Correction Of Chronic Thrust Bearing Failures On A Refrigeration Compressor

Case Studypg. 426-44

Comorbidity of Arithmetic and Reading Disorder: Basic Number Processing and Calculation in Children With Learning Impairments

The aim of the present study was to investigate the cognitive profiles of primary school children (age 82-133 months) on a battery of basic number processing and calculation tasks. The sample consisted of four groups matched for age and IQ: arithmetic disorder only (AD;n = 20), reading disorder only (RD;n = 40), a comorbid group (n = 27), and an unimpaired control group (n = 40). Multiple 2 (RD vs. No RD) x 2 (AD vs. No AD) factorial ANCOVAs showed that children with RD had selective impairments in counting and number transcoding efficiency. In contrast, children with AD performed poorly in most tasks, including symbolic and nonsymbolic magnitude comparisons, subitizing, number line estimation, number sets, number transcoding accuracy, and calculation. These findings provide further support that AD is characterized by multiple, heterogeneous underlying deficits. In contrast, RD is associated with specific number processing impairments only if tasks require verbal processing. Taken together, the results fully support the assumption of comorbid additivity of AD and RD

Changes in school alienation profiles among secondary school students and the role of teaching style. Results from a longitudinal study in Luxembourg and Switzerland

What students think about school has a major impact on learning and academic achievement. The multi-domain concept of school alienation distinguishes between alienation from learning, from teachers and from classmates. We aim to study a) alienation patterns among secondary school students, b) how school alienation profiles change from year 7 to year 9 and how secondary school students transition between profiles, and c) the role of teaching style for transitions between school alienation profiles. We draw on panel data of secondary school students from Luxembourg and Switzerland. Results of latent profile/latent transition analyses reveal distinct school alienation profiles, country differences and support for the idea that student-oriented, supportive teaching styles might prevent students from transitioning towards more-highly alienated profiles. (DIPF/Orig.

Observation of two-dimensional Fermi surface and Dirac dispersion in YbMnSb2_2

We present the crystal structure, electronic structure, and transport properties of the material YbMnSb$_2$, a candidate system for the investigation of Dirac physics in the presence of magnetic order. Our measurements reveal that this system is a low-carrier-density semimetal with a 2D Fermi surface arising from a Dirac dispersion, consistent with the predictions of density functional theory calculations of the antiferromagnetic system. The low temperature resistivity is very large, suggesting scattering in this system is highly efficient at dissipating momentum despite its Dirac-like nature.Comment: 8 pages, 6 figure

Counterfactual curiosity in preschool children

We investigated whether young children are curious about what could have been (“counterfactual curiosity”). In two experiments, children aged 4 and 5 years (N = 32 in Experiment 1, N = 24 in Experiment 2) played a matching game in which they turned over cards in the hope that they matched a picture. After choosing a card, children could use “x-ray glasses” to uncover unchosen cards. In Experiment 1, most children spontaneously used the glasses to peek at past alternatives, even when the outcome could no longer be altered. In Experiment 2, children concentrated their information search on alternatives that were within their control. In both experiments, children showed greater interest in counterfactual outcomes when the card they chose turned out not to match the picture. The findings suggest that young children are curious not only about what is but also about what could have been. Curiosity about alternative outcomes seems to precede counterfactual reasoning

Changes in school alienation profiles among secondary school students and the role of teaching style: Results from a longitudinal study in Luxembourg and Switzerland

What students think about school has a major impact on learning and academic achievement. The multi-domain concept of school alienation distinguishes between alienation from learning, from teachers and from classmates. We aim to study a) alienation patterns among secondary school students, b) how school alienation profiles change from year 7 to year 9 and how secondary school students transition between profiles, and c) the role of teaching style for transitions between school alienation profiles. We draw on panel data of secondary school students from Luxembourg and Switzerland. Results of latent profile/latent transition analyses reveal distinct school alienation profiles, country differences and support for the idea that student-oriented, supportive teaching styles might prevent students from transitioning towards more-highly alienated profiles

Validation of a core outcome measure for palliative care in Africa: the APCA African Palliative Outcome Scale

<p>Abstract</p> <p>Background</p> <p>Despite the burden of progressive incurable disease in Africa, there is almost no evidence on patient care or outcomes. A primary reason has been the lack of appropriate locally-validated outcome tools. This study aimed to validate a multidimensional scale (the APCA African Palliative Outcome Scale) in a multi-centred international study.</p> <p>Methods</p> <p>Validation was conducted across 5 African services and in 3 phases: Phase 1. Face validity: content analysis of qualitative interviews and cognitive interviewing of POS; Phase 2. Construct validity: correlation of POS with Missoula-Vitas Quality of Life Index (Spearman's rank tests); Phase 3. Internal consistency (Cronbach's alpha calculated twice using 2 datasets), test-retest reliability (intraclass correlation coefficients calculated for 2 time points) and time to complete (calculated twice using 2 datasets).</p> <p>Results</p> <p>The validation involved 682 patients and 437 family carers, interviewed in 8 different languages. Phase 1. Qualitative interviews (N = 90 patients; N = 38 carers) showed POS items mapped well onto identified needs; cognitive interviews (N = 73 patients; N = 29 carers) demonstrated good interpretation; Phase 2. POS-MVQoLI Spearman's rank correlations were low-moderate as expected (N = 285); Phase 3. (N = 307, 2nd assessment mean 21.2 hours after first, SD 7.2) Cronbach's Alpha was 0.6 on both datasets, indicating expected moderate internal consistency; test-retest found high intra-class correlation coefficients for all items (0.78-0.89); median time to complete 7 mins, reducing to 5 mins at second visit.</p> <p>Conclusions</p> <p>The APCA African POS has sound psychometric properties, is well comprehended and brief to use. Application of this tool offers the opportunity to at last address the omissions of palliative care research in Africa.</p

Separating the influences of prereading skills on early word and nonword reading

The essential first step for a beginning reader is to learn to match printed forms to phonological representations. For a new word, this is an effortful process where each grapheme must be translated individually (serial decoding). The role of phonological awareness in developing a decoding strategy is well known. We examined whether beginning readers recruit different skills depending on the nature of the words being read (familiar words vs. nonwords). Print knowledge, phoneme and rhyme awareness, rapid automatized naming (RAN), phonological short-term memory (STM), nonverbal reasoning, vocabulary, auditory skills, and visual attention were measured in 392 prereaders 4 and 5 years of age. Word and nonword reading were measured 9 months later. We used structural equation modeling to examine the skills–reading relationship and modeled correlations between our two reading outcomes and among all prereading skills. We found that a broad range of skills were associated with reading outcomes: early print knowledge, phonological STM, phoneme awareness and RAN. Whereas all of these skills were directly predictive of nonword reading, early print knowledge was the only direct predictor of word reading. Our findings suggest that beginning readers draw most heavily on their existing print knowledge to read familiar words

Meeting information needs of patients with incurable progressive disease and their families in South Africa and Uganda: multicentre qualitative study

Objectives To explore the information needs of patients with progressive, life limiting disease and their family caregivers in South Africa and Uganda and to inform clinical practice and policy in this emerging field