Increasing College Entrance Testing Vocabulary for Secondary Students with High-Incidence Disabilities

This study investigated the effects of an instructional technology device, specifically, a computer-based graphic organizer, called the Real-World Connections Vocabulary graphic organizer (Ellis, 2015), on vocabulary acquisition for college entrance testing skills of students with high-incidence disabilities. Although graphic organizers have been studied since the 1960’s, there is very little research regarding the effectiveness of computer-based graphic organizers when used with high school students with mild disabilities, and their benefit acquiring college entrance exam vocabulary knowledge, namely, the ACT exam. By means of a single-subject, multiple probe across participants design, this study demonstrated that a functional relation did exist between the tool and vocabulary acquisition for each of the three participants. Additionally, a social validity survey rendered positive results regarding its use

The Effect of Flipped Instruction on Special Education Preservice Teachers\u27 Perceptions

This study analyzes the flipped instruction model used in three special education educator preparation courses to examine which components preservice teachers perceived most contributed to their content knowledge, motivation, and engagement (n=50). Weekly pre-class asynchronous assignments included the use of educational technology tools such as an interactive e-textbook site, Perusall, and online academic activities such as Khan Academy to strengthen their content knowledge. This allowed more time for a student-centered approach during synchronous instruction to incorporate tools such as Nearpod, Pear Deck, Flipgrid and digital badges to strength-en their motivation and engagement. Data were collected through a post-course survey; results indicate that preservice teachers perceived this model was motivating, engaging, and contributed significantly to their content knowledge. They also identified hands-on activities during class as a significant component of their learning. This article discusses the project, limitations, and implications for future flipped instruction research in special education educator preparation programs

The Effect of Flipped Instruction on Special Education Preservice Teachers\u27 Perceptions

This study analyzes the flipped instruction model used in three special education educator preparation courses to examine which components preservice teachers perceived most contributed to their content knowledge, motivation, and engagement (n=50). Weekly pre-class asynchronous assignments included the use of educational technology tools such as an interactive e-textbook site, Perusall, and online academic activities such as Khan Academy to strengthen their content knowledge. This allowed more time for a student-centered approach during synchronous instruction to incorporate tools such as Nearpod, Pear Deck, Flipgrid and digital badges to strength-en their motivation and engagement. Data were collected through a post-course survey; results indicate that preservice teachers perceived this model was motivating, engaging, and contributed significantly to their content knowledge. They also identified hands-on activities during class as a significant component of their learning. This article discusses the project, limitations, and implications for future flipped instruction research in special education educator preparation programs

A Survey of Local Group Galaxies Currently Forming Stars: III. A Search for Luminous Blue Variables and Other H-alpha Emission-Lined Stars

We describe a search for H-alpha emission-lined stars in M31, M33, and seven dwarfs in or near the Local Group (IC 10, NGC 6822, WLM, Sextans B, Sextans A, Pegasus and the Phoenix dwarf) using interference filter imaging with the KPNO and CTIO 4-m telescope and Mosaic cameras. The survey is aimed primarily at identifying new Luminous Blue Variables (LBVs) from their spectroscopic similarity to known LBVs, avoiding the bias towards photometric variability, which may require centuries to manifest itself if LBVs go through long quiescent periods. Followup spectroscopy with WIYN confirms that our survey detected a wealth of stars whose spectra are similar to the known LBVs. We "classify" the spectra of known LBVs, and compare these to the spectra of the new LBV candidates. We demonstrate spectacular spectral variability for several of the new LBV candidates, such as AM2, previously classified as a Wolf-Rayet star, which now shows FeI, FeII and Balmer emission lines but neither the NIII 4634,42 nor HeII 4686 emission that it did in 1982. Profound spectral changes are also noted for other suspected and known LBVs. Several of the LBV candidates also show >0.5 mag changes in V over the past 10-20 years. The number of known or suspected LBVs is now 24 in M31, 37 in M33, 1 in NGC 6822, and 3 in IC 10. We estimate that the total number of LBVs in M31 and M33 may be several hundred, in contrast to the 8 known historically through large-scale photometric variability. This has significant implications for the time scale of the LBV phase. We also identify a few new WRs and peculiar emission-lined objects.Comment: Accepted by the Astronomical Journal. Version with higher quality figures may be downloaded from http://www.lowell.edu/users/massey/has.pdf.g

Finishing the euchromatic sequence of the human genome

The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∼99% of the euchromatic genome and is accurate to an error rate of ∼1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead

Effect of angiotensin-converting enzyme inhibitor and angiotensin receptor blocker initiation on organ support-free days in patients hospitalized with COVID-19

IMPORTANCE Overactivation of the renin-angiotensin system (RAS) may contribute to poor clinical outcomes in patients with COVID-19. Objective To determine whether angiotensin-converting enzyme (ACE) inhibitor or angiotensin receptor blocker (ARB) initiation improves outcomes in patients hospitalized for COVID-19. DESIGN, SETTING, AND PARTICIPANTS In an ongoing, adaptive platform randomized clinical trial, 721 critically ill and 58 non–critically ill hospitalized adults were randomized to receive an RAS inhibitor or control between March 16, 2021, and February 25, 2022, at 69 sites in 7 countries (final follow-up on June 1, 2022). INTERVENTIONS Patients were randomized to receive open-label initiation of an ACE inhibitor (n = 257), ARB (n = 248), ARB in combination with DMX-200 (a chemokine receptor-2 inhibitor; n = 10), or no RAS inhibitor (control; n = 264) for up to 10 days. MAIN OUTCOMES AND MEASURES The primary outcome was organ support–free days, a composite of hospital survival and days alive without cardiovascular or respiratory organ support through 21 days. The primary analysis was a bayesian cumulative logistic model. Odds ratios (ORs) greater than 1 represent improved outcomes. RESULTS On February 25, 2022, enrollment was discontinued due to safety concerns. Among 679 critically ill patients with available primary outcome data, the median age was 56 years and 239 participants (35.2%) were women. Median (IQR) organ support–free days among critically ill patients was 10 (–1 to 16) in the ACE inhibitor group (n = 231), 8 (–1 to 17) in the ARB group (n = 217), and 12 (0 to 17) in the control group (n = 231) (median adjusted odds ratios of 0.77 [95% bayesian credible interval, 0.58-1.06] for improvement for ACE inhibitor and 0.76 [95% credible interval, 0.56-1.05] for ARB compared with control). The posterior probabilities that ACE inhibitors and ARBs worsened organ support–free days compared with control were 94.9% and 95.4%, respectively. Hospital survival occurred in 166 of 231 critically ill participants (71.9%) in the ACE inhibitor group, 152 of 217 (70.0%) in the ARB group, and 182 of 231 (78.8%) in the control group (posterior probabilities that ACE inhibitor and ARB worsened hospital survival compared with control were 95.3% and 98.1%, respectively). CONCLUSIONS AND RELEVANCE In this trial, among critically ill adults with COVID-19, initiation of an ACE inhibitor or ARB did not improve, and likely worsened, clinical outcomes. TRIAL REGISTRATION ClinicalTrials.gov Identifier: NCT0273570

Comparing the Effectiveness of a Traditional Instruction Model versus Flipped Instruction in an Educator Prep Assessment Course

In this study, the researcher will analyze the effectiveness of a flipped instruction model by comparing two groups of students’ exam performance, motivation, study efforts (self-regulation), learners’ participation, student satisfaction, and perceived learning outcomes in lower-and higher-achievers. In the traditional model, students were taught course information during face-to-face class time and assessed in class. In the flipped model, students will read, watch videos, participate in discussions, and complete quizzes prior to class. Class time will be reserved for group discussion, hands-on activities, presentations, individual assessments, and reflection. At the conclusion of the flipped course, the results will be assessed

Preservice Special Education Teachers’ Experience of a Math Methods Course: An Examination of Perceived Anxiety and Self-Efficacy

Classroom teachers who are weak in mathematics are less effective at teaching this subject, and this weakness is not uncommon for special education teachers. Meanwhile, on average, students with disabilities score in the lower levels of student achievement in mathematics (NAEP, 2019). This deficit demonstrates relevancy and the need to explore how teacher self-efficacy, anxiety, and math instruction work together to impact student achievement. This qualitative study examines preservice teachers\u27 (n = 3) perceptions of their ability to teach mathematics after taking a Math Methods course. The course centered on shifting their mathematical mindset through assigned readings, discussions, content and pedagogical instruction, and hands-on activities. Preservice teachers also applied strategies learned in the course within their field placement and reflected upon their students\u27 growth over time, as well as their own progress as math educators. Qualitative questions were asked of the participants at the end of the course to investigate a potential decrease in anxiety and shift in their mathematical efficacy beliefs regarding teaching this subject