The Impact of Discourse on Math Learning in Upper Elementary

Upper-elementary mathematics becomes increasingly complex, and the gap between fluency and ineptitude grows. Considering the importance of math competency, the educator must act to narrow this achievement gap. This six-week action research study examined the effect of the implementation of teaching and encouraging student application of differentiated discourse strategies on mathematical achievement and empowerment on twenty-two nine-to-twelve-year old suburban students. Qualitative and quantitative data analysis yielded three key themes: nominal growth in student achievement, a marked increase in mathematical modeling, and a considerable shift in perception of discourse responsibility, impacting student mindset, behavior, and participation. Findings suggest that student engagement in mathematical discourse is a transformative practice. Further research is required to quantify academic gains over an extended period of intervention and the influence of adult execution in identifying the upper and lower zones of proximal development

Relationships of ethnicity, physical activity and diet with adiposity development in Aboriginal youth

The objective of this research was to study relationship(s) of ethnicity, physical activity and diet with adiposity development in Aboriginal youth. To meet this objective, three separate, yet inter-related studies were undertaken: 1) to comprehensively assess adiposity in Aboriginal youth and their age, sex and maturity matched Caucasian peers; 2) to assess the role of ethnicity and sex on physical activity (PA) levels and identify the proportion of Aboriginal youth meeting international recommendations; and 3) to explore relationships of ethnicity, physical activity and diet with adiposity. In study one, it was hypothesized that Aboriginal youth would have greater adiposity than their Caucasian peers. While much of the research to date has focused on body mass index, this investigation used DXA and waist circumference to show that Aboriginal youth had greater total and central adiposity in comparison to their Caucasian counterparts. Study two examined physical activity behaviors of Canadian Aboriginal youth in relation to ethnicity and sex. It was hypothesized that the physical activity levels of Aboriginal youth would be lower than their Caucasian peers; that the majority of Aboriginal youth would not meet PA and T.V. viewing recommendations; and that Aboriginal boys would have higher adjusted physical activity energy expenditures than girls. Findings indicated that physical activity levels of the two ethnic groups were generally comparable, that Aboriginal boys had greater activity energy expenditures than girls, and that a greater percentage of boys were meeting the international recommendations for physical activity and T.V. viewing. Study three built upon the first two investigations, to explore relationships of physical activity and diet with adiposity in Aboriginal youth. It was hypothesized that when age, size and maturity, and their interactions were accounted for, diet and physical activity variables would be related to adiposity (waist circumference, total body and trunk fatness). Results indicated physical activity was inversely related to adiposity level, independent of biological factors. Although energy intake was the sole dietary variable related to the adiposity measures, descriptives showed the eating behaviors (i.e., consumption of fruits and vegetables, sugar sweetened beverages and other foods) of the Aboriginal youth were sub-optimal when compared to current recommendations. This research project is unique because it comprehensively assessed adiposity, diet and physical activity, and the relationships between these variables, in a relatively large sample of Aboriginal boys and girls. Furthermore, these relationships were established using a variety of measures (i.e., DXA, waist circumference, height and weight) while controlling for biological confounders. Overall, the results highlight the urgent need to promote physical activity and healthy eating in Aboriginal youth and set the stage for future research

Differential Regulation of Growth-Promoting Signalling Pathways by E-Cadherin

Background: Despite the well-documented association between loss of E-cadherin and carcinogenesis, as well as the link between restoration of its expression and suppression of proliferation in carcinoma cells, the ability of E-cadherin to modulate growth-promoting cell signalling in normal epithelial cells is less well understood and frequently contradictory. The potential for E-cadherin to co-ordinate different proliferation-associated signalling pathways has yet to be fully explored. Methodology/Principal Findings: Using a normal human urothelial (NHU) cell culture system and following a calcium-switch approach, we demonstrate that the stability of NHU cell-cell contacts differentially regulates the Epidermal Growth Factor Receptor (EGFR)/Extracellular Signal-Regulated Kinase (ERK) and Phosphatidylinositol 3-Kinase (PI3-K)/AKT pathways. We show that stable cell contacts down-modulate the EGFR/ERK pathway, whilst inducing PI3-K/AKT activity, which transiently enhances cell growth at low density. Functional inactivation of E-cadherin interferes with the capacity of NHU cells to form stable calcium-mediated contacts, attenuates E-cadherin-mediated PI3-K/AKT induction and enhances NHU cell proliferation by allowing de-repression of the EGFR/ERK pathway and constitutive activation of beta-catenin-TCF signalling. Conclusions/Significance: Our findings provide evidence that E-cadherin can differentially and concurrently regulate specific growth-related signalling pathways in a context-specific fashion, with direct, functional consequences for cell proliferation and population growth. Our observations not only reveal a novel, complex role for E-cadherin in normal epithelial cell homeostasis and tissue regeneration, but also provide the basis for a more complete understanding of the consequences of E-cadherin loss on malignant transformation

Approach to Establishing an Infrastructure for Delivering Third-Party-Reimbursable Community-Based Health Education

Entities that seek to provide quality community-based health education need sustainable funding to maintain their efforts. With dwindling funding sources, it has become important to have diverse financial support for program stability. A promising new practice for expanding funding involves partnering with third-party payers. Michigan State University Extension created a multistep approach to prepare organizations to receive third-party payments. This approach includes (a) assessing readiness, need, and capacity; (b) conducting organizational preparation; (c) conducting staff preparation; and (d) formalizing partnerships. The result is the creation of an infrastructure that allows for partnering with varied funding sources for sustainable community-based health education programming

Wellstar Health Systems Internship- CSE 4983

I interned at Wellstar Health Systems in there IT department. Staring from months 1 - 6 I rotated throughout the the IT Service Desk, Field Services, IT Service Management, IT Security, and IT Applications departments. Towards months 7 - 12 I worked in the IT Service management depart in the Knowledge based composing and editing knowledge articles for WellStar employees that had ITIL access to view and for instruction on how to work WellStar applications

Exploring 21st Century Skills and Learning Environments for Middle School Youth

Resiliency research and strengths-based perspectives highlight the importance of understanding the protective factors that aid youth in overcoming adversity. Likewise, current research identifies the characteristics and skills youth need to be successful in post-secondary education and the workforce. These growing bodies of research emphasize cognitive and noncognitive skills that support youth development and academic success. This exploratory study sought to develop two distinct measurement instruments: (1) the 21st Century Life & Career Skills scale (21C-LCS); and (2) the 21st Century Skills Classroom Environment scale (21C-CE). We also examined students’ perceptions of their own skills in these areas. The measures were developed and tested using survey data from 262 middle school students. Exploratory Factor Analysis was used to examine the factorial structure of the measures and descriptive statistics were used to summarize student perceptions. Results indicated that the 21C-LCS and the 21C-CE are brief psychometrically sound measures. The 21C-LCS assesses students’ leadership and responsibility; working with others effectively; and, adaptability. The 21C-CE is a reliable measure of students’ perceptions of the ways in which their classroom environments support their development of 21st century life and career skills. Students reported moderately high perceptions of their skills in all areas. This study is an important step in measuring 21st century life and career skills and 21st century learning environments. Researchers, youth development professionals, educators, and other service providers can utilize these measures in ongoing investigation, assessment, and progress monitoring to foster and advocate for 21st century life and career skill development among youth