Building Middle-Level Mathematics Teachers\u27 Capacities as Teachers and Leaders: The Math in the Middle Institute Partnership

This article describes professional development for middle-level mathematics teachers offered through the Math in the Middle Institute Partnership, a National Science Foundation-funded project to build teachers’ capacities to improve mathematics learning for all students. An overview of the project, including descriptions of its goals and curriculum are provided. Detailed descriptions of two mathematics courses and one pedagogy course are offered. The mathematics courses included here are the introductory course to the Math in the Middle Institute, as well as one of the final math courses of the Institute in which participants apply mathematical knowledge and processes to real-world problems. The pedagogy course features curriculum that enables teachers to acquire an understanding of the nature and purpose of action research, and launches teachers into planning and implementing systematic inquiry in their own mathematics classrooms around topics of their choosing. The varied abilities of teachers, as well as growth in teachers’ mathematical and pedagogical capacities, are represented by several samples of student work provided within the article. In addition, mathematical and pedagogical products of student work are also provided through the project’s URL links. Improving teacher quality is identified as a national need in mathematics education and one many universities and schools across the country are working in partnership to try to address. This article describes a professional development project aimed at improving mathematics teaching and learning in the middle grades. An overview of the project, along with a close look at several of its course offerings, are presented highlighting mathematical and pedagogical goals, challenges, and accomplishments

Understanding Teacher Leadership in Middle School Mathematics: A Collaborative Research Effort

We report findings from a collaborative research effort designed to examine how teachers act as leaders in their schools. We find that teachers educated by the Math in the Middle Institute act as key sources of advice for colleagues within their schools while drawing support from a network consisting of other teachers in the program and university-level advisors. In addition to reporting on our findings, we reflect on our research process, noting some of the practical challenges involved, as well as some of the benefits of collaboration

The Remarkable Mid-Infrared Jet of Massive Young Stellar Object G35.20-0.74

The young massive stellar object G35.20-0.74 was observed in the mid-infrared using T-ReCS on Gemini South. Previous observations have shown that the near infrared emission has a fan-like morphology that is consistent with emission from the northern lobe of a bipolar radio jet known to be associated with this source. Mid-infrared observations presented in this paper show a monopolar jet-like morphology as well, and it is argued that the mid-infrared emission observed is dominated by thermal continuum emission from dust. The mid-infrared emission nearest the central stellar source is believed to be directly heated dust on the walls of the outflow cavity. The hydroxyl, water, and methanol masers associated with G35.20-0.74 are spatially located along these mid-infrared cavity walls. Narrow jet or outflow cavities such as this may also be the locations of the linear distribution of methanol masers that are found associated with massive young stellar objects. The fact that G35.20-0.74 has mid-infrared emission that is dominated by the outflow, rather than disk emission, is a caution to those that consider mid-infrared emission from young stellar objects as only coming from circumstellar disks.Comment: Accepted for publication in ApJ Letters; 4 pages; 2 figures; a version with full resolution images is available here: http://www.ctio.noao.edu/~debuizer

Feasibility and initial efficacy of project-based treatment for people with ABI

Background: Communication impairments are common and pervasive for people a long time following acquired brain injury (ABI). These impairments have a significant impact on a person's quality of life (QOL) post‐injury. Project‐based treatment is a treatment approach that could have an impact on communication skills and QOL for people with ABI a long‐term post‐injury. This treatment is embedded in a context of meaningful activities chosen by people with ABI, whereby, as a group, they work collaboratively to achieve a tangible end product. Aims: To evaluate the feasibility and initial efficacy of project‐based treatment on improving the communication skills and QOL for people with ABI. Methods & Procedures: An exploratory controlled trial with alternate allocation of groups, and follow‐up at 6–8 weeks, was completed. Twenty‐one people with chronic ABI were recruited in groups of two to three from community settings, allocated to either a TREATMENT (n = 11) or WAITLIST group (n = 10). Participants attended a 20‐h group‐based treatment over 6 weeks where they worked towards achieving a project that helped others. To determine feasibility, four criteria were used: demand, implementation, practicality and acceptability. A range of communication and QOL outcomes was used to determine a fifth feasibility criterion, initial efficacy. Some of these criteria were additionally used to evaluate the feasibility of the outcomes. Outcomes & Results: All participants received the treatment as allocated with high attendance and no dropouts. The treatment was feasible to deliver as intended and was highly acceptable to participants. Medium and large effect sizes were found from pre‐ to post‐treatment, and from pre‐treatment to follow‐up for measures of conversation, perceived communicative ability and QOL. Conclusions & Implications: Project‐based treatment is feasible with indications of initial efficacy for both communication skills and QOL. The treatment provides a promising new approach for improving communication skills and QOL in people with chronic acquired brain injuries in the community setting

Frequency of neurolopsychological deficits after traumatic brain injury

El traumatismo craneoencefálico (TCE) puede conllevar impactantes cambios en la vida cotidiana, que incluyen alteraciones a nivel social, profesional, comunicativo y cognitivo (dificultades atencionales, mnemónicas y ejecutivas). Este estudio tuvo por objeto caracterizar la ocurrencia de déficits neuropsicológicos post-TCE y constatar el impacto ocasionado por el nivel de severidad del trauma en el desempeño cognitivo de los pacientes. Participaron 96 adultos en la muestra total, que fue dividida en dos grupos para evaluar el nivel de severidad del trauma: TCE leve (n=39) y TCE grave (n=77). La gravedad de la lesión se clasificó por medio de la Escala de Coma de Glasgow, por la duración de la pérdida de consciencia, o por la amnesia post-traumática. No había diferencias entre la edad y la escolaridad de los participantes. Para la comparación entre los grupos en cuanto a la distribución de ocurrencia de déficits neuropsicológicos, se utilizó el Chi-cuadrado. Se utilizó una batería de evaluación neuropsicológica flexible conformada por tareas verbales y visoespaciales de habilidades lingüísticas, mnemónicas y ejecutivas. Los grupos no se diferenciaron en cuanto a las variables sociodemográficas. Los pacientes con TCE leve tuvieron mejores puntajes comparados con los de TCE grave (número de errores y categorías completadas del Test de clasificación de tarjetas de Wisconsin- [WCST, por sus siglas en inglés]; errores en la parte B del Test de Hayling; y en la interferencia retro y proactiva del Test de aprendizaje auditivo verbal de Rey [RAVLT, por sus siglas en inglés]. El nivel de severidad del trauma parece mostrar diferencias en los individuos en cuanto al desempeño en memoria episódica de información nueva y en el control de interferencia entre los recuerdos; lo mismo se aplica a las funciones de flexibilidad e inhibición. Estos resultados sugieren que es necesaria una mayor inversión en acciones de políticas públicas, priorizando intervenciones neurocognitivas reeducativas y métodos de prevención de accidentes relacionados con lesiones traumáticas que tengan alta incidencia de secuelas.El traumatismo craneoencefálico (TCE) puede conllevar impactantes cambios en la vida cotidiana, que incluyen alteraciones a nivel social, profesional, comunicativo y cognitivo (dificultades atencionales, mnemónicas y ejecutivas). Este estudio tuvo por objeto caracterizar la ocurrencia de déficits neuropsicológicos post-TCE y constatar el impacto ocasionado por el nivel de severidad del trauma en el desempeño cognitivo de los pacientes. Participaron 96 adultos en la muestra total, que fue dividida en dos grupos para evaluar el nivel de severidad del trauma: TCE leve (n=39) y TCE grave (n=77). La gravedad de la lesión se clasificó por medio de la Escala de Coma de Glasgow, por la duración de la pérdida de consciencia, o por la amnesia post-traumática. No había diferencias entre la edad y la escolaridad de los participantes. Para la comparación entre los grupos en cuanto a la distribución de ocurrencia de déficits neuropsicológicos, se utilizó el Chi-cuadrado. Se utilizó una batería de evaluación neuropsicológica flexible conformada por tareas verbales y visoespaciales de habilidades lingüísticas, mnemónicas y ejecutivas. Los grupos no se diferenciaron en cuanto a las variables sociodemográficas. Los pacientes con TCE leve tuvieron mejores puntajes comparados con los de TCE grave (número de errores y categorías completadas del Test de clasificación de tarjetas de Wisconsin- [WCST, por sus siglas en inglés]; errores en la parte B del Test de Hayling; y en la interferencia retro y proactiva del Test de aprendizaje auditivo verbal de Rey [RAVLT, por sus siglas en inglés]. El nivel de severidad del trauma parece mostrar diferencias en los individuos en cuanto al desempeño en memoria episódica de información nueva y en el control de interferencia entre los recuerdos; lo mismo se aplica a las funciones de flexibilidad e inhibición. Estos resultados sugieren que es necesaria una mayor inversión en acciones de políticas públicas, priorizando intervenciones neurocognitivas reeducativas y métodos de prevención de accidentes relacionados con lesiones traumáticas que tengan alta incidencia de secuelas.Traumatic brain injury (TBI) can lead to significant changes in daily life, as well as in social, labor, communicative, and cognitive domains (attention, memory and executive functions). This study aimed to characterize the occurrence of post-TBI neuropsychological deficits as well as to determine whether there is an impact related to the level of severity of the trauma on the patient's performance. Ninety-six adults participated in the study, who were divided in two groups to assess the trauma's level of severity: mild TBI (n=39) and severe TBI (n=57). This severity was classified by the Glasgow Coma Scale, by the duration of consciousness loss, or by post-traumatic amnesia. There were no differences between the groups regarding variables of age and years of schooling. A Chi- square test was used to do a comparison between the two groups in terms of occurrence of neuropsychological deficits. Verbal, visuospatial, mnemonic, linguistic and executive tests composed a flexible neuropsychological battery. Patients with mild TBI had better scores compared to those with severe TBI (number of errors and in completed categories of the Modified Wisconsin Card Sorting Test (MWCST); errors in Part B of The Hayling Test; and proactive and retroactive interference in the Rey Auditory Verbal Learning Test (RAVLT). The severity of the trauma seems to differentiate individual's performance on episodic memory of new information and in the control of interference between memories; the same is applied to flexibility and inhibition functions. These results suggest the need for more investments in public health policy actions, prioritizing neurocognitive remedial intervention and prevention methods for such condition with high incidence of sequelae

Operation Notes Illustrated With Digital Images

We would like to report on our experience of illustrating our operation notes with pre-, per- and post-operative digital images

Dense Building Instrumentation Application for City-Wide Structural Health Monitoring

The Community Seismic Network (CSN) has partnered with the NASA Jet Propulsion Laboratory (JPL) to initiate a campus-wide structural monitoring program of all buildings on the premises. The JPL campus serves as a proxy for a densely instrumented urban city with localized vibration measurements collected throughout the free-field and built environment. Instrumenting the entire campus provides dense measurements in a horizontal geospatial sense for soil response; in addition five buildings have been instrumented on every floor of the structure. Each building has a unique structural system as well as varied amounts of structural information via structural drawings, making several levels of assessment and evaluation possible. Computational studies with focus on damage detection applied to the campus structural network are demonstrated for a collection of buildings. For campus-wide real-time and post-event evaluation, ground and building response products using CSN data are illustrating the usefulness of higher spatial resolution compared to what was previously typical with sparser instrumentation

Electronic Structure of Superconducting Ba6c60

We report the results of first-principles electronic-structure calculations for superconducting Ba6C60. Unlike the A3C60 superconductors, this new compound shows strong Ba-C hybridization in the valence and conduction regions, mixed covalent/ionic bonding character, partial charge transfer, and insulating zero-gap band structure.Comment: 11 pages + 4 figures (1 appended, others on request), LaTeX with REVTE

A portfolio analysis of autism research funding in Aotearoa New Zealand 2007–2021

Previously documented global trends in autism research funding have been skewed towards biology research, which is at odds with the priorities expressed by autistic and autism community members. We aimed to document the areas of autism research that have previously been funded in Aotearoa New Zealand, and to explore the views of the autistic and autism communities on this funding distribution. We searched for research grants awarded to autism research in Aotearoa New Zealand between 2007 and 2021. We categorised the funding for autism research to enable comparison to that previously documented in other countries. We elicited the views of the autistic and autism communities in relation to the funded autism research, through an online survey and a series of focus groups. The largest proportion of money and number of grants was awarded to biological research. Community members expressed dissatisfaction with this pattern of funding, and noted that it does not address the needs and priorities of the autistic community. Community members suggested that the funding pattern indicated a lack of autistic consultation and engagement in research design and funding allocation. The priorities of the autistic and autism communities need to be considered by researchers and funders alike. We discuss how autistic inclusion in research can be supported through decision-making regarding funding and ethics relating to autism research. Lay Abstract: We aimed to document the areas of autism research that have previously been funded in Aotearoa New Zealand. We searched for research grants awarded to autism research in Aotearoa New Zealand between 2007 and 2021. We compared the funding distribution in Aotearoa New Zealand to other countries. We asked people from the autistic community and broader autism community whether they were satisfied with this funding pattern, and whether it aligned with what is important to them and to autistic people. We found that the majority of funding for autism research was awarded to biology research (67%). Members of the autistic and autism communities were dissatisfied with the funding distribution, and expressed a lack of alignment with what is important to them. People from the community indicated that the funding distribution did not address the priorities of autistic people, and that it indicated a lack of engagement with autistic people. Autism research funding needs to reflect the priorities of the autistic and autism communities. Autistic people need to be included in autism research and related funding decisions