TEACHERS, SELF-confidence, MASTER'S degree, DIGITAL technology, and EDUCATIONAL technology
Teacher confidence with technology is essential during times of rapid changes in digital technologies. In this study, we draw on theoretical accounts from creativity research and the educational technology literature to characterize an approach to teaching--a creatively focused technology fluent (CFTF) mindset. Following our work with five cohorts of educational technology master's degree students in hybrid classes designed to support this mindset (n = 74), we report evidence on such an approach. Teachers reported growth in their confidence in using not only technologies they directly experienced but also significant increases in confidence with technologies overall (even with tools they did not use/learn). We discuss implications of these findings with an emphasis upon how teacher educators can support creative teaching with technology regardless of the available technologies. [ABSTRACT FROM AUTHOR]
Abstract Escape behaviour is a critical component of invertebrate life history but is poorly studied. Flight initiation distance (FID) indexes escape propensity, and is well-studied in vertebrates but is entirely unstudied in Lepidopterans, despite their obvious escape behaviour. Here we test two general principles regarding FID as derived from studies of vertebrates to examine if they apply to Sri Lankan butterflies: 1) that FID is a species-specific trait and 2) that FID increases with Starting Distance, the distance at which the experimenter begins an approach. We collected 295 FIDs from 17 species and find that 1) FIDs are a tractable way of indexing butterfly escape and 2) both the general principles tested apply to butterfly escape. We also present FIDs of these species to encourage further data collection and comparative analysis of butterfly escape. Graphical abstract Unlabelled Image Highlights • Flight-initiation distance (FID) indexes escape propensity. • We test two general principles regarding FID in Sri Lankan butterflies. • We collected 295 FIDs from 17 species. • FIDs varied between species. • FIDs were longer with longer start distances of experimental approaches [ABSTRACT FROM AUTHOR]
International Journal of Surgery Case Reports; 2019, Vol. 54, p60-62, 3p
Highlights • Allergic fungal rhinosinusitis nature in children is more aggressive when compared to adults. • Endoscopic sinus surgery is an important therapeutic step in the treatment of allergic fungal rhinosinusits. • The reason for this contralateral development of AFRS not clear, but it may be part of the natural disease process. • Involvement of the contralateral sinuses in children is uncommon. The normal uninvolved sinus should be involved in the routine endoscopic examination and the post-operative treatment in order to minimize the risk of disease recurrence. Abstract Objectives to report the alternating nature of allergic fungal rhinosinusitis in children in the Eastern part of Saudi Arabia and to review the experience of King Fahad Specialist Hospital in the diagnosis and management of alternating allergic fungal rhinosinusitis in children. An 8 years old Saudi girl with alternating allergic fungal rhinosinusitis was diagnosed and managed. The patient was diagnosed to have unilateral left allergic fungal rhinosinusitis and underwent endoscopic sinus surgery and cleaning of the left sinuses from polyps, mud and mucin. One year postoperatively the patient developed AFRS in the contralateral right side. Conclusion involvement of the contralateral sinuses in children with AFRS is uncommon. The normal uninvolved sinus should be involved in the routine endoscopic examination and the post-operative treatment in order to minimize the risk of disease recurrence. [ABSTRACT FROM AUTHOR]
Camara-Lemarroy, Carlos R., Abo Al Samh, Danah, Boyko, Matthew, Jenkins, Jessica, Krett, Jonathan D., and Yeung, Michael
Canadian Journal of Neurological Sciences; Sep2019, Vol. 46 Issue 5, p623-624, 2p
HICCUPS, NEUROLOGICAL disorders, and CENTRAL nervous system
The first cases of intractable hiccups associated with demyelinating diseases were reported in 1979. Three cases of patients with multiple sclerosis (MS) presenting with hiccups were described, and the symptom was thought to reflect disinhibition of a primitive gastrointestinal reflex by demyelinating lesions. In one such study, 8 out of 47 cases of relapsing NMOSD had intractable hiccups, compared to none in 130 cases of MS. In 75% of patients with intractable hiccups, MRI detected linear medullary lesions involving the pericanal region, the AP, and the NTS. [Extracted from the article]
Kansal, Vinay, Han, Sangsu, Farmer, James, and Albreiki, Danah
Canadian Journal of Ophthalmology; Feb2018, Vol. 53 Issue 1, p39-44, 6p
Copyright of Canadian Journal of Ophthalmology is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
DESIGN thinking, CREATIVE ability, CURRICULUM planning, MOTIVATION in education, and SCHOOL environment
The problems educators face in professional practice are complex, varied, and difficult to address. These issues range across teaching and learning topics, to social or community issues, classroom climate issues and countless others. Such problems are multifaceted, cross-disciplinary, human-centered, and rarely solved through simple or linear solutions. Grappling with them requires educators to think creatively about educational problems of practice. But given the challenges and expectations facing teachers, creativity is often seen as leisure in teaching practice. While creativity is considered a core 21st century thinking skill, many people are hesitant to self-identify as “creative,” or are uncomfortable with intellectual risk-taking and open-endedness. We suggest that design thinking may provide an accessible structure for teachers and teacher educators to think creatively in dealing with educational problems of practice. We examine a qualitative study of a graduate teaching course framed around using design thinking to creatively approach educational problems of practice. We discuss thematic takeaways that teachers experienced in learning about and using design thinking skills to approach educational problems of practice. Implications suggest that design thinking skills may provide habits of mind that benefit teachers in creative problem navigating. [ABSTRACT FROM AUTHOR]
CREATIVE teaching, PSYCHOLOGY of teachers, THOUGHT & thinking, BELIEF & doubt, and DIVERGENT thinking
Although discussions of thinking skills often revolve around students and learners, it is equally important to consider habits of mind and thinking skills for successful and creative teachers. Teachers are primary mediators of thinking and learning for their students, and understanding how excellent teachers function and use thinking skills is an important, albeit often underserved, area of research. Amid the expansion of research and discussion around thinking skills in general, one approach that has garnered interest in recent years is the idea of “transdisciplinary” thinking—which entails effective approaches to thinking and working, that cut across disciplinary boundaries. Existing research has shown that the most successful creative thinkers in the sciences tend to use a set of meta-level cognitive “transdisciplinary” skills. While others have suggested this transdisciplinary skill set as a framework for teaching, it has not yet been formally studied with regard to teachers, particularly those deemed as “effective” or “creative”. This article discusses a qualitative study that investigated the use of seven transdisciplinary thinking skills among highly accomplished and nationally award winning teachers. National teacher of the year award winners and finalists were interviewed with regard to their use of transdisciplinary thinking skills in their teaching beliefs and practices. Results exemplify how such skills are used by such effective, creative teachers in a diverse range of ways, with broader implications for future study and practice. [ABSTRACT FROM AUTHOR]
Art Education; Mar2016, Vol. 69 Issue 2, p5-11, 7p
ARTS education, FAILURE (Psychology), CREATION (Literary, artistic, etc.), RISK-taking behavior, TEACHER education, CLASSROOM environment, and GRADING of students
The article discusses the role of failure in creativity, particularly in arts education. Topics include the importance of risk taking, the role of failure in classroom environments as addressed by a teacher education course, and the role of ambiguity in arts education. The relation of failure to grading processes is addressed.
WEARABLE video devices in police work, WEARABLE cameras, WEARABLE technology, SECURITY systems, and SECURITY systems industry
The article focuses on the adoption of police-worn body cameras as instruments that will facilitate accountability and improve police-community as a whole. It cites concerns from civil rights groups on how body-worn cameras may violate privacy as the intimacy of body-worn cameras' presence can be exploited with the application of technologies like facial recognition. It notes that body-worn cameras have been at the center of protracted disputes over interpretation and authoritativeness.
CREATIVE ability, JOB skills, LEARNING & scholarship, TEACHER education, and PROFESSIONAL education
Creativity is increasingly viewed as an important 21st century skill that should be taught in schools. This emphasis on creativity is often reflected by having students engage in openended, project based activities and assignments. A key challenge faced by educators is how such assignments are to be evaluated. An in-depth review of existing tests of creativity indicates a relative lack of instruments or rubrics for evaluating creative artifacts. We address this gap by a two-step process. First, we provide a definition of creativity based on current research and scholarship as being something that is NEW, i.e. novel, effective, and whole. Next, we utilize this definition to develop a rubric that seeks to evaluate creative artifacts along these three dimensions. We also provide examples of how this rubric has been used to evaluate student created artifacts in a master's level seminar devoted to creativity in teaching and learning. We provide not just the rubric but also examples of projects that score low to high along these three dimensions. We argue that this line of work, though in its initial stages, has much to offer educators as they seek to evaluate student generated creative artifacts. We end with suggestions for future research in this area as well as its implications for teacher education and teacher professional development. [ABSTRACT FROM AUTHOR]
The article discusses various reports published within the issue which includes creativity in education, effective uses of technology for teaching and learning and graduate level course for in-service teachers to develop their own creativity.
Nascimento, Fábio A., Borlot, Felippe, Aljaafari, Danah, and del Campo, Martin
Canadian Journal of Neurological Sciences; Sep2016, Vol. 43 Issue 5, p710-712, 3p
ABNORMALITIES in the anatomical extremities, ELECTROENCEPHALOGRAPHY, BRAIN physiology, TREATMENT of diseases in women, and CONSCIOUSNESS
The article presents a case study of a 68-year-old woman who undergo an electroencephalogram (EEG) after experiencing fluctuating level of consciousness. It mentions that the woman was treated using nail bed pressure wherein stimulus-induced rhythmic, periodic, or ictal discharges (SIRPIDs) and extremities triggered paroxysms of brain activity was found. It discusses SIRPIDS which was induced by alerting stimuli.
Abstract: Purpose: To inform the scientific debate about bullying, including cyberbullying, measurement. Methods: Two split-form surveys were conducted online among 6–17-year-olds (n = 1,200 each) to inform recommendations for cyberbullying measurement. Results: Measures that use the word “bully” result in prevalence rates similar to each other, irrespective of whether a definition is included, whereas measures not using the word “bully” are similar to each other, irrespective of whether a definition is included. A behavioral list of bullying experiences without either a definition or the word “bully” results in higher prevalence rates and likely measures experiences that are beyond the definition of “bullying.” Follow-up questions querying differential power, repetition, and bullying over time were used to examine misclassification. The measure using a definition but not the word “bully” appeared to have the highest rate of false positives and, therefore, the highest rate of misclassification. Across two studies, an average of 25% reported being bullied at least monthly in person compared with an average of 10% bullied online, 7% via telephone (cell or landline), and 8% via text messaging. Conclusions: Measures of bullying among English-speaking individuals in the United States should include the word “bully” when possible. The definition may be a useful tool for researchers, but results suggest that it does not necessarily yield a more rigorous measure of bullying victimization. Directly measuring aspects of bullying (i.e., differential power, repetition, over time) reduces misclassification. To prevent double counting across domains, we suggest the following distinctions: mode (e.g., online, in-person), type (e.g., verbal, relational), and environment (e.g., school, home). We conceptualize cyberbullying as bullying communicated through the online mode. [Copyright &y& Elsevier]
Albreiki, Danah H., Gilberg, Steven M., and Farmer, James P.
Saudi Journal of Ophthalmology; Apr-Jun2012, Vol. 26 Issue 2, p151-156, 6p
Abstract: Malignant melanoma of the conjunctiva is a relatively infrequent neoplasm that can be associated with significant morbidity and cause diagnostic difficulty to both the ophthalmologist and pathologist. We herein describe the first reported case in North American and European databases of a rare variant-signet ring cell melanoma – arising in the background of primary acquired melanosis (PAM) and use this case as a review of important diagnostic and therapeutic considerations when faced with this condition. [Copyright &y& Elsevier]
Nilsson, Johanna, Leonard, Lynn, Barazanji, Danah, and Simeone, Rachel
Journal of School Counseling; 2010, Vol. 8 Issue 16, p1-18, 18p
TWINS, STUDENT counselors, CLASSROOMS, SCHOOL administration, CHILD development, and MANAGEMENT
This study investigated 65 school counselor's perception of classroom placement of twins and multiples. The results show that most of the participants had twins and multiples in their schools, but that they were neither aware of their school district nor building's policy regarding placement. Most participants supported early separation, already at preschool or kindergarten and believed that separation would have a positive impact on the children's development. Yet, over 70% reported having no training on issues associated with twins and multiples in the school system. Implications for research and practice are addressed. [ABSTRACT FROM AUTHOR]
COMPUTER privacy, PRIVACY, COMPUTER network resources, INTERNET usage monitoring, INTERNET security, and SECURITY systems
In this article, the author presents her views on issues related to online privacy and control of computers on personal data and information. She mentions that privacy is becoming day by day networked as people shares their photographs and other things on internet without even asking for permission. She also mentions that privacy cannot be achieved by control over data but it can be achieved by focusing on internet usage and interpretation.
Nilsson, Johanna, Leonard, Lynn, Barazanji, Danah, and Simone, Rachel
Journal of School Counseling; 2009, Vol. 7 Issue 15, p1-16, 16p
EDUCATIONAL counseling, STUDENT counselors, SCHOOL districts, PRESCHOOL children, CHILD development, and ATTITUDE (Psychology)
This study investigated 65 school counselor's perception of classroom placement of twins and multiples. The results showed that most of the participants had twins and multiples in their schools, but that they were neither aware of their school district nor building's policy regarding placement. Most participants supported early separation, already at preschool or kindergarten and believed that separation would have a positive impact on the children's development. However, over 70% reported having no training on issues associated with twins and multiples in school system. Implications for research and practice are addressed. [ABSTRACT FROM AUTHOR]