Interactive Multimedia and Kit Implementation on Chemistry in Daily Life Topic with Writing-to-Learn Strategy for Hearing Impairment Students

Background.Minor stresses measured in daily life have repeatedly been associated with increased momentary psychotic experiences, both in individuals with psychotic disorders and in persons who are genetically at an increased risk for these disorders. Severe hearing impairment (SHI) is an environmental risk factor for psychotic disorder, possibly due to the experience of social exclusion. The aim of the current study is to investigate whether people with SHI exhibit higher levels of psychotic reactivity to social stressors in daily life than normal-hearing controls and whether this reactivity is associated with decreased baseline dopamine (DA) D2/3receptor availability and/or elevated DA release following a dexamphetamine challenge.Method.We conducted an experience sampling study in 15 young adults with SHI and 19 matched normal-hearing controls who had previously participated in a single photon emission computed tomography study measuring DA D2/3receptor availability and DA release in response to dexamphetamine.Results.The association between social stress and momentary psychotic experiences in daily life was stronger among SHI participants than among normal-hearing controls. Interactions between social stress and baseline striatal DA D2/3receptor availability or DA release were not significant in multilevel models of momentary psychotic experiences including age, sex and tobacco use.Conclusions.While both elevated striatal DA release and elevated psychotic stress reactivity have been found in the same population defined by an environmental risk factor, SHI, their inter-relationship cannot be established. Further research is warranted to clarify the association between biological and psychological endophenotypes and psychosis risk.

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Developing an Interactive Multimedia of Emergency Stretcher Subject in Extracurricular Activities of Scouting for Students with Hearing Impairment on Special Education Senior High School

Journal of ICSAR ◽

10.17977/um005v1i12017p018 ◽

2017 ◽

pp. 18-24 ◽

Cited By ~ 1

Author(s):

Muhamad Izhar Safawi ◽

Sihkabuden Sihkabuden

Keyword(s):

High School ◽

Special Education ◽

Hearing Impairment ◽

Extracurricular Activities ◽

Interactive Multimedia ◽

Senior High School

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Research on problems of hearing and psychological aspects in the daily life of persons with unilateral hearing impairment-Use of Social Networking Services-

AUDIOLOGY JAPAN ◽

10.4295/audiology.52.195 ◽

2009 ◽

Vol 52 (4) ◽

pp. 195-203

Author(s):

Yumi Okano ◽

Tsuneo Harashima ◽

Akiyoshi Katada

Keyword(s):

Social Networking ◽

Hearing Impairment ◽

Daily Life ◽

Psychological Aspects ◽

Social Networking Services

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Effect of Writing-to-Learn Strategy on Undergraduates’ Conceptual Understanding of Electrostatics

The Asia-Pacific Education Researcher ◽

10.1007/s40299-013-0062-4 ◽

2013 ◽

Vol 22 (4) ◽

pp. 593-602 ◽

Cited By ~ 4

Author(s):

Şengül Atasoy

Keyword(s):

Conceptual Understanding ◽

Writing To Learn ◽

Learn Strategy

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Writing to Learn Mathematics

Mathematics Teacher ◽

10.5951/mt.84.7.0516 ◽

1991 ◽

Vol 84 (7) ◽

pp. 516-521 ◽

Cited By ~ 1

Author(s):

L. Diane Miller

Keyword(s):

School Mathematics ◽

Writing To Learn ◽

Content Area ◽

Evaluation Standards ◽

Learn Strategy ◽

K 12 ◽

Relevant Material

The use of the writing-to-learn strategy in mathematics classes is one way teachers can implement “Mathematics as Communication,” the second standard in NCTM's (1989) Curriculum and Evaluation Standards for School Mathematics. For students in grades K-12, writing is suggested as a means through which students should be able to communicate their understanding of mathematics and its applications. Using writing in a content area has earned the support of many educators. Emig (1977) believes that writing in a content area can cause students to analyze, compare facts, and synthesize relevant material. Writing about a topic requires students to think about the topic, focus on and internalize important concepts, and make those concepts to some degree their owu (Kennedy 1980).

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