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1. Cross-Cultural Adaptation, Validity, and Reliability Testing of the Tilburg Frailty Indicator (TFI) Amharic Version for Screening Frailty in Community-Dwelling Ethiopian Older People

Author

Kasa AS, Drury P, Chang HCR, Lee SC, and Traynor V

Subjects
tilburg frailty indicator, amharic version, validity, reliability, older persons, frailty, ethiopia, Geriatrics, RC952-954.6
Abstract

Ayele Semachew Kasa,1,2 Peta Drury,1 Hui-Chen Rita Chang,1,3 Shu-Chun Lee,4 Victoria Traynor1 1School of Nursing, Faculty of Science, Medicine, and Health, University of Wollongong, Wollongong (UOW), New South Wales, Australia; 2Department of Adult Health Nursing, College of Medicine and Health Sciences, Bahir Dar University, Bahir Dar, Ethiopia; 3School of Nursing and Midwifery, Western Sydney University, Parramatta South Campus, Parramatta, New South Wales, Australia; 4School of Gerontology and Long-Term Care, College of Nursing, Taipei Medical University, Taipei, TaiwanCorrespondence: Ayele Semachew Kasa, Email ask255@uowmail.edu.au; finoteayu24@gmail.comBackground: Frailty is a global health problem, including in African countries. Despite this, no reliable or valid frailty instruments incorporate any African language, and no research exists to cross-culturally adapt and test the validity and reliability of instruments commonly used in other countries for use within African countries. The Tilburg Frailty Indicator (TFI) is a reliable and validated instrument with the potential to be relevant for older populations living in Africa. This study aimed to develop the TFI Amharic (TFI-AM) version for use within Ethiopia.Methods: This study employed psychometric testing and the evaluation of a translated and adapted instrument. The original English language version of the TFI was translated and culturally adapted into Amharic using the World Health Organization process of translation and adaptation of an instrument. A convenience sample of ninety-six community-dwelling older people 60 years and over was recruited. Cronbach’s alpha was used for the analysis of the internal consistency of the TFI Amharic (TFI-AM) version using IBM SPSS 26.0 (IBM Corp., Armonk, NY, USA). Face and content validities of the TFI-AM were determined.Results: The TFI-AM total mean score was 5.76 (± 2.89). The internal consistency of the TFI-AM was very good with an overall Cronbach alpha value of 0.82. The physical domain showed the highest reliability with a 0.75 Cronbach’s alpha value while the social domain was the lowest with a 0.68 Cronbach’s alpha value. The Cronbach’s alpha reliability coefficients of the instrument ranged from 0.68 to 0.75. The item content validity index value ranged from 0.83 to 1.0 and the total content validity index average for the instrument was 0.91.Conclusion: The TFI-AM is reliable, valid, and reproducible for the assessment of frailty among community-dwelling older populations in Ethiopia. TFI-AM proved an easy-to-administer, applicable and fast instrument for assessing frailty in community-dwelling older populations.Keywords: Tilburg frailty indicator, Amharic version, validity, reliability, older persons, frailty, Ethiopia

Published
2023

2. An observational study of pleiotropy and penetrance of amyotrophic lateral sclerosis associated with CAG-repeat expansion of ATXN2

Author

Demaegd, Koen C., Kernan, Aoife, Cooper-Knock, Johnathan, van Vugt, Joke J. F. A., Harvey, Calum, Moll, Tobias, O’Brien, David, Gornall, Sarah, Drury, Luke, Farhan, Sali M. K., Dion, Patrick A., Rouleau, Guy A., Western, Andrea, Parsons, Paul J., Mclean, Benjamin, Benatar, Michael, van den Berg, Leonard H., Van Damme, Philip, Willem Dankbaar, Jan, Hendrikse, Jeroen, Koole, Wouter, de Bie, Charlotte, Hobson, Esther, Veldink, Jan H., van de Warrenburg, Bart, Pasterkamp, R. Jeroen, van Rheenen, Wouter, Kirby, Janine, Shaw, Pamela J., and van Es, Michael. A.

Published
2025
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10. The Aegis orbit determination and impact monitoring system and services of the ESA NEOCC web portal: The Aegis orbit determination and impact monitoring system...

Author

Fenucci, M., Faggioli, L., Gianotto, F., Bracali Cioci, D., Cano, J. L., Conversi, L., Devogèle, M., Di Girolamo, G., Drury, C., Föhring, D., Gisolfi, L., Kresken, R., Micheli, M., Moissl, R., Ocaña, F., Oliviero, D., Porru, A., Ramirez-Moreta, P., Rudawska, R., Bernardi, F., Bertolucci, A., Dimare, L., Guerra, F., Baldisserotto, V., Ceccaroni, M., Cennamo, R., Chessa, A., Del Vigna, A., Koschny, D., Teodorescu, A. M., and Perozzi, E.

Published
2024
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26. Practical Wisdom through Deliberative Pedagogy: A Constructive Rhetorical Analysis

Author

Lawrence, Windy Y., Rountree, John, and Mehltretter Drury, Sara A.

Abstract

Deliberative pedagogy holds promise for improving democratic society by cultivating practical wisdom in students as a means to tackle the problems of democracy, such as polarization. This study embraced an opportunity to consider civic education in the 21st century through deliberative pedagogy by considering practical wisdom in a synchronous, virtual deliberation among university stakeholders and local political candidates concerning our role in 21st-century politics. This civic site enabled an analysis of practical wisdom across three student roles: facilitators enrolled in a deliberation course; students from the wider university; and student alumni of the university's deliberation center, who had been exposed to deliberation in curricular and cocurricular practice. Using a constructive rhetorical analysis to understand practical wisdom within deliberative pedagogy discourse, we contend that students in these three different roles demonstrated three key aspects of practical wisdom through their discursive responses to rhetorical exigences that arose during deliberative engagement. This analysis offers insights beyond outcomes and informs deeper thinking about curricula and better pedagogical practices. Additionally, such studies, focused on the discourse itself, contribute to understandings concerning the connection between rhetoric and deliberative pedagogy.

Published
2021

29. Can Drawing Instruction Help Students with Low Visuospatial Ability in Learning Anatomy?

Author

Ritchie, Helen E., Oakes, Diana, Drury, Helen, Ollerenshaw, Suzanne, and Hegedus, Elizabeth

Abstract

Visuospatial skills are considered important attributes when learning anatomy and there is evidence suggesting that this ability can be improved with training techniques including drawing. The Mental Rotations Test (MRT) has been routinely used to assess visuospatial ability. This study aimed to introduce students to drawing as a learning strategy for anatomy. Undergraduate speech science anatomy students took part in a drawing tutorial (n = 92), completed an MRT test, pre- and post-tutorial tests, and surveys regarding their use and attitudes toward drawing as a study tool. The impact on their examination performance was then assessed. Regardless of MRT score or attitude to drawing, students who participated in the drawing tutorial demonstrated immediate improvement in post-tutorial test scores. Students in the drawing group performed better in most anatomy components of the examination, but the result did not reach statistical significance. There was only a positive correlation between MRT score and one type of anatomy question (non-image-based) and speech physics questions (r = 0.315, p = 0.002). The unexpected finding may relate to the MRT which assesses spatial rather than object visualization skills. Students who liked drawing also performed significantly better in word-based and speech physics questions. It is likely that the style of identification question did not require the mental manipulation ability assessed in the MRT. This study demonstrated that students with lower MRT scores are not outperformed in all aspects of anatomy assessment. The study highlights the importance of a more nuanced understanding of visuospatial skills required in anatomy.

Published
2023
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30. Improving Teaching Quality: Assessing Teacher Candidates' Professional Dispositions

Author

Andrea Drury Carlile

Abstract

The objective for all three phases of this study was to make improvements to an existing measure, the Dispositional Evaluation Rubric (DER), and then establish reliability and validity of the measure, which will support schools and teacher preparation programs in measuring teacher candidates' professional dispositions. This study was designed to utilize a mixed-methods approach, employing qualitative survey results, as well as quantitative correlational and dimensionality analyses. Potentially, this instrument could contribute to the enhancement of teaching evaluation systems and teaching effectiveness for both pre-service and in-service teachers. The study findings underscore the significance of the need for the development and utilization of effective rating instruments for teacher candidates' and teachers' professional dispositions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2023

31. The Transformative Potential of Trans*-Inclusive PE: The Experiences of PE Teachers

Author

Drury, Scarlett, Stride, Annette, Firth, Olivia, and Fitzgerald, Hayley

Abstract

Transgender inclusion has become a prominent issue on the agendas of policy makers in education and sport in recent years. Despite this, teachers face continued challenges in providing inclusive experiences for transgender young people. This is particularly apparent in PE, which is a unique subject in its potential to perpetuate gender norms. There is a growing body of literature exploring LGBTQ+ issues in PE. However, there is a need to consider how trans* young people's experiences may differ from their LGB counterparts. A small number of existing studies offer insight into the experiences of trans* youth in PE. However, comparatively little is known about the challenges faced by PE teachers in providing inclusive PE experiences for trans* young people. This paper presents a creative non-fiction monologue that reflects findings from seven interviews with secondary school PE teachers about their experiences of working with trans* young people. We draw on a 'feminist-queer' theoretical approach to examine the potential for PE pedagogies to reproduce, disrupt and transform binary gender discourse. Findings present three key themes: (1) teachers' knowledge and understanding of trans* identities in PE; (2) trans* challenges to PE practice; and (3) moving towards trans*-inclusive PE. We conclude by arguing that the benefits of trans*-inclusive approaches to PE are far-reaching, and extend to all young people.

Published
2023
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32. From Policy to Practice: Student Conduct Administrators and the Connection between the Conduct Process and Student Development Theory

Author

Julie L. Drury

Abstract

This dissertation examines the connection between policy that guides student conduct process and the application of student development theory. Using multi-case study analysis, four conduct administrators at land grant universities were interviewed to understand the ideals and motivators that guide their practice as they facilitate the conduct process. Although they differed in gender, education, and the policies they enforce, participants reported the student conduct process as educational. Participants identify a student's readiness for change as well as how to provide a supportive environment during the conduct process. The implications of this study could impact the policies and practices that dictate the disciplinary process in higher education by encouraging administrators to be intentional and educational in their process and work to embed student development theory in their daily practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2023

33. Drug resistance and vaccine target surveillance of Plasmodium falciparum using nanopore sequencing in Ghana

Author

Girgis, Sophia T., Adika, Edem, Nenyewodey, Felix E., Senoo Jnr, Dodzi K., Ngoi, Joyce M., Bandoh, Kukua, Lorenz, Oliver, van de Steeg, Guus, Harrott, Alexandria J. R., Nsoh, Sebastian, Judge, Kim, Pearson, Richard D., Almagro-Garcia, Jacob, Saiid, Samirah, Atampah, Solomon, Amoako, Enock K., Morang’a, Collins M., Asoala, Victor, Adjei, Elrmion S., Burden, William, Roberts-Sengier, William, Drury, Eleanor, Pierce, Megan L., Gonçalves, Sónia, Awandare, Gordon A., Kwiatkowski, Dominic P., Amenga-Etego, Lucas N., and Hamilton, William L.

Published
2023
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34. Live-cell three-dimensional single-molecule tracking reveals modulation of enhancer dynamics by NuRD

Author

Basu, S., Shukron, O., Hall, D., Parutto, P., Ponjavic, A., Shah, D., Boucher, W., Lando, D., Zhang, W., Reynolds, N., Sober, L. H., Jartseva, A., Ragheb, R., Ma, X., Cramard, J., Floyd, R., Balmer, J., Drury, T. A., Carr, A. R., Needham, L.-M., Aubert, A., Communie, G., Gor, K., Steindel, M., Morey, L., Blanco, E., Bartke, T., Di Croce, L., Berger, I., Schaffitzel, C., Lee, S. F., Stevens, T. J., Klenerman, D., Hendrich, B. D., Holcman, D., and Laue, E. D.

Published
2023
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36. Argument Pedagogy for Everyday Life

Author

Drury, Jeffrey P. Mehltretter, Paliewicz, Nicholas S., and Drury, Sara A. Mehltretter

Abstract

This article assists argumentation and debate instructors in developing courses that provide coverage of foundational concepts while reflecting their own interests. Courses in argumentation and debate also offer instructors an opportunity to teach through applied engagement with contemporary events. We encourage instructors to reflect on the various contexts of argumentation and debate as well as challenging questions concerning the role of technology in the classroom, the conflict between normative and descriptive examples of argumentation, how much to emphasize the role of argumentation and debate in societal change, and the connections between argumentation and deliberation.

Published
2019

42. Mining Student Misconceptions from Pre- and Post-Test Data

Author

Pérez-Lemonche, Ángel, Drury, Byron Coffin, and Pritchard, David

Abstract

We analyze results from paired pre- and post-instruction administration of the Mechanics Baseline Test to 2238 students in introductory mechanics classes. We investigate pairs of specific wrong answers given with unusual frequency by students on the pretest. We also identify transitions between pre- and post-test answers on the same question which elucidate student learning due to instruction. We define criteria for excess transitions above a random response model. Some common transitions are found to be associated specifically with students within a particular range of skills. Further, transitions from pre- to post-test revealed that incorrect pretest answers that were frequently repeated on the posttest often correspond to known misconceptions from physics or math. Thus, our data mining techniques can elucidate common student misunderstandings of mechanics concepts and how instruction affects these misunderstandings. This opens the way for finding improved interventions for specific misunderstandings revealed by analyzing results from pre- and post conceptual tests. [For the full proceedings, see ED593090.]

Published
2018

43. Rare X-linked variants carry predominantly male risk in autism, Tourette syndrome, and ADHD

Author

Wang, Sheng, Wang, Belinda, Drury, Vanessa, Drake, Sam, Sun, Nawei, Alkhairo, Hasan, Arbelaez, Juan, Duhn, Clif, Bal, Vanessa H., Langley, Kate, Martin, Joanna, Hoekstra, Pieter J., Dietrich, Andrea, Xing, Jinchuan, Heiman, Gary A., Tischfield, Jay A., Fernandez, Thomas V., Owen, Michael J., O’Donovan, Michael C., Thapar, Anita, State, Matthew W., and Willsey, A. Jeremy

Published
2023
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44. Image quality in whole-body MRI using the MY-RADS protocol in a prospective multi-centre multiple myeloma study

Author

Keaveney, Sam, Dragan, Alina, Rata, Mihaela, Blackledge, Matthew, Scurr, Erica, Winfield, Jessica M., Shur, Joshua, Koh, Dow-Mu, Porta, Nuria, Candito, Antonio, King, Alexander, Rennie, Winston, Gaba, Suchi, Suresh, Priya, Malcolm, Paul, Davis, Amy, Nilak, Anjumara, Shah, Aarti, Gandhi, Sanjay, Albrizio, Mauro, Drury, Arnold, Pratt, Guy, Cook, Gordon, Roberts, Sadie, Jenner, Matthew, Brown, Sarah, Kaiser, Martin, and Messiou, Christina

Published
2023
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50. Increasing crop rotational diversity can enhance cereal yields

Author

Smith, Monique E., Vico, Giulia, Costa, Alessio, Bowles, Timothy, Gaudin, Amélie C. M., Hallin, Sara, Watson, Christine A., Alarcòn, Remedios, Berti, Antonio, Blecharczyk, Andrzej, Calderon, Francisco J., Culman, Steve, Deen, William, Drury, Craig F., Garcia, Axel Garcia y., García-Díaz, Andrés, Plaza, Eva Hernández, Jonczyk, Krzysztof, Jäck, Ortrud, Lehman, R. Michael, Montemurro, Francesco, Morari, Francesco, Onofri, Andrea, Osborne, Shannon L., Pasamón, José Luis Tenorio, Sandström, Boël, Santín-Montanyá, Inés, Sawinska, Zuzanna, Schmer, Marty R., Stalenga, Jaroslaw, Strock, Jeffrey, Tei, Francesco, Topp, Cairistiona F. E., Ventrella, Domenico, Walker, Robin L., and Bommarco, Riccardo

Published
2023
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