Correspondence Between Perceived Pubertal Development and Hormone Levels in 9-10 Year-Olds From the Adolescent Brain Cognitive Development Study.

Aim: To examine individual variability between perceived physical features and hormones of pubertal maturation in 9-10-year-old children as a function of sociodemographic characteristics. Methods: Cross-sectional metrics of puberty were utilized from the baseline assessment of the Adolescent Brain Cognitive Development (ABCD) Study—a multi-site sample of 9–10 year-olds (n = 11,875)—and included perceived physical features via the pubertal development scale (PDS) and child salivary hormone levels (dehydroepiandrosterone and testosterone in all, and estradiol in females). Multi-level models examined the relationships among sociodemographic measures, physical features, and hormone levels. A group factor analysis (GFA) was implemented to extract latent variables of pubertal maturation that integrated both measures of perceived physical features and hormone levels. Results: PDS summary scores indicated more males (70%) than females (31%) were prepubertal. Perceived physical features and hormone levels were significantly associated with child\u27s weight status and income, such that more mature scores were observed among children that were overweight/obese or from households with low-income. Results from the GFA identified two latent factors that described individual differences in pubertal maturation among both females and males, with factor 1 driven by higher hormone levels, and factor 2 driven by perceived physical maturation. The correspondence between latent factor 1 scores (hormones) and latent factor 2 scores (perceived physical maturation) revealed synchronous and asynchronous relationships between hormones and concomitant physical features in this large young adolescent sample. Conclusions: Sociodemographic measures were associated with both objective hormone and self-report physical measures of pubertal maturation in a large, diverse sample of 9-10 year-olds. The latent variables of pubertal maturation described a complex interplay between perceived physical changes and hormone levels that hallmark sexual maturation, which future studies can examine in relation to trajectories of brain maturation, risk/resilience to substance use, and other mental health outcomes

Developing one’s “toolbox of design” through the lived experiences of women students: Academic makerspaces as sites for learning

Many assert the potential for makerspaces to provide competency in design and promote learning, similar to the on-the-job learning that occurs in industry, yet evidence remains anecdotal. This research investigates how academic makerspaces at higher education institutions support design competencies and learning outcomes, particularly for women students. The following research questions guide this investigation: 1) what are the different types of design competencies and learning types that are reported by women in an academic makerspace, 2) how are women students’ design and learning pathways into and through makerspaces developing, and 3) what are the implications for engineering design. To answer the research questions, a multi-study research design was implemented. First, in Study One, woman makers participated in a three-part in-depth phenomenologically based interview series. The interviews were analyzed through a rigorous, iterative data analysis process that utilized open and axial coding methods to establish a typology of learning, a learning model, and the design and learning pathways. For Study Two, a targeted interview protocol on design learning was developed, executed with fifteen different women students, and analyzed in order to clarify, confirm, and expound upon the findings of Study One. Finally, higher education institutions are making large investments to install academic makerspaces. Therefore, in order to explicate implications for engineering design, Study Three employs an ancillary semi-structured qualitative interview protocol that was conducted with nine leaders of various nationwide makerspaces; the interviews were analyzed and juxtaposed with the findings of Study One and Study Two. In turn, through implementing a multi-study research design, we define types of design competencies and learning types, model design and learning pathways, and articulate the significance of makerspaces in engineering design. Thereby, we discover that critical factors are influencing a woman student’s involvement in the makerspace and that through the makerspace, women students have a notable expansion in the design competencies in their “toolbox of design.” By exclusively examining women students’ making experiences, we expose the value of academic makerspaces for developing one’s “toolbox of design.”Ph.D

Academic makerspaces: sites of learning for women students

Presented on November 7, 2018 at 6:00 p.m. in the Georgia Tech Hotel and Conference Center, room 236.Megan Tomko is a Ph.D. candidate in the school of Mechanical Engineering at Georgia Institute of Technology.Runtime: 03:22 minute

Establishing Functional Concepts Vital for Design by Analogy

DOI: http://dx.doi.org/10.1109/FIE.2015.7344193© 2015 IEEEStudent designers and professionals alike have difficulty accessing appropriate analogies for design problems. Recognizing the advantages of Design-by-Analogy (DbA), the Design-Analogy Performance Parameter System (D-APPS) tool was developed to include a library of analogy entries and a matching algorithm. These components are combined into the Design Repository & Analogy Computation via Unit-Language Analysis (DRACULA) software package that maps functions across domains in order to present analogies to designers as initiated through engineering performance metrics and critical functions. Most tools developed for DbA emphasize the searching by function feature. Since analogies are based on more than function, DRACULA incorporates both performance and function for the user to identify relevant analogous solutions. Prior to exposing engineering students to this tool, we investigated their ability to use analogies when crossing domains. During this process, we identified three function concepts to be vital for students to effectively use analogies across domains: reoccurring functions, critical functions, and mapping functions. The results establish a better understanding of the information that students utilize in order to formulate appropriate and creative analogous design solutions.10.1109/FIE.2015.734419

A Study on the Effects of Example Familiarity and Modality on Design Fixation

Design fixation is a factor that negatively influences the generation of novel design concepts (Jansson & Smith, 1991). When designers fixate, they tend to reproduce example features or features from their initial ideas. In order to mitigate design fixation, it is crucial to identify the factors that influence the extent of design fixation. This paper investigates two such factors: the modality of examples and the familiarity of designers with the example features. To investigate this, an experiment is conducted with mechanical engineering students who were asked to generate ideas to solve a peanut sheller design problem. The students generated ideas in five different experimental conditions: control, where no example was given; the first example given in a sketch form; the first example given as a nonfunctional prototype; a second example in sketch form; and the second example in a working prototype form. The first example was a nonfeasible solution, but it contained several features familiar to the participants. The second example was a feasible solution, but it contained less familiar features. In order to understand the extent of fixation triggered by the examples, three metrics were utilized to compare across the experimental conditions: the quantity of nonredundant ideas generated by the participants, the presence of example features in their solutions, and their fixation to the example\u27s energy source. The results showed that in the case of the familiar example, the example modality did play an important role in the extent of design fixation. Across the examples, it was found that the first example containing several familiar features caused more fixation than the second one. Overall, this paper shows that the modality in which the example was communicated and the presence of familiar features in an example influenced the fixation caused by those examples

Integrated Treatment of PTSD and Substance Use Disorders: The Mediating Role of PTSD Improvement in the Reduction of Depression

Posttraumatic stress disorder (PTSD) represents one of the most common mental health disorders, particularly among veterans, and is associated with significant distress and impairment. This highly debilitating disorder is further complicated by common comorbid psychiatric disorders, such as substance use disorders (SUD). Individuals with PTSD and co-occurring SUD also commonly present with secondary symptoms, such as elevated depression. Little is known, however, about how these secondary symptoms are related to treatment outcome. The aim of the present study, therefore, was to examine (1) the effects of treatment of comorbid PTSD/SUD on depressive symptoms; and (2) whether this effect was mediated by changes in PTSD severity or changes in SUD severity. Participants were 81 U.S. military veterans (90.1% male) with PTSD and SUD enrolled in a randomized controlled trial examining the efficacy of an integrated, exposure-based treatment (Concurrent Treatment of PTSD and Substance Use Disorders Using Prolonged Exposure; n = 54) versus relapse prevention (n = 27). Results revealed significantly lower depressive symptoms at post-treatment in the COPE group, as compared to the relapse prevention group. Examination of the mechanisms associated with change in depression revealed that reduction in PTSD severity, but not substance use severity, mediated the association between the treatment group and post-treatment depression. The findings underscore the importance of treating PTSD symptoms in order to help reduce co-occurring symptoms of depression in individuals with PTSD/SUD. Clinical implications and avenues for future research are discussed

Correspondence Between Perceived Pubertal Development and Hormone Levels in 9-10 Year-Olds From the Adolescent Brain Cognitive Development Study.

AimTo examine individual variability between perceived physical features and hormones of pubertal maturation in 9-10-year-old children as a function of sociodemographic characteristics.MethodsCross-sectional metrics of puberty were utilized from the baseline assessment of the Adolescent Brain Cognitive Development (ABCD) Study-a multi-site sample of 9-10 year-olds (n = 11,875)-and included perceived physical features via the pubertal development scale (PDS) and child salivary hormone levels (dehydroepiandrosterone and testosterone in all, and estradiol in females). Multi-level models examined the relationships among sociodemographic measures, physical features, and hormone levels. A group factor analysis (GFA) was implemented to extract latent variables of pubertal maturation that integrated both measures of perceived physical features and hormone levels.ResultsPDS summary scores indicated more males (70%) than females (31%) were prepubertal. Perceived physical features and hormone levels were significantly associated with child's weight status and income, such that more mature scores were observed among children that were overweight/obese or from households with low-income. Results from the GFA identified two latent factors that described individual differences in pubertal maturation among both females and males, with factor 1 driven by higher hormone levels, and factor 2 driven by perceived physical maturation. The correspondence between latent factor 1 scores (hormones) and latent factor 2 scores (perceived physical maturation) revealed synchronous and asynchronous relationships between hormones and concomitant physical features in this large young adolescent sample.ConclusionsSociodemographic measures were associated with both objective hormone and self-report physical measures of pubertal maturation in a large, diverse sample of 9-10 year-olds. The latent variables of pubertal maturation described a complex interplay between perceived physical changes and hormone levels that hallmark sexual maturation, which future studies can examine in relation to trajectories of brain maturation, risk/resilience to substance use, and other mental health outcomes