RESUMEN
Online instruction has become increasingly a commonplace in higher education, broadly and within the field of behavior analysis. Given the increased availability of online instruction, it is important to establish how learning outcomes are influenced by various teaching methods, in order to effectively train the next generation of behavior analysts. This study used a between-group design to evaluate the use of asynchronous online class discussion. Results indicate greater group mean performance on quizzes for students who were required to participate in asynchronous discussion as a component of instruction.Demonstration of the effectiveness of a typical component of online instructionProcedures can be used to evaluate instructional methods in behavior analytic courseworkAsynchronous online discussion is a promising component of online courseworkActive learning pedagogy is more effective when compared with passive learning pedagogy.
RESUMEN
Law enforcement agencies stress that public reporting of terror-related crime is the predominant means for disrupting these actions. However, schools may be unprepared because the majority of the populace may not understand the threat of suspicious materials or what to do when they are found on school grounds. The purpose of this study was to systematically teach preschool children to identify and report suspicious packages across three experiments. In the first experiment, we used multiple exemplar training to teach children to identify the characteristics of safe and unsafe packages. In the second experiment, we taught participants to identify the locations where packages should be considered unsafe. Finally, in the third experiment, we used behavioral skills training to teach participants to avoid touching unsafe packages, leave the area where they were located, and report their discovery to an adult. Results suggest the participants quickly developed these skills. Implications for safety skills in young school children are discussed.
Asunto(s)
Conducta Infantil/psicología , Seguridad , Enseñanza , Preescolar , Femenino , Humanos , MasculinoRESUMEN
Catastrophic events offer unique opportunities to study rapid population response to stress in natural settings. In concert with genetic variation, epigenetic mechanisms may allow populations to persist through severe environmental challenges. In 2010, the Deepwater Horizon oil spill devastated large portions of the coastline along the Gulf of Mexico. However, the foundational salt marsh grass, Spartina alterniflora, showed high resilience to this strong environmental disturbance. Following the spill, we simultaneously examined the genetic and epigenetic structure of recovering populations of S. alterniflora to oil exposure. We quantified genetic and DNA methylation variation using amplified fragment length polymorphism and methylation sensitive fragment length polymorphism (MS-AFLP) to test the hypothesis that response to oil exposure in S. alterniflora resulted in genetically and epigenetically based population differentiation. We found high genetic and epigenetic variation within and among sites and found significant genetic differentiation between contaminated and uncontaminated sites, which may reflect nonrandom mortality in response to oil exposure. Additionally, despite a lack of genomewide patterns in DNA methylation between contaminated and uncontaminated sites, we found five MS-AFLP loci (12% of polymorphic MS-AFLP loci) that were correlated with oil exposure. Overall, our findings support genetically based differentiation correlated with exposure to the oil spill in this system, but also suggest a potential role for epigenetic mechanisms in population differentiation.