Evaluating the effectiveness of personal response system technology on millennial student learning.

PubMed

McCurry, Mary K; Hunter Revell, Susan M

2011-08-01

As nurse educators, we must explore new technologies that capitalize on the characteristics of millennial learners. One such technology, the personal response system (PRS), is an effective way to promote active learning and increase comprehension. Few nursing studies have examined the benefits of PRS technology on student outcomes. The purpose of this study was to evaluate the effectiveness of PRS technology on learning outcomes in two sections of an undergraduate nursing research course. A crossover design compared class quiz averages between and within groups. Findings related to between and within class quiz scores were mixed, whereas the effectiveness of in-class PRS questions on paper-and-pencil quiz scores and PRS-targeted quiz items was significant. Knowledge gained from this study can be used to enhance our ability to actively engage our technologically savvy undergraduate students. By threading technology into the undergraduate curriculum, learning outcomes may be improved. Copyright 2011, SLACK Incorporated.

Short Circuits or Superconductors? Examining Factors That Encourage or Undermine Group Learning and Collaboration among High-Ability Students. CSE Technical Report.

ERIC Educational Resources Information Center

Webb, Noreen M.; Welner, Mari; Zuniga, Stephen

This study investigated the effects of group ability composition (homogeneous versus heterogeneous) on group processes and outcomes for high ability students completing science performance assessments. Participants were 99 seventh and eighth graders from 9 classes in 2 schools. The results show that group ability composition does not have…

The effect of homogeneous and heterogeneous review pairs on student achievement and attitude when utilizing computer-assisted instruction in middle-level Earth science classes

NASA Astrophysics Data System (ADS)

Lyon, Ellen Beth

1998-09-01

This research project investigated the influence of homogeneous (like-ability) review pairs coupled with heterogeneous (mixed-ability) cooperative learning groups using computer-assisted instruction (CAI) on academic achievement and attitude toward science in eighth grade Earth science students. Subjects were placed into academic quartiles (Hi, Med-Hi, Med-Lo, and Lo) based on achievement. Cooperative learning groups of four (one student from each academic quartile) were formed in all classes, within which students completed CAI through a software package entitled Geoscience Education Through Interactive Technology, or GETITspTM. Each day, when computer activities were completed, students in the experimental classes were divided into homogeneous review pairs to review their work. The students in the control classes were divided into heterogeneous review pairs to review their work. The effects of the experimental treatment were measured by pretest, posttest, and delayed posttest measures, by pre- and post-student attitude scales, and by evaluation of amendments students made to their work during the time spent in review pairs. Results showed that student achievement was not significantly influenced by placement in homogeneous or heterogeneous review pairs, regardless of academic quartile assignment. Student attitude toward science as a school subject did not change significantly due to experimental treatment. Achievement retention of students in experimental and control groups within each quartile showed no significant difference. Notebook amendment patterns showed some significant differences in a few categories. For the Hi quartile, there were significant differences in numbers of deletion amendments and substitution amendments between the experimental and the control group. In both cases, subjects in the experimental group (homogeneous review pairs) made greater number of amendments then those in the control group (heterogeneous review pairs). For the Lo quartile, there was a significant difference in the number of grammar/usage/mechanics (GUM) amendments between the experimental and control groups. The experimental group made far more GUM amendments than the control group. This research highlights the fact that many factors may influence a successful learning environment in which CAI is successfully implemented. Educational research projects should be designed and used to help teachers create learning environments in which CAI is maximized.

Mathematics Literacy on Problem Based Learning with Indonesian Realistic Mathematics Education Approach Assisted E-Learning Edmodo

NASA Astrophysics Data System (ADS)

Wardono; Waluya, S. B.; Mariani, Scolastika; Candra D, S.

2016-02-01

This study aims to find out that there are differences in mathematical literacy ability in content Change and Relationship class VII Junior High School 19, Semarang by Problem Based Learning (PBL) model with an Indonesian Realistic Mathematics Education (called Pendidikan Matematika Realistik Indonesia or PMRI in Indonesia) approach assisted Elearning Edmodo, PBL with a PMRI approach, and expository; to know whether the group of students with learning PBL models with PMRI approach and assisted E-learning Edmodo can improve mathematics literacy; to know that the quality of learning PBL models with a PMRI approach assisted E-learning Edmodo has a good category; to describe the difficulties of students in working the problems of mathematical literacy ability oriented PISA. This research is a mixed methods study. The population was seventh grade students of Junior High School 19, Semarang Indonesia. Sample selection is done by random sampling so that the selected experimental class 1, class 2 and the control experiment. Data collected by the methods of documentation, tests and interviews. From the results of this study showed average mathematics literacy ability of students in the group PBL models with a PMRI approach assisted E-learning Edmodo better than average mathematics literacy ability of students in the group PBL models with a PMRI approach and better than average mathematics literacy ability of students in the expository models; Mathematics literacy ability in the class using the PBL model with a PMRI approach assisted E-learning Edmodo have increased and the improvement of mathematics literacy ability is higher than the improvement of mathematics literacy ability of class that uses the model of PBL learning with PMRI approach and is higher than the improvement of mathematics literacy ability of class that uses the expository models; The quality of learning using PBL models with a PMRI approach assisted E-learning Edmodo have very good category.

Developing model-making and model-breaking skills using direct measurement video-based activities

NASA Astrophysics Data System (ADS)

Vonk, Matthew; Bohacek, Peter; Militello, Cheryl; Iverson, Ellen

2017-12-01

This study focuses on student development of two important laboratory skills in the context of introductory college-level physics. The first skill, which we call model making, is the ability to analyze a phenomenon in a way that produces a quantitative multimodal model. The second skill, which we call model breaking, is the ability to critically evaluate if the behavior of a system is consistent with a given model. This study involved 116 introductory physics students in four different sections, each taught by a different instructor. All of the students within a given class section participated in the same instruction (including labs) with the exception of five activities performed throughout the semester. For those five activities, each class section was split into two groups; one group was scaffolded to focus on model-making skills and the other was scaffolded to focus on model-breaking skills. Both conditions involved direct measurement videos. In some cases, students could vary important experimental parameters within the video like mass, frequency, and tension. Data collected at the end of the semester indicate that students in the model-making treatment group significantly outperformed the other group on the model-making skill despite the fact that both groups shared a common physical lab experience. Likewise, the model-breaking treatment group significantly outperformed the other group on the model-breaking skill. This is important because it shows that direct measurement video-based instruction can help students acquire science-process skills, which are critical for scientists, and which are a key part of current science education approaches such as the Next Generation Science Standards and the Advanced Placement Physics 1 course.

The Use of Health Related Physical Fitness Tests to Achieve Sex Fair Ability Grouping of Students in Junior and Senior High School Physical Education Classes.

ERIC Educational Resources Information Center

Plowman, Sharon Ann

The use of health-related physical fitness tests for sex-fair ability grouping in physical education classes requires the verification of two assumptions: (1) that there exists a direct positive relationship between health-related physical fitness and development and/or improvement of various sport skills; and (2) that there is a physiological…

In-the-wild facial expression recognition in extreme poses

NASA Astrophysics Data System (ADS)

Yang, Fei; Zhang, Qian; Zheng, Chi; Qiu, Guoping

2018-04-01

In the computer research area, facial expression recognition is a hot research problem. Recent years, the research has moved from the lab environment to in-the-wild circumstances. It is challenging, especially under extreme poses. But current expression detection systems are trying to avoid the pose effects and gain the general applicable ability. In this work, we solve the problem in the opposite approach. We consider the head poses and detect the expressions within special head poses. Our work includes two parts: detect the head pose and group it into one pre-defined head pose class; do facial expression recognize within each pose class. Our experiments show that the recognition results with pose class grouping are much better than that of direct recognition without considering poses. We combine the hand-crafted features, SIFT, LBP and geometric feature, with deep learning feature as the representation of the expressions. The handcrafted features are added into the deep learning framework along with the high level deep learning features. As a comparison, we implement SVM and random forest to as the prediction models. To train and test our methodology, we labeled the face dataset with 6 basic expressions.

Worsening renal function definition is insufficient for evaluating acute renal failure in acute heart failure.

PubMed

Shirakabe, Akihiro; Hata, Noritake; Kobayashi, Nobuaki; Okazaki, Hirotake; Matsushita, Masato; Shibata, Yusaku; Nishigoori, Suguru; Uchiyama, Saori; Asai, Kuniya; Shimizu, Wataru

2018-06-01

Whether or not the definition of a worsening renal function (WRF) is adequate for the evaluation of acute renal failure in patients with acute heart failure is unclear. One thousand and eighty-three patients with acute heart failure were analysed. A WRF, indicated by a change in serum creatinine ≥0.3 mg/mL during the first 5 days, occurred in 360 patients while no-WRF, indicated by a change <0.3 mg/dL, in 723 patients. Acute kidney injury (AKI) upon admission was defined based on the ratio of the serum creatinine value recorded on admission to the baseline creatinine value and placed into groups based on the degree of AKI: no-AKI (n = 751), Class R (risk; n = 193), Class I (injury; n = 41), or Class F (failure; n = 98). The patients were assigned to another set of four groups: no-WRF/no-AKI (n = 512), no-WRF/AKI (n = 211), WRF/no-AKI (n = 239), and WRF/AKI (n = 121). A multivariate logistic regression model found that no-WRF/AKI and WRF/AKI were independently associated with 365 day mortality (hazard ratio: 1.916; 95% confidence interval: 1.234-2.974 and hazard ratio: 3.622; 95% confidence interval: 2.332-5.624). Kaplan-Meier survival curves showed that the rate of any-cause death during 1 year was significantly poorer in the no-WRF/AKI and WRF/AKI groups than in the WRF/no-AKI and no-WRF/no-AKI groups and in Class I and Class F than in Class R and the no-AKI group. The presence of AKI on admission, especially Class I and Class F status, is associated with a poor prognosis despite the lack of a WRF within the first 5 days. The prognostic ability of AKI on admission may be superior to WRF within the first 5 days. © 2018 The Authors. ESC Heart Failure published by John Wiley & Sons Ltd on behalf of the European Society of Cardiology.

Worsening renal function definition is insufficient for evaluating acute renal failure in acute heart failure

PubMed Central

Hata, Noritake; Kobayashi, Nobuaki; Okazaki, Hirotake; Matsushita, Masato; Shibata, Yusaku; Nishigoori, Suguru; Uchiyama, Saori; Asai, Kuniya; Shimizu, Wataru

2018-01-01

Abstract Aims Whether or not the definition of a worsening renal function (WRF) is adequate for the evaluation of acute renal failure in patients with acute heart failure is unclear. Methods and results One thousand and eighty‐three patients with acute heart failure were analysed. A WRF, indicated by a change in serum creatinine ≥0.3 mg/mL during the first 5 days, occurred in 360 patients while no‐WRF, indicated by a change <0.3 mg/dL, in 723 patients. Acute kidney injury (AKI) upon admission was defined based on the ratio of the serum creatinine value recorded on admission to the baseline creatinine value and placed into groups based on the degree of AKI: no‐AKI (n = 751), Class R (risk; n = 193), Class I (injury; n = 41), or Class F (failure; n = 98). The patients were assigned to another set of four groups: no‐WRF/no‐AKI (n = 512), no‐WRF/AKI (n = 211), WRF/no‐AKI (n = 239), and WRF/AKI (n = 121). A multivariate logistic regression model found that no‐WRF/AKI and WRF/AKI were independently associated with 365 day mortality (hazard ratio: 1.916; 95% confidence interval: 1.234–2.974 and hazard ratio: 3.622; 95% confidence interval: 2.332–5.624). Kaplan–Meier survival curves showed that the rate of any‐cause death during 1 year was significantly poorer in the no‐WRF/AKI and WRF/AKI groups than in the WRF/no‐AKI and no‐WRF/no‐AKI groups and in Class I and Class F than in Class R and the no‐AKI group. Conclusions The presence of AKI on admission, especially Class I and Class F status, is associated with a poor prognosis despite the lack of a WRF within the first 5 days. The prognostic ability of AKI on admission may be superior to WRF within the first 5 days. PMID:29388735

The Benefit of Being a Big Fish in a Big Pond: Contrast and Assimilation Effects on Academic Self-Concept

ERIC Educational Resources Information Center

Preckel, Franzis; Brull, Matthias

2010-01-01

This study investigates the effects of class-average ability (intelligence) and class type (gifted vs. regular) on Math academic self-concept. The sample comprised 722 fifth-grade students (376 female) in a setting of full-time ability grouping at the top track of the German secondary high school system. Students came from 34 different classes at…

Improving students’ understanding of mathematical concept using maple

NASA Astrophysics Data System (ADS)

Ningsih, Y. L.; Paradesa, R.

2018-01-01

This study aimed to improve students’ understanding of mathematical concept ability through implementation of using Maple in learning and expository learning. This study used a quasi-experimental research with pretest-posttest control group design. The sample on this study was 61 students in the second semester of Mathematics Education of Universitas PGRI Palembang, South Sumatera in academic year 2016/2017. The sample was divided into two classes, one class as the experiment class who using Maple in learning and the other class as a control class who received expository learning. Data were collective through the test of mathematical initial ability and mathematical concept understanding ability. Data were analyzed by t-test and two ways ANOVA. The results of this study showed (1) the improvement of students’ mathematical concept understanding ability who using Maple in learning is better than those who using expository learning; (2) there is no interaction between learning model and students’ mathematical initial ability toward the improvement of students’ understanding of mathematical concept ability.

High-Ability Grouping: Benefits for Gifted Students' Achievement Development Without Costs in Academic Self-Concept.

PubMed

Preckel, Franzis; Schmidt, Isabelle; Stumpf, Eva; Motschenbacher, Monika; Vogl, Katharina; Scherrer, Vsevolod; Schneider, Wolfgang

2017-11-23

Effects of full-time ability grouping on students' academic self-concept (ASC) and mathematics achievement were investigated in the first 3 years of secondary school (four waves of measurement; students' average age at first wave: 10.5 years). Students were primarily from middle and upper class families living in southern Germany. The study sample comprised 148 (60% male) students from 14 gifted classes and 148 (57% male) students from 25 regular classes (matched by propensity score matching). Data analyses involved multilevel and latent growth curve analyses. Findings revealed no evidence for contrast effects of class-average achievement or assimilation effects of class type on students' ASC. ASC remained stable over time. Students in gifted classes showed higher achievement gains than students in regular classes. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

Ability Grouping in English Secondary School: Effects on Attainment in English, Mathematics, and Science.

ERIC Educational Resources Information Center

Ireson, Judith; Hallam, Susan; Hack, Sarah; Clark, Helen; Plewis, Ian

2002-01-01

Studied the impact of ability grouping on attainment in a cohort of year-9 students in 45 mixed secondary schools in England representing a variety of grouping practices. In mathematics, students at higher levels by year 6 make more progress in sets, but those in lower levels make more progress in mixed ability classes. Discusses educational…

Comparison of peer-tutoring learning model through problem-solving approach and traditional learning model on the cognitive ability of grade 10 students at SMKN 13 Bandung on the topic of Stoichiometry

NASA Astrophysics Data System (ADS)

Hayat, A. Z.; Wahyu, W.; Kurnia

2018-05-01

This study aims to find out the improvement of cognitive ability of students on the implementation of cooperative learning model of peer-tutoring by using problem-solving approach. The research method used is mix method of Sequential Explanatory strategy and pretest post-test non-equivalent control group design. The participants involved in this study were 68 grade 10 students of Vocational High School in Bandung that consisted of 34 samples of experimental class and 34 samples of control class. The instruments used include written test and questionnaires. The improvement of cognitive ability of students was calculated using the N- gain formula. Differences of two average scores were calculated using t-test at significant level of α = 0.05. The result of study shows that the improvement of cognitive ability in experimental class was significantly different compared to the improvement in the control class at significant level of α = 0.05. The improvement of cognitive ability in experimental class is higher than in control class.

Facilitating Learning in Large Lecture Classes: Testing the “Teaching Team” Approach to Peer Learning

PubMed Central

Lang, Sarah; Maas, Martha

2010-01-01

We tested the effect of voluntary peer-facilitated study groups on student learning in large introductory biology lecture classes. The peer facilitators (preceptors) were trained as part of a Teaching Team (faculty, graduate assistants, and preceptors) by faculty and Learning Center staff. Each preceptor offered one weekly study group to all students in the class. All individual study groups were similar in that they applied active-learning strategies to the class material, but they differed in the actual topics or questions discussed, which were chosen by the individual study groups. Study group participation was correlated with reduced failing grades and course dropout rates in both semesters, and participants scored better on the final exam and earned higher course grades than nonparticipants. In the spring semester the higher scores were clearly due to a significant study group effect beyond ability (grade point average). In contrast, the fall study groups had a small but nonsignificant effect after accounting for student ability. We discuss the differences between the two semesters and offer suggestions on how to implement teaching teams to optimize learning outcomes, including student feedback on study groups. PMID:21123696

Circuit class or seven-day therapy for increasing intensity of rehabilitation after stroke: protocol of the CIRCIT trial.

PubMed

Hillier, Susan; English, Coralie; Crotty, Maria; Segal, Leonie; Bernhardt, Julie; Esterman, Adrian

2011-12-01

There is strong evidence for a dose-response relationship between physical therapy early after stroke and recovery of function. The optimal method of maximizing physical therapy within finite health care resources is unknown. To determine the effectiveness and cost-effectiveness of two alternative models of physical therapy service delivery (seven-days per week therapy services or group circuit class therapy over five-days a week) to usual care for people receiving inpatient rehabilitation after stroke. Multicenter, three-armed randomized controlled trial with blinded assessment of outcomes. A total of 282 people admitted to inpatient rehabilitation facilities after stroke with an admission functional independence measure (FIM) score within the moderate range (total 40-80 points or motor 38-62 points) will be randomized to receive one of three interventions: • usual care therapy over five-days a week • standard care therapy over seven-days a week, or • group circuit class therapy over five-days a week. Participants will receive the allocated intervention for the length of their hospital stay. Analysis will be by intention-to-treat. The primary outcome measure is walking ability (six-minute walk test) at four-week postintervention with three- and six-month follow-up. Economic analysis will include a costing analysis based on length of hospital stay and staffing/resource costs and a cost-utility analysis (incremental quality of life per incremental cost, relative to usual care). Secondary outcomes include walking speed and independence, ability to perform activities of daily living, arm function, quality of life and participant satisfaction. © 2011 The Authors. International Journal of Stroke © 2011 World Stroke Organization.

Overcoming the loss of blue sensitivity through opsin duplication in the largest animal group, beetles.

PubMed

Sharkey, Camilla R; Fujimoto, M Stanley; Lord, Nathan P; Shin, Seunggwan; McKenna, Duane D; Suvorov, Anton; Martin, Gavin J; Bybee, Seth M

2017-01-31

Opsin proteins are fundamental components of animal vision whose structure largely determines the sensitivity of visual pigments to different wavelengths of light. Surprisingly little is known about opsin evolution in beetles, even though they are the most species rich animal group on Earth and exhibit considerable variation in visual system sensitivities. We reveal the patterns of opsin evolution across 62 beetle species and relatives. Our results show that the major insect opsin class (SW) that typically confers sensitivity to "blue" wavelengths was lost ~300 million years ago, before the origin of modern beetles. We propose that UV and LW opsin gene duplications have restored the potential for trichromacy (three separate channels for colour vision) in beetles up to 12 times and more specifically, duplications within the UV opsin class have likely led to the restoration of "blue" sensitivity up to 10 times. This finding reveals unexpected plasticity within the insect visual system and highlights its remarkable ability to evolve and adapt to the available light and visual cues present in the environment.

Strategies to improve learning of all students in a class

NASA Astrophysics Data System (ADS)

Suraishkumar, G. K.

2018-05-01

The statistical distribution of the student learning abilities in a typical undergraduate engineering class poses a significant challenge to simultaneously improve the learning of all the students in the class. With traditional instruction styles, the students with significantly high learning abilities are not satisfied due to a feeling of unfulfilled potential, and the students with significantly low learning abilities feel lost. To address the challenge in an undergraduate core/required course on 'transport phenomena in biological systems', a combination of learning strategies such as active learning including co-operative group learning, challenge exercises, and others were employed in a pro-advising context. The short-term and long-term impacts were evaluated through student course performances and input, respectively. The results show that it is possible to effectively address the challenge posed by the distribution of student learning abilities in a class.

Effects of Teaching a Library Usage Unit to Seventh Graders.

ERIC Educational Resources Information Center

Gifford, Vernon; Gifford, Jean

This document reports the results of a study undertaken to determine if teaching a 2-week unit on library usage to 7th graders would increase their use of the library. From three non-ability grouped 7th grade classes, two classes of 26 students each were randomly selected for the study. One class was randomly assigned as the experimental group and…

Natural science modules with SETS approach to improve students’ critical thinking ability

NASA Astrophysics Data System (ADS)

Budi, A. P. S.; Sunarno, W.; Sugiyarto

2018-05-01

SETS (Science, Environment, Technology and Society) approach for learning is important to be developed for middle school, since it can improve students’ critical thinking ability. This research aimed to determine feasibility and the effectiveness of Natural Science Module with SETS approach to increase their critical thinking ability. The module development was done by invitation, exploration, explanation, concept fortifying, and assessment. Questionnaire and test performed including pretest and posttest with control group design were used as data collection technique in this research. Two classes were selected randomly as samples and consisted of 32 students in each group. Descriptive data analysis was used to analyze the module feasibility and t-test was used to analyze their critical thinking ability. The results showed that the feasibility of the module development has a very good results based on assessment of the experts, practitioners and peers. Based on the t-test results, there was significant difference between control class and experiment class (0.004), with n-gain score of control and the experiment class respectively 0.270 (low) and 0.470 (medium). It showed that the module was more effective than the textbook. It was able to improve students’ critical thinking ability and appropriate to be used in learning process.

Group rhythmic synchrony and attention in children

PubMed Central

Khalil, Alexander K.; Minces, Victor; McLoughlin, Grainne; Chiba, Andrea

2013-01-01

Synchrony, or the coordinated processing of time, is an often-overlooked yet critical context for human interaction. This study tests the relationship between the ability to synchronize rhythmically in a group setting with the ability to attend in 102 elementary schoolchildren. Impairments in temporal processing have frequently been shown to exist in clinical populations with learning disorders, particularly those with Attention Deficit Hyperactivity Disorder (ADHD). Based on this evidence, we hypothesized that the ability to synchronize rhythmically in a group setting—an instance of the type of temporal processing necessary for successful interaction and learning—would be correlated with the ability to attend across the continuum of the population. A music class is an ideal setting for the study of interpersonal timing. In order to measure synchrony in this context, we constructed instruments that allowed the recording and measurement of individual rhythmic performance. The SWAN teacher questionnaire was used as a measurement of attentional behavior. We find that the ability to synchronize with others in a group music class can predict a child's attentional behavior. PMID:24032021

The Big-Fish-Little-Pond Effect for Academic Self-Concept, Test Anxiety, and School Grades in Gifted Children.

PubMed

Zeidner; Schleyer

1999-10-01

This study reports data extending work by Marsh and colleagues on the "big-fish-little-pond effect" (BFLPE). The BFLPE hypothesizes that it is better for academic self-concept to be a big fish in a little pond (gifted student in regular reference group) than to be a small fish in a big pond (gifted student in gifted reference group). The BFLPE effect was examined with respect to academic self-concept, test anxiety, and school grades in a sample of 1020 gifted Israeli children participating in two different educational programs: (a) special homogeneous classes for the gifted and (b) regular mixed-ability classes. The central hypothesis, deduced from social comparison and reference group theory, was that academically talented students enrolled in special gifted classes will perceive their academic ability and chances for academic success less favorably compared to students in regular mixed-ability classes. These negative self-perceptions, in turn, will serve to deflate students' academic self-concept, elevate their levels of evaluative anxiety, and result in depressed school grades. A path-analytic model linking reference group, academic self-concept, evaluative anxiety, and school performance, was employed to test this conceptualization. Overall, the data lend additional support to reference group theory, with the big-fish-little-pond effect supported for all three variables tested. In addition, academic self-concept and test anxiety were observed to mediate the effects of reference group on school grades. Copyright 1999 Academic Press.

Teaching the psychology of women: an interdisciplinary approach.

PubMed

Anderson, Anita L

2007-01-01

This paper explores the development of a college freshman level course entitled, "Psychology of Women" at the University of the Incarnate Word in San Antonio, Texas. Interdisciplinary focus groups were held that included female professors from various disciplines, i.e., business, education, English literature, biology, nursing, and religious studies. The critical question posed to the group was: In this era of globalization and diversity, what issues and topics should be covered in a class that explores the psychology of women across the lifespan? The importance of studying womanhood within the context of nationality, religion, race, ethnicity, socioeconomic status, age, and physical ability was highlighted.

Medical students perceive better group learning processes when large classes are made to seem small.

PubMed

Hommes, Juliette; Arah, Onyebuchi A; de Grave, Willem; Schuwirth, Lambert W T; Scherpbier, Albert J J A; Bos, Gerard M J

2014-01-01

Medical schools struggle with large classes, which might interfere with the effectiveness of learning within small groups due to students being unfamiliar to fellow students. The aim of this study was to assess the effects of making a large class seem small on the students' collaborative learning processes. A randomised controlled intervention study was undertaken to make a large class seem small, without the need to reduce the number of students enrolling in the medical programme. The class was divided into subsets: two small subsets (n=50) as the intervention groups; a control group (n=102) was mixed with the remaining students (the non-randomised group n∼100) to create one large subset. The undergraduate curriculum of the Maastricht Medical School, applying the Problem-Based Learning principles. In this learning context, students learn mainly in tutorial groups, composed randomly from a large class every 6-10 weeks. The formal group learning activities were organised within the subsets. Students from the intervention groups met frequently within the formal groups, in contrast to the students from the large subset who hardly enrolled with the same students in formal activities. Three outcome measures assessed students' group learning processes over time: learning within formally organised small groups, learning with other students in the informal context and perceptions of the intervention. Formal group learning processes were perceived more positive in the intervention groups from the second study year on, with a mean increase of β=0.48. Informal group learning activities occurred almost exclusively within the subsets as defined by the intervention from the first week involved in the medical curriculum (E-I indexes>-0.69). Interviews tapped mainly positive effects and negligible negative side effects of the intervention. Better group learning processes can be achieved in large medical schools by making large classes seem small.

Medical Students Perceive Better Group Learning Processes when Large Classes Are Made to Seem Small

PubMed Central

Hommes, Juliette; Arah, Onyebuchi A.; de Grave, Willem; Schuwirth, Lambert W. T.; Scherpbier, Albert J. J. A.; Bos, Gerard M. J.

2014-01-01

Objective Medical schools struggle with large classes, which might interfere with the effectiveness of learning within small groups due to students being unfamiliar to fellow students. The aim of this study was to assess the effects of making a large class seem small on the students' collaborative learning processes. Design A randomised controlled intervention study was undertaken to make a large class seem small, without the need to reduce the number of students enrolling in the medical programme. The class was divided into subsets: two small subsets (n = 50) as the intervention groups; a control group (n = 102) was mixed with the remaining students (the non-randomised group n∼100) to create one large subset. Setting The undergraduate curriculum of the Maastricht Medical School, applying the Problem-Based Learning principles. In this learning context, students learn mainly in tutorial groups, composed randomly from a large class every 6–10 weeks. Intervention The formal group learning activities were organised within the subsets. Students from the intervention groups met frequently within the formal groups, in contrast to the students from the large subset who hardly enrolled with the same students in formal activities. Main Outcome Measures Three outcome measures assessed students' group learning processes over time: learning within formally organised small groups, learning with other students in the informal context and perceptions of the intervention. Results Formal group learning processes were perceived more positive in the intervention groups from the second study year on, with a mean increase of β = 0.48. Informal group learning activities occurred almost exclusively within the subsets as defined by the intervention from the first week involved in the medical curriculum (E-I indexes>−0.69). Interviews tapped mainly positive effects and negligible negative side effects of the intervention. Conclusion Better group learning processes can be achieved in large medical schools by making large classes seem small. PMID:24736272

Weekly active-learning activities in a drug information and literature evaluation course.

PubMed

Timpe, Erin M; Motl, Susannah E; Eichner, Samantha F

2006-06-15

To incorporate learning activities into the weekly 2-hour Drug Information and Literature Evaluation class sessions to improve student ability and confidence in performing course objectives, as well as to assess student perception of the value of these activities. In-class activities that emphasized content and skills taught within class periods were created and implemented. Three different surveys assessing student ability and confidence in completing drug information and literature retrieval and evaluation tasks were administered prior to and following the appropriate class sessions. At the completion of the course, an additional evaluation was administered to assess the students' impressions of the value of the learning activities. Students reported increased ability and confidence in all course objectives. The teaching activities were also stated to be useful in students' learning of the material. Incorporation of weekly learning activities resulted in an improvement in student ability and confidence to perform course objectives. Students considered these activities to be beneficial and to contribute to the completion of course objectives.

Hurricane Recovery and Ecological Resilience: Measuring the Impacts of Wetland Alteration Post Hurricane Ike on the Upper TX Coast

NASA Astrophysics Data System (ADS)

Reja, Md Y.; Brody, Samuel D.; Highfield, Wesley E.; Newman, Galen D.

2017-12-01

Recovery after hurricane events encourages new development activities and allows reconstruction through the conversion of naturally occurring wetlands to other land uses. This research investigates the degree to which hurricane recovery activities in coastal communities are undermining the ability of these places to attenuate the impacts of future storm events. Specifically, it explores how and to what extent wetlands are being affected by the CWA Section 404 permitting program in the context of post-Hurricane Ike 2008 recovery. Wetland alteration patterns are examined by selecting a control group (Aransas and Brazoria counties with no hurricane impact) vs. study group (Chambers and Galveston counties with hurricane impact) research design with a pretest-posttest measurement analyzing the variables such as permit types, pre-post Ike permits, land cover classes, and within-outside the 100-year floodplain. Results show that permitting activities in study group have increased within the 100-year floodplain and palustrine wetlands continue to be lost compare to the control group. Simultaneously, post-Ike individual and nationwide permits increased in the Hurricane Ike impacted area. A binomial logistic regression model indicated that permits within the study group, undeveloped land cover class, and individual and nationwide permit type have a substantial effect on post-Ike permits, suggesting that post-Ike permits have significant impact on wetland losses. These findings indicate that recovery after the hurricane is compromising ecological resiliency in coastal communities. The study outcome may be applied to policy decisions in managing wetlands during a long-term recovery process to maintain natural function for future flood mitigation.

Hurricane Recovery and Ecological Resilience: Measuring the Impacts of Wetland Alteration Post Hurricane Ike on the Upper TX Coast.

PubMed

Reja, Md Y; Brody, Samuel D; Highfield, Wesley E; Newman, Galen D

2017-12-01

Recovery after hurricane events encourages new development activities and allows reconstruction through the conversion of naturally occurring wetlands to other land uses. This research investigates the degree to which hurricane recovery activities in coastal communities are undermining the ability of these places to attenuate the impacts of future storm events. Specifically, it explores how and to what extent wetlands are being affected by the CWA Section 404 permitting program in the context of post-Hurricane Ike 2008 recovery. Wetland alteration patterns are examined by selecting a control group (Aransas and Brazoria counties with no hurricane impact) vs. study group (Chambers and Galveston counties with hurricane impact) research design with a pretest-posttest measurement analyzing the variables such as permit types, pre-post Ike permits, land cover classes, and within-outside the 100-year floodplain. Results show that permitting activities in study group have increased within the 100-year floodplain and palustrine wetlands continue to be lost compare to the control group. Simultaneously, post-Ike individual and nationwide permits increased in the Hurricane Ike impacted area. A binomial logistic regression model indicated that permits within the study group, undeveloped land cover class, and individual and nationwide permit type have a substantial effect on post-Ike permits, suggesting that post-Ike permits have significant impact on wetland losses. These findings indicate that recovery after the hurricane is compromising ecological resiliency in coastal communities. The study outcome may be applied to policy decisions in managing wetlands during a long-term recovery process to maintain natural function for future flood mitigation.

Consumer Behavior Classroom Exercises that Really Work.

ERIC Educational Resources Information Center

Kimmel, Allan J.

1999-01-01

Describes five in-class exercises for use in consumer behavior classes that encourage student involvement in group and class discussions, promote student interest in course material, and stimulate critical thinking. Explains that the exercises can be adapted for other related courses and are equally successful with students of varying abilities.…

Classroom climate and science-related attitudes of junior high school students in Taiwan

NASA Astrophysics Data System (ADS)

Lin, Bao-Shan; Crawley, Frank E., III

Differences in classroom climate and science related attitudes were investigated among junior high school science classes and students in Taiwan. The sample consisted of 1,269 students enrolled in 40 science classes distributed equally among ten junior high schools, five metropolitan and five rural. Classes were further classified according to sex (21 boys and 19 girls classes) and ability (19 high and 21 low ability classes). Using the Learning Environment Inventory (Anderson, Walberg, & Fraser, 1982) to measure climate, science classes in metropolitan schools, more than rural, were found to be characterized by Speed, Friction, Favoritism, Difficulty, Cliqueness, and Competitiveness. No differences were found in the classroom climates of classes in which students were grouped according to sex or ability. Using the Test of Science-Related Attitudes (Fraser, 1981), students in science classes in metropolitan schools, in contrast to rural, expressed more positive attitudes toward the Social Implications of Science, Adoption of Scientific Attitudes, and Attitude to Scientific Inquiry. Boys more than girls recorded high scores on Leisure Interest in Science and Career Interest in Science. High ability students were found to have higher scores on Attitude to Scientific Inquiry than did low ability students. When examining the relationship between the 15 subscale scores of the LEI and the seven subscale scores of the TOSRA for the 40 classes, only 9 out of 105 correlations proved to be significant. Most differences in climate, attitude, and their interactions were attributed to school location rather than to student characteristics.

Fungal hemolysins

PubMed Central

Nayak, Ajay P.; Green, Brett J.; Beezhold, Donald H.

2015-01-01

Hemolysins are a class of proteins defined by their ability to lyse red cells but have been described to exhibit pleiotropic functions. These proteins have been extensively studied in bacteria and more recently in fungi. Within the last decade, a number of studies have characterized fungal hemolysins and revealed a fascinating yet diverse group of proteins. The purpose of this review is to provide a synopsis of the known fungal hemolysins with an emphasis on those belonging to the aegerolysin protein family. New insight and perspective into fungal hemolysins in biotechnology and health are additionally presented. PMID:22769586

Effects of Team-Based Learning on the Core Competencies of Nursing Students: A Quasi-Experimental Study.

PubMed

Lee, Kyung Eun

2018-04-01

An important goal of nursing education is helping students achieve core competencies efficiently. One proposed way of improving nursing education is team-based learning (TBL). The aim of this study was to assess the comparative effectiveness of TBL and lecture-style classes in terms of teaching core competencies in nursing education, which include clinical competence skills, problem-solving ability, communication competencies, critical thinking ability, and self-leadership. This quasi-experimental study enrolled 183 students as participants, with 95 and 88 in the experimental and control groups, respectively. These two groups attended 6 hours (2 hours weekly for 3 weeks) of TBL and lecture-style classes, respectively. Differences in core competencies between the two groups were compared before and after the intervention. The experimental group achieved significantly higher scores for clinical competence skills, communication competence, critical thinking ability, and self-leadership at posttest than at pretest, whereas the control group achieved significantly higher scores for clinical competence skills and critical thinking ability at posttest than at pretest. After the intervention, the experimental group had significantly better clinical competence skills, communication competence, and self-leadership than the control group. TBL is an effective approach method to teaching core competencies in nursing education.

Using the Science Process Skills to Investigate Animals and Animal Habitats

NASA Astrophysics Data System (ADS)

Braithwaite, Saisha

This study explored how a STEM (science, technology, engineering, and math) engineer design challenge allowed students to analyze the characteristics of animals and animal habitats. This study was conducted in a kindergarten class within an urban school district. The class has 25 students while the study focuses on six students. The group consists of three boys and three girls. In this study, the students used the science process skills to observe, classify, infer, and make predictions about animals and habitats. In the engineer design, students created an established habitat and built their own animal that can survive in that habitat. The study analyzed how students used process skills to engage with the habitats and animals. The students successfully used the science process skills in this study. The results showed that students gained more content knowledge when they used multiple process skills within a lesson. The study shows that developing lessons using the science process skills improves students' ability to demonstrate their knowledge of animals and their habitats.

Tracking and Inequality: New Directions for Research and Practice. WCER Working Paper No. 2009-6

ERIC Educational Resources Information Center

Gamoran, Adam

2009-01-01

The practice of tracking and ability grouping--the division of students into separate tracks, classes, and groups for instruction based on their purported interests and abilities--has long been debated. Evidence from decades of research indicates that tracking magnifies inequality between high and low achievers without raising achievement overall,…

Ability-Based Criteria and the Lower Class Student: The De Facto Screw.

ERIC Educational Resources Information Center

Amato, Josephine; Backman, Carl B.

Social class discrimination in the schooling process is less a product of teachers' attitudes than of the systems by which schools group students. Although class bias has been demonstrated in grading practices and other key decision points, numerous studies have shown that teachers are less to blame for inequitable learning situations than…

Balance circuit classes to improve balance among rehabilitation inpatients: a protocol for a randomised controlled trial

PubMed Central

2013-01-01

Background Impaired balance and mobility are common among rehabilitation inpatients. Poor balance and mobility lead to an increased risk of falling. Specific balance exercise has been shown to improve balance and reduce falls within the community setting. However few studies have measured the effects of balance exercises on balance within the inpatient setting. The aim of this randomised controlled trial is to investigate whether the addition of circuit classes targeting balance to usual therapy lead to greater improvements in balance among rehabilitation inpatients than usual therapy alone. Methods/Design A single centre, randomised controlled trial with concealed allocation, assessor blinding and intention-to-treat analysis. One hundred and sixty two patients admitted to the general rehabilitation ward at Bankstown-Lidcombe Hospital will be recruited. Eligible participants will have no medical contraindications to exercise and will be able to: fully weight bear; stand unaided independently for at least 30 seconds; and participate in group therapy sessions with minimal supervision. Participants will be randomly allocated to an intervention group or usual-care control group. Both groups will receive standard rehabilitation intervention that includes physiotherapy mobility training and exercise for at least two hours on each week day. The intervention group will also receive six 1-hour circuit classes of supervised balance exercises designed to maximise the ability to make postural adjustments in standing, stepping and walking. The primary outcome is balance. Balance will be assessed by measuring the total time the participant can stand unsupported in five different positions; feet apart, feet together, semi-tandem, tandem and single-leg-stance. Secondary outcomes include mobility, self reported physical functioning, falls and hospital readmissions. Performance on the outcome measures will be assessed before randomisation and at two-weeks and three-months after randomisation by physiotherapists unaware of intervention group allocation. Discussion This study will determine the impact of additional balance circuit classes on balance among rehabilitation inpatients. The results will provide essential information to guide evidence-based physiotherapy at the study site as well as across other rehabilitation inpatient settings. Trial registration The protocol for this study is registered with the Australian New Zealand, Clinical Trials Registry: ACTRN=12611000412932 PMID:23870654

A neoliberalisation of civil society? Self-help groups and the labouring class poor in rural South India.

PubMed

Pattenden, Jonathan

2010-01-01

This paper notes the prominence of self-help groups (SHGs) within current anti-poverty policy in India, and analyses the impacts of government- and NGO-backed SHGs in rural North Karnataka. It argues that self-help groups represent a partial neoliberalisation of civil society in that they address poverty through low-cost methods that do not challenge the existing distribution of power and resources between the dominant class and the labouring class poor. It finds that intra-group savings and loans and external loans/subsidies can provide marginal economic and political gains for members of the dominant class and those members of the labouring classes whose insecure employment patterns currently provide above poverty line consumption levels, but provide neither material nor political gains for the labouring class poor. Target-oriented SHG catalysts are inattentive to how the social relations of production reproduce poverty and tend to overlook class relations and socio-economic and political differentiation within and outside of groups, which are subject to interference by dominant class local politicians and landowners.

Perceptions of the activity, the social climate, and the self during group exercise classes regulate intrinsic satisfaction

PubMed Central

Maher, Jaclyn P.; Gottschall, Jinger S.; Conroy, David E.

2015-01-01

Engaging in regular physical activity is a challenging task for many adults. Intrinsic satisfaction with exercise classes is thought to promote adherence to physical activity. This study examined the characteristics of exercise classes that impact within-person changes in intrinsic satisfaction over the course of an extended group exercise program. A 30-week physical activity trial was conducted with assessments at the end of each class. Community-living adults (n = 29) were instructed to complete at least six group exercise classes each week and, following each exercise class, complete a questionnaire asking about the characteristics of the class and the participant’s evaluation of the class. Intrinsic satisfaction was high, on average, but varied as much within-person from class-to-class as it did between exercisers. Participants reported the greatest intrinsic satisfaction when classes placed greater emphasis on exercisers’ involvement with the group task, feelings of competence, and encouragement from the instructor. For the most part, exercise classes that were more intense than usual were perceived by exercisers as less intrinsically satisfying. Some overall characteristics of the exercise classes were also associated with intrinsic satisfaction. The social and motivational characteristics of group exercise classes contribute to exercisers’ intrinsic satisfaction with classes and attention to those dynamics, as well as the intensity of the exercise, may improve adherence for exercise regimens. PMID:26347696

Perceptions of the activity, the social climate, and the self during group exercise classes regulate intrinsic satisfaction.

PubMed

Maher, Jaclyn P; Gottschall, Jinger S; Conroy, David E

2015-01-01

Engaging in regular physical activity is a challenging task for many adults. Intrinsic satisfaction with exercise classes is thought to promote adherence to physical activity. This study examined the characteristics of exercise classes that impact within-person changes in intrinsic satisfaction over the course of an extended group exercise program. A 30-week physical activity trial was conducted with assessments at the end of each class. Community-living adults (n = 29) were instructed to complete at least six group exercise classes each week and, following each exercise class, complete a questionnaire asking about the characteristics of the class and the participant's evaluation of the class. Intrinsic satisfaction was high, on average, but varied as much within-person from class-to-class as it did between exercisers. Participants reported the greatest intrinsic satisfaction when classes placed greater emphasis on exercisers' involvement with the group task, feelings of competence, and encouragement from the instructor. For the most part, exercise classes that were more intense than usual were perceived by exercisers as less intrinsically satisfying. Some overall characteristics of the exercise classes were also associated with intrinsic satisfaction. The social and motivational characteristics of group exercise classes contribute to exercisers' intrinsic satisfaction with classes and attention to those dynamics, as well as the intensity of the exercise, may improve adherence for exercise regimens.

Balance circuit classes to improve balance among rehabilitation inpatients: a protocol for a randomised controlled trial.

PubMed

Treacy, Daniel; Schurr, Karl; Sherrington, Catherine

2013-07-20

Impaired balance and mobility are common among rehabilitation inpatients. Poor balance and mobility lead to an increased risk of falling. Specific balance exercise has been shown to improve balance and reduce falls within the community setting. However few studies have measured the effects of balance exercises on balance within the inpatient setting. A single centre, randomised controlled trial with concealed allocation, assessor blinding and intention-to-treat analysis. One hundred and sixty two patients admitted to the general rehabilitation ward at Bankstown-Lidcombe Hospital will be recruited. Eligible participants will have no medical contraindications to exercise and will be able to: fully weight bear; stand unaided independently for at least 30 seconds; and participate in group therapy sessions with minimal supervision. Participants will be randomly allocated to an intervention group or usual-care control group. Both groups will receive standard rehabilitation intervention that includes physiotherapy mobility training and exercise for at least two hours on each week day. The intervention group will also receive six 1-hour circuit classes of supervised balance exercises designed to maximise the ability to make postural adjustments in standing, stepping and walking. The primary outcome is balance. Balance will be assessed by measuring the total time the participant can stand unsupported in five different positions; feet apart, feet together, semi-tandem, tandem and single-leg-stance. Secondary outcomes include mobility, self reported physical functioning, falls and hospital readmissions. Performance on the outcome measures will be assessed before randomisation and at two-weeks and three-months after randomisation by physiotherapists unaware of intervention group allocation. This study will determine the impact of additional balance circuit classes on balance among rehabilitation inpatients. The results will provide essential information to guide evidence-based physiotherapy at the study site as well as across other rehabilitation inpatient settings. The protocol for this study is registered with the Australian New Zealand, Clinical Trials Registry: ACTRN=12611000412932.

The Effect of Concept Attainment Model on Mathematically Critical Thinking Ability of The University Students

NASA Astrophysics Data System (ADS)

Angraini, L. M.; Kartasasmita, B.; Dasari, D.

2017-02-01

This study examined the university students’ mathematically critical thinking ability through Concept Attainment Model learning. The Kolmogorov-Smirnov test, Levene test, t test, ANOVA one and two ways were used to analyse the data. The results of this study showed that (1) there is no difference grade on the student’s mathematical critical thinking ability between experimental group and conventional group as a whole, (2) there is no difference on the students’ mathematical critical thinking ability of experimental classes based on their mathematical early ability (3) there is no interaction between the learning that is used with the students’ mathematical early ability on the students’ mathematical critical thinking ability.

Improving students’ mathematical representational ability through RME-based progressive mathematization

NASA Astrophysics Data System (ADS)

Warsito; Darhim; Herman, T.

2018-01-01

This study aims to determine the differences in the improving of mathematical representation ability based on progressive mathematization with realistic mathematics education (PMR-MP) with conventional learning approach (PB). The method of research is quasi-experiments with non-equivalent control group designs. The study population is all students of class VIII SMPN 2 Tangerang consisting of 6 classes, while the sample was taken two classes with purposive sampling technique. The experimental class is treated with PMR-MP while the control class is treated with PB. The instruments used are test of mathematical representation ability. Data analysis was done by t-test, ANOVA test, post hoc test, and descriptive analysis. The result of analysis can be concluded that: 1) there are differences of mathematical representation ability improvement between students treated by PMR-MP and PB, 2) no interaction between learning approach (PMR-MP, PB) and prior mathematics knowledge (PAM) to improve students’ mathematical representation; 3) Students’ mathematical representation improvement in the level of higher PAM is better than medium, and low PAM students. Thus, based on the process of mathematization, it is very important when the learning direction of PMR-MP emphasizes on the process of building mathematics through a mathematical model.

Comparison of the effectiveness of two styles of case-based learning implemented in lectures for developing nursing students' critical thinking ability: A randomized controlled trial.

PubMed

Hong, Shaohua; Yu, Ping

2017-03-01

To explore and compare the effectiveness of two styles of case-based learning methods, unfolding nursing case and usual nursing case, implemented in lectures for developing nursing students' critical thinking ability. 122 undergraduate nursing students in four classes were taught the subject of medical nursing for one year. Two classes were randomly assigned as the experimental group and the other two the control group. The experimental group received the lectures presenting unfolding nursing cases and the control group was taught the usual cases. Nineteen case-based lectures were provided in 8 months in two semesters to each group. The two groups started with a similar level of critical thinking ability as tested by the instrument of Critical Thinking Disposition Inventory-Chinese version (CTDI-CV). After receiving 19 case-based learning lectures for 8 months, both groups of students significantly improved their critical thinking ability. The improvement in the experimental group was significantly higher than that in the control group (with the average total score of 303.77±15.24 vs. 288.34±13.94, p<0.05). The experimental group also had significantly better improvement in six out of seven dimensions whereas the control group showed improvement in only three out of seven dimensions of CTDI-CV. The study suggests the feasibility of implementing case-based learning in lectures. Unfolding nursing cases appear to be significantly more effective than the usual nursing cases in developing undergraduate nursing students' critical thinking ability in the subject of medical nursing. Further research can implement the unfolding nursing cases in other nursing subjects. Copyright © 2016 Elsevier Ltd. All rights reserved.

Impact of training of teachers on their ability, skills, and confidence to teach HIV/AIDS in classroom: a qualitative assessment

PubMed Central

2013-01-01

Background Considering the significant impact of school-based HIV/AIDS education, in 2007, a curriculum on HIV/AIDS was incorporated in the national curriculum for high school students of Bangladesh through the Government’s HIV-prevention program. Based on the curriculum, an intervention was designed to train teachers responsible for teaching HIV/AIDS in classes. Methods In-depth interviews were conducted with teachers to understand their ability, skills, and confidence in conducting HIV/AIDS classes. Focus-group discussions (FGDs) were conducted with students who participated in HIV/AIDS classes. HIV/AIDS classes were also observed in randomly-selected schools. Thematic assessment was made to analyze data. Results The findings showed that the trained teachers were more comfortable in using interactive teaching methods and in explaining sensitive issues to their students in HIV/AIDS classes. They were also competent in using interactive teaching methods and could ensure the participation of students in HIV/AIDS classes. Conclusions The findings suggest that cascading training may be scaled up as it helped increase ability, skills, and confidence of teachers to successfully conduct HIV/AIDS classes. PMID:24144065

Changes in language development among autistic and peer children in segregated and integrated preschool settings.

PubMed

Harris, S L; Handleman, J S; Kristoff, B; Bass, L; Gordon, R

1990-03-01

Five young children with autism enrolled in a segregated class, five other children with autism in an integrated class, and four normally developing peer children in the integrated class were compared for developmental changes in language ability as measured by the Preschool Language Scale before and after training. The results, based on Mann-Whitney U tests, showed that (a) all of the children as a group made better than normative progress in rate of language development, (b) the scores of the autistic children were significantly lower than the peers before and after treatment, and (c) there were no significant differences in changes in language ability between the autistic children in the segregated and integrated classes.

Implementation of Sensor and Control Designs for Bioregenerative Systems

NASA Technical Reports Server (NTRS)

Rodriguez, Pedro R. (Editor)

1990-01-01

The goal of the Spring 1990 EGM 4001 Design class was to design, fabricate, and test sensors and control systems for a closed loop life support system (CLLSS). The designs investigated were to contribute to the development of NASA's Controlled Ecological Life Support System (CELSS) at Kennedy Space Center (KSC). Designs included a seed moisture content sensor, a porous medium wetness sensor, a plant health sensor, and a neural network control system. The seed group focused on the design and implementation of a sensor that could detect the moisture content of a seed batch. The porous medium wetness group concentrated on the development of a sensor to monitor the amount of nutrient solution within a porous plate incorporating either infrared reflectance or thermal conductance properties. The plant health group examined the possibility of remotely monitoring the health of the plants within the Biomass Production Chamber (BPC) using infrared reflectance properties. Finally, the neural network group concentrated on the ability to use parallel processing in order to control a robot arm and analyze the data from the health sensor to detect regions of a plant.

Understanding Informal and Formal Mathematical Abilities in Mainland Chinese and Chinese-American Children.

ERIC Educational Resources Information Center

Zhou, Zheng; Cheng, Christine; Mottram, Lisa; Rosenblum, Stacey

Informal and formal mathematical abilities were studied in the preschool, kindergarten, and first grade children in Beijing, China and Chinese-American children in New York City. Test of Early Mathematical Abilities-2nd Edition (TEMA-2) was administered to the three groups of children (children from Beijing, Chinese-American from lower-class, and…

Instructional Approaches on Science Performance, Attitude and Inquiry Ability in a Computer-Supported Collaborative Learning Environment

ERIC Educational Resources Information Center

Chen, Ching-Huei; Chen, Chia-Ying

2012-01-01

This study examined the effects of an inquiry-based learning (IBL) approach compared to that of a problem-based learning (PBL) approach on learner performance, attitude toward science and inquiry ability. Ninety-six students from three 7th-grade classes at a public school were randomly assigned to two experimental groups and one control group. All…

Using an Integrative Approach To Teach Hebrew Grammar in an Elementary Immersion Class.

ERIC Educational Resources Information Center

Eckstein, Peter

The 12-week program described here was designed to improve a Hebrew language immersion class' ability to correctly use the simple past and present tenses. The target group was a sixth-grade class that achieved a 65.68 percent error-free rate on a pre-test; the project's objective was to achieve 90 percent error free tests, using student…

Summer stream water temperature models for Great Lakes streams: New York

USGS Publications Warehouse

Murphy, Marilyn K.; McKenna, James E.; Butryn, Ryan S.; McDonald, Richard P.

2010-01-01

Temperature is one of the most important environmental influences on aquatic organisms. It is a primary driver of physiological rates and many abiotic processes. However, despite extensive research and measurements, synoptic estimates of water temperature are not available for most regions, limiting our ability to make systemwide and large-scale assessments of aquatic resources or estimates of aquatic species abundance and biodiversity. We used subwatershed averaging of point temperature measurements and associated multiscale landscape habitat conditions from over 3,300 lotic sites throughout New York State to develop and train artificial neural network models. Separate models predicting water temperature (in cold, cool, and warm temperature classes) within small catchment–stream order groups were developed for four modeling units, which together encompassed the entire state. Water temperature predictions were then made for each stream segment in the state. All models explained more than 90% of data variation. Elevation, riparian forest cover, landscape slope, and growing degree-days were among the most important model predictors of water temperature classes. Geological influences varied among regions. Predicted temperature distributions within stream networks displayed patterns of generally increasing temperature downstream but were patchy due to the averaging of water temperatures within stream size-classes of small drainages. Models predicted coldwater streams to be most numerous and warmwater streams to be generally associated with the largest rivers and relatively flat agricultural areas and urban areas. Model predictions provide a complete, georeferenced map of summer daytime mean stream temperature potential throughout New York State that can be used for planning and assessment at spatial scales from the stream segment class to the entire state.

Effects of collaboration and inquiry on reasoning and achievement in biology

NASA Astrophysics Data System (ADS)

Jensen, Jamie Lee

The primary purpose of the present study was to compare the effectiveness of two collaborative grouping strategies and two instructional methods in terms of gains in reasoning ability and achievement in college biology. In order to do so, a quasi-experimental study was performed in which students were placed in one of four treatment conditions: heterogeneous grouping within inquiry instruction, homogeneous grouping within inquiry instruction, heterogeneous grouping within non-inquiry instruction, and homogeneous grouping within non-inquiry instruction. Students were placed in groups based on initial reasoning level. Reasoning levels and achievement gains were assessed at the end of the study. Results showed that within non-inquiry instruction, heterogeneous mean group scores were higher in both reasoning and achievement than homogeneous groups. In contrast, within inquiry instruction, homogeneous mean group scores were higher in both reasoning and achievement. Inquiry instruction, as a whole, significantly outperformed non-inquiry instruction in the development of reasoning ability. Within inquiry instruction, low-ability students had significantly greater reasoning gains when grouped homogeneously. These results support Piaget's developmental theory and contradict Vygotsky's developmental theory. These results also suggest that the success of one grouping strategy over another is highly dependent upon the nature of instruction, which may be a cause for such conflicting views on grouping strategies within the educational literature. In addition, inquiry instruction led to students having greater confidence in their reasoning ability as well as a more positive attitude toward collaboration. Instructional implications are discussed.

Effectiveness of the use of question-driven levels of inquiry based instruction (QD-LOIBI) assisted visual multimedia supported teaching material on enhancing scientific explanation ability senior high school students

NASA Astrophysics Data System (ADS)

Suhandi, A.; Muslim; Samsudin, A.; Hermita, N.; Supriyatman

2018-05-01

In this study, the effectiveness of the use of Question-Driven Levels of Inquiry Based Instruction (QD-LOIBI) assisted visual multimedia supported teaching materials on enhancing senior high school students scientific explanation ability has been studied. QD-LOIBI was designed by following five-levels of inquiry proposed by Wenning. Visual multimedia used in teaching materials included image (photo), virtual simulation and video phenomena. QD-LOIBI assisted teaching materials supported by visual multimedia were tried out on senior high school students at one high school in one district in West Java. A quasi-experiment method with design one experiment group (n = 31) and one control group (n = 32) were used. Experimental group were given QD-LOIBI assisted teaching material supported by visual multimedia, whereas the control group were given QD-LOIBI assisted teaching materials not supported visual multimedia. Data on the ability of scientific explanation in both groups were collected by scientific explanation ability test in essay form concerning kinetic gas theory concept. The results showed that the number of students in the experimental class that has increased the category and quality of scientific explanation is greater than in the control class. These results indicate that the use of multimedia supported instructional materials developed for implementation of QD-LOIBI can improve students’ ability to provide explanations supported by scientific evidence gained from practicum activities and applicable concepts, laws, principles or theories.

The Use of Cooperative Round Robin Discussion Model to Improve Students' Holistic Ability in TEFL Class

ERIC Educational Resources Information Center

Asari, Slamet; Ma'rifah, Ulfatul; Arifani, Yudhi

2017-01-01

This classroom action research is carried out within two cycles to breed a strategy on how a" Round Robin Discussion Learning Model" enhance students' critical thinking, presentation skills, confidence, and independent learning in Teaching English as a Foreign Language (TEFL) class. Pop-up quiz, teacher made-tests, classroom…

Development of Children's Creativity and Manual Skills within Digital Game-Based Learning Environment

ERIC Educational Resources Information Center

Hsiao, H-S.; Chang, C-S.; Lin, C-Y.; Hu, P-M.

2014-01-01

In this study, we developed a digital game-based learning (DGBL) system, called the ToES, to foster students' creativity. Fifty-one fifth-grade students from two classes in a public school in Taipei, Taiwan, were recruited and consented to participate. Both classes consisted of students with mixed abilities studying a foundation unit entitled…

Development and results of a new methodology to perform focus group with preschool children on their beliefs and attitudes on physical activity.

PubMed

Cammisa, Maria; Montrone, Rosa; Caroli, Margherita

2011-10-01

The aim of this study is to develop and test a method to perform focus groups (FGs) and to elicit the subjective views of preschool-age children on physical activity and perceived kindergarten barriers to practice it. FGs have been held in three different kindergarten classes with 49 children who were 4-5 years old. Children were asked to draw themselves in their preferred way of playing and were asked few questions about their drawings to understand their behaviours and ideas. In class A and B, 67% and 75% of the children, respectively, drew sedentary plays (table and impersonation games). Children referred that the main obstacle to perform active games outside home/kindergarten was the parents' and teachers' perceived risk that they could be hurt or catch a cold. The children would like to have more table games in the kindergarten. 81% of children in class C drew active group games. All these children were well satisfied with their kindergarten environment and did not refer to any adults' fear regarding active play. This class teacher spent a lot of time to develop children's motor abilities through active games and often used the garden to let the children to play freely. The use of drawings to understand children's habits on physical activity has turned out to be a reliable and easy tool in preschool children. The different results obtained in the two children groups show the need to change the beliefs and the behaviours of teachers and parents who seem to be non-architectural "invisible" barriers to be knocked down. This protocol has been developed by ASL Brindisi within the framework of PERISCOPE's objective to develop new methodologies.

Bacterial community shift in the coastal Gulf of Mexico salt-marsh sediment microcosm in vitro following exposure to the Mississippi Canyon Block 252 oil (MC252).

PubMed

Koo, Hyunmin; Mojib, Nazia; Huang, Jonathan P; Donahoe, Rona J; Bej, Asim K

2015-08-01

In this study, we examined the responses by the indigenous bacterial communities in salt-marsh sediment microcosms in vitro following treatment with Mississippi Canyon Block 252 oil (MC252). Microcosms were constructed of sediment and seawater collected from Bayou La Batre located in coastal Alabama on the Gulf of Mexico. We used an amplicon pyrosequencing approach on microcosm sediment metagenome targeting the V3-V5 region of the 16S rRNA gene. Overall, we identified a shift in the bacterial community in three distinct groups. The first group was the early responders (orders Pseudomonadales and Oceanospirillales within class Gammaproteobacteria), which increased their relative abundance within 2 weeks and were maintained 3 weeks after oil treatment. The second group was identified as early, but transient responders (order Rhodobacterales within class Alphaproteobacteria; class Epsilonproteobacteria), which increased their population by 2 weeks, but returned to the basal level 3 weeks after oil treatment. The third group was the late responders (order Clostridiales within phylum Firmicutes; order Methylococcales within class Gammaproteobacteria; and phylum Tenericutes), which only increased 3 weeks after oil treatment. Furthermore, we identified oil-sensitive bacterial taxa (order Chromatiales within class Gammaproteobacteria; order Syntrophobacterales within class Deltaproteobacteria), which decreased in their population after 2 weeks of oil treatment. Detection of alkane (alkB), catechol (C2,3DO) and biphenyl (bph) biodegradation genes by PCR, particularly in oil-treated sediment metacommunity DNA, delineates proliferation of  the hydrocarbon degrading bacterial community. Overall, the indigenous bacterial communities in our salt-marsh sediment in vitro microcosm study responded rapidly and shifted towards members of the taxonomic groups that are capable of surviving in an MC252 oil-contaminated environment.

Students’ Mathematical Creative Thinking through Problem Posing Learning

NASA Astrophysics Data System (ADS)

Ulfah, U.; Prabawanto, S.; Jupri, A.

2017-09-01

The research aims to investigate the differences in enhancement of students’ mathematical creative thinking ability of those who received problem posing approach assisted by manipulative media and students who received problem posing approach without manipulative media. This study was a quasi experimental research with non-equivalent control group design. Population of this research was third-grade students of a primary school in Bandung city in 2016/2017 academic year. Sample of this research was two classes as experiment class and control class. The instrument used is a test of mathematical creative thinking ability. Based on the results of the research, it is known that the enhancement of the students’ mathematical creative thinking ability of those who received problem posing approach with manipulative media aid is higher than the ability of those who received problem posing approach without manipulative media aid. Students who get learning problem posing learning accustomed in arranging mathematical sentence become matter of story so it can facilitate students to comprehend about story

Assessing intrinsic and specific vulnerability models ability to indicate groundwater vulnerability to groups of similar pesticides: A comparative study

USGS Publications Warehouse

Douglas, Steven; Dixon, Barnali; Griffin, Dale W.

2018-01-01

With continued population growth and increasing use of fresh groundwater resources, protection of this valuable resource is critical. A cost effective means to assess risk of groundwater contamination potential will provide a useful tool to protect these resources. Integrating geospatial methods offers a means to quantify the risk of contaminant potential in cost effective and spatially explicit ways. This research was designed to compare the ability of intrinsic (DRASTIC) and specific (Attenuation Factor; AF) vulnerability models to indicate groundwater vulnerability areas by comparing model results to the presence of pesticides from groundwater sample datasets. A logistic regression was used to assess the relationship between the environmental variables and the presence or absence of pesticides within regions of varying vulnerability. According to the DRASTIC model, more than 20% of the study area is very highly vulnerable. Approximately 30% is very highly vulnerable according to the AF model. When groundwater concentrations of individual pesticides were compared to model predictions, the results were mixed. Model predictability improved when concentrations of the group of similar pesticides were compared to model results. Compared to the DRASTIC model, the AF model more accurately predicts the distribution of the number of contaminated wells within each vulnerability class.

Executive Function as a Risk Factor for Incisor Trauma.

PubMed

Nyquist, Jillian M; Phillips, Ceib; Stein, Margot; Koroluk, Lorne D

2018-05-08

Executive function is the ability to guide behavior to achieve goals or complete tasks. This study explored the relationship between executive function, as assessed by the Behavior Rating Inventory of Executive Function Parent Form Questionnaire (BRIEF ® ) and incisor trauma. This study included children in the mixed dentition with recent incisor trauma (n=28) and a control group (n=30) without recent incisor trauma. Subjects' parents completed the BRIEF ® , while a clinical examination assessed subjects' occlusal relationships. Parents also completed a custom questionnaire that investigated their child's medical history and daily activities. Fisher Exact and unpaired t-tests compared BRIEF ® scores, occlusal characteristics, medical history, and reported daily activities of the two groups. The trauma group had a greater percentage of participants with a Class II dental relationship (p=0.01). There was no significant difference between groups with respect to mean BRIEF ® t-scores within the Global Executive Composite. There was a statistically significant difference between groups with respect to the percentage of subjects with clinically significant (≥65) BRIEF ® t-scores within the Inhibit (p=0.05) and Emotional Control (p=0.02) subscales and Behavioral Regulation Index (p=0.02). There were no statistically significant differences between groups with respect to age, gender, overbite, overjet, medical history, body mass index, or daily activities. Children in the mixed dentition with a Class II dental relationship are at greater risk for incisor injury, as well as those involved in outdoor activities. Specific executive dysfunctions such as impulsivity and poor emotional control may increase the risk for incisor trauma. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.

Us and Them: A History of Pupil Grouping Policies in England's Schools

ERIC Educational Resources Information Center

Gillard, Derek

2009-01-01

The selection of children in England's schools for different types of education can be seen operating at three levels: between schools, within schools and within classes. This article deals mainly with the second--the allocation of pupils to classes--but it also refers to selection for secondary education and to the grouping of pupils within…

Assessment of Learning Gains Associated with Independent Exam Analysis in Introductory Biology

PubMed Central

William, Adrienne E.; Aguilar-Roca, Nancy M.; Tsai, Michelle; Wong, Matthew; Beaupré, Marin Moravec; O’Dowd, Diane K.

2011-01-01

This study evaluates the impact of an independent postmidterm question analysis exercise on the ability of students to answer subsequent exam questions on the same topics. It was conducted in three sections (∼400 students/section) of introductory biology. Graded midterms were returned electronically, and each student was assigned a subset of questions answered incorrectly by more than 40% of the class to analyze as homework. The majority of questions were at Bloom's application/analysis level; this exercise therefore emphasized learning at these higher levels of cognition. Students in each section answered final exam questions matched by topic to all homework questions, providing a within-class control group for each question. The percentage of students who correctly answered the matched final exam question was significantly higher (p < 0.05) in the Topic Analysis versus Control Analysis group for seven of 19 questions. We identified two factors that influenced activity effectiveness: 1) similarity in topic emphasis of the midterm–final exam question pair and 2) quality of the completed analysis homework. Our data suggest that this easy-to-implement exercise will be useful in large-enrollment classes to help students develop self-regulated learning skills. Additional strategies to help introductory students gain a broader understanding of topic areas are discussed. PMID:22135369

Assessment of learning gains associated with independent exam analysis in introductory biology.

PubMed

Williams, Adrienne E; William, Adrienne E; Aguilar-Roca, Nancy M; Tsai, Michelle; Wong, Matthew; Beaupré, Marin Moravec; O'Dowd, Diane K

2011-01-01

This study evaluates the impact of an independent postmidterm question analysis exercise on the ability of students to answer subsequent exam questions on the same topics. It was conducted in three sections (∼400 students/section) of introductory biology. Graded midterms were returned electronically, and each student was assigned a subset of questions answered incorrectly by more than 40% of the class to analyze as homework. The majority of questions were at Bloom's application/analysis level; this exercise therefore emphasized learning at these higher levels of cognition. Students in each section answered final exam questions matched by topic to all homework questions, providing a within-class control group for each question. The percentage of students who correctly answered the matched final exam question was significantly higher (p < 0.05) in the Topic Analysis versus Control Analysis group for seven of 19 questions. We identified two factors that influenced activity effectiveness: 1) similarity in topic emphasis of the midterm-final exam question pair and 2) quality of the completed analysis homework. Our data suggest that this easy-to-implement exercise will be useful in large-enrollment classes to help students develop self-regulated learning skills. Additional strategies to help introductory students gain a broader understanding of topic areas are discussed.

The Effects of the CW-FIT Group Contingency on Class-Wide and Individual Behavior in an Urban First Grade Classroom

ERIC Educational Resources Information Center

Naylor, Anna Schmidt; Kamps, Debra; Wills, Howard

2018-01-01

The current study examined the effects of the Class-wide Function-related Intervention Teams (CW-FIT), a class-wide group contingency, on the on-task behavior of all students in a first grade class and the on-task and disruptive behavior of three target students within that class who were nominated by their teacher through a behavioral screening.…

Delivery Style Moderates Study Habits in an Online Nutrition Class

ERIC Educational Resources Information Center

Connors, Priscilla

2013-01-01

Objective: To report how the design of an online class affected student ability to stay on task, find critical resources, and communicate with the instructor via e-mail. Methods: Audiorecorded focus group meetings at a United States university featured a structured approach to discussions among undergraduate students enrolled in an Internet…

DESIGNS FOR TEAM TEACHING IN ENGLISH.

ERIC Educational Resources Information Center

ELKINS, WILLIAM R.; STEVENS, MARTIN

A TEAM-TEACHING EXPERIMENT IN HIGH SCHOOL ENGLISH AND OBSERVATIONS IN THE PROBLEMS ENCOUNTERED BY PLANNERS WERE PRESENTED. ALSO PROMOTION OF MORE EFFECTIVE ABILITY GROUPING AND THE IMPROVEMENT AND ECONOMIZING OF INSTRUCTION WERE EXPLORED. THE CLASSES IN THE STUDY WERE A JUNIOR AND A SENIOR ENGLISH CLASS. EACH HAD 80 STUDENTS, AND EACH WAS COMPOSED…

Integrating Reading Instruction into Vocational Agriculture Classes. Miscellaneous Publication 586. Contribution Number 3813.

ERIC Educational Resources Information Center

Sullivan, Dorothy D.; Cardozier, V.R.

An experiment was conducted to determine whether special reading instruction integrated with agricultural instruction would result in improved reading ability and increased achievement in subject matter. random assignment was made of vocational agriculture classes in 12 Maryland schools to experimental and control groups. Units on soil sampling…

Heterogeneity of executive functions among comorbid neurodevelopmental disorders

PubMed Central

Dajani, Dina R.; Llabre, Maria M.; Nebel, Mary Beth; Mostofsky, Stewart H.; Uddin, Lucina Q.

2016-01-01

Executive functions (EFs) are used to set goals, plan for the future, inhibit maladaptive responses, and change behavior flexibly. Although some studies point to specific EF profiles in autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD) — prevalent and often highly comorbid neurodevelopmental disorders — others have not differentiated them. The objective of the current study was to identify distinct profiles of EF across typically developing (TD) children and children with ASD and ADHD. We employed a latent profile analysis using indicators of EF (e.g., working memory, inhibition, and flexibility) in a mixed group of 8–13 year-olds including TD children (n = 128), children with ASD without ADHD (n = 30), children with ADHD (n = 93), and children with comorbid ASD and ADHD (n = 66). Three EF classes emerged: “above average,” “average,” and “impaired.” EF classes did not reproduce diagnostic categories, suggesting that differences in EF abilities are present within the ASD and ADHD groups. Further, greater EF dysfunction predicted more severe socioemotional problems, such as anxiety/depression. These results highlight the heterogeneity of current diagnostic groups and identify an “impaired” EF group, consisting of children with both ASD and ADHD, which could specifically be targeted for EF intervention. PMID:27827406

Change of Direction Ability Performance in Cerebral Palsy Football Players According to Functional Profiles

PubMed Central

Reina, Raúl; Sarabia, Jose M.; Yanci, Javier; García-Vaquero, María P.; Campayo-Piernas, María

2016-01-01

The aims of the present study were to evaluate the validity and reliability of the two different change of direction ability (CODA) tests in elite football players with cerebral palsy (CP) and to analyse the differences in performance of this ability between current functional classes (FT) and controls. The sample consisted of 96 international cerebral palsy football players (FPCP) and 37 football players. Participants were divided into four different groups according to the International Federation of Cerebral Palsy Football (IFCPF) classes and a control group (CG): FT5 (n = 8); FT6 (n = 12); FT7 (n = 62); FT8 (n = 14); and CG (n = 37). The reproducibility of Modified Agility Test (MAT) and Illinois Agility Test (IAT) (ICC = 0.82–0.95, SEM = 2.5–5.8%) showed excellent to good values. In two CODA tests, CG performed faster scores compared with FPCP classes (p < 0.01, d = 1.76–3.26). In IAT, FT8 class comparisons regarding the other classes were: FT5 (p = 0.047, d = 1.05), FT6 (p = 0.055, d = 1.19), and FT7 (p = 0.396, d = 0.56). With regard to MAT, FT8 class was also compared with FT5 (p = 0.006, d = 1.30), FT6 (p = 0.061, d = 0.93), and FT7 (p = 0.033, d = 1.01). No significant differences have been found between FT5, FT6, and FT7 classes. According to these results, IAT and MAT could be useful and reliable and valid tests to analyse CODA in FPCP. Each test (IAT and MAT) could be applied considering the cut point that classifiers need to make a decision about the FT8 class and the other FT classes (FT5, FT6, and FT7). PMID:26779037

Class categories and the subjective dimension of class: the case of Denmark.

PubMed

Harrits, Gitte Sommer; Pedersen, Helene Helboe

2018-03-01

Class relations have been proven to affect various aspects of social life, even in modern individualized societies. However, following claims on individualization and the so-called 'death of class' thesis, studying the subjective dimension of class - that is, the way individuals perceive of class relations and their own position within them - has gone out of style. We argue that even in equalized societies, subjective class perceptions may still influence attitudes and behaviour as they evolve to fit modern class relations. To explore the existence as well as structure and content of perceived social classes, this article investigates how people describe society and social groups in focus group discussions. We find that groups in different positions in terms of education and economy all tend to apply hierarchical class categories to describe Danish society, which is normally seen as one of the most equal societies and political systems in the world. In addition, we find that economic resources serve as a baseline for the hierarchical ordering, often supplemented with notions of education, lifestyle and/or occupational profile. Even though people are somewhat uncomfortable with the notion of class, their descriptions of Danish society and classes are surprisingly similar within and across groups. We conclude that not only do class relations matter; people are also highly aware of the existing classes and able to position themselves and others according to their notion of classes. © London School of Economics and Political Science 2017.

PHONICS WITH CONTEXT CLUES AS APPLIED TO LANGUAGE ARTS.

ERIC Educational Resources Information Center

GUFFEY, MARY DEMAREE

A SIMPLIFIED METHOD OF PHONICS UTILIZING THE GESTALT METHOD OF LEARNING IS PRESENTED. THE WORDS IN THIS COURSE IN PHONICS ARE TO BE TAUGHT AT A TIME DIFFERENT FROM THE READING CLASSES, BUT THE PRINCIPLES DEVELOPED ARE TO BE APPLIED WITHIN THE READING CLASSES. THE COURSE CAN BE USED WITH ANY BASIC TEXT AND STRESSES THE ABILITY OF CHILDREN TO…

Setting by Ability--Or Is It? A Quantitative Study of Determinants of Set Placement in English Secondary Schools

ERIC Educational Resources Information Center

Muijs, Daniel; Dunne, Mairead

2010-01-01

Background: Grouping students into classes by ability on a subject-by-subject basis, also known as setting, is a common practice in many educational systems. An important issue is therefore the way in which setting decisions are made. While educators and policy-makers favouring setting claim that ability or achievement is the sole criterion used,…

Supporting middle school students' construction of evidence-based arguments: Impact of and student interactions with computer-based argumentation scaffolds

NASA Astrophysics Data System (ADS)

Belland, Brian Robert

Middle school students have difficulty creating evidence-based arguments (EBAs) during problem-based learning (PBL) units due to challenges (a) adequately representing the unit's central problem (Ge & Land, 2004; Liu & Bera, 2005), (b) determining and obtaining the most relevant evidence (Pedersen & Liu, 2002-2003), and (c) synthesizing gathered information to construct a sound argument (Cho & Jonassen, 2002). I designed and developed the Connection Log to support middle school students in this process. This study addressed (1) the Connection Log's impact on (a) argument evaluation ability, and (b) group argument quality and (2) how and why middle school science students used the Connection Log. Four sections of a 7th-grade science class participated. Student groups selected a stakeholder position related to the Human Genome Project (HGP) and needed to decide on and promote a plan to use $3 million to further their position as pertains to the HGP. I randomly assigned one higher-achieving and one lower-achieving class to Connection Log or no Connection Log conditions. Students completed an argument evaluation test, and impact on argument evaluation ability was determined using nested ANOVA. Two graduate students, blind to treatment conditions, rated group arguments, and impact on group argument quality was determined using nested MANOVA. To determine how and why students used the Connection Log, I videotaped and interviewed one small group from each class in the experimental condition. I coded transcripts and generated themes, triangulating the two data sources with informal observations during all class sessions and what students wrote in the Connection Log. I detected no significant differences on claim, evidence, or connection of claim to evidence ratings of debate performances. However, students used the Connection Log to counter different difficulties, and I found a significant main effect of the Connection Log on argument evaluation ability, as well as a significant simple main effect of the Connection Log on argument evaluation ability of lower-achieving students. Implications include the Connection Log's potential to facilitate the creation of evidence-based arguments and the importance of (a) supporting English as a New Language students' efforts and (b) redundancy in communication.

Improving problem solving in primary school students: The effect of a training programme focusing on metacognition and working memory.

PubMed

Cornoldi, Cesare; Carretti, Barbara; Drusi, Silvia; Tencati, Chiara

2015-09-01

Despite doubts voiced on their efficacy, a series of studies has been carried out on the capacity of training programmes to improve academic and reasoning skills by focusing on underlying cognitive abilities and working memory in particular. No systematic efforts have been made, however, to test training programmes that involve both general and specific underlying abilities. If effective, these programmes could help to increase students' motivation and competence. This study examined the feasibility of improving problem-solving skills in school children by means of a training programme that addresses general and specific abilities involved in problem solving, focusing on metacognition and working memory. The project involved a sample of 135 primary school children attending eight classes in the third, fourth, and fifth grades (age range 8-10 years). The classes were assigned to two groups, one attending the training programme in the first 3 months of the study (Training Group 1) and the other serving as a waiting-list control group (Training Group 2). In the second phase of the study, the role of the two groups was reversed, with Training Group 2 attending the training instead of Training Group 1. The training programme led to improvements in both metacognitive and working memory tasks, with positive-related effects on the ability to solve problems. The gains seen in Training Group 1 were also maintained at the second post-test (after 3 months). Specific activities focusing on metacognition and working memory may contribute to modifying arithmetical problem-solving performance in primary school children. © 2015 The British Psychological Society.

Cabri 3D - assisted collaborative learning to enhance junior high school students’ spatial ability

NASA Astrophysics Data System (ADS)

Muntazhimah; Miatun, A.

2018-01-01

The main purpose of this quasi-experimental study was to determine the enhancement of spatial ability of junior high school students who learned through Cabri-3D assisted collaborative learning. The methodology of this study was the nonequivalent group that was conducted to students of the eighth grade in a junior high school as a population. Samples consisted one class of the experimental group who studied with Cabri-3D assisted collaborative learning and one class as a control group who got regular learning activity. The instrument used in this study was a spatial ability test. Analyzing normalized gain of students’ spatial ability based on mathemathical prior knowledge (MPK) and its interactions was tested by two-way ANOVA at a significance level of 5% then continued with using Post Hoc Scheffe test. The research results showed that there was significant difference in enhancement of the spatial ability between students who learnt with Cabri 3D assisted collaborative learning and students who got regular learning, there was significant difference in enhancement of the spatial ability between students who learnt with cabri 3D assisted collaborative learning and students who got regular learning in terms of MPK and there is no significant interaction between learning (Cabri-3D assisted collaborative learning and regular learning) with students’ MPK (high, medium, and low) toward the enhancement of students’ spatial abilities. From the above findings, it can be seen that cabri-3D assisted collaborative learning could enhance spatial ability of junior high school students.

Empirically Defined Patterns of Executive Function Deficits in Schizophrenia and Their Relation to Everyday Functioning: A Person-Centered Approach

PubMed Central

Iampietro, Mary; Giovannetti, Tania; Drabick, Deborah A. G.; Kessler, Rachel K.

2013-01-01

Executive function (EF) deficits in schizophrenia (SZ) are well documented, although much less is known about patterns of EF deficits and their association to differential impairments in everyday functioning. The present study empirically defined SZ groups based on measures of various EF abilities and then compared these EF groups on everyday action errors. Participants (n=45) completed various subtests from the Delis–Kaplan Executive Function System (D-KEFS) and the Naturalistic Action Test (NAT), a performance-based measure of everyday action that yields scores reflecting total errors and a range of different error types (e.g., omission, perseveration). Results of a latent class analysis revealed three distinct EF groups, characterized by (a) multiple EF deficits, (b) relatively spared EF, and (c) perseverative responding. Follow-up analyses revealed that the classes differed significantly on NAT total errors, total commission errors, and total perseveration errors; the two classes with EF impairment performed comparably on the NAT but performed worse than the class with relatively spared EF. In sum, people with SZ demonstrate variable patterns of EF deficits, and distinct aspects of these EF deficit patterns (i.e., poor mental control abilities) may be associated with everyday functioning capabilities. PMID:23035705

Group by Subject or by Ability? Tertiary Mathematics for Engineering Students

ERIC Educational Resources Information Center

Plank, Michael; James, Alex; Hannah, John

2011-01-01

The mathematics topics taught to engineering students at university are ostensibly no different to those taught to mathematics majors, so should these students be taught together or separately? Should engineering students be segregated by ability in their mathematics classes? This study analyses the grades of over 1000 engineering students, and…

Teacher Approval and Disapproval by Ability Grouping.

ERIC Educational Resources Information Center

Heller, Marc Stephen

This study investigated teachers' use of verbal approval and disapproval as a function of subject matter (mathematics, social studies) and class ability; the use of these behaviors in instructional versus managerial contexts was studied. Five mathematics and five social studies teachers in an inner-city junior high school were observed for 6…

The Effect of Grouping and Program Type on Scholastic and Affective Outcomes in the Mawhiba Schools Partnership Initiative

ERIC Educational Resources Information Center

Batterjee, Adel A.

2016-01-01

Researchers have struggled for decades to determine whether ability grouping is helpful or harmful; however, study findings have been inconsistent. To assess the effect of grouping and program type on scholastic and affective outcomes, three grouping types (gifted separate-class enrichment, pull-out gifted enrichment, and no enrichment), three…

Class Pictures: Representations of Race, Gender and Ability in a Century of School Photography.

ERIC Educational Resources Information Center

Margolis, Eric

2000-01-01

Examined photographs taken of U.S. public school classes between the 1880s and the 1940s. Found significant gaps and historical amnesia, with segregated collections that reproduce images of hierarchy and dominance. The photographic archives searched convey biased views of the history of education and minority groups in the United States. (SLD)

What effect does classroom separation have on twins' behavior, progress at school, and reading abilities?

PubMed

Tully, Lucy A; Moffitt, Terrie E; Caspi, Avshalom; Taylor, Alan; Kiernan, Helena; Andreou, Penny

2004-04-01

We investigated the effects of classroom separation on twins' behavior, progress at school, and reading abilities. This investigation was part of a longitudinal study of a nationally-representative sample of twins (the E-risk Study) who were assessed at the start of school (age 5) and followed up (age 7). We examined three groups of twins: pairs who were in the same class at both ages; pairs who were in separate classes at both ages; and pairs who were in the same class at age 5, but separated by age 7. When compared to those not separated, those separated early had significantly more teacher-rated internalizing problems and those separated later showed more internalizing problems and lower reading scores. Monozygotic (MZ) twins showed more problems as a result of separation than dizygotic (DZ) twins. No group differences emerged for externalizing problems, ADHD or prosocial behaviors. The implications of the findings for parents and teachers of twins, and for school practices about separating twins, are discussed.

[Effects of Learning Activities on Application of Learning Portfolio in Nursing Management Course].

PubMed

Choi, So Eun; Kim, Eun A

2016-02-01

This study was conducted to examine effects of a learning portfolio by identifying the learning of nursing students taking a learning portfolio-utilized nursing management class. A non-equivalent control group pretest-posttest design was used. Participants were 83 senior students taking the nursing management course in one of the Departments of Nursing at 2 Universities. Experimental group (n=42) received a learning portfolio-utilized nursing management class 15 times over 15 weeks (3 hours weekly). Self-directed learning abilities, approaches to learning and learning flow of the participants were examined with self-report structured questionnaires. Data were collected between September 2 and December 16, 2014, and were analyzed using chi-square test, Fisher's exact test, independent t-test and ANCOVA with SPSS/PC version 21.0. After the intervention the experimental group showed significant increases in self-directed learning abilities, deep approaches to learning and learning flow compared to the control group. However, no significant difference was found between groups for surface approaches to learning. Learning activities using the learning portfolios could be effective in cultivating the learning competency for growth of knowledge, technology and professionalism by increasing personal concentration and organization ability of the nursing students so that they can react to the rapidly changing environment.

A Study on the Nature of Learning Behaviour Pattern among University Students

ERIC Educational Resources Information Center

Halder, Santoshi

2008-01-01

Changes in the world economy, transportation and communication are resulting in increased levels of interdependence among individuals, groups, organizations, communities, and societies. Students can be from many cultures, ethnic groups, language groups and religions as well as from different economic social classes and ability levels. At the same…

Mathematically Gifted in the Heterogeneously Grouped Mathematics Classroom: What Is a Teacher to Do?

ERIC Educational Resources Information Center

Reed, Catherine Finlayson

2004-01-01

Differentiation provides one method by which teachers can provide appropriate challenges at appropriate levels for all learners in a heterogeneously grouped mathematics classroom, where the range of abilities and interests can be wide. This article considers a heterogeneously grouped high school geometry class where differentiation is practiced.…

Teacher-Made Adapted Devices for Archery, Badminton, and Table Tennis.

ERIC Educational Resources Information Center

Cowart, Jim

1978-01-01

The newsletter offers guidelines for adapting physical education classes to meet the needs of handicapped students. Adaptations should be within a student's ability range, allow a student to participate within guidelines established by his/her physician, allow a student to participate in the development of an adaptation and be positive toward its…

On Identifying Clusters Within the C-type Asteroids of the Sloan Digital Sky Survey

NASA Astrophysics Data System (ADS)

Poole, Renae; Ziffer, J.; Harvell, T.

2012-10-01

We applied AutoClass, a data mining technique based upon Bayesian Classification, to C-group asteroid colors in the Sloan Digital Sky Survey (SDSS). Previous taxonomic studies relied mostly on Principal Component Analysis (PCA) to differentiate asteroids within the C-group (e.g. B, G, F, Ch, Cg and Cb). AutoClass's advantage is that it calculates the most probable classification for us, removing the human factor from this part of the analysis. In our results, AutoClass divided the C-groups into two large classes and six smaller classes. The two large classes (n=4974 and 2033, respectively) display distinct regions with some overlap in color-vs-color plots. Each cluster's average spectrum is compared to 'typical' spectra of the C-group subtypes as defined by Tholen (1989) and each cluster's members are evaluated for consistency with previous taxonomies. Of the 117 asteroids classified as B-type in previous taxonomies, only 12 were found with SDSS colors that matched our criteria of having less than 0.1 magnitude error in u and 0.05 magnitude error in g, r, i, and z colors. Although this is a relatively small group, 11 of the 12 B-types were placed by AutoClass in the same cluster. By determining the C-group sub-classifications in the large SDSS database, this research furthers our understanding of the stratigraphy and composition of the main-belt.

MO-E-18C-03: Incorporating Active Learning Into A Traditional Graduate Medical Physics Course

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

Burmeister, J

Purpose: To improve the ability of graduate students to learn medical physics concepts through the incorporation of active learning techniques. Methods: A traditional lecture-based radiological physics course was modified such that: (1) traditional (two-hour) lectures were provided online for students to watch prior to class, (2) a student was chosen randomly at the start of each class to give a two minute synopsis of the material and its relevance (two-minute drill), (3) lectures were significantly abbreviated and remaining classroom time used for group problem solving, and (4) videos of the abbreviated lectures were made available online for review. In themore » transition year, students were surveyed about the perceived effects of these changes on learning. Student performance was evaluated for 3 years prior to and 4 years after modification. Results: The survey tool used a five point scale from 1=Not True to 5=Very True. While nearly all students reviewed written materials prior to class (4.3±0.9), a minority watched the lectures (2.1±1.5). A larger number watched the abbreviated lectures for further clarification (3.6±1.6) and found it helpful in learning the content (4.2±1.0). Most felt that the two-minute drill helped them get more out of the lecture (3.9±0.8) and the problem solving contributed to their understanding of the content (4.1±0.8). However, no significant improvement in exam scores resulted from the modifications (mean scores well within 1 SD during study period). Conclusion: Students felt that active learning techniques improved their ability to learn the material in what is considered the most difficult course in the program. They valued the ability to review the abbreviated class lecture more than the opportunity to watch traditional lectures prior to class. While no significant changes in student performance were observed, aptitude variations across the student cohorts make it difficult to draw conclusions about the effectiveness of active learning.« less

Physique and Performance of Young Wheelchair Basketball Players in Relation with Classification

PubMed Central

Zancanaro, Carlo

2015-01-01

The relationships among physical characteristics, performance, and functional ability classification of younger wheelchair basketball players have been barely investigated to date. The purpose of this work was to assess anthropometry, body composition, and performance in sport-specific field tests in a national sample of Italian younger wheelchair basketball players as well as to evaluate the association of these variables with the players’ functional ability classification and game-related statistics. Several anthropometric measurements were obtained for 52 out of 91 eligible players nationwide. Performance was assessed in seven sport-specific field tests (5m sprint, 20m sprint with ball, suicide, maximal pass, pass for accuracy, spot shot and lay-ups) and game-related statistics (free-throw points scored per match, two- and three-point field-goals scored per match, and their sum). Association between variables, and predictivity was assessed by correlation and regression analysis, respectively. Players were grouped into four Classes of increasing functional ability (A-D). One-way ANOVA with Bonferroni’s correction for multiple comparisons was used to assess differences between Classes. Sitting height and functional ability Class especially correlated with performance outcomes, but wheelchair basketball experience and skinfolds did not. Game-related statistics and sport-specific field-test scores all showed significant correlation with each other. Upper arm circumference and/or maximal pass and lay-ups test scores were able to explain 42 to 59% of variance in game-related statistics (P<0.001). A clear difference in performance was only found for functional ability Class A and D. Conclusion: In younger wheelchair basketball players, sitting height positively contributes to performance. The maximal pass and lay-ups test should be carefully considered in younger wheelchair basketball training plans. Functional ability Class reflects to a limited extent the actual differences in performance. PMID:26606681

Influence of Problem-Based Learning Model of Learning to the Mathematical Communication Ability of Students of Grade XI IPA SMAN 14 Padang

NASA Astrophysics Data System (ADS)

Nisa, I. M.

2018-04-01

The ability of mathematical communication is one of the goals of learning mathematics expected to be mastered by students. However, reality in the field found that the ability of mathematical communication the students of grade XI IPA SMA Negeri 14 Padang have not developed optimally. This is evident from the low test results of communication skills mathematically done. One of the factors that causes this happens is learning that has not been fully able to facilitate students to develop mathematical communication skills well. By therefore, to improve students' mathematical communication skills required a model in the learning activities. One of the models learning that can be used is Problem Based learning model Learning (PBL). The purpose of this study is to see whether the ability the students' mathematical communication using the PBL model better than the students' mathematical communication skills of the learning using conventional learning in Class XI IPA SMAN 14 Padang. This research type is quasi experiment with design Randomized Group Only Design. Population in this research that is student of class XI IPA SMAN 14 Padang with sample class XI IPA 3 and class XI IPA 4. Data retrieval is done by using communication skill test mathematically shaped essay. To test the hypothesis used U-Mann test Whitney. Based on the results of data analysis, it can be concluded that the ability mathematical communication of students whose learning apply more PBL model better than the students' mathematical communication skills of their learning apply conventional learning in class XI IPA SMA 14 Padang at α = 0.05. This indicates that the PBL learning model effect on students' mathematical communication ability.

Assessment of knowledge transfer in the context of biomechanics

NASA Astrophysics Data System (ADS)

Hutchison, Randolph E.

The dynamic act of knowledge transfer, or the connection of a student's prior knowledge to features of a new problem, could be considered one of the primary goals of education. Yet studies highlight more instances of failure than success. This dissertation focuses on how knowledge transfer takes place during individual problem solving, in classroom settings and during group work. Through the lens of dynamic transfer, or how students connect prior knowledge to problem features, this qualitative study focuses on a methodology to assess transfer in the context of biomechanics. The first phase of this work investigates how a pedagogical technique based on situated cognition theory affects students' ability to transfer knowledge gained in a biomechanics class to later experiences both in and out of the classroom. A post-class focus group examined events the students remembered from the class, what they learned from them, and how they connected them to later relevant experiences inside and outside the classroom. These results were triangulated with conceptual gains evaluated through concept inventories and pre- and post- content tests. Based on these results, the next two phases of the project take a more in-depth look at dynamic knowledge transfer during independent problem-solving and group project interactions, respectively. By categorizing prior knowledge (Source Tools), problem features (Target Tools) and the connections between them, results from the second phase of this study showed that within individual problem solving, source tools were almost exclusively derived from "propagated sources," i.e. those based on an authoritative source. This differs from findings in the third phase of the project, in which a mixture of "propagated" sources and "fabricated" sources, i.e. those based on student experiences, were identified within the group project work. This methodology is effective at assessing knowledge transfer in the context of biomechanics through evidence of the ability to identify differing patterns of how different students apply prior knowledge and make new connections between prior knowledge and current problem features in different learning situations. Implications for the use of this methodology include providing insight into not only students' prior knowledge, but also how they connect this prior knowledge to problem features (i.e. dynamic knowledge transfer). It also allows the identification of instances in which external input from other students or the instructor prompted knowledge transfer to take place. The use of this dynamic knowledge transfer lens allows the addressing of gaps in student understanding, and permits further investigations of techniques that increase instances of successful knowledge transfer.

Verbal Ability and Persistent Offending: A Race-Specific Test of Moffitt's Theory

PubMed Central

Bellair, Paul E.; McNulty, Thomas L.; Piquero, Alex R.

2014-01-01

Theoretical questions linger over the applicability of the verbal ability model to African Americans and the social control theory hypothesis that educational failure mediates the effect of verbal ability on offending patterns. Accordingly, this paper investigates whether verbal ability distinguishes between offending groups within the context of Moffitt's developmental taxonomy. Questions are addressed with longitudinal data spanning childhood through young-adulthood from an ongoing national panel, and multinomial and hierarchical Poisson models (over-dispersed). In multinomial models, low verbal ability predicts membership in a life-course-persistent-oriented group relative to an adolescent-limited-oriented group. Hierarchical models indicate that verbal ability is associated with arrest outcomes among White and African American subjects, with effects consistently operating through educational attainment (high school dropout). The results support Moffitt's hypothesis that verbal deficits distinguish adolescent-limited- and life-course-persistent-oriented groups within race as well as the social control model of verbal ability. PMID:26924885

Group-Level Formative Feedback and Metadiscourse

ERIC Educational Resources Information Center

Resendes, Monica; Scardamalia, Marlene; Bereiter, Carl; Chen, Bodong; Halewood, Cindy

2015-01-01

This research explores the ability of grade 2 students to engage in productive discussion about the state of their knowledge building using group-level feedback tools to support their metadiscourse. Two aspects of knowledge work were common to the comparison and experimental classes: "Knowledge Building talk" (KB talk) involving…

Micro-Experimental Analysis of the Small-Group Reading Lesson: Social and Cognitive Consequences of Silent Reading.

ERIC Educational Resources Information Center

Wilkinson, Ian A. G.; Anderson, Richard C.

This study examined a social-organizational hypothesis that explains how silent reading in small-group lessons might influence students' learning. One hundred children in four third-grade classes, each divided into three ability groups, received two silent and two oral reading lessons. Group dynamics were measured from videotapes of the lessons.…

The Efficacy of Differentiated Instruction in Meeting the Needs of Gifted Middle School Learners

ERIC Educational Resources Information Center

Light, Julie K.

2012-01-01

The research site is a middle school in a K-12 suburban public school district with heterogeneously grouped (mixed ability) middle school language arts, social studies, and science classes. It has been determined that the academic needs of its gifted or highly talented learners in these classes need to be better met. This action science research…

Validity and reliability assessment of a peer evaluation method in team-based learning classes.

PubMed

Yoon, Hyun Bae; Park, Wan Beom; Myung, Sun-Jung; Moon, Sang Hui; Park, Jun-Bean

2018-03-01

Team-based learning (TBL) is increasingly employed in medical education because of its potential to promote active group learning. In TBL, learners are usually asked to assess the contributions of peers within their group to ensure accountability. The purpose of this study is to assess the validity and reliability of a peer evaluation instrument that was used in TBL classes in a single medical school. A total of 141 students were divided into 18 groups in 11 TBL classes. The students were asked to evaluate their peers in the group based on evaluation criteria that were provided to them. We analyzed the comments that were written for the highest and lowest achievers to assess the validity of the peer evaluation instrument. The reliability of the instrument was assessed by examining the agreement among peer ratings within each group of students via intraclass correlation coefficient (ICC) analysis. Most of the students provided reasonable and understandable comments for the high and low achievers within their group, and most of those comments were compatible with the evaluation criteria. The average ICC of each group ranged from 0.390 to 0.863, and the overall average was 0.659. There was no significant difference in inter-rater reliability according to the number of members in the group or the timing of the evaluation within the course. The peer evaluation instrument that was used in the TBL classes was valid and reliable. Providing evaluation criteria and rules seemed to improve the validity and reliability of the instrument.

Cognitive capitalism: the effect of cognitive ability on wealth, as mediated through scientific achievement and economic freedom.

PubMed

Rindermann, Heiner; Thompson, James

2011-06-01

Traditional economic theories stress the relevance of political, institutional, geographic, and historical factors for economic growth. In contrast, human-capital theories suggest that peoples' competences, mediated by technological progress, are the deciding factor in a nation's wealth. Using three large-scale assessments, we calculated cognitive-competence sums for the mean and for upper- and lower-level groups for 90 countries and compared the influence of each group's intellectual ability on gross domestic product. In our cross-national analyses, we applied different statistical methods (path analyses, bootstrapping) and measures developed by different research groups to various country samples and historical periods. Our results underscore the decisive relevance of cognitive ability--particularly of an intellectual class with high cognitive ability and accomplishments in science, technology, engineering, and math--for national wealth. Furthermore, this group's cognitive ability predicts the quality of economic and political institutions, which further determines the economic affluence of the nation. Cognitive resources enable the evolution of capitalism and the rise of wealth.

Effects of same-sex versus coeducational physical education on the self-perceptions of middle and high school students.

PubMed

Lirgg, C D

1993-09-01

The purpose of this field experiment was to investigate the effects of attending either a coeducational or a same-sex physical education class on several self-perception variables. Middle and high school youth who had previously been in coeducational classes were assigned to either a same-sex or a new coeducational physical education class for a 10-lesson unit of basketball. Analyses were conducted at both the group and the individual levels. Self-perception variables examined included perceived self-confidence of learning basketball, perceived usefulness of basketball, and perceived gender-appropriateness of basketball. Results of hierarchical linear model group level analyses indicated that the variability in groups for self-confidence could be explained by grade, class type, and the interaction between gender and class type. At the individual level, multivariate results showed that, after the unit, males in coeducational classes were significantly more confident in their ability to learn basketball than males in same-sex classes. Also, males in same-sex classes decreased in confidence from pretreatment to posttreatment. Perceived usefulness of basketball emerged as the strongest predictor of self-confidence for learning basketball for both genders. In general, middle school students preferred same-sex classes, whereas high school students preferred coeducational classes.

Contextual approach using VBA learning media to improve students’ mathematical displacement and disposition ability

NASA Astrophysics Data System (ADS)

Chotimah, Siti; Bernard, M.; Wulandari, S. M.

2018-01-01

The main problems of the research were the lack of reasoning ability and mathematical disposition of students to the learning of mathematics in high school students in Cimahi - West Java. The lack of mathematical reasoning ability in students was caused by the process of learning. The teachers did not train the students to do the problems of reasoning ability. The students still depended on each other. Sometimes, one of patience teacher was still guiding his students. In addition, the basic ability aspects of students also affected the ability the mathematics skill. Furthermore, the learning process with contextual approach aided by VBA Learning Media (Visual Basic Application for Excel) gave the positive influence to the students’ mathematical disposition. The students are directly involved in learning process. The population of the study was all of the high school students in Cimahi. The samples were the students of SMA Negeri 4 Cimahi class XIA and XIB. There were both of tested and non-tested instruments. The test instrument was a description test of mathematical reasoning ability. The non-test instruments were questionnaire-scale attitudes about students’ mathematical dispositions. This instrument was used to obtain data about students’ mathematical reasoning and disposition of mathematics learning with contextual approach supported by VBA (Visual Basic Application for Excel) and by conventional learning. The data processed in this study was from the post-test score. These scores appeared from both of the experimental class group and the control class group. Then, performing data was processed by using SPSS 22 and Microsoft Excel. The data was analyzed using t-test statistic. The final result of this study concluded the achievement and improvement of reasoning ability and mathematical disposition of students whose learning with contextual approach supported by learning media of VBA (Visual Basic Application for Excel) was better than students who got conventional learning.

Instructor Training and Instructional Design in Online Courses Using Group Work

ERIC Educational Resources Information Center

Gibson, Patricia K.

2013-01-01

The purpose of this exploratory multi-case study was to examine the role of instructional design and instructor training on student learning outcomes and student satisfaction within the online class using group work, a form of collaborative learning. Group work has been strongly recommended for online classes. Data allowing insight into…

Children's Understanding of Social Interaction.

ERIC Educational Resources Information Center

Flapan, Dorothy

To investigate children's ability to describe and make inferences about feelings, thoughts, and intentions that occur in interpersonal relationships, 60 middle class girls were divided into three age groups: 6, 9, and 12 years. Each group viewed two sections of a movie portraying episodes of social interaction. After each section, the children…

Improving Students' Chinese Writing Abilities in Taiwan with the "Conditioned Writing System"

ERIC Educational Resources Information Center

Liu, Yuan-Chen; Lee, Wan-Chun; Huang, Tzu-Hua; Hsieh, Hsiao-Mei

2012-01-01

This research investigates students' performance while writing Chinese essays using an interactive online writing system. Participants include students from two seventh-grade classes of a junior high school in Taoyuan County, Taiwan. The experimental group uses the conditioned writing interactive online system, while the control group receives…

Effect of attending childbirth education classes on psychological distress in pregnant women measured by means of the General Health Questionnaire.

PubMed

Jakubiec, Dorota; Jagielska, Katarzyna; Karmowski, Mikołaj; Kubicka, Katarzyna; Karmowski, Andrzej; Sobiech, Krzysztof A

2014-01-01

Pregnancy brings about many changes in a woman's life in somatic, psychological and social spheres. Therefore, many women decide to participate in childbirth education classes. The aim of study was to determine the differences in emotional distress between women who participated in childbirth education classes and these who did not. Seventy first-time mothers after labor were examined. Based on a survey carried out, the women were divided into two equal groups. Group I consisted of women who had participated in childbirth education classes and Group II of women who had not. The data was gathered by means of the General Health Questionnaire (GHQ-12) adapted to Polish conditions. There were no differences either in age or in BMI rates among the examined women. The level of education and knowledge about labor was significantly higher among the participants of childbirth classes. The results of the GHQ-12 revealed that women from Group I had a better mental status than women from Group II. Significant differences were observed in terms of sleep deprivation, overcoming difficulties and in the ability to enjoy daily activities. Participation in childbirth classes has a significant influence on psychological well-being in pregnant women as measured by the GHQ-12.

The Perchlorate Reduction Genomic Island: Mechanisms and Pathways of Evolution by Horizontal Gene Transfer.

PubMed

Melnyk, Ryan A; Coates, John D

2015-10-26

Perchlorate is a widely distributed anion that is toxic to humans, but serves as a valuable electron acceptor for several lineages of bacteria. The ability to utilize perchlorate is conferred by a horizontally transferred piece of DNA called the perchlorate reduction genomic island (PRI). We compared genomes of perchlorate reducers using phylogenomics, SNP mapping, and differences in genomic architecture to interrogate the evolutionary history of perchlorate respiration. Here we report on the PRI of 13 genomes of perchlorate-reducing bacteria from four different classes of Phylum Proteobacteria (the Alpha-, Beta-, Gamma- and Epsilonproteobacteria). Among the different phylogenetic classes, the island varies considerably in genetic content as well as in its putative mechanism and location of integration. However, the islands of the densely sampled genera Azospira and Magnetospirillum have striking nucleotide identity despite divergent genomes, implying horizontal transfer and positive selection within narrow phylogenetic taxa. We also assess the phylogenetic origin of accessory genes in the various incarnations of the island, which can be traced to chromosomal paralogs from phylogenetically similar organisms. These observations suggest a complex phylogenetic history where the island is rarely transferred at the class level but undergoes frequent and continuous transfer within narrow phylogenetic groups. This restricted transfer is seen directly by the independent integration of near-identical islands within a genus and indirectly due to the acquisition of lineage-specific accessory genes. The genomic reversibility of perchlorate reduction may present a unique equilibrium for a metabolism that confers a competitive advantage only in the presence of an electron acceptor, which although widely distributed, is generally present at low concentrations in nature.

Investigating the Relationships among Metacognitive Strategy Training, Willingness to Read English Medical Texts, and Reading Comprehension Ability Using Structural Equation Modeling

ERIC Educational Resources Information Center

Hassanpour, Masoumeh; Ghonsooly, Behzad; Nooghabi, Mehdi Jabbari; Shafiee, Mohammad Naser

2017-01-01

This quasi-experimental study examined the relationship between students' metacognitive awareness and willingness to read English medical texts. So, a model was proposed and tested using structural equation modeling (SEM) with R software. Participants included 98 medical students of two classes. One class was assigned as the control group and the…

Validation of Diagnostic Measures Based on Latent Class Analysis: A Step Forward in Response Bias Research

ERIC Educational Resources Information Center

Thomas, Michael L.; Lanyon, Richard I.; Millsap, Roger E.

2009-01-01

The use of criterion group validation is hindered by the difficulty of classifying individuals on latent constructs. Latent class analysis (LCA) is a method that can be used for determining the validity of scales meant to assess latent constructs without such a priori classifications. The authors used this method to examine the ability of the L…

An Investigation of Two Instructional Settings in the Use of Semantic Mapping with Poor Readers. Program Report 85-4.

ERIC Educational Resources Information Center

Pittelman, Susan D.; And Others

A study investigated whether semantic mapping is more effective for poor readers instructed in a small group of poor readers or in a class of students with mixed reading abilities. Students in five fourth-grade classes served as the control, receiving no semantic mapping instruction. Subjects, 39 fourth-grade poor readers, were presented semantic…

Social Class, Identity and the "Good" Student: Negotiating University Culture

ERIC Educational Resources Information Center

Pearce, Jane; Down, Barry; Moore, Elizabeth

2008-01-01

Through the use of narrative portraits this paper discusses social class and identity, as working-class university students perceive them. With government policy encouraging wider participation rates from under-represented groups of people within the university sector, working-class students have found themselves to be the objects of much…

Student satisfaction and self-assessment after small group discussion in a medical ethics education program.

PubMed

Joh, Hee-Kyung; Shin, Jwa-Seop

2009-09-01

Small group discussions are useful tools in medical ethics education. We aimed to assess student satisfaction with specific components of a small group discussion and to evaluate student self-assessment of the objectives of education. A structured questionnaire was developed after a literature review and a focus group interview. Components of the small group discussion were categorized by discussion case (self, other), individual activities (self-study, making materials, presentation experience), and group activities (preclass/in-class/postclass/plenary discussion, instructor's comments). The items for student self-assessment were: "To specify ethical issue in actual practice", "To get new knowledge", "To consider doctor's entity", "Empathy to others", "To get multidimensional viewpoint", "Viewpoint change", "To deliver my thought clearly", and "Ability to confront the medical ethics dilemma in the future". After the survey, an in-depth interview was performed to determine the reason behind the students' answers. A total of 121 students responded, for whom overall satisfaction and self-assessment were high. Students reported greater satisfaction with self-case, presentation experience, in-class discussion, and instructor's comments but less satisfaction with self-study before class and postclass discussion. Student self-assessment was highest in the ability to specify an ethical issue and lowest for viewpoint change and self-confidence. After multivariate analysis, higher student self-assessment was associated with greater satisfaction with the small group discussion. To improve the quality of medical ethics education, close investigation and monitoring of each component of the small group discussion and student achievement are essential, as is continuous feedback.

Fluid cognitive ability is a resource for successful emotion regulation in older and younger adults.

PubMed

Opitz, Philipp C; Lee, Ihno A; Gross, James J; Urry, Heather L

2014-01-01

The Selection, Optimization, and Compensation with Emotion Regulation (SOC-ER) framework suggests that (1) emotion regulation (ER) strategies require resources and that (2) higher levels of relevant resources may increase ER success. In the current experiment, we tested the specific hypothesis that individual differences in one internal class of resources, namely cognitive ability, would contribute to greater success using cognitive reappraisal (CR), a form of ER in which one reinterprets the meaning of emotion-eliciting situations. To test this hypothesis, 60 participants (30 younger and 30 older adults) completed standardized neuropsychological tests that assess fluid and crystallized cognitive ability, as well as a CR task in which participants reinterpreted the meaning of sad pictures in order to alter (increase or decrease) their emotions. In a control condition, they viewed the pictures without trying to change how they felt. Throughout the task, we indexed subjective emotional experience (self-reported ratings of emotional intensity), expressive behavior (corrugator muscle activity), and autonomic physiology (heart rate and electrodermal activity) as measures of emotional responding. Multilevel models were constructed to explain within-subjects variation in emotional responding as a function of ER contrasts comparing increase or decrease conditions with the view control condition and between-subjects variation as a function of cognitive ability and/or age group (older, younger). As predicted, higher fluid cognitive ability-indexed by perceptual reasoning, processing speed, and working memory-was associated with greater success using reappraisal to alter emotional responding. Reappraisal success did not vary as a function of crystallized cognitive ability or age group. Collectively, our results provide support for a key tenet of the SOC-ER framework that higher levels of relevant resources may confer greater success at emotion regulation.

Homogeneous Grouping and the Individualization of Instruction in Remedial Reading in an Intermediate School.

ERIC Educational Resources Information Center

Kelly, Thomas F.

A remedial reading program designed for intermediate-grade students who read from 1 to 7 years below grade level was studied. The program provided individualized instruction within classes homogeneously grouped on the basis of reading level only. Six seventh-grade classes were studied, with three acting as homogeneously grouped experimental…

Efficacy and safety in pharmacological cardioversion of recent-onset atrial fibrillation: a propensity score matching to compare amiodarone vs class IC antiarrhythmic drugs.

PubMed

Bonora, Antonio; Turcato, Gianni; Franchi, Elena; Taioli, Gabriele; Dilda, Alice; Zerman, Germana; Maccagnani, Antonio; Pistorelli, Claudio; Olivieri, Oliviero

2017-09-01

The acute management of recent-onset (<48 h) atrial fibrillation (AF) is still debated. Aim of our study was to compare efficacy and safety of intravenously administered class IC antidysrhythmic agents vs amiodarone in a propensity score matched series of patients acutely treated for AF in the emergency department. During a 3-year period, we retrospectively evaluated all episodes of recent-onset (<48 h) AF pharmacologically treated for sinus rhythm restoration in the emergency department. By means of a propensity score matching considering the main statistically different covariates, we selected two accurately matched treatment groups. We analysed the differences between amiodarone and class IC group in terms of efficacy and safety that is conversion to sinus rhythm rates within 12 and 48 h after starting treatment, time to conversion, and adverse drug effects. An overall number of 817 episodes of recent-onset AF were collected (amiodarone group = 406, class IC group = 411). After matching, we obtained 358 episodes equally divided (amiodarone group = 179 and class IC group = 179). Conversion rates within 12 h were 139 (53.1 %) in amiodarone group and 95 (72.6 %) in class IC group (p < 0.05). Median time for cardioversion was 420 min (331.6-508.3 CI 95 %) in amiodarone and 55 min (44.9-65.1 CI 95 %) in class IC group (p < 0.05). The incidence of adverse events in both groups was very low and equally distributed (p = ns). Intravenously administration of class IC agents, when compared with amiodarone, proved to be more rapid and effective, and equally safe in the acute management of recent-onset AF.

Effects of Reflective Inquiry Instructional Technique on Students' Academic Achievement and Ability Level in Electronic Work Trade in Technical Colleges

ERIC Educational Resources Information Center

Ogbuanya, T. C.; Owodunni, A. S.

2015-01-01

This study was designed to determine the effect of reflective inquiry instructional technique on achievement of students in Technical Colleges. The study adopted a pre-test, post-test, non-equivalent control group, quasi-experimental research design which involved groups of students in their intact class assigned to experimental group and control…

Modified-hybrid optical neural network filter for multiple object recognition within cluttered scenes

NASA Astrophysics Data System (ADS)

Kypraios, Ioannis; Young, Rupert C. D.; Chatwin, Chris R.

2009-08-01

Motivated by the non-linear interpolation and generalization abilities of the hybrid optical neural network filter between the reference and non-reference images of the true-class object we designed the modifiedhybrid optical neural network filter. We applied an optical mask to the hybrid optical neural network's filter input. The mask was built with the constant weight connections of a randomly chosen image included in the training set. The resulted design of the modified-hybrid optical neural network filter is optimized for performing best in cluttered scenes of the true-class object. Due to the shift invariance properties inherited by its correlator unit the filter can accommodate multiple objects of the same class to be detected within an input cluttered image. Additionally, the architecture of the neural network unit of the general hybrid optical neural network filter allows the recognition of multiple objects of different classes within the input cluttered image by modifying the output layer of the unit. We test the modified-hybrid optical neural network filter for multiple objects of the same and of different classes' recognition within cluttered input images and video sequences of cluttered scenes. The filter is shown to exhibit with a single pass over the input data simultaneously out-of-plane rotation, shift invariance and good clutter tolerance. It is able to successfully detect and classify correctly the true-class objects within background clutter for which there has been no previous training.

Two instructional designs for dialogic citizenship education: an effect study.

PubMed

Schuitema, Jaap; Veugelers, Wiel; Rijlaarsdam, Gert; ten Dam, Geert

2009-09-01

Despite the renewed interest in citizenship education, relatively little is known about effective ways to realize citizenship education in the classroom. In the literature on citizenship education, dialogue is considered to be a crucial element. However, there is very little, if any, empirical research into the different ways to stimulate dialogue. The main aim of this study is to arrive at an understanding of how citizenship education can be integrated in history classes. The focus is on the effect of a dialogic approach to citizenship education on students' ability to justify an opinion on moral issues. Four hundred and eighty-two students in the eighth grade of secondary education. Two curriculum units for dialogic citizenship education were developed and implemented. The two curriculum units differed in the balance between group work and whole-class teaching. Students' ability to justify an opinion was assessed by means of short essays written by students on a moral issue. The effectiveness of both curriculum units was compared with regular history classes. Students who participated in the lessons for dialogic citizenship education were able to justify their opinion better than students who participated in regular history lessons. The results further show a positive effect of the amount of group work involved. The results of this study indicate that a dialogic approach to citizenship education as an integral part of history classes helps students to form a more profound opinion about moral issues in the subject matter. In addition, group work seems to be a more effective method to implement dialogue in the classroom than whole-class teaching.

Further insights into the phylogeny of two ciliate classes Nassophorea and Prostomatea (Protista, Ciliophora).

PubMed

Zhang, Qianqian; Yi, Zhenzhen; Fan, Xinpeng; Warren, Alan; Gong, Jun; Song, Weibo

2014-01-01

The Nassophorea and Prostomatea are two of the key classes in understanding the morphological diversification and higher classification of the phylum Ciliophora. However, their phylogenetic relationships with other ciliate groups within the subphylum Intramacronucleata remain elusive. In this study, we investigated the small and large subunit (SSU and LSU) rRNA gene-based phylogeny of these groups with sequences of additional taxa including several key species. The results show that: (1) the class Nassophorea remains polyphyletic, with the microthoracids clustering with the Phyllopharyngea, whereas the nassulids represent a basal group of the CONthreeP superclade in the SSU tree; (2) the Prostomatea is not depicted as a monophyletic group in phylogenetic trees, and the monophyly of this class is marginally rejected by statistical tree topology tests; (3) the nassulid genus Parafurgasonia is more closely related to the family Colpodidiidae than to Furgasonia; (4) Paranassula, which was previously thought to be a nassulid, is phylogenetically related to the oligohymenophorean peniculids in both the SSU and LSU trees; (5) the microthoracid genus Discotricha does not group with the other microthoracids in either SSU or LSU trees; (6) the family Plagiocampidae is closely related to the prostome parasite Cryptocaryon irritans and to the family Urotrichidae in the order Prorodontida; and (7) the family Placidae, represented by Placus salinus, is sister to the family Holophryidae in the order Prorodontida. Based on the present data, we consider the genus Discotricha to be an unclassified taxon within the CONthreeP. We also propose resurrecting the order Paranassulida and classifying it within the subclass Peniculia, class Oligohymenophorea. Primary and secondary structure signatures for higher taxa within Phyllopharyngea and Nassophorea are supplied. Copyright © 2013 Elsevier Inc. All rights reserved.

Participant Analysis of a Multi-Class, Multi-State, On-Line, Discussion List.

ERIC Educational Resources Information Center

Knupfer, Nancy Nelson; And Others

As interest in distance education increases, many university instructors are experimenting with listserv discussion within their courses. Six educational technology professors at four universities initiated a listserv discussion group within their various classes for 52 graduate students. Discussion topics were four general themes within…

Business Intelligence: Magnum B.I.

ERIC Educational Resources Information Center

Briggs, Linda L.

2007-01-01

Business intelligence (BI) tools offer schools the ability to look beyond a routine statistic, such as what percentage of students have passed a given test. Through data analysis, schools can view specific scores for a select group of students, for example, and compare that data to other groups, classes, or teachers. That is the kind of…

Teachers Use of a Differentiated Curriculum for Gifted Students

ERIC Educational Resources Information Center

Marotta-Garcia, Christina

2011-01-01

Teachers have the responsibility to educate a diverse group of students in heterogeneous classes. One way in which teachers meet this challenge is to differentiate the curriculum to meet the needs, interests, and abilities of each student. One particular group of students in need of a differentiated curriculum to maximize learning potential is the…

Utilizing geogebra in financial mathematics problems: didactic experiment in vocational college

NASA Astrophysics Data System (ADS)

Ghozi, Saiful; Yuniarti, Suci

2017-12-01

GeoGebra application offers users to solve real problems in geometry, statistics, and algebra fields. This studydeterminesthe effect of utilizing Geogebra on students understanding skill in the field of financial mathematics. This didactic experiment study used pre-test-post-test control group design. Population of this study were vocational college students in Banking and Finance Program of Balikpapan State Polytechnic. Two classes in the first semester were chosen using cluster random sampling technique, one class as experiment group and one class as control group. Data were analysed used independent sample t-test. The result of data analysis showed that students understanding skill with learning by utilizing GeoGeobra is better than students understanding skill with conventional learning. This result supported that utilizing GeoGebra in learning can assist the students to enhance their ability and depth understanding on mathematics subject.

Setting the question for inquiry: The effects of whole class vs small group on student achievement in elementary science

NASA Astrophysics Data System (ADS)

Cavagnetto, Andy Roy

This study was conducted to determine the effects of two different student-centered approaches to setting the question for inquiry. The first approach (whole class) consisted of students setting a single question for inquiry after which students worked in small groups during an investigation phase of the activity with all groups exploring the same question. The second approach (small group) consisted of each group of students setting a question resulting in numerous questions being explored per class. A mixed method quasi-experimental design was utilized. Two grade five teachers from a small rural school district in the Midwestern United States participated, each teaching two sections of science (approximately 25 students per section). Results indicate three major findings. Instructional approach (whole class vs. small group) did not effect student achievement in science or language arts. Observational data indicated the actions and skills teachers utilized to implement the approaches were similar. Specifically, the pedagogical skills of dialogical interaction (which was found to be influenced by teacher level of control of learning and teacher content knowledge) and effective rather than efficient use of time were identified as key factors in teachers' progression toward a student-centered, teacher-managed instructional approach. Unit exams along with qualitative and quantitative teacher observation data indicated that these factors do have an impact on student achievement. Specifically increased dialogical interaction in the forms of greater student voice, and increased cognitive demands placed on students by embedding and emphasizing science argument within the student inquiry corresponded to positive gains in student achievement. Additionally, teacher's perception of student abilities was also found to influence professional growth. Finally, allowing students to set the questions for inquiry and design the experiments impact the classroom environment as teacher talk changed from giving directions toward scaffolding student thought. These results have implications for professional development and teacher education as they suggest that more time should be spent on challenging teachers to align their pedagogy with how students learn rather than simply providing strategies and lesson plans for teachers to use in the classrooms.

KDM1 Class Flavin-Dependent Protein Lysine Demethylases

PubMed Central

Burg, Jonathan M.; Link, Jennifer E.; Morgan, Brittany S.; Heller, Frederick J.; Hargrove, Amanda E.; McCafferty, Dewey G.

2015-01-01

Flavin-dependent, lysine-specific protein demethylases (KDM1s) are a subfamily of amine oxidases that catalyze the selective posttranslational oxidative demethylation of methyllysine side chains within protein and peptide substrates. KDM1s participate in the widespread epigenetic regulation of both normal and disease state transcriptional programs. Their activities are central to various cellular functions, such as hematopoietic and neuronal differentiation, cancer proliferation and metastasis, and viral lytic replication and establishment of latency. Interestingly, KDM1s function as catalytic subunits within complexes with coregulatory molecules that modulate enzymatic activity of the demethylases and coordinate their access to specific substrates at distinct sites within the cell and chromatin. Although several classes of KDM1 -selective small molecule inhibitors have been recently developed, these pan-active site inhibition strategies lack the ability to selectively discriminate between KDM1 activity in specific, and occasionally opposing, functional contexts within these complexes. Here we review the discovery of this class of demethylases, their structures, chemical mechanisms, and specificity. Additionally, we review inhibition of this class of enzymes as well as emerging interactions with coregulatory molecules that regulate demethylase activity in highly specific functional contexts of biological and potential therapeutic importance. PMID:25787087

Conference on Bio-Social Factors in the Development and Learning of Disadvantaged Children. Conference Proceedings (Syracuse, New York, April 19-21, 1967).

ERIC Educational Resources Information Center

Yeshiva Univ., New York, NY. Ferkauf Graduate School of Humanities and Social Sciences.

These conference proceedings contain two major papers. The paper by Susan S. Stodolsky and Gerald S. Lesser, "Learning Patterns in the Disadvantaged," reports a study of effects of social class and ethnic group influences on levels and patterns of mental ability. Scores for verbal ability, reasoning, number facility, and space conceptualization of…

In-Class Reflective Group Discussion as a Strategy for the Development of Students as Evolving Professionals

ERIC Educational Resources Information Center

Tsang, Annetta Kit Lam

2011-01-01

The primary aim of this study was to determine perceptions of three cohorts of third year undergraduate students (n = 65) on in-class reflective group discussion as a critical reflective approach for evolving professionals. Reflective group discussions were embedded into a final year course within the University of Queensland Bachelor of Oral…

GeoGebra Assist Discovery Learning Model for Problem Solving Ability and Attitude toward Mathematics

NASA Astrophysics Data System (ADS)

Murni, V.; Sariyasa, S.; Ardana, I. M.

2017-09-01

This study aims to describe the effet of GeoGebra utilization in the discovery learning model on mathematical problem solving ability and students’ attitude toward mathematics. This research was quasi experimental and post-test only control group design was used in this study. The population in this study was 181 of students. The sampling technique used was cluster random sampling, so the sample in this study was 120 students divided into 4 classes, 2 classes for the experimental class and 2 classes for the control class. Data were analyzed by using one way MANOVA. The results of data analysis showed that the utilization of GeoGebra in discovery learning can lead to solving problems and attitudes towards mathematics are better. This is because the presentation of problems using geogebra can assist students in identifying and solving problems and attracting students’ interest because geogebra provides an immediate response process to students. The results of the research are the utilization of geogebra in the discovery learning can be applied in learning and teaching wider subject matter, beside subject matter in this study.

An analysis of variation in the long-range genomic organization of the human major histocompatibility complex class II region by pulsed-field gel electrophoresis.

PubMed

Dunham, I; Sargent, C A; Dawkins, R L; Campbell, R D

1989-11-01

The class II region of the human major histocompatibility complex in seven common HLA haplotypes has been analyzed using pulsed-field gel electrophoresis, restriction enzymes that cut genomic DNA infrequently, and Southern blotting. This analysis has revealed that there are differences in the amount of DNA present in the DQ and DR subregions dependent on the haplotype. The class II region of the DR3 haplotype spans approximately 750 kb and has the same amount of DNA as the class II region of the DR5 and DR6 haplotypes. However, the DR2 haplotype has approximately 30 kb more DNA within the DR subregion. The DR4 haplotype has an additional approximately 110 kb of DNA within the DQ or DR subregions compared to the DR3, DR5, and DR6 haplotypes. These haplotype-specific differences could have some bearing both on the analysis of disease susceptibility and on the ability of chromosomes possessing different HLA haplotypes to recombine within the DQ/DR subregions.

The effects of supplemental instruction (SI) on student performance in a college-level biology course

NASA Astrophysics Data System (ADS)

Fest, Brenda Joyce Rowland

1999-10-01

This experimental study examined the effects of participation in a Supplemental Instruction (SI) program on student performance in a college level biology course. SI is an academic support program which incorporates study techniques into the framework of an academic course through discussion sessions. According to Blanc, DeBuhr, and Martin (1983) and Kenney (1988), students who experienced Supplemental Instruction had higher course grades, semester grade point averages, and rates of re-enrollment than did non-participants. The present study was conducted within the scheduled discussion sections of a large lecture class of biology for science majors (n = 135). The researcher and another graduate student conducted these discussion sessions in which half of the sections served as the SI treatment group and half of the sections served as the non-SI (traditional) control group. This design eliminated both time on task and motivation as potential contaminating variables. This posttest only, quasi-experimental design study uses a modified nonequivalent control group design. The academic performance of students who participated in SI discussion sessions was compared to the academic performance of students who participated in traditional review-type discussion sessions. Other research questions examined the interactive effect of SI on student performance with respect to SI leader experience, student ability level as measured by total SAT scores, previous academic success as measured by previous college GPA, and different cognitive level of examination questions. t-test and ANOVA statistical methods were used to analyze the data. The results of the t-tests to compare the means of the SI group to the non-SI group (p < .458) do not indicate any significant difference in the semester course scores between the two groups. Thus, the data did not show an overall effect of SI on student performance. The most important results obtained from this study are those with respect to the interactive effect of SI and student ability groups as measured by SAT total scores and prior college GPA. In this study the students in middle ability groups seemed to benefit more from SI than did the lower and higher ability students.

Are schoolteachers able to teach first aid to children younger than 6 years? A comparative study.

PubMed

Ammirati, Christine; Gagnayre, Rémi; Amsallem, Carole; Némitz, Bernard; Gignon, Maxime

2014-09-19

This study was designed to assess the knowledge acquired by very young children (<6 years) trained by their own teachers at nursery school. This comparative study assessed the effect of training before the age of 6 years compared with a group of age-matched untrained children. Some schoolteachers were trained by emergency medical teams to perform basic first aid. Eighteen classes comprising 315 pupils were randomly selected: nine classes of trained pupils (cohort C1) and nine classes of untrained pupils (cohort C2). The test involved observing and describing three pictures and using the phone to call the medical emergency centre. Assessment of each child was based on nine criteria, and was performed by the teacher 2 months after completion of first aid training. This study concerned 285 pupils: 140 trained and 145 untrained. The majority of trained pupils gave the expected answers for all criteria and reacted appropriately by assessing the situation and alerting emergency services (55.7-89.3% according to the questions). Comparison of the two groups revealed a significantly greater ability of trained pupils to describe an emergency situation (p<0.005) and raise the alert (p<0.0001). This study shows the ability of very young children to assimilate basic skills as taught by their own schoolteachers. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Critical Thinking Skills of Students through Mathematics Learning with ASSURE Model Assisted by Software Autograph

NASA Astrophysics Data System (ADS)

Kristianti, Y.; Prabawanto, S.; Suhendra, S.

2017-09-01

This study aims to examine the ability of critical thinking and students who attain learning mathematics with learning model ASSURE assisted Autograph software. The design of this study was experimental group with pre-test and post-test control group. The experimental group obtained a mathematics learning with ASSURE-assisted model Autograph software and the control group acquired the mathematics learning with the conventional model. The data are obtained from the research results through critical thinking skills tests. This research was conducted at junior high school level with research population in one of junior high school student in Subang Regency of Lesson Year 2016/2017 and research sample of class VIII student in one of junior high school in Subang Regency for 2 classes. Analysis of research data is administered quantitatively. Quantitative data analysis was performed on the normalized gain level between the two sample groups using a one-way anova test. The results show that mathematics learning with ASSURE assisted model Autograph software can improve the critical thinking ability of junior high school students. Mathematical learning using ASSURE-assisted model Autograph software is significantly better in improving the critical thinking skills of junior high school students compared with conventional models.

High school music classes enhance the neural processing of speech.

PubMed

Tierney, Adam; Krizman, Jennifer; Skoe, Erika; Johnston, Kathleen; Kraus, Nina

2013-01-01

Should music be a priority in public education? One argument for teaching music in school is that private music instruction relates to enhanced language abilities and neural function. However, the directionality of this relationship is unclear and it is unknown whether school-based music training can produce these enhancements. Here we show that 2 years of group music classes in high school enhance the neural encoding of speech. To tease apart the relationships between music and neural function, we tested high school students participating in either music or fitness-based training. These groups were matched at the onset of training on neural timing, reading ability, and IQ. Auditory brainstem responses were collected to a synthesized speech sound presented in background noise. After 2 years of training, the neural responses of the music training group were earlier than at pre-training, while the neural timing of students in the fitness training group was unchanged. These results represent the strongest evidence to date that in-school music education can cause enhanced speech encoding. The neural benefits of musical training are, therefore, not limited to expensive private instruction early in childhood but can be elicited by cost-effective group instruction during adolescence.

The intelligence of observation: improving high school students' spatial ability by means of intervention unit

NASA Astrophysics Data System (ADS)

Patkin, Dorit; Dayan, Ester

2013-03-01

This case study of one class versus a control group focused on the impact of an intervention unit, which is not part of the regular curriculum, on the improvement of spatial ability of high school students (forty-six 12th-graders, aged 17-18, both boys and girls) in general as well as from a gender perspective. The study explored three sub-abilities: mental rotation (MR), spatial visualization (VS) and spatial orientation (SO). Findings indicated that the spatial orientation of the experimental group students had considerably improved. The findings also illustrated a significant gender-based advantage in favour of the boys in some of the spatial abilities even before the implementation of the intervention unit. The hypothesis relating to the reduction of the gender differences was not corroborated.

The relationship between participation in student-centered discussions and the academic achievement of fifth-grade science students

NASA Astrophysics Data System (ADS)

Mathues, Patricia Kelly

Although the social constructivist theory proposed by Vygotsky states the value of discourse as a contribution to the ability of the learner to create meaning, student-led discussions have often been relegated to the language arts classroom. The standards created by the National Council of Teachers of English and the International Reading Association have long recognized that learners create meaning in a social context. The National Science Education Standards have also challenged science teachers to facilitate discourse. However, the science standards document provides no specific structure through which such discourse should be taught. This study investigated the effectiveness of a discussion strategy provided by Shoop and Wright for teaching and conducting student-centered discussions (SCD). Fifth graders in one school were randomly selected and randomly assigned to one of two science classes; 22 students in one class learned and applied the SCD strategies while a second class with 19 students learned the same science concepts from a teacher using traditional methods as described by Cazden. This study used a pretest-posttest design to test the hypothesis that participation in SCD's would effect a difference in fifth-graders' abilities to comprehend science concepts. Results of independent-samples t-tests showed that while there was no significant difference between the mean ability scores of the two groups of subjects as measured by a standardized mental abilities test, the mean pretest score of the traditional group was significantly higher than the SCD group's mean pretest score. ANCOVA procedures demonstrated that the SCD group's mean posttest score was significantly higher than the mean posttest score of the traditional group. Data analysis supported the rejection of the null hypothesis. The investigator concluded that the SCD methodology contributed to students' understanding of the science concepts. Results of this study challenge content area teachers to provide direct instruction of the SCD strategies and to encourage students to engage in the construction of knowledge through such discourse. Future research should focus on the application of the SCD strategies in other settings and for various durations of time.

Predicting Peer Acceptance in Dutch Youth: A Multilevel Analysis

ERIC Educational Resources Information Center

Lubbers, Miranda; Van Der Werf, Margaretha; Kuyper, Hans; Offringa, G.

2006-01-01

This article uses an ecological approach to predict students' peer acceptance within junior high school classes. The authors investigate whether various characteristics (self-perception of physical attractiveness and athletic competence, cognitive ability, agreeableness, extraversion, age, parents education, number of siblings, siblings at same…

[Impacts of collaborative teaching method on the teaching achievement of Acupuncture and Moxibustion].

PubMed

Tian, Haomei; Shen, Jing; Shi, Jia; Liu, Mi; Wang, Chao; Liu, Jinzhi; Chen, Chutao

2016-11-12

To explore the impacts of collaborative teaching method on the teaching achievement of Acupuncture and Moxibustion . Six classes in Hunan University of CM of 2012 grade Chinese medicine department were randomized into an observation group and a control group, 3 classes in each one. In the observation group, the collaborative teaching method was adopted, in which, different teaching modes were used according to the characteristics of each chapter and the study initiative of students was predominated. In the control group, the traditional teaching method was used, in which, the class teaching was the primary and the practice was the secondary in the section of techniques of acupuncture and moxibustion. The results of each curriculum and the total results were compared between the two groups during the whole semester. Compared with the control group, in the observation group, the total achievements of curriculum and case analysis combined with the total result of the theory examination were apparently improved (both P <0.01). The collaborative teaching method improves the comprehensive ability of students and provides a new approach to the teaching of Acupuncture and Moxibustion .

Volume, Conservation and Instruction: A Classroom Based Solomon Four Group Study of Conflict.

ERIC Educational Resources Information Center

Rowell, J. A.; Dawson, C. J.

1981-01-01

Summarizes a study to widen the applicability of Piagetian theory-based conflict methodology from individual situations to entire classes. A Solomon four group design was used to study effects of conflict instruction on students' (N=127) ability to conserve volume of noncompressible matter and to apply that knowledge to gas volume. (Author/JN)

Improving the Reading Ability of Science Students through Study Groups and Multiple Intelligences

ERIC Educational Resources Information Center

Owolabi, Tunde; Okebukola, Foluso

2009-01-01

This study explored the effects of appropriate pedagogical skills (study groups and multiple intelligences) on students' efficiencies in reading skills. It employed a factorial design using three variables. A sample of 90 science students choosing from three intact classes were involved in the study. Data analyses were carried out using mean,…

Using Picture Books as a Vehicle to Teach Young Children about Social Justice

ERIC Educational Resources Information Center

Dever, Martha Taylor; Sorenson, Brooke; Broderick, Julie

2005-01-01

Most teachers and administrators have witnessed children using a derogatory reference to a group of people as a put down. Put downs usually reference non-mainstream groups who are different in ethnicity, gender, religion, ability, sexual orientation, class, or appearance. Hurtful name calling is but one example of how children express prejudiced…

A Winning Strategy: Using "Glory Road" to Illustrate the Stages of Group Development

ERIC Educational Resources Information Center

Porter, Haley; Wimmer, Gaea

2012-01-01

Leadership educators work to engage and teach their students in new and innovative ways. The film "Glory Road" was shown in an agricultural leadership class to reiterate a lesson taught on Tuckman and Jensen's (1977) Stages of Group Development. Students wrote a paper to communicate their ability to identify and evaluate the stages of…

Cloud Computing Technologies in Writing Class: Factors Influencing Students' Learning Experience

ERIC Educational Resources Information Center

Wang, Jenny

2017-01-01

The proposed interactive online group within the cloud computing technologies as a main contribution of this paper provides easy and simple access to the cloud-based Software as a Service (SaaS) system and delivers effective educational tools for students and teacher on after-class group writing assignment activities. Therefore, this study…

Mixed-ability secondary science in one urban school district: A multiple case study

NASA Astrophysics Data System (ADS)

Tworek, Francis A.

The standards and accountability movements demand that all students be given the opportunity to learn more science than ever before. However, there is much uncertainty about how educators should proceed with this task. Issues of concern include achievement gaps, tracking, and graduation requirements. The purpose of this multiple case study was to explore the challenges identified by four secondary science teachers in one urban public school district as they taught classes that included students representing a wide range of abilities and prior academic success. These mixed-ability science classes were generally defined as science classes which are required for high school graduation but which have no academic prerequisites. The central research questions in this qualitative study were: (1) How do secondary science teachers describe the challenges they face while teaching a mixed-ability science course required for graduation when the course has no prerequisites; and (2) What strategies do they use to deal with these challenges? Data collection was confined to four cases within one Midwest urban school district during the 2004-2005 school year. Each case involved one class taught by an individual teacher. One case was an 8th grade science class at a middle school. The other three cases represented three district-required courses in three different high schools: 9th grade biology, 10th grade chemistry, and 11th grade physics. Data sources included interviews with the teachers, observations in their classrooms, district achievement and demographic data, and school documents. Three themes emerged from the cross-case analysis: (1) a sense of belonging; (2) the teacher's focus; and (3) successful learning. The final chapter discusses the implications of these themes and makes recommendations for further study.

The Intelligence of Observation: Improving High School Students' Spatial Ability by Means of Intervention Unit

ERIC Educational Resources Information Center

Patkin, Dorit; Dayan, Ester

2013-01-01

This case study of one class versus a control group focused on the impact of an intervention unit, which is not part of the regular curriculum, on the improvement of spatial ability of high school students (forty-six 12th-graders, aged 17-18, both boys and girls) in general as well as from a gender perspective. The study explored three…

Fluid cognitive ability is a resource for successful emotion regulation in older and younger adults

PubMed Central

Opitz, Philipp C.; Lee, Ihno A.; Gross, James J.; Urry, Heather L.

2014-01-01

The Selection, Optimization, and Compensation with Emotion Regulation (SOC-ER) framework suggests that (1) emotion regulation (ER) strategies require resources and that (2) higher levels of relevant resources may increase ER success. In the current experiment, we tested the specific hypothesis that individual differences in one internal class of resources, namely cognitive ability, would contribute to greater success using cognitive reappraisal (CR), a form of ER in which one reinterprets the meaning of emotion-eliciting situations. To test this hypothesis, 60 participants (30 younger and 30 older adults) completed standardized neuropsychological tests that assess fluid and crystallized cognitive ability, as well as a CR task in which participants reinterpreted the meaning of sad pictures in order to alter (increase or decrease) their emotions. In a control condition, they viewed the pictures without trying to change how they felt. Throughout the task, we indexed subjective emotional experience (self-reported ratings of emotional intensity), expressive behavior (corrugator muscle activity), and autonomic physiology (heart rate and electrodermal activity) as measures of emotional responding. Multilevel models were constructed to explain within-subjects variation in emotional responding as a function of ER contrasts comparing increase or decrease conditions with the view control condition and between-subjects variation as a function of cognitive ability and/or age group (older, younger). As predicted, higher fluid cognitive ability—indexed by perceptual reasoning, processing speed, and working memory—was associated with greater success using reappraisal to alter emotional responding. Reappraisal success did not vary as a function of crystallized cognitive ability or age group. Collectively, our results provide support for a key tenet of the SOC-ER framework that higher levels of relevant resources may confer greater success at emotion regulation. PMID:24987387

The Parent Connection: A Necessary Link in Any Reading Program.

ERIC Educational Resources Information Center

Eder, Frances Carol

A longitudinal study observed and analyzed a group formed within a private Catholic school community on the eastern seaboard of the United States. The 25 parents within the group were from middle-class families and had children who were in grades 1 through 8. Meetings with group members were monitored, questionnaires were given to group members,…

Using Facebook Groups to Encourage Science Discussions in a Large-Enrollment Biology Class

ERIC Educational Resources Information Center

Pai, Aditi; McGinnis, Gene; Bryant, Dana; Cole, Megan; Kovacs, Jennifer; Stovall, Kyndra; Lee, Mark

2017-01-01

This case study reports the instructional development, impact, and lessons learned regarding the use of Facebook as an educational tool within a large enrollment Biology class at Spelman College (Atlanta, GA). We describe the use of this social networking site to (a) engage students in active scientific discussions, (b) build community within the…

Cellulose synthase 'class specific regions' are intrinsically disordered and functionally undifferentiated.

PubMed

Scavuzzo-Duggan, Tess R; Chaves, Arielle M; Singh, Abhishek; Sethaphong, Latsavongsakda; Slabaugh, Erin; Yingling, Yaroslava G; Haigler, Candace H; Roberts, Alison W

2018-06-01

Cellulose synthases (CESAs) are glycosyltransferases that catalyze formation of cellulose microfibrils in plant cell walls. Seed plant CESA isoforms cluster in six phylogenetic clades, whose non-interchangeable members play distinct roles within cellulose synthesis complexes (CSCs). A 'class specific region' (CSR), with higher sequence similarity within versus between functional CESA classes, has been suggested to contribute to specific activities or interactions of different isoforms. We investigated CESA isoform specificity in the moss, Physcomitrella patens (Hedw.) B. S. G. to gain evolutionary insights into CESA structure/function relationships. Like seed plants, P. patens has oligomeric rosette-type CSCs, but the PpCESAs diverged independently and form a separate CESA clade. We showed that P. patens has two functionally distinct CESAs classes, based on the ability to complement the gametophore-negative phenotype of a ppcesa5 knockout line. Thus, non-interchangeable CESA classes evolved separately in mosses and seed plants. However, testing of chimeric moss CESA genes for complementation demonstrated that functional class-specificity is not determined by the CSR. Sequence analysis and computational modeling showed that the CSR is intrinsically disordered and contains predicted molecular recognition features, consistent with a possible role in CESA oligomerization and explaining the evolution of class-specific sequences without selection for class-specific function. © 2018 Institute of Botany, Chinese Academy of Sciences.

Using video-taped examples of standardized patient to teach medical students taking informed consent.

PubMed

Habibi Khorasani, Shirin; Ebrahimi, Sedigheh

2015-04-01

Medical student should be trained in medical ethics and one of the most essential issues in this field is taking informed consents. In this research, we compared the effect of effectiveness of teaching methods on students' ability intaking informed consent from patients. This semi-experimental study was carried out on fifty eight subjects from the 4th-year students  of Shiraz University of Medical Sciences who attended in medical ethics coursebefore their 'clinical clerkship'training.Method of sampling was census and students were randomly allocated into two groups of control group(n=28) was trained in traditional lecture-based class and the case groupnamed as A1(n=22) were taught by video-taped examples of standardized patient.Then A1 group attended in traditional lecture-based classes named as A2. The groups were evaluated in terms the ability of recognition of ethical issuesthrough the scenario based ethical examination before and after each training. Scenarios were related to the topics ofinformed consent. Data were analyzed by SPSS 14 software using descriptive statistics and anovatest.P-Value less than 0.05 was considered as significant. The mean scores results of A2, A1and B groupwere found to be7.21 , 5.91 and 5.73 out of 8,respectively. Comparison between the groups demonstrated that the ability of taking informed consent was significantly higher in A2 group (p<0.001), followed by A1group (p<0.05),while was the leastin the B group (p=0.875). According to this research, lecture-based teaching is still of great value in teaching medical ethics, but when combined with standardized patient, the outcome will be much better.it should be considered that mixed methodsof teaching should be used together for better result.

Effect of severe kwashiorkor on intellectual development among Nigerian children.

PubMed

Nwuga, V C

1977-09-01

A study was conducted to investigated the intellectual sequelae of severe kwashiorkor among Nigerian children of school age. The design for the study had an experimental urban kwashiorkor (index) group and four control groups, namely, a sibling group, a lower class group, an upper class group, and a rural kwashiorkor group. Various psychological tests measuring specific intellectual abilities were administered to all of the subjects taking part in the study. The findings showed that the index group had lower levels of certain types of intellectual skill-specifically the higher cognitive skills-at school age than their siblings, and more so than other controls except their rural counterparts; males showed a tendency to be more affected by severe kwashiorkor with regard to mental development than their female counterparts; there was no relationship between scores in the psychological tests and the ages at which the index cases were admitted into hospital; the upper class was clearly superior in performance of the tests and also in measures of weight and head measurements when compared to all of the other groups; there was no relationship between head circumference and scores in the tests among subjects in the five groups.

The repABC plasmids with quorum-regulated transfer systems in members of the Rhizobiales divide into two structurally and separately evolving groups

DOE PAGES

Wetzel, Margaret E.; Olsen, Gary J.; Chakravartty, Vandana; ...

2015-11-19

The large repABC plasmids of the order Rhizobiales with Class I quorum-regulated conjugative transfer systems often define the nature of the bacterium that harbors them. These otherwise diverse plasmids contain a core of highly conserved genes for replication and conjugation raising the question of their evolutionary relationships. In an analysis of 18 such plasmids these elements fall into two organizational classes, Group I and Group II, based on the sites at which cargo DNA is located. Cladograms constructed from proteins of the transfer and quorum-sensing components indicated that those of the Group I plasmids, while coevolving, have diverged from thosemore » coevolving proteins of the Group II plasmids. Moreover, within these groups the phylogenies of the proteins usually occupy similar, if not identical, tree topologies. Remarkably, such relationships were not seen among proteins of the replication system; although RepA and RepB coevolve, RepC does not. Nor do the replication proteins coevolve with the proteins of the transfer and quorum-sensing systems. Functional analysis was mostly consistent with phylogenies. TraR activated promoters from plasmids within its group, but not between groups and dimerized with TraR proteins from within but not between groups. However, oriT sequences, which are highly conserved, were processed by the transfer system of plasmids regardless of group. Here, we conclude that these plasmids diverged into two classes based on the locations at which cargo DNA is inserted, that the quorum-sensing and transfer functions are coevolving within but not between the two groups, and that this divergent evolution extends to function.« less

The repABC plasmids with quorum-regulated transfer systems in members of the Rhizobiales divide into two structurally and separately evolving groups

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

Wetzel, Margaret E.; Olsen, Gary J.; Chakravartty, Vandana

The large repABC plasmids of the order Rhizobiales with Class I quorum-regulated conjugative transfer systems often define the nature of the bacterium that harbors them. These otherwise diverse plasmids contain a core of highly conserved genes for replication and conjugation raising the question of their evolutionary relationships. In an analysis of 18 such plasmids these elements fall into two organizational classes, Group I and Group II, based on the sites at which cargo DNA is located. Cladograms constructed from proteins of the transfer and quorum-sensing components indicated that those of the Group I plasmids, while coevolving, have diverged from thosemore » coevolving proteins of the Group II plasmids. Moreover, within these groups the phylogenies of the proteins usually occupy similar, if not identical, tree topologies. Remarkably, such relationships were not seen among proteins of the replication system; although RepA and RepB coevolve, RepC does not. Nor do the replication proteins coevolve with the proteins of the transfer and quorum-sensing systems. Functional analysis was mostly consistent with phylogenies. TraR activated promoters from plasmids within its group, but not between groups and dimerized with TraR proteins from within but not between groups. However, oriT sequences, which are highly conserved, were processed by the transfer system of plasmids regardless of group. Here, we conclude that these plasmids diverged into two classes based on the locations at which cargo DNA is inserted, that the quorum-sensing and transfer functions are coevolving within but not between the two groups, and that this divergent evolution extends to function.« less

Higher Order Thinking in the Dance Studio

ERIC Educational Resources Information Center

Moffett, Ann-Thomas

2012-01-01

The author identifies higher order thinking as an essential component of dance training for students of all ages and abilities. Weaving together insights from interviews with experts in the field of dance education with practical pedagogical applications within an Improvisation and Composition class for talented and gifted youth, this article…

A person-centered approach to individualizing a school-based universal preventive intervention.

PubMed

Caldwell, Linda L; Bradley, Stephanie; Coffman, Donna

2009-01-01

This manuscript focuses on how individualized components may be embedded within a universal preventive intervention (TimeWise: Taking Charge of Leisure Time) to make program delivery more effective. Leisure related variables (motivation, boredom/interest and peer and parental influence) were used to suggest ways to individualize the program. Latent Class Analysis was used to develop individualized risk and strength profiles of adolescents (N = 617). Comparisons were made between a treatment and control group. Four classes were identified: undifferentiated high, intrinsic motivation, extrinsic motivation/amotivation, undifferentiated low. These classes were related to substance use. Membership in the intrinsic class was associated with intervention group while the extrinsic class was related to the control group. Results were useful in suggesting ways to tailor a universal prevention program.

Automated cloud classification with a fuzzy logic expert system

NASA Technical Reports Server (NTRS)

Tovinkere, Vasanth; Baum, Bryan A.

1993-01-01

An unresolved problem in current cloud retrieval algorithms concerns the analysis of scenes containing overlapping cloud layers. Cloud parameterizations are very important both in global climate models and in studies of the Earth's radiation budget. Most cloud retrieval schemes, such as the bispectral method used by the International Satellite Cloud Climatology Project (ISCCP), have no way of determining whether overlapping cloud layers exist in any group of satellite pixels. One promising method uses fuzzy logic to determine whether mixed cloud and/or surface types exist within a group of pixels, such as cirrus, land, and water, or cirrus and stratus. When two or more class types are present, fuzzy logic uses membership values to assign the group of pixels partially to the different class types. The strength of fuzzy logic lies in its ability to work with patterns that may include more than one class, facilitating greater information extraction from satellite radiometric data. The development of the fuzzy logic rule-based expert system involves training the fuzzy classifier with spectral and textural features calculated from accurately labeled 32x32 regions of Advanced Very High Resolution Radiometer (AVHRR) 1.1-km data. The spectral data consists of AVHRR channels 1 (0.55-0.68 mu m), 2 (0.725-1.1 mu m), 3 (3.55-3.93 mu m), 4 (10.5-11.5 mu m), and 5 (11.5-12.5 mu m), which include visible, near-infrared, and infrared window regions. The textural features are based on the gray level difference vector (GLDV) method. A sophisticated new interactive visual image Classification System (IVICS) is used to label samples chosen from scenes collected during the FIRE IFO II. The training samples are chosen from predefined classes, chosen to be ocean, land, unbroken stratiform, broken stratiform, and cirrus. The November 28, 1991 NOAA overpasses contain complex multilevel cloud situations ideal for training and validating the fuzzy logic expert system.

Assistive technology outcomes in post-secondary students with disabilities: the influence of diagnosis, gender, and class-level.

PubMed

Malcolm, Matt P; Roll, Marla C

2017-11-01

This study investigated how outcomes of assistive technology (AT) services for college students with disabilities are influenced by diagnosis, gender and class-level (e.g., Freshman). Students' pre- and post-intervention ratings of their performance and satisfaction of common academic tasks (using the Canadian Occupational Performance Measure, COPM) were analyzed, as well as students' responses on a survey about AT service provision, use, and preferences. Data from 455 students revealed "learning disability" to be the most prevalent diagnosis (38%), similar numbers of females and males served, and Freshmen (23.1%) as the largest class-level seeking AT services. For COPM data, each two-way analysis of variance (ANOVA) (grouping variable = diagnosis) revealed that pre-post change scores significantly improved for the entire sample, and that students with a mood disorder experienced the greatest changes compared to other diagnoses. COPM scores significantly and similarly improved for females and males, and across class levels. AT Survey ratings about timeliness of services and independent AT use were significantly lower for students with mobility deficits/pain and neurological damage, respectively. Gender and class-level variables did not significantly impact AT Survey ratings. The study results reveal that features of a college student's diagnosis may influence AT service outcomes, and student-perceptions of AT services ability to use AT. Implications for Rehabilitation College students who are Freshman and/or who have a learning disability are the most prevalent students referred for campus-based assistive technology services. While student ratings of academic task performance significantly increase across diagnostic groupings, these improvements were greatest for those with a mood disorder compared to other diagnostic groups. Service-providers should consider that features of certain diagnoses or disabilities may influence the student?s perception of AT service provision and their ability to use AT. A student's gender and class-level (e.g., Freshman) do not appear to influence the outcomes of AT services for college students with disabilities.

Investigations on indoor Radon in Austria, part 2: Geological classes as categorical external drift for spatial modelling of the Radon potential.

PubMed

Bossew, Peter; Dubois, Grégoire; Tollefsen, Tore

2008-01-01

Geological classes are used to model the deterministic (drift or trend) component of the Radon potential (Friedmann's RP) in Austria. It is shown that the RP can be grouped according to geological classes, but also according to individual geological units belonging to the same class. Geological classes can thus serve as predictors for mean RP within the classes. Variability of the RP within classes or units is interpreted as the stochastic part of the regionalized variable RP; however, there does not seem to exist a smallest unit which would naturally divide the RP into a deterministic and a stochastic part. Rather, this depends on the scale of the geological maps used, down to which size of geological units is used for modelling the trend. In practice, there must be a sufficient number of data points (measurements) distributed as uniformly as possible within one unit to allow reasonable determination of the trend component.

Application of expert-notice dialogue (END) method to assess students’ science communication ability on biology

NASA Astrophysics Data System (ADS)

Sriyati, S.; Amelia, D. N.; Soniyana, G. T.

2018-05-01

Student’s science communication ability can be assessed by the Expert-Notice Dialogue (END) method which focusing on verbal explanations using graphs or images as a tool. This study aims to apply the END method to assess students’ science communication ability. The study was conducted in two high schools with each sample of one class at each school (A and B). The number of experts in class A is 8 students and 7 in class B, the number of notice in class A 24 students and 30 in class B. The material chosen for explanation by expert is Ecosystem in class A and plant classification in class B. Research instruments are rubric of science communication ability, observation rubric, notice concept test and notice questionnaire. The implementation recorded with a video camera and then transcribed based on rubric science communication ability. The results showed that the average of science communication ability in class A and B was 60% and 61.8%, respectively, in enough categories. Mastery of the notice concept is in good category with 79.10 averages in class A and 94.64 in class B. Through the questionnaire notice it is known that the END method generally helps notice in understanding the concept.

The effects of an integrated Algebra 1/physical science curriculum on student achievement in Algebra 1, proportional reasoning and graphing abilities

NASA Astrophysics Data System (ADS)

Lawrence, Lettie Carol

1997-08-01

The purpose of this investigation was to determine if an integrated curriculum in algebra 1/physical science facilitates acquisition of proportional reasoning and graphing abilities better than a non-integrated, traditional, algebra 1 curriculum. Also, this study was to ascertain if the integrated algebra 1/physical science curriculum resulted in greater student achievement in algebra 1. The curriculum used in the experimental class was SAM 9 (Science and Mathematics 9), an investigation-based curriculum that was written to integrate physical science and basic algebra content. The experiment was conducted over one school year. The subjects in the study were 61 ninth grade students. The experimental group consisted of one class taught concurrently by a mathematics teacher and a physical science teacher. The control group consisted of three classes of algebra 1 students taught by one mathematics teacher and taking physical science with other teachers in the school who were not participating in the SAM 9 program. This study utilized a quasi-experimental non-randomized control group pretest-posttest design. The investigator obtained end-of-algebra 1 scores from student records. The written open-ended graphing instruments and the proportional reasoning instrument were administered to both groups as pretests and posttests. The graphing instruments were also administered as a midtest. A two sample t-test for independent means was used to determine significant differences in achievement on the end-of-course algebra 1 test. Quantitative data from the proportional reasoning and graphing instruments were analyzed using a repeated measures analysis of variance to determine differences in scores over time for the experimental and control groups. The findings indicate no significant difference between the experimental and control groups on the end-of-course algebra 1 test. Results also indicate no significant differences in proportional reasoning and graphing abilities between the two groups over time. However, all subjects (experimental and control groups) made significant improvement in graphing abilities over one school year. In this study, students participating in an investigation-based curriculum integrating algebra 1 and physical science performed as well on the instruments as the students in the traditional curriculum. Therefore, an argument can be made that instruction using an integrated curriculum (algebra l/physical science) is a viable alternative to instruction using a more traditional algebra 1 curriculum. Finally, the integrated curriculum adheres to the constructivist theoretical perspective (Krupnik-Gotlieb, 1995) and is more consistent with recommendations in the NCTM Standards (1992) than the traditional curriculum.

47 CFR 73.1125 - Station main studio location.

Code of Federal Regulations, 2010 CFR

2010-10-01

... so doing would be consistent with the operation of the station in the public interest. (c) Each Class... respect to a group of commonly controlled stations, Class A stations whose predicted Grade B contours are physically contiguous to each other may locate their main studio within any of these contours. If a Class A...

Effects of Tai Chi intervention on dual-task ability in older adults: a pilot study.

PubMed

Hall, Courtney D; Miszko, Tanya; Wolf, Steven L

2009-03-01

To determine if a 12-week program of Tai Chi that has been shown to reduce falls incidence in older adults would improve the ability to allocate attention to balance under dual-task conditions. Pre-/posttest experimental research design. Movement studies research laboratory. Community dwelling older adults (N=15; range, 62-85y) participated in either Tai Chi training or health education classes (controls) for 12 weeks. Participants in the Tai Chi group attended a twice-weekly, 1.5-hour class taught by an experienced instructor. The control group attended a biweekly, 1-hour class for lectures on health-related topics. Two cognitive tasks (responding to auditory or visual stimulus as quickly as possible) were performed concurrently while maintaining static balance during the Sensory Organization Test (SOT) and while avoiding obstacles while walking. The percent change in performance relative to the single-task condition was calculated and defined as the dual-task cost. The dual-task cost was calculated for both the postural and cognitive measures. There was no improvement in the performance of postural stability or cognitive task under dual-task conditions for the SOT for Tai Chi versus controls. There was no improvement in avoiding obstacles under dual-task conditions for Tai Chi versus controls. Contrary to our hypothesis, the findings of this study did not support a benefit of Tai Chi on the ability to allocate attention to balance under dual-task conditions.

[Assessment on the ability of emergency response at the county center for disease control and prevention level in flooding-prone areas].

PubMed

Chen, Wei; Zeng, Guang

2006-02-01

To establish a comprehensive assessment model on the ability of emergency response within the public health system in flooding-prone areas. A hierarchy process theory was used to establish the initial assessing framework. Delphi method was used to screen and choose the ultimate indicators and their weights before an assessment model was set up under the 'synthetic scored method' to assess the ability of the emergency response among twenty county public health units. We then used the 'analysis of variation (ANOVA)' methodology to test the feasibility of distinguishing the ability of emergency response among different county health units and correlation analysis was used to assess the independence of indicators in the assessing model. A comprehensive model was then established including twenty first-class indicators and fifty-six second-class indicators and the degree of ability to emergency response with flooding of public health units was evaluated. There were five public health units having higher, ten having moderate but five with lower levels on emergency response. The assessment model was proved to be a good method in differentiating the ability of public health units, using independent indicators. The assessment model which we established seemed to be practical and reliable.

The Effects of within Class Grouping on Reading Achievement: A Meta-Analytic Synthesis

ERIC Educational Resources Information Center

Puzio, Kelly; Colby, Glenn

2010-01-01

Although some literacy researchers consider grouping students for reading instruction to be a proven educational practice, the support for this belief is lacking from a research synthesis perspective. With this idea in mind, Slavin comments in the middle of his review on the effects of grouping: "there is not enough research on within-class…

University Students' Problem Posing Abilities and Attitudes towards Mathematics.

ERIC Educational Resources Information Center

Grundmeier, Todd A.

2002-01-01

Explores the problem posing abilities and attitudes towards mathematics of students in a university pre-calculus class and a university mathematical proof class. Reports a significant difference in numeric posing versus non-numeric posing ability in both classes. (Author/MM)

Effects of a Mixed-Mode Peer Response on Student Response Behavior and Writing Performance

ERIC Educational Resources Information Center

Wang, Jen-Hang; Hsu, Shih-Hsun; Chen, Sherry Y.; Ko, Hwa-Wei; Ku, Yu-Min; Chan, Tak-Wai

2014-01-01

The study proposed a mix-mode peer response, the E-Peer Response (EPR), to overcome the bias of a single mode, and examined how students with different levels of ability react to the EPR. Two classes participated in this study. One was the experimental group (EG) with the EPR; the other was the control group (CG) with a teacher-centered writing…

Learning science in small multi-age groups: the role of age composition

NASA Astrophysics Data System (ADS)

Kallery, Maria; Loupidou, Thomais

2016-06-01

The present study examines how the overall cognitive achievements in science of the younger children in a class where the students work in small multi-age groups are influenced by the number of older children in the groups. The context of the study was early-years education. The study has two parts: The first part involved classes attended by pre-primary children aged 4-6. The second part included one primary class attended by students aged 6-8 in addition to the pre-primary classes. Students were involved in inquiry-based science activities. Two sources of data were used: Lesson recordings and children's assessments. The data from both sources were separately analyzed and the findings plotted. The resulting graphs indicate a linear relationship between the overall performance of the younger children in a class and the number of older ones participating in the groups in each class. It seems that the age composition of the groups can significantly affect the overall cognitive achievements of the younger children and preferentially determines the time within which this factor reaches its maximum value. The findings can be utilized in deciding the age composition of small groups in a class with the aim of facilitating the younger children's learning in science.

Performing Post-War Citizenship: Women Teachers in Toronto Secondary Schools

ERIC Educational Resources Information Center

Llewellyn, Kristina R.

2006-01-01

Feminist historians have argued that the body needs to be historicized, noting that the body, rather than simply a static, biological, or material reality, is a site of inscription and intervention for notions of nation, race, class, sexuality, ability, and gender within particular historical contexts. Some feminist scholars have made particular…

A Study of Language Arts Curriculum Effectiveness with Gifted Learners.

ERIC Educational Resources Information Center

VanTassel-Baska, Joyce; And Others

1996-01-01

This study of language arts curriculum effectiveness presents data supporting utilization of the Integrated Curriculum Model (ICM) with high-ability learners in various grouping contexts. Significant gains were demonstrated in literary analysis, persuasive writing, and linguistic competency for seven elementary classes using the ICM. Implications…

The Anthological Project.

ERIC Educational Resources Information Center

Johns, Trevor

1969-01-01

Anthological projects, in which students gather and produce material for a group product (e.g., class newspapers, magazines, radio shows), can reawaken students' interest in English and benefit all ability levels. The novelty of the projects and the promise of tangible results initially motivates the students, and their involvement and the…

School Readiness Factor Analyzed.

ERIC Educational Resources Information Center

Brenner, Anton; Scott, Leland H.

This paper is an empirical statistical analysis and interpretation of data relating to school readiness previously examined and reported on a theoretical basis. A total of 118 white, middle class children from six consecutive kindergarten groups in Dearborn, Michigan were tested with seven instruments, evaluated in terms of achievement, ability,…

Student teachers’ mathematical questioning and courage in metaphorical thinking learning

NASA Astrophysics Data System (ADS)

Hendriana, H.; Hidayat, W.; Ristiana, M. G.

2018-01-01

This study was designed in the form of experiments with control group design and post-test only which aimed to examine the role of metaphorical thinking learning in the mathematical questioning ability of student teachers based on the level of mathematical courage. The population of this study was student teachers of mathematics education study program in West Java Province, while the sample of this study was 152 student teachers which were set purposively and then randomly to be included in the experimental class and control class. Based on the results and discussion, it was concluded that: (a) the mathematical questioning ability of student teachers who received Metaphorical Thinking learning was better than those who received conventional learning seen from mathematical courage level; (b) learning and mathematical courage level factors affected the achievement of student teachers’ mathematical questioning ability. In addition, there was no interaction effect between learning and mathematical courage level (high, medium, and low) simultaneously in developing student teachers’ mathematical questioning ability; (c) achievement of mastering mathematical questioning ability of student teacher was still not well achieved on indicator of problem posing in the form of non-routine question and open question.

Breakdown of Phylogenetic Signal: A Survey of Microsatellite Densities in 454 Shotgun Sequences from 154 Non Model Eukaryote Species

PubMed Central

Meglécz, Emese; Nève, Gabriel; Biffin, Ed; Gardner, Michael G.

2012-01-01

Microsatellites are ubiquitous in Eukaryotic genomes. A more complete understanding of their origin and spread can be gained from a comparison of their distribution within a phylogenetic context. Although information for model species is accumulating rapidly, it is insufficient due to a lack of species depth, thus intragroup variation is necessarily ignored. As such, apparent differences between groups may be overinflated and generalizations cannot be inferred until an analysis of the variation that exists within groups has been conducted. In this study, we examined microsatellite coverage and motif patterns from 454 shotgun sequences of 154 Eukaryote species from eight distantly related phyla (Cnidaria, Arthropoda, Onychophora, Bryozoa, Mollusca, Echinodermata, Chordata and Streptophyta) to test if a consistent phylogenetic pattern emerges from the microsatellite composition of these species. It is clear from our results that data from model species provide incomplete information regarding the existing microsatellite variability within the Eukaryotes. A very strong heterogeneity of microsatellite composition was found within most phyla, classes and even orders. Autocorrelation analyses indicated that while microsatellite contents of species within clades more recent than 200 Mya tend to be similar, the autocorrelation breaks down and becomes negative or non-significant with increasing divergence time. Therefore, the age of the taxon seems to be a primary factor in degrading the phylogenetic pattern present among related groups. The most recent classes or orders of Chordates still retain the pattern of their common ancestor. However, within older groups, such as classes of Arthropods, the phylogenetic pattern has been scrambled by the long independent evolution of the lineages. PMID:22815847

Using cooperative learning for a drug information assignment.

PubMed

Earl, Grace L

2009-11-12

To implement a cooperative learning activity to engage students in analyzing tertiary drug information resources in a literature evaluation course. The class was divided into 4 sections to form expert groups and each group researched a different set of references using the jigsaw technique. Each member of each expert group was reassigned to a jigsaw group so that each new group was composed of 4 students from 4 different expert groups. The jigsaw groups met to discuss search strategies and rate the usefulness of the references. In addition to group-based learning, teaching methods included students' writing an independent research paper to enhance their abilities to search and analyze drug information resources. The assignment and final course grades improved after implementation of the activity. Students agreed that class discussions were a useful learning experience and 75% (77/102) said they would use the drug information references for other courses. The jigsaw technique was successful in engaging students in cooperative learning to improve critical thinking skills regarding drug information.

Study groups: are they effective in preparing students for NCLEX-RN?

PubMed

Ashley, J; O'Neil, J

1994-10-01

The effectiveness of faculty-directed study groups as an intervention to prepare nurse candidates for NCLEX-RN was evaluated. The NCLEX-RN performance of a baccalaureate class who had participated in study groups was compared to the performance of a prior class who had not participated in study groups. Academic subgroups within the classes were compared to determine if study groups were equally effective across levels of academic achievement. The possible reasons for the significant difference in the NCLEX-RN passing rate between "at-risk" students who participated in study groups and at-risk students who did not participate in study groups are discussed. Discussion also considers possible factors influencing the generally better performance of study group participants at all academic levels. Suggestions for future intervention research direct attention to time intensity of interventions and research control through random assignments to treatment groups.

The influence of mathematics learning using SAVI approach on junior high school students’ mathematical modelling ability

NASA Astrophysics Data System (ADS)

Khusna, H.; Heryaningsih, N. Y.

2018-01-01

The aim of this research was to examine mathematical modeling ability who learn mathematics by using SAVI approach. This research was a quasi-experimental research with non-equivalent control group designed by using purposive sampling technique. The population of this research was the state junior high school students in Lembang while the sample consisted of two class at 8th grade. The instrument used in this research was mathematical modeling ability. Data analysis of this research was conducted by using SPSS 20 by Windows. The result showed that students’ ability of mathematical modeling who learn mathematics by using SAVI approach was better than students’ ability of mathematical modeling who learn mathematics using conventional learning.

Concepts first: A course with improved educational outcomes and parity for underrepresented minority groups

NASA Astrophysics Data System (ADS)

Webb, D. J.

2017-08-01

Two active learning physics courses were taught and compared. The "concepts first" course was organized to teach only concepts in the first part of the class, the ultimate goal being to increase students' problem-solving abilities much later in the class. The other course was taught in the same quarter by the same instructor using the same curricular materials, but covered material in the standard (chapter-by-chapter) order. After accounting for incoming student characteristics, students from the concepts-first course scored significantly better in two outcome measures: their grade on the final exam and the grade received in their subsequent physics course. Moreover, in the concepts-first class course, students from groups underrepresented in physics had final exam scores and class grades that were indistinguishable from other students. Finally, students who took at least one concepts-first course in introductory physics were found to have significantly higher rates of graduation with a STEM major than students from this cohort who did not.

Independent effects of bilingualism and socioeconomic status on language ability and executive functioning.

PubMed

Calvo, Alejandra; Bialystok, Ellen

2014-03-01

One hundred and seventy-five children who were 6-years old were assigned to one of four groups that differed in socioeconomic status (SES; working class or middle class) and language background (monolingual or bilingual). The children completed tests of nonverbal intelligence, language tests assessing receptive vocabulary and attention based on picture naming, and two tests of executive functioning. All children performed equivalently on the basic intelligence tests, but performance on the language and executive functioning tasks was influenced by both SES and bilingualism. Middle-class children outperformed working-class children on all measures, and bilingual children obtained lower scores than monolingual children on language tests but higher scores than monolingual children on the executive functioning tasks. There were no interactions with either group factors or task factors. Thus, each of SES and bilingualism contribute significantly and independently to children's development irrespective of the child's level on the other factor. Copyright © 2013 Elsevier B.V. All rights reserved.

Children with Cerebral Palsy, Spina Bifida and Pragmatic Language Impairment: Differences and Similarities in Pragmatic Ability

ERIC Educational Resources Information Center

Holck, Pernille; Nettelbladt, Ulrika; Sandberg, Annika Dahlgren

2009-01-01

Pragmatically related abilities were studied in three clinical groups of children from 5 to 11 years of age; children with cerebral palsy (CP; n = 10), children with spina bifida and hydrocephalus (SBH; n = 10) and children with pragmatic language impairment (PLI; n = 10), in order to explore pragmatic abilities within each group. A range of…

An example of the teacher expectation effect in mixed ability teaching

NASA Astrophysics Data System (ADS)

Matthews, G. P.

Much interest has been shown recently in teacher expectation or self-fulfilling prophecy effects, despite the difficulty of making objective observations of the phenomenon. The present case study concerns a population of twelve mixed-ability chemistry classes in a comprehensive school in the U.K. The poor behavior of one of the groups led to a stigma being attached to it by staff, and for various doubtful reasons, this became associated with another class as well. A statistical analysis of examination marks shows that neither reputation was justified in terms of academic achievement, and quantifies possible teacher expectation effects arising from the situation. The findings demonstrate the ease with which academic achievements can be hampered unwittingly by the prejudices of a teacher even in a well-structured learning situation.

Assessing students' ability to critically evaluate evidence in an inquiry-based undergraduate laboratory course.

PubMed

Colthorpe, Kay; Mehari Abraha, Hyab; Zimbardi, Kirsten; Ainscough, Louise; Spiers, Jereme G; Chen, Hsiao-Jou Cortina; Lavidis, Nickolas A

2017-03-01

The ability to critically evaluate and use evidence from one's own work or from primary literature is invaluable to any researcher. These skills include the ability to identify strengths and weakness of primary literature, to gauge the impact of research findings on a field, to identify gaps in a field that require more research, and to contextualize findings within a field. This study developed a model to examine undergraduate science students' abilities to critically evaluate and use evidence through an analysis of laboratory reports from control and experimental groups in nonresearch-aligned and research-aligned inquiry-based laboratory classes, respectively, and contrasted these with published scientific research articles. The reports analyzed ( n = 42) showed that students used evidence in a variety of ways, most often referring to literature indirectly, and least commonly highlighting limitations of literature. There were significant positive correlations between grade awarded and the use of references, evidence, and length, but there were no significant differences between control and experimental groups, so data were pooled. The use of evidence in scientific research articles ( n = 7) was similar to student reports except that expert authors were more likely to refer to their own results and cite more references. Analysis showed that students, by the completion of the second year of their undergraduate degree, had expertise approaching that of published authors. These findings demonstrate that it is possible to provide valuable broad-scale undergraduate research experiences to all students in a cohort, giving them exposure to the methods and communication processes of research as well as an opportunity to hone their critical evaluation skills. Copyright © 2017 the American Physiological Society.

High-School Chemistry Students' Performance and Gender Differences in a Computerized Molecular Modeling Learning Environment

NASA Astrophysics Data System (ADS)

Barnea, Nitza; Dori, Yehudit J.

1999-12-01

Computerized molecular modeling (CMM) contributes to the development of visualization skills via vivid animation of three dimensional representations. Its power to illustrate and explore phenomena in chemistry teaching stems from the convenience and simplicity of building molecules of any size and color in a number of presentation styles. A new CMM-based learning environment for teaching and learning chemistry in Israeli high schools has been designed and implemented. Three tenth grade experimental classes used this discovery CMM approach, while two other classes, who studied the same topic in the customary approach, served as a control group. We investigated the effects of using molecular modeling on students' spatial ability, understanding of new concepts related to geometric and symbolic representations and students' perception of the model concept. Each variable was examined for gender differences. Students of the experimental group performed better than control group students in all three performance aspects. Experimental group students scored higher than the control group students in the achievement test on structure and bonding. Students' spatial ability improved in both groups, but students from the experimental group scored higher. For the average students in the two groups the improvement in all three spatial ability sub-tests —paper folding, card rotation, and cube comparison—was significantly higher for the experimental group. Experimental group students gained better insight into the model concept than the control group and could explain more phenomena with the aid of a variety of models. Hence, CMM helps in particular to improve the examined cognitive aspects of the average student population. In most of the achievement and spatial ability tests no significant differences between the genders were found, but in some aspects of model perception and verbal argumentation differences still exist. Experimental group females improved their model perception more than the control group females in understanding ways to create models and in the role of models as mental structures and prediction tools. Teachers' and students' feedback on the CMM learning environment was found to be positive, as it helped them understand concepts in molecular geometry and bonding. The results of this study suggest that teaching/learning of topics in chemistry that are related to three dimensional structures can be improved by using a discovery approach in a computerized learning environment.

Use of Latent Class Analysis to define groups based on validity, cognition, and emotional functioning.

PubMed

Morin, Ruth T; Axelrod, Bradley N

Latent Class Analysis (LCA) was used to classify a heterogeneous sample of neuropsychology data. In particular, we used measures of performance validity, symptom validity, cognition, and emotional functioning to assess and describe latent groups of functioning in these areas. A data-set of 680 neuropsychological evaluation protocols was analyzed using a LCA. Data were collected from evaluations performed for clinical purposes at an urban medical center. A four-class model emerged as the best fitting model of latent classes. The resulting classes were distinct based on measures of performance validity and symptom validity. Class A performed poorly on both performance and symptom validity measures. Class B had intact performance validity and heightened symptom reporting. The remaining two Classes performed adequately on both performance and symptom validity measures, differing only in cognitive and emotional functioning. In general, performance invalidity was associated with worse cognitive performance, while symptom invalidity was associated with elevated emotional distress. LCA appears useful in identifying groups within a heterogeneous sample with distinct performance patterns. Further, the orthogonal nature of performance and symptom validities is supported.

Promoting Students' Problem Solving Skills and Knowledge of STEM Concepts in a Data-Rich Learning Environment: Using Online Data as a Tool for Teaching about Renewable Energy Technologies

NASA Astrophysics Data System (ADS)

Thurmond, Brandi

This study sought to compare a data-rich learning (DRL) environment that utilized online data as a tool for teaching about renewable energy technologies (RET) to a lecture-based learning environment to determine the impact of the learning environment on students' knowledge of Science, Technology, Engineering, and Math (STEM) concepts related to renewable energy technologies and students' problem solving skills. Two purposefully selected Advanced Placement (AP) Environmental Science teachers were included in the study. Each teacher taught one class about RET in a lecture-based environment (control) and another class in a DRL environment (treatment), for a total of four classes of students (n=128). This study utilized a quasi-experimental, pretest/posttest, control-group design. The initial hypothesis that the treatment group would have a significant gain in knowledge of STEM concepts related to RET and be better able to solve problems when compared to the control group was not supported by the data. Although students in the DRL environment had a significant gain in knowledge after instruction, posttest score comparisons of the control and treatment groups revealed no significant differences between the groups. Further, no significant differences were noted in students' problem solving abilities as measured by scores on a problem-based activity and self-reported abilities on a reflective questionnaire. This suggests that the DRL environment is at least as effective as the lecture-based learning environment in teaching AP Environmental Science students about RET and fostering the development of problem solving skills. As this was a small scale study, further research is needed to provide information about effectiveness of DRL environments in promoting students' knowledge of STEM concepts and problem-solving skills.

Improvement in Generic Problem-Solving Abilities of Students by Use of Tutor-less Problem-Based Learning in a Large Classroom Setting

PubMed Central

Klegeris, Andis; Bahniwal, Manpreet; Hurren, Heather

2013-01-01

Problem-based learning (PBL) was originally introduced in medical education programs as a form of small-group learning, but its use has now spread to large undergraduate classrooms in various other disciplines. Introduction of new teaching techniques, including PBL-based methods, needs to be justified by demonstrating the benefits of such techniques over classical teaching styles. Previously, we demonstrated that introduction of tutor-less PBL in a large third-year biochemistry undergraduate class increased student satisfaction and attendance. The current study assessed the generic problem-solving abilities of students from the same class at the beginning and end of the term, and compared student scores with similar data obtained in three classes not using PBL. Two generic problem-solving tests of equal difficulty were administered such that students took different tests at the beginning and the end of the term. Blinded marking showed a statistically significant 13% increase in the test scores of the biochemistry students exposed to PBL, while no trend toward significant change in scores was observed in any of the control groups not using PBL. Our study is among the first to demonstrate that use of tutor-less PBL in a large classroom leads to statistically significant improvement in generic problem-solving skills of students. PMID:23463230

Short-term memory development: differences in serial position curves between age groups and latent classes.

PubMed

Koppenol-Gonzalez, Gabriela V; Bouwmeester, Samantha; Vermunt, Jeroen K

2014-10-01

In studies on the development of cognitive processes, children are often grouped based on their ages before analyzing the data. After the analysis, the differences between age groups are interpreted as developmental differences. We argue that this approach is problematic because the variance in cognitive performance within an age group is considered to be measurement error. However, if a part of this variance is systematic, it can provide very useful information about the cognitive processes used by some children of a certain age but not others. In the current study, we presented 210 children aged 5 to 12 years with serial order short-term memory tasks. First we analyze our data according to the approach using age groups, and then we apply latent class analysis to form latent classes of children based on their performance instead of their ages. We display the results of the age groups and the latent classes in terms of serial position curves, and we discuss the differences in results. Our findings show that there are considerable differences in performance between the age groups and the latent classes. We interpret our findings as indicating that the latent class analysis yielded a much more meaningful way of grouping children in terms of cognitive processes than the a priori grouping of children based on their ages. Copyright © 2014 Elsevier Inc. All rights reserved.

The Tracking Wars: State Reform Meets School Policy.

ERIC Educational Resources Information Center

Loveless, Tom

This book examines the reactions of schools in Massachusetts and California to policies that sought to persuade schools to abandon or reduce tracking--the practice of grouping students into classes by ability and organizing curriculum by level of difficulty. The text is divided into 8 chapters: (1) "Implementing Tracking Reform," which…

Streaming and Setting in UK Primary Schools: Evidence from the Millennium Cohort Study

ERIC Educational Resources Information Center

Hallam, Susan

2012-01-01

There has been research on grouping pupils by ability for most of the twentieth century since Whipple carried out a study of the effects of special class placement on a group of high aptitude 5th and 6th graders in the USA in 1919. Since then hundreds of studies have been undertaken and there have been many literature reviews and syntheses of…

How to Solve Polyhedron Problem?

NASA Astrophysics Data System (ADS)

Wijayanti, A.; Kusumah, Y. S.; Suhendra

2017-09-01

The purpose of this research is to know the possible strategies to solve the problem in polyhedron topic with Knilsey’s Learning Model as scaffolding for the student. This research was conducted by using mixed method with sequential explanatory design. Researchers used purposive sampling technique to get two classes for Knisley class and conventional class and an extreme case sampling technique to get interview data. The instruments used are tests, observation sheets and interview guidelines. The result of the research shows that: (1) students’ strategies to solve polyhedron problem were grouped into two steps: by partitioning the problem to find out the solution and make a mathematical model of the mathematical sentence given and then connect it with the concept that the students already know; (2) students ‘mathematical problem solving ability in Knisley class is higher than those in conventional class.

Tracing for the problem-solving ability in advanced calculus class based on modification of SAVI model at Universitas Negeri Semarang

NASA Astrophysics Data System (ADS)

Pujiastuti, E.; Waluya, B.; Mulyono

2018-03-01

There were many ways of solving the problem offered by the experts. The author combines various ways of solving the problem as a form of novelty. Among the learning model that was expected to support the growth of problem-solving skills was SAVI. The purpose, to obtain trace results from the analysis of the problem-solving ability of students in the Dual Integral material. The research method was a qualitative approach. Its activities include tests was filled with mathematical connections, observation, interviews, FGD, and triangulation. The results were: (1) some students were still experiencing difficulties in solving the problems. (2) The application of modification of SAVI learning model effective in supporting the growth of problem-solving abilities. (3) The strength of the students related to solving the problem, there were two students in the excellent category, there were three students in right classes and one student in the medium group.

Ability Grouping in Schools: An Analysis of Effects.

ERIC Educational Resources Information Center

Ireson, Judith; Hallam, Susan; Mortimore, Peter; Hack, Sarah; Clark, Helen

This paper presents preliminary findings from a large-scale study of ability grouping in English secondary schools. Forty-five secondary schools representing three levels of grouping took part in the research. Within these schools, data have been collected from a cohort of Year 9 pupils, aged 13-14 years. All these pupils took tests in English,…

49 CFR 173.137 - Class 8-Assignment of packing group.

Code of Federal Regulations, 2010 CFR

2010-10-01

... subchapter) as follows: (a) Packing Group I. Materials that cause full thickness destruction of intact skin... full thickness destruction of intact skin tissue within an observation period of up to 14 days starting... destruction of intact skin tissue within an observation period of up to 14 days starting after the exposure...

Student responses to the introduction of case-based learning and practical activities into a theoretical obstetrics and gynaecology teaching programme

PubMed Central

Massonetto, Júlio Cesar; Marcellini, Cláudio; Assis, Paulo Sérgio Ribeiro; de Toledo, Sérgio Floriano

2004-01-01

Background The fourth-year Obstetrics and Gynaecology course at our institution had previously been taught using theory classes alone. A new teaching model was introduced to provide a better link with professional practice. We wished to evaluate the impact of the introduction of case discussions and other practical activities upon students' perceptions of the learning process. Methods Small-group discussions of cases and practical activities were introduced for the teaching of a fourth-year class in 2003 (Group II; 113 students). Comparisons were made with the fourth-year class of 2002 (Group I; 108 students), from before the new programme was introduced. Students were asked to rate their satisfaction with various elements of the teaching programme. Statistical differences in their ratings were analysed using the chi-square and Bonferroni tests. Results Group II gave higher ratings to the clarity of theory classes and lecturers' teaching abilities (p < 0.05) and lecturers' punctuality (p < 0.001) than did Group I. Group II had greater belief that the knowledge assessment tests were useful (p < 0.001) and that their understanding of the subject was good (p < 0.001) than did Group I. Group II gave a higher overall rating to the course (p < 0.05) than did Group I. However, there was no difference in the groups' assessments of the use made of the timetabled hours available for the subject or lecturers' concern for students' learning. Conclusions Students were very receptive to the new teaching model. PMID:15569385

Vocational High School Students’ Profile and their English Achievement

NASA Astrophysics Data System (ADS)

Liando, N. V. F.; Ratu, D. M.; Sahentombage, V.

2018-02-01

Vocational education has been given more attention in Indonesian education in the recent years. There have been many projects for vocational education since Jokowi Widodo took his presidential office in October 2014. In supporting government actions, vocational high school students need to improve their profile. Living in the global worlds requires the ability to interact with people from all over the world. The ability to communicate using English as the lingua franca is important. The purpose of the research reported here is, to prove whether the direct method is effective in improving vocational high school students’ English pronunciation or not. This research design is a true experimental using post-test only. The population is students from one vocational high school in North Sulawesi. Sample of this research was year 11 students consisting of two classes class A (27 students) and class B (27 students). The instrument used in collecting data is tests. The results showed that the mean of the experimental group (36.99) statistically describes the students’ improvement in pronouncing English words in which have been compared by result of the tobserved (2.897) exceed tcritical (1.943) at the level of significance 0.05. It means that there is a significant difference between the mean score of experimental group and control group regarding students’ English pronunciation. This then supports the claim that ‘rejects’ Ho and ‘accept’ Ha. Based on the result, it could be concluded that the direct method is considered effective in improving students’ English pronunciation.

[The effect of a scenario-based simulation communication course on improving the communication skills of nurses].

PubMed

Huang, Ya-Hsuan; Hsieh, Suh-Ing; Hsu, Li-Ling

2014-04-01

Limited disease knowledge is frequently the cause of disease-related anxiety in myocardial infarction patients. The ability to communicate effectively serves multiple purposes in the professional nursing practice. By communicating effectively with myocardial infarction patients, nurses may help reduce their anxiety by keeping them well informed about their disease and teaching them self-care strategies. This research evaluates the communication skills of nurses following scenario-based simulation education in the context of communication with myocardial infarction patients. This study used an experimental design and an educational intervention. The target population comprised nurses of medicine (clinical qualified level N to N2 for nursing) working at a municipal hospital in Taipei City, Taiwan. A total 122 participants were enrolled. Stratified block randomization divided participants into an experimental group and a control group. The experimental group received clinical scenario-based simulation education for communication. The control group received traditional class-based education for communication. Both groups received a pre-test and a Communication Skills Checklist post-test assessment. Results were analyzed using SPSS 17.0 for Windows software. A t-test showed significant increases in communication skills (p < .001) in the experimental group and ANCOVA results identified significant between-group differences (p < .001) in communication skills following the education intervention. The results indicate that clinical scenario-based simulation education for communication is significantly more effective than traditional class-based education in enhancing the ability of nurses to communicate effectively with myocardial infarction patients.

Sealing ability of cermet ionomer cement as a retrograde filling material.

PubMed

Aktener, B O; Pehlivan, Y

1993-03-01

An in vitro dye leakage study was performed to compare the sealing ability of high copper amalgam with cavity varnish and cermet ionomer cement with and without varnish when used as retrofilling materials. The root canals of 54 maxillary anterior teeth were instrumented and obturated with gutta-percha and sealer. The apical 3 mm of the roots were resected and apical class I cavity preparations were made. The roots were then randomly divided into three groups and retrofilled with one of the experimental materials. After 72 h of immersion in India ink, the roots were cleared and evaluated for leakage with a stereomicroscope. Statistical analysis indicated that the cermet ionomer cement with varnish group had significantly less leakage than the amalgam group (P < 0.0014) and the cermet ionomer cement without varnish group (P < 0.001). There was no significant difference between the other two groups (P > 0.05).

Introducing a Culture of Modeling to Enhance Conceptual Understanding in High School Chemistry Courses

ERIC Educational Resources Information Center

Edwards, Amanda D.; Head, Michelle

2016-01-01

Both the Next Generation Science Standards (NGSS) and the new AP Chemistry curriculum focus on a deeper understanding of content, as well as application of concepts within science classes. A well accepted research-based method for improving student understanding and the ability to apply many of the abstract concepts presented in chemistry is…

Do High-Ability Students Disidentify with Science? A Descriptive Study of U.S. Ninth Graders in 2009

ERIC Educational Resources Information Center

Andersen, Lori; Chen, Jason A.

2016-01-01

The present study describes science expectancy-value motivation classes within a nationally representative sample of students who were U.S. ninth graders in 2009. An expectancy-value model was the basis for science-specific profile indicators (self-efficacy, attainment value, utility value, interest-enjoyment value). Using exploratory latent class…

Equalities and Inequalities in the English Education System

ERIC Educational Resources Information Center

Scott, David; Scott, Ben

2018-01-01

This book is about social categories such as gender, race, dis-ability, intelligence, sexuality and class, as they are used in education. Knowledge of and about them and their effects is central to how we can understand society, equalities and inequalities within it, and educational relations. The evidence to support the claims being made in this…

Probabilistic Solution of Inverse Problems.

DTIC Science & Technology

1985-09-01

AODRESSIl differentI from Conat.oildun 0111C*) It. SECURITY CLASS (ofll ~e vport) Office of Naval Research UCASFE Information Systems ...report describes research done within the Laboratory for Information and Decision Systems and the Artificial Intelligence Laboratory at the Massachusetts...analysis of systems endowed with perceptual abilities is the construction of internal representations of the physical structures in the external world

Identifying Methods for Implementing Differentiated Instruction in Middle School Language Arts/Reading Classes

ERIC Educational Resources Information Center

Pierre, Linda

2014-01-01

Students enter school with a range of abilities and learning styles. Many of these diverse learners are in need of academic support and assistance from educators in reaching grade-level competency within the academic area of language arts/reading. Differentiation addresses the possibility of assisting each of these students academically. The…

"This Is Not Reality...It's Only TV": African American Girls Respond to Media (Mis)Representations

ERIC Educational Resources Information Center

Hall, Horace R.; Smith, Eleshia L.

2012-01-01

This research investigates the ways in which three African American high school girls interpret and challenge racialized and sexualized media representations of their race, class, and gender within music videos. The authors assert that these students' ability to counter stereotypes is a reflection of their cultural orientations, as well as their…

Characterisation of a type 1 Avian Paramyxovirus belonging to a divergent group.

PubMed

Briand, François-Xavier; Massin, Pascale; Jestin, Véronique

2014-01-10

Newcastle disease, induced by a type 1 Avian Paramyxovirus (APMV-1), is one of the most serious poultry diseases. APMV-1 are divided into two classes based on genetic analysis: class II strains have been recovered from wild or domestic birds and include virulent and avirulent isolates whereas class I strains have been mainly isolated from wild birds and are avirulent. Within class I, a new proposed genotype has recently been reported. The only full genome strain of this group is presently characterised from the point of view of codon usage with reference to class I and class II specificities. Class-specific residues were identified on HN and F proteins that are the two major proteins involved in cell attachment and pathogenicity. Comparison of protein patterns and codon usage for this newly identified APMV-1 strain indicates it is similar to class I viruses but contains a few characteristics close to the viruses of class II. Transmission of viruses from this recently identified divergent group from wild birds to domestic birds could have a major impact on the domestic poultry industry. Copyright © 2013 Elsevier B.V. All rights reserved.

Putting race in context: social class modulates processing of race in the ventromedial prefrontal cortex and amygdala

PubMed Central

Hitlin, Steven; Magnotta, Vincent; Tranel, Daniel

2017-01-01

Abstract A growing body of literature demonstrates that racial group membership can influence neural responses, e.g. when individuals perceive or interact with persons of another race. However, little attention has been paid to social class, a factor that interacts with racial inequalities in American society. We extend previous literature on race-related neural activity by focusing on how the human brain responds to racial out-groups cast in positively valued social class positions vs less valued ones. We predicted that the ventromedial prefrontal cortex (vmPFC) and the amygdala would have functionally dissociable roles, with the vmPFC playing a more significant role within socially valued in-groups (i.e. the middle-class) and the amygdala having a more crucial role for socially ambivalent and threatening categories (i.e. upper and lower class). We tested these predictions with two complementary studies: (i) a neuropsychological experiment with patients with the vmPFC or amygdala lesions, contrasted with brain damaged and normal comparison participants, and (ii) a functional magnetic resonance imaging experiment with 15 healthy adults. Our findings suggest that two distinct mechanisms underlie class-based racial evaluations, one engaging the vmPFC for positively identified in-group class and another recruiting the amygdala for the class groups that are marginalized or perceived as potential threats. PMID:28398590

Putting race in context: social class modulates processing of race in the ventromedial prefrontal cortex and amygdala.

PubMed

Firat, Rengin B; Hitlin, Steven; Magnotta, Vincent; Tranel, Daniel

2017-08-01

A growing body of literature demonstrates that racial group membership can influence neural responses, e.g. when individuals perceive or interact with persons of another race. However, little attention has been paid to social class, a factor that interacts with racial inequalities in American society. We extend previous literature on race-related neural activity by focusing on how the human brain responds to racial out-groups cast in positively valued social class positions vs less valued ones. We predicted that the ventromedial prefrontal cortex (vmPFC) and the amygdala would have functionally dissociable roles, with the vmPFC playing a more significant role within socially valued in-groups (i.e. the middle-class) and the amygdala having a more crucial role for socially ambivalent and threatening categories (i.e. upper and lower class). We tested these predictions with two complementary studies: (i) a neuropsychological experiment with patients with the vmPFC or amygdala lesions, contrasted with brain damaged and normal comparison participants, and (ii) a functional magnetic resonance imaging experiment with 15 healthy adults. Our findings suggest that two distinct mechanisms underlie class-based racial evaluations, one engaging the vmPFC for positively identified in-group class and another recruiting the amygdala for the class groups that are marginalized or perceived as potential threats. © The Author (2017). Published by Oxford University Press.

Connecting Gender, Race, Class, and Immigration Status to Disease Management at the Workplace.

PubMed

Rosemberg, Marie-Anne S; Tsai, Jenny Hsin-Chun

2014-01-01

Chronic diseases are the leading causes of death in the United States. Chronic disease management occurs within all aspects of an individual's life, including the workplace. Though the social constructs of gender, race, class, and immigration status within the workplace have been considered, their connection to disease management among workers has been less explicitly explored. Using a sample of immigrant hotel housekeepers, we explored the connections between these four social constructs and hypertension management. This qualitative research study was guided by critical ethnography methodology. Twenty-seven hotel room cleaners and four housemen were recruited ( N = 31) and invited to discuss their experiences with hypertension and hypertension management within the context of their work environments. Being a woman worker within the hotel industry was perceived to negatively influence participants' experience with hypertension and hypertension management. In contrast, being a woman played a protective role outside the workplace. Being an immigrant played both a positive and a negative role in hypertension and its management. Being black and from a low socioeconomic class had only adverse influences on participants' experience with hypertension and its management. Being a woman, black, lower class, and an immigrant simultaneously contribute to immigrant hotel housekeepers' health and their ability to effectively manage their hypertension. The connection between these four constructs (gender, race, class, and immigration status) and disease management must be considered during care provision. Hotel employers and policy stakeholders need to consider those constructs and how they impact workers' well-being. More studies are needed to identify what mitigates the associations between the intersectionality of these constructs and immigrant workers' health and disease management within their work environment.

Connecting Gender, Race, Class, and Immigration Status to Disease Management at the Workplace

PubMed Central

Rosemberg, Marie-Anne S.; Tsai, Jenny Hsin-Chun

2016-01-01

Objective Chronic diseases are the leading causes of death in the United States. Chronic disease management occurs within all aspects of an individual's life, including the workplace. Though the social constructs of gender, race, class, and immigration status within the workplace have been considered, their connection to disease management among workers has been less explicitly explored. Using a sample of immigrant hotel housekeepers, we explored the connections between these four social constructs and hypertension management. Methods This qualitative research study was guided by critical ethnography methodology. Twenty-seven hotel room cleaners and four housemen were recruited (N = 31) and invited to discuss their experiences with hypertension and hypertension management within the context of their work environments. Results Being a woman worker within the hotel industry was perceived to negatively influence participants’ experience with hypertension and hypertension management. In contrast, being a woman played a protective role outside the workplace. Being an immigrant played both a positive and a negative role in hypertension and its management. Being black and from a low socioeconomic class had only adverse influences on participants’ experience with hypertension and its management. Conclusion Being a woman, black, lower class, and an immigrant simultaneously contribute to immigrant hotel housekeepers’ health and their ability to effectively manage their hypertension. The connection between these four constructs (gender, race, class, and immigration status) and disease management must be considered during care provision. Hotel employers and policy stakeholders need to consider those constructs and how they impact workers’ well-being. More studies are needed to identify what mitigates the associations between the intersectionality of these constructs and immigrant workers’ health and disease management within their work environment. PMID:27695659

The Abstraction Ability in Constructing Relation Within Triangles by The Seventh Grade Students of Junior High School

NASA Astrophysics Data System (ADS)

Annas, Suwardi; Djadir; Mutmainna Hasma, Sitti

2018-01-01

on is an activity to organize a mathematical concept that has been previously owned into a new mathematical structure. Activites in abstraction are recognizing, organizing and constructing. Recognizing is a process of identifying a mathematical structure that had existed before. Organizing is a process of using structural knowledge to be assembled into a solution of a problem and constructing is a process of organizing the characteristics of the object into a new structure that does not exist. In abstraction process, the students use attributes to address the object, including routine attribute, nonroutine attributes, and meaningless attributes. This research applied descriptive qualitative research which aimed to describe the abstraction ability of students from high, moderate, and low groups to construct a relation within triangle. In collecting the data, this research used students’ pre-ability math test, abstraction test, and guided interview. The sampling technique in this research was based on the students’ scores in pre-ability math test, which were divided into three groups. Two students from each group were opted as the subjects of this research. Questions of the test are based on the indicators of steps in abstraction activity. Thus, based on the data gained in this research, researcher determined the tendency of attributes used in each abstraction activity. The result of this research revealed that students from high, moderate and low groups were prone to use routine attributes in recognizing triangles. In organizing the characteristics within triangles, high group tended to organize the triangle correctly, while the moderate and low groups tended to organize the triangle incorrectly. In constructing relation within triangles, students in high, moderate and low groups construct it incompletely.

Latent Class Analysis of Differential Item Functioning on the Peabody Picture Vocabulary Test-III

ERIC Educational Resources Information Center

Webb, Mi-young Lee; Cohen, Allan S.; Schwanenflugel, Paula J.

2008-01-01

This study investigated the use of latent class analysis for the detection of differences in item functioning on the Peabody Picture Vocabulary Test-Third Edition (PPVT-III). A two-class solution for a latent class model appeared to be defined in part by ability because Class 1 was lower in ability than Class 2 on both the PPVT-III and the…

Does theory of mind performance differ in children with early-onset and regressive autism?

PubMed

Matthews, Nicole L; Goldberg, Wendy A; Lukowski, Angela F; Osann, Kathryn; Abdullah, Maryam M; Ly, Agnes R; Thorsen, Kara; Spence, M Anne

2012-01-01

A deficit in theory of mind (ToM), or the ability to infer the mental states of others, has been implicated as one of the major characteristics of Autism Spectrum Disorder (ASD); however, little attention has been devoted to possible differences in ToM ability within ASD. The current study examined ToM performance in children with early-onset autism and regressive autism in comparison to typically developing children. Results indicated that children in the regressive autism group performed significantly better than the early-onset autism group on the non-verbal appearance-reality task. Additionally, Fisher's exact tests indicated a pattern of lowest scores in the early-onset group and highest scores in the typically developing group, whereas the regressive autism group tended to score in between the early-onset and typically developing groups. The apparent heterogeneity in ToM performance within ASD could account for the lack of universality in ToM ability found in previous studies. © 2011 Blackwell Publishing Ltd.

Expression and characterization of fifteen Rhizopus oryzae 99-880 polygalacturonase enzymes in Pichia pastoris.

PubMed

Mertens, Jeffrey A; Bowman, Michael J

2011-04-01

Polygalacturonase (PG) enzymes hydrolyze the long polygalacturonic acid chains found in the smooth regions of pectin. Interest in this enzyme class continues due to their ability to macerate tissues of economically important crops and their use in a number of industrial processes. Rhizopus oryzae has a large PG gene family with 15 of 18 genes encoding unique active enzymes. The PG enzymes, 12 endo-PG and 3 exo-galacturonases, were expressed in Pichia pastoris and purified enabling biochemical characterization to gain insight into the maintenance of this large gene family within the Rhizopus genome. The 15 PG enzymes have a pH optima ranging from 4.0 to 5.0. Temperature optima of the 15 PG enzymes vary from 30 to 40 °C. While the pH and temperature optima do little to separate the enzymes, the specific activity of the enzymes is highly variable ranging from over 200 to less than 1 μmol/min/mg. A general pattern related to the groupings found in the phylogentic tree was visible with the group containing the exo-PG enzymes demonstrating the lowest specific activity. Finally, the progress curves of the PG enzymes, contained within the phylogenetic group that includes the exo-PG enzymes, acting on trigalacturonic acid lend additional support to the idea that the ancestral form of PG in Rhizopus is endolytic and exolytic function evolved later.

Cognitive Capitalism: Economic Freedom Moderates the Effects of Intellectual and Average Classes on Economic Productivity.

PubMed

Coyle, Thomas R; Rindermann, Heiner; Hancock, Dale

2016-10-01

Cognitive ability stimulates economic productivity. However, the effects of cognitive ability may be stronger in free and open economies, where competition rewards merit and achievement. To test this hypothesis, ability levels of intellectual classes (top 5%) and average classes (country averages) were estimated using international student assessments (Programme for International Student Assessment; Trends in International Mathematics and Science Study; and Progress in International Reading Literacy Study) (N = 99 countries). The ability levels were correlated with indicators of economic freedom (Fraser Institute), scientific achievement (patent rates), innovation (Global Innovation Index), competitiveness (Global Competitiveness Index), and wealth (gross domestic product). Ability levels of intellectual and average classes strongly predicted all economic criteria. In addition, economic freedom moderated the effects of cognitive ability (for both classes), with stronger effects at higher levels of freedom. Effects were particularly robust for scientific achievements when the full range of freedom was analyzed. The results support cognitive capitalism theory: cognitive ability stimulates economic productivity, and its effects are enhanced by economic freedom. © The Author(s) 2016.

An interactive, web-based tool for learning anatomic landmarks.

PubMed

Hallgren, Richard C; Parkhurst, Perrin E; Monson, Carol L; Crewe, Nancy M

2002-03-01

To evaluate the effectiveness of a Web-based interactive teaching tool that uses self-assessment exercises with real-time feedback to aid students' learning in a gross anatomy class. A total of 107 of 124 first-year medical students at one school were enrolled in the study. Students were divided into three groups: Group 1 (n = 63) received introductory material and activated their Web-based accounts; Group 2 (n = 44) received introductory material but did not activate their Web-based accounts; and Group 3 (n = 17) were not enrolled in the study and received no introductory material. Students in Group 1 had access to a graphic showing the locations of anatomic landmarks, a drill exercise, and a self-evaluation exercise. Students' ability to identify the anatomic landmarks on a 30-question midterm and a 30-question final exam were compared among the groups. The mean scores of students in Group 1 (midterm = 28.5, final = 28.1) were significantly higher than were the mean scores of students in Group 2 (midterm = 26.8, p <.001; final = 26.9, p <.017) and Group 3 (midterm = 24.8, p <.001; final = 26.4, p <.007). The Web-based tool was effective in improving students' scores on anatomic landmark exams. Future studies will determine whether the tool aids students in identifying structures located in three-dimensional space within regions such as the cranium and the abdominal cavity.

Grouping for Instructional Purposes. Focus On

ERIC Educational Resources Information Center

Clarke, Suzanne

2008-01-01

Today's classrooms increasingly challenge teachers to address a diverse range of backgrounds, abilities, and learning needs. As teachers rise to the challenge, grouping can be a valuable instructional tool to address varying ability levels and learning needs within the classroom. At present, there is a good deal of support in the literature for…

Serving the army as secretaries: intersectionality, multi-level contract and subjective experience of citizenship.

PubMed

Lomsky-Feder, Edna; Sasson-Levy, Orna

2015-03-01

With the growing elusiveness of the state apparatus in late modernity, military service is one of the last institutions to be clearly identified with the state, its ideologies and its policies. Therefore, negotiations between the military and its recruits produce acting subjects of citizenship with long-lasting consequences. Arguing that these negotiations are regulated by multi-level (civic, group, and individual) contracts, we explore the various meanings that these contracts obtain at the intersectionality of gender, class, and ethnicity; and examine how they shape the subjective experience of soldierhood and citizenship. More particularly, we analyse the meaning of military service in the retrospective life stories of Israeli Jewish women from various ethno-class backgrounds who served as army secretaries - a low-status, feminine gender-typed occupation within a hyper-masculine organization. Findings reveal that for women of the lower class, the organizing cultural schema of the multi-level contract is that of achieving respectability through military service, which means being included in the national collective. Conversely, for middle-class women, it is the sense of entitlement that shapes their contract with the military, which they expect to signify and maintain their privileged status. Thus, while for the lower class, the multi-level contract is about inclusion within the boundaries of the national collective, for the dominant groups, this contract is about reproducing social class hierarchies within national boundaries. © London School of Economics and Political Science 2014.

How an active-learning class influences physics self-efficacy in pre-service teachers

NASA Astrophysics Data System (ADS)

Gaffney, Jon D. H.; Housley Gaffney, Amy L.; Usher, Ellen L.; Mamaril, Natasha A.

2013-01-01

Education majors in an inquiry-based physics content course were asked to reflect on the ways the course affected their self-efficacy for completing physics tasks, such as creating a circuit. Responses were coded according to the contributor of the influence and whether that influence was positive or negative. The group learning structure, hands-on activities in the class, and the constructed repertoire of science knowledge, processes, and activities, were all reported to be positive influences on self-efficacy, whereas the influence of the instructor was mixed. Overall, students' responses indicated both a desire for more guidance and lecture and an appreciation for their ability to construct their own understanding through the class activities.

When being a girl matters less: accessibility of gender-related self-knowledge in single-sex and coeducational classes and its impact on students' physics-related self-concept of ability.

PubMed

Kessels, Ursula; Hannover, Bettina

2008-06-01

Establishing or preserving single-sex schooling has been widely discussed as a way of bringing more girls into the natural sciences. We test the assumption that the beneficial effects of single-sex education on girls' self-concept of ability in masculine subjects such as physics are due to the lower accessibility of gender-related self-knowledge in single-sex classes. N=401 eighth-graders (mean age 14.0 years) from coeducational comprehensive schools. Random assignment of students to single-sex vs. coeducational physics classes throughout the eighth grade. At the end of the year, students' physics-related self-concept of ability was measured using a questionnaire. In a subsample of N=134 students, the accessibility of gender-related self-knowledge during physics classes was assessed by measuring latencies and endorsement of sex-typed trait adjectives. Girls from single-sex physics classes reported a better physics-related self-concept of ability than girls from coeducational classes, while boys' self-concept of ability did not vary according to class composition. For both boys and girls, gender-related self-knowledge was less accessible in single-sex classes than in mixed-sex classes. To the extent that girls' feminine self-knowledge was relatively less accessible than their masculine self-knowledge, their physics-related self-concept of ability improved at the end of the school year. By revealing the importance of the differential accessibility of gender-related self-knowledge in single- and mixed-sex settings, our study clarifies why single-sex schooling helps adolescents to gain a better self-concept of ability in school subjects that are considered inappropriate for their own sex.

Qualitative and quantitative aspects of information processing in first psychosis: latent class analyses in patients, at-risk subjects, and controls.

PubMed

van Tricht, Mirjam J; Bour, Lo J; Koelman, Johannes H T M; Derks, Eske M; Braff, David L; de Wilde, Odette M; Boerée, Thijs; Linszen, Don H; de Haan, Lieuwe; Nieman, Dorien H

2015-04-01

We aimed to determine profiles of information processing deficits in the pathway to first psychosis. Sixty-one subjects at ultrahigh risk (UHR) for psychosis were assessed, of whom 18 converted to a first episode of psychosis (FEP) within the follow-up period. Additionally, 47 FEP and 30 control subjects were included. Using 10 neurophysiological parameters associated with information processing, latent class analyses yielded three classes at baseline. Class membership was related to group status. Within the UHR sample, two classes were found. Transition to psychosis was nominally associated with class membership. Neurophysiological profiles were unstable over time, but associations between specific neurophysiological components at baseline and follow-up were found. We conclude that certain constellations of neurophysiological variables aid in the differentiation between controls and patients in the prodrome and after first psychosis. Copyright © 2014 Society for Psychophysiological Research.

Impacts of Vocabulary Acquisition Techniques Instruction on Students' Learning

ERIC Educational Resources Information Center

Orawiwatnakul, Wiwat

2011-01-01

The objectives of this study were to determine how the selected vocabulary acquisition techniques affected the vocabulary ability of 35 students who took EN 111 and investigate their attitudes towards the techniques instruction. The research study was one-group pretest and post-test design. The instruments employed were in-class exercises…

Exploring the Research Mindset and Information-Seeking Behaviors of Undergraduate Music Students

ERIC Educational Resources Information Center

Clark, Joe C.; Johnstone, Jennifer

2018-01-01

This article examines the mindset and process of undergraduate music majors conducting research in their discipline. While working with students in a writing-intensive music history class, the authors conducted several surveys, focus groups, and task-based assessments. Results indicated that most were overconfident in their research abilities,…

The Development, Testing, and Evaluation of an Emotional Intelligence Curriculum.

ERIC Educational Resources Information Center

Fischer, Ronald G.; Fischer, Jerome M.

2003-01-01

Adult students using an emotional intelligence (EI) curriculum (n=13) and 15 controls in a composition class completed the Emotional Intelligence Test and Emotional Content Quality Index. Significant pre- to posttest changes in the EI group suggest the curriculum positively increased their ability to identify, reflect on, process, and manage…

"Intelligence Testing and Minority Students: Foundations, Performance Factors, and Assessment Issues" [book review].

ERIC Educational Resources Information Center

Jensen, Arthur R.

2002-01-01

This book focuses on topics germane to cognitive abilities viewed from a "minority psychology" perspective. The most contentious chapters concern test bias and heredity, with culture, socioeconomic status, and case viewed as the chief explanations for test score differences between social classes and racial and ethnic groups. The reviewer…

An Examination of Student Engagement and Retention in an Honors Program

ERIC Educational Resources Information Center

Kampfe, Jessica A.; Chasek, Christine L.; Falconer, John

2016-01-01

Honors programs at colleges and universities provide academic and developmental opportunities for high-ability students. Learning communities, defined as a group of students who live together, are connected through membership in a common organization, and take classes together, are often a component of honors programs. Most research on learning…

Investigating Approaches to Estimating Covariate Effects in Growth Mixture Modeling: A Simulation Study

ERIC Educational Resources Information Center

Li, Ming; Harring, Jeffrey R.

2017-01-01

Researchers continue to be interested in efficient, accurate methods of estimating coefficients of covariates in mixture modeling. Including covariates related to the latent class analysis not only may improve the ability of the mixture model to clearly differentiate between subjects but also makes interpretation of latent group membership more…

Enhancing Students' Ability to Use Statistical Reasoning with Everyday Problems

ERIC Educational Resources Information Center

Lawson, Timothy J.; Schwiers, Michael; Doellman, Maureen; Grady, Greg; Kelnhofer, Robert

2003-01-01

We discuss a technique for teaching students everyday applications of statistical concepts. We used this technique with students (n = 50) enrolled in several sections of an introductory statistics course; students (n = 45) in other sections served as a comparison group. A class of introductory psychology students (n = 24) served as a second…

Using Reciprocal Peer Review to Help Graduate Students Develop Scholarly Writing Skills

ERIC Educational Resources Information Center

Palmer, Betsy; Major, Claire Howell

2008-01-01

We developed an innovative instructional method to actively engage students in writing and critiquing scholarly work. We tested the effectiveness of this pedagogy using a mixed methods research design. Compared to control group peers, students in the experimental classes perceived gains in their own writing, research ability, and motivation to…

Promoting Self-Regulation through School-Based Martial Arts Training

ERIC Educational Resources Information Center

Lakes, Kimberley D.; Hoyt, William T.

2004-01-01

The impact of school-based Tae Kwon Do training on self-regulatory abilities was examined. A self-regulation framework including three domains (cognitive, affective, and physical) was presented. Children (N = 207) from kindergarten through Grade 5 were randomly assigned by homeroom class to either the intervention (martial arts) group or a…

Preservice Teachers and Teacher Educators: Are They Sensitive about Cultural Diversity Issues.

ERIC Educational Resources Information Center

Taylor, Pamela A.

This study assessed the beliefs about and sensitivity toward cultural diversity issues of teacher educators and preservice teachers. A group of 78 predominantly white preservice teachers and 45 predominantly white teacher educators completed the Beliefs About Diversity Scale, which assessed beliefs about race, gender, social class, ability,…

The music perception abilities of prelingually deaf children with cochlear implants.

PubMed

Stabej, Katja Kladnik; Smid, Lojze; Gros, Anton; Zargi, Miha; Kosir, Andrej; Vatovec, Jagoda

2012-10-01

To investigate the music perception abilities of prelingually deaf children with cochlear implants, in comparison to a group of normal-hearing children, and to consider the factors that contribute to music perception. The music perception abilities of 39 prelingually deaf children with unilateral cochlear implants were compared to the abilities of 39 normal hearing children. To assess the music listening abilities, the MuSIC perception test was adopted. The influence of the child's age, age at implantation, device experience and type of sound-processing strategy on the music perception were evaluated. The effects of auditory performance, nonverbal intellectual abilities, as well as the child's additional musical education on music perception were also considered. Children with cochlear implants and normal hearing children performed significantly differently with respect to rhythm discrimination (55% vs. 82%, p<0.001), instrument identification (57% vs. 88%, p<0.001) and emotion rating (p=0.022). However we found no significant difference in terms of melody discrimination and dissonance rating between the two groups. There was a positive correlation between auditory performance and melody discrimination (r=0.27; p=0.031), between auditory performance and instrument identification (r=0.20; p=0.059) and between the child's grade (mark) in school music classes and melody discrimination (r=0.34; p=0.030). In children with cochlear implant only, the music perception ability assessed by the emotion rating test was negatively correlated to the child's age (r(S)=-0.38; p=0.001), age at implantation (r(S)=-0.34; p=0.032), and device experience (r(S)=-0.38; p=0.019). The child's grade in school music classes showed a positive correlation to music perception abilities assessed by rhythm discrimination test (r(S)=0.46; p<0.001), melody discrimination test (r(S)=0.28; p=0.018), and instrument identification test (r(S)=0.23; p=0.05). As expected, there was a marked difference in the music perception abilities of prelingually deaf children with cochlear implants in comparison to the group of normal hearing children, but not for all the tests of music perception. Additional multi-centre studies, including a larger number of participants and a broader spectrum of music subtests, considering as many as possible of the factors that may contribute to music perception, seem reasonable. Copyright © 2012. Published by Elsevier Ireland Ltd.

Ready to learn physics: a team-based learning model for first year university

NASA Astrophysics Data System (ADS)

Parappilly, Maria; Schmidt, Lisa; De Ritter, Samantha

2015-09-01

Team-based learning (TBL) is an established model of group work which aims to improve students' ability to apply discipline-related content. TBL consists of a readiness assurance process (RAP), student groups and application activities. While TBL has not been implemented widely in science, technology, engineering and mathematics disciplines, it has been effective in improving student learning in other disciplines. This paper describes the incorporation of TBL activities into a non-calculus based introductory level physics topic—Physics for the Modern World. Students were given pre-class preparation materials and an individual RAP online test before the workshops. The pre-workshop individual RAP test ensured that all students were exposed to concept-based questions before their workshops and motivated them to use the preparatory materials in readiness for the workshop. The students were placed into random teams and during the first part of the workshop, the teams went through a subset of the quiz questions (team RAP test) and in the remaining time, teams completed an in-class assignment. After the workshop students were allowed another attempt at the individual RAP test to see if their knowledge had improved. The ability of TBL to promote student learning of key concepts was evaluated by experiment using pre- and post- testing. The students’ perception of TBL was monitored by discussion posts and survey responses. Finally, the ability of TBL to support peer-peer interaction was evaluated by video analysis of the class. We found that the TBL process improved student learning; students did interact with each other in class; and the students had a positive view of TBL. To assess the transferability of this model to other topics, we conducted a comparison study with an environmental science topic which produced similar results. Our study supports the use of this TBL model in science topics.

Social learning by imitation in a reptile (Pogona vitticeps).

PubMed

Kis, Anna; Huber, Ludwig; Wilkinson, Anna

2015-01-01

The ability to learn through imitation is thought to be the basis of cultural transmission and was long considered a distinctive characteristic of humans. There is now evidence that both mammals and birds are capable of imitation. However, nothing is known about these abilities in the third amniotic class-reptiles. Here, we use a bidirectional control procedure to show that a reptile species, the bearded dragon (Pogona vitticeps), is capable of social learning that cannot be explained by simple mechanisms such as local enhancement or goal emulation. Subjects in the experimental group opened a trap door to the side that had been demonstrated, while subjects in the ghost control group, who observed the door move without the intervention of a conspecific, were unsuccessful. This, together with differences in behaviour between experimental and control groups, provides compelling evidence that reptiles possess cognitive abilities that are comparable to those observed in mammals and birds and suggests that learning by imitation is likely to be based on ancient mechanisms.

Urban ninth-grade girls interactions with and outcomes from a design-oriented physics project

NASA Astrophysics Data System (ADS)

Higginbotham, Thomas Eric Miksad

Past literature has documented a shrinking but persistent gap in physics and engineering for females, both in school and in the workforce. A commonly recommended strategy to invite girls into science at the school level is to have students work on design-projects in groups, which has been shown to increase all students' learning outcomes and attitudes towards science. Students (n=28) in a ninth-grade inner-city physics class participated in such a project, in which they built remotely operated underwater vehicles (ROV's) over the course of one month. Students (n=23) in a comparison classroom learned the same content using the Active Physics curriculum during the same time frame. Mixed methods were used to study the ROV classroom. Students in both classes were given pre- and post-physics content tests. Qualitative data collected during the project included field notes, video, and teacher interviews. Macro-level data analysis was done, which informed further micro-analysis. Macro-analysis revealed significantly higher learning outcomes for the ROV class than for the non-ROV class. Within the ROV class, girls, and in particular, girls in female-majority groups had increased learning outcomes and high levels of interest and engagement with the project, while girls in mixed-sex and male-majority groups did not. Qualitative macro-analysis revealed that in all of the female-majority groups, females took leadership roles within the groups, while in all of the non female-majority groups, males took leadership roles. The only groups in which girls completely disengaged from the project were mixed-sex or male majority groups. Case studies and cross case analysis suggested that girls foregrounded group process over product, and used the level of group unity as a metric of the groups' success. Groups led by girls were more cooperative and exhibited distributed leadership and participation. These findings were interpreted through lenses of expectation states theory and social interdependence theory. This study suggests that the commonly recommended non-sexist strategy of using hands-on group work can be positive, but should be undertaken with conscious attention to group dynamics.

Cooperative learning of neutron diffusion and transport theories

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

Robinson, Michael A.

1999-04-30

A cooperative group instructional strategy is being used to teach a unit on neutron transport and diffusion theory in a first-year-graduate level, Reactor Theory course that was formerly presented in the traditional lecture/discussion style. Students are divided into groups of two or three for the duration of the unit. Class meetings are divided into traditional lecture/discussion segments punctuated by cooperative group exercises. The group exercises were designed to require the students to elaborate, summarize, or practice the material presented in the lecture/discussion segments. Both positive interdependence and individual accountability are fostered by adjusting individual grades on the unit exam bymore » a factor dependent upon group achievement. Group collaboration was also encouraged on homework assignments by assigning each group a single grade on each assignment. The results of the unit exam have been above average in the two classes in which the cooperative group method was employed. In particular, the problem solving ability of the students has shown particular improvement. Further,the students felt that the cooperative group format was both more educationally effective and more enjoyable than the lecture/discussion format.« less

Challenges in Mixed Ability Classes and Strategies Utilized by ELI Teachers to Cope with Them

ERIC Educational Resources Information Center

Al-Subaiei, Muneerah S.

2017-01-01

Mixed-ability classes have been found to be one of the greatest detriments to students learning at English language institutions (ELIs). There has been a growing concern over the impacts of the mixed-ability classes calling for a study aimed at suggesting solutions for this situation. This study involves thirty-three female EFL teachers who work…

Incorporating Covariates into Stochastic Blockmodels

ERIC Educational Resources Information Center

Sweet, Tracy M.

2015-01-01

Social networks in education commonly involve some form of grouping, such as friendship cliques or teacher departments, and blockmodels are a type of statistical social network model that accommodate these grouping or blocks by assuming different within-group tie probabilities than between-group tie probabilities. We describe a class of models,…

Using science digital storytelling to increase students’ cognitive ability

NASA Astrophysics Data System (ADS)

Dewi, N. R.; Savitri, E. N.; Taufiq, M.; Khusniati, M.

2018-04-01

The purpose of this research is to understand whether or not science digital storytelling can improve cognitive ability. The research design used in this study was one shoot case study. The population of the research was seventh-grade students of junior high school. The number of samples involved in this study was two classes with a total of 68 students. Data of students' cognitive ability were collected using a test. The data that has been collected were then analyzed using N-gain test. Results of data analysis showed that N-gain values of experimental groups are equal to 0.48 and 0.42 which are categorized into medium category. This finding indicates that science digital storytelling can improve students' cognitive ability.

Contextual effects of noise on vocalization encoding in primary auditory cortex

PubMed Central

Ni, Ruiye; Bender, David A.; Shanechi, Amirali M.; Gamble, Jeffrey R.

2016-01-01

Robust auditory perception plays a pivotal function for processing behaviorally relevant sounds, particularly with distractions from the environment. The neuronal coding enabling this ability, however, is still not well understood. In this study, we recorded single-unit activity from the primary auditory cortex (A1) of awake marmoset monkeys (Callithrix jacchus) while delivering conspecific vocalizations degraded by two different background noises: broadband white noise and vocalization babble. Noise effects on neural representation of target vocalizations were quantified by measuring the responses' similarity to those elicited by natural vocalizations as a function of signal-to-noise ratio. A clustering approach was used to describe the range of response profiles by reducing the population responses to a summary of four response classes (robust, balanced, insensitive, and brittle) under both noise conditions. This clustering approach revealed that, on average, approximately two-thirds of the neurons change their response class when encountering different noises. Therefore, the distortion induced by one particular masking background in single-unit responses is not necessarily predictable from that induced by another, suggesting the low likelihood of a unique group of noise-invariant neurons across different background conditions in A1. Regarding noise influence on neural activities, the brittle response group showed addition of spiking activity both within and between phrases of vocalizations relative to clean vocalizations, whereas the other groups generally showed spiking activity suppression within phrases, and the alteration between phrases was noise dependent. Overall, the variable single-unit responses, yet consistent response types, imply that primate A1 performs scene analysis through the collective activity of multiple neurons. NEW & NOTEWORTHY The understanding of where and how auditory scene analysis is accomplished is of broad interest to neuroscientists. In this paper, we systematically investigated neuronal coding of multiple vocalizations degraded by two distinct noises at various signal-to-noise ratios in nonhuman primates. In the process, we uncovered heterogeneity of single-unit representations for different auditory scenes yet homogeneity of responses across the population. PMID:27881720

Contextual effects of noise on vocalization encoding in primary auditory cortex.

PubMed

Ni, Ruiye; Bender, David A; Shanechi, Amirali M; Gamble, Jeffrey R; Barbour, Dennis L

2017-02-01

Robust auditory perception plays a pivotal function for processing behaviorally relevant sounds, particularly with distractions from the environment. The neuronal coding enabling this ability, however, is still not well understood. In this study, we recorded single-unit activity from the primary auditory cortex (A1) of awake marmoset monkeys (Callithrix jacchus) while delivering conspecific vocalizations degraded by two different background noises: broadband white noise and vocalization babble. Noise effects on neural representation of target vocalizations were quantified by measuring the responses' similarity to those elicited by natural vocalizations as a function of signal-to-noise ratio. A clustering approach was used to describe the range of response profiles by reducing the population responses to a summary of four response classes (robust, balanced, insensitive, and brittle) under both noise conditions. This clustering approach revealed that, on average, approximately two-thirds of the neurons change their response class when encountering different noises. Therefore, the distortion induced by one particular masking background in single-unit responses is not necessarily predictable from that induced by another, suggesting the low likelihood of a unique group of noise-invariant neurons across different background conditions in A1. Regarding noise influence on neural activities, the brittle response group showed addition of spiking activity both within and between phrases of vocalizations relative to clean vocalizations, whereas the other groups generally showed spiking activity suppression within phrases, and the alteration between phrases was noise dependent. Overall, the variable single-unit responses, yet consistent response types, imply that primate A1 performs scene analysis through the collective activity of multiple neurons. The understanding of where and how auditory scene analysis is accomplished is of broad interest to neuroscientists. In this paper, we systematically investigated neuronal coding of multiple vocalizations degraded by two distinct noises at various signal-to-noise ratios in nonhuman primates. In the process, we uncovered heterogeneity of single-unit representations for different auditory scenes yet homogeneity of responses across the population. Copyright © 2017 the American Physiological Society.

Factors Influencing Academic Self-Concept of High-Ability Girls in Singapore

ERIC Educational Resources Information Center

Yeo, Melissa Mui Mei; Garces-Bacsal, Rhoda Myra

2014-01-01

This study aimed at investigating the impact of entering high-ability classes on the academic self-concept of high-ability primary girls in Singapore. Participants in this study are 91 Primary 4 girls, 30 high-ability pupils, and 61 pupils from classes that include high-, middle-, and low-ability pupils. This study utilized a mixed-method…

The Potential of AutoClass as an Asteroidal Data Mining Tool

NASA Astrophysics Data System (ADS)

Walker, Matthew; Ziffer, J.; Harvell, T.; Fernandez, Y. R.; Campins, H.

2011-05-01

AutoClass-C, an artificial intelligence program designed to classify large data sets, was developed by NASA to classify stars based upon their infrared colors. Wanting to investigate its ability to classify asteroidal data, we conducted a preliminary test to determine if it could accurately reproduce the Tholen taxonomy using the data from the Eight Color Asteroid Survey (ECAS). For our initial test, we limited ourselves to those asteroids belonging to S, C, or X classes, and to asteroids with a color difference error of less than +/- 0.05 magnitudes. Of those 406 asteroids, AutoClass was able to confidently classify 85%: identifying the remaining asteroids as belonging to more than one class. Of the 346 asteroids that AutoClass classified, all but 3 (<1%) were classified as they had been in the Tholen classification scheme. Inspired by our initial success, we reran AutoClass, this time including IRAS albedos and limiting the asteroids to those that had also been observed and classified in the Bus taxonomy. Of those 258 objects, AutoClass was able to classify 248 with greater than 75% certainty, and ranked albedo, not color, as the most influential factor. Interestingly, AutoClass consistently put P type objects in with the C class (there were 19 P types and 7 X types mixed in with the other 154 C types), and omitted P types from the group associated with the other X types (which had only one rogue B type in with its other 49 X-types). Autoclass classified the remaining classes with a high accuracy: placing one A and one CU type in with an otherwise perfect S group; placing three P type and one T type in an otherwise perfect D group; and placing the four remaining asteroids (V, A, R, and Q) into a class together.

Effect of increased exercise in school children on physical fitness and endothelial progenitor cells: a prospective randomized trial.

PubMed

Walther, Claudia; Gaede, Luise; Adams, Volker; Gelbrich, Götz; Leichtle, Alexander; Erbs, Sandra; Sonnabend, Melanie; Fikenzer, Kati; Körner, Antje; Kiess, Wieland; Bruegel, Mathias; Thiery, Joachim; Schuler, Gerhard

2009-12-01

The aim of this prospective, randomized study was to examine whether additional school exercise lessons would result in improved peak oxygen uptake (primary end point) and body mass index-standard deviation score, motor and coordinative abilities, circulating progenitor cells, and high-density lipoprotein cholesterol (major secondary end points). Seven sixth-grade classes (182 children, aged 11.1+/-0.7 years) were randomized to an intervention group (4 classes with 109 students) with daily school exercise lessons for 1 year and a control group (3 classes with 73 students) with regular school sports twice weekly. The significant effects of intervention estimated from ANCOVA adjusted for intraclass correlation were the following: increase of peak o(2) (3.7 mL/kg per minute; 95% confidence interval, 0.3 to 7.2) and increase of circulating progenitor cells evaluated by flow cytometry (97 cells per 1 x 10(6) leukocytes; 95% confidence interval, 13 to 181). No significant difference was seen for body mass index-standard deviation score (-0.08; 95% confidence interval, -0.28 to 0.13); however, there was a trend to reduction of the prevalence of overweight and obese children in the intervention group (from 12.8% to 7.3%). No treatment effect was seen for motor and coordinative abilities (4; 95% confidence interval, -1 to 8) and high-density lipoprotein cholesterol (0.03 mmol/L; 95% confidence interval, -0.08 to 0.14). Regular physical activity by means of daily school exercise lessons has a significant positive effect on physical fitness (o(2)max). Furthermore, the number of circulating progenitor cells can be increased, and there is a positive trend in body mass index-standard deviation score reduction and motor ability improvement. Therefore, we conclude that primary prevention by means of increasing physical activity should start in childhood. URL: http://www.clinicaltrials.gov. Identifier: NCT00176371.

Class Teacher Candidates' Skill of Saying No in Relation to Components of Moral Anatomy

ERIC Educational Resources Information Center

Yilmaz, Ferat; Ersoy, Ali

2016-01-01

Problem Statement: The ability to say no when faced with demands with possible moral consequences becomes a problem that must be addressed in terms of morality in all of its dimensions, including in terms of the concept of character. "Character" can be defined from different perspectives, and within the framework of moral anatomy. For…

A Qualitative Study of Students' Computational Thinking Skills in a Data-Driven Computing Class

ERIC Educational Resources Information Center

Yuen, Timothy T.; Robbins, Kay A.

2014-01-01

Critical thinking, problem solving, the use of tools, and the ability to consume and analyze information are important skills for the 21st century workforce. This article presents a qualitative case study that follows five undergraduate biology majors in a computer science course (CS0). This CS0 course teaches programming within a data-driven…

The Impact of Normative Environments on Learner Motivation and L2 Reading Ability Growth

ERIC Educational Resources Information Center

Sasaki, Miyuki; Kozaki, Yoko; Ross, Steven J.

2017-01-01

This study explores the effects of various motivational variables operating within 44 English classes on 1-year-long gains in the English reading proficiency of 1,149 Japanese university students. The study adds new knowledge to the recent outcomes of second language (L2) motivational studies in 3 major ways. First, the explanatory variables…

Behavior change outcomes in an outpatient cardiac rehabilitation program.

PubMed

Timlin, Maureen T; Shores, Kevin V; Reicks, Marla

2002-05-01

To evaluate the effectiveness of nutrition education within an outpatient cardiac rehabilitation program. Subjects were assigned, according to participation in cardiac rehabilitation programs in two community hospitals within an integrated healthcare system, to either a treatment (n=54), or a control group (n=50). One hundred four men and women, age range 35 to 85 years, participating in a 6-week cardiac rehabilitation program. Most were men (80%) and overweight. The majority presented with the diagnosis of myocardial infarction followed by coronary artery bypass surgery or percutaneous transluminal coronary angiography procedure. Subjects in the control group received usual nonindividualized nutrition education from cardiac rehabilitation therapists. Subjects in the treatment group attended two group nutrition education classes and one individual diet counseling session, all led by the same dietitian. Changes in fat, saturated fat, cholesterol, and carbohydrate intake, and restaurant eating habits as assessed by the Diet Habit Survey; changes in cardiac diet self-efficacy; and changes in health-related quality of life. Statistical analyses performed Group-by-time analysis of variance with repeated measures, chi2 test. The treatment group had greater improvement in Restaurant and Recipes scores on the Diet Habit Survey (2.6 vs 1.0) and a greater cardiac diet self-efficacy mean score (4.3) compared with the control group (3.8), with the greatest change in items related to eating in restaurants, away from home, or when alone. From entry into the program to discharge, the cholesterol-saturated fat index decreased significantly in the control group (from 57 to 48), and in the treatment group (from 51 to 42). The percent of energy from carbohydrate increased significantly in the control group (from 51% to 55%) and in the treatment group (from 53% to 57%). There were no differences between groups over the 3 time periods (baseline, 6 weeks, and 3-month follow-up) (n=39 for control group and n=47 for treatment group for all 3 time periods). Nutrition education within an outpatient cardiac rehabilitation program can improve dietary choices at restaurants and boost self confidence in the ability to adhere to a lipid-lowering diet.

Digitized Speech Characteristics in Patients with Maxillectomy Defects.

PubMed

Elbashti, Mahmoud E; Sumita, Yuka I; Hattori, Mariko; Aswehlee, Amel M; Taniguchi, Hisashi

2017-12-06

Accurate evaluation of speech characteristics through formant frequency measurement is important for proper speech rehabilitation in patients after maxillectomy. This study aimed to evaluate the utility of digital acoustic analysis and vowel pentagon space for the prediction of speech ability after maxillectomy, by comparing the acoustic characteristics of vowel articulation in three classes of maxillectomy defects. Aramany's classifications I, II, and IV were used to group 27 male patients after maxillectomy. Digital acoustic analysis of five Japanese vowels-/a/, /e/, /i/, /o/, and /u/-was performed using a speech analysis system. First formant (F1) and second formant (F2) frequencies were calculated using an autocorrelation method. Data were plotted on an F1-F2 plane for each patient, and the F1 and F2 ranges were calculated. The vowel pentagon spaces were also determined. One-way ANOVA was applied to compare all results between the three groups. Class II maxillectomy patients had a significantly higher F2 range than did Class I and Class IV patients (p = 0.002). In contrast, there was no significant difference in the F1 range between the three classes. The vowel pentagon spaces were significantly larger in class II maxillectomy patients than in Class I and Class IV patients (p = 0.014). The results of this study indicate that the acoustic characteristics of maxillectomy patients are affected by the defect area. This finding may provide information for obturator design based on vowel articulation and defect class. © 2017 by the American College of Prosthodontists.

Calorie Estimation in Adults Differing in Body Weight Class and Weight Loss Status.

PubMed

Brown, Ruth E; Canning, Karissa L; Fung, Michael; Jiandani, Dishay; Riddell, Michael C; Macpherson, Alison K; Kuk, Jennifer L

2016-03-01

Ability to accurately estimate calories is important for weight management, yet few studies have investigated whether individuals can accurately estimate calories during exercise or in a meal. The objective of this study was to determine if accuracy of estimation of moderate or vigorous exercise energy expenditure and calories in food is associated with body weight class or weight loss status. Fifty-eight adults who were either normal weight (NW) or overweight (OW), and either attempting (WL) or not attempting weight loss (noWL), exercised on a treadmill at a moderate (60% HRmax) and a vigorous intensity (75% HRmax) for 25 min. Subsequently, participants estimated the number of calories they expended through exercise and created a meal that they believed to be calorically equivalent to the exercise energy expenditure. The mean difference between estimated and measured calories in exercise and food did not differ within or between groups after moderate exercise. After vigorous exercise, OW-noWL overestimated energy expenditure by 72% and overestimated the calories in their food by 37% (P < 0.05). OW-noWL also significantly overestimated exercise energy expenditure compared with all other groups (P < 0.05) and significantly overestimated calories in food compared with both WL groups (P < 0.05). However, among all groups, there was a considerable range of overestimation and underestimation (-280 to +702 kcal), as reflected by the large and statistically significant absolute error in calorie estimation of exercise and food. There was a wide range of underestimation and overestimation of calories during exercise and in a meal. Error in calorie estimation may be greater in overweight adults who are not attempting weight loss.

Calorie Estimation in Adults Differing in Body Weight Class and Weight Loss Status

PubMed Central

Brown, Ruth E; Canning, Karissa L; Fung, Michael; Jiandani, Dishay; Riddell, Michael C; Macpherson, Alison K; Kuk, Jennifer L

2016-01-01

Purpose Ability to accurately estimate calories is important for weight management, yet few studies have investigated whether individuals can accurately estimate calories during exercise, or in a meal. The objective of this study was to determine if accuracy of estimation of moderate or vigorous exercise energy expenditure and calories in food is associated with body weight class or weight loss status. Methods Fifty-eight adults who were either normal weight (NW) or overweight (OW), and either attempting (WL) or not attempting weight loss (noWL), exercised on a treadmill at a moderate (60% HRmax) and a vigorous intensity (75% HRmax) for 25 minutes. Subsequently, participants estimated the number of calories they expended through exercise, and created a meal that they believed to be calorically equivalent to the exercise energy expenditure. Results The mean difference between estimated and measured calories in exercise and food did not differ within or between groups following moderate exercise. Following vigorous exercise, OW-noWL overestimated energy expenditure by 72%, and overestimated the calories in their food by 37% (P<0.05). OW-noWL also significantly overestimated exercise energy expenditure compared to all other groups (P<0.05), and significantly overestimated calories in food compared to both WL groups (P<0.05). However, among all groups there was a considerable range of over and underestimation (−280 kcal to +702 kcal), as reflected by the large and statistically significant absolute error in calorie estimation of exercise and food. Conclusion There was a wide range of under and overestimation of calories during exercise and in a meal. Error in calorie estimation may be greater in overweight adults who are not attempting weight loss. PMID:26469988

In-Class Use of Laptop Computers to Enhance Engagement within an Undergraduate Biology Curriculum: Findings and Lessons Learned

ERIC Educational Resources Information Center

Poling, Kirsten; Smit, Julie; Higgs, Dennis

2013-01-01

Laptop computers were provided for use in three biology classes with differing formats (a second year lecture course of 100 students, a third/fourth year lecture course of 50 students, and a second year course with greater than 250 students, in groups of 25 during the laboratory portion of the class) to assess their impact on student learning and…

Effects of work ability and health promoting interventions for women with musculoskeletal symptoms: A 9-month prospective study

PubMed Central

Larsson, Agneta; Karlqvist, Lena; Gard, Gunvor

2008-01-01

Background Women working in the public human service sector in 'overstrained' situations run the risk of musculoskeletal symptoms and long-term sick leave. In order to maintain the level of health and work ability and strengthen the potential resources for health, it is important that employees gain greater control over decisions and actions affecting their health – a process associated with the concept of self-efficacy. The aim of this study was to describe the effects of a self-efficacy intervention and an ergonomic education intervention for women with musculoskeletal symptoms, employed in the public sector. Methods The design of the study was a 9-month prospective study describing the effects of two interventions, a comprehensive self-efficacy intervention (n = 21) and an ergonomic education intervention (n = 21). Data were obtained by a self-report questionnaire on health- and work ability-related factors at baseline, and at ten weeks and nine months follow-up. Within-group differences over time were analysed. Results Over the time period studied there were small magnitudes of improvements within each group. Within the self-efficacy intervention group positive effects in perceived work ability were shown. The ergonomic education group showed increased positive beliefs about future work ability and a more frequent use of pain coping strategies. Conclusion Both interventions showed positive effects on women with musculoskeletal symptoms, but in different ways. Future research in this area should tailor interventions to participants' motivation and readiness to change. PMID:18644154

Retinex Preprocessing for Improved Multi-Spectral Image Classification

NASA Technical Reports Server (NTRS)

Thompson, B.; Rahman, Z.; Park, S.

2000-01-01

The goal of multi-image classification is to identify and label "similar regions" within a scene. The ability to correctly classify a remotely sensed multi-image of a scene is affected by the ability of the classification process to adequately compensate for the effects of atmospheric variations and sensor anomalies. Better classification may be obtained if the multi-image is preprocessed before classification, so as to reduce the adverse effects of image formation. In this paper, we discuss the overall impact on multi-spectral image classification when the retinex image enhancement algorithm is used to preprocess multi-spectral images. The retinex is a multi-purpose image enhancement algorithm that performs dynamic range compression, reduces the dependence on lighting conditions, and generally enhances apparent spatial resolution. The retinex has been successfully applied to the enhancement of many different types of grayscale and color images. We show in this paper that retinex preprocessing improves the spatial structure of multi-spectral images and thus provides better within-class variations than would otherwise be obtained without the preprocessing. For a series of multi-spectral images obtained with diffuse and direct lighting, we show that without retinex preprocessing the class spectral signatures vary substantially with the lighting conditions. Whereas multi-dimensional clustering without preprocessing produced one-class homogeneous regions, the classification on the preprocessed images produced multi-class non-homogeneous regions. This lack of homogeneity is explained by the interaction between different agronomic treatments applied to the regions: the preprocessed images are closer to ground truth. The principle advantage that the retinex offers is that for different lighting conditions classifications derived from the retinex preprocessed images look remarkably "similar", and thus more consistent, whereas classifications derived from the original images, without preprocessing, are much less similar.

Are schoolteachers able to teach first aid to children younger than 6 years? A comparative study

PubMed Central

Ammirati, Christine; Gagnayre, Rémi; Amsallem, Carole; Némitz, Bernard; Gignon, Maxime

2014-01-01

Objectives This study was designed to assess the knowledge acquired by very young children (<6 years) trained by their own teachers at nursery school. This comparative study assessed the effect of training before the age of 6 years compared with a group of age-matched untrained children. Setting Some schoolteachers were trained by emergency medical teams to perform basic first aid. Participants Eighteen classes comprising 315 pupils were randomly selected: nine classes of trained pupils (cohort C1) and nine classes of untrained pupils (cohort C2). Primary and secondary outcome measures The test involved observing and describing three pictures and using the phone to call the medical emergency centre. Assessment of each child was based on nine criteria, and was performed by the teacher 2 months after completion of first aid training. Results This study concerned 285 pupils: 140 trained and 145 untrained. The majority of trained pupils gave the expected answers for all criteria and reacted appropriately by assessing the situation and alerting emergency services (55.7−89.3% according to the questions). Comparison of the two groups revealed a significantly greater ability of trained pupils to describe an emergency situation (p<0.005) and raise the alert (p<0.0001). Conclusions This study shows the ability of very young children to assimilate basic skills as taught by their own schoolteachers. PMID:25239292

Spectral Response and Diagnostics of Biological Activity of Hydroxyl-Containing Aromatic Compounds

NASA Astrophysics Data System (ADS)

Tolstorozhev, G. B.; Mayer, G. V.; Bel'kov, M. V.; Shadyro, O. I.

2016-08-01

Using IR Fourier spectra and employing quantum-chemical calculations of electronic structure, spectra, and proton-acceptor properties, synthetic derivatives of aminophenol exhibiting biological activity in the suppression of herpes, influenza, and HIV viruses have been investigated from a new perspective, with the aim of establishing the spectral response of biological activity of the molecules. It has been experimentally established that the participation of the aminophenol hydroxyl group in intramolecular hydrogen bonds is characteristic of structures with antiviral properties. A quantum-chemical calculation of the proton-acceptor ability of the investigated aminophenol derivatives has shown that biologically active structures are characterized by a high proton-acceptor ability of oxygen of the hydroxyl group. A correlation that has been obtained among the formation of an intramolecular hydrogen bond, high proton-acceptor ability, and antiviral activity of substituted aminophenols enables us to predict the pharmacological properties of new medical preparations of the given class of compounds.

Visualisation Ability of Senior High School Students with Using GeoGebra and Transparent Mica

NASA Astrophysics Data System (ADS)

Thohirudin, M.; Maryati, TK; Dwirahayu, G.

2017-04-01

Visualisation ability is an ability to process, inform, and transform object which suitable for geometry topic in math. This research aims to describe the influence of using software GeoGebra and transparent mica for student’s visualisation ability. GeoGebra is shortness of geometry and algebra. GeoGebra is an open source program that is created for math. Transparent mica is a tool that is created by the author to transform a geometry object. This research is a quantitative experiment model. The subject of this research were students in grade XII of science program in Annajah Senior High School Rumpin with two classes which one as an experiment class (science one) and another one as a control class (science two). Experiment class use GeoGebra and transparent mica in the study, and control class use powerpoint in the study. Data of student’s visualisation ability is collected from posttest with visual questions which are gifted at the end of the research to both classes with topic “transformation geometry”. This research resulted that studying with GeoGebra and transparent mica had a better influence than studying with powerpoint to student’s visualisation ability. The time of study in class and the habit of the students to use software and tool affected the result of research. Although, GeoGebra and transparent mica can give help to students in transformation geometry topic.

Project Clarion: Three Years of Science Instruction in Title I Schools among K-Third Grade Students

NASA Astrophysics Data System (ADS)

Kim, Kyung Hee; VanTassel-Baska, Joyce; Bracken, Bruce A.; Feng, Annie; Stambaugh, Tamra; Bland, Lori

2012-10-01

The purpose of the study was to measure the effects of higher level, inquiry-based science curricula on students at primary level in Title I schools. Approximately 3,300 K-3 students from six schools were assigned to experimental or control classes ( N = 115 total) on a random basis according to class. Experimental students were exposed to concept-based science curriculum that emphasized `deep learning' though concept mastery and investigation, whereas control classes learned science from traditional school-based curricula. Two ability measures, the Bracken Basic Concept Scale-Revised (BBCS-R, Bracken 1998) and the Naglieri Nonverbal Intelligence Test (NNAT, Naglieri 1991), were used for baseline information. Additionally, a standardized measure of student achievement in science (the MAT-8 science subtest), a standardized measure of critical thinking, and a measure for observing teachers' classroom behaviors were used to assess learning outcomes. Results indicated that all ability groups of students benefited from the science inquiry-based approach to learning that emphasized science concepts, and that there was a positive achievement effect for low socio-economic young children who were exposed to such a curriculum.

Consequences of Misspecifying the Number of Latent Treatment Attendance Classes in Modeling Group Membership Turnover within Ecologically-Valid Behavioral Treatment Trials

PubMed Central

Morgan-Lopez, Antonio A.; Fals-Stewart, William

2015-01-01

Historically, difficulties in analyzing treatment outcome data from open enrollment groups have led to their avoidance in use in federally-funded treatment trials, despite the fact that 79% of treatment programs use open enrollment groups. Recently, latent class pattern mixture models (LCPMM) have shown promise as a defensible approach for making overall (and attendance class-specific) inferences from open enrollment groups with membership turnover. We present a statistical simulation study comparing LCPMMs to longitudinal growth models (LGM) to understand when both frameworks are likely to produce conflicting inferences concerning overall treatment efficacy. LCPMMs performed well under all conditions examined; meanwhile LGMs produced problematic levels of bias and Type I errors under two joint conditions: moderate-to-high dropout (30–50%) and treatment by attendance class interactions exceeding Cohen's d ≈.2. This study highlights key concerns about using LGM for open enrollment data: treatment effect overestimation and advocacy for treatments that may be ineffective in reality. PMID:18513917

Camouflage treatment of skeletal Class III malocclusion with multiloop edgewise arch wire and modified Class III elastics by maxillary mini-implant anchorage.

PubMed

He, Shushu; Gao, Jinhui; Wamalwa, Peter; Wang, Yunji; Zou, Shujuan; Chen, Song

2013-07-01

To evaluate the effect of the multiloop edgewise arch wire (MEAW) technique with maxillary mini-implants in the camouflage treatment of skeletal Class III malocclusion. Twenty patients were treated with the MEAW technique and modified Class III elastics from the maxillary mini-implants. Twenty-four patients were treated with MEAW and long Class III elastics from the upper second molars as control. Lateral cephalometric radiographs were obtained and analyzed before and after treatment, and 1 year after retention. Satisfactory occlusion was established in both groups. Through principal component analysis, it could be concluded the anterior-posterior dental position, skeletal sagittal and vertical position, and upper molar vertical position changed within groups and between groups; vertical lower teeth position and Wits distance changed in the experimental group and between groups. In the experimental group, the lower incisors tipped lingually 2.7 mm and extruded 2.4 mm. The lingual inclination of the lower incisors increased 3.5°. The mandibular first molars tipped distally 9.1° and intruded 0.4 mm. Their cusps moved 3.4 mm distally. In the control group, the upper incisors proclined 3°, and the upper first molar extruded 2 mm. SN-MP increased 1.6° and S-Go/N-ME decreased 1. The MEAW technique combined with modified Class III elastics by maxillary mini-implants can effectively tip the mandibular molars distally without any extrusion and tip the lower incisors lingually with extrusion to camouflage skeletal Class III malocclusions. Clockwise rotation of the mandible and further proclination of upper incisors can be avoided. The MEAW technique and modified Class III elastics provided an appropriate treatment strategy especially for patients with high angle and open bite tendency.

The Pivotal Role of Education in the Association between Ability and Social Class Attainment: A Look across Three Generations

ERIC Educational Resources Information Center

Johnson, Wendy; Brett, Caroline E.; Deary, Ian J.

2010-01-01

Previous studies have established that family social background and individual mental ability and educational attainment contribute to adult social class attainment. We propose that social class of origin acts as ballast, restraining otherwise meritocratic social class movement, and that education is the primary means through which social class…

Impacts of the Problem-Based Learning Pedagogy on English Learners' Reading Comprehension, Strategy Use, and Active Learning Attitudes

ERIC Educational Resources Information Center

Lin, Lu-Fang

2017-01-01

This study investigated whether an English reading course integrated with the problem-based learning approach could foster foreign language learners' reading comprehension ability, strategy use, and their active learning attitudes. The pedagogy was featured with the small group scaffolding. Two intact English classes in a Taiwanese university were…

A Study of Readers Theater in Eighth Grade: Issues of Fluency, Comprehension, and Vocabulary

ERIC Educational Resources Information Center

Keehn, Susan; Harmon, Janis; Shoho, Alan

2008-01-01

This study investigated the impact of Readers Theater on eighth-grade students, the majority of whom were reading below grade level. Over six weeks of a short story unit, one class participated in Readers Theater. The comparison group of like-ability students received more traditional literary and vocabulary instruction. Quantitative measures…

The Use of Synectics as an Aid to Invention in College Composition.

ERIC Educational Resources Information Center

Heavilin, Barbara Anne

A research project examined whether students in an English 104 freshman composition class would develop the ability to think analogically and divergently by using synectics as an aid to invention in composition, and whether these students would develop a more positive attitude toward writing. (Synectics is a highly structured group activity based…

Effects of team-based learning on problem-solving, knowledge and clinical performance of Korean nursing students.

PubMed

Kim, Hae-Ran; Song, Yeoungsuk; Lindquist, Ruth; Kang, Hee-Young

2016-03-01

Team-based learning (TBL) has been used as a learner-centered teaching strategy in efforts to improve students' problem-solving, knowledge and practice performance. Although TBL has been used in nursing education in Korea for a decade, few studies have studied its effects on Korean nursing students' learning outcomes. To examine the effects of TBL on problem-solving ability and learning outcomes (knowledge and clinical performance) of Korean nursing students. Randomized controlled trial. 63 third-year undergraduate nursing students attending a single university were randomly assigned to the TBL group (n=32), or a control group (n=31). The TBL and control groups attended 2h of class weekly for 3weeks. Three scenarios with pulmonary disease content were employed in both groups. However, the control group received lectures and traditional case study teaching/learning strategies instead of TBL. A questionnaire of problem-solving ability was administered at baseline, prior to students' exposure to the teaching strategies. Students' problem-solving ability, knowledge of pulmonary nursing care, and clinical performance were assessed following completion of the three-week pulmonary unit. After the three-week educational interventions, the scores on problem-solving ability in the TBL group were significantly improved relative to that of the control group (t=10.89, p<.001). In addition, there were significant differences in knowledge, and in clinical performance with standardized patients between the two groups (t=2.48, p=.016, t=12.22, p<.001). This study demonstrated that TBL is an effective teaching strategy to enhance problem-solving ability, knowledge and clinical performance. More research on other specific learning outcomes of TBL for nursing students is recommended. Copyright © 2015 Elsevier Ltd. All rights reserved.

Assessing Facilitator Performance as an Influence on Student Satisfaction

ERIC Educational Resources Information Center

Dunlap, Scotty; May, David

2011-01-01

Growth in class size within the online environment has resulted in a facilitator model in which an instructor teaches the class with the assistance of facilitators who interact with students in smaller groups. This research sought to determine the effectiveness of a structured performance evaluation for facilitators and the correlation to student…

Effectiveness of a Class-Wide Peer-Mediated Elementary Math Differentiation Strategy

ERIC Educational Resources Information Center

Lloyd, Jason D.

2017-01-01

Approximately 60% of classroom students have insufficient math skills. Within a Multi-Tiered Systems of Support (MTSS) framework, teachers can implement core differentiation strategies targeted at improving math skills of an entire class of students. Differentiation programs are developed in order to target academic skills of groups of students…

A DNA Melting Exercise for a Large Laboratory Class

ERIC Educational Resources Information Center

Levine, Lauren A.; Junker, Matthew; Stark, Myranda; Greenleaf, Dustin

2015-01-01

A simple and economical experimental setup is described that enables multiple individuals or groups within a laboratory class to measure the thermal melting of double stranded DNA simultaneously. The setup utilizes a basic spectrophotometer capable of measuring absorbance at 260 nm, UV plastic cuvettes, and a stirring hot plate. Students measure…

Decision Processes Among the Elderly: Do They Differ?

ERIC Educational Resources Information Center

Goodchilds, Jacqueline D.; Bikson, Tora K.

Decision making processes among older adults were investigated within the context of grocery selection, using a stimulus array involving two product classes (bread and cheese) with 10 items per class. The sample (N=580) was stratified by sex, household status (living alone or with spouse), and age, employing three age groupings: 25-34 (young),…

Multilevel Latent Class Analysis: Parametric and Nonparametric Models

ERIC Educational Resources Information Center

Finch, W. Holmes; French, Brian F.

2014-01-01

Latent class analysis is an analytic technique often used in educational and psychological research to identify meaningful groups of individuals within a larger heterogeneous population based on a set of variables. This technique is flexible, encompassing not only a static set of variables but also longitudinal data in the form of growth mixture…

Spurious Latent Class Problem in the Mixed Rasch Model: A Comparison of Three Maximum Likelihood Estimation Methods under Different Ability Distributions

ERIC Educational Resources Information Center

Sen, Sedat

2018-01-01

Recent research has shown that over-extraction of latent classes can be observed in the Bayesian estimation of the mixed Rasch model when the distribution of ability is non-normal. This study examined the effect of non-normal ability distributions on the number of latent classes in the mixed Rasch model when estimated with maximum likelihood…

The prevalence of domestic violence within different socio-economic classes in Central Trinidad.

PubMed

Nagassar, R P; Rawlins, J M; Sampson, N R; Zackerali, J; Chankadyal, K; Ramasir, C; Boodram, R

2010-01-01

Domestic violence is a medical and social issue that often leads to negative consequences for society. This paper examines the association between the prevalence of domestic violence in relation to the different socio-economic classes in Central Trinidad. The paper also explores the major perceived causes of physical abuse in Central Trinidad. Participants were selected using a two-stage stratified sampling method within the Couva district. Households, each contributing one participant, were stratified into different socioeconomic classes (SES Class) and each stratum size (or its share in the sample) was determined by the portion of its size in the sampling frame to the total sample; then its members were randomly selected. The sampling method attempted to balance and then minimize racial, age, cultural biases and confounding factors. The participant chosen had to be older than 16-years of age, female and a resident of the household. If more than one female was at home, the most senior was interviewed. The study found a statistically significant relationship between verbal abuse (p = 0.0017), physical abuse (p = 0.0012) and financial abuse (p = 0.001) and socio-economic class. For all the socio-economic classes considered, the highest prevalence of domestic violence occurred amongst the working class and lower middle socio-economic classes. The most prominent reasons cited for the physical violence was drug and alcohol abuse (37%) and communication differences (16.3%). These were the other two main perceived causes of the violence. The power of the study was 0.78 and the all strata prevalence of domestic violence was 41%. Domestic violence was reported within all socio-economic class groupings but it was most prevalent within the working class and lower middle socio-economic classes. The major perceived cause of domestic violence was alcohol/drug abuse.

Is scaffold hopping a reliable indicator for the ability of computational methods to identify structurally diverse active compounds?

NASA Astrophysics Data System (ADS)

Dimova, Dilyana; Bajorath, Jürgen

2017-07-01

Computational scaffold hopping aims to identify core structure replacements in active compounds. To evaluate scaffold hopping potential from a principal point of view, regardless of the computational methods that are applied, a global analysis of conventional scaffolds in analog series from compound activity classes was carried out. The majority of analog series was found to contain multiple scaffolds, thus enabling the detection of intra-series scaffold hops among closely related compounds. More than 1000 activity classes were found to contain increasing proportions of multi-scaffold analog series. Thus, using such activity classes for scaffold hopping analysis is likely to overestimate the scaffold hopping (core structure replacement) potential of computational methods, due to an abundance of artificial scaffold hops that are possible within analog series.

Effect of direct physician involvement on tobacco abstinence rates and other variables affecting participants of a freedom from tobacco class.

PubMed

Ismail, Mohamed H; Ho, Ngoc J; Lara, Nancy Irazu

2013-01-01

Kaiser Permanente measures how often tobacco users are offered strategies to quit but not the success of such strategies. To compare tobacco abstinence rates for participants of the Kaiser Permanente Riverside (California) Medical Center's Freedom from Tobacco Class in 2008, before direct physician involvement, and in 2009, after direct physician involvement, and to compare other variables affecting these rates. In a retrospective study, participants were divided into two groups based on year of participation. Data were collected using electronic medical records and phone interviews. Tobacco use status between both groups at 1, 3, 6, and 12 months after the classes started and within groups by sex, number of classes attended, medication received, and class teacher. The 12-month abstinence rates were 27% in 2008 and 33% in 2009 (p = 0.3). The abstinence rate for men improved from 23% to 38% (2008 vs 2009; p = 0.05), whereas for women it was 30% vs 27% (p = 0.7). Abstinence rates decreased over time for the group as a whole (p < 0.001). Attendance of 6 or more classes was associated with higher abstinence rates. There was no significant impact on abstinence rates due to age, body mass index, class teacher, or medications used. Direct physician involvement improved men's but not women's abstinence rates among class participants. The relapse rate was significant over the first year after the class. Further research is needed to study the difference between sexes and the factors affecting relapse.

Evaluation of Microtensile Bond Strength and Microleakage of a Self-adhering Flowable Composite.

PubMed

Yuan, He; Li, Mingyang; Guo, Bin; Gao, Yuan; Liu, HongLing; Li, Jiyao

2015-12-01

To evaluate the microtensile bond strength (μTBS) and marginal sealing ability of a self-adhering flowable composite between dentin and composite interfaces, as well as the microleakage of Class V restorations. The occlusal thirds of 40 third molars were removed and randomly divided into 4 groups according to the applied adhesive: Adper Easy One (AEO, 3M ESPE), Clearfil SE Bond (CSEB, Kuraray), Prime & Bond NT (PBNT, Dentsply) and a self-adhering flowable composite (Dyad Flow, DF, Kerr). Filtek Flowable (3M ESPE) resin composite crowns were then built up in the first three groups; in group DF, composite crowns were built up without the application of an adhesive. Thirty stick-shaped microspecimens were prepared per group, 10 of which were used for morphological observation of bonded interfaces by scanning electron microscopy (SEM) after decalcification. The remaining microspecimens underwent microtensile bond strength testing and the failure mode was analyzed. Microleakage evaluation was performed on 10 premolars per group in which standardized box-shaped Class V cavities were prepared. After 500 thermocycles, the premolars were immersed in 1% methylene blue for 24 h, and three slices from each tooth were observed under a stereomicroscope and scored. Statistical analysis was performed using one-way ANOVA, Student-Newman-Keuls and chi-square tests. The PBNT group presented the highest μTBS values, followed by the CSEB and AEO groups, which did not differ significantly from each other. The DF group showed the lowest μTBS values. No significant differences in microleakage were observed among these four groups. Although individual usage of the self-adhering flowable composite showed the lowest bond strength, the same marginal sealing ability was observed as that of combining self-etching and etch-and-rinse adhesives with flowable composite.

Effects of reading picture books on kindergartners' mathematics performance.

PubMed

van den Heuvel-Panhuizen, Marja; Elia, Iliada; Robitzsch, Alexander

2016-02-07

This article describes a field experiment with a pretest-posttest control group design which investigated the potential of reading picture books to children for supporting their mathematical understanding. The study involved 384 children from 18 kindergarten classes in 18 schools in the Netherlands. During three months, the children in the nine experimental classes were read picture books. Data analysis revealed that, when controlled for relevant covariates, the picture book reading programme had a positive effect ( d  = .13) on kindergartners' mathematics performance as measured by a project test containing items on number, measurement and geometry. Compared to the increase from pretest to posttest in the control group, the increase in the experimental group was 22% larger. No significant differential intervention effects were found between subgroups based on kindergarten year, age, home language, socio-economic status and mathematics and language ability, but a significant intervention effect was found for girls and not for boys.

Effects of reading picture books on kindergartners’ mathematics performance

PubMed Central

van den Heuvel-Panhuizen, Marja; Elia, Iliada; Robitzsch, Alexander

2016-01-01

This article describes a field experiment with a pretest–posttest control group design which investigated the potential of reading picture books to children for supporting their mathematical understanding. The study involved 384 children from 18 kindergarten classes in 18 schools in the Netherlands. During three months, the children in the nine experimental classes were read picture books. Data analysis revealed that, when controlled for relevant covariates, the picture book reading programme had a positive effect (d = .13) on kindergartners’ mathematics performance as measured by a project test containing items on number, measurement and geometry. Compared to the increase from pretest to posttest in the control group, the increase in the experimental group was 22% larger. No significant differential intervention effects were found between subgroups based on kindergarten year, age, home language, socio-economic status and mathematics and language ability, but a significant intervention effect was found for girls and not for boys. PMID:26855457

Using a natural abilities battery for academic and career guidance: a ten-year study.

PubMed

Brown, Corrie C; Harvey, Stephen B; Stiles, Dori

2011-01-01

Over a period of 10 years, first-year students from 11 consecutive veterinary classes conducted a self-assessment using a natural abilities survey. The present study analyzes the data compiled from students' self-assessment results. As a group, veterinary students are exceptional problem solvers, either through inductive or deductive reasoning, and have strong spatial relations capacities. Veterinary students have a range of learning styles with design memory being the primary vehicle for information delivery and tonal memory being the least frequently used style overall. Information gained on each student's natural abilities can be used to guide effective career decision making and enhance prospects for long-term career satisfaction.

How do Japanese escape from TSUNAMI? - Disaster Prevention Education through using Hazard Maps

NASA Astrophysics Data System (ADS)

Sakaue, Hiroaki

2013-04-01

After the disaster of the earthquake and tsunami in Tohoku, Japan in 2011, it is necessary to teach more "Disaster Prevention" in school. The government guideline for education of high school geography students emphasizes improving students' awareness of disaster prevention through acquiring geographical skills, for example reading hazard and thematic maps. The working group of the Ministry of Education, Culture, Sports, Science and Technology (MEXT) says that the purpose of Disaster Prevention Education is to develop the following competencies: 1. To acquire knowledge about disasters in the local area and the science of disaster prevention. 2. To teach individuals to protect themselves from natural hazards. 3. To safely support other people in the local area. 4. To build a safe society during rebuilding from the disasters. "Disaster Prevention Education" is part of the "Education for Sustainable Development" (ESD) curriculum. That is, teaching disaster prevention can contribute to developing abilities for sustainable development and building a sustainable society. I have tried to develop a high school geography class about "tsunami". The aim of this class is to develop the students' competencies to acquire the knowledge about tsunami and protect themselves from it through reading a hazard map. I especially think that in geography class, students can protect themselves from disasters through learning the risks of disasters and how to escape when disasters occur. In the first part of class, I have taught the mechanism of tsunami formation and where tsunamis occur in Japan. In the second part of class, I have shown students pictures that I had taken in Tohoku, for instance Ishinomaki-City, Minamisanriku-Town, Kesen'numa-City, and taught how to read hazard maps that show where safe and dangerous places are when natural hazards occur. I think that students can understand the features of the local area and how to escape from disasters that may occur in local area by learning a hazard map. I have used a comment paper to evaluate the following competencies: 1. Students can understand the mechanism of tsunami formation and its potential for damage. 2. Students can read the hazard map. 3. Students can explain or describe a detailed plan for disaster prevention. In conclusion, many students could read hazard maps and describe a detailed plan for disaster prevention. In other words, through developing mapping skills, geography students can contribute to developing abilities for Disaster Prevention Education and building a sustainable society. Disaster Prevention Education has many requirements. For example, the MEXT working group says that Disaster Prevention Education teaching should not only deliver knowledge but also develop students' problem solving competency, and that it is important to incorporate this education within each subject area in the school.

Peer-to-Peer Instruction with Interactive Demonstrations in Upper Level Astronomy Courses

NASA Astrophysics Data System (ADS)

Gelderman, Richard

2013-06-01

Spectral and polarization properties of light are topics that most intro physics courses barely touch. Students therefore rarely have any useful experience to draw on when those topics come up in an upper level astronomy class. This means that they approach problems dealing with spectra or polarization as plug-and-chug mathematics applications, devoid of physical context. We have been addressing such dilemmas by using interactive demonstrations in the lecture meeting to give students direct experience with polarization filters, diffraction gratings, spectral sources, and situations requiring them to analyze sources based on the observed polarization of spectral properties. Each student individually predicts the outcomes for a demonstration. Students then collaborate within in a group of three to discuss their prediction, reporting the group’s consensus prediction. After observing the demonstration, students in the group compare their predictions to the results, and attempt to explain the phenomena. Based on curricular reforms in physics education, these methods have provided our students with the ability to much more than just manipulate equations related to spectroscopic and polarization analysis.

Identification of a two-component Class IIb bacteriocin in Streptococcus pyogenes by recombinase-based in vivo expression technology.

PubMed

Armstrong, Brent D; Herfst, Christine A; Tonial, Nicholas C; Wakabayashi, Adrienne T; Zeppa, Joseph J; McCormick, John K

2016-11-03

Streptococcus pyogenes is a globally prominent bacterial pathogen that exhibits strict tropism for the human host, yet bacterial factors responsible for the ability of S. pyogenes to compete within this limited biological niche are not well understood. Using an engineered recombinase-based in vivo expression technology (RIVET) system, we identified an in vivo-induced promoter region upstream of a predicted Class IIb bacteriocin system in the M18 serotype S. pyogenes strain MGAS8232. This promoter element was not active under in vitro laboratory conditions, but was highly induced within the mouse nasopharynx. Recombinant expression of the predicted mature S. pyogenes bacteriocin peptides (designated SpbM and SpbN) revealed that both peptides were required for antimicrobial activity. Using a gain of function experiment in Lactococcus lactis, we further demonstrated S. pyogenes immunity function is encoded downstream of spbN. These data highlight the importance of bacterial gene regulation within appropriate environments to help understand mechanisms of niche adaptation by bacterial pathogens.

Identification of a two-component Class IIb bacteriocin in Streptococcus pyogenes by recombinase-based in vivo expression technology

PubMed Central

Armstrong, Brent D.; Herfst, Christine A.; Tonial, Nicholas C.; Wakabayashi, Adrienne T.; Zeppa, Joseph J.; McCormick, John K.

2016-01-01

Streptococcus pyogenes is a globally prominent bacterial pathogen that exhibits strict tropism for the human host, yet bacterial factors responsible for the ability of S. pyogenes to compete within this limited biological niche are not well understood. Using an engineered recombinase-based in vivo expression technology (RIVET) system, we identified an in vivo-induced promoter region upstream of a predicted Class IIb bacteriocin system in the M18 serotype S. pyogenes strain MGAS8232. This promoter element was not active under in vitro laboratory conditions, but was highly induced within the mouse nasopharynx. Recombinant expression of the predicted mature S. pyogenes bacteriocin peptides (designated SpbM and SpbN) revealed that both peptides were required for antimicrobial activity. Using a gain of function experiment in Lactococcus lactis, we further demonstrated S. pyogenes immunity function is encoded downstream of spbN. These data highlight the importance of bacterial gene regulation within appropriate environments to help understand mechanisms of niche adaptation by bacterial pathogens. PMID:27808235

Cognitive Performance in Older Adults with Stable Heart Failure: Longitudinal Evidence for Stability and Improvement

PubMed Central

Alosco, Michael L.; Garcia, Sarah; Spitznagel, Mary Beth; van Dulmen, Manfred; Cohen, Ronald; Sweet, Lawrence H.; Josephson, Richard; Hughes, Joel; Rosneck, Jim; Gunstad, John

2013-01-01

Cognitive impairment is prevalent in heart failure (HF), though substantial variability in the pattern of cognitive impairment is found across studies. To clarify the nature of cognitive impairment in HF, we examined longitudinal trajectories across multiple domains of cognition in HF patients using latent growth class modeling. 115 HF patients completed a neuropsychological battery at baseline, 3-months and 12-months. Participants also completed the Beck Depression Inventory-II (BDI-II). Latent class growth analyses revealed a three-class model for attention/executive function, four-class model for memory, and a three-class model for language. The slope for attention/executive function and language remained stable, while improvements were noted in memory performance. Education and BDI-II significantly predicted the intercept for attention/executive function and language abilities. The BDI-II also predicted baseline memory. The current findings suggest that multiple performance-based classes of neuropsychological test performance exist within cognitive domains, though case-controlled prospective studies with extended follow-ups are needed to fully elucidate changes and predictors of cognitive function in HF. PMID:23906182

Ageing and exercise: building body capital in old age.

PubMed

Bergland, Astrid; Fougner, Marit; Lund, Anne; Debesay, Jonas

2018-01-01

Research that provides better understanding of the motivational processes in older age to maintain a healthy and active lifestyle is sought after. We apply theoretical approaches to cultural capital, active and healthy aging health to shed light on the women's experiences in maintaining physical capabilities through an active lifestyle, and thereby facilitating their own inclusion in society. Thus, the aim of this paper is to explore why older home dwelling women over the age of 70 years or more spend time in physical exercise and their experiences about the importance of participating in group exercise for their daily life.This paper reports on a qualitative study based on interviews with 16 older women aged 70 years or more and regularly attending group exercise classes in the community at an established workout center. The data were analyzed the data using an inductive content analysis approach. Three overreaching and interrelated themes emerged from the interviews: "Building body capital for independence", "Building body capital to maintain vitality and being in control" and "Building resources for social interaction". The findings suggest that group exercise is important for building body capital. The group exercise helped the women in building bodily ability to manage everyday life, maintain vitality, being in control, pursue social interaction and live independently. These body resources were important for these older women's experience of the manageability and meaningfulness of daily life. This study has provided insights into older women's understanding and experiences of the challenges of everyday life within a theoretical framework of cultural capital and health. The women acquired cultural health capital, and more specifically body capital, by participating in the group exercise classes. The women's investment in body capital through regular physical activity created resources which facilitated social participation. Therefore professionals need to be aware of this when performing group exercise.

Learning the Constellations: From Junior High to Undergraduate Descriptive Astronomy Class

NASA Astrophysics Data System (ADS)

Stephens, Denise C.; Hintz, Eric G.; Hintz, Maureen; Lawler, Jeannette; Jones, Michael; Bench, Nathan

2015-01-01

As part of two separate studies we have examined the ability of students to learn and remember a group of constellations, bright stars, and deep sky objects. For a group of junior high students we tested their knowledge of only the constellations by giving them a 'constellation quiz' without any instruction. We then provided the students with a lab session, and retested. We also tested a large number of undergraduate students in our descriptive astronomy classes, but in this case there were the same 30 constellations, 17 bright stars, and 3 deep sky objects. The undergraduate students were tested in a number of ways: 1) pre-testing without instruction, 2) self-reporting of knowledge, 3) normal constellation quizzes as part of the class, and 4) retesting students from previous semesters. This provided us with a set of baseline measurements, allowed us to track the learning curve, and test retention of the material. We will present our early analysis of the data.

Self-conscious emotions׳ role in functional outcomes within clinical populations.

PubMed

Macaulay, Rebecca; Cohen, Alex

2014-04-30

Patients with severe mental illnesses (SMI) often experience dysfunction in their ability to efficiently carry out everyday roles and/or skills. These deficits are seen across many domains of daily functioning. We suggest that the "self-conscious emotions" of pride and shame play a role in these functional outcomes. Pride and shame appear to facilitate individuals׳ ability to evaluate their group status, detect social threats, and to adjust their behaviors accordingly. This study utilized an objective performance measure of functional capacity and a self-report of quality of life (QoL) to examine the respective roles of pride and shame in functional outcomes within two SMI patient groups (schizophrenia and affective disorder) and a community control group. The influence of neurocognition, affect and symptomatology on functional outcomes was also assessed. The patient groups did not differ in cognitive functioning, QoL, or shame. The schizophrenia group reported significantly higher pride and displayed worse objective performance than the other groups. Within each of the groups, shame had an inverse relationship with QoL, while pride positively associated with QoL. Shame associated with worse functional capacity in the schizophrenia group. Shame associated with better functional capacity, while pride associated with worse functional capacity within the affective disorder group. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Respiratory, physical, and psychological benefits of breath-focused yoga for adults with severe traumatic brain injury (TBI): a brief pilot study report.

PubMed

Silverthorne, Colin; Khalsa, Sat Bir S; Gueth, Robin; DeAvilla, Nicole; Pansini, Janie

2012-01-01

This pilot study was designed to identify the potential benefits of breath-focused yoga on respiratory, physical, and psychological functioning for adults with severe traumatic brain injury (TBI). Ten individuals with severe TBI who self-selected to attend weekly yoga classes and 4 no-treatment controls were evaluated. Participants were assessed at pretreatment baseline and at 3-month intervals for a total of 4 time points over 40 weeks. Outcomes of interest included observed exhale strength, ability to hold a breath or a tone, breathing rate, counted breaths (inhale and exhale), and heart rate, as well as self-reported physical and psycho-logical well-being. Repeated within-group analyses of variance revealed that the yoga group demonstrated significant longitudinal change on several measures of observed respiratory functioning and self-reported physical and psychological well-being over a 40-week period. Those in the control group showed marginal improvement on 2 of the 6 measures of respiratory health, physical and social functioning, emotional well-being, and general health. The small sample sizes precluded the analysis of between group differences. This study provides preliminary evidence that breath-focused yoga may improve respiratory functioning and self-perceived physical and psychological well-being of adults with severe TBI.

Students Apply Research Methods to Consumer Decisions About Cognitive Enhancing Drinks

PubMed Central

Walters, Charles B.; Hill, Katherine G.; Zavilla, Anastasia R.; Erickson, Cynthia A.

2014-01-01

The goal of this class project was to provide students with a hands-on research experience that allowed autonomy, but eliminated duplication of effort and could be completed within one semester. Our resources were limited to a small supply budget and an introductory psychology subject pool. Six students from a behavioral neuroscience class tested claims made by a drink company that their product improves cognitive function. The students each chose a cognitive task for their part of the project. The tasks included the Donders Reaction Time Task, the Stroop Task, the Raven’s Progressive Matrices, a short-term memory span test, the Rey-Osterrieth Complex Figure Test and a simple measure of prefrontal EEG activity. Participants were randomly assigned to an experimental or control drink. The experimental group received the putative cognitive enhancing drink and the control group received a placebo drink that was very similar in color and taste. The two drinks shared no active ingredients. Results suggest that the putative cognitive enhancing drink did not improve performance on any of the tasks and decreased performance on the short-term memory task. These findings are discussed in regard to implications for consumers as well as further research into supplements and their ability to improve cognitive performance. Each student presented his/her results at a university-wide research conference. This project provided a rich experience in which students had the opportunity to carry out a research project from conception to presentation. PMID:25565916

Comparison of Two Kinds of Endurance Training Programs on the Effects of the Ability to Recover in Amateur Soccer Players

PubMed Central

Rogan, Slavko

2015-01-01

Background: High intensity intermittent aerobic exercise is an elementary endurance training exercise to build soccer endurance. Many studies exist with professional soccer players. But limited research has been conducted with amateur soccer players. Objectives: The aim of this study was to compare and assess the effects of the shuttle-run method and the Hoff-track method on the ability to recover in amateur soccer players within three weeks. Patients and Methods: Two amateur soccer teams were randomly assigned to shuttle-run group (n = 24; SRG) (SRG: shuttle-run group) or Hoff-track group (n = 18; HTG) (HTG: hoff-track group). They performed 2 times/week over three weeks their program. SRG performed a 20 m high speed shuttle-run until exhaustion and HTG covered at their highest speed level an obstacle track. Before and after training the yo-yo intermittent recovery test level 2 (YYIRTL2) was conducted. Results: Significant differences were observed within (P < 0.05) and between the groups (P = 0.06; ES = 0.50) in distance covering during YYIRTL2. Conclusions: Both training methods seem to improve the ability to recover in amateur soccer players within a short time period during the competition season. PMID:26448831

Teaching science for public understanding: Developing decision-making abilities

NASA Astrophysics Data System (ADS)

Siegel, Marcelle A.

One of the most important challenges educators have is teaching students how to make decisions about complex issues. In this study, methods designed to enhance students' decision-making skills and attitudes were investigated. An issue-oriented science curriculum was partly replaced with activities designed by the experimenter. The first objective of the study was to examine the effects of an instructional method to increase students' use of relevant scientific evidence in their decisions. The second goal of the research was to test whether the instructional activities could promote students' beliefs that science is relevant to them, because attitudes have been shown to affect students' performance and persistence (Schommer, 1994). Third, the study was designed to determine whether the instructional activities would affect students' beliefs that their intelligence is not fixed but can grow; this question is based on Dweck and Leggett's (1988) definition of two orientations toward intelligence---entity theorists and incremental theorists (Dweck & Leggett, 1988; Dweck & Henderson, 1989). Two urban high-school classrooms participated in this study. Tenth graders examined scientific materials about current issues involving technology and society. Instructional materials on decision making were prepared for one class of students to enhance their regular issue-oriented course, Science and Sustainability. A computer program, called Convince Me (Schank, Ranney & Hoadley, 1996), provided scaffolding for making an evidence-based decision. The experimental group's activities also included pen-and-paper lessons on decision making and the effect of experience on the structure of the brain. The control class continued to engage in Science and Sustainability decision-making activities during the time the experimental class completed the treatment. The control group did not show significant improvement on decision-making tasks, and the experimental group showed marginally significant gains (p = .06) according to the Rasch analysis. A measure of students' understanding of coherent argumentation was correlated with higher decision posttest scores. Over time, both classes significantly regarded science as being more relevant to everyday life. Students' attitudes about ability showed insignificant changes.

Impact of real-time electronic alerting of acute kidney injury on therapeutic intervention and progression of RIFLE class.

PubMed

Colpaert, Kirsten; Hoste, Eric A; Steurbaut, Kristof; Benoit, Dominique; Van Hoecke, Sofie; De Turck, Filip; Decruyenaere, Johan

2012-04-01

To evaluate whether a real-time electronic alert system or "AKI sniffer," which is based on the RIFLE classification criteria (Risk, Injury and Failure), would have an impact on therapeutic interventions and acute kidney injury progression. Prospective intervention study. Surgical and medical intensive care unit in a tertiary care hospital. A total of 951 patients having in total 1,079 admission episodes were admitted during the study period (prealert control group: 227, alert group: 616, and postalert control group: 236). Three study phases were compared: A 1.5-month prealert control phase in which physicians were blinded for the acute kidney injury sniffer and a 3-month intervention phase with real-time alerting of worsening RIFLE class through the Digital Enhanced Cordless Technology telephone system followed by a second 1.5-month postalert control phase. A total of 2593 acute kidney injury alerts were recorded with a balanced distribution over all study phases. Most acute kidney injury alerts were RIFLE class risk (59.8%) followed by RIFLE class injury (34.1%) and failure (6.1%). A higher percentage of patients in the alert group received therapeutic intervention within 60 mins after the acute kidney injury alert (28.7% in alert group vs. 7.9% and 10.4% in the pre- and postalert control groups, respectively, p μ .001). In the alert group, more patients received fluid therapy (23.0% vs. 4.9% and 9.2%, p μ .01), diuretics (4.2% vs. 2.6% and 0.8%, p μ .001), or vasopressors (3.9% vs. 1.1% and 0.8%, p μ .001). Furthermore, these patients had a shorter time to intervention (p μ .001). A higher proportion of patients in the alert group showed return to a baseline kidney function within 8 hrs after an acute kidney injury alert "from normal to risk" compared with patients in the control group (p = .048). The real-time alerting of every worsening RIFLE class by the acute kidney injury sniffer increased the number and timeliness of early therapeutic interventions. The borderline significant improvement of short-term renal outcome in the RIFLE class risk patients needs to be confirmed in a large multicenter trial.

Strategies to Improve Learning of All Students in a Class

ERIC Educational Resources Information Center

Suraishkumar, G. K.

2018-01-01

The statistical distribution of the student learning abilities in a typical undergraduate engineering class poses a significant challenge to simultaneously improve the learning of all the students in the class. With traditional instruction styles, the students with significantly high learning abilities are not satisfied due to a feeling of…

Analysis of Class II patients, successfully treated with the straight-wire and Forsus appliances, based on cervical vertebral maturation status.

PubMed

Servello, David F; Fallis, Drew W; Alvetro, Lisa

2015-01-01

To assess skeletal and dental changes in patients successfully treated with the Forsus appliance based on cervical vertebral maturation status. Forty-seven Class II patients, successfully treated with the Forsus appliance, were divided into peak and postpeak growth groups determined immediately prior to Forsus placement. The mean (SD) ages of the peak and postpeak groups were 13.4 (1.0) and 14.1 (1.3) years, respectively. Superimpositions of initial, Forsus placement, Forsus removal, and final cephalometric radiographs were completed, allowing the measurement of changes during three treatment phases. There were no significant differences between groups during treatment phase 1 (alignment/leveling), with both groups demonstrating a worsening of the Class II molar relationship. However, during treatment phase 2 (Class II correction), patients within the peak group demonstrated significantly higher mean apical base, mandibular and molar changes, and an increased rate of change compared with those in the postpeak group. No significant differences were observed during treatment phase 3 (detail/finishing). Following an initial worsening of the Class II molar relationship as a result of straight-wire appliance effects, Forsus appliance treatment initiated during cervical vertebral maturation status (CS) 3-4 elicits more effective and efficient correction of Class II molar relationships than when initiated during CS 5-6. Data support that these effects are due mainly to maxillary skeletal and dentoalveolar restraint during a period of more rapid mandibular growth.

Finding Sales Promotion and Making Decision for New Product Based on Group Analysis of Edge-Enhanced Product Networks

NASA Astrophysics Data System (ADS)

Huang, Yi; Tan, Jianbin; Wu, Bin

A novel method is proposed in this paper to find the promotive relationship of products from a network point of view. Firstly, a product network is built based on the dataset of handsets’ sale information collected from all outlets of a telecom operator of one province of China, with a period from Jan. 2006 to Jul. 2008. Then the edge enhanced model is applied on product network to divide all the products into several groups, according to which each outlet is assigned to class A or class B for a certain handset. Class A is defined as the outlet which sell the certain handset and contains all of handsets of its group, while other situation for class B which sell the certain handset too. It’s shown from the result of analysis on these two kinds of outlets that many handsets are sold better in outlets of class A than that of class B, even though the sales revenue of all these outlets in the time period is close. That is to say the handsets within a group would promote the sale for each other. Furthermore, a method proposed in this paper gives a way to find out the important attributes of the handsets which lead them to br divided into the same group, and it also explains how to add a new handset to an existing group and where would the new handset be sold best.

Quality of human spermatozoa: relationship between high-magnification sperm morphology and DNA integrity.

PubMed

Maettner, R; Sterzik, K; Isachenko, V; Strehler, E; Rahimi, G; Alabart, J L; Sánchez, R; Mallmann, P; Isachenko, E

2014-06-01

The aim of this work is to establish the relationship between the morphology of Intracytoplasmic Morphologically Selected Sperm Injection (IMSI)-selected spermatozoa and their DNA integrity. The 45 ejaculates were randomly distributed into three treatment groups: normozoospermic, oligoasthenozoospermic and oligoasthenotheratozoospermic samples. The evaluation of DNA integrity was performed using the sperm chromatin dispersion test. It was established that DNA integrity of spermatozoa is strongly dependent on ejaculate quality (P < 0.05). The count of spermatozoa with nonfragmented DNA in normozoospermic samples was high and independent from IMSI-morphological classes (Class 1 versus Class 3, respectively) (P > 0.1). With decreased ejaculate quality, the percentage of spermatozoa with nonfragmented DNA decreased significantly (P < 0.05) independent from morphological class. Nevertheless, the rate of IMSI-selected spermatozoa with fragmented DNA within of Class 1 in normozoospermic (Group 1), in oligoasthenozoospermic (Group 2) and in oligoasthenotheratozoospermic (Group 3) samples was 21.1%, 31.8% and 54.1%, respectively. In conclusion, there is a direct relationship between morphological parameters of spermatozoa and their DNA integrity. However, the IMSI technique alone is not enough for the selection of spermatozoa with intact nuclei. © 2013 Blackwell Verlag GmbH.

Evaluation of the Effects of Programming Arrangements on Student Learning Outcomes. Research Monograph 94108.

ERIC Educational Resources Information Center

Delcourt, Marcia A. B.; And Others

The Learning Outcomes Study, a 2-year investigation, evaluated four popular types of grouping arrangements for gifted students in grades 2 and 3 in 14 collaborative school districts in 10 states. The study compared within-class, pull-out, separate class, and special school instructional arrangements. Study participants (N=1000) included students…

Writing Our Way into Shared Understanding: Collaborative Autobiographical Writing in the Qualitative Methods Class

ERIC Educational Resources Information Center

Lapadat, Judith C.

2009-01-01

From her experience as an instructor, the author finds that it is valuable to engage graduate students in conducting a study within their qualitative methods course. In this article, the author discusses how she used a collaborative autobiographical research approach. Class members generate autobiographical writing to be shared with the group, and…

The effects of computer-based dynamic visualization simulations on student learning in high school science

NASA Astrophysics Data System (ADS)

Moodley, Sadha

The purpose of this study was to determine whether the use of dynamic computer-based visualizations of the classical model of particle behavior helps to improve student understanding, performance, and interest in science when used by teachers as visual presentations to complement their traditional methods of teaching. The software, Virtual Molecular Dynamics Laboratory (VMDL), was developed at the Center for Polymer Studies at Boston University through funding from the National Science Foundation. The design of the study included five pairs of classes in four different schools in New England from the inner city and from advantaged suburbs. The study employed a treatment-control group design for testing the impact of several VMDL simulations on student learning in several content areas from traditional chemistry and physical science courses. The study employed a mixed qualitative and quantitative design. The quantitative part involved administering the Group Assessment of Logical Thinking (GALT) as well as post-tests that were topic specific. An Analysis of Covariance (ANCOVA) was conducted on the test scores with the GALT scores serving as a covariate. Results of the ANCOVA showed that students' understanding and performance were better in classes where teachers used the computer-based dynamic visualizations to complement their traditional teaching. GALT scores were significantly different among schools but very similar within schools. They were significant in adjusting post-test scores for pre-treatment differences for only two of the schools. The treatment groups outscored the control groups in all five comparisons. The mean differences reached statistical significance at the p < .01 level in only four of the comparisons. The qualitative part of the study involved classroom observations and student interviews. Analysis of classroom observations revealed a shift in classroom dynamics to more learner-centeredness with greater engagement by students, especially in classes that tended to have little student participation without the simulations. Analysis of the student interviews indicated that the dynamic visualizations made learning more enjoyable, helped with remembering, and enhanced students abilities to make connections between the nanoscopic and macroscopic science.

Effects of sex composition by class and instructor's sex on physical self-efficacy of college men.

PubMed

Gibbons, E S; Rust, D M; Blassingame, C L; Reed, J L

2000-02-01

The relationship of sex composition of class and instructor's sex to Physical Self-efficacy has yielded conflicting results in several studies. This study examined the relationship of sex composition of class and instructor's sex to scores on Physical Self-efficacy, Perceived Physical Ability, and Physical Self-presentation Confidence of 80 male students enrolled in one of four sections of a strength training class. Analysis indicated no significant difference on Physical Self-efficacy between male students who were enrolled in all male classes or in coeducational classes; improvements in scores on Physical Self-efficacy were not specific to the sex composition of the class or sex of the instructor and no significant difference on Perceived Physical Ability and Physical Self-presentation Confidence between male students who joined an all male class or a coeducational class. Perceived Physical Ability improved from the pretest to the posttest in all classes; and no improvement in scores for Physical Self-presentation Confidence was found in all classes. In conclusion, the analysis showed sex composition of the class and sex of the instructor were not significantly related to scores for self-efficacy.

Ability Group Configuration for the High School Physics Classroom

NASA Astrophysics Data System (ADS)

Zitnik, Scott

This research project looks to investigate the effectiveness of different ability grouping arrangements for the high school physics classroom. Students were first organized based on their academic aptitude in physics into three general groups of high, medium, and low achieving students. They were then divided into both groups of four and dyads that were constructed in one of four arrangements, namely: random, homogeneous, heterogeneous, or student choice. Data was collected based on their academic performance as well as survey responses regarding the group and dyad performance. Students worked in a rotation of these groups and dyads for a unit to measure student preference and introduce collaborative work formally to the classes. At this point it was evident that students preferred the student choice arrangement based on survey responses, yet the student choice survey responses also resulted in the lowest level of reliability when compared to all other grouping methods. For the next unit students were kept in either the random, homogeneous, or heterogeneous grouping arrangement for the entirety of the unit. At the conclusion of the second unit student achievement as well as survey responses were analyzed. As a result of this research there appears to be a slight student preference as well as academic benefit to homogeneous group and dyad arrangements for each of the three ability groups of students in the high school physics classroom when compared to random and heterogeneous grouping methods of academic group arrangement.

Is there an advanced aging effect on the ability to mentally represent action?

PubMed

Gabbard, Carl; Caçola, Priscila; Cordova, Alberto

2011-01-01

Motor programming theory suggests that an integral component in an effective outcome is an adequate action (mental) representation of the movements; a representation reflected in the ability to use motor imagery. Recent reports show a decline with advanced age (>64 years) using a variety of motor simulation tasks. Here, we examined the possible effects of advanced age on motor imagery ability in the context of estimation of reachability--that is, estimating whether an object is within reach or out of grasp. Thirty young adults (mean age: 20) and 23 older adults (mean age: 77) were instructed to estimate, using motor imagery, whether randomly presented targets in peripersonal (within actual reach) and extrapersonal (beyond reach) space were within or out of reach of their dominant limb while seated. Results indicated that the younger group was significantly more accurate than the older adults, p < 0.001. Whereas both groups made more errors in extrapersonal space, the values were significantly higher for the older group; that is, they overestimated to a greater extent. In summary, these findings add to the general notion that there is a decline in the ability to mentally represent action with advanced age. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

The Effects of an Independent Laboratory Investigation on the Critical Thinking Ability and Scientific Attitude of Students in a General Microbiology Class.

ERIC Educational Resources Information Center

Norton, Sylvia; And Others

To demonstrate that properly designed laboratory instruction does provide affective and higher order learning benefits, an experiment was carried out in two replications. The subjects were 80 students enrolled in General Microbiology at Wallace Community College, Alabama. Students were randomly assigned to experimental and control groups. The…

Identifying potential dropouts from college physics classes

NASA Astrophysics Data System (ADS)

Wollman, Warren; Lawrenz, Frances

Hudson and Rottman (1981) established that mathematics ability is probably a secondary factor influencing dropout from college physics courses. Other factors remain to be found for predicting who will drop out or at least have difficulty with the course. When mathematics ability is coupled with general indicators of performance (total GPA and ACT natural science), prediction of performance for those who complete the course is substantially improved. Moreover, discriminant analyses reveal who will have at least some difficulty, but not who will drop out. The problem of isolating specific weaknesses of students who have difficulty persists. Physics achievement appears to depend on mathematics ability only to the extent that students possess the ability to utilize mathematics knowledge for solving physics problems. Identification of the specific aspects of this ability as well as the specific deficiencies leading to dropout should be the object of future research. For the present, interviews might be more revealing than group testing methods.

Primary biliary cirrhosis degree assessment by acoustic radiation force impulse imaging and hepatic fibrosis indicators.

PubMed

Zhang, Hai-Chun; Hu, Rong-Fei; Zhu, Ting; Tong, Ling; Zhang, Qiu-Qin

2016-06-14

To evaluate the assessment of primary biliary cirrhosis degree by acoustic radiation force impulse imaging (ARFI) and hepatic fibrosis indicators. One hundred and twenty patients who developed liver cirrhosis secondary to primary biliary cirrhosis were selected as the observation group, with the degree of patient liver cirrhosis graded by Child-Pugh (CP) score. Sixty healthy individuals were selected as the control group. The four indicators of hepatic fibrosis were detected in all research objects, including hyaluronic acid (HA), laminin (LN), type III collagen (PC III), and type IV collagen (IV-C). The liver parenchyma hardness value (LS) was then measured by ARFI technique. LS and the four indicators of liver fibrosis (HA, LN, PC III, and IV-C) were observed in different grade CP scores. The diagnostic value of LS and the four indicators of liver fibrosis in determining liver cirrhosis degree with PBC, whether used alone or in combination, were analyzed by receiver operating characteristic (ROC) curve. LS and the four indicators of liver fibrosis within the three classes (A, B, and C) of CP scores in the observation group were higher than in the control group, with C class > B class > A class; the differences were statistically significant (P < 0.01). Although AUC values of LS within the three classes of CP scores were higher than in the four indicators of liver fibrosis, sensitivity and specificity were unstable. The ROC curves of LS combined with the four indicators of liver fibrosis revealed that: AUC and sensitivity in all indicators combined in the A class of CP score were higher than in LS alone, albeit with slightly decreased specificity; AUC and specificity in all indicators combined in the B class of CP score were higher than in LS alone, with unchanged sensitivity; AUC values (0.967), sensitivity (97.4%), and specificity (90%) of all indicators combined in the C class of CP score were higher than in LS alone (0.936, 92.1%, 83.3%). The diagnostic value of PBC cirrhosis degree in liver cirrhosis degree assessment by ARFI combined with the four indicators of serum liver fibrosis is of satisfactory effectiveness and has important clinical application value.

Clinical usefulness of the virtual reality-based postural control training on the gait ability in patients with stroke.

PubMed

Park, Yu-Hyung; Lee, Chi-Ho; Lee, Byoung-Hee

2013-01-01

This study is a single blind randomized controlled trial to determine the effect of virtual reality-based postural control training on the gait ability in patients with chronic stroke. Sixteen subjects were randomly assigned to either experimental group (VR, n= 8) or control group (CPT, n= 8). Subjects in both groups received conventional physical therapy for 60 min per day, five days per week during a period of four weeks. Subjects in the VR group received additional augmented reality-based training for 30 min per day, three days per week during a period of four weeks. The subjects were evaluated one week before and after participating in a four week training and follow-up at one month post-training. Data derived from the gait analyses included spatiotemporal gait parameters, 10 meters walking test (10 mWT). In the gait parameters, subjects in the VR group showed significant improvement, except for cadence at post-training and follow-up within the experimental group. However, no obvious significant improvement was observed within the control group. In between group comparisons, the experimental group (VR group) showed significantly greater improvement only in stride length compared with the control group (P< 0.05), however, no significant difference was observed in other gait parameters. In conclusion, we demonstrate significant improvement in gait ability in chronic stroke patients who received virtual reality based postural control training. These findings suggest that virtual reality (VR) postural control training using real-time information may be a useful approach for enhancement of gait ability in patients with chronic stroke.

Effect of Direct Physician Involvement on Tobacco Abstinence Rates and Other Variables Affecting Participants of a Freedom from Tobacco Class

PubMed Central

Ismail, Mohamed H; Ho, Ngoc J; Lara, Nancy Irazu

2013-01-01

Context Kaiser Permanente measures how often tobacco users are offered strategies to quit but not the success of such strategies. Objective: To compare tobacco abstinence rates for participants of the Kaiser Permanente Riverside (California) Medical Center’s Freedom from Tobacco Class in 2008, before direct physician involvement, and in 2009, after direct physician involvement, and to compare other variables affecting these rates. Design: In a retrospective study, participants were divided into two groups based on year of participation. Data were collected using electronic medical records and phone interviews. Main Outcome Measures: Tobacco use status between both groups at 1, 3, 6, and 12 months after the classes started and within groups by sex, number of classes attended, medication received, and class teacher. Results: The 12-month abstinence rates were 27% in 2008 and 33% in 2009 (p = 0.3). The abstinence rate for men improved from 23% to 38% (2008 vs 2009; p = 0.05), whereas for women it was 30% vs 27% (p = 0.7). Abstinence rates decreased over time for the group as a whole (p < 0.001). Attendance of 6 or more classes was associated with higher abstinence rates. There was no significant impact on abstinence rates due to age, body mass index, class teacher, or medications used. Conclusion: Direct physician involvement improved men’s but not women’s abstinence rates among class participants. The relapse rate was significant over the first year after the class. Further research is needed to study the difference between sexes and the factors affecting relapse. PMID:23704836

Investigating the Effectiveness of Storylines Embedded within a Context-Based Approach: The Case for the Periodic Table

ERIC Educational Resources Information Center

Demircioglu, Hulya; Demircioglu, Gokhan; Calik, Muammar

2009-01-01

We investigated the effect of the context-based approach on 9th grade students' conceptions of the Periodic Table. Within a nonequivalent pretest-posttest control group design the study was conducted with 80 grade 9 students (aged 15-16) drawn from two classes (39 and 41 students) in a high school in Turkey. The experimental group was exposed to…

Effects of an integrated geriatric group balance class within an entry-level Doctorate of Physical Therapy program on students' perceptions of geriatrics and geriatric education in the United States.

PubMed

Reneker, Jennifer C; Weems, Kyra; Scaia, Vincent

2016-01-01

This study was aimed at determining the effect of an integrated group balance class for community-dwelling older adults within entry-level physical therapist coursework on student perceptions of geriatric physical therapy and geriatric physical therapy education. Twenty-nine Doctor of Physical Therapy (DPT) students, 21-33 years old, in their second year of coursework in 2012, participated in an integrated clinical experience with exposure to geriatric patients at an outpatient facility at the Louis Stokes Cleveland Department of Veterans Affairs Medical Center in Akron, Ohio, USA. Student perceptions were collected before and after participation in the 8-week balance class. The Wilcoxon sign-ranked test was used to identify differences in perceptions after participation in the group balance class. Cohen's d values were calculated to measure the size of the pre-participation to post-participation effect for each measure. At the conclusion of the group class, the DPT students demonstrated an increase in positive perceptions of geriatric physical therapy in 8 measures, with small effect sizes (d=0.15-0.30). Two perceptions of geriatric physical therapy demonstrated a significant positive increase (P<.05) with moderate effect sizes (d=0.47 and d=0.50). The students' perceptions of geriatric education in the curriculum demonstrated a large positive effect for quality (d=1.68) and enjoyment (d=1.96). Positive changes were found in most of the perceptions of geriatrics and geriatric education after participation, suggesting that integrated clinical experiences with geriatric patients are an effective way to positively influence perceptions of physical therapist practice with older adults.

Rasch Mixture Models for DIF Detection

PubMed Central

Strobl, Carolin; Zeileis, Achim

2014-01-01

Rasch mixture models can be a useful tool when checking the assumption of measurement invariance for a single Rasch model. They provide advantages compared to manifest differential item functioning (DIF) tests when the DIF groups are only weakly correlated with the manifest covariates available. Unlike in single Rasch models, estimation of Rasch mixture models is sensitive to the specification of the ability distribution even when the conditional maximum likelihood approach is used. It is demonstrated in a simulation study how differences in ability can influence the latent classes of a Rasch mixture model. If the aim is only DIF detection, it is not of interest to uncover such ability differences as one is only interested in a latent group structure regarding the item difficulties. To avoid any confounding effect of ability differences (or impact), a new score distribution for the Rasch mixture model is introduced here. It ensures the estimation of the Rasch mixture model to be independent of the ability distribution and thus restricts the mixture to be sensitive to latent structure in the item difficulties only. Its usefulness is demonstrated in a simulation study, and its application is illustrated in a study of verbal aggression. PMID:29795819

Simulating Optical Correlation on a Digital Image Processing

NASA Astrophysics Data System (ADS)

Denning, Bryan

1998-04-01

Optical Correlation is a useful tool for recognizing objects in video scenes. In this paper, we explore the characteristics of a composite filter known as the equal correlation peak synthetic discriminant function (ECP SDF). Although the ECP SDF is commonly used in coherent optical correlation systems, the authors simulated the operation of a correlator using an EPIX frame grabber/image processor board to complete this work. Issues pertaining to simulating correlation using an EPIX board will be discussed. Additionally, the ability of the ECP SDF to detect objects that have been subjected to inplane rotation and small scale changes will be addressed by correlating filters against true-class objects placed randomly within a scene. To test the robustness of the filters, the results of correlating the filter against false-class objects that closely resemble the true class will also be presented.

Sphingobium sp. SYK-6 LigG involved in lignin degradation is structurally and biochemically related to the glutathione transferase ω class.

PubMed

Meux, Edgar; Prosper, Pascalita; Masai, Eiji; Mulliert, Guillermo; Dumarçay, Stéphane; Morel, Mélanie; Didierjean, Claude; Gelhaye, Eric; Favier, Frédérique

2012-11-16

SpLigG is one of the three glutathione transferases (GSTs) involved in the process of lignin breakdown in the soil bacterium Sphingobium sp. SYK-6. Sequence comparisons showed that SpLigG and several proteobacteria homologues form an independent cluster within cysteine-containing GSTs. The relationship between SpLigG and other GSTs was investigated. The X-ray structure and biochemical properties of SpLigG indicate that this enzyme belongs to the omega class of glutathione transferases. However, the hydrophilic substrate binding site of SpLigG, together with its known ability to stereoselectively deglutathionylate the physiological substrate α-glutathionyl-β-hydroxypropiovanillone, argues for broadening the definition of the omega class. Copyright © 2012 Federation of European Biochemical Societies. Published by Elsevier B.V. All rights reserved.

Novel Phenanthrene-Degrading Bacteria Identified by DNA-Stable Isotope Probing

PubMed Central

Luo, Chunling; Zhang, Dayi; Zhang, Gan

2015-01-01

Microorganisms responsible for the degradation of phenanthrene in a clean forest soil sample were identified by DNA-based stable isotope probing (SIP). The soil was artificially amended with either 12C- or 13C-labeled phenanthrene, and soil DNA was extracted on days 3, 6 and 9. Terminal restriction fragment length polymorphism (TRFLP) results revealed that the fragments of 219- and 241-bp in HaeIII digests were distributed throughout the gradient profile at three different sampling time points, and both fragments were more dominant in the heavy fractions of the samples exposed to the 13C-labeled contaminant. 16S rRNA sequencing of the 13C-enriched fraction suggested that Acidobacterium spp. within the class Acidobacteria, and Collimonas spp. within the class Betaproteobacteria, were directly involved in the uptake and degradation of phenanthrene at different times. To our knowledge, this is the first report that the genus Collimonas has the ability to degrade PAHs. Two PAH-RHDα genes were identified in 13C-labeled DNA. However, isolation of pure cultures indicated that strains of Staphylococcus sp. PHE-3, Pseudomonas sp. PHE-1, and Pseudomonas sp. PHE-2 in the soil had high phenanthrene-degrading ability. This emphasizes the role of a culture-independent method in the functional understanding of microbial communities in situ. PMID:26098417

Functional Group Analysis of Biomass Burning Particles Using Infrared Spectroscopy

NASA Astrophysics Data System (ADS)

Horrell, K.; Lau, A.; Bond, T.; Iraci, L. T.

2008-12-01

Biomass burning is a significant source of particulate organic carbon in the atmosphere. These particles affect the energy balance of the atmosphere directly by absorbing and scattering solar radiation, and indirectly through their ability to act as cloud condensation nuclei (CCN). The chemical composition of biomass burning particles influences their ability to act as CCN, thus understanding the chemistry of these particles is required for understanding their effects on climate and air quality. As climate change influences the frequency and severity of boreal forest fires, the influence of biomass burning aerosols on the atmosphere may become significantly greater. Only a small portion of the organic carbon (OC) fraction of these particles has been identified at the molecular level, although several studies have explored the general chemical classes found in biomass burning smoke. To complement those studies and provide additional information about the reactive functional groups present, we are developing a method for polarity-based separation of compound classes found in the OC fraction, followed by infrared (IR) spectroscopic analysis of each polarity fraction. It is our goal to find a simple, relatively low-tech method which will provide a moderate chemical understanding of the entire suite of compounds present in the OC fraction of biomass burning particles. Here we present preliminary results from pine and oak samples representative of Midwestern United States forests burned at several different temperatures. Wood type and combustion temperature are both seen to affect the composition of the particles. The latter seems to affect relative contributions of certain functional groups, while oak demonstrates at least one additional chemical class of compounds, particularly at lower burning temperatures, where gradual solid-gas phase reactions can produce relatively large amounts of incompletely oxidized products.

Experiential learning and changing leadership style.

PubMed

Zanecchia, M D

1985-11-01

One of the many problems facing the nursing profession today is the lack of preparedness of its leaders. Nursing educators, collaborating with nursing service, can teach baccalaureate students leadership skills and to develop leadership styles. Experiential real-world management tasks selected by faculty and head nurses can serve as learning opportunities. Students can learn leadership ability and change style. Utilizing t-test, the before and after course mean scores on the standardized Leadership Ability Evaluation instrument were statistically analyzed. Significant differences and style changes were identified. Students in the total class became more effective leaders as did the students in both the traditional and experiential groups. Traditional students (lecture only) became less autocratic-submissive and more democratic. The experiential group significantly became less autocratic-aggressive, less laissez-faire and more democratic.

Latent Profile Analysis of Schizotypy and Paranormal Belief: Associations with Probabilistic Reasoning Performance

PubMed Central

Denovan, Andrew; Dagnall, Neil; Drinkwater, Kenneth; Parker, Andrew

2018-01-01

This study assessed the extent to which within-individual variation in schizotypy and paranormal belief influenced performance on probabilistic reasoning tasks. A convenience sample of 725 non-clinical adults completed measures assessing schizotypy (Oxford-Liverpool Inventory of Feelings and Experiences; O-Life brief), belief in the paranormal (Revised Paranormal Belief Scale; RPBS) and probabilistic reasoning (perception of randomness, conjunction fallacy, paranormal perception of randomness, and paranormal conjunction fallacy). Latent profile analysis (LPA) identified four distinct groups: class 1, low schizotypy and low paranormal belief (43.9% of sample); class 2, moderate schizotypy and moderate paranormal belief (18.2%); class 3, moderate schizotypy (high cognitive disorganization) and low paranormal belief (29%); and class 4, moderate schizotypy and high paranormal belief (8.9%). Identification of homogeneous classes provided a nuanced understanding of the relative contribution of schizotypy and paranormal belief to differences in probabilistic reasoning performance. Multivariate analysis of covariance revealed that groups with lower levels of paranormal belief (classes 1 and 3) performed significantly better on perception of randomness, but not conjunction problems. Schizotypy had only a negligible effect on performance. Further analysis indicated that framing perception of randomness and conjunction problems in a paranormal context facilitated performance for all groups but class 4. PMID:29434562

Latent Profile Analysis of Schizotypy and Paranormal Belief: Associations with Probabilistic Reasoning Performance.

PubMed

Denovan, Andrew; Dagnall, Neil; Drinkwater, Kenneth; Parker, Andrew

2018-01-01

This study assessed the extent to which within-individual variation in schizotypy and paranormal belief influenced performance on probabilistic reasoning tasks. A convenience sample of 725 non-clinical adults completed measures assessing schizotypy (Oxford-Liverpool Inventory of Feelings and Experiences; O-Life brief), belief in the paranormal (Revised Paranormal Belief Scale; RPBS) and probabilistic reasoning (perception of randomness, conjunction fallacy, paranormal perception of randomness, and paranormal conjunction fallacy). Latent profile analysis (LPA) identified four distinct groups: class 1, low schizotypy and low paranormal belief (43.9% of sample); class 2, moderate schizotypy and moderate paranormal belief (18.2%); class 3, moderate schizotypy (high cognitive disorganization) and low paranormal belief (29%); and class 4, moderate schizotypy and high paranormal belief (8.9%). Identification of homogeneous classes provided a nuanced understanding of the relative contribution of schizotypy and paranormal belief to differences in probabilistic reasoning performance. Multivariate analysis of covariance revealed that groups with lower levels of paranormal belief (classes 1 and 3) performed significantly better on perception of randomness, but not conjunction problems. Schizotypy had only a negligible effect on performance. Further analysis indicated that framing perception of randomness and conjunction problems in a paranormal context facilitated performance for all groups but class 4.

Assessing Student Preconceptions of Sport Management Faculty: Where Do Women and Latinos Stand?

ERIC Educational Resources Information Center

Sosa, Jason; Sagas, Michael

2008-01-01

Latino individuals and women as a group have found it difficult to become established within the professorate. As such, the purpose of this study was to examine student preconceptions of Latino professors within sport management. The study was conducted within a sport management class (N = 102), utilizing self-categorization theory based on race…

Students who developed logical reasoning skills reported improved confidence in drug dose calculation: Feedback from remedial maths classes.

PubMed

Shelton, Chris

2016-06-01

The safe administration of drugs is a focus of attention in healthcare. It is regarded as acceptable that a formula card or mnemonic can be used to find the correct dose and fill a prescription even though this removes any requirement for performing the underlying computation. Feedback and discussion in class reveal that confidence in arithmetic skills can be low even when students are able to pass the end of semester drug calculation exam. To see if confidence in the understanding and performance of arithmetic for drug calculations can be increased by emphasising student's innate powers of logical reasoning after reflection. Remedial classes offered for students who have declared a dislike or lack of confidence in arithmetic have been developed from student feedback adopting a reasoning by logical step methodology. Students who gave up two hours of their free learning time were observed to engage seriously with the learning methods, focussing on the innate ability to perform logical reasoning necessary for drug calculation problems. Working in small groups allowed some discussion of the route to the answer and this was followed by class discussion and reflection. The results were recorded as weekly self-assessment scores for confidence in calculation. A self-selecting group who successfully completed the end of semester drug calculation exam reported low to moderate confidence in arithmetic. After four weeks focussing on logical skills a significant increase in self-belief was measured. This continued to rise in students who remained in the classes. Many students hold a negative belief regarding their own mathematical abilities. This restricts the learning of arithmetic skills making alternate routes using mnemonics and memorised steps an attractive alternative. Practising stepwise logical reasoning skills consolidated by personal reflection has been effective in developing student's confidence and awareness of their innate powers of deduction supporting an increase in competence in drug administration. Copyright © 2016 Elsevier Ltd. All rights reserved.

[Phenotype-genotype correlation analysis of 12 cases with Angelman/Prader-Willi syndrome].

PubMed

Chen, Chen; Peng, Ying; Xia, Yan; Li, Haoxian; Zhu, Huimin; Pan, Qian; Yin, Fei; Wu, Lingqian

2014-12-01

To investigate the genotype-phenotype correlation in patients with Angelman syndrome/Prader-Willi syndrome (AS/PWS) and assess the application value of high-resolution single nucleotide polymorphism microarrays (SNP array) for such diseases. Twelve AS/PWS patients were diagnosed through SNP array, fluorescence in situ hybridization (FISH) and karyotype analysis. Clinical characteristics were analyzed. Deletions ranging from 4.8 Mb to 7.0 Mb on chromosome 15q11.2-13 were detected in 11 patients. Uniparental disomy (UPD) was detected in only 1 patient. Patients with deletions could be divided into 2 groups, including 7 cases with class I and 4 with class II. The two groups however had no significant phenotypic difference. The UPD patient had relatively better development and language ability. Deletions of 6 patients were confirmed by FISH to be of de novo in origin. The risk to their sibs was determined to be less than 1%. The phenotypic differences between AS/PWS patients with class I and class II deletion need to be further studied. SNP array is useful in detecting and distinguishing of patients with deletion or UPD. This method may be applied for studying the genotype-phenotype association and the mechanism underlying AS/PWS.

Content-Related Interactions and Methods of Reasoning within Self-Initiated Organic Chemistry Study Groups

ERIC Educational Resources Information Center

Christian, Karen Jeanne

2011-01-01

Students often use study groups to prepare for class or exams; yet to date, we know very little about how these groups actually function. This study looked at the ways in which undergraduate organic chemistry students prepared for exams through self-initiated study groups. We sought to characterize the methods of social regulation, levels of…

Preschoolers' Causal Reasoning during Shared Picture Book Storytelling: A Cross-Case Comparison Descriptive Study

ERIC Educational Resources Information Center

Reed, Helen C.; Hurks, Petra P. M.; Kirschner, Paul A.; Jolles, Jelle

2015-01-01

This study investigates how shared picture book storytelling within a peer-group setting could stimulate causal reasoning in children aged 4½ to 6 years. Twenty-eight children from preschool classes of three schools were allocated to one of six groups (four to five children per group). Each group participated in six storytelling sessions over a…

Modern Methods for Modeling Change in Obesity Research in Nursing.

PubMed

Sereika, Susan M; Zheng, Yaguang; Hu, Lu; Burke, Lora E

2017-08-01

Persons receiving treatment for weight loss often demonstrate heterogeneity in lifestyle behaviors and health outcomes over time. Traditional repeated measures approaches focus on the estimation and testing of an average temporal pattern, ignoring the interindividual variability about the trajectory. An alternate person-centered approach, group-based trajectory modeling, can be used to identify distinct latent classes of individuals following similar trajectories of behavior or outcome change as a function of age or time and can be expanded to include time-invariant and time-dependent covariates and outcomes. Another latent class method, growth mixture modeling, builds on group-based trajectory modeling to investigate heterogeneity within the distinct trajectory classes. In this applied methodologic study, group-based trajectory modeling for analyzing changes in behaviors or outcomes is described and contrasted with growth mixture modeling. An illustration of group-based trajectory modeling is provided using calorie intake data from a single-group, single-center prospective study for weight loss in adults who are either overweight or obese.

Improving students’ creative mathematical reasoning ability students through adversity quotient and argument driven inquiry learning

NASA Astrophysics Data System (ADS)

Hidayat, W.; Wahyudin; Prabawanto, S.

2018-01-01

This study aimed to investigate the role factors of Adversity Quotient (AQ) and Argument-Driven Inquiry (ADI) instruction in improving mathematical creative reasoning ability from students’ who is a candidate for a math teacher. The study was designed in the form of experiments with a pretest-posttest control group design that aims to examine the role of Adversity Quotient (AQ) and Argument-Driven Inquiry (ADI) learning on improving students’ mathematical creative reasoning abilities. The population in this research was the student of mathematics teacher candidate in Cimahi City, while the sample of this research was 90 students of the candidate of the teacher of mathematics specified purposively then determined randomly which belong to experiment class and control class. Based on the results and discussion, it was concluded that: (1) Improvement the ability of mathematical creative reasoning of students’ who was a candidate for a math teacher who received Argument-Driven Inquiry (ADI) instruction is better than those who received direct instruction is reviewed based on the whole; (2) There was no different improvement the ability of mathematical creative reasoning of students’ who is a candidate for a math teacher who received Argument-Driven Inquiry (ADI) instruction and direct instruction was reviewed based on the type of Adversity Quotient (Quitter / AQ Low, Champer / AQ Medium, and the Climber / AQ High); (3) Learning factors and type of Adversity Quotient (AQ) affected the improvement of students’ mathematical creative reasoning ability. In addition, there was no interaction effect between learning and AQ together in developing of students’ mathematical creative reasoning ability; (4) mathematical creative reasoning ability of students’ who is a candidate for math teacher had not been achieved optimally on the indicators novelty.

Lower incisor dentoalveolar compensation and symphysis dimensions among Class I and III malocclusion patients with different facial vertical skeletal patterns.

PubMed

Molina-Berlanga, Núria; Llopis-Perez, Jaume; Flores-Mir, Carlos; Puigdollers, Andreu

2013-11-01

To compare lower incisor dentoalveolar compensation and mandible symphysis morphology among Class I and Class III malocclusion patients with different facial vertical skeletal patterns. Lower incisor extrusion and inclination, as well as buccal (LA) and lingual (LP) cortex depth, and mandibular symphysis height (LH) were measured in 107 lateral cephalometric x-rays of adult patients without prior orthodontic treatment. In addition, malocclusion type (Class I or III) and facial vertical skeletal pattern were considered. Through a principal component analysis (PCA) related variables were reduced. Simple regression equation and multivariate analyses of variance were also used. Incisor mandibular plane angle (P < .001) and extrusion (P  =  .03) values showed significant differences between the sagittal malocclusion groups. Variations in the mandibular plane have a negative correlation with LA (Class I P  =  .03 and Class III P  =  .01) and a positive correlation with LH (Class I P  =  .01 and Class III P  =  .02) in both groups. Within the Class III group, there was a negative correlation between the mandibular plane and LP (P  =  .02). PCA showed that the tendency toward a long face causes the symphysis to elongate and narrow. In Class III, alveolar narrowing is also found in normal faces. Vertical facial pattern is a significant factor in mandibular symphysis alveolar morphology and lower incisor positioning, both for Class I and Class III patients. Short-faced Class III patients have a widened alveolar bone. However, for long-faced and normal-faced Class III, natural compensation elongates the symphysis and influences lower incisor position.

Exploring the Impacts of Cognitive and Metacognitive Prompting on Students' Scientific Inquiry Practices within an E-Learning Environment

ERIC Educational Resources Information Center

Zhang, Wen-Xin; Hsu, Ying-Shao; Wang, Chia-Yu; Ho, Yu-Ting

2015-01-01

This study explores the effects of metacognitive and cognitive prompting on the scientific inquiry practices of students with various levels of initial metacognition. Two junior high school classes participated in this study. One class, the experimental group (n?=?26), which received an inquiry-based curriculum with a combination of cognitive and…

The Achievement Impact of the Inclusion Model on the Standardized Test Scores of General Education Students

ERIC Educational Resources Information Center

Garrett-Rainey, Syrena

2014-01-01

The purpose of this study was to compare the achievement of general education students within regular education classes to the achievement of general education students in inclusion/co-teach classes to determine whether there was a significant difference in the achievement between the two groups. The school district's inclusion/co-teach model…

Outcome of bipolar electrocoagulation with lesionectomy in the treatment of epilepsy involving eloquent areas.

PubMed

Zhai, Feng; Zhou, Jian; Li, Tianfu; Cui, Zhiqiang; Luan, Guoming

2015-01-01

We have demonstrated previously that bipolar electrocoagulation on functional cortex (BCFC) is a safe and effective approach for epilepsy involving eloquent areas. Here, we report the results of BCFC with lesionectomy for patients with epileptogenic foci partially overlapping eloquent areas. Forty patients who had been treated with lesionectomy with BCFC were retrospectively reviewed with regard to seizure outcome and neurological deficits. Ten similar patients who had received lesionectomy with multiple subpial transections (MST) were examined as a control group. In the lesionectomy group with BCFC, Engel class I was achieved in 18 (45%) patients, class II in 8 (20%) patients, class III in 8 (20%) patients and class IV in 6 (15%) patients. Five (12.5%) patients developed mild hemiparesis and 1 (2.5%) patient mild sensory dysphasia. In the lesionectomy group with MST, Engel class I was achieved in 3 (30%) patients, class II in 2 (20%) patients, class III in 3 (30%) patients and class IV in 2 (20%) patients. Two (20%) patients developed mild hemiparesis and 1 (10%) patient moderate hemiparesis. All these complications recovered within 1-12 months. Compared with MST, the outcome of BCFC with lesionectomy is similar. But since MST leads to mechanical injury, while BCFC causes thermal injury, the complications of BCFC seem less severe. © 2014 S. Karger AG, Basel.

``The sun is sleeping now'': Early learning about light and shadows

NASA Astrophysics Data System (ADS)

Segal, Gilda; Cosgrove, Mark

1993-12-01

To keep intuitive knowledge fluid for an extended time, we wish to encourage young children to examine continuously those intuitive explanations for natural phenomena which later become hard wired, highly resistant to development or change. To assist this we designed a learning package which integrated three extensively researched educational strategies (cooperative learning, informal inquiry and familiar context) for children to explore their notions about the topic light. Children in a kindergarten class were encouraged to share their ideas about shadows and shadow formation with peers, as they took part in explorations of shadow formation inside and outside their classroom. Whole class discussions, small group conversations and final conversations between researcher and small groups provide insights into social and individual construction of knowledge, young children's abilities to be scientific and the social construction of gender.

Cascaded discrimination of normal, abnormal, and confounder classes in histopathology: Gleason grading of prostate cancer

PubMed Central

2012-01-01

Background Automated classification of histopathology involves identification of multiple classes, including benign, cancerous, and confounder categories. The confounder tissue classes can often mimic and share attributes with both the diseased and normal tissue classes, and can be particularly difficult to identify, both manually and by automated classifiers. In the case of prostate cancer, they may be several confounding tissue types present in a biopsy sample, posing as major sources of diagnostic error for pathologists. Two common multi-class approaches are one-shot classification (OSC), where all classes are identified simultaneously, and one-versus-all (OVA), where a “target” class is distinguished from all “non-target” classes. OSC is typically unable to handle discrimination of classes of varying similarity (e.g. with images of prostate atrophy and high grade cancer), while OVA forces several heterogeneous classes into a single “non-target” class. In this work, we present a cascaded (CAS) approach to classifying prostate biopsy tissue samples, where images from different classes are grouped to maximize intra-group homogeneity while maximizing inter-group heterogeneity. Results We apply the CAS approach to categorize 2000 tissue samples taken from 214 patient studies into seven classes: epithelium, stroma, atrophy, prostatic intraepithelial neoplasia (PIN), and prostate cancer Gleason grades 3, 4, and 5. A series of increasingly granular binary classifiers are used to split the different tissue classes until the images have been categorized into a single unique class. Our automatically-extracted image feature set includes architectural features based on location of the nuclei within the tissue sample as well as texture features extracted on a per-pixel level. The CAS strategy yields a positive predictive value (PPV) of 0.86 in classifying the 2000 tissue images into one of 7 classes, compared with the OVA (0.77 PPV) and OSC approaches (0.76 PPV). Conclusions Use of the CAS strategy increases the PPV for a multi-category classification system over two common alternative strategies. In classification problems such as histopathology, where multiple class groups exist with varying degrees of heterogeneity, the CAS system can intelligently assign class labels to objects by performing multiple binary classifications according to domain knowledge. PMID:23110677

Science motivation by discussion and controversy (SMDC) model

NASA Astrophysics Data System (ADS)

Izadi, Dina; Mora Ley, César Eduardo; Ramírez Díaz, Mario Humberto

2017-05-01

Succeeding theories and empirical investigations have often been built over conceptual understanding to develop talent education. Opportunities provided by society are crucial at every point in the talent-development process. Abilities differ and can vary among boys and girls. Although they have some responsibility for their own growth and development, the educational system and psychosocial variables influence on the successful development of high levels of education. This research explores students’ attitudes to science education to establish why many disengage with the subject in class and what can be done to reverse this trend to produce unimaginable scientific and practical benefits to society. The control group is students from several schools with traditional education in Iran and the experimental group is teams who have taken part in several activities such as national and international tournaments (2005-2013). This research has two parts: 1—how innovation in teaching and 2—discussion and controversy in class can improve science education and cause motivation. The average scores are divided into 5 ranges in both experimental and traditional groups. As shown by Spearman’s correlation rank (ρ) the difference between boys’ and girls’ average scores is about (2.71) in the control group but it has decreased to (0.29) in the experimental group. The main point of discussion is on problems in class which advance a set of interrelated scientific arguments for outstanding achievement.

Detailed classification of swimming paths in the Morris Water Maze: multiple strategies within one trial

PubMed Central

Gehring, Tiago V.; Luksys, Gediminas; Sandi, Carmen; Vasilaki, Eleni

2015-01-01

The Morris Water Maze is a widely used task in studies of spatial learning with rodents. Classical performance measures of animals in the Morris Water Maze include the escape latency, and the cumulative distance to the platform. Other methods focus on classifying trajectory patterns to stereotypical classes representing different animal strategies. However, these approaches typically consider trajectories as a whole, and as a consequence they assign one full trajectory to one class, whereas animals often switch between these strategies, and their corresponding classes, within a single trial. To this end, we take a different approach: we look for segments of diverse animal behaviour within one trial and employ a semi-automated classification method for identifying the various strategies exhibited by the animals within a trial. Our method allows us to reveal significant and systematic differences in the exploration strategies of two animal groups (stressed, non-stressed), that would be unobserved by earlier methods. PMID:26423140

Individual class evaluation and effective teaching characteristics in integrated curricula.

PubMed

Hwang, Jung Eun; Kim, Na Jin; Song, Meiying; Cui, Yinji; Kim, Eun Ju; Park, In Ae; Lee, Hye In; Gong, Hye Jin; Kim, Su Young

2017-12-12

In an integrated curriculum, multiple instructors take part in a course in the form of team teaching. Accordingly, medical schools strive to manage each course run by numerous instructors. As part of the curriculum management, course evaluation is conducted, but a single, retrospective course evaluation does not comprehensively capture student perception of classes by different instructors. This study aimed to demonstrate the need for individual class evaluation, and further to identify teaching characteristics that instructors need to keep in mind when preparing classes. From 2014 to 2015, students at one medical school left comments on evaluation forms after each class. Courses were also assessed after each course. Their comments were categorized by connotation (positive or negative) and by subject. Within each subject category, test scores were compared between positively and negatively mentioned classes. The Mann-Whitney U test was performed to test group differences in scores. The same method was applied to the course evaluation data. Test results for course evaluation showed group difference only in the practice/participation category. However, test results for individual class evaluation showed group differences in six categories: difficulty, main points, attitude, media/contents, interest, and materials. That is, the test scores of classes positively mentioned in six domains were significantly higher than those of negatively mentioned classes. It was proved that individual class evaluation is needed to manage multi-instructor courses in integrated curricula of medical schools. Based on the students' extensive feedback, we identified teaching characteristics statistically related to academic achievement. School authorities can utilize these findings to encourage instructors to develop effective teaching characteristics in class preparation.

Feminist Group Process in Seminar Classes: Possibilities and Challenges

ERIC Educational Resources Information Center

Barrett, Betty J.

2009-01-01

In this essay, I describe my experience applying the principles of feminist group process in a senior level social science course. I begin by providing an overview of feminist pedagogy as an approach to teaching and learning and discuss the relevance of feminist group process within this model. I then highlight the core components of feminist…

Racism, Group Defamation, and Freedom of Speech on Campus.

ERIC Educational Resources Information Center

Laramee, William A.

1991-01-01

Examines racism on college campuses. Discusses group defamation and freedom of speech within that context. Concludes in this period of racial unrest and conflict, a reappraisal is in order of delicate balance between protection from group and class defamation on the one hand and free speech on other, using law as an important base from which to…

Interactions among Children in Scholastic Contexts and Knowledge Acquisition in Biology

ERIC Educational Resources Information Center

Ponce, Corinne; Schneeberger, Patricia

2002-01-01

This article presents the first results of an investigation in a scholastic context aimed a determining the conditions that favour the acquisition of knowledge in biology within interactions in groups of 4 pupils. There were three work sessions in small groups, and some sessions in class groups. The pupils' conceptions were assessed at the…

The Effect of a Peer Mentorship Program on Perceptions of Success in Choral Ensembles: Pairing Students with and without Disabilities

ERIC Educational Resources Information Center

VanWeelden, Kimberly; Heath-Reynolds, Julia; Leaman, Scott

2017-01-01

The purpose of this research was to investigate the effects of a peer mentorship program on students' perceptions of comfort, skills obtained, and feelings of success while working with a peer with dissimilar abilities. The participants (N = 14), enrolled in choral ensemble classes, were divided into two groups: the peer mentors (n = 7), who were…

The Effect of Listening Drills Utilizing Compressed Speech and Standard Speech upon the Listening Comprehension of Second-Grade Children.

ERIC Educational Resources Information Center

Ihnat, Mary Ann

This study was designed to investigate whether the listening ability of second-grade students could be improved using compressed-speech training as compared to normal listening training. The subjects were 95 second-grade pupils in a low-to-middle class suburban community in central New Jersey. The plan was to expose an experimental group to…

Plagiarism Detection: A Comparison of Teaching Assistants and a Software Tool in Identifying Cheating in a Psychology Course

ERIC Educational Resources Information Center

Seifried, Eva; Lenhard, Wolfgang; Spinath, Birgit

2015-01-01

Essays that are assigned as homework in large classes are prone to cheating via unauthorized collaboration. In this study, we compared the ability of a software tool based on Latent Semantic Analysis (LSA) and student teaching assistants to detect plagiarism in a large group of students. To do so, we took two approaches: the first approach was…

Summary of Research Academic Departments, 1987-1988

DTIC Science & Technology

1988-12-01

quantify the computer nccring students and their faculty with roughly system’s ability to enhance learning of the course equivalent computers; one group...Sponsor: Naval Academy Instructional Development Advisory Committee To understand mathematics , a student must under- also to explain the central concepts... Mathematics Department. The project will attempt resources for in-class and extra instruction , to move toward these goals by preparing extra Students

Effects of Collaborative Group Composition and Inquiry Instruction on Reasoning Gains and Achievement in Undergraduate Biology

PubMed Central

Jensen, Jamie Lee; Lawson, Anton

2011-01-01

This study compared the effectiveness of collaborative group composition and instructional method on reasoning gains and achievement in college biology. Based on initial student reasoning ability (i.e., low, medium, or high), students were assigned to either homogeneous or heterogeneous collaborative groups within either inquiry or didactic instruction. Achievement and reasoning gains were assessed at the end of the semester. Inquiry instruction, as a whole, led to significantly greater gains in reasoning ability and achievement. Inquiry instruction also led to greater confidence and more positive attitudes toward collaboration. Low-reasoning students made significantly greater reasoning gains within inquiry instruction when grouped with other low reasoners than when grouped with either medium or high reasoners. Results are consistent with equilibration theory, supporting the idea that students benefit from the opportunity for self-regulation without the guidance or direction of a more capable peer. PMID:21364101

The role of analogy-guided learning experiences in enhancing students' clinical decision-making skills.

PubMed

Edelen, Bonnie Gilbert; Bell, Alexandra Alice

2011-08-01

The purpose of this study was to address the need for effective educational interventions to promote students' clinical decision making (CDM) within clinical practice environments. Researchers used a quasi-experimental, non-equivalent groups, posttest-only design to assess differences in CDM ability between intervention group students who participated in analogy-guided learning activities and control group students who participated in traditional activities. For the intervention, analogy-guided learning activities were incorporated into weekly group discussions, reflective journal writing, and questioning with clinical faculty. The researcher-designed Assessment of Clinical Decision Making Rubric was used to assess indicators of CDM ability in all students' reflective journal entries. Results indicated that the intervention group demonstrated significantly higher levels of CDM ability in their journals compared with the control group (ES(sm) = 0.52). Recommendations provide nurse educators with strategies to maximize students' development of CDM ability, better preparing students for the demands they face when they enter the profession. Copyright 2011, SLACK Incorporated.

Heart rate biofeedback fails to enhance children's ability to identify time spent in moderate to vigorous physical activity.

PubMed

Conley, Marguerite M; Gastin, Paul B; Brown, Helen; Shaw, Christine

2011-03-01

Physical activity recommendations for children in several countries advise that all young people should accumulate at least 60 min of moderate to vigorous physical activity every day. Perceiving physical activity intensity, however, can be a difficult task for children and it is not clear whether children can identify their levels of moderate to vigorous physical activity in accordance with the recommended guidelines. This study aimed to (1) explore whether children can identify time spent in moderate to vigorous physical activity; and (2) investigate whether heart rate biofeedback would improve children's ability to estimate time spent in moderate to vigorous physical activity. Thirty seven children (15 boys and 22 girls, mean age 12.6 years) wore data recording Polar E600 heart rate monitors during eight physical education lessons. At the end of each lesson children's estimated time in zone was compared to their actual time in zone. During a six lesson Intervention phase, one class was assigned to a biofeedback group whilst the other class acted as the control group and received no heart rate biofeedback. Post-Intervention, students in the biofeedback group were no better than the control group at estimating time spent in zone (mean relative error of estimation biofeedback group: Pre-Intervention 41±32% to Post-Intervention 28±26%; control group: Pre-Intervention 40±39% to Post-Intervention 31±37%). Thus it seems that identifying time spent in moderate to vigorous physical activity remains a complex task for children aged 11-13 even with the help of heart rate biofeedback. Copyright © 2010 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Lip line changes in Class III facial asymmetry patients after orthodontic camouflage treatment, one-jaw surgery, and two-jaw surgery: A preliminary study.

PubMed

Lee, Gung-Chol; Yoo, Jo-Kwang; Kim, Seong-Hun; Moon, Cheol-Hyun

2017-03-01

To evaluate the effects of orthodontic camouflage treatment (OCT), one-jaw surgery, and two-jaw surgery on the correction of lip line cant (LLC) and to examine factors affecting the correction of LLC in Class III craniofacial asymmetry patients. A sample of 30 Class III craniofacial asymmetry patients was divided into OCT (n = 10), one-jaw surgery (n = 10), and two-jaw surgery (n = 10) groups such that the pretreatment LLC was similar in each group. Pretreatment and posttreatment cone-beam computed tomography scans were used to measure dental and skeletal parameters and LLC. Pretreatment and posttreatment measurements were compared within groups and between groups. Pearson's correlation tests and multiple regression analyses were performed to investigate factors affecting the amount and rate of LLC correction. The average LLC correction was 1.00° in the one-jaw surgery group, and in the two-jaw surgery group, it was 1.71°. In the OCT group it was -0.04°, which differed statistically significantly from the LLC correction in the other two groups. The amount and rate of LLC correction could be explained by settling of skeletal discrepancies or LLC at pretreatment with goodness of fit percentages of approximately 82% and 41%, respectively. Orthognathic surgery resulted in significant correction of LLC in Class III craniofacial asymmetry patients, while OCT did not.

Performance and Perception in the Flipped Learning Model: An Initial Approach to Evaluate the Effectiveness of a New Teaching Methodology in a General Science Classroom

NASA Astrophysics Data System (ADS)

González-Gómez, David; Jeong, Jin Su; Airado Rodríguez, Diego; Cañada-Cañada, Florentina

2016-06-01

"Flipped classroom" teaching methodology is a type of blended learning in which the traditional class setting is inverted. Lecture is shifted outside of class, while the classroom time is employed to solve problems or doing practical works through the discussion/peer collaboration of students and instructors. This relatively new instructional methodology claims that flipping your classroom engages more effectively students with the learning process, achieving better teaching results. Thus, this research aimed to evaluate the effects of the flipped classroom on the students' performance and perception of this new methodology. This study was conducted in a general science course, sophomore of the Primary Education bachelor degree in the Training Teaching School of the University of Extremadura (Spain) during the course 2014/2015. In order to assess the suitability of the proposed methodology, the class was divided in two groups. For the first group, a traditional methodology was followed, and it was used as control. On the other hand, the "flipped classroom" methodology was used in the second group, where the students were given diverse materials, such as video lessons and reading materials, before the class to be revised at home by them. Online questionnaires were as well provided to assess the progress of the students before the class. Finally, the results were compared in terms of students' achievements and a post-task survey was also conducted to know the students' perceptions. A statistically significant difference was found on all assessments with the flipped class students performing higher on average. In addition, most students had a favorable perception about the flipped classroom noting the ability to pause, rewind and review lectures, as well as increased individualized learning and increased teacher availability.

Contextualizing Nature of Science Instruction in Socioscientific Issues

NASA Astrophysics Data System (ADS)

Eastwood, Jennifer Lynne; Sadler, Troy D.; Zeidler, Dana L.; Lewis, Anna; Amiri, Leila; Applebaum, Scott

2012-10-01

The purpose of this study was to investigate the effects of two learning contexts for explicit-reflective nature of science (NOS) instruction, socioscientific issues (SSI) driven and content driven, on student NOS conceptions. Four classes of 11th and 12th grade anatomy and physiology students participated. Two classes experienced a curricular sequence organized around SSI (the SSI group), and two classes experienced a content-based sequence (the Content group). An open-ended NOS questionnaire was administered to both groups at the beginning and end of the school year and analyzed to generate student profiles. Quantitative analyses were performed to compare pre-instruction NOS conceptions between groups as well as pre to post changes within groups and between groups. Both SSI and Content groups showed significant gains in most NOS themes, but between-group gains were not significantly different. Qualitative analysis of post-instruction responses, however, revealed that students in the SSI group tended to use examples to describe their views of the social/cultural NOS. The findings support SSI contexts as effective for promoting gains in students' NOS understanding and suggest that these contexts facilitate nuanced conceptions that should be further explored.

Pre-Service Class Teacher' Ability in Solving Mathematical Problems and Skills in Solving Daily Problems

ERIC Educational Resources Information Center

Aljaberi, Nahil M.; Gheith, Eman

2016-01-01

This study aims to investigate the ability of pre-service class teacher at University of Petrain solving mathematical problems using Polya's Techniques, their level of problem solving skills in daily-life issues. The study also investigates the correlation between their ability to solve mathematical problems and their level of problem solving…

Social space, social class and Bourdieu: health inequalities in British Columbia, Canada.

PubMed

Veenstra, Gerry

2007-03-01

This article adopts Pierre Bourdieu's cultural-structuralist approach to conceptualizing and identifying social classes in social space and seeks to identify health effects of class in one Canadian province. Utilizing data from an original questionnaire survey of randomly selected adults from 25 communities in British Columbia, social (class) groupings defined by cultural tastes and dispositions, lifestyle practices, social background, educational capital, economic capital, social capital and occupational categories are presented in visual mappings of social space constructed by use of exploratory multiple correspondence analysis techniques. Indicators of physical and mental health are then situated within this social space, enabling speculations pertaining to health effects of social class in British Columbia.

Relationships between perceived chewing ability, objective masticatory function and oral health-related quality of life in mandibulectomy or glossectomy patients with a dento-maxillary prosthesis.

PubMed

Aimaijiang, Yiliyaer; Otomaru, Takafumi; Taniguchi, Hisashi

2016-04-01

This preliminary study examined whether the type of surgery performed for head and neck lesion was associated perceived chewing ability, objective masticatory function, and oral health-related quality of life (OHRQoL) in patients who required a dento-maxillary prosthesis postoperatively. Thirty-eight patients with a dento-maxillary prosthesis were divided into three groups according to the type of surgery received: marginal mandibulectomy, segmental mandibulectomy with bony reconstruction, or glossectomy. Perceived chewing ability, objective mixing ability, and OHRQoL were evaluated using a food intake questionnaire, color-changeable chewing gum, and the Geriatric Oral Health Assessment Index (GOHAI), respectively. Differences in the scores obtained by the three measures were compared between the surgical groups using the Kruskal-Wallis test, and associations between the scores in each group were analyzed by Spearman's rank correlation analysis. Objective mixing ability was found to be significantly low only in patients who underwent glossectomy. No other measures differed significantly between the surgical groups. Perceived chewing ability and objective mixing ability were significantly associated in the marginal mandibulectomy and glossectomy groups but not in the segmental mandibulectomy group. Furthermore, GOHAI score was significantly associated with perceived chewing ability and objective mixing ability in the marginal mandibulectomy group. Within the limitations of this study, the present findings suggest that the type of surgery received might influence food mixing ability. Associations among food mixing ability, perceived chewing and OHRQoL are not accountable depending on the type of surgery received, indicating the presence of other contributing factors to be considered. Copyright © 2015 Japan Prosthodontic Society. Published by Elsevier Ltd. All rights reserved.

An empirical test of Lanchester's square law: mortality during battles of the fire ant Solenopsis invicta

PubMed Central

Plowes, Nicola J.R; Adams, Eldridge S

2005-01-01

Lanchester's models of attrition describe casualty rates during battles between groups as functions of the numbers of individuals and their fighting abilities. Originally developed to describe human warfare, Lanchester's square law has been hypothesized to apply broadly to social animals as well, with important consequences for their aggressive behaviour and social structure. According to the square law, the fighting ability of a group is proportional to the square of the number of individuals, but rises only linearly with fighting ability of individuals within the group. By analyzing mortality rates of fire ants (Solenopsis invicta) fighting in different numerical ratios, we provide the first quantitative test of Lanchester's model for a non-human animal. Casualty rates of fire ants were not consistent with the square law; instead, group fighting ability was an approximately linear function of group size. This implies that the relative numbers of casualties incurred by two fighting groups are not strongly affected by relative group sizes and that battles do not disproportionately favour group size over individual prowess. PMID:16096093

Observing eye movements and the influence of cognition during a symbol search task: a comparison across three age groups.

PubMed

Perrin, Maxine; Robillard, Manon; Roy-Charland, Annie

2017-12-01

This study examined eye movements during a visual search task as well as cognitive abilities within three age groups. The aim was to explore scanning patterns across symbol grids and to better understand the impact of symbol location in AAC displays on speed and accuracy of symbol selection. For the study, 60 students were asked to locate a series of symbols on 16 cell grids. The EyeLink 1000 was used to measure eye movements, accuracy, and response time. Accuracy was high across all cells. Participants had faster response times, longer fixations, and more frequent fixations on symbols located in the middle of the grid. Group comparisons revealed significant differences for accuracy and reaction times. The Leiter-R was used to evaluate cognitive abilities. Sustained attention and cognitive flexibility scores predicted the participants' reaction time and accuracy in symbol selection. Findings suggest that symbol location within AAC devices and individuals' cognitive abilities influence the speed and accuracy of retrieving symbols.

Parkinson’s disease and pesticides: a toxicological perspective

PubMed Central

Hatcher, Jaime M.; Pennell, Kurt D.; Miller, Gary W.

2017-01-01

Environmental factors have been shown to contribute to the incidence of Parkinson’s disease (PD). Pesticides, which represent one of the primary classes of environmental agents associated with PD, share the common feature of being intentionally released into the environment to control or eliminate pests. Pesticides consist of multiple classes and subclasses of insecticides, herbicides, rodenticides, fungicides, fumigants and others and exhibit a vast array of chemically diverse structures. In this review we examine the evidence regarding the ability of each of the major pesticide subclasses to increase the incidence of PD. We propose that, from a toxicological perspective, it would be beneficial to identify specific subclasses, common structural features and the propensity for widespread human exposure when considering the potential role in PD, rather than using the overly broad term of ‘pesticides’ to describe this diverse group of chemicals. Furthermore, these chemicals and their environmentally relevant combinations should be evaluated for their ability to promote or accelerate PD and not merely for being singular causative agents. PMID:18453001

Administering Spatial and Cognitive Instruments In-class and On-line: Are These Equivalent?

NASA Astrophysics Data System (ADS)

Williamson, Kenneth C.; Williamson, Vickie M.; Hinze, Scott R.

2017-02-01

Standardized, well-established paper-and-pencil tests, which measure spatial abilities or which measure reasoning abilities, have long been found to be predictive of success in the STEM (science, technology, engineering, and mathematics) fields. Instructors can use these tests for prediction of success and to inform instruction. A comparative administration of spatial visualization and cognitive reasoning tests, between in-class (proctored paper and pencil) and on-line (unproctored Internet) ( N = 457), was used to investigate and to determine whether the differing instrument formats yielded equal measures of spatial ability and reasoning ability in large first-semester general chemistry sections. Although some gender differences were found, findings suggest that some differences across administration formats, but that on-line administration had similar properties of predicting chemistry performance as the in-class version. Therefore, on-line administration is a viable option for instructors to consider especially when dealing with large classes.

Problem solving based learning model with multiple representations to improve student's mental modelling ability on physics

NASA Astrophysics Data System (ADS)

Haili, Hasnawati; Maknun, Johar; Siahaan, Parsaoran

2017-08-01

Physics is a lessons that related to students' daily experience. Therefore, before the students studying in class formally, actually they have already have a visualization and prior knowledge about natural phenomenon and could wide it themselves. The learning process in class should be aimed to detect, process, construct, and use students' mental model. So, students' mental model agree with and builds in the right concept. The previous study held in MAN 1 Muna informs that in learning process the teacher did not pay attention students' mental model. As a consequence, the learning process has not tried to build students' mental modelling ability (MMA). The purpose of this study is to describe the improvement of students' MMA as a effect of problem solving based learning model with multiple representations approach. This study is pre experimental design with one group pre post. It is conducted in XI IPA MAN 1 Muna 2016/2017. Data collection uses problem solving test concept the kinetic theory of gasses and interview to get students' MMA. The result of this study is clarification students' MMA which is categorized in 3 category; High Mental Modelling Ability (H-MMA) for 7

Children Writing "Hard Times": Lived Experiences of Poverty and the Class-Privileged Assumptions of a Mandated Curriculum

ERIC Educational Resources Information Center

Dutro, Elizabeth

2009-01-01

Dutro discusses an analysis of the disconnect between the material realities of the lives of a group of third-grade children living in poverty and the middle-class assumptions of a district-mandated unit within a literacy curriculum. The analysis arose in the context of an ethnographic study of identity and classroom literacy practices; it was…

Health Policy and Advocacy for New Mexico Medical Students in the Family Medicine Clerkship.

PubMed

Cole McGrew, Martha; Wayne, Sharon; Solan, Brian; Snyder, Tiffany; Ferguson, Cheryl; Kalishman, Summers

2015-01-01

Learners in medical education are often inadequately prepared to address the underlying social determinants of health and disease. The objective of this article is to describe the development, implementation, and evaluation of a Health Policy and Advocacy curriculum incorporated into our family medicine clerkship. We developed a Health Policy and Advocacy course for medical students within our family medicine clerkship. We evaluated the curriculum using a survey of our own design administered to students before and after their clerkship year. We created a mean score for each subscale that measured (1) physician's role, (2) knowledge, and (3) confidence in ability and calculated differences between the pre-survey and the post-survey scores for four medical school classes. We also conducted a focus group to get student input on the new curriculum. Mean scores on the pre- and post-surveys were highest for the subscale regarding attitudes about a physician's role in health policy and advocacy and did not change over time. Scores for self-reported knowledge and confidence in abilities increased significantly from the beginning to the end of the clerkship year. Students were generally positive about the curriculum but had some concerns about finding time for advocacy in their future practices. Training in health care policy and advocacy can be successfully implemented into a medical school curriculum with positive outcomes in students' self-reported knowledge and confidence in their abilities. Work remains on providing advocacy role models for students.

Voice discrimination in four primates.

PubMed

Candiotti, Agnès; Zuberbühler, Klaus; Lemasson, Alban

2013-10-01

One accepted function of vocalisations is to convey information about the signaller, such as its age-sex class, motivation, or relationship with the recipient. Yet, in natural habitats individuals not only interact with conspecifics but also with members of other species. This is well documented for African forest monkeys, which form semi-permanent mixed-species groups that can persist for decades. Although members of such groups interact with each other on a daily basis, both physically and vocally, it is currently unknown whether they can discriminate familiar and unfamiliar voices of heterospecific group members. We addressed this question with playbacks on monkey species known to form polyspecific associations in the wild: red-capped mangabeys, Campbell's monkeys and Guereza colobus monkeys. We tested subjects' discrimination abilities of contact calls of familiar and unfamiliar female De Brazza monkeys. When pooling all species, subjects looked more often towards the speaker when hearing contact calls of unfamiliar than familiar callers. When testing De Brazza monkeys with their own calls, we found the same effect with the longest gaze durations after hearing unfamiliar voices. This suggests that primates can discriminate, not only between familiar and unfamiliar voices of conspecifics, but also between familiar and unfamiliar voices of heterospecifics living within a close proximity. Copyright © 2013 Elsevier B.V. All rights reserved.

Recognition memory, self-other source memory, and theory-of-mind in children with autism spectrum disorder.

PubMed

Lind, Sophie E; Bowler, Dermot M

2009-09-01

This study investigated semantic and episodic memory in autism spectrum disorder (ASD), using a task which assessed recognition and self-other source memory. Children with ASD showed undiminished recognition memory but significantly diminished source memory, relative to age- and verbal ability-matched comparison children. Both children with and without ASD showed an "enactment effect", demonstrating significantly better recognition and source memory for self-performed actions than other-person-performed actions. Within the comparison group, theory-of-mind (ToM) task performance was significantly correlated with source memory, specifically for other-person-performed actions (after statistically controlling for verbal ability). Within the ASD group, ToM task performance was not significantly correlated with source memory (after controlling for verbal ability). Possible explanations for these relations between source memory and ToM are considered.

Permeability evaluation after decay removal in primary teeth with current caries-excavation techniques.

PubMed

Shabzendedar, Mahbobeh; Moosavi, Horieh; Talbi, Maryam; Sharifi, Marjan

2011-11-01

The goal of the study was to evaluate the effect of caries removal by three various methods on the permeability of class II composite resin restorations in primary molar teeth. Forty-five recently extracted primary molars were randomly assigned to three groups for three different methods of caries removal; group 1-mechanical, group 2-caries detector dye, and group 3-Carisolv (n = 15). After that, class II cavities in all groups were restored with the adhesive (Opti Bond Solo Plus) that was applied according to the manufacturer's instruction and a posterior composite (Herculite XRV), which was used incrementally. After 24 hours the samples were thermocycled in water for 500 cycles between 5 and 55°C with a dwell time of 30 sec. Permeability was assessed by the fluid filtration method. The data were analyzed using the ANOVA test while study groups were compared with Tukey test for statistically significant differences at a 5% significance level. The evaluation of tested groups indicated that the highest (0.80) and least (0.37) mean of permeability was observed in group 2 and 3 respectively. Significant difference was revealed among the tested groups (p = 0.045). The comparison of Carisolv and caries detector dye groups indicated a statistically significant difference (p = 0.037). There was not any significant difference between Carisolv or caries dye in the conventional group. Using the chemomechanical and staining methods for caries removal had no more detrimental effect on permeability than the conventional technique. However, caries detection dye for caries removal could be more harmful than chemomechanical method. None of the current caries-excavation techniques could eliminate permeability in class II composite resin restorations. Furthermore, staining methods do not have an adverse effect on sealing ability in comparison to the conventional technique.

Role of the hydrophilic channels of simian virus 40 T-antigen helicase in DNA replication.

PubMed

Wang, Weiping; Manna, David; Simmons, Daniel T

2007-05-01

The simian virus 40 (SV40) hexameric helicase consists of a central channel and six hydrophilic channels located between adjacent large tier domains within each hexamer. To study the function of the hydrophilic channels in SV40 DNA replication, a series of single-point substitutions were introduced at sites not directly involved in protein-protein contacts. The mutants were characterized biochemically in various ways. All mutants oligomerized normally in the absence of DNA. Interestingly, 8 of the 10 mutants failed to unwind an origin-containing DNA fragment and nine of them were totally unable to support SV40 DNA replication in vitro. The mutants fell into four classes based on their biochemical properties. Class A mutants bound DNA normally and had normal ATPase and helicase activities but failed to unwind origin DNA and support SV40 DNA replication. Class B mutants were compromised in single-stranded DNA and origin DNA binding at low protein concentrations. They were defective in helicase activity and unwinding of the origin and in supporting DNA replication. Class C and D mutants possessed higher-than-normal single-stranded DNA binding activity at low protein concentrations. The class C mutants failed to separate origin DNA and support DNA replication. The class D mutants unwound origin DNA normally but were compromised in their ability to support DNA replication. Taken together, these results suggest that the hydrophilic channels have an active role in the unwinding of SV40 DNA from the origin and the placement of the resulting single strands within the helicase.

Identification of Ind transcription activation and repression domains required for dorsoventral patterning of the CNS.

PubMed

Von Ohlen, Tonia L; Moses, Cade

2009-07-01

Specification of cell fates across the dorsoventral axis of the central nervous system in Drosophila involves the subdivision of the neuroectoderm into three domains that give rise to three columns of neural precursor cells called neuroblasts. Ventral nervous system defective (Vnd), intermediate neuroblasts defective (Ind) and muscle segment homeobox (Msh) are expressed in the three columns from ventral to dorsal, respectively. The products of these genes play multiple important roles in formation and specification of the embryonic nervous system. Ind, for example, is known to play roles in two important processes. First, Ind is essential for formation of neuroblasts conjunction with SoxB class transcription factors. Sox class transcription factors are known to specify neural stem cells in vertebrates. Second, Ind plays an important role in patterning the CNS in conjunction with, vnd and msh, which is also similar to how vertebrates pattern their neural tube. This work focuses two important aspects of Ind function. First, we used multiple approaches to identify and characterize specific domains within the protein that confer repressor or activator ability. Currently, little is known about the presence of activation or repression domains within Ind. Here, we show that transcriptional repression by Ind requires multiple conserved domains within the protein, and that Ind has a transcriptional activation domain. Specifically, we have identified a novel domain, the Pst domain, that has transcriptional repression ability and appears to act independent of interaction with the co-repressor Groucho. This domain is highly conserved among insect species, but is not found in vertebrate Gsh class homeodomain proteins. Second, we show that Ind can and does repress vnd expression, but does so in a stage specific manner. We conclude from this that the function of Ind in regulating vnd expression is one of refinement and maintenance of the dorsal border.

Noninfectious complications in patients with pediatric-onset common variable immunodeficiency correlated with defects in somatic hypermutation but not in class-switch recombination.

PubMed

Almejún, María Belén; Campos, Bárbara Carolina; Patiño, Virginia; Galicchio, Miguel; Zelazko, Marta; Oleastro, Matías; Oppezzo, Pablo; Danielian, Silvia

2017-03-01

Common variable immunodeficiency (CVID) is a heterogeneous syndrome characterized by impaired immunoglobulin production and usually presents with a normal quantity of peripheral B cells. Most attempts aiming to classify these patients have mainly been focused on T- or B-cell phenotypes and their ability to produce protective antibodies, but it is still a major challenge to find a suitable classification that includes the clinical and immunologic heterogeneity of these patients. In this study we evaluated the late stages of B-cell differentiation in a heterogeneous population of patients with pediatric-onset CVID to clinically correlate and assess their ability to perform somatic hypermutation (SHM), class-switch recombination (CSR), or both. We performed a previously reported assay, the restriction enzyme hotspot mutation assay (IgκREHMA), to evaluate in vivo SHM status. We amplified switch regions from genomic DNA to investigate the quality of the double-strand break repairs in the class-switch recombination process in vivo. We also tested the ability to generate immunoglobulin germline and circle transcripts and to upregulate the activation-induced cytidine deaminase gene through in vitro T-dependent and T-independent stimuli. Our results showed that patients could be classified into 2 groups according to their degree of SHM alteration. This stratification showed a significant association between patients of group A, severe alteration, and the presence of noninfectious complications. Additionally, 60% of patients presented with increased microhomology use at switched regions. In vitro activation revealed that patients with CVID behaved heterogeneously in terms of responsiveness to T-dependent stimuli. The correlation between noninfectious complications and SHM could be an important tool for physicians to further characterize patients with CVID. This categorization would help to improve elucidation of the complex mechanisms involved in B-cell differentiation pathways. Copyright © 2016 American Academy of Allergy, Asthma & Immunology. Published by Elsevier Inc. All rights reserved.

Sociometric status and the attribution of intentions in a sample of adolescents with cerebral palsy.

PubMed

Voyer, Anne-Pier; Tessier, Réjean; Nadeau, Line

2017-03-01

Purpose To examine how cerebral palsy (CP) and sociometric status at age 10 explain the development of a cognitive bias across two groups of adolescents aged 15. Method Children with CP (N = 60) and without CP (N = 57) are part of a follow-up study. Three categories of sociometric status (popular, average, rejected) were obtained by conducting a class-wide interview in the class of the target children at age 10. At 15 years old, the same children (CP and non-CP) were asked to complete the Home Interview With Child questionnaire measuring a cognitive bias (hostile attribution of intentions (AI)). Results Children with CP, especially girls, were significantly more rejected and less popular than controls at age 10. At age 15, among all participants, sociometric rejected and popular children tended to have a higher percentage of hostile AI than sociometric average children. Conclusions There were no significant results for the combined effect of CP and sociometric status on the development of hostile AI at age 15. However, knowing the risk incurred by children with CP of being socially rejected, attention should be paid in the rehabilitation process to opportunities for social participation to facilitate the development of social competence. Implications for Rehabilitation Level I or II cerebral palsy (CP) is a condition that affects not only motor abilities but also social competence in children. Sociometric status in a group tends to affect the development of the ability to interprete intentions of others during adolescence. Sociometric measures in the class of children with CP could be a useful tool in the rehabilitation process in order to better define social participation opportunities. To improve social participation attempts, rehabilitation interventions should target social initiating skills, flexibility in interpreting peers' behaviours, and ability to react effectively to negative peer treatment.

Theory of mind abilities in young siblings of children with autism.

PubMed

Shaked, Michal; Gamliel, Ifat; Yirmiya, Nurit

2006-03-01

Deficits in theory of mind (ToM), evident in most individuals with autism, have been suggested as a core deficit of autism. ToM difficulties in young siblings of children with autism (SIBS-A) compared to siblings of typically developing children (SIBS-TD) would place the former within the broad phenotype. We examined ToM's possible associations with measures of language, cognition, and daily living skills. Participants comprised 24 SIBS-A and 24 matched SIBSTD aged 4.6 years. They completed the false belief and the strange stories tasks. We also collected measures of verbal and cognitive ability and daily living skills. Non-significant differences emerged between the groups on both ToM tasks. Differences did emerge in within-group associations between ToM ability and receptive language. The conclusion is that SIBS-A show resilience in ToM abilities. Possibly, these deficits are not genetically transferred to siblings, at least as measured in laboratory-based ToM tasks.

Self-Repair and Patterning of 2D Membrane-Like Peptoid Materials

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

Jiao, Fang; Chen, Yulin; Jin, Haibao

2016-08-31

Two-dimensional materials are of increasing interest for use in filtration, sensing, nanoelectronics, and biomedical devices. Peptoids are a class of biomimetic sequence-defined polymers for which certain amphiphillic sequences self-assemble into 2D crystalline materials with properties that mimic those of cell membranes. Using in situ AFM to both dissect these membrane-like materials and image their subsequent behavior, we explore their ability to self-repair on a range of solid substrates. We show that, in a suitable range of pH, self-repair occurs on both negatively and positively charged substrates and can even occur in the absence of an underlying surface. Following dissection ofmore » pre-assembled peptoid membranes and upon introduction of a peptoid monomer solution, peptoids repair the damage by assembling at the newly created edges. The speed of the advancing edge depends on the edge orientation, reflecting the two-fold symmetry of the underlying peptoid lattice. Moreover, because the membranes are stabilized by hydrophobic interactions, if the solution contains peptoids possessing an identical sequence in the hydrophobic block but a distinct hydrophilic block, filling of the defects creates membranes that are patterned at the nanoscale. Consequently, we can utilize this ability to create nm-sized patterns of distinct functional groups within a single coherent membrane.« less

An investigation of reasoning by analogy in schizophrenia and autism spectrum disorder

PubMed Central

Krawczyk, Daniel C.; Kandalaft, Michelle R.; Didehbani, Nyaz; Allen, Tandra T.; McClelland, M. Michelle; Tamminga, Carol A.; Chapman, Sandra B.

2014-01-01

Relational reasoning ability relies upon by both cognitive and social factors. We compared analogical reasoning performance in healthy controls (HC) to performance in individuals with Autism Spectrum Disorder (ASD), and individuals with schizophrenia (SZ). The experimental task required participants to find correspondences between drawings of scenes. Participants were asked to infer which item within one scene best matched a relational item within the second scene. We varied relational complexity, presence of distraction, and type of objects in the analogies (living or non-living items). We hypothesized that the cognitive differences present in SZ would reduce relational inferences relative to ASD and HC. We also hypothesized that both SZ and ASD would show lower performance on living item problems relative to HC due to lower social function scores. Overall accuracy was higher for HC relative to SZ, consistent with prior research. Across groups, higher relational complexity reduced analogical responding, as did the presence of non-living items. Separate group analyses revealed that the ASD group was less accurate at making relational inferences in problems that involved mainly non-living items and when distractors were present. The SZ group showed differences in problem type similar to the ASD group. Additionally, we found significant correlations between social cognitive ability and analogical reasoning, particularly for the SZ group. These results indicate that differences in cognitive and social abilities impact the ability to infer analogical correspondences along with numbers of relational elements and types of objects present in the problems. PMID:25191240

The expression and function of cathepsin E in dendritic cells.

PubMed

Chain, Benjamin M; Free, Paul; Medd, Patrick; Swetman, Claire; Tabor, Alethea B; Terrazzini, Nadia

2005-02-15

Cathepsin E is an aspartic proteinase that has been implicated in Ag processing within the class II MHC pathway. In this study, we document the presence of cathepsin E message and protein in human myeloid dendritic cells, the preeminent APCs of the immune system. Cathepsin E is found in a perinuclear compartment, which is likely to form part of the endoplasmic reticulum, and also a peripheral compartment just beneath the cell membrane, with a similar distribution to that of Texas Red-dextran within 2 min of endocytosis. To investigate the function of cathepsin E in processing, a new soluble targeted inhibitor was synthesized by linking the microbial aspartic proteinase inhibitor pepstatin to mannosylated BSA via a cleavable disulfide linker. This inhibitor was shown to block cathepsin D/E activity in cell-free assays and within dendritic cells. The inhibitor blocked the ability of dendritic cells from wild-type as well as cathepsin D-deficient mice to present intact OVA, but not an OVA-derived peptide, to cognate T cells. The data therefore support the hypothesis that cathepsin E has an important nonredundant role in the class II MHC Ag processing pathway within dendritic cells.

Learning algebra through MCREST strategy in junior high school students

NASA Astrophysics Data System (ADS)

Siregar, Nurfadilah; Kusumah, Yaya S.; Sabandar, J.; Dahlan, J. A.

2017-09-01

The aims of this paper are to describe the use of MCREST strategy in learning algebra and to obtain empirical evidence on the effect of MCREST strategy es specially on reasoning ability. Students in eight grade in one of schools at Cimahi City are chosen as the sample of this study. Using pre-test and post-test control group design, the data then analyzed in descriptive and inferential statistics. The results of this study show the students who got MCREST strategy in their class have better result in test of reasoning ability than students who got direct learning. It means that MCREST strategy gives good impact in learning algebra.

Revising and assessing explanatory models in a high school genetics class: A comparison of unsuccessful and successful performance

NASA Astrophysics Data System (ADS)

Johnson, Susan K.; Stewart, Jim

2002-07-01

In this paper we describe the model-revising problem-solving strategies of two groups of students (one successful, one unsuccessful) as they worked (in a genetics course we developed) to revise Mendel's simple dominance model to explain the inheritance of a trait expressed in any of four variations. The two groups described in this paper were chosen with the intent that the strategies that they employed be used to inform the design of model-based instruction. Differences were found in the groups' abilities to recognize anomalous data, use existing models as templates for revisions, and assess revised models.

Characterization of marine macroalgae by fluorescence signatures

NASA Technical Reports Server (NTRS)

Topinka, J. A.; Bellows, W. Korjeff; Yentsch, C. S.

1990-01-01

The feasibility of distinguishing macroalgal classes by their fluorescence signatures was investigated using narrow-waveband light to excite groups of accessory pigments in brown, red, and green macroalgae and measuring fluorescence emission at 685 nm. Results obtained on 20 marine macroalgae field-collected samples showed that fluorescence excitation signatures were relatively uniform within phylogenetic classes but were substantially different for different classes. It is suggested that it may be possible to characterize the type and the abundance of subtidal macroalgae from low-flying aircraft using existing laser-induced fluorescence methodology.

The Effect of Concept Mapping on Student Understanding and Correlation with Student Learning Styles

NASA Astrophysics Data System (ADS)

Mosley, William G.

This study investigated the use of concept mapping as a pedagogical strategy to promote change in the learning styles of pre-nursing students. Students' individual learning styles revealed two subsets of students; those who demonstrated a learning style that favors abstract conceptualization and those who demonstrated a learning style that favors concrete experience. Students in the experimental groups performed concept mapping activities designed to facilitate an integrative understanding of interactions between various organ systems of the body while the control group received a traditional didactic instruction without performing concept mapping activities. Both qualitative and quantitative data were collected in order to measure differences in student achievement. Analysis of the quantitative data revealed no significant change in the learning styles of students in either the control or experimental groups. Learning style groups were analyzed qualitatively for recurring or emergent themes that students identified as facilitating their learning. An analysis of qualitative data revealed that most students in the pre-nursing program were able to identify concepts within the class based upon visual cues, and a majority of these students exhibited the learning style of abstract conceptualization. As the laboratory experience for the course involves an examination of the anatomical structures of the human body, a visual identification of these structures seemed to be the most logical method to measure students' ability to identify anatomical structures.

Remote sensing of a dynamic sub-arctic peatland reservoir using optical and synthetic aperture radar data

NASA Astrophysics Data System (ADS)

Larter, Jarod Lee

Stephens Lake, Manitoba is an example of a peatland reservoir that has undergone physical changes related to mineral erosion and peatland disintegration processes since its initial impoundment. In this thesis I focused on the processes of peatland upheaval, transport, and disintegration as the primary drivers of dynamic change within the reservoir. The changes related to these processes are most frequent after initial reservoir impoundment and decline over time. They continue to occur over 35 years after initial flooding. I developed a remote sensing approach that employs both optical and microwave sensors for discriminating land (Le. floating peatlands, forested land, and barren land) from open water within the reservoir. High spatial resolution visible and near-infrared (VNIR) optical data obtained from the QuickBird satellite, and synthetic aperture radar (SAR) microwave data obtained from the RADARSAT-1 satellite were implemented. The approach was facilitated with a Geographic Information System (GIS) based validation map for the extraction of optical and SAR pixel data. Each sensor's extracted data set was first analyzed separately using univariate and multivariate statistical methods to determine the discriminant ability of each sensor. The initial analyses were followed by an integrated sensor approach; the development of an image classification model; and a change detection analysis. Results showed excellent (> 95%) classification accuracy using QuickBird satellite image data. Discrimination and classification of studied land cover classes using SAR image texture data resulted in lower overall classification accuracies (˜ 60%). SAR data classification accuracy improved to > 90% when classifying only land and water, demonstrating SAR's utility as a land and water mapping tool. An integrated sensor data approach showed no considerable improvement over the use of optical satellite image data alone. An image classification model was developed that could be used to map both detailed land cover classes and the land and water interface within the reservoir. Change detection analysis over a seven year period indicated that physical changes related to mineral erosion, peatland upheaval, transport, and disintegration, and operational water level variation continue to take place in the reservoir some 35 years after initial flooding. This thesis demonstrates the ability of optical and SAR satellite image remote sensing data sets to be used in an operational context for the routine discrimination of the land and water boundaries within a dynamic peatland reservoir. Future monitoring programs would benefit most from a complementary image acquisition program in which SAR images, known for their acquisition reliability under cloud cover, are acquired along with optical images given their ability to discriminate land cover classes in greater detail.

Creating an Inclusive Classroom Address Wide-Ranging Developmental Needs through Your Classroom Environment

ERIC Educational Resources Information Center

Greenspan, Stanley, I.

2005-01-01

In this article, the author answers the following question: In addition to the usual wide-ranging abilities of a new class, I have one 4-year-old who has learning delays and three children with speech and language disorders. What can I do to be sure that I'm creating a classroom environment where the needs of all the children in my group can be…

A fungal phylogeny based on 42 complete genomes derived from supertree and combined gene analysis

PubMed Central

Fitzpatrick, David A; Logue, Mary E; Stajich, Jason E; Butler, Geraldine

2006-01-01

Background To date, most fungal phylogenies have been derived from single gene comparisons, or from concatenated alignments of a small number of genes. The increase in fungal genome sequencing presents an opportunity to reconstruct evolutionary events using entire genomes. As a tool for future comparative, phylogenomic and phylogenetic studies, we used both supertrees and concatenated alignments to infer relationships between 42 species of fungi for which complete genome sequences are available. Results A dataset of 345,829 genes was extracted from 42 publicly available fungal genomes. Supertree methods were employed to derive phylogenies from 4,805 single gene families. We found that the average consensus supertree method may suffer from long-branch attraction artifacts, while matrix representation with parsimony (MRP) appears to be immune from these. A genome phylogeny was also reconstructed from a concatenated alignment of 153 universally distributed orthologs. Our MRP supertree and concatenated phylogeny are highly congruent. Within the Ascomycota, the sub-phyla Pezizomycotina and Saccharomycotina were resolved. Both phylogenies infer that the Leotiomycetes are the closest sister group to the Sordariomycetes. There is some ambiguity regarding the placement of Stagonospora nodurum, the sole member of the class Dothideomycetes present in the dataset. Within the Saccharomycotina, a monophyletic clade containing organisms that translate CTG as serine instead of leucine is evident. There is also strong support for two groups within the CTG clade, one containing the fully sexual species Candida lusitaniae, Candida guilliermondii and Debaryomyces hansenii, and the second group containing Candida albicans, Candida dubliniensis, Candida tropicalis, Candida parapsilosis and Lodderomyces elongisporus. The second major clade within the Saccharomycotina contains species whose genomes have undergone a whole genome duplication (WGD), and their close relatives. We could not confidently resolve whether Candida glabrata or Saccharomyces castellii lies at the base of the WGD clade. Conclusion We have constructed robust phylogenies for fungi based on whole genome analysis. Overall, our phylogenies provide strong support for the classification of phyla, sub-phyla, classes and orders. We have resolved the relationship of the classes Leotiomyctes and Sordariomycetes, and have identified two classes within the CTG clade of the Saccharomycotina that may correlate with sexual status. PMID:17121679

The effects of academic grouping on student performance in science

NASA Astrophysics Data System (ADS)

Scoggins, Sally Smykla

The current action research study explored how student placement in heterogeneous or homogeneous classes in seventh-grade science affected students' eighth-grade Science State of Texas Assessment of Academic Readiness (STAAR) scores, and how ability grouping affected students' scores based on race and socioeconomic status. The population included all eighth-grade students in the target district who took the regular eighth-grade science STAAR over four academic school years. The researcher ran three statistical tests: a t-test for independent samples, a one-way between subjects analysis of variance (ANOVA) and a two-way between subjects ANOVA. The results showed no statistically significant difference between eighth-grade Pre-AP students from seventh-grade Pre-AP classes and eighth-grade Pre-AP students from heterogeneous seventh-grade classes and no statistically significant difference between Pre-AP students' scores based on socioeconomic status. There was no statistically significant interaction between socioeconomic status and the seventh-grade science classes. The scores between regular eighth-grade students who were in heterogeneous seventh-grade classes were statistically significantly higher than the scores of regular eighth-grade students who were in regular seventh-grade classes. The results also revealed that the scores of students who were White were statistically significantly higher than the scores of students who were Black and Hispanic. Black and Hispanic scores did not differ significantly. Further results indicated that the STAAR Level II and Level III scores were statistically significantly higher for the Pre-AP eighth-grade students who were in heterogeneous seventh-grade classes than the STAAR Level II and Level III scores of Pre-AP eighth-grade students who were in Pre-AP seventh-grade classes.

A method of assigning socio-economic status classification to British Armed Forces personnel.

PubMed

Yoong, S Y; Miles, D; McKinney, P A; Smith, I J; Spencer, N J

1999-10-01

The objective of this paper was to develop and evaluate a socio-economic status classification method for British Armed Forces personnel. Two study groups comprising of civilian and Armed Forces families were identified from livebirths delivered between 1 January-30 June 1996 within the Northallerton Health district which includes Catterick Garrison and RAF Leeming. The participants were the parents of babies delivered at a District General Hospital, comprising of 436 civilian and 162 Armed Forces families. A new classification method was successfully used to assign Registrar General's social classification to Armed Forces personnel. Comparison of the two study groups showed a significant difference in social class distribution (p = 0.0001). This study has devised a new method for classifying occupations within the Armed Forces to categories of social class thus permitting comparison with Registrar General's classification.

Cross-Year Comparison of Test-Retest MCAT Performance

ERIC Educational Resources Information Center

Land, Marcia S.; Feitz, Robert H.

1976-01-01

Scores were examined for students who repeated the Medical School Admissions Test (MCAT) within the same calendar year for years 1970-74. Nearly all repeaters showed improvement, low ability groups more and high ability students less. No pattern of greater MCAT improvement over time was found. (JT)

Primary biliary cirrhosis degree assessment by acoustic radiation force impulse imaging and hepatic fibrosis indicators

PubMed Central

Zhang, Hai-Chun; Hu, Rong-Fei; Zhu, Ting; Tong, Ling; Zhang, Qiu-Qin

2016-01-01

AIM: To evaluate the assessment of primary biliary cirrhosis degree by acoustic radiation force impulse imaging (ARFI) and hepatic fibrosis indicators. METHODS: One hundred and twenty patients who developed liver cirrhosis secondary to primary biliary cirrhosis were selected as the observation group, with the degree of patient liver cirrhosis graded by Child-Pugh (CP) score. Sixty healthy individuals were selected as the control group. The four indicators of hepatic fibrosis were detected in all research objects, including hyaluronic acid (HA), laminin (LN), type III collagen (PC III), and type IV collagen (IV-C). The liver parenchyma hardness value (LS) was then measured by ARFI technique. LS and the four indicators of liver fibrosis (HA, LN, PC III, and IV-C) were observed in different grade CP scores. The diagnostic value of LS and the four indicators of liver fibrosis in determining liver cirrhosis degree with PBC, whether used alone or in combination, were analyzed by receiver operating characteristic (ROC) curve. RESULTS: LS and the four indicators of liver fibrosis within the three classes (A, B, and C) of CP scores in the observation group were higher than in the control group, with C class > B class > A class; the differences were statistically significant (P < 0.01). Although AUC values of LS within the three classes of CP scores were higher than in the four indicators of liver fibrosis, sensitivity and specificity were unstable. The ROC curves of LS combined with the four indicators of liver fibrosis revealed that: AUC and sensitivity in all indicators combined in the A class of CP score were higher than in LS alone, albeit with slightly decreased specificity; AUC and specificity in all indicators combined in the B class of CP score were higher than in LS alone, with unchanged sensitivity; AUC values (0.967), sensitivity (97.4%), and specificity (90%) of all indicators combined in the C class of CP score were higher than in LS alone (0.936, 92.1%, 83.3%). CONCLUSION: The diagnostic value of PBC cirrhosis degree in liver cirrhosis degree assessment by ARFI combined with the four indicators of serum liver fibrosis is of satisfactory effectiveness and has important clinical application value. PMID:27298571

Prediction of mandibular rotation: an empirical test of clinician performance.

PubMed

Baumrind, S; Korn, E L; West, E E

1984-11-01

An experiment was conducted in an attempt to determine empirically how effective a number of expert clinicians were at differentiating "backward rotators" from "forward rotators" on the basis of head-film information which might reasonably have been available to them prior to instituting treatment for the correction of Class II malocclusion. As a result of a previously reported ongoing study, pre- and posttreatment head films were available for 188 patients treated in the mixed dentition for the correction of Class II malocclusion and for 50 untreated Class II subjects. These subjects were divided into 14 groups (average size of group, 17; range, 6 to 23) solely on the basis of type of treatment and the clinician from whose clinic the records had originated. From within each group, we selected the two or three subjects who had exhibited the most extreme backward rotation and the two or three subjects who had exhibited the most extreme forward rotation of the mandible during the interval between films. The sole criterion for classification was magnitude of change in the mandibular plane angle of Downs between the pre- and posttreatment films of each patient. The resulting sample contained 32 backward-rotator subjects and 32 forward-rotator subjects. Five expert judges (mean clinical experience, 28 years) were asked to identify the backward-rotator subjects by examination of the pretreatment films. The findings may be summarized as follows: (1) No judge performed significantly better than chance. (2) There was strong evidence that the judges used a shared, though relatively ineffective, set of rules in making their discriminations between forward and backward rotators. (3) Statistical analysis of the predictive power of a set of standard cephalometric measurements which had previously been made for this set of subjects indicated that the numerical data also failed to identify potential backward rotators at a rate significantly better than chance. We infer from these findings that the ability of clinicians to identify backward rotators on the basis of information available at the outset of treatment is poor. Hence, we believe that it is unlikely that such predictions play any consequential operational role in the planning of successful orthodontic therapy at the present state of the art.

A Data Management System for International Space Station Simulation Tools

NASA Technical Reports Server (NTRS)

Betts, Bradley J.; DelMundo, Rommel; Elcott, Sharif; McIntosh, Dawn; Niehaus, Brian; Papasin, Richard; Mah, Robert W.; Clancy, Daniel (Technical Monitor)

2002-01-01

Groups associated with the design, operational, and training aspects of the International Space Station make extensive use of modeling and simulation tools. Users of these tools often need to access and manipulate large quantities of data associated with the station, ranging from design documents to wiring diagrams. Retrieving and manipulating this data directly within the simulation and modeling environment can provide substantial benefit to users. An approach for providing these kinds of data management services, including a database schema and class structure, is presented. Implementation details are also provided as a data management system is integrated into the Intelligent Virtual Station, a modeling and simulation tool developed by the NASA Ames Smart Systems Research Laboratory. One use of the Intelligent Virtual Station is generating station-related training procedures in a virtual environment, The data management component allows users to quickly and easily retrieve information related to objects on the station, enhancing their ability to generate accurate procedures. Users can associate new information with objects and have that information stored in a database.

CRISPR/Cas9 and cancer targets: future possibilities and present challenges.

PubMed

White, Martyn K; Khalili, Kamel

2016-03-15

All cancers have multiple mutations that can largely be grouped into certain classes depending on the function of the gene in which they lie and these include oncogenic changes that enhance cellular proliferation, loss of function of tumor suppressors that regulate cell growth potential and induction of metabolic enzymes that confer resistance to chemotherapeutic agents. Thus the ability to correct such mutations is an important goal in cancer treatment. Recent research has led to the developments of reagents which specifically target nucleotide sequences within the cellular genome and these have a huge potential for expanding our anticancer armamentarium. One such a reagent is the clustered regulatory interspaced short palindromic repeat (CRISPR)-associated 9 (Cas9) system, a powerful, highly specific and adaptable tool that provides unparalleled control for editing the cellular genome. In this short review, we discuss the potential of CRISPR/Cas9 against human cancers and the current difficulties in translating this for novel therapeutic approaches.

Thin-plate spline analysis of mandibular morphological changes induced by early class III treatment: a long-term evaluation.

PubMed

Franchi, Lorenzo; Pavoni, Chiara; Cerroni, Silvia; Cozza, Paola

2014-08-01

To evaluate the long-term mandibular morphological changes induced by early treatment of class III malocclusion with rapid maxillary expansion (RME) and facial mask (FM). Twenty-five subjects [10 boys, 15 girls; mean age at T1 (start of treatment) 9.3±1.6 years] with class III disharmony were treated with RME and FM therapy followed by fixed appliances. The patients were re-evaluated at the end of growth (T2), about 8.5 years after the end of the treatment (mean age, 18.6±2.0 years). Sixteen subjects with untreated class III malocclusion comprised the control group. Mandibular shape changes were analysed on the lateral cephalograms of the subjects of both groups by means of thin-plate spline (TPS) analysis. Procrustes average mandibular configurations were subjected to TPS analysis by means of both cross-sectional between-group comparisons at T1 and at T2 and longitudinal within-group comparisons. Statistical analysis of shape differences was performed using a generalized Goodall F test. In the long term, the treated group exhibited a significant upward and forward direction of condylar growth. On the contrary, untreated class III subjects showed an upward and backward direction of condylar growth associated with a downward and forward deformation of the mandibular symphysis. Limitations are related to the small sample size of both treated and control groups and to the retrospective nature of the study. Early treatment of class III malocclusion with RME and FM is able to produce significant and favourable long-term mandibular shape changes characterized by an anterior morphogenetic rotation. © The Author 2013. Published by Oxford University Press on behalf of the European Orthodontic Society. All rights reserved. For permissions, please email: journals.permissions@oup.com.

Assessing the Effectiveness of Inquiry-based Learning Techniques Implemented in Large Classroom Settings

NASA Astrophysics Data System (ADS)

Steer, D. N.; McConnell, D. A.; Owens, K.

2001-12-01

Geoscience and education faculty at The University of Akron jointly developed a series of inquiry-based learning modules aimed at both non-major and major student populations enrolled in introductory geology courses. These courses typically serve 2500 students per year in four to six classes of 40-160 students each per section. Twelve modules were developed that contained common topics and assessments appropriate to Earth Science, Environmental Geology and Physical Geology classes. All modules were designed to meet four primary learning objectives agreed upon by Department of Geology faculty. These major objectives include: 1) Improvement of student understanding of the scientific method; 2) Incorporation of problem solving strategies involving analysis, synthesis, and interpretation; 3) Development of the ability to distinguish between inferences, data and observations; and 4) Obtaining an understanding of basic processes that operate on Earth. Additional objectives that may be addressed by selected modules include: 1) The societal relevance of science; 2) Use and interpretation of quantitative data to better understand the Earth; 3) Development of the students' ability to communicate scientific results; 4) Distinguishing differences between science, religion and pseudo-science; 5) Evaluation of scientific information found in the mass media; and 6) Building interpersonal relationships through in-class group work. Student pre- and post-instruction progress was evaluated by administering a test of logical thinking, an attitude toward science survey, and formative evaluations. Scores from the logical thinking instrument were used to form balanced four-person working groups based on the students' incoming cognitive level. Groups were required to complete a series of activities and/or exercises that targeted different cognitive domains based upon Bloom's taxonomy (knowledge, comprehension, application, analysis, synthesis and evaluation of information). Daily assessments of knowledge-level learning included evaluations of student responses to pre- and post-instruction conceptual test questions, short group exercises and content-oriented exam questions. Higher level thinking skills were assessed when students completed exercises that required the completion of Venn diagrams, concept maps and/or evaluation rubrics both during class periods and on exams. Initial results indicate that these techniques improved student attendance significantly and improved overall retention in the course by 8-14% over traditional lecture formats. Student scores on multiple choice exam questions were slightly higher (1-3%) for students taught in the active learning environment and short answer questions showed larger gains (7%) over students' scores in a more traditional class structure.

Effects of socioscientific issues-based instruction on argumentation ability and biology concepts of upper secondary school students

NASA Astrophysics Data System (ADS)

Faelt, Surasak; Samiphak, Sara; Pattaradilokrat, Sittiporn

2018-01-01

Argumentation skill is an essential skill needed in students, and one of the competencies in scientific literacy. Through arguing on socioscientific issues, students may gain deeper conceptual understanding. The purpose of this research is to examine the efficacy of a socioscientific issues-based instruction compared with an inquirybased instruction. This is to determine which one is better in promoting 10th grade students' argumentation ability and biology concepts of digestive system and cellular respiration. The forty 10th grade students included in this study were from two mathematics-science program classes in a medium-sized secondary school located in a suburb of Buriram province, Thailand. The research utilizes a quasi-experimental design; pre-test post-test control group design. We developed and implemented 4 lesson plans for both socioscientific issues-based instruction and inquiry-based instruction. Ten weeks were used to collect the data. A paper-based questionnaire and informal interviews were designed to test students' argumentation ability, and the two-tier multiple-choice test was designed to test their biology concepts. This research explore qualitatively and quantitatively students' argumentation abilities and biology concepts, using arithmetic mean, mean of percentage, standard deviation and t-test. Results show that there is no significant difference between the two group regarding mean scores of the argumentation ability. However, there is significant difference between the two groups regarding mean scores of the biology concepts. This suggests that socioscientific issues-based instruction could be used to improve students' biology concepts.

The impacts of mandatory service on students in service-learning classes.

PubMed

Dienhart, Carolyn; Maruyama, Geoffrey; Snyder, Mark; Furco, Andrew; McKay, Monica Siems; Hirt, Laurel; Huesman, Ronald

2016-01-01

This naturalistic study examined differences in students' motivations for elective versus required service-learning (SL) classes. Students in two successive academic years' cohorts were surveyed by the SL center at a large Midwestern university. Analyses compared classes differing in requirements for community-based service. Students required to participate in community service as part of a class within a program required for admission to a university were less likely to: want to be involved in future community work; enroll in another SL class; and recommend their class, compared to other groups of students, including others from classes in which SL was required as part of the program in which students were enrolled. These findings suggest that students' motivations to participate in community-engaged activities are not shaped simply by whether or not community engagement is required in SL classes, but also by other factors including how the engagement opportunity is contextualized.

LONGITUDINAL TRAJECTORIES OF GESTATIONAL THYROID FUNCTION: A NEW APPROACH TO BETTER UNDERSTAND CHANGES IN THYROID FUNCTION.

PubMed

Pop, Victor; Broeren, Maarten; Wijnen, Hennie; Endendijk, Joyce; van Baar, Anneloes; Wiersinga, Wilmar; Williams, Graham R

2018-05-28

Most studies of thyroid function changes during pregnancy use a cross-sectional design comparing means between groups rather than similarities within groups. Latent class growth analysis (LCGA) is a novel approach to investigate longitudinal changes that provide dynamic understanding of the relationship between thyroid status and advancing pregnancy. Prospective observational study with repeated assessments. General community. 1100 healthy pregnant women who were included at their first antenatal visit at 12 weeks gestation. Statistically defined distinct groups based on determined specific changing trajectories by LCGA of both fT4 and TSH at each trimester. LCGA revealed three trajectory classes. Class 1 (n = 1019, 92.4%), a 'Low increasing TSH' reference group, had a gradual increase in TSH throughout gestation (from 1.1 to 1.3 IU/l). Class 2 (n = 30, 2.8%), 'High increasing TSH'', displayed the largest increase in TSH (from 1.9 to 3.3 IU/l); Class 3 (n = 51, 4.6%), 'Decreasing TSH', had the largest fall in TSH (from 3.2 to 2.4 IU/l). (Sub)clinical hypothyroidism at 12 weeks occurred in up to 60% of class 3 women and was accompanied by elevated TPO-Ab titres (50%) and a parental history of thyroid dysfunction (23%). 70% of class 2 women were nulliparous compared to 46% and 49% in classes 1 and 3. LCGA revealed distinct trajectories of longitudinal changes of fT4 and TSH levels during pregnancy in 7.4% of women. These trajectories were correlated with parity and TPO-Ab status and followed patterns that might reflect differences in pregnancy-specific immune tolerance between nulliparous and multiparous women.

Neural network recognition of chemical class information in mobility spectra obtained at high temperatures

NASA Technical Reports Server (NTRS)

Bell, S.; Nazarov, E.; Wang, Y. F.; Rodriguez, J. E.; Eiceman, G. A.

2000-01-01

A minimal neural network was applied to a large library of high-temperature mobility spectra drawn from 16 chemical classes including 154 substances with 2000 spectra at various concentrations. A genetic algorithm was used to create a representative subset of points from the mobility spectrum as input to a cascade-type back-propagation network. This network demonstrated that significant information specific to chemical class was located in the spectral region near the reactant ions. This network failed to generalize the solution to unfamiliar compounds necessitating the use of complete spectra in network processing. An extended back-propagation network classified unfamiliar chemicals by functional group with a mean for average values of 0.83 without sulfides and 0.79 with sulfides. Further experiments confirmed that chemical class information was resident in the spectral region near the reactant ions. Deconvolution of spectra demonstrated the presence of ions, merged with the reactant ion peaks that originated from introduced samples. The ability of the neural network to generalize the solution to unfamiliar compounds suggests that these ions are distinct and class specific.

Functional renormalization-group approaches, one-particle (irreducible) reducible with respect to local Green’s functions, with dynamical mean-field theory as a starting point

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

Katanin, A. A., E-mail: katanin@mail.ru

We consider formulations of the functional renormalization-group (fRG) flow for correlated electronic systems with the dynamical mean-field theory as a starting point. We classify the corresponding renormalization-group schemes into those neglecting one-particle irreducible six-point vertices (with respect to the local Green’s functions) and neglecting one-particle reducible six-point vertices. The former class is represented by the recently introduced DMF{sup 2}RG approach [31], but also by the scale-dependent generalization of the one-particle irreducible representation (with respect to local Green’s functions, 1PI-LGF) of the generating functional [20]. The second class is represented by the fRG flow within the dual fermion approach [16, 32].more » We compare formulations of the fRG approach in each of these cases and suggest their further application to study 2D systems within the Hubbard model.« less

Characterization of an endogenous retrovirus class in elephants and their relatives

PubMed Central

Greenwood, Alex D; Englbrecht, Claudia C; MacPhee, Ross DE

2004-01-01

Background Endogenous retrovirus-like elements (ERV-Ls, primed with tRNA leucine) are a diverse group of reiterated sequences related to foamy viruses and widely distributed among mammals. As shown in previous investigations, in many primates and rodents this class of elements has remained transpositionally active, as reflected by increased copy number and high sequence diversity within and among taxa. Results Here we examine whether proviral-like sequences may be suitable molecular probes for investigating the phylogeny of groups known to have high element diversity. As a test we characterized ERV-Ls occurring in a sample of extant members of superorder Uranotheria (Asian and African elephants, manatees, and hyraxes). The ERV-L complement in this group is even more diverse than previously suspected, and there is sequence evidence for active expansion, particularly in elephantids. Many of the elements characterized have protein coding potential suggestive of activity. Conclusions In general, the evidence supports the hypothesis that the complement had a single origin within basal Uranotheria. PMID:15476555

Delivery style moderates study habits in an online nutrition class.

PubMed

Connors, Priscilla

2013-03-01

To report how the design of an online class affected student ability to stay on task, find critical resources, and communicate with the instructor via e-mail. Audiorecorded focus group meetings at a United States university featured a structured approach to discussions among undergraduate students enrolled in an Internet nutrition class. Meeting transcripts were read and reread by a trained investigator, who coded concepts until themes coalesced, which were authenticated by college students taking online classes. Three themes emerged that described factors moderating study habits in an Internet nutrition course: keeping up, e-mail fatigue, and wayfinding. A well-designed online course plans for productive study habits by posting a schedule of events and maintaining a predictable pattern, supporting navigation that stimulates exploration and return visits to critical information, and constructing e-mail messages that convey a concise message and maximize "open and read." Copyright © 2013 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Research on cultivating medical students' self-learning ability using teaching system integrated with learning analysis technology.

PubMed

Luo, Hong; Wu, Cheng; He, Qian; Wang, Shi-Yong; Ma, Xiu-Qiang; Wang, Ri; Li, Bing; He, Jia

2015-01-01

Along with the advancement of information technology and the era of big data education, using learning process data to provide strategic decision-making in cultivating and improving medical students' self-learning ability has become a trend in educational research. Educator Abuwen Toffler said once, the illiterates in the future may not be the people not able to read and write, but not capable to know how to learn. Serving as educational institutions cultivating medical students' learning ability, colleges and universities should not only instruct specific professional knowledge and skills, but also develop medical students' self-learning ability. In this research, we built a teaching system which can help to restore medical students' self-learning processes and analyze their learning outcomes and behaviors. To evaluate the effectiveness of the system in supporting medical students' self-learning, an experiment was conducted in 116 medical students from two grades. The results indicated that problems in self-learning process through this system was consistent with problems raised from traditional classroom teaching. Moreover, the experimental group (using this system) acted better than control group (using traditional classroom teaching) to some extent. Thus, this system can not only help medical students to develop their self-learning ability, but also enhances the ability of teachers to target medical students' questions quickly, improving the efficiency of answering questions in class.

The Comparative Effects of Prediction/Discussion-Based Learning Cycle, Conceptual Change Text, and Traditional Instructions on Student Understanding of Genetics

NASA Astrophysics Data System (ADS)

Yilmaz, Diba; Tekkaya, Ceren; Sungur, Semra

2011-03-01

The present study examined the comparative effects of a prediction/discussion-based learning cycle, conceptual change text (CCT), and traditional instructions on students' understanding of genetics concepts. A quasi-experimental research design of the pre-test-post-test non-equivalent control group was adopted. The three intact classes, taught by the same science teacher, were randomly assigned as prediction/discussion-based learning cycle class (N = 30), CCT class (N = 25), and traditional class (N = 26). Participants completed the genetics concept test as pre-test, post-test, and delayed post-test to examine the effects of instructional strategies on their genetics understanding and retention. While the dependent variable of this study was students' understanding of genetics, the independent variables were time (Time 1, Time 2, and Time 3) and mode of instruction. The mixed between-within subjects analysis of variance revealed that students in both prediction/discussion-based learning cycle and CCT groups understood the genetics concepts and retained their knowledge significantly better than students in the traditional instruction group.

Using Small-Group Discussions in Science Lectures: A Study of Two Professors.

ERIC Educational Resources Information Center

Windschitl, Mark

1999-01-01

Describes and evaluates a technique used in two science lecture courses (biochemistry and introductory meteorology), in which lectures were interspersed with frequent, brief discussions within spontaneously formed small groups. Some differences were found in the ways the two professors managed the technique, but both felt in-class participation…

The Effects of Grouping Practices and Curricular Adjustments on Achievement

ERIC Educational Resources Information Center

Tieso, Carol

2005-01-01

The purpose of this study was to examine the effects of curricular (textbook, revised, and differentiated) and grouping (whole, between, and within-class) practices on intermediate students' achievement in mathematics. A pretest-posttest, quasi-experimental design using a stratified random sample of 31 teachers and their students (N = 645) was…

"More Writing than Welding": Learning in Worker Writer Groups

ERIC Educational Resources Information Center

Woodin, Tom

2005-01-01

The Federation of Worker Writers and Community Publishers was set up in 1976 by a number of independent writing and publishing groups to support and develop the writing of working class and other marginalized people. Focusing on the development of individuals within a collective organization over the previous three decades provides important…

Funds of Knowledge at Work in the Writing Classroom

ERIC Educational Resources Information Center

Street, Chris

2005-01-01

Schools seem to serve certain groups of people over others. Schools become "sorting mechanisms in which select groups of students are favored on the basis of race, class, and gender." Students within the dominant culture gain cultural capital, while students outside the dominant culture are often left without the means to gain entry into…

Parents Learning Language Together: The Case of a Bilingual Parent Group

ERIC Educational Resources Information Center

Quan, Tracy

2017-01-01

"Diálogos" is an English/Spanish parent group at a bilingual school in California that offers language classes to parents of varying socioeconomic and cultural backgrounds. Situated within Yosso's (2005) model of community cultural wealth, this case study argues that parents positively evaluate "Diálogos" as a space that builds…

Children's environmental chemical exposures in the USA, NHANES 2003-2012.

PubMed

Hendryx, Michael; Luo, Juhua

2018-02-01

Children are vulnerable to environmental chemical exposures, but little is known about the extent of multiple chemical exposures among children. We analyzed biomonitoring data from five cycles (2003-2012) of the National Health and Nutrition Examination Survey (NHANES) to describe multiple chemical exposures in US children, examine levels of chemical concentrations present over time, and examine differences in chemical exposures by selected demographic groups. We analyzed data for 36 chemical analytes across five chemical classes in a sample of 4299 children aged 6-18. Classes included metals, pesticides, phthalates, phenols, and polycyclic aromatic hydrocarbons. We calculated the number and percent of chemicals detected and tested for secular trends over time in chemical concentrations. We compared log concentrations among groups defined by age, sex, race/ethnicity, and poverty using multiple linear regression models and report adjusted geometric means. Among a smaller subgroup of 733 children with data across chemical classes, we calculated the linear correlations within and between classes and conducted a principal component analysis. The percentage of children with detectable concentrations of an individual chemical ranged from 26 to 100%; the average was 93%, and 29 of 36 were detected in more than 90% of children. Concentrations of most tested chemicals were either unchanged or declined from earlier to more recent years. Many differences in concentrations were present by age, sex, poverty, and race/ethnicity categories. Within and between class correlations were all significant and positive, and the principal component analysis suggested a one factor solution, indicating that children exposed to higher levels of one chemical were exposed to higher levels of other chemicals. In conclusion, children in the USA are exposed to multiple simultaneous chemicals at uneven risk across socioeconomic and demographic groups. Further efforts to understand the effects of multiple exposures on child health and development are warranted.

Profile of student critical thinking ability on static fluid concept

NASA Astrophysics Data System (ADS)

Sulasih; Suparmi, A.; Sarwanto

2017-11-01

Critical thinking ability is an important part of educational goals. It has higher complex processes, such as analyzing, synthesizing and evaluating, drawing conclusion and reflection. This study is aimed to know the critical thinking ability of students in learning static fluids of senior high school students. This research uses the descriptive method which its instruments based on the indicator of critical thinking ability developed according to Ennis. The population of this research is XIth grade science class Public Senior High School, SMA N 1, Sambungmacan, Sragen, Central Java. The static fluid teaching material is delivered using Problem Based Learning Model through class experiment. The results of this study shows that the average student of XIth science class have high critical thinking skills, particularly in the ability of providing simple explanation, build basic skill, and provide advanced explanation, but they do not have high enough in ability of drawing conclusion and strategic and tactical components of critical thinking ability in the study of static fluid teaching material. The average of students critical thinking ability is 72.94, with 27,94% of students are in a low category and 72,22% of students in the high category of critical thinking ability.

Cause-specific sickness absence trends by occupational class and industrial sector in the context of recent labour market changes: a Finnish panel data study

PubMed Central

Leinonen, Taina; Viikari-Juntura, Eira; Husgafvel-Pursiainen, Kirsti; Solovieva, Svetlana

2018-01-01

Objectives We aimed to provide previously unestablished information on population-based differences in cause-specific sickness absence trends between occupational classes and further between four large industrial sectors within the different occupational classes while controlling for other socioeconomic factors and employment patterns. We focused on the period 2005–2013, during which the labour market underwent large economic and structural changes in many countries. Design Register-based panel data study. Setting Large representative datasets on Finnish wage earners aged 25–59 years. Outcome measure Annual risk of sickness absence (>10 working days) based on repeated logistic regression. Results Between 2005 and 2013, the proportion of employees with sickness absence decreased. Occupational class differences in sickness absence trends varied by disease group. Overall, the decrease in absences was smallest among lower non-manual employees. Sickness absence levels were highest in the health and social work sector and in the manufacturing sector within the non-manual and manual classes, respectively. Absences due to musculoskeletal diseases decreased temporarily during the peak of the economic recession in 2009, particularly in the manufacturing sector within the manual class. The decrease in absences due to musculoskeletal diseases was smallest in the trade sector within the lower occupational classes. Overall, education, income and employment patterns partly explained the differences in the absence levels, but not in the trends. Conclusions We found a complex interplay between the associations of occupational class and industrial sector with sickness absence trends. During the economic recession, absences due to musculoskeletal diseases decreased temporarily in a segment of wage earners who were known to have been hit hard by the recession. However, the trend differences were not explained by the measured structural changes in the characteristics of the study population. Both occupational class and industrial sector should be taken into account when tackling problems of work disability. PMID:29627810

Enhancing parent-child interaction with a prenatal couple intervention.

PubMed

Bryan, A A

2000-01-01

To determine the effect of a prenatal couple group intervention on parent-child interaction postbirth. Quasiexperimental study. A nonrandomized convenience sample of treatment group (TG) couples (n = 35) who attended an additional prenatal three-class series was compared to a control group (CG) from childbirth education classes on measures of videotaped parent-child interaction using the NCATS tool. The intervention class series was based on individual and couple changes in meaning/identity, roles, and relationship/interaction during the transition to parenthood. It addressed mother/father roles, infant communication abilities, and patterns of the first 3 months of life in a mutually enjoyable, possibility-focused way. T-tests and ANCOVA on NCATS scores between groups showed higher TG scores for mothers in sensitivity to cues, for fathers in social-emotional growth fostering, and for couple mean scores in social-emotional growth fostering, couple mean response to child distress, caregiver total, and caregiver-child total. Higher contingency scores were also found in the TG group. Fewer TG mothers and fathers fell below NCATS lower cutoff scores. Interventions that enhance mutual parent-child interaction through increased sensitivity to cues and responsiveness to infant needs or signals are important avenues for facilitating secure attachment, father and mother involvement, optimal development, and prevention of child abuse and neglect. The positive approach to this intervention invites couples to see themselves as developing with their infants over time, and to view their infants in new ways that will help develop satisfying, self-reinforcing patterns of interaction.

Children with Prader-Willi syndrome vs. Williams syndrome: indirect effects on parents during a jigsaw puzzle task.

PubMed

Ly, T M; Hodapp, R M

2005-12-01

Genetic disorders predispose individuals to exhibit characteristic behaviours, which in turn elicit particular behaviours from others. In response to the strength of Prader-Willi syndrome (PWS) and weakness of Williams syndrome (WS) in visual-spatial tasks such as jigsaw puzzles, parents' behaviours can be affected by their child's level of puzzle ability or syndrome diagnosis. Children were asked to complete two jigsaw puzzles (one with the experimenter and the other with the parent) for 5 min each. Frequencies of parental helping and reinforcement behaviours, along with ratings of parental directiveness, were examined as parents interacted with their children on a jigsaw puzzle task. Within each aetiological group, correlates of parental behaviours with child characteristics were also examined. Compared to parents of children with PWS, parents of children with WS engaged in a more directive style of interaction, and provided more help and reinforcement. Relative to parents of children with higher puzzle abilities (from both aetiologies), parents of children with lower abilities also showed the same pattern. Both the child's aetiology and puzzle abilities were important in predicting parents' directiveness and helping and reinforcement behaviours. Within the PWS group, parents' behaviours correlated negatively with the child's puzzle abilities and general cognitive functioning; no such relations occurred in the WS group. Parents' behaviours were affected by both the child's diagnosis and actual puzzle abilities, suggesting important implications for understanding and intervening with parents and children with different genetic syndromes.

Relationships of organizational social capital with the presence of "gossip and slander," "quarrels and conflicts," sick leave, and poor work ability in nursing homes.

PubMed

Kiss, Philippe; De Meester, Marc; Kristensen, Tage S; Braeckman, Lutgart

2014-11-01

This study aimed to explore the associations of organizational social capital (OSC) with the presence of "gossip and slander," the presence of "conflicts and quarrels," sick leave prevalence, and prevalence of poor work ability in frontline working personnel of nursing homes. A total of 239 subjects (81 % participation), working in 11 different nursing homes, took part in a cross-sectional questionnaire study. Following end points were considered, they are as follows: prevalence of "gossip and slander," "conflicts and quarrels," sick leave, and poor work ability. Associations with OSC were explored at individual level (binomial log-linear regression analysis) and on group level (Kendall's tau correlation coefficients). Significant associations were found between OSC and "gossip and slander," sick leave, and poor work ability, both in the individual- and group-level analyses. The associations showed a higher significance level in the group-level analyses, with the strongest association found between mean OSC of the workplace and the prevalence of poor work ability at the workplace (τ = -0.722; p = 0.002). This study demonstrated significant associations of OSC with three end points that are relevant within the framework of well-being at work in nursing homes. The results are suggestive that OSC should be treated as a characteristic of the entire workplace, rather than as an individually experienced characteristic. The strikingly strong association between OSC and prevalence of poor work ability is suggestive for an important role of OSC within the context of maintaining work ability.

Bryozoans are returning home: recolonization of freshwater ecosystems inferred from phylogenetic relationships.

PubMed

Koletić, Nikola; Novosel, Maja; Rajević, Nives; Franjević, Damjan

2015-01-01

Bryozoans are aquatic invertebrates that inhabit all types of aquatic ecosystems. They are small animals that form large colonies by asexual budding. Colonies can reach the size of several tens of centimeters, while individual units within a colony are the size of a few millimeters. Each individual within a colony works as a separate zooid and is genetically identical to each other individual within the same colony. Most freshwater species of bryozoans belong to the Phylactolaemata class, while several species that tolerate brackish water belong to the Gymnolaemata class. Tissue samples for this study were collected in the rivers of Adriatic and Danube basin and in the wetland areas in the continental part of Croatia (Europe). Freshwater and brackish taxons of bryozoans were genetically analyzed for the purpose of creating phylogenetic relationships between freshwater and brackish taxons of the Phylactolaemata and Gymnolaemata classes and determining the role of brackish species in colonizing freshwater and marine ecosystems. Phylogenetic relationships inferred on the genes for 18S rRNA, 28S rRNA, COI, and ITS2 region confirmed Phylactolaemata bryozoans as radix bryozoan group. Phylogenetic analysis proved Phylactolaemata bryozoan's close relations with taxons from Phoronida phylum as well as the separation of the Lophopodidae family from other families within the Plumatellida genus. Comparative analysis of existing knowledge about the phylogeny of bryozoans and the expansion of known evolutionary hypotheses is proposed with the model of settlement of marine and freshwater ecosystems by the bryozoans group during their evolutionary past. In this case study, brackish bryozoan taxons represent a link for this ecological phylogenetic hypothesis. Comparison of brackish bryozoan species Lophopus crystallinus and Conopeum seurati confirmed a dual colonization of freshwater ecosystems throughout evolution of this group of animals.

Genome-wide Identification and analysis of the stress-resistance function of the TPS (Trehalose-6-Phosphate Synthase) gene family in cotton.

PubMed

Mu, Min; Lu, Xu-Ke; Wang, Jun-Juan; Wang, De-Long; Yin, Zu-Jun; Wang, Shuai; Fan, Wei-Li; Ye, Wu-Wei

2016-03-18

Trehalose (a-D-glucopyranosyl a-D-glucopyranoside) is a nonreducing disaccharide and is widely distributed in bacteria, fungi, algae, plants and invertebrates. In the study, the identification of trehalose-6-phosphate synthase (TPS) genes stress-related in cotton, and the genetic structure analysis and molecular evolution analysis of TPSs were conducted with bioinformatics methods, which could lay a foundation for further research of TPS functions in cotton. The genome information of Gossypium raimondii (group D), G. arboreum L. (group A), and G. hirsutum L. (group AD) was used in the study. Fifty-three TPSs were identified comprising 15 genes in group D, 14 in group A, and 24 in group AD. Bioinformatics methods were used to analyze the genetic structure and molecular evolution of TPSs. Real-time PCR analysis was performed to investigate the expression patterns of gene family members. All TPS family members in cotton can be divided into two subfamilies: Class I and Class II. The similarity of the TPS sequence is high within the same species and close within their family relatives. The genetic structures of two TPS subfamily members are different, with more introns and a more complicated gene structure in Class I. There is a TPS domain(Glyco transf_20) at the N-terminal in all TPS family members and a TPP domain(Trehalose_PPase) at the C-terminal in all except GrTPS6, GhTPS4, and GhTPS9. All Class II members contain a UDP-forming domain. The responses to environmental stresses showed that stresses could induce the expression of TPSs but the expression patterns vary with different stresses. The distribution of TPSs varies with different species but is relatively uniform on chromosomes. Genetic structure varies with different gene members, and expression levels vary with different stresses and exhibit tissue specificity. The upregulated genes in upland cotton TM-1 is significantly more than that in G. raimondii and G. arboreum L. Shixiya 1.

The experiences of African-American students majoring in engineering: Cognitive, non-cognitive and situational aspects

NASA Astrophysics Data System (ADS)

Hill, Gloria Pinckney

1997-12-01

To understand the causes for the disproportionately high rate of attrition among ethnic minority students, it is important to consider not only how they differ from the majority population, but what differences exist in personal qualities and academic preparation within groups at particular types of institutions, and within particular majors. The purpose of this study is to examine the experiences of African-American students enrolled in engineering at a predominately white, selective research university to determine which cognitive, non-cognitive and situational variables impact their progress towards graduation. The goal was to see how African-American students who meet or exceed the minimum criteria for admission perceive their experience on campus, and what strategies they use to manage their day-to-day existence. The study was conducted using personal interviews guided by an open-ended questionnaire. The qualitative methodology allowed students to assess the college experience through their own cultural lens, and to identify the cognitive, non-cognitive, and situational variables important to them. Responses were sorted by class and gender, tabulated and grouped into categories. Interpretation was primarily descriptive. Consistencies, inconsistencies, patterns and relationships to concepts in the literature and to the research questions were discussed. Findings indicate that well prepared students become less confident about their commitment to engineering and their ability to succeed academically after they begin matriculating rather than before, and that redefinition of what it means to be academically successful is an effective coping mechanism to sustain the effort required to master courses. The study suggests that the current focus on the impact of the freshman year transition on student retention should be expanded to include the sophomore year. This is particularly true for institutions where engineering students spend the first year in a core curriculum, then move into specific disciplines as sophomores. The perception of their ability among non-minority peers, assertively utilizing resources and services, the absence of a critical mass of African-American students, and participation in study groups were among the variables thought to influence their success.

The recruitment of acetylated and unacetylated tropomyosin to distinct actin polymers permits the discrete regulation of specific myosins in fission yeast

PubMed Central

Coulton, Arthur T.; East, Daniel A.; Galinska-Rakoczy, Agnieszka; Lehman, William; Mulvihill, Daniel P.

2010-01-01

Tropomyosin (Tm) is a conserved dimeric coiled-coil protein, which forms polymers that curl around actin filaments in order to regulate actomyosin function. Acetylation of the Tm N-terminal methionine strengthens end-to-end bonds, which enhances actin binding as well as the ability of Tm to regulate myosin motor activity in both muscle and non-muscle cells. In this study we explore the function of each Tm form within fission yeast cells. Electron microscopy and live cell imaging revealed that acetylated and unacetylated Tm associate with distinct actin structures within the cell, and that each form has a profound effect upon the shape and integrity of the polymeric actin filament. We show that, whereas Tm acetylation is required to regulate the in vivo motility of class II myosins, acetylated Tm had no effect on the motility of class I and V myosins. These findings illustrate a novel Tm-acetylation-state-dependent mechanism for regulating specific actomyosin cytoskeletal interactions. PMID:20807799

The effects of rurality on substance use disorder diagnosis: A multiple-groups latent class analysis.

PubMed

Brooks, Billy; McBee, Matthew; Pack, Robert; Alamian, Arsham

2017-05-01

Rates of accidental overdose mortality from substance use disorder (SUD) have risen dramatically in the United States since 1990. Between 1999 and 2004 alone rates increased 62% nationwide, with rural overdose mortality increasing at a rate 3 times that seen in urban populations. Cultural differences between rural and urban populations (e.g., educational attainment, unemployment rates, social characteristics, etc.) affect the nature of SUD, leading to disparate risk of overdose across these communities. Multiple-groups latent class analysis with covariates was applied to data from the 2011 and 2012 National Survey on Drug Use and Health (n=12.140) to examine potential differences in latent classifications of SUD between rural and urban adult (aged 18years and older) populations. Nine drug categories were used to identify latent classes of SUD defined by probability of diagnosis within these categories. Once the class structures were established for rural and urban samples, posterior membership probabilities were entered into a multinomial regression analysis of socio-demographic predictors' association with the likelihood of SUD latent class membership. Latent class structures differed across the sub-groups, with the rural sample fitting a 3-class structure (Bootstrap Likelihood Ratio Test P value=0.03) and the urban fitting a 6-class model (Bootstrap Likelihood Ratio Test P value<0.0001). Overall the rural class structure exhibited less diversity in class structure and lower prevalence of SUD in multiple drug categories (e.g. cocaine, hallucinogens, and stimulants). This result supports the hypothesis that different underlying elements exist in the two populations that affect SUD patterns, and thus can inform the development of surveillance instruments, clinical services, and prevention programming tailored to specific communities. Copyright © 2017 Elsevier Ltd. All rights reserved.

The Percentage of Body Fat in Children and the Level of their Motor Skills.

PubMed

Prskalo, Ivan; Badrić, Marko; Kunješić, Mateja

2015-07-01

The aim of this study was to determine the prevalence of overweight and obesity among primary education pupils and to identify differences in motor skills between normal weight, excessive and obese pupils. Partial aim was to determine differences in motor status of girls and boys and their anthropometric characteristics (Body Mass Index, body fat percentage). The study was conducted in two primary schools in Zagreb, Ivan Goran Kovačić and Davorin Trstenjak. Total of 333 pupils, aged 7-11, were measured (178 boys and 155 girls). Four anthropometric and seven motor variables were used to analyze differences in motor abilities of children. Children were divided into three groups within gender based on their body fat measures. We established a statistically significant difference in motor abilities between groups of subjects in three subsamples (1st-2nd class girls and 3rd-4th boys and girls). Children with normal weight have better results in explosive strength, coordination, static strength of arm and shoulder than children who are overweight and obese. The differences are not observed in motor variables where body weight is not a requisite for efficient execution of movement. Differences in motor skills by gender showed that boys are better in coordination, speed of the simple movements, explosive and repetitive strength, and girls are better in flexibility. The conclusion of this study confirmed the existence of differences in the development of motor skills in children with normal body weight compared to children who are overweight or obese. These facts prove that excessive body weight has negative repercussions on motor performance.

A comparison of the affect of two types of student behavior with manipulatives on the development of projective spatial structures

NASA Astrophysics Data System (ADS)

Cohen, Herbert

The primary problem investigated was whether examining materials from a variety of perspecitives enhances the development of projective spatial abilities more than examining materials from a single perspective. A secondary consideration dealt with gender effects. One hundred and five (56 females and 49 males) fifth grade students were randomly assigned to one of four groups. Two teachers taught two classes apiece-one receiving instruction encouraging examination of materials from a single perspective, the other from multiple perspectives. All four groups received instruction consisting of access to manipulatives-SCIIS, 2nd edition, Level 5. Instruction occurred twice a week, 45 minutes per session, for 6 weeks. The experimental design was the Solomon Four Group Design. A Battery of 8 Piagetian-type tasks were used to assess possession of the projective groupings. The main and interactive effects of pretesting were determined to be negligible, while the treatment was determined to have a statistically significant effect on the development on projective spatial abilities. Gender was determined to have no direct effect on the dependent variables.

Examining the Value of a Scaffolded Critique Framework to Promote Argumentative and Explanatory Writings Within an Argument-Based Inquiry Approach

NASA Astrophysics Data System (ADS)

Jang, Jeong-yoon; Hand, Brian

2017-12-01

This study investigated the value of using a scaffolded critique framework to promote two different types of writing—argumentative writing and explanatory writing—with different purposes within an argument-based inquiry approach known as the Science Writing Heuristic (SWH) approach. A quasi-experimental design with sixth and seventh grade students taught by two teachers was used. A total of 170 students participated in the study, with 87 in the control group (four classes) and 83 in the treatment group (four classes). All students used the SWH templates as an argumentative writing to guide their written work and completed these templates during the SWH investigations of each unit. After completing the SWH investigations, both groups of students were asked to complete the summary writing task as an explanatory writing at the end of each unit. All students' writing samples were scored using analytical frameworks developed for the study. The results indicated that the treatment group performed significantly better on the explanatory writing task than the control group. In addition, the results of the partial correlation suggested that there is a very strong significantly positive relationship between the argumentative writing and the explanatory writing.

A Career School-Within-a-School for Ethnically Diverse, At-Risk High School Students.

ERIC Educational Resources Information Center

Hon, Jeanne E.; Shorr, Abbe

1997-01-01

To counter low test scores, a rising dropout rate, and teacher apathy, a small group of teachers at Hollywood (California) High School developed a career academy, an interdisciplinary school-within-a-school stressing small classes and business speakers. The program recruited interested students and promoted a career theme with good employment…

Explorations of Year 10 Students' Conceptual Change during Instruction

ERIC Educational Resources Information Center

Hubber, Peter

2005-01-01

This article reports on a classroom-based case study of a group of six Year 10 students, within a class of 23 students. The study implemented constructivist-informed teaching and learning approaches within a classroom setting in the topic of optics and documented any changes in the conceptual understanding students had about seven central concepts…

Identification of Single- and Multiple-Class Specific Signature Genes from Gene Expression Profiles by Group Marker Index

PubMed Central

Tsai, Yu-Shuen; Aguan, Kripamoy; Pal, Nikhil R.; Chung, I-Fang

2011-01-01

Informative genes from microarray data can be used to construct prediction model and investigate biological mechanisms. Differentially expressed genes, the main targets of most gene selection methods, can be classified as single- and multiple-class specific signature genes. Here, we present a novel gene selection algorithm based on a Group Marker Index (GMI), which is intuitive, of low-computational complexity, and efficient in identification of both types of genes. Most gene selection methods identify only single-class specific signature genes and cannot identify multiple-class specific signature genes easily. Our algorithm can detect de novo certain conditions of multiple-class specificity of a gene and makes use of a novel non-parametric indicator to assess the discrimination ability between classes. Our method is effective even when the sample size is small as well as when the class sizes are significantly different. To compare the effectiveness and robustness we formulate an intuitive template-based method and use four well-known datasets. We demonstrate that our algorithm outperforms the template-based method in difficult cases with unbalanced distribution. Moreover, the multiple-class specific genes are good biomarkers and play important roles in biological pathways. Our literature survey supports that the proposed method identifies unique multiple-class specific marker genes (not reported earlier to be related to cancer) in the Central Nervous System data. It also discovers unique biomarkers indicating the intrinsic difference between subtypes of lung cancer. We also associate the pathway information with the multiple-class specific signature genes and cross-reference to published studies. We find that the identified genes participate in the pathways directly involved in cancer development in leukemia data. Our method gives a promising way to find genes that can involve in pathways of multiple diseases and hence opens up the possibility of using an existing drug on other diseases as well as designing a single drug for multiple diseases. PMID:21909426

Does Big-Fish-Little-Pond Effect Always Exist? Investigation of Goal Orientations as Moderators in the Hong Kong Context

ERIC Educational Resources Information Center

Cheng, Rebecca Wing-yi; McInerney, Dennis M.; Mok, Magdalena Mo Ching

2014-01-01

The big-fish-little-pond effect (BFLPE) posits that students with the same ability will have higher academic self-concepts when they are in low-ability classes than in high-ability classes. Our research puts the BFLPE under scrutiny by examining goal orientations as the moderators that may affect the size of the BFLPE. We collected data on…

Improving cultural competence education: the utility of an intersectional framework.

PubMed

Powell Sears, Karen

2012-06-01

Most US medical schools have instituted cultural competence education in the undergraduate curriculum. This training is intended to improve the quality of care that doctors, the majority of whom are White, deliver to ethnic and racial minority patients. Research into the outcomes of cultural competence training programmes reveals that they have been largely ineffective in improving doctors' skills. In varied curricular formats, programmes tend to teach group-specific cultural knowledge, despite the vast heterogeneity of racial and ethnic groups. This cultural essentialism diminishes training effectiveness. This paper proposes key curriculum content changes and suggests the inclusion of an intersectional framework in the cultural competence curriculum. This framework maintains that racial and ethnic minority groups hold multiple social statuses, called social locations, which interact with one another to uniquely shape the health views, needs and experiences of the individuals within the groups. Social locations include those defined by race, ethnicity, gender, social class and sexuality, which are experienced multiplicatively, not additively, within a particular social context. Cultural competence education must go beyond simplified cultural understandings to explore these more complex meanings. Doctors' ability to understand, communicate with and treat diverse groups can be vastly improved by applying an intersectional framework in academic research, self-awareness exercises and clinical training. Integrating an intersectional framework into cultural competency education can better prepare doctors for caring for racial and ethnic minority patients. This paper recommends curriculum elements for the classroom and clinical training that can improve doctor knowledge and skills for caring for diverse groups. Medical schools can use the proposed model to facilitate the development of new educational strategies and learning experiences. These improvements can lead to more equitable care and ultimately diminish disparities in health care. Although these recommendations are designed with US schools in mind, they may improve doctor understanding and care of marginal populations across the world. © Blackwell Publishing Ltd 2012.

ASCANS Class of 2013 Tour

NASA Image and Video Library

2014-03-03

CAPE CANAVERAL, Fla. -- In the Thermal Protection System Facility NASA's Kennedy Space Center in Florida, agency astronaut candidates are briefed on tiles being manufactured for the agency's Orion spacecraft. TPSF manager, Martin Wilson of Jacobs Technology, holds a heated tile sample demonstrating its ability to protect a spacecraft during the heat of reentry. Looking on, from the left, are Christina Hammock, Victor Glover and Nicole Mann. Plans call for the Lockheed Martin-built Orion to launch atop a United Launch Alliance Delta IV Heavy rocket from Cape Canaveral Air Force Station on Exploration Flight Test EFT-1 later this year. The astronaut class of 2013 was selected by NASA after an extensive year-and-a-half search. The new group will help the agency push the boundaries of exploration and travel to new destinations in the solar system. To learn more about the astronaut class of 2013, visit: http://www.nasa.gov/astronauts/2013astroclass.html Photo credit: NASA/Kim Shiflett

ASCANS Class of 2013 Tour

NASA Image and Video Library

2014-03-03

CAPE CANAVERAL, Fla. -- In the Thermal Protection System Facility NASA's Kennedy Space Center in Florida, agency astronaut candidates are briefed on tiles being manufactured for the agency's Orion spacecraft. Jessica Meir, right, holds a heated tile sample demonstrating its ability to protect a spacecraft during the heat of reentry. Looking on, are Christina Hammock, left, and Anne McClain. Plans call for the Lockheed Martin-built Orion to launch atop a United Launch Alliance Delta IV Heavy rocket from Cape Canaveral Air Force Station on Exploration Flight Test EFT-1 later this year. The astronaut class of 2013 was selected by NASA after an extensive year-and-a-half search. The new group will help the agency push the boundaries of exploration and travel to new destinations in the solar system. To learn more about the astronaut class of 2013, visit: http://www.nasa.gov/astronauts/2013astroclass.html Photo credit: NASA/Kim Shiflett

ASCANS Class of 2013 Tour

NASA Image and Video Library

2014-03-03

CAPE CANAVERAL, Fla. -- In the Thermal Protection System Facility NASA's Kennedy Space Center in Florida, agency astronaut candidates are briefed on tiles being manufactured for the agency's Orion spacecraft. TPSF manager, Martin Wilson of Jacobs Technology, has just placed a tile sample in an oven to demonstrate its ability to protect a spacecraft during the heat of reentry. Plans call for the Lockheed Martin-built Orion to launch atop a United Launch Alliance Delta IV Heavy rocket from Cape Canaveral Air Force Station on Exploration Flight Test EFT-1 later this year. The astronaut class of 2013 was selected by NASA after an extensive year-and-a-half search. The new group will help the agency push the boundaries of exploration and travel to new destinations in the solar system. To learn more about the astronaut class of 2013, visit: http://www.nasa.gov/astronauts/2013astroclass.html Photo credit: NASA/Kim Shiflett

Information and Biological Revolutions: Global Governance Challenges Summary of a Study Group

DTIC Science & Technology

2000-01-01

instruction and organize the classes. This change will come about slowly and then only if it proves to increase learning in the classroom. See Thomas K...dendrites and to form synaptic connections, then help to maintain and regulate synaptic activity responsible for learning and cognitive functions...testosterone may foster violent behavior is by the promotion of positive illusions about competitive ability . 77 Thus, an evolutionary history of raiding

Examination of the Skill Areas of Gifted Children Using WISC-R Intelligence Scale Scores

ERIC Educational Resources Information Center

Bildiren, Ahmet

2017-01-01

In this study, it was examined whether the WISC-R test scores of gifted children differ according to their area of special ability or not. The sample group of the study was selected from 5 different cities and was comprised of a total of 237 gifted children with 48,9% girls (n = 116) and 51,1% boys (n = 121). The class level of the children varies…

The role of sex, self-perception, and school bonding in predicting academic achievement among middle class African American early adolescents.

PubMed

Eisele, Heather; Zand, Debra H; Thomson, Nicole Renick

2009-01-01

To date, little research has addressed within-group variables as predictors of academic achievement among middle-class African American youth. The present study helped fill this gap by investigating the role of sex, self-perceptions, and school bonding as predictors of academic success among 174 middle class early adolescent boys (n = 91) and girls residing in a large Midwestern city. Results of a path analysis indicated that gender identity fully mediated the relationship between biological sex and adolescents' perceptions of peer acceptance. Perceptions of peer acceptance were positively related to perceptions of behavior, which, in turn, were related to school bonding. School bonding was then related to academic achievement. The findings are discussed within the context of helping educators to better meet students' educational needs.

Restricted dog leucocyte antigen (DLA) class II haplotypes and genotypes in Beagles.

PubMed

Soutter, Francesca; Kennedy, Lorna J; Ollier, William E R; Solano-Gallego, Laia; Catchpole, Brian

2015-03-01

Beagles are commonly used in vaccine trials as part of the regulatory approval process. Genetic restriction within this breed and the impact this might have on vaccine responses are rarely considered. This study was designed to characterise diversity of dog leucocyte antigen (DLA) class II genes in a breeding colony of laboratory Beagles, whose offspring are used in vaccine studies. DLA haplotypes were determined by PCR and sequence-based typing from genomic DNA extracted from blood. Breeding colony Beagles had significantly different DLA haplotype frequencies in comparison with pet Beagles and both groups showed limited DLA diversity. Restricted DLA class II genetic variability within Beagles might result in selective antigen presentation and vaccine responses that are not necessarily representative of those seen in other dog breeds. Copyright © 2014 The Authors. Published by Elsevier Ltd.. All rights reserved.

Teaching Physics to Environmental Science Majors Using a Flipped Course Approach

NASA Astrophysics Data System (ADS)

Hill, N. B.; Riha, S. J.; Wysocki, M. W.

2014-12-01

Coursework in physics provides a framework for quantitative reasoning and problem solving skill development in budding geoscientists. To make physical concepts more accessible and relevant to students majoring in environmental science, an environmental physics course was developed at Cornell University and offered for the first time during spring 2014. Principles of radiation, thermodynamics, and mechanics were introduced and applied to the atmosphere, hydrosphere, and lithosphere to describe energy and mass transfers in natural and built environments. Environmental physics was designed as a flipped course where students viewed online material outside of class and worked in groups in class to solve sustainability problems. Experiential learning, just-in-time teaching, and peer collaboration strategies were also utilized. In-class problems were drawn from both local and global environmental sustainability concerns. Problems included an investigation of Cornell's lake source cooling system, calculations on the energy consumed in irrigation with groundwater in the southwestern United States, and power generated by wind turbines at various locations around the world. Class attendance was high, with at least 84% of students present at each meeting. Survey results suggest that students enjoyed working in groups and found the in-class problems helpful for assimilating the assigned material. However, some students reported that the workload was too heavy and they preferred traditional lectures to the flipped classroom. The instructors were able to actively engage with students and quickly identify knowledge and skill gaps that needed to be addressed. Overall, the integration of current environmental problems and group work into an introductory physics course could help to inspire and motivate students as they advance their ability to analyze problems quantitatively.

Metalexical awareness: development, methodology or written language? A cross-linguistic comparison.

PubMed

Kurvers, Jeanne; Uri, Helene

2006-07-01

This study explores the ability to access word boundaries of pre-school children, using an on-line methodology (Karmiloff-Smith, Grant, Sims, Jones, & Cockle (1996). Cognition, 58, 197-219.), which has hardly been used outside English-speaking countries. In a cross-linguistic study in the Netherlands and Norway, four and five-year-old children were asked to repeat the last word every time a narrator stopped reading a story. In total 32 target-words were used, both closed and open class words, and both monosyllabic and disyllabic words. The outcomes in both countries were different from those of the original English study (Karmiloff-Smith et al., 1996): four- and five-year-olds were successful in only about 26% of the cases, whereas the success rate in the former English experiment was 75% for the younger and 96% for the older children. No differences were found between age groups and between open and closed class words. This methodology does reveal the ability to access word boundaries, but probably not because of the ease of the on-line methodology in itself, but rather because literacy introduces new representations of language, even in on-line processing. The outcomes implicate that the ability to mark word boundaries does not seem to be a valid indication of who is ready for reading.

Fore! Forward on the Course of Diversity (Focus on Teaching).

ERIC Educational Resources Information Center

Pomerenke, Paula J.

1994-01-01

Presents a case study and writing assignment used in a business communication class that help students uncover assumptions that may disadvantage both females and males when diversity within and between gender groups is ignored. (SR)

Refining the classification of children with selective mutism: a latent profile analysis.

PubMed

Cohan, Sharon L; Chavira, Denise A; Shipon-Blum, Elisa; Hitchcock, Carla; Roesch, Scott C; Stein, Murray B

2008-10-01

The goal of this study was to develop an empirically derived classification system for selective mutism (SM) using parent-report measures of social anxiety, behavior problems, and communication delays. The sample consisted of parents of 130 children (ages 5-12) with SM. Results from latent profile analysis supported a 3-class solution made up of an anxious-mildly oppositional group, an anxious-communication delayed group, and an exclusively anxious group. Follow-up tests indicated significant group differences on measures of SM symptom severity, externalizing problems, and expressive/receptive language abilities. These results suggest that, although social anxiety is typically a prominent feature of SM, children with the disorder are also likely to present with communication delays and/or mild behavior problems.

The Ia.2 Epitope Defines a Subset of Lipid Raft Resident MHC Class II Molecules Crucial to Effective Antigen Presentation1

PubMed Central

Busman-Sahay, Kathleen; Sargent, Elizabeth; Harton, Jonathan A.; Drake, James R.

2016-01-01

Previous work has established that binding of the 11-5.2 anti-I-Ak mAb, which recognizes the Ia.2 epitope on I-Ak class II molecules, elicits MHC class II signaling, whereas binding of two other anti-I-Ak mAb that recognize the Ia.17 epitope fail to elicit signaling. Using a biochemical approach, we establish that the Ia.2 epitope recognized by the widely used 11-5.2 mAb defines a subset of cell surface I-Ak molecules predominantly found within membrane lipid rafts. Functional studies demonstrate that the Ia.2 bearing subset of I-Ak class II molecules is critically necessary for effective B cell–T cell interactions especially at low antigen doses, a finding consistent with published studies on the role of raft-resident class II molecules in CD4 T cell activation. Interestingly, B cells expressing recombinant I-Ak class II molecules possessing a β chain-tethered HEL peptide lack the Ia.2 epitope and fail to partition into lipid rafts. Moreover, cells expressing Ia.2 negative tethered peptide-class II molecules are severely impaired in their ability to present both tethered peptide or peptide derived from exogenous antigen to CD4 T cells. These results establish the Ia.2 epitope as defining a lipid raft-resident MHC class II confomer vital to the initiation of MHC class II restricted B cell–T cell interactions. PMID:21543648

The macular photostress test in diabetes, glaucoma, and cataract

NASA Astrophysics Data System (ADS)

Baptista, António M. G.; Sousa, Raul A. R. C.; Rocha, Filomena A. S. Q.; Fernandes, Paula Sepúlveda; Macedo, António F.

2013-11-01

Purpose. The photostress recovery time test (PSRT) has been widely reported as a helpful screening clinical tool. However, the poor standardization of its measurement technique remains to be a limitation among clinicians. The purpose of this study is to apply a recommended clinical technique to measure the PSRT in some of the most commons eye diseases to ascertain whether these diseases affect the PSRT values. Methods. One hundred and one controls and 105 patients, with diagnosed diabetes (without visible signs of diabetic retinopathy), primary open angle glaucoma (POAG) or cataracts underwent photostress testing. The test was performed with a direct ophthalmoscope for illuminating the macula for 30 seconds. Participants belonged to three age classes: A, B and C; and were divided into four groups: control, diabetic, POAG and cataract. The age range for A, B and C classes were respectively 43-54, 55-64 and 65-74 years. The groups were also further compared within each age class. In addition, the influence of age on PSRT was evaluated using the control group. Results. Results demonstrate that PSRT changes with age (p<0.02). In class A, diabetic group had a faster PSRT than control group, (mean +/- standard deviation) 20.22+/-7.51 and 26.14+/-8.34 seconds. The difference between these groups was statistical significant (t-test, p=0.012). Cataract and POAG groups did not affect the PSRT significantly. Conclusions. The technique used for the Photostress showed that diabetics, younger than 54 years, may have faster PSRT and that, aging delays PSRT.

Online Instructional Videos as a Complimentary Method of Teaching Practical Rehabilitation Skills for Groups and Individuals

ERIC Educational Resources Information Center

Cooper, Darren; Higgins, Steve; Beckmann, Nadin

2017-01-01

Online instructional videos are becoming increasingly common within education. This study adopts a quasi-experimental 2 × 2 crossover design (control and experimental groups) to evaluate the efficacy of instructional videos to teach practical rehabilitation skills. The students performed practical sessions in class and were formatively assessed by…

Do Choices in Physical Education Enhance Students' Autonomous Motivation, Perceived Autonomy Support, and Physical Activity Levels?

ERIC Educational Resources Information Center

Batia, Abigail S.

2013-01-01

This study examined whether students in an intervention group, who were given choices within physical education (PE), reported greater autonomous motivation, more favorable perceptions of autonomy support, and displayed higher in-class physical activity (PA) levels than those in a control group. It was hypothesized that there would be marked…

Meteorites and their parent bodies: Evidence from oxygen isotopes

NASA Technical Reports Server (NTRS)

Clayton, R. N.

1978-01-01

Isotopic abundance variations among meteorites are used to establish genetic associations between meteorite classes. Oxygen isotope distributions between group II E irons with H-group ordinary chondrites and enstatic meteorites indicate that the parent bodies were formed out of pre-solar material that was not fully mixed at the time condensation occurred within the solar nebula.

Scottish Ethnicity: Self-Determination Within Great Britain.

DTIC Science & Technology

1985-08-27

Scotland’s politicians in Westminster. There was no effective leadership to coalesce the classes into a viable pressure group . 4 6 Another significant...after the SNP nudged them out of that spot early in the 1970’s. For its part, the SNP is still a viable pressure group , but it has lost much of its

MHC class II-assortative mate choice in European badgers (Meles meles).

PubMed

Sin, Yung Wa; Annavi, Geetha; Newman, Chris; Buesching, Christina; Burke, Terry; Macdonald, David W; Dugdale, Hannah L

2015-06-01

The major histocompatibility complex (MHC) plays a crucial role in the immune system, and in some species, it is a target by which individuals choose mates to optimize the fitness of their offspring, potentially mediated by olfactory cues. Under the genetic compatibility hypothesis, individuals are predicted to choose mates with compatible MHC alleles, to increase the fitness of their offspring. Studies of MHC-based mate choice in wild mammals are under-represented currently, and few investigate more than one class of MHC genes. We investigated mate choice based on the compatibility of MHC class I and II genes in a wild population of European badgers (Meles meles). We also investigated mate choice based on microsatellite-derived pairwise relatedness, to attempt to distinguish MHC-specific effects from genomewide effects. We found MHC-assortative mating, based on MHC class II, but not class I genes. Parent pairs had smaller MHC class II DRB amino acid distances and smaller functional distances than expected from random pairings. When we separated the analyses into within-group and neighbouring-group parent pairs, only neighbouring-group pairs showed MHC-assortative mating, due to similarity at MHC class II loci. Our randomizations showed no evidence of genomewide-based inbreeding, based on 35 microsatellite loci; MHC class II similarity was therefore the apparent target of mate choice. We propose that MHC-assortative mate choice may be a local adaptation to endemic pathogens, and this assortative mate choice may have contributed to the low MHC genetic diversity in this population. © 2015 The Authors. Molecular Ecology published by John Wiley & Sons Ltd.

Observations and Measurements Design Patterns within INSPIRE

NASA Astrophysics Data System (ADS)

Schleidt, K.; Cox, S.; Grellet, S.; Lowe, D.; Lutz, M.; Portele, C.; Sarretta, A.; Ventouras, S.

2012-04-01

Several INSPIRE spatial data themes have been specified so that their scope, in addition to classical geographic information, includes measured, modelled or simulated data. The FprEN ISO 19156 standard on Observations and Measurements (O&M) was designed for the explicit purpose of creating application schemas for such data, and thus shall be used in INSPIRE as a basis for developing data models for these themes. The following INSPIRE themes have identified O&M as integrally relevant to their thematic domain and are including elements of O&M in their data specifications: • Geology • Oceanographic geographical features • Atmospheric conditions and Meteorological geographical features • Environmental monitoring facilities • Soil In addition to these themes, several other INSPIRE themes have been identified to which observational information, while not at the core of the data specification, is relevant. Some examples of this are the INSPIRE theme "Species distribution", where primary occurrence data could be provided together with the aggregate distribution, as well as "Industrial and production facilities", where the provision of emissions data on such facilities would be useful for various environmental reporting obligations. While the O&M standard provides a generic framework for the provision of measurement data, it is also kept very abstract, and there are many ways of implementing the core structures in specific application schemas. In order to assure the consistent application of the O&M classes and properties across different INSPIRE themes, a cross-thematic working group on the use of O&M in INSPIRE has been convened. This group has analysed the requirements towards O&M within INSPIRE, identified the types of O&M design patterns required in INSPIRE and developed both additional classes identified as necessary within INSPIRE as well as guidelines detailing how this standard is to be used within INSPIRE. Some examples for these additional classes are: • the ObservationCollection class (which was included in O&M v1.0, but has been removed in the final version of FprEN ISO 19156), that serves as a container for semantically grouping multiple observations; • the ObservableProperty class, that provides structures for the definition of complex observed properties including statistical qualifiers and constraints; • the ObservingCapabilities class for providing information about the types of measurements that a facility or instrument can make in a way that reflects the semantics of the actual Observations; • the further specialization of the OM_Process (with identifier, responsible party, etc.) class that is primarily empty within the O&M concept. These additional classes and guidelines can be used by the various INSPIRE themes that integrate or reference the O&M standard, as well as for other specifications that are created outside of the INSPIRE process and extend existing INSPIRE specifications with the use of O&M. The INSPIRE O&M guidelines also contain generic analysis which may be of interest when evaluating how and whether to apply O&M to a particular domain. The results of this work will be presented.

Facile synthesis of carbon dots with superior sensing ability

NASA Astrophysics Data System (ADS)

Jin, Lin; Li, Jingguo; Liu, Liyun; Wang, Zhenling; Zhang, Xingcai

2018-04-01

Carbon dots (CDs) have various applications in biomedical and environmental field, such as bio-imaging, bio-sensing and heavy metal detection. In this study, a novel class of CDs were synthesized using a one-step hydrothermal method. The fabricated CDs displayed stable photoluminescence, good water solubility, and photo stability. Moreover, the functional groups (carboxylic acid moieties and hydroxyls) on the surface of the obtained CDs enable it with superior sensing ability (e.g., very low detectable concentration for Pb2+: 5 nmol/L). With superior detection sensitivity, excellent fluorescent properties and facile fabrication method, the as-obtained CDs can find practical applications as cost-effective and sensitive chemo-sensors in water and food safety field.

[Construction of the study platform for Meridians and Acupoints and the application in the flipped classroom].

PubMed

Hu, Rong

2016-11-12

To construct the study platform for meridians and acupoints by analyzing the status and current problems of teaching Meridians and Acupoints and in accordance with the principles as "knowledge fragmentation, game breakthrough and overall assessment" and observe the application effect in the flipped classroom. Totally two hundred and five 2014 grade bachelor candidates from four classes of the department of acupuncture-moxibustion and tuina were selected from Hunan Junior College of TCM. They were randomized into an observation group (102 cases) and a control group (103 cases). in the observation group, the flipped classroom was performed by adopting the study platform of meridians and acupoints. Additionally, the team cooperation learning and overall assessment were conducted. In the control group, the traditional teaching system was adopted, in which, the mode of "teacher's demonstration-to-discussion in group-to-teachers' assessment" and the operation check at the end of the semester were applied. The learning effect and the self-learning ability were evaluated at the end of semester in the two groups. The satisfaction survey was conducted in the observation group. In the observation group, the drawing of meridian running course and locating the acupoints, as well as the self-learning ability were better than those in the control group, indicating the significant differences (all P <0.05). The interests in platform, interaction, contribution to knowledge learning and the improvement of the self-learning ability were much more obvious and the satisfaction was quite high, accounting for over 90%. The acceptance to the flipped classroom and the satisfaction of participation were slightly low. The study platform of learning Meridians and Acupoints was applied in the flipped classroom and has effectively improved the practical manipulation results and self-learning ability. However, the interestingness and interactivity of the platform are expected to be improved. The effective teaching design should be adopted in the flipped classroom to improve the students' desire of participation.

Development and Validation of the Guided Group Discussion Self-Estimate Inventory (GGD-SEI).

ERIC Educational Resources Information Center

Martin, David; Campbell, Bill

1998-01-01

A 19-item self-report measure was designed to promote increased self-awareness of a group leader's perceived ability to facilitate small group discussion. Results of analysis show high reliability and validity. The instrument, developed for use within education and training settings, provides a useful measure of guided small-group discussion…

Group fitness activities for the elderly: an innovative approach to reduce falls and injuries.

PubMed

Bianco, Antonino; Patti, Antonino; Bellafiore, Marianna; Battaglia, Giuseppe; Sahin, Fatma Nese; Paoli, Antonio; Cataldo, Maria Concetta; Mammina, Caterina; Palma, Antonio

2014-04-01

The aim of this study was to examine the opportunity to adopt, for the elderly, already validated function ability tests to better understand how to prevent falls and injuries and to better plan group fitness activities like ballroom dance classes (e.g., Valzer, Polka, Mazurka). A cross-sectional study was conducted. The Berg Balance Scale (BBS) and the Barthel Index (BI) were administered and the occurrence of falls during the previous 2 years was evaluated by anamnesis. One hundred and twenty-two elderly subjects living in Palermo city participated to the study. According to the anamnesis, subjects were divided into two groups: experimental group (EG) and control group (CG). The EG consisted of 75 subjects attending classes of ballroom dancing (73.0 ± 5.6 years 26.1 ± 3.9 BMI), while the CG included 47 volunteers (74.3 ± 5.4 years, 26.8 ± 4.4 BMI). A threshold of 70 % for both scales (BBS-70 and BI-70 %) was set, according to the aims of the study. STATISTICA software was adopted to perform an unpaired t test. A P value lower than 0.05 was considered to be statistically relevant. The BI and BBS of CG were 76.7 ± 33.08 and 30.9 ± 14.9, respectively, while the BI and BBS of EG were 98.1 ± 6.9 and 50.5 ± 54. In EG the BBS-70 % showed 96.0 % of cases compared to 27.6 % of the CG. The BI showed a similar trend to BBS. In EG the BI-70 % showed 98.6 % of cases, while the BI-70 % of CG showed 70.2 % of cases. Moreover, only 36.0 % of EG reported falls previously, while CG reported 53.2 % of falls during the same period of time. The BBS seems to be a valid and reliable tool able to be adopted also by professionals of the ballroom dancing sector (e.g., Valzer, Polka and Mazurka classes). Instructors may evaluate the functional ability of their attendees through BBS to easily obtain more information and better plan ballroom dance classes. Moreover, we highlight that these conclusions need to be supported by other studies with different cohorts and a larger population scale.

A Procedure To Detect Test Bias Present Simultaneously in Several Items.

ERIC Educational Resources Information Center

Shealy, Robin; Stout, William

A statistical procedure is presented that is designed to test for unidirectional test bias existing simultaneously in several items of an ability test, based on the assumption that test bias is incipient within the two groups' ability differences. The proposed procedure--Simultaneous Item Bias (SIB)--is based on a multidimensional item response…

The Influence of Spelling Ability on Vocabulary Choices When Writing for Children With Dyslexia.

PubMed

Sumner, Emma; Connelly, Vincent; Barnett, Anna L

2016-01-01

Spelling is a prerequisite to expressing vocabulary in writing. Research has shown that children with dyslexia are hesitant spellers when composing. This study aimed to determine whether the hesitant spelling of children with dyslexia, evidenced by frequent pausing, affects vocabulary choices when writing. A total of 31 children with dyslexia, mean age 9 years, were compared to typically developing groups of children: the first matched by age, the second by spelling ability. Oral vocabulary was measured and children completed a written and verbal compositional task. Lexical diversity comparisons were made across written and verbal compositions to highlight the constraint of having to select and spell words. A digital writing tablet recorded the writing. Children with dyslexia and the spelling-ability group made a high proportion of spelling errors and within-word pauses, and had a lower lexical diversity within their written compositions compared to their verbal compositions. The age-matched peers demonstrated the opposite pattern. Spelling ability and pausing predicted 53% of the variance in written lexical diversity of children with dyslexia, demonstrating the link between spelling and vocabulary when writing. Oral language skills had no effect. Lexical diversity correlated with written and verbal text quality for all groups. Practical implications are discussed and related to writing models. © Hammill Institute on Disabilities 2014.

Study of HLA Class I gene in Indian schizophrenic patients of Siliguri, West Bengal.

PubMed

Singh, Bisu; Bera, Nirmal Kumar; De, Santanu; Nayak, Chittaranjan; Chaudhuri, Tapas Kumar

2011-09-30

The authors studied the prevalence of the human leukocyte antigen (HLA) Class I gene in 136 (85 male, 51 female) India-born schizophrenia patients residing in and around the Siliguri subdivision of West Bengal by the PCR-SSP method. The control group consisted of 150 age- and sex-matched healthy individuals from the same ethnic group as the patients. Increased frequency of HLA A*03 as well as decreased frequencies of HLA A*31 and HLA B*51, was noted. The study suggests the possible existence of a susceptibility locus for schizophrenia within the HLA region. Copyright © 2011 Elsevier Ireland Ltd. All rights reserved.

Differences in muscle cross-sectional area and strength between elite senior and college Olympic weight lifters.

PubMed

Funato, K; Kanehisa, H; Fukunaga, T

2000-12-01

The purpose of this study was to investigate the profiles of muscle cross-sectional area (CSA) and strength capability in relation to lifting ability in Olympic weight lifters. The subjects were 8 elite senior lifters (ESL, age=25.2+/-1.3 years, height=1.64+/-0.03 m, mass=68.6+/-4.2 kg, mean+/-SEM) and 9 college lifters (CL, 20.8+/-0.3 years, 1.67+/-0.03 m, 70.53.4 kg) whose predetermined weight classes were within the same range. The CSAs of elbow or knee extensor and elbow or knee flexor muscles were measured using a B-mode ultrasound apparatus. Concentric and eccentric maximal voluntary forces were determined with an isokinetic dynamometer at a constant velocity of 1.05 rad/sec. The best score of the total mass lifted in the snatch and the clean and jerk lifts was significantly higher in ESL than in CL even in terms of per unit of fat-free mass. There were no significant differences between the two groups in fat-free mass, muscle CSA and force values with the exception that ESL compared to CL showed significantly greater force in concentric knee flexion. However, the ratios of force to muscle CSA (F/CSAs) in concentric and eccentric elbow extensions, eccentric knee extension and concentric knee flexion were significantly higher in ESL than in CL. The present results indicated that the magnitude of muscular development in limbs was similar in elite senior and college lifters whose predetermined weight classes were within the same range. As compared to college lifters, however, elite senior lifters had a higher F/CSA in specific muscle action modes, which might relate to the optimal execution of the Olympic lifts.

Perspectives on Positioning, Interaction, and Learning in Small-Group Discussion: Possibilities for Extending the Analytic Lens

ERIC Educational Resources Information Center

Kittleson, Julie M.; Wilson, Rachel E.

2014-01-01

In this forum piece, we respond to Karin Due's study of social dynamics in groups of students in physics class and gender issues that play out in this context. We discuss two threads that appear in Due's paper: one pertains to patterns of talk within groups and how these patterns open up possibilities for learning, the other pertains to…

The influence of Pilates exercises on body balance in the standing position of hearing impaired people.

PubMed

Walowska, Jagoda; Bolach, Bartosz; Bolach, Eugeniusz

2017-11-13

Hearing impairment may affect the body posture maintenance. The aim of the study was to evaluate the effect of modified Pilates exercise program on the body posture maintenance in hearing impaired people. Eighty students (aged 13-24) were enrolled and randomly allocated into two groups: test group (n = 41) which attended an original program based on modified Pilates exercises and control group (n = 39) which attended standard physical education classes. Stabilographic tests were conducted at baseline and after 6-week training program. Both groups showed improved control of body balance in a standing position manifested in reductions of the length of path, surface area, and speed of deflection. Modified Pilates program was significantly more effective in improving body balance control in relaxed posture and with feet together than standard physical education classes. The greater efficiency of the modified Pilates program was expressed in a significant improvement in balance control parameters, i.e., path length, surface area, and speed of deflection. The modified Pilates program was more effective in improving body balance control in the hearing impaired people than standard physical education classes. Modification of physical activity recommendations for hearing impaired students may be considered; however, further research is required. Implications for Rehabilitation Hearing impairment impacts the mental, social and, physical spheres of life as well as deteriorates equivalent reactions and the way body posture is maintained. In hearing impaired people, control of body balance and muscle coordination is often disturbed, thus more attention should be paid to exercises associated with balance which may improve the ability to learn and develop motor skills. Modified Pilates program was significantly more effective in improving body balance control than standard physical education classes in hearing impaired people.

Attention-training with children from socioeconomically disadvantaged backgrounds in Cape Town.

PubMed

Schrieff-Elson, Leigh E; Ockhuizen, Ju-Reyn H; During, Genevieve; Thomas, Kevin G F

2017-09-01

Attention is a core process underlying competence in higher-order cognitive abilities. Previous research suggests that healthy children from low socioeconomic status (SES) backgrounds perform poorly, relative to those from higher SES backgrounds, on tasks assessing attentional abilities. In this pilot study, we investigated the effects of an attention-training intervention on task performance in low-SES children. We conducted a quasi-controlled trial with stratified randomisation, using a pre-test/ post-test design. Participants were low-SES children aged 7-13 years. Each was assigned to either an intervention group, a play control group, or a test-only control group (n = 5 per group). We implemented a ten-week manualised cognitive rehabilitation program, Pay Attention!, administering standardised tests of attention, working memory, and inhibition before and after the intervention. Between- and within-group analyses and Reliable Change Index statistics evaluated differences in scores from pre- to post-intervention. Analyses detected no notable between-group differences at either pre- or post-intervention testing. However, on tests of selective attention, attentional control, and inhibition, there were significant within-group and positive individual reliable changes exclusive to the intervention-group participants. Given the variability in our findings, more research needs be conducted with a larger sample to determine, with greater rigour, the efficacy of the intervention within samples of healthy children from low-SES backgrounds.

Inhibitory control efficiency in a Piaget-like class-inclusion task in school-age children and adults: a developmental negative priming study.

PubMed

Borst, G; Poirel, N; Pineau, A; Cassotti, M; Houdé, O

2013-07-01

Most children under 7 years of age presented with 10 daisies and 2 roses fail to indicate that there are more flowers than daisies. Instead of the appropriate comparison of the relative numerosities of the superordinate class (flowers) to its subordinate class (daisies), they perform a direct perceptual comparison of the extensions of the 2 subordinate classes (daisies vs. roses). In our experiment, we investigated whether increasing efficiency in solving the Piagetian class-inclusion task is related to increasing efficiency in the ability to resist (inhibit) this direct comparison of the subordinate classes' extensions. Ten-year-old and young adult participants performed a computerized priming version of a Piaget-like class-inclusion task. The experimental design was such that the misleading perceptual strategy to inhibit on the prime (in which a superordinate class had to be compared with a subordinate class) became a congruent strategy to activate on the probe (in which the two subordinate classes' extensions were directly compared). We found a negative priming effect of 291 ms in children and 129 ms in adults. These results provide evidence for the first time (a) that adults still need to inhibit the comparison of the subordinate classes' extensions in class-inclusion tasks and (b) that the ability to inhibit this heuristic increases with age (resulting in a lower executive cost). Taken together, these findings provide additional support for the neo-Piagetian approach of cognitive development that suggests that the acquisition of increasingly complex knowledge is based on the ability to resist (inhibit) heuristics and previously acquired knowledge.

[Distribution of acetylator phenotypes in the normal Moscow city population and in chronic alcoholism].

PubMed

Lil'in, E T; Korsunskaia, M P; Meksin, V A; Drozdov, E S; Nazarov, V V

1984-09-01

The distribution of acetylator phenotypes was studied in 169 normal individuals of Moscow Russian population and 75 inhabitants of Moscow suffering from chronic alcoholism. Polymorphism was found by means of acetylation in both groups studied. The proportion of repeatability of rapid and slow acetylators amounts to 48 and 52% among normal individuals, 44 and 56% among those who suffer from chronic alcoholism. The comparative analyses of such repeatability within the classes resulted in authentic increase of the rate of rapid acetylators among the chronic alcoholics (chi 2 = 18.32; p less than 0.01); in comparison with normal individual groups, (the modes being in classes 50-60% and 80-90%, with the antimode 70-80%), a shift of one of the modes from the 50-60% class into the 60-70% class was traced among diseased individuals. It is supposed that chronic alcohol consumption stimulates the process of acetylation; possible reasons for this stimulation are discussed.

Encoding of Fundamental Chemical Entities of Organic Reactivity Interest using chemical ontology and XML.

PubMed

Durairaj, Vijayasarathi; Punnaivanam, Sankar

2015-09-01

Fundamental chemical entities are identified in the context of organic reactivity and classified as appropriate concept classes namely ElectronEntity, AtomEntity, AtomGroupEntity, FunctionalGroupEntity and MolecularEntity. The entity classes and their subclasses are organized into a chemical ontology named "ChemEnt" for the purpose of assertion, restriction and modification of properties through entity relations. Individual instances of entity classes are defined and encoded as a library of chemical entities in XML. The instances of entity classes are distinguished with a unique notation and identification values in order to map them with the ontology definitions. A model GUI named Entity Table is created to view graphical representations of all the entity instances. The detection of chemical entities in chemical structures is achieved through suitable algorithms. The possibility of asserting properties to the entities at different levels and the mechanism of property flow within the hierarchical entity levels is outlined. Copyright © 2015 Elsevier Inc. All rights reserved.

The effectiveness of module based on guided inquiry method to improve students’ logical thinking ability

NASA Astrophysics Data System (ADS)

Ash-Shiddieqy, M. H.; Suparmi, A.; Sunarno, W.

2018-04-01

The purpose of this research is to understand the effectiveness of module based on guided inquiry method to improve students’ logical thinking ability. This research only evaluate the students’ logical ability after follows the learning activities that used developed physics module based on guided inquiry method. After the learning activities, students This research method uses a test instrument that adapts TOLT instrument. There are samples of 68 students of grade XI taken from SMA Negeri 4 Surakarta.Based on the results of the research can be seen that in the experimental class and control class, the posttest value aspect of probabilistic reasoning has the highest value than other aspects, whereas the posttest value of the proportional reasoning aspect has the lowest value. The average value of N-gain in the experimental class is 0.39, while in the control class is 0.30. Nevertheless, the N-gain values obtained in the experimental class are larger than the control class, so the guided inquiry-based module is considered more effective for improving students’ logical thinking. Based on the data obtained from the research shows the modules available to help teachers and students in learning activities. The developed Physics module is integrated with every syntax present in guided inquiry method, so it can be used to improve students’ logical thinking ability.

Establishment of norms of the beta angle to assess the sagittal discrepancy for Nellore district population

PubMed Central

Prasad, Mandava; Reddy, Karnati Praveen Kumar; Talapaneni, Ashok Kumar; Chaitanya, Nellore; Bhaskar Reddy, Myla Vijay; Patil, Rajendra

2013-01-01

Background and Objectives: In orthodontic diagnosis and treatment planning, assessment of anteroposterior discrepancy is of importance to the orthodontist. Both angular and linear measurements have been incorporated into various cephalometric analyses to help the clinician diagnose anteroposterior discrepancies and establish the most appropriate treatment plan. Hence the present study is designed to establish the norms of Beta angle to assess the sagittal discrepancy for Nellore district population. Materials and Methods: The sample was screened from the old records of the Orthodontic department of Narayana Dental College and Hospital. One hundred and fifty pretreatment cephalometric radiographs (50 each of Class I, II, and III) were subdivided based on ANB, Wits appraisal, and Beta angle into skeletal Class I, II, III. The same cephalograms were again classified into skeletal Class I, II, and III based purely on Beta angle. Each group was again divided into 2 subgroups consisting of 25 male and 25 female subjects with a mean age limit between 15 and 45 years old. Results: The Newman-keuls post hoc test and ANOVA showed that the 3 groups were significantly different (P ≤ 0.001). The Newman-keuls post hoc test also found the groups to be significantly different. Conclusions: There was statistically significant difference for, the mean values and the standard deviation for Beta angle within the three skeletal patterns (Class I, Class II and Class III skeletal patterns). There was no statistically significant difference among the mean values of beta angle between Nellore district population and Caucasian norms and between male and female sex groups. PMID:24082742

Conceptual writing in college-level mathematics courses and its impact on performance and attitude

NASA Astrophysics Data System (ADS)

Van Dyke, Frances; Malloy, Elizabeth J.; (Lyn) Stallings, Virginia

2015-02-01

This study looks at the impact of college students' writing on a regular basis about mathematical concepts. Specifically we examine the effect of this practice on performance and attitude while controlling for confounding factors. Two professors and a total of 97 students in four different classes participated in the study. Students in the writing groups were required to write a total of eight papers, each concentrating on an important concept in the course. All students were given a visual skills assessment at the beginning and end of the course. Students in the writing group were assessed to determine their attitude toward the writing assignments. Positive trends were associated with the writing group over the non-writing group in overall score and in all but one of six individual components. However, within the writing group, students' attitude toward writing in mathematics class was negative.

Poofy Dresses and Big Guns: A Post-Structuralist Analysis of Gendered Positioning through Talk amongst Friends

ERIC Educational Resources Information Center

Willett, Rebekah

2006-01-01

This article uses data collected from a class of eight to nine year olds to show the specific ways children are defining their gendered positions within the context of their same sex friendship groups. Children's subjectivities are described as both actively formed and also positioned within the surrounding (gendered) discourses. This article will…

The Effects of Prior-knowledge and Online Learning Approaches on Students' Inquiry and Argumentation Abilities

NASA Astrophysics Data System (ADS)

Yang, Wen-Tsung; Lin, Yu-Ren; She, Hsiao-Ching; Huang, Kai-Yi

2015-07-01

This study investigated the effects of students' prior science knowledge and online learning approaches (social and individual) on their learning with regard to three topics: science concepts, inquiry, and argumentation. Two science teachers and 118 students from 4 eighth-grade science classes were invited to participate in this research. Students in each class were divided into three groups according to their level of prior science knowledge; they then took either our social- or individual-based online science learning program. The results show that students in the social online argumentation group performed better in argumentation and online argumentation learning. Qualitative analysis indicated that the students' social interactions benefited the co-construction of sound arguments and the accurate understanding of science concepts. In constructing arguments, students in the individual online argumentation group were limited to knowledge recall and self-reflection. High prior-knowledge students significantly outperformed low prior-knowledge students in all three aspects of science learning. However, the difference in inquiry and argumentation performance between low and high prior-knowledge students decreased with the progression of online learning topics.

Leadership: social identity and guiding from within.

PubMed

Kerfoot, Karlene

2008-06-01

The precursor to leadership success is the ability to learn about and utilize the social identity of the group as it has evolved. The most successful have expertise in assessing the social identity of groups and developing a commonality of a shared vision that represents the best work of the group and of the leader.

Leadership: social identity and guiding from within.

PubMed

Kerfoot, Karlene M

2009-01-01

The precursor to leadership success is the ability to learn about and utilize the social identity of the group as it has evolved. The most successful have expertise in assessing the social identity of groups and developing a commonality of a shared vision that represents the best work of the group and of the leader.

Systems Biology and Ratio-Based, Real-Time Disease Surveillance.

PubMed

Fair, J M; Rivas, A L

2015-08-01

Most infectious disease surveillance methods are not well fit for early detection. To address such limitation, here we evaluated a ratio- and Systems Biology-based method that does not require prior knowledge on the identity of an infective agent. Using a reference group of birds experimentally infected with West Nile virus (WNV) and a problem group of unknown health status (except that they were WNV-negative and displayed inflammation), both groups were followed over 22 days and tested with a system that analyses blood leucocyte ratios. To test the ability of the method to discriminate small data sets, both the reference group (n = 5) and the problem group (n = 4) were small. The questions of interest were as follows: (i) whether individuals presenting inflammation (disease-positive or D+) can be distinguished from non-inflamed (disease-negative or D-) birds, (ii) whether two or more D+ stages can be detected and (iii) whether sample size influences detection. Within the problem group, the ratio-based method distinguished the following: (i) three (one D- and two D+) data classes; (ii) two (early and late) inflammatory stages; (iii) fast versus regular or slow responders; and (iv) individuals that recovered from those that remained inflamed. Because ratios differed in larger magnitudes (up to 48 times larger) than percentages, it is suggested that data patterns are likely to be recognized when disease surveillance methods are designed to measure inflammation and utilize ratios. Published 2013. This article is a U.S. Government work and is in the public domain in the USA.

Single Trial EEG Patterns for the Prediction of Individual Differences in Fluid Intelligence.

PubMed

Qazi, Emad-Ul-Haq; Hussain, Muhammad; Aboalsamh, Hatim; Malik, Aamir Saeed; Amin, Hafeez Ullah; Bamatraf, Saeed

2016-01-01

Assessing a person's intelligence level is required in many situations, such as career counseling and clinical applications. EEG evoked potentials in oddball task and fluid intelligence score are correlated because both reflect the cognitive processing and attention. A system for prediction of an individual's fluid intelligence level using single trial Electroencephalography (EEG) signals has been proposed. For this purpose, we employed 2D and 3D contents and 34 subjects each for 2D and 3D, which were divided into low-ability (LA) and high-ability (HA) groups using Raven's Advanced Progressive Matrices (RAPM) test. Using visual oddball cognitive task, neural activity of each group was measured and analyzed over three midline electrodes (Fz, Cz, and Pz). To predict whether an individual belongs to LA or HA group, features were extracted using wavelet decomposition of EEG signals recorded in visual oddball task and support vector machine (SVM) was used as a classifier. Two different types of Haar wavelet transform based features have been extracted from the band (0.3 to 30 Hz) of EEG signals. Statistical wavelet features and wavelet coefficient features from the frequency bands 0.0-1.875 Hz (delta low) and 1.875-3.75 Hz (delta high), resulted in the 100 and 98% prediction accuracies, respectively, both for 2D and 3D contents. The analysis of these frequency bands showed clear difference between LA and HA groups. Further, discriminative values of the features have been validated using statistical significance tests and inter-class and intra-class variation analysis. Also, statistical test showed that there was no effect of 2D and 3D content on the assessment of fluid intelligence level. Comparisons with state-of-the-art techniques showed the superiority of the proposed system.

Effect of Blast Injury on Auditory Localization in Military Service Members.

PubMed

Kubli, Lina R; Brungart, Douglas; Northern, Jerry

Among the many advantages of binaural hearing are the abilities to localize sounds in space and to attend to one sound in the presence of many sounds. Binaural hearing provides benefits for all listeners, but it may be especially critical for military personnel who must maintain situational awareness in complex tactical environments with multiple speech and noise sources. There is concern that Military Service Members who have been exposed to one or more high-intensity blasts during their tour of duty may have difficulty with binaural and spatial ability due to degradation in auditory and cognitive processes. The primary objective of this study was to assess the ability of blast-exposed Military Service Members to localize speech sounds in quiet and in multisource environments with one or two competing talkers. Participants were presented with one, two, or three topic-related (e.g., sports, food, travel) sentences under headphones and required to attend to, and then locate the source of, the sentence pertaining to a prespecified target topic within a virtual space. The listener's head position was monitored by a head-mounted tracking device that continuously updated the apparent spatial location of the target and competing speech sounds as the subject turned within the virtual space. Measurements of auditory localization ability included mean absolute error in locating the source of the target sentence, the time it took to locate the target sentence within 30 degrees, target/competitor confusion errors, response time, and cumulative head motion. Twenty-one blast-exposed Active-Duty or Veteran Military Service Members (blast-exposed group) and 33 non-blast-exposed Service Members and beneficiaries (control group) were evaluated. In general, the blast-exposed group performed as well as the control group if the task involved localizing the source of a single speech target. However, if the task involved two or three simultaneous talkers, localization ability was compromised for some participants in the blast-exposed group. Blast-exposed participants were less accurate in their localization responses and required more exploratory head movements to find the location of the target talker. Results suggest that blast-exposed participants have more difficulty than non-blast-exposed participants in localizing sounds in complex acoustic environments. This apparent deficit in spatial hearing ability highlights the need to develop new diagnostic tests using complex listening tasks that involve multiple sound sources that require speech segregation and comprehension.

Relationship between Deck Level, Body Surface Temperature and Carcass Damages in Italian Heavy Pigs after Short Journeys at Different Unloading Environmental Conditions.

PubMed

Arduini, Agnese; Redaelli, Veronica; Luzi, Fabio; Dall'Olio, Stefania; Pace, Vincenzo; Nanni Costa, Leonardo

2017-02-10

In order to evaluate the relationships between deck level, body surface temperature and carcass damages after a short journey (30 min), 10 deliveries of Italian heavy pigs, including a total of 1400 animals from one farm, were examined. Within 5 min after the arrival at the abattoir, the vehicles were unloaded. Environmental temperature and relative humidity were recorded and a Temperature Humidity Index (THI) was calculated. After unloading, maximum temperatures of dorsal and ocular regions were measured by a thermal camera on groups of pigs from each of the unloaded decks. After dehairing, quarters and whole carcasses were evaluated subjectively by a trained operator for skin damage using a four-point scale. On the basis of THI at unloading, deliveries were grouped into three classes. Data of body surface temperature and skin damage score were analysed in a model including THI class, deck level and their interaction. Regardless of pig location in the truck, the maximum temperature of the dorsal and ocular regions increased with increasing THI class. Within each THI class, the highest and lowest body surface temperatures were found in pigs located on the middle and upper decks, respectively. Only THI class was found to affect the skin damage score ( p < 0.05), which increased on quarters and whole carcasses with increasing THI class. The results of this study on short-distance transport of Italian heavy pigs highlighted the need to control and ameliorate the environmental conditions in the trucks, even at relatively low temperature and THI, in order to improve welfare and reduce loss of carcass value.

Testing Group Mean Differences of Latent Variables in Multilevel Data Using Multiple-Group Multilevel CFA and Multilevel MIMIC Modeling.

PubMed

Kim, Eun Sook; Cao, Chunhua

2015-01-01

Considering that group comparisons are common in social science, we examined two latent group mean testing methods when groups of interest were either at the between or within level of multilevel data: multiple-group multilevel confirmatory factor analysis (MG ML CFA) and multilevel multiple-indicators multiple-causes modeling (ML MIMIC). The performance of these methods were investigated through three Monte Carlo studies. In Studies 1 and 2, either factor variances or residual variances were manipulated to be heterogeneous between groups. In Study 3, which focused on within-level multiple-group analysis, six different model specifications were considered depending on how to model the intra-class group correlation (i.e., correlation between random effect factors for groups within cluster). The results of simulations generally supported the adequacy of MG ML CFA and ML MIMIC for multiple-group analysis with multilevel data. The two methods did not show any notable difference in the latent group mean testing across three studies. Finally, a demonstration with real data and guidelines in selecting an appropriate approach to multilevel multiple-group analysis are provided.

Perceived facial changes of Class II Division 1 patients with convex profiles after functional orthopedic treatment followed by fixed orthodontic appliances.

PubMed

Tsiouli, Kleopatra; Topouzelis, Nikolaos; Papadopoulos, Moschos A; Gkantidis, Nikolaos

2017-07-01

The aim of this research was to investigate the perceived facial changes in Class II Division 1 patients with convex profiles after functional orthopedic treatment followed by fixed orthodontic appliances. Pretreatment and posttreatment profile photographs of 12 Class II Division 1 patients treated with activators, 12 Class II Division 1 patients treated with Twin-block appliances, and 12 controls with normal profiles treated without functional appliances were presented in pairs to 10 orthodontists, 10 patients, 10 parents, and 10 laypersons. The raters assessed changes in facial appearance on a visual analog scale. Two-way multivariate analysis of variance was used to evaluate differences among group ratings. Intrarater reliability was strong in most cases (intraclass correlation coefficients, >0.7). The internal consistency of the assessments was high (alpha, >0.87), both within and between groups. The raters consistently perceived more positive changes in the Class II Division 1 groups compared with the control group. However, this difference hardly exceeded 1/10th of the total visual analog scale length in its highest value and was mostly evident in the lower face and chin. No significant differences were found between the activator and the Twin-block groups. Although the raters perceived improvements of the facial profiles after functional orthopedic treatment followed by fixed orthodontic appliances, these were quite limited. Thus, orthodontists should be tentative when predicting significant improvement of a patient's profile with this treatment option. Copyright © 2017 American Association of Orthodontists. Published by Elsevier Inc. All rights reserved.

Hypnobirth within the NHS: time to ditch the parent craft?

PubMed

Gavin-Jones, Teri

2016-05-01

Antenatal education within the National Health Service (NHS) is a service in decline within some hospital trusts. Classes on offer are being moved into online formats or discontinued completely. Whilst research into antenatal education remains limited, what is known is that good birth preparation is of value. "Participative preparation for childbirth can enhance women's overall satisfaction with the childbirth experience" (Schrader McMillan et al 2009: 49). There are pockets of excellent antenatal education within the NHS, but no system for regulating the quality and content. Traditional 'parent craft' classes can be oversubscribed, turning what should be a participative group into an audience. Offering good quality antenatal education has the potential to increase normality, improve the birth outcome and the experience of both woman and her birth partner. Is it time to ditch the parent craft and implement dynamic woman-focused education?

Using Facebook Within a Geriatric Pharmacotherapy Course

PubMed Central

2010-01-01

Objective To evaluate using an Internet-based social networking site within an elective geriatric pharmacotherapy course. Design Thirty pharmacy students enrolled in a geriatric pharmacotherapy elective course were invited to join a closed Facebook (Facebook Inc, Palo Alto, CA) group to enhance communication among students and faculty members within the course. Creating a discussion board was the primary activity in the course. Each week, 3 students were assigned to post a healthy aging topic, and other students in the class were expected to post their comments and reactions. The healthy aging topics also were discussed during class. Assessment Students wrote reflections about their experiences using Facebook for the activities within this course. A survey instrument also measured students' opinions about using Facebook for educational purposes. Conclusion Using Facebook allowed students to discuss topics more openly and encouraged classroom discussions of healthy aging topics. PMID:21179256

Identifying classes of persons with mild intellectual disability or borderline intellectual functioning: a latent class analysis.

PubMed

Nouwens, Peter J G; Lucas, Rosanne; Smulders, Nienke B M; Embregts, Petri J C M; van Nieuwenhuizen, Chijs

2017-07-17

Persons with mild intellectual disability or borderline intellectual functioning are often studied as a single group with similar characteristics. However, there are indications that differences exist within this population. Therefore, the aim of this study was to identify classes of persons with mild intellectual disability or borderline intellectual functioning and to examine whether these classes are related to individual and/or environmental characteristics. Latent class analysis was performed using file data of 250 eligible participants with a mean age of 26.1 (SD 13.8, range 3-70) years. Five distinct classes of persons with mild intellectual disability or borderline intellectual functioning were found. These classes significantly differed in individual and environmental characteristics. For example, persons with a mild intellectual disability experienced fewer problems than those with borderline intellectual disability. The identification of five classes implies that a differentiated approach is required towards persons with mild intellectual disability or borderline intellectual functioning.

Kinetics of Sulbactam Hydrolysis by β-Lactamases, and Kinetics of β-Lactamase Inhibition by Sulbactam

PubMed Central

2017-01-01

ABSTRACT Sulbactam is one of four β-lactamase inhibitors in current clinical use to counteract drug resistance caused by degradation of β-lactam antibiotics by these bacterial enzymes. As a β-lactam itself, sulbactam is susceptible to degradation by β-lactamases. I investigated the Michaelis-Menten kinetics of sulbactam hydrolysis by 14 β-lactamases, representing clinically widespread groups within all four Ambler classes, i.e., CTX-M-15, KPC-2, SHV-5, and TEM-1 for class A; IMP-1, NDM-1, and VIM-1 for class B; Acinetobacter baumannii ADC-7, Pseudomonas aeruginosa AmpC, and Enterobacter cloacae P99 for class C; and OXA-10, OXA-23, OXA-24, and OXA-48 for class D. All of the β-lactamases were able to hydrolyze sulbactam, although they varied widely in their kinetic constants for the reaction, even within each class. I also investigated the inactivation kinetics of the inhibition of these enzymes by sulbactam. The class A β-lactamases varied widely in their susceptibility to inhibition, the class C and D enzymes were very weakly inhibited, and the class B enzymes were essentially or completely unaffected. In addition, we measured the sulbactam turnover number, the sulbactam/enzyme molar ratio required for complete inhibition of each enzyme. Class C enzymes had the lowest turnover numbers, class A enzymes varied widely, and class D enzymes had very high turnover numbers. These results are valuable for understanding which β-lactamases ought to be well inhibited by sulbactam. Moreover, since sulbactam has intrinsic antibacterial activity against Acinetobacter species pathogens, these results contribute to understanding β-lactamase-mediated sulbactam resistance in Acinetobacter, especially due to the action of the widespread class D enzymes. PMID:28971872

From the bench to the bedside: emerging new treatments in multiple myeloma

PubMed Central

Mitsiades, Constantine S.; Hayden, Patrick J.; Anderson, Kenneth C.; Richardson, Paul G.

2012-01-01

Within the last decade, several novel classes of anti-myeloma therapeutics have become available. The clinical successes achieved by thalidomide, lenalidomide, and the proteasome inhibitor bortezomib, and in particular the ability of these agents to lead to major clinical responses in patients resistant to conventional or high-dose chemotherapy, have highlighted the importance of expanding even further the spectrum of classes of agents utilized for the treatment of myeloma. Herein, we review the current state of the field of development of novel anti-myeloma agents, with emphasis on classes of therapeutics which have already translated into clinical trials or those in advanced stages of preclinical development. These include second-generation proteasome inhibitors (NPI-0052 and PR-171), heat shock protein 90 (hsp90) inhibitors, 2-methoxyestradiol, histone deacetylase (HDAC) inhibitors (e.g. SAHA, tubacin and LBH589), fibroblast growth factor receptor 3 (FGF-R3) inhibitors, insulin-like growth factor 1 receptor (IGF-1R) inhibitors, mTOR inhibitors, monoclonal antibodies, and agents targeting the tumor microenvironment, including defibrotide. PMID:18070720

Correlation of platelet count and acute ST-elevation myocardial infarction.

PubMed

Paul, G K; Sen, B; Rahman, M Z; Ali, M; Rahman, M M; Rokonuzzaman, S M

2014-10-01

The study was conducted in the Department of cardiology, NICVD Dhaka during the period January 2006 to December 2007 to assess the impact of platelet on ST-elevation myocardial infarction (STEMI). To perform this prospective study 200 patients with STEMI within 72 hours of chest pain of both sexes were randomly selected and were evaluated by clinical history, physical examination and with the help of ECG, Echocardiography and others cardiac risk factors analysis. Heparin therapy before admission, previously documented thrombocytopenia (<140,000/cmm), history of previous or current haemostatic disorder, renal impairment (Creatinine >1.6mg/dl) and history of PCI & CABG were excluded in this study. Patient of Platelet count (PC) ≤200000/cubic millimeter (cmm) in Group I and patient of Group II, platelet counts were PC >200000/cmm. Follow up period was 3 days to 7 days after hospital admission. Primary outcome heart failure (any Killip class) was significantly more in Group II than Group I (40.0% vs. 23.0%; p=0.009). Though the incidence of Killip class I and cardiogenic shock were not significant between these two groups but Killip class II (18.0% vs. 8.0%; p=0.036) and Killip class III (15.0% vs. 6.0%; p=0.037) heart failure were significantly more among the patient with higher platelet counts. In-hospital mortality, one of the primary outcomes of this study, was significantly higher in Group II (13.0%) than Group I (5.0 %) and p value was 0.048. Re-infarction was more in patient with higher platelet counts group (Group II) than patients with lower platelet count (Group I) but statistically was not significant (16.0% vs.11.0%; p=0.300).

Parental attitudes towards measles vaccination in the canton of Aargau, Switzerland: a latent class analysis.

PubMed

Weiss, Carine; Schröpfer, Daniel; Merten, Sonja

2016-08-11

Despite the successes of routine national childhood vaccination programmes, measles remains a public health concern. The purpose of this paper is to investigate how patterns of parental attitudes are linked to the decision-making process for or against MMR vaccination. This exploratory study was designed to identify distinct patterns of attitudes towards or against measles vaccination through Latent Class Analysis (LCA) in a sub-sample of mothers living in the canton of Aargau in Switzerland. Parents of young children below 36 months of age were randomly selected through parents' counsellors' registries. Among other questions, respondents were asked to state their agreement in response to 14 belief statements regarding measles vaccination on a 5-point Likert scale. To identify groups of parents showing distinct patterns of attitudes and beliefs regarding measles vaccination, we used Latent Class Analysis (LCA). The LCA showed three classes of parents with different attitudes and believes towards measles vaccination: The biggest group (class 1) are those having positive attitudes towards immunisation, followed by the second biggest group (class 2) which is characterised by having fearful attitudes and by showing uncertainty about immunisation. The third group (class 3) shows distinct patterns of critical attitudes against immunisation. Within this group over 90 % agree or totally agree that immunisation is an artificial intrusion into the natural immune system and therefore want to vaccinate their children only if necessary. We find that parents in the Canton Aargau who hesitate to vaccinate their children against measles, mumps and rubella show distinct opinions and attitudes. Health professionals should be aware of these perceptions to tailor their messages accordingly and positively influence these parents to vaccinate their children. Special attention needs to be given to those parents who are planning to vaccinate their children but are not following the national guidelines.

Genetic variation and relationship among and within Withania species as revealed by AFLP markers.

PubMed

Negi, M S; Singh, A; Lakshmikumaran, M

2000-12-01

Withania somnifera is an important medicinal plant, and its anticancerous properties have been attributed to various classes of withanolide compounds. The objective of the present study was to investigate the inter- and intraspecific genetic variation present in 35 individuals of W. somnifera and 5 individuals of W. coagulans using AFLP (amplified fragment length polymorphism) marker technique. The information about genetic variation determined from AFLP data for 40 individuals was employed to estimate similarity matrix value based on Jaccard's coefficient. The similarity values were further used to construct a phenetic dendrogram revealing the genetic relationships. The dendrogram generated by UPGMA (unweighted pair group method of arithmetic averages) distinguished W. somnifera from W. coagulans and formed two major clusters. These two main clusters shared a similarity coefficient of 0.3, correlating with the high level of polymorphism detected. The dendrogram further separated W. somnifera into three subclasses corresponding to Kashmiri and Nagori groups and an intermediate type. The AFLP profile of Kashmiri individuals was distinct from that of the Nagori group of plants. The intermediate genotype was distinct as it shared bands with both the Kashmiri and Nagori individuals, even though it was identified as a Kashmiri morphotype. Furthermore, the intermediate type shared a similarity coefficient of 0.8 with the Kashmiri individuals. The present work revealed low levels of variation within a population though high levels of polymorphism were detected between Nagori and Kashmiri populations. The ability of AFLP markers for efficient and rapid detection of genetic variations at the species as well as intraspecific level qualifies it as an efficient tool for estimating genetic similarity in plant species and effective management of genetic resources.

Development and Evaluation of a Short Anger Management Group for Special Education Teachers in Greece: A Preliminary Study

ERIC Educational Resources Information Center

Vassilopoulos, Stephanos P.; Brouzos, Andreas; Moberly, Nicholas J.; Tsiligiannis, Georgia

2015-01-01

This study investigated the efficacy of a psychoeducational group for Greek special education teachers, all but one of whom reported experiencing anger in class. An anger management program was designed, which included a short, four-session package to be given within two weeks. The results of a pretest-posttest comparison revealed reductions in…

Effect of Multi Modal Representations on the Critical Thinking Skills of the Fifth Grade Students

ERIC Educational Resources Information Center

Öz, Muhittin; Memis, Esra Kabatas

2018-01-01

The purpose of this study was to explore the effects of multi modal representations within writing to learn activities on students' critical thinking. Mixed method was used. The participants included 32 students 5th grade from elementary school. The groups were randomly selected as a control group and the other class was selected as the…

Gender Significance of Dress in the Organizational Setting.

ERIC Educational Resources Information Center

Patton, Eleanor Nyquist; Patton, Bobby R.

Which, when, and how elements of a fashion are adopted by a particular person or group are indicators of how that person or group is viewed by others within their society. For men who have worked in business and commerce, the clothing has changed little since the rise of the commercial middle class. The business suit remains unaltered because its…

Combined RT-qPCR of mRNA and microRNA Targets within One Fluidigm Integrated Fluidic Circuit.

PubMed

Baldwin, Don A; Horan, Annamarie D; Hesketh, Patrick J; Mehta, Samir

2016-07-01

The ability to profile expression levels of a large number of mRNAs and microRNAs (miRNAs) within the same sample, using a single assay method, would facilitate investigations of miRNA effects on mRNA abundance and streamline biomarker screening across multiple RNA classes. A protocol is described for reverse transcription of long RNA and miRNA targets, followed by preassay amplification of the pooled cDNAs and quantitative PCR (qPCR) detection for a mixed panel of candidate RNA biomarkers. The method provides flexibility for designing custom target panels, is robust over a range of input RNA amounts, and demonstrated a high assay success rate.

Cognitive ability, academic achievement and academic self-concept: extending the internal/external frame of reference model.

PubMed

Chen, Ssu-Kuang; Hwang, Fang-Ming; Yeh, Yu-Chen; Lin, Sunny S J

2012-06-01

Marsh's internal/external (I/E) frame of reference model depicts the relationship between achievement and self-concept in specific academic domains. Few efforts have been made to examine concurrent relationships among cognitive ability, achievement, and academic self-concept (ASC) within an I/E model framework. To simultaneously examine the influences of domain-specific cognitive ability and grades on domain self-concept in an extended I/E model, including the indirect effect of domain-specific cognitive ability on domain self-concept via grades. Tenth grade respondents (628 male, 452 female) to a national adolescent survey conducted in Taiwan. Respondents completed surveys designed to measure maths and verbal aptitudes. Data on Maths and Chinese class grades and self-concepts were also collected. Statistically significant and positive path coefficients were found between cognitive ability and self-concept in the same domain (direct effect) and between these two constructs via grades (indirect effect). The cross-domain effects of either ability or grades on ASC were negatively significant. Taiwanese 10th graders tend to evaluate their ASCs based on a mix of ability and achievement, with achievement as a mediator exceeding ability as a predictor. In addition, the cross-domain effects suggest that Taiwanese students are likely to view Maths and verbal abilities and achievements as distinctly different. ©2011 The British Psychological Society.

Rethinking library service to distance education students: analyzing the embedded librarian model.

PubMed

Sullo, Elaine; Harrod, Tom; Butera, Gisela; Gomes, Alexandra

2012-01-01

Since fall 2009, reference librarians at The George Washington University's Himmelfarb Health Sciences Library have been embedded in online classes through Blackboard within the School of Nursing and School of Medicine and Health Sciences. The authors sought to determine the types of questions asked of the librarian, with the goal of informing future interactions with distance education classes to help develop a standard "protocol" for working with this population of students. Eighty-two questions were categorized and qualitatively analyzed. The findings have prompted librarians to explore tools such as Elluminate Live!, a tool that allows librarians to provide synchronous instruction within the Blackboard environment. Copyright © Taylor & Francis Group, LLC

Characterization of VPS34-IN1, a selective inhibitor of Vps34, reveals that the phosphatidylinositol 3-phosphate-binding SGK3 protein kinase is a downstream target of class III phosphoinositide 3-kinase.

PubMed

Bago, Ruzica; Malik, Nazma; Munson, Michael J; Prescott, Alan R; Davies, Paul; Sommer, Eeva; Shpiro, Natalia; Ward, Richard; Cross, Darren; Ganley, Ian G; Alessi, Dario R

2014-11-01

The Vps34 (vacuolar protein sorting 34) class III PI3K (phosphoinositide 3-kinase) phosphorylates PtdIns (phosphatidylinositol) at endosomal membranes to generate PtdIns(3)P that regulates membrane trafficking processes via its ability to recruit a subset of proteins possessing PtdIns(3)P-binding PX (phox homology) and FYVE domains. In the present study, we describe a highly selective and potent inhibitor of Vps34, termed VPS34-IN1, that inhibits Vps34 with 25 nM IC50 in vitro, but does not significantly inhibit the activity of 340 protein kinases or 25 lipid kinases tested that include all isoforms of class I as well as class II PI3Ks. Administration of VPS34-IN1 to cells induces a rapid dose-dependent dispersal of a specific PtdIns(3)P-binding probe from endosome membranes, within 1 min, without affecting the ability of class I PI3K to regulate Akt. Moreover, we explored whether SGK3 (serum- and glucocorticoid-regulated kinase-3), the only protein kinase known to interact specifically with PtdIns(3)P via its N-terminal PX domain, might be controlled by Vps34. Mutations disrupting PtdIns(3)P binding ablated SGK3 kinase activity by suppressing phosphorylation of the T-loop [PDK1 (phosphoinositide-dependent kinase 1) site] and hydrophobic motif (mammalian target of rapamycin site) residues. VPS34-IN1 induced a rapid ~50-60% loss of SGK3 phosphorylation within 1 min. VPS34-IN1 did not inhibit activity of the SGK2 isoform that does not possess a PtdIns(3)P-binding PX domain. Furthermore, class I PI3K inhibitors (GDC-0941 and BKM120) that do not inhibit Vps34 suppressed SGK3 activity by ~40%. Combining VPS34-IN1 and GDC-0941 reduced SGK3 activity ~80-90%. These data suggest SGK3 phosphorylation and hence activity is controlled by two pools of PtdIns(3)P. The first is produced through phosphorylation of PtdIns by Vps34 at the endosome. The second is due to the conversion of class I PI3K product, PtdIns(3,4,5)P3 into PtdIns(3)P, via the sequential actions of the PtdIns 5-phosphatases [SHIP1/2 (Src homology 2-domain-containing inositol phosphatase 1/2)] and PtdIns 4-phosphatase [INPP4B (inositol polyphosphate 4-phosphatase type II)]. VPS34-IN1 will be a useful probe to delineate physiological roles of the Vps34. Monitoring SGK3 phosphorylation and activity could be employed as a biomarker of Vps34 activity, in an analogous manner by which Akt is used to probe cellular class I PI3K activity. Combining class I (GDC-0941) and class III (VPS34-IN1) PI3K inhibitors could be used as a strategy to better analyse the roles and regulation of the elusive class II PI3K.

Aging and exercise: Perceptions of the active lived-body.

PubMed

Fougner, Marit; Bergland, Astrid; Lund, Anne; Debesay, Jonas

2018-03-30

Exploring older people's evocation of their positive experiences of aging has been proposed as a counterweight to the Western stereotype of aging as a process of decline. The aim of this article is to explore how aging women, who participate regularly in group exercise classes, perceive their own bodies and the bodies of others. This article reports on the findings from interviews with 16 women between the age of 70 and 85. We analyzed the data using qualitative content analysis. Two overarching and interrelated themes concerning body perception emerged from the interviews: "The aging body and appearance" and "The body as subject and object." The binary discourse of old age, as either a decline or a success appears in our findings. The training contributes to a sense of well-being experienced through perceived increased physical abilities, self- image and self-esteem. Physical ability was perceived as being more important than appearance by the participants in this study, considering their preconception of an association between declining health, abilities, and older age. Involvement in physical activity appears to play a significant role in the perception of the women's own aging. Although physical attractiveness is a desirable outcome, the most important positive impact of the group exercise was related to increased social belonging and well-being, physical abilities, and capabilities. Thus implications for practice suggests that an intensive group training contributes to the opinion that an aging body is not necessarily a barrier to positive and successful aging.

Geomorphometric comparative analysis of Latin-American volcanoes

NASA Astrophysics Data System (ADS)

Camiz, Sergio; Poscolieri, Maurizio; Roverato, Matteo

2017-07-01

The geomorphometric classifications of three groups of volcanoes situated in the Andes Cordillera, Central America, and Mexico are performed and compared. Input data are eight local topographic gradients (i.e. elevation differences) obtained by processing each volcano raster ASTER-GDEM data. The pixels of each volcano DEM have been classified into 17 classes through a K-means clustering procedure following principal component analysis of the gradients. The spatial distribution of the classes, representing homogeneous terrain units, is shown on thematic colour maps, where colours are assigned according to mean slope and aspect class values. The interpretation of the geomorphometric classification of the volcanoes is based on the statistics of both gradients and morphometric parameters (slope, aspect and elevation). The latter were used for a comparison of the volcanoes, performed through classes' slope/aspect scatterplots and multidimensional methods. In this paper, we apply the mentioned methodology on 21 volcanoes, randomly chosen from Mexico to Patagonia, to show how it may contribute to detect geomorphological similarities and differences among them. As such, both its descriptive and graphical abilities may be a useful complement to future volcanological studies.

[Health risk factors in pedagogy students' educational needs in state school of higher vocational education in Biala Podlaska].

PubMed

Kublńska, Zofia; Pańczuk, Anna

2006-01-01

The health conditions encompass also the risk factors. The cognition and showing the range of social pedagogy students' interest in the knowledge and abilities useful for minimizing the causes and consequences of the health risk factors was the aim of the work. There were 154 social pedagogy students tested. The questionnaire was applicated within the confess of researches. The results, which were received, showed that the tested students are the most interested in knowledge and abilities within the confess of the factors like: alcoholism, drug addiction, poverty, unemployment, impracticality and different forms and kinds of violence in selected social groups. To the sources of the knowledge from which the students would like to use in the future were ranked post conference materials and the archival sources. The majority of students would like to participate in meetings with authority and work in support groups if we talk about the methods enabling them to gain the prophylactic abilities in the minimizing range of the risk factors.

Verbal and nonverbal behavior of ability-grouped dyads

NASA Astrophysics Data System (ADS)

Jones, M. Gail; Carter, Glenda

In this study we describe the social interactions of ability-grouped dyads as they constructed knowledge of balance concepts to elucidate the relationship between interactions and conceptual growth. The verbal and nonverbal behaviors of 30 fifth-grade students were recorded as they completed three activities related to balance. These student interactions were examined within a framework of social cognition. For each dyad, characteristics of ability-grouped dyads were identified. Results revealed that high-achieving students effectively used prior experiences, maintained focus on the learning task, and were able to manipulate the equipment effectively to construct knowledge. Low-achieving students exhibited off-task behavior, lacked a metacognitive framework for organizing the learning tasks, centered on irrelevant features of the equipment, and were unable to use language effectively to mediate learning. Within low-high student dyads, high-achieving students typically modeled thinking processes and strategies for manipulating equipment. In addition, they focused the low-achieving students on the components of the tasks while verbally monitoring their progress, thus enabling low students to identify the critical features necessary for concept construction. These results highlighted the differences that students have in the use of language and tools. Low students' inefficient use of tools has implications for the ways science teachers structure lessons and group students for laboratory work.Received: 8 March 1993; Revised: 6 January 1994;

Modeling US Adult Obesity Trends: A System Dynamics Model for Estimating Energy Imbalance Gap

PubMed Central

Rahmandad, Hazhir; Huang, Terry T.-K.; Bures, Regina M.; Glass, Thomas A.

2014-01-01

Objectives. We present a system dynamics model that quantifies the energy imbalance gap responsible for the US adult obesity epidemic among gender and racial subpopulations. Methods. We divided the adult population into gender–race/ethnicity subpopulations and body mass index (BMI) classes. We defined transition rates between classes as a function of metabolic dynamics of individuals within each class. We estimated energy intake in each BMI class within the past 4 decades as a multiplication of the equilibrium energy intake of individuals in that class. Through calibration, we estimated the energy gap multiplier for each gender–race–BMI group by matching simulated BMI distributions for each subpopulation against national data with maximum likelihood estimation. Results. No subpopulation showed a negative or zero energy gap, suggesting that the obesity epidemic continues to worsen, albeit at a slower rate. In the past decade the epidemic has slowed for non-Hispanic Whites, is starting to slow for non-Hispanic Blacks, but continues to accelerate among Mexican Americans. Conclusions. The differential energy balance gap across subpopulations and over time suggests that interventions should be tailored to subpopulations’ needs. PMID:24832405

Experimental study of teaching critical thinking in civic education in Taiwanese junior high school.

PubMed

Yang, Shu Ching; Chung, Tung-Yu

2009-03-01

To effectively respond to the need for greater CT (critical thinking) in the classroom, this study examines the effects of cultivating CT skills within civic education to maximize its potential. Despite realizing the importance of CT in education, schools do not tend to apply it. Furthermore, since students frequently do not raise questions or otherwise think critically, CT modules are incorporated into civic learning to encourage students to question facts, interpret and analyse evidence, make reasoned inferences regarding events, and independently develop informed opinions. These skills are fundamental to cultivating an informed and humane citizenry. This investigation examines how teaching critical thinking in civic education affects the CT skills and disposition of junior high school students. The participants were two classes of eighth grade students in southern Taiwan, and were distributed into experimental and control groups. Each group comprised 34 students, with the experimental group containing 16 boys and 18 girls and the control group containing 18 boys and 16 girls. The teaching experiment in this study was initiated and performed using equivalent pre-test and post-test group design. During the 10-week experiment, the experimental group was taught using CT instruction in civic education, while the control group was not taught with any CT programme. The data analysis included: quantitative statistics of the two main sets of instruments for measuring the CT ability and disposition of experimental treatment, qualitative analysis of learning sheets, and surveys of student perceptions of instruction in CT. Statistical analysis showed that the experimental group significantly outperformed the control group on the scales of CT skill and disposition, but did not perform well on certain subscales (e.g. recognition of assumptions and deductions, truth-seeking, analyticity, and inquisitiveness). Notably however, when triangulating with qualitative analysis of learner transcripts and surveys, learners attempted to perform various dimensions of CT skill and disposition to various degrees. Student surveys indicated that the CT programme fostered their active listening and respect for different ideas, and moreover they learned to tolerate divergent views and examine their ideas for possible bias. The programme boosted student learning interest and sense of accomplishment, and nurtured their teamwork/communicative skills. Furthermore, a few students experienced improvements in their speaking skills and courage as their confidence and ability to express themselves improved. Finally, limitations of this investigation and implications for further research are discussed.

Cause-specific sickness absence trends by occupational class and industrial sector in the context of recent labour market changes: a Finnish panel data study.

PubMed

Leinonen, Taina; Viikari-Juntura, Eira; Husgafvel-Pursiainen, Kirsti; Solovieva, Svetlana

2018-04-07

We aimed to provide previously unestablished information on population-based differences in cause-specific sickness absence trends between occupational classes and further between four large industrial sectors within the different occupational classes while controlling for other socioeconomic factors and employment patterns. We focused on the period 2005-2013, during which the labour market underwent large economic and structural changes in many countries. Register-based panel data study. Large representative datasets on Finnish wage earners aged 25-59 years. Annual risk of sickness absence (>10 working days) based on repeated logistic regression. Between 2005 and 2013, the proportion of employees with sickness absence decreased. Occupational class differences in sickness absence trends varied by disease group. Overall, the decrease in absences was smallest among lower non-manual employees. Sickness absence levels were highest in the health and social work sector and in the manufacturing sector within the non-manual and manual classes, respectively. Absences due to musculoskeletal diseases decreased temporarily during the peak of the economic recession in 2009, particularly in the manufacturing sector within the manual class. The decrease in absences due to musculoskeletal diseases was smallest in the trade sector within the lower occupational classes. Overall, education, income and employment patterns partly explained the differences in the absence levels, but not in the trends. We found a complex interplay between the associations of occupational class and industrial sector with sickness absence trends. During the economic recession, absences due to musculoskeletal diseases decreased temporarily in a segment of wage earners who were known to have been hit hard by the recession. However, the trend differences were not explained by the measured structural changes in the characteristics of the study population. Both occupational class and industrial sector should be taken into account when tackling problems of work disability. © 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.

Latent class profile of psychiatric symptoms and treatment utilization in a sample of patients with co-occurring disorders.

PubMed

Villalobos-Gallegos, Luis; Marín-Navarrete, Rodrigo; Roncero, Calos; González-Cantú, Hugo

2017-01-01

To identify symptom-based subgroups within a sample of patients with co-occurring disorders (CODs) and to analyze intersubgroup differences in mental health services utilization. Two hundred and fifteen patients with COD from an addiction clinic completed the Symptom Checklist 90-Revised. Subgroups were determined using latent class profile analysis. Services utilization data were collected from electronic records during a 3-year span. The five-class model obtained the best fit (Bayesian information criteria [BIC] = 3,546.95; adjusted BIC = 3,363.14; bootstrapped likelihood ratio test p < 0.0001). Differences between classes were quantitative, and groups were labeled according to severity: mild (26%), mild-moderate (28.8%), moderate (18.6%), moderate-severe (17.2%), and severe (9.3%). A significant time by class interaction was obtained (chi-square [χ2[15

Rethinking Cysteine Protective Groups: S-Alkylsulfonyl-l-Cysteines for Chemoselective Disulfide Formation.

PubMed

Schäfer, Olga; Huesmann, David; Muhl, Christian; Barz, Matthias

2016-12-12

The ability to reversibly cross-link proteins and peptides grants the amino acid cysteine its unique role in nature as well as in peptide chemistry. We report a novel class of S-alkylsulfonyl-l-cysteines and N-carboxy anhydrides (NCA) thereof for peptide synthesis. The S-alkylsulfonyl group is stable against amines and thus enables its use under Fmoc chemistry conditions and the controlled polymerization of the corresponding NCAs yielding well-defined homo- as well as block co-polymers. Yet, thiols react immediately with the S-alkylsulfonyl group forming asymmetric disulfides. Therefore, we introduce the first reactive cysteine derivative for efficient and chemoselective disulfide formation in synthetic polypeptides, thus bypassing additional protective group cleavage steps. © 2016 Wiley-VCH Verlag GmbH & Co. KGaA, Weinheim.

Bilingualism, social cognition and executive functions: A tale of chickens and eggs.

PubMed

Cox, Simon R; Bak, Thomas H; Allerhand, Michael; Redmond, Paul; Starr, John M; Deary, Ian J; MacPherson, Sarah E

2016-10-01

The influence of bilingualism on cognitive functioning is currently a topic of intense scientific debate. The strongest evidence for a cognitive benefit of bilingualism has been demonstrated in executive functions. However, the causal direction of the relationship remains unclear: does learning other languages improve executive functions or are people with better executive abilities more likely to become bilingual? To address this, we examined 90 male participants of the Lothian Birth Cohort 1936; 26 were bilingual, 64 monolingual. All participants underwent an intelligence test at age 11 years and were assessed on a wide range of executive and social cognition tasks at age 74. The only notable differences between both groups were found for the Simon Effect (which indexes stimulus-response conflict resolution; β=-.518, p=0.025) and a trend effect for the Faux Pas task (a measure of complex theory of mind; ToM, β=0.432, p=0.060). Controlling for the influence of childhood intelligence, parental and own social class significantly attenuated the bilingual advantage on the Faux Pas test (β=0.058, p=0.816), whereas the Simon task advantage remained (β=-.589, p=0.049). We find some weak evidence that the relationship between bilingualism and cognitive functions may be selective and bi-directional. Pre-existing cognitive and social class differences from childhood may influence both ToM ability in older age and the likelihood of learning another language; yet, bilingualism does not appear to independently contribute to Faux Pas score. Conversely, learning a second language is related to better conflict processing, irrespective of initial childhood ability or social class. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Executive dysfunction in schizophrenia and its association with mentalizing abilities.

PubMed

Gavilán, José M; García-Albea, José E

2015-01-01

Patients with schizophrenia have been found impaired in important aspects of their basic and social cognition. Our aim in this study is to explore the relationship between executive function (EF) and theory of mind (ToM) deficiencies in patients that suffer the illness. Twenty-two Spanish-speaking inpatients and 22 healthy controls matched in age, sex, education, language dominance, and premorbid IQ were assessed in EF and ToM abilities. The former were assessed using 10 tasks that covered 5 cognitive dimensions and the latter using 3 different tasks. Correlation analyses were used to explore the level of association between executive and mentalizing abilities. A series of discriminant function analyses were carried out to examine the relative contribution of each executive and mentalizing task to discriminate between patients and controls. Patients showed impairments in both, executive and ToM abilities. The correlation analyses showed a virtual absence of association between EF and ToM abilities within the group of patients, and an almost opposite pattern within the healthy group. ToM performance was more accurate than executive performance to discriminate patients from controls. Although EFs and ToM deficits come into view together in schizophrenia, they appear to belong to different and relatively independent cognitive domains. Copyright © 2013 SEP y SEPB. Published by Elsevier España. All rights reserved.

The Squeezed Middle: An Exploration of Creativity, Conformity and Social Class on the Academic Achievement of Undergraduate Students within a UK Art School

ERIC Educational Resources Information Center

Jackson, Mark

2013-01-01

Over the past decade, a wealth of UK government initiatives have provided opportunities for higher education institutions to increase student numbers by engaging more with defined groups of students who do not traditionally participate in post compulsory education. Within the creative arts subjects, the success of these politically sensitive…

The roles of a process development group in biopharmaceutical process startup.

PubMed

Goochee, Charles F

2002-01-01

The transfer of processes for biotherapeutic products into finalmanufacturing facilities was frequently problematic during the 1980's and early 1990's, resulting in costly delays to licensure(Pisano 1997). While plant startups for this class of products can become chaotic affairs, this is not an inherent or intrinsic feature. Major classes of process startup problems have been identified andmechanisms have been developed to reduce their likelihood of occurrence. These classes of process startup problems and resolution mechanisms are the major topic of this article. With proper planning and sufficient staffing, the probably of a smooth process startup for a biopharmaceutical product can be very high - i.e., successful process performance will often beachieved within the first two full-scale process lots in the plant. The primary focus of this article is the role of the Process Development Group in helping to assure this high probability of success.