The Relations Between Children's Comprehension Monitoring and Their Reading Comprehension and Vocabulary Knowledge: An Eye-Movement Study.

Poor reading comprehension may be due to having ineffective comprehension monitoring, the metacognitive process of evaluating and regulating comprehension. When comprehension breaks down due to an inconsistency either at the word-level (e.g., due to an unfamiliar word) or at the sentence-level (e.g., due to contradictory information), readers may identify the misunderstanding and take steps to regulate their comprehension. In the current study, we utilized two eye-movement tasks (one newly developed) to examine comprehension monitoring in third through fifth grade students (n = 123), when confronted with word- and sentence-level inconsistencies, by measuring the amount of time they read (gaze duration) and reread the target inconsistent words. We investigated how this skill may be associated with individual differences in age, reading comprehension ability, and vocabulary knowledge. The results showed that generally, all students detected the word-level inconsistencies, indicated by longer gaze durations, and attempted to regulate their comprehension after detecting both word- and sentence-level inconsistencies, as indicated by more time spent rereading. Students with stronger reading comprehension (when controlling for their vocabulary), and stronger vocabulary knowledge (when controlling for their reading comprehension) were more likely to attempt regulating their comprehension. In general, the difference between the control words and the inconsistent words was smaller for third graders and larger for fourth and fifth graders, which we argue indicates greater levels of comprehension monitoring - specifically employing repair strategies. With eye-tracking technology becoming more accessible, these tasks may be useful in assessing children's reading processes to better understand at which level of comprehension monitoring they may be struggling, which in return will allow us to develop more individualized instruction for all readers

Do The Benefits Of Sugammadex Outweigh Its Higher Cost Compared To Neostigmine?

Neuromuscular blocking agents (NMBAs) are frequently utilized in anesthetic practice to relax the vocal cords in preparation for endotracheal intubation and to facilitate optimal operating conditions for various surgical procedures. Residual muscle paralysis in the postoperative period is a serious consequence of NMBAs that can lead to severe consequences including airway obstruction, hypoxia, reintubation, aspiration, and pneumonia. Neuromuscular blockade (NMB) is overcome either by spontaneous recovery or, in most cases, with the use of a reversal agent. Two of the most common reversal agents are neostigmine, a cholinesterase inhibitor, and sugammadex, a modified gamma-cyclodextrin. Of the two medications, sugammadex is a significantly more expensive option per dose, which creates budgetary concerns and leads to restrictions on its usage. However, sugammadex provides a markedly faster, more reliable, and more effective reversal of neuromuscular blockade compared to neostigmine with fewer side effects. By accelerating recovery from NMB with fewer adverse effects, patients spend less time in the operating room (OR) and post-anesthesia care unit (PACU) with fewer respiratory complications. Taking these factors into consideration, the higher medication cost of sugammadex can potentially be justified and/or offset by its superior safety profile and savings in OR and PACU time

Full Day Play vs. Part Day Play

Early education is an essential part of development (Jalongo, Fennimore, Pattnaik, Laverick, Brewster, & Mutuku, 2004), however, there is much debate about what type of program will best meet the needs of young children. Programs have great variation with children attending as little as 12 hours a week to children attending 40 to 50 hours a week. A qualitative research design was used to analyze playful learning within a high quality early education center examining possible differences between a full day program and a part day program. The focus of this study was on the amount of time children spend playing at a center, and how long they are using materials as the curriculum used intends. Results suggest that young children can become fully engaged in their learning when presented with intentional activities and interesting materials, regardless of how many hours they spend in a classroom

When the Penny Drops: Understanding how social class influences speciality careers in the UK medical profession

In the UK, the medical profession is socially exclusive and socially stratified as doctors from more advantaged backgrounds are more likely to train for specialities with more competitive entry. However, in research to date the causes and consequences of social stratification have been overlooked. We explore this subject here, drawing on a qualitative study comprising in-depth interviews with 30 medical students and doctors from less advantaged socio-economic backgrounds negotiating medical school and early careers. Using Bourdieu's ‘theory of practice’ we show how socialisation in the family and at school influences how aspirant medics from less advantaged backgrounds view the world, suggesting some inclination towards more community orientated careers, which may be less competitive. However, these tendencies are encouraged as they lack stocks of social, economic and cultural capital, which are convertible to power and position in the field. While allowing for both choice and constraint our core argument is that speciality outcomes are sometimes inequitable and potentially inefficient, as doctors from more advantaged backgrounds have privileged access to more competitive careers for reasons not solely related to ability or skill. Our main theoretical contribution is to literature in the sociology of medical education where ours is the first study to open-up the ‘black box’ of causal factors connecting medical students' resources on entering the field of education and training with speciality outcomes, though our findings also have important implications for practitioners, the profession and for patients. We discuss the implications for safe and effective healthcare and how this informs directions for future research

Reconstructed life history metrics of the iconic seagrass Posidonia oceanica (L.) detect localized anthropogenic disturbance signatures

Substantial losses of the seagrass Posidonia oceanica have initiated investigations into localized resilience declines related to anthropogenic disturbances. In this study, we determined reconstructed shoot age and interannual growth metrics can detect anthropogenic impact effects on P. oceanica production. Interannual rhizome vertical growth, leaf production, and demographics of shoots collected from sewage and trawling impacted areas were examined using mixed effects modeling. Detected impact effects were specific to the type of impact, manifesting as an older-skewed age distribution of sewage outfall shoots and reduced vertical growth and reduced leaf production of trawling site shoots. A stress event period was also detected for all shoots >5 years old, with trawling impacted shoots indicating little recovery. Reconstructed age and growth metrics are simple to measure, incorporate multiple years of in situ shoot development, and are advantageous for identification of declining P. oceanica resilience prior to catastrophic losses.This research was supported by travel funds from the University of South Alabama Department of Marine Science

Prospectus, November 29, 2018

Parkland Volleyball places second in the National Tournament; Humans of Parkland, Parkland band Prevalence release their new EP, Panic Button, International Observations: America through the eyes of a visiting Honduran Student; Parkland Safe Zone signs getting a makeover; The Parkland Softball Team gives backhttps://spark.parkland.edu/prospectus_2018/1028/thumbnail.jp

Predicting Second and Third Graders' Reading Comprehension Gains: Observing Students' and Classmates Talk during Literacy Instruction using COLT.

This paper introduces a new observation system that is designed to investigate students' and teachers' talk during literacy instruction, Creating Opportunities to Learn from Text (COLT). Using video-recorded observations of 2nd-3rd grade literacy instruction (N=51 classrooms, 337 students, 151 observations), we found that nine types of student talk ranged from using non-verbal gestures to generating new ideas. The more a student talked, the greater were his/her reading comprehension (RC) gains. Classmate talk also predicted RC outcomes (total effect size=0.27). We found that 11 types of teacher talk ranged from asking simple questions to encouraging students' thinking and reasoning. Teacher talk predicted student talk but did not predict students' RC gains directly. Findings highlight the importance of each student's discourse during literacy instruction, how classmates' talk contributes to the learning environments that each student experiences, and how this affects RC gains, with implications for improving the effectiveness of literacy instruction