Increasing Subtraction Automaticity using the Think Addition Strategy and Taped Problems

The purpose of our research project was for kindergarten and first grade students to reach grade level proficiency in subtraction automaticity. The study took place in a public elementary school kindergarten classroom of 19 students and a first grade classroom of 18 students. The students were taught the Think Addition strategy and practiced Taped Problems to increase their subtraction fact automaticity. The data sources included an observational checklist, attendance tracking sheet, and district power point assessment and rubric. The data from the intervention showed an increase in subtraction fact automaticity. The teacher observations revealed students using the new subtraction strategy introduced during the intervention. Using the Think Addition strategy and Taped Problems helped students achieve proficiency in grade level subtraction fact automaticity

An investigation of uniform expansions of large order Bessel functions in Gravitational Wave Signals from Pulsars

In this work, we extend the analytic treatment of Bessel functions of large order and/or argument. We examine uniform asymptotic Bessel function expansions and show their accuracy and range of validity. Such situations arise in a variety of applications, in particular the Fourier transform of the gravitational wave signal from a pulsar. The uniform expansion we consider here is found to be valid in the entire range of the argument

A Rapid and Efficient Method for Purifying High Quality Total RNA from Peaches (Prunus persica) for Functional Genomics Analyses

http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0716-97602005000100010&lng=es&nrm=isoPrunus persica has been proposed as a genomic model for deciduous trees and the Rosaceae family. Optimized protocols for RNA isolation are necessary to further advance studies in this model species such that functional genomics analyses may be performed. Here we present an optimized protocol to rapidly and efficiently purify high quality total RNA from peach fruits (Prunus persica). Isolating high-quality RNA from fruit tissue is often difficult due to large quantities of polysaccharides and polyphenolic compounds that accumulate in this tissue and co-purify with the RNA. Here we demonstrate that a modified version of the method used to isolate RNA from pine trees and the woody plant Cinnamomun tenuipilum is ideal for isolating high quality RNA from the fruits of Prunus persica. This RNA may be used for many functional genomic based experiments such as RT-PCR and the construction of large-insert cDNA libraries

autopsych : An R Shiny tool for the reproducible Rasch analysis, differential item functioning, equating, and examination of group effects

In this paper, we present autopsych, a novel online tool that allows school assessment experts, test developers, and researchers to perform routine psychometric analyses and equating of student test data and to examine the effect of student demographic and group conditions on student test performance. The app extends current open-source software by providing (1) extensive embedded result narration and summaries for written reports, (2) improved handling of partial credit data via customizable item-person Wright maps, (3) customizable item- and person-flagging systems, (4) item-response theory model constraints and controls, (5) many-facets Rasch analysis to examine item bias, (6) Rasch fixed item equating for mapping student ability across test forms, (7) tabbed spreadsheet outputs and immediate options for secondary data analysis, (8) customizable graphical color schemes, (9) extended ANOVA analysis for examining group differences, and (10) inter-rater reliability analyses for the verifying the consistency of rater scoring systems. We present the app’s architecture and functionalities and test its performance with simulated and real-world small-, medium-, and large-scale assessment data. Implications and planned future developments are also discussed

Classifying multiple ethnic identifications: Methodological effects on child, adolescent, and adult ethnic distributions

Background: The burgeoning global multi-ethnic population, in conjunction with the importance of accurate ethnic group counts for research and policy purposes, make classification of multiple ethnic responses a complex but important issue. There are numerous possible classification approaches, differing in ethical implications and ease of statistical application. Objective: This study empirically examines the validity and consistency of three comparatively accessible ethnic classification methods (total response, administrative-prioritisation, and self-prioritisation) in increasingly ethnically diverse age cohorts (adults, adolescents, and children). Methods: We utilised secondary data from two large-scale studies in Aotearoa/New Zealand which asked children (N = 6,149; responded via mother proxy), adolescents (N = 8,464), and adults (N = 11,210) to select (1) all the ethnicities they identified with, and (2) their main ethnicity. The data were coded, then analysed using descriptive statistics and z-tests for proportional differences. Results: The majority of multi-ethnic participants were able to select a main ethnic group when required, but around 20Š could not or refused to do so, and there was over 60Š discrepancy between self-prioritised ethnicity and administrative-prioritised ethnicity. Differences by age group and ethnic combination were apparent. Comparison of overall ethnic group proportions outputted by the three classification methods revealed within-group variation, particularly where there were higher rates of multi-ethnic identification. Contribution: This study empirically demonstrates that researchers' choice of ethnic classification method can have a strong influence on ethnic group proportions. Researchers should therefore select the classification method most appropriate for their research question and clearly report the method employed

Estudio comparativo de dos pruebas rápidas de ureasa elaboradas en el laboratorio de Microbiología de la Universidad Tecnológica de Pereira frente a una comercial para detección de H pylori en biopsia gástrica.

El H. pylori es un bacilo Gram negativo que coloniza la mucosa gástrica del hombre, causando gastritis crónica, ulcera gástrica y duodenal, se asocia con carcinoma gástrico y linfoma gástrico tipo MALT. Existen diferentes métodos diagnósticos para detectar la infección por Helicobacter pylori. Uno de los más utilizados es la prueba rápida de la ureasa (PRU), ya que se realiza en la misma unidad de endoscopia. El propósito del presente estudio fue determinar la sensibilidad y especificidad de dos pruebas de ureasa fabricadas en el Laboratorio de Microbiología de la Universidad Tecnológica de Pereira frente a una prueba rápida de ureasa comercial de reconocida sensibilidad y especificidad tomada como patrón de referencia (Serim PYLORITEK TEST KIT 5140D). A 53 pacientes que consultaron por síntomas dispéticos y por diagnóstico endoscópico que ameritaron ser incluidos en el estudio, se les tomaron tres biopsias antrales por paciente. Cada una de ellas se utilizaron en las respectivas pruebas de ureasa. De los 53 pacientes estudiados, 22 presentaron las tres pruebas de ureasa positivas simultáneamente. En ningún paciente una o dos pruebas dieron positivas. Generalmente se acepta que el tiempo de lectura de las pruebas rápidas de ureasa se hace hasta las 24 horas. Cuando el tiempo de lectura de las pruebas fabricadas en el laboratorio fue de 24 horas, presentaron una sensibilidad y especificidad del 100% con respecto a la prueba comercial. A las 5 horas, la sensibilidad para la prueba sólida fue del 100% y para la prueba líquida de 91%. A las 2 horas, las sensibilidades disminuyeron a 82% y 86% respectivamente y a una hora, la sensibilidad disminuyó a 77% para la prueba sólida y 82% para la líquida. La disminución de la sensibilidad a través del tiempo de lectura en las pruebas fabricadas en el laboratorio esta acorde con los resultados obtenidos por otros investigadores cuando compararon las pruebas comerciales CLOTest, Hpfast y Pyloritek. La especificidad se mantuvo en el 100% en todas las medidas del tiempo de lectura. En conclusión, los resultados de las pruebas caseras muestran que para obtener un 95% de confiabilidad se requiere al menos un rango de tiempo de lectura entre 10 minutos a 5 horas

What do teachers think about their students’ inclusion? Consistency of students’ self-reports and teacher ratings

The aim of this study was to investigate the consistency between the self-reports and teacher ratings of students’ emotional and social inclusion at school as well as for their academic self-concept. The German version of the Perceptions of Inclusion Questionnaire (PIQ) was administered to 329 grade 8 students (50.8% female, Mage = 14.5 years, SDage = 0.5 years) and their teachers. First, the three- dimensional structure of both PIQ versions was confirmed by confirmatory item factor analysis. The a and & coefficients demonstrated good reliability for all scales. Second, a correlated trait-correlated method minus one model provided evidence that the method specificity of teacher ratings was larger than the consistency between the self-reports and teacher ratings. Third, the results of a latent difference model indicated that general method effects can partly be explained by a student’s gender or special educational needs. Finally, the low consistency between self-reports and teacher rating is discussed