Young Children’s Decisions to Include Peers with Physical Disabilities in Play

The authors examined factors related to preschool children’s reasoning about including a hypothetical peer with a physical disability in different play activities. They hypothesized that children’s inclusion decisions would be influenced by features of the physical environment, attention to issues of fairness and equity, and individual child characteristics. Participants comprised 72 children enrolled in inclusive preschool classrooms. Children’s ideas about inclusion and their inclusion decisions were gathered in response to vignettes reflecting experiences that children are likely to encounter in preschool. The authors found that children were significantly more likely to say that they would include a child with a physical disability in an activity requiring few motor skills. Children’s inclusion decisions were also significantly associated with their developing theory-of-mind skills and with prompts that encouraged them to consider issues of fairness and equity when making a decision. These results suggest that adaptations of planned activities that promote participation by reducing motor demands for all children, along with attention to issues of fairness and equity of opportunity, may be effective classroomwide interventions to support inclusion of children with disabilities in play activities with peers

Graduate Recital: Caryn Diamond, Trumpet Karen Collier, Piano

Kemp Recital Hall Friday Evening February 16, 1996 8:00p.m

Sustainability and Justice: Challenges and Opportunities for an Open STEM Education

Open educational resources, or OER, are teaching materials that reside in the public do-main and are available under an open license. While the creation of high-quality materials and cyberinfrastructure to share these resources is important, OER are much more than static resource repositories. Vibrant OER communities function as collaboration hubs and often include librarians, instructional technologists, instructors, education researchers, funders, open-source software developers, and college administrators. Together, these in-dividuals work as a community to respond to changes in the education landscape, support student learning impacts both in terms of cost savings and student retention, and solve issues related to broadly sharing open resources on the web. This essay provides general information about OER, describes communities developing OER for science, technology, engineering, and mathematics education, and presents insights about sustainability chal-lenges. The sustainability challenges are organized according to multiple dimensions: cultural and social, economic and financial, and technological and environmental. In addition, OER provide important opportunities to address and promote social justice and open and accessible education philosophies. Knowing more about the OER landscape, sustainability challenges, and educational justice opportunities can help instructors use and contribute to this growing movement to reshape the landscape of undergraduate education

The SDSS-IV in 2014: a demographic snapshot

Many astronomers now participate in large international scientific collaborations, and it is important to examine whether these structures foster a healthy scientific climate that is inclusive and diverse. The Committee on the Participation of Women in the Sloan Digital Sky Survey (CPWS) was formed to evaluate the demographics and gender climate within SDSS-IV, one of the largest and most geographically distributed astronomical collaborations. In April 2014, the CPWS administered a voluntary demographic survey to establish a baseline for the incipient SDSS-IV, which began observations in July 2014. We received responses from 250 participants (46% of the active membership). Half of the survey respondents were located in the United States or Canada and 30% were based in Europe. Approximately 65% were faculty or research scientists and 31% were postdocs or graduate students. Eleven percent of survey respondents considered themselves to be an ethnic minority at their current institution. Twenty-five percent of the SDSS-IV collaboration members are women, a fraction that is consistent with the US astronomical community, but substantially higher than the fraction of women in the International Astronomical Union (16%). Approximately equal fractions of men and women report holding positions of leadership in the collaboration. When binned by academic age and career level, men and women also assume leadership roles at approximately equal rates, in a way that increases steadily for both genders with increasing seniority. In this sense, SDSS-IV has been successful in recruiting leaders that are representative of the collaboration. That said, it is clear that more progress needs to be made towards achieving gender balance and increasing diversity in the field of astronomy, and there is still room for improvement in the membership and leadership of SDSS-IV. For example, at the highest level of SDSS-IV leadership, women disproportionately assume roles related to education and public outreach. The goal of the CPWS is to use these initial data to establish a baseline for tracking demographics over time as we work to assess and improve the climate of SDSS-IV

Analysis of the Sam50 translocase of excavate organisms supports evolution of divergent organelles from a common endosymbiotic event

As free-living organisms the ancestors of mitochondria and plastids encoded complete genomes, proteomes and metabolomes. As these symbionts became organelles all these aspects were reduced – genomes have degenerated with the host nucleus now encoding the most of the remaining endosymbiont proteome, while the metabolic processes of the symbiont have been streamlined to the functions of the emerging organelle. By contrast, the topology of the endosymbiont membrane has been preserved, necessitating the development of complex pathways for membrane insertion and translocation. In this study, we examine the characteristics of the endosymbiont-derived β-barrel insertase Sam501 in the excavate super-group. A candidate is further characterized in Trichomonas vaginalis, an unusual eukaryote possessing degenerate hydrogen-producing mitochondria called hydrogenosomes. This information supports a mitochondriate eukaryotic common ancestor with a similarly evolved β-barrel insertase, which has continued to be conserved in degenerate mitochondria

The Gestational Diabetes Management System (GooDMomS): development, feasibility and lessons learned from a patient-informed, web-based pregnancy and postpartum lifestyle intervention

Abstract Background Gestational diabetes mellitus (GDM) contributes to the epidemic of diabetes and obesity in mothers and their offspring. The primary objective of this pilot study was to: 1) refine the GDM Management System (GooDMomS), a web-based pregnancy and postpartum behavioral intervention and 2) assess the feasibility of the intervention. Methods In phase 1, ten semi-structured interviews were conducted with women experiencing current or recent GDM mellitus GDM to garner pilot data on the web based intervention interface, content, and to solicit recommendations from women about refinements to enhance the GooDMomS intervention site. Interviews were audiotaped, transcribed and independently reviewed to identify major themes with Atlas.ti v7.0. In phase 2, a single-arm feasibility study was conducted and 23 participants were enrolled in the GooDMomS program. Participants received web lessons, self-tracking of weight and glucose, automated feedback and access to a message board for peer support. The primary outcome was feasibility, including recruitment and retention and acceptability. Secondary outcomes included the proportion of women whose gestational weight gain (GWG) was within the Institute of Medicine (IOM) guidelines and who were able to return to their pre-pregnancy weight after delivery. Results Comments from semi-structured interviews focused on: 1) usability of the on-line self-monitoring diary and tracking system, 2) access to a safe, reliable social network for peer support and 3) ability of prenatal clinicians to access the on-line diary for clinical management. Overall, 21 (91 %) completed the pregnancy phase. 15/21 (71 %) of participants were within the Institute of Medicine (IOM) guidelines for GWG. Sixteen (70 %) completed the postpartum phase. 7/16 (43 %) and 9/16 (56 %) of participants returned to their pre-pregnancy weight at 6 and 30 weeks postpartum, respectively. Conclusions This study documents the feasibility of the GooDMomS program. The results can have implications for web technology in perinatal care and inform the current care paradigm for women with GDM. Findings are supportive of further research with recruitment of a larger sample of participants and comparison of the outcomes with the intervention and standard care. Trial registration The study was registered at ClinicalTrials.gov on May 15, 2012 under protocol no. NCT01600534

Examining different forms of implementation and in early childhood curriculum research

The purpose of this study was to examine different approaches to assessing implementation in an early childhood curriculum research study. Early childhood teachers in 51 preschool classes located at nationally dispersed sites implemented the Children's School Success curriculum for a school year. Structural (proportion of curriculum delivered) and process (quality of delivery of curriculum) measures of implementation were collected for the literacy, math, and social components of the curriculum. Also, a multiplicative composite score incorporating information from the structural and process measures was calculated. Site differences occurred for the process measure, but not the structural and composite measures. Analysis of the process implementation measures collected across time revealed primarily stable trends across sites. Significant associations were found between measures of implementation and some of the child outcome variables, with the different forms of implementatio