Improving precision for detecting change in the shape of the cornea in patients with keratoconus

To investigate a method for precision analysis to discriminate true corneal change from measurement imprecision in keratoconus (KC). Thirty patients with KC and 30 healthy controls were included. Coefficients of repeatability and limits of agreement (LOA) were compared using multiple measurements for inter-observer and inter-device agreement with the Pentacam HR, Orbscan IIz, and Tomey Casia SS-1000. Correlation of repeated measurements was evaluated using a linear mixed effect model (also called random effect model). A formula was derived for the theoretical expected change in precision and compared with measured change. Correlation between measurements from the same eye was small (R = 0.13). The 99.73% LOA (3 SD) of the mean of three measurements, provided better precision than 95% LOA (2 SD) of single cut-off values as expected from statistical theory for uncorrelated measurements for evidence of a significant change in corneal shape in patients with keratoconus. This enabled the determination of cut-off values for the detection of true change in corneal shape. The mean of three repeated measurements will provide better precision when there is minimal correlation. Three (rather than two) standard deviations provides a precise estimate of the LOA within or between observers and can be used as a reliable measure for identifying stage-independent corneal shape changes (progression) in keratoconus

Comparative effect of interactive mobiles (clickers) and communicative approach on the learning outcomes of the educationally disadvantaged Nigerian pupils in ESL classrooms

Effective teaching that promotes learners’ active engagement and the development of communicative proficiency has been a challenge to teachers of English as a second language (ESL). Previous research on second language (L2) teaching has shown that L2 learners improve better in communicative skills when they are actively engaged, participate in communicative tasks that facilitate interaction and are provided with the opportunity to use the target language in the classroom. This study focuses on improving ESL learners’ learning outcomes in remotely-located primary schools in Nigeria. The study aimed to test whether the introduction of Personal Response System (PRS) and communicative approach can improve pupils’ English-language communicative competences and their attitudes towards English learning. Specifically, this study examined the extent to which significant differences exist in pupils’ communicative competence performance scores and learning gains based on teachers’ use of a communicative approach, PRS and lecture methods in the ESL classroom. Furthermore, the research also attempted to find out whether pupils’ attitudes towards the learning of English would significantly differ based on teaching strategy. Attitudes of pupils and teachers towards the interventions were also investigated. A pre-test and post-test non-randomised control group design was adopted in this study. Some qualitative data were also collected to augment the quantitative main data. Ninety nine pupils from three intact classes in different schools in Ijebu-North local government, Ogun-State, Nigeria were assigned to two experimental groups and one control group. In addition to the traditional use of textbooks, one of the experimental groups was taught using communicative activities, while the second experimental group experienced communicative tasks blended with the use of a personal response system. The control group received the conventional classroom instruction (lecture method), including the use of the English language textbook. In order to provide answers to the research questions and the hypothesis of this study, English Language Listening Tests and English Language Speaking Tests, Pupils’ Attitude to English Language Lesson Questionnaire, Pupils’ Attitude to Clickers’ Questionnaire and Pupils’ Attitude to Communicative Approach Questionnaire were administered at the pre-and post-test stages of the research. These instruments were also complemented with data from classroom observation, video recording of the instructional process, and audio-recorded interviews with the teachers and selected pupils in the experimental groups. The results indicate that the two experimental groups showed greater improvement in communicative competence than did the control group; but the PRS group improved more than the communicative approach group both in listening and speaking skills development. Moreover, pupils’ learning gains were statistically different, with the PRS group having the highest gain scores above the communicative approach group, while the control group did not experience increased learning gains. The results also reveal pupils’ mixed-reactions with respect to their attitudes toward the English language lesson and the interventions. Teachers’ attitudes toward the interventions were in the positive direction

cGMP-Dependent Protein Kinase Type I Is Implicated in the Regulation of the Timing and Quality of Sleep and Wakefulness

Many effects of nitric oxide (NO) are mediated by the activation of guanylyl cyclases and subsequent production of the second messenger cyclic guanosine-3′,5′-monophosphate (cGMP). cGMP activates cGMP-dependent protein kinases (PRKGs), which can therefore be considered downstream effectors of NO signaling. Since NO is thought to be involved in the regulation of both sleep and circadian rhythms, we analyzed these two processes in mice deficient for cGMP-dependent protein kinase type I (PRKG1) in the brain. Prkg1 mutant mice showed a strikingly altered distribution of sleep and wakefulness over the 24 hours of a day as well as reductions in rapid-eye-movement sleep (REMS) duration and in non-REM sleep (NREMS) consolidation, and their ability to sustain waking episodes was compromised. Furthermore, they displayed a drastic decrease in electroencephalogram (EEG) power in the delta frequency range (1–4 Hz) under baseline conditions, which could be normalized after sleep deprivation. In line with the re-distribution of sleep and wakefulness, the analysis of wheel-running and drinking activity revealed more rest bouts during the activity phase and a higher percentage of daytime activity in mutant animals. No changes were observed in internal period length and phase-shifting properties of the circadian clock while chi-squared periodogram amplitude was significantly reduced, hinting at a less robust oscillator. These results indicate that PRKG1 might be involved in the stabilization and output strength of the circadian oscillator in mice. Moreover, PRKG1 deficiency results in an aberrant pattern, and consequently a reduced quality, of sleep and wakefulness, possibly due to a decreased wake-promoting output of the circadian system impinging upon sleep

Diffusion of ICT innovation in science education

In this chapter, the authors first discuss how Roger's theory of innovation diffusion can be incorporated into ICTs in formal and informal learning and teaching environments. The authors begin by presenting the use of ICT in education in general terms, then they introduce Rogers' diffusion of innovation (DoI) theory and the related literature. This is followed by a description of a project which explored the relationship between some characteristics of primary science teachers and their attitudes toward the use of ICT in education. A national project was funded by the Scientific and Technological Research Council of Turkey (TÜBİTAK), and Ege University, Science and Technology Application and Research Center. The last section involves a discussion of the diffusion of technological innovations into science education in the light of Rogers' DoI theory. © 2010, IGI Global