COVID-19 Modifications to a Service-Learning Project Designed to Prepare Special Education Students to Be Effective Participants in Transdisciplinary Collaborations

This research study examined the impact of COVID-19 on university students’ perceptions about the effectiveness of a community-based service-learning project designed to prepare graduate students in special education and undergraduate students in psychology and speech-language pathology to work in transdisciplinary teams in early childhood settings. Students were placed into transdisciplinary teams and assigned to one of two community-based early childhood programs to administer a universal screening tool that assessed young children in several domains. The project was in its sixth year when the country stood still because of the COVID-19 pandemic. The project was re-envisioned, mid-course, to provide an equitable and rigorous assignment for students who were unable to complete the original assignment due to the lockdown. Student perceptions were compared, pre and post COVID; subsequent results are discussed in alignment with the original four goals of the project. Additionally, suggestions are posed to position this service-learning assignment for remote delivery should the pandemic persist to disrupt higher education

Service Learning in the Time of COVID-19

Excerpt This essay describes a collaborative service-learning project in which psychology and speech-language pathology undergraduate students, along with special education graduate students, completed developmental screenings as part of their training in providing effective services to children. Universal developmental screening is an important tool in the early identification of developmental delays in young children and is increasingly incorporated into early childhood education. However, limited resources make it difficult for educators to routinely screen all young children in their care. Our students were able to meet this need for two local childcare centers by conducting developmental screenings in transdisciplinary groups

Development of dynamic submarine MV power cable design solutions for floating offshore renewable energy applications

This paper reviews approaches to design, modelling and testing of submarine dynamic power cables given the systems requirements for floating offshore renewable energy (ORE). It mainly focuses on the global loading regime and internal mechanical stress estimation in highly dynamic working conditions as well as the assessment of cable mechanical properties, strength and fatigue life

Chordoma: The Nonsarcoma Primary Bone Tumor

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/139965/1/onco1344.pd

Методика вивчення контрольно-вимірювальних приладів у курсі «Технології» основної школи

(uk) У статті запропонована методика вивчення контрольно-вимірювальних приладів при вивчені шкільного курсу «Технології» з використанням сучасного електронного вимірювального обладнання.(en) In the article the technique of studying instrumentation to teach school course "Technology" using modern electronic measuring equipment

Histologic Alterations from Neoadjuvant Chemotherapy in High‐Grade Extremity Soft Tissue Sarcoma: Clinicopathological Correlation

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/139918/1/onco0451.pd

Epidermal Growth Factor Receptor Expression and Mutational Analysis in Synovial Sarcomas and Malignant Peripheral Nerve Sheath Tumors

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/140003/1/onco0459.pd

Universities and community-based research in developing countries: community voice and educational provision in rural Tanzania

The main focus of recent research on the community engagement role of universities has been in developed countries, generally in towns and cities and usually conducted from the perspectives of universities rather than the communities with which they engage. The purpose of this paper is to investigate the community engagement role of universities in the rural areas of developing countries, and its potential for strengthening the voice of rural communities. The particular focus is on the provision of primary and secondary education. The paper is based on the assumption that in order for community members to have both the capacity and the confidence to engage in political discourse for improving educational capacity and quality, they need the opportunity to become involved and well-versed in the options available, beyond their own experience. Particular attention is given in the paper to community-based research (CBR). CBR is explored from the perspectives of community members and local leaders in the government-community partnerships which have responsibility for the provision of primary and secondary education in rural Tanzania. The historical and policy background of the partnerships, together with findings from two case studies, provide the context for the paper