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Online course design and delivery rapidly expanded due to COVID-19. The impact on Deaf/Hard of hearing (D/HH) learners since the pandemic is unknown. In this prepandemic qualitative study, however, ninety-three (93) D/HH online students participated in a survey, from which nine (9) participated in a focus group interview to share their experiences in their online classes. The results describe both the positive influences and the challenges affecting this population in mainstream online classes. A forthcoming article will study postpandemic perspectives to further guide online course design and delivery for D/HH learners.

Experiential learning has played an integral role in curricular innovation since the inception of North American sport management education. However, internationally, work-integrated learning, and specifically cooperative education, have proven to be robust methods for preparing students for the workforce with little to no mention of these terms as applied to sport management curricula in the United States. This educational research review positions involving both of these structured pedagogies that combine classroom instruction with highly contextualized, authentic work experiences of at least two semesters to improve experiential learning and calls for more research to be done to demonstrate its efficacy. Recommendations are made to spur faculty to consider ways these pedagogies can be applied to their sport management curricula. In addition, this review addresses keys to successfully implement them on campus.

Combined elevated sputum eosinophils+neutrophils in asthma associated with lowest lung function, greater healthcare utilization, and longitudinally, further spirometric loss, implicating cell-cell interactions or overlapping inflammatory pathways while increased eosinophils or neutrophils alone show less effect.

This essay undertakes to illuminate the work of Randy Martin by surveying a range of theories offering hypothetical answers to the question of why dance seems to generate more energy than it demands, an experience often reported by those who engage in it. Coming from the disparate disciplines of social history, psychology, neurobiology, phenomenology, and aesthetics, these theories do not necessarily conflict with one another nor do they agree about dance's energizing capacity. Taken together, however, they lend greater insight into Martin's concept of “mobilization,” and the analysis of them answers Martin's call to evaluate dance from within the presumption of conditions of abundance rather than scarcity.

Many teachers are aware of the benefits of small-group learning. However, implementation, especially in classrooms with communication challenges, can be difficult. For students who are Deaf or Hard of Hearing (DHH) in mainstream classrooms, communication is most often supported through sign language interpreters and captioning. This model of communication through a third party was designed for traditional lecture courses--small-group learning is beyond its intended capacity. The authors present student perspectives on the use of a low-tech tool to facilitate communication for student workgroups with a mix of DHH and hearing students.

Teachers of introductory technical courses such as statistics face numerous challenges in the classroom, including student motivation and mathematical background, and difficulties in interpreting numerical results in context. Cooperative learning through small groups addresses many such challenges, but students for whom spoken English is not their primary language--which may include international, first generation Americans, and deaf or hard of hearing students--are less likely to benefit from group work. This paper examines two possible approaches to improve communication in groups where there is a mix of deaf or hard of hearing students and hearing students for whom English is their native language. (Contains 2 figures.)

Miniature Schnauzer dogs (MSs) are predisposed to both idiopathic hypertriglyceridemia (iHTG) and hypercortisolism (HCort). To our knowledge, the lipoprotein profiles of MSs with iHTG have not been compared to those with HCort. We analyzed cholesterol and triglyceride concentrations and lipoprotein fractions in 4 groups of MSs: normotriglyceridemia (NTG) without concurrent disease (Healthy-NTG), HCort and NTG (HCort-NTG), HCort and HTG (HCort-HTG), and iHTG. Lipoprotein fractions were assessed by lipoprotein electrophoresis and compared between groups. Fifty-one plasma samples were analyzed. Twenty-five dogs had NTG (16 Healthy-NTG, 9 HCort-NTG) and 26 dogs had HTG (7 iHTG, 19 HCort-HTG). Dogs with iHTG or HCort-HTG had significantly higher cholesterol concentrations than Healthy-NTG dogs. Dogs with HCort-HTG had higher cholesterol than HCort-NTG dogs. There was a significantly higher low-density lipoprotein (LDL) percentage in iHTG and HCort-HTG dogs than HCort-NTG dogs. HCort-HTG dogs also had lower high-density lipoproteins (HDL) than HCort-NTG dogs. It was not possible to readily distinguish MSs with iHTG from MSs with HCort-HTG or Healthy-NTG using lipoprotein electrophoresis fractions. The diagnosis of iHTG remains a diagnosis by exclusion. [ABSTRACT FROM AUTHOR]