Reporting ethics committee approval and patient consent by study design in five general medical journals.

BACKGROUND: Authors are required to describe in their manuscripts ethical approval from an appropriate committee and how consent was obtained from participants when research involves human participants. OBJECTIVE: To assess the reporting of these protections for several study designs in general medical journals. DESIGN: A consecutive series of research papers published in the Annals of Internal Medicine, BMJ, JAMA, Lancet and The New England Journal of Medicine between February and May 2003 were reviewed for the reporting of ethical approval and patient consent. Ethical approval, name of approving committee, type of consent, data source and whether the study used data collected as part of a study reported elsewhere were recorded. Differences in failure to report approval and consent by study design, journal and vulnerable study population were evaluated using multivariable logistic regression. RESULTS: Ethical approval and consent were not mentioned in 31% and 47% of manuscripts, respectively. 88 (27%) papers failed to report both approval and consent. Failure to mention ethical approval or consent was significantly more likely in all study designs (except case-control and qualitative studies) than in randomised controlled trials (RCTs). Failure to mention approval was most common in the BMJ and was significantly more likely than in The New England Journal of Medicine. Failure to mention consent was most common in the BMJ and was significantly more likely than in all other journals. No significant differences in approval or consent were found when comparing studies of vulnerable and non-vulnerable participants. CONCLUSION: The reporting of ethical approval and consent in RCTs has improved, but journals are less good at reporting this information for other study designs. Journals should publish this information for all research on human participants

Learning from the children : exploring preschool children's encounters with ICT at home

This paper is an account of our attempts to understand preschool children's experiences with information and communication technologies (ICT) at home. Using case study data, we focus on what we can learn from talking directly to the children that might otherwise have been overlooked and on describing and evaluating the methods we adopted to ensure that we maximised the children's contributions to the research. By paying attention to the children's perspectives we have learned that they are discriminating users of ICT who evaluate their own performances, know what gives them pleasure and who differentiate between operational competence and the substantive activities made possible by ICT

4.7 Six Years Of Measuring Effects Of Professional Development On Mathematics Knowledge For Teaching: Reflections On The Process Of Evaluation

This chapter discusses the process of designing meaningful internal evaluation aimed to answer the question, “What is the relationship between teachers’ Mathematics Knowledge for Teaching (MKT) changes and TRC professional development experiences?” MSP guidelines require projects to report on teachers’ content knowledge, instructional change, and student achievement and the guidelines strongly encourage a scientific research design. However, most projects are led by individuals whose primary concern is the delivery of professional development and they possess limited research background. The TRC internal evaluation serves to support these projects by collecting data on the number of teachers served and professional development hours delivered as well as evaluating the project success in improving content knowledge, instruction, and student achievement

Doubly Differential Ionization In Proton-helium Collisions At Intermediate Energies: Energy Distribution Of Emitted Electrons As A Function Of Scattered-projectile Angle

Differential studies of the proton-helium scattering problem using the two-center wave-packet convergent close-coupling approach is extended to the calculation of the ionization cross section differential in the electron emission energy and the projectile scattering angle. The results obtained using the correlated two-electron and effective one-electron methods are in reasonably good agreement with experiment. While the shape of the doubly differential cross section generally agrees with the results of the experiment, at some emission energies its magnitude does not. This appears consistent with similar disagreement seen in the singly differential cross section at the same emission energies

The cleaning of burned and contaminated archaeological maize prior to 87Sr/86Sr analysis

Accurate trace-metal and strontium-isotope analyses of archaeological corn cobs require that metal contaminants be removed prior to chemical analysis. Archaeological cobs are often coated with construction debris, dust, or soilwhich contains mineral particles. In addition, most archaeological cobs are partially or completely burned and the burned parts incorporate mineral debris in their hardened residual structures. Unburned cobs are weak ion exchangers and most metals within a cob are not firmly bound to cob organic matter; therefore, immersing cobs in acids and rinsing them in deionized water to remove mineral contaminants may result in the undesirable loss of metals, including strontium, from the cob. In this paper we show that some cob metal-pair ratios are not substantially changed when the cob is ‘‘cleaned’’ with deionized water, if the water-cob contact time does not exceed five minutes. Additionally, we introduce a method for eliminating mineral contaminants in both burned and unburned cobs, thus rendering them acceptable for strontium-isotope analysis. However, the decontamination procedure results in the rapid non-stoichiometric leaching of trace metals from the unburned cobs and it is possible that most metals will be extracted from the cobs during the lengthy decontamination process. Trace metals, in particular Al and Ca, should be analyzed in order to determine the presence and level of mineral contamination after cleaning

The visualisation on Pangolin scales using gelatine lifters

Recent media reports document the plight of the Pangolin and its current position as “the most trafficked mammal in the world”. They are described by some as scaly anteaters as all species are covered in hard keratinous tissue in the form of overlapping scales acting as a “flexible dermal armour”. It is estimated that between 2011 and 2013, 117,000 to 234,000 pangolins were slaughtered, but the seizures may only represent as little as 10% of the true volume of pangolins being illegally traded. In this paper, methods to visualise fingermarks on Pangolin scales using gelatine lifters is presented. The gelatine lifters provide an easy to use, inexpensive but effective method to help wildlife crime rangers across Africa and Asia to disrupt the trafficking. The gelatine lifting process visualised marks producing clear ridge detail on 52% of the Pangolin scales examined, with a further 30% showing the impression of a finger with limited ridge detail. The paper builds on an initial sociotechnical approach to establishing requirement, then it focuses on the methods and outcomes lifting fingermarks off Pangolin scales using gelatine lifters, providing an evaluation of the viability of using the lifters in practice

The big picture? Video and the representation of interaction

Researchers who use video to record interactions usually need to translate the video data into another medium at some stage in order to facilitate its analysis and dissemination. This article considers some methodological issues that arise in this process by examining transcripts, diagrams and pictures as examples of different techniques for representing interaction. These examples are used to identify some general principles for the representation of data where video is the source material. The article presents an outline of guided interaction and this is used as a case for illustrating these principles in the context of young children, technology and adults in pre-school settings. Although the article focuses on a specific study and solution, the principles are applicable in all cases where video is used as a source of data for the representation of interaction, whether or not it is technologically mediated

Supporting learning with 3D interactive applications in early years

Early years education is an key element for the introduction of children in the education system. In order to improve this process, the aim of this study was to explore how guided interaction with 3D apps can fit into a preschool setting, how it can help children learn through playing and how it can improve their learning outcomes. A study was conducted with six classes of 87 students aged between 3 years to 6 years, over a 12-week period. Children used 10 inch Android tablets with a series of apps developed by our research team, about houses of the world, the skeleton & five senses and, animals. A quasi-experimental design based on a nonequivalent groups pretest and posttest de-sign revealed that an active behavior and better learning outcomes are obtained by children participating in the experimental groupCascales Martínez, A.; Martínez Segura, MJ.; Laguna- Segobia, M.; Pérez Lopez, DC.; Contero, M. (2014). Supporting learning with 3D interactive applications in early years. Lecture Notes in Computer Science. 8524:11-22. doi:10.1007/978-3-319-07485-6_2S11228524Plowman, L., Stephen, C.: Children, Play and Computers in Preschool Education. British Journal of Educational Technology 36(2), 145–157 (2005)Tootell, H., Plumb, M., Hadfield, C., Dawson, L.: Gestural Interface Technology in early childhood education: A framework for fully-engaged communication. In: Proceedings of the Annual Hawaii International Conference on System Sciences, art. no. 6479836, pp. 13–20 (2013)Marco, J., Cerezo, E.: Bringing Tabletop Technologies to Kindergarten Children. In: HCI 2009 International Conference on Human-Computer Interaction–Celebrating People and Technology, pp. 103–111. Springer, Heidelberg (2009)Heft, T.M., Swaminathan, S.: Using Computers in Early Childhood Classrooms: Teachers’ Attitudes, Skills and Practices. Journal of Early Childhood Research 6(4), 169–188 (2006)Wang, X.C., Ching, C.C.: Social Construction of Computer Experience in a First-Grade Classroom: Social Processes and Mediating Artifacts. Early Education and Development 14(3), 335–361 (2003)Couse, L.J., Chen, D.W.: A Tablet Computer for Young Children? Exploring Its Viability for Early Childhood Education. Journal of Research on Technology in Education 43(1), 75–98 (2012)Kearney, J.: Educating Young Children - Learning and Teaching in the Early Childhood Years. Early Childhood Teachers’ Association (ECTA Inc.) 3(18) (2012)Rankothge, W.H., Sendanayake, S.V., Sudarshana, R.G.P., Balasooriya, B.G.G.H., Alahapperuma, D.R., Mallawarachchi, Y.: Technology Assisted Tool for Learning Skills Development in Early Childhood. In: Proc. of 2012 International Conference on Advances in ICT for Emerging Regions (ICTer), pp. 165–168 (2012)Sandvik, M., Smørdal, O., Østerud, S.: Exploring iPads in Practitioners’ Repertoires for Language Learning and Literacy Practices In Kindergarten. Nordic Journal of Digital Literacy 3(7), 204–221 (2012)Priyankara, K.W.T.G.T., Mahawaththa, D.C., Nawinna, D.P., Jayasundara, J.M.A., Tharuka, K.D.N., Rajapaksha, S.K.: Android Based e-Learning Solution for Early Childhood Education in Sri Lanka. In: Proceedings of the 8th International Conference on Computer Science & Education (ICCSE), pp. 715–718 (2013)Zanchi, C., Presser, A.L., Vahey, P.: Next Generation Preschool Math Demo: Tablet Games for Preschool Classrooms. In: Proceedings of the 12th International Conference on Interaction Design and Children, IDC 2013, pp. 527–530 (2013)Meyer, B.: Game-based Language Learning for Pre-School Children: A Design Perspective. Electronic Journal of e-Learning 11(1), 39–48 (2013)Straub, D.W.: Validating Instruments in MIS Research. MIS Quarterly 13(2), 147–169 (1989)Cook, T.D., Campbell, D.T., Day, A.: Quasi-experimentation: Design and Analysis Issues for Field Settings, pp. 19–21. Houghton Mifflin, Boston (1979)Buendía, L., Y Berrocal, E.: La Ética de la Investigación Educativa. Ágora Digital 1 (2011)Tojar, J., Serrano, J.: Ética e Investigación Educativa. RELIEVE 6(2) (2000)Cascales, A., Laguna, I., Pérez-López, D., Perona, P., Contero, M.: 3D Interactive Applications on Tablets for Preschoolers: Exploring the Human Skeleton and the Senses. In: Hernández-Leo, D., Ley, T., Klamma, R., Harrer, A. (eds.) EC-TEL 2013. LNCS, vol. 8095, pp. 71–83. Springer, Heidelberg (2013

Participation in Decision Making as a Property of Complex Adaptive Systems: Developing and Testing a Measure

Objectives. To (1) describe participation in decision-making as a systems-level property of complex adaptive systems and (2) present empirical evidence of reliability and validity of a corresponding measure. Method. Study 1 was a mail survey of a single respondent (administrators or directors of nursing) in each of 197 nursing homes. Study 2 was a field study using random, proportionally stratified sampling procedure that included 195 organizations with 3,968 respondents. Analysis. In Study 1, we analyzed the data to reduce the number of scale items and establish initial reliability and validity. In Study 2, we strengthened the psychometric test using a large sample. Results. Results demonstrated validity and reliability of the participation in decision-making instrument (PDMI) while measuring participation of workers in two distinct job categories (RNs and CNAs). We established reliability at the organizational level aggregated items scores.We established validity of the multidimensional properties using convergent and discriminant validity and confirmatory factor analysis. Conclusions. Participation in decision making, when modeled as a systems level property of organization, has multiple dimensions and is more complex than is being traditionally measured. Managers can use this model to form decision teams that maximize the depth and breadth of expertise needed and to foster connection among them