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John Dewey on Art, Aesthetic Education, and the Democratic Community: The Lab School Works of 1896–1900
No full textImportant works in the Dewey corpus — particularly those discussing the theory and practice of art and aesthetic education, prepared from 1896 through 1900 while Dewey was working out the plan for the University’s Laboratory School — remain virtually unstudied. When interpreting or building upon Dewey’s theory of art and art education, scholars have relied on major works including Democracy and Education, Experience and Nature, and Art as Experience. The purpose of this paper is to revisit the Lab School works and reinterpret them for contemporary philosophers of education and art educators
Analyzing Teacher-Student Relationships in the Works of John Dewey
No full textJohn Dewey wrote widely about education and educational philosophy and it follows that there is a plethora of secondary source material addressing those large topics. Dewey spoke about the roles of the teacher (educator) and student (pupil/child) and their general relationship, yet there is a gap in scholarship addressing exactly what the nature of that relationship was (formal, familial, etc) and what it entailed. This paper addresses an important issue in Dewey scholarship: Dewey’s conception of the teacher-student relationship. The guiding question is “What does John Dewey specifically write about the conception of the teacher-student relationship, its dimensions, and nature of that relationship?” Through a textual analysis, I provide a cohesive vision of Dewey’s treatment of teacher-student relationships in an attempt to clarify and excavate a theory of teacher-student relationships emanating from Dewey. In order to understand the role of the teacher and student in the teacher-student relationships in Dewey’s work, this article addresses the central themes that emerge as the central aims of education in Dewey’s work: education as (1) social; (2) Democratic; and (3) cooperative and experiential. Through this textual analysis guided by these themes, a unifying vision of the teacher as a “sympathetic observer” is revealed. While the aim is to understand the teacher-student relationship in this paper, the textual analysis yields evidence that the teacher is primarily responsible for fostering this educational relationship, and as such, relationship is the central focus within this work
Challenges, Coping Strategies, and Benefits of Animal-Assisted Crisis Response Following Disasters and Traumatic Events
Get PDFAnimal-assisted crisis response (AACR) is an innovative intervention whereby highly trained comfort dogs offer support in the aftermath of disasters and traumatic events. This qualitative cross-sectional exploratory study investigated the experiences of specialized, experienced AACR handlers. A snowball sampling yielded 99 experienced responders who completed an anonymous electronic survey. Data was analyzed using a qualitative coding process with Atlas.ti. This study explored emotional challenges, handlers’ coping strategies, and benefits provided by the AACR comfort dog. Forty-eight percent of AACR handlers saw human-made crises as the most challenging deployments. Seventy-two percent of handlers rated their distress during a deployment a 3, 4, or 5 (on a scale of 1–5). The most helpful coping strategy was the support from AACR peers; the most beneficial training was the professional AACR training and work-life training/experience. Dog and human stress management was the largest reported challenge in AACR work. AACR handlers provided valuable memories of active support (31%) and passive support (29%) from the canine partner as well as how they served as icebreaker/ facilitator (19%). Another 15% shared stories of the dog’s sixth sense identifying who needed them most. Benefits of the dog included calming/relaxation (N = 38), comfort/support (N = 36), and unconditional love (N = 26). AACR handlers indicated specific AACR training (26%) as the most valuable training in preparing them for this work, followed by training on disaster and crisis intervention (18%). AACR is emotionally challenging work. Peer support and specialized AACR training is invaluable in preparing these teams and maintaining their well-being. AACR offers many benefits to those impacted by trauma. Determining how these specialized teams facilitate recovery can offer useful insights to enhance crisis intervention. Finally, identifying strategies to maintain and prepare these specialized AACR crisis responders will ensure team well-being and volunteer capacity needed following disasters and crises
Generalization and discrimination of inhibitory avoidance differentially engage anterior and posterior retrosplenial subregions
Get PDFIntroduction: In a variety of behavioral procedures animals will show selective fear responding in shock-associated contexts, but not in other contexts. However, several factors can lead to generalized fear behavior, where responding is no longer constrained to the conditioning context and will transfer to novel contexts.
Methods: Here, we assessed memory generalization using an inhibitory avoidance paradigm to determine if generalized avoidance behavior engages the retrosplenial cortex (RSC). Male and female Long Evans rats received inhibitory avoidance training prior to testing in the same context or a shifted context in two distinct rooms; one room that had fluorescent lighting (Light) and one that had red LED lighting (Dark).
Results: We found that animals tested in a light context maintained context-specificity; animals tested in the same context as training showed longer latencies to cross and animals tested in the shifted context showed shorter latencies to cross. However, animals tested in the dark generalized their avoidance behavior; animals tested in the same context and animals tested in the shifted context showed similarly-high latencies to cross. We next examined expression of the immediate early gene zif268 and perineuronal nets (PNNs) following testing and found that while activity in the basolateral amygdala corresponded with overall levels of avoidance behaviors, anterior RSC (aRSC) activity corresponded with learned avoidance generally, but posterior RSC (pRSC) activity seemed to correspond with generalized memory. PNN reduction in the RSC was associated with memory formation and retrieval, suggesting a role for PNNs in synaptic plasticity. Further, PNNs did not reduce in the RSC in animals who showed a generalized avoidance behavior, in line with their hypothesized role in memory consolidation.
Discussion: These findings suggest that there is differential engagement of retrosplenial subregions along the rostrocaudal axis to generalization and discrimination
Transformative Pathways: Implementing Intercultural Competence Development in Higher Education Using Kotter’s Change Model
Get PDFThis study explores the efficacy of Kotter’s eight-step change model in fostering intercultural competence among faculty and staff within a large Midwestern public university. Recognizing the need for intercultural development in higher education, this research applies a structured change framework coupled with the Intercultural Development Inventory (IDI) assessment tool to guide the change process. The development of intercultural competence among faculty and staff is crucial for creating inclusive learning environments, as they play a pivotal role in modeling intercultural competence and fostering students’ skills necessary to navigate an increasingly diverse and interconnected world. This study employs an instrumental case study design, utilizing interviews, document analysis, and Intercultural Development Inventory (IDI) assessments to examine the change process over a three-year period. The findings demonstrate how each step of Kotter’s model was successfully adapted to drive organizational change and enhance intercultural competence among 639 faculty and staff members across 11 departments in the College of Agriculture. This study highlights the importance of creating a shared vision, empowering stakeholders, and anchoring changes in the institution’s culture and emphasizes the pivotal role of structured change management in achieving substantive improvements in intercultural learning environments. The insights and strategies presented can serve as a foundation for other higher education institutions seeking to implement similar initiatives and foster inclusive learning environments
The escape of fast radio burst emission from magnetars
Get PDFWe reconsider the escape of high-brightness coherent emission of fast radio bursts (FRBs) from magnetars’ magnetospheres, and conclude that there are numerous ways for the powerful FRB pulse to avoid non-linear absorption. Sufficiently strong surface magnetic fields, more than or equal to 10 percent of the quantum field, limit the waves’ non-linearity to moderate values. For weaker fields, the electric field experienced by a particle is limited by a combined ponderomotive and parallel-adiabatic forward acceleration of charges by the incoming FRB pulse along the magnetic field lines newly opened during FRB/coronal mass ejection. As a result, particles surf the weaker front part of the pulse, experiencing low radiative losses, and are cleared from the magnetosphere for the bulk of the pulse to propagate. We also find that initial mildly relativistic radial plasma flow further reduces losses
Framing contestation and public influence on policymakers: evidence from US artificial intelligence policy discourse
Get PDFAs artificial intelligence (AI) policy has begun to take shape in recent years, policy actors have worked to influence policymakers by strategically promoting issue frames that define the problems and solutions policymakers should attend to. Three such issue frames are especially prominent, surrounding AI’s economic, geopolitical, and ethical dimensions. Relatedly, while technology policy is traditionally expert-dominated, new governance paradigms are encouraging increased public participation along with heightened attention to social and ethical dimensions of technology. This study aims to provide insight into whether members of the public and the issue frames they employ shape—or fail to shape—policymaker agendas, particularly for highly contested and technical policy domains. To assess this question, the study draws on a dataset of approximately five million Twitter messages from members of the public related to AI, as well as corresponding AI messages from the 115th and 116th US Congresses. After using text analysis techniques to identify the prevalence of issue frames, the study applies autoregressive integrated moving average and vector autoregression modeling to determine whether issue frames used by the public appear to influence the subsequent messaging used by federal US policymakers. Results indicate that the public does lead policymaker attention to AI generally. However, the public does not have a special role in shaping attention to ethical implications of AI, as public influence occurs only when the public discusses AI’s economic dimensions. Overall, the results suggest that calls for public engagement in AI policy may be underrealized and potentially circumscribed by strategic considerations
When they just don’t sleep: differential impacts of reduced child sleep on depression, anxiety, and stress among caregivers of children with and without neurogenetic syndromes
Get PDFIntroduction: Children with neurogenetic syndromes commonly experience significant and pervasive sleep disturbances, however, associations with caregiver mental health remains unclear. Previous studies have linked sleep disturbances with increased caregiver depression in typically developing populations, and heightened caregiver stress among neurogenetic populations. The present study expands on findings by exploring the longitudinal association between child sleep duration and caregiver mental health (depression, anxiety, stress) throughout development (infancy to school-aged children) in dyads with and without a child affected by a neurogenetic syndrome.
Methods: Participants were drawn from the Purdue Early Phenotype Study, including 193 caregivers (Age: M = 34.40 years, SD = 4.53) of children with neurogenetic syndromes (Age: M = 40.91 months, SD =20.72) and typically developing children (n = 55; Age: M = 36.71 months, SD = 20.68). Children in the neurogenetic group were diagnosed with Angelman (n = 49), Prader Willi (n = 30), Williams (n = 51), and Fragile X (n = 8) syndromes. Caregivers completed assessments every six months up to child age three, and annual assessments thereafter. Child sleep duration was measured using the Brief Infant Sleep Questionnaire, and caregiver internalizing symptoms were assessed using the Depression, Anxiety, Stress Scale. Multilevel models were conducted to examine caregiver depression, anxiety, and stress in relation to child sleep duration at both between- and within-person levels, with child age as a moderator.
Results: Results indicated a between-person effect of child sleep duration on caregiver depression (i.e., differences between families) and a within-person effect on caregiver stress (i.e., change over time) in the full, combined sample. These effects were not maintained when examined separately in neurogenetic and typically developing groups, except for a between-person effect on caregiver stress in the typically developing cohort. Moderating effects of child age were significant for depression and stress only in the typically developing cohort.
Discussion: In summary, persistent child sleep disruptions were linked to exacerbated caregiver depression across the sample, while acute child sleep disruptions exacerbate caregiver stress within dyads over time. These findings emphasize the importance of addressing child sleep to enhance caregiver wellbeing and has potential relevance for a wide range of neurogenetic syndromes
Algebraic Speed Estimation for Sensorless Induction Motor Control: Insights from an Electric Vehicle Drive Cycle
Get PDFInduction motors (IMs) must meet high reliability and safety standards in mission-critical applications, such as electric vehicles (EVs), where sensorless control strategies are fundamental. However, sensorless rotor speed estimation demands improvements to overcome filtering distortions, tuning complexities, and sensitivity to IM model mismatch. Algebraic methods offer inherent filtering capabilities and design flexibility to address these challenges without introducing additional dynamics into the control system. The objective of this paper is to provide an algebraic estimation strategy that yields an accurate rotor speed estimate for sensorless IM control. The strategy includes an algebraic estimator with single-parameter tuning and inherent filtering action. We propose an EV case study to experimentally evaluate and compare its performance with a typical drive cycle and a dynamic torque load that emulates a small-scale EV power train. The algebraic estimator exhibited a signal-to-noise ratio (SNR) of 43 dB. The closed-loop experiment for the EV case study showed average tracking errors below 1 rad/s and similar performance compared to a well-known sensorless strategy. Our results show that the proposed algebraic estimation strategy works effectively in a nominal speed range for a practical IM sensorless application. The algebraic estimator only requires single-parameter tuning and potentially facilitates IM model updates using a resetting scheme
Using Legitimation Code Theory (LCT) to define and track the practice of the Scholarship of Teaching and Learning
Get PDFIn this article, we demonstrate how Legitimation Code Theory (LCT) can be enacted to explore the nature of Scholarship of Teaching and Learning (SoTL) in higher education. Specialization and semantics from LCT are applied to define SoTL practice and map cumulative knowledge building processes. As members of the Faculty Development Committee (FDC), we enact LCT tools to conceptualize our professional development. We provide SoTL narratives as well as vignettes depicting how LCT led to positive transformative learning. The article concludes that LCT tools, with their explanatory power, can be utilized to form highly effective components of a faculty development program