18062 research outputs found
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Embedding Internationalization at Home – What do Irish HEIs need?
No full textIn Irish higher education, only four percent of learners have benefited from mobility opportunities. Whilst mobility continues to be accessible to a limited few, Irish higher education institutions (HEIs) increasingly realize the need to engage in \u27Internationalization at home (IaH)\u27 to provide international experiences to all learners. However, as evident from the literature review, IaH has been underdeveloped and understudied to date in the Irish context. Grounded in organizational and curriculum design and change management theories, this study critiques the development of IaH and suggests strategies to embed a culture of IaH in Irish HEIs. It adopts a constructivist-interpretivist methodology that examines IaH from different stakeholder perspectives utilizing qualitative focus groups and semi-structured interviews. The preliminary findings reveal the conceptual confusion, fragmented implementation and the need for a top-down, bottom-up approach to IaH. This study provides a unique theoretical lens for embedding IaH holistically
Cultivating a Sense of Community: International Students Navigating Community Engaged Learning Opportunities in Line with Their Social Goals
No full textInternational students often envision their time studying abroad with particular academic, professional, social, linguistic, and identity-related goals in mind (Fong, 2011; Jones, 2013; Montgomery & McDowell, 2009; Page, 2019; Page & Chahboun, 2019). Post-secondary institutions can provide resources and opportunities to help this heterogeneous group of students bring their vision into fruition. One such opportunity is community engaged learning (CEL), which has been shown to help students expand their social and academic abilities as they make contributions to an organization (Arnold, 2019; Greenberg, London & McKay, 2020; Mayer et al., 2019). Through in-depth interviews with 25 new international students who participated in optional course-based CEL programming at a large Canadian research university, we document the ways participants interpreted and navigated this experience in line with their social goals. We show how students’ CEL meaning-making processes align with McMillan and Chavis’ (1986) four dimensions of a perceived sense of community: membership, influence, fulfillment of needs, and shared emotional connection. We conclude with recommendations for educators designing socially-oriented CEL opportunities with new international students
Internationalization as Transformation: Teaching, Research, and Innovation in Gulf STEM Education
No full textThis special issue examines the internationalization of higher education in the Gulf region, with a focus on culturally responsive approaches to teaching, learning, and research in STEM disciplines. Contributors investigate how institutions across the UAE, Saudi Arabia, and the wider Gulf are leveraging digital technologies, cross-border collaborations, and development centers to advance innovation, inclusivity, and sustainability. The articles highlight diverse strategies, from embedding intercultural fluency and equity in curricula to addressing grand challenges through global student perspectives and faculty role transformation. Together, these contributions present a forward-thinking vision of internationalization—one that resists conventional models and instead emphasizes cultural preservation, collaborative research, and interdisciplinary problem-solving
Unwarranted Warrants? An Empirical Analysis of Judicial Review in Search and Seizure
No full textEvery year, police perform searches governed by the Fourth Amendment on hundreds of thousands of individuals and their property throughout the United States. Many of the academy’s most decorated scholars have focused on the genesis and jurisprudential nature of the Fourth Amendment’s warrant requirement. Surprisingly, we know almost nothing about how the Fourth Amendment regulates searchers and how searches actually work in practice.
In this Article, we pull back the curtain on the search and seizure process by presenting the largest quantitative study of warrants of any kind. We analyze over 33,000 warrant applications filed through Utah’s “e-warrants” system over a three-year period. By utilizing the full texts of the warrant affidavits along with digital time-stamp metadata, we categorize warrants by type, length, and complexity and establish when and for how long judges review warrants. Our key findings demonstrate that the warrant review process is fast and nearly always results in approval. 98 percent of warrant reviews eventually result in an approval, and over 93 percent are approved on first submission. Further, we find that the median time for review is only three minutes, and that 1 out of every 10 warrants are opened, reviewed, and approved in 60 seconds or less. Our analyses that account for warrant complexity and length also suggest that many approved warrants are not read in full, and that there is no meaningful relationship between warrant length and review time. We also perform a qualitative analysis of a randomly selected sub-sample of warrants and find cases where the review process has clearly failed.
Taken together, our results have critical implications regarding the warrant review process that force us to reconsider the constitutional nature of probable cause and the role that judicial review plays as a “check” on police searches. In light of these implications, we explore the political, economic, and logistical constraints that judges face when reviewing warrants and consider pathways to reform that are mindful of these factors.
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Neuroanatomical and Morphometric Differences in Children Who Stutter
No full textChildhood-Onset Fluency Disorder commonly known as stuttering is a neurodevelopmental speech disorder characterized by disruptions in speech fluency. While genetic and neurobiological factors are implicated, the structural brain differences underlying stuttering remain unclear. This study investigated neuroanatomical alterations in children who stutter (CWS) compared to typically fluent children (TFC), focusing on gray matter volume, cortical thickness, and surface area in speech-related regions; the Inferior Frontal Gyrus, Middle Temporal Gyrus, and Pre-motor Operculum. High-resolution MRI data from 100 children (48 CWS, 52 TFC) aged 3–12 years were analyzed using FreeSurfer. Group comparisons revealed no statistically significant differences in cortical thickness, surface area, or gray matter volume between CWS and TFC. Within the CWS group, stuttering severity correlated negatively with cortical thickness suggesting that more severe stuttering is associated with thinner cortex in these regions. Additionally, reduced surface area was linked to higher stuttering severity scores. No significant associations were found between severity and gray matter volume. These findings indicate that while gross morphometric differences between CWS and TFC may be subtle, stuttering severity in our sample is associated with localized cortical thinning and reduced surface area in language and motor regions
Effects of Tetrabenazine on Temporal Parameters of High-Effort Behaviors in Male and Female Rats
No full textMotivational symptoms, such as fatigue and anergia, are common in various psychiatric and neurological disorders, including Parkinson’s disease and multiple sclerosis. These symptoms have been associated with dopamine (DA) levels in which DA depletion or antagonism has been linked to decreases in the selection of high-effort behaviors. For example, the DA-depleting agent tetrabenazine (TBZ) induces depressive symptoms in humans and depressive-like symptoms in rodents. To better understand the effects of TBZ on effortful behaviors, the current study examined the effects of TBZ on both the acquisition and the detailed temporal characterizations of high-effort behavior in male and female rats. During initial training (fixed ratio (FR)-1; FR-20; FR-40), males pressed more than females only during one week of FR-20 training, but this difference disappeared as the training continued. Upon completion of the initial training, rats received either TBZ (1.0 mg/kg for males, 2.0 mg/kg for females) or vehicle in two consecutive weeks. TBZ reduced FR-40 lever pressing compared to vehicle in both males and females. A detailed analysis on temporal parameters showed that TBZ increased inter-response times (IRTs) and post-reinforcement pauses (PRPs), indicating a slowing of response rates. We did not observe any sex differences in the lever pressing numbers or the temporal parameters with TBZ administration. These findings highlight the role of DA in motivational dysfunction and may help us understand how DA depletion affects high-effort behaviors and how it relates to motivational deficits that are seen in psychiatric disorders
Efficacy of Single Joystick-Operated Ride-On-Toy Navigation Training Program to Promote Increased Spontaneous Use and Motor Function in the Affected Arm in Children with Unilateral Cerebral Palsy
No full textThe purpose of this study is to assess the adjunctive effects of a home-based single joystick-operated ride-on-toy navigation program to conventional care on affected upper extremity (UE) use and motor function in children with hemiplegia. Wrist-worn accelerometers were worn by children on both their affected and unaffected extremities at baseline (i.e., prior to start of the training program) and during ride-on toy training sessions to measure affected and unaffected arm activity, resulting in measurements of percent duration of time in every session that children engaged in sedentary, light, and moderate-to-vigorous activity (MVPA) using their affected and unaffected arms at baseline and during the early, mid, and late training sessions. Results show an overall average increase in percent duration of time spent in MVPA from baseline to the late session, overall low average levels of time spent in light activity at baseline and during the late session, and an overall average decrease in percent duration of time spent in sedentary bouts from baseline to the early session that was sustained at similar levels even up to the late training session. Based on findings from the study, we determined that there were improvements in affected upper extremity use as well as improvements in bilateral coordination. These improvements in children’s motor skills during the training program indicate great potential for it to be a successful adjunct to conventional, clinic-based therapy, and following further replication of study results, there is a possibility for it to be implemented within the community in the future
Immune Response to Long-Term Lipopolysaccharide Infusion in Sheep
No full textPoor maternal nutrition (restricted and over-feeding) during gestation alters metabolism, growth, and body composition of offspring. It may also affect immune function. The purpose of this study is to determine the safety and efficacy of long-term immune challenge using lipopolysaccharide in sheep. Through two challenge weeks, each consisting of five days of lipopolysaccharide treatment, monitoring, and data collection, the treatment was found to be safe in sheep and effective to elicit an immune response. The data from this study will inform future studies on maternal nutrition in the University of Connecticut Animal Science Department
Post-secondary Educational Interventions for Youth Aging out of Foster Care: A Systematic Review
No full textYouth with experience in foster care (YEFC) face significant educational disparities, with only a small fraction completing postsecondary education compared to the general population. These disparities stem from a complex interplay of adversities including placement instability, financial insecurity, trauma, and lack of support systems. In recent years, campus-based support programs (CSPs) have emerged to address these barriers and promote college access and success for YEFC. This systematic review synthesizes findings from 10 studies examining 15 CSPs across the United States, with a focus on (a) student perceptions of program experiences and (b) educational outcomes associated with program participation. Results indicate that CSPs offering financial aid, housing support, mentorship, academic assistance, and community-building services are highly valued and positively impact student retention, GPA, and graduation rates. Despite these benefits, gaps remain in mental health services, outreach, and post-graduation support. The review underscores the need for trauma-informed care, proactive program awareness strategies, and nationwide expansion of CSPs to ensure equitable access and improved outcomes for YEFC. Continued evaluation and investment in CSPs are critical to reducing educational inequities and promoting long-term well-being among foster youth
