On July 10, 2023, the Chief Information Systems Officer Association (CISOA.org) met for its annual conference aboard the Queen Mary in Long Beach, California. CISOA members include the technology chiefs from all 116 California community colleges, annually serving more than two million students.Among the millions of graduates are the majority of California’s police, firefighters, nurses, and emergency medical technicians (EMTs). (CCC Keyfacts)
Source: Google Images, Public Domain
The community college technology chiefs identified the promise and danger of artificial intelligence as the theme of their advanced seminar and number one among their present interests. Specifically, they focused on the impact and potential of AI in education and learning.
The overall conclusion of the CISOs was that AI is a net positive for education and learning. While the chiefs are optimistic and agreed that AI is a net positive in education, it is also acknowledged as representing a double-edged sword. There are negatives to be managed. There is little question that AI will speed up information search and enhance the prediction of trends. The potential of AI and language structure-driven search will also revolutionize today’s traditional research methods and have a great influence on predictions and decision-making. AI will also affect many jobs and significantly refine and enhance administrative and student services.
Chief Information Systems Officers
Source: California Community Colleges/with permission
The chiefs also agreed that the COVID pandemic significantly accelerated embrace of hybrid, online, and distance learning. However, one of the biggest concerns about AI applied in education is that it can also dehumanize the learning experience. Maintaining a human connection is critical. With AI algorithms generating content and managing the pace of learning experiences, it is important to preserve the nuanced approach that a human teacher and support staff member can offer. In addition, the trend toward diminishing the human response by substituting the chatbot response with verbal, email, and text communication was noted as a critical factor that requires continuous attention, research, and evaluation.
The general consensus included advancing AI in ways that:
ChatGPT, for example, can be a helpful tool in supplementing learning, but it is crucial to remember its limitations and the need for human interaction.
Educators need to be mindful of the benefits and limitations of AI and use it appropriately. Learners need to develop skills to navigate AI-based learning tools effectively. AI has the potential to help positively transform education, but it must be used ethically, transparently, and with consideration by learners and educators alike.
ChatGPT is just one example of the increasing number of AI tools rapidly becoming available, as the new AI boom replicates the dot.com boom period—but, hopefully, not the dot.com bust that occurred at the end of the twentieth century. Therefore, when adopting an AI application, its role should be carefully considered in the context of history and each unique learning environment.
Along with potential benefits, the chiefs identified some of the difficult challenges and risks to which the education community must pay attention through research and apply in practice. They include:
"Trust me. I am not a robot."
Source: Google Images, Public Domain
In short, there is little question that AI will be a continuous disruptor. The chiefs agreed to keep AI high on their leadership, research, and professional development agendas and to include the study of AI in their professional development programs. AI is an agenda item, and an understanding of that is essential for professional excellence. Research opportunities now abound in the study of AI and call for a commitment to identify, evaluate, test, and adopt best practices.
The past 75 years reflect an accelerated evolution of AI-boosting technology breakthroughs. The 1958 launch of Sputnik, the 1960s adoption of widespread digital computing, the 1970s telecourses, the 1980s birth of the laptop, and the perfection of the digital processing chip, compact disc, and the 1990s keyboard clicking Blackberry, supplanted by the Apple iPhone’s touch screen, and current streaming. All of these breakthroughs promise a bright educational and learning future involving AI that is human-centered and screen-deep.
The CISOs of California community colleges have built one of the most significant technology networks in higher education. They recognize the importance of maintaining human sensitivity and attention. The evolution of media psychology, applications technology, and artificial intelligence are synergistic and central to information studies and information systems improvements ahead. The CISOs are professionally involved in working to identify and optimize artificial intelligence as it advances and permeates education and learning.
Curse of the Klopman
Source: Google Images/ public domain
Artificial intelligence will remain high on their professional development agenda. But they are well aware that AI has opened Pandora’s boxl.
Improve your study skills with our assistance. We provide many forms of academic help, but studying begins with you. Check out some of these resources about self-management and learning, two areas essential to your academic success.
If you would like to advance your professional career by pursuing additional coursework beyond your degree, a Graduate Certificate of Professional Study within the field of education from Southern New Hampshire University can provide you with the opportunity to engage with a broad range of topics. Earning your graduate certificate is a great way to add to your teaching résumé while enhancing your understanding of important educational concepts and strategies.
This field-based certificate program, available through the SNHU Vermont Campus, is ideal for practicing educators seeking applied learning and professional development opportunities within the course areas of curriculum, assessment and evaluation, education technology, learning and development, and teacher leadership.
Although this program is currently available in a limited number of districts within the state of Vermont, we encourage you to reach out to the SNHU Vermont Campus at email@example.com if you are interested in participating or learning more.
The field-based Professional Study Graduate Certificate program in education at SNHU allows you to choose from the following five subject areas: Curriculum, Assessment and Evaluation, Education Technology, Learning and Development, and Teacher Leadership. This is a 15-credit program, and you will select five three-credit courses to complete in accordance with your chosen topic.
As a private, nonprofit university, SNHU has one mission - to help you see yourself succeed. The benefits of enrolling in a field-based graduate program at SNHU include:
The Professional Study program is designed to help educators advance their careers without committing to a full master’s degree program. The goal of this program is to produce teachers who are prepared to impact their schools and their students in meaningful ways, both inside and outside of the classroom. Whether your goal is to develop new curriculum, become familiar with new teaching technology, or learn new leadership skills, SNHU can help you take the next step in your career.
In addition to the standard Professional Study Graduate Certificate in education program, SNHU also offers a Professional Study Post-Master's Graduate Certificate option. This program is similar to the standard graduate certificate version, but is designed for educators who have already earned their Master of Education. This program also features Curriculum, Assessment and Evaluation, Education Technology, Learning and Development, and Teacher Leadership as subject areas; however, many of the courses within the post-master's program cover more advanced topics.
With multiple pathways to choose from, the program will help you develop a deeper understanding of responsive, responsible teaching methods. Participants will plan and deliver purposeful learning opportunities that incorporate current research and best practices to engage students in meaningful ways. SNHU will help you learn to create strengths-based, inclusive, and collaborative learning communities in classrooms and schools. The program will also help you understand the need for professional analysis, innovation, and continually evolving professional strategies while evaluating your own personal growth, teaching practice development, and personal leadership.
Our Manchester campus aims to keep tuition and related costs low for our students so that you can pursue your degree and your goals.
Beyond low tuition rates, we help our students save through transfer credits, credit for prior learning, grants and scholarships, tuition assistance and more.
This certificate is not eligible for federal financial aid. Students seeking alternatives to federal financial aid can explore tuition assistance, grants and scholarships, as well as private loans. To learn more about private loans, visit our Funding Your Education with Student Loans page.
Peer-Guided Study Groups help you stay on track in challenging courses. Study Group students come together weekly throughout the quarter, in small, comfortable learning communities, to boost their learning and support their course success.
Students enrolled in an array of first-and second-year courses have the option of enrolling in a Peer-Guided Study Group alongside the course. Study Group participants meet weekly in groups of about 5 to 7 with a peer facilitator — another student who has taken and done well in the course (or, in some cases, an equivalent course). In the two-hour meetings, students talk through key concepts from the course, ask questions on points of confusion and help answer one another’s questions, and work through practice problems or exercises together. The Study Groups are highly collaborative, comfortable environments where undergraduates can learn from one another and help one another succeed.
Peer-Guided Study Groups are available for the following courses:
Any student enrolled in the accompanying course can join a Study Group. Students who are looking for a supportive, community-oriented learning experience and some additional support with the course may find the Study Groups particularly useful. If you are enrolled in one of the supported courses, you will receive information on registration at the beginning of the quarter.
Registration for Fall Quarter 2023 study groups is through CAESAR and begins on Wednesday, September 20. Please note that the registration window opens at 12:00am midnight between Tuesday and Wednesday.
Study Groups will begin meeting Monday, September 25 and all sessions will be held in-person. Study Groups end Sunday, November 26.
Participants enjoy being part of a small, friendly learning community within large, rigorous courses. Having a set time to focus on the course material each week also helps participants stay on track in the course. Program evaluations show that students participating in small-group, peer-led study at Northwestern tend to find that their confidence in the course material increases, and that they Boost their study skills. Many students also find that they learn the material at a deeper level, and that their grades improve.
A large body of research points to many benefits of peer-based learning, including an enhanced course experience, deeper learning, and improved grade outcomes. We have also studied the impact of these programs at Northwestern – learn more about our program evaluation.
We recruit for facilitators each spring. We look for students who have a strong command of the subject (although straight A's are not necessary), and who have good interpersonal skills and a desire to help others succeed. See our peer leader page for details.
For more information, please contact us.
Develop your study skills and take part in peer-assisted study sessions.
The Study Skills service is available to everyone, no matter what course you're on or your level of study.
Weekly study sessions led by students from later years of your course, where you can ask questions about your subject area.
Reflect on your current skills and plan your personal, academic and career development.
Hints and tips on how to plan and prioritise your workload.
Our academic language and literacy courses are designed to help you meet expectations and communicate effectively.
Helpful articles on finding and using information.
Referencing is an essential aspect of academic writing. Find out best practices and get help with using referencing software.
The University-Wide Language Programme gives undergraduates the chance to learn a modern language as part of your course.
One-on-one consultations to advise you on how to Boost your written work.
They say that there's no sense in crying over spilled milk. But what do they know? Crying can get you another glass of milk if you do it loud enough. Plus, crying may serve a real physiologic purpose, according to a study published recently in Emotion, meaning the journal and not in an Emo-kind of way.
For the study, three researchers from the University of Queensland (Leah S. Sharman, Genevieve A. Dingle, and Eric J. Vanman) and one from Tilberg University (Ad J. J. M. Vingerhoets) recruited 197 female undergraduate students. They said that they choose all women rather than including men because pilot testing of sad videos had revealed that more women than men cried or at least more women revealed that they were crying. This did not account for the men who cried inside or used some bro-language or high fives to hide the crying.
The research team then showed each of the study participants either a video that are supposed to make them feel sad (sad videos) or a video that was not supposed to elicit any emotion (neutral videos) like something from a documentary or a ted talk. Each video lasted for close to 18 minutes. After the video, the researchers noted whether or not each participant had cried while watching the video. Ultimately, 65 participants watched the neutral video, 71 watched the sad video and cried during it, and 61 watched the sad video and did not cry. Presumably, no one cried during the neutral video. But then again, actor Bryce Dallas Howard was able to cry when Conan O'Brien talked about Home Depot in this Conan clip:
Then, each participant underwent a Cold Pressor Stress Test (CPT), which involved placing the participant's left hand, up to the wrist, in cold 0° to 5°C water. Unless you are the Iceman or Killer Frost, this is supposed to be painful. The research team measured how long each participant could stay in this position until pulling her hand out of the water. During the study, the research team continuously measured each participant's heart rate and respiratory rate and periodically measured cortisol levels from saliva samples. Cortisol is a stress-hormone that's produced by the body.
Also, at four points during the study, participants answered questions from the Positive and Negative Affect Scale short form (PANAS). These questions asked the degree to which the participant was experiencing ten different emotions and to rank each on a five-point scale that ranged from a one (very slightly or not at all) to a five (extremely).
When it came to cortisol levels and how long the participants could keep their hands submerged in the cold water, the study ended up finding not much difference between the neutral video watchers, the sad video non-criers, and the sad video criers. So if you are about to dunk yourself in cold water or take a cold shower, it may not help to cry first.
But here's a difference that the study found. Are you ready? Take a deep breath. The difference was breathing rates. While watching the videos, the non-criers tended to have elevations in their breathing rates, whereas, by contrast, the criers tended to maintain their initial breathing rates. In other words, tearing up could have helped participants better control their breathing rates. This provides further evidence that crying may help you better regulate arousal, serving as an emotional release.
Another interesting finding was that right before crying, participants tended to experience decreases in their heart rates, seemingly in anticipation of the crying. Once the crying began, their heart rates then tended to creep back up but not above where their heart rates had been before everything began. This may be further evidence that crying has a beneficial regulatory effect on your physiology.
So perhaps next time you start crying you can tell people that you are regulating your physiology. You've probably heard of people saying that they had a good cry and feel better after they've let the tears flow. It can be important to find reasonable ways to periodically release your emotions. Otherwise, you may end up bottling everything up like a hot air balloon that can explode when you least expect it.
Moreover, crying can be a way of communicating. It's really the only way that babies can express their needs before they learn how to say things like "why you throwing shade on me," or "I'm not Gucci." Crying can help communicate to others that you need more sympathy, comfort, or help. Of course, this can be misused. You don't want to cry every time your order at a restaurant doesn't come out right. And of course, there is the whole concept of crocodile tears: people crying to get something when they don't really mean it.
Crying can also be a way of communicating with yourself. Even when you cry alone, you may be telling yourself about your own state because, like many people, you could be terrible at studying your own emotions and situation. Tears could be your body's way of saying, "hey, take a break," or "something's not right," or "take care of yourself." Tearing up can then be a way of your body literally crying out to you.
Your body is a complex system. Crying can be complex. Your tears can flow when you are very sad, very angry, or even very happy. Better understanding what causes us to cry and what happens as a result could help us better handle our emotions and stress.
Puzzles, chess and writing journals may be more than pure amusements to pass the time. These brain activities could help reduce the risk of dementia.
According to a accurate study in JAMA Network Open, activities related to adult literacy, such as taking classes, using a computer or writing journals, as well as active mental tasks like games, cards, or crossword puzzles, were related to a reduced dementia risk over 10 years.
The study looked at 10,318 adults in Australia who were 70 years old or older, who were generally healthy and without major cognitive impairment at enrollment.
The participants who engaged in literacy activities and active mental activities had an 11% and 9% lower, respectively, risk of dementia.
To a lesser extent, participating in creative artistic activities, such as crafts, woodwork, and painting or drawing, and in passive mental activities such as reading, watching TV or listening to the radio was also associated with reduced dementia risk, the study found. Creative artistic and passive mental activities both conferred a 7% decrease, according to the study.
“These results suggest that engagement in adult literacy, creative art, and active and passive mental activities may help reduce dementia risk in late life,” the study said.
The people in the study who developed dementia were older, more likely to be men and have lower levels of physical activity and to be in poorer health than individuals without dementia, the study said.
In 2022, there were 55 million individuals worldwide living with dementia, with 10 million new cases emerging annually, the study said. There’s no cure for dementia. As a result, “identifying new strategies to prevent or delay dementia onset among older individuals is a priority,” the study said.
These findings can help inform strategies for dementia prevention later life in terms of modifying daily routines and activities, the study said.
As part of its mission to advocate for parity in employment, compensation and recognition for women theatre practitioners through industry-wide initiatives and public policy, the League of Professional Theatre Women has launched an industry-wide, comprehensive pay equity research study. Focusing on New York City and New York State theatre professionals in a variety of disciplines, the study will include qualitative and qualitative data collected through anonymous surveys and interviews in order to assess economic equity and hiring practices during the 2018 - 2022 seasons.
The Study is developed in partnership with the research firm Network for Culture & Arts Policy (NCAP) to examine pay equity, opportunities, negotiation practices, and the financial needs of theatre professionals across New York. It will be distributed to theatre professionals through unions, membership organizations, theatre staff, and guilds. All theatre professionals are encouraged to participate. All responses will be collected anonymously.
The study will remain open through December 23, 2022. All theatre professionals working or living in New York State can access the survey here: https://www.surveymonkey.com/r/LPTWEquity
Results will be analyzed and shared via industry convenings, town hall gatherings, and a full report of findings in fall 2023. The data will help to determine the LPTW's priorities for targeted programming to support pay equity among industry professionals and to facilitate dialogue among industry leaders.
"We are proud and excited that LPTW is conducting this important research project as part of our 40th Anniversary celebration," said LPTW co-presidents Katrin Hilbe and Ludovica Villar-Hauser. "Despite accurate legislation concerning hiring practices - equal pay for equal work, transparency in salary ranges for job postings - there is still an enormous amount of secrecy surrounding money. This study is an important step towards true gender equity with regard to salaries and pay."
The LPTW Pay Equity Research Study is supported in part by a grant from NYSCA Regional Economic Development Councils.
(LPTW), now celebrating its 40th Anniversary, is a membership organization championing women in theatre and advocating for increased equity and access for all theatre women. Our programs and initiatives create community, cultivate leadership, and increase opportunities and recognition for women working in theatre. The organization provides support, networking and collaboration mechanisms for members, and offers professional development and educational opportunities for all theatre women and the general public. The LPTW celebrates the historic contributions and contemporary achievements of women in theatre, both nationally and around the globe, and advocates for parity in employment, compensation and recognition for women theatre practitioners through industry-wide initiatives and public policy proposals.
The Network for Culture and Arts policy (NCAP) is a full-service research and consulting firm committed to advancing organizations and individuals that support cultural and social initiatives, programs and enterprises from idea formation to realized implementation. Through mixed methods research, paired with expert strategic planning and implementation services, NCAP examines cultural and social activities, trends, policies, and practices that aid in shaping our lived experiences. We work with a range of cross-sector partners to substantively investigate how cultural activity and socially responsible investments offer economic and developmental benefits to enrich our communities in concrete ways that advance equity, access and prosperity.
The Regional Economic Development Councils (REDCs) support the state's innovative approach to economic development, which empowers regional stakeholders to establish pathways to prosperity, mapped out in regional strategic plans. Through the REDCs, community, business, academic leaders, and members of the public in each region of the state put to work their unique knowledge and understanding of local priorities and assets to help direct state investment in support of job creation and economic growth.
Fact checked by Sarah Scott
A new study suggests that taking vitamin D supplements may help protect older adults from major cardiovascular events, like heart attacks.
The study is relatively small and researchers and outside medical professionals alike emphasize the need for further research in order to clarify vitamin D's ability to contribute to heart health in this way.
Experts agree that lifestyle factors, like diet and exercise, are still the primary ways individuals can focus on prevention of heart attacks and other cardiovascular-related events.
Taking vitamin D supplements may help reduce the risk of major cardiovascular events (like heart attacks) for older adults, according to a new study.
The trial, which was based out of Australia, assessed 21,315 people who ranged from 60 to 84 years old. They randomly gave one group of 10,662 participants one capsule of 60,000 IU vitamin D, while a placebo was given to 10,653 participants.
The supplements and the placebo were taken orally by participants at the beginning of each month for up to 5 years, with the clinical trial starting in 2014 and concluding in 2020.
Researchers excluded people from the trial with a history of hypercalcemia, or high calcium levels, overactive thyroid, or hyperparathyroidism, kidney stones, osteomalacia, or "soft bones," sarcoidosis, which is an inflammatory disease, or who were already taking more than 500 IU per day of vitamin D supplements.
Study author Rachel Neale, PhD, told Health that there have been plenty of observational studies suggesting that the concentration of 25 hodroxy vitamin D [25(OH)D—the molecule that is measured to determine vitamin D status—in the bloodstream is "inversely associated with health outcomes."
The opposite has been examined less.
While the largest clinical trial of its kind, the researchers acknowledge that the study was relatively small, and more work needs to be done to understand the effectiveness of these kinds of supplements, especially in people who are taking statins or other medications to manage cardiovascular disease.
Neale, who also serves as the deputy coordinator of the Population Health Department at QIMR Berghofer Medical Research Institute, noted that the association between vitamin D and cardiovascular health risk may not be causal.
"Randomized controlled trials are needed to determine whether supplementing people with vitamin D would Boost health outcomes," she said.
Over the course of the trial, 1,336 of the participants experienced a major cardiovascular event—this was evenly divided between the placebo and vitamin D supplement groups.
The research team found that 6.6% of those in the placebo group and 6% in the supplement group experienced a cardiovascular event during those five years.
Those in the vitamin D supplement group seemed better protected from these heart disease events; this group experienced a rate of major cardiovascular events that was 9% lower compared to what was seen in the placebo group.
This comes out to about 5.8 fewer cardiovascular events per 1,000 participants. The heart attack and coronary rates were 19% and 11% lower, respectively, in the vitamin D group. That being said, the rate of stroke showed no difference between the placebo and supplement groups.
Related: 26 Symptoms of Low Vitamin D You Need to Know About
When asked what is known about vitamin D and its impact on heart health, Boback Ziaeian, MD, PhD, an assistant professor of medicine at the David Geffen School of Medicine at UCLA in the Division of Cardiology, told Health that there are many studies out there on vitamin D "that span basic sciences, observational research, and clinical trials."
That being said, it's only very recently that we've started seeing large randomized trials like this one that focus on vitamin D supplements as a mechanism to prevent cardiovascular disease, cancer, and even dementia.
"These trials have all largely been negative for their primary endpoint design. The accurate Australian study is the first large study to suggest a possible benefit and that is very uncertain," said Ziaeian, who is unaffiliated with this clinical trial.
Essentially, more needs to be examined here.
Neale said that there are a number of different potential mechanisms inherent in vitamin D that could be beneficial for your heart.
She mentioned that vitamin D "can influence the renin-angiotensin-aldosterone system, which influences blood volume and vascular resistance." She also noted that vitamin D can also lower inflammation and "reduce cardiac remodeling."
"People have hyped Vitamin D for a long time, but blood levels are heavily confounded by other lifestyle factors like how much time someone spends outdoors or not having other chronic diseases," Ziaeian said.
"So, overall, there's no good evidence that supplementing people with vitamin D does anything beneficial for their health unless they cannot produce it, such as patients with severe kidney disease."
Ziaeian said that he doesn't believe we will see a future where vitamin D supplementation will be part of a prescription from your doctor.
"Looking at the literature overall, I think it is very unlikely that we would find many benefits for any vitamin supplementation that for vitamins we normally ingest with normal food intake or that our body produces," he said.
Neale said that "uncertainty in the evidence may not ever be completely resolved." She said this leaves medical providers in a "somewhat difficult position" when it comes to prescribing vitamin D supplements, outside of treating vitamin D deficiency.
"I would emphasize that even if our findings do indicate a real effect of vitamin D, it is not a magic bullet," she said. "Diet and exercise will play a much more important role."
Related: 12 Foods That Are Good Sources of Vitamin D
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