The effects of sensory deprivation on sensory, perceptual, motor, cognitive, and physiological functions

Sensory deprivation effects on human sensory, perceptual, and physiological mechanism

Adaptation to visual and nonvisual rearrangement

Role of informational feedback in producing visual adaptation to visual rearrangement and to various head, eye, and arm position

Total adaptation to prismatic displacement in the absence of reafference

Total adaption to prismatic displacement without self produced movement

The Status of the Scholarship of Teaching and Learning in the Discipline

The concept of the Scholarship of Teaching and Learning (SoTL) was developed over 15 years ago. Because scholarly recognition comes from the discipline, the researchers determined to find out how a range of disciplines deal with the SoTL. In that time, how has the SoTL been integrated into and used by the various academic disciplines? What publication outlets are available to professors within each of the disciplines to present and publish on the SoTL? This survey review of current associations, conferences, and journals examines the SoTL in 20 different disciplines as demonstrated by scholarly production within these disciplines. Adoption levels range from very high in some of the Natural Sciences, to surprisingly low in other disciplinary areas

Students as co-creators of teaching approaches, course design and curricula: implications for academic developers

Within higher education, students’ voices are frequently overlooked in the design of teaching approaches, courses and curricula. In this paper we outline the theoretical background to arguments for including students as partners in pedagogical planning processes. We present examples where students have worked collaboratively in design processes along with the beneficial outcomes of these examples. Finally we focus on some of the implications and opportunities for academic developers of proposing collaborative approaches to pedagogical planning

Oxygen saturation as a predictor of adverse maternal outcomes in women with preeclampsia.

OBJECTIVE: We sought to determine the role of respiratory assessment by cardiorespiratory symptoms and/or oxygen saturation by pulse oximetry (SpO2) in predicting adverse maternal outcomes in women admitted to hospital with preeclampsia. METHODS: These data derive from an international, prospective multicentre cohort study, PIERS (Pre-eclampsia Integrated Estimate of RiSk), which assesses predictors of adverse outcomes in women admitted to tertiary perinatal units with preeclampsia. Univariate and multivariate analyses of cardiorespiratory symptoms and pulse oximetry were performed to assess their ability to predict a combined adverse maternal outcome developed through international Delphi consensus. RESULTS: SpO2 successfully predicted adverse maternal outcomes; the area under the receiver-operator characteristic curve (AUC ROC) was 0.71 (95% CI 0.65 to 0.77). Combining the symptoms of chest pain and/or dyspnea with pulse oximetry improved this predictive ability (AUC ROC 0.73; 95% CI 0.67 to 0.78). When SpO2 was stratified into risk groups using inflection points on the ROC curve, the highest risk group (SpO2 90% to 93%) had an odds ratio of 18.1 (95% CI 8.2 to 40.2) for all outcomes within 48 hours when compared with the baseline group (SpO2 98% to 100%). CONCLUSION: Assessing SpO2 aids in the assessment of maternal risk in women admitted to hospital with preeclampsia. An SpO2 value of ≤ 93% confers particular risk. The symptom complex of chest pain and/or dyspnea adds to the association

Factors that shape pedagogical practices in next generation learning spaces

International figures on university expenditure on the development of next generation learning spaces (NGLS) are not readily available but anecdote suggests that simply retrofitting an existing classroom as an NGLS conservatively costs $AUD200,000, while developing new buildings often cost in the region of 100 million dollars and over the last five years, many universities in Australia, Europe and North America have developed new buildings. Despite this considerable investment, it appears that the full potential of these spaces is not being realised. While researchers argue that a more student centred learning approach to teaching has inspired the design of next generation learning spaces (Tom, Voss, & Scheetz, 2008) and that changed spaces change practice (Joint Information Systems Committee, 2009) when 'confronted' with a next generation learning spaces for the first time, anecdotes suggest that many academics resort to teaching as they have always taught and as they were taught. This chapter highlights factors that influence teaching practices, showing that they are to be found in the external, organisational and personal domains. We argue that in order to fully realise significant improvements in student outcomes through the sector's investment in next generation learning spaces, universities need to provide holistic and systematic support across three domains - the external, the organisational and the personal domains, by changing policies, systems, procedures and localised practices to better facilitate changes in teaching practices that maximise the potential of next generation learning spaces

Supporting Entry-Level Speech-Language Pathologists who Serve Children who are Deaf or Hard-of-Hearing in Early Intervention

The aim of this study was to increase understanding of what is considered key information for entry-level speech-language pathologists (SLPs) serving children who are DHH. Specifically, this study explored skills and strategies that could be integrated into SLP graduate curriculum to increase entry-level provider confidence and knowledge. An online survey was distributed to providers of the DHH within the United States and included a) key skills and strategies recommended for entry-level providers serving children who are DHH b) barriers experienced by entry-level providers and c) demographics. The skills and strategies that emerged as most important according to participants (n=63) can be applied to populations outside of children who are DHH (i.e., understanding language development). Therefore, it is recommended that graduate programs incorporate exposure to the DHH population into courses and clinical opportunities that already exist within the curriculum to increase entry-level provider confidence in effectively serving this population

Social Class

Discussion of class structure in fifth-century Athens, historical constitution of theater audiences, and the changes in the comic representation of class antagonism from Aristophanes to Menander