Hydraulic and Hydrologic Properties of the Sabine River

The Sabine River is located in Northeast Texas and is home to many threatened and endangered species as well as a growing human population. It is important to understand channel properties and flow characteristics of rivers in order better manage these important natural resources. The Sabine was monitored for hydraulic and hydrological properties as this is a poorly understood river at this point in time. Hydraulic modeling was conducted to determine channel velocities and shear stresses during different storm frequencies. It was found that velocity and shear stress had a direct relationship at lower velocities. A comparison of existing Geographic Information System (GIS) data and field-collected data showed similar findings. In addition, hydrological properties such as return flows and 7-day low flows were calculated from gauge data for use in the hydraulic model and to better understand the Sabine River

Mental health in children and adolescents with ADHD: the roles of executive function and pharmacological treatment.

Background: Attention-deficit hyperactivity disorder (ADHD) affects approximately 5% of children. Children with ADHD symptoms are more likely to develop depression than children without ADHD symptoms. Cognitive, neurological, biological, social and psychological factors have been proposed to explain this comorbidity. Method: A systematic review and meta-analyses of randomised controlled trials were conducted to investigate the impact of children taking ADHD medications on symptoms of anxiety and depression. The relationship between ADHD and depression symptoms, and potential moderating effect of executive function (EF), was explored in a large transdiagnostic cross-sectional sample of children struggling at school. Results: There was no significant effect of ADHD medications on symptoms of anxiety or depression in children and adolescents. In children struggling at school, there was no difference in ADHD symptoms or depression symptoms between children with and without an ADHD diagnosis. ADHD symptoms and EF deficits significantly, but independently, predicted depression symptoms in this sample. Conclusions: We highlight the importance of implementing standardised mental health outcome measurement in ADHD medication trials. We corroborate existing evidence that ADHD symptoms and EF are related to depressive symptoms in children and adolescents. Like some existing studies, we found no evidence that EF moderated the relationship between ADHD and depression symptoms; other cognitive and biopsychosocial factors may moderate this relationship. Our findings from a transdiagnostic sample of children support a continuum model of ADHD symptoms and burden, rather than the traditional discrete diagnostic category

Never a Dull Moment: Distributional Properties as a Baseline for Time-Series Classification

The variety of complex algorithmic approaches for tackling time-series classification problems has grown considerably over the past decades, including the development of sophisticated but challenging-to-interpret deep-learning-based methods. But without comparison to simpler methods it can be difficult to determine when such complexity is required to obtain strong performance on a given problem. Here we evaluate the performance of an extremely simple classification approach -- a linear classifier in the space of two simple features that ignore the sequential ordering of the data: the mean and standard deviation of time-series values. Across a large repository of 128 univariate time-series classification problems, this simple distributional moment-based approach outperformed chance on 69 problems, and reached 100% accuracy on two problems. With a neuroimaging time-series case study, we find that a simple linear model based on the mean and standard deviation performs better at classifying individuals with schizophrenia than a model that additionally includes features of the time-series dynamics. Comparing the performance of simple distributional features of a time series provides important context for interpreting the performance of complex time-series classification models, which may not always be required to obtain high accuracy.Comment: 8 pages, 3 figure

Telling stories in the use of portfolio assessment in higher education: some implementation issues

Evidence has shown that the results of traditional standardized tests characterized by pencil and paper formats, multiple-choice responses and time-restricted completion are not sufficient in telling how pupils engage in the learning process and their progress in learning. In addition, these tests tend to emphasize on the assessment of basic skills but fail to measure higher level thinking and problem solving skills. This inadequacy can be addressed by incorporating authentic assessment approaches such as performance tasks, portfolios, and grading for team effort. This paper aims to tell stories from an action learning research group whose members have used ‘portfolio’ as an alternative assessment strategy in higher education

Protocol for a transdiagnostic study of children with problems of attention, learning and memory (CALM).

BACKGROUND: A substantial proportion of the school-age population experience cognitive-related learning difficulties. Not all children who struggle at school receive a diagnosis, yet their problems are sufficient to warrant additional support. Understanding the causes of learning difficulties is the key to developing effective prevention and intervention strategies for struggling learners. The aim of this project is to apply a transdiagnostic approach to children with cognitive developmental difficulties related to learning to discover the underpinning mechanisms of learning problems. METHODS: A cohort of 1000 children aged 5 to 18 years is being recruited. The sample consists of 800 children with problems in attention, learning and / memory, as identified by a health or educational professional, and 200 typically-developing children recruited from the same schools as those with difficulties. All children are completing assessments of cognition, including tests of phonological processing, short-term and working memory, attention, executive function and processing speed. Their parents/ carers are completing questionnaires about the child's family history, communication skills, mental health and behaviour. Children are invited for an optional MRI brain scan and are asked to provide an optional DNA sample (saliva). Hypothesis-free data-driven methods will be used to identify the cognitive, behavioural and neural dimensions of learning difficulties. Machine-learning approaches will be used to map the multi-dimensional space of the cognitive, neural and behavioural measures to identify clusters of children with shared profiles. Finally, group comparisons will be used to test theories of development and disorder. DISCUSSION: Our multi-systems approach to identifying the causes of learning difficulties in a heterogeneous sample of struggling learners provides a novel way to enhance our understanding of the common and complex needs of the majority of children who struggle at school. Our broad recruitment criteria targeting all children with cognitive learning problems, irrespective of diagnoses and comorbidities, are novel and make our sample unique. Our dataset will also provide a valuable resource of genetic, imaging and cognitive developmental data for the scientific community

Cognitive Dimensions of Learning in Children With Problems in Attention, Learning, and Memory.

A data-driven, transdiagnostic approach was used to identify the cognitive dimensions linked with learning in a mixed group of 805 children aged 5 to 18 years recognised as having problems in attention, learning and memory by a health or education practitioner. Assessments included phonological processing, information processing speed, short-term and working memory, and executive functions, and attainments in word reading, spelling, and maths. Data reduction methods identified three dimensions of phonological processing, processing speed and executive function for the sample as a whole. This model was comparable for children with and without ADHD. The severity of learning difficulties in literacy was linked with phonological processing skills, and in maths with executive control. Associations between cognition and learning were similar across younger and older children and individuals with and without ADHD, although stronger links between learning-related problems and both executive skills and processing speed were observed in children with ADHD. The results establish clear domain-specific cognitive pathways to learning that distinguish individuals in the heterogeneous population of children struggling to learn

The Strengths and Difficulties Questionnaire Predicts Concurrent Mental Health Difficulties in a Transdiagnostic Sample of Struggling Learners

Children and adolescents with developmental problems are at increased risk of experiencing mental health problems. The Strengths and Difficulties Questionnaire (SDQ) is widely used as a screener for detecting mental health difficulties in these populations, but its use thus far has been restricted to groups of children with diagnosed disorders (e.g., ADHD). Transdiagnostic approaches, which focus on symptoms and soften or remove the boundaries between traditional categorical disorders, are increasingly adopted in research and practice. The aim of this study was to assess the potential of the SDQ to detect concurrent mental health problems in a transdiagnostic sample of children. The sample were referred by health and educational professionals for difficulties related to learning (N = 389). Some had one diagnosis, others had multiple, but many had no diagnoses. Parent-rated SDQ scores were significantly positively correlated with parent ratings of mental health difficulties on the Revised Child Anxiety and Depression Scale (RCADS). Ratings on the SDQ Emotion subscale significantly predicted the likelihood of having concurrent clinical anxiety and depression scores. Ratings on the Hyperactivity subscale predicted concurrent anxiety levels. These findings suggest the SDQ could be a valuable screening tool for identifying existing mental health difficulties in children recognized as struggling, as it can be in typically developing children and those with specific diagnoses

Societal Statement on the Role of Occupational Therapy with Survivors of Human Sex Trafficking in the United States

As part of a specialized course, OTD 8340 Wellness and Health Promotion in Occupational Therapy, students from the Nova Southeastern University Entry Level Doctor of Occupational Therapy program, drafted a Societal Statement on the role of occupational therapy with survivors of human sex trafficking in the United States. The students explored the issue of domestic human sex trafficking from an occupational perspective, under the guidance of their professor, Mirtha Montejo Whaley, PhD, OTR/L. As of the publication of this journal, the document is under review by the American Occupational Therapy Association (AOTA

Культура в процессе формирования интеллектуального потенциала личности

Introduction of vocalizations (low formant dispersion first)