Enacting a Mission for Change: A University Partnership for Young Adolescents

Abstract As practicing teachers, school personnel, and teacher educators engaged in a school-university partnership, we have worked to co-create a mutually beneficial relationship centered around the learning needs of young adolescents. In this article, we will describe our diverse perspectives on and perceptions of how the partnership enhances the learning experiences of the young adolescents with whom we learn and work. We come to this work with two interrelated goals of preparing a cadre of effective middle grades teachers while improving the educational experiences for 10-14-year-old students at Westport Middle School (WMS)--whether it is through classroom instruction, teacher education, or providing supports within the school

Field Experiences in the Ether: The Pandemic-induced Realities of Learning to Teach

In the United States during March and April of 2020, more than 50 million K-12 students were impacted by school closures with many forced to engage in online learning for continuity in their 2019-2020 school year. This disruption to K-12 public and private schools reverberated in programs of teacher education around the country. As school-university partners, we wanted to provide opportunities for new teacher candidates to be able to engage in some form of interaction with students and veteran teachers. We drew on the structures and strength of our school-university partnership to build our plan to engage in pandemic-induced, alternative field experiences. In this article we describe how one middle level school-university partnership leaned into virtual learning spaces and provided opportunities to help teacher candidates who were beginning their teacher education program conceptualize teaching and learning in new ways. Additionally, we provide classroom teachers’ perspectives of hosting teacher candidates in a virtual learning format offering insights on best practices and challenges to consider

Land Of Love And Happiness

Illustration of man and woman on hill with clouds and flying birds in backgroundhttps://scholarsjunction.msstate.edu/cht-sheet-music/8021/thumbnail.jp

EBM Resources Decision Tree

The EBM Resources Decision Tree is a mobile-friendly website designed for for a month-long problem-based learning (PBL) course for pre-clinical medical students. The website sought to improve the range and quality of sources used by students in the PBL course. A secondary objective was to offer a website to encourage the use of evidence-based medicine tools in clinical care

Authentication scheme for routine verification of genetically similar laboratory colonies: a trial with Anopheles gambiae

<p>Abstract</p> <p>Background</p> <p>When rearing morphologically indistinguishable laboratory strains concurrently, the threat of unintentional genetic contamination is constant. Avoidance of accidental mixing of strains is difficult due to the use of common equipment, technician error, or the possibility of self relocation by adult mosquitoes ("free fliers"). In many cases, laboratory strains are difficult to distinguish because of morphological and genetic similarity, especially when laboratory colonies are isolates of certain traits from the same parental strain, such as eye color mutants, individuals with certain chromosomal arrangements or high levels of insecticide resistance. Thus, proving genetic integrity could seem incredibly time-consuming or impossible. On the other hand, lacking proof of genetically isolated laboratory strains could question the validity of research results.</p> <p>Results</p> <p>We present a method for establishing authentication matrices to routinely distinguish and confirm that laboratory strains have not become physically or genetically mixed through contamination events in the laboratory. We show a specific example with application to <it>Anopheles gambiae sensu stricto </it>strains at the Malaria Research and Reference Reagent Resource Center. This authentication matrix is essentially a series of tests yielding a strain-specific combination of results.</p> <p>Conclusion</p> <p>These matrix-based methodologies are useful for several mosquito and insect populations but must be specifically tailored and altered for each laboratory based on the potential contaminants available at any given time. The desired resulting authentication plan would utilize the least amount of routine effort possible while ensuring the integrity of the strains.</p

Diffuse cutaneous systemic sclerosis following SARS-Co V-2 vaccination

The largest world-wide vaccination rollout ever is currently underway to tackle the covid-19 pandemic. We report a case of diffuse cutaneous systemic sclerosis (SSc) in a 70-year-old male with rapidly progressive skin thickening which developed two weeks after receiving the first dose of the ChAdOx1 nCOV-19 vaccine. As the onset of SSc skin was in close temporal proximity to the administration of the first dose vaccine with no other triggers, we suspected a possible adverse reaction to the ChAdOx1 nCOV-19 vaccine. We hypothesise that the recombinant adenoviral vector encoding the spike protein antigen of SARS-CoV-2 triggered an unexpected immune activation resulting in an atypical presentation of late-onset SSc, within the well-recognised ANA positive, ENA negative subgroup of patients.We review the possible mechanisms underlying autoimmunity when provoked by vaccination and other published rheumatological phenomenon occurring shortly after COVID vaccination

The Motivating Role of Dissociative Outgroups in Encouraging Positive Consumer Behaviors

Previous research has found that people tend to avoid products or behaviors that are linked to dissociative reference groups. The present research demonstrates conditions under which consumers exhibit similar behaviors to dissociative out-group members in the domain of positive consumption behaviors. In particular, when a consumer learns that a dissociative out-group performs comparatively well on a positive behavior, the consumer is more likely to respond with positive intentions and actions when the setting is public (vs. private). The authors suggest that this occurs because learning of the successful performance of a dissociative out-group under public conditions threatens the consumer’s group image and activates the desire to present the group image in a positive light. The authors show that although group affirmation mitigates these effects, self-affirmation does not. They also examine the moderating role of the positivity of the behavior and the mediating role of group image motives. Taken together, the results highlight conditions under which communicating information about the behaviors of dissociative out-groups can be used to spur consumers to engage in positive actions

PUTTING THE PASS IN CLASS: IN-CLASS PEER MENTORING ON CAMPUS AND ONLINE

We analyse the introduction of peer mentors into classrooms to understand how in-class mentoring supports students’ learning in first-year courses. Peer mentors are high-achieving students who have completed the same course previously, and are hired and trained by the university to facilitate Peer Assisted Study Sessions (PASS). PASS sessions give students the opportunity to deepen their understanding through revision and active learning and are typically held outside of class time. In contrast, our trial embedded peer mentors into the classes for Professional Scientific Thinking, a large (~250 students) workshop-based course at the University of Newcastle. Analysis of Blackboard analytics, student responses to Brookfield’s Critical Incident Questionnaire and peer mentors’ journals found that during face-to-face workshops, peer mentors role-modelled ideal student behaviour (e.g. asking questions), rather than act as additional teachers. This helped students new to university to better understand how to interact and learn effectively in class. Moving classes online mid-semester reshaped mentors’ roles, including through the technical aspects of their work and their engagement with students – adaptations that were essential for supporting students to also adapt effectively to changed learning circumstances. This study highlights the benefits of embedding student mentors in classrooms, both on campus and online

Dear reviewers: Responses to common reviewer critiques about infant neuroimaging studies

The field of adult neuroimaging relies on well-established principles in research design, imaging sequences, processing pipelines, as well as safety and data collection protocols. The field of infant magnetic resonance imaging, by comparison, is a young field with tremendous scientific potential but continuously evolving standards. The present article aims to initiate a constructive dialog between researchers who grapple with the challenges and inherent limitations of a nascent field and reviewers who evaluate their work. We address 20 questions that researchers commonly receive from research ethics boards, grant, and manuscript reviewers related to infant neuroimaging data collection, safety protocols, study planning, imaging sequences, decisions related to software and hardware, and data processing and sharing, while acknowledging both the accomplishments of the field and areas of much needed future advancements. This article reflects the cumulative knowledge of experts in the FIT\u27NG community and can act as a resource for both researchers and reviewers alike seeking a deeper understanding of the standards and tradeoffs involved in infant neuroimaging

Dear reviewers: responses to common reviewer critiques about infant neuroimaging studies

The field of adult neuroimaging relies on well-established principles in research design, imaging sequences, processing pipelines, as well as safety and data collection protocols. The field of infant magnetic resonance imaging, by comparison, is a young field with tremendous scientific potential but continuously evolving standards. The present article aims to initiate a constructive dialog between researchers who grapple with the challenges and inherent limitations of a nascent field and reviewers who evaluate their work. We address 20 questions that researchers commonly receive from research ethics boards, grant, and manuscript reviewers related to infant neuroimaging data collection, safety protocols, study planning, imaging sequences, decisions related to software and hardware, and data processing and sharing, while acknowledging both the accomplishments of the field and areas of much needed future advancements. This article reflects the cumulative knowledge of experts in the FIT'NG community and can act as a resource for both researchers and reviewers alike seeking a deeper understanding of the standards and tradeoffs involved in infant neuroimaging.R01 MH104324 - NIMH NIH HHS; UL1 TR001863 - NCATS NIH HHS; P50 MH115716 - NIMH NIH HHS; K01 MH108741 - NIMH NIH HHS; TL1 TR001864 - NCATS NIH HHS; R01 MH118285 - NIMH NIH HHS; U01 MH110274 - NIMH NIH HHS; P50 MH100029 - NIMH NIH HHS; ZIA MH002782 - Intramural NIH HHS; R01 EB027147 - NIBIB NIH HHS; R01 MH119251 - NIMH NIH HHS; UL1 TR003015 - NCATS NIH HHS; F31 HD102156 - NICHD NIH HHS; KL2 TR003016 - NCATS NIH HHS; T32 MH018268 - NIMH NIH HHSPublished versio