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Who Will Watch the Watchers? Generative AI Oversight in the United States: Navigating Policy and Self-Regulation in a Rapidly Evolving Digital Landscape
Get PDFAs regulators seek to keep up with the sheer pace of tech change in the AI space, it is likely that we will see a shift from high-level principles to concrete public policy with the public sector first. However, as is to be expected, the idea of self-regulation in technology-by-technology companies poses the obvious issues minimally presenting an earnest conflict of interest within the very process of legislation. Influential tech company voices in discussions related to AI regulations can’t be privileged over the rest of society’s needs or concerns. AI is revolutionizing various aspects of society, including employment and political campaigns but it does pose certain risks. As a result, policymakers are in a hurry to safeguard the public from AI-related risks while ensuring that innovation remains unhampered. The need to foresee additional regulation in this space is important for deploying AI in operations in all industries. The AI community, specifically, ought to adopt a proactive approach in advocating for the responsible and intelligent utilization of these technologies
Teachers\u27 Experiences of Using Play and Al\u27s Pals to Teach Socio-Emotional Skills Through Coaching Support Models
Get PDFInteractive teaching strategies provide opportunities for engaging children in discussing difficult concepts such as socio-emotional wellbeing and wide range of ideas about their social and personal lives. However, few studies have explored preschool teachers’ efficacy of using coaching through ‘Play and puppetry programs as approaches to developing children’s emotional regulation, socio-emotional learning and wellbeing. This paper reports on a “Labyrinth Project” aimed to gain in-depth understandings of preschool teachers’ experiences and perspectives pertaining to their efficacy of using play and puppetry as tools to promote children’s emotional learning and development. The results showed that despite early challenges with the use of these two teaching strategies, coaching and professional development facilitated a progression from feelings of inadequacy to confidence to teach social emotional skills using play and puppetry. At the end of the second year of this three-year project, children demonstrated improved cognitive skills in managing their emotions. Suggestions are made on how to improve the project to achieve high quality outcomes
FLASHPOINTS Vignettes Discussion Guide
Get PDFDiscussion guide for the 2024 FLASHPOINTS Vignettes Serie
Breaking Stereotypical Type Cast: Navigating the Effects of Type Casting as a Performing Artist
Get PDFOverview of the Advancing Military-Connected Entrepreneurship Summit
Get PDFThis infographic highlights key findings from The Military-Connected Entrepreneurship Ecosystem: Growth, Empowerment & Connectivity Summit, funded by Walmart. The summit addressed key challenges faced by military-connected entrepreneurs, including access to corporate procurement, ecosystem integration, capability development, and corporate engagement strategies. Held at the Veteran EDGE Conference in Dallas, TX, the summit brought together 13 corporate and business ecosystem partners and 51 military-connected business owners to discuss opportunities and challenges in the private sector
Brief -- Tennessee Board of Regents: Veteran Reconnect Grant Researching Student Veteran Academic Success
Get PDFThe Veterans Education Task Force, funded by the Veteran Reconnect Grant and led by Syracuse University\u27s IVMF with guidance from the Tennessee Board of Regents, evaluated veteran education strategies from 2020-2023. Their assessment, involving surveys and data from 39 TBR institutions, found strong institutional commitment but highlighted issues with identifying and supporting student veterans. Many institutions are developing veteran-focused programs but still lack comprehensive plans and resources. Key needs include better faculty/staff training and improved systems for identifying and supporting veterans
Self-Esteem, Test Anxiety, and Resource Use in College Students with ADHD and ADHD Symptoms
No full textCollege students with ADHD face several challenges in pursuit of higher education, including lower self-esteem, higher test anxiety, and increased risk for negative academic outcomes (lower GPA). Despite these challenges, a surprisingly small proportion (e.g., 54.4%) of this population utilize resources that could benefit them (e.g., disability accommodations, academic supports, medication, therapy). This study aimed to substantiate findings regarding lower self-esteem and higher test anxiety in college students with elevated ADHD symptoms and investigate self-esteem and test anxiety as factors associated with resource use for students with ADHD diagnoses. A cross-sectional study was conducted with 4,195 undergraduate students (278 with self-reported ADHD diagnoses) recruited from eight universities. Participants completed virtual self-report measures regarding current ADHD symptoms and diagnosis, college resource use, self-esteem, and test anxiety. Linear regression analyses revealed that ADHD symptoms were negatively associated with self-esteem and positively associated with test anxiety. Self-esteem was negatively associated with test anxiety, but ADHD symptoms did not moderate this relationship. Additionally, in college students with ADHD diagnoses, linear regressions did not find a significant association between self-esteem or test anxiety with resource use, and test anxiety did not moderate the non-significant relationship between self-esteem and resource use. These findings suggest it may be helpful for clinicians to consider screening for low self-esteem and high test anxiety when working with college students with ADHD or reporting higher ADHD symptoms