Addressing the STEM Gender Gap by Designing and Implementing an Educational Outreach Chemistry Camp for Middle School Girls

There continues to be a persistent, widespread gender gap in multiple STEM disciplines at all educational and professional levels: from the self-reported interest of preschool aged students in scientific exploration to the percentages of tenured faculty in these disciplines, more men than women express an interest in science, a confidence in their scientific abilities, and ultimately decide to pursue scientific careers. Reported herein is an intensive outreach effort focused on addressing this gender gap: a full-time, week-long chemistry camp that was designed and implemented for middle school girls in the state of Rhode Island. The camp schedule included multiple hands-on experiments, field trips, and significant interactions with female scientists, all of which were designed to increase the participants’ interest in and enthusiasm for science. The success of the program in changing the participants’ attitudes toward science was measured through administration of a precamp and postcamp survey, and the survey results demonstrated a strong success in changing the participants’ attitudes toward the widespread applicability of science, their perceived level of support for scientific study, and their interest in pursuing STEM-related careers

Montgomery Multiplication Using Vector Instructions

In this paper we present a parallel approach to compute interleaved Montgomery multiplication. This approach is particularly suitable to be computed on 2-way single instruction, multiple data platforms as can be found on most modern computer architectures in the form of vector instruction set extensions. We have implemented this approach for tablet devices which run the x86 architecture (Intel Atom Z2760) using SSE2 instructions as well as devices which run on the ARM platform (Qualcomm MSM8960, NVIDIA Tegra 3 and 4) using NEON instructions. When instantiating modular exponentiation with this parallel version of Montgomery multiplication we observed a performance increase of more than a factor of 1.5 compared to the sequential implementation in OpenSSL for the classical arithmetic logic unit on the Atom platform for 2048-bit moduli

An industry consensus study on an HPLC fluorescence method for the determination of (±)-catechin and (±)-epicatechin in cocoa and chocolate products

<p>Abstract</p> <p>Background</p> <p>This manuscript describes the results of an HPLC study for the determination of the flavan-3-ol monomers, (±)-catechin and (±)-epicatechin, in cocoa and plain dark and milk chocolate products. The study was performed under the auspices of the National Confectioners Association (NCA) and involved the analysis of a series of samples by laboratories of five member companies using a common method.</p> <p>Methodology</p> <p>The method reported in this paper uses reversed phase HPLC with fluorescence detection to analyze (±)-epicatechin and (±)-catechin extracted with an acidic solvent from defatted cocoa and chocolate. In addition to a variety of cocoa and chocolate products, the sample set included a blind duplicate used to assess method reproducibility. All data were subjected to statistical analysis with outliers eliminated from the data set.</p> <p>Results</p> <p>The percent coefficient of variation (%CV) of the sample set ranged from approximately 7 to 15%.</p> <p>Conclusions</p> <p>Further experimental details are described in the body of the manuscript and the results indicate the method is suitable for the determination of (±)-catechin and (±)-epicatechin in cocoa and chocolate products and represents the first collaborative study of this HPLC method for these compounds in these matrices.</p

The media use of diaspora in a conflict situation : A case study of Venezuelans in Finland

Many Venezuelan emigrants have an emotional connection and/or they have family members and friends in the country of origin, and that is why they seek to find reliable information on the conflict situation in Venezuela. Therefore, they keep in touch with family members, read mainstream news and use different social media platforms. Thus, what kind of impact the conflict has on the media use and how events reported in the media are interpreted is investigated in this study of Venezuelan diaspora in Finland by using social media ethnography. There are internal and external factors behind the media use. External factors come from societies of the host and origin countries. Internal factors rise from family connections and identity construction concerning personal national identity or political activism.Peer reviewe

Family-school connections and internalizing problems among children living with asthma in urban, low-income neighborhoods

Children with asthma living in urban environments are at risk for experiencing internalizing problems and difficulties at school due to social context and health-related stressors. Parent confidence and participation in the school and children’s attitudes about school were explored in association with children’s depressed mood and school anxiety. Forty-five parent—child dyads were recruited from urban community health centers. Most participants were members of ethnic minority groups. Hierarchical multiple regression analyses revealed that higher levels of parent confidence in the school were associated with fewer symptoms of school anxiety in children. Children’s attitudes toward school moderated the relation between parent participation in the school and children’s depressed mood. Specifically, lower levels of parent participation were associated with higher levels of depressed mood only for children with the least positive school attitudes. Although preliminary, these results suggest the importance of attending to family—school connections to optimize the school-related psychological functioning of children living with asthma in urban environments

Girls' disruptive behavior and its relationship to family functioning: A review

Although a number of reviews of gender differences in disruptive behavior and parental socialization exist, we extend this literature by addressing the question of differential development among girls and by placing both disruptive behavior and parenting behavior in a developmental framework. Clarifying the heterogeneity of development in girls is important for developing and optimizing gender-specific prevention and treatment programs. In the current review, we describe the unique aspects of the development of disruptive behavior in girls and explore how the gender-specific development of disruptive behavior can be explained by family linked risk and protective processes. Based on this review, we formulate a gender-specific reciprocal model of the influence of social factors on the development of disruptive behavior in girls in order to steer further research and better inform prevention and treatment programs

Engagement Across Developmental Periods

The goal of this chapter is to provide a cohesive developmental framework and foundation for which to understand student engagement across early childhood, middle childhood, and adolescence. Guided by the bioecological theory of human development and the person-environment fit perspective, this chapter extends Finn\u27s participation-identification model of engagement by mapping student engagement within a larger developmental sequence. This chapter discusses student engagement within specific developmental periods that are tied to the developmental tasks, opportunities, and challenges unique to early childhood, middle childhood, and adolescence. Student engagement is found to be a nuanced developmental outcome, and the differences may be a result of the maturation of biological, cognitive, and socioemotional developmental tasks and the changing contextual landscape for the children and adolescents. Recommendations for future research as well as policy implications are also discussed

Risk and resilience in gifted young people from low socio-economic backgrounds

Gifted and talented young people from low socio-economic backgrounds are consistently under-represented in gifted programmes in New Zealand schools. This chapter reports on a qualitative study that explored the lived experiences of 101 gifted New Zealand young people from low socio-economic back-grounds. An overarching question for this study was ‘What is it about gifted young people from low socio-economic backgrounds who have achieved to exceptional levels, that has enabled them to do so?’ The risk and resilience construct was used as a lens through which to explore their experiences across a range of contexts. These young people reflected on their perceptions of their giftedness and socio-economic circumstances, their childhoods and school ex-periences, and their home lives. The stories of the participants in this study in-dicated that there are particular risks associated with both giftedness and low socio-economic status, and contribute to ideas about how these young people might be more effectively supported to develop their potential