Event Begins: Thursday, November 14, 2024 7:00pm
Location: Museum of Art
Organized By: School of Education

Please join us in person to learn more about how Marsal Education can help you reach your education goals through our teacher certification program!

Event Begins: Thursday, November 14, 2024 4:00pm
Location:
Organized By: University Career Center

Info Session: Amgen Undergrad Finance Internship Summer 2025 Please join the Amgen corporate finance team for a virtual presentation to learn more about our undergraduate finance internship and biotechnology company. Our summer internship gives students the opportunity to own business-critical projects, participate in a case competition with fellow interns, network with company executives,and much more. Please see event details below. We look forward to meetingyou! Info Session: Amgen Corporate Finance Internship Summer 2025Where: via Teams linkWhen: Thursday, Nov. 14th at 4:00-5:00pm PSTTo apply or to learn more about the internship, search Job ID #R-195767 at careers.amgen.com. Amgen is one of the world’s leading biotechnology companies. With a foundation of strong values, Amgen uses science and innovation to transform insights into medicines for patients with serious illnesses. Our mission is to serve patients and we embody this in every initiative, goal and task. When you join our team, you’ll make a positive impact in the world.

The Underground Giclee by Alonzo Adams is a(n) Limited Edition. The Edition is Limited to Limited Edition 300 pcs

Penn State student Nate Carey, of Chesapeake Beach, Maryland, has been nominated as a finalist for the 2025 Marshall Scholarship. 

The facility will help the company meet the growing demands of the domestic pharmaceutical industry

Crouch through the small metal door and walk down the dark tunnel, and even before you step into the abandoned air raid shelter, the air reverberates with pounding techno beats. Young Chinese holding booze and cigarettes shake and sway in a red-lit passageway, below a big screen rolling through quotations from Chairman Mao.

Hadlari, T; Arnott, R W C; Matthews, W A; Poulton, T P; Root, K; Madronich, L I. Lithosphere vol. 2021, no. 1, 8356327, 2021 p. 1-10, https://doi.org/10.2113/2021/8356327
<a href="https://geoscan.nrcan.gc.ca/images/geoscan/20210465.jpg"><img src="https://geoscan.nrcan.gc.ca/images/geoscan/20210465.jpg" title="Lithosphere vol. 2021, no. 1, 8356327, 2021 p. 1-10, https://doi.org/10.2113/2021/8356327" height="150" border="1" /></a>

Jefferson, C W; Rainbird, R H; Young, G M; White, J C; Tschirhart, V L; Creaser, R A. Canadian Journal of Earth Sciences vol. 60, 2023 p. 1005-1039, https://doi.org/10.1139/cjes-2022-0077
<a href="https://geoscan.nrcan.gc.ca/images/geoscan/20220600.jpg"><img src="https://geoscan.nrcan.gc.ca/images/geoscan/20220600.jpg" title="Canadian Journal of Earth Sciences vol. 60, 2023 p. 1005-1039, https://doi.org/10.1139/cjes-2022-0077" height="150" border="1" /></a>

Dr. Alexander von Paleske --- 3.8.2024 --- Vorgestern kam in einem Ringtausch von Agenten und Straftätern (fake und real) auch der Tiergartenmórder Vadim Krasikov frei. Der war wegen des 2019 verübten Mordes an dem Tschetschenen Zelimkhan Khangoshvili vom Landgericht Berlin zu einer lebenslänglichen Freiheiststrafe verurteilt worden. Das Mordopfer Das Mordopfer stammte aus Pankisi Gorge, einem Gebiet in Georgien, seit Jahrhunderten Heimat für eine ethnische Minderheit von Tschetschenen...

On Forgiveness Sunday, Holy Ascension Orthodox Church was visited by missionary James Hargrave. James serves with the Orthodox Christian Mission Center in Tanzania. Fr. John Parker interviews James about his work there.

Notes from the underground, written by Brother Luke.

Brother Luke shares a collection of interactions and experiences from within the community.

The band will perform at the castle on 25 July, the day before Olly Murs.

I am 100% on-board with the London Overground being split into six different lines with individual names. It is infuriating to see there are delays on the Overground and have no clear idea of whether they might be on a...

Aim/Purpose: The current study was conducted to investigate the students’ perceived satisfaction with the use of a semantic-based online laboratory, which provides students with a search mechanism for laboratory resources, such as instruments and devices. Background: The increasing popularity of using online teaching labs, as an important element of experiential learning in STEM education, is because they represent a collection of integrated tools that allow students and teachers to interact and work collaboratively, whereas they provide an enriched learning content delivery mechanism. Moreover, several research studies have proposed various approaches for online teaching laboratories. However, there are hardly any studies that examine the student satisfaction provided by online laboratories based on students’ experiential learning. Methodology: To measure the effectiveness of the laboratory, we performed a case study in a Computer Fundamentals online course in which undergraduate students were able to manage devices and instruments remotely. Participants were a sample of 50 third semester students of Bachelor’s degree in Information Technology Administration who were divided in experimental and control groups (online laboratory vs. traditional manner). Given a laboratory assignment, students were able to carry out the management of devices and instruments through a LabView virtual environment and web services. The data of the experiment were collected through two questionnaires from both groups. The first is a system usability score (SUS) questionnaire concerning lab usability and the second one students’ cognitive load. Contribution: The results of the study showed a high correlation between usability and cognitive load-satisfaction of students who used the online teaching laboratory compared to the students who did not use it. Findings: On the one hand, the online laboratory provided students with an easy way to share and deploy instruments and devices, thus enhancing system usability. On the other hand, it offered important facilities which enabled students to customize the search for instruments and devices, which certainly had a positive impact on the relationship between cognitive load and satisfaction. Recommendations for Practitioners: In this work we propose an intuitive laboratory interface as well as easiness to use but challenging and capable of providing similar experiences to the traditional laboratory. Recommendation for Researchers: This study is one of the first to analyze the cognitive load-satisfaction relationship and compare it with usability scores. Impact on Society: Our analyses make an important contribution to the literature by suggesting a correlation analysis comparing the results of experimental and control groups that participated in this research work, in terms of usability and cognitive load-satisfaction. Future Research: Future work will also investigate other methodological aspects of instructional design with the aim to improve personalized learning and reinforce collaborative experiences, as well as to deal with problems related to laboratory access, such as authentication, scheduling, and interoperability.

Aim/Purpose: The teaching of appropriate problem-solving techniques to novice learners in undergraduate software development education is often poorly defined when compared to the delivery of programming techniques. Given the global need for qualified designers of information technology, the purpose of this research is to produce a foundational template for an educational software development methodology grounded in the established literature. This template can be used by third-level educators and researchers to develop robust educational methodologies to cultivate structured problem solving and software development habits in their students while systematically teaching the intricacies of software creation. Background: While software development methodologies are a standard approach to structured and traceable problem solving in commercial software development, educational methodologies for inexperienced learners remain a neglected area of research due to their assumption of prior programming knowledge. This research aims to address this deficit by conducting an integrative review to produce a template for such a methodology. Methodology: An integrative review was conducted on the key components of Teaching Software Development Education, Problem Solving, Threshold Concepts, and Computational Thinking. Systematic reviews were conducted on Computational Thinking and Software Development Education by employing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) process. Narrative reviews were conducted on Problem Solving and Threshold Concepts. Contribution: This research provides a comprehensive analysis of problem solving, software development education, computational thinking, and threshold concepts in computing in the context of undergraduate software development education. It also synthesizes review findings from these four areas and combines them to form a research-based foundational template methodology for use by educators and researchers interested in software development undergraduate education. Findings: This review identifies seven skills and four concepts required by novice learners. The skills include the ability to perform abstraction, data representation, decomposition, evaluation, mental modeling, pattern recognition, and writing algorithms. The concepts include state and sequential flow, non-sequential flow control, modularity, and object interaction. The teaching of these skills and concepts is combined into a spiral learning framework and is joined by four development stages to guide software problem solving: understanding the problem, breaking into tasks, designing, coding, testing, and integrating, and final evaluation and reflection. This produces the principal finding, which is a research-based foundational template for educational software development methodologies. Recommendations for Practitioners: Focusing introductory undergraduate computing courses on a programming syllabus without giving adequate support to problem solving may hinder students in their attainment of development skills. Therefore, providing a structured methodology is necessary as it equips students with essential problem-solving skills and ensures they develop good development practices from the start, which is crucial to ensuring undergraduate success in their studies and beyond. Recommendation for Researchers: The creation of educational software development methodologies with tool support is an under-researched area in undergraduate education. The template produced by this research can serve as a foundational conceptual model for researchers to create concrete tools to better support computing undergraduates. Impact on Society: Improving the educational value and experience of software development undergraduates is crucial for society once they graduate. They drive innovation and economic growth by creating new technologies, improving efficiency in various industries, and solving complex problems. Future Research: Future research should concentrate on using the template produced by this research to create a concrete educational methodology adapted to suit a specific programming paradigm, with an associated learning tool that can be used with first-year computing undergraduates.

Aim/Purpose: Despite playing a critical role in shaping the future, 70% of undergraduate engineers report low levels of motivation. Student disengagement and a lack of ownership of their learning are significant challenges in higher education, specifically engineering students in the computer science department. This study investigates the various causes of these problems among first-year undergraduate engineers. Background: Student disengagement has become a significant problem, especially in higher education, leading to reduced academic performance, lower graduation rates, and less satisfaction with learning. The study intends to develop approaches that encourage a more interesting and learner-motivated educational environment. Methodology: This research uses a mixed methods approach by combining quantitative data from a survey-based questionnaire with qualitative insights from focus groups to explore intrinsic and extrinsic motivators, instructional practices, and student perceptions of relevance and application of course content. The aim of this method is to make an all-inclusive exploration into undergraduate engineering students’ perspectives on factors contributing to this disengagement and the need for more ownership. Contribution: Inculcating passion for engineering among learners seems demanding, with numerous educational programs struggling with issues such as a lack of interest by students and no personal investment in learning. Understanding the causes is of paramount importance. The study gives suggestions to help teachers or institutions create a more engaged and ownership-based learning environment for engineering students. Findings: The findings revealed a tangled web influencing monotonous teaching styles, limited opportunities and applications, and a perceived gap between theoretical knowledge and real-world engineering problems. It emphasized the need to implement more active learning strategies that could increase autonomy and a stronger sense of purpose in their learning journey. It also highlights the potential use of technology in promoting student engagement and ownership. Further research is needed to explore optimal implementation strategies for online simulations, interactive learning platforms, and gamification elements in the engineering curriculum. Recommendations for Practitioners: It highlights the complex interplay of intrinsic and extrinsic motivation factors and the need to re-look at instructional practice and emphasize faculty training to develop a more student-centered approach. It also stresses the need to look into the relevance and application of the course content. Recommendation for Researchers: More work needs to be done with a larger, more diverse sample population across multiple institutions and varied sociocultural and economic backgrounds. Impact on Society: Enhancing learners’ educational experience can result in creating a passionate and competent team of engineers who can face future obstacles fearlessly and reduce the production of half-baked graduates unprepared for the profession’s challenges. Future Research: Conduct long-term studies to assess the impact of active learning and technology use on student outcomes and career readiness. Investigate scaling up successful strategies across diverse engineering programs. See if promising practices work well everywhere.

The purpose of this paper was to explore the current and potential use of Facebook for learning purposes by Jordanian university students. The paper attempted to compare such use with other uses of Facebook. Further, the paper investigated Jordanian university students’ attitudes towards using Facebook as a formal academic tool, through the use of course-specific Facebook groups. To that end, quantitative data were collected from a sample of 451 students from three Jordanian public universities. Findings indicated that the vast majority of Jordanian students had Facebook accounts, which echoes its popularity amongst Jordanian youth compared to other types of online social networking sites. While both “social activities” and “entertainment” were the primary motivators for Jordanian students to create and use Facebook accounts, a growing number of them were using Facebook for academic purposes too. Further, Jordanian students had a positive attitude toward the use of “Facebook groups” as an educational tool for specific courses, and under specific conditions. Based on its findings, the paper provides suggestions for Jordanian higher institutions to invest in the application of Facebook as a formal academic tool.

This study examined a professional development program designed to support Civics teachers in their efforts to promote empathy among Israeli Jewish students towards Israeli Arabs. The design rationale for the program is that teachers should experience empathic processes themselves before supporting their students in such an endeavor and that meaningful empathic processes can occur online if activities are properly designed. All phases of the program were designed to support teachers to participate as part of an online community of practice. Sixty Jewish teachers participated in two iterations of the design study. Refinements were made in the second iteration to provide teachers with explicit definitions of empathy and specific instructions for reflection. Findings indicate that these changes were reflected in higher degrees of empathic responses among teachers. Teachers also indicated that being a part of an online learning community contributed to the learning process they experienced during the program. We interpret this as a first step in enabling teachers to assist their students to develop a more empathetic approach toward the minority group and conclude with a discussion of recommended design principles for promoting such an approach.

Aim/Purpose: Our research focuses on a unique group a students, who study CS: ultra-orthodox Jewish men. Their previous education is based mostly on studying Talmud and hence they lacked a conventional high-school education. Our research goal was to examine whether their prior education is merely a barrier to their CS studies or whether it can be recruited to leverage academic learning. Background: This work is in line with the growing interest in extending the diversity of students studying computer science (CS). Methodology: We employed a mixed-methods approach. We compared the scores in CS courses of two groups of students who started their studies in the same college in 2015: 58 ultraorthodox men and 139 men with a conventional background of Israeli K-12 schooling. We also traced the solution processes of ultraorthodox men in tasks involving Logic, in which their group scored significantly better than the other group. Contribution: The main contribution of this work lies in challenging the idea that the knowledge of unique cultures is merely a barrier and in illustrating the importance of further mapping such knowledge. Findings: The ultraorthodox group’s grades in the courses never fell below the grades of the other group for the duration of the five semesters. Due to their intensive Talmud studies (which embeds Logic), we hypothesized they would have leverage in subjects relating to Logic; however this hypothesis was refuted. Nevertheless, we found that the ultraorthodox students tended to recruit conceptual knowledge rather than merely recalling a procedure to solve the task, as novices often do. Recommendations for Practitioners: We concluded that these students’ unique knowledge should not be viewed merely as a barrier. Rather, it can and should be considered in terms of what and how it can anchor and leverage learning; this could facilitate the education of this unique population. Impact on Society: This conclusion has an important implication, given the growing interest in diversifying higher education and CS in particular, to include representatives of groups in society that come from different, unique cultures. Future Research: Students’ unique previous knowledge can and should be mapped, not only to foresee weaknesses that are an outcome of “fragile knowledge” , but also in terms of possible strengths, knowledge, values, and practices that can be used to anchor and expand the new knowledge.

Aim/Purpose: The research work investigated the information seeking process of undergraduates in a specialised university in Nigeria, in the course of a group assignment. Background: Kuhlthau’s Information Search Process (ISP) model is used as lens to reveal how students interact with information in the affective, cognitive and physical realms. Methodology: Qualitative research methods were employed. The entire seventy-seven third year students in the Department of Petroleum and Natural Gas and their course lecturer were the participants. Group assignment question was analysed using Bloom’s Taxonomy while the information seeking process of the students was garnered through dialogue journaling on WhatsApp Messenger. Contribution: The research explicates how students’ information seeking behaviour can be captured beyond the four walls of a classroom by using a Web 2.0 tool such as WhatsApp Messenger. Findings: The apparent level of uncertainty, optimism, and confusion/doubt common in the initiation, selection, and exploration phases of the ISP model and low confidence levels were not markedly evident in the students. Consequently, Kuhlthau’s ISP model could not be applied in its entirety to the study’s particular context of teaching and learning due to the nature of the assignment. Recommendations for Practitioners: The study recommends that the Academic Planning Unit (APU) should set a benchmark for all faculties and, by extension, the departments in terms of the type/scope and number of assignments per semester, including learning outcomes. Recommendation for Researchers: Where elements of a guided approach to learning are missing, Kuhlthau’s ISP may not be employed. Therefore, alternative theory, such as Theory of Change could explain the poor quality of education and the type of intervention that could enhance students’ learning. Impact on Society: The ability to use emerging technologies is a form of literacy that is required by the 21st century work place. Hence, the study demonstrates students’ adaptation to emerging technology. Future Research: The study is limited to only one case site. It would be more helpful to the Nigerian society to have this study extended to other universities for the purpose of generalisation and appropriate intervention.

Aim/Purpose: This article aimed to design and evaluate a pedagogical technique for altering students’ classroom digital multitasking behaviors. The technique we designed and evaluated is called course-based undergraduate research experience (CURE). With this technique, the students wrote a research article based on a multitasking experiment that the instructor conducted with the students. The students conducted a literature review, developed their own research questions, they analyzed experiment data, and presented results. This study evaluated the how the CURE contributed to student multitasking behavior change. Background: Multitasking is defined as doing more than one thing at a time. Multitasking is really the engagement in individual and discrete tasks that are performed in succession. Research showed that students multitasked very often during courses. Researchers indicated that this was a problem especially for online teaching, because when students went online, they tended to multitask. Extant research indicated that digital multitasking in class harmed student performance. Multiple studies suggested that students who multitasked spent more time finishing their tasks and made more mistakes. Regardless of students’ gender or GPA, students who multitasked in class performed worse and got a lower grade than those who did not. However, little is known about how to change students’ digital multitasking behaviors. In this study, we used the transtheoretical model of behavior change to investigate how our pedagogical technique (CURE) changed students’ digital multitasking behaviors. Methodology: Using a course-based undergraduate research experience design, a new classroom intervention was designed and evaluated through a content analysis of pre- and post-intervention student reflections. As part of the course-based undergraduate research experience design, the students conducted a literature review, developed their own research questions, they analyzed experiment data, and presented results. This study evaluated the how teaching using a course-based undergraduate research experience contributed to student multitasking behavior change. Transtheoretical model of behavior change was used to investigate how our pedagogical technique changed students’ digital multitasking behaviors. Contribution: The paper described how teaching using a course-based undergraduate research experience can be used in practice. Further, it demonstrated the utility of this technique in changing student digital multitasking behaviors. This study contributed to constructivist approaches in education. Other unwanted student attitudes and behaviors can be changed using this approach to learning. Findings: As a result of CURE teaching, a majority of students observed the negative aspects of multitasking and intended to change their digital multitasking behaviors. Sixty-one percent of the participants experienced attitude changes, namely increased negative attitude towards multitasking in class. This is important because research found that while both students and instructors believed off-task technology use hinders learning, their views differed significantly, with more instructors than students feeling strongly that students’ use of technology in class is a problem. Moreover, our study showed that with teaching using CURE, it is possible to move the students on the ladder of change as quickly as within one semester (13 weeks). Seventy-one percent of the students reported moving to a higher stage of change post-intervention. Recommendations for Practitioners: Faculty wishing to curb student digital multitasking behaviors may conduct in-class experimentation with multitasking and have their students write a research report on their findings. Course-based undergraduate research experiences may make the effects of digital multitasking more apparent to the students. The students may become more aware of their own multitasking behaviors rather than doing them habitually. This technique is also recommended for those instructors who would like to introduce academic careers as a potential career option to their students. Recommendation for Researchers: Researchers should explore changing other unwanted undergraduate student behaviors with course-based undergraduate experiences. Researchers may use the transtheoretical model of change to evaluate the effectiveness of techniques used to change behaviors. Impact on Society: The negative outcomes of digital multitasking are not confined to the classroom. Digital multitasking impacts productivity in many domains. If techniques such as those used in this article become more common, changes in multitasking intentions could show broad improvements in productivity across many fields. Future Research: This paper constitutes a pilot study due to the small convenience sample that is used for the study. Future research should replicate this study with larger and randomized samples. Further investigation of the CURE technique can improve its effectiveness or reduce the instructor input while attaining the same behavioral changes.

Den kun 55-årige danske kronprins skal om få uger være konge. Det har hans mor bestemt. En egoistisk beslutning uden hensyn til barnets tarv, mener RokokoPostens ekspert. 

Indlægget Uansvarlige Margrethe: Frederik alt for ung til at blive konge blev først udgivet på RokokoPosten.

Are contractors who pay their employees cash or who misclassify their workers as “subcontractors” for the purpose of avoiding taxes, worker compensation insurance cutting into your business?

Blacksburg, VA — Researchers at Virginia Tech have launched a project aimed at boosting the effectiveness of dust scrubbers in underground mining to enhance dust control and improve miner safety.

Washington – Demolition and underground construction employers must follow the same requirements for crane and derrick use as those in other construction sectors, OSHA said in a final rule issued April 23.

Washington — In response to recent questions from the mining community, the Mine Safety and Health Administration has issued a program policy letter intended to clarify requirements for providing emergency escapeways for underground metal and nonmetal miners.

Washington — The Mine Safety and Health Administration has scheduled a public meeting and extended the comment period on a program policy letter intended to clarify requirements for providing emergency escapeways for underground metal and nonmetal miners, in response to stakeholder requests.

Arlington, VA — Prompted by a fire on a diesel-powered water car in May, the Mine Safety and Health Administration has issued a safety alert addressing fire hazards associated with diesel equipment in underground mines.

Washington — After weighing public and stakeholder input, the Mine Safety and Health Administration has rescinded a program policy letter intended to clarify requirements for providing emergency escapeways for underground metal and nonmetal miners, determining that the clarification “is not needed.”

Arlington, VA — MSHA describes four separate incidents that occurred between Sept. 26 and Oct. 16 in which workers were pinned between mobile equipment and a coal rib.

The formula has effectively relieved brain fog, helped combat daily fatigue and muscle weakness, and with 100% transparent full ingredient labeling, including how much to take.

EverGrain Ingredients, a barley fiber and protein ingredient company backed by Anheuser-Busch InBev, offers ingredients that aim to enable a new benchmark for limited water use, emissions, and land use while ensuring better nutrition and taste. 

AssurGrip Rx vinyl flooring provides support and safety for commercial surfaces. 

Children's Geographies; 03/04/2023
(AN 162913694); ISSN: 14733285
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