Exploring Children’s Insights about Participating in Recreational Activities with Horses and Farm Animals: Social Emotional Experiences and Belief in Animal Mind

Research continues to shed light on the impact of children’s interactions with horses in equine-assisted, learning, and therapeutic contexts. However, we know relatively less about the impact of children’s recreational activities with horses and a diversity of farm animals. What is needed is research that explores how recreational programs involving activities with horses and farm animals are perceived by the child participants themselves. This pilot study sought to explore the insights of children who participated in a nine-week recreational program involving activities with horses and farm animals, with a focus on children’s social emotional experiences and belief in animal mind, which involves attributing to animals the ability to think, feel, and experience emotions. Prior to beginning the nine-week program and upon its conclusion, we interviewed eight children (5 girls; 3 boys; aged 9 to 11 years) who were referred to the pro-gram because they were living in socioeconomically disadvantaged homes. Children responded to open-ended questions about their belief in animal mind and social emotional experiences. Salient themes in children’s responses prior to and following their participation in the program were identified using qualitative content analysis. Overall, children’s responses revealed new insights into animal minds and positive social emotional experiences following their participa-tion in the program. Children’s responses also revealed the following themes as key aspects of their experience in the program: (1) new opportunities and interest in the program, (2) feeling more confident with horses and farm animals, (3) new social opportunities and support, and (4) sadness that the program was ending. These findings hold significance for human–animal interaction practitioners and educators interested in supporting children’s positive social and emotional experiences and stimulating children’s belief in animal mind and knowledge of and respect for the needs of diverse animals

Up the leash: Exploring canine handlers’ perceptions of volunteering in canine-assisted interventions

To date, research on university and college based canine-assisted interventions for post-secondary students have focused on identifying the effects of spending time with therapy dogs on the well-being of participants and, to a lesser extent, exploring the effects of canine-assisted interventions on therapy dogs as a means of safeguarding canine welfare. Little empirical attention has focused on understanding the experience of volunteer canine handlers – agents at the heart of the success of canine-assisted interventions. The aim of this exploratory research was to first capture the voice of these key stakeholders to better understand their experience as canine handler volunteers and second to provide preliminary insights into their well-being. Sixty volunteer handlers with varying volunteer experience with a canine therapy program at a mid-size Canadian university responded to a series of open-ended prompts related to their volunteer work and completed a battery of well-being measures. Qualitative findings revealed that most participants identified social benefits to volunteering for themselves (64%) and for their dog (55%). The perceived impact on students (33%) and the ability to help university students (36%) were the most rewarding aspects of volunteering. Though enticed to volunteer by qualities of the CAI program (36%), participant motivations to continue volunteering were predominantly associated with personal benefits of volunteering (44%). Most handlers reported no challenges associated with volunteering (73%) and described their dog as happy after sessions (71%). Participants commonly described good therapy dogs as relaxed, calm, and respectful (66%) and strong handlers as having good awareness of their dog (48%). Quantitative findings revealed volunteer handlers reported elevated levels of positive affect (p = < 0.001, d = 1.19), greater satisfaction with life (p = < 0.001, d = 0.85) and lower levels of avoidant attachment to their therapy dog (p = < 0.001, d = -1.16) when compared to normative samples. Implications for the governing of university and college based programs and handler well-being are discussed

Sensory sensitivity, intolerance of uncertainty and sex differences predicting anxiety in emerging adults

As multiple vulnerability factors have been defined for anxiety disorders, it is important to investigate the interactions among these factors to understand why and how some individuals develop anxiety. Sensory Sensitivity (SS) and Intolerance of Uncertainty (IU) are independent vulnerability factors of anxiety, but their unique relationship in predicting anxiety has rarely been studied in non-clinical populations. The objective of this investigation was to examine the combined effects of SS and IU on self-reported anxiety in a sample of university students. In addition, with the frequently reported sex bias in anxiety literature, we expected that the combined effects of vulnerability factors would be different for females and males. A convenience sample of 313 university students, ages 17–26 years was recruited. The participants completed the Intolerance of Uncertainty Scale (IUS-12), the Adult/Adolescent Sensory Profile (AASP), and the Beck Anxiety Inventory (BAI). Results of moderated mediation analyses demonstrated a strong partial mediation between SS and anxiety through IU, providing evidence that IU, a cognitive bias against the unknown, was one mechanism that explained how SS was related to anxiety. Further, the effect of IU on anxiety was approximately twice as strong in females. Our results highlight the importance of studying the unique relationships among multiple vulnerability factors to better understand anxiety susceptibility in emerging adults.Supported by the Council for Research in the Social Sciences (CRISS) of the Faculty of Social Sciences at Brock University and Brock University's Library Open Access Publishing Fund

When Therapy Dogs Provide Virtual Comfort: Exploring University Students’ Insights and Perspectives

With the proliferation of canine-assisted interventions and the emphasis placed on the impact of these sessions in bolstering the well-being of visitors to sessions, especially university students, it can be easy to overlook just how participating in one of these sessions is experienced by participants. Capturing participants’ experiences is important as this holds the potential to inform program design and delivery and elucidate mechanisms within the intervention that were found to be especially efficacious. Forging new empirical terrain, this study explored the insights and perceptions of 469 undergraduate students who participated in a virtual canine-assisted stress-reduction intervention at a mid-size western Canadian university. Participants were randomly assigned to synchronous or asynchronous and dog or no-dog conditions and were asked to share their views of their experience by rating statements and responding to open-ended prompts. Thematic content analysis of findings revealed that a virtual canine-assisted intervention was well received by participants. Participants in the synchronous condition with a dog reported more favorable well-being benefits, as compared with participants in the asynchronous condition with a dog and with participants in both the synchronous and asynchronous conditions without a dog. Implications of these findings hold relevance for supporting geographically remote students and students for whom attending virtual sessions is the only option given barriers preventing them from in-person attendance. Correspondingly, considerations of the role of the handler and of animal welfare are presented

How much exposure to English is necessary for a bilingual toddler to perform like a monolingual peer in language tests?

Background Bilingual children are under-referred due to an ostensible expectation that they lag behind their monolingual peers in their English acquisition. The recommendations of the Royal College of Speech and Language Therapists (RCSLT) state that bilingual children should be assessed in both the languages known by the children. However, despite these recommendations, a majority of speech and language professionals report that they assess bilingual children only in English as bilingual children come from a wide array of language backgrounds and standardized language measures are not available for the majority of these. Moreover, even when such measures do exist, they are not tailored for bilingual children. Aims It was asked whether a cut-off exists in the proportion of exposure to English at which one should expect a bilingual toddler to perform as well as a monolingual on a test standardized for monolingual English-speaking children. Methods & Procedures Thirty-five bilingual 2;6-year-olds exposed to British English plus an additional language and 36 British monolingual toddlers were assessed on the auditory component of the Preschool Language Scale, British Picture Vocabulary Scale and an object-naming measure. All parents completed the Oxford Communicative Development Inventory (Oxford CDI) and an exposure questionnaire that assessed the proportion of English in the language input. Where the CDI existed in the bilingual's additional language, these data were also collected. Outcomes & Results Hierarchical regression analyses found the proportion of exposure to English to be the main predictor of the performance of bilingual toddlers. Bilingual toddlers who received 60% exposure to English or more performed like their monolingual peers on all measures. K-means cluster analyses and Levene variance tests confirmed the estimated English exposure cut-off at 60% for all language measures. Finally, for one additional language for which we had multiple participants, additional language CDI production scores were significantly inversely related to the amount of exposure to English. Conclusions & Implications Typically developing 2;6-year-olds who are bilingual in English and an additional language and who hear English 60% of the time or more, perform equivalently to their typically developing monolingual peers

TRY plant trait database - enhanced coverage and open access

Plant traits-the morphological, anatomical, physiological, biochemical and phenological characteristics of plants-determine how plants respond to environmental factors, affect other trophic levels, and influence ecosystem properties and their benefits and detriments to people. Plant trait data thus represent the basis for a vast area of research spanning from evolutionary biology, community and functional ecology, to biodiversity conservation, ecosystem and landscape management, restoration, biogeography and earth system modelling. Since its foundation in 2007, the TRY database of plant traits has grown continuously. It now provides unprecedented data coverage under an open access data policy and is the main plant trait database used by the research community worldwide. Increasingly, the TRY database also supports new frontiers of trait-based plant research, including the identification of data gaps and the subsequent mobilization or measurement of new data. To support this development, in this article we evaluate the extent of the trait data compiled in TRY and analyse emerging patterns of data coverage and representativeness. Best species coverage is achieved for categorical traits-almost complete coverage for 'plant growth form'. However, most traits relevant for ecology and vegetation modelling are characterized by continuous intraspecific variation and trait-environmental relationships. These traits have to be measured on individual plants in their respective environment. Despite unprecedented data coverage, we observe a humbling lack of completeness and representativeness of these continuous traits in many aspects. We, therefore, conclude that reducing data gaps and biases in the TRY database remains a key challenge and requires a coordinated approach to data mobilization and trait measurements. This can only be achieved in collaboration with other initiatives

Evidence for the h_b(1P) meson in the decay Upsilon(3S) --> pi0 h_b(1P)

Using a sample of 122 million Upsilon(3S) events recorded with the BaBar detector at the PEP-II asymmetric-energy e+e- collider at SLAC, we search for the $h_b(1P)$ spin-singlet partner of the P-wave chi_{bJ}(1P) states in the sequential decay Upsilon(3S) --> pi0 h_b(1P), h_b(1P) --> gamma eta_b(1S). We observe an excess of events above background in the distribution of the recoil mass against the pi0 at mass 9902 +/- 4(stat.) +/- 2(syst.) MeV/c^2. The width of the observed signal is consistent with experimental resolution, and its significance is 3.1sigma, including systematic uncertainties. We obtain the value (4.3 +/- 1.1(stat.) +/- 0.9(syst.)) x 10^{-4} for the product branching fraction BF(Upsilon(3S)-->pi0 h_b) x BF(h_b-->gamma eta_b).Comment: 8 pages, 4 postscript figures, submitted to Phys. Rev. D (Rapid Communications

Regression and stabilization of advanced murine atherosclerotic lesions: a comparison of LDL lowering and HDL raising gene transfer strategies

Both reductions in atherogenic lipoproteins and increases in high-density lipoprotein (HDL) levels may affect atherosclerosis regression. Here, the relative potential of low-density lipoprotein (LDL) lowering and HDL raising gene transfer strategies to induce regression of complex murine atherosclerotic lesions was directly compared. Male C57BL/6 LDL receptor (LDLr)−/− mice were fed an atherogenic diet (1.25% cholesterol and 10% coconut oil) to induce advanced atherosclerotic lesions. A baseline group was killed after 6 months and remaining mice were randomized into a control progression (Adnull or saline), an apolipoprotein (apo) A-I (AdA-I), an LDLr (AdLDLr), or a combined apo A-I/LDLr (AdA-I/AdLDLr) adenoviral gene transfer group and followed-up for another 12 weeks with continuation of the atherogenic diet. Gene transfer with AdLDLr decreased non-HDL cholesterol levels persistently by 95% (p < 0.001) compared with baseline. This drastic reduction of non-HDL cholesterol levels induced lesion regression by 28% (p < 0.001) in the aortic root and by 25% (p < 0.05) in the brachiocephalic artery at 12 weeks after transfer. Change in lesion size was accompanied by enhanced plaque stability, as evidenced by increased collagen content, reduced lesional macrophage content, a drastic reduction of necrotic core area, and decreased expression of inflammatory genes. Elevated HDL cholesterol following AdA-I transfer increased collagen content in lesions, but did not induce regression. Apo A-I gene transfer on top of AdLDLr transfer resulted in additive effects, particularly on inflammatory gene expression. In conclusion, drastic lipid lowering induced by a powerful gene transfer strategy leads to pronounced regression and stabilization of advanced murine atherosclerosis

Performance of the CMS Cathode Strip Chambers with Cosmic Rays

The Cathode Strip Chambers (CSCs) constitute the primary muon tracking device in the CMS endcaps. Their performance has been evaluated using data taken during a cosmic ray run in fall 2008. Measured noise levels are low, with the number of noisy channels well below 1%. Coordinate resolution was measured for all types of chambers, and fall in the range 47 microns to 243 microns. The efficiencies for local charged track triggers, for hit and for segments reconstruction were measured, and are above 99%. The timing resolution per layer is approximately 5 ns