Assessing time knowledge in children aged 10 to 11 years

The acquisition of time knowledge involves learning how to read clocks, estimate time, read dates and learn about temporal sequences. Evidence suggests that many of these competencies are acquired by 10 years of age although not all children may follow this developmental path. The main purpose of this study was to collect normative data for a screening tool that assesses time knowledge. These data identify the prevalence and pattern of difficulties with time knowledge among a UK sample of Year 6 pupils (aged 10 to 11 years). The Time Screening Assessment tool (Doran, Dutt & Pembery, 2015), designed to assess time knowledge, was administered individually to a sample of 79 children. Findings revealed a median overall score of 32 out of a maximum score of 36. 25% of children performed at or close to ceiling, however seven children scored more than -1.5 standard deviations below the mean. The value of these findings to practitioners working with children in schools is discussed

Statistical Literacy Among Applied Linguists and Second Language Acquisition Researchers

The importance of statistical knowledge in applied linguistics and second language acquisition (SLA) research has been emphasized in recent publications. However, the last investigation of the statistical literacy of applied linguists occurred more than 25 years ago (Lazaraton, Riggenbach, & Ediger, 1987). The current study undertook a partial replication of this older work by investigating (a) applied linguists’ general experiences with statistics, (b) underlying factors that constitute applied linguists’ knowledge about and attitudes toward statistics, and (c) variables that predict attitudes toward statistics and statistical self-efficacy. Three hundred thirty-one scholars of applied linguistics and SLA completed a questionnaire. Eighty percent had taken a statistics class; however, only 14% of doctoral students and 30% of professors felt that their statistical training was adequate. A factor analysis of participants’ knowledge of statistical terms revealed three factors: common inferential statistics knowledge, advanced statistics knowledge, and basic descriptive statistics knowledge. An analysis of participants’ attitudes toward statistics revealed two factors: statistics are important and lack of statistical confidence. Regression analyses found that a quantitative research orientation was the strongest predictor of positive attitudes toward statistics; nevertheless, participants also expressed support for qualitative research. Recommendations for improving quantitative methods in our field are made based on our findings

Acquisition and Retention of CPR Knowledge and Skills for Junior Level Baccalaureate Nursing Students

The acquisition and retention of CPR knowledge and skills has been a topic of concern for the past 20 years and there is concern that severe deterioration of knowledge and skills has been evident in only a few weeks after training. The use of human patient simulation (HPS) scenarios has been beneficial in teaching a variety of nursing skills in a risk-free environment. This type of training has been recommended by nursing educators but there is no evidence of increased acquisition and retention of CPR skills for nursing students using HPS scenario. A quasi-experimental design was used to compare the acquisition and retention of CPR knowledge and skills for junior level baccalaureate nursing students. The control group (n = 33) received standard American Heart Association review of adult CPR skills and the experimental group (n = 32) participated in an additional HPS cardiopulmonary arrest scenario. Acquisition of CPR knowledge and skills were evaluated immediately after the training. The control group (n = 25) and the experimental group (n = 24) were reevaluated three months later on retention of CPR knowledge and skills during mock code situations. In this study, the additional teaching methodology of the HPS program had a significant effect on both the acquisition of CPR knowledge (p = .015) and the acquisition of CPR skills (p = .000). At the same time, it was found that there was a decrease in both CPR knowledge and skills over time for both groups. However, the retention scores for the experimental group, although lower than their acquisition skills, were still significantly higher than the retention scores for CPR knowledge (p = .002) and CPR skills (p = .000) for the control group. This data may assist nursing educators in standardizing the training of students in responding to patients in cardiac arrest within a simulated environment. This may also add to the knowledge healthcare providers need to plan for providing adequate CPR training to promote improved outcomes for patients in cardiac arrest

Predictors of Human Immunodeficiency Virus Knowledge among Jordanian Youths

Objectives: Understanding factors associated with the level of human immunodeficiency virus (HIV) knowledge acquisition is crucial to inform preventative programmes for young people. This study examines predictors of HIV knowledge among Jordanian youths. Methods: A cross-sectional survey was conducted among 8,129 youths aged between 14 and 25 years randomly selected from schools representing each of the 12 governorates of Jordan. A total of 50% of respondents were female and, on average, 17 years old. Participants completed a self-administered questionnaire covering sociodemographic characteristics, HIV knowledge, gender awareness, exposure to and favourable attitudes toward risky behaviours. Results: On a 13-item HIV knowledge test, participants answered an average of 7 questions correctly (mean = 7.21; standard deviation = 2.63). Female respondents from rural areas demonstrated significantly lower levels of HIV knowledge, while college and university students demonstrated higher levels. HIV knowledge differed significantly by sources of information, with peeracquired information associated with more accuracy, while HIV information from parents or health centres was associated with a lower score. Youths with more egalitarian gender views also demonstrated higher knowledge levels, whereas youths approving of drug use showed lower levels of HIV knowledge. Conclusion: HIV education programmes in Jordan should focus on females and youths living in rural areas. Educational institutions have been shown to be effective in providing accurate information to students, while parents and health professionals should also be included in HIV prevention programmes in order to reduce misconceptions and raise the level of HIV knowledge among Jordanian youths

The Acquisition of Human B Cell Memory in Response to Plasmodium Falciparum Malaria

Immunity to Plasmodium falciparum (Pf), the most deadly agent of malaria, is only acquired after years of repeated infections and appears to wane rapidly without ongoing exposure. Antibodies (Abs) are central to malaria immunity, yet little is known about the B‐cell biology that underlies Pf‐specific humoral immunity. To address this gap in our knowledge we carried out a year‐long prospective study of the acquisition and maintenance of long‐lived plasma cells (LLPCs) and memory B cells (MBCs) in 225 individuals aged two to twenty‐five years in Mali, in an area of intense seasonal transmission. Using protein microarrays containing approximately 25% of the Pf proteome we determined that Pf‐specific Abs were acquired only gradually, in a stepwise fashion over years of Pf exposure. Pf‐specific Ab levels were significantly boosted each year during the transmission season but the majority of these Abs were short lived and were lost over the subsequent six month period of no transmission. Thus, we observed only a small incremental increase in stable Ab levels each year, presumably reflecting the slow acquisition LLPCs. The acquisition Pf‐specific MBCs mirrored the slow step‐wise acquisition of LLPCs. This slow acquisition of Pf‐specific LLPCs and MBCs was in sharp contrast to that of tetanus toxoid (TT)‐specific LLPCs and MBCs that were vi vi rapidly acquired and stably maintained following a single vaccination in individuals in this cohort. In addition to the development of normal MBCs we observed an expansion of atypical MBCs that are phenotypically similar to hyporesponsive FCRL4+ cells described in HIV‐infected individuals. Atypical MBC expansion correlated with cumulative exposure to Pf, and with persistent asymptomatic Pf‐infection in children, suggesting that the parasite may play a role in driving the expansion of atypical MBCs. Collectively, these observations provide a rare glimpse into the process of the acquisition of human B cell memory in response to infection and provide evidence for a selective deficit in the generation of Pf‐specific LLPCs and MBCs during malaria. Future studies will address the mechanisms underlying the slow acquisition of LLPCs and MBCs and the generation and function of atypical MBCs

The Acquisition of Human B Cell Memory in Response to Plasmodium Falciparum Malaria

Immunity to Plasmodium falciparum (Pf), the most deadly agent of malaria, is only acquired after years of repeated infections and appears to wane rapidly without ongoing exposure. Antibodies (Abs) are central to malaria immunity, yet little is known about the B‐cell biology that underlies Pf‐specific humoral immunity. To address this gap in our knowledge we carried out a year‐long prospective study of the acquisition and maintenance of long‐lived plasma cells (LLPCs) and memory B cells (MBCs) in 225 individuals aged two to twenty‐five years in Mali, in an area of intense seasonal transmission. Using protein microarrays containing approximately 25% of the Pf proteome we determined that Pf‐specific Abs were acquired only gradually, in a stepwise fashion over years of Pf exposure. Pf‐specific Ab levels were significantly boosted each year during the transmission season but the majority of these Abs were short lived and were lost over the subsequent six month period of no transmission. Thus, we observed only a small incremental increase in stable Ab levels each year, presumably reflecting the slow acquisition LLPCs. The acquisition Pf‐specific MBCs mirrored the slow step‐wise acquisition of LLPCs. This slow acquisition of Pf‐specific LLPCs and MBCs was in sharp contrast to that of tetanus toxoid (TT)‐specific LLPCs and MBCs that were vi vi rapidly acquired and stably maintained following a single vaccination in individuals in this cohort. In addition to the development of normal MBCs we observed an expansion of atypical MBCs that are phenotypically similar to hyporesponsive FCRL4+ cells described in HIV‐infected individuals. Atypical MBC expansion correlated with cumulative exposure to Pf, and with persistent asymptomatic Pf‐infection in children, suggesting that the parasite may play a role in driving the expansion of atypical MBCs. Collectively, these observations provide a rare glimpse into the process of the acquisition of human B cell memory in response to infection and provide evidence for a selective deficit in the generation of Pf‐specific LLPCs and MBCs during malaria. Future studies will address the mechanisms underlying the slow acquisition of LLPCs and MBCs and the generation and function of atypical MBCs

The Role of Paired Associate Learning in Acquiring Letter-Sound Correspondences: A Longitudinal Study of Children at Family Risk for Dyslexia

Published online: 08 Dec 2020Visual-verbal-paired associate learning (PAL) is strongly related to reading acquisition, possibly indexing a distinct cross-modal mechanism for learning letter-sound associations. We measured linguistic abilities (nonword repetition, vocabulary size) longitudinally at 3.5 and 4.0 years, and visual-verbal PAL and letter knowledge at 4.0 and 4.5 years, in pre-reading children either at family risk for dyslexia (N = 27) or not (N = 25). Only nonword repetition predicted individual differences in later letter-sound knowledge, and PAL did not make a cross-sectional nor a longitudinal contribution. The data show a continuous relationship between linguistic processing abilities and letter-sound learning, with no independent role for PAL.This research was supported by the Australian Research Council grant DP110105123, ‘The Seeds of Literacy’, to the 2nd and 3rd authors. The first author’s work is supported by the Basque Government through the BERC 2018-2021 program and by the Spanish Ministry of Science and Innovation through the Ramon y Cajal Research Fellowship, PID2019-105528GA-I00

Dance Pedagogy used by Physical Education Teachers in Enhancing Skill Acquisition, Mastery and Self-Image

Effective teaching practices in dance cover a variety of theoretical and practical approaches and techniques and individual teaching and learning styles. This study focused on dance pedagogy used by physical education teachers in enhancing skill acquisition, mastery, and self-image. Specifically, the study investigated the extent of the use of dance pedagogy by physical education teachers in five teacher education institutions to enhance skill acquisition, mastery, and self-image. The total number of participants of the study was twenty-three (23) wherein fifteen (15) were females and eight (8) males and with experiences in teaching ranging from 1 to 25 years. A questionnaire comprising 65 items that exemplify the sixteen dance teaching guidelines for strengthening students' dance skill acquisition, knowledge, and self-image was used to gather data supported by classroom observation. The items were adapted from the sixteen guidelines for teaching and learning identified by Mainwaring and Krasnow, which were categorized into three major areas: process and goals, influences that affect dancers' progress, and structure and content of the class. The data were treated using descriptive statistical tools. The results showed that the physical education teachers always practice dance pedagogies that enhance dance skill acquisition, mastery, and self-image. Dance pedagogies are needed to maximize the potential of every learner who wants to progress and become their best

Students perceive Team-Based Learning facilitates development of graduate learning outcomes and professional skills

In tertiary education, generic professional skills should be developed along with discipline-specific knowledge and skills. Team-Based Learning (TBL), an active learning strategy, creates deep learning and enhanced student engagement; however, its effects on the development of generic learning outcomes are unknown. The aim of this study was to evaluate postgraduate specialty nursing students’ perspectives of how TBL impacts the acquisition of skills defined by the university’s eight Graduate Learning Outcomes (GLOs). A descriptive exploratory design was used in this study. Postgraduate nursing students in 2016-2017 at one university were invited to participate. Data were collected via demographic survey, a ranking tool, and written reflections. Data were analysed using descriptive statistics and content analysis. The response rate was 97.2 per cent (172/177). Participants were mostly females (n=152, 88.4%) aged 25–34 years (n=115, 66.9%). Student (n=156) rankings showed TBL contributed to the acquisition of critical thinking (n=90, 57.7%) and problem solving skills (n=56, 35.9%) the most. Students (n=144) made 2719 comments regarding how TBL led to the acquisition of GLOs in written reflections. Almost 98 per cent (n=2657) of all reflective comments were positive. All students mentioned at least one GLO positively due to TBL. Most positive reflections related to self-management (n=520, 19.6%) and communication (n=434, 16.3%).Postgraduate specialty nursing students perceived TBL classes contributed to the acquisition of their university’s GLOs, particularly critical thinking, problem solving, and self-management skills. The active learning strategy of TBL facilitates learning and engagement, and the attainment of essential professional attributes which are highly valued by employers

Promoting Positive Sexual Health Behaviors Among Rural College Students: Results of a Targeted STI Prevention Program

Sexually transmitted infections (STIs) are a significant public health concern, with 26 million new cases diagnosed annually in the U.S. Emerging adults aged 18 to 25 years, which are included in the age group of Americans who have the highest rates for the three most common STIs: chlamydia, gonorrhea, and HPV (cdc.gov., 2020). Unfortunately, there is a paucity of research on the effects of STI education interventions on the attitudes and knowledge regarding STIs in this age group, especially in rural youth. While STI rates are high among adolescents and young adults nationally, rural youth have different behavioral risk factors for STI acquisition than their urban peers, such as limited access to care, lower rates of insurance, lower incomes, less education, higher rates of health risk behaviors, and overall poorer health (RHIH, 2017). This interventional study pilots the use of a self-directed web-based educational intervention for improving college students’ knowledge of STIs based on the health belief model of change. Voluntary participants included students of 18 to 25 years old from a rural Tennessee university. After the participants had reviewed a series of five web-based STI educational videos, the participants’ knowledge and attitudes regarding sexual behavior and safer sex self-efficacy were measured using the STD-KQ and subsets of the MSQS Attitude and Value Inventory, and their responses were compared to their responses prior to the intervention. Analysis of the participants’ response data revealed that there was a statistically significant improvement in their overall knowledge of STIs as a result of this learning intervention and that the variables of age and rurality did not correlate with this increase in knowledge. The results of the statistical analysis also indicated a significant improvement in safer sex self-efficacy scores but no change in sexual attitude scores. Further statistical analysis indicated that there was a strong correlation between the knowledge gained from STI intervention and changes in sexual attitudes but not with safer sex self-efficacy scores. This latter finding might be due to the limitations of the current study. The results of this study suggest that there is an improvement in knowledge following a brief web based STI prevention program; this improvement correlated with an improvement in attitudes toward STIs and sexual health behaviors. It further supports the addition of educational interventions in a college setting to enhance the knowledge of positive sexual health behaviors and their subsequent implementation to mitigate the risk of STIs in this age group