Psychometric properties of the Stroke and Aphasia Quality of Life Scale (SAQOL-39) in a generic stroke population

Background: We previously developed the Stroke and Aphasia Quality of Life scale (SAQOL-39) and tested it with people with chronic aphasia. A scale allowing comparisons of quality of life between people with versus without aphasia post-stroke would be of value to clinicians. Objectives: To evaluate the psychometrics of the SAQOL-39 in a generic stroke sample. Should this process result in a generic-stroke version of the scale (SAQOL-39g), a further aim is to compare the latter and the SAQOL-39 as tested in chronic aphasia. Design and subjects: Repeated measures psychometric study, evaluating internal consistency, test—retest reliability, construct validity and responsiveness to change. People admitted to hospital with a first stroke were assessed two weeks, three months and six months post stroke. Measures: SAQOL-39, National Institutes of Health Stroke Scale, Barthel, Frenchay Aphasia Screening Test, General Health Questionnaire-12 and Frenchay Activities Index. Results: Of 126 eligible participants, 96 (76%) participated and 87 (69%) were able to self-report and are presented here. Testing the SAQOL-39 in generic stroke resulted in the SAQOL-39g, which has the same items as the SAQOL-39 but three domains: physical, psychosocial, communication. The SAQOL-39g showed good internal consistency (α = 0.95 overall score, 0.92—0.95 domains), test—retest reliability (interclass correlation (ICC) = 0.96 overall, 0.92—0.98 domains), convergent (r = 0.36—0.70 overall, 0.47—0.78 domains) and discriminant validity (r = 0.26 overall, 0.03—0.40 domains). It differentiated people by stroke severity and visual analogue scale (VAS)-defined quality of life. Moderate changes (d = 0.35—0.49; standardized response mean (SRM) = 0.29—0.53) from two weeks to six months supported responsiveness. Conclusions: The SAQOL-39g demonstrated good reliability, validity and responsiveness to change. It can be used to evaluate quality of life in people with and without aphasia post stroke

Understanding Trends in Authoritarian Populism by Examining the Crackdown on the Cambodian Free Press

Examining trends in authoritarian populism by examining the crackdown on the Cambodian free press. The study focuses on Cambodia’s crackdown on the free press in the lead up to their national election in 2017 in order to repress opposition. The work draws attention to the various scales and spaces in which authoritarianism is produced, enacted and imagined

Analysis of mitochondrial DNA insertions into a nuclear chromosome of the maize B73 line

Abstract only availableMitochondrial DNA (mtDNA) is known to have integrated into the nuclear DNA of plants and animals. The purpose of this project is to investigate the on-going migration of mtDNA into the nuclear DNA of maize plants. Specific objectives are to discover the amount of DNA incorporated, whether it is the whole mitochondrial genome or sections, and to see if it has replicated after migration. The maize inbred line B73 has a particularly large mt DNA insert on chromosome 9. Using the fluorescent in situ hybridization (FISH) method, the arrangement of inserted mitochondrial DNA was examined. The FISH method uses fluorescently labeled mtDNA as probes for hybridization to chromosomes. Regions of the chromosomes that contain mtDNA can then be detected using a compound microscope with fluorescent attachments. Locations that contain more mtDNA are brighter. Three combinations of probes that cover different parts of the mitochondrial genome were employed. In order to analyze the arrangement of the DNA, the chromosomes were prepared from a stage of meiosis called pachynema in which the chromosomes are elongated and have not yet begun to condense. The results have confirmed the presence of all three probes within the large insertion of mtDNA on chromosome 9 of B73. The data suggest that either different parts of the mitochondrial genome are incorporated preferentially or that there is selective replication of portions of the mitochondrial genome after incorporation.MU Monsanto Undergraduate Research Fellowshi

INTERVENÇÕES DE PROFESSORES EM AMBIENTES DE MODELAGEM MATEMÁTICA: UM RELATO DE EXPERIÊNCIA

This paper is an experience report and constitutes an exercise in reflection on how and when teachers’ interventions occur in Mathematical Modelling environments. We considered three studies from the research group Grupo de Estudo e Pesquisa em Educação Matemática, Modelagem e Tecnologias (GEPEMMTec), which proposed Mathematical Modelling environments in Basic Education. The studies are based on the Modelling perspectives proposed by Barbosa (2001) and Malheiros (2008). We considered excerpts from the teachers’ field notes as data, and following a qualitative approach, we identified teachers’ interventions and when they occured. Data analysis suggested the occurrence of four types of interventions. Three of them, according to Veronez & Castro (2018), are: questioning, clarification and suggestion. The fourth type we named as “non-intervention”. Besides, we observed that the interventions occurred: (i) when it was necessary to give a voice to students; (ii) to clarify some procedure; (iii) to clarify what kind of information was valid; (iv) when it was necessary to delimit and/or deepen the problem situation; (v) when students were in a “dead-lock”. O presente artigo é um relato de experiência e constitui-se como um exercício de reflexão acerca de como, e em que momentos, as intervenções de professores e professoras ocorrem em ambientes de Modelagem Matemática. Para isso, consideramos três pesquisas do Grupo de Estudo e Pesquisa em Educação Matemática, Modelagem e Tecnologias (GEPEMMTec), que propõem ambientes de Modelagem Matemática no Ensino Básico. As pesquisas estão embasadas nas concepções de Modelagem de Barbosa (2001) e Malheiros (2008). Consideramos como dados recortes do caderno de campo dos professores e, seguindo uma abordagem qualitativa, procuramos identificar as intervenções realizadas pelos professores e em que momentos ocorreram. A análise dos dados apontou para a ocorrência de quatro tipos de intervenção. Três delas, conforme Veronez e Castro (2018), são: questionamento, esclarecimento e sugestão. O quarto tipo que observamos foi o que denominamos de "não intervenção". Observamos que as intervenções ocorreram: (i) quando foi preciso dar ouvidos a estudantes; (ii) para esclarecer algum procedimento; (iii) para esclarecer que tipo de informações eram válidas; (iv) quando foi preciso delimitar e/ou aprofundar alguma situação-problema; (v) quando os estudantes estavam em um "beco sem saída"

Pulsar Pair Cascades in Magnetic Fields with Offset Polar Caps

Neutron star magnetic fields may have polar caps (PC) that are offset from the dipole axis, through field-line sweepback near the light cylinder or non-symmetric currents within the star. The effects of such offsets on electron-positron pair cascades are investigated, using simple models of dipole magnetic fields with small distortions that shift the PCs by different amounts or directions. Using a Monte Carlo pair cascade simulation, we explore the changes in the pair spectrum, multiplicity and energy flux across the PC, as well as the trends in pair flux and pair energy flux with spin-down luminosity, L_{sd}. We also give an estimate of the distribution of heating flux from returning positrons on the PC for different offsets. We find that even modest offsets can produce significant increases in pair multiplicity, especially for pulsars that are near or beyond the pair death lines for centered PCs, primarily because of higher accelerating fields. Pair spectra cover several decades in energy, with the spectral range of millisecond pulsars (MSPs) two orders of magnitude higher than for normal pulsars, and PC offsets allow significant extension of all spectra to lower pair energies. We find that the total PC pair luminosity L_{pair} is proportional to L_{sd}, with L_{pair} ~ 10^{-3} L_{sd} for normal pulsars and L_{pair} ~ 10^{-2} L_{sd} for MSPs. Remarkably, the total PC heating luminosity for even large offsets increases by less than a factor of two, even though the PC area increases by much larger factors, because most of the heating occurs near the magnetic axis.Comment: 41 pages, 17 figures, accepted for publication in Ap

Saddle-nodes and period-doublings of smale horseshoes: a case study near resonant homoclinic bellows

Abstract In unfoldings of resonant homoclinic bellows interesting bifurcation phenomena occur: two suspensed Smale horseshoes can collide and disappear in saddle-node bifurcations (all periodic orbits disappear through saddle-node bifurcations, there are no other bifurcations of periodic orbits), or a suspended horseshoe can go through saddle-node and period-doubling bifurcations of the periodic orbits in it to create an additional "doubled horseshoe"

Teachers' interventions in Mathematical Modelling environments : an experience report

O presente artigo é um relato de experiência e constitui-se como um exercício de reflexão acerca de como, e em que momentos, as intervenções de professores e professoras ocorrem em ambientes de Modelagem Matemática. Para isso, consideramos três pesquisas do Grupo de Estudo e Pesquisa em Educação Matemática, Modelagem e Tecnologias (GEPEMMTec), que propõem ambientes de Modelagem Matemática no Ensino Básico. As pesquisas estão embasadas nas concepções de Modelagem de Barbosa (2001) e Malheiros (2008). Consideramos como dados recortes do caderno de campo dos professores e, seguindo uma abordagem qualitativa, procuramos identificar as intervenções realizadas pelos professores e em que momentos ocorreram. A análise dos dados apontou para a ocorrência de quatro tipos de intervenção. Três delas, conforme Veronez e Castro (2018), são: questionamento, esclarecimento e sugestão. O quarto tipo que observamos foi o que denominamos de "não intervenção". Observamos que as intervenções ocorreram: (i) quando foi preciso dar ouvidos a estudantes; (ii) para esclarecer algum procedimento; (iii) para esclarecer que tipo de informações eram válidas; (iv) quando foi preciso delimitar e/ou aprofundar alguma situaçãoproblema; (v) quando os estudantes estavam em um "beco sem saída".This paper is an experience report and constitutes an exercise in reflection on how and when teachers’ interventions occur in Mathematical Modelling environments. We considered three studies from the research group Grupo de Estudo e Pesquisa em Educação Matemática, Modelagem e Tecnologias (GEPEMMTec), which proposed Mathematical Modelling environments in Basic Education. The studies are based on the Modelling perspectives proposed by Barbosa (2001) and Malheiros (2008). We considered excerpts from the teachers’ field notes as data, and following a qualitative approach, we identified teachers’ interventions and when they occured. Data analysis suggested the occurrence of four types of interventions. Three of them, according to Veronez & Castro (2018), are: questioning, clarification and suggestion. The fourth type we named as “nonintervention”. Besides, we observed that the interventions occurred: (i) when it was necessary to give a voice to students; (ii) to clarify some procedure; (iii) to clarify what kind of information was valid; (iv) when it was necessary to delimit and/or deepen the problem situation; (v) when students were in a “dead-lock”

Étudiant(e)s de niveau collégial ayant des incapacités College students with disabilities

"La présente recherche a été subventionnée par le Ministère de l'éducation dans le cadre du Programme d'aide à la recherche sur l'enseignement et l'apprentissage (PAREA)"Titre de l'écran-titre (visionné le 8 déc. 2006)Également disponible en version papierBibliogr