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"A comics anthology that illustrates the complicated and multiple experiences of human reproduction and explores comics within the growing field of graphic medicine"--

This mixed-methods study, including quantitative and qualitative measures, evaluated how a flipped classroom learning environment that included a hands-on experiential skills lab to teach play therapy improved student’s knowledge, attitude, and skills related to play therapy. Participating students (n = 18) completed the Play Therapy Knowledge, Attitudes, and Skills Survey (PTKASS) at the beginning and the end of the course. Students also reflected upon their experience in the skills lab each week in anonymous online feedback journals, which were analyzed at the conclusion of the semester for common themes by multiple coders. Students scores were significantly different on all subscales of the PTKASS: attitude (p = .0012), knowledge (p < .001), with the biggest growth in the skills subscale (p < .001). Through concurrent triangulation, these differences directly correlated to relevant qualitative themes that emerged from student feedback journals. The results of this study indicate strong support for the flipped classroom as an opportunity to develop graduate students’ knowledge, attitudes, and skills in play therapy. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

The present study employs an audience-centered approach to examine motivations for mobile fitness app use. We explicate and test an Integrated Technology Adoption model, which incorporates perspectives on competition, self-esteem, self-efficacy, and audience uses and gratifications. An online survey of 469 respondents reveals that app adoption intentions were predicted by internal competition orientations and gratifications, exercise self-efficacy, social utility motives, and attitudes toward the app. External competition decreased behavioral intentions related to app use. Study results thus provide support for an integrative model linking social cognitive factors with a new set of mobile app uses and gratifications.

This textbook covers digital design, fundamentals of computer architecture, and assembly language. The book starts by introducing basic number systems, character coding, basic knowledge in digital design, and components of a computer. The book goes on to discuss information representation in computing; Boolean algebra and logic gates; sequential logic; input/output; and CPU performance. The author also covers ARM architecture, ARM instructions and ARM assembly language which is used in a variety of devices such as cell phones, digital TV, automobiles, routers, and switches. The book contains a set of laboratory experiments related to digital design using Logisim software; in addition, each chapter features objectives, summaries, key terms, review questions and problems. The book is targeted to students majoring Computer Science, Information System and IT and follows the ACM/IEEE 2013 guidelines. • Comprehensive textbook covering digital design, computer architecture, and ARM architecture and assembly • Covers basic number system and coding, basic knowledge in digital design, and components of a computer • Features laboratory exercises in addition to objectives, summaries, key terms, review questions, and problems in each chapter

The Ferrar Large Igneous Province forms a linear outcrop belt for 3250 km across Antarctica, which then diverges into SE Australia and New Zealand. The province comprises numerous sills, a layered mafic intrusion, remnants of extensive lava fields and minor pyroclastic deposits. High-precision zircon geochronology demonstrates a restricted emplacement duration ( < 0.4 myr) at c. 182.7 Ma, and geochemistry demonstrates marked coherence for most of the Ferrar province. Dyke swarms forming magma feeders have not been recognized, but locally have been inferred geophysically. The emplacement order of the various components of the magmatic system at supracrustal levels has been inferred to be from the top-down lavas first, followed by progressively deeper emplacement of sills. This order was primarily controlled by magma density, and the emptying of large differentiated magma bodies from depth. An alternative proposal is that the magma transport paths were through sills, with magmas moving upwards to eventually reach the surface to be erupted as extrusive rocks. These two hypotheses are evaluated in terms of field relationships and geochemistry in the five regional areas where both lavas and sills crop out. Either scenario is possible in one or more instances, but neither hypothesis applies on a province-wide basis. © 2018 The Author(s).

Our study focuses on Choice and Evaluation, two of Mohan's knowledge structures to uncover how teachers and students across content areas developed disciplinary knowledge through classroom talk. Participants included in-service teachers and their students in rural and urban secondary schools in the Eastern and Western US. Through Choice and Evaluation, we examined opportunities for students across four disciplines to build up their knowledge of content matter or field. Findings revealed that teachers of math and science built students' field knowledge through classroom exploration, eliciting Evaluation in dialogic patterns involving Choice, while social studies and language arts teachers helped students implicitly use Choice/Evaluation through projects based on their previous experiences. The essential role of student background knowledge in enabling participation across different types of oral exchanges is shown. This study uncovers tendencies across classrooms and makes linguistically informed suggestions for teachers in the disciplines.

Despite their entree into the physical space of general education classrooms and the expected instruction of the core academic standards, students with disabilities may still be excluded. Successful inclusion requires a commitment at district, school and classroom level. The attitude of the general education teacher toward the inclusion of students with disabilities is a critical component in the success of inclusionary efforts. The attitudes toward teaching all students (ATTAS-mm) instrument are a nine-item scale with strong reliability and validity that measures educator attitudes. The three subscales: believing all students can succeed in general education classrooms (cognitive), developing personal and professional relationships (affective), and creating an accepting environment for all students to learn (behavioral) explain nearly 80% of the variance in scores. The unstandardized Cronbach alpha for the entire ATTAS-mm scale was 0.83. The three subscales also demonstrated acceptable reliability values (Cognitive, 0.72; Affective, 0.93; Behavioral, 0.84). With strong internal reliability and validity established through a panel of experts and alignment with cognitive psychology literature, the ATTAS-mm was determined to be a valid and reliable instrument for measuring the attitudes toward teaching all students. © 2018 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.

This paper examines the sources of economic nationalism by a closer examination of the theory and policy of international trade, originating in the 19th century. We compare and contrast the views of British classical writers, the main proponents of trade liberalism, with the writings of Friedrich List, the main proponent of economic nationalism. The focus is on the distributional implications of trade, and the treatment of the benefits that a poor country may derive from trading with a rich country in 19th century economic thought. We also review the current literature on economic nationalism, and find that alternative perspectives emerge from differing views on the benefits and drawbacks of globalisation. We argue that List's approach remains relevant to understanding contemporary economic nationalism because it highlights a historical context in which the adverse distributional implications of foreign trade are likely to provoke nationalist sentiment. © 2018 Inderscience Enterprises Ltd.

We are conducting a search for binary companions around 11 hot-Jupiter hosts from the Kilodegree Extremely Little Telescope (KELT) survey and a large comparison sample of stars shown by KELT to not host a transiting hot Jupiter. The primary stars are bright (7.5 < V < 11) and of similar distance from Earth (100 < d < 300 pc). In this paper, we present the results of our observations using the Differential Speckle Survey Instrument. We observed 9 of the 14 KELT planet hosts that are visible from the northern hemisphere and 51 comparison stars, discovering two new potential companions and re-observing two previously known possible binary systems and one confirmed binary system. We provide an estimate of the chance alignment probability for our observed candidate binaries. © 2017 The American Astronomical Society. All rights reserved.

Animal characters abound in graphic narratives ranging from Krazy Kat and Maus to WE3 and Terra Formars. Exploring these and other multispecies storyworlds presented in words and images, Animal Comics draws together work in comics studies, narrative theory, and cross-disciplinary research on animal environments and human-animal relationships to shed new light on comics and graphic novels in which animal agents play a significant role. At the same time, the volume's international team of contributors show how the distinctive structures and affordances of graphic narratives foreground key questions about trans-species entanglements in a more-than-human world. The writers/artists covered in the book include: Nick Abadzis, Adolpho Avril, Jeffrey Brown, Sue Coe, Matt Dembicki, Olivier Deprez, J. J. Grandville, George Herriman, Adam Hines, William Hogarth, Grant Morrison, Osamu Tezuka, Frank Quitely, Yu Sasuga, Charles M. Schultz, Art Spiegelman, Fiona Staples, Ken'ichi Tachibana, Brian K. Vaughan, and others.

A main goal of NASA's Kepler Mission is to establish the frequency of potentially habitable Earth-size planets (). Relatively few such candidates identified by the mission can be confirmed to be rocky via dynamical measurement of their mass. Here we report an effort to validate 18 of them statistically using the BLENDER technique, by showing that the likelihood they are true planets is far greater than that of a false positive. Our analysis incorporates follow-up observations including high-resolution optical and near-infrared spectroscopy, high-resolution imaging, and information from the analysis of the flux centroids of the Kepler observations themselves. Although many of these candidates have been previously validated by others, the confidence levels reported typically ignore the possibility that the planet may transit a star different from the target along the same line of sight. If that were the case, a planet that appears small enough to be rocky may actually be considerably larger and therefore less interesting from the point of view of habitability. We take this into consideration here and are able to validate 15 of our candidates at a 99.73% (3σ) significance level or higher, and the other three at a slightly lower confidence. We characterize the GKM host stars using available ground-based observations and provide updated parameters for the planets, with sizes between 0.8 and 2.9 R ⊕. Seven of them (KOI-0438.02, 0463.01, 2418.01, 2626.01, 3282.01, 4036.01, and 5856.01) have a better than 50% chance of being smaller than 2 R ⊕ and being in the habitable zone of their host stars. © 2017. The American Astronomical Society. All rights reserved..