Dynamic test results for the CASES ground experiment

The Controls, Astrophysics, and Structures Experiment in Space (CASES) Ground Test Facility (GTF) has been developed at Marshall Space Flight Center (MSFC) to provide a facility for the investigation of Controls/Structures Interaction (CSI) phenomena, to support ground testing of a potential shuttle-based CASES flight experiment, and to perform limited boom deployment and retraction dynamics studies. The primary objectives of the ground experiment are to investigate CSI on a test article representative of a Large Space Structure (LSS); provide a platform for Guest Investigators (GI's) to conduct CSI studies; to test and evaluate LSS control methodologies, system identification (ID) techniques, failure mode analysis; and to compare ground test predictions and flight results. The proposed CASES flight experiment consists of a 32 meter deployable/retractable boom at the end of which is an occulting plate. The control objective of the experiment is to maintain alignment of the tip plate (occulter) with a detector located at the base of the boom in the orbiter bay. The tip plate is pointed towards a star, the sun, or the galactic center to collect high-energy X-rays emitted by these sources. The tip plate, boom, and detector comprise a Fourier telescope. The occulting holes in the tip plate are approximately one millimeter in diameter making the alignment requirements quite stringent. Control authority is provided by bidirectional linear thrusters located at the boom tip and Angular Momentum Exchange Devices (AMED's) located at mid-boom and at the tip. The experiment embodies a number of CSI control problems including vibration suppression, pointing a long flexible structure, and disturbance rejection. The CASES GTF is representative of the proposed flight experiment with identical control objectives

The Art of Community: Creativity at the Crossroads of Immigrant Cultures and Social Services

These are case studies that give credance to the belief that respect for one's own artistic traditions is critical to the acculturation process. The essays contained here offer clear and shining examples of how paying attention to culture and creativity can build self-confidence, nurture a productive and valuable citizenry, and even save a life. Through these stories, we begin to see that encouraging the practice of cultural traditions and participation in arts activities will help newcomers spread their wings and fly

Effect of Exercise on Blood Pressure and Body Mass Index in At-Risk Populations

Higher blood pressure and basal metabolic rate (BMI) are health problems in the United States (U.S.), but particularly in high risk minority populations, in part because of limited access to adequate resources to help themselves become healthier. This Honors Paper aimed to examine the effect of an exercise intervention on blood pressure and BMI in high risk minority populations. The honors project is a part of the Finding A Better You (FABU) project by College of Health Profession faculty Dr. Murrock, Dr. MacCracken, and Dr. Juvancic-Heltzel. The FABU project assessed at risk individuals (lower income older adults) in Summit County and determined the outcomes of intervention classes about proper exercise and nutrition. Using a non-experimental design and convenience sampling, this honors project was guided by Bandura’s Social Cognition Theory, which describes behavior change in group settings. The project initially aimed to generate preliminary findings about whether or not exercise affects blood pressure and BMI in at risk populations. However, the coronavirus disrupted the delivery of the intervention and resulted in revising the research question to examine the effect of exercise classes over 12 weeks on blood pressure and BMI in a sample of minority adults

Abrogation of MAP4K4 protein function causes congenital anomalies in humans and zebrafish

We report 21 families displaying neurodevelopmental differences and multiple congenital anomalies while bearing a series of rare variants i

‘Tractatus de imagine mundi’, (a view of an imaginary world)

This thesis takes the form of an arts-based inquiry. It asks questions about pedagogical constraints in the context of teaching and learning in Higher Education Initial Teacher Training under the auspices of the neoliberal practices, which dominate the present educational landscape. The inquiry uses emergent methodologies relating arts-based practice as research and follows diverging routes, which intertwine between performance and exegesis. The exegesis, in conjunction with performance, present a reflexive narrative that meanders throughout the inquiry offering a critical exploration to the reader. The project involved a group of fourteen Post Graduate Certificate of Education, Drama Trainees working in collaboration with the researcher, to devise an original piece of theatre entitled, ‘Tractatus de Imagine Mundi’ (A View of an Imaginary World). The project took place over a three-week period (approximately eight rehearsals), which culminated in two public performances – one matinee and one evening. The ensemble worked together during the ‘Enrichment Phase of the PGCE course, as a voluntary activity. The intention of the inquiry is to examine the processes involved in creating and performing a piece of live theatre using dramatic inquiry and devising and to examine pedagogical experiences and interactions that materialise therein. It also takes in to account the audience/observers’ perspective of drama as event. The thesis explores experience and events in ways other than they first presented themselves. Using a pluralistic approach to theory, the inquiry examines notions of shared experience and embodied learning, and asks how both conscious and unconscious connections might lead to a deeper and agentive sense of learning. Using the concept of drama as event, the inquiry asks: What can drama do? and explores the generative potential of drama practices in the wider context of HE and Initial Teacher Training. This thesis draws together text and performance and concludes that prioritising ways of creating, engaging and fostering active learning rather than fearful compliance might offer a constructive ethical response to contemporary pedagogical challenges in HE

Coping, personality, and resilience in emerging adults

1 online resource (ii, 52 p.) : ill.Includes abstract and appendix.Includes bibliographical references (p. 42-48).The research on resilience is largely focused on its development in children, workers in high-stress jobs, and ill or injured persons. However, relatively little is known about its relationship with coping mechanisms and personality. The present study focused on the relationship between personality traits, specific coping mechanisms, broad coping styles, exercise type and frequency, and resilience in a sample of 221 university students aged 18 to 25 years old. Measures included the General Health Questionnaire, Connor Davidson Resilience Scale, COPE Inventory, Mini IPIP, and Academic Self-Efficacy Scale. A hierarchical linear regression revealed that neuroticism, extraversion, and conscientiousness were significant personality predictors of resilience and acceptance, turning to religion, and avoidant coping were the strongest coping predictors of resilience, although the latter was an inverse relationship. In terms of specific coping mechanisms, the strongest correlations were planning, positive reinterpretation, active coping, and behavioural disengagement. This study highlights the factors that are most strongly associated with resiliency in emerging adults, such as problem-focused coping mechanisms, positive reinterpretation of stressful events, having a social network, and not giving up in times of difficulty. The results emphasize the importance of utilizing effective coping mechanisms that address the source of the stress, maintaining a positive attitude, and persevering

Panel 1 - Towards Effective Governmental Intervention: Ending Discrimination in the Workplace

FACILITATOR: Good morning, everyone and welcome to the “Enhancing Antidiscrimination Laws in Education and Employment Symposium”, hosted by the American University Journal of Gender, Social Policy & the Law, the American, and the National Institute for Workers’ Rights (“Institute”). And without further ado, let me pass it off to the Institute’s board president, Rebecca Salawde

Impact of In-Service Training Programme on the TPACK of Science Teachers: A Case of New Juaben-North Municipality in the Eastern Region of Ghana

This study assessed the impact that in-service training in selected Web 2.0 tools had on the performance of science teachers within the New-Juaben North Municipality of the Eastern Region of Ghana. The research adopted the case study design with a quantitative approach and was guided by two research questions. Twenty-five science teachers, drawn from some randomly selected senior high schools within the New-Juaben North municipality participated in this study. The questionnaire was used to collect data for analysis. The study found that in-service training in Web 2.0 tools had a strong positive impact on the TPACK of the science teachers and this had translated into improved performance of their students. It was recommended that more in-service training activities should be organised in diverse fields to enable teachers to acquire more skills to improve their teaching performance and hence students’ achievement

Telehealth and Occupational Therapy Education

Accredited occupational therapy education programs are required to include telehealth technology in their curricula as outlined by the Accreditation Council for Occupational Therapy Education. An innovative Doctor of Occupational Therapy program piloted a telehealth module with first- and second-year students. Both dynamic lecture content and active learning lab exercises were created to advance student knowledge in the use of telehealth technology and to inform occupational therapy telehealth education. The teaching approaches in lecture and lab were assessed using a mixed methods approach. A quantitative pre and posttest assessment of student self-efficacy and knowledge was collected at three time points. At the final timepoint, a post survey was also completed to collect qualitative perspectives of student experiences after the lecture content and lab exercise, to further explain quantitative findings. Results indicated that the students’ knowledge significantly improved after the module. In addition, engaging in lab after lecture did add a significant improvement in self-efficacy of students’ perception of their knowledge regarding telehealth as well as confidence in their ability to use telehealth. The outcomes of this study assist and inform occupational therapy education programs in determining an effective teaching format for instruction on the use of telehealth technology in practice

Safeguarding in adolescent mental health research:navigating dilemmas and developing procedures

Mental disorders are prevalent during adolescence. Self-harm and suicide are more common in adolescents with a probable mental disorder, with one in four reporting to have attempted self-harm. Research involving adolescents is, therefore, likely to include participants experiencing mental ill health, even if mental health is not the primary focus. Researchers should adopt procedures and principles that safeguard adolescent mental health in their research practice. Yet there are gaps between theory and practice of research with adolescents in relation to their mental health, and limited guidance is available. We discuss emerging safeguarding dilemmas and procedures in adolescent mental health research. Our experiences of safeguarding adolescent mental health are grounded in the UK National Institute for Health and Care Research-funded SMART Schools Study. Drawing from this secondary school-based study, we focus on how our research team encountered and addressed a high prevalence of participants (aged 12–13 and 14–15 years) reporting thoughts and behaviours related to self-harm or suicide (24% of participants). This included reviewing our existing risk mitigation processes and consulting with several committees including young people with lived experiences of mental health. We present the SMART Schools study safeguarding approach for adolescent mental health. This encompasses key safeguarding principles, study procedures and relevant justifications. We address school and university roles and responsibilities, pupil understanding, and efficient, effective and secure communication pathways. We embed guidance throughout this article for researchers working with adolescents in the context of mental health. Lastly, we present five key recommendations to safeguard the mental health of adolescents participating in research, including (1) appointing a safeguarding lead within the research team; (2) codesigning a bespoke study safeguarding approach; (3) adopting a responsive approach to mental health safeguarding; (4) being transparent about the study mental health safeguarding approach and (5) report the implementation and outcomes of safeguarding approaches. Trial registration number ISRCTN77948572