Water as the Context for Community-Based Science Projects

2017 ◽  
Author(s):  
Carol Hanley ◽  
Kelly Taylor
Keyword(s):  
Young People ◽  
Real Life ◽  
Project Based Learning ◽  
Science Careers ◽  
College Of Agriculture ◽  
Community Based ◽  
University Of Kentucky ◽  
Science Projects ◽  
K 12 ◽  
The University

This chapter explores the educational practices employed to motivate young people to become interested and study science careers. Educators of the University of Kentucky (UK), College of Agriculture, Food and Environment’s (CAFE) Environmental and Natural Resources Initiative consider their use of real-life situations and projects to teach science to Kentucky’s K-12 students. The educators demonstrate how they use project-based learning in conjunction with community-based issues to interest students in science topics and careers. Multiple examples of community-based science programs are described along with reflections from students and teachers. Recommendations for future projects methodologies are included.

scholarly journals Assistive Technology for Freshmen Design and K-12 Outreach

2017 ◽  
Author(s):  
Devin R. Berg ◽  
Matthew Wigdahl ◽  
Charis D. Collins
Keyword(s):  
General Education ◽  
Assistive Technology ◽  
Engineering Design ◽  
Project Based Learning ◽  
Qualitative Assessment ◽  
Societal Implications ◽  
Design Project ◽  
K 12 ◽  
The University ◽  
Design Experience

This Work in Progress paper presents on the design of project-based learning approach focused on assistive technology as applied in a freshmen level engineering course which also integrates outreach with the local K12 system. The university course targets general education topics as well as an introductory engineering design experience and includes content on the engineering design process, societal implications of engineering design, and a participatory lab-based design project. A partnering class of 5th graders from a local elementary school made use of a daily block of time set aside for academic interventions and individual project-based work to collaborate with the university class. A qualitative assessment was conducted and has thus far has revealed that the university students found the assistive technology theme of the semester-long design project to be meaningful. For the K12 students, the survey results and anecdotal observations suggest that we were only moderately successful in constructing a meaningful and purposeful design experience, from their perspective.

LATE Neuropathologic Changes with Little or No Alzheimer Disease is Common and is Associated with Cognitive Impairment but Not Frontotemporal Dementia

2021 ◽  
Author(s):  
Peter T Nelson
Keyword(s):  
Cognitive Impairment ◽  
Alzheimer Disease ◽  
Frontotemporal Dementia ◽  
Clinical Syndrome ◽  
Community Based ◽  
University Of Kentucky ◽  
Full Spectrum ◽  
Disease Research ◽  
Age Related ◽  
The University

Abstract Limbic-predominant age-related TDP-43 encephalopathy neuropathologic changes (LATE-NC) often occur in aged brains that also contain appreciable Alzheimer disease neuropathologic changes (ADNC). Question has arisen as to whether LATE-NC can occur independently of ADNC. We evaluated data from the University of Kentucky Alzheimer’s Disease Research Center autopsy cohort (383 included subjects) to address 2 questions: (i) Is LATE-NC seen in the absence of ADNC, outside of persons who had the frontotemporal dementia (FTD) clinical syndrome? and (ii) is LATE-NC associated with cognitive impairment across the full spectrum of ADNC severity? In the present study, the pathologic combination of LATE-NC (Stage >1) and low/no ADNC was common: 8.9% (34/383) of all subjects (including demented and non-demented individuals) showed this combination. There were no FTLD-TDP cases to be included from the community-based cohort. Across a broad range of ADNC severity, the presence of LATE-NC was associated with impaired cognition but was never associated with a FTD clinical syndrome.

The Use of Project Design Technology in Professionally-Oriented Educational Space

2020 ◽  
Vol 8 (1) ◽  
pp. 3-11
Author(s):  
Dmitriy Miroshin ◽  
Natal'ya Michurova ◽  
Vera Shterenzon
Keyword(s):  
Real Life ◽  
Project Based Learning ◽  
Professional Activity ◽  
Learning Technology ◽  
Special Contribution ◽  
Social Partnership ◽  
Main Research ◽  
Technological Competencies ◽  
The University ◽  
Educational Modules

The subject of the research is the process of organizing and implementing the design and technological training of university students in the course of studying educational modules in a professionally-oriented educational space created on the basis of social partnership between the university and the enterprise-customer of trained personnel. The object of research is the technology of project-based training of students in the design of assemblies, parts and technological processes for their manufacture, implemented in a professionally-oriented educational space. The authors consider in detail such aspects of the topic as options for organizing a professionally-oriented educational space in the framework of social partnership through the use of real-life projects and simulation modeling of a specialist’s professional activity in students ’project activities. The authors consider a phased methodology for the implementation of project-based learning technology during the technological preparation of students, focused on the formation of professional competencies and labor functions of professional standards. The results of a pedagogical experiment on the formation of technological competencies during the implementation of project training in a professionally-oriented educational space are presented. The main research methods: theoretical analysis of the experience of organizing project training, the synthesis of didactic tools and teaching methods, a comparative pedagogical experiment. The main conclusions of the study are to justify the high pedagogical eff ectiveness of organized project training in a professionally-oriented educational space created on the basis of a social partnership between a university and an enterprise. The scientifi c novelty of the study lies in the application of technology for project training in the conditions of quasi-professional activity when students perform real projects. A special contribution of the authors to the study is the development of a model for the joint implementation of project-based learning technology in preparing students for a professionally-oriented educational environment.

scholarly journals PROJECT-BASED LEARNING IN AN EFL SETTING – A CASE STUDY AT A UNIVERSITY IN VIETNAM

2021 ◽  
Vol 6 (38) ◽  
pp. 223-236
Author(s):  
Le Thi Chi Giao ◽  
Bich Dieu Nguyen
Keyword(s):  
Foreign Language ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Real Life ◽  
Language Instruction ◽  
Project Based Learning ◽  
Local Context ◽  
The University ◽  
Enhanced Learning

Teaching for enhanced learning experience has well-received great interest from many teachers and educators around the world. In the EFL setting, tremendous efforts have been recognized in taking students out of a conventional classroom to experience a new way of learning which stimulates interest and creative thinking, which improves communication and collaborative skills, and which exposes students to more meaningful real-life situations. Project-based learning (PBL) is an answer to this, and it has developed as an alternative to teaching a foreign language with a focus on enhanced learning experience and increased creative teambuilding and group skills through meaningful projects. This paper presents how PBL has been adopted at the University of Foreign Language Studies – the University of Danang (UFLS-UD). It revisits the significance of PBL, the structure of a PBL activity, and reports how PBL has been situated in the local context of teaching English to students majoring in English in Vietnam. The reflections reported here showcase the gains through the path of action research enacted by individual teachers who act as change agents or enablers of this innovative teaching and learning approach and whose efforts have been recognized by means of several adaptations made to bring real life and a sense of community into language instruction.

Lesbians, Bisexual Women, and Perceptions of Risk in the Bluegrass

1993 ◽  
Vol 15 (4) ◽  
pp. 48-51
Author(s):  
Angela Martin ◽  
Dorothee Seifen ◽  
Mary Maloney
Keyword(s):  
Bisexual Women ◽  
Community Based ◽  
University Of Kentucky ◽  
Perceptions Of Risk ◽  
Present Information ◽  
Aids Risk ◽  
And Bisexual ◽  
The University ◽  
The Impact ◽  
Hiv Aids

In September 1992, we embarked upon a research project designed to investigate lesbian attitudes towards HIV/AIDS risk and the impact on these attitudes of a safer sex workshop for lesbians and bisexual women. This project was part of a graduate seminar aimed at familiarizing students in the Anthropology Department at the University of Kentucky with techniques involved in community-based ethnographic research. As anthropologists, we were interested in collecting data on individual behaviors and perceptions of risk. We then wanted to contrast our findings with institutionally recognized risk categories and behaviors, such as those of the Centers for Disease Control (CDC). Over the course of three months, teenagers, minorities, and so on. A pamphlet aimed at teens will often employ the language teens use. Similarly, materials geared toward gay men will not present information on vaginal intercourse. If one examines a range of such materials, one finds that lesbians are nowhere represented or targeted. (See Rebecca Cole and Sally Cooper, "Lesbian Exclusion from HIV/AIDS Education," SEICUS Report, December 1990/January 1991.)

scholarly journals Does attending a large science event enthuse young people about science careers?

2015 ◽  
Vol 14 (02) ◽  
pp. A06 ◽  
Author(s):  
Sam Illingworth ◽  
Emma Lewis ◽  
Carl Percival
Keyword(s):  
Young People ◽  
Science Careers ◽  
School Students ◽  
New Approach ◽  
Career Opportunities ◽  
The University ◽  
Key Stage 3

A survey was conducted during the University of Manchester’s 2014 ‘Science Extravaganza’, which saw the participation of over 900 Key Stage 3 (ages 11–14) students in a range of interactive demonstrations, all run by active University researchers. The findings of this study suggest that a new approach is necessary in order to use these large science events to actively engage with school students about the career opportunities afforded by science subjects. Recommendations for such an approach are suggested, including the better briefing of researchers, and the invitation of scientists from outside academia to attend and interact with the school students.

scholarly journals Teaching English to the University Students by Using “Wall Magazine” Media as a Project Based Learning

JET ADI BUANA ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 13-23
Author(s):  
Tira Nur Fitria
Keyword(s):  
Qualitative Research ◽  
University Students ◽  
Learning Process ◽  
Real Life ◽  
Project Based Learning ◽  
Background Information ◽  
Teaching English ◽  
The Media ◽  
The University

This research is to describe the implementation of Project-based Learning by using the media of wall magazine as the students’ project in teaching English to the students of STIE AAS Surakarta.  This study is descriptive qualitative research. From the result of this research, there are some steps in implementing project-based learning, they are 1) Setting the stage for students with real-life samples of the projects they will be doing. 2) Taking on the role of project designers, possibly establishing a forum for display or competition. 3) Discussing and accumulating the background information needed for their designs. 4). Negotiating the criteria for evaluating the projects. 5). Accumulating the materials necessary for the project. 6). Creating their projects. 7). Preparing to present their projects. 8). Presenting their projects. 9). Reflecting on the process and evaluating the projects based on the criteria established. By using wall magazine also bring some advantages for the students in their learning process. Project-based Learning shows the students’ participation of their competitive work in class and gives the students opportunities to share their individual opinion and information with their group's members in order to arrange their ideas and achieve their projects. Project-based Learning creates a positive atmosphere which allows the students to be more creative in learning English

scholarly journals Curriculum and Community Enterprise for Restoration Sciences: The Expansion and Future of the Model

2018 ◽  
Vol 3 (4) ◽  
pp. 1
Author(s):  
Lauren Birney ◽  
Denise McNamara ◽  
Catherine Sanders ◽  
Hari Luintel ◽  
Joshua Penman
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Project Based Learning ◽  
School Students ◽  
Community Based ◽  
Digital Platform ◽  
Urban Middle School ◽  
Learning Programs ◽  
K 12 ◽  
Urban Middle School Students

The CCERS partnership includes collaborators from universities, foundations, education departments, community organizations, and cultural institutions to build a new curriculum. As reported in a study conducted by the Rand Corporation (2011), partnerships among districts, community-based organizations, government agencies, local funders, and others can strengthen learning programs. The curriculum merged project-based learning and Bybee’s 5E model (Note 1) to teach core STEM-C concepts to urban middle school students through restoration science. CCERS has five interrelated and complementary programmatic pillars (see details in the next section). The CCERS curriculum encourages urban middle school students to explore and participate in project-based learning activities restoring the oyster population in and around New York Harbor. In Melaville, Berg and Blank’s Community Based Learning (2001) there is a statement that says, “Education must connect subject matter with the places where students live and the issues that affect us all”. Lessons engage students and teachers in long-term restoration ecology and environmental monitoring projects with STEM professionals and citizen scientists. In brief, partners have created curriculums for both in-school and out-of-school learning programs, an online platform for educators and students to collaborate, and exhibits with community partners to reinforce and extend both the educators’ and their students’ learning. Currently CCERS implementation involves:78 middle schools127 teachers110 scientist volunteersOver 5000 K-12 studentsIn this report, we present summative findings from data collected via surveys among three cohorts of students whose teachers were trained by the project’s curriculum and findings from interviews among project leaders to answer the following research questions:Do the five programmatic pillars function independently and collectively as a system of interrelated STEM-C content delivery vehicles that also effectively change students’ and educators’ disposition towards STEM-C learning and environmental restoration and stewardship?What comprises the "curriculum plus community enterprise" local model?What are the mechanisms for creating sustainability and scalability of the model locally during and beyond its five-year implementation?What core aspects of the model are replicable?Findings suggest the program improved students’ knowledge in life sciences but did not have a significant effect on students’ intent to become a scientist or affinity for science.Interviews with project staff indicated that the key factors in the model were its conservation mission, partnerships, and the local nature of the issues involved. The primary mechanisms for sustainability and scalability beyond the five-year implementation were the digital platform, the curriculum itself, and the dissemination (with over 450 articles related to the project published in the media and academic journals). The core replicable aspects identified were the digital platform and adoption in other Keystone species contexts.

scholarly journals Four Common Late-Life Cognitive Trajectories Patterns Associate with Replicable Underlying Neuropathologies

2021 ◽  
pp. 1-13
Author(s):  
Shama D. Karanth ◽  
Frederick A. Schmitt ◽  
Peter T. Nelson ◽  
Yuriko Katsumata ◽  
Richard J. Kryscio ◽  
...  
Keyword(s):  
Random Forest ◽  
Cerebral Atrophy ◽  
Late Life ◽  
Community Based ◽  
University Of Kentucky ◽  
Total N ◽  
Single Measure ◽  
Multinomial Models ◽  
Treatment And Prevention ◽  
The University

Background: Late-life cognitive function is heterogeneous, ranging from no decline to severe dementia. Prior studies of cognitive trajectories have tended to focus on a single measure of global cognition or individual tests scores, rather than considering longitudinal performance on multiple tests simultaneously. Objective: The current study aimed to examine cognitive trajectories from two independent datasets to assess whether similar patterns might describe longitudinal cognition in the decade preceding death, as well as what participant characteristics were associated with trajectory membership. Methods: Data were drawn from autopsied longitudinally followed participants of two cohorts (total N = 1,346), community-based cohort at the University of Kentucky Alzheimer’s Disease Research Center (n = 365) and National Alzheimer’s Coordinating Center (n = 981). We used group-based multi-trajectory models (GBMTM) to identify cognitive trajectories over the decade before death using Mini-Mental State Exam, Logical Memory-Immediate, and Animal Naming performance. Multinomial logistic and Random Forest analyses assessed characteristics associated with trajectory groups. Results: GBMTM identified four similar cognitive trajectories in each dataset. In multinomial models, death age, Braak neurofibrillary tangles (NFT) stage, TDP-43, and α-synuclein were associated with declining trajectories. Random Forest results suggested the most important trajectory predictors were Braak NFT stage, cerebral atrophy, death age, and brain weight. Multiple pathologies were most common in trajectories with moderate or accelerated decline. Conclusion: Cognitive trajectories associated strongly with neuropathology, particularly Braak NFT stage. High frequency of multiple pathologies in trajectories with cognitive decline suggests dementia treatment and prevention efforts must consider multiple diseases simultaneously.

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