Older adults are susceptible to poor night-time sleep, characterized by short sleep duration and high sleep disruptions (i.e., more frequent and longer awakenings). This study aimed to longitudinally and objectively assess the changes in sleep patterns of older Australians during the 2020 pandemic lockdown. A non-invasive mattress-based device, known as the EMFIT QS, was used to continuously monitor sleep in 31 older adults with an average age of 84 years old before (November 2019–February 2020) and during (March–May 2020) the COVID-19, a disease caused by a form of coronavirus, lockdown. Total sleep time, sleep onset latency, wake after sleep onset, sleep efficiency, time to bed, and time out of bed were measured across these two periods. Overall, there was no significant change in total sleep time; however, women had a significant increase in total sleep time (36 min), with a more than 30-min earlier bedtime. There was also no increase in wake after sleep onset and sleep onset latency. Sleep efficiency remained stable across the pandemic time course between 84–85%. While this sample size is small, these data provide reassurance that objective sleep measurement did not deteriorate through the pandemic in older community-dwelling Australians.
Through the project-based instruction (PBI) method, this paper described the design, implementation, and assessment of a technical communication course for engineering graduate students. The paper first addressed an increasing demand of engineering students with great communication skills through analyzing the existing literature and industry criteria. It then introduced concepts and characteristics of PBI and explained why PBI is a fit pedagogy in teaching technical writing to engineering students. Next, it elaborated components involved in the holistic design of the PBI course, including student sample, timeline, designed sections and units, and designing rationale and principles. This paper then reported the teaching effectiveness of this course through the course evaluation. Through the instructor's critical reflection, the paper finally discussed challenges in implementing and assessing a PBI method in this course and also provided insights to improve curriculum design for future scholars.
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