WorldWideScience

Sample records for previous achievement difficulties

  1. Achievement Difficulties for the Academically Gifted.

    Science.gov (United States)

    Nelson, Robert R.

    1998-01-01

    Identifies, in a case study, a gifted student who, in consideration of previous academic achievement, should be performing exceptionally well, but has a four-year history of withdrawing from and failing courses, avoids studying, and occasionally rallies at the 11th hour for an average performance. Proposes a learner-centered intervention, in a…

  2. Social communication difficulties and autism in previously institutionalized children.

    Science.gov (United States)

    Levin, April R; Fox, Nathan A; Zeanah, Charles H; Nelson, Charles A

    2015-02-01

    To determine the risk of difficulties with social communication and restricted/repetitive behaviors as well as the rate of autism in children institutionalized in early infancy and to assess the impact of a foster care intervention on ameliorating this risk. Children abandoned at birth and raised in institutions in Bucharest, Romania were randomly assigned to a care-as-usual group (institutional care, CAUG), or placed in family-centered foster care (FCG) as part of the Bucharest Early Intervention Project (BEIP). At approximately 10 years of age, the Social Communication Questionnaire (SCQ) was administered to caregivers of children in both groups as well as to parents of a typically developing community sample (Never-Institutionalized group [NIG]) residing in Bucharest, Romania. Children scoring ≥12 on the SCQ underwent clinical evaluation for autism spectrum disorder (ASD). Caregivers of children with a history of institutionalization reported that these children had significantly more deviant behavior than never-institutionalized children on all subdomains of the SCQ (all p Children in the FCG had significantly lower scores on the SCQ than children in the CAUG (p children, 2 of 57 FCG children, and none of the NIG children received a formal ASD diagnosis. Early institutional rearing was associated with an increased risk of social communication difficulties and ASD. A family-centered foster care intervention improved social communication skills. Copyright © 2015 American Academy of Child and Adolescent Psychiatry. Published by Elsevier Inc. All rights reserved.

  3. Achievements, difficulties and future challenges for the FARMING network

    Energy Technology Data Exchange (ETDEWEB)

    Nisbet, A.F. [National Radiological Protection Board, Chilton, Didcot, Oxon, OX11 0RQ (United Kingdom)]. E-mail: anne.nisbet@hpa-rp.org.uk; Mercer, J.A. [National Radiological Protection Board, Chilton, Didcot, Oxon, OX11 0RQ (United Kingdom); Rantavaara, A. [Radiation and Nuclear Safety Authority, PO Box 14, FIN-00881 Helsinki (Finland); Hanninen, R. [Radiation and Nuclear Safety Authority, PO Box 14, FIN-00881 Helsinki (Finland); Vandecasteele, C. [Federal Agency for Nuclear Control, Ravenstein street 36, B-1000 Brussels (Belgium); Carle, B. [SCK.CEN, Boeretang 200, B-2400 Mol (Belgium); Hardeman, F. [SCK.CEN, Boeretang 200, B-2400 Mol (Belgium); Ioannides, K.G. [Nuclear Physics Laboratory, University of Ioannina, 45110 Ioannina (Greece); Papachristodoulou, C. [Nuclear Physics Laboratory, University of Ioannina, 45110 Ioannina (Greece); Tzialla, C. [Agricultural Research Station of Ioannina, 455 00 Katsikas, Ioannina (Greece); Ollagnon, H. [Institut National Agronomique Paris-Grignon, 75231 Paris Cedex 05 (France); Jullien, T. [Institut National Agronomique Paris-Grignon, 75231 Paris Cedex 05 (France); Pupin, V. [Institut National Agronomique Paris-Grignon, 75231 Paris Cedex 05 (France)

    2005-07-01

    The EC FARMING network (Food and Agriculture Restoration Management Involving Networked Groups) was set up to bring together the many and diverse stakeholders who would be involved in intervention following wide scale radioactive contamination of the food chain, so that acceptable strategies can be developed for maintaining agricultural production and safe food supply. The network comprises stakeholder panels in the UK, Finland, Belgium, France and Greece that have met regularly since 2001 to debate, discuss and exchange opinion on the acceptability, constraints and impact of various countermeasure options and strategies. The objectives of this paper are to consolidate the main achievements of the FARMING project over the period 2000-2004, to highlight the various difficulties that were encountered and to discuss the challenges for engaging stakeholders in off-site emergency management and long-term rehabilitation in the future.

  4. Achievements, difficulties and future challenges for the FARMING network

    International Nuclear Information System (INIS)

    Nisbet, A.F.; Mercer, J.A.; Rantavaara, A.; Hanninen, R.; Vandecasteele, C.; Carle, B.; Hardeman, F.; Ioannides, K.G.; Papachristodoulou, C.; Tzialla, C.; Ollagnon, H.; Jullien, T.; Pupin, V.

    2005-01-01

    The EC FARMING network (Food and Agriculture Restoration Management Involving Networked Groups) was set up to bring together the many and diverse stakeholders who would be involved in intervention following wide scale radioactive contamination of the food chain, so that acceptable strategies can be developed for maintaining agricultural production and safe food supply. The network comprises stakeholder panels in the UK, Finland, Belgium, France and Greece that have met regularly since 2001 to debate, discuss and exchange opinion on the acceptability, constraints and impact of various countermeasure options and strategies. The objectives of this paper are to consolidate the main achievements of the FARMING project over the period 2000-2004, to highlight the various difficulties that were encountered and to discuss the challenges for engaging stakeholders in off-site emergency management and long-term rehabilitation in the future

  5. Difficulties in achieving public acceptance of nuclear energy in Poland

    International Nuclear Information System (INIS)

    Latek, S.

    1993-01-01

    Both the surveys and other social phenomena (establishment of a Polish Nucleonic Society, change in the tone by the mass media, access to other nations' experience) provide some grounds for a moderately optimistic (for nuclear energy prospect in Poland) conclusion of this paper. Unfortunately, one also has to be aware of hazards to that vision. The continuing economic crisis and the resulting fall in energy demand exerts no pressure on investing in energy. Environmental movements still have a considerable authority among the society. The unstable political situation in this part of Europe aggravated by the lack of sufficient guarantees against uncontrolled use of nuclear weapons also a negative impact on the awareness and attitudes of people. All these matters- signs of hope and difficulties- are great challenges to us. We will seek to meet them

  6. Libyan cochlear implant programme: achievements, difficulties, and future goals

    Directory of Open Access Journals (Sweden)

    Samya El-Ogbi

    2011-05-01

    Full Text Available Cochlear implantation has become established worldwide as a safe and effective method of auditory rehabilitation of selected severely and profound deaf children and adults. Over 100,000 patients have received cochlear implants worldwide with the paediatric population proving to be the main beneficiaries. The Libyan cochlear implant programme was set up in 2004. Data relating to the patients who received cochlear implantation at Tripoli Medical Centre between October 2007 and February 2010 were analysed. Implant operations were performed on 37 patients. All patients received Med-El SONATATI 100 devices. Thirty-four (91.9% of these patients were children, whilst three (8.1% were adults. Combined, congenital hearing loss (56.8% and perinatal/neonatal (29.7% were the two main aetiological factors in children. Seventeen patients (45.9% had a positive family history of deafness. Sixteen patients (43.2% were born to blood-related parents. The overall rate of minor and major complications was 16.2%, which is comparable to previous studies.

  7. Risk of behavioral and adaptive functioning difficulties in youth with previous and current sleep disordered breathing.

    Science.gov (United States)

    Perfect, Michelle M; Archbold, Kristen; Goodwin, James L; Levine-Donnerstein, Deborah; Quan, Stuart F

    2013-04-01

    To examine the rates of behavioral and adaptive functioning difficulties among youth who never had sleep disordered breathing (SDB), had remitted SDB, had incident SDB, or had persistent SDB; and to determine if there were increased odds of behavioral difficulties among youth with varying SDB histories relative to those who never had SDB. 263 youth had valid polysomnography and neurobehavioral data at two time points approximately 5 years apart from the prospective Tucson Children's Assessment of Sleep Apnea study. Primary outcomes were the behavior assessment scale for children-2(nd) Edition parent report form (BASC-PRF) and Self-Report of Personality (SRP), and the Adaptive Behavior Assessment System-2(nd) Edition (ABAS-2). Compared to those who never had SDB, individuals with persistent SDB had significant odds and met more cutoff scores on the BASC-2-PRF externalizing problems composite (odds ratio [OR] 3.29; 8.92% vs. 35.3%), behavioral symptoms index (OR 6.82; 7.4% vs. 35.3%) and Hyperactivity subscale (OR 6.82; 11.1% vs. 41.2%). Similarly, greater difficulties was seen for the group with persistent SDB (relative to never) on the ABAS-2 social domain (OR 3.39; 22% vs. 50%), and Communication (OR 4.26; 15% vs. 42.9%) and Self-Care subscales (OR = 2.97; 25.2% vs. 50%). Relative to youth who never had SDB, youth who developed SDB at Time 2 had compromised adaptive skills as evidenced by the BASC-2 PRF adaptive behavior composite (OR 3.34; 15.6% vs. 38.1%) and the ABAS-2 general adaptive composite (OR 2.83; 20.5% vs. 42.1%). Youth with current SDB exhibited hyperactivity, attention problems, aggressivity, lower social competency, poorer communication, and/or diminished adaptive skills.

  8. Mathematical and Reading Difficulties as Predictors of School Achievement and Transition to Secondary Education

    Science.gov (United States)

    Hakkarainen, Airi; Holopainen, Leena; Savolainen, Hannu

    2013-01-01

    This study investigated whether mathematical and reading difficulties and self-reported learning problems predicted school achievement in the ninth grade, at the age of 16, and how these difficulties further explained the transition either to upper secondary academic education or to vocational education. The sample of the present study comprised…

  9. How University Students with Reading Difficulties Are Supported in Achieving Their Goals

    Science.gov (United States)

    Stack-Cutler, Holly L.; Parrila, Rauno K.; Jokisaari, Markku; Nurmi, Jari-Erik

    2015-01-01

    We examine (a) what social ties university students with a history of reading difficulty (RD) report assisting them to achieve their goals, (b) outlets available for developing social ties, (c) resources mobilized within these relationships, and (d) the impact of social ties' status on academic achievement. Participants were 107 university…

  10. English academic language skills: Perceived difficulties by undergraduate and graduate students, and their academic achievement

    Directory of Open Access Journals (Sweden)

    Robert Berman

    2001-12-01

    Full Text Available Abstract An EAP needs survey conducted at a major Canadian university among first-year Bachelor's- and Master's-level students reveals that native speakers (NS and non-native speakers (NNS of English perceive that the language skills that are necessary for academic study are of different levels of difficulty. Furthermore, English language difficulties appear to negatively affect the academic achievement of NNS graduate students as compared to their NS peers. However, such difficulties, although acknowledged to exist by NNS undergraduates, do not appear to affect their academic performance as compared with that of their NS counterparts.

  11. Computation Error Analysis: Students with Mathematics Difficulty Compared to Typically Achieving Students

    Science.gov (United States)

    Nelson, Gena; Powell, Sarah R

    2017-01-01

    Though proficiency with computation is highly emphasized in national mathematics standards, students with mathematics difficulty (MD) continue to struggle with computation. To learn more about the differences in computation error patterns between typically achieving students and students with MD, we assessed 478 3rd-grade students on a measure of…

  12. The role of difficulty and gender in numbers, algebra, geometry and mathematics achievement

    Science.gov (United States)

    Rabab'h, Belal Sadiq Hamed; Veloo, Arsaythamby; Perumal, Selvan

    2015-05-01

    This study aims to identify the role of difficulty and gender in numbers, algebra, geometry and mathematics achievement among secondary schools students in Jordan. The respondent of the study were 337 students from eight public secondary school in Alkoura district by using stratified random sampling. The study comprised of 179 (53%) males and 158 (47%) females students. The mathematics test comprises of 30 items which has eight items for numbers, 14 items for algebra and eight items for geometry. Based on difficulties among male and female students, the findings showed that item 4 (fractions - 0.34) was most difficult for male students and item 6 (square roots - 0.39) for females in numbers. For the algebra, item 11 (inequality - 0.23) was most difficult for male students and item 6 (algebraic expressions - 0.35) for female students. In geometry, item 3 (reflection - 0.34) was most difficult for male students and item 8 (volume - 0.33) for female students. Based on gender differences, female students showed higher achievement in numbers and algebra compare to male students. On the other hand, there was no differences between male and female students achievement in geometry test. This study suggest that teachers need to give more attention on numbers and algebra when teaching mathematics.

  13. A meta-analysis of morphological interventions: effects on literacy achievement of children with literacy difficulties.

    Science.gov (United States)

    Goodwin, Amanda P; Ahn, Soyeon

    2010-12-01

    This study synthesizes 79 standardized mean-change differences between control and treatment groups from 17 independent studies, investigating the effect of morphological interventions on literacy outcomes for students with literacy difficulties. Average total sample size ranged from 15 to 261 from a wide range of grade levels. Overall, morphological instruction showed a significant improvement on literacy achievement (d = 0.33). Specifically, its effect was significant on several literacy outcomes such as phonological awareness (d = 0.49), morphological awareness (d = 0.40), vocabulary (d = 0.40), reading comprehension (d = 0.24), and spelling (d = 0.20). Morphological instruction was particularly effective for children with reading, learning, or speech and language disabilities, English language learners, and struggling readers, suggesting the possibility that morphological instruction can remediate phonological processing challenges. Other moderators were also explored to explain differences in morphological intervention effects. These findings suggest students with literacy difficulties would benefit from morphological instruction.

  14. How university students with reading difficulties are supported in achieving their goals.

    Science.gov (United States)

    Stack-Cutler, Holly L; Parrila, Rauno K; Jokisaari, Markku; Nurmi, Jari-Erik

    2015-01-01

    We examine (a) what social ties university students with a history of reading difficulty (RD) report assisting them to achieve their goals, (b) outlets available for developing social ties, (c) resources mobilized within these relationships, and (d) the impact of social ties' status on academic achievement. Participants were 107 university students with RD who were currently completing or had recently completed a university degree. Results showed that university students with RD named friends, parents, and significant others (e.g., boy/girlfriend, spouse) as social ties most often. Personal social ties were developed through social media networking sites and within close relationships, and institutional social ties through academic centers and university general services, among others. Resources mobilized among personal and institutional social ties included emotional and social support, advice and planning, writing and studying help, and goal setting. Institutional social ties also afforded job search assistance, accommodations, skill development, financial support, and mental health services. Finally, the status of employed, but not student, social ties explained academic achievement. © Hammill Institute on Disabilities 2013.

  15. Using a Multidimensional Measure of Resilience to Explain Life Satisfaction and Academic Achievement of Adults with Reading Difficulties

    Science.gov (United States)

    Stack-Cutler, Holly L.; Parrila, Rauno K.; Torppa, Minna

    2015-01-01

    We assessed the impact of intrapersonal and interpersonal resilience, persistence, and number of difficulties in addition to reading problems on life satisfaction (general, social, and self) and academic achievement. A total of 120 adults with reading difficulties who either were completing a university degree or were recent graduates responded to…

  16. Speech and language therapy intervention with a group of persistent and prolific young offenders in a non-custodial setting with previously undiagnosed speech, language and communication difficulties.

    Science.gov (United States)

    Gregory, Juliette; Bryan, Karen

    2011-01-01

    Increasing numbers of children with behaviour and school problems (related to both academic achievement and social participation) are recognized as having undiagnosed speech, language and communication difficulties. Both speech, language and communication difficulties and school failure are risk factors for offending. To investigate the prevalence of speech, language and communication difficulties in a group of persistent and prolific young offenders sentenced to the Intensive Supervision and Surveillance Programme (ISSP), and to provide a preliminary evaluation of the impact of speech and language therapy (SLT) intervention. Seventy-two entrants to ISSP over 12 months were screened by the speech and language therapist. Those showing difficulties then had a detailed language assessment followed by intervention delivered jointly by the speech and language therapist and the youth offending team staff. Reassessment occurred at programme completion. A total of 65% of those screened had profiles indicating that they had language difficulties and might benefit from speech and language therapy intervention. As a cohort, their language skills were lower than those of the general population, and 20% scored at the 'severely delayed' level on standardized assessment. This is the first study of speech and language therapy within community services for young offenders, and is the first to demonstrate language improvement detectable on standardized language tests. However, further research is needed to determine the precise role of speech and language therapy within the intervention programme. Children and young people with behavioural or school difficulties coming into contact with criminal justice, mental health, psychiatric, and social care services need to be systematically assessed for undiagnosed speech, language and communication difficulties. Appropriate interventions can then enable the young person to engage with verbally mediated interventions. © 2011 Royal College

  17. Effect of Self-Instruction Strategy on the Achievement in Algebra of Students with Learning Difficulty in Mathematics

    Science.gov (United States)

    Adani, Anthony; Eskay, Michael; Onu, Victoria

    2012-01-01

    This quasi-experimental study examined the effect of self-instruction strategy on the achievement in algebra of students with learning difficulty in mathematics. Two research questions and one null hypothesis were formulated to guide the study. The study adopted a non-randomized pre-test and post-test control group design with one experimental…

  18. Implications of Overlapping Difficulties in Mathematics and Reading on Self-Concept and Academic Achievement

    Science.gov (United States)

    Holopainen, Leena; Taipale, Airi; Savolainen, Hannu

    2017-01-01

    In this study, the relationship between adolescents' difficulty in mathematics and reading and the influence on academic self-concept and school grades was examined. The participants (N = 585; 299 girls, 286 boys) were one age group of ninth-graders whose mathematics and reading skills were assessed at the end of comprehensive school at age…

  19. Effects of Semantic Ambiguity Detection Training on Reading Comprehension Achievement of English Learners with Learning Difficulties

    Science.gov (United States)

    Jozwik, Sara L.; Douglas, Karen H.

    2016-01-01

    This study examined how explicit instruction in semantic ambiguity detection affected the reading comprehension and metalinguistic awareness of five English learners (ELs) with learning difficulties (e.g., attention deficit/hyperactivity disorder, specific learning disability). A multiple probe across participants design (Gast & Ledford, 2010)…

  20. Metacognitive Reading and Study Strategies and Academic Achievement of University Students With and Without a History of Reading Difficulties.

    Science.gov (United States)

    Bergey, Bradley W; Deacon, S Hélène; Parrila, Rauno K

    2017-01-01

    University students who report a history of reading difficulties have been demonstrated to have poorer word reading and reading comprehension skills than their peers; yet, without a diagnosed learning disability, these students do not have access to the same support services, potentially placing them at academic risk. This study provides a comprehensive investigation of first-year academic achievement for students with a history of reading difficulties (n = 244) compared to students with no such history (n = 603). We also examine reported use of metacognitive reading and study strategies and their relations with GPA. Results indicate that students with a history of reading difficulties earn lower GPA and successfully complete fewer credits compared to students with no history of reading difficulty. These patterns varied somewhat by faculty of study. Students with a history of reading difficulties also reported lower scores across multiple metacognitive reading and study strategy scales, yet these scores were not associated with their academic performance. Together, these results demonstrate the importance of identifying students with a history of reading difficulties and that commonly used study strategy inventories have limited value in predicting their academic success. © Hammill Institute on Disabilities 2015.

  1. An Investigation of Relationships between Perceived Subject Matter Difficulty and Physiological Arousal During Achievement Testing.

    Science.gov (United States)

    Nighswander, James K.; Beggs, Donald L.

    A physiological measure, which does not possess the limitations of traditional self-report measures of test anxiety, was used to measure arousal during a simulated achievement testing situation. A sample of 119 fifth and sixth grade students ranked four academic subjects (arithmetic, language arts, social studies, and science) from "most…

  2. Difficulties of Academic Achievement in Principles of Accounting Courses from the Student Perspective: Evidence from Libya

    Science.gov (United States)

    Tailab, Mohamed M.

    2013-01-01

    Many studies by researchers and accounting educators explore various factors associated with the success or failure of accounting majors in college level accounting courses. This paper identifies and summarizes the main obstacles associated with low student academic achievement in introductory courses in the College of Accounting at Al-Jabal…

  3. Predicting Academic Achievement and Attainment: The Contribution of Early Academic Skills, Attention Difficulties, and Social Competence

    Science.gov (United States)

    Rabiner, David L.; Godwin, Jennifer; Dodge, Kenneth A.

    2016-01-01

    Research predicting academic achievement from early academic, attention, and socioemotional skills has largely focused on elementary school outcomes and rarely included peer assessments of social competence. We examined associations between these early child characteristics and academic outcomes into young adulthood using the Fast Track normative…

  4. Consequences of childhood reading difficulties and behaviour problems for educational achievement and employment in early adulthood.

    Science.gov (United States)

    Smart, Diana; Youssef, George J; Sanson, Ann; Prior, Margot; Toumbourou, John W; Olsson, Craig A

    2017-06-01

    Reading difficulties (RDs) and behaviour problems (BPs) are two common childhood problems that have a high degree of stability and often negatively affect well-being in both the short and longer terms. The study aimed to shed light on the unique and joint consequences of these two childhood problems for educational and occupational outcomes in early adulthood. Data were drawn from a life-course longitudinal study of psychosocial development, the Australian Temperament Project. Parent and teacher reports and a standard reading test were used to define four groups of children at 7-8 years: RDs only; BPs only; both problems; and neither problem. These groups were followed forward to ascertain educational attainment and employment status at 19-20 and 23-24 years. Each childhood problem was a unique risk for poorer educational and occupational outcomes, with co-occurring problems significantly increasing the risk of poorer educational outcomes. Further analyses revealed that the effects of childhood BPs on occupational status were mediated by secondary school non-completion, but childhood RDs were not. The findings point to the importance of screening and early intervention to prevent or minimize the development of these two childhood problems, as well as continuing to support vulnerable children to increase their likelihood of secondary school completion. © 2017 The British Psychological Society.

  5. INSIGHTS INTO THE MAIN DIFFICULTIES OF ACHIEVING SUSTAINABLE DEVELOPMENT OF TOURISM IN IRAQ

    Directory of Open Access Journals (Sweden)

    AL-SAADI NAWAR

    2014-06-01

    Full Text Available Tourism development is one of the important ways to achieve integrated economic development through the compatibility between the various productive and service sectors, and to make progress in quality and level of life. Yet this purpose cannot be achieved as a final aim without achieving the benchmarks in both the productive and service sectors. But the questions that arise regard the obstacles that hinder the path of the sustainable tourism development in Iraq and their impact on the tourism sector in the country. The research deals with descriptions of the most important determinants of domestic tourism in Iraq and shows that many of these quantifiable factors are of notable quality, while some are quantified and possibly included in the model record. From here, the focus will be laid on these factors as a driver and a motif to address the negative issues in the tourism industry of Iraq, especially since Iraq has become increasingly dependent on domestic tourism, more than on international tourism, in the light of deteriorating security conditions that stand as a major impediment in the entry of foreigners inside the country.

  6. The Effects of a Growth Mindset Intervention on the Beliefs about Intelligence, Effort Beliefs, Achievement Goal Orientations, and Academic Self-Efficacy of LD Students with Reading Difficulties

    Science.gov (United States)

    Baldridge, Mary Caufield

    2010-01-01

    The overall purpose of this study was to examine the effects of a "growth mindset" intervention on the beliefs about intelligence, effort beliefs, achievement goals, and academic self-efficacy of learning disabled (LD) students with reading difficulties. The treatment group consisted of 12 high school LD students with reading difficulties. This…

  7. The Relationship of Print Reading in Tier I Instruction and Reading Achievement for Kindergarten Students at Risk of Reading Difficulties

    Science.gov (United States)

    Wanzek, Jeanne; Roberts, Greg; Al Otaiba, Stephanie; Kent, Shawn C.

    2014-01-01

    For many students at risk of reading difficulties, effective, early reading instruction can improve reading outcomes and set them on a positive reading trajectory. Thus, response-to-intervention models include a focus on a student's Tier I reading instruction as one element for preventing reading difficulties and identifying students with a…

  8. The Effect of Retesting on End-of-Semester Performance in High School Chemistry at Three Levels of Previous Science Achievement.

    Science.gov (United States)

    Deboer, George E.

    1981-01-01

    Examines whether retesting: (1) affects achievement of students (N=95) grouped according to previous achievement in science; and (2) influences students to delay studying and perform at a low level on initial tests. Also examines whether procrastination of retested students is affected by their achievement level. (DS)

  9. Emergent Literacy Skills, Behavior Problems and Familial Antecedents of Reading Difficulties: A Follow-Up Study of Reading Achievement from Kindergarten to Fifth Grade

    Science.gov (United States)

    Costa, Hugo Camara; Perdry, Herve; Soria, Carmen; Pulgar, Salome; Cusin, Francoise; Dellatolas, Georges

    2013-01-01

    This study examined the relation between emergent literacy skills, teachers' reports of behavioral problems, and word reading achievement in a community sample of French students. Family background was investigated and included familial antecedents of reading difficulties (Fa/Rd) and parents' educational level. The analyses explored the pattern of…

  10. Metacognitive Reading and Study Strategies and Academic Achievement of University Students with and without a History of Reading Difficulties

    Science.gov (United States)

    Bergey, Bradley W.; Deacon, S. Hélène; Parrila, Rauno K.

    2017-01-01

    University students who report a history of reading difficulties have been demonstrated to have poorer word reading and reading comprehension skills than their peers; yet, without a diagnosed learning disability, these students do not have access to the same support services, potentially placing them at academic risk. This study provides a…

  11. Emergent literacy skills, behavior problems and familial antecedents of reading difficulties: a follow-up study of reading achievement from kindergarten to fifth grade.

    Science.gov (United States)

    Costa, Hugo Câmara; Perdry, Hervé; Soria, Carmen; Pulgar, Salomé; Cusin, Françoise; Dellatolas, Georges

    2013-03-01

    This study examined the relation between emergent literacy skills, teachers' reports of behavioral problems, and word reading achievement in a community sample of French students. Family background was investigated and included familial antecedents of reading difficulties (Fa/Rd) and parents' educational level. The analyses explored the pattern of concurrent relations between behavioral, familial and emergent literacy measures in a sample of 812 preschoolers, and their predictive power in explaining word reading achievement in a sub-sample of 150 children followed from kindergarten to fifth grade. Word reading at fifth grade was predicted by kindergarten measures of phonological awareness and letter knowledge. Teachers' reports of inattention symptoms at each grade level were associated with early reading skills and with subsequent word reading. Fa/Rd were concurrently and longitudinally associated with emergent literacy skills, teachers' reported inattention and word reading. These results indicate that children with a family history of reading difficulties are at increased risk for the co-occurrence of reading difficulties and attention problems from kindergarten onward. These findings confirm the shared influence of Fa/Rd on the comorbidity between inattention symptoms and reading difficulties in a non-diagnosed community sample of preschool children followed through late elementary school. Copyright © 2012 Elsevier Ltd. All rights reserved.

  12. Online Formative Assessments in a Digital Signal Processing Course: Effects of Feedback Type and Content Difficulty on Students Learning Achievements

    Science.gov (United States)

    Petrovic, J.; Pale, P.; Jeren, B.

    2017-01-01

    This study aimed to investigate the effects of using online formative assessments on students' learning achievements. Using a quasi-experimental study design with one control group (no formative assessments available), and two experimental groups receiving feedback in available online formative assessments (knowledge of the correct response--KCR,…

  13. The effect of retesting on end-of-semester performance in high school chemistry at three levels of previous science achievement

    Science.gov (United States)

    Deboer, George E.

    To determine the effect of retesting on student learning in chemistry, three questions were addressed by means of a 3 × 2 (achievement level X treatment) factorial design: (1) Does retesting affect differently the end-of-semester mastery of course objectives of students who are grouped according to their previous achievement in science? (2) Do students who are given an opportunity to take retests merely delay their studying and perform at a lower level on initial tests than nonretested students? (3) Is the procrastination of retested students (if it exists) affected by their achievement level? The results showed that for one of four units low ability students who were retested demonstrated greater learning gains than low ability students who were not retested, and that procrastination, if it was present, did not have significant effects on student learning at any achievement level. Results were discussed in terms of the students' room for improvement, motivation to improve, and ability to improve.

  14. Breathing difficulty

    Science.gov (United States)

    Shortness of breath; Breathlessness; Difficulty breathing; Dyspnea ... There is no standard definition for difficulty breathing. Some people ... even though they don't have a medical condition. Others may ...

  15. A longitudinal study of relationships between previous academic achievement, emotional intelligence and personality traits with psychological health of medical students during stressful periods.

    Science.gov (United States)

    Yusoff, Muhamad Saiful Bahri; Esa, Ab Rahman; Mat Pa, Mohamad Najib; Mey, See Ching; Aziz, Rosniza Abdul; Abdul Rahim, Ahmad Fuad

    2013-01-01

    There is considerable evidence that emotional intelligence, previous academic achievement (i.e. cumulative grade point average (GPA)) and personality are associated with success in various occupational settings. This study evaluated the relationships of these variables with psychological health of first year medical students during stressful periods. A 1-year prospective study was done with students accepted into the School of Medical Sciences, Universiti Sains Malaysia. Information on emotional intelligence, GPA and personality traits were obtained prior to admission. The validated Universiti Sains Malaysia Emotional Quotient Inventory and Universiti Sains Malaysia Personality Inventory were used to measure emotional intelligence and personality traits, respectively. Stress, anxiety and depression were measured by the 21-item Depression Anxiety Stress Scale during the end-of-course (time 1) and final (time 2) examinations. At the less stressful period (time 1), stress level was associated with agreeableness and the final GPA, anxiety level was associated with emotional control and emotional conscientiousness and depression level was associated with the final GPA and extraversion. At the more stressful period (time 2), neuroticism associated with stress level, anxiety level was associated with neuroticism and emotional expression, and depression level was associated with neuroticism. This study found that neuroticism was the strongest associated factor of psychological health of medical students during their most stressful testing period. Various personality traits, emotional intelligence and previous academic performance were associated factors of psychological health during a less stressful period. These data suggest that early identification of medical students who are vulnerable to the stressful environment of medical schools might help them maintain psychological well-being during medical training.

  16. Involving new actors to achieve ART scaling-up: difficulties in an HIV/AIDS counselling and testing centre in Cameroon.

    Science.gov (United States)

    Yakam, J C Y Tantchou; Gruénais, M-E

    2009-03-01

    The high HIV/AIDS-related mortality among young adults is devastating countries in sub-Saharan Africa. The implementing capacity of the health systems is the main limiting factor of antiretroviral treatment (ART) scaling-up;(1) this capacity depends mainly on the health workforce. Tackling the issue of human resources for health is thus of paramount importance to achieve universal access to ART and for the survival of health systems in time of AIDS. To support such a process, the World Health Organization stresses the importance of task shifting(2) from medical doctors to nurses and from nurses to community health workers. Such task shifting is not easy to achieve but undoubtedly needed. This paper raises issues about the involvement of new actors(3) without precise redefinitions of roles and task-shifting procedures. We take the example of a 'Centre de Prévention et de Dépistage Volontaire du VIH/sida'(4) in one major town of the Far-North province of Cameroon (Central Africa). The study was qualitative. Observations were carried out in the service and in-depth interviews conducted with health workers and actors of Cameroon's National AIDS Control Committee. These interviews were recorded and transcribed. The material was analysed using keywords. KEY RESULT: The involvement of new actors in a context of human resources for health shortage and health system crisis creates confusion and role conflicts, which lead to frustration. It favours the appearance of chinks within which these new actors slip and 'find their way' in the system; it finally raises problems related to their legitimacy and position within the existing hierarchy. KEY POLICY MESSAGE: It is necessary, when involving new staff members (particularly when they do not belong to internationally recognized health professionals such as nurses, doctors and pharmacists), to redefine roles and build precise task-shifting procedures so that everyone may still have a place in the whole system and feel useful.

  17. Difficulties in emotion regulation in patients with eating disorders

    OpenAIRE

    Ruscitti, Catherine; Rufino, Katrina; Goodwin, Natalie; Wagner, Rebecca

    2016-01-01

    Background A defining characteristic of eating disorders (EDs) is difficulty with emotion regulation (ER). Previous research indicates that ED subtypes demonstrate differing ER difficulties. Specifically, individuals with Anorexia Nervosa (AN) or Bulimia Nervosa (BN) show greater impairment in their ability to regulate emotions in areas such as achieving goals while upset, reacting impulsively to distress, and effectively using coping strategies, as compared to those with Binge Eating Disorde...

  18. Libyan cochlear implant programme: achievements, difficulties, and ...

    African Journals Online (AJOL)

    Cochlear implantation has become established worldwide as a safe and effective method of auditory rehabilitation of selected severely and profound deaf children and adults. Over 100,000 patients have received cochlear implants worldwide with the paediatric population proving to be the main beneficiaries. The Libyan ...

  19. Difficulties in emotion regulation in patients with eating disorders.

    Science.gov (United States)

    Ruscitti, Catherine; Rufino, Katrina; Goodwin, Natalie; Wagner, Rebecca

    2016-01-01

    A defining characteristic of eating disorders (EDs) is difficulty with emotion regulation (ER). Previous research indicates that ED subtypes demonstrate differing ER difficulties. Specifically, individuals with Anorexia Nervosa (AN) or Bulimia Nervosa (BN) show greater impairment in their ability to regulate emotions in areas such as achieving goals while upset, reacting impulsively to distress, and effectively using coping strategies, as compared to those with Binge Eating Disorder (BED). However, limited research includes the diagnostic category of Eating Disorder, Not Otherwise Specified (EDNOS). The aim of this study was to better understand ER difficulties for all ED diagnoses, especially EDNOS. It was hypothesized that patients with EDs will demonstrate similar ER difficulties as psychiatric patients without EDs and that patients with EDNOS will be similar in their total level of ER difficulties but will differ in their specific types of difficulties in ER as compared to patients with other EDs. Participants included 404 adults presenting to an inpatient psychiatric hospital. Psychiatric diagnoses, including EDs, were determined using the Structured Clinical Interview for DSM Disorders. Differences in specific and overall difficulties with ER were examined across psychiatric patients using the multidimensional Difficulties in Emotion Regulation Scale. Results of this study indicate that individuals with EDs have greater ER difficulties in most domains of ER and that those with BED and EDNOS demonstrate the most significant differences in ER as compared to psychiatric patients without EDs. Additionally, it was found that ED subtypes typically did not differ in terms of specific difficulties in ER. One exception emerged indicating that individuals with BED demonstrated significantly greater difficulty on the Limited Access to Emotion Regulation Strategies subscale as compared to those with EDNOS. Researchers were able to clarify difficulties in ER across ED

  20. Laparoscopy After Previous Laparotomy

    Directory of Open Access Journals (Sweden)

    Zulfo Godinjak

    2006-11-01

    Full Text Available Following the abdominal surgery, extensive adhesions often occur and they can cause difficulties during laparoscopic operations. However, previous laparotomy is not considered to be a contraindication for laparoscopy. The aim of this study is to present that an insertion of Veres needle in the region of umbilicus is a safe method for creating a pneumoperitoneum for laparoscopic operations after previous laparotomy. In the last three years, we have performed 144 laparoscopic operations in patients that previously underwent one or two laparotomies. Pathology of digestive system, genital organs, Cesarean Section or abdominal war injuries were the most common causes of previouslaparotomy. During those operations or during entering into abdominal cavity we have not experienced any complications, while in 7 patients we performed conversion to laparotomy following the diagnostic laparoscopy. In all patients an insertion of Veres needle and trocar insertion in the umbilical region was performed, namely a technique of closed laparoscopy. Not even in one patient adhesions in the region of umbilicus were found, and no abdominal organs were injured.

  1. The Affective Dimensions of Mathematical Difficulties in Schoolchildren

    Directory of Open Access Journals (Sweden)

    Morena Lebens

    2011-01-01

    Full Text Available Mathematical difficulties (MDs are frequently characterised by cognitive deficits such as ineffective problem solving strategies and a lack of computational fluency. The established literature indicates that mathematical achievement is not only a function of cognitive factors but it also points to the importance of affective factors for the development of mathematical achievement. In the light of this evidence, the exploration of children's affective responses towards mathematics becomes a central issue. Whereas previous studies tended to research affective motivational constructs such as self-efficacy in isolation from other related constructs, the literature suffers from a shortage of research on the relationship between different affective motivational variables and their impact on mathematical achievement in different age and achievement bands. The present paper aims to address this aim by employing a newly developed instrument to measure affective motivational variables. Overall, the present findings support the assumption that children of average ability are less influenced by affective factors than children with mathematical difficulties.

  2. Breathing difficulty - lying down

    Science.gov (United States)

    ... short of breath; Paroxysmal nocturnal dyspnea; PND; Difficulty breathing while lying down; Orthopnea; Heart failure - orthopnea ... Heart failure Obesity (does not directly cause difficulty breathing while lying down but often worsens other conditions ...

  3. Breathing difficulties - first aid

    Science.gov (United States)

    Difficulty breathing - first aid; Dyspnea - first aid; Shortness of breath - first aid ... Breathing difficulty is almost always a medical emergency. An exception is feeling slightly winded from normal activity, ...

  4. Residents in difficulty

    DEFF Research Database (Denmark)

    Christensen, Mette Krogh; O'Neill, Lotte; Hansen, Dorthe Høgh

    2016-01-01

    Background The majority of studies on prevalence and characteristics of residents in difficulty have been conducted in English-speaking countries and the existing literature may not reflect the prevalence and characteristics of residents in difficulty in other parts of the world such as the Scand......Background The majority of studies on prevalence and characteristics of residents in difficulty have been conducted in English-speaking countries and the existing literature may not reflect the prevalence and characteristics of residents in difficulty in other parts of the world...... such as the Scandinavian countries, where healthcare systems are slightly different. The aim of this study was to examine prevalence and characteristics of residents in difficulty in one out of three postgraduate medical training regions in Denmark, and to produce both a quantifiable overview and in-depth understanding...... of the topic. Methods We performed a mixed methods study. All regional residency program directors (N = 157) were invited to participate in an e-survey about residents in difficulty. Survey data were combined with database data on demographical characteristics of the background population (N = 2399...

  5. PREVIOUS SECOND TRIMESTER ABORTION

    African Journals Online (AJOL)

    PNLC

    PREVIOUS SECOND TRIMESTER ABORTION: A risk factor for third trimester uterine rupture in three ... for accurate diagnosis of uterine rupture. KEY WORDS: Induced second trimester abortion - Previous uterine surgery - Uterine rupture. ..... scarred uterus during second trimester misoprostol- induced labour for a missed ...

  6. Energy taxation difficulties

    International Nuclear Information System (INIS)

    Landsberg, H.H.

    1993-01-01

    This paper assesses what may be the underlying reasons for the Clinton administration's recent failure to pass the Btu Tax on energy sources and the current difficulties that this Administration is experiencing in acquiring nation wide consensus on a gasoline tax proposal. Two difficulties stand out - regional differences in climate and thus winter heating requirements, and the differences from state to state in transportation system preferences. The paper cites the positive aspects of energy taxation by noting the petroleum industry's efforts to develop a new less polluting reformulated gasoline

  7. Students’ difficulties in solving linear equation problems

    Science.gov (United States)

    Wati, S.; Fitriana, L.; Mardiyana

    2018-03-01

    A linear equation is an algebra material that exists in junior high school to university. It is a very important material for students in order to learn more advanced mathematics topics. Therefore, linear equation material is essential to be mastered. However, the result of 2016 national examination in Indonesia showed that students’ achievement in solving linear equation problem was low. This fact became a background to investigate students’ difficulties in solving linear equation problems. This study used qualitative descriptive method. An individual written test on linear equation tasks was administered, followed by interviews. Twenty-one sample students of grade VIII of SMPIT Insan Kamil Karanganyar did the written test, and 6 of them were interviewed afterward. The result showed that students with high mathematics achievement donot have difficulties, students with medium mathematics achievement have factual difficulties, and students with low mathematics achievement have factual, conceptual, operational, and principle difficulties. Based on the result there is a need of meaningfulness teaching strategy to help students to overcome difficulties in solving linear equation problems.

  8. Veganism: Motivations and Difficulties

    OpenAIRE

    Beck, Mathilde Therese Claudine; Harvey, John Carr; Trauth, Christina

    2017-01-01

    An increasing number of people are adopting a vegan lifestyle, which means to stop consuming products, that are made from or based on animals, like meat, dairy or eggs. However, the number of research concerning veganism is limited. As the existing research is mainly concentrating on the process of adopting a vegan lifestyle and the view of vegans, these findings shall be examined further with the question, What are the motivation and difficulties about adopting a plant based vegan diet in We...

  9. Neuronal replacement therapy: previous achievements and challenges ahead

    Science.gov (United States)

    Grade, Sofia; Götz, Magdalena

    2017-10-01

    Lifelong neurogenesis and incorporation of newborn neurons into mature neuronal circuits operates in specialized niches of the mammalian brain and serves as role model for neuronal replacement strategies. However, to which extent can the remaining brain parenchyma, which never incorporates new neurons during the adulthood, be as plastic and readily accommodate neurons in networks that suffered neuronal loss due to injury or neurological disease? Which microenvironment is permissive for neuronal replacement and synaptic integration and which cells perform best? Can lost function be restored and how adequate is the participation in the pre-existing circuitry? Could aberrant connections cause malfunction especially in networks dominated by excitatory neurons, such as the cerebral cortex? These questions show how important connectivity and circuitry aspects are for regenerative medicine, which is the focus of this review. We will discuss the impressive advances in neuronal replacement strategies and success from exogenous as well as endogenous cell sources. Both have seen key novel technologies, like the groundbreaking discovery of induced pluripotent stem cells and direct neuronal reprogramming, offering alternatives to the transplantation of fetal neurons, and both herald great expectations. For these to become reality, neuronal circuitry analysis is key now. As our understanding of neuronal circuits increases, neuronal replacement therapy should fulfill those prerequisites in network structure and function, in brain-wide input and output. Now is the time to incorporate neural circuitry research into regenerative medicine if we ever want to truly repair brain injury.

  10. Fractions Learning in Children with Mathematics Difficulties

    Science.gov (United States)

    Tian, Jing; Siegler, Robert S.

    2017-01-01

    Learning fractions is difficult for children in general and especially difficult for children with mathematics difficulties (MD). Recent research on developmental and individual differences in fraction knowledge of children with MD and typically achieving (TA) children has demonstrated that U.S. children with MD start middle school behind their TA…

  11. Mathematics difficulties & classroom leadership

    DEFF Research Database (Denmark)

    Schmidt, Maria Christina Secher

    2016-01-01

    are presented: 1) descriptions of the teachers’ classroom leadership to include all their students in the learning community, 2) the learning community produced by stated and practiced rules for teaching and learning behavior, 3) the classroom behavior of students who experience difficulties with mathematics....... The findings suggest that the teachers’ pedagogical choices and actions support an active learning environment for students in diverse learning needs, and that the teachers practise dimensions of inclusive classroom leadership that are known to be successful for teaching mathematics to all students. Despite......This article investigates possible links between inclusion, students, for whom mathematics is extensively difficult, and classroom leadership through a case study on teaching strategies and student participation in four classrooms at two different primary schools in Denmark. Three sets of results...

  12. Student difficulties with Gauss' law

    Science.gov (United States)

    Kanim, Stephen

    2000-09-01

    Many students in introductory courses have difficulty solving Gauss' law problems. Through interviews with students and analysis of solutions to homework and examination questions we have identified some specific conceptual difficulties that often contribute to students' inability to solve quantitative Gauss' law problems. We give examples of common difficulties and discuss instructional implications.

  13. Difficulties in initial algebra learning in Indonesia

    Science.gov (United States)

    Jupri, Al; Drijvers, Paul; van den Heuvel-Panhuizen, Marja

    2014-12-01

    Within mathematics curricula, algebra has been widely recognized as one of the most difficult topics, which leads to learning difficulties worldwide. In Indonesia, algebra performance is an important issue. In the Trends in International Mathematics and Science Study (TIMSS) 2007, Indonesian students' achievement in the algebra domain was significantly below the average student performance in other Southeast Asian countries such as Thailand, Malaysia, and Singapore. This fact gave rise to this study which aims to investigate Indonesian students' difficulties in algebra. In order to do so, a literature study was carried out on students' difficulties in initial algebra. Next, an individual written test on algebra tasks was administered, followed by interviews. A sample of 51 grade VII Indonesian students worked the written test, and 37 of them were interviewed afterwards. Data analysis revealed that mathematization, i.e., the ability to translate back and forth between the world of the problem situation and the world of mathematics and to reorganize the mathematical system itself, constituted the most frequently observed difficulty in both the written test and the interview data. Other observed difficulties concerned understanding algebraic expressions, applying arithmetic operations in numerical and algebraic expressions, understanding the different meanings of the equal sign, and understanding variables. The consequences of these findings on both task design and further research in algebra education are discussed.

  14. A Systematic Review of Longitudinal Studies of Mathematics Difficulty.

    Science.gov (United States)

    Nelson, Gena; Powell, Sarah R

    2017-06-01

    Some students may be diagnosed with a learning disability in mathematics or dyscalculia, whereas other students may demonstrate below-grade-level mathematics performance without a disability diagnosis. In the literature, researchers often identify students in both groups as experiencing math difficulty. To understand the performance of students with math difficulty, we examined 35 studies that reported longitudinal results of mathematics achievement (i.e., mathematics performance measured across at least a 12-month span). Our primary goal was to conduct a systematic review of these studies and to understand whether the growth of students with math difficulty was comparable or stagnant when compared with that of students without math difficulty. We also analyzed whether identification of math difficulty was predictive of mathematics achievement in later grades and whether a diagnosis of math difficulty was stable across grade levels. Results indicate that students with math difficulty demonstrate growth on mathematics measures, but this growth still leads to lower performance than that of students without math difficulty. Identification of math difficulty is strongly related to math performance in subsequent grades, and this diagnosis is often stable. Collectively, this literature indicates that students with math difficulty continue to struggle with mathematics in later grades.

  15. Real-World Experiences with the Combination Treatment of Ledipasvir plus Sofosbuvir for 12 Weeks in HCV Genotype 1-Infected Japanese Patients: Achievement of a Sustained Virological Response in Previous Users of Peginterferon plus Ribavirin with HCV NS3/4A Inhibitors.

    Science.gov (United States)

    Kanda, Tatsuo; Yasui, Shin; Nakamura, Masato; Suzuki, Eiichiro; Arai, Makoto; Ooka, Yoshihiko; Ogasawara, Sadahisa; Chiba, Tetsuhiro; Saito, Tomoko; Haga, Yuki; Takahashi, Koji; Sasaki, Reina; Wu, Shuang; Nakamoto, Shingo; Tawada, Akinobu; Maruyama, Hitoshi; Imazeki, Fumio; Kato, Naoya; Yokosuka, Osamu

    2017-04-25

    The aim of this study was to characterize the treatment response and serious adverse events of ledipasvir plus sofosbuvir therapies in Japanese patients infected with hepatitis C virus (HCV) genotype 1 (GT1). This retrospective study analyzed 240 Japanese HCV GT1 patients treated for 12 weeks with 90 mg of ledipasvir plus 400 mg of sofosbuvir daily. Sustained virological response at 12 weeks post-treatment (SVR12) was achieved in 236 of 240 (98.3%) patients. Among treatment-naïve patients, SVR12 was achieved in 136 of 138 (98.6%) patients, and among treatment-experienced patients, SVR12 was achieved in 100 of 102 (98.0%) patients. In patients previously treated with peginterferon plus ribavirin with various HCV NS3/4A inhibitors, 100% SVR rates (25/25) were achieved. Two relapsers had HCV NS5A resistance-associated variants (RAVs), but no HCV NS5B-S282 was observed after they relapsed. We experienced two patients with cardiac events during treatment. In conclusion, combination of ledipasvir plus sofosbuvir for 12 weeks is a potential therapy for HCV GT1 patients. Caution is needed for HCV NS5A RAVs, which were selected by HCV NS5A inhibitors and cardiac adverse events.

  16. University Students with Reading Difficulties: Do Perceived Supports and Comorbid Difficulties Predict Well-being and GPA?

    Science.gov (United States)

    Stack-Cutler, Holly L.; Parrila, Rauno K.; Torppa, Minna

    2016-01-01

    We examined the impact of the number of comorbid difficulties, social support, and community support on life satisfaction and academic achievement among 120 university students or recent graduates with self-reported reading difficulties. Participants completed a questionnaire assessing perceived social support, perceived community support, the…

  17. Workplace bullying and sleep difficulties

    DEFF Research Database (Denmark)

    Hansen, Åse Marie; Hogh, Annie; Garde, Anne Helene

    2014-01-01

    PURPOSE: The aims of the present study were to investigate whether being subjected to bullying and witnessing bullying at the workplace was associated with concurrent sleep difficulties, whether frequently bullied/witnesses have more sleep difficulties than occasionally bullied/witnesses, and whe......PURPOSE: The aims of the present study were to investigate whether being subjected to bullying and witnessing bullying at the workplace was associated with concurrent sleep difficulties, whether frequently bullied/witnesses have more sleep difficulties than occasionally bullied....../witnesses, and whether there were associations between being subjected to bullying or witnessing bullying at the workplace and subsequent sleep difficulties. METHODS: A total of 3,382 respondents (67 % women and 33 % men) completed a baseline questionnaire about their psychosocial work environment and health....... The overall response rate was 46 %. At follow-up 2 years later, 1671 of those responded to a second questionnaire (49 % of the 3,382 respondents at baseline). Sleep difficulties were measured in terms of disturbed sleep, awakening problems, and poor quality of sleep. RESULTS: Bullied persons and witnesses...

  18. Foreign language learning difficulties in Italian children: are they associated with other learning difficulties?

    Science.gov (United States)

    Ferrari, Marcella; Palladino, Paola

    2007-01-01

    A group of seventh- and eighth-grade Italian students with low achievement (LA) in learning English as a foreign language (FL) was selected and compared to a group with high achievement (HA) in FL learning. The two groups were matched for age and nonverbal intelligence. Two experiments were conducted to examine the participants' verbal and nonverbal learning skills, such as native language reading accuracy, speed and comprehension, calculation, and attention and self-regulation. Both experiments showed that the LA group seemed at risk for reading comprehension difficulties, but its reading speed and accuracy were within the average range according to Italian norms. The results also excluded the possibility that FL learning difficulties of LA participants could be associated with a deficit in calculation. Furthermore, according to teachers' ratings, children with LA appeared at risk for attention-deficit disorder (ADD). The pattern of learning difficulties of seventh- and eighth-grade participants with LA appeared to be not completely comparable with that of high school students at risk of FL learning difficulties as described in the literature.

  19. Desirable Difficulties in Vocabulary Learning.

    Science.gov (United States)

    Bjork, Robert A; Kroll, Judith F

    2015-01-01

    In this article we discuss the role of desirable difficulties in vocabulary learning from two perspectives, one having to do with identifying conditions of learning that impose initial challenges to the learner but then benefit later retention and transfer, and the other having to do with the role of certain difficulties that are intrinsic to language processes, are engaged during word learning, and reflect how language is understood and produced. From each perspective we discuss evidence that supports the notion that difficulties in learning and imposed costs to language processing may produce benefits because they are likely to increase conceptual understanding. We then consider the consequences of these processes for actual second-language learning and suggest that some of the domain-general cognitive advantages that have been reported for proficient bilinguals may reflect difficulties imposed by the learning process, and by the requirement to negotiate cross-language competition, that are broadly desirable. As Alice Healy and her collaborators were perhaps the first to demonstrate, research on desirable difficulties in vocabulary and language learning holds the promise of bringing together research traditions on memory and language that have much to offer each other.

  20. Adolescent Bullying and Sleep Difficulties

    Directory of Open Access Journals (Sweden)

    Simon C. Hunter

    2014-11-01

    Full Text Available This study evaluated whether adolescents who report having been bullied, being bullies, or report both being a bully and being bullied experience more sleep difficulties than children uninvolved in bullying. The study drew upon cognitive theories of insomnia, investigating whether the extent to which young people report worrying about bullying can moderate associations between victimization and sleep difficulties. Participants were 5420 adolescents who completed a self-report questionnaire. Pure Victims (OR = 1.72, 95% CI [1.07, 2.75], Pure Bullies (OR = 1.80, 95% CI [1.16, 2.81], and Bully-Victims (OR = 2.90, 95% CI [1.17, 4.92] were all more likely to experience sleep difficulties when compared to uninvolved young people. The extent to which young people reported worrying about being bullied did not moderate the links between victimization and sleep difficulties. In this way, bullying is clearly related to sleep difficulties among adolescents but the conceptual reach of the cognitive model of insomnia in this domain is questioned.

  1. ERRORS AND DIFFICULTIES IN TRANSLATING LEGAL TEXTS

    Directory of Open Access Journals (Sweden)

    Camelia, CHIRILA

    2014-11-01

    Full Text Available Nowadays the accurate translation of legal texts has become highly important as the mistranslation of a passage in a contract, for example, could lead to lawsuits and loss of money. Consequently, the translation of legal texts to other languages faces many difficulties and only professional translators specialised in legal translation should deal with the translation of legal documents and scholarly writings. The purpose of this paper is to analyze translation from three perspectives: translation quality, errors and difficulties encountered in translating legal texts and consequences of such errors in professional translation. First of all, the paper points out the importance of performing a good and correct translation, which is one of the most important elements to be considered when discussing translation. Furthermore, the paper presents an overview of the errors and difficulties in translating texts and of the consequences of errors in professional translation, with applications to the field of law. The paper is also an approach to the differences between languages (English and Romanian that can hinder comprehension for those who have embarked upon the difficult task of translation. The research method that I have used to achieve the objectives of the paper was the content analysis of various Romanian and foreign authors' works.

  2. Adopted youth and sleep difficulties

    Directory of Open Access Journals (Sweden)

    Radcliff Z

    2016-12-01

    Full Text Available Zach Radcliff, Allison Baylor, Bruce Rybarczyk Department of Psychology, Virginia Commonwealth University, Richmond, VA, USA Abstract: Sleep is a critical component of healthy development for youth, with cascading effects on youth’s biological growth, psychological well-being, and overall functioning. Increased sleep difficulties are one of many disruptions that adopted youth may face throughout the adoption process. Sleep difficulties have been frequently cited as a major concern by adoptive parents and hypothesized in the literature as a problem that may affect multiple areas of development and functioning in adopted youth. However, there is limited research exploring this relationship. Using a biopsychosocial framework, this paper reviews the extant literature to explore the development, maintenance, and impact of sleep difficulties in adopted youth. Finally, implications for future research and clinical interventions are outlined. Keywords: adoption, sleep, youth

  3. Indicators of Difficulty in Translation

    DEFF Research Database (Denmark)

    Dragsted, Barbara

    2012-01-01

    This article sets out to investigate the correlation between indicators of difficulty observable in translation product and translation process data respectively. It has been claimed that the number of alternative renditions in the target text across a group of subjects translating the same source...... text item indicates the degree of cognitive effort. We identified words with high versus low target text variability across eight subjects and related these to various indicators of difficulty observable in process data from eye-tracking and keystroke logging: number of fixations, gaze time, pauses...

  4. Early Identification of Reading Difficulties

    DEFF Research Database (Denmark)

    Poulsen, Mads; Nielsen, Anne-Mette Veber; Juul, Holger

    2017-01-01

    them. The present study compared the accuracy of early screening before the onset of formal reading instruction with late screening six months into the first year of instruction. The study followed 164 Danish students from the end of Grade 0 to the end of Grade 2. Early screening included measures......Early screening for reading difficulties before the onset of instruction is desirable because it allows intervention that is targeted at prevention rather than remediation of reading difficulties. However, early screening may be too inaccurate to effectively allocate resources to those who need...

  5. 'Theory of mind' II: Difficulties and critiques.

    Science.gov (United States)

    Plastow, Michael

    2012-08-01

    'Theory of mind' will be further examined firstly by looking at the experimental situation that was used to put forward this notion. A fundamental difficulty regarding the failure of 'theory of mind' to account for the misunderstandings of everyday life will be discussed. Other difficulties in the experimental conceptualisation of this notion will then be studied. Critiques that have previously been made of 'theory of mind' will also be examined. 'Theory of mind' proposes an ideal of limpid understanding of the other. It is argued here that this notion of mind-reading is belied by its failure in our everyday lives. The experimental results by which this notion was proposed are neither sensitive nor specific. It is argued that there is also a fundamental error in this conception and its experimental design due to assessing a second-person phenomenon by a third-person method. Critiques of 'theory of mind' emphasise the epistemological difficulties and the fact that it is a poor explanation for the interactions of non-autistic subjects.

  6. Challenging Behaviour and Communication Difficulties.

    Science.gov (United States)

    Kevan, Fiona

    2003-01-01

    This article highlights the fact that to date, emphasis has been upon promotion of the expressive communication skills of a person with a learning disability and challenging behavior. It is suggested that practitioners need to pay closer attention to the neglected and largely unmet need of receptive communication difficulties. (Contains…

  7. User perspectives on query difficulty

    DEFF Research Database (Denmark)

    Lioma, Christina; Larsen, Birger; Schütze, Hinrich

    2011-01-01

    The difficulty of a user query can affect the performance of Information Retrieval (IR) systems. What makes a query difficult and how one may predict this is an active research area, focusing mainly on factors relating to the retrieval algorithm, to the properties of the retrieval data...

  8. Gender Ratios for Reading Difficulties

    Science.gov (United States)

    Hawke, Jesse L.; Olson, Richard K.; Willcut, Erik G.; Wadsworth, Sally J.; DeFries, John C.

    2009-01-01

    The prevalence of reading difficulties is typically higher in males than females in both referred and research-identified samples, and the ratio of males to females is greater in more affected samples. To explore possible gender differences in reading performance, we analysed data from 1133 twin pairs in which at least one member of each pair had…

  9. Direct investment by stepfathers can mitigate effects on educational outcomes but does not improve behavioural difficulties

    Science.gov (United States)

    Emmott, Emily H.; Mace, Ruth

    2014-01-01

    In contemporary developed populations, stepfather presence has been associated with detrimental effects on child development. However, the proximate mechanisms behind such effects are yet to be fully explored. From a behavioural ecological perspective, the negative effects associated with stepfathers may be due to the reduced quantity and quality of investments children receive within stepfather households. Here, we build on previous studies by investigating whether the effects of stepfather presence on child outcomes are driven by differences in maternal and partner (i.e., father or stepfather) direct investments. We use data from the Avon Longitudinal Study of Parents and Children to explore stepfather effects on children’s educational achievement and behavioural difficulties at age 7. Our results indicate that, for educational achievement, stepfather effects are due to the lower levels of direct investments children receive. For behavioural difficulty, stepfather effects are due to multiple factors whereby stepfather presence is associated with greater difficulties independent of investment levels, and direct investments from stepfathers are ineffective. Our results suggest that the negative effects of stepfathers on child outcomes can be explained, in part, by the reduced quantity and the ineffectiveness of direct investments children receive from stepfathers. Furthermore, the effects of stepfather direct investments seem to vary between child outcomes. PMID:25214758

  10. Features of Children Adaptive Behavior in Situations of School and Communication Difficulties

    OpenAIRE

    Kuftyak E.V.; Samohvalova A.

    2015-01-01

    The article considers the adaptive behavior of school-aged children with learning difficulties and communication difficulties. The sample included children with typical development, children with signs of school and social exclusion, as well as children with visual impairments. It was found that the coping strategies of children with learning difficulties focused on externalization and passive avoiding difficulties, unlike social-oriented strategies achievers students. Children with visual im...

  11. [Integral assessment of learning subjects difficulties].

    Science.gov (United States)

    Grebniak, N P; Shchudro, S A

    2010-01-01

    The integral criterion for subject difficulties in senior classes is substantiated in terms of progress in studies, variation coefficient, and subjective and expert appraisals of the difficulty of subjects. The compiled regression models adequately determine the difficulty of academic subjects. According to the root-mean-square deviation, all subjects were found to have 3 degrees of difficulty.

  12. The relationship between complexity (taxonomy) and difficulty

    Science.gov (United States)

    Tan, Yih Tyng; Othman, Abdul Rahman

    2013-04-01

    Difficulty and complexity are important factors that occur in every test questions. These two factors will also affect the reliability of the test. Hence, difficulty and complexity must be considered by educators during preparation of the test questions. The relationship between difficulty and complexity is studied. Complexity is defined as the level in Bloom's Taxonomy. Difficulty is represented by the proportion of students scoring between specific score intervals. A chi-square test of independence between difficulty and complexity was conducted on the results of a continuous assessment of a third year undergraduate course, Probability Theory. The independence test showed that the difficulty and complexity are related. However, this relationship is small.

  13. Ghosts, Troubles, Difficulties, and Challenges

    DEFF Research Database (Denmark)

    Raahauge, Kirsten Marie

    2016-01-01

    , especially if he or she does not think that this kind of occurrence is possible. Based on my fieldwork on haunted houses in Denmark today, this article deals with the narratives of people who have experiences that they cannot explain and that they consider to be on the limits of reason. Many of them do...... not consider ‘ghosts’ or ‘haunting’ as a possible explanation. This causes difficulties when they narrate and contextualise their experience, and typically they present ambiguous narratives and stress their disbelief at and bewilderment with the experiences. Still, as I will try to show in my article......, their bewilderment and the way they use the notions ‘ghost’ and ‘haunting’ point to possible reinterpretations of these notions, so that the narrative mediation shapes not only the experience but also the ways that ‘ghosts’ and ‘haunting’ are reinterpreted in contemporary Denmark....

  14. Linear Algebra Revisited: An Attempt to Understand Students' Conceptual Difficulties

    Science.gov (United States)

    Britton, Sandra; Henderson, Jenny

    2009-01-01

    This article looks at some of the conceptual difficulties that students have in a linear algebra course. An overview of previous research in this area is given, and the various theories that have been espoused regarding the reasons that students find linear algebra so difficult are discussed. Student responses to two questions testing the ability…

  15. Clinical utility of the Colorado Learning Difficulties Questionnaire.

    Science.gov (United States)

    Patrick, Kristina E; McCurdy, Mark D; Chute, Douglas L; Mahone, E Mark; Zabel, T Andrew; Jacobson, Lisa A

    2013-11-01

    Behavioral disorders are highly comorbid with childhood learning disabilities (LDs), and accurate identification of LDs is vital for guiding appropriate interventions. However, it is difficult to conduct comprehensive assessment of academic skills within the context of primary care visits, lending utility to screening of academic skills via informant reports. The current study evaluated the clinical utility of a parent-reported screening measure in identifying children with learning difficulties. Participants included 440 children (66.7% male), ages 5.25 to 17.83 years (mean = 10.32 years, SD = 3.06 years), referred for neuropsychological assessment. Academic difficulties were screened by parent report using the Colorado Learning Difficulties Questionnaire (CLDQ). Reading and math skills were assessed via individually administered academic achievement measures. Sensitivity, specificity, classification accuracy, and conditional probabilities were calculated to evaluate the efficacy of the CLDQ in predicting academic impairment. Correlations between the CLDQ reading scale and reading achievement measures ranged from -0.35 to -0.65 and from -0.24 to -0.46 between the CLDQ math scale and math achievement measures (all P difficulties may be adequate to rule out an overt LD, whereas elevated scores likely indicate the need for more comprehensive assessment.

  16. Characteristics of prisoners with neurodevelopmental disorders and difficulties.

    Science.gov (United States)

    McCarthy, J; Chaplin, E; Underwood, L; Forrester, A; Hayward, H; Sabet, J; Young, S; Asherson, P; Mills, R; Murphy, D

    2016-03-01

    Previous studies have found high rates of attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD) and intellectual disability (ID) within the criminal justice system (CJS). However, little is understood about prisoners with neurodevelopmental disorders and difficulties (NDD) or their needs. This study aimed to identify prisoners with NDD and compare their characteristics with prisoners without NDD on a range of socio-demographic and social functioning measures. This was a descriptive, cross-sectional study carried out using face-to-face interviews with 240 participants in a London Category C prison. Standardised tools were used to assess prisoners for ADHD, ASD and ID. The study identified 87 prisoners who screened positive for one or more type of NDD. Participants with NDD were significantly younger and more likely to be single [(odds ratio) OR = 2.1], homeless (OR = 3.4) or unemployed (OR = 2.6) before they came into prison. They also had poorer educational achievements that those without NDD. Over 80% of those with NDD had a previous conviction or imprisonment. The findings confirm the presence of significant numbers of people with NDD in a male prison. Services across the CJS are required for this group; specifically, there is a need for raised awareness among those working in the CJS to improve the recognition of offenders with NDD. Services in the community need to work with individuals with NDD who are at risk of offending, targeting those who are homeless, unemployed and have poor employment opportunities. © 2015 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

  17. Handwriting Difficulties: Introducing an Instrument

    Directory of Open Access Journals (Sweden)

    Fatemeh Hadavandkhani

    2008-09-01

    Full Text Available Objectives: The main purpose of this study is to produce an instrument for handwriting evaluation and to execute it on mentally retarded (MR students. Methods: This was a descriptive, cross-sectional, and relationship study. 126 MR students (53 girls and 73 boys ranging from 9 to 19 years old (13.23±2.17 from two exceptional children schools in shahr-e-rey participated in this study. A handwriting checklist made by the researcher was executed on all students. Data were analyzed by U-Mann whitney, one-way ANOVA, and Spearman rank correlation. Results: The test showed there isn’t a significant relationship between handwriting and laterality (P=0.196, sex (P=0.487 and age (P=0.449. There is a significant relationship between handwriting and grade (r=0.448, P<0.005, but no significant difference was seen between different grades. “separate writing” caused minimum legibility (81%, and “spacing” was damaged at the least (34.9%. Discussion: The frequency of handwriting difficulties in MR students showed that the necessity of professional attention in exceptional schools.

  18. Previously infertile couples and the newborn intensive care unit.

    Science.gov (United States)

    Lind, R F; Pruitt, R L; Greenfeld, D

    1989-05-01

    Having a newborn child admitted to a newborn intensive care unit can be a traumatic experience for parents; however, parents who previously have been infertile face unique problems in coping with this situation. The authors discuss the difficulties parents must overcome in resolving their crises and in developing a good relationship with their child, or, in some cases, coming to terms with the child's death or ongoing disability. In addition, the authors offer suggestions for effective social work intervention.

  19. Identifying predictors of physics item difficulty: A linear regression approach

    Science.gov (United States)

    Mesic, Vanes; Muratovic, Hasnija

    2011-06-01

    Large-scale assessments of student achievement in physics are often approached with an intention to discriminate students based on the attained level of their physics competencies. Therefore, for purposes of test design, it is important that items display an acceptable discriminatory behavior. To that end, it is recommended to avoid extraordinary difficult and very easy items. Knowing the factors that influence physics item difficulty makes it possible to model the item difficulty even before the first pilot study is conducted. Thus, by identifying predictors of physics item difficulty, we can improve the test-design process. Furthermore, we get additional qualitative feedback regarding the basic aspects of student cognitive achievement in physics that are directly responsible for the obtained, quantitative test results. In this study, we conducted a secondary analysis of data that came from two large-scale assessments of student physics achievement at the end of compulsory education in Bosnia and Herzegovina. Foremost, we explored the concept of “physics competence” and performed a content analysis of 123 physics items that were included within the above-mentioned assessments. Thereafter, an item database was created. Items were described by variables which reflect some basic cognitive aspects of physics competence. For each of the assessments, Rasch item difficulties were calculated in separate analyses. In order to make the item difficulties from different assessments comparable, a virtual test equating procedure had to be implemented. Finally, a regression model of physics item difficulty was created. It has been shown that 61.2% of item difficulty variance can be explained by factors which reflect the automaticity, complexity, and modality of the knowledge structure that is relevant for generating the most probable correct solution, as well as by the divergence of required thinking and interference effects between intuitive and formal physics knowledge

  20. Fractions Learning in Children With Mathematics Difficulties.

    Science.gov (United States)

    Tian, Jing; Siegler, Robert S

    Learning fractions is difficult for children in general and especially difficult for children with mathematics difficulties (MD). Recent research on developmental and individual differences in fraction knowledge of children with MD and typically achieving (TA) children has demonstrated that U.S. children with MD start middle school behind their TA peers in fraction understanding and fall further behind during middle school. In contrast, Chinese children, who like the MD children in the United States score in the bottom one third of the distribution in their country, possess reasonably good fraction understanding. We interpret these findings within the framework of the integrated theory of numerical development. By emphasizing the importance of fraction magnitude knowledge for numerical understanding in general, the theory proved useful for understanding differences in fraction knowledge between MD and TA children and for understanding how knowledge can be improved. Several interventions demonstrated the possibility of improving fraction magnitude knowledge and producing benefits that generalize to fraction arithmetic learning among children with MD. The reasonably good fraction understanding of Chinese children with MD and several successful interventions with U.S. students provide hope for the improvement of fraction knowledge among American children with MD.

  1. Achieving Standardization

    DEFF Research Database (Denmark)

    Henningsson, Stefan

    2016-01-01

    competitive, national customs and regional economic organizations are seeking to establish a standardized solution for digital reporting of customs data. However, standardization has proven hard to achieve in the socio-technical e-Customs solution. In this chapter, the authors identify and describe what has......International e-Customs is going through a standardization process. Driven by the need to increase control in the trade process to address security challenges stemming from threats of terrorists, diseases, and counterfeit products, and to lower the administrative burdens on traders to stay...... to be harmonized in order for a global company to perceive e-Customs as standardized. In doing so, they contribute an explanation of the challenges associated with using a standardization mechanism for harmonizing socio-technical information systems....

  2. Achieving Standardization

    DEFF Research Database (Denmark)

    Henningsson, Stefan

    2014-01-01

    competitive, national customs and regional economic organizations are seeking to establish a standardized solution for digital reporting of customs data. However, standardization has proven hard to achieve in the socio-technical e-Customs solution. In this chapter, the authors identify and describe what has......International e-Customs is going through a standardization process. Driven by the need to increase control in the trade process to address security challenges stemming from threats of terrorists, diseases, and counterfeit products, and to lower the administrative burdens on traders to stay...... to be harmonized in order for a global company to perceive e-Customs as standardized. In doing so, they contribute an explanation of the challenges associated with using a standardization mechanism for harmonizing socio-technical information systems....

  3. How physicians face ethical difficulties: a qualitative analysis.

    Science.gov (United States)

    Hurst, S A; Hull, S C; DuVal, G; Danis, M

    2005-01-01

    reinforced ethical goals, such as following patients' wishes or their best interests, but they sometimes competed with them. The goals of avoiding conflict, obtaining assistance, and protecting the respondent's integrity and that of the group of decision makers could also compete with each other. In resolving ethical difficulties in medical practice, internists entertained competing goals that they did not always successfully achieve. Additionally, the means employed were not always the most likely to achieve those aims. Understanding these aspects of ethical decision making in medical practice is important both for physicians themselves as they struggle with ethical difficulties and for the ethics consultants who wish to help them in this process.

  4. Does changing Fitts’ index of difficulty evoke transitions in movement dynamics?

    Directory of Open Access Journals (Sweden)

    Huys Raoul

    2015-12-01

    We conclude that a complete description of Fitts’ law has yet to be achieved and speculate that the pertinence of the index of difficulty in studying the dynamics underlying goal-directed aiming may have to be reconsidered.

  5. Mathematics and reading difficulty subtypes: minor phonological influences on mathematics for 5-7-years-old.

    Science.gov (United States)

    Jordan, Julie A; Wylie, Judith; Mulhern, Gerry

    2015-01-01

    Linguistic influences in mathematics have previously been explored through subtyping methodology and by taking advantage of the componential nature of mathematics and variations in language requirements that exist across tasks. The present longitudinal investigation aimed to examine the language requirements of mathematical tasks in young children aged 5-7 years. Initially, 256 children were screened for mathematics and reading difficulties (RDs) using standardized measures. Those scoring at or below the 35th percentile on either dimension were classified as having difficulty. From this screening, 115 children were allocated to each of the mathematical difficulty (MD; n = 26), MDRD (n = 32), RD (n = 22) and typically achieving (n = 35) subtypes. These children were tested at four time points, separated by 6 monthly intervals, on a battery of seven mathematical tasks. Growth curve analysis indicated that, in contrast to previous research on older children, young children with MD and MDRD had very similar patterns of development on all mathematical tasks. Overall, the subtype comparisons suggested that language played only a minor mediating role in most tasks, and this was secondary in importance to non-verbal skills. Correlational evidence suggested that children from the different subtypes could have been using different mixes of verbal and non-verbal strategies to solve the mathematical problems.

  6. Achieving diagnosis by consensus

    LENUS (Irish Health Repository)

    Kane, Bridget

    2009-08-01

    This paper provides an analysis of the collaborative work conducted at a multidisciplinary medical team meeting, where a patient’s definitive diagnosis is agreed, by consensus. The features that distinguish this process of diagnostic work by consensus are examined in depth. The current use of technology to support this collaborative activity is described, and experienced deficiencies are identified. Emphasis is placed on the visual and perceptual difficulty for individual specialities in making interpretations, and on how, through collaboration in discussion, definitive diagnosis is actually achieved. The challenge for providing adequate support for the multidisciplinary team at their meeting is outlined, given the multifaceted nature of the setting, i.e. patient management, educational, organizational and social functions, that need to be satisfied.

  7. A Case Study on Learning Difficulties and Corresponding Supports for Learning in cMOOCs

    Science.gov (United States)

    Li, Shuang; Tang, Qi; Zhang, Yanxia

    2016-01-01

    cMOOCs, which are based on connectivist learning theory, bring challenges for learners as well as opportunities for self-inquiry. Previous studies have shown that learners in cMOOCs may have difficulties learning, but these studies do not provide any in-depth, empirical explorations of student difficulties or support strategies. This paper…

  8. Sensory Processing Difficulties, Behavioral Problems, and Parental Stress in a Clinical Population of Young Children.

    Science.gov (United States)

    Gourley, Lauren; Wind, Carina; Henninger, Erin M; Chinitz, Susan

    2013-10-01

    This study examined the relationship between sensory processing difficulties, parental stress, and behavioral problems in a clinical sample of young children with developmental and behavioral difficulties. We hypothesized that a high rate of sensory processing difficulties would be found, that there would be a high rate of comorbidity between sensory processing difficulties and behavioral problems, and that children's sensory processing difficulties and parental stress would be highly correlated. Parents of 59 children ages two to five who attended an out-patient clinic in a low income, urban community completed the Child Behavior Checklist, Parental Stress Inventory-Short Form and the Short Sensory Profile. Children in this clinical population showed a high prevalence (55.9%) of sensory processing difficulties, a significantly higher rate than previously reported. Sensory processing deficits were correlated with behavioral difficulties and parental stress levels-suggesting that as sensory processing difficulties increase, so do behavioral difficulties and parental stress. Parents of children with sensory processing deficits had significantly higher levels of parental stress than parents of children without sensory deficits. Parenting stress levels were also clinically elevated for the cohort of children in which sensory processing difficulties and behavioral concerns co-existed. These findings suggest that treatment outcomes might improve and parental stress could be reduced if mental health clinicians were trained to identify and address sensory problems. This could result in more children being screened and treated for sensory processing difficulties and an eventual reduction in the rates of parental stress.

  9. Sleep Difficulties in Children with Developmental Disabilities.

    Science.gov (United States)

    Roane, Henry S.; Piazza, Cathleen C.; Bodnar, Laura E.; Zimmerman, Kerri L.

    2000-01-01

    This article reviews the extant literature on the occurrence of sleep disorders in children with developmental disabilities. Various assessment and treatment strategies for sleep difficulties are examined and issues are discussed that may influence treatment development as well as the best practices for addressing sleep difficulties. (Contains…

  10. Defining Grammatical Difficulty: A Student Teacher Perspective

    Science.gov (United States)

    Graus, Johan; Coppen, Peter-Arno

    2015-01-01

    Numerous second language acquisition (SLA) researchers have tried to define grammatical difficulty in second and foreign language acquisition--often as part of an attempt to relate the efficacy of different types of instruction to the degree of difficulty of grammatical structures. The resulting proliferation of definitions and the lack of a…

  11. Difficulty in Understanding Statistics: Medical Students' Perspectives ...

    African Journals Online (AJOL)

    PURPOSE: The study was conducted to examine the characteristics of medical students vis-à-vis difficulty in understanding statistics and to explore the perceived causes of this difficulty among those affected. METHODS: In a descriptive cross-sectional questionnairebased survey, 293 consenting final year medical students ...

  12. Postoperative Feeding Difficulties after Repair of Congenital ...

    African Journals Online (AJOL)

    Of these, 24 (37.5%) developed feeding difficulties in the immediate post operative period. The causes of the feeding difficulties were Gastro-oesophageal reflux (GOR) 9, Recurrent diaphragmatic hernia 8, Adhesive intestinal obstruction 4, Poor intestinal motility 2, Campylobacter enteritis, 1, Hypertrophic pyloric stenosis, 1.

  13. Students’ difficulties in probabilistic problem-solving

    Science.gov (United States)

    Arum, D. P.; Kusmayadi, T. A.; Pramudya, I.

    2018-03-01

    There are many errors can be identified when students solving mathematics problems, particularly in solving the probabilistic problem. This present study aims to investigate students’ difficulties in solving the probabilistic problem. It focuses on analyzing and describing students errors during solving the problem. This research used the qualitative method with case study strategy. The subjects in this research involve ten students of 9th grade that were selected by purposive sampling. Data in this research involve students’ probabilistic problem-solving result and recorded interview regarding students’ difficulties in solving the problem. Those data were analyzed descriptively using Miles and Huberman steps. The results show that students have difficulties in solving the probabilistic problem and can be divided into three categories. First difficulties relate to students’ difficulties in understanding the probabilistic problem. Second, students’ difficulties in choosing and using appropriate strategies for solving the problem. Third, students’ difficulties with the computational process in solving the problem. Based on the result seems that students still have difficulties in solving the probabilistic problem. It means that students have not able to use their knowledge and ability for responding probabilistic problem yet. Therefore, it is important for mathematics teachers to plan probabilistic learning which could optimize students probabilistic thinking ability.

  14. Induced vaginal birth after previous caesarean section

    Directory of Open Access Journals (Sweden)

    Akylbek Tussupkaliyev

    2016-11-01

    Full Text Available Introduction The rate of operative birth by Caesarean section is constantly rising. In Kazakhstan, it reaches 27 per cent. Research data confirm that the percentage of successful vaginal births after previous Caesarean section is 50–70 per cent. How safe the induction of vaginal birth after Caesarean (VBAC remains unclear. Methodology The studied techniques of labour induction were amniotomy of the foetal bladder with the vulsellum ramus, intravaginal administration of E1 prostaglandin (Misoprostol, and intravenous infusion of Oxytocin-Richter. The assessment of rediness of parturient canals was conducted by Bishop’s score; the labour course was assessed by a partogram. The effectiveness of labour induction techniques was assessed by the number of administered doses, the time of onset of regular labour, the course of labour and the postpartum period and the presence of complications, and the course of the early neonatal period, which implied the assessment of the child’s condition, described in the newborn development record. The foetus was assessed by medical ultrasound and antenatal and intranatal cardiotocography (CTG. Obtained results were analysed with SAS statistical processing software. Results The overall percentage of successful births with intravaginal administration of Misoprostol was 93 per cent (83 of cases. This percentage was higher than in the amniotomy group (relative risk (RR 11.7 and was similar to the oxytocin group (RR 0.83. Amniotomy was effective in 54 per cent (39 of cases, when it induced regular labour. Intravenous oxytocin infusion was effective in 94 per cent (89 of cases. This percentage was higher than that with amniotomy (RR 12.5. Conclusions The success of vaginal delivery after previous Caesarean section can be achieved in almost 70 per cent of cases. At that, labour induction does not decrease this indicator and remains within population boundaries.

  15. Stress and suicidal ideation among adolescents having academic difficulty.

    Science.gov (United States)

    Arun, Priti; Garg, Rohit; Chavan, Bir Singh

    2017-01-01

    Academically typically achieving adolescents were compared with students having academic difficulty on stress and suicidal ideas. In a cross-sectional study, 75 academically typically achieving adolescents were compared with 105 students with academic difficulty and 52 students with specific learning disability (SLD). Academic functioning was assessed using teacher's screening instrument, intelligence quotient, and National Institute of Mental Health and Neurosciences index for SLD. Stress and suicidal ideas were assessed using general health questionnaire, suicide risk-11, and Mooney Problem Checklist (MPC). Appropriate statistical methods were applied. Three groups were comparable on age, gender, mother's working status, being only child, nuclear family, self-reported academic decline, and type of school. About half of adolescents reported psychological problems on General Health Questionnaire (mean score >3 in all the groups). Academically typically achieving adolescents showed higher stressors in peer relationships, planning for future and suicidal ideation compared to adolescents with academic difficulty. Adolescents face stress regarding worry about examinations, family not understanding what child has to do in school, unfair tests, too much work in some subjects, afraid of failure in school work, not spending enough time in studies, parental expectations, wanting to be more popular, worried about a family member, planning for the future, and fear of the future. Significant positive correlation was seen between General Health Questionnaire scores and all four subscales of MPC. Suicidal ideas showed a negative correlation with MPC. Adolescents experience considerable stress in multiple areas irrespective of their academic ability and performance. Hence, assessment and management of stress among adolescents must extend beyond academic difficulties.

  16. Stress and suicidal ideation among adolescents having academic difficulty

    Directory of Open Access Journals (Sweden)

    Priti Arun

    2017-01-01

    Full Text Available Background and Objectives: Academically typically achieving adolescents were compared with students having academic difficulty on stress and suicidal ideas. Materials and Methods: In a cross-sectional study, 75 academically typically achieving adolescents were compared with 105 students with academic difficulty and 52 students with specific learning disability (SLD. Academic functioning was assessed using teacher's screening instrument, intelligence quotient, and National Institute of Mental Health and Neurosciences index for SLD. Stress and suicidal ideas were assessed using general health questionnaire, suicide risk-11, and Mooney Problem Checklist (MPC. Appropriate statistical methods were applied. Results: Three groups were comparable on age, gender, mother's working status, being only child, nuclear family, self-reported academic decline, and type of school. About half of adolescents reported psychological problems on General Health Questionnaire (mean score >3 in all the groups. Academically typically achieving adolescents showed higher stressors in peer relationships, planning for future and suicidal ideation compared to adolescents with academic difficulty. Adolescents face stress regarding worry about examinations, family not understanding what child has to do in school, unfair tests, too much work in some subjects, afraid of failure in school work, not spending enough time in studies, parental expectations, wanting to be more popular, worried about a family member, planning for the future, and fear of the future. Significant positive correlation was seen between General Health Questionnaire scores and all four subscales of MPC. Suicidal ideas showed a negative correlation with MPC. Interpretations and Conclusions: Adolescents experience considerable stress in multiple areas irrespective of their academic ability and performance. Hence, assessment and management of stress among adolescents must extend beyond academic difficulties.

  17. Motor and Coordination Difficulties in Children with Emotional and Behavioural Difficulties

    Science.gov (United States)

    Hill, Elisabeth; Pratt, Michelle L; Kanji, Zara; Bartoli, Alice Jones

    2017-01-01

    To date, very few studies have explored the incidence of motor impairment amongst children with social, emotional and behavioural difficulties (social, emotional and mental health (SEMH); formerly SEBD in England). Following research that suggests an increase in motor difficulties in young children and adolescents with SEMH difficulties, this…

  18. [Psychologic, pedagogical and hygienic analysis of educational difficulties in students].

    Science.gov (United States)

    Ostankina, E N; Artemenkov, A A

    2013-01-01

    Educational difficulties in students are studied. Classification of the difficulties is suggested. Causes of the difficulties (outer and inner factors) are shown. Psychologic portrait of a student facing educational difficulties is presented.

  19. Do dyslexics have auditory input processing difficulties?

    DEFF Research Database (Denmark)

    Poulsen, Mads

    2011-01-01

    Word production difficulties are well documented in dyslexia, whereas the results are mixed for receptive phonological processing. This asymmetry raises the possibility that the core phonological deficit of dyslexia is restricted to output processing stages. The present study investigated whether...

  20. Perception on mathematical difficulties in senior adults

    Directory of Open Access Journals (Sweden)

    Moreno-Crespo Pilar

    2017-01-01

    Full Text Available The importance that Life Long Learning currently has, entails reinforcing educational policies in adults and older adults. We have studied the perception about the difficulties of calculation in older adults who are participating in educational activities. In the same way, we analyze which are the factors that influence to a greater extent in a negative perception on the mathematical difficulties. The sample is 448 subjects. The questionnaire is a Likert scale. On the data obtained, we point out that, in general terms, they consider that they are not slow in carrying out calculation operations and that they have no difficulty understanding the mathematical concepts. Likewise, we found correlation (p <0.001 in factors that lead us to affirm that they perceive more difficulties in the calculation, as well as those who have carried out primary studies and whose occupation is focused on the housekeeping.

  1. Social competence and learning difficulties: Teacher perceptions.

    Science.gov (United States)

    Wight, Megan; Chapparo, Christine

    2008-12-01

    Social competence has been linked to children's classroom performance with three out of four children with learning difficulties reported to have problems with social skills. Social participation remains a predominant childhood occupation and a key indicator of school performance. Occupational therapists work with teachers to accurately assess the social performance of children in context and to provide targeted intervention. There is limited research about what teachers perceive are the specific nature of social difficulties experienced by children with learning difficulties in the classroom. This study investigated teacher perceptions of the social competence of a small sample of Australian boys with learning difficulties within the classroom context. The Teacher Skillstreaming Checklist was used to investigate teacher perceptions of the social abilities of 21 primary school aged boys with learning difficulties compared to a control group. A correlational analysis was used to examine the relationship. The study identified that the boys with learning difficulties were perceived by their teachers as having poorer social performance across multiple domains when compared to their typically developing peers. Implications of these findings are that children's social performance may negatively impact learning and classroom participation and that for some children, social competence should be a focus of occupational therapy assessment and treatment.

  2. Player Modeling for Intelligent Difficulty Adjustment

    Science.gov (United States)

    Missura, Olana; Gärtner, Thomas

    In this paper we aim at automatically adjusting the difficulty of computer games by clustering players into different types and supervised prediction of the type from short traces of gameplay. An important ingredient of video games is to challenge players by providing them with tasks of appropriate and increasing difficulty. How this difficulty should be chosen and increase over time strongly depends on the ability, experience, perception and learning curve of each individual player. It is a subjective parameter that is very difficult to set. Wrong choices can easily lead to players stopping to play the game as they get bored (if underburdened) or frustrated (if overburdened). An ideal game should be able to adjust its difficulty dynamically governed by the player’s performance. Modern video games utilise a game-testing process to investigate among other factors the perceived difficulty for a multitude of players. In this paper, we investigate how machine learning techniques can be used for automatic difficulty adjustment. Our experiments confirm the potential of machine learning in this application.

  3. [The comorbidity of learning difficulties and ADHD symptoms in primary-school-age children].

    Science.gov (United States)

    Schuchardt, Kirsten; Fischbach, Anne; Balke-Melcher, Christina; Mähler, Claudia

    2015-05-01

    Children having difficulties in acquiring early literacy and mathematical skills often show an increased rate of inattention, hyperactivity, and impulsivity. This study provides data on the comorbidity rates of specific learning difficulties and ADHD symptoms. We analyzed the data of 273 children with learning difficulties despite an at least average IQ, 57 children with low IQ, and 270 children without learning difficulties and average IQ (comparison group). We assessed children’s IQ and school achievement using standardized achievement tests. ADHD symptoms were assessed via parents’ ratings. Our results showed that only 5 % of both the control group and the group with solely mathematical difficulties fulfilled the criteria of an ADHD subtype according to the DSM-IV based on parents’ ratings. In contrast, this was the case in even 20 % of the children with difficulties in reading/writing and of those with low IQ. Compared to girls, boys in the control group had a 150% higher risk for matching the criteria of one of the ADHD subtypes in parents’ ratings, whereas boys with learning difficulties and those with low IQ had an even 200% to 600% higher risk for it. The relationship between learning difficulties and ADHD symptoms can be found predominantly in the inattentive type. Possible reasons for the results are discussed.

  4. Second language listening difficulties perceived by low-level learners.

    Science.gov (United States)

    Chang, Anna C-S; Wu, Bill Wen-Pin; Pang, Jerry C-L

    2013-04-01

    The purpose was the develop a questionnaire to identify the specific listening difficulties of second language (L2) learners. Based on previous research, a questionnaire containing 31 items was developed and administered to 1,056 college freshmen. The whole sample was split randomly into two subsamples, each containing 528 cases. Exploratory factor analysis was performed to analyse the first subsample, and six factors were extracted, explaining a total of 57.1% of variance. To test the factor model, confirmatory factor analysis was conducted with the second subsample. Various fit indices were examined. The best fitting model for the data was a 23-item, six-factor model representing text, input channel and surroundings, relevance, listener, speaker, and task. Apart from the listener factor, all components are external ones and deemed to be uncontrollable by listeners. L2 learners must take an active role in listening practice to overcome L2 listening difficulties.

  5. [Influence of previous abdominopelvic surgery on gynecological laparoscopic operation].

    Science.gov (United States)

    Jin, Haoran; Shi, Wei; Zhou, Yingfang; Wu, Beisheng; Peng, Chao

    2014-09-01

    To investigate the influence of previous abdominopelvic surgery on gynecological laparoscopic operation. A retrospective analysis of 3 283 cases of gynecological diseases by laparoscopic operation patients in Peking University First Hospital from 2007 January to 2012 December, among them, 719 (21.90%) patients with previous abdominopelvic surgery history (study Group), 2 564 (78.10%)patients have no history of abdominopelvic surgery (control group). Study group 719 patients, previous operation times: one time in 525 cases, 194 cases were multiple; previous operation: 185 cases of gynecological surgery, 305 cases of obstetric surgery, 108 cases of general surgery, and 121 complex surgery (include at least two kinds of surgery); previous operative approach: 650 cases laparotomy and 69 cases laparoscopy. Compared two groups of patients with abdominopelvic adhesion and the gynecologic laparoscopic operation situation, analyzed the influence of previous abdominopelvic surgery on abdominopelvic adhesion on and gynecological laparoscopic operation. The incidence of abdominopelvic adhesion in the patients with previous abdominopelvic surgery was 51.2% (368/719), which was significantly higher than that of 8.2% (211/2 564)in patients without previous abdominopelvic surgery (P surgery (23.1%, 166/719) was significantly higher than that in the control group (3.3% , 85/2 564;P laparotomy was 0.6% (4/719) significantly more than the control groups (0.1%, 2/2 564; P = 0.023). Compared with other groups, patients with gynecological or complex surgery or multiple operation history presented more severe abdominopelvic adhesion both in the score and degree (P laparotomy showed no statistical difference between the two groups (P > 0.05). The laparoscopic operation could be carried out successfully and safely in patients with a history of various abdominopelvic operations, but the conversion rate increases, for patients with a history of multiple operation because of pelvic adhesion

  6. Managing difficulties in supervision: supervisors' perspectives.

    Science.gov (United States)

    Grant, Jan; Schofield, Margot J; Crawford, Sarah

    2012-10-01

    Few studies have examined the practice wisdom of expert supervisors. This study addresses this gap by exploring how experienced supervisors manage difficulties in supervision in the context of the supervisory relationship. The supervisors were a purposive sample of 16 senior members of the profession with considerable expertise in supervision. In-depth interviews were first conducted with the supervisors. An interpersonal process recall method was then used to explore their reflections on one of their DVD-recorded supervision sessions. Analysis of transcripts was completed using a modified consensual qualitative research method. Major difficulties included the broad domains of supervisee competence and ethical behavior, supervisee characteristics, supervisor countertransference, and problems in the supervisory relationship. Supervisors managed these difficulties using 4 key approaches: relational (naming, validating, attuning, supporting, anticipating, exploring parallel process, acknowledging mistakes, and modeling); reflective (facilitating reflectivity, remaining mindful and monitoring, remaining patient and transparent, processing countertransference, seeking supervision, and case conceptualizing); confrontative (confronting tentatively, confronting directly, refusing/terminating supervision, taking formal action, referring to personal therapy, and becoming directive); and avoidant interventions (struggling on, withholding, and withdrawing). Two brief case studies illustrate the process of applying these strategies sequentially in managing difficulties. The study highlights the importance of relational strategies to maintain an effective supervisory alliance, reflective strategies-particularly when difficulties pertain to clinical material and the supervisory relationship-and confrontative strategies with unhelpful supervisee characteristics and behaviors that impede supervision. (c) 2012 APA, all rights reserved.

  7. Alcohol use and alcohol-related consequences: associations with emotion regulation difficulties.

    Science.gov (United States)

    Dvorak, Robert D; Sargent, Emily M; Kilwein, Tess M; Stevenson, Brittany L; Kuvaas, Nicholas J; Williams, Thomas J

    2014-03-01

    Understanding factors associated with alcohol-related consequences is an important area of research. Emotional functioning has been associated with alcohol-related consequences but there is less research examining a comprehensive underlying model of emotional regulation. The Difficulties in Emotion Regulation Scale (DERS) is a recent measure developed to assess six facets of emotion regulation difficulties that contribute to overall emotional functioning. The current study examines associations between these six facets of emotion regulation difficulties and problematic alcohol use. Participants (n = 1758 college students) were recruited as part of a larger study and were asked to complete online questionnaires assessing demographics, alcohol use and problems, and emotion regulation difficulties. Negative binomial hurdle models for alcohol use and alcohol-related consequences were estimated. Impulse control difficulties were positively related to the number of drinks consumed during the week among active drinkers. Non-acceptance of emotional responses, impulse control difficulties, lack of emotional clarity, and difficulties engaging in goal-directed behavior were all positively associated with number of consequences endorsed. Difficulty engaging in goal-directed behavior was also positively associated with the likelihood of experiencing any alcohol-related consequences. The findings support previous research indicating that emotion-regulation difficulties are broadly associated with alcohol-related consequences. Results suggest exposure and/or mindfulness based prevention/interventions with emotion focused psychoeducation may offer one path to reducing alcohol-related consequences among college students.

  8. The effects of technical difficulties on learning and attrition during online training.

    Science.gov (United States)

    Sitzmann, Traci; Ely, Katherine; Bell, Bradford S; Bauer, Kristina N

    2010-09-01

    Although online instruction has many potential benefits, technical difficulties are one drawback to the increased use of this medium. A repeated measures design was used to examine the effect that technical difficulties have on learning and attrition from voluntary online training. Adult learners (N = 530) were recruited online and volunteered to participate in a 4-hr training program on using computer spreadsheets. Technical difficulties were inserted in some of the training modules in the form of error messages. Using multilevel modeling, the results indicated that the presence of these technical difficulties impaired learning, such that test scores were lower in modules where trainees encountered technical difficulties than in modules where they did not encounter technical difficulties. Furthermore, the effect on learning was greater among trainees who eventually withdrew from the course than among trainees who completed the course. With regards to attrition, pretraining motivation provided a buffer against dropping out, especially when trainees encountered technical difficulties. Learning also predicted attrition from the subsequent module, such that attrition was higher among trainees with low test scores in the previous module. The current study disentangles some of the implications of technical difficulties and suggests that organizations should provide trainees with the technical support required to overcome technical difficulties in training. Furthermore, the findings contribute to our theoretical understanding of the implications of interruptions on performance in online training. PsycINFO Database Record (c) 2010 APA, all rights reserved.

  9. Prediction and Stability of Mathematics Skill and Difficulty

    Science.gov (United States)

    Martin, Rebecca B.; Cirino, Paul T.; Barnes, Marcia A.; Ewing-Cobbs, Linda; Fuchs, Lynn S.; Stuebing, Karla K.; Fletcher, Jack M.

    2016-01-01

    The present study evaluated the stability of math learning difficulties over a 2-year period and investigated several factors that might influence this stability (categorical vs. continuous change, liberal vs. conservative cut point, broad vs. specific math assessment); the prediction of math performance over time and by performance level was also evaluated. Participants were 144 students initially identified as having a math difficulty (MD) or no learning difficulty according to low achievement criteria in the spring of Grade 3 or Grade 4. Students were reassessed 2 years later. For both measure types, a similar proportion of students changed whether assessed categorically or continuously. However, categorical change was heavily dependent on distance from the cut point and so more common for MD, who started closer to the cut point; reliable change index change was more similar across groups. There were few differences with regard to severity level of MD on continuous metrics or in terms of prediction. Final math performance on a broad computation measure was predicted by behavioral inattention and working memory while considering initial performance; for a specific fluency measure, working memory was not uniquely related, and behavioral inattention more variably related to final performance, again while considering initial performance. PMID:22392890

  10. Using Artificial Intelligence to Adapt Level of Difficulty in a Cognitive Training Program

    DEFF Research Database (Denmark)

    Wilms, Inge Linda

    the workload and level of difficulty presented to the patient to achieve the best results. Computer-based training may be administered at home, in groups or over the internet, without constant and direct intervention from a therapist. For this reason, it makes sense to build logic into the computer...... training. The intention is for task difficulty to be increased or decreased during training depending on the performance of the patient, thus challenging the patient at an optimal level at all times....

  11. Placental complications after a previous cesarean section

    OpenAIRE

    Milošević Jelena; Lilić Vekoslav; Tasić Marija; Radović-Janošević Dragana; Stefanović Milan; Antić Vladimir

    2009-01-01

    Introduction The incidence of cesarean section has been rising in the past 50 years. With the increased number of cesarean sections, the number of pregnancies with the previous cesarean section rises as well. The aim of this study was to establish the influence of the previous cesarean section on the development of placental complications: placenta previa, placental abruption and placenta accreta, as well as to determine the influence of the number of previous cesarean sections on the complic...

  12. Ortographic difficulties in writing at a basic grade level

    Directory of Open Access Journals (Sweden)

    Maria Cristina Rodrigues Azevedo Joly

    2009-12-01

    Full Text Available This study aimed to identify the performance in children’s writing at a basic grade level. A written test was applied to 546 grade 2 or 3 boys and girls (aged 7 to 13 in public and private schools from the State of São Paulo. The results showed that the grade 3 participants presented a better performance than the grade 2 participants even though both groups have achieved the same maximum and minimum scores. It was confirmed that participants had more difficulty with words containing compound syllables, while words with aggregated consonants and digraphs were associated with the highest rate of correct answers. Furthermore, students from private school revealed more competence in orthographic writing than those coming from public schools. As to gender differences, there were no significant differences in performance for compound and complex syllables items though for other words, girls had better scores.   Keywords: writing; academic achievement; evaluation.

  13. Nature and origins of mathematics difficulties in very preterm children: a different etiology than developmental dyscalculia.

    Science.gov (United States)

    Simms, Victoria; Gilmore, Camilla; Cragg, Lucy; Clayton, Sarah; Marlow, Neil; Johnson, Samantha

    2015-02-01

    Children born very preterm (mathematics learning difficulties that are out of proportion to other academic and cognitive deficits. However, the etiology of mathematics difficulties in very preterm children is unknown. We sought to identify the nature and origins of preterm children's mathematics difficulties. One hundred and fifteen very preterm children aged 8-10 y were assessed in school with a control group of 77 term-born classmates. Achievement in mathematics, working memory, visuospatial processing, inhibition, and processing speed were assessed using standardized tests. Numerical representations and specific mathematics skills were assessed using experimental tests. Very preterm children had significantly poorer mathematics achievement, working memory, and visuospatial skills than term-born controls. Although preterm children had poorer performance in specific mathematics skills, there was no evidence of imprecise numerical representations. Difficulties in mathematics were associated with deficits in visuospatial processing and working memory. Mathematics difficulties in very preterm children are associated with deficits in working memory and visuospatial processing not numerical representations. Thus, very preterm children's mathematics difficulties are different in nature from those of children with developmental dyscalculia. Interventions targeting general cognitive problems, rather than numerical representations, may improve very preterm children's mathematics achievement.

  14. Transcoding abilities in typical and atypical mathematics achievers: the role of working memory and procedural and lexical competencies.

    Science.gov (United States)

    Moura, Ricardo; Wood, Guilherme; Pinheiro-Chagas, Pedro; Lonnemann, Jan; Krinzinger, Helga; Willmes, Klaus; Haase, Vitor Geraldi

    2013-11-01

    Transcoding between numerical systems is one of the most basic abilities acquired by children during their early school years. One important topic that requires further exploration is how mathematics proficiency can affect number transcoding. The aim of the current study was to investigate transcoding abilities (i.e., reading Arabic numerals and writing dictation) in Brazilian children with and without mathematics difficulties, focusing on different school grades. We observed that children with learning difficulties in mathematics demonstrated lower achievement in number transcoding in both early and middle elementary school. In early elementary school, difficulties were observed in both the basic numerical lexicon and the management of numerical syntax. In middle elementary school, difficulties appeared mainly in the transcoding of more complex numbers. An error analysis revealed that the children with mathematics difficulties struggled mainly with the acquisition of transcoding rules. Although we confirmed the previous evidence on the impact of working memory capacity on number transcoding, we found that it did not fully account for the observed group differences. The results are discussed in the context of a maturational lag in number transcoding ability in children with mathematics difficulties. Copyright © 2013 Elsevier Inc. All rights reserved.

  15. Measuring Difficulty in English-Chinese Translation: Towards a General Model of Translation Difficulty

    Science.gov (United States)

    Sun, Sanjun

    2012-01-01

    Accurate assessment of a text's level of translation difficulty is critical for translator training and accreditation, translation research, and the language industry as well. Traditionally, people rely on their general impression to gauge a text's translation difficulty level. If the evaluation process is to be more effective and the…

  16. Memory Abilities in Children with Mathematical Difficulties: Comorbid Language Difficulties Matter

    Science.gov (United States)

    Reimann, Giselle; Gut, Janine; Frischknecht, Marie-Claire; Grob, Alexander

    2013-01-01

    The present study investigated cognitive abilities in children with difficulties in mathematics only (n = 48, M = 8 years and 5 months), combined mathematical and language difficulty (n = 27, M = 8 years and 1 month) and controls (n = 783, M = 7 years and 11 months). Cognitive abilities were measured with seven subtests, tapping visual perception,…

  17. Learning Difficulties and Nutrition: Pills or Pedagogy?

    Science.gov (United States)

    Evans, Roy

    1999-01-01

    Examines the efforts to find effective ameliorative measures for literacy difficulties such as dyslexia and dyspraxia, focusing on noneducational techniques found in holistic medicine, complementary therapies, and nutritional supplements. Maintains that dyslexia has become big business for drug companies and that the appropriate research regarding…

  18. Task difficulty moderates the revelation effect.

    Science.gov (United States)

    Aßfalg, André; Currie, Devon; Bernstein, Daniel M

    2017-05-01

    Tasks that precede a recognition probe induce a more liberal response criterion than do probes without tasks-the "revelation effect." For example, participants are more likely to claim that a stimulus is familiar directly after solving an anagram, relative to a condition without an anagram. Revelation effect hypotheses disagree whether hard preceding tasks should produce a larger revelation effect than easy preceding tasks. Although some studies have shown that hard tasks increase the revelation effect as compared to easy tasks, these studies suffered from a confound of task difficulty and task presence. Conversely, other studies have shown that the revelation effect is independent of task difficulty. In the present study, we used new task difficulty manipulations to test whether hard tasks produce larger revelation effects than easy tasks. Participants (N = 464) completed hard or easy preceding tasks, including anagrams (Exps. 1 and 2) and the typing of specific arrow key sequences (Exps. 3-6). With sample sizes typical of revelation effect experiments, the effect sizes of task difficulty on the revelation effect varied considerably across experiments. Despite this variability, a consistent data pattern emerged: Hard tasks produced larger revelation effects than easy tasks. Although the present study falsifies certain revelation effect hypotheses, the general vagueness of revelation effect hypotheses remains.

  19. Binomial test models and item difficulty

    NARCIS (Netherlands)

    van der Linden, Willem J.

    1979-01-01

    In choosing a binomial test model, it is important to know exactly what conditions are imposed on item difficulty. In this paper these conditions are examined for both a deterministic and a stochastic conception of item responses. It appears that they are more restrictive than is generally

  20. Early Identification of Reading Comprehension Difficulties

    Science.gov (United States)

    Catts, Hugh W.; Nielsen, Diane Corcoran; Bridges, Mindy Sittner; Liu, Yi-Syuan

    2016-01-01

    Most research on early identification of reading disabilities has focused on word reading problems and little attention has been given to reading comprehension difficulties. In this study, we investigated whether measures of language ability and/or response to language intervention in kindergarten uniquely predicted reading comprehension…

  1. CAS-Induced Difficulties in Learning Mathematics?

    Science.gov (United States)

    Jankvist, Uffe Thomas; Misfeldt, Morten

    2015-01-01

    In recent years computer algebra systems (CAS) have become an integrated part of the upper secondary school mathematics program. Despite the many positive possibilities of CAS, there also seems to be a flip side of the coin in relation to actual difficulties in learning mathematics, not least because a strong dependence on CAS for mathematical…

  2. Difficulties in initial algebra learning in Indonesia

    NARCIS (Netherlands)

    Jupri, Al; Drijvers, Paulus; van den Heuvel - Panhuizen, Marja

    2014-01-01

    Within mathematics curricula, algebra has been widely recognized as one of the most difficult topics, which leads to learning difficulties worldwide. In Indonesia, algebra performance is an important issue. In the Trends in International Mathematics and Science Study (TIMSS) 2007, Indonesian

  3. Pupils' Difficulties: What Can the Teacher Do?

    Science.gov (United States)

    Dawson, C. J.

    1978-01-01

    Discusses how the teacher can deal with difficulties pupils of varying ages have in understanding certain chemical ideas. The article does not support using a Piagetian model for science courses in secondary schools. It suggests that Ausubel's learning theory is of much more use to the practicing teacher. (HM)

  4. Task Difficulty in Oral Speech Act Production

    Science.gov (United States)

    Taguchi, Naoko

    2007-01-01

    This study took a pragmatic approach to examining the effects of task difficulty on L2 oral output. Twenty native English speakers and 59 Japanese students of English at two different proficiency levels produced speech acts of requests and refusals in a role play task. The task had two situation types based on three social variables:…

  5. Older Adults Have Difficulty in Decoding Sarcasm

    Science.gov (United States)

    Phillips, Louise H.; Allen, Roy; Bull, Rebecca; Hering, Alexandra; Kliegel, Matthias; Channon, Shelley

    2015-01-01

    Younger and older adults differ in performance on a range of social-cognitive skills, with older adults having difficulties in decoding nonverbal cues to emotion and intentions. Such skills are likely to be important when deciding whether someone is being sarcastic. In the current study we investigated in a life span sample whether there are…

  6. Time Estimation Deficits in Childhood Mathematics Difficulties

    Science.gov (United States)

    Hurks, Petra P. M.; van Loosbroek, Erik

    2014-01-01

    Time perception has not been comprehensively examined in mathematics difficulties (MD). Therefore, verbal time estimation, production, and reproduction were tested in 13 individuals with MD and 16 healthy controls, matched for age, sex, and intellectual skills. Individuals with MD performed comparably to controls in time reproduction, but showed a…

  7. Brief report: Response inhibition and processing speed in children with motor difficulties and developmental coordination disorder.

    Science.gov (United States)

    Bernardi, Marialivia; Leonard, Hayley C; Hill, Elisabeth L; Henry, Lucy A

    2016-01-01

    A previous study reported that children with poor motor skills, classified as having motor difficulties (MD) or Developmental Coordination Disorder (DCD), produced more errors in a motor response inhibition task compared to typically developing (TD) children but did not differ in verbal inhibition errors. The present study investigated whether these groups differed in the length of time they took to respond in order to achieve these levels of accuracy, and whether any differences in response speed could be explained by generally slow information processing in children with poor motor skills. Timing data from the Verbal Inhibition Motor Inhibition test were analyzed to identify differences in performance between the groups on verbal and motor inhibition, as well as on processing speed measures from standardized batteries. Although children with MD and DCD produced more errors in the motor inhibition task than TD children, the current analyses found that they did not take longer to complete the task. Children with DCD were slower at inhibiting verbal responses than TD children, while the MD group seemed to perform at an intermediate level between the other groups in terms of verbal inhibition speed. Slow processing speed did not account for these group differences. Results extended previous research into response inhibition in children with poor motor skills by explicitly comparing motor and verbal responses, and suggesting that slow performance, even when accurate, may be attributable to an inefficient way of inhibiting responses, rather than slow information processing speed per se.

  8. Communication difficulties in teenagers with health impairments

    Directory of Open Access Journals (Sweden)

    Samokhvalova, Anna G.

    2016-09-01

    Full Text Available Contemporary psychological and pedagogical studies pay special attention to the socialization of physically impaired children, inclusive education and methods of providing such children with a safe environment to assist in their development. However, difficulties in interpersonal communication experienced by children with health impairments have remained beyond the research scope. The authors conducted a comparative analysis of communication difficulties in typically developed teenagers aged 12-13 years (n = 100 and the problems faced by their peers with visual (n = 30, auditory (n = 30, speech (n = 25 and motor (n = 15 impairments. Actual communication difficulties in teenagers were studied in two ways: the subjective component of impaired communication was registered through a content analysis of a sentence completion test and the objective manifestations of impaired communication were identified through expert evaluation of children’s communicative behavior (educators and psychologists who had been in close contact with the teenagers acted as experts. First, the authors identified typical standard communication problems that were characteristic of teenagers aged 12-13 years, that is, problems with aggression, tolerance, the ability to admit wrongdoing and make concessions, empathy, self-control, self-analysis and self-expression in communication. Second, typical communication difficulties characteristic of physically impaired children were revealed: failure to understand meaning; feelings of awkwardness and shame of oneself; expectations of a negative attitude toward oneself; gelotophobia; and manifestations of despotism, petulance and egotism as defensive reactions in situations of impaired communication. Third, the authors described specific communication difficulties in teenagers with auditory, visual, speech and motor impairments.

  9. Economic difficulties and subsequent disability retirement.

    Science.gov (United States)

    Lallukka, Tea; Mauramo, Elina; Lahelma, Eero; Rahkonen, Ossi

    2015-03-01

    This study examined whether economic difficulties are associated with subsequent disability retirement while controlling for covariates. Survey data among middle-aged employees of the City of Helsinki in 2000-2002 were linked with the Finnish Centre for Pensions register data on all-cause disability retirement among women (n=4816) and men (n=1354) until the end of 2010. Additionally, disability retirement due to musculoskeletal diseases and mental disorders (ICD-10) was examined among women. Frequency in difficulties paying pills and buying food and clothes, and covariates (occupational class, income, housing tenure, and work- and health-related covariates) were self-reported at baseline. Hazard ratios (HR) and their 95% confidence intervals (95% CI) were calculated from Cox regression analysis. Frequent economic difficulties were associated with all-cause disability retirement after adjusting for age among both women (HR=2.11; 95% CI 1.63-2.73) and men (HR=2.69; 95% CI 1.65-4.41). Adjustment for covariates somewhat attenuated the associations, but they remained. Economic difficulties were also associated with disability retirement due to both mental disorders (HR=3.29; 95% CI 1.98-5.46) and musculoskeletal diseases (HR=1.85; 95% CI 1.24-2.75) among women. Adjustments made a minor contribution to the risk of disability retirement due to mental disorders, whereas the risk of disability retirement due to musculoskeletal diseases reduced after considering socioeconomic circumstances. Conclusions: economic difficulties are independently associated with disability retirement. Thus, they should be considered in attempts to tackle early exit from the labour market due to disability. © 2015 the Nordic Societies of Public Health.

  10. Transcranial random noise stimulation mitigates increased difficulty in an arithmetic learning task.

    Science.gov (United States)

    Popescu, Tudor; Krause, Beatrix; Terhune, Devin B; Twose, Olivia; Page, Thomas; Humphreys, Glyn; Cohen Kadosh, Roi

    2016-01-29

    Proficiency in arithmetic learning can be achieved by using a multitude of strategies, the most salient of which are procedural learning (applying a certain set of computations) and rote learning (direct retrieval from long-term memory). Here we investigated the effect of transcranial random noise stimulation (tRNS), a non-invasive brain stimulation method previously shown to enhance cognitive training, on both types of learning in a 5-day sham-controlled training study, under two conditions of task difficulty, defined in terms of item repetition. On the basis of previous research implicating the prefrontal and posterior parietal cortex in early and late stages of arithmetic learning, respectively, sham-controlled tRNS was applied to bilateral prefrontal cortex for the first 3 days and to the posterior parietal cortex for the last 2 days of a 5-day training phase. The training involved learning to solve arithmetic problems by applying a calculation algorithm; both trained and untrained problems were used in a brief testing phase at the end of the training phase. Task difficulty was manipulated between subjects by using either a large ("easy" condition) or a small ("difficult" condition) number of repetition of problems during training. Measures of attention and working memory were acquired before and after the training phase. As compared to sham, participants in the tRNS condition displayed faster reaction times and increased learning rate during the training phase; as well as faster reaction times for both trained and untrained (new) problems, which indicated a transfer effect after the end of training. All stimulation effects reached significance only in the "difficult" condition when number of repetition was lower. There were no transfer effects of tRNS on attention or working memory. The results support the view that tRNS can produce specific facilitative effects on numerical cognition--specifically, on arithmetic learning. They also highlight the importance of

  11. Preoperative screening: value of previous tests.

    Science.gov (United States)

    Macpherson, D S; Snow, R; Lofgren, R P

    1990-12-15

    To determine the frequency of tests done in the year before elective surgery that might substitute for preoperative screening tests and to determine the frequency of test results that change from a normal value to a value likely to alter perioperative management. Retrospective cohort analysis of computerized laboratory data (complete blood count, sodium, potassium, and creatinine levels, prothrombin time, and partial thromboplastin time). Urban tertiary care Veterans Affairs Hospital. Consecutive sample of 1109 patients who had elective surgery in 1988. At admission, 7549 preoperative tests were done, 47% of which duplicated tests performed in the previous year. Of 3096 previous results that were normal as defined by hospital reference range and done closest to the time of but before admission (median interval, 2 months), 13 (0.4%; 95% CI, 0.2% to 0.7%), repeat values were outside a range considered acceptable for surgery. Most of the abnormalities were predictable from the patient's history, and most were not noted in the medical record. Of 461 previous tests that were abnormal, 78 (17%; CI, 13% to 20%) repeat values at admission were outside a range considered acceptable for surgery (P less than 0.001, frequency of clinically important abnormalities of patients with normal previous results with those with abnormal previous results). Physicians evaluating patients preoperatively could safely substitute the previous test results analyzed in this study for preoperative screening tests if the previous tests are normal and no obvious indication for retesting is present.

  12. Difficulties of diabetic patients in the illness control: feelings and behaviors

    OpenAIRE

    Péres, Denise Siqueira; Santos, Manoel Antônio dos; Zanetti, Maria Lúcia; Ferronato, Antônio Augusto

    2007-01-01

    This study aimed to identify difficulties diabetic patients face during treatment in controlling the disease. A total of 24 diabetic patients, attended in the Nurse Educational Center for Adults and Elders in 2003, participated in the study. The data was collected individually, through a written report guided by a question previously elaborated, on a pre-scheduled date. The Content Analysis technique was used in the data analysis. The results showed several difficulties related to the treatme...

  13. Tongue-tie and frenotomy in infants with breastfeeding difficulties: achieving a balance.

    Science.gov (United States)

    Power, R F; Murphy, J F

    2015-05-01

    Currently there is debate on how best to manage young infants with tongue-tie who have breastfeeding problems. One of the challenges is the subjectivity of the outcome variables used to assess efficacy of tongue-tie division. This structured review documents how the argument has evolved. It proposes how best to assess, inform and manage mothers and their babies who present with tongue-tie related breastfeeding problems. Databases were searched for relevant papers including Pubmed, Medline, and the Cochrane Library. Professionals in the field were personally contacted regarding the provision of additional data. Inclusion criteria were: infants less than 3 months old with tongue-tie and/or feeding problems. The exclusion criteria were infants with oral anomalies and neuromuscular disorders. There is wide variation in prevalence rates reported in different series, from 0.02 to 10.7%. The most comprehensive clinical assessment is the Hazelbaker Assessment Tool for lingual frenulum function. The most recently published systematic review of the effect of tongue-tie release on breastfeeding concludes that there were a limited number of studies with quality evidence. There have been 316 infants enrolled in frenotomy RCTs across five studies. No major complications from surgical division were reported. The complications of frenotomy may be minimised with a check list before embarking on the procedure. Good assessment and selection are important because 50% of breastfeeding babies with ankyloglossia will not encounter any problems. We recommend 2 to 3 weeks as reasonable timing for intervention. Frenotomy appears to improve breastfeeding in infants with tongue-tie, but the placebo effect is difficult to quantify. Complications are rare, but it is important that it is carried out by a trained professional. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  14. Difficulties to Use (Twitter) in the Educational Process from the Perspective of Social Studies Teachers in the State of Kuwait

    Science.gov (United States)

    Alsaeed, Saleh Abdulrahem

    2016-01-01

    This study aimed to know the difficulties of use Twitter in the educational process from the perspective of social studies teachers in the State of Kuwait, in order to achieve the objectives of the study researchers answered the following question: What are the difficulties faced when using (Twitter) in the educational process from the standpoint…

  15. Executive Function in Previously Institutionalized Children.

    Science.gov (United States)

    Merz, Emily C; Harlé, Katia M; Noble, Kimberly G; McCall, Robert B

    2016-06-01

    In studies of children adopted from institutions, being raised in an institution has been associated consistently with an increased risk of persistent cognitive, academic, and social-emotional problems. These findings raise questions about the neurocognitive mechanisms that contribute to these negative outcomes. Theory and models based on studies of animals indicate that development of the prefrontal cortex (PFC) and executive function (EF) may be particularly susceptible to environmental influences during early childhood. In this article, we review recent studies of postinstitutionalized children that examined EF components such as inhibitory control, working memory, shifting, and planning. We then describe emerging research on the structure and function of the PFC. Converging evidence suggests both EF difficulties and alterations in development of the PFC following early institutionalization. We conclude by discussing possible explanations for these findings and implications for prevention and intervention, and by offering suggestions for ongoing research.

  16. Automatic electromagnetic valve for previous vacuum

    International Nuclear Information System (INIS)

    Granados, C. E.; Martin, F.

    1959-01-01

    A valve which permits the maintenance of an installation vacuum when electric current fails is described. It also lets the air in the previous vacuum bomb to prevent the oil ascending in the vacuum tubes. (Author)

  17. How specific are specific comprehension difficulties?

    DEFF Research Database (Denmark)

    Rønberg, Louise Flensted-Jensen; Petersen, Dorthe Klint

    2016-01-01

    as measured on a phonological coding measure. However, the proportion was smaller than the often reported 10-15 % and even smaller when average sight word recognition was also set as a criterion for word reading ability. Compared to average comprehenders, the poor comprehenders’ sight word recognition......This study explores the occurrence of poor comprehenders, i.e., children identified with reading comprehension difficulties in spite of age-appropriate word reading skills. It supports the findings that some children do show poor reading comprehension in spite of age-appropriate word reading...... and daily reading of literary texts were significantly below that of average readers. This study indicates that a lack of reading experience and, likewise, a lack of fluent word reading may be important factors in understanding nine-year-old poor comprehenders’ difficulties....

  18. Concomitant and previous osteoporotic vertebral fractures.

    Science.gov (United States)

    Lenski, Markus; Büser, Natalie; Scherer, Michael

    2017-04-01

    Background and purpose - Patients with osteoporosis who present with an acute onset of back pain often have multiple fractures on plain radiographs. Differentiation of an acute osteoporotic vertebral fracture (AOVF) from previous fractures is difficult. The aim of this study was to investigate the incidence of concomitant AOVFs and previous OVFs in patients with symptomatic AOVFs, and to identify risk factors for concomitant AOVFs. Patients and methods - This was a prospective epidemiological study based on the Registry of Pathological Osteoporotic Vertebral Fractures (REPAPORA) with 1,005 patients and 2,874 osteoporotic vertebral fractures, which has been running since February 1, 2006. Concomitant fractures are defined as at least 2 acute short-tau inversion recovery (STIR-) positive vertebral fractures that happen concomitantly. A previous fracture is a STIR-negative fracture at the time of initial diagnostics. Logistic regression was used to examine the influence of various variables on the incidence of concomitant fractures. Results - More than 99% of osteoporotic vertebral fractures occurred in the thoracic and lumbar spine. The incidence of concomitant fractures at the time of first patient contact was 26% and that of previous fractures was 60%. The odds ratio (OR) for concomitant fractures decreased with a higher number of previous fractures (OR =0.86; p = 0.03) and higher dual-energy X-ray absorptiometry T-score (OR =0.72; p = 0.003). Interpretation - Concomitant and previous osteoporotic vertebral fractures are common. Risk factors for concomitant fractures are a low T-score and a low number of previous vertebral fractures in cases of osteoporotic vertebral fracture. An MRI scan of the the complete thoracic and lumbar spine with STIR sequence reduces the risk of under-diagnosis and under-treatment.

  19. Difficulties in radiodiagnosis of children's tumors

    International Nuclear Information System (INIS)

    Kolinova, E.; Zitkova, M.; Suchmova, M.; Jirasek, M.

    1984-01-01

    Some problems of current radiodiagnosis in pediatric oncology are discussed. The main cause of errors in diagnosis and of difficulties barring timely correct diagnosis is the relatively small number of tumors in children and the ensuing lack of knowledge and experience in diagnosis. The situation can only be improved by the disciplined observance of purposeful diagnostic procedures and the centralization of these procedures at specialized departments. (author)

  20. Three Communication Difficulties of EFL Students

    OpenAIRE

    Vargas Jiménez, Grettel

    2015-01-01

    In spite of the diversity of resources (media, Internet, software, videos, social networks, etc.) many students present a lot of difficulties in developing their communication skills in learning English as a foreign language (EFL). Indeed, there are three aspects that affect the students’ oral production negatively. First, lack of motivation that could be manifested in anxiety and students’ low self-esteem. Second, the learning environment which includes the teacher’s methodology and classroo...

  1. Active citizenship and acquired neurological communication difficulty.

    Science.gov (United States)

    Mackenzie, Catherine; Bennett, Amanda; Cairney, Melissa

    2011-01-01

    People with communication impairments may face barriers to civic participation, with resulting marginalisation of individuals who wish to be actively involved. The investigation aimed to explore the experience of civically engaged adults with acquired neurological communication difficulties. Six people with acquired neurological communication difficulties were interviewed. Discussion included the definition of active citizenship, their civic involvement, motivations, related barriers and facilitators. Qualitative analysis was undertaken, with data categorised, coded and examined for recurring themes. All participants were active in disability-related organisations and four undertook wider civic roles. Motivations included activity being out with the home and wanting to effect change for themselves and the populations they represented. Disability group meetings were more positive experiences than broader community activities, which were associated with fatigue and frustration, commonly resulting from communication difficulties and unmet support needs. All participants identified a need for professional and public educational about disability and communication and made recommendations on content, methods and priority groups. For these participants civic engagement had positive and negative dimensions. Speech and language therapists should promote reduction of the barriers that impede the active citizenship rights of people with communication support needs. Civic participation may be a relevant measure of outcome in communication impaired populations.

  2. DIFFICULTY OF AMENDMENT AND INTERPRETATIVE CHOICE

    Directory of Open Access Journals (Sweden)

    Andrew Coan

    2016-01-01

    Full Text Available The extreme difficulty of amending the U.S. Constitution plays a central but largely unexamined role in theoretical debates over interpretive choice. In particular, conventional wisdom assumes that the extreme difficulty of Article V amendment weakens the case for originalism. This view might ultimately be correct, but it is not the freestanding argument against originalism it is often presumed to be. Rather, it depends on contestable normative and empirical premises that require defense. If those premises are wrong, the stringency of Article V might actually strengthen the case for originalism. Or Article V might have no impact on that case one way or another. This “complexity thesis” highlights and clarifies the role that difficulty of amendment plays across a range of significant interpretive debates, including those surrounding writtenness, John Hart Ely’s representation-reinforcement theory, interpretive pluralism, and originalism as a theory of positive law. It also has important implications for the under-studied relations between statutory and constitutional interpretation and federal and state constitutional interpretation.

  3. Agroecosystem functional assessment and its difficulties.

    Science.gov (United States)

    Cao, Zhi-Ping; Dawson, Richard

    2004-01-01

    Agroecosystem functional assessment indicators provide a necessary bridge between decision-makers and scientists. The development of acceptable indicators, however, remains a difficult task because the current knowledge and understanding of ecosystems is not sufficient to allow an objective assessment of all ecosystem functions. These difficulties were summarized from three perspectives. First, there are difficulties in individual function assessment. Of the four functions associated with agroecosystems-energy flow, materials cycling, information flow and value flow-data on material cycling and information flow remain difficult to obtain and the indicators relatively immature. Secondly, there are difficulties of integration. During the assessment process, the integration of the agroecosystem functions remains the biggest obstacle. Until now, there has been no practical or effective methodology established to resolve the problem. At present, the makeshift approach has been to weight the various indicators and then add them together. Thirdly, there is the problem of obscure concepts and concept confusion. When assessments of agroecosystems are conducted, concepts such as structure, function, benefit, and resource utilization are used extensively. To date, no logical relationship (either real or implied) has been developed between any of these concepts. Are they causes and results such that the relationship between them is linear, or are they independent from one another such that the relationship is parallel? Thus far, the essence of this question is yet to be explored.

  4. Uterine rupture without previous caesarean delivery

    DEFF Research Database (Denmark)

    Thisted, Dorthe L. A.; H. Mortensen, Laust; Krebs, Lone

    2015-01-01

    OBJECTIVE: To determine incidence and patient characteristics of women with uterine rupture during singleton births at term without a previous caesarean delivery. STUDY DESIGN: Population based cohort study. Women with term singleton birth, no record of previous caesarean delivery and planned...... vaginal delivery (n=611,803) were identified in the Danish Medical Birth Registry (1997-2008). Medical records from women recorded with uterine rupture during labour were reviewed to ascertain events of complete uterine rupture. Relative Risk (RR) and adjusted Relative Risk Ratio (aRR) of complete uterine...... rupture with 95% confidence intervals (95% CI) were ascertained according to characteristics of the women and of the delivery. RESULTS: We identified 20 cases with complete uterine rupture. The incidence of complete uterine rupture among women without previous caesarean delivery was about 3...

  5. Identifying College Students at Risk for Learning Disabilities: Evidence for Use of the Learning Difficulties Assessment in Postsecondary Settings

    Science.gov (United States)

    Kane, Steven T.; Roy, Soma; Medina, Steffanie

    2013-01-01

    This article describes research supporting the use of the Learning Difficulties Assessment (LDA), a normed and no-cost, web-based survey that assesses difficulties with reading, writing, spelling, mathematics, listening, concentration, memory, organizational skills, sense of control, and anxiety in college students. Previous research has supported…

  6. Language delays, reading delays, and learning difficulties: interactive elements requiring multidimensional programming.

    Science.gov (United States)

    Hay, Ian; Elias, Gordon; Fielding-Barnsley, Ruth; Homel, Ross; Freiberg, Kate

    2007-01-01

    Researchers have hypothesized four levels of instructional dialogue and claimed that teachers can improve children's language development by incorporating these dialogue levels in their classrooms. It has also been hypothesized that enhancing children's early language development enhances children's later reading development. This quasi-experimental research study investigated both of these hypotheses using a collaborative service delivery model for Grade 1 children with language difficulties from a socially and economically disadvantaged urban community in Australia. Comparing the end-of-year reading achievement scores for the 57 children who received the language intervention with those of the 59 children in the comparison group, the findings from this research are supportive of both hypotheses. The interrelationships between learning difficulties, reading difficulties, and language difficulties are discussed along with children's development in vocabulary, use of memory strategies and verbal reasoning, and the need for multidimensional programming.

  7. INTRODUCTION Previous reports have documented a high ...

    African Journals Online (AJOL)

    pregnancy if they were married, educated, had dental insurance, previously used dental services when not pregnant, or had knowledge about the possible connection between oral health and pregnancy outcome8. The purpose of this study was to explore the factors determining good oral hygiene among pregnant women ...

  8. Empowerment perceptions of educational managers from previously ...

    African Journals Online (AJOL)

    The perceptions of educational manag ers from previously disadvantaged primary and high schools in the Nelson Mandela Metropole regarding the issue of empowerment are outlined and the perceptions of educational managers in terms of various aspects of empowerment at different levels reflected. A literature study ...

  9. Management of choledocholithiasis after previous gastrectomy.

    Science.gov (United States)

    Anwer, S; Egan, R; Cross, N; Guru Naidu, S; Somasekar, K

    2017-09-01

    Common bile duct stones in patients with a previous gastrectomy can be a technical challenge because of the altered anatomy. This paper presents the successful management of two such patients using non-traditional techniques as conventional endoscopic retrograde cholangiopancreatography was not possible.

  10. Laboratory Grouping Based on Previous Courses.

    Science.gov (United States)

    Doemling, Donald B.; Bowman, Douglas C.

    1981-01-01

    In a five-year study, second-year human physiology students were grouped for laboratory according to previous physiology and laboratory experience. No significant differences in course or board examination performance were found, though correlations were found between predental grade-point averages and grouping. (MSE)

  11. Do Word-Problem Features Differentially Affect Problem Difficulty as a Function of Students' Mathematics Difficulty with and without Reading Difficulty?

    Science.gov (United States)

    Powell, Sarah R.; Fuchs, Lynn S.; Fuchs, Douglas; Cirino, Paul T.; Fletcher, Jack M.

    2009-01-01

    This study examined whether and, if so, how word-problem features differentially affect problem difficulty as a function of mathematics difficulty (MD) status: no MD (n = 109), MD only (n = 109), or MD in combination with reading difficulties (MDRD; n = 109). The problem features were problem type (total, difference, or change) and position of…

  12. Why People with More Emotion Regulation Difficulties Made a More Deontological Judgment: The Role of Deontological Inclinations.

    Science.gov (United States)

    Zhang, Lisong; Li, Zhongquan; Wu, Xiaoyuan; Zhang, Ziyuan

    2017-01-01

    Previous studies have demonstrated the key role of emotion in moral judgment, and explored the relationship between emotion regulation and moral judgment. The present study investigated the influence of individual differences in emotion regulation difficulties on moral judgment. Study 1 examined whether individuals with high emotion regulation difficulties made a more deontological judgment. Study 2 explored the underlying mechanism using a process-dissociation approach, examining whether deontological inclinations and utilitarian inclinations separately or jointly accounted for the association. The results indicated that individuals with high emotion regulation difficulties rated the utilitarian actions less morally appropriate, and one's deontological inclinations mediated the association between emotion regulation difficulties and moral judgment.

  13. The Matrix Verb as a Source of Comprehension Difficulty in Object Relative Sentences.

    Science.gov (United States)

    Staub, Adrian; Dillon, Brian; Clifton, Charles

    2017-05-01

    Two experiments used eyetracking during reading to examine the processing of the matrix verb following object and subject relative clauses. The experiments show that the processing of the matrix verb following an object relative is indeed slowed compared to the processing of the same verb following a subject relative. However, this difficulty is entirely eliminated if additional material intervenes between the object gap and the matrix verb. An explanation in terms of spillover processing is ruled out, suggesting that it is the gap-matrix verb sequence that is itself responsible for the difficulty. We consider two accounts of this difficulty, one emphasizing the potential difficulty of rapidly switching between the sentential subject's thematic or syntactic role in the embedded clause and its role in the matrix clause, and one emphasizing the potential difficulty of performing two demanding memory retrievals in rapid succession. The present experiments also closely replicate the previous findings from eyetracking that the noun phrase and the verb within an object relative are both loci of processing difficulty, but that the former induces substantially greater difficulty. Copyright © 2016 Cognitive Science Society, Inc.

  14. Emotion regulation difficulties in binge eating disorder with and without the overvaluation of weight and shape.

    Science.gov (United States)

    Harrison, Carmel; Mitchison, Deborah; Rieger, Elizabeth; Rodgers, Bryan; Mond, Jonathan

    2016-11-30

    The objective of this study was to examine the relationship between overvaluation of weight/shape ('overvaluation') and emotion regulation (ER) difficulties among women with binge eating disorder (BED) symptoms. Four groups of women were recruited from a community-based sample and compared on ER difficulties: individuals with probable BED with (n=102) and without (n=72) overvaluation, and non-binge eating obese (n=40) and healthy-weight (n=40) control participants. Data for patients with a formal diagnosis of BED receiving treatment from a previous study were included for numerical comparative purposes. Women with probable BED and overvaluation reported significantly greater ER difficulties than all other groups and had similar levels of ER difficulties to BED patients. Women with probable BED in the absence of overvaluation were comparable to the obese control group on total ER difficulties and the majority of the ER difficulties subscales. The findings provide further evidence for the clinical significance of overvaluation among individuals with BED symptomatology. BED in the absence of overvaluation does not appear to align with current models of the disorder in which ER difficulties are viewed as a core etiological mechanism. Further research is needed to elucidate the status of this presentation. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  15. Extensive Epidermoid Cyst and Breathing Difficulty

    Directory of Open Access Journals (Sweden)

    Ciro Dantas Soares

    2015-01-01

    Full Text Available Epidermoid cysts are common cystic lesions in the skin, ovaries, and testicles, but their occurrence in the oral cavity is uncommon. They consist of cysts delimited by a fibrous capsule without cutaneous annexes and are lined by stratified squamous epithelium. The differential diagnosis includes ranula, dermoid cysts, and lingual thyroid. Despite their benign presentation, these cysts can cause functional limitations, requiring special clinical attention for extensive lesions located in regions that preserve vital structures. This paper aims to report a case of epidermoid cyst in patient with swallowing and breathing difficulty, highlighting the clinical and surgical planning.

  16. On the study and difficulties of mathematics

    CERN Document Server

    De Morgan, Augustus

    2005-01-01

    One of the twentieth century's most eminent mathematical writers, Augustus De Morgan enriched his expositions with insights from history and psychology. On the Study and Difficulties of Mathematics represents some of his best work, containing points usually overlooked by elementary treatises, and written in a fresh and natural tone that provides a refreshing contrast to the mechanical character of common textbooks.Presuming only a knowledge of the rules of algebra and Euclidean theorems, De Morgan begins with some introductory remarks on the nature and objects of mathematics. He discusses the

  17. [IgE myeloma. Laboratory typing difficulties].

    Science.gov (United States)

    Bovone, Nora S; Fuente, María Cristina; Gastiazoro, Ana María; Alfonso, Graciela; Freitas, María Josefina

    2014-01-01

    The IgE multiple myeloma is a rare neoplasm of plasma cell accounting for 0.01% of all plasma cell dyscrasias. They are generally of more aggressive development and to date there are no more than 50 cases published in current literature. Laboratory studies are, in these cases, essential for the classification of the monoclonal component in serum and urine. The aim of this presentation is to report a patient diagnosed with IgE myeloma and to point out that the laboratory difficulties noted in these rare cases can lead to an erroneous report.

  18. Difficulties in implementing new knowlegde i OTpractice”

    DEFF Research Database (Denmark)

    Hansen, Bodil Winther

    Difficulties with implementing new knowledge in OT practice and how to improve the learning process? The aim of this master thesis was to explore and understand why further education and training efforts do not always result in change in practice, and how further education and training should...... be organised so as to achieve such a change. Many OT departments focus strongly on the learning and development of competence, and a great deal of resources is put into continuing education and workplace courses. Sometimes, however, with limited effect. Qualitative semi-structured interviews were used...... and didactical factors. Conclusion: in order to create a link between further training courses and practice, it is important 1) that prior to the course time is allowed to clarify needs and explain what changes the participants wish for their practice 2) that time be allowed for group reflection and 3...

  19. Previously unknown organomagnesium compounds in astrochemical context

    OpenAIRE

    Ruf, Alexander

    2018-01-01

    We describe the detection of dihydroxymagnesium carboxylates (CHOMg) in astrochemical context. CHOMg was detected in meteorites via ultrahigh-resolving chemical analytics and represents a novel, previously unreported chemical class. Thus, chemical stability was probed via quantum chemical computations, in combination with experimental fragmentation techniques. Results propose the putative formation of green-chemical OH-Grignard-type molecules and triggered fundamental questions within chemica...

  20. [Placental complications after a previous cesarean section].

    Science.gov (United States)

    Milosević, Jelena; Lilić, Vekoslav; Tasić, Marija; Radović-Janosević, Dragana; Stefanović, Milan; Antić, Vladimir

    2009-01-01

    The incidence of cesarean section has been rising in the past 50 years. With the increased number of cesarean sections, the number of pregnancies with the previous cesarean section rises as well. The aim of this study was to establish the influence of the previous cesarean section on the development of placental complications: placenta previa, placental abruption and placenta accreta, as well as to determine the influence of the number of previous cesarean sections on the complication development. The research was conducted at the Clinic of Gynecology and Obstetrics in Nis covering 10-year-period (from 1995 to 2005) with 32358 deliveries, 1280 deliveries after a previous cesarean section, 131 cases of placenta previa and 118 cases of placental abruption. The experimental groups was presented by the cases of placenta previa or placental abruption with prior cesarean section in obstetrics history, opposite to the control group having the same conditions but without a cesarean section in medical history. The incidence of placenta previa in the control group was 0.33%, opposite to the 1.86% incidence after one cesarean section (pcesarean sections and as high as 14.28% after three cesarean sections in obstetric history. Placental abruption was recorded as placental complication in 0.33% pregnancies in the control group, while its incidence was 1.02% after one cesarean section (pcesarean sections. The difference in the incidence of intrapartal hysterectomy between the group with prior cesarean section (0.86%) and without it (0.006%) shows a high statistical significance (pcesarean section is an important risk factor for the development of placental complications.

  1. Comparing Students with and without Reading Difficulties on Reading Comprehension Assessments: A Meta-Analysis

    Science.gov (United States)

    Collins, Alyson A.; Lindström, Esther R.; Compton, Donald L.

    2018-01-01

    Researchers have increasingly investigated sources of variance in reading comprehension test scores, particularly with students with reading difficulties (RD). The purpose of this meta-analysis was to determine if the achievement gap between students with RD and typically developing (TD) students varies as a function of different reading…

  2. Do Chinese Dyslexic Children Have Difficulties Learning English as a Second Language?

    Science.gov (United States)

    Ho, Connie Suk-Han; Fong, Kin-Man

    2005-01-01

    The aim of the present study was to examine whether Chinese dyslexic children had difficulties learning English as a second language given the distinctive characteristics of the two scripts. Twenty-five Chinese primary school children with developmental dyslexia and 25 normally achieving children were tested on a number of English vocabulary,…

  3. Children's Structured Conceptualizations of Their Beliefs on the Causes of Learning Difficulties

    Science.gov (United States)

    Nowicki, Elizabeth A.; Brown, Jason; Stepien, Magdalena

    2014-01-01

    Elementary school children between 9 and 12 years of age were interviewed on what they believed to be the causes of learning difficulties and were invited to take part in the analysis of the data. We achieved this with Trochim's concept mapping approach that combines qualitative and quantitative data analyses. Study results indicated that children…

  4. Prevalence and Pattern of Learning Difficulties in Primary School Students in Jordan

    Science.gov (United States)

    Abu-Hamour, Bashir; Al-Hmouz, Hanan

    2016-01-01

    The major purpose of this study was to investigate the prevalence of learning difficulties (LDs) among primary school students (Grade 1 to Grade 3) in Jordan. A total of 306 students were randomly selected and tested using the Arabic version of the Woodcock-Johnson Basic Achievement Tests that measure reading, spelling, and calculation skills. The…

  5. The Component Reading and Writing Skills of At-Risk Undergraduates with Writing Difficulties

    Science.gov (United States)

    Harrison, Gina L.

    2009-01-01

    Cognitive, word-level reading, spelling and writing measures were administered to academically at-risk undergraduates with writing difficulties to examine their literacy profiles; and performance was compared to typically-achieving writers. The at-risk students were slower and less accurate on measures of sight word reading, lexical decision,…

  6. A Randomized Trial of Two Promising Computer-Based Interventions for Students with Attention Difficulties

    Science.gov (United States)

    Rabiner, David L.; Murray, Desiree W.; Skinner, Ann T; Malone, Patrick S.

    2010-01-01

    Few studies have examined whether attention can be improved with training, even though attention difficulties adversely affect academic achievement. The present study was a randomized-controlled trial evaluating the impact of Computerized Attention Training (CAT) and Computer Assisted Instruction (CAI) on attention and academic performance in 77…

  7. Morphosyntax in children with word finding difficulties.

    Science.gov (United States)

    Murphy, Victoria A; Dockrell, Julie; Messer, David; Farr, Hannah

    2008-08-01

    Children with word finding difficulties (CwWFDs) are slower and less accurate at naming monomorphemic words than typically developing children (Dockrell, Messer & George, 2001), but their difficulty in naming morphologically complex words has not yet been investigated. One aim of this paper was to identify whether CwWFDs are similar to typically developing children at producing inflected (morphologically complex) words. A second aim was to investigate whether the dual-mechanism model could account for the use of morphology in a sample of CwWFDs, exemplifying the notion that regular inflections are part of a rule-based system and computed on-line, while irregular inflections are retrieved directly from the associative system (Pinker, 1999). The inflectional knowledge of a group of CwWFDs was compared against a group of language age-matched typically developing peers in three experiments. In Experiment 1 children produced the past tenses of high- and low-frequency regular and irregular English verbs. In Experiment 2 children generalized their knowledge of the past tense system onto nonsense verbs and in Experiment 3 children produced past tenses of verbs used in either a denominal or a verb root context. In each of these three studies, the CwWFDs performed similarly to matched typical children, suggesting that they do not have a selective problem with morphosyntactic features of words. The findings provide mixed support for the dual-mechanism model.

  8. Impaired math achievement in patients with acute vestibular neuritis.

    Science.gov (United States)

    Moser, Ivan; Vibert, Dominique; Caversaccio, Marco D; Mast, Fred W

    2017-12-01

    Broad cognitive difficulties have been reported in patients with peripheral vestibular deficit, especially in the domain of spatial cognition. Processing and manipulating numbers relies on the ability to use the inherent spatial features of numbers. It is thus conceivable that patients with acute peripheral vestibular deficit show impaired numerical cognition. Using the number Stroop task and a short math achievement test, we tested 20 patients with acute vestibular neuritis and 20 healthy, age-matched controls. On the one hand, patients showed normal congruency and distance effects in the number Stroop task, which is indicative of normal number magnitude processing. On the other hand, patients scored lower than healthy controls in the math achievement test. We provide evidence that the lower performance cannot be explained by either differences in prior math knowledge (i.e., education) or slower processing speed. Our results suggest that peripheral vestibular deficit negatively affects numerical cognition in terms of the efficient manipulation of numbers. We discuss the role of executive functions in math performance and argue that previously reported executive deficits in patients with peripheral vestibular deficit provide a plausible explanation for the lower math achievement scores. In light of the handicapping effects of impaired numerical cognition in daily living, it is crucial to further investigate the mechanisms that cause mathematical deficits in acute PVD and eventually develop adequate means for cognitive interventions. Copyright © 2017 Elsevier Ltd. All rights reserved.

  9. Magnetic moments of composite quarks and leptons: further difficulties

    International Nuclear Information System (INIS)

    Lipkin, H.J.

    1980-05-01

    The previously noted difficulty of obtaining Dirac magnetic moments in composite models with two basic building blocks having different charges is combined with the observation by Shaw et al., that a light bound fermion state built from heavy constituents must have the Dirac moment in a renormalizable theory. The new constraint on any model that builds leptons from two fundamental fields bound by non-electromagnetic forces is that the ratio of the magnetic moment to the total charge of the bound state is independent of the values of the charges of the constituents; e.g., such a bound state of a spin-1/2 fermion and a scalar boson will have the same magnetic moment if the fermion is neutral and the boson has charge -e or vice versa

  10. Evaluating the User Experience of Exercising Reaching Motions With a Robot That Predicts Desired Movement Difficulty.

    Science.gov (United States)

    Shirzad, Navid; Van der Loos, H F Machiel

    2016-01-01

    The notion of an optimal difficulty during practice has been articulated in many areas of cognitive psychology: flow theory, the challenge point framework, and desirable difficulties. Delivering exercises at a participant's desired difficulty has the potential to improve both motor learning and users' engagement in therapy. Motivation and engagement are among the contributing factors to the success of exercise programs. The authors previously demonstrated that error amplification can be used to introduce levels of challenge into a robotic reaching task, and that machine-learning algorithms can dynamically adjust difficulty to the desired level with 85% accuracy. Building on these findings, we present the results of a proof-of-concept study investigating the impacts of practicing under desirable difficulty conditions. A control condition with a predefined random order for difficulty levels was deemed more suitable for this study (compared to constant or continuously increasing difficulty). By practicing the task at their desirable difficulties, participants in the experimental group perceived their performance at a significantly higher level and reported lower required effort to complete the task, in comparison to a control group. Moreover, based on self-reports, participants in the experimental group were willing, on average, to continue the training session for 4.6 more training blocks (∼45 min) compared to the control group's average. This study demonstrates the efficiency of delivering the exercises at the user's desired difficulty level to improve the user's engagement in exercise tasks. Future work will focus on clinical feasibility of this approach in increasing stroke survivors' engagement in their therapy programs.

  11. Parietal contributions to visual working memory depend on task difficulty

    Directory of Open Access Journals (Sweden)

    Kevin T. Jones

    2012-09-01

    Full Text Available The nature of parietal contributions to working memory (WM remain poorly understood but of considerable interest. We previously reported that posterior parietal damage selectively impaired WM probed by recognition (Berryhill & Olson, 2008a. Recent studies provided support using a neuromodulatory technique, transcranial direct current stimulation (tDCS applied to the right parietal cortex (P4. These studies confirmed parietal involvement in WM because parietal tDCS altered WM performance: anodal current tDCS improved performance in a change detection task, and cathodal current tDCS impaired performance on a sequential presentation task. In Experiment 1, we applied cathodal and anodal tDCS to the right parietal cortex and tested participants on both previously used WM tasks. When the WM task was difficult, parietal stimulation (anodal or cathodal improved WM performance selectively in participants with high WM capacity. In the low WM capacity group, parietal stimulation (anodal or cathodal impaired WM performance. These nearly equal and opposite effects were only observed when the WM task was challenging, as in the change detection task. Experiment 2 probed the interplay of WM task difficulty and WM capacity in a parametric manner by varying set size in the WM change detection task. Here, the effect of parietal stimulation (anodal or cathodal on the high WM capacity group followed a linear function as WM task difficulty increased with set size. These findings provide evidence that parietal involvement in WM performance depends on both WM capacity and WM task demands. We discuss these findings in terms of alternative WM strategies employed by low and high WM capacity individuals. We speculate that low WM capacity individuals do not recruit the posterior parietal lobe for WM tasks as efficiently as high WM capacity individuals. Consequently, tDCS provides greater benefit to individuals with high WM capacity.

  12. Measurement accuracy: Enabling human rights for Fijian students with speech difficulties.

    Science.gov (United States)

    Sprunt, Beth; Marella, Manjula

    2018-02-01

    The Universal Declaration of Human Rights enshrines the rights to communication and education and measuring access to these rights for children with disabilities is fundamental. The UNICEF/Washington Group Child Functioning Module (CFM) is being promoted to measure progress against the Sustainable Development Goals for children with disabilities. This cross-sectional diagnostic accuracy study in Fiji compares parent and teacher CFM responses to the Intelligibility in Context Scale for 463 primary-aged students with and without speech difficulties. Receiver operating characteristic curves were constructed to analyse CFM accuracy and determine optimal cut-off points; inter-rater reliability between teachers and parents was calculated. Parent responses to the CFM speech questions achieved an area under the curve of 0.98, indicating "excellent" diagnostic accuracy. Teachers achieved 0.92 ("very good"). The Youden Index identified the optimal cut-off as "some difficulty". The CFM appears effective when used by parents or teachers for distinguishing between children with and without speech difficulties. While identified as the optimal cut-off statistically, the "some difficulty" category identifies too many children without speech difficulties to be simplistically applied to funding eligibility. The CFM should be used as a screening tool, followed by further assessment to confirm eligibility.

  13. Effects of reciprocal teaching : A two-year intervention study among low achieving adolescents

    NARCIS (Netherlands)

    Okkinga, Mariska; van Gelderen, Amos; Sleegers, P.J.C.; van Steensel, Roel

    2015-01-01

    Low achieving adolescents are known to have difficulties with reading comprehension. This presentation discusses how reciprocal teaching can improve low achieving adolescents' reading comprehension in natural classroom settings (as opposed to small-group settings) and to what extent intervention

  14. Extensive television viewing and the development of attention and learning difficulties during adolescence.

    Science.gov (United States)

    Johnson, Jeffrey G; Cohen, Patricia; Kasen, Stephanie; Brook, Judith S

    2007-05-01

    To investigate the association of television viewing with educational and intellectual outcomes during adolescence and early adulthood. Prospective epidemiological study. Families participating in the Children in the Community Study, a prospective longitudinal investigation, were interviewed at mean offspring ages 14, 16, and 22 years. A community-based sample of 678 families from upstate New York. Television viewing, attention difficulties, learning difficulties, and educational achievement during adolescence and early adulthood. The Disorganizing Poverty Interview and age-appropriate versions of the Diagnostic Interview Schedule for Children. Frequent television viewing during adolescence was associated with elevated risk for subsequent attention and learning difficulties after family characteristics and prior cognitive difficulties were controlled. Youths who watched 1 or more hours of television per day at mean age 14 years were at elevated risk for poor homework completion, negative attitudes toward school, poor grades, and long-term academic failure. Youths who watched 3 or more hours of television per day were the most likely to experience these outcomes. In addition, youths who watched 3 or more hours of television per day were at elevated risk for subsequent attention problems and were the least likely to receive postsecondary education. There was little evidence of bidirectionality in the association of television viewing with attention and learning difficulties. Frequent television viewing during adolescence may be associated with risk for development of attention problems, learning difficulties, and adverse long-term educational outcomes.

  15. Books average previous decade of economic misery.

    Science.gov (United States)

    Bentley, R Alexander; Acerbi, Alberto; Ormerod, Paul; Lampos, Vasileios

    2014-01-01

    For the 20(th) century since the Depression, we find a strong correlation between a 'literary misery index' derived from English language books and a moving average of the previous decade of the annual U.S. economic misery index, which is the sum of inflation and unemployment rates. We find a peak in the goodness of fit at 11 years for the moving average. The fit between the two misery indices holds when using different techniques to measure the literary misery index, and this fit is significantly better than other possible correlations with different emotion indices. To check the robustness of the results, we also analysed books written in German language and obtained very similar correlations with the German economic misery index. The results suggest that millions of books published every year average the authors' shared economic experiences over the past decade.

  16. School Size, Achievement, and Achievement Gaps

    Directory of Open Access Journals (Sweden)

    Bradley J. McMillen

    2004-10-01

    Full Text Available In order to examine the relationship between school size and achievement, a study was conducted using longitudinal achievement data from North Carolina for three separate cohorts of public school students (one elementary, one middle and one high school. Results revealed several interactions between size and student characteristics, all of which indicated that the achievement gaps typically existing between certain subgroups (i.e., more versus less-advantaged, lower versus higher-achieving were larger in larger schools. Results varied across the grade level cohorts and across subjects, but in general effects were more common in mathematics than in reading, and were more pronounced at the high school level. Study results are discussed in the context of educational equity and cost-effectiveness.

  17. Identifying Secondary-School Students' Difficulties When Reading Visual Representations Displayed in Physics Simulations

    Science.gov (United States)

    López, Víctor; Pintó, Roser

    2017-01-01

    Computer simulations are often considered effective educational tools, since their visual and communicative power enable students to better understand physical systems and phenomena. However, previous studies have found that when students read visual representations some reading difficulties can arise, especially when these are complex or dynamic…

  18. Dynamic Adaptation to History of Trial Difficulty Explains the Effect of Congruency Proportion on Masked Priming

    Science.gov (United States)

    Kinoshita, Sachiko; Mozer, Michael C.; Forster, Kenneth I.

    2011-01-01

    In reaction time research, there has been an increasing appreciation that response-initiation processes are sensitive to recent experience and, in particular, the difficulty of previous trials. From this perspective, the authors propose an explanation for a perplexing property of masked priming: Although primes are not consciously identified,…

  19. Associations among Sleep Problems, Learning Difficulties and Substance Use in Adolescence

    Science.gov (United States)

    Fakier, Nuraan; Wild, Lauren G.

    2011-01-01

    This study investigated the relationships among sleep problems, learning difficulties and substance use in adolescence. Previous research suggests that these variables share an association with executive functioning deficits, and are intertwined. The sample comprised 427 adolescents (M age = 16 years) attending remedial schools and 276 adolescents…

  20. Difficulties in Comprehending Affirmative and Negative Sentences: Evidence from Chinese Children with Reading Difficulties

    Science.gov (United States)

    Hu, Shenai; Vender, Maria; Fiorin, Gaetano; Delfitto, Denis

    2018-01-01

    Recent experimental results suggest that negation is particularly challenging for children with reading difficulties. This study looks at how young poor readers, speakers of Mandarin Chinese, comprehend affirmative and negative sentences as compared with a group of age-matched typical readers. Forty-four Chinese children were tested with a truth…

  1. Numerical Magnitude Representation in Children with Mathematical Difficulties with or without Reading Difficulties

    Science.gov (United States)

    Tobia, Valentina; Fasola, Anna; Lupieri, Alice; Marzocchi, Gian Marco

    2016-01-01

    This study aimed to explore the spatial numerical association of response codes (SNARC), the flanker, and the numerical distance effects in children with mathematical difficulties. From a sample of 720 third, fourth, and fifth graders, 60 children were selected and divided into the following three groups: typically developing children (TD; n =…

  2. Men with Learning Difficulties Doing Research: Challenging Views of Learning Difficulties

    Science.gov (United States)

    Inglis, Pamela A.; Swain, John

    2012-01-01

    This paper explores the views of men with learning difficulties living in a secure environment. Reflecting findings from a doctoral thesis based upon a research project where the participants looked at the processes and concepts of research, the dialogues within the study were analysed using critical discourse analysis. Thesis aims relevant here…

  3. Evaluation of maths training programme for children with learning difficulties

    Directory of Open Access Journals (Sweden)

    Antje Ehlert

    2013-06-01

    The study at hand focuses on the question of whether educationally impaired children with large deficits in mathematics can be supported successfully by means of a highly adaptive support measure (MARKO-T, and whether the effects of this support can be maintained over a certain period. For this, 32 educationally impaired third-graders with math deficits were supported individually with MARKO-T twice a week, over a period of ten weeks. As control group, 32 similarly impaired third-graders were paralleled according to the mathematical and cognitive achievements of the training group. Two further control groups, each with 32 unimpaired first-graders, were paralleled according to their mathematical and cognitive achievements, respectively. The results showed that the very poor mathematical performance of the educationally impaired children could be significantly improved with this support programme. Four months after the end of the training, significant support effects could still be established when compared to the educationally impaired control group. The comparison with the two control groups demonstrated that the developmental curve of the children with learning difficulties increased in a way that was comparable to that of the unimpaired first-graders.

  4. Graphical modeling for item difficulty in medical faculty exams ...

    African Journals Online (AJOL)

    charts. Conclusion: The control charts have the advantage for classifying items as acceptable or unacceptable based on item difficulty criteria. Key words: Item difficulty, quality control, statistical process control, variable control charts ...

  5. Helping children with reading difficulties: some things we have learned so far

    Science.gov (United States)

    McArthur, Genevieve; Castles, Anne

    2017-03-01

    A substantial proportion of children struggle to learn to read. This not only impairs their academic achievement, but increases their risk of social, emotional, and mental health problems. In order to help these children, reading scientists have worked hard for over a century to better understand the nature of reading difficulties and the people who have them. The aim of this perspective is to outline some of the things that we have learned so far, and to provide a framework for considering the causes of reading difficulties and the most effective ways to treat them.

  6. Reading acceleration training changes brain circuitry in children with reading difficulties

    Science.gov (United States)

    Horowitz-Kraus, Tzipi; Vannest, Jennifer J; Kadis, Darren; Cicchino, Nicole; Wang, Yingying Y; Holland, Scott K

    2014-01-01

    Introduction Dyslexia is characterized by slow, inaccurate reading. Previous studies have shown that the Reading Acceleration Program (RAP) improves reading speed and accuracy in children and adults with dyslexia and in typical readers across different orthographies. However, the effect of the RAP on the neural circuitry of reading has not been established. In the current study, we examined the effect of the RAP training on regions of interest in the neural circuitry for reading using a lexical decision task during fMRI in children with reading difficulties and typical readers. Methods Children (8–12 years old) with reading difficulties and typical readers were studied before and after 4 weeks of training with the RAP in both groups. Results In addition to improvements in oral and silent contextual reading speed, training-related gains were associated with increased activation of the left hemisphere in both children with reading difficulties and typical readers. However, only children with reading difficulties showed improvements in reading comprehension, which were associated with significant increases in right frontal lobe activation. Conclusions Our results demonstrate differential effects of the RAP on neural circuits supporting reading in both children with reading difficulties and typical readers and suggest that the intervention may stimulate use of typical neural circuits for reading and engage compensatory pathways to support reading in the developing brain of children with reading difficulties. PMID:25365797

  7. Feeding difficulties in children with food protein-induced gastrointestinal allergies.

    Science.gov (United States)

    Meyer, Rosan; Rommel, Nathalie; Van Oudenhove, Lukas; Fleming, Catharine; Dziubak, Robert; Shah, Neil

    2014-10-01

    There is paucity of data on the prevalence of feeding difficulties in Food Protein-Induced Gastrointestinal Allergies (FPIGA) and their clinical characteristics. However, it is a commonly reported problem by clinicians. We set out to establish the occurrence of feeding difficulties in children with FPIGA, the association with gastrointestinal and extra-intestinal symptoms and number of foods eliminated from the diet. This retrospective observational analysis was performed in patients seen between 2002 and 2009 at Great Ormond Street Children's Hospital, Gastroenterology Department, London. Medical records where FPIGA was documented using the terms from the National Institute of Allergy and Infectious Disease and National Institute of Clinical Excellence and confirmed using an elimination diet, followed by a challenge were included. Feeding difficulties were assessed using a criteria previously used in healthy toddlers in the UK. Data from 437 children (203 female) were collected. Significantly more children with feeding difficulties presented with abdominal distention and bloating (P = 0.002), vomiting (P foods eliminated from the diet in the children with/without feeding difficulties (P = 0.028). Clinical manifestations like vomiting, constipation, rectal bleeding, weight loss, and the presence of extra-intestinal manifestations in addition to the number of foods avoided are in our FPIGA population linked to feeding difficulties. © 2014 Journal of Gastroenterology and Hepatology Foundation and Wiley Publishing Asia Pty Ltd.

  8. Big Five Factors and academic achievement in Russian students

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    Novikova I.A.

    2017-12-01

    Full Text Available Background: The Five-Factor Model (FFM of personality traits is one of the most comprehensive personality models in modern psychology. The traits, or domains, of the model, provide an extensive framework, which allows researchers to analyse the correlation between the aspects of personality and various aspects of social behaviour. Academic achievement is a key factor in a subject’s success, and a more comprehensive understanding of its potential factors could improve educational programs and teaching strategies. Objectives: The purpose of this paper is to consider the correlations between the FFM (Big Five personality traits and the academic achievement of university students in various fields of study. Design: This study has adopted a descriptive analytic approach by exploring previous research data. In the present empirical research, the Big Five factors were measured with the Russian NEO Five-Factor Inventory adaptation by S. Biryukov and M. Bodunov. Academic achievement was defined as the average value of the semester final grades. The Spearman correlation analysis was used for statistical analysis. The sample includes 207 first- and second-year university students in the Linguistics Department. Results: The analysis of the published data revealed that Western psychological studies show that consciousness and openness, two values in the model, are more closely connected with the peculiarities of the students’ academic achievement in different fields of study, but similar studies conducted in Russian universities do not fully confirm this data. Findings of our research proved that consciousness is more associated with greater academic achievement of Russian linguistics students in most fields of study compared to the other FFM traits, while other traits showed more specific correlations with particular fields of study. Conclusions: The data suggests that both environmental and internal psychological factors, such as motivation

  9. Psychological Problems of Children with Learning Difficulties.

    Science.gov (United States)

    Shaughnessy, Michael F.; Scott, Patricia Carol

    The paper presents tips for parents of children with learning problems. It describes the emotional side effects of low achievement which may include low self-esteem, clinical depression, "learned helplessness," suicidal ideation, acting out behavior, low frustration tolerance, guilt feelings, interpersonal problems, withdrawal, running away,…

  10. What Do Romanian Teachers Know about Learning Difficulties

    Science.gov (United States)

    Pop, Cristina Florina; Ciascai, Liliana

    2013-01-01

    There is a growing concern for students with learning difficulties and teachers are responsible for identifying and helping these students. The present study aims to explore the teachers' knowledge of manifestations, causes and types of learning difficulties, necessary to diagnose, prevent or remedy learning difficulties. The participants involved…

  11. Status of Muslim Immigrants' Children with Learning Difficulties in Vienna

    Science.gov (United States)

    Mohsin, M. Naeem; Shabbir, Muhammad; Saeed, Wizra; Mohsin, M. Saleem

    2013-01-01

    The study was conducted to know the status of Muslim immigrants' children with learning difficulties and importance of parents' involvement for the education whose children are with learning difficulties, and the factors responsible for the learning difficulties among immigrants' children. There were 81 immigrant children with learning…

  12. Cognitive and Mathematical Profiles for Different Forms of Learning Difficulties

    Science.gov (United States)

    Cirino, Paul T.; Fuchs, Lynn S.; Elias, John T.; Powell, Sarah R.; Schumacher, Robin F.

    2015-01-01

    The purpose of this study was to compare subgroups of students with various forms of learning difficulties (< 25th percentile) on cognitive and mathematics characteristics. Students with mathematics difficulty (MD, n = 105), reading difficulty (RD, n = 65), both (MDRD, n = 87), or neither (NoLD, n = 403) were evaluated on an array of cognitive…

  13. Difficulties of Bariatric Surgery after Abdominoplasty

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    Bora Karip

    2014-01-01

    Full Text Available During laparoscopy, the main problems of patients who have undergone previous abdominoplasty are inadequate pneumoperitoneum secondary to fibrosis and reconstructed anatomic landmarks for trocar placement. In this study, we present our laparoscopic bariatric experience in two patients with previous abdominoplasty. The procedures were a laparoscopic sleeve gastrectomy and a robotic Roux-en-Y gastric bypass. Both operations were done successfully by an abdominal wall traction technique, cutting fibrotic tissue and choosing new landmarks. We conclude that after abdominoplasty bariatric surgery can be performed safely either using conventional laparoscopic technique or robotically.

  14. Multidisciplinary intervention for childhood feeding difficulties.

    Science.gov (United States)

    Marshall, Jeanne; Hill, Rebecca J; Ware, Robert S; Ziviani, Jenny; Dodrill, Pamela

    2015-05-01

    The aim of the study was to determine whether operant conditioning (OC) or systematic desensitization (SysD) intervention resulted in more improvements in dietary variety/intake, and more reductions in difficult mealtime behaviors. Children 2 to 6 years with autism spectrum disorder or with a nonmedically complex history were recruited. Feeding difficulties were confirmed based on clinical assessment. Participants were randomized to receive 10 OC or SysD sessions (parents could opt for intervention once per week, or intensively within a week). Immersive parent education was delivered across both arms. A 3-month review was provided to measure outcomes postintervention. In total, 68 participants (87%) completed the study. There were no significant differences in outcome measures between the OC and SysD intervention groups from baseline to 3-month review. When the data were combined across both groups, however, significant improvements in primary outcome measures were observed (P education, these 2 intervention approaches are effective. Further research is required in exploring these interventions across other subgroups, and examining outcomes for longer periods.

  15. Difficulties in Using GRBs as Standard Candles

    Science.gov (United States)

    Goldstein, Adam

    2012-01-01

    Gamma-Ray Bursts have been detected uniformly all over the observable universe, ranging in comoving distance from a few hundred Mpc to a few thousand Mpc, representing the farthest observable objects in the universe. This large distance coverage is highly attractive to those who study cosmology and the history of the early universe since there are no other observed objects that represent such a deep and comprehensive probe of the history of the universe. For this reason, there have been extensive studies into the possibility of using GRBs as standard candles much like Type Ia Supernovae, even though little is known about the physical mechanism that produces the observed burst of gamma-rays. We discuss the attempts at defining GRBs as standard candles, such as the search for a robust luminosity indicator, pseudo-redshift predictions, the complications that emission collimation introduces into the estimation of the rest-frame energetics, and the difficulty introduced by the widely varying observed properties of GRBs. These topics will be examined with supporting data and analyses from both Fermi and Swift observations. Problems with current studies using GRBs as standard candles will be noted as well as potential paths forward to solve these problems.

  16. Respiratory difficulties and breathing disorders in achondroplasia.

    Science.gov (United States)

    Afsharpaiman, S; Saburi, A; Waters, Karen A

    2013-12-01

    Respiratory difficulties and breathing disorders in achondroplasia are thought to underlie the increased risk for sudden infant death and neuropsychological deficits seen in this condition. This review evaluates literature regarding respiratory dysfunctions and their sequelae in patients with achondroplasia. The limited number of prospective studies of respiratory disease in achondroplasia means that observational studies and case series provide a large proportion of the data regarding the spectrum of respiratory diseases in achondroplasia and their treatments. Amongst clinical respiratory problems described, snoring is the commonest observed abnormality, but the reported incidence of obstructive sleep apnoea (OSA) shows wide variance (10% to 75%). Reported treatments of OSA include adenotonsillectomy, the use of CPAP, and surgical improvement of the airway, including mid-face advancement. Otolaryngologic manifestations are also common. Respiratory failure due to small thoracic volumes is reported, but uncommon. Mortality rate at all ages was 2.27 (CI: 1.7-3.0) with age-specific mortality increased at all ages. Sudden death was most common in infants and children. Cardiovascular events are the main cause of mortality in adults. Despite earlier recognition and treatment of respiratory complications of achondroplasia, increased mortality rates and other complications remain high. Future and ongoing evaluation of the prevalence and impact of respiratory disorders, particularly OSA, in achondroplasia is recommended. Crown Copyright © 2013. Published by Elsevier Ltd. All rights reserved.

  17. FAMILY BUSINESSES AND THE DIFFICULTIES ENCOUNTERED BY

    Directory of Open Access Journals (Sweden)

    Alessandra Martins

    2009-05-01

    Full Text Available There are few family owned businesses that survive to the next generation. In general, 30% of these businesses are passed on to second generation families and less than 15% survive to third generation families. There has been little research done on third generation family businesses. Therefore the main purpose of this paper is to identify the principal difficulties of passing on managerial skills to the third generation owners. This study uses a case study of a Brazilian family organization composed of twelve enterprises. The instrument to collect data was an individually guided recorded interview with all of the family managers (1ª, 2ª e 3ª generation. The technique applied, was suggested for Miles & Huberman (1994 to group the data in analytical categories to facilitate the analyzed speeches contained in the 49 blocks of responses. As a result, the transition the business to the third generation owners has been strongly associated with the relation between family and business by the following factors: a the succession process influenced by emotional and family values; b conflicts, rivalries and divergences of strategic visions and business goals between the family generations; c lack of professional criteria to hire relatives; and d fragility of communication and consequent asymmetry of information among the family members.

  18. Difficulties reporting system in intensive care

    Directory of Open Access Journals (Sweden)

    Claudio Bianchin

    2008-02-01

    Full Text Available In 2005, Belluno Health Authority’s Resuscitation Unit took part in a regional project coordinated by Veneto Regional Health and Social Services to test an incident re p o rting system. The main aims were to experiment an electronic incident rep o rting sheet and the relative computerised procedure for data e n t ry and analysis with the aim of developing an incident rep o rting system. The Australian Incident Monitoring System (AIMS was designed to obtain information about the event, the context and concomitant causes. We observed 58 anonymous incident reports over a six-month period. The main incidents include issues relating to the management of medication, the a i rways, catheters and equipment. Most incidents had modest consequences or led to temporary disability and they often caused longer hospitalisation or further treatment and investigations. Communication problems, inadequate superv i s i o n , poor teamwork and difficulties in applying procedures and protocols were the contributory factors most frequently identified as the concomitant causes of the incidents. The report sheet and experience as a whole were evaluated favourably by the operators involved. This reporting system does not provide the real frequency of the adverse events, but it does provide useful information for improving patient safety.

  19. Children's Difficulty with Raising: A Performance Account

    Science.gov (United States)

    Choe, Jinsun; Deen, Kamil

    2016-01-01

    This article explores English-speaking children's acquisition of raising structures with an experiencer (e.g.," John seems to Mary to be happy"). We review and address previously unnoticed issues in the methodologies of existing studies testing the acquisition of raising, thus providing a more reliable picture of children's abilities…

  20. Creative potential, creative achievement, and personal growth.

    Science.gov (United States)

    Helson, R; Pals, J L

    2000-02-01

    We tested the idea that young people who have creative potential (are complex and unconventional) increase in intrapsychic awareness as they mature but often have difficulty with psychosocial growth, especially the development of a cohesive identity; and that for some women commitment to creative work solves the problem of psychosocial integration and leads to creative achievement. In a longitudinal sample of 109 women, these ideas were supported: Creative potential and creative achievement were both associated with intrapsychic growth but only creative achievement was associated with psychosocial growth. Regression analyses showed that the development of a cohesive identity from early to middle adulthood added to and interacted with creative potential in the prediction of creative achievement.

  1. A comparison of 4 predictive models of calving assistance and difficulty in dairy heifers and cows.

    Science.gov (United States)

    Fenlon, Caroline; O'Grady, Luke; Mee, John F; Butler, Stephen T; Doherty, Michael L; Dunnion, John

    2017-12-01

    The aim of this study was to build and compare predictive models of calving difficulty in dairy heifers and cows for the purpose of decision support and simulation modeling. Models to predict 3 levels of calving difficulty (unassisted, slight assistance, and considerable or veterinary assistance) were created using 4 machine learning techniques: multinomial regression, decision trees, random forests, and neural networks. The data used were sourced from 2,076 calving records in 10 Irish dairy herds. In total, 19.9 and 5.9% of calving events required slight assistance and considerable or veterinary assistance, respectively. Variables related to parity, genetics, BCS, breed, previous calving, and reproductive events and the calf were included in the analysis. Based on a stepwise regression modeling process, the variables included in the models were the dam's direct and maternal calving difficulty predicted transmitting abilities (PTA), BCS at calving, parity; calving assistance or difficulty at the previous calving; proportion of Holstein breed; sire breed; sire direct calving difficulty PTA; twinning; and 2-way interactions between calving BCS and previous calving difficulty and the direct calving difficulty PTA of dam and sire. The models were built using bootstrapping procedures on 70% of the data set. The held-back 30% of the data was used to evaluate the predictive performance of the models in terms of discrimination and calibration. The decision tree and random forest models omitted the effect of twinning and included only subsets of sire breeds. Only multinomial regression and neural networks explicitly included the modeled interactions. Calving BCS, calving difficulty PTA, and previous calving assistance ranked as highly important variables for all 4 models. The area under the receiver operating characteristic curve (ranging from 0.64 to 0.79) indicates that all of the models had good overall discriminatory power. The neural network and multinomial regression

  2. MANAGEMENT AND CHALLENGES OF BRAZILIAN AIRPORT INFRASTRUCTURE: OPERATIONAL DIFFICULTIES FOR LARGE EVENTS

    Directory of Open Access Journals (Sweden)

    Jorge Luiz Knupp Rodrigues

    2014-09-01

    Full Text Available This work aims to present, discuss and reflect on the solutions and consequences for the achievement of major events in Brazil in relation to the main operational difficulties in its current airport infrastructure. Operational difficulties refers to various factors that hinder or prevent the development of airport activities, such as aircraft delays, flight cancellations and customer discomfort. Therefore, this article seeks to think over the structure of the facilities, the lack of investment, the deadlines for solutions and other problems that need definite solution so that they will not occur again. In order to reach our objectives, we use data from literature and documentary analysis of statistical data. We present the main difficulties of operational modal Brazilian air transportation, the options for solution and the importance of actions for social, technical and financial development in Brazil.

  3. Empowering Learners to Choose the Difficulty Level of Problems Based on Their Learning Needs

    Directory of Open Access Journals (Sweden)

    Janet Mannheimer Zydney

    2010-08-01

    Full Text Available Research has found that increasing learner control offers several benefits, including increased motivation, attitude, and learning. The goal of the present study was to determine how prior math achievement influences students' selection of the difficulty level of problems within Math Pursuits, a hypermedia learning program. Math Pursuits was designed to help children understand mathematics by discovering how it relates to the world around them. The program presented each learner with an adjustable level of challenge, along with the necessary scaffolding to support success. The researchers hypothesized that students with lower math skills would choose to start with a lower difficultly level; whereas, students with higher math skills would begin the program by choosing a question with a higher level of difficulty. Results supported these hypotheses. This research also examined the motivational framework guiding students' selection of problem difficulty.

  4. Development and validation of the response to sexual difficulties scale.

    Science.gov (United States)

    Fallis, Erin E; Purdon, Christine; Rehman, Uzma S

    2013-01-01

    Leading models of sexual dysfunction, such as those proposed by Masters and Johnson (1970), Barlow (1986), and Janssen, Everaerd, Spiering, and Janssen (2000), emphasize the role of anxiety and self-monitoring in the development and persistence of sexual difficulties. These models have considerable explanatory power, but focus on the intrapersonal factors that yield anxiety and self-monitoring. Accounting for the interpersonal context in which sexual activity occurs is also likely to be important. For example, anxiety and self-monitoring may arise from negative, yet accurate, predictions about how one's partner will respond to one's own sexual functioning difficulties. The current studies describe the development and validation of the Response to Sexual Difficulties Scale (RSDS), which was designed to assess how one expects one's partner to respond to one's own sexual difficulties (RSDS-Own Difficulties) and how one expects oneself to respond to one's partner's sexual difficulties (RSDS-Partner Difficulties). Study 1 established the initial reliability and construct validity of the RSDS-Own Difficulties in a sample of adults in committed relationships (N = 59). Study 2 further examined the construct and discriminant validity of the RSDS Own Difficulties and Partner Difficulties in a sample of heterosexual couples (N = 87). Results indicated that both measures had strong internal consistency and were not redundant with measures of mood or personality. Scores on the RSDS-Own Difficulties and Partner Difficulties were strongly associated, indicating that reports of one's own response to one's partner's difficulty matched the partner's assessment of the reaction. RSDS scores predicted sexual functioning, relationship satisfaction, sexual satisfaction, and sexual communication. The RSDS may, then, provide a useful means of assessing the role of interpersonal factors in the development and persistence of sexual difficulties.

  5. Apathy Mediates Cognitive Difficulties in Geriatric Depression.

    Science.gov (United States)

    Funes, Cynthia M; Lavretsky, Helen; Ercoli, Linda; St Cyr, Natalie; Siddarth, Prabha

    2018-01-01

    Cognitive impairment associated with late-life depression can persist after remission of mood symptoms. Apathy, a common symptom of late-life depression, often leads to worse clinical outcomes. We examined if severity of apathy mediates cognitive difficulties in a cohort of older adults with major depression. One hundred thirty-eight older adults with depression (54.4% female; mean [SD] age: 69.7 [7.4] years; mean [SD] education:15.6 [2.7] years) were recruited to participate in a treatment study, and only baseline data were analyzed. All participants received a comprehensive evaluation of depression, apathy, and cognition. We examined whether apathy mediated the relationship between depression and cognition, focusing our attention on memory and cognitive control. We then explored whether the mediation effects differed across women and men. Increased apathy was significantly associated with worse depression and lower performance in the cognitive control domain but not in memory. Higher depressive scores were significantly associated with worse cognitive control but not memory. Mediation analyses revealed a significant indirect effect on cognitive control by depression through increased apathy scores with the mediator accounting for 21% of the total effect. Stratifying by sex, we found that women exhibited a significant indirect effect, with the mediator accounting for 47% of the total effect, whereas there was no mediation by apathy in men. The findings imply that increased apathy mediates the relationship between cognition and depression. The identification of mediating effects may inform future treatment strategies and preventive interventions that can focus on decreasing apathy to improve cognition in late-life depression. Copyright © 2017 American Association for Geriatric Psychiatry. Published by Elsevier Inc. All rights reserved.

  6. Practical difficulties in raising finance for windfarms

    International Nuclear Information System (INIS)

    Johns, J.H.

    1995-01-01

    This paper highlights factors that have influenced the financial structure of windfarms, and considers the attitude of financiers, the returns to equity investors, innovations is the tax regime, and the challenges posed by the NFF03. The appendices lists the factors affecting the financial structures under previous versions of NFFOs, and key elements of successful schemes, and includes a diagram of the model windfarm. (Author)

  7. Addison's disease - the difficulty of diagnosis

    OpenAIRE

    Preto, Clara; Correia, Joana; Pinheiro, Marina; Barroso, Fábio; Leite, Sara; Fernandes, Alexandre; Cardoso, Helena; Borges, Teresa

    2018-01-01

    Introduction: Primary adrenal insufficiency is a rare disease, especially in pediatric age. Case report: We report the case of a teenager with astenia with four months’ evolution, causing repeated visits to the emergency department during the previous month due gastrointestinal symptoms and a ten kilograms weight loss. In admission the patient had a reasonable general condition, hydrated and without cutaneous hyperpigmentation. Laboratory results showed hyponatremia, increased levels of corti...

  8. DIFFICULTIES ENCOUNTERED IN ISO 9001:2008 IMPLEMENTATION PROJECTS IN INCUBATED TECHNOLOGY-BASED COMPANIES

    Directory of Open Access Journals (Sweden)

    Eduardo Gome Salgado

    2014-09-01

    Full Text Available Quality Management Systems (QMS are designed to continuously improve the performance of organizations aiming to constantly improve their services seeking to overcome their results. Thus, for the services and/or products offered to transmit confidence and credibility, they should be designed within appropriate norms and standards. This research aims to assess the difficulties encountered by the incubated companies participating in the PRIME-FINEP project and developing projects for certification of their QMS in accordance with ISO 9001:2008. An exploratory survey was performed in nine incubated technology-based companies (TBC, through a questionnaire with 21 questions totaling the opinion of 20 respondents. After analyzing the data it is concluded, with statistical meaning, that the TBC's with little incubation time present difficulties in implementing the quality policy (5.3, difficulty not identified in other studies conducted in large companies. However difficulties similar to those of the large companies are present in the incubated TBC, and are the following: documentation requirements (4.2 present in all incubated companies (regardless of incubation time, and design and development (7.3 present in companies with little incubation time. The difficulty in implementing the quality policy (5.3 is reflected in the achievement of the QMS certification project in accordance with ISO 9001:2008.

  9. Examining the difficulty pathways of can-do statements from a localized version of the CEFR

    Directory of Open Access Journals (Sweden)

    Judith Runnels

    2013-02-01

    Full Text Available   The Japanese adaptation of the Common European Framework of Reference (CEFR-J is a tailored version of the Common European Framework of Reference (CEFR, designed to better meet the needs of Japanese learners of English. The CEFR-J, like the CEFR, uses illustrative descriptors known as can-do statements, that describe achievement goals for five skills (listening, reading, spoken production, spoken interaction and writing across twelve levels instead of the CEFR’s original six. The goal of the present analysis is to provide validity evidence in support of the inherent difficulty hierarchy within the 5 A level sub-categories (A1.1, A1.2, A1.3, A2.1 and A2.2 in two ways: 1 by testing whether the difficulty of the can-do statements for each skill increases with the levels, and 2 by determining if there are significant differences in difficulty ratings between each level. It was found that for most skills, the rank ordering from difficulty ratings made by Japanese university students somewhat matched the level hierarchy of the CEFR-J but that significant differences between many adjacent levels were not found. The localization of a general framework for use by a specific population of users and the limitations related to using a system of can-dos that is derived from estimates of difficulty are discussed.

  10. Measurement of functional task difficulty during motor learning: What level of difficulty corresponds to the optimal challenge point?

    Science.gov (United States)

    Akizuki, Kazunori; Ohashi, Yukari

    2015-10-01

    The relationship between task difficulty and learning benefit was examined, as was the measurability of task difficulty. Participants were required to learn a postural control task on an unstable surface at one of four different task difficulty levels. Results from the retention test showed an inverted-U relationship between task difficulty during acquisition and motor learning. The second-highest level of task difficulty was the most effective for motor learning, while learning was delayed at the most and least difficult levels. Additionally, the results indicate that salivary α-amylase and the performance dimension of the National Aeronautics and Space Administration-Task Load Index (NASA-TLX) are useful indices of task difficulty. Our findings suggested that instructors may be able to adjust task difficulty based on salivary α-amylase and the performance dimension of the NASA-TLX to enhance learning. Copyright © 2015 Elsevier B.V. All rights reserved.

  11. Workplace-based assessments of junior doctors: do scores predict training difficulties?

    Science.gov (United States)

    Mitchell, Colin; Bhat, Sarita; Herbert, Anne; Baker, Paul

    2011-12-01

    scores is, however, not a valid way of screening for trainees in difficulty. Workplace-based assessments have value as formative assessments that prompt supervision, feedback and reflection. They should not be relied upon to certify competence and their use for such ends may reduce their effectiveness in training. Their results should be interpreted in the context of multiple other methods of assessment, with the aim of achieving a genuinely holistic and representative assessment of professional competence. © Blackwell Publishing Ltd 2011.

  12. Personality, Approaches to Learning and Achievement

    Science.gov (United States)

    Swanberg, Anne Berit; Martinsen, Oyvind Lund

    2010-01-01

    The present study investigated the relationships between the five-factor model of personality, approaches to learning and academic achievement. Based on the previous research, we expected approaches to have a mediating effect between personality and academic achievement. Six hundred and eighty-seven business students participated in a survey; 56%…

  13. A Multivariate Model of Achievement in Geometry

    Science.gov (United States)

    Bailey, MarLynn; Taasoobshirazi, Gita; Carr, Martha

    2014-01-01

    Previous studies have shown that several key variables influence student achievement in geometry, but no research has been conducted to determine how these variables interact. A model of achievement in geometry was tested on a sample of 102 high school students. Structural equation modeling was used to test hypothesized relationships among…

  14. Difficulty of food intake in patients with temporomandibular disorders.

    Science.gov (United States)

    Haketa, Tadasu; Kino, Koji; Sugisaki, Masashi; Amemori, Yoko; Ishikawa, Takayuki; Shibuya, Toshihisa; Sato, Fumiaki; Yoshida, Nahoko

    2006-01-01

    Although patients with temporomandibular disorders (TMD) often report impaired eating, the features of food intake difficulty have rarely been estimated. This study compared subjective difficulty in 4 categories of food intake situations among 3 subgroups of TMD patients. A total of 511 TMD patients (402 women, 109 men, mean age 36.4 +/- 15.4, range 12 to 82) participated in this study. Subjects were divided into 3 TMD subgroups: myofascial pain (MFP), disc displacement with/without reduction (DD), and arthralgia or osteoarthritis (Arth). Patients' level of food intake difficulty was assessed using a visual analogue scale (VAS) for 4 categories of food intake situations: difficulty in putting food into mouth (PUT), difficulty in biting off foods (BIT), difficulty in grinding down foods (GRD), and overall difficulty in consuming a meal (OAL). Nearly all patients (98.6%) exhibited food intake difficulty in at least 1 category. In the category of PUT, the DD group exhibited significantly more difficulty than the MFP and Arth groups (P food intake ability. In particular, the DD group experienced more difficulty than the MFP group. Concerns about types of food and food intake behavior for each TMD subtype should be taken into account in the management of TMD patients.

  15. Hearing difficulties in children with special health care needs.

    Science.gov (United States)

    Russ, Shirley A; Kenney, Mary K; Kogan, Michael D

    2013-09-01

    To determine characteristics of children with special health care needs (CSHCN) with hearing difficulties including patterns of hearing aid use, comorbidity, and social and communication function. Bivariate and multivariable analysis of cross-sectional data on 40,723 children aged from birth to 17 years from the 2005-2006 National Survey of Children with Special Health Care Needs, including 1,982 (5%) with parent-reported hearing difficulties. Among CSHCN, 383 (1%) used hearing aids, representing 20% of those with reported hearing difficulties. Odds of hearing aid use increased with age, primary language other than English, and lower income. More than half (58%) of the aided children reported hearing difficulties even with their aid. Among CSHCN with cerebral palsy, 13% had reported hearing difficulties and 3% used hearing aids. Equivalent figures for children with Down syndrome were 24% and 4%, mental retardation/developmental delay 12% and 5%, and autism spectrum disorder 9% and 2%. Overall, two-thirds of CSHCN with hearing difficulties had one or more sensory/developmental comorbidities; CSHCN with both hearing difficulties and a sensory/developmental comorbidity had highest odds of learning difficulties, speaking/communication difficulties, feeling anxious/depressed, acting out/bullying, and difficulty making friends. CSHCN with hearing difficulties alone, or sensory/developmental conditions alone had intermediate odds, after socio-demographic adjustment. Sensory/developmental comorbidities are common among CSHCN with hearing difficulties, and they are associated with higher odds of poorer social, communication, and educational function. Services for CSHCN must be equipped to address a range of hearing difficulties as well as sensory/developmental comorbidities and to improve social/emotional functioning as well as learning and communication.

  16. Rates of induced abortion in Denmark according to age, previous births and previous abortions

    Directory of Open Access Journals (Sweden)

    Marie-Louise H. Hansen

    2009-11-01

    Full Text Available Background: Whereas the effects of various socio-demographic determinants on a woman's risk of having an abortion are relatively well-documented, less attention has been given to the effect of previous abortions and births. Objective: To study the effect of previous abortions and births on Danish women's risk of an abortion, in addition to a number of demographic and personal characteristics. Data and methods: From the Fertility of Women and Couples Dataset we obtained data on the number of live births and induced abortions by year (1981-2001, age (16-39, county of residence and marital status. Logistic regression analysis was used to estimate the influence of the explanatory variables on the probability of having an abortion in a relevant year. Main findings and conclusion: A woman's risk of having an abortion increases with the number of previous births and previous abortions. Some interactions were was found in the way a woman's risk of abortion varies with calendar year, age and parity. The risk of an abortion for women with no children decreases while the risk of an abortion for women with children increases over time. Furthermore, the risk of an abortion decreases with age, but relatively more so for women with children compared to childless women. Trends for teenagers are discussed in a separate section.

  17. Response selection difficulty modulates the behavioral impact of rapidly learnt action effects.

    Directory of Open Access Journals (Sweden)

    Uta eWolfensteller

    2014-12-01

    Full Text Available It is well established that we can pick up action effect associations when acting in a free-choice intentional mode. However, it is less clear whether and when action effect associations are learnt and actually affect behavior if we are acting in a forced-choice mode, applying a specific stimulus-response (S-R rule. In the present study, we investigated whether response selection difficulty imposed by S-R rules influences the initial rapid learning and the behavioral expression of previously learnt but weakly practiced action effect associations when those are re-activated by effect exposure. Experiment 1 showed that the rapid acquisition of action effect associations is not directly influenced by response selection difficulty. By contrast, the behavioral expression of re-activated action effect associations is prevented when actions are directly activated by highly over-learnt response cues and thus response selection difficulty is low. However, all three experiments showed that if response selection difficulty is sufficiently high during re-activation, the same action effect associations do influence behavior. Experiment 2 and 3 revealed that the effect of response selection difficulty cannot be fully reduced to giving action effects more time to prime an action, but seems to reflect competition during response selection. Finally, the present data suggest that when multiple novel rules are rapidly learnt in succession, which requires a lot of flexibility, action effect associations continue to influence behavior only if response selection difficulty is sufficiently high. Thus, response selection difficulty might modulate the impact of experiencing multiple learning episodes on action effect expression and learning, possibly via inducing different strategies.

  18. Teaching weight to explicitly address language ambiguities and conceptual difficulties

    Science.gov (United States)

    Taibu, Rex; Schuster, David; Rudge, David

    2017-06-01

    Language ambiguities in concept meanings can exacerbate student learning difficulties and conceptual understanding of physics concepts. This is especially true for the concept of "weight," which has multiple meanings in both scientific and everyday usage. The term weight has been defined in several different ways, with nuances, but in textbooks and teaching the term is almost always defined in one of two ways: operationally either as the contact force between an object and a measuring scale or as the gravitational force on an object due to some other body such as Earth. The use of the same name for different concepts leads to much confusion, especially in accelerating situations, and to conflicting notions of "weightlessness" in free fall situations. In the present paper, we share an innovative approach that initially avoids the term weight entirely while teaching the physics of each situation, and then teaches the language ambiguities explicitly. We developed an instructional module with this approach and implemented it over two terms in three sections of an introductory physics course for preservice elementary teachers. Learning gains for content understanding were assessed using pretests and post-tests. Participants achieved remarkably high gains for both static and accelerating situations. Surveys pre- and postinstruction showed substantially improved appreciation of language issues and ambiguities associated with weight, weightlessness, and free fall. Interviews with instructors teaching the module provided additional insight into the advantages and teaching demands of the new approach.

  19. Academic Responding During Instruction and Reading Outcomes for Kindergarten Students At-risk for Reading Difficulties

    Science.gov (United States)

    Wanzek, Jeanne; Roberts, Greg; Al Otaiba, Stephanie

    2013-01-01

    The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in relation to student reading achievement as well as social behaviors. Student academic responding during teacher-facilitated instruction significantly predicted end of year reading achievement. Teacher perceptions of students’ social skills (positive correlation) and problem behaviors (negative correlation) were significantly correlated with academic responding. When academic responding and teacher perceptions of social behaviors were examined together, only teacher perceptions of academic competence and problem behaviors predicted spring outcomes. PMID:24665162

  20. Why People with More Emotion Regulation Difficulties Made a More Deontological Judgment: The Role of Deontological Inclinations

    OpenAIRE

    Zhang, Lisong; Li, Zhongquan; Wu, Xiaoyuan; Zhang, Ziyuan

    2017-01-01

    Previous studies have demonstrated the key role of emotion in moral judgment, and explored the relationship between emotion regulation and moral judgment. The present study investigated the influence of individual differences in emotion regulation difficulties on moral judgment. Study 1 examined whether individuals with high emotion regulation difficulties made a more deontological judgment. Study 2 explored the underlying mechanism using a process-dissociation approach, examining whether deo...

  1. Validating office-based screening for psychosocial strengths and difficulties among youths in foster care.

    Science.gov (United States)

    Jee, Sandra H; Szilagyi, Moira; Conn, Anne-Marie; Nilsen, Wendy; Toth, Sheree; Baldwin, Constance D; Szilagyi, Peter G

    2011-05-01

    To assess the effectiveness of social-emotional screening in the primary care setting for youths in foster care. The setting was a primary care practice for all youth in home-based foster care in 1 county. Subjects were youths, aged 11 to 17 years, and their foster parents; both completed a Strengths and Difficulties Questionnaire at well-child visits. The Strengths and Difficulties Questionnaire is a previously validated 25-item tool that has 5 domains: emotional symptoms; conduct problems; hyperactivity/inattention; peer problems; and prosocial behaviors and an overall total difficulties score. We first compared youth versus parent Strengths and Difficulties Questionnaire scores and then assessed the accuracy of these Strengths and Difficulties Questionnaire scores by comparing them in a subsample of youths (n = 50) with results of home-based structured clinical interviews using the Children's Interview for Psychiatric Syndromes. Of 138 subjects with both youth and parent reports, 78% had prosocial behaviors (strengths), and 70% had 1 or more social-emotional problems. Parents reported significantly more conduct problems (38% vs 16%; P problem for combined youth and foster-parent reports (93%), compared with youth report alone (54%) or parent report alone (71%). Although most youths in foster care have social-emotional problems, most have strengths as well. Youth and foster-parent perspectives on these problems differ. Systematic social-emotional screening in primary care that includes both youth and parent reports can identify youths who may benefit from services.

  2. The difficulties encountered in conversion from classic pancreaticoduodenectomy to total laparoscopic pancreaticoduodenectomy

    Directory of Open Access Journals (Sweden)

    Muharrem Battal

    2016-01-01

    Full Text Available Background: Recently, total laparoscopic pancreatectomy has been performed at many centres as an alternative to open surgery. In this study, we aimed to present the difficulties that we have encountered in converting from classic open pancreaticoduodenectomy to total laparoscopic pancreatectomy. Materials and Methods: Between December 2012 and January 2014, we had 100 open pancreaticoduodenectomies. Subsequently, we tried to perform total laparoscopic pancreaticoduodenectomy (TLPD in 22 patients. In 17 of these 22 patients, we carried out the total laparoscopic procedure. We analysed the difficulties that we encountered converting to TLPD in three parts: Preoperative, operative and postoperative. Preoperative difficulties involved patient selection, preparation of operative instruments, and planning the operation. Operative difficulties involved the position of the trocars, dissection, and reconstruction problems. The postoperative difficulty involved follow-up of the patient. Results: According to our experiences, the most important problem is the proper selection of patients. Contrary to our previous thoughts, older patients who were in better condition were comparatively more appropriate candidates than younger patients. This is because the younger patients have generally soft pancreatic texture, which complicates the reconstruction. The main operative problems are trocar positions and maintaining the appropriate position of the camera, which requires continuous changes in its angles during the operation. However, postoperative follow-up is not very different from the classic procedure. Conclusion: TLPD is a suitable procedure under appropriate conditions.

  3. Difficulties with pitch discrimination influences pitch memory performance: evidence from congenital amusia.

    Science.gov (United States)

    Jiang, Cunmei; Lim, Vanessa K; Wang, Hang; Hamm, Jeff P

    2013-01-01

    Music processing is influenced by pitch perception and memory. Additionally these features interact, with pitch memory performance decreasing as the perceived distance between two pitches decreases. This study examined whether or not the difficulty of pitch discrimination influences pitch retention by testing individuals with congenital amusia. Pitch discrimination difficulty was equated by determining an individual's threshold with a two down one up staircase procedure and using this to create conditions where two pitches (the standard and the comparison tones) differed by 1x, 2x, and 3x the threshold setting. For comparison with the literature a condition that employed a constant pitch difference of four semitones was also included. The results showed that pitch memory performance improved as the discrimination between the standard and the comparison tones was made easier for both amusic and control groups, and more importantly, that amusics did not show any pitch retention deficits when the discrimination difficulty was equated. In contrast, consistent with previous literature, amusics performed worse than controls when the physical pitch distance was held constant at four semitones. This impaired performance has been interpreted as evidence for pitch memory impairment in the past. However, employing a constant pitch distance always makes the difference closer to the discrimination threshold for the amusic group than for the control group. Therefore, reduced performance in this condition may simply reflect differences in the perceptual difficulty of the discrimination. The findings indicate the importance of equating the discrimination difficulty when investigating memory.

  4. Difficulties with pitch discrimination influences pitch memory performance: evidence from congenital amusia.

    Directory of Open Access Journals (Sweden)

    Cunmei Jiang

    Full Text Available Music processing is influenced by pitch perception and memory. Additionally these features interact, with pitch memory performance decreasing as the perceived distance between two pitches decreases. This study examined whether or not the difficulty of pitch discrimination influences pitch retention by testing individuals with congenital amusia. Pitch discrimination difficulty was equated by determining an individual's threshold with a two down one up staircase procedure and using this to create conditions where two pitches (the standard and the comparison tones differed by 1x, 2x, and 3x the threshold setting. For comparison with the literature a condition that employed a constant pitch difference of four semitones was also included. The results showed that pitch memory performance improved as the discrimination between the standard and the comparison tones was made easier for both amusic and control groups, and more importantly, that amusics did not show any pitch retention deficits when the discrimination difficulty was equated. In contrast, consistent with previous literature, amusics performed worse than controls when the physical pitch distance was held constant at four semitones. This impaired performance has been interpreted as evidence for pitch memory impairment in the past. However, employing a constant pitch distance always makes the difference closer to the discrimination threshold for the amusic group than for the control group. Therefore, reduced performance in this condition may simply reflect differences in the perceptual difficulty of the discrimination. The findings indicate the importance of equating the discrimination difficulty when investigating memory.

  5. Difficulties in Breast Feeding Full - Term New - Born Children

    OpenAIRE

    Felcmanová, Martina

    2008-01-01

    The Bachelor's Thesis deals the breast-feeding in term of difficulties, that can be found by mothers during a period of lactation. The Theoretical Part is discussing importance of the breast-feeding for a child, a mother and society and it includes instructions for the successful breast-feeding. There are especially mentioned the most frequent difficulties of the breast-feeding, prevention and finding solution of these difficulties. The consulting servise for the breast-feeding are mentioned,...

  6. Prediction and Stability of Mathematics Skill and Difficulty

    OpenAIRE

    Martin, Rebecca B.; Cirino, Paul T.; Barnes, Marcia A.; Ewing-Cobbs, Linda; Fuchs, Lynn S.; Stuebing, Karla K.; Fletcher, Jack M.

    2012-01-01

    The present study evaluated the stability of math learning difficulties over a 2-year period and investigated several factors that might influence this stability (categorical vs. continuous change, liberal vs. conservative cut point, broad vs. specific math assessment); the prediction of math performance over time and by performance level was also evaluated. Participants were 144 students initially identified as having a math difficulty (MD) or no learning difficulty according to low achievem...

  7. Congruency sequence effects are driven by previous-trial congruency, not previous-trial response conflict

    OpenAIRE

    Weissman, Daniel H.; Carp, Joshua

    2013-01-01

    Congruency effects in distracter interference tasks are often smaller after incongruent trials than after congruent trials. However, the sources of such congruency sequence effects (CSEs) are controversial. The conflict monitoring model of cognitive control links CSEs to the detection and resolution of response conflict. In contrast, competing theories attribute CSEs to attentional or affective processes that vary with previous-trial congruency (incongruent vs. congruent). The present study s...

  8. Addison's disease - the difficulty of diagnosis

    Directory of Open Access Journals (Sweden)

    Clara Preto

    2018-04-01

    Full Text Available Introduction: Primary adrenal insufficiency is a rare disease, especially in pediatric age. Case report: We report the case of a teenager with astenia with four months’ evolution, causing repeated visits to the emergency department during the previous month due gastrointestinal symptoms and a ten kilograms weight loss. In admission the patient had a reasonable general condition, hydrated and without cutaneous hyperpigmentation. Laboratory results showed hyponatremia, increased levels of corticotropin with normal cortisol levels, increased levels of renin with decreased aldosterone levels and presence of antissuprarrenal antibodies, allowing the diagnosis of autoimmune primary adrenal insufficiency. The boy started treatment with hydrocortisone and fludrocortisone with favorable response. Discussion/conclusions: The diagnosis of Addison’s disease requires a high degree of suspicion due its unspecific symptomatology. This disease often presents gastrointestinal symptoms. Thus, towards a patient with hyponatremia accompanied by constitutional and gastrointestinal symptoms, we must always consider this diagnosis.

  9. Tracheostomy in the Morbidly Obese: Difficulties and Challenges.

    Science.gov (United States)

    Fattahi, Tirbod; Chafin, Christopher; Bunnell, Anthony

    2017-07-01

    This study evaluated the difficulties and challenges associated with open tracheostomy in the morbidly obese patient (body mass index [BMI] ≥30 kg/m 2 ). Forty patients met all the inclusion criteria. A retrospective chart review was performed to evaluate indications for tracheostomy, duration of intubation before tracheostomy, history of tracheostomy, duration of operative procedure, duration in the operating room, and all perioperative complications. Complications were classified as intraoperative (5%) and postoperative (17.5%). The average BMI was 46 kg/m 2 (range, 31.1 to 75.3 kg/m 2 ). The average duration of intubation before tracheostomy was 11 days. Ten patients (25%) previously underwent tracheostomy. The average operating time was 60 minutes (range, 20 to 95 minutes). The average total time in the operating room was 100 minutes (range, 45 to 146 minutes). This study shows that although open tracheostomy in the morbidly obese patient is increasing in demand, the procedure can be predictably performed albeit at a much longer duration and a higher perioperative complication rate compared with the traditional tracheostomy. Copyright © 2016 American Association of Oral and Maxillofacial Surgeons. Published by Elsevier Inc. All rights reserved.

  10. Robot Guided 'Pen Skill' Training in Children with Motor Difficulties.

    Directory of Open Access Journals (Sweden)

    Katy A Shire

    Full Text Available Motor deficits are linked to a range of negative physical, social and academic consequences. Haptic robotic interventions, based on the principles of sensorimotor learning, have been shown previously to help children with motor problems learn new movements. We therefore examined whether the training benefits of a robotic system would generalise to a standardised test of 'pen-skills', assessed using objective kinematic measures [via the Clinical Kinematic Assessment Tool, CKAT]. A counterbalanced, cross-over design was used in a group of 51 children (37 male, aged 5-11 years with manual control difficulties. Improved performance on a novel task using the robotic device could be attributed to the intervention but there was no evidence of generalisation to any of the CKAT tasks. The robotic system appears to have the potential to support motor learning, with the technology affording numerous advantages. However, the training regime may need to target particular manual skills (e.g. letter formation in order to obtain clinically significant improvements in specific skills such as handwriting.

  11. Robot Guided 'Pen Skill' Training in Children with Motor Difficulties.

    Science.gov (United States)

    Shire, Katy A; Hill, Liam J B; Snapp-Childs, Winona; Bingham, Geoffrey P; Kountouriotis, Georgios K; Barber, Sally; Mon-Williams, Mark

    2016-01-01

    Motor deficits are linked to a range of negative physical, social and academic consequences. Haptic robotic interventions, based on the principles of sensorimotor learning, have been shown previously to help children with motor problems learn new movements. We therefore examined whether the training benefits of a robotic system would generalise to a standardised test of 'pen-skills', assessed using objective kinematic measures [via the Clinical Kinematic Assessment Tool, CKAT]. A counterbalanced, cross-over design was used in a group of 51 children (37 male, aged 5-11 years) with manual control difficulties. Improved performance on a novel task using the robotic device could be attributed to the intervention but there was no evidence of generalisation to any of the CKAT tasks. The robotic system appears to have the potential to support motor learning, with the technology affording numerous advantages. However, the training regime may need to target particular manual skills (e.g. letter formation) in order to obtain clinically significant improvements in specific skills such as handwriting.

  12. Am I dyslexic? Parental self-report of literacy difficulties.

    Science.gov (United States)

    Leavett, Ruth; Nash, Hannah M; Snowling, Margaret J

    2014-11-01

    In the absence of criteria for the diagnosis of dyslexia, considerable weight is given to self-report, in particular in studies of children at family risk of dyslexia. The present paper uses secondary data from a previous study to compare parents who self-report as dyslexic and those who do not, in relation to objectively determined levels of ability. In general, adults are more likely to self-report as 'dyslexic' if they have poorer reading and spelling skills and also if there is a discrepancy between IQ and measured literacy. However, parents of higher social status who have mild literacy difficulties are more likely to self-report as dyslexic than parents who have weaker literacy skills but are less socially advantaged. Together the findings suggest that the judgement as to whether or not a parent considers themselves 'dyslexic' is made relative to others in the same social sphere. Those who are socially disadvantaged may, in turn, be less likely to seek support for their children. © 2014 The Authors Dyslexia Published by John Wiley & Sons Ltd.

  13. Achieving Public Schools

    Science.gov (United States)

    Abowitz, Kathleen Knight

    2011-01-01

    Public schools are functionally provided through structural arrangements such as government funding, but public schools are achieved in substance, in part, through local governance. In this essay, Kathleen Knight Abowitz explains the bifocal nature of achieving public schools; that is, that schools are both subject to the unitary Public compact of…

  14. Do word-problem features differentially affect problem difficulty as a function of students' mathematics difficulty with and without reading difficulty?

    Science.gov (United States)

    Powell, Sarah R; Fuchs, Lynn S; Fuchs, Douglas; Cirino, Paul T; Fletcher, Jack M

    2009-01-01

    This study examined whether and, if so, how word-problem features differentially affect problem difficulty as a function of mathematics difficulty (MD) status: no MD (n = 109), MD only (n = 109), or MD in combination with reading difficulties (MDRD; n = 109). The problem features were problem type (total, difference, or change) and position of missing information in the number sentence representing the word problem (first, second, or third position). Students were assessed on 14 word problems near the beginning of third grade. Consistent with the hypothesis that mathematical cognition differs as a function of MD subtype, problem type affected problem difficulty differentially for MDRD versus MD-only students; however, the position of missing information in word problems did not. Implications for MD subtyping and for instruction are discussed.

  15. Textual production of children without learning difficulties.

    Science.gov (United States)

    Santos, Maria Aparecida Gonçalves dos; Hage, Simone Rocha de Vasconcellos

    2015-01-01

    To characterize the writing skills of students, to compare the performance of students in public and private schools, and to identify enhancements in the course of the school year. Three texts (narrative, game rules description, and a note or letter) written by 160 students from public and private schools were analyzed based on a specific protocol. Descriptive statistical analysis was performed. To compare the overall performance by the protocol between school grades, the Kruskal-Wallis and Miller tests were used, and to compare results as to schools (private and public), Mann-Whitney test was used. Median values of aesthetic aspects, coherence, clarity, and concision for game rules description among public school students remained one point below the top score. Students from private schools achieved the highest score at medians. When comparing schools, private institutions had students with better performances, with significant difference. As to grades, statistical difference was found between the fourth and sixth grades of public schools and between the fourth and fifth grades of private schools. Most of the private school children showed consolidation of skills assessed in the different grades. However, public school children had this consolidation only at the sixth grade. Students from private schools had better performances compared to those from public schools. There is tendency to evolution from the fourth to sixth grades in public schools. However, the overall performance is similar in all grades in private schools.

  16. Psychomotor Ability and Short-term Memory, and Reading and Mathematics Achievement in Children.

    Science.gov (United States)

    Murrihy, Cherée; Bailey, Maria; Roodenburg, John

    2017-08-01

    The aim of our study was to examine whether the findings from previous research, indicating the role of short-term memory as a mediator of the relationship between motor coordination and academic achievement in adolescents, is also evident in a younger child population. The study utilized a quantative cross-sectional design involving 133 children aged 8-12. The McCarron Assessment of Neuromuscular Development (MAND) provided four indicators of psychomotor ability (Finger Nose, Walking, Balancing, and Jumping). The Woodcock-Johnson Cognitive battery and the Automated Working Memory Assessment (AWMA) provided two measures of short-term memory (Numbers Reversed and Digit Recall) and the WJIII Achievement battery provided two measures of reading achievement (Letter-word Identification and Passage Comprehension) and two measures of mathematics achievement (Applied Problems and Calculation). Structural equation modeling was used, controlling for age, processing speed, crystallized, and fluid intelligence where appropriate. The results found support for the hypothesis that short-term memory fully mediates the relationship between psychomotor ability and reading and mathematics achievement. These findings indicate the significant affect of psychomotor ability on learning outcomes and consequently the need to assess these in considering learning difficulties, and as such these findings also advance understanding of developmental neural mechanisms underpinning the relationships. © The Author 2017. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  17. Changes in Sleep Difficulties During the Transition to Statutory Retirement.

    Science.gov (United States)

    Myllyntausta, Saana; Salo, Paula; Kronholm, Erkki; Pentti, Jaana; Kivimäki, Mika; Vahtera, Jussi; Stenholm, Sari

    2018-01-01

    This study examined changes in sleep during the transition from full-time work to statutory retirement. Both the prevalence of any sleep difficulty and the prevalence of specific sleep difficulties, such as difficulties falling asleep, difficulties maintaining sleep, waking up too early in the morning, and nonrestorative sleep, were examined. Data from the Finnish Public Sector study were used. The study population consisted of 5,807 Finnish public sector employees who retired on statutory basis between 2000 and 2011. The participants responded on the Jenkins Sleep Problem Scale Questionnaire before and after retirement in surveys conducted every 4 years. At the last study wave before retirement, 30% of the participants had sleep difficulties. Prevalence of any sleep difficulty decreased during the retirement transition: the risk ratio (RR) for having sleep difficulties in the first study wave following retirement compared with the last study wave preceding retirement was 0.89 (95% confidence interval [CI] 0.85-0.94). During the retirement transition, both waking up too early in the morning (RR = 0.76, 95% CI 0.69-0.82) and nonrestorative sleep (RR = 0.47, 95% CI 0.42-0.53) decreased, whereas there was no change in difficulties falling asleep or difficulties maintaining sleep. The decreases in sleep difficulties occurred primarily among those with psychological distress, suboptimal self-rated health, short sleep duration, and job strain before retirement. These longitudinal data suggest that transition to statutory retirement is associated with a decrease in sleep difficulties, especially waking up too early in the morning and nonrestorative sleep. © Sleep Research Society 2017. Published by Oxford University Press on behalf of the Sleep Research Society. All rights reserved. For permissions, please e-mail journals.permissions@oup.com.

  18. A mediation analysis of achievement motives, goals, learning strategies, and academic achievement.

    Science.gov (United States)

    Diseth, Age; Kobbeltvedt, Therese

    2010-12-01

    Previous research is inconclusive regarding antecedents and consequences of achievement goals, and there is a need for more research in order to examine the joint effects of different types of motives and learning strategies as predictors of academic achievement. To investigate the relationship between achievement motives, achievement goals, learning strategies (deep, surface, and strategic), and academic achievement in a hierarchical model. Participants were 229 undergraduate students (mean age: 21.2 years) of psychology and economics at the University of Bergen, Norway. Variables were measured by means of items from the Achievement Motives Scale (AMS), the Approaches and Study Skills Inventory for Students, and an achievement goal scale. Correlation analysis showed that academic achievement (examination grade) was positively correlated with performance-approach goal, mastery goal, and strategic learning strategies, and negatively correlated with performance-avoidance goal and surface learning strategy. A path analysis (structural equation model) showed that achievement goals were mediators between achievement motives and learning strategies, and that strategic learning strategies mediated the relationship between achievement goals and academic achievement. This study integrated previous findings from several studies and provided new evidence on the direct and indirect effects of different types of motives and learning strategies as predictors of academic achievement.

  19. Difficulties facing physician mothers in Japan.

    Science.gov (United States)

    Yamazaki, Yuka; Kozono, Yuki; Mori, Ryo; Marui, Eiji

    2011-11-01

    Despite recent increases in the number of female physicians graduating in Japan, their premature resignations after childbirth are contributing to the acute shortage of physicians. Previous Japanese studies have explored supportive measures in the workplace, but have rarely focused on the specific problems or concerns of physician-mothers. Therefore, this study explored the challenges facing Japanese physician-mothers in efforts to identify solutions for their retention. Open-ended questionnaires were mailed to 646 alumnae of Juntendo University School of Medicine. We asked subjects to describe their opinions about 'The challenges related to female physicians' resignations'. Comments gathered from alumnae who graduated between 6 and 30 years ago and have children were analyzed qualitatively. Overall, 249 physicians returned the questionnaire (response rate 38.5%), and 73 alumnae with children who graduated in the stated time period provided comments. The challenges facing physician-mothers mainly consisted of factors associated with Japanese society, family responsibilities, and work environment. Japanese society epitomized by traditional gender roles heightened stress related to family responsibilities and promoted gender discrimination at work environment. Additionally, changing Japanese society positively influenced working atmosphere and husband's support. Moreover, the introduction of educational curriculums that alleviated traditional gender role was proposed for pre- and post- medical students. Traditional gender roles encourage discrimination by male physicians or work-family conflicts. The problems facing female physicians involve more than just family responsibilities: diminishing the notion of gender role is key to helping retain them in the workforce. © 2011 Tohoku University Medical Press

  20. Difficulties in the diagnosis of plexiform ameloblastoma.

    Science.gov (United States)

    Castro-Silva, Igor Iuco; Israel, Monica Simoes; Lima, Glauco Siqueira; de Queiroz Chaves Lourenço, Simone

    2012-03-01

    Plexiform ameloblastoma is a rare and benign odontogenic tumor which may reach grotesque proportions affecting over a region of lower molars. The correct diagnosis is essential to reduce this risk of local recurrences and obtain an effective treatment. A 10-year-old female patient, Caucasian, presented a complaint of painless facial asymmetry. The clinical and imaginological examinations showed an increase in volume in the left mandibular body related to radiolucent unilocular injury near the apex of the first molar, expansion of the vestibular cortical bone, and tooth root resorption ipsilaterally. The former intraosseous biopsy suggested an aneurysmal bone cyst. In reopening the previous marsupialization, a new biopsy was performed with histopathologic findings compatible with plexiform ameloblastoma associated with acute inflammation. Curettage was performed in the region associated with cryotherapy. At the last biopsy, the diagnosis of plexiform ameloblastoma was confirmed with multiple cystic formations and areas of foreign body reaction. The patient is being followed for 2 years and yet remains clinically and radiographically stable with no recurrence. This case reports the importance of selecting the correct area of biopsy of an intraosseous extended lesion to contribute to the diagnosis and treatment of plexiform ameloblastoma.

  1. Achieving excellence in training

    International Nuclear Information System (INIS)

    Mangin, A.M.; Solymossy, J.M.

    1983-01-01

    Operating a nuclear power plant is a uniquely challenging activity, requiring a high degree of competence from all who are involved. Achieving and maintaining this competence requires excellence in training. But what does excellence mean, and how do we achieve it. Based on the experience gained by INPO in plant training evaluations and accreditation activities, this paper describes some of the actions that can be taken to achieve the quality appropriate for nuclear power plant training. These actions are discussed in relation to the four phases of a performance-based training system: (1) needs analysis, (2) program design and development, (3) implementation, and (4) evaluation and improvement

  2. [Achievement of therapeutic objectives].

    Science.gov (United States)

    Mantilla, Teresa

    2014-07-01

    Therapeutic objectives for patients with atherogenic dyslipidemia are achieved by improving patient compliance and adherence. Clinical practice guidelines address the importance of treatment compliance for achieving objectives. The combination of a fixed dose of pravastatin and fenofibrate increases the adherence by simplifying the drug regimen and reducing the number of daily doses. The good tolerance, the cost of the combination and the possibility of adjusting the administration to the patient's lifestyle helps achieve the objectives for these patients with high cardiovascular risk. Copyright © 2014 Sociedad Española de Arteriosclerosis y Elsevier España, S.L. All rights reserved.

  3. Adoptees' Educational Achievements

    DEFF Research Database (Denmark)

    Olsen, Rikke Fuglsang

    This study analyses educational achievement at age 20 for 3,180 non-kin adoptees and at age 25 for 1,559 non-kin adoptees in Denmark by comparing them to non-adoptees. The study also analyses whether there are within-group differences in the educational achievement of non-kin adoptees according...... to country of origin. The results suggest that the relatively small gap between non-kin adoptees’ and non-adoptees’ educational achievements widens between ages 20 and 25. Moreover, the results show some differences in educational outcomes among non-kin adoptees with different countries of origin....

  4. The Mathematics Skills of Children with Reading Difficulties

    Science.gov (United States)

    Vukovic, Rose K.; Lesaux, Nonie K.; Siegel, Linda S.

    2010-01-01

    Although many children with reading difficulty (RD) are reported to struggle with mathematics, little research has empirically investigated whether this is the case for different types of RD. This study examined the mathematics skills of third graders with one of two types of RD: dyslexia (n = 18) or specific reading comprehension difficulty (n =…

  5. CHINESE EFL UNDERGRADUATES’ ACADEMIC WRITING: RHETORICAL DIFFICULTIES AND SUGGESTIONS

    Directory of Open Access Journals (Sweden)

    Xiaoyun Bian

    2016-07-01

    Full Text Available Difficulties encountered by students in L2 academic writing has been a subject of research for several decades. However, to date, there still remains a lack of detailed and in-depth investigation into this area of interest. This qualitative study thoroughly investigated the rhetorical difficulties faced by Chinese EFL undergraduate academic writers, and collected suggestions on how to address these rhetorical issues. To be sufficiently detailed and thorough, this study divided students' difficulties into process- and product-related difficulties, and used triangulated data from supervisors' perspectives, students' perspectives, and supervisors' comments to address research questions. Although there were no strong generalizations derived from data from different perspectives and sources, the findings of this study showed supervisor perceptions of the rhetorical difficulties the students experienced were almost identical. In nature these rhetorical difficulties were culturallyembedded and genre-related issues; and the degree of difficulty experienced by each student varied. In this study, supervisors and students both suggested that, to solve rhetorical difficulties, teacher student communication should be improved. This study provided empirical evidence to contrastive rhetoric theory and socio-cultural theory. It also offered suggestions on how to strengthen future research in this area of inquiry, and how to improve academic writing teaching in L2 educational contexts.

  6. A Theoretical Framework towards Understanding of Emotional and Behavioural Difficulties

    Science.gov (United States)

    Poulou, Maria S.

    2014-01-01

    Children's emotional and behavioural difficulties are the result of multiple individual, social and contextual factors working in concert. The current paper proposes a theoretical framework to interpret students' emotional and behavioural difficulties in schools, by taking into consideration teacher-student relationships, students'…

  7. Emotional Intelligence, Personality Traits and Career Decision Difficulties

    Science.gov (United States)

    Di Fabio, Annamaria; Palazzeschi, Letizia

    2009-01-01

    This study aims to take an in-depth look at the role of emotional intelligence and personality traits in relation to career decision difficulties. The Italian version of the Career Decision Difficulties Questionnaire (CDDQ), the Bar-On Emotional Quotient Inventory: Short (Bar-On EQ-i: S), and the Big Five Questionnaire (BFQ) were administered to…

  8. School Success for Kids with Dyslexia and Other Reading Difficulties

    Science.gov (United States)

    Dunson, Walter E.

    2012-01-01

    "School Success for Kids With Dyslexia and Other Reading Difficulties" provides parents and teachers with goals that will meet the needs of students who are struggling with reading, leading them to work through their difficulties and enjoy reading. It includes information, assessments, and techniques that parents, teachers, and school…

  9. A Cognitive View of Reading Comprehension: Implications for Reading Difficulties

    Science.gov (United States)

    Kendeou, Panayiota; Broek, Paul; Helder, Anne; Karlsson, Josefine

    2014-01-01

    Our aim in the present paper is to discuss a "cognitive view" of reading comprehension, with particular attention to research findings that have the potential to improve our understanding of difficulties in reading comprehension. We provide an overview of how specific sources of difficulties in inference making, executive functions, and…

  10. Morphological Analysis Training for English Language Learners with Reading Difficulties

    Science.gov (United States)

    Davidson, Sean Jeremy

    2014-01-01

    English language learners (ELLs) represent one of the fastest growing student populations in the United States, and they experience reading difficulties and increased risk for Special Education identification compared to English-only speaking students (EOs). Lack of vocabulary knowledge is a contributing factor for reading difficulties. An immense…

  11. Reading and Spelling Difficulties in the ELT Classroom

    Science.gov (United States)

    Gerlach, David

    2017-01-01

    Learners with reading and/or spelling difficulties (RSD) generally also show severe problems in learning EFL. Taking into consideration several observational and interventional studies, this article illustrates some practical and pragmatic means of identifying RSD, and provides possible solutions when addressing these difficulties in ELT…

  12. Response to Intervention with Secondary School Students with Reading Difficulties

    Science.gov (United States)

    Vaughn, Sharon; Fletcher, Jack M.

    2012-01-01

    The authors summarize evidence from a multiyear study with secondary students with reading difficulties on (a) the potential efficacy of primary-level (Tier 1), secondary-level (Tier 2), and tertiary-level (Tier 3) interventions in remediating reading difficulties with middle school students, (b) the likelihood of resolving reading disabilities…

  13. Mechanisms used to face difficulties encountered following surgical ...

    African Journals Online (AJOL)

    patients to face the difficulties are generally not considered. The objective of the current study was to investigate ... Mechanisms used by 89 women to face the difficulties they encountered following mastectomies were ... religion is a great force that can help to transfer problems from the human to the divine domain. This is ...

  14. Depressive Symptoms during Adolescence: Do Learning Difficulties Matter?

    Science.gov (United States)

    Kiuru, Noona; Leskinen, Esko; Nurmi, Jari-Erik; Salmela-Aro, Katariina

    2011-01-01

    To examine whether learning difficulties play a role in depressive symptoms, 658 Finnish adolescents were asked to complete scales for depression three times during the transition to post-comprehensive education. They also reported on their learning difficulties and feelings of inadequacy as a student. The results showed that learning difficulties…

  15. No One Knows: Offenders with Learning Difficulties and Learning Disabilities

    Science.gov (United States)

    Talbot, Jenny; Riley, Chris

    2007-01-01

    The prevalence of offenders with learning difficulties and learning disabilities is not agreed upon. What is clear, however, is that, regardless of actual numbers, many offenders have learning difficulties that reduce their ability to cope within the criminal justice system, for example, not understanding fully what is happening to them in court…

  16. Learning Difficulties: A Portuguese Perspective of a Universal Issue

    Science.gov (United States)

    Martins, Ana Paula Loucao; Correia, Luis de Miranda; Hallahan, Daniel P.

    2012-01-01

    In this article we present findings of a study that was conducted with the purpose of deepening the knowledge about the field of learning difficulties in Portugal. Therefore, within these findings we will discuss across several cultural boundaries, themes related with the existence of learning difficulties as a construct, the terminology, the…

  17. Common Factors Among Family Medicine Residents Who Encounter Difficulty.

    Science.gov (United States)

    Binczyk, Natalia M; Babenko, Oksana; Schipper, Shirley; Ross, Shelley

    2018-04-01

    Residents in difficulty are costly to programs in both time and resources, and encountering difficulty can be emotionally harmful to residents. Approximately 10% of residents will encounter difficulty at some point in training. While there have been several studies looking at common factors among residents who encounter difficulty, some of the findings are inconsistent. The objective of this study was to determine whether there are common factors among the residents who encounter difficulty during training in a large Canadian family medicine residency program. Secondary data analysis was performed on archived resident files from a Canadian family medicine residency program. Residents who commenced an urban family medicine residency program between the years of 2006 and 2014 were included in the study. Five hundred nine family medicine residents were included in data analysis. Residents older than 30 years were 2.33 times (95% CI: 1.27-4.26) more likely to encounter difficulty than residents aged 30 years or younger. Nontransfer residents were 8.85 times (95% CI: 1.17-66.67) more likely to encounter difficulty than transfer residents. The effects of sex, training site, international medical graduate status, and rotation order on the likelihood of encountering difficulty were nonsignificant. Older and nontransfer residents may be facing unique circumstances and may benefit from additional support from the program.

  18. Early Writing Deficits in Preschoolers with Oral Language Difficulties

    Science.gov (United States)

    Puranik, Cynthia S.; Lonigan, Christopher J.

    2012-01-01

    The purpose of this study was to investigate whether preschool children with language impairments (LI), a group with documented reading difficulties, also experience writing difficulties. In addition, a purpose was to examine if the writing outcomes differed when children had concomitant cognitive deficits in addition to oral language problems. A…

  19. The Cognitive Profile of Chinese Children with Mathematics Difficulties

    Science.gov (United States)

    Chan, Becky Mee-yin; Ho, Connie Suk-han

    2010-01-01

    This study examined how four domain-specific skills (arithmetic procedural skills, number fact retrieval, place value concept, and number sense) and two domain-general processing skills (working memory and processing speed) may account for Chinese children's mathematics learning difficulties. Children with mathematics difficulties (MD) of two age…

  20. The role of sensorimotor difficulties in autism spectrum conditions

    Directory of Open Access Journals (Sweden)

    Penelope Hannant

    2016-08-01

    Full Text Available AbstractIn addition to difficulties in social communication, current diagnostic criteria for autism spectrum conditions (ASC also incorporate sensorimotor difficulties; repetitive motor movements and atypical reactivity to sensory input (APA, 2013. This paper explores whether sensorimotor difficulties are associated with the development and maintenance of symptoms in ASC. Firstly, studies have shown difficulties coordinating sensory input into planning and executing movement effectively in ASC. Secondly, studies have shown associations between sensory reactivity and motor coordination with core ASC symptoms, suggesting these areas each strongly influence the development of social and communication skills. Thirdly, studies have begun to demonstrate that sensorimotor difficulties in ASC could account for reduced social attention early in development, with a cascading effect on later social, communicative and emotional development. These results suggest that sensorimotor difficulties not only contribute to non-social difficulties such as narrow circumscribed interests, but also to the development of social behaviours such as effectively coordinating eye contact with speech and gesture, interpreting others’ behaviour and responding appropriately. Further research is needed to explore the link between sensory and motor difficulties in ASC, and their contribution to the development and maintenance of ASC.

  1. Reading Images in Optics: Students' Difficulties and Teachers' Views.

    Science.gov (United States)

    Colin, Philippe; Chauvet, Francoise; Viennot, Laurence

    2002-01-01

    Focuses on difficulties students have in reading images and understanding a particular domain; e.g., optics and color. Concentrates on the extent to which teachers were conscious of such difficulties and what they suggested doing to avoid possible pitfalls. (Author/MM)

  2. Feeding and Sleep Difficulties in Toddlers with Autism Spectrum Disorders

    Science.gov (United States)

    Kozlowski, Alison M.; Matson, Johnny L.; Belva, Brian; Rieske, Robert

    2012-01-01

    Children with autism spectrum disorders (ASD) present with a variety of comorbid difficulties, some of which relate to seemingly simply activities of daily living. Feeding and sleep difficulties are purportedly common within the ASD population, although the association between these problems and ASD symptomatology has rarely been addressed. The…

  3. COMPARATIVE PERSPECTIVES OF STUDY STRATEGIES AMONG HIGH AND LOW ACHIEVERS DISTANCE LEARNING STUDENTS

    Directory of Open Access Journals (Sweden)

    Muhammad Imran YOUSUF

    2009-07-01

    Full Text Available The main aim of this research is to better understand and draw perceptions of low and high achiever distance learners about their study patterns. The study indicates the areas where significant difference is found among low and high achievers of Allama Iqbal Open University, Pakistan through a self developed questionnaire covering their preferred study location, study times, number of hours spent on study, the difficulties affecting their study patterns and the organization of study strategies in comparative perspective. Greater difficulties were being faced by low achievers in their study. Increased difficulties were encountered by low achievers with study material, volume of study, self-motivation and other factors. There was no significant difference between low and high achievers for their study strategies of studying materials without taking notes and reading aloud. Greater low achievers attempted easy portions of their study material first and took notes simultaneously as compared to high achievers.

  4. "I'm Not Happy, But I Don't Care": Help-Seeking Behavior, Academic Difficulties, and Happiness.

    Science.gov (United States)

    Shin, Hong-Im; Jeon, Woo Taek

    2011-03-01

    Medical education is perceived as being very stressful, which leads to declines in subjective well-being in medical students. Therefore, student counseling is becoming an exigent issue. The goal of this study was to investigate the academic difficulties and subjective well-being of medical students to identify their needs with regard to counseling. In addition, we analyzed help-seeking behaviors of students to develop an effective counseling program. We performed a survey (n=205) to determine the extent to which medical students encounter academic difficulties in their lives in medical school and how they attempt to resolve their problems. In addition, we used the Oxford Happiness Scale to examine the relationships between academic performance, previous help-seeking behavior, and happiness in medical students. Of various types of problems, 62% of medical students perceived learning difficulties to be the most serious issue in medical school. Despite encountering difficulties, more than 67% of students failed to seek help from faculty or their fellow students. There was a significant relationship between happiness score and previous help-seeking behavior. A lack of perceived seriousness was identified as the most significant barrier to seeking help. Access to counseling programs must be improved for students with apparent academic difficulties who do not seek counseling. Through such programs, students can learn and practice methods of coping with their difficulties and develop medical and professional competence.

  5. General Academic Difficulties and Reading and Writing Difficulties among Asian ESL Postgraduate Students in TESOL at an Australian University

    Science.gov (United States)

    Phakiti, Aek; Li, Lulu

    2011-01-01

    This article reports on an empirical study that examines general academic difficulties, and academic reading and writing difficulties among Asian ESL (English as a Second Language) international postgraduate students who are completing a Master's Degree in TESOL (Teaching English to Speakers of Other Languages) at an Australian university. The…

  6. Alphanumeric and non-alphanumeric Rapid Automatized Naming in children with reading and/or spelling difficulties and mathematical difficulties

    NARCIS (Netherlands)

    Donker, Monika; Kroesbergen, Evelyn; Slot, Esther; Van Viersen, Sietske; De Bree, Elise

    2016-01-01

    Although poor Rapid Automatized Naming (RAN) is a risk factor for reading and/or spelling difficulties (RSD) as well as for mathematical difficulties (MD), many questions surround this relationship. The main objective of the present study was to obtain insight in the relationship between

  7. The Positive Facet of Self-compassion Predicts Self-reported Use of and Attitudes toward Desirable Difficulties in Learning.

    Science.gov (United States)

    Wagner, Laura K; Schindler, Simon; Reinhard, Marc-André

    2017-01-01

    Previous research found that introducing difficulties and challenges during learning has desirable outcomes. With the present work, we investigated the question how the use of and the attitudes toward such learning strategies (so-called desirable difficulties ) are related to self-compassion, a concept that describes the tendency to be understanding and kind to oneself when confronted with negative experiences. Evidence suggests self-compassion to be linked to less fear of failing, and further to higher control beliefs and mastery goals in learning. Given that applying desirable difficulties in self-regulated learning implies increased challenges, and further, a higher likelihood to experience a feeling of failing, we expected that the use of desirable difficulties increases with levels of self-compassion. We tested this hypothesis in an online study ( N = 136) in which self-compassion and the self-reported use of and attitudes toward strategies of desirable difficulties were assessed via respective questionnaires. Results of a correlation analysis yielded first evidence for our idea. Decomposing self-compassion into a positive and a negative facet showed that the positive, but not the negative, facet is positively correlated with attitudes toward and the use of desirable difficulties. Additionally, a regression analysis showed that the positive but not the negative facet predicted attitudes toward and use of desirable difficulties, when entering both facets simultaneously as predictors. Practical implications for learners are discussed.

  8. Typing DNA profiles from previously enhanced fingerprints using direct PCR.

    Science.gov (United States)

    Templeton, Jennifer E L; Taylor, Duncan; Handt, Oliva; Linacre, Adrian

    2017-07-01

    Fingermarks are a source of human identification both through the ridge patterns and DNA profiling. Typing nuclear STR DNA markers from previously enhanced fingermarks provides an alternative method of utilising the limited fingermark deposit that can be left behind during a criminal act. Dusting with fingerprint powders is a standard method used in classical fingermark enhancement and can affect DNA data. The ability to generate informative DNA profiles from powdered fingerprints using direct PCR swabs was investigated. Direct PCR was used as the opportunity to generate usable DNA profiles after performing any of the standard DNA extraction processes is minimal. Omitting the extraction step will, for many samples, be the key to success if there is limited sample DNA. DNA profiles were generated by direct PCR from 160 fingermarks after treatment with one of the following dactyloscopic fingerprint powders: white hadonite; silver aluminium; HiFi Volcano silk black; or black magnetic fingerprint powder. This was achieved by a combination of an optimised double-swabbing technique and swab media, omission of the extraction step to minimise loss of critical low-template DNA, and additional AmpliTaq Gold ® DNA polymerase to boost the PCR. Ninety eight out of 160 samples (61%) were considered 'up-loadable' to the Australian National Criminal Investigation DNA Database (NCIDD). The method described required a minimum of working steps, equipment and reagents, and was completed within 4h. Direct PCR allows the generation of DNA profiles from enhanced prints without the need to increase PCR cycle numbers beyond manufacturer's recommendations. Particular emphasis was placed on preventing contamination by applying strict protocols and avoiding the use of previously used fingerprint brushes. Based on this extensive survey, the data provided indicate minimal effects of any of these four powders on the chance of obtaining DNA profiles from enhanced fingermarks. Copyright © 2017

  9. Social evaluation influence on cardiovascular response to a fixed behavioral challenge: effects across a range of difficulty levels.

    Science.gov (United States)

    Wright, R A; Dill, J C; Geen, R G; Anderson, C A

    1998-01-01

    Participants performed five memory tasks--ranging in difficulty from very low to very high--under public or private conditions. The publicity and difficulty variables interacted to determine systolic pressure and heart rate responses during performance. Where performance was public, responsiveness on the parameters increased with difficulty to a point and then dropped; where performance was private, responsiveness was relatively low at all difficulty levels. Diastolic pressure responses were configured similarly, although in that case the interaction was not reliable. Findings corroborate and extend results from a previous study, argue against some explanations of those results, and strengthen the case for a recent active coping analysis of cardiovascular audience effects. Findings also strengthen the case for a broader model of effort and cardiovascular response, which has potential for advancing our understanding of a range of phenomena and processes related to behavior and health.

  10. Exploring communication difficulties in pediatric hematology: oncology nurses.

    Science.gov (United States)

    Citak, Ebru Akgun; Toruner, Ebru Kilicarslan; Gunes, Nebahat Bora

    2013-01-01

    Communication plays an important role for the well being of patients, families and also health care professionals in cancer care. Conversely, ineffective communication may cause depression, increased anxiety, hopelessness and decreased of quality life for patients, families and also nurses. This study aimed to explore communication difficulties of pediatric hematology/oncology nurses with patients and their families, as well as their suggestions about communication difficulties. It was conducted in a pediatric hematology/oncology hospital in Ankara, Turkey. Qualitative data were collected by focus groups, with 21 pediatric hematology/oncology nursing staff from three groups. Content analysis was used for data analysis. Findings were grouped in three main categories. The first category concerned communication difficulties, assessing problems in responding to questions, ineffective communication and conflicts with the patient's families. The second was about the effects of communication difficulties on nurses and the last main category involved suggestions for empowering nurses with communication difficulties, the theme being related to institutional issues. Nurses experience communication difficulties with children and their families during long hospital stays. Communication difficulties particularly increase during crisis periods, like at the time of first diagnosis, relapse, the terminal stage or on days with special meaning such as holidays. The results obtained indicate that pediatric nurses and the child/family need to be supported, especially during crisis periods. Feeling of empowerment in communication will improve the quality of care by reducing the feelings of exhaustion and incompetence in nurses.

  11. The Prevalence of Reading Difficulties among Children in Scholar Age

    Directory of Open Access Journals (Sweden)

    Maria Rosita Cecilia

    2014-10-01

    Full Text Available The study investigates the prevalence of reading difficulties among children in scholar age and analyses the socio-demographic characteristics of learners who presented reading difficulties in central Italy. A sample of 623 students 7-11 aged, was assessed with the Italian MT standardized tests. Information on gender, age, handedness, and other socio-demographic variables were also gathered. The study showed that 11% of learners presented poor comprehension skills. The reading speed difficulties were more common than the reading correctness problems: about 7% of children vs 1% were dyslexics due to slow reading. There were no significant differences regarding gender, age. However, dominant hand and the school location seemed to affect the speed difficulties and the comprehension problems. The analyses showed that attending a school located in a rural area was statistically associated with the reading difficulties. Left-handed children were more likely to be slow decoders and/or poor comprehenders. These findings may be used in the early diagnosis of poor readers. These difficulties often have a chronic progression with substantial psychosocial limitations and psychological stress, so children with reading difficulties should be identified as early as possible.

  12. Reading difficulty is associated with failure to lateralize temporooccipital function.

    Science.gov (United States)

    Tailby, Chris; Weintrob, David L; Saling, Michael M; Fitzgerald, Carly; Jackson, Graeme D

    2014-05-01

    Studies of focal epilepsy have revealed abnormalities of language organization; however, little attention has been paid to disorders of reading in this group. We hypothesized that language functional magnetic resonance imaging (fMRI) would reveal differences in language organization between focal epilepsy patients with and without reading difficulties. We conducted language fMRI studies of 10 focal epilepsy patients with reading difficulties, 34 focal epilepsy patients without reading difficulties, and 42 healthy controls. We defined regions of interests on the basis of activation patterns on an orthographic lexical retrieval task. Comparison of activations within these ROIs on a second Noun-Verb task revealed epilepsy-related effects (relative to healthy controls: reduced activation in left inferior frontal cortex), as well as greater activation in the right temporooccipital cortex specific to the reading difficulty group. These findings identify a focal epilepsy effect in the left frontal region (present in patients with and without reading difficulties), and a functional abnormality specific to the reading difficulty group localized to right temporooccipital cortex-a region implicated in lexicosemantic processing. Our observations suggest a failure of left hemisphere specialization among focal epilepsy patients with reading difficulties. Wiley Periodicals, Inc. © 2014 International League Against Epilepsy.

  13. No One Knows: Offenders with learning disabilities and learning difficulties.

    Science.gov (United States)

    Talbot, J

    2009-01-01

    No One Knows is concerned about people with learning disabilities and difficulties who get into trouble with the police and who enter the criminal justice system. The terms 'learning difficulties' and 'learning difficulties' are often used interchangeably to describe people with an intellectual disability, excluding those who, for example, have dyslexia or Asperger syndrome. No One Knows, however, has adopted a more inclusive approach and has included in its remit offenders with learning disabilities as defined by the World Health Organization as well as those with a broader range of learning difficulties. Although there is some discrepancy on prevalence, it is clear that high numbers of people with learning disabilities and difficulties are caught up in the criminal justice system. Once in the criminal justice system it is unlikely that an individual with learning disabilities or difficulties will be identified or that their support needs will be met. This causes difficulties for the individual concerned and for the staff who work with them, who receive little or no training for working with this group of people. The question of whether people with learning disabilities (meaning intellectual disabilities) should be diverted from the criminal justice system is considered.

  14. Pediatric ophthalmology and childhood reading difficulties: Overview of reading development and assessments for the pediatric ophthalmologist.

    Science.gov (United States)

    Collins, Megan E; Mudie, Lucy I; Inns, Amanda J; Repka, Michael X

    2017-12-01

    Reading difficulties are common in the pediatric population, and large socioeconomic disparities exist. In the United States 46% of white children achieved expected reading proficiency by the end of fourth grade, while only 21% of Hispanic and 18% of African American children were reading at the expected level. Reading is an involved cognitive process with many subskills; likewise, development of reading proficiency is a complex and continuous process. Failure to achieve reading proficiency or even early difficulty with reading can affect a child's academic performance for years to come. Some studies suggest reading proficiency may be related to later success in life. Although many problems with reading are not related to vision, a vision assessment is recommended for children with reading difficulties and a suspected vision problem. The process of reading development as well as the varied educational assessments of reading are presented here for pediatric ophthalmologists. Copyright © 2017 American Association for Pediatric Ophthalmology and Strabismus. Published by Elsevier Inc. All rights reserved.

  15. Identification of multidrug resistance in previously treated tuberculosis patients: a mixed methods study in Cambodia

    Science.gov (United States)

    Royce, S; Khann, S; Yadav, RP; Mao, ET; Cattamanchi, A; Sam, S; Handley, MA

    2014-01-01

    SUMMARY Setting Previously treated tuberculosis (TB) patients are a priority for drug susceptibility testing (DST) to identify cases with multidrug resistance (MDR). In Cambodia, a recent study found that only one-third of smear-positive previously treated patients had DST results. Objective To quantify the gaps in detecting MDR in previously treated TB patients in Cambodia, and describe health workers’ perspectives on barriers, facilitators and potential interventions. Design We analyzed case notifications in Cambodia (2004–2012) and conducted semi-structured interviews with key stakeholders Results The proportion of previously treated notifications varied significantly across provinces 2010–12, in the context of longer term trends of decreasing relapse and increasing “other” retreatment notifications. Correct classification of patients’ TB treatment history and ensuring specimens from previously-treated patients are collected and reach the laboratory could nearly double the number of detected MDR-TB cases. Identified barriers include patients’ reluctance to disclose and staff difficulty eliciting treatment history, partly due to availability of streptomycin only in hospitals. Facilitators include trained health workers, collection of sputum for DST even if previously treated patients are not taking streptomycin, streamlining sputum transportation and promptly reporting results. Conclusion Improved monitoring, supportive supervision, and correctly classifying previously treated patients are essential for improving detection of MDR-TB. PMID:25299861

  16. Growth in Working Memory and Mathematical Problem Solving in Children at Risk and Not at Risk for Serious Math Difficulties

    Science.gov (United States)

    Swanson, H. Lee; Jerman, Olga; Zheng, Xinhua

    2008-01-01

    The influence of cognitive growth in working memory (WM) on mathematical problem solution accuracy was examined in elementary school children (N = 353) at risk and not at risk for serious math problem solving difficulties. A battery of tests was administered that assessed problem solving, achievement, and cognitive processing (WM, inhibition,…

  17. Introverts, Extroverts, and Achievement in a Distance Learning Environment

    Science.gov (United States)

    Offir, Baruch; Bezalel, Rachel; Barth, Ingrid

    2007-01-01

    Although difficulties that characterize distance learning (DL) clearly have differential effects on different learners, links between barrier research and individual differences remain relatively unexplored. This study examined the relationship between cognitive style, based on Jung's (1971) theory, and achievement levels among 77 university…

  18. Academic Achievement and Memory Differences among Specific Learning Disabilities Subtypes

    Science.gov (United States)

    Carmichael, Jessica A.; Fraccaro, Rebecca L.; Miller, Daniel C.; Maricle, Denise E.

    2014-01-01

    Reading, writing, and math are academic skills involving a number of different executive functions, particularly working memory. Children with specific learning disabilities (SLD) may present myriad academic difficulties, depending on their specific area(s) of processing weakness. is study examined differences in academic achievement and working…

  19. Inferring Difficulty: Flexibility in the Real-time Processing of Disfluency.

    Science.gov (United States)

    Heller, Daphna; Arnold, Jennifer E; Klein, Natalie; Tanenhaus, Michael K

    2015-06-01

    Upon hearing a disfluent referring expression, listeners expect the speaker to refer to an object that is previously unmentioned, an object that does not have a straightforward label, or an object that requires a longer description. Two visual-world eye-tracking experiments examined whether listeners directly associate disfluency with these properties of objects, or whether disfluency attribution is more flexible and involves situation-specific inferences. Since in natural situations reference to objects that do not have a straightforward label or that require a longer description is correlated with both production difficulty and with disfluency, we used a mini-artificial lexicon to dissociate difficulty from these properties, building on the fact that recently learned names take longer to produce than existing words in one's mental lexicon. The results demonstrate that disfluency attribution involves situation-specific inferences; we propose that in new situations listeners spontaneously infer what may cause production difficulty. However, the results show that these situation-specific inferences are limited in scope: listeners assessed difficulty relative to their own experience with the artificial names, and did not adapt to the assumed knowledge of the speaker.

  20. Individual differences in hemispheric preference and emotion regulation difficulties

    Directory of Open Access Journals (Sweden)

    Garima Gupta

    2011-01-01

    Full Text Available Background: Hemisphericity or individual difference in the preference to use the left or the right hemispheric mode of information processing has been associated with various emotion-related differences. For example, the right hemisphericity has been linked with inhibition of emotional expression, feeling of tension, greater impulsivity etc. These observations suggest that right hemisphericity may be associated with greater difficulties in regulating emotions. However, direct empirical tests of such theoretical proposition are very thin. Aim: In view of this, the present study aims to investigate how and to what extent individual difference in hemispheric preference relate to emotion regulation. Materials and Methods: Thirty-two right-handed male subjects in the age range 18 to 20 years were assessed on self-report measures of hemispheric preference and emotion regulation difficulties. The correlation between dimensions of hemispheric preference and difficulties in regulating emotions was computed. A series of stepwise multiple regression analyses were also done to explore the relative significance of various dimensions of hemispheric preference in predicting emotion regulation difficulties. Results: The findings revealed that in general a preference for the right hemispheric mode of information processing was associated with greater emotion regulation difficulties. The correlation analysis indicated that while impulse control difficulties and difficulties in engaging goal directed behavior was associated with preference for almost all the right hemispheric mode of information processing, the nonacceptance of emotional responses and limited access to emotion regulation was related to preference for only global/synthetic (a right hemispheric mode of information processing. Similarly, the lack of emotional clarity facet of emotion regulation difficulties correlated significantly with a preference for the emotional mode of information processing

  1. Using the 2 x 2 Framework of Achievement Goals to Predict Achievement Emotions and Academic Performance

    Science.gov (United States)

    Putwain, David W.; Sander, Paul; Larkin, Derek

    2013-01-01

    Previous work has established how achievement emotions are related to the trichotomous model of achievement goals, and how they predict academic performance. In our study we examine relations using an additional, mastery-avoidance goal, and whether outcome-focused emotions are predicted by mastery as well as performance goals. Results showed that…

  2. Perception of difficulty and glucose control: Effects on academic performance in youth with type I diabetes.

    Science.gov (United States)

    Potts, Tiffany M; Nguyen, Jacqueline L; Ghai, Kanika; Li, Kathy; Perlmuter, Lawrence

    2015-04-15

    To investigate whether perceptions of task difficulty on neuropsychological tests predicted academic achievement after controlling for glucose levels and depression. Participants were type 1 diabetic adolescents, with a mean age = 12.5 years (23 females and 16 males), seen at a northwest suburban Chicago hospital. The sample population was free of co-morbid clinical health conditions. Subjects completed a three-part neuropsychological battery including the Digit Symbol Task, Trail Making Test, and Controlled Oral Word Association test. Following each task, individuals rated task difficulty and then completed a depression inventory. Performance on these three tests is reflective of neuropsychological status in relation to glucose control. Blood glucose levels were measured immediately prior to and after completing the neuropsychological battery using a glucose meter. HbA1c levels were obtained from medical records. Academic performance was based on self-reported grades in Math, Science, and English. Data was analyzed using multiple regression models to evaluate the associations between academic performance, perception of task difficulty, and glucose control. Perceptions of difficulty on a neuropsychological battery significantly predicted academic performance after accounting for glucose control and depression. Perceptions of difficulty on the neuropsychological tests were inversely correlated with academic performance (r = -0.48), while acute (blood glucose) and long-term glucose levels increased along with perceptions of task difficulty (r = 0.47). Additionally, higher depression scores were associated with poorer academic performance (r = -0.43). With the first regression analysis, perception of difficulty on the neuropsychological tasks contributed to 8% of the variance in academic performance after controlling for peripheral blood glucose and depression. In the second regression analysis, perception of difficulty accounted for 11% of the variance after

  3. Socioeconomic variation, number competence, and mathematics learning difficulties in young children.

    Science.gov (United States)

    Jordan, Nancy C; Levine, Susan C

    2009-01-01

    As a group, children from disadvantaged, low-income families perform substantially worse in mathematics than their counterparts from higher-income families. Minority children are disproportionately represented in low-income populations, resulting in significant racial and social-class disparities in mathematics learning linked to diminished learning opportunities. The consequences of poor mathematics achievement are serious for daily functioning and for career advancement. This article provides an overview of children's mathematics difficulties in relation to socioeconomic status (SES). We review foundations for early mathematics learning and key characteristics of mathematics learning difficulties. A particular focus is the delays or deficiencies in number competencies exhibited by low-income children entering school. Weaknesses in number competence can be reliably identified in early childhood, and there is good evidence that most children have the capacity to develop number competence that lays the foundation for later learning.

  4. Essays on Educational Achievement

    Science.gov (United States)

    Ampaabeng, Samuel Kofi

    2013-01-01

    This dissertation examines the determinants of student outcomes--achievement, attainment, occupational choices and earnings--in three different contexts. The first two chapters focus on Ghana while the final chapter focuses on the US state of Massachusetts. In the first chapter, I exploit the incidence of famine and malnutrition that resulted to…

  5. Correlates of Achievement Motivation.

    Science.gov (United States)

    Whiteside, Marilyn

    1978-01-01

    Undergraduates given a self-concept scale, a sentence completion exercise, and story cues related to academic achievement generally expressed positive attitudes toward success; but students of both sexes with high self-esteem tended to associate success with a male, and those with lower self-esteem attributed success to a female. (Author)

  6. Advancing Student Achievement

    Science.gov (United States)

    Walberg, Herbert J.

    2010-01-01

    For the last half century, higher spending and many modern reforms have failed to raise the achievement of students in the United States to the levels of other economically advanced countries. A possible explanation, says Herbert Walberg, is that much current education theory is ill informed about scientific psychology, often drawing on fads and…

  7. NCLB: Achievement Robin Hood?

    Science.gov (United States)

    Bracey, Gerald W.

    2008-01-01

    In his "Wall Street Journal" op-ed on the 25th of anniversary of "A Nation At Risk", former assistant secretary of education Chester E. Finn Jr. applauded the report for turning U.S. education away from equality and toward achievement. It was not surprising, then, that in mid-2008, Finn arranged a conference to examine the…

  8. Tongue-tie, breastfeeding difficulties and the role of Frenotomy.

    Science.gov (United States)

    Kumar, Manoj; Kalke, Erica

    2012-07-01

    A greater emphasis on exclusive breastfeeding in recent years has re-ignited the historical debate over the role of ankyloglossia (tongue-tie) in infants with breastfeeding difficulties. Several prospective cohort studies and randomized control trials have been published in this area in the last 10-15 years. We critically evaluated recent evidence and attempted to answer two important clinical queries in this area, that is, (i) whether ankyloglossia is associated with breastfeeding difficulties and (ii) whether frenotomy helps mother-baby dyad in such setting? Neonates with tongue-tie are at increased risk for breastfeeding difficulties. An early recognition of this association by primary care provider and prompt referral to a lactation consultant is important. In cases with clearly documented breastfeeding difficulties, frenotomy often results in rapid improvement in symptoms. © 2012 The Author(s)/Acta Paediatrica © 2012 Foundation Acta Paediatrica.

  9. Characteristics of the strenghts and difficulties questionnaire in preschool children

    NARCIS (Netherlands)

    Theunissen, M.H.C.; Vogels, A.G.C.; Wolff, M.S. de; Reijneveld, S.A.

    2013-01-01

    OBJECTIVES: Validated questionnaires help the preventive child healthcare (PCH) system to identify psychosocial problems. This study assesses the psychometric properties and added value of the Strengths and Difficulties Questionnaire (SDQ) for the identification of psychosocial problems among

  10. Characteristics of the Strengths and Difficulties Questionnaire in Preschool Children

    NARCIS (Netherlands)

    Theunissen, Meinou H. C.; Vogels, Anton G. C.; de Wolff, Marianne S.; Reijneveld, Sijmen A.

    OBJECTIVES: Validated questionnaires help the preventive child healthcare (PCH) system to identify psychosocial problems. This study assesses the psychometric properties and added value of the Strengths and Difficulties Questionnaire (SDQ) for the identification of psychosocial problems among

  11. The identification of sensory processing difficulties of learners experiencing

    Directory of Open Access Journals (Sweden)

    Petronella Susanna de Jager

    2011-12-01

    perceived as underachievers. By identifying these sensory difficulties and creating awareness among educators, it is possible to debunk misconceptions people have of the adaptability of these learners to a mainstream school environment.

  12. Specificity in Context: Some Difficulties for the Inexperienced Writer.

    Science.gov (United States)

    MacDonald, Susan Peck

    1986-01-01

    Explores the complexity of the concept "specificity," then looks at some of the misinterpretations made by developmental writers to illustrate how developmental writing students have difficulty moving from abstract to concrete. (HTH)

  13. Orthogonally Evolved AI to Improve Difficulty Adjustment in Video Games

    DEFF Research Database (Denmark)

    Hintze, Arend; Olson, Randal; Lehman, Joel Anthony

    2016-01-01

    Computer games are most engaging when their difficulty is well matched to the player's ability, thereby providing an experience in which the player is neither overwhelmed nor bored. In games where the player interacts with computer-controlled opponents, the difficulty of the game can be adjusted...... not only by changing the distribution of opponents or game resources, but also through modifying the skill of the opponents. Applying evolutionary algorithms to evolve the artificial intelligence that controls opponent agents is one established method for adjusting opponent difficulty. Less-evolved agents...... (i.e. agents subject to fewer generations of evolution) make for easier opponents, while highly-evolved agents are more challenging to overcome. In this publication we test a new approach for difficulty adjustment in games: orthogonally evolved AI, where the player receives support from collaborating...

  14. From bureaucratic tot post-bureaucratic: the difficulties of transition

    NARCIS (Netherlands)

    Josserand, E.; Teo, S.; Clegg, S.R.

    2006-01-01

    Purpose - Modern bureaucracies are under reconstruction, bureaucracy being no longer "modern"; they are becoming "post" bureaucratic. Defining the post-bureaucratic organization as a hybrid form provides insight into the intrinsic difficulties involved in the refurbishment of large complex

  15. Analysis of Item Difficulty Parameters on Item Characteristic Curves ...

    African Journals Online (AJOL)

    Analysis of Item Difficulty Parameters on Item Characteristic Curves as A Function of Changes in WAEC and NECO Examination Instruments and Students Ability Parameters in Mathematics Objective Test in Cross River State, Nigeria.

  16. Difficulties in Emotion Regulation and Risky Driving Among Lithuanian Drivers

    OpenAIRE

    Šeibokaitė, L.; Endriulaitienė, A.; Sullman, Mark J. M.; Markšaitytė, R.; Žardeckaitė–Matulaitienė, K.

    2017-01-01

    Background: Risky driving is a common cause of traffic accidents and injuries. However, there is no clear evidence of how difficulties in emotion regulation contribute to risky driving behaviour, particularly in small Post-Soviet countries. The present study aimed to investigate the relationship between difficulties in emotion regulation and self-reported risky driving behaviour in a sample of Lithuanian drivers. Methods: A total of 246 non-professional Lithuanian drivers participated in ...

  17. A Study On Students' Difficulties In Learning Vocabulary

    OpenAIRE

    Rohmatillah, Rohmatillah

    2014-01-01

    The objectives of the research entitled “A Study on Students' Difficulties in Learning Vocabulary” were to find out kinds and factors of students' difficulties in learning vocabulary. The subject of this study was the students of the first semester of English Education Department at IAIN who took vocabulary class. This study employed a qualitative research design, implementing characteristics of a case study. For gaining the data, the researcher used interview and questionnaire. All the data...

  18. Communication difficulties in children identified with psychiatric problems

    OpenAIRE

    Helland, Wenche Andersen

    2010-01-01

    Several studies have pointed to an overlap between different developmental psychopathological conditions and language impairments, and difficulties with communication have been identified in children of various diagnostic backgrounds. This thesis is based on three empirical studies, and the purposes are to investigate communication difficulties as reported by parents, in children identified with psychiatric problems as well as to evaluate a Norwegian adaptation of the Children’...

  19. Managing social difficulties: roles and responsibilities of patients and staff.

    Science.gov (United States)

    Wright, Penny; Bingham, Laura; Taylor, Sally; Hanif, Naheed; Podmore, Emma; Velikova, Galina

    2012-01-01

    Implementation of guidance on assessment and management of psychosocial and supportive-care problems or needs will be successful only if consideration is given to existing skills, experience and expectations of staff and patients. This study examines the roles and responsibilities of staff, patients and families in relation to management of social difficulties and proposes a pathway for response. A qualitative study was performed using staff and patient interviews. Seventeen doctors and 16 nurses were interviewed using patient scenarios and a support service questionnaire. Patients (n = 41) completed a screening questionnaire (the Social Difficulties Inventory) and were interviewed. Interviews were audio-recorded, transcribed and subjected to a Framework analysis. Analysis examined (1) actions taken by staff and patients in response to social difficulties, (2) reasons given for action taken and (3) perceptions of staff and patients of who was responsible for taking action. Staff were confident concerning clinically related issues (i.e. mobility) but more hesitant concerning difficulties related to money, work and family concerns. Patients liked to cope with problems on their own where possible, would have liked information or support from staff but were uncertain how to access this. Results led to development of a hierarchy of interventions in response to detected social difficulties. For routine assessment of social difficulties, patients, nurses and doctors will have to work collaboratively, with nurses taking a lead in discussion. For specific clinically related problems doctors would play a more primary role. Copyright © 2010 John Wiley & Sons, Ltd.

  20. Specificity of Communication Difficulties оf Children with Disabilities

    Directory of Open Access Journals (Sweden)

    Samohvalova A.G.

    2015-06-01

    Full Text Available The article attempts to answer the question: «Does disabilities of the child connected with the occurrence of difficulties in communication? » Author tests the hypothesis that adolescents with disabilities along with common age communication problems in the process of interpersonal communication have specific, different from communication difficulties of typically developing peers. Communicative characteristics and specifics communication difficulties of the three groups of younger teenagers (30 in each group aged 12-13 years – children with visual impairment, hearing loss, and children with typical development are compared. Difficulty in communication in adolescents studied in two directions: a subjective component is detected by means of content analysis of pending proposals; objective manifestations recorded by peer review of communicative behavior of the child. The results show that children with disabilities, who live in a state of chronic stress, significantly more often (r≤0,02 compared with peers who have typical development, experience communication difficulties in a communicative situations (basic, meaningful, instrumental, reflexive. Determined individually specific and general communication difficulties inherent in children with various disabilities.

  1. Review of student difficulties in upper-level quantum mechanics

    Directory of Open Access Journals (Sweden)

    Chandralekha Singh

    2015-09-01

    Full Text Available [This paper is part of the Focused Collection on Upper Division Physics Courses.] Learning advanced physics, in general, is challenging not only due to the increased mathematical sophistication but also because one must continue to build on all of the prior knowledge acquired at the introductory and intermediate levels. In addition, learning quantum mechanics can be especially challenging because the paradigms of classical mechanics and quantum mechanics are very different. Here, we review research on student reasoning difficulties in learning upper-level quantum mechanics and research on students’ problem-solving and metacognitive skills in these courses. Some of these studies were multiuniversity investigations. The investigations suggest that there is large diversity in student performance in upper-level quantum mechanics regardless of the university, textbook, or instructor, and many students in these courses have not acquired a functional understanding of the fundamental concepts. The nature of reasoning difficulties in learning quantum mechanics is analogous to reasoning difficulties found via research in introductory physics courses. The reasoning difficulties were often due to overgeneralizations of concepts learned in one context to another context where they are not directly applicable. Reasoning difficulties in distinguishing between closely related concepts and in making sense of the formalism of quantum mechanics were common. We conclude with a brief summary of the research-based approaches that take advantage of research on student difficulties in order to improve teaching and learning of quantum mechanics.

  2. The Chiropractic Care of Infants with Breastfeeding Difficulties.

    Science.gov (United States)

    Alcantara, Joel; Alcantara, Joey D; Alcantara, Junjoe

    2015-01-01

    Chiropractors have long advocated on the benefits of breastfeeding and given the realized and potential role of chiropractors in the care of infants with breastfeeding difficulties, we performed this review of the literature on the subject to inform clinical practice. For this article, we searched Pubmed [1966-2013], Manual, Alternative and Natural Therapy Index System (MANTIS) [1964-2013] and Index to Chiropractic Literature [1984-2013] for the relevant literature. The search terms utilized "breastfeeding", "breast feeding", "breastfeeding difficulties", "breastfeeding difficulty", "TMJ dysfunction", "temporomandibular joint", "birth trauma" and "infants", in the appropriate Boolean combinations. We also examined non-peer-reviewed articles as revealed by Index to Chiropractic Literature and secondary analysis of references. Inclusion criteria for review included breastfeeding difficulties regardless of peer-review and written in the English language. A total of 24 articles met our inclusion criteria. These consisted of 8 case reports, 2 case series, and 3 cohort studies. We were also able to identify 6 manuscripts (5 case reports and a case series) that involved breastfeeding difficulties as a secondary complaint. Our findings reveal a theoretical and clinical framework based on the detection of spinal and extraspinal subluxations involving the cervico-cranio-mandibular complex and assessment of the infant while breastfeeding. Chiropractors care of infants with breastfeeding difficulties by addressing spinal and extraspinal subluxations involving the cervico-cranio-mandibular complex. Copyright © 2015 Elsevier Inc. All rights reserved.

  3. [Auditory processing maturation in children with and without learning difficulties].

    Science.gov (United States)

    Ivone, Ferreira Neves; Schochat, Eliane

    2005-01-01

    Auditory processing maturation in school children with and without learning difficulties. To verify response improvement with the increase in age of the auditory processing skills in school children with ages ranging from eight to ten years, with and without learning difficulties and to perform a comparative study. Eighty-nine children without learning complaints (Group 1) and 60 children with learning difficulties (Group II) were assessed. The used auditory processing tests were: Pediatric Speech Intelligibility (PSI), Speech in Noise, Dichotic Non-Verbal (DNV) and Staggered Spondaic Word (SSW). A better performance was observed for Group I between the ages of eight and ten in all of the used tests. However, the observed differences were statistically significant only for PSI and SSW. For Group II, a better performance was also observed with the increase in age, with statistically significant differences for all of the used tests. Comparing the results between Groups I and II, a better performance was verified for children with no learning difficulties, in the three age groups, in PSI, DNV and SSW. A statistically significant improvement was verified in the responses of the auditory processing with the increase in age, for the ages between eight and ten years, in children with and without learning difficulties. In the comparative study, it was verified that children with learning difficulties presented a lower performance in all of the used tests in the three age groups. This suggests, for this group, a delay in the maturation of the auditory processing skills.

  4. Child labor and severe functioning difficulties and disability in Mexican children and adolescents 5-17 years of age.

    Science.gov (United States)

    Villalobos, Aremis; de Castro, Filipa; Rojas, Rosalba; Allen-Leigh, Betania; Hubert, Celia; Avendaño-Badillo, Diana; Romero, Martín; Vázquez-García, Agustín; Barrientos-Gutiérrez, Tonatiuh; Lazcano-Ponce, Eduardo

    2017-01-01

    To describe the characteristics of Mexican children and adolescents 5-17 years with severe functioning difficulties and disability and explore their participation in child labor. Using data from the National Survey of Boys, Girls and Women in Mexico 2015 we estimated prevalence of functioning difficulties and disability and used logistic regression to explore the association between this condition and child labor. While 11.2% of Mexicans 5-17 years-old has severe functioning difficulties or disability, 13.4% work. The functioning difficulty and disability domains with the highest prevalence are experiencing anxiety (5.4%) and depression (1.5%) daily. Children and adolescents with severe functioning difficulties and disability are 70% more likely to do child labor [OR=1.7, 95%CI:1.2,2.4]. Educational lag doubles the likelihood of doing child labor [OR=2.2, 95%CI:1.5,3.3]. Guaranteeing educational opportunities and respect for the rights of children with severe functioning difficulties and disability is essential to achieve development of their full potential.

  5. Child labor and severe functioning difficulties and disability in Mexican children and adolescents 5-17 years of age

    Directory of Open Access Journals (Sweden)

    Aremis Villalobos

    2017-07-01

    Full Text Available Objective. To describe the characteristics of Mexican children and adolescents 5-17 years with severe functioning difficulties and disability and explore their participation in child labor. Materials and methods. Using data from the National Survey of Boys, Girls and Women in Mexico 2015 we estimated prevalence of functioning difficulties and disability and used logistic regression to explore the association between this condition and child labor. Results. While 11.2% of Mexicans 5-17 years-old has severe functioning difficulties or disability, 13.4% work. The functioning difficulty and disability domains with the highest prevalence are experiencing anxiety (5.4% and depression (1.5% daily. Children and adolescents with severe functioning difficulties and disability are 70% more likely to do child labor [OR=1.7, 95%CI:1.2,2.4]. Educational lag doubles the likelihood of doing child labor [OR=2.2, 95%CI:1.5,3.3]. Conclusions. Guaranteeing educational opportunities and respect for the rights of children with severe functioning difficulties and disability is essential to achieve development of their full potential.

  6. Perceived Difficulties in e-Learning During the First Term at University

    Directory of Open Access Journals (Sweden)

    Galina Kavaliauskienė

    2013-08-01

    Full Text Available Purpose—the focus of this article is to explore difficulties that are encountered by students during the first term at university. It is well known that students can have various problems in learning English and make mistakes in grammar, vocabulary, and pronunciation. The native language of a learner affects learning and using English. Speaking and e-listening are the skills that are more common on an everyday basis than reading and writing. Moreover, these skills are more difficult to master. English vocabulary presents another problem for language learners. Albeit, at the university level students study English for Specific Purposes (ESP, in other words, the foreign language for their future profession, and they might face particular difficulties in their studies of ESP. Design/methodology/approach—the research paper adopts the qualitative research approach. The questionnaire on learner perceptions of difficulties in e-learning was administered to students of three different specializations. Students’ self-assessments of achievements or failures were analysed. Findings. The results indicated that perceptions of difficulties to adapting to university studies depended on their chosen specialization. The findings show that undergraduates of all three investigated specializations encounter the same difficulties, but to a different degree. In other words, there are no significantly specific difficulties due to the complexity of the professional vocabulary that students must learn. The ratings of Psychology, Social Work and Public Policy and Management students reveal higher mean values and wider range of Standard Deviations than reported by other researchers (Berman, Cheng, 2001. The results obtained imply that Lithuanian learners are more positive than their foreign counterparts. Computations of Pearson’s correlations coefficients demonstrate that there are some good correlational relationships within each specialization. Research

  7. Effectiveness of Semantic Therapy for Word-Finding Difficulties in Pupils with Persistent Language Impairments: A Randomized Control Trial

    Science.gov (United States)

    Ebbels, Susan H.; Nicoll, Hilary; Clark, Becky; Eachus, Beth; Gallagher, Aoife L.; Horniman, Karen; Jennings, Mary; McEvoy, Kate; Nimmo, Liz; Turner, Gail

    2012-01-01

    Background: Word-finding difficulties (WFDs) in children have been hypothesized to be caused at least partly by poor semantic knowledge. Therefore, improving semantic knowledge should decrease word-finding errors. Previous studies of semantic therapy for WFDs are inconclusive. Aims: To investigate the effectiveness of semantic therapy for…

  8. A Study of General Education Astronomy Students' Understandings of Cosmology. Part IV. Common Difficulties Students Experience with Cosmology

    Science.gov (United States)

    Wallace, Colin S.; Prather, Edward E.; Duncan, Douglas K.

    2012-01-01

    This is our fourth paper in our five paper series describing our national study of general education astronomy students' conceptual and reasoning difficulties with cosmology. While previous papers in this series focused on the processes by which we collected and quantitatively analyzed our data, this paper presents the most common pre-instruction…

  9. The Use of a Bar Model Drawing to Teach Word Problem Solving to Students with Mathematics Difficulties

    Science.gov (United States)

    Morin, Lisa L.; Watson, Silvana M. R.; Hester, Peggy; Raver, Sharon

    2017-01-01

    For students with mathematics difficulties (MD), math word problem solving is especially challenging. The purpose of this study was to examine the effects of a problem-solving strategy, bar model drawing, on the mathematical problem-solving skills of students with MD. The study extended previous research that suggested that schematic-based…

  10. Priming in word stem completion tasks: comparison with previous results in word fragment completion tasks

    Directory of Open Access Journals (Sweden)

    Maria Jose Soler

    2015-08-01

    Full Text Available This study investigates priming in an implicit Word Stem Completion (WSC task. A total of 305 participants performed a WSC task in two phases (study and test. The test phase included 63 unique-solution stems and 63 multiple-solution stems. After confirming the presence of priming (mean = 0.22, analysis revealed that it was stronger in the case of multiple-solution stems, indicating that the stems were not a homogeneous group of stimuli. Thus, further analyses were performed only for the data of the unique-solution stems. The correlations between priming and a set of conceptual (familiarity, frequency of use, number of meanings and non-conceptual (letters/blanks ratio and difficulty of completed variables showed significant relationships between two conceptual variables (familiarity and frequency and priming. Difficulty was also significantly correlated with priming. The most familiar and frequent words were those that produced a greater magnitude of priming. At the same time, the most difficult stems were those generating more priming. A regression analysis showed that the difficulty of completing a stem was the strongest predictor of priming. When difficulty was the dependent variable in the regression analysis, the significant variables in the regression were familiarity and letters-blanks ratio. Finally, a comparison was made between these results and those obtained in a previous study of WFC by Soler et al. (2009 in which the same words and procedure were employed. A comparison of results from these two sets of data suggested that the only relevant difference between the two tasks was the influence of the variable letters-blanks ratio. This perceptual variable had a significant correlation with priming only in the WFC task. These results highlight the importance of controlling the characteristics (conceptual and non-conceptual of stimuli used in WFC and WSC tasks when exploring the nature of priming.

  11. Undergraduate ESL Students’ Difficulties in Writing the Introduction for Research Reports

    Directory of Open Access Journals (Sweden)

    Mirrah Diyana Binti Maznun

    2017-02-01

    Full Text Available This study was conducted to investigate the difficulties encountered by undergraduate ESL students in writing the introduction section of their project reports. Five introduction sections of bachelor of arts students, majoring in English language, were analyzed and a lecturer was interviewed regarding the areas of the students’ weaknesses. Swales’ create-a-research-space (cars model was used as the analytical framework of the study. The results revealed that students confronted problems in writing their introduction for each move especially for move 2, which consists of counter claiming, indicating research gap, raising questions from previous research and continuing tradition. It was also found that the students had difficulty in writing the background of the study, theoretical framework, and statement of the problem which indicated their unawareness of the appropriate rhetorical structure of the introduction section.

  12. Music training and mathematics achievement.

    Science.gov (United States)

    Cheek, J M; Smith, L R

    1999-01-01

    Iowa Tests of Basic Skills (ITBS) mathematics scores of eighth graders who had received music instruction were compared according to whether the students were given private lessons. Comparisons also were made between students whose lessons were on the keyboard versus other music lessons. Analyses indicated that students who had private lessons for two or more years performed significantly better on the composite mathematics portion of the ITBS than did students who did not have private lessons. In addition, students who received lessons on the keyboard had significantly higher ITBS mathematics scores than did students whose lessons did not involve the keyboard. These results are discussed in relation to previous research on music training and mathematics achievement.

  13. Training compliance control yields improved drawing in 5-11year old children with motor difficulties.

    Science.gov (United States)

    Snapp-Childs, Winona; Shire, Katy; Hill, Liam; Mon-Williams, Mark; Bingham, Geoffrey P

    2016-08-01

    There are a large number of children with motor difficulties including those that have difficulty producing movements qualitatively well enough to improve in perceptuo-motor learning without intervention. We have developed a training method that supports active movement generation to allow improvement in a 3D tracing task requiring good compliance control. Previously, we tested a limited age range of children and found that training improved performance on the 3D tracing task and that the training transferred to a 2D drawing test. In the present study, school children (5-11years old) with motor difficulties were trained in the 3D tracing task and transfer to a 2D drawing task was tested. We used a cross-over design where half of the children received training on the 3D tracing task during the first training period and the other half of the children received training during the second training period. Given previous results, we predicted that younger children would initially show reduced performance relative to the older children, and that performance at all ages would improve with training. We also predicted that training would transfer to the 2D drawing task. However, the pre-training performance of both younger and older children was equally poor. Nevertheless, post-training performance on the 3D task was dramatically improved for both age groups and the training transferred to the 2D drawing task. Overall, this work contributes to a growing body of literature that demonstrates relatively preserved motor learning in children with motor difficulties and further demonstrates the importance of games in therapeutic interventions. Copyright © 2016 Elsevier B.V. All rights reserved.

  14. An evaluation of China's new rural cooperative medical system: achievements and inadequacies from policy goals.

    Science.gov (United States)

    Li, Chengyue; Hou, Yilin; Sun, Mei; Lu, Jun; Wang, Ying; Li, Xiaohong; Chang, Fengshui; Hao, Mo

    2015-10-23

    Although much public scrutiny and academic attention has focused on the evaluations of system implementation since the beginning of New Rural Cooperative Medical System (NRCMS) in China, few studies have systematically evaluated the achievements of the stated policy goals. The purpose of this study is to examine to what extent the policy goals of NRCMS have been achieved. Using multistage sampling processes, two rounds of cross-sectional household surveys including 9787 and 7921 rural households were conducted in Eastern China in year 2000 and year 2008, respectively. A pre- and post-implementation comparison was used to evaluate the achievement of policy goals in three measures: impoverishment from major health hazards, household financial risk from medical expenses, and rural income inequity. Intention surveys were also applied to find out potential obstacles in the implementation of NRCMS. The rate of re-impoverishment from health hazard was reduced from 2.69 % ex ante to 2.12 % ex post, a decrease of 21.13 %. The severity of impoverishment fell from a previous 4.66 % to 3.02 %, a decline of 35.18 %. Economic risk of medical treatment population relative to the whole population fell from 2.62 ex ante to 2.03 ex post, a 22.52 % reduction. As indication of effect on improving income equity, the Gini coefficient fell from 0.4629 to 0.4541. The effects of NRCMS were significantly better than those of RCMS. Despite the preliminary achievements, our intention survey of key respondents identified that technical difficulties in actuarial funding and more sustainable reimbursement schedules has become the most challenging barriers in achieving the goals of NRCMS, while raising the insurance premium on NRCMS was no longer as big a barrier. With NRCMS, China has established a medical security system to reduce the financial burden of healthcare on rural residents. NRCMS has achieved some positive though limited effects; but technical difficulties in the implementation of

  15. Difficulty buying food, BMI, and eating habits in young children.

    Science.gov (United States)

    Fuller, Anne; Maguire, Jonathon L; Carsley, Sarah; Chen, Yang; Lebovic, Gerald; Omand, Jessica; Parkin, Patricia; Birken, Catherine S

    2018-01-22

    To determine whether parent report of difficulty buying food was associated with child body mass index (BMI) z-score or with eating habits in young children. This was a cross-sectional study in primary care offices in Toronto, Ontario. Subjects were children aged 1-5 years and their caregivers, recruited through the TARGet Kids! Research Network from July 2008 to August 2011. Regression models were developed to test the association between parent report of difficulty buying food because of cost and the following outcomes: child BMI z-score, parent's report of child's intake of fruit and vegetables, fruit juice and sweetened beverages, and fast food. Confounders included child's age, sex, birth weight, maternal BMI, education, ethnicity, immigration status, and neighbourhood income. The study sample consisted of 3333 children. Data on difficulty buying food were available for 3099 children, and 431 of these (13.9%) were from households reporting difficulty buying food. There was no association with child BMI z-score (p = 0.86). Children from households reporting difficulty buying food (compared with never having difficulty buying food) had increased odds of consuming three or fewer servings of fruits and vegetables per day (odds ratio [OR]: 1.31, 95% confidence interval [CI]: 1.03-1.69), more than one serving of fruit juice/sweetened beverage per day (OR: 1.60, 95% CI: 1.28-2.00), and, among children 1-2 years old, one or more servings of fast food per week (OR: 2.91, 95% CI: 1.67-5.08). Parental report of difficulty buying food is associated with less optimal eating habits in children but not with BMI z-score.

  16. Reading comprehension difficulties in children with rolandic epilepsy.

    Science.gov (United States)

    Currie, Nicola K; Lew, Adina R; Palmer, Tom M; Basu, Helen; De Goede, Christian; Iyer, Anand; Cain, Kate

    2018-03-01

    Difficulties in reading comprehension can arise from either word reading or listening comprehension difficulties, or a combination of the two. We sought to determine whether children with rolandic epilepsy had poor reading comprehension relative to typically developing comparison children, and whether such difficulties were associated with word reading and/or general language comprehension difficulties. In this cross-sectional study, children with rolandic epilepsy (n=25; 16 males, 9 females; mean age 9y 1mo, SD 1y 7mo) and a comparison group (n=39; 25 males, 14 females; mean age 9y 1mo, SD 1y 3mo) completed assessments of reading comprehension, listening comprehension, word/non-word reading, speech articulation, and Non-verbal IQ. Reading comprehension and word reading were worse in children with rolandic epilepsy (F 1,61 =6.89, p=0.011, ηp2=0.10 and F 1,61 =6.84, p=0.011, ηp2=0.10 respectively), with listening comprehension being marginal (F 1,61 =3.81, p=0.055, ηp2=0.06). Word reading and listening comprehension made large and independent contributions to reading comprehension, explaining 70% of the variance. Children with rolandic epilepsy may be at risk of reading comprehension difficulties. Thorough assessment of individual children is required to ascertain whether the difficulties lie with decoding text, or with general comprehension skills, or both. Children with rolandic epilepsy may be at risk of poor reading comprehension. This was related to poor word reading, poor listening comprehension, or both. Reading comprehension interventions should be tailored to the profile of difficulties. © 2017 Mac Keith Press.

  17. Vitamin K antagonist use: evidence of the difficulty of achieving and maintaining target INR range and subsequent consequences

    OpenAIRE

    Schein, Jeff R.; White, C. Michael; Nelson, Winnie W.; Kluger, Jeffrey; Mearns, Elizabeth S.; Coleman, Craig I.

    2016-01-01

    Vitamin K antagonists (VKAs) are effective oral anticoagulants that are titrated to a narrow therapeutic international normalized ratio (INR) range. We reviewed published literature assessing the impact of INR stability - getting into and staying in target INR range - on outcomes including thrombotic events, major bleeding, and treatment costs, as well as key factors that impact INR stability. A time in therapeutic range (TTR) of ?65?% is commonly accepted as the definition of INR stability. ...

  18. Personality Traits, Learning and Academic Achievements

    Science.gov (United States)

    Jensen, Mikael

    2015-01-01

    There has been an increased interest in personality traits (especially the five-factor model) in relation to education and learning over the last decade. Previous studies have shown a relation between personality traits and learning, and between personality traits and academic achievement. The latter is typically described in terms of Grade Point…

  19. Does High School Homework Increase Academic Achievement?

    Science.gov (United States)

    Kalenkoski, Charlene Marie; Pabilonia, Sabrina Wulff

    2017-01-01

    Although previous research has shown that homework improves students' academic achievement, the majority of these studies use data on students' homework time from retrospective questionnaires, which may be less accurate than time-diary data. We use data from the combined Child Development Supplement (CDS) and the Transition to Adulthood Survey…

  20. Learning from Success: High Achieving Deaf Students

    Science.gov (United States)

    Powers, Steve

    2011-01-01

    This article reports the main findings of a study of twenty-seven high achieving deaf students in England which sought the views of the deaf students, their parents, teachers, and other school professionals on reasons for success. It is a replication of a previous American study but in a UK context. The main findings match those of the American…

  1. Do People With Psychosis Have Specific Difficulties Regulating Emotions?

    Science.gov (United States)

    Lincoln, Tania M; Hartmann, Maike; Köther, Ulf; Moritz, Steffen

    2015-01-01

    Difficulties in emotion regulation (ER) are present in psychotic disorders, but their precise nature is not yet fully understood and it is unclear which difficulties are unique to psychosis compared with other disorders. This study investigated whether ER difficulties in psychosis are more prominent for the ability to modify emotions or for the ability to tolerate and accept them. Furthermore, it investigated whether ER difficulties occur for sadness, anxiety, anger and shame likewise. ER skills were assessed in participants with psychotic disorders (n = 37), participants with depression (n = 30) and healthy controls (n = 28) using the Emotion Regulation Skill Questionnaire that asks participants to rate the intensity of different emotions over the past week and the skills employed to handle each of them. Compared with healthy controls, participants with psychosis showed reduced skills related to awareness, understanding and acceptance of potentially distressing emotions, but not in the ability to modify them. These differences remained significant after controlling for depression. Participants with psychosis showed reduced ER skills in regard to all of the assessed emotions compared with the healthy controls, despite the fact that they only reported sadness as being significantly more intense. The participants with depression showed a similar pattern of ER skills to the psychosis sample, although with a tendency towards even more pronounced difficulties. It is concluded that psychosis is characterized by difficulties in using specific ER skills related to awareness, understanding and acceptance to regulate anger, shame, anxiety and sadness. These difficulties are not unique to psychosis but nevertheless present a promising treatment target. The participants with psychosis found it more difficult to be aware of their emotions, to understand them and to accept them than the healthy control group. However, they reported equal skills when it came to

  2. Difficulties in academic writing and cognitive functions: review of studies

    Directory of Open Access Journals (Sweden)

    William Rodrigo Avendaño Castro

    2017-03-01

    Full Text Available The objective of this article is to analyze some of the difficulties of academic writing at postgraduate level, reported in certain studies within the framework of the cognitive functions concept developed by Reuven Feuerstein and other works, which allow to evidence the possible relationship between these two phenomena. To do this, we explored the conceptual framework of cognitive functions and mental operations, based on the theory of Feuerstein, et al. (1994; later, it was performed a synthesis of the difficulties described by Carlino (2007, Slafer (2009 and Hernández (2009; finally, it was established evidence of the relationship between cognitive functions and difficulties in academic writing. The results show that the different difficulties evidenced in the writing processes at postgraduate level have their source in the cognitive deficits presented in each phase of the mental act (entry, elaboration and output. It is concluded that the difficulties in academic writing recorded in the studies have a close link with cognitive functions of the elaboration and output stages of thought, even though they are only associated with the input phase.

  3. Undergraduate Students’ Difficulties in Reading and Constructing Phylogenetic Tree

    Science.gov (United States)

    Sa'adah, S.; Tapilouw, F. S.; Hidayat, T.

    2017-02-01

    Representation is a very important communication tool to communicate scientific concepts. Biologists produce phylogenetic representation to express their understanding of evolutionary relationships. The phylogenetic tree is visual representation depict a hypothesis about the evolutionary relationship and widely used in the biological sciences. Phylogenetic tree currently growing for many disciplines in biology. Consequently, learning about phylogenetic tree become an important part of biological education and an interesting area for biology education research. However, research showed many students often struggle with interpreting the information that phylogenetic trees depict. The purpose of this study was to investigate undergraduate students’ difficulties in reading and constructing a phylogenetic tree. The method of this study is a descriptive method. In this study, we used questionnaires, interviews, multiple choice and open-ended questions, reflective journals and observations. The findings showed students experiencing difficulties, especially in constructing a phylogenetic tree. The students’ responds indicated that main reasons for difficulties in constructing a phylogenetic tree are difficult to placing taxa in a phylogenetic tree based on the data provided so that the phylogenetic tree constructed does not describe the actual evolutionary relationship (incorrect relatedness). Students also have difficulties in determining the sister group, character synapomorphy, autapomorphy from data provided (character table) and comparing among phylogenetic tree. According to them building the phylogenetic tree is more difficult than reading the phylogenetic tree. Finding this studies provide information to undergraduate instructor and students to overcome learning difficulties of reading and constructing phylogenetic tree.

  4. 22 CFR 40.91 - Certain aliens previously removed.

    Science.gov (United States)

    2010-04-01

    ... 22 Foreign Relations 1 2010-04-01 2010-04-01 false Certain aliens previously removed. 40.91... IMMIGRANTS UNDER THE IMMIGRATION AND NATIONALITY ACT, AS AMENDED Aliens Previously Removed § 40.91 Certain aliens previously removed. (a) 5-year bar. An alien who has been found inadmissible, whether as a result...

  5. Achievement in Physics

    Science.gov (United States)

    1999-03-01

    Naomi Moran, a student at the Arnewood School, New Milton, Hampshire was the first recipient of the `Achievement in Physics' prize awarded by the South Central Branch of The Institute of Physics. Naomi received an award certificate and cheque for £100 from Dr Ruth Fenn, Chairman of the Branch, at the annual Christmas lecture held at the University of Surrey in December. She is pictured with Dr Fenn and Steve Beith, physics teacher at the Arnewood School.  Photo Figure 1. Naomi Moran receiving her award (photograph courtesy of Peter Milford). The award is intended to celebrate personal achievement in physics at any level at age 16-17 and is not restricted to those who gain the highest academic results. Schools across the county were invited to nominate suitable candidates; Naomi's nomination by the school's deputy head of science impressed the judges because of her ability to grasp the most difficult parts of the subject quickly, in addition to the fact that she took her AS-level science in year 11 when she was only 16. She is currently studying A-level physics, chemistry and mathematics and hopes to continue her studies at university later this year.

  6. To what extent can people with communication difficulties contribute to health research?

    Science.gov (United States)

    Palmer, Rebecca; Paterson, Gail

    2013-01-01

    To present an approach to involving people with communication disorders in research. Patient and public involvement (PPI) is promoted at all stages of research, with everyone having a right to be involved. However, the high level of communication skills often required precludes the involvement of people with communication disorders. As people from several healthcare groups have communication difficulties, it is important to establish approaches that can help to involve them. A study involving people with communication difficulties using computerised aphasia treatment. The paper describes techniques used to help an advisory group comprising people with aphasia and their carers to collaborate. Reflections on participating in a research group were elicited through videoed interviews. A thematic analysis of the video transcripts identified issues important to the group's members. The approach to patient and public involvement in research enabled collaboration with people with aphasia at all stages of research, including contributing to recruitment, refinement of protocols, new research methods and dissemination of project outcomes. Allowing time for careful preparation of group meetings, facilitation techniques and activities is crucial to achieve this level of involvement. The group experienced increased confidence in communicating, stimulation and feelings of empowerment and being able to influence the future treatment of people with aphasia. People with communication difficulties need not be excluded from PPI activities designed to inform clinical practice or health research. Inclusion of this group can be made possible by using creative methods of exchanging ideas, reducing reliance on rapid, complex spoken interaction.

  7. What teacher factors influence their attributions for children's difficulties in learning?

    Science.gov (United States)

    Brady, Katy; Woolfson, Lisa

    2008-12-01

    Identifying the factors that influence teacher beliefs about teaching children with learning difficulties is important for the success of inclusive education. This study explores the relationship between teachers' role, self-efficacy, attitudes towards disabled people, teaching experience and training, on teachers' attributions for children's difficulties in learning. One hundred and eighteen primary school teachers (44 general mainstream, 33 mainstream learning support, and 41 special education teachers) completed the short form of the Teachers' Sense of Efficacy Scale, the Interaction with Disabled Persons Scale (IDP), and a revised version of the Teacher Attribution Scale. Regression analysis found that teachers' role influenced stability and controllability attributions. However, for stability attributions the effect was not sustained when examined in the context of the other factors of teaching efficacy, experience, training, and attitudes towards disability. What emerged as important instead was strong feelings of sympathy towards disabled people which predicted stable attributions about learning difficulties. Experience of teaching children with additional support needs and teaching efficacy positively predicted external locus of causality attributions. Surprisingly, training was not found to have an impact on attributions. A mixed MANOVA found that mainstream teachers' controllability attributions were influenced by whether or not the child had identified learning support needs. Teacher efficacy, experience of teaching students with support needs, attitudes towards disabled people, and teachers' role all impact on teacher attributions, but no relationship with training was found. Implications for teacher training and development, and for student achievement and student self-perception are discussed.

  8. Brain injury and severe eating difficulties at admission

    DEFF Research Database (Denmark)

    Kjærsgaard, Annette; Kaae Kristensen, Hanne

    and drinking, meals and social life. Three predominating experiences were: fed by tube, ‘relearning’ to eat, and eating meals together. Conclusions: The preliminary results regarding the four participants suggest that the meaning of food and being able to eat and take part in meals may be nearly the same......Objective: The objective of this pilot study was to explore and interpret the way that individuals with acquired brain injury, admitted to inpatient neurorehabilitation with severe eating difficulties, experienced eating nine to fifteen months after discharge. Methods: Four individuals...... with acquired brain injury were interviewed via qualitative semi-structured interviews. An explorative study was conducted to study eating difficulties. Qualitative content analysis was used. Results: Four main themes emerged from the analysis: personal values related to eating, swallowing difficulties, eating...

  9. [Efficacy of decoding training for children with difficulty reading hiragana].

    Science.gov (United States)

    Uchiyama, Hitoshi; Tanaka, Daisuke; Seki, Ayumi; Wakamiya, Eiji; Hirasawa, Noriko; Iketani, Naotake; Kato, Ken; Koeda, Tatsuya

    2013-05-01

    The present study aimed to clarify the efficacy of decoding training focusing on the correspondence between written symbols and their readings for children with difficulty reading hiragana (Japanese syllabary). Thirty-five children with difficulty reading hiragana were selected from among 367 first-grade elementary school students using a reading aloud test and were then divided into intervention (n=15) and control (n=20) groups. The intervention comprised 5 minutes of decoding training each day for a period of 3 weeks using an original program on a personal computer. Reading time and number of reading errors in the reading aloud test were compared between the groups. The intervention group showed a significant shortening of reading time (F(1,33)=5.40, preading errors was observed (t= 2.863, preading time. Decoding training was found to be effective for improving both reading time and reading errors in children with difficulty reading hiragana.

  10. Understanding Reading and Reading Difficulties Through Naming Speed Tasks

    Directory of Open Access Journals (Sweden)

    Noor Z. Al Dahhan

    2016-11-01

    Full Text Available Although reading is an important and generative skill, it remains controversial how reading skills and reading difficulties develop. Currently, the fields of neuroscience, cognition, and education each have complex models to describe reading and elucidate where in the reading process deficits occur. We suggest that integrating the neural, cognitive, and educational accounts of reading offers the promise of transformative change in understanding reading development and reading difficulties. As a starting point for bridging the gaps among these fields, we used naming speed tasks as the basis for this review because they provide a “microcosm” of the processes involved during reading. We use naming speed tasks to investigate how incorporating cognitive psychology with neuroimaging techniques, under the guidance of educational theories, can further the understanding of learning and instruction, and may lead to the identification of the neural signatures of reading difficulties that might be hidden from view earlier in development.

  11. DIFFICULTIES IN TEACHING AND LEARNING GRAMMAR IN AN EFL CONTEXT

    Directory of Open Access Journals (Sweden)

    Abdu Mohammed Al-Mekhlafi

    2011-07-01

    Full Text Available The role of grammar instruction in an ESL/EFL context has been for decades a major issue for students and teachers alike. Researchers have debated whether grammar should be taught in the classroom and students, for their part, have generally looked upon grammar instruction as a necessary evil at best, and an avoidable burden at worst. The paper reports a study undertaken to investigate the difficulties teachers face in teaching grammar to EFL students as well as those faced by students in learning it, in the teachers' perception. The study aimed to find out whether there are significant differences in teachers' perceptions of difficulties in relation to their gender, qualification, teaching experience, and the level they teach in school, thus providing insights into their own and their students' difficulties. Mean scores and t-test were used to interpret the data. The main findings are reported with implications.

  12. Determining root correspondence between previously and newly detected objects

    Science.gov (United States)

    Paglieroni, David W.; Beer, N Reginald

    2014-06-17

    A system that applies attribute and topology based change detection to networks of objects that were detected on previous scans of a structure, roadway, or area of interest. The attributes capture properties or characteristics of the previously detected objects, such as location, time of detection, size, elongation, orientation, etc. The topology of the network of previously detected objects is maintained in a constellation database that stores attributes of previously detected objects and implicitly captures the geometrical structure of the network. A change detection system detects change by comparing the attributes and topology of new objects detected on the latest scan to the constellation database of previously detected objects.

  13. Psychosocial difficulties from the perspective of persons with neuropsychiatric disorders.

    Science.gov (United States)

    Coenen, Michaela; Cabello, Maria; Umlauf, Silvia; Ayuso-Mateos, José Luis; Anczewska, Marta; Tourunen, Jouni; Leonardi, Matilde; Cieza, Alarcos

    2016-01-01

    The objective of this study is to determine whether persons with neuropsychiatric disorders experience a common set of psychosocial difficulties using qualitative data from focus groups and individual interviews. The study was performed in five European countries (Finland, Italy, Germany, Poland and Spain) using the focus groups and individual interviews with persons with nine neuropsychiatric disorders (dementia, depression, epilepsy, migraine, multiple sclerosis, Parkinson's disease, schizophrenia, stroke and substance dependence). Digitally recorded sessions were analysed using a step-by-step qualitative and quantitative methodology resulting in the compilation of a common set of psychosocial difficulties using the International Classification of Functioning, Disability and Health (ICF) as a framework. Sixty-seven persons participated in the study. Most persons with neuropsychiatric disorders experience difficulties in emotional functions, sleeping, carrying out daily routine, working and interpersonal relationships in common. Sixteen out of 33 psychosocial difficulties made up the common set. This set includes mental functions, pain and issues addressing activities and participation and provides first evidence for the hypothesis of horizontal epidemiology of psychosocial difficulties in neuropsychiatric disorders. This study provides information about psychosocial difficulties that should be covered in the treatment and rehabilitation of persons with neuropsychiatric disorders regardless of clinical diagnoses. Emotional problems, work and sleep problems should be addressed in all the treatments of neuropsychiatric disorders regardless of their specific diagnosis, etiology and severity. Personality issues should be targeted in the treatment for neurological disorders, whereas communication skill training may also be useful for mental disorders. The effects of medication and social environment on patient's daily life should be considered in all the

  14. Cognitive performance under motor demands - On the influence of task difficulty and postural control.

    Science.gov (United States)

    Liebherr, Magnus; Weiland-Breckle, Hanna; Grewe, Tanja; Schumacher, Petra B

    2018-04-01

    We often walk around when we have to think about something, but suddenly stop when we are confronted with a demanding cognitive task, such as calculating 1540*24. While previous neurophysiological research investigated cognitive and motor performance separately, findings that combine both are rare. To get a deeper understanding of the influence of motor demands as well as the difficulty of a simultaneously performed cognitive task, we investigated 20 healthy individuals. Participants performed two cognitive tasks with different levels of difficulty while sitting or standing on one leg. In addition to behavioral data, we recorded the electroencephalogram from 26Ag/AgCI scalp electrodes. The critical time-windows, predefined by visual inspection, yielded an early (200-300 ms, P2) and a subsequent positivity (350-500 ms, P3). Statistical analysis of the early time window registered a motor × cognition interaction. Resolution of this interaction revealed an effect of the cognitive task in the one-legged stance motor condition, with a more pronounced positivity for the difficult task. No significant differences between cognitive tasks emerged for the simple motor condition. The time-window between 350 and 500 ms registered main effects of the motor task and a trend for the cognitive task. While the influence of cognitive task difficulty (in the P3) is in accordance with previous studies, the motor task effect is specific to one-legged stance (cf. no effects for running in previous research). The motor-cognition interaction found in the P2 indicates that the more difficult motor task (one-legged stance) facilitates cognitive task performance. Copyright © 2018 Elsevier B.V. All rights reserved.

  15. Difficulties faced by university students with self-reported symptoms of attention-deficit hyperactivity disorder: a qualitative study.

    Science.gov (United States)

    Kwon, Soo Jin; Kim, Yoonjung; Kwak, Yeunhee

    2018-01-01

    Attention-deficit hyperactivity disorder (ADHD) persists into adolescence and adulthood; however, few studies have analyzed the experiences of university students with ADHD. This study explored the difficulties experienced by university students with ADHD symptoms. Between December 2015 and February 2016, face-to-face interviews were conducted with 12 university students with self-reported ADHD symptoms. Data were analyzed using thematic analysis. Difficulties in university life were classified into four main themes (lack of daily routine, unsatisfactory academic performance and achievement, reduced interpersonal skills, and continuing worries) and analyzed. University students with ADHD symptoms had difficulties coping with repeated cycles of negative thoughts and worries, irregular lifestyles due to poor time management, dissatisfaction with academic performance and interpersonal relationships, self-dissatisfaction, and decreased self-esteem. To improve their university experience, students with ADHD should receive education about ways to stop worrying, to express emotions healthily, and to manage time efficiently.

  16. The effect of varying task difficulty on subjective workload

    Science.gov (United States)

    Yeh, Y.-Y.; Wickens, C. D.; Hart, S. G.

    1985-01-01

    The effect of different difficulty distribution patterns on subjective workload, and the presence of a primacy/recency effect in subjective ratings are examined. Eight subjects performed the perceptual central processing required for response selection and manual target acquisition for response execution. The reaction time, movement time, and the percent of correct pattern matching and arithmetic equations are analyzed. The data reveal that subjective rating is unaffected by different task difficulty and no primacy/recency effects are observed in subjective ratings. It is concluded that subjective workload reflects the experience of an ongoing integration process.

  17. DEVELOPING NUMERICAL ABILITY IN CHILDREN WITH MATHEMATICAL DIFFICULTIES USING ORIGAMI (.).

    Science.gov (United States)

    Krisztián, Ágota; Bernáth, László; Gombos, Hajnalka; Vereczkei, Lajos

    2015-08-01

    Certain aspects of numerical processing show a connection with spatial abilities. Spatial abilities may be enhanced through the practice of origami. It is possible that the development of spatial abilities will support the development of numerical processing. The goal was to investigate whether spatial and numerical skills can be developed using origami and the folding of three-dimensional shapes. During the course of the 10-wk. training program, consisting of weekly 60-min. sessions, the performance of children with mathematical difficulties showed considerable improvement in spatial and numerical tasks as compared to the control group of children with mathematical difficulties.

  18. RANDOMIZED CONTROLLED CLINICAL TRIALS IN ORTHOPEDICS: DIFFICULTIES AND LIMITATIONS

    Science.gov (United States)

    Malavolta, Eduardo Angeli; Demange, Marco Kawamura; Gobbi, Riccardo Gomes; Imamura, Marta; Fregni, Felipe

    2015-01-01

    Randomized controlled clinical trials (RCTs) are considered to be the gold standard for evidence-based medicine nowadays, and are important for directing medical practice through consistent scientific observations. Steps such as patient selection, randomization and blinding are fundamental for conducting a RCT, but some additional difficulties are presented in trials that involve surgical procedures, as is common in orthopedics. The aim of this article was to highlight and discuss some difficulties and possible limitations on RCTs within the field of surgery. PMID:27027037

  19. NATIC achievement report

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1999-03-01

    This paper reports the achievements of the MAnufacturing Technology supported by advanced and integrated Information system through international Cooperation (MATIC) ended in March 1999. The MATIC project is intended to develop international information systems to support manufacturing process from design to production through an international network in order to upgrade the manufacturing and supporting industries in Asian countries. The project has been completed by support provided by a large number of Japanese corporations and research institutes, and the counterparts in China, Indonesia, Malaysia, Singapore and Thailand. The developed prototype systems cover the three areas of automobile, electronics, textile and apparel industries. Demonstration tests have verified the functions thereof. In the automobile industry field, development was made on a system to link Japanese research and development corporations with Indonesian parts making corporations, and a system to exchange technological data between Indonesia and Thailand. In the electronics industry field, development was performed on an electronic catalog system to link Indonesia, Malaysia, Singapore and Thailand. (NEDO)

  20. Achieving Kaiser Permanente quality.

    Science.gov (United States)

    McHugh, Matthew D; Aiken, Linda H; Eckenhoff, Myra E; Burns, Lawton R

    2016-01-01

    The Kaiser Permanente model of integrated health delivery is highly regarded for high-quality and efficient health care. Efforts to reproduce Kaiser's success have mostly failed. One factor that has received little attention and that could explain Kaiser's advantage is its commitment to and investment in nursing as a key component of organizational culture and patient-centered care. The aim of this study was to investigate the role of Kaiser's nursing organization in promoting quality of care. This was a cross-sectional analysis of linked secondary data from multiple sources, including a detailed survey of nurses, for 564 adult, general acute care hospitals from California, Florida, Pennsylvania, and New Jersey in 2006-2007. We used logistic regression models to examine whether patient (mortality and failure-to-rescue) and nurse (burnout, job satisfaction, and intent-to-leave) outcomes in Kaiser hospitals were better than in non-Kaiser hospitals. We then assessed whether differences in nursing explained outcomes differences between Kaiser and other hospitals. Finally, we examined whether Kaiser hospitals compared favorably with hospitals known for having excellent nurse work environments-Magnet hospitals. Patient and nurse outcomes in Kaiser hospitals were significantly better compared with non-Magnet hospitals. Kaiser hospitals had significantly better nurse work environments, staffing levels, and more nurses with bachelor's degrees. Differences in nursing explained a significant proportion of the Kaiser outcomes advantage. Kaiser hospital outcomes were comparable with Magnet hospitals, where better outcomes have been largely explained by differences in nursing. An important element in Kaiser's success is its investment in professional nursing, which may not be evident to systems seeking to achieve Kaiser's advantage. Our results suggest that a possible strategy for achieving outcomes like Kaiser may be for hospitals to consider Magnet designation, a proven and

  1. Achieving closure at Fernald

    Energy Technology Data Exchange (ETDEWEB)

    Bradburne, John; Patton, Tisha C.

    2001-02-25

    When Fluor Fernald took over the management of the Fernald Environmental Management Project in 1992, the estimated closure date of the site was more than 25 years into the future. Fluor Fernald, in conjunction with DOE-Fernald, introduced the Accelerated Cleanup Plan, which was designed to substantially shorten that schedule and save taxpayers more than $3 billion. The management of Fluor Fernald believes there are three fundamental concerns that must be addressed by any contractor hoping to achieve closure of a site within the DOE complex. They are relationship management, resource management and contract management. Relationship management refers to the interaction between the site and local residents, regulators, union leadership, the workforce at large, the media, and any other interested stakeholder groups. Resource management is of course related to the effective administration of the site knowledge base and the skills of the workforce, the attraction and retention of qualified a nd competent technical personnel, and the best recognition and use of appropriate new technologies. Perhaps most importantly, resource management must also include a plan for survival in a flat-funding environment. Lastly, creative and disciplined contract management will be essential to effecting the closure of any DOE site. Fluor Fernald, together with DOE-Fernald, is breaking new ground in the closure arena, and ''business as usual'' has become a thing of the past. How Fluor Fernald has managed its work at the site over the last eight years, and how it will manage the new site closure contract in the future, will be an integral part of achieving successful closure at Fernald.

  2. Syndrome of arachnodactyly, disturbance of cranial ossification, protruding eyes, feeding difficulties, and mental retardation.

    Science.gov (United States)

    Kosztolányi, G; Weisenbach, J; Méhes, K

    1995-09-11

    We have evaluated an infant with a striking combination of craniofacial anomalies, arachnodactyly, and severe developmental failure. She died at the age of 5 months during a recurrent apneic episode. She also had protruding eyes, downward slant of palpebral fissures, short upturned nose, midface hypoplasia, micrognathia, extreme under-development of the epiglottis, and severe feeding difficulties. The patient closely resembled four other previously reported patients. It is suggested that these five patients represent the same malformation syndrome, a well-recognizable separate entity. Our patient also had a pericentric inversion of chromosome 10; a possible association of this with the phenotype cannot be excluded.

  3. BIOETHICAL SENSIBILITY OF THE LAW ON PROTECTION OF PERSONS WITH MENTAL DIFFICULTIES

    Directory of Open Access Journals (Sweden)

    Velinka Grozdanić

    2017-01-01

    Full Text Available A more and more obvious gap between the human spiritual development, which mostly stagnates, and often even regresses, and the technological development of society, which intensively and unstoppably grows, has been the initiation of numerous bioethical discussions that cover a wide range of topics, i.e. from a concern for a man and his health to a concern for nature and preservation of life in general. No matter the fact that numerous ethical discussions, which highlighted the last decade, have resulted with commonly accepted principles, several ethical issues were left without clear and unambiguous solutions. Within this context, the legal regulations expected to protect persons from unacceptable and harmful actions, but at the same time not to present an obstacle to scientific and technological development of society, have gained a special meaning. This is a significant challenge due to the fact that through statutory provisions we need to reach a balance between the freedom of scientific research and protection of a man. Although ethical dilemmas follow almost every field of human actions, bioethical contents are especially associated with the unimaginable technological achievements in medicine. Thereby, persons with mental difficulties, as one of the most vulnerable groups of patients, demand a highlighted bioethical sensibility within the meaning of humanity, understanding and enhanced awareness when ethically questionable medical procedures are applied on them, and especially when these patients are included in, sometimes even hazardous, biomedical researches. A basic protective mechanism for this category of persons in the Republic of Croatia is the Law on Protection of Persons with Mental Difficulties. The Law establishes a clear legal framework to proceed with actions designated for persons with mental difficulties, and certain legal provisions embodied within the Law could be considered a quite concrete answer to numerous ethical

  4. Sleep Disturbances, Psychosocial Difficulties and Health Risk Behaviour in 16,781 Dutch Adolescents.

    Science.gov (United States)

    Verkooijen, Sanne; de Vos, Nelleke; Bakker-Camu, Betty J W; Branje, Susan J T; Kahn, René S; Ophoff, Roel A; Plevier, Carolien M; Boks, Marco P M

    2018-03-09

    To investigate the prevalence of adolescent sleep disturbances and their relation with psychosocial difficulties and health risk behaviours we analysed data of a province-wide health survey (n=16,781). Psychosocial difficulties were measured with the Strength and Difficulties Questionnaire. Additional assessments included self-reported sleep disturbances, suicidality and health risk behaviours including current use of tobacco, alcohol and drugs, physical inactivity and compulsive use of multimedia. We used multi-level analyses to investigate the relations including differences between boys and girls, as well as the mediating role of emotional problems. Just under 20 % of adolescents reported sleep disturbances in the previous month. These sleep disturbances were associated with psychosocial problems (OR: 6.42, prisk behaviours (OR: 1.62-2.66, ppsychosocial problems and a wide range of health risk behaviours. Although the direction of causality cannot be inferred, the current study emphasizes the need for awareness of impaired sleep in adolescents. Moreover, the gender differences in associated suicide attempts and cannabis use call for further research into tailored intervention strategies. Copyright © 2018. Published by Elsevier Inc.

  5. Dimensionality and Construct Validity of the Romanian Self-Report Strengths and Difficulties Questionnaire (SDQ

    Directory of Open Access Journals (Sweden)

    Sharratt, K.

    2015-01-01

    Full Text Available The Strengths and Difficulties Questionnaire (SDQ is one of the most widely utilised measures of behavioural and emotional difficulties among children and young people. Previous research has raised concerns about the psychometric properties of the measure, particularly the internal consistency of the CP and PP subscales. Confirmatory factor analysis (CFA has generally supported a five-factor solution that is consistent with Goodman’s (1997 original conceptualisation of the SDQ, but alternative factor structures have been validated including models with internalising and externalising factors, and a total difficulties factor. This was the first study to examine the dimensionality, construct validity and internal consistency of the Romanian self-report version of the SDQ. Based on data collected from 1,086 school children aged 9-17 years old, six alternative factor models were specified and tested using conventional CFA techniques and a confirmatory bifactor modelling approach. The five-factor model provided a better fit for the data than alternative factor structures, but was still unacceptable according to a range of overall model fit indices and individual item loadings. Model fit statistics for the five-factor solution were also notably poorer among boys than girls. Internal consistency was low for the CP, H and PP subscales among the total sample and girls only; and for the EP, CP, H and PP subscales among boys only. Results are discussed in terms of the appropriate interpretation of the Romanian SDQ.

  6. Number line estimation strategies in children with mathematical learning difficulties measured by eye tracking.

    Science.gov (United States)

    van't Noordende, Jaccoline E; van Hoogmoed, Anne H; Schot, Willemijn D; Kroesbergen, Evelyn H

    2016-05-01

    Number line estimation is one of the skills related to mathematical performance. Previous research has shown that eye tracking can be used to identify differences in the estimation strategies children with dyscalculia and children with typical mathematical development use on number line estimation tasks. The current study extends these findings to a larger group of children with mathematical learning disabilities (MLD). A group of 9-11-year-old children with MLD (N = 14) was compared to a control group of children without math difficulties (N = 14). Number line estimation was measured using a 0-100 and a 0-1000 number-to-position task. A Tobii T60 eye tracker was used to measure the children's eye movements during task performance. The behavioral data showed that the children with MLD had higher error scores on both number lines than the children in the control group. The eye tracking data showed that the groups also differed in their estimation strategies. The children with MLD showed less adaptation of their estimation strategies to the number to be estimated. This study shows that children with MLD attend to different features of the number line than children without math difficulties. Children with math difficulties are less capable of adapting their estimation strategies to the numbers to be estimated and of effectively using reference points on the number line.

  7. Difficulty in learning similar-sounding words: A developmental stage or a general property of learning?

    Science.gov (United States)

    Pajak, Bozena; Creel, Sarah C; Levy, Roger

    2016-09-01

    How are languages learned, and to what extent are learning mechanisms similar in infant native-language (L1) and adult second-language (L2) acquisition? In terms of vocabulary acquisition, we know from the infant literature that the ability to discriminate similar-sounding words at a particular age does not guarantee successful word-meaning mapping at that age (Stager & Werker, 1997). However, it is unclear whether this difficulty arises from developmental limitations of young infants (e.g., poorer working memory) or whether it is an intrinsic part of the initial word learning, L1 and L2 alike. In this study, we show that adults of particular L1 backgrounds-just like young infants-have difficulty learning similar-sounding L2 words that they can nevertheless discriminate perceptually. This suggests that the early stages of word learning, whether L1 or L2, intrinsically involve difficulty in mapping similar-sounding words onto referents. We argue that this is due to an interaction between 2 main factors: (a) memory limitations that pose particular challenges for highly similar-sounding words, and (b) uncertainty regarding the language's phonetic categories, because the categories are being learned concurrently with words. Overall, our results show that vocabulary acquisition in infancy and adulthood shares more similarities than previously thought, thus supporting the existence of common learning mechanisms that operate throughout the life span. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  8. Optimization of perceptual learning: effects of task difficulty and external noise in older adults.

    Science.gov (United States)

    DeLoss, Denton J; Watanabe, Takeo; Andersen, George J

    2014-06-01

    Previous research has shown a wide array of age-related declines in vision. The current study examined the effects of perceptual learning (PL), external noise, and task difficulty in fine orientation discrimination with older individuals (mean age 71.73, range 65-91). Thirty-two older subjects participated in seven 1.5-h sessions conducted on separate days over a three-week period. A two-alternative forced choice procedure was used in discriminating the orientation of Gabor patches. Four training groups were examined in which the standard orientations for training were either easy or difficult and included either external noise (additive Gaussian noise) or no external noise. In addition, the transfer to an untrained orientation and noise levels were examined. An analysis of the four groups prior to training indicated no significant differences between the groups. An analysis of the change in performance post-training indicated that the degree of learning was related to task difficulty and the presence of external noise during training. In addition, measurements of pupil diameter indicated that changes in orientation discrimination were not associated with changes in retinal illuminance. These results suggest that task difficulty and training in noise are factors important for optimizing the effects of training among older individuals. Copyright © 2013 Elsevier B.V. All rights reserved.

  9. Performance of Children With Developmental Dyslexia on Two Skill Learning Tasks-Serial Reaction Time and Tower of Hanoi Puzzle: A Test of the Specific Procedural Learning Difficulties Theory.

    Science.gov (United States)

    Vakil, Eli; Lowe, Michal; Goldfus, Carol

    2015-01-01

    Among the various theories proposed to explain developmental dyslexia (DD), the theory of specific procedural learning difficulties has gained certain support and is the framework for the current research. This theory claims that an inability to achieve skill automaticity explains the difficulties experienced by individuals with DD. Previous research on automaticity and DD has exhibited methodological issues such as a failure to test a range of skills. The current study broadens previous findings by delineating various reading skills correlated with several aspects of skill acquisition. Furthermore, the study utilizes two nonverbal tasks that reflect distinct types of skills: Serial Reaction Time (SRT) and the Tower of Hanoi Puzzle (TOHP). A total of 53 children aged 11 to 13 participated in the study, of whom 23 were children with DD and 30 were controls. Participants completed a test battery that consisted of reading tests, the SRT, and the TOHP. Results show no differences in learning rate between individuals with or without DD, although individuals with DD performed both tasks at a slower rate. Correlations were identified between a number of reading measures and measures of skill acquisition, expressed primarily in individuals with DD. Implications are examined in the discussion. © Hammill Institute on Disabilities 2013.

  10. Determining Difficulty of Questions in Intelligent Tutoring Systems

    Science.gov (United States)

    Gunel, Korhan; Asliyan, Rifat

    2009-01-01

    The object of this study is to model the level of a question difficulty by a differential equation at a pre-specified domain knowledge, to be used in an educational support system. For this purpose, we have developed an intelligent tutoring system for mathematics education. Intelligent Tutoring Systems are computer systems designed for improvement…

  11. Could Specific Braille Reading Difficulties Result from Developmental Dyslexia?

    Science.gov (United States)

    Veispak, Anneli; Ghesquiere, Pol

    2010-01-01

    A proportion of children with visual impairments have specific reading difficulties that cannot be easily explained. This article reviews the data on problems with braille reading and interprets them from the framework of the temporal-processing deficit theory of developmental dyslexia.

  12. [Genetic discrimination and the difficulties of its regulatory prohibition].

    Science.gov (United States)

    Díaz de Valdés, José Manuel

    2015-01-01

    This article analyses the difficulties faced by the legal prohibition of genetic discrimination. It highlights the rationality and exceptionality of this kind of discrimination, its "private" nature, the doubtful status as suspect classification, its better fit with the neutrality approach than the non-subordination approach, and the need to replace the "perfection-imperfection" duality by the respect for genetic diversity.

  13. Difficulties in assessing outcomes of soil and water conservation ...

    African Journals Online (AJOL)

    Mo

    techniques, mulching, compost manure and contour bunds, are to be more widely applied. The study also revealed difficulties in using specifications for soil and water techniques as an objective way of assessing effectiveness and outcomes of extension, firstly because of lack of clarity of the specifications and, secondly ...

  14. Career Decision-Making Difficulties of Turkish Adolescents

    Science.gov (United States)

    Bacanli, Feride

    2016-01-01

    The purposes of this study are (1) to adapt the Career Decision-Making Difficulties Questionnaire (CDDQ) to Turkish high school students and (2) to examine gender differences, grade differences, and differences between "decided" and "undecided" students. The sample consisted of 2509 adolescent students. The results showed that…

  15. Student Difficulties in Analyzing Thin-Film Interference

    Science.gov (United States)

    Newburgh, Ronald; Goodale, Douglass

    2009-01-01

    A question we posed in a recent final examination has uncovered a fundamental difficulty for students in understanding destructive interference. The problem stated that glass of index n[subscript 3] was coated with a thin film of a substance with index n[subscript 2]. The question then asked the student to calculate (a) the minimum coating…

  16. Rescuing a business in financial difficulties: mordern trends and ...

    African Journals Online (AJOL)

    Rescuing a business in financial difficulties: mordern trends and Tanzania's legal perspective. Benhaji Shabaan. Abstract. No Abstract. African Journal of Finance and Management Vol. 14(1) 2005: 60-78. Full Text: EMAIL FULL TEXT EMAIL FULL TEXT · DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT.

  17. Tracking Change in Children with Severe and Persisting Speech Difficulties

    Science.gov (United States)

    Newbold, Elisabeth Joy; Stackhouse, Joy; Wells, Bill

    2013-01-01

    Standardised tests of whole-word accuracy are popular in the speech pathology and developmental psychology literature as measures of children's speech performance. However, they may not be sensitive enough to measure changes in speech output in children with severe and persisting speech difficulties (SPSD). To identify the best ways of doing this,…

  18. Clock Reading: An Underestimated Topic in Children with Mathematics Difficulties

    Science.gov (United States)

    Burny, Elise; Valcke, Martin; Desoete, Annemie

    2012-01-01

    Recent studies have shown that children with mathematics difficulties (MD) have weaknesses in multiple areas of mathematics. Andersson, for example, recently found that children with MD perform significantly worse than other children on clock reading tasks. The present study builds on this recent finding and aims at a more profound understanding…

  19. Are Difficulties Balancing Work and Family Associated with Subsequent Fertility?

    Science.gov (United States)

    Liu, Siwei; Hynes, Kathryn

    2012-01-01

    Despite considerable interest in the causes and consequences of work-family conflict, and the frequent suggestion in fertility research that difficulty in balancing work and family is one of the factors leading to low fertility rates in several developed countries, little research uses longitudinal data to examine whether women who report…

  20. Using Student Performance to Judge the Difficulty of Examinations

    Science.gov (United States)

    Roegner, Katherine

    2015-01-01

    This contribution focuses on a scheme developed to characterize the level of difficulty of an examination in the course "Linear Algebra for Engineers" and on the transfer of the underlying idea to a similar scheme for examinations in the course "Analysis I for Engineers". Using these schemes, it is possible to define standards…

  1. Difficulty of Discrimination Modulates Attentional Capture by Regulating Attentional Focus

    Science.gov (United States)

    Sawaki, Risa; Katayama, Jun'ichi

    2009-01-01

    Attentional capture for distractors is enhanced by increasing the difficulty of discrimination between the standard and the target in the three-stimulus oddball paradigm. In this study, we investigated the cognitive mechanism of this modulation of attentional capture. Event-related brain potentials were recorded from participants while they…

  2. Sleep difficulties and academic performance in Norwegian higher education students.

    Science.gov (United States)

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

    2017-12-01

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

  3. Extent and nature of motor difficulties based on age, ethnicity ...

    African Journals Online (AJOL)

    Attention to adequate motor development is important during the pre-school years, to minimise possible motor difficulties when the child grows older. The aim of this study was to establish the nature and extent of motor function problems based on socio-economic status, gender, age and ethnicity in 3- to 5-year-old children.

  4. Study Difficulty Amongst Undergraduates in a Nigerian University ...

    African Journals Online (AJOL)

    Background: Difficulty in studying is one of the most commonly encountered symptoms amongst University students. This is frequently accompanied by varying degrees of psychological factors. This, perhaps, is because students are exposed to a specific set of occupational and environmental hazards. Apart from the ...

  5. Further observations on study difficulty among Nigerian students ...

    African Journals Online (AJOL)

    To investigate how study difficulty is associated with psychiatric morbidity, personality and psychosocial factors, the University College London Study Questionnaire (UCLSQ), Eysenck Personality Questionnaire (EPQ), the 30-item version of the General Health Questionnaire (GHQ-30) and a schedule on psychosocial ...

  6. Addressing the Difficulties of Learners in the Reading Class ...

    African Journals Online (AJOL)

    This study evaluates reading comprehension instruction at senior high schools in Accra. Classroom observation was used to identify the techniques used by teachers in the reading class and questionnaire was used to collect information from learners about the difficulties they have in understanding text. It reports that the ...

  7. Interdisciplinary collaboration and conflict about inclusion and children in difficulties

    DEFF Research Database (Denmark)

    Røn Larsen, Maja

    My paper builds on the “sub-project C” concerned with: Legislation and administration as institutional conditions for interdisciplinary collaboration about children in difficulties in school. I have been doing the research together within, Stine Jørgensen, who is a researcher at the faculty of law...

  8. Perceived and Actual Learning Difficulties of Students in Secondary ...

    African Journals Online (AJOL)

    User

    Abstract. This study investigated students' perceived and actual learning difficulties in secondary school mathematics. A total of 120 secondary school students were involved in the study. This number was made up of 60 males and 60 females from four co-educational secondary schools in Etinan Local. Government Area of ...

  9. Graphical modeling for item difficulty in medical faculty exams

    African Journals Online (AJOL)

    Key words: Item difficulty, quality control, statistical process control, variable control charts ... [8]. The principles of creating both variable control charts and attribute control charts are same. The aim is to determine the mean, the standard deviation, and the distance ...... Internal quality assurance in a clinical virology laboratory.

  10. Literacy Courses and the Prevention of Reading Difficulties

    Science.gov (United States)

    Knight-McKenna, Mary

    2009-01-01

    Preventing reading difficulties in the early grades has been a topic of interest for more than a decade. Research has clearly delineated the components needed for early literacy programs to be effective in teaching nearly all children to learn to read. Teacher educators have a responsibility to ensure that candidates gain extensive knowledge about…

  11. Views of Classroom Teachers Concerning Students with Reading Difficulties

    Science.gov (United States)

    Kayabasi, Zehra Esra Ketenoglu

    2017-01-01

    This study aimed to try to understand the views and attitudes of classroom teachers concerning students with reading difficulties. Data was collected using the semi-structured interview technique, which is among the qualitative data collection techniques. The researcher prepared a semi-structured interview with 5 questions to be addressed to…

  12. Eye Movements Reveal How Task Difficulty Moulds Visual Search

    Science.gov (United States)

    Young, Angela H.; Hulleman, Johan

    2013-01-01

    In two experiments we investigated the relationship between eye movements and performance in visual search tasks of varying difficulty. Experiment 1 provided evidence that a single process is used for search among static and moving items. Moreover, we estimated the functional visual field (FVF) from the gaze coordinates and found that its size…

  13. Strengthening the Social Relationships of Mothers with Learning Difficulties

    Science.gov (United States)

    Mcconnell, David; Dalziel, Allison; Llewellyn, Gwynnyth; Laidlaw, Kathryn; Hindmarsh, Gabrielle

    2009-01-01

    Mothers with learning difficulties are often isolated within their local communities. They also report low levels of social support. Social disconnection is associated with high levels of stress and poorer mental health, and in turn, adverse parenting and child outcomes. In the study reported here, a multi-site, intervention group only, repeated…

  14. Perceived and Actual Learning Difficulties of Students in Secondary ...

    African Journals Online (AJOL)

    This study investigated students' perceived and actual learning difficulties in secondary school mathematics. A total of 120 secondary school students were involved in the study. This number was made up of 60 males and 60 females from four co-educational secondary schools in Etinan Local Government Area of Akwa ...

  15. Progress of Pupils Attending Resourced Provision for Specific Learning Difficulties

    Science.gov (United States)

    Warhurst, Amy; Norgate, Roger

    2012-01-01

    An analysis of the improvement in attainments of 109 students attending specialist-resourced provision for specific learning difficulties (SpLD) attached to mainstream secondary schools was conducted as they progressed through Key Stages 3 and 4. Steady progress was made in terms of reading accuracy, reading comprehension, spelling ability and…

  16. Moderate Learning Difficulties: Searching for Clarity and Understanding

    Science.gov (United States)

    Norwich, Brahm; Ylonen, Annamari; Gwernan-Jones, Ruth

    2014-01-01

    The concept of moderate learning difficulties (MLD) is not clearly understood in its definition and in its general use. Nevertheless, as a distinct area of special educational needs (SEN) this category has constituted about a quarter of all of those pupils identified as having SEN in England. This paper reports the analysis of findings from an…

  17. Specific Learning Difficulties--What Teachers Need to Know

    Science.gov (United States)

    Hudson, Diana

    2015-01-01

    This book clearly explains what Specific Learning Difficulties (SpLD) are, and describes the symptoms of conditions most commonly encountered in the mainstream classroom: dyslexia, dyspraxia, dyscalculia, dysgraphia, Autism Spectrum Disorder, ADHD, and OCD. The author provides an overview of the strengths and weaknesses commonly associated with…

  18. Novel Word Learning, Reading Difficulties, and Phonological Processing Skills.

    Science.gov (United States)

    Kalashnikova, Marina; Burnham, Denis

    2016-05-01

    Visual-verbal paired associate learning (PAL) refers to the ability to establish an arbitrary association between a visual referent and an unfamiliar label. It is now established that this ability is impaired in children with dyslexia, but the source of this deficit is yet to be specified. This study assesses PAL performance in children with reading difficulties using a modified version of the PAL paradigm, comprising a comprehension and a production phase, to determine whether the PAL deficit lies in children's ability to establish and retain novel object-novel word associations or their ability to retrieve the learned novel labels for production. Results showed that while children with reading difficulties required significantly more trials to learn the object-word associations, when they were required to use these associations in a comprehension-referent selection task, their accuracy and speed did not differ from controls. Nevertheless, children with reading difficulties were significantly less successful when they were required to produce the learned novel labels in response to the visual stimuli. Thus, these results indicate that while children with reading difficulties are successful at establishing visual-verbal associations, they have a deficit in the verbal production component of PAL tasks, which may relate to a more general underlying impairment in auditory or phonological processing. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

  19. Patients with learning difficulties: outcome on peritoneal dialysis.

    Science.gov (United States)

    Borràs, Mercè; Sorolla, Carol; Carrera, Dolores; Martín, Marisa; Villagrassa, Esther; Fernández, Elvira

    2006-01-01

    In the present study, we identified patients who had difficulties learning the minimum knowledge and skills required to carry out peritoneal dialysis (PD), and we compared the outcomes in this subgroup of patients with outcomes in the general PD population. We calculated the mean learning sessions needed by our total PD population during the training period. We then assigned patients to one of two groups according to the number of learning sessions they needed. Patients who required a number of sessions equal to or less than the mean were placed in the "standard learning" group; patients who required more sessions but who reached the minimum knowledge and skills were placed in the "learning difficulties " group. We compared these two groups in terms of age, sex, diabetes status, autonomy to perform PD, family support, education level, residual renal function, and Charlson comorbidity index. Outcomes on PD included time to first peritonitis episode, peritonitis rate, percentage of patients free of peritonitis during follow-up, survival time on PD, and transfer to hemodialysis. Patients with learning difficulties were older and had more comorbidities. Outcomes on PD in the learning difficulties group were similar to those in the standard learning group, except for time to first peritonitis.

  20. Machine Learning Based Evaluation of Reading and Writing Difficulties.

    Science.gov (United States)

    Iwabuchi, Mamoru; Hirabayashi, Rumi; Nakamura, Kenryu; Dim, Nem Khan

    2017-01-01

    The possibility of auto evaluation of reading and writing difficulties was investigated using non-parametric machine learning (ML) regression technique for URAWSS (Understanding Reading and Writing Skills of Schoolchildren) [1] test data of 168 children of grade 1 - 9. The result showed that the ML had better prediction than the ordinary rule-based decision.

  1. Beyond Stigmatization of Children with Difficulties in Learning

    Science.gov (United States)

    Hido, Margarita; Shehu, Irena

    2010-01-01

    In the Albanian schools settings does not exist religious discrimination, neither gender discrimination, but there exists a discrimination, as unfair against children called "difficulty". The children who drop out of school are by far less numerous compared with those who start school, but who are not properly treated, so that they can…

  2. Sleep Difficulties and Academic Performance in Norwegian Higher Education Students

    Science.gov (United States)

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

    2017-01-01

    Background: Sleep difficulties are common among university students and may detrimentally affect academic outcomes. Despite this, remarkably little information is currently available during this critical developmental period of early adulthood, and thus, the direct effect on measurable domains of academic ability and proficiency is equivocal.…

  3. Communication difficulties perceived by parents of children with developmental disorders.

    Science.gov (United States)

    Sun, Ingrid Ya I; Fernandes, Fernanda Dreux Miranda

    2014-01-01

    The child's inclusion in his/her social-cultural context is very important to his/her adaptation and well-being. The family has a major role as a facilitator of this process. Therefore the difficulties of these families in communicating with children with communication disorders are an important issue to be assessed in order to support orientations to families. The present study aimed to identify and compare communication difficulties perceived by parents of children with Down Syndrome (DS), Autism Spectrum Disorders (ASD) and Specific Language Impairment (SLI). Information was gathered with the use of a questionnaire with 24 questions regarding the perception of parents about their child communication disorders and the difficulties they identify. The questions were divided into four domains: 1 - Parents' personal difficulties; 2 - Parents' impression about themselves regarding their child; 3 - Parents' impressions about other persons' reactions to their child and 4 - Parents' impression about their child. Sixty parents were the subjects of this study: 20 had children with DS, 20 with SLI and 20 with ASD. All children had ages between 6 and 12 years. It was possible to observe that there was significant difference between the parents of ASD children with those of DS and SLI on the second, third and fourth domains. The questionnaire is effective to the identification of the communication disorders of ASD children based on their parents' reports but not to other developmental disorders.

  4. Oral and Written Expression in Children with Reading Comprehension Difficulties

    Science.gov (United States)

    Carretti, Barbara; Motta, Eleonora; Re, Anna Maria

    2016-01-01

    Several studies have highlighted that children with reading comprehension difficulties also have problems in tasks that involve telling a story, in writing or verbally. The main differences identified regard poor comprehenders' lower level of coherence in their productions by comparison with good comprehenders. Only one study has compared poor and…

  5. Physics Teachers' Perceptions of the Difficulty of Teaching Electricity

    Science.gov (United States)

    Gunstone, Richard; Mulhall, Pamela; McKittrick, Brian

    2009-01-01

    As part of a project concerned with developing a better understanding of the detail of appropriate teaching of direct current (DC) electricity concepts, extensive individual interviews were conducted with a number of experienced senior high school physics teachers. These interviews explored teachers' perceptions of difficulties in student learning…

  6. Longitudinal Correlates of Reading Comprehension Difficulties in Chinese Children

    Science.gov (United States)

    Zhang, Juan; McBride-Chang, Catherine; Wong, Anita M.-Y.; Tardif, Twila; Shu, Hua; Zhang, Yuping

    2014-01-01

    The present study explored the early predictors of reading comprehension difficulties in Chinese children. We originally recruited 290 Beijing and 154 Hong Kong children and further selected from each sample those (30 from Beijing and 22 from Hong Kong sample) in the lowest 25% on reading comprehension tests across the last two consecutive testing…

  7. Traumatic ocular emergencies: the difficulties associated with their ...

    African Journals Online (AJOL)

    Background: In black Africa, the severity of traumatic ocular emergencies (TOE) is increased by a lack of ophthalmologists and often inadequate or even the inexistence of surgical equipment. Objective: To make an inventory of the difficulties associated with the management of TOE at the ophthalmology department of the ...

  8. Multimedia Cai Program for Students with Mathematics Difficulties

    Science.gov (United States)

    Seo, You-Jin; Bryant, Diane

    2012-01-01

    This study investigated the effectiveness of "Math Explorer" at enhancing the word problem-solving skills of students with mathematics difficulties (MD). The study, which had a multiple-probe-across-subjects design, was conducted over 18 weeks. Four students with MD in Grades 2 and 3 participated. All students were able to use the four-step…

  9. Brain Regions Underlying Word Finding Difficulties in Temporal Lobe Epilepsy

    Science.gov (United States)

    Trebuchon-Da Fonseca, Agnes; Guedj, Eric; Alario, F-Xavier; Laguitton, Virginie; Mundler, Olivier; Chauvel, Patrick; Liegeois-Chauvel, Catherine

    2009-01-01

    Word finding difficulties are often reported by epileptic patients with seizures originating from the language dominant cerebral hemisphere, for example, in temporal lobe epilepsy. Evidence regarding the brain regions underlying this deficit comes from studies of peri-operative electro-cortical stimulation, as well as post-surgical performance.…

  10. Common difficulties experienced by grade 12 students in learning ...

    African Journals Online (AJOL)

    The objective of this study was to examine the nature and causes of common difficulties experienced by grade twelve students in learning chemistry in Ebinat preparatory school. A qualitative method was employed to investigate the questions, which used interviews and questionnaires with students and teachers. The key ...

  11. The impact of gender on difficulty of classical open cholecystectomy ...

    African Journals Online (AJOL)

    Background: Cholecystectomy demands attention, and expectation of abnormal anatomy in the veins, arteries or ducts. Prediction of difficult cholecystectomy does not only helpin patient counseling but also helps the surgeon to prepare better for the technical difficulties that may be encountered1-3. The aim: To find out ...

  12. Do Children with Down Syndrome Have Difficulty with Argument Structure?

    Science.gov (United States)

    Grela, Bernard G.

    2003-01-01

    The language transcripts of seven children with Down syndrome (DS) and seven typically developing children with comparable mean length of utterance levels were compared for verb argument structure. Findings suggest that syntactic difficulties may delay children with DS in overcoming the optional subject phenomena and the lesser number of anomalous…

  13. Differentiation and Explicit Teaching: Integration of Students with Learning Difficulties

    Science.gov (United States)

    Dube, France; Bessette, Lyne; Dorval, Catherine

    2011-01-01

    This collaborative research was carried out among 197 elementary school students, in the context of a rural Canadian school of the Quebec province. Several students of the school presented learning difficulties, mostly in writing. The teachers and the learning specialist decided to differentiate the groups in special subgroups of needs that met…

  14. Students' Conceptual Difficulties in Quantum Mechanics: Potential Well Problems

    Science.gov (United States)

    Ozcan, Ozgur; Didis, Nilufer; Tasar, Mehmet Fatih

    2009-01-01

    In this study, students' conceptual difficulties about some basic concepts in quantum mechanics like one-dimensional potential well problems and probability density of tunneling particles were identified. For this aim, a multiple choice instrument named Quantum Mechanics Conceptual Test has been developed by one of the researchers of this study…

  15. Grading Scheme, Test Difficulty, and the Immediate Feedback Assessment Technique

    Science.gov (United States)

    DiBattista, David; Gosse, Leanne; Sinnige-Egger, Jo-Anne; Candale, Bela; Sargeson, Kim

    2009-01-01

    The authors examined how the grading scheme affects learning and students' reactions to the Immediate Feedback Assessment Technique (IFAT), an answer form providing immediate feedback on multiple-choice questions. Undergraduate students (N = 141) took a general-knowledge multiple-choice test of low, medium, or high difficulty. They used the IFAT…

  16. On the difficulties of acquiring mathematical experience: Case rural education

    DEFF Research Database (Denmark)

    Booss-Bavnbek, Bernhelm

    2014-01-01

    Based on a variety of philosophical approaches and my own work for decades in pure and applied mathematics teaching and research, I explain my view upon the basic difficulties of acquiring the “Mathematical Experience” (in the sense of P.J. Davis and R. Hersh 1981) and submit a list of claims how...

  17. Mechanisms used to face difficulties encountered following surgical ...

    African Journals Online (AJOL)

    Mechanisms used to face difficulties encountered following surgical treatment for breast cancer. JMP de Godoy, SH da Silva, M Guerreiro Godoy. Abstract. No Abstract. African Journal of Psychiatry Vol. 12 (1) 2009: pp. 75-76. Full Text: EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT · DOWNLOAD FULL TEXT ...

  18. Risk factors in the development of behaviour difficulties among students with special educational needs and disabilities: A multilevel analysis.

    Science.gov (United States)

    Oldfield, Jeremy; Humphrey, Neil; Hebron, Judith

    2017-06-01

    Students with special educational needs and disabilities (SEND) are more likely to exhibit behaviour difficulties than their typically developing peers. The aim of this study was to identify specific risk factors that influence variability in behaviour difficulties among individuals with SEND. The study sample comprised 4,228 students with SEND, aged 5-15, drawn from 305 primary and secondary schools across England. Explanatory variables were measured at the individual and school levels at baseline, along with a teacher-reported measure of behaviour difficulties (assessed at baseline and at 18-month follow-up). Hierarchical linear modelling of data revealed that differences between schools accounted for between 13% (secondary) and 15.4% (primary) of the total variance in the development of students' behaviour difficulties, with the remainder attributable to individual differences. Statistically significant risk markers for these problems across both phases of education were being male, eligibility for free school meals, being identified as a bully, and lower academic achievement. Additional risk markers specific to each phase of education at the individual and school levels are also acknowledged. Behaviour difficulties are affected by risks across multiple ecological levels. Addressing any one of these potential influences is therefore likely to contribute to the reduction in the problems displayed. © 2017 The British Psychological Society.

  19. Relationship between gender and tactile-kinesthetic sensitivity and the quality of writing among students with and without writing difficulties

    Directory of Open Access Journals (Sweden)

    Vujanović Marina M.

    2017-01-01

    Full Text Available Writing, a skill that students practice as soon as they start primary school, requires coordination between motor, perceptual and cognitive abilities. In order to determine the effect of gender on writing difficulties and the possible differences in the relationship between tactile-kinesthetic perception and writing skills of boys and girls with and without writing difficulties, a study was conducted in 2016 on a sample of 1,156 fifth to eighth grade students of eight Belgrade primary schools. Although the results obtained suggest that girls write faster than boys, difficulties with writing fast were equally present in both groups of students. However, difficulties with writing quality occurred with statistically significantly greater frequency among boys. Pencil grip, kinesthetic sensibility test results and consistency of pressure were not unrelated to students' gender, with girls achieving better results. Moreover, boys had significantly lower scores than girls on tactile function tests. The obtained results indicate that gender is a determinant of writing difficulties as measured through speed of writing and legibility. Also, girls have more developed kinesthetic-tactile functions, which are correlated with writing quality.

  20. Prevalence and course of sexual relationship difficulties in recovered and non-recovered patients with borderline personality disorder over 16 years of prospective follow-up.

    Science.gov (United States)

    Karan, Esen; Niesten, Isabella J M; Frankenburg, Frances R; Fitzmaurice, Garrett M; Zanarini, Mary C

    2016-08-01

    Although borderline patients experience a wide range of sexual problems, including promiscuity, there is less evidence documenting their sexual relationship difficulties. This study had two aims. The first was to examine the prevalence of these difficulties (i.e. avoidance of sex and being symptomatic after sex) over 16 years of prospective follow-up among recovered and non-recovered patients with borderline personality disorder (BPD). The second was to determine time-to-remission, recurrence and new onset of these sexual relationship difficulties. The sexual relationship difficulties of 290 patients meeting both DIB-R and DSM-III-R criteria for BPD were assessed at baseline using the Abuse History Interview and reassessed every two years over eight waves of prospective follow-up. The prevalence of sexual relationship difficulties declined significantly over time for both groups of patients, while remaining significantly more common among non-recovered patients. By 16-year follow-up, over 95% of each group achieved remission for both types of difficulties. Recurrences of avoidance of sex were significantly more common in non-recovered patients. Non-recovered patients had higher rates of new onsets compared to recovered patients for each type of sexual relationship difficulty. Taken together, the results suggest that sexual relationship difficulties are not chronic for those with BPD regardless of recovery status. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

  1. Computer skills and internet use in adults aged 50-74 years: influence of hearing difficulties.

    Science.gov (United States)

    Henshaw, Helen; Clark, Daniel P A; Kang, Sujin; Ferguson, Melanie A

    2012-08-24

    The use of personal computers (PCs) and the Internet to provide health care information and interventions has increased substantially over the past decade. Yet the effectiveness of such an approach is highly dependent upon whether the target population has both access and the skill set required to use this technology. This is particularly relevant in the delivery of hearing health care because most people with hearing loss are over 50 years (average age for initial hearing aid fitting is 74 years). Although PC skill and Internet use by demographic factors have been examined previously, data do not currently exist that examine the effects of hearing difficulties on PC skill or Internet use in older adults. To explore the effect that hearing difficulty has on PC skill and Internet use in an opportunistic sample of adults aged 50-74 years. Postal questionnaires about hearing difficulty, PC skill, and Internet use (n=3629) were distributed to adults aged 50-74 years through three family physician practices in Nottingham, United Kingdom. A subsample of 84 respondents completed a second detailed questionnaire on confidence in using a keyboard, mouse, and track pad. Summed scores were termed the "PC confidence index." The PC confidence index was used to verify the PC skill categories in the postal questionnaire (ie, never used a computer, beginner, and competent). The postal questionnaire response rate was 36.78% (1298/3529) and 95.15% (1235/1298) of these contained complete information. There was a significant between-category difference for PC skill by PC confidence index (PInternet use was greater in the younger respondents (50-62 years) than in the older respondents (63-74 years). The younger group's PC and Internet use was 81.0% and 60.9%, respectively; the older group's PC and Internet use was 54.0% and 29.8%, respectively. Those with slight hearing difficulties in the older group had significantly greater odds of PC use compared to those with no hearing

  2. Context change and retrieval difficulty in the list-before-last paradigm.

    Science.gov (United States)

    Sahakyan, Lili; Hendricks, Hannah E

    2012-08-01

    Using the "list-before-last" paradigm (Jang & Huber, Journal of Experimental Psychology: Learning, Memory, and Cognition, 34, 112-127, 2008; Shiffrin, Science, 168, 1601-1603, 1970), we examined whether the difficulty involved in retrieving a previously studied list affects the recall of the current list. Participants studied three lists (L1, L2, and L3), and between L2 and L3 study they either engaged in retrieval of L1 or solved math problems for the same duration of time. After L3 encoding, all participants recalled L2. We examined accurate recall of L2, intrusions from L3, and also the first-response function from L2 across all four experiments. In Experiments 1 and 2, retrieval difficulty was manipulated by presenting participants with variable numbers of letter cues for the L1 words, with some participants receiving more cues than others. In Experiment 1, L1 and L2 words shared the first two letters in common to create potential item interference, whereas in Experiment 2, they did not share common cues. In Experiments 3 and 4, we manipulated retrieval difficulty using a delay manipulation-L1 was encoded 1, 24, or 72 h prior to the session during which L2 and L3 were encoded. In Experiment 3, L1 retrieval involved a cued recall test, whereas in Experiment 4, it involved a free recall test. The results of all of these experiments showed that, as compared to solving math problems, retrieving L1 led to forgetting of L2, reduced intrusions from L3, and reduced first-response functions from L2. However, all of the dependent measures were invariant across the various manipulations of retrieval difficulty. We discuss the results in terms of the context-change interpretation of prior-list retrieval.

  3. Medical residency: factors relating to "difficulty in helping" in the resident physician-patient relationship

    Directory of Open Access Journals (Sweden)

    Mario Alfredo De Marco

    2011-01-01

    Full Text Available CONTEXT AND OBJECTIVE: Previous studies have attempted to understand what leads physicians to label patients as 'difficult'. Understanding this process is particularly important for resident physicians, who are developing attitudes that may have long-term impact on their interactions with patients. The aim of this study was to distinguish between patients' self-rated emotional state (anxiety and depression and residents' perceptions of that state as a predictor of patients being considered difficult. DESIGN AND SETTING: Cross-sectional survey conducted in the hospital of Universidade Federal de São Paulo (Unifesp. METHODS: The residents completed a sociodemographic questionnaire and rated their patients using the Hospital Anxiety and Depression Scale (HADS and Difficulty in Helping the Patient Questionnaire (DTH. The patients completed HADS independently and were rated using the Karnofsky Performance Status scale. RESULTS: On average, the residents rated the patients as presenting little difficulty. The residents' ratings of difficulty presented an association with their ratings for patient depression (r = 0.35, P = 0.03 and anxiety (r = 0.46, P = 0.02, but not with patients' self-ratings for depression and anxiety. Residents from distant cities were more likely to rate patients as difficult to help than were residents from the city of the hospital (mean score of 1.93 versus 1.07; P = 0.04. CONCLUSIONS: Understanding what leads residents to label patients as having depression and anxiety problems may be a productive approach towards reducing perceived difficulty. Residents from distant cities may be more likely to find their patients difficult

  4. Recent achievements of SIRGAS

    Science.gov (United States)

    Brunini, C.; Sánchez, L.

    2008-05-01

    SIRGAS is the geocentric reference system for the Americas. Its definition corresponds to the IERS International Terrestrial Reference System (ITRS) and it is realized by a regional densification of the IERS International Terrestrial Reference Frame (ITRF). The SIRGAS activities are coordinated by three working groups: SIRGAS-WGI (Reference System) is committed to establish and maintain a continental-wide geocentric reference frame within the ITRF. This objective was initially accomplished through two continental GPS campaigns in 1995 and 2000, including 58 and 184 stations, respectively. Today, it is realized by around 130 continuously operating GNSS sites, which are processed weekly by the IGS Regional Network Associate Analysis Centre for SIRGAS (IGS- RNAAC-SIR). SIRGAS-WGII (Geocentric Datum) is primarily in charged of defining the SIRGAS geodetic datum in the individual countries, which is given by the origin, orientation and scale of the SIRGAS system, and the parameters of the GRS80 ellipsoid. It is concentrating on promoting and supporting the adoption of SIRGAS in the Latin American and Caribbean countries through national densifications of the continental network. SIRGAS- WGIII (Vertical Datum) is dedicated to the definition and realization of a unified vertical reference system within a global frame. Its central purpose is to refer the geopotential numbers (or physical heights) in all countries to one and the same equipotential surface (W0), which must be globally defined. This includes also the transformation of the existing height datums into the new system. This study shows the SIRGAS achievements of the last two years.

  5. Entrepreneur achievement. Liaoning province.

    Science.gov (United States)

    Zhao, R

    1994-03-01

    This paper reports the successful entrepreneurial endeavors of members of a 20-person women's group in Liaoning Province, China. Jing Yuhong, a member of the Family Planning Association at Shileizi Village, Dalian City, provided the basis for their achievements by first building an entertainment/study room in her home to encourage married women to learn family planning. Once stocked with books, magazines, pamphlets, and other materials on family planning and agricultural technology, dozens of married women in the neighborhood flocked voluntarily to the room. Yuhong also set out to give these women a way to earn their own income as a means of helping then gain greater equality with their husbands and exert greater control over their personal reproductive and social lives. She gave a section of her farming land to the women's group, loaned approximately US$5200 to group members to help them generate income from small business initiatives, built a livestock shed in her garden for the group to raise marmots, and erected an awning behind her house under which mushrooms could be grown. The investment yielded $12,000 in the first year, allowing each woman to keep more than $520 in dividends. Members then soon began going to fairs in the capital and other places to learn about the outside world, and have successfully ventured out on their own to generate individual incomes. Ten out of twenty women engaged in these income-generating activities asked for and got the one-child certificate.

  6. Vietnam: achievements and challenges.

    Science.gov (United States)

    Tran Tien Duc

    1999-01-01

    The Vietnamese Government's successful development of the National Population and Family Planning Program has contributed in raising people's awareness on population issues and changing their attitudes and behavior regarding fostering small families. It has also been found to be very effective in substantially decreasing fertility level. In addition, economic levels of many households have been greatly improved since the adoption of a renovation policy. The advancement of welfare accompanied by the provision of better basic social services, including health services, has boost people's health. Several factors behind the achievements of the National Population and Family Planning Program include: 1) Strengthening of the political commitment of national and local leaders; 2) Nationwide mobilization of mass organizations and NGOs; 3) A strong advocacy and information, education and communication program; 4) Provision of various kinds of contraceptives; 5) Effective management of the program by priority; and 6) Support of the international community. Despite such successes, Vietnam is facing a number of new issues such as enlargement of the work force, shifting migration patterns and accelerating urbanization, aging of population, and change of household structure. Nevertheless, the Government of Vietnam is preparing a New Population Strategy aimed to address these issues.

  7. Managing PBL difficulties in an industrial engineering and management program

    Energy Technology Data Exchange (ETDEWEB)

    Alves, A.; Sousa, R.; Moreira, F.; Carvalho, M.A.; Cardoso, E.; Pimenta, P.; Malheiro, T.; Brito, I.; Fernandes, S.; Mesquita, D.

    2016-07-01

    Project-Based Learning (PBL) is considered to be an active learning methodology which can be used to develop both technical and transversal competences in engineering programs. This methodology demands a great deal of work effort from the students and also from the teachers and it requires a meticulous plan and a well-managed project as well. These activities go far beyond the normal activities in traditional lectures, enabling to outpace the difficulties that spur along the way that may be both complex and demotivating. This methodology has been implemented in the Integrated Master Degree on Industrial Engineering and Management (IEM), at one public university in Portugal, since the 2004/2005 academic year. The aim of this paper is to identify and discuss the main difficulties of the implementation of PBL, mainly from the teachers’ perspectives. Additionally, some effective strategies will be recommended to overcome such difficulties. Design/methodology/approach: The perceptions of the teachers were collected through a survey based on six main themes. The participants in the study include eight teachers from the five courses of the first semester of the first year of the IEM program involved in the 2012/2013 and 2013/2014 editions. Findings: Integration of courses in the project; student assessment; growing number of students in each team and the need of physical spaces for them; and compartmentalized knowledge has emerged as the main difficulties. To overcome these difficulties some key strategies were recommended. Originality/value: A new perspective based on course teachers' views and experiences will deepen the understanding of the problems and provide inputs for the development of strategies that may improve the effectiveness of PBL and introduce changes for its successful implementation. These strategies are intended to be transferable to other contexts, as most of the problems and constraints are common to other active learning approaches. (Author)

  8. Managing PBL difficulties in an industrial engineering and management program

    International Nuclear Information System (INIS)

    Alves, A.; Sousa, R.; Moreira, F.; Carvalho, M.A.; Cardoso, E.; Pimenta, P.; Malheiro, T.; Brito, I.; Fernandes, S.; Mesquita, D.

    2016-01-01

    Project-Based Learning (PBL) is considered to be an active learning methodology which can be used to develop both technical and transversal competences in engineering programs. This methodology demands a great deal of work effort from the students and also from the teachers and it requires a meticulous plan and a well-managed project as well. These activities go far beyond the normal activities in traditional lectures, enabling to outpace the difficulties that spur along the way that may be both complex and demotivating. This methodology has been implemented in the Integrated Master Degree on Industrial Engineering and Management (IEM), at one public university in Portugal, since the 2004/2005 academic year. The aim of this paper is to identify and discuss the main difficulties of the implementation of PBL, mainly from the teachers’ perspectives. Additionally, some effective strategies will be recommended to overcome such difficulties. Design/methodology/approach: The perceptions of the teachers were collected through a survey based on six main themes. The participants in the study include eight teachers from the five courses of the first semester of the first year of the IEM program involved in the 2012/2013 and 2013/2014 editions. Findings: Integration of courses in the project; student assessment; growing number of students in each team and the need of physical spaces for them; and compartmentalized knowledge has emerged as the main difficulties. To overcome these difficulties some key strategies were recommended. Originality/value: A new perspective based on course teachers' views and experiences will deepen the understanding of the problems and provide inputs for the development of strategies that may improve the effectiveness of PBL and introduce changes for its successful implementation. These strategies are intended to be transferable to other contexts, as most of the problems and constraints are common to other active learning approaches. (Author)

  9. Reading difficulty after stroke: ocular and non ocular causes.

    Science.gov (United States)

    Rowe, Fiona; Wright, David; Brand, Darren; Jackson, Carole; Price, Alison; Walker, Linda; Harrison, Shirley; Eccleston, Carla; Maan, Tallat; Scott, Claire; Vogwell, Linda; Peel, Sarah; Robson, Leonie; Akerman, Nicola; Dodridge, Caroline; Howard, Claire; Shipman, Tracey; Sperring, Una; Yarde, Sue; Rowe, Fiona; Macdiarmid, Sonia; Freeman, Cicely

    2011-10-01

    Ocular causes of reading impairment following stroke include visual field loss, eye movement impairment and poor central vision. Non ocular causes may include cognitive errors or language impairment. The purpose of this study was to identify all patients referred with suspected visual impairment who had reported reading difficulty to establish the prevalence of ocular and non ocular causes. Prospective, multicentre, observation study with standardised referral and assessment forms across 21 sites. Visual assessment included visual acuity measurement, visual field assessment, ocular alignment, and movement and visual inattention assessment. Multicentre ethical approval and informed patient consent were obtained. A total of 915 patients were recruited, with a mean age of 69·18 years (standard deviation 14·19). Reading difficulties were reported by 177 patients (19·3%), with reading difficulty as the only symptom in 39 patients. Fifteen patients had normal visual assessment but with a diagnosis of expressive or receptive aphasia. Eight patients had alexia. One hundred and nine patients had visual field loss, 85 with eye movement abnormality, 27 with low vision and 39 patients with visual perceptual impairment. Eighty-seven patients had multiple ocular diagnoses with combined visual field, eye movement, low vision or inattention problems. All patients with visual impairment were given targeted treatment and/or advice including prisms, occlusion, refraction, low vision aids and scanning exercises. Patients complaining of reading difficulty were mostly found to have visual impairment relating to low vision, eye movement or visual field loss. A small number were found to have non ocular causes of reading difficulty. Treatment or advice was possible for all patients with visual impairment. © 2011 The Authors. International Journal of Stroke © 2011 World Stroke Organization.

  10. Paediatrician's role in caring for children with learning difficulties.

    Science.gov (United States)

    Roberts, Gehan; Price, Anna; Oberklaid, Frank

    2012-12-01

    Children with learning difficulties are commonly seen in Australian paediatric outpatient settings. The practice patterns of paediatricians in assessing, referring and managing these children are unknown, and there is no consensus on best practice. We thus aimed to examine the consistency between Australian paediatricians': (i) assessment; (ii) referral; and (iii) management of children presenting with learning difficulties. All 373 paediatrician members of the Australian Paediatric Research Network were invited to participate in an online survey in 2010. Paediatricians who saw children with learning difficulties were asked questions about their assessment, referral and management practices. Of 181 (49%) paediatricians to complete the survey, 140 (77%) reported seeing patients with learning difficulties. Most often, paediatricians supplemented their clinical assessments with audiology assessments (75%), teacher or parent questionnaires (60-65%), or teacher contact (51%). Paediatricians used medical investigations (40%), direct assessment tools (27%) or a school visit (4%) less often. Most paediatricians referred children with learning difficulties to educational psychology (84%), special education (61%) or speech therapy (66%) services but less often to occupational therapy (34%) or mental health (15%) services. The most common management strategies were to provide a report to the school (76%) or parents (66%) and to make recommendations around sleep hygiene (75%) and for tutoring (66%). Australian paediatric practice in this area is diverse, with the greatest variability around management practices. These data provide a case for designing and implementing evidence-based guidelines for the paediatric care of children who struggle to learn in school. © 2012 The Authors. Journal of Paediatrics and Child Health © 2012 Paediatrics and Child Health Division (Royal Australasian College of Physicians).

  11. 2 CFR 1.215 - Relationship to previous issuances.

    Science.gov (United States)

    2010-01-01

    ... 2 Grants and Agreements 1 2010-01-01 2010-01-01 false Relationship to previous issuances. 1.215 Section 1.215 Grants and Agreements ABOUT TITLE 2 OF THE CODE OF FEDERAL REGULATIONS AND SUBTITLE A Introduction toSubtitle A § 1.215 Relationship to previous issuances. Although some of the guidance was...

  12. 2 CFR 230.45 - Relationship to previous issuance.

    Science.gov (United States)

    2010-01-01

    ... 2 Grants and Agreements 1 2010-01-01 2010-01-01 false Relationship to previous issuance. 230.45 Section 230.45 Grants and Agreements OFFICE OF MANAGEMENT AND BUDGET CIRCULARS AND GUIDANCE Reserved COST PRINCIPLES FOR NON-PROFIT ORGANIZATIONS (OMB CIRCULAR A-122) § 230.45 Relationship to previous issuance. (a...

  13. Research Note Effects of previous cultivation on regeneration of ...

    African Journals Online (AJOL)

    Research Note Effects of previous cultivation on regeneration of Julbernadia globiflora and Brachystegia spiciformis in grazing areas of Mupfurudzi ... Plant attributes for Julbernadia globiflora and Brachystegia spiciformis were measured in previously cultivated and uncultivated sites making up rangelands of the scheme.

  14. 49 CFR 173.23 - Previously authorized packaging.

    Science.gov (United States)

    2010-10-01

    ... 49 Transportation 2 2010-10-01 2010-10-01 false Previously authorized packaging. 173.23 Section... REQUIREMENTS FOR SHIPMENTS AND PACKAGINGS Preparation of Hazardous Materials for Transportation § 173.23 Previously authorized packaging. (a) When the regulations specify a packaging with a specification marking...

  15. 75 FR 76056 - FEDERAL REGISTER CITATION OF PREVIOUS ANNOUNCEMENT:

    Science.gov (United States)

    2010-12-07

    ... SECURITIES AND EXCHANGE COMMISSION Sunshine Act Meeting FEDERAL REGISTER CITATION OF PREVIOUS ANNOUNCEMENT: STATUS: Closed meeting. PLACE: 100 F Street, NE., Washington, DC. DATE AND TIME OF PREVIOUSLY ANNOUNCED MEETING: Thursday, December 9, 2010 at 2 p.m. CHANGE IN THE MEETING: Time change. The closed...

  16. Triple outlet right ventricle: a previously unknown cardiac malformation.

    Science.gov (United States)

    Tingo, Jennifer E; Carroll, Sheila J; Crystal, Matthew A

    2015-03-01

    We present the case of an infant with three distinct outflow tracts from the right ventricle. Three outlets from the heart have been previously named the "Tritruncal Heart". We review the two previously reported cases of tritruncal hearts and describe the anatomy, diagnosis, surgical management, and outcome of our case. Embryologic implications are also discussed.

  17. YOCAS©® Yoga Reduces Self-reported Memory Difficulty in Cancer Survivors in a Nationwide Randomized Clinical Trial: Investigating Relationships Between Memory and Sleep.

    Science.gov (United States)

    Janelsins, Michelle C; Peppone, Luke J; Heckler, Charles E; Kesler, Shelli R; Sprod, Lisa K; Atkins, James; Melnik, Marianne; Kamen, Charles; Giguere, Jeffrey; Messino, Michael J; Mohile, Supriya G; Mustian, Karen M

    2016-09-01

    Background Interventions are needed to alleviate memory difficulty in cancer survivors. We previously showed in a phase III randomized clinical trial that YOCAS©® yoga-a program that consists of breathing exercises, postures, and meditation-significantly improved sleep quality in cancer survivors. This study assessed the effects of YOCAS©® on memory and identified relationships between memory and sleep. Survivors were randomized to standard care (SC) or SC with YOCAS©® . 328 participants who provided data on the memory difficulty item of the MD Anderson Symptom Inventory are included. Sleep quality was measured using the Pittsburgh Sleep Quality Index. General linear modeling (GLM) determined the group effect of YOCAS©® on memory difficulty compared with SC. GLM also determined moderation of baseline memory difficulty on postintervention sleep and vice versa. Path modeling assessed the mediating effects of changes in memory difficulty on YOCAS©® changes in sleep and vice versa. YOCAS©® significantly reduced memory difficulty at postintervention compared with SC (mean change: yoga=-0.60; SC=-0.16; Pmemory difficulty did not moderate the effects of postintervention sleep quality in YOCAS©® compared with SC. Baseline sleep quality did moderate the effects of postintervention memory difficulty in YOCAS©® compared with SC (Psleep quality was a significant mediator of reduced memory difficulty in YOCAS©® compared with SC (Pmemory difficulty did not significantly mediate improved sleep quality in YOCAS©® compared with SC. In this large nationwide trial, YOCAS©® yoga significantly reduced patient-reported memory difficulty in cancer survivors. © The Author(s) 2015.

  18. Implant breast reconstruction after salvage mastectomy in previously irradiated patients.

    Science.gov (United States)

    Persichetti, Paolo; Cagli, Barbara; Simone, Pierfranco; Cogliandro, Annalisa; Fortunato, Lucio; Altomare, Vittorio; Trodella, Lucio

    2009-04-01

    The most common surgical approach in case of local tumor recurrence after quadrantectomy and radiotherapy is salvage mastectomy. Breast reconstruction is the subsequent phase of the treatment and the plastic surgeon has to operate on previously irradiated and manipulated tissues. The medical literature highlights that breast reconstruction with tissue expanders is not a pursuable option, considering previous radiotherapy a contraindication. The purpose of this retrospective study is to evaluate the influence of previous radiotherapy on 2-stage breast reconstruction (tissue expander/implant). Only patients with analogous timing of radiation therapy and the same demolitive and reconstructive procedures were recruited. The results of this study prove that, after salvage mastectomy in previously irradiated patients, implant reconstruction is still possible. Further comparative studies are, of course, advisable to draw any conclusion on the possibility to perform implant reconstruction in previously irradiated patients.

  19. No discrimination against previous mates in a sexually cannibalistic spider

    Science.gov (United States)

    Fromhage, Lutz; Schneider, Jutta M.

    2005-09-01

    In several animal species, females discriminate against previous mates in subsequent mating decisions, increasing the potential for multiple paternity. In spiders, female choice may take the form of selective sexual cannibalism, which has been shown to bias paternity in favor of particular males. If cannibalistic attacks function to restrict a male's paternity, females may have little interest to remate with males having survived such an attack. We therefore studied the possibility of female discrimination against previous mates in sexually cannibalistic Argiope bruennichi, where females almost always attack their mate at the onset of copulation. We compared mating latency and copulation duration of males having experienced a previous copulation either with the same or with a different female, but found no evidence for discrimination against previous mates. However, males copulated significantly shorter when inserting into a used, compared to a previously unused, genital pore of the female.

  20. ASSESSING BEHAVIOURAL AND EMOTIONAL DIFFICULTIES IN THE CHILD-ADOLESCENT POPULATION: THE STRENGTHS AND DIFFICULTIES QUESTIONNAIRE (SDQ

    Directory of Open Access Journals (Sweden)

    Javier Ortuño-Sierra

    2016-01-01

    Full Text Available The Strengths and Difficulties Questionnaire (SDQ is a screening tool that enables the assessment of emotional and behavioural difficulties, and prosocial behaviour in children and adolescents from a multi-informant perspective. The main goal of this article is to carry out a selective review on the main evidence concerning the psychometric and epidemiologic characteristics of the SDQ. The psychometric properties are adequate with regard to the reliability of the scores and the five-factor structure is the most accepted (emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship problems, and prosocial behaviour. In addition, different studies support the appropriateness of the SDQ for use as an evaluation tool in clinical and school contexts. The results show that gender and age have an influence on the phenotypic expression of emotional and behavioural difficulties. In conclusion, the SDQ is a short, easy to use, and useful measurement tool for evaluating problems, difficulties, and capacities related to childhood and adolescence and it may be used with Spanish children and adolescents.

  1. Training of Attention in Children With Low Arithmetical Achievement.

    OpenAIRE

    Guarnera, M; D'Amico, A

    2014-01-01

    This study focuses on the role of attentional processes in arithmetical skills and examines if training of basic attentive skills may improve also working memory abilities reducing arithmetic difficulties. In order to study the efficacy of attentional treatment in arithmetic achievement and in enhancing working memory abilities a test-treatment-retest quasi experimental design was adopted. The research involved 14 children, attending fourth and fifth grades, with Arithmetical Learning Disabil...

  2. Achieving Optimal High Resolution In Galvanometric Scanning Systems

    Science.gov (United States)

    Montagu, Jean I.

    1986-05-01

    This paper discusses methods of achieving the optimum in high resolution galvanometric scanning. When scanning systems have problems of repeatability, jitter, and wobble, the difficulties are often caused by inadequate mirror design, bonding, and/or alignment and the dynamic forces engendered by the driving torque. These issues are examined, and integral metal mirror mounts are compared with the conventional composite mirrors bonded to metal mounts. Galvanometer bearing suspension and drive electronics and how they relate to optimal high resolution are also addressed.

  3. Adolescents previously involved in Satanism experiencing mental health problems

    Directory of Open Access Journals (Sweden)

    H Heathcote

    1999-09-01

    Full Text Available No research has previously been done regarding the phenomenon of adolescents who have previously been involved in Satanism and who experience obstacles in their strive for mental health. Adolescents previously involved in Satanism present behavioral problems like aggressive outbursts, depression, “ psychosis” or suicide attempts, that could lead to suicide. In the phenomenonanalysis semi-structured, phenomenological interviews were performed with the respondents and their parents. The respondents were requested to write a naïve sketch about their life. After completion of the data-control, guidelines for nursing staff were set.

  4. Attitude Towards Physics and Additional Mathematics Achievement Towards Physics Achievement

    Science.gov (United States)

    Veloo, Arsaythamby; Nor, Rahimah; Khalid, Rozalina

    2015-01-01

    The purpose of this research is to identify the difference in students' attitude towards Physics and Additional Mathematics achievement based on gender and relationship between attitudinal variables towards Physics and Additional Mathematics achievement with achievement in Physics. This research focused on six variables, which is attitude towards…

  5. Online High School Achievement versus Traditional High School Achievement

    Science.gov (United States)

    Blohm, Katherine E.

    2017-01-01

    The following study examined the question of student achievement in online charter schools and how the achievement scores of students at online charter schools compare to achievement scores of students at traditional schools. Arizona has seen explosive growth in charter schools and online charter schools. A study comparing how these two types of…

  6. Influence of Student Beliefs about Nature of School Mathematics on Their Achievement at Secondary Level in Kerala

    Science.gov (United States)

    Gafoor, Kunnathodi Abdul; Sarabi, M. K.

    2016-01-01

    This study probes students' beliefs about nature of mathematics, difficulty in learning mathematics sourcing from these and their influence on achievement in mathematics. Questionnaire survey on 458, 9th standard students randomly selected from schools of Malappuram district elicited data on nature of school mathematics and difficulty arising out…

  7. DIFFICULTIES AND STRATEGIES IN THE PROCESS OF LEGAL TEXTS TRANSLATION

    Directory of Open Access Journals (Sweden)

    Adela-Elena, DUMITRESCU

    2014-11-01

    Full Text Available This article aims to identify the difficulties and find approaches in translating legal texts which involve a lot of different types of translation problems. The translator has the task to discover proper strategies to render the translated text comprehensible for the reader in the target language simultaneously reflecting the unique character of the legal system from the source language country. Some of the necessary strategies which the translator should take into account are: the borrowing of original terms, the naturalization of specific terms into the target language, the language calques usage, or the introduction of descriptive translation. Even if a translator tries to solve any difficulty when he translates a legal text, he must maintain the source culture characteristics and do not deprive the texts of their specific character.

  8. A patients perspective on eating difficulties following brain injury

    DEFF Research Database (Denmark)

    Kjaersgaard, Annette; Kristensen, Hanne Kaae; Borg, Tove

    the analysis: individual psychological assets, swallowing and ingestion, eating and drinking, communication and meals, rehabilitation of swallowing and eating. Three predominating sub-themes were: feeding by tube, difficulties in swallowing and meals with social interactions, and inpatient rehabilitation......Purpose: The aim of this study is to explore and interpret how persons with acquired brain injury (ABI) experience and adapt to reduced abilities to swallowing and eating - and clinical implications. Method: Explorative multiple-case study with qualitative interviews of six persons following ABI...... and is a part of a larger randomised controlled trial. A constant comparative method was adopted for data analysis. The lived experience of difficulties in swallowing and eating were investigated and the processes of change were understood as processes of adaptation. Results: Five main themes emerge from...

  9. Identification of children with reading difficulties: Cheap can be adequate

    DEFF Research Database (Denmark)

    Poulsen, Mads; Nielsen, Anne-Mette Veber

    Classification of reading difficulties: Cheap screening can be accurate Purpose: Three factors are important for identification of students in need of remedial instruction: accuracy, timeliness, and cost. The identification has to be accurate to be of any use, the identification has to be timely......, inexpensive testing. The present study investigated the classification accuracy of three screening models varying in timeliness and cost. Method: We compared the ROC statistics of three logistic models for predicting end of Grade 2 reading difficulties in a sample of 164 students: 1) an early, comprehensive...... model using a battery of Grade 0 tests, including phoneme awareness, rapid naming, and paired associate learning, 2) a late, comprehensive model adding reading measures from January of Grade 1, and 3) a late, inexpensive model using only group-administered reading measures from January of Grade 1...

  10. Reading emotion cues: social communication difficulties in pediatric populations.

    Science.gov (United States)

    Timler, Geralyn R

    2003-05-01

    Speech-language pathologists frequently address social communication difficulties in children with diverse linguistic profiles. Of consequence to effective management of social communication skills is that some children with language disorders may also have difficulty understanding emotional cues. The ability to recognize and comprehend the emotional meaning of messages is accomplished through integration of linguistic cues (e.g., what the speaker says), nonlinguistic cues (e.g., the speaker's facial expressions), and situational cues (e.g., predicting how the speaker is likely to feel about the particular topic). This article explores children's comprehension of emotion as expressed through facial expressions and situational cues. First, development of emotion comprehension in children with normal development is summarized. This is followed by a brief review of studies investigating emotion comprehension in clinical populations. Suggestions for assessment and intervention of children's emotion comprehension skills are presented.

  11. Research on Difficulty in Indonesia Students Learning Chinese Language

    Directory of Open Access Journals (Sweden)

    Lydia Anggreani

    2013-05-01

    Full Text Available Chinese has become the world’s second language. Each language has its own law, as is the Chinese. Indonesian students have difficulty in learning Chinese which are are not surprising. Every language has various characteristics, so do Chinese and Bahasa Indonesia. Article analyzes difficulties to learn Chinese, especially for Indonesian students, those are tone, grammar, sounds of “er hua” such as Alice retroflex. The respondents are 100 Indonesian students who are randomly selected for testing samples analyzed. Since there is no tone in Bahasa Indonesia, it makes a lot of Indonesian students in the learning process often appear in Chinese foreign accent phenomenon. This article expects to explore the problem by studying the formation of the causes and solutions. Indonesian students learning Chinese was designed to provide some teaching and learning strategies.

  12. BREASTFEEDING: THE DIFFICULTIES IN ORGANIZING AND THEIR OVERCOMING

    Directory of Open Access Journals (Sweden)

    M. V. Gmoshinskaya

    2012-01-01

    Full Text Available The issue presents three main groups of factors that contribute to the support of a full lactation; some difficulties of breastfeeding, which are often the cause of its early termination are considered. Difficulties in the organization of breastfeeding are presented in the form of five groups: 1 — psychological and social; 2 — organizational; 3 — from health workers; 4 — from the mother; 5 — from the child. It is shown that the breastfeeding dominant (a part of the motherhood dominant has a leading role in the establishment of lactation and its duration. Conscious attitude to the need for breastfeeding for at least the first year of life is formed only in those mothers who throughout their adulthood (girl — adolescent — woman formed a mother dominant. There is demonstrated how to make a supplementary feeding with expressed breast milk using special devices.

  13. Identification of children with reading difficulties: Cheap can be adequate

    DEFF Research Database (Denmark)

    Poulsen, Mads; Nielsen, Anne-Mette Veber

    Classification of reading difficulties: Cheap screening can be accurate Purpose: Three factors are important for identification of students in need of remedial instruction: accuracy, timeliness, and cost. The identification has to be accurate to be of any use, the identification has to be timely......, inexpensive testing. The present study investigated the classification accuracy of three screening models varying in timeliness and cost. Method: We compared the ROC statistics of three logistic models for predicting end of Grade 2 reading difficulties in a sample of 164 students: 1) an early, comprehensive...... to allow for optimal remediation, and the procedure should preferably be inexpensive to allow wide-spread adoption. These criteria are, however, often in conflict: Early screening may be less accurate than late screening, and comprehensive and expensive testing is possibly more accurate than simple...

  14. Current nuclear employees with psychological difficulties: prevalence, assessment, and disposition

    International Nuclear Information System (INIS)

    Sajwaj, T.; Chardos, S.; Lavin, P.; Ford, T.; McGee, R.K.

    1987-01-01

    Although industry standards and federal regulations require employees of nuclear power plants to demonstrate psychological stability and sound judgment before being initially granted unescorted access to the plant, it is obvious that emotional difficulties can develop subsequently. The development of emotional problems in current plant employees raises concerns about the safety of the public and the plant, the effectiveness of the organizations, the loss of important technical skills and experience, and the human cost to the employee and his/her family. This paper reports the experience of the Tennessee Valley Authority (TVA) in cases of reconsideration of psychological clearance of unescorted access, i.e., the review of psychological clearances of nuclear plant employees who have developed psychological difficulties

  15. Variant of Coffin-Siris syndrome or previously undescribed syndrome?

    Science.gov (United States)

    Braun-Quentin, C; Kapferer, L; Kotzot, D

    1996-09-06

    We describe a 23-year-old woman with growth and mental retardation, hypoplasia of the nails and distal phalanges, particularly of the fifth fingers and toes, hirsutism, and a "coarse" face with large mouth and large tongue, and bushy eyebrows. Follow-up from birth to adulthood showed that developmental delay and hypoplasia of nails and distal phalanges are permanent signs. Sparse scalp hair, hypotonia, and feeding difficulties were present in early infancy. Later, growth retardation, hirsutism, and a "coarse" face with midface hypoplasia, broad nose, and large mouth became more impressive. Differential diagnosis includes a number of conditions, particularly Coffin-Siris syndrome, which is the most likely but not completely convincing diagnosis. Therefore, this woman might represent a variant of Coffin-Siris syndrome or a new entity.

  16. "My math and me": Nursing students' previous experiences in learning mathematics.

    Science.gov (United States)

    Røykenes, Kari

    2016-01-01

    In this paper, 11 narratives about former experiences in learning of mathematics written by nursing students are thematically analyzed. Most students had a positive relationship with the subject in primary school, when they found mathematics fun and were able to master the subject. For some, a change occurred in the transition to lower secondary school. The reasons for this change was found in the subject (increased difficulty), the teachers (movement of teachers, numerous substitute teachers), the class environment and size (many pupils, noise), and the student him- or herself (silent and anonymous pupil). This change was also found in the transition from lower to higher secondary school. By contrast, some students had experienced changes that were positive, and their mathematics teacher was a significant factor in this positive change. The paper emphasizes the importance of previous experiences in learning mathematics to nursing students when learning about drug calculation. Copyright © 2015. Published by Elsevier Ltd.

  17. An overview of communication, movement and perception difficulties after stroke.

    Science.gov (United States)

    Dark, Joanna; Sander, Ruth

    2014-06-01

    For many people who have had a stroke, weakness or paralysis on one side - hemiparesis or hemiplegia - is the most obvious symptom. However, brain damage, including stroke, can cause a range of impairments that may be less obvious but equally devastating for people and their families. This article provides an overview of communication, movement and perception difficulties, and the strategies nurses can use to help people cope with any changes to their lives.

  18. Luck is Hard to Beat: The Difficulty of Sports Prediction

    OpenAIRE

    Aoki, Raquel YS; Assuncao, Renato M; de Melo, Pedro OS Vaz

    2017-01-01

    Predicting the outcome of sports events is a hard task. We quantify this difficulty with a coefficient that measures the distance between the observed final results of sports leagues and idealized perfectly balanced competitions in terms of skill. This indicates the relative presence of luck and skill. We collected and analyzed all games from 198 sports leagues comprising 1503 seasons from 84 countries of 4 different sports: basketball, soccer, volleyball and handball. We measured the competi...

  19. Metacognitive effects of initial question difficulty on subsequent memory performance.

    Science.gov (United States)

    Pansky, Ainat; Goldsmith, Morris

    2014-10-01

    In two experiments, we examined whether relative retrieval fluency (the relative ease or difficulty of answering questions from memory) would be translated, via metacognitive monitoring and control processes, into an overt effect on the controlled behavior-that is, the decision whether to answer a question or abstain. Before answering a target set of multiple-choice general-knowledge questions (intermediate-difficulty questions in Exp. 1, deceptive questions in Exp. 2), the participants first answered either a set of difficult questions or a set of easy questions. For each question, they provided a forced-report answer, followed by a subjective assessment of the likelihood that their answer was correct (confidence) and by a free-report control decision-whether or not to report the answer for a potential monetary bonus (or penalty). The participants' ability to answer the target questions (forced-report proportion correct) was unaffected by the initial question difficulty. However, a predicted metacognitive contrast effect was observed: When the target questions were preceded by a set of difficult rather than easy questions, the participants were more confident in their answers to the target questions, and hence were more likely to report them, thus increasing the quantity of freely reported correct information. The option of free report was more beneficial after initial question difficulty than after initial question ease, in terms of both the gain in accuracy (Exp. 2) and a smaller cost in quantity (Exps. 1 and 2). These results demonstrate that changes in subjective experience can influence metacognitive monitoring and control, thereby affecting free-report memory performance independently of forced-report performance.

  20. Two Fundamental Factors Affecting Concept Difficulty (in Chinese)

    OpenAIRE

    Shao, Z. F.; Yang, Z. L.

    1992-01-01

    On the basis of the improved materials, many factors affecting the concept difficulty were generalized as the following two fundamental factors: attribute saliency (AS) and attribute frequency (AF). The more salient the relevant attribute, or the more frequent it appears in the positive examples, the easier the concept, and vice versa. When the AS or AF of an irrelevant attribute is greater, it will disturb the correct concept formation. In addition, a somewhat strange result was noticed that...

  1. Legal possibilities concerning restructuring of companies in business difficulties

    OpenAIRE

    Čuveljak, Jelena; Rašić, Mario

    2017-01-01

    Since difficulties during business are an integral part of entrepreneurship, the Croatian legislative offers several restructuring models for companies who have business issues. The pre-bankruptcy agreement is available in cases when the debtor is threatened by insolvency and during this procedure, the business of the company is still managed by the existing management board. However, it is necessary that the pre-bankruptcy procedure is finished within a short deadline. The bankruptcy procedu...

  2. Difficulties incommunication with apatient with Alzheimer’s disease

    Directory of Open Access Journals (Sweden)

    Marta Makara‑Studzińska

    2012-03-01

    Full Text Available Alzheimer’s disease involves a progressive disintegration of the brain in the clinical picture of dementia. In addition to explicit memory loss, problems with thinking, language functions, emotional life, logical reasoning. As the disease progresses the patient is completely lost in the environment and can not use speech. As a result, there are problems in communicating with the environment. The aim of this study was to create a profile of language impairment in sub‑ sequent stages of Alzheimer’s disease. The research tool was a questionnaire anABC designed by the author. The sur‑ vey anABC was designed and named to evaluate the efficiency of language and communication. To assess the level of cognitive impairment scale was used Mini‑Mental State Examination (MMSE. The study group comprised 32 patients with Alzheimer’s disease and 32 caregivers. Patients in the first stage of the disease have the greatest difficul‑ ties in terms of pragmatics, content and semantics – the meaning of individual words. The greatest difficulty for patients in the second stage of the disease was the understanding and interpretation of expression depending on the context, then the content and meaning of individual words. There was also minor difficulties with the syntax. In the third stage of the disease, the greatest difficulty equally represented: pragmatics, and semantics of the contents, a somewhat smaller barrier was the syntax, but there were also phonetic difficulties. The largest group of patients with Alzheimer’s disease were patients with significant impairment in interpersonal communication. There is an urgent need to educate caregivers of persons with Alzheimer’s disease in the field of communications.

  3. Kinesthetic neuropsychological factor difficulties predict possible problems in writing acquisition

    OpenAIRE

    Sarmiento-Bolaños, Maria Jimena; Universidade Federal do Paraná; Rojas Ríos, Inés Adriana; Instituto Colombiano de Neurociencias; Moreno Carrillo, María Jeimy; Universidad de San Buenaventura; Gomez-A, Alexander; Center for alcohol studies, University of North Carolina at Chapel Hill

    2017-01-01

    In this study, we evaluated a group of boys and girls, from first to third grade of primary school, with difficulties in writing acquisition in comparison with a control group. The results obtained by using the “Evaluación Neuropsicológica infantil ‘Puebla-Sevilla’” show significant differences between the experimental and the control group in the Kinetic, Kinesthesic and the Global Spatial Perception neuropsychological factors. Similar results were also obtained in the writing tasks that ar...

  4. Learning difficulties related to graphing: A hermeneutic phenomenological perspective

    Science.gov (United States)

    Roth, Wolff-Michael; Bowen, Gervase Michael

    2000-03-01

    In this paper, we illustrate the use of auto/biographical materials as part of a research process concerned with problematic aspects of learning science. Drawing on an extended study of graphing among university students and research scientists, and on the auto/biographical of and interview data with one of the authors, we point out some of the sources of difficulties of coming to understand graphs and graphing.

  5. Influence of previous participation in physical activity on its ...

    African Journals Online (AJOL)

    ... participation can influence perceptions of PA among the students. Physical activity promotion programmes should consider the role of these factors which should be emphasised from childhood. Keywords: physical activity, students, perceived benefits, perceived barriers, previous participation, sedentary lifestyle, Rwanda

  6. Choice of contraception after previous operative delivery at a family ...

    African Journals Online (AJOL)

    Choice of contraception after previous operative delivery at a family planning clinic in Northern Nigeria. Amina Mohammed‑Durosinlorun, Joel Adze, Stephen Bature, Caleb Mohammed, Matthew Taingson, Amina Abubakar, Austin Ojabo, Lydia Airede ...

  7. Payload specialist Reinhard Furrer show evidence of previous blood sampling

    Science.gov (United States)

    1985-01-01

    Payload specialist Reinhard Furrer shows evidence of previous blood sampling while Wubbo J. Ockels, Dutch payload specialist (only partially visible), extends his right arm after a sample has been taken. Both men show bruises on their arms.

  8. Delivery outcomes at term after one previous cesarean section.

    Science.gov (United States)

    Yamani-Zamzami, Tarik Y

    2007-12-01

    To determine the maternal and perinatal outcomes at term in women with one previous cesarean delivery and with no history of vaginal birth. This is a case-control study conducted at King Abdul-Aziz University Hospital, Jeddah, Kingdom of Saudi Arabia, between January 1, 1999 and December 31, 2002. One hundred sixty-two women with one previous cesarean delivery and with no previous vaginal birth were compared with 324 control women. The cesarean section rate was higher in the study group 40 (24.7%) versus 23 (7.1%) in the control group and was statistically significant (phistory of vaginal delivery are considered less favorable, the vaginal birth after cesarean section success rate may be even lower if the indication for previous primary cesarean delivery was failure to progress, and may be associated with increased risk of uterine rupture. Further study is required to confirm our findings.

  9. Note-taking Strategies and Academic Achievement

    OpenAIRE

    Haghverdi, Hamid; Biria, Reza; Karimi, Lotfollah

    2014-01-01

    The purpose of the present article is two fold. That is, revealing the significance, underlying theory and findings concerning note-taking in the literature related and exploring, through a survey study, the Iranian professors‘ and students‘ attitudes towards the effect of teaching note-taking strategies on the students‘ academic achievement. To this end, many previous studies were reviewed and we knew that many scholars, conducting empirical studies, surveys and interviews, have highlighted ...

  10. Communication difficulties and psychoemotional distress in patients receiving mechanical ventilation.

    Science.gov (United States)

    Khalaila, Rabia; Zbidat, Wajdi; Anwar, Kabaha; Bayya, Abed; Linton, David M; Sviri, Sigal

    2011-11-01

    Difficulties in communication in intensive care patients receiving mechanical ventilation are a source of stressful experiences and psychoemotional distress. To examine the association between communication characteristics and psychoemotional distress among patients treated with mechanical ventilation in a medical intensive care unit and to identify factors that may be predictive of psychological outcomes. A total of 65 critically ill patients, extubated within the preceding 72 hours, were included in this cross-sectional study. Data were collected by using a structured interview. Separate regression analysis of data on 3 psychoemotional outcomes (psychological distress, fear, and anger) were used for baseline variables, communication characteristics, and stressful experiences. Difficulty in communication was a positive predictor of patients' psychological distress, and length of anesthesia was a negative predictor. Fear and anger were also positively related to difficulty in communication. In addition, the number of communication methods was negatively associated with feelings of fear and anger. Finally, the stressful experiences associated with the endotracheal tube were positively related to feelings of anger. Patients treated with mechanical ventilation experience a moderate to extreme level of psychoemotional distress because they cannot speak and communicate their needs. Nurses should be aware of the patients' need to communicate. Decreasing stressful experiences associated with the endotracheal tube and implementing more appropriate communication methods may reduce patients' distress.

  11. EFL Teachers’ and Learners’ Perceptions of Grammatical Difficulties

    Directory of Open Access Journals (Sweden)

    Maha Alhaysony

    2017-02-01

    Full Text Available This paper investigates grammatical difficulty from the perspective of Saudi university students, of EFL as well as from the perspective of university teachers. It aims to find out which English grammar features are more difficult/less difficult than others. Furthermore, it attempts to determine the reasons and causes that account for such grammar difficulty. Questionnaires and semi-structured interviews were the two research instruments used in this study. A total number of 103 students and 85 university teachers took part in the questionnaire, while only 20 teachers and 25 students responded in the interview. All the participants were from Aljouf University (males and females. The results showed that some English grammar features were more difficult and some were less difficult than others. The obtained difficulty order determined by EFL learners and the one obtained by the teachers’ perceptions were compared. Some similarities and differences were found to exist in the rank order of the features for the two groups. The findings of the study may be beneficial to syllabus designers, material developers, teachers and EFL learners.

  12. Clinical Characteristics of 2 Groups of Children With Feeding Difficulties.

    Science.gov (United States)

    Marshall, Jeanne; Hill, Rebecca J; Ware, Robert S; Ziviani, Jenny; Dodrill, Pamela

    2016-01-01

    The primary aim of this study was to describe and compare the clinical characteristics of 2 groups of children presenting to a feeding clinic: children with autism spectrum disorder (ASD) and children with a nonmedically complex history (NMC). A secondary aim was to compare participants according to the degree of oral motor impairment, presence of oral hypersensitivity, and clinically significant parent stress. Children with feeding difficulties ages between 2 and 6 years were recruited. Prospective data were collected on dietary intake, general development, mealtime behaviors, oral motor skills, oral sensory processing, and parental stress via parent questionnaire and clinical assessment. In total, 68 children (ASD = 33 and NMC  = 35) participated in the study. Both groups presented with a large number of difficult mealtime behaviors. Although stress was elevated in both groups, parents of children in the ASD group reported significantly higher stress levels than those with children in the NMC group (mean difference 27.3 on a percentile scale, 95% confidence interval [CI] 15.5-39.2, P children presented with mild-to-moderate oral motor impairments (ASD = 28, 85%; NMC = 28, 80%). Children with heightened oral sensory sensitivity consumed significantly fewer unprocessed fruits and vegetables (mean difference 3.3 foods, 95% CI 1.3-5.3, P feeding difficulty presented similarly across the ASD and NMC groups in this study. Oral motor impairment, oral sensory sensitivity, and parental stress should not be overlooked in the management of children with feeding difficulties, regardless of etiology.

  13. Difficulties in Balint groups: a qualitative study of leaders' experiences.

    Science.gov (United States)

    Kjeldmand, Dorte; Holmström, Inger

    2010-11-01

    Balint groups (BGs) are a means of enhancing competence in the physician-patient relationship and are also regarded as beneficial for GPs' mental health. However, voluntary BGs are still few, some members terminate their participation, and problems are reported in obligatory groups in residency programmes. This raises questions about possible negative aspects of BGs. To examine difficulties in BGs as experienced by BG leaders. Qualitative study using interviews. Eight BG leaders from five countries were interviewed. The interviews focused on the informants' experiences of difficulties in their groups and were analysed with a systematic text-condensation method. Three categories of difficulties emerged from the analysis: 1) the individual physician having needs, vulnerabilities, and defences; 2) the group (including the leader) having problems of hidden agendas, rivalries, and frames; and 3) the surrounding environment defining the conditions of the group. BGs were found to fit into modern theories of small groups as complex systems. They are submitted to group dynamics that are sometimes malicious, and are exposed to often tough environmental conditions. Professionally conducted BGs seem to be a gentle, efficient method to train physicians, but with limitations. Participation of a member demands psychological stability and an open mind. BGs need support from the leadership of healthcare organisations in order to exist.

  14. SCHOOL DIFFICULTIES IN CABINDA/ANGOLA: WHAT DO MONOGRAPHS SAY?

    Directory of Open Access Journals (Sweden)

    Maria Helena Canhici

    2016-11-01

    Full Text Available This study analyzed two monographs of Pedagogy and Psychology, from ISCED/UON/Cabinda/Angola. The study was based on the Historical - Cultural perspective of Vygotsky articulated with Bakhtin's concept of speech genre. In these monographs we find a variety of senses and meanings. These senses and meanings appear as synonyms for poor school performance, school failure, learning difficulties. However, despite this diversity, we find as a common denominator the view that the difficulties are individual and from a biological background. They are located on students and their families. Thus, schooling processes in these schools in Cabinda, although they include students in schools, they also walk towards the exclusion of the same students, which tells us that the difficulties are not necessarily in learning, but in this exclusionary process of schooling. For monographs also point out the precarious working conditions of schools and teacher training, in addition to the linguistic differences between the local language and Portuguese – the language that is spoken and written in schools - as factors contributing to the exclusion of many of the students. This reveals the double face of modernity: on the one hand it includes students within schools, on the other, excludes them from the teaching-learning processes when sociocultural differences are expressed. Through our analysis we realized that in schools in Cabinda, as in many schools in Brazil, reading, writing and mathematics are taught as individual skills acquisitions and not as human activities as taught in Vygotsky.

  15. Upper-division student difficulties with the Dirac delta function

    Directory of Open Access Journals (Sweden)

    Bethany R. Wilcox

    2015-03-01

    Full Text Available The Dirac delta function is a standard mathematical tool that appears repeatedly in the undergraduate physics curriculum in multiple topical areas including electrostatics, and quantum mechanics. While Dirac delta functions are often introduced in order to simplify a problem mathematically, students still struggle to manipulate and interpret them. To characterize student difficulties with the delta function at the upper-division level, we examined students’ responses to traditional exam questions and a standardized conceptual assessment, and conducted think-aloud interviews. Our analysis was guided by an analytical framework that focuses on how students activate, construct, execute, and reflect on the Dirac delta function in the context of problem solving in physics. Here, we focus on student difficulties using the delta function to express charge distributions in the context of junior-level electrostatics. Common challenges included invoking the delta function spontaneously, translating a description of a charge distribution into a mathematical expression using delta functions, integrating 3D or non-Cartesian delta function expressions, and recognizing that the delta function can have units. We also briefly discuss implications of these difficulties for instruction.

  16. Reading Comprehension Difficulties in Chinese-English Bilingual Children.

    Science.gov (United States)

    Tong, Xiuhong; McBride, Catherine; Shu, Hua; Ho, Connie Suk-Han

    2018-02-01

    The co-occurrence of reading comprehension difficulties for first language (L1) Chinese and second language (L2) English and associated longitudinal cognitive-linguistic correlates in each language were investigated. Sixteen poor comprehenders in English and 16 poor comprehenders in Chinese, 18 poor readers in both, and 18 children with normal performance in both were identified at age 10. The prevalence rate for being poor in both was 52.94%, suggesting that approximately half of children who are at risk for Chinese reading comprehension difficulty are also at risk for English reading comprehension difficulty. Chinese word reading, phonological, and morphological awareness were longitudinal correlates of poor comprehension in Chinese. English word reading and vocabulary were longitudinal correlates of poor comprehension in English. Chinese phonological awareness was an additional correlate of poor comprehension in English. Moreover, poor comprehenders in both Chinese and English showed slower rapid automatized naming scores than the other groups. Findings highlight some factors that might be critical for reading comprehension in L1 Chinese and L2 English; fluency is likely to be a critical part of reading comprehension across languages. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.

  17. Maternal abuse history and self-regulation difficulties in preadolescence.

    Science.gov (United States)

    Delker, Brianna C; Noll, Laura K; Kim, Hyoun K; Fisher, Philip A

    2014-12-01

    Although poor parenting is known to be closely linked to self-regulation difficulties in early childhood, comparatively little is understood about the role of other risk factors in the early caregiving environment (such as a parent's own experiences of childhood abuse) in developmental pathways of self-regulation into adolescence. Using a longitudinal design, this study aimed to examine how a mother's history of abuse in childhood relates to her offspring's self-regulation difficulties in preadolescence. Maternal controlling parenting and exposure to intimate partner aggression in the child's first 24-36 months were examined as important early social and environmental influences that may explain the proposed connection between maternal abuse history and preadolescent self-regulation. An ethnically diverse sample of mothers (N=488) who were identified as at-risk for child maltreatment was recruited at the time of their children's birth. Mothers and their children were assessed annually from the child's birth through 36 months, and at age 9-11 years. Structural equation modeling and bootstrap tests of indirect effects were conducted to address the study aims. Findings indicated that maternal abuse history indirectly predicted their children's self-regulation difficulties in preadolescence mainly through maternal controlling parenting in early childhood, but not through maternal exposure to aggression by an intimate partner. Maternal history of childhood abuse and maternal controlling parenting in her child's early life may have long-term developmental implications for child self-regulation. Copyright © 2014 Elsevier Ltd. All rights reserved.

  18. Altered visual sensory fusion in children with reading difficulties.

    Science.gov (United States)

    González-Castro, P; Rodríguez, C; Núñez, J C; Vallejo, G; González-Pienda, J A

    2014-12-01

    Reading is a multi-sensory and multi-cognitive task, and its difficulties (e.g., dyslexia) are not a unitary disorder. There are probably a variety of manifestations that relate to the actual site of impairment. A randomized, pre-test/post-test nonequivalent-groups design was conducted over 4 months with three groups aged between 6 and 8 years. One group comprised 76 participants (34 boys, 42 girls) with reading difficulties and altered sensory fusion (RD+ASF), a second group was made up of 123 students (59 boys, 64 girls) with reading difficulties but without altered sensory fusion (RD), and a third group comprised 81 participants (39 boys, 42 girls) who were young readers (RL) without reading delay, paired with the RD group on reading level. The experimental groups received intervention in the skills of control, stimulus recognition, and phonological awareness during a 4-month period. Both pre-test and post-test measures of errors in reading mechanics and reading routes (word and pseudo-word) were obtained. Poorer results in mechanics and reading routes of the RD+ASF group suggest that the effectiveness of the intervention depended on the characteristics of the groups and on the presence of sensory fusion deficits in the RD students.

  19. Childhood adiposity and fertility difficulties: the Bogalusa Heart Study.

    Science.gov (United States)

    Jacobs, M B; Bazzano, L A; Pridjian, G; Harville, E W

    2017-12-01

    Adult obesity is associated with infertility; however, childhood obesity has received little consideration. The present study sought to evaluate the impact of childhood adiposity on fertility. Associations between childhood adiposity and self-reported fertility difficulties were estimated among women participating in a long-term study of cardiovascular risks and reproductive health (n = 1061). Participants with obesity between ages 9 and 12 were more likely to report fertility difficulties (adjusted relative risk [aRR], 1.82, 95% CI 1.17-2.82) and inability to become pregnant when trying (aRR = 1.94, 95% CI 1.22-3.08) as were those with obesity prior to age 9 (aRR = 1.76, 95% CI 1.04-2.97). Similar associations were seen among those ever overweight or obese in childhood. High subscapular skinfold thickness (age fertility difficulties (aRR = 1.56, 95% CI 1.13-2.14); associations for triceps skinfold were attenuated. Participants with increased adiposity also had fewer pregnancies and live births. Effects persisted, excluding women with polycystic ovarian syndrome. This study supports an association between childhood adiposity and infertility, not solely driven by polycystic ovarian syndrome. © 2016 World Obesity Federation.

  20. Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties

    Science.gov (United States)

    Lai, Yinghui; Zhu, Xiaoshuang; Chen, Yinghe; Li, Yanjun

    2015-01-01

    Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA) and mathematical metacognition on word problem solving (WPS). We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56) with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil’s Metacognitive Ability in Mathematics, and WPS tasks. The results indicated that mathematical metacognition mediated the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics achievement groups including high achieving (HA), typical achieving (TA), low achieving (LA), and mathematical learning difficulty (MLD). Because mathematical metacognition and MA predicted mathematics achievement, we compared group differences in metacognition and MA with IQ partialled out. The results showed that children with MLD scored lower in self-image and higher in learning mathematics anxiety (LMA) than the TA and HA children, but not in mathematical evaluation anxiety (MEA). MLD children’s LMA was also higher than that of their LA counterparts. These results provide insight into factors that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest that the anxiety during learning mathematics should be taken into account in mathematical learning difficulty interventions. PMID:26090806

  1. Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties.

    Science.gov (United States)

    Lai, Yinghui; Zhu, Xiaoshuang; Chen, Yinghe; Li, Yanjun

    2015-01-01

    Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA) and mathematical metacognition on word problem solving (WPS). We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56) with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil's Metacognitive Ability in Mathematics, and WPS tasks. The results indicated that mathematical metacognition mediated the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics achievement groups including high achieving (HA), typical achieving (TA), low achieving (LA), and mathematical learning difficulty (MLD). Because mathematical metacognition and MA predicted mathematics achievement, we compared group differences in metacognition and MA with IQ partialled out. The results showed that children with MLD scored lower in self-image and higher in learning mathematics anxiety (LMA) than the TA and HA children, but not in mathematical evaluation anxiety (MEA). MLD children's LMA was also higher than that of their LA counterparts. These results provide insight into factors that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest that the anxiety during learning mathematics should be taken into account in mathematical learning difficulty interventions.

  2. Tongue tie division in infants with breast feeding difficulties.

    Science.gov (United States)

    Wallace, Helen; Clarke, Susan

    2006-07-01

    Tongue tie is a congenital oral abnormality characterised by an abnormally short lingual frenulum. The majority of current medical and surgical opinion is that tongue tie rarely, if ever, causes feeding difficulties and therefore, should not be divided. With increased popularity of breast feeding in the last decade there has been renewed interest in tongue tie and its effect on breast feeding. We present a case series of infants who underwent tongue tie division for feeding difficulties and assess the indications for and outcomes of the procedure. Eleven infants with breast feeding difficulties associated with tongue tie underwent tongue tie division using a standard technique in the outpatient clinic. No anaesthetic or analgesia was used and there was little or no bleeding or infant distress. Parents were subsequently contacted by phone at least 4 months after the procedure to inquire about the effect of the procedure on feeding and any complications encountered. The age at tongue tie division ranged from 2 to 31 days (median=10 days). 10/11 of these infants were followed up. The age at follow up was 4-20 months (median=10 months). Prior to division, all mothers had attempted breast feeding and were keen to continue. 9/10 had experienced difficulties due to poor latch (8/10), sore nipples (6/10) and continual feeding cycle (5/10). Only 3/10 mothers were breast feeding exclusively. Following tongue tie division, an improvement in breast feeding was noticed immediately by 4/10 mothers. Three mothers did not notice any improvement. 6/10 mothers successfully breast fed for at least 4 months. There were no reported complications of the procedure. The benefits of breast feeding are well known and lactation consultants are becoming more aware of tongue tie as a treatable cause of breast feeding difficulty. The procedure is quick and simple, not requiring any analgesia or anaesthesia and can be performed in the outpatient clinic. Although not conclusive, this case series

  3. Secondary recurrent miscarriage is associated with previous male birth.

    LENUS (Irish Health Repository)

    Ooi, Poh Veh

    2011-01-01

    Secondary recurrent miscarriage (RM) is defined as three or more consecutive pregnancy losses after delivery of a viable infant. Previous reports suggest that a firstborn male child is associated with less favourable subsequent reproductive potential, possibly due to maternal immunisation against male-specific minor histocompatibility antigens. In a retrospective cohort study of 85 cases of secondary RM we aimed to determine if secondary RM was associated with (i) gender of previous child, maternal age, or duration of miscarriage history, and (ii) increased risk of pregnancy complications. Fifty-three women (62.0%; 53\\/85) gave birth to a male child prior to RM compared to 32 (38.0%; 32\\/85) who gave birth to a female child (p=0.002). The majority (91.7%; 78\\/85) had uncomplicated, term deliveries and normal birth weight neonates, with one quarter of the women previously delivered by Caesarean section. All had routine RM investigations and 19.0% (16\\/85) had an abnormal result. Fifty-seven women conceived again and 33.3% (19\\/57) miscarried, but there was no significant difference in failure rates between those with a previous male or female child (13\\/32 vs. 6\\/25, p=0.2). When patients with abnormal results were excluded, or when women with only one previous child were considered, there was still no difference in these rates. A previous male birth may be associated with an increased risk of secondary RM but numbers preclude concluding whether this increases recurrence risk. The suggested association with previous male birth provides a basis for further investigations at a molecular level.

  4. Secondary recurrent miscarriage is associated with previous male birth.

    LENUS (Irish Health Repository)

    Ooi, Poh Veh

    2012-01-31

    Secondary recurrent miscarriage (RM) is defined as three or more consecutive pregnancy losses after delivery of a viable infant. Previous reports suggest that a firstborn male child is associated with less favourable subsequent reproductive potential, possibly due to maternal immunisation against male-specific minor histocompatibility antigens. In a retrospective cohort study of 85 cases of secondary RM we aimed to determine if secondary RM was associated with (i) gender of previous child, maternal age, or duration of miscarriage history, and (ii) increased risk of pregnancy complications. Fifty-three women (62.0%; 53\\/85) gave birth to a male child prior to RM compared to 32 (38.0%; 32\\/85) who gave birth to a female child (p=0.002). The majority (91.7%; 78\\/85) had uncomplicated, term deliveries and normal birth weight neonates, with one quarter of the women previously delivered by Caesarean section. All had routine RM investigations and 19.0% (16\\/85) had an abnormal result. Fifty-seven women conceived again and 33.3% (19\\/57) miscarried, but there was no significant difference in failure rates between those with a previous male or female child (13\\/32 vs. 6\\/25, p=0.2). When patients with abnormal results were excluded, or when women with only one previous child were considered, there was still no difference in these rates. A previous male birth may be associated with an increased risk of secondary RM but numbers preclude concluding whether this increases recurrence risk. The suggested association with previous male birth provides a basis for further investigations at a molecular level.

  5. Resolved Parental Infertility and Children's Educational Achievement.

    Science.gov (United States)

    Branigan, Amelia R; Helgertz, Jonas

    2017-06-01

    Although difficulty conceiving a child has long been a major medical and social preoccupation, it has not been considered as a predictor of long-term outcomes in children ultimately conceived. This is consistent with a broader gap in knowledge regarding the consequences of parental health for educational performance in offspring. Here we address that omission, asking how resolved parental infertility relates to children's academic achievement. In a sample of all Swedish births between 1988 and 1995, we find that involuntary childlessness prior to either a first or a second birth is associated with lower academic achievement (both test scores and GPA) in children at age 16, even if the period of infertility was prior to a sibling's birth rather than the child's own. Our results support a conceptualization of infertility as a cumulative physical and social experience with effects extending well beyond the point at which a child is born, and emphasize the need to better understand how specific parental health conditions constrain children's educational outcomes.

  6. Art Therapy with a Child Experiencing Sensory Integration Difficulty. Brief Report

    Science.gov (United States)

    Kearns, Diane

    2004-01-01

    An increasing number of students diagnosed with difficulties such as attention deficit hyperactivity disorder and Asperger?s syndrome are being seen in schools. Sensory integration difficulties may be part of the symptomatology of these disorders. These difficulties may result in difficulties with both classroom behaviors and academic performance.…

  7. Language and Phonological Skills in Children at High Risk of Reading Difficulties

    Science.gov (United States)

    Carroll, Julia M.; Snowling, Margaret J.

    2004-01-01

    Background: Dyslexia is now generally acknowledged to involve difficulties in phonological processing. However, the links between reading difficulties and speech difficulties remain unclear. Method: In the present study, 17 children with speech difficulties between the ages of four and six were compared to children with a family history of…

  8. Students’ Achievement Goals, Learning-Related Emotions and Academic Achievement

    Science.gov (United States)

    Lüftenegger, Marko; Klug, Julia; Harrer, Katharina; Langer, Marie; Spiel, Christiane; Schober, Barbara

    2016-01-01

    In the present research, the recently proposed 3 × 2 model of achievement goals is tested and associations with achievement emotions and their joint influence on academic achievement are investigated. The study was conducted with 388 students using the 3 × 2 Achievement Goal Questionnaire including the six proposed goal constructs (task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance) and the enjoyment and boredom scales from the Achievement Emotion Questionnaire. Exam grades were used as an indicator of academic achievement. Findings from CFAs provided strong support for the proposed structure of the 3 × 2 achievement goal model. Self-based goals, other-based goals and task-approach goals predicted enjoyment. Task-approach goals negatively predicted boredom. Task-approach and other-approach predicted achievement. The indirect effects of achievement goals through emotion variables on achievement were assessed using bias-corrected bootstrapping. No mediation effects were found. Implications for educational practice are discussed. PMID:27199836

  9. ADHD, learning difficulties and sleep disturbances associated with KCNJ11-related neonatal diabetes.

    Science.gov (United States)

    Landmeier, Karen A; Lanning, Monica; Carmody, David; Greeley, Siri Atma W; Msall, Michael E

    2017-11-01

    Mutations in KCNJ11 are the most common cause of permanent neonatal diabetes mellitus (NDM). Approximately 25% of patients have obvious neurological dysfunction, but whether milder related problems might be more common has been unclear. We sought to assess the prevalence of parental concerns about learning, behavior, attention deficit hyperactivity disorder (ADHD), social competency, and sleep in subjects with KCNJ11-related NDM compared to unaffected sibling controls. Subjects or their guardians in the University of Chicago Monogenic Diabetes Registry completed a survey examining learning, behavior, ADHD and sleep. Thirty subjects with KCNJ11 -related NDM and 25 unaffected sibling controls were assessed. Data were analyzed using GraphPad Prism 6. Nonparametric analysis was performed using Fisher's exact test for group comparisons. Thirteen (43%) individuals with KCNJ11 -related NDM had treatment for or a diagnosis of ADHD compared to two (8%) of the sibling controls (P < 0.05). Compared to their sibling controls, individuals with KCNJ11 mutations had significant differences in behavior difficulties, social awareness, academic achievement and the need for an Individualized Education Plan (IEP). As seen in other neurodevelopmental disorders, individuals with KCNJ11 mutations also had significantly higher rates of sleep difficulties (P < 0.01). Patients with KCNJ11 -related NDM are at an increased risk for delays in learning, social-emotional and behavioral development, ADHD and sleep difficulties based on parent report. Early identification, along with integrated medical and developmental support, may promote better neurodevelopmental outcomes for this unique population. Further investigation utilizing detailed neuropsychological testing will better define the neurodevelopmental consequences of K ATP mutations. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  10. Investigating Secondary School Students’ Difficulties in Modeling Problems PISA-Model Level 5 And 6

    Directory of Open Access Journals (Sweden)

    Sri Imelda Edo

    2013-01-01

    Full Text Available The chart of Indonesian student of mathematical ability development in Program for International Student Assessment (PISA event during the last 4 periods shows an unstable movement. PISA aims to examine the ability of children aged 15 years in  reading literacy,  mathematics literacy, and science literacy. The concept of mathematical literacy is closely related to several other concepts discussed in mathematics education. The most important is mathematical modelling and its component processes.  Therefore the goal of this research is to investigate  secondary school students’ difficulties in modeling problems PISA-model level 5 and 6. Qualitative  research was used as an appropriate mean to achieve this research goal. This type of research is a greater emphasizing on holistic description, and phenomenon identified to be studied,  students’  difficulties  in modelling real world problem in PISA model question level 5 and 6. 26 grade 9 students of SMPN 1Palembang, 26 grade 9  students of SMPK Frater Xaverius 1 Palembang, and 31 participants of mathematical literacy context event, were involved in this research. The result of investigate showed  that student is difficult  to; (1  formulating  situations mathematically, Such as to representing a situation mathematically, recognizing mathematical structure (including  regularities, relationships, and patterns in problems, (2 evaluating the reasonableness of a mathematical solution in the context of a real-world problem. The students have no problem in solve mathematical problem they have constructed.Keywords: Mathematical model, Modelling competence, PISA, PISA Questions level 5 and 6, Students’difficulties in solving PISA-model Questions. Mathematics Literacy. DOI: http://dx.doi.org/10.22342/jme.4.1.561.41-58

  11. Designing a Strategic Measurement Program for Software Engineering Organizations: Discovering Difficulties and Problems

    Directory of Open Access Journals (Sweden)

    Mitre-Hernández Hugo A.

    2014-04-01

    Full Text Available Software measurement is widely recognized as an essential part of understanding, controlling, monitoring, predicting, and evaluating software development and maintenance projects. Both, software process improvement (SPI and software measurement literature include many case studies of successful companies and descriptions of their measurement programs. However, there are still concerns on how to design efficient strategic measurement programs. These concerns include the lack of involvement of the SEO’s personnel, bad alignment with its strategy and improvement initiative, difficulty to justify the utility of using standards or improvement initiatives, etc. All of the former results in inadequate measurement programs that often lead to poor decisions and economic loss. This paper describes a pilot study to observe and analyze the operation of measurement teams when using measurement methods such as Balanced Objective-Quantifiers Method (BOQM, Practical Software Measurement (PSM and Balanced Scorecard and Goal-Driven Measurement (BSC&GQ[I]M to design a strategic measurement program. From the results of the study, we gained some insight on common difficulties and problems, which are useful to consider when designing of strategic measurement programs. This paper describes an important milestone in achieving our main research goal, evaluate and find suggestions to design a strategic measurement program aligned correctly with the strategic goals, for effective decision making at all organization levels and justify the utilities or benefits of integrating improvement initiatives.

  12. Investigating Secondary School Students’ Difficulties in Modeling Problems PISA-Model Level 5 and 6

    Directory of Open Access Journals (Sweden)

    Sri Imelda Edo

    2013-01-01

    Full Text Available The chart of Indonesian student of mathematical ability development inProgram for International Student Assessment (PISA event during thelast 4 periods shows an unstable movement. PISA aims to examine theability of children aged 15 years in reading literacy, mathematicsliteracy, and science literacy. The concept of mathematical literacy is closely related to several other concepts discussed in mathematicseducation. The most important is mathematical modelling and itscomponent processes. Therefore the goal of this research is toinvestigate secondary school students’ difficulties in modelingproblems PISA-model level 5 and 6. Qualitative research was used asan appropriate mean to achieve this research goal. This type of research is a greater emphasizing on holistic description, and phenomenon identified to be studied, students’ difficulties in modelling real world problem in PISA model question level 5 and 6. 26 grade 9 students of SMPN 1 Palembang, 26 grade 9 students of SMPK Frater Xaverius 1 Palembang, and 31 participants of mathematical literacy context event, were involved in this research. The result of investigate showed that student is difficult to; (1 formulating situations mathematically, Such as to representing a situation mathematically, recognizing mathematical structure (including regularities, relationships, and patterns in problems, (2 evaluating the reasonableness of a mathematical solution in the context of a real-world problem. The students have no problem in solve mathematical problem they have constructed.

  13. On the learning difficulty of visual and auditory modal concepts: Evidence for a single processing system.

    Science.gov (United States)

    Vigo, Ronaldo; Doan, Karina-Mikayla C; Doan, Charles A; Pinegar, Shannon

    2018-02-01

    The logic operators (e.g., "and," "or," "if, then") play a fundamental role in concept formation, syntactic construction, semantic expression, and deductive reasoning. In spite of this very general and basic role, there are relatively few studies in the literature that focus on their conceptual nature. In the current investigation, we examine, for the first time, the learning difficulty experienced by observers in classifying members belonging to these primitive "modal concepts" instantiated with sets of acoustic and visual stimuli. We report results from two categorization experiments that suggest the acquisition of acoustic and visual modal concepts is achieved by the same general cognitive mechanism. Additionally, we attempt to account for these results with two models of concept learning difficulty: the generalized invariance structure theory model (Vigo in Cognition 129(1):138-162, 2013, Mathematical principles of human conceptual behavior, Routledge, New York, 2014) and the generalized context model (Nosofsky in J Exp Psychol Learn Mem Cogn 10(1):104-114, 1984, J Exp Psychol 115(1):39-57, 1986).

  14. THE ASSESSMENT OF DIFFICULTY OF YACHT SAILING CLASSES AND STUDENTS' GLOBAL SELF-ESTEEM

    Directory of Open Access Journals (Sweden)

    Anna Romanowska-Tolloczko

    2015-06-01

    Full Text Available Purpose: determination of relationship between the level of students’ global self-esteem and their perception of the degree of difficulty sailing yacht classes. Material and methods: Study consisted of 178 students of University School of Physical Education in Wrocław. The study used two tools: Polish adaptation of SES M. Rosenberg Self-Esteem Scale and a questionnaire designed by the authors of the study. Results: men were characterized by a higher self-esteem than women. Distribution of the results obtained by women was closer to a normal distribution, but it was not completely compatible with it. The relationship was noted between the level of global self-esteem of the students and their perception of the degree of difficulty of the course. People with higher self-esteem assessed the knowledge and skills of sailing as easier. For people with lower levels of self-esteem sailing it was a more difficult. Conclusions: self-acceptance and self-esteem have a substantial impact on goal setting and the perception and taking various tasks. It is therefore important to help young people to build adequate self-esteem and positive self-image, because faith in its own strength and capabilities is a key element in achieving success in every area of life.

  15. Achieving affordable housing through energy efficiency strategy

    International Nuclear Information System (INIS)

    Copiello, Sergio

    2015-01-01

    Cooperation between public and private sector has achieved a remarkable widespread, in the Italian context, over the last two decades. Nevertheless, the increasing difficulty in accessing the capital market and the rising cost of funding sources, both noticeable over the past few years, led to a slowdown of Public–Private Partnership (PPP) initiatives. Meanwhile, the community is expressing new needs to be satisfied, such as the conversion of brownfields, the recovery of housing stock dating back to former times, as well as the refurbishment of public offices or schools. Emerging priorities include the supply of affordable dwellings for low to medium income households. This essay aims to examine a case study in which PPP and buildings energy efficiency have been successfully combined, in order to jointly contribute to the achievement of a social housing settlement. Thanks to energy efficiency measures—concerning building envelope insulation, heating system and other installations—the agreed rent results far higher than social rent of protected tenancies, and furthermore above the range of fair rents characterising other regulated tenancies, but mildly lower than market rents. All this allows to achieve an equity yield rate satisfying from the perspective of a venture philanthropy investment. -- Highlights: •Provision of affordable dwellings is an emerging priority within Italian context. •Lack of public funds leads to promote Public–Private Partnership schemes. •Without public grants the adoption of a venture philanthropy approach is needed. •The examined case study allows to explain the role of buildings energy efficiency. •Buildings energy efficiency may boost feasibility of social housing transactions

  16. Adjusting game difficulty level through Formal Concept Analysis

    Science.gov (United States)

    Gómez-Martín, Marco A.; Gómez-Martín, Pedro P.; Gonzâlez-Calero, Pedro A.; Díaz-Agudo, Belén

    In order to reach as many players as possible, videogames usually allow the user to choose the difficulty level. To do it, game designers have to decide the values that some game parameters will have depending on that decision. In simple videogames this is almost trivial: minesweeper is harder with longer board sizes and number of mines. In more complex games, game designers may take advantage of data mining to establish which of all the possible parameters will affect positively to the player experience. This paper describes the use of Formal Concept Analysis to help to balance the game using the logs obtained in the tests made prior the release of the game.

  17. CONTRIBUTING FACTORS TOWARDS DIFFICULTIES IN GENERATING IDEAS AMONG TECHNICAL STUDENTS

    OpenAIRE

    Yee Mei Heong

    2013-01-01

    Idea is a thought or collection of thoughts that are important to decision making and problem solving.  The purpose of this research was to analysis the factors contributing to difficulty in generating ideas among technical students.  A total of 375 technical students from four technical universities in Malaysia were randomly selected as samples.  A set of questionnaires was developed and used as research instrument.  The findings indicated that a total of 319 (85.1%) technical students faced...

  18. [Difficulties at work and work motivation of ulcerative colitis suffers].

    Science.gov (United States)

    Nasu, Ayami; Yamada, Kazuko; Morioka, Ikuharu

    2015-01-01

    Because ulcerative colitis (UC) repeats remission and relapse, it is necessary to keep the condition at the relapse time in mind when considering support to provide UC suffers with at the workplace. The aim of this survey was to clarify the difficulties at work and work motivation that UC suffers feel at present and experience at the worsening time, and the factors for maintaining work motivation. We carried out an anonymous questionnaire survey of patients with present or past work experience. The difficulties at work (17 items) and work motivation (4 items) in the past week and at the time when the symptoms were most intensive during work were investigated using a newly designed questionnaire. We regarded the time in the past week as the present, and the time when the symptoms were most intensive during work as the worsening time. There were 70 respondents (response rate 32.0%). Their mean age was 43.8 years, and their mean age at onset was 33.8 years. All subjects, except 2 subjects after surgery, took medicine. Fifty-three (75.7%) of the subjects were in remission at the present, and most of them (91.4%) managed their physical condition well. Difficulties at work that many subjects worried about at the present were relevant to work conditions, such as "Others at workplace do not understand having an intractable and relapsing disease" (41.4%) or "Feel delayed or lack of chance of promotion or career advancement due to the disease" (38.6%). At the worsening time, the management of physical condition went wrong, and the frequency of hospital visits was increased, but few subjects consulted with superiors or colleagues at workplace. Difficulties at work that many subjects underwent at the worsening time were relevant to symptoms, such as "Feel physically tired" (80.0%) or "Decline foods or alcoholic beverages offered at business parties" (72.9%). Those who maintained work motivation even at the worsening time received no work-related consideration and had an

  19. Difficulties in the behavior of preschool grade children

    Directory of Open Access Journals (Sweden)

    Ederly del C. Díaz Díaz

    2011-09-01

    Full Text Available This article presents a methodological alternative addressed to the preparation of professors, as main protagonists who contribute in a decisive way to problem prevention in Presc hool Education. This alternative is supported in the Historical and Cultural Approach whose main author is L. S. Vigotski. This alternative responds to teachers`upgrading needs, and it is designed in correspondence with the most recent psycho-pedagogic cr iteria to elevate the efficiency in the prevention of all the difficulties concerning the behavior in children of early age.

  20. Difficulties with Prenatal Diagnosis of the Walker-Warburg Syndrome

    International Nuclear Information System (INIS)

    Low, A.S.C.; Lee, S.L.; Tan, A.S.A.; Chan, D.K.L.; Chan, L.L.

    2005-01-01

    We describe a postnatally diagnosed case of Walker-Warburg syndrome - a form of congenital muscular dystrophy with lissencephaly and eye abnormalities. We reviewed the literature to highlight its clinico-radiological diagnostic features and discuss the difficulties encountered with prenatal diagnosis, especially in cases with no positive family history. An increased awareness of this rare but lethal condition, and a high index of suspicion during routine antenatal ultrasound, could prompt further advanced fetal ultrasonography and magnetic resonance imaging, and aid in timely prenatal diagnosis, management, and counseling. Brain/brainstem, congenital, magnetic resonance imaging, obstetrics, pediatrics, ultrasound

  1. Difficulties with Prenatal Diagnosis of the Walker-Warburg Syndrome

    Energy Technology Data Exchange (ETDEWEB)

    Low, A.S.C.; Lee, S.L.; Tan, A.S.A.; Chan, D.K.L.; Chan, L.L. [Singapore General Hospital (Singapore). Depts. of Diagnostic Radiology, Obstetrics and Gynecology and Neonatology

    2005-10-01

    We describe a postnatally diagnosed case of Walker-Warburg syndrome - a form of congenital muscular dystrophy with lissencephaly and eye abnormalities. We reviewed the literature to highlight its clinico-radiological diagnostic features and discuss the difficulties encountered with prenatal diagnosis, especially in cases with no positive family history. An increased awareness of this rare but lethal condition, and a high index of suspicion during routine antenatal ultrasound, could prompt further advanced fetal ultrasonography and magnetic resonance imaging, and aid in timely prenatal diagnosis, management, and counseling. Brain/brainstem, congenital, magnetic resonance imaging, obstetrics, pediatrics, ultrasound.

  2. Difficulties of adaptation to Order 453 by radiology services

    International Nuclear Information System (INIS)

    Padilha Filho, L.G.; Chernicharo, C.C.; Montone Junior, V.; Lenine, R.C.; Berquo, F.R.; Koch, H.A.; Costa, V.C.M. da; Rodrigues, I.V.; Duarte, N.S.; Silva, M.O. da

    2001-01-01

    This work has as its objective to present some difficulties of adaptation of a Radiological Service to Order 453, of Health Ministry. The Order 453, gives regulations to use of radiodiagnostic techniques and require the implementation of Quality Assurance Programs in all institution that make use of ionizing radiation. A survey of functioning conditions of General Hospital - Radiological Service of Santa Casa de Misericordia do Rio de Janeiro, was performed with basis on Order 453. After analysis of these conditions, were noticed some needs as, improvement of professional competence about radiation protection and implementation of a Quality Assurance Program in radiological unit of this hospital

  3. Psychological Characteristics of Personality in Students with Learning Difficulties

    Directory of Open Access Journals (Sweden)

    T A Shilova

    2014-12-01

    Full Text Available The article presents the research of the psychological characteristics of the personality of a student with learning difficulties from the position of the mismatch of mental development in operational sphere. The article considers the system of methods of research with the personality-oriented approach. The influence of certain psychological characteristics of a personality on the outcome of the study is revealed. The ways of building correctional-developing programmes for psychological preparation of junior schoolchildren for successful learning are shown.

  4. Difficulties in modeling dispersed-flow film boiling

    International Nuclear Information System (INIS)

    Andreani, M.; Yadigaroglu, G.

    1991-01-01

    Dispersed Flow Film Boiling (DFFB) is characterized by important departures from thermal and velocity equilibrium that make it suitable for modeling with two-fluid models. The fundamental limitations and difficulties imposed by the one-dimensional nature of these models are extensively discussed. The validity of the assumptions and empirical laws used to close the system of conservation equations is critically reviewed, in light of the multidimensional aspects of the problem. Modifications that could improve the physics of the models are identified. (orig.) [de

  5. Colombian Artists and Digital Music Platforms: Some Difficulties

    Directory of Open Access Journals (Sweden)

    Marcela Palacio Puerta

    2017-12-01

    Full Text Available The Internet provides new business opportunities for the music industry, especially for both independent artists and record companies. The reason of the latter is the great proliferation and growth of digital music platforms. However, contrary to statistics, artists have not been able to benefit of such opportunities in the expected manner. The academic development on this subject is in its beginnings especially with respect to the Colombian panorama, therefore for the first time in the literature, this paper draws some of the difficulties that the Colombian artists face in the world of the digital music.

  6. 2 CFR 225.45 - Relationship to previous issuance.

    Science.gov (United States)

    2010-01-01

    ... 2 Grants and Agreements 1 2010-01-01 2010-01-01 false Relationship to previous issuance. 225.45 Section 225.45 Grants and Agreements OFFICE OF MANAGEMENT AND BUDGET CIRCULARS AND GUIDANCE Reserved COST PRINCIPLES FOR STATE, LOCAL, AND INDIAN TRIBAL GOVERNMENTS (OMB CIRCULAR A-87) § 225.45 Relationship to...

  7. Cryptococcal meningitis in a previously healthy child | Chimowa ...

    African Journals Online (AJOL)

    An 8-year-old previously healthy female presented with a 3 weeks history of headache, neck stiffness, deafness, fever and vomiting and was diagnosed with cryptococcal meningitis. She had documented hearing loss and was referred to tertiary-level care after treatment with fluconazole did not improve her neurological ...

  8. Rapid fish stock depletion in previously unexploited seamounts: the ...

    African Journals Online (AJOL)

    Rapid fish stock depletion in previously unexploited seamounts: the case of Beryx splendens from the Sierra Leone Rise (Gulf of Guinea) ... A spectral analysis and red-noise spectra procedure (REDFIT) algorithm was used to identify the red-noise spectrum from the gaps in the observed time-series of catch per unit effort by ...

  9. Obstructive pulmonary disease in patients with previous tuberculosis ...

    African Journals Online (AJOL)

    Obstructive pulmonary disease in patients with previous tuberculosis: Pathophysiology of a community-based cohort. B.W. Allwood, R Gillespie, M Galperin-Aizenberg, M Bateman, H Olckers, L Taborda-Barata, G.L. Calligaro, Q Said-Hartley, R van Zyl-Smit, C.B. Cooper, E van Rikxoort, J Goldin, N Beyers, E.D. Bateman ...

  10. Balance and bilateral skills of selected previously disadvantaged ...

    African Journals Online (AJOL)

    Balance and bilateral skills of selected previously disadvantaged children aged 9 to 12 years. Eileen K Africa, Karel J Van Deventer. Abstract. The main aim of the study was to design an appropriate motor skills development programme that could be implemented in any primary school to improve the fundamental motor ...

  11. Outcome Of Pregnancy Following A Previous Lower Segment ...

    African Journals Online (AJOL)

    Background: A previous ceasarean section is an important variable that influences patient management in subsequent pregnancies. A trial of vaginal delivery in such patients is a feasible alternative to a secondary section, thus aiding to reduce the ceasarean section rate and its associated co-morbidities. Objective: To ...

  12. Suburethral sling procedures after previous surgery for urinary ...

    African Journals Online (AJOL)

    Objective. To compare the outcome of suburethral sling procedures (tension-free vaginal tape (TVT), obturator tape (Ob-tape)) for stress urinary incontinence (SUI) in women with previous surgery for SUI or pelvic organ prolapse (POP). Methods. A comparative, descriptive, retrospective study was done using information ...

  13. 5 CFR 532.405 - Use of highest previous rate.

    Science.gov (United States)

    2010-01-01

    ... 5 Administrative Personnel 1 2010-01-01 2010-01-01 false Use of highest previous rate. 532.405 Section 532.405 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT CIVIL SERVICE REGULATIONS... rate may be based upon a rate of pay received during a temporary promotion, so long as the temporary...

  14. 24 CFR 1710.552 - Previously accepted state filings.

    Science.gov (United States)

    2010-04-01

    ... of Substantially Equivalent State Law § 1710.552 Previously accepted state filings. (a) Materials... and contracts or agreements contain notice of purchaser's revocation rights. In addition see § 1715.15..., unless the developer is obligated to do so in the contract. (b) If any such filing becomes inactive or...

  15. 5 CFR 9701.352 - Use of highest previous rate.

    Science.gov (United States)

    2010-01-01

    ... HUMAN RESOURCES MANAGEMENT SYSTEM Pay and Pay Administration Pay Administration § 9701.352 Use of... 5 Administrative Personnel 3 2010-01-01 2010-01-01 false Use of highest previous rate. 9701.352 Section 9701.352 Administrative Personnel DEPARTMENT OF HOMELAND SECURITY HUMAN RESOURCES MANAGEMENT...

  16. Bilateral orbital infarction and retinal detachment in a previously ...

    African Journals Online (AJOL)

    In this report, we present a case of an 11‑year‑old previously undiagnosed sickle cell disease Nigerian girl with severe acute bilateral orbital infarction and retinal detachment to highlight that hemoglobinopathy induced orbital infarction should be considered in African children with acute onset proptosis with or without ...

  17. Response to health insurance by previously uninsured rural children.

    Science.gov (United States)

    Tilford, J M; Robbins, J M; Shema, S J; Farmer, F L

    1999-08-01

    To examine the healthcare utilization and costs of previously uninsured rural children. Four years of claims data from a school-based health insurance program located in the Mississippi Delta. All children who were not Medicaid-eligible or were uninsured, were eligible for limited benefits under the program. The 1987 National Medical Expenditure Survey (NMES) was used to compare utilization of services. The study represents a natural experiment in the provision of insurance benefits to a previously uninsured population. Premiums for the claims cost were set with little or no information on expected use of services. Claims from the insurer were used to form a panel data set. Mixed model logistic and linear regressions were estimated to determine the response to insurance for several categories of health services. The use of services increased over time and approached the level of utilization in the NMES. Conditional medical expenditures also increased over time. Actuarial estimates of claims cost greatly exceeded actual claims cost. The provision of a limited medical, dental, and optical benefit package cost approximately $20-$24 per member per month in claims paid. An important uncertainty in providing health insurance to previously uninsured populations is whether a pent-up demand exists for health services. Evidence of a pent-up demand for medical services was not supported in this study of rural school-age children. States considering partnerships with private insurers to implement the State Children's Health Insurance Program could lower premium costs by assembling basic data on previously uninsured children.

  18. The effect of previous traumatic injury on homicide risk.

    Science.gov (United States)

    Griffin, Russell L; Davis, Gregory G; Levitan, Emily B; MacLennan, Paul A; Redden, David T; McGwin, Gerald

    2014-07-01

    Research has reported that a strong risk factor for traumatic injury is having a previous injury (i.e., recidivism). To date, the only study examining the relationship between recidivism and homicide reported strong associations, but was limited by possible selection bias. The current matched case-control study utilized coroner's data from 2004 to 2008. Subjects were linked to trauma registry data to determine whether the person had a previous traumatic injury. Conditional logistic regression was used to estimate odds ratios (ORs) and 95% confidence intervals (95% CIs) for the association between homicide and recidivism. Homicide risk was increased for those having a previous traumatic injury (OR 1.81, 95% CI 1.09-2.99) or a previous intentional injury (OR 2.53, 95% CI 1.24-5.17). These results suggest an association between homicide and injury recidivism, and that trauma centers may be an effective setting for screening individuals for secondary prevention efforts of homicide through violence prevention programs. © 2014 American Academy of Forensic Sciences.

  19. Control of feed intake as affected by previous treatment | Pienaar ...

    African Journals Online (AJOL)

    An experiment was conducted with eighteen rumen cannulated sheep fed on a chopped lucerne diet. Previous level of intake significantly influenced the level at which sheep initially established voluntary feed intake. This difference had disappeared after three weeks on an ad lib. intake. Perturbation analysis of the results ...

  20. "Battered Women" and Previous Victimization: Is the Question Relevant?

    Science.gov (United States)

    Gudim, Laurie, Comp.; And Others

    This report discusses battered women and the role of their previous victimization. After a literature review on family violence in general, these topics are discussed: (1) family violence and the patriarchy; (2) the historical background of family violence; (3) intergenerational cycle of violence; and (4) psychological literature's four ways…