Effect of assumptions by pre-service teachers concerning family life, extracurricular involvement and socioeconomic status [abstract]

Abstract only availableThe state of Missouri wants to produce highly qualified educators in order to facilitate high performing students; because of this it is vital that pre-service teachers alter their expectation in order to maintain high expectations for all students thus lessoning the achievement gap. For over twenty years researchers have demonstrated that teacher expectations have impacted student's academic performance. Tom Good states, “Teachers' high expectations of their students contributes to students achieving at or near their potential, while students receiving low expectations will not gain as much as they could have if taught differently” (1987). As pre-service teachers (students in the teacher development program taking 2000 level courses) develop as educators at the University of Missouri the knowledge of what impacts their expectations needs to be understood in order to adjust them to best meet their student's academic needs. These teachers are being placed in America's classroom and have a direct impact on student's educational performance. Lower student performance resulting from low teacher expectations may result in low test scores for students leading to lowered funding and decreased value in the district. Within this research we will be examining what formulates pre-service teacher's expectations of their students. Our research is crucial to determining how to better educate future teachers in order to establish teacher's high expectations and higher achievement from their students. In order to determine these factors we poled 368 students in an entry level teacher development course at the University of Missouri. In the past the expectations of in-service teacher's has been studied in correlation with student achievement to determine the effect upon students' performance. Past research has shown race to be a large factor in teacher expectation. For example generally African American students are thought to perform poorly, while Asian students are expected to perform highly. We will analyze University of Missouri pre-service teacher's survey responses in order to identify patterns within their reasoning for the expectation given. Surveys included mixed race variable and factors that one might infer would impact teacher expectations, such as family life, extracurricular involvement, and socio economic status of the different scenarios represented. Surveys included a control scenario with a race, gender, and SES variable

Ruin Imagery and the Iconography of Regeneration in Eighteenth Century French Art

While the extraordinary popularity of ruin imagery in eighteenth century France is well known to art historians, it has remained a largely unstudied, and thus misunderstood, cultural phenomenon. The profusion of ruin pictures and ruinous garden pavilions during the Enlightenment is generally interpreted as symptomatic of the emotional febrility and escapist perversity of a society bogged down in decadence. The popularity of ruins as motifs of interior decoration is taken as proof of the reign of rococo frivolity. The present study seeks to bring into focus how eighteenth century artists, connoisseurs and writers themselves felt about their ruin imagery. This examination is called for because the evidence of documents, literary sources and the art itself overwhelmingly suggests that ruins were considered to be symbolic of nature's regenerative vitality and wholesomeness. To the contemporary viewer, therefore, the experience of a ruin was an antidote to, not a symptom of, social and personal lethargy. Early signs of the new iconographical trends appear in the art of students at the French Academy in Rome and were probably influenced by the commitments to ecclesiastical and cultural reform expressed by Italian ruinists associated with the academy. Ruins had a longstanding association in visual imagery and literature with the contemplative life, intellectual insights and poetic inspiration; in the eighteenth century, to frequent ruin settings implied a rejection of hypocrisy, pomposity and spiritual complacency. In France, catastrophes, urban renewal projects and the Revolution created "fresh" ruins which, even more poignantly than ancient ruins, illustrated the transience of life. Images of these modern ruins clearly embodied the unstable blend of anxiety, excitement, hope and resignation with which French society watched the shirlwind of change sweeping their country toward the year 1800

Word frequency influences on the list length effect and associative memory in young and older adults

Many studies show that age deficits in memory are smaller for information supported by preexperimental experience. Many studies also find dissociations in memory tasks between words that occur with high and low frequencies in language, but the literature is mixed regarding the extent of word frequency effects in normal ageing. We examined whether age deficits in episodic memory could be influenced by manipulations of word frequency. In Experiment 1, young and older adults studied short and long lists of high- and low-frequency words for free recall. The list length effect (the drop in proportion recalled for longer lists) was larger in young compared to older adults and for high- compared to low-frequency words. In Experiment 2, young and older adults completed item and associative recognition memory tests with high- and low-frequency words. Age deficits were greater for associative memory than for item memory, demonstrating an age-related associative deficit. High-frequency words led to better associative memory performance whilst low-frequency words resulted in better item memory performance. In neither experiment was there any evidence for age deficits to be smaller for high- relative to low-frequency words, suggesting that word frequency effects on memory operate independently from effects due to cognitive ageing

The Hall of Mirrors Perceptions and Misperceptions in the Congressional Foreign Policy Process

Explores several factors related to an inconsistency in the voting record by the U.S. Congress on foreign policy issues, compared with the position taken by the public, administration officials, and leaders in business, labor, media, and education

Stability of meropenem after reconstitution for administration by prolonged infusion

Objective: Meropenem is a parenteral carbapenem antibiotic which has a broad spectrum of activity against aerobes and anaerobes. Meropenem’s bactericidal activity is determined by the time during which meropenem concentration remains above the minimal inhibition concentration (MIC) during the dosing interval. Thus, prolonged infusion is the optimal way to maximize the time-dependant activity. However, studies to date have shown that carbapenems and in particular, meropenem, are relatively unstable in solution. The aims of this study were therefore (1) to establish the effects of temperature on the concentration of a generic brand reconstituted meropenem solution and (2) to determine whether 24-hour continuous infusion is possible without concentrations dropping below the recommended 90%. Method: Preliminary examination was carried out by the means of nuclear magnetic resonance (NMR) spectroscopy. Meropenem was subsequently assayed using high-performance liquid chromatography (HPLC). The method was developed and validated in compliance with International Council for Harmonisation (ICH) guidelines. Meropenem’s stability was examined at two temperatures 22°C and 33°C to mimic average and high temperature in hospital wards. Solutions were prepared aseptically at the clinically relevant concentration. Results: NMR results obtained showed an increase in open ring methyl groups peak intensity, indicating that meropenem begins to degrade upon dissolution (d=1.05 and 1.25). Results obtained from quantitative HPLC confirm that meropenem concentrations dropped to 90% of initial concentration at 7.4 hours and 5.7 hours at 22°C and 33°C, respectively. Conclusion: Although results obtained indicate that meropenem should not be continuously infused over 24 hours, it is possible that meropenem could be continuously infused for at least 7 hours if temperature does not exceed 22°C and for 5 hours if temperature does not exceed 33°C

Validity and Reliability of the Connor-Davidson Resilience Scale (CD-RISC) in Competitive Sport

Objective: This study replicates and extends the work of Gucciardi and colleagues (2011) in relation to the validity of the Connor-Davidson Resilience Scale (CD-RISC; Connor & Davidson, 2003) in sport. Three primary aims were explored: 1) Examine the factor structure and fit of three versions of the CD-RISC: the original 25-item CD-RISC, both as a 25-item five factor scale and as a 25-item unidimensional scale, and the 10-item CD-RISC-10; 2) examine gender invariance of the best fitting version of the CD-RISC; and 3) examine the validity of the best fitting CD-RISC by relating it to affect and performance anxiety in a sample of competitive American distance runners (N= 409). Design: Cross-sectional. Methods: Multiple self-report questionnaires were delivered through an online medium. Results: Using confirmatory factor and item level analyses, the CD-RISC-10-item scale was psychometrically superior to the unidimensional 25-item and the five factor 25-item CD-RISC versions. The CD-RISC-10-item exhibited measurement invariance for gender, with significant configural, strong, and weak analyses. Using structure equation modeling, the CD-RISC-10-item scale moderately and positively correlated with positive affect and was inversely related to negative affect and performance anxiety, establishing convergent and divergent validity. Conclusion: The findings support Gucciardi and colleagues’ 2011 findings that the CD-RISC-10 is a valid and reliable instrument to assess resilient qualities in sport

False stereotypes: Future teacher's expectations for their students [abstract]

Abstract only availablePrevious research has shown that teacher have preconceived expectations for their students. This mixed-methodological study examined how pre-service teachers expected students to perform academically based on demographic characteristics and the academic year of enrollment between sophomore and senior students. Participants (n = 354) included undergraduates enrolled in a teacher education program at a large mid-western university. Data were collected in a survey format in which participants ranked one out of twelve possible student scenarios defined by the following characteristics: gender, race, and SES. All twelve student scenarios presented a child with a stable family and involved in extracurricular activities. The participants used a scale from 1 to 5 (3 being "average" and 5 being "above average") to rank what their expectations for that particular student would be in their classroom. In addition, the participants explained their rating with a rationale. We examined the rationales for the numerical ratings provided on one question in particular within the survey, "How do you expect this student to perform academically in your classroom?" Above average ratings were further explored because the majority of both seniors and sophomores rated their scenario accordingly. (Seniors: 72.5%; Sophomores: 76.8%) Qualitative responses into the following categories: race, SES, family stability, and extracurricular involvement were tallied and analyzed. Overall, extracurricular involvement and/or family stability were viewed as indicators for above average academic performance. No significant differences were found between the sophomore and senior responses. Across scenarios the most stated reasons for above average academic performance were family stability and/or extracurricular involvement. No differences were found between race, gender, or SES. These findings suggest that many pre-service teachers, regardless of class rank, hold assumptions that a "stable" family and extracurricular involvement plays a significant role in their student's academic performance. Further implications for teacher preparation programs are discussed.College of Educatio

Effects of Perceptual and Conceptual Cues in a Response Switching Task

ABSTRACT In the directed response switching (DRS) task, participants kept two conflicting responses active, choosing between responses on each trial. The primary response was word naming, whereas the secondary response was a generic verbal response, "bam." In previous versions of DRS, we used color as the sole cue for the correct response, potentially allowing people to make decisions about correct responses without fully encoding the stimuli. In the present experiment, we varied perceptual (color) and conceptual (group membership) cues to examine the effect of more complex cues on decision making. We also manipulated the ease of detecting the primary response and secondary response cues. Using response times as the dependent measure, we found a three-way interaction: Altering the nature of the cues lead to dramatic changes in cognitive control performance. Conceptual input exaggerated both the task and discrimination effects, relative to perceptual input. DESIG

The Role of Volunteerism on Social Integration and Adaptation of African Students at a Mid-Western University in the United States

This study examined the role of volunteer experiences on Black African international students’ social integration and adaptation at a predominantly White Mid-Western university in the United States. The study explores micro-level interactions and relationships fostered during volunteering as well as feelings of inclusion/exclusion and personal satisfaction. Thirteen participants who had volunteered in services that required substantial interactions were interviewed. Four themes on the positive influence of volunteering on social integration and adaptation were identified, namely; fostering of feelings of inclusion and belonging, enhancement of social cohesion of diverse people, fostering of feelings of self-validation, and attainment of social, cultural, and human capital. However, other participants in this study felt inadequate, alienated, and devaluated during the volunteer process. Fear of not being understood, feelings of incompetence, and the cumbersome bureaucratic process in the application process deterred some participants from volunteering with some services

Anti-tubulin drugs conjugated to anti-ErbB antibodies selectively radiosensitize.

Tumour resistance to radiotherapy remains a barrier to improving cancer patient outcomes. To overcome radioresistance, certain drugs have been found to sensitize cells to ionizing radiation (IR). In theory, more potent radiosensitizing drugs should increase tumour kill and improve patient outcomes. In practice, clinical utility of potent radiosensitizing drugs is curtailed by off-target side effects. Here we report potent anti-tubulin drugs conjugated to anti-ErbB antibodies selectively radiosensitize to tumours based on surface receptor expression. While two classes of potent anti-tubulins, auristatins and maytansinoids, indiscriminately radiosensitize tumour cells, conjugating these potent anti-tubulins to anti-ErbB antibodies restrict their radiosensitizing capacity. Of translational significance, we report that a clinically used maytansinoid ADC, ado-trastuzumab emtansine (T-DM1), with IR prolongs tumour control in target expressing HER2+ tumours but not target negative tumours. In contrast to ErbB signal inhibition, our findings establish an alternative therapeutic paradigm for ErbB-based radiosensitization using antibodies to restrict radiosensitizer delivery