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This article replicates a prior study of student perceptions of captions in a specialized learning context to understand the extent to which captions are useful for students learning specialized vocabulary. It describes the results of a conceptual replication (Christensen et al., "Technology, Knowledge and Learning," 2021) of a nationwide study by Linder (2016) that surveyed undergraduate students regarding their use and perceptions of closed captions and transcripts. In Linder (2016). Student Uses and Perceptions of Closed Captions and Transcripts: Results from a national study. Oregon State University Ecampus Research Unit.) study, a broad range of undergraduate student populations reported that they used closed captions and transcripts as a learning aid to help with accuracy, comprehension, retention, and engagement. This study surveys a smaller group of graduate students in legal education whose academic challenges include mastering a highly specific terminology. Experimental studies have provided evidence that closed captions can help students learn challenging new vocabulary in areas such as foreign language Winke et al. "Language Learning & Technology," 14(1), 65-86 (2010) and science (Marino et al., "Journal of Computers in Mathematics and Science Teaching" 29:31-49, 2010). This article reports on student perceptions of the helpfulness of captions and transcripts, why they found them helpful or not, and how they used them to support their learning. Results indicate that provided captions and transcripts were accurate, students found them helpful with understanding instructors, concentrating, comprehending lectures, learning new vocabulary, and note-taking.

The goal of assessing psychosocial stress as a process and outcome in naturalistic (i.e., field) settings is applicable across the social, biological, and health sciences. Meaningful measurement of biology-in-context is, however, far from simple or straightforward. In this brief methods review, we introduce theoretical framings, methodological conventions, and ethical concerns around field-collection of markers of psychosocial stress that have emerged from 50 years of research at the intersection of anthropology and human biology. Highlighting measures of psychosocial stress outcomes most often used in biocultural studies, we identify the circumstances under which varied measures are most appropriately applied and provide examples of the types of cutting-edge research questions these measures can address. We explain that field-based psychosocial stress measures embedded in different body systems are neither equivalent nor interchangeable, but this recognition strengthens the study of stress as always simultaneously cultural and biological, situated in local ecologies, social--political structures, and time.

OBJECTIVES:Evidence from industrialized populations suggests that urine concentrating ability declines with age. However, lifestyle factors including episodic protein intake and low hypertension may help explain differences between populations. Whether this age-related decline occurs among small-scale populations with active lifestyles and non-Western diets is unknown. We test the universality of age-related urine concentration decline. MATERIALS AND METHODS:We used urine specific gravity (Usg) and urine osmolality (Uosm) data from 15,055 U.S. nonpregnant adults without kidney failure aged 18-80 in 2007-2012 participating in the National Health and Nutrition Examination Survey (NHANES). We tested the relationship of age on urine concentration biomarkers with multiple linear regressions using survey commands. We compared results to longitudinal data on Usg from 116 Tsimane' forager-horticulturalists (266 observations) adults aged 18-83 in 2013-2014 from Lowland Bolivia, and to 38 Hadza hunter-gatherers (156 observations) aged 18-75 in 2010-2015 from Tanzania using random-effects panel linear regressions. RESULTS:Among U.S. adults, age was significantly negatively associated with Usg (Adjusted beta [B] = -0.0009 g/mL/10 years; SE = 0.0001; p

BackgroundSeasons affect many social, economic, and biological outcomes, particularly in low-resource settings, and some studies suggest that birth season affects child growth.AimTo study a predictor of stunting that has received limited attention: birth season.Subjects and methodsThis study uses cross-sectional data collected during 2008 in a low-resource society of horticulturists-foragers in the Bolivian Amazon, Tsimane'. It estimates the associations between birth months and height-for-age Z-scores (HAZ) for 562 girls and 546 boys separately, from birth until age 11 years or pre-puberty, which in this society occurs ∼13-14 years.ResultsChildren born during the rainy season (February-May) were shorter, while children born during the end of the dry season and the start of the rainy season (August-November) were taller, both compared with their age-sex peers born during the rest of the year. The correlations of birth season with HAZ were stronger for boys than for girls. Controlling for birth season, there is some evidence of eventual partial catch-up growth, with the HAZ of girls or boys worsening until ∼ age 4-5 years, but improving thereafter. By age 6 years, many girls and boys had ceased to be stunted, irrespective of birth season.ConclusionThe results suggest that redressing stunting will require attention to conditions in utero, infancy and late childhood.

The article discusses the issues over the teaching of critical race theory (CRT) in law schools in the U.S. Also cited are the alleged integration of racism in American society like business, housing, and healthcare, the legal challenges filed against laws aimed at limiting the teaching of CRT in schools, and the issue of whether banning CRT teaching violates the First Amendment free speech rights of teachers.

The article discusses the concept of Critical Race Theory (CRT), the idea that racism is embedded into the American society's foundations. Topics discussed include the false dichotomy of race-blind and race-conscious, arguments in the court of public opinion in favor or against teaching CRT, and the constitutionality of legislation which restricts CRT in the classroom. Also highlighted are the teaching of creationism in the classroom and parental rights in education legislation.

Understanding why traditional cultures weaken matters because they embody humanity's heritage. Schooling has been singled out as an abrader of traditional culture. We assess whether schooling erodes one aspect of traditional culture: social capital as shown by generosity to people outside the household. In industrial nations researchers find positive associations between social capital and schooling. We hypothesize that in pre-industrial societies schooling will produce ambiguous effects on social capital: it will reduce social capital expressed through labour help but increase social capital expressed through gifts given. Furthermore, we hypothesize that schooling will lower the likelihood of displaying social capital to kin. To test the hypotheses we use 2004 data from a highly autarkic society of farmers and foragers in the Bolivian Amazon, the Tsimane'. To strengthen the inferences we make about causality we use instrumental variables. Participants in the study included all people of 16+ years of age (n=574) in 13 villages. Social capital included (a) gifts given to people of other households and (b) labour help offered to people of other households and participation in communal work during the week before the day of the interview. Instrumental variables included childhood village of residence and father's writing ability. Contrary to expectations, schooling weakened all forms of social capital, including expressions of generosity toward kin, but results were statistically insignificant. Parameters estimated with standard techniques and with instrumental variables differed in sign and magnitude, suggesting that researchers should correct for the endogeneity of schooling when assessing schooling's effect on social capital. We end by discussing reasons for the weak statistical results. (Contains 4 tables.)

Researchers have hypothesized that the degree to which an individual's actual behavior approximates the culturally valued lifestyle encoded in the dominant cultural model has consequences for physical and mental health. We contribute to this line of research by analyzing data from a longitudinal study composed of five annual surveys (2002-2006 inclusive) from 791 adults in one society of foragers--farmers in the Bolivian Amazon, the Tsimane'. We estimate the association between a standard measure of individual achievement of the cultural model, cultural consonance, and three indicators of body morphology. Drawing on research suggesting that in societies in the early stages of economic development an increase in socioeconomic status is associated with an increase in mean body mass, we expect to find a positive association between cultural consonance and three anthropometric measures. We found the expected positive association between cultural consonance and anthropometric measures--especially for men--only when using ordinary least square (OLS) regression models, but not when using fixed-effects regression models. The real magnitude of the association was low. The comparison of estimates from OLS and fixed-effect regression models suggests that previous findings on the effects of cultural consonance on body morphology using cross-sectional data should be read with caution because the association might be largely explained by fixed characteristics of individuals not accounted in OLS models. Am J Phys Anthropol 143:167-174, 2010. [c] 2010 Wiley-Liss, Inc. KEY WORDS anthropometric measurements; Tsimane'; Bolivia; panel data DOI 10.1002/ajpa.21303

Seven indicators of well-being among native Amazonians of Bolivia show that the value of food consumption, body mass index, and incidence of anger show improvements over time but self-reported number of recent ailments are significantly deteriorating. These indicators are examined in light of the forces that threaten the well-being of Amazonians that include globalization and urbanization.

A study was conducted to estimate the relationship between traditional plant knowledge and nutritional status as measured by body-mass index (BMI). Findings indicate that doubling an adult's traditional knowledge is associated with an improvement in BMI of 6.3%. Results also show that schooling does not necessarily weaken the accumulation of traditional knowledge.