HS Students Research Articles

Concept-based instruction grounded on Vygotsky’s Theory of Mind: Developing heritage Spanish students’ metalinguistic knowledge on the subjunctive mood

This paper examines the benefits of using Concept-Based Instruction, (CBI), grounded on Vygotsky’s Theory of Mind (Vygotsky, 1986), to develop heritage Spanish students’ metalinguistic knowledge on the Spanish subjunctive mood. Metalinguistic knowledge refers to the explicit and conscious knowledge students have about the linguist structures and overall characteristics of a language. It “is knowledge that students can explain and verbalize. Vygotsky’s Theory of Mind is based on the notion that development of language takes place when it is internalized and verbalized.Heritage Spanish (HS) students acquire the heritage language (HL) in informal, natural settings through interaction with family, friends, and community members. However, the heritage language input starts to diminish once students are enrolled in formal education, and English becomes the language of instruction (Montrul, 2020). It is then, that at an early age, HS students begin formal schooling in English, and many of the Spanish linguistic features, which had started to be acquired are halted. The lack of opportunities to have formal instruction in the heritage language has been one of the causes of incomplete heritage language acquisition, language attrition, or language loss (Rothman 2007; Pires & Rothman, 2009; Delgado, 2009). The Spanish subjunctive is one of the first linguistic features that suffers erosion since it is not fully developed when HSs enter formal education, and the main language of instruction is English (Potowski, Regerski, & Morgan-Short, 2009).Unfortunately, when HS students attempt to re-learn their heritage language in higher education, the instructional approaches are meant to meet the needs of the non-native Spanish students (Eckerson, 2015), which are mixed with HS students in most higher education institutions in the United States. Vygotsky’s Theory of Mind (Vygotsky, 1986) has motivated concept-based instruction to learn conceptual categories of a language such as mood, aspect, and tense. The main tenet of CBI is to develop performance not just competence on language concepts.

ATTITUDE OF HS STUDENTS TOWARDS ACQUISITION OF ESL IN GARHBETA-I BLOCK OF PASCHIM MEDINIPUR DISTRICT

Learners attitude towards second language (L2) predicts their language performance because learners positive attitude helps them to achieve communicative competence in L2 while negative attitude prevents them in achieving. In general opinion, they will perform better in L2 if they shares positive attitude towards second language acquisition (SLA). In order to identify the same, the present study examines the HS learners attitude towards SLA in Garhbeta-I Block of Paschim Medinipur district. To collect data, a self developed questionnaire has been used and administered among the randomly selected HS students of government and government aided schools of Garhbeta-I Block. The data has been analysed by using descriptive statistics and t- test. The study has reflected positive attitude of learners towards SLA and disclosed that no significant differences exist among the learners attitude towards SLA in regards to their gender, streams of learning, educational advantages as first or next generation learners and their economic status of the family. On the basis of statistical analysis, the study thrashes out major findings of the study and discusses few significant implications.

Abstract 4185: Inclusive basic and advanced translational laboratory research competencies for research in cancer biology and therapeutics

Abstract Our Laboratory was established in 1994 at Univ. of Pennsylvania. Lab members demonstrated initial competencies by performing cell culture, western blots, immunofluorescence, and flow cytometry showing induction of p53/p21(WAF1) in cells treated with chemotherapy. Years later, our Laboratory of Translational Oncology & Experimental Cancer Therapeutics moved to Penn State Univ., Fox Chase Cancer Center/Temple Univ. and then Brown Univ. By 2020, with desire for inclusiveness (everyone succeeds), scientific rigor/reproducibility mandated by NIH, and as a training and mentoring activity (lab scientists/trainees/students mentoring others at High School level and beyond), we established a process for onboarding and training new cancer researchers. By Fall of 2022, there were 17 current Brown University undergraduate students (10 receiving research credit and 7 not receiving credit), HS students, 7 graduate students (PhD, masters, MD/PhD), and 6 medical students working with collaborating faculty at our laboratory at Brown’s Legorreta Cancer Center. After completion of biosafety training, and required trainings such as by IACUC, new lab members complete basic competencies in cell culture, cell viability, and western blot analysis that include technical, presentation quality output, and quantitative/statistical rigor to satisfy current standards for journal publication. For cell culture this includes pathogen free conditions, authentication, attention to details of routine procedures, documentation of morphology, freezing, thawing, passaging, seeding density, and managing cell populations to not run out of cells. Cell viability assessment includes attention to culture conditions, synergy analysis, data robustness, and presentation, and for western blots attention to quality of blots, protein quantification, loading, labeling, antibody specificity and sensitivity controls, presentation at 2022 standards, conventions for splicing, and issues with reproducibility including biological replicates, and generalizability. Additional and advanced competencies include RT-PCR, long-term colony assays, 3-D cultures (spheroids, organoids), transfection (overexpression, knockdown, CRISPR), co-culture and triculture with immune cells and fibroblasts, cytokine profiling, in vivo studies, in vivo imaging, immunohistochemistry, flow cytometric analysis, single cell techniques, viral infection, circulating tumor cell isolation, blood immune and cytokine analysis, and work with transgenic organoids and inducible cancer predisposing alleles. Modeling the tumor microenvironment, relevance to human cancer and translational directions are emphasized. Shared online lab resources, protocols, practices, videos, and manuscripts are available for lab members. The framework herein may be of interest to others involved in similar training programs. Citation Format: Wafik S. El-Deiry, Andrew George, Francesca Di Cristofano, Praveen Srinivasan, Lindsey Carlsen, Kelsey E. Huntington, Arielle De La Cruz, Leiqing Zhang, Marina Hahn, Shuai Zhao, Attila Seyhan, Bradley D. DeNardo, Aaron W. Maxwell, Dae Hee Kim, Alex Raufi, Hina Khan, Stephanie L. Graff, Don S. Dizon, Christopher Azzoli, Abbas E. Abbas, Roxanne Wood, Rishi R. Lulla, Howard P. Safran, Benedito A. Carneiro, Arunasalam Navaraj, Xiaobing Tian, Shengliang Zhang, Lanlan Zhou. Inclusive basic and advanced translational laboratory research competencies for research in cancer biology and therapeutics. [abstract]. In: Proceedings of the American Association for Cancer Research Annual Meeting 2023; Part 1 (Regular and Invited Abstracts); 2023 Apr 14-19; Orlando, FL. Philadelphia (PA): AACR; Cancer Res 2023;83(7_Suppl):Abstract nr 4185.

Does the Covid‐19 lockdown affect pain and anxiety in high school seniors and high school graduates preparing for the university exam?

AbstractThis study aimed to investigate whether the Covid‐19 lockdown affect pain, exam anxiety and general anxiety in students preparing for university exam. A total of 364 students were divided into groups as high school seniors (HS, n = 241) and high school graduates (HG, n = 123). Visual Analog Scale (VAS) for neck and low‐back pain, Beck Anxiety Inventory for general anxiety, Exam Anxiety Scale (EAS) for exam anxiety were used. Both groups showed high level of exam anxiety and generalized anxiety (p < .05). After Covid‐19, neck and low‐back pain rates, and VAS pain scores of both groups increased (p < .05). Neck pain before Covid‐19 and neck and low‐back pain after Covid‐19 were higher in female students than males (p < .05). The Covid‐19 lockdown negatively affected the neck and low‐back pain level, exam anxiety and general anxiety of both HS and high school graduate students. We suggest that community healthcare services should regard physiotherapy and rehabilitation interventions to treat students with neck and low‐back pain via exercise strategies. Psychological and emotional support also could be provided to reduce students' general anxiety and exam anxiety. Future studies should establish the consider menstrual cycle status in female students, and the computer‐using time of students.

NYC Mayor promises mental telehealth support for HS students

All New York City high school students will have access to mental health support through telehealth programs, New York City Mayor Eric Adams announced Jan. 26, his first major effort to address growing concerns about student well‐being, Chalkbeat New York reported. “This year we're rolling out the biggest student mental health program in the country,” Adams said during his annual State of the City speech. “We will provide our high school students with everything from telehealth care to community‐based counseling, depending on their individual needs.” Many students experienced trauma during the pandemic, including the loss of loved ones and frayed social bonds during long periods of isolation. Mental health professionals have seen increases in anxiety, suicidal thoughts and behavior challenges; trends that have raised alarms. School districts across the country are increasingly leaning on telehealth, which may help ease some barriers to mental health care and could make students or families more likely to attend sessions. Still, telehealth requires access to devices, internet, and private space, which may be difficult to guarantee depending on whether students will be expected to access services from home. The city is still exploring how to deliver telehealth services, a spokesperson for the city's health department wrote in an email, offering no further comment about how the program will work.

Relationships Between Sex, Race, Ethnicity, And Components Of The 24-Hour Activity Cycle In College Students

PURPOSE: Components of the 24-hour activity cycle (24-HAC) consisting of sleep, sedentary behavior (SED), light physical activity (LPA), and moderate-to-vigorous physical activity (MVPA) are all important for health and these behaviors may be established during the transition from adolescence to adulthood. Because college students have dynamic 24-HAC patterns due to academic pursuits, the relationship between sex, race, ethnicity, and components of the 24-HAC in college students is unclear; thus, this study aimed to examine these relationships. METHODS: College students (n = 647, 20.3 ± 1.6 yrs, 80% female) completed an online survey to assess demographics, sleep duration via the Pittsburgh Sleep Quality Index, SED via the International Physical Activity Questionnaire (SED), and physical activity (PA) via the Godin Leisure-Time Exercise Questionnaire. Multiple linear regression was used to examine the association of sex, race, and ethnicity with each component of the 24-HAC in a mutually adjusted model. RESULTS: Females (F) reported similar sleep duration [F = 484 ± 73 vs M = 484 ± 70 min/day, (p = 0.99)] and SED time [F = 402 ± 156 vs M 409 ± 163 min/day, (p = 0.25)] as males (M). Females reported lower PA (leisure-time activity score) compared to males (M) [F = 42 ± 26 vs M: 49 ± 27, (p < 0.01)]. Non-Hispanic White (NH-W; n = 441) students reported a longer sleep duration compared to Non-Hispanic Black (NH-B; n = 43) and Asian (AS; n = 83) students [NH-W = 492 ± 67, NH-B = 455 ± 95 (p < 0.01), AS = 463 ± 73 (p < 0.01)]. SED time (min/day) did not differ between NH-W and NH-B and HS students but did differ in AS students [NH-W = 388 ± 151, NH-B: 424 ± 124, AS = 448 ± 165 (p = 0.04), HS = 432 ± 199]. NH-W students reported higher PA compared to NH-B and AS students [NH-W = 48 ± 25, NH-B = 26 ± 23 (p < 0.01), AS = 34 ± 23 (p < 0.01). Total sleep duration, SED time, and PA did not differ between NH-W and Hispanic (HS; n = 45) students [sleep: NH-W = 492 ± 67 vs HS = 484 ± 76; SED: NH-W = 388 ± 151 vs HS = 432 ± 199; PA: NH-W = 48 ± 25 vs HS = 42 ± 34]. CONCLUSIONS: Our data suggest that sex, race, and ethnicity are related to sleep, SED, and physical activity in college students. Future studies should incorporate objective measures of the 24-HAC behaviors. Intervention strategies may need to vary with respect to 24-HAC behaviors and key demographic variables to be effective.

Changing school start times: impact on sleep in primary and secondary school students.

Study ObjectivesTo examine the impact of changing school start times on sleep for primary (elementary school: ES) and secondary (middle and high school: MS/HS) students.MethodsStudents (grades 3–12) and parents (grades K-12) were surveyed annually, before and for 2 years after school start time changes (ES: 60 min earlier, MS: 40–60 min later; HS: 70 min later). Student sleep and daytime sleepiness were measured with school-administered student surveys and parent-proxy online surveys.ResultsApproximately 28,000 students annually completed surveys (~55% White, ~21% free/reduced lunch [FRL]). One-year post-change, weekday bedtimes and wake times were slightly earlier for ES students, with an 11-min decrease in sleep duration. MS and HS students reported slightly later weekday bedtimes, significantly later wake times, and significantly longer sleep duration (MS: 29 min; HS: 45 min). The percent of ES students reporting sufficient sleep duration, poor sleep quality, or daytime sleepiness did not change, but the percent of MS and HS students reporting sufficient sleep duration significantly increased and clinically significant daytime sleepiness decreased. All results were maintained at the 2-year follow-up. Benefits of later start times were similar across racial and free/reduced lunch groups.ConclusionsThis is the first large scale, longitudinal, and representative study to concurrently examine the impact of changing school start times across students in primary/secondary school. Findings suggest a minimal impact of earlier start times on ES students’ sleep or daytime sleepiness, while further supporting the significant benefits of delaying MS and HS start times on student sleep and daytime sleepiness.

Abstract PO-020: Cancer Research Opportunities for Youth at Yale: Advancing the diversification of the cancer research pipeline

Abstract Background: The goal of the Cancer Research Opportunities for Youth (CROY) at Yale Program is to advance the diversification of the cancer research pipeline by providing young people from groups traditionally underrepresented in cancer research with hands–on experience, mentoring, and the opportunity to collaborate with Yale Cancer Center (YCC) research teams. Our purpose is to report on researcher and student experiences and lessons learned in this unique training program. Methods: Pre- and post- survey data were collected from researchers and scholars in each year of the program, 2017-2020. Results: Scholars were placed in five of six YCC Research Programs: Cancer Prevention and Control; Developmental Therapeutics; Genomics, Genetics and Epigenetics; Radiobiology and Radiotherapy; and Virus and Other Infection-associated Cancers. With 2 years minimum per student, available slots decreased over time. Averaging 26 applicants per year, the acceptance rate was 18% (14/78). In year 04, with COVID-19 pandemic, 2 returning students were offered remote internships in the community research. Scholar Characteristics: Over the 4 years of CROY, we trained 14 scholars, with 36% (5/14) entering 10th grade, 50% (7/14) entering 11th grade, and 2 (14%) entering seniors. 43% (6/14) of scholars were female. Six (43%) scholars self-identified as African American/Black, 50% (n = 6) were Hispanic/Latinx, and 1 (7.1%) student was Asian and a recent immigrant. Ten of 14 (71%) qualified for free school lunch, a proxy for socioeconomic hardship. Pre- Post Scholar survey results: Students reported being supported by their research teams, learning new research skills, and feeling comfortable asking questions of trainers. With few exceptions, the internship experience resulted in higher scores (positive impact) on the post survey compared with the baseline for scholars. The largest changes (10% increase on a 10 point scale): 1) “I would consider a career in cancer research”, and 2) “I am confident working in a lab”, whereas there was a 4% decrease on 2 items: 1) “I am confident doing a literature search”, and 2) “I consistently do my best at school”. Results from investigator data were positive, with some researchers expecting students to have more experience before joining their labs. Lessons Learned: 1) Logistical constraints included shortened summer holiday in northeast, US.; 2) Researchers vary in preparedness for younger students; pre- internship training of investigators may help manage expectations; 3) Timely communication with HS students is challenging; texting and parental involvement were helpful; 4) Retention of scholars is complicated by extraordinary challenges associated with social determinants, including death of parents, living in foster care, leaving program to help with family business, and financial issues that limited college choice. Conclusion: Programs aimed at young adults underrepresented in research require flexibility in setting expectations and organizational structure. Citation Format: Beth Anne Jones, Rachel Clare, Steven J. Parra, Sakinah Suttiratana, Hannah Behringer. Cancer Research Opportunities for Youth at Yale: Advancing the diversification of the cancer research pipeline [abstract]. In: Proceedings of the AACR Virtual Conference: Thirteenth AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2020 Oct 2-4. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2020;29(12 Suppl):Abstract nr PO-020.

E-cigarette, combustible, and smokeless tobacco product use combinations among youth in the united states, 2014–2019

IntroductionYouth e-cigarette use has been rising, however U.S. prevalence data are generally reported without disaggregating by individuals’ use of other tobacco products. It is not clear how the proportion of youth e-cigarette users naïve to all combustible tobacco is changing. MethodsAnnual prevalence estimates of ever and current (defined as past 30-day use) tobacco use prevalence by school type are reported using the 2014–2019 National Youth Tobacco Surveys (NYTS) with mutually exclusive categories of e-cigarette, smokeless tobacco, and/or combustible tobacco product use. T-tests were used to compare annual estimates with the preceding year. The annual percent change (APC) for each category from 2014 to 2018 were analyzed using JoinPoint regression. Data for 2019 were reported separately due to the change in survey format from paper to electronic. ResultsCurrent use of only e-cigarettes among HS students who never used combustible tobacco increased significantly from 2014 to 2018 (APC = +42.4%, 95% CI: 0.7, 101.3); by 2019, prevalence peaked at 9.2% (95% CI: 8.2, 10.2) among never combustible users and 8.3% (95% CI: 7.3, 9.3) among former combustible users. This coincided with significant declines in use of only combustible tobacco (APC = −14.5%, 95% CI: −18.3, −10.5). ConclusionsUse of only e-cigarettes among US youth with no history of combustible tobacco use has increased substantially over time, even as combustible tobacco use continues to decline. Of the 17.5% (95% CI: 15.7, 19.0) of HS students who currently used only e-cigarettes (but not other tobacco) in 2019, more than half have no history of combustible tobacco use.

The relationship between health sciences students’ perceptions of health news and their attitudes to using complementary and alternative medicine

PurposeWritten-visual and social media play a significant role in accessing knowledge about health issues. Media coverage of complementary and alternative medicine (CAM) can affect the beliefs, attitudes, behaviors and decisions to use of CAM the individuals. The research was planned as a descriptive, cross-sectional study was to evaluate the relationship between the health sciences students’ perceptions of health news and their attitude towards using CAM. MethodThe sample included 736 students studying in a Department of Nursing, Physiotherapy and Rehabilitation, and Nutrition and Dietetics program in a Faculty of Health Sciences. A Students’ Description Form, The Perception of Health News Scale (PHNS), and The Attitude towards Using Complementary Treatments Scale (ACTS) were used to collect the data in this study. ResultsThe students’ mean PHNS scores were found to be 81.05 ± 13.42, and their mean ACTS scores were 30.07 ± 6.56. There was a statistically significant difference between HS students’ mean PHMS scores and usage of CAM and following of health news on the written-visual media (p < 0.05). There was a statistically significant difference between HS students’ mean ACTS scores and their department of study, year of study, usage of CAM, education on CAM, usage of social media, following of health news on the written-visual media and following health news on social media (p < 0.05). A weak positive correlation was found between the students’ PHNS scores and their ACTS scores (r = 0.189, p = 0.000). ConclusionIn the conclusion of our research, it was found that HS students’ perception of health news may affect their attitudes towards using CAM.

The NIDDK High School Short-Term Research Experience for Underrepresented Persons.

Increasing the pipeline of aspiring minority biomedical/health professionals is a crucial component to diversifying the health science workforce. The National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK) created the High School Short-Term Research Experience for Underrepresented Persons (HS-STEP-UP) to provide introductory biomedical/biobehavioral research experiences to promising high school students, who are traditionally underrepresented in the biomedical/biobehavioral sciences. The program reaches out to African American and Lationo/Hispanic students, as well as Native American students and students from the United States Territories. HS-STEP-UP provides a stimulating, rigorous 8- to 10-week summer research experience for a national cohort of ~100 high school students each year; the experience is organized through four National Institutes of Health (NIH)-funded coordinating centers. Typically, the program receives about 300 applications a year and about 100 students are accepted. Applicants are reviewed and selected based upon their online application that includes: a high school transcript, list of classes and extracurricular activities, two recommendation letters and a personal statement. The program culminates with a symposium at the NIH where students present their research and attend workshops and seminars. For the 2017 and 2018 HS-STEP-UP programs, the classes included 193 students; 67% were females and 82% were underrepresented minorities. Forty eight percent of students reported a family income <$37,000/year, and 23% were from first generation college families. Ninety percent were very satisfied or satisfied with their research topic and 94% rated the end of the year symposium at NIH as excellent or very good. Only 65% were very satisfied or satisfied with their mentor matching, and 21% stated they were dissatisfied or very dissatisfied with their mentor. All the students successfully completed their summer research projects and presented their research abstracts at the symposium. All participating seniors reported attending college. HS-STEP-UP has been highly successful in recruiting traditionally underrepresented students and supporting underrepresented HS students with a rewarding introductory experience to research. Students are overall satisfied with the program, but mentor matching needs more attention. Longer-term follow-up is needed to determine how participating in STEP UP impacts their decisions to participate in the biomedical workforce in the future.

Efficacy of Innovated Four-Stroke Gasoline Engine Trainer: It's Technical Enhancement to Grade 12 Senior HS Students

Constantly, engine before all ages until today has a piston in it. Reciprocating up and down movement of a piston that converted to rotary motion by crankshaft can never be changed. This study facilitated students in developing their understanding of the operation of four-stroke cycle fundamentals using simulated cut-away parts of an engine. The study used a descriptive research design. Descriptive statistics were used to describe the students' survey responses. Inferential statistics (one-tailed t-test) was used to establish the difference between post-test and pre-test results of the written examination, simulation and practical examination. The study was conducted to the 24 senior high automotive Grade-12 students of Lapasan National High School-Gusa Annex during the second semester of School Year 2017-2018. As a result, the study found a significant difference in the respondents' pre-test and post-test scores. It helps 100% of the respondents' to pass the national certification level-1. Generally, the students can easily perform simple to complicated tasks; they become self-reliant, confident in handling the actual operation of engine servicing given such advantages. A corollary to this, the said innovation considered and re-assessed toward sustained improvement the researcher should use the results of the study for deeper analysis of issues and concerns on four-stroke cylinder gasoline engine trainer and as a benchmark measure to increase students' academic performance.

Are you ready to study physics? An Online Mathematics Bridge Course for HS students

<i>Are you ready to study physics? An Online Mathematics Bridge Course for HS students</i>

Conceptions of learning factors in postgraduate health sciences master students: a comparative study with non-health science students and between genders

BackgroundThe students’ conceptions of learning in postgraduate health science master studies are poorly understood. The aim of this study was to compare the factors influencing conceptions of learning in health sciences and non-health sciences students enrolled in postgraduate master programs in order to obtain information that may be useful for students and for future postgraduate programs.MethodsA modified version of the Learning Inventory Conception Questionnaire (COLI) was used to compare students’ conception learning factors in 131 students at the beginning of their postgraduate studies in health sciences, experimental sciences, arts and humanities and social sciences.ResultsThe present study demonstrates that a set of factors may influence conception of learning of health sciences postgraduate students, with learning as gaining information, remembering, using, and understanding information, awareness of duty and social commitment being the most relevant. For these students, learning as a personal change, a process not bound by time or place or even as acquisition of professional competences, are less relevant. According to our results, this profile is not affected by gender differences.ConclusionsOur results show that the overall conceptions of learning differ among students of health sciences and non-health sciences (experimental sciences, arts and humanities and social sciences) master postgraduate programs. These finding are potentially useful to foster the learning process of HS students, because if they are metacognitively aware of their own conception or learning, they will be much better equipped to self-regulate their learning behavior in a postgraduate master program in health sciences.

The risk of snow sport injury in pediatric patients

PurposeIn 2015, approximately 13,436 snowboarding or skiing injuries occurred in children younger than 15. We describe injury patterns of pediatric snow sport participants based on age, activity at the time of injury, and use of protective equipment. MethodsA retrospective analysis was performed of 10–17 year old patients with snow-sport related injuries at a Level-1 trauma center from 2005 to 2015. Participants were divided into groups, 10–13 (middle-school, MS) and 14–17 years (high-school, HS) and compared using chi-square, Student's t-tests, and multivariable logistic regression. ResultsWe identified 235 patients. The HS group had a higher proportion of females than MS (17.5% vs. 7.4%, p = 0.03) but groups were otherwise similar. Helmet use was significantly lower in the HS group (51.6% vs. 76.5%, p < 0.01). MS students were more likely to suffer any head injury (aOR 4.66, 95% CI: 1.70–12.8), closed head injury (aOR 3.69 95% CI: 1.37–9.99), or loss of consciousness (aOR 5.56 95% CI 1.76–17.6) after 4 pm. HS students engaging in jumps or tricks had 2.79 times the risk of any head injury (aOR 2.79 95% CI: 1.18–6.57) compared to peers that did not. HS students had increased risk of solid organ injury when helmeted (aOR 4.86 95% CI: 1.30–18.2). ConclusionsInjured high-school snow sports participants were less likely to wear helmets and more likely to have solid organ injuries when helmeted than middle-schoolers. Additionally, high-schoolers with head injuries were more like to sustain these injures while engaging in jumps or tricks. Injury prevention in this vulnerable population deserves further study. Level of evidenceLevel III (Retrospective Comparative Study).

Robot Online Learning to Lift Weights: A Way to Expose Students to Robotics and Intelligent Technologies

During interaction with learning robots the students are often faced with the challenge of understanding the robot intent and its practical realization. To answer this challenge, we propose a connected environment which integrates the robot, its digital twin and virtual sensors. We implemented a reinforcement learning scenario in which a humanoid robot learns to lift a weight of unknown mass through autonomous trial-and-error search. To expedite the process, trials of the physical robot are substituted by simulations with its digital twin. The optimal parameters of the robot posture for executing the weightlifting task, found by analysis of the virtual trials, are transmitted to the robot through internet communication. The approach exposes students to the concepts and technologies of machine learning, parametric design, digital prototyping and simulation, connectivity and internet of things. Pilot implementation of the approach indicates its potential for teaching freshman and HS students, and for teacher education.

Promoting physics to HS students

<i>Promoting physics to HS students</i>

NIDA survey of HS students: Marijuana use level, e‐cigarettes a concern

Even though teens were less likely to think frequent marijuana use was risky, there was no increase in use, according to the results from the current Monitoring the Future (MTF) survey, released every year by the federal government. “We haven't seen increases, which we were afraid of,” said Nora Volkow, M.D., director of the National Institute on Drug Abuse (NIDA), which sponsors the study.

Using concept mapping to uncover students' knowledge structures of chemical bonding concepts

General chemistry is the first undergraduate course in which students further develop their understanding of fundamental chemical concepts. Many of these fundamental topics highlight the numerous conceptual interconnections present in chemistry. However, many students possess incoherent knowledge structures regarding these topics. Therefore, effective assessments are needed to identify these interconnections. The use of concept-mapping and think-aloud interviews to investigate the knowledge structures of undergraduate organic chemistry students' regarding bonding concepts is the focus of this research study. Herein, we spotlight the bonding concepts of electronegativity and polar covalent bonds. In essence, the study found that understanding of electronegativity was weak among students with low concept map scores (LS students) compared to students with high concept map scores (HS students). Additionally, several common misconceptions of electronegativity were revealed through student interviews. An examination of LS student interviews further revealed that a lack of understanding of electronegativity led to a misunderstanding of polar covalent bonding. The think-aloud interviews were a reflection of the connections students made with the concepts of electronegativity and polar covalent bonding in their concept maps. Implications for the chemistry curriculum are also presented.

E-cigarette Use Among High School and Middle School Adolescents in Connecticut.

There is limited evidence on electronic cigarette (e-cigarette) use among U.S. adolescents. Cross-sectional, anonymous surveys conducted in 4 high schools (HS; n = 3,614) and 2 middle schools (MS; n = 1,166) in Connecticut in November 2013 examined e-cigarette awareness, use patterns, susceptibility to future use, preferences, product components used (battery type, nicotine content, flavors), and sources of marketing and access. High rates of awareness (MS: 84.3%; HS: 92.0%) and of lifetime (3.5% MS, 25.2 % HS) and current (1.5% MS, 12% HS) use of e-cigarettes was observed. Among those who had not tried e-cigarettes, 26.4% of MS and 31.7% of HS students reported being susceptible to future use. Males (OR = 1.70, p < .01), older students (OR = 1.39, p < .05), Caucasians (OR = 2.01, p < .001), ever cigarette smokers (OR = 13.04, p < .001), and current cigarette smokers (OR = 65.11, p < .001) were more likely to be lifetime e-cigarette users and to report greater future susceptibility (males: OR = 1.30; Caucasians: OR = 1.14; ever cigarette smokers; OR = 3.85; current cigarette smokers; OR = 9.81; ps < .01-.001). Among MS students who were lifetime e-cigarette users, 51.2% reported that e-cigarette was the first tobacco product they had tried. E-cigarettes that were rechargeable and had sweet flavors were most popular. Smokers preferred e-cigarettes to cigarettes. Current cigarette smokers were more likely to initiate with nicotine-containing e-cigarettes, and ever and never cigarette smokers to initiate with e-cigarettes without nicotine. Primary sources for e-cigarette advertisements were televisions and gas stations and, for acquiring e-cigarettes, were peers. Longitudinal monitoring of e-cigarette use among adolescents and establishment of policies to limit access are imperatively needed.