The Ecology of Student Retention: Undergraduate Students and the Great Recession

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Mendoza, Pilar; Malcolm, Zaria; Parish, Nancy

2015-01-01

This study investigated qualitatively how undergraduate students experienced the Great Recession at a flagship university in the South Eastern of United States and how this experience relates to their retention. Results indicate that the Great Recession has significantly impacted students' engagement and commitments. We argue that student…

Retention of first aid and basic life support skills in undergraduate medical students

OpenAIRE

Pim A. de Ruijter; Heleen A. Biersteker; Jan Biert; Harry van Goor; Edward C. Tan

2014-01-01

Background: Undergraduate medical students follow a compulsory first aid (FA) and basic life support (BLS) course. Retention of BLS seems poor and only little information is provided on the retention of FA skills. This study aims at evaluating 1- and 2-year retention of FA and BLS training in undergraduate medical students.Methods: One hundred and twenty students were randomly selected from first year (n=349) medical students who successfully followed a compulsory FA and BLS course. From thes...

Academic Libraries and High-Impact Practices for Student Retention: Library Deans' Perspectives

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Murray, Adam

2015-01-01

Numerous studies on retention have highlighted the role of student engagement in influencing students' withdrawal decisions. This study seeks to address how academic libraries affect student retention by examining the perception of academic library deans or directors on the alignment between library services and resources with ten nationally…

A Study of Retention Trends of International Students at a Southwestern Public University

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Wong Davis, Kristina Marie

2012-01-01

Literature on factors contributing to the retention of international students remained limited. The purpose of this study was to examine the factors related to retention of international undergraduate degree seeking students through conducting pairwise correlational analysis to test the relationship between retention and age, gender, country of…

Improving Student Retention in Online College Classes: Qualitative Insights from Faculty

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Russo-Gleicher, Rosalie J.

2014-01-01

This article provides qualitative insights into addressing the issue of student retention in online classes in higher education. Semi-structured, in-depth interviews were conducted at random with 16 faculty who teach online courses at a large community college in the Northeast about how to improve online student retention. Qualitative analysis…

Healthcare Learning Community and Student Retention

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Johnson, Sherryl W.

2014-01-01

Teaching, learning, and retention processes have evolved historically to include multifaceted techniques beyond the traditional lecture. This article presents related results of a study using a healthcare learning community in a southwest Georgia university. The value of novel techniques and tools in promoting student learning and retention…

A Review of the Contemporary International Literature on Student Retention in Higher Education

Directory of Open Access Journals (Sweden)

Othman Aljohani

2016-01-01

Full Text Available One of the major issues that concerns tertiary institutions around the world is the student retention rate. In general, higher rates of completion give more positive image about the academic, administrative and financial statues of these institutions. However, improving the student completion and retention rates can be a challenging task. One way toward this goal is utilising strategies and techniques that are informed by the findings of theoretical models and empirical studies. Therefore, this paper reviews some of the contemporary studies in the student retention literature from different higher educational contexts around the world followed by a list of the variables that are commonly linked to the student retention phenomenon in higher education and a discussion of the factors that are most frequently associated with student attrition as reported by these studies. A summary of the factors associated with the student attrition phenomenon suggested that, the central factors were the quality of students’ institutional experiences and their level of integration into the academic and social systems of their academic institutions. These factors relate to students’ experiences with the administrative system of their academic institution, including the admission, registration and disciplinary rules and policies and the availability and quality of student services and facilities. Keywords: Higher education, student retention, attrition, persistence

Emotional intelligence and clinical performance/retention of nursing students

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Marvos, Chelsea; Hale, Frankie B.

2015-01-01

Objective: This exploratory, quantitative, descriptive study was undertaken to explore the relationship between clinical performance and anticipated retention in nursing students. Methods: After approval by the university's Human Subjects Committee, a sample of 104 nursing students were recruited for this study, which involved testing with a valid and reliable emotional intelligence (EI) instrument and a self-report survey of clinical competencies. Results: Statistical analysis revealed that although the group average for total EI score and the 6 score subsets were in the average range, approximately 30% of the individual total EI scores and 30% of two branch scores, identifying emotions correctly and understanding emotions, fell in the less than average range. This data, as well as the analysis of correlation with clinical self-report scores, suggest recommendations applicable to educators of clinical nursing students. Conclusions: Registered nurses make-up the largest segment of the ever-growing healthcare workforce. Yet, retention of new graduates has historically been a challenge for the profession. Given the projected employment growth in nursing, it is important to identify factors which correlate with high levels of performance and job retention among nurses. There is preliminary evidence that EI a nontraditional intelligence measure relates positively not only with retention of clinical staff nurses, but with overall clinical performance as well. PMID:27981096

Shared Faculty-Student Lifestyle Habits and Their Implications for College Student Retention

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Boateng, Kwasi; Plopper, Bruce L.; Keith, David M.

2016-01-01

Previous research confirms that first-semester grade-point average (GPA) is related to college student persistence, retention, and graduation. Thus, it is important to identify factors related to enhancing first-semester GPA. In this study, researchers asked faculty and students in the disciplines of journalism, strategic communication or public…

Emotional intelligence and clinical performance/retention of nursing students

Directory of Open Access Journals (Sweden)

Chelsea Marvos

2015-01-01

Full Text Available Objective: This exploratory, quantitative, descriptive study was undertaken to explore the relationship between clinical performance and anticipated retention in nursing students. Methods: After approval by the university′s Human Subjects Committee, a sample of 104 nursing students were recruited for this study, which involved testing with a valid and reliable emotional intelligence (EI instrument and a self-report survey of clinical competencies. Results: Statistical analysis revealed that although the group average for total EI score and the 6 score subsets were in the average range, approximately 30% of the individual total EI scores and 30% of two branch scores, identifying emotions correctly and understanding emotions, fell in the less than average range. This data, as well as the analysis of correlation with clinical self-report scores, suggest recommendations applicable to educators of clinical nursing students. Conclusions: Registered nurses make-up the largest segment of the ever-growing healthcare workforce. Yet, retention of new graduates has historically been a challenge for the profession. Given the projected employment growth in nursing, it is important to identify factors which correlate with high levels of performance and job retention among nurses. There is preliminary evidence that EI "a nontraditional intelligence measure" relates positively not only with retention of clinical staff nurses, but with overall clinical performance as well.

Supporting Student Retention and Success: Including Family Areas in an Academic Library

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Godfrey, Ian; Rutledge, Lorelei; Mowdood, Alfred; Reed, Jacob; Bigler, Scott; Soehner, Catherine

2017-01-01

Many universities and colleges focus on student retention and completion as a measure of their success. Publications such as the "Chronicle of Higher Education" carry an increasing number of articles dealing with student retention, success, and completion. Academic libraries support this goal through a wide variety of services, teaching,…

Interrogating Reality in Terms of Retention and Student Success at a South Texas University

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Bain, Steve F.; Gandy, Rex F.; Golightly, Vivian H.

2012-01-01

Student retention has become the most significant issue facing American colleges and universities. For the student, retention has everything to do with academic success and the completion of the most lofty of educational goals--the acquiring of a degree. For the educational institution, college, or university, retention impacts federal funding,…

Retention of first aid and basic life support skills in undergraduate medical students

Directory of Open Access Journals (Sweden)

Pim A. de Ruijter

2014-11-01

Full Text Available Background: Undergraduate medical students follow a compulsory first aid (FA and basic life support (BLS course. Retention of BLS seems poor and only little information is provided on the retention of FA skills. This study aims at evaluating 1- and 2-year retention of FA and BLS training in undergraduate medical students. Methods: One hundred and twenty students were randomly selected from first year (n=349 medical students who successfully followed a compulsory FA and BLS course. From these 120 students, 94 (78% and 69 (58% participated in retention tests of FA and BLS skills after 1 and 2 years, respectively. The assessment consisted of two FA stations and one BLS station. Results: After 1 year, only 2% passed both FA and BLS stations and 68% failed both FA and BLS stations. After 2 years, 5% passed and 50% failed both FA and BLS stations. Despite the high failure rate at the stations, 90% adequately checked vital signs and started cardiopulmonary resuscitation appropriately. Conclusions: The long-term retention of FA and BLS skills after a compulsory course in the first year is poor. Adequate check of vital signs and commencing cardiopulmonary resuscitation retained longer.

Retention of first aid and basic life support skills in undergraduate medical students.

Science.gov (United States)

de Ruijter, Pim A; Biersteker, Heleen A; Biert, Jan; van Goor, Harry; Tan, Edward C

2014-01-01

Undergraduate medical students follow a compulsory first aid (FA) and basic life support (BLS) course. Retention of BLS seems poor and only little information is provided on the retention of FA skills. This study aims at evaluating 1- and 2-year retention of FA and BLS training in undergraduate medical students. One hundred and twenty students were randomly selected from first year (n=349) medical students who successfully followed a compulsory FA and BLS course. From these 120 students, 94 (78%) and 69 (58%) participated in retention tests of FA and BLS skills after 1 and 2 years, respectively. The assessment consisted of two FA stations and one BLS station. After 1 year, only 2% passed both FA and BLS stations and 68% failed both FA and BLS stations. After 2 years, 5% passed and 50% failed both FA and BLS stations. Despite the high failure rate at the stations, 90% adequately checked vital signs and started cardiopulmonary resuscitation appropriately. The long-term retention of FA and BLS skills after a compulsory course in the first year is poor. Adequate check of vital signs and commencing cardiopulmonary resuscitation retained longer.

Indigenous Students' Voices: Monitoring Indigenous Student Satisfaction and Retention in a Large Australian University

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Shah, Mahsood; Widin, Jacquie

2010-01-01

Indigenous student satisfaction with the university learning and teaching experience matters. From a student perspective, retention matters as successful completion of tertiary education improves the life chances of students in relation to employment opportunities, being able to support themselves financially and contributing to the society in…

Using data to help increase STEM retention rates for at-risk students; Student expectations and skill building

Science.gov (United States)

Reed, D. E.; Jones, G.; Heaney, A.

2013-12-01

Retention in the STEM fields is often a focus for higher education due to a shortage of trained workforce members. In particular, much effort has been spent on first year retention rates and introductory level courses under the assumption that students are more likely to drop out of STEM majors early in their higher education degree progress. While the retention rates of women, minorities, and low income students have been a priority by both the National Science Foundation and the private sector, we are interested in at-risk first year students for this study. The University of Wyoming Synergy Program's goal is to promote academic success and retention for underprepared and at-risk students by creating a series of first semester curricula as theme-based college transition skills courses that are paired with English courses. This creates a cohort group of courses for the students with increased communication between instructors at the same time allowing greater development of student social networks. In this study we are highlighting the results of the STEM students as compared with other at-risk participants in the program. The Synergy Program enrolls approximately 144 students each year with pre- and post-course surveys that directly measure which college skills students select as important as well as student expectations of the amount of time required for STEM courses. Follow-up surveys track the same queries for students who persist to their junior and senior year. In addition, instructors complete a summative survey about skills they find important to student success and individual student's challenges and successes with a variety of skills. Our results show a large gap in skills between those identified as important by students and those identified by their instructors. Expectations for the amount of time required to complete work for STEM courses and the reported time spent on course work are not constant when progressing throughout college. This analysis

STRATEGIES TO IMPROVE RETENTION OF POSTGRADUATE BUSINESS STUDENTS IN DISTANCE EDUCATION COURSES: An Australian Case

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David CARROLL,

2013-01-01

Full Text Available In spite of the clear value of postgraduate business students to many providers of distance education courses, the factors affecting the retention of these students have received limited attention in the literature. In addressing this gap, this paper presents the findings of a qualitative study into the factors affecting the retention of postgraduate business students at a major Australian distance education university. The findings of this study suggest that a range of situational, dispositional and attitudinal factors impact upon student retention on this context, both as enablers of and obstacles to ongoing participation. In many cases, these factors differ to those identified in the existing literature on student retention. Based on these findings, we present a range of strategies designed to improve the retention of postgraduate business students by maximising enabling factors and minimising the impact of any identified obstacles. Limitations of the study and suggestions for further research are also presented.

Faculty ratings of retention strategies for minority nursing students.

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Baker, Barbara H

2010-01-01

The purpose of this study was to investigate a) the types of retention strategies used by undergraduate nursing programs for the purpose of retaining minority students, b) the rated effectiveness of the strategies, as identified by faculty in those programs, and c) whether there is a relationship between strategies rated as effective and the type of nursing program, baccalaureate (BSN) or associate (AD) degree. Administrator-selected faculty from randomly sampled BSN and AD nursing programs within a 16-state area of the southeastern United States were asked to respond to an online survey regarding the use and effectiveness of retention strategies selected from the literature. Descriptive statistics and chi-square tests for association were used to analyze the data. Of the 14 strategies included in this analysis, faculty availability and timely feedback on tests and clinical performances were used by all undergraduate programs. Organized study groups and peer mentoring were the least used strategies. Faculty from both BSN and AD programs reported using many of the strategies and rated their use as effective overall for minority nursing student retention. The highest rated strategies were those that involved direct interaction of nurse faculty and students.

Programmatic Factors Associated with Undergraduate Athletic Training Student Retention and Attrition Decisions

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Bowman, Thomas G.; Hertel, Jay; Wathington, Heather D.

2015-01-01

Context: Athletic training programs (ATPs) are charged with meeting an increased demand for athletic trainers with adequate graduates. Currently, the retention rate of athletic training students in ATPs nationwide and the programmatic factors associated with these retention rates remain unknown. Objective: Determine the retention rate for athletic…

Alcohol Consumption and Academic Retention in First-Year College Students

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Liguori, Gary; Lonbaken, Barb

2015-01-01

Objectives: This study attempted to identify relationships between alcohol consumption and first-to-second-year student retention among college students. Methods: 820 students in general education courses completed an online wellness assessment at four separate time points, including questions related to alcohol consumption. Data were analyzed…

Deal or No Deal: using games to improve student learning, retention and decision-making

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Chow, Alan F.; Woodford, Kelly C.; Maes, Jeanne

2011-03-01

Student understanding and retention can be enhanced and improved by providing alternative learning activities and environments. Education theory recognizes the value of incorporating alternative activities (games, exercises and simulations) to stimulate student interest in the educational environment, enhance transfer of knowledge and improve learned retention with meaningful repetition. In this case study, we investigate using an online version of the television game show, 'Deal or No Deal', to enhance student understanding and retention by playing the game to learn expected value in an introductory statistics course, and to foster development of critical thinking skills necessary to succeed in the modern business environment. Enhancing the thinking process of problem solving using repetitive games should also improve a student's ability to follow non-mathematical problem-solving processes, which should improve the overall ability to process information and make logical decisions. Learning and retention are measured to evaluate the success of the students' performance.

Lottery Funded Scholarships in Tennessee: Increased Access but Weak Retention for Minority Students

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Menifield, Charles E.

2012-01-01

Student retention and low graduation rates are the most significant problems associated with state provided student aid. Evidence suggests that the problems are chronic to certain populations in state colleges and universities. This research examines lottery scholarship data to determine those factors that affect scholarship retention and…

Retention of Displaced Students after Hurricanes Katrina and Rita

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Coco, Joshua Christian

2017-01-01

The purpose of the study was to investigate the strategies that university leaders implemented to improve retention of displaced students in the aftermaths of Hurricanes Katrina and Rita. The universities that participated in this study admitted displaced students after Hurricanes Katrina and Rita. This study utilized a qualitative…

Podcasting: a new tool for student retention?

Science.gov (United States)

Greenfield, Sue

2011-02-01

Emerging mobile technologies offer nursing faculty a broader armamentarium with which to support traditionally at-risk students. Podcasting, a type of mobile learning, uses technology that allows students to access and listen to recorded classroom audio files from a computer, MP3 player, or iPod. Podcasting also offers particular promise for non-native English speakers. This article describes how podcasting was used to offer academic support to students in a medical-surgical nursing course and to report the postimplementation test grade improvement among English as a second language nursing students. This article also discusses tips for implementing podcasting within the educational arena. Developing innovative ways to improve student retention is an ongoing process. Podcasting is one tool that should be considered for English as a second language nursing students. Copyright 2011, SLACK Incorporated.

States' Flexibility Waiver Plans for Alternate Assessments Based on Alternate Achievement Standards (AA-AAS). Synthesis Report 96

Science.gov (United States)

Lazarus, Sheryl S.; Edwards, Lynn M.; Thurlow, Martha L.; Hodgson, Jennifer R.

2014-01-01

All states have alternate assessments based on alternate achievement standards (AA-AAS) for students with the most significant cognitive disabilities. For accountability purposes, the Elementary and Secondary Education Act (ESEA) allows up to 1% of students to be counted as proficient with this assessment option. In 2011 the U.S. Department of…

Retention of community college students in online courses

Science.gov (United States)

Krajewski, Sarah

The issue of attrition in online courses at higher learning institutions remains a high priority in the United States. A recent rapid growth of online courses at community colleges has been instigated by student demand, as they meet the time constraints many nontraditional community college students have as a result of the need to work and care for dependents. Failure in an online course can cause students to become frustrated with the college experience, financially burdened, or to even give up and leave college. Attrition could be avoided by proper guidance of who is best suited for online courses. This study examined factors related to retention (i.e., course completion) and success (i.e., receiving a C or better) in an online biology course at a community college in the Midwest by operationalizing student characteristics (age, race, gender), student skills (whether or not the student met the criteria to be placed in an AFP course), and external factors (Pell recipient, full/part time status, first term) from the persistence model developed by Rovai. Internal factors from this model were not included in this study. Both univariate analyses and multivariate logistic regression were used to analyze the variables. Results suggest that race and Pell recipient were both predictive of course completion on univariate analyses. However, multivariate analyses showed that age, race, academic load and first term were predictive of completion and Pell recipient was no longer predictive. The univariate results for the C or better showed that age, race, Pell recipient, academic load, and meeting AFP criteria were predictive of success. Multivariate analyses showed that only age, race, and Pell recipient were significant predictors of success. Both regression models explained very little (<15%) of the variability within the outcome variables of retention and success. Therefore, although significant predictors were identified for course completion and retention, there are still

Relationship of Personality Traits to Student Retention

Science.gov (United States)

Liang, John Paul

2010-01-01

Carl Jung's theory of psychological types has been the basis for the development of personality categorization, including tests such as Myers-Briggs Type Indicator (MBTI). This study analyzed the extent of the relationship between MBTI and Tinto (1993) retention factors that influence Oriental medicine students' choice of staying or dropping out…

The Prediction of College Student Academic Performance and Retention: Application of Expectancy and Goal Setting Theories

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Friedman, Barry A.; Mandel, Rhonda G.

2010-01-01

Student retention and performance in higher education are important issues for educators, students, and the nation facing critical professional labor shortages. Expectancy and goal setting theories were used to predict academic performance and college student retention. Students' academic expectancy motivation at the start of the college…

Effects of Academic Mindsets on College Students' Achievement and Retention

Science.gov (United States)

Han, Cheon-woo; Farruggia, Susan P.; Moss, Thomas P.

2017-01-01

Noncognitive factors, such as academic self-efficacy, motivation, and sense of belonging, predict college students' academic performance and retention. It is unclear if varying profiles of academic mindset are differentially associated with student success. We examined first-year college students' academic mindsets (perceived academic…

The Student Role in Faculty Selection, Evaluation And Retention.

Science.gov (United States)

Jenks, R. Stephen; And Others

Arguing that it is difficult to discuss the student's role in faculty selection, evaluation and retention outside the broader context of the student's role in decision making (see Jenks, HE 001 251), the author describes the new unicameral system at the University of New Hampshire and some of the processes the institution went through in achieving…

Retention of first aid and basic life support skills in undergraduate medical students

NARCIS (Netherlands)

Ruijter, P.A. de; Biersteker, H.A.; Biert, J.; Goor, H. van; Tan, E.C.T.H.

2014-01-01

BACKGROUND: Undergraduate medical students follow a compulsory first aid (FA) and basic life support (BLS) course. Retention of BLS seems poor and only little information is provided on the retention of FA skills. This study aims at evaluating 1- and 2-year retention of FA and BLS training in

Examining the Relations among Student Motivation, Engagement, and Retention in a MOOC: A Structural Equation Modeling Approach

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Yao Xiong

2015-09-01

Full Text Available Students who are enrolled in MOOCs tend to have different motivational patterns than fee-paying college students. A majority of MOOC students demonstrate characteristics akin more to "tourists" than formal learners. As a consequence, MOOC students’ completion rate is usually very low. The current study examines the relations among student motivation, engagement, and retention using structural equation modeling and data from a Penn State University MOOC. Three distinct types of motivation are examined: intrinsic motivation, extrinsic motivation, and social motivation. Two main hypotheses are tested: (a motivation predicts student course engagement; and (b student engagement predicts their retention in the course. The results show that motivation is significantly predictive of student course engagement. Furthermore, engagement is a strong predictor of retention. The findings suggest that promoting student motivation and monitoring individual students’ online activities might improve course retention

Impact of distributed virtual reality on engineering knowledge retention and student engagement

Science.gov (United States)

Sulbaran, Tulio Alberto

Engineering Education is facing many problems, one of which is poor knowledge retention among engineering students. This problem affects the Architecture, Engineering, and Construction (A/E/C) industry, because students are unprepared for many necessary job skills. This problem of poor knowledge retention is caused by many factors, one of which is the mismatch between student learning preferences and the media used to teach engineering. The purpose of this research is to assess the impact of Distributed Virtual Reality (DVR) as an engineering teaching tool. The implementation of DVR addresses the issue of poor knowledge retention by impacting the mismatch between learning and teaching style in the visual versus verbal spectrum. Using as a point of departure three knowledge domain areas (Learning and Instruction, Distributed Virtual Reality and Crane Selection as Part of Crane Lift Planning), a DVR engineering teaching tool is developed, deployed and assessed in engineering classrooms. The statistical analysis of the data indicates that: (1) most engineering students are visual learners; (2) most students would like more classes using DVR; (3) engineering students find DVR more engaging than traditional learning methods; (4) most students find the responsiveness of the DVR environments to be either good or very good; (5) all students are able to interact with DVR and most of the students found it easy or very easy to navigate (without previous formal training in how to use DVR); (6) students' knowledge regarding the subject (crane selection) is higher after the experiment; and, (7) students' using different instructional media do not demonstrate statistical difference in knowledge retained after the experiment. This inter-disciplinary research offers opportunities for direct and immediate application in education, research, and industry, due to the fact that the instructional module developed (on crane selection as part of construction crane lift planning) can be

A Study of Student Retention and Attitudes in a Community College Preparatory Mathematics Course.

Science.gov (United States)

Rhodes, Jolene M.

This study explored the effects of the use of laboratory activities on students' attitudes and retention in a community college preparatory mathematics course. It also examined whether the use of numerical, analytical, and graphical methods of solution in preparatory classes would affect student retention in the succeeding algebra course. The…

Pennsylvania Academic Libraries and Student Retention and Graduation: A Preliminary Investigation with Confusing Results

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Gregory A. Crawford

2014-11-01

Full Text Available This study examined the relationships between specific institutional financial variables and two library-related variables on graduation and retention rates for colleges and universities through correlations and multiple regression analysis. The analyses used data for Pennsylvania colleges and universities that were extracted from the Integrated Postsecondary Educational Data System (IPEDS and the Academic Libraries Survey (ALS.  All analyses were run using IBM SPSS software. The correlations showed that both library expenses per student and library use per student were significantly correlated with both graduation and retention rates. In contrast, the multiple regression results showed that neither library budgets nor library use had significant effects on either graduation rates or retention rates. As would be expected, instructional expenses per student had the highest correlation with both graduation and retention and also yielded the strongest coefficient in the resulting regression equations.

Improving Student Retention and Performance in Quantitative Courses Using Clickers

Science.gov (United States)

Liu, Wallace C.; Stengel, Donald N.

2011-01-01

Clickers offer instructors of mathematics-related courses an opportunity to involve students actively in class sessions while diminishing the embarrassment of being wrong. This paper reports on the use of clickers in two university-level courses in quantitative analysis and business statistics. Results for student retention and examination…

An Institutional Model for Improving Student Retention and Success at the University of Pretoria

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Nthabiseng Audrey Ogude

2012-03-01

Full Text Available A concerted institutional approach to improving student outcomes resulted in a faculty-based, student-focussed model for student success at the University of Pretoria (UP. The student academic development and excellence model (SADEM, developed by a Steering Committee for student success, employs developmental research and systems theory and targets all years of undergraduate study while prioritising the first year. Underpinned by a systemic metric framework and continuous improvement, interventions comprise institutional and faculty-based projects that target high impact modules and diverse students to improve retention, pass, and throughput rates. Though context specific, it offers solutions to international concerns - lack of a systemic approach; initiatives located in  peripheral units; initiatives located outside academic disciplines and lack of participation by academic staff and a focus on retention of limited student subgroups instead of retention, pass, graduation and throughput rates of all students. The circumstances that led to its development, its key features and application at the UP, ways it can be adapted to other contexts, as well as its limitations and possible future directions are presented.

Computer game-based and traditional learning method: a comparison regarding students' knowledge retention.

Science.gov (United States)

Rondon, Silmara; Sassi, Fernanda Chiarion; Furquim de Andrade, Claudia Regina

2013-02-25

Educational computer games are examples of computer-assisted learning objects, representing an educational strategy of growing interest. Given the changes in the digital world over the last decades, students of the current generation expect technology to be used in advancing their learning requiring a need to change traditional passive learning methodologies to an active multisensory experimental learning methodology. The objective of this study was to compare a computer game-based learning method with a traditional learning method, regarding learning gains and knowledge retention, as means of teaching head and neck Anatomy and Physiology to Speech-Language and Hearing pathology undergraduate students. Students were randomized to participate to one of the learning methods and the data analyst was blinded to which method of learning the students had received. Students' prior knowledge (i.e. before undergoing the learning method), short-term knowledge retention and long-term knowledge retention (i.e. six months after undergoing the learning method) were assessed with a multiple choice questionnaire. Students' performance was compared considering the three moments of assessment for both for the mean total score and for separated mean scores for Anatomy questions and for Physiology questions. Students that received the game-based method performed better in the pos-test assessment only when considering the Anatomy questions section. Students that received the traditional lecture performed better in both post-test and long-term post-test when considering the Anatomy and Physiology questions. The game-based learning method is comparable to the traditional learning method in general and in short-term gains, while the traditional lecture still seems to be more effective to improve students' short and long-term knowledge retention.

Effect of differentiated instructional strategies on students' retention ...

African Journals Online (AJOL)

The effect of differentiated instructional strategies on students' retention in geometry in senior secondary schools was examined. The study employed experimental research design of pretest, posttest control group. The area of this study is Abuja Municipal Area Council, the Federal Capital Territory. The target population ...

Keeping students in by sending them out: Retention and service-learning

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Iris Mae Yob

2014-06-01

Full Text Available This review of recent literature examines the research on the impact of service-learning on student retention.  The theoretical framework of the review draws on both Tinto’s model of student attrition and Knowles’s theory of adult learning, which together suggest that academic and social integration, active participation and engagement in learning, and application and relevancy of the subject-matter under study are key factors in student success. The role of these factors has been confirmed in a growing body of research around learning experiences in general and, as this review shows, particularly in service-learning experiences. Suggestions are made for how future research might expand and critically deepen this evidence and offers some implications for service-learning as a means of improving student retention. DOI: 10.18870/hlrc.v4i2.177

The impact of a College of Nursing Retention Program on the graduation rates of nursing students.

Science.gov (United States)

Tatem, E; Payne, J L

2000-01-01

This study was designed to measure the impact of a College of Nursing's (CON) Retention Program on students enrolled in a baccalaureate degree nursing program. Within the last ten years, undergraduate nurses increasingly have utilized the CON retention program. These students traditionally face a number of barriers to their academic endeavors. This study was designed to assess the effect of the CON program on the barriers to academic success of students who entered the CON in the Fall classes of 1991, 1992 and 1993. The sample size was 320 students. The control group consisted of 137 students who received no intervention and the experimental group was comprised of 183 students who attended intervention sessions with the Retention Coordinator in the CON. It was hypothesized that the most successful students during this period (1991-1993) were the most frequent attendees of the CON retention program intervention sessions. The alternative hypothesis was that those persons who did not attend the sessions, but were still highly persistent and successful, were enrollees who had entered with high entrance credentials as demonstrated by the transfer grade point averages (GPA). The results of this study indicated the need, use and value of this systematic approach to retention.

Promoting retention, enabling success: Discovering the potential of student support circles.

Science.gov (United States)

Bass, Janice; Walters, Caroline; Toohill, Jocelyn; Sidebotham, Mary

2016-09-01

Retention of students is critical to education programs and future workforce. A mixed methods study evaluated student engagement within a Bachelor of Midwifery program and connection with career choice through participation in student support circles. Centred on the Five Senses of Success Framework (sense of capability, purpose, identity, resourcefulness and connectedness) and including four stages of engagement (creating space, preparing self, sharing stories, focused conversations), the circles support and develop student and professional identity. Of 80 students 43 (54%) provided responses to a two item survey assessed against a five point Likert scale to determine utility. Using a nominal group technique, student's voices gave rich insight into the personal and professional growth that participation in the student support circles provided. Evaluated as helpful to first year students in orientating to university study and early socialisation into the profession, the circles appear to influence the development of a strong sense of professional identity and personal midwifery philosophy based on the relational nature of the midwife being with woman rather than doing midwifery. This suggests that student support circles positively influence perceptions and expectations, contributing to a shared sense of purpose and discipline connection, for enhancing student retention and future workforce participation. Copyright © 2016 Elsevier Ltd. All rights reserved.

Managing student retention through the assessment of cost of quality

African Journals Online (AJOL)

The primary goal of this article is to introduce a relatively new costing tool that could assist with the formulation of a retention strategy. There is a cost factor linked to the education and training of students: the money spent on a successful student could be perceived as adding value; whilst the costs related to unsuccessful ...

Retention of Differential and Integral Calculus: A Case Study of a University Student in Physical Chemistry

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Jukic Matic, Ljerka; Dahl, Bettina

2014-01-01

This paper reports a study on retention of differential and integral calculus concepts of a second-year student of physical chemistry at a Danish university. The focus was on what knowledge the student retained 14 months after the course and on what effect beliefs about mathematics had on the retention. We argue that if a student can quickly…

Developing a Hybrid Model to Predict Student First Year Retention in STEM Disciplines Using Machine Learning Techniques

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Alkhasawneh, Ruba; Hargraves, Rosalyn Hobson

2014-01-01

The purpose of this research was to develop a hybrid framework to model first year student retention for underrepresented minority (URM) students comprising African Americans, Hispanic Americans, and Native Americans. Identifying inputs that best contribute to student retention provides significant information for institutions to learn about…

Outlook on Student Retention in Higher Education University Reforms in Morocco

Directory of Open Access Journals (Sweden)

Zoulal Mansouri

2017-04-01

Full Text Available High student attrition rates at university have become one of the most challenging issues in higher education worldwide in the last five decades. Moroccan universities are no exception. At-risk students drop out of studies for a plethora of reasons, and the attrition rate is increasing despite the efforts made in education reforms carried out since 1999. This article reviews the most important components of the higher education reforms that have been adopted in Moroccan higher education in their endeavor to enhance student retention in university. These components are chronologically reviewed, first in the National Charter of Education and Training (NCET launched in 1999, second in the Emergency Plan conducted in 2009-2012, and finally in the latest Strategic Vision of Reform 2015-2030. It is concluded that more efforts are necessary to strike a balance between quantity and quality in terms of student retention in university education.

The first year experience of occupational therapy students at an Australian regional university: Promoting student retention and developing a regional and remote workforce.

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Boehm, Jackie; Cordier, Reinie; Thomas, Yvonne; Tanner, Bronwyn; Salata, Karen

2017-02-01

Student retention at regional universities is important in addressing regional and remote workforce shortages. Students attending regional universities are more likely to work in regional areas. First year experience at university plays a key role in student retention. This study aimed to explore factors influencing the first year experience of occupational therapy students at a regional Australian university. Surveys were administered to 58 second year occupational therapy students in the first week of second year. Data were analysed using descriptive statistics, inferential statistics (Pearson χ 2 ; Spearman rho) and summarising descriptive responses. An Australian regional university. Second year undergraduate occupational therapy students. Factors influencing students' decisions to study and continue studying occupational therapy; factors enhancing first year experience of university. Fifty-four students completed the survey (93.1%). A quarter (25.9%) of students considered leaving the course during the first year. The primary influence for continuing was the teaching and learning experience. Most valued supports were orientation week (36.7%) and the first year coordinator (36.7%). The importance of the first year experience in retaining occupational therapy students is highlighted. Engagement with other students and staff and academic support are important factors in facilitating student retention. It is important to understand the unique factors influencing students' decisions, particularly those from regional and remote areas, to enter and continue in tertiary education to assist in implementing supports and strategies to improve student retention. © 2015 National Rural Health Alliance Inc.

Effects of Quizzing Methodology on Student Outcomes: Reading Compliance, Retention, and Perceptions

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Dowling, Carey Bernini

2017-01-01

This study set out to replicate and extend research on students' reading compliance and examine the impact of daily quizzing methodology on students' reading compliance and retention. 98 students in two sections of Abnormal Psychology participated (mean age = 21.5, SD = 3.35; 72.4% Caucasian). Using a multiple baseline quasi-experimental design…

The drivers of student enrolment and retention: A stakeholder ...

African Journals Online (AJOL)

The main factors that undermined enrolment and retention were the scope of research and tuition, institutional performance, inconsistency in teaching quality and the relative inaccessibility of tuition material. The research framework described in this paper offers a promising resource for the student development strategies of ...

Pre-training evaluation and feedback improved skills retention of basic life support in medical students.

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Li, Qi; Zhou, Rong-hua; Liu, Jin; Lin, Jing; Ma, Er-Li; Liang, Peng; Shi, Ting-wei; Fang, Li-qun; Xiao, Hong

2013-09-01

Pre-training evaluation and feedback have been shown to improve medical students' skills acquisition of basic life support (BLS) immediately following training. The impact of such training on BLS skills retention is unknown. This study was conducted to investigate effects of pre-training evaluation and feedback on BLS skills retention in medical students. Three hundred and thirty 3rd year medical students were randomized to two groups, the control group (C group) and pre-training evaluation and feedback group (EF group). Each group was subdivided into four subgroups according to the time of retention-test (at 1-, 3-, 6-, 12-month following the initial training). After a 45-min BLS lecture, BLS skills were assessed (pre-training evaluation) in both groups before training. Following this, the C group received 45 min training. 15 min of group feedback corresponding to students' performance in pre-training evaluation was given only in the EF group that was followed by 30 min of BLS training. BLS skills were assessed immediately after training (post-test) and at follow up (retention-test). No skills difference was observed between the two groups in pre-training evaluation. Better skills acquisition was observed in the EF group (85.3 ± 7.3 vs. 68.1 ± 12.2 in C group) at post-test (p<0.001). In all retention-test, better skills retention was observed in each EF subgroup, compared with its paired C subgroup. Pre-training evaluation and feedback improved skills retention in the EF group for 12 months after the initial training, compared with the control group. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Who Are the Students Who May Qualify for an Alternate Assessment Based on Modified Academic Achievement Standards (AA-MAS)?: Focus Group Results. Synthesis Report 79

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Berndt, Sandra; Ebben, Barbara; Kubinski, Eva; Sim, Grant; Liu, Kristin; Lazarus, Sheryl; Thurlow, Martha; Christian, Elizabeth

2011-01-01

Beginning in 2007, federal regulations to two major education laws gave state departments of education the option to develop an alternate assessment based on modified achievement standards (AA-MAS) for some students with disabilities. The regulations stated that the AA-MAS was intended for students who were being instructed in the grade-level…

Loans, Logins, and Lasting the Course: Academic Library Use and Student Retention

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Haddow, Gaby; Joseph, Jayanthi

2010-01-01

Activities and services that improve student engagement and retention in the higher education sector are important not only to individual students' success but also to university planning and funding. This paper reports on a study carried out to explore whether use of the library by new university students is associated with continued enrolment.…

Factors Affecting Retention Behavior: A Model To Predict At-Risk Students. AIR 1997 Annual Forum Paper.

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Sadler, William E.; Cohen, Frederic L.; Kockesen, Levent

This paper describes a methodology used in an on-going retention study at New York University (NYU) to identify a series of easily measured factors affecting student departure decisions. Three logistic regression models for predicting student retention were developed, each containing data available at three distinct times during the first…

University First Year Advisors: A network approach for first year student transition and retention. A Practice Report.

Directory of Open Access Journals (Sweden)

Geraldine Box

2012-03-01

Full Text Available Focussing expressly on student support and retention, improving the first year experience has been addressed by Murdoch University through the implementation of a School discipline-specific network of professional First Year Advisors (FYAs. FYA initiatives, both broad-based and varied, have been developed in alignment with the changing needs of students as identified throughout the semesters. A combination of outreach telephone campaigns and face-to-face student support enables FYAs to conduct a "just in time" approach to positively increase student engagement, and ultimately, retention. With a bespoke database, FYAs and academic staff have been able to streamline the process of reporting students in need of support, and gather data relating to student retention. The FYA program is yet to be formally evaluated although initial feedback and student consultation is promising. This paper outlines the program's development, current initiatives and expected outcomes.  

The Value of Academic Libraries: Library Services as a Predictor of Student Retention

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Murray, Adam; Ireland, Ashley; Hackathorn, Jana

2016-01-01

This study examined the predictive relationship between library use by individual students and their retention status in university settings. The methodology builds on a small number of previous studies to examine library use at the individual level to determine if use of specific library services is predictive of retention for freshmen and…

The Relationship between Self-Directed Learning Readiness and Student Retention in Nursing Education

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Larmon, Brandy H.

2015-01-01

Retention in higher education, especially nursing education, is a concern for nurse educators. Due to the needs of nurse graduates and practicing nurses, the characteristic of self-directed learning in students is often an educational goal of a rigorous nursing curriculum. Program retention is often impacted by such demands. This study, based upon…

Elementary Students' Retention of Environmental Science Knowledge: Connected Science Instruction versus Direct Instruction

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Upadhyay, Bhaskar; DeFranco, Cristina

2008-01-01

This study compares 3rd-grade elementary students' gain and retention of science vocabulary over time in two different classes--"connected science instruction" versus "direct instruction." Data analysis yielded that students who received connected science instruction showed less gain in science knowledge in the short term compared to students who…

Nursing Living-Learning Communities and Student Retention: A Qualitative Study.

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Bauer, Renee N; Kiger, Susan

Living-learning communities have been known to promote student performance and a sense of collegiality. Most studies on this topic have utilized quantitative methods. This qualitative comparison case study examined personal experiences associated with residing in a living-learning community. The study was conducted to explore findings associated with promoting student retention. A secondary goal was to explore student experiences with mentoring. Data were collected using taped recordings of live interviews at two universities that have nursing-themed housing. The targeted sample size was 14. Themes that emerged from the data were mutual support, importance of the resident assistant, and self-determination. Nursing students enjoy themed housing and especially desire the resident assistant to be a nursing student.

Students-as-Customers' Satisfaction, Predictive Retention with Marketing Implications: The Case of Malaysian Higher Education Business Students

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Carter, Stephen; Yeo, Amy Chu-May

2016-01-01

Purpose: The purpose of this paper is to investigate two areas of interest: first, to determine business student customer satisfiers that could be contributors to students' current and predicted retention in a higher educational institution (HEI) and second, to use these satisfiers to inform HEI marketing planning. Design/Methodology/Approach: The…

Improving Student Retention through Evidence Based Proactive Systems at the Open University (UK)

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Gibbs, Graham; Regan, Peter; Simpson, Ormond

2007-01-01

The Open University has been undertaking an extended initiative to improve student retention through enhanced support for at-risk students. This initiative has evolved through a series of stages from ad hoc small scale local interventions relying largely on tutors and student self-referral, to an institution-wide pro-active system implemented by…

Clinical integration and how it affects student retention in undergraduate athletic training programs.

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Young, Allison; Klossner, Joanne; Docherty, Carrie L; Dodge, Thomas M; Mensch, James M

2013-01-01

A better understanding of why students leave an undergraduate athletic training education program (ATEP), as well as why they persist, is critical in determining the future membership of our profession. To better understand how clinical experiences affect student retention in undergraduate ATEPs. Survey-based research using a quantitative and qualitative mixed-methods approach. Three-year undergraduate ATEPs across District 4 of the National Athletic Trainers' Association. Seventy-one persistent students and 23 students who left the ATEP prematurely. Data were collected using a modified version of the Athletic Training Education Program Student Retention Questionnaire. Multivariate analysis of variance was performed on the quantitative data, followed by a univariate analysis of variance on any significant findings. The qualitative data were analyzed through inductive content analysis. A difference was identified between the persister and dropout groups (Pillai trace = 0.42, F(1,92) = 12.95, P = .01). The follow-up analysis of variance revealed that the persister and dropout groups differed on the anticipatory factors (F(1,92) = 4.29, P = .04), clinical integration (F(1,92) = 6.99, P = .01), and motivation (F(1,92) = 43.12, P = .01) scales. Several themes emerged in the qualitative data, including networks of support, authentic experiential learning, role identity, time commitment, and major or career change. A perceived difference exists in how athletic training students are integrated into their clinical experiences between those students who leave an ATEP and those who stay. Educators may improve retention by emphasizing authentic experiential learning opportunities rather than hours worked, by allowing students to take on more responsibility, and by facilitating networks of support within clinical education experiences.

Vocation, friendship and resilience: a study exploring nursing student and staff views on retention and attrition.

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Williamson, Graham R; Health, Val; Proctor-Childs, Tracey

2013-01-01

There is international concern about retention of student nurses on undergraduate programmes. United Kingdom Higher Education Institutions are monitored on their attrition statistics and can be penalised financially, so they have an incentive to help students remain on their programmes beyond their moral duty to ensure students receive the best possible educational experience. to understand students' and staff concerns about programmes and placements as part of developing our retention strategies. This study reports qualitative data on retention and attrition collected as part of an action research study. One University School of Nursing and Midwifery in the South West of England. Staff, current third year and ex-student nurses from the adult field. Data were collected in focus groups, both face-to face and virtual, and individual telephone interviews. These were transcribed and subjected to qualitative content analysis. FOUR THEMES EMERGED: Academic support, Placements and mentors, Stresses and the reality of nursing life, and Dreams for a better programme. The themes Academic support, Placements and mentors and Stresses and the reality of nursing life, resonate with international literature. Dreams for a better programme included smaller group learning. Vocation, friendship and resilience seem instrumental in retaining students, and Higher Education Institutions should work to facilitate these. 'Vocation' has been overlooked in the retention discussions, and working more actively to foster vocation and belongingness could be important.

A Qualitative Exploration of College Student Retention: Personal Experiences of Millennial Freshmen

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Barker, Kristen

2017-01-01

The purpose of this qualitative investigation was to discover personal reasons Millennial college freshmen, between the ages of 18-20, stated as obstacles to college retention. Fourteen students from a private college in the Midwest were selected to participate in an interview process. These students were asked a series of open-ended questions…

How Money Helps Keep Students in College: The Relationship between Family Finances, Merit-Based Aid, and Retention in Higher Education

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Olbrecht, Alexandre M.; Romano, Christopher; Teigen, Jeremy

2016-01-01

In this paper, we leverage detailed, individual-level student data to understand the relationships between family finances, merit-based aid, and first-year student retention. With three cohorts of student data that comprise family financial status, institutional merit scholarships, and many of the other known correlates of student retention, we…

The retention of first-generation college students in STEM: An extension of Tinto's longitudinal model

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Uche, Ada Rosemary

In the current technologically advanced global economy, the role of human capital and education cannot be over-emphasized. Since almost all great inventions in the world have a scientific or technological foundation, having a skilled workforce is imperative for any nation's economic growth. Currently, large segments of the United States' population are underrepresented in the attainment of science, technology, engineering, and math (STEM) degrees, and in the STEM professions. Scholars, educators, policy-makers, and employers are concerned about the decline in student enrollment and graduation from STEM disciplines. This trend is especially problematic for first-generation college students. This study uses both quantitative and qualitative methods to assess the factors that predict the retention of first-generation college students in the STEM majors. It employs Tinto's longitudinal model (1993) as a conceptual framework to predict STEM retention for first-generation college students. The analysis uses the Beginning Post-secondary Students study (BPS 04/09) data and Roots of STEM qualitative data to investigate the role of first-generation status in STEM major retention. Results indicate that upper levels of achievement in high school math have a significant effect on first-generation status in STEM outcomes.

Clinical Integration and How It Affects Student Retention in Undergraduate Athletic Training Programs

Science.gov (United States)

Young, Allison; Klossner, Joanne; Docherty, Carrie L; Dodge, Thomas M; Mensch, James M

2013-01-01

Context A better understanding of why students leave an undergraduate athletic training education program (ATEP), as well as why they persist, is critical in determining the future membership of our profession. Objective To better understand how clinical experiences affect student retention in undergraduate ATEPs. Design Survey-based research using a quantitative and qualitative mixed-methods approach. Setting Three-year undergraduate ATEPs across District 4 of the National Athletic Trainers' Association. Patients or Other Participants Seventy-one persistent students and 23 students who left the ATEP prematurely. Data Collection and Analysis Data were collected using a modified version of the Athletic Training Education Program Student Retention Questionnaire. Multivariate analysis of variance was performed on the quantitative data, followed by a univariate analysis of variance on any significant findings. The qualitative data were analyzed through inductive content analysis. Results A difference was identified between the persister and dropout groups (Pillai trace = 0.42, F1,92 = 12.95, P = .01). The follow-up analysis of variance revealed that the persister and dropout groups differed on the anticipatory factors (F1,92 = 4.29, P = .04), clinical integration (F1,92 = 6.99, P = .01), and motivation (F1,92 = 43.12, P = .01) scales. Several themes emerged in the qualitative data, including networks of support, authentic experiential learning, role identity, time commitment, and major or career change. Conclusions A perceived difference exists in how athletic training students are integrated into their clinical experiences between those students who leave an ATEP and those who stay. Educators may improve retention by emphasizing authentic experiential learning opportunities rather than hours worked, by allowing students to take on more responsibility, and by facilitating networks of support within clinical education experiences. PMID:23672327

Why They Stay - Retention Strategies for Students from Diverse Backgrounds in the Geosciences

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Haacker, R.

2014-12-01

The geosciences have had a chronic problem of underrepresentation of students from diverse ethnic, cultural, and socio-economic backgrounds. While many programs and efforts focus on the recruitment of minorities, a strategic approach to increase retention is equally important for a student's success. Students from diverse backgrounds often face isolation in majority schools, and lack role models and guidance as they navigate through the academic system. Research has shown that continuous and individualized support can greatly strengthen a student's performance and chance of staying in the field. Successful strategies include a strong mentoring system, early involvement in research, cohort building, and creating a welcoming campus climate. At the SOARS Center for Undergraduate Research, we have found that offering students research topics that allow them to give back to society increases engagement and retention significantly. All interventions need to be applied early, often and on a continuous basis in a student's college experience. A long-term mentor assigned to the student beyond a class or a summer research experience can provide follow-up and champion the student's progress. This presentation will share successful approaches of retaining diverse students in the geosciences and discuss how we can support each other in the community to provide such resources.

Conceptions of a Good College Student, Parent-Student Communication About College, First-Year Grades, and College Retention Among First- and Non-First-Generation College Students

OpenAIRE

Palbusa, Julienne Marie Alipio

2016-01-01

This study examined conceptions of a good college student, parent-student communication about college, academic achievement, college student retention, and college generation status among first-year college students. 344 undergraduates described the characteristics and skills of a good college student. In addition, they reported the frequency, perceived helpfulness, and quality (instrumental and emotional support) of parent-student communication about college. Student GPA and second year rete...

Preparation and Characteristics of Corn Straw-Co-AMPS-Co-AA Superabsorbent Hydrogel

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Wei-Min Cheng

2015-11-01

Full Text Available In this study, the corn straw after removing the lignin was grafted with 2-acrylamido-2-methylpropanesulfonic acid (AMPS to prepare sulfonated cellulose. The grafting copolymerization between the sulfonated cellulose and acrylic acid (AA was performed using potassium persulfate and N,N′-methylenebisacrylamide as the initiator and crosslinking agent, respectively, to prepare corn straw-co-AMPS-co-AA hydrogels. The structure and properties of the resulting hydrogels were characterized by Fourier transform infrared spectroscopy, X-ray diffraction, scanning electron microscopy, thermogravimetric analysis, and dynamic rheometry. The effects of initiator, crosslinker, monomer neutralization degree, and temperature on the swelling ratio of the hydrogels were studied. The water retention, salt resistance, and recyclability of the corn straw-co-AMPS-co-AA hydrogels were also investigated. The optimum water absorptivity of the corn straw hydrogels was obtained at a polymerization temperature of 50 °C with 1.2% crosslinker, 1:7 ratio of the pretreated corn straw and AA, 2% initiator, and 50% neutralized AA.

The effect of podcast lectures on nursing students' knowledge retention and application.

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Abate, Karen S

2013-01-01

This pilot study sought to evaluate the effectiveness of academic podcasts in promoting knowledge retention and application in nursing students. Nursing education no longer simply occurs in a fixed location or time. Computer-enhanced mobile learning technologies, such as academic podcasts, must be grounded in pedagogically sound characteristics to ensure effective implementation and learning in nursing education. A convenience sample of 35 female undergraduate nursing students was randomized into three groups: a traditional face-to-face lecture group, an unsegmented (non-stop) podcast lecture group, and a segmented podcast lecture group. Retention and application of information were measured through a multiple-choice quiz and a case study based on lecture content. Students in the segmented podcast lecture group demonstrated higher scores on multiple-choice and case-study assessments than those in the other two groups. Nurse educators should be aware of this finding when seeking to employ podcast lectures in nursing education.

Factors Determining Student Retention of Economic Knowledge after Completing the Principles-of-Microeconomics Course.

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Kohen, Andrew I.; Kipps, Paul H.

1979-01-01

Reports results of a study of economics students to test the effect of time and other factors affecting retention, to develop an instrument to measure the rate of depreciation of the student's stock of economic knowledge, and to explore the implications of findings for the student's academic planning. (Author/KC)

Some Scholarship Students Need Help, Too: Implementation and Assessment of a Scholarship Retention Program

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Martindale, Amy L.; Hammons, James O.

2013-01-01

Students with merit-based scholarships and strong high school GPAs typically have high retention rates. Yet, many high ability students did not need to study in high school, and never developed effective academic skills. Such students may expect to excel in college with the same limited effort. Unfortunately, institutions may unintentionally…

Student Advising and Retention Application in Cloud Computing Environment

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Gurdeep S Hura

2016-11-01

Full Text Available  This paper proposes a new user-friendly application enhancing and expanding the current advising services of Gradesfirst currently being used for advising and retention by the Athletic department of UMES with a view to implement new performance activities like mentoring, tutoring, scheduling, and study hall hours into existing tools. This application includes various measurements that can be used to monitor and improve the performance of the students in the Athletic Department of UMES by monitoring students’ weekly study hall hours, and tutoring schedules. It also supervises tutors’ login and logout activities in order to monitor their effectiveness, supervises tutor-tutee interaction, and stores and analyzes the overall academic progress of each student. A dedicated server for providing services will be developed at the local site. The paper has been implemented in three steps. The first step involves the creation of an independent cloud computing environment that provides resources such as database creation, query-based statistical data, performance measures activities, and automated support of performance measures such as advising, mentoring, monitoring and tutoring. The second step involves the creation of an application known as Student Advising and Retention (SAR application in a cloud computing environment. This application has been designed to be a comprehensive database management system which contains relevant data regarding student academic development that supports various strategic advising and monitoring of students. The third step involves the creation of a systematic advising chart and frameworks which help advisors. The paper shows ways of creating the most appropriate advising technique based on the student’s academic needs. The proposed application runs in a Windows-based system. As stated above, the proposed application is expected to enhance and expand the current advising service of Gradesfirst tool. A brief

Tailoring Retention Theories to Meet the Needs of Rural Appalachian Community College Students

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Hlinka, Karen R.

2017-01-01

Objective: Traditional-age students attending a rural community college in Kentucky's Appalachian region were interviewed, along with faculty members and administrators, to identify phenomena serving as sources of encouragement or as barriers to retention from the point of entry to the point of transfer. Method: Students' perspectives were…

Retention of Cardiopulmonary Resuscitation Skills in Nigerian Secondary School Students

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Onyeaso, Adedamola Olutoyin

2016-01-01

Background/Objective: For effective bystander cardiopulmonary resuscitation (CPR), retention of CPR skills after the training is central. The objective of this study was to find out how much of the CPR skills a group of Nigerian secondary school students would retain six weeks after their first exposure to the conventional CPR training. Materials…

Sustainable student retention and gender issues in mathematics for ICT study

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Divjak, Blazenka; Ostroski, Mirela; Vidacek Hains, Violeta

2010-04-01

This article reports on the research whose specific objective is to improve student retention in mathematics included in the first-year ICT study programme by means of improving teaching methods, with an emphasis on gender issues. Two principal reasons for this research are, first, the fact that first-year mathematics courses are often viewed as an obstacle for retention in studying ICT, and second, the fact that female students are strongly underrepresented in ICT. Furthermore, according to recently introduced research, changes in pedagogy and the content of mathematics have been evaluated. Those changes are directed towards competency-based and student-centred education and are heavily supported by technology-based learning. Although only minor gender differences in different skills have been detected, the pass rate for female students is constantly higher than that for male students. Therefore, the reasons for the better performance of female students have been investigated taking into account both the motivation for study and learning styles. The primary sources of data used in the first year of research comprised questionnaires (n = 130) together with classroom and on-line assessment material for 263 students. In the next year, 160 students of Information Systems participated in the survey, the central topic of which was the motivation for study. Additionally, the research focused on finding out if the motivation factors are gender specific. The research was conducted in Croatia where no research on a similar topic had been previously available. In terms of the specific features of the socio-cultural environment, conducting such a research in Croatia proved to be worthwhile, particularly considering the possibility of comparing the obtained results with those arising from other environments.

Exploring the Effects of Hope on GPA and Retention among College Undergraduate Students on Academic Probation

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Holly Seirup

2011-01-01

Full Text Available This study analyzed the impact of hope on the academic achievement and retention of 235 students on academic probation at a private Northeastern university. Probationary students were enrolled in a mandatory online course designed to facilitate academic and nonacademic skills, to improve student GPAs and overall retention. The Hope Scale (Snyder et al. (1991 was administered to identify whether students with greater levels of hope would experience an increase in academic success upon completion of the course. Students were broken down into groups of high, medium, and low hope based on their scores on the instrument. Results showed students who completed the course were more likely to be retained than those who did not complete the course, had a slight increase in GPA by the end of the semester, and high-hope students showed the greatest overall gain in GPAs.

Retaining Aspiring Scholars (retention, Students of Color)

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Walters, Nancy Bannister

Tinto's retention model provided the theoretical framework for this research study of the academic and social integration of academically talented students of color into the graduate and professional science degree pipeline. The site for this study was the Life Sciences Summer Undergraduate Research Program of the University of Minnesota. This program recruits academically talented undergraduates from throughout the nation for participation in two months of research, academic study and orientation to science graduate and professional programs. The quantitative data source consisted of survey responses by 108 alumni of the Summer Undergraduate Research Program to the Institutional Integration Scale developed by Ernest Pascarella and Patrick Terenzini. The scale measures academic integration, social integration and institutional and goal commitment of students. The qualitative data source consisted of one-on-one interviews of 14 summer program alumni of Caucasian, Latino and African American background. The quantitative results were not significant, while the qualitative results demonstrated the importance to alumni interviewed of the challenging academic research work, personally confirming peer group socialization, and supportive student faculty interactions. The study showed the importance of programs like these for helping students of color plan upper level college study and graduate/professional school enrollment. Program characteristics that influenced decision making regarding school and career choices by study participants and specifically by students of color were involvement of faculty in recruiting and mentoring students; socialization to the graduate student role through peer group relations and student maturation and empowerment through participation in a high level academic program. Study findings indicated that supportive and empowering faculty contact was considered most important by students of color who continued on to graduate and professional

Deal or No Deal: Using Games to Improve Student Learning, Retention and Decision-Making

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Chow, Alan F.; Woodford, Kelly C.; Maes, Jeanne

2011-01-01

Student understanding and retention can be enhanced and improved by providing alternative learning activities and environments. Education theory recognizes the value of incorporating alternative activities (games, exercises and simulations) to stimulate student interest in the educational environment, enhance transfer of knowledge and improve…

Female Athletic Training Students' Perceptions of Motherhood and Retention in Athletic Training

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Mazerolle, Stephanie M.; Gavin, Kerri

2013-01-01

Context: Motherhood appears to be a catalyst in job turnover for female athletic trainers, especially those employed at the National Collegiate Athletic Association Division I level. However, most researchers examining this topic have investigated the perspectives of those who are currently employed rather than those who are preparing to enter the profession. Objective: To evaluate female athletic training students' perceptions of motherhood and retention. Design: Qualitative study. Setting: Athletic training education program. Patients or Other Participants: A total of 18 female athletic training students volunteered to participate. They were enrolled in 1 Commission on Accrediting Athletic Training Education–accredited athletic training program and represented 3 levels of academic study. Data Collection and Analysis: The participants responded to a series of questions related to work–life balance and retention in athletic training. Analysis of the data followed a general inductive process. Credibility was established by interpretive member checks and peer review. Results: The first theme, clinical setting, speaks to the belief that work–life balance and retention in athletic training require an employment setting that fosters a family-friendly atmosphere and a work schedule (including travel) that allows for time at home. The second theme, mentorship, reflects the acknowledgment that a female mentor who is successful in balancing the roles of mother and athletic trainer can serve as a role model. The final theme, work–life balance strategies, illustrates the need to have a plan in place to meet the demands of both home and work life. Conclusions: A female athletic trainer who is successfully balancing her career and family responsibilities may be the most helpful factor in retention, especially for female athletic training students. Young professionals need to be educated on the importance of developing successful work–life balance strategies, which can

Female athletic training students' perceptions of motherhood and retention in athletic training.

Science.gov (United States)

Mazerolle, Stephanie M; Gavin, Kerri

2013-01-01

Motherhood appears to be a catalyst in job turnover for female athletic trainers, especially those employed at the National Collegiate Athletic Association Division I level. However, most researchers examining this topic have investigated the perspectives of those who are currently employed rather than those who are preparing to enter the profession. To evaluate female athletic training students' perceptions of motherhood and retention. Qualitative study. Athletic training education program. A total of 18 female athletic training students volunteered to participate. They were enrolled in 1 Commission on Accrediting Athletic Training Education-accredited athletic training program and represented 3 levels of academic STUDY. The participants responded to a series of questions related to work-life balance and retention in athletic training. Analysis of the data followed a general inductive process. Credibility was established by interpretive member checks and peer review. The first theme, clinical setting, speaks to the belief that work-life balance and retention in athletic training require an employment setting that fosters a family-friendly atmosphere and a work schedule (including travel) that allows for time at home. The second theme, mentorship, reflects the acknowledgment that a female mentor who is successful in balancing the roles of mother and athletic trainer can serve as a role model. The final theme, work-life balance strategies, illustrates the need to have a plan in place to meet the demands of both home and work life. A female athletic trainer who is successfully balancing her career and family responsibilities may be the most helpful factor in retention, especially for female athletic training students. Young professionals need to be educated on the importance of developing successful work-life balance strategies, which can be helpful in reducing attrition from the profession.

Evaluation of a Community College's Nursing Faculty Advising Program Relative to Students' Satisfaction and Retention

Science.gov (United States)

Harrell, Johnna C.; Reglin, Gary

2018-01-01

Problem was the community college recognized a decline in student retention rates from 2009 to 2012 in the School of Nursing. Purpose of this program evaluation was to evaluate a faculty advising program (FAP) in the School of Nursing at a community college in regard to students' satisfaction and retention. Evaluation period was from Fall 2012 to…

External and Internal Barriers to Studying Can Affect Student Success and Retention in a Diverse Classroom

Directory of Open Access Journals (Sweden)

Laurence Clement

2016-12-01

Full Text Available Although a majority of under-represented minority (URM students begin their postsecondary education at community colleges, little is known about barriers to success and retention for transfer-bound science students. This study focuses on some of the barriers that affect these students’ ability to study adequately for a community college “gateway” course. It tests whether instructors’ expectations of study time were realistic for community college students and whether students reported facing external barriers, such as job and family responsibilities, or internal barriers to studying, such as lack of motivational, cognitive, and metacognitive abilities, all of which have been shown to impact academic success and retention. It also tests whether students who faced such barriers were less likely to succeed in and complete the course, as well as whether time spent studying was related to course success. The findings reported here show that community college students do not have enough available time to study and that external and internal barriers are both prevalent among these students. In addition, students who faced such barriers are more likely to fail or drop the class. Results also show that study time is positively correlated with retention, but not performance, as well as with some motivational, cognitive, and metacognitive dimensions of self-regulated learning. These findings lead to new questions, including whether student success in a community college class is associated with the use of cognitive and metacognitive learning strategies for students with no prior degrees, and whether increased course structure may improve success for college students with lower self-regulated abilities.

Retention Assessment of Core Operations Management Topics for Business Administration Students

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Koppel, Nicole B.; Hollister, Kimberly Killmer

2009-01-01

To meet the new AACSB International standards regarding retention assessment and adequately determine "if and what students are learning," this research presents a framework within which expected learning outcomes and specific learning are assessed. This paper presents the framework and describes how the process can be implemented with…

Making Sense of Disparities in Mathematics Remediation: What Is the Role of Student Retention?

Science.gov (United States)

Bahr, Peter Riley

2011-01-01

Recent research on mathematics remediation in community colleges indicates that there are large differences in the rate of successful remediation between students of differing levels of initial math deficiency. One might presume that these "skill gaps" in successful remediation are a result of differing rates of student retention. That…

Examining Conceptual and Operational Definitions of "First-Generation College Student" in Research on Retention

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Peralta, Karie Jo; Klonowski, Monica

2017-01-01

This research brief reports that students who have parents with little to no postsecondary education have an increasing presence in colleges and universities. Researchers recognize that these individuals face unique barriers in higher education programs that affect their ability to graduate. Given the wide concern about student retention,…

Data pre-processing: a case study in predicting student's retention in ...

African Journals Online (AJOL)

dataset with features that are ready for data mining task. The study also proposed a process model and suggestions, which can be applied to support more comprehensible tools for educational domain who is the end user. Subsequently, the data pre-processing become more efficient for predicting student's retention in ...

Collaborative-group testing improves learning and knowledge retention of human physiology topics in second-year medical students.

Science.gov (United States)

Vázquez-García, Mario

2018-06-01

The present study examined the relationship between second-year medical students' group performance and individual performance in a collaborative-learning environment. In recent decades, university professors in the scientific and humanistic disciplines have successfully put into practice different modalities of collaborative approaches to teaching. Essentially, collaborative approach refers to a variety of techniques that involves the joint intellectual effort of a small group of students, which encourages interaction and discussion among students and professors. The present results show the efficacy of collaborative learning, which, furthermore, allowed students to participate actively in the physiology class. Average student's grades were significantly higher when they engaged in single-best-response, multiple-choice tests as a student team, compared with taking the same examinations individually. The method improved notably knowledge retention, as learning is more effective when performed in the context of collaborative partnership. A selected subset of questions answered wrongly in an initial test, both individually and collectively, was used on a second test to examine student retention of studied material. Grade averages were significantly improved, both individually and groupwise, when students responded to the subset of questions a second time, 1, 2, or 3 wk after the first attempt. These results suggest that the collaborative approach to teaching allowed a more effective understanding of course content, which meant an improved capacity for retention of human physiology knowledge.

Retention of Emergency Care Knowledge.

Science.gov (United States)

Burckes, Mardie E.; Shao, Kung Ping Pam

1984-01-01

Data on the emergency care knowledge of college students were measured by a pretest, posttest, and retention test. A high relationship was found between students' posttest scores and retention test scores. Findings are discussed. (Author/DF)

Pilot Testing for Feasibility in a Study of Student Retention and Attrition in Online Undergraduate Programs

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Fraser, Joy; Fahlman, Dorothy; Arscott, Jane; Guillot, Isabelle

2018-01-01

Prior to undertaking a descriptive study on attrition and retention of students in two online undergraduate health administration and human service programs, a pilot test was conducted to assess the procedures for participant recruitment, usability of the survey questionnaire, and data collection processes. A retention model provided the…

Effect of collaborative testing on learning and retention of course content in nursing students.

Science.gov (United States)

Rivaz, Mozhgan; Momennasab, Marzieh; Shokrollahi, Paymaneh

2015-10-01

Collaborative testing is a learning strategy that provides students with the opportunity to learn and practice collaboration. This study aimed to determine the effect of collaborative testing on test performance and retention of course content in nursing students of Shiraz University of Medical Sciences, Shiraz, Iran. This quasi-experimental study was carried out on 84 students enrolled in the course of Medical-Surgical 2 in Spring 2013 and Fall 2013 semesters. The control group consisting of 39 students participated in the first mid-term exam in an individual format. The intervention group, on the other hand, consisted of 45 students who took the test in a two-stage process. The first stage included an individual testing, while the second stage was a collaborative one given in groups of five individuals chosen randomly. Four weeks later, in order to investigate retention of the course content, both groups took part in the second mid-term exam held individually. The study findings showed significant difference between the mean scores in the intervention group in the Fall 2013 semester (p=0.001). Besides, a statistically significant difference was found between the two groups regarding the tests mean scores (p=0.001). Moreover, retention of course content improved in the collaborative group (p=0.001). The results indicated an increase in test performance and a long-term learning enhancement in collaborative testing compared with the traditional method. Collaborative testing, as an active learning technique and a valuable assessment method, can help nursing instructors provide the alumni with strong problem-solving and critical thinking abilities at healthcare environments.

An Analysis of the Rise and Fall of the AA-MAS Policy

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Lazarus, Sheryl S.; Thurlow, Martha L.; Ysseldyke, James E.; Edwards, Lynn M.

2015-01-01

In 2005, to address concerns about students who might fall in the "gap" between the regular assessment and the alternate assessment based on alternate achievement standards (AA-AAS), the U.S. Department of Education announced that states could develop alternate assessments based on modified achievement standards (AA-MAS). This article…

Grades, Student Satisfaction and Retention in Online and Face-to-Face Introductory Psychology Units: A Test of Equivalency Theory

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Garratt-Reed, David; Roberts, Lynne D.; Heritage, Brody

2016-01-01

There has been a recent rapid growth in the number of psychology courses offered online through institutions of higher education. The American Psychological Association has highlighted the importance of ensuring the effectiveness of online psychology courses (Halonen et al., 2013). Despite this, there have been inconsistent findings regarding student grades, satisfaction, and retention in online psychology units. Equivalency Theory (Simonson, 1999; Simonson et al., 1999) posits that online and classroom-based learners will attain equivalent learning outcomes when equivalent learning experiences are provided. We present a study of an online introductory psychology unit designed to provide equivalent learning experiences to the pre-existing face-to-face version of the unit. Using quasi-experimental methods, academic performance, student feedback, and retention data from 866 Australian undergraduate psychology students were examined to assess whether the online unit developed to provide equivalent learning experiences produced comparable outcomes to the ‘traditional’ unit delivered face-to-face. Student grades did not significantly differ between modes of delivery, except for a group-work based assessment where online students performed more poorly. Student satisfaction was generally high in both modes of the unit, with group-work the key source of dissatisfaction in the online unit. The results provide partial support for Equivalency Theory. The group-work based assessment did not provide an equivalent learning experience for students in the online unit highlighting the need for further research to determine effective methods of engaging students in online group activities. Consistent with previous research, retention rates were significantly lower in the online unit, indicating the need to develop effective strategies to increase online retention rates. While this study demonstrates successes in presenting students with an equivalent learning experience, we

Sustainable Student Retention and Gender Issues in Mathematics for ICT Study

Science.gov (United States)

Divjak, Blazenka; Ostroski, Mirela; Hains, Violeta Vidacek

2010-01-01

This article reports on the research whose specific objective is to improve student retention in mathematics included in the first-year ICT study programme by means of improving teaching methods, with an emphasis on gender issues. Two principal reasons for this research are, first, the fact that first-year mathematics courses are often viewed as…

The Effects of 3D Computer Simulation on Biology Students' Achievement and Memory Retention

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Elangovan, Tavasuria; Ismail, Zurida

2014-01-01

A quasi experimental study was conducted for six weeks to determine the effectiveness of two different 3D computer simulation based teaching methods, that is, realistic simulation and non-realistic simulation on Form Four Biology students' achievement and memory retention in Perak, Malaysia. A sample of 136 Form Four Biology students in Perak,…

Improved knowledge retention among clinical pharmacy students using an anthropology classroom assessment technique.

Science.gov (United States)

Whitley, Heather P; Parton, Jason M

2014-09-15

To adapt a classroom assessment technique (CAT) from an anthropology course to a diabetes module in a clinical pharmacy skills laboratory and to determine student knowledge retention from baseline. Diabetes item stems, focused on module objectives, replaced anthropology terms. Answer choices, coded to Bloom's Taxonomy, were expanded to include higher-order thinking. Students completed the online 5-item probe 4 times: prelaboratory lecture, postlaboratory, and at 6 months and 12 months after laboratory. Statistical analyses utilized a single factor, repeated measures design using rank transformations of means with a Mann-Whitney-Wilcoxon test. The CAT revealed a significant increase in knowledge from prelaboratory compared to all postlaboratory measurements (panthropology assessment tool was effectively adapted using Bloom's Taxonomy as a guide and, when used repeatedly, demonstrated knowledge retention. Minimal time was devoted to application of the probe making it an easily adaptable CAT.

Recruitment Combined with Retention Strategies Results in Institutional Effectiveness and Student Satisfaction.

Science.gov (United States)

Youngman, Curtis

In Winter 1994, the Marketing Department at Salt Lake Community College (SLCC) in Utah implemented an educational marketing plan that incorporated a focus on customer service to improve institutional effectiveness and student satisfaction. The plan includes a retention and recruitment program to strengthen the college's relationship with current…

A Study of College Students' Perceptions on the Use of New and Emerging Technologies on Student Retention in a Higher Education Setting

Science.gov (United States)

An, Jin S.

2013-01-01

Student retention is a major concern of many higher education administrators and educators in the United States. The American College Testing Program (ACT) studies conducted between 1983 and 2010 indicated that one out of three students who started college did not return as sophomores and one out of two college students were unable to graduate.…

Gatherings as a retention strategy.

Science.gov (United States)

Stokes, Lillian Gatlin

2003-01-01

Retention has long been an issue for minority students enrolled in nursing programs. Indiana University put into place an initiative to enhance retention. The initiative is "Gatherings" which provide a means for maintaining contact and direct communication with minority/international students. Gatherings allow students at varied levels in the program to interact with each other and to share issues and concerns. Over a five-year period, the benefits of this initiative have been voiced by students. These students have strongly encouraged continuation of "gatherings". Plans are underway to start similar sessions for all students.

Strengths-Based Approaches in College and University Student Housing: Implications for First-Year Students' Retention and Engagement

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Soria, Krista M.; Taylor, Leonard, Jr.

2016-01-01

Strengths-based approaches are expanding in higher education; however, little is known about the impacts of these approaches in housing and residence life settings. The purpose of this study was to examine the associations between first-year students' strengths interactions in housing and their engagement and retention. The results suggest that…

Best practices in doctoral retention: Mentoring

Directory of Open Access Journals (Sweden)

Judie L. Brill

2014-06-01

Full Text Available  The aim of this critical literature review is to outline best practices in doctoral retention and the successful approach of one university to improve graduation success by providing effective mentorship for faculty and students alike. The focus of this literature review is on distance learning relationships between faculty and doctoral students, regarding retention, persistence, and mentoring models. Key phrases and words used in the search and focusing on mentoring resulted in over 20,000 sources. The search was narrowed to include only doctoral study and mentoring. Research questions of interest were: Why do high attrition rates exist for doctoral students? What are the barriers to retention? What are the benefits of doctoral mentoring? What programs do institutions have in place to reduce attrition? The researchers found a key factor influencing doctoral student retention and success is effective faculty mentorship. In particular, the design of a mentoring and faculty training program to increase retention and provide for success after graduation is important. This research represents a key area of interest in the retention literature, as institutions continue to search for ways to better support students during their doctoral programs and post-graduation. DOI: 10.18870/hlrc.v4i2.186

Predicting Factors of Perceived Organizational Support by Full-Time and Part-Time Community College Faculty as Relates to Student Retention Rates

Science.gov (United States)

Nichols, Sarah K.

2012-01-01

Student retention is socially, politically, and financially important to educational institutions. This quantitative study explored the gap in research regarding the relationship between employment of part-time in lieu of full-time faculty and student retention. The campus climate exchange model (CCEM), served as the conceptual framework in this…

Determinants of Business Student Satisfaction and Retention in Higher Education: Applying Herzberg's Two-Factor Theory

Science.gov (United States)

DeShields, Oscar W., Jr.; Kara, Ali; Kaynak, Erdener

2005-01-01

Purpose: This paper focuses on the determinants of student satisfaction and retention in a college or university that are assumed to impact students' college experience. Design/methodology/approach: Using empirical data and Herzberg's two-factor theory, a modified version of the questionnaire developed by Keaveney and Young was administered to…

The Impact of Early Grade Retention on the Academic Achievement and Self-Esteem of Seventh and Eighth Grade Students.

Science.gov (United States)

Setencich, Jill

Retention has been the answer to the problem of what to do with students who are unprepared for the academic and social demands of the next grade. Studies contend that children view retention as punishment and experience emotions such as fear, anger, and sadness when not promoted. Retention or nonpromotion can be defined as the practice of…

The Interplay of Family Income, Campus Residency, and Student Retention (What Practitioners Should Know about Cultural Mismatch)

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Schudde, Lauren

2016-01-01

Students from low-income families consistently trail behind their peers in retention and degree attainment. Research on college student experiences suggests that low-income students experience "cultural mismatch" at college--they feel that their backgrounds are at odds with the middle-class values dominant on campus (Armstrong &…

MS PHD'S: Effective Strategies for the Retention and Advancement of URM Students in ESS

Science.gov (United States)

Escalera, J.; Burgess, A. K.; Pace, L.; Scott, O.; Strickland, J.; Johnson, A.; Williamson Whitney, V.; Ithier-Guzman, W.

2012-12-01

The Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) Professional Development Program in Earth system science (ESS) is a model initiative for improving the retention of underrepresented minority (URM) students in STEM fields. Entering its ninth cohort, MS PHD'S remains committed to helping URM undergraduate and graduate students achieve outstanding careers in ESS. MS PHD'S facilitates URM student achievement through a three-phase program designed to increase student exposure to the ESS community. By engaging in a series of professional development and skill building exercises, peer-to-peer community building activities, participation in scientific society conferences and workshops, mentoring by URM and other scientists, and a virtual community, URM students gain the confidence and support necessary to achieve their academic goals and enter the ESS workforce. Since its inception, MS PHD'S continues to support 189 participants. Of these 189 participants, 35 have advanced from undergraduate and graduate academic pathways to completion of their PhD and another 60 are currently enrolled in doctoral programs. MS PHD'S maintains close ties with program alumni to further support retention, inclusivity, and broadening participation of URM students and graduates in STEM activities. Its model is built on reengaging alumni to become mentors and leaders for each new cohort as well as facilitating valuable opportunities for alumni to advance in their ESS related academic and professional career pathways.

Methods for Retention of Undergraduate Students in Field-Based Research

Science.gov (United States)

Lehnen, J. N.

2017-12-01

Undergraduate students often participate in research by following the vision, creativity, and procedures established by their principal investigators. Students at the undergraduate level rarely get a chance to direct the course of their own research and have little experience creatively solving advanced problems and establishing project objectives. This lack of independence and ingenuity results in students missing out on some of the most key aspects of research. For the last two years, the Undergraduate Student Instrument Project (USIP) at the University of Houston has encouraged students to become more independent scientists by completing a research project from start to finish with minimal reliance on faculty mentors. As part of USIP, students were responsible for proposing scientific questions about the upper stratosphere, designing instruments to answer those questions, and launching their experiments into the atmosphere of Fairbanks, Alaska. Everything from formulation of experiment ideas to actual launching of the balloon borne payloads was planned by and performed by students; members of the team even established a student leadership system, handled monetary responsibilities, and coordinated with NASA representatives to complete design review requirements. This session will discuss the pros and cons of student-led research by drawing on USIP as an example, focusing specifically on how the experience impacted student engagement and retention in the program. This session will also discuss how to encourage students to disseminate their knowledge through conferences, collaborations, and educational outreach initiatives by again using USIP students as an example.

Effect of vitamin C on copper retention in young men

International Nuclear Information System (INIS)

Jacob, R.A.; Omaye, S.T.; Skala, J.H.; Taylor, P.C.; Turnlund, J.R.

1986-01-01

Previous work suggests that supplemental ascorbic acid (AA) may inhibit intestinal copper absorption by stabilizing the less absorbable cuprous state. The authors studied copper absorption in healthy men (age 19-32) fed a constant diet with different amounts of ascorbic acid supplements. The 6 men were confined to a metabolic unit for the entire 14 week study. The basal diet consisted of a 7 day rotating menu which provided an average of 2.1 mg Cu/d and was adequate in all other nutrients except AA (5 mg/d). The basal diet was supplemented with either zero, 60, or 600 mg of AA daily, added to grape juice and consumed at each meal. All feces were collected. Blood was taken weekly for monitoring AA and copper status. Copper absorption was determined by both balance and 65 Cu stable isotope techniques. As determined by fecal Cu excretion, varying intakes of AA between 0.1 to 10 times the RDA had no significant effect on copper retention. This is consistent with the lack of change in serum ceruloplasmin and serum Cu throughout the study

Implementing a Principal Tutor to Increase Student Engagement and Retention within the First Year of a Professional Program

Directory of Open Access Journals (Sweden)

Jason Lodge

2012-03-01

Full Text Available With ongoing changes to the requirements for professional registration, greater demand for professional services, and targets for increasing participation, universities must adapt quickly to ensure that the quality of accredited professional programs is continually improving. The problem of retaining students is particularly relevant in accredited professional courses where students often have unrealistic expectations about course content and the profession. In order to address issues surrounding student engagement and retention in an accredited psychology course, a Principal Tutor was appointed to a first year cohort. By using a transition pedagogy framework to support student engagement through incorporating administrative and profession-specific advice within and outside the formal curriculum, the program appears to have been successful in increasing student engagement. Indicators of student engagement were higher than national averages and retention rates improved. Implications for possible application of the initiatives included in this program elsewhere are discussed. 

Learning Analytics and Digital Badges: Potential Impact on Student Retention in Higher Education

Science.gov (United States)

Mah, Dana-Kristin

2016-01-01

Learning analytics and digital badges are emerging research fields in educational science. They both show promise for enhancing student retention in higher education, where withdrawals prior to degree completion remain at about 30% in Organisation for Economic Cooperation and Development member countries. This integrative review provides an…

Engaging nurse aide students to develop a survey to improve enrollment and retention in college.

Science.gov (United States)

Boyd, Jamie Kamailani; Hernandez, Jesika Y; Braun, Kathryn L

2011-01-01

Students from lower socioeconomic status (SES) backgrounds have historically experienced high rates of college dropout. Surveys often are used to assess supports and barriers (SB) to college enrollment and completion, and findings drive the design of interventions to improve student recruitment and retention. However, standard surveys may not include questions that solicit the breadth of issues facing low-income minority individuals. We used community-based participatory research (CBPR) principles to develop an SB survey to better reflect the concerns of rural, first-generation college students in Hawai'i. An advisory panel (AP) of students and community partners guided the work. The literature informed the first draft of the SB survey. Then we worked with students who had successfully completed a vocational Nurse Aide (NA) Training Program (NATP) course to refine four versions of the SB survey through multiple cycles of online survey review and focus groups. The final product included questions in new areas and differently phrased questions in standard areas (e.g., transportation, dependent care, housing, financial aid) to better capture reasons for students dropping out. The survey has proven useful as a student assessment tool, and findings are being used by instructors, counselors, and community partners to add resources and modify programs to increase student success in community college. Findings confirm the usefulness of engaging target partners in tool development. An enhanced understanding of SB of students from underrepresented groups will help to improve college recruitment and retention interventions.

Continuous Improvement: A Way of Integrating Student Enrollment, Advising, and Retention Systems in a Metropolitan University.

Science.gov (United States)

Beeler, Karl J.; Moehl, Pamela J.

1996-01-01

The University of Missouri-St. Louis has discovered the value of continuous quality improvement methods in upgrading its core student-related administrative processes. As a result, it is increasing efficiency and personalizing a traditionally bureaucratic system of student service. Concurrent goals are to increase retention and decrease time to…

Reform-Based-Instructional Method and Learning Styles on Students' Achievement and Retention in Mathematics: Administrative Implications

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Modebelu, M. N.; Ogbonna, C. C.

2014-01-01

This study aimed at determining the effect of reform-based-instructional method learning styles on students' achievement and retention in mathematics. A sample size of 119 students was randomly selected. The quasiexperimental design comprising pre-test, post-test, and randomized control group were employed. The Collin Rose learning styles…

Exploring Student Characteristics of Retention That Lead to Graduation in Higher Education Using Data Mining Models

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Raju, Dheeraj; Schumacker, Randall

2015-01-01

The study used earliest available student data from a flagship university in the southeast United States to build data mining models like logistic regression with different variable selection methods, decision trees, and neural networks to explore important student characteristics associated with retention leading to graduation. The decision tree…

Negative Impact of Employment on Engineering Student Time Management, Time to Degree, and Retention: Faculty, Administrator, and Staff Perspectives

Science.gov (United States)

Tyson, Will

2012-01-01

Interviews with faculty, administrators, staff, and students at four engineering programs reveal the role of undergraduate student employment on retention and timely degree completion among engineering students. Dueling narratives reveal how student approaches to earning an engineering degree differ greatly from faculty, administrator, and staff…

Effects of e-learning, lectures, and role playing on nursing students' knowledge acquisition, retention and satisfaction.

Science.gov (United States)

Pourghaznein, Tayebeh; Sabeghi, Hakimeh; Shariatinejad, Keyvan

2015-01-01

Nursing education can maintain its dynamic quality when it moves toward innovation and modern methods of teaching and learning. Therefore, teachers are required to employ up to date methods in their teaching plans. This study evaluated the effects of e-learning, lectures, and role playing on nursing students' learning, retention, and satisfaction. Sixty nursing students were selected as an experiment and control groups during two consecutive semesters. The educational content was presented as e-learning and role playing during one semester (experiment group) and as lectures in the next semester (control group). A questionnaire containing three parts was used to assess demographics, learning and satisfaction statuses. The questionnaire also included a final openended question to evaluate the students' ideas about the whole course. The mean scores of posttest were 16.13 ± 1.37 using role playing, 15.50 ± 1.44 using e-learning and 16.45 ± 1.23 using lectures. The differences between the mean scores of posttest and pretest were 12.84 ± 1.43, 12.56 ± 1.57, and 13.73 ± 1.53 in the mentioned methods, respectively. Lectures resulted in significantly better learning compared to role playing and e-learning. In contrast, retention rates were significantly lower using lectures than using role playing and e-learning. Students' satisfaction from e-learning was significantly lower than lecturing and role playing. Due to the lower rates of retention following lectures, the teachers are recommended to use student- centered approaches in their lectures. Since students' satisfaction with e-learning was lower than the other methods, further studies are suggested to explore the problems of e-learning in Iran.

An Interventional Study Comparing the Memory Retention of Verbal & Pictorial Materials among MMMC Students

OpenAIRE

Khoo Jing Hern; Muhammad Khairul Anwar bin Mohd Yusof; Fatin Nuraidil binti Zaifulbahri; Nurfarah Aini binti Azahar; Grace Sugumaran; Navin Kumar Sarkunam

2017-01-01

Aims: To compare the effectiveness of pictorial against verbal materials in memory retention among medical students. Study Design: Crossover randomized controlled trial. Place and Duration of Study: This study was conducted in Melaka-Manipal Medical College, Muar, Johor, Malaysia in April 2016. Methodology: 38 right-handed medical students of Melaka-Manipal Medical College were volunteers and participants were divided into two groups equally via simple random sampling. One group o...

Modeling Retention at a Large Public University: Can At-Risk Students Be Identified Early Enough to Treat?

Science.gov (United States)

Singell, Larry D.; Waddell, Glen R.

2010-01-01

We examine the extent to which readily available data at a large public university can be used to a priori identify at-risk students who may benefit from targeted retention efforts. Although it is possible to identify such students, there remains an inevitable tradeoff in any resource allocation between not treating the students who are likely to…

Development of Learning Virtual Objects as a Strategy to Foster Student Retention in Higher Education

OpenAIRE

Yois S. Pascuas Rengifo; César Omar Jaramillo Morales; Fredy Antonio Verástegui González

2015-01-01

Rev.esc.adm.neg One of the problems that the Colombian higher education system is facing is the problem of student desertion, shwoing that a great amount of students leave their university studies during the first semesters. For this reason, the National Education Ministry and Universidad de la Amazonia implement a new strategy to foster student retention and graduation through academic levelling. This paper shows eight learning virtual objects from different learning áreas, applying tech...

An Exploration of How Elementary School Principals Approach the Student Retention Decision Process

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Martinez-Hicks, Laura M.

2012-01-01

This is a constructivist grounded theory study investigating how elementary principals approach the student retention decision process in their schools. Twenty-two elementary principals participated in the study using a selective or snowball sampling method. Principals worked in one of three districts in a mid-Atlantic state and had experience as…

Generation Y Student-Teachers' Motivational Factors: Retention Implications for K-12 Educational Leaders

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Bontempo, Brian

2010-01-01

Generation Y represents a growing number of student-teachers who will impact the future of educational practice, yet little research has been conducted for this demographic group. The purpose of this mixed-method study was to identify motivational factors of neophyte teachers and the retention implications these findings had on Kindergarten…

Investigating First Year College Student Locus of Control in Relation to Retention: An Explanatory Mixed Methods Study

Science.gov (United States)

Estes, Aaron

2017-01-01

Institutions of higher education place a high priority on retaining students. With orientation programming, tutoring, learning communities, peer mentoring, and other efforts, institutions dedicate the resources necessary to increase the academic success of their students because academic success has a positive relationship with retention. Through…

Retention of Content Utilizing a Flipped Classroom Approach.

Science.gov (United States)

Shatto, Bobbi; LʼEcuyer, Kristine; Quinn, Jerod

The flipped classroom experience promotes retention and accountability for learning. The authors report their evaluation of a flipped classroom for accelerated second-degree nursing students during their primary medical-surgical nursing course. Standardized HESI® scores were compared between a group of students who experienced the flipped classroom and a previous group who had traditional teaching methods. Short- and long-term retention was measured using standardized exams 3 months and 12 months following the course. Results indicated that short-term retention was greater and long- term retention was significantly great in the students who were taught using flipped classroom methodology.

States' Participation Guidelines for Alternate Assessments Based on Modified Academic Achievement Standards (AA-MAS) in 2010. Synthesis Report 82

Science.gov (United States)

Lazarus, Sheryl S.; Hodgson, Jennifer R.; Price, Lynn M.; Thurlow, Martha L.

2011-01-01

Federal legislation requires that all students participate in state accountability systems. Most students with disabilities participate in the regular assessment, with or without accommodations. Students with more significant cognitive disabilities participate in the Alternate Assessment based on Alternate Achievement Standards (AA-AAS). A few…

Silent cerebral infarction, income, and grade retention among students with sickle cell anemia

Science.gov (United States)

King, Allison A.; Rodeghier, Mark J.; Panepinto, Julie Ann; Strouse, John J.; Casella, James F.; Quinn, Charles T.; Dowling, Michael M.; Sarnaik, Sharada A.; Thompson, Alexis A.; Woods, Gerald M.; Minniti, Caterina P.; Redding-Lallinger, Rupa C.; Kirby-Allen, Melanie; Kirkham, Fenella J.; McKinstry, Robert; Noetzel, Michael J.; White, Desiree A.; Kwiatkowski, Janet K.; Howard, Thomas H.; Kalinyak, Karen A.; Inusa, Baba; Rhodes, Melissa M.; Heiny, Mark E.; Fuh, Ben; Fixler, Jason M.; Gordon, Mae O.; DeBaun, Michael R.

2014-01-01

Children with sickle cell anemia have a higher-than-expected prevalence of poor educational attainment. We test two key hypotheses about educational attainment among students with sickle cell anemia, as measured by grade retention and use of special education services: (1) lower household per capita income is associated with lower educational attainment; (2) the presence of a silent cerebral infarct is associated with lower educational attainment. We conducted a multicenter, cross-sectional study of cases from 22 U.S. sites included in the Silent Infarct Transfusion Trial. During screening, parents completed a questionnaire that included sociodemographic information and details of their child’s academic status. Of 835 students, 670 were evaluable; 536 had data on all covariates and were used for analysis. The students’ mean age was 9.4 years (range: 5–15) with 52.2% male; 17.5% of students were retained one grade level and 18.3% received special education services. A multiple variable logistic regression model identified that lower household per capita income (odds ratio [OR] of quartile 1 = 6.36, OR of quartile 2 = 4.7, OR of quartile 3 = 3.87; P = 0.001 for linear trend), age (OR = 1.3; P sickle cell anemia, household per capita income is associated with grade retention, whereas the presence of a silent cerebral infarct is not. Future educational interventions will need to address both the medical and socioeconomic issues that affect students with sickle cell anemia. PMID:25042018

The Effect of Concept Mapping-Guided Discovery Integrated Teaching Approach on Chemistry Students' Achievement and Retention

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Fatokun, K. V. F.; Eniayeju, P. A.

2014-01-01

This study investigates the effects of Concept Mapping-Guided Discovery Integrated Teaching Approach on the achievement and retention of chemistry students. The sample comprised 162 Senior Secondary two (SS 2) students drawn from two Science Schools in Nasarawa State, Central Nigeria with equivalent mean scores of 9.68 and 9.49 in their pre-test.…

The Use of Grounded Theory to Develop a Framework for Understanding Student Retention in Community College Nursing Programs

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Priode, Kimberly S.

2013-01-01

Gaining admission into pre-licensure nursing programs has proven to be quite difficult for the average college student. Topping the list of crucial priorities for many academic institutions is the retention of these nursing students. Yet, the reality is that many students decide not to complete their course of study for reasons other than academic…

Using clickers in nonmajors- and majors-level biology courses: student opinion, learning, and long-term retention of course material.

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Crossgrove, Kirsten; Curran, Kristen L

2008-01-01

Student response systems (clickers) are viewed positively by students and instructors in numerous studies. Evidence that clickers enhance student learning is more variable. After becoming comfortable with the technology during fall 2005-spring 2006, we compared student opinion and student achievement in two different courses taught with clickers in fall 2006. One course was an introductory biology class for nonmajors, and the other course was a 200 level genetics class for biology majors. Students in both courses had positive opinions of the clickers, although we observed some interesting differences between the two groups of students. Student performance was significantly higher on exam questions covering material taught with clickers, although the differences were more dramatic for the nonmajors biology course than the genetics course. We also compared retention of information 4 mo after the course ended, and we saw increased retention of material taught with clickers for the nonmajors course, but not for the genetics course. We discuss the implications of our results in light of differences in how the two courses were taught and differences between science majors and nonmajors.

Development of Learning Virtual Objects as a Strategy to Foster Student Retention in Higher Education

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Yois S. Pascuas Rengifo

2015-12-01

Full Text Available Rev.esc.adm.neg One of the problems that the Colombian higher education system is facing is the problem of student desertion, shwoing that a great amount of students leave their university studies during the first semesters. For this reason, the National Education Ministry and Universidad de la Amazonia implement a new strategy to foster student retention and graduation through academic levelling. This paper shows eight learning virtual objects from different learning áreas, applying technological tolos to design didactic interactive and creative environments.

Effects of Information and Communication Technology (ICT) on Students' Academic Achievement and Retention in Chemistry at Secondary Level

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Hussain, Ishtiaq; Suleman, Qaiser; ud Din, M. Naseer; Shafique, Farhan

2017-01-01

The current paper investigated the effects of information and communication technology on the students' academic achievement and retention in chemistry. Fifty students of 9th grade were selected randomly from Kohsar Public School and College Latamber Karak. The students were grouped into equivalent groups based on pretest score. In order to…

Myth Busting: Using Data Mining to Refute Link between Transfer Students and Retention Risk

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McAleer, Brenda; Szakas, Joseph S.

2010-01-01

In the past few years, universities have become much more involved in outcomes assessment. Outside of the classroom analysis of learning outcomes, an investigation is performed into the use of current data mining tools to assess the issue of student retention within the Computer Information Systems (CIS) department. Utilizing both a historical…

Exploring Student Perceptions of Retention Issues in a 3-Year Baccalaureate-Level Nursing Program

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Taulbee, Rebecca

2017-01-01

The nursing shortage, a major concern for the United States, has a multitude of causative factors. Nursing education has been tasked with helping to decrease the shortage of qualified registered nurses. Poor retention of nursing students in higher education is impacting the number of qualified nurses entering the workforce. Nursing education has…

Retention of class V restorations placed by dental students: a retrospective evaluation

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Silva, Úrsula Aparecida Escalero; Department of Restorative Dentistry – Araçatuba Dental School – UNESP – Univ Estadual Paulista – Araçatuba – São Paulo – Brazil.; da Silva, Emílie; Department of Restorative Dentistry – Araçatuba Dental School – UNESP – Univ Estadual Paulista – Araçatuba – São Paulo – Brazil.; Okida, Ricardo; Department of Restorative Dentistry – Araçatuba Dental School – UNESP – Univ Estadual Paulista – Araçatuba – São Paulo – Brazil.; Sundefeld, Maria; Department of Biostatistics – Araçatuba Dental School – UNESP – Univ Estadual Paulista – Araçatuba – São Paulo – Brazil.; Fagundes, Ticiane Cestari; Department of Restorative Dentistry – Araçatuba Dental School – UNESP – Univ Estadual Paulista – Araçatuba – São Paulo – Brazil.

2016-01-01

Objective: The aim of this study was to evaluate the clinical performance of class V restorations made by undergraduate students and determine the factors that might influence retention of restorations. Material and Methods: A survey of the clinical records created between 2007 and 2009 was used to collect data on patients with dental restorations. The USPHS (United States Public Health Service) criteria were used to perform evaluations by direct clinical observation. Statistical analyses wer...

Effects of Creative Drama Method on Students' Attitude towards Social Studies, Academic Achievement and Retention in Turkey

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Kaf, Ozlem; Yilmaz, Ozge Uygungul

2017-01-01

The purpose of this study was to investigate the effect of creative drama as a teaching method on academic achievement and retention in social studies, students' attitude towards social studies of 4th grade. The research is designed according to quasiexperimental model. The research was conducted with 4th year students in a public school in Adana…

Effects of Digital Story on Academic Achievement, Learning Motivation and Retention among University Students

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Aktas, Elif; Yurt, Serap Uzuner

2017-01-01

The aim of this study was to determine the effect of the learning environment where digital stories are used as a learning material on the motivation, academic success, retention, and students' opinions. The study was carried out with mixed method which is a combination of quantitative and qualitative research approach. The study was implemented…

Validating Student Satisfaction Related to Persistence, Academic Performance, Retention and Career Advancement within ODL Perspectives

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Sembiring, Maximus Gorky

2015-01-01

Student satisfaction associated with persistence, academic performance, retention, and its relations to career advancement were examined. It was aimed at measuring service quality (Servqual) dimensions as a foundation of satisfaction and how, in what comportments, they were interrelated. The study was conducted under explanatory-design. Data was…

Did the Recession Impact Student Success? Relationships of Finances, Staffing and Institutional Type on Retention

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Gansemer-Topf, Ann M.; Downey, Jillian; Thompson, Katherine; Genschel, Ulrike

2018-01-01

Economic recessions impact higher education institutions in complex ways. Several analyses have examined the influence of the 2007-2009 recession on tuition, enrollments, revenues, and expenditures, but the connection of these resource allocation patterns to a student success outcome--namely, retention--is limited. This study examined…

Validating Student Satisfaction Related to Persistence, Academic Performance, Retention and Career Advancement within ODL Perspectives

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Maximus Gorky Sembiring

2015-11-01

Full Text Available Student satisfaction associated with persistence, academic performance, retention, and its relations to career advancement were examined. It was aimed at measuring service quality (Servqual dimensions as a foundation of satisfaction and how, in what comportments, they were interrelated. The study was conducted under explanatory-design. Data was collected proportionally and purposively followed by congregating them through unified interviews. Population was 1,814 Universitas Terbuka students domiciled overseas; 350 questionnaires were dispersed, 169 completed. Satisfaction was assessed by examining Servqual dimensions. Importance-performance analysis (IPA and customer-satisfaction index (CSI were applied to measure satisfaction and the level of its importance. Structural equation model (SEM was then employed to examine influencing variables. Nine hypotheses developed were all validated by the analysis. Responsiveness, assurance, tangible, reliability, and empathy were in harmony to satisfaction. Career advancement, retention, academic performance, and persistence were influenced by satisfaction. Qualitative inquiry implemented afterwards was basically coherent with the quantitative findings.

Characteristics Associated with Persistence and Retention among First-Generation College Students Majoring in Science, Technology, Engineering, or Math

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Burnett, Lorie Lasseter

Persistence and retention of college students is a great concern in American higher education. The dropout rate is even more apparent among first-generation college students, as well as those majoring in science, technology, engineering, and math (STEM). More students earning STEM degrees are needed to fill the many jobs that require the skills obtained while in college. More importantly, those students who are associated with a low-socioeconomic background may use a degree to overcome poverty. Although many studies have been conducted to determine the characteristics associated with student attrition among first-generation students or STEM majors, very little information exists in terms of persistence and retention among the combined groups. The current qualitative study identified some of the characteristics associated with persistence and retention among first-generation college students who are also STEM majors. Participants were juniors or seniors enrolled at a regional 4-year institution. Face-to-face interviews were conducted to allow participants to share their personal experiences as first-generation STEM majors who continue to persist and be retained by their institution. Tinto's Theory of Individual Departure (1987) was used as a framework for the investigation. This theory emphasizes personal and academic background, personal goals, disconnecting from one's own culture, and institutional integration as predictors of persistence. The findings of the investigation revealed that persisting first-generation STEM majors are often connected to family, but have been able to separate that connection with that of the institution. They also are goal-driven and highly motivated and have had varied pre-college academic experiences. These students are academically integrated and socially integrated in some ways, but less than their non-first-generation counterparts. They are overcoming obstacles that students from other backgrounds may not experience. They receive

LAS HABILIDADES SOCIALES EN UNIVERSITARIOS, ADOLESCENTES Y ALCOHÓLICOS EN RECUPERACIÓN DE UN GRUPO DE ALCOHÓLICOS ANÓNIMOS (AA/ SOCIAL ABILITIES IN ADOLESCENTS, UNIVERSITY STUDENTS AND ALCOHOLICS IN RECOVERY IN A GROUP OF ALCOHOLICS ANONYMOUS (AA

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Carlos Nava Quiroz***

2010-03-01

were distributed as follows: 58 adolescents (high school students, 55 members of AA and 44college students. Significant differences were found between some subscales and different reference groups. Most of thesedifferences were found in terms of cutting social cognitive skills. The group of alcoholics AA made the difference, showingthem a higher score on the subscales that indicate «fear» or «concern» in certain social situations. We discuss these findingsand their implications for treatment and prevention of alcoholism.

Improving physical activity, mental health outcomes, and academic retention in college students with Freshman 5 to Thrive: COPE/Healthy Lifestyles.

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Melnyk, Bernadette; Kelly, Stephanie; Jacobson, Diana; Arcoleo, Kimberly; Shaibi, Gabriel

2014-06-01

To assess the preliminary effects of a new course entitled Freshman 5 to Thrive/COPE Healthy Lifestyles on the cognitive beliefs, knowledge, mental health outcomes, healthy lifestyle choices, physical activity, and retention of college freshmen. Measures included demographics, nutrition knowledge, healthy lifestyle beliefs, healthy lifestyle perceived difficulty, healthy lifestyle choices, Beck Youth Inventories-II (anxiety, depression, anxiety, and destructive behavior), step count via pedometer, and college retention. The experimental COPE (Creating Opportunities for Personal Empowerment) group had greater intentions to live a healthy lifestyle (p = .02) versus the comparison group. COPE students also significantly increased their physical activity (p = .003) from baseline to postintervention and had a higher college retention rate than students who did not take the course. In addition, there was a significant decrease in depressive and anxiety symptoms in COPE students whose baseline scores were elevated. The Freshman 5 to Thrive Course is a promising intervention that can be used to enhance healthy lifestyle behaviors and improve mental health outcomes in college freshmen. ©2013 The Author(s) ©2013 American Association of Nurse Practitioners.

Effects of two retraining strategies on nursing students' acquisition and retention of BLS/AED skills: A cluster randomised trial.

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Hernández-Padilla, José Manuel; Suthers, Fiona; Granero-Molina, José; Fernández-Sola, Cayetano

2015-08-01

To determine and compare the effects of two different retraining strategies on nursing students' acquisition and retention of BLS/AED skills. Nursing students (N = 177) from two European universities were randomly assigned to either an instructor-directed (IDG) or a student-directed (SDG) 4-h retraining session in BLS/AED. A multiple-choice questionnaire, the Cardiff Test, Laerdal SkillReporter(®) software and a self-efficacy scale were used to assess students' overall competency (knowledge, psychomotor skills and self-efficacy) in BLS/AED at pre-test, post-test and 3-month retention-test. GEE, chi-squared and McNemar tests were performed to examine statistical differences amongst groups across time. There was a significant increase in the proportion of students who achieved competency for all variables measuring knowledge, psychomotor skills and self-efficacy between pre-test and post-test in both groups (all p-valuesstudy demonstrated that using a student-directed strategy to retrain BLS/AED skills has resulted in a higher proportion of nursing students achieving and retaining competency in BLS/AED at three months when compared to an instructor-directed strategy. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Longitudinal retention of anatomical knowledge in second-year medical students.

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Doomernik, Denise E; van Goor, Harry; Kooloos, Jan G M; Ten Broek, Richard P

2017-06-01

The Radboud University Medical Center has a problem-based, learner-oriented, horizontally, and vertically integrated medical curriculum. Anatomists and clinicians have noticed students' decreasing anatomical knowledge and the disability to apply knowledge in diagnostic reasoning and problem solving. In a longitudinal cohort, the retention of anatomical knowledge gained during the first year of medical school among second-year medical students was assessed. In May 2011, 346 medical students applied for the second-year gastro-intestinal (GI) tract course. The students were asked to participate in a reexamination of a selection of anatomical questions of an examination from October 2009. The examination consisted of a clinical anatomy case scenario and two computed tomography (CT) images of thorax and abdomen in an extended matching format. A total of 165 students were included for analysis. In 2011, students scored significantly lower for the anatomy examination compared to 2009 with a decline in overall examination score of 14.7% (±11.7%). Decrease in knowledge was higher in the radiological questions, compared to the clinical anatomy cases 17.5% (±13.6%) vs. 7.9% (±10.0%), respectively, d = 5.17. In both years, male students scored slightly better compared to female students, and decline of knowledge seems somewhat lower in male students (13.1% (±11.1%) vs. 15.5% (±12.0%), respectively), d = -0.21. Anatomical knowledge in the problem-oriented horizontal and vertical integrated medical curriculum, declined by approximately 15% 1.5 year after the initial anatomy course. The loss of knowledge in the present study is relative small compared to previous studies. Anat Sci Educ 10: 242-248. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

The effect of A teacher questioning strategy training program on teaching behavior, student achievement, and retention

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Otto, Paul B.; Schuck, Robert F.

The use of questions in the classroom has been employed throughout the recorded history of teaching. One still hears the term Socratic method during discussions of questioning procedures. The use of teacher questions is presently viewed as a viable procedure for effective instruction. This study was conducted to investigate the feasibility of training teachers in the use of a questioning technique and the resultant effect upon student learning. The Post-Test Only Control Group Design was used in randomly assigning teachers and students to experimental and control groups. A group of teachers was trained in the use of a specific questioning technique. Follow-up periodic observations were made of questioning technique behavior while teaching science units to groups of students. Post-unit achievement tests were administered to the student groups to obtain evidence of a relationship between the implementation of specific types of teacher questions and student achievement and retention. Analysis of observation data indicated a higher use of managerial and rhetorical questions by the control group than the experimental group. The experimental group employed a greater number of recall and data gathering questions as well as higher order data processing and data verification type questions. The student posttest achievement scores for both units of instruction were greater for the experimental groups than for the control groups. The retention scores for both units were Beater for the experimental groups than for the control groups.

The effect of student-centered and teacher-centered instruction with and without conceptual advocacy on biology students' misconceptions, achievement, attitudes toward science, and cognitive retention

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Gallop, Roger Graham

The purpose of this study was to investigate the effect of student-centered and teacher-centered instructional strategies with and without conceptual advocacy (CA) on ninth-grade biology students' misconceptions (MIS), biology achievement (ACH), attitudes toward science (ATT), and cognitive retention of scientific method and measurement, spontaneous generation, and characteristics of living things. Students were purposively selected using intact classes and assigned to one of four treatment groups (i.e., student-centered instruction without CA, student-centered instruction with CA, teacher-centered instruction with CA, and teacher-centered instruction without CA). A modified quasi-experimental design was used in which students were not matched in the conventional sense but instead, groups were shown to be equivalent on the dependent measure via a pretest. A 5-day treatment implementation period addressed science conceptions under investigation. The treatment period was based on the number of class periods teachers at the target school actually spend teaching the biological concepts under investigation using traditional instruction. At the end of the treatment period, students were posttested using the Concepts in Biology instrument and Science Questionnaire. Eight weeks after the posttest, these instruments were administered again as a delayed posttest to determine cognitive retention of the correct biological conceptions and attitudes toward science. MANCOVA and follow-up univariate ANCOVA results indicated that student-centered instruction without CA (i.e., Group 1) did not have a significant effect on students' MIS, ACH, and ATT (F = .029, p = .8658; F = .002, p =.9688, F = .292, p = .5897, respectively). On the other hand, student-centered instruction with CA (i.e., Group 2) had a significant effect on students' MIS and ACH (F =10.33, p = .0016 and F = 10.17, p = .0017, respectively), but did not on ATT (F = .433, p = .5117). Teacher-centered instruction with

effect of differentiated instructional strategies on students' retention

African Journals Online (AJOL)

PROF EKWUEME

show that retention ability was significantly higher in the experimental group ... Differentiated instruction, Lecture , Cognitive Achievement ,Retention ability, Geometry. ... thinking. Based on this knowledge, differentiated instruction applies an ...

Understanding the Role of Identity and the Retention of Mexican American Students in Higher Education: A Qualitative Case Study

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De Leon, Juan, Jr.

2012-01-01

This qualitative ethnographic narrative inquiry explored the role of identity and the retention of Mexican American students in higher education. Leadership identity, a dimension of identity, was explored using narratives provided by 13 Mexican American students, attending a university in the northwest United States. Interview data was compiled,…

Student Retention in an Era of Globalization: A Case Study of IGNOU Regional Centre, Mumbai

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Rajesh, M.

2011-01-01

Student Retention is a function of a number of factors, the most important among them being--the academic response mechanism of an institution, effectiveness in handling administrative queries, counseling at learner support centres, effectiveness in handling practical session and so on. The current paper is an attempt to study the effectiveness of…

Examining the Effects of Stress and Campus Climate on the Persistence of Students of Color and White Students: An Application of Bean and Eaton's Psychological Model of Retention

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Johnson, Dawn R.; Wasserman, Timothy H.; Yildirim, Nilay; Yonai, Barbara A.

2014-01-01

The current study examined the effects of stress and campus climate perceptions on the persistence decisions of students of color and White students using Bean and Eaton's (2000) Psychological Model of College Student Retention. A sample of first-year students (N = 1,491) at a predominantly White research university were survey enduring their…

Effect of Cardiac Arrhythmia Simulation on Nursing Students' Knowledge Acquisition and Retention.

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Tubaishat, Ahmad; Tawalbeh, Loai I

2015-09-01

The realistic and practical environment that simulation provides is an extremely useful part of the teaching process. Simulation is widely used in health and nursing education today. This study aims to evaluate the effect of simulation-based teaching on the acquisition and retention of arrhythmia-related knowledge among nursing students. A randomized controlled design involving a pretest-posttest was used. Nursing students were allocated randomly either to the experimental group (n = 47), who attended simulation scenarios on cardiac arrhythmia, or to the control group (n = 44) who received a traditional lecture on the same topic. A paired t test showed that the mean knowledge score at the posttest was significantly higher than at the pretest for both groups. However, participants in the experimental group demonstrated significantly increased knowledge of cardiac arrhythmia in the first and the second posttest compared with those in the control group. Thus, simulation is superior and significantly improves students' arrhythmia knowledge. © The Author(s) 2014.

Medical student retention of embryonic development: impact of the dimensions added by multimedia tutorials.

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Marsh, Karen R; Giffin, Bruce F; Lowrie, Donald J

2008-01-01

The purpose of this project was to develop Web-based learning modules that combine (1) animated 3D graphics; (2) 3D models that a student can manipulate independently; (3) passage of time in embryonic development; and (4) animated 2D graphics, including 2D cross-sections that represent different "slices" of the embryo, and animate in parallel. These elements were presented in two tutorials, one depicting embryonic folding and the other showing development of the nervous system after neural tube formation. The goal was to enhance the traditional teaching format-lecture combined with printed diagrams, text, and existing computer animations-with customized, guided, Web-based learning modules that surpassed existing resources. To assess module effectiveness, we compared quiz performance of control groups who attended lecture and did not use a supporting module, with study groups who used a module in addition to attending lecture. We also assessed our students' long-term retention of the material, comparing classes who had used the module with students from a previous year that had not seen the module. Our data analysis suggests that students who used a module performed better than those given only traditional resources if they used the module after they were already somewhat familiar with the material. The findings suggest that our modules-and possibly computer-assisted-instruction modules in general-are more useful if used toward the later stages of learning, rather than as an initial resource. Furthermore, our data suggest that the animation aids in long-term retention. Both medical students at the University of Cincinnati and medical faculty from across the country commented favorably on their experiences with the embryonic development modules. Copyright 2008 American Association of Anatomists

Anatomical knowledge retention in third-year medical students prior to obstetrics and gynecology and surgery rotations.

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Jurjus, Rosalyn A; Lee, Juliet; Ahle, Samantha; Brown, Kirsten M; Butera, Gisela; Goldman, Ellen F; Krapf, Jill M

2014-01-01

Surgical anatomy is taught early in medical school training. The literature shows that many physicians, especially surgical specialists, think that anatomical knowledge of medical students is inadequate and nesting of anatomical sciences later in the clinical curriculum may be necessary. Quantitative data concerning this perception of an anatomical knowledge deficit are lacking, as are specifics as to what content should be reinforced. This study identifies baseline areas of strength and weakness in the surgical anatomy knowledge of medical students entering surgical rotations. Third-year medical students completed a 20-25-question test at the beginning of the General Surgery and Obstetrics and Gynecology rotations. Knowledge of inguinal anatomy (45.3%), orientation in abdominal cavity (38.8%), colon (27.7%), and esophageal varices (12.8%) was poor. The numbers in parentheses are the percentage of questions answered correctly per topic. In comparing those scores to matched test items from this cohort as first-year students in the anatomy course, the drop in retention overall was very significant (P = 0.009) from 86.9 to 51.5%. Students also scored lower in questions relating to pelvic organs (46.7%), urogenital development (54.0%), pulmonary development (17.8%), and pregnancy (17.8%). These data showed that indeed, knowledge of surgical anatomy is poor for medical students entering surgical clerkships. These data collected will be utilized to create interactive learning modules, aimed at improving clinically relevant anatomical knowledge retention. These modules, which will be available to students during their inpatient surgical rotations, connect basic anatomy principles to clinical cases, with the ultimate goal of closing the anatomical knowledge gap. © 2014 American Association of Anatomists.

Physician recruitment and retention in New Brunswick: a medical student perspective

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Mariah Giberson

2016-10-01

Full Text Available Background: Physician recruitment and retention is a priority for many Canadian provinces. Each province is unique in terms of recruitment strategies and packages offered; however, little is known about how medical students evaluate these programs. The purpose of the current study was to determine which factors matter most to New Brunswick (NB medical students when considering their location of future practice. Method: A survey of NB medical students was conducted. Descriptive statistics were produced and a linear regression model was developed to study factors predictive of a student’s expressed willingness to practice in NB. Results:  158 medical students completed the online survey, which is a response rate of 55%. Job availability and spouse’s ability to work in the province were ranked as the top factors in deciding where to practice. In the final regression model, factors predictive of an expressed desire to practice in NB include being female, living in NB prior to medical school, attending medical school at Université de Sherbrooke, participation in the NB Preceptorship program, and a desire to practice family medicine. Conclusions: This study provides insight into what medical students consider when deciding where to practice. This research may be used to inform physician recruitment efforts and guide future research into medical education and policy.

Aa Ah Nak

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Tha, Na Gya; Wus, Thay

2017-01-01

In this article, Aa Ah Nak, the authors' methodology presents not only various reflections but also diverse contradictions about the Aa Nii language as well as language revitalization. This article explores language foundation and how the Aa Nii language revitalization is inextricably linked to the genocide and resulting historic trauma pervasive…

Improving students' long-term knowledge retention through personalized review.

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Lindsey, Robert V; Shroyer, Jeffery D; Pashler, Harold; Mozer, Michael C

2014-03-01

Human memory is imperfect; thus, periodic review is required for the long-term preservation of knowledge and skills. However, students at every educational level are challenged by an ever-growing amount of material to review and an ongoing imperative to master new material. We developed a method for efficient, systematic, personalized review that combines statistical techniques for inferring individual differences with a psychological theory of memory. The method was integrated into a semester-long middle-school foreign-language course via retrieval-practice software. Using a cumulative exam administered after the semester's end, we compared time-matched review strategies and found that personalized review yielded a 16.5% boost in course retention over current educational practice (massed study) and a 10.0% improvement over a one-size-fits-all strategy for spaced study.

Secrets of Retention

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Poliniak, Susan

2012-01-01

Recruiting students is one thing, but keeping them in a chorus, orchestra, or band is another. Although a music director has no control over some variables, there is much that can be done to help students to stay. Several experts share their advice on retention. One expert said a teacher's own attitude and classroom strategies may be two of the…

Science Camps for Introducing Nature of Scientific Inquiry Through Student Inquiries in Nature: Two Applications with Retention Study

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Leblebicioglu, G.; Abik, N. M.; Capkinoglu, E.; Metin, D.; Dogan, E. Eroglu; Cetin, P. S.; Schwartz, R.

2017-08-01

Scientific inquiry is widely accepted as a method of science teaching. Understanding its characteristics, called Nature of Scientific Inquiry (NOSI), is also necessary for a whole conception of scientific inquiry. In this study NOSI aspects were taught explicitly through student inquiries in nature in two summer science camps. Students conducted four inquiries through their questions about surrounding soil, water, plants, and animals under the guidance of university science educators. At the end of each investigation, students presented their inquiry. NOSI aspects were made explicit by one of the science educators in the context of the investigations. Effectiveness of the science camp program and its retention were determined by applying Views of Scientific Inquiry (VOSI-S) (Schwartz et al. 2008) questionnaire as pre-, post-, and retention test after two months. The patterns in the data were similar. The science camp program was effective in developing three of six NOSI aspects which were questions guide scientific research, multiple methods of research, and difference between data and evidence. Students' learning of these aspects was retained. Discussion about these and the other three aspects is included in the paper. Implications of differences between school and out-of-school science experiences are also discussed.

The Effects of Computer-Assisted Instruction on the Achievement, Attitudes and Retention of Fourth Grade Mathematics Students in North Cyprus

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Pilli, Olga; Aksu, Meral

2013-01-01

The purpose of this study was to examine the effects of the educational software "Frizbi Mathematics 4" on 4th grade student's mathematics achievement, retention, attitudes toward mathematics and attitude toward computer assisted learning. Two groups (experimental and control) of students from the state primary school in Gazimagusa,…

Track and Connect: Enhancing student retention and success at the University of Sydney. A Practice Report

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Sophia Barnes

2015-03-01

Full Text Available In 2012, staff in Student Support Services at The University of Sydney piloted an early intervention program to increase first year student engagement and retention. Founded in best-practice, evidence-based research, the Track and Connect program was developed in response to a study into first year undergraduate student attrition by the University’s Planning and Information Office, in consultation with Counselling and Psychological Services. Track and Connect provides tailored advice and support to students identified as at risk of withdrawal from a key first-year subject by demographic markers and on-time data. Trained senior peers contact these students and provide information, encouragement and service referrals at key decision points throughout the semester. This report outlines the program’s development, implementation and early outcomes, and identifies areas for refinement and expansion.

Short-term, informal, and low-stakes scientific laboratory and field experiences improve STEM student retention and academic success

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Hintz, C.; Pride, C. J.; Cox, T.

2017-12-01

Formal internship experiences strongly improve student success in the STEM fields. Classical programs like NSF's Research Experiences for Undergraduates are highly successful for traditional and non-traditional students. Moreover when early undergraduate and at-risk (e.g., low income, academically-challenged) students engage in these experiences, their career paths are re-enforced or changed, academic progress and retention improves, and they are encouraged to continue into graduate school. Students build connections to their course-based learning and experience the life of a working scientist. However, NSF formal experiences are relatively expensive to provide (>5000 per student per experience) and are available to fewer than 5% of geoscience majors each year. Although other funded formal internship opportunities exist, they are likely available to no more than 10% of total enrolled geoscience students. These high-quality programs cannot impact enough early undergraduate students to encourage their remaining in science and improve the current overall retention and graduation rates in the US. Savannah State University faculty successfully completed multiple grants funding low-stakes undergraduate field-science experiences. These short-term (semester to year), part-time (5-10h/week) experiences provide similar classroom-to-real-world science connections, offer students direct laboratory and field experiences, build skill sets, and provide a small source of revenue assisting financially-challenged students to stay on campus rather than seeking off-campus employment. For a much lower investment in time and grant resources (500-1500 per student per experience), participant graduation rates exceeded 80%, well above the university 27-34% graduation rate during the same time period. Relatively small infusions of research dollars targeting undergraduate experiences in the field and laboratory could significantly impact long-term student outcomes in STEM disciplines. These

Reading Achievement and In-Grade Retention Rate Differentials for Mexican-American and Black Students in Selected States of the Southwest.

Science.gov (United States)

Casavantes, Edward Joseph

Two sets of data from the U.S. Commission on Civil Rights' Mexican American Education Study were selected for analysis in the areas of (1) comparative reading achievement rates of Mexican Americans and black students; and (2) differential in-grade retention rates of Anglo, Mexican American, and black students. Two separate issues were examined.…

The AAS Taskforce on Diversity and Inclusion in Graduate Education: a Proposed White Paper

Science.gov (United States)

Rudolph, Alexander L.

2018-06-01

At the January 2017 AAS meeting in Texas, the AAS Council approved the creation of a Graduate Education Taskforce focusing on Diversity and Inclusion. This task force is conducting a review of practices in recruiting, admissions, and retention in PhD programs in astronomy (including astronomy programs in departments of physics and astronomy). It is also engaging the broader astronomical community and selected outside experts in diversity in STEM in a discussion of best practices in these activities, with the goal of promoting diversity (race/ethnicity, gender, LGBTQ+, disability status, etc.) and inclusion in astronomy PhD programs. Building on the Nashville Recommendations from the Inclusive Astronomy 2015 meeting, the task force is developing a set of specific recommendations with the aim of endorsement by the AAS, in parallel with a campaign to get them adopted by astronomy departments. Finally, the task force will suggest and push adoption of a set of permanent measurements to be collected by the AAS to track progress on these goals. There is a separate special session at this meeting intended to report on the task force’s progress and to solicit community input on its draft recommendations to date.This presentation will give a brief overview of the task force's charge and activities and their plans to turn their final report into a White Paper for the Decadal Survey.

Antiproton Accumulator (AA)

CERN Multimedia

Photographic Service

1980-01-01

The AA in its final stage of construction, before it disappeared from view under concrete shielding. Antiprotons were first injected, stochastically cooled and accumulated in July 1980. From 1981 on, the AA provided antiprotons for collisions with protons, first in the ISR, then in the SPS Collider. From 1983 on, it also sent antiprotons, via the PS, to the Low-Energy Antiproton Ring (LEAR). The AA was dismantled in 1997 and shipped to Japan.

An Examination of Higher Educational Stakeholders' Perceptions on the Effectiveness of Retention Efforts That Impact Student Persistence from Freshman to Sophomore Year

Science.gov (United States)

Lantta, Melissa M.

2013-01-01

The first year of college is critical to the growth and retention of the freshman college student. Students enter college with a wide range of backgrounds, skills and dispositions and it is the responsibility of the institution to do all it can to assist students in achieving their education goals. The purpose of this mixed methods research design…

Actual drawing of histological images improves knowledge retention.

Science.gov (United States)

Balemans, Monique C M; Kooloos, Jan G M; Donders, A Rogier T; Van der Zee, Catharina E E M

2016-01-01

Medical students have to process a large amount of information during the first years of their study, which has to be retained over long periods of nonuse. Therefore, it would be beneficial when knowledge is gained in a way that promotes long-term retention. Paper-and-pencil drawings for the uptake of form-function relationships of basic tissues has been a teaching tool for a long time, but now seems to be redundant with virtual microscopy on computer-screens and printers everywhere. Several studies claimed that, apart from learning from pictures, actual drawing of images significantly improved knowledge retention. However, these studies applied only immediate post-tests. We investigated the effects of actual drawing of histological images, using randomized cross-over design and different retention periods. The first part of the study concerned esophageal and tracheal epithelium, with 384 medical and biomedical sciences students randomly assigned to either the drawing or the nondrawing group. For the second part of the study, concerning heart muscle cells, students from the previous drawing group were now assigned to the nondrawing group and vice versa. One, four, and six weeks after the experimental intervention, the students were given a free recall test and a questionnaire or drawing exercise, to determine the amount of knowledge retention. The data from this study showed that knowledge retention was significantly improved in the drawing groups compared with the nondrawing groups, even after four or six weeks. This suggests that actual drawing of histological images can be used as a tool to improve long-term knowledge retention. © 2015 American Association of Anatomists.

Increasing student engagement and retention using immersive interfaces virtual worlds, gaming and simulation

CERN Document Server

Wankel, Charles

2012-01-01

Increasing Student Engagement and Retention Using Immersive Interfaces: Virtual Worlds, Gaming, and Simulation uses case studies, surveys, and literature reviews to critically examine how gaming, simulation, and virtualization are being used to improve teamwork and leadership skills in students, create engaging communities of practice, and as experiential learning tools to create inter-cultural, multi-perspective, and global experiences. Chapters include how to increase learner engagement using serious games, using game features for classroom engagement, using client-based peer assessment in multi-role, whole-enterprise simulations, using virtual worlds to develop teacher candidate skills, enhancing leadership skills through virtual simulation, using online video simulation for educational leadership, using augmented reality in education, using open source software in education, using educational robotics laboratories to enhance active learning, and utilizing the virtual learning environment to encourage facu...

Football and Freshmen Retention: Examining the Impact of College Football on Institutional Retention Rates

Science.gov (United States)

Jones, Willis A.

2010-01-01

Student retention has been one of the more researched topics in the study of American higher education over the past 20 years (Braxton, Hirschy, & McClendon, 2004; Pascarella & Terenzini, 2005). Very little of this research, however, has attempted to examine the impact of college athletics on an institution's ability to retain students.…

Do Developmental Mathematics Programs Have a Causal Impact on Student Retention? An Application of Discrete-Time Survival and Regression-Discontinuity Analysis

Science.gov (United States)

Lesik, Sally A.

2007-01-01

The impact of academic programs--such as developmental mathematics programs--on student retention, has been a controversial topic for administrators, policy makers, and faculty in higher education. Despite deep interest in the effectiveness of these programs in retaining students, scholars have been unable to determine whether such programs have a…

Constitutive behavior of as-cast AA1050, AA3104, and AA5182

Science.gov (United States)

van Haaften, W. M.; Magnin, B.; Kool, W. H.; Katgerman, L.

2002-07-01

Recent thermomechanical modeling to calculate the stress field in industrially direct-chill (DC) cast-aluminum slabs has been successful, but lack of material data limits the accuracy of these calculations. Therefore, the constitutive behavior of three aluminum alloys (AA1050, AA3104, and AA5182) was determined in the as-cast condition using tensile tests at low strain rates and from room temperature to solidus temperature. The parameters of two constitutive equations, the extended Ludwik equation and a combination of the Sellars-Tegart equation with a hardening law, were determined. In order to study the effect of recovery, the constitutive behavior after prestraining at higher temperatures was also investigated. To evaluate the quantified constitutive equations, tensile tests were performed simulating the deformation and cooling history experienced by the material during casting. It is concluded that both constitutive equations perform well, but the combined hardening-Sellars-Tegart (HST) equation has temperature-independent parameters, which makes it easier to implement in a DC casting model. Further, the deformation history of the ingot should be taken into account for accurate stress calculations.

From Ethnography to Items: A Mixed Methods Approach to Developing a Survey to Examine Graduate Engineering Student Retention

Science.gov (United States)

Crede, Erin; Borrego, Maura

2013-01-01

As part of a sequential exploratory mixed methods study, 9 months of ethnographically guided observations and interviews were used to develop a survey examining graduate engineering student retention. Findings from the ethnographic fieldwork yielded several themes, including international diversity, research group organization and climate,…

Storage Stability Improvement of Copolymer Grafted Polypropylene-AcrylicAcid (PP-AA), by means of Various After Treatment Processes

International Nuclear Information System (INIS)

Gitopadmojo, Isminingsih

2000-01-01

Polypropylene yams that have been subjected to irradiation induced graftco-polymerization with acrylic acid, have gained its moisture regain and dyeability, that fulfilled the requirement as textile material for garment.However, the copolymer grafted PP-AA has suffered from degradation in thestorage, which was indicated in the previous study that the strengthretention has dropped tremendously by photo-oxidation or photo-degradation.After treatments of PP-AA yams with chemical compound that was able toprevent further photo-oxidation, will be expected to improve the stability ofPP-AA in storage. In this research activity, the polypropylene (PP) yams weresubjected to irradiation induced graft co-polymerization by means ofγ-Ray Co-60 as irradiation source with acrylic acid (AA) as monomer.Various after treatments were subjected to the grafted PP-AA yams such asalkalisation process; dyeing (anionic dyes, cationic dyes and nonionic dyes);as well as processing with optical brightening agent and UV stabilizer,separately. The PP-AA yams (before and after treatment) were subjected tostorage from 1 month up to 42 months, and then being tested for theirmoisture regain, strength retention and elongation at breaks. The samplesbeing stored for 12 months were subjected to radical analysis. It isconcluded from the experiment that after treatment of grafted PP-AA by meansof those various processes were able to improve the stability of copolymergrafted PP-AA in storage. The presence of peroxide radical in the ESR(electron spin resonance) spectrum on PP-AA yams before treatment and theones after treated with alkaline and being stored for 12 months haveindicated the presence of photo oxidation or photo degradation, while thepresence of poly enyl radical in the ESR spectrum of after treated PP-AA withdyes having azo and azine compound as chromophore, as well as with UVstabilizer with carbonyl as chromophore and being stored for 12 months haveproved that its presence have protected such

The cytochrome P450 2AA gene cluster in zebrafish (Danio rerio): Expression of CYP2AA1 and CYP2AA2 and response to phenobarbital-type inducers

Energy Technology Data Exchange (ETDEWEB)

Kubota, Akira [Biology Department, Woods Hole Oceanographic Institution, Woods Hole, MA 02543 (United States); Bainy, Afonso C.D. [Biology Department, Woods Hole Oceanographic Institution, Woods Hole, MA 02543 (United States); Departamento de Bioquímica, CCB, Universidade Federal de Santa Catarina, Florianopolis, SC 88040-900 (Brazil); Woodin, Bruce R.; Goldstone, Jared V. [Biology Department, Woods Hole Oceanographic Institution, Woods Hole, MA 02543 (United States); Stegeman, John J., E-mail: jstegeman@whoi.edu [Biology Department, Woods Hole Oceanographic Institution, Woods Hole, MA 02543 (United States)

2013-10-01

The cytochrome P450 (CYP) 2 gene family is the largest and most diverse CYP gene family in vertebrates. In zebrafish, we have identified 10 genes in a new subfamily, CYP2AA, which does not show orthology to any human or other mammalian CYP genes. Here we report evolutionary and structural relationships of the 10 CYP2AA genes and expression of the first two genes, CYP2AA1 and CYP2AA2. Parsimony reconstruction of the tandem duplication pattern for the CYP2AA cluster suggests that CYP2AA1, CYP2AA2 and CYP2AA3 likely arose in the earlier duplication events and thus are most diverged in function from the other CYP2AAs. On the other hand, CYP2AA8 and CYP2AA9 are genes that arose in the latest duplication event, implying functional similarity between these two CYPs. A molecular model of CYP2AA1 showing the sequence conservation across the CYP2AA cluster reveals that the regions with the highest variability within the cluster map onto CYP2AA1 near the substrate access channels, suggesting differing substrate specificities. Zebrafish CYP2AA1 transcript was expressed predominantly in the intestine, while CYP2AA2 was most highly expressed in the kidney, suggesting differing roles in physiology. In the liver CYP2AA2 expression but not that of CYP2AA1, was increased by 1,4-bis [2-(3,5-dichloropyridyloxy)] benzene (TCPOBOP) and, to a lesser extent, by phenobarbital (PB). In contrast, pregnenolone 16α-carbonitrile (PCN) increased CYP2AA1 expression, but not CYP2AA2 in the liver. The results identify a CYP2 subfamily in zebrafish that includes genes apparently induced by PB-type chemicals and PXR agonists, the first concrete in vivo evidence for a PB-type response in fish. - Highlights: • A tandemly duplicated cluster of ten CYP2AA genes was described in zebrafish. • Parsimony and duplication analyses suggest pathways to CYP2AA diversity. • Homology models reveal amino acid positions possibly related to functional diversity. • The CYP2AA locus does not share synteny with

The cytochrome P450 2AA gene cluster in zebrafish (Danio rerio): Expression of CYP2AA1 and CYP2AA2 and response to phenobarbital-type inducers

International Nuclear Information System (INIS)

Kubota, Akira; Bainy, Afonso C.D.; Woodin, Bruce R.; Goldstone, Jared V.; Stegeman, John J.

2013-01-01

The cytochrome P450 (CYP) 2 gene family is the largest and most diverse CYP gene family in vertebrates. In zebrafish, we have identified 10 genes in a new subfamily, CYP2AA, which does not show orthology to any human or other mammalian CYP genes. Here we report evolutionary and structural relationships of the 10 CYP2AA genes and expression of the first two genes, CYP2AA1 and CYP2AA2. Parsimony reconstruction of the tandem duplication pattern for the CYP2AA cluster suggests that CYP2AA1, CYP2AA2 and CYP2AA3 likely arose in the earlier duplication events and thus are most diverged in function from the other CYP2AAs. On the other hand, CYP2AA8 and CYP2AA9 are genes that arose in the latest duplication event, implying functional similarity between these two CYPs. A molecular model of CYP2AA1 showing the sequence conservation across the CYP2AA cluster reveals that the regions with the highest variability within the cluster map onto CYP2AA1 near the substrate access channels, suggesting differing substrate specificities. Zebrafish CYP2AA1 transcript was expressed predominantly in the intestine, while CYP2AA2 was most highly expressed in the kidney, suggesting differing roles in physiology. In the liver CYP2AA2 expression but not that of CYP2AA1, was increased by 1,4-bis [2-(3,5-dichloropyridyloxy)] benzene (TCPOBOP) and, to a lesser extent, by phenobarbital (PB). In contrast, pregnenolone 16α-carbonitrile (PCN) increased CYP2AA1 expression, but not CYP2AA2 in the liver. The results identify a CYP2 subfamily in zebrafish that includes genes apparently induced by PB-type chemicals and PXR agonists, the first concrete in vivo evidence for a PB-type response in fish. - Highlights: • A tandemly duplicated cluster of ten CYP2AA genes was described in zebrafish. • Parsimony and duplication analyses suggest pathways to CYP2AA diversity. • Homology models reveal amino acid positions possibly related to functional diversity. • The CYP2AA locus does not share synteny with

The Wages of Failure: New Evidence on School Retention and Long-Run Outcomes

Science.gov (United States)

Babcock, Philip; Bedard, Kelly

2011-01-01

By estimating differences in long-run education and labor market outcomes for cohorts of students exposed to differing state-level primary school retention rates, this article estimates the effects of retention on all students in a cohort, retained and promoted. We find that a 1 standard deviation increase in early grade retention is associated…

The Causal Effects of Grade Retention on Behavioral Outcomes

Science.gov (United States)

Martorell, Paco; Mariano, Louis T.

2018-01-01

This study examines the impact of grade retention on behavioral outcomes under a comprehensive assessment-based student promotion policy in New York City. To isolate the causal effect of grade retention, we implement a fuzzy regression discontinuity (RD) design that exploits the fact that grade retention is largely determined by whether a student…

Using Multiple Intelligences To Improve Retention in Foreign Language Vocabulary Study.

Science.gov (United States)

Anderson, Virginia B.

The report describes an experiment for increasing retention of foreign language vocabulary by using multiple intelligence approaches and memory enhancement tools. The targeted population was approximately 100 seventh- and eighth-grade Latin students. Student difficulty with vocabulary retention had been ascribed to the teacher's emphasis on…

They Hear, but Do Not Listen: Retention for Podcasted Material in a Classroom Context

Science.gov (United States)

Daniel, David B.; Woody, William Douglas

2010-01-01

This study examined the retention of students who listened to podcasts of a primary source to the retention of students who read the source as text. We also assessed students' preferences and study habits. Quiz scores revealed that the podcast group performed more poorly than did students who read the text. Although students initially preferred…

Longitudinal study of experimental induction of AA amyloidosis in mice seeded with homologous and heterologous AA fibrils.

Science.gov (United States)

Muhammad, Naeem; Murakami, Tomoaki; Inoshima, Yasuo; Ishiguro, Naotaka

2016-09-01

To investigate pathogenesis and kinetics of experimentally induced murine AA amyloidosis seeded with homologous (murine) and heterologous (bovine) AA fibrils. Experimental AA amyloidosis was induced by administration of inflammatory stimulus and preformed AA fibrils to a total of 111 female C57/Black mice. In this longitudinal study, heterologous (bovine) as well as homologous (murine) AA fibrils were injected intraperitoneally to mice in various combinations. Re-stimulation was done at 120 or 300 days post first inoculation. To analyze the intensity of amyloid depositions in mice organs, immunohistochemical techniques and image J software were used. Assessment of cytokines level in sera was done using a Mouse Th1/Th2/Th17 Cytokine CBA Kit. Incidence and severity of AA amyloidosis were quite low in mice inoculated with heterologous bovine AA fibrils than homologous murine one. Homologous AA fibrils administration at first and second inoculation caused maximum amount of amyloid depositions and severe systemic form of amyloidosis. Increase in the level of pro-inflammatory cytokine IL-6 was observed after first inoculation, while second inoculation caused a further increase in the level of anti-inflammatory cytokine IL-10. AA amyloidosis can be induced by heterologous as well as homologous AA fibrils. Severity of AA amyloidosis induced with homologous AA fibrils is higher compared to heterologous AA fibrils.

A.A., constructivism, and reflecting teams.

Science.gov (United States)

Nevels, B

1997-12-01

Numerous studies and clinical anecdotes reveal a relationship between attendance at A.A. meetings and/or degree of involvement in A.A. and maintenance of sobriety. Hypotheses as to how A.A. and/or the A.A. meeting is helpful to its members have ranged from a focus on factors common to all therapy groups, to aspects of A.A. "treatment" which are behavioral in nature. Presented here is another way of understanding A.A.'s effectiveness within the frame of more recent, constructivistic approaches to family therapy. In particular, the A.A. topic meeting is compared to the reflecting team concept of Tom Anderson.

STUDENT RETENTION IN AN ERA OF GLOBALIZATION:A case study of IGNOU Regional Centre, Mumbai

Directory of Open Access Journals (Sweden)

M. RAJESH

2011-04-01

Full Text Available Student Retention is a function of a number of factors, the most important among them being-the academic response mechanism of an institution, effectiveness in handling administrative queries, counseling at learner support centres, effectiveness in handling practical session and so on. The current paper is an attempt to study the effectiveness of student support services in an era of globalization in distance education institutions, with special reference to IGNOU Regional Centre, Mumbai. It is strongly felt that the results of this study will have a strong bearing on the way support services at conducted at Distance Education institutions. Mathematical complexity has been purposively avoided to make the contents of this paper intelligible to a wider audience.

Detection of AA76, a Common Form of Amyloid A Protein, as a Way of Diagnosing AA Amyloidosis.

Science.gov (United States)

Sato, Junji; Okuda, Yasuaki; Kuroda, Takeshi; Yamada, Toshiyuki

2016-01-01

Reactive amyloid deposits consist of amyloid A (AA) proteins, the degradation products of serum amyloid A (SAA). Since the most common species of AA is the amino terminal portion produced by cleavage between residues 76 and 77 of SAA (AA76), the presence of AA76 in tissues could be a consequence of AA amyloid deposition. This study assessed the diagnostic significance of the detection of AA76 for AA amyloidosis using two different approaches. Biopsy specimens (n=130 from 54 subjects) from gastroduodenal mucosa or abdominal fat (n=9 from 9 subjects) of patients who had already been diagnosed with or were suspected of having AA amyloidosis were used. Fixed mucosal sections were subjected to immunohistochemistry using a newly developed antibody recognizing the carboxyl terminal end of AA76 (anti-AA76). The non-fixed materials from gastroduodenal mucosa or abdominal fat were subjected to immunoblotting for detection of the size of AA76. Among the gastroduodenal specimens (n=115) from already diagnosed patients, the positive rates of Congo red staining, immunohistochemistry using anti-AA76, and immunoblotting were 68.4%, 73.0%, and 92.2%, respectively. The anti-AA76 did not stain the supposed SAA in the blood or leakage, which was stained by anti-SAA antibody. AA76 was not detected either by immunohistochemistry or by immunoblot in the materials from patients in whom AA amyloidosis had been ruled out. In the abdominal fat, the immunoblot detected AA76 in 8 materials from 8 already diagnosed patients and did not in 1 patient whose gastroduodenal mucosa was negative. In conclusion, the detection of AA76 may alter the ability to diagnose AA amyloidosis. In immunohistochemistry for fixed specimens, the new anti-AA76 antibody can improve the specificity. Immunoblot for non-fixed materials, which can considerably improve the sensitivity, should be beneficial for small materials like abdominal fat. © 2016 by the Association of Clinical Scientists, Inc.

"To be or not to be Retained … That's the Question!" Retention, Self-esteem, Self-concept, Achievement Goals, and Grades.

Science.gov (United States)

Peixoto, Francisco; Monteiro, Vera; Mata, Lourdes; Sanches, Cristina; Pipa, Joana; Almeida, Leandro S

2016-01-01

Keeping students back in the same grade - retention - has always been a controversial issue in Education, with some defending it as a beneficial remedial practice and others arguing against its detrimental effects. This paper undertakes an analysis of this issue, focusing on the differences in student motivation and self-related variables according to their retention related status, and the interrelationship between retention and these variables. The participants were 695 students selected from two cohorts (5th and 7th graders) of a larger group of students followed over a 3-year project. The students were assigned to four groups according to their retention-related status over time: (1) students with past and recent retention; (2) students with past but no recent retention; (3) students with no past but recent retention; (4) students with no past or recent retention. Measures of achievement goal orientations, self-concept, self-esteem, importance given to school subjects and Grade Point Average (GPA) were collected for all students. Repeated measures MANCOVA analyses were carried out showing group differences in self-esteem, academic self-concept, importance attributed to academic competencies, task and avoidance orientation and academic achievement. To attain a deeper understanding of these results and to identify profiles across variables, a cluster analysis based on achievement goals was conducted and four clusters were identified. Students who were retained at the end of the school year are mainly represented in clusters with less adaptive motivational profiles and almost absent from clusters exhibiting more adaptive ones. Findings highlight that retention leaves a significant mark that remains even when students recover academic achievement and retention is in the distant past. This is reflected in the low academic self-concept as well as in the devaluation of academic competencies and in the avoidance orientation which, taken together, can undermine students

High School Pre-Engineering Programs: Do They Contribute to College Retention?

Science.gov (United States)

Cole, Belinda; High, Karen; Weinland, Kathryn

2013-01-01

The study examines the retention of students in the College of Engineering, Architecture and Technology at Oklahoma State University that enter college with a defined course sequence in a pre-engineering program from a regional career technology center as compared with the retention rates of university engineering students for the same time…

A gross anatomy flipped classroom effects performance, retention, and higher-level thinking in lower performing students.

Science.gov (United States)

Day, Leslie J

2018-01-22

A flipped classroom is a growing pedagogy in higher education. Many research studies on the flipped classroom have focused on student outcomes, with the results being positive or inconclusive. A few studies have analyzed confounding variables, such as student's previous achievement, or the impact of a flipped classroom on long-term retention and knowledge transfer. In the present study, students in a Doctor of Physical Therapy program in a traditional style lecture of gross anatomy (n = 105) were compared to similar students in a flipped classroom (n = 112). Overall, students in the flipped anatomy classroom had an increase in semester average grades (P = 0.01) and performance on higher-level analytical questions (P flipped anatomy classroom performing at a higher level in kinesiology (P flipped anatomy class, outperformed their traditional anatomy class counterparts in anatomy semester grades (P flipped classroom may benefit lower performing student's knowledge acquisition and transfer to a greater degree than higher performing students. Future studies should explore the underlying reasons for improvement in lower performing students. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

Retention and Mentorship of Minority Students via Undergraduate Internship Experiences

Science.gov (United States)

Cooper, P.

2004-12-01

school, strong mentoring relationships with a special advisor and/or professor who recognizes scientific potential will both aid in student retention in the field and encourage more applications to graduate school.

Learning and retention of quantum concepts with different teaching methods

Science.gov (United States)

Deslauriers, Louis; Wieman, Carl

2011-06-01

We measured mastery and retention of conceptual understanding of quantum mechanics in a modern physics course. This was studied for two equivalent cohorts of students taught with different pedagogical approaches using the Quantum Mechanics Conceptual Survey. We measured the impact of pedagogical approach both on the original conceptual learning and on long-term retention. The cohort of students who had a very highly rated traditional lecturer scored 19% lower than the equivalent cohort that was taught using interactive engagement methods. However, the amount of retention was very high for both cohorts, showing only a few percent decrease in scores when retested 6 and 18 months after completion of the course and with no exposure to the material in the interim period. This high level of retention is in striking contrast to the retention measured for more factual learning from university courses and argues for the value of emphasizing conceptual learning.

Development of continuous cooling precipitation diagrams for aluminium alloys AA7150 and AA7020

Energy Technology Data Exchange (ETDEWEB)

Zhang, Y., E-mail: yong.zhang@outlook.com [ARC Centre of Excellence for Design in Light Metals, Department of Materials Engineering, Monash University, Clayton, VIC 3800 (Australia); Milkereit, B. [University of Rostock, Faculty of Mechanical Engineering and Marine Technology, Chair of Materials Science, 18051 Rostock (Germany); University of Rostock, Institute of Physics, Polymer Physics Group, 18051 Rostock (Germany); Kessler, O. [University of Rostock, Faculty of Mechanical Engineering and Marine Technology, Chair of Materials Science, 18051 Rostock (Germany); Schick, C. [University of Rostock, Institute of Physics, Polymer Physics Group, 18051 Rostock (Germany); Rometsch, P.A. [ARC Centre of Excellence for Design in Light Metals, Department of Materials Engineering, Monash University, Clayton, VIC 3800 (Australia)

2014-01-25

Highlights: • The DSC method was used for developing continuous cooling precipitation diagrams. • The quench-induced particles were observed by SEM for alloys AA7150 and AA7020. • There were more quench-induced particles in alloy AA7150. • Quench sensitivity of Al alloys can be evaluated by using the CCP diagrams. -- Abstract: Two commercial 7xxx series aluminium alloys with different solute contents and different quench-induced precipitation behaviour have been investigated by using a specialised differential scanning calorimetry (DSC) technique to record exothermal heat outputs during continuous cooling. Together with hardness testing and microstructural analysis, this DSC method was used to develop continuous cooling precipitation (CCP) diagrams for alloys AA7150 and AA7020. The results show that the total precipitation heat for each alloy decreases with increasing cooling rate. However, the excess specific heat at a given cooling rate in alloy AA7150 is much higher than that in alloy AA7020. It is evident that there are atleast three different quench-induced reactions in different temperature regimes for alloy AA7150 cooled at various linear cooling rates, but only equilibrium MgZn{sub 2} (η-phase) and Al{sub 2}CuMg (S-phase) particles were observed by scanning electron microscopy (SEM). There are at least two main precipitation peaks that can be found for alloy AA7020, which correspond to Mg{sub 2}Si and MgZn{sub 2} (η-phase). Furthermore, a method is developed to evaluate the quench sensitivity of an alloy based on a determination of the critical cooling rate. The maximum hardness values are reached at cooling rates that are faster than or similar to the critical cooling rate.

The Effect of Teaching Activities Done by Using Activity Based Posters on the Students' Academic Achievements, Retention Levels in Their Learning

Science.gov (United States)

Coskun, Ismail; Eker, Cevat

2018-01-01

The aim of the study is to investigate whether the activity based posters have an effect of on the ninth class students' academic achievements and the retention levels in their learning. The research was carried out with 60 students at one of the state schools in The Central Anatolia Region of Turkey in 2015-2016 academic year.…

Encouraging Epistemological Exploration: Impacts on Undergraduates' Retention and Application of Course Material

Science.gov (United States)

Adler, Jonathan M.; Matthews, Elizabeth A.

2009-01-01

Students bring an intact, if unarticulated, epistemological perspective into the classroom that influences how they receive and process new information. In this study, students who explored a wider range of perspectives had significantly improved learning outcomes as measured in 3 domains: retention of specific content, retention of general…

Relative Effect of Lecture Method Supplemented with Music and Computer Animation on Senior Secondary School Students' Retention in Electrochemistry

Science.gov (United States)

Akpoghol, T. V.; Ezeudu, F. O.; Adzape, J. N.; Otor, E. E.

2016-01-01

The study investigated the effects of Lecture Method Supplemented with Music (LMM) and Computer Animation (LMC) on senior secondary school students' retention in electrochemistry in Makurdi metropolis. Three research questions and three hypotheses guided the study. The design of the study was quasi experimental, specifically the pre-test,…

MathPatch - Raising Retention and Performance in an Intro-geoscience Class by Raising Students' Quantitative Skills

Science.gov (United States)

Baer, E. M.; Whittington, C.; Burn, H.

2008-12-01

The geological sciences are fundamentally quantitative. However, the diversity of students' mathematical preparation and skills makes the successful use of quantitative concepts difficult in introductory level classes. At Highline Community College, we have implemented a one-credit co-requisite course to give students supplemental instruction for quantitative skills used in the course. The course, formally titled "Quantitative Geology," nicknamed "MathPatch," runs parallel to our introductory Physical Geology course. MathPatch teaches the quantitative skills required for the geology class right before they are needed. Thus, students learn only the skills they need and are given opportunities to apply them immediately. Topics include complex-graph reading, unit conversions, large numbers, scientific notation, scale and measurement, estimation, powers of 10, and other fundamental mathematical concepts used in basic geological concepts. Use of this course over the past 8 years has successfully accomplished the goals of increasing students' quantitative skills, success and retention. Students master the quantitative skills to a greater extent than before the course was implemented, and less time is spent covering basic quantitative skills in the classroom. Because the course supports the use of quantitative skills, the large number of faculty that teach Geology 101 are more comfortable in using quantitative analysis, and indeed see it as an expectation of the course at Highline. Also significant, retention in the geology course has increased substantially, from 75% to 85%. Although successful, challenges persist with requiring MathPatch as a supplementary course. One, we have seen enrollments decrease in Geology 101, which may be the result of adding this co-requisite. Students resist mandatory enrollment in the course, although they are not good at evaluating their own need for the course. The logistics utilizing MathPatch in an evening class with fewer and longer

Pathways to URM Retention: IBP's Professional Development and Mentoring Activities

Science.gov (United States)

Johnson, A.; Williamson Whitney, V.; Ricciardi, L.; Detrick, L.; Siegfried, D.; Fauver, A.; Ithier-Guzman, W.; Thomas, S. H.; Valaitis, S.

2013-05-01

As a not for profit organization, the Institute for Broadening Participation (IBP) hosts a variety of initiatives designed to increase the retention of underrepresented minority (URM) students pursuing pathways in STEM. IBP also assists with formative program evaluation design and implementation to help strengthen URM recruitment and retention elements. Successful initiatives include virtual and face-to-face components that bring together URM students with established URM and other scientists in academia, government and industry. These connections provide URMs with mentoring, networking opportunities, and professional skill development contributing to an improved retention rate of URM students. IBP's initiatives include the NASA One Stop Shopping Initiative (NASA OSSI), Pathways to Ocean Science and Engineering, and the Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) in Earth System Science (ESS) Professional Development Program. The NASA OSSI recruits and facilitates student engagement in NASA education and employment opportunities. Pathways to Ocean Science connects and supports URM students with Ocean Science REU programs and serves as a resource for REU program directors. Pathways to Engineering has synthesized mentoring resources into an online mentoring manual for URM students that has been extensively vetted by mentoring experts throughout the country. The mentoring manual, which is organized by roles, provides undergraduates, graduates, postdocs, faculty and project directors with valuable resources. MS PHD'S, one of IBP's longest running and most successful initiatives, focuses on increasing the retention rate of URM students receiving advanced degrees in ESS. The program addresses barriers to retention in ESS including isolation, lack of preparation and professional development, and lack of mentoring. Program activities center on peer-to-peer community building, professional development exercises, networking experiences, one

Learning from Success: How Original Research on Academic Resilience Informs What College Faculty Can Do to Increase the Retention of Low Socioeconomic Status Students

Science.gov (United States)

Morales, Erik E.

2014-01-01

Utilizing resilience theory and original research conducted on fifty academically resilient low socioeconomic status students of color, this article presents specific objectives and values institutions of higher learning can adopt and emphasize to increase the retention and graduation of their most statistically at-risk students. Major findings…

[Risk control of traditional Chinese medicines containing aristolochis acids (AAs) based on influencing factors of content of AAs].

Science.gov (United States)

Tian, Jing-Zhuo; Liang, Ai-Hua; Liu, Jing; Zhang, Bo-Li

2017-12-01

Aristolochic acids (AAs) widely exist in such plants as Aristolochia and Asarum. The renal toxicity of AAs as well as its carcinogenicity to urinary system have been widely known. In 2003 and 2004, China prohibited the use of Aristolochiae Radix, Aristolochiae Manshuriensis Caulis and Aristolochiae Fangchi Radix, and required administering other AAs-containing medicines in accordance with the regulations for prescription drugs. In this paper, we retrieved literatures on the content determination of AAs in recent 10 years in China. It suggested that the AAs content is lower in Asarum herb, especially in its roots and rhizomes, and most of which do not show detectable amount of AA-I. Some of traditional Chinese medicines show fairly small amount of detectable AA-I. The AAs content in Aristolochia herb (including Fructus Aristolochiae, kaempfer dutchmanspipe root) is relatively high; however, there are fewer literatures for studying the content determination of AAs in Chinese patent medicines. There were many factors affecting AAs content, including the parts used, origins, processing methods, extraction process. It suggested that we should pay attention to the toxicity of Chinese medicines containing AAs and use these decoction pieces and traditional Chinese medicines cautiously. In addition, basic studies for the origins, processing methods and extraction process of Chinese patent medicines containing AAs, as well as supervision and detection of AAs content in traditional Chinese medicinal materials, decoction pieces and Chinese patent medicines shall be strengthened for reducing medication risk and guaranteeing clinical medication safety. Copyright© by the Chinese Pharmaceutical Association.

Relative Effectiveness of Computer-Supported Jigsaw II, STAD and TAI Cooperative Learning Strategies on Performance, Attitude, and Retention of Secondary School Students in Physics

Science.gov (United States)

Gambari, Amosa Isiaka; Yusuf, Mudasiru Olalere

2017-01-01

This study investigated the relative effectiveness of computer-supported cooperative learning strategies on the performance, attitudes, and retention of secondary school students in physics. A purposive sampling technique was used to select four senior secondary schools from Minna, Nigeria. The students were allocated to one of four groups:…

The Effect of Supplemental Instruction on Retention: A Bivariate Probit Model

Science.gov (United States)

Bowles, Tyler J.; Jones, Jason

2004-01-01

Single equation regression models have been used to test the effect of Supplemental Instruction (SI) on student retention. These models, however, fail to account for the two salient features of SI attendance and retention: (1) both SI attendance and retention are categorical variables, and (2) are jointly determined endogenous variables. Adopting…

AA under construction

CERN Multimedia

CERN PhotoLab

1979-01-01

The AA at an early stage of construction, in the newly built AA-Hall. Cable-trays already outline the shape of the accumulator ring. To the right are huge cable-drums for the pulse-forming-network (PFN) of the injection kicker. Seeing this picture, can one imagine that only 8 months later beams were circulating in the completed accumulator ring ?

A Status Report on the AAS Astronomy Ambassadors Program

Science.gov (United States)

Fienberg, Richard Tresch; Fraknoi, Andrew; Gurton, Suzanne; Hurst, Anna; Schatz, Dennis L.

2014-06-01

The American Astronomical Society, in partnership with the Astronomical Society of the Pacific (ASP), has launched a series of professional-development workshops and a community of practice designed to improve early-career astronomers’ ability to communicate effectively with students and the public. Called AAS Astronomy Ambassadors, the program provides training and mentoring for young astronomers, from advanced undergraduates to beginning faculty; it also provides them access to resources and a network of contacts within the astronomy education and public outreach (EPO) community. Ambassadors are provided with a library of outreach activities and resource materials suitable for a range of venues and audiences. For much of this library we are using resources developed by organizations such as the ASP, the Pacific Science Center, and the Center for Astronomy Education for other outreach programs, though some resources have been created by one of us (AF) specifically for this program. After a period of evaluation and revision, the program’s “Menu of Outreach Opportunities for Science Education” (MOOSE) is now posted on the AAS website at http://aas.org/outreach/moose-menu-outreach-opportunities-science-education.The first two Astronomy Ambassadors workshops were held at AAS meetings in January 2013 and January 2014; each served 30 young astronomers chosen from about twice that many applicants. Web-based follow-up activities are being provided through a website at the ASP designed to keep cohorts of educators trained in their programs in touch with one another. The AAS is exploring ways to fund additional workshops at future winter meetings; suggestions are most welcome. Meanwhile, the Astronomy Ambassadors trained to date have logged more than 150 outreach events, reaching many thousands of children and adults across the U.S. and Canada.

Assessed perceptions of female materials science and engineering graduates on academic advising, student support services and retention strategies

Science.gov (United States)

Washington, Renita Linette

Females currently undertaking STEM-related programs can benefit from knowing about how other females who had been in a similar position as them were able to persevere through the challenges of higher education with the help of advisement and student support services that aim to increasing student retention. While there have been a depth of studies on the development of academic advising, there have been limited studies on this development with respect to the needs of specific marginalized groups. This is the gap in literature that is addressed by this study. The outcomes observed in this study can potentially benefit female students at the institution where the study was conducted. This study focused on the group of female students who were able to successfully complete their STEM-related degrees. A significant difference was found between tutoring and learning support, F = 4.65, sd = .78 and a sig. level = .004. A strong negative relationship existed between the ages of the graduates and assessed academic advisement. A perfect positive relationship existed between the age of the graduates and assessed course concierge service scores; and between the age of the graduates and assessed career services and counseling scores. A moderate negative relationship existed between the age of the graduates and assessed curriculum/degree planning database scores, the age of the graduates and assessed academic and program advisement scores and the age of the graduates and assessed tutorial and learning support services scores. A weak negative relationship existed between the age of the graduates and assessed retention scores.

The Influence of a Career Exploration Course on New First-Time Student Retention at a Public Midwest Community College

Science.gov (United States)

French, Brenda F.

2013-01-01

The purpose of this study was to examine whether a relationship exists between new first- time students enrolled in a career exploration course and retention during the academic years of 2009 to 2011 at a public Midwest community college. Change of major after the first semester was also investigated. The study utilized quantitative, archival data…

Improving Retention and Enrollment Forecasting in Part-Time Programs

Science.gov (United States)

Shapiro, Joel; Bray, Christopher

2011-01-01

This article describes a model that can be used to analyze student enrollment data and can give insights for improving retention of part-time students and refining institutional budgeting and planning efforts. Adult higher-education programs are often challenged in that part-time students take courses less reliably than full-time students. For…

The rate of knowledge retention in basic sciences courses among dentistry students

Directory of Open Access Journals (Sweden)

S.S Mazloomi

2009-03-01

Full Text Available Background: Acquiring and recalling knowledge can be considered as the starting point of learning; so increasing  the acquisition  of knowledge and information  recall is one the most important goals of education.Objective: To determine the students'  information recall in the basic courses of histology, immunology, physiology, biochemistry,  head and neck anatomy,  and microbiology  in dentistry  school.Method:  In this descriptive  survey, 60 students who had passed their basis courses were studied. The tests  were  held  five semesters  following  the basic  courses,  and  were  like  those  they  had  passed previously.Results: The results revealed that information recall was the highest for the physiology course (z=0.72, while it was the lowest for anatomy (z=0.07. For the histology course, the lowest mean score was achieved by the students entered in the  year 1997, and the highest  by those  entered  in 1999. The relationship between the entry year  of the  students  and  their  information recall  is  statistically significant  (p<0.05.Discussant: The results showed that the teaching basic science courses such as physiology, anatomy, immunology, microbiology, and biochemistry should  accompany new  strategies in  teaching  and learning. One of these is the inclusion by the teachers of retrieval cues in any course so as to facilitate learning.Keywords:  knowledge retention,  basic sciences

Retention of laparoscopic and robotic skills among medical students: a randomized controlled trial.

Science.gov (United States)

Orlando, Megan S; Thomaier, Lauren; Abernethy, Melinda G; Chen, Chi Chiung Grace

2017-08-01

Although simulation training beneficially contributes to traditional surgical training, there are less objective data on simulation skills retention. To investigate the retention of laparoscopic and robotic skills after simulation training. We present the second stage of a randomized single-blinded controlled trial in which 40 simulation-naïve medical students were randomly assigned to practice peg transfer tasks on either laparoscopic (N = 20, Fundamentals of Laparoscopic Surgery, Venture Technologies Inc., Waltham, MA) or robotic (N = 20, dV-Trainer, Mimic, Seattle, WA) platforms. In the first stage, two expert surgeons evaluated participants on both tasks before (Stage 1: Baseline) and immediately after training (Stage 1: Post-training) using a modified validated global rating scale of laparoscopic and robotic operative performance. In Stage 2, participants were evaluated on both tasks 11-20 weeks after training. Of the 40 students who participated in Stage 1, 23 (11 laparoscopic and 12 robotic) underwent repeat evaluation. During Stage 2, there were no significant differences between groups in objective or subjective measures for the laparoscopic task. Laparoscopic-trained participants' performances on the laparoscopic task were improved during Stage 2 compared to baseline measured by time to task completion, but not by the modified global rating scale. During the robotic task, the robotic-trained group demonstrated superior economy of motion (p = .017), Tissue Handling (p = .020), and fewer errors (p = .018) compared to the laparoscopic-trained group. Robotic skills acquisition from baseline with no significant deterioration as measured by modified global rating scale scores was observed among robotic-trained participants during Stage 2. Robotic skills acquired through simulation appear to be better maintained than laparoscopic simulation skills. This study is registered on ClinicalTrials.gov (NCT02370407).

Metamorphological awareness and EFL students' memory, retention, and retrieval of English adjectival lexicons.

Science.gov (United States)

Zhang, Lawrence Jun

2002-12-01

Research has shown that foreign or second language learners' metalinguistic awareness has important effects on their acquisition of the target language. Important among a multitude of the concerns are problems these learners encounter when they have to process the morphological features of individual words, particularly in the acquisition of literacy skills. Nevertheless, for students who learn English as a foreign or second language for academic purposes, one of the biggest challenges in their advanced study is how they can effectively remember, retain, and retrieve the colossal number of newly learnt English vocabulary, including adjectival lexicons, to enhance their academic success. Results from the present report on the effects of metamorphological awareness of 65 adult Chinese EFL learners' memory, retention, and retrieval of adjectival lexicons show that, although the subjects in the two groups did not differ significantly in their performance on a pretest designed to check their lexical knowledge and no sex difference was observed, statistically significant differences were found between the two groups in both conditions (immediate and delayed retrievals) on a posttest. The experimental group and women predominantly performed better in the memory-retention-retrieval tasks assigned to them. Implications for educational research and practices are also discussed.

Information Technology Strategies for Honor Society and Organization Membership Retention in Online Nursing Programs.

Science.gov (United States)

Hopkins, Emily E; Wasco, Jennifer J

Membership retention in an honor society or organization is of utmost importance for sustainability. However, retaining members in organizations that serve online education nursing students can be a challenging task. Understanding the importance of creating a sense of community to promote retention within an honor society chapter, nursing faculty at a small private university implemented different online approaches. This article highlights successful information technology strategies to promote membership retention in organizations for online nursing students.

Grade-Level Retention in Texas Public Schools, 2015-16

Science.gov (United States)

Texas Education Agency, 2017

2017-01-01

This annual report provides information for the 2015-16 school year on grade-level retention in the Texas public school system. Data on retention are provided by student characteristics, including grade level; race/ethnicity; gender; degree of English proficiency; and economic, at-risk, immigrant, migrant, and overage statuses. Data also are…

Laboratory Astrophysics Division of The AAS (LAD)

Science.gov (United States)

Salama, Farid; Drake, R. P.; Federman, S. R.; Haxton, W. C.; Savin, D. W.

2012-10-01

The purpose of the Laboratory Astrophysics Division (LAD) is to advance our understanding of the Universe through the promotion of fundamental theoretical and experimental research into the underlying processes that drive the Cosmos. LAD represents all areas of astrophysics and planetary sciences. The first new AAS Division in more than 30 years, the LAD traces its history back to the recommendation from the scientific community via the White Paper from the 2006 NASA-sponsored Laboratory Astrophysics Workshop. This recommendation was endorsed by the Astronomy and Astrophysics Advisory Committee (AAAC), which advises the National Science Foundation (NSF), the National Aeronautics and Space Administration (NASA), and the U.S. Department of Energy (DOE) on selected issues within the fields of astronomy and astrophysics that are of mutual interest and concern to the agencies. In January 2007, at the 209th AAS meeting, the AAS Council set up a Steering Committee to formulate Bylaws for a Working Group on Laboratory Astrophysics (WGLA). The AAS Council formally established the WGLA with a five-year mandate in May 2007, at the 210th AAS meeting. From 2008 through 2012, the WGLA annually sponsored Meetings in-a-Meeting at the AAS Summer Meetings. In May 2011, at the 218th AAS meeting, the AAS Council voted to convert the WGLA, at the end of its mandate, into a Division of the AAS and requested draft Bylaws from the Steering Committee. In January 2012, at the 219th AAS Meeting, the AAS Council formally approved the Bylaws and the creation of the LAD. The inaugural gathering and the first business meeting of the LAD were held at the 220th AAS meeting in Anchorage in June 2012. You can learn more about LAD by visiting its website at http://lad.aas.org/ and by subscribing to its mailing list.

Laboratory Astrophysics Division of the AAS (LAD)

Science.gov (United States)

Salama, Farid; Drake, R. P.; Federman, S. R.; Haxton, W. C.; Savin, D. W.

2012-01-01

The purpose of the Laboratory Astrophysics Division (LAD) is to advance our understanding of the Universe through the promotion of fundamental theoretical and experimental research into the underlying processes that drive the Cosmos. LAD represents all areas of astrophysics and planetary sciences. The first new AAS Division in more than 30 years, the LAD traces its history back to the recommendation from the scientific community via the White Paper from the 2006 NASA-sponsored Laboratory Astrophysics Workshop. This recommendation was endorsed by the Astronomy and Astrophysics Advisory Committee (AAAC), which advises the National Science Foundation (NSF), the National Aeronautics and Space Administration (NASA), and the U.S. Department of Energy (DOE) on selected issues within the fields of astronomy and astrophysics that are of mutual interest and concern to the agencies. In January 2007, at the 209th AAS meeting, the AAS Council set up a Steering Committee to formulate Bylaws for a Working Group on Laboratory Astrophysics (WGLA). The AAS Council formally established the WGLA with a five-year mandate in May 2007, at the 210th AAS meeting. From 2008 through 2012, the WGLA annually sponsored Meetings in-a-Meeting at the AAS Summer Meetings. In May 2011, at the 218th AAS meeting, the AAS Council voted to convert the WGLA, at the end of its mandate, into a Division of the AAS and requested draft Bylaws from the Steering Committee. In January 2012, at the 219th AAS Meeting, the AAS Council formally approved the Bylaws and the creation of the LAD. The inaugural gathering and the first business meeting of the LAD were held at the 220th AAS meeting in Anchorage in June 2012. You can learn more about LAD by visiting its website at http://lad.aas.org/ and by subscribing to its mailing list.

“To be or not to be retained … That’s the question!”Retention,self - esteem,self - concept,achievement goalsand grades

Directory of Open Access Journals (Sweden)

Francisco Peixoto

2016-10-01

Full Text Available Keeping students back in the same grade – retention – has always been a controversial issue in Education, with some defending it as a beneficial remedial practice and others arguing against its detrimental effects. This paper undertakes an analysis of this issue, focusing on the differences in student motivation and self-related variables according to their retention related status, and the interrelationship between retention and these variables. The participants were 695 students selected from two cohorts (5th and 7th graders of a larger group of students followed over a three-year project. The students were assigned to four groups according to their retention-related status over time: 1 students with past and recent retention; 2 students with past but no recent retention; 3 students with no past but recent retention; 4 students with no past or recent retention. Measures of achievement goal orientations, self-concept, self-esteem, importance given to school subjects and Grade Point Average (GPA were collected for all students.Repeated measures MANCOVA analyses were carried out showing group differences in self-esteem, academic self-concept, importance attributed to academic competencies, task and avoidance orientation and academic achievement. To attain a deeper understanding of these results and to identify profiles across variables, a cluster analysis based on achievement goals was conducted and four clusters were identified. Students who were retained at the end of the school year are mainly represented in clusters with less adaptive motivational profiles and almost absent from clusters exhibiting more adaptive ones.Findings highlight that retention leaves a significant mark that remains even when students recover academic achievement and retention is in the distant past. This is reflected in the low academic self-concept as well as in the devaluation of academic competencies and in the avoidance orientation which, taken together, can

Scientific method by argumentation design: learning process for maintaining student’s retention

Science.gov (United States)

Siswanto; Yusiran; Asriyadin; Gumilar, S.; Subali, B.

2018-03-01

The purpose of this research describes the effect of scientific methods designed by argumentation in maintaining retention of pre-service physics teachers (students) in mechanical concept. This learning consists of five stages including the first two stages namely observing and questioning. While the next three stages of reasoning, trying, and communicating are made of argumentation design. To know the effectiveness of treatment, students are given pre-test and post-test in one time. On the other hand, students were given advanced post-test to know the durability of retention as many as four times in four months. The results show that there was mean difference between pre-test and post-test based on the Wilcoxon test (z = -3.4, p=0.001). While the effectiveness of treatment is in the high category based on normalized gain values ( = 0.86). Meanwhile, mean difference of all post-test is significantly different based on Analysis of Varian (F = 365.63, p = 0.00). However, in the fourth month, students retention rates began to stabilize based on Tuckey’s HSD (p=0.074) for comparison of mean difference between fourth and fifth post-test. Overall, learning designed can maintain students retention within 4 months after the learning finish.

Avaliação agronômica em híbridos diplóides (AA de bananeira Agronomical evaluation of (AA banana diploid hybrids

Directory of Open Access Journals (Sweden)

Lauro Saraiva Lessa

2009-01-01

until bunch emission at harvest, greater weight of second hand and fruit length greater than 10 cm. The 0323-03 hybrid presented greater live leaf retention during bunch harvest and also the lowest score for yellow-sigatoka during the harvest. The high variability encountered enables the selection of (AA diploids with potential use in breeding programs of this crop.

Illustrations in Text: A Retentional Role.

Science.gov (United States)

Duchastel, Philippe C.

1981-01-01

Describes the results of a study of the retentional role of illustrations in a text and their effect on enhancing long-term memory with 15-year-old secondary school students. Seven references are listed. (CHC)

Reimagining the Retention Problem: Moving Our Thinking from End-Product to By-Product

Science.gov (United States)

Siegel, Michael J.

2011-01-01

Over the past several decades, college-student retention has arguably been the most intensely studied issue in academe. Though the body of retention literature grows ever larger, no one model adequately explains the process by which college students make a decision to leave an institution or to persist to graduation. And while no magic bullet…

Retention Rates, Graduates, and LAM-Series Completers for the Legal Assistant Management Program.

Science.gov (United States)

Hamilton, John

In February 1996, Gainesville College, in Georgia, conducted a study of students in its Legal Assistant Management (LAM) Program to determine retention rates, numbers of graduates, and course pass rates. Retention and graduation rates were calculated for 175 students who enrolled in at least one LAM course from spring 1991 to fall 1995. In…

NCBI nr-aa BLAST: CBRC-DSIM-04-0001 [SEVENS

Lifescience Database Archive (English)

Full Text Available CBRC-DSIM-04-0001 gb|AAS74960.1| 5-HT2 [Drosophila melanogaster] gb|AAS74962.1| 5-HT2 [Drosophila mela...nogaster] gb|AAS74964.1| 5-HT2 [Drosophila melanogaster] gb|AAS74966.1| 5-HT2 [Drosophila mela...nogaster] gb|AAS74970.1| 5-HT2 [Drosophila melanogaster] gb|AAS74972.1| 5-HT2 [Drosophila melanogaster]... gb|AAS74976.1| 5-HT2 [Drosophila melanogaster] gb|AAS74978.1| 5-HT2 [Drosophila mela...nogaster] gb|AAS74979.1| 5-HT2 [Drosophila melanogaster] gb|AAS74980.1| 5-HT2 [Drosophila melanogaster

NCBI nr-aa BLAST: CBRC-DSIM-04-0001 [SEVENS

Lifescience Database Archive (English)

Full Text Available CBRC-DSIM-04-0001 gb|AAS74999.1| 5-HT2 [Drosophila melanogaster] gb|AAS75013.1| 5-HT2 [Drosophila mela...nogaster] gb|AAS75024.1| 5-HT2 [Drosophila melanogaster] gb|AAS75026.1| 5-HT2 [Drosophila mela...nogaster] gb|AAS75043.1| 5-HT2 [Drosophila melanogaster] gb|AAS75052.1| 5-HT2 [Drosophila melanogaster]... gb|AAS75056.1| 5-HT2 [Drosophila melanogaster] gb|AAS75073.1| 5-HT2 [Drosophila mela...nogaster] gb|AAS75095.1| 5-HT2 [Drosophila melanogaster] AAS74999.1 1e-156 96% ...

NCBI nr-aa BLAST: CBRC-DMEL-04-0001 [SEVENS

Lifescience Database Archive (English)

Full Text Available CBRC-DMEL-04-0001 gb|AAS74999.1| 5-HT2 [Drosophila melanogaster] gb|AAS75013.1| 5-HT2 [Drosophila mela...nogaster] gb|AAS75024.1| 5-HT2 [Drosophila melanogaster] gb|AAS75026.1| 5-HT2 [Drosophila mela...nogaster] gb|AAS75043.1| 5-HT2 [Drosophila melanogaster] gb|AAS75052.1| 5-HT2 [Drosophila melanogaster]... gb|AAS75056.1| 5-HT2 [Drosophila melanogaster] gb|AAS75073.1| 5-HT2 [Drosophila mela...nogaster] gb|AAS75095.1| 5-HT2 [Drosophila melanogaster] AAS74999.1 1e-165 100% ...

RESEARCH ANALYSIS ON MOOC COURSE DROPOUT AND RETENTION RATES

Directory of Open Access Journals (Sweden)

Marcela Gerogina GOMEZ-ZERMENO

2016-04-01

Full Text Available This research’s objective was to identify the terminal efficiency of the Massive Online Open Course “Educational Innovation with Open Resources” offered by a Mexican private university. A quantitative methodology was used, combining descriptive statistics and probabilistic models to analyze the levels of retention, completion, and desertion, as well as the characteristics of the students who completed the course. The results show a 14% of student retention and an 11.7% of student completion, relative to the total number of participants, who had some common characteristics: having a graduate (master or doctorate, being experienced in online education, committed to the course and self-taught. The participants who abandoned the course expressed the following reasons: problems with the course’s structure, limitations in the use of information and communication technologies or limited English proficiency, family reasons or low time disposition. It is recommended to take actions that will increase the knowledge in order to explain the MOOCs’ desertion rates and to strengthen their structures to improve the retention and completion rates.

A new type of intracellular retention signal identified in a pestivirus structural glycoprotein.

Science.gov (United States)

Burrack, Sandra; Aberle, Daniel; Bürck, Jochen; Ulrich, Anne S; Meyers, Gregor

2012-08-01

Sorting of membrane proteins into intracellular organelles is crucial for cell function. Viruses exploit intracellular transport and retention systems to concentrate envelope proteins at the site of virus budding. In pestiviruses, a group of important pathogens of pigs and ruminants closely related to human hepatitis C virus, the E(rns) protein translated from the viral RNA is secreted from the infected cells and found in the serum of infected animals. Secretion of the protein is regarded as crucial for its function as a viral virulence factor associated with its RNase activity. However, ∼95% of the E(rns) molecules are retained within the infected cell. Fusion of different E(rns) fragments to the C terminus of CD72 allowed identification of a retention signal within the C-terminal 65 aa of the viral protein. This C-terminal sequence represents its membrane anchor and folds into an amphipathic helix binding in-plane to the membrane surface. Residues L183, I190, and L208 are important for intracellular location of E(rns). Presentation of the retention signal on the cytoplasmic instead of the luminal face of the ER membrane in CD8α fusion proteins still led to retention. Thus, E(rns) contains in its C-terminal amphipathic helix an intracellular retention signal that is active on both faces of the membrane.

NCBI nr-aa BLAST: CBRC-DYAK-02-0049 [SEVENS

Lifescience Database Archive (English)

Full Text Available CBRC-DYAK-02-0049 gb|AAS74383.1| 5-HT1B [Drosophila melanogaster] gb|AAS74385.1| 5-HT1B [Drosophila mela...nogaster] gb|AAS74397.1| 5-HT1B [Drosophila melanogaster] gb|AAS74398.1| 5-HT1B [Drosophila mela...nogaster] gb|AAS74401.1| 5-HT1B [Drosophila melanogaster] gb|AAS74414.1| 5-HT1B [Drosophila melanog...aster] gb|AAS74416.1| 5-HT1B [Drosophila melanogaster] gb|AAS74418.1| 5-HT1B [Drosophila mela...nogaster] gb|AAS74419.1| 5-HT1B [Drosophila melanogaster] gb|AAS74424.1| 5-HT1B [Drosophila mela

NCBI nr-aa BLAST: CBRC-DMEL-02-0053 [SEVENS

Lifescience Database Archive (English)

Full Text Available CBRC-DMEL-02-0053 gb|AAS74380.1| 5-HT1B [Drosophila melanogaster] gb|AAS74382.1| 5-HT1B [Drosophila mela...nogaster] gb|AAS74389.1| 5-HT1B [Drosophila melanogaster] gb|AAS74402.1| 5-HT1B [Drosophila mela...nogaster] gb|AAS74403.1| 5-HT1B [Drosophila melanogaster] gb|AAS74405.1| 5-HT1B [Drosophila melanog...aster] gb|AAS74406.1| 5-HT1B [Drosophila melanogaster] gb|AAS74411.1| 5-HT1B [Drosophila mela...nogaster] gb|AAS74412.1| 5-HT1B [Drosophila melanogaster] gb|AAS74413.1| 5-HT1B [Drosophila mela

NCBI nr-aa BLAST: CBRC-DYAK-02-0049 [SEVENS

Lifescience Database Archive (English)

Full Text Available CBRC-DYAK-02-0049 gb|AAS74384.1| 5-HT1B [Drosophila melanogaster] gb|AAS74386.1| 5-HT1B [Drosophila mela...nogaster] gb|AAS74388.1| 5-HT1B [Drosophila melanogaster] gb|AAS74390.1| 5-HT1B [Drosophila mela...nogaster] gb|AAS74392.1| 5-HT1B [Drosophila melanogaster] gb|AAS74394.1| 5-HT1B [Drosophila melanog...aster] gb|AAS74395.1| 5-HT1B [Drosophila melanogaster] gb|AAS74396.1| 5-HT1B [Drosophila mela...nogaster] gb|AAS74404.1| 5-HT1B [Drosophila melanogaster] gb|AAS74408.1| 5-HT1B [Drosophila mela

NCBI nr-aa BLAST: CBRC-DMEL-02-0053 [SEVENS

Lifescience Database Archive (English)

Full Text Available CBRC-DMEL-02-0053 gb|AAS74384.1| 5-HT1B [Drosophila melanogaster] gb|AAS74386.1| 5-HT1B [Drosophila mela...nogaster] gb|AAS74388.1| 5-HT1B [Drosophila melanogaster] gb|AAS74390.1| 5-HT1B [Drosophila mela...nogaster] gb|AAS74392.1| 5-HT1B [Drosophila melanogaster] gb|AAS74394.1| 5-HT1B [Drosophila melanog...aster] gb|AAS74395.1| 5-HT1B [Drosophila melanogaster] gb|AAS74396.1| 5-HT1B [Drosophila mela...nogaster] gb|AAS74404.1| 5-HT1B [Drosophila melanogaster] gb|AAS74408.1| 5-HT1B [Drosophila mela

NCBI nr-aa BLAST: CBRC-DSIM-02-0056 [SEVENS

Lifescience Database Archive (English)

Full Text Available CBRC-DSIM-02-0056 gb|AAS74384.1| 5-HT1B [Drosophila melanogaster] gb|AAS74386.1| 5-HT1B [Drosophila mela...nogaster] gb|AAS74388.1| 5-HT1B [Drosophila melanogaster] gb|AAS74390.1| 5-HT1B [Drosophila mela...nogaster] gb|AAS74392.1| 5-HT1B [Drosophila melanogaster] gb|AAS74394.1| 5-HT1B [Drosophila melanog...aster] gb|AAS74395.1| 5-HT1B [Drosophila melanogaster] gb|AAS74396.1| 5-HT1B [Drosophila mela...nogaster] gb|AAS74404.1| 5-HT1B [Drosophila melanogaster] gb|AAS74408.1| 5-HT1B [Drosophila mela

NCBI nr-aa BLAST: CBRC-DSIM-02-0057 [SEVENS

Lifescience Database Archive (English)

Full Text Available CBRC-DSIM-02-0057 gb|AAS74185.1| 5-HT1A [Drosophila melanogaster] gb|AAS74209.1| 5-HT1A [Drosophila mela...nogaster] gb|AAS74210.1| 5-HT1A [Drosophila melanogaster] gb|AAS74211.1| 5-HT1A [Drosophila mela...nogaster] gb|AAS74224.1| 5-HT1A [Drosophila melanogaster] gb|AAS74234.1| 5-HT1A [Drosophila melanog...aster] gb|AAS74254.1| 5-HT1A [Drosophila melanogaster] gb|AAS74258.1| 5-HT1A [Drosophila mela...nogaster] gb|AAS74262.1| 5-HT1A [Drosophila melanogaster] gb|AAS74278.1| 5-HT1A [Drosophila mela

NCBI nr-aa BLAST: CBRC-DSIM-02-0056 [SEVENS

Lifescience Database Archive (English)

Full Text Available CBRC-DSIM-02-0056 gb|AAS74383.1| 5-HT1B [Drosophila melanogaster] gb|AAS74385.1| 5-HT1B [Drosophila mela...nogaster] gb|AAS74397.1| 5-HT1B [Drosophila melanogaster] gb|AAS74398.1| 5-HT1B [Drosophila mela...nogaster] gb|AAS74401.1| 5-HT1B [Drosophila melanogaster] gb|AAS74414.1| 5-HT1B [Drosophila melanog...aster] gb|AAS74416.1| 5-HT1B [Drosophila melanogaster] gb|AAS74418.1| 5-HT1B [Drosophila mela...nogaster] gb|AAS74419.1| 5-HT1B [Drosophila melanogaster] gb|AAS74424.1| 5-HT1B [Drosophila mela

AA magnet measurement team

CERN Multimedia

CERN PhotoLab

1978-01-01

Quickly improvised measurement equipment for the AA (Antiproton Accumulator) was all the tight schedule permitted, but the high motivation of the team made up for the lack of convenience. From left to right: Roy Billinge (Joint AA Project Leader, the other one was Simon van der Meer); Bruno Autin, Brian Pincott, Colin Johnson.

The acquisition and retention of ECG interpretation skills after a standardized web-based ECG tutorial

DEFF Research Database (Denmark)

Rolskov Bojsen, Signe; Räder, Sune Bernd Emil Werner; Holst, Anders Gaardsdal

2015-01-01

BACKGROUND: Electrocardiogram (ECG) interpretation is of great importance for patient management. However, medical students frequently lack proficiency in ECG interpretation and rate their ECG training as inadequate. Our aim was to examine the effect of a standalone web-based ECG tutorial...... and to assess the retention of skills using multiple follow-up intervals. METHODS: 203 medical students were included in the study. All participants completed a pre-test, an ECG tutorial, and a post-test. The participants were also randomised to complete a retention-test after short (2-4 weeks), medium (10.......6), respectively). When comparing the pre-test to retention-test delta scores, junior students had learned significantly more than senior students (junior students improved 10.7 points and senior students improved 4.7 points, p = 0.003). CONCLUSION: A standalone web-based ECG tutorial can be an effective means...

Factors affecting retention in science-based curriculums at HBCUs

Energy Technology Data Exchange (ETDEWEB)

Pelham, J.

1991-01-01

A systematic and comprehensive study of the retention of minority students enrolled in college-level engineering was conducted. The majority of prior work in this area focused on institutional retention factors for students in non-specified majors and considered students dropouts'' whenever there was a break in enrollment. This study looked only at students whose beginning major was engineering, enrolled primarily at historically black colleges and universities (HBCUs), including a comparison sample from a predominantly white institution (PWI). Science persisters were defined as those students who continuously enrolled in post-secondary institutions full- and part-time -- whether or not they transferred between institutions. The critical factor was their continued enrollment in engineering. Study participants provided four types of information: (1) a measure of academic motivation, (2) an objective measure of science interest, (3) a measure of nine aspects of normal personality functioning, and (4) an assessment of selected demographic variables. 64 refs.

Factors affecting retention in science-based curriculums at HBCUs

Energy Technology Data Exchange (ETDEWEB)

Pelham, J.

1991-12-31

A systematic and comprehensive study of the retention of minority students enrolled in college-level engineering was conducted. The majority of prior work in this area focused on institutional retention factors for students in non-specified majors and considered students ``dropouts`` whenever there was a break in enrollment. This study looked only at students whose beginning major was engineering, enrolled primarily at historically black colleges and universities (HBCUs), including a comparison sample from a predominantly white institution (PWI). Science persisters were defined as those students who continuously enrolled in post-secondary institutions full- and part-time -- whether or not they transferred between institutions. The critical factor was their continued enrollment in engineering. Study participants provided four types of information: (1) a measure of academic motivation, (2) an objective measure of science interest, (3) a measure of nine aspects of normal personality functioning, and (4) an assessment of selected demographic variables. 64 refs.

"Read the Text, as if!"The Reading Retention Strategy

Science.gov (United States)

Divoll, Kent; Browning, Sandra

2013-01-01

Students do not always read what is expected in college courses (Berry, Cook, Hill, & Stevens, 2010; Phillips & Phillips, 2007; Sikorski et al., 2002) or they read to cram for an exam or quiz (Clump, Bauer, & Bradley, 2004). The Reading Retention Strategy (RRS) is designed to motivate students to read and assist students in…

Emporium Model: The Key to Content Retention in Secondary Math Courses

Directory of Open Access Journals (Sweden)

Sandra Wilder

2016-07-01

Full Text Available The math emporium model was first developed by Virginia Tech in 1999. In the emporium model students use computer-based learning resources, engage in active learning, and work toward mastery of concepts. This approach to teaching and learning mathematics was piloted in a rural STEM high school. The purpose of this experimental study was to compare the impact of the emporium model and the traditional approach to instruction on student achievement and retention of algebra. The results indicated that both approaches to instruction were equally effective in improving student mathematics knowledge. However, the findings revealed that the students in the emporium section had significantly higher retention of the content knowledge.

NCBI nr-aa BLAST: CBRC-DSIM-02-0057 [SEVENS

Lifescience Database Archive (English)

Full Text Available CBRC-DSIM-02-0057 gb|AAS74195.1| 5-HT1A [Drosophila melanogaster] gb|AAS74276.1| 5-HT1A [Drosophila mela...nogaster] gb|AAS74292.1| 5-HT1A [Drosophila melanogaster] gb|AAS74298.1| 5-HT1A [Drosophila mela...nogaster] gb|AAS74303.1| 5-HT1A [Drosophila melanogaster] gb|AAS74304.1| 5-HT1A [Drosophila melanog...aster] gb|AAS74321.1| 5-HT1A [Drosophila melanogaster] gb|AAS74359.1| 5-HT1A [Drosophila melanogaster] AAS74195.1 1e-176 97% ...

“To be or not to be Retained … That’s the Question!” Retention, Self-esteem, Self-concept, Achievement Goals, and Grades

Science.gov (United States)

Peixoto, Francisco; Monteiro, Vera; Mata, Lourdes; Sanches, Cristina; Pipa, Joana; Almeida, Leandro S.

2016-01-01

Keeping students back in the same grade – retention – has always been a controversial issue in Education, with some defending it as a beneficial remedial practice and others arguing against its detrimental effects. This paper undertakes an analysis of this issue, focusing on the differences in student motivation and self-related variables according to their retention related status, and the interrelationship between retention and these variables. The participants were 695 students selected from two cohorts (5th and 7th graders) of a larger group of students followed over a 3-year project. The students were assigned to four groups according to their retention-related status over time: (1) students with past and recent retention; (2) students with past but no recent retention; (3) students with no past but recent retention; (4) students with no past or recent retention. Measures of achievement goal orientations, self-concept, self-esteem, importance given to school subjects and Grade Point Average (GPA) were collected for all students. Repeated measures MANCOVA analyses were carried out showing group differences in self-esteem, academic self-concept, importance attributed to academic competencies, task and avoidance orientation and academic achievement. To attain a deeper understanding of these results and to identify profiles across variables, a cluster analysis based on achievement goals was conducted and four clusters were identified. Students who were retained at the end of the school year are mainly represented in clusters with less adaptive motivational profiles and almost absent from clusters exhibiting more adaptive ones. Findings highlight that retention leaves a significant mark that remains even when students recover academic achievement and retention is in the distant past. This is reflected in the low academic self-concept as well as in the devaluation of academic competencies and in the avoidance orientation which, taken together, can undermine

Application-Based Crossword Puzzles: Players’ Perception and Vocabulary Retention

Directory of Open Access Journals (Sweden)

Dzulfikri Dzulfikri

2016-09-01

Full Text Available This study investigates the perceptions of students towards Application-Based Crossword Puzzles and how playing this game can affect the development of vocabulary amongst students. Drawing on Vygostky’s Socio-Cultural Theory which states that the human mind is mediated by cultural artifacts, the nature of this game poses challenges and builds curiosity, allowing players to pay more attention to the words to fill in the boxes which subsequently enhances their retention of vocabulary. This game has very good potential to build positive perceptions and to develop cognition in the linguistic domain of players, i.e. the amount of their vocabulary. In this study, the researcher conducted interviews with eligible or selected student players to find out their perceptions toward this game and administered a vocabulary test to find out how this game had added to the retention in memory of new words acquired by the players from the game. The study findings showed that the participants perceive this game positively and it affects the players’ vocabulary retention positively as indicated by their test results. It is recommended that English teachers consider using Application-Based Crossword Puzzles to help students build their vocabularies especially as part of extracurricular activities.

Memory Vocabulary Learning Strategies and Long-Term Retention ...

African Journals Online (AJOL)

The present study was an attempt to compare the impact of teaching through memory strategies, where students were taught the meaning of new vocabulary items by giving them synonyms, antonyms, definitions and mini-contexts. The results were reflected in the students' short-term and long-term memory retention.

40 CFR Appendix A to Subpart Aa of... - Applicability of General Provisions (40 CFR Part 63, Subpart A) to Subpart AA

Science.gov (United States)

2010-07-01

... (40 CFR Part 63, Subpart A) to Subpart AA A Appendix A to Subpart AA of Part 63 Protection of... Hazardous Air Pollutants From Phosphoric Acid Manufacturing Plants Pt. 63, Subpt. AA, App. A Appendix A to Subpart AA of Part 63—Applicability of General Provisions (40 CFR Part 63, Subpart A) to Subpart AA 40 CFR...

Retention of basic life support knowledge, self-efficacy and chest compression performance in Thai undergraduate nursing students.

Science.gov (United States)

Partiprajak, Suphamas; Thongpo, Pichaya

2016-01-01

This study explored the retention of basic life support knowledge, self-efficacy, and chest compression performance among Thai nursing students at a university in Thailand. A one-group, pre-test and post-test design time series was used. Participants were 30 nursing students undertaking basic life support training as a care provider. Repeated measure analysis of variance was used to test the retention of knowledge and self-efficacy between pre-test, immediate post-test, and re-test after 3 months. A Wilcoxon signed-rank test was used to compare the difference in chest compression performance two times. Basic life support knowledge was measured using the Basic Life Support Standard Test for Cognitive Knowledge. Self-efficacy was measured using the Basic Life Support Self-Efficacy Questionnaire. Chest compression performance was evaluated using a data printout from Resusci Anne and Laerdal skillmeter within two cycles. The training had an immediate significant effect on the knowledge, self-efficacy, and skill of chest compression; however, the knowledge and self-efficacy significantly declined after post-training for 3 months. Chest compression performance after training for 3 months was positively retaining compared to the first post-test but was not significant. Therefore, a retraining program to maintain knowledge and self-efficacy for a longer period of time should be established after post-training for 3 months. Copyright © 2015 Elsevier Ltd. All rights reserved.

Effect of supplementation of arachidonic acid (AA) or a combination of AA plus docosahexaenoic acid on breastmilk fatty acid composition

NARCIS (Netherlands)

Smit, EN; Koopmann, M; Boersma, ER; Muskiet, FAJ

We investigated whether supplementation with arachidonic acid (20:4 omega 6; AA), ora combination of AA and docosahexaenoic acid (22:6 omega 3; DHA) would affect human milk polyunsaturated fatty acid (PUFA) composition. Ten women were daily supplemented with 300 mg AA, eight with 300 mg AA, 110 mg

Activity of vegetative insecticidal proteins Vip3Aa58 and Vip3Aa59 of Bacillus thuringiensis against lepidopteran pests.

Science.gov (United States)

Baranek, Jakub; Kaznowski, Adam; Konecka, Edyta; Naimov, Samir

2015-09-01

Vegetative insecticidal proteins (Vips) secreted by some isolates of Bacillus thuringiensis show activity against insects and are regarded as insecticides against pests. A number of B. thuringiensis strains harbouring vip3A genes were isolated from different sources and identified by using a PCR based approach. The isolates with the highest insecticidal activity were indicated in screening tests, and their vip genes were cloned and sequenced. The analysis revealed two polymorphic Vip protein forms, which were classified as Vip3Aa58 and Vip3Aa59. After expression of the vip genes, the proteins were isolated and characterized. The activity of both toxins was estimated against economically important lepidopteran pests of woodlands (Dendrolimus pini), orchards (Cydia pomonella) and field crops (Spodoptera exigua). Vip3Aa58 and Vip3Aa59 were highly toxic and their potency surpassed those of many Cry proteins used in commercial bioinsecticides. Vip3Aa59 revealed similar larvicidal activity as Vip3Aa58 against S. exigua and C. pomonella. Despite 98% similarity of amino acid sequences of both proteins, Vip3Aa59 was significantly more active against D. pini. Additionally the effect of proteolytic activation of Vip58Aa and Vip3Aa59 on toxicity of D. pini and S. exigua was studied. Both Vip3Aa proteins did not show any activity against Tenebrio molitor (Coleoptera) larvae. The results suggest that the Vip3Aa58 and Vip3Aa59 toxins might be useful for controlling populations of insect pests of crops and forests. Copyright © 2015 Elsevier Inc. All rights reserved.

Peer Mentor Program for the General Chemistry Laboratory Designed to Improve Undergraduate STEM Retention

Science.gov (United States)

Damkaci, Fehmi; Braun, Timothy F.; Gublo, Kristin

2017-01-01

We describe the design and implementation of an undergraduate peer mentor program that can overlay an existing general chemistry laboratory and is designed to improve STEM student retention. For the first four freshman cohorts going through the program, year-to-year retention improved by a four-year average of 20% for students in peer-mentored…

Role Models and Mentors in Mid-Pipeline Retention of Geoscience Students, Newark, NJ

Science.gov (United States)

Gates, A. E.; Kalczynski, M. J.

2012-12-01

Undergraduate minority students retained enthusiasm for majoring in the geosciences by a combination of working with advanced minority mentors and role models as well as serving as role models for middle and high school students in Geoscience Education programs in Newark, NJ. An academic year program to interest 8-10th grade students from the Newark Public schools in the Geosciences employs minority undergraduate students from Rutgers University and Essex Community College as assistants. There is an academic year program (Geoexplorers) and a science festival (Dinosaur Day) at the Newark Museum that employs Rutgers University students and a summer program that employs Rutgers and Essex Community College students. All students are members of the Garden State LSAMP and receive any needed academic support from that program. The students receive mentoring from minority graduate students, project personnel and participating Newark Public School teachers, many of whom are from minority groups. The main factor in success and retention, however, is their role as authorities and role models for the K-12 students. The assistants are respected and consulted by the K-12 students for their knowledge and authority in the geosciences. This positive feedback shows them that they can be regarded as geoscientists and reinforces their self-image and enthusiasm. It further reinforces their knowledge of Geoscience concepts. It also binds the assistants together into a self-supporting community that even extends to the non-participating minority students in the Rutgers program. Although the drop-out rate among minority Geoscience majors was high (up to 100%) prior to the initiation of the program, it has dropped to 0% over the past 3 years with 2 participants now in PhD programs and 2 others completing MS degrees this year. Current students are seriously considering graduate education. Prior to this program, only one minority graduate from the program continued to graduate school in the

The Effect of Instant Messaging on Lecture Retention

Science.gov (United States)

McVaugh, Nathan Kant

2012-01-01

The impact of instant message interruptions via computer on immediate lecture retention for college students was examined. While watching a 24-minute video of a classroom lecture, students received various numbers of related-to-lecture ("Is consistent use of the eye contact method necessary for success?") versus not-related-to lecture…

Anabolic Androgenic Steroids: Use and Perceived Use in Nonathlete College Students

Science.gov (United States)

Berning, Joseph M.; Adams, Kent J.; Debeliso, Mark; Stamford, Bryant A.; Newman, Ian M.

2008-01-01

Objective: The authors investigated the use and perceived use of anabolic androgenic steroids (AAS) among nonathlete college students. Participants: The authors surveyed a sample of 485 nonathlete college students at a major metropolitan university. Methods: They administered a survey on use and perceived use of AAS to the students. Results:…

Predictive factors of premedical student retention and degree completion within a private undergraduate university

Science.gov (United States)

Carter, Frances E.

Undergraduate retention and eventual graduation is of paramount importance to universities globally. Approximately 58% of students who began their college career at a four-year institution with the intention of receiving a bachelor's degree actually received that degree in a 6-year timeframe, according to the National Center for Education Statistics (NCES) annual report The Condition of Education 2009 (Planty, 2009). In certain subgroups of the undergraduate population, this graduation rate is even lower. This dissertation presents research into the academic integration of students in premedical programs subgroup based on Vincent Tinto's Integrationist Model of Student Departure. Pre-entry factors of interest for this study included incoming high school grade point average (GPA), incoming SAT total test scores, while post-matriculation factors included grade in organic chemistry, and the initial calculus course taken. A sample of 519 students from a private coeducational institution in the southeastern United States was examined. A logistic regression was performed to determine the effect of high school GPA, SAT total scores, organic chemistry grades, and calculus-readiness on graduation. A significant regression equation was found. The findings suggest that of the four predictor variables, high school GPA and organic chemistry grade were the only variables that showed significant predictive ability based on a significance level of p < .05. Further research should involve the examination of additional indicators of academic integration as well as information on the social integration of the student. Additionally, institutional leaders should continue to evaluate the premedical curriculum based on potential changes in medical school requirements.

NCBI nr-aa BLAST: CBRC-DMEL-02-0054 [SEVENS

Lifescience Database Archive (English)

Full Text Available CBRC-DMEL-02-0054 gb|AAS74186.1| 5-HT1A [Drosophila melanogaster] gb|AAS74187.1| 5-HT1A [Drosophila mela...nogaster] gb|AAS74231.1| 5-HT1A [Drosophila melanogaster] gb|AAS74233.1| 5-HT1A [Drosophila mela...nogaster] gb|AAS74373.1| 5-HT1A [Drosophila melanogaster] AAS74186.1 0.0 100% ...

NCBI nr-aa BLAST: CBRC-DYAK-02-0048 [SEVENS

Lifescience Database Archive (English)

Full Text Available CBRC-DYAK-02-0048 gb|AAS74186.1| 5-HT1A [Drosophila melanogaster] gb|AAS74187.1| 5-HT1A [Drosophila mela...nogaster] gb|AAS74231.1| 5-HT1A [Drosophila melanogaster] gb|AAS74233.1| 5-HT1A [Drosophila mela...nogaster] gb|AAS74373.1| 5-HT1A [Drosophila melanogaster] AAS74186.1 1e-163 91% ...

NCBI nr-aa BLAST: CBRC-DSIM-02-0057 [SEVENS

Lifescience Database Archive (English)

Full Text Available CBRC-DSIM-02-0057 gb|AAS74196.1| 5-HT1A [Drosophila melanogaster] gb|AAS74220.1| 5-HT1A [Drosophila mela...nogaster] gb|AAS74309.1| 5-HT1A [Drosophila melanogaster] gb|AAS74310.1| 5-HT1A [Drosophila mela...nogaster] gb|AAS74335.1| 5-HT1A [Drosophila melanogaster] AAS74196.1 1e-176 97% ...

NCBI nr-aa BLAST: CBRC-DSIM-02-0057 [SEVENS

Lifescience Database Archive (English)

Full Text Available CBRC-DSIM-02-0057 gb|AAS74184.1| 5-HT1A [Drosophila melanogaster] gb|AAS74194.1| 5-HT1A [Drosophila mela...nogaster] gb|AAS74236.1| 5-HT1A [Drosophila melanogaster] gb|AAS74326.1| 5-HT1A [Drosophila mela...nogaster] gb|AAS74372.1| 5-HT1A [Drosophila melanogaster] AAS74184.1 1e-177 97% ...

Background or Experience? Using Logistic Regression to Predict College Retention

Science.gov (United States)

Synco, Tracee M.

2012-01-01

Tinto, Astin and countless others have researched the retention and attrition of students from college for more than thirty years. However, the six year graduation rate for all first-time full-time freshmen for the 2002 cohort was 57%. This study sought to determine the retention variables that predicted continued enrollment of entering freshmen…

Comparison of susceptibility to pitting corrosion of AA2024-T4, AA7075-T651 and AA7475-T761 aluminium alloys in neutral chloride solutions using electrochemical noise analysis

International Nuclear Information System (INIS)

Na, Kyung-Hwan; Pyun, Su-Il

2008-01-01

The susceptibility to pitting corrosion of AA2024-T4, AA7075-T651 and AA7475-T761 aluminium alloys was investigated in aqueous neutral chloride solution for the purpose of comparison using electrochemical noise measurement. The experimentally measured electrochemical noises were analysed based upon the combined stochastic theory and shot-noise theory using the Weibull distribution function. From the occurrence of two linear regions on one Weibull probability plot, it was suggested that there existed two stochastic processes of uniform corrosion and pitting corrosion; pitting corrosion was distinguished from uniform corrosion in terms of the frequency of events in the stochastic analysis. Accordingly, the present analysis method allowed us to investigate pitting corrosion independently. The susceptibility to pitting corrosion was appropriately evaluated by determining pit embryo formation rate in the stochastic analysis. The susceptibility was decreased in the following order: AA2024-T4 (the naturally aged condition), AA7475-T761 (the overaged condition) and AA7075-T651 (the near-peak-aged condition)

Marketing and Retention Strategies for Adult Degree Programs

Science.gov (United States)

Brown, Joann A.

2004-01-01

Four marketing strategies are critical to the success of adult degree programs: integrating marketing, knowing your students (research), shaping programs and services for adults, and staying the course (retention).

Microstructural features of friction stir welded dissimilar Aluminium alloys AA2219-AA7475

Science.gov (United States)

Zaman Khan, Noor; Ubaid, Mohammed; Siddiquee, Arshad Noor; Khan, Zahid A.; Al-Ahmari, Abdulrahman; Chen, Xizhang; Haider Abidi, Mustufa

2018-05-01

High strength, good corrosion resistance, light weight make aluminium alloys a material of choice in many industrial sectors like aerospace, marine etc. Problems associated with welding of these alloys by fusion welding processes restricted their use in various industries. Friction stir welding (FSW), a clean solid-state joining process, easily overcomes various difficulties encountered during conventional fusion welding processes. In the present work, the effect of rotational speed (710 rpm, 900 rpm and 1120 rpm) on micro-hardness distribution and microstructure of FSWed dissimilar aluminium alloy joints were analyzed. Plates of AA7475-T761 and AA2219-O having thickness of 2.5 mm were welded by fixing AA7475 on retreating side (RS) and AA2219 on advancing side (AS). Welded joints were characterized by Vickers micro-hardness testing, scanning electron microscopy (SEM) and optical microscopy (OM). Results revealed that rotational speed significantly affects the micro-hardness due to increase in grain size, coarsening and dissolution of strengthening precipitates and re-precipitation. Higher micro-hardness values were observed in stir zone due to grain refinement and re-precipitation. Minimum micro-hardness value was observed at the TMAZ/HAZ of advancing side due to thermal softening.

Strategies to Increase Enrollment, Retention, and Graduation Rates

Science.gov (United States)

Talbert, Patricia Y.

2012-01-01

Student retention in postsecondary institutions continues to be a vexing problem, as graduation rates have continued to decline over the last decade. To be a competitive force in the global economy, it is crucial to keep students in school. This research uses a conceptual data model to introduce academic leaders' (N = 104) perspectives to increase…

AA Index

Data.gov (United States)

National Oceanic and Atmospheric Administration, Department of Commerce — The geomagnetic aa index provides a long climatology of global geomagnetic activity using 2 antipodal observatories at Greenwich and Melbourne- IAGA Bulletin 37,...

Experimental investigation of hardness of FSW and TIG joints of Aluminium alloys of AA7075 and AA6061

Directory of Open Access Journals (Sweden)

Chetan Patil

2016-07-01

Full Text Available This paper reports hardness testing conducted on welded butt joints by FSW and TIG welding process on similar and dissimilar aluminium alloys. FSW joints were produced for similar alloys of AA7075T651 and dissimilar alloys of AA7075T651- AA6061T6. The Friction stir welds of AA7075 & AA6061 aluminium alloy were produced at different tool rotational speeds of 650,700, 800, 900, 1000 and transverse speed of 30, 35, 40 mm/min. TIG welding was conducted along the rolling direction of similar and dissimilar aluminium plates. The Brinell hardness testing techniques were employed to conduct the tests; these tests were conducted on the welds to ascertain the joint integrity before characterization to have an idea of the quality of the welds

Applying Cognitive Science Principles to Improve Retention of Science Vocabulary

Science.gov (United States)

Shore, Rebecca; Ray, Jenna; Gooklasian, Paula

2015-01-01

We investigated whether three student-centred strategies influenced retention of science vocabulary words among 7th grade students. Two of the strategies (drawing pictures and talking about the definition of the terms) were developed to involve the students in more constructive and interactive exercises when compared to the technique that was in…

Experimental transmission of AA amyloidosis by injecting the AA amyloid protein into interleukin-1 receptor antagonist knockout (IL-1raKO) mice.

Science.gov (United States)

Watanabe, K; Uchida, K; Chambers, J K; Tei, M; Shoji, A; Ushio, N; Nakayama, H

2015-05-01

The incidence of AA amyloidosis is high in humans with rheumatoid arthritis and several animal species, including cats and cattle with prolonged inflammation. AA amyloidosis can be experimentally induced in mice using severe inflammatory stimuli and a coinjection of AA amyloid; however, difficulties have been associated with transmitting AA amyloidosis to a different animal species, and this has been attributed to the "species barrier." The interleukin-1 receptor antagonist knockout (IL-1raKO) mouse, a rodent model of human rheumatoid arthritis, has been used in the transmission of AA amyloid. When IL-1raKO and BALB/c mice were intraperitoneally injected with mouse AA amyloid together with a subcutaneous pretreatment of 2% AgNO3, all mice from both strains that were injected with crude or purified murine AA amyloid developed AA amyloidosis. However, the amyloid index, which was determined by the intensity of AA amyloid deposition, was significantly higher in IL-1raKO mice than in BALB/c mice. When IL-1raKO and BALB/c mice were injected with crude or purified bovine AA amyloid together with the pretreatment, 83% (5/6 cases) and 38% (3/8 cases) of IL-1raKO mice and 17% (1/6 cases) and 0% (0/6 cases) of BALB/c mice, respectively, developed AA amyloidosis. Similarly, when IL-1raKO and BALB/c mice were injected with crude or purified feline AA amyloid, 33% (2/6 cases) and 88% (7/8 cases) of IL-1raKO mice and 0% (0/6 cases) and 29% (2/6 cases) of BALB/c mice, respectively, developed AA amyloidosis. These results indicated that IL-1raKO mice are a useful animal model for investigating AA amyloidogenesis. © The Author(s) 2014.

Partially melted zone cracking in AA6061 welds

International Nuclear Information System (INIS)

Prasad Rao, K.; Ramanaiah, N.; Viswanathan, N.

2008-01-01

Partially melted zone (PMZ) cracking susceptibility in AA6061 alloy was studied. Role of prior thermal history, gas tungsten arc welding techniques such as continuous current (CC) and pulsed current (PC) and use of different fillers (AA4043 and AA5356) were studied. Role of different grain refiners such as scandium, zirconium and Tibor in the above fillers was studied. Varestraint test was used to study the PMZ cracking susceptibility. Metallurgical analysis was done to corroborate the results. PMZ cracking was severe in T6 temper than in T4 irrespective of filler material. PMZ cracking susceptibility was more with AA5356 than in AA4043. It was less with pulsed current GTAW. PMZ cracking susceptibility was reduced with addition of grain refiners. Out of all, lowest PMZ cracking susceptibility was observed with 0.5%Sc addition to fusion zone through AA4043 filler and PC technique. The concentrations of magnesium and silicon were reduced at the PMZ grain boundaries with grain refiner additions to fusion zone through AA5356 or AA4043

Partially melted zone cracking in AA6061 welds

Energy Technology Data Exchange (ETDEWEB)

Prasad Rao, K. [Department of Metallurgical and Materials Engineering, Indian Institute of Technology Madras, Chennai (India)], E-mail: kpr@iitm.ac.in; Ramanaiah, N. [Sri Kalahasteeswara Institute of Technology, Srikalahasti (India); Viswanathan, N. [Defence Research and Development Laboratory, Hyderabad (India)

2008-07-01

Partially melted zone (PMZ) cracking susceptibility in AA6061 alloy was studied. Role of prior thermal history, gas tungsten arc welding techniques such as continuous current (CC) and pulsed current (PC) and use of different fillers (AA4043 and AA5356) were studied. Role of different grain refiners such as scandium, zirconium and Tibor in the above fillers was studied. Varestraint test was used to study the PMZ cracking susceptibility. Metallurgical analysis was done to corroborate the results. PMZ cracking was severe in T6 temper than in T4 irrespective of filler material. PMZ cracking susceptibility was more with AA5356 than in AA4043. It was less with pulsed current GTAW. PMZ cracking susceptibility was reduced with addition of grain refiners. Out of all, lowest PMZ cracking susceptibility was observed with 0.5%Sc addition to fusion zone through AA4043 filler and PC technique. The concentrations of magnesium and silicon were reduced at the PMZ grain boundaries with grain refiner additions to fusion zone through AA5356 or AA4043.

The impact of program experiences on the retention of women engineering students in Mexico

Science.gov (United States)

Villa, Maria Del Carmen Garcia

This qualitative study sought to describe and understand the experiences of female students attending engineering colleges in Mexico and the sources of support and strategies that helped them persist in their programs. The participants were 20 women engineering students enrolled in at least their third year in selected colleges of engineering in Mexico, in both public and private universities, and pursuing a variety of engineering majors. Findings focus on the experiences of female students that helped them stay in their programs. Participants described their experiences in college as very challenging and perceived the environment as hostile and uncertain. In addition, patriarchal Mexican cultural values and stereotypes were identified by students as influencing and helping shape the engineering environment. However, in this context, participants were able to find sources of support and use strategies that helped them remain in their majors, such as a strong desire to succeed, a perceived academic self-ability; and support from their families, peers, institutions, and---most importantly---their professors. Furthermore, the fact that participants were able to persist in their programs gave them a sense of pride and satisfaction that was shared by their families, peers, and faculty. In addition, participants experienced contradictory forces and were constantly negotiating between rejecting traditional gender norms and upholding the norms that are so deeply engrained in Mexican society. Finally, as the students advanced in their programs and became "accepted to the club," they tended to reproduce the male-dominated value system present in engineering colleges accepting their professors' expectations of being "top students," accepting the elitist culture of engineering superiority, and embracing the protection given by their male peers. Retention of Mexican female engineering students is important for all engineering colleges, but cultural factors must be taken into

Retention of Teachers In Rural Kentucky

Science.gov (United States)

Atwell, Nedra Skaggs

2008-01-01

Teacher retention has been of interest to educational researchers for over three decades. Various reasons for special education teacher attrition have been cited, including student discipline and motivation problems, working conditions, low salary, and a lack of administrator support. This descriptive survey research sought to determine the…

Supporting nurse practitioner education: Preceptorship recruitment and retention

Directory of Open Access Journals (Sweden)

Eric Staples

2018-04-01

Full Text Available Objectives: Clinical experience is an essential component of nurse practitioner (NP education that relies heavily on preceptors. Recruitment and retention of preceptors is challenging due to many variables that can affect NP education and practice. We surveyed Canadian NP programs to understand their preceptorship structures, how they support preceptorship, and to identify gaps and challenges to recruitment and retention of preceptors. Methods: An 18-item survey, developed by the NP Education Interest Group, was distributed to 24 universities across 10 Canadian provinces. Construct validity and reliability was assessed by experienced NPs and NP faculty. Data were analyzed using relative frequency statistics and thematic analysis. Participants consisted of administrative staff and/or faculty designated as responsible for recruitment and retention of NP preceptors. Results: Seventeen returned surveys were analyzed and demonstrated more similarities than differences across Canada's NP programs, particularly related to barriers affecting recruitment and retention of preceptors. The findings identified NP programs have too many students for the number of available clinical sites/preceptors, resulting in overutilization, burnout, or refusal to take students. Competition with other health disciplines for clinical placements was identified as a challenge to placements. Respondents commented they lack time to recruit, provide follow-up, offer support, or seek preceptors' feedback due to competing work demands. They identified the need for standardized funding for preceptor remuneration and recognition across the country. Conclusion: The findings suggest the need for exploring a wider intraprofessional collaboration among graduate NP programs/faculty, clinical placement sites, and NPs to facilitate the recruitment and retention of preceptors.

Effect of using an audience response system on learning environment, motivation and long-term retention, during case-discussions in a large group of undergraduate veterinary clinical pharmacology students.

Science.gov (United States)

Doucet, Michèle; Vrins, André; Harvey, Denis

2009-12-01

Teaching methods that provide an opportunity for individual engagement and focussed feedback are required to create an active learning environment for case-based teaching in large groups. A prospective observational controlled study was conducted to evaluate whether the use of an audience response system (ARS) would promote an active learning environment during case-based discussions in large groups, have an impact on student motivation and improve long-term retention. Group A (N = 83) participated in large group case discussions where student participation was voluntary, while for group B (N = 86) an ARS was used. Data collection methods included student and teacher surveys, student focus group interviews, independent observations and 1-year post-course testing. Results indicated that the use of an ARS provided an active learning environment during case-based discussions in large groups by favouring engagement, observation and critical reflection and by increasing student and teacher motivation. Although final exam results were significantly improved in group B, long-term retention was not significantly different between groups. It was concluded that ARS use significantly improved the learning experience associated with case-based discussions in a large group of undergraduate students.

The AA disappearing under concrete shielding

CERN Multimedia

CERN PhotoLab

1982-01-01

When the AA started up in July 1980, the machine stood freely in its hall, providing visitors with a view through the large window in the AA Control Room. The target area, in which the high-intensity 26 GeV/c proton beam from the PS hit the production target, was heavily shielded, not only towards the outside but also towards the AA-Hall. However, electrons and pions emanating from the target with the same momentum as the antiprotons, but much more numerous, accompanied these through the injection line into the AA ring. The pions decayed with a half-time corresponding to approximately a revolution period (540 ns), whereas the electrons lost energy through synchrotron radiation and ended up on the vacuum chamber wall. Electrons and pions produced the dominant component of the radiation level in the hall and the control room. With operation times far exceeding original expectations, the AA had to be buried under concrete shielding in order to reduce the radiation level by an order of magnitude.

Leadership, Medication Administration, and Knowledge Retention: A Quality Improvement Project

Science.gov (United States)

Treister, Pamela

2017-01-01

A leadership and quality improvement project was undertaken in order to assist undergraduate baccalaureate nursing students in knowledge retention for medication administration during their senior semester in nursing school. Specific changes in curriculum were implemented to assist these undergraduate baccalaureate nursing students at a suburban…

Obesity is a significant susceptibility factor for idiopathic AA amyloidosis.

Science.gov (United States)

Blank, Norbert; Hegenbart, Ute; Dietrich, Sascha; Brune, Maik; Beimler, Jörg; Röcken, Christoph; Müller-Tidow, Carsten; Lorenz, Hanns-Martin; Schönland, Stefan O

2018-03-01

To investigate obesity as susceptibility factor in patients with idiopathic AA amyloidosis. Clinical, biochemical and genetic data were obtained from 146 patients with AA amyloidosis. Control groups comprised 40 patients with long-standing inflammatory diseases without AA amyloidosis and 56 controls without any inflammatory disease. Patients with AA amyloidosis had either familial Mediterranean fever (FMF) or long-standing rheumatic diseases as underlying inflammatory disease (n = 111, median age 46 years). However, in a significant proportion of patients with AA amyloidosis no primary disease was identified (idiopathic AA; n = 37, median age 60 years). Patients with idiopathic AA amyloidosis were more obese and older than patients with AA amyloidosis secondary to FMF or rheumatic diseases. Serum leptin levels correlated with the body mass index (BMI) in all types of AA amyloidosis. Elevated leptin levels of more than 30 µg/l were detected in 18% of FMF/rheumatic + AA amyloidosis and in 40% of patients with idiopathic AA amyloidosis (p = .018). Finally, the SAA1 polymorphism was confirmed as a susceptibility factor for AA amyloidosis irrespective of the type of the disease. Obesity, age and the SAA1 polymorphism are susceptibility factors for idiopathic AA amyloidosis. Recent advances in treatment of FMF and rheumatic disorders will decrease the incidence of AA amyloidosis due to these diseases. Idiopathic AA, however, might be an emerging problem in the ageing and increasingly obese population.

Chaotic....!! Active and Engaged. Effects of an active learning classroom on student retention and engagement.

Science.gov (United States)

Palsole, S.; Serpa, L. F.

2014-12-01

Scientific literacy has been defined as the foremost challenge of this decade (AAAS, 2012). The Geological Society of American in its position statement postis that due to the systemic nature of the discipline of earth science, it is the most effective way to engage students in STEM disciplines. Given that the most common place for exposure to earth sciences is at the freshman level for non majors, we decided to transform a freshman introductory geology course to an active, student centered course, using an inquiry based approach. Our focus was to ensure the students saw the earth sciences as broadly applicative field, and not an esoteric science. To achieve this goal, we developed a series of problems that required the students to apply the concepts acquired through their self guided learning into the different topics of the course. This self guided learning took the form of didactic content uploaded into the learning management system (the various elements used to deliver the content were designed video clips, short text based lectures, short formative assessments, discussion boards and other web based discovery exercises) with the class time devoted to problem solving. A comparison of student performance in the active learning classroom vs. a traditional classroom as measured on a geoscience concept inventory (the questions were chosen by a third party who was not teaching either courses) showed that the the students in the active learning classroom scored 10% higher on the average in comparison to the traditional class. In addition to this heightened performance, the students in the active classroom also showed a higher degree of content retention 8 weeks after the semester had ended. This session will share the design process, some exercises and efficacy data collected.

Factors Influencing Retention Among Part-Time Clinical Nursing Faculty.

Science.gov (United States)

Carlson, Joanne S

This study sought to determine job characteristics influencing retention of part-time clinical nurse faculty teaching in pre-licensure nursing education. Large numbers of part-time faculty are needed to educate students in the clinical setting. Faculty retention helps maintain consistency and may positively influence student learning. A national sample of part-time clinical nurse faculty teaching in baccalaureate programs responded to a web-based survey. Respondents were asked to identify the primary reason for wanting or not wanting to continue working for a school of nursing (SON). Affinity for students, pay and benefits, support, and feeling valued were the top three reasons given for continuing to work at an SON. Conflicts with life and other job responsibilities, low pay, and workload were the top three reasons given for not continuing. Results from this study can assist nursing programs in finding strategies to help reduce attrition among part-time clinical faculty.

Utilization of wheat straw for the preparation of coated controlled-release fertilizer with the function of water retention.

Science.gov (United States)

Xie, Lihua; Liu, Mingzhu; Ni, Boli; Wang, Yanfang

2012-07-18

With the aim of improving fertilizer use efficiency and minimizing the negative impact on the environment, a new coated controlled-release fertilizer with the function of water retention was prepared. A novel low water solubility macromolecular fertilizer, poly(dimethylourea phosphate) (PDUP), was "designed" and formulated from N,N'-dimethylolurea (DMU) and potassium dihydrogen phosphate. Simultaneously, an eco-friendly superabsorbent composite based on wheat straw (WS), acrylic acid (AA), 2-acryloylamino-2-methyl-1-propanesulfonic acid (AMPS), and N-hydroxymethyl acrylamide (NHMAAm) was synthesized and used as the coating to control the release of nutrient. The nitrogen release profile and water retention capacity of the product were also investigated. The degradation of the coating material in soil solution was studied. Meanwhile, the impact of the content of N-hydroxymethyl acrylamide on the degradation extent was examined. The experimental data showed that the product with good water retention and controlled-release capacities, being economical and eco-friendly, could be promising for applications in agriculture and horticulture.

Experimental immunologically mediated aplastic anemia (AA) in mice: cyclosporin A fails to protect against AA

International Nuclear Information System (INIS)

Knospe, W.H.; Steinberg, D.; Gratwohl, A.; Speck, B.

1984-01-01

Immunologically mediated aplastic anemia (AA) in mice was induced by the i.v. injection of 10(7) lymph node cells (LNC) from H-2k identical but Mls mismatched CBA/J donor mice into previously irradiated (600 rad total body gamma) C3H/HeJ mice. Cyclosporin A (CsA), 25 mg/kg, was administered subcutaneously from day -1 to day 30. Control mice included C3H/HeJ mice which received 600 rad alone, C3H/HeJ mice which received 600 rad plus CsA as above, and C3H/HeJ mice which received 600 rad total body irradiation followed by 10(7) LNC from CBA/J donors. CsA failed to prevent lethal AA. These results suggest that the pathogenetic mechanisms operating in immunologically mediated AA differ from the mechanisms operating in rodents transplanted with allogeneically mismatched marrow or spleen cells which develop graft-versus-host disease. The results are consistent with a non-T cell-dependent mechanism causing the AA

Process and outcomes evaluation of retention strategies within a nursing workforce diversity project.

Science.gov (United States)

Escallier, Lori A; Fullerton, Judith T

2009-09-01

A commitment to enhancing the diversity of the nursing workforce is reflected in the recruitment and retention strategies designed by Stony Brook University with support of a grant received from the Department of Health and Human Services, Health Resources and Services Administration. Three specific student retention strategies are evaluated in terms of their influence on student inclusion and promotion of student success. A review of the cultural competence of teaching and learning strategies and the promotion of cultural self-awareness underpinned these strategies. A mentorship program designed to provide individual support for students, particularly for those engaged in distance learning, proved to be challenging to implement and underused by students. Students found other means of support in their workplace and through individual connections with the faculty. Instructional programs that enhanced individual skills in the use of computer hardware and software were particularly effective in promoting student success.

The Antiproton Accumulator (AA)

CERN Multimedia

1980-01-01

A section of the AA where the dispersion (and hence the horizontal beam size) is large. One can distinguish (left to right): A large vacuum-tank, a quadrupole (QDN09*), a bending magnet (BST08), another vacuum-tank, a wide quadrupole (QFW08) and (in the background) a further bending magnet (BST08). The tanks are covered with heating tape for bake-out. The tank left of QDN09 contained the kickers for stochastic pre-cooling (see 790621, 8002234, 8002637X), the other one served mainly as vacuum chamber in the region where the beam was large. Peter Zettwoch works on QFW08. * see: H. Koziol, Antiproton Accumulator Parameter List, PS/AA/Note 84-2 (1984) See under 7911303, 7911597X, 8004261 and 8202324. For photos of the AA in different phases of completion (between 1979 and 1982) see: 7911303, 7911597X, 8004261, 8004608X, 8005563X, 8005565X, 8006716X, 8006722X, 8010939X, 8010941X, 8202324, 8202658X, 8203628X .

Amino acid utilization and body composition of growing pigs fed processed soybean meal or rapeseed meal with or without amino acid supplementation.

Science.gov (United States)

Hulshof, T G; van der Poel, A F B; Hendriks, W H; Bikker, P

2017-07-01

Feed ingredients used in swine diets are often processed to improve nutritional value. However, (over-)processing may result in chemical reactions with amino acids (AAs) that decrease their ileal digestibility. This study aimed to determine effects of (over-)processing of soybean meal (SBM) and rapeseed meal (RSM) on post-absorptive utilization of ileal digestible AAs for retention and on body AA composition of growing pigs. Soybean meal and RSM were processed by secondary toasting in the presence of lignosulfonate to obtain processed soybean meal (pSBM) and processed rapeseed meal (pRSM). Four diets contained SBM, pSBM, RSM or pRSM as sole protein source. Two additional diets contained pSBM or pRSM and were supplemented with crystalline AA to similar standardized ileal digestible (SID) AA level as the SBM or RSM diet. These diets were used to verify that processing affected AA retention by affecting ileal AA digestibility rather than post-absorptive AA utilization. The SID AA levels of the protein sources were determined in a previous study. In total, 59 pigs were used (initial BW of 15.6±0.7 kg) of which five were used to determine initial body composition at the start of the experiment. In total, 54 pigs were fed one of six experimental diets and were slaughtered at a BW of 40 kg. The organ fraction (i.e. empty organs plus blood) and carcass were analyzed separately for N and AA content. Post-absorptive AA utilization was calculated from AA retention and SID AA intake. An interaction between diet type, comprising effects of processing and supplementing crystalline AA, and protein source was observed for CP content in the organ fraction, carcass and empty body and for nutrient retention. Processing reduced CP content and nutrient retention more for SBM than for RSM. Moreover, processing reduced (P<0.001) the lysine content in the organ fraction for both protein sources. Supplementing crystalline AA ameliorated the effect of processing on these variables. Thus

Dissimilar friction stir welds in AA5083-AA6082: The effect of process parameters on residual stress

International Nuclear Information System (INIS)

Steuwer, A.; Peel, M.J.; Withers, P.J.

2006-01-01

The effect of tool traverse and rotation speeds on the residual stresses are quantified for welds between non-age-hardening AA5083 and age-hardening AA6082 and compared to single alloy joints made from each of the two constituents. The residual stresses have been characterised non-destructively by neutron diffraction and synchrotron X-ray diffraction. The region around the weld line was characterised by significant tensile residual stress fields which are balanced by compressive stresses in the parent material. The rotation speed of the tool has been found to have a substantially greater influence than the transverse speed on the properties and residual stresses in the welds, particularly on the AA5083 side where the location of the peak stress moves from the stir zone to beyond the edge of the tool shoulder. The changes in residual stress are related to microstructural and hardness changes as determined in a previous study . In particular the larger stresses under the weld tool on the AA5083 side compared to the AA6082 side are related to a transient reduction in yield stress due to dissolution of the hardening precipitates during welding prior to natural aging after welding

Ascorbic acid (AA) metabolism in protection against radiation damage

International Nuclear Information System (INIS)

Rose, R.C.; Koch, M.J.

1986-01-01

The possibility is considered that AA protects tissues against radiation damage by scavenging free radicals that result from radiolysis of water. A physiologic buffer (pH 6.7) was incubated with 14 C-AA and 1 mM thiourea (to slow spontaneous oxidation of AA). Aliquots were assayed by HPLC and scintillation spectrometry to identify the 14 C-label. Samples exposed to Cobalt-60 radiation had a half time of AA decay of 30 minutes) indicating that AA scavenges radiation-induced free radicals and forms the ascorbate free radical (AFR). Pairs of 14 C-AFR disproportionate, with the net effect of 14 C-dehydroascorbic acid formation from 14 C-AA. Having established that AFR result from ionizing radiation in an aqueous solution, the possibility was evaluated that a tissue factor reduces AFR. Cortical tissue from the kidneys of male rats was minced, homogenized in buffer and centrifuged at 8000 xg. The supernatant was found to slow the rate of radiation-induced AA degradation by > 90% when incubated at 23 0 C in the presence of 15 μM 14 C-AA. Samples of supernatant maintained at 100 0 C for 10 minutes or precipitated with 5% PCA did not prevent radiation-induced AA degradation. AA may have a specific role in scavenging free radicals generated by ionizing radiation and thereby protect body tissues

Influencia de los parámetros de la soldadura metálica fría en las aleaciones AA5083 y AA6061//Influence of the colt metal welding parameters on the AA5083 and AA6061 aluminum

Directory of Open Access Journals (Sweden)

René Eduardo de‐Luna‐Alanís

2015-01-01

Full Text Available El trabajo tuvo como objetivo evaluar la influencia de la velocidad de la soldadura y de las correcciones del arco y pulso en el proceso de Transferencia Metálica Fría sobre las propiedades mecánicas de las aleaciones AA5083 y AA6061. Se desarrolló un diseño experimental de tipo factorial multinivel, con 4 factores independientes (Corrección de Arco, Pulso, Velocidad de Soldadura y Aleación. Los parámetros fundamentales fueron: Corriente de base 250 A; Voltaje de arco 21 V y Polaridad (Direct current electrode positive, DCEP. La evaluación se realizó a través de un ensayo de tracción transversal sobre probetas planas obtenidas de los cupones soldados. Se demuestra que el modelo aplicado es adecuado, revelándose en los experimentos diferencias sustanciales en las propiedades Tensión de fluencia 29,56 %, Módulo de elasticidad 51,16 % y Trabajo específico de deformación elástica 42,30 %, el cual no posee una dependencia lineal con elresto de las propiedades anteriores.Palabras claves: transferencia metálica fría, aleación AA5083, aleación AA6061, propiedades mecánicas._______________________________________________________________________________AbstractThe work objective was to evaluatethe influence of Cold Metal Transfer process arc and pulse corrections and welding speed on the mechanical properties of AA5083 and AA6061 aluminum alloys. For it, a Factorial Multilevel experimental design whit 4 independent factor (arc correction, pulse correction, welding speed and alloy was developed. The essential welding parameters employed were: base current 250 A; arc voltage 21 V and polarity (DCEP. The evaluation was made whit a transverse traction test of plate welded coupons. The experimental model applied wasadequate and substantial differences was showed between yield tensile strength 29,56 %, elasticity module (51,16 % and specific work of elastic deformation 42,30 %, which it does not possess a lineal dependence whit the rest

AAS 227: Day 1

Science.gov (United States)

Kohler, Susanna

2016-01-01

Editors Note:This week were at the 227th AAS Meeting in Kissimmee, FL. Along with several fellow authors from astrobites.com, I will bewritingupdates on selectedevents at themeeting and posting at the end of each day. Follow along here or at astrobites.com, or catch ourlive-tweeted updates from the @astrobites Twitter account. The usual posting schedule for AAS Nova will resumenext week.Things kicked off last night at our undergraduate reception booth. Thanks to all of you who stopped by we were delightedto have so many people tell us that they already know about and useastrobites, and we were excited to introduce a new cohort of students at AAS to astrobites for the first time.Tuesday morning was the official start of the meeting. Here are just a few of the talks and workshops astrobiters attended today.Opening Address (by Becky Smethurst)The President of the AAS, aka our fearless leader Meg Urry kicked off the meeting this morning at the purely coffee powered hour of 8am this morning. She spoke about the importance of young astronomers at the meeting (heres looking at you reader!) and also the importance of the new Working Group for Accessibility and Disabilities (aka WGAD pronounced like wicked) at the AAS. The Society has made extra effort this year to make the conference accessible to all,a message which was very well received by everyone in attendance.Kavli Lecture: New Horizons Alan Stern (by Becky Smethurst)We were definitely spoilt with the first Plenary lecture at this years conference Alan Stern gave us a a review of the New Horizons mission of the Pluto Fly By (astrobites covered the mission back in July with this post). We were treated to beautiful images, wonderful results and a foray into geology.Before (Hubble) and after #NewHorizons. #thatisall #science #astro alanstern #aas227 pic.twitter.com/kkMt6RsSIR Science News (@topsciencething) January 5, 2016Some awesome facts from the lecture that blew my mind:New Horizons is now 2AU (!) beyond Pluto

Patient retention at dental school clinics: a marketing perspective.

Science.gov (United States)

Makarem, Suzanne C; Coe, Julie M

2014-11-01

The purpose of this investigation was to examine the drivers of patient retention at dental school clinics from a services marketing perspective. An analysis of patient characteristics at Virginia Commonwealth University School of Dentistry, screened between August 2010 and July 2011 (N=3604), was performed using descriptive statistics, cross-tabulations, and a binary logistic regression. The main findings were that 42 percent of patients in the study were retained and that no response to communication efforts (36 percent) and financial problems (28 percent) constituted the most common reasons for non-retention. Older age, having insurance, and living within a sixty-mile radius were significant drivers of retention (pskills to better service them, and consequently increasing retention. This will lead to providing a continuum of care and student education and to ensuring the sustainability and quality of the school's educational programs.

Redundancy Effect on Retention of Vocabulary Words Using Multimedia Presentation

Science.gov (United States)

Samur, Yavuz

2012-01-01

This study was designed to examine the effect of the redundancy principle in a multimedia presentation constructed for foreign language vocabulary learning on undergraduate students' retention. The underlying hypothesis of this study is that when the students are exposed to the material in multiple ways through animation, concurrent narration,…

Successfully Transitioning from the AA-MAS to the General Assessment. NCEO Policy Directions. Number 22

Science.gov (United States)

Lazarus, Sheryl; Thurlow, Martha; Christensen, Laurene; Shyyan, Vitaliy

2014-01-01

Federal policy initiatives such as the flexibility waivers for accountability are requiring that states transition away from the use of an alternate assessment based on modified achievement standards (AA-MAS). It is expected that those students who had participated in that assessment will instead participate in the state's general assessment (or a…

Side effects of AAS abuse: an overview.

Science.gov (United States)

Turillazzi, E; Perilli, G; Di Paolo, M; Neri, M; Riezzo, I; Fineschi, V

2011-05-01

Anabolic - androgenic steroids (AAS) were originally developed to promote growth of skeletal muscle. AAS abuse is commonly associated with bodybuilders, weightlifters, and other athletes. The issue of AAS toxicity is not yet completely understood since the adverse effects outline a varied scenario with side effects reported affecting many organs and systems in humans. The true incidence of AAS related medical problems is not known, due to several drawbacks in human studies. The entity of side effects depends on the sex, the dose, the duration of treatment, whether they are taken during exercise training or under sedentary conditions, and the susceptibility of the individuals themselves to androgen exposure partly depending on genetic factors. Both the acute and the chronic effects can lead to toxicity, but generally the serious and even fatal effects depend on the time and the duration of AAS administration. A limitation of human studies is represented by the fact that information about the intake of steroids are, generally, self reported and it is hardly possible to assess the exact dosage. AAS are often used in combination with other dugs or substances, so it is difficult to separate their toxic effects from those caused by the other drugs abused. Hence experimental studies conducted on animal models are mandatory to investigate the mechanisms underlying to AAS toxicity and the organ alterations due to these substances. Finally, clinicians should be aware of the complex and varied pattern of toxicity so as to be able to perform correct diagnoses and treatments.

The effect of using an audience response system on learning, motivation and information retention in the orthodontic teaching of undergraduate dental students: a cross-over trial.

Science.gov (United States)

Dhaliwal, Harmeet Kaur; Allen, Mark; Kang, Jing; Bates, Claire; Hodge, Trevor

2015-06-01

New methods of teaching and learning are constantly being sought in the adult learning environment. Audience Response Systems (ARS) have been used in many different learning environments, especially in the field of medical education. The objective of this investigation was to ascertain the effect of ARS use in undergraduate teaching in a UK dental school. A cross-over clustered randomized educational trial. Leeds Dental Institute. Year 4 undergraduate dental students in orthodontics. Students at Leeds Dental Institute were taught two different topics within the curriculum to test the use of ARS in a cross-over trial. A questionnaire was delivered to the test (ARS) and control (non-ARS) groups. The response rate to the questionnaires was 89·5% (test group) and 82·9% (control group). The ARS enabled students to perform better as shown by knowledge retention (P = 0·013). Students found the seminar more interesting (P = 0·013), easier to concentrate (P = 0·025) and easier to participate in (P = 0·020) when ARS was used. When ARS was used, students were more able to answer questions (P<0·0001), were more likely to prepare for the seminar (P<0·0001) and significantly preferred using ARS (P<0·0001). ARS was found to significantly improve student concentration and participation in small group seminar teaching and significantly improved knowledge retention. ARS may be useful in facilitating orthodontic teaching in the future.

A Nursing Workforce Diversity Project: Strategies for Recruitment, Retention, Graduation, and NCLEX-RN Success.

Science.gov (United States)

Murray, Ted A; Pole, David C; Ciarlo, Erica M; Holmes, Shearon

2016-01-01

The purpose of this article is to describe a collaborative project designed to recruit and retain students from underrepresented minorities and disadvantaged backgrounds into nursing education. Ethnic minorities remain underrepresented in the nursing workforce in comparison to the general population. The numbers of minorities enrolled in nursing education programs are insufficient to meet the health care workforce diversity needs of the future. High school students were provided with a preprofessional education program to prepare them for admission into a nursing program. Retention strategies were implemented for newly admitted and enrolled nursing education students. Twenty-one high school students enrolled in a nursing education program. The students enrolled in the nursing education program graduated and passed the licensure examination. Early recruitment and multiprong retention programs can be successful in diversifying the registered nurse workforce.

First circulating beam in the AA

CERN Multimedia

CERN PhotoLab

1980-01-01

On 3 July 1980, two years after project authorization, beam circulated for the first time in the AA. It was a 3.56 GeV/c proton test beam. We see an expecting crowd, minutes before the happy event. The persons are too numerous to name them all, but the 3 most prominent ones are at the centre (left to right): Roy Billinge (Joint AA Project Leader, with his hand on the control box), Eifionydd Jones (white shirt), Simon van der Meer (spiritus rector and Joint AA Project Leader). The first antiprotons were injected, made to circulate and cooled soon after, on 14 July 1980.

Computer game-based and traditional learning method: a comparison regarding students’ knowledge retention

Directory of Open Access Journals (Sweden)

Rondon Silmara

2013-02-01

Full Text Available Abstract Background Educational computer games are examples of computer-assisted learning objects, representing an educational strategy of growing interest. Given the changes in the digital world over the last decades, students of the current generation expect technology to be used in advancing their learning requiring a need to change traditional passive learning methodologies to an active multisensory experimental learning methodology. The objective of this study was to compare a computer game-based learning method with a traditional learning method, regarding learning gains and knowledge retention, as means of teaching head and neck Anatomy and Physiology to Speech-Language and Hearing pathology undergraduate students. Methods Students were randomized to participate to one of the learning methods and the data analyst was blinded to which method of learning the students had received. Students’ prior knowledge (i.e. before undergoing the learning method, short-term knowledge retention and long-term knowledge retention (i.e. six months after undergoing the learning method were assessed with a multiple choice questionnaire. Students’ performance was compared considering the three moments of assessment for both for the mean total score and for separated mean scores for Anatomy questions and for Physiology questions. Results Students that received the game-based method performed better in the pos-test assessment only when considering the Anatomy questions section. Students that received the traditional lecture performed better in both post-test and long-term post-test when considering the Anatomy and Physiology questions. Conclusions The game-based learning method is comparable to the traditional learning method in general and in short-term gains, while the traditional lecture still seems to be more effective to improve students’ short and long-term knowledge retention.

Risk for Sleep Disorder Measured during Students' First College Semester May Predict Institutional Retention and Grade Point Average over a 3-Year Period, with Indirect Effects through Self-Efficacy

Science.gov (United States)

Gaultney, Jane F.

2016-01-01

The present study used a validated survey to assess freshmen college students' sleep patterns and risk for sleep disorders and then examined associations with retention and grade point average (GPA) over a 3-year period. Students at risk for a sleep disorder were more likely to leave the institution over the 3-year period, although this…

(PCL/AA) hydrogel for controlled drug delivery

Indian Academy of Sciences (India)

Administrator

applications, (iii) dental applications, (iv) injectable polymers, (v) ... PCL with AA grafted PCL(PCL-g-AA) on the structure ... porosity. Structure, morphology and crystallinity of PCL/ .... X-ray diffraction patterns were recorded, in reflection,.

Comparison of calculated and experimentally determined SID of CP and AA in complex diets differing in AA contents for grower finisher pigs.

Science.gov (United States)

Büsing, K; Berk, A; Müller, S; Kieckhäven, S; Krüger, K; Zeyner, A

2017-10-01

In practice, the content of standardized ileal digestible AA in complex feeds for pigs is calculated on the basis of tabulated values for individual feedstuffs. It comes into question, however, whether this truly reflects an accurate content based upon the estimate made for the individual feedstuffs. The objective of this study was to compare standardized ileal digestibility (SID) of crude protein (CP) and selected AA in complex feeds for grower and finisher pigs either calculated or experimentally determined. Six diets with increasing AA levels were prepared for grower (BW from 30 to 70 kg) and finisher (BW from 70 to 120 kg) feed. Crystalline L-lys, DL-met and L-thr were added to both diets, L-trp and L-val only to the grower feed. SID of both CP and AA was calculated from feed tables and experimentally determined in six adult minipigs (MINILEWE) with ileorectal anastomosis. With increasing AA levels, experimentally determined SID of supplemented AA increased (p AA via tabulated values for individual feedstuffs, however, seems to be acceptable for practical use. Journal of Animal Physiology and Animal Nutrition © 2017 Blackwell Verlag GmbH.

Comparing Performance Standards on the Retention of Words Read Correctly per Minute

Science.gov (United States)

Kubina, Richard M., Jr.; Amato, Janelle; Schwilk, Christopher L.; Therrien, William J.

2008-01-01

To measure retention of oral reading fluency, three students attending a learning support classroom used a repeating reading strategy with two passages. Each student read one passage to a high performance standard and the other passage to a lower performance standard. Results show it took the students more practice to reach the higher performance…

Dicty_cDB: FC-AA02 [Dicty_cDB

Lifescience Database Archive (English)

Full Text Available FC (Link to library) FC-AA02 (Link to dictyBase) - - - Contig-U16527-1 FC-AA02Z (Li...nk to Original site) - - FC-AA02Z 458 - - - - Show FC-AA02 Library FC (Link to library) Clone ID FC-AA02 (Link to dic...linum small subunit ribosomal RNA gene, partial sequence. 149 2e-47 2 AY179984 |AY179984.1 Uncultured alveo... CP000930_2283( CP000930 |pid:none) Heliobacterium modesticaldum Ic... 33 2.3 AP009386_1894( AP009386 |pid:none) Burkholderia multi... EU955514 |pid:none) Zea mays clone 1535262 hypothetica... 50 2e-05 BA000023_1285

Preparation and Properties of a Novel Semi-IPN Slow-Release Fertilizer with the Function of Water Retention.

Science.gov (United States)

Xiang, Yang; Ru, Xudong; Shi, Jinguo; Song, Jiang; Zhao, Haidong; Liu, Yaqing; Guo, Dongdong; Lu, Xin

2017-12-20

A new semi-interpenetrating polymer network (semi-IPN) slow-release fertilizer (SISRF) with water absorbency, based on the kaolin-g-poly(acrylic acid-co-acrylic amide) (kaolin-g-P(AA-co-AM)) network and linear urea-formaldehyde oligomers (UF), was prepared by solution polymerization. Nutrients phosphorus and potassium were supplied by adding dipotassium hydrogen phosphate during the preparation process. The structure and properties of SISRF were characterized by various characterization methods. SISRF showed excellent water absorbency of 68 g g -1 in tap water. The slow-release behavior of nutrients and water-retention capacity of SISRF were also measured. Meanwhile, the swelling kinetics was well described by a pseudo-second-order kinetics model. Results suggested the formation of SISRF with simultaneously good slow-release and water-retention capacity, which was expected to apply in modern agriculture and horticulture.

Lamination sheet of AA BST magnet

CERN Multimedia

CERN PhotoLab

1979-01-01

The AA had 2 types of bending magnets: BLG (window-frame, long and narrow)and BST (H-type, short and wide). The BST had a very wide aperture, 0.564 m of "good field". To demonstrate the size, the petite AA secretary, Val Mansfield, poses with a lamination sheet. See also 7811105, 7906163, 8006050.

Geomagnetic aa Indices

Data.gov (United States)

National Oceanic and Atmospheric Administration, Department of Commerce — The geomagnetic aa indices are the continuation of the series beginning in the year 1868. A full description of these indices is given in the International...

Effect of Retention in Elementary Grades on Grade 9 Motivation for Educational Attainment

Science.gov (United States)

Cham, Heining; Hughes, Jan N.; West, Stephen G.; Im, Myung Hee

2014-01-01

This study investigated the effect of grade retention in elementary school on students’ motivation for educational attainment in grade 9. We equated retained and promoted students on 67 covariates assessed in grade 1 through propensity score weighting. Retained students (31.55%, nretained = 177) and continuously promoted students (68.45%, npromoted = 384) were compared on the bifactor model of motivation for educational attainment (Cham, Hughes, West, & Im, 2014). This model consists of a General factor (student’s overall motivation for educational attainment), and three specific factors: student perceived Teacher Educational Expectations, Peer Educational Aspirations, and Value of Education. Measurement invariance between retained and promoted groups was established. Retained students scored significantly higher than promoted students on each specific factor but not on the General factor. Results showed that the retained and promoted students did not significantly differ on the General factor. The retained students had significantly higher scores on each specific factor than the promoted students. The results suggested that grade retention may not have the negative effects so widely assumed in the published literature; it is an expensive intervention with minimal evidence of benefits to the retained student. PMID:25636258

[AA amyloidosis: a little-known complication of chronic leg ulcer].

Science.gov (United States)

Waton, J; Fays-Michel, S; Chandeclerc, M L; Corby, S; Cuny, J F; Barbaud, A; Schmutz, J-L

2008-02-01

AA amyloidosis, secondary to inflammatory chronic diseases like rheumatoid arthritis, is often complicated by renal failure. Chronic inflammatory dermatoses constitute rare causes of AA amyloidosis. We describe two cases of AA amyloidosis discovered after renal failure in patients presenting leg ulcers for several years. AL amyloidosis was suspected in both cases because of a history of monoclonal gammopathy in one patient and of plasmocytoma in the other. The diagnosis of AA amyloidosis was confirmed on renal histology through the detection of AA antibodies in amyloid deposits. No extrarenal amyloidosis was seen in either patient and there were no inflammatory diseases other than chronic leg ulcers. AA amyloidosis is caused by serum amyloid protein A (SAA), a reactive inflammatory protein. AA amyloidosis is thus caused by chronic inflammatory diseases, but only rarely by cutaneous inflammatory diseases. To our knowledge, the literature contains only seven other published cases of AA amyloidosis secondary to chronic leg ulcers. A review of the literature does not indicate whether cure of ulcers has any effect on the accompanying renal failure. We imagine that AA amyloidosis secondary to leg ulcer is in fact under-diagnosed. However, since the first specific treatment for AA amyloidosis is currently being evaluated by the Food and Drug Administration, it is essential that this serious complication of chronic leg ulcers be widely recognised.

In Their Own Voices: Latino Student Retention

Science.gov (United States)

Longerbeam, Susan D.; Sedlacek, William E.; Alatorre, Helen M.

2004-01-01

In a study of 2,991 college students, researchers found significant differences between Latino and non-Latino students using MANOVA and chi-square statistics. Latino students were more likely to embrace diversity than non-Latino students, and were more likely to be concerned about financing their college educations. In addition, they were more…

Enhancing retention of partial dentures using elastomeric retention rings

Directory of Open Access Journals (Sweden)

Kakkirala Revathi

2015-01-01

Full Text Available This report presents an alternative method for the retention of partial dentures that relies on the engagement of tooth undercuts by a lining material. The lab procedures are also presented. A new maxillary and mandibular acrylic partial dentures were fabricated using elastomeric retention technique for a partially dentate patient. A partially dentate man reported difficulty in retaining his upper removable partial denture (RPD. The maxillary RPD was designed utilizing elastomeric retention technique. During follow-up, it was necessary to replace the retention rings due to wear. The replacement of the retention rings, in this case, was done through a chairside reline technique. Elastomeric retention technique provides exceptionally good retention can be indicated to stabilize, cushion, splint periodontally involved teeth, no enough undercut for clasps, eliminate extractions, single or isolated teeth.

Very long-term retention of basic science knowledge in doctors after graduation.

Science.gov (United States)

Custers, Eugène J F M; Ten Cate, Olle T J

2011-04-01

Despite frequent complaints that biomedical knowledge is quickly forgotten after it has been learned, few investigations of actual long-term retention of basic science knowledge have been conducted in the medical domain. Our aim was to illuminate the long-term retention of basic science knowledge, particularly of unrehearsed knowledge. Using a cross-sectional study design, medical students and doctors in the Netherlands were tested for retention of basic science knowledge. Relationships between retention interval and proportion of correct answers on a knowledge test were investigated. The popular notion that most of basic science knowledge is forgotten shortly after graduation is not supported by our findings. With respect to the full test scores, which reflect a composite of unrehearsed and rehearsed knowledge, performance decreased from approximately 40% correct answers for students still in medical school, to 25-30% correct answers for doctors after many years of practice. When rehearsal during the retention interval is controlled for, it appears that little knowledge is lost for 1.5-2 years after it was last used; from then on, retention is best described by a negatively accelerated (logarithmic) forgetting curve. After ≥ 25 years, retention levels were in the range of 15-20%. Conclusions about the forgetting of unrehearsed knowledge in this study are in line with findings reported in other domains: it proceeds in accordance with the Ebbinghaus curve for meaningful material, except that in our findings the 'downward' part appears to start later than in most other studies. The limitations of the study are discussed and possible ramifications for medical education are proposed. © Blackwell Publishing Ltd 2011.

Abia, AA

African Journals Online (AJOL)

Abia, AA. Vol 4, No 6 (2010) - Articles Studies on the kinetics and intraparticle diffusivities of BOD, colour and TSS reduction from palm oil mill effluent (POME) using boiler fly ash. Abstract PDF. ISSN: 1996-0786. AJOL African Journals Online. HOW TO USE AJOL... for Researchers · for Librarians · for Authors · FAQ's · More ...

Microsolvation of the acetanilide cation (AA(+)) in a nonpolar solvent: IR spectra of AA(+)-L(n) clusters (L = He, Ar, N2; n ≤ 10).

Science.gov (United States)

Schmies, Matthias; Patzer, Alexander; Schütz, Markus; Miyazaki, Mitsuhiko; Fujii, Masaaki; Dopfer, Otto

2014-05-07

Infrared photodissociation (IRPD) spectra of mass-selected cluster ions of acetanilide (N-phenylacetamide), AA(+)-Ln, with the ligands L = He (n = 1-2), Ar (n = 1-7), and N2 (n = 1-10) are recorded in the hydride stretch (amide A, νNH, νCH) and fingerprint (amide I-III) ranges of AA(+) in its (2)A'' ground electronic state. Cold AA(+)-Ln clusters are generated in an electron impact ion source, which predominantly produces the most stable isomer of a given cluster ion. Systematic vibrational frequency shifts of the N-H stretch fundamentals (νNH) provide detailed information about the sequential microsolvation process of AA(+) in a nonpolar (L = He and Ar) and quadrupolar (L = N2) solvent. In the most stable AA(+)-Ln clusters, the first ligand forms a hydrogen bond (H-bond) with the N-H proton of trans-AA(+) (t-AA(+)), whereas further ligands bind weakly to the aromatic ring (π-stacking). There is no experimental evidence for complexes with the less stable cis-AA(+) isomer. Quantum chemical calculations at the M06-2X/aug-cc-pVTZ level confirm the cluster growth sequence derived from the IR spectra. The calculated binding energies of De(H) = 720 and 1227 cm(-1) for H-bonded and De(π) = 585 and 715 cm(-1) for π-bonded Ar and N2 ligands in t-AA(+)-L are consistent with the observed photofragmentation branching ratios of AA(+)-Ln. Comparison between charged and neutral AA((+))-L dimers indicates that ionization switches the preferred ion-ligand binding motif from π-stacking to H-bonding. Electron removal from the HOMO of AA(+) delocalized over both the aromatic ring and the amide group significantly strengthens the C[double bond, length as m-dash]O bond and weakens the N-H bond of the amide group.

Effect of retention in elementary grades on grade 9 motivation for educational attainment.

Science.gov (United States)

Cham, Heining; Hughes, Jan N; West, Stephen G; Im, Myung Hee

2015-02-01

This study investigated the effect of grade retention in elementary school on students' motivation for educational attainment in grade 9. We equated retained and promoted students on 67 covariates assessed in grade 1 through propensity score weighting. Retained students (31.55%, nretained=177) and continuously promoted students (68.45%, npromoted=384) were compared on the bifactor model of motivation for educational attainment (Cham, Hughes, West & Im, 2014). This model consists of a General factor (student's overall motivation for educational attainment), and three specific factors: student perceived Teacher Educational Expectations, Peer Educational Aspirations, and Value of Education. Measurement invariance between retained and promoted groups was established. Retained students scored significantly higher than promoted students on each specific factor but not on the General factor. Results showed that the retained and promoted students did not significantly differ on the General factor. The retained students had significantly higher scores on each specific factor than those of the promoted students. The results suggested that grade retention may not have the negative effects so widely assumed in the published literature; it is an expensive intervention with minimal evidence of benefits to the retained student. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

The Impact of Educational Games-Based iPad Applications on the Development of Social Studies Achievement and Learning Retention among Sixth Grade Students in Jeddah

Science.gov (United States)

Najmuldeen, Hanan A.

2017-01-01

The present study aims to evaluate the impact of educational games-based iPad applications on the development of social studies achievement and learning retention. Sample consisted of (48) sixth grade primary students in Jeddah. The author adopted Quasi-experimental design of the experimental and control groups. She also provided the teacher a…

End-task versus in-task feedback to increase procedural learning retention during spinal anaesthesia training of novices.

Science.gov (United States)

Lean, Lyn Li; Hong, Ryan Yee Shiun; Ti, Lian Kah

2017-08-01

Communication of feedback during teaching of practical procedures is a fine balance of structure and timing. We investigate if continuous in-task (IT) or end-task feedback (ET) is more effective in teaching spinal anaesthesia to medical students. End-task feedback was hypothesized to improve both short-term and long-term procedural learning retention as experiential learning promotes active learning after encountering errors during practice. Upon exposure to a 5-min instructional video, students randomized to IT or ET feedbacks were trained using a spinal simulator mannequin. A blinded expert tested the students using a spinal anaesthesia checklist in the short term (immediate) and long-term (average 4 months). Sixty-five students completed the training and testing. There were no differences in demographics of age or gender within IT or ET distributions. Both short-term and long-term learning retention of spinal anaesthesia ET feedback proved to be better (P feedback. The time taken for ET students was shorter at long-term testing. End-task feedback improves both short-term and long-term procedural learning retention.

Testing to Enhance Retention in Human Anatomy

Science.gov (United States)

Logan, Jessica M.; Thompson, Andrew J.; Marshak, David W.

2011-01-01

Recent work in cognitive psychology has shown that repeatedly testing one's knowledge is a powerful learning aid and provides substantial benefits for retention of the material. To apply this in a human anatomy course for medical students, 39 fill-in-the-blank quizzes of about 50 questions each, one for each region of the body, and four about the…

Military physician recruitment and retention: a survey of students at the Uniformed Services University of the Health Sciences.

Science.gov (United States)

Holmes, Samuel L; Lee, Daniel J; Charny, Grigory; Guthrie, Jeff A; Knight, John G

2009-05-01

Recent strategies employed in response to military physician recruitment shortfalls have consisted of increasing financial incentives for students in the Health Professions Scholarship Program (HPSP) while offering no increased incentive for attendance at the Uniformed Services University of the Health Sciences (USUHS). To gauge the impact of these incentive increases on the decision of medical students to attend USUHS, a prospective e-mail survey of current USUHS medical students was conducted. The survey was distributed to 674 USUHS medical students from all four class years, of which 41% responded. Students were asked to prioritize incentives and disincentives for military service and USUHS, as well as respond to whether recent incentives applied solely to the HPSP would have affected their decision to attend USUHS. Data were assessed using a weighted scale with responses ranked highest receiving a score of 3, responses ranked second receiving a weighted score of 2, and those ranked third receiving a weighted score of 1. The total weighted sum for each question response across the respondent population was then tallied in aggregate and assigned a weighted score to identify factors consistently ranked highest among the students. Patriotic duty and serving uniformed personnel were ranked most appealing about military service. Combat and deployment considerations were ranked least appealing about military service. Also of note, numerous survey comment box responses highlighted the perceived advantages of pooling resources between the two programs to benefit military medical student recruitment and training. Survey results suggested that current enhanced financial incentives and shorter service obligation offered by the HPSP make attendance of USUHS less appealing for current USUHS students and may negatively impact recruitment and retention of USUHS medical officers. Commensurate incentives such as promotion and credit for time in service while attending USUHS were

Student Retention Indicators Benchmark Report for Four-Year and Two-Year Institutions, 2013. Noel-Levitz Report on Undergraduate Trends in Enrollment Management. Higher Ed Benchmarks

Science.gov (United States)

Noel-Levitz, Inc., 2013

2013-01-01

This biennial report from Noel-Levitz assists colleges and universities with raising the bar on student retention and degree completion subgoals by benchmarking key predictive indicators such as term-to-term persistence and the ratio of credit hours completed vs. credit hours attempted. The report is based on a Web-based poll of campus officials…

Auricular Acupuncture for Exam Anxiety in Medical Students-A Randomized Crossover Investigation.

Directory of Open Access Journals (Sweden)

Catharina Klausenitz

Full Text Available Auricular acupuncture (AA is effective in the treatment of preoperative anxiety. The aim was to investigate whether AA can reduce exam anxiety as compared to placebo and no intervention. Forty-four medical students were randomized to receive AA, placebo, or no intervention in a crossover manner and subsequently completed three comparable oral anatomy exams with an interval of 1 month between the exams/interventions. AA was applied using indwelling fixed needles bilaterally at points MA-IC1, MA-TF1, MA-SC, MA-AT1 and MA-TG one day prior to each exam. Placebo needles were used as control. Levels of anxiety were measured using a visual analogue scale before and after each intervention as well as before each exam. Additional measures included the State-Trait-Anxiety Inventory, duration of sleep at night, blood pressure, heart rate and the extent of participant blinding. All included participants finished the study. Anxiety levels were reduced after AA and placebo intervention compared to baseline and the no intervention condition (p < 0.003. AA was better at reducing anxiety than placebo in the evening before the exam (p = 0.018. Participants were able to distinguish between AA and placebo intervention. Both AA and placebo interventions reduced exam anxiety in medical students. The superiority of AA over placebo may be due to insufficient blinding of participants.

Learning Motivation and Retention Effects of Pair Programming in Data Structures Courses

Science.gov (United States)

Yang, Ya-Fei; Lee, Chien-I; Chang, Chih-Kai

2016-01-01

Collaborative learning is an activity in which two or more students learn something together. Many studies have found that collaborative learning improve students' memory retention and motivation to learn. Peer Instruction (PI) is one of the most successful evidence-based collaborative learning methods. This article investigates issues of student…

Developing a More Effective Recruitment and Retention Model.

Science.gov (United States)

Janke, Walter; Kelly, Gary

The purpose of a project was to develop a model for more effective recruitment and retention of people of color in the Associate Degree Interior Design and Diploma Interior Design Assistant Program at Milwaukee Area Technical College (MATC), Wisconsin. During Activity One, individuals in MATC's Student Development and High School Relations…

Characteristics of AA amyloidosis patients in San Francisco.

Science.gov (United States)

Lejmi, Hiba; Jen, Kuang-Yu; Olson, Jean L; James, Sam H; Sam, Ramin

2016-04-01

AA amyloidosis due to subcutaneous injection of drugs of abuse has been described in the USA, but all the existing literature is from more than 20 years ago. There is more recent literature from Europe. We have observed a high incidence of AA amyloidosis in the county hospital in San Francisco. Here, we describe 24 patients who had kidney biopsy-proven AA amyloidosis from our hospital from 1998 to 2013. All the patients were thought to have AA amyloidosis from skin popping of illicit drugs after having exhausted the intravenous route. These patients with biopsy-proven AA amyloidosis were analysed further. All patients were found to have hepatitis C infection, hypertension was not common, most had advanced kidney failure, and acidosis was common as was tubulointerstitial involvement on the kidney biopsy. Other organ involvement included hepatomegaly and splenomegaly in a number of patients; direct myocardial involvement was not seen, but pulmonary hypertension, history of deep vein thrombosis and pulmonary embolism were common. The prognosis of these patients was poor. The mortality rate approached 50% 1 year after biopsy, and most of the patient needed dialysis shortly after diagnosis. Cessation of drug use seemed beneficial but rarely achievable. AA amyloidosis from skin popping is common in San Francisco. Most patients with renal involvement end up on dialysis, and mortality rates are exceedingly high. © 2015 Asian Pacific Society of Nephrology.

Effectiveness of an audience response system on orthodontic knowledge retention of undergraduate dental students--a randomised control trial.

Science.gov (United States)

Robson, Nicholas; Popat, Hashmat; Richmond, Stephen; Farnell, Damian J J

2015-01-01

To determine the effect of an audience response system (ARS) on knowledge retention of dental students and to gauge student perceptions of using the ARS. Randomised control study. School of Dentistry, Cardiff University. Seventy four second-year dental students were stratified by gender and randomised anonymously to one of two groups. One group received a lecture on orthodontic terminology and diagnosis in a traditional didactic format and the other received the same lecture integrated with ARS slides. Students completed an assessment of multiple-choice questions (MCQs) scored out of 20, before and immediately after the lecture. Students were also asked to complete a self-reported questionnaire on their perceptions of ARS. Both groups had statistically significant increases in MCQ scores post-lecture (ARS mean increase 3.6 SD2.0, 95% CI 2.2-3.5 and Didactic mean increase 2.9 SD2.3, 95% CI 2.8-4.3). A mixed-design analysis of variance showed that ARS led to an improved MCQ score (by 0.8 or 25%) compared to the didactic group, although this effect was not significant (P = 0.15). The effect of gender at baseline (P = 0.49), post-lecture (P = 0.73) and increase in MCQ score split by group (P = 0.46) was also not significant. Students reported that the ARS was easy to use, helped them engage with the lecture and encouraged them to work harder. The ARS did not lead to a significant increase in short-term orthodontic knowledge recall of students compared with didactic teaching. However, the use of ARS within orthodontic teaching could make lectures more interactive and engaging.

A Case Study of URM Retention through IBP's Professional Development and Mentoring Activities

Science.gov (United States)

Johnson, A.; Williamson Whitney, V.; Ricciardi, L.; Detrick, L.; Siegfried, D.; Fauver, A.; Ithier-Guzman, W.; Thomas, S. H.; Valaitis, S.

2012-12-01

As a free-standing not for profit organization, the Institute for Broadening Participation (IBP) hosts a variety of initiatives designed to increase the retention of underrepresented minority (URM) students pursuing pathways in STEM. Successful initiatives include virtual and face-to-face components that bring together URM students with established URM and other scientists in academia, government and industry. These connections provide URM students with supportive mentoring, networking opportunities, and professional skill development contributing to an overall improved retention rate of URM students majoring in STEM degrees. IBP's initiatives include the NASA One Stop Shopping Initiative (NASA OSSI), Pathways to Ocean Science, Pathways to Engineering, and the Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) Professional Development program in Earth System Science (ESS). The NASA OSSI initiative recruits and facilitates student engagement in NASA student education and employment opportunities. Through IBP's virtual and person-to-person communications, students learn how to identify, apply to, and participate in NASA programs. Pathways to Ocean Science connects and supports URM students with REU programs in the Ocean Sciences while serving as a resource for REU program directors. As one of IBP's newest initiatives, Pathways to Engineering has synthesized mentoring resources into an online mentoring manual for URM STEM students that has been extensively vetted by mentoring experts throughout the country. The manual which is organized by user groups serves as an e-forum providing undergraduates, graduates, postdocs, faculty members and project directors with valuable resources to facilitate a positive REU experience. This mentoring initiative also provides a mechanism for submitting new resources and inviting feedback in mentoring best practices throughout the STEM community. MS PHD'S, one of IBP's longest running and most successful initiatives

BOOSTING STUDENT LIFE SATISFACTION AND ENGAGEMENT TO IMPROVE ONLINE STUDENT RETENTION

DEFF Research Database (Denmark)

Slavensky, Henning; Hansen, Hans Jørgen; Knudsen, Mikael Bergholz

2017-01-01

’ decisions to drop out is their full-time job; having a full-time job while studying full time is very time-consuming. Another reason for the student dropout is a feeling of disconnection with their fellow students and the campus environment. Consequently, various strategies to motivate and retain...... to the students what is expected of them. In addition, we have seen a decrease in students with fulltime jobs who, thus, are able to join the teaching synchronously, engaging them much more directly. This, combined with a new strategy of forming mixed teams of online and on-campus students, has boosted...

Are Flunkers Social Outcasts? A Multilevel Study of Grade Retention Effects on Same-Grade Friendships

Science.gov (United States)

Demanet, Jannick; Van Houtte, Mieke

2016-01-01

We examine the association between grade retention and the number of same-grade friendships. Moreover, we investigate the effect of a school's proportion of retained students on these friendships and the moderating effect of this school characteristic on the relationship between retention and the number of same-grade friendships. Multilevel…

Modeling student success in engineering education

Science.gov (United States)

Jin, Qu

In order for the United States to maintain its global competitiveness, the long-term success of our engineering students in specific courses, programs, and colleges is now, more than ever, an extremely high priority. Numerous studies have focused on factors that impact student success, namely academic performance, retention, and/or graduation. However, there are only a limited number of works that have systematically developed models to investigate important factors and to predict student success in engineering. Therefore, this research presents three separate but highly connected investigations to address this gap. The first investigation involves explaining and predicting engineering students' success in Calculus I courses using statistical models. The participants were more than 4000 first-year engineering students (cohort years 2004 - 2008) who enrolled in Calculus I courses during the first semester in a large Midwestern university. Predictions from statistical models were proposed to be used to place engineering students into calculus courses. The success rates were improved by 12% in Calculus IA using predictions from models developed over traditional placement method. The results showed that these statistical models provided a more accurate calculus placement method than traditional placement methods and help improve success rates in those courses. In the second investigation, multi-outcome and single-outcome neural network models were designed to understand and to predict first-year retention and first-year GPA of engineering students. The participants were more than 3000 first year engineering students (cohort years 2004 - 2005) enrolled in a large Midwestern university. The independent variables include both high school academic performance factors and affective factors measured prior to entry. The prediction performances of the multi-outcome and single-outcome models were comparable. The ability to predict cumulative GPA at the end of an engineering

The Antiproton Accumulator (AA)

CERN Multimedia

1980-01-01

Section 06 - 08*) of the AA where the dispersion (and hence the horizontal beam size) is large. One can distinguish (left to right): A vacuum-tank, two bending magnets (BST06 and BST07 in blue) with a quadrupole (QDN07, in red) in between, another vacuum-tank, a wide quadrupole (QFW08) and a further tank . The tanks are covered with heating tape for bake-out. The tank left of BST06 contained the stack core pickup for stochastic cooling (see 7906193, 7906190, 8005051), the two other tanks served mainly as vacuum chambers in the region where the beam was large. Peter Zettwoch works on BST06. *) see: H. Koziol, Antiproton Accumulator Parameter List, PS/AA/Note 84-2 (1984)

Mate Value Discrepancy and Mate Retention Behaviors of Self and Partner.

Science.gov (United States)

Sela, Yael; Mogilski, Justin K; Shackelford, Todd K; Zeigler-Hill, Virgil; Fink, Bernhard

2017-10-01

This study investigated the relationship between perceived mate value discrepancy (i.e., the difference between an individual's mate value and their partner's mate value) and perceived frequency of mate retention performed by an individual relative to his or her partner. In two studies, participants in long-term, exclusive, sexual, heterosexual relationships reported their own, and their partner's, mate value and mate retention. Samples included 899 community members (Study 1) and 941 students and community members (Study 2). In Study 1, we documented that individuals with higher self-perceived short-term mate value, and who perceive their partner to have lower (vs. higher) short-term mate value, perform less frequent Benefit-Provisioning mate retention, controlling for the partner's Benefit-Provisioning mate retention. In Study 2, we documented that individuals who perceive that they could less easily replace their partner, and who perceive their partner could more (vs. less) easily replace them, perform more frequent mate retention (Benefit-Provisioning and Cost-Inflicting), controlling for the partner's mate retention. These results highlight the importance of assessing perceived discrepancies in mate value (notably, regarding the replaceability of self and partner with another long-term mate) and perceived mate retention behaviors of self, relative to partner, between men and women in long-term relationships. © 2016 Wiley Periodicals, Inc.

A Retention Assessment Process: Utilizing Total Quality Management Principles and Focus Groups

Science.gov (United States)

Codjoe, Henry M.; Helms, Marilyn M.

2005-01-01

Retaining students is a critical topic in higher education. Methodologies abound to gather attrition data as well as key variables important to retention. Using the theories of total quality management and focus groups, this case study gathers and reports data from current college students. Key results, suggestions for replication, and areas for…

The Effects of Cooperative Learning on the Academic Achievement and Knowledge Retention

Science.gov (United States)

Tran, Van Dat

2014-01-01

This experimental study investigated the effects of cooperative learning on the achievement and knowledge retention of 110 first-year primary education students toward the psychology subject over the eight weeks of instruction at An Giang University. These tertiary students were divided into two matched groups of 55 to be taught by the same…

Effect of pressurized steam on AA1050 aluminium

DEFF Research Database (Denmark)

Jariyaboon, Manthana; Møller, Per; Ambat, Rajan

2012-01-01

Purpose - The purpose of this paper is to understand the effect of pressurized steam on surface changes, structures of intermetallic particles and corrosion behavior of AA1050 aluminium. Design/methodology/approach - Industrially pure aluminium (AA1050, 99.5 per cent) surfaces were exposed...... reactivities was observed due to the formation of the compact oxide layer. Originality/value - This paper reveals a detailed investigation of how pressurized steam can affect the corrosion behaviour of AA1050 aluminium and the structure of Fe-containing intermetallic particles....

Reinforcement with alumina particles at the interface region of AA6101-T6 and AA1350 alloys during friction stir welding

Science.gov (United States)

Ashok Kumar, R.; Thansekhar, M. R.

2018-04-01

This paper deals the combinational effect of friction stir welding and friction stir processing on dissimilar AA6101-T6 and AA1350 aluminium alloys. For that, alumina particles are reinforced at interface region of AA6101-T6 and AA1350 aluminium alloys. Friction Stir Welding and Friction Stir Processing are done simultaneously for various sizes of groove. To analyze the welding quality and surface modifications, mechanical, wear and microstructural tests are carried out. Among these, smallest groove of 0.5 mm width and 1 mm depth reveals highest tensile and bending strengths and largest groove of 2 mm width and 3 mm depth gives maximum hardness and wear resistance. Taguchi technique shows that groove width is most influencing parameter. Developed second order models with interaction predict the responses with minimum error.

Outdoor Orientation Programs: A Critical Review of Program Impacts on Retention and Graduation

Science.gov (United States)

Bell, Brent J.; Chang, Hong

2017-01-01

Outdoor orientation programs have a growing literature demonstrating positive impacts with students transitioning to college (Bell, Gass, Nafizer, & Starbuck, 2014). One of the most valued outcomes for colleges and universities is retention of students until successful graduation. This is an outcome few outdoor orientation researchers have…

Shear Resistance Properties of Modified Nano-SiO2/AA/AM Copolymer Oil Displacement Agent

Directory of Open Access Journals (Sweden)

Nanjun Lai

2016-12-01

Full Text Available To address the problem regarding poor shear resistance of commonly employed polymers for oil displacement, modified nano-SiO2/AA/AM copolymer (HPMNS oil displacement agents were synthesized using acrylic acid (AA, acrylamide (AM, and modified nano-SiO2 of different modification degrees as raw materials. HPMNS was characterized by means of infrared spectroscopy (IR, nuclear magnetic resonance (1H-NMR, 13C-NMR, dynamic/static light scattering, and scanning electron microscope. A comparative study of the shear resistance properties for partially hydrolyzed polyacrylamide (HPAM and HPMNS was conducted. Compared to HPAM, the introduced hyperbranched structure endowed HPMNS with good shear resistance, which was quantified from the viscosity retention ratio of the polymer solutions. From the perspective of rheological property, HPMNS also showed great shear stability after shearing by a Mixing Speed Governor and porous media shear model. Furthermore, with a higher degree of modification, HPMNS-2 had better shear stability in terms of viscosity and rheological property than HPMNS-1. The phenomena were due to its lower hydrodynamic radius, weight-average molecular weight, and better flexibility of its molecular chains. In addition, upon the indoor displacement test, the resistance factor and residual resistance factor values of HPMNS-2 were higher than those of HPAM. This behavior is beneficial for increasing oil recovery.

Simon van der Meer in the AA Control Room

CERN Multimedia

CERN PhotoLab

1984-01-01

Simon van der Meer, spiritus rector of the Antiproton Accumulator, in the AA Control Room. Inventor of stochastic cooling, on which the AA was based, and of the magnetic horn, with which the antiprotons were focused, he also wrote most of the software with which the AA was controlled, and spent uncountable numbers of hours in this chair to tickle the AA to top performance. 8 months after this picture was taken, he received, in October 1984, the Nobel prize, together with Carlo Rubbia, the moving force behind the whole Proton-Antiproton Collider project that led to the discovery, in 1983, of the W and Z intermediate bosons.

Inclusive cross sections in AA collisions at high energies

International Nuclear Information System (INIS)

Braun, M.A.

1988-01-01

Inclusive cross sections in AA collisions at high energies are considered in the Glauber multiple scattering theory taking into account many-nucleon collisions. Correspondence is found between the AA amplitude and the effective action of the two-dimensional quantum field theory with exponential interaction. The tree and one-loop contributions are calculated in this formalism. The rules are derived, which relate the absorption part of the AA-collision amplitudes associated with various inclusive cross sections to the absorption parts of NN amplitudes. These rules generalize the well-known Agranowsky-Gribov-Kanchelli rules for hh and hA collisions. Formulas are written for single and double inclusive cross sections in AA collisions

Bake hardening of nanograin AA7075 aluminum alloy

International Nuclear Information System (INIS)

Dehghani, Kamran

2011-01-01

Highlights: ► The bake hardening behavior of AA7075 was studied and compared with its coarse-grain counterpart. ► Nanograin AA7075 exhibited 88–100% increase in bake hardenability. ► Nanograin AA7075 exhibited 36–38% increase in final yield strength after baking. ► Maximum bake hardenability and final yield stress were about 185 MPa and 719 MPa. - Abstract: In the present work, the bake hardening of nanostructured AA7075 aluminum alloy was compared with that of its coarse-grain counterpart. Surface severe plastic deformation (SSPD) was used to produce nanograin layers on both surfaces of workpieces. The nanostructured layers were characterized using scanning electron microscopy (SEM) and atomic force microscopy (AFM) techniques. The thickness of nanostructured layer, having the grains of 50–110 nm, was about 75 μm on each side of workpiece. The bake hardenability of nanograin and coarse-grain AA7075 was then compared by pre-straining to 2, 4 and 6% followed by baking at 100 °C and 200 °C for 20 min. Comparing to coarse-grain case, there was about 88–100% increase in bake hardenability and about 36–38% increase in yield strength after the bake hardening of present nanograin AA7075. Such an increase in bake hardenability and strength was achieved when the thickness of two nanograin layers was about only one-tenth of the whole thickness.

Predicting Student Attrition with Data Mining Methods

Science.gov (United States)

Delen, Dursun

2012-01-01

Affecting university rankings, school reputation, and financial well-being, student retention has become one of the most important measures of success for higher education institutions. From the institutional perspective, improving student retention starts with a thorough understanding of the causes behind the attrition. Such an understanding is…

Recruitment and retention in obstetrics and gynaecology in the UK.

Science.gov (United States)

Ogbonmwan, S E O; Ogbonmwan, D E

2010-02-01

The problem of recruitment and retention into obstetrics and gynaecology could translate into serious manpower problems if not addressed now by making the experience of trainees and medical students rotating through the speciality memorable and improving trainees' work-life balance.

The Role of Relationship Marketing and SOAR in University Recruiting and Retention

Science.gov (United States)

Lange, Tyana

2016-01-01

Institutions of higher education (IHEs) are competing to recruit students in a crowded market with the number of colleges on the increase and the number of high school seniors declining. IHEs are looking for effective ways to recruit students and increase retention and graduation rates. Relationship marketing (RM) is an approach from business that…

Mechanical and corrosion properties of AA8011 sheets and foils:

OpenAIRE

Asanović, Vanja; Dalijić, Kemal; Radonjić, Dragan

2006-01-01

The mechanical and corrosion properties of a twin-roll cast Al-Fe-Si aluminum alloy with 0.74 % Fe and 0.52 % Si (AA8011) were investigated. The influence of the thermo-mehanical processing route on the mechanical behavior of AA8011 sheets was determined. Comparisons were made with AA3003 and A199.5 sheets. The restoration of the mechanical properties was used in the analysis of the recrystallization behavior of the twin-roll cast AA8011 alloy deformed under cold-working conditions and subseq...

Is emotional functioning related to academic achievement among university students? Results from a cross-sectional Iranian sample

Directory of Open Access Journals (Sweden)

Dena Sadeghi Bahmani

2018-03-01

Full Text Available Objective: Whereas several studies have predicted academic achievement (AA as a function of favorable cognitive factors and low negative emotional functioning (such as depression and anxiety, little is known about its associations with cognitive-emotional states of positive emotional functioning, such as social satisfaction. The present study sought to evaluate associations of AA with dimensions of negative and positive emotional functioning. Method: This cross-sectional study enrolled 275 students (mean age, 21.24 years; 66.1% females, who completed questionnaires covering sociodemographic parameters and AA scores, as well as measures of loneliness and depression (representing negative emotional functioning and social satisfaction (representing positive emotional functioning. Results: Lower scores for negative and higher scores for positive emotional functioning were associated with higher AA scores. Multiple regression analysis showed that AA was predicted independently by both low negative and high positive emotional functioning. No gender differences were observed. Conclusions: The pattern of results observed in this study suggests that opposing dimensions of emotional functioning are independently related to AA. Students, educators, and health professionals dealing with students should focus both on increasing social satisfaction and on decreasing feelings of loneliness and depression.

Fred-Jaiyesimi, AA

African Journals Online (AJOL)

Fred-Jaiyesimi, AA. Vol 12 (2008) - Articles Hypoglycaemic And Alpha-Amylase Inhibitory Activities Of Fermented Seeds Of Parkia Biglobosa (Jacq) Benth Abstract. ISSN: 1118-6267. AJOL African Journals Online. HOW TO USE AJOL... for Researchers · for Librarians · for Authors · FAQ's · More about AJOL · AJOL's ...

Recruitment of Hispanic Students into MIS Curricula

Science.gov (United States)

McHaney, Roger; Martin, Dawne

2007-01-01

This paper provides several suggestions Hispanic student recruitment and retention in MIS or other business curricula. Cultural considerations like allocentrism and familialism are discussed along with the situation at K-State. It is believed that the recruitment and retention of Hispanic students can be influenced positively by considering…

Comet Kohoutek, The Arab Oil Embargo, and the Jan 1974 AAS Meeting

Science.gov (United States)

Duncan, D. K.

1999-05-01

An unlikely combination of factors, including Comet Kohoutek and the Arab Oil embargo, combined to make my first AAS Meeting my most memorable. Three young graduate students confronted lack of gas, lack of money, and lack of planning to attend the Jan 1974 meeting in Tucson, AZ. One, Steve Hawley, displayed skills which would later be valuable when he became the astronaut who launched HST. Although we became stranded in the desert, two of the three of us made it to the meeting, and only one didn't....

Using YouTube Videos as a Primer to Affect Academic Content Retention

Science.gov (United States)

Duverger, Philippe; Steffes, Erin M.

2012-01-01

College students today watch more content, academic or not, on the Internet than on any other media. Consequently, the authors argue that using any of these media, especially YouTube.com in particular, is an effective way to not only reach students, but also capture their attention and interest while increasing retention of academic content. Using…

Using E-Learning for Skills Transfer, Motivation and Retention of ...

African Journals Online (AJOL)

sponsored Chainama College of Health Sciences, Kabwe. Campus premises and ... facility can accommodate 36 students and is earmarked to ... production, recruitment, deployment and retention, an innovation ... human resource support can increase the staff to .... Learning in Medical Education Academic Medicine: 2006 ...

Actual Drawing of Histological Images Improves Knowledge Retention

Science.gov (United States)

Balemans, Monique C. M.; Kooloos, Jan G. M.; Donders, A. Rogier T.; Van der Zee, Catharina E. E. M.

2016-01-01

Medical students have to process a large amount of information during the first years of their study, which has to be retained over long periods of nonuse. Therefore, it would be beneficial when knowledge is gained in a way that promotes long-term retention. Paper-and-pencil drawings for the uptake of form-function relationships of basic tissues…

Displaying Now-Understanding: The Finnish Change-of-State Token "aa"

Science.gov (United States)

Koivisto, Aino

2015-01-01

This article discusses the use of the Finnish change-of-state token "aa" that has previously not been identified. The central claim is that even though "aa" indicates a cognitive shift experienced by the speaker, it does not function as a receipt of new information. Instead, the token "aa" indicates that the speaker…

Emergency Contraception and RU-486 (Mifepristone): Do Bioethical Discussions Improve Learning and Retention?

Science.gov (United States)

Bodensteiner, Karin J.

2012-01-01

To systematically investigate whether the inclusion of a bioethical discussion improves the learning and retention of biological content, students in two sections of an introductory zoology class were taught the biology behind emergency contraception and RU-486. Students in one section of the course participated in a bioethical discussion, whereas…

Dynamic Response and Microstructure Evolution of AA2219-T4 and AA2219-T6 Aluminum Alloys

Science.gov (United States)

Olasumboye, A.; Owolabi, G.; Odeshi, A.; Zeytinci, A.; Yilmaz, N.

2018-02-01

In this study, the dynamic deformation behavior of AA2219 aluminum alloy was investigated in two different temper conditions: T4 and T6, with a view to determining the effect of heat treatment on the microstructure and flow behavior of the material under high strain rates. Split Hopkinson pressure bar experiment was used in determining the dynamic response of the alloy while a digital image correlation system was employed in visualizing and tracking the surface deformation of the specimens. Optical microscopy and scanning electron microscopy were used to assess the microstructure of the material after following standard metallographic specimen preparation techniques. The results obtained showed heterogeneous deformation of the alloy in the two temper conditions. It was observed that the dynamic mechanical behavior of each sample preparation was dependent on its strength properties due to aging type, which in turn controls the metamorphosis of the strengthening precipitates and the initial microstructure. At the maximum strain rate of 3500 s-1, transformed bands leading to crack nucleation was observed in the AA2219-T4 aluminum alloy while AA2219-T6 had fractured at the same strain rate. The modes of crack formation and growth in the two alloys were found to be similar: nucleation, growth and coalescence of voids. However, shear band bifurcation phenomenon was observed only in the AA2219-T6 alloy.

The Retention of Meaningful Understanding of Meiosis and Genetics.

Science.gov (United States)

Cavallo, Ann Liberatore

This study investigated the retention of meaningful understanding of the biological topics of meiosis, the Punnett square method and the relations between these two topics. This study also explored the predictive influence of students' general tendency to learn meaningfully or by rote (meaningful learning orientation), prior knowledge of meiosis,…

Spontaneous, Experimentally Induced, and Transmissible AA Amyloidosis in Japanese Quail ( Coturnix japonica).

Science.gov (United States)

Nakayama, Yumi; Kamiie, Junichi; Watanabe, Gen; Suzuki, Kazuhiko; Murakami, Tomoaki

2017-11-01

The authors describe a spontaneous case of amyloid A (AA) amyloidosis in an adult female Japanese quail ( Coturnix japonica). The bird developed AA amyloidosis secondary to chronic peritonitis caused by a Gram-negative bacillus infection. Mild amyloid deposition was also identified in the intestinal tract of apparently healthy adult individuals, suggesting that quail may develop intestinal amyloidosis with age. Based on these observations, it was hypothesized that quail can develop AA amyloidosis following inflammatory stimulation with lipopolysaccharide (LPS). Therefore, adult quail were repeatedly injected with LPS and the development of AA amyloidosis was confirmed. The amyloid deposition in this model increased when quail amyloid was intravenously injected as an amyloid-enhancing factor. The experiments were repeated with young quail, but amyloid deposits were not observed following LPS injections. However, AA amyloidosis did develop when quail amyloid was injected in addition to LPS. These results indicated that adult quail develop AA amyloidosis after inflammatory stimulation with LPS. Furthermore, quail AA amyloidosis was shown to have transmissibility regardless of age. Interestingly, the authors found that administration of chicken amyloid fibrils also induced AA amyloidosis in young quail. This is the first report of cross-species transmission of avian AA amyloidosis.

Hookah and Cigarette Smoking among African American College Students: Implications for Campus Risk Reduction and Health Promotion Efforts

Science.gov (United States)

Jones, Brittni D.; Cunningham-Williams, Renee M.

2016-01-01

Objective: To identify individual and institutional risks and protections for hookah and cigarette smoking among African American (AA) college students. Participants: AA college students (N = 1,402; mean age = 20, range = 18-24 years; 75% female) who completed the Fall 2012 American College Health Association--National College Health Assessment…

The impact of presentation style on the retention of online health information: a randomized-controlled experiment.

Science.gov (United States)

Frisch, Anne-Linda; Camerini, Luca; Schulz, Peter J

2013-01-01

The Internet plays an increasingly important role in health education, providing laypeople with information about health-related topics that range from disease-specific contexts to general health promotion. Compared to traditional health education, the Internet allows the use of multimedia applications that offer promise to enhance individuals' health knowledge and literacy. This study aims at testing the effect of multimedia presentation of health information on learning. Relying on an experimental design, it investigates how retention of information differs for text-only presentation, image-only presentation, and multimedia (text and image) presentation of online health information. Two hundred and forty students were randomly assigned to four groups each exposed to a different website version. Three groups were exposed to the same information using text only, image only, or text and image presentation. A fourth group received unrelated information (control group). Retention was assessed by the means of a recognition test. To examine a possible interaction between website version and recognition test, half of the students received a recognition test in text form and half of them received a recognition test in imagery form. In line with assumptions from Dual Coding Theory, students exposed to the multimedia (text and image) presentation recognized significantly more information than students exposed to the text-only presentation. This did not hold for students exposed to the image-only presentation. The impact of presentation style on retention scores was moderated by the way retention was assessed for image-only presentation, but not for text-only or multimedia presentation. Possible explanations and implications for the design of online health education interventions are discussed.

Remediation Strategies for Learners at Risk of Failure: A Course Based Retention Model

Science.gov (United States)

Gajewski, Agnes; Mather, Meera

2015-01-01

This paper presents an overview and discussion of a course based remediation model developed to enhance student learning and increased retention based on literature. This model focuses on course structure and course delivery in a compressed semester format. A comparative analysis was applied to a pilot study of students enrolled in a course…

AA Attendance and Abstinence for Dually Diagnosed Patients: A Meta-Analytic Review.

Science.gov (United States)

Scott Tonigan, J; Pearson, Matthew R; Magill, Molly; Hagler, Kylee J

2018-05-29

There is consensus that best clinical practice for dual diagnosis (DD) is integrated mental health and substance use treatment augmented with Alcoholics Anonymous (AA) attendance. This is the first quantitative review of the direction and magnitude of the association between AA attendance and alcohol abstinence for DD patients. A systematic literature search (1993-2017) identified 22 studies yielding 24 effect sizes that met our inclusion criteria (8,075 patients). Inverse-variance weighting of correlation coefficients (r) was used to aggregate sample-level findings and study aims were addressed using random and mixed effect models. Sensitivity and publication bias analyses were conducted to assess the likelihood of bias in the overall estimate of AA-related benefit. AA exposure and abstinence for DD patients were significantly and positively associated (r w =.249; 95% CI.203-.293; Tau=.097). There was also significant heterogeneity in the distribution of effect sizes, (Q(23)=90.714, pAA-related benefit did not differ between 6 (k=7) and 12 (k=12) month follow-up, (Q=.068, pAA benefit was not adversely or substantively impacted by pooling RCT and observational samples (Q=.763, pAA (Q=.023, pAA) is common and, in many cases, DD patients who attend AA will report higher rates of alcohol abstinence relative to DD patients who do not attend AA. This article is protected by copyright. All rights reserved.

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

Science.gov (United States)

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

2008-01-01

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

Antiangiogenic effects of AA-PMe on HUVECs in vitro and zebrafish in vivo.

Science.gov (United States)

Jing, Yue; Wang, Gang; Xiao, Qi; Zhou, Yachun; Wei, Yingjie; Gong, Zhunan

2018-01-01

Angiogenesis plays a vital role in many physiological and pathological processes and several diseases are connected with its dysregulation. Asiatic acid (AA) has demonstrated anticancer properties and we suspect this might be attributable to an effect on angio-genesis. A modified derivative of AA, N-(2α,3β,23-acetoxyurs-12-en-28-oyl)-L-proline methyl ester (AA-PMe), has improved efficacy over its parent compound, but its effect on blood vessel development remains unclear. In this study, we investigated the antiangiogenic activity of AA and AA-PMe in zebrafish embryos and human umbilical vein endothelial cells (HUVECs). First of all, we treated HUVECs with increasing concentrations of AA-PMe or AA, with or without vascular endothelial growth factor (VEGF) present, and assessed cell viability, tube formation, and cell migration and invasion. Quantitative real-time polymerase chain reaction and Western blot analysis were later used to determine the role of vascular endothelial growth factor receptor 2 (VEGFR2)-mediated signaling in AA-PMe inhibition of angiogenesis. We extended these studies to follow angiogenesis using Tg(fli:EGFP) transgenic zebrafish embryos. For these experiments, embryos were treated with varying concentrations of AA-PMe or AA from 24 to 72 hours postfertilization prior to morphological observation, angiogenesis assessment, and endogenous alkaline phosphatase assay. VEGFR2 expression in whole embryos following AA-PMe treatment was also determined. We found AA-PMe decreased cell viability and inhibited migration and tube formation in a dose-dependent manner in HUVECs. Similarly, AA-PMe disrupted the formation of intersegmental vessels, the dorsal aorta, and the posterior cardinal vein in zebrafish embryos. Both in vitro and in vivo AA-PMe surpassed AA in its ability to block angiogenesis by suppressing VEGF-induced phosphorylation of VEGFR2 and disrupting downstream extracellular regulated protein kinase and AKT signaling. For the first time

Controlled release of bioactive PDGF-AA from a hydrogel/nanoparticle composite.

Science.gov (United States)

Elliott Donaghue, Irja; Shoichet, Molly S

2015-10-01

Polymer excipients, such as low molar mass poly(ethylene glycol) (PEG), have shown contradictory effects on protein stability when co-encapsulated in polymeric nanoparticles. To gain further insight into these effects, platelet-derived growth factor (PDGF-AA) was encapsulated in polymeric nanoparticles with vs. without PEG. PDGF-AA is a particularly compelling protein, as it has been demonstrated to promote cell survival and induce the oligodendrocyte differentiation of neural stem/progenitor cells (NSPCs) both in vitro and in vivo. Here we show, for the first time, the controlled release of bioactive PDGF-AA from an injectable nanoparticle/hydrogel drug delivery system (DDS). PDGF-AA was encapsulated, with high efficiency, in poly(lactide-co-glycolide) nanoparticles, and its release from the drug delivery system was followed over 21 d. Interestingly, the co-encapsulation of low molecular weight poly(ethylene glycol) increased the PDGF-AA loading but, unexpectedly, accelerated the aggregation of PDGF-AA, resulting in reduced activity and detection by enzyme-linked immunosorbent assay (ELISA). In the absence of PEG, released PDGF-AA remained bioactive as demonstrated with NSPC oligodendrocyte differentiation, similar to positive controls, and significantly different from untreated controls. This work presents a novel delivery method for differentiation factors, such as PDGF-AA, and provides insights into the contradictory effects reported in the literature of excipients, such as PEG, on the loading and release of proteins from polymeric nanoparticles. Previously, the polymer poly(ethylene glycol) (PEG) has been used in many biomaterials applications, from surface coatings to the encapsulation of proteins. In this work, we demonstrate that, unexpectedly, low molecular weight PEG has a deleterious effect on the release of the encapsulated protein platelet-derived growth factor AA (PDGF-AA). We also demonstrate release of bioactive PDGF-AA (in the absence of PEG

Experiences of Judeo-Christian Students in Undergraduate Biology

Science.gov (United States)

Barnes, M. Elizabeth; Truong, Jasmine M.; Brownell, Sara E.

2017-01-01

A major research thrust in science, technology, engineering, and mathematics (STEM) education is focused on how to retain students as STEM majors. The accumulation of seemingly insignificant negative experiences in STEM classes can, over time, lead STEM students to have a low sense of belonging in their disciplines, and this can lead to lower retention. In this paper, we explore how Judeo-Christian students in biology have experiences related to their religious identities that could impact their retention in biology. In 28 interviews with Judeo-Christian students taking undergraduate biology classes, students reported a religious identity that can conflict with the secular culture and content of biology. Some students felt that, because they are religious, they fall within a minority in their classes and would not be seen as credible within the biology community. Students reported adverse experiences when instructors had negative dispositions toward religion and when instructors were rigid in their instructional practices when teaching evolution. These data suggest that this may be a population susceptible to experiences of cultural conflict between their religious identities and their STEM identities, which could have implications for retention. We argue that more research should explore how Judeo-Christian students’ experiences in biology classes influence their sense of belonging and retention. PMID:28232586

Graduation Policies for Students with Significant Cognitive Disabilities Who Participate in States' AA-AAS. Synthesis Report 97

Science.gov (United States)

Thurlow, Martha L.; Albus, Debra A.; Lazarus, Sheryl S.; Vang, Miong

2014-01-01

Graduation rates and requirements for earning a regular diploma are topics of increasing interest as states focus on ensuring that their students are college and career ready when they leave school with a diploma. To ensure that states are gauging the rates at which students are graduating in a consistent way, the Elementary and Secondary…

The value of animations in biology teaching: a study of long-term memory retention.

Science.gov (United States)

O'Day, Danton H

2007-01-01

Previous work has established that a narrated animation is more effective at communicating a complex biological process (signal transduction) than the equivalent graphic with figure legend. To my knowledge, no study has been done in any subject area on the effectiveness of animations versus graphics in the long-term retention of information, a primary and critical issue in studies of teaching and learning. In this study, involving 393 student responses, three different animations and two graphics-one with and one lacking a legend-were used to determine the long-term retention of information. The results show that students retain more information 21 d after viewing an animation without narration compared with an equivalent graphic whether or not that graphic had a legend. Students' comments provide additional insight into the value of animations in the pedagogical process, and suggestions for future work are proposed.

Sport, and use of anabolic androgenic steroids among Icelandic high school students: a critical test of three perspectives.

Science.gov (United States)

Thorlindsson, Thorolfur; Halldorsson, Vidar

2010-12-20

This study investigates the use of anabolic androgenic steroids (AAS) among a national representative sample of high school students in Iceland. We test several hypotheses drawn from three perspectives. The first perspective focuses on the use of AAS as an individual phenomenon motivated by the desire to succeed in sport. The second perspective views the use of AAS as shaped by norms and values embedded in social relationships of formally organized sport. The third perspective suggests that factors outside sport, which have been shown to correlate with the use of other substances, predict the use of AAS. We use logistic regression and predicted probabilities to analyze data from a national representative survey of 11,031 Icelandic high school students. Our results indicated that the use of AAS is not significantly related to participation in formally organized sports. However, it positively relates to fitness and physical training in informal contexts. We found a relatively strong relationship between the use of AAS and the use of illicit substances and a moderate relationship between AAS use and alcohol and tobacco consumption. We also found a significant negative relationship between AAS use and school integration and school achievement, and a significant positive relationship between AAS use and school anomie. The relation between AAS use and family-related variables was weaker. Finally, we found that the relationship between sport participation, physical exercise, and AAS use varies across levels of anomie and integration. Our findings suggest that the use of AAS and especially illegal substances should be considered more as a social and a health problem rather than a sport specific issue. We found that high school students participating in fitness and informal training outside of formally organized sport clubs are the main risk group and should be the target of prevention efforts. However, this should not be done at the expense of general risk factors that

Magnetic horn of the Antiproton Accumulator (AA)

CERN Multimedia

Photographic Service

1988-01-01

In the 1960s, the invention of this "current sheet lens" has helped to greatly improve the flux of neutrino beams. It was used again at the AA, collecting antiprotons from the production target at angles too large to fit into the acceptance of the AA. It was machined from aluminium to a thickness of 1.4 mm and pulsed at 400 kA for 15 microseconds (half-sine).

Homesickness at College: Its Impact on Academic Performance and Retention

Science.gov (United States)

Sun, Jie; Hagedorn, Linda Serra; Zhang, Yi

2016-01-01

For this study we identified factors exerting significant influence on homesickness and explored the impact of the homesick experience on students' academic performance and retention in the first year in college. The findings reveal 2 constructs underlying the homesickness scale: homesick separation and homesick distress. Demographic variables…

Inhibitory effect of propolis on the development of AA amyloidosis.

Science.gov (United States)

Harata, Daichi; Tsuchiya, Yuya; Miyoshi, Tomoyuki; Yanai, Tokuma; Suzuki, Kazuhiko; Murakami, Tomoaki

2018-04-01

In the several types of amyloidoses, participation of oxidative stresses in the pathogenesis and the effect of antioxidants on amyloidosis have been reported. Meanwhile, the relationship between oxidative stresses and pathogenesis of amyloid A (AA) amyloidosis is still unclear. In this study, we used an antioxidant, Brazilian propolis, to investigate the inhibitory effects on AA amyloidosis. The results showed that AA deposition was inhibited by administration of propolis. Increased expression of antioxidant markers was detected in molecular biological examinations of mice treated with propolis. Although serum amyloid A (SAA) levels were strongly correlated with the immunoreactive area of AA deposits in the control group, the correlation was weaker in the propolis-treated groups. In addition, there were no changes in SAA levels between the control group and the propolis-treated groups. The results indicate that propolis, an antioxidant, may induce inhibitory effects against AA amyloidosis.

AAS 227: Day 2

Science.gov (United States)

Kohler, Susanna

2016-01-01

tests of GR, and performing predictive GRMHD simulations hydrodynamics simulations that include magnetic fields and full GR treatment. Ozel pointed out that one of the recent theoretical advancements in GRMHD simulations is harnessing the power of GPUs to render images in simulations; check out the tweet below for the awesome video she showed us!Watch C. Chan manipulate black hole simulation with hand motions https://t.co/O5BgaltYAu (more on the code: https://t.co/9GC46ReMGs) #aas227 Sarah Scoles (@ScolesSarah) January 6, 2016Deployment of the full EHT array is planned for early 2017, and theyve already got 10 targets selected black holes that are near enough and large enough that the EHT should be able to image their shadows. I, for one, cant wait to see the first results!Grad School and Postdocs as a Means to a Job (by Meredith Rawls)This morning session was presented by Karen Kelsky of The Professor Is In. She presented a very practical overview of the advice in her book (which this job-searching Astrobiter highly recommends). Her target audience is postdocs and graduate students who are finishing their PhDs and applying for tenure-track jobs. Karens background is in the social sciences, but she has worked with many scientists and her expertise easily transferred. Much of her writing advice also applies for undergraduates who are writing research statements and proposals to apply to graduate school. For example:What not to do, with @ProfessorIsIn #aas227 pic.twitter.com/afGAsSuPwN Meredith Rawls (@merrdiff) January 6, 2016One of Karens main takeaways is that academia is not automatically good preparation for a job search. Writing documents like cover letters, resumes, and research statements will be harder and take more time than you think, and it is important to make them top-notch. Karen was also surprised that the majority of professional astronomers at the AAS meeting carry backpacks, because she typically advises against bringing a backpack to a job interview or

NCBI nr-aa BLAST: CBRC-XTRO-01-0674 [SEVENS

Lifescience Database Archive (English)

Full Text Available CBRC-XTRO-01-0674 ref|YP_001022362.1| putative heme O oxygenase (cytochrome aa3-controlling...) transmembrane protein [Methylibium petroleiphilum PM1] gb|ABM96127.1| putative heme O oxygenase (cytochrome aa3-controlling

On the relation between motivation and retention in educational contexts: The role of intentional and unintentional mind wandering.

Science.gov (United States)

Seli, Paul; Wammes, Jeffrey D; Risko, Evan F; Smilek, Daniel

2016-08-01

Highly motivated students often exhibit better academic performance than less motivated students. However, to date, the specific cognitive mechanisms through which motivation increases academic achievement are not well understood. Here we explored the possibility that mind wandering mediates the relation between motivation and academic performance, and additionally, we examined possible mediation by both intentional and unintentional forms of mind wandering. We found that participants reporting higher motivation to learn in a lecture-based setting tended to engage in less mind wandering, and that this decrease in mind wandering was in turn associated with greater retention of the lecture material. Critically, we also found that the influence of motivation on retention was mediated by both intentional and unintentional types of mind wandering. Not only do the present results advance our theoretical understanding of the mechanisms underlying the relation between motivation and academic achievement, they also provide insights into possible methods of intervention that may be useful in improving student retention in educational settings.

Outcomes From AAS Hack Day at the 227th AAS Meeting

Science.gov (United States)

Kohler, Susanna

2016-01-01

Editors Note:This is a final post from the 227th AAS Meeting in Kissimmee, FL. This special summary of AAS Hack Day, a meeting of AAS members to collaboratively work on various small projects, was written by Meredith Rawls (@Merrdiff) and was originally posted on astrobites.com.As the 227thAmerican Astronomical Society meeting drew to a close (see highlights from Day 1, Day 2, Day 3, and Day 4), a group of at least 50 attendees spent Day 4working on small projects fondly called hacks. Thanks to sponsorship from LSST and Northrup Grumman, the industrious hackers werewell-caffeinated and fed so we could devote time and energy toworking in groups on one-day projects.TheHack Day beganat 10am with pitches. Anybody with a project idea was welcome to briefly speak and try to convince others to work with them. Only someideas panned out, but the enthusiasm was palpable. Its not every day you get a full room of astronomers and affiliates eager to spend hours working on fun and useful projects to benefit the community.#hackAAS is getting underway! #aas227 pic.twitter.com/yX7jlOnSCK James R A Davenport (@jradavenport) January 8, 2016Here is a rundown of what we accomplished. Pretty impressive for a single day! Many thanks to fellow astrobiter Erika Nesvold (now at Carnegie DTM; @erikanesvold) whose hack was live-documenting all the other hacks. Her tweets as @astrobites appeared with the #hackaas hashtag, and her notes made this recap post infinitely easier to write.Interested in joining the fun? Sign up for Hack Day at the 2017 JanuaryAAS meeting (its free with meeting registration), and consider applying for the .Astronomy conference this summer.Towards Optimal Session Scheduling:Adrian Price-Whelan (Columbia), David Hogg (NYU), and Scott Idem (AAS) began writing a program to take all submitted abstracts to a conference like AAS and sort them using keywords to avoid scheduling similar talks in parallel sessions. Its impossible to make everyone happy, but minimizing conflicts

Grade Retention at Primary School: What the Teachers in Zimbabwe Say

Directory of Open Access Journals (Sweden)

Muchemwa Stella

2017-03-01

Full Text Available Primary education is the base of all advanced education levels, developments and innovations; it should therefore be meticulously done so as not to disadvantage the learners. In a bid to do it well, those involved in primary education have tried and are still trying strategies that can give the learners maximum advantage, for instance, grade retention and grade promotion. This research aimed at assessing the Zimbabwean primary school teachers’ stance on grade retention. The researcher took the advantage of Block-Release students at Solusi University in April 2016 (these are teachers from all over Zimbabwe and other countries in Africa who come for their degree studies at Solusi University during the holidays to collect data through interviews from a purposive sample of these teachers. Collected data was coded and analyzed descriptively. Findings showed that: 56% of the respondents indicated that retention is taking place at the primary schools where they are teaching but usually on a minimal scale since it is usually done upon parents’ request; 67% of the respondents said that retention is necessary and helpful; retention can be most suitably done at infant grades (1-3; however, the effect of retention on pupils’ performance is not clear due to other factors that affect performance. Findings also showed that the Zimbabwean Government is neither for retention nor grade promotion but for ERI (Early Reading Initiative and PLAP (Performance Lag Address Programme which have been recently introduced.

Corrosion issues of powder coated AA6060 aluminium profiles

DEFF Research Database (Denmark)

Din, Rameez Ud; Valgarðsson, Smári; Jellesen, Morten Stendahl

2015-01-01

In this study detailed microstructural investigation of the reason for unexpected corrosion of powder coated aluminium alloy AA6060 windows profiles has been performed. The results from this study reveals that the failure of the window profiles was originated from the surface defects present...... on the extruded AA6060 aluminium profile after metallurgical process prior to powder coating. Surface defects are produced due to intermetallic particles in the alloy, which disturb the flow during the extrusion process. The corrosion mechanism leading to the failure of the powder coated AA6060 aluminium profiles...

Evaluating Retention-Driven Marketing in a Community College: An Alternative Approach.

Science.gov (United States)

Tichenor, Richard; Cosgrove, John J.

1991-01-01

Community colleges need to adopt a broad conceptual definition of a continuing student in the design and evaluation of their retention strategies, recognizing nondegree goals as legitimate educational achievements and intermittent but persistent attendance as a valid method of pursuing educational goals. (MSE)

Core–corona PSt/P(BA–AA) composite particles by two-stage emulsion polymerization

Energy Technology Data Exchange (ETDEWEB)

Xie, Delong; Ren, Xiaolin; Zhang, Xinya, E-mail: cexyzh@scut.edu.cn; Liao, Shijun [South China University of Technology, School of Chemistry and Chemical Engineering (China)

2016-03-15

Raspberry-shaped composite particles with polystyrene (PSt) as core and poly(n-butyl acrylate-co-acrylic acid) (P(BA–AA)) as corona were synthesized via emulsion polymerization. The random copolymer, P(BA–AA), was pre-prepared and used as a polymeric surfactant, its emulsifying properties adjusted by changing the mass ratio of BA and AA. The morphology of the resulting core–corona composite particles, P(St/P(BA–AA)), could be regulated and controlled by varying the concentrations of P(BA–AA) or the mass ratio of BA:AA in P(BA–AA). The experimental results indicate that 3.0–6.0 wt% of P(BA–AA) is required to obtain stable composite emulsions, and P(BA–AA) with a mass ratio of BA:AA = 1:2 is able to generate distinct core–corona structures. A mechanism of composite particle formation is proposed based on the high affinity between the PSt core and the hydrophobic segments of P(BA–A). The regular morphology of the colloidal film is expected to facilitate potential application of core–corona particles in the field of light scattering. Furthermore, the diversity of core–corona particles can be expanded by replacing P(BA–AA) corona particles with other amphiphilic particles.

EDP Sciences and A&A: partnering to providing services to support the scientific community

Science.gov (United States)

Henri, Agnes

2015-08-01

Scholarly publishing is no longer about simply producing and packaging articles and sending out to subscribers. To be successful, as well as being global and digital, Publishers and their journals need to be fully engaged with their stakeholders (authors, readers, funders, libraries etc), and constantly developing new products and services to support their needs in the ever-changing environment that we work in.Astronomy & Astrophysics (A&A) is a high quality, major international Journal that belongs to the astronomical communities of a consortium of European and South American countries supported by ESO who sponsor the journal. EDP Sciences is a non-profit publisher belonging to several learned societies and is appointed by ESO to publish the journal.Over the last decade, as well as publishing the results of worldwide astronomical and astrophysical research, A&A and EDP Sciences have worked in partnership to develop a wide range of services for the authors and readers of A&A:- A specialist language editing service: to provide a clear and excellent level of English ensuring full understanding of the high-quality science.- A flexible and progressive Open Access Policy including Gold and Green options and strong links with arXiv.- Enriched articles: authors are able to enhance their articles using a wide range of rich media such as 3D models, videos and animations.Multiple publishing formats: allowing readers to browse articles on multiple devices including eReaders and Kindles.- “Scientific Writing for Young Astronomers”: In 2008 EDP Sciences and A&A set up the Scientific Writing for Young Astronomers (SWYA) School with the objective to teach early PhD Students how write correct and efficient scientific papers for different mediums (journals, proceedings, thesis manuscripts, etc.).

Turkish and American Undergraduate Students' Attitudes Toward HIV/AIDS Patients: A Comparative Study.

Science.gov (United States)

Atav, A Serdar; Sendir, Merdiye; Darling, Rosa; Acaroglu, Rengin

2015-01-01

Human immunodeficiency virus/acquired immunodeficiency syndrome (HIV/AIDS) is a complex healthcare problem. Research has demonstrated that negative attitudes affect healthcare provision. The purpose of this study was to compare nursing students' attitudes using the AIDS Attitude Scale (AAS). A descriptive, cross-sectional study was conducted in nursing schools in Istanbul, Turkey, and in Upstate New York (NY). Baccalaureate nursing students (n = 613) from both countries completed the questionnaire. Demographic data, overall AAS attitudes, and attitudes within each subscale were compared. Analyses included frequency and percentages of the grouped variables, arithmetic means and standard deviations, t-test for independent samples, and multiple analysis of variance. Upstate NY students' mean total AAS scores were significantly more positive toward HIV+ patients than Turkish students'. Scores for Professional Resistance and Emotions subscales were significantly more positive for the Upstate NY students, but Fear of Contagion was not. Upstate NY students had more negative attitudes in the contexts of job risk and eating in a restaurant where the chef has AIDS; more professional resistance to referring patients and training specialists for HIV/AIDS patients; and lower tender feelings for people with HIV/AIDS (p < .01 for each). Improvement in students' attitudes is beneficial for promoting nonjudgmental, compassionate care for the HIV+ population. © 2014 Wiley Periodicals, Inc.

Microstructure, mechanical properties and texture of an AA6061/AA5754 composite fabricated by cross accumulative roll bonding

Energy Technology Data Exchange (ETDEWEB)

Verstraete, K., E-mail: kevin.verstraete@u-psud.fr [Université Paris-Sud, SP2M, ICMMO, UMR CNRS 8182, 91405 Orsay Cedex (France); Helbert, A.L. [Université Paris-Sud, SP2M, ICMMO, UMR CNRS 8182, 91405 Orsay Cedex (France); Brisset, F. [Université Paris-Sud, ICMMO, UMR CNRS 8182, 91405 Orsay Cedex (France); Benoit, A.; Paillard, P. [Institut des Matériaux Jean Rouxel (IMN), UMR 6502, Polytech’Nantes, Nantes Cedex (France); Baudin, T. [Université Paris-Sud, SP2M, ICMMO, UMR CNRS 8182, 91405 Orsay Cedex (France)

2015-07-29

AA6061 alloy is a widely used material in the automotive and aerospace industries, but is prone to hot cracking, which limits its weldability. To prevent this phenomenon, the AA6061/AA5754 composite was formed using a severe plastic deformation technique, Cross Accumulative Roll Bonding (CARB), at an elevated temperature (350 °C) to ensure good bonding between layers. This technique was efficient to maintain a small grain size, even under the process temperature conditions, and consequently, preserve good mechanical properties. The composite had better mechanical properties than the initial aluminium alloys. Microstructure and texture remained stable after two cycles and yield stress tended towards an equal value in the rolling and the transverse directions. After two cycles, the main component was the {001}〈110〉 rotated Cube, which was maintained for up to 10 cycles. Diffusion was more effective as the strain increased. Finally, a tungsten inert gas (TIG) welding process was performed on the composite and confirmed resistance to hot cracking.

Does Taking One Step Back Get You Two Steps Forward? Grade Retention and School Performance in Poor Areas in Rural China

Science.gov (United States)

Chen, Xinxin; Liu, Chengfang; Zhang, Linxiu; Shi, Yaojiang; Rozelle, Scott

2010-01-01

Despite the rise in grade retention in poor areas in rural China recently, little work has been done to understand the impact of grade retention on the educational performance of students in these areas in rural China. This paper seeks to redress this shortcoming and examines the effect of grade retention on educational performance on 1649…

Antiangiogenic effects of AA-PMe on HUVECs in vitro and zebrafish in vivo

Directory of Open Access Journals (Sweden)

Jing Y

2018-04-01

Full Text Available Yue Jing,1,2,* Gang Wang,1,* Qi Xiao,1 Yachun Zhou,1 Yingjie Wei,3 Zhunan Gong1 1Center for New Drug Research and Development, College of Life Science, Nanjing Normal University, Nanjing, China; 2Central Laboratory of Stomatology, Nanjing Stomatological Hospital, Medical School of Nanjing University, Nanjing, China; 3Key Laboratory of Oral Drug Delivery System of Chinese Materia Medica of State Administration of Traditional Chinese Medicine, Jiangsu Branch of China Academy of Chinese Medical Science, Nanjing, China *These authors contributed equally to this work Abstract: Angiogenesis plays a vital role in many physiological and pathological processes and several diseases are connected with its dysregulation. Asiatic acid (AA has demonstrated anticancer properties and we suspect this might be attributable to an effect on angiogenesis. A modified derivative of AA, N-(2α,3β,23-acetoxyurs-12-en-28-oyl-L-proline methyl ester (AA-PMe, has improved efficacy over its parent compound, but its effect on blood vessel development remains unclear. Methods: In this study, we investigated the antiangiogenic activity of AA and AA-PMe in zebrafish embryos and human umbilical vein endothelial cells (HUVECs. First of all, we treated HUVECs with increasing concentrations of AA-PMe or AA, with or without vascular endothelial growth factor (VEGF present, and assessed cell viability, tube formation, and cell migration and invasion. Quantitative real-time polymerase chain reaction and Western blot analysis were later used to determine the role of vascular endothelial growth factor receptor 2 (VEGFR2-mediated signaling in AA-PMe inhibition of angiogenesis. We extended these studies to follow angiogenesis using Tg(fli:EGFP transgenic zebrafish embryos. For these experiments, embryos were treated with varying concentrations of AA-PMe or AA from 24 to 72 hours postfertilization prior to morphological observation, angiogenesis assessment, and endogenous alkaline

Brain Food: The Relationship between Home-Cooked Meals and Student Success

Science.gov (United States)

Green, Raymond J.

2010-01-01

The influence of informal faculty/student interactions (i.e., group dinners at faculty member's home) on GPA and retention rates was investigated. Students were invited to attend dinner at a faculty member's house in groups of approximately 6 students. The academic performance and retention rates of attendees and nonattendees were compared.…

Role and mechanism of AT1-AA in the pathogenesis of HELLP syndrome.

Science.gov (United States)

Bu, Shurui; Wang, Yuxian; Sun, Shuqing; Zheng, Yanqian; Jin, Zhu; Zhi, Jianming

2018-01-10

HELLP syndrome remains a leading cause of maternal and neonatal mortality and morbidity worldwide, which symptoms include hemolysis, elevated liver enzymes and low platelet count. The objective of this study was to determine whether HELLP is associated with AT1-AA. The positive rate and titer of AT1-AA in plasma from pregnant women were determined, and the correlation of AT1-AA titer with the grade of HELLP was analyzed. A HELLP rat model established by intravenous injection of AT1-AA. Our experimental results show the AT1-AA titer and positive rate were significantly higher in HELLP group, and AT1-AA titer were positively correlated with the level of TNF-α and ET-1 in plasma and the grade of HELLP syndrome. The results of animal experiments showed that the typical features of HELLP in the pregnant rats after AT1-AA injection. The levels of TNF-α and ET-1 in plasma and liver tissue were significantly increased in AT1-AA-treated rats compared with control rats. The HELLP syndrome induced by AT1-AA was attenuated markedly after administration of losartan. These data support the hypothesis that one the potential pathway that AT1-AA induce damage to capillary endothelial cells and liver during pregnancy is through activation of TNF-α and ET-1.

Predictors of retention in a multicomponent treatment for smokers

Directory of Open Access Journals (Sweden)

Ana Moreno-Coutiño

Full Text Available Abstract Background: There is a lack of knowledge about factors that promote or hinder retention of smokers in treatment. Objective: The aim of this study was the identification of variables that predict retention of smokers who received a multicomponent treatment against smoking. Method: Participants (n = 79 simultaneously received pharmacological and psychological treatment, including an intervention phase prior to the date of smoking cessation. They were evaluated periodically in their abstinence, depressive and anxious symptoms, and were randomly assigned to three treatment conditions (nicotine patch, bupropion or nicotine patch + bupropion. Eighteen variables were grouped into four categories (demographic, consumption pattern, mood and treatment. Data were analyzed using student's t test and X2, for inclusion into a multivariate logistic regression model. Results: Results indicate that age of onset of regular tobacco consumption, secondary education and bupropion pharmacological treatment are significant in relation to the retention of smokers to smoking treatment. Discussion: The reported “age of onset” correlates with treatment retention (OR = 1.545, 95 % CI = 1.175-2.032. This variable has not previously been reported in the literature, and taking it into account in the design of prevention and treatment for smoking could increase their success.

The effect of an enriched learning community on success and retention in chemistry courses

Science.gov (United States)

Willoughby, Lois Jane

Since the mid-1990s, the United States has experienced a shortage of scientists and engineers, declining numbers of students choosing these fields as majors, and low student success and retention rates in these disciplines. Learning theorists, educational researchers, and practitioners believe that learning environments can be created so that an improvement in the numbers of students who complete courses successfully could be attained (Astin, 1993; Magolda & Terenzini, n.d.; O'Banion, 1997). Learning communities do this by providing high expectations, academic and social support, feedback during the entire educational process, and involvement with faculty, other students, and the institution (Ketcheson & Levine, 1999). A program evaluation of an existing learning community of science, mathematics, and engineering majors was conducted to determine the extent to which the program met its goals and was effective from faculty and student perspectives. The program provided laptop computers, peer tutors, supplemental instruction with and without computer software, small class size, opportunities for contact with specialists in selected career fields, a resource library, and Peer-Led Team Learning. During the two years the project has existed, success, retention, and next-course continuation rates were higher than in traditional courses. Faculty and student interviews indicated there were many affective accomplishments as well. Success and retention rates for one learning community class ( n = 27) and one traditional class (n = 61) in chemistry were collected and compared using Pearson chi square procedures ( p = .05). No statistically significant difference was found between the two groups. Data from an open-ended student survey about how specific elements of their course experiences contributed to success and persistence were analyzed by coding the responses and comparing the learning community and traditional classes. Substantial differences were found in their

Fecal transmission of AA amyloidosis in the cheetah contributes to high incidence of disease

Science.gov (United States)

Zhang, Beiru; Une, Yumi; Fu, Xiaoying; Yan, Jingmin; Ge, FengXia; Yao, Junjie; Sawashita, Jinko; Mori, Masayuki; Tomozawa, Hiroshi; Kametani, Fuyuki; Higuchi, Keiichi

2008-01-01

AA amyloidosis is one of the principal causes of morbidity and mortality in captive cheetahs (Acinonyx jubatus), which are in danger of extinction, but little is known about the underlying mechanisms. Given the transmissible characteristics of AA amyloidosis, transmission between captive cheetahs may be a possible mechanism involved in the high incidence of AA amyloidosis. In this study of animals with AA amyloidosis, we found that cheetah feces contained AA amyloid fibrils that were different from those of the liver with regard to molecular weight and shape and had greater transmissibility. The infectious activity of fecal AA amyloid fibrils was reduced or abolished by the protein denaturants 6 M guanidine·HCl and formic acid or by AA immunodepletion. Thus, we propose that feces are a vehicle of transmission that may accelerate AA amyloidosis in captive cheetah populations. These results provide a pathogenesis for AA amyloidosis and suggest possible measures for rescuing cheetahs from extinction. PMID:18474855

The Effects of Long-Duration Spaceflight on Training Retention and Transfer

Science.gov (United States)

Barshi, Immanuel; Healy, Alice; Dempsey, Donna L.; McGuire, Kerry M.; Landon, Lauren B.

2018-01-01

Training our crew members for long duration, exploration-class missions will have to maximize long-term retention and transfer of the trained skills. The expected duration of the missions, our inability to predict all the possible tasks the crew will be called upon to perform, and the low training-to-mission time ratio require that the training be maximally effective such that the skills acquired during training will be retained and will be transferrable across a wide range of specific tasks that are different from the particular tasks used during training. However, to be able to design training that can achieve these ambitious goals, we must first understand the ways in which long-duration spaceflight affects training retention and transfer. Current theories of training retention and transfer are largely based on experimental studies conducted at university laboratories using undergraduate students as participants. Furthermore, all such studies have been conducted on Earth. We do not know how well the results of these studies predict the performance of crew members. More specifically, we do not know how well the results of these studies predict the performance of crew members in space and especially during long-duration missions. To address this gap in our knowledge, the current on-going study seeks to test the null hypothesis that performance of university undergraduate students on Earth on training retention and transfer tests do in fact predict accurately the performance of crew members during long-duration spaceflights. To test this hypothesis, the study employs a single 16-month long experimental protocol with 3 different participant groups: undergraduate university students, crew members on the ground, and crew members in space. Results from this study will be presented upon its completion. This poster presents results of study trials of the two tasks used in this study: a data entry task and a mapping task. By researching established training principles, by

Large magnetoresistance in (AA')2FeReO6 double perovskites

International Nuclear Information System (INIS)

Teresa, J.M. de; Serrate, D.; Blasco, J.; Ibarra, M.R.; Morellon, L.

2005-01-01

We review the main structural, magnetic and magnetotransport properties of the intriguing (AA') 2 FeReO 6 magnetic double perovskites. As the average cation size decreases, the crystallographic structure at room temperature evolves from cubic [(AA') 2 =Ba 2 , Ba 1.5 Sr 0.5 , BaSr, Ba 0.5 Sr 1.5 ] to tetragonal [(AA') 2 =Sr 2 ] and monoclinic [(AA') 2 =Ca 0.5 Sr 1.5 , CaSr, Ca 1.5 Sr 0.5 , Ca 2 ]. The Curie temperature increases anomalously from ∼303K for Ba 2 to ∼522K for Ca 2 in sharp contrast with the observed behaviour in the isostructural compounds (AA') 2 FeMoO 6 . Other anomalous features in the (AA') 2 FeReO 6 series are: the large magnetic anisotropy, the large magnetoelastic coupling and the semiconducting behaviour of the monoclinic compounds. The monoclinic compounds undergo a structural/magnetic transition at T S below 125K. Three different magnetoresistance mechanisms have been identified: the intergrain negative magnetoresistance effect, which is present across the whole series of compounds, and in the case of the monoclinic compounds below T S a negative magnetoresistance effect associated to the melting of the low-temperature phase and a positive magnetoresistance effect only present in (AA') 2 =Ca 2 below T∼50K

The Drentsche Aa valley system

International Nuclear Information System (INIS)

Gans, W. de.

1981-01-01

This thesis is composed of five papers concerned with Late Quaternary geology and geomorphology of the Aa valley system. The correlation and chronostratigraphic position of the layers have been established by radiocarbon dating. (Auth.)

Role of Auriculotherapy in the Treatment of Temporomandibular Disorders with Anxiety in University Students

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Denise Hollanda Iunes

2015-01-01

Full Text Available Introduction. The aim of this study was to evaluate the role of auriculotherapy with mustard seeds in the treatment of temporomandibular disorders (TMDs, anxiety, and electromyographic (EMG activity in university students. Methodology. The State Trait Anxiety Inventory (STAI, Research Diagnostic Criteria (RDC for TMDs (RDC/TMDs, and electromyography were used in this study of 44 college students with high levels of anxiety and TMDs. The subjects were divided into two groups: an auriculotherapy (AA group (n=31 and an AA sham group (n=13. The mustard seeds were applied to the shenmen, rim, sympathetic, brain stem, and temporomandibular joint (TMJ points in the AA group and to sham points in the external ear and wrist in the AA sham group. The treatment protocol was 10 sessions (two treatments per week. Results. Anxiety (p<0.01 was significantly reduced in the AA group. This group also showed a decrease in tender points in the mandibular posterior region (p=0.04 and in the right side of the submandibular region (p=0.02. Complaints of bilateral pain were reduced in the temporal tendon (p≤0.01 and in the left side of the ATM (p<0.01. In addition, electromyographic (EMG activity was reduced during temporal muscle contraction (p=0.03.  Conclusion. Auriculotherapy was effective in the treatment of students with anxiety and TMDs.

AaERF1 positively regulates the resistance to Botrytis cinerea in Artemisia annua.

Directory of Open Access Journals (Sweden)

Xu Lu

Full Text Available Plants are sessile organisms, and they can not move away under abiotic or biotic stresses. Thus plants have evolved a set of genes that response to adverse environment to modulate gene expression. In this study, we characterized and functionally studied an ERF transcription factor from Artemisia annua, AaERF1, which plays an important role in biotic stress responses. The AaERF1 promoter had been cloned and GUS staining results of AaERF1 promoter-GUS transgenic A. annua showed that AaERF1 is expressed ubiquitiously in all organs. Several putative cis-acting elements such as W-box, TGA-box and Py-rich element, which are involved in defense responsiveness, are present in the promoter. The expression of AaERF1 can be induced vigorously by methyl jasmonate as well as by ethephon and wounding, implying that AaERF1 may activate some of the defense genes via the jasmonic acid and ethylene signaling pathways of A. annua. The results of electrophoretic mobility shift assay (EMSA and yeast one-hybrid experiments showed that AaERF1 was able to bind to the GCC box cis-acting element in vitro and in yeast. Ectopic expression of AaERF1 could enhance the expression levels of the defense marker genes PLANT DEFENSIN1.2 (PDF1.2 and BASIC CHITINASE (ChiB, and increase the resistance to Botrytis cinerea in the 35S::AaERF1 transgenic Arabidopsis. The down-regulated expression level of AaERF1 evidently reduced the resistance to B. cinerea in A. annua. The overall results showed that AaERF1 positively regulated the resistance to B. cinerea in A. annua.

Students' Network Integration as a Predictor of Persistence in Introductory Physics Courses

Science.gov (United States)

Zwolak, Justyna P.; Dou, Remy; Williams, Eric A.; Brewe, Eric

2017-01-01

Increasing student retention (successfully finishing a particular course) and persistence (continuing through a sequence of courses or the major area of study) is currently a major challenge for universities. While students' academic and social integration into an institution seems to be vital for student retention, research into the effect of…

N-3 fatty acids reduced trans fatty acids retention and increased docosahexaenoic acid levels in the brain.

Science.gov (United States)

Lavandera, Jimena Verónica; Saín, Juliana; Fariña, Ana Clara; Bernal, Claudio Adrián; González, Marcela Aída

2017-09-01

The levels of docosahexaenoic acid (DHA, 22:6n-3) and arachidonic acid (AA, 20:4n-6) are critical for the normal structure and function of the brain. Trans fatty acids (TFA) and the source of the dietary fatty acids (FA) interfere with long-chain polyunsaturated fatty acids (LC-PUFA) biosynthesis. The aim of this study was to investigate the effect of TFA supplementation in diets containing different proportions of n-9, n-6, and n-3 FA on the brain FA profile, including the retention of TFA, LC-PUFA levels, and n-6/n-3 PUFA ratios. These parameters were also investigated in the liver, considering that LC-PUFA are mainly bioconverted from their dietary precursors in this tissue and transported by serum to the brain. Also, stearoyl-CoA desaturase-1 (SCD1) and sterol regulatory element-binding protein-1c (SREBP-1c) gene expressions were evaluated. Male CF1 mice were fed (16 weeks) diets containing different oils (olive, corn, and rapeseed) with distinct proportions of n-9, n-6, and n-3 FA (55.2/17.2/0.7, 32.0/51.3/0.9, and 61.1/18.4/8.6), respectively, substituted or not with 0.75% of TFA. FA composition of the brain, liver, and serum was assessed by gas chromatography. TFA were incorporated into, and therefore retained in the brain, liver, and serum. However, the magnitude of retention was dependent on the tissue and type of isomer. In the brain, total TFA retention was lower than 1% in all diets. Dietary n-3 PUFA decreased TFA retention and increased DHA accretion in the brain. The results underscore the importance of the type of dietary FA on the retention of TFA in the brain and also on the changes of the FA profile.

AA amyloidosis complicating the hereditary periodic fever syndromes.

Science.gov (United States)

Lane, Thirusha; Loeffler, Jutta M; Rowczenio, Dorota M; Gilbertson, Janet A; Bybee, Alison; Russell, Tonia L; Gillmore, Julian D; Wechalekar, Ashutosh D; Hawkins, Philip N; Lachmann, Helen J

2013-04-01

AA amyloidosis is a life-threatening complication of the hereditary periodic fever syndromes (HPFS), which are otherwise often compatible with normal life expectancy. This study was undertaken to determine the characteristics, presentation, natural history, and response to treatment in 46 patients who had been referred for evaluation at the UK National Amyloidosis Centre. Disease activity was monitored by serial measurement of serum amyloid A. Renal function was assessed by measurement of serum creatinine and albumin levels, the estimated glomerular filtration rate, and proteinuria from 24-hour urine collections. The amyloid load was measured by serum amyloid P scintigraphy. Twenty-four patients had familial Mediterranean fever, 12 patients had tumor necrosis factor receptor-associated periodic syndrome, 6 patients had cryopyrin-associated periodic syndromes, and 4 patients had mevalonate kinase deficiency. The median age at onset of HPFS was 5 years; median age at presentation with AA amyloidosis was 38 years. Diagnosis of an HPFS had not been considered prior to presentation with AA amyloidosis in 23 patients (50%). Eleven patients (24%) had end-stage renal failure (ESRF) at presentation; of these, 3 had received transplants prior to referral. A further 13 patients developed ESRF over the followup period, with 10 undergoing renal transplantation. The median time to progression to ESRF from onset of AA amyloidosis was 3.3 years (interquartile range [IQR] 2-8), with a median time to transplant of 4 years (IQR 3-6). Eleven patients (24%) died. The median survival in the entire cohort was 19 years from diagnosis of AA amyloidosis. Of the 37 patients who were treated successfully, or in whom at least partial suppression of the underlying HPFS was achieved, 17 (46%) showed amyloid regression, 14 (38%) showed a stable amyloid load, and 2 (5%) showed increased amyloid deposition over the followup period. AA amyloidosis remains a challenging and serious late complication

International Student Success

Science.gov (United States)

Smith, Clayton

2016-01-01

This article, with a focus on North American postsecondary education, identifies international students as a strategic enrollment management institutional priority; presents themes in the international student retention, satisfaction, and success research literature; and describes related best practices. It also presents the findings from an…

Factors Affecting Customer Retention in the Airline Industry

Directory of Open Access Journals (Sweden)

Raghda Climis

2017-01-01

Full Text Available Purpose: This study empirically investigated the factors that affect customer retention in the airline industry in North Cyprus. These factors were service quality attributes, perceived safety, customer satisfaction, loyalty reward program, relationship commitment and customer loyalty. The study also investigated four different groups for purposes of travel (business, education, vacation and family visit in the empirical model. Methodology: A descriptive approach was chosen to conduct this research. A quanhip between customer retention and the related study factors; however, not all of these relations are signifcant. The results also showed that the different purposes of travel had different influences on the variables regarding the positive and signifcant relations between them. Some independent variables had a negative effect on the dependent variables. Conclusions: This research was limited to one group and place: the students of Eastern Mediterranean University in North Cyprus. Originality: This study connected the retention, loyalty, satisfaction and service quality factors as attributes. In addition, this research was the frst to include other independent factors affecting satisfaction and loyalty in a comparison between four different groups regarding the purpose of travel in the airline industry.

Grade Retention in Primary Education Is Associated with Quarter of Birth and Socioeconomic Status.

Science.gov (United States)

González-Betancor, Sara M; López-Puig, Alexis J

2016-01-01

Grade retention is still common practice in some countries though longstanding experience tells us that it is a highly criticised practice for its unclear benefits, its important costs for the educational systems and its relation with school dropout. Therefore, the aim of the present study is to analyse which variables increase the probability of being retained in primary education differentiating between being retained in second or in fourth grade, and paying special attention to the role of the socioeconomic status of the families. By knowing which analysed variables are related to grade retention, and how, we may offer some suggestions to reduce it. We use a national dataset with more observations for Spain than any other international ones, called 'Evaluación General de Diagnóstico', conducted in Spain in 2009 with the participation of 28708 students of fourth grade of primary education from 874 schools, considered to be representative for every Spanish autonomous region. This assessment focused on four competences and includes information about the learning context collected through questionnaires for students, families, school management and teachers. Estimating different multilevel random-intercept logistic regressions we obtain the following three main findings: 1) the existence of a 'quarter of birth' effect, that nearly doubles the probability of grade retention in second grade of primary -compared to the probability of grade retention in fourth grade-, for the youngest students of their same age cohort (OR = 1.93 vs. OR = 1.53, both peducation level influences more than the fathers' one -especially in second grade (OR = 0.20 vs. OR = 0.45, both p0.05)-.

Female peer mentors early in college increase women's positive academic experiences and retention in engineering.

Science.gov (United States)

Dennehy, Tara C; Dasgupta, Nilanjana

2017-06-06

Scientific and engineering innovation is vital for American competitiveness, quality of life, and national security. However, too few American students, especially women, pursue these fields. Although this problem has attracted enormous attention, rigorously tested interventions outside artificial laboratory settings are quite rare. To address this gap, we conducted a longitudinal field experiment investigating the effect of peer mentoring on women's experiences and retention in engineering during college transition, assessing its impact for 1 y while mentoring was active, and an additional 1 y after mentoring had ended. Incoming women engineering students ( n = 150) were randomly assigned to female or male peer mentors or no mentors for 1 y. Their experiences were assessed multiple times during the intervention year and 1-y postintervention. Female (but not male) mentors protected women's belonging in engineering, self-efficacy, motivation, retention in engineering majors, and postcollege engineering aspirations. Counter to common assumptions, better engineering grades were not associated with more retention or career aspirations in engineering in the first year of college. Notably, increased belonging and self-efficacy were significantly associated with more retention and career aspirations. The benefits of peer mentoring endured long after the intervention had ended, inoculating women for the first 2 y of college-the window of greatest attrition from science, technology, engineering, and mathematics (STEM) majors. Thus, same-gender peer mentoring for a short period during developmental transition points promotes women's success and retention in engineering, yielding dividends over time.

Failure analysis of fusion clad alloy system AA3003/AA6xxx sheet under bending

Energy Technology Data Exchange (ETDEWEB)

Shi, Y., E-mail: shiyh@mcmaster.ca [Department of Mechanical Engineering, McMaster University, 1280 Main Street West, Hamilton, Ontario, Canada L8S 4L7 (Canada); Jin, H. [Novelis Global Technology Center, P.O. Box 8400, Kingston, Ontario, Canada K7L 5L9 (Canada); Wu, P.D. [Department of Mechanical Engineering, McMaster University, 1280 Main Street West, Hamilton, Ontario, Canada L8S 4L7 (Canada); Lloyd, D.J. [Aluminum Materials Consultants, 106 Nicholsons Point Road, Bath, Ontario, Canada K0H 1G0 (Canada); Embury, D. [Department of Mechanical Engineering, McMaster University, 1280 Main Street West, Hamilton, Ontario, Canada L8S 4L7 (Canada)

2014-07-29

An ingot of AA6xxx Al–Si–Mg–Cu alloy clad with AA3003 Al–Mn alloy was co-cast by Fusion technology. Bending tests and numerical modeling were performed to investigate the potential for sub-surface cracking for this laminate system. To simulate particle-induced crack initiation and growth, both random and stringer particles have been selected to mimic the particle distribution in the tested samples. The morphology of cracking in the model was similar to that observed in clad sheet tested in the Cantilever bend test. The crack initiated in the core close to the clad-core interface where the strain in the core is highest, between particles or near particles and propagates along local shear bands in the core, while the clad layer experiences extreme thinning before failure.

Problem representation and mathematical problem solving of students of varying math ability.

Science.gov (United States)

Krawec, Jennifer L

2014-01-01

The purpose of this study was to examine differences in math problem solving among students with learning disabilities (LD, n = 25), low-achieving students (LA, n = 30), and average-achieving students (AA, n = 29). The primary interest was to analyze the processes students use to translate and integrate problem information while solving problems. Paraphrasing, visual representation, and problem-solving accuracy were measured in eighth grade students using a researcher-modified version of the Mathematical Processing Instrument. Results indicated that both students with LD and LA students struggled with processing but that students with LD were significantly weaker than their LA peers in paraphrasing relevant information. Paraphrasing and visual representation accuracy each accounted for a statistically significant amount of variance in problem-solving accuracy. Finally, the effect of visual representation of relevant information on problem-solving accuracy was dependent on ability; specifically, for students with LD, generating accurate visual representations was more strongly related to problem-solving accuracy than for AA students. Implications for instruction for students with and without LD are discussed.

Learning Styles: A Pivotal Point for Retention and Career Decision Guidance.

Science.gov (United States)

Jenkins, Jeannette

The importance of learning styles to student retention and career decision guidance is considered. Learning style is the way people process information and solve problems. Research on right and left brain processing, which indicates that the left hemisphere controls thoughts that are predominately rational and the right hemisphere controls…

Effects of Rote Versus Note Presentations on Rhythm Learning and Retention.

Science.gov (United States)

Shehan, Patricia K.

1987-01-01

Reports a study which examined the effects of audio and visual approaches to rhythm reading and short-term retention in second and sixth grade students. Sixth graders learned the patterns twice as fast as younger children. Simultaneous use of both auditory and visual channels facilitates learning. (Author/AEM)

Academic Achievement, Perceived Stress, Admission Data, and Sociodemographic Background Among Therapy Students in Israel.

Science.gov (United States)

Jacob, Tamar; Einstein, Ofira

2017-01-01

Academic achievement (AA) is of great importance in the academic world. The aims of this study were to: 1) identify contributors to AA of physical therapy (PT) students; 2) evaluate students' perceived stress (PS); and 3) identify contributors to PS. A cross-sectional study involving three undergraduate PT classes in a single academic year was performed 1 week prior to final examinations. Current grade point average (GPA) and admission data were collected from administrative records. Additional data, collected using an online questionnaire, included the Perceived Stress Scale 10 (PSS), Scale for Assessing Academic Stress (SAAS), and selected sociodemographic variables. Regression analysis identified contributors to AA and to PS. Records of 153 students and questionnaires of 118 students were included in the study. Combined grades from psychometric tests and matriculation exams at admission, low PS, absence due to military reserve service during the academic year, and participation in the second and third years of the PT program accounted for a modest variance (31.1% ) in students' GPA. The low contribution of admission criteria to GPA suggests that there is no justification for raising the level of the present criteria.

Modelling and Pareto optimization of mechanical properties of friction stir welded AA7075/AA5083 butt joints using neural network and particle swarm algorithm

International Nuclear Information System (INIS)

Shojaeefard, Mohammad Hasan; Behnagh, Reza Abdi; Akbari, Mostafa; Givi, Mohammad Kazem Besharati; Farhani, Foad

2013-01-01

Highlights: ► Defect-free friction stir welds have been produced for AA5083-O/AA7075-O. ► Back-propagation was sufficient for predicting hardness and tensile strength. ► A hybrid multi-objective algorithm is proposed to deal with this MOP. ► Multi-objective particle swarm optimization was used to find the Pareto solutions. ► TOPSIS is used to rank the given alternatives of the Pareto solutions. -- Abstract: Friction Stir Welding (FSW) has been successfully used to weld similar and dissimilar cast and wrought aluminium alloys, especially for aircraft aluminium alloys, that generally present with low weldability by the traditional fusion welding process. This paper focuses on the microstructural and mechanical properties of the Friction Stir Welding (FSW) of AA7075-O to AA5083-O aluminium alloys. Weld microstructures, hardness and tensile properties were evaluated in as-welded condition. Tensile tests indicated that mechanical properties of the joint were better than in the base metals. An Artificial Neural Network (ANN) model was developed to simulate the correlation between the Friction Stir Welding parameters and mechanical properties. Performance of the ANN model was excellent and the model was employed to predict the ultimate tensile strength and hardness of butt joint of AA7075–AA5083 as functions of weld and rotational speeds. The multi-objective particle swarm optimization was used to obtain the Pareto-optimal set. Finally, the Technique for Order Preference by Similarity to the Ideal Solution (TOPSIS) was applied to determine the best compromised solution.

Using LectureTools to Enhance Student-Instructor Relations and Student Engagement in the Large Class

Science.gov (United States)

Shaw, Jerie; Kominko, Sofiya; Terrion, Jenepher Lennox

2015-01-01

Positive student-instructor relationships are important for student engagement, motivation, retention and achievement. Yet, as class sizes grow, these relationships can be increasingly difficult to develop. This study explores LectureTools--a web-based student response and learning platform that facilitates communication between instructors and…

STEPS at CSUN: Increasing Retention of Engineering and Physical Science Majors

Science.gov (United States)

Pedone, V. A.; Cadavid, A. C.; Horn, W.

2012-12-01

STEPS at CSUN seeks to increase the retention rate of first-time freshman in engineering, math, and physical science (STEM) majors from ~55% to 65%. About 40% of STEM first-time freshmen start in College Algebra because they do not take or do not pass the Mathematics Placement Test (MPT). This lengthens time to graduation, which contributes to dissatisfaction with major. STEPS at CSUN has made substantial changes to the administration of the MPT. Initial data show increases in the number of students who take the test and who place out of College Algebra, as well as increases in overall scores. STEPS at CSUN also funded the development of supplemental labs for Trigonometry and Calculus I and II, in partnership with similar labs created by the Math Department for College Algebra and Precalculus. These labs are open to all students, but are mandatory for at-risk students who have low scores on the MPT, low grades in the prerequisite course, or who failed the class the first time. Initial results are promising. Comparison of the grades of 46 Fall 2010 "at-risk" students without lab to those of 36 Fall 2011 students who enrolled in the supplementary lab show D-F grades decreased by 10% and A-B grades increased by 27%. A final retention strategy is aimed at students in the early stages of their majors. At CSUN the greatest loss of STEM majors occurs between sophomore-level and junior-level coursework because course difficulty increases and aspirations to potential careers weaken. The Summer Interdisciplinary Team Experience (SITE) is an intensive 3-week-long summer program that engages small teams of students from diverse STEM majors in faculty-mentored, team-based problem solving. This experience simulates professional work and creates strong bonds between students and between students and faculty mentors. The first two cohorts of students who have participated in SITE indicate that this experience has positively impacted their motivation to complete their STEM degree.

INAA and flame AAS of various vegetable reference materials

International Nuclear Information System (INIS)

Djingova, R.; Arpadjan, S.; Kuleff, I.

1991-01-01

INAA and flame AAS have been used for the analysis of a large number of vegetable reference materials. Out of all determined elements (28 by INAA and 11 by AAS) nine are common for both methods (Ca, Cd, Co, Cu, Fe, Mg, Mn, Na, Zn) and for these the possibilities of the two methods have been compared. (orig.)

Water- and Fertilizer-Integrated Hydrogel Derived from the Polymerization of Acrylic Acid and Urea as a Slow-Release N Fertilizer and Water Retention in Agriculture.

Science.gov (United States)

Cheng, Dongdong; Liu, Yan; Yang, Guiting; Zhang, Aiping

2018-05-31

To reduce the preparation cost of superabsorbent and improve the N release rate at the same time, a novel low-cost superabsorbent (SA) with the function of N slow release was prepared by chemical synthesis with neutralized acrylic acid (AA), urea, potassium persulfate (KPS), and N, N'-methylenebis(acrylamide) (MBA). The order of influence factors on the water absorbency property was determined by an orthogonal L 18 (3) 7 experiment. On the basis of the optimization results of the orthogonal experiment, the effects of a single factor on the water absorption were investigated, and the highest water absorbency (909 g/g) was achieved for the conditions of 1.0 mol urea/mol AA ratio, 100% of AA neutralized, K + , 1.5% KPS to AA mass fraction, 0.02% MBA to AA mass fraction, 45 °C reaction temperature, and 4.0 h reaction time. The optimal sample was characterized by scanning electron microscopy (SEM) and Fourier transform infrared spectroscopy (FTIR). Swelling behaviors of the superabsorbent were investigated in distilled water and various soil and salt solutions. The water-release kinetics of SA in different negative pressures and soils were systematically investigated. Additionally, the maize seed germination in various types of soil with different amounts of SA was proposed, and the N could release 3.71% after being incubated in distilled water for 40 days. After 192 h, the relative water content of SA-treated sandy loam, loam, and paddy soil were 42, 56, and 45%, respectively. All of the results in this work showed that SA had good water retention and slow N-release properties, which are expected to have potential applications in sustainable modern agriculture.

PDGF-AA-induced filamentous mitochondria benefit dermal papilla cells in cellular migration.

Science.gov (United States)

Mifude, C; Kaseda, K

2015-06-01

Human dermal papilla cells (HDPCs) play essential roles in hair follicular morphogenesis and postnatal hair growth cycles. Previous reports demonstrated that platelet-derived growth factor-AA (PDGF-AA) enhanced the formation of dermal condensates in hair follicular development. Additionally, PDGF-AA induces/maintains the anagen phase of the hair cycle. It is likely that mitochondrial morphology and functions are tightly coupled with maintenance of these energy-demanding activities. However, little is known about the mitochondrial regulation in HDPCs. Thus, we investigated the PDGF-involved mitochondrial regulation in HDPCs. The mitochondrial morphologies of HDPCs were examined in the presence or absence of PDGF-AA under a fluorescent microscope. ATP production and cellular motility were investigated. The relationship between mitochondrial morphology and the cellular functions was discussed. We observed that primary HDPCs contained mitochondria with filamentous and/or rounded morphologies. Both types of mitochondria showed similar membrane potentials. Interestingly, in the presence of PDGF-AA, but not PDGF-BB, the balance between the two morphologies shifted towards the filamentous form. Concomitantly, both mitochondrial enzymatic activity and total cellular ATP level were augmented by PDGF-AA. These two parameters were closely correlated, suggesting the mitochondrial involvement in the PDGF-augmented ATP production. Moreover, PDGF-AA accelerated the migration of HDPCs in a gap-filling assay, but did not change the rate of cellular proliferation. Notably, filamentous mitochondria dominated migrating HDPCs. PDGF-AA benefits HDPCs in the process of migration, by increasing the number of filamentous mitochondria. © 2014 Society of Cosmetic Scientists and the Société Française de Cosmétologie.

The Determinants of College Student Retention

Science.gov (United States)

Guerrero, Adam A.

2010-01-01

This study attempts to add to the college student dropout literature by examining persistence decisions at private, non-selective university using previously unstudied explanatory variables and advanced econometric methods. Three main contributions are provided. First, proprietary data obtained from a type of university that is underrepresented in…

Female peer mentors early in college increase women’s positive academic experiences and retention in engineering

Science.gov (United States)

Dasgupta, Nilanjana

2017-01-01

Scientific and engineering innovation is vital for American competitiveness, quality of life, and national security. However, too few American students, especially women, pursue these fields. Although this problem has attracted enormous attention, rigorously tested interventions outside artificial laboratory settings are quite rare. To address this gap, we conducted a longitudinal field experiment investigating the effect of peer mentoring on women’s experiences and retention in engineering during college transition, assessing its impact for 1 y while mentoring was active, and an additional 1 y after mentoring had ended. Incoming women engineering students (n = 150) were randomly assigned to female or male peer mentors or no mentors for 1 y. Their experiences were assessed multiple times during the intervention year and 1-y postintervention. Female (but not male) mentors protected women’s belonging in engineering, self-efficacy, motivation, retention in engineering majors, and postcollege engineering aspirations. Counter to common assumptions, better engineering grades were not associated with more retention or career aspirations in engineering in the first year of college. Notably, increased belonging and self-efficacy were significantly associated with more retention and career aspirations. The benefits of peer mentoring endured long after the intervention had ended, inoculating women for the first 2 y of college—the window of greatest attrition from science, technology, engineering, and mathematics (STEM) majors. Thus, same-gender peer mentoring for a short period during developmental transition points promotes women’s success and retention in engineering, yielding dividends over time. PMID:28533360

[A review for recent advances in AA amyloid research and therapeutic approach to AA amyloidosis complicating rheumatoid arthritis].

Science.gov (United States)

Tamura, Hiroaki; Hasegawa, Kiminori

2009-02-01

AA amyloidosis is a life threatening clinical complication of chronic inflammatory diseases such as rheumatoid arthritis. It has been demonstrated biochemically that amyloidosis resulted from abnormal folding of proteins, which are deposited as insoluble fibrils in extracellular tissue, leading to the disruption of their normal function. In this regard, amyloidosis has been recognized as a conformation disorder. Interestingly, genetic polymorphisms of amyloid precursor protein (SAA) have been reported to associate with increased risk for AA amyloidosis. Also recent biochemical research revealed that SAA is synthesized under the influence of the proinflammatory cytokines, such as IL-6, TNF-alpha, IL-1. Additionally, it was suggested that amyloid deposits in extracellular tissue could reflect to the serum level of SAA in the reversible fashion, leading to the hypothesis that the control of the SAA synthesis could be beneficial to the treatment of amyloidosis. In this context, anti-cytokine therapies may be most effective. Especially the inhibition of IL-6 is critical to suppression of SAA production, so treatment with a humanized monoclonal antibody against human IL-6 receptor may not only ameliorate RA disease activity but also pave the way for the treatment of AA amyloidosis.

Influence of Social Factors on Student Satisfaction Among College Students With Disabilities

OpenAIRE

Oertle, Kathleen Marie; Fleming, Allison R.; Plotner, Anthony J.; Hakun, Jonathan G.

2017-01-01

A significant body of research on student retention reflects that social and environmental factors influence continued enrollment in post-secondary education and academic success. Yet, for students with disabilities, more emphasis is placed on accommodations, access, and support services without sufficient attention to the social aspect of the student experience. In this study, we investigated belonging as a primary contributor to student satisfaction and examined the degree to which other so...

Students' Perceptions toward Academic Competencies: The Case of German First-Year Students

Science.gov (United States)

Mah, Dana-Kristin; Ifenthaler, Dirk

2018-01-01

Students often enter higher education academically unprepared and with unrealistic perceptions and expectations regarding academic competencies for their studies. However, preparedness and realistic perceptions are important factors for student retention. With regard to a proposed model of five academic competencies (time management, learning…

Yield and flow properties of aluminum alloy AA 8001

International Nuclear Information System (INIS)

Lyons, J.S.; Johnson, H.W.; Han, E.G.

1995-01-01

Aluminum alloy AA 8001 is being used at the Westinghouse Savannah River Company (WSRC) for nuclear reactor fuel and target components. The objective of this research was to determine parameters for predictive models of the compressive flow properties of AA 8001. Seventy-five true strain-rate, hot compression tests were performed. New, quantitative information about the yield and flow behavior of aluminum alloy AA 8001 was determined. Parameters were determined to use in a hyperbolic sine constitutive law so that the yield stress, the peak stress, and the peak strain can be predicted from the temperature-compensated strain-rate, Z. It was found that the onset of strain softening was more strongly dependent on Z than the onset of yielding was

Absorption spectra of AA-stacked graphite

International Nuclear Information System (INIS)

Chiu, C W; Lee, S H; Chen, S C; Lin, M F; Shyu, F L

2010-01-01

AA-stacked graphite shows strong anisotropy in geometric structures and velocity matrix elements. However, the absorption spectra are isotropic for the polarization vector on the graphene plane. The spectra exhibit one prominent plateau at middle energy and one shoulder structure at lower energy. These structures directly reflect the unique geometric and band structures and provide sufficient information for experimental fitting of the intralayer and interlayer atomic interactions. On the other hand, monolayer graphene shows a sharp absorption peak but no shoulder structure; AA-stacked bilayer graphene has two absorption peaks at middle energy and abruptly vanishes at lower energy. Furthermore, the isotropic features are expected to exist in other graphene-related systems. The calculated results and the predicted atomic interactions could be verified by optical measurements.

Walking with Students To Increase Satisfaction and Retention.

Science.gov (United States)

Steinhaus, Carol s.

1999-01-01

Describes "walking office hours," an activity in which students (n=64) in introductory health topics and human resources management classes each took a one-half hour walk with the professor around the campus. In both classes students unanimously reported higher "comfort levels" with the instructor following the walk. (DB)

International Student Complaint Behaviour: How Do East Asian Students Complain to Their University?

Science.gov (United States)

Hart, David J.; Coates, Nigel F.

2010-01-01

The growing acceptance that students can also be viewed as consumers of higher education (HE) has acted as a catalyst for universities to place greater emphasis on issues such as student satisfaction and retention. Indeed, the UK National Student Survey covered 152 institutions in 2009. However, far less attention has been paid to the concept of…

Association between AA-NAT gene polymorphism and reproductive performance in sheep

OpenAIRE

Ding-ping,Bai; Cheng-jiang,Yu; Yu-lin,Chen

2012-01-01

Arylalkylamine N-acetyltransferase (AA-NAT) is critical enzyme in Melatonin (MLT) biosynthesis for MLT regulating the animal seasonal breeding. In this study, DNA sequencing methods were applied to detect the polymorphisms of the AA-NAT gene in 179 Chinese sheep belonging to two non-seasonal reproduction breeds and two seasonal reproduction breeds. One mutation at exon 3 (NM_001009461:c.486A > G) was firstly described at the sheep AA-NAT locus. Hence, we described the SmaI PCR-RFLP m...

Systemic AA amyloidosis in the red fox (Vulpes vulpes).

Science.gov (United States)

Rising, Anna; Cederlund, Ella; Palmberg, Carina; Uhlhorn, Henrik; Gaunitz, Stefan; Nordling, Kerstin; Ågren, Erik; Ihse, Elisabet; Westermark, Gunilla T; Tjernberg, Lars; Jörnvall, Hans; Johansson, Jan; Westermark, Per

2017-11-01

Amyloid A (AA) amyloidosis occurs spontaneously in many mammals and birds, but the prevalence varies considerably among different species, and even among subgroups of the same species. The Blue fox and the Gray fox seem to be resistant to the development of AA amyloidosis, while Island foxes have a high prevalence of the disease. Herein, we report on the identification of AA amyloidosis in the Red fox (Vulpes vulpes). Edman degradation and tandem MS analysis of proteolyzed amyloid protein revealed that the amyloid partly was composed of full-length SAA. Its amino acid sequence was determined and found to consist of 111 amino acid residues. Based on inter-species sequence comparisons we found four residue exchanges (Ser31, Lys63, Leu71, Lys72) between the Red and Blue fox SAAs. Lys63 seems unique to the Red fox SAA. We found no obvious explanation to how these exchanges might correlate with the reported differences in SAA amyloidogenicity. Furthermore, in contrast to fibrils from many other mammalian species, the isolated amyloid fibrils from Red fox did not seed AA amyloidosis in a mouse model. © 2017 The Protein Society.