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Stewart, Abigail J., e Joan M. Ostrove. "Social Class, Social Change, and Gender". Psychology of Women Quarterly 17, n.º 4 (dezembro de 1993): 475–97. http://dx.doi.org/10.1111/j.1471-6402.1993.tb00657.x.
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This article explores the implications of social class background in the lives of women who attended Radcliffe College in the late 1940s and in the early 1960s. Viewing social classes as “cultures” with implications for how individuals understand their worlds, we examined social class background and cohort differences in women's experiences at Radcliffe, their adult life patterns, their constructions of women's roles, and the influence of the women's movement in their lives. Results indicated that women from working-class backgrounds in both cohorts felt alienated at Radcliffe. Cohort differences, across social class, reflected broad social changes in women's roles in terms of the rates of divorce, childbearing, level of education, and career activity. There were few social class-specific social changes, but there were a number of social class differences among the women in the Class of 1964. These differences suggested that women from working-class backgrounds viewed women's marital role with some suspicion, whereas women from middle- and upper-class backgrounds had a more positive view. Perhaps for this reason, working-class women reported that the women's movement confirmed and supported their skeptical view of middle-class gender norms.
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Barratt, Will. "Review of Working-Class Students at Radcliffe College, 1940-1970: The Intersection of Gender, Social Class, and Historical Context". Journal of Student Affairs Research and Practice 47, n.º 1 (janeiro de 2010): 135–37. http://dx.doi.org/10.2202/1949-6605.6080.
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Carrie A. Kortegast e Florence A. Hamrick. "Working-Class Students at Radcliffe College, 1940–1970: The Intersection of Gender, Social Class, and Historical Contexts (review)". Review of Higher Education 33, n.º 3 (2010): 422–23. http://dx.doi.org/10.1353/rhe.0.0136.
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Redmond, Jennifer. "Working class students at Radcliffe College, 1940–1970: the intersection of gender, social class, and historical context, by Jennifer O’Connor Duffy". Gender and Education 22, n.º 6 (novembro de 2010): 706–7. http://dx.doi.org/10.1080/09540253.2010.519591.
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Stein, Gertrude, e Amy Feinstein. "The Modern Jew Who Has Given Up the Faith of His Fathers Can Reasonably and Consistently Believe in Isolation". PMLA/Publications of the Modern Language Association of America 116, n.º 2 (março de 2001): 416–28. http://dx.doi.org/10.1632/pmla.2001.116.2.416.
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Gertrude stein wrote the twenty-five-page manuscript “the modern jew who has given up the faith of his fathers can reasonably and consistently believe in isolation” for a composition class at Radcliffe College in 1896, when she was twenty-two years old. The essay is distinctly occasional and reads like an early work. It is, nonetheless, one of the few known pieces in which Stein treats directly the question of Jewish identity and the only one to link that question to a specifically political description of the public sphere. The manuscript thus sheds a remarkable light on a number of the most contested questions in studies of Stein's life and works—the problem of her later protofascist political allegiances, of her sense of her exiled Americanness, and of her treatment of writing as an asemantic medium for sketching mobile identities.
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Stein, Gertrude, e Amy Feinstein. "The Modern Jew Who Has Given Up the Faith of His Fathers Can Reasonably and Consistently Believe in Isolation". Publications of the Modern Language Association of America 116, n.º 2 (março de 2001): 416–28. http://dx.doi.org/10.1632/s0030812900105309.
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Gertrude stein wrote the twenty-five-page manuscript “the modern jew who has given up the faith of his fathers can reasonably and consistently believe in isolation” for a composition class at Radcliffe College in 1896, when she was twenty-two years old. The essay is distinctly occasional and reads like an early work. It is, nonetheless, one of the few known pieces in which Stein treats directly the question of Jewish identity and the only one to link that question to a specifically political description of the public sphere. The manuscript thus sheds a remarkable light on a number of the most contested questions in studies of Stein's life and works—the problem of her later protofascist political allegiances, of her sense of her exiled Americanness, and of her treatment of writing as an asemantic medium for sketching mobile identities.
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Alexander, Robert, David Brown e Jason Kaseman. "Pinning a Face on the Electoral College: A Survey of the Class of 2000". PS: Political Science & Politics 37, n.º 4 (outubro de 2004): 833–38. http://dx.doi.org/10.1017/s1049096504045238.
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The 2000 presidential election was an historic election. Many Americans revisited that institution given its perfunctory three paragraphs in their high school civics texts—the Electoral College. The closeness of the election and the ambiguity of electoral versus popular votes made many question how presidents are chosen. The realization that citizens vote not for candidates, but for electors further complicated understanding. Although many experts detailed the reasons for the Electoral College, the problems associated with it, and the infamous elections resulting from it, little was said about those for whom we actually cast our ballots. Simply put, we know surprisingly little about those who serve as electors. The conventional wisdom is that electors are chosen for their party service and/or their financial contributions. Beyond this impressionistic understanding, a great vacuum of knowledge exists.
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Payne-Bourcy, Laura, e Kelly Chandler-Olcott. "Spotlighting Social Class: An Exploration of One Adolescent's Language and Literacy Practices". Journal of Literacy Research 35, n.º 1 (março de 2003): 551–90. http://dx.doi.org/10.1207/s15548430jlr3501_2.
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Drawing on five years of data, this case study presents an exploration of the influences of social class on one adolescent's language and literacy practices as she moved from high school in an isolated rural community to college in an urban environment. The study draws on several theoretical frameworks, including multiple literacies (Gallego & Hollingsworth, 2000), Gee's (1996) theory of Discourses, and sociocultural conceptions of social class (Anyon, 1981; Fine & Weis, 1998). Although Crystal, the focal informant, was a successful learner by most conventional standards, she experienced considerable struggle to stay in school and to adopt the dominant discourses of postsecondary education. As a rural high school student, she used a variety of language and literacy practices to “pose” as middle class. When she crossed to college, some of these practices served her better than others. Ultimately, she became alienated by college courses that did not acknowledge language competencies related to her status as a working-class person and that did not allow links between her interests in popular culture and her formal assignments. Implications for practice include the following: that secondary literacy teachers make social class a more salient category for inquiry and that college instructors make deliberate attempts to learn about the preferred discourse practices of their students. The study also suggests the importance of “insider” knowledge in studying the influence of social class on literacy and the need for further research examining how learners negotiate workplace discourses after college.
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Zhang, Baohuan. "ANALYSIS OF WEB-BASED COLLEGE ENGLISH TEACHING FROM 2000 TO 2017 IN CHINA". English Education : Journal of English Teaching and Research 5, n.º 1 (25 de maio de 2020): 1–12. http://dx.doi.org/10.29407/jetar.v5i1.14251.
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Based on 812 papers on web-based college English teaching published in Chinese journals from 2000 to 2017, this study adopted modern statistical methods to explore the spatio-temporal development of the research. The results revealed the research on web-based college English teaching started in 2000 and had been increasing from 2006 to 2011; however, scholars’ attention to it was on the decline after 2012. During the period of 2000 -2017, the average annual number of papers published in Chinese journals was up to 45 while that in core journal was only 4. Meanwhile, there were significantly spatial differences. The research on web-based college English teaching in China has mainly focused on eastern region, particularly, Beijing and Guangdong as two main research regions, its average annual number of papers issued in core journals accounted for 9.5% of the total amount of the country respectively. We can see many well-known experts in "double first-class" universities pay little attention to the research on web-based college English teaching and there are weak foundation and low faculty. In recent years, college English teaching has been closely related to internet, also, colleges and universities increasingly put more emphasis on the significant influence of network on college English teaching, and however, the research level of web-based college English teaching needs to be improved further from the perspective of the quality and quantity of the published papers.
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Gao, Zan, e Ping Xiang. "College Students’ Motivation Toward Weight Training: An Application of Expectancy-Value Model". Journal of Teaching in Physical Education 27, n.º 3 (julho de 2008): 399–415. http://dx.doi.org/10.1123/jtpe.27.3.399.
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Guided by an expectancy-value model of achievement choice (Eccles et al., 1983; Wigfield & Eccles, 2000), the relationships among expectancy-related beliefs, subjective task values (importance, interest, and usefulness), and achievement outcomes (intention, engagement, and performance) were examined in a college-level beginning weight training class. A total of 156 students (73 males, 83 females) completed questionnaires assessing their expectancy-related beliefs, subjective task values, and intention for future participation. Their engagement was measured via self-recorded workout log entries in class, and their performance was determined by two skill tests. Results of the study supported the application of the expectancy-value model in the context of a college weight training class. Importance and interest were significant predictors of intention and engagement, whereas expectancy-related beliefs emerged as the only predictor of performance. Males reported higher scores on expectancy-related beliefs and performed better than females.
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Marshall, Gerald L., e Beverly S. Rich. "The Role of History in a Mathematics Class". Mathematics Teacher 93, n.º 8 (novembro de 2000): 704–6. http://dx.doi.org/10.5951/mt.93.8.0704.
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Over the last five years, interest in the role of history in teaching mathematics has grown markedly. A National Science Foundation–supported Mathematical Association of America Institute on the History of Mathematics and Its Use in Teaching was founded in summer 1995 to explore how the history of mathematics can be used in the classroom. It has produced modules for use in high school and college mathematics teaching. A study on this topic has been authorized by the International Commission on Mathematics Instruction and was the centerpiece of the most recent International Congress in Mathematics Education (ICME), which was held in Japan in the year 2000.
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Journal, Baghdad Science. "Effect of growth regulators on sex expression and some quantitatve properties". Baghdad Science Journal 2, n.º 3 (8 de março de 2021): 410–16. http://dx.doi.org/10.21123/bsj.2005.2.3.410-416.
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This study was conducted in an orchard pomegranate's Department of Horticulture College of Agriculture, University of Baghdad for two seasons 1999-2000 on cultivars pomegranate Salimi and narrators seedless to study the effect spraying Nizant growth in sex ratio of flowers and recipes flowering and winning was selected 27 trees per class 15 years old planted
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Journal, Baghdad Science. "Effect of growth regulators on sex expression and some quantitatve properties". Baghdad Science Journal 2, n.º 3 (4 de setembro de 2005): 410–16. http://dx.doi.org/10.21123/bsj.2.3.410-416.
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This study was conducted in an orchard pomegranate's Department of Horticulture College of Agriculture, University of Baghdad for two seasons 1999-2000 on cultivars pomegranate Salimi and narrators seedless to study the effect spraying Nizant growth in sex ratio of flowers and recipes flowering and winning was selected 27 trees per class 15 years old planted
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Nieves, Yolanda. "Dialogue Journals and Transformational Learning". International Journal of Adult Vocational Education and Technology 5, n.º 1 (janeiro de 2014): 1–14. http://dx.doi.org/10.4018/ijavet.2014010101.
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This article explores how dialogue journals can lead to a transformative learning experience. Adult Latino students enrolled in a community college developmental reading class agree to speak truth to power through this critical writing process. Using Mezirow's(2002) transformational learning theory, Brookfield's (2000) concepts on teaching for critical thinking, and Cranton's (2000) ideas of individuation and strategy for fostering self-awareness in students, the students and professor “talk-back” to each other through dialogue journals. The complexities of discourse, culture, and individuation or resistance to it are revealed.
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Mosier, Miranda. "“We Support You … to an Extent”: Identities, Intersections, and Family Support Among First-Generation Students in a School of Social Work". Affilia 37, n.º 2 (13 de novembro de 2021): 250–65. http://dx.doi.org/10.1177/08861099211054103.
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Family support is a critical part of college student retention. Given the strength of parental educational attainment in predicting access and persistence among college students (Choy, 2001), some have questioned the capacity for families to support first-generation college students. Family support may be especially critical for first-generation college students, who value interdependence more highly than continuing generation students (Stephens et al., 2012). This paper centers the perspectives of first-generation students in a school of social work and their experiences of family support. Focus group conversations were analyzed using the Listening Guide/Voice-centered relational data analysis (Brown & Gilligan, 1992). My interpretations were also guided by Black Feminist Thought (Crenshaw, 2000; Hill Collins, 1990) and Post-Modern Feminism (Campbell & Wasco, 2000), offering an intersectional, relationally-focused analysis of the nuances of family support. Findings highlight students’ perceptions of family support, and the role that cultural expectations related to gender, race, and class play in shaping contradictory messages of family support. I offer implications for educators in schools of social work, including troubling narratives of social mobility, as part of the larger project of enhancing social justice in academia (Saulnier & Swigonski, 2006).
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Berdahl, Terceira A., e Julia McQuillan. "Self-Rated Health Trajectories among Married Americans: Do Disparities Persist over 20 Years?" Journal of Aging Research 2018 (2018): 1–8. http://dx.doi.org/10.1155/2018/1208598.
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The purpose of this study is to understand self-rated health (SRH) trajectories by social location (race/ethnicity by gender by social class) among married individuals in the United States. We estimate multilevel models of SRH using six observations from 1980 to 2000 from a nationally representative panel of married individuals initially aged 25–55 (Marital Instability Over the Life Course Study). Results indicate that gender, race/ethnicity, and social class are associated with initial SRH disparities. Women are less healthy than men; people of color are less healthy than whites; lower educated individuals are less healthy than higher educated individuals. Women’s health declined slower than men’s but did not differ by race/ethnicity or education. Results from complex intersectional models show that white men with any college had the highest initial SRH. Only women with any college had significantly slower declines in SRH compared to white men with any college. For married individuals of all ages, most initial SRH disparities persist over twenty years. Intersecting statuses show that education provides uneven health benefits across racial/ethnic and gender subgroups.
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Burtless, Gary, e Isabel V. Sawhill. "Improving the Fortunes of America’s Working Class". ANNALS of the American Academy of Political and Social Science 695, n.º 1 (maio de 2021): 331–44. http://dx.doi.org/10.1177/00027162211036009.
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The prosperity of America’s working class depends on trends in their employment and earnings, but also on the social protection and income supplements they receive as a result of government policy. Since 2000, working-class wages climbed slowly once we account for the increase in consumer prices. Nonetheless, the total personal income of lower- and middle-income families increased considerably faster than their wages. As documented in the article, the income gains were in part the result of rising fringe benefits from employers and even more the result of rising government subsidies for health insurance and social protection. The article recommends a range of policies to increase the pace of working-class income gains, including macroeconomic policies that increase the duration of economic expansions, reforms in labor law to improve workers’ bargaining power, boosting the minimum wage, and revising occupational training of non-college-educated workers to boost their earning power.
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Eisenmann, Linda. "Jennifer O'Connor Duffy. Working-Class Students at Radcliffe College, 1940–1970: The Intersection of Gender, Social Class, and Historical Context. Lewiston, NY: The Edwin Mellen Press, 2008. 205 pp. Hardcover $109.95." History of Education Quarterly 49, n.º 3 (agosto de 2009): 382–85. http://dx.doi.org/10.1111/j.1748-5959.2009.00215.x.
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Melguizo, Tatiana. "Are Community Colleges an Alternative Path for Hispanic Students to Attain a Bachelor's Degree?" Teachers College Record: The Voice of Scholarship in Education 111, n.º 1 (janeiro de 2009): 90–123. http://dx.doi.org/10.1177/016146810911100103.
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Background/Context This study contributes to the longstanding debate over whether community colleges democratize education or divert students from attaining a bachelor's degree. Purpose/Objective/Research Question/Focus of Study The objective of this study is to determine whether Hispanic students have a lower chance of earning a bachelor's degree (B.A.) if they transfer from a community college. Population/Participants/Subjects This study uses the High School and Beyond Sophomore sample (HS&B/So) high school senior class of 1982 and the National Education Longitudinal Study (NELS:88/2000) high school senior class of 1992 to compare the progress of two samples of “traditional” Hispanic transfer and Hispanic “rising junior” students. The final sample is composed of 220 students from the high school senior class of 1982 and 140 students from the high school senior class of 1992. Research Design Regression analysis is used to identify the effect of being a transfer student on B.A. attainment, after controlling for individual characteristics and institutional characteristics of the community college. Simulation analysis is used to identify the factors that affected B.A. attainment in the 1980s, which are used to predict B.A. rates a decade later. Findings/Results The results show that the negative impact of being a transfer student in the 1980s had disappeared within a decade. The results suggest that the relatively lower attainment rate of Hispanic transfer students is the result of individual characteristics and lack of academic preparation rather than institutional characteristics. Conclusions/Recommendations Although community colleges have the potential to be an alternative path toward a B.A., until transfer rates increase, Hispanics may be better off beginning their college education at a 4-year institution.
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Yang, Cui, Zheng-Wu Zhou, Long Jin, Lu Jiang e Sheng-Jin Han. "Emergency medicine education via the micro-course and flipped classroom-reform of medical education during the COVID-19 pandemic". Medicine 102, n.º 50 (15 de dezembro de 2023): e36459. http://dx.doi.org/10.1097/md.0000000000036459.
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The “micro-course” and “flipped classroom” are emerging tools for medical education but little is known about their utility for emergency medicine teaching. The suitability of the micro-course combined with flipped classroom is investigated for delivery of an emergency medicine course in West Anhui Health Vocational College. Students from Class A and Class B of the Clinical Department of West Anhui Health Vocational College, Grade 2000, were assigned to experimental (micro-course plus flipped classroom, n = 102) and control (traditional, didactic teaching, n = 104) groups, respectively. The effectiveness of teaching was assessed by theoretical tests and questionnaires at the end of the course. Theory test results were significantly better for the experimental group than for controls (t = 3.122, P < .01). General satisfaction of students who had participated in the micro-course plus flipped classroom exceeded that of those who had received traditional teaching. Enthusiasm, efficiency, and learning facility was self-reported to be enhanced by students in the experimental group relative to controls. Use of the micro-course combined with flipped classroom successfully increased the outcome of emergency medicine teaching and may be considered as an approach to reform emergency medicine teaching in medical colleges and universities.
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Narvekar, Rajal S., Nikhil N. Bhandare e Padma N. Bhandare. "Analysis of undergraduate pharmacology question papers at Goa medical college as regards to their content areas". International Journal of Scientific Reports 2, n.º 8 (6 de agosto de 2016): 182. http://dx.doi.org/10.18203/issn.2454-2156.intjscirep20162807.
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<p class="abstract"><strong>Background:</strong> Undergraduate medical education aims at sculpting the future physicians. Knowledge gained during this period helps the physician to deal with human ailments and thus human life. It is necessary to ensure that students learn what is important and thus it is very important to ask the right questions in the examinations.</p><p class="abstract"><strong>Methods:</strong> This is a retrospective analytical study involving evaluation of university theory examination question papers of pharmacology of II<sup>nd</sup> MBBS at our institute. Question papers from the year 2000 to 2016 were analyzed for weightage to content areas as regards to the syllabus. </p><p class="abstract"><strong>Results:</strong> Autonomic nervous system (25.28%) and cardiovascular system (22.30%) in paper I and chemotherapy (33.50%) and central nervous system (23.76%) in paper II are the maximum weightage content areas. Some aspects which are of clinical importance remained uncovered in a few papers, example: autacoids, kidney, gastrointestinal tract, non-steroidal anti-inflammatory drugs, miscellaneous.</p><p><strong>Conclusions:</strong> For consistency of validity in the assessment, we suggest that it should be based on structured guidelines. Methods like test blueprinting and table of specifications may be used.</p>
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Hartman, Jackie L., e Jim McCambridge. "Optimizing Millennials’ Communication Styles". Business Communication Quarterly 74, n.º 1 (23 de fevereiro de 2011): 22–44. http://dx.doi.org/10.1177/1080569910395564.
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Millennials, those individuals born between 1980 and 2000, compose the largest cohort of college students in the United States. Stereotypical views of millennials characterize them as technologically sophisticated multitaskers, capable of significant contributions to tomorrow’s organizations, yet deficient in communication skills. This article offers insights for business educators to help millennials understand the influence of communication styles when optimizing communication effectiveness. Developing style-typing and style-flexing skills can serve as building blocks for millennials’ subsequent interpersonal skill development in key areas such as audience analysis, active listening, conflict management and negotiation, and effective team building. An in-class exercise highlighting communication style-typing and style-flexing is included.
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Richie, Sarah D., e David S. Hargrove. "An Analysis of the Effectiveness of Telephone Intervention in Reducing Absences and Improving Grades of College Freshmen". Journal of College Student Retention: Research, Theory & Practice 6, n.º 4 (fevereiro de 2005): 395–412. http://dx.doi.org/10.2190/2er5-wjm4-k76u-uwce.
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A telephone intervention to reduce student absences was implemented during the 2000–2001 academic year in freshmen English classes at a southern university. A total of 345 students were included in 2 experimental studies. Students in the intervention group who obtained more absences than allotted by class professors received telephone intervention, whereas students with excessive absences in the control group did not receive telephone intervention. Results revealed that students in the intervention groups had significantly fewer absences and higher grades ( p < .01) than students in the control groups during both semesters of the study. Also, more students in the intervention group were retained from the Spring 2001 semester to the Fall 2001 semester as compared to students in the control groups.
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Edin, Kathryn, Timothy Nelson, Andrew Cherlin e Robert Francis. "The Tenuous Attachments of Working-Class Men". Journal of Economic Perspectives 33, n.º 2 (1 de maio de 2019): 211–28. http://dx.doi.org/10.1257/jep.33.2.211.
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In this essay, we explore how working-class men describe their attachments to work, family, and religion. We draw upon in-depth, life history interviews conducted in four metropolitan areas with racially and ethnically diverse groups of working-class men with a high school diploma but no four-year college degree. Between 2000 and 2013, we deployed heterogeneous sampling techniques in the black and white working-class neighborhoods of Boston, Massachusetts; Charleston, South Carolina; Chicago, Illinois; and the Philadelphia/Camden area of Pennsylvania and New Jersey. We screened to ensure that each respondent had at least one minor child, making sure to include a subset potentially subject to a child support order (because they were not married to, or living with, their child's mother). We interviewed roughly even numbers of black and white men in each site for a total of 107 respondents. Our approach allows us to explore complex questions in a rich and granular way that allows unanticipated results to emerge. These working-class men showed both a detachment from institutions and an engagement with more autonomous forms of work, childrearing, and spirituality, often with an emphasis on generativity, by which we mean a desire to guide and nurture the next generation. We also discuss the extent to which this autonomous and generative self is also a haphazard self, which may be aligned with counterproductive behaviors. And we look at racial and ethnic difference in perceptions of social standing.
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Foote, Nathan S. "Beyond studentification in United States College Towns: Neighborhood change in the knowledge nodes, 1980–2010". Environment and Planning A: Economy and Space 49, n.º 6 (16 de março de 2017): 1341–60. http://dx.doi.org/10.1177/0308518x17698962.
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With the rise of the cognitive-cultural (or knowledge) economy, urban areas around the world have experienced significant changes in their social geographies. Studentification is one such change that has occurred in cities hosting major universities around the world. This study extends the analysis of social change to vital knowledge nodes in the networked global economy: United States college towns. K-means cluster analysis is used to identify neighborhood types in ten cities with major research universities across four Census years: 1980, 1990, 2000, and 2010. Temporal and spatial analyses are then conducted to determine how these knowledge nodes have changed with the decline of the industrial economy and the rise of the knowledge economy. The analysis indicates the presence of six neighborhood types in these college towns: Middle Class, Minority-Concentrated, Stability, Elite, Mix/Renter, and Student. Over the course of the study period, the number of Elite neighborhoods increased considerably, while the number of Middle Class neighborhoods plummeted. The number of Mix/Renter neighborhoods also increased. Spatially, Student and Minority-Concentrated neighborhoods generally remained fairly clustered in the same areas across the study period. Elite neighborhoods spread across wider geographical areas over the course of the study period. These results are compared to previous studies on neighborhood change. The comparisons reveal that the knowledge nodes show some similar patterns to studentifying cities and to rapidly growing nodes in areas with ties to the global knowledge economy.
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Fang, Shu. "A teaching model combined with cognitive psychology on students with attention deficit". CNS Spectrums 28, S2 (outubro de 2023): S104. http://dx.doi.org/10.1017/s109285292300514x.
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BackgroundIn the current mode of higher education, students’ attention in class is generally flawed, which seriously affects teaching order and efficiency, and brings many troubles to students’ learning and teachers’ teaching. The aim of this study is to optimize the impact of attention deficit on students’ development by combining a teaching model in universities based on cognitive psychology.Subjects and MethodsThe study selected 2000 college students from three universities in a certain city as the experimental subjects. They were randomly divided into an experimental group and a control group based on the number of people. The experimental group adopted a teaching model combining cognitive psychology, while the control group adopted a traditional teaching model. The experimental duration was one semester. Conners Rating Scales was used to evaluate the attention deficit disorder of all students, and SPSS23.0 software was used to statistically analyze the results.ResultsThe research results indicate that the experimental group of students showed significant improvements in class attention, learning status, and satisfaction with efficient teaching, with a 25% increase in classroom learning efficiency.ConclusionsThe statistical research results indicate that the college teaching model combined with cognitive psychology has a significant effect on improving students’ attention deficit, providing new ideas for efficient classroom teaching models. It is recommended that universities strengthen the application of cognitive psychology in student teaching management.
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Sakura-Lemessy, Ian, Katrina Carter-Tellison e Donna-May Sakura-Lemessy. "Curriculum Placement, Race, Class and Gender Differences in Wage Growth Amongst Non-College Workers: Evidence from the NELS 1988–2000 Data". Journal of African American Studies 13, n.º 4 (27 de junho de 2009): 406–30. http://dx.doi.org/10.1007/s12111-009-9093-6.
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Bhowmik, Mithun Chandro, Mir Misbahuddin e Habiba Akhter Bhuiyan. "Estimation of paracetamol in urine to assess the diurnal variation". Bangabandhu Sheikh Mujib Medical University Journal 11, n.º 2 (30 de maio de 2018): 193. http://dx.doi.org/10.3329/bsmmuj.v11i2.36780.
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<p class="Abstract">The aim of the present study was to evaluate the diurnal variation of the pharmacokinetics of paracetamol by estimating the urinary free paracetamol level after single oral administration of paracetamol (500 mg) tablet to 24 healthy male volunteers (students of a Medical College). The volunteers were given paracetamol tablet at 0800, 1400 and 2000 hours in three different days (two weeks apart) and the urine samples of the volunteers were collected at just before and four hours after paracetamol administration. The samples were analyzed for free paracetamol using HPLC. The mean age was 21.1 ± 1.3 years and the body weight was 63.9 ± 10.9 kg. Three peaks were detected in the HPLC and one of them was identified for free paracetamol (RT= 4.7 min). The urine volume was nearly similar in all three times. After administration at 0800 hour, total free paracetamol excretion was significantly more than at 1400 and 2000 hours (p<0.001). The present study indicates that the dose reduction of paracetamol is required at morning than the afternoon or evening dose. </p>
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Latha, A., R. Ganesan e MadhanKumar M. "Analysis of Noise Pollution for an Educational Institution". ECS Transactions 107, n.º 1 (24 de abril de 2022): 12609–24. http://dx.doi.org/10.1149/10701.12609ecst.
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Uncontrolled growth in urban traffic has led to the deterioration of environmental quality in terms of pollution. The purpose of this study was to predict the noise levels of Alagappa College of Technology (AC TECH) and the School of Architecture and Planning (SAP) in terms of traffic volume, vehicle speed, and road geometry definition, and to compare predicted noise levels with visual value and recommended appropriate noise reduction measures. Sound levels were recorded at 15 locations at Alagappa College of Technology and the School of Architecture and Planning. The highest noise levels in the class were 74.05 dB (A) and 72.91 dB (A). The highest noise levels in the hall were 72.71 dB (A) and 71.5 dB (A). The highest noise levels in the library were 63.54 dB (A) and 62.76 dB (A), not the permissible noise levels of 35-40 dB (A) in the hall and classrooms, and 40-45 dB (A) libraries depending on -IS 4954 (1968). In addition, the noise levels are also not within the permissible noise levels according to the Indian Ambient Noise Standards (CPCB 2000).
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Lang, David, Alex Wang, Nathan Dalal, Andreas Paepcke e Mitchell L. Stevens. "Forecasting Undergraduate Majors: A Natural Language Approach". AERA Open 8 (janeiro de 2022): 233285842211265. http://dx.doi.org/10.1177/23328584221126516.
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Committing to a major is a fateful step in an undergraduate education, yet the relationship between courses taken early in an academic career and ultimate major issuance remains little studied at scale. Using transcript data capturing the academic careers of 26,892 undergraduates enrolled at a private university between 2000 and 2020, we describe enrollment histories by using natural-language methods and vector embeddings to forecast terminal major on the basis of course sequences beginning at college entry. We find that (a) a student’s very first enrolled course predicts their major 30 times better than random guessing and more than one-third better than majority-class voting, (b) modeling strategies substantially influence forecasting metrics, and (c) course portfolios vary substantially within majors, such that students with the same major exhibit relatively modest overlap.
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Herrmann, Megan L., Anthena K. Palmer, Morgan F. Sechrist e Sam Abraham. "College Students’ Sleep Habits and Their Perceptions Regarding Its Effects on Quality of Life". International Journal of Studies in Nursing 3, n.º 2 (3 de janeiro de 2018): 7. http://dx.doi.org/10.20849/ijsn.v3i2.297.
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Objective: Poor sleep in college students can attribute to poor academic performance. Poor sleep is detrimental to health; however, adequate sleep is not often seen as a priority. The objective of the study was to better understand college students’ sleep habits and determine their perceptions regarding the effects of these sleep habits on quality of life.Methodology: A quantitative, cross-sectional approach with a descriptive design was appropriate for this study. Participants were 122 students, in a Christian college with a population of about 2000 in the mid-western region of the United States. The survey instrument was developed with 6 demographic items and 19 statements using a 4-point Likert-type scale. Data collection occurred in the hallway of the library on two days in the spring semester of 2016.Results: Regarding sleep habits, the average college student keeps their sleep and study spaces separate, they wake up at a regular time every day, they do use technology, such as a cell phone, TV/radio, computer, or iPad before going to sleep, and they have a sleep environment that is quiet and calming. A significant finding was that students did not think extracurricular activities (anything outside of class) negatively affected their sleep. Conclusions: A large percentage of students use technology before bed, which places them at a higher risk for negative quality of life. Students admit to experiencing irregularity in their sleep patterns (M=3.59, on a 4-point scale); however, most participants did not agree that caffeine consumption (M=2.15), extracurricular activities (M=2.25), or daytime naps (M=2.16) contributed to sleep problems.
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Osman, E. Z., M. K. Aneeshkumar e R. W. Clarke. "Paediatric otolaryngology services in the UK: a postal questionnaire survey of ENT consultants". Journal of Laryngology & Otology 119, n.º 4 (abril de 2005): 259–63. http://dx.doi.org/10.1258/0022215054020331.
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Approximately half a million children in England and Wales receive in-patient or day-case surgical treatment annually. Otolaryngology is the surgical specialty that provides the greatest number of episodes of such care. As 30–50 per cent of our total volume of work is paediatric, we feel it is important to assess current attitudes to paediatric otolaryngological practice. In its year 2000 document Children’s Surgery: a First Class Service, The Royal College of Surgeons (RCS) of England sets out recommendations on how children’s surgical services should be delivered in the UK. A postal questionnaire was sent to all UK-based ENT consultant members of the British Association of Otorhinolaryngologists-Head and Neck Surgeons (BAO-HNS). The questionnaire was designed to assess the current practice of paediatric otolaryngology in the UK with an emphasis on the RCS recommendations. Wide variations were found, and they are discussed with reference to the recommendations.
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ILOH, CONSTANCE. "Toward a New Model of College “choice” For a Twenty-first-century Context". Harvard Educational Review 88, n.º 2 (1 de junho de 2018): 227–44. http://dx.doi.org/10.17763/1943-5045-88.2.227.
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The past two decades have seen massive changes in the higher education landscape, including the heightened participation of post-traditional students, high reentry and mobility of students within and across sectors, and the increased visibility of open admissions institutions, such as community colleges and for-profit colleges. Despite these radical shifts, the most commonly used college choice frameworks still focus on the decisions of students who fit a stereotypical profile and are entering traditional institutions of higher learning for the first time. In this article, Constance Iloh argues for the necessity of a new conceptual approach and offers a three-component ecological model of college-going decisions and trajectories that incorporates the pressing conditions and shifting contexts of twenty-first-century postsecondary education. In doing so, Iloh also asserts that the concept of “choice” may be a limited and problematic way of understanding present-day college-going. Errata The Editorial Board of the Harvard Educational Review is issuing an errata statement in conjunction with “Toward a New Model of College ‘Choice’ for a Twenty-First-Century Context” (Volume 88, Number 2, pages 227-244, doi:10.17763/1943-5045-88.2.227), by Constance Iloh, due to multiple instances in which the author incompletely attributed previously published material in the introduction and literature review. Given these extensive citation errors, the Editorial Board felt it important to correct the scholarly record. Pages 228-232 of the published article contain the following incompletely attributed materials: Excerpt lacking quotation marks from Heil, S., Reisel, L., & Attewell, P. (2014). College selectivity and degree completion. American Educational Research Journal, 51(5), 913-935. https://doi.org/10.3102/0002831214544298Excerpt lacking quotation marks from Cabrera, A. F., & La Nasa, S. M. (2002). Understanding the college-choice process. New Directions for Institutional Research, 2000(107), 5-22. https://onlinelibrary.wiley.com/doi/epdf/10.1002/ir.10701Two excerpts lacking quotation marks from Niu, S. X., Tienda, M., & Cortes, K. (2006). College selectivity and the Texas top 10% law. Economics of Education Review, 25(3), 259-272. doi:10.1016/j.econedurev.2005.02.006Excerpt lacking quotation marks from Cabrera, A. F., & La Nasa, S. M. (2000). Understanding the college-choice process. In A. F. Cabrera & S. M. La Nasa (Eds.), Understanding the college choice of disadvantaged students: New directions for institutional research. San Francisco: Jossey-Bass.Excerpt lacking quotation marks from Chen, J. C. (2017). Nontraditional adult learners. SAGE Open, 7(1). doi:10.1177/2158244017697161Quote lacking quotation marks and citation from Robert Hansen, CEO of University Professional and Continuing Education Association (UPCEA) as reported in Inside Track. (2015). National study of non-first-time students shows full-time enrollment may not be appropriate for all. Retrieved from https://www.insidetrack.com/national-study-of-non-first-time-students-shows-full-time-enrollment-may-not-be-appropriate-for-all/Excerpt lacking quotation marks and citation from Bidwell, A. (2014, July 29). 31 million in higher education limbo: Some college, no degree. US News & World Report. Retrieved from https://www.usnews.com/news/articles/2014/07/29/31-million-in-higher-education-limbo-some-college-no-degreeExcerpt lacking quotation marks from Tudge, J. R. H. (2008). The everyday lives of young children: Culture, class, and child rearing in diverse societies. New York: Cambridge University Press. doi:10.1017/ CBO9780511499890
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Abootty, Shaheen, e Shruthi Attavar. "Prevalence of Anterior Tooth Fracture due to Trauma". World Journal of Dentistry 6, n.º 2 (2015): 77–81. http://dx.doi.org/10.5005/jp-journals-10015-1318.
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ABSTRACT Aim To evaluate the prevalence of anterior tooth fracture due to trauma in 2000 patients randomly from the population of south Canara district. Materials and methods The present study was conducted on 2000 patients attending the Department of Conservative Dentistry and Endodontics, AB Shetty Dental College, Mangalore, and rural satellite centers of Nitte University. Each patient was examined for anterior tooth fracture due to trauma under dental chair in a good illumination of light using sterilized mouth mirror, explorer, tweezer and teeth are isolated by cotton roles. The patient who had anterior tooth fracture were questioned with a standard questionnaire from oral health survey WHO format 2013, to find its relation associated to age, gender, location, occupation, etiology, type of fracture and its relation to molar. Results According to the present study, prevalence of anterior tooth fracture due to trauma in south Canara population was low and found to be 18.8% with increase in prevalence in males (56.2%) between the age group of 36 and 45 years (33.2%), common etiological factor seen was falls (44.7%). The most common type of fracture was enamel-dentine fracture (44.7%) with class 1 molar relation (55.6%). Conclusion The prevalence of anterior tooth fracture due to trauma was most commonly seen in males with increased prevalence in age group between 36 and 45 years, common etiological factor being falls, type of fracture most commonly seen are cases with enamel-dentine fracture with class 1 molar relation. How to cite this article Hegde MN, Abootty S, Attavar S. Prevalence of Anterior Tooth Fracture due to Trauma. World J Dent 2015;6(2):77-81.
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Pradhan, Manohar. "Clinical Study of Obesity and associated morbidities in patients admitted to College of Medical Sciences Teaching-Hospital, Bharatpur". Journal of College of Medical Sciences-Nepal 11, n.º 3 (28 de dezembro de 2015): 16–19. http://dx.doi.org/10.3126/jcmsn.v11i3.14058.
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Background and Objectives: The present study was conducted with objective to study the incidence of obesity and associated co-morbidities in patients admitted to CMS-TH, Bharatpur.Materials and Methods: One hundred and fifty consecutive overweight patients from the January 2009 to December 2012 with Basal metabolic index (BMI)>25 and obese patients (BMI>30) were included in this hospital based prospective study. Detailed evaluation of risk factors and family history of other diseases were taken, other obesity related indicators like WPRO, 2000 for BMI, waist circumference (NCEP ATP III and NCEP for South Asian ethnicity) NCEP– National Cholesterol Education Program and waist hip ratio (WHO criteria) were measured and comparison done in order to detect best method for application. These cases were evaluated for associated co-morbid condition and metabolic syndrome which were diagnosed using NCEP ATP III criteria.Results: The mean age of patients was 52.7 years. Commonest co-existing risk factors were alcohol consumption, smoking, hypertension and type 2 diabetes mellitus. Evaluation based on WHO criteria revealed that 56.7% patients were overweight, 38.7 % were obese class II and 4.6 % were class II. While 45.1% male and 69.1% female patients had central obesity. The figure was 81.7 % for males and 94.1% for females with WHO criteria using waist hip ratio. Risk factors like alcohol consumption (52.7%), smoking (52.7%) and fatty liver disease (22.66%) were the commonest co-morbid conditions.Conclusion: In the present study, risk factors of alcohol, smoking and hypertension and co-morbid conditions diabetes mellitus, dyslipidemia, ischemic heart disease, stroke and fatty liver were noted. Waist hip ratio was the best indicator to detect central obesity and co-morbid conditions and recommended to be used for Nepali population.JCMS Nepal. 2015;11(3):16-19
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Pierce, David A., James E. Johnson, Brian D. Krohn e Lawrence W. Judge. "Who should we hire?: Examining coaching succession in NCAA Division I women’s basketball". International Journal of Sports Science & Coaching 12, n.º 2 (24 de fevereiro de 2017): 151–61. http://dx.doi.org/10.1177/1747954117694732.
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The purpose of this study was to evaluate the performance of newly hired coaches in relation to their predecessors, and utilize the analysis to provide guidance to decision makers in college athletic departments. This study examined 185 coaching changes in Division I women’s basketball in 16 conferences between 2000 and 2009. Data were collected from online sources including institutional websites, media guides, and media articles. Latent class analysis was employed to reduce the data to one item per factor. Factors included demographics, coaching ability, coaching experience, past team performance, hiring factors (coaching level change, inside/outside hire, interim, conference affiliation), and institutional factors (public/private, demographic market area, enrollment, budget, and National Association of Collegiate Directors of Athletics standings). Mixed models analysis was performed to identify which categories have a relationship with changes in the number of wins following a coaching change. Results suggest that past team performance was the strongest indicator of future performance after a coaching change.
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Leybourne, Stephen A., Vijay Kanabar e Roger D. H. Warburton. "Developing and teaching of a world-class online project management curriculum". Journal of Project, Program & Portfolio Management 2, n.º 2 (30 de dezembro de 2011): 1. http://dx.doi.org/10.5130/pppm.v2i2.2231.
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The evolution of the internet and collaboration tools have made it possible to enhance the range of online education, and make it universally accessible and eminently affordable. Around 2000, the faculty at Boston University’s Metropolitan College proposed an online master’s degree in project management, using the emerging learning management systems. The program grew quickly from 40 to 200 students, and was one of the first in the United States to be accredited by the Project Management Institute’s Global Accreditation Committee. This academic model has now been extended to other disciplines and programs.It was expected from the outset that the BU online and classroom academic experiences would be completely equivalent. This presented several challenges, the first of which was developing online equivalents for the face-to-face pedagogical course components. Second, writing online courses, recording videos and developing innovative discussion topics is time-consuming, and we quickly realised that only fulltime faculty had the commitment and motivation to devote the required effort to produce quality courses. Finally, the technological resources associated with course development and course operation required significant investment, beyond the faculty time, currently estimated at around $60,000 per course.We surveyed our students and alumni every two years and now have enough data to describe accurately the evolution in attitudes to online education.As one of the earlier and premier adopters of a rigorous academic online education model, BU has a vested interest to contribute to the growing debate about the academic quality and rigour of online education, the application of high pedagogical standards, and the innovative use of online teaching frameworks and tools. This paper will address and document these issues and assist in raising awareness of emerging “best practice” in the online education domain.
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Ayele, Fantahun. "A history of technical education in Ethiopia: The case of the Polytechnic Institute, 1963-2000". Bahir Dar Journal of Education 24, n.º 1 (19 de março de 2024): 88–104. http://dx.doi.org/10.4314/bdje.v24i1.7.
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This research aims at exploring and analyzing the history of the Polytechnic Institute from its establishment in 1963 to its transformation as the Faculty of Engineering in 2000. The study is mainly based on the consultation of priceless archival documents kept in the record office of the former Polytechnic Institute (now Bahir Dar Institute of Technology). In addition, attempts have been made to substantiate archival sources by gathering oral evidence from pertinent people including the first graduates of the Polytechnic Institute. The information gathered from archival documents (letters, reports, graduation bulletins, newspapers, etc.) and interviews has been carefully examined, cross-checked, interpreted, and analyzed to reconstruct the history of the institute. The findings of the study show that the Polytechnic Institute was the result of the Cold War rivalry between the two superpowers, the United States and the former Soviet Union. When the U.S. government turned down his request for increased military assistance, Emperor Haile Selassie paid an official visit to Moscow in 1959. Among other things, the Soviet government offered financial assistance that led to the establishment of the Bahir Dar Polytechnic Institute in 1963. The Soviet government also supported the institute by assigning technical advisers and instructors, whose number grew substantially after the 1974 revolution. The ideological solidarity between the two countries brought more scholarship opportunities to the students and instructors of the Institute. In 2000, the union of the Polytechnic Institute and Bahir Dar Teachers College gave rise to the birth of Bahir University. In the last sixty years, the Institute has produced world-class technologists.
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Maulida, Nisrina Zakiyah, Edwin Rizal e Fitri Perdana. "Hubungan literasi informasi dengan self-directed learning mahasiswa Fakultas Ilmu Komunikasi". Informatio: Journal of Library and Information Science 4, n.º 1 (1 de fevereiro de 2024): 1. http://dx.doi.org/10.24198/inf.v4i1.45049.
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The creation of a thesis, which is the outcome of student research, is one of the requirements for graduation in higher education. In the thesis completion process, students are required to have adequate information literacy and self-directed learning skills. Students of Fikom Unpad, class of 2016, were introduced to the concept of information literacy during the new student orientation and in the TPB (Preparation Stage for Learning) program in the KBLI (Information Literacy Learning Activities) course. This research aims to identify the relationship between information literacy and self-directed learning among Fikom Unpad students of the 2016 class in the thesis preparation process. The research method used is quantitative, utilizing Chi-square and Pearson Product Moment analysis. The theoretical foundation refers to the ACRL (Association of College, Research, and Library) standards of 2000, covering aspects of information needs, information search strategies, information evaluation, information usage, and ethics and law in information use. This study involved 209 students of Fikom Unpad, class of 2016, with a sample size of 136 individuals. The results show a significant relationship between information literacy (X) and self-directed learning (Y), with a high correlation between sub-variable X (information needs, information search strategies, and information usage) and variable Y. Meanwhile, other sub-variables of X (information evaluation, ethics, and the law of information use) have a moderate relationship with variable Y. It was found that students' motivation and self-directed learning ability can increase with improved information literacy skills, considering the interrelation between the indicators of information literacy and self-directed learning. The higher the level of students' information literacy, the better their self-directed learning abilities.
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Tiseo, BC, E. Bonfá, EF Borba, GA Munhoz, GJA Wood, M. Srougi, CA Silva e M. Cocuzza. "Complete urological evaluation including sperm DNA fragmentation in male systemic lupus erythematosus patients". Lupus 28, n.º 1 (3 de dezembro de 2018): 59–65. http://dx.doi.org/10.1177/0961203318815764.
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Objective To evaluate sperm DNA fragmentation analysis in non-azoospermic male systemic lupus erythematosus (SLE) patients. Methods Twenty-eight consecutive male SLE patients (American College of Rheumatology criteria) and 34 healthy controls were evaluated for demographic/exposures data, urological evaluation, hormone profile and sperm analysis (including sperm DNA fragmentation). Clinical features, disease activity/damage scores and treatment were also evaluated. Results The median age (33 (20–52) vs. 36.5 (25–54) years, P = 0.329) and frequency of varicocele (25% vs. 32%, P = 0.183) were similar in SLE patients and healthy controls. Sperm DNA fragmentation showed significantly higher levels of cells class III (44 (9–88) vs. 16.5 (0–80)%, P = 0.001) and cell class IV (10.5 (3–86) vs. 7 (0–36)%, P = 0.039) in SLE. The sperm DNA fragmentation index was also significantly higher in SLE patients (62 (31–97) vs. 25.5 (0–100)%, P < 0.001). Conventional sperm parameters (including sperm count, motility and morphology) were similar in both groups. In SLE patients no correlations were observed between sperm DNA fragmentation index and age, disease duration, Systemic Lupus Erythematosus Disease Activity Index 2000 and Systemic Lupus International Collaborating Clinics/American College of Rheumatology Damage Index scores, and cumulative dose of prednisone, hydroxychloroquine, intravenous cyclophosphamide, methotrexate, azathioprine and mycophenolate mofetil ( P > 0.05). Further analysis of SLE patients treated with and without intravenous cyclophosphamide showed that total sperm motility was significantly lower in the former group (64% (15–83) vs. 72% (57–86), P = 0.024). The sperm DNA fragmentation index was alike in both groups (52.5 (31–95) vs. 67.5 (34–97)%, P = 0.185). Conclusions To our knowledge, this is the first demonstration that male non-azoospermic SLE patients have increased sperm DNA fragmentation without evident gonadal dysfunction. Intravenous cyclophosphamide does not seem to be a major determinant for this abnormality. Future prospective study is necessary to determine the impact of this alteration in these patients' fertility.
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Fuller, Bruce, e Annelie Strath. "The Child-Care and Preschool Workforce: Demographics, Earnings, and Unequal Distribution". Educational Evaluation and Policy Analysis 23, n.º 1 (março de 2001): 37–55. http://dx.doi.org/10.3102/01623737023001037.
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America's early education sector remains so radically decentralized—a far flung archipelago of pre-schools, family child-care homes, and subsidized individuals providing services-that basic information on local organizations and staff members remains scarce. This, despite rising policy interest in, and skyrocketing appropriations for, preschool programs which are aimed at boosting children's school readiness. Working from a social ecology framework, this study aimed to learn more about local populations of early education organizations. This paper uses 1990 household census data aggregated to the zip-code level to report on features of the early education workforce nationwide. Teachers and other staff in preschools and center-based programs reported low wages, averaging about $7,300 per year ($10,700 in 2000 dollars), with most working less than full time. The median center-based teacher was 34 years of age, reported having completed some college, and was married. The median worker in family child-care homes earned even less and only had a high school diploma. About 15% of all preschool teachers in urban areas were African-American; about 8% were Latina. Twice as many preschool and center teachers per 1,000 young children resided in affluent zip codes, relative to poor and lower middle-class areas. Preschools and centers located in blue-collar and middle-income zip codes displayed the lowest level of organizational formalization, compared to those operating in poor or affluent areas. We discuss the utility of 2000 census data to assess inequalities in the supply and quality of early education organizations and their staff, and modeling how economic and policy forces may shape organizational variability.
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Poudel, Keshav Raj, Suman Gautam, Prenit Pokhrel, Bijendra Raj Raghubanshi, Amshuman Shrestha e Binod Raut. "Dentists' perspective on preference for direct restorative materials for different tooth cavities: A study from two colleges in Kathmandu, Nepal". Journal of Kathmandu Medical College 3, n.º 2 (9 de outubro de 2014): 72–77. http://dx.doi.org/10.3126/jkmc.v3i2.11230.
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Background: Restoration of carious teeth is required to preserve anatomy, function and aesthetics of a tooth. Proper restoration of carious teeth is paramount for the prevention of progression of a dental caries so as to obviate the need for root canal treatment. Location, extent, type, duration and cost play the major roles for the selection of a dental filling material.Objective: This study was set to know the preference of dentists for the selection of filling materials for different tooth cavities.Methods: This was cross-sectional observational study carried out at Kantipur Dental College and KIST Medical College for a period of six months. Pre-structured questionnaires were distributed to the dentists who were in dental practice and collected questionnaires were analyzed for the results. Data were compiled, entered and analyzed using Microsoft Excel 2007 and Epi Info 2000. Yates corrected Chi square test was used wherever applicable and level of significance was set at <0.05.Results: Out of 65 questionnaires distributed to the dental practitioners, 57 (87.7%) questionnaires were returned. Composite was the material of choice as the restorative material for all kinds of tooth cavities except for class V for which glass ionomer cement was the main choice (52.6%). After composite, dental amalgam was second most preferred material for posterior tooth restorations. Order of preference for filling materials for posterior restorations were: composite (52.6%), dental amalgam (47.4%), miracle mix (68.3%; P<0.05) and glass ionomer cement (42.1%). Majority of practitioners (78.9%,P<0.05) opined that strength and durability of restorative material is the main guiding factor for the selection of the filling material for posterior tooth restorations. Additionally, dental amalgam had higher (68%, P< 0.05) patient satisfaction with respect to cost and longevity or durability and was associated with less tiring and time consuming procedure (84%; P<0.05) on dentists’ view.Conclusion: Majority of dentists opined that composite is the more preferred filling material for both anterior and posterior tooth restorations. For posterior tooth cavities (mainly for class I, II and VI) after composite, the order preference for filling materials was amalgam, miracle mix and glass ionomer cement.DOI: http://dx.doi.org/10.3126/jkmc.v3i2.11230Journal of Kathmandu Medical CollegeVol. 3, No. 2, Issue 8, Apr.-Jun., 2014Page: 72-77
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Melguizo, Tatiana, e Alicia C. Dowd. "Baccalaureate Success of Transfers and Rising 4-Year College Juniors". Teachers College Record: The Voice of Scholarship in Education 111, n.º 1 (janeiro de 2009): 55–89. http://dx.doi.org/10.1177/016146810911100104.
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Background/Context A longstanding debate continues concerning whether community colleges democratize education by expanding enrollment or divert students from attaining a bachelor's degree. The extant evidence is contradictory, but recent findings suggest that community colleges are serving to democratize education without a sizeable diversion effect preventing students from ultimately earning the bachelor's degree. The diversion effect appears to be much smaller than previously stated. Purpose/Objective/Research Question/Focus of Study The main objective of this study is to compare the effect of being a successful community college “transfer” student instead of a “rising junior” in a 4-year college on bachelor's degree attainment (250 transfers and 790 rising juniors). This study examines the effect of socioeconomic status (SES) and institutional selectivity on the bachelor's degree completion of transfer students and rising 4-year college juniors. Data Collection and Analysis We analyze the National Education Longitudinal Study (NELS:88/2000) high school senior class of 1992 to compare the degree completion outcomes of two samples—transfer and rising junior students—with equivalent degree aspirations. Logistic regression is used to estimate the differences in attainment. Interactions are included to examine the effect of SES and institutional selectivity. To address the problem of selection of students into institutions, we control for proxy variables for students’ motivation. In addition, a Heckman two-stage regression model is estimated using the average state tuition in the state where the student finished high school as the instrumental variable. Finally, to adjust for unobserved institutional characteristics related to the state where the institution is located, a model that includes a state-level dummy variable indicating those that have strong transfer and articulation systems is estimated to more fully control for state characteristics. Findings/Results Three main findings emerge from this inquiry. First, the negative effect of being a transfer as opposed to a rising junior diminishes substantially after controlling for differences in SES. The negative effect “disappears” in the sense of not being statistically significant, after corrections for self-selection bias and the addition of variables controlling for transfer policies in the state where the student attended college. Second, and consistent with prior research, degree completion rates increase with selectivity of the 4-year institution attended. Third, the results show that when we allow the effects of community college attendance to vary by SES by introducing an interaction term, there are no statistically significant differences between the completion rates of low-SES transfer and low-SES rising junior students. Conclusions/Recommendations Our main conclusion is that previous estimates have overstated the diversion effect. Alongside other recent contributions to the democratization-ver-sus-diversion-effect debate, this study provides an additional piece of evidence demonstrating that the diversion effect is much smaller than was previously estimated. Community college practitioners should feel confident in counseling traditional-age students who want to earn the bachelor's degree to transfer, because the evidence shows that they are as likely to succeed as their 4-year college counterparts.
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GAWRON, JEAN MARK, e KELLEN STEPHENS. "Sparsity and normalization in word similarity systems". Natural Language Engineering 22, n.º 3 (19 de agosto de 2015): 351–95. http://dx.doi.org/10.1017/s1351324915000261.
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AbstractWe investigate the problem of improving performance in distributional word similarity systems trained on sparse data, focusing on a family of similarity functions we call Dice-family functions (Dice 1945Ecology26(3): 297–302), including the similarity function introduced in Lin (1998Proceedings of the 15th International Conference on Machine Learning, 296–304), and Curran (2004 PhD thesis, University of Edinburgh. College of Science and Engineering. School of Informatics), as well as a generalized version of Dice Coefficient used in data mining applications (Strehl 2000, 55). We propose a generalization of the Dice-family functions which uses a weight parameter α to make the similarity functions asymmetric. We show that this generalized family of functions (α systems) all belong to the class of asymmetric models first proposed in Tversky (1977Psychological Review84: 327–352), and in a multi-task evaluation of ten word similarity systems, we show that α systems have the best performance across word ranks. In particular, we show that α-parameterization substantially improves the correlations of all Dice-family functions with human judgements on three words sets, including the Miller–Charles/Rubenstein Goodenough word set (Miller and Charles 1991Language and Cognitive Processes6(1): 1–28; Rubenstein and Goodenough 1965Communications of the ACM8: 627–633).
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Klugman, Joshua. "The Advanced Placement Arms Race and the Reproduction of Educational Inequality". Teachers College Record: The Voice of Scholarship in Education 115, n.º 5 (maio de 2013): 1–34. http://dx.doi.org/10.1177/016146811311500506.
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Background Access to Advanced Placement (AP) courses is stratified by class and race. Researchers have identified how schools serving disadvantaged students suffer from various kinds of resource deprivations, concluding that interventions are needed to equalize access to AP courses. On the other hand, the theory of Effectively Maintained Inequality (EMI) argues that schools serving advantaged students may perpetuate inequalities by expanding their AP curriculum so their graduates can be competitive in the college admissions process. Research Questions Between 2000 and 2002, California attempted to expand AP offerings and enrollments. This study answers whether or not this intervention narrowed inequalities in AP along class and racial lines. It also examines if community affluence affects district officials’ views of pressures to offer AP courses, which could explain any effectively maintained inequalities in AP access. Research Design This study uses a panel dataset of all California public high schools from 1997 to 2006. It examines the changing effects of school poverty, upper-middle class presence, and school racial composition on offerings of and enrollments in AP subjects. It supplements the quantitative analysis with interviews from 11 school district officials in California conducted in 2006. Results Hierarchical generalized linear models show that upper-middle class presence structures California high schools’ AP subject offerings and enrollments, much more than school poverty. California's intervention resulted in increased AP subject offerings and enrollments in high schools serving disadvantaged and less advantaged students, but these reductions in deprivation had trivial effects on inequalities, since schools serving advantaged students increased their own AP offerings and enrollments. In addition, high schools serving White and Asian students had larger increases in AP offerings and enrollments than high schools serving Black and Hispanic students. Interview data indicate that officials in affluent districts perceived a greater demand for AP subjects, and were more likely to report their school staff was proactive to initiate new AP courses than officials in districts serving working-class communities. Conclusions The findings document that while policies can increase AP access at schools serving low-income students, the actions of affluent schools and families will pose substantial barriers to achieving parity in AP offerings and enrollments. Moreover, studies gauging resource inequalities among schools may underestimate these inequalities if they use school poverty to measure schools’ socioeconomic composition.
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Vanegas-Segura, Andrés Arturo. "Criterios De Análisis En La Interpretación De Las Ideas De Naturaleza Con Los Conglomerado De Relevancias". Revista científica 2, n.º 16 (26 de junho de 2013): 130. http://dx.doi.org/10.14483/23448350.4028.
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El presente artículo expone los criterios de análisis producto del proceso de interpretación del discurso de cuatro niños y niñas sobre la naturaleza enmarcados en los conglomerados de relevancias; siendo un resultado de la tesis doctoral Ideas de naturaleza de niños y niñas sikuani y llaneros de la clase de ciencias del cuarto grado de básica primaria del colegio Agropecuario Silvino Caro Heredia en el corregimiento del Viento en Vichada dirigida por la doctora Adela Molina Andrade.Los criterios de análisis permiten la ampliación de las categorías de análisis presentadas por Molina (2000, 2002, 2012) y Molina, Mojica, López (2006) con las cuales se encuentra en díalogo. El texto se estructura con una presentación de los aspectos que fundamentan la tesis, los conglomerados de relevancias como contexto de los criterios, para luego desarrollar los criterios de valor: ético, estético, emocional, espiritual, naturalista, de utilidad, espacial. AbstractThis paper presents the analysis criteria product of the process of interpreting the discourse of four children about nature framed by Conglomerado de Relevancias, being a result of the doctoral thesis “Ideas of Nature of Child and Llaneros Sikuani Science Class of Fourth Grade Students of Primary Agricultural College Silvino Caro Heredia in Vichada” directed by Dr. Adela Molina AndradeThe analysis criteria allow expansion of the categories of analysis presented by Molina (2000, 2002, 2012) and Molina, Mojica, Lopez (2006) which is in dialogue. The text is structured with a presentation of the issues underlying the thesis, Conglomerados de Relevancias as context for the criteria, next develop value criteria: Ethical, Aesthetic, Emotional, Spiritual, Naturalist, of Utility, Space.ResumoEste documento apresenta os critérios para a análise do produto do discurso processo de interpretação quatro crianças sobre a natureza emoldurado por cachos de relevâncias, sendo resultado das idéias tese de doutorado para crianças Nature Sikuani e classe llaneros quarta ciência do ensino primário básico grau Caro Agrícola Silvino Heredia na aldeia de Vichada vento dirigido por critérios de análise Dr. Adela Molina Andrade.Los permitir a expansão das categorias de análise apresentadas por Molina (2000, 2002, 2012 ) e Molina, Mojica, Lopez (2006), que está em diálogo. O texto está estruturado com uma apresentação dos aspectos subjacentes à tese relevâncias grupos como contexto dos critérios e, em seguida, desenvolver os critérios de valor: ética, estética, emocional, naturalista, espaço de utilidade espiritual.
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Selvaraj, Preethi, e Ramkumar Boopathirajan. "Assessing and testing the reliability of mini self-care practices questionnaire among type 2 diabetic patients attending rural health training centre, Kanchipuram, Tamil Nadu". International Journal Of Community Medicine And Public Health 6, n.º 12 (27 de novembro de 2019): 5332. http://dx.doi.org/10.18203/2394-6040.ijcmph20195494.
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Background: India is the diabetic capital of the world with nearly 31.7 million people suffering from the disease in 2000 which is projected to become 79.4 million in the year 2030. The incidence of diabetes in India is around 8.8%. This study aims at developing a mini questionnaire to quickly assess the self-care practices among the diabetic patients attending rural health training centre and also to educate the diabetic patients about self-care practices and dietary pattern they need to follow.Methods: The study design is a community based cross-sectional study. All diabetic patients who visited rural health training centre attached to a private medical college aged 40 years and above in the period of June to July 2019 were included in our study. Institutional ethical clearance was taken before commencing the study. Construction of mini self-care practices questionnaire (MSCPQ) comprised of two phases. Trained medical students collected the data by interview method using semi-structured, pre-tested questionnaire.Results: The reliability of the MSCPQ using Cronbach’s alpha came to be 0.82 and the intra class correlation coefficient was 0.81; 95% CI (0.763-0.853) (p=<0.001). Around sixty six percent are having their health check-up regularly. Most (43%) of the study participants check their blood sugars monthly.Conclusions: Even though there are various factors contributing in facilitating self-care activities in patients living with diabetes, the role of health care physicians in educating about self-care practices are indispensable.
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Leibo, Steven A., Abraham D. Kriegel, Roger D. Tate, Raymond J. Jirran, Bullitt Lowry, Sanford Gutman, Thomas T. Lewis et al. "Book Reviews". Teaching History: A Journal of Methods 12, n.º 2 (5 de maio de 1987): 28–47. http://dx.doi.org/10.33043/th.12.2.28-47.
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David K. Dunaway and Willa K. Baum, eds. Oral History: An Interdisciplinary Anthology. Nashville: American Assocation for State and Local History, 1984. Pp. xxiii, 436. Paper, $17.95 ($16.15 to AASLH members); cloth $29.50 ($26.95 to AASLH members). Review by Jacob L. Susskind of The Pennsylvania State University at Harrisburg. Salo W. Baron. The Contemporary Relevance of History: A Study in Approaches and Methods. New York: Columbia University Press, 1986. Pp. viii, 158. Cloth, $30.00; Stephen Vaughn, ed. The Vital Past: Writings on the Uses of History. Athens: The University of Georgia Press, 1985. Pp. 406. Paper, $12.95. Review by Michael T. Isenberg of the United States Naval Academy. Howard Budin, Diana S. Kendall and James Lengel. Using Computers in the Social Studies. New York and London: Teachers College Press, 1986. Pp. vii, 118. Paper, $11.95. Review by Francis P. Lynch of Central Connecticut State University. David F. Noble. Forces of Production: A Social History of Industrial Automation. New York and Oxford: Oxford University Press, 1984. Pp. xviii, 409. Paper, $8.95. Review by Donn C. Neal of the Society of American Archivists. Alan L. Lockwood and David E. Harris. Reasoning with Democratic Values: Ethical Problems in United States History. New York and London: Teachers College Press, 1985. Volume 1: Pp. vii, 206. Paper, $8.95. Volume 2: Pp. vii, 319. Paper, $11.95. Instructor's Manual: Pp. 167. Paper, $11.95. Review by Robert W. Sellen of Georgia State University. James Atkins Shackford. David Crocketts: The Man and the Legend. Chapel Hill: The University of North Carolina Press, 1986. Pp. xxv, 338. Paper, $10.95. Review by George W. Geib of Butler University. John R. Wunder, ed. At Home on the Range: Essays on the History of Western Social and Domestic Life. Westport, Connecticut: Greenwood Press, 1985. Pp. xiii, 213. Cloth, $29.95. Review by Richard N. Ellis of Fort Lewis College. Sylvia R. Frey and Marian J. Morton, eds. New World, New Roles: A Documentary History of Women in Pre-Industrial America. New York, Westport, Connecticut, and London: Greenwood Press, 1986. Pp. ix, 246. Cloth, $35.00. Review by Barbara J. Steinson of DePauw University. Elizabeth Roberts. A Woman's Place: An Oral History of Working-Class Women, 1890-1940. New York: Basil Blackwell, 1985. Pp. vii, 246. Paper, $12.95. Review by Thomas T. Lewis of Mount Senario College. Steven Ozment. When Fathers Ruled: Family Life in Reformation Europe. Cambridge, Massachusetts, and London: Harvard University Press, 1983. Pp. viii, 283. Cloth, $17.50; Paper, $7.50. Review by Sanford Gutman of State University of New York, College at Cortland. Geoffrey Best. War and Society in Revolutionary Europe, 1770-1870. New York: Oxford University Press, 1986. Pp. 336. Paper, $9.95; Brian Bond. War and Society in Europe, 1870-1970. New York: Oxford University Press, 1986. Pp. 256. Paper, $9.95. Review by Bullitt Lowry of North Texas State University. Edward Norman. Roman Catholicism in England: From the Elizabethan Settlement to the Second Vatican Council. Oxford and New York: Oxford University Press, 1986. Pp. 138. Paper, $8.95; Karl F. Morrison, ed. The Church in the Roman Empire. Chicago and London: University of Chicago Press, 1986. Pp. viii, 248. Cloth, $20.00; Paper, $7.95. Review by Raymond J. Jirran of Thomas Nelson Community College. Keith Robbins. The First World War. New York and Oxford: Oxford University Press, 1984. Pp. 186. Paper, $6.95; J. M. Winter. The Great War and the British People. Cambridge: Harvard University Press, 1986. Pp. xiv, 360. Cloth, $25.00. Review by Roger D. Tate of Somerset Community College. Gerhardt Hoffmeister and Frederic C. Tubach. Germany: 2000 Years-- Volume III, From the Nazi Era to the Present. New York: The Ungar Publishing Co., 1986. Pp. ix, 279. Cloth, $24.50. Review by Abraham D. Kriegel of Memphis State University. Judith M. Brown. Modern India: The Origins of an Asian Democracy. Oxford and New York: Oxford University Press, 1985. Pp. xvi, 429. Cloth, $29.95; Paper, $12.95. Review by Steven A. Leibo of Russell Sage College.
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Patterson, Neil, e Jonathan Binns. "Development of a Six Degree of Freedom Velocity Prediction Program for the foiling America’s Cup Vessels". Journal of Sailing Technology 7, n.º 01 (11 de julho de 2022): 120–51. http://dx.doi.org/10.5957/jst/2022.7.6.151.
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Abstract Since the introduction of hydrofoils to the Moth sailing class in the early 2000’s foiling has become increasingly popular in sailing from windsurfers to large 75’ foiling monohulls. The last 3 America’s Cups have been competed on hydro foiling vessels. Design programs such as Velocity Prediction Programs (VPP) have become a key asset to America’s Cup teams to allow for the optimisation and testing of designs before manufacture. Presented is the development of a Six Degree-of-Freedom (6DoF) Quasi-Static Velocity Prediction Program (SVPP) and Dynamic Velocity Prediction Program (DVPP) for the 35th and 36th America's Cup foiling AC50 Catamaran and AC75 Monohull. The models have been validated against race data from the 35th and 36th America’s Cup showing good correlation for a wide wind range of 8 to 22 knots. The paper presents how the AC50 SVPP was used for analysis on the impact of Rudder Rake Differential (RD) on overall performance, and predicting the optimal wind range for use of the light and heavy weather dagger boards on the AC50 Catamaran. The AC75 SVPP and DVPP were used to analyse the affect of hull shape and the main foils’ fixed angle-of-attack (AOA) on time-to-fight and peak velocity to determine optimal foil setup and pitch angle when foiling. The SVPP and DVPP use XFLR5 software suite to model the foils. Experimental data for a T-foil tested in the Australian Maritime College towing tank facility has been used to predict viscous and free surface effect adjustments to the predictions from XFLR5.
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Ganguli, Suhas K., Joyce S. Hui-Yuen, Meenakshi Jolly, Jane Cerise e Barbara Anne Eberhard. "Performance and psychometric properties of lupus impact tracker in assessing patient-reported outcomes in pediatric lupus: Report from a pilot study". Lupus 29, n.º 13 (24 de agosto de 2020): 1781–89. http://dx.doi.org/10.1177/0961203320951264.
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Objective To evaluate the reliability, validity, feasibility and psychometric performance of the Lupus Impact Tracker (LIT) as a patient reported outcome (PRO) measure tool in pediatric systemic lupus erythematosus (pSLE). Methods This is a prospective, observational, pilot study where patients aged between 12 and 25 years, fulfilling the 1997 ACR classification criteria for SLE, were enrolled. Over 3 consecutive, routine, clinical visits, the patients completed the LIT alongside the Patient-Reported Outcomes Measurement Information System-Short Forms (PROMIS-SFs), Childhood Health Assessment Questionnaire (CHAQ). Rheumatologists completed the Systemic Lupus Erythematosus Disease Activity Index 2000 (SLEDAI-2K) and the Systemic Lupus International Collaborating Clinics/American College of Rheumatology (SLICC-ACR) Damage Index. Demographic, clinical and laboratory data were also collected. Results Of 46 patients enrolled, 38 patients completed 2 visits and 31 completed all 3 visits. Seventy-eight percent were female, 33% African American, 28% Asian, 15% Caucasian and 17% Hispanic. The mean (SD) age was 17.2 (2.7) years, with a mean (SD) disease duration of 4.6 (3.1) years. The mean (SD) SLEDAI-2K at enrollment was 3.54 (2.96). In the 38 patients who completed two or more visits, intra-class correlation coefficient and Cronbach alpha were calculated to be 0.70 and 0.91 respectively, signifying good reliability of LIT. The LIT showed positive correlation with CHAQ-Disability Index and majority of the PROMIS-SFs parameters. Construct validity was established against clinical disease activity (SLEDAI-2K). Conclusion The preliminary results indicate that the LIT is a reliable and valid instrument to capture PRO in p-SLE. Prospective validation with a larger, multicenter cohort is the next step.