Intimate partner violence exposure, salivary cortisol, and childhood asthma

ObjectivesNeuroendocrine alterations may help explain health differences between intimate partner violence (IPV) exposed children and non-exposed children. We sought to determine the feasibility of having families, recruited at a child asthma visit, collect at home and return via mail child salivary samples, and whether socio-demographic variables were associated with sample return. For those returning samples, we examined whether past-year IPV exposure was associated with total cortisol output (AUC) and the magnitude of the cortisol awakening response (CAR), and whether these cortisol values were associated with asthma control.MethodsFifty-five families with an asthmatic child of any age were recruited from 2 pediatric asthma clinics. At the time of the visit, parents completed a survey packet which included a modified version of the Conflict Tactics Scale to assess IPV. Parents were given supplies to collect 3 child salivary cortisol samples (awakening, 30-min after awakening, bedtime) at home on a typical day, and return them via mail. Medical records also were abstracted.ResultsFifty-three percent (n = 29) returned child salivary samples. Families who returned samples typically returned them within 2 weeks, most commonly before we made a reminder call. Parental male sex was associated (p = .06) with increased rate of return at the trend level. In multivariable models, a 1-unit increase in IPV was significantly associated with a .93 SD increase in root-transformed total cortisol output (AUC) (un-standardized beta = 2.5; SE .59; p = .001). The odds of uncontrolled asthma were marginally higher for every nmol/l increase in CAR (OR 1.04; 95% CI 1.0, 1.1; p = .06).ConclusionsThis study provides support for the feasibility of obtaining a moderate return of salivary specimens from a convenience sample. Findings that IPV was associated with elevated total cortisol output and uncontrolled asthma was marginally associated with cortisol awakening response suggest that future studies should investigate whether cortisol mediates the IPV-child asthma relationship.     

Sex equity in workplace conflict management

Three hundred two managers and employees from eleven different organizations were investigated to determine whether there was a significant difference in the selection of conflict management strategies based on: 1) the sex of the respondent; 2) the sex of the other person; and 3) the sex of the supervisor. The results indicated: a) females were no more compromising nor any less competitive than males; b) respondents report using different strategies in a narrative question than they do answering a self‐report, checklist questionnaire.     

Preparing Teachers to Make the Formative Assessment Process Integral to Science Teaching and Learning

Formative assessment provides a means to successfully scaffold learning. Unfortunately, few teachers understand the pedagogical implications of such scaffolding or their role in utilizing formative assessments. The purpose of our study was to develop an understanding of the experience of being a teacher that is seeking to improve learning through formative assessment and using that understanding to improve our practices in teacher education. Three categories emerged from the data analysis: (1) questioning the validity of tacit pedagogical understandings, (2) understanding the experiences of the students, and (3) exploring the need to develop a more reflexive classroom. The findings from this study are useful for persons seeking to prepare teachers to guide science learning.     

Structuring experimental learning into a traditional political science curriculum

This paper describes the introduction of an experimental element into a traditional political science undergraduate curriculum. Careful consideration of this case study may enable those designing similar programs elsewhere to be more successful.     

Self‐definition of women experiencing a nontraditional graduate fellowship program

Women continue to be underrepresented in the fields of science, technology, engineering, and mathematics (STEM). One factor contributing to this underrepresentation is the graduate school experience. Graduate programs in STEM fields are constructed around assumptions that ignore the reality of women's lives; however, emerging opportunities may lead to experiences that are more compatible for women. One such opportunity is the Graduate Teaching Fellows in K–12 Education (GK–12) Program, which was introduced by the National Science Foundation in 1999. Although this nontraditional graduate program was not designed explicitly for women, it provided an unprecedented context in which to research how changing some of the basic assumptions upon which a graduate school operates may impact women in science. This exploratory case study examines the self‐definition of 8 women graduate students who participated in a GK–12 program at a major research university. The findings from this case study contribute to higher education's understanding of the terrain women graduate students in the STEM areas must navigate as they participate in programs that are thought to be more conducive to their modes of self‐definition while they continue to seek to be successful in the historically Eurocentric, masculine STEM fields. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 852–873, 2006     

‘I like being a lab Rat’: student experiences of research participation

Undergraduate students are often expected to be participants in academic research. However, decisions relating to student participation in research are typically based on speculation or educator assumptions rather than a solid research base. We conducted three studies to investigate student experiences of research participation. These included online surveys (Study 1), semi-structured interviews (Study 2), and analysis of reflective essays (Study 3). A range of pedagogic and ethical issues were considered including motivation to participate, distress, and the educational value of participation. Findings suggest that the experience provides students with important opportunities to learn about research methodology and ethical issues which inform their own research practice. Further, students cite additional non-academic benefits of research participation such as self-discovery and networking opportunities. Negative experiences typically consisted of nervousness prior to the first laboratory study or boredom, though for some students (e.g. those uncomfortable in social situations) engagement in research may lead to anxiety. We conclude that participation in research has pedagogic value to students, and educators should promote those elements of the research experience (e.g. critiquing studies, networking with researchers) that are most beneficial. However, researchers and educators should also actively work to reduce apprehension and minimise potential distress.     

Examining the impact of integrated and non-integrated parasport events on volunteer attitudes towards disability

Attitudes, and attitudinal change towards persons with disabilities, is an important area of research as it can potentially enable greater understanding of the constraints that may preclude full participation in society. In the realm of sport and recreation mega sporting events have been suggested as a potential catalyst for positive societal change and shifting negative attitudes. Much of the event research to date, however, has focused on able-bodied sport events, with parasport events being largely overlooked. As a result, the impact of major parasport events on attitudinal change towards persons with a disability is assumed by sport practitioners, policy-makers and politicians but not justified by empirical evidence. The current study thus presents a starting point by examining the benefits of hosting mega sport events and in particular focuses on an important event stakeholder group; volunteers. More specifically, the current study addresses volunteer’s perceptions of attitudes towards disability at two major parasport events: the 2014 Commonwealth Games (where parasport was integrated with the able-bodied sport) and the 2015 Pan Am/ParaPan American Games (where parasport was separated from the able-bodied sport). Data were collected at two time points for each event: pre-Games, and post-Games. Results revealed that both events had an impact on volunteer awareness levels of disability and accessibility-related issues, as well as positively impacting attitudes towards persons with disability. Interestingly, the integrated events at the Commonwealth Games appeared to impact attitudes to a greater degree than the non-integrated events at the ParaPan Am Games. Implications are discussed pertaining to the impact of an integrated vs. non-integrated major parasport event on disability/accessibility awareness, and attitudes towards disability.     

Self‐directed learning in gross human anatomy: Assessment outcomes and student perceptions

Speech pathology students enrolled in a lecture‐based gross human anatomy program completed two out of nine topics in self‐directed mode. Student performance in quizzes was compared for the two modes, and the students completed questionnaires on their perceptions of the self‐directed mode of delivery. Students performed as well in the first self‐directed topic as they did in lecture‐based material, but performance declined significantly on the second self‐directed topic. Correlations showed that students who performed well in lecture‐based topics also performed well on self‐directed topics. The major issues that arose in the student questionnaires were primarily related to the amount of content in the topics and the length of time required for completion. We conclude that there is a strong need for appropriate design of distance education materials to reflect student perceptions of length, content, and time investment, and more importantly that there is a need to ensure extensive communication and support of students studying in distance education/self‐directed modes for the first time. Anat Sci Ed 2008. © 2008 American Association of Anatomists.