In most cases, this ring-opening transformation proceeds with highregioselectivity, favoring nucleophilic attack at the more substituted position of theepoxide

Upon treatment with a catalytic amount of BF3·OEt2, the reactionbetween azulene derivatives and epoxides efficiently affords azulenylethanolderivative

Stereochemical studies support an SN2-type mechanism for the transformation.

Furthermore, a preliminary investigationrevealed that appropriately substituted oxetanes can also participate in this ring-opening reaction, delivering the correspondinghomologated alcohols under similar catalytic conditions.

In most cases, this ring-opening transformation proceeds with highregioselectivity, favoring nucleophilic attack at the more substituted position of theepoxide

Hence, in a translanguaging classroom, one language is used to reinforce the performance in otherlanguages and students learn many new words from each other which enrich their vocabulary.

. In thediscursive construction of creativity, the analysis reveals an emphasis on productive outcomesof creative efforts, positioning makers as designers, engineers, and the like, and raising ques-tions about other kinds of making that might be ignored in makerspaces. Finally, when dis-cussing learning, the analysis argues that polarized accounts present in the data set positionformal educational content, styles, and pedagogies in negative ways and oversimplify thedistinctions between formal and informal learning settings.

Elizabeth Tunstall

Bennett

Suchman

Turkle and Papert

Marshall

Star

Mackay

Ron Baecker

Lucy Suchman

Jacobs

Xia

Klemmer

John Dewey

Gibson

Polanyi

Sawyer

Schon

Wallas

Coughlan

Gabora

Guilford

An example result of the creative cognition approach is a cognitive model called Geneplore

Bacchi

Shneiderman’s design principles for creativity support tools

flow

Csikszentmihalyi’s characterization of creativity as flow

Boden’s conception of creativity as “exploration and play”

Therefore, similar to Ribes et al. in their study of domain [113], the epistemic positions we propose aim to provide conceptual tools for reasoning about different styles of organizing creativity-oriented research practices in HCI.

Harding

Cherry and Latulipe’s [30] work on the creativity support index (CSI)

a precise definition will adequately circumscribe creative work, marking out the part(s) of creative process or levels of expertise technology should support

Identifying this vagueness, Remy et al. [112] point out that creativity can simultaneously refer to the “creativity of the outcome”, “the usability of the tool itself”, or “the productivity of the process [as mediated through] CST”.

While not explicitly delineated, it can be gleaned from their literature review that different notions of creativity serve to encapsulate different epistemological commitments, which in turn influence the researchers’ analytical stance, objects of inquiry, methodological affinities, and design practices.

As argued by Harding [68], every concept has a “subject” and that subject has a standpoint, or “a perspective involving assumptions and values based on the kinds of activities [the subject] engages in”

Frich et al. [54] for example, discuss the absence of consensus regarding goals for CST, attributing it to insufficiently bounded creativity definitions. Remy et al. [112] also highlight the lack of theoretical grounding in evaluations of CST, which further contributes to the conceptual vagueness around the roles of computing in creative work.

Indeed, research has shown that the addition of such exemplars can enhance attention, engagement, and behavioral intent (Kim et al., 2012; Niederdeppe et al., 2011), suggesting that nonfictional narratives may also increase impact.

has been found in other studies (Kim et al., 2012; Murphy et al., 2011).

Finally, our research question explored how the three theoretical constructs of transportation, identification with specific characters, and emotion relate to the dependent variables of knowledge, attitudes, and behavioral intentions.

Previous research has found identification with narrative characters is positively related to change in cognition (Banerjee & Greene, 2012), attitudes (de Graaf, Hoken, Sanders, & Beentjes, 2011; Igartua & Barrios, 2012), and interpersonal discussion (Sood, 2002), as well as intentions and actual behavior (Moyer-Gusé, Chung, & Jain, 2011). Across various studies, identification has been conceptualized and operationalized in a variety of ways

nonnarratives “include expository and didactic styles of communication that present propositions in the form of reasons and evidence supporting a claim”

Moreover, in recent years researchers have argued that narratives and storytelling may be particularly effective for minority populations and racial/ethnic groups with a rich tradition of storytelling

Our findings raise the issue of global policy choices, with this research confirming that targeting the high emitters will be key. Staying within temperature limits of 1.5 °C or 2.0 °C is difficult without addressing the consequences of wealth growth.

However, it is often impossible to detect bottleneck events from song diversity due to the continued action of drift or withdrawal of learning

In a longitudinalstudy of African American students (Study 1), cross-groupfriendships with majority-group peers buffered studentshigh in RS-race from lack of belonging and dissatisfactionat their university. An experimental intervention (Study 2)that induced cross-group friendship replicated the findingsand established their specificity for minority-group stu-dents.

Cross-group friendship led to decreases incortisol reactivity (a hormonal correlate of stress; W. R. Lovallo & T. L. Thomas, 2000) over 3 friendshipmeetings among participants high in race-based rejection sensitivity (R. Mendoza-Denton, G. Downey,V. J. Purdie, A. Davis, & J. Pietrzak, 2002) and participants high in implicit prejudice (A. G. Greenwald,B. A. Nosek, & M. R. Banaji, 2003). Cross-group partners’ prior intergroup contact moderated therelationship between race-based rejection sensitivity and cortisol reactivity. Following the manipulation,participants kept daily diaries of their experiences in an ethnically diverse setting. Implicitly prejudicedparticipants initiated more intergroup interactions during the diary period after making a cross-groupfriend. Participants who had made a cross-group friend reported lower anxious mood during the diaryperiod, which compensated for greater anxious mood among participants high in race-based rejectionsensitivity.

5.1 Inter-organizational Relationships: Alignment and Mutuality

the concentration of power is posi- tively and significantly associated with ur- ban renewal success under virtually all con- ditions of control

City Manager Michael O’Brien frequently notesthat PILOTs are based on mutual benefits andmutual goals; underlying the agreements is a recog-nition that the success of the city depends on thenonprofits and vice versa, and that both sides ben-efit from economic development, nicer parks, andsafer streets.

Findings

institution model, revealing key differences from the contemporary frameworks in the field.

et, while the WPI satis-fied many of Penn’s criteria for neighborhood improvement, the analysis is relatively ambiguous from the perspective of the community. Across University City, and especially inside of the PAS, the worst indicators showed some improvement between 1990 and 2010, in spite of worsening trends in West Philadelphia. Significant improvement, however, is not uniformly evident, and socioeconomic indicators outside the PAS remain well below those of the city, as well as nearby blocks located within the PAS catchment.

often claimed more than its “share” of positive change and, as a result, buoyed the remainder of the neighborhood.

As described earlier, a major thrust of the WPI was to increase homeown-ership, thereby mitigating abandonment and stabilizing blocks within University City. While 1,000 university-affiliated households have partici-pated in Penn’s homeownership and home rehabilitation programs since 1998, nearly 46,500 people lived in the neighborhood in 2010. How much of an effect could these programs have? The answer appears to be not very much.

e limits were in the restricted possibilities for satisfying work and financial independence facing all the women in our study. The research process was not consciousness raising

esearch process as consciousness raising or emancipatory. Many of them told us that they experienced the inte

CHILD DEVELOPMENT PERSPECTIVES

Capacity models acknowledge individual differences in attentional resources and the ability to allocate these resources between multiple tasks. In addition, and according to the capacity model, some individuals have greater attentional resources than others to begin with (Kane & Engle, 2002).

distraction in its various forms impairs learning and subsequent recall of information

The top of the figure represents posttest scores in the no-distraction condition, and thus the bars reflect the amount of impairment from a student’s normal level of performance. Conversation had the largest negative effect, impairing performance by 30% from baseline, followed by high-arousal video, video game, and texting/social media. Unexpectedly, folding laundry impaired posttest performance by over 20%, which is equivalent to two full letter grades. Least impairing was the low-arousal video, yet this condition still lowered scores by 15%, or one and a half letter grades. These results indicate that the presence of distraction during learning can lower subsequent test scores by multiple letter grades.

Older students tended to do better than younger students in the distraction conditions (r[109] = .21, p = .003). However, there was no significant relationship between age and performance on the baseline posttest (r[109] = .08, p = .24), indicating that age may play specifically a role in the level of impairment caused by distraction during learning

One notable exception to the agreement between objective and subjective measures of learning was the high-arousal video, which was an exciting sword-fighting scene. Although students did not feel distracted by the high-arousal video, their performance was very poor. This indicates that students are unaware of how certain TV programs can capture attention and induce deficits in learning

The impact of global warming on population health is a growing concern. Solar energy workers often work in very hot weather; where OSHA supports that there exist some hazards attempting to the health and safety of the workforce. Among the heat-related effects defined as a consequence of exposures to hot environments are, dehydration, heat exhaustion, heat stroke, and death. In order to ensure the safety of the solar workforce, the present study aims to provide with relevant information that could contribute to the development or improvement of safety procedures.The research paper briefly outlines the relation between sunny environments, heat load, heat-related occupational and safety, natural hazards, and climate change conditions. Followed by the description of the assessment method and safety limits. The assessment of levels of heat stress was based on a

Furthermore, cultural practices that emphasize the value of nuclear family relationships (related to Component 2, nuclear family belongingness) are part of this strengths-based mindset that promotes belongingness and buffers youth against threats of poor mental health. This can be especially powerful for emigrants from racial and ethnic minority families when youth feel less supported by peers at school but feel strong belongingness in their nuclear families at home. This can encourage school personnel to improve family ties through parent outreach and more emphasis on conferences with families. It also encourages family inter-ventions in the community, such as family therapy, that move beyond the school.

Also, potentially potent in strengthening belongingness is individual coun-seling that encourages adolescents to find strength in relationships with family members, such that they are able to maintain these relationships even as they move from school to school. For each of these interventions, a student’s ability to find belongingness through healthy relationships, and gain strength from them, can be emphasized. Thus, by building belongingness through building healthy relationships, students can become resilient against negative threats. These are the types of interventions that can be supported by the result that belongingness is an effective moderator of the influence of peer acceptance on loneliness. In this way, these findings support Gysbers’s (2004) and Forrest’s (2004) encouragement for counseling psychology research to be informative for school counselors

for the outcome of loneliness, and revealed belongingness as a moderator for this outcome (Table 2), is valuable in the establishment of belongingness as noteworthy for the social lives of adolescents. The graphing of the post hoc analysis of this relationship (Figure 1) further clarifies the importance of belongingness. This informs an understanding of the social environment of a multicultural middle school by showing that while those who have low peer acceptance are at risk, those who are strong in belongingness are some-what buffered against such consequences. Thus, belongingness appears to be a protective factor. Because the loneliness questionnaire, the CLS, targeted loneliness in the school environment, it was logical to expect that peer acceptance would be significantly correlated to loneliness, which it was. That students with high belongingness levels showed essentially no impact from peer acceptance levels on loneliness at school is notable. It suggests that high levels of belongingness can buffer the negative effects of low peer acceptance. This begins to establish belongingness as important in the lives of adolescents and as a promising factor in promoting resilience.

The relationship between loneliness and depression was steeper for low belongingness than for high belongingness, meaning that students with low belongingness were more vulnerable to depression in relation to feelings of loneliness than were their high-belongingness counterparts

With only loneli-ness in the equation with depression, the relationship was significant (R2= .28, p< .001). When belongingness was introduced, there was an increase in the strength of the equation (R2 increased by .02, p= .005). Finally, the interaction between belongingness and loneliness was significant with levels of depres-sion (R2 increased by .03, p= .001). Thus, there is support for Hypothesis 2, that belongingness does moderate the influence of loneliness on depression.

This shows that belongingness was a moderator of the influence of peer acceptance on loneliness, supporting Hypothesis 1

The relationship between loneliness and peer acceptance was plotted at three levels of belongingness: low (-1 SD), medium (M), and high belongingness (+1 SD). With low belong-ingness, there is a somewhat steep relationship between loneliness and peer acceptance. This means that students who had limited belongingness were highly vulnerable to feelings of loneliness from rejection by their peers. At medium levels of belongingness, the relationship between peer acceptance and loneliness was not as steep, yet peer acceptance still had a clear influ-ence on loneliness. At high levels of belongingness, the line representing the relationship between loneliness and peer acceptance was nearly horizontal. In regard to loneliness, this reveals that students who were high in belong-ingness were almost unaffected by their level of peer acceptance, whereas students who were low in belongingness were susceptible to experiencing loneliness at low levels of peer acceptance

It is now the job of social workers to promote these sorts of relationships for low-income young people, so we can best support their economic success.

Another limitation of the overall dissertation work is the limited attention paid to the role of race. Although we know that the racial ethnic makeup of a young person is strongly associated with their chances to be upwardly mobile (Chetty et al., 2018), this work focused on the role of their income instead, only considering race as a matching variable in all propensity score matching. This is because the income-based achievement gap is growing more rapidly than the race-based achievement gap, suggesting that income may have a stronger association with economic upward mobility

This type of mentoring model has shown to provide a wide array of supports to young people who are traditionally harder to support through traditional mentoring programs, including those aging out of the foster care system and those involved in the juvenile justice system

By addressing the issue of low-income youth not having capitalmentors by stocking the pond and teaching young people to "fish", social workerscan greatly contribute to low-income young people's economic successthrough the provision of capitalmentors.

not wantingtotake any more of a teacher's time. These types of courses teach young people that they have every right to build a network of support, and should be motivated to do so by their own potential for success

Teach Them to FishFindings from this dissertation highlighted that (1) low-income youth were less likely to be mentored than their middle-income peers and (2) when mentored, low-income youth were not likely to have the kinds of mentors that can promote upward mobility. Because of this, young people may need to be taught how to cultivate the specific type of mentoring relationships, capitalmentors, which can promote mobility. One model of how to do this is an actual course on how to identify and seek out this particular type of mentor

Because the majority (57%) of young people met their capitalmentor through school, focused efforts should be made to create "mentor-rich environments" (Freedman, 1993, p. xxiv) in and around school. Social workers are in a prime position to take on this task, as social workers are already working in the school setting and have relationships with key potential mentors, including teachers and other school personnel. To "stock the pond," social workers should consider trainingteachers and school personnel toacknowledge their potential asa capitalmentor. This could include trainingteachers andschool personnelto recognize the power they have to connect young people to resources they do not have access to in their current social circles, and to proactivelyengage with these young people. School social workers should also advocate for institutional support of informal mentorship, including the creation of opportunities for one-on-one connections and rewarding teachers for prioritizing mentorship

The findings of the dissertation suggest that those who are interested in promoting economic mobility for low-income and other vulnerable youth should thus promote capitalmentoring relationships for these young people.

Low-income young people pursuing economic mobility may find themselves in situations that their core mentors and family members cannot help with and do not have experience with. These situations may include applying to college, pursuing financial aid for college, interviewing for a high-wage position and investing.Capitalmentors, who are more likely than other mentors to provide good advice, may help young people navigate these situations and help in to promoting upward mobility for low-income young people.

Capitalmentors, however, were more likely to provide bonding capital. Capitalmentors range from close members of the community (neighbors, friends' parents, etc.) to associates far outside the young person's inner-most group (teachers, employers, etc.). Youth described these mentors in ways that indicated they had boosted their relationships with common networks, including neighborhoods, friend groups, school, and work. Paired with the fact that capitalmentors are also more likely to provide bridging capital, this finding highlights the importance of network manipulation in the pursuit of social capital. Although core mentors may be promoting all kindsof psychosocial benefits in young people, they are not adapting, bolstering, and expanding young people's social network, like capitalmentors are. This seems to be a key piece to promoting mobility, as capitalmentors are providing social capital and are associated with upward mobility for low-income youth.

An unexpected finding was that capitalmentors provided both bridging and bonding capital. Previous research suggested that bonding capital would be likelier found in relationships with family,

The potentially promising finding from this dissertationis that although low-income youth were significantly less likely than their middle-income peers to report a capitalmentoring relationship, they were significantly likely to be upwardly mobile when they did. There is a type of mentor, the capitalmentor, whocan make a difference on economic upward mobility for those who need itmost.

The capitalrelationship is likely with someone from outside the family, and is not marked by feelings of closeness or frequent communication.Young people go to capitalmentors for sound advice. These relationships connected young people to new resources and bolstered young peoples'feelingsof connectedness to a common group.

in these data informal mentors were no more likely to promote upward mobility among youth living in areas of higher poverty than among those residing in other neighborhoods

Without this, I am unable to truly understand therelationship between neighborhood context and the informal mentor, and thus cannot truly test the mentor's ability to moderate neighborhood effects

This dissertation found that while both core and capital mentors provide various forms of support that is meaningful to young people, only capital mentors were associated with upward mobility for low-income youth

This study found that havingan informal mentor was associated with economic mobility for middle income youth. These mentors are one of many resources these young people have that may contribute tothese youth beingmore likely to be mobile than their low-income peers (Putnam, 2015; Mitnik et al., 2015). This suggests that mentors fit well into the profile of resources middle-income youth have that promote economic mobility in adulthood

Overall, this study found that some, but not all, mentors can promote upward mobility for low-income youth. Specifically, capital mentors, those from outside the family who provide social capital and informational support can promote economic mobility for those who are least likely to be mobile. This important finding acknowledges the potential impact of individual relationships in the promotion of individual economic mobility. This potentially promising finding is still, however, on the most-micro level of potential interventions for economic mobility, focusing on building blocks leading to mobility.

In terms of radiologic findings, bilateral pneumonia (75 of 82 patients [91.5%] vs 236 of 334 patients [70.7%]) and multiple mottling and ground-glass opacity (53 [64.6%] vs 15 [4.5%]) were more prevalent in patients with than those without cardiac injury (both P < .001, Table 1).

Results

The most common eye finding in congenital toxoplasmosis is the presence of chorioretinal scars, reported in 79% of patients. These scars may occur anywhere in the retina but with a higher incidence in the macula.

participants are more likely to speak to people and organi-zations with large followings.

To summarize the survey's findings: Curation of digital data is a concern for a significant proportion of UCSB faculty and researchers. Curation of digital data is a concern for almost every department and unit on campus. Researchers almost universally view themselves as personally responsible for the curation of their data. Researchers view curation as a collaborative activity and collective responsibility. Departments have different curation requirements, and therefore may require different amounts and types of campus support. Researchers desire help with all data management activities related to curation, predominantly storage. Researchers may be underestimating the need for help using archival storage systems and dealing with attendant metadata issues. There are many sources of curation mandates, and researchers are increasingly under mandate to curate their data. Researchers under curation mandate are more likely to collaborate with other parties in curating their data, including with their local labs and departments. Researchers under curation mandate request more help with all curation-related activities; put another way, curation mandates are an effective means of raising curation awareness. The survey reflects the concerns of a broad cross-section of campus.