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Peer review enhances student knowledge acquisition and the ability to meaningfully apply that knowledge. Formative assessment is the source of much of the positive effect of the peer review process. This evaluation investigated the affective experiences of graduate students as they navigated the writing of their research proposals. The authors created a mixed-methods, quasi-experimental, pre-test/posttest, comparison and control group evaluation of a peer review process in a graduate research methods class. Students writing a research proposal reviewed each other's proposals while receiving both formative and summative feedback from their professor. Pretest/posttest findings showed that students experiencing the peer review process reported reduced anxiety and improved scores on an assessment of their experience of the research process. Qualitative findings suggest that the peer review process helped with content mastery and created peer support that reduced assignment-related anxiety. Peer review is recommended as a tool that reduces research anxiety and helps students feel more confident in their abilities, even if they are not enthusiastic about research methods as a topic or a skill.

Past research has shown that students with disabilities (SWD) at the postsecondary level who use accommodations demonstrate greater academic achievement and higher graduation rates. Only limited research has been conducted to identify the barriers they face in using accommodations, and that research has not sampled a population specifically identified as having faced such barriers. Through interviews with SWD identified as having faced barriers to using accommodations, this study identified six themes; four were considered complex, as they contained subthemes. The four were a desire for self-sufficiency, a desire to avoid negative social reactions, insufficient knowledge, and the quality and usefulness of disability student services and accommodations. The two straightforward themes were negative experiences with professors and fear of future ramifications. It is hoped that these findings help disability student services providers and SWD make better and more informed decisions regarding the use of effective accommodations.

This article describes a case study of an inclusive Summer Lunch Program, focused on nutrition, community engagement, and literacy programming. The Summer Food Service Program is a federally-funded, state-administered program designed to meet the needs of children from lowincome families who qualify for free and reduced lunches during the school year. The most tangible outcome of the program is the food and the literacy programming provided to students during the summer months. Secondary outcomes include the development of new social skills, preparation for new educational experiences, less "screen time" for children, and learning about the community and the people in it. [ABSTRACT FROM AUTHOR]

Proteins involved in lipid homeostasis are often regulated through the nuclear peroxisome proliferator‐activated receptors (PPAR). PPARα is the target for the fibrate‐class of drugs. Fenofibrate has been approved for its lipid‐lowering effects in patients with hypercholesterolemia and hypertriglyceridemia. We were interested in understanding the expression of the energy transporters in energy‐utilizing tissues like liver, heart, muscle, and adipose tissues in rat with the hypothesis that the change in transporter expression would align with the known lipid‐lowering effects of PPARα agonists like fenofibrate. We found that several fatty‐acid transporter proteins had significantly altered levels following 8 days of fenofibrate dosing. The mRNA levels of the highly abundant Fatp2 and Fatp5 in rat liver increased approximately twofold and decreased fourfold, respectively. Several fatty‐acid‐binding proteins and acyl‐CoA‐binding proteins had a significant increase in mRNA abundance but not the major liver fatty‐acid‐binding protein, Fabp1. Of particular interest was the increased liver expression of Fabp3 also known as heart‐fatty acid binding protein (H‐FABP or FABP3). FABP3 has been proposed as a circulating clinical biomarker for cardiomyopathy and muscle toxicity, as well as a preclinical marker for PPARα‐induced muscle toxicity. Here, we show that fenofibrate induces liver mRNA levels of Fabp3 ~5000‐fold resulting in an approximately 50‐fold increase in FABP3 protein levels in the whole liver. This increased liver expression complicates the interpretation and potential use of FABP3 as a specific biomarker for PPARα‐induced muscle toxicities. [ABSTRACT FROM AUTHOR]

Documentation of social work services is an important aspect of most field experiences. Specifically, in a child welfare setting, documentation forms the basis for life-changing court decisions. Both case-based learning and problem-based learning are well-established methods for teaching social work students about documentation. This article describes a method combining case-based learning and problem-based learning for teaching child welfare documentation to undergraduate social work students using movie characters as "clients." A preliminary assessment of student perceptions and attitudes relative to their experience with that teaching method is presented, together with recommendations for future investigation into the extent and effectiveness of child welfare documentation training at the undergraduate and graduate level. [ABSTRACT FROM AUTHOR]

The article discusses the role of research and practice for field of education. It states the research competencies set by Council on Social Work (CSWE) Educational Policy and Accreditation Standards (EPAS) such as research knowledge, critical perspectives, and practice effectiveness improvement. Also mentioned the collaboration by social work schools with field agencies for improvement of social work research practices.