Music as a therapeutic resource for learning disabled children

A Dissertation Submitted to the Faculty of Eduction University of the Witwatersrand, Johannesburg, in Fulfilment of the Requirements for the Degree of Master of Education. Johannesburg November 198

To Conceive of Consonance in Chaos: The Influence of the Harmonic Series on the Perception of a New Musical System

Senior Project submitted to The Division of Languages and Literature of Bard College. Senior Project submitted to The Division of Social Studies of Bard College

The role of macrophages and polymorphs in the levan-induced inhibition of Lewis lung carcinoma in C57BL mice.

High-mol.-wt levan injected locally inhibits the growth of Lewis lung carcinoma in C57BL mice. The inhibition is dependent on the number of tumour cells injected and on the dose of levan. The inhibition decreases tumour incidence and size as well as prolonging survival. The polysaccharide is most effective when injected daily beginning on the day of tumour-cell inoculation. Treatment begun on later dates is less effective. Treatment begun one day before tumour-cell inoculation enhances tumour growth. Histological studies showed that levan induces an intense polymorphonuclear (PMN) reaction followed by accumulation of vacuolated, levan-laden macrophages. Both PMN and activated macrophages seemed to have an inhibitory effect upon the growth of the tumour. The effector role of PMN was not explained by the histological study. Tumour cells in close contact with levan-laden macrophages appeared mostly necrotic. Administration of levan begun one day before tumour-cell inoculation produced a similar reaction, but the infiltrating cells did not appear to approach and damage the tumour cells

Assessing the Writing Achievement of Young Struggling Writers: Application of Generalizability Theory

This study examined the number of writing samples needed to obtain a reliable estimate of young struggling writers’ capabilities. It further assessed if performance in one genre was reflective of performance in other genres for these children. Second- and third-grade students (81 boys, 56 girls), who were identified as struggling writers in need of special assistance by their teacher and scored at the 25th percentile or lower on a norm-referenced story-writing test, wrote four compositions: a story, personal narrative, opinion essay, and informative text. Applying generalizability theory (G-theory), students’ scores on three writing measures (total number of words [TNW], vocabulary diversity, and writing quality) for the four compositions were each portioned into variance due to the following sources: students, writing tasks, and the interaction between students and writing tasks. We found that 14, 8, and 11 compositions, respectively, would be needed to obtain a reliable estimate of these students’ writing capabilities in terms of TNW, vocabulary diversity, and writing quality. Furthermore, how well these students wrote in one genre provided a weak prediction of how well they wrote in other genres

Producir textos en los inicios de la alfabetización : el impacto de diferentes enfoques pedagógicos en la expresión evaluativa

The aims of this study are to analyze the impact of the approach for teaching literacy on the evaluative expressions in narrative texts, based on a comic strip, and to compare the texts produced by preschoolers and first graders in three modalities: oral, dictated to an adult and written. Participants were 33 preschoolers and 32 first graders attending schools with a 'constructivist' approach to teaching literacy, as well as 30 preschool children and 28 first graders attending schools with a formal systematic approach. Results show a significantly higher percentage of evaluative expressions in the texts produced by children educated with a constructivist approach in both age groups in the three modalities. A qualitative analysis shows a variety of evaluative expressions. The educational implications of these findings are discussed.Aquesta recerca es proposa analitzar les expressions avaluatives de textos narratius, produïts per nens del nivell inicial i primer grau a partir d'una historieta, en tres modalitats: oral, dictat a l'adult i escrit. Van participar-hi 33 nens del nivell inicial i 32 de primer grau educats amb un enfocament constructivista i 30 nens del nivell inicial i 28 de primer grau educats amb un enfocament formal. Els resultats mostren un percentatge significativament major d'expressions avaluatives en els textos produïts per nens educats amb un enfocament constructivista en ambdós grups d'edat i en totes les modalitats. L'anàlisi qualitativa es va centrar en la varietat d'expressions avaluatives. Les implicacions educatives d'aquests resultats són discutides.Esta investigación se propuso analizar las expresiones evaluativas de textos narrativos, producidos por niños del nivel inicial y primer grado a partir de una historieta, en tres modalidades: oral, dictado a un adulto y escrito. Participaron 33 niños del nivel inicial y 32 de primer grado educados con enfoque constructivista y 30 niños del nivel inicial y 28 de primer grado educados con enfoque formal. Los resultados muestran un porcentaje significativamente mayor de expresiones evaluativas en los textos producidos por niños educados con enfoque constructivista en ambos grupos de edad y en todas las modalidades. El análisis cualitativo se centró en la variedad de expresiones evaluativas. Las implicaciones educativas de estos resultados son discutidas.L'étude a pour objectif d'analyser l impact de deux approches pédagogiques pour l'enseignement de la langue écrite: constructiviste et formelle/systématique. Il s'agit de comparer des textes narratifs produits sur une base de bande dessinée, par des enfants d'âge préscolaire avec ceux produits par des enfants de première année. Et ce en trois modalités; orale, dictée à un adulte et écrite. L'approche constructiviste a été testée sur un groupe composé de 33 enfants d'un niveau initial (préscolaire) et 32 élèves de première année d'école élémentaire. La pédagogie formelle/ systématique quant-à-elle est expérimentée sur un ensemble de 30 enfants de niveau initial (pré-scolaire) et 28 élèves de première année d'école élémentaire. Les résultats de cette étude démontrent que l'apprentissage par la pédagogie constructiviste développe un niveau d'expression évaluative significativement plus élevé dans les textes produits, quel que soit le groupe d'âge. L'analyse qualitative dépeint une grande variété d'expressions évaluatives. Les implications éducatives de ces résultats sont développées dans l'article

Producir textos en los inicios de la alfabetización: el impacto de diferentes enfoques pedagógicos en la expresión evaluativa

Esta investigación se propuso analizar las expresiones evaluativas de textos narrativos, producidos por niños del nivel inicial y primer grado a partir de una historieta, en tres modalidades: oral, dictado a un adulto y escrito. Participaron 33 niños del nivel inicial y 32 de primer grado educados con enfoque constructivista y 30 niños del nivel inicial y 28 de primer grado educados con enfoque formal. Los resultados muestran un porcentaje significativamente mayor de expresiones evaluativas en los textos producidos por niños educados con enfoque constructivista en ambos grupos de edad y en todas las modalidades. El análisis cualitativo se centró en la variedad de expresiones evaluativas. Las implicaciones educativas de estos resultados son discutidas.The aims of this study are to analyze the impact of the approach for teaching literacy on the evaluative expressions in narrative texts, based on a comic strip, and to compare the texts produced by preschoolers and first graders in three modalities: oral, dictated to an adult and written. Participants were 33 preschoolers and 32 first graders attending schools with a ‘constructivist’ approach to teaching literacy, as well as 30 preschool children and 28 first graders attending schools with a formal systematic approach. Results show a significantly higher percentage of evaluative expressions in the texts produced by children educated with a constructivist approach in both age groups in the three modalities. A qualitative analysis shows a variety of evaluative expressions. The educational implications of these findings are discussed.L'étude a pour objectif d'analyser l impact de deux approches pédagogiques pour l'enseignement de la langue écrite: constructiviste et formelle/systématique. Il s'agit de comparer des textes narratifs produits sur une base de bande dessinée, par des enfants d'âge préscolaire avec ceux produits par des enfants de première année. Et ce en trois modalités; orale, dictée à un adulte et écrite. L'approche constructiviste a été testée sur un groupe composé de 33 enfants d'un niveau initial (préscolaire) et 32 élèves de première année d'école élémentaire. La pédagogie formelle/ systématique quant-à-elle est expérimentée sur un ensemble de 30 enfants de niveau initial (pré-scolaire) et 28 élèves de première année d'école élémentaire. Les résultats de cette étude démontrent que l'apprentissage par la pédagogie constructiviste développe un niveau d'expression évaluative significativement plus élevé dans les textes produits, quel que soit le groupe d'âge. L'analyse qualitative dépeint une grande variété d'expressions évaluatives. Les implications éducatives de ces résultats sont développées dans l'article.Facultad de Humanidades y Ciencias de la Educació

The Immunohistochemistry Profile of Lymphocytic Gastritis in Celiac Disease and Helicobacter Pylori Infection: Interplay between Infection and Inflammation

Lymphocytic gastritis (LG) is associated with helicobacter pylori (Hp) and celiac disease (CD). We aimed to clarify the relationship between Hp infection and CD by defining a unique histopathology profile of LG in these two diseases. Forty patients who underwent upper endoscopy were divided into four groups: eight controls, ten active CD patients without Hp, twelve CD negative with Hp, and ten active CD with Hp infection. Antral samples were assessed by immunohistochemical staining for CD20, CD3, CD4, CD8, CD57, CNA42, and Ki67 for lymphoid aggregates, intraepithelial lymphocytes (IELs) number, density of lamina propria (LP) lymphocytes, and inflammatory glandular involvement. Only IELs positive for CD3 and CD8 were increased significantly in CD patients with or without Hp infection. Hp did not contribute to the number of CD8 IELs. In complicated cases with Hp and suspicious for CD, the number of CD8+ IELs hints toward a CD rather than Hp infection

Project AIM: Autism Intervention Meta-Analysis for Studies of Young Children

Article is forthcoming as of December 2019. Citation for published version will be added once released by the American Psychological Association.In this comprehensive systematic review and meta-analysis of group design studies of nonpharmacological early interventions designed for young children with autism spectrum disorder (ASD), we report summary effects across seven early intervention types (behavioral, developmental, naturalistic developmental behavioral intervention [NDBI], TEACCH, sensory-based, animal-assisted, and technology-based), and 15 outcome categories indexing core and related ASD symptoms. A total of 1,615 effect sizes were gathered from 130 independent participant samples. A total of 6,240 participants, who ranged in age from 0-8 years, are represented across the studies. We synthesized effects within intervention and outcome type using a robust variance estimation approach to account for the nesting of effect sizes within studies. We also tracked study quality indicators, and report an additional set of summary effect sizes that restrict included studies to those meeting pre-specified quality indicators. Finally, we conducted moderator analyses to evaluate whether summary effects across intervention types were larger for proximal as compared to distal effects, and for context-bound as compared to generalized effects. We found that when study quality indicators were not taken into account, significant positive effects were found for behavioral, developmental, and NDBI intervention types. When effect size estimation was limited to studies with randomized controlled trial (RCT) designs, evidence of positive summary effects existed only for developmental and NDBI intervention types. This was also the case when outcomes measured by parent report were excluded. Finally, when effect estimation was limited to RCT designs and to outcomes for which there was no risk of detection bias, no intervention types showed significant effects on any outcome.Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) of the National Institutes of Health (U54HD083211; PI: Neul)Special Educatio