Assessment of an ELISA Laboratory Exercise

2012 ◽  
Vol 74 (8) ◽  
pp. 558-563 ◽  
Author(s):  
David L. Robinson ◽  
Joann M. Lau
Keyword(s):  
General Education ◽  
Student Performance ◽  
Comfort Level ◽  
Enzyme Linked Immunosorbent Assay ◽  
Clinical Settings ◽  
General Education Students ◽  
Laboratory Exercise ◽  
Confidence Levels ◽  
Elisa Technique ◽  
Immunological Technique

The enzyme-linked immunosorbent assay (ELISA) is a powerful immunological technique for quantifying small amounts of compounds and has been used in research and clinical settings for years. Although there are laboratory exercises developed to introduce the ELISA technique to students, their ability to promote student learning has not been thoroughly assessed. We found that a commercially available ELISA kit increased student performance on pre- and post-tests in three undergraduate college courses, especially in those taught to general-education students. Student confidence levels about ELISA methodology, as well as comfort level in performing the technique, increased significantly in both general- education and biology-major courses.

Effects of Coaching on Teachers’ Implementation of Tier 1 School-Wide Positive Behavioral Interventions and Support Strategies

2017 ◽  
Vol 19 (3) ◽  
pp. 131-142 ◽  
Author(s):  
Keri S. Bethune
Keyword(s):  
General Education ◽  
Student Performance ◽  
Behavioral Interventions ◽  
School Personnel ◽  
Group Instruction ◽  
Education Students ◽  
General Education Students ◽  
Positive Behavioral Interventions ◽  
Support Strategies ◽  
Tier 1

Fidelity of implementation of School-Wide Positive Behavioral Interventions and Supports (SWPBIS) procedures within schools is critical to the success of the program. Coaching has been suggested as one approach to helping ensure accuracy of implementation of SWPBIS plans. This study used a multiple baseline across participants design to examine the effects of coaching on elementary schools teachers’ implementation of Tier 1 SWPBIS with their general education students. After providing the coach with an initial training on the SWPBIS and coaching procedures, four elementary schoolteachers were provided with side-by-side coaching during whole-class group instruction. Results indicated that there was a functional relationship between coaching and improved SWPBIS fidelity scores. Implications for practice included the need to consider selecting an appropriate person to act as the coach, scheduling difficulties, and the inability to standardize the number of opportunities for teachers to demonstrate some of the skills based on variability in student performance. However, utilizing school personnel to act as SWPBIS coaches may be a viable option to build sustainability and integrity of SWPBIS procedures within schools.

D-Dimer Determination to Exclude Pulmonary Embolism: a Two-Step Approach Using Latex Assay as a Screening Tool

1994 ◽  
Vol 72 (01) ◽  
pp. 089-091 ◽  
Author(s):  
P de Moerloose ◽  
Ph Minazio ◽  
G Reber ◽  
A Perrier ◽  
H Bounameaux
Keyword(s):  
Pulmonary Embolism ◽  
Screening Tool ◽  
Screening Tests ◽  
Enzyme Linked Immunosorbent Assay ◽  
Elisa Assay ◽  
Elisa Technique ◽  
Diagnostic Step ◽  
D Dimer ◽  
Rule Out ◽  
Latex Test

SummaryD-dimer (DD), when measured by a quantitative enzyme-linked immunosorbent assay (ELISA), is a valuable test to exclude venous thromboembolism (VTE). However, DD ELISA technique is not appropriate for emergency use and the available agglutination latex assays are not sensitive enough to be used as an alternative to rule out the diagnosis of VTE. Latex assays could still be used as screening tests. We tested this hypothesis by comparing DD levels measured by ELISA and latex assays in 334 patients suspected of pulmonary embolism. All but one patient with a positive (DD ≥500 ng/ml) latex assay had DD levels higher than 500 ng/ml with the ELISA assay. Accordingly, ELISA technique could be restricted to patients with a negative result in latex assay. This two-step approach would have spared about 50% of ELISA in our cohort. In conclusion, our data indicate that a latex test can be used as a first diagnostic step to rule out pulmonary embolism provided a negative result is confirmed by ELISA and the performance of the latex assay used has been assessed properly.

From Enrollment to Membership: “Belonging” in Middle and High School Classes

1997 ◽  
Vol 22 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Roberta F. Schnorr
Keyword(s):  
High School ◽  
General Education ◽  
Students With Disabilities ◽  
General Class ◽  
Secondary Level ◽  
Severe Disabilities ◽  
Education Students ◽  
General Education Students ◽  
Class Participation

This study examined the meaning of “belonging” or membership in four secondary level general education classes. One or two students with moderate or severe disabilities were enrolled in each of these classes. Participant observations and interviews were used to gain an understanding of participation and membership from the perspectives of students without disabilities who attended these classes. Findings indicated that student membership depends on affiliation with a subgroup of peers within the class. General class participation and interactions influenced an individual's status within the group, but were not enough to create member status. General education students also reported taking active steps when they joined a class to get connected with a subgroup. In these classes, only two students with disabilities connected with subgroups and were, therefore, viewed as members. Considerations are offered for promoting classroom membership for students with moderate or severe disabilities.

scholarly journals Do High-Achieving Students Benefit From Honors College Participation? A Look at Student Engagement for First-Year Students and Seniors

2018 ◽  
Vol 41 (3) ◽  
pp. 217-241 ◽  
Author(s):  
Angie L. Miller ◽  
Amber D. Dumford
Keyword(s):  
Student Engagement ◽  
General Education ◽  
First Year ◽  
Integrative Learning ◽  
Education Students ◽  
First Year Students ◽  
General Education Students ◽  
Honors College ◽  
Faculty Interaction ◽  
College Participation

This study investigates findings from the National Survey of Student Engagement (NSSE), comparing various aspects of student engagement between honors college and general education students. Responses from 1,339 honors college students and 7,191 general education students across 15 different universities suggest a positive impact for honors college participation on reflective and integrative learning, use of learning strategies, collaborative learning, diverse discussions, student–faculty interaction, and quality of interactions for first-year students, even when controlling for student and institutional characteristics. For senior students, honors college participation was related to more frequent student–faculty interaction. Potential experiential and curricular reasons for these differences are discussed, along with implications for educators, researchers, parents, and students.

Accommodating Students with Disabilities on Large-Scale Tests: An Experimental Study

1998 ◽  
Vol 64 (4) ◽  
pp. 439-450 ◽  
Author(s):  
Gerald Tindal ◽  
Bill Heath ◽  
Keith Hollenbeck ◽  
Patricia Almond ◽  
Mark Harniss
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Large Scale ◽  
Standard Condition ◽  
Standard Test ◽  
Test Administration ◽  
General Education Students ◽  
Trained Teacher ◽  
Reading And Math ◽  
Math Test

In this study, fourth-grade special and general education students took a large-scale state-wide test using standard test administration procedures and two major accommodations addressing response conditions and test administration. On both reading and math tests, students bubbled in answers on a separate sheet (the standard condition) for half the test and marked the test booklet directly (the accommodated condition) for the other half of the test. For a subgroup of students, the math test was read to them by a trained teacher. Although no differences were found in the response conditions, an interaction was found in the test administration conditions (orally reading the test), supporting this accommodation for students with disabilities.

Comparing Instructional Contexts of Students with and without Severe Disabilities in General Education Classrooms

1998 ◽  
Vol 64 (3) ◽  
pp. 343-358 ◽  
Author(s):  
Kent R. Logan ◽  
D. Michael Malone
Keyword(s):  
Special Education ◽  
General Education ◽  
Elementary Classrooms ◽  
Severe Disabilities ◽  
Group Instruction ◽  
Education Students ◽  
General Education Students ◽  
Instructional Supports ◽  
Instructional Contexts ◽  
Students With Severe Disabilities

This study compared the instructional contexts of 15 students with severe disabilities who were educated in general education elementary classrooms, and 15 general education students in those same classrooms. Results suggest that (a) different instructional contexts existed for students with severe disabilities; (b) more individualized instructional supports were provided for the students with severe disabilities, including one-to-one instruction, small group instruction provided by special education staff, physical and gestural prompting, and teacher focus on the student with severe disabilities; (c) most of the more individualized supports were provided by special education staff. Implications for supporting students with severe disabilities in general education elementary classrooms are discussed.

Helping Women Victims of Intimate Partner Violence: Comparing the Approaches of Two Health Care Settings

2009 ◽  
Vol 24 (2) ◽  
pp. 193-203 ◽  
Author(s):  
Judy C. Chang ◽  
Raquel Buranosky ◽  
Diane Dado ◽  
Patricia Cluss ◽  
Lynn Hawker ◽  
...  
Keyword(s):  
Intimate Partner Violence ◽  
Women Victims ◽  
Health Professionals ◽  
Partner Violence ◽  
General Medicine ◽  
Intimate Partner ◽  
Comfort Level ◽  
Clinical Settings ◽  
Health Care Settings ◽  
Semistructured Interviews

Health professionals from two different clinical settings were asked about their comfort level in dealing with intimate partner violence (IPV). Focus groups and semistructured interviews were used to gather information. Staff in an obstetrics and gynecology setting relatively rich in IPV resources described feeling capable dealing with IPV. The staff in a general medicine setting dedicated to women’s health but without a focus on IPV and with fewer supports described discomfort and difficulty dealing with IPV. Presence of systemic prioritization of and resources for IPV were described as contributing to the confidence in addressing the issue. Other necessary elements identified included (a) on-site resources, (b) adequate time, (c) focused IPV training, and (d) a team or systemic approach.

scholarly journals Increased detection of schistosomiasis with Kato-Katz and SWAP-IgG-ELISA in a Northeastern Brazil low-intensity transmission area

2012 ◽  
Vol 45 (4) ◽  
pp. 510-513 ◽  
Author(s):  
Teiliane Rodrigues Carneiro ◽  
Marta Cristhiany Cunha Pinheiro ◽  
Sara Menezes de Oliveira ◽  
Ana Lúcia de Paula Hanemann ◽  
José Ajax Nogueira Queiroz ◽  
...  
Keyword(s):  
Serological Test ◽  
Laboratory Diagnosis ◽  
Elisa Test ◽  
Northeastern Brazil ◽  
Enzyme Linked Immunosorbent Assay ◽  
Serological Tests ◽  
Predictive Values ◽  
Transmission Area ◽  
Elisa Technique ◽  
Endemic Areas

INTRODUCTION: The laboratory diagnosis of schistosomiasis is based mainly on the detection of parasite eggs in stool samples through the Kato-Katz (KK) technique, reading one slide by test. However, a widely known limitation of parasitological methods is reduced sensitivity, particularly in low endemic areas. METHODS: To increase sensitivity, we conducted further slide readings from the same stool sample using the parasitological method associated with a serological test. We used the KK method (three slides) and the IgG anti-Schistosoma mansoni-enzyme-linked immunosorbent assay (ELISA) technique to diagnose schistosomiasis in low endemic areas in the Brazilian State of Ceará. Fecal samples and sera from 250 individuals were analyzed. RESULTS: Sixteen percent and 47.2% of samples were positive in parasitological tests and serological tests, respectively. Parasitological methods showed that 32 (80%) individuals tested positive on the first slide, 6 (15%) on the second slide, and 2 (5%) on the third. The performance of the ELISA test in the diagnosis, using the KK method as diagnostic reference, showed a negative predictive value of 100%, with specificity and positive predictive values of 62.8% and 33.9%, respectively. CONCLUSIONS: In this study, the increase from one to three slides analyzed per sample using the KK technique was shown to be a useful procedure for increasing the diagnostic sensitivity of this technique.

scholarly journals FORMATION CRITERIA AND INDICATORS OF GRAPHIC CULTURE OF BASIC GENERAL EDUCATION STUDENTS

2020 ◽  
pp. 16-21
Author(s):  
Альбина Алексеевна Темербекова ◽  
Гульфия Владимировна Байкунакова
Keyword(s):  
General Education ◽  
Cognitive Activity ◽  
Diagnostic Techniques ◽  
Self Assessment ◽  
General Education Students ◽  
Criteria And Indicators ◽  
Research Activities ◽  
Self Development ◽  
Graphic Language ◽  
Relationship Of

Рассматривается вопрос формирования графической культуры обучающихся основного общего образования, которая характеризуется навыками оперирования графической информацией и умением ее использовать в практической деятельности и осуществляется путем овладения графическим языком в процессе выполнения определенных учебных действий. Анализируя исследования в области диагностики графической культуры обучающихся основного общего образования, выявляется многопрофильность и многоаспектность процесса формирования исследуемого качества. Представлен ряд диагностических методик, которые определены в соответствии характером и структурой компонентов графической культуры обучающихся, описаны основные критерии графической культуры обучающихся основного общего образования, приведена взаимосвязь критериев и показателей. The article deals with the formation of a graphic culture of students of basic general education, which is characterized by the skills of operating graphic information and the ability to use it in practical activities, and is carried out by mastering the graphic language in the process of performing certain educational activities. The paper presents a number of diagnostic techniques, which are determined in accordance with the nature and structure of the components of the graphic culture of students, describes the main criteria of the graphic culture of students of basic general education, shows the relationship of criteria and indicators. According to each criterion methods and diagnostics are proposed: motivation of teaching and emotional attitude to learning, assessing the need for achievements, assessing the level of independence in cognitive activity, determining the level of culture of design and research activities, determining the creative abilities of students, assessing the abilities for self-development, self-education, reflection. Motivational criteria: interest in mastering the skills of graphic activity, cognitive motives; the need for achievements; motivation for achievement; formation of personal qualities (anxiety, emotional attitude); independence in cognitive and creative activities (graphic skills and mental operations). Meaningful criteria: knowledge of graphic culture; knowledge of graphic culture; knowledge of ways to work with information; ability to use graphic skills in creating an art project. Creative criteria: fluency; flexibility; resourcefulness, ingenuity; originality; independence, non-standard. Reflexive criteria: ability to self-education, selfdevelopment; ability to reflect; formation of self-assessment of the level of graphic skills.

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