Teaching Tip: developing an intercollegiate Twitter forum to aid student exam study and the development of digital professionalism

#VetFinals has been developed as a novel online Twitter teaching event designed to support intercollegiate veterinary teaching using social media. Previous studies in other fields have suggested that Twitter use within universities may have benefits for undergraduate education. This “teaching tip” paper describes a project using Twitter to host online exam study sessions. The project has been a highly successful collaborative effort between the Royal Veterinary College and Nottingham Veterinary School in the UK. Over 4 years, the #VetFinals project has developed into a long-term, self-sustaining enterprise. This initiative provides a semi-structured means for student exam preparation with direct real-time input from a faculty member. It also creates a network of peers both horizontally across institutions and vertically throughout year groups. Based on similar initiatives in other disciplines, an anticipated outcome of this project was to contribute to student online professionalism. This could help address the veterinary community's recently highlighted problems with professional conduct and appropriate use of social media. Analysis of the success of this endeavor will be available in a future publication

Preservice Teacher Socialization For Social Justice: Exploring Stances and Enactments of Social Justice Pedagogies

This multicase study examined the socialization experiences of four preservice high school English teachers from four different Midwestern teacher education programs to understand how their acculturative and professional socialization experiences influenced their social justice beliefs. This study also examined how participants’ most salient social justice beliefs took shape within their social justice stances, mission-oriented approaches to enact social justice pedagogies like culturally responsive teaching, antiracist pedagogy, and culturally sustaining pedagogy within their classrooms. This study was framed by occupational socialization theory and critical race theory. Data were collected from the Learning to Teach for Social Justice Belief Scale, interviews, and artifact stimulated recalls composed of lesson plans, assignments, student work, and supplemental texts. Quantitative data were analyzed via descriptive statistics for survey response questions. Qualitative data were analyzed through open and axial coding to produce themes. Cross-case analysis findings revealed that participants’ meaningful experiences with diverse communities, races, ethnicities, and activism played significant roles in shaping the social justice stances they developed within their teacher education programs. Participants who experienced the most comprehensive social justice- oriented curricula were best equipped to support racially, culturally, and linguistically diverse students. Participants displayed low self-efficacy for identifying their positionality as White allies and discussing racism with their BIPOC students. Analysis resulted in the construction of the Social Justice Stance Teacher Typology Framework, a tool composed of eight archetypal social justice stances underscoring specific beliefs, pedagogies, and actions to support racial, cultural, and linguistic student diversity. Participants’ stances included curriculum reformer, historian, counselor, caregiver, philosopher, activist, community organizer, and team builder. Implications for preservice teacher programs are to coordinate meaningful experiences with diversity and activism with their curriculum, to explicitly teach students how to differentiate a variety of social justice pedagogies throughout scope and sequence of programmatic curriculum, and to explicitly model and provide resources to improve preservice teachers’ ability to discuss racism and their positionalities as allies in classrooms

Higher media multi-tasking activity is associated with smaller gray-matter density in the anterior cingulate cortex

Media multitasking, or the concurrent consumption of multiple media forms, is increasingly prevalent in today’s society and has been associated with negative psychosocial and cognitive impacts. Individuals who engage in heavier media-multitasking are found to perform worse on cognitive control tasks and exhibit more socio-emotional difficulties. However, the neural processes associated with media multi-tasking remain unexplored. The present study investigated relationships between media multitasking activity and brain structure. Research has demonstrated that brain structure can be altered upon prolonged exposure to novel environments and experience. Thus, we expected differential engagements in media multitasking to correlate with brain structure variability. This was confirmed via Voxel-Based Morphometry (VBM) analyses: Individuals with higher Media Multitasking Index (MMI) scores had smaller gray matter density in the anterior cingulate cortex (ACC). Functional connectivity between this ACC region and the precuneus was negatively associated with MMI. Our findings suggest a possible structural correlate for the observed decreased cognitive control performance and socio-emotional regulation in heavy media-multitaskers. While the cross-sectional nature of our study does not allow us to specify the direction of causality, our results brought to light novel associations between individual media multitasking behaviors and ACC structure differences

Academic Performance and Behavioral Patterns

Identifying the factors that influence academic performance is an essential part of educational research. Previous studies have documented the importance of personality traits, class attendance, and social network structure. Because most of these analyses were based on a single behavioral aspect and/or small sample sizes, there is currently no quantification of the interplay of these factors. Here, we study the academic performance among a cohort of 538 undergraduate students forming a single, densely connected social network. Our work is based on data collected using smartphones, which the students used as their primary phones for two years. The availability of multi-channel data from a single population allows us to directly compare the explanatory power of individual and social characteristics. We find that the most informative indicators of performance are based on social ties and that network indicators result in better model performance than individual characteristics (including both personality and class attendance). We confirm earlier findings that class attendance is the most important predictor among individual characteristics. Finally, our results suggest the presence of strong homophily and/or peer effects among university students

The Effect of Gender, Ethnicity, and Income on College Students\u27 Use of Communication Technologies

Because campus officials are relying on personal communication technologies to communicate with students, a question arises about access and usage. Although communication technologies are popular among college students, some evidence suggests that differences exist in ownership and use. We examined patterns of student ownership and use of cell phones and use of instant messaging, focusing on three predictors of digital inequality: gender, ethnicity, and income. Logistic and hierarchical linear regression analyses were used to analyze results from 4,491 students. The odds that female and white students owned cell phones were more than twice as high as for men and African-American students. Students in the $100,000–$149,000 per year income bracket were more than three times as likely to own a cell phone than those from the median bracket. However, being female, African-American, and/or from the highest income brackets was positively predictive of the number of text messages sent and the amount of time spent talking on a cell phone per week. We found no differences between students on the use of instant messaging. Implications of these results, as well as areas for further research, are provided

The Effect of Gender, Ethnicity, and Income on College Students\u27 Use of Communication Technologies

Because campus officials are relying on personal communication technologies to communicate with students, a question arises about access and usage. Although communication technologies are popular among college students, some evidence suggests that differences exist in ownership and use. We examined patterns of student ownership and use of cell phones and use of instant messaging, focusing on three predictors of digital inequality: gender, ethnicity, and income. Logistic and hierarchical linear regression analyses were used to analyze results from 4,491 students. The odds that female and white students owned cell phones were more than twice as high as for men and African-American students. Students in the $100,000–$149,000 per year income bracket were more than three times as likely to own a cell phone than those from the median bracket. However, being female, African-American, and/or from the highest income brackets was positively predictive of the number of text messages sent and the amount of time spent talking on a cell phone per week. We found no differences between students on the use of instant messaging. Implications of these results, as well as areas for further research, are provided

Revista de Vertebrados de la Estación Biológica de Doñana

Ritmo diario de actividad social en (Gambusia affinis)Sobre la herpetofauna de la Sierra de Estrella (Portugal) con especial referencia a Coronella austriaca austriaca y Vipera latastiNuevos datos sobre la distribución geográfica de los anfibios y reptiles ibéricosBiogeografía en la evolución de un grupo de formas de Coluber en el Paleártico OccidentalDatos sobre la alimentación de ofidiosEstructura de las galerías de nidificación del Abejaruco (Merops apiaster) en DoñanaComportamiento de la Perdiz Moruna ( Alectoris barbara) en cautividadEl paso otoñal de Sylvia borin y Sylvia conmmunis en la Reserva de DoñanaSobre el lirón Gris (Glis glis pyrenaicus Cabrera, 1908) en España.Sobre alimentación y biología de la Gineta (Genetta genetta lo) en EspañaEliomys quercinus valverdei, un nuevo lirón careto del noroeste de la Península IbéricaPeer reviewe

Liberal governmentality in Spain: bodies, minds, and the medical construction of the “outsider,” 1870–1910

This paper traces the fragility of the subject in the period extending from the aftermath of the Sexenio through to the early twentieth century. In particular, two case studies are focused upon: the question of gender “deviance” and the figure of the genius, in order to understand how medicine participated in the construction of “outsider” identities within the context of the emerging liberal order. How did liberal rationales exclude or curtail certain wayward expressions of identity and subjectivity? What consequences did the marking of “excessive” figures or outsiders have for notions of inclusiveness and citizenship within the late-nineteenth-century liberal order? By concentrating primarily on medical texts and journals published during the period, this study builds on existing research to tease out answers to these questions

The Rise and Fall of "Respectable" Spanish Liberalism, 1808-1923: An Explanatory Framework

The article focuses on the reasons behind both the consolidation of what I have termed “respectable” liberalism between the 1830s and the 1840s and its subsequent decline and fall between 1900 and 1923. In understanding both processes I study the links established between “respectable” liberals and propertied elites, the monarchy, and the Church. In the first phase these links served to consolidate the liberal polity. However, they also meant that many tenets of liberal ideology were compromised. Free elections were undermined by the operation of caciquismo, monarchs established a powerful position, and despite the Church hierarchy working with liberalism, the doctrine espoused by much of the Church was still shaped by the Counter-Reformation. Hence, “respectable” liberalism failed to achieve a popular social base. And the liberal order was increasingly denigrated as part of the corrupt “oligarchy” that ruled Spain. Worse still, between 1916 and 1923 the Church, monarch, and the propertied elite increasingly abandoned the liberal Monarchist Restoration. Hence when General Primo de Rivera launched his coup the rug was pulled from under the liberals’ feet and there was no one to cushion the fall

How to Make Educational Lemonade Out of a Didactic Lemon: The Benefits of Listening to Your Students

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/151359/1/ase1861.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/151359/2/ase1861_am.pd