414 research outputs found
Assessment and intervention issues and models in School Psychology : the case of Europe and North America
As práticas da Psicologia Escolar parecem ser cada vez mais marcadas pelas necessidades de referenciação/diagnóstico
de crianças para o subsistema de educação especial, em detrimento do desenho e implementação de intervenções
dirigidas aos problemas específicos dos alunos. A aparente insatisfação dos psicólogos escolares com essa tendência,
bem como as dificuldades na utilização de modelos categoriais de diagnóstico em contexto escolar, têm dado origem
à progressiva implementação de modelos alternativos de avaliação e intervenção, principalmente de modelos Response
to Intervention, Curriculum-Based Measurement e Problem Solving. A controvérsia quanto à natureza verdadeiramente
alternativa desses modelos parece, no entanto, longe de se esgotar. Neste artigo são discutidas vantagens e limitações
dos diferentes modelos, de acordo com a melhor evidência disponível na literatura, e são ainda equacionadas as suas
implicações nas práticas da Psicologia Escolar. Practices in School Psychology seem to be increasingly restricted to referrals/diagnosis of children for the sub-system
of special education instead of being focused on the design and implementation of interventions for students with
specific problems. The apparent dissatisfaction of school psychologists with this trend and the difficulties dealing with
categorical diagnostic models within the school context have stimulated a movement toward the implementation of
alternative assessment and intervention models, such as Response to Intervention, Curriculum-Based Measurement
and Problem-Solving. However, the controversy about the true alternative nature of these models seems far from
being exhausted. The aim of this paper is to discuss the benefits and limitations of the different models according to
the best evidence available. We also consider the implications for practices in School PsychologyPractices in School Psychology seem to be increasingly restricted to referrals/diagnosis of children for the sub-system
of special education instead of being focused on the design and implementation of interventions for students with
specific problems. The apparent dissatisfaction of school psychologists with this trend and the difficulties dealing with
categorical diagnostic models within the school context have stimulated a movement toward the implementation of
alternative assessment and intervention models, such as Response to Intervention, Curriculum-Based Measurement
and Problem-Solving. However, the controversy about the true alternative nature of these models seems far from
being exhausted. The aim of this paper is to discuss the benefits and limitations of the different models according to
the best evidence available. We also consider the implications for practices in School Psychology(undefined
Levumi: A Web-Based Curriculum-Based Measruement to Monitor Learning Progress in Inclusive Classrooms
Our paper introduces and assesses the Levumi platform’s web-based assessment of reading fluency. One challenges of inclusive education is meeting the needs of the learners with special education needs (SEN). Children with SEN and other risk factors face an increased risk of failing in schools and manifesting academic and social problems over the time. Web-based curriculum-based measurement (CBM) can provide an effective tool to track progress of learners and limit such risks. In particular, it can ease the challenges of test administration in inclusive classrooms through automation and providing multiple difficulty levels without the need of different paper-forms. Furthermore, Levumi can help educators track children and thus provide support for learners. Levumi takes advantage of the strengths of web-based CBM to assess reading fluency in primary school students. We confirmed the reading fluency test’s test-retest reliability (n = 334), its ability to measure learning over time in individual learners with SEN (n = 8, across 14 MPs), and its applicability to learners with SEN (n = 300, including n = 46 with SEN). We evaluate Levumi’s overall usefulness in assessing different types of learners, and discuss its contributions to CBM research
Simulating medium-spectral-resolution exoplanet characterization with SCALES angular/reference differential imaging
SCALES (Slicer Combined with Array of Lenslets for Exoplanet Spectroscopy) is
a 2 - 5 micron high-contrast lenslet-based integral field spectrograph (IFS)
designed to characterize exoplanets and their atmospheres. The SCALES
medium-spectral-resolution mode uses a lenslet subarray with a 0.34 x 0.36
arcsecond field of view which allows for exoplanet characterization at
increased spectral resolution. We explore the sensitivity limitations of this
mode by simulating planet detections in the presence of realistic noise
sources. We use the SCALES simulator scalessim to generate high-fidelity mock
observations of planets that include speckle noise from their host stars, as
well as other atmospheric and instrumental noise effects. We employ both
angular and reference differential imaging as methods of disentangling speckle
noise from the injected planet signals. These simulations allow us to assess
the feasibility of speckle deconvolution for SCALES medium resolution data, and
to test whether one approach outperforms another based on planet angular
separations and contrasts
Chloroplast DNA from lettuce and Barnadesia (Asteraceae): structure, gene localization, and characterization of a large inversion
We have cloned into plasmids 17 of 18 lettuce chloroplast DNA SacI fragments covering 96% of the genome. The cloned fragments were used to construct cleavage maps for 10 restriction enzymes for the chloroplast genomes of lettuce ( Lactuca sativa ) and Barnadesia caryophylla , two distantly related species in the sunflower family (Asteraceae). Both genomes are approximately 151 kb in size and contain a 25 kb inverted repeat. We also mapped the position and orientation of 37 chloroplast DNA genes. The mapping studies reveal that chloroplast DNAs of lettuce and Barnadesia differ by a 22 kb inversion in the large single copy region. Barnadesia has retained the primitive land plant genome arrangement, while the inversion has occurred in a lettuce lineage. The endpoints of the derived lettuce inversion were located by comparison to the well-characterized spinach and tobacco genomes. Both endpoints are located in intergenic spacers within tRNA gene clusters; one cluster being located downstream from the atpA gene and the other upstream from the psbD gene. The endpoint near the atpA gene is very close to one endpoint of a 20 kb inversion in wheat (Howe et al. 1983; Quigley and Weil 1985). Comparison of the restriction site maps gives an estimated sequence divergence of 3.7% for the lettuce and Barnadesia genomes. This value is relatively low compared to previous estimates for other angiosperm groups, suggesting a high degree of sequence conservation in the Asteraceae.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/46961/1/294_2004_Article_BF00384619.pd
Plant cell culture technology in the cosmetics and food industries : current state and future trends
The production of drugs, cosmetics, and food which are derived from plant cell and tissue cultures has a long tradition. The emerging trend of manufacturing cosmetics and food products in a natural and sustainable manner has brought a new wave in plant cell culture technology over the past 10 years. More than 50 products based on extracts from plant cell cultures have made their way into the cosmetics industry during this time, whereby the majority is produced with plant cell suspension cultures. In addition, the first plant cell culture-based food supplement ingredients, such as Echigena Plus and Teoside 10, are now produced at production scale. In this mini review, we discuss the reasons for and the characteristics as well as the challenges of plant cell culture-based productions for the cosmetics and food industries. It focuses on the current state of the art in this field. In addition, two examples of the latest developments in plant cell culture-based food production are presented, that is, superfood which boosts health and food that can be produced in the lab or at home
Monitoreo del progreso del alumno en la identificación de riesgo en la lectura
Este estudo tem por nalidade analisar o uso da monitorização com base no currículo como sistema escolar de identi cação de alunos em risco na leitura, no contexto de um modelo educativo baseado no grau de resposta à intervenção. Realizou-se uma investigação quantitativa em que participaram todos os alunos do 3o ano (82 alunos) de um agrupamento de escolas do norte de Portugal. O tratamento de dados foi feito com recurso à estatística descritiva e inferencial. Destacam-se, entre outras conclusões, a existência de dez alunos em risco na leitura durante todo o ano letivo e o facto de, no nal do 3o ano de escolaridade, a média de resultados dos alunos que nunca estiveram em risco ser superior ao dobro da média de resultados dos alunos que estiveram em risco todo o ano.This study aims to analyze the use of curriculum-based monitoring as a school
system to identify students at risk in reading, in the context of an educational
model based on the degree of response to intervention. A quantitative investigation
was conducted with all third grade students (82 students) from a group of
schools in the north of Portugal. Data processing was done using descriptive and
inferential statistics. Among the conclusions, the following stand out: the existence
of ten students at risk in reading throughout the school year and the fact that, at
the end of the third year of schooling, the mean results of students who were never
at risk was more than double the mean results of students who were at risk for the
entire year.Cette étude a pour but d’analyser l’usage du contôle ayant pour base le coursus
comme système scolaire d’identification des élèves présentant des risques dans la
lecture, dans le contexte d’un modèle éducatif fondé sur le degrée de réponse à
l’intervention. On a fait une investigation quantitative à laquelle ont participé tous
les élèves de CM1 (82 élèves) d’un groupement d’écoles du nord du Portugal. Le
traitement des données a été fait à l’aide de la statistique descriptive et inférentielle.
On souligne, entre autres conclusions, l’existence de dix élèves en risque dans la
lecture pendant toute l’année scolaire et le fait qu’à la fin de la troisièmme année
de scolarité, la moyenne des résultats des élèves n’ayant jamais été en risque soit
supérieur au double de la moyenne des résultats des élèves qui ont été en risque
toute l’année.Este estudio tiene la finalidad de analizar el uso del monitoreo del currículo como
sistema escolar de identificación de alumnos en riesgo en la lectura, en el marco
de un modelo educativo basado en el grado de respuesta a la intervención. Se llevó
a cabo una investigación cuantitativa en la que participaron todos los alumnos
del 3er año (82 alumnos) de un agrupamiento de escuelas del norte de Portugal.
El tratamiento de datos se efectuó por medio de la estadística descriptiva e de
inferencias. Se destacan, entre otras conclusiones, la existencia de diez alumnos en
riesgo en la lectura durante todo el año lectivo y el hecho de que, al final del 3er
año de escolaridad, el promedio de resultados de los alumnos que nunca estuvieron
en riesgo era superior al doble del promedio de resultados de los alumnos que
estuvieron en riesgo todo el año.(undefined)info:eu-repo/semantics/publishedVersio
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