6 research outputs found
Influence of the role and status of a preschool child on the keeping a positive microclimate inside the family
The article deals with the problem of the influence of the role and status of a child on the keeping a positive microclimate inside the family and positive relationships between parents and children. Preschool age is like no other characterized by the strongest dependence on adults, and this stage of personality development is mainly determined by the childβs relationships with adults. Even adults themselves sometimes do not understand how their personal qualities become the property of children, in what way, according to the specifics of childhood, they are interpreted, and what significance they acquire for the child. In connection with the special educational role of the family, the issue of how to maximize the positive interaction between family members, minimizing the negative impact of adult family members on children, is of particular importance. The article is devoted to this issue. The aim of the study is to identify the influence of the role status of a preschool child on maintaining a positive microclimate in the family. The methodology of our study was based on the application of a set of theoretical and practical methods. As a result of the study, we concluded that parents, in order to maintain a positive microclimate in the family, must take into account the following features of a preschool child: a) a child can arbitrarily control its behavior, as well as processes of attention and remembering, emotional reactions; b) in any type of activity, a child can go beyond the immediate situation, realize the time perspective, at the same time keep in consciousness a chain of interrelated events or different states of a substance or a process; c) the leading value in the psychological development of a preschool child is imagination. In order to maintain a positive microclimate in the family, it is necessary to accept the child as he is, with all his personality characteristics. The main role of the child in such a family is the role of her beloved member
ΠΠΈΡΡΠ΅ΡΠ΅Π½ΡΠΈΠ°Π»ΡΠ½Π°Ρ ΡΠ»ΡΡΡΠ°Π·Π²ΡΠΊΠΎΠ²Π°Ρ Π΄ΠΈΠ°Π³Π½ΠΎΡΡΠΈΠΊΠ° ΠΏΠΎΠ»ΠΈΠΊΠΈΡΡΠΎΠ·Π½ΡΡ ΠΈ ΠΌΡΠ»ΡΡΠΈΡΠΎΠ»Π»ΠΈΠΊΡΠ»ΡΡΠ½ΡΡ ΡΠΈΡΠ½ΠΈΠΊΠΎΠ² Ρ Π΄Π΅Π²ΡΡΠ΅ΠΊ 15-18 Π»Π΅Ρ
Objective: to develop a differential diagnostic ultrasound criteria multifollicle and polycystic ovaries in girls 15-18 years. Materials and methods. The study involved 394 women 15-18 years old. In 172 patients diagnosed with polycystic ovary syndrome (group 1), 95 - multifollicular ovaries (group 2). The control (group 3) reached 127 people. In each group, the girls are divided by age: 15-16 years and 17-18 years. All patients were performed organometric including uterine volume, thickness and volume of the endometrium, ovary volume, the diameter of maximum of the follicle and corpus luteum diameter. Then the degree of vascularization of ovarian was assessed using vascularization index (VI) was carried out and both uterine artery Doppler measurement with their diameter. Then the degree of vascularization was assessed using ovarian vascularization index (VI) and carried both uterine artery Doppler monitoring their diameter. The indices of maximum systolic velocity (Vmax), end-diastolic velocity (Vmin), mean, averaged over time, blood flow velocity (TAMV), pulse index (PI) and resistance index (IR). The final step was the assessment of hemodynamics calculation arterial perfusion index (PAI) of the uterus. Results. Revealed that the girls 15-18 years continues functional formation of pelvic terms of increased endometrial thickness and volume in the II phase of the cycle in comparison with I phase, the diameter of the corpus luteum and improve perfusion of the uterus and ovaries with increasing age. For multifollicular ovarian characteristic increase in the size of the ovaries, which occurs in some women folliculogenesis and ovulation. For polycystic ovary characterized by deeper violations. The volume of the ovaries has no minimum 9 cm3, maximum - 34.5 cm3 with the average 14.5-17.8 cm3, which increases as the girls. In the ovaries of girls of 15-18 years old are no dominant follicle and, accordingly, the corpus luteum. PCO reduced vascularization, with values vascularization index from 0% to 8.0%. Resistance index of the uterine arteries is high, reaching 1.0 in 38.8% of girls aged 17-18 and 50.7% - among 15-16 year olds. In addition, when PCO marked slowdown in the uterus, and therefore the uterine hypoplasia was present in 15-16-year-olds in 34.8% of patients and in 17-18-year-olds in 22.3%. Also recorded monotonous thicknesses and volume of the endometrium, did not increase in the II phase of the cycle. Conclusion. Teens 15-18 years with suspected polycystic ovaries during ultrasound diagnosis is competent only if the registration is not only the increase of ovarian volume, but also taking into account the functional activity of the ovary, its vascularization, endometrial changes in both phases of the cycle and assess uterine volume. Girls with MFO should be attributed to the risk group for the development of PCOS, especially those who have menstrual irregularities.Π¦Π΅Π»Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ: ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΠ° Π΄ΠΈΡΡΠ΅ΡΠ΅Π½ΡΠΈΠ°Π»ΡΠ½ΠΎ-Π΄ΠΈΠ°Π³Π½ΠΎΡΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠ»ΡΡΡΠ°Π·Π²ΡΠΊΠΎΠ²ΡΡ
ΠΊΡΠΈΡΠ΅ΡΠΈΠ΅Π² ΠΌΡΠ»ΡΡΠΈΡΠΎΠ»Π»ΠΈΠΊΡΠ»ΡΡΠ½ΡΡ
(ΠΠ€Π―) ΠΈ ΠΏΠΎΠ»ΠΈΠΊΠΈΡΡΠΎΠ·Π½ΡΡ
(ΠΠΠ―) ΡΠΈΡΠ½ΠΈΠΊΠΎΠ² Ρ Π΄Π΅Π²ΡΡΠ΅ΠΊ 15-18 Π»Π΅Ρ. ΠΠ°ΡΠ΅ΡΠΈΠ°Π» ΠΈ ΠΌΠ΅ΡΠΎΠ΄Ρ. ΠΠ±ΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΎ 394 Π΄Π΅Π²ΡΡΠΊΠΈ 15-18 Π»Π΅Ρ. Π£ 172 ΠΏΠ°ΡΠΈΠ΅Π½ΡΠΎΠΊ Π΄ΠΈΠ°Π³Π½ΠΎΡΡΠΈΡΠΎΠ²Π°Π½ ΠΏΠΎΠ»ΠΈΠΊΠΈΡΡΠΎΠ· ΡΠΈΡΠ½ΠΈΠΊΠΎΠ² (1-Ρ Π³ΡΡΠΏΠΏΠ°), Ρ 95 - ΠΌΠ€Ρ (2-Ρ Π³ΡΡΠΏΠΏΠ°). ΠΠΎΠ½ΡΡΠΎΠ»ΡΠ½ΡΡ (3-Ρ Π³ΡΡΠΏΠΏΡ) ΡΠΎΡΡΠ°Π²ΠΈΠ»ΠΈ 127 ΡΠ΅Π»ΠΎΠ²Π΅ΠΊ. Π ΠΊΠ°ΠΆΠ΄ΠΎΠΉ Π³ΡΡΠΏΠΏΠ΅ Π΄Π΅Π²ΡΡΠΊΠΈ ΡΠ°Π·Π΄Π΅Π»Π΅Π½Ρ ΠΏΠΎ Π²ΠΎΠ·ΡΠ°ΡΡΠ°ΠΌ: 15-16 Π»Π΅Ρ ΠΈ 17-18 Π»Π΅Ρ. ΠΡΠ΅ΠΌ ΠΏΠ°ΡΠΈΠ΅Π½ΡΠΊΠ°ΠΌ ΠΏΡΠΎΠ²ΠΎΠ΄ΠΈΠ»ΠΈ ΠΎΡΠ³Π°Π½ΠΎΠΌΠ΅ΡΡΠΈΡ, Π²ΠΊΠ»ΡΡΠ°Ρ ΠΎΠ±ΡΠ΅ΠΌ ΠΌΠ°ΡΠΊΠΈ, ΡΠΎΠ»ΡΠΈΠ½Ρ ΠΈ ΠΎΠ±ΡΠ΅ΠΌ ΡΠ½Π΄ΠΎΠΌΠ΅ΡΡΠΈΡ, ΠΎΠ±ΡΠ΅ΠΌ ΡΠΈΡΠ½ΠΈΠΊΠΎΠ², Π΄ΠΈΠ°ΠΌΠ΅ΡΡ ΠΌΠ°ΠΊΡΠΈΠΌΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠΎΠ»Π»ΠΈΠΊΡΠ»Π° ΠΈ Π΄ΠΈΠ°ΠΌΠ΅ΡΡ ΠΆΠ΅Π»ΡΠΎΠ³ΠΎ ΡΠ΅Π»Π°. ΠΠΎΡΠ»Π΅ ΡΡΠΎΠ³ΠΎ ΠΎΡΠ΅Π½ΠΈΠ²Π°Π»ΠΈ ΡΡΠ΅ΠΏΠ΅Π½Ρ Π²Π°ΡΠΊΡΠ»ΡΡΠΈΠ·Π°ΡΠΈΠΈ ΡΠΈΡΠ½ΠΈΠΊΠΎΠ² Ρ ΠΏΠΎΠΌΠΎΡΡΡ Π²Π°ΡΠΊΡΠ»ΡΡΠΈΠ·Π°ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΠΈΠ½Π΄Π΅ΠΊΡΠ° (VI) ΠΈ ΠΏΡΠΎΠ²ΠΎΠ΄ΠΈΠ»ΠΈ Π΄ΠΎΠΏΠΏΠ»Π΅ΡΠΎΠΌΠ΅ΡΡΠΈΡ ΠΎΠ±Π΅ΠΈΡ
ΠΌΠ°ΡΠΎΡΠ½ΡΡ
Π°ΡΡΠ΅ΡΠΈΠΉ Ρ ΠΈΠ·ΠΌΠ΅ΡΠ΅Π½ΠΈΠ΅ΠΌ ΠΈΡ
Π΄ΠΈΠ°ΠΌΠ΅ΡΡΠ°. ΠΠΏΡΠ΅Π΄Π΅Π»ΡΠ»ΠΈ ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»ΠΈ ΠΌΠ°ΠΊΡΠΈΠΌΠ°Π»ΡΠ½ΠΎΠΉ ΡΠΈΡΡΠΎΠ»ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠΊΠΎΡΠΎΡΡΠΈ (Vmax), ΠΊΠΎΠ½Π΅ΡΠ½ΠΎ-Π΄ΠΈΠ°ΡΡΠΎΠ»ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠΊΠΎΡΠΎΡΡΠΈ (Vmin), ΡΡΠ΅Π΄Π½Π΅ΠΉ, ΡΡΡΠ΅Π΄Π½Π΅Π½Π½ΠΎΠΉ ΠΏΠΎ Π²ΡΠ΅ΠΌΠ΅Π½ΠΈ, ΡΠΊΠΎΡΠΎΡΡΠΈ ΠΊΡΠΎΠ²ΠΎΡΠΎΠΊΠ° (TAMV), ΠΏΡΠ»ΡΡΠ°ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΠΈΠ½Π΄Π΅ΠΊΡΠ° (PI) ΠΈ ΠΈΠ½Π΄Π΅ΠΊΡΠ° ΡΠ΅Π·ΠΈΡΡΠ΅Π½ΡΠ½ΠΎΡΡΠΈ (IR). ΠΠ°ΠΊΠ»ΡΡΠΈΡΠ΅Π»ΡΠ½ΡΠΌ ΡΡΠ°ΠΏΠΎΠΌ ΠΎΡΠ΅Π½ΠΊΠΈ Π³Π΅ΠΌΠΎΠ΄ΠΈΠ½Π°ΠΌΠΈΠΊΠΈ ΡΠ²Π»ΡΠ»ΡΡ ΡΠ°ΡΡΠ΅Ρ ΠΈΠ½Π΄Π΅ΠΊΡΠ° Π°ΡΡΠ΅ΡΠΈΠ°Π»ΡΠ½ΠΎΠΉ ΠΏΠ΅ΡΡΡΠ·ΠΈΠΈ (ΠΠΠ) ΠΌΠ°ΡΠΊΠΈ. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ. ΠΡΡΠ²Π»Π΅Π½ΠΎ, ΡΡΠΎ Ρ Π΄Π΅Π²ΡΡΠ΅ΠΊ 15-18 Π»Π΅Ρ ΠΏΡΠΎΠ΄ΠΎΠ»ΠΆΠ°Π΅ΡΡΡ ΡΡΠ½ΠΊΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ΅ ΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½ΠΈΠ΅ ΠΎΡΠ³Π°Π½ΠΎΠ² ΠΌΠ°Π»ΠΎΠ³ΠΎ ΡΠ°Π·Π°, Π²ΡΡΠ°ΠΆΠ°ΡΡΠ΅Π΅ΡΡ Π² ΡΠΎΡΡΠ΅ ΡΠΎΠ»ΡΠΈΠ½Ρ ΠΈ ΠΎΠ±ΡΠ΅ΠΌΠ° ΡΠ½Π΄ΠΎΠΌΠ΅ΡΡΠΈΡ Π²ΠΎ II ΡΠ°Π·Ρ ΡΠΈΠΊΠ»Π° ΠΏΠΎ ΡΡΠ°Π²Π½Π΅Π½ΠΈΡ Ρ I ΡΠ°Π·ΠΎΠΉ, Π΄ΠΈΠ°ΠΌΠ΅ΡΡΠ° ΠΆΠ΅Π»ΡΠΎΠ³ΠΎ ΡΠ΅Π»Π° ΠΈ ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΡ ΠΏΠ΅ΡΡΡΠ·ΠΈΠΈ ΠΌΠ°ΡΠΊΠΈ ΠΈ ΡΠΈΡΠ½ΠΈΠΊΠΎΠ² ΠΏΠΎ ΠΌΠ΅ΡΠ΅ ΡΠ²Π΅Π»ΠΈΡΠ΅Π½ΠΈΡ Π²ΠΎΠ·ΡΠ°ΡΡΠ°. ΠΠ»Ρ ΠΠ€Π― Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠ½ΠΎ ΡΠ²Π΅Π»ΠΈΡΠ΅Π½ΠΈΠ΅ ΡΠ°Π·ΠΌΠ΅ΡΠΎΠ² ΡΠΈΡΠ½ΠΈΠΊΠΎΠ², Π² ΠΊΠΎΡΠΎΡΡΡ
Ρ ΡΠ°ΡΡΠΈ Π΄Π΅Π²ΡΡΠ΅ΠΊ ΠΏΡΠΎΠΈΡΡ
ΠΎΠ΄ΠΈΡ ΡΠΎΠ»Π»ΠΈΠΊΡΠ»ΠΎΠ³Π΅Π½Π΅Π· ΠΈ ΠΎΠ²ΡΠ»ΡΡΠΈΡ. ΠΠ»Ρ ΠΠΠ― Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠ½Ρ Π±ΠΎΠ»Π΅Π΅ Π³Π»ΡΠ±ΠΎΠΊΠΈΠ΅ Π½Π°ΡΡΡΠ΅Π½ΠΈΡ. ΠΠ±ΡΠ΅ΠΌ ΡΠΈΡΠ½ΠΈΠΊΠΎΠ² ΠΈΠΌΠ΅Π΅Ρ ΠΌΠΈΠ½ΠΈΠΌΠ°Π»ΡΠ½ΡΠΉ ΠΎΠ±ΡΠ΅ΠΌ 9 ΡΠΌ3, ΠΌΠ°ΠΊΡΠΈΠΌΠ°Π»ΡΠ½ΡΠΉ - 34,5 ΡΠΌ3 ΡΠΎ ΡΡΠ΅Π΄Π½ΠΈΠΌΠΈ Π·Π½Π°ΡΠ΅Π½ΠΈΡΠΌΠΈ 14,5-17,8 ΡΠΌ3, ΠΊΠΎΡΠΎΡΡΠΉ ΡΠ²Π΅Π»ΠΈΡΠΈΠ²Π°Π΅ΡΡΡ ΠΏΠΎ ΠΌΠ΅ΡΠ΅ ΡΠΎΡΡΠ° Π΄Π΅Π²ΡΡΠ΅ΠΊ. Π£ Π΄Π΅Π²ΡΡΠ΅ΠΊ 15-18 Π»Π΅Ρ Π² ΡΠΈΡΠ½ΠΈΠΊΠ°Ρ
ΠΎΡΡΡΡΡΡΠ²ΡΡΡ Π΄ΠΎΠΌΠΈΠ½Π°Π½ΡΠ½ΡΠΉ ΡΠΎΠ»Π»ΠΈΠΊΡΠ» ΠΈ ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²Π΅Π½Π½ΠΎ ΠΆΠ΅Π»ΡΠΎΠ΅ ΡΠ΅Π»ΠΎ. ΠΠ°ΡΠΊΡΠ»ΡΡΠΈΠ·Π°ΡΠΈΡ ΠΠΠ― ΡΠ½ΠΈΠΆΠ΅Π½Π°, ΠΈΠΌΠ΅Ρ Π·Π½Π°ΡΠ΅Π½ΠΈΡ Π²Π°ΡΠΊΡΠ»ΡΡΠΈΠ·Π°ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΠΈΠ½Π΄Π΅ΠΊΡΠ° ΠΎΡ 0 Π΄ΠΎ 8,0%. ΠΠ½Π΄Π΅ΠΊΡ ΡΠ΅Π·ΠΈΡΡΠ΅Π½ΡΠ½ΠΎΡΡΠΈ ΠΌΠ°ΡΠΎΡΠ½ΡΡ
Π°ΡΡΠ΅ΡΠΈΠΉ Π²ΡΡΠΎΠΊΠΈΠΉ, Π΄ΠΎΡΡΠΈΠ³Π°ΡΡΠΈΠΉ 1,0 Ρ 38,8% Π΄Π΅Π²ΡΡΠ΅ΠΊ 17-18 Π»Π΅Ρ ΠΈ 50,7% - Ρ 15-16-Π»Π΅ΡΠ½ΠΈΡ
. ΠΡΠΎΠΌΠ΅ ΡΠΎΠ³ΠΎ, ΠΏΡΠΈ ΠΠΠ― ΠΎΡΠΌΠ΅ΡΠ°Π΅ΡΡΡ Π·Π°ΠΌΠ΅Π΄Π»Π΅Π½ΠΈΠ΅ ΡΠΎΡΡΠ° ΠΌΠ°ΡΠΊΠΈ, Π² ΡΠ²ΡΠ·ΠΈ Ρ ΡΠ΅ΠΌ Π³ΠΈΠΏΠΎΠΏΠ»Π°Π·ΠΈΡ ΠΌΠ°ΡΠΊΠΈ ΠΈΠΌΠ΅Π΅ΡΡΡ Ρ 15-16-Π»Π΅ΡΠ½ΠΈΡ
Π±ΠΎΠ»ΡΠ½ΡΡ
Π² 34,8% ΠΈ Ρ 17-18-Π»Π΅ΡΠ½ΠΈΡ
- Π² 22,3%. Π’Π°ΠΊΠΆΠ΅ ΡΠ΅Π³ΠΈΡΡΡΠΈΡΡΡΡΡΡ ΠΌΠΎΠ½ΠΎΡΠΎΠ½Π½ΡΠ΅ Π·Π½Π°ΡΠ΅Π½ΠΈΡ ΡΠΎΠ»ΡΠΈΠ½Ρ ΠΈ ΠΎΠ±ΡΠ΅ΠΌΠ° ΡΠ½Π΄ΠΎΠΌΠ΅ΡΡΠΈΡ, ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΈ Π½Π΅ ΡΠ²Π΅Π»ΠΈΡΠΈΠ²Π°ΡΡΠ΅Π³ΠΎΡΡ Π²ΠΎ II ΡΠ°Π·Π΅ ΡΠΈΠΊΠ»Π°. ΠΠ°ΠΊΠ»ΡΡΠ΅Π½ΠΈΠ΅. Π£ ΠΏΠΎΠ΄ΡΠΎΡΡΠΊΠΎΠ² 15-18 Π»Π΅Ρ ΠΏΡΠΈ ΠΏΠΎΠ΄ΠΎΠ·ΡΠ΅Π½ΠΈΠΈ Π½Π° ΠΠΠ― Π²ΠΎ Π²ΡΠ΅ΠΌΡ Π£ΠΠ Π΄ΠΈΠ°Π³Π½ΠΎΠ· ΠΏΡΠ°Π²ΠΎΠΌΠΎΡΠ΅Π½ ΡΠΎΠ»ΡΠΊΠΎ Π² ΡΠ»ΡΡΠ°Π΅ ΡΠ΅Π³ΠΈΡΡΡΠ°ΡΠΈΠΈ Π½Π΅ ΡΠΎΠ»ΡΠΊΠΎ ΡΠ²Π΅Π»ΠΈΡΠ΅Π½ΠΈΡ ΠΎΠ²Π°ΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ΅ΠΌΠ°, Π½ΠΎ ΠΈ ΡΡΠ΅ΡΠ° ΡΡΠ½ΠΊΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ Π°ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ ΡΠΈΡΠ½ΠΈΠΊΠ°, Π΅Π³ΠΎ Π²Π°ΡΠΊΡΠ»ΡΡΠΈΠ·Π°ΡΠΈΠΈ, ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΡ ΡΠ½Π΄ΠΎΠΌΠ΅ΡΡΠΈΡ Π² ΠΎΠ±Π΅ ΡΠ°Π·Ρ ΡΠΈΠΊΠ»Π° ΠΈ ΠΎΡΠ΅Π½ΠΊΠΈ ΠΎΠ±ΡΠ΅ΠΌΠ° ΠΌΠ°ΡΠΊΠΈ. ΠΠ΅Π²ΡΡΠ΅ΠΊ Ρ ΠΠ€Π― ΡΠ»Π΅Π΄ΡΠ΅Ρ ΠΎΡΠ½ΠΎΡΠΈΡΡ ΠΊ Π³ΡΡΠΏΠΏΠ΅ ΡΠΈΡΠΊΠ° ΠΏΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΠΠ―, ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎ ΡΠ΅Ρ
, Ρ ΠΊΠΎΠ³ΠΎ Π΅ΡΡΡ Π½Π°ΡΡΡΠ΅Π½ΠΈΡ ΠΌΠ΅Π½ΡΡΡΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠΈΠΊΠ»Π°
Recommended from our members
FOSTERINGβ βGLOBALβ βCOMPETENCEβ βTHROUGHβ βINTERNATIONALIZATION ATβ βAMERICANβ βRESEARCHβ βUNIVERSITIES 10.17 (October 2017)
Recommended from our members
FOSTERINGβ βGLOBALβ βCOMPETENCEβ βTHROUGHβ βINTERNATIONALIZATION ATβ βAMERICANβ βRESEARCHβ βUNIVERSITIES 10.17 (October 2017)
Online peer editing: the influence of comments, tracked changes and perception of participation on studentsβ writing performance
Abstract While peer-editing is considered an important part of developing studentsβ academic writing, questions remain about how different types of peer-editing affect subsequent student performance. The present study looked at a group of university students (Nβ=β149) engaged in peer editing of one anotherβs essays in an online security studies course. The analysis was conducted from two perspectives: feedback givers and feedback receivers. More specifically, the relationships between the giving of comments and tracking changes in peerβs work and writing score on essays were explored. The results showed that there was a positive correlation between the total number of received comments and the student's writing score, whereas there was no correlation for the number of tracked changes (neither words deleted, nor words added). Surprisingly, students who assume that peers provide high quality tracked changes demonstrate worse writing performance. This research shows the importance of nuance in understanding peer editing types and their influence on studentsβ performance, as well as highlighting potential complexities of the interplay between studentsβ collaborative activities, their performance, and their attitudes
Azimuthal correlations in photoproduction and deep inelastic scattering at HERA
Collective behaviour of final-state hadrons, and multiparton interactions are studied in high-multiplicity ep scattering at a centre-of-mass energy = 318 GeV with the ZEUS detector at HERA. Two- and four-particle azimuthal correlations, as well as multiplicity, transverse momentum, and pseudorapidity distributions for charged particle multiplicities N β₯ 20 are measured. The dependence of two-particle correlations on the virtuality of the exchanged photon shows a clear transition from photoproduction to neutral current deep inelastic scattering. For the multiplicities studied, neither the measurements in photoproduction processes nor those in neutral current deep inelastic scattering indicate significant collective behaviour of the kind observed in high-multiplicity hadronic collisions at RHIC and the LHC. Comparisons of PYTHIA predictions with the measurements in photoproduction strongly indicate the presence of multiparton interactions from hadronic fluctuations of the exchanged photon