Test Anxiety and Relaxation Training in Third-Grade Students

As testing becomes an achievement marker for elementary school children, test anxiety would naturally follow for these children. This study looks at test anxiety in third grade students, as well as relaxation training as a treatment modality to deal with that anxiety. One hundred and four third grade students participated in this study. Those students that received relaxation training experienced less test anxiety after the treatment. Students in the control group showed no changes in test anxiety. The use of relaxation training among third grade students may be a beneficial method for teachers to reduce anxiety in their students

Effects of Relaxation and Deep-Breathing on High School Students: ACT Prep

The purpose of this study was to relieve test anxiety in high school juniors preparing to take the ACT: a high-stakes, college admissions, standardized test. Participants included 81 eleventh grade students (25 males, 56 females) from a Midwestern public high school. Results demonstrated that relaxation training in the experimental group significantly lowered student’s perceptions of test anxiety from pre-test to post-test. Further research regarding systematic deep breathing and relaxation techniques is needed

Effects of Relaxation and Deep-Breathing on High School Students: ACT Prep

The purpose of this study was to relieve test anxiety in high school juniors preparing to take the ACT: a high-stakes, college admissions, standardized test. Participants included 81 eleventh grade students (25 males, 56 females) from a Midwestern public high school. Results demonstrated that relaxation training in the experimental group significantly lowered student’s perceptions of test anxiety from pre-test to post-test. Further research regarding systematic deep breathing and relaxation techniques is needed

Experimental annotation of post-translational features and translated coding regions in the pathogen Salmonella Typhimurium

<p>Abstract</p> <p>Background</p> <p>Complete and accurate genome annotation is crucial for comprehensive and systematic studies of biological systems. However, determining protein-coding genes for most new genomes is almost completely performed by inference using computational predictions with significant documented error rates (> 15%). Furthermore, gene prediction programs provide no information on biologically important post-translational processing events critical for protein function.</p> <p>Results</p> <p>We experimentally annotated the bacterial pathogen <it>Salmonella </it>Typhimurium 14028, using "shotgun" proteomics to accurately uncover the translational landscape and post-translational features. The data provide protein-level experimental validation for approximately half of the predicted protein-coding genes in <it>Salmonella </it>and suggest revisions to several genes that appear to have incorrectly assigned translational start sites, including a potential novel alternate start codon. Additionally, we uncovered 12 non-annotated genes missed by gene prediction programs, as well as evidence suggesting a role for one of these novel ORFs in <it>Salmonella </it>pathogenesis. We also characterized post-translational features in the <it>Salmonella </it>genome, including chemical modifications and proteolytic cleavages. We find that bacteria have a much larger and more complex repertoire of chemical modifications than previously thought including several novel modifications. Our <it>in vivo </it>proteolysis data identified more than 130 signal peptide and N-terminal methionine cleavage events critical for protein function.</p> <p>Conclusion</p> <p>This work highlights several ways in which application of proteomics data can improve the quality of genome annotations to facilitate novel biological insights and provides a comprehensive proteome map of <it>Salmonella </it>as a resource for systems analysis.</p

Attitudes and Action: Social Tolerance and Legal Coercion towards Those Suffering from Schizophrenia

This study examines stigma towards those suffering from schizophrenia on two levels: social tolerance and support for legal coercion. Recent research has found that counselors are more tolerant towards those suffering from schizophrenia than the general population (Smith & Cashwell, 2010; Smith & Cashwell, 2011; Crowe & Averett, 2015; Crowe et al., 2016). These studies have not examined support for legal coercion. Findings from this study indicate that counseling students have greater levels of social tolerance than undergraduates in other educational programs, there were no differences in social tolerance for counseling students when compared to other graduate students. No significant difference was found between groups in support for legal coercion. The authors examine results through humanistic and social justice lenses

Test Anxiety and Relaxation Training in Third-Grade Students

As testing becomes an achievement marker for elementary school children, test anxiety would naturally follow for these children. This study looks at test anxiety in third grade students, as well as relaxation training as a treatment modality to deal with that anxiety. One hundred and four third grade students participated in this study. Those students that received relaxation training experienced less test anxiety after the treatment. Students in the control group showed no changes in test anxiety. The use of relaxation training among third grade students may be a beneficial method for teachers to reduce anxiety in their students