Relative difficulty of auditory perception of word elements

Thesis (M.A.)--Boston University, 1948. This item was digitized by the Internet Archive

Exercises for word analysis in grade II.

Thesis (Ed.M.)--Boston University N.B.: the following pages are missing: cover page; pages 374-376 at end of text

Attribution Analysis of Computer Self-Efficacy

Individuals’ reactions to ERP technology and subsequent behaviors are investigated by combining Self- Efficacy Theory and Attribution Theory. Using a field study, this research determined the attributions of computer performance and their causal dimensions (i.e., locus of causality, stability, and controllability). The PLS results indicated that desirable and undesirable attributions are important antecedents to computer self- efficacy

Understanding Task-Performance Chain Feed-Forward and Feedback Relationships in E-health

The associations between the use of effective technology and user performance, and the effect of user performance on technology use and task-technology fit (TTF), requires further research (Furneauz, 2012). To address this call for future research, we examined the feed-forward from use and TTF to performance and the feedback from performance to use and TTF by using longitudinal data (n = 156) collected from participants using two custom-built e-health systems that we designed to provide education to develop self-management practices for study participants with newly diagnosed type 2 diabetes. We captured participants’ use of the two systems, their perceptions of TTF, and their health performance through biomedical outcomes every three months over a 12month period. Our findings show significant and different feed-forward and feedback relationships. In general, our results also show that system use and a negative TTF-use interaction significantly affected performance through feed-forward, while participant performance significantly affected use and negatively affects TTF through feedback. We discuss the implications for task-performance chain (TPC) research and developing and using e-health systems in chronic care

The Clinical Impact of eHealth on the Self-Management of Diabetes: A Double Adoption Perspective

The development, adoption, and acceptance of eHealth systems that change and improve patient self-care have been promising, but the results have been mixed and the work mostly atheoretical. In this paper, we respond to this opportunity by developing and assessing an eHealth system for newly diagnosed type 2 diabetes patients. Study participants used the eHealth system for a 12-month period after diagnosis in an attempt to acquire an understanding about their diabetes, develop self-care activities (e.g., blood glucose testing), and improve their biomedical outcomes. Drawing upon theories and methods from information systems and upon the Precede-Proceed model of health promotion planning, we explored the double adoption of eHealth technology and its antecedents, self-care practices and their antecedents, and improvements in biomedical outcomes important to long-term diabetes health. Path model results indicate important implications for information systems, eHealth, and health promotion practice and research, which are discussed

The Influence of the Patient-Clinician Relationship on Healthcare Outcomes: A Systematic Review and Meta-Analysis of Randomized Controlled Trials

Objective: To determine whether the patient-clinician relationship has a beneficial effect on either objective or validated subjective healthcare outcomes. Design: Systematic review and meta-analysis. Data Sources Electronic databases EMBASE and MEDLINE and the reference sections of previous reviews. Eligibility Criteria for Selecting Studies Included studies were randomized controlled trials (RCTs) in adult patients in which the patient-clinician relationship was systematically manipulated and healthcare outcomes were either objective (e.g., blood pressure) or validated subjective measures (e.g., pain scores). Studies were excluded if the encounter was a routine physical, or a mental health or substance abuse visit; if the outcome was an intermediate outcome such as patient satisfaction or adherence to treatment; if the patient-clinician relationship was manipulated solely by intervening with patients; or if the duration of the clinical encounter was unequal across conditions. Results: Thirteen RCTs met eligibility criteria. Observed effect sizes for the individual studies ranged from d = −.23 to .66. Using a random-effects model, the estimate of the overall effect size was small (d = .11), but statistically significant (p = .02). Conclusions: This systematic review and meta-analysis of RCTs suggests that the patient-clinician relationship has a small, but statistically significant effect on healthcare outcomes. Given that relatively few RCTs met our eligibility criteria, and that the majority of these trials were not specifically designed to test the effect of the patient-clinician relationship on healthcare outcomes, we conclude with a call for more research on this important topic

Learning from Comparison in Algebra

Mastery of algebra is an important yet difficult milestone for students, suggesting the need for more effective teaching strategies in the algebra classroom. Learning by comparing worked-out examples of algebra problems may be one such strategy. Comparison is a powerful learning tool from cognitive science that has shown promising results in prior small-scale studies in mathematics classrooms. This study reports on a yearlong randomized controlled trial testing the effect of an Algebra I supplemental comparison curriculum on students’ mathematical knowledge. 141 Algebra I teachers were randomly assigned to either implement the comparison curriculum as a supplement to their regular curriculum or to be a ‘business as usual’ control. Use of the supplemental curriculum was much less frequent than requested for many teachers, and there was no main effect of condition on student achievement. However, greater use of the supplemental curriculum was associated with greater procedural student knowledge. These findings suggest a role for comparison in the algebra classroom but also the challenges of supporting teacher integration of new materials into the curriculum

Knockdown of the DNA repair and redox signaling protein Ape1/ Ref-1 blocks ovarian cancer cell and tumor growth

Apurinic endonuclease 1/redox effector factor-1 (Ape1/Ref-1 or Ape1) is an essential protein with two distinct functions. It is a DNA repair enzyme in the base excision repair (BER) pathway and a reduction–oxidation (redox) signaling factor maintaining transcription factors in an active reduced state. Our laboratory previously demonstrated that Ape1 is overexpressed in ovarian cancer and potentially contributes to resistance. Therefore, we utilized siRNA technology to knockdown protein levels of Ape1 in ovarian cancer cell line, SKOV-3x. Knocking Ape1 down had dramatic effects on cell growth in vitro but was not due to an increase in apoptosis and at least partially due to an extension in transit time through S-phase. Similarly, human ovarian tumor xenografts with reduced levels of Ape1 protein demonstrated a dramatic reduction in tumor volume (p < 0.01) and also statistically significant (p = 0.02) differences in 18F-fluorodeoxyglucose (FDG) uptake indicating reduced glucose metabolism and cellular proliferation. Ape1's role in DNA repair and redox signaling is important to our basic understanding of ovarian cancer cell growth and these findings strongly support Ape1 as a therapeutic target

The importance of individual differences in developing computer training programs for end users

x, 99 leaves : ill. ; 28 cm.Research emphasises that effective and efficient end-user training is a vital component of the successful utilization of computer technology and that individual differences (e.g., learning styles, cognitive reasoning schemata) may effect the outcomes of end-user training. This study investigates the relationships between end users' Motivational Intent to use computer technology and individual differences. End users' Motivational Intent to use computer technology is significantly different for between-subjects grouped according to their level of anxiety (i.e., positive, neutral, negative). The empirical results indicate that end users' scholastic ability is an important predictor of the incremental change over time to end users' Motivational Intent to use computer technology. End users' learning styles impact the incremental change over time to end users' Motivational Intent to use computer technology. The results suggest that the tailoring of end-user training methods, techniques and materials to accomodate individual differences may be beneficial and worthwhile

Bibliotecas escolares: tendências globais

This article discusses the technology and teaching/learning process transformation and the impact of these changes at the school libraries, specifically in terms of collection development, space design and the role of librarians. The literature analysis shows a tendency to adopt learning models based on collaborative construction of knowledge, with an emphasis on understanding learning and teaching activities in several environments. The school libraries can accept and subsidize the varied teaching activities, transforming itself not only in a place of information appropriation, but also in a place where knowledge is produced through connected and diversified collaborative activities. The librarian needs to strengthen their domination of technology in order to obtain, manage, produce and share information. The reading incentive continues to be important but it needs to be expanded to different media and formats.Este artigo aborda as transformações do processo de ensinoaprendizagem e das tecnologias e o impacto dessas nas bibliotecas escolares, especificamente, na formação do acervo, na configuração do espaço e no papel dos bibliotecários. A análise da literatura mostra tendência à adoção de modelos de aprendizagem baseados na construção colaborativa do conhecimento, com ênfase na aprendizagem compreensiva e atividades de ensino em ambientes diversificados. As bibliotecas escolares podem acolher e subsidiar atividades de ensino variadas, transformando-se em locais não apenas de apropriação da informação, mas também de produção do conhecimento por meio de atividades colaborativas, conectadas e diversificadas. O bibliotecário precisa fortalecer o domínio de tecnologias para obtenção, gerenciamento, produção e compartilhamento de informações. O fomento à leitura continua a ser importante, mas precisa ser ampliado para diferentes suportes e formatos