Early mathematical abilities of 48-month-old children with Williams syndrome.

Williams syndrome (WS) is a genetic neurodevelopmental disorder associated with relative strengths in concrete vocabulary, nonverbal reasoning, and verbal short-term memory and considerable weaknesses in visuospatial construction and relational language. While the cognitive profile of WS has been studied extensively, there have been few studies of the early mathematical abilities of children with WS and the cognitive predictors of these abilities. The purpose of this study was to describe the early mathematical abilities of 48-month-olds with WS and determine the concurrent cognitive predictors of these abilities. The Differential Ability Scales–second edition (DAS-II) was used to determine cognitive and mathematical abilities for seventy-two 48-month-old children with WS. The DAS-II Early Number Concepts subtest was administered to determine the mathematical abilities of the participants. The cognitive predictors for mathematical abilities were DAS-II Verbal Ability standard score (SS), DAS-II Nonverbal Reasoning Ability SS, and DAS-II Spatial Ability SS. The results showed that the majority of the participants understood the concept of “one,” could count by rote to 10, and comprehended the relational concepts “big” and “little”. Significant delays in mathematical abilities, including counting with one–to–one correspondence, cardinality, and understanding of relational concepts, were identified. Regression analysis indicated that verbal ability contributed significant unique variance to individual differences in mathematical ability for 48-month-olds with WS. Implications of these findings are discussed

Engineering performance and teamwork perceptions shaped by structured learning experiences in a makerspace.

The ability to work on teams is of critical importance to the field of engineering and a critical competency for future engineers. Fostering performance of effective teamwork through the education of engineers emphasizes the humanistic dimension of the engineering profession and engages future engineering professionals in complex and dynamic team experiences. Team performance and effectiveness of student teams is strongly influenced by individual student perceptions of teamwork as a learning mechanism for successful collective learning experiences. Initial perceptions of teamwork among first year engineering students are often negative due to prior adverse or unproductive team performance. Makerspace learning environments are becoming more prominent in engineering education as promising environments for open-ended, team-based learning experiences that promote positive perceptions of teamwork and performance. The educational potential that makerspaces have to promote engineering design-thinking among the community of teams has great appeal among engineering education. This study explored the engineering performance and student teamwork perceptions of a cohort of first year engineering students (N=488, 126 teams) engaged in a team-based learning experience within a makerspace learning environment. The mixed methods convergent case study design examined teams within and across cases to extract systematic patterns within and across the three constructs of this study: 1) team effectiveness, 2) engineering practice, and 3) teamwork perceptions. Using a 3-phase analysis approach teams were found to be effective in their ability to perform and a relationship emerged between the effectiveness of a team and the team’s collective efficacy. Student perceptions were found to shift over time and through experience. The team-based learning experience implemented through the course was valuable to improving student perceptions of teamwork by 1) ensuring multidisciplinary teams, 2) gradually releasing teams to perform complex, ill-structured problem solving, and 3) using the resources and space within the makerspace to encourage teams to creatively solve the design problem. More research is needed to investigate the inner dynamics of the teams, particularly how well makerspace learning environments engage diverse individuals and what differences exist among experiences

The Relationship between Isolation, Distress, and Medical Care among Transgender Coloradoans

In Colorado in 2014, suicidal ideation or suicide attempts occurred up to 10 times more frequently among transgender persons than the general population. This reality occurred within a milieu of stigma that included transgender persons\u27 negative perceptions of healthcare, a higher incidence of psychological distress, and an uncertain role for social isolation in their well-being. The purpose of this quantitative study was to explore the interactions between social isolation, supportive medical care, and psychological distress within the framework of Meyer\u27s minority stress theory. Data were acquired from the 2014 Colorado Transgender Health Survey conducted by the One Colorado Education Fund (n = 417). These survey data were analyzed using multivariate techniques and structural equation modeling. Key findings were that psychological health and social integration were positively related (p \u3c .001), supportive medical care and psychological health were positively related (p = .016) and influenced by race and gender identity (p = .05), and, social integration and supportive medical care were not significantly associated. Access to medical care and disease history influenced these relationships (p \u3c .001), and 5 distinct gender identity/race groups emerged. The positive social change implications stemming from this study include recommendations for healthcare and policy-making bodies to improve understanding regarding gender and racial disparities in medical and psychological healthcare, to expand collection of gender identity and victimization data, to improve availability of adequate insurance coverage, and, to foster employment and housing equity. Implementation of these recommendations may improve the lives of transgender Coloradans

Carta inédita a Federico García Lorca de Campbell Hackforth-Jones

Este ensayo presenta una carta inédita que el joven inglés Campbell (Colin) Hackforth- Jones le mandó al poeta Federico García Lorca a quien conoció en Granada y volvió a ver en Nueva York. El ensayo da también fotografías de Hackforth-Jones y García Lorca, de su mutua amiga en Nueva York, María Antonieta Rivas y de Lorca con amigos en Cuba al final de su viaje a América en 1929-1930.This essay provides an unpublished letter from the young Englishman Campbell (Colin) Hackforth-Jones to the poet Federico García Lorca whom he met in Granada and reencountered in New York.The essay also provides photographs of Hackforth-Jones, of García Lorca’s mutual friend in New York, Maria Antonieta Rivas and of Lorca with friends in Cuba at the end of his 1929-1930 American trip

Task Inventory of Technical Teachers in Oklahoma

Higher Educatio

Post-secondary Technical Students' Attitudes Toward Work

Occupational and Adult Educatio

Federico Garcia Lorca as Folklorist: the Ibero-American Romance de don Gato

Federico Garcia Lorca's interest in ballads {romances) dates from his childhood. Among his unedited hand-written manuscripts in the archives of the Fundación F. García Lorca (Madrid) is a version of the widely-diffused Romance de don Gato whose source he did not reveal. Utilizing its text, we have sought out some sixty orally transmitted variants, including that of his sister Isabel, together with musical transcriptions representing some twenty-three sung versions and variants from among unedited and published Castilian, Catalan, Galician, Valencian, Portuguese, Sephardic, and New World sources.El interés de Federico García Lorca por los romances populares puede fecharse desde su niñez. Entre sus propios manuscritos aun inéditos conservados en el archivo de la Fundación F. García Lorca (Madrid), existe una versión del conocido Romance de Don Gato, sin indicación de procedencia. En nuestro estudio de dicho texto, utilizamos unas 60 versiones recogidas de la tradición oral, incluyendo una de Isabel, hermana del poeta, y 23 transcripciones musicales de fuentes (inéditas y publicadas) castellanas, catalanas, valencianas, gallegas, portuguesas, sefardíes y americanas