Baldwin Wallace University (BW) is a private university in Berea, Ohio. It was founded in 1845 as Baldwin Institute by Methodist businessman John Baldwin. The school merged with nearby German Wallace College in 1913 to become Baldwin-Wallace College.BW has two campus sites: Berea, which serves as the main campus, and BW at Corporate College East in Warrensville Heights. Today BW enrolls around 3,050 full-time undergraduate students, 800 evening and weekend adult learners, and 830 graduate students. BW recruits students throughout Ohio but also students from all over the United States and internationally. Baldwin Wallace's motto is "Creating contributing, compassionate citizens of an increasingly global society." Baldwin Wallace's athletic teams compete as members of NCAA Division III athletics in the Ohio Athletic Conference.BW is known for its education, business, neuroscience, and music programs. BW is home to the Riemenschneider-Bach Institute and the Baldwin Wallace Conservatory of Music. The BW Conservatory holds the title for the oldest collegiate Bach Festival in the nation. The college's radio station WBWC is known throughout the Cleveland area.
Electrical stimulation (ES) is used in rehabilitation to enhance circulation and muscle activation, but its effects on vascular function and fatigue compared with voluntary (VOL) exercise remain unclear. This study examined acute and short-term neuromuscular and vascular responses to higher-frequency ES and force-matched VOL isometric knee extensions. Eleven healthy adults (5 women; 23 ± 4 years) completed two interventions in a crossover design: 40 isometric ES contractions at a pain-tolerated threshold and 40 force-matched VOL contractions, separated by a 14-day washout. Outcomes included force, heart rate (HR), superficial femoral artery (SFA) blood flow, vascular conductance, oscillatory shear stress (OSS), muscle oxygenation via near-infrared spectroscopy, femoral-popliteal pulse wave velocity (fpPWV), and flow-mediated dilation (FMD), assessed before, during, and up to 48 h post-exercise. Force declined more rapidly during ES, with greater strength loss at 24 and 48 h (p = 0.01) and increased soreness at 1, 24, and 48 h (p ≤ 0.04). HR was higher during ES until approximately contraction 20 (p < 0.05). Net SFA blood flow was consistently greater with ES (p < 0.01), while VOL produced greater retrograde flow (p < 0.01) and OSS (p = 0.02). Total hemoglobin was higher during ES at earlier contractions (p = 0.01). No significant changes were observed in FMD (p ≥ 0.06) or fpPWV (p = 0.59). Higher-frequency ES increases blood flow and reduces OSS compared with force-matched VOL contractions, at the cost of greater fatigue and soreness. These findings suggest ES may offer circulatory benefits relevant to rehabilitation, though optimal parameters are needed to minimize neuromuscular strain.
The purpose of this study was to identify the current state of artificial intelligence (AI) policies in U.S. education and propose actionable recommendations through large language model-based topic modeling and Delphi surveys. Out of 12 policy documents released between 2015 and 2025, only two documents (National Center for Learning Disabilities, 2024; W.A. v. Clarksville/Montgomery County School System, 2024) specifically addressed learning disabilities. Policy documents addressing topics such as AI-driven risk assessment, data protection, legal risk management, and ethical guidelines covering other disabilities and general AI in education policy were provided as baselines that could be discussed and validated through the following Delphi surveys involving 17 experts from diverse stakeholder groups. A total of 36 policy items across five thematic categories of inclusive and personalized learning (11 items), ethics, equity, and inclusion (nine items), student empowerment and AI literacy (six items), assessment and research (six items), and educator preparation (four items) were proposed. Based on experts' ranking of the top 10 policy items important for students, the most essential policy suggestions include student empowerment and AI literacy.
While involvement of parents and peers as mediators or collaborators in intervention are evidence-based practices for autistic children, there is currently little research on how siblings of autistic children might be included in the intervention experience. In this exploratory study, autistic children who were verbal communicators participated with their siblings in a collaborative intervention experience that included co-construction of Comic Strip Conversations and the playing of a cooperative game. Fidelity of implementation was high across intervention sessions for the six sibling pairs. Caregivers valued the intervention as a context for supportive sibling interactions. Overall, children enjoyed the activities but would have liked a wider variety of activities and shorter sessions. Speech-language pathologists saw promise in intervention activities. The authors hope that this research will set the stage for further exploration of how clinicians might include siblings in the intervention experience of autistic children.
The increased use of consumer off-the-shelf wearables (COTSW) for exercise training and self-monitoring has resulted in some COTSW offering individual ‘recovery’ or ‘readiness’ scores. These scores are derived using heart rate variability (HRV) and are designed to be easily interpreted (percent score; color codes) to assist users in optimizing their training. Limited research exists on the perceived informational utility associated with HRV-derived scores, which can impact user adoption and fidelity. The purpose of this qualitative study was to understand individuals’ experiences using and interacting with their COTSW and readiness/recovery scores. Seventeen regular exercisers who owned and used a Whoop™ band or Oura™ ring for at least 3 months participated in a one-on-one virtual semi-structured interview. Interviews were analyzed using reflexive thematic analysis, with themes supported by ‘in-vivo’ quotes. This paper focuses on three key themes for a comprehensive demonstration. Theme 1, ‘It’s kinda validating, right?’ (Detroit) highlights how users found validation and reinforcement in their lifestyle choices and feelings about their well-being. Theme 2, ‘It’s really putting the power in my hands,’ (Misty) indicates users’ curiosity and experimentation with their devices, leading to behavioral adjustments aimed at improving their readiness/recovery scores. Theme 3, potential for ‘more of an emotional response rather than a rational one, (Brian) demonstrates the complex reactive responses users may have towards these scores and each wearable’s interface. These findings contribute to the understanding of how COTSW estimates of readiness or recovery impact users’ behavior and self-perception, while highlighting the potential need for user education and design considerations to promote positive interactions with such data.
Online teaching has become a pathway to serve students across markets and to enable instruction across time and distance. This study examines the students' perspectives on what teaching methods enable student engagement in the institution and what methods encourage students to take advantage of the technological interface to cheat. Data show that class structure, faculty communication, and collaborative processes increase student engagement. Using techniques such as breakout groups, games, and less personal communication increases the likelihood that students will cheat in the online environment. The study supports keeping the human factor in the online classroom as an essential element of student engagement.
