A Biblioguidance Approach to Understanding and Developing Adolescents’ Social-Emotional Competence in the Health Education Classroom: A Formative Research Study

Purpose Though the benefits of social-emotional competence (SEC) are well-recognized, measuring it and designing appropriately matched interventions remains elusive and methodologically challenging. This paper shares formative research designed to uncover the SEC of one secondary school health teacher\u27s students and to help her make evidence-based curricular and instructional decisions. Design/methodology/approach Inspired by bibliguidance (or bibliotherapeutic) approaches to well-being, the researchers and teacher developed a fiction literature curriculum intended to foster SEC and health literacy skills. A mixed-method approach was used to gather and analyze data from 133 students and a teacher. A survey and journal entries embedded into the curriculum, and an interview were the sources. Findings Results indicate the curriculum paired well with national standards for health education and a respected SEC framework; it also served well as a vehicle to reveal students\u27 SEC. Students appeared to be competent in some areas and less in others, and there were differences between self-assessed and expressed competence. Practical implications Biblioguidance approaches to developing SEC in health education and other school subjects are worth continued investigation. The current results will be used to revise the curriculum and to develop supplemental materials. Originality/value In sharing the processes and findings, the authors hope teachers seeking to foster their students\u27 SEC will replicate this work. Further, they hope health educators will gain recognition as the ideal professionals to deliver social-emotional learning instruction in schools

Infrared Imaging of SDSS Quasars: Implications for the Quasar K correction

We have imaged 45 quasars from the Sloan Digital Sky Survey (SDSS) with redshifts 1.85 < z < 4.26 in JHKs with the KPNO SQIID imager. By combining these data with optical magnitudes from the SDSS we have computed the restframe optical spectral indices of this sample and investigate their relation to quasar redshift. We find a mean spectral index of = -0.55+/-0.42 with a large spread in values. We also find possible evolution of the form alpha_o = (0.148+/-0.068)z - (0.964+/-0.200)$ in the luminosity range -28.0 < M_i < -26.5. Such evolution suggests changes in the accretion process in quasars with time and is shown to have an effect on computed quasar luminosity functions.Comment: 20 pages, 10 figures, 3 tables, accepted to the Astronomical Journa

2017 Research & Innovation Day Program

A one day showcase of applied research, social innovation, scholarship projects and activities.https://first.fanshawec.ca/cri_cripublications/1004/thumbnail.jp

Gender equity in physical education: an examination of gender-biased communication and teacher behaviors

Physical education remains a male-dominated terrain where gender biases are reproduced and typically unchallenged (Colwell, 1999; Klomsten, Marsh, & Skaalvik, 2005; Messner, 1988, 1990; Scranton, 1990). Under the lens of critical feminist theory, this investigation examined the language and behaviors physical education teachers employ related to gender equity. The specific purpose of the investigation was (a) to determine what teachers know about gender equitable practices and the potential influence of these practices on students, (b) what types of gender bias are demonstrated in the instructional environment through teacher behaviors and verbal and non-verbal communication between teachers and their students, and (c) how teachers are influenced to adopt gender equitable behaviors in the physical education context, and why some teachers elect not to adopt these behaviors. In order to gain a rich understanding of teachers’ language and behaviors in the physical education setting, a multiple-case study was conducted with four physical education teachers in four separate Midwestern school districts. The investigator conducted persistent observations with each of the teachers for a two-week period. Teachers participated in informal interviews throughout the observation period as well as formal interviews at the beginning and conclusion of the observations. Interview transcriptions, observation logs and class documents were analyzed inductively to establish themes, followed by a deductive analysis using critical feminist theory to reaffirm the inductive reasoning (Patton, 2002). Themes emerged within and across cases revealing the use of gender-biased language and instructional practices that included gender segregation and gender-based expectations. Teachers acknowledged they had received minimal training related to gender equitable teaching and were only amendable to future training to varying degrees. Further investigations into gender equitable teaching is merited with regard to teacher training at both pre-service and in-service levels

Gender-biased communication in physical education

Purpose: This study examined physical education teachers\u27 awareness of gender equitable practices as well as the language and behaviors they employed in the physical education environment. The purpose of the study was to determine (a) what teachers know about gender equitable practices, (b) what types of gender bias are demonstrated, and (c) how teachers are influenced to adopt gender equitable behaviors in the physical education context. Method: A multiple-case study approach was used to provide an in-depth analysis of the attitudes and behaviors of four physical education teachers from four different schools. Teachers were formally and informally interviewed before, during, and after four extensive two-week periods of observations that included being audio recorded throughout the school day. Results: Themes emerged across the cases indicating that teachers engaged in teaching practices that reinforced gender stereotypes through biased language and gender segregation. Discussion/Conclusion: Teachers\u27 lack of awareness and understanding of gender equity prevented them from providing an inclusive learning experience for all students

Keeping Focus on Relational, Social, and Emotional Needs of Students and Faculty During University-Level Remote Instruction

The purpose of this article is to provide an overview of various approaches taken to address anticipated and demonstrated needs of university students, faculty, and instructors through and beyond the transition to fully online instruction in the midst of the global COVID-19 pandemic. The authors discuss the complexities associated with navigating multiple levels of need, as described within Maslow’s Hierarchy of Needs. Primary examples are provided from two mid-sized universities from the perspective of Physical Education Teacher Education faculty employed at the respective institutions

Sexuality Leveraged Through Diversity: Recognizing LGBT+ Communities

Gender studies has embraced a wide band of issues related to sexual identity, belonging, community, selfperception, transitional status, perceptions by the media and the changing political landscape of acceptance of all queer members. Recent political events such as the AIDS crisis, ability to self-define one’s sexual orientation, marry and establish domestic partnerships, create families through adoption, increase in workplace accommodations, and expansion of the military, are but some of the milestones that have redefined opportunities for a significant population. The expanding gay, lesbian, bisexual, transgender, intersex, asexual communities and their allies have documented more inclusive categories of acceptance in and by society at large. This path had many diversions in the literature, media and true life experiences, leading to a more open and visible lifestyle. Elements of greyness pepper the changes as the body politik emerges into rightful social acceptance. Social and religious undertones define and defy the status quo that protects all members with legal rights and opportunities. The spectrum of grey parallels the colorful rainbow symbolizing sexuality, life, healing, sunlight, nature, magic/art, serenity/harmony and spirit that has come to depict the range of inclusivity that transforms society. Political and religious sectors globally influence the social injustices that members of this diverse community experience. Social media, news, film, literature, and the arts each chronicles life and its nuances by promoting more discourse and sharing about experiences that were once taboo public issues. The campaign for public awareness for the LGBT+ community has changed social norms redefining gender in a more plural, less polarizing context. Grey literature was once the alternative source for earlier study of these issues which has transitioned to an increasingly open and interdisciplinary range of content. This paper explores how society leverages change by defining new social practices and etiquette that translates into advocacy, civility, acceptance and a new extended definition of community, family and self. The potential for more sophisticated social media to leverage diversity remains ongoing. The celebration and embrace of these LGBT+ communities reduces the grey tinge while leveraging more candor in treating sexuality. The role of social media, once considered very grey is also mainstreaming into more common and established venues for capturing, publishing and sharing of personal and community experiences. Gender and sexuality through storytelling and other avenues of social media contributes to new understandings of complex human nature with greater openness.Includes: Conference preprint, Powerpoint presentation, Abstract and Biographical notesXAInternationa

Winery by-products as a feed source with functional properties: dose-response effect of grape pomace, grape seed meal, and grape seed extract on rumen microbial community and their fermentation activity in RUSITEC

Grape and winery by-products have nutritional values for cattle and also contain functional compounds like phenols, which not only bind to protein but can also directly affect microbiota and their function in the rumen. We characterized the nutritional and functional effects of grape seed meal and grape pomace as well as an effective dosage of grape phenols on ruminal microbiota and fermentation characteristics using a rumen simulation technique.Six diets (each n = 8) were compared including a control diet (CON, no by-product), a positive control diet (EXT, CON + 3.7% grape seed extract on a dry matter (DM) basis), two diets with grape seed meal at 5% (GS-low) and 10% (GS-high), and two diets with grape pomace: at 10% (GP-low) and 20% (GP-high), on a DM basis. The inclusion of the by-product supplied total phenols at 3.4%, 0.7%, 1.4%, 1.3%, and 2.7% of diet DM for EXT, GS-low, GS-high, GP-low, and GP-high, respectively. Diets were tested in four experimental runs. All treatments decreased ammonia concentrations and the disappearances of DM and OM (P < 0.05) compared to CON. EXT and GP-high lowered butyrate and odd- and branch-chain short-chain fatty acids while increased acetate compared to CON (P < 0.05). Treatments did not affect methane formation. EXT decreased the abundance of many bacterial genera including those belonging to the core microbiota. GP-high and EXT consistently decreased Olsenella and Anaerotipes while increased Ruminobacter abundances.The data suggest that the inclusion of winery by-products or grape seed extract could be an option for reducing excessive ammonia production. Exposure to grape phenols at a high dosage in an extract form can alter the rumen microbial community. This, however, does not necessarily alter the effect of grape phenols on the microbial community function compared to feeding high levels of winery by-products. This suggests the dominant role of dosage over the form or source of the grape phenols in affecting ruminal microbial activity. In conclusion, supplementing grape phenols at about 3% of diet DM is an effective dosage tolerable to ruminal microbiota