Class Notes on LGBTQ Lifespans

Chemistry laboratory instructions do not only provide students with practical experiences but also teaches students on hazardous materials/chemicals as well as laboratory safety signs so as to prevent or minimize harm in the laboratory. Consequently, the purpose of this research study was to investigate Rivers undergraduate students’ awareness level of safety signs in Chemistry laboratory. To this end, three research questions and two hypotheses guided the study. The study adopted analytic descriptive survey design. A total of 60 year three undergraduate students studying Chemistry Education (B.Sc. Ed) and Pure Chemistry (B.Sc.) were randomly drawn from three universities namely; University of Port Harcourt (Uniport), Rivers State University (RSU) and Ignatius Ajuru University of Education (IAUE) with each university contributing 20 students. A well validated and researchers constructed test instrument, titled, Chemistry Laboratory Test on Safety Signs (CLTSS) which had an internal reliability index of 0.94 via Cronbach Alpha was used for data collection in the study. The relevant data collected were subjected to simple percentages, mean, standard deviation, t-test and analysis of variance (One-way ANOVA) as statistical tools. The results of the study revealed that majority of the students misunderstood the definition of chemical hazards. In addition, they experienced confusion in matching chemicals commonly found in Chemistry laboratory (i.e., sodium hydroxide) and the meaning of chemical safety sign. An indication that students’ awareness level of safety signs is low. A second finding of the study showed that there is a difference in the awareness level of safety signs between Chemistry Education (B.Sc. Ed) students and their pure Chemistry (B.Sc.) counterpart, however, the difference was not significant statistically. Also, the finding showed that the awareness levels of safety signs among undergraduate Chemistry students are not significantly dependent on institutional types. Based on the findings of the study and the fact that the findings from this study provide basic information for teaching and learning, it was recommended among others that, lecturers in the course of teaching should promote students’ awareness of the proper handling, storage and disposal of hazardous materials/chemicals vis-à-vis their safety signs.

Diversity, identity and healthcare

In a Different Voice, and: Nothing Like a Love Sonnet for Greeley, Colorado, or Something Like a Love Poem for Greeley Queers, 1993–1998, and: For Angie Zapata Qwo-Li Driskill (bio) Keyword Colorado, poetry, queer, transgender, violence My poetry is rooted in the poetic traditions of queer women of color feminists who argue for poetry as a tool for radical social transformations. Audre Lorde, in her pivotal essay "Poetry Is Not a Luxury," asserts that "Poetry is the way we help give name to the nameless so it can be thought. The farthest external horizons of our hopes and fears are cobbled by our poems, carved from the rock experiences of our daily lives."1 Poetry is theory, and I'm also in agreement with AIDS activist and artist Avram Finkelstein when he writes that "art that isn't about communication is about class."2 Poetry is a tool to communicate, to theorize, to bear witness, and to imagine both the past and the future. Queer and trans people, particularly queer and trans people of color, continue to endure horrific violence and—it seems quite clear to me—both ongoing violence and a backlash against our movements. There were twenty-six known murders of trans people in the United States—almost all of them black trans women—in 2017. The current presidential administration and their vociferous followers are horrific to me not because of a sense of shock caused by their actions but because of a sense of deep familiarity. I already know this story—it's the once-againness of the American nightmare that is traumatizing. While I don't wish to guide an interpretation of my poetry, I will say that both of these poems are rooted in a particular place and context. I was an undergraduate student in Greeley at the University of Northern Colorado from 1993–98. At the time, it was an extremely dangerous place for me as a queer/trans person. My experiences in Greeley were not mine alone—there was a [End Page 93] small, very fierce, group of queer and trans youth activists who created deep connections with each other during that time. We were constantly under attack. And we survived. We were lucky. In 2008, Angie Zapata was a young trans Latinx woman beaten to death in Greeley. Zapata's murder was the first anti-trans murder to be considered a hate crime under US law. While Angie's murder happened a decade after I left Greeley, and I did not know her, Angie's story haunts me. Poetry is a way of telling myself the stories I need to hear. Sometimes, those stories are simply a naming of emotional, material, and political realities that those in power want to obliterate. These poems are part of what Gloria Anzaldúa and Cherríe Moraga call a "theory in the flesh" in which "the physical realities of our lives—our skin color, the land or concrete we grew up on, our sexual longings—all fuse to create a politic born out of necessity."3 Moraga, in her introduction to the new edition of This Bridge Called My Back revisits the concept of "theory in the flesh": "The body—that site which houses the intuitive, the unspoken, the viscera of our being—this is the revolutionary promise of 'theory in the flesh' for it is both the expression of evolving political consciousness and the creator of consciousness, itself. Seldom recorded and hardly honored, our theory incarnate provides the most reliable roadmap to liberation."4 I hope the two poems I offer here can contribute to that roadmap through the naming of violences and their aftermaths as we collectively work together for our liberated futures. [End Page 94] Nothing Like a Love Sonnet for Greeley, Colorado, or Something Like a Love Poem for Greeley Queers, 1993–1998 When I escaped, I smuggled the color of lilacs—the only sweet fragrance for miles—and the bruised and brutalwork as we hunkered down for the next attack.We honed an insurgent mercy, dislodged gravelfrom mangled heartbreak with our love gnarlingdeep in my stomach. I can't forget the stenchof methane. Maybe...

The purpose of this study is to describe the PCK abilities of undergraduate Mathematics education students who take Micro Teaching courses in the 2023/2024 academic year in the preparation of Mathematics and Science teaching modules using the STEAM approach for junior high school students. The type of research used is descriptive qualitative research. The subjects in this study were 19 undergraduate students at a university in Yogyakarta. The data collection method used was observation of teaching modules made by students. The instrument used is a teaching module assessment sheet. Data analysis techniques used are description or orientation, reduction and selection. The PCK profile obtained in this study is students are able to: (1) curriculum knowledge: design learning in accordance with PBM-STEAM learning syntax, (2) knowledge of learning models: design opening activities and closing activities, (3) knowledge of the material to be taught: design contextual problems that connect Mathematics and Science materials at the junior high school level, and (4) knowledge of students: design guidance questions to help students in solving problems. A novel finding from previous relevant research is that curriculum knowledge is included as an indicator of teaching module completeness.

BackgroundThere are many Internet forums where patients can ask medical question and get an answer from doctors. The aim of this study was to develop and validate the rating scale for the assessment of decision-making skills in undergraduate medical students based on such Internet questions.MethodsThis cross-sectional observational study carried out in Medical School of University of Maribor in Slovenia during the family medicine teaching course in the fourth study year. The sample consisted of 159 students. The source of data were the scoring sheets of the students’ reports, assesses by two independent researchers. The assessment tool consisted of 10 items on a five-point Likert scale.ResultsOur final sample consisted of 147 (92.5%) students’ reports. The ICC for matching of the final total scores on assessment tool of both assessors was 0.742. Cronbach’s alpha of the assessment scale was 0.848. Factor analysis revealed four factors: initial assessment, physical examination planning, planning patient management and patient education/involvement.ConclusionsThis assessment tool can be used for assessing undergraduate students’ decision-making based on medical questions asked by real patients in a virtual setting.

The purpose of this study is to investigate the effects of the Project-Based Learning (PBL) method on undergraduate students’ achievement and its association with these students’ self-efficacy beliefs about science teaching and pinions about PBL. The sample of the study consisted of two randomly chosen classes from a set of seven classes enrolled in the Science Teaching Course in a Primary School Education Department of a State University in Turkey. The randomly assigned treatment group (n =33) was instructed based on a PBL method. The control group (n = 33) was instructed through the use of a traditional teaching (TT) method. The Science and Technology Teaching Achievement Test (STTAT) and self-efficacy belief scale (SEBS) were used as pre- and post-test measures. The results showed that students in the treatment group produced better performance on the Post- SEBS and the Post-STTAT. The students in the treatment group expressed mostly positive opinions about the use of the Project-Based Learning method.

Writing the Silenced Body

Background An increasing number of undergraduate positive psychology courses offer students a holistic view of the broader discipline of psychology. Even short-term participation in positive psychology activities as part of a taught course may improve psychological well-being and lower stress. However, there is a dearth of qualitative evidence on how students experience this learning process. Objective This study aimed to explore UAE-based undergraduate students’ reflections on their experiences of an elective positive psychology course and their participation in various positive psychology interventions (PPIs). Method This qualitative study explored 21 UAE-based undergraduate students’ reflections on taking a semester-long positive psychology course, in which they participated in PPIs. The rich data from semi-structured interviews were analyzed using reflexive thematic analysis. Results Three main themes emerged, namely rethinking positive psychology, changes in perspective on happiness and search for positivity, and enhanced relationships. Conclusion and Teaching Implications The study suggests that positive psychology may reach past the time and space of the taught course and have at least a short-term positive impact on students' mental and social lives. Findings from this study imply the potential of positive psychology in higher education and point towards further integration of such courses in undergraduate programs in the UAE and beyond.

APS REFRESHER COURSE REPORTSREFRESHER COURSE FOR TEACHING MUSCLE PHYSIOLOGYRobert Hester, and George OrdwayRobert HesterDepartment of Physiology, Univ. of Mississippi Medical Center, Jackson, MS 39216, E-mail: , and George OrdwayDepartment of Physiology, Univ. of Texas Southwestern Medical Center, Dallas, TX 75390, E-mail: Published Online:01 Dec 2003https://doi.org/10.1152/advan.00041.2003MoreSectionsPDF (32 KB)Download PDF ToolsExport citationAdd to favoritesGet permissionsTrack citations ShareShare onFacebookTwitterLinkedInEmail This report presents highlights of a Refresher Course sponsored by the American Physiological Society at Experimental Biology ’03 on Friday, April 11, 2003, in San Diego, California.The Education Committee of the American Physiological Society presented a Refresher Course at Experimental Biology 2003 in San Diego, California that focused on teaching muscle physiology to undergraduate and professional students. The major purpose of this Refresher Course was to present new information that may not be readily available in standard textbooks.The course consisted of morning and afternoon sessions. The morning session featured four lectures by outstanding researchers on different areas of muscle physiology. Dr. Clinton Webb spoke about smooth muscle contraction and the regulation of contraction by RhoA/Rho kinase; Dr. Susan Brooks presented an overview about skeletal muscle and the effects of training on the prevention of muscle injury; Dr. Donna Korzick’s presentation addressed new concepts in cardiac excitation-contraction coupling; and Dr. Russell Richardson described how smooth, skeletal, and cardiac muscles are integrated in the overall response to exercise. Each of the speakers did an outstanding job conveying new concepts that should be included in current courses on muscle physiology. Their lectures are summarized in a series of articles in this issue of Advances in Physiology Education, and their PowerPoint presentations have been submitted to the APS Archives that can be accessed at http://www.the-aps.org/education/refresher/MuscleRefresherCourse.htmFor the afternoon session, three commercial vendors, iWorx, ( http://iworx.com), BIOPAC ( http://biopac.com), and ADInstruments ( http://www.adinstruments.com/), provided a number of hands-on laboratory activities that complemented the lectures in the morning session and addressed the question, “Can Skeletal Muscle Influence Cardiac and Smooth Muscle?” The activities utilized static and rhythmic handgrip exercise to examine EMG activity and demonstrate the reflex effects of muscle contraction on heart rate and blood pressure. These and other laboratory activities suitable for undergraduate and professional students can be found on the vendors’ web pages.APS-sponsored Refresher Courses provide teachers with important, up-to-date material needed by today’s students. We sincerely thank each of the speakers and companies who participated in this year’s course and contributed to its overwhelming success.FOOTNOTESThis section, guest edited by Robert Hester, presents articles inspired by presentations given in the APS Refresher Course “Muscle Physiology: from Cellular to Integrative” at Experimental Biology 2003.This article has no references to display. Previous Back to Top Next FiguresReferencesRelatedInformation More from this issue > Volume 27Issue 4December 2003Pages 170-170 Copyright & Permissions© 2003 American Physiological Societyhttps://doi.org/10.1152/advan.00041.2003History Published online 1 December 2003 Published in print 1 December 2003 PDF download Metrics Downloaded 267 times

Previous work has suggested that students taking postgraduate taught courses may adopt a reproducing orientation to studying because of a heavy curriculum and the pressure of examinations. The present study found no basis for this notion in a comparison of undergraduate and postgraduate students over a range of course units. It is concluded that postgraduate students are as capable as undergraduate students of adopting appropriate orientations in their studying.

Objective: The aim and objective of this study are to evaluate the level of knowledge and attitude about radiation hazards and safety practices among undergraduate female dental students and interns. Materials and Methods: An electronic questionnaire was distributed among female dental students and interns at the College of Dentistry, King Saud University, using the online service SurveyMonkey. Statistical Analysis: The collected data were analyzed using the IBM SPSS Statistical program version 26 (IBM Inc.NY, USA). Chi-square was used to test the association of knowledge and attitude with the academic level. Results: The surveys were completed by 156 dental students and interns, including 45 in the second year, 33 in the third year, 25 in the fourth year, 30 in the fifth year, and 23 dental interns. Conclusion: The results obtained from this study indicate that radiological safety and protection measures shout be emphasized more throughout the undergraduate level as well as in continuous teaching courses for dental interns.

ObjectiveThis study aimed to evaluate the effectiveness of a 3D-printed hands-on radius fracture model for teaching courses. The model was designed to enhance understanding and knowledge of radius fractures among medical students during their clinical training.MethodsThe 3D models of radius fractures were generated using CT scans and computer-aided design software. The models were then 3D printed using Fused-Filament-Fabrication (FFF) technology. A total of 170 undergraduate medical students participated in the study and were divided into three groups. Each group was assigned one of three learning aids: conventional X-ray, CT data, or a 3D-printed model. After learning about the fractures, students completed a questionnaire to assess their understanding of fracture mechanisms, ability to assign fractures to the AO classification, knowledge of surgical procedures, and perception of the teaching method as well as the influence of such courses on their interest in the specialty of trauma surgery. Additionally, students were tested on their ability to allocate postoperative X-ray images to the correct preoperative image or model and to classify them to the AO classification.ResultsThe 3D models were well received by the students, who rated them as at least equal or better than traditional methods such as X-ray and CT scans. Students felt that the 3D models improved their understanding of fracture mechanisms and their ability to explain surgical procedures. The results of the allocation test showed that the combination of the 3D model and X-ray yielded the highest accuracy in classifying fractures according to the AO classification system, although the results were not statistically significant.ConclusionThe 3D-printed hands-on radius fracture model proved to be an effective teaching tool for enhancing students' understanding of fracture anatomy. The combination of 3D models with the traditional imaging methods improved students' ability to classify fractures and allocate postoperative images correctly.

Recently, and particularly after the Covid19 pandemic period and during teaching different courses, it has been noticed that most of the undergraduate engineering students have rising the type of questions such as ‘‘Why we are learning this particular course?’’ and ‘‘What are the main benefits and direct impacts of such course on our future carrier? Also as a direct impact of the new available job requirements, it becomes most importance to prepare future engineers to thrive in recent dynamic changing in employment landscape. Hence for students who want to compete and involved in promising working opportunities, it is important to bridging the gap between teaching courses and the industry requirements by focusing on the concept of ‘‘Industry Ready Engineers Since most of recent jobs concentrate on specific required competencies, the author believes that it is important now to give more focusing on the skill-based learning methodology. This paper introduces an approach focusing on group categorization for the recent specific required skills of electrical engineers; then how to involve these skills in specific teaching courses. The main objectives of such approach is to intentionally improve such group skills (one by one) throughout the all program courses in order to introduce a final graduated engineer with great working readiness skills. The approach is validated and evaluated on teaching the power electronics course 1 as a case study.

To increase the provision of clinical skills training during their psychiatry placement by providing a new teaching course to enhance both their clinical knowledge and communication skills. We delivered a pilot teaching course consisting of five workshops (incorporating facilitated, 'near peer' role-play) during the students' psychiatry placement. Qualitative and quantitative feedback was collected pre- and post-course to allow for development of the course. Data collected indicated that all students found the course a valuable addition to their usual teaching. They indicated that their confidence in their ability to assess patients with common clinical problems improved. This trainee-led course was easily integrated into the curriculum and received positive feedback from students. It may have enhanced students' confidence and readiness for exams but this will require further examination of objective assessments and ongoing research to establish this.

Health, Illness and the Social Body: a Critical Sociology - Freund P.E.S., McGuire M.B. and Pod-hurst L.S.