Grounded: History, Materiality and Myth at the Sacro Bosco of Bomarzo

This thesis considers the relationship between history, materiality and myth in the Sacro Bosco of Bomarzo (c.1550–1580), a site that encompasses roughly three hectares of woodland filled with carved peperino sculptures of monsters and marvels. Frequently framed as an outlier, Bomarzo’s position within studies of Italian Renaissance garden design has always been uncomfortable. This thesis provides a detailed consideration of the Sacro Bosco’s long history through the lens of art history and the site’s beholders, both within the sixteenth century and in key moments of its subsequent reception. In doing so this thesis opens up the study of Bomarzo to questions and concerns beyond that of attribution, iconography and patronage. Instead, interpretative frames grounded in the interests and concerns of the site’s intended visitors, from antiquarianism and popular forms of literature to natural history and geologic disasters, situate the Sacro Bosco in the complex social and cultural matrix from which it was produced and in which it was received. In particular, a case is made for the central role of the immediate physical surroundings––the area’s history, geology and topography––when seeking to understand the space. It is a site that should be seen as engaging with regional concerns. In focussing on the site’s afterlife, moreover, this thesis is interested in how canons have been formed within Garden and Landscape Studies and Renaissance Art History, and how the past is reinterpreted at different moments according to shifting political agendas, and social and cultural horizons

Consensus on the reporting and experimental design of clinical and cognitive-behavioural neurofeedback studies (CRED-nf checklist)

Neurofeedback has begun to attract the attention and scrutiny of the scientific and medical mainstream. Here, neurofeedback researchers present a consensus-derived checklist that aims to improve the reporting and experimental design standards in the field.</p

Professional Development in Historical Inquiry

Educators in the social studies content area have struggled for over a century with how to best instruct their students in critical thinking. A growing group of researchers in the discipline of history, one of the major components of social studies education, support teaching the domain-specific skills of historical thinking through the process of historical inquiry. Nevertheless, many social studies teachers lack the pedagogical content knowledge to instruct their students in historical thinking skills through historical inquiry. This multiple case study sought to examine how two social studies teachers might change their knowledge, beliefs and practices after engaging in eight historical inquiry professional development sessions. The professional development in historical inquiry incorporated many characteristics shown to be effective based on research studies. The theoretical frameworks for the study included social constructivist learning theory, expert/novice learning theory, and teacher change theory. Analysis of data from teacher and student interviews, teacher surveys, classroom observations, teacher reflective journals, artifact review, and audio recordings of the professional development sessions revealed significant patterns within and across the two case study participants. Changes observed in the teachers’ knowledge, beliefs and practices indicated they were able to instruct their students in historical thinking skills through historical inquiry within their respective curriculums. However, both teachers faced the challenges of curriculum design and time constraints, and students’ varied developmental and motivation levels. Findings from this study have implications for how to support social studies teachers as they develop pedagogical content knowledge in historical inquiry in order to teach their students historical thinking skills

NewSTEPs: The Establishment of a National Newborn Screening Technical Assistance Resource Center

As newborn screening (NBS) programs in the US implement expanded screening panels, utilize emerging technologies and identify areas for improvement, the need to establish and maintain a community engagement based national technical assistance center becomes apparent. The Newborn Screening Technical assistance and Evaluation Program (NewSTEPs)—a program of the Association of Public Health Laboratories (APHL) in partnership with the Colorado School of Public Health (ColoradoSPH), offers expertise in newborn screening program development, member connection, data analysis, and program evaluation. NewSTEPs provides a secure online data repository designed to collect comprehensive data on newborn screening programs in three strata: state profiles (description of each state program including program hours, fees, and disorders screened), quality indicators (metrics of program performance encompassing screening accuracy and timeliness) and NBS public health surveillance case definitions. NewSTEPs was created in 2012 under a cooperative agreement with the United States Department of Health and Human Services (HHS), Health Resources and Services Administration (HRSA), Maternal and Child Health Bureau (MCHB). Successful activities of NewSTEPs have resulted in the establishment of a technical assistance resource center and the organization of a network of newborn screening experts. In addition, NewSTEPs coordinates efforts with other federally funded programs in order to maximize resources and to ensure a unified approach to data collection and information sharing

Immature Stages and New Host Plant Records for Three Species in the “Taygetis Clade” of Euptychiina in Southeastern Peru (Lepidoptera: Nymphalidae: Satyrinae)

We report here the immature stages and natural host plants for three species in the so-called “Taygetis clade” of the nymphalid butterfly subtribe Euptychiina, Taygetis echo (Cramer, 1775), Taygetis sosis Hopffer, 1874, and Pseudodebis valentina (Cramer, 1779). The study was carried out at Finca Las Piedras in Madre de Dios department, Peru. Taygetis echo was observed utilizing a species of herbaceous bamboo, Olyra latifolia L. (Poaceae: Bambusoideae: Olyreae), T. sosis was found feeding on another species of herbaceous bamboo, Pariana lunata Nees (Poaceae: Bambusoideae: Olyreae), and P. valentina was found utilizing a species of woody bamboo, Guadua weberbaueri Pilg. (Poaceae: Bambusoideae: Bambuseae). We describe and provide photos of the immatures and host plants, as well as illustrations of the head capsules for each of these three species.Fil: Corahua Espinoza, Thalia. Alliance For A Sustainable Amazon; Estados Unidos. Universidad Nacional Amazónica de Madre de Dios; PerúFil: Nakahara, Shinichi. Harvard University; Estados UnidosFil: Baine, Quinlyn. University of New Mexico. Department of Biology; Estados UnidosFil: Kabir, Jamal. Alliance For A Sustainable Amazon; Estados UnidosFil: Rodríguez Melgarejo, Maryzender Erceliz. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto Argentino de Investigaciones de las Zonas Áridas. Provincia de Mendoza. Instituto Argentino de Investigaciones de las Zonas Áridas. Universidad Nacional de Cuyo. Instituto Argentino de Investigaciones de las Zonas Áridas; ArgentinaFil: Tejeira, Rafael. Universidad Nacional de San Antonio Abad del Cusco; PerúFil: Ccahuana, Rodrigo. Universidad Nacional de San Antonio Abad del Cusco; PerúFil: See, Joseph. Alliance For A Sustainable Amazon; Estados UnidosFil: Soto Quispe, Yulisa Sari. Alliance For A Sustainable Amazon; Estados Unidos. Universidad Nacional de San Antonio Abad del Cusco; PerúFil: Wood, Halle. Alliance For A Sustainable Amazon; Estados UnidosFil: Arteaga, Zunilda Escalante. Alliance For A Sustainable Amazon; Estados Unidos. Universidad Nacional de San Antonio Abad del Cusco; PerúFil: Gallice, Geoffrey. Alliance For A Sustainable Amazon; Estados Unidos. University Of Florida. Florida Museum Of Natural History. Research An Collections; Estados Unido