Project C.O.R.E.: Coaching Opportunities with Real Experiences

Retention and graduation rates of VCU men of color (MOC) is significantly lower than white men and women of color. Due to demonstrated significant attrition occurring after the sophomore year, Project C.O.R.E. (Coaching Opportunities with Real Experiences) is proposed as a sophomore-focused program that builds upon an existing freshman course on professional development for MOC. While the first-year course introduces students to a VCU support network, Project C.O.R.E. aims to increase university retention by expanding the student support network to members of the local community. Students are paired with community coaches, predominantly VCU alumni, to enhance their career and life-skills development. This program provides continued community, guidance, and support to encourage MOC to continue on the path to graduation

Sensor Web Interoperability Testbed Results Incorporating Earth Observation Satellites

This paper describes an Earth Observation Sensor Web scenario based on the Open Geospatial Consortium s Sensor Web Enablement and Web Services interoperability standards. The scenario demonstrates the application of standards in describing, discovering, accessing and tasking satellites and groundbased sensor installations in a sequence of analysis activities that deliver information required by decision makers in response to national, regional or local emergencies

An Intervention Study on Mindfulness Meditation and Mindfulness, Stress, Flourishing, and Academic Achievement in a First-Year Experience Seminar

This study investigated the two research questions, 1) what are the relationships among the pretest latent variables mindfulness, stress, and flourishing and the manifest variables GPA and retention in first-year college students in a first-year experience seminar and 2) will there be differences in mindfulness, stress, flourishing, GPA, and retention between groups of students in a first-year experience seminar who received a brief mindfulness intervention and those who did not? To answer these questions, the author analyzed secondary data collected from 373 first-year college students at a large public research university who took Introduction to the University (UNIV 101). The study was a repeated-measures quasi-experimental nonequivalent control groups design. Eighteen instructors across 35 class sections volunteered to provide the intervention in their class, 248 first-year students (66%) made up the mindfulness group, and 125 first-year students (35%) made up the comparison group. Women made up 70% (n = 261) of the sample and males made up 30% (n = 112). Pretests and posttests included demographics, the Mindful Attention Awareness Scale (MAAS), the Perceived Stress Scale (PSS), the Flourishing Scale (FS), and questions asking about prior mindfulness experience (pretest) and current and potential future practices (posttest). Chi-squared tests and t-tests evaluated variances between groups in demographics and outcome variables. Only gender varied significantly. Bivariate Pearson’s correlations of the latent variables showed 1) a significant positive relationship between mindfulness and flourishing and 2) significant negative relationships between stress and both mindfulness and flourishing. Simple regression analyses for the pretest latent variables with GPA showed a significant positive predictive relationship only between pretest flourishing and Spring GPA. The same tests run with the posttest latent variables showed 1) significant positive predictive relationships between GPA and both mindfulness and flourishing and 2) significant negative predictive relationships between stress and GPA. Only posttest flourishing positively predicted retention. For question two, a multilevel model controlling for class sections and gender showed no significant differences in any outcome variable between either group. A post hoc analysis showed that all students had significant decreases in mindfulness and flourishing at the end of the semester and a significant increase in stress

Geo-Ontology Tools – the missing link

Numerous authors have presented ontology building tools that have all been developed as part of academic projects and that are usually adaptations of more generic tools for geo-spatial applications. While we trust that these tools do their job for the special purpose they have been built, the GIScience user community is still a long way away from off-the-shelf ontology builders that can be used by GIS project managers. In this article, we present a comparative study of ontology building tools described in some twenty peer-reviewed GIScience journal articles. We analyze them from the perspective of two application domains, crime analysis and transportation/land use. For the latter, we developed a database schema, which is substantially different from the three main templates commonly used. The crime analysis application uses a rule base for an agent-based model that had no precursor. In both cases, the currently available set of tools cannot replace manual coding of ontologies for use with ESRI-based application software. Based on these experiences, we outline a requirements list of what the tools described in the first part of the article are missing to make them practical from an applications perspective. The result is an R&D agenda for this important aspect of GIScience

Keynote Address for 6th International Symposium on Digital Earth

NASA is committed to collaborating with not only our National Partners but also with our International Partners to help make our world a better place. We do this through the sharing of our discoveries and working together so that we can address uncertainties in predictions and forecasts that impact how we live on our home planet. NASA is committed to a Digital Earth as it enables our research to focus on cross disciplinary analysis. The mainstream Information Technologies along with the Digital Earth concepts have allowed this interdisciplinary research that is so critical to societal benefits. The technologies have been discovered and in many cases implemented, but we must forge ahead together to continue to advance all that is possible to fully extend our earth observations for the sake of humankind

The Impact of Dosage on a Mindfulness Intervention With First-Year College Students

While mindfulness intervention research is prevalent, it is limited in (1) relation to college students’ grade point average (GPA) and retention and (2) minimum dosage recommended for the intervention. This repeated-measures quasi-experimental nonequivalent control groups study investigated differences in mindfulness, stress, flourishing, GPA, and retention between students ( n = 248) in first-year experience seminars who received a brief mindfulness intervention and the comparison group ( n = 125) who did not receive the intervention. The intervention consisted of three- to five-minute mindfulness exercises at the beginning of class that met once a week. In contrast to results of previous studies, this study—when controlling for class sections and gender—showed no significant differences in any outcome variable between groups. These results provide important evidence that a mindfulness dosing limit might exist. A post hoc binary logistic regression supported previous findings that GPA predicts retention. Implications are discussed in regard to college administrators, faculty, and student affairs professionals. </jats:p