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To best prepare students for the real-world research environment, key skills, including experimental design, data analysis, communication of results, and critical thinking, should be key components of undergraduate science courses. Furthermore, the impact of the COVID-19 pandemic on in-person teaching has resulted in a need to develop courses that enable flexible learning. This paper details the laboratory component of a senior-level toxicology class that was developed to emphasize all these skills and allow for flexible learning. The aim of the laboratory class was for students to determine how curcumin protected against acetaminophen-induced hepatoxicity. To stimulate critical thinking, students were required to choose a maximum of four experiments from the six on offer. Before conducting an experiment, students stated a hypothesis and selected the appropriate treatment groups. Once an experiment was completed, students were given access to a complete dataset, on which they performed statistical analysis and drew conclusions. Students who were unable to attend the laboratory session in person were able to complete the required pre-lab work and access the dataset. Following each experiment, students could write a lab summary, and receive thorough feedback. The final assessment was a written manuscript of their findings as well as a chance to respond to reviewer comments. This teaching approach prioritized the critical thinking, analysis, and experimental design aspects of scientific research. Overall, this structure was well received by students and it could easily be adapted for use on other life science courses.

Robust control of a quantum system is essential to utilize the current noisy quantum hardware to its full potential, such as quantum algorithms. To achieve such a goal, a systematic search for an optimal control for any given experiment is essential. The design of optimal control pulses requires accurate numerical models and, therefore, accurate characterization of the system parameters. We present an online Bayesian approach for quantum characterization of qutrit systems, which automatically and systematically identifies optimal experiments that provide maximum information on the system parameters, thereby greatly reducing the number of experiments that need to be performed on the quantum testbed. Unlike most characterization protocols that provide point-estimates of the parameters, the proposed approach is able to estimate their probability distribution. The applicability of the Bayesian experimental design technique was demonstrated on test problems, where each experiment was defined by a parameterized control pulse. In addition to this, we also present an approach for iterative pulse extension, which is robust under uncertainties in transition frequencies and coherence times, and shot noise, despite being initialized with wide uninformative priors. Furthermore, we provide a mathematical proof of the theoretical identifiability of the model parameters and present conditions on the quantum state under which the parameters are identifiable. The proof and conditions for identifiability are presented for both closed and open quantum systems using the Schrödinger equation and the Lindblad master equation, respectively. [ABSTRACT FROM AUTHOR]

This systematic review and meta-analysis examined interventions targeting play skills of children with autism spectrum disorder (ASD) involving typically developing (TD) peers. The objectives of this work are to (a) identify and describe the characteristics and components of interventions aimed at improving play skills in children with ASD and their TD peers, (b) examine the role of peers in interventions, (c) evaluate intervention effects, and (d) identify potential moderating variables that may influence intervention outcomes. Twenty single-case experimental design (SCED) studies published between 2000 and 2020 were included and summarized. The majority of interventions produced significant effects, further supporting the inclusion of TD peers in interventions targeting play skills for children with ASD. Recommendations for future research and practice are discussed.

This study aims to examine the impact of self-esteem on teacher leadership beliefs in Türkiye through both correlational and experimental analyses since self-esteem is considered to be a crucial antecedent of leadership. The author conducts three separate studies with a sample size of 808. The first study (n = 237) uses correlational analyses (Spearman). The second study (n = 222) adopts a scenario-based, within-participants experimental design where the self-esteem level of teachers is manipulated. A paired t-test was used to analyze the data. The third study (n=349) employs a between-participants experimental design. ANOVA test was conducted to analyze the data. The correlational analysis of the first study found a positive relationship between self-esteem and teacher leadership (rho =0.35, p < 0.001). The second study revealed that participants perceived teachers with high self-esteem to be more likely to exercise leadership, t[subscript (221)] = 1.97, p < 0.01. The third study found that teachers who were primed to have high self-esteem were more likely to adopt leadership beliefs, F[subscript (2, 348)] = 3.91, p = 0.02. The result experimentally demonstrated that self-esteem is an important antecedent of teacher leadership. This study contributes to the literature on teacher leadership by providing a causal link between self-esteem and teacher leadership.

Active learning approaches to biology teaching, including simulation-based activities, are known to enhance student learning, especially of higher-order skills; nonetheless, there are still many open questions about what features of an activity promote optimal learning. Here we designed three versions of a simulation-based tutorial called Understanding Experimental Design that asks students to design experiments and collect data to test their hypotheses. The three versions vary the experimental design task along the axes of feedback and constraint, where constraint measures how much choice students have in performing a task. Using a variety of assessments, we ask whether each of those features affects student learning of experimental design. We find that feedback has a direct positive effect on learning. We further find that small changes in constraint have only subtle and mostly indirect effects on learning. This work suggests that designers of tools for teaching higher-order skills should strive to include feedback to increase impact and may feel freer to vary the degree of constraint within a range to optimize for other features such as the ability to provide immediate feedback and time-on-task.

Superparamagnetic iron oxide nanoparticles (SPIONs) are nanoparticles used in a lot of applications such as batteries, and biomedical, ... To obtain these nanoparticles, several techniques exist such as coprecipitation, thermal decomposition, sol–gel process but they have some advantages (synthesis in a water media, high crystallinity, high monodispersity) and disadvantages (using an organic solvent, large distribution of size, poor crystallinity). The goal of this work is to synthesize SPIONs for biomedical applications (for example as a contrast agent for the MRI): SPIONs should be stable in an aqueous media, monodisperse, and have good crystallinity and magnetic properties. To achieve this result, a microwave process is carried out. However, any study describes the microwave parameter on the synthesis of the nanoparticles. This work offers to determine the best conditions of the microwave to obtain ideal SPIONs for MRI. For this, an experimental design is carried out to determine these parameters thanks to different techniques of characterization (Transmission Electronic Microscopy, Dynamic Light Scattering, X‐ray diffraction, Thermogravimetric Analysis, magnetic characterizations). With the different results of these characterizations, the best conditions of the microwave are determined, and a simulation of all experiments is realized with a surface response. [ABSTRACT FROM AUTHOR]

Abstract In this investigation, we explored the kinetics of Cr(VI) reduction to Cr(III) on carbon nanotube decorated with palladium (Pd-CNTs) nanocatalyst, using formic acid as the reducing agent. This study has been bone utilizing kinetic Monte Carlo simulation and experimental design methods. The mechanism and kinetic parameters of this reaction are provided. The effect various factors such as reaction time, pH level, dichromate (Cr2O7 2−) concentration, and formic acid concentration on Cr(VI) reduction was studied. Concentrations of HCOOH and Cr2O7 2− were identified as the crucial variables, while the HCOOH concentration has the most significant impact. Positive influences on Cr(VI) reduction were observed with increasing pH level and HCOOH concentration. Reaction time positively affects on Cr(VI) reduction efficiency. However, the concentration of Cr2O7 2− showed an increasing effect up to a threshold, negatively impacting the efficiency. The optimal conditions (Reaction time = 60 min, pH = 4.5, [Cr2O7 2−] = 5.05 × 10−3 M, and [HCOOH] = 0.95 M) for Cr(VI) reduction. At optimal conditions, the Cr(VI) reduction efficiency was obtained to be 100%.

Teacher leadership has recently gained significant attention in the literature since there is enough evidence that it leads to effective student outcomes. Therefore, many scholars study the antecedents of teacher leadership. This study investigates the impact of self-affirmation on teacher leadership beliefs through an experimental design. Self-affirmation, a well-established construct in psychological science, refers to participants' affirming their self-transcendent (e.g., empathy, justice, honesty) or self-enhancement (e.g., power, status, wealth) values through a writing exercise. In the experiment (n=221), participants were randomly assigned to one of three groups: a self-transcendent value-affirmation group (STVA), a self-enhancement value-affirmation group (SEVA), or a control group. Participants in three groups wrote about their self-transcendent values, self-enhancement values or their meals and completed teacher leadership belief scale. Analysis of variance (ANOVA) demonstrated that the STVA group had significantly higher scores on teacher leadership belief scales compared to the SEVA and the control group. This finding suggests that affirming self-transcendent values can lead teachers to adopt leadership beliefs, which in turn is likely to affect their leadership behaviours. School leaders can incorporate self-affirmation exercises into professional development programmes to facilitate teacher leadership.

Purpose: The purpose of this study was to investigate the effectiveness of a self-administered naming treatment for one individual, B.N., presenting with semantic variant primary progressive aphasia (svPPA) and a history of traumatic brain injury (TBI). Method: Naming treatment included components of Lexical Retrieval Cascade Treatment and was self-administered using an adaptive spaced retrieval software, Anki. Using a multiple-baseline, single-case experimental design, naming accuracy probes were taken during pretreatment, treatment, posttreatment, and follow-up (through 12 months) for 60 trained words and 10 untrained words. Item-level Bayesian generalized mixed-effects models were used to estimate (a) the treatment effect for trained words, (b) change in untrained words, and (c) maintenance of treatment effects from posttreatment to each subsequent follow-up. Results: Statistical analyses revealed that a gain of 35 out of 60 trained words (35.3; 90% CI [30.6, 39.5]) was directly attributable to treatment. Following treatment, evidence of generalization to untrained words was not observed. During the follow-up period, there was gradual decline in naming accuracy of trained items. Conclusions: The positive treatment results reported here support the use of self-administered naming treatments for those with svPPA and a history of TBI. Although the utility of this treatment approach is constrained by patient factors including motivation, self-administered naming treatments represent a unique opportunity to expand access to speech-language intervention for people with svPPA, including those with concomitant diagnoses.

Background: Despite its potentially significant functional and emotional impact, acalculia is still too rarely assessed and managed by speech and language therapists. Research on the rehabilitation of numerical transcoding remains scarce in the literature and, despite positive results, presents a low level of evidence. Aims: The present study aims to evaluate the effectiveness of a targeted rehabilitation of numerical transcoding in two patients suffering from a chronic secondary acalculia. Methods & Procedures: Two post-brain injury females with secondary acalculia took part in a single-case experimental design with multiple baseline across subjects according to a three-phase experimental protocol: baseline involving global cognitive rehabilitation (5-7 measurements with randomized sequential introduction); targeted intervention (10 measurements); follow-up (2 immediate measurements and 1 month after the end of the intervention). Repeated outcome measures consisted of six lists composed of numbers of equivalent difficulty that were used alternately to assess numerical transcoding. We used a reverse digit span as a control measure to assess the specificity of the intervention. Rehabilitation lasted 5 weeks and consisted of errorless learning with colour cues, tables and number-words cards. Outcomes & Results: During baseline period involving global cognitive rehabilitation, transcoding scores remained unchanged. In contrast, there was a significant improvement in scores for both patients during the intervention phase targeting transcoding and maintenance of benefits 1-month post-intervention. Conclusions & Implications: This study demonstrates that a specific rehabilitation targeting numerical transcoding following chronic secondary acalculia can be effective in improving transcoding skills.

Aim/Purpose: This study identifies gamification element preferences based on Myers-Briggs Type Indicator (MBTI) characteristics. It measures the influence of preferences on learning motivation through a pre-experimental design of one group pre-test post-test. Background: Incorporating information technology in education has led to the introduction of e-learning, potentially enhancing the learning process. However, adopting e-learning also brings about negative effects that can lead to frustration, confusion, and reduced learning motivation. One strategy that can be used to address this issue is gamification. However, it is essential to note that a universal approach to gamification is not practical as user needs vary. It can result in less-than-optimal learning outcomes. Thus, gamification settings must be tailored to the user's characteristics, such as those identified through the MBTI, to provide a more personalized learning experience. Methodology: This study conducted pre-experimental research in one group, pre-test, and post-test, divided into several stages: problem identification, research instrument design, pre-data collection and analysis, treatment, post-data collection and analysis, and evaluation. Pre-test and post-test were used to measure student motivation towards the gamification elements implemented. This study utilized the MBTI, Academic Motivation Scale (AMS), and gamification preferences questionnaire throughout the pre-data collection and analysis stage. For gamification preferences, this study employed 45 questions representing nine elements of gamification frequently used in training and education. Kendall Rank Correlation Coefficient was used to determine the correlation between MBTI and the gamification element from the gamification preferences questionnaire. Contribution: This research contributes to the body of knowledge in gamification experiments by adding one step in recognizing gamification preferences. The practical contribution to this research is aimed at educators in maximizing Moodle by considering the gamification element preference recommendations based on the MBTI type. Findings: The analysis revealed that the gamification preferences of fourteen MBTI types were predominantly associated with extrovert types. Collection and Leaderboard elements showed the highest correlation with MBTI. The effect of gamification was assessed during the treatment stage to evaluate its impact on learning motivation for the dominant MBTI type. Pre-test and post-test measurements of learning motivation show changes that are dominated by the intrinsic motivation dimension. Recommendations for Practitioners: This research is valuable for offering guidance to educators and practical insights to developers into integrating gamification effectively by taking gamification preferences based on MBTI. Tailoring gamification elements based on MBTI creates a more engaging learning experience for every user, ultimately enhancing motivation for learning. Recommendation for Researchers: This study contributes one step to experimental research, mainly focusing on the preliminary identification of gamification preferences based on MBTI. Using the gamification preferences, researchers can broaden the experimental scope and provide validation evidence from quantitative research. This approach supports the robustness of the recommendation gamification elements. Impact on Society: This study presents findings on gamification elements aligned with MBTI characteristics. These findings can be used as strategies for implementing personalized gamification in e-learning to the diverse needs of students, fostering a more tailored learning ecosystem and ultimately advancing education. Future Research: We could expand the identification of gamification preferences in various management learning media to explore the use of gamification elements. Further surveys can be done by increasing the number of respondents from other majors and universities so that more respondents can represent each type of MBTI. This addition will contribute to the data's characteristics, enabling a more comprehensive gamification preferences analysis. Conducting experiments involving adaptive learning media to align gamification with personality-based preferences, ensuring that the gamification experiences align with personality-based preferences. Multiple groups with varying treatments can carry out experiments that validate gamification preferences.

• Rumination disorder is often accompanied by comorbid psychological symptoms. • Habit reversal therapy was useful for a young child with rumination disorder. • Additional modular cognitive-behavioral strategies may be helpful. • Treatment for rumination disorder needs to be adapted to children. This report presents the single case of Liam, a 10-year-old boy with rumination disorder (RD) and subclinical symptoms of anxiety. The primary aim was to explore the effectiveness of habit reversal therapy (HRT) in reducing regurgitation frequency in a young child. The secondary aim was to explore whether modular cognitive-behavioral techniques, based on idiosyncratic cognitive-behavioral formulations tailored to the child, may further augment the effect of habit reversal therapy on regurgitation frequency. An A-B-C design was utilized to compare regurgitation frequency and emotional distress across baseline, intervention (primary and secondary), and follow-up phases. Results demonstrated that HRT adapted for children was an effective approach to reducing regurgitation frequency. Self-monitoring alone and additional anxiety management skills provided further benefits to regurgitation frequency though to a lesser extent. Research on pediatric RD remains scarce, particularly regarding treatment for children of a younger age with additional psychological difficulties within clinical settings. Results from the current case study suggest that HRT adapted for children with RD and additional internalizing symptoms in a real-life clinical setting was feasible, acceptable, and effective. More research needs to be conducted on standardizing age-appropriate treatment adaptations for young children with RD and on exploring whether and which cognitive-behavioral techniques provide further meaningful reductions in regurgitation frequency. [ABSTRACT FROM AUTHOR]

Multisite cluster randomized trials (MCRTs), in which, the intermediate-level clusters (e.g., classrooms) are randomly assigned to the treatment or control condition within each site (e.g., school), are among the most commonly used experimental designs across a broad range of disciplines. MCRTs often align with the theory that programs are delivered at a cluster-level (e.g., teacher professional development) and provide opportunities to explore treatment effect heterogeneity across sites. In designing experimental studies, a critical step is the statistical power analysis and sample size determination. However, the statistical tools for power analysis of moderator effects in three-level MCRTs are not available. In this study, we derived formulas for calculating the statistical power and the minimum detectable effect size difference (MDESD) with confidence intervals for investigating the effects of various moderators in three-level MCRTs. We considered the levels of the moderators (level-1, -2, and -3), the scales of the moderators (binary and continuous), and random and nonrandomly varying slopes of the (moderated) treatment effects. We validated our formulas through Monte Carlo simulations. Finally, we conclude with directions for future work.

Purpose: Several studies have attempted to explain the integration of sustainable development in business school curricula. However, little is known about who (male students vs female students), at which age (under 21, 21-25 and 26-30) and at which stage of their undergraduate education (freshman, junior or senior) can attain and retain an adequate understanding of sustainability in accounting education. For this reason, the present study aims to investigate the students' interest in sustainability in accounting with respect to their demographic factors. Design/methodology/approach: The study used a quantitative research design where data were collected at a single point in time. Further, an independent sample t-test, one-way ANOVA and factorial design were performed on 132 responses conveniently collected from accounting students in the College of Business Administration (COBA) at Prince Mohammad Bin Fahd University (PMU) in Al Khobar, Saudi Arabia. Findings: The study found no differences between the attitudes of male and female students toward sustainability in accounting education. Similarly, no statistical differences were found in the three age categories identified in this study. However, significant results were found throughout the different academic classifications (seniority): freshman students, junior students and senior students. Further, differences in the mean scores for freshman and junior accounting students were different between the male and female students, indicating that both male and female senior students' attitudes toward sustainability in accounting education were higher than those of male and female freshman and junior accounting students. The study concluded that students achieve an adequate understanding of sustainability in accounting education related to the relativism category of the Perry model of intellectual development. Originality/value: Literature on attitude of students toward sustainability in education, specifically accounting education, is questionable and needs further exploration. This is due to the fact that only a small number of accounting students have been exposed to sustainable accounting education. Similarly, a recent study found a significant deficiency in sustainable accounting education in four Saudi Arabian universities, with only 4.5% of respondents knowing the comprehensive definition of sustainable development and 88% respondents having very low to low familiarity with the term sustainability.

Good experimental design is critical for sound empirical ecology and evolution. However, many contemporary studies fail to replicate at the appropriate biological or organizational level, so causal inference might have less vigorous support than often assumed. Here, I provide a guide for how to identify the appropriate scale of replication for a range of common experimental designs in ecological and evolutionary studies. I discuss the merits of replicating multiple scales of biological organization. I suggest that experimental design be discussed in terms of the scale of replication relative to the scale at which inferences are sought when designing, discussing and reviewing experiments in ecology and evolution. I also suggest that more conversations about experimental design are needed, and I hope this piece stimulates such conversation. [ABSTRACT FROM AUTHOR]

Abstract An experimental design and response surface methodologies using Plackett–Burman and Box-Behnken designs were applied for selecting and optimizing the most appropriate parameters which significantly affect the separation and quantitative estimation of five skeletal muscle relaxants and four analgesic drugs (baclofen, methocarbamol, dantrolene sodium, orphenadrine citrate, cyclobenzaprine hydrochloride, ketoprofen, etoricoxib, ibuprofen, and mefenamic acid) with a relatively short duration of analysis in a single run. For the separation of the nine drugs, an INERTSIL ODS-V3-5 µm C18 column (250 × 4.6 mm I.D.) was used with the optimum mobile phase conditions (45.15 mM ammonium acetate buffer pH 5.56 adjusted with acetic acid, acetonitrile, and methanol in a ratio of 30.5:29.5:40, v/v/v with a flow rate of 1.5 mL/min) and UV-detection at 220 nm. The optimized method was successfully subjected to the validation steps as described in ICH guidelines for linearity, precision, accuracy, robustness, and sensitivity. The optimized and validated method was effectively applied to determine the content of the studied drugs in their pharmaceutical preparations and to expand its applicability to the counterfeit estimation of etoricoxib in different brands of tablet dosage forms.

Background. Post-stroke depression (PSD) is common in older-age adults and is typically treated with cognitive-behavioural therapy (CBT). However, research has ascertained mixed findings regarding the efficacy of CBT for PSD in older-age adults, with limited evidence in people from global majority backgrounds. Materials and Methods. This case study used single case experimental design methodology to examine the effectiveness of CBT for PSD in a black, older-age man. The effects of health conditions, cohort beliefs, transitions in role investments, socio-cultural context and early experiences on the client’s thoughts, emotions, physical sensations and behaviours were formulated, before behavioural activation was used to increase engagement in meaningful and pleasurable activities. Results. Throughout therapy, the client’s mood, motivation and optimism for the future improved, and their depression and anxiety symptoms reduced. Conclusions. This case study offers tentative evidence that CBT for PSD may be effective in black older-age adults.

Grinding experiments of coal are designed to study the influence of spherical and cylindrical media on the three-dimensional morphology characteristics of grinding products. Details of experiments consist of coal grinding, screening of grinding produces, non-destructive testing of coarse-grained coal based on high-resolution three-dimensional X-ray microscopic imaging system, and particle segmentation extraction and three-dimensional morphology feature parameter calculation based on the Dragonfly software. For the low rotation rate condition of the ball mill, if the total surface area or total mass of grinding media is the same, breakage rate of the top size particles ground by the grinding ball is higher than that of the cylindrical media. Moreover, the yield of −1 mm fines yielded by the ball is the highest. The grinding effect reduces the volume and surface area of coarse materials. For the three grinding conditions, the steel cylindrical media with the largest surface area has a more significant “grinding and stripping” effect on coal and the highest particle sphericity.