Web 2.0 and Self-Reported Student Performance Among High School Students in Rural Schools

This research intends to contribute to the current literature available on the appropriate levels of utilizing Web 2.0 resources in the classroom, therefore, amicably submitting the study\u27s results collaboration of a dynamic theoretical construct for pedagogy in the digital age. Educators must contend with and adapt to cognitive changes within their students. School leaders face existential questions regarding the role of the teacher, the role ofthe student, and the method by which these two partners interact. School administrators aware of the substantive challenge facing traditional methods of instruction should be able to provide professional development to teachers that would accurately identify the student of the 21st century as well as establish a framework from which to facilitate those pupils. Based upon the social cognitive learning theory (Bandura, 1977, 1986, 1989, 1999, 2002) and upon the collaborative nature of Web 2.0 resources, the focus of this study was to determine whether there is a statistically significant relationship between level of Web 2.0 usage and self-reported student academic achievement among high school students. Participants included 291 Georgia high school students. The researcher developed and used a Web 2.0 and Student Achievement Questionnaire to gather data on an online site. The researcher obtained a response rate of 31%. Regarding statistical findings, seven hypotheses were tested. Statistical significance was obtained pertaining to the amount of Web 2.0 usage and literature letter grade, and Web 2.0 usage and extracurricular activity participation. Ancillary findings suggested a stronger female use in Web 2.0 resources, as well as high extracurricular activity participation correlating with higher academic achievement

Prognostic implications of left ventricular hypertrophy

Left ventricular hypertrophy (LVH) was one of the earliest studied echocardiographic characteristics of the left ventricle. As the myriad of measurable metrics has multiplied over recent years, this reliable and relevant variable can often be overlooked. In this paper, we discuss appropriate techniques for accurate analysis, underlying pathophysiology, and the contributions from various risk factors. The prognostic implications of LVH on stroke, serious arrhythmias, and sudden cardiac death are reviewed. Finally, we examine the effect of therapy to reduce LVH and the resultant clinical outcomes. (C) 2018 Elsevier Inc. All rights reserved