scholarly journals The Modified National Institutes of Health Stroke Scale: its Time has Come

2009 ◽  
Vol 4 (4) ◽  
pp. 267-273 ◽  
Author(s):  
B. C. Meyer ◽  
P. D. Lyden
Keyword(s):  
Clinical Trials ◽  
Foreign Language ◽  
Facial Palsy ◽  
National Institutes Of Health ◽  
Poor Agreement ◽  
Web Based ◽  
Limb Ataxia ◽  
Level Of Consciousness ◽  
Diverse Groups ◽  
The Ideal

The National Institutes of Health Stroke Scale (NIHSS) is a well known, reliable and valid stroke deficit scale. The NIHSS is simple, quick, and has shown significant reliability in diverse groups, settings, and languages. The NIHSS also contains items with poor reliability and redundancy. Recent investigations (include assessing a new training DVD, analyzing web-based or videotape certifications, and testing foreign language versions) have further detailed reliability issues. Items recurrently shown to have poor reliability include Level of Consciousness, Facial Palsy, Limb Ataxia, and Dysarthria. The modified NIHSS (mNIHSS) minimizes redundancy and eliminates poorly reliable items. The mNIHSS shows greater reliability in multiple settings and cohorts, including scores abstracted from records, when used via telemedicine, and when used in clinical trials. In a validation of the mNIHSS against the NIHSS, the number of elements with excellent agreement increased from 54% to 71%, while poor agreement decreased from 12% to 5%. Overall, 45% of NIHSS items had less than excellent reliability vs. only 29% for the mNIHSS. The mNIHSS is not the ideal stroke scale, but it is a significant improvement over the NIHSS. The mNIHSS has shown reliability at bedside, with record abstraction, with telemedicine, and in clinical trials. Since the mNIHSS is more reliable, it may allow for improved practitioner communication, improved medical care, and refinement of trial enrollments. The mNIHSS should now serve as the primary stroke clinical deficit scale for clinical and research aims. When it comes to the mNIHSS, its time has come!

Investigating Chinese University Students’ Enjoyment in a Web-Based Language Learning Environment: Validation of the Online Foreign Language Enjoyment Scale

2021 ◽  
pp. 003151252110417
Author(s):  
Xin Wang ◽  
Yang Wang ◽  
Yizhi Yang ◽  
Lu Wang
Keyword(s):  
Factor Analysis ◽  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
First Language ◽  
Pedagogical Practices ◽  
Future Research ◽  
Web Based ◽  
Chinese University ◽  
Confirmatory Factor

The revolution in web-based technologies has enriched pedagogical practices and motivated scholars to address learners’ positive and negative emotions in the web-based language learning environment. In this study, we first examined the psychometric properties of the Foreign Language Enjoyment Scale (FLES) and then developed the Online Foreign Language Enjoyment Scale (OFLES). We adopted a mixed-method approach using a sample of 383 first language Chinese EFL undergraduates. In stage one of the research, exploratory factor analysis and confirmatory factor analysis supported an 11-item and 4-factor OFLES structure with an ideal model fit. The four sub-domains of the new enjoyment construct were OFLES- Teacher, Private, Interaction, and Competence. The Teacher domain accounted for most variance. In stage two, the qualitative analyses of feedback on an open-ended question concerning enjoyable episodes from 56 of the 383 participants revealed various sources of enjoyment for Chinese university EFL learners attending online English courses. Our findings contribute to an emerging wave of research examining the cross-contextual application of the FLES and provide important pedagogical implications for L2 practitioners and researchers. We discuss suggestions for future research.

scholarly journals An AI Framework to Teach English as a Foreign Language: CSIEC

AI Magazine ◽  
2009 ◽  
Vol 30 (2) ◽  
pp. 59 ◽  
Author(s):  
Jiyou Jia
Keyword(s):  
Foreign Language ◽  
Educational Communication ◽  
Assessment System ◽  
System Structure ◽  
Learning Assessment ◽  
Dialogue System ◽  
Learning Abilities ◽  
Web Based ◽  
English Classes ◽  
English Instruction

CSIEC (Computer Simulation in Educational Communication), is not only an intelligent web-based human-computer dialogue system with natural language for English instruction, but also a learning assessment system for learners and teachers. Its multiple functions—including grammar-based gap filling exercises, scenario show, free chatting and chatting on a given topic—can satisfy the various requirements for students with different backgrounds and learning abilities. After a brief explanation of the conception of our dialogue system, as well as a survey of related works, we will illustrate the system structure, and describe its pedagogical functions with the underlying AI techniques in detail such as NLP and rule-based reasoning. We will summarize the free Internet usage within a six month period and its integration into English classes in universities and middle schools. The evaluation findings about the class integration show that the chatting function has been improved and frequently utilized by the users, and the application of the CSIEC system on English instruction can motivate the learners to practice English and enhance their learning process. Finally, we will conclude with potential improvements.

scholarly journals Eesti keele teise keelena uurimine Tartu Ülikoolis - hetkeseis ja perspektiivid

2010 ◽  
Vol 1 (1) ◽  
pp. 5-19
Author(s):  
Raili Pool
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Research Team ◽  
Research Area ◽  
Future Prospects ◽  
Web Based ◽  
Learning And Teaching ◽  
The University ◽  
Young Researchers

The article gives an overview of the studies conducted at the University of Tartu on Estonian as a second language and of the methodology and study aids designed for learning and teaching Estonian. While several BA theses have been defended on the acquisition of Estonian as a second language, there are but few MA theses and only one PhD the-sis on the topic, leaving this research area still largely uncharted. Various traditional and interactive study aids have been designed at the Department of Estonian as a Foreign Language; the aim is to cre-ate web-based study aids for learners of Estonian. Future prospects for research at the University of Tartu on Estonian as a second language depend on the relevant units being able to attract young researchers who are interested in the topic and who can form a research team to study it.

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