Give the Students Science: Creation and Implementation of a Fourth Grade STEM Unit

In America, students often are not taught science curricula until sixth grade or later, giving them roughly six years to become scientifically literate. Science has historically been taught separately from other interconnected disciplines, including technology, engineering, and math. As a result, the number of students entering science careers remains low. In response, educators have recently implemented STEM integration—a pedagogy geared toward combining major tenets of these disciplines. Theoretically, connecting STEM integration with scientific literacy should encourage student interest and improve preparedness to enter into STEM careers. As part of an EDCI605 Teaching Science class, the instructor and Purdue students created and implemented a STEM unit for fourth grade students combining STEM integration with the nature of science instruction. The students were motivated and engaged throughout the lesson, and the instructor was interested in furthering this initiative in the future

Humanization through Action Research as Methodology

The purpose of this action research study was to critically examine the use of action research as a mechanism to enhance graduate students’ development as emerging qualitative researchers. Although action research has been recognized as an effective means of transforming teaching practices, studies examining its use among graduate students learning to become qualitative researchers are lacking. Participants profiled in this study include two graduate students and one teacher educator. The context of the study was a graduate level course on action research where all three participants identified starting points, employed distinct action strategies, engaged in sustained, critical reflection, and developed metaphors representing their living educational theories of their practice. Results from this study indicate that each participant gained a deeper self-awareness and understanding of enacting qualitative research and furthermore, recognized action research as a powerful humanizing agent

Why are we doing this? The role of personal relevance in developing biological information literacy using cyber Peer-led Team Learning

Student-centered learning necessitates that students engage with an array of materials to develop their own understandings, often requiring students to find and critically engage with biological information. This project describes a course (BIOL 131; Biology II: Development, Structure and Function of Organisms) that utilizes cyber Peer-led Team Learning (cPLTL) as a student-centered approach to enhance students’ biological information literacy. Emphasizing the social aspects of learning, students work together in small groups led by a peer mentor using online meeting software. Scaffolded across the first half of the semester, students were given information literacy focused questions as part of a weekly problem set, beginning with finding images or videos on the Internet to eventually examining experiments to understand what kind of evidence biologists use to solve problems. In the cPLTL environment, students teach one another to be critical and consider ethical guidelines in using biological information. In the second half of the semester, the students applied what they had learned to create academic posters. The first iteration of the redesigned course was successful in making Biol 131 more student-centered and did enhance students’ biological information literacy. However, a review of the small group sessions revealed some students did not make the connection between the weekly information literacy questions and developing a greater understanding of how biological information holds personal relevance. In the next iteration of the course, efforts will be made to reframe the information literacy component to emphasis students’ engagement with biological information in personally relevant ways

Determinants of student satisfaction with campus residence life at a South African University

Although there are a number of studies on the determinants of general quality of life among university students, these occur mainly in developed countries and do not focus specifically on campus-based residence life. It has long been accepted that factors outside the classroom (“the other curriculum”) can contribute to academic success, as well as the achievement of other important outcomes such as the appreciation of human diversity. Striving towards equality of residence life satisfaction across different racial and gender groups, for example, is thus important for academic outcomes and for the development of well-functioning citizens. This study is based on the 2011 Quality of Residence Life (QoRL) Survey, conducted at a South African university, comprising roughly 2 000 respondents. Based on descriptive analyses and ordered probit regressions, the study investigates the association between satisfaction with QoRL and (i) residence milieu and characteristics, (ii) direct and indirect discrimination, (iii) perceptions of drug and alcohol issues in residence, (iv) safety, and (v) individual student characteristics. One of the main findings is that there are no significant differences in satisfaction with QoRL across racial and gender groups; a finding that suggests significant progress in university transformation and equity goals. The general atmosphere and characteristics of residences are also important predictors of QoRL satisfaction.Economic Research Southern Africa (ERSA) is a research programme funded by the National Treasury of South Africa

The buckling response of symmetrically laminated composite plates having a trapezoidal planform area

The focus of this work is the buckling response of symmetrically laminated composite plates having a planform area in the shape of an isosceles trapezoid. The loading is assumed to be inplane and applied perpendicular to the parallel ends of the plate. The tapered edges of the plate are assumed to have simply supported boundary conditions, while the parallel ends are assumed to have either simply supported or clamped boundary conditions. A semi-analytic closed-form solution based on energy principles and the Trefftz stability criterion is derived and solutions are obtained using the Rayleigh-Ritz method. Intrinsic in this solution is a simplified prebuckling analysis which approximates the inplane force resultant distributions by the forms Nx=P/W(x) and Ny=Nxy=0, where P is the applied load and W(x) is the plate width which, for the trapezoidal planform, varies linearly with the lengthwise coordinate x. The out-of-plane displacement is approximated by a double trigonometric series. This analysis is posed in terms of four nondimensional parameters representing orthotropic and anisotropic material properties, and two nondimensional parameters representing geometric properties. For comparison purposes, a number of specific plate geometry, ply orientation, and stacking sequence combinations are investigated using the general purpose finite element code ABAQUS. Comparison of buckling coefficients calculated using the semi-analytical model and the finite element model show agreement within 5 percent, in general, and within 15 percent for the worst cases. In order to verify both the finite element and semi-analytical analyses, buckling loads are measured for graphite/epoxy plates having a wide range of plate geometries and stacking sequences. Test fixtures, instrumentation system, and experimental technique are described. Experimental results for the buckling load, the buckled mode shape, and the prebuckling plate stiffness are presented and show good agreement with the analytical results regarding the buckling load and the prebuckling plate stiffness. However, the experimental results show that for some cases the analysis underpredicts the number of halfwaves in the buckled mode shape. In the context of the definitions of taper ratio and aspect ratio used in this study, it is concluded that the buckling load always increases as taper ratio increases for a given aspect ratio for plates having simply supported boundary conditions on the parallel ends. There are combinations of plate geometry and ply stackling sequences, however, that reverse this trend for plates having clamped boundary conditions on the parallel ends such that an increase in the taper ratio causes a decrease in the buckling load. The clamped boundary conditions on the parallel ends of the plate are shown to increase the buckling load compared to simply supported boundary conditions. Also, anisotropy (the D16 and D26 terms) is shown to decrease the buckling load and skew the buckled mode shape for both the simply supported and clamped boundary conditions

Reactivation during sleep with incomplete reminder cues rather than complete ones stabilizes long-term memory in humans

Reactivation by reminder cues labilizes memories during wakefulness, requiring reconsolidation to persist. In contrast, during sleep, cued reactivation seems to directly stabilize memories. In reconsolidation, incomplete reminders are more effective in reactivating memories than complete reminders by inducing a mismatch, i.e. a discrepancy between expected and actual events. Whether mismatch is likewise detected during sleep is unclear. Here we test whether cued reactivation during sleep is more effective for mismatch-inducing incomplete than complete reminders. We first establish that only incomplete but not complete reminders labilize memories during wakefulness. When complete or incomplete reminders are presented during 40-min sleep, both reminders are equally effective in stabilizing memories. However, when extending the retention interval for another 7 hours (following 40-min sleep), only incomplete but not complete reminders stabilize memories, regardless of the extension containing wakefulness or sleep. We propose that, during sleep, only incomplete reminders initiate long-term memory stabilization via mismatch detection.Fil: Forcato, Cecilia. Instituto Tecnológico de Buenos Aires. Departamento de Investigación y Doctorado; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Klinzing, Jens G.. Eberhard Karls Universität Tübingen; Alemania. University of Princeton; Estados UnidosFil: Carbone, Julia. Eberhard Karls Universität Tübingen; AlemaniaFil: Radloff, Michael. Eberhard Karls Universität Tübingen; AlemaniaFil: Weber, Frederik D.. Radboud Universiteit Nijmegen. Donders Instituto Brain Cognition and Behavior. SNN Machine Learning Group; Países BajosFil: Born, Jan. Eberhard Karls Universität Tübingen; AlemaniaFil: Diekelmann, Susanne. Eberhard Karls Universität Tübingen; Alemani

The role of gaping behaviour in habitat partitioning between coexisting intertidal mussels

Background Environmental heterogeneity plays a major role in invasion and coexistence dynamics. Habitat segregation between introduced species and their native competitors is usually described in terms of different physiological and behavioural abilities. However little attention has been paid to the effects of behaviour in habitat partitioning among invertebrates, partially because their behavioural repertoires, especially marine benthic taxa, are extremely limited. This study investigates the effect of gaping behaviour on habitat segregation of the two dominant mussel species living in South Africa, the invasive Mytilus galloprovincialis and the indigenous Perna perna. These two species show partial habitat segregation on the south coast of South Africa, the lower and upper areas of the mussel zone are dominated by P. perna and M. galloprovincialis respectively, with overlap in the middle zone. During emergence, intertidal mussels will either keep the valves closed, minimizing water loss and undergoing anaerobic metabolism, or will periodically open the valves maintaining a more efficient aerobic metabolism but increasing the risk of desiccation. Results Our results show that, when air exposed, the two species adopt clearly different behaviours. M. galloprovincialis keeps the shell valves closed, while P. perna periodically gapes. Gaping behaviour increased water loss in the indigenous species, and consequently the risk of desiccation. The indigenous species expressed significantly higher levels of stress protein (Hsp70) than M. galloprovincialis under field conditions and suffered significantly higher mortality rates when exposed to air in the laboratory. In general, no intra-specific differences were observed in relation to intertidal height. The absence of gaping minimises water loss but exposes the invasive species to other stresses, probably related to anoxic respiration. Conclusions Gaping affects tolerance to desiccation, thus influencing the vertical zonation of the two species. Valve closure exposes the invasive species to higher stress and associated energy demands, but it minimizes water loss, allowing this species to dominate the upper mussel zone, where the gaping indigenous P. perna cannot survive. Thus even very simple behaviour can influence the outcome of interactions between indigenous and invasive species

Disclosure of Maternal HIV Status to Children: To Tell or Not To Tell . . . That Is the Question

HIV-infected mothers face the challenging decision of whether to disclose their serostatus to their children. From the perspective of both mother and child, we explored the process of disclosure, providing descriptive information and examining the relationships among disclosure, demographic variables, and child adjustment. Participants were 23 mothers and one of their noninfected children (9 to 16 years of age). Sixty-one percent of mothers disclosed. Consistent with previous research, disclosure was not related to child functioning. However, children sworn to secrecy demonstrated lower social competence and more externalizing problems. Differential disclosure, which occurred in one-third of the families, was associated with higher levels of depressive and anxiety symptoms. Finally, knowing more than mothers had themselves disclosed was related to child maladjustment across multiple domains. Clinical implications and the need for future research are considered

Do Positive Psychological Characteristics Modify the Associations of Physical Performance With Functional Decline and Institutionalization? Findings From the Longitudinal Aging Study Amsterdam

Objectives. To investigate whether 3 positive psychological characteristics, related to sense of control, modify the associations of physical performance levels with subsequent functional decline and institutionalization.Method. One thousand five hundred and thirty-two men and women participating in the Longitudinal Aging Study Amsterdam and not living in an institution in 2005-2006 were included. Mastery, self-efficacy, investment in independence, and objective physical performance scores were ascertained in 2005-2006. Functional decline and institutionalization were assessed after 3 years of follow-up.Results. The association between lower physical performance levels and increased odds of functional decline was modified by investment in independence, with a weaker association found among people with higher investment in independence scores than in people with lower scores even after adjustment for covariates. The association between lower physical performance levels and higher odds of institutionalization was marginally weaker among those people with above median levels of mastery (test of interaction p = .08). In men, an association between general self-efficacy and functional decline was found and maintained after adjustments.Conclusions. Positive psychological characteristics, related to sense of control, play a role in the transition between stages in the disablement process. Specific psychological characteristics may be associated with different stages of the disablement process and may in turn be affected by disablement