Appreciative inquiry in management education: measuring the success of co-created learning

This paper reviews Appreciative Inquiry (AI) and its potential contribution to creating classrooms desired by all participants. It addresses the question of personal contribution to the creation of that which is identified by those responsible for its creation. A brief review of AI’s history and the fundamental ideas behind its practice is followed by a detailed step-by-step approach of how it is applied to a graduate class in Leadership and Management Development. The exercise is situated in the context of student directed learning and the positive possibilities of this exercise in students’ lives. Statistical analysis of a survey created from the identified outcomes is presented. The survey was administered on two occasions over the semester to measure the extent to which the class had accomplished the ideals, and a self-report of students’ contribution to that achievement. Results show a significant relationship between those items that are deemed high priority for the course and students’ assessment of achievement and their contribution to that achievement. Conclusions and implications are included with some questions posed for further research and practice

The effect of pre-reading instruction on vocabulary learning: An examination of L1 and L2 readers’ eye movements

This study examines the effect of pre-reading vocabulary instruction on learners’ attention and vocabulary gains. Participants (L1 = 92; L2 = 88) were randomly assigned to one of four conditions: pre-reading instruction, involving explicit instruction of six novel items and reading a text with them repeated eight times; reading-only, which only involved reading the text with the novel items; reading-baseline, in which participants read a text with the repeated items replaced by known (control) words; and instruction-only, which involved explicit instruction of the novel items and the reading of an unrelated text. Eye-tracking was used to measure amount of attention to the vocabulary during reading. Knowledge of the target vocabulary was assessed in three immediate post-tests (form recognition, meaning recall, and meaning recognition). Results showed that pre-reading instruction led to both higher vocabulary gains and a processing advantage. Cumulative reading times were a significant predictor of meaning recognition scores

Scaffolding School Pupils’ Scientific Argumentation with Evidence-Based Dialogue Maps

This chapter reports pilot work investigating the potential of Evidence-based Dialogue Mapping to scaffold young teenagers’ scientific argumentation. Our research objective is to better understand pupils’ usage of dialogue maps created in Compendium to write scientific ex-planations. The participants were 20 pupils, 12-13 years old, in a summer science course for “gifted and talented” children in the UK. Through qualitative analysis of three case studies, we investigate the value of dialogue mapping as a mediating tool in the scientific reasoning process during a set of learning activities. These activities were published in an online learning envi-ronment to foster collaborative learning. Pupils mapped their discussions in pairs, shared maps via the online forum and in plenary discussions, and wrote essays based on their dialogue maps. This study draws on these multiple data sources: pupils’ maps in Compendium, writings in science and reflective comments about the uses of mapping for writing. Our analysis highlights the diversity of ways, both successful and unsuccessful, in which dialogue mapping was used by these young teenagers

Regression games

The solution of a TU cooperative game can be a distribution of the value of the grand coalition, i.e. it can be a distribution of the payo (utility) all the players together achieve. In a regression model, the evaluation of the explanatory variables can be a distribution of the overall t, i.e. the t of the model every regressor variable is involved. Furthermore, we can take regression models as TU cooperative games where the explanatory (regressor) variables are the players. In this paper we introduce the class of regression games, characterize it and apply the Shapley value to evaluating the explanatory variables in regression models. In order to support our approach we consider Young (1985)'s axiomatization of the Shapley value, and conclude that the Shapley value is a reasonable tool to evaluate the explanatory variables of regression models

Using eye-tracking in applied linguistics and second language research

With eye-tracking technology the eye is thought to give researchers a window into the mind. Importantly, eye-tracking has significant advantages over traditional online processing measures: chiefly that it allows for more ‘natural’ processing as it does not require a secondary task, and that it provides a very rich moment-to-moment data source. In recognition of the technology’s benefits, an ever increasing number of researchers in applied linguistics and second language research are beginning to use it. As eye-tracking gains traction in the field, it is important to ensure that it is established in an empirically sound fashion. To do this it is important for the field to come to an understanding about what eye-tracking is, what eye-tracking measures tell us, what it can be used for, and what different eye-tracking systems can and cannot do. Further, it is important to establish guidelines for designing sound research studies using the technology. The goal of the current review is to begin to address these issues

Defining normal IgG changes throughout pregnancy

Immunoglobulin G (IgG) is the major serum immunoglobulin, accounting for roughly 75% of all immunoglobulin. IgG is the only class of immunoglobulin that crosses the placenta and it serves as the main immunologic barrier between the fetus and external environments. There has not been a clear consensus on what the normal values of IgG are throughout pregnancy. The aim of this study is to measure serum immunoglobulin G in each trimester of the pregnant female to determine a normal IgG profile throughout all trimesters in normal pregnancy

Proton and Helium Spectra from the CREAM-III Flight

Primary cosmic-ray elemental spectra have been measured with the balloon-borne Cosmic Ray Energetics And Mass (CREAM) experiment since 2004. The third CREAM payload (CREAM-III) flew for 29 days during the 2007-2008 Antarctic season. Energies of incident particles above 1 TeV are measured with a calorimeter. Individual elements are clearly separated with a charge resolution of ~0.12 e (in charge units) and ~0.14 e for protons and helium nuclei, respectively, using two layers of silicon charge detectors. The measured proton and helium energy spectra at the top of the atmosphere are harder than other existing measurements at a few tens of GeV. The relative abundance of protons to helium nuclei is 9.53+-0.03 for the range of 1 TeV/n to 63 TeV/n. The ratio is considerably smaller than other measurements at a few tens of GeV/n. The spectra become softer above ~20 TeV. However, our statistical uncertainties are large at these energies and more data are needed

The Composition of M-type asteroids II: Synthesis of spectroscopic and radar observations

This work updates and expands on results of our long-term radar-driven observational campaign of main-belt asteroids (MBAs) focused on Bus-DeMeo Xc- and Xk-type objects (Tholen X and M class asteroids) using the Arecibo radar and NASA Infrared Telescope Facilities (Ockert-Bell et al. 2008; 2010; Shepard et al. 2008; 2010). Eighteen of our targets were near-simultaneously observed with radar and those observations are described in Shepard et al. (2010). We combine our near-infrared data with available visible wavelength data for a more complete compositional analysis of our targets. Compositional evidence is derived from our target asteroid spectra using two different methods, a \c{hi}2 search for spectral matches in the RELAB database and parametric comparisons with meteorites. We present four new methods of parametric comparison, including discriminant analysis. Discriminant analysis identifies meteorite type with 85% accuracy. This paper synthesizes the results of these two analog search algorithms and reconciles those results with analogs suggested from radar data (Shepard et al. 2010). We have observed 29 asteroids, 18 in conjunction with radar observations. For eighteen out of twenty-nine objects observed (62%) our compositional predictions are consistent over two or more methods applied. We find that for our Xc and Xk targets the best fit is an iron meteorite for 34% of the samples. Enstatite Chondrites were best fits for 6 of our targets (21%). Stony-iron meteorites were best fits for 2 of our targets (7%). A discriminant analysis suggests that asteroids with no absorption band can be compared to iron meteorites and asteroids with both a 0.9 and 1.9 {\mu}m absorption band can be compared to stony-iron meteorites.Comment: 30 pages, 5 figures, 10 table

Adherence to the updated guidelines for the prevention of perinatal Group B streptococcal disease

In 2010, the Centers for Disease Control and Prevention updated the Guidelines for the Prevention of Perinatal Group B Streptococcal (GBS) Disease. Previous studies of adherence to GBS guidelines have focused on the treatment of carriers of GBS. Our objective was to determine whether there was any difference in adherence to the guidelines for screening and treatment of women who delivered at our institution between the beginning of 2011 and the end of 2011 as the revised guidelines were published in November 2010. Our secondary outcome was to determine whether any differences in adherence occurred between prenatal provider types (OB/Gyn, Certified Nurse Midwives, and Family Practice)