Mixed models for longitudinal left-censored repeated measures

Longitudinal studies could be complicated by left-censored repeated measures. For example, in Human Immunodeficiency Virus infection, there is a detection limit of the assay used to quantify the plasma viral load. Simple imputation of the limit of the detection or of half of this limit for left-censored measures biases estimations and their standard errors. In this paper, we review two likelihood-based methods proposed to handle left-censoring of the outcome in linear mixed model. We show how to fit these models using SAS Proc NLMIXED and we compare this tool with other programs. Indications and limitations of the programs are discussed and an example in the field of HIV infection is shown

A Comparison Study of State Farmers and Non-state Farmers on Academic Achievement and Post-high School Accomplishment

This research problem is a study of State Farmers and non-State Farmers of the Eastern Future Farmers of America Chapter at Beadle High School. It ascertains the relationships between the academic achievement of each group and their respective accomplishments after high school graduation. It is also the writer’s intent to determine whether or not the requirements for the State Farmer Degree are correct and proper. Only former members of the local Future Farmers of America chapter now actively established in farming contributed to the study. The Eastern Chapter over a period of nineteen years has had forty-six State Farmers, of whom twenty-nine, or sixty-three per cent, are established in farming. Minimum qualifications for the degree are set up by the State Association of the Future Farmers of America. (Appendix A). Since the requirements serve as a barometer of leadership and resourcefulness, it is the writer’s intent to determine whether or not State Farmers continue to show evidences of greater accomplishment in farming and leadership than do men who did not receive the degree. Do State Farmers become more effective leaders in their community than do young men who did not receive the degree? Do they tend to establish themselves in farming with greater stability? How many of each group attended college? Do they have records of better academic achievement? What is the relationship between academic achievement and real-life accomplishment? The foregoing questions prompted the writer to conduct a follow-up study of these young farmers. The writer has served as an instructor of vocational agriculture for sixteen years previous to the time of this study, and believes his findings will aid him and others in their work in agricultural education. The basic purpose of this study is to determine the relationship, if any, between academic achievement and post-high school accomplishment on the part of the State Farmers and non-State Farmers. Also, to determine if State Farmers become better leaders and better farmers than do non-State Farmers, and to evaluate the criteria used in the selection of State Farmers

Mechanistic Investigation of the Flavin-Neighboring Residues S45, A46 and I335 in Pseudomonas aeruginosa D-arginine Dehydrogenase

Pseudomonas aeruginosa ᴅ-arginine dehydrogenase (PaDADH) is a flavin-dependent enzyme. The enzyme catalyzes the oxidative deamination of a broad range of ᴅ-amino acids to their corresponding imino-acids, which are non-enzymatically hydrolyzed to α-keto-acids and ammonia. A46, S45 and I335 residues are located in flexible loops, which form a flask-like substrate-binding pocket. In this study, I335, A46, and S45 were mutated to histidine, glycine, and alanine, respectively and individually, through site-directed mutagenesis, to investigate their role in binding and catalysis in PaDADH. The results showed that A46 and S45 residues participate in the optimal orientation of the substrate α-amino group and I335 modulate the active site flexibility

Nurturing Citizenship in the Early Years

Finding ways of fostering positive citizenship, resilient communities and effective leadership are key policy concerns in Scotland and education has traditionally been seen as having a significant role to play in the socialisation of children into responsible and active citizens. Becoming a responsible citizen is one of the four goals of the Curriculum for Excellence which guides the educational provision made for children from 3- to 18-years of age in Scotland. However, no explicit definition of ‘responsible citizen' is offered nor is any specific pedagogic practice promoted. This review of the literature was commissioned to the Centre for Child Wellbeing and Protection at the University of Stirling to explore the meaning of citizenship in early childhood and seek out evidence about the ways in which early learning and childcare settings can support young children to develop the skills, dispositions, practices and understandings associated with citizenship

Quarriers Ruchazie Family Resource Centre Evaluation

The primary purpose of the evaluation was to determine to what extent the service has achieved its aim to 'work with families to overcome their difficulties, and achieve a more balanced family life' (Quarriers, 2017). The evaluation aimed to: 1) ascertain the views and experiences of families, practitioners about the nursery provision and family support services offered at the Centre; how well it works and the challenges associated; 2) explore the extent to which the Ruchazie Project's family support has made a difference to children, parents and caregivers; 3) focus on the preventative nature of the service and provide comment on the extent to which the service supports children to achieve their developmental milestones; improves children's physical and emotional well-being; builds parenting skills and improving parents' relationships with children; builds parent/carer's resilience to manage adversity; 4) consider children's transitions from the Ruchazie nursery to a 'mainstream' nursery provision

Ruchazie Family Centre - Evaluation, Year 2 Report 2017

In 2014 Quarriers were funded by the Big Lottery Fund (BLF) to extend their work at the Ruchazie Family Centre to engage more widely with parents/carers and their children. The University of Stirling was commissioned in 2015 to evaluate the programme between 2015-2019. This report is based on findings from our work in the second year of the evaluation