Exoskeletons: Generating Content for Popular Music in 2016

Exoskeletons dissect popular songs and reimagine them through the collaborative generation of theatrical, socially relevant content.     

A Cardiopulmonary Instructor's Perspective on a Standardized Patient Experience: Implications for Cardiopulmonary Physical Therapy Education

Purpose: Standardized patients (SP) in Doctor of Physical Therapy (DPT) curricula are increasingly used for students to practice developing clinical reasoning, communication, and professional skills in an authentic learning environment. The purposes of this article are to: (1) describe an instructional model that synthesized SPs, Internet-based communities of practice, and reflection to teach clinical reasoning in DPT students; and (2) a cardiovascular and pulmonary physical therapy (CPPT) instructor''s perspective on the educational process and student clinical skill development. Summary of Key Points: The model, employed in a course: “Integrative Physical Therapy Practice,” enabled the instructor to document student clinical performance and reasoning during an SP interaction. For students, clinical reasoning was illuminated through the model''s assessment process. Data collected through the assessment process provided important feedback to the instructor on classroom instructional effectiveness. Conclusions: Examination of student learning experiences enabled the instructor to consider: (1) key aspects of examination and management for persons with cardiovascular or pulmonary disorders, (2) methods for visualizing clinical reasoning, (3) the impact of teaching on student learning, and (4) strategies for teaching CPPT. More research is indicated to investigate pedagogy for the development of clinical reasoning in DPT students.Key Words: standardized patient, clinical reasoning, reflection, physical therapy education, cardiovascular, pulmonary     

Do Off-Campus Students Still Use Document Delivery? Current Trends

ABSTRACT

The tremendous increase in the availability of full text electronic resources has been particularly beneficial to distance education students who do not have easy access to print collections. However, Western Michigan University (WMU) has been experiencing a decrease in requests for traditional document delivery of print based materials. This article presents a case study of WMU document delivery services for the distance education community. A survey was also conducted of libraries serving distance education programs to determine whether other institutions are also experiencing a decrease in usage of document delivery. Survey results show a more universal trend toward decreasing requests for delivery of print based articles; book requests are also decreasing but not at the same rate. The article concludes with some possible reasons for the decrease in usage of document delivery for distance education.     

Using visual phonics to supplement beginning reading instruction for students who are deaf or hard of hearing

The purpose of the current study is to expand upon the effectiveness of using Visual Phonics in conjunction with Direct Instruction reading programs (B. J. Trezek & K. W. Malmgren, 2005; B. J. Trezek & Y. Wang, 2006) and to explore the results of utilizing Visual Phonics to supplement another phonics-based reading curriculum for students who are deaf or hard of hearing. Twenty students with various degrees of hearing loss in kindergarten and first grade as well as 4 teachers participated in the study. Results of the investigation reveal that, given 1 year of instruction from a phonics-based reading curriculum supplemented by Visual Phonics, kindergarten and first-grade students who are deaf or hard of hearing can demonstrate statistically significant improvements in beginning reading skills as measured by standardized assessments.     

The role of oral and postingestional cues in the conditioning of taste preferences based on differing caloric density and caloric outcome in weanling and mature rats

Experiments 1, 2, and 3 demonstrated that 23-day-old rat pups can acquire a conditioned taste preference for a flavor paired with either a more calorically dense diet or a diet that provides more calories than another diet of equal caloric density. Experiment 4 showed that 42–49-day-old rats also can acquire conditioned taste preferences based on differing caloric density and differing caloric outcome. Experiments 5 and 6 demonstrated that adult rats form conditioned taste preferences based only on caloric density. Although these experiments indicate that young rats are apparently capable of more diverse learning than adult rats, the question of what US underlies conditioned taste preferences based on diets of differing caloric density remains unresolved.