Evaluation of Interventions in Blended Learning Using a Communication Skills Serious Game

Serious games often employ a scripted dialogue for player interaction with a virtual character. In our serious game Communicate, a domain expert develops a structured, scripted scenario as a sequence of potential interactions in an authoring tool. A player is often a student learning communication skills and a virtual character represents a person that a student talks to. In the original version of Communicate, a player `converses' with a virtual character by clicking on one of the multiple statement options. Since 2018, we perform blended learning sessions for final year computer science students using Communicate. Our goal is to improve these sessions and in this paper, we apply the action research method over three semesters to iteratively improve these blended learning sessions. In the first semester, our baseline, we conduct sessions where students play a scenario in multiple choice format. In the second semester, we enhance Communicate by enabling a student to enter open text input in an improved scenario. In the third semester, we enhance a session by incorporating peer teaching. Students fill in an evaluation survey after a session and we compare the evaluation of students from the three semesters. Results show that student ratings are significantly higher in sessions incorporating peer teaching compared to the baseline

Incorporating Genomics and Bioinformatics across the Life Sciences Curriculum

Undergraduate life sciences education needs an overhaul, as clearly described in the National Research Council of the National Academies’ publication BIO 2010: Transforming Undergraduate Education for Future Research Biologists. Among BIO 2010’s top recommendations is the need to involve students in working with real data and tools that reflect the nature of life sciences research in the 21st century [1]. Education research studies support the importance of utilizing primary literature, designing and implementing experiments, and analyzing results in the context of a bona fide scientific question [1–12] in cultivating the analytical skills necessary to become a scientist. Incorporating these basic scientific methodologies in undergraduate education leads to increased undergraduate and post-graduate retention in the sciences [13–16]. Toward this end, many undergraduate teaching organizations offer training and suggestions for faculty to update and improve their teaching approaches to help students learn as scientists, through design and discovery (e.g., Council of Undergraduate Research [www.cur.org] and Project Kaleidoscope [ www.pkal.org])

Teores de lignina e ácidos urônicos na madeira e polpa celulósica de Eucalipto

O teor de lignina influencia a alvura da polpa celulósica e, por isto, é uma variável importante no processo de sua fabricação, o que torna fundamental estabelecer métodos para determinar seu valor. Baseado na hipótese de que os métodos disponíveis para avaliar o teor de lignina solúvel medem, também, os ácidos urônicos na madeira, isto tornaria este método impreciso. O objetivo desse trabalho foi verificar se existe correlação entre a lignina e ácidos urônicos na madeira de eucalipto e na polpa celulósica. Quarenta e seis amostras, sendo 24 amostras de madeira, 11 de polpa não branqueada e 11 de polpa branqueada foram utilizadas para se determinar os teores de lignina e de ácidos urônicos. As amostras de madeira apresentaram maior quantidade de lignina e, por isto, os teores de ácidos urônicos não influenciaram de forma significativa os valores da mesma. Amostras de polpa celulósica, com menor quantidade de lignina, mostraram grande correlação entre os valores de ácidos urônicos e lignina. Os testes de medição de lignina na polpa celulósica apresentaram baixa precisão

Antimicrobial Resistance Incidence and Risk Factors among Helicobacter pylori–Infected Persons, United States

Helicobacter pylori is the primary cause of peptic ulcer disease and an etiologic agent in the development of gastric cancer. H. pylori infection is curable with regimens of multiple antimicrobial agents, and antimicrobial resistance is a leading cause of treatment failure. The Helicobacter pylori Antimicrobial Resistance Monitoring Program (HARP) is a prospective, multicenter U.S. network that tracks national prevalence rates of H. pylori antimicrobial resistance. Of 347 clinical H. pylori isolates collected from December 1998 through 2002, 101 (29.1%) were resistant to one antimicrobial agent, and 17 (4.8%) were resistant to two or more antimicrobial agents. Eighty-seven (25.1%) isolates were resistant to metronidazole, 45 (12.9%) to clarithromycin, and 3 (0.9%) to amoxicillin. On multivariate analysis, black race was the only significant risk factor (p < 0.01, hazard ratio 2.04) for infection with a resistant H. pylori strain. Formulating pretreatment screening strategies or providing alternative therapeutic regimens for high-risk populations may be important for future clinical practice

Psychological mindedness and abstract reasoning in late childhood and adolescence: An exploration using new instruments

This study introduces two new measures of psychological mindedness, applying them in a study of the growth of abstract thinking in children and adolescents in a developmental design. The capacity to achieve psychological understanding of the self and of others involves comprehension of the motives, attitudes, and characteristics of the self and others. Psychological mindedness toward the self (PS) and toward others (PO) may be seen as complex cognitive capacities that should show a pattern of related development in childhood. Three groups of 60 fifth, eighth, and twelfth graders completed two measures of formal operations and two instruments to assess the two components of psychological mindedness. We find that psychological mindedness and abstract thinking both increase significantly with age, although the relationship between them is complex and varies with gender and age. Because the development of abstract reasoning skills does not correlate with the development of psychological mindedness in a simple way, a more complex model is necessary, taking age and gender differences into account. Performance on the two measures of psychological mindedness is found to be largely unrelated, suggesting that these are two different psychological skills. Implications of these findings are discussed, with special reference to education, peer counseling, and psychotherapy .Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/45274/1/10964_2005_Article_BF01537075.pd

Modern Industrial Economics and Competition Policy: Open Problems and Possible Limits

Naturally, competition policy is based on competition economics made applicable in terms of law and its enforcement. Within the different branches of competition economics, modern industrial economics, or more precisely gametheoretic oligopoly theory, has become the dominating paradigm both in the U.S. (since the 1990s Post-Chicago movement) and in the EU (so-called more economic approach in the 2000s). This contribution reviews the state of the art in antitrust-oriented modern industrial economics and, in particular, critically discusses open questions and possible limits of basing antitrust on modern industrial economics. In doing so, it provides some hints how to escape current enforcement problems in industrial economics-based competition policy on both sides of the Atlantic. In particular, the paper advocates a change of the way modern industrial economics is used in competition policy: instead of more and more case-by-cases analyses, the insights from modern industrial economics should be used to design better competition rules