A STUDY OF HIGH SCHOOL MATHEMATICS TEACHERS' ABILITY TO IDENTIFY AND CREATE QUESTIONS THAT SUPPORT STUDENTS' UNDERSTANDING OF MATHEMATICS

This study analyzed changes in high school teachers' ability to identify and create questions that support mathematical understanding as they were participating in a professional development program focused on planning, teaching and reflecting on lessons featuring cognitively challenging tasks. The 35 participants were a subset of nearly 100 high school mathematics teachers from a large urban district participating in the professional development program. Data related to questioning abilities was collected via a pre- and post-test that situated questioning within the practice of teaching Algebra. To account for changes in teachers' abilities related to questioning, demographic data describing the participants was collected. In addition, attendance sheets, agendas and materials from the professional development sessions and responses to two prompts at the conclusion of the program were collectedAnalysis of data related to questioning indicated that participants significantly increased their abilities to identify and create questions that promote understanding of mathematics, particularly questions that prompt students to explore mathematical ideas and connections. Asking this type of question has been linked to increased student achievement. However, most teachers rarely, if ever, ask this type of question. An analysis of demographic data showed that the significant changes in teachers' questioning abilities were not associated with years of teaching experience or the high school or sub-district at which the teacher taught. In addition, analysis of data from the professional development program indicated that changes in teachers' questioning abilities were not associated with any one of the four facilitators of the professional development sessions. Participants in the study, as well as teachers not participating in the study but participating in the professional development program, had a high attendance rate for the professional development sessions. During these sessions, teachers had a variety of opportunities to learn about and discuss aspects of questioning, including solving and discussing challenging mathematics tasks; analyzing and discussing episodes of teaching Algebra; analyzing and generating questions for student work from Algebra classrooms; and analyzing and planning lessons related to the Algebra curriculum

Writing in math and distributive learning in math problem solving

Many teachers, parents and students have questions about single sex classrooms. Are there gender based strategies that can be used in single sex classrooms and coed classrooms? The purpose of this study was to investigate a possible difference in the perceptions of boys and girls in their math problem solving ability, and to determine if writing in math and distribution of curriculum would be effective strategies in math problem solving. The researcher conducted a classroom study to determine the effects of writing in math and compare the impact on males and females. In addition, another study investigated the distribution of curriculum to determine if this has an impact on students\u27 achievement

Massachusetts Child Psychiatry Access Project (MCPAP) University of Massachusetts (UMass) Parent Satisfaction Study

Objective: To evaluate parents’ experience with Massachusetts Child Psychiatry Access Project (MCPAP), a Consultation Liaison model, aimed at improving access to child psychiatry for primary care (consultations to primary care providers are done either by phone contact and/or by a direct evaluation of the child by a MCPAP clinician). Methods: IRB approved Parent Satisfaction Questionnaire (PSQ) sent to families referred to the MCPAP between 2/2008-8/2008, identified using the University of Massachusetts Medical Center (UMMHC) database. Results: 360 initial and 348 follow up PSQ were mailed, and 158 PSQ returned, defining a response rate of 46.2%. 78.9% of parents agreed or strongly agreed that the services provided were offered in a timely manner. 74.9% of parents agreed or strongly agreed with the statement that their child’s issues were understood. 50% agreed or strongly agreed that their child’s situation improved following their contact with the services. 74.2% agreed or strongly agreed that the quality of the service they received was satisfying. 69% agreed or strongly agreed that the service met their family’s need. 58.6% of parents agreed or strongly agreed that the service helped them deal with their issues more effectively. 67.3% agreed or strongly agreed that they were better satisfied with the service compared to previous contact with mental health providers for their child. Conclusions: PSQ suggest high satisfaction rates with MCPAP. Notable are the high rates of parents reporting they felt prepared, heard and understood. Parents were also highly satisfied with the face to face contact they had with MCPAP clinician, when that contact had occurred. Parents reported being less satisfied with regards to follow up appointments in the community and reaching their goals for their child. The results show high parental satisfaction with MCPAP evaluation process, but also highlight the need for appropriate mental health follow up in the community in order to help children and families reach their goals. Presented at the American Academy of Child & Adolescent Psychiatry (AACAP) Annual Meeting, October 29, 2009

Community Engagement with Older Adults to Evaluate Interprofessional Education in Allied Healthcare Students

Purpose: To examine students’ perceptions of interprofessional education (IPE) as a result of their participation in a community engagement experience with older adults. Methods: Thirty-six students enrolled in the undergraduate majors of athletic training, exercise science, and nutrition participated in an 8-week fall prevention program in two community dwelling senior centers. A one-group pretest-posttest evaluation design was used to assess the IPE experience of the students. Students completed the University of the West England Interprofessional Questionnaire pre and post intervention. Results: Both pretest and posttest student self-assessments of communication and teamwork skills ranged from slightly positive to neutral (means from 2.0 to 2.6). Students reported a statistical change in attitude from neutral (M = 2.3, SD + 1.1) in the direction of slightly positive (M = 2.0, SD + 1.1) toward being able to become quickly involved in new teams/groups from pretest to posttest t (26) = 2.53, p = .018; d = 0.49. 95% of students strongly agreed or agreed that the experience enabled them to interact with an unfamiliar and unique population as well as increased their understanding of other allied healthcare disciplines as a result of participation. No individual items nor the summary score exhibited statistical improvements over time. Conclusion: Overall, the intervention was successful in describing the IPE positive experiences and attitudes of undergraduate allied healthcare students when working in a senior adult population

A Randomized Trial of the Little by Little CD-ROM: Demonstrated Effectiveness in Increasing Fruit and Vegetable Intake in a Low-income Population

INTRODUCTION: Research indicates that low fruit and vegetable intake is a risk factor for many chronic diseases. Despite large-scale education campaigns, the great majority of Americans do not consume recommended levels. We tested the ability of a single brief interactive experience of the Little by Little CD-ROM to increase fruit and vegetable intake in low-income women. METHODS: A randomized placebo-controlled, parallel-group trial included 481 low-income, female participants: mean age 50.1 years, 48.4% African American, 51.6% non-Hispanic white, and 92.5% below 185% of the federally designated poverty level. Participants received one of three conditions: 1) a one-time experience with the Little by Little CD-ROM, 2) the Little by Little CD-ROM plus two reminder telephone calls, or 3) a stress management CD-ROM (control condition). We assessed baseline and follow-up dietary intake with a modified 24-hour recall. RESULTS: Two months after the one-time experience with the CD-ROMs, both intervention groups reported significantly higher intakes of fruits and vegetables than the control group. The Little by Little group with reminder calls increased daily intake by 1.32 fruits/vegetables, an 86% greater increase than the control group (P = .016). The Little by Little group without reminder calls increased daily intake by 1.20 fruits/vegetables, a 69% greater increase than the control group (P = .052). Significantly greater movement in Stage of Readiness for Change also occurred in the Little by Little groups compared with the control group. CONCLUSION: The Little by Little CD-ROM may be useful in public health and clinical situations to increase fruit and vegetable intake

Pictures of the past : Benjamin and Barthes on photography.

This paper explores the key moments in Benjamin’s and Barthes’s analyses of the cultural significance of the photograph. For Benjamin these are; the optical unconscious, the transmission of aura, the representation of cultural and political decay and proto-surrealist political commentary. For Barthes they are; the techniques of the photographer, the studium, the punctum and the ecstasy of the image. These rather different approaches to photography reveal a common concern with history. Both authors have written about the nature of historical understanding and photography has provided both with a powerful metaphor. What emerges from their analyses of photographs is that each evokes a double moment of historical awareness; of being both in the present and in the past. For Benjamin this is the ‘spark of contingency’ with which the aura of past existence shines in the present. For Barthes it is the ‘ça-a-été’, the emotional stab of awareness that what is present and visible in the photograph is irretrievably lost in the past

Ariel - Volume 10 Number 3

Executive Editors Madalyn Schaefgen David Reich Business Manager David Reich News Editors Medical College Edward Zurad CAHS John Guardiani World Mark Zwanger Features Editors Meg Trexler Jim O\u27Brien Editorials Editor Jeffrey Banyas Photography and Sports Editor Stuart Singer Commons Editor Brenda Peterso

Telomerase Maintains Telomere Structure in Normal Human Cells

AbstractIn normal human cells, telomeres shorten with successive rounds of cell division, and immortalization correlates with stabilization of telomere length. These observations suggest that human cancer cells achieve immortalization in large part through the illegitimate activation of telomerase expression. Here, we demonstrate that the rate-limiting telomerase catalytic subunit hTERT is expressed in cycling primary presenescent human fibroblasts, previously believed to lack hTERT expression and telomerase activity. Disruption of telomerase activity in normal human cells slows cell proliferation, restricts cell lifespan, and alters the maintenance of the 3′ single-stranded telomeric overhang without changing the rate of overall telomere shortening. Together, these observations support the view that telomerase and telomere structure are dynamically regulated in normal human cells and that telomere length alone is unlikely to trigger entry into replicative senescence

Contacts and behaviours of university students during the COVID-19 pandemic at the start of the 2020/2021 academic year

University students have unique living, learning and social arrangements which may have implications for infectious disease transmission. To address this data gap, we created CONQUEST (COroNavirus QUESTionnaire), a longitudinal online survey of contacts, behaviour, and COVID-19 symptoms for University of Bristol (UoB) staff/students. Here, we analyse results from 740 students providing 1261 unique records from the start of the 2020/2021 academic year (14/09/2020–01/11/2020), where COVID-19 outbreaks led to the self-isolation of all students in some halls of residences. Although most students reported lower daily contacts than in pre-COVID-19 studies, there was heterogeneity, with some reporting many (median = 2, mean = 6.1, standard deviation = 15.0; 8% had ≥ 20 contacts). Around 40% of students’ contacts were with individuals external to the university, indicating potential for transmission to non-students/staff. Only 61% of those reporting cardinal symptoms in the past week self-isolated, although 99% with a positive COVID-19 test during the 2 weeks before survey completion had self-isolated within the last week. Some students who self-isolated had many contacts (mean = 4.3, standard deviation = 10.6). Our results provide context to the COVID-19 outbreaks seen in universities and are available for modelling future outbreaks and informing policy