Literacy difficulties in Higher Education:identifying students’ needs with a Hybrid Model

Aims Aims Studies on literacy difficulties have mainly focused on children or adults who have a diagnosis of dyslexia. Some students enter university without such a diagnosis, but with literacy difficulties, and this may impact their ability to become independent learners and achieve academically. This exploratory study aims to employ a hybrid model for developing profiles for such individuals. The hybrid model encompasses the causal modelling framework (CMF; Morton & Frith, 1993), the proximal and distal causes of literacy difficulties (Jackson & Coltheart, 2001) and the conceptual framework for identification of dyslexia (Reid & Came, 2009). Method In this multiple case study design, three young adults with literacy difficulties were interviewed. Using narrative analysis, we compared the cases’ responses with the responses of a matched control student without literacy difficulties. Findings The main findings of the comparison suggested that the proposed hybrid model could be an effective way to highlighting potential obstacles to learning in those with literacy difficulties and would, therefore, be an invaluable tool for educational psychologists who work in adult educational settings. Limitations This is an exploratory study based on multiple case studies. A group study with more individuals should be conducted in order to further validate the proposed hybrid model. Conclusions The current study highlights the importance of understanding the psychosocial, as well as the cognitive and biological aspects of literacy difficulties, without claiming generalisability

The Idiosyncrasy of Involuntary Musical Imagery Repetition (IMIR) Experiences: The Role of Tempo and Lyrics

Involuntary musical imagery repetition (IMIR), colloquially known as “earworms,” is a form of musical imagery that arises involuntarily and repeatedly in the mind. A growing number of studies, based on retrospective reports, suggest that IMIR experiences are associated with certain musical features, such as fast tempo and the presence of lyrics, and with individual differences in music training and engagement. However, research to date has not directly assessed the effect of such musical features on IMIR and findings about individual differences in music training and engagement are mixed. Using a cross-sectional design (Study 1, n = 263), we examined IMIR content in terms of tempo (fast, slow) and presence of lyrics (instrumental, vocal), and IMIR characteristics (frequency, duration of episode and section) in relation to 1) the musical content (tempo and lyrics) individuals most commonly expose themselves to (music-listening habits), and 2) music training and engagement. We also used an experimental design (Study 2, n = 80) to test the effects of tempo (fast or slow) and the presence of lyrics (instrumental or vocal) on IMIR retrieval and duration. Results from Study 1 showed that the content of music that individuals are typically exposed to with regard to tempo and lyrics predicted and resembled their IMIR content, and that music engagement, but not music training, predicted IMIR frequency. Music training was, however, shown to predict the duration of IMIR episodes. In the experiment (Study 2), tempo did not predict IMIR retrieval, but the presence of lyrics influenced IMIR duration. Taken together, our findings suggest that IMIR is an idiosyncratic experience primed by the music-listening habits and music engagement of the individual

Factors Influencing the Thermodynamic Efficiency of Stirling Engines

This meta-study examines the factors which contribute to Stirling engine efficiency. Working fluids should have high specific heat capacity, low viscosity and low density making noble gases the most suitable. Each different working fluid has its own optimum power output at varying pressures and temperatures. The best being Helium at 4.14 MPa and 922K. Dead volume also affects the power output of Stirling engines. Theoretical engines with zero dead volume are ideal but dead volume can occupy over 50% of the engine. Engine configuration also impacts on the efficiency of a Stirling engine. The layout of pistons and cylinders about each other can also have drastic effects on these efficiencies. Currently the most effective engine layout is the ‘gamma’ configuration, which measures 30%-32% efficient. Future research is required to produce a more efficient Stirling engines, based on the factors considered above to determine the viability of these engines as a replacement for coal and fossil fuel powered combustion engines

Living with the dyslexia label: Exploring the life narratives of students labelled with dyslexia in higher education from a sociocultural perspective.

The present study explores the life narratives of higher education students labelled with dyslexia, with particular focus on their perceptions of the educational practices that enabled and disabled their learning. By situating learning and learning difficulty within the wider social and cultural context, the research was able to explore ‘dyslexia’ through the participants’ experiences of participation and non-participation within different social practices, throughout their life. A total of 6 participants from the University of Huddersfield voluntarily took part in 2 interviews each. The data from the interviews was then analysed using thematic analysis, which was guided by communities of practice theory. The following four themes emerged from the data: Disabling barriers within the education system, Being acquired by the ‘disability’ label, Enabling practices and Eesisting the disability label. Overall, the main findings suggest that there are numerous learning barriers that exist within the education system as a result of marginalising practices, particularly at school and college. This has shown to have detrimental effects on the participants’ learning identity and thus learning development. However, once the participants experienced legitimate participation within a practice they enjoyed and felt they were good at, their identity shifted from a marginal identity to a much more positive learning identity, which encouraged their motivation to learn. Importantly, through the exploration of life narratives,the research was therefore able to capture how identity fluctuates throughout the participants’ learning journey, through participation and non-participation within different communities of practice.Therefore, the findings provide support against the view that learning and learning difficulty is a ‘fixed innate ability’ and ultimately encouraging the notion of life-long learning development

A linguistic awareness intervention targeting spelling and written expression in a 10-year-old dyslexic child

We report the case of a monolingual English-speaking boy (AM) aged 10-years, and the intervention targeting spelling and written expression difficulties that AM had. AM’s performance was contrasted in all experimental measures to a group of 13 typically developing spellers attending the same class. Literacy and cognitive assessments revealed for AM non-word reading difficulties, and deficits in spelling, written expression, phonological ability, verbal memory and rapid automatized naming. AM took part in nine sessions of linguistic awareness intervention that focused on promoting simultaneous attention to phonology, orthography, morphology, semantics and syntax. Results revealed a significant improvement in spelling, non-word reading, writing and handwriting. The results indicate that raising linguistic awareness can have a robust impact on spelling and written expression

A linguistic awareness intervention targeting spelling and written expression in a 10-year-old dyslexic child

We report the case of a monolingual English-speaking boy (AM) aged 10, and the intervention targeting AM’s spelling and written expression difficulties. AM’s performance was contrasted in all experimental measures to a group of 13 typically developing spellers attending the same class. Literacy and cognitive assessments revealed for AM pseudowordreading difficulties, and deficits in spelling, written expression, phonological ability, verbal memory and rapid automatised naming. AM took part in nine sessions of linguistic awareness intervention that focused on promoting simultaneous attention to phonology, orthography, morphology, semantics and syntax. Results revealed a substantial improvement in spelling, pseudowordreading, writing and handwriting. The results indicate that raising linguistic awareness can have a robust impact on spelling and written expression

A finite volume shock-capturing solver of the fully coupled shallow water-sediment equations

This paper describes a numerical solver of well-balanced, 2D depth-averaged shallow water-sediment equations. The equations permit variable variable horizontal fluid density and are designed to model watersediment flow over a mobile bed. A Godunov-type, HLLC finite volume scheme is used to solve the fully coupled system of hyperbolic conservation laws which describe flow hydrodynamics, suspended sediment transport, bedload transport and bed morphological change. Dependent variables are specially selected to handle the presence of the variable density property in the mathematical formulation. The model is verified against analytical and semi-analytical solutions for bedload transport and suspended sediment transport, respectively. The well-balanced property of the equations is verified for a variable-density dam break flow over discontinuous bathymetry. Simulations of an idealised dam-break flow over an erodible bed are in excellent agreement with previously published results ([1]), validating the ability of the model to capture the complex interaction between rapidly varying flow and an erodible bed and validating the eigenstructure of the system of variable-density governing equations. Flow hydrodynamics and final bed topography of a laboratory-based 2D partial dam breach over a mobile bed are satisfactorily reproduced by the numerical model. Comparison of the final bed topographies, computed for two distinct sediment transport methods, highlights the sensitivity of shallow water-sediment models to the choice of closure relationships

Impact of Integrating a Unified Population Health and Systems Thinking Curriculum into a PA Program

Purpose This study shows the impact of a 3-part population health and interprofessional education (IPE) curriculum on Physician Assistant (PA) students’ knowledge and experience of population health and systems thinking (PHST) and to promote a team-based approach to patient care and improve patient health and preventative services. Methods Human Resources and Services Administration funded a 5-year Primary Care and Training Enhancement grant in PHST. With this funding, the Department of Family and Community Medicine developed a three-part plan emphasizing interprofessional learning. The impact was measured using a 22-item survey measuring knowledge and experience of PHST delivered to PA students annually. Survey responses were statistically compared across phases. Results There were 394 student responses analyzed comprising of 36.3% phase I, 38.1% phase II, and 25.6% phase III. After exposure to the PHST curriculum, students were significantly more likely to report choosing primary care (40% phase I to 54% phase III; p=0.0073). Knowledge and experience in all 13 educational goals significantly increased from phase I to phase III (ps \u3c 0.0001) with only 13% of PA students reporting no current knowledge by phase III. PA students’ reported need for additional training significantly decreased (ps \u3c 0.01), but an average of 75% of phase III students still reported needing additional training across the 13 educational goals. Conclusion The enhanced curriculum, emphasizing interprofessional collaboration, delivered in the PA program was effective in providing experiences and applying the knowledge surrounding PHST, which is consistent with other educational strategies in population health education. This study validates the need for continued education and training with the integration of PHST in the education of future clinicians being extremely vital for continued efforts in improving health outcomes for all patients

Assessing Patient Preferences for Communication Companions in Primary Care

Introduction: Adults with communication impairments encounter obstacles in accessing high quality healthcare. While having a companion accompany a patient during clinic visits is a potential solution, the literature suggests that the efficacy of this strategy remains unclear. We sought to determine patient preferences regarding the roles of a communication companion and other approaches to overcoming communication challenges. Methods: The Patient-Provider-Companion survey was provided to adult primary care patients during check-in at five urban and rural practices in northern Vermont. The survey offered a checklist of options regarding the roles a companion may play to improve communication during a visit, including active roles such as speaking for the patient, or more passive roles such as taking notes. Other questions assessed how best to communicate health information after a visit. All responses were collected anonymously and analyzed using descriptive statistics. Results: Of the 179 survey respondents, the mean age was 55 (range 19-94), with 65% women. Eleven percent of respondents brought a companion to the visit, and the most highly endorsed companion roles were: “helping understand what the doctor says or means” (63%), and “prompt or remind to ask questions” (68%). Additionally, 105 patients provided their preferences for healthcare communication: 50% wanted key takeaways at the end of the visit, and 46% wanted time to summarize back what they heard. Fewer than 10% requested specific aids such as use of a clear mask or an amplifier. Among the 46 respondents who endorsed a method of keeping family up to date, the most common preference was to “read notes and instructions via the patient portal” (77%). Conclusions: Patient accompaniment to a primary care visit is common. Among accompanied patients, we identified preference for the roles a companion may play, which included strategies to help the patient understand as well as help with being understood. Asynchronous communication through the patient portal to the medical record is highly endorsed and deserves further exploration as an option for patients with communication disabilities. Bringing a companion and using the patient portal are customizable, patient-centered strategies that can be appropriate for people with unique and overlapping communication disabilities