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Beyond Memorization: Developing Three-Dimensional Assessments For Earth Science Through the Carbon Cycle Unit
Get PDFThis Master\u27s project addresses the critical need for improved assessment strategies in science education, particularly within the context of the Next Generation Science Standards (NGSS). Traditional summative assessments, often relying on multiple-choice or fill-in-the-blank questions, frequently fail to evaluate students\u27 higher-level thinking and comprehensive understanding as required by the NGSS\u27s three-dimensional learning framework (science and engineering practices, crosscutting concepts, and disciplinary core ideas). This disconnect can hinder accurate student knowledge evaluation and limit the development of essential 21st-century skills like critical thinking, problem-solving, and collaboration. The project aims to enhance effective assessment by developing a high school Earth Science unit focused on the carbon cycle and human impact, specifically conforming to the NGSS, HS-ESS2-4, HS-ESS2-6, and HS-ESS3-6. This unit will incorporate activities that promote higher-level thinking and include both formative and summative assessments designed with the NGSS\u27s three-dimensional criteria. The intended audience includes classroom teachers, science coordinators, and curriculum developers seeking to align their evaluations with current standards. By creating and implementing a unit that integrates rigorous instructional practices with robust, three-dimensional assessments, this project seeks to demonstrate a more effective approach to evaluating student learning and addressing gaps in comprehension, ultimately benefiting students, educators, and the broader educational system
Dosimetric Effects of Pinnacle³ Version 18.0 Advanced Auto-Planning Settings in Oropharyngeal VMAT Optimization
No full textThis study evaluated the impact of Pinnacle³ version 18.0 auto-planning advanced settings modulation amount, monitor unit (MU) level, and dose fall-off priority on volumetric modulated arc therapy (VMAT) plan quality for bilateral oropharyngeal cancer. A total of 64 plans were generated using all possible combinations of low, medium, high, and very high settings for each parameter. A standardized base of tongue case was optimized once per plan using a single-time point approach, with planned target volume 1 (PTV1) (6996 cGy) and planned target volume 2 (PTV2) (5412 cGy) coverage evaluated. Each parotid gland, the spinal cord, brainstem, and the oral cavity dose metrics were evaluated. Two-way analyses of variance were performed to assess main effects and interactions for each setting on target coverage and organ at risk (OAR) sparing. Dose fall-off priority was the only factor that demonstrated a statistically significant main effect on both PTV1 (F3,60 = 1165.84; P \u3c .0001) and PTV2 (F3,60 = 2315.30; P \u3c .0001) coverage. Significant two-way interactions were also observed between dose fall-off priority and both modulation amount and MU level. For OARs, very high dose fall-off provided the most sparing to the brainstem and spinal cord, while low fall-off was optimal for parotid sparing. Seven unique setting combinations achieved both high PTV coverage and favorable OAR sparing. These results identify dose fall-off priority as the most influential planning parameter and suggest that balanced settings can improve plan quality and efficiency. Standardizing these advanced parameters may support more consistent, high-quality VMAT planning in clinical practice
Engagement, Motivation, and Interest in K-12 Science Education
Get PDFInterest, motivation, and engagement amongst science students is declining. This decline is primarily due to a loss of interest, motivation, self-efficacy, and perceived utility value (Bathgate & Schunn, 2017; Britner, 2008; Kraft, 2017). With crucial topics such as climate change and the legitimacy of vaccines coming under scrutiny, it is vital for our society that we keep our secondary students actively engaged and motivated with the science that they are learning in the classroom (Kolenatý et al., 2024; Schlopsna & Scheersoi, 2024). The main goal of this project was to create a complete unit curriculum covering the topics of the Hydrological cycle, rivers and watersheds, and freshwater pollution. This curriculum makes use of Inquiry-Based Learning pedagogy while also closely applying the content to local freshwater sources of West Michigan, thus increasing relevance to and perceived utility value (Bathgate & Schunn, 2017) for students
Listening and Participation Prime Funders to Honor and Build Community Ownership
Get PDFFunder listening is an essential complement to community participation to disrupt white dominant culture habits that entrench the status quo of hierarchy and power. Community-centered listening, combined with participatory processes, offers funders an opportunity to shift in deep and sustainable ways from an individualistic, “power over” orientation to interdependent relationships with community partners.
In this article, two practitioners of equity and participatory philanthropy share how funder listening and community participation form a potent combination to help funders confront their own power and use it intentionally to honor and bolster community ownership and agency.
Drawing on the authors’ direct experience, this article features case examples of diverse funders who are on the path to shifting power through listening and participatory processes, and points to tools we have developed and/or use regularly with funders to enable power relationships and structures to shift
Evaluation of MRCAT as a Surrogate for Traditional CT Simulation in Proton Prostate Radiotherapy Planning
Get PDFPurpose:
This study evaluated whether Philips MRCAT-generated synthetic CT (sCT) can serve as a clinically viable substitute for traditional CT (CT) simulation in proton therapy planning for prostate radiotherapy using a double-scatter technique.
Methods:
Ten prostate cancer patients treated with proton therapy between 2024 and 2025 were retrospectively analyzed. Each patient underwent both CT and MRI in the treatment position. MRCAT sCT images were generated using atlas-based and segmentation algorithms. The original proton treatment plan was transferred onto the MRCAT dataset. Dosimetric parameters, target coverage, organ-at-risk (OAR) doses, and Hounsfield Unit (HU) values were compared. The sign(M) test was used to assess statistical differences.
Results:
Most dose-volume histogram (DVH) comparisons between CT and MRCAT showed no significant differences (p \u3e .05) in key structures, including the prostate, bladder, and rectum. Significant differences (p \u3c .05) were observed in the bladder D15, the bowel region, and the left femoral head, although these did not affect plan quality or target coverage. HU comparisons showed strong agreement, with minor differences in the seminal vesicles and femoral heads that did not translate into clinically relevant dosimetric deviations.
Conclusion:
MRCAT-generated sCT demonstrates comparable dosimetric accuracy and image fidelity to CT, supporting its use in MRI-only workflows for double-scatter proton therapy. These findings validate MRCAT as a practical alternative to CT simulation, with the potential to streamline planning and reduce registration uncertainty
Teaching to Transgress: A Practice of Justice and Healing in Teacher Education Program
Get PDFWe create deep connections with our surroundings, people and societies, and classrooms are one of such deep connections. Classrooms are spaces where the unfulfilled dreams and painful experiences of teachers and students can fester and estrange classrooms from being places of justice and hope. The absence of justice, healing and hope estranges public education of many of its democratic ideals and promises. We believe that teachers and students can heal together to deconstruct their experiences with oppression and envision new ways of coexisting with others and personally transform. Influenced by the work of Bell Hooks and Parker Palmer we offer a framework of “Deep Connections” that uncover the hidden wholeness of classroom communities devoted to peace, freedom and justice where what Tricia Hersey says, “we are born to heal, to grow”. This is what Nipsey Hussle’s deep connections to community beseeches as “the marathon continues” in our colonized lives
Comparison of Left Breast Accelerated Partial Breast Irradiation Plans: Flattening Filter Free VMAT vs. Standard VMAT in Deep Inspiration Breath Hold and Free Breathing Techniques
No full textThis retrospective planning study compared dosimetric outcomes and treatment efficiency between flattening filter free (FFF) and standard volumetric modulated arc therapy (VMAT) plans for left breast accelerated partial breast irradiation (APBI) under deep inspiration breath hold (DIBH) and free-breathing (FB) conditions. Ten patients with early stage left breast cancer were replanned to create four plans each: FFF VMAT and standard VMAT in DIBH and FB. All plans prescribed 30 Gy in 5 fractions. Measures included planning target volume (PTV) coverage, mean heart dose, ipsilateral lung V30%, contralateral breast maximum dose, and monitor units (MUs). Statistical analysis used repeated-measures ANOVA with Bonferroni correction and Cohen d effect size evaluation. All plans achieved PTV V95% \u3e95% with no significant coverage differences. DIBH significantly reduced mean heart dose and left lung V30% compared with FB (Bonferroni corrected P\u3c .008; large effect sizes). Differences between FFF and standard VMAT were minimal for organ-at-risk (OAR) sparing, whereas FFF plans required significantly more MUs (mean difference ~200–300; P\u3c .001; large effect size). Contralateral breast and right lung doses were low and similar across all techniques. Breathing technique exerted the greatest impact on dosimetry, confirming the importance of DIBH for cardiac and pulmonary protection, while FFF and standard VMAT provided comparable dose distributions except for higher MUs in FFF plans, which may affect operational efficiency rather than clinical benefit
Dosimetric evaluation of ClearSight bolus versus Superflab bolus for VMAT head and neck treatment
No full textThis study compares the dosimetric performance and fit accuracy of ClearSight and Superflab boluses in head and neck (HN) volumetric modulated arc therapy (VMAT) treatment plans, focusing on dose distribution and air gap volumes. A RANDO anthropomorphic phantom was used to simulate HN VMAT treatment for oral cavity cancer with positive lymph nodes, prescribed 70 Gy in 35 fractions. Four configurations were tested: ClearSight bolus over a thermoplastic mask (CSO), ClearSight under a mask (CSU), Superflab over a mask (SFO), and Superflab under a mask (SFU). Five computed tomography (CT) scans, one without bolus and four with bolus, were performed and air gaps were contoured. Dose delivery was measured using thermoluminescent dosimeters (TLDs) at five locations, calculating the ratio of planned to delivered dose. The Kruskal-Wallis test and Dwass, Steel, Critchlow-Fligner method assessed differences in dose ratios. Mean dose ratios ranged from 1.02 (CSU) to 1.15 (CSO), with standard deviations from 0.03 (CSU) to 0.13 (SFO). The Kruskal-Wallis test (P=0.1261) showed no significant differences in dose ratios among configurations. Pairwise comparisons confirmed no significant differences (P-values: 0.1250–0.9893). Air gaps were smaller for Superflab (55.64 cm³ SFO, 17.07 cm³ SFU) than ClearSight (70.60 cm³ CSO, 30.04 cm³ CSU), indicating better Superflab fit. Air gaps were smaller when bolus was placed under a mask. No statistical analysis was possible for air gaps due to single measurements. ClearSight and Superflab boluses provide comparable dose distribution in HN VMAT, with no significant differences in dose accuracy. Superflab exhibits better fit due to smaller air gaps, but ClearSight’s transparency may aid setup. Small sample size and single metric analysis limit conclusions. Further studies with larger cohorts and repeated measurements are needed to confirm findings and assess clinical implications
Bridging Borders: Navigating the Tapestry of Multiculturalism and Migration
No full textThis paper is based on a keynote delivered at the International Association for Cross-Cultural Psychology (IACCP) conference in Bali, Indonesia, in August 2024. It explores key themes related to social cohesion and inclusive intergroup relations in an era of rising global migration, exclusionary political rhetoric, and the surge of right-wing populism. First, the Multidimensional Individual Difference Acculturation (MIDA) model is reviewed. This framework examines how psychological resilience, social support, identity, cultural competence, and acculturation strategies influence adaptation outcomes across diverse migration contexts. Second, the interaction between individual and societal factors in shaping immigrant adaptation is analysed through empirical studies testing the MIDA model across various migration settings. Third, a comparative review of migrant integration policies, multiculturalism, interculturalism, and assimilation, is provided. Fourth, findings from global surveys are presented, highlighting the most and least accepting countries and their sociopolitical characteristics. In conclusion, the paper underscores the need for inclusive policies that go beyond cultural recognition to ensure meaningful structural inclusion
Wheels, Words, and Wonder: Cultivating Vocabulary and Social Emotional Development with Feel Wheels
No full textUsing feel wheels during interactive read-alouds is one way that teachers can simultaneously support children’s social emotional and vocabulary development in ways that are authentic, humanizing, and culturally responsive. Utilizing mindfulness tools, like the feel wheel, during literacy instruction, works to extend the possibilities for connections between transformative social-emotional learning (SEL) and vocabulary development when exploring students’ own emotions and the emotions of the characters. The purpose of this article is to share justice-oriented suggestions based on the authors’ experiences using the feel wheel during interactive read-alouds in a fifth-grade classroom: (1) identifying emotion vocabulary and (2) inferring characters’ emotions with evidence that highlights characters’ cultural experiences. After introducing each suggestion, we provide classroom examples aligned with evidence-based practices, insights from teachers and students, and ideas for how elementary teachers can apply each suggestion during their own interactive read-alouds with children’s literature tailored to their own students