Transdisciplinary or Pedagogically Distinct? Disciplinary Considerations for Teaching Certificates in Higher Education

This research provides an analysis of disciplines and disciplinary differences regarding the pedagogical value and content of post-graduate teaching certificates in higher education. Findings and recommendations are based upon a survey (N = 450) of department heads and doctoral students at Canadian research-focused universities. Participants were surveyed regarding their perceptions of the value of a credentialed teaching certificate for new academics seeking employment, as well as whether they believe the pedagogical knowledge and skills that typically comprise teaching certificates are valuable. Examining whether a strongly held disciplinary identity in more senior academics contributes to these differences, the survey results demonstrate significant differences between disciplines for the overall value and, in some areas, the content of teaching certificates, especially in department head responses. Relatedly, the open-ended survey comments show a deeply ingrained disciplinary identity, particularly for those holding the department head roles, which in turn reflected several participants’ perceptions of disciplinary teaching and learning knowledge and skills as holding superior value to generic, transdisciplinary programs. Recommendations include a renewed focus in educational development initiatives on linking transdisciplinary approaches to specific disciplinary contexts, further connecting overarching pedagogical theories to pedagogical content knowledge as it is translated in practice

From Digital Natives to Digital Literacy: Anchoring Digital Practices through Learning Design

While the academic community and the general public often refer to learners today as inherently tech-savvy digital natives, those in the educational technology community have long advocated for a move away from digital native stereotypes in favour of fostering digital literacy. As such, the educational technology community can play a vital role in shifting from popular conceptions of digital natives and toward developing digital literacy for the benefit of all learners. In this paper, we provide a comparative analysis of search data from Google Trends showing continued use of the term digital natives and the rising interest in digital literacy. In order to help educators move away from popularized concepts of digital natives by instead developing digital literacy in three domains, we propose a conceptual framework for anchoring digital practices within a Learning Design model

The Presence of Cross Education within the Body- An Evaluation of Contralateral Grip Strength

Please enjoy Volume 5, Issue 1 of the JSMAHS. In this issue you will find Professional and under graduate research abstracts, case reports, and critically appraised topics. Thank you for viewing this 5th Annual OATA Special Edition

Codesigned Shared Decision-Making Diabetes Management Plan Tool for Adolescents With Type 1 Diabetes Mellitus and Their Parents: Prototype Development and Pilot Test

Background: Adolescents with type 1 diabetes mellitus have difficulty achieving optimal glycemic control, partly due to competing priorities that interfere with diabetes self-care. Often, significant diabetes-related family conflict occurs, and adolescents’ thoughts and feelings about diabetes management may be disregarded. Patient-centered diabetes outcomes may be better when adolescents feel engaged in the decision-making process. Objective: The objective of our study was to codesign a clinic intervention using shared decision making for addressing diabetes self-care with an adolescent patient and parent advisory board. Methods: The patient and parent advisory board consisted of 6 adolescents (teens) between the ages 12 and 18 years with type 1 diabetes mellitus and their parents recruited through our institution’s Pediatric Diabetes Program. Teens and parents provided informed consent and participated in 1 or both of 2 patient and parent advisory board sessions, lasting 3 to 4 hours each. Session 1 topics were (1) patient-centered outcomes related to quality of life, parent-teen shared diabetes management, and shared family experiences; and (2) implementation and acceptability of a patient-centered diabetes care plan intervention where shared decision making was used. We analyzed audio recordings, notes, and other materials to identify and extract ideas relevant to the development of a patient-centered diabetes management plan. These data were visually coded into similar themes. We used the information to develop a prototype for a diabetes management plan tool that we pilot tested during session 2. Results: Session 1 identified 6 principal patient-centered quality-of-life measurement domains: stress, fear and worry, mealtime struggles, assumptions and judgments, feeling abnormal, and conflict. We determined 2 objectives to be principally important for a diabetes management plan intervention: (1) focusing the intervention on diabetes distress and conflict resolution strategies, and (2) working toward a verbalized common goal. In session 2, we created the diabetes management plan tool according to these findings and will use it in a clinical trial with the aim of assisting with patient-centered goal setting. Conclusions: Patients with type 1 diabetes mellitus can be effectively engaged and involved in patient-centered research design. Teens with type 1 diabetes mellitus prioritize reducing family conflict and fitting into their social milieu over health outcomes at this time in their lives. It is important to acknowledge this when designing interventions to improve health outcomes in teens with type 1 diabetes mellitus

Associations between Children's Physical Activity and Neighborhood Environments Using GIS: A Secondary Analysis from a Systematic Scoping Review.

Regular participation in physical activity is essential for children's physical, mental, and cognitive health. Neighborhood environments may be especially important for children who are more likely to spend time in the environment proximal to home. This article provides an update of evidence for associations between children's physical activity behaviors and objectively assessed environmental characteristics derived using geographical information system (GIS)-based approaches. A systematic scoping review yielded 36 relevant articles of varying study quality. Most studies were conducted in the USA. Findings highlight the need for neighborhoods that are well connected, have higher population densities, and have a variety of destinations in the proximal neighborhood to support children's physical activity behaviors. A shorter distance to school and safe traffic environments were significant factors in supporting children's active travel behaviors. Areas for improvement in the field include the consideration of neighborhood self-selection bias, including more diverse population groups, ground-truthing GIS databases, utilising data-driven approaches to derive environmental indices, and improving the temporal alignment of GIS datasets with behavioral outcomes

Associations between Children's Physical Activity and Neighborhood Environments Using GIS: A Secondary Analysis from a Systematic Scoping Review.

Regular participation in physical activity is essential for children's physical, mental, and cognitive health. Neighborhood environments may be especially important for children who are more likely to spend time in the environment proximal to home. This article provides an update of evidence for associations between children's physical activity behaviors and objectively assessed environmental characteristics derived using geographical information system (GIS)-based approaches. A systematic scoping review yielded 36 relevant articles of varying study quality. Most studies were conducted in the USA. Findings highlight the need for neighborhoods that are well connected, have higher population densities, and have a variety of destinations in the proximal neighborhood to support children's physical activity behaviors. A shorter distance to school and safe traffic environments were significant factors in supporting children's active travel behaviors. Areas for improvement in the field include the consideration of neighborhood self-selection bias, including more diverse population groups, ground-truthing GIS databases, utilising data-driven approaches to derive environmental indices, and improving the temporal alignment of GIS datasets with behavioral outcomes

The role of timing and prototypical causality on how preschoolers fast-map novel verb meanings

In controlled contexts, young children find it more difficult to learn novel words for actions than words for objects: Imai et al. (2008) found that English-speaking three-year-olds mistakenly choose a novel object as a referent for a novel verb about 42% of the time despite hearing the verb in a transitive sentence. The current two studies investigated whether English three- and five-year-old children would find resultative actions easier (since they are prototypically causative) than the non-resultative, durative event types used in Imai et al.’s studies. The reverse was true. Furthermore, if the novel verbs were taught on completion of the action, this did not improve performance, which contrasts with previous findings (e.g. Tomasello & Kruger, 1992). Our resultative actions were punctual, change-of-location events which may be less visually salient than the non-resulative, durative actions. Visual salience may play a greater role than does degree of action causality in the relative ease of verb learning even at three years

An Environmental Scan of Mindfulness-Based Interventions on University and College Campuses: A Research Note

The purpose of this research note is to provide readers with an understanding of the diverse types of student mental health interventions that are being offered on North American universities/ colleges broken down into two types of interventions: (1) traditional, or non-mindfulness-based interventions, and (2) mindfulness-based interventions. Data were collected, organized, and synthesized during the first 5 months of 2016 (via a simple Google searches) for all North American universities/colleges that offered their students mental health interventions on their campuses. Traditional, or non-mindfulness-based interventions remain widely in use on university/college campuses and include: prevention and outreach, support groups and workshops, individual counseling, and self-help. Mindfulness-based interventions, although less widely available, include: mindfulness-based cognitive therapy, mindfulness- based stress reduction, guided meditations and yoga, compassion training, mindfulness-based technology, and mindful eating. There is an abundance of data that seem to indicate that colleges/universities are increasing the mental health interventions they offer to their students. In addition, the use of mindfulness- based interventions (a sub-set of mental health interventions) seems to be being used with an increasing frequency

A Spectroscopic Study of Mass Outflows in the Interacting Binary RY Scuti

The massive interacting binary RY Scuti is an important representative of an active mass-transferring system that is changing before our eyes and which may be an example of the formation of a Wolf-Rayet star through tidal stripping. Utilizing new and previously published spectra, we present examples of how a number of illustrative absorption and emission features vary during the binary orbit. We identify spectral features associated with each component, calculate a new, double-lined spectroscopic binary orbit, and find masses of 7.1 +/- 1.2 M_sun for the bright supergiant and 30.0 +/- 2.1 M_sun for the hidden massive companion. Through tomographic reconstruction of the component spectra from the composite spectra, we confirm the O9.7 Ibpe spectral class of the bright supergiant and discover a B0.5 I spectrum associated with the hidden massive companion; however, we suggest that the latter is actually the spectrum of the photosphere of the accretion torus immediately surrounding the massive companion. We describe the complex nature of the mass loss flows from the system in the context of recent hydrodynamical models for beta Lyr, leading us to conclude RY Scuti has matter leaving the system in two ways: 1) a bipolar outflow from winds generated by the hidden massive companion, and 2) mass from the bright O9.7 Ibpe supergiant flowing from the region near the L2 point to fill out a large, dense circumbinary disk. This circumbinary disk (radius ~ 1 AU) may feed the surrounding double-toroidal nebula (radius ~ 2000 AU).Comment: 41 pages with 7 tables and 11 figures, accepted to Ap

Multiwavelength Observations of the Runaway Binary HD 15137

HD 15137 is an intriguing runaway O-type binary system that offers a rare opportunity to explore the mechanism by which it was ejected from the open cluster of its birth. Here we present recent blue optical spectra of HD 15137 and derive a new orbital solution for the spectroscopic binary and physical parameters of the O star primary. We also present the first XMM-Newton observations of the system. Fits of the EPIC spectra indicate soft, thermal X-ray emission consistent with an isolated O star. Upper limits on the undetected hard X-ray emission place limits on the emission from a proposed compact companion in the system, and we rule out a quiescent neutron star in the propellor regime or a weakly accreting neutron star. An unevolved secondary companion is also not detected in our optical spectra of the binary, and it is difficult to conclude that a gravitational interaction could have ejected this runaway binary with a low mass optical star. HD 15137 may contain an elusive neutron star in the ejector regime or a quiescent black hole with conditions unfavorable for accretion at the time of our observations.Comment: Accepted to A