A Psychological Perspective on Police Brutality: Current Statistics, Characteristics, and Trends Regarding Excessive Use of Force

The purpose of this literature review was to utilize a psychological perspective on police brutality to identify current statistics, characteristics, and trends concerning excessive use of force. There were four fundamental goals of this literature review: (a) examine current statistics, characteristics, and trends regarding excessive use of force by law enforcement officers; (b) examine which populations are most likely to suffer from excessive use of force; (c) examine current methods in training law enforcement officers; and (d) propose a new model for training law enforcement officers. Also included is a discussion of a proposed idea for the training of police officers. The chapter concludes with a discussion of the limitations of this literature review, areas for future research, and a brief summary. Major findings of this literature review found that police brutality has been a part of the United States since the inception of law enforcement. Furthermore, research has shown that ethnic/racial minorities, individuals with mental health issues, and members of the LGBTQ+ communities are at a significantly higher risk of experiencing excessive use of force and being killed by law enforcement officers. Finally, a brief proposed model for law enforcement training and reform is presented

Enhancing Online or Blended Learning Environments with Active Learning

Active learning is more than just a trending buzzword. This paper explores engaging strategies that are evidence-based instructional practices. With a little creativity and technology, these strategies can easily be implemented in any online or blended learning environment to engage learners and increase student learning outcomes

TOPkit: An Online Faculty Development Resource

Faculty preparation is a critical success factor for any program that involves online teaching and learning (Kane, Shaw, & Pang, 2016; Merillat & Scheibmeir, 2016; Parker, Maor, & Herrington, 2013). Although experts in their respective fields, faculty may not have studied online pedagogy or instructional design before stepping into the onsite or online classroom. While few educators would argue against offering faculty development, institutions grapple with limited funding and campus resources (e.g., limited space, scheduling constraints) for faculty training. To pool resources for this purpose, the State University System of Florida Board of Governors committed to sponsoring a program to develop an online toolkit and annual workshop to support faculty development efforts statewide. The result was The Teaching Online Preparation Toolkit (TOPkit), an open educational resource (website and two free, customizable online faculty development courses) that faculty developers anywhere can use. This article describes the online toolkit and specifically highlights the toolkit’s pair of sample courses that may be downloaded and customized

UNBOUND

Featured here, are the extraordinary works of our graduating Fashion Design class. This accomplishment is truly a celebration of the tree years of passion, hard work, and dedication of our students. It\u27s our hope that the fashion industry will partake in the creative endeavors of the emerging designers from the Fashion Design program at Fanshawe College in London, Ontario.https://first.fanshawec.ca/famd_design_fashiondesign_unbound/1002/thumbnail.jp

Rhizosphere microbiome metagenomics of gray mangroves (Avicennia marina) in the Red Sea

AbstractMangroves are unique, and endangered, coastal ecosystems that play a vital role in the tropical and subtropical environments. A comprehensive description of the microbial communities in these ecosystems is currently lacking, and additional studies are required to have a complete understanding of the functioning and resilience of mangroves worldwide.In this work, we carried out a metagenomic study by comparing the microbial community of mangrove sediment with the rhizosphere microbiome of Avicennia marina, in northern Red Sea mangroves, along the coast of Saudi Arabia. Our results revealed that rhizosphere samples presented similar profiles at the taxonomic and functional levels and differentiated from the microbiome of bulk soil controls. Overall, samples showed predominance by Proteobacteria, Bacteroidetes and Firmicutes, with high abundance of sulfate reducers and methanogens, although specific groups were selectively enriched in the rhizosphere. Functional analysis showed significant enrichment in ‘metabolism of aromatic compounds’, ‘mobile genetic elements’, ‘potassium metabolism’ and ‘pathways that utilize osmolytes’ in the rhizosphere microbiomes.To our knowledge, this is the first metagenomic study on the microbiome of mangroves in the Red Sea, and the first application of unbiased 454-pyrosequencing to study the rhizosphere microbiome associated with A. marina. Our results provide the first insights into the range of functions and microbial diversity in the rhizosphere and soil sediments of gray mangrove (A. marina) in the Red Sea

Widening of the genetic and clinical spectrum of Lamb-Shaffer syndrome, a neurodevelopmental disorder due to SOX5 haploinsufficiency

Purpose Lamb-Shaffer syndrome (LAMSHF) is a neurodevelopmental disorder described in just over two dozen patients with heterozygous genetic alterations involving SOX5, a gene encoding a transcription factor regulating cell fate and differentiation in neurogenesis and other discrete developmental processes. The genetic alterations described so far are mainly microdeletions. The present study was aimed at increasing our understanding of LAMSHF, its clinical and genetic spectrum, and the pathophysiological mechanisms involved. Methods Clinical and genetic data were collected through GeneMatcher and clinical or genetic networks for 41 novel patients harboring various types ofSOX5 alterations. Functional consequences of selected substitutions were investigated. Results Microdeletions and truncating variants occurred throughout SOX5. In contrast, most missense variants clustered in the pivotal SOX-specific high-mobility-group domain. The latter variants prevented SOX5 from binding DNA and promoting transactivation in vitro, whereas missense variants located outside the high-mobility-group domain did not. Clinical manifestations and severity varied among patients. No clear genotype-phenotype correlations were found, except that missense variants outside the high-mobility-group domain were generally better tolerated. Conclusions This study extends the clinical and genetic spectrum associated with LAMSHF and consolidates evidence that SOX5 haploinsufficiency leads to variable degrees of intellectual disability, language delay, and other clinical features

Finishing the euchromatic sequence of the human genome

The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∼99% of the euchromatic genome and is accurate to an error rate of ∼1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead

Both a Healing and Destroying Witch: Female Practitioners in Colonial Massachusetts and Surrounding Areas During the Witchcraft Trials of 1648-1692

From the Washington University Senior Honors Thesis Abstracts (WUSHTA), Volume 2, Spring 2010. Published by the Office of Undergraduate Research. Henry Biggs, Director, Office of Undergraduate Research / Associate Dean, College of Arts & Sciences; Joy Zalis Kiefer, Undergraduate Research Coordinator / Assistant Dean in the College of Arts & Sciences; E. Holly Tasker, Editor. Mentor: David Koni

Enhancing Online or Blending Learning Environments with Active Learning: Part I (Online Debates)

Within this Snapshot Presentation, participants will briefly explore the implementation of online debates in an online or blended learning environment. Attendees will be able to apply active learning strategies that correlate to the needs of their institution. The facilitator will model or showcase successful practice of online debates and present how various approaches could be executed within an online or blended learning experience. Also, attendees will gain a deeper understanding of the benefits of active learning through the use of shared research findings. Online debates in an online or blended learning environment allow for the expansion of active learning by promoting critical thinking and student engagement. Engaged students are more likely to be able to apply concepts and theories in their responses and practice. Integration of online debates within a course (online or blended) offers students an opportunity to initiate the discussion of misconceptions or ideas, controversial opinions, and research-based discussion. The facilitator will render examples of successfully implemented online debates that take attendees outside of the classic debate vision of podiums, timers, and moderators. These examples will provide extensive guidance to how to start an online debate, expected outcomes, and successfully guiding a debate in action. Attendees will be presented with tips and tricks to yield successful collaboration and application of knowledge by students by use of online debates