Production of Korean Case Particles in an English-Korean Bilingual Child with Specific Language Impairment: A Preliminary Study

The purpose of this study was to investigate the use of Korean case particles in a Korean-English bilingual child with specific language impairment (SLI). The child\u27s production of four types of Korean case particles were compared to those of three typically developing children during probe and storytelling tasks. The Korean-English bilingual child with SLI produced the vocative and the nominative for person case particles similar to children matched on age and mean length of utterance (MLU). He produced the nominative for object and accusative case particles similar to the MLU-matched child but exhibited lower performance than that of his age-matched peers. The results suggest that longer duration of Korean case particles in the phrase-final position may provide perceptual salience and not pose particular difficulty for the Korean-English bilingual with SLI. Frequent omission of the accusative by the child with SLI and his MLU-matched peer, however, supports the argument that frequency effect in linguistic input influences morphological development. (Contains 6 tables and 1 figure.

Construction of Readership in \u3cem\u3eEbony\u3c/em\u3e, \u3cem\u3eEssence\u3c/em\u3e, and \u3cem\u3eO, the Oprah Magazine\u3c/em\u3e

Miller et al examine the construction of readership in Ebony, Essence and O, The Oprah magazine, three popular magazines that purport to be a vehicle of identity and awareness for their target audience. Upon evaluation, they found that Ebony and Essence both challenge the hegemonic process with the incorporation of cultural artifacts that call upon collective memory to form reader association

Nonword Repetition and Interactions Among Vocabulary, Phonotactic probability, and Phonological Awareness in Four Linguistic Groups

The current study was designed to compare the English nonword repetition accuracy in 7-year-old monolingual English, Korean–English bilingual, Chinese–English bilingual, and Spanish–English bilingual children. The relationships among nonword repetition accuracy, vocabulary, phonological awareness, and phonotactic probability in each group of children were also examined. The results indicated significant differences among the groups’ accuracy of consonants and vowels by syllable length. Different correlational patterns emerged among nonword repetition accuracy, vocabulary, and phonological awareness. Theoretical and clinical implications for the use of nonword repetition tasks for children from various linguistic backgrounds are discussed

The Perceptions of Macao Undergraduates Regarding Help Websites for Problem Gambling

This study conducted a web-surfing exercise and a questionnaire survey among a group of Macao undergraduate students regarding the websites that offered help with problem gambling. The results of this study found that most help websites in Macao and Hong Kong provided basic information-sharing service. The students indicated that they would choose their preferred help organization based on factors such as trust, familiarity, and the characteristics of the websites. They also gave comments/suggestions related to the publicity, design, contents, and focus of the websites. This study discussed the results and their implications for future research and practice

Continuing Professional Development Program on Second-Generation Antipsychotics for Psychiatric-Mental Health Staff Nurses

The lack of continuous professional development education regarding second-generation antipsychotics (SGAs) at a regional state acute care psychiatric hospital limits the ability of psychiatric-mental health (PMH) staff nurses to provide care for patients with or at risk for metabolic syndrome and other medical problems. The goals of the evidence-based program were to (1) examine PMH staff nurses’ knowledge of treatment guidelines for schizophrenia and SGAs; (2) provide education on schizophrenia, SGAs, and metabolic syndrome; and (3) provide continuous professional development training modules on schizophrenia and SGAs electronically for PMH staff nurses in an acute care mental health hospital. The effectiveness of the evidence-based program was measured by pre and posttest to assess acute care PMH staff nurses’ knowledge of the intervention and by an evaluation of the presenter and presentation of the educational program. The participants (n = 10) for the continuing professional development (CPD) program were RNs (n = 5) and LPNs (n = 5). A statistically significant change was noted in the knowledge enhancement among the 10 PMH staff nurses after the implementation of the evidence-based educational intervention (t (9) = 5.395, p \u3c .001). The project enhanced acute care PMH staff nurses’ knowledge to not only provide medication education to patients that are taking SGAs but also to monitor and care for patients with or at risk for metabolic syndrome associated with taking SGA medications. The psychiatric and mental health nurse practitioner (PMHNP) and Doctor of Nursing Practice (DNP) student assumed the role as leader in this practice change initiative in order to enhance the knowledge of staff nurses and improve patient outcomes. The educational module will be completed by all nurses online yearly and updated quarterly based on scientific evidence. The Capstone Project provided knowledge for closing the gap between PMH staff nurses and care of patients with a diagnosis of schizophrenia who are taking SGAs

Implementation of mandated health concepts in the curricula of Iowa secondary schools

The overall purpose of this study was to determine how schools are incorporating health concepts into their curricula. A sample of 148 Iowa secondary school health teachers, 97 (66%) females and 51 (34%) males responded to a health education survey related to two specific purposes of the study, which were to examine: (1) organizational aspects of health curricula for grades nine through twelve, and (2) secondary school health teachers\u27 attitudes toward the eleven health strands that make up one unit of health as mandated by the Iowa General Assembly. The survey consisted of demographic questions, Likert-type attitude statements, rating of the eleven health strands, and questions pertaining to development and implementation of health education curricula, health curriculum models, and barriers to teaching health education;Of the teachers who primarily taught health strands, most of them were in the fields of health education, home economics, or physical education. Overall, teachers\u27 attitudes toward the eleven health strands were positive. Students\u27 attitudes of invincibility was reported by teachers as the most common barrier to learning health concepts by young people. Also what secondary school health teachers thought was very important to teach and on what grade level to place the most emphasis proved to be very interesting findings relative to the development of scope and sequence for health education curricula;Approximately 80% of this sample of teachers reported that their schools had fully implemented health education curricula as set by state criteria. The curriculum health models most frequently used were the Department of Education Framework, and other curriculum models including the Tyler Rationale, the Health Belief Model, and the PRECEDE Framework. Many of the teachers rated their own school\u27s health curriculum as good. Seventy-two percent of the teachers reported they had a role in development, but no more than 39% considered they had a role in implementation

Modeling Functions into an Angular Displacement of an Elastic Pendulum

In this thesis we study the relation between analytic signals and a variety of pendulum systems. The representation of a signal as a pair of time varying amplitude and phase has been well studied and often related to linear mass spring systems. The differential equations describing pendulum systems are nonlinear and we provide analytical and numerical results regarding interpretation about the amplitude and the phase of signals in different pendulum settings. We report an explicit solution of the Elastic Pendulum problem in the case of linear phase. We develop an experimental procedure to piece-wise approximate bounded functions on a partition of a finite interval. On each sub-interval the function is approximated by a solution of a Pendulum system. The parameters of the corresponding differential equations are determined by optimization on each sub-interval. The smoothness of the approximation is controlled by the initial conditions provided by the given function

Self-directed online learning verses role play: Educating students nursing about the physician orders for life-sustaining treatment document

The purpose of this study was to compare the effectiveness of online self-directed learning (SDL) and role simulation in undergraduate baccalaureate nursing students learning about the Physicians Orders for Life-Sustaining Treatment (POLST) document

Self-Regulation and Emergent Curriculum Inquiries in the Kindergarten Classroom

This doctoral dissertation explores and defends my belief that when teaching teams co-construct emergent curriculum inquiries with children in their Kindergarten classrooms, this teaching practice supports the childrens ability to self-regulate. My research brings together two broad areas of study: emergent curriculum and self-regulation. Emergent curriculum inquiries are sustained investigations built around childrens interests. Self-regulation is a reflective learning process where children become aware of what it feels like to be overstressed, recognize when they need to up-regulate or down-regulate, and develop strategies to reduce their stress. It has been acknowledged as fundamental to learning in the Kindergarten program. Self-regulation is a prominent issue today because children are experiencing much more stress than in the past and many consider it a better indicator of school success than IQ. The data for my research was generated during an ethnographic case study of four Kindergarten classroom environments where teaching teams co-constructed emergent curriculum inquiries with the children. My analysis of the data relied on the distinction between four components of emergent curriculum: inquiry design, design of the environment, documentation, and conversation. Assertions grounded in the data about these components of emergent curriculum provide new evidence of a relationship between inquiries and self-regulation. When looking across all the findings, four especially compelling arguments emerged to support my belief that when Kindergarten teachers co-construct emergent curriculum inquiries, this teaching practice supports the childrens ability to self-regulate. The first argument is that, just as they do in play, children learn how to self-regulate during emergent curriculum inquiries. The second argument is that during emergent curriculum inquiries the teachers used scaffolding and that this process supports the childrens ability to self-regulate. The third argument is that emergent curriculum inquiries promote positive emotions such as elation, inspiration, pride and curiosity that generate energy. This energy improves childrens concentration and strengthens their ability to self-regulate. The fourth argument is that children use oral language as a self-regulatory tool during emergent curriculum inquiries, which helps them to regulate their own emotions and behaviours. My conclusion is that emergent curriculum inquiries in Kindergarten do support the childrens ability to self-regulate