An evaluative study of family guides and subsequent design of a multi-museum third grade explorer\u27s guide

The idea for this project began with the evaluative study of a cultural organization\u27s family guide. The results of that study, garnered from interviews with and observations of families, serves as the inspiration for a newly designed family guide intended for third graders and their families. The guide incorporates several museum visits with NY State Social Studies Scope and Sequence criteria and is based on personal teaching experience, age-relevant developmental guidelines, theoretical influences, a literature review of family learning and current family guides, as well as the results of the evaluative study

The Impact of Metacognitive Judgments on Restudy Decisions and Learning Outcomes

An important component of self-regulated learning is deciding what items to restudy. Prior work has shown participants who study using predictions of future performance success choose to restudy more items than those who make restudy decisions based off of past retrieval success. In this study we tested whether those different decisions translated into differences in learning outcomes.College students often experience stress when faced with the challenge of developing efficient and successful study habits. An important component of self-regulated learning (i.e. the ability to monitor and guide one’s learning decisions) is deciding what items to restudy and which to drop from learning. It has been found in past research that learners who make Retrospective Confidence Judgments (RCJs, judgments about past retrieval success) are more likely to drop items that they have correctly retrieved compared to learners who make Judgements of Learning (JOLs, judgements about future retrieval success). Other studies have shown that there are learning disadvantages to dropping items from study. This may occur because learners are overconfident in their retrieval ability or under-value the benefits of overlearning items. While previous studies have shown differences in restudy decisions between learners using RCJs and JOLs, most do not actually offer the restudy period for the participants, so it is currently unclear how these different restudy decisions may influence overall learning. The goal of the present study was to determine whether learners who make RCJs and JOLs show differences in final test performance, when given the opportunity to restudy the selected items. In this study, participants first completed an initial learning phase, followed by prejudgment cued-recall, a metacognitive judgement, and a restudy decision. Participants then restudied the items they selected. In order to observe the impact on long-term memory, participants completed a final test after 24-48 hours

Interventions for anxiety in mainstream school‐aged children with autism spectrum disorder: A systematic review

Anxiety is a common problem in school‐aged children with autism spectrum disorder (ASD). Cognitive behavioral therapy (CBT) and other psychosocial interventions have been developed as alternatives to pharmacological intervention to treat anxiety symptoms in students with ASD without co‐occurring intellectual disability. This present synthesis of evidence is a systematic review and meta‐analysis examining the efficacy of interventions for reducing anxiety among school‐aged children with ASD. The review summarizes evidence from 24 studies using an experimental or quasi‐experimental design. The authors’ conclude that there is evidence that CBT is an effective behavioral treatment for anxiety in some children and youth with ASD without co‐occurring intellectual disability. Evidence for other psychoeducational interventions is more limited, not just due to the popularity of CBT but also due to the quality of the smaller number of non‐CBT studies available

Ambulatory Monitoring of Subglottal Pressure Estimated from Neck-Surface Vibration in Individuals with and without Voice Disorders

The aerodynamic voice assessment of subglottal air pressure can discriminate between speakers with typical voices from patients with voice disorders, with further evidence validating subglottal pressure as a clinical outcome measure. Although estimating subglottal pressure during phonation is an important component of a standard voice assessment, current methods for estimating subglottal pressure rely on non-natural speech tasks in a clinical or laboratory setting. This study reports on the validation of a method for subglottal pressure estimation in individuals with and without voice disorders that can be translated to connected speech to enable the monitoring of vocal function and behavior in real-world settings. During a laboratory calibration session, a participant-specific multiple regression model was derived to estimate subglottal pressure from a neck-surface vibration signal that can be recorded during natural speech production. The model was derived for vocally typical individuals and patients diagnosed with phonotraumatic vocal fold lesions, primary muscle tension dysphonia, and unilateral vocal fold paralysis. Estimates of subglottal pressure using the developed method exhibited significantly lower error than alternative methods in the literature, with average errors ranging from 1.13 to 2.08 cm H2O for the participant groups. The model was then applied during activities of daily living, thus yielding ambulatory estimates of subglottal pressure for the first time in these populations. Results point to the feasibility and potential of real-time monitoring of subglottal pressure during an individual\u27s daily life for the prevention, assessment, and treatment of voice disorders

12 Museum Theorists at Play

Introduction by Lauren Appel1. Learning by Do-weyan, by Marian Howard, with Nicole Ferrin2: Dewey Defines Himself and Education, by David Vining 3. Benjamin Ives Gilman: Arts in People’s Lives, by Katherine Hillman 4. John Cotton Dana: The Social Construction of Museums, by Marissa Corwin 5. Piaget in the Art Museum: Constructing Knowledge Through Active Engagement, by Berry Stein 6. Lev Vygotsky: The Social Aspects of Learning, by Nicole Keller 7. Paulo Freire: Literacy, Democracy, and Context, by Nicole Keller 8. Maxine Greene: Aesthetic Education, by Lauren Appel 9. Howard Gardner and Multiple Intelligence Theory: A Practical Application of Entry Points in Museum Programming, by Bill Elliston 10. Mihaly Csikszentmihalyi: Finding the Flow, by David Bowles 11. George Hein: Metaconstructivist, by Lauren Appel 12. David Carr: A Poetics of Questions, by Tiffany Reedy 13. David Sobel: Please in My Backyard, by Kathryn Eliza Harris 14. Connecting the Dots, by Liat Olenickhttps://educate.bankstreet.edu/faculty-staff/1009/thumbnail.jp

Jack Voltaic 3.0 Cyber Research Report

The Jack Voltaic (JV) Cyber Research project is an innovative, bottom-up approach to critical infrastructure resilience that informs our understanding of existing cybersecurity capabilities and identifies gaps. JV 3.0 contributed to a repeatable framework cities and municipalities nationwide can use to prepare. This report on JV 3.0 provides findings and recommendations for the military, federal agencies, and policy makers

Bringing numerous methods for expression and promoter analysis to a public cloud computing service

Every year, a large number of novel algorithms are introduced to the scientific community for a myriad of applications, but using these across different research groups is often troublesome, due to suboptimal implementations and specific dependency requirements. This does not have to be the case, as public cloud computing services can easily house tractable implementations within self-contained dependency environments, making the methods easily accessible to a wider public. We have taken 14 popular methods, the majority related to expression data or promoter analysis, developed these up to a good implementation standard and housed the tools in isolated Docker containers which we integrated into the CyVerse Discovery Environment, making these easily usable for a wide community as part of the CyVerse UK project

Research enrichment: evaluation of structured research in the curriculum for dental medicine students as part of the vertical and horizontal integration of biomedical training and discovery

<p>Abstract</p> <p>Background</p> <p>Research programs within medical and dental schools are important vehicles for biomedical and clinical discovery, serving as effective teaching and learning tools by providing situations in which predoctoral students develop problem-solving and critical-thinking skills. Although research programs at many medical and dental schools are well-established, they may not be well integrated into the predoctoral curriculum to effectively support the learning objectives for their students.</p> <p>Methods</p> <p>A series of structured seminars, incorporating faculty research, was designed for first-year dental students at the University of Nevada, Las Vegas, School of Dental Medicine to reinforce and support the concepts and skills taught in concurrent courses. A structured research enrichment period was also created to facilitate student engagement in active research using faculty and student curricular release time. Course evaluations and surveys were administered to gauge student perceptions of the curricular integration of research, the impact of these seminars on recruitment to the research program, and overall levels of student satisfaction with research enrichment.</p> <p>Results</p> <p>The analysis of course surveys revealed that students perceived the research-containing seminars effectively illustrated concepts, were logically sequenced, and were well-integrated into their curriculum. In addition, analysis of surveys revealed that the Integration Seminar courses motivated students to engage in research enrichment. Finally, this analysis provided evidence that students were very satisfied with their overall learning experience during research enrichment.</p> <p>Conclusion</p> <p>Curricular integration is one method of improving the teaching and learning of complicated and inter-related concepts, providing an opportunity to incorporate research training and objectives into traditionally separate didactic courses. Despite the benefits of curricular integration, finding the most appropriate points of integration, obtaining release time for curricular development and for research engagement, and funding predoctoral student research remain issues to be addressed in ways that reflect the character of the faculty and the goals of each institution.</p

Cardiorespiratory fitness levels and body mass index of pre-adolescent children and older adults during the COVID-19 pandemic

IntroductionThe social and behavioral effects of the COVID-19 pandemic have impacted the health and physiology of most people, including those never diagnosed with COVID-19. While the impact of the pandemic has been felt across the lifespan, its effects on cardiorespiratory fitness (commonly considered a reflection of total body health) of older adults and children may be particularly profound due to social distancing and stay-at-home advisories, as well as the closure of sport facilities and non-essential businesses. The objective of this investigation was to leverage baseline data from two ongoing clinical trials to determine if cardiorespiratory fitness and body mass index were different during COVID-19 relative to before COVID-19 in older adults and children.MethodsHealthy older individuals (N = 593; 65–80 years) and 200 typically developing children (8–10 years) completed a graded maximal exercise test and had their height and weight measured.ResultsResults revealed that older adults and children tested during COVID-19 had significantly lower cardiorespiratory fitness levels than those tested before COVID-19 shutdowns (older adults: 30% lower; children: 53% lower; p's ≤ 0.001). In addition, older adults and children tested during COVID-19 had significantly higher BMI (older adults: 31.34 ± 0.57 kg/m2, p = 0.004; children: 19.27 ± 0.44 kg/m2, p = 0.05) than those tested before COVID-19 shutdowns (older adults: 29.51 ± 0.26 kg/m2, children: 18.13 ± 0.35 kg/m2). However, these differences in BMI did not remain significant when controlling for cardiorespiratory fitness.DiscussionResults from this investigation indicate that the COVID-19 pandemic, and behavior changes taken to reduce potential exposure, may have led to lower cardiorespiratory fitness levels in older adults and children, as well as higher body mass index. These findings provide relevant public health information as lower cardiorespiratory fitness levels and higher body mass indexes recorded during the pandemic could have far-reaching and protracted health consequences. Public health guidance is needed to encourage physical activity to maintain cardiorespiratory fitness and healthy body composition.Clinical trial registrationOlder adults: https://clinicaltrials.gov/ct2/show/NCT02875301, identifier: NCT02875301; Children: https://clinicaltrials.gov/ct2/show/NCT03592238, identifier: NCT03592238