Personality in a Dorm Room

I\u27ve had the best time fixing up my \u27dorm\u27 room this fall, said the girl with the smart red hat pulled low over her eyes. I hope I can get a few things to finish it up in the city

Cotton Is Back Again

Cottons are again used to express the mode! New youthful styles are fashioned from gay, crisp cottons, which give a feeling of brightness and charm impossible with other fabrics

The Iowa Homemaker vol.8, no.4

Turkish College Girls by Frances Thomas, page 1 Personality in a “Dorm” Room by Margaret E. Davidson, page 2 “A Cup of Tay at Five O’clock” by Margaret L. Marnette, page 3 The Girls’ 4-H Clubs by Mrs. Edith Barker, page 4 State Association Page by Marcia E. Turner, page 8 Home Economics Research at Iowa State by Mildred Deischer, page 10 Editorial, page 11 Who’s There and Where by Vera Caulum, page 1

The Iowa Homemaker vol.9, no.1

The Eternal Subject by Isabel Leith, page 1 Japanese Life by Ruth Dean, page 2 Ready or Never Ready? by Margaret Davidson, page 3 Get Those Germs by Ruth Stewart, page 3 Veishea by Margaret Marnette, page 4 Built-in Features, page 5 4-H Club by Florence Forbes, page 6 State Association by Marcia E. Turner, page 8 Plea of the Dishrag, page 10 Editorial, page 11 Alumnae News by Vera Caulum, page 1

The Iowa Homemaker vol.8, no.3

Home Economics at Iowa State College, page 3 “Science With Practice” by Frances Thomas, page 4 Pottery From Iowa Clay by Mabel Gerling, page 5 Sources of Home Economics Research by Sylvia Pedersen Connolly, page 6 Cotton Is Back Again by Margaret E. Davidson, page 7 Making Use of Iowa’s Waste by Helen Goeppinger, page 7 State Association Page by Marcia E. Turner, page 8 Girls’ 4-H Clubs by Florence Forbes, page 10 Home Economics Research at Iowa State by Melba Nisewanger and Mildred Deischer, page 12 Editorial, page 13 Who’s There and Where by Vera Caulum, page 1

Fracture risk and impact in boys with Duchenne muscular dystrophy: A retrospective cohort study

Introduction/Aims: Boys with Duchenne muscular dystrophy (DMD) are at increased risk of fracture. This study investigated the incidence of fractures, factors contributing to risk of first fracture with emphasis on body mass index (BMI), and the impact of fractures on functional capacity in an Australian cohort of boys with DMD. Methods: A retrospective cohort study included boys with DMD who attended a pediatric neuromuscular clinic from 2011 to 2018. Information regarding fractures, anthropometry measurements, body composition and functional assessment was collected. Factors associated with first fracture risk were analyzed with Cox-proportional hazards. Longitudinal analysis of function post-fracture was also conducted. Results: This study included 155 boys with DMD. At least one fracture occurred in 71 (45%) boys; overall incidence of fractures was 399-per-10,000 persons-years. The first fracture was vertebral in 55%; 41% had non-vertebral fractures and 4% had both. Vertebral fractures occurred in significantly older (12.28 vs 9.28 y) boys with longer exposure to glucocorticoids (5.45 vs 2.50 y) compared to non-vertebral fractures. Boys with a history of fracture(s) had a steeper rate of functional decline (measured by Northstar Ambulatory Assessment score) than those with no recorded fractures. Discussion: A high fracture burden was observed in a large Australian cohort of boys with DMD. Further investigation is required to understand preventative strategies and modifiable risk factors to reduce the incidence of fractures in DMD. The impact on fractures on ambulatory capacity should be closely monitored

The Iowa Homemaker vol.7, no.10

The Iowa Homemaker Has a Birthday by Ruth Morrison, page 1 Chow Mein versus Chop Suey by Frances Thomas, page 2 Veishea, 1928 by Ruth M. Davis, page 3 News Bits by Margaret Davidson and Rosemary Koeberle, page 4 Sandwiches for Your Spring Menu by Caroline E. Morrell, page 5 4-H Club by Mrs. Edith Barker, page 6 State Association Page by Marcia E. Turner, page 8 Home Economics Research at Iowa State by Melba Nisewanger, page 10 Editorial, page 11 Who’s There and Where by Vera Caulum, page 12 Window Boxes by Gladys Parker, page 1

Giving Voice to the Voiceless: The Use of Digital Technologies by Marginalized Groups

This paper reports on a workshop hosted at the University of Massachusetts Amherst in September, 2018. The workshop, called “Giving Voice to the Voiceless: The Use of Digital Technologies by Marginalized Groups”, focused on discussing how marginalized groups use digital technologies to raise their voices. At the workshop, a diverse group of scholars and doctoral students presented research projects and perspectives on the role that digital technologies have in activist projects that represent marginalized groups that have gained momentum in the last few years. The studies and viewpoints presented shed light on four areas in which IS research can expand our understanding about how marginalized groups use digital technologies to address societal challenges: 1) the rise of cyberactivism, 2) resource mobilization for cyberactivism, 3) cyberactivism by and with marginalized groups, and 4) research methods for examining how marginalized groups use digital technologies

1137. What Do We Know? Teaching Medical Students to Deal with Uncertainty as a Pandemic Unfolds

Background The global COVID-19 pandemic has had a major impact on medical student education. As the pandemic spread nationwide, numerous universities shut down with only days’ notice, and medical students were removed from all patient care settings and restricted from campuses. Yet, the need and curiosity of these future physicians to understand this new disease was great, including how to interpret and integrate rapidly evolving information on the underlying viral and immune mechanisms, pathophysiology, and epidemiology. Time students spent away from patient care settings presented an opportunity to rapidly develop and deliver new curriculum covering SARS-CoV-2 and COVID-19. Methods A team of students and faculty at Indiana University developed a Fundamentals of COVID-19 course that included up-to-date information on the virology, immunology, and pathophysiology of COVID-19. The course was delivered online, with both synchronous and asynchronous activities. Virology and immunology of the coronavirus family, including current knowledge to-date of SARS-CoV-2, were delivered using a series of readings and brief videos, followed by a small group exercise that required students to choose and present to their peers a paper from the scientific literature on COVID-19. A similar approach was used to deliver content about the pathophysiology of COVID-19. To place the COVID-19 experience in context of other pandemics, students researched and educated their small group cohort on another historical pandemic. Results To measure course effectiveness, we administered a pre-course survey gauging students’ self-confidence in their knowledge of these topics; the same survey was administered after completion of the course. Surveys from 645 (89% of enrolled) 3rd and 4th year medical students who completed both surveys were analyzed. Results showed that the course elicited a 57% increase (p< 0.001) in students’ confidence in their knowledge of COVID-19 virology and immunology and a 64% increase (p< 0.001) in knowledge of the pathophysiology. Conclusion Data showed that the asynchronous content and group activities were successful in engaging and educating the students on foundational knowledge of COVID-19 and were an effective approach to rapidly evolving information when faced with a novel disease

Neural correlates of enhanced visual short-term memory for angry faces: An fMRI study

Copyright: © 2008 Jackson et al.Background: Fluid and effective social communication requires that both face identity and emotional expression information are encoded and maintained in visual short-term memory (VSTM) to enable a coherent, ongoing picture of the world and its players. This appears to be of particular evolutionary importance when confronted with potentially threatening displays of emotion - previous research has shown better VSTM for angry versus happy or neutral face identities.Methodology/Principal Findings: Using functional magnetic resonance imaging, here we investigated the neural correlates of this angry face benefit in VSTM. Participants were shown between one and four to-be-remembered angry, happy, or neutral faces, and after a short retention delay they stated whether a single probe face had been present or not in the previous display. All faces in any one display expressed the same emotion, and the task required memory for face identity. We find enhanced VSTM for angry face identities and describe the right hemisphere brain network underpinning this effect, which involves the globus pallidus, superior temporal sulcus, and frontal lobe. Increased activity in the globus pallidus was significantly correlated with the angry benefit in VSTM. Areas modulated by emotion were distinct from those modulated by memory load.Conclusions/Significance: Our results provide evidence for a key role of the basal ganglia as an interface between emotion and cognition, supported by a frontal, temporal, and occipital network.The authors were supported by a Wellcome Trust grant (grant number 077185/Z/05/Z) and by BBSRC (UK) grant BBS/B/16178