Does Turkish child-directed speech predict the acquisition order of wh-questions?

Does Turkish child-directed speech predict the acquisition order of wh-questions? The very early studies about children’s acquisition of questions have provided a cognition-based rationale. They claimed that “why” and “when” are acquired later than “what” and “where” because of their cognitive constraints (Bloom et al. 1982) However; in the follow-up studies, it is found that as well as cognitive perspective, there are two other explanations. One of these is the syntactic function of the wh-word, whereas the other is about the semantic generality of the main verb (Bloom et al. 1982). This point of view has highlighted the role of complexity on children’s acquisition of question. According to this; “what” and “where” are firstly acquired through the copula. Secondly, they are used with semantically general verbs. Then, wh-sententials along with descriptive verbs are used. However, this account based on that order has been challenged by Clancy’s explanation (1989). It is claimed that frequency of wh-word and verbs in child-directed speech can be a significant factor on acquisition of question (Rowland et al. 2003). In a longitudinal study with 12 English children and their mothers, it was found that input frequency of wh-questions and verb combinations was a powerful predictor when compared to linguistic complexity (Rowland et al. 2003). In the light of these discussions, the study aims at investigating Turkish child-directed speech in terms of its role on children’s acquisition of questions and at evaluating the role of cognitive/linguistic complexity account on acquisition of questions. This research was based on the naturalistic data of 9 one- to three-year old children and their mothers. References Bloom, L., Merkin, S. & Wootten, J. (1982). Wh-questions: linguistic factors that contribute to the sequence of acquisition. Child Development, 53, 1084-1092. Clancy, P. (1989). Form and function in the acquisition of Korean wh-questions. Journal of Child Language, 16, 323-347. Rowland, C., & Pine, J. (2000). Subject-auxiliary inversion errors and wh- question acquisition: what children do know? Journal of Child Language, 27, 157-181. Rowland, C., Pine, J. Lieven, E. Theakston, A. (2003). Determinants of acquisition order in wh- questions: re-evaluating the role of caregiver speech. Journal of Child Language, 30, 609-63

Development of a community of inquiry in online and blended learning contexts

AbstractThis paper discusses findings of a mixed method research project with the goal to study the development of a community of inquiry in online and blended learning environments. A graduate course delivered online and blended format was the focus of the study. Data was gathered from the Community of Inquiry Survey and transcript analysis of online discussions to explore the developmental differences on each presence (social, teaching and cognitive). The results showed: significant differences on social and cognitive presence between two course formats and higher perceptions of the presences in blended course

Online and Blended Communities of Inquiry: Exploring the Developmental and Perceptional Differences

This paper discusses findings of a mixed method approach to a study of the development of a community of inquiry in an online and a blended learning environment. A graduate course delivered online and in a blended format was the context of the study. Data were gathered from the Community of Inquiry Survey, transcript analysis of online discussions, and interviews with students and the course instructor. Using multiple qualitative and quantitative data sources, the goal was to explore the developmental differences of the three presences (social, teaching, and cognitive) in the community of inquiry framework and students’ perceptions of a community of inquiry. The results indicated that in both the online and blended course a community of inquiry developed and students could sense each presence. However, the findings revealed developmental differences in social and cognitive presence between the two course formats with higher perceptions in the blended course

Online and blended communities of inquiry: Exploring the developmental and perceptional differences

This paper discusses findings of a mixed method approach to a study of the development of a community of inquiry in an online and a blended learning environment. A graduate course delivered online and in a blended format was the context of the study. Data were gathered from the Community of Inquiry Survey, transcript analysis of online discussions, and interviews with students and the course instructor. Using multiple qualitative and quantitative data sources, the goal was to explore the developmental differences of the three presences (social, teaching, and cognitive) in the community of inquiry framework and students’ perceptions of a community of inquiry. The results indicated that in both the online and blended course a community of inquiry developed and students could sense each presence. However, the findings revealed developmental differences in social and cognitive presence between the two course formats with higher perceptions in the blended course

The relationship between epicardial adipose tissue and ST-segment resolution in patients with acute ST-segment elevation myocardial infarction undergoing primary percutaneous coronary intervention

The relationship between epicardial adipose tissue (EAT) and coronary artery disease has been predominantly demonstrated in the last two decades. The aim of this study was to investigate the predictive value of EAT thickness on ST-segment resolution that reflects myocardial reperfusion in patients undergoing primary percutaneous coronary intervention (pPCI) for acute ST-segment elevation myocardial infarction (STEMI). The present study prospectively included 114 consecutive patients (mean age 54 +/- A 10 years, range 35-83, 15 women) with first acute STEMI who underwent successful pPCI. ST-segment resolution (Delta STR) < 70 % was accepted as ECG sign of no-reflow phenomenon. The EAT thickness was measured by two-dimensional echocardiography. EAT thickness was increased in patients with no-reflow (3.9 +/- A 1.7 vs. 5.4 +/- A 2, p = 0.001). EAT thickness was also found to be inversely correlated with Delta STR (r = -0.414, p = 0.001). Multivariate logistic regression analysis demonstrated that EAT thickness independently predicted no-reflow (OR 1.43, 95 % CI 1.13-1.82, p = 0.003). Receiver operating characteristic curve analysis demonstrated good diagnostic accuracy for EAT thickness in predicting no-reflow [area under curve (AUC) = 0.72, 95 % CI 0.63-0.82, p < 0.001]. In conclusion, increased EAT thickness may play an important role in the prediction of no-reflow in STEMI treated with pPCI

Planned early birth versus expectant management (waiting) for prelabour rupture of membranes at term (37 weeks or more)

Background Prelabour rupture of membranes at term is managed expectantly or by elective birth, but it is not clear if waiting for birth to occur spontaneously is better than intervening. Objectives To assess the effects of planned early birth versus expectant management for women with term prelabour rupture of membranes on fetal, infant and maternal wellbeing. Search strategy We searched the Cochrane Pregnancy and Childbirth Group Trials Register (November 2004), the Cochrane Central Register of Controlled Trials (The Cochrane Library, Issue 4, 2004), MEDLINE (1966 to November 2004) and EMBASE (1974 to November 2004). Selection criteria Randomised or quasi-randomised trials of planned early birth compared with expectant management in women with prelabour rupture of membranes at 37 weeks' gestation or more. Data collection and analysis Two review authors independently applied eligibility criteria, assessed trial quality and extracted data. A random-effects model was used. Main results Twelve trials (total of 6814 women) were included. Planned management was generally induction with oxytocin or prostaglandin, with one trial using homoeopathic caulophyllum. Overall, no differences were detected for mode of birth between planned and expectant groups: relative risk (RR) of caesarean section 0.94, 95% confidence interval (CI) 0.82 to 1.08 (12 trials, 6814 women); RR of operative vaginal birth 0.98, 95% 0.84 to 1.16 (7 trials, 5511 women). Significantly fewer women in the planned compared with expectant management groups had chorioamnionitis (RR 0.74, 95% CI 0.56 to 0.97; 9 trials, 6611 women) or endometritis (RR 0.30, 95% CI 0.12 to 0.74; 4 trials, 445 women). No difference was seen for neonatal infection (RR 0.83, 95% CI 0.61 to 1.12; 9 trials, 6406 infants). However, fewer infants under planned management went to neonatal intensive or special care compared with expectant management (RR 0.72, 95% CI 0.57 to 0.92, number needed to treat 20; 5 trials, 5679 infants). In a single trial, significantly more women with planned management viewed their care more positively than those expectantly managed (RR of "nothing liked" 0.45, 95% CI 0.37 to 0.54; 5031 women). Authors' conclusions Planned management (with methods such as oxytocin or prostaglandin) reduces the risk of some maternal infectious morbidity without increasing caesarean sections and operative vaginal births. Fewer infants went to neonatal intensive care under planned management although no differences were seen in neonatal infection rates. Since planned and expectant management may not be very different, women need to have appropriate information to make informed choices.Dare MR, Crowther CA, Middleton