Journal articles: 'Radcliffe College. Class of 2004'

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Yaoqin, Zhang. "The construction of the “College English creative writing workshop” as the second class." International Journal of Chinese Education 12, no. 2 (2023): 2212585X2311794. http://dx.doi.org/10.1177/2212585x231179480.

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College English is a compulsory public basic course for non-English majors in Chinese universities, it is also called “Public English” for undergraduates. Since the Ministry of Education of China formulated the College English Curriculum Requirements (hereinafter referred to as the “Curriculum Requirements”) on January 2, 2004, a series of reforms in College English teaching have been carried out by Chinese universities in accordance with the social demands. Based on the theory of constructivism, the present study constructs the second class of College English by learning from the “English creative writing workshops” which has been flourished in European and American universities. After a semester of piloted teaching, it found that the College English creative writing workshop, as the second class, not only is a beneficial supplement to the conventional College English class, but also has a significant effect on improving the English writing ability of non-English majors. In addition, it’s teaching mode is also very effective in cultivating students’ innovative thinking ability, practical ability and autonomous learning ability. The study has certain practical value in promoting the localization of creative writing in local Chinese universities, as well as in cultivating college students’ ability to tell Chinese stories well.

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Stein, Gertrude, and 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, no. 2 (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, and 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, no. 2 (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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Giersch, Jason, Martha Cecilia Bottia, Roslyn Arlin Mickelson, and Elizabeth Stearns. "Exposure to school and classroom racial segregation in Charlotte-Mecklenburg high schools and students’ college achievement." education policy analysis archives 24 (March 14, 2016): 32. http://dx.doi.org/10.14507/epaa.24.2123.

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In this study we investigate Charlotte Mecklenburg Schools (CMS) high school graduates’ academic performance in the first year of college and test whether their exposure to racial segregation in high school at both the school and classroom levels affected their college freshman grade point averages. Utilizing administrative data from the Roots of STEM Success Project, we track the CMS class of 2004 from middle school through its first year of education in the University of North Carolina (UNC) system. Our findings show that segregation among schools and among classes within schools compromises college achievement for students of color while offering no significant benefits to white students’ college achievement.

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Kerwin-Boudreau, Susan. "Designing a Robot’s Brain: An In-Class Learning Task." LEARNing Landscapes 5, no. 1 (2011): 141–48. http://dx.doi.org/10.36510/learnland.v5i1.537.

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In this article I discuss a learning task adapted for the college classroom in which students learn about the parts and functions of the brain by designing a robot’s brain. This task is based on a four-phase model (engage, inform, practice, and feedback) of instructional design outlined by McAlpine (2004). I describe the four phases in relation to this learning task and provide samples of student feedback. I conclude with a discussion of how this model maximizes student learning.

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Sholikhah, Masriatus, Afi Ni’amah, and Riris Nur Eriyanti. ""How Do I Engage in My Class?"; EFL Teachers' and Tertiary Students' Perceptions during Online Speaking Class." Jurnal Pendidikan Bahasa 11, no. 1 (2022): 65–78. http://dx.doi.org/10.31571/bahasa.v11i1.3803.

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Incorporated with the positive and negative perceptions of Robbins' theory (2002) and the concept of students' engagement pioneered by J.A Fredericks (2004) and Gibbs (2010), this research concerned with the students' and the teachers' perceptions about the use of online learning platforms based on student engagement in speaking class and if the students can be actively involved in aspects of behavior, cognitive, and emotional during the learning process. Carried out with a descriptive qualitative approach, this research obtained the data from the first- and fourth-year student college students speaking one and speaking 3 in STKIP PGRI Jombang, UNWAHA, and IAIN Kudus. It administered questionnaires and interviews to both students and teachers. The result showed that students' behavioral engagement was eventually high. However, their cognitive and emotional engagement was not significantly positive in some aspects. Hence, it contributes to understanding the various aspects of web-based classes and the EFL student engagement in the virtual speaking class.

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Liang, Su, and Tina Vega. "A Preliminary Report on Students’ Reflections about Their Learning in an Active Learning Classroom." International Journal of Contemporary Education 6, no. 2 (2023): 49. http://dx.doi.org/10.11114/ijce.v6i2.6393.

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In the past decades, College Algebra has become a big hurdle for students to graduate or further pursue STEM or related careers. For most of the student population, College Algebra is a terminal course and only a small portion of students take it for further mathematics courses. The traditional content of College Algebra does not serve either group of students well (Mathematical Association of America, 2004; Mathematical Association of America & National Council of Teachers of Mathematics, 2012). In recent years, at a large Hispanic-serving university, the course design for liberal arts students has been changed. An active-learning curriculum has been implemented, namely Quantitative Reasoning. This curriculum engages students with opportunities to learn math concepts from relevant everyday sources and even their own personally collected data. Students build their own understanding of mathematics by relevant data-based situations experienced through preview activities designed to prepare students for class, collaboration in class discussion and discovery through relevant problem situations, and practice activities extending learning after each lesson. The purpose of this study was to investigate student perceptions of their learning outcomes from an active-learning structured course. That is, what impact does a course design with pre-assignment tasks, authentic problem solving through collaboration in class, and practice assignments after lessons have on diverse student populations in a quantitative reasoning course?

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Magistarina, Elrisfa, Zakwan Adri, and Verlanda Yuca. "Preliminary Study: Sleep Duration and Sleep Quality in Male College Students." Jurnal Neo Konseling 3, no. 2 (2021): 66. http://dx.doi.org/10.24036/00618kons2021.

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College students are in the period of transition from adolescence to adulthood. This transition period can bring some obstacles for them, for example, disruption in sleeping pattern. According to Tsai & Li (2004), emerging adults usually have sleep deprivation. Another recent study found that college-age teens or emerging adults do have changes in sleep patterns (Lund, Reider, Whiting, & Prichard, 2010). Those emerging adults tend to stay up late and then delay waking up-time. Based on the initial interview, many students complaint that sleep later affects their academic performance, for instance, being late to the class; daytime sleepiness; and difficulties in paying attention in the class. Thus, we would like to examine the relationship between the duration of sleep with sleep quality. The result shows that there was a significant and negative correlation between sleep duration and sleep quality, which means that the sleep quality was slightly determine by how long someone sleeps. Besides, only 5% of the respondents are not using their gadget before bed. The use of gadget affects sleep difficulties and lead to poor sleep quality. Thus, the result of this research will be used as our initial data to study further

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Rafsanjani, Mohamad Arief, and Etika Dhewi Rahmawati. "Stress Exposure and Psychological Well-being: Study on Beginning Teacher." JABE (JOURNAL OF ACCOUNTING AND BUSINESS EDUCATION) 3, no. 2 (2019): 162. http://dx.doi.org/10.26675/jabe.v3i2.5757.

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A beginning teacher is someone who has just started his/her career as a teacher or someone who has just graduated from college and is working as a teacher. This transition from student to worker (as a teacher) is a critical period since it is often associated with stress (Dicke et al., 2015; Smith and Ingersoll 2004). This study examines the relationship between stress exposure (seen from stress exposure in class and outside class) and the psychological well-being of beginning teachers (seen from work enthusiasm and emotional exhaustion). This study is conducted on 325 beginning teachers of senior high schools in Malang as samples collected using a random sampling technique. The data are analyzed by using a Structural Equation Modeling (SEM). The results show that stress exposure in class and outside class has negative effect on work enthusiasm but, on the other hand, had positive effect on emotional exhaustion. This shows that stress exposure has significant effects on beginning teachers’ psychological well-being.

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Nandor, M. J. "Delving Deeper: Simple Recurrence Relations, Proper Guessing, and Closed-Form Solutions." Mathematics Teacher 99, no. 4 (2005): 292–95. http://dx.doi.org/10.5951/mt.99.4.0292.

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In reading the February 2004 issue of the Mathematics Teacher, I found the wonderful “Delving Deeper” article “Fibonacci and Related Sequences,” by Richard Askey. At the end, in the editors' note, the question was posed whether Fibonacci numbers can be found in a closed form. As it happened, I was teaching that exact topic in my discrete mathematics class at the time. Ever since taking discrete mathematics in college, recurrence relations have fascinated me, and the derivation of a functional form of the Fibonacci sequence is just one great example of how recurrence relations can be used, even at the high school level.

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Fujimoto, Akira, Masatoshi Tokuda, Toru Mori, and Toshiyuki Sakuma. "Teaching Mathematics to Electrical Engineering Students by Electrical Engineering Staff in College of Technology in Japan." International Journal of Engineering Pedagogy (iJEP) 3, S4 (2013): 22. http://dx.doi.org/10.3991/ijep.v3is4.3217.

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Electrical engineering staff (reorganized to Electrical and Computer engineering in 2004) has taught electrical engineering students for mathematics classes in Wakayama National College of Technology (WNCT) in Japan from 2007. Effects of the mathematics classes by the electrical engineering staff were evaluated by using the results of the mathematics placement tests. The results of the tests are compared with averages of other National Colleges of Technology in Japan and other divisions of WNCT. As a result, an ability of electrical engineering students for mathematics improved dramatically with increasing the ratio of mathematics classes by the electrical engineering staff. It should seem that these good results were achieved by eagerness and strong motivation of the staff with electrical specialty for improving the ability of their division's students. The reasons for the improvement are discussed and the unique class of mathematics for college of technology is also introduced.

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Munjal, Manish, Suneet Bhatia, Porshia Rishi, et al. "Onodi cells and endoscopic sinus surgery." International Journal of Otorhinolaryngology and Head and Neck Surgery 6, no. 6 (2020): 1041. http://dx.doi.org/10.18203/issn.2454-5929.ijohns20202201.

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Background: The optic nerve is susceptible to injury during endoscopic surgical intervention in the sphenoethmoidal region.Methods: This was a retrospective analysis of 157 axial computed tomography sections through the sphenoid sinus of randomly selected cases from the departments of Otorhinolaryngology and Neurosurgery, Dayanand Medical College and Hospital, Ludhiana was undertaken during the period 2002 to 2004. Results: A computed tomographic study of the Onodi cells, of this region was carried out in 157 axial scans. The incidence of Onodi cells was 12.10% with predominance of left sided and indirect type of cells in our study.Conclusions: Thorough pre-operative evaluation of sphenoethmoidal region optic nerve and extent of pathology is essential to avoid the irreversible complication of optic nerve injury.

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Koban, Lori, and Erin McNelis. "Fantasy Baseball with a Statistical Twist." Mathematics Teacher 102, no. 4 (2008): 264–71. http://dx.doi.org/10.5951/mt.102.4.0264.

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Fantasy baseball, a game invented in 1980, allows baseball fans to become managers of pretend baseball teams. In most fantasy baseball leagues, participants choose teams consisting of major league players who they believe will do well in five offensive categories (batting average, home runs, runs batted in, stolen bases, and runs scored) or in five pitching categories. We bring a fantasy baseball activity into entry-level statistics classes. Each student drafts a team on the basis of nine offensive categories, most of which are statistical twists on the five categories above. The primary goal of this activity is to apply the material in an introductory one-semester, non-calculus-based college course in statistics. This is the type of course that AP Statistics courses are designed to emulate, so this project is appropriate for AP Statistics classes as well. Indeed, this project incorporates exploratory analysis, planning and conducting a study, probability, and statistical inference, the four major themes of an AP Statistics class (The College Board 2004).

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Koban, Lori, and Erin McNelis. "Fantasy Baseball with a Statistical Twist." Mathematics Teacher 102, no. 4 (2008): 264–71. http://dx.doi.org/10.5951/mt.102.4.0264.

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Fantasy baseball, a game invented in 1980, allows baseball fans to become managers of pretend baseball teams. In most fantasy baseball leagues, participants choose teams consisting of major league players who they believe will do well in five offensive categories (batting average, home runs, runs batted in, stolen bases, and runs scored) or in five pitching categories. We bring a fantasy baseball activity into entry-level statistics classes. Each student drafts a team on the basis of nine offensive categories, most of which are statistical twists on the five categories above. The primary goal of this activity is to apply the material in an introductory one-semester, non-calculus-based college course in statistics. This is the type of course that AP Statistics courses are designed to emulate, so this project is appropriate for AP Statistics classes as well. Indeed, this project incorporates exploratory analysis, planning and conducting a study, probability, and statistical inference, the four major themes of an AP Statistics class (The College Board 2004).

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Puskas, John, Davy Cheng, John Knight, et al. "Off-Pump versus Conventional Coronary Artery Bypass Grafting: A Meta-Analysis and Consensus Statement from the 2004 ISMICS Consensus Conference." Innovations: Technology and Techniques in Cardiothoracic and Vascular Surgery 1, no. 1 (2005): 3–27. http://dx.doi.org/10.1097/01243895-200500110-00002.

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Background The purpose of this evidence-based consensus statement is to systematically review and meta-analyze the randomized and nonrandomized evidence comparing off-pump (OPCAB) to conventional coronary artery bypass (CCAB) surgery and to provide consensus on the role of OPCAB in low- and high-risk surgical patients. Methods and Results This consensus conference was conducted according to the American College of Cardiology (ACC)/American Heart Association (AHA) standards for development of clinical practice guidelines. The Steering Committee collated all published studies of OPCAB versus CCAB through May 2004 and developed six questions central to controversies surrounding OPCAB surgery in mortality, morbidity, and resource utilization. For mixed-risk patient populations, meta-analysis of 37 randomized clinical trials (3,369 patients, Level A) reported across a total of 53 papers, and two meta-analyses of nonrandomized trials (Level B) comparing OPCAB versus CCAB were identified. For high-risk patient populations, we performed a meta-analysis of 3 randomized and 42 nonrandomized trials (26,349 patients, Level B). Conclusion Meta-analysis of Level A and B evidence provided the basis for the following consensus statements in patients undergoing surgical myocardial revascularization: (1) OPCAB should be considered a safe alternative to CCAB with respect to risk of mortality [Class I, Level A]; (2) With appropriate use of modern stabilizers, heart positioning devices, and adequate surgeon experience, similar completeness of revascularization and graft patency can be achieved [Class IIa, Level A]; (3) OPCAB is recommended to reduce perioperative morbidity [Class I, Level A]; (4) OPCAB may be recommended to minimize midterm cognitive dysfunction [Class IIa, Level A]; (5) OPCAB should be considered as an equivalent alternative to CCAB in regard to quality of life [Class I, Level A]; (6) OPCAB is recommended to reduce the duration of ventilation, ICU and hospital stay, and resource utilization [Class I, Level A]; (7) OPCAB should be considered in high-risk patients to reduce perioperative mortality, morbidity, and resource utilization [Class IIa, Level B].

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Akut, Katherine. "DEVELOPING READING COMPETENCIES OF COLLEGE STUDENTS USING BLENDED INSTRUCTION." International Journal of Language and Literary Studies 2, no. 3 (2020): 230–42. http://dx.doi.org/10.36892/ijlls.v2i3.348.

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Developing 21st century reading competencies is one of the primary concerns of higher education institutions (HEIs). Initiatives have been undertaken to prepare the learners to function effectively in this technology-driven society. Hence, academic institutions integrate technology and the Internet in the teaching-learning processes. This study intends to determine the effectiveness of an instructional material on developing reading competencies using blended instruction. Dziuban, Hartman and Moskal, (2004) define blended instruction as a pedagogical approach that integrate the effectiveness and socialization opportunities of the classroom with the technologically enhanced active learning possibilities of the online environment. Six lessons were implemented in the English 107 – College Reading Skills classes. The learners were provided with hypertext reading activities, individual and collaborative tasks, online discussions, online surveys and other extension activities which provided them with the opportunity to communicate their ideas on the topics discussed in class. To determine the effectiveness of the lessons, a one-group pretest and post-test design was used. The pre-test and post-test scores were compared using the paired t-test. Findings reveal that the students performed better after the implementation of the lessons in developing reading competencies using blended instruction. Moreover, majority of the students said that the lessons are interesting, meaningful, useful and enjoyable. It can be concluded that blended instruction effectively develops the students’ reading competencies.

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Csoma, Z. "Obituary: Pál Kozma (1920-2004)." Acta Agronomica Hungarica 52, no. 1 (2004): 111–12. http://dx.doi.org/10.1556/aagr.52.2004.1.14.

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Pál Kozma, a scientist famous throughout Europe for his work on vines, was born into a poor peasant family in the small village of Gyulaháza in Szabolcs-Szatmár-Bereg County in Eastern Hungary on 11 July 1920. Despite his thirst for knowledge, he was obliged to interrupt his studies on several occasions due to the poverty of his family, and it was not until 1947 that he finally graduated from the University of Agriculture with a first class honours degree in agriculture, specialising in horticulture and vine-growing. The following year he obtained his teaching diploma, again with first-class honours. In 1947 he started work as an assistant inspector of viticulture in Tarcal, later moving to the Technical College for Horticulture and Viticulture in Miklóstelep, where he was employed as a teacher and viticulture inspector. From 1949 onwards he worked in the Department of Viticulture at the Faculty of Horticulture and Viticulture of the University of Agricultural Sciences, filling the post of Head of Department from 1960 until he retired in 1990. From 1962-1965 he was Vice-Rector of the University, followed by six years as Rector from 1965-1971. The basic and applied research he carried out from 1948 onwards gave a new direction to viticulture. His field of research included the flowering biology of the vine (flower morphology, histology, divergence and evolution of flower types, special types of fertilisation and grape formation in various flower types, light and electron microscope studies on morphological traits), vine breeding through selection and crossing (intra- and interspecific hybrids of white and red wine grapes and table grape varieties), leaf analysis for the study of the organic and mineral metabolism of vines and the diagnosis of optimum nutrient supplies, transpiration, the physiological effects of cultivation and pruning methods, the physiology of vine branches, improved technologies for the cultivation of table grapes, and the history of viticulture. In addition to the success he achieved in scientific research, he was also an excellent teacher. His students left the university with a high standard of knowledge and many of them distinguished themselves in later life. In recognition of his achievements he was given many awards, including the State Prize in 1975 and the Order of the Hungarian Republic in 1990. He received a prize from the publishers for his books entitled "Table Grapes" in 1962 and "Vines and Their Cultivation I-II" in 1994. He also received a number of international awards, including the OIV Prize (1964, 1994), the Humboldt Memorial Plaque (1968) and the Hegel Medal, Berlin (1970). He was a member of the Editorial Committee of Acta Agronomica Hungarica from 1967 to 1994 and Chief Editor from 1995 to 2000. Those who were privileged to know Pál Kozma found him to be a good-humoured and extremely well-informed man, with an enormous thirst for new knowledge and the determination which had stood him in good stead in his rise from the depths of poverty to the heights of an academic career. He was not only highly intelligent, but also extremely hard-working, never allowing difficulties to hinder him in his quest for knowledge. He will be sadly missed, but his influence will remain with us in his books and in the work of the experts he trained so well.

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Jun, Byoungho. "A Study on the Level of Recognition and Use of Standards Among College Students." Society for Standards Certification and Safety 13, no. 4 (2023): 35–47. http://dx.doi.org/10.34139/jscs.2023.13.4.35.

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As global competition intensifies, the pace of technological innovation rapidly accelerates, and demand for new markets increases, standards are emerging as a key tool not only in the national economy and industry, but also in corporate management. Particularly, as the 4th Industrial Revolution, where convergence is a keyword, becomes a hot topic, the importance of standards is being further emphasized. Standards are work for companies, countries, and local communities based on the integrated results of science, technology, and experience. Since the end users of standards are general consumers, general consumers' awareness of the standards is important. Recognizing the importance of standards, the world's major advanced countries have been working to cultivate manpower to respond, and the government of the Republic of Korea also recognized the importance of the role of standards in the national economy and has been working to foster standards experts. Especially, it has been revealed that the university standardization course, which began in 2004 with the purpose of cultivating standard manpower required by the industry, has contributed greatly to improving college students' awareness of standards. Accordingly, in this study, Survey on students at a university in Seoul where standardization courses are being offered was done regarding their awareness of standards and their importance, and their level of standards knowledge. According to the analysis results, college students' awareness of standards and their importance, and the level of standards knowledge appear to be somewhat high. In particular, standard knowledge was shown to be very high with an average score of 8.7 points, and these results showed that the difference was significant depending on whether or not students took standards class. That is, it can be judged that the standards class had a positive effect on these results. However, compared to the awareness of standards and their importance and the level of standards knowledge, the degree of use of standards was found to be somewhat low. Therefore, it is necessary to add contents and activities for utilizing standards in future standards class.

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Stephan, Jennifer L. "Social Capital and the College Enrollment Process: How Can a School Program Make a Difference?" Teachers College Record: The Voice of Scholarship in Education 115, no. 4 (2013): 1–39. http://dx.doi.org/10.1177/016146811311500407.

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Background College attendance has become a crucial determinant of life chances in U.S. society. Besides college costs and academic preparation, college-related cultural and social capital may help explain socioeconomic differences in whether and where students attend college. While high school counselors are seen as potential agents of social capital, the standard counseling model, developed to serve middle-class students, may not translate effectively to schools serving disadvantaged students. The college coach program, introduced in 12 non-selective Chicago Public Schools (CPS) in the fall of 2004, provides an alternative model. In contrast to the standard high school counseling model, college coaches take a “community organizer” role in assisting the college enrollment process. Statistical difference-in-differences analysis suggests that coaches may have improved the kinds of colleges that students attended, particularly for less advantaged students (Stephan, 2010). Purpose This qualitative study describes how the coach program works and analyzes key aspects that may explain its positive relationship with college enrollment outcomes. Participants Interviews were conducted between the spring of 2006 and spring of 2007 with 9 current and former college coaches, 2 postsecondary specialists (to whom the coaches report), and 30 high school seniors in 2 coach schools, which, like other non-selective CPS high schools, serve students who are predominantly African American or Latino and low-income. Research Design Responses to semi-structured interviews with coaches and students were coded for recurring themes and according to interview questions. A model of how coaches create social capital emerged from iterations between coding interviews and studying previous research on the creation of social capital. Conclusions The results suggest that coaches use new advising strategies (different from typical school counseling practices) to increase students’ college-related social capital and subsequently increase the number of students completing college actions, which may explain improved enrollment outcomes. This research highlights previously tacit assumptions about how counseling should work and details new advising procedures that may benefit disad-vantaged students in the college enrollment process. More generally, this research discusses specific social mechanisms through which policy or institutions may create social capital to improve educational attainment.

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Alam, Md Shafiul, Md Abdus Salam, Tayseer Farzana, ASM Raushan Newaz, and Md Saiful Islam. "Socio-demographic Characteristics of Patients with Tuberculosis Spine in Bangladesh." Bangladesh Journal of Infectious Diseases 3, no. 1 (2017): 3–5. http://dx.doi.org/10.3329/bjid.v3i1.32583.

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Background: Spinal tuberculosis is more frequently reported in developing countries.Objective: The purpose of the present study was to see the socio-demographic characteristics of spinal tuberculosis patients.Methodology: This study was carried out in the Department of Neurosurgery, Dhaka Medical College Hospital during the period of January 2002 to December 2004 to elucidate the effectiveness of surgical and conservative treatment of the tuberculosis of the spine. For this purpose, a total number of 50 consecutive cases admitted during the study period with tuberculosis of the spine supported by investigations were included in this study.Result: The mean age of the patients was 25.4 years and ranged from 7 years to 68 years. The highest incidence of tuberculosis of the spine was found in age group between 11 to 20 years and 70% of the patients were under 30 years of age. Incidence of tuberculosis of this spine was more in male (62%) in comparison to female (3 8%) with a male female ratio of 1.63:1. In this study most of the patients came from low class society (66%) followed by middle class (28%) and high class (6%) respectively.Conclusion: Spinal TB more frequently occurs among the young age group with a male predominance.Bangladesh Journal of Infectious Diseases 2016;3(1):3-5

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Cabrejas, Maribeth M., and Revina O. Mendoza. "College Students’ Engagement and Self-Regulated Learning Strategies: Its Influence to The Academic Performance in The Flexible Learning Modality." British Journal of Multidisciplinary and Advanced Studies 4, no. 3 (2023): 73–84. http://dx.doi.org/10.37745/bjmas.2022.0193.

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College instructors face the daunting task of keeping students actively engaged in class discussions, particularly in the context of flexible learning. This descriptive-correlational research aimed to determine whether students’ engagement and self-regulated learning strategies affect their academic performance. The participants consisted of 202 college students enrolled in the first semester of SY 2022-2023 in one of the private institutions of Cagayan de Oro City. The data were gathered using the modified questionnaire adopted from Erickson et al (2015) on Self Regulations and Hart et al. (2011) on Student Engagement. Data gathered were analyzed using descriptive statistics and multiple regression analysis. Students’ engagement included the behavioral, cognitive, and affective domains as espoused by Fredricks et al. (2004). Meanwhile, the self-regulated learning strategies were confined to planning, monitoring, and evaluating as proposed by Zimmerman (2008). Overall data revealed that the participants were highly engaged and had highly self-regulated learning strategies. Students’ engagement significantly predicted academic performance with Behavioral engagement that stood out as the best predictor. On the other hand, self-regulated learning strategies do not significantly predict students’ academic performance. The study highlighted the urgency for educators to find creative means of motivating students to effectively engage in the pedagogical process and introspect on their learning strategies to foster academic progress.

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Gafur, Abdul. "PERANCANGAN WEBSITE PADA PROGRAM STUDI TEKNIK SIPIL FAKULTAS TEKNIK DAN ILMU KOMPUTER UNIVERSITAS ISLAM INDARGIRI." SISTEMASI 6, no. 1 (2018): 25. http://dx.doi.org/10.32520/stmsi.v6i1.25.

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Issues of particular campus study programs in Information Systems scheduling and ratings contained the data redundancy. Through the website is expected to solve the problem of redundancy scheduling and assessment so that students can get the desired information through access to the website of civil enggineering at Islamic University Of Indragiri (http://ts.ftik.unisi.ac.id/) did not need to come directly to the college / Academic Division in Islamic University Of Indragiri. Profile information such as information about the university, class schedules, grades and information and announcements. So that the efficiency and effectiveness in terms of time, effort, and cost can be achieved with either. The method used in this study is based on qualitative methods and action. While the system development using SDLC with Waterfall Model. The software used is: Windows XP Professional, Macromedia Dreamweaver MX 2004 and Xampp 1.7.8. Based on the above, the result of this research is an application called: Website Development of Civil Enggineering at Islamic University Indragiri. Keywords: Academic, website, civil enggineering, SDLC

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Shi, Leimin, and Honglin Chen. "Changes to teachers’ knowledge base." Australian Review of Applied Linguistics 43, no. 1 (2019): 4–28. http://dx.doi.org/10.1075/aral.18025.shi.

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Abstract In China, since 2004, developing students’ overall communicative competence has become the central goal of the current College English Curriculum Requirements. However, this goal has yet to be addressed, particularly in regard to the teaching of writing. This paper examines whether and how changes in teachers’ knowledge base related to teaching writing may impact their students’ writing outcomes. Six experienced teachers were introduced to a SFL (Systemic Functional Linguistics)-informed genre approach and subsequently trialled this pedagogy in practice. Through pre- and post- workshop interviews and classroom observations, changes in teachers’ knowledge base were investigated. In each observed class, two writing samples produced by students were collected. The findings of changes in the teachers’ knowledge base were compared with possible changes emerging in their students’ writing products. The results of the comparison reveal that, corresponding to positive changes evidenced in the teachers’ knowledge base, the majority of the students made improvements in their writing products.

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Riegel, Caitlin, and Maritza M. Branker. "Reaching Deep Conceptual Understanding through Technology." Mathematics Teacher 112, no. 4 (2019): 307–11. http://dx.doi.org/10.5951/mathteacher.112.4.0307.

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Technology has been linked to increased student motivation in the twenty-first-century classroom (Rau, Gao, and Wu 2008). In addition to engaging students by using a familiar medium to present content, technology allows educators an opportunity to focus on reaching a deeper conceptual understanding. Specifically, educators teaching AP Calculus, a course designed to provide the same content as a college level calculus course, can use technology to promote understanding of material that high school standards do not mention as crucial, but are nonetheless considered fundamental and included in college textbooks. If AP students do not achieve a thorough conceptual understanding of content considered fundamental to calculus, the result may be a piecemeal view of the subject, a lessened appreciation for its applications, and a lack of preparation for postsecondary mathematics education (Bressoud 2004). Instructional technology can help teachers present material to meet the standards outlined by The College Board (2015), as well as provide students with content knowledge that will prepare them to meet collegiate expectations. When instructional technologies are used as contemporary tools and resources “aimed at deepening students' understanding of content” (Drijvers et al. 2010; Zazkis and Nunez 2015, p. 126) they can also increase deductive thinking by communicating, demonstrating, and explaining advanced conceptual material. Furthermore, instructional technology can connect with current pedagogy that emphasizes technology in education (ISTE 2008) when used as blended learning tools that teach “some fraction of the content through online sources” and implementing “non-lecture based activities” (Zazkis and Nunez 2015, p. 126). In all, the use of technology in calculus can provide a more holistic view of the mathematics without sacrificing class time needed to meet the standards.

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Dill, Janette, and Adrianne Frech. "Providing for a Family in the Working Class: Gender and Employment After the Birth of a Child." Social Forces 98, no. 1 (2018): 183–210. http://dx.doi.org/10.1093/sf/soy106.

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AbstractNavigating the labor market in today’s economy has become increasingly difficult for those without a college degree. In this study, we ask whether and how working-class men and women in the United States are able to secure gains in wages and/or earnings as they transition to parenthood or increase family size. We look closely at child parity, employment behavior (e.g., switching employers, taking on multiple jobs, increasing hours), and occupation in the year after the birth of a child. Using the 2004 and 2008 panels of the Survey for Income and Program Participation (SIPP), we employ fixed-effects models to examine the impact of changing labor market behavior or occupation on wages and earnings after the birth of a child. We find limited evidence that low- and middle-skill men experience a “fatherhood premium” after the birth of a child, conditional on child parity and occupation. For men, nearly all occupations were associated with a “wage penalty” after the birth of a child (parity varies) compared to the service sector. However, overall higher wages in many male-dominated and white-collar occupations make these better options for fathers. For women, we see clear evidence of a “motherhood penalty,” which is partly accounted for by employment behaviors, such as switching to a salaried job or making an occupational change.

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Lord, Alan R., and John E. Whittaker. "On the award of TMS Honorary Membership, 17 November 2004 Professor Robin Whatley – an appreciation." Journal of Micropalaeontology 24, no. 1 (2005): 95–96. http://dx.doi.org/10.1144/jm.24.1.95.

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Abstract. Robin Charles (Ignatius) Whatley was born a ‘Man of Kent’ in 1936. He was educated at Ashford Grammar School, where an inspiring teacher, Frank Kenworthy, stimulated a series of pupils to become earth scientists, for example, John Catt (University College London), Roy Clements (Leicester University), Ron Cook (recently Vice Chancellor of York University) and Chris Wilson (Open University). Following a varied post-school career as a farmer (1954), National Serviceman (1955–1957), and inshore fisherman based at Christchurch, Hampshire (1957–1959), Robin joined Hull University to read Geology. He graduated with a First Class Honours Degree in 1962, one of the first two ever to be awarded by the department. An interest in Micropalaeontology, in particular ostracods, became apparent during undergraduate years and formed part of his BSc dissertation. A further three years at Hull followed, funded by the Department of Scientific and Industrial Research (DSIR, fore-runner of the modern research councils), leading to the award of a PhD degree in 1966 for a thesis on British Callovian and Oxfordian ostracods, carried out under the supervision of John Neale. As a mature student Robin felt it to be his duty to write stern letters to DSIR pointing out the shortcomings of its procedures and officials, and he was somewhat surprised when, visiting DSIR for a Post-Doctoral Fellowship interview, he discovered that his letters were regularly pinned to the staff notice board to be read by all. As it turned out a Fellowship was not required, as Robin was appointed Assistant Lecturer in Geology . . .

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Elpus, Kenneth. "Is It the Music or Is It Selection Bias? A Nationwide Analysis of Music and Non-Music Students’ SAT Scores." Journal of Research in Music Education 61, no. 2 (2013): 175–94. http://dx.doi.org/10.1177/0022429413485601.

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This study examined the college entrance examination scores of music and non-music students in the United States, drawing data from the restricted-use data set of the Education Longitudinal Study of 2002 (ELS), a nationally representative education study ( N = 15,630) conducted by the National Center for Education Statistics. Analyses of high school transcript data from ELS showed that 1.127 million students (36.38% of the U.S. class of 2004) graduated high school having earned at least one course credit in music. Fixed-effects regression procedures were used to compare standardized test scores of these music students to their non-music peers while controlling for variables from the domains of demography, prior academic achievement, time use, and attitudes toward school. Results indicated that music students did not outperform non-music students on the SAT once these systematic differences had been statistically controlled. The obtained pattern of results remained consistent and robust through internal replications with another standardized math test and when disaggregating music students by type of music studied.

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Dwi Meisyitah Ananda. "ANALISIS KECAKAPAN BERBICARA BAHASA INGGRIS MAHASISWA DAN FAKTOR-FAKTOR YANG MEMPENGARUHINYA DI SEKOLAH TINGGI ILMU KESEHATAN KESOSI." Jurnal Nurse 7, no. 1 (2024): 10–17. http://dx.doi.org/10.57213/nurse.v7i1.211.

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Speaking helps students develop their vocabulary and grammar skills and then improve their writing skills. Students can express emotions, ideas; tell stories; request; speaking, discussing, and demonstrating various functions of language. Talking is very important outside of class. Therefore, language speakers have more opportunities to get jobs in various organizations and companies. The aim of this research is to determine the level of English-speaking proficiency and the problems they face. For this research, the samples taken were all students studying English at the KESOSI College of Health Sciences. Data was collected through a short question and answer session using 10 quick questions. The questions are adapted from IELTS speaking part 1. After data collection, the data is calculated using a formula adapted from Brown (2004) and then classified to determine the level of ability. The classification table below is adapted from Harris (1974). Based on these results, it was found that the score was quite high. It was also found that the factors affecting their speaking skills were the fear of using incorrect grammar and lack of vocabulary.

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Strike, Kenneth A. "Class and Schools: Using Social, Economic, and Educational Reform to Close the Black‐White Achievement Gap by Richard Rothstein. New York: Teachers College Press, 2004; Washington, DC: Economic Policy Institute, 2004. 210 pp. $17.95 (paper)." American Journal of Education 111, no. 3 (2005): 414–20. http://dx.doi.org/10.1086/428887.

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Wright, Amy N., Jeff L. Sibley, Luther Waters, Dave Williams, and Joe Eakes. "International Opportunities in Horticulture at Auburn University." HortScience 41, no. 4 (2006): 975A—975. http://dx.doi.org/10.21273/hortsci.41.4.975a.

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International undergraduate study programs give students an advantage in the job market, broaden their understanding of and experience with other cultures, and allow them to develop professional international contacts. Since 2003, faculty and administrators in the Department of Horticulture at Auburn University have been providing horticultural study tours for faculty and undergraduate and graduate students in horticulture. In 2003 and 2004, undergraduate students and faculty participated in an about 10-day non-credit study tour of gardens in London and southeastern England. In 2005, undergraduate students, a graduate student, and faculty participated in an 8-day non-credit study tour of gardens, horticultural production facilities, and natural ecosystems in Costa Rica. All of these tours in 2003 to 2005 occurred during the break between spring and summer semesters. In 2005, a 6-week study abroad program (1 June to 15 July) was offered at a college in northwestern England. Students received 13 hours of credit for four classes: Landscape Gardening, History of Garden Design, International Agriculture Seminar, and Herbaceous Plant Materials. In addition to class time, trips were arranged each week to regional gardens and retail and production facilities. Plans for 2006 include a week-long non-credit study tour of gardens and production areas in The Netherlands during the break between spring and summer semesters, a 2-week study tour of government, university, and agricultural production areas in Hungary in July (offered in conjunction with the College of Agriculture), and a repeat offering of the study abroad program in England.

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Akhter, Tahamina, Tabassum Ghani, Subinoy Krishna Paul, et al. "Early Puerperal Complications - A Prospective Clinical Study on Caesarean Deliveries." Journal of Dhaka Medical College 27, no. 1 (2018): 68–71. http://dx.doi.org/10.3329/jdmc.v27i1.38949.

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Introduction : when a healthy pregnant woman with no obstetric or medical risk factors goes into spontaneous labour, she should anticipate a normal delivery. But still 580, 000 women in the world die from pregnancy and childbirth each year.1 Lack of attention to postpartum care in developing countries is neglected tragedy and requires immediate attention. This study evaluates the incidence of complications of early puerperium and also focuses the specific types of complications and to detect the risk factors associated with these complications. Aims and objectives : Main aim of the study is to evaluate the common complications in early puerperium with special attention to identify the risk factors. Materials and method : This study was carried out in Dhaka Medical College Hospital and Sir Sallimullah Medical College Hospital within the period of March ’2004 to August’ 2004. Two hundred patients were selected for this study who were delivered by caesarean section in these two institutions and complications occurring within 7 days excluding first 24 hours. Patients delivered outside the hospital and with known medical diseases were excluded from this study. Detailed history taking and appropriate clinical examination and specific investigations were done for diagnosis of complications. All relevant informations was noted in prescribed data sheet and results were tabulated and statistical analysis was done. Results : Among 200 cases only 44(22%) cases had early puerperal morbidity.Most of the patients who suffered complications underwent caesarean section for obstructed labour and fetal distress who had trial at home. Many of the patients suffered from wound infection and endometritis (40.9%). Among patients, age group -<20 years suffered from wound infection(53.8%) and endometritis(45.8%) were common in age group 21-30 years. VVF was common in patients in age <20 years.Endometritis (42.2%) was maximum in women with parity 1-3 and wound infection (50%) in women with parity 4-6. Some of the patients had more than one early puerperal morbidity. Maximum number of poor class suffered from wound infection (42.4%).Early puerperal morbidity was more prevalent in women with duration of labour <18 hours and Premature rupture of membrane had relationship with endometritis (15.9%), wound infection (13.6%) and UTI (11.4%). Conclusion : Incidence of early puerperal morbidities is still quite high (22%) and many patients experiences more than one problem at a time.Long term sequelae of early puerperal infectious morbidity should not be neglected as this may interfere quality of life of a woman. J Dhaka Medical College, Vol. 27, No.1, April, 2018, Page 68-71

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Boada, Cristina E., and Paul T. Cirino. "45 Gender Differences in Mathematics and its Cognitive and Non-Cognitive Predictors in Community College Students." Journal of the International Neuropsychological Society 29, s1 (2023): 651–52. http://dx.doi.org/10.1017/s1355617723008202.

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Objective:Historically, numerous studies have supported a male advantage in math. While more recent literature has shown that the gender gap is either decreasing or non-significant, a gender difference remains for higher level math (high school and college) (Hyde et. al. 1990; Casey et. al. 1995). It is known that both cognitive and non-cognitive factors influence math performance. There is little evidence for gender differences in working memory (Miller & Bichsel, 2004), which is a key predictor for mathematics. There is, however, evidence for gender differences in the non-cognitive domain, including math anxiety, with females having higher levels (Miller & Bichsel, 2004; Goetz, et. al. 2013). This study evaluates gender differences in both standardized and everyday math performances, and the way that cognitive and non-cognitive factors impact math. The study is focused on a very understudied group with high levels of math difficulty, namely community college students. We expected to find gender differences in math, and expect these to be in part accounted for by gender differences in strong mathematical predictors, particularly non-cognitive factors.Participants and Methods:Participants included 94 community college students enrolled in their first math class (60 female; 34 male). Participants were administered the Kaufman Test of Educational Achievement - 3rd edition (KTEA3): Math Computation (MC) and Math Concepts Application (MCA) subtests, as well as an original Everyday Math (EM) measure which assessed their math ability in the context of common uses for math (e.g., financial and health numeracy). Additional measures included math anxiety, self-efficacy, and confidence. Finally, complex span working memory tasks were administered to assess verbal and spatial working memory. Analyses were performed using correlation and regression to examine relationships between the cognitive and non-cognitive variables and standardized and everyday math measures.Results:Correlations showed that all cognitive and non-cognitive variables are significantly correlated with all three math measures (all p < .05). There were no significant gender differences for any of the math measures, nor the working memory, or non-cognitive measures. Regression showed that across all three math outcomes, math anxiety and verbal working memory are significantly predictive of math performance. Overall R2 values were significant (range 27% to 37%, all p < .001). Working memory and math anxiety were unique predictors in all three regressions (all p < .05), but other non-cognitive variables such as self-efficacy did not show unique prediction (all p >.05).Conclusions:There was no evidence for gender differences on any studied variable. This stands in contrast to prior studies, although few studies have included community college students. On the other hand, both cognitive and non-cognitive factors were complimentary in the prediction of math outcomes, which is consistent with prior work. Among non-cognitive predictors, math anxiety was particularly prominent. This study clarifies prior conflicting work regarding gender differences, and highlights the role of both math anxiety and working memory as relevant for multiple math outcomes.

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So, Hosung, Taemin Ha, Hyeonho Yu, and Christopher Gentry. "Effects of a Sport Education Intervention on Students’ Self-Esteem and Sport Confidence in University Badminton Classes." JOHSK 1, no. 1 (2020): 12–15. http://dx.doi.org/10.47544/johsk.2020.1.1.12.

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The purpose of the present study was to assess the effectiveness of a sport education curriculum model in improving self-esteem and state sport competency. Students in the sport education group reported significant pre- to post-intervention increases in self-esteem, but not in the state sport competence. The results could be interpreted by Vealey’s (1986) recommendations that the state sport competence is hypothesized to be positively related to performance orientation primarily focused in general college physical activity class, and negatively related to outcome orientation which is a core element of the SEM. However, self-esteem is positively related to outcome orientation (e.g., feelings of success, accomplishment, belongings, team affiliation, and formal competition). Similar to Wallhead and Ntoumanis’ (2004) study, although a primary goal of sport education is to develop competence in sport (Siedentop, 1994), implementation of the course SEM may indirectly affect the SEM’s potential for developing student skill. The lack of significant improvement in the sport education student’s state sport competence might be due to the relatively short duration of the intervention and fewer opportunities for students to practice skills in badminton that is easy to play but hard to master. Further research is required to examine the potential effect on student skill development and perceptions of competence in the sport education courses.

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GAWRON, JEAN MARK, and KELLEN STEPHENS. "Sparsity and normalization in word similarity systems." Natural Language Engineering 22, no. 3 (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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Alam, Md Shafiul, Amir Mohammad Khan, Tayseer Farzana, Md Abdus Salam, and Abdur Rabban Talukder. "Patient Profiles of Potts Diseases: Experience of 50 Cases in a Tertiary Care Hospital in Dhaka City." Journal of National Institute of Neurosciences Bangladesh 2, no. 2 (2017): 48–50. http://dx.doi.org/10.3329/jninb.v2i2.34093.

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Background: Spinal tuberculosis is a great problem in the health sector. Objective: The purpose of the present study was to see the see the socio-demographic characteristics of spinal tuberculosis patients. Methodology: This study was designed as descriptive cross sectional study which was carried out in the Department of Neurosurgery at Dhaka Medical College Hospital during the period of January 2002 to December 2004 for a period of two (2) years. All the patients who were presented with spinal tuberculosis at any age with both sexes were included as study population. The details of socio-economic condition were recorded of all the patients. Confirmation of spinal tuberculosis was made by CT-scan and MRI. Finally biopsy was done to confirm the cases by histopathology.Results: In this study, 50 cases of tuberculosis of the spine patients were recruited for this study. The mean age with SD was 25.4±18.65 years. The sex distribution shows male preponderance with a male and female ratio of 1.63:1. Regarding the socioeconomic status 33 (66%) patients came from low class society. In this study majority of the study population were illiterate which was 19(38.0%) cases. Most of the patients were day labourer which was 17(34.0%) cases.Conclusion: In conclusion young adult male patients are most commonly affected by spinal tuberculosis.Journal of National Institute of Neurosciences Bangladesh, 2016;2(2): 48-50

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Taylor, Mark, Robyn M. Gillies, and Adrian F. Ashman. "Cognitive Training, Conflict Resolution and Exercise: Effects on Young Adolescents' Wellbeing." Australian Journal of Guidance and Counselling 19, no. 2 (2009): 131–49. http://dx.doi.org/10.1375/ajgc.19.2.131.

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AbstractBackground: This study builds on previous studies reporting that depressive symptoms among adolescents are reduced and personal satisfactions with one's achievements and competence with peers are enhanced when students are taught strategies for engaging in more optimistic thinking (explanatory style) (Gillham, Reivich, & Freres et al., 2006) and social problem-solving (Ingoldsby, Kohl, McMahon, & Lengua, 2006). Additionally, engaging in regular exercise has also been found to be useful in reducing depressive symptoms in this age group (Bodin & Martinsen, 2004). Aim: The study investigated the effects of three interventions — explanatory style (cognitive training), conflict resolution, and exercise — known to help adolescents develop a strong sense of wellbeing. It involved 31students aged 11 to 13 years and their parents, and six class teachers from a large, metropolitan, private boys' college in Brisbane, Australia. Methods: Twenty-five boys participated in the three interventions, while six boys acted as a comparison group. A counterbalanced, multiple baseline design was implemented so that students participated in the three interventions in a different order. Results: The results showed that students in the intervention group experienced a reduction of internalising behaviours such as withdrawal and depressive symptoms following all three interventions. Collectively, the interventions were successful in reducing depressive symptoms; individually, they also significantly reduced depressive symptoms. Conclusions: The results showed that explanatory style, conflict resolution, and exercise interventions are effective in reducing depressive symptoms in adolescents.

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De Zarate, Matias Ortiz, Emmanouil Mentzakis, Simon DS Fraser, Paul Roderick, Paul Rutter, and Carmine Ornaghi. "Price versus clinical guidelines in primary care statin prescribing: a retrospective cohort study and cost simulation model." Journal of the Royal Society of Medicine 115, no. 3 (2021): 100–111. http://dx.doi.org/10.1177/01410768211051713.

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Objective To investigate the relative impact of generic entry and National Institute for Health and Care Excellence clinical guidelines on prescribing using statins as an exemplar. Design Retrospective analysis of statin prescribing in primary care and cost simulation model. Setting Royal College of General Practitioners Research and Surveillance Centre (RCGP R&SC) database and Prescription Cost Analysis (PCA) database. Participants New patients prescribed statins for the first time between July 2003 and September 2018. Main outcome measures Shares of new patients prescribed one of the five statins available in the British National Formulary, and cost of prescribing statins to new and existing patients in primary care in England. Results General trends of statin’ prescriptions were largely driven by a decrease in acquisition costs triggered by patent expiration, preceding NICE guidelines which themselves did not seem to affect prescription trends. Significant heterogeneity is observed in the prescription of the most cost-effective statin acrossGPs. A cost simulation shows that, between 2004 and 2018, the NHS could have saved £2.8bn (around 40% of the £6.3bn spent on statins during this time) if all GP practices had prescribed only the most cost-effective treatment. Conclusions There is potential for large savings for the NHS if new and, whenever possible, ongoing patients are promptly switched to the first medicine that becomes available as generic within a therapeutic class as long as it has similar efficacy to still-patented medicines.

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Jaiswal, Prashant Kumar, and Nirmal Verma. "IJCM_137A: A cross-sectional study to find out prevalence of alcohol, smoking and other substance abuse among adolescent in Raipur city, Chhattisgarh." Indian Journal of Community Medicine 49, Suppl 1 (2024): S40. http://dx.doi.org/10.4103/ijcm.ijcm_abstract137.

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Background: The use of various psychoactive substances such as alcohol, cannabis and opioids has been observed in India for centuries, the current dimension of the extent and pattern of psychoactive substance use and the problems associated with their use are not well-documented. Substance use estimates from 2004 indicate that tobacco, alcohol and illicit drugs account for 8.7%, 3.8% and 0.4% of all deaths respectively, and 3.7%, 4.5% and 0.9% of Disability Adjusted Life Years (DALYs) lost respectively. National-level prevalence has been calculated for many substances of abuse, but regional variations are quite evident. Rapid assessment surveys have facilitated the understanding of changing patterns of use. Substance use among women and children are increasing cause of concern. Objective: To find out the prevalence of substance use among adolescentsat Raipur City C.G. Methodology: Study design: Community-based cross-sectional observational study. Study centre: Department of Community Medicine, Pt. JNM Medical College, Raipur Study area: Raipur city Study technique: Interview method Sample size: 300 Results: In the present study among 664 adolescents, 301 (45.3%) have a lifetime history of any type of substance abuse other than their medicinal use. The majority 53.5% and 26.8% belong to class II & III socioeconomic status as per the revised modified Prasad classification 2023. 39.5%, 17.6% and 5.7% of adolescents have a lifetime exposure to any form of Tobacco, alcohol & cannabis abuse respectively. Conclusion: In the present study, the prevalence of substance abuse is very high among adolescents and we found that 39.5% of adolescents are exposed to tobacco products while the Global Youth Tobacco Survey-4 (2019) estimates it was 18.1%.

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Bottia, Martha Cecilia, Elizabeth Stearns, Roslyn Arlin Mickelson, Stephanie Moller, and Ashley Dawn Parler. "The Relationships among High School STEM Learning Experiences and Students’ Intent to Declare and Declaration of a STEM Major in College." Teachers College Record: The Voice of Scholarship in Education 117, no. 3 (2015): 1–46. http://dx.doi.org/10.1177/016146811511700308.

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Background/Context Schools are integral to augmenting and diversifying the science, technology, engineering, and mathematics (STEM) workforce. This is because K–12 schools can inspire and reinforce students’ interest in STEM, in addition to academically preparing them to pursue a STEM career. Previous literature emphasizes the importance of high-quality STEM academic preparation in high school and the role of informal and formal exposure to STEM as important influences on students’ chances of following a STEM career. Interestingly, although many students decide to major in STEM fields while they are in high school, the majority of the extant literature about why students choose STEM majors primarily focuses on students’ experiences during the college years. Purpose/Objective/Research Question/Focus of Study Through our research, we seek to investigate how learning experiences of inspiration/reinforcement/preparation toward STEM that students have during high school can help explain the stark differences in STEM involvement by gender and ethnicity. We first investigate the importance of high school inspirational/ reinforcing/ preparatory experiences for students’ intent to major in STEM while in high school. We then see how they relate to students’ actual choice of a STEM major. We do this focusing on gender and racial/ethnic differences in outcomes. Specifically, we analyze the impact of the timing of high school STEM courses (algebra, biology, and physics), the quantity of STEM-related classes, and the quality of these courses on students’ decision to pursue a college STEM major. Research Design This is an analysis of quantitative data gathered about members of North Carolina's 2004 high school graduating class who also matriculated to one of the 16 campuses of the University of North Carolina system. Our research developed in two different stages. In the first stage, we utilize multilevel binomial models to examine students’ intent to declare a STEM major in their senior year of high school. In the second stage, we employ multilevel multinomial models to analyze chances of declaring a STEM major during the years 2005–2011, when students are in college. Findings/Results Findings suggest that STEM experiences of inspiration/reinforcement/ preparation during high school interact with demographic variables to moderate students’ interest in STEM. Taking physics and intending to major in STEM during high school are the variables most closely associated with students’ choice of STEM as a major. In addition, taking physics is especially important for young women's odds of declaration of STEM. Conclusions/Recommendations Findings suggest several policy recommendations: Provide a variety of high school learning STEM experiences that will link and augment students’ interest in STEM; change the way physics is presented to female students; utilizing curricula and pedagogy that focus on ways that physics is personally relevant may increase the number of young women who take the course in high school; increase the quality of the STEM-related academic preparation of students; particular attention should be given to underrepresented subgroups of students; increase the offering of math and science-focused program at schools; and increase the availability of more STEM-related co- and extracurricular experiences available to youth.

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Luciano-Wong, Shaila, and Dale Crowe. "Persistence and engagement among first-year Hispanic students." Journal for Multicultural Education 13, no. 2 (2019): 169–83. http://dx.doi.org/10.1108/jme-12-2017-0072.

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Purpose The purpose of this paper is to examine the association between engagement indicators and intent to persist of first-year full-time Hispanic students attending public versus private universities. Design/methodology/approach Metadata from the Your First College Year survey from the Higher Education Research Institute (HERI) were selected for this study. The approach included using a descriptive correlational design and regression analysis to examine the relationship between engagement indicators and persistence among first-year, full-time Hispanic students and persistence. Purposeful sampling obtained from the HERI data set resulted in a sample size of 1,206 students who attended public institutions and 1,187 students who attended private institutions. Findings Analysis of the results disclosed a positive correlation between first-year Hispanic students’ intent to persist, satisfaction with peer interactions, amount of contact with faculty, first-year programs and sense of belonging. The results of the analysis disclosed differences between public and private institutions. Of the collective variables, satisfaction with amount of contact with faculty and sense of belonging are significant predictors of persistence. Research limitations/implications The sample of the study was limited to the use of archival data and the responses to specific questions obtained from the 2014 YFCY survey. Factors such as insufficient experience at the college students are attending, unwillingness to provide honest feedback and exaggerating specific areas of their behavior or performance may affect students who respond to surveys (Kuh, 2004), affecting the accuracy of the data. Further, 89.7 per cent of the variance in persistence has not been explained. Adding or using different variables and utilizing a more advanced statistical technique may account for additional variance. Cause and effect cannot be determined from correlational analysis, and the possibility exists that an unknown variable may be the cause of a correlation within the study. Incomplete information from predictors, complete separation and overdispersion can lead to SPSS output errors for logistic regression analysis. Social implications It is important for higher education administrators to understand the cultural differences of not only Hispanic students but other ethnic and racial groups. As a global society, public and private higher education institutions are looking for more inclusion of multi-cultural students. Recruitment is obviously important, but to recruit is not enough. It is the responsibility of higher education administrators to do all that is reasonably possible to retain students through graduation. Originality/value Studies have been conducted on academic disparities between Hispanic students and their White counterparts, but few studies exist on the factors associated to persistence among the first-year Hispanic student population. The results of this study may add to the existing body of knowledge and assist with faculty development of programs, decisions on class size, improvements to pedagogy and discussions to improve the campus climate for Hispanic students. Using the resources of HERI, future studies can be conducted involving other races and ethnicities.

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Bernardino Ambrosio, Victoria, Sofía Hernández Santiago, Fernanda López Olvera, Sofía Berenice Orta Reyna, and María De los Ángeles Pérez Rosas. "Acciones Preventivas en la vida sexual de los estudiantes de Enfermería." Revista CuidArte 1, no. 1 (2012): 6. http://dx.doi.org/10.22201/fesi.23958979e.2012.1.1.69060.

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La falta de responsabilidad, en los j&oacute;venes, para llevar a cabo las acciones preventivas en su vida sexual, se mantiene como un problema de gran inter&eacute;s para la salud p&uacute;blica.Objetivo: Identificar si los estudiantes de la Licenciatura en enfermer&iacute;a de 7&ordm; y 8&ordm; semestre, realizan acciones preventivas en su vida sexual.Metodolog&iacute;a: Estudio observacional, protectivo, transversal y descriptivo. De un total de 112 universitarios de la Licenciatura en Enfermer&iacute;a, se tom&oacute; una muestra de 63 estudiantes, a los cuales se les aplic&oacute; un instrumento de valoraci&oacute;n basado en la una encuesta de salud y h&aacute;bitos sexuales (2004), se obtuvieron datos en percentiles; posteriormente, se realiz&oacute; el an&aacute;lisis de los datos y se hizo la correlaci&oacute;n de las variables: edad y n&uacute;mero de parejas sexuales, con un nivel de significancia de 0.18Resultados: El 90.5% de nuestra muestra, considera que cuenta con los conocimientos necesarios y que se aplican las medidas preventivas, de los cuales, el 47.6% asiste a revisiones m&eacute;dicas como medida de precauci&oacute;n. Sin embargo, al menos el 14.2% ha presentado un embarazo no planeado y el 3.1% una infecci&oacute;n de transmisi&oacute;n sexual.Conclusiones: La falta de aplicaci&oacute;n de las acciones preventivas, se debe, a la falta de responsabilidad de cada universitario, ya que no solo se cuenta con la informaci&oacute;n y los conocimientos fundamentales aplicables a su vida, sino tambi&eacute;n, por ser promotores de la salud.&nbsp;SUMMARY The lack of responsibility in young people, to carry out the preventive actions in its sexual life, stays like a problem of great interest for the public health. Objective: To identify if the students of the &nbsp;of 7th and 8th semestrial degree, to make preventive actions in their sexual life. Methodology: Observational, protective, crossectional and descriptive study. From a total of 112 college students of the Degree in Infirmary, a sample was taken from 63 students, to whom were applied to an instrument of valuation based on a survey of health and their sexual habits.&nbsp;&nbsp;

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48

Kloda, Lorie Andrea. "Undergraduate students do not understand some library jargon typically used in library instruction." Evidence Based Library and Information Practice 1, no. 1 (2006): 83. http://dx.doi.org/10.18438/b8qp4p.

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A review of:   Hutcherson, Norman B. “Library Jargon: Student Recognition of Terms and Concepts Commonly Used by Librarians in the Classroom.” College and Research Libraries 65.4 (July 2004): 349-54.  Objective – To determine students’ level of recognition for 28 commonly used terms in library instruction.  Design – Survey, multiple-choice questionnaire.  Setting – Large state university library in the United States (this is assumed from the author’s current affiliation).  Subjects – 300 first- and second-year university students enrolled in a library skills course between September 2000 and June 2003.  Methods – Two 15-question multiple-choice questionnaires were created to verify students’ understanding of 28 terms commonly used in library instruction, or “library jargon”. Each questionnaire included 12 unique terms and, in order to ensure consistency between questionnaire results, three common terms. For each question, a definition was provided and four terms, including the correct one, were offered as possible answers. Four variants of each survey were developed with varied question and answer order. Students who completed a seven-week library skills lab received one of the two questionnaires. Lab instructors explained the objective of the survey and the students completed them in 10 to 15 minutes during class time. Of the 300 students enrolled in the lab between September 2000 and June 2003, 297 returned completed questionnaires. The researcher used Microsoft Excel to calculate descriptive statistics, including the mean, median, and standard deviation for individual questionnaires as well as combined results. No demographic data were collected.  Main results – The mean score for both questionnaires was 62.31% (n=297). That is, on average, students answered 9.35 out of 15 questions correctly, with a standard deviation of +-4.12. Students were able to recognize library-related terms to varying degrees. Terms identified correctly most often included: plagiarism (100%), reference services (94.60%), research (94.00%), copyright (91.58%), and table of contents (90.50%). Terms identified correctly the least often included: Boolean logic (8.10%), bibliography (14.90%), controlled vocabulary (18.10%), truncation (27.70%), and precision (31.80%). For the three terms used in both questionnaires, results were similar.   Conclusion – The results of this study demonstrate that terms used more widely (e.g. plagiarism, copyright) are more often recognized by students compared with terms used less frequently (e.g. Boolean logic, truncation). Also, terms whose meanings are well-understood in everyday language, such as citation and authority, may be misunderstood in the context of library instruction. For this reason, it can be assumed that students may be confused when faced with this unfamiliar terminology. The study makes recommendations for librarians to take measures to prevent misunderstandings during library instruction such as defining terms used and reducing the use of library jargon.

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Mohamed, Fawzy, El Naggar Ayman, Kazamel Gada, and Fawzy Mohamed. "Comparative study between thrombolytic therapy and surgery in 30 cases of acute left sided prosthetic valve thrombosis." Biolife 5, no. 3 (2022): 361–69. https://doi.org/10.5281/zenodo.7371013.

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ABSTRACT Introduction: Prosthetic valve thrombosis is a potentially life-threatening complication associated with high morbidity and mortality. Transthorasic and transoesophageal echocardiography play an important role to the diagnosis and provides incremental information about the optimal treatment strategy. Guidelines differ on whether surgical treatment or fibrinolysis should be the treatment of choice for the management of left-sided prosthetic valve thrombosis. The aim of the study is to compare between thrombolytic therapy and surgery regarding success, morbidity and mortality in the ICU in 30 patients presenting with acute valve thrombosis. Patients and methods: Our study was constructed as a prospective study that enrolled 30 patients who were divided into 2 groups; Group A which includes 15 patients for whom thrombolytic therapy was delivered, and Group B which includes another 15 patients who underwent a redo surgery. After admission and full history, examination and ECG analysis a written consent is attained for thrombolysis, if not contraindicated, or surgical intervention. Patient assessment by TTE, TEE and occasionally fluoroscopy is done pre-treatment and data is followed up through the ICU course. Results: There was no statistically significant difference of clinical characteristics between the two groups. Improvement of hemodynamics was more pronounced in group B than group A (86.7% vs. 73.3%, p=0.04). Still, within group A, majority of patients (10/15) improved to NYHA class I and II (p=0.002). There was no statistically significant difference between the two groups regarding duration of mechanical ventilation (p=0.4), inotropc support (p=0.3) or ICU stay (p=0.4). Mortality rate was similar in both groups (p=0.7). Thrombolytic therapy is a suitable and safe alternative to operation in the majority of patients presented with acute left prosthetic valve occlusion. The management could depend on thrombus burden and location, NYHA functional class of the patient, the presence of embolism, the availability of surgery, the possible contraindications of each therapeutic option, and the clinician’s experience. Key words:  Prosthetic valve thrombosis,  Transthorasic, transoesophageal echocardiography. REFERENCES Roudaut R, Lafitte S, Roudaut MF, et al. Fibrinolysis of mechanical prosthetic valve thrombosis: A single-center study of 127 cases. J. Am. Coll. Cardiol. 2003;41(4):653-658. Lengyel M, Fuster V, Keltai M, et al. Guidelines for management of left-sided prosthetic valve thrombosis: A role for thrombolytic therapy. J. Am. Coll. Cardiol. 1997;30(6):1521-1526. Bonow RO, Carabello BA, Kanu C, et al. ACC/AHA 2006 guidelines for the management of patients with valvular heart disease: a report of the American College of Cardiology/American Heart Association Task Force on Practice Guidelines (writing committee to revise the 1998 Guidelines for the Manage. Circulation 2006;114(5):e84-231. Thorburn CW, Morgan JJ, Shanahan MX, Chang VP. Long-term results of tricuspid valve replacement and the problem of prosthetic valve thrombosis. Am. J. Cardiol. 1983;51(7):1128-1132. Yin W, Alemu Y, Affeld K, et al. Flow-induced platelet activation in bileaflet and monoleaflet mechanical heart valves. Ann Biomed Eng 2004; 32: 1058–1066. Leguyader A, Watanabe R, Berbé J, et al. Platelet activation after aortic prosthetic valve surgery. Interact Cardiovasc Thorac Surg 2006; 5: 60–64 Girdhar G, Bluestein D. Biological effects of dynamic shear stress in cardiovascular pathologies and devices. Expert Rev Med Device 2008; 5: 167–181 Sun JC, Davidson MJ, Lamy A, et al. Antithrombotic management of patients with prosthetic heart valves: current evidence and future trends. Lancet 2009; 374: 565–576. Grunkemeier GL, Li HH, Naftel DC, et al. Long-term performance of heart valve prostheses. Curr Probl Cardiol 2000; 25: 73–154  Aminian A, Lefebvre P, Delmotte P, et al. An unusual case of late bioprosthetic mitral valve thrombosis successfully managed with anticoagulation. Eur J Echocardiogr 2008; 9: 399–400.  Piper C, Hering D, Horstkotte D. Prosthetic valve thrombosis: Predisposition and diagnosis. Eur. Hear. Journal, Suppl. 2001;3(Q). Montero CG, Mula N, Brugos R, Tellez G, Figuera D. Thrombectomy of the Bjork-Shiley prosthetic valve revisited: long-term results. Ann.Thorac.Surg. 1989;48(0003-4975 (Print)):824-828. Martinell J, Jimenez A, Rabago G, Artiz V, Fraile J, Farre J. Mechanical cardiac valve thrombosis. Is thrombectomy justified? Circulation 1991;84 (5 Suppl): III70-5. Jones JM, O’kane H, Gladstone DJ, et al. Repeat heart valve surgery: risk factors for operative mortality. J. Thorac. Cardiovasc. Surg.  2001;122 (5): 913-8. doi:10.1067/mtc.2001.116470. Esteban Reyes-Cerezo E, Jerjes-Sánchez C, Archondo-Arce T, et al. Fibrinolytic therapy in left side-prosthetic valve acute thrombosis. In depth systematic review. Arch. Cardiol. Mex. 2008;78 (3): 309-317. Tong AT, Roudaut R, Ozkan M, et al. Transesophageal echocardiography improves risk assessment of thrombolysis of prosthetic valve thrombosis: Results of the International PRO-TEE Registry. J Am Coll Cardiol; 43:77-84, 2004. Roudaut R, Serri K, Lafitte S. Thrombosis of prosthetic heart valves: diagnosis and therapeutic considerations. Heart 2007; 93: 137–142. Bonow RO, Carabello BA, Chatterjee K, de Leon AC Jr, et al:ACC/AHA 2006 Guidelines for the Management of Patients With Valvular Heart Disease: Executive Summary: A Report of the American College of Cardiology/American Heart Association Task Force on Practice Guidelines (Writing Committee to Revise the 1998 Guidelines for the Management of Patients With Valvular Heart Disease): Developed in Collaboration With the Society of Cardiovascular Anesthesiologists: Endorsed by the Society for Cardiovascular Angiography and Interventions and the Society of Thoracic Surgeons. Circulation 2006; 114: 450 - 527. Vahanian A, Baumgartner H, Bax J, et al. Guidelines on the management of valvular heart disease: The Task Force on the Management of Valvular Heart Disease of the European Society of Cardiology. Eur Heart J 2007; 28: 230–268  Lengyel M, Horstkotte D, Heinz Voller, et al: Recommendations for Management og Prosthetic Valve Thrombosis. The J of Heart Valve Disease; (14):567-575, 2005. Salem DN, O’Gara PT, Madias C, et al. ; American College of Chest Physicians Valvular and structural heart disease: American College of Chest Physicians evidence-based clinical practice guidelines (8th edition). Chest 2008; 133: 593S–629S Vahanian A, Baumgartner H, Bax J, et al. Guidelines on the management of valvular heart disease. Eur. Heart J. 2007;28(2):230-268. doi:10.1093/eurheartj/ehs109. Bonow RO, Carabello BA, Chatterjee K, et al. 2008 Focused Update Incorporated Into the ACC/AHA 2006 Guidelines for the Management of Patients With Valvular Heart Disease. J. Am. Coll. Cardiol. 2008;52(13):e1-e142. doi:10.1016/j.jacc.2008.05.007. Deviri E, Sareli P, Wisenbaugh T, et al. Obstruction of mechanical heart valve prostheses: clinical aspects and surgical management. J Am Coll Cardiol 1991; 17: 646–650  Roudaut R, Lafitte S, Roudaut MF, et al. Management of prosthetic heart valve obstruction: fibrinolysis versus surgery. Early results and long-term follow-up in a single-centre study of 263 cases. Arch Cardiovasc Dis 2009; 102: 269–277 Cáceres-Lóriga FM, Pérez-López H, Morlans-Hernández K, et al. Thrombolysis as first choice therapy in prosthetic heart valve thrombosis. A study of 68 patients. J. Thromb. Thrombolysis 2006;21(2):185-190. doi:10.1007/s11239-006-4969-y. Keuleers S, Herijgers P, Herregods MC, et al. Comparison of thrombolysis versus surgery as a first line therapy for prosthetic heart valve thrombosis. Am. J. Cardiol. 2011;107(2):275-279. doi:10.1016/j.amjcard.2010.09.013. Salem DN, O’Gara PT, Madias C, Pauker SG. ACCP Guidelines - Valvular and Structural Heart Disease. Chest 2008;133(6 Suppl):593S-629S. doi:10.1378/chest.08-0724. Sateesh Pujari, & Estari Mamidala. (2015). Anti-diabetic activity of Physagulin-F isolated from Physalis angulata fruits. The American Journal of Science and Medical Research, 1(2), 53–60. https://doi.org/10.5281/zenodo.7352308 Reddy NK, Padmanabhan TN, Singh S, et al. Thrombolysis in left-sided prosthetic valve occlusion: immediate and follow-up results. Ann. Thorac. Surg. 1994;58(2):461-462. Kumar S, Garg N, Tewari S, Kapoor A, Goel PK, Sinha N. Role of thrombolytic therapy for stuck prosthetic valves: a serial echocardiographic study. Indian Heart J. 2001;53(4):451-457. Gupta D, Kothari SS, Bahl VK, et al. Thrombolytic therapy for prosthetic valve thrombosis: short- and long-term results. Am. Heart J. 2000;140(6):906-16. doi:10.1067/mhj.2000.111109. Witchitz S, Veyrat C, Moisson P, Scheinman N, Rozenstajn L. Fibrinolytic treatment of thrombus on prosthetic heart valves. Br. Heart J. 1980;44(5):545-554.

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Von Isenburg, Megan. "Undergraduate Students Perceive Reference Encounters to be Teaching and Learning Activities." Evidence Based Library and Information Practice 4, no. 1 (2009): 39. http://dx.doi.org/10.18438/b8p601.

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A Review of:  Gremmels, G. S., and K. S. Lehmann. “Assessment of Student Learning from Reference Service." College & Research Libraries 68.6 (2007): 488-501.  Objective – The study explores the instructional nature of reference encounters from the perspective of students and librarians. Specifically, the study asks: 1) whether students perceive reference interactions to be instructional, 2) whether what they learn is the same as what the librarians intended to teach, and 3) whether they connect reference-based instruction with any formal information literacy classes in which they may have participated.   Design – Survey questionnaire with two parts: one for students and the second for reference librarians, administered twice (revisions to the study and to the questionnaire were made in between).  Setting – Wartburg College in Iowa, United States. Wartburg is a 1,800-student private, residential, coeducational college with a strong course-integrated information literacy program.   Subjects – An unknown number of undergraduate students who were perceived by reference librarians to have asked instructional questions at the reference desk (264 surveys were collected from students, but some students may have completed more than one survey as the first implementation of the study allowed repeated participation for students with more than one instructional reference encounter) and four librarians.   Methods – The study was conducted two times during the years 2003 and 2004 (referred to here as study A and study B) and findings are reported for each study separately. The data collection instrument in both implementations was a paper survey that was divided into two sections and perforated to collect information from two perspectives: the student and the librarian. The surveys were numbered to facilitate matching between the two sections after the survey was completed and returned by the student/librarian pair.   Potential student participants in the study were identified at the reference desk: each time a librarian deemed a reference question to be instructional, he or she invited the student to complete a short survey. If the student agreed, the librarian tore off and kept the librarian portion of the survey and gave the second section to the student to complete. Students and librarians deposited their sections into a box and sections were re-matched and moved to a secure location every few days.  On their section of the survey, students were asked whether the librarian who assisted them taught them anything while answering their question, and if so, to describe what the librarian taught them in their own words. Additionally they were asked if what the librarian taught them built upon skills learned in a library session held for the present assignment or from a previous class, if applicable. On the librarians’ section of the survey, there were two questions: what the librarian intended to teach the student (to be chosen from a checklist) and whether the librarian thought the student understood that intention during the reference encounter. Comments were allowed.  Some revisions were made to the survey instrument between study A and study B, including two of note: a check list matching that on the librarians’ survey was added to the student survey question about what the librarian taught the student, and the student participant selection criteria were changed to limit only one response per student.   At the end of both studies, data analysis was done, including entering data into a spreadsheet and transcribing both student and librarian descriptions of learning into a narrative document (for study A) or Qualrus, a software program for qualitative research (for study B). The study authors independently compared the librarians’ and students’ descriptions of what was taught and labelled the match as either “related”, “inconclusive” or “not related” (for study A) or “strong match,” “acceptable match,” or “no match” (for study B). Disagreements were discussed and authors came to an agreement for each.   Main Results – Response rates for study A (85%) and study B (78%) were high. Most students indicated that they believed the librarian taught them something (94% for study A and 98% for study B).  Findings on whether the students learned what the librarian intended to teach are mixed. For study A, 60% of the student responses were deemed matches, 20% were not related and an additional 20% were inconclusive. For study B, the authors report their findings in a different manner since the student survey included a checklist that matched the librarian survey in addition to a narrative description of what the librarian taught them. The findings therefore include whether the librarian and student surveys matched in the open-ended descriptions, in the category checklist, in both, or in neither. In this second study, 21% matched in the description only, 36% matched in the category only, 21% matched in both the description and the category, and 22% showed no match at all. This puts the overall match rate for study B at 78%.  Surveys were analyzed to determine which categories were most likely to be matched. For study A, 62% of the matches were in the “tool” category, 4% in “terms,” 16% in ”strategy,” 10% in ”database,” and 8% in ”other.” For study B, 42% of the matches were in the ”tool” category, 22% in “terms,” 16% in “strategy,” 16% in “database” and 4% in “other.”  Additional findings relate to the connections between the reference encounters and previous information literacy sessions. Approximately one third of students had participated in an information literacy session (33% for study A and 34% for study B) for their class. Of these students, most connected what the reference librarian taught them and what they had learned in their in-class instruction (89% for study A and 95% for study B). The rate for how many students connected reference-based instruction with a prior information literacy class was lower, but still quite high (77% for study A and 74% for study B).  Conclusion – The vast majority of student participants perceived that the reference encounters were instructional and most also connected what they learned from the librarian in the reference encounter to librarian-led information literacy sessions in their current or previous classes. This suggests that post-session reference assistance could help reinforce information literacy principles in a one-on-one situation, perhaps closer to the time of need. For this follow-up instruction to be effective, reference librarians may want to refer directly to what was taught in the information literacy sessions, which could help place new skills in the context of those with which the students are already familiar. The authors also suggest that short reference encounters at the desk may not be appropriate for this kind of instruction and propose that scheduled consultations of up to 30 minutes may better meet students’ needs.  Rates for matching what the student thought the librarian taught them and what the librarian intended to teach them were lower, if still relatively high at 60% (study A) and 78% (study B). The authors attribute this lower rate in study A to conservative coding, the inability of researchers to follow up on what the students meant by their answers, and the difficulty students might have in describing what they refer to as “tacit knowledge.” Undoubtedly, the open-ended nature of the students’ responses led to difficulties in matching how they might describe a skill or tool to how a librarian would describe it. Adding a checklist of categories for students to select from for study B certainly made it easier to overcome the problem of students not using (or perhaps even knowing) the same terminology to describe skills as librarians and helped to achieve a higher match rate.  “Tools” was the category that was most likely to be matched in both study A and study B. The authors did not speculate on the reasons for this finding.

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Journal articles on the topic 'Radcliffe College. Class of 2004'

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