Emma’s Negotiation of Number: Implicit Intensive Intervention

2020 ◽  
Vol 51 (3) ◽  
pp. 334-360 ◽  
Author(s):  
Jessica Hunt ◽  
Juanita Silva
Keyword(s):  
Working Memory ◽  
Retrospective Analysis ◽  
School Child ◽  
Teaching Experiment ◽  
Elementary School Child ◽  
Double Counting ◽  
Proof Of Concept ◽  
Intensive Instruction ◽  
Intensive Intervention ◽  
Over Time

We investigated the extent to which one elementary school child with ­working-memory differences made sense of number as a composite unit and advanced her reasoning. Through ongoing and retrospective analysis of eight teaching-experiment sessions, we uncovered four shifts in the child’s real-time negotiation of number over time: (a) initial “2s” and symmetry to consider counting on, (b) participatory awareness of 10 and use of algorithmic knowledge, (c) break apart and growing anticipation of tacit counting, and (d) advanced participatory tacit double counting. The results suggest a possible link between the child’s participatory knowledge and the extent to which her enacted activity met her goals for solving the problem more than her current “knowing.” The implications regarding a possible proof of concept toward implicit, intensive instruction are shared.

Teachers' Stereotypes of Children Who Wear Hearing Aids

1981 ◽  
Vol 12 (3) ◽  
pp. 139-144 ◽  
Author(s):  
Cletus G. Fisher ◽  
Kenneth Brooks
Keyword(s):  
Elementary School ◽  
School Child ◽  
Hearing Aids ◽  
Hearing Aid ◽  
Social Implications ◽  
Elementary School Child ◽  
Classroom Teachers ◽  
Frequency Of Occurrence ◽  
Service Training

Classroom teachers were asked to list the traits they felt were characteristic of the elementary school child who wears a hearing aid. These listings were evaluated according to the desirability of the traits and were studied regarding frequency of occurrence, desirability, and educational, emotional, and social implications. The results of the groupings are discussed in terms of pre-service and in-service training.

scholarly journals QOL-01. LONGITUDINAL COMPARISON OF NEUROCOGNITIVE TRAJECTORIES IN PEDIATRIC MEDULLOBLASTOMA PATIENTS TREATED WITH PROTON VERSUS PHOTON RADIOTHERAPY

2020 ◽  
Vol 22 (Supplement_3) ◽  
pp. iii431-iii431
Author(s):  
Lisa Kahalley ◽  
Rachel Peterson ◽  
M Douglas Ris ◽  
Laura Janzen ◽  
M Fatih Okcu ◽  
...  
Keyword(s):  
Working Memory ◽  
Processing Speed ◽  
Parental Education ◽  
Normal Brain ◽  
Treatment Protocols ◽  
Pediatric Medulloblastoma ◽  
Boost Dose ◽  
Perceptual Reasoning ◽  
Photon Radiotherapy ◽  
Over Time

Abstract PURPOSE By reducing dose to normal brain tissue, proton radiotherapy (PRT) may lessen neurocognitive risk traditionally associated with photon radiotherapy (XRT). We examined change in neurocognitive scores over time in pediatric medulloblastoma patients treated with PRT versus XRT. METHODS Neurocognitive scores from 79 patients (37 PRT, 42 XRT) were examined. Patients were treated between 2007–2018 on the same treatment protocols that differed only by craniospinal modality (PRT versus XRT). Change in scores over time since diagnosis were compared between groups. RESULTS Groups were similar on most demographic/clinical variables: sex (67.1% male), age at diagnosis (mean 8.6 years), CSI dose (median 23.4 Gy), length of follow-up (mean 4.3 years), and parental education (mean 14.3 years). Boost dose (p<0.001) and margin (p=0.001) differed between groups. Adjusting for covariates, the PRT group exhibited superior outcomes in global IQ, perceptual reasoning, and working memory versus the XRT group (all p<0.05). The XRT group exhibited significant decline in global IQ, working memory, and processing speed (all p<0.05). The PRT group exhibited stable scores in all domains except processing speed (p=0.003). Posterior fossa syndrome imparted risk independent of modality. CONCLUSION This is the first study comparing neurocognitive trajectories between pediatric patients treated for medulloblastoma with PRT versus XRT on comparable, contemporary protocols. PRT was associated with more favorable neurocognitive outcomes in most domains compared to XRT, although processing speed emerged as vulnerable in both groups. This is the strongest evidence to date of an intellectual sparing advantage with PRT in the treatment of pediatric medulloblastoma.

Associations between safety culture and employee engagement over time: a retrospective analysis

2015 ◽  
Vol 25 (1) ◽  
pp. 31-37 ◽  
Author(s):  
Elizabeth Lee Daugherty Biddison ◽  
Lori Paine ◽  
Peter Murakami ◽  
Carrie Herzke ◽  
Sallie J Weaver
Keyword(s):  
Retrospective Analysis ◽  
Employee Engagement ◽  
Safety Culture ◽  
Over Time

THE NATURE-BASED SOCIAL-EMOTIONAL APPROACH AND SCIENCE EDUCATION FOR ELEMENTARY SCHOOL CHILD: A NECESSARY RELATION

2021 ◽  
Vol 12 (1) ◽  
pp. 60-66
Author(s):  
Svetlana Angelova ◽  
Keyword(s):  
Science Education ◽  
Active Learning ◽  
Learning Environment ◽  
Primary School ◽  
School Child ◽  
Added Value ◽  
Elementary School Child ◽  
Modern Vision ◽  
Primary School Age ◽  
Emotional Approach

The article presents the Nature-based socio-emotional approach and science education for primary school child as a necessary relation on two levels. At the conceptual level the approach is analysed through the prism of the cumulative effects of nature and society to the cognitive and socio-emotional development of the child’s personality: in primary school age cognitive and emotional-volitional mental processes are socially predetermined and have the essence of a result. At the applied level, the Nature-based socio-emotional approach is analysed through active learning in nature as an authentic learning environment – the focus is on the acquisition of knowledge, the formation of cognitive and socio-emotional skills to overcome consumer culture and sustainable development of nature. In this regard, the effects of active learning are viewed in sync with the learning environment, which collectively generate added value to learning and become a kind of „key“ to creating a modern vision of science education in primary school today .

Increasing Treatment Lifetime through Sustained Release of Scale Inhibitor from Scale Inhibitor Nanoparticles

SPE Journal ◽  
2021 ◽  
pp. 1-7
Author(s):  
Huili Guan ◽  
Austin Lim ◽  
Joshua Hernandez ◽  
Jenn-Tai Liang
Keyword(s):  
Sustained Release ◽  
Functional Group ◽  
Proof Of Concept ◽  
Linear Scale ◽  
Scale Inhibitor ◽  
Concept Study ◽  
Inhibition Concentration ◽  
Calcium And Magnesium ◽  
Inhibitor Treatment ◽  
Over Time

Summary Scale can cause flow assurance issues because of damage to the near-wellbore region and in production facilities. Scale inhibitors are often used to help mitigate these problems. The main focus of this proof-of-concept study is to examine the ability of a newly developed crosslinked nanosized scale inhibitor (NSI) particle to inhibit scale formation through sustained release of scale inhibitor into a model brine and increase scale inhibitor treatment lifetime. Results from minimum inhibition concentration (MIC) measurements showed that, at 95°C, the MIC decreased gradually from 10 ppm at day 0 to 5 ppm after 9 days and eventually reached a very low MIC of 2 ppm after 49 days. These findings are consistent with our hypothesis that the sustained release of linear scale inhibitor from the NSI would result in a decrease in MIC over time caused by an increased amount of linear scale inhibitor being released into the model brine. Also, attaching 2-acrylamido-2-methyl-1-propanesulfonic functional group (AMPS) to NSI successfully inhibits the pseudoscale formation when the scale inhibitor comes into contact with the calcium and magnesium in the model brine. Results from sandpack floods showed that NSI increased the treatment lifetime from 3 pore volumes (PV) postflush throughput, for the traditional scale inhibitor, to 35 to 105 PV postflush throughput. These results support our hypothesis that sustained release of the trapped NSI nanoparticles can improve the treatment lifetime.

Help for the Maladjusted Child

1937 ◽  
Vol 120 (9) ◽  
pp. 217-221
Author(s):  
Annie Dolman Inskeep
Keyword(s):  
Elementary School ◽  
School Child ◽  
Elementary School Child ◽  
Maladjusted Child

Mastery of this one article on the personality difficulties of the elementary school child will add immensely to the effectiveness of any teacher.

scholarly journals Neurocognitive effects of six ketamine infusions and the association with antidepressant effects in treatment-resistant bipolar depression: a preliminary study

PeerJ ◽  
2020 ◽  
Vol 8 ◽  
pp. e10208
Author(s):  
Wei Zheng ◽  
Yan-Ling Zhou ◽  
Cheng-Yu Wang ◽  
Xiao-Feng Lan ◽  
Bin Zhang ◽  
...  
Keyword(s):  
Working Memory ◽  
Bipolar Depression ◽  
Visual Learning ◽  
Verbal Learning ◽  
Depression Symptoms ◽  
Speed Of Processing ◽  
Treatment Resistant ◽  
Observational Period ◽  
Preliminary Study ◽  
Over Time

Objective The N-methyl-D-aspartate subtype glutamate receptor antagonist ketamine has rapid antidepressant and antisuicidal effects in treating treatment-resistant bipolar depression (TRBD). The neurocognitive effects of repeated ketamine infusions in TRBD are not known. Methods Six intravenous infusions of ketamine (0.5 mg/kg over 40 min) were administered on a Monday–Wednesday–Friday schedule during a 12-day period on 16 patients with TRBD followed by a 2-week observational period. The assessment of neurocognitive function was conducted using the MATRICS Consensus Cognitive Battery at baseline, 13 and 26 days. Tasks were designed to test speed of processing, working memory, visual learning and verbal learning. Results A significant improvement was found only in scores of speed of processing (F = 9.9, p = 0.001) after a 2-week observational period, which was accounted for by the improvement of depression symptoms. There were no significant changes over time in terms of working memory, visual learning and verbal learning. Pearson correlation analysis showed that the improvement of depression symptoms through six ketamine infusions was greater among TRBD patients with lower working memory at baseline (r = 0.54, p = 0.03). In multiple regression analysis, the significant correlation was still maintained (beta = 0.67, t = 2.2, p = 0.04). Conclusion This preliminary study indicated that six ketamine infusions were not harmful but were slightly beneficial for speed of processing in TRBD. However, this change was mainly accounted for the improvement of depression symptoms over time. Lower baseline working memory appears to be associated with greater antidepressant response after completion of six ketamine infusions in patients with TRBD.

scholarly journals Memanfaatkan pendekatan Stem pada pembelajaran pola bilangan

AKSIOMA ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 186-197
Author(s):  
Haris Kurniawan ◽  
Eva Susanti
Keyword(s):  
Retrospective Analysis ◽  
Design Research ◽  
Teaching Experiment

Penelitian ini didasari pada fokus pembelajaran yang diinginkan pada kurikulum K13, serta arahan dari bapak menteri yang baru Nadiem Makarim yang ni memberikan pembelajaran yang lebih bermanfaat pada siswa dengan melakukan perubahan kecil dimulai dari kelas dan guru masing - masing, dan Hasil PISA 2018, dimana peringkat Indonesia dalam hal literasi matematika menurun. Untuk itu penelitian ini mengangkat ide menggunakan Pendekatan STEM pada pembelajaran matematika, dengan memberikan kesempatan pada siswa untuk menggali dan menemukan pengetahuan dengan dasar pengetahuan yang dimilikinya dan dengan memanfaatkan unsur – unsur ilmu pengetahuan, budaya, keadaan yang ada disekitarnya. Peneliti menggunakan metode penelitian design research. Dengan 3 tahapan penelitian yakni preliminary, teaching experiment, retrospective analysis. Untuk melihat proses penggalian informasi yang siswa gunakan pada saat pembelajaran dengan menggunakan sebuah stimulus. Setelah mendapatkan informasinya kemudian peneliti memberikan sebuah tes atau evaluasi dengan tanpa menggunakan stimulus apapun.

The Attention-Seeking Elementary School Child

2019 ◽  
pp. 62-80
Author(s):  
Christopher A. Kearney
Keyword(s):  
Elementary School ◽  
School Children ◽  
School Child ◽  
Elementary School Children ◽  
Separation Anxiety ◽  
Contingency Management ◽  
Elementary School Child ◽  
Seeking Behavior ◽  
Core Components ◽  
School Preparation

Chapter 4 focuses on elementary school children who refuse school primarily due to attention-seeking behavior. Many of these children are not necessarily anxious about school, though separation anxiety could be present, but instead desire to remain home from school to be with a parent or primary caregiver. This chapter includes detailed recommendations for psychoeducation, contingency management, and reintroduction to school, with a focus on parents. Recommendations are made for encouraging parents to supervise attendance more closely, refrain from keeping a child home from school, maintain a regular morning routine for school preparation behaviors, and implement consequences for attendance and nonattendance as appropriate. Core intervention components and procedures to expand the effectiveness of these core components are covered.

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