Pupil engagement in the questioning process during Numeracy problem-solving sessions

Within the context of interactive Numeracy lessons, active participation of pupils is encouraged. For example, questioning may be used to stimulate thinking skills and pupils may explain their methods of calculation to the class. Problem-solving is an area of Numeracy that offers an opportunity for pupils to discuss their methods and it has been highlighted as an area for development in Key Stage 2 mathematics. However, despite an emphasis on interactive lessons, research has shown that lessons tend to be teacher dominated, with the teacher as questioner and evaluator, and pupils as respondents. I feel that if pupils are to be regarded as active participants in Numeracy lessons, then they must be engaged participants who willingly contribute to discussions, perhaps by asking questions, reflecting or sharing misconceptions. Indeed, I believe that, given the opportunity, pupils are capable of engaging in the questioning process, both as questioner and respondent. Consequently, I have examined the nature of interaction and discourse in the classroom, in order to determine when pupils are explicitly engaged during whole-class problem solving sessions. I collected data primarily in the form of audio-tapes, which were transcribed in order to facilitate analysis. I applied models of discourse analysis developed by Sinclair and Coulthard (1975) and Archer (2005) in order to categorise speech. Additionally, I utilised Bloom's Taxonomy of educational objectives (1956) to highlight the range of thinking skills being used in response to questioning. The key findings indicated that when pupils were encouraged to pose their own questions, they readily responded to this opportunity to act as questioners. Pupils demonstrated a willingness and capability to question methods of calculation. There were instances of pupils using sustained questioning to examine alternative methods or misconceptions. The findings signalled that pupils were capable of engaging in the questioning process by considering and questioning methods of problem-solving, and responding to questioning from their peers by providing explanations and comments

Protected species aerial survey data collection and analysis in waters underlying the R-5306A airspace: final report submitted to US Marine Corps, MCAS Cherry Point

To be in compliance with the Endangered Species Act and the Marine Mammal Protection Act, the United States Department of the Navy is required to assess the potential environmental impacts of conducting at-sea training operations on sea turtles and marine mammals. Limited recent and area-specific density data of sea turtles and dolphins exist for many of the Navy’s operations areas (OPAREAs), including the Marine Corps Air Station (MCAS) Cherry Point OPAREA, which encompasses portions of Core and Pamlico Sounds, North Carolina. Aerial surveys were conducted to document the seasonal distribution and estimated density of sea turtles and dolphins within Core Sound and portions of Pamlico Sound, and coastal waters extending one mile offshore. Sea Surface Temperature (SST) data for each survey were extracted from 1.4 km/pixel resolution Advanced Very High Resolution Radiometer remote images. A total of 92 turtles and 1,625 dolphins were sighted during 41 aerial surveys, conducted from July 2004 to April 2006. In the spring (March – May; 7.9°C to 21.7°C mean SST), the majority of turtles sighted were along the coast, mainly from the northern Core Banks northward to Cape Hatteras. By the summer (June – Aug.; 25.2°C to 30.8°C mean SST), turtles were fairly evenly dispersed along the entire survey range of the coast and Pamlico Sound, with only a few sightings in Core Sound. In the autumn (Sept. – Nov.; 9.6°C to 29.6°C mean SST), the majority of turtles sighted were along the coast and in eastern Pamlico Sound; however, fewer turtles were observed along the coast than in the summer. No turtles were seen during the winter surveys (Dec. – Feb.; 7.6°C to 11.2°C mean SST). The estimated mean surface density of turtles was highest along the coast in the summer of 2005 (0.615 turtles/km², SE = 0.220). In Core and Pamlico Sounds the highest mean surface density occurred during the autumn of 2005 (0.016 turtles/km², SE = 0.009). The mean seasonal abundance estimates were always highest in the coastal region, except in the winter when turtles were not sighted in either region. For Pamlico Sound, surface densities were always greater in the eastern than western section. The range of mean temperatures at which turtles were sighted was 9.68°C to 30.82°C. The majority of turtles sighted were within water ≥ 11°C. Dolphins were observed within estuarine waters and along the coast year-round; however, there were some general seasonal movements. In particular, during the summer sightings decreased along the coast and dolphins were distributed throughout Core and Pamlico Sounds, while in the winter the majority of dolphins were located along the coast and in southeastern Pamlico Sound. Although relative numbers changed seasonally between these areas, the estimated mean surface density of dolphins was highest along the coast in the spring of 2006 (9.564 dolphins/km², SE = 5.571). In Core and Pamlico Sounds the highest mean surface density occurred during the autumn of 2004 (0.192 dolphins/km², SE = 0.066). The estimated mean surface density of dolphins was lowest along the coast in the summer of 2004 (0.461 dolphins/km², SE = 0.294). The estimated mean surface density of dolphins was lowest in Core and Pamlico Sounds in the summer of 2005 (0.024 dolphins/km², SE = 0.011). In Pamlico Sound, estimated surface densities were greater in the eastern section except in the autumn. Dolphins were sighted throughout the entire range of mean SST (7.60°C to 30.82°C), with a tendency towards fewer dolphins sighted as water temperatures increased. Based on the findings of this study, sea turtles are most likely to be encountered within the OPAREAs when SST is ≥ 11°C. Since sea turtle distributions are generally limited by water temperature, knowing the SST of a given area is a useful predictor of sea turtle presence. Since dolphins were observed within estuarine waters year-round and throughout the entire range of mean SST’s, they likely could be encountered in the OPAREAs any time of the year. Although our findings indicated the greatest number of dolphins to be present in the winter and the least in the summer, their movements also may be related to other factors such as the availability of prey. (PDF contains 28 pages

An investigation into staff and pupil perceptions of environmentally responsible actions in an Eco-School

Environmental education initiatives such as the Eco-Schools programme, attempt to help young people become informed about the impact of climate change, to participate in sustainable activities and to empower them to lead actions. An Eco-School seeks to integrate sustainability into everyday school life and the curriculum whilst encouraging the involvement of pupils, staff and parents in developing environmental awareness. With this as the context, the study aimed to investigate the environmental perceptions, beliefs and actions of staff and those of pupils in an Eco-School. Additionally, it aimed to explore the influence of the Eco-Schools ethos on the beliefs and actions of staff and pupils. This qualitative, ethnographic study entailed gathering data from a Catholic Eco-School in the Northwest of England over a period of one year. In addition to the use of observation, documentary evidence and questionnaires, staff (both teaching and non-teaching) and pupils (aged 9-10 years) participated in one-to-one interviews. Using the lens of social practice theory, the data revealed the differentiated skills, reasoning and beliefs of participants regarding practices designed to develop environmental responsibility in the school. It was found that changes to practices had taken place due to differing beliefs and understandings. These had influenced participants’ performance of routines central to the practices. The findings contribute towards the understanding of pupil perceptions of environmental responsibility in an Eco-School and their competency to provide ideas that could be used to reflect on, challenge and develop environmental practices. Although it was clear that pupils were able to articulate their thoughts concerning the strengths and weaknesses of the Eco-Schools programme, it seemed they seldom had occasions to share their thoughts and contribute towards refining practices. As a result, the school was failing to benefit from the valuable pupil perceptions necessary to develop the effectiveness of environmental practices in school. Furthermore, the findings enhance our understanding of pupil participation in the process of making environmental decisions. It was evident that staff valued the role of pupils as participants in environmental actions and target-setting, yet there were limited opportunities for pupils to increase their involvement and to develop their decision-making skills. The study has shown that the school overall facilitated a largely passive involvement of pupils, positioning them at a relatively low level of Hart’s Ladder of Participation (1992), rather than providing meaningful opportunities for them to engage in decision-making and changing practices. This was a missed opportunity for the school to develop the skills and agency pupils would need to effectively tackle environmental challenges. In addition, the study provides a new understanding of environmental responsibility within an Eco-School which had started to approach environmental education from a religious perspective. Although protecting the environment remained a key aim of the school, it seemed that the pupil-led Eco-Schools programme had become less important as the main approach to developing environmental awareness. This suggested a change of focus from a pupil-led environmental education programme which aims to empower pupils to lead the design, implementation and evaluation of actions, to one guided by the religious character of the school and principally reliant on cultural meaning to sustain practices. Although it was unclear if this would influence the nature of pupil actions, the findings extend our understanding of an Eco-School guided by religious obligations. Overall, it was clear that pupils (and staff) were willing to offer insight into their perceptions of environmental responsibility. It is recommended that schools recognise how these views and understandings can be used to inform environmental practices and to develop their effectiveness. It is also recommended that all pupils are consulted and listened to, and are offered opportunities to become active participants in the process of environmental decision-making and planning in school to prepare them for the future

Des Moines Area Community College Creative Writing Contest 1976-99

Award-winning Works for the Academic Year 1998-99https://openspace.dmacc.edu/creativewriting/1001/thumbnail.jp

Utility of Phase Angle to Identify Cachexia and Assess Mortality in End-Stage Renal Disease

© 2020 American Society for Nutrition. Published by Elsevier Inc. This is an Open access article under the CC-BY-NC-ND license. https://creativecommons.org/licenses/by-nc-nd/4.0/Objectives This cross-sectional analysis sought to identify cachexia and assess survival using phase angle (PA) in patients with end-stage renal disease (ESRD) receiving haemodialysis. Methods Patients receiving haemodialysis (n = 87, mean age 65.9 +/– 13.0) completed a Phase Angle (PA; 50 khz) measurement using bioelectrical impedance analysis. Cachexia variables were recorded according to Evans et al. definition (2008) including nutritional and functional measures (weight, Body Mass Index (BMI), Hand Grip Strength (HGS), Lean Tissue Mass (LTM), C-Reative Protein (CRP), serum albumin, haemoglobin, appetite (Functional Assessment of Anorexia/Cachexia Treatment (FAACT)) and fatigue (Functional Assessment of Chronic Illness Therapy (FACIT)). Survival was assessed at 12 months. Mann Whitney-U and Spearman correlation coefficient were conducted. Results The majority of patients completed follow up (n = 76). Eleven patients had died. Mean PA was not statistically different between those identified as cachectic and non-cachectic according to Evans et al. (2008) definition or between those patients that survived and died. However, patients that survived had better mean scores of weight, BMI, HGS, CRP, serum albumin and fatigue (FACIT). In addition, LTM scores were significantly better in patients that survived (P < .01). Appetite scores were also significantly better in patients that survived (P < .01) and those without cachexia (P = .01). Conclusions This study was part of a larger effort to clarity a phenotype of cachexia in ESRD. Unlike previous research, this study did not find PA useful in identifying patients at a higher risk of cachexia or death. However overall these patients had a very low mean PA. FAACT did discriminate between groups indicating self-reporting measurement tools of nutritional status were useful in identifying patients at a higher risk of cachexia and death. A larger sample and longer follow up is required to balance the limitations of this small study. Timing the administration of PA also requires consideration in future studies. Funding Sources Public Health Agency; Northern Ireland Kidney Research Fund.Peer reviewe

Using a generic definition of cachexia in patients with kidney disease receiving haemodialysis: a longitudinal (pilot) study

International audienceBACKGROUND: Research indicates that cachexia is common among persons with chronic illnesses and is associated with increased morbidity and mortality. However, there continues to be an absence of a uniformed disease-specific definition for cachexia in chronic kidney disease (CKD) patient populations. OBJECTIVE: The primary objective was to identify cachexia in patients receiving haemodialysis (HD) using a generic definition and then follow up on these patients for 12 months. METHOD: This was a longitudinal study of adult chronic HD patients attending two hospital HD units in the UK. Multiple measures relevant to cachexia, including body mass index (BMI), muscle mass [mid-upper arm muscle circumference (MUAMC)], handgrip strength (HGS), fatigue [Functional Assessment of Chronic Illness Therapy (FACIT)], appetite [Functional Assessment of Anorexia/Cachexia Therapy (FAACT)] and biomarkers [C-reactive protein (CRP), serum albumin, haemoglobin and erythropoietin resistance index (ERI)] were recorded. Baseline analysis included group differences analysed using an independent t-test, dichotomized values using the χ2 test and prevalence were reported using the Statistical Package for the Social Sciences 24 (IBM, Armonk, NY, USA). Longitudinal analysis was conducted using repeated measures analysis. RESULTS: A total of 106 patients (30 females and 76 males) were recruited with a mean age of 67.2 years [standard deviation (SD) 13.18] and dialysis vintage of 4.92 years (SD 6.12). At baseline, 17 patients were identified as cachectic, having had reported weight loss (e.g. \textgreater5% for \textgreater6 months) or BMI \textless20 kg/m2 and three or more clinical characteristics of cachexia. Seventy patients were available for analysis at 12 months (11 cachectic versus 59 not cachectic). The FAACT and urea reduction ratio statistically distinguished cachectic patients (P = 0.001). However, measures of weight, BMI, MUAMC, HGS, CRP, ERI and FACIT tended to worsen in cachectic patients. CONCLUSION: Globally, cachexia is a severe but frequently underrecognized problem. This is the first study to apply the defined characteristics of cachexia to a representative sample of patients receiving HD. Further, more extensive studies are required to establish a phenotype of cachexia in advanced CKD

Clinical Educators’ Perceptions of Students Following a Simulation-Based Learning Program

Purpose: Clinical education is a key component of speech-language pathology university curriculum, whereby students have the opportunity to apply theoretical knowledge and practical skills learned in the classroom into a real workplace. However, more recently the availability of high quality, consistent clinical placements and learning experiences across the range of practice areas in the discipline is reducing. Therefore, alternative clinical learning opportunities that enable students to develop skills and competencies are being explored. Recently, replacing clinical time with a simulated learning program has been shown to achieve equivalent levels of clinical competency in speech pathology. However, it is unknown how simulation impacts on student learning in traditional clinical placements. Therefore, this research explored clinical educators’ perceptions of students undertaking clinical placements in their workplace immediately following a five-day simulation-based learning program related to the same area of practice. Method: Thirty-five clinical educators who supervised students in the workplace immediately after they completed the simulation program participated in semi-structured interviews. All interviews were transcribed verbatim and analyzed using qualitative methods described by Graneheim and Lundman (2004). Result: The analysis identified four key themes related to the impact of students in the workplace, simulation priming students for learning, the importance of the transition from simulation-based learning to the workplace, and the role of simulation in clinical education programs. Conclusion: The use of simulation to support student learning and develop clinical skills and competencies in adult speech pathology practice is supported by workplace clinical educators. However, results of this study suggest that the simulation program needs to be embedded within the curriculum and clinical education program to enhance transition between learning experiences and maximize benefits of learning experiences in real workplace contexts

“Same But Different”: The Role and Perceptions of the Simulation Clinical Educator

Simulated learning programs are an important component of allied health education. Although the role of simulation clinical educators has been highlighted as critical for student learning within simulation, their perceptions of their role have not yet been investigated. This study aimed to explore the experiences of simulation clinical educators. Participants were ten simulation clinical educators who had supported speech-language pathology students’ learning during a 5-day simulation program focussed on speech-language pathology practice with adult clients in acute hospital and rehabilitation settings. Educators participated in individual semi-structured interviews exploring their role and their perceptions of the simulation-based learning program. Data were analysed using inductive thematic analysis. Three inter-related themes emerged from participants’ views. The major theme of Unique teaching and learning environment incorporated five subthemes: focus on teaching; safe learning environment; authenticity and engagement; structure and intensity of learning, and; feedback opportunities. Two additional themes were identified: Clinical educator role same but different, and Simulation bridges the gap between theory and practice. This study offers new insights into simulation clinical educators’ perceptions of their role when supporting students within simulation and highlight the importance of harnessing the unique benefits of simulation as a teaching pedagogy to maximize its impacts on student learning and justify its costs

Speaking of online learning: Alternative practice-based learning experiences for speech pathologists in Australia, Ghana and Hong Kong

Speech Pathology programs usually send students to workplaces to learn clinical skills necessary for practice. During COVID-19, programs needed to respond quickly to ensure that students continued to gain the necessary experiences and skills required to progress through their program and graduate as clinicians, while simultaneously complying with COVID-19 requirements. Case studies from seven different universities in Australia, Ghana and Hong Kong described the diverse ways in which placements were adapted to be COVID-safe, taking into account local needs. Some practices which had been included in placement education prior to the pandemic, such as telepractice and simulation-based learning, were extended and developed during this time. Educators, students, clinicians and clients responded to the rapidly changing needs of the time with flexibility and innovation, utilising a variety of technologies and tools to support case-based and virtual learning opportunities. Feedback from these diverse stakeholders about the experiences was positive, despite inevitable limitations and less-than-ideal circumstances. The positive findings provided insights for consideration in the future: could strategies implemented in response to the pandemic continue to be incorporated into placement experiences, enhancing current practices and maintaining student performance outcomes? Exceptional circumstances prompted exceptional responses; flexibility and innovation were accelerated in response to the pandemic and may transform future placement-based learning opportunities