Communication Strategies of High and Low Achievers: a Case Study

This study is about communication strategies used by high and low achievers when they were doing the role plays in X elementary school. This study is to find out two research questions about the types of communication strategies and the differences and similarities in their use by high and low achievers. In order to answer the research questions, the writer uses Brown's communication strategies (2007) as the main theory and Littlewood's (1984) as the supporting theory. There are three findings: First, the high achievers used nine types of communication strategies and the low achievers used seven types of communication strategies. Second, the high achievers used a lot of different types of communication strategies, but their frequency of using them was lower than the low achievers. On the other hand, the low achievers used fewer types of communication strategies, but their frequency of using them was higher than the high achievers

Qualitative Research on Youths’ Social Media Use: A review of the literature

In this article we explore how educational researchers report empirical qualitative research about young people’s social media use. We frame the overall study with an understanding that social media sites contribute to the production of neoliberal subjects, and we draw on Foucauldian discourse theories and the understanding that how researchers explain topics and concepts produces particular ways of thinking about the world while excluding others. Findings include that 1) there is an absence of attention to the structure and function of social media platforms; 2) adolescents are positioned in problematic, developmental ways, and 3) the over-representation of girls and young women in these studies contributes to the feminization of problems on social media. We conclude by calling for future research that can serve as a robust resource for exploring adolescents’ social media use in more productive, nuanced ways

What do Seniors Remember From Freshman Physics?

We have given a group of 56 MIT seniors who took mechanics as freshmen a written test similar to the final exam they took in their freshman course, plus the Mechanics Baseline Test (MBT) and Colorado Learning Attitudes about Science Survey (C‐LASS) standard instruments. Students in majors unrelated to physics scored 60% lower on the written analytic part of the final than they did as freshmen. The mean score of all students on conceptual multiple choice questions included on the final also declined by about 60% relative to the scores of freshmen. The mean score of all participants on the MBT was insignificantly changed from the posttest taken as freshmen. More specifically, however, the students’ performance on 9 of the 26 MBT items (with 6 of the 9 involving graphical kinematics) represents a gain over their freshman pretest score (a normalized gain of about 70%, double the gain achieved in the freshman course alone), while their performance on the remaining 17 questions is best characterized as a loss of approximately 50% of the material learned in the freshman course. Attitudinal survey results indicate that almost half the seniors feel the specific mechanics course content is unlikely to be useful to them, a significant majority (75–85%) feel that physics does teach valuable skills, and an overwhelming majority believe that mechanics should remain a required course at MIT.National Science Foundation (U.S.

What Else (Besides the Syllabus) Should Students Learn in Introductory Physics?

We have surveyed what various groups of instructors and students think students should learn in introductory physics. We started with a Delphi Study based on interviews with experts, then developed orthogonal responses to “what should we teach non‐physics majors besides the current syllabus topics?” AAPT attendees, atomic researchers, and PERC08 attendees were asked for their selections. All instructors rated “sense‐making of the answer” very highly and expert problem solving highly. PERers favored epistemology over problem solving, and atomic researchers “physics comes from a few principles.” Students at three colleges had preferences anti‐aligned with their teachers, preferring more modern topics, and the relationship of physics to everyday life and also to society (the only choice with instructor agreement), but not problem solving or sense‐making. Conclusion #1: we must show students how old physics is relevant to their world. Conclusion #2: significant course reform must start by reaching consensus on what to teach and how to hold students’ interest (then discuss techniques to teach it).National Science Foundation (U.S.) (NSF grant PHY-0757931

Quality of Life in Chronic Pancreatitis is Determined by Constant Pain, Disability/Unemployment, Current Smoking, and Associated Co-Morbidities

OBJECTIVES: Chronic pancreatitis (CP) has a profound independent effect on quality of life (QOL). Our aim was to identify factors that impact the QOL in CP patients. METHODS: We used data on 1,024 CP patients enrolled in the three NAPS2 studies. Information on demographics, risk factors, co-morbidities, disease phenotype, and treatments was obtained from responses to structured questionnaires. Physical and mental component summary (PCS and MCS, respectively) scores generated using responses to the Short Form-12 (SF-12) survey were used to assess QOL at enrollment. Multivariable linear regression models determined independent predictors of QOL. RESULTS: Mean PCS and MCS scores were 36.7+/-11.7 and 42.4+/-12.2, respectively. Significant (P \u3c 0.05) negative impact on PCS scores in multivariable analyses was noted owing to constant mild-moderate pain with episodes of severe pain or constant severe pain (10 points), constant mild-moderate pain (5.2), pain-related disability/unemployment (5.1), current smoking (2.9 points), and medical co-morbidities. Significant (P \u3c 0.05) negative impact on MCS scores was related to constant pain irrespective of severity (6.8-6.9 points), current smoking (3.9 points), and pain-related disability/unemployment (2.4 points). In women, disability/unemployment resulted in an additional 3.7 point reduction in MCS score. Final multivariable models explained 27% and 18% of the variance in PCS and MCS scores, respectively. Etiology, disease duration, pancreatic morphology, diabetes, exocrine insufficiency, and prior endotherapy/pancreatic surgery had no significant independent effect on QOL. CONCLUSIONS: Constant pain, pain-related disability/unemployment, current smoking, and concurrent co-morbidities significantly affect the QOL in CP. Further research is needed to identify factors impacting QOL not explained by our analyses

Beyond the Refugee Crisis how the UK news media represent asylum seekers across national boundaries

Migration is one of the most pressing, divisive issues in global politics today, and media play a crucial role in how communities understand and respond. This study examines how UK newspapers (n = 974) and popular news websites (n = 1044) reported on asylum seekers throughout 2017. It contributes to previous literature in two important ways. First, by examining the ‘new normal’ of daily news coverage in the wake of the 2015 ‘refugee crisis’ in Europe. Second, by looking at how asylum seekers from different regions are represented. The content analysis finds significant variations in how asylum seekers are reported, including terminology use and topics they are associated with. The paper also identifies important commonalities in how all asylum seekers are represented - most notably, the dominance of political elites as sources across all media content. It argues that Entman’s ‘cascade network model’ can help to explain this, with elites in one country able to influence transnational reports

Modeling applied to problem solving

We describe a modeling approach to help students learn expert problem solving. Models are used to present and hierarchically organize the syllabus content and apply it to problem solving, but students do not develop and validate their own Models through guided discovery. Instead, students classify problems under the appropriate instructor‐generated Model by selecting a system to consider and describing the interactions that are relevant to that system. We believe that this explicit System, Interactions and Model (S.I.M.) problem modeling strategy represents a key simplification and clarification of the widely disseminated modeling approach originated by Hestenes and collaborators. Our narrower focus allows modeling physics to be integrated into (as opposed to replacing) a typical introductory college mechanics course, while preserving the emphasis on understanding systems and interactions that is the essence of modeling. We have employed the approach in a three‐week review course for MIT freshmen who received a D in the fall mechanics course with very encouraging results.National Science Foundation (U.S.

FOR REAL: Forming Resilience and Employability through Authentic Learning, 2015 action research report

How 'real world' learning aids student learning, resilience and employabilit