academic obligations and responsibilities that must be fulfilled during this stage. As they approach college, they face the added pressure of making important career-related choices, which further intensifies the challenges they encounter during this phase. With classes transitioning to online platforms as an alternative measure for schools during the SARS-CoV-2 outbreak in the Philippines, presented numerous challenges and difficulties, it is crucial to examine the academic stress and coping self-efficacy among SHS students during this transition period. Additionally, this study aimed to investigate the predictors of academic stress and coping self-efficacy utilizing the sociodemographic profile of the participants. Methodology – A descriptive research design was employed in the study. A total of 446 SHS students from Grade 11 to Grade 12 in one of the academic institutions in Quezon City were purposively selected to participate by answering two self-administered online measures on academic stress (Educational Stress Scale for Adolescents) and coping self-efficacy (Coping Self-Efficacy Scale). The collected data analyzed using SPSS v25. Findings – Results revealed that self-expectation (M = 3.65) and workload (M = 3.45) are the primary sources of academic stress, and SHS students are more confident utilizing problem-solving (M = 6.17) to cope with academic stress. Further, being female (P= 0.01), level (P = 0.08), and belonging to the HUMSS (Humanities and Social Sciences) strand (P = .08) increase stress scores. A significant negative correlation of -0.26 (95% CI:-0.35, -0.17) between stress and coping self-efficacy was also found, which suggests that as academic stress increases, coping self-efficacy decreases. Further, being a female, SHS2, and in the HUMSS strandtends to increase academic stress, while being a female who is unemployed and/or a mother whose working at home scores relatively low with coping self-efficacy. Significance – These findings have educational implications. It highlights the factors to be considered by offering guidance to counselors and educators in developing intervention programs, focusing on psychological well-being and skill enhancement that would help mitigate the adverse outcomes of this period of disruption

Better learning of mechanics through information technology

Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Civil and Environmental Engineering, 2004.Includes bibliographical references (p. 251-254).(cont.) visualize complex geometric arrangements. Finally, the tools developed represent an alternative to what learning technology has always done; transmit academic knowledge to the student. These tools are an example of how IT can be used to go beyond the traditional forms of academic teaching by using technology with an approach that is not attached to this transmission model. They also show how to exploit the adaptive potential of IT to serve a different, more effective kind of learning.The use of Information Technology (IT) in engineering education offers the opportunity to teach concepts more effectively than the methods of instruction most commonly used. IT can assist students in making abstractions and improve their understanding of more complicated concepts starting from simple principles and/or real-world physical phenomena. This thesis presents two interactive computer-aided learning tools. For their development, educational theory is first reviewed from which important learning concepts are extracted. These concepts are proposed as essential elements to be incorporated in computer-assisted learning tools. The thesis also reviews the history of technology in education since the 1600's, including the major contributions, challenges, and reactions encountered during years of technological change. The first tool addresses the teaching of basic solid mechanics. The tool uses simulations and animations in multimedia interactive exercises. Formative testing was conducted during its development, and its effectiveness was assessed through a summative evaluation involving 38 students. Two important conclusions can be drawn from this research. First, a clear overall improvement trend was observed for the students who used the basic mechanics tool. Second, the students who benefited the most from the use of the tool were those who were particularly weak in the subject after having been instructed through conventional teaching methods. The second tool covers the principles and applications of stereographic projections and their application to rock wedge stability analyses. It benefits from the findings of the development, implementation, and assessment process of the first tool. This module uses three-dimensional imagery which helpsby Carlos A. Regalado S.Ph.D