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Abstract Socioeconomic status predicts the quantity and nature of child-directed speech that parents produce. However, the mechanisms underlying this relationship remain unclear. This study investigated whether the cognitive load imposed by resource scarcity suppresses parent talk by examining time-dependent variation in child-directed speech in a socioeconomically diverse sample. We predicted that child-directed speech would be lowest at the end of the month when Americans report the greatest financial strain. 166 parents and their 2.5 to 3-year-old children (80 female) participated in a picture-book activity; the number of utterances, word tokens, and word types used by parents were calculated. All three parent language measures were negatively correlated with the date of the month the activity took place, and this relationship did not vary with parental education. These findings suggest that above and beyond individual properties of parents, contextual factors such as financial concerns exert influence on how parents interact with their children. 

In Lake Erie, toxin-forming harmful algal blooms (HABs) occur following high concentrations of hydrogen peroxide (H 2 O 2 ). Correlation between H 2 O 2 concentrations and HABs revealed knowledge gaps on the controls of H 2 O 2 production in Lake Erie. One way H 2 O 2 is produced is upon absorption of sunlight by the chromophoric fraction of dissolved organic matter (CDOM). Rates of this photochemical production of H 2 O 2 may increase in proportion to the apparent quantum yield of H 2 O 2 ( Φ H 2 O 2 ,λ ) from CDOM. However, the Φ H 2 O 2 ,λ for H 2 O 2 production from CDOM remains too poorly constrained to predict the magnitude and range of photochemically produced H 2 O 2 , particularly in freshwaters like Lake Erie. To address this knowledge gap, the Φ H 2 O 2 ,λ was measured approximately biweekly from June–September 2019 in the western basin of Lake Erie along with supporting analyses ( e.g. , CDOM concentration and composition). The average Φ H 2 O 2 ,λ in Lake Erie was within previously reported ranges. However, the Φ H 2 O 2 ,λ varied 5-fold in space and time. The highest Φ H 2 O 2 ,λ was observed in the Maumee River, a tributary of Lake Erie. In nearshore waters of Lake Erie, the Φ H 2 O 2 ,λ decreased about five-fold from June through September. Integration of the controls of photochemical production of H 2 O 2 in Lake Erie show that the variability in rates of photochemical H 2 O 2 production was predominantly due to the Φ H 2 O 2 ,λ . In offshore waters, CDOM concentration also strongly influenced photochemical H 2 O 2 production. Together, the results confirm prior work suggesting that photochemical production of H 2 O 2 contributes but likely cannot account for all the H 2 O 2 associated with HABs in Lake Erie. 

This work-in-progress paper seeks to examine faculty choice of teaching strategies to improve students’ engineering self-efficacy [1], [2] (belief in one’s abilities to successfully accomplish tasks in engineering) as well as their reflections on the effectiveness of the teaching strategy. Increases in self-efficacy have been related to improved academic and career outcomes [3], especially for women in non-traditional fields such as engineering. The goal of the study is to determine simple yet effective strategies that can be implemented in engineering classrooms to improve self-efficacy. Seven engineering faculty members participated in a faculty learning community (FLC), a semester long program to learn about teaching strategies in each of the four areas of self-efficacy; mastery experiences (e.g., active learning, scaffolding), vicarious learning (e.g., guest lectures, peer mentors, group work), social persuasion (e.g., constructive feedback, positive self-talk), and emotional arousal (e.g., test anxiety, building rapport). The faculty then chose and implemented strategies in each of the four areas in one of their engineering courses. Monthly meetings of the FLC during implementation allowed faculty to share their experiences and suggestions for refinements in their teaching strategy. The paper examines the faculty member choice (why they chose to use particular strategies in their course) as well as their reflections on how well the strategy worked (impact on student learning vs ease of implementation). In addition, the paper examines in-class observations and student survey responses to determine if they felt a particular strategy was useful. The research seeks to identify strategies that faculty members chose and are viewed as effective by both the faculty and students. The presentation will seek additional feedback from the wider community on the effectiveness of teaching strategies to improve self-efficacy and future work will include the analysis of additional surveys that were administered to measure student self-efficacy with the goal of determining simple and effective strategies that can be implemented in engineering classrooms. 

MAX phases are layered solids with unique properties combining characteristics of ceramics and metals. MXenes are their two‐dimensional siblings that can be synthesized as van der Waals‐stacked and multi‐/single‐layer nanosheets, which possess chemical and physical properties that make them interesting for a plethora of applications. Both families of materials are highly versatile in terms of their chemical composition and theoretical studies suggest that many more members are stable and can be synthesized. This is very intriguing because new combinations of elements, and potentially new structures, can lead to further (tunable) properties. In this review, we focus on the synthesis science (including non‐conventional approaches) and structure of members less investigated, namely compounds with more exoticM‐,A‐, andX‐elements, for example nitrides and (carbo)nitrides, and the related family of MAB phases.

 

This research evaluates the impact of switching college engineering courses from in-person instruction to emergency remote learning among engineering students at a university in the Midwest. The study aimed to answer the question: What were the concerns and perceived challenges students faced when traditional in-person engineering courses suddenly transitioned to remote learning? The goal of this study is to uncover the challenges students were facing in engineering online courses and to understand students’ concerns. Our findings can help improve teaching instruction to provide students with previously unavailable educational assistance for online engineering courses. We collected online survey responses during weeks 8 and 9 of the academic semester, shortly after the COVID-19 shutdown and emergency transition to remote learning in Spring 2020. The survey included two open-ended questions which inquired about students’ feedback about moving the class online, and one two-item scale which assessed students’ confidence in online engineering learning. Data analysis for the open-ended questions was guided by the theoretical framework - Social Cognitive Career Theory [1] that explores how context, person factors and social cognitions contribute to career goals, interests and actions. A phenomenological approach [2] was conducted to understand the experience of these students. Open coding and axial coding [2] methods were used to create initial categories then themes related to students' concerns and challenges. Data from the two-item scale was evaluated using descriptive statistics: means, standard deviations, and ranges. Four main themes with separate sub-categories emerged from the student responses: 1) Instructor’s ability to teach course online (Instructional limitations, Seeking help, Increased Workload), 2) Student’s ability to learn online (Time Management, Lower engagement and motivation, Harder to absorb material, Hard to focus, Worry about performance), 3) Difficulties outside of class (Technology issues), and 4) No concerns. Students seemed more concerned about their ability to learn the material (48% of responses) than the instructor’s ability to teach the material (36% of responses). The instructional limitations or lack of instructional support (22% of responses) and time management (12% of responses) were among the major concerns in the sub-categories. The results from two-item scale indicated participants' s confidence in their ability to master their classroom knowledge was at an intermediate level via online instruction (6/10), and participants' confidence in the instructor's ability to teach knowledge in online classes is moderate to high (7/10). The results align with the open-ended question response in which students were somewhat more concerned about their ability to learn than the instructor’s ability to teach. The themes and analysis will be a valuable tool to help institutions and instructors improve student learning experiences.