Annual report of the selectmen and other town officers of the town of Canaan, New Hampshire. Together with the reports of the road agents and the school district for the fiscal year ending December 31, 1946. Also, vital statistics for the year.

This is an annual report containing vital statistics for a town/city in the state of New Hampshire

The Chester Standard - October 28, 1857

The collection consists of issues of the Chester Standard, a weekly newspaper printed in Chester S.C. from 1854 to 1869, after changing its name from the Palmetto Standard. This issue, scanned from microfilm is from October 28, 1857 (volume VIII, number 44).https://digitalcommons.winthrop.edu/chesterstandard1857/1043/thumbnail.jp

Reporting of lost to follow-up and treatment discontinuation in device and pharmacotherapy trials in chronic heart failure: a systematic review

Background—Premature treatment discontinuation and loss to follow-up (LTFU) with unknown outcomes leave uncertainty about the true efficacy and safety of a treatment and a lack of confidence in the results of any trial. We reviewed the extent of (and trends over time in) reporting LTFU and treatment discontinuation in large studies in chronic heart failure published since 1990. Methods and Results—Online databases were systematically reviewed to identify randomized controlled clinical trials (RCTs) in chronic heart failure with >400 participants and utilizing all-cause mortality as a component of the primary or secondary end point. Assessments were made of documentation of treatment discontinuation, LTFU, inclusion of and completeness of a Consolidated Standards Of Reporting Trials (CONSORT) diagram, and whether LTFU was differentiated from withdrawal of consent. Sixty-eight trials were identified, with >154 000 participants. Reasons for treatment discontinuation in pharmacotherapy trials were infrequently reported (35%), particularly in a CONSORT diagram (20%). Eighty-three percent of trials reported LTFU, although only 34% of these differentiated LTFU for vital status from withdrawal of consent. Use of a CONSORT diagram increased over time, although reporting of LTFU in the CONSORT diagram remained low overall at 35%. Conclusions—Participant flow through RCTs in chronic heart failure has not been uniformly reported, and the use of a complete CONSORT diagram has been low, although it seems to be improving. All study participants should be accounted for within a CONSORT diagram in any RCT to enable the practicing cardiologist to interpret how the results should influence his/her clinical practice

Rhodeo: 1984 - August

Rhodeo is the Independent Student Newspaper of Rhodes University. Located in Grahamstown, Rhodeo was established in 1947, and renamed in 1994 as Activate. During apartheid Rhodeo became an active part of the struggle for freedom of expression as part of the now defunct South African Student Press Union. Currently Activate is committed to informing Rhodes University students, staff and community members about relevant issues, mainly on campus. These issues range from hard news to more creative journalism. While Activate acts as a news source, one of its main objectives it to be accessible as a training ground for student journalists. The newspaper is run entirely by the students and is published twice a term. Activate is a free newspaper which receives an annual grant from the Rhodes University Student Representative Council, however, majority of its revenue is generated through advertising

Dificuldades de aprendizagem específicas : um estudo quantitativo sobre o uso de estratégias de autorregulação numa turma inclusiva

Dissertação de mestrado em Educação Especial (área de especialização em Dificuldades de Aprendizagem Específicas)Este estudo tem por finalidade conhecer, descrever e analisar o impacto das estratégias de autorregulação PATO1 e Estrutura2 na composição de textos de opinião, junto de uma turma do 4.º ano de escolaridade, do 1.º ciclo do Ensino Básico. Assim, desenvolvi um estudo quasi-experimental, junto duma amostra constituída por trinta e nove alunos, do quarto ano de escolaridade do Ensino Básico, do Concelho de Braga, distribuídos por um grupo experimental e um grupo de controlo. Os alunos do grupo experimental aprenderam duas estratégias de autorregulação durante dois meses, em seis sessões de aprendizagem que duraram cerca de 45 minutos cada. Os dados foram recolhidos antes e depois da aprendizagem das estratégias e os resultados foram analisados e apresentados sob a forma descritiva e inferencial. De acordo com os resultados deste estudo: a) a aprendizagem das estratégias “PATO + Estrutura” parece ter influenciado positivamente os alunos ao nível da Língua Portuguesa, no domínio progressivo das técnicas e regras elementares de escrita e nas competências de motivação, autonomia e reflexão; b) os alunos, no fim da aprendizagem das estratégias revelaram, na sua maioria (95,4%), ter gostado de ter aprendendido as estratégias de autorregulação; c) verificou-se a existência de diferenças estatisticamente significativas entre o grupo de controlo e o grupo experimental no que diz respeito a variável número de palavras no pré-teste e também no pós-teste; d) no que se refere ao número de conectores, no início, os dois grupos não apresentavam diferenças estatisticamente significativas, no entanto, após o ensino das estratégias de autorregulação, observou-se a sua existência; e) no que respeita a variável qualidade dos textos argumentativos de opinião, inicialmente não existiram diferenças estatisticamente significativas entre o grupo de controlo e o grupo experimental, contudo no pós-teste estas diferenças ganharam significância; f) no grupo experimental constatou-se a existência de diferenças estatisticamente significativas entre o pré e pós-teste, no que respeita às variáveis número de palavras, número de conectores e qualidade dos textos argumentativos de opinião; e g) verificou-se um effect size no número de palavras de 0,85 e de conectores 1,22 e que é considerado pela literatura altamente eficaz, enquanto o effect size 0,63, obtido para a qualidade dos textos argumentativos de opinião é considerado menos eficaz, mas que vale a pena ser considerado, o que reforça a eficácia destas estratégias, nesta investigação.This study aims to know, to describe and to analyze the impact of the self-regulated strategy development approach, in writing. Therefore, I conducted a quasi-experimental study, with an experimental and a control group of participants from a sample of 39 students who were enrolled in one school in the city of Braga. The students from the experimental group learned two self-regulation writing strategies (POW + TREE) in six session of fortyfive minutes each, during two months. The quantitative data obtained were analyzed by descriptive and inferential statistics. According to the results of this study: a) the learning of the strategies POW + TREE seem to have a positive influence in the level of Portuguese language of the students, in the progressive control of the writing techniques and basic rules and in the motivation, autonomy and analyzing; b) after the strategies being applied, the majority of the students (95,4%) said that they enjoyed to learn the strategies of self regulation; c) there were observed statistical differences between the control and the experimental group at the level of the number of words in the previous and post tests; d) regarding the number of transition words, statistical differences were also observed; e) concerning the quality of opinion’s texts, the differences between both groups were observed in the post test; f) in the experimental group there were statistical differences, in the number of words, in the number of transition words and in the quality of the opinion’s texts, between the previous and post tests; and g) The effectiveness of self regulated strategies POW + Tree was found to be associated with an mean standardized “effect size” of 0,85 for the number of words, of 1,22 for the number of transition words and of 0,63 for the quality of the text composition, which reinforces the efficacy of these strategies in this research

An investigation of self-regulated strategy development as a framework to enhance student writing in an Australian mainstream classroom

This research aimed to investigate self regulated strategy development (SRSD), an instructional approach which has been developed over the past 30 years as a framework to scaffold students’ writing by bringing “together powerful strategies for writing and critical strategies for self-regulation of the writing process” (Harris, Graham, Mason & Friedlander, 2008a, p. 4). The ultimate goal being to teach students to become independent users of the cognitive and meta-cognitive strategies used by successful writers. The study used a mixed method quasi-experimental approach with a treatment and a comparison group of two Year 5 mainstream classes (59 students). The intervention, implementation of the SRSD model (independent variable) with the treatment group, was carried out in the classroom, during the writing period, over seven weeks, of two 45-minute lessons per week. There was a range of assessment tools measuring the four dependent variables: writing improvement, self-regulatory behaviours, writing understandings and writing confidence. Codeable quantitative data from writing samples and surveys, and qualitative data from interviews were collected from students. Pretest, post-test and maintenance data for both the Treatment and Comparison groups were collected for each of the four dependent variables. Statistical analysis was undertaken to establish differences both within and between the two groups over the three time periods of the study