Developing a second, third, and fourth grade environmental unit on water education

Past research into the ability of students to 'bounce back' from everyday academic setback (academic buoyancy) has lacked sensitivity to the contexts in which children demonstrate this behavior. Here we aimed to contextualize past findings by reporting the results of an exploratory investigation that featured: (1) repeated measurement of students' self-reported buoyancy across English, mathematics, science, and physical education; (2) measures of students' psychological appraisal as a test of external validity; (3) a novel national context (England rather than Australia). In total 260 English secondary school students aged 11-16. years completed self-report questionnaires. Students were found to hold relatively consistent views about their ability to bounce back from everyday academic setbacks (e.g., negative feedback, poor results, study stress or pressure) compared to the relatively less consistent views they held regarding the difficulty of the four school subjects as well as corresponding personal competences and effort. These results are discussed in the context of past research, the implications for interventions, and the need for further confirmatory investigations

Acoustic aspects of vowel harmony in French

International audienceThis paper examines acoustic aspects of vowel harmony (VH), understood as regressive vowel-to-vowel assimilation, in two regional varieties of French in six speakers' productions of 107 disyllabic word pairs. In each word pair, the word-initial vowel (V1) was phonemically either /e/ or /o/, and the word-final stressed vowel (V2) alternated between /e-E/, /ø-oe/, /o-O/ or /i-a/. Results are consistent with the idea that VH in French entails variations in tongue height along with related displacements of the tongue position along the front-back axis. These effects were independent of both the number of morphemes and lexical frequency. They were more systematic in Northern than in Southern French speakers' speech. Linear mixed-effects models strongly suggest that VH is a gradient effect of the trigger on the harmonizing vowel. Results lend support to usage-based phonological approaches regarding gradient phonetic differences as part of the gestural scores that make up the lexicon and that can be variably grammaticalized in different varieties of the language

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Based on hypothesized reciprocal relations between psychological risk and academic buoyancy (dealing with ‘everyday’ academic setback in the ordinary course of school life), the present study used cross-lagged structural equation models to examine the relative salience of (1) prior academic buoyancy in predicting subsequent psychological risk and (2) prior psychological risk in predicting subsequent academic buoyancy. Academic buoyancy and psychological risk (academic anxiety, failure avoidance, uncertain control, emotional instability, neuroticism) measures were administered to 2971 students (11–19 years) from 21 Australian high schools at two time waves across a one-year interval. Analyses confirmed a reciprocal effects model in which psychological risk impacts academic buoyancy and academic buoyancy impacts psychological risk. The findings hold applied and conceptual implications for practitioners and researchers seeking to help students deal more effectively with adversity in school life

Academically buoyant students are less anxious about and perform better in high-stakes examinations.

BACKGROUND: Prior research has shown that test anxiety is negatively related to academic buoyancy, but it is not known whether test anxiety is an antecedent or outcome of academic buoyancy. Furthermore, it is not known whether academic buoyancy is related to performance on high-stakes examinations. AIMS: To test a model specifying reciprocal relations between test anxiety and academic buoyancy and to establish whether academic buoyancy is related to examination performance. SAMPLE: A total of 705 students in their final year of secondary education (Year 11). METHODS: Self-report data for test anxiety and academic buoyancy were measured in two waves in Year 11. Examination performance was taken from the mean English, mathematics, and science scores from the high-stakes General Certificate of Secondary Education (GCSE) examinations taken at the end of Year 11. RESULTS: Measurement invariance was demonstrated for test anxiety and academic buoyancy across both waves of measurement. The worry component of test anxiety, but not the tension component, showed reciprocal relations with academic buoyancy. Worry predicted lower mean GCSE score and academic buoyancy predicted a higher mean GCSE score. Tension did not predict mean GCSE score. CONCLUSION: Academic buoyancy protects against the appraisal of examinations as threatening by influencing self-regulative processes and enables better examination performance. Worry, but not tension, shows a negative feedback loop to academic buoyancy

Distributions of epistasis in microbes fit predictions from a fitness landscape model.

How do the fitness effects of several mutations combine? Despite its simplicity, this question is central to the understanding of multilocus evolution. Epistasis (the interaction between alleles at different loci), especially epistasis for fitness traits such as reproduction and survival, influences evolutionary predictions "almost whenever multilocus genetics matters". Yet very few models have sought to predict epistasis, and none has been empirically tested. Here we show that the distribution of epistasis can be predicted from the distribution of single mutation effects, based on a simple fitness landscape model. We show that this prediction closely matches the empirical measures of epistasis that have been obtained for Escherichia coli and the RNA virus vesicular stomatitis virus. Our results suggest that a simple fitness landscape model may be sufficient to quantitatively capture the complex nature of gene interactions. This model may offer a simple and widely applicable alternative to complex metabolic network models, in particular for making evolutionary predictions

An investigation of routes to cancer diagnosis in 10 international jurisdictions, as part of the International Cancer Benchmarking Partnership: Survey development and implementation

Objectives: This paper describes the methods used in the International Cancer Benchmarking Partnership Module 4 Survey (ICBPM4) which examines time intervals and routes to cancer diagnosis in 10 jurisdictions. We present the study design with defining and measuring time intervals, identifying patients with cancer, questionnaire development, data management and analyses. Design and setting: Recruitment of participants to the ICBPM4 survey is based on cancer registries in each jurisdiction. Questionnaires draw on previous instruments and have been through a process of cognitive testing and piloting in three jurisdictions followed by standardised translation and adaptation. Data analysis focuses on comparing differences in time intervals and routes to diagnosis in the jurisdictions. Participants: Our target is 200 patients with symptomatic breast, lung, colorectal and ovarian cancer in each jurisdiction. Patients are approached directly or via their primary care physician (PCP). Patients’ PCPs and cancer treatment specialists (CTSs) are surveyed, and ‘data rules’ are applied to combine and reconcile conflicting information. Where CTS information is unavailable, audit information is sought from treatment records and databases. Main outcomes: Reliability testing of the patient questionnaire showed that agreement was complete (κ=1) in four items and substantial (κ=0.8, 95% CI 0.333 to 1) in one item. The identification of eligible patients is sufficient to meet the targets for breast, lung and colorectal cancer. Initial patient and PCP survey response rates from the UK and Sweden are comparable with similar published surveys. Data collection was completed in early 2016 for all cancer types. Conclusion: An international questionnaire-based survey of patients with cancer, PCPs and CTSs has been developed and launched in 10 jurisdictions. ICBPM4 will help to further understand international differences in cancer survival by comparing time intervals and routes to cancer diagnosis

The Functional DRD3 Ser9Gly Polymorphism (rs6280) Is Pleiotropic, Affecting Reward as Well as Movement

Abnormalities of motivation and behavior in the context of reward are a fundamental component of addiction and mood disorders. Here we test the effect of a functional missense mutation in the dopamine 3 receptor (DRD3) gene (ser9gly, rs6280) on reward-associated dopamine (DA) release in the striatum. Twenty-six healthy controls (HCs) and 10 unmedicated subjects with major depressive disorder (MDD) completed two positron emission tomography (PET) scans with [11C]raclopride using the bolus plus constant infusion method. On one occasion subjects completed a sensorimotor task (control condition) and on another occasion subjects completed a gambling task (reward condition). A linear regression analysis controlling for age, sex, diagnosis, and self-reported anhedonia indicated that during receipt of unpredictable monetary reward the glycine allele was associated with a greater reduction in D2/3 receptor binding (i.e., increased reward-related DA release) in the middle (anterior) caudate (p<0.01) and the ventral striatum (p<0.05). The possible functional effect of the ser9gly polymorphism on DA release is consistent with previous work demonstrating that the glycine allele yields D3 autoreceptors that have a higher affinity for DA and display more robust intracellular signaling. Preclinical evidence indicates that chronic stress and aversive stimulation induce activation of the DA system, raising the possibility that the glycine allele, by virtue of its facilitatory effect on striatal DA release, increases susceptibility to hyperdopaminergic responses that have previously been associated with stress, addiction, and psychosis

Efforts in Europe for data-driven improvement of education : A review of learning analytics research in seven countries

Information and communication technologies are increasingly mediating learning and teaching practices as well as how educational institutions are handling their administrative work. As such, students and teachers are leaving large amounts of digital footprints and traces in various educational apps and learning management platforms, and educational administrators register various processes and outcomes in digital administrative systems. It is against such a background we in recent years have seen the emergence of the fast-growing and multi-disciplinary field of learning analytics. In this paper, we examine the research efforts that have been conducted in the field of learning analytics in Austria, Denmark, Finland, Norway, Germany, Spain, and Sweden. More specifically, we report on developed national policies, infrastructures and competence centers, as well as major research projects and developed research strands within the selected countries. The main conclusions of this paper are that the work of researchers around Europe has not led to national adoption or European level strategies for learning analytics. Furthermore, most countries have not established national policies for learners’ data or guidelines that govern the ethical usage of data in research or education. We also conclude, that learning analytics research on pre-university level to high extent have been overlooked. In the same vein, learning analytics has not received enough focus form national and European national bodies. Such funding is necessary for taking steps towards data-driven development of education