Meaningfulness and Similarity as Determinants of Verbal Retention

The purpose of this study was to ascertain the relationships and interaction between two factors--meaningfulness (m) and similarity (s) as these factors affect the retention and recall of high and low m consonant-vowel-consonant (CVC) trigrams

Maiden\u27s Dream : Madohentraum

https://digitalcommons.library.umaine.edu/mmb-ps/1749/thumbnail.jp

Integrated Energy Efficiency

Orion Energy Systems, Inc

Languages and Learning at Key Stage 2: A Longitudinal Study Final Report

In 2006, The Open University, the University of Southampton and Canterbury Christ Church University were commissioned by the then Department for Education and Skills (DfES), now Department for Children, Schools and Families (DCSF) to conduct a three-year longitudinal study of languages learning at Key Stage 2 (KS2). The qualitative study was designed to explore provision, practice and developments over three school years between 2006/07 and 2008/09 in a sample of primary schools and explore children’s achievement in oracy and literacy, as well as the possible broader cross-curricular impact of languages learning

Antiquities trafficking in conflict countries: A crime-mapping approach

Studies on antiquities trafficking have often been overshadowed by research looking at the trafficking of human beings, drugs, and weapons, a fact partly motivated by the arguably higher relevance and greater security implications involved in these other forms of illicit trade. However, the past decade of conflicts in the Middle East has revived an interest in the study of antiquities trafficking networks. 1 The association between the growing size of the illicit antiquities market and conflicts in the region did not go unnoticed by crime scientists and criminologists looking deeper at the relation between the trafficking of antiquities and transnational organized crime

Implications of a newly discovered DR5 specific antagonistic peptide for neurodegenerative disorders

Most neurodegenerative disorders are the result of inflammation and neuronal cell death. Although many cytokines have been implied to be involved in the pathogenesis, recent studies have shown TRAIL to be responsible for neuronal apoptosis.TRAIL is best known for its ability to induce apoptosis in many cancer cells. Normally TRAIL is not present in the CNS. However, it is induced by β‐amyloid protein and up regulated on infected macrophages which can infiltrate the CNS. TRAIL is able to induce apoptosis via death receptors DR4 and DR5. DR5 is shown to be expressed on neuronal cells. The identification of an antagonistic peptide that specifically binds DR5 provides us with a useful investigative tool. Small peptides can bind their targets with high affinity and specificity.In addition, they are easily modified and further developed for clinical application. So the peptide R2C16 might even be used as a lead peptide for the development of therapeutic agents in neurodegenerative disorders

Developing reflective practice in teacher candidates through program coherence

In this study, we explored the role of reflection at three stages of preparation across a teacher education program. Reflection has long been considered an essential aspect of professional practice for teaching; however, reflection is often vague and undefined. Through an examination of the opportunities we provided for our students to reflect, and systematic analysis of the levels of reflection our students engaged in, we found that the development of reflective practices could be understood and aligned across a professional preparation program. Furthermore, we considered our own pedagogical practices related to modality, prompting, scaffolding, assignment structure, and feedback in our analysis of a variety of student reflection artifacts, in order to understand the potential impact of our own pedagogical decisions across the program. Findings suggest that the program provided modeling and structures for reflection early on, encouraged the inclusion of multiple perspectives in relation to professional practice, and supported a synthesis of student learning of theory and practice as preservice teachers approached program completion. This article offers reflection as a tool for exploring issues of professional growth across a continuum of development