Guest Viewpoint: Literate communication, endangered species

I am becoming increasingly dedicated to the things I already know, and decreasingly interested in new things I should know

Test anxiety, working memory, and cognitive performance: Supportive effects of sequential demands

Substantial evidence suggests that test anxiety is associated with poor performance in complex tasks. Based on the differentiation of coordinative and sequential demands on working memory (Mayr & Kliegl, 1993), two studies examined the effects of sequential demands on the relationship between test anxiety and cognitive performance. Both studies found that high sequential demands had beneficial effects on the speed and accuracy of the performance of test-anxious participants. It is suggested that the more frequent memory updates associated with high sequential demands may represent external processing aids that compensate for the restricted memory capacity of individuals with high test anxiet

Serological evidence of hepatitis E virus infection in pigs and jaundice among pig handlers in Bangladesh

Hepatitis E virus (HEV) is the most common cause of viral hepatitis in humans. Pigs may act as a reservoir of HEV, and pig handlers were frequently identified with a higher prevalence of antibodies to HEV. The objectives of this study were to identify evidence of HEV infection in pigs and compare the history of jaundice between pig handlers and people not exposed to pigs and pork. Blood and faecal samples were collected from 100 pigs derived from three slaughterhouses in the Gazipur district of Bangladesh from January to June, 2011. We also interviewed 200 pig handlers and 250 non-exposed people who did not eat pork or handled pigs in the past 2 years. We tested the pig sera for HEV-specific antibodies using a competitive ELISA and pig faecal samples for HEV RNA using real-time RT-PCR. Of 100 pig sera, 82% (n = 82) had detectable antibody against HEV. Of the 200 pig handlers, 28% (56/200) demonstrated jaundice within the past 2 years, whereas only 17% (43/250) of controls had a history of jaundice (p < .05). Compared to non-exposed people, those who slaughtered pigs (31% versus 15%, p < .001), reared pigs (37% versus 20%, p < .001), butchered pigs (35% versus 19%, p < .001) or involved in pork transportation (28% versus 13%, p < .001) were more likely to be affected with jaundice in the preceding 2 years. In multivariate logistic regression analysis, exposure to pigs (odds ratio [OR]: 2.2, 95% CI: 1.2–3.9) and age (OR: 0.97, 95% CI: 0.95–0.99) was significantly associated with jaundice in the past 2 years. Pigs in Bangladesh demonstrated evidence of HEV infection, and a history of jaundice was significantly more frequent in pig handlers. Identifying and genotyping HEV in pigs and pig handlers may provide further evidence of the pig's role in zoonotic HEV transmission in Bangladesh

Borrelia lonestari DNA in adult Amblyomma americanum ticks, Alabama.

Polymerase chain reaction analysis of 204 Amblyomma americanum and 28 A. maculatum ticks collected in August 1999 near the homes of patients with southern tick-associated rash illness and in control areas in Choctaw County, Alabama, showed Borrelia lonestari flagellin gene sequence from two adult A. americanum. The presence of B. lonestari in A. americanum ticks from Alabama suggests that this suspected pathogen may be widespread in the southeastern United States

Impact of Auto-evaluation Tests as Part of the Continuous Evaluation in Programming Courses

The continuous evaluation allows for the assessment of the progressive assimilation of concepts and the competences that must be achieved in a course. There are several ways to implement such contin uous evaluation system. We propose auto-evaluation tests as a valuable tool for the student to judge his level of knowledge. Furthermore, these tests are also used as a small part of the continuous evaluation process, encouraging students to learn the concepts seen in the course, as they have the feeling that the time dedicated to this study will have an assured reward, binge able to answer correctly the questions in the continuous evaluation exams. New technologies are a great aid to improve the auto evaluation experience both for the students and the teachers. In this research work we have compared the results obtained in courses where auto-evaluation tests were provided against courses where they were not provided, showing how the tests improve a set of quality metrics in the results of the courseMinisterio de Economía y Competitividad TIN2017-88209-C2-

Machine safety issues with respect to the extension of ECRH systems at ASDEX Upgrade

The beam intensity of electron cyclotron resonance heating at ASDEX Upgrade has the potential to seriously damage in-vessel components, whenever not fully absorbed by the plasma. Operation is, therefore, interlocked with both plasma current and density above a given threshold. Microwave protection detectors installed in several ports on the low field side switch the heating system off, in case the stray radiation exceeds a given threshold. During regular inspections, however, damages were reported in the vicinity of the launchers and in particular around the tiles of the heat shield. On one hand, it was found that insulating material, which may not face the plasma, degraded due to millimetre wave absorption. The waves entered the free space behind the heat shield through gaps. On the other hand, local damage even of metallic components was observed on surfaces, which were directly exposed to the microwave beam. Polarisation errors, which led to a local shine through of significant beam power, were responsible. We note that this happened mainly on the high field side in a certain distance to the microwave protection detectors, which were not triggered by the events. In order to increase the level of protection, we identify three necessary measures: Firstly, polarisation control is to be automated such, that mode content and shine through can be monitored. Secondly, by installing additional detectors, the spatial coverage of stray radiation monitoring is enlarged. Thirdly, the heat shield tiles will be redesigned in order to increase the shielding against millimetre waves

Going Beyond Mathematics Anxiety in Primary and Middle School Students: The Role of Ego‐Resiliency in Mathematics

Previous research examined the influence of math anxiety (MA) on performance in mathematics, but few studies compared the contribution of MA to other forms of anxiety, such as test and general anxiety (GA). Unlike MA, ego‐resiliency promotes the management of challenges, and has been positively associated with mathematics performance. In this study, we investigated the specific influence of MA, test‐ and GA, and ego‐resiliency on mathematics performance after controlling for intelligence. Children from grades 5 to 8 (N =  274) were assessed with self‐report tools measuring MA, test and GA, and ego‐resiliency, and completed intelligence and mathematical tasks. The results of structural equation models showed that MA had a main negative effect on mathematics performance, over and above the effect of test‐ and GA. Ego‐resiliency had a positive effect on mathematics performance, and was negatively associated with GA. Our findings are discussed in terms of the implications for intervention programs to reduce anxiety and sustain ego‐resiliency

Self-Regulation in a Web-Based Course: A Case Study

Little is known about how successful students in Web-based courses self-regulate their learning. This descriptive case study used a social cognitive model of self-regulated learning (SRL) to investigate how six graduate students used and adapted traditional SRL strategies to complete tasks and cope with challenges in a Web-based technology course; it also explored motivational and environmental influences on strategy use. Primary data sources were three transcribed interviews with each of the students over the course of the semester, a transcribed interview with the course instructor, and the students’ reflective journals. Archived course documents, including transcripts of threaded discussions and student Web pages, were secondary data sources. Content analysis of the data indicated that these students used many traditional SRL strategies, but they also adapted planning, organization, environmental structuring, help seeking, monitoring, record keeping, and self-reflection strategies in ways that were unique to the Web-based learning environment. The data also suggested that important motivational influences on SRL strategy use—self-efficacy, goal orientation, interest, and attributions—were shaped largely by student successes in managing the technical and social environment of the course. Important environmental influences on SRL strategy use included instructor support, peer support, and course design. Implications for online course instructors and designers, and suggestions for future research are offered

Association of acute myeloid leukemias most immature phenotype with risk groups and outcomes

The precise phenotype and biology of acute myeloid leukemia stem cells remain controversial, in part because the “gold standard” immunodeficient mouse engraftment assay fails in a significant fraction of patients and identifies multiple cell-types in others. We sought to analyze the clinical utility of a novel assay for putative leukemia stem cells in a large prospective cohort. The leukemic clone’s most primitive hematopoietic cellular phenotype was prospectively identified in 109 newly-diagnosed acute myeloid leukemia patients, and analyzed against clinical risk groups and outcomes. Most (80/109) patients harbored CD34+CD38− leukemia cells. The CD34+CD38− leukemia cells in 47 of the 80 patients displayed intermediate aldehyde dehydrogenase expression, while normal CD34+CD38− hematopoietic stem cells expressed high levels of aldehyde dehydrogenase. In the other 33/80 patients, the CD34+CD38− leukemia cells exhibited high aldehyde dehydrogenase activity, and most (28/33, 85%) harbored poor-risk cytogenetics or FMS-like tyrosine kinase 3 internal tandem translocations. No CD34+ leukemia cells could be detected in 28/109 patients, including 14/21 patients with nucleophosmin-1 mutations and 6/7 acute promyelocytic leukemia patients. The patients with CD34+CD38− leukemia cells with high aldehyde dehydrogenase activity manifested a significantly lower complete remission rate, as well as poorer event-free and overall survivals. The leukemic clone’s most immature phenotype was heterogeneous with respect to CD34, CD38, and ALDH expression, but correlated with acute myeloid leukemia risk groups and outcomes. The strong clinical correlations suggest that the most immature phenotype detectable in the leukemia might serve as a biomarker for “clinically-relevant” leukemia stem cells. ClinicalTrials.gov: {"type":"clinical-trial","attrs":{"text":"NCT01349972","term_id":"NCT01349972"}}NCT01349972

The impact of clinical placements on the emotional intelligence of occupational therapy, physiotherapy, speech pathology, and business students: a longitudinal study

Background: Emotional intelligence (EI) is a critical skill for healthcare practitioners. Minimal longitudinal research has tracked the changes in EI of therapy students over their final full-time clinical placements. Methods: The Emotional Quotient Inventory (EQ-i2.0) measured the EI of 283 therapy students and 93 business students (control group who do no clinical placements) at three time points over a 16-month period, the same period that the therapy students participated in clinical placements. Results: Analysis of the therapy students showed significant increases over the 16 months of the study in Total EI score, as well as nine other EI skills. However, large percentages of students reported declining scores in emotional expression, assertiveness, self-expression, and stress tolerance, with some students reporting low EI scores before commencing full-time extended clinical placements. Conclusions: The study contributes to new knowledge about the changing EI skills of therapy students as they complete their full-time, extended placements. Emotional intelligence in student therapists should be actively fostered during coursework, clinical placements and when first entering the workforce. University educators are encouraged to include EI content through the therapy curricula. Employers are encouraged to provide peer coaching, mentoring and workshops focused on EI skills to recent graduates