34 CFR 535.42 - What is the period of a fellowship?

Code of Federal Regulations, 2010 CFR

2010-07-01

... one-year periods to an individual who maintains satisfactory progress in a master's or post-doctoral... satisfactory progress in a doctoral program of study. (b) Subject to the availability of funds, and if an IHE... maintain satisfactory progress in the program of study. (Authority: 20 U.S.C. 7475) ...

38 CFR 21.7653 - Progress, conduct, and attendance.

Code of Federal Regulations, 2010 CFR

2010-07-01

... on which the school official who is responsible for determining whether a student is making progress...) Satisfactory pursuit of program. In order to receive educational assistance for pursuit of a program of education, a reservist must maintain satisfactory progress. Progress is unsatisfactory if the reservist does...

Appreciative Assessment in Academic Advising

ERIC Educational Resources Information Center

He, Ye; Hutson, Bryant

2016-01-01

Academic advising is one of the key functions in higher education. While there has been a development of advising practices in the past decade, the assessment of academic advising practices is far from satisfactory. In this article, we review major academic advising approaches and key characteristics of quality assessment practices. Based on the…

7 CFR 1944.541 - Reporting requirements.

Code of Federal Regulations, 2011 CFR

2011-01-01

...) PROGRAM REGULATIONS (CONTINUED) HOUSING Technical and Supervisory Assistance Grants § 1944.541 Reporting... District Director to determine satisfactory progress. The District Director will work with the grantee to... five working days of receipt. (1) If the reports indicate satisfactory progress, the State Director...

[ASSOCIATION BETWEEN FITNESS, NUTRITIONAL STATUS AND ACADEMIC PERFORMANCE IN PHYSICAL EDUCATION STUDENTS].

PubMed

Godoy Cumillaf, Andrés; Valdés Badilla, Pablo; Fariña Herrera, Custodio; Cárcamo Mora, Francisco; Medina Herrera, Bernice; Meneses Sandoval, Elías; Gedda Muñoz, Relmu; Durán Agüero, Samuel

2015-10-01

several studies demonstrated that regular physical exercise would impact positively on the academic performance of students. to determine the association between physical fitness, nutritional status and academic performance of students of Pedagogy in Physical Education from Temuco, Chile. the sample was selected on a non-probabilistic approach, which included 208 subjects (n = 153 women and n = 55 women). The variables studied were physical fitness (short Abs, long jump with feet together, forward trunk flexion, elbow flexion and extension and "course navette" test), nutritional status (BMI) and academic performance (classified as up and down the academic average). 87.5% of students have a satisfactory fitness and a BMI of 23.8 ± 2.9 kg/m2. The students with the best academic performance were those with the higher proportion of satisfactory physical condition (92.5 %). No association between academic performance and nutritional status was determined, but it was observed between low fitness and a great risk of low academic performance (OR = 2.8, 95% CI 1.0 to 8 1; p < 0.05). a relationship between academic achievement and physical fitness among students is observed, but no for the nutritional status and the academic performance. Copyright AULA MEDICA EDICIONES 2014. Published by AULA MEDICA. All rights reserved.

Well-being of Taiwanese and Singaporean college students: cross-cultural validity of a modified social cognitive model.

PubMed

Sheu, Hung-Bin; Chong, Shiqin Stephanie; Chen, Hsih-Fang; Lin, Wen-Chien

2014-07-01

This study tested the cross-cultural validity of a modified version of Lent's (2004) normative well-being model. Data of 317 Taiwanese and 259 Singaporean college students were collected using the Mandarin and English versions of the survey and were analyzed using structural equation modeling techniques. Satisfactory fit showed that the modified model offered a reasonable representation of the relations among the constructs and accounted for substantial amounts of the variances in academic well-being and life satisfaction for both samples. Results of the bootstrapping procedure revealed that indirect effects of personality traits and self-construal variables on well-being outcomes were mediated mostly by pathways that involved academic self-efficacy, academic goal progress, and/or academic supports. Academic well-being also filtered the effects of other predictors on life satisfaction. Multigroup structural equation modeling analyses indicated the presence of measurement equivalence across these 2 groups. However, several structural paths differed significantly between the Taiwanese and the Singaporean samples. Overall, this study provides evidence for the applicability of the modified well-being model to college students in Taiwan and Singapore and suggests that students in these 2 Asian countries might pursue and maintain their well-being through different psychological mechanisms. Practical implications for interventions and outreach programs as well as directions for future research are discussed. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Ten Years in the Academic Integrity Trenches: Experiences and Issues

ERIC Educational Resources Information Center

Atkinson, Doug; Nau, S. Zaung; Symons, Christine

2016-01-01

In 2016, our university launched its Academic Integrity Program (AIP) in order to promote and protect academic integrity. All commencing students must complete this online AIP within 14 days of starting their course. Satisfactory completion of this module with a test score of 80% is required before students can access their course materials.…

Self-reported academic performance in relation to health behaviours among Bahria University students.

PubMed

Rehman, Rehana; Zafar, Amara; Mohib, Aleena; Hussain, Mehwish; Ali, Rabiya

2018-02-01

To find an association between self-reported academic performance with different socio-demographic factors, health behaviours and mental health amongst university students. This cross-sectional study was conducted at Bahria University, Karachi, from January 2012 to December 2013, and comprised university students of different disciplines. An anonymous, self-reported questionnaire was distributed among the subjects. Convenient sampling technique was used. Demographic information, including age, gender and field of study, were obtained. Depresion was evaluated via Centre for Epidemiological Studies Depression Scale. SPSS 22 was used to analyse data. Of the 813 respondents, 334(41.1%) were males and 479(58.9%) females. The mean age was 19.9±1.8 years. Overall, 126(15.5%) subjects reported excellent, 242(29.8%) very good, 310(38.1%) good, 100(12.3%) satisfactory and 35(4.3%) not satisfactory academic performance. Residential status of students played a significant role on their academic performance (p=0.011). Breakfast eating behaviour depicted a significant association with the academic performance (p=0.04).The proportion of unsatisfactory academic performances among students having severe sleep disorder was the highest, followed by mild/moderate (p=0.01). The depression scale's item 'troubling in mind' was highly associated with academic performance (p<0.05). A constructive association existed among healthy behaviours and academic performance. .

46 CFR 310.55 - Scholastic requirements.

Code of Federal Regulations, 2013 CFR

2013-10-01

... science; (B) Foreign language; (C) Economics; and, (D) Social science. (2) Evidence of academic work..., Social Sciences and Natural Sciences. Minimum qualifying scores on the entrance examinations will be... given to satisfactory college level study or any special study undertaken to strengthen their academic...

46 CFR 310.55 - Scholastic requirements.

Code of Federal Regulations, 2014 CFR

2014-10-01

... science; (B) Foreign language; (C) Economics; and, (D) Social science. (2) Evidence of academic work..., Social Sciences and Natural Sciences. Minimum qualifying scores on the entrance examinations will be... given to satisfactory college level study or any special study undertaken to strengthen their academic...

46 CFR 310.55 - Scholastic requirements.

Code of Federal Regulations, 2012 CFR

2012-10-01

... science; (B) Foreign language; (C) Economics; and, (D) Social science. (2) Evidence of academic work..., Social Sciences and Natural Sciences. Minimum qualifying scores on the entrance examinations will be... given to satisfactory college level study or any special study undertaken to strengthen their academic...

46 CFR 310.55 - Scholastic requirements.

Code of Federal Regulations, 2011 CFR

2011-10-01

... science; (B) Foreign language; (C) Economics; and, (D) Social science. (2) Evidence of academic work..., Social Sciences and Natural Sciences. Minimum qualifying scores on the entrance examinations will be... given to satisfactory college level study or any special study undertaken to strengthen their academic...

The Quality of Life of Retired Reengaged Academics in Nigeria

ERIC Educational Resources Information Center

Ejechi, Eucharia Onyema

2012-01-01

The quality of life (QL) of retired academics reengaged in some Nigerian Universities was studied using physical health, subjective happiness, life satisfaction and psychological well-being domains and a measure based on control, autonomy, self-realization and pleasure (CASP) as indicators. Satisfactory QL was indicated all respondents (greater…

The White Cube in the Black Box: Assessing Artistic Research Quality in Multidisciplinary Academic Panels

ERIC Educational Resources Information Center

Wilson, Jennifer

2016-01-01

Despite its imperfections, academic peer review has been accepted as a satisfactory process by which assessment panels comprised of different disciplinary representatives arrive at agreement through a system of shared rules and language that respects disciplinary plurality. Artistic researchers, whose output is required to meet both scholarly…

The Impact of Leadership Practices on the Academic Achievement of Elementary Students in Satisfactory Schools and Unsatisfactory Schools in Georgia

ERIC Educational Resources Information Center

Hill, Antonio

2011-01-01

Our nation's k-12 schools are faced with numerous critical challenges: elevating academic achievement, recruitment and retention of high-caliber teachers, improving teacher quality, and meeting the mandates of the "No Child Left Behind" ("NCLB") legislation and state standards (Simpson, Lacava, & Graner, 2004; &…

The 1993/1994 NASA Graduate Student Researchers Program

NASA Technical Reports Server (NTRS)

1992-01-01

The NASA Graduate Student Researchers Program (GSRP) attempts to reach a culturally diverse group of promising U.S. graduate students whose research interests are compatible with NASA's programs in space science and aerospace technology. Each year we select approximately 100 new awardees based on competitive evaluation of their academic qualifications, their proposed research plan and/or plan of study, and their planned utilization of NASA research facilities. Fellowships of up to $22,000 are awarded for one year and are renewable, based on satisfactory progress, for a total of three years. Approximately 300 graduate students are, thus, supported by this program at any one time. Students may apply any time during their graduate career or prior to receiving their baccalaureate degree. An applicant must be sponsored by his/her graduate department chair or faculty advisor; this book discusses the GSRP in great detail.

7 CFR 3402.23 - Documentation of progress on funded projects.

Code of Federal Regulations, 2010 CFR

2010-01-01

...: Graduates; is officially terminated from the Fellowship or the academic program due to unsatisfactory academic progress; or voluntarily withdraws from the Fellowship or the academic program. If a Fellow has... Research Information System (CRIS). The CRIS database contains narrative project information, progress...

7 CFR 3402.23 - Documentation of progress on funded projects.

Code of Federal Regulations, 2011 CFR

2011-01-01

... the academic program due to unsatisfactory academic progress; or voluntarily withdraws from the Fellowship or the academic program. If a Fellow has not completed all degree requirements at the end of the... database contains narrative project information, progress/impact statements, and final technical reports...

7 CFR 3402.23 - Documentation of progress on funded projects.

Code of Federal Regulations, 2014 CFR

2014-01-01

... the academic program due to unsatisfactory academic progress; or voluntarily withdraws from the Fellowship or the academic program. If a Fellow has not completed all degree requirements at the end of the... database contains narrative project information, progress/impact statements, and final technical reports...

7 CFR 3402.23 - Documentation of progress on funded projects.

Code of Federal Regulations, 2012 CFR

2012-01-01

... the academic program due to unsatisfactory academic progress; or voluntarily withdraws from the Fellowship or the academic program. If a Fellow has not completed all degree requirements at the end of the... database contains narrative project information, progress/impact statements, and final technical reports...

7 CFR 3402.23 - Documentation of progress on funded projects.

Code of Federal Regulations, 2013 CFR

2013-01-01

... the academic program due to unsatisfactory academic progress; or voluntarily withdraws from the Fellowship or the academic program. If a Fellow has not completed all degree requirements at the end of the... database contains narrative project information, progress/impact statements, and final technical reports...

32 CFR 1639.4 - Exclusion from Class 2-D.

Code of Federal Regulations, 2010 CFR

2010-07-01

... recognized; or (c) He ceases to be a full-time student; or (d) He fails to maintain satisfactory academic... Class 2-D when: (a) He fails to establish that the theological or divinity school is a recognized school...

The Effect of Weekly Progress Reports on Academic Achievement.

ERIC Educational Resources Information Center

Armour, Katherine S.

This study investigated the effect of weekly progress reports on the academic achievement of seventh grade language arts students. It also investigated the effects of weekly progress reports on locus of control attribution and the relationship between academic achievement and locus of control attribution. The study took place in a suburban school…

Monitoring Academic and Social Skills in Elementary School: A Psychometric Evaluation of the Classroom Performance Survey

ERIC Educational Resources Information Center

Caldarella, Paul; Larsen, Ross A. A.; Williams, Leslie; Wehby, Joseph H.; Wills, Howard; Kamps, Debra

2017-01-01

Numerous well-validated academic progress monitoring tools are used in schools, but there are fewer behavioral progress monitoring measures available. Some brief behavior rating scales have been shown to be effective in monitoring students' progress, but most focus only on students' social skills and do not address critical academic-related…

Monitoring Academic and Social Skills in Elementary School: A Psychometric Evaluation of the Classroom Performance Survey

ERIC Educational Resources Information Center

Caldarella, Paul; Larsen, Ross A. A.; Williams, Leslie; Wehby, Joseph H.; Wills, Howard P.; Kamps, Debra M.

2017-01-01

Numerous well validated academic progress monitoring tools are used in schools, but there are fewer behavioral progress monitoring measures available. Some brief behavior rating scales have been shown to be effective in monitoring students' progress, but most focus only on students' social skills and do not address critical academic-related…

Social cognitive predictors of first- and non-first-generation college students' academic and life satisfaction.

PubMed

Garriott, Patton O; Hudyma, Aaron; Keene, Chesleigh; Santiago, Dana

2015-04-01

The present study tested Lent's (2004) social-cognitive model of normative well-being in a sample (N = 414) of first- and non-first-generation college students. A model depicting relationships between: positive affect, environmental supports, college self-efficacy, college outcome expectations, academic progress, academic satisfaction, and life satisfaction was examined using structural equation modeling. The moderating roles of perceived importance of attending college and intrinsic goal motivation were also explored. Results suggested the hypothesized model provided an adequate fit to the data while hypothesized relationships in the model were partially supported. Environmental supports predicted college self-efficacy, college outcome expectations, and academic satisfaction. Furthermore, college self-efficacy predicted academic progress while college outcome expectations predicted academic satisfaction. Academic satisfaction, but not academic progress predicted life satisfaction. The structural model explained 44% of the variance in academic progress, 56% of the variance in academic satisfaction, and 28% of the variance in life satisfaction. Mediation analyses indicated several significant indirect effects between variables in the model while moderation analyses revealed a 3-way interaction between academic satisfaction, intrinsic motivation for attending college, and first-generation college student status on life satisfaction. Results are discussed in terms of applying the normative model of well-being to promote first- and non-first-generation college students' academic and life satisfaction. (c) 2015 APA, all rights reserved).

Malaysian adolescent students' needs for enhancing thinking skills, counteracting risk factors and demonstrating academic resilience

PubMed Central

Kuldas, Seffetullah; Hashim, Shahabuddin; Ismail, Hairul Nizam

2015-01-01

The adolescence period of life comes along with changes and challenges in terms of physical and cognitive development. In this hectic period, many adolescents may suffer more from various risk factors such as low socioeconomic status, substance abuse, sexual abuse and teenage pregnancy. Findings indicate that such disadvantaged backgrounds of Malaysian adolescent students lead to failure or underachievement in their academic performance. This narrative review scrutinises how some of these students are able to demonstrate academic resilience, which is satisfactory performance in cognitive or academic tasks in spite of their disadvantaged backgrounds. The review stresses the need for developing a caregiving relationship model for at-risk adolescent students in Malaysia. Such a model would allow educators to meet the students' needs for enhancing thinking skills, counteracting risk factors and demonstrating academic resilience. PMID:25663734

The Measurement of Stressful Events in Chinese College Students

ERIC Educational Resources Information Center

Li, Hong; Lin, Chong-De; Bray, Melissa A.; Kehle, Thomas J.

2005-01-01

The "Chinese College Stress Scale" was developed to ascertain stress in university students. Results suggested that the psychometric properties of the "Chinese College Stress Scale" were satisfactory. Overall, student stress was primarily related to academic, personal, and negative life events. Approximately 8% of Chinese…

Monitoring Students' Academic & Disciplinary Progression.

ERIC Educational Resources Information Center

McDonald, Fred; Kellogg, Larry J.

This document outlines the objectives and procedures of a program at a New Mexico school district whose purpose is to enable school personnel to systematically monitor students' academic and disciplinary progression. The objectives of the program are to diagnose academic or disciplinary problems and prescribe remedies, to establish an oncampus…

Behavioral and Academic Progress of Children Displaying Substantive ADHD Behaviors in Special Education: A 1-Year Follow-up.

PubMed

Stoutjesdijk, Regina; Scholte, Evert M; Swaab, Hanna

2016-01-01

Exploring differences in behavioral and academic progress between children displaying substantive ADHD behaviors (M age of 9.4 years) in special schools (n = 38) and in inclusive education (n = 26). The contribution of pedagogical strategies to positive outcomes was also examined. Measurements used were the Teachers' Report Form, the Social Emotional Questionnaire, assessments of academic achievement, and the Pedagogical Methods Questionnaire. Mixed-model ANOVAs and Pearson's correlations were used to analyze the data. Significant progress was found regarding disorder-specific problem behavior and in all academic areas, but no interaction effect was found between time and setting. Correlations indicated that positive behavior reinforcement and emotional support are the pedagogical strategies that contributed most to behavioral adaptation. Children displaying substantive ADHD behaviors in both groups develop equally well in the areas of behavioral and academic functioning where significant progress was found. © The Author(s) 2013.

Strike Four! Do-Over Policies Institutionalize GPA Distortion

ERIC Educational Resources Information Center

Marx, Jonathan; Meeler, David

2013-01-01

Purpose: The aim of this paper is to illustrate how universities play an institutional role in inflating student grade point averages (GPA) by modifying academic polices such as course withdraw, repeats, and satisfactory/unsatisfactory grade options. Design/methodology/approach: Three research strategies are employed: an examination of eight…

An explanatory model of academic achievement based on aptitudes, goal orientations, self-concept and learning strategies.

PubMed

Miñano Pérez, Pablo; Castejón Costa, Juan-Luis; Gilar Corbí, Raquel

2012-03-01

As a result of studies examining factors involved in the learning process, various structural models have been developed to explain the direct and indirect effects that occur between the variables in these models. The objective was to evaluate a structural model of cognitive and motivational variables predicting academic achievement, including general intelligence, academic self-concept, goal orientations, effort and learning strategies. The sample comprised of 341 Spanish students in the first year of compulsory secondary education. Different tests and questionnaires were used to evaluate each variable, and Structural Equation Modelling (SEM) was applied to contrast the relationships of the initial model. The model proposed had a satisfactory fit, and all the hypothesised relationships were significant. General intelligence was the variable most able to explain academic achievement. Also important was the direct influence of academic self-concept on achievement, goal orientations and effort, as well as the mediating ability of effort and learning strategies between academic goals and final achievement.

Assessing Student Academic and Social Progress.

ERIC Educational Resources Information Center

Baird, Leonard L., Ed.

Assessment of student progress in community colleges is necessary for several reasons; among them are accountability to the public, improvement of decision-making for both students and educators, and planning and evaluation of curricula. This sourcebook focuses on various types of student progress--vocational, social, academic, transfer--and on…

Explaining Academic Progress via Combining Concepts of Integration Theory and Rational Choice Theory.

ERIC Educational Resources Information Center

Beekhoven, S.; De Jong, U.; Van Hout, H.

2002-01-01

Compared elements of rational choice theory and integration theory on the basis of their power to explain variance in academic progress. Asserts that the concepts should be combined, and the distinction between social and academic integration abandoned. Empirical analysis showed that an extended model, comprising both integration and rational…

Characteristics of Students on Academic or Progress Probation, Spring 1992 through Spring 1995.

ERIC Educational Resources Information Center

Southwestern Coll., Chula Vista, CA.

Between spring 1992 and spring 1995, California's Southwestern College (SWC) conducted a study on the characteristics of students on academic or progress probation. The study was done as part of the Matriculation Research and Evaluation Plan to assess academic outcomes for SWC students. The report explores the demographic and educational…

Transformational, Transactional Leadership Styles and Job Performance of Academic Leaders

ERIC Educational Resources Information Center

Mahdinezhad, Maryam; Bin Suandi, Turiman; bin Silong, Abu Daud; Omar, Zoharah Binti

2013-01-01

In higher learning education, the performance is influenced by many factors. Effective leadership has an imperative role in the better performance and growth of the organization. Yet, several performance efforts were unsuccessful as a result of factors such as satisfactory leadership style of leaders. This study was carried out to identify the…

Student Aides for Handicapped College Students. Final Report and Manual.

ERIC Educational Resources Information Center

Urie, Robert M.; And Others

The stated purpose of the project was to demonstrate that the use of student aides to assist selected physically handicapped students in the college setting, in conjunction with special physical facilities and individual counseling sessions for both the physically handicapped and the student aides, would result in a more satisfactory academic,…

Common Progress Monitoring Omissions: Planning and Practice. Progress Monitoring Brief #1

ERIC Educational Resources Information Center

National Center on Response to Intervention, 2013

2013-01-01

Progress monitoring, one of the essential components of Response to Intervention (RTI), is characterized by repeated measurement of academic performance that is conducted at least monthly. The process may be used to assess students' academic performance over time, to quantify student rates of improvement or responsiveness to instruction, and to…

MAPP (Monitoring Academic Progress Policy): Providing Advising Direction Through the Use of a Degree Auditing System.

ERIC Educational Resources Information Center

Severy, Lawrence J.; Slinger, Peter J.

1996-01-01

Describes a computerized partial degree auditing system, MAPP (Monitoring Academic Progress Policy), developed at the University of Florida to monitor students' progress into appropriate majors and apply institutional policy concerning degrees. The system generates letters directing students to advisors when needed. Discusses advantages for…

Common Progress Monitoring Omissions: Reporting Information to Parents. Progress Monitoring Brief #4

ERIC Educational Resources Information Center

National Center on Response to Intervention, 2013

2013-01-01

Progress monitoring, one of the essential components of Response to Intervention (RTI), is characterized by repeated measurement of academic performance that is conducted at least monthly. The process may be used to assess students' academic performance over time, to quantify student rates of improvement or responsiveness to instruction, and to…

Shared Curriculum Model: A Promising Practice for Education Transformation.

PubMed

Close, Liz; Gorski, Mary Sue; Sroczynski, Maureen; Farmer, Pat; Wortock, Jean

2015-12-01

The shared curriculum model is one of four successful models of academic progression identified through a consensus-building process facilitated by The Future of Nursing: Campaign for Action, with support from the Robert Wood Johnson Foundation, AARP, and the AARP Foundation. Seamless academic progression from the associate degree in nursing (ADN) to the baccalaureate degree in nursing (BSN) is achieved either by simultaneously revising both ADN and BSN curricula or by making targeted adjustments in ADN or BSN curricula to create a unified academic progression. Systematic vetting and definitive agreement on nursing prerequisites and corequisites, general education courses, nursing major content, and general degree requirements are necessary to ensure coordinated degree progression. A standardized set of expectations for beginning professional practice and for unique baccalaureate nursing knowledge ensures vital nursing content across the ADN-to-BSN continuum. Examples of state and regional ADN-to-BSN progression programs using the shared curriculum model are highlighted. The shared curriculum model is a promising practical and sustainable approach to seamless ADN-to-BSN academic progression. Copyright 2015, SLACK Incorporated.

Florida's Progress toward Excellence in Education in the State Community College System. A Report to the State Board of Education.

ERIC Educational Resources Information Center

Florida State Board of Education, Tallahassee.

Covering the 1983-84 academic year, this report describes the status of the Florida state community college system according to 19 different indicators of progress toward excellence. The 19 indicators are: (1) academic scholarships and fellowships awarded to graduates; (2) College Level Academic Skills Test scores; (3) findings of follow-up…

Construct Validity and Measurement Invariance of Computerized Adaptive Testing: Application to Measures of Academic Progress (MAP) Using Confirmatory Factor Analysis

ERIC Educational Resources Information Center

Wang, Shudong; McCall, Marty; Jiao, Hong; Harris, Gregg

2012-01-01

The purposes of this study are twofold. First, to investigate the construct or factorial structure of a set of Reading and Mathematics computerized adaptive tests (CAT), "Measures of Academic Progress" (MAP), given in different states at different grades and academic terms. The second purpose is to investigate the invariance of test…

An Examination of the Influence of Institutional Context on Academic Progress Rates at Division I Institutions: A Multilevel Approach

ERIC Educational Resources Information Center

McLaughlin, Jacqueline Elaine

2012-01-01

The growing attention given to intercollegiate athletics in recent years amid ongoing controversies highlights the importance of closely examining the implementation and impact of sports policy on college campuses. In an attempt to improve the academic performance and retention of student-athletes, the Academic Progress Rate (APR) was implemented…

"Progress or Abuse--A Choice." A Study to Investigate the Need for Legislative and Administrative Actions Regarding Standards of Progress Provisions of the GI Bill and Class Session Requirements of the Veterans' Administration Regulations.

ERIC Educational Resources Information Center

Veterans Administration, Washington, DC.

The need for legislative and administrative action was examined in regard to the GI Bill and the satisfactory progress requirements and the "seat-time" requirements prescribed by regulation. Information is presented on the GI Bill Improvement Act of 1977 (P.L. 95-202), standards of progress of the veteran student, and contact time, or…

Effects of Inclusion Classrooms on Academic Achievement of Students with Learning Disabilities and Students in General Education

ERIC Educational Resources Information Center

Ware, Sharon

2016-01-01

The purpose of this study was threefold: (a) to examine the academic progress of students in reading, who have a learning disability in reading, as they transfer from pull-out support services to inclusion services; and (b) to examine the academic progress of general education students in reading, as they transfer from a general education setting…

Relationshp between Academic Variables and Personality Type to Progression in an Associate Degree Nursing Program and Achievement on NCLEX-RN.

ERIC Educational Resources Information Center

Wood, Ione Norma

This retrospective study was done to identify academic and personality variables that predict student progression through an associate degree nursing program and achievement on the National Council Licensing Examination for Registered Nurses (NCLEX-RN). The study searched for evidence of a decline in academic ability in the students over the 7…

Perceived Social Support at School and Emotional and Musculoskeletal Complaints among Norwegian 8th Grade Students.

ERIC Educational Resources Information Center

Bru, Edvin; Boyesen, Marit; Munthe, Elaine; Roland, Erling

1998-01-01

A majority of 1071 Norwegian eighth graders studied reported satisfactory support from teachers and relations with peers, although 12% reported more severe emotional complaints and 10% reported more severe musculoskeletal complaints. Exposure to harassment at school and a perceived lack of academic support show the strongest associations with…

Opportunity Costs in Paediatric Training: The Specialist Registrars Experience.

PubMed

O'Neill, M B; Nabialek, T; Kandamany, N

2017-08-08

In the training process, there is a tension between the work life and home life of trainees. This study explored both the personal impact and the opportunity costs of training from the Specialist Paediatric Registrar (SPR) perspective. The survey explored 1) career progression, 2) perceived functional effectiveness at work, 3) psychological impact of hospital based training, and 4) the personal and social cost of training. Fifty-three (71%) SPRs responded of whom 47 (89%)were married or in long term relationships. Seventy-five percent of trainees had a definite career plan with 86% intending to undertake fellowship training. Seventy percent believed they were efficient time managers but 53% had difficulty in making time for academic pursuits and fifty percent experienced negative feelings, which lingered after work and interfered with their relationships at home. Seventy-four percent stated training was undertaken at significant personal cost with only 21% achieving a very satisfactory work/life balance. To address these difficulties trainee wellbeing should be addressed at the Basic Specialist Training (BST) level and the career path clearly explained outlining the challenges that are likely to be encountered.

The Identification of Carriers in Duchenne Muscular Dystrophy

PubMed Central

Monckton, George; Ludvigsen, Bernhard

1963-01-01

Following recurrent reports in the literature that it is possible to detect carriers of the gene for progressive muscular dystrophy (Duchenne), a survey of nine families was performed. No unequivocal results could be obtained in comparison of clinical data with circulation-time measurements or serum enzyme studies. It is concluded that carrier-labelling with respect to progressive muscular dystrophy is not yet at a satisfactory stage, although progress is being made. PMID:13935998

Social cognitive predictors of Mexican American college students' academic and life satisfaction.

PubMed

Ojeda, Lizette; Flores, Lisa Y; Navarro, Rachel L

2011-01-01

In this study, we used Lent's (2004) social cognitive model of well being to examine the academic and life satisfaction of 457 Mexican American college students attending a Hispanic-Serving Institution. Using structural equation modeling, results indicated that the model provided a good fit to the data. Specifically, we found positive relations from positive affect to enculturation, acculturation, college self-efficacy, academic satisfaction, and life satisfaction; from enculturation to college self-efficacy; from acculturation to college self-efficacy and college outcome expectations; from college self-efficacy to college outcome expectations, academic goal progress, academic satisfaction, and life satisfaction; from college outcome expectations to academic satisfaction; from academic goal progress to academic and life satisfaction; and from academic satisfaction to life satisfaction. Findings indicated the model was invariant across gender groups, and overall, 38% and 14% of the variance in academic satisfaction and life satisfaction, respectively, were explained by the predictor variables. Implications for research and practice are discussed.

Attitudes of clinical faculty about career progress, career success and recognition, and commitment to academic medicine. Results of a survey.

PubMed

Buckley, L M; Sanders, K; Shih, M; Hampton, C L

2000-09-25

To assess attitudes about career progress, resources for career development, and commitment to academic medicine in physician faculty at an academic medical center who spend more than 50% of their time in clinical care. Faculty survey. Academic medical center and associated Veterans Affairs medical center. A total of 310 physician faculty responded to the survey. Half of the faculty reported spending 50% or less of their time in clinical care (mean, 31% of time) (group 1) and half reported spending more than 50% of their time in clinical care (mean, 72% of time) (group 2). Group 2 faculty had one third of the time for scholarly activities, reported slower career progress, and were less likely to be at the rank of professor (40% and 16% for groups 1 and 2, respectively; P<.001) or to be tenured (52% and 26%, respectively; P<.001) despite similar age and years on faculty. Group 2 faculty were 50% more likely to report that tenure and promotion criteria were not reviewed at their annual progress report (P =.003) and that they did not understand the criteria (P<.001). Group 2 faculty valued excellence in patient care over scholarship and national visibility. Group 2 faculty reported greater dissatisfaction with academic medicine and less commitment to a career in academic medicine. Physician faculty who spend more than 50% of their time in clinical care have less time, mentoring, and resources needed for development of an academic career. These obstacles plus differences in their attitudes about career success and recognition contribute to significant differences in promotion. These factors are associated with greater dissatisfaction with academic medicine and lower commitment to academic careers.

Cooling Out Undergraduates with Health Impairments: The Freshman Experience

PubMed Central

Carroll, Jamie M.; Muller, Chandra; Pattison, Evangeleen

2016-01-01

Students with health impairments represent a growing sector of the college population, but health based disparities in bachelor’s degree completion persist. The classes students pass and the grades they receive during the first year of college provide signals of degree progress and academic fit that shape educational expectations, potentially subjecting students to a cooling out process (Clark 1960). Using the Beginning Postsecondary Students Longitudinal Study (BPS 04/09), we compare signals of degree progress and academic fit and changes in educational expectations between students with and without health impairments during the first year of college. We find that net of academic preparation, type of institution, enrollment intensity and first year experiences, students with mental impairments are more likely to lower their educational expectations after the first year of college, due partially to negative signals of academic fit. We find limited evidence that gaps in learning are related to the use of academic accommodations for students with health impairments. Our results suggest that students with mental impairments are disadvantaged in reaching first year benchmarks of degree progress and academic fit and are disproportionately cooled out. PMID:27818527

Academic Progress of Students across Inclusive and Traditional Settings

ERIC Educational Resources Information Center

Cole, Cassandra M.; Waldron, Nancy; Majd, Massoumeh

2004-01-01

Effects of inclusive school settings for students in six Indiana school corporations were investigated. Results reveal that students without disabilities educated in inclusive settings made significantly greater academic progress in mathematics and reading. For students with disabilities, there were no significant differences in reading and math…

2015 NWEA Measures of Academic Progress Normative Data

ERIC Educational Resources Information Center

Northwest Evaluation Association, 2015

2015-01-01

By using carefully constructed measurement scales that span grades, Measures of Academic Progress (MAP) interim assessments from Northwest Evaluation Association™ (NWEA™) offer educators efficient and very accurate estimates of student achievement status within a subject. Before achievement test scores can be useful to educators, however, they…

28 CFR 544.73 - Program participation.

Code of Federal Regulations, 2012 CFR

2012-07-01

...) shall be deemed to be making satisfactory progress toward earning a GED credential or high school... program until the inmate earns a GED credential or high school diploma. At these meetings, the inmate may...

28 CFR 544.73 - Program participation.

Code of Federal Regulations, 2013 CFR

2013-07-01

...) shall be deemed to be making satisfactory progress toward earning a GED credential or high school... program until the inmate earns a GED credential or high school diploma. At these meetings, the inmate may...

28 CFR 544.73 - Program participation.

Code of Federal Regulations, 2014 CFR

2014-07-01

...) shall be deemed to be making satisfactory progress toward earning a GED credential or high school... program until the inmate earns a GED credential or high school diploma. At these meetings, the inmate may...

28 CFR 544.73 - Program participation.

Code of Federal Regulations, 2011 CFR

2011-07-01

...) shall be deemed to be making satisfactory progress toward earning a GED credential or high school... program until the inmate earns a GED credential or high school diploma. At these meetings, the inmate may...

Relationship between Admission Selection Criteria and Academic Progression for Student Nurse Anesthetists

ERIC Educational Resources Information Center

Burns, Sharon M.

2009-01-01

Today's admission selection criteria require refinement with the intention of fostering academic progression for students entering nurse anesthesia programs (Reese, 2002).With the escalating cost of graduate education coupled with the current economic crisis, efforts by educational leaders to minimize attrition remains pivotal (Andrews, Johansson,…

The Impact of the Measures of Academic Progress (MAP) Program on Student Reading Achievement

ERIC Educational Resources Information Center

Cordray, David S.; Pion, Georgine M.; Brandt, Chris; Molefe, Ayrin

2013-01-01

One of the most widely used commercially available systems incorporating benchmark assessment and training in differentiated instruction is the Northwest Evaluation Association's (NWEA) Measures of Academic Progress (MAP) program. The MAP program involves two components: (1) computer-adaptive assessments administered to students three to four…

34 CFR 300.160 - Participation in assessments.

Code of Federal Regulations, 2010 CFR

2010-07-01

... assessing the academic progress of students with disabilities under Title I of the ESEA, the alternate...) Are aligned with the State's challenging academic content standards and challenging student academic achievement standards; (ii) If the State has adopted modified academic achievement standards permitted in 34...

34 CFR 300.160 - Participation in assessments.

Code of Federal Regulations, 2011 CFR

2011-07-01

... assessing the academic progress of students with disabilities under Title I of the ESEA, the alternate...) Are aligned with the State's challenging academic content standards and challenging student academic achievement standards; (ii) If the State has adopted modified academic achievement standards permitted in 34...

Is High School Graduation an Illusion? A Study to Determine the Academic and Graduation Progression between Students with Disabilities and Their Non-Disabled Peers in Georgia Public High Schools

ERIC Educational Resources Information Center

Thinguri, Ruth W.

2010-01-01

The study examined the academic and graduation progression of students with disabilities compared to their non-disabled students in Georgia public high schools. Specifically, the Georgia High School Graduation Tests (GHSGT) in math and English and graduation rates were analyzed for their progression since the enactment of the No Child Left Behind…

49 CFR 22.19 - Credit criteria.

Code of Federal Regulations, 2013 CFR

2013-10-01

... earnings and cash flow, and work in progress; (e) Ability to repay the loan; (f) Sufficient equity to... an ability to repay the loan as well as satisfactory handling of the repayment of past and current...

49 CFR 22.19 - Credit criteria.

Code of Federal Regulations, 2011 CFR

2011-10-01

... earnings and cash flow, and work in progress; (e) Ability to repay the loan; (f) Sufficient equity to... an ability to repay the loan as well as satisfactory handling of the repayment of past and current...

49 CFR 22.19 - Credit criteria.

Code of Federal Regulations, 2012 CFR

2012-10-01

... earnings and cash flow, and work in progress; (e) Ability to repay the loan; (f) Sufficient equity to... an ability to repay the loan as well as satisfactory handling of the repayment of past and current...

49 CFR 22.19 - Credit criteria.

Code of Federal Regulations, 2014 CFR

2014-10-01

... earnings and cash flow, and work in progress; (e) Ability to repay the loan; (f) Sufficient equity to... an ability to repay the loan as well as satisfactory handling of the repayment of past and current...

Pewaukee School District, Wisconsin. Case Study: Measures of Academic Progress

ERIC Educational Resources Information Center

Northwest Evaluation Association, 2015

2015-01-01

For more than a decade, Pewaukee School District Superintendent JoAnn Sternke has watched her district get better and better at its mission: opening the door to each student's future. The Wisconsin district began using Measures of Academic Progress® (MAP®) computer adaptive interim assessments from Northwest Evaluation Association™ (NWEA™) in 2004…

Monitoring Progress of Students Who Are Deaf or Hard of Hearing

ERIC Educational Resources Information Center

Rose, Susan

2007-01-01

Federal and state legislation has placed a renewed emphasis on accountability and academic outcomes among students who are deaf or hard of hearing. While much attention is given to norm-referenced standardized testing accommodations, there is a need for functional formative assessments for the purpose of monitoring students' academic progress.…

The Effect of Systematic Academic Instruction on Behavioural and Academic Outcomes of Students with EBD

ERIC Educational Resources Information Center

van der Worp-van der Kamp, Lidy; Pijl, Sip Jan; Post, Wendy J.; Bijstra, Jan O.; van den Bosch, Els J.

2016-01-01

This study aims to assess the impact of systematic academic instruction on academic progress and behavioural problems of students with emotional and/or behavioural disorders (EBD) in special education. Earlier studies have noted the importance of a systematic approach as well as the significance of focusing on academic instruction instead of on…

A Comparison of Academic and Athletic Performance in the NCAA

ERIC Educational Resources Information Center

Bailey, Sarah; Bhattacharyya, Mouchumi

2017-01-01

The Academic Progress Rate (APR) of 34 sports was investigated to determine whether the top athletic teams performed significantly better "academically" compared to their bottom counterparts. A "p" value of 0.0029 revealed that top athletic teams academically outperformed bottom athletic teams. Further analysis showed the…

Differentiated Instruction for Gifted Business Students: The Other Side of the Coin

ERIC Educational Resources Information Center

McCoy, Kathleen M.; Rader, Martha H.

2008-01-01

Despite the national, state, and local emphasis on academic progress and standards, the curricular needs of the 3 million highly talented and gifted youth in the U.S. generally have not been embraced as a priority. In many high schools, academically precocious students are expected to progress on their own. The Individuals with Disabilities…

English Language Learners and Their Academic Progress: 2010-2011

ERIC Educational Resources Information Center

Shneyderman, Aleksandr

2012-01-01

This is the 2010-11 annual report on the academic progress of English language learners in the Miami-Dade County Public Schools. The purpose of the report is to: (1) Describe the demographic characteristics of students classified as English Language Learners (ELL) in the Miami-Dade County Public Schools (M-DCPS); (2) Provide data regarding ELL…

Technical Adequacy and Acceptability of Curriculum-Based Measurement and the Measures of Academic Progress

ERIC Educational Resources Information Center

January, Stacy-Ann A.; Ardoin, Scott P.

2015-01-01

Curriculum-based measurement in reading (CBM-R) and the Measures of Academic Progress (MAP) are assessment tools widely employed for universal screening in schools. Although a large body of research supports the validity of CBM-R, limited empirical evidence exists supporting the technical adequacy of MAP or the acceptability of either measure for…

Use of Social Emotional Learning Skills to Predict Future Academic Success and Progress toward Graduation

ERIC Educational Resources Information Center

Davis, Alan; Solberg, V. Scott; de Baca, Christine; Gore, Taryn Hargrove

2014-01-01

This study evaluated the degree to which a range of social emotional learning skills--academic self-efficacy, academic motivation, social connections, importance of school, and managing psychological and emotional distress and academic stress--could be used as an indicator of future academic outcomes. Using a sample of 4,797 from a large urban…

Work-Based Learning and Academic Skills. IEE Working Paper No. 15.

ERIC Educational Resources Information Center

Hughes, Katherine L.; Moore, David Thornton; Bailey, Thomas R.

The claim that work-based experience improves students' academic performance was examined through a study of the academic progress of 25 high school and community college student interns employed in various health care workplaces. Data were collected from the following activities: (1) review of the literature on academic reinforcement and academic…

A Growth Model for Academic Program Life Cycle (APLC): A Theoretical and Empirical Analysis

ERIC Educational Resources Information Center

Acquah, Edward H. K.

2010-01-01

Academic program life cycle concept states each program's life flows through several stages: introduction, growth, maturity, and decline. A mixed-influence diffusion growth model is fitted to enrolment data on academic programs to analyze the factors determining progress of academic programs through their life cycles. The regression analysis yield…

A Longitudinal Study of Academic Progress Rate as a Result of Team and Institutional Variables at NCAA Division I Schools

ERIC Educational Resources Information Center

Hale, Jimmie Edwin

2014-01-01

This study explained Academic Progress Rate (APR) levels and differences in APR (DAPR) with team and institutional variables. Team variables included team gender, sport profile, and squad size. Institutional variables included individual variables aggregated to the institutional level. The data analyzed in this study was derived from the National…

The Effect of Instructing Cognitive and Metacognitive Strategies on the Academic Progress of Ilam Medical University Students

ERIC Educational Resources Information Center

Abdolhosseini, Amir; Keikhavani, Sattar; Hasel, Kourosh Mohammadi

2011-01-01

This study reviewed the effect of instructing cognitive and metacognitive strategies on the academic progress of Medical Sciences of Ilam University students. The research is quasi-experimental including a pre-test and a post-test. The population of the research includes the students of Medical Sciences of Ilam University. The sample includes 120…

Predictive Utility and Classification Accuracy of Oral Reading Fluency and the Measures of Academic Progress for the Wisconsin Knowledge and Concepts Exam

ERIC Educational Resources Information Center

Ball, Carrie R.; O'Connor, Edward

2016-01-01

This study examined the predictive validity and classification accuracy of two commonly used universal screening measures relative to a statewide achievement test. Results indicated that second-grade performance on oral reading fluency and the Measures of Academic Progress (MAP), together with special education status, explained 68% of the…

Promoting the Social Inclusion and Academic Progress of Gypsy, Roma and Traveller Children: A Secondary School Case Study

ERIC Educational Resources Information Center

Gould, Siobhan

2017-01-01

The aim of this study was to identify support strategies used to promote "social inclusion" and "academic progress" of Key Stage 3 and 4 Gypsy, Roma and Traveller (GRT) pupils. The study used an interpretivist approach, incorporating an embedded single case study with several participant groups, namely GRT pupils, GRT parents,…

Subjective Well-Being, Test Anxiety, Academic Achievement: Testing for Reciprocal Effects.

PubMed

Steinmayr, Ricarda; Crede, Julia; McElvany, Nele; Wirthwein, Linda

2015-01-01

In the context of adolescents' subjective well-being (SWB), research has recently focused on a number of different school variables. The direction of the relationships between adolescents' SWB, academic achievement, and test anxiety is, however, still open although reciprocal causation has been hypothesized. The present study set out to investigate to what extent SWB, academic achievement, and test anxiety influence each other over time. A sample of N = 290 11th grade students (n = 138 female; age: M = 16.54 years, SD = 0.57) completed measures of SWB and test anxiety in the time span of 1 year. Grade point average (GPA) indicated students' academic achievement. We analyzed the reciprocal relations using cross-lagged structural equation modeling. The model fit was satisfactory for all computed models. Results indicated that the worry component of test anxiety negatively and GPA positively predicted changes in the cognitive component of SWB (life satisfaction). Worry also negatively predicted changes in the affective component of SWB. Moreover, worry negatively predicted changes in students' GPA. Directions for future research and the differential predictive influences of academic achievement and test anxiety on adolescents' SWB are discussed with regard to potential underlying processes.

Subjective Well-Being, Test Anxiety, Academic Achievement: Testing for Reciprocal Effects

PubMed Central

Steinmayr, Ricarda; Crede, Julia; McElvany, Nele; Wirthwein, Linda

2016-01-01

In the context of adolescents’ subjective well-being (SWB), research has recently focused on a number of different school variables. The direction of the relationships between adolescents’ SWB, academic achievement, and test anxiety is, however, still open although reciprocal causation has been hypothesized. The present study set out to investigate to what extent SWB, academic achievement, and test anxiety influence each other over time. A sample of N = 290 11th grade students (n = 138 female; age: M = 16.54 years, SD = 0.57) completed measures of SWB and test anxiety in the time span of 1 year. Grade point average (GPA) indicated students’ academic achievement. We analyzed the reciprocal relations using cross-lagged structural equation modeling. The model fit was satisfactory for all computed models. Results indicated that the worry component of test anxiety negatively and GPA positively predicted changes in the cognitive component of SWB (life satisfaction). Worry also negatively predicted changes in the affective component of SWB. Moreover, worry negatively predicted changes in students’ GPA. Directions for future research and the differential predictive influences of academic achievement and test anxiety on adolescents’ SWB are discussed with regard to potential underlying processes. PMID:26779096

Mentoring and Academic Resilience: Academic Progress in a Predominantly White Institution as a Historically Marginalized Student

ERIC Educational Resources Information Center

Reed-Hendon, Caryn Y.

2013-01-01

Mentoring for historically marginalized students in the post-secondary education years has been used as a means to mitigate factors of attrition in academic programs. As a student development construct, academic resilience utilizes protective processes for managing behavioral and emotional responses to difficult situations inside and outside of…

What Affects Academic Functioning in Secondary Special Education Students with Serious Emotional and/or Behavioral Problems?

ERIC Educational Resources Information Center

Mattison, Richard E.; Blader, Joseph C.

2013-01-01

Concern is growing over the limited academic progress in special education students with emotional and/or behavioral disorders (EBD). We know little about how academic and behavioral factors interact in these students to affect their academic functioning. Therefore, potential associations were investigated over the course of one school year for…

28 CFR 523.20 - Good conduct time.

Code of Federal Regulations, 2010 CFR

2010-07-01

... Judicial Administration BUREAU OF PRISONS, DEPARTMENT OF JUSTICE INMATE ADMISSION, CLASSIFICATION, AND... Educational Development (GED) credential. (c) For inmates serving a sentence for an offense committed on or... satisfactory progress toward earning a General Educational Development (GED) credential, to be eligible for a...

The Effectiveness of Academic Dismissal Policies in Dutch University Education: An Empirical Investigation

ERIC Educational Resources Information Center

Arnold, Ivo J. M.

2015-01-01

This paper uses national data on 450 Dutch bachelor programs to measure the effect of the introduction of academic dismissal policies on study progress and first-year drop-out. Our results show that these policies increase first-year drop-out on average by 6-7%. They also have the effect of improving the study progress of first-year survivors by…

The Academic Performance of PVCC Students Transferring to Virginia Public Senior Institutions of Higher Education, 1990-91. PVCC Institutional Research Brief. Brief No. 92-3.

ERIC Educational Resources Information Center

Head, Ronald B.

Following a legislative mandate that required public four-year colleges and universities in Virginia to report the academic progress of community college transfer students, seven senior institutions submitted data to Piedmont Virginia Community College (PVCC) on the progress of PVCC transfer students. According to the submitted data, 176 PVCC…

Effect on Academic Procrastination after Introducing Augmented Reality

ERIC Educational Resources Information Center

Bendicho, Peña Fabiani; Mora, Carlos Efren; Añorbe-Díaz, Beatriz; Rivero-Rodríguez, Pedro

2017-01-01

Students suffer academic procrastination while dealing with frequent deadlines and working under pressure. This causes to delay their coursework and may affect their academic progress, despite feeling worse. Triggering students' motivation, like introducing technologies, helps to reduce procrastination. In this context, Augmented Reality has been…

Women in Academic Medicine.

PubMed

Thibault, George E

2016-08-01

More than a decade ago, women achieved parity with men in the number of matriculants to medical school, nearly one-third of the faculty of medical schools were women, and there were some women deans and department chairs. These trends were promising, but today there are still significant differences in pay, academic rank, and leadership positions for women compared with men in academic medicine. Though there has been progress in many areas, the progress is too slow to achieve previously recommended goals, such as 50% women department chairs by 2025 and 50% women deans by 2030.The author points to the findings presented in the articles from the Research Partnership on Women in Biomedical Careers in this issue, as well as research being published elsewhere, as an evidence base for the ongoing discussion of gender equity in academic medicine. More attention to culture and the working environment will be needed to achieve true parity for women in academic medical careers.

Mellon Conference: Panel on "Licensing, Copyright and Fair Use." The HYPATIA Project (toward an ASCAP for Academics).

ERIC Educational Resources Information Center

Ginsburg, Jane C.; Janklow, Morton L.

The HYPATIA Project envisions the creation of a digital depository and licensing and tracking service for unpublished "academic" works, including working papers, other works-in-progress, lectures, and other writings that are not normally published in formal academic journals. Any academic who wishes to deposit a work will be welcome to…

A Growth Model for the Academic Program Life Cycle (APLC): A Theoretical and Empirical Analysis. IR Applications, Volume 33

ERIC Educational Resources Information Center

Acquah, Edward H. K.

2012-01-01

The academic program life cycle (APLC) concept states each program's life flows through several stages: introduction, growth, maturity, and decline. A mixed-influence diffusion growth model is fitted to annual enrollment data on academic programs to analyze the factors determining progress of academic programs through their life cycles. The…

Community College Academic Integrity Lessons That Put Research into Practice

ERIC Educational Resources Information Center

Bealle, Penny

2017-01-01

Academic integrity is an educational issue requiring an educational response from all stakeholders, including faculty, students, librarians, learning support staff, and administrators. This article posits that an educational response at Suffolk County Community College (SCCC) advances progress toward an integrated academic integrity strategy at…

Examining the Effects of READ 180 with Sixth Grade Students in a Southwest United States School District Based on a Formative Assessment--Measures of Academic Progress--and Its Impact on Leadership Decisions

ERIC Educational Resources Information Center

Davis, Daniel A.

2012-01-01

An achievement gap in reading existed in a Southwest United States school district with Hispanic, economically disadvantaged, English Language Learners (ELLs), and special education sixth grade students based on Measures of Academic Progress data. This study investigated the effectiveness of the "READ 180" reading intervention program…

Academic status and progress of deaf and hard-of-hearing students in general education classrooms.

PubMed

Antia, Shirin D; Jones, Patricia B; Reed, Susanne; Kreimeyer, Kathryn H

2009-01-01

The study participants were 197 deaf or hard-of-hearing students with mild to profound hearing loss who attended general education classes for 2 or more hours per day. We obtained scores on standardized achievement tests of math, reading, and language/writing, and standardized teacher's ratings of academic competence annually, for 5 years, together with other demographic and communication data. Results on standardized achievement tests indicated that, over the 5-year period, 63%-79% of students scored in the average or above-average range in math, 48%-68% in reading, and 55%-76% in language/writing. The standardized test scores for the group were, on average, half an SD below hearing norms. Average student progress in each subject area was consistent with or better than that made by the norm group of hearing students, and 79%-81% of students made one or more year's progress annually. Teachers rated 69%-81% of students as average or above average in academic competence over the 5 years. The teacher's ratings also indicated that 89% of students made average or above-average progress. Students' expressive and receptive communication, classroom participation, communication mode, and parental participation in school were significantly, but moderately, related to academic outcomes.

Academic or community practice? What is driving decision-making and career choices.

PubMed

Goudreau, Bernadette J; Hassinger, Taryn E; Hedrick, Traci L; Slingluff, Craig L; Schroen, Anneke T; Dengel, Lynn T

2018-06-18

Identifying factors that impact progression of surgery trainees into academic versus non-academic practices may permit tailoring residency experiences to promote academic careers in institutions charged with the training of future surgeon scientists. The aim of this study was to identify factors associated with progression of surgery trainees into academic versus non-academic practice. A survey was distributed to 135 surgeons graduating from the University of Virginia residency program from 1964-2016, a single academic institution. Questions addressed practice type, research productivity, work/life balance, mentorship, and overall sentiment toward research and academic surgery. A 5-point Likert scale measured career satisfaction and influence of factors in practice setting choice. Of the 135 surveys that were electronically distributed, 69 participants responded (response rate: 51%). Of the 54 with known current practice types, 34 (63%) were academic and 20 (37%) non-academic. Academic surgeons reported more publications by the conclusion of surgery training (56% vs 25% with >10 publications, P = .02). More academic surgeons reported >$100,000 in student debt at graduation (44% vs 25%, P < .05). Factors encouraging an academic career were similar for both types of surgeons, including involvement in education of trainees and access to mentorship. Both groups were discouraged from an academic practice by requirements of grant-writing and funding responsibilities. Surgeons in academic practice were more likely to recommend surgery as a career to a current medical student (100% vs 70%, P = .001). This knowledge may help to tailor training experiences to promote academic careers. By supporting funding mechanisms and grant-writing programs, while encouraging mentorship and productive research experiences, current surgical trainees may be more enthusiastic about a career in academic practice. Copyright © 2018 Elsevier Inc. All rights reserved.

Longitudinal Tracking of Academic Progress during Teacher Preparation

ERIC Educational Resources Information Center

Corcoran, Roisin P.; O'Flaherty, Joanne

2017-01-01

Background: Given that the ultimate academic goal of many education systems in the developed world is for students to graduate from college, grades have a considerable bearing on how effective colleges are in meeting their primary objective. Prior academic performance informs predominantly the selection and retention of teacher candidates.…

Class Jumping into Academia: Multiple Identities for Counseling Academics

ERIC Educational Resources Information Center

Nelson, Mary Lee; Englar-Carlson, Matt; Tierney, Sandra C.; Hau, Julie M.

2006-01-01

Eleven counseling psychology and counselor education academics were interviewed regarding their experiences of progressing from lower-or lower-middle-class backgrounds to college and, further, to academic positions. Grounded theory method was used for data analysis, and consensual qualitative research methods were used for triangulation and data…

The Role of Parents in College Students' Sociopolitical Awareness, Academic, and Social Development

ERIC Educational Resources Information Center

Harper, Casandra E.; Sax, Linda J.; Wolf, De'Sha S.

2012-01-01

This study examined the relationship between parental contact (frequency of student-parent communication) and involvement (parents' interest and/or involvement in students' academic progress and decision-making) with college students' personal, social, and academic development. Parental involvement accounted for over two-thirds of the significant…

Perfectionism of Academically Gifted Primary School Students: The Case of Japan

ERIC Educational Resources Information Center

Maksic, Slavica; Iwasaki, Kumiko

2009-01-01

This study focuses on perfectionism in Japanese and North American academically gifted children as it pertains to their potential contribution in the countries seeking progress and global leadership. Perfectionist' tendencies and the characteristics that typically reveal such tendencies are examined in academically gifted Japanese juku-school…

Might Progress Assessments Hinder Equitable Progress? Evidence from England

ERIC Educational Resources Information Center

Alcott, Benjamin

2017-01-01

Prior research has highlighted the importance of educational achievement throughout school in predicting subsequent progression to higher education in England. However, progress assessments may not only demonstrate students' prior academic achievement but also influence their future achievement. I compare students who have received different…

Exploring Mexican American adolescent romantic relationship profiles and adjustment

PubMed Central

Moosmann, Danyel A.V.; Roosa, Mark W.

2015-01-01

Although Mexican Americans are the largest ethnic minority group in the nation, knowledge is limited regarding this population's adolescent romantic relationships. This study explored whether 12th grade Mexican Americans’ (N = 218; 54% female) romantic relationship characteristics, cultural values, and gender created unique latent classes and if so, whether they were linked to adjustment. Latent class analyses suggested three profiles including, relatively speaking, higher, satisfactory, and lower quality romantic relationships. Regression analyses indicated these profiles had distinct associations with adjustment. Specifically, adolescents with higher and satisfactory quality romantic relationships reported greater future family expectations, higher self-esteem, and fewer externalizing symptoms than those with lower quality romantic relationships. Similarly, adolescents with higher quality romantic relationships reported greater academic self-efficacy and fewer sexual partners than those with lower quality romantic relationships. Overall, results suggested higher quality romantic relationships were most optimal for adjustment. Future research directions and implications are discussed. PMID:26141198

7 CFR 3402.8 - Fellowship activities.

Code of Federal Regulations, 2011 CFR

2011-01-01

...-time graduate student, as defined by the institution, at all times during the tenure of the Fellowship in the national need area and at the degree level supported by the grant. This includes the time used... satisfactory progress toward degree completion and remains engaged in appropriate full-time Fellowship...

A comparative study of aluminum and steel culverts : progress report no. 4.

DOT National Transportation Integrated Search

1971-01-01

The results of a comparative study of aluminum and steel culverts at six test sites throughout Virginia indicate that satisfactory durability can be expected of aluminum pipe under exposure to most of the soil and water conditions in the state. The p...

Self-efficacy as a predictor of academic performance in science.

PubMed

Andrew, S

1998-03-01

Nursing students have traditionally experienced difficulties with the science subjects in nursing curricula, and irrespective of the institution conducting a nursing programme, this trend appears to be continuing. A satisfactory means of predicting academic performance in these subjects will facilitate the development of educational strategies designed to assist students overcome their difficulties. In this study, an instrument called the Self-Efficacy for Science (SEFS) was developed and tested. The SEFS was designed to predict academic performance in the science areas of a first-year undergraduate nursing course. A cohort of first-year students enrolled in a bachelor of nursing course were surveyed by questionnaire. Students' academic scores for two first-year science subjects were obtained and used as the criterion measure for the study. Principal component factor analysis revealed the SEFS contained six instead of the hypothesized four factors. These six factors could explain 70% of students' self-efficacy for science. Cronbach alpha of the SEFS was 0.9. The SEFS could predict 24% of the cohort's academic performance in a physical science subject and 18.5% for a bioscience subject. Studying science in the final year at high school was not statistically significantly related to the SEFS. Implications for students and future research are discussed.

The Comprehensive, Powerful, Academic Database (CPAD): An Evaluative Study of a Predictive Tool Designed for Elementary School Personnel in Identifying At-Risk Students through Progress, Curriculum, and Performance Monitoring

ERIC Educational Resources Information Center

Chavez-Gibson, Sarah

2013-01-01

The purpose of this study is to exam in-depth, the Comprehensive, Powerful, Academic Database (CPAD), a data decision-making tool that determines and identifies students at-risk of dropping out of school, and how the CPAD assists administrators and teachers at an elementary campus to monitor progress, curriculum, and performance to improve student…

Progression through Academic Ranks: A Longitudinal Examination of Internal Promotion Drivers

ERIC Educational Resources Information Center

Dobele, Angela R.; Rundle-Theile, Sharyn

2015-01-01

The last 20 years have brought major workload changes for academics globally, with the feeling that an academic in today's global higher education industry has three full-time jobs (research, teaching and service). Following recent Government reforms, the Australian higher education sector has been forced to redefine itself in a more commercial…

A Study on Academic Achievement and Personality of Secondary School Students

ERIC Educational Resources Information Center

Suvarna, V. D.; Ganesha Bhata, H. S.

2016-01-01

This study is concerned with the Academic Achievement and Personality of 300 students of secondary schools of Mandya city. The Raven's Standard Progress Matrices was used to obtain the Academic Scores and Eysenk Personality Inventory was used to collect data regarding their Personality. Result reflects that there is negligible positive…

Do Men and Women Perform Academic Work Differently?

ERIC Educational Resources Information Center

González Ramos, Ana M.; Fernández Palacín, Fernando; Muñoz Márquez, Manuel

2015-01-01

Why is the gender gap so large in researchers' career progression? Do men and women have different priorities in their academic careers? This study explores men's and women's academic work to shed light on the strategies of male and female researchers. The online survey collected data on Andalusian researchers to determine possible differences in…

The Influence of Daily Structured Physical Activity on Academic Progress of Elementary Students with Intellectual Disabilities

ERIC Educational Resources Information Center

Everhart, Brett; Dimon, Chelsea; Stone, Danielle; Desmond, Deborah; Casilio, Mary

2012-01-01

Recent evidence suggests regular physical activity can positively influence academic performance. Although, little has been published on physical activity's impact on academic performance of students with intellectual disabilities, research shows the impact on brain and cognitive function of movement and physical activity. In this study, seven…

Student perceptions of stress, coping, relationships, and academic civility: a longitudinal study.

PubMed

Clark, Cynthia M; Nguyen, Danh T; Barbosa-Leiker, Celestina

2014-01-01

Academic incivility can increase student stress, jeopardize learning, damage relationships, and negatively impact the academic environment. This 3-year longitudinal study measured a cohort of prelicensure nursing students' progressive perceptions of stress, coping, student-student and faculty-student relationships, and levels of academic civility. While civility scores remained mild to moderately high overall, there was a slightly declining trend over the 3-year period. Perceived stressors and coping strategies and ways to improve academic civility are identified and discussed.

38 CFR 21.3306 - Reentrance after interruption.

Code of Federal Regulations, 2010 CFR

2010-07-01

... summer break, (2) For a short period of illness, or (3) For other reasons which permit reentrance in the... was interrupted— (i) By reason of failure to maintain satisfactory conduct or progress, or (ii) For any other reason, which requires corrective action, such as changes of place of training, change of...

28 CFR 2.8 - Mental competency proceedings.

Code of Federal Regulations, 2011 CFR

2011-07-01

... Commissioner shall require a progress report on the mental health of the prisoner at least every six months... parolee be given a mental health examination in a suitable facility of the Bureau of Prisons or the... satisfactory mental health report is submitted. The Regional Commissioner shall order that appointment of...

28 CFR 2.8 - Mental competency proceedings.

Code of Federal Regulations, 2013 CFR

2013-07-01

... Commissioner shall require a progress report on the mental health of the prisoner at least every six months... parolee be given a mental health examination in a suitable facility of the Bureau of Prisons or the... satisfactory mental health report is submitted. The Regional Commissioner shall order that appointment of...

28 CFR 2.8 - Mental competency proceedings.

Code of Federal Regulations, 2012 CFR

2012-07-01

... Commissioner shall require a progress report on the mental health of the prisoner at least every six months... parolee be given a mental health examination in a suitable facility of the Bureau of Prisons or the... satisfactory mental health report is submitted. The Regional Commissioner shall order that appointment of...

28 CFR 2.8 - Mental competency proceedings.

Code of Federal Regulations, 2014 CFR

2014-07-01

... Commissioner shall require a progress report on the mental health of the prisoner at least every six months... parolee be given a mental health examination in a suitable facility of the Bureau of Prisons or the... satisfactory mental health report is submitted. The Regional Commissioner shall order that appointment of...

28 CFR 2.8 - Mental competency proceedings.

Code of Federal Regulations, 2010 CFR

2010-07-01

... Commissioner shall require a progress report on the mental health of the prisoner at least every six months... parolee be given a mental health examination in a suitable facility of the Bureau of Prisons or the... satisfactory mental health report is submitted. The Regional Commissioner shall order that appointment of...

Maladjustment to Academic Life and Employment Anxiety in University Students with Irritable Bowel Syndrome

PubMed Central

2015-01-01

The present study tested our hypothesis that university students with irritable bowel syndrome (IBS) may experience less satisfactory academic lives than those of students without IBS. We also verified the hypothesis that university students with IBS might have higher employment anxiety than students without IBS might. We conducted a cross-sectional study of 1,686 university students. Presence or absence of IBS was assessed via the Rome III Questionnaire. Two original items were used to evaluate academic life. The prevalence rates of IBS with diarrhea, IBS with constipation, mixed IBS, and unsubtyped IBS in the study population were 5%, 2%, 10%, and 3%, respectively. Regarding academic life, the proportions of participants who experienced maladjustment and employment anxiety were 29% and 50%, respectively. After adjusting for age, sex, and faculty, the odds ratios for maladjustment and employment anxiety were significantly higher in students who screened positively, relative to those who screened negatively, for IBS (OR, 1.62; 95% CI, 1.24–2.21; OR, 2.16; 95% CI, 1.68–2.81, respectively). In conclusion, maladjustment and anxiety over future employment were higher in university students with IBS relative to those without. PMID:26083662

Maladjustment to Academic Life and Employment Anxiety in University Students with Irritable Bowel Syndrome.

PubMed

Tayama, Jun; Nakaya, Naoki; Hamaguchi, Toyohiro; Saigo, Tatsuo; Takeoka, Atsushi; Sone, Toshimasa; Fukudo, Shin; Shirabe, Susumu

2015-01-01

The present study tested our hypothesis that university students with irritable bowel syndrome (IBS) may experience less satisfactory academic lives than those of students without IBS. We also verified the hypothesis that university students with IBS might have higher employment anxiety than students without IBS might. We conducted a cross-sectional study of 1,686 university students. Presence or absence of IBS was assessed via the Rome III Questionnaire. Two original items were used to evaluate academic life. The prevalence rates of IBS with diarrhea, IBS with constipation, mixed IBS, and unsubtyped IBS in the study population were 5%, 2%, 10%, and 3%, respectively. Regarding academic life, the proportions of participants who experienced maladjustment and employment anxiety were 29% and 50%, respectively. After adjusting for age, sex, and faculty, the odds ratios for maladjustment and employment anxiety were significantly higher in students who screened positively, relative to those who screened negatively, for IBS (OR, 1.62; 95% CI, 1.24-2.21; OR, 2.16; 95% CI, 1.68-2.81, respectively). In conclusion, maladjustment and anxiety over future employment were higher in university students with IBS relative to those without.

[Development of the scale of strategies for enhancing self-esteem among medical school students].

PubMed

Kim, Jin-Ju; Jang, Eun-Young; Park, Yong-Chon

2013-06-01

From the point of view that medical students are under the pressure of academic achievement and vulnerable to subjective distress, there is need for evaluate their strategies for enhancing self-esteem when they failed academically. This study was to develop the scale for enhancing self-esteem and to confirm the convergent, discriminant and criteria validity. Data were collected from 279 students at a medical school in Seoul. The scale of strategies for enhancing self-esteem (SSES) comprised comparison with inferior, doubting academic failure, accepting failure, and attribution to incidental factors. Also, to confirm the validities, participants responded to items measuring self-esteem, narcissism, 5 personality factors, depression and adjustment. By explanatory factor analysis of SSES, composed of three factors-comparison, doubting, and acceptance-and in the confirmatory factor analysis, 3 dimensions were best fit. Notably, comparison and doubting strategies were positively associated with depression and negatively associated with adjustment. In contrast, acceptance strategies were negatively associated with depression and positively associated with adjustment. Additionally, comparison and doubting strategies were positively associated with narcissism. The SSES of medical school students after academic failure yields 3 dimensions reliably and consistently. Also, it shows satisfactory convergent and concurrent validities.

Self-efficacy: a means of identifying problems in nursing education and career progress.

PubMed

Harvey, V; McMurray, N

1994-10-01

Two nursing self-efficacy scales (academic and clinical) were developed and refined for use in identifying problems in progress in undergraduate nurses. Emergent factors within each scale contained items representing important aspects of nursing education. Both measures showed good internal consistency, test-retest reliability, and construct validity. Sensitivity to content and focus of tuition at time of completion was shown with some changes in factor structure over samples of first year nursing students. Academic self-efficacy (but not clinical self-efficacy) was predictive of course withdrawal. Applications to nursing education, progress in pursuing a nursing career and attrition are discussed.

Information Handling in Selected Academic Libraries of the Caribbean.

ERIC Educational Resources Information Center

Rodriguez, Ketty

1988-01-01

Describes a survey that examined the extent of library technical processes automation within academic libraries at 10 Caribbean universities. Existing conditions, steps in progress, and plans for future automation are discussed. (8 references) (CLB)

Intellect and Public Life: Essays on the Social History of Academic Intellectuals in the United States.

ERIC Educational Resources Information Center

Bender, Thomas

Eight essays discuss the relation of urban patterns of intellectual life and academic forms of higher learning. Themes that run through the essays include: the increasing incorporation of academic culture into the center of American life, socially and intellectually, is accompanied and causally related to a progressive impoverishment of the public…

A Self-Regulated Learning Program for High-Ability Individuals, Using On-Line Tools

ERIC Educational Resources Information Center

Jorge, Carmen M. Hernandez; Borges del Rosal, Africa

2005-01-01

Possessing high intellectual ability is no guarantee of academic success. In fact, the relevant literature often reports problems of delays in academic progress, as well as hyperactivity and attention problems in students of high ability. It is therefore relevant to design programs which help toward attainment of academic success. In this paper we…

Academic Functioning and Mental Health in Adolescence: Patterns, Progressions, and Routes from Childhood.

ERIC Educational Resources Information Center

Roeser, Robert W.; Eccles, Jacquelynne S.; Freedman-Doan, Carol

1999-01-01

Examined patterns of academic functioning and mental health in middle school students and the relation of such patterns to their prior and subsequent functioning. Found variegated patterns of academic and emotional functioning at eighth grade and stability in these patterns across the high school transition. Found some long-term stability among…

Common Progress Monitoring Graph Omissions: Missing Goal and Goal Line. Progress Monitoring Brief #2

ERIC Educational Resources Information Center

National Center on Response to Intervention, 2013

2013-01-01

Progress monitoring assessment is one of the four essential components of Response to Intervention (RTI), as defined by the National Center on Response to Intervention (NCRTI). Progress data allow teachers to evaluate the academic performance of students over time, quantify rates of improvement or responsiveness to instruction, and evaluate…

Why health care corruption needs a new approach.

PubMed

Radin, Dagmar

2016-07-01

While corruption has been at the center of academic studies and on the agenda of international organizations for a couple of decades, in the health care sector corruption has not generated much interest or progress. At the centre of this issue is the lack of an interdisciplinary approach, which is warranted given the complexity of the issue and the lack of cooperation between STET scientifically rigorous academics and policy-makers, leaving room for more cooperation and progress. © The Author(s) 2015.

Theory-Driven Hints in the Cheap Necklace Problem: A Preliminary Investigation

ERIC Educational Resources Information Center

Chu, Yun; Dewald, Andrew D.; Chronicle, Edward P.

2007-01-01

Three experiments investigated the effects of two hints derived from the Criterion for Satisfactory Progress theory (CSP) and Representational Change Theory (RCT) on the cheap necklace problem (insight problem). In Experiment 1, fewer participants given the CSP hint used an incorrect (maximizing) first move than participants given the RCT hint or…

25 CFR 20.315 - Who is not covered by the employment policy?

Code of Federal Regulations, 2014 CFR

2014-04-01

... ASSISTANCE AND SOCIAL SERVICES PROGRAMS Direct Assistance Employment Requirements § 20.315 Who is not covered... satisfactory progress. (c) A person enrolled at least half-time in a program of study under Section 5404 of Pub... Income (SSI) assistance A physician, psychologist, or social services worker certifies that a physical or...

25 CFR 20.315 - Who is not covered by the employment policy?

Code of Federal Regulations, 2012 CFR

2012-04-01

... ASSISTANCE AND SOCIAL SERVICES PROGRAMS Direct Assistance Employment Requirements § 20.315 Who is not covered... satisfactory progress. (c) A person enrolled at least half-time in a program of study under Section 5404 of Pub... Income (SSI) assistance A physician, psychologist, or social services worker certifies that a physical or...

25 CFR 20.315 - Who is not covered by the employment policy?

Code of Federal Regulations, 2013 CFR

2013-04-01

... ASSISTANCE AND SOCIAL SERVICES PROGRAMS Direct Assistance Employment Requirements § 20.315 Who is not covered... satisfactory progress. (c) A person enrolled at least half-time in a program of study under Section 5404 of Pub... Income (SSI) assistance A physician, psychologist, or social services worker certifies that a physical or...

23 CFR Appendix A to Subpart C of... - State Highway Agency Equal Employment Opportunity Programs

Code of Federal Regulations, 2011 CFR

2011-04-01

... results of its minority business enterprise efforts. IX. Liaison. Describe the liaison established by the... systems to monitor and measure progress regularly. If results are not satisfactory to meet goals... relation to the present and projected manpower needs of the agency and the employees' career goals. (4) The...

50 CFR 82.8 - Prosecution of work.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 50 Wildlife and Fisheries 8 2011-10-01 2011-10-01 false Prosecution of work. 82.8 Section 82.8... (MARINE MAMMAL PROTECTION ACT OF 1972) Administration § 82.8 Prosecution of work. (a) The grantee shall... by the Secretary that satisfactory progress has not been maintained. (b) All work shall be performed...

23 CFR Appendix A to Subpart C of... - State Highway Agency Equal Employment Opportunity Programs

Code of Federal Regulations, 2014 CFR

2014-04-01

... results of its minority business enterprise efforts. IX. Liaison. Describe the liaison established by the... systems to monitor and measure progress regularly. If results are not satisfactory to meet goals... relation to the present and projected manpower needs of the agency and the employees' career goals. (4) The...

23 CFR Appendix A to Subpart C of... - State Highway Agency Equal Employment Opportunity Programs

Code of Federal Regulations, 2012 CFR

2012-04-01

... results of its minority business enterprise efforts. IX. Liaison. Describe the liaison established by the... systems to monitor and measure progress regularly. If results are not satisfactory to meet goals... relation to the present and projected manpower needs of the agency and the employees' career goals. (4) The...

23 CFR Appendix A to Subpart C of... - State Highway Agency Equal Employment Opportunity Programs

Code of Federal Regulations, 2013 CFR

2013-04-01

... results of its minority business enterprise efforts. IX. Liaison. Describe the liaison established by the... systems to monitor and measure progress regularly. If results are not satisfactory to meet goals... relation to the present and projected manpower needs of the agency and the employees' career goals. (4) The...

23 CFR Appendix A to Subpart C of... - State Highway Agency Equal Employment Opportunity Programs

Code of Federal Regulations, 2010 CFR

2010-04-01

... results of its minority business enterprise efforts. IX. Liaison. Describe the liaison established by the... systems to monitor and measure progress regularly. If results are not satisfactory to meet goals... relation to the present and projected manpower needs of the agency and the employees' career goals. (4) The...

Strategic Framework for Teacher Education and Professional Development: Pakistan

ERIC Educational Resources Information Center

US Agency for International Development, 2006

2006-01-01

It is common to find well-crafted and coherent policy designs failing to attain desired results in developing counties. Pakistan is no exception. Despite having taken a significant number of initiatives in a quest to further its Teacher Professional Development (TPD) objectives, progress remains less than satisfactory. While a number of studies…

78 FR 49532 - Request for Public Comment: 30-Day Proposed Information Collection: Application for Participation...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-08-14

... Scholarship recipients; monitor the academic performance of recipients; and to place recipients at payback... Initial Program Progress Report 1200 1 1200 0.13 ( 8 min) 160 (IHS-856-8). Notification of Academic...

Senate Rostrum: The Newsletter of the Academic Senate for California Community Colleges, May 2009

ERIC Educational Resources Information Center

Academic Senate for California Community Colleges, 2009

2009-01-01

The Rostrum is a quarterly publication of the Academic Senate for California Community Colleges. The following articles are included in this issue: (1) An SLO Terminology Glossary: A Draft in Progress by Lesley Kawaguchi; (2) A Tale of Two Data Elements by Mark Wade Lieu; (3) Sustainability and the Academic Senate by David Beaulieu and Don…

The Children of Immigrants' Academic Self-Efficacy: The Significance of Gender, Race, Ethnicity, and Segmented Assimilation

ERIC Educational Resources Information Center

Bondy, Jennifer M.; Peguero, Anthony A.; Johnson, Brent E.

2017-01-01

Academic self-efficacy reflects an adolescent's level of confidence or belief that she or he can successfully accomplish educational assignments and tasks, which are also argued to be a fundamental factor in educational progress and success. Little is known, however, about the academic self-efficacy that the children of immigrants have, which is…

Academic Libraries in Ohio. Progress through Collaboration, Storage, and Technology. Report of the Library Study Committee.

ERIC Educational Resources Information Center

Ohio Board of Regents, Columbus.

Based on a study of the need for, and alternatives to, significant expansion of space for state college and university libraries, this report discusses the resultant recommendations, which address both the long term and the immediate space needs of the state's academic libraries. Following a description of the role of academic libraries and a…

Barriers to and Facilitators of Female Deans' Career Advancement in Higher Education: An Exploratory Study in Vietnam

ERIC Educational Resources Information Center

Nguyen, Thi Lan Huong

2013-01-01

Although the slow progress of female academics compared to their male colleagues and the challenges that female academic leaders have to face in taking leadership roles have been well-documented, very little is known about female academic leaders and managers' career advancement in developing countries like Vietnam. This paper reports on an…

Acquisition of Learning by Facilitating Academics (Project ALFA). Final Evaluation Report, 1992-93. OREA Report.

ERIC Educational Resources Information Center

Bruno, Paula

This report assesses the Acquisition of Learning by Facilitating Academics (Project ALFA), which is designed to assist the academic progress of Haitian students at Lafayette High School in Brooklyn, New York. Project ALFA served a total of 62 students of limited English proficiency who had attended an English-speaking school system for less than 5…

Evolving from academic to academic entrepreneur: overcoming barriers to scientific progress and finance.

PubMed

Miller, Andrew D

2016-07-01

The overall goal of my career as an academic chemist has always been the design and creation of advanced therapeutics and diagnostics that address unmet medical need in the management of chronic diseases. Realising this goal has been an immensely difficult process involving multidisciplinary problem-driven research at the chemistry-biology-medicine interfaces. With success in the laboratory, I started seriously to question the value of remaining an academic whose career is spent in the pursuit of knowledge and understanding alone without making any significant effort to translate knowledge and understanding gained into products of genuine utility for public benefit. Therefore, I elected by choice to become an academic entrepreneur, seeking opportunities wherever possible for the translation of the best of my personal and collaborative academic research work into potentially valuable and useful products. This choice has brought with it many unexpected difficulties and challenges. Nevertheless, progress bas been made and sufficient learnt to suggest that this would be an appropriate moment to take stock and provide some personal reflections on what it takes to design and create advanced therapeutics and diagnostics in the laboratory then seek to develop, innovate and translate the best towards market.

The impact of including children with intellectual disability in general education classrooms on the academic achievement of their low-, average-, and high-achieving peers.

PubMed

Sermier Dessemontet, Rachel; Bless, Gérard

2013-03-01

This study aimed at assessing the impact of including children with intellectual disability (ID) in general education classrooms with support on the academic achievement of their low-, average-, and high-achieving peers without disability. A quasi-experimental study was conducted with an experimental group of 202 pupils from classrooms with an included child with mild or moderate ID, and a control group of 202 pupils from classrooms with no included children with special educational needs (matched pairs sample). The progress of these 2 groups in their academic achievement was compared over a period of 1 school year. No significant difference was found in the progress of the low-, average-, or high-achieving pupils from classrooms with or without inclusion. The results suggest that including children with ID in primary general education classrooms with support does not have a negative impact on the progress of pupils without disability.

A Comparison of Academic Status Statistics, Fall 1981 to Fall 1983. Report 83-3.

ERIC Educational Resources Information Center

Parrott, Marietta

A comparison of the number and percent of students subject to academic dismissal, academic probation, progress probation, the dean's list (GPA 2.00), and the president's list (GPA 3.00) at College of the Sequoias was drawn for the years 1981, 1982, and 1983. Statistics showed the following changes: (1) the number of students dismissed due to poor…

The Academic Achievement and Functional Performance of Youth with Disabilities. A Report from the National Longitudinal Transition Study-2 (NLTS2). NCSER 2006-3000

ERIC Educational Resources Information Center

Wagner, Mary; Newman, Lynn; Cameto, Renee; Levine, Phyllis

2006-01-01

Background: To provide a national picture of the academic achievements of American students, the National Center for Education Statistics has administered the National Assessment of Educational Progress (NAEP) periodically since 1969, but there has been no similar national picture of the academic achievement of youth with disabilities. Purpose: To…

Divine Interventions: Needs Analysis for Post-Graduate Academic Literacy and Curriculum Development, in a South African School of Theology

ERIC Educational Resources Information Center

Jackson, Fiona

2005-01-01

This paper provides a critical exploration of work in progress to develop a genre based academic support that promotes post-graduate academic literacies among new EIL and EAL Hons and Masters students in the School of Theology, University of Natal, Pietermaritzburg. It traces the path of an action research project, using an eclectic needs analysis…

Evaluating Academic Achievement of African-American Male Students in Relationship to African-American Male Teachers in Guilford County, North Carolina Public Schools

ERIC Educational Resources Information Center

Daniels, Byron L.

2010-01-01

The home and the public school classroom have been key environments in the African American community and have been instrumental in developing identity and encouraging academic progress. Despite this, the dropout rates of African American males in secondary grades have increased, while academic achievement scores of African American males in the…

Ensuring that No Child is Left Behind. How are Student Health Risks & Resilience Related to the Academic Progress of Schools?

ERIC Educational Resources Information Center

Hanson, Thomas L.; Austin, Gregory; Lee-Bayha, June

2004-01-01

Public schools have come under enormous pressure in recent years to demonstrate academic gains and to address deeply rooted disparities among students of different races, ethnic groups, and income levels. Clearly, boosting academic achievement should be a top priority. Less evident, however, is the long-term effect of supporting this goal by…

Younger Children Experience Lower Levels of Language Competence and Academic Progress in the First Year of School: Evidence from a Population Study

ERIC Educational Resources Information Center

Norbury, Courtenay Frazier; Gooch, Debbie; Baird, Gillian; Charman, Tony; Simonoff, Emily; Pickles, Andrew

2016-01-01

Background: The youngest children in an academic year are reported to be educationally disadvantaged and overrepresented in referrals to clinical services. In this study we investigate for the first time whether these disadvantages are indicative of a mismatch between language competence at school entry and the academic demands of the classroom.…

32 CFR 1630.26 - Class 2-D: Registrant deferred because of study preparing for the ministry.

Code of Federal Regulations, 2011 CFR

2011-07-01

... of religion, and satisfactory progress in these studies as required by the school in which the...-time course of instruction required for entrance into a recognized theological or divinity school in... in or at the direction of a recognized theological or divinity school; or (d) Who having completed...

32 CFR 1630.26 - Class 2-D: Registrant deferred because of study preparing for the ministry.

Code of Federal Regulations, 2013 CFR

2013-07-01

... of religion, and satisfactory progress in these studies as required by the school in which the...-time course of instruction required for entrance into a recognized theological or divinity school in... in or at the direction of a recognized theological or divinity school; or (d) Who having completed...

32 CFR 1630.26 - Class 2-D: Registrant deferred because of study preparing for the ministry.

Code of Federal Regulations, 2010 CFR

2010-07-01

... of religion, and satisfactory progress in these studies as required by the school in which the...-time course of instruction required for entrance into a recognized theological or divinity school in... in or at the direction of a recognized theological or divinity school; or (d) Who having completed...

32 CFR 1630.26 - Class 2-D: Registrant deferred because of study preparing for the ministry.

Code of Federal Regulations, 2014 CFR

2014-07-01

... of religion, and satisfactory progress in these studies as required by the school in which the...-time course of instruction required for entrance into a recognized theological or divinity school in... in or at the direction of a recognized theological or divinity school; or (d) Who having completed...

32 CFR 1630.26 - Class 2-D: Registrant deferred because of study preparing for the ministry.

Code of Federal Regulations, 2012 CFR

2012-07-01

... of religion, and satisfactory progress in these studies as required by the school in which the...-time course of instruction required for entrance into a recognized theological or divinity school in... in or at the direction of a recognized theological or divinity school; or (d) Who having completed...

34 CFR 662.41 - What are a fellow's responsibilities after the award of a fellowship?

Code of Federal Regulations, 2011 CFR

2011-07-01

... fellow shall— (a) Maintain satisfactory progress in the conduct of his or her research; (b) Devote full time to research on the approved topic; (c) Not engage in unauthorized income-producing activities... DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 662.41 What are a fellow...

34 CFR 663.41 - What are a fellow's responsibilities after the award of a fellowship?

Code of Federal Regulations, 2013 CFR

2013-07-01

... RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 663.41 What are a fellow's...) Maintain satisfactory progress in the conduct of his or her research; (b) Devote full time to research on the approved topic; (c) Not engage in unauthorized income-producing activities during the period of...

34 CFR 662.41 - What are a fellow's responsibilities after the award of a fellowship?

Code of Federal Regulations, 2010 CFR

2010-07-01

... fellow shall— (a) Maintain satisfactory progress in the conduct of his or her research; (b) Devote full time to research on the approved topic; (c) Not engage in unauthorized income-producing activities... DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 662.41 What are a fellow...

34 CFR 663.41 - What are a fellow's responsibilities after the award of a fellowship?

Code of Federal Regulations, 2014 CFR

2014-07-01

... RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 663.41 What are a fellow's...) Maintain satisfactory progress in the conduct of his or her research; (b) Devote full time to research on the approved topic; (c) Not engage in unauthorized income-producing activities during the period of...

34 CFR 662.41 - What are a fellow's responsibilities after the award of a fellowship?

Code of Federal Regulations, 2014 CFR

2014-07-01

... fellow shall— (a) Maintain satisfactory progress in the conduct of his or her research; (b) Devote full time to research on the approved topic; (c) Not engage in unauthorized income-producing activities... DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 662.41 What are a fellow...

34 CFR 663.41 - What are a fellow's responsibilities after the award of a fellowship?

Code of Federal Regulations, 2012 CFR

2012-07-01

... RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 663.41 What are a fellow's...) Maintain satisfactory progress in the conduct of his or her research; (b) Devote full time to research on the approved topic; (c) Not engage in unauthorized income-producing activities during the period of...

34 CFR 663.41 - What are a fellow's responsibilities after the award of a fellowship?

Code of Federal Regulations, 2011 CFR

2011-07-01

... RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 663.41 What are a fellow's...) Maintain satisfactory progress in the conduct of his or her research; (b) Devote full time to research on the approved topic; (c) Not engage in unauthorized income-producing activities during the period of...

34 CFR 662.41 - What are a fellow's responsibilities after the award of a fellowship?

Code of Federal Regulations, 2013 CFR

2013-07-01

... fellow shall— (a) Maintain satisfactory progress in the conduct of his or her research; (b) Devote full time to research on the approved topic; (c) Not engage in unauthorized income-producing activities... DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 662.41 What are a fellow...

34 CFR 663.41 - What are a fellow's responsibilities after the award of a fellowship?

Code of Federal Regulations, 2010 CFR

2010-07-01

... RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 663.41 What are a fellow's...) Maintain satisfactory progress in the conduct of his or her research; (b) Devote full time to research on the approved topic; (c) Not engage in unauthorized income-producing activities during the period of...

34 CFR 662.41 - What are a fellow's responsibilities after the award of a fellowship?

Code of Federal Regulations, 2012 CFR

2012-07-01

... fellow shall— (a) Maintain satisfactory progress in the conduct of his or her research; (b) Devote full time to research on the approved topic; (c) Not engage in unauthorized income-producing activities... DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM Post-award Requirements for Fellows § 662.41 What are a fellow...

Sleep difficulties and academic performance in Norwegian higher education students.

PubMed

Hayley, Amie C; Sivertsen, Børge; Hysing, Mari; Vedaa, Øystein; Øverland, Simon

2017-12-01

Sleep difficulties are common among university students and may detrimentally affect academic outcomes. Despite this, remarkably little information is currently available during this critical developmental period of early adulthood, and thus, the direct effect on measurable domains of academic ability and proficiency is equivocal. To evaluate the associations between difficulties initiating and maintaining sleep (DIMS) and subjective and objective academic performance in a large sample of university students. A total of 12,915 students who participated in large student survey in Norway from 24 February 2014 to 27 March 2014. DIMS was assessed by the Hopkins Symptoms Checklist (HSCL-25), and academic outcomes included failed examinations, delayed study progress, and school-related self-efficacy (General Self-Efficacy Scale). Difficulties initiating and maintaining sleep was independently associated with increased odds for poor school performance for all academic outcomes. Reporting 'extreme' DIMS was associated with increased odds of reporting delayed study progress (adjusted odds ratio [OR] = 1.25, 95% CI 1.01-1.57, p < .05), increased odds for having failed several examinations (adjusted OR = 1.91, 95% CI 1.56-2.34, p < .001), and being in the lowest self-efficacy quartile (adjusted OR = 4.94, 95% CI: 4.04-6.03, p < .001). Self-reported sleep difficulties are associated with poorer objective markers of academic outcomes as well as poorer self-rated academic proficiency among higher education students. Amelioration of sleep difficulties may improve overall academic performance and health outcomes in affected students. © 2017 The British Psychological Society.

Toward Continual Reform: Progress in Academic Libraries in China.

ERIC Educational Resources Information Center

Ping, Ke

2002-01-01

Traces developments in China's academic libraries: managing human resources, restructuring library developments, revising and implementing new policies, evaluating services and operations, establishing library systems, building new structures, and exploring joint-use library models. Major focus was to improve services for library user. (Author/LRW)

High School Academics: Increasing the Standard

ERIC Educational Resources Information Center

Gard, Ashley N.

2017-01-01

Beyond heightened academic requirements, student athletes face a multitude of tasks including weight training, practice, film review, and travel for competition. This makes the student's life complex. As student athletes progress through their educational experience, they experience higher structured time demands in regard to their sport…

Women of Color in Academic Administration: Trends, Progress, and Barriers.

ERIC Educational Resources Information Center

Wilson, Reginald

1989-01-01

Presents historical events, legal restrictions, and traditional customs as barriers that women of color have faced in pursuit of academic administrative positions. Discusses degree attainment and fields of study for different ethnic groups. Recent changes in affirmative action policy are discussed. (JS)

Women's health and women's leadership in academic medicine: hitting the same glass ceiling?

PubMed

Carnes, Molly; Morrissey, Claudia; Geller, Stacie E

2008-11-01

The term "glass ceiling" refers to women's lack of advancement into leadership positions despite no visible barriers. The term has been applied to academic medicine for over a decade but has not previously been applied to the advancement of women's health. This paper discusses (1) the historical linking of the advances in women's health with women's leadership in academic medicine, (2) the slow progress of women into leadership in academic medicine, and (3) indicators that the advancement of women's health has stalled. We make the case that deeply embedded unconscious gender-based biases and assumptions underpin the stalled advancement of women on both fronts. We conclude with recommendations to promote progress beyond the apparent glass ceiling that is preventing further advancement of women's health and women leaders. We emphasize the need to move beyond "fixing the women" to a systemic, institutional approach that acknowledges and addresses the impact of unconscious, gender-linked biases that devalue and marginalize women and issues associated with women, such as their health.

Condescension and Critical Sympathy: Historians of Education on Progressive Education in the United States and England

ERIC Educational Resources Information Center

Wraga, William G.

2014-01-01

Although progressive education was an international phenomenon, historical interpretations of it may be affected on the national level by academic and institutional contingencies. An analysis of how US and English historians of education interpret progressive education reforms in their respective countries identified a strain of condescension…

A Review of Education and Training for Officers (RETO). Volume 2. Career Progression.

DTIC Science & Technology

1978-06-30

any control over the academic disciplines being pursued by scholarship students resulted in a few ROTC graduates with disciplines of no reasonable...direct application to the military environment. Providing scholarship winners a list of academic majors from which to choose and thereafter channel their... academic endeavors, would provide a better link between precommissioning education and known Army requirements. (2) introducing a "pay-back" option

Childhood Fitness and Academic Performance: An Investigation into the Effect of Aerobic Capacity on Academic Test Scores

ERIC Educational Resources Information Center

Hobbs, Mark

2014-01-01

The purpose of this quantitate ve study was to determine whether or not students in fifth grade who meet the healthy fitness zone (HFZ) for aerobic capacity on the fall 2013 FITNESSGRAM® Test scored higher on the math portion of the 2013 fall Measures of Academic Progress (MAP) test, than students that failed to reach the HFZ for aerobic capacity…

Peripartum Cardiomyopathy Treatment with Dopamine Agonist and Subsequent Pregnancy with a Satisfactory Outcome.

PubMed

Melo, Maria Adélia Medeiros E; Carvalho, Jordão Sousa; Feitosa, Francisco Edson de Lucena; Araujo Júnior, Edward; Peixoto, Alberto Borges; Costa Carvalho, Francisco Herlânio; Carvalho, Regina Coeli Marques

2016-06-01

Pathophysiological mechanisms of peripartum cardiomyopathy are not yet completely defined, although there is a strong association with various factors that are already known, including pre-eclampsia. Peripartum cardiomyopathy treatment follows the same recommendations as heart failure with systolic dysfunction. Clinical and experimental studies suggest that products of prolactin degradation can induce this cardiomyopathy. The pharmacological suppression of prolactin production by D2 dopamine receptor agonists bromocriptine and cabergoline has demonstrated satisfactory results in the therapeutic response to the treatment. Here we present a case of an adolescent patient in her first gestation with peripartum cardiomyopathy that evolved to the normalized left ventricular function after cabergoline administration, which was used as an adjuvant in cardiac dysfunction treatment. Subsequently, despite a short interval between pregnancies, the patient exhibited satisfactory progress throughout the entire gestation or puerperium in a new pregnancy without any cardiac alterations. Dopamine agonists that are orally used and are affordable in most tertiary centers, particularly in developing countries, should be considered when treating peripartum cardiomyopathy cases. Thieme Publicações Ltda Rio de Janeiro, Brazil.

Adapting the academic motivation scale for use in pre-tertiary mathematics classrooms

NASA Astrophysics Data System (ADS)

Lim, Siew Yee; Chapman, Elaine

2015-09-01

The Academic Motivation Scale ( ams) is a comprehensive and widely used instrument for assessing motivation based on the self-determination theory. Currently, no such comprehensive instrument exists to assess the different domains of motivation (stipulated by the self-determination theory) in mathematics education at the pre-tertiary level (grades 11 and 12) in Asia. This study adapted the ams for this use and assessed the properties of the adapted instrument with 1610 students from Singapore. Exploratory and confirmatory factor analyses indicated a five-factor structure for the modified instrument (the three original ams intrinsic subscales collapsed into a single factor). Additionally, the modified instrument exhibited good internal consistency (mean α = .88), and satisfactory test-retest reliability over a 1-month interval (mean r xx = .73). The validity of the modified ams was further demonstrated through correlational analyses among scores on its subscales, and with scores on other instruments measuring mathematics attitudes, anxiety and achievement.

An adaptive approach to family-centered intervention in schools: linking intervention engagement to academic outcomes in middle and high school.

PubMed

Stormshak, Elizabeth A; Connell, Arin; Dishion, Thomas J

2009-09-01

This study examined the impact of an adaptive approach to family intervention in public schools on academic outcomes from age 11 to 17. Students were randomly assigned to the three-session Family Check-Up (FCU), which is designed to motivate change in parenting practices by using an assessment-driven approach and strengths-based feedback. All services were voluntary, and approximately 25% of the families engaged in the FCU. Compared with matched controls, adolescents whose parents received the FCU maintained a satisfactory GPA into high school, and intervention engagement was associated with improved attendance. The highest-risk families were the most likely to engage in the family-centered intervention, suggesting the efficacy of integrating supportive services to families in the context of other schoolwide approaches to promote the success and achievement of vulnerable students.

An Adaptive Approach to Family-Centered Intervention in Schools: Linking Intervention Engagement to Academic Outcomes in Middle and High School

PubMed Central

Connell, Arin; Dishion, Thomas J.

2009-01-01

This study examined the impact of an adaptive approach to family intervention in public schools on academic outcomes from age 11 to 17. Students were randomly assigned to the three-session Family Check-Up (FCU), which is designed to motivate change in parenting practices by using an assessment-driven approach and strengths-based feedback. All services were voluntary, and approximately 25% of the families engaged in the FCU. Compared with matched controls, adolescents whose parents received the FCU maintained a satisfactory GPA into high school, and intervention engagement was associated with improved attendance. The highest-risk families were the most likely to engage in the family-centered intervention, suggesting the efficacy of integrating supportive services to families in the context of other schoolwide approaches to promote the success and achievement of vulnerable students. PMID:19390971

[Perceived health and academic performance among adolescents from public schools in the city of Córdoba].

PubMed

Vitale, Romina; Degoy, Emilse; Berra, Silvina

2015-12-01

During adolescence, school performance may be related to health, and academic achievements at this age can have an impact on the future. Our objective was to assess the relationship between academic performance and perceived health among adolescents, considering sociodemographic characteristics of their families. Cross-sectional pilot study conducted in a sample of adolescents attending common basic courses of three public secondary schools in the city of Córdoba (Argentina). Academic performance was calculated as the average grade in all subjects; performance was considered satisfactory if equal to or higher than 6. Perceived health was assessed using the KIDSCREEN-52 questionnaire, which scores ten dimensions. In addition, age, sex, maternal education level, socioeconomic level and household composition were also recorded. Univariate and bivariate analyses and multivariate logistic regression models were conducted. Five hundred fifty-four adolescents participated, 52% of them were girls. Unsatisfactory academic performance (27.6%) was more common among adolescents who evidenced a worse relationship with parents (OR: 2.68, 95% CI: 1.22-5.85) and a better relationship with peers (OR: 0.46, 95% CI: 0.26-0.82). Stratification by socioeconomic level showed differences: among those with a high socioeconomic level, an unsatisfactory performance was more common among adolescents who perceived themselves as having a low autonomy, while it was more common among those who perceived a worse school environment in the middle-low socioeconomic level. Academic performance was associated with psychosocial dimensions of health, such as relationship with family members, peers, autonomy and school environment.

The fault lines of academic medicine.

PubMed

Schafer, Andrew I

2002-01-01

Unprecedented advances in biomedical research and the upheaval in health care economics have converged to cause seismic changes in the traditional organization of medical schools and academic health centers. This process is particularly evident in departments of internal medicine. The activities and functions of academic medicine are in the midst of separation and realignment along lines that do not honor historical departmental and divisional boundaries. The organization of a successful medical school or department must be dynamic, constantly serving its constituents to accommodate progress and change and to promote optimal structure for academic productivity.

Gentlemanly Orthodoxy: Critical Race Feminism, Whiteness Theory, and the APA Manual

ERIC Educational Resources Information Center

Thompson, Audrey

2004-01-01

Although often viewed as burdensome, academic writing guidelines are rarely treated as actively problematic. Even progressive scholars are unlikely to challenge the cultural assumptions or political investments of academic style guides. Yet standards regarding clarity, precision, appropriateness, sensitivity, and objectivity are not politically…

Academic Standards and Regulatory Frameworks: Necessary Compromises?

ERIC Educational Resources Information Center

Stowell, Marie; Falahee, Marie; Woolf, Harvey

2016-01-01

Assessment regulations in higher education, which are important for assuring threshold academic standards, reflect institutional cultures and histories, and are shaped by pragmatic concerns about quality indicators such as retention and progression rates, as well as principles of equity. This paper articulates some of the tensions that confront…

The Impact of NCAA Reclassification on Academic Success Rates

ERIC Educational Resources Information Center

Chandler, Jason I.

2014-01-01

Higher education institutions choose to invest in upward reclassification for their athletics program with anticipation of generating increased revenue and exposure for their school; however, this could have a detrimental effect on their student-athletes' academic progress. This study examined the relationship between four classifications of…

Superoxide dismutase: a predicting factor for boar semen characteristics for short-term preservation.

PubMed

Zakošek Pipan, Maja; Mrkun, Janko; Kosec, Marjan; Nemec Svete, Alenka; Zrimšek, Petra

2014-01-01

Superoxide dismutase (SOD), total antioxidant capacity (TAC), and thiobarbituric acid reactive substances (TBARS) in seminal plasma were evaluated on the basis of receiver operating characteristics (ROC) analysis as predictors for distinguishing satisfactory from unsatisfactory boar semen samples after storage. SOD on day 0 correlated significantly with progressive motility (r=-0.686; P<0.05) and viability (r=-0.513; P<0.05) after storage; TBARS correlated only with motility (r=-0.480; P<0.05). Semen samples that, after 3 days of storage, fulfilled all criteria for semen characteristics (viability>85%, motility>70%, progressive motility>25%, and normal morphology>50%) had significantly lower SOD levels on the day 0 than those with at least one criterion not fulfilled (P<0.05) following storage. SOD levels of less than 1.05 U/mL predicted with 87.5% accuracy that fresh semen will suit the requirements for satisfactory semen characteristics after storage, while semen with SOD levels higher than 1.05 U/mL will not fulfill with 100% accuracy at least one semen characteristic after storage. These results support the proposal that SOD in fresh boar semen can be used as a predictor of semen quality after storage.

Medical education and social environment.

PubMed

Rasool, Ahsan; Qayum, Iftikhar; Ahmad, Ashfaq; Farooq, Umer; Shah, Awais Ali; Waqas, Muhammad; Rasool, Maleeha; Hameed, Sania; Kanwal, Rana; Azmat, Muneeba; Marwat, Saleem; Afridit, Faheem

2014-01-01

A positive learning environment and quality of course content have an imperative role in academic achievement of students. This study aims to assess students' point of view about the quality of education and social environment of a public sector medical college in Pakistan. Relative scarcity of data from students' perspective merited this study. A cross-sectional survey was undertaken at Ayub Medical College, Abbottabad, Pakistan, including 300 medical students from all five years of the MBBS course. Systematic random sampling was used with a kth interval of 4 for each class. Self-administered questionnaire was used and contained items related to academics, learning environment, learning resources, teaching methodologies and student-friendly activities. The data were analysed using SPSS-16. There were 265 respondents (88.3%) to the questionnaire with males accounting for 58.9% (n=156). In general students showed satisfaction with quality of content being taught; however there was discontent towards various academic and non- academic facilities provided to the students. Only 44.10% and 31.50% students reported provision of academic related facilities and interactive sessions as up to mark respectively; 83% students reported that undergraduate medical research was in need of improvement; 55.5% and 60.2% reported that facilities in hostel and recreational facilities needed improvement respectively; and 52.8% students stated presence of a healthy, student friendly, encouraging environment was not up to mark. Although course content and teaching methodologies are generally satisfactory, a healthy, student friendly, encouraging environment is vet to be created to help students foster their abilities completely.

Distributed photovoltaic systems: Utility interface issues and their present status

NASA Technical Reports Server (NTRS)

Hassan, M.; Klein, J.

1981-01-01

Major technical issues involving the integration of distributed photovoltaics (PV) into electric utility systems are defined and their impacts are described quantitatively. An extensive literature search, interviews, and analysis yielded information about the work in progress and highlighted problem areas in which additional work and research are needed. The findings from the literature search were used to determine whether satisfactory solutions to the problems exist or whether satisfactory approaches to a solution are underway. It was discovered that very few standards, specifications, or guidelines currently exist that will aid industry in integrating PV into the utility system. Specific areas of concern identified are: (1) protection, (2) stability, (3) system unbalance, (4) voltage regulation and reactive power requirements, (5) harmonics, (6) utility operations, (7) safety, (8) metering, and (9) distribution system planning and design.

The Progress of Pupils in Their First School Year across Classes and Educational Systems

ERIC Educational Resources Information Center

Tymms, Peter; Merrell, Christine; Wildy, Helen

2015-01-01

Educational effectiveness research has identified school membership as being and important factor in relation to academic progress but it has also pointed to the importance of teachers. Additionally, districts have been shown to be of minor importance for progress once key variables are taken into account while data from international studies…

Evaluation of the Achievement Levels for Mathematics and Reading on the National Assessment of Educational Progress

ERIC Educational Resources Information Center

National Academies Press, 2016

2016-01-01

Since 1969, the National Assessment of Educational Progress (NAEP) has been providing policymakers, educators, and the public with reports on academic performance and progress of the nation's students. The assessment is given periodically in a variety of subjects: mathematics, reading, writing, science, the arts, civics, economics, geography, U.S.…

Drinking, Socioemotional Functioning, and Academic Progress in Secondary School

ERIC Educational Resources Information Center

Crosnoe, Robert; Benner, Aprile D.; Schneider, Barbara

2012-01-01

Secondary schools are sites of academic instruction but also contexts of socioemotional development, and the intertwining of these two functions has consequences for adolescents' future health and education. Drawing on nationally representative data from the National Longitudinal Study of Adolescent Health (n = 8,271), this study explored the…

Nursing Faculty Development at California Community Colleges amidst Healthcare Reform

ERIC Educational Resources Information Center

Tsao, Jane Ming Yao

2017-01-01

As the frontline nurse leaders, associate degree nursing (ADN) faculty members represent the key players for a seamless RN-BSN academic progression at the fundamental level of nursing education, which requires a balanced academic-clinical practice teaching. However, the Institute of Medicine's recommendation on expanded scope of nursing practice…

A Preliminary Report on Teaching Academic Readiness. Technical Report #34.

ERIC Educational Resources Information Center

Au, Kathryn H.

This Kamehameha Early Education Program (KEEP) report describes the development of a systematic program for teaching academic readiness skills to kindergarten children who require special help to develop attentional behaviors. The progress of eight kindergarten children (five boys and three girls) is described to illustrate the merit of the…

The "Brick Wall" Graphic Organizer

ERIC Educational Resources Information Center

Matteson, Shirley M.

2016-01-01

A brick wall provides a fitting description of what happens when teachers try to teach a concept for which students are unprepared. When students are unsuccessful academically, their foundational knowledge may be missing, incomplete, or incorrect. As a result, students "hit a brick wall," and their academic progress stops because they do…

A Pedagogy of Conceptual Progression and the Case for Academic Knowledge

ERIC Educational Resources Information Center

Rata, Elizabeth

2016-01-01

The potential for academic knowledge to "interrupt" inter-generational reproduction in education is located in the structural contradictions that shape knowledge and democracy. Since the late 1990s research in the sociology of education, which theorises curriculum knowledge using the ideas of Durkheim, Vygotsky and Bernstein, suggests…

Addressing Language Variety in Educational Settings: Toward a Policy and Research Agenda

ERIC Educational Resources Information Center

Miciak, Jeremy; Wilkinson, Cheryl; Alexander, Celeste; Reyes, Pedro

2016-01-01

Improving minority academic achievement is a primary goal for education policy makers. Despite resource allocations, gaps in minority accomplishments persist. Emerging research suggests language variety may hinder minority students, thereby slowing academic progress. This article synthesizes suggestions from a panel composed of experts in the…

Survey of publications and the H-index of Academic Emergency Medicine Professors.

PubMed

Babineau, Matthew; Fischer, Christopher; Volz, Kathryn; Sanchez, Leon D

2014-05-01

The number of publications and how often these have been cited play a role in academic promotion. Bibliometrics that attempt to quantify the relative impact of scholarly work have been proposed. The h-index is defined as the number (h) of publications for an individual that have been cited at least h times. We calculated the h-index and number of publications for academic emergency physicians at the rank of professor. We accessed the Society for Academic Emergency Medicine professor list in January of 2012. We calculated the number of publications through Web of Science and PubMed and the h-index using Google scholar and Web of Science. We identified 299 professors of emergency medicine. The number of professors per institution ranged from 1 to 13. Median h-index in Web of Science was 11 (interquartile range [IQR] 6-17, range 0-51), in Google Scholar median h-index was 14 (IQR 9-22, range 0-63) The median number of publications reported in Web of Science was 36 (IQR 18-73, range 0-359. Total number of publications had a high correlation with the h-index (r=0.884). The h-index is only a partial measure of academic productivity. As a measure of the impact of an individual's publications it can provide a simple way to compare and measure academic progress and provide a metric that can be used when evaluating a person for academic promotion. Calculation of the h-index can provide a way to track academic progress and impact. [West J Emerg Med. 2014;15(3):290-292.].

The influence of personal qualities on performance and progression in a pre-registration nursing programme.

PubMed

Pitt, Victoria; Powis, David; Levett-Jones, Tracy; Hunter, Sharyn

2014-05-01

Research conducted primarily with psychology and medical students has highlighted that personal qualities play an important role in students' academic performance. In nursing there has been limited investigation of the relationship between personal qualities and performance. Yet, reports of student incivility and a lack of compassion have prompted appeals to integrate the assessment of personal qualities into pre-registration nursing student selection. Before this can be done research is needed to explore the influence of students' personal qualities on programme performance and progression. This study explores the relationships between students' personal qualities and their academic and clinical performance, behaviours and progression through a pre-registration nursing programme in Australia. This longitudinal descriptive correlational study was undertaken with a sample of Australian pre-registration nursing students (n=138). Students' personal qualities were assessed using three personal qualities assessment (PQA) instruments. Outcome measures included grades in nursing theory and clinical courses, yearly grade point average, final clinical competency, progression (completion), class attendance and levels of life event stress. Significant correlations were found between academic performance and PQA scores for self-control, resilience and traits of aloofness, confidence and involvement. Final clinical competence was predicted by confidence and self-control scores. Students with higher empathy had higher levels of life event stress in their first year and class attendance had a positive correlation with self-control. Completing the programme in three years was weakly predicted by the measure of resilience. No difference was noted between extreme or non-extreme scorers on the PQA scales with respect to performance or progression. This sample of students' personal qualities was found to influence their academic and clinical performance and their ability to complete a pre-registration programme in three years. However, further research is required with larger cohorts to confirm the use of personal qualities assessment during selection. © 2013.

Usefulness of the Patient Health Questionnaire-9 for Korean medical students.

PubMed

Yoon, Seoyoung; Lee, Yunhwan; Han, Changsu; Pae, Chi-Un; Yoon, Ho-Kyoung; Patkar, Ashwin A; Steffens, David C; Kim, Yong-Ku

2014-12-01

Depression may be highly prevalent among medical students, lowering their functioning and quality of life. Using appropriate extant depression scales to screen for depression and determining factors associated with depression can be helpful in managing it. This study examines the validity and reliability of the Patient Health Questionnaire-9 (PHQ-9) for medical students and the relationship between their scores and sociodemographic variables. This study surveyed 174 medical students using demographic questionnaires, the PHQ-9, the Beck Depression Inventory (BDI), the Patient Heath Questionnaire-15 (PHQ-15), the Beck Anxiety Inventory (BAI), and the Perceived Stress Scale (PSS). It calculated the Cronbach's α for internal consistency and Pearson's correlation coefficients for test-retest reliability and convergent validity of the PHQ-9. In order to examine the relationship between depression and demographic variables, this study performed independent t tests, one-way analysis of variance, chi-square, and binary logistic regressions. The PHQ-9 was reliable (Cronbach's α = 0.837, test-retest reliability, r = 0.650) and valid (r = 0.509-0.807) when employed with medical students. Total scores on the PHQ-9 were significantly higher among low-perceived academic achievers than among high-perceived academic achievers (p < 0.01). Depression was more prevalent in poor-perceived academic achievers than in high-perceived academic achievers. Similarly, poor-perceived academic achievers were at greater risk of depression than were high-perceived academic achievers (odds ratio [95 % confidence interval] 3.686 [1.092-12.439], p < 0.05). The PHQ-9 has satisfactory reliability and validity in medical students in South Korea. Depression is related to poor-perceived academic achievement when measured with the PHQ-9. Early screening for depression with the PHQ-9 in medical students and providing prompt management to high scorers may not only be beneficial to students' mental health but also improve their academic performance.

The Function and Influence of the Emancipatory Binary and the Progressive Triad in the Discourse on Citizenship in Social Studies Education

ERIC Educational Resources Information Center

Johnson, Marcus Edward

2017-01-01

Using an analytic informed by Nietzschean genealogy and systems theory, this paper explains how two conceptual structures (the emancipatory binary and the progressive triad), along with standard citation practices in academic journal writing, function to sustain and regenerate a progressive perspective within social studies education scholarship.…

Feel the Progress: Second-Year Students' Reflections on Their First-Year Experience

ERIC Educational Resources Information Center

Hailikari, Telle; Kordts-Freudinger, Robert; Postareff, Liisa

2016-01-01

The aim of the present study was to explore first-year students' academic emotions and how they relate to their study progress. A mixed-method approach was used. The data consisted of deep interviews with 43 students. The number of their study credits was used as an indicator of their study progress. The results revealed that students expressed a…

The Relationship between Language Literacy and ELL Student Academic Performance in Mathematics

ERIC Educational Resources Information Center

Lawon, Molly A.

2017-01-01

This quantitative study used regression analysis to investigate the correlation of limited language proficiency and the performance of English Language Learner (ELL) students on two commonly used math assessments, namely the Smarter Balanced Assessment Consortium (SBAC) and the Measures of Academic Progress (MAP). Scores were analyzed for eighth…

Performance-Based Music Ensembles' Effects on Academic Achievement: A Correlational Study

ERIC Educational Resources Information Center

Stevenson, Timothy Francis

2013-01-01

As increasing student achievement levels for all learners continues to drive the focus of education, identifying strategies and opportunities to accomplish this goal becomes progressively more important. This study explored the concepts of self-efficacy, self-efficacy for self-regulated learning, and self-efficacy for academic achievement in…

Remedial Attitudinal Therapy in the Reformatory Classroom.

ERIC Educational Resources Information Center

Whipple, Charles M.

To determine if a link exists between academic progress and the correctional process in the reformatory classroom, this study considers the effect of bibliotherapy on the academic achievement and the personality of inmates of the Oklahoma State Reformatory enrolled in a biology course for a total of four, 10-week semesters. Becauses classes were…

Mastering Academic Language: Organization and Stance in the Persuasive Writing of High School Students

ERIC Educational Resources Information Center

Uccelli, Paola; Dobbs, Christina L.; Scott, Jessica

2013-01-01

Beyond mechanics and spelling conventions, academic writing requires progressive mastery of advanced language forms and functions. Pedagogically useful tools to assess such language features in adolescents' writing, however, are not yet available. This study examines language predictors of writing quality in 51 persuasive essays produced by high…

The Delphi Predictions of Pathology Chairmen: A Six-Year Retrospective View.

ERIC Educational Resources Information Center

Hill, Rolla B.; Goodale, Fairfield

1981-01-01

A retrospective review is reported of progress in academic pathology since 1974, when the Association of Pathology Chairmen undertook a Delphi study of pathology chairmen's expectations and desires for the future. The Delphi study was useful in alerting academic pathologists to opportunities and in coalescing activities toward achievement of…

Women and Academic Workloads: Career Slow Lane or Cul-de-Sac?

ERIC Educational Resources Information Center

Barrett, Lucinda; Barrett, Peter

2011-01-01

Career progression for women academics to higher levels is not in proportion to their representation within the profession. This paper looks at theories about this and relates them to current practices within universities for allocating work. The management of workloads can disadvantage women through a number of interactive factors. Interruptions…

Comparing Looping Teacher-Assigned and Traditional Teacher-Assigned Student Achievement Scores

ERIC Educational Resources Information Center

Lloyd, Melissa C.

2014-01-01

A problem in many elementary schools is determining which teacher assignment strategy best promotes the academic progress of students. To find and implement educational practices that address the academic needs of all learners, schools need research-based data focusing on the 2 teacher assignment strategies: looping assignment (LA) and traditional…

Sixteen Years of Change for Australian Female Academics: Progress or Segmentation?

ERIC Educational Resources Information Center

Marchant, Teresa; Wallace, Michelle

2013-01-01

Quantitative methods and secondary data informed by critical realism and a feminist standpoint provide a contemporary snapshot of academic gender ratios in Australian universities, along with historical data, for the entire population of interest. The study is set in the context of the well-researched, worldwide gendered nature of higher education…

Impact of CNG Crisis on Student's Academic Life

ERIC Educational Resources Information Center

Azeem, Kiran; Nadeem, Wajiha; Zia, Afsa; Shehzad, Shiza; Anwar, Zara

2017-01-01

The goal of this study is to determine the impact of Compressed Natural Gas (CNG) crisis on Student's Academic Life of Karachi Pakistan. This research helps in observing the behavior of students and their educational progress includes depression and anxiety, rate of absenteeism and undesirable results in exams threatens due to CNG crisis and…

Psychological Profile of University Students with Different Types of Disabilities

ERIC Educational Resources Information Center

Dong, Shengli; Lucas, Margaretha S.

2014-01-01

Increasing numbers of students with disabilities attend colleges and universities after graduation from high school, but studies show that students with disabilities lag behind academically and fail to make progress and complete academic programs at a level and a timeframe comparable to their peers without disabilities. Studies are needed that…

"I Become a Part of the Learning Process": Mentoring Episodes and Individualized Attention in Graduate Education

ERIC Educational Resources Information Center

Schwartz, Harriet L.; Holloway, Elizabeth L.

2014-01-01

Meaningful interactions with faculty can help graduate students' progress successfully through their academic work, develop scholar-practitioner identity, and begin to cultivate academic relationships and relational skills that will help them succeed. These outcomes emerged from a critical incident technique study in which we interviewed 21…

Two Tests of the Social Cognitive Model of Well-Being in Portuguese College Students

ERIC Educational Resources Information Center

Lent, Robert W.; Taveira, Maria do Ceu; Lobo, Cristina

2012-01-01

A social cognitive model of well-being (Lent & Brown, 2006, 2008) was tested in two studies (one cross-sectional, one longitudinal) with Portuguese college students. Participants in Study 1 (N = 366) completed measures of academic self-efficacy, environmental support, goal progress, academic satisfaction and stress, trait positive affect, and…

Academic Library Service to Disabled Students: Today and Tomorrow.

ERIC Educational Resources Information Center

Stone, Elizabeth W.

The presentation focuses on the status of disabled persons in the world, notes progress made in improved living conditions for the disabled, and considers implications for libraries serving disabled clients. Services currently offered in academic libraries are described, as are goals related to four aims specified by the United Nations during the…

Student-Led Conferences: Students Taking Responsibility

ERIC Educational Resources Information Center

Nauss, Sherri A.

2010-01-01

One of the many challenges that face middle grade students, parents, and teachers is the student's lack of ownership of their academic achievements. Student-led conferences are a unique way to engage the student and the parent in the academic progress. Parents and teachers discuss the student's attitude toward the work, the student's work ethic in…

Mental Health in Schools: Serving the Whole Child

ERIC Educational Resources Information Center

McGrath, Breeda

2010-01-01

The focus on RTI and evidence-based interventions in school psychology is heavily concentrated at the moment on academic skills and progress and less on mental health or social-emotional development. The emphasis is understandable given the demands of NCLB and the wisdom of tackling more measurable, manageable, academic skills first. School…

Blended Learning Environments: Using Social Networking Sites to Enhance the First Year Experience

ERIC Educational Resources Information Center

McCarthy, Joshua

2010-01-01

This study explores blending virtual and physical learning environments to enhance the experience of first year by immersing students into university culture through social and academic interaction between peers. It reports on the progress made from 2008 to 2009 using an existing academic platform, the first year design elective course…

Academic Coaching Produces More Effective Teachers

ERIC Educational Resources Information Center

Wong, Harry; Wong, Rosemary

2008-01-01

The most effective schools have coaches. They meet with the principal on a regular basis to assess the progress of every teacher and student. In an effective school, everyone functions as a team and there is a laser focus on student achievement. This article illustrates how academic coaching produces more effective teachers and how effective…

Participant Leadership in Adult Basic Education: Negotiating Academic Progress and Leadership Responsibilities

ERIC Educational Resources Information Center

Drayton, Brendaly; Prins, Esther

2011-01-01

This article examines the conflicts and challenges that student leaders in adult basic education and literacy programs experience in balancing their leadership responsibilities with academic endeavours. Based upon a case study of an adult basic education student leadership council in New York City, the article shows that leadership activities can…

Women's Health and Women's Leadership in Academic Medicine: Hitting the Same Glass Ceiling?

PubMed Central

Morrissey, Claudia; Geller, Stacie E.

2008-01-01

Abstract The term “glass ceiling” refers to women's lack of advancement into leadership positions despite no visible barriers. The term has been applied to academic medicine for over a decade but has not previously been applied to the advancement of women's health. This paper discusses (1) the historical linking of the advances in women's health with women's leadership in academic medicine, (2) the slow progress of women into leadership in academic medicine, and (3) indicators that the advancement of women's health has stalled. We make the case that deeply embedded unconscious gender-based biases and assumptions underpin the stalled advancement of women on both fronts. We conclude with recommendations to promote progress beyond the apparent glass ceiling that is preventing further advancement of women's health and women leaders. We emphasize the need to move beyond “fixing the women” to a systemic, institutional approach that acknowledges and addresses the impact of unconscious, gender-linked biases that devalue and marginalize women and issues associated with women, such as their health. PMID:18954235

Management Information Systems Research.

DTIC Science & Technology

Research on management information systems is illusive in many respects. Part of the basic research problem in MIS stems from the absence of standard...decision making. But the transition from these results to the realization of ’satisfactory’ management information systems remains difficult indeed. The...paper discusses several aspects of research on management information systems and reviews a selection of efforts that appear significant for future progress. (Author)

HYPERCALCURIA AND METABOLIC BONE DISEASE

PubMed Central

Rosenberg, Milton L.

1954-01-01

Hypercalcuria leading to nephrocalcinosis and nephrolithiasis may be secondary to a number of causes. In most instances, the history, physical examination, a few simple laboratory tests and x-ray study of the bones will reveal the true primary diagnosis. Specific treatment, if instituted early, will result in a satisfactory response and prevent the progression of renal complications. ImagesFigure 1.Figure 2.Figure 3.Figure 4. PMID:13209371

Assessment Program Technical Progress Report, 1996-1997.

ERIC Educational Resources Information Center

McCown, Laurie; Fanning, Erin; Eickmeyer, Barbara

Coconino Community College (CCC) annually assesses its institutional effectiveness to demonstrate its commitment to improving programs and services to students. The 1996-97 Assessment Program Technical Progress Report records the assessment and institutional activities enacted during the academic year, detailing the assessment model, timelines,…

American Sign Language/English bilingual model: a longitudinal study of academic growth.

PubMed

Lange, Cheryl M; Lane-Outlaw, Susan; Lange, William E; Sherwood, Dyan L

2013-10-01

This study examines reading and mathematics academic growth of deaf and hard-of-hearing students instructed through an American Sign Language (ASL)/English bilingual model. The study participants were exposed to the model for a minimum of 4 years. The study participants' academic growth rates were measured using the Northwest Evaluation Association's Measure of Academic Progress assessment and compared with a national-normed group of grade-level peers that consisted primarily of hearing students. The study also compared academic growth for participants by various characteristics such as gender, parents' hearing status, and secondary disability status and examined the academic outcomes for students after a minimum of 4 years of instruction in an ASL/English bilingual model. The findings support the efficacy of the ASL/English bilingual model.

[ADVANCES IN ANATOMICAL REPAIR OF CHRONIC LATERAL ANKLE INSTABILITY].

PubMed

Zhang, Yan; Liang, Xiaojun

2016-12-08

To summarize the current status and progress of the treatment of chronic lateral ankle instability (CLAI). The literature about the anatomical repair of CLAI at home and abroad was reviewed and summarized. Broström and its modified operations are the most common surgical treatment of CLAI. The operations showed satisfactory clinical outcomes in the short-, medium-, and long-term follow-up and low complication rate. Suture anchor technique and arthroscopic techniques are gradually used in Broström and its modified operations with satisfactory short-term effectiveness, but long-term effectiveness needs further observation because of the limitation of the short clinical application time. Broström and its modified operations are effective, convenient, and safe to treat CLAI. Based on the researches of biomechanics and dynamic anatomy, the more personalized design of the rehabilitation program is the further research direction.

Evaluation of a school re-entry nursing intervention for children with cancer.

PubMed

McCarthy, A M; Williams, J; Plumer, C

1998-07-01

A retrospective qualitative design was used to identify and compare the concerns, parents, teachers, and children have regarding school re-entry after a cancer diagnosis and to describe the impact of a school re-entry program on parents', teachers', and children's concerns. Audiotaped, semistructured interviews were obtained from a convenience sample of 10 children with cancer (ages 5 to 13 years), 10 mothers, and nine teachers. All participants were positive about the school re-entry nursing intervention, which is described. Results of content analyses indicate that before the intervention, mothers were concerned about their child's safety and peer teasing; teachers were concerned about their own knowledge and peers' adjustment, and children were concerned with keeping up with school activities. After the intervention, mothers were less concerned about peer teasing but continued to be worried about their child's safety in the school setting and began to have concerns about academic progress and physical stamina; teachers reported increased concerns for the child's safety and academic progress, and a desire to return to normal routines in the classroom: and the children continued to have concerns with maintaining academic and/physical progress. Clinical and research implications are discussed.

Assessment Program Technical Progress Report, 1997-1998.

ERIC Educational Resources Information Center

Eickmeyer, Barbara; Hill, Stephen

This Assessment Program Progress Report (APPR) records the institutional activities that have taken place at Coconino Community College (CCC) during the 1997-98 academic year. It presents models, timelines, accomplishments, and opportunities for improvement in the assessment practices at CCC. Implementation and outcomes information is included for…

The Imperative for Diversity: ARL's Progress and Role

ERIC Educational Resources Information Center

Dewey, Barbara I.

2009-01-01

The Association of Research Libraries' diversity initiatives, under the leadership of Duane Webster and member libraries, have had a visible and long-lasting influence on the makeup of academic librarianship. ARL's accomplishments and progress in advancing diversity comprise important milestones for librarianship and did not come without…

Career Preparedness and School Achievement of Portuguese Children: Longitudinal Trend Articulations

PubMed Central

Oliveira, Íris M.; Taveira, Maria do Céu; Porfeli, Erik J.

2017-01-01

Social Cognitive Career Theory suggests that students' preparedness for the school-to-work transition is a developmental process. Middle school children explore various careers, obtain feedback about their academic progress, and develop career self-efficacy and outcome expectations. These processes advance provisional educational/occupational goals. The literature has suggested articulations between career and academic development and how both vary across demographic characteristics, but longitudinal studies linking these processes are scarce. This study tested articulations between career preparedness and academic achievement during middle school years and employed gender and geographical location as potential moderators affecting the linkage between career and school domains. Participants included 429 children (47.8% girls) from northern (69.5%) and central Portugal (30.5%) followed across four occasions of measurement (MageWave1 = 10.23, SD = 0.50). Data was collected with school records, the Multidimensional Scales of Perceived Self-Efficacy, Career Exploratory Outcome Expectations Scale, Childhood Career Exploration Inventory and Childhood Career Development Scale. Average and orthnormalized linear, quadratic and cubic trends were computed. Pearson correlation coefficients suggested positive and statistically significant associations between career exploratory outcome expectations and academic achievement average trends. Career planning and self-efficacy expectations were negatively associated with academic achievement quadratic trends. Multiple linear regression models suggested that career exploratory outcome expectations and career planning were respectively statistically significant predictors of the average and quadratic trends of academic achievement. Gender moderated the association between the career variables and academic achievement linear trends as well as the relation of career planning and self-efficacy with academic achievement cubic trends. Additionally, the geographical location moderated the association between the average trend of career exploratory outcome expectations and academic achievement as well as tended to moderate the relation between the career variables and academic achievement quadratic trends. Future research could seek to explore the role of context in shaping the trajectories and linkages between career and academic progress with a more representative sample of participants from a broader array of geographical locations. This study advances extant literature by affirming the longitudinal relationship between the school and work domains in youth, which might sustain practices aimed at fostering students' career preparedness and academic achievement. PMID:28484413

Career Preparedness and School Achievement of Portuguese Children: Longitudinal Trend Articulations.

PubMed

Oliveira, Íris M; Taveira, Maria do Céu; Porfeli, Erik J

2017-01-01

Social Cognitive Career Theory suggests that students' preparedness for the school-to-work transition is a developmental process. Middle school children explore various careers, obtain feedback about their academic progress, and develop career self-efficacy and outcome expectations. These processes advance provisional educational/occupational goals. The literature has suggested articulations between career and academic development and how both vary across demographic characteristics, but longitudinal studies linking these processes are scarce. This study tested articulations between career preparedness and academic achievement during middle school years and employed gender and geographical location as potential moderators affecting the linkage between career and school domains. Participants included 429 children (47.8% girls) from northern (69.5%) and central Portugal (30.5%) followed across four occasions of measurement ( M ageWave1 = 10.23, SD = 0.50). Data was collected with school records, the Multidimensional Scales of Perceived Self-Efficacy, Career Exploratory Outcome Expectations Scale, Childhood Career Exploration Inventory and Childhood Career Development Scale. Average and orthnormalized linear, quadratic and cubic trends were computed. Pearson correlation coefficients suggested positive and statistically significant associations between career exploratory outcome expectations and academic achievement average trends. Career planning and self-efficacy expectations were negatively associated with academic achievement quadratic trends. Multiple linear regression models suggested that career exploratory outcome expectations and career planning were respectively statistically significant predictors of the average and quadratic trends of academic achievement. Gender moderated the association between the career variables and academic achievement linear trends as well as the relation of career planning and self-efficacy with academic achievement cubic trends. Additionally, the geographical location moderated the association between the average trend of career exploratory outcome expectations and academic achievement as well as tended to moderate the relation between the career variables and academic achievement quadratic trends. Future research could seek to explore the role of context in shaping the trajectories and linkages between career and academic progress with a more representative sample of participants from a broader array of geographical locations. This study advances extant literature by affirming the longitudinal relationship between the school and work domains in youth, which might sustain practices aimed at fostering students' career preparedness and academic achievement.

Burnout, quality of life, motivation, and academic achievement among medical students: A person-oriented approach.

PubMed

Lyndon, Mataroria P; Henning, Marcus A; Alyami, Hussain; Krishna, Sanjeev; Zeng, Irene; Yu, Tzu-Chieh; Hill, Andrew G

2017-04-01

The aim of this study was to identify burnout and quality of life profiles of medical students and determine their associations with academic motivation and achievement on progress tests using a person-oriented approach. Medical students (n = 670) in Year 3 to Year 5 at the University of Auckland were classified into three different profiles as derived from a two-step cluster analysis using World Health Organization Quality of Life-BREF scores and Copenhagen Burnout Inventory scores. The profiles were used as independent variables to assess differences in academic motivation and achievement on progress tests using a multivariate analysis of co-variance and repeated measures analysis of co-variance methods. The response rate was 47%. Three clusters were obtained: Higher Burnout Lower Quality of Life (n = 62, 20%), Moderate Burnout Moderate Quality of Life (n = 131, 41%), and Lower Burnout Higher Quality of Life (n = 124, 39%). After controlling for gender and year level, Higher Burnout Lower Quality of Life students had significantly higher test anxiety (p < 0.0001) and amotivation scores (p < 0.0001); and lower intrinsic motivation (p < 0.005), self-efficacy (p < 0.001), and progress test scores (p = 0.03) compared with the other profiles. Burnout and Quality of Life profiles of medical students are associated with differences in academic motivation and achievement over time.

New Revenue Streams and Educational Infrastructure at IUPUI

ERIC Educational Resources Information Center

Sukhatme, Uday

2012-01-01

Dynamic planning, an approach to steadily put in motion some aspects of a strategic plan, even while the rest of the planning is in progress, has been used successfully over the past five years for implementing the IUPUI Academic Plan. The eleven major strategic initiatives that underlie the academic plan have enhanced the research, teaching, and…

Identifying Academically Gifted English-Language Learners Using Nonverbal Tests: A Comparison of the Raven, NNAT, and CogAT

ERIC Educational Resources Information Center

Lohman, David F.; Korb, Katrina A.; Lakin, Joni M.

2008-01-01

In this study, the authors compare the validity of three nonverbal tests for the purpose of identifying academically gifted English-language learners (ELLs). Participants were 1,198 elementary children (approximately 40% ELLs). All were administered the Raven Standard Progressive Matrices (Raven), the Naglieri Nonverbal Ability Test (NNAT), and…

Exploring the Effects of Authentic Leadership on Academic Optimism and Teacher Engagement in Thailand

ERIC Educational Resources Information Center

Kulophas, Dhirapat; Hallinger, Philip; Ruengtrakul, Auyporn; Wongwanich, Suwimon

2018-01-01

Purpose: In the context of Thailand's progress towards education reform, scholars have identified a lack of effective school-level leadership as an impeding factor. The purpose of this paper is to develop and validate a theoretical model of authentic leadership effects on teacher academic optimism and work engagement. Authentic leadership was…

PATHWAYS TO PROGRESS, A RESEARCH MONOGRAPH FROM OHIO'S PROGRAMS

ERIC Educational Resources Information Center

KOLB, DAVID A.

THE EFFECT OF A TRAINING PROGRAM IN ACHIEVEMENT MOTIVATION ON THE OF EDUCATION FOR THE ACADEMICALLY TALENTED STUDENT. AMONG PRESENTED. TWENTY BOYS WITH IQ'S ABOVE 120 AND SCHOOL GRADES BELOW C RECEIVED THE TRAINING PROGRAM IN ADDITION TO AN ACADEMIC SUMMER SCHOOL PROGRAM. THEY WERE COMPARED TO A CONTROL GROUP OF 37 SIMILAR BOYS WHO RECEIVED ONLY…

An Exploration of How Foster Parents Educationally Assist Foster Children: A Qualitative Phenomenological Study

ERIC Educational Resources Information Center

Zarate, Grace

2013-01-01

Foster children are academically at risk as a result of abuse, neglect and family disruptions. Findings from previous studies have underscored the critical role played by foster parents in monitoring the academic progress of the children placed in the home. The purpose of this qualitative phenomenological research study was to identify the skill…

Academic Progress Depending on the Skills and Qualities of Learning in Students of a Business School

ERIC Educational Resources Information Center

de Jesús, Araiza Vázquez María; Claudia, Dörfer; Rosalinda, Castillo Corpus

2015-01-01

This research was to establish the relationship between qualities of learning; learning skills and academic performance in undergraduate students. 310 undergraduates participated in this research of which 72% are female and 28% male. All responded Scale Learning Strategies of Roman and Gallego (1994) and Questionnaire Learning Styles of…

Launching a Successful Academic High School Experience and Future: Ninth Grade Climate Reform

ERIC Educational Resources Information Center

Whitehead, Jackie F.

2012-01-01

The purpose of this dissertation is to present a number of academic perspectives for analysis and understanding in the attempt to progress educational situations. Specifically, the study takes a look at student and learning community transition into the high school environment and, ultimately, by doing so help meet graduation goals. Its intent is…

Academic Interventions for Children with Dyslexia Who Have Phonological Core Deficits. ERIC Digest E539.

ERIC Educational Resources Information Center

Frost, Julie A.; Emery, Michael J.

This digest presents basic information for those providing educational services to children with dyslexia who have phonological core deficits. First it provides a brief overview, noting the incidence of dyslexia and the large number of these children with phonological deficits which result in far less academic progress than experienced by other…

Students' Self-Determined Motivation, Emotional Intelligence and Academic Persistence: An Examination of Second Year Students at a Public and a Private Historically Black University

ERIC Educational Resources Information Center

Watts-Martinez, Evanda Shentelle

2015-01-01

Self-determined Motivation, Emotional Intelligence, Persistence Attitudes, and Persistence Behaviors are non-cognitive factors that influence students' academic progression. This study examined the associations between Self-determined Motivation, EI, Persistence Attitudes, and Persistence Behaviors and the degree to which EI, as a mediating…

The Influence of Emotional Intelligence on Academic Progress and Achievement in UK University Students

ERIC Educational Resources Information Center

Pope, Debbie; Roper, Claire; Qualter, Pamela

2012-01-01

Previous research has found relationships between higher levels of emotional intelligence (EI) and academic success in both adolescents and adults. This study examines the relationship between overall EI and specific EI competencies in 135 undergraduate psychology students in the UK. EI was measured at the start of a psychology degree course using…

Maritime Tactile Education for Urban Secondary Education Students

ERIC Educational Resources Information Center

Sulzer, Arthur Henry, IV

2012-01-01

Urban high-school students' low average level of academic achievement is a national problem. A lack of academic progress is a factor that contributes to students failing to graduate. In response to these urban high school student problems, a growing number of urban charter high schools have opened as an alternative to the traditional public high…

When Tests Dare to Be Progressive: Contradictions in the Classroom.

ERIC Educational Resources Information Center

Willinsky, John; Bobie, Allen

Statewide competency testing as a high school graduation requirement represents a threat to those who encourage broad notions of reading and writing, even when a number of testing innovations in reading and writing mean a step forward in education. In Alberta, Canada, the English exam comes in a non-academic and an academic version, and…

Word Knowledge and Comprehension Effects of an Academic Vocabulary Intervention for Middle School Students

ERIC Educational Resources Information Center

McKeown, Margaret G.; Crosson, Amy C.; Moore, Debra W.; Beck, Isabel L.

2018-01-01

This article presents findings from an intervention across sixth and seventh grades to teach academic words to middle school students. The goals included investigating a progression of outcomes from word knowledge to comprehension and investigating the processes students use in establishing word meaning. Participants in Year 1 were two sixth-grade…

A History of the Utilization of Technology in Academic Libraries.

ERIC Educational Resources Information Center

Boden, Dana W. R.

This paper examines the history of academic libraries with special emphasis on the beginnings, growth, and progress in the uses of technology in those libraries. The earliest libraries were maintained for the preservation of knowledge and information. Access to the items in these collections was limited. With the growth of higher education in the…

Relationship of Work Hours with Selected Health Behaviors and Academic Progress among a College Student Cohort

ERIC Educational Resources Information Center

Miller, Kim; Danner, Fred; Staten, Ruth

2008-01-01

Approximately 57% of college students work while attending school. Health risks related to working while in college have not been widely studied. Objective: The authors' purpose in this study was to determine associations between hours worked, binge drinking, sleep habits, and academic performance among a college student cohort. Participants and…

Education Watch: The Nation. Key Education Facts and Figures. Achievement, Attainment and Opportunity from Elementary School through College.

ERIC Educational Resources Information Center

Education Trust, Washington, DC.

This annual report features national data on academic progress in U.S. public schools, showing student achievement and opportunity patterns from kindergarten through college, by race, ethnicity and family income. It focuses on academic achievement (reading performance on the most recent adminstration of the National Asssessment of Educational…

Productive Tensions in a Cross-Cultural Peer Mentoring Women's Network: A Social Capital Perspective

ERIC Educational Resources Information Center

Esnard, Talia; Cobb-Roberts, Deirdre; Agosto, Vonzell; Karanxha, Zorka; Beck, Makini; Wu, Ke; Unterreiner, Ann

2015-01-01

A growing body of researchers documents the unique barriers women face in their academic career progression and the significance of mentoring networks for advancement of their academic trajectories as faculty. However, few researchers explore the embedded tensions and conflicts in the social processes and relations of mentoring networks, and the…

Brain Structure and Resting-State Functional Connectivity in University Professors with High Academic Achievement

ERIC Educational Resources Information Center

Li, Weiwei; Yang, Wenjing; Li, Wenfu; Li, Yadan; Wei, Dongtao; Li, Huimin; Qiu, Jiang; Zhang, Qinglin

2015-01-01

Creative persons play an important role in technical innovation and social progress. There is little research on the neural correlates with researchers with high academic achievement. We used a combined structural (regional gray matter volume, rGMV) and functional (resting-state functional connectivity analysis, rsFC) approach to examine the…

Academic Library Finance, 1970-1985: A Review of the Literature.

ERIC Educational Resources Information Center

Evans, John E.

Developed as a preliminary, literature-based study for a larger work in progress, this report summarizes the financial condition of academic libraries during the critical period from 1970 through the mid-1980's. The paper examines and addresses the issues which arose as libraries emerged from the 1960's, a time of unprecedented growth in library…

The neurosurgeon as innovator and entrepreneur.

PubMed

Firlik, A D; Lowry, D W; Levy, A J; Hirsch, R C

2000-07-01

INNOVATION IS THE driving force behind progress in neurosurgery. Most significant innovations require commercialization to ensure appropriate development and ultimate distribution to patients. There are several key factors that determine whether a particular innovation is likely to be commercially successful. Relationships between academic neurosurgeons and industry are likely to increase in the future. Stronger and more productive relationships between academic neurosurgeons and commercial ventures will provide new opportunities for neurosurgeons to bring innovations to patients more effectively and efficiently. The transfer of innovation from the academic environment to the commercial setting is consistent with the academic mission and can increase funding for basic and clinical neuroscience research.

Academic freedom: protecting "liberal science" in nursing in the 21st century.

PubMed

Kneipp, Shawn M; Canales, Mary K; Fahrenwald, Nancy; Taylor, Janette Y

2007-01-01

Generating new knowledge through science is one of the most valued contributions of American universities, and is wholly dependent on the tenets of academic freedom. This article provides an overview of academic freedom in the United States, lack of attentiveness to academic freedom in the discipline of nursing, and its relevance for advancing nursing science. Three issues are critically evaluated as they relate to "the free search for truth" that is imperative for scientific progress to occur, including (a) its importance in a liberal science system, (b) recent trends to politically manipulate science, and (c) movements to restrict speech on campus.

34 CFR 200.14 - Components of Adequate Yearly Progress.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 1 2010-07-01 2010-07-01 false Components of Adequate Yearly Progress. 200.14 Section 200.14 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF EDUCATION TITLE I-IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED...

Leadership Style and Adequate Yearly Progress: A Correlational Study of Effective Principal Leadership

ERIC Educational Resources Information Center

Leapley-Portscheller, Claudia Iris

2008-01-01

Principals are responsible for leading efforts to reach increasingly higher levels of student academic proficiency in schools associated with adequate yearly progress (AYP) requirements. The purpose of this quantitative, correlational study was to identify the degree to which perceptions of principal transformational, transactional, and…

Governmental Surveillance of Three Progressive Educators.

ERIC Educational Resources Information Center

Nelson, Murry R.; Singleton, H. Wells

Governmental interference with academic freedom is illustrated by F.B.I. surveillance of and unauthorized distribution of information about progressive educators John Dewey, George Counts, and Harold Rugg. These three educators attracted the attention of governmental agencies and special interest groups during the 1930s and 1940s because they…

Minorities in Higher Education: A Pipeline Problem?

ERIC Educational Resources Information Center

Sethna, Beheruz N.

2011-01-01

This paper uses national data from the American Council on Education (ACE) to study the progress of different ethnic groups through the academic pipeline--stages studied include the Bachelor's, Master's, doctoral, levels, and then progress to the Assistant, Associate, and (full) Professor stages, to full-time administrators and finally to the CEO…

Civics Framework for the 2010 National Assessment of Educational Progress

ERIC Educational Resources Information Center

National Assessment Governing Board, 2009

2009-01-01

The National Assessment of Educational Progress (NAEP) is a survey mandated by the U.S. Congress to collect and report information about student achievement in various academic subjects, such as mathematics, science, reading, writing, history, geography, and civics. The National Assessment Governing Board sets policy and the overall dimensions…

Superoxide Dismutase: A Predicting Factor for Boar Semen Characteristics for Short-Term Preservation

PubMed Central

Nemec Svete, Alenka

2014-01-01

Superoxide dismutase (SOD), total antioxidant capacity (TAC), and thiobarbituric acid reactive substances (TBARS) in seminal plasma were evaluated on the basis of receiver operating characteristics (ROC) analysis as predictors for distinguishing satisfactory from unsatisfactory boar semen samples after storage. SOD on day 0 correlated significantly with progressive motility (r = −0.686; P < 0.05) and viability (r = −0.513; P < 0.05) after storage; TBARS correlated only with motility (r = −0.480; P < 0.05). Semen samples that, after 3 days of storage, fulfilled all criteria for semen characteristics (viability > 85%, motility > 70%, progressive motility > 25%, and normal morphology > 50%) had significantly lower SOD levels on the day 0 than those with at least one criterion not fulfilled (P < 0.05) following storage. SOD levels of less than 1.05 U/mL predicted with 87.5% accuracy that fresh semen will suit the requirements for satisfactory semen characteristics after storage, while semen with SOD levels higher than 1.05 U/mL will not fulfill with 100% accuracy at least one semen characteristic after storage. These results support the proposal that SOD in fresh boar semen can be used as a predictor of semen quality after storage. PMID:24729963

Senior nursing students' self-reported college experiences and gains toward liberal education goals.

PubMed

Zaborowska, R

1995-04-01

The purpose of this descriptive study is to assess baccalaureate nursing students' self-reported achievements toward liberal education goals in college and university settings and compare them to norms for the general college population by measuring their perceived involvement in campus life and activities. At the end of the spring semester, senior nursing students from 11 nursing programs in the Midwest filled out the College Student Experience Questionnaire, developed by Pace (1984), which measures the effort students put into liberal education goals. Nursing students reported high involvement in academic activities, but little involvement in other types of experiences in the college; they reported significant progress toward academic goals like intellectual skills, but less progress toward liberal education goals like art, literature, and music. Nursing students were very similar to other college students (except for students in selective liberal arts colleges) in reported involvement in activities and made similar progress toward liberal education goals.

An Examination of an Early Intervention Reading Program Focusing on the Progress Monitoring of Literacy Skills and the Reading Self-Concepts of Struggling Readers

ERIC Educational Resources Information Center

Samuelson, Teresa C.

2010-01-01

The purpose of this study was to examine progress monitoring, reading self-concept, and the literacy skills of first and second grade struggling readers. Progress monitoring is an instructional process used by teachers to assess students' academic performance on a regular basis, typically weekly or monthly. When based on the skill level of the…

[Chronic inflammatory demyelinating polyradiculoneuropathy in childhood: outcomes after methylprednisolone pulse therapy].

PubMed

Rafai, M A; Moutaouakil, F; El Otmani, H; Fadel, H; Boulaajaj, F Z; El Moutawakil, B; Gam, I; Slassi, I

2006-06-01

Chronic inflammatory demyelinating polyneuropathy (CIDP) in children is relatively rare and treatment is based primarily on intravenous immunoglobulins or oral corticosteroids. Boluses of methylprednisolone (MP) are a seldom used alternative. We report the case of an 8-year-old child, first presented at the age of 3 years, with recurring episodes of functional impotence of both lower limbs and walking impairment, partially reversible without treatment. Clinical, progressive, and electrophysiological data and the analysis of the cerebrospinal fluid were compatible with CIDP. MP boluses were administered: after a total eight monthly boluses, very satisfactory progression on the clinical and electrophysiological fronts was noted after 24 months. Childhood CIDP presents clinical, electrophysiological, progressive, and prognostic particularities, they recur readily and the outcome is good. Boluses of methylprednisolone are an alternative to the treatment of these neuropathies in childhood.

A Case Study of the Academic Achievement of African American Males in Single-Sex Classrooms in Rural South Carolina

ERIC Educational Resources Information Center

Pannell, Lynette Martin

2013-01-01

The purpose of this study was to investigate the differences of Measures of Academic Progress (MAP) scores between fourth-grade African American male students who were enrolled in single-sex classrooms and their counterparts who were enrolled in coeducational classrooms. The research provided descriptive data concerning one Title I school in rural…

Exercise Science Academic Programs and Research in the Philippines

PubMed Central

MADRIGAL, NORBERTO; REYES, JOSEPHINE JOY; PAGADUAN, JEFFREY; ESPINO, REIL VINARD

2010-01-01

In this invited editorial, professors from leading institutions in the Philippines, share information regarding their programs relating to Exercise Science. They have provided information on academic components such as entrance requirements, progression through programs, and professional opportunities available to students following completion; as well as details regarding funding available to students to participate in research, collaboration, and specific research interests. PMID:27182343

A Study to Determine the Academic Progression between Economically Disadvantaged Students and Their Economically Advantaged Peers on Georgia's Statewide Criteria Referenced Competency Test

ERIC Educational Resources Information Center

Warner, Tonya

2009-01-01

This quantitative study implemented a non-experimental design that was descriptive, ex-post facto, and longitudinal. This study is examining economically disadvantaged students (EDS) with comparison to non-economically disadvantaged students (non-EDS) and their academic performance on Georgia's Criterion-Referenced Competency Tests (CRCT).…

20 CFR 411.180 - What is timely progress toward self-supporting employment?

Code of Federal Regulations, 2011 CFR

2011-04-01

... representing a trial work service month), and complete 66.7 percent of the requisite credit hours in an... hours that are considered to represent an academic year of full-time study in the program by the end of... credit hours that are considered to represent an academic year of full-time study in the program by the...

MIT Laboratory for Computer Science Progress Report 27

DTIC Science & Technology

1990-06-01

because of the natural, yet unexploited, concurrence that characterizes contemporary and prospective applications from business to sensory computing...432. 14 Advanced Network Architecture Academic Staff D. Clark, Group Leader D. Tennenhouse J. Saltzer Research Staff J. Davin K. Sollins Graduate...Murray Hill, NJ, July 1989. 23 24 Clinical Decision Making Academic Staff R. Patil P. Szolovits, Group Leader G. Rennels Collaborating Investigators M

Social Inequality and Measurement of Cognition in the Schools: Focusing on Raven's Colored Progressive Matrices Scale.

ERIC Educational Resources Information Center

Sigmon, Scott B.

Social class, as reflected in socioeconomic status (SES), has such a profound influence on all aspects of performance that it is perhaps the most powerful predictor of academic achievement. Intelligence quotient (IQ) tests in one form or another have been used for quantitative assessment of academic ability since Alfred Binet first developed the…

History of neurosciences at the School of Medical Sciences, Universiti Sains Malaysia.

PubMed

Idris, Badrisyah; Sayuti, Sani; Abdullah, Jafri Malin

2007-02-01

Universiti Sains Malaysia is the only institution in Malaysia which incorporates all fields of the neurosciences under one roof. The integration of basic and clinical neurosciences has made it possible for this institution to become an excellent academic and research centre. This article describes the history, academic contributions and scientific progress of neurosciences at Universiti Sains Malaysia.

Trends in Gender Differences in Academic Achievement from 1960 to 1994: An Analysis of Differences in Mean, Variance, and Extreme Scores.

ERIC Educational Resources Information Center

Nowell, Amy; Hedges, Larry V.

1998-01-01

Uses evidence from seven surveys of the U.S. 12th-grade population and the National Assessment of Educational Progress to show that gender differences in mean and variance in academic achievement are small from 1960 to 1994 but that differences in extreme scores are often substantial. (SLD)

Progress for Women in Academe, Yet Inequities Persist: Evidence from NSOPF:99

ERIC Educational Resources Information Center

Toutkoushian, Robert K.; Conley, Valerie Martin

2005-01-01

In this study, we use data from the 1999 National Study of Postsecondary Faculty (NSOPF:99) to measure the unexplained wage gap between men and women in academe. We pay particular attention to how these unexplained wage gaps have changed over time by comparing the results from the 1999 survey to published results from previous national surveys and…

Attention Training in Autism as a Potential Approach to Improving Academic Performance: A School-Based Pilot Study

ERIC Educational Resources Information Center

Spaniol, Mayra Muller; Shalev, Lilach; Kossyvaki, Lila; Mevorach, Carmel

2018-01-01

This study assessed the effectiveness of an attention intervention program (Computerized Progressive Attentional Training; CPAT) in improving academic performance of children with ASD. Fifteen 6-10 year olds with ASD attending a mainstream and a special school were assigned to an experimental (CPAT; n = 8) and active control (computer games; n =…

Innovative Research into Practice in Support Centers for College Athletes: Implications for the Academic Progress Rate Initiative

ERIC Educational Resources Information Center

Comeaux, Eddie

2015-01-01

Concerns about the educational experiences of Division I athletes are pervasive. Finding meaningful ways to strike a healthy balance between athletics and academics has been an ongoing struggle for colleges and universities, and this article emphasizes the need for and value of innovation in current practices. The article introduces the Career…

Progress in Student Academic Achievement: Evaluation of New City Charter School in 2008-09

ERIC Educational Resources Information Center

Gozali-Lee, Edith

2010-01-01

This report describes New City Charter School student achievement in the 2008-09 school year, the school's sixth operating year. The number of students enrolled in the school was 125, an increase from 60 students enrolled the first year of the school. Student academic achievement is measured using the Woodcock-Johnson III Tests of Achievement…

Two-Year Comparison of Transfer and Native Student Academic Performance: University of Illinois at Urbana-Champaign, Fall 1986 Group.

ERIC Educational Resources Information Center

Heiser, Linda M.; Abbed, Nejla

In 1989, a two-year study was completed comparing the academic progress of community college transfers, senior college transfers, and continuing juniors (natives) at the University of Illinois at Urbana-Champaign (UIUC). The study samples were comprised of 673 former community college students and 393 senior college transfers who entered UIUC in…

Trends in Academic Achievement Gaps in the Era of No Child Left Behind

ERIC Educational Resources Information Center

Reardon, Sean F.; Greenberg, Erica; Kalogrides, Demetra; Shores, Kenneth A.; Valentino, Rachel A.

2012-01-01

The authors' goals in this study are to use both the National Assessment of Educational Progress (NAEP) and state accountability test score data to (1) provide a detailed description of the magnitude and trends of state-level academic achievement gaps among cohorts of students entering school in the 1990s and 2000s; (2) investigate the extent to…

Negating Stereotype Threat: Autonomy Support and Academic Identification Boost Performance of African American College Students

ERIC Educational Resources Information Center

Nadler, Dustin R.; Komarraju, Meera

2016-01-01

Using a 2 × 2 factorial design, we examined the effects of stereotype threat and autonomy support on the test performance of 190 African American college students. Participants completed a set of 7 easy and 7 difficult problems from Raven's Progressive Matrices and a survey including measures of Academic Self-Concept, Learning Climate, and…

The Impact of Multi-Age Instruction on Academic Performance in Mathematics and Reading

ERIC Educational Resources Information Center

Baukol, David

2010-01-01

Teachers and administrators are faced with a basic question when planning for a school year: how should the students be grouped when coming to school? Should students of similar age be together or should students be assigned to multi-age classrooms at the elementary school level? If the multi-age method is chosen, how will academic progress be…

Seizing the Future: How Ohio's Career-Technical Education Programs Fuse Academic Rigor and Real-World Experiences to Prepare Students for College and Careers

ERIC Educational Resources Information Center

Guarino, Heidi; Yoder, Shaun

2015-01-01

"Seizing the Future: How Ohio's Career and Technical Education Programs Fuse Academic Rigor and Real-World Experiences to Prepare Students for College and Work," demonstrates Ohio's progress in developing strong policies for career and technical education (CTE) programs to promote rigor, including college- and career-ready graduation…

Teaching a Cognitive Behavioral Strategy to Manage Emotions Rational Emotive Behavior Therapy in an Educational Setting

ERIC Educational Resources Information Center

Banks, Tachelle; Zionts, Paul

2009-01-01

The academic and social challenges facing public schools are enormous. For example, the pressure to meet the demands of the current high-stakes testing environment and reach adequate yearly progress (AYP) goals has arguably never been greater (Luna & Turner, 2001; Sanders, 2003). The energy devoted to academics has supplanted the little time spent…

The Impact of Stability Balls, Activity Breaks, and a Sedentary Classroom on Standardized Math Scores

ERIC Educational Resources Information Center

Mead, Tim; Scibora, Lesley

2016-01-01

The purpose of the study was to determine if standardized math test scores improve by administering different types of exercise during math instruction. Three sixth grade classes were assessed on the Measures of Academic Progress (MAP) and the Minnesota Comprehensive Assessment (MCA) standardized math tests during the 2012 and 2013 academic year.…

Pathfinders: A Life History Study of 10 Academically Successful Latinos from San Antonio

ERIC Educational Resources Information Center

Castillo, Victor Anthony

2012-01-01

With the study rise of the Hispanic population in the United States over the last 25-years there has been a languished progression of this populations' educational attainment. The purpose of this qualitative study was to tap into the "black-box" of ten academically successful Latino students from San Antonio by capturing the life history…

Career Development and Promotion in an Academic Health Center.

PubMed

Christophersen, Edward R

2017-03-01

This paper examines the successive stages of the career path for psychologists who commit to spending their professional lives working in academic health centers. Key factors for success at each stage are described, as are the steps required for progressing to subsequent stages of professional development. The paper breaks new ground by including consideration of a post-retirement stage, "Professor Emeritus status."

Challenging the Academically Adrift: A New Decision-Making Tool to Help Improve Student Commitment to Academic Preparation

ERIC Educational Resources Information Center

Davis, Carolyn D.

2013-01-01

This paper describes research in progress concerning the development and use of a newly created tool, the Decision-Making Grid, which was designed to teach undergraduate management students to develop and use metacognitive regulation skills to improve decision-making by requiring students to construct improved decision-making models in a boundedly…

Efforts to Address the Aging Academic Workforce: Assessing Progress through a Three-Stage Model of Institutional Change

ERIC Educational Resources Information Center

Kaskie, Brian; Walker, Mark; Andersson, Matthew

2017-01-01

The aging of the academic workforce is becoming more relevant to policy discussions in higher education. Yet there has been no formal, large-scale analysis of institutional efforts to develop policies and programs for aging employees. We fielded a representative survey of human resource specialists at 187 colleges and universities across the…

Statewide Longitudinal Study: Report on Academic Year 1979-80. Part 4--Spring 1980 Results.

ERIC Educational Resources Information Center

Hunter, Russell; Sheldon, M. Stephen

As the fourth in a series of reports on a longitudinal study of over 7,000 students who entered 15 California community colleges in Fall 1978, this eight-chapter report profiles the students as of Spring 1980 in terms of: (1) demography, academic progress, and employment status; and (2) their distribution among 18 "prototypes," defined…

Between a Ball and a Harsh Place: A Study of Black Male Community College Student-Athletes and Academic Progress

ERIC Educational Resources Information Center

Horton, David, Jr.

2015-01-01

Objective: This study examined to what extent differences exist in pre-college characteristics and academic performance between Black male student-athletes and their student-athlete peers. Method: Data provided by the Florida Department of Education's PK-20 Education Data Warehouse (EDW) were analyzed as a function of group membership (gender and…

Academic Pancreas Centers of Excellence: Guidance from a multidisciplinary chronic pancreatitis working group at PancreasFest

PubMed Central

Sheth, Sunil G.; Conwell, Darwin L.; Whitcomb, David C.; Alsante, Matthew; Anderson, Michelle A.; Barkin, Jamie; Brand, Randall; Cote, Gregory A.; Freedman, Steven D.; Gelrud, Andres; Gorelick, Fred; Lee, Linda S.; Morgan, Katherine; Pandol, Stephen; Singh, Vikesh K.; Yadav, Dhiraj; Mel Wilcox, C.; Hart, Phil A.

2017-01-01

Chronic pancreatitis (CP) is a progressive inflammatory disease, which leads to loss of pancreatic function and other disease-related morbidities. A group of academic physicians and scientists developed comprehensive guidance statements regarding the management of CP that include its epidemiology, diagnosis, medical treatment, surgical treatment, and screening. The statements were developed through literature review, deliberation, and consensus opinion. These statements were ultimately used to develop a conceptual framework for the multidisciplinary management of chronic pancreatitis referred to as an academic pancreas center of excellence (APCOE). PMID:28268158

Progress in the RAMI analysis of a conceptual LHCD system for DEMO

NASA Astrophysics Data System (ADS)

Mirizzi, F.

2014-02-01

Reliability, Availability, Maintainability and Inspectability (RAMI) concepts and techniques, that acquired great importance during the first manned space missions, have been progressively extended to industrial, scientific and consumer equipments to assure them satisfactory performances and lifetimes. In the design of experimental facilities, like tokamaks, mainly aimed at demonstrating validity and feasibility of scientific theories, RAMI analysis has been often left aside. DEMO, the future prototype fusion reactors, will be instead designed for steadily delivering electrical energy to commercial grids, so that the RAMI aspects will assume an absolute relevance since their initial design phases. A preliminary RAMI analysis of the LHCD system for the conceptual EU DEMO reactor is given in the paper.

Moyamoya disease: impact on the performance of oral and written language.

PubMed

Lamônica, Dionísia Aparecida Cusin; Ribeiro, Camila da Costa; Ferraz, Plínio Marcos Duarte Pinto; Tabaquim, Maria de Lourdes Merighi

Moyamoya disease is an unusual form of occlusive, cerebrovascular disorder that affects the arteries of the central nervous system, causing acquired language alterations and learning difficulties. The study aim was to describe the oral/written language and cognitive skills in a seven-year-and-seven-month-old girl diagnosed with Moyamoya disease. The assessment consisted of interviews with her parents and application of the following instruments: Observation of Communicative Behavior, Peabody Picture Vocabulary Test, Academic Performance Test, Profile of Phonological Awareness, Raven's Progressive Matrices Test, Special Scale, Wechsler Intelligence Scale for Children, Bender Visual Motor Gestalt Test, and Wisconsin Card Sorting Test. Two episodes of stroke in the left and right temporal-parietal and left frontal areas occurred until the age of six years and five months. Revascularization surgery and medication treatment were conducted. The audiologic and ophthalmologic assessments indicated normality. At the time of the study, the girl was attending the second grade of elementary school. She presented changes in oral and written language (syllabic-alphabetic), non-naming of all graphemes, low arithmetic and writing means, reading skill below first grade level and psycholinguistic delay, and pre-school level phonological processing skills. The psychological evaluation indicated satisfactory intellectual level; however, it also showed cognitive performance impairment in verbal and execution tasks and limitations on graphic-perceptual-motor skills and sequential logic organization. The stroke episodes influenced the performance of learning processes, affecting the analysis, integration, and interpretation of relevant visual and auditory information.

Placement, Progress, and Promotion: ESL Assessment in California's Adult Schools

ERIC Educational Resources Information Center

Gonzalves, Lisa

2017-01-01

In California adult schools, standardized language assessments are typically administered to adult English as a second language (ESL) students upon enrollment; students then take these same state-approved tests throughout the academic year to demonstrate progress. As these tests assess only listening and reading skills, schools may use their own…

The Effect of High School Literacy Programs on Standardized Test Scores

ERIC Educational Resources Information Center

Brock, Kathryn

2013-01-01

Current National Assessment of Educational Progress results continued their 40-year pattern with two-thirds of U.S. 8th graders not proficient in reading, yet formal reading and literacy instruction ends in elementary school. Lack of reading proficiency can undermine academic progress in high school. Elementary literacy instruction provides…

All That Glitters Is Not Gold: School Reform in Charlotte-Mecklenburg.

ERIC Educational Resources Information Center

Smith, Stephen Samuel; Mickelson, Roslyn Arlin

2000-01-01

Compared the progress of the Charlotte-Mecklenburg school district, North Carolina, in improving student outcomes with progress in two other North Carolina school districts and the entire state. There was no evidence that the sweeping program of school reform in Charlotte-Mecklenburg improved academic outcomes except in a few advanced placement…

Measuring Student Progress in the Classroom: A Guide to Testing and Evaluating Progress of Students with Disabilities.

ERIC Educational Resources Information Center

Hartman, Rhona C.; Redden, Martha Ross

This fact sheet provides guidelines on adapting testing situations for disabled postsecondary students. Discussed in the first section are considerations in determining when testing adaptations are needed including disability verification procedures, policy consistency, and maintenance of academic and technical standards. Facts about disabilities…

34 CFR 200.20 - Making adequate yearly progress.

Code of Federal Regulations, 2014 CFR

2014-07-01

... adequate yearly progress. A school or LEA makes AYP if it complies with paragraph (c) and with either paragraph (a) or (b) of this section separately in reading/language arts and in mathematics. (a)(1) A school... school or LEA, respectively, meets or exceeds the State's other academic indicators under § 200.19. (2...

34 CFR 200.20 - Making adequate yearly progress.

Code of Federal Regulations, 2013 CFR

2013-07-01

... adequate yearly progress. A school or LEA makes AYP if it complies with paragraph (c) and with either paragraph (a) or (b) of this section separately in reading/language arts and in mathematics. (a)(1) A school... school or LEA, respectively, meets or exceeds the State's other academic indicators under § 200.19. (2...

34 CFR 200.20 - Making adequate yearly progress.

Code of Federal Regulations, 2012 CFR

2012-07-01

... adequate yearly progress. A school or LEA makes AYP if it complies with paragraph (c) and with either paragraph (a) or (b) of this section separately in reading/language arts and in mathematics. (a)(1) A school... school or LEA, respectively, meets or exceeds the State's other academic indicators under § 200.19. (2...

34 CFR 200.20 - Making adequate yearly progress.

Code of Federal Regulations, 2011 CFR

2011-07-01

... adequate yearly progress. A school or LEA makes AYP if it complies with paragraph (c) and with either paragraph (a) or (b) of this section separately in reading/language arts and in mathematics. (a)(1) A school... school or LEA, respectively, meets or exceeds the State's other academic indicators under § 200.19. (2...

Creating Smarter Classrooms: Data-Based Decision Making for Effective Classroom Management

ERIC Educational Resources Information Center

Gage, Nicholas A.; McDaniel, Sara

2012-01-01

The term "data-based decision making" (DBDM) has become pervasive in education and typically refers to the use of data to make decisions in schools, from assessment of an individual student's academic progress to whole-school reform efforts. Research suggests that special education teachers who use progress monitoring data (a DBDM…

Integrating Progress Files into the Academic Process: A Review of Case Studies

ERIC Educational Resources Information Center

Haigh, Jackie

2008-01-01

A literature review of published case studies reporting progress file implementation was conducted with the intent of discovering how this is being interpreted and implemented in higher education institutions. The three studies found were analysed using an ideal type categorization developed by Clegg and Bradley (2006), that is, professional,…

Extending the Progressive Tradition to Poor Countries: The Role of Universities and Colleges

ERIC Educational Resources Information Center

Gathuo, Shiko

2016-01-01

American universities and colleges have always been a bastion of liberalism and progressive thought. Historically, the academic community has supported social justice issues, given a voice to the poor, minorities and the disadvantaged, and brought to light subjects that are considered taboo elsewhere. Indeed, many social movements have either…

Determinants of School Performance among Quechua Children in the Peruvian Andes.

ERIC Educational Resources Information Center

Jacoby, Enrique; Pollitt, Ernesto; Cueto, Santiago

1999-01-01

Tests the proposition that family and personal factors, in combination with school characteristics, contribute to the academic progress of Quechua school children. Finds that family background and nutritional history are not as important in shaping educational progress as initially envisioned, but that duration of schooling is an important factor…

A Safe and Welcoming Place?: Workplace Progression for Women Staff.

ERIC Educational Resources Information Center

Gardiner, Jean; O'Rourke, Rebecca

1995-01-01

Interviews with seven women lecturers and five administrative/library staff at Leeds University uncovered the following: differential career paths for women and men; a link between the extent of career progression and working full or part time; and few opportunities for gender issues to be openly discussed in the academic workplace. (SK)

What Drives Academic Data Sharing?

PubMed Central

Fecher, Benedikt; Friesike, Sascha; Hebing, Marcel

2015-01-01

Despite widespread support from policy makers, funding agencies, and scientific journals, academic researchers rarely make their research data available to others. At the same time, data sharing in research is attributed a vast potential for scientific progress. It allows the reproducibility of study results and the reuse of old data for new research questions. Based on a systematic review of 98 scholarly papers and an empirical survey among 603 secondary data users, we develop a conceptual framework that explains the process of data sharing from the primary researcher’s point of view. We show that this process can be divided into six descriptive categories: Data donor, research organization, research community, norms, data infrastructure, and data recipients. Drawing from our findings, we discuss theoretical implications regarding knowledge creation and dissemination as well as research policy measures to foster academic collaboration. We conclude that research data cannot be regarded as knowledge commons, but research policies that better incentivise data sharing are needed to improve the quality of research results and foster scientific progress. PMID:25714752

Mental health predicts better academic outcomes: a longitudinal study of elementary school students in Chile.

PubMed

Murphy, J Michael; Guzmán, Javier; McCarthy, Alyssa E; Squicciarini, Ana María; George, Myriam; Canenguez, Katia M; Dunn, Erin C; Baer, Lee; Simonsohn, Ariela; Smoller, Jordan W; Jellinek, Michael S

2015-04-01

The world's largest school-based mental health program, Habilidades para la Vida [Skills for Life (SFL)], has been operating on a national scale in Chile for 15 years. SFL's activities include using standardized measures to screen elementary school students and providing preventive workshops to students at risk for mental health problems. This paper used SFL's data on 37,397 students who were in first grade in 2009 and third grade in 2011 to ascertain whether first grade mental health predicted subsequent academic achievement and whether remission of mental health problems predicted improved academic outcomes. Results showed that mental health was a significant predictor of future academic performance and that, overall, students whose mental health improved between first and third grade made better academic progress than students whose mental health did not improve or worsened. Our findings suggest that school-based mental health programs like SFL may help improve students' academic outcomes.

Laser-Based Alkene Sensors for Shock Tube Kinetics

DTIC Science & Technology

2016-06-28

Approved OMB NO. 0704-0188 3. DATES COVERED (From - To) - Approved for Public Release; Distribution Unlimited UU UU UU UU 28-06- 2016 1-Jul-2014 31-Dec...and progress reports, suitable for public release. (x) Perfomance of the research effort was accomplished in a satisfactory manner and all other... public reporting burden for this collection of information is estimated to average 1 hour per response, including the time for reviewing instructions

Progress towards the eradication of Aujeszky's disease in New Zealand by vaccination with a subunit vaccine.

PubMed

Motha, M X; Atkinson, G; Hoyle, F P

1994-08-27

Attempts to control Aujeszky's disease by vaccination with a glycoprotein-I negative subunit vaccine have been made on nine New Zealand pig farms. Thirty-one to 42 months after the programme of vaccination began, its progress was assessed by measuring the gI-antibody response in pigs from seven of the farms. Three farms had totally eradicated the 'wild' virus infection, one farm was close to achieving complete eradication and the other three farms had made little or no progress. One of the farms which eradicated the 'wild' virus infection achieved this status in two years by combining vaccination with an intensive testing and culling programme; the other two farms had eradicated the 'wild' virus infection by a combination of vaccination and good standards of hygiene without undertaking an intensive culling programme. The farms that had made little or no progress had less satisfactory standards of hygiene and did not practise an intensive testing and culling programme.

Spanish version of the Time Management Behavior Questionnaire for university students.

PubMed

García-Ros, Rafael; Pérez-González, Francisco

2012-11-01

The main objective of the study is to analyze the psychometric properties and predictive capacity on academic performance in university contexts of a Spanish adaptation of the Time Management Behavior Questionnaire. The scale was applied to 462 students newly admitted at the Universitat de València in the 2006-2007 school year. The analyses performed made it possible to reproduce the factorial structure of the original version of the questionnaire with slight modifications in the ascription of various items. The underlying factorial structure includes four interrelated dimensions (Establishing objectives and priorities, Time management tools, Perception of time control and Preference for disorganization), which present satisfactory levels of reliability and an adequate convergent validity with the Time management subscale of the Motivated Strategies for Learning Questionnaire. The scores on the dimensions of time management show significant levels of association with academic performance in the first year of university studies, especially highlighting the predictive capacity of the subscale dealing with the Establishment of objectives and priorities. These results show the reliability and validity of this adaptation of the scale for evaluating how the students manage their academic time, and predicting their performance in the year they initiate the degree program, thus aiding in the development of intervention proposals directed towards improving these skills.

The influence of critical thinking skills on performance and progression in a pre-registration nursing program.

PubMed

Pitt, Victoria; Powis, David; Levett-Jones, Tracy; Hunter, Sharyn

2015-01-01

The importance of developing critical thinking skills in preregistration nursing students is recognized worldwide. Yet, there has been limited exploration of how students' critical thinking skill scores on entry to pre-registration nursing education influence their academic and clinical performance and progression. The aim of this study was to: i) describe entry and exit critical thinking scores of nursing students enrolled in a three year bachelor of nursing program in Australia in comparison to norm scores; ii) explore entry critical thinking scores in relation to demographic characteristics, students' performance and progression. This longitudinal correlational study used the Health Sciences Reasoning Test (HSRT) to measure critical thinking skills in a sample (n=134) of students, at entry and exit (three years later). A one sample t-test was used to determine if differences existed between matched student critical thinking scores between entry and exit points. Academic performance, clinical performance and progression data were collected and correlations with entry critical thinking scores were examined. There was a significant relationship between critical thinking scores, academic performance and students' risk of failing, especially in the first semester of study. Critical thinking scores were predictive of program completion within three years. The increase in critical thinking scores from entry to exit was significant for the 28 students measured. In comparison to norm scores, entry level critical thinking scores were significantly lower, but exit scores were comparable. Critical thinking scores had no significant relationship to clinical performance. Entry critical thinking scores significantly correlate to academic performance and predict students risk of course failure and ability to complete a nursing degree in three years. Students' critical thinking scores are an important determinant of their success and as such can inform curriculum development and selection strategies. Copyright © 2014 Elsevier Ltd. All rights reserved.

From access to success in science: An academic-student affairs intervention for undergraduate freshmen biology students

NASA Astrophysics Data System (ADS)

Aldridge, Jacqueline Nouvelle

The first year experience is known to present an array of challenges for traditional college students. In particular, freshmen who major in a STEM discipline have their own unique set of challenges when they transition from high school science and math to college science and math; especially chemistry. As a result, students may encounter negative experiences which lower academic and social confidence. This project was designed as a pilot study intervention for a small group of freshmen biology students who were considered academically at-risk due their math SAT scores. The study occurred during the fall semester involving an enhanced active learning component based on the Peer-led Team Learning (PLTL) general chemistry supplemental pedagogy model, and a biology-focused First Year Experience (FYE). PLTL workshops took place in freshmen residence halls, creating a live-n-learn community environment. Mid-term and final chemistry grades and final math grades were collected to measure academic progress. Self-reporting surveys and journals were used to encourage participants to reconstruct their experiences and perceptions of the study. Descriptive analysis was performed to measure statistical significance between midterm and final grade performance, and a general inductive qualitative method was used to determine academic and social confidence as well as experiences and perceptions of the project. Findings of this project revealed a statistically significant improvement between chemistry midterm and final grades of the sample participants. Although academic confidence did not increase, results reveal that social confidence progressed as the majority of students developed a value for studying in groups.

Longitudinal Relationship between Cardiorespiratory Fitness and Academic Achievement.

PubMed

Sardinha, Luís B; Marques, Adilson; Minderico, Claudia; Palmeira, António; Martins, Sandra; Santos, Diana A; Ekelund, Ulf

2016-05-01

The aim of this study was to examine the prospective associations between cardiorespiratory fitness (CRF) and academic achievement in the youth. The sample included 1286 fifth-, sixth-, and seventh-grade students, age 11 to 14 yr (Mage = 11.3 ± 1.1), from 14 schools followed for 3 yr. Academic achievement was assessed using the students' marks at baseline and at follow-up 3 yr apart, in Portuguese, mathematics, foreign language (English), and science. CRF was assessed by the Progressive Aerobic Cardiovascular Endurance Run test from the Fitnessgram battery. Students were classified as fit-fit, unfit-fit, fit-unfit, and unfit-unfit according to the Progressive Aerobic Cardiovascular Endurance Run test results at baseline and follow-up. Ordinal regression analyses were performed to examine associations between CRF and academic achievement. Being persistently fit (fit-fit), compared with those classified unfit-unfit, increased the odds of having high levels of academic achievement in Portuguese (odds ratio (OR) = 3.49; 95% CI, 1.97-6.20; P < 0.001) and foreign language (OR = 2.41; 95% CI, 1.39-4.14; P < 0.01) at follow-up. Students that improved their CRF and became fit (unfit-fit) had also higher odds of achieving better marks than those persistently unfit-unfit in Portuguese (OR = 2.52; 95% CI, 1.42-4.45; P < 0.01) and foreign language (OR = 2.13; 95% CI, 1.23-3.67; P < 0.01). Consistently high and improvements in cardiorespiratory fitness are prospectively associated with better academic achievement especially in mother tongue and foreign language.

Inadequate Progress for Women in Academic Medicine: Findings from the National Faculty Study

PubMed Central

Gunn, Christine M.; Kaplan, Samantha A.; Raj, Anita; Freund, Karen M.

2015-01-01

Abstract Background: Women have entered academic medicine in significant numbers for 4 decades and now comprise 20% of full-time faculty. Despite this, women have not reached senior positions in parity with men. We sought to explore the gender climate in academic medicine as perceived by representatives to the Association of American Medical Colleges (AAMC) Group on Women in Medicine and Science (GWIMS) and Group on Diversity and Inclusion (GDI). Methods: We conducted a qualitative analysis of semistructured telephone interviews with GWIMS and GDI representatives and other senior leaders at 24 randomly selected medical schools of the 1995 National Faculty Study. All were in the continental United States, balanced for public/private status and AAMC geographic region. Interviews were audiotaped, transcribed, and organized into content areas before an inductive thematic analysis was conducted. Themes that were expressed by multiple informants were studied for patterns of association. Results: Five themes were identified: (1) a perceived wide spectrum in gender climate; (2) lack of parity in rank and leadership by gender; (3) lack of retention of women in academic medicine (the “leaky pipeline”); (4) lack of gender equity in compensation; and (5) a disproportionate burden of family responsibilities and work-life balance on women's career progression. Conclusions: Key informants described improvements in the climate of academic medicine for women as modest. Medical schools were noted to vary by department in the gender experience of women, often with no institutional oversight. Our findings speak to the need for systematic review by medical schools and by accrediting organizations to achieve gender equity in academic medicine. PMID:25658907

Inadequate progress for women in academic medicine: findings from the National Faculty Study.

PubMed

Carr, Phyllis L; Gunn, Christine M; Kaplan, Samantha A; Raj, Anita; Freund, Karen M

2015-03-01

Women have entered academic medicine in significant numbers for 4 decades and now comprise 20% of full-time faculty. Despite this, women have not reached senior positions in parity with men. We sought to explore the gender climate in academic medicine as perceived by representatives to the Association of American Medical Colleges (AAMC) Group on Women in Medicine and Science (GWIMS) and Group on Diversity and Inclusion (GDI). We conducted a qualitative analysis of semistructured telephone interviews with GWIMS and GDI representatives and other senior leaders at 24 randomly selected medical schools of the 1995 National Faculty Study. All were in the continental United States, balanced for public/private status and AAMC geographic region. Interviews were audiotaped, transcribed, and organized into content areas before an inductive thematic analysis was conducted. Themes that were expressed by multiple informants were studied for patterns of association. Five themes were identified: (1) a perceived wide spectrum in gender climate; (2) lack of parity in rank and leadership by gender; (3) lack of retention of women in academic medicine (the "leaky pipeline"); (4) lack of gender equity in compensation; and (5) a disproportionate burden of family responsibilities and work-life balance on women's career progression. Key informants described improvements in the climate of academic medicine for women as modest. Medical schools were noted to vary by department in the gender experience of women, often with no institutional oversight. Our findings speak to the need for systematic review by medical schools and by accrediting organizations to achieve gender equity in academic medicine.

Factors that influence career progression among postdoctoral clinical academics: a scoping review of the literature

PubMed Central

Ranieri, Veronica; Barratt, Helen; Fulop, Naomi; Rees, Geraint

2016-01-01

Background The future of academic medicine is uncertain. Concerns regarding the future availability of qualified and willing trainee clinical academics have been raised worldwide. Of significant concern is our failure to retain postdoctoral trainee clinical academics, who are likely to be our next generation of leaders in scientific discovery. Objectives To review the literature about factors that may influence postdoctoral career progression in early career clinical academics. Design This study employed a scoping review method. Three reviewers separately assessed whether the articles found fit the inclusion criteria. Data sources PubMed, Scopus, Web of Science and Google Scholar (1991–2015). Article selection The review encompassed a broad search of English language studies published anytime up to November 2015. All articles were eligible for inclusion, including research papers employing either quantitative or qualitative methods, as well as editorials and other summary articles. Data extraction Data extracted from included publications were charted according to author(s), sample population, study design, key findings, country of origin and year of publication. Results Our review identified 6 key influences: intrinsic motivation, work–life balance, inclusiveness, work environment, mentorship and availability of funding. It also detected significant gaps within the literature about these influences. Conclusions Three key steps are proposed to help support postdoctoral trainee clinical academics. These focus on ensuring that researchers feel encouraged in their workplace, involved in collaborative dialogue with key stakeholders and able to access reliable information regarding their chosen career pathway. Finally, we highlight recommendations for future research. PMID:27798036

The Effects of a Self-Management Procedure on the On-Task Behavior, Academic Productivity, and Academic Accuracy of Female Students with Disabilities in a Juvenile Correctional High School Setting

ERIC Educational Resources Information Center

Caldwell, Stacy Lynette

2010-01-01

Students served in juvenile correctional school settings often arrive with histories of trauma, aversive educational experiences, low achievement, and other severe risk factors that impeded psychosocial development, educational progress, and occupational outcomes. Schools serving adjudicated youth must address a higher percentage of severe…

Relationship of Non-Verbal Intelligence Materials as Catalyst for Academic Achievement and Peaceful Co-Existence among Secondary School Students in Nigeria

ERIC Educational Resources Information Center

Sambo, Aminu

2015-01-01

This paper examines students' performance in Non-verbal Intelligence tests relative academic achievement of some selected secondary school students. Two hypotheses were formulated with a view to generating data for the ease of analyses. Two non-verbal intelligent tests viz: Raven's Standard Progressive Matrices (SPM) and AH[subscript 4] Part II…

Balancing Survival and Resistance: Experiences of Faculty of Color in Predominantly Euro American Schools of Nursing

ERIC Educational Resources Information Center

Lutz, Kristin F.; Hassouneh, Dena; Akeroyd, Jen; Beckett, Ann K.

2013-01-01

This report of findings from a grounded theory study conducted with 23 faculty of color (FOC) in predominately Euro American schools of nursing presents the central process used by FOC as they navigate academic careers as persons of color. As FOC struggled to progress in their careers and influence their academic environments they engaged in a…

Historical evidence for the origin of teaching hospital, medical school and the rise of academic medicine.

PubMed

Modanlou, H D

2011-04-01

Historical progression and the development of current teaching hospitals, medical schools and biomedical research originated from the people of many civilizations and cultures. Greeks, Indians, Syriacs, Persians and Jews, assembled first in Gondi-Shapur during the Sasanian empire in Persia, and later in Baghdad during the Golden Age of Islam, ushering the birth of current academic medicine.

States' Participation Guidelines for Alternate Assessments Based on Modified Academic Achievement Standards (AA-MAS) in 2008. Synthesis Report 71

ERIC Educational Resources Information Center

Lazarus, Sheryl S.; Rogers, Christopher; Cormier, Damien; Thurlow, Martha L.

2008-01-01

Federal regulations (U.S. Department of Education, 2007a) provide states with the flexibility to offer an alternate assessment based on modified academic achievement standards (AA-MAS). This assessment option is for a small group of students with disabilities who can make significant progress, but may not reach grade-level achievement within the…

Miami-Dade Community College 1984 Institutional Self-Study. Volume IV: Student Information and Performance Standards (Advisement and Graduation Information System, Academic Alert, Standards of Academic Progress).

ERIC Educational Resources Information Center

Miami-Dade Community Coll., FL.

Part of a systematic, in-depth assessment of Miami-Dade Community College's (MDCC's) educational programs, student support systems, and selected campus-level activities, this volume of the college's institutional self-study report examines the impact and effectiveness of student information systems and performance standards. This report presents…

Longitudinal Analysis of the Role of Perceived Self-Efficacy for Self-Regulated Learning in Academic Continuance and Achievement

ERIC Educational Resources Information Center

Caprara, Gian Vittorio; Fida, Roberta; Vecchione, Michele; Del Bove, Giannetta; Vecchio, Giovanni Maria; Barbaranelli, Claudio; Bandura, Albert

2008-01-01

The present study examined the developmental course of perceived efficacy for self-regulated learning and its contribution to academic achievement and likelihood of remaining in school in a sample of 412 Italian students (48% males and 52% females ranging in age from 12 to 22 years). Latent growth curve analysis revealed a progressive decline in…

Developing Students' Referencing Skills: A Matter of Plagiarism, Punishment and Morality or of Learning to Write Critically?

ERIC Educational Resources Information Center

Vardi, Iris

2012-01-01

Just as plagiarism is viewed poorly in the academic community, so is plagiarism viewed poorly in student writing, with a range of sanctions and penalties applying for not displaying academic integrity. Yet learning to cite effectively to progress one's argument, position or understandings is a skill that takes time to develop and hone. This paper…

The Dynamics of Connecting Universities, Non-Governmental Organizations and Community Members by Means of Academic Projects Directed at People in Need

ERIC Educational Resources Information Center

Arantes do Amaral, João Alberto; Matsusaki, Cristina Toshie Motohashi

2017-01-01

In this article we discuss an action research experience that took place from 2002 to 2015. We analyze the inception and progress of several project-based learning-centered academic courses that were aimed at developing the project management skills of graduate and undergraduate students. The experience involved approximately 1,800 students from…

Delivery room management of extremely low birth weight infants in Italy: comparison between academic and non-academic birth centres.

PubMed

Mardegan, Veronica; Satariano, Irene; Doglioni, Nicoletta; Criscoli, Giulio; Cavallin, Francesco; Gizzi, Camilla; Martano, Claudio; Ciralli, Fabrizio; Torielli, Flaminia; Villani, Paolo Ernesto; Di Fabio, Sandra; Quartulli, Lorenzo; Giannini, Luigi; Trevisanuto, Daniele

2016-01-01

International Guidelines provide a standardised approach to newborn resuscitation in the DR and, in their most recent versions, recommendations dedicated to management of ELBWI were progressively increased. It is expected that introduction in clinical practice and dissemination of the most recent evidence should be more consistent in academic than in non-academic hospitals. The aim of the study was to compare adherence to the International Guidelines and consistency of practice in delivery room management of extremely low birth weight infants between academic and non-academic institutions. A questionnaire was sent to the directors of all Italian level III centres between April and August 2012. There was a 92% (n = 98/107) response rate. Apart from polyethylene wrapping to optimise thermal control, perinatal management approach was comparable between academic and non-academic centres. There were minor differences in management of extremely low birth weight infants between Italian academic and non-academic institutions, apart from thermal management. Although there was a good, overall adherence to the International Guidelines for Neonatal Resuscitation, temperature management was not in accordance with official recommendations and every effort has to be done to improve this aspect.

Longitudinal tracking of academic progress during teacher preparation.

PubMed

Corcoran, Roisin P; O'Flaherty, Joanne

2017-12-01

Given that the ultimate academic goal of many education systems in the developed world is for students to graduate from college, grades have a considerable bearing on how effective colleges are in meeting their primary objective. Prior academic performance informs predominantly the selection and retention of teacher candidates. However, there remains a dearth of evidence linking academic performance with outcomes in teacher preparation or the workplace. This study examined pre-service teachers' trajectories of academic growth during teacher preparation. The sample comprised 398 pre-service teachers - 282 (70.8%) males and 116 (29.1%) females. Academic growth was measured across eight time points over the course of 4 years. Pre-service teachers' academic growth was analysed using linear and nonlinear latent growth models. Results indicate that academic growth was quadratic and, over time, decelerated, with no evidence of the Matthew effect or the compensatory effect. There was evidence of a connection between prior academic attainment and current grades. Greater attention to academic growth during the college years, and particularly among pre-service teachers, may enable greater achievement support for students. © 2017 The Authors. British Journal of Education Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.

Piloting a Structured Practice Audit to Assess ACGME Milestones in Written Handoff Communication in Internal Medicine

PubMed Central

Martin, Shannon K.; Farnan, Jeanne M.; McConville, John F.; Arora, Vineet M.

2015-01-01

Background Written communication skills are integral to patient care handoffs. Residency programs require feasible assessment tools that provide timely formative and summative feedback, ideally linked to the Accreditation Council for Graduate Medical Education Milestones. Objective We describe the use of 1 such tool—UPDATED—to assess written handoff communication skills in internal medicine interns. Methods During 2012–2013, the authors piloted a structured practice audit at 1 academic institution to audit written sign-outs completed by 45 interns, using the UPDATED tool, which scores 7 aspects of sign-out communication linked to milestones. Intern sign-outs were audited by trained faculty members throughout the year. Results were incorporated into intern performance reviews and Clinical Competency Committees. Results A total of 136 sign-outs were audited (averaging 3.1 audits per intern). In the first trimester, 14 interns (31%) had satisfactory audit results. Five interns (11%) had critical deficiencies and received immediate feedback, and the remaining 26 (58%) were assigned future audits due to missing audits or unsatisfactory scores. In the second trimester, 21 interns (68%) had satisfactory results, 1 had critical deficiencies, and 9 (29%) required future audits. Nine of the 10 remaining interns in the final trimester had satisfactory audits. Faculty time was estimated at 10 to 15 minutes per sign-out audited. Conclusions The UPDATED audit is a milestone-based tool that can be used to assess written sign-out communication skills in internal medicine residency programs. Future work is planned to adapt the tool for use by senior supervisory residents to appraise sign-outs in real time. PMID:26221442

Piloting a Structured Practice Audit to Assess ACGME Milestones in Written Handoff Communication in Internal Medicine.

PubMed

Martin, Shannon K; Farnan, Jeanne M; McConville, John F; Arora, Vineet M

2015-06-01

Written communication skills are integral to patient care handoffs. Residency programs require feasible assessment tools that provide timely formative and summative feedback, ideally linked to the Accreditation Council for Graduate Medical Education Milestones. We describe the use of 1 such tool-UPDATED-to assess written handoff communication skills in internal medicine interns. During 2012-2013, the authors piloted a structured practice audit at 1 academic institution to audit written sign-outs completed by 45 interns, using the UPDATED tool, which scores 7 aspects of sign-out communication linked to milestones. Intern sign-outs were audited by trained faculty members throughout the year. Results were incorporated into intern performance reviews and Clinical Competency Committees. A total of 136 sign-outs were audited (averaging 3.1 audits per intern). In the first trimester, 14 interns (31%) had satisfactory audit results. Five interns (11%) had critical deficiencies and received immediate feedback, and the remaining 26 (58%) were assigned future audits due to missing audits or unsatisfactory scores. In the second trimester, 21 interns (68%) had satisfactory results, 1 had critical deficiencies, and 9 (29%) required future audits. Nine of the 10 remaining interns in the final trimester had satisfactory audits. Faculty time was estimated at 10 to 15 minutes per sign-out audited. The UPDATED audit is a milestone-based tool that can be used to assess written sign-out communication skills in internal medicine residency programs. Future work is planned to adapt the tool for use by senior supervisory residents to appraise sign-outs in real time.

Profiling strugglers in a graduate-entry medicine course at Nottingham: a retrospective case study

PubMed Central

2012-01-01

Background 10-15% of students struggle at some point in their medicine course. Risk factors include weaker academic qualifications, male gender, mental illness, UK ethnic minority status, and poor study skills. Recent research on an undergraduate medicine course provided a toolkit to aid early identification of students likely to struggle, who can be targeted by established support and study interventions. The present study sought to extend this work by investigating the number and characteristics of strugglers on a graduate-entry medicine (GEM) programme. Methods A retrospective study of four GEM entry cohorts (2003–6) was carried out. All students who had demonstrated unsatisfactory progress or left prematurely were included. Any information about academic, administrative, personal, or social difficulties, were extracted from their course progress files into a customised database and examined. Results 362 students were admitted to the course, and 53 (14.6%) were identified for the study, of whom 15 (4.1%) did not complete the course. Students in the study group differed from the others in having a higher proportion of 2ii first degrees, and scoring less well on GAMSAT, an aptitude test used for admission. Within the study group, it proved possible to categorise students into the same groups previously reported (struggler throughout, pre-clinical struggler, clinical struggler, health-related struggler, borderline struggler) and to identify the majority using a number of flags for early difficulties. These flags included: missed attendance, unsatisfactory attitude or behaviour, health problems, social/family problems, failure to complete immunity status checks, and attendance at academic progress committee. Conclusions Problems encountered in a graduate-entry medicine course were comparable to those reported in a corresponding undergraduate programme. A toolkit of academic and non-academic flags of difficulty can be used for early identification of many who will struggle, and could be used to target appropriate support and interventions. PMID:23249471

34 CFR 646.30 - What are allowable costs?

Code of Federal Regulations, 2011 CFR

2011-07-01

... participant development, project administration, or project recordkeeping. (g) Professional development travel... of the participants' academic progress and personal development. (e) Transportation and, with the...

Unfinished Agendas: New and Continuing Gender Challenges in Higher Education

ERIC Educational Resources Information Center

Glazer-Raymo, Judith, Ed.

2008-01-01

This revealing volume examines the current role and status of women in higher education--and suggests a direction for the future. Judith Glazer-Raymo and other distinguished scholars and administrators assess the progress of women in academe using three lenses: the feminist agenda as a work in progress, growing internal and external challenges to…

Domain Definition and Exercise Generation as Functions of the National Assessment of Educational Progress.

ERIC Educational Resources Information Center

Haertel, Edward H.

It has been recommended that the National Assessment of Educational Progress (NAEP) specify comprehensive exercise domains to measure academic achievement, and provide a national item pool to measure the objectives in these domains. These domain specifications and item pools would serve to satisfy the increasing demand for valid, accurate, and…

The Analysis of SATs Results as a Measure of Pupil Progress across Educational Transitions

ERIC Educational Resources Information Center

Withey, Paul; Turner, Sarah

2015-01-01

Within any Educational System the transition of pupils from one stage to the next, and often the associated transition from one educational establishment to another, is an area of interest for educational establishments, educationalists and educational authorities due to the effects of this movement on pupil progress, their academic achievement…

The Effect of Daily Progress Reports on Parental Academic Support: Paper versus Electronic Communication

ERIC Educational Resources Information Center

Schneider, Jonathan D.

2016-01-01

In this age of data based decision making and accountability, parent involvement and data collection are paramount. This study represents a significant contribution to educational research by extending the understanding of home-school communication media with specific regard to daily progress reports. The purpose of this study was to compare…

English Language Proficiency and Content Assessment Performance: A Comparison of English Learners and Native English Speakers Achievement

ERIC Educational Resources Information Center

Miley, Suzi Keller; Farmer, Aarek

2017-01-01

As a result of the accountability requirements established in Title III of the Elementary and Secondary Educational Act (ESEA) legislation, English Learners (ELs) are expected to make progress in both content area academic achievement and English Language Proficiency (ELP). In Tennessee ELs progress is measured by administering WIDA-Access to…

The Educational Progress of Women. Findings from "The Condition of Education 1995."

ERIC Educational Resources Information Center

Smith, Thomas M.

This fifth publication in the series "Findings from 'The Condition of Education'" summarizes educational differences between females and males that research has shown to be related to labor market outcomes. Differences in academic achievement, progression rates, types of courses taken, level of effort, and field of study may all affect the labor…

The Achievement Progress of English Learner Students in Nevada. REL 2016-154

ERIC Educational Resources Information Center

Haas, Eric; Huang, Min; Tran, Loan; Yu, Airong

2016-01-01

The purpose of this study was to examine the cumulative progress of English learner students in Nevada in English language proficiency (ELP) and in academic content knowledge in both reading and mathematics. This study identified students in grades kindergarten, 3, and 6 who were designated as English learner students in 2006/07 and examined their…

Mixed Messages: American Indian Achievement before and since the Implementation of No Child Left Behind

ERIC Educational Resources Information Center

Garcia, David L.

2008-01-01

This article uses state-level achievement data to examine the academic progress of Arizona American Indian elementary public school students before and since the implementation of the No Child Left Behind (NCLB) Act. In most subjects and grades, American Indian students are making greater progress since the implementation of NCLB. Generally,…

Academic Persistence of Online Students in Higher Education Impacted by Student Progress Factors and Social Media

ERIC Educational Resources Information Center

Lint, Anna H.

2013-01-01

This quantitative study evaluated and investigated the theoretical underpinnings of the Kember's (1995) student progress model that examines the direct or indirect effects of student persistence in online education by identifying the relationships between variables. The primary method of data collection in this study was a survey by exploring the…

Attention Training in Autism as a Potential Approach to Improving Academic Performance: A School-Based Pilot Study.

PubMed

Spaniol, Mayra Muller; Shalev, Lilach; Kossyvaki, Lila; Mevorach, Carmel

2018-02-01

This study assessed the effectiveness of an attention intervention program (Computerized Progressive Attentional Training; CPAT) in improving academic performance of children with ASD. Fifteen 6-10 year olds with ASD attending a mainstream and a special school were assigned to an experimental (CPAT; n = 8) and active control (computer games; n = 7) group. Children were assessed pre- and post-intervention on measures of behavioural symptoms, cognitive skills and academic performance. The intervention was conducted in school twice a week for 8 weeks. Children in the CPAT group showed cognitive and academic improvements over and above the active control group, while children in both groups showed improvements in behaviour. Results suggest that attention training is a feasible approach to improving academic performance in this population.

A Retrospective on the Vision for Progress in Community Health Partnerships: Research, Education, and Action.

PubMed

Eder, Milton Mickey; Holzer, Jessica; Calhoun, Karen; Strong, Larkin L

2017-01-01

The organizers founded Progress in Community Health Partnerships with a commitment to improving our understanding of community-based participatory research (CBPR) and its use in community-academic/institutional health partnerships. Following Rogers's Diffusion of Innovations, they reasoned that expanded adoption would occur through academic and community partner recognition of CBPR's relative advantage over previous approaches; its compatibility with the values, past experience and needs of potential adopters; its ease of understanding and use; its capacity for experimentation and refinement; and its production of observable results. We now assess the journal's progress toward realizing the vision, as well as issues and problems the organizers identified. We map the journal's content over its first decade onto the initial vision by examining the record of submissions and publications across the eight types of articles and the journal's record of rejections and publications. In remembering that Rogers's study of innovations requires both technical and social change, we discuss the difference between understanding how to do something and actually putting an innovation into action that becomes standard practice at both individual and systemic levels. We observe that the large number of Original Research and Works-in-Progress/Lessons Learned manuscripts, submitted and published, reflect traditional expectations for faculty research productivity. We suggest that sustainability, which rated of lower importance within the initial vision, has gained in importance among community and academic partners; however, it will gain added attention only with changed university expectations of researchers. We further suggest that the study of partnerships involved in researching and improving public health should be expanded beyond the current focus on CBPR.

Investigating the English Language Needs of the Female Students at the Faculty of Computing and Information Technology at King Abdulaziz University in Saudi Arabia

ERIC Educational Resources Information Center

Fadel, Sahar; Rajab, Hussam

2017-01-01

In the field of computer science, specific English language skills are needed to facilitate the students' academic progress. Needs analysis is generally believed to be an important element in ESP/EAP context because it enables the practitioners and curriculum designers determine the learners' needs in a particular academic context. In this regard,…

MIT Laboratory for Computer Science Progress Report 26

DTIC Science & Technology

1989-06-01

conteinporary and prospective applications from business to sensory computing. In Sqst.-ns., Languagcs, and Nr/o4orks, our objective is to provide the...numbers 363 through 400. 1,i Advanced Network Architecture Academic Staff D. Clark, Group Leader D. Tennenhouse Restarch Staff J. Davin K. Sollins Graduate...Zurich, Switzerland, May 1989. 23 24 Clinical Decision Making Academic Staff R. Patil P. Szolovits, Group Leader Collaborating Investigators M

The Effect of Inschool Suspension on the Academic Progress of High School Science and English Students.

ERIC Educational Resources Information Center

Silvey, Donald F.

This paper presents findings of a study that explored the effects of assignment to an inschool suspension (ISS) program on high school students' academic performance. The study compared the before- and after-ISS grades in English and science of 32 ninth- and tenth-grade students who had spent a minimum of 5 days in an ISS program during a 6-week…

Offsetting Faculty and Institutional Inflexibility: A Case Study in Developing an Alternative to Tenure with Reference to Faculty Development and Evaluation.

ERIC Educational Resources Information Center

Steinkrauss, Philip J.

This in-progress program and resource study presents an actual case study in developing an alternative to tenure. The College of St. Francis implemented during the 1979-80 academic year an alternative system, the Three Year Rolling Contract. It stated that all faculty members have academic freedom under any form of appointment; upon appointment as…

Nursing Education Transformation: Promising Practices in Academic Progression.

PubMed

Gorski, Mary Sue; Farmer, Patricia D; Sroczynski, Maureen; Close, Liz; Wortock, Jean M

2015-09-01

Health care has changed over the past decade; yet, nursing education has not kept pace with social and scientific advances. The Institute of Medicine report, The Future of Nursing: Leading Change, Advancing Health, called for a more highly educated nursing work-force and an improved nursing education system. Since the release of that report, the Future of Nursing: Campaign for Action, supported by the Robert Wood Johnson Foundation, AARP, and the AARP Foundation, has worked with nursing education leaders to better understand existing and evolving nursing education structures. Through a consensus-building process, four overarching promising practice models, with an emphasis on seamless academic progression, emerged to advance the goals of education transformation. Key nurse educators and other stakeholders refined those models through a series of meetings, collaborative partnerships, and focused projects that were held across the United States. This article summarizes that process and provides a description of the models, challenges, common themes, recommendations, and progress to date. Copyright 2015, SLACK Incorporated.

An Innovative Academic Progression in Nursing Model in New York State.

PubMed

Markowitz, Marianne; Bastable, Susan B

2017-05-01

The Dual Degree Partnership in Nursing (DDPN) is a unique articulation model created in 2005 between two nursing programs that provides a seamless pathway for students to earn both an associate's degree and a bachelor's degree in nursing while benefiting from the strengths of each program. Archival data has been systematically collected for a decade on admission, progression, retention, satisfaction, graduation, and NCLEX-RN pass rates to measure the reliability, validity, and integrity of this DDPN model for nursing education. The findings demonstrate consistent performance and positive outcomes on all factors measured, which have been benchmarked against available state and national results. This innovative approach to academic progression in nursing is replicable and serves as a prototype to educate more nurses at the baccalaureate level, which directly contributes to the Institute of Medicine's goal of 80% of RNs having a minimum of a bachelor's degree by 2020. [J Nurs Educ. 2017;56(5):266-273.]. Copyright 2017, SLACK Incorporated.

Evaluation of the implementation and impact of an integrated prevention model on the academic progress of students with disabilities.

PubMed

Barlow, Alexandra; Humphrey, Neil; Lendrum, Ann; Wigelsworth, Michael; Squires, Garry

2014-11-12

In this paper we report on the implementation and impact of an integrated prevention model (Achievement for All - AfA) to improve the educational experiences and outcomes of students with disabilities. It comprises three inter-related strands: assessment, tracking and intervention; structured conversations with parents; and, developing provision for wider outcomes. Participants were 12,038 students with disabilities from 431 mainstream primary and secondary schools across 10 Local Authorities in England involved in the two-year AfA pilot. Pre- and post-test data on academic attainment in English and Maths were compared with national data on academic progress for students with and without disabilities over an equivalent period of time. School-level contextual and implementation data and student-level socio-demographic and psychosocial data were also collected. Four hypotheses were tested regarding the impact of AfA on academic attainment in English (H1) and Maths (H2); the influence of aspects of the implementation context and processes (H3); and individual differences between students (H4). Our findings are discussed in relation to the identification and validation of critical intervention components and standards for assessing the practical significance of attempts to improve outcomes for students. Copyright © 2014 Elsevier Ltd. All rights reserved.

Alternatives for jet engine control

NASA Technical Reports Server (NTRS)

Sain, M. K.

1979-01-01

The research is classified in two categories: (1) the use of modern multivariable frequency domain methods for control of engine models in the neighborhood of a set-point, and (2) the use of nonlinear modelling and optimization techniques for control of engine models over a more extensive part of the flight envelope. Progress in the first category included the extension of CARDIAD (Complex Acceptability Region for Diagonal Dominance) methods developed with the help of the grant to the case of engine models with four inputs and four outputs. A suitable bounding procedure for the dominance function was determined. Progress in the second category had its principal focus on automatic nonlinear model generation. Simulations of models produced satisfactory results where compared with the NASA DYNGEN digital engine deck.

Artificial sensory organs: latest progress.

PubMed

Nakamura, Tatsuo; Inada, Yuji; Shigeno, Keiji

2018-03-01

This study introduces the latest progress on the study of artificial sensory organs, with a special emphasis on the clinical results of artificial nerves and the concept of in situ tissue engineering. Peripheral nerves have a strong potential for regeneration. An artificial nerve uses this potential to recover a damaged peripheral nerve. The polyglycolic acid collagen tube (PGA-C tube) is a bio-absorbable tube stuffed with collagen of multi-chamber structure that consists of thin collagen films. The clinical application of the PGA-C tube began in 2002 in Japan. The number of PGA-C tubes used is now beyond 300, and satisfactory results have been reported on peripheral nerve repairs. This PGA-C tube is also effective for patients suffering from neuropathic pain.

Factors that influence career progression among postdoctoral clinical academics: a scoping review of the literature.

PubMed

Ranieri, Veronica; Barratt, Helen; Fulop, Naomi; Rees, Geraint

2016-10-21

The future of academic medicine is uncertain. Concerns regarding the future availability of qualified and willing trainee clinical academics have been raised worldwide. Of significant concern is our failure to retain postdoctoral trainee clinical academics, who are likely to be our next generation of leaders in scientific discovery. To review the literature about factors that may influence postdoctoral career progression in early career clinical academics. This study employed a scoping review method. Three reviewers separately assessed whether the articles found fit the inclusion criteria. PubMed, Scopus, Web of Science and Google Scholar (1991-2015). The review encompassed a broad search of English language studies published anytime up to November 2015. All articles were eligible for inclusion, including research papers employing either quantitative or qualitative methods, as well as editorials and other summary articles. Data extracted from included publications were charted according to author(s), sample population, study design, key findings, country of origin and year of publication. Our review identified 6 key influences: intrinsic motivation, work-life balance, inclusiveness, work environment, mentorship and availability of funding. It also detected significant gaps within the literature about these influences. Three key steps are proposed to help support postdoctoral trainee clinical academics. These focus on ensuring that researchers feel encouraged in their workplace, involved in collaborative dialogue with key stakeholders and able to access reliable information regarding their chosen career pathway. Finally, we highlight recommendations for future research. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Using Fuzzy Logic to Identify Schools Which May Be Misclassified by the No Child Left Behind Adequate Yearly Progress Policy

ERIC Educational Resources Information Center

Yates, Donald W.

2009-01-01

This investigation developed, tested, and prototyped a Fuzzy Inference System (FIS) that would assist decision makers in identifying schools that may have been misclassified by existing Adequate Yearly Progress (AYP) methods. This prototype was then used to evaluate Louisiana elementary schools using published school data for Academic Year 2004. …

2016 Legislative Report on the Postsecondary Progress and Success of High School Graduates

ERIC Educational Resources Information Center

Colorado Department of Higher Education, 2016

2016-01-01

Pursuant to statute (23-1-113 [9] C.R.S), the Colorado Department of Higher Education (CDHE) is required to submit a report concerning the postsecondary academic progress and success of the preceding six high school graduating classes. This report covers the high school graduating classes of 2009, 2010, 2011, 2012, 2013 and 2014. This report has…

The Achievement Progress of English Learner Students in Utah. REL 2016-155

ERIC Educational Resources Information Center

Haas, Eric; Huang, Min; Tran, Loan; Yu, Airong

2016-01-01

The purpose of this study was to examine the cumulative progress of English learner students in Utah in English language proficiency (ELP) and in academic content knowledge in both English language arts (ELA) and mathematics. This study identified students in grades kindergarten, 3, and 6 who were designated as English learner students in 2006/07…

National Assessment of Educational Progress Grade 12 Preparedness Research College Course Content Analysis Study: Final Report

ERIC Educational Resources Information Center

Educational Policy Improvement Center, 2014

2014-01-01

The National Assessment Governing Board is an independent, bipartisan organization that sets policy for the National Assessment of Educational Progress (NAEP). The Governing Board established the NAEP Program of 12th Grade Preparedness Research to assess what NAEP can report on the academic preparedness of 12th grade students entering college and…

California Update: Student Progress in State and Federally Funded Adult Education Programs during the 1997-98 Instructional Year.

ERIC Educational Resources Information Center

Comprehensive Adult Student Assessment System, San Diego, CA.

This document outlines student progress within each of California's Adult Education programs for the 1997-1998 academic year. During this time period, California's Adult Education programs served 1,435,341 learners. Among those enrolled, 161,364 students were served by Adult Basic Education (ABE) programs, and an additional 1,220,594 students were…

Mental health predicts better academic outcomes: A longitudinal study of elementary school students in Chile

PubMed Central

Murphy, J. Michael; Guzmán, Javier; McCarthy, Alyssa; Squicciarini, Ana María; George, Myriam; Canenguez, Katia; Dunn, Erin C.; Baer, Lee; Simonsohn, Ariela; Smoller, Jordan W.; Jellinek, Michael

2015-01-01

The world’s largest school-based mental health program, Habilidades para la Vida [Skills for Life, SFL], has been operating at a national scale in Chile for fifteen years. SFL’s activities include using standardized measures to screen elementary school students and providing preventive workshops to students at risk for mental health problems. This paper used SFL’s data on 37,397 students who were in first grade in 2009 and third grade in 2011 to ascertain whether first grade mental health predicted subsequent academic achievement and whether remission of mental health problems predicted improved academic outcomes. Results showed that mental health was a significant predictor of future academic performance and that, overall, students whose mental health improved between first and third grade made better academic progress than students whose mental health did not improve or worsened. Our findings suggest that school-based mental health programs like SFL may help improve students’ academic outcomes. PMID:24771270

Legal aspects associated with dismissal from clinical laboratory education programs.

PubMed

Legrys, V A; Beck, S J; Laudicina, R J

1995-01-01

To review academic dismissals, students' rights in dismissal cases, and several key cases involving academic and disciplinary dismissals. Recent academic literature and legal precedents. Not applicable. Not applicable. Students involved in dismissals are protected under the principles of constitutional law and/or contract law, depending on whether the institution is public or private. The basis for dismissal from educational programs is either academic or disciplinary in nature. In academic dismissals, a student has failed to meet either the cognitive or the noncognitive academic standards of the program. In disciplinary dismissals, a student has violated the institutional rules governing conduct. Policies that affect progress in the program and the dismissal process should be published and distributed to students, as well as reviewed for consistency with institutional policies. The amount of documentation needed in the defense of a dismissal decision has not been specified, but, in general, more is better. Procedures are suggested as a guide to dismissals in clinical laboratory programs.

Formal appraisal of undergraduate medical students: is it worth the effort?

PubMed

Murdoch-Eaton, Deborah G; Levene, Malcolm I

2004-02-01

Medical student stress is most often related to difficulties of adjusting to university academic standards, and work-social life balance. Faculty systems identify academically failing students for counselling, whilst the majority of students do not have opportunities for individual discussion about progress. This study reports a pilot formal appraisal process for first-year undergraduates. Preparatory material required students to reflect on their academic performance, factors contributing to their university life and satisfaction with career choice. Individual appraisal sessions were held with trained, experienced senior faculty staff, with completion of an appraisal record to document agreed outcomes. Individualized study skills advice was the commonest documented outcome on appraisal records. Students were overwhelmingly positive about the experience, reporting both enhanced perceptions of faculty and reduced anxiety about academic performance. Medical schools have responsibilities to consider ways to optimize students' performance; attainment can be related more to personal and motivational factors than academic ability.

Internet Gaming Disorder and Well-Being: A Scale Validation.

PubMed

Sarda, Elisa; Bègue, Laurent; Bry, Clémentine; Gentile, Douglas

2016-11-01

The overuse of online games is known to be inversely related to various indicators of well-being. This article validates the DSM-5 criteria of internet gaming disorder (IGD), and analyzes its links with five indicators of well-being: life satisfaction, loneliness, anxiety, depression, and academic performance in a French-speaking sample of 693 gamers. Exploratory and confirmatory factor analyses showed a one-factor structure of IGD criteria. The IGD scale showed satisfactory validity and reliability and was related in a consistent way with well-being measures. The IGD scale appears to be an appropriate measure to assess video game addiction and will contribute to increase the comparability of international research on video game addiction.

Educational environment as perceived by dental students at King Saud University.

PubMed

Al-Saleh, Samar; Al-Madi, Ebtissam M; AlMufleh, Balqees; Al-Degheishem, Al-Hanoof

2018-07-01

Main objectives of the present study were to develop a baseline information about dental students' perception of their educational environment at the College of Dentistry, King Saud University (KSU) in Riyadh; and to investigate the role of four different variables on the students' perception. Dundee Ready Education Environment Measure (DREEM) questionnaire was distributed among 497 undergraduate dental students, in the second week of the first semester of the academic year, from second year students to interns studying in the College of Dentistry of King Saud University (KSU). Response rate was 60.73%. Mean for the total DREEM scores was 108.42/200. DREEM subscales mean were above 50% of the total score. DREEM overall score showed no significant statistical difference among the four variables investigated, except the academic year, where the second year students scored significantly higher (118.36 ± 15.8) compared to the interns (105 ± 21.3). Students' perception of educational environment in the KSU College of Dentistry was satisfactory. However, several weak areas were identified which need some attention and consideration.

Academic Media Ranking and the Configurations of Values in Higher Education: A Sociotechnical History of a Co-Production in France between the Media, State and Higher Education (1976-1989)

ERIC Educational Resources Information Center

Bouchard, Julie

2017-01-01

Before the 2000s and the buzz surrounding global rankings, many countries witnessed the emergence and development, starting in the 1970s, of academic media rankings produced primarily by press organisations. This domestic, media-based production, despite the relative lack of attention paid by the social sciences, has been progressively integrated…

Self-Test: A student Evaluates the Change in His Academic Progress after Receiving a PDA--And Then Tests His Peers

ERIC Educational Resources Information Center

Bick, Alex

2005-01-01

Several years ago, upon entering eighth grade, a student was given a Microsoft iPaq Pocket PC as a birthday present. After using it for several months, he noticed a distinct improvement in my grades. During the rest of the school year, he noticed that the improved academic achievement continued. He wondered if his experience was a mere fluke or…

Special opportunities in helicopter aerodynamics

NASA Technical Reports Server (NTRS)

Mccroskey, W. J.

1983-01-01

Aerodynamic research relating to modern helicopters includes the study of three dimensional, unsteady, nonlinear flow fields. A selective review is made of some of the phenomenon that hamper the development of satisfactory engineering prediction techniques, but which provides a rich source of research opportunities: flow separations, compressibility effects, complex vortical wakes, and aerodynamic interference between components. Several examples of work in progress are given, including dynamic stall alleviation, the development of computational methods for transonic flow, rotor-wake predictions, and blade-vortex interactions.

An Exercise Prescription Intervention Program with Periodic Ergometric Grading

NASA Technical Reports Server (NTRS)

Owen, C. A.; Beard, E. F.

1970-01-01

A long term exercise prescription type of physical conditioning program has been available to executive personnel of the NASA Manned Spacecraft Center for the past two years. Periodic ergometric testing with a heart rate controlled, automatically programmed, bicycle ergometer is used to follow the individual's progress and appropriately alter his exercise prescription from time to time. Such a program appears feasible, and acceptance is excellent, dropout rates small and periodic testing participation good. Subjects training diligently can maintain satisfactory levels of conditioning.

Myopic progression and dark focus variation in optometric students during the first academic year.

PubMed

Jiang, Bai-chuan; Schatz, Scott; Seger, Ken

2005-05-01

The aim of this research was to investigate the change in refractive error (RE) of optometric students during their first academic year and whether these changes relate to changes in their dark focus (DF). The RE and DF of 64 students were measured objectively every three months during the first academic year, a total of four times, using a Canon R-1 infrared optometer. Thirty-five of the 64 students had an additional RE and DF measurement three weeks immediately after their Summer vacation. Students completed a survey regarding the near work demands they experienced during the Winter break and the teaching semesters. Over nine months, the average RE of the students changed significantly from -2.22 +/- 1.93 (SD) D to -2.50 +/- 2.05 D (p = 0.0002). The rate of myopic progression averaged -0.37 dioptres per year. Inclusion of measurements taken on 35 students immediately after the Summer vacation showed that their change in RE during the Summer vacation was not significant (p = 0.79). For these subjects, the DF measured immediately after the vacation was significantly lower than the DF measured before the vacation (p = 0.007). The reduction in the DF after the vacations corresponded to a period of relative myopic stability in these subjects. The results of this study suggest that optometric students performing extensive near work are at risk of developing myopia. The variation of their DF values indicates the changing demand for near work during different periods of the year. After Winter and Summer vacations, the DF was lower and the myopic progression was suspended. These findings further support the notion that myopic progression is related to high near work demands and suggest that this progression can be slowed by a period of reduced near work, for example, vacation periods.

Gender differences in conference presentations: a consequence of self-selection?

PubMed Central

Fanson, Kerry V.; Lanfear, Rob; Symonds, Matthew R.E.; Higgie, Megan

2014-01-01

Women continue to be under-represented in the sciences, with their representation declining at each progressive academic level. These differences persist despite long-running policies to ameliorate gender inequity. We compared gender differences in exposure and visibility at an evolutionary biology conference for attendees at two different academic levels: student and post-PhD academic. Despite there being almost exactly a 1:1 ratio of women and men attending the conference, we found that when considering only those who presented talks, women spoke for far less time than men of an equivalent academic level: on average student women presented for 23% less time than student men, and academic women presented for 17% less time than academic men. We conducted more detailed analyses to tease apart whether this gender difference was caused by decisions made by the attendees or through bias in evaluation of the abstracts. At both academic levels, women and men were equally likely to request a presentation. However, women were more likely than men to prefer a short talk, regardless of academic level. We discuss potential underlying reasons for this gender bias, and provide recommendations to avoid similar gender biases at future conferences. PMID:25346879

Factors That Affect Academic Performance Among Pharmacy Students

PubMed Central

Sansgiry, Sujit S.; Bhosle, Monali; Sail, Kavita

2006-01-01

Objective The objective of this study was to examine factors such as academic competence, test competence, time management, strategic studying, and test anxiety, and identify whether these factors could distinguish differences among students, based on academic performance and enrollment in the experiential program. Methods A cross-sectional study design utilizing questionnaires measuring previously validated constructs was used to evaluate the effect of these factors on students with low and high cumulative grade point averages (GPAs). Pharmacy students (N = 198) enrolled at the University of Houston participated in the study. Results Academic performance was significantly associated with factors such as academic competence and test competence. Students with a cumulative GPA of 3.0 or greater significantly differed in their level of test competence than those with a GPA of less than 3.0. Students enrolled in their experiential year differed from students enrolled in their second year of curriculum on factors such as test anxiety, academic competence, test competence, and time management skills. Conclusion Test competence was an important factor to distinguish students with low vs. high academic performance. Factors such as academic competence, test competence, test anxiety and time management improve as students' progress in their experiential year. PMID:17149433

Factors that affect academic performance among pharmacy students.

PubMed

Sansgiry, Sujit S; Bhosle, Monali; Sail, Kavita

2006-10-15

The objective of this study was to examine factors such as academic competence, test competence, time management, strategic studying, and test anxiety, and identify whether these factors could distinguish differences among students, based on academic performance and enrollment in the experiential program. A cross-sectional study design utilizing questionnaires measuring previously validated constructs was used to evaluate the effect of these factors on students with low and high cumulative grade point averages (GPAs). Pharmacy students (N = 198) enrolled at the University of Houston participated in the study. Academic performance was significantly associated with factors such as academic competence and test competence. Students with a cumulative GPA of 3.0 or greater significantly differed in their level of test competence than those with a GPA of less than 3.0. Students enrolled in their experiential year differed from students enrolled in their second year of curriculum on factors such as test anxiety, academic competence, test competence, and time management skills. Test competence was an important factor to distinguish students with low vs. high academic performance. Factors such as academic competence, test competence, test anxiety and time management improve as students' progress in their experiential year.

Hardiness commitment, gender, and age differentiate university academic performance.

PubMed

Sheard, Michael

2009-03-01

The increasing diversity of students, particularly in age, attending university has seen a concomitant interest in factors predicting academic success. This 2-year correlational study examined whether age, gender (demographic variables), and hardiness (cognitive/emotional variable) differentiate and predict university final degree grade point average (GPA) and final-year dissertation mark. Data are reported from a total of 134 university undergraduate students. Participants provided baseline data in questionnaires administered during the first week of their second year of undergraduate study and gave consent for their academic progress to be tracked. Final degree GPA and dissertation mark were the academic performance criteria. Mature-age students achieved higher final degree GPA compared to young undergraduates. Female students significantly outperformed their male counterparts in each measured academic assessment criteria. Female students also reported a significantly higher mean score on hardiness commitment compared to male students. commitment was the most significant positive correlate of academic achievement. Final degree GPA and dissertation mark were significantly predicted by commitment, and commitment and gender, respectively. The findings have implications for universities targeting academic support services to maximize student scholastic potential. Future research should incorporate hardiness, gender, and age with other variables known to predict academic success.

ADHD symptoms, academic achievement, self-perception of academic competence and future orientation: a longitudinal study.

PubMed

Scholtens, Sara; Rydell, Ann-Margret; Yang-Wallentin, Fan

2013-06-01

In the investigation of the effect of attention deficit hyperactivity disorder (ADHD) symptoms on school careers there is a need to study the role of adolescent and childhood ADHD symptoms and academic achievement, and to incorporate measures that include the individual's perspective. Our aim was to gain an overview of the long-term development of school careers in relation to ADHD symptoms. We studied associations between ADHD symptoms and academic achievement at different time-points and future orientation at the end of high school, and assessed the role of self-perceptions of academic competence in these associations. Participants were 192 children (47% girls) with a range of ADHD symptoms taken from a community sample. Collecting data at three time points, in 6th, 11th and 12th grade we tested a structural equation model. Results showed that ADHD symptoms in 6th grade negatively affected academic achievement concurrently and longitudinally. ADHD symptoms in 11th grade negatively affected concurrent academic achievement and academic self-perception and future orientation in 12th grade. Academic achievement had a positive influence on academic self-perception and future orientation. Given the other factors, self-perception of academic competence did not contribute to outcomes. We concluded that early ADHD symptoms may cast long shadows on young people's academic progress. This happens mainly by way of stability in symptoms and relations to early low academic achievement. © 2013 The Authors. Scandinavian Journal of Psychology © 2013 The Scandinavian Psychological Associations.

Multidisciplinary care in severe pediatric electrical oral burn.

PubMed

Pontini, A; Reho, F; Giatsidis, G; Bacci, C; Azzena, B; Tiengo, C

2015-05-01

Oral burns in pediatric patient are commonly due to electrical injuries, representing an important reconstructive issue even for functional than esthetic reason. Different classification, surgical management and even oral device were described to allow the best long-term result. In most case a multidisciplinary approach is necessary to achieve a satisfactory outcome. A severe case of pediatric oral burn with germinative teeth damage is presented, describing a multispecialist team approach that guarantee a satisfactory outcome by reconstructive surgery, careful progressive evaluation of dental and soft tissue healing and speech recovery. The use of acellular dermal substitute template within traditional reconstructive surgery had provided a good functional and esthetic result joint to valid preservation of germinative dental element as shown at long-term X-ray evaluation. Intensive rehabilitation speech program has also avoided phonetic impairment in an important speech develop period. It was so evident that the necessity of a multispecialist care in such difficult injury to achieve the best long-term result. Copyright © 2014 Elsevier Ltd and ISBI. All rights reserved.

Factors influencing career progress for early stage clinician-scientists in emerging Asian academic medical centres: a qualitative study in Singapore

PubMed Central

Yoon, Sungwon; Koh, Woon-Puay; Ong, Marcus E H; Thumboo, Julian

2018-01-01

Objectives To explore the factors that influence career progress for early stage clinician-scientists and to identify ways to mitigate these factors in the context of emerging Asian academic medical centres (AMCs). Design Qualitative interviews and thematic data analysis based on grounded theory. Setting and participants Five focus group interviews comprising 29 early career clinician-scientists who have received their first national-level career development award in Singapore. Results Clinical priorities represented an overarching concern with many reporting the difficulty in delineating responsibilities between clinical care and research. Additionally, there was a prevailing perception of the lack of support for research at the institutional level. Participants tended to identify mentors through their own efforts in a relatively haphazard manner, often owing to the dearth of role models and perceived inadequacy of reward systems for mentoring. Support from mentors was thought to be limited in terms of targeted scientific guidance and long-term commitments to the relationship. Most of the participants expressed concerns about how they could secure the next level of funding with diminishing confidence. Notably, the work-life balance was neither conceptualised as a ‘barrier’ to successful pursuit of research career nor was it translated into the reason for leaving the dual clinical-research career pathway. Conclusions Results revealed specific limitations presented by the research environment in newly emerging Asian AMCs. To retain a vibrant clinician-scientist workforce, additional measures are needed, aiming to improve institutional culture of research, build mentoring networks, adopt effective tools for tracking career progress and provide a clear and viable career progression path for clinician-scientist. Further research might explore the cross-cultural differences in managing work-life balance in academic medicine. PMID:29502093

A Retrospective on the Vision for Progress in Community Health Partnerships: Research, Education, and Action

PubMed Central

Eder, Milton “Mickey”; Holzer, Jessica; Calhoun, Karen; Strong, Larkin L.

2017-01-01

The organizers founded Progress in Community Health Partnerships with a commitment to improving our understanding of community-based participatory research (CBPR) and its use in community–academic/institutional health partnerships. Following Rogers’s Diffusion of Innovations, they reasoned that expanded adoption would occur through academic and community partner recognition of CBPR’s relative advantage over previous approaches; its compatibility with the values, past experience and needs of potential adopters; its ease of understanding and use; its capacity for experimentation and refinement; and its production of observable results. We now assess the journal’s progress toward realizing the vision, as well as issues and problems the organizers identified. We map the journal’s content over its first decade onto the initial vision by examining the record of submissions and publications across the eight types of articles and the journal’s record of rejections and publications. In remembering that Rogers’s study of innovations requires both technical and social change, we discuss the difference between understanding how to do something and actually putting an innovation into action that becomes standard practice at both individual and systemic levels. We observe that the large number of Original Research and Works-in-Progress/Lessons Learned manuscripts, submitted and published, reflect traditional expectations for faculty research productivity. We suggest that sustainability, which rated of lower importance within the initial vision, has gained in importance among community and academic partners; however, it will gain added attention only with changed university expectations of researchers. We further suggest that the study of partnerships involved in researching and improving public health should be expanded beyond the current focus on CBPR. PMID:28603145

Exploring the experiences and coping strategies of international medical students

PubMed Central

2011-01-01

Background Few studies have addressed the challenges that international medical students face and there is a dearth of information on the behavioural strategies these students adopt to successfully progress through their academic program in the face of substantial difficulties of language barrier, curriculum overload, financial constraints and assessment tasks that require high proficiency in communication skills. Methods This study was designed primarily with the aim of enhancing understanding of the coping strategies, skill perceptions and knowledge of assessment expectations of international students as they progress through the third and fourth years of their medical degree at the School of Medicine, University of Tasmania, Australia. Results Survey, focus group discussion and individual interviews revealed that language barriers, communication skills, cultural differences, financial burdens, heavy workloads and discriminatory bottlenecks were key factors that hindered their adaptation to the Australian culture. Quantitative analyses of their examination results showed that there were highly significant (p < 0.001) variations between student performances in multiple choice questions, short answer questions and objective structured clinical examinations (70.3%, 49.7% & 61.7% respectively), indicating existence of communication issues. Conclusions Despite the challenges, these students have adopted commendable coping strategies and progressed through the course largely due to their high sense of responsibility towards their family, their focus on the goal of graduating as medical doctors and their support networks. It was concluded that faculty needs to provide both academic and moral support to their international medical students at three major intervention points, namely point of entry, mid way through the course and at the end of the course to enhance their coping skills and academic progression. Finally, appropriate recommendations were made. PMID:21702988

Impact of an Information Technology-Enabled Initiative on the Quality of Prostate Multiparametric MRI Reports

PubMed Central

Silveira, Patricia C.; Dunne, Ruth; Sainani, Nisha I.; Lacson, Ronilda; Silverman, Stuart G.; Tempany, Clare M.; Khorasani, Ramin

2015-01-01

Rationale and Objectives Assess the impact of implementing a structured report template and a computer-aided diagnosis (CAD) tool on the quality of prostate multiparametric MRI (mp-MRI) reports. Materials and Methods Institutional Review Board approval was obtained for this HIPAA-compliant study performed at an academic medical center. The study cohort included all prostate mp-MRI reports (n=385) finalized 6 months before and after implementation of a structured report template and a CAD tool (collectively the IT tools) integrated into the PACS workstation. Primary outcome measure was quality of prostate mp-MRI reports. An expert panel of our institution’s subspecialty trained abdominal radiologists defined prostate mp-MRI report quality as optimal, satisfactory or unsatisfactory based on documentation of 9 variables. Reports were reviewed to extract the predefined quality variables and determine whether the IT tools were used to create each report. Chi-square and Student’s t-tests were used to compare report quality before and after implementation of IT tools. Results The overall proportion of optimal or satisfactory reports increased from 29.8% (47/158) to 53.3% (121/227) (p<0.001) after implementing the IT tools. While the proportion of optimal or satisfactory reports increased among reports generated using at least one of the IT tools (47/158=[29.8%] vs. 105/161=[65.2%]; p<0.001), there was no change in quality among reports generated without use of the IT tools (47/158=[29.8%] vs. 16/66=[24.2%]; p=0.404). Conclusion The use of a structured template and CAD tool improved the quality of prostate mp-MRI reports compared to free-text report format and subjective measurement of contrast enhancement kinetic curve. PMID:25863794

High Precision Photometry of Bright Transiting Exoplanet Hosts

NASA Astrophysics Data System (ADS)

Wilson, Maurice; Eastman, Jason; Johnson, John A.

2016-01-01

Within the past two decades, the successful search for exoplanets and the characterization of their physical properties have shown the immense progress that has been made towards finding planets with characteristics similar to Earth. For most exoplanets with a radius about the size of Earth, evaluating their physical properties, such as the mass, radius and equilibrium temperature, cannot be determined with satisfactory precision. The MINiature Exoplanet Radial Velocity Array (MINERVA) was recently built to obtain spectroscopic and photometric measurements to find, confirm, and characterize Earth-like exoplanets. MINERVA's spectroscopic survey targets the brightest, nearby stars which are well-suited to the array's capabilities, while its primary photometric goal is to search for transits around these bright targets. Typically, it is difficult to find satisfactory comparison stars within a telescope's field of view when the primary target is very bright. This issue is resolved by using one of MINERVA's telescopes to observe the primary bright star while the other telescopes observe a distinct field of view that contains satisfactory bright comparison stars. We describe the code used to identify nearby comparison stars, schedule the four telescopes, produce differential photometry from multiple telescopes, and show the first results from this effort.This work has been funded by the Ronald E. McNair Post-Baccalaureate Achievement Program, the ERAU Honors Program, the ERAU Undergraduate Research Spark Fund, and the Banneker Institute at the Harvard-Smithsonian Center for Astrophysics.

Linear and Nonlinear Growth Models for Value-Added Assessment: An Application to Spanish Primary and Secondary Schools' Progress in Reading Comprehension

ERIC Educational Resources Information Center

Lopez-Martin, Esther; Kuosmanen, Timo; Gaviria, Jose Luis

2014-01-01

Value-added models are considered one of the best alternatives not only for accountability purposes but also to improve the school system itself. The estimates provided by these models measure the contribution of schools to students' academic progress, once the effect of other factors outside school control are eliminated. The functional form for…

Measuring Learning Outcomes in Higher Education Using the Measure of Academic Proficiency and Progress (MAPP). Research Report. ETS RR-08-47

ERIC Educational Resources Information Center

Liu, Ou Lydia

2008-01-01

The Secretary of Education's Commission on the Future of Higher Education emphasizes accountability in higher education as one of the key areas of interest. The Voluntary System of Accountability (VSA) was developed to evaluate the effectiveness of general public college education. This study examines how student progress in college, indicated by…

A Corpus-Based Study of Connectors and Thematic Progression in the Academic Writing of Thai EFL Students

ERIC Educational Resources Information Center

Chanyoo, Natthapong

2013-01-01

The objective of the current study is to compare how Thai EFL writers develop and express their oppositional ideas in arguments and to compare their use of oppositional connectors in arguments to those of published scholars in the field of health science. An investigation of thematic progression pattern was conducted to examine whether a certain…

Pseudo progression identification of glioblastoma with dictionary learning.

PubMed

Zhang, Jian; Yu, Hengyong; Qian, Xiaohua; Liu, Keqin; Tan, Hua; Yang, Tielin; Wang, Maode; Li, King Chuen; Chan, Michael D; Debinski, Waldemar; Paulsson, Anna; Wang, Ge; Zhou, Xiaobo

2016-06-01

Although the use of temozolomide in chemoradiotherapy is effective, the challenging clinical problem of pseudo progression has been raised in brain tumor treatment. This study aims to distinguish pseudo progression from true progression. Between 2000 and 2012, a total of 161 patients with glioblastoma multiforme (GBM) were treated with chemoradiotherapy at our hospital. Among the patients, 79 had their diffusion tensor imaging (DTI) data acquired at the earliest diagnosed date of pseudo progression or true progression, and 23 had both DTI data and genomic data. Clinical records of all patients were kept in good condition. Volumetric fractional anisotropy (FA) images obtained from the DTI data were decomposed into a sequence of sparse representations. Then, a feature selection algorithm was applied to extract the critical features from the feature matrix to reduce the size of the feature matrix and to improve the classification accuracy. The proposed approach was validated using the 79 samples with clinical DTI data. Satisfactory results were obtained under different experimental conditions. The area under the receiver operating characteristic (ROC) curve (AUC) was 0.87 for a given dictionary with 1024 atoms. For the subgroup of 23 samples, genomics data analysis was also performed. Results implied further perspective on pseudo progression classification. The proposed method can determine pseudo progression and true progression with improved accuracy. Laboring segmentation is no longer necessary because this skillfully designed method is not sensitive to tumor location. Copyright © 2016 Elsevier Ltd. All rights reserved.

Closing the gender leadership gap: a multi-centre cross-country comparison of women in management and leadership in academic health centres in the European Union.

PubMed

Kuhlmann, Ellen; Ovseiko, Pavel V; Kurmeyer, Christine; Gutiérrez-Lobos, Karin; Steinböck, Sandra; von Knorring, Mia; Buchan, Alastair M; Brommels, Mats

2017-01-06

Women's participation in medicine and the need for gender equality in healthcare are increasingly recognised, yet little attention is paid to leadership and management positions in large publicly funded academic health centres. This study illustrates such a need, taking the case of four large European centres: Charité - Universitätsmedizin Berlin (Germany), Karolinska Institutet (Sweden), Medizinische Universität Wien (Austria), and Oxford Academic Health Science Centre (United Kingdom). The percentage of female medical students and doctors in all four countries is now well within the 40-60% gender balance zone. Women are less well represented among specialists and remain significantly under-represented among senior doctors and full professors. All four centres have made progress in closing the gender leadership gap on boards and other top-level decision-making bodies, but a gender leadership gap remains relevant. The level of achieved gender balance varies significantly between the centres and largely mirrors country-specific welfare state models, with more equal gender relations in Sweden than in the other countries. Notably, there are also similar trends across countries and centres: gender inequality is stronger within academic enterprises than within hospital enterprises and stronger in middle management than at the top level. These novel findings reveal fissures in the 'glass ceiling' effects at top-level management, while the barriers for women shift to middle-level management and remain strong in academic positions. The uneven shifts in the leadership gap are highly relevant and have policy implications. Setting gender balance objectives exclusively for top-level decision-making bodies may not effectively promote a wider goal of gender equality. Academic health centres should pay greater attention to gender equality as an issue of organisational performance and good leadership at all levels of management, with particular attention to academic enterprises and newly created management structures. Developing comprehensive gender-sensitive health workforce monitoring systems and comparing progress across academic health centres in Europe could help to identify the gender leadership gap and utilise health human resources more effectively.

Measures of Progress: 1995 Project Follow-Up, Sacramento City College. Results of a Survey of 1993-94 Graduates and Non-Returning Students. Volume I of II: Frequencies and Percents by District, College and Academic Program.

ERIC Educational Resources Information Center

Beachler, Judith A.; Pagtalunan, Jose

As part of a districtwide follow-up study, California's Sacramento City College (SCC) surveyed 2,075 former students from 1993-94 to gather information on student outcomes and characteristics. This report presents findings for the college by academic program. First, a brief discussion of survey methodology is provided, indicating that surveys were…

[Life style and monitoring of the dietary intake of students at the Melilla campus of the University of Granada].

PubMed

Navarro-Prado, Silvia; González-Jiménez, Emilio; Montero-Alonso, Miguel A; López-Bueno, Marta; Schmidt-RioValle, Jacqueline

2015-06-01

University students represent a social group at risk, from the nutrionally point of view because they usually have inappropiate nutritional habits and lifestyle. Analize the students' lifestyle from the Campus of University of Granada in Melilla. Analize the evolution of the eating habits of these students during the academic year 2013-2014. A longitudinal study was carried out during the academic year 2013-2014, the lifestyle was evaluated and, in a ongoing way, the eating habits in a representative sample of 257 students, 90 men (35%) and 167 women (65%), all of them from the campus of University of Granada in Melilla. The results get worst as the academic year progresses and they are characterized by a significant reduction (p < 0.001) of carbohydrates intake as well as a significant increase (p < 0.001) of the lipido and proteína intake, especially, rich in saturated fat and a low-fiber diet. The population studied shows a sedentary lifestyle. As the academic year progresses, the students' eating habits get worst distance from the Mediterranian Diet pattern with the consequent risk at the development of cardiovascular diseases and metabolism disorder. So, it is necesary to get into these results in order to identify the influential factors in their eating habits and take the appropiate actions. Copyright AULA MEDICA EDICIONES 2014. Published by AULA MEDICA. All rights reserved.

Transition from clinician to academic: an interview study of the experiences of UK and Australian Registered Nurses.

PubMed

Logan, Patricia A; Gallimore, David; Jordan, Sue

2016-03-01

The aim of this study was to explore and compare the experiences of nurses in Australia and the UK as they moved from clinical practice into higher education institutions. When nurse education moved from hospitals into higher education institutions, the roles and career pathways of nurse educators changed. The design method used in this study was qualitative interview study. Semi-structured interviews were undertaken with 14 nurse educators, seven in Australia and seven in the UK, in 2011-2012. Thematic analysis of the transcripts was undertaken and triangulated with automated content and thematic analysis by Leximancer© software. Nurse academics in Australia and the UK voiced similar enthusiasms and concerns. These coalesced around four emergent themes: adapting to change, external pressures, teaching and progress up the academic ladder. The Leximancer© analysis for both sites ranked 'research' as the primary theme, linked with 'time', 'University' and 'nursing' on both sites. Respondents were aware of the importance of research to career progression in universities, but most prioritized their teaching and clinical commitments for the sake of their organizations. Most respondents were supported in their doctoral studies, but the absence of postdoctoral research teams, mentors and role models was striking. Additional support is needed to ensure that nurse academics are able to pursue research beyond doctoral level. © 2015 John Wiley & Sons Ltd.

78 FR 39301 - Committee name: Homeland Security Academic Advisory Council

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-01

... research; campus and community resiliency, security and preparedness; faculty exchanges; and cybersecurity... Cybersecurity) will give progress reports. The HSAAC Subcommittee on Cybersecurity may present draft... students, student veterans and [[Page 39302

Use of the Progressive Figures Test in evaluating brain-damaged children, children with academic problems, and normal controls.

PubMed

Reitan, Ralph M; Wolfson, Deborah

2004-03-01

This study explores the use of the Progressive Figures Test as an instrument for broad initial screening of children in the 6- through 8-year age range with respect to the possible need for more definitive neuropsychological evaluation. Considering earlier results obtained in comparison of brain-damaged and control children [Clinical Neuropsychology: Current Applications, Hemisphere Publishing Corp., Washington, DC, 1974, p. 53; Proceedings of the Conference on Minimal Brain Dysfunction, New York Academy of Sciences, New York, 1973, p. 65], the Progressive Figures Test seemed potentially useful as a first step in determining whether a comprehensive neuropsychological evaluation is indicated. In this investigation, three groups were studied: (1) children with definitive evidence of brain damage or disease who, when compared with normal controls, help to establish the limits of neuropsychological functioning, (2) a group of children who had normal neurological examinations but also had academic problems of significant concern to both parents and teachers, and (3) a normal control group. Statistically significant differences were present in comparing each pair of groups, with the brain-damaged children performing most poorly and the controls performing best. Score distributions for the three groups make it possible to identify a score-range that represented a borderline or "gray" area and to suggest a cutting score that identified children whose academic problems might have a neurological basis and for whom additional neuropsychological evaluation appeared to be indicated.

Silent cerebral infarcts in very young children with sickle cell anaemia are associated with a higher risk of stroke.

PubMed

Cancio, Maria I; Helton, Kathleen J; Schreiber, Jane E; Smeltzer, Matthew P; Kang, Guolian; Wang, Winfred C

2015-10-01

Silent cerebral infarctions (SCI) are the most common neurological injury in children with sickle cell anaemia (SCA), but their incidence/prognosis in early childhood has not been well described. We report clinical, neuroradiological, psychometric and academic follow-up over an average period of 14 years in 37 children with SCA who had magnetic resonance imaging (MRI) and magnetic resonance angiography (MRA) of the brain between ages 7 and 48 months. Ten patients (27%) younger than age 5 years (Group I) had SCI, as did 12 (32%) older than 5 years (Group II). Fifteen (41%) had no lesions (Group III). Overt stroke or transient ischaemic attack occurred in 5/9 (56%) in Group I. Most Group I patients had progressive MRI abnormalities, concurrent stenosis, decreased cognitive ability, attention/executive function deficits and hindered academic attainment. The proportions of subjects in Group I with subsequent neurological events (P ≤ 0·006), progressive ischaemia (P ≤ 0·001) and vascular stenosis (P ≤ 0·006) were greater than in Groups II and III. Thus, SCI in young children with SCA may predict overt central nervous system events, progressive MRI abnormalities, stenosis, cognitive dysfunction and poor academic performance. Children younger than 5 years may benefit from MRI/MRA testing and should be considered for aggressive intervention when SCI are detected. © 2015 John Wiley & Sons Ltd.

Effects of inclusion on the academic achievement and adaptive behaviour of children with intellectual disabilities.

PubMed

Dessemontet, R Sermier; Bless, G; Morin, D

2012-06-01

While an extensive body of research has examined the outcomes of inclusion for pupils with special needs, in particular learning disabilities, its effects on the development of children with intellectual disabilities (ID) have been less explored. As inclusive practices tend to be more common for this group of children, it is important to acquire more knowledge on this issue. A comparative study with an experimental group of 34 children with ID fully included in general education classrooms with support, and a control group of 34 comparable children in special schools has been conducted. The progress accomplished by these two groups in their academic achievement and adaptive behaviour has been compared over two school years. Included children made slightly more progress in literacy skills than children attending special schools. No differences were found between the progress of the two groups in mathematics and adaptive behaviour. Inclusive education is an appropriate educational option for primary pupils with ID who require extensive support in school. © 2011 The Authors. Journal of Intellectual Disability Research © 2011 Blackwell Publishing Ltd.

Integration of Culturally Relevant Pedagogy Into the Science Learning Progression Framework

NASA Astrophysics Data System (ADS)

Bernardo, Cyntra

This study integrated elements of culturally relevant pedagogy into a science learning progression framework, with the goal of enhancing teachers' cultural knowledge and thereby creating better teaching practices in an urban public high school science classroom. The study was conducted using teachers, an administrator, a science coach, and students involved in science courses in public high school. Through a qualitative intrinsic case study, data were collected and analyzed using traditional methods. Data from primary participants (educators) were analyzed through identification of big ideas, open coding, and themes. Through this process, patterns and emergent ideas were reported. Outcomes of this study demonstrated that educators lack knowledge about research-based academic frameworks and multicultural education strategies, but benefit through institutionally-based professional development. Students from diverse cultures responded positively to culturally-based instruction. Their progress was further manifested in better communication and discourse with their teacher and peers, and increased academic outcomes. This study has postulated and provided an exemplar for science teachers to expand and improve multicultural knowledge, ultimately transferring these skills to their pedagogical practice.

The Mayo-Portland Participation Index: A brief and psychometrically sound measure of brain injury outcome.

PubMed

Malec, James F

2004-12-01

To evaluate the internal consistency, interrater agreement, concurrent validity, and floor and ceiling effects of the 8-item Participation Index (M2PI) of the Mayo-Portland Adaptability Inventory (MPAI). M2PI data derived from MPAIs completed independently by the people with acquired brain injury undergoing evaluation, their significant others, and rehabilitation staff were submitted to Rasch Facets analysis to determine the internal consistency of each independent rater group and of composite measures that combined rater groups. Correlations with the full-scale MPAI were examined to assess concurrent validity, as was interrater agreement. Outpatient rehabilitation in academic physical medicine and rehabilitation department. People with acquired brain injury (N=134) consecutively seen for evaluation, significant others, and evaluating staff. Not applicable. The MPAI and M2PI. The M2PI showed satisfactory internal consistency, concurrent validity, interrater agreement, and minimal floor and ceiling effects, although evidence of rater bias was also apparent. Composite indices showed more desirable psychometric properties than ratings by individual rater groups. The M2PI, particularly in composite indices and with attention to rater biases, provides an outcome measure with satisfactory psychometric qualities and the potential to represent the varying perspectives of people with acquired brain injury, significant others, and rehabilitation staff.

Hyperbaric oxygen therapy as treatment for bilateral arm compartment syndrome after CrossFit: case report and literature review.

PubMed

Mendes, Adriano Fernando; Neto, José da Mota; Heringer, Erica Maciel; de Simoni, Leandro Furtado; Pires, Diego Demolinari; Labronici, Pedro José

2018-01-01

CrossFit is a physical fitness program characterized by high-intensity workouts that can be associated with serious injury. Acute compartment syndrome in the upper limbs is a rare occurrence. It may occur after intense physical exercise, and its usual treatment is surgical. Hyperbaric oxygen therapy is a treatment described as adjunctive in cases of compartmental syndrome. We describe the case of a CrossFit practitioner who, after intense training, developed progressive symptoms of rhabdomyolysis and acute bilateral arm compartment syndrome, who was successfully treated with hyperbaric oxygen therapy and required no fasciotomy as surgical treatment. Acute compartment syndrome in the arms after intense physical exercise is a rare occurrence that should be suspected by practitioners of physical activity experiencing intense, disproportionate and progressive pain. In the case presented, hyperbaric oxygen therapy was successfully used in the treatment of the disorder, with satisfactory progress, and without the need for a surgical fasciotomy as therapy. Copyright© Undersea and Hyperbaric Medical Society.

Academic status of deaf and hard-of-hearing students in public schools: student, home, and service facilitators and detractors.

PubMed

Reed, Susanne; Antia, Shirin D; Kreimeyer, Kathryn H

2008-01-01

We examined facilitators and detractors of academic success of 25 deaf or hard-of-hearing (DHH) students selected from a pool of 187 students attending general education classes and enrolled in a study of academic progress. Interviews with their teachers of DHH, general education teachers, principals, parents, interpreters, and students themselves were analyzed for child, family, and school facilitators and detractors of academic status. Facilitators included student self-advocacy and motivation, high family and school expectations, families' ability to help with homework, and good communication between professionals. Detractors included additional disabilities and poor family-school communication. A comparison of above- and below-average students revealed no single distinguishing facilitator or detractor. Each above-average student had many facilitators, whereas each below-average student had several significant detractors.

The evolution of academic neurology: new information will bring new meaning.

PubMed

Mobley, William; N Rosenberg, Roger

2012-03-01

We are on the cusp of what promises to be an era of unprecedented progress in neurology. Even with current fiscal constraints and serious concerns about how health care will be organized and financed, in the next 2 decades progress in neurology and neurological science will create important new insights into understanding the brain as we decipher its disorders and discover and apply effective treatments.

Examining the Content and Context of the Common Core State Standards: A First Look at Implications for the National Assessment of Educational Progress

ERIC Educational Resources Information Center

Stancavage, Frances B., Ed.; Bohrnstedt, George W., Ed.

2013-01-01

Since its inception more than four decades ago, the National Assessment of Educational Progress (NAEP) has served as a key indicator of what the nation's students know and can do in academic subjects. NAEP assessments provide a mechanism for putting the achievements of students in all states on a common scale; the assessments also serve as…

Gender differences regarding career issues and promotion in academic physical medicine and rehabilitation.

PubMed

Bowles, Amy O; Kevorkian, C George; Rintala, Diana H

2007-11-01

To assess gender differences in academic progress and attitudes toward promotion in academic physical medicine and rehabilitation (PM&R). A survey was sent to members of the Association of Academic Physiatrists (AAP). Questions addressed demographics, job description, hours worked, childcare responsibilities, publications, career aspirations, mentoring, and familiarity with promotion and tenure policies. Respondents were also asked about the relative importance of career aspects including the perceived benefits of and obstacles to promotion. Responses were anonymous. Women spent less time on scholarly activities. Women considered the fact that they disliked writing and did not know how to do research to be more important obstacles to promotion than did men. Women were more likely to have part-time appointments and lower academic rank. They had fewer children at home but greater responsibility for child care. Women were less likely to aspire to become full professor, they met less often with their department chair/supervisor, and they published fewer papers. Men and women reported equal career satisfaction. There are several gender differences in the values, attitudes, and priorities in academic PM&R. Women respondents were generally less interested in traditional academic pursuits than were their male counterparts.

Suicide survivors and the suicidology academe: reconciliation and reciprocity.

PubMed

Cutcliffe, John; Ball, P Bonny

2009-01-01

While encouraging and significant progress has been made toward integrating so-called suicide survivors into the suicidology academe, many problems and blocks still remain. A number of issues have yet to be acknowledged, let alone addressed. Drawing predominantly on the North American background and perspective, this paper offers a brief overview of the integration of suicide survivors within the suicidology academe. It explores rationales for forming such collaborations and provides some examples of successful alliances. The paper adopts a somewhat critical stance and highlights a number of blocks to collaboration. The paper concludes by drawing on the authors' experience of collaboration and uses this as the basis for offering additional avenues and options for strengthening collaboration and integration.

Ethnicity, Gender, and the Education of Cambodian American Students in an Urban High School

PubMed Central

Tang, Kimmie; Kao, Dennis

2014-01-01

This paper explores the role of gender and ethnicity in the education of Cambodian American high school students. Using a qualitative approach, we interviewed ninth-grade Cambodian American students (n=10), teachers (n=4), and administrators (n=2) at a Southern California high school. The data revealed that Cambodian students were often mistaken for other Asian groups and due to stereotypes, expected to excel academically. Fearing that they would disappoint their teachers or be ridiculed by other students, they often remained silent about their academic struggles. Traditional values regarding gender and familial expectations also played prominent roles for both Cambodian boys and girls and their academic progress. PMID:25485315

Environmental engineering: A profession in transition

DOE Office of Scientific and Technical Information (OSTI.GOV)

Mackay, D.

1996-11-01

This 50th Industrial Waste Conference at Purdue gives one an opportunity and excuse to reflect on progress in Environmental Engineering and speculate on future changes. The author suggests that during this 50-year period Environmental Engineering has emerged as a discrete and creditable body of knowledge, practice, and academic study. In this review he presents a personal view of the evolution of Environmental Engineering and its present status. He also suggests some future directions and principles which may prove useful, especially in the academic world. The paper discusses the sphere of the environmental engineer, the social incentive, the academic curriculum, environmentalmore » engineers and society, the chlorine controversy, research, and the electronic revolution.« less

Oversight on the Academic Plan for the District of Columbia Public Schools. Hearing before the Subcommittee on the District of Columbia of the Committee on Government Reform and Oversight. House of Representatives. One Hundred Fifth Congress, Second Session.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Government Reform and Oversight.

The relationships between improvements to facilities and accurate enrollment counts and an academic plan for the District of Columbia public schools were explored in a hearing that was part of a series on the D.C. public schools. Representative Thomas Davis (Virginia) spoke of the progress being made in improving the D.C. schools and the great…

Eliminating Gender-Based Bias in Academic Medicine: More Than Naming the "Elephant in the Room".

PubMed

Morgan, Anna U; Chaiyachati, Krisda H; Weissman, Gary E; Liao, Joshua M

2018-06-01

Gender-based discrimination and bias are widespread in professional settings, including academic medicine. Overt manifestations such as sexual harassment have long been identified but attention is only more recently turning towards subtler forms of bias, including inequity in promotion and compensation. Barriers to progress vary across institutions and include lack of awareness, inadequate training, poor informational transparency, and challenging power dynamics. We propose five solutions that the academic medical community can adopt to not only name, but also address, gender-based bias as the proverbial elephant in the room: definitively identify the systemic nature of the problem, prompt those with influence and power to advance a culture of equity, broadly incorporate evidence-based explicit anti-sexist training, increase transparency of information related to professional development and compensation, and use robust research methods to study the drivers and potential solutions of gender inequity within academic medicine. While implementing these proposals is no small task, doing so is an important step in helping the academic medical community become more just.

Academic-Service Partnerships in Nursing: An Integrative Review

PubMed Central

Beal, Judy A.

2012-01-01

This integrative review summarizes currently available evidence on academic-service partnerships in the profession of nursing. More than 300 articles, published primarily in refereed journals, were accessed. Articles (110) were included in this review as they presented detailed and substantive information about any aspect of a nursing academic-service partnership. The majority were anecdotal in nature. Topics clustered around the following categories: pre-requisites for successful partnerships, benefits of partnerships, types of partnerships, and workforce development with its themes of academic-practice progression and educational re-design. Many examples of partnerships between academic and service settings were thoroughly described and best practices suggested, most often, however, without formal evaluation of outcomes. Nursing leaders in both settings have a long tradition of partnering with very little replicable evidence to support their efforts. It is critical that future initiatives evaluate the effectiveness of these partnerships, not only to ensure quality of patient outcomes but also to maximize efforts at building capacity for tomorrow's workforce. PMID:22548160

Composite pulsed field gradients with refocused chemical shifts and short recovery time.

PubMed

Hu, H; Shaka, A J

1999-01-01

An improved self-compensating pulsed field gradient (PFG) technique that combines antiphase gradient pairs with broadband frequency-modulated 180 degrees pulses is proposed. The antiphase gradient pairs lead to superb system recovery. In addition, evolution under chemical shift and heteronuclear J coupling are refocused during the PFG, making it appear effectively instantaneous. This new approach makes it possible to obtain high-resolution phase-sensitive 2D spectra for the PFG version of many experiments such as COSY, DQF-COSY, and HSQC without adding extra compensating delays or pulses. While reasonable suppression of unwanted magnetization is achieved, this method also gives satisfactory retention of desired signals. As a bonus, the field-frequency lock is not perturbed during the experiments. Copyright 1999 Academic Press.

Association between substandard classroom ventilation rates and students' academic achievement.

PubMed

Haverinen-Shaughnessy, U; Moschandreas, D J; Shaughnessy, R J

2011-04-01

This study focuses on the relationship between classroom ventilation rates and academic achievement. One hundred elementary schools of two school districts in the southwest United States were included in the study. Ventilation rates were estimated from fifth-grade classrooms (one per school) using CO(2) concentrations measured during occupied school days. In addition, standardized test scores and background data related to students in the classrooms studied were obtained from the districts. Of 100 classrooms, 87 had ventilation rates below recommended guidelines based on ASHRAE Standard 62 as of 2004. There is a linear association between classroom ventilation rates and students' academic achievement within the range of 0.9-7.1 l/s per person. For every unit (1 l/s per person) increase in the ventilation rate within that range, the proportion of students passing standardized test (i.e., scoring satisfactory or above) is expected to increase by 2.9% (95%CI 0.9-4.8%) for math and 2.7% (0.5-4.9%) for reading. The linear relationship observed may level off or change direction with higher ventilation rates, but given the limited number of observations, we were unable to test this hypothesis. A larger sample size is needed for estimating the effect of classroom ventilation rates higher than 7.1 l/s per person on academic achievement. The results of this study suggest that increasing the ventilation rates toward recommended guideline ventilation rates in classrooms should translate into improved academic achievement of students. More studies are needed to fully understand the relationships between ventilation rate, other indoor environmental quality parameters, and their effects on students' health and achievement. Achieving the recommended guidelines and pursuing better understanding of the underlying relationships would ultimately support both sustainable and productive school environments for students and personnel. © 2010 John Wiley & Sons A/S.

A population-based study of stimulant drug treatment of ADHD and academic progress in children.

PubMed

Zoëga, Helga; Rothman, Kenneth J; Huybrechts, Krista F; Ólafsson, Örn; Baldursson, Gísli; Almarsdóttir, Anna B; Jónsdóttir, Sólveig; Halldórsson, Matthías; Hernández-Diaz, Sonia; Valdimarsdóttir, Unnur A

2012-07-01

We evaluated the hypothesis that later start of stimulant treatment of attention-deficit/hyperactivity disorder adversely affects academic progress in mathematics and language arts among 9- to 12-year-old children. We linked nationwide data from the Icelandic Medicines Registry and the Database of National Scholastic Examinations. The study population comprised 11,872 children born in 1994-1996 who took standardized tests in both fourth and seventh grade. We estimated the probability of academic decline (drop of ≥ 5.0 percentile points) according to drug exposure and timing of treatment start between examinations. To limit confounding by indication, we concentrated on children who started treatment either early or later, but at some point between fourth-grade and seventh-grade standardized tests. In contrast with nonmedicated children, children starting stimulant treatment between their fourth- and seventh-grade tests were more likely to decline in test performance. The crude probability of academic decline was 72.9% in mathematics and 42.9% in language arts for children with a treatment start 25 to 36 months after the fourth-grade test. Compared with those starting treatment earlier (≤ 12 months after tests), the multivariable adjusted risk ratio (RR) for decline was 1.7 (95% confidence interval [CI]: 1.2-2.4) in mathematics and 1.1 (95% CI: 0.7-1.8) in language arts. The adjusted RR of mathematics decline with later treatment was higher among girls (RR, 2.7; 95% CI: 1.2-6.0) than boys (RR, 1.4; 95% CI: 0.9-2.0). Later start of stimulant drug treatment of attention-deficit/hyperactivity disorder is associated with academic decline in mathematics.

Development of a 'toolkit' to identify medical students at risk of failure to thrive on the course: an exploratory retrospective case study

PubMed Central

2011-01-01

Background An earlier study at Nottingham suggested that 10-15% of the medical student intake was likely to fail completely or have substantial problems on the course. This is a problem for the students, the Faculty, and society as a whole. If struggling students could be identified early in the course and additional pastoral resources offered, some of this wastage might be avoided. An exploratory case study was conducted to determine whether there were common indicators in the early years, over and above academic failure, that might aid the identification of students potentially at risk. Methods The study group was drawn from five successive cohorts. Students who had experienced difficulties were identified in any of four ways: from Minutes of the Academic Progress Committee; by scanning examination lists at key stages (end of the first two years, and finals at the end of the clinical course); from lists of students flagged to the Postgraduate Deanery as in need of extra monitoring or support; and from progress files of those who had left the course prematurely. Relevant data were extracted from each student's course progress file into a customised database. Results 1188 students were admitted over the five years. 162 (14%) were identified for the study, 75 of whom had failed to complete the course by October 2010. In the 87 who did graduate, a combination of markers in Years 1 and 2 identified over half of those who would subsequently have the most severe problems throughout the course. This 'toolkit' comprised failure of 3 or more examinations per year, an overall average of <50%, health or social difficulties, failure to complete Hepatitis B vaccination on time, and remarks noted about poor attitude or behaviour. Conclusions A simple toolkit of academic and non-academic markers could be used routinely to help identify potential strugglers at an early stage, enabling additional support and guidance to be given to these students. PMID:22098629

DETERMINATION OF THE FEASIBILITY OF PRODUCING NON-STALING BREAD-LIKE PRODUCTS. Report No. 6 (Progress) for the Period March 15, 1959-May 15, 1959

DOE Office of Scientific and Technical Information (OSTI.GOV)

Johnson, J.A.; Miller, D.

Fatty acids, including myristic, palmitic, and oleic acids, used in concentrations of 1% caused the bread stored for 4 days to be softer than untreated bread. Superimposing bacterial alpha-amylase also assisted in maintaining softer crumb. Fatty acids have little effect on the hot paste viscosity but do affect the cooling cycle viscosity. Modified starches have not proven satisfactory for use in bread production. Irradiation of the starch with gamma rays reduced the baking value. (auth)

Evaluation of the Medical Academic Community of Bosnia and Herzegovina Based on Scopus Parameters.

PubMed

Masic, Izet

2017-06-01

The academic community of Bosnia and Herzegovina (B&H) is represented by four Academies, which include eminent personalities in the field of medical sciences (Academy of Sciences and Arts of Bosnia and Herzegovina, Department for Medical Sciences (ANUBiH), Academy of Sciences and Arts of the Republika Srpska (ANURS), Croatian Academy of Sciences and Arts in BiH (HAZU B&H), and the Academy of Medical Sciences of Bosnia and Herzegovina (AMNuBiH)). To present scientometric analysis of members of the medical sphere of the ANUBiH, ANURS, HAZU B&H and AMNuBiH, to evaluate members and their scientific rating. The work has an analytical character and presents analysis of the data obtained from the Scopus database. Results are shown through number of cases, percentage, arithmetic mean, standard deviation, median and interquartile range, with Spearman's rank correlation coefficient. The analysis showed a significant correlation between the Academy and the country of origin of the academician. In AMNuBiH and ANUBiH are mainly represented academics originating from Bosnia and Herzegovina, while ANURS, 71.4% of the members, are academics with background from Serbia. There is no significant correlation between the observed parameters (Scopus parameters-number of papers, H index, number of citations) according to memberschip in Academies. By analyzing the correlation between the country of residence, the number of papers, H index and the number of citations, it has been shown that the correlation is significant between the state and the number of papers, but not the other two observed parameters. Criteria for admission to main academic communities are highly questionable, as this analysis showed. Progress in the academic hierarchy must be more stringent, and the criteria must be set to the highest possible level, as this is the only path which leads to progress.

Evaluation of the Medical Academic Community of Bosnia and Herzegovina Based on Scopus Parameters

PubMed Central

Masic, Izet

2017-01-01

Introduction: The academic community of Bosnia and Herzegovina (B&H) is represented by four Academies, which include eminent personalities in the field of medical sciences (Academy of Sciences and Arts of Bosnia and Herzegovina, Department for Medical Sciences (ANUBiH), Academy of Sciences and Arts of the Republika Srpska (ANURS), Croatian Academy of Sciences and Arts in BiH (HAZU B&H), and the Academy of Medical Sciences of Bosnia and Herzegovina (AMNuBiH)). Aim: To present scientometric analysis of members of the medical sphere of the ANUBiH, ANURS, HAZU B&H and AMNuBiH, to evaluate members and their scientific rating. Material and methods: The work has an analytical character and presents analysis of the data obtained from the Scopus database. Results are shown through number of cases, percentage, arithmetic mean, standard deviation, median and interquartile range, with Spearman’s rank correlation coefficient. Results: The analysis showed a significant correlation between the Academy and the country of origin of the academician. In AMNuBiH and ANUBiH are mainly represented academics originating from Bosnia and Herzegovina, while ANURS, 71.4% of the members, are academics with background from Serbia. There is no significant correlation between the observed parameters (Scopus parameters–number of papers, H index, number of citations) according to memberschip in Academies. By analyzing the correlation between the country of residence, the number of papers, H index and the number of citations, it has been shown that the correlation is significant between the state and the number of papers, but not the other two observed parameters. Conclusion: Criteria for admission to main academic communities are highly questionable, as this analysis showed. Progress in the academic hierarchy must be more stringent, and the criteria must be set to the highest possible level, as this is the only path which leads to progress. PMID:28974826

Medical school faculty discontent: prevalence and predictors of intent to leave academic careers

PubMed Central

Lowenstein, Steven R; Fernandez, Genaro; Crane, Lori A

2007-01-01

Background Medical school faculty are less enthusiastic about their academic careers than ever before. In this study, we measured the prevalence and determinants of intent to leave academic medicine. Methods A 75-question survey was administered to faculty at a School of Medicine. Questions addressed quality of life, faculty responsibilities, support for teaching, clinical work and scholarship, mentoring and participation in governance. Results Of 1,408 eligible faculty members, 532 (38%) participated. Among respondents, 224 (40%; CI95: 0.35, 0.44) reported that their careers were not progressing satisfactorily; 236 (42%; CI95: 0.38, 0.46) were "seriously considering leaving academic medicine in the next five years." Members of clinical departments (OR = 1.71; CI95: 1.01, 2.91) were more likely to consider leaving; members of inter-disciplinary centers were less likely (OR = 0.68; CI95: 0.47, 0.98). The predictors of "serious intent to leave" included: Difficulties balancing work and family (OR = 3.52; CI95: 2.34, 5.30); inability to comment on performance of institutional leaders (OR = 3.08; CI95: 2.07, 4.72); absence of faculty development programs (OR = 3.03; CI95: 2.00, 4.60); lack of recognition of clinical work (OR = 2.73; CI95: 1.60, 4.68) and teaching (OR = 2.47; CI95: 1.59, 3.83) in promotion evaluations; absence of "academic community" (OR = 2.67; CI95: 1.86, 3.83); and failure of chairs to evaluate academic progress regularly (OR = 2.60; CI95: 1.80, 3.74). Conclusion Faculty are a medical school's key resource, but 42 percent are seriously considering leaving. Medical schools should refocus faculty retention efforts on professional development programs, regular performance feedback, balancing career and family, tangible recognition of teaching and clinical service and meaningful faculty participation in institutional governance. PMID:17935631

NASA Multidisciplinary Design and Analysis Fellowship Program

NASA Technical Reports Server (NTRS)

1995-01-01

This report is a Year 1 interim report of the progress on the NASA multidisciplinary Design and Analysis Fellowship Program covering the period, January 1, 1995 through September 30, 1995. It summarizes progress in establishing the MDA Fellowship Program at Georgia Tech during the initial year. Progress in the advertisement of the program, recruiting results for the 1995-96 academic year, placement of the Fellows in industry during Summer 1995, program development at the M.S. and Ph.D. levels, and collaboration and dissemination of results are summarized in this report. Further details of the first year's progress will be included in the report from the Year 1 Workshop to be held at NASA Langley on December 7-8, 1995.

Annual Research Progress Report, Fiscal Year 1980

DTIC Science & Technology

1980-10-01

AITE -sd Subtitle) 3. TYPE OF REPORT & PERIOD COVERED 4UAL RESEARCH pROGRESS REPORT ____________ANNUAL - FY 80 S- -- 4. PERFORMING ORG. REPORT NUNSER 7...AUHON) 4F e. CONTRACT OR GRANT NUMBER(e)’ JAMES DERSON, JR , M.D. 10. PERFORMING ORGANIZATION NAME AND ADDRESS 10- PROGRAM ELEMENT, PROJECT, TASK...and DOD) regulations governing human, animal and even in vitro research, the declining number of academic physicians serving as role models and

Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress. Highlights. NCES 2011-485

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This report provides a detailed portrait of Hispanic and White academic achievement gaps and how students' performance has changed over time at both the national and state levels. The report presents achievement gaps using reading and mathematics assessment data from the National Assessment of Educational Progress (NAEP) for the 4th- and 8th-grade…

Progressively implementation of the new degrees at E.T.S. of Agriculture Engineering and extinction of the earlier degrees

NASA Astrophysics Data System (ADS)

Arce, A.; Caniego, J.; Vazquez, J.; Serrano, A.; Tarquis, A. M.; Cartagena, M. C.

2012-04-01

The Bologna process is to improve the quality of education, mobility, diversity and the competitiveness and involves three fundamental changes: transform of the structure of titles, changing in methods of teaching and implementation of the systems of quality assurance. Once that the new degrees have been implemented with this structure, and began at E.T.S. of Agriculture Engineering (ETSIA) at Madrid from 2010-2011 course, the main aim of this work is to deeply study the changes in teaching methodology as well as progressively implementation of the educational planning of the three new degrees: Engineering and Agronomic Graduate, Food Industry Engineering Graduate and Agro-environmental Graduate. Each one of them presents 240 ECTS with a common first course and will have access to an official Master in Agronomic Engineering. As part as an educational innovation project awarded by the Technical University of Madrid (UPM) to improve educational quality, the second course has been designed with the main objective to continue the educative model implemented last course. This model identifies several teaching activities and represents a proper teaching style at ETSIA-UPM. At the same time, a monitoring and development coordination plans have been established. On the other hand, a procedure to extinguish the earlier plans of Agriculture Engineering was also defined. Other activities related to this Project were the information improvement of the grades, in particular at High Schools centers, improving the processes of reception, counseling and tutoring and mentoring. Likewise, cooperative working workshops and programs to support the teaching of English language were implemented. Satisfaction surveys and opinion polls were done to professors and students involved in first course in order to test several aspects of this project. The students surveys were analyzed taking in account the academic results and their participation in mentoring activities giving a highly satisfactory level. In general, the professors gave the same result although they pointed out certain discontent respect to some circumstances giving some solutions to correct these problems.

A Small Human School

ERIC Educational Resources Information Center

Wilkinson, Hugh C.

1977-01-01

Three attributes considered indispensable to a successful independent school are small size, extracurricular activities and a concern for ethical values. Shows how these attributes contribute to the academic progress of students, their development of self-discipline and their maturity. (Author/RK)

What's New in Software? Computer Programs for Unobtrusive, Informal Evaluation.

ERIC Educational Resources Information Center

Hedley, Carolyn

1985-01-01

Teachers can use microcomputers in informal assessment of learning disabled students' academic achievement, math and science progress, reading comprehension, cognitive processes, motivation and social interaction. Selected software for unobtrusive, informal assessment is listed. (CL)

78 FR 6405 - Agency Information Collection (Supplemental Information for Change of Program or Reenrollment...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-01-30

... aptitudes, interests, and abilities, or that the cause of any unsatisfactory progress or conduct has been... already available in the claimant's VA education records or the results of academic or vocational...

34 CFR 646.32 - What other requirements must a grantee meet?

Code of Federal Regulations, 2010 CFR

2010-07-01

... basis for determining the academic need for each participant; (3) The services that are provided to each participant; and (4) The performance and progress of each participant by cohort for the duration of the...

Effect of gender and nutritional status on academic achievement and cognitive function among primary school children in a rural district in Malaysia.

PubMed

Hamid, Jan J M; Amal, Mitra K; Hasmiza, H; Pim, C D; Ng, L O; Wan, Manan W M

2011-08-01

The aim of this study was to investigate the relationship between gender, birth weight, nutritional status, and iron status of children with their academic performance and cognitive function. Two hundred and forty-nine children, seven to nine years of age, were recruited by systematic sampling from six primary schools in a rural area in Malaysia. Cognitive function was assessed by using Raven's Coloured Progressive Matrices (R-CPM). Academic performance of the children was recorded from their school final examination results in four subjects including Malay language, English, Mathematics, and Science. Birth weight was recorded from the birth certificate, and nutritional status was determined by weight-for-age z score and height-for-age z score. Girls had a significantly higher score in all the academic tests, but a lower cognitive score compared to boys. Nutritional status was found to be correlated significantly with academic performance. Academic and cognitive function scores were also found to be correlated significantly with birth weight, parents' education, and family income. In a multivariate analysis, gender remained the significant predictor of academic function, and iron status and haemoglobin were the significant predictors of cognitive function, after controlling for other variables. The study showed that girls performed better academically than boys in rural Malaysia. Nutritional status, parents' education and family income could be additional modifiable factors to improve academic performance of the children. More attention is needed to improve academic achievements of boys at their early school years.

Linguistic diversity as sociodemographic predictor of nursing program progression and completion.

PubMed

Salamonson, Yenna; Andrew, Sharon; Clauson, Jennifer; Cleary, Michelle; Jackson, Debra; Jacobs, Sharon

2011-01-01

Attrition from undergraduate nursing programs continues to warrant investigation particularly in the climate of nursing shortages and fiscal reflection on academic institutional programs. This three-year study used a prospective longitudinal survey design to determine entry characteristics of students, attrition, progression and completion in an undergraduate program. Students were surveyed in the first three weeks of commencing their program and gave permission for academic grades to be collected during their six session, three year Bachelor of Nursing program. Of the 740 students enrolled 48% (357 students) were surveyed and 352 students (99%) gave consent for their grades to be collected. One-third of the student cohort graduated in the expected three-year timeframe, one-third had dropped out and one-third was still completing their studies. A higher Grade Point Average and being a native English speaker were most predictive of students completing their course in the minimum expected timeframe.

Expression and methylation of circulating microRNA-510 in essential hypertension.

PubMed

Krishnan, Ramalingam; Mani, Panagal; Sivakumar, Pethanen; Gopinath, Vincent; Sekar, Durairaj

2017-04-01

Hypertension (HTN) is one of the most common emerging disease in developing countries. It alters endothelial cell structure and function, resulting in several diseases, such as cardiovascular disease, peripheral vasculopathy, cerebrovascular disease and nephropathy. Although much progress has been made in researching HTN in recent years, early diagnosis and treatment of HTN are not yet satisfactory, and progression control/treatment is still poor. MicroRNAs are well-known regulators of the physiological and developmental processes of HTN. Our results revealed that miR-510 was upregulated in blood samples from HTN patients, whereas no significant differences were observed in the control samples. Methylation analyses corroborated the miR-510 upregulation in patient samples. These results suggested that miR-510 can be used as a novel biomarker for diagnosis and as a new therapeutic target for HTN.

[Health security--GMOs in therapeutics].

PubMed

Trouvin, J-H

2003-03-01

The recent progress in human therapeutics has been made possible thanks to molecular biology and its use in producing proteins having the same sequence and structure as that of human proteins. The use of GMOs allows production of proteins with high added value in therapeutics, which are of satisfactory quality. GMOs may also be directly administered to patients as gene therapy vectors. However, the use of GMOs in therapeutics must take into consideration some risks, particularly those of microbiological contamination, of neo-antigenicity as well as environmental risks with regard to the way of use of the GMO. Nevertheless, those risks are taken in due consideration in the development of these new medicinal products; solutions have been found to allow their use in therapeutics with a very positive benefit/risk ratio. Medicinal products from biotechnology have enabled considerable therapeutic progress without compromising health security.

Why has the bohr-sommerfeld model of the atom been ignoredby general chemistry textbooks?

PubMed

Niaz, Mansoor; Cardellini, Liberato

2011-12-01

Bohr's model of the atom is considered to be important by general chemistry textbooks. A major shortcoming of this model was that it could not explain the spectra of atoms containing more than one electron. In order to increase the explanatory power of the model, Sommerfeld hypothesized the existence of elliptical orbits. This study has the following objectives: 1) Formulation of criteria based on a history and philosophy of science framework; and 2) Evaluation of university-level general chemistry textbooks based on the criteria, published in Italy and U.S.A. Presentation of a textbook was considered to be "satisfactory" if it included a description of the Bohr-Sommerfeld model along with diagrams of the elliptical orbits. Of the 28 textbooks published in Italy that were analyzed, only five were classified as "satisfactory". Of the 46 textbooks published in U.S.A., only three were classified as "satisfactory". This study has the following educational implications: a) Sommerfeld's innovation (auxiliary hypothesis) by introducing elliptical orbits, helped to restore the viability of Bohr's model; b) Bohr-Sommerfeld's model went no further than the alkali metals, which led scientists to look for other models; c) This clearly shows that scientific models are tentative in nature; d) Textbook authors and chemistry teachers do not consider the tentative nature of scientific knowledge to be important; e) Inclusion of the Bohr-Sommerfeld model in textbooks can help our students to understand how science progresses.

Factors Associated With the Career Choices of Hematology and Medical Oncology Fellows Trained at Academic Institutions in the United States

PubMed Central

Horn, Leora; Koehler, Elizabeth; Gilbert, Jill; Johnson, David H.

2011-01-01

Purpose Factors that influence hematology-oncology fellows' choice of academic medicine as a career are not well defined. We undertook a survey of hematology-oncology fellows training at cancer centers designated by the National Cancer Institute (NCI) and the National Comprehensive Cancer Network (NCCN) to understand the factors fellows consider when making career decisions. Methods Program directors at all NCI and NCCN cancer centers were invited to participate in the study. For the purpose of analysis, fellows were grouped into three groups on the basis of interest in an academic career. Demographic data were tested with the Kruskal-Wallis test and χ2 test, and nondemographic data were tested by using the multiscale bootstrap method. Results Twenty-eight of 56 eligible fellowship programs participated, and 236 fellows at participating institutions responded (62% response rate). Approximately 60% of fellows graduating from academic programs in the last 5 years chose academic career paths. Forty-nine percent of current fellows ranked an academic career as extremely important. Fellows choosing an academic career were more likely to have presented and published their research. Additional factors associated with choosing an academic career included factors related to mentorship, intellect, and practice type. Fellows selecting nonacademic careers prioritized lifestyle in their career decision. Conclusion Recruitment into academic medicine is essential for continued progress in the field. Our data suggest that fewer than half the current fellows training at academic centers believe a career in academic medicine is important. Efforts to improve retention in academics should include focusing on mentorship, research, and career development during fellowship training and improving the image of academic physicians. PMID:21911716

The social and learning environments experienced by underrepresented minority medical students: a narrative review.

PubMed

Orom, Heather; Semalulu, Teresa; Underwood, Willie

2013-11-01

To review the literature on the social and learning environments experienced by underrepresented minority (URM) medical students to determine what type of interventions are needed to eliminate potential barriers to enrolling and retaining URM students. The authors searched MEDLINE, PubMed, Ovid HealthStar, and Web of Science, and the reference lists of included studies, published between January 1, 1980, and September 15, 2012. Studies of the learning and social environments and of students' satisfaction, experiences with discrimination or unfair practices, and academic performance or progress, as well as assessments of programs or interventions to improve URM students' academic performance, were eligible for inclusion. The authors identified 28 studies (27 unique data sets) meeting the inclusion criteria. The results of the included studies indicated that URM students experienced less supportive social and less positive learning environments, were subjected to discrimination and racial harassment, and were more likely to see their race as having a negative impact on their medical school experiences than non-URM students. Academic performance on standardized exams was worse, progress less timely, and attrition higher for URM students as well. For URM students, an adverse climate may be decreasing the attractiveness of careers in medicine, impairing their academic performance, and increasing attrition. Improvements to the social and learning environments experienced by URM students are needed to make medicine a more inclusive profession. The current environment of health care reform creates an opportunity for institutions to implement strategies to achieve this goal.

Faculty Mentors' Perspectives on E-Mentoring Post-Professional Occupational Therapy Doctoral Students.

PubMed

Doyle, Nancy; Jacobs, Karen; Ryan, Cathryn

2016-12-01

E-mentoring is a viable option for mentoring students in occupational therapy educational programs. The objective of this study was to investigate faculty perspectives of faculty-to-student e-mentoring in an online post-professional doctor of occupational therapy program. In a retrospective mixed-method design, nine faculty members described features and outcomes of e-mentoring 48 doctoral students. Online survey results were analysed quantitatively for descriptive statistics; transcripts from structured interviews were analysed using qualitative content analysis. The results showed that successful, satisfactory e-mentoring is student-centered, flexible, frequent, academically and psychosocially supportive; faculty members must be skilled in adapting e-mentoring to the needs and objectives of each mentee; e-mentoring provides opportunities for faculty members and students to achieve academic and professional objectives and growth. The findings suggest that implementation of e-mentoring may be a useful model in other occupational therapy programs. There is a need for future studies with broader participant pool, observable measures of e-mentoring, standardized measures of satisfaction and success and comparison between e-mentoring with and without web camera. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

[Scientific research management in the Venezuelan universities. A new dream?].

PubMed

Yero, L

1991-01-01

The institutionalization of scientific research in Venezuela enters a new stage. Priority for technology versus science is expressed in a clear preference for technological development instead of scientific research in public policies. The emergence of new agents has favored conditions of plurality and changes in the hegemony of research groups. Academic research, especially university research, tends to be substituted by development of innovation for the production process. Part of the potential generated by the expansion at university and postgraduate level, in the country and outside it, does not find satisfactory opportunities in the scientific research in the country. A process of talent drain has begun, there are less resources for the training of high new level personnel for scientific research. The difficulties and dangers are of a different nature than those of the previous decades. This stage of the nineties, framed in financial scarcity, mercantilization of knowledge and social and economic changes in general taking place in the country, favors an utilitarian-profitable-selective-competitive-privatized research, with emphasis on the technological. The continuity of scientific research, specially academic, depends on the capacity to provide an answer to these changes and challenges and requires a new management style.

The clinical academic workforce in Australia and New Zealand: report on the second binational summit to implement a sustainable training pathway.

PubMed

Windsor, John; Garrod, Tamsin; Talley, Nicholas J; Tebbutt, Carmel; Churchill, James; Farmer, Elizabeth; Baur, Louise; Smith, Julian A

2017-04-01

There has been a decline in the proportion of clinical academics compared with full-time clinicians, since 2004. A Working Party was established to help develop and implement a model for the training of clinical academics. After a highly successful first summit in 2014 that summarised the challenges faced by clinical academics in Australia and New Zealand, a second summit was convened late in 2015 to report on progress and to identify key areas for further action. The second summit provided survey results that identified the varied training pathways currently offered to clinical academics and the institutions willing to be involved in developing improved pathways. A literature review also described the contributions that clinical academics make to the health sector and the challenges faced by this workforce sector. Current training pathways created for clinical academics by Australasian institutions were presented as examples of what can be done. The perspectives of government and research organisations presented at the summit helped define how key stakeholders can contribute. Following the summit, there was a strong commitment to continue to work towards developing a sustainable and defined training pathway for clinical academics. The need for a coordinated and integrated approach was highlighted. Some key objectives were agreed upon for the next phase, including identifying and engaging key advocates within government and leading institutions; publishing and profiling the contributions of successful clinical academics to healthcare outcomes; defining the stages of a clinical academic training pathway; and establishing a mentoring programme for training clinical academics. © 2017 Royal Australasian College of Physicians.

Effects of Simulated Interventions to Improve School Entry Academic Skills on Socioeconomic Inequalities in Educational Achievement

PubMed Central

Chittleborough, Catherine R; Mittinty, Murthy N; Lawlor, Debbie A; Lynch, John W

2014-01-01

Randomized controlled trial evidence shows that interventions before age 5 can improve skills necessary for educational success; the effect of these interventions on socioeconomic inequalities is unknown. Using trial effect estimates, and marginal structural models with data from the Avon Longitudinal Study of Parents and Children (n = 11,764, imputed), simulated effects of plausible interventions to improve school entry academic skills on socioeconomic inequality in educational achievement at age 16 were examined. Progressive universal interventions (i.e., more intense intervention for those with greater need) to improve school entry academic skills could raise population levels of educational achievement by 5% and reduce absolute socioeconomic inequality in poor educational achievement by 15%. PMID:25327718

Culture and Climate: Factors That Influence the Academic Success of African American Students in Prelicensure Nursing Education.

PubMed

Murray, Teri A

2015-12-01

Despite numerous calls to diversify the nursing workforce, little progress has been made in increasing the numbers of African American graduates from prelicensure nursing programs, thus widening the diversity gap in the number of African Americans who enter the RN workforce. An integrative literature review was conducted to determine whether, from the students' perspective, the institutional climate and culture influenced their academic success. Themes of Alienation and Isolation, Persistent Determination, and Difficulty Seeking Help emerged as having an influence on students' academic success. On the basis of this review, professional development programs on topics such as implicit bias, microaggressions, and other unintentional and unconscious behaviors are recommended. Copyright 2015, SLACK Incorporated.

Drinking, Socioemotional Functioning, and Academic Progress in Secondary School

PubMed Central

Crosnoe, Robert; Benner, Aprile D.; Schneider, Barbara

2017-01-01

Secondary schools are sites of academic instruction but also contexts of socioemotional development, and the intertwining of these two functions has consequences for adolescents’ future health and education. Drawing on nationally representative data from the National Longitudinal Study of Adolescent Health (n = 8,271), this study explored the bidirectional associations among indicators of adolescents’ alcohol use and their feelings of social integration at school. Socioemotional problems did not predict increased drinking over time, but drinking predicted declining socioemotional functioning, with negative implications for adolescents’ academic grades by the end of high school. These associations, however, were conditioned by aspects of school context, with drinkers feeling more marginalized in schools characterized by dense networks with low rates of drinking. PMID:22556380

Survey on the state of otoneurology in Spain.

PubMed

Alemán-López, Oscar; Pérez-Garríguez, Hermino; Pérez-Vásquez, Paz; Arán-González, Ismael; Martin-Sanz, Eduardo

2015-01-01

Otoneurology is a subspecialty of otolaryngology-neurology, which has experienced extraordinary progress in the last 50 years and is currently fully consolidated in our environment. Through this study, prepared by the Otoneurology Commission of the Spanish Society of Otorhinolaryngology (SEORL), we have attempted to design an approach to provide information on what the current situation regarding the exercise in Spain is, trying to determine who practice it and where, what resources are available and what the teaching and scientific productions are. The results obtained are generally satisfactory and reflect the strength of the exercise of otoneurology. The number of centres with otoneurology units is significant and the majority of centres that lack such a unity consider it necessary. However, there are aspects to establish related to minimum requirements for its performance in satisfactory conditions, as well as determining future guidelines to ensure improved teaching and increased scientific production. Copyright © 2014 Elsevier España, S.L.U. and Sociedad Española de Otorrinolaringología y Patología Cérvico-Facial. All rights reserved.

Factors influencing career progress for early stage clinician-scientists in emerging Asian academic medical centres: a qualitative study in Singapore.

PubMed

Yoon, Sungwon; Koh, Woon-Puay; Ong, Marcus E H; Thumboo, Julian

2018-03-03

To explore the factors that influence career progress for early stage clinician-scientists and to identify ways to mitigate these factors in the context of emerging Asian academic medical centres (AMCs). Qualitative interviews and thematic data analysis based on grounded theory. Five focus group interviews comprising 29 early career clinician-scientists who have received their first national-level career development award in Singapore. Clinical priorities represented an overarching concern with many reporting the difficulty in delineating responsibilities between clinical care and research. Additionally, there was a prevailing perception of the lack of support for research at the institutional level. Participants tended to identify mentors through their own efforts in a relatively haphazard manner, often owing to the dearth of role models and perceived inadequacy of reward systems for mentoring. Support from mentors was thought to be limited in terms of targeted scientific guidance and long-term commitments to the relationship. Most of the participants expressed concerns about how they could secure the next level of funding with diminishing confidence. Notably, the work-life balance was neither conceptualised as a 'barrier' to successful pursuit of research career nor was it translated into the reason for leaving the dual clinical-research career pathway. Results revealed specific limitations presented by the research environment in newly emerging Asian AMCs. To retain a vibrant clinician-scientist workforce, additional measures are needed, aiming to improve institutional culture of research, build mentoring networks, adopt effective tools for tracking career progress and provide a clear and viable career progression path for clinician-scientist. Further research might explore the cross-cultural differences in managing work-life balance in academic medicine. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Rhinology fellowship training and its scholarly impact.

PubMed

Svider, Peter F; Blake, Danielle M; Setzen, Michael; Folbe, Adam J; Baredes, Soly; Eloy, Jean Anderson

2013-01-01

Previous examination of the impact of fellowship training on scholarly productivity among otolaryngologists found that head and neck surgeons and otologists had a higher mean h-index than fellowship-trained rhinologists. Because fellowship training in rhinology is a historically newer trend, the objectives of the present analysis were to further characterize research productivity among fellowship-trained academic rhinologists, including geographic and temporal trends, to gain insight into the future direction of scholarly pursuits within the field. Fellowship-trained rhinologists in academic practices were identified from the American Rhinologic Society online listings and organized by academic rank, number of years in practice, location, and h-index, as calculated using the Scopus database. Mean h-index rose with increasing years in practice after fellowship. The h-index, number of publications, and the E-factor (a newly described bibliometric) increased with successive academic rank. The E-factor for rhinologists in this current analysis was not statistically different from the values calculated for other otolaryngology subspecialties (p > 0.05). Fellowship-training in rhinology is a relatively recent development, with half of the academic rhinologists included in this analysis having completed fellowship training within the past 5 years. Scholarly productivity among academic rhinologists increases with academic seniority. As the current cohort of fellowship-trained rhinologists progress in their academic careers, previously described deficits in scholarly productivity relative to other subspecialties are expected to diminish.

HESI admission assessment (A(2)) examination scores, program progression, and NCLEX-RN success in baccalaureate nursing: an exploratory study of dependable academic indicators of success.

PubMed

Hinderer, Katherine A; DiBartolo, Mary C; Walsh, Catherine M

2014-01-01

In an effort to meet the demand for well-educated, high-quality nurses, schools of nursing seek to admit those candidates most likely to have both timely progression and first-time success on the National Council Licensure Examination for Registered Nurses (NCLEX-RN). Finding the right combination of academic indicators, which are most predictive of success, continues to be an ongoing challenge for entry-level baccalaureate nursing programs across the United States. This pilot study explored the relationship of a standardized admission examination, the Health Education Systems, Inc. (HESI) Admission Assessment (A(2)) Examination to preadmission grade point average (GPA), science GPA, and nursing GPA using a retrospective descriptive design. In addition, the predictive ability of the A(2) Examination, preadmission GPA, and science GPA related to timely progression and NCLEX-RN success were explored. In a sample of 89 students, no relationship was found between the A(2) Examination and preadmission GPA or science GPA. The A(2) Examination was correlated with nursing GPA and NCLEX-RN success but not with timely progression. Further studies are needed to explore the utility and predictive ability of standardized examinations such as the A(2) Examination and the contribution of such examinations to evidence-based admission decision making. Copyright © 2014 Elsevier Inc. All rights reserved.

Early efforts of blacks in the fight against heart disease and stroke.

PubMed Central

Haywood, L. J.

1999-01-01

This article highlighted the early efforts of some individuals whose vision and dedication helped to set the stage for later progress in the fight against heart disease, who forged links to those who eagerly took up the cause of creating an appropriate place for minority participation in the specialty of cardiovascular diseases, and to contribute to efforts to establish programs for the reduction of morbidity and mortality and for prevention in African Americans. This is only one view of what was an exciting period of fitful progress and controversy. Dr Wilson reviewed the still deplorable state of affairs in regard to minorities and the medical profession in 1986, stating: A meaningful role for minorities will not exist until there is access to academic postgraduate training programs that will lead to faculty positions and research opportunities for minorities to serve as role models for future students. The Association of Academic Minority Physicians was established to foster greater progress in this regard across disciplines. Again, while much has been accomplished, including Donald Wilson's becoming the first African-American dean of a nonminority medical school, much remains to be done as we approach the end of the 20th century. PMID:10628126

Measures of Progress: 1995 Project Follow-Up, Los Rios Community College District (American River College, Cosumnes River College, Sacramento City College). Results of a Survey of 1993-94 Graduates and Non-Returning Students. Volume I of II--Frequencies and Percents by District, College and Academic Program.

ERIC Educational Resources Information Center

Beachler, Judith A.; Pagtalunan, Jose

In 1995, the three colleges in California's Los Rios Community College District (LRCCD) surveyed 6,151 former students from 1993-94 to gather information on student outcomes and characteristics. This report presents districtwide findings related to the frequencies and percents of responses by academic program. Following an executive summary and…

From "fixing women" to "institutional transformation": An ADVANCE case study

NASA Astrophysics Data System (ADS)

Yennello, Sherry; Kaunas, Christine

2015-12-01

The United States' position in the global economy requires an influx of women into science, technology, engineering, and mathematics (STEM) fields in order to remain competitive. Despite this, the representation of women in STEM continues to be low. The National Science Foundation's ADVANCE Program addresses this issue by funding projects that aim to increase the representation of women in academic STEM fields through transformation of institutional structures that impede women's progress in academic STEM fields. This paper includes a case study of the Texas A&M University ADVANCE Program.

Gender Differences in Publication Productivity Among Academic Urologists in the United States.

PubMed

Mayer, Erik N; Lenherr, Sara M; Hanson, Heidi A; Jessop, Terry C; Lowrance, William T

2017-05-01

To describe the publication productivity of academic urologists in the United States by gender. Gender inequality is prevalent in most surgical subspecialties, including urology. Despite small numbers of women in academic positions, differences in scholarly impact by gender are relatively unknown. We assembled a list of 1922 academic urologists (1686 men (87.7%), 236 women (12.3%)) at 124 academic institutions throughout the United States as of February 2016. Scopus and Google Scholar were queried for bibliometric data on each individual, including h-index and m-quotient. We analyzed these metrics for both genders by educational background, subspecialty, National Institutes of Health funding, and academic rank. Men had higher median h-indices than women overall (P < .05), and had higher successive academic ranks (P < .05). Proportionally fewer women attained senior academic ranking (professor/chair), (P < .05). There was no difference in research productivity by successive rank after controlling for career duration (m-quotient). Women were more likely to choose a practice that specialized in pediatric urology or female urology/pelvic reconstructive surgery than their male counterparts (P < .05). Women represent a growing proportion of academic urology faculty, but despite the recent increase in number entering the field, relatively few women occupy senior leadership positions. Improving psychosocial barriers to advancement such as lack of mentorship or discriminatory policies may help pioneering female urologists as they progress in their careers. Copyright © 2017. Published by Elsevier Inc.

Gender Differences in Publication Productivity among Academic Urologists in the United States

PubMed Central

Mayer, Erik N.; Lenherr, Sara M.; Hanson, Heidi A.; Jessop, Terry C.; Lowrance, William T.

2017-01-01

Objective To describe the publication productivity of academic urologists in the United States by gender. Materials and Methods Gender inequality is prevalent in most surgical subspecialties, including urology. Despite small numbers of women in academic positions, differences in scholarly impact by gender are relatively unknown. We assembled a list of 1922 academic urologists (1686 male (87.7%), 236 female (12.3%)) at 124 academic institutions throughout the United States as of February 2016. Scopus and Google Scholar were queried for bibliometric data on each individual, including h-index and m-quotient. We analyzed these metrics for both genders by educational background, subspecialty, NIH funding, and academic rank. Results Men had higher median h-indices than women overall (p<0.05), and by successive academic ranks (p<0.05). Proportionally fewer women attained senior academic ranking (professor/chair), (p<0.05). There was no difference in research productivity by successive rank after controlling for career duration (m-quotient). Women were more likely to choose a practice that specialized in pediatric urology or female urology/pelvic reconstructive surgery than their male counterparts (p<0.05). Conclusions and Relevance Women represent a growing proportion of academic urology faculty, but despite the recent increase in number entering the field, relatively few women occupy senior leadership positions. Improving psychosocial barriers to advancement such as lack of mentorship or discriminatory policies may help pioneering female urologists as they progress in their careers. PMID:28232174

Perceived obstacles to career success for women in academic surgery.

PubMed

Colletti, L M; Mulholland, M W; Sonnad, S S

2000-08-01

We conducted this study to determine whether concerns expressed by male and female surgeons at 1 academic center are generally reflective of broader concerns for academic surgery and academic medicine. We reviewed published studies concerning women in academic surgery within the context of reporting the results of a survey of both male and female surgeons at 1 academic center. We developed a survey that included demographic information, work experience, and social issues. The survey was distributed to the entire faculty. For key questions, we compared answers between male and female faculty. Additional data came from the published literature. We reviewed all available studies identified by a MEDLINE search with key words women and academic and medicine or physician. Included studies contained either data collection or editorial comment concerning women in academic medicine. Data and opinions from all included studies paralleling survey questions were extracted from each article. Male and female faculty members reported different experiences and perceptions, specifically relating to relationships between family and professional life and perceptions of subtle sex-related biases. Both men and women reported insufficient mentoring and difficulties in balancing personal and professional responsibilities. Attitudes, behaviors, and traditions surrounding how we structure work and evaluate participation in academic surgery are more difficult to change than just addressing obvious inequities in support for female surgeons. However, attempting the deeper changes is worthwhile, because addressing obstacles faced by female faculty, many of which also affect men, will allow progress toward environments that attract and retain the best physicians, regardless of sex.

Successful School Downsizing.

ERIC Educational Resources Information Center

Raywid, Mary Anne

1997-01-01

Solid research evidence links smaller schools to fewer discipline problems, lower dropout rates, higher student participation levels, and steadier academic progress. Large buildings are no obstacle. Creating small schools requires top administrators to lend impetus and support, facilitate teacher volunteer groups, develop clear policies, adjust…

Gender Equity Matters!

ERIC Educational Resources Information Center

Thorius, Kathleen King

2010-01-01

Despite remarkable progress along many indicators of equitable access, participation, and outcomes of schooling, there are still persistent, pervasive issues that must be addresses, including continued disparities in access to athletics and academic programs, sexual harassment, hate crimes, and discriminatory treatment of girls and women. This…

A New Look to a Classic Issue: Reasoning and Academic Achievement at Secondary School

PubMed Central

Gómez-Veiga, Isabel; Vila Chaves, José O.; Duque, Gonzalo; García Madruga, Juan A.

2018-01-01

Higher-order thinking abilities such as abstract reasoning and meaningful school learning occur sequentially. The fulfillment of these tasks demands that people activate and use all of their working memory resources in a controlled and supervised way. The aims of this work were: (a) to study the interplay between two new reasoning measures, one mathematical (Cognitive Reflection Test) and the other verbal (Deductive Reasoning Test), and a third classical visuo-spatial reasoning measure (Raven Progressive Matrices Test); and (b) to investigate the relationship between these measures and academic achievement. Fifty-one 4th grade secondary school students participated in the experiment and completed the three reasoning tests. Academic achievement measures were the final numerical scores in seven basic subjects. The results demonstrated that cognitive reflection, visual, and verbal reasoning are intimately related and predicts academic achievement. This work confirms that abstract reasoning constitutes the most important higher-order cognitive ability that underlies academic achievement. It also reveals the importance of dual processes, verbal deduction and metacognition in ordinary teaching and learning at school. PMID:29643823

A New Look to a Classic Issue: Reasoning and Academic Achievement at Secondary School.

PubMed

Gómez-Veiga, Isabel; Vila Chaves, José O; Duque, Gonzalo; García Madruga, Juan A

2018-01-01

Higher-order thinking abilities such as abstract reasoning and meaningful school learning occur sequentially. The fulfillment of these tasks demands that people activate and use all of their working memory resources in a controlled and supervised way. The aims of this work were: (a) to study the interplay between two new reasoning measures, one mathematical (Cognitive Reflection Test) and the other verbal (Deductive Reasoning Test), and a third classical visuo-spatial reasoning measure (Raven Progressive Matrices Test); and (b) to investigate the relationship between these measures and academic achievement. Fifty-one 4th grade secondary school students participated in the experiment and completed the three reasoning tests. Academic achievement measures were the final numerical scores in seven basic subjects. The results demonstrated that cognitive reflection, visual, and verbal reasoning are intimately related and predicts academic achievement. This work confirms that abstract reasoning constitutes the most important higher-order cognitive ability that underlies academic achievement. It also reveals the importance of dual processes, verbal deduction and metacognition in ordinary teaching and learning at school.

Exposure to Violence in the Community Predicts Friendships with Academically Disengaged Peers During Middle Adolescence.

PubMed

Schwartz, David; Kelly, Brynn M; Mali, Luiza V; Duong, Mylien T

2016-09-01

Adolescents who have been exposed to violence in the community often experience subsequent difficulties with academic achievement. Because competence in the classroom is a salient developmental task during the adolescent years, outcomes in this critical context can then have broader implications for social and psychological functioning. In the current study, we tested a hypothesized progression in which the association between violence exposure and deficient achievement is presumed to potentiate friendships with academically disengaged peers. We followed 415 urban adolescents (53 % girls; average age of 14.6 years) for a one-year period, with two annual assessment of psychosocial functioning. Exposure to violence in the community and academic engagement were assessed with a self-report inventory; reciprocated friendships were assessed with a peer interview; and achievement was indexed based on a review of school records. Consistent with our hypotheses, neighborhood violence was associated with deficient classroom achievement. Poor achievement, in turn, mediated associations between community violence exposure and low academic engagement among friends. Our findings highlight pathways though which exposure to community violence potentially predicts later dysfunction.

[Writer's cramp treated with botulinum injections].

PubMed

Koelman, J H; Struys, M A; Ongerboer de Visser, B W; Speelman, J D

1998-08-01

To evaluate the first clinical experience with local botulinum toxin A (BTA) injections in patients with writer's cramp. Descriptive. Academic Medical Centre, Amsterdam, the Netherlands. In May 1993-January 1996 ten patients with writer's cramp were treated with BTA (Dysport). Age of the patients varied from 28 to 68 years, the duration of complaints from 1 to 29 years. Muscles for injections were selected by observation, sometimes combined with electromyography. BTA was administered under electromyographic guidance. The amount of BTA administered per treatment session ranged from 15 to 400 IU. In three patients the BTA-induced weakness necessary to reach a beneficial effect on writing was unacceptable. In seven patients the response was satisfactory or good and lasted 2 to 15 months (mean: 3.5 months). The results confirm the efficacy of BTA in writer's cramp.

A qualitative evaluation of the 2005-2011 National Academic Centers of Excellence in Youth Violence Prevention Program.

PubMed

Holland, Kristin M; Vivolo-Kantor, Alana M; Dela Cruz, Jason; Massetti, Greta M; Mahendra, Reshma

2015-12-01

The Centers for Disease Control and Prevention's Division of Violence Prevention (DVP) funded eight National Academic Centers of Excellence (ACEs) in Youth Violence Prevention from 2005 to 2010 and two Urban Partnership Academic Centers of Excellence (UPACEs) in Youth Violence Prevention from 2006 to 2011. The ACEs and UPACEs constitute DVP's 2005-2011 ACE Program. ACE Program goals include partnering with communities to promote youth violence (YV) prevention and fostering connections between research and community practice. This article describes a qualitative evaluation of the 2005-2011 ACE Program using an innovative approach for collecting and analyzing data from multiple large research centers via a web-based Information System (ACE-IS). The ACE-IS was established as an efficient mechanism to collect and document ACE research and programmatic activities. Performance indicators for the ACE Program were established in an ACE Program logic model. Data on performance indicators were collected through the ACE-IS biannually. Data assessed Centers' ability to develop, implement, and evaluate YV prevention activities. Performance indicator data demonstrate substantial progress on Centers' research in YV risk and protective factors, community partnerships, and other accomplishments. Findings provide important lessons learned, illustrate progress made by the Centers, and point to new directions for YV prevention research and programmatic efforts. Published by Elsevier Ltd.

Beta-2 adrenoceptor genotype and progress in term and late preterm active labor

PubMed Central

MILLER, Russell S.; SMILEY, Richard M.; DANIEL, Danette; WENG, Chunhua; EMALA, Charles W.; BLOUIN, Jean-Louis; FLOOD, Pamela D.

2011-01-01

OBJECTIVE To evaluate whether beta-2 adrenoceptor genotype at a functional polymorphic site encoding for amino acid residue 16 influences rate of cervical dilatation in term and late preterm active labor. STUDY DESIGN Subjects that underwent vaginal delivery at 34 or greater weeks gestational age between May, 2006, and August, 2007, were identified. Each subject had provided venous blood from which DNA was extracted for beta-2 adrenoceptor genotyping. Digital cervical examinations with paired examination times were collected from intrapartum records. Rate of cervical dilatation in active labor was determined using linear regression and rates were compared between genotype groups. RESULTS Among 401 subjects with satisfactory genotype and intrapartum data, overall rate of active labor was 0.76+/−0.01 cm/hr. When labor was compared by genotype, homozygous Arg/Arg16 subjects progressed at a slower rate (0.64+/−0.03 cm/hr) than all other pooled genotypes (0.8+/−0.02 cm/hr). CONCLUSION Homozygous beta-2 adrenoceptor genotype encoding for Arg/Arg16 was associated with slower progress in active labor. PMID:21600547

Group II p21-activated kinases as therapeutic targets in gastrointestinal cancer.

PubMed

Shao, Yang-Guang; Ning, Ke; Li, Feng

2016-01-21

P21-activated kinases (PAKs) are central players in various oncogenic signaling pathways. The six PAK family members are classified into group I (PAK1-3) and group II (PAK4-6). Focus is currently shifting from group I PAKs to group II PAKs. Group II PAKs play important roles in many fundamental cellular processes, some of which have particular significance in the development and progression of cancer. Because of their important functions, group II PAKs have become popular potential drug target candidates. However, few group II PAKs inhibitors have been reported, and most do not exhibit satisfactory kinase selectivity and "drug-like" properties. Isoform- and kinase-selective PAK inhibitors remain to be developed. This review describes the biological activities of group II PAKs, the importance of group II PAKs in the development and progression of gastrointestinal cancer, and small-molecule inhibitors of group II PAKs for the treatment of cancer.

Recurrent intracranial Rosai-Dorfman disease: Management of a challenging case.

PubMed

Das, Sudeep; Biswas, Ahitagni; Roy, Soumyajit; Sable, Mukund N; Singh, Daljit; Jana, Manisha; Sharma, Mehar Chand; Julka, Pramod Kumar

2017-01-01

Rosai-Dorfman disease (RDD) is a rare, idiopathic, benign histioproliferative disorder. Extranodal involvement is seen in around 25-40% of patients. Central nervous system manifestation of RDD is uncommon and suprasellar location of the lesion is a distinct rarity. Surgery is the cornerstone of management of intracranial RDD. However, tumor recurrence or regrowth is a potential problem. Hence, low dose conformal radiotherapy (RT) should be considered in patients undergoing sub-total resection or having unresectable recurrent disease. Though cranial RT usually leads to satisfactory improvement of symptoms and long-term disease stabilization or regression, in few patients there may be an eventual progression of disease for which systemic chemotherapy may be considered. We have highlighted the salient features of this enigmatic disease by citing a case of a 50-year-old male patient with suprasellar RDD treated by maximal safe surgery and deferred radiation therapy on progression.

Measuring Knowledge Integration Learning of Energy Topics: A two-year longitudinal study

NASA Astrophysics Data System (ADS)

Liu, Ou Lydia; Ryoo, Kihyun; Linn, Marcia C.; Sato, Elissa; Svihla, Vanessa

2015-05-01

Although researchers call for inquiry learning in science, science assessments rarely capture the impact of inquiry instruction. This paper reports on the development and validation of assessments designed to measure middle-school students' progress in gaining integrated understanding of energy while studying an inquiry-oriented curriculum. The assessment development was guided by the knowledge integration framework. Over 2 years of implementation, more than 4,000 students from 4 schools participated in the study, including a cross-sectional and a longitudinal cohort. Results from item response modeling analyses revealed that: (a) the assessments demonstrated satisfactory psychometric properties in terms of reliability and validity; (b) both the cross-sectional and longitudinal cohorts made progress on integrating their understanding energy concepts; and (c) among many factors (e.g. gender, grade, school, and home language) associated with students' science performance, unit implementation was the strongest predictor.

Orthodontic treatment in patient with idiopathic root resorption: a case report.

PubMed

Rey, Diego; Smit, Rosana Martínez; Gamboa, Liliana

2015-01-01

Multiple idiopathic external root resorption is a rare pathological condition usually detected as an incidental radiographic finding. External root resorption of permanent teeth is a multifactorial process related to several local and systemic factors. If an etiological factor cannot be identified for root resorption, the term "idiopathic" is applied. This report presents a case of multiple idiopathic apical root resorption. The condition was found in a young female patient seeking orthodontic treatment due to malocclusion. This kind of resorption starts apically and progresses coronally, causing a gradual shortening and rounding of the remaining root. Patients with this condition are not the ideal candidates for orthodontic treatment; however, the aim of this report is to describe an unusual case of idiopathic root resorption involving the entire dentition, and to present the orthodontic treatment of this patient. It describes the progress and completion of orthodontic therapy with satisfactory end results.

25 CFR 30.107 - What must a tribal governing body or school board include in its alternative definition of AYP?

Code of Federal Regulations, 2014 CFR

2014-04-01

... assessment system that includes, at a minimum, academic assessments in mathematics and reading or language arts; (5) Measure progress separately for reading or language arts and for mathematics; (6) Unless...

25 CFR 30.107 - What must a tribal governing body or school board include in its alternative definition of AYP?

Code of Federal Regulations, 2013 CFR

2013-04-01

... assessment system that includes, at a minimum, academic assessments in mathematics and reading or language arts; (5) Measure progress separately for reading or language arts and for mathematics; (6) Unless...

25 CFR 30.107 - What must a tribal governing body or school board include in its alternative definition of AYP?

Code of Federal Regulations, 2012 CFR

2012-04-01

... assessment system that includes, at a minimum, academic assessments in mathematics and reading or language arts; (5) Measure progress separately for reading or language arts and for mathematics; (6) Unless...

25 CFR 30.107 - What must a tribal governing body or school board include in its alternative definition of AYP?

Code of Federal Regulations, 2011 CFR

2011-04-01

... assessment system that includes, at a minimum, academic assessments in mathematics and reading or language arts; (5) Measure progress separately for reading or language arts and for mathematics; (6) Unless...

The Lure of Casino Gambling and Its Potential Impact on College Students in Mississippi.

ERIC Educational Resources Information Center

Bailey, E. Ann; Burroughs, Susie W.; Dabit, Jean S.; Hambrick, Rosalind S.; Theriot, Patricia B.

1997-01-01

Investigates the lure and potential impact of casino gambling on college students in Mississippi. Findings suggest that casino gambling may significantly impact college students in regard to financial management, alcohol consumption, academic progress, and behavioral changes. (MKA)

Curriculum-Based Measurement, Program Development, Graphing Performance and Increasing Efficiency.

ERIC Educational Resources Information Center

Deno, Stanley L.; And Others

1987-01-01

Four brief articles look at aspects of curriculum based measurement (CBM) for academically handicapped students including procedures of CBM with examples, different approaches to graphing student performance, and solutions to the problem of making time to measure student progress frequently. (DB)

A Third Reason to Home School: Leadership Development

ERIC Educational Resources Information Center

Seago, Johnnie

2012-01-01

This article responds to Poutiatine's (2009) "What is Transformational?: Nine Principles Toward an Understanding Transformational Process for Transformational Leadership" by relating home schooling environments as lab schools for developing transformational leaders. Although many families select home schooling for improved academic progress or…

25 CFR 30.107 - What must a tribal governing body or school board include in its alternative definition of AYP?

Code of Federal Regulations, 2010 CFR

2010-04-01

... assessment system that includes, at a minimum, academic assessments in mathematics and reading or language arts; (5) Measure progress separately for reading or language arts and for mathematics; (6) Unless...

THE ROLE OF PSYCHOTHERAPY IN ALLERGY—Credits and Debits

PubMed Central

Sirmay, Elizabeth A.

1953-01-01

Psychological problems play an important role in the production and exacerbation of allergic disease, just as they do in other illnesses, especially those of a chronic nature entailing economic and social problems. Some psychotherapy is implicit in the practice of all physicians. While most patients make satisfactory progress with whatever treatment is outlined, a few do not, and they may be helped if a little extra time is taken to investigate and rebalance their mental environment. In the treatment of patients with allergic disease, dealing with emotional problems is considered as adjunctive to specific desensitization. PMID:13042681

Acoustic structure and propagation in highly porous, layered, fibrous materials

NASA Technical Reports Server (NTRS)

Lambert, R. F.; Tesar, J. S.

1984-01-01

The acoustic structure and propagation of sound in highly porous, layered, fine fiber materials is examined. Of particular interest is the utilization of the Kozeny number for determining the static flow resistance and the static structure factor based on flow permeability measurements. In this formulation the Kozeny number is a numerical constant independent of volume porosity at high porosities. The other essential parameters are then evaluated employing techniques developed earlier for open cell foams. The attenuation and progressive phase characteristics in bulk samples are measured and compared with predicted values. The agreements on the whole are very satisfactory.

Erectile Dysfunction: A Review of Historical Treatments With a Focus on the Development of the Inflatable Penile Prosthesis

PubMed Central

Gurtner, Kristen; Saltzman, Amanda; Hebert, Kristi; Laborde, Eric

2015-01-01

Erectile dysfunction has been a concern for men since the beginning of written history. For many men it can lead to severe psychological distress and humiliation. The treatment of erectile dysfunction has advanced significantly over the past 200 years. Men today are presented with many more viable therapy options leading to improved efficacy and more satisfactory sex lives. The objective of this article is to explore historical options for the treatment of erectile dysfunction, with particular emphasis on the development and progression of the inflatable penile prosthesis. PMID:26206161

Current state of cartilage tissue engineering

PubMed Central

Tuli, Richard; Li, Wan-Ju; Tuan, Rocky S

2003-01-01

Damage to cartilage is of great clinical consequence given the tissue's limited intrinsic potential for healing. Current treatments for cartilage repair are less than satisfactory, and rarely restore full function or return the tissue to its native normal state. The rapidly emerging field of tissue engineering holds great promise for the generation of functional cartilage tissue substitutes. The general approach involves a biocompatible, structurally and mechanically sound scaffold, with an appropriate cell source, which is loaded with bioactive molecules that promote cellular differentiation and/or maturation. This review highlights aspects of current progress in cartilage tissue engineering. PMID:12932283

Undergraduate GPAs, MCAT scores, and academic performance the first 2 years in podiatric medical school at Des Moines University.

PubMed

Yoho, Robert M; Antonopoulos, Kosta; Vardaxis, Vassilios

2012-01-01

This study was performed to determine the relationship between undergraduate academic performance and total Medical College Admission Test score and academic performance in the podiatric medical program at Des Moines University. The allopathic and osteopathic medical professions have published educational research examining this relationship. To our knowledge, no such educational research has been published for podiatric medical education. The undergraduate cumulative and science grade point averages and total Medical College Admission Test scores of four podiatric medical classes (2007-2010, N = 169) were compared with their academic performance in the first 2 years of podiatric medical school using pairwise Pearson product moment correlations and multiple regression analysis. Significant low to moderate positive correlations were identified between undergraduate cumulative and science grade point averages and student academic performance in years 1 and 2 of podiatric medical school for each of the four classes (except one) and the pooled data. There was no significant correlation between Medical College Admission Test score and academic performance in years 1 and 2 (except one) and the pooled data. These results identify undergraduate cumulative grade point average as the strongest cognitive admissions variable in predicting academic performance in the podiatric medicine program at Des Moines University, followed by undergraduate science grade point average. These results also suggest limitations of the total Medical College Admission Test score in predicting academic performance. Information from this study can be used in the admissions process and to monitor student progress.

Socioemotional Adjustment as a Mediator of the Association between Exposure to Community Violence and Academic Performance in Low-Income Adolescents

PubMed Central

Hardaway, Cecily R.; Larkby, Cynthia A.; Cornelius, Marie D.

2014-01-01

Objective This study examines whether exposure to community violence is indirectly related to academic performance through anxious/depressed symptoms and delinquent behaviors. Methods Three hundred eighteen mothers and adolescents who participated in a longitudinal investigation were interviewed when adolescents were age 10, 14, and 16. Results Community violence exposure at age 14 was significantly related to anxious/depressed symptoms and delinquent behaviors. Delinquent behaviors (but not anxious/depressed symptoms) were significantly associated with academic performance at age 16. Exposure to community violence was indirectly related to academic performance through delinquent behaviors. There was no significant indirect effect of exposure to community violence on academic performance through anxious/depressed symptoms. Covariates included sociodemographics and exposure to child abuse. Age 10 anxious/depressed symptoms, age 10 delinquent behaviors, and age 14 academic performance were also included in the model to control for preexisting differences in socioemotional adjustment and academic performance. Conclusions Results suggest that exposure to community violence may initiate a cascade of problems that spread from behavior problems to declines in academic performance. Our results highlight the need for schools to consider exposure to community violence as one form of trauma and to transform in ways that make them more trauma-sensitive. The use of trauma-sensitive practices that address the effects of violence exposure on youth may help limit the progression of adverse effects from delinquent behavior to other domains of functioning. PMID:25485167

Socioemotional Adjustment as a Mediator of the Association between Exposure to Community Violence and Academic Performance in Low-Income Adolescents.

PubMed

Hardaway, Cecily R; Larkby, Cynthia A; Cornelius, Marie D

2014-07-01

This study examines whether exposure to community violence is indirectly related to academic performance through anxious/depressed symptoms and delinquent behaviors. Three hundred eighteen mothers and adolescents who participated in a longitudinal investigation were interviewed when adolescents were age 10, 14, and 16. Community violence exposure at age 14 was significantly related to anxious/depressed symptoms and delinquent behaviors. Delinquent behaviors (but not anxious/depressed symptoms) were significantly associated with academic performance at age 16. Exposure to community violence was indirectly related to academic performance through delinquent behaviors. There was no significant indirect effect of exposure to community violence on academic performance through anxious/depressed symptoms. Covariates included sociodemographics and exposure to child abuse. Age 10 anxious/depressed symptoms, age 10 delinquent behaviors, and age 14 academic performance were also included in the model to control for preexisting differences in socioemotional adjustment and academic performance. Results suggest that exposure to community violence may initiate a cascade of problems that spread from behavior problems to declines in academic performance. Our results highlight the need for schools to consider exposure to community violence as one form of trauma and to transform in ways that make them more trauma-sensitive. The use of trauma-sensitive practices that address the effects of violence exposure on youth may help limit the progression of adverse effects from delinquent behavior to other domains of functioning.

The Academic Support Program at the University of Michigan School of Medicine.

PubMed

Segal, S S; Giordani, B; Gillum, L H; Johnson, N

1999-04-01

The University of Michigan has a support program aimed at early identification, remedial plans, and appropriate academic accommodations for at-risk students in under-graduate colleges and graduate and professional schools. Since 1994, the medical school has formally taken part in this program. Medical students at risk for academic failure (e.g., repeated failure in academic course work, licensure examinations, clinical examinations) are automatically referred to their academic counselors in the Student Programs Office of the medical school. Once a referral is made, the student is evaluated at the Office of Services for Students with Disabilities to identify problem areas. The office makes appropriate recommendations for interventions or accommodation. Tutoring, academic assistance, and other services are available through the medical school, specific divisions of the medical center, and the community. The Student Programs Office acts as a liaison between community and university assistance programs and between the student and the medical school. During the first four years of the program, 28 medical students were identified through it; of these, 24 (86%) were underrepresented minorities. Most (21) were referred during the first and third years of the curriculum. After a range of services for a variety of problems, 26 (93%) of the 28 students either graduated or continued to progress in their studies; the other two left the medical school for academic reasons.

Fitness, fatness, and academic performance in seventh-grade elementary school students

PubMed Central

2014-01-01

Background In addition to the benefits on physical and mental health, cardiorespiratory fitness has shown to have positive effects on cognition. This study aimed to investigate the relationship between cardiorespiratory fitness and body weight status on academic performance among seventh-grade students. Methods Participants included 1531 grade 7 students (787 male, 744 female), ranging in age from 12 to 14 years (Mage = 12.3 ± 0.60), from 3 different cohorts. Academic performance was measured using the marks students had, at the end of their academic year, in mathematics, language (Portuguese), foreign language (English), and sciences. To assess cardiorespiratory fitness the Progressive Aerobic Cardiovascular Endurance Run, from Fitnessgram, was used as the test battery. The relationship between academic achievement and the independent and combined association of cardiorespiratory fitness/weight status was analysed, using multinomial logistic regression. Results Cardiorespiratory fitness and weight status were independently related with academic achievement. Fit students, compared with unfit students had significantly higher odds for having high academic achievement (OR = 2.29, 95% CI: 1.48-3.55, p < 0.001). Likewise, having a normal weight status was also related with high academic achievement (OR = 3.65, 95% CI: 1.82-7.34, p < 0.001). Conclusions Cardiorespiratory fitness and weight status were independently and combined related to academic achievement in seventh-grade students independent of the different cohorts, providing further support that aerobically fit and normal weight students are more likely to have better performance at school regardless of the year that they were born. PMID:25001376

Fitness, fatness, and academic performance in seventh-grade elementary school students.

PubMed

Sardinha, Luís B; Marques, Adilson; Martins, Sandra; Palmeira, António; Minderico, Cláudia

2014-07-07

In addition to the benefits on physical and mental health, cardiorespiratory fitness has shown to have positive effects on cognition. This study aimed to investigate the relationship between cardiorespiratory fitness and body weight status on academic performance among seventh-grade students. Participants included 1531 grade 7 students (787 male, 744 female), ranging in age from 12 to 14 years (Mage = 12.3 ± 0.60), from 3 different cohorts. Academic performance was measured using the marks students had, at the end of their academic year, in mathematics, language (Portuguese), foreign language (English), and sciences. To assess cardiorespiratory fitness the Progressive Aerobic Cardiovascular Endurance Run, from Fitnessgram, was used as the test battery. The relationship between academic achievement and the independent and combined association of cardiorespiratory fitness/weight status was analysed, using multinomial logistic regression. Cardiorespiratory fitness and weight status were independently related with academic achievement. Fit students, compared with unfit students had significantly higher odds for having high academic achievement (OR = 2.29, 95% CI: 1.48-3.55, p < 0.001). Likewise, having a normal weight status was also related with high academic achievement (OR = 3.65, 95% CI: 1.82-7.34, p < 0.001). Cardiorespiratory fitness and weight status were independently and combined related to academic achievement in seventh-grade students independent of the different cohorts, providing further support that aerobically fit and normal weight students are more likely to have better performance at school regardless of the year that they were born.

Academic musculoskeletal radiology: influences for gender disparity.

PubMed

Qamar, Sadia R; Khurshid, Kiran; Jalal, Sabeena; Bancroft, Laura; Munk, Peter L; Nicolaou, Savvas; Khosa, Faisal

2018-03-01

Research productivity is one of the few quintessential gauges that North American academic radiology departments implement to determine career progression. The rationale of this study is to quantify the relationship of gender, research productivity, and academic advancements in the musculoskeletal (MSK) radiology to account for emerging trends in workforce diversity. Radiology residency programs enlisted in the Fellowship and Residency Electronic Interactive Database (FREIDA), Canadian Resident Matching Service (CaRMS) and International Skeletal Society (ISS) were searched for academic faculty to generate the database for gender and academic profiles of MSK radiologists. Bibliometric data was collected using Elsevier's SCOPUS archives, and analyzed using Stata version 14.2. Among 274 MSK radiologists in North America, 190 (69.34%) were men and 84 (30.66%) were women, indicating a statistically significant difference (χ2 = 6.34; p value = 0.042). The available number of female assistant professors (n = 50) was more than half of the male assistant professors (n = 88), this ratio however, plummeted at higher academic ranks, with only one-fourth of women (n = 11) professors compared to men (n = 45). The male MSK radiologist had 1.31 times the odds of having a higher h-index, keeping all other variables constant. The trend of gender disparity exists in MSK radiology with significant underrepresentation of women in top tiers of academic hierarchy. Even with comparable h-indices, at the lower academic ranks, a lesser number of women are promoted relative to their male colleagues. Further studies are needed to investigate the degree of influence research productivity has, in determining academic advancement of MSK radiologists.

Enhancement of anesthesiology in-training exam performance with institution of an academic improvement policy.

PubMed

Joseph, Julie A; Terry, Chris M; Waller, Eva J; Bortsov, Andrey V; Zvara, David A; Mayer, David C; Martinelli, Susan M

2014-01-01

Anesthesiology resident physicians across the United States complete an annual in-training examination (ITE). The ITE evaluates resident knowledge and provides personalized feedback to guide future study in low scoring sections(1). Performance on the ITE correlates with outcomes on the American Board of Anesthesiology (ABA) written board examination(2). Over the last several years, declining ITE scores were observed at the University of North Carolina (UNC). In response to this decline, our department reprioritized the ITE by instituting an academic improvement policy (AIP). The AIP employed both reward for satisfactory achievement and consequence for under-performance to elevate the ITE as a "high stakes" examination. Our hypothesis was that implementation of this AIP would improve ITE scores. ITE scores were compiled from 150 residents in the Department of Anesthesiology at UNC for graduating classes from 2004-2015. Data is presented as the number of residents scoring below the 20th percentile when compared to the national distribution before and after the AIP. In addition, average USMLE Step 1 three-digit scores for each graduating class were compared to average ITE percentile scores of the corresponding graduating class (USMLE does not provide percentile scores). Between 2009 and 2013, the number of residents who scored below the 20th percentile on the ITE increased steadily to a peak of 10 in 2011. After implementation of the AIP in July 2011, there was an 80% decrease in those scoring below the 20th percentile, from 10 to 2 residents (p<0.05). Anesthesiology resident ITE scores improved after implementation of an academic improvement policy.

The association between hospitalisation for childhood head injury and academic performance: evidence from a population e-cohort study.

PubMed

Gabbe, Belinda J; Brooks, Caroline; Demmler, Joanne C; Macey, Steven; Hyatt, Melanie A; Lyons, Ronan A

2014-05-01

Childhood head injury has the potential for lifelong disability and burden. This study aimed to establish the association between admission to hospital for childhood head injury and early academic performance. The Wales Electronic Cohort for Children (WECC) study is comprised of record-linked routinely collected data, on all children born or residing in Wales. Anonymous linking fields are used to link child and maternal health, environment and education records. Data from WECC were extracted for children born between September 1998 and August 2001. A Generalised Estimating Equation model, adjusted for clustering based on the maternal identifier as well as other key confounders, was used to establish the association between childhood head injury and performance on the Key Stage 1 (KS1) National Curriculum assessment administered to children aged 5-7 years. Head injury was defined as an emergency admission for >24 h for concussion, skull fracture or intracranial injury prior to KS1 assessment. Of the 101 892 eligible children, KS1 results were available for 90 661 (89%), and 290 had sustained a head injury. Children who sustained an intracranial injury demonstrated significantly lower adjusted odds of achieving a satisfactory KS1 result than children who had not been admitted to hospital for head injury (adjusted OR 0.46, 95% CI 0.30 to 0.72). The findings of this population e-cohort study quantify the impact of head injury on academic performance, highlighting the need for enhanced head injury prevention strategies. The results have implications for the care and rehabilitation of children admitted to hospital with head injury.

Proficiency Guidance on New State Summative Assessments from NWEA

ERIC Educational Resources Information Center

Northwest Evaluation Association, 2015

2015-01-01

Measures of Academic Progress® (MAP®) computer adaptive interim assessments serve many purposes, from informing instruction to identifying students for intervention to projecting proficiency on state accountability assessments. To make sure its flagship product does the latter, Northwest Evaluation Association™ (NWEA™) routinely conducts studies…

Family or Future in the Academy?

ERIC Educational Resources Information Center

Ahmad, Seher

2017-01-01

This article critically reviews recent literature on the relationship between family formation and academic-career progression, emphasizing obstacles women face seeking a tenured position and beyond. Evidence indicates that the pipeline model is dominated by "ideal worker" norms. These norms impose rigid, tightly coupled, sequential,…

The Effectiveness of a College Freshman Reading-Study Skills Course.

ERIC Educational Resources Information Center

Usova, George M.

1979-01-01

Details a study of the reading-study skills course at The Citadel, the Military College of South Carolina, that was performed to assess the effectiveness of the program in terms of academic progress and student retention. Reports positive and significant results. (FL)

Indiana Academic Standards 2000: Final Version.

ERIC Educational Resources Information Center

Indiana State Dept. of Education, Indianapolis.

Quality music education in schools integrates fundamental musical activities and presents them in a sequential, pedagogically sound curriculum. As identified in the 1997 National Assessment for Educational Progress in music, the processes of creating, performing, and responding to music are interwoven throughout a balanced and complete music…

Does Employment during High School Impair Academic Progress?

ERIC Educational Resources Information Center

D'Amico, Ronald

1984-01-01

Research results that showed that high school employment may foster high school achievement is explained by a congruence hypothesis, which holds that there is a correspondence between the personality traits promoted and rewarded by employers and those traits promoted and rewarded by teachers. (Author/RM)

"University?... Hell No!": Stammering through Education

ERIC Educational Resources Information Center

Butler, Clare

2013-01-01

Little research has addressed the effect of having a stammer on academic achievement, specifically progression into higher education. This study spans six decades of educational practice and shows few differences in participants' experiences. They describe their education as occasions of scant interaction, spatial segregation and limited…

Improving Academic Advisement and Transfer Articulation through Technology.

ERIC Educational Resources Information Center

Schinoff, Richard B.; Kelly, J. Terence

1982-01-01

Describes Miami-Dade Community College's computer-based Advisement and Graduation Information System (AGIS), which provides students with accurate, up-to-date information on their progress toward meeting graduation requirements and on courses recommended for transfer. Describes AGIS's six-phase development. Reviews AGIS's management applications,…

Academic Outcomes in Individuals With Childhood-Onset Epilepsy: Mediating Effects of Working Memory.

PubMed

Danguecan, Ashley N; Smith, Mary Lou

2017-08-01

Academic difficulties are common in children with epilepsy, although little is known about the effect of various seizure-related and cognitive variables. Given that persistent seizures may negatively impact academics, and that working memory is predictive of academic abilities, we examined the effects of recent seizures and working memory on word reading, spelling, and arithmetic in pediatric epilepsy. We hypothesized that persistent seizures would be associated with lower working memory ability, which would in turn result in poorer academic performance. Our sample consisted of 91 children with epilepsy being treated at the Hospital for Sick Children in Toronto, Canada, who underwent neuropsychological testing between 2002 and 2009 to help determine surgical candidacy. Four to 11 years later, follow-up testing was conducted on both surgical (n=61) and non-surgical (n=30) patients. Seizure status was defined by the presence or absence of seizures within the preceding 12 months. 5000 bias-corrected bootstrap resamples with replacement were used to calculate the 95% confidence intervals (CIs) for the indirect effect of seizure status on academics through working memory, controlling for baseline academic functioning. Persistent seizures were associated with reduced working memory, which was in turn associated with lower reading (B=-4.64, 95% CI [-10.21, -1.30]), spelling (B=-7.09, 95% CI [-13.97, -2.56], and arithmetic scores (B=-8.04, 95% CI [-13.66, -3.58] at follow-up. For children with intractable epilepsy, working memory deficits present a significant barrier to the development of academic skills. Working memory interventions may be a helpful adjunct to academic remediation in this population to facilitate academic progress. (JINS, 2017, 23, 594-604).