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• Nursing students can improve their study effectiveness by increasing study hours, using study groups, and practicing quizzes. • The use of study apps did not show a significant correlation with the overall study effectiveness rating. • Findings may aid nursing students, educators, and policymakers in developing effective study strategies. This quantitative study aimed to investigate the effectiveness of study strategies among nursing students at Ninevah University's College of Nursing during the academic year 2022-2023. A sample of 300 nursing students was randomly selected, and data was collected through a self-administered questionnaire. Correlation analysis revealed significant positive correlations between study hours per week (r = 0.36, p < 0.01), study groups (r = 0.29, p < 0.01), and practice quizzes (r = 0.23, p < 0.01) with overall study effectiveness rating. However, no significant correlation was found for study app usage. The findings suggest that increasing study hours, engaging in study groups, and utilizing practice quizzes can enhance study effectiveness for nursing students. These results have implications for the development of effective study strategies in nursing education, benefiting students, educators, and policymakers. [ABSTRACT FROM AUTHOR]

Attempts have been made to predict academic performance (AP) from different factors, but in most cases it has been done with one measure or by combining two. We propose a study in which as predictors of AP we use: intelligence, estimated based on six factors (Gf , Gc , Gv , Gs , Gsm and Gy), general factor of personality, motivation (intrinsic, achievement and fear of failure), emotional intelligence, study skills, and psychopathology (anxiety, depression and stress). We evaluated 603 primary and secondary school students aged 12.88 (SD = 1.47), 47.6 % female. Results coming from structural equation modeling indicate that AP in primary school is explained by g (β = 0.40), Gf (β = 0.24), psychopathology (β = −0.17) and personality (β = 0.86) (Goodness of fit: GFI = 0,983, NFI = 0,916, SRMR = 0,089); and in secondary school by g (β = 0.64), Gs (β = 0.29) and personality (β = 0.68) (Goodness of fit: GFI = 0.990, NFI = 0.884, SRMR = 0.098). The results coincide with previous studies, with small discrepancies that may be due to the use of multiple predictors of AP. In conclusion, cognitive factors appear to be the best predictor of AP in primary and secondary school. • Cognitive factors in the prediction of academic performance. • No cognitive factors in the prediction of academic performance. • Intelligence and personality in the prediction of academic performance. • Motivation, emotional intelligence and psychopathology in the prediction of academic performance. [ABSTRACT FROM AUTHOR]

Introduction: Many pharmacy students struggle academically in their initial professional year. This research ascertained first-year pharmacy (P1) students' study skills and learning habits both before and after employing interventions about effective study strategies. Methods: In 2018–2019 and 2019–2020, P1 students completed a study skills inventory at baseline in August and at endpoint in April. Interventions included instruction about the science of learning and effective study techniques as well as the use of a cognitive wrapper regarding their first assessment. Results: Students' perceived habits that improved were those of organizing their ideas, studying at their peak time, and really wanting to learn the content. Perceived habits that declined included time spent doing their assigned readings, seeing the need to always attend class, and reviewing course material each day. Regarding the cognitive wrapper, 90% of students thought they were prepared for their assessment, yet 21% received a lower grade than expected and 10% did not work on practice problems at least 2 days before the quiz. Conclusions: This endeavor elucidated several important areas about the study skills and learning habits of P1 students. Some students' perceptions of their study skills and learning habits strengthened and others decreased during their first year. The cognitive wrapper provided a targeted way for students to reflect on their preparation and performance as well as consider their future study plans. Faculty can use this information to help students employ effective learning practices to promote students' metacognition throughout the first year of their program. [ABSTRACT FROM AUTHOR]

The purpose of the current study was to advance the understanding of the cross-grade dynamics of academic enablers in three ways: (a) to compare overall levels of academic enablers across children's elementary school years, (b) to determine if the relationship between academic enablers and academic achievement remained consistent across children's elementary school years, and (c) to determine if the interrelationships between academic enablers remained consistent across elementary school. We examined cross-grade dynamics using a sample of elementary-aged children (N = 536) and structural equation modeling methodology to compare primary (K–3rd grade) and intermediate (4th–5th grade) students. After establishing measurement invariance, we tested whether (a) academic enabler means and variances were equivalent for younger and older elementary students, (b) the relationships between academic enablers and academic achievement were equivalent for younger and older elementary students, and (c) the interrelations between academic enablers were equivalent for younger versus older students. The findings revealed few differences in mean levels of academic enablers but several differences in the relationships between academic enablers and academic achievement, as well as academic enabler interrelations across grade groups. Implications of these findings for research and practice are discussed. [ABSTRACT FROM AUTHOR]

The expectation for extended library hours including 24 h access presents many questions about late night library users and the value of this service to the library and their corresponding institutions. Using data gathered about patrons who use the library after 11 pm and before 7 am, a study was conducted to discover who the library users were, what services and facilities they made use of, and what, if any, concerns they have regarding the late night library. The usage patterns provide evidence that that while more usage occurs during traditional hours, users who prefer late night do so consistently. The researchers found the late night library was serving patrons who were cross sections of university community with higher than average grade point averages and retention rates when compared to university averages. These figures can have a significant effect on institutional recruitment and retention presenting the library as an indispensable resource to the community. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine whether a study skills course taken by first professional year pharmacy students improved their self-assessment of study skills and strategies. This study analyzed student responses to the Learning and Study Strategies Inventory (LASSI), an online assessment with questions in 10 subject areas: anxiety, motivation, concentration, test strategies, study aids, selecting main ideas, attitude, self-testing, information processing, and time management. Students in an elective study skills course in 2012–2017 completed the self-assessment prior to and at the end of the course. Wilcoxon signed-rank test was performed to compare class score pre- and post-course. Over a five-year period, 312 students completed both the pre- and post-course LASSI assessment. Average percentile scores increased significantly from the beginning to the end of the course in all 10 areas. Notably, average pre-course scores in seven subject areas (attention, concentration, self-testing, selecting main ideas, study aids, time management, and test strategies) were all below the 50th percentile, indicating a need for improvement in those skills to see increased academic success. Average post-course scores in each area increased to between the 50th and 75th percentile. This evaluation shows that a study skills course improves students' self-assessment of skills and attitudes associated with success in post-secondary education. Future studies will look at the effect of such a course on academic outcomes. [ABSTRACT FROM AUTHOR]

Test anxiety is rampant among nursing students. There are many studies that describe this phenomenon and its effects on academic performance. However, there is very little written about how the teacher can intervene. Nurse educators are in a unique position to help students overcome their anxiety and realize their true aptitude. We have worked with test-anxious students for over 30 years and wanted to share some empirically tested strategies that can be easily implemented. • Test anxiety is common among nursing students. • Test anxiety can occur before, during, and after the test. • Strategies for each test stage (before, during, and after) are presented. • Interventions can be easily implemented by nursing faculty. [ABSTRACT FROM AUTHOR]

Measurement of relative cerebral blood volume (rCBV) with dynamic susceptibility contrast (DSC) magnetic resonance imaging (MRI) is used extensively for brain tumour diagnosis and follow-up. The aim of this pilot study was to assess the robustness of rCBV measurement in patients with enhancing recurrent glioma in a European multicentre trial setting. We included pre-treatment postcontrast T1 weighted (T1w) and DSC scans of 20 patients with recurrent glioma from 2 European Organisation for Research and Treatment of Cancer trials (26101 and 26091). Three reviewers independently placed a fixed circular region of interest of 70 mm2 in the tumour area of highest rCBV (rCBV max). To calculate the normalised rCBV max (nrCBV max), three ROIs were placed in the anterior, middle and posterior centrum semiovale normal-appearing white matter of the contralateral hemisphere. After several months, each observer repeated the assessments blinded for initial findings. Repeatability and reproducibility were estimated with a mixed model. Each measurement was also classified according to 4 clinically meaningful categories. Three patients were post hoc excluded from analysis because of lack of enhancing tumour. The mean nrCBV max repeatability was 49.5%, and reproducibility was 5.5%. In 14 of 17 patients, at least 2 reviewers classified the patient into the same category. Our results indicate that a well-established review process needs to be applied upfront to assess perfusion in a multicentre trial setting. While awaiting further validation, we propose as a strategy to measure rCBV in the context of recurrent glioma trials to use two central reviewers and an adjudicator in case of disagreement. • Glioma perfusion measurement is only modestly repeatable and reproducible. • Most tumours were classified in the same perfusion category by 2 reviewers. • Relative cerebral blood volume reference values should be used with great care. • In clinical trials, categorisation should be performed by at least two readers. [ABSTRACT FROM AUTHOR]

Abstract University students often claim to have problems managing the time required to carry out their study demands successfully, which leads to discontent. The question is how much time do students really invest in their studies, what changes occur in time investment over a full academic term, and finally, how is study time related with students' daily study satisfaction? Daily time-series data taken from 105 university students over 154 days were analyzed by means of process analysis techniques and multilevel analysis. The learning time trajectories show a quadratic trend in independent study time and a linear decrease in lecture time. Students' daily study satisfaction was positively related to time investment, but even more strongly to planning, effort, and procrastination. Usage of breaks between lectures was found to be an independent predictor of learning satisfaction. These results have practical implications for increasing students' learning satisfaction beyond the impact of pure time investment. Highlights • University students' independent study time shows a quadratic trajectory over time. • Lecture- and independent study time show a weekly pattern. • Students' planning behavior, effort, procrastination relate to their satisfaction. • Using breaks for independent study time is worth considering in future research. [ABSTRACT FROM AUTHOR]

Abstract Recent variants of exposure therapy ask clients to directly engage with the distress associated with avoided experiences in order to become more resilient to future anxiety-provoking situations. In this study, we consider how this engagement impacts behavioral willingness. Forty-eight participants with high fear of cockroaches completed in vivo exposures while either mindfully attending externally to the feared object (Ext), or to both the object and their internal distress (Int/Ext). While both groups showed improvement, behavioral, subjective and physiological measures revealed different patterns of change. Immediate testing showed that participants in the Ext condition improved more in subjective distress, with no other differences between groups. A second testing a week later in an ecologically valid environment showed that participants the Int/Ext intervention continued to improve behaviorally, regardless of their reported subjective discomfort. These findings highlight the importance of explicit engagement with distress during exposures, that forego immediate subjective relief for long-term behavioral improvement. Highlights • This study examines how attending to distress during an exposure influences outcome. • Participants performed exposures with and without attention to internal distress. • Those who only attended externally showed a greater improvement in distress. • Additional attention to distress led to more sustained behavioral improvement. • Directed attention towards distress during exposures may improve resilience in the face of distress. [ABSTRACT FROM AUTHOR]

Abstract Background Chronic obstructive pulmonary disease (COPD) has been associated with atrial fibrillation (AF). More insight into the epidemiology and underlying mechanisms is required to optimize management. Methods The Rotterdam Study is a large, population-based cohort study with long-term follow-up. Time dependent Cox proportional hazard models were constructed to study the effect of COPD on incident AF, adjusted for age, sex and pack years of cigarette smoking, and additionally stratified according to exacerbation frequency, left atrial size and baseline systemic inflammatory levels. Results 1369 of 10,943 subjects had COPD, of whom 804 developed AF. The AF incidence rate was 14 per 1000 person years in COPD and 8 per 1000 person years in subjects without COPD. The adjusted hazard ratio (HR) for COPD subjects to develop AF as compared to subjects without COPD was 1.28 (95%CI [1.04, 1.57]). COPD subjects with frequent exacerbations had a twofold increased AF risk (HR 1.99 [1.42, 2.79]) and COPD subjects with a left atrial size ≥40 mm also had an elevated AF risk (HR 1.77 [1.07, 2.94]). COPD subjects with baseline systemic inflammatory levels above the median had significantly increased AF risks (hsCRP≥1.83 mg/L: HR 1.51 [1.13, 2.03] and IL6 ≥ 1.91 ng/L: HR 2.49 [1.18, 5.28]), whereas COPD subjects below the median had in both analyses no significantly increased AF risk. Conclusions COPD subjects had a 28% increased AF risk, which further increased with frequent exacerbations and an enlarged left atrium. The risk was driven by COPD subjects having elevated systemic inflammatory levels. Highlights • COPD is associated with a 28% increased risk of developing atrial fibrillation. • Having frequent COPD exacerbations increases the atrial fibrillation risk twofold. • COPD subjects with an enlarged left atrium are at higher risk of atrial fibrillation. • Systemic inflammation in COPD seems to drive the risk of incident atrial fibrillation. [ABSTRACT FROM AUTHOR]

Background: Serum cholinesterase (ChE) a serine hydrolase that catalyses the hydrolysis of esters of choline, is involved in cellular proliferation and differentiation, therefore affecting carcinogenesis. The aim of this study was to understand the prognostic role of preoperative serum ChE in patients with radiation-recurrent prostate cancer (CaP) treated with salvage radical prostatectomy (SRP).Material and Methods: This retrospective study included 214 patients with radiation-recurrent CaP treated with SRP from January 2007 to December 2015 at 5 academic centers. Patients were considered with abnormal/decreased ChE levels if <5 kU/l. Biochemical recurrence-free and metastases-free (MFS) survival analyses were performed.Results: Median serum ChE level was 6.9 (interquartile range) 6-7.7) kU/l. Serum ChE level (<5 kU/l) was decreased in 25 (11.7%) patients. Decreased serum ChE level was associated with lower body mass index (P = 0.006) and metastasis to lymph nodes (P = 0.004). In multivariable analysis, continuous ChE was an independent predictor of MFS (hazard ratio [HR] 0.48, confidence interval [CI] 0.33-0.71, P < 0.001), overall survival (HR 0.68, CI 0.48-0.96, P = 0.03) and cancer-specific survival (HR 0.41, CI 0.2-0.84, P = 0.01). Serum ChE improved the C-index (by 2.54%) to 87.8% for prediction of overall survival and (by 3%) to 92% for prediction of MFS.Conclusion: Preoperative serum ChE is associated with the development of metastasis in patients with radiation-recurrent CaP who underwent SRP. The biological underpinning of this association with the biological and clinical aggressiveness of CaP needs to be further elucidated. [ABSTRACT FROM AUTHOR]

Highlights • There is need for ischemic stroke models that accurately mimic human disease. • We achieved selective MCA occlusion with clot embolism, confirmed with angiography. • MRI showed ischemic changes consistent with those observed in humans. • Pathological examination confirmed ischemic injury isolated to the MCA territory. Abstract Background A reliable animal model of ischemic stroke is vital for pre-clinical evaluation of stroke therapies. We describe a reproducible middle cerebral artery (MCA) embolic occlusion in the French Lop rabbit characterized with multimodal MRI and histopathologic tissue analysis. New method Fluoroscopic-guided microcatheter placement was performed in five consecutive subjects with angiographic confirmation of MCA occlusion with autologous clot. Multimodal MRI was obtained prior to occlusion and up to six hours post after which repeat angiography confirmed sustained occlusion. The brain was harvested for histopathologic examination. Results Angiography confirmed successful MCA catheterization and durable (>6 h) MCA occlusion in all animals. There was increase of ADC volume over time and variable final core volume presumably related to individual variation in collateral flow. FLAIR hyperintensity indicative of cytotoxic edema and parenchymal contrast enhancement reflective of blood brain barrier disruption was observed over time. Tissue staining of the ischemic brain showed edema and structural alterations consistent with infarction. Comparison with existing methods This study describes a technique of selective catheterization and embolic occlusion of the MCA in the rabbit with MRI characterization of evolution of ischemia in the model. Conclusions We demonstrate the feasibility of a rabbit model of embolic MCA occlusion with angiographic documentation. Serial MR imaging demonstrated changes comparable to those observed in human ischemic stroke, confirmed histopathologically. [ABSTRACT FROM AUTHOR]

Introduction: Child-directed TV advertising is believed to influence children's diets, yet prospective studies in naturalistic settings are absent. This study examined if child-directed TV advertisement exposure for ten brands of high-sugar breakfast cereals was associated with children's intake of those brands prospectively.Methods: Observational study of 624 preschool-age children and their parents conducted in New Hampshire, 2014-2015. Over 1 year, parents completed a baseline and six online follow-up surveys, one every 8 weeks. Children's exposure to high-sugar breakfast cereal TV advertisements was based on the network-specific TV programs children watched in the 7 days prior to each follow-up assessment, and parents reported children's intake of each advertised high-sugar breakfast cereal brand during that same 7-day period. Data were analyzed in 2017-2018.Results: In the fully adjusted Poisson regression model accounting for repeated measures and brand-specific effects, children with high-sugar breakfast cereal advertisement exposure in the past 7 days (i.e., recent exposure; RR=1.34, 95% CI=1.04, 1.72), at any assessment in the past (RR=1.23, 95% CI=1.06, 1.42), or recent and past exposure (RR=1.37, 95% CI=1.15, 1.63) combined had an increased risk of brand-specific high-sugar breakfast cereal intake. Absolute risk difference of children's high-sugar breakfast cereal intake because of high-sugar breakfast cereal TV advertisement exposure varied by brand.Conclusions: This naturalistic study demonstrates that child-directed high-sugar breakfast cereal TV advertising was prospectively associated with brand-specific high-sugar breakfast cereal intake among preschoolers. Findings indicate that child-directed advertising influences begin earlier and last longer than previously demonstrated, highlighting limitations of current industry guidelines regarding the marketing of high-sugar foods to children under age 6 years. [ABSTRACT FROM AUTHOR]

Abstract Past research on counterfactual mindsets (CFMs) has mainly focused on how those influence dealing with own information, without addressing the potential impact of CFMs on responses to others' information. Thus, this study examined how CFMs combined with an interpersonal focus influence responses to others' statements in a decision making context. Results reveal that a CFM combined with an interpersonal focus leads to more biased communication in response to others' information, thereby reinforcing own preferences. No such effect was observed in an intrapersonal focus or a control condition. A congruency between induction and application context thus seems to make the application of CFMs more likely. We discuss our findings in relation to previous work on counterfactual thinking and the mindset literature in general. Highlights • We analyze effects of counterfactual mindsets (CFMs) in a social context. • A study tests how CFMs and a specific focus affect communication & decision making. • A CFM with an interpersonal focus leads to biased communication. • Biased communication, in turn, leads to biased decision making in a hidden profile. [ABSTRACT FROM AUTHOR]

Highlights • Distancing is an effective and versatile method of emotion regulation. • We relate distancing to construal-level theory of psychological distance. • We propose a taxonomy of distancing and emotion regulation. • We offer a preliminary neurocognitive model of distancing. • We present a meta-analysis of fMRI studies of distancing in support of this model. Abstract Distancing is a type of emotion regulation that involves simulating a new perspective to alter the psychological distance and emotional impact of a stimulus. The effectiveness and versatility of distancing relative to other types of emotion regulation make it a promising tool for clinical applications. However, the neurocognitive mechanisms of this tactic are unclear, and inconsistencies in terminology and methods across studies make it difficult to synthesize the literature. To promote more effective research, we propose a taxonomy of distancing within the broader context of emotion regulation strategies; review the effects of this tactic; and offer a preliminary neurocognitive model describing key cognitive processes and their neural bases. Our model emphasizes three components—self-projection, affective self-reflection, and cognitive control. Additionally, we present results from a supporting meta-analysis of neuroimaging studies of distancing. These efforts are presented within the overarching goals of supporting effective applications of distancing in laboratory, clinical, and other real-world contexts, and advancing understanding of the relevant high-level cognitive functions in the brain. [ABSTRACT FROM AUTHOR]

Background: Social Recovery Therapy (SRT) is a cognitive behavioural therapy which targets young people with early psychosis who have complex problems associated with severe social disability. This paper provides a narrative overview of current evidence for SRT and reports new data on a 2year follow-up of participants recruited into the Improving Social Recovery in Early Psychosis (ISREP) trial.Method: In the ISREP study 50 participants (86%) were followed up at 2years, 15months post treatment. The primary outcome was engagement in paid work, assessed using the Time Use Survey. Engagement in education and voluntary work were also assessed. In addition, the Positive and Negative Syndrome Scales (PANSS) and the Beck Hopelessness Scale (BHS) were administered.Results: 25% of individuals with non-affective psychosis in the treatment group had engaged in paid work at some point in the year following the end of therapy, compared with none of the control group. Data from the PANSS and BHS suggested no worsening of symptoms and an indication that gains in hope were maintained over the 15month period following the end of therapy.Conclusion: Social Recovery Therapy is a promising psychological intervention which may improve social recovery in individuals with early psychosis. The new data reported in this paper shows evidence of gains in engagement in paid employment outcomes that persisted 15months beyond the period of active intervention. [ABSTRACT FROM AUTHOR]

Background: The opioid epidemic is one of the greatest public health crises of our times, driven increasingly by synthetic opioids such as fentanyl in the heroin supply. The implementation of drug checking in community settings has the potential to reduce the burden of fatal overdose, provide harm reduction education around safer drug consumption, and increase health access among people who use drugs (PWUD). To inform program development, we explored stakeholder opinions on drug checking technologies and implementation considerations.Methods: This study, from the larger FORECAST study, utilized semi-structured in-depth interviews (n = 32) with a range of stakeholders in Baltimore, Boston, and Providence, many of whom were service providers. Stakeholders represented various roles and levels in organization types including harm reduction, public health, peer groups, and advocates. Interviews were audio recorded and transcribed. Data were coded using a priori codes; the coded text was analyzed for key themes.Results: Stakeholders responded positively to drug checking technology, though they shared apprehensions regarding service implementation. Primary topics requiring consideration included: utility in fentanyl endemic areas, trust and rapport between providers and PWUD, legality and policy concerns. Additional considerations included: technology accuracy, cost, ease of distribution, and service delivery setting.Conclusions: Stakeholders overwhelmingly supported the concept of drug checking with the goals of providing needed risk reduction information and resources to PWUD and serving as a point for greater engagement in services. Programs need to be tailored to local circumstances. Law enforcement buy-in and policy change will be critical aspects of providing drug checking services. [ABSTRACT FROM AUTHOR]

Background: Service providers including doctors, nurses, and other healthcare professionals play an essential role in methadone maintenance treatment (MMT). This study evaluated the impact of an intervention targeting MMT providers on their clients' treatment retention.Methods: This study was conducted in 68 MMT clinics in five provinces of China with 36 clients randomly selected from each clinic. The clinics were randomized to intervention or control condition. The MMT CARE intervention started with group sessions to enhance providers' communication skills. The trained providers were encouraged to conduct individual sessions with clients to promote treatment engagement. The outcomes, which include client retention (main outcome) and their reception of provider-delivered individual sessions (process outcome), were measured over a 24-month period.Results: Significantly fewer intervention clients dropped out from MMT than control clients during the study period (31% vs. 41%; p < 0.0001). Dropout hazard was significantly lower in the intervention condition compared to the control condition (HR = 0.71, 95% CI: 0.57, 0.89). More intervention clients had individual sessions than control clients (93% vs. 70%; p < 0.0001). Having individual sessions was associated with a significantly lower dropout hazard (HR = 0.30, 95% CI: 0.23, 0.40). The intervention clients had a significantly lower dropout hazard than the control clients if they started the individual sessions during the first six months (HR = 0.68, 95% CI: 0.51, 0.90).Conclusions: The MMT CARE intervention focusing on provider capacity building has demonstrated efficacy in reducing clients' treatment dropout. This study sheds light on MMT service improvement in China and other global community-based harm reduction programs. [ABSTRACT FROM AUTHOR]

Background: The association between socioeconomic status and unhealthy behaviors is well-documented in the literature. Less is known, however, about the role of subjective social status, but recent evidence shows that perceived standing in the social hierarchy has important roles in health.Methods: This paper studies the association between perceived social status and the consumption of alcohol and tobacco among the South Korean elderly. Using data from a large longitudinal survey in Korea, we empirically estimate these correlations while controlling for a large set of confounders that include measures of objective social status.Results: Respondents who view themselves as lower in the social hierarchy are more likely to be active smokers but equally likely to be drinkers as respondents who view themselves better off socially. We also find that among smokers and drinkers, the actual amounts of tobacco and alcohol consumed correlate well with perceived social status. In terms of drinking, the higher the subjective social status, the lower the amount of alcohol consumed. In terms of smoking, people at the two extremes of the social hierarchy smoke more than people in the middle.Conclusions: South Korea is facing unique problems regarding aging, economic and social inequality, and high rates of tobacco and alcohol consumption. Understanding the role of perceived social status on these unhealthy habits is therefore extremely important for designing policies that address these health issues from multiple perspectives. [ABSTRACT FROM AUTHOR]

Background: Little is known about the course of alcohol use disorders (AUDs) in representative samples during high-risk periods of adolescence and early adulthood. The primary objective of this research is to describe the prevalence and course of initial AUD episodes experienced between childhood and age 30 in a regionally representative cohort sample.Methods: Study data are from an epidemiological study of 816 youth. Participants were initially selected at random from nine high schools in western Oregon, USA. Four waves of data collection were conducted between ages 16 and 30. AUD course milestones are referenced to participants' age.Results: Results indicated that male participants (43%) were significantly more likely to be diagnosed with a lifetime AUD than female participants (28%), OR [CI95] = 1.97 [1.47-2.65], and rate of first incidence was especially high between ages 18 and 24.9, a developmental period that also corresponded to the peak interval in prevalence rates. The rate of first AUD incidence substantially diminished beginning around age 25. Among those with an initial AUD episode, 87% recovered by age 30 and, of these, the average episode length was 23 months. Among recovered cases, 33% went on to experience a second AUD episode (i.e., a recurrence) after a minimum 12-month asymptomatic recovery period. Risk for recurrence remained relatively high within the 5 years following initial AUD offset.Conclusions: AUDs are common lifetime conditions in representative samples, whereby most affected individuals by age 30 experience a time-limited course rather than a recurring or persistent course. [ABSTRACT FROM AUTHOR]

Background: Sex differences in the abuse-related effects of alcohol have been demonstrated in the clinic and in preclinical animal models. Less is known about the influence of menstrual cycle phase on drinking.Methods: In this study, we examined the relationship between menstrual cycle phase and intake of ethanol (EtOH) in five adult female rhesus monkeys. Subjects consumed a 4% EtOH solution in their home cage 6 h per day, 5 days per week and pressed a lever to receive food pellets during the drinking session. Menstrual cycle was determined with vaginal swabs 5-7 days per week. To facilitate comparison with previous studies, the cycle was divided three different ways for analysis.Results: First, no significant difference was observed when EtOH intake was compared between phases defined as "follicular" (days 5-10) and "luteal" (19-24). Second, when the cycle was further divided into four phases [early follicular (days 1-7), late follicular (8-14), early luteal (15-21) and late luteal (22-next cycle)], significant differences were detected, with intake highest in phases that bracket menses and lowest in the late follicular phase. Finally, EtOH intake during "mid-cycle" (days 12-16) was significantly lower than during "menses" (days 1-5) and "late luteal" (last 5 days). Effect sizes were small to moderate, although absolute differences in EtOH intake (g/kg) were <15%. Food-maintained responding was not different across phases.Conclusions: Menstrual cycle has modest but statistically significant and selective effects on EtOH drinking, with higher EtOH intake observed in the peri-menstrual period compared to the middle of the cycle. [ABSTRACT FROM AUTHOR]

Objectives: To analyze and present the demography, clinical behavior, especially the risk factors of tumor hemorrhage and management of sporadic angiomyolipoma (SAML), tuberous sclerosis complex associated angiomyolipoma (TSCAML) and epithelioid angiomyolipoma (EAML) in our institution.Methods: A retrospective study of 587 patients who were diagnosed with renal angiomyolipoma in our institution between January 2000 and May 2015 was done. The AMLs were diagnosed by ultrasonography, CT, or MRI. EAML was confirmed by histopathology. Medical records and follow-up results were analyzed using the SPSS version 22 software.Results: Out of 587 cases of renal AMLs, 87.4% were SAMLs, 8.7% were TSCAMLs and 3.9% were EAMLs. Most of the AML patients were asymptomatic. The most common presenting symptoms included flank pain and abdominal pain. The median tumor size of SAML, TSCAML, EAML were 4.7, 2.7, 10.5 cm respectively. Approximately half of SAMLs were conservatively treated, almost all TSCAMLs were treated conservatively, while all EAMLs were surgically treated. The median tumor size of hemorrhagic SAML cases was 8 cm versus non-hemorrhagic cases of 4.1 cm. The optimal cut-off point on the ROC curve for predicting SAML tumor hemorrhage was 7.35 cm.Conclusion: A larger tumor size, younger patient's age and higher BMI value correlated with a higher risk of tumor hemorrhage. For tumor sizes less than 7.35 cm, we recommend active surveillance or TAE for hemorrhage prevention. We also suggest that surgical management should be considered for patients with tumors larger than 7.35 cm, symptomatic and progressive AML, or suspicious EAML. [ABSTRACT FROM AUTHOR]

Background/purpose: The prevalence of lower urinary tract symptoms (LUTS) in men and women in the general population in Taiwan is unclear. Community-based data on the epidemiology and effects of LUTS would therefore help improve understanding of the condition in this country.Methods: This study was an internet-based, self-administered survey, conducted in randomly selected adults aged ≥40 years. Participants answered questions on International Continence Society (ICS) symptom definitions, the International Prostate Symptom Score (IPSS) and the overactive bladder (OAB) symptom score.Results: The study population comprised 2068 adults (51.4% women) with a mean age of 55 years. Using criteria from the ICS, LUTS were present in 60% of men and 57% of women. The prevalence of LUTS increased with age in both men and women. The most bothersome symptoms were terminal dribble, incomplete emptying and nocturia in men, and nocturia, perceived frequency and urgency in women. In the overall population, according to IPSS, 30% had at least moderate symptoms. OAB prevalence was 16% in both men and women. The likelihood of consulting a healthcare professional about urinary symptoms was low and not significantly different between men and women with LUTS (17% and 14%, respectively).Conclusion: More than half of men and women aged ≥40 years in Taiwan are affected by LUTS, and these symptoms are often bothersome. However, few individuals with LUTS consult healthcare professionals about their symptoms. Improved diagnosis and treatment of LUTS in Taiwan are needed to reduce the deleterious effects of the condition. CLINICALTRIALS.Gov Identifier: NCT02618421. [ABSTRACT FROM AUTHOR]

Background/purpose: Medical inpatients are at increased risk of QT interval prolongation due to multiple risk actors and QT prolonging drugs. This study aimed to identify the prevalence of risk factors for QT prolongation; QT prolonging medications; associated drug-drug interactions (QT-DDIs); their predictors; and TdP (torsades de pointes) risks of drugs.Methods: This cohort study was carried out in medical wards of two tertiary hospitals in Khyber Pakhtunkhwa, Pakistan. The QT-DDIs were identified using Micromedex DrugReax® and AZCERT (Arizona Center for Education and Research on Therapeutics) QT drugs lists. AZCERT QT drugs lists were used to identify TdP risks. Logistic regression analysis was performed to identify predictors of QT-DDIs.Results: Total 400 patients were included in this study. The most frequent QT prolonging risk factors included use of ≥1 QT prolonging drugs (74.5%), female gender (55%) and diabetes mellitus (36.3%). Total 487 QT prolonging drugs were identified. According to AZCERT classification, 33.8% of the interacting drugs were included in list-1 (known risk of TdP), 0.9% in list-2 (possible risk of TdP) and 58.8% in list-3 (conditional risk of TdP). The occurrence of QT-DDIs was significantly associated with ≥10 prescribed medications (p = 0.01), chronic liver disease (p = 0.05), chronic obstructive pulmonary disease (p = 0.03), gastroenteritis (p = 0.02), antimicrobials (p < 0.001), antiemetics (p < 0.001) and antinausea (p < 0.001).Conclusion: A substantial number of patients were exposed to risk factors for QT prolongation; and QT prolonging drugs such as proton pump inhibitors, antimicrobials and diuretics which may lead to serious outcomes. [ABSTRACT FROM AUTHOR]

Abstract Learning is an important aspect of cognition that is crucial for the success of many species, and has been a factor involved in the evolution of distinct patterns of life history that depend on the environments in question. The extent to which different degrees of social and individual learning emerge follows from various species-dependent factors, such as the fidelity of information transmission between individuals, and that has previously been modelled in agent-based simulations with meme-based representations of learned knowledge and behaviours. A limitation of that previous work is that it was based on fixed environments, and it is known that different learning strategies will emerge depending on the variability of the environment. This paper will address that limitation by extending the existing modelling framework to allow the simulation of life history evolution and the emergence of appropriate learning strategies in changing environments. [ABSTRACT FROM AUTHOR]

Abstract Introduction Students enrolled in professional pharmacy programs tend to have high prior academic achievement. This achievement may be predicated on their learning strategies. However, when entering a professional program, it is unclear if their strategies change to adopt to a new, more rigorous academic environment. The purpose of this research note is to document a single cohort of students' learning strategies over time within a doctor of pharmacy (PharmD) curriculum. Methods A single cohort from the University of North Carolina at Chapel Hill Eshelman School of Pharmacy received yearly surveys regarding their learning strategies used during the past academic year. This cohort was tracked from prior to the start of the PharmD curriculum throughout the three-year duration of didactic course work. The survey was based on prior research of learning strategies. Results Most learning strategies remained constant over time including the primary strategy of re-reading or re-watching videos. Using flashcards and completing practice problems decreased over time. In addition, students seem to migrate to cramming for examinations rather than spacing their study over time. Similar patterns were noted in the small cohort of students that completed all four surveys. Conclusions Primary learning strategies do not seem to change with time but some secondary learning strategies may change over time. [ABSTRACT FROM AUTHOR]

This study investigated secondary school teachers’ beliefs and practices regarding university preparation by interviewing 50 teachers. Teachers most often mentioned study skills as important aspect of university readiness. Although most teachers believed their role involved contributing to university readiness, few teachers had university preparation as explicit goal; instead, most of them mentioned university preparation practices they performed unintentionally. These preparation practices mainly focused on providing students with information about studying at university. As barriers to university preparation teachers mentioned spending most of their time to preparing their students for national examinations and a lack of knowledge of what universities expected from first-year students. More awareness of the importance of preparation and collaboration between schools and universities offer potentially helpful resolutions. [ABSTRACT FROM AUTHOR]

• Choosing Wisely recommendations could reduce low-value care in physical therapy. • Optimizing language could increase implementation of the recommendations. • Physical therapists were less willing to follow negatively framed recommendations. • They were most willing to follow recommendations with high detail. • They were more willing to follow recommendations with alternatives to low-value care. Choosing Wisely recommendations could reduce physical therapists' use of low-value care. To investigate whether language influences physical therapists' willingness to follow the Australian Physiotherapy Association's (APA) Choosing Wisely recommendations. Best-worst Scaling survey The six original APA Choosing Wisely recommendations were modified based on four language characteristics (level of detail, strength- qualified/unqualified, framing, and alternatives to low-value care) to create 60 recommendations. Physical therapists were randomised to a block of seven choice tasks, which included four recommendations. Participants indicated which recommendation they were most and least willing to follow. A multinomial logistic regression model was used to create normalised (0=least preferred; 10=most preferred) and marginal preference scores. 215 physical therapists (48.5% of 443 who started the survey) completed the survey. Participants' mean age (SD) was 38.7 (10.6) and 47.9% were female. Physical therapists were more willing to follow recommendations with more detail (marginal preference score of 1.1) or that provided alternatives to low-value care (1.3) and less willing to follow recommendations with negative framing (−1.3). The use of qualified ('don't routinely') language (vs. unqualified - 'don't') did not affect willingness. Physical therapists were more willing to follow recommendations to avoid imaging for non-specific low back pain (3.9) and electrotherapy for low back pain (3.8) vs. recommendation to avoid incentive spirometry after upper abdominal and cardiac surgery. Physical therapists were more willing to follow recommendations that provided more detail, alternatives to low-value care, and were positively framed. These findings can inform the development of future Choosing Wisely recommendations and could help reduce low-value physical therapy. [ABSTRACT FROM AUTHOR]

This paper is about a teaching experiment (TE) with inservice secondary teachers (hereafter “participants”) in the theory of systems of linear equations. The TE was oriented within particular social and intellectual climates, and its design and implementation took into consideration a series of findings concerning the difficulties students have in linear algebra. The questions we set for this study were: (1) Did the participants in the particular TE climates construct viable knowledge in the theory of systems of linear equations? Our criteria for viable knowledge consist in evidence for the ability to (a) generate non-trivial conjectures, judged so subjectively by a mathematician, (b) prove such conjecture, and (c) move upward along the APOS conception levels. (2) What difficulties and insights did the participants experience as they constructed such knowledge? The potential contributions of our investigation into these questions to researchers and practitioners include (a) a detailed depiction of the participants’ achievements and challenges in dealing with theoretical questions concerning linear systems in an authentic learning environment and under a tutelage oriented in a particular constructivist perspective; and (b) a field-based hypothesis about the consequences of a particular learning environment vis-à-vis construction of knowledge in linear algebra. All of the participants had taken a linear algebra course as part of their undergraduate studies, on average 17 years prior to the TE, with an average grade of about 80%. Thus, a third question set for this study concerns retention. (3) What did the participants retain from their linear algebra courses vis-à-vis concepts, ideas, and problem solving pertaining to the theory of systems of linear equations, assuming they had constructed such knowledge during these courses? [ABSTRACT FROM AUTHOR]

Background Faculty continue to observe students struggling as they adapt their study strategies to learn nursing core content. Objectives This study described the study habits of Bachelor of Science in Nursing (BSN) students prior to admission to the program. Design This study used a descriptive qualitative research design. Settings and Participants A purposive sample of 19 BSN students (juniors [ n = 10] and seniors [ n = 9]) from a 4-year public Midwestern university were included in this study. Methods Two focus group sessions, using a semi-structured interview guide, were conducted in the spring semester of 2013. Results The four themes which emerged from the analysis of data were: “I just got it,” “I had a lot of time then,” “I studied alone” mostly, and “…a little struggle with the sciences.” Conclusions The findings suggest the BSN students did not study much or employed poor study strategies during their years completing general education courses. Academic support is needed by students prior to admission to the nursing program so they can learn effective study skills and modify their study habits for easier adaptation to the rigors of nursing education. [ABSTRACT FROM AUTHOR]

Objectives: Little research has been done into the distance travelled by consumers to purchase alcohol, whether this is influenced by demographic characteristics or drinking levels of consumers, and the effect of price on purchase distance. This study aimed to explore distances drinkers were prepared to travel to purchase alcohol at on- and off-site outlets and how these decisions were affected by price discounting. Study design: Online survey. Methods: The study, including 831 alcohol consumers aged 18 years and older living in Australian capital cities, was undertaken in 2012. The survey was used to gather data on the distances which participants anticipated that they usually travelled to purchase alcohol. The data provided insight into which factors influence where participants would choose to purchase alcohol and the possible effects of price discounts on purchase distance. Results: Most participants would choose to travel less than 10 km to purchase alcohol. Data indicated that price discounting might increase the purchase distance that most participants would be prepared to travel to purchase alcohol; this was more marked regarding off-site outlets and among high-risk drinking groups including young males and participants with risky drinking levels. Conclusions: Price discounting affects hypothetical purchase distance choices, indicating the importance of price when implementing alcohol control policies. Purchase distance might be more affected by price discounting among consumers visiting off-site outlets, but less useful when exploring associations with on-site outlets. [ABSTRACT FROM AUTHOR]

Objectives: To investigate the use of bike desks in an office setting and office workers' experiences of bike desks. Study design: Mixed-method study; quantitative data of cycling desk use in combination with qualitative data of users' experience were obtained via questionnaires. Methods: Bike desks were provided in an office setting during a five-month period. The amount of cycled time, distance and the cycling intensity were registered. At the end of the intervention period, participants filled out a questionnaire about their experiences of cycling desks in the office. Results: Participants cycled for approximately 98 min/week. Most participants were very positive about their bike desk experience and almost all of them would continue using them. About one third of the participants experienced a positive effect on attention and work performance and for about two thirds it positively influenced their motivation during work. Furthermore, about half of the participants felt more energetic, more self-confident and perceived a positive effect on their health and lifestyle. Conclusions: Providing bike desks in an office reduces office workers sedentary time. Furthermore, people experienced positive effects on several personal and work-related parameters. Therefore, providing bike desks in office settings seems to be a promising means to reduce sedentary time. [ABSTRACT FROM AUTHOR]

Aim Physical examination skills are crucial for a medical doctor. The physical examination of children differs significantly from that of adults. Students often have only limited contact with pediatric patients to practice these skills. In order to improve the acquisition of pediatric physical examination skills during bedside teaching, we have developed a combined video-based training concept, subsequently evaluating its use and perception. Methods Fifteen videos were compiled, demonstrating defined physical examination sequences in children of different ages. Students were encouraged to use these videos as preparation for bedside teaching during their pediatric clerkship. After bedside teaching, acceptance of this approach was evaluated using a 10-item survey, asking for the frequency of video use and the benefits to learning, self-confidence, and preparation of bedside teaching as well as the concluding OSCE. Results N = 175 out of 299 students returned survey forms (58.5%). Students most frequently used videos, either illustrating complete examination sequences or corresponding focus examinations frequently assessed in the OSCE. Students perceived the videos as a helpful method of conveying the practical process and preparation for bedside teaching as well as the OSCE, and altogether considered them a worthwhile learning experience. Self-confidence at bedside teaching was enhanced by preparation with the videos. The demonstration of a defined standardized procedural sequence, explanatory comments, and demonstration of infrequent procedures and findings were perceived as particularly supportive. Long video segments, poor alignment with other curricular learning activities, and technical problems were perceived as less helpful. Students prefer an optional individual use of the videos, with easy technical access, thoughtful combination with the bedside teaching, and consecutive standardized practice of demonstrated procedures. Conclusions Preparation with instructional videos combined with bedside teaching, were perceived to improve the acquisition of pediatric physical examination skills. [ABSTRACT FROM AUTHOR]

This study investigates how self-regulated learning phases are related to collaborative engagement in two different collaborative task conditions. It integrates SRL theory and the concept of engagement, including interaction in collaboration, as key characteristics of engagement. Forty-four second-year teacher education students worked in groups during a 7-week math didactic course. We collected 84 h of video recordings and coded the group's cognitive and socioemotional interaction and three phases of self-regulation within interaction, including forethought, performance and reflection. After that we analyzed the relationship between the interaction types representing collaborative engagement and SRL phases within two learning tasks. The results show that collaborative engagement did not differ between teacher-led and student-led tasks in terms of the interaction types. However, the results showed that the SRL phases occurred differently within cognitive and socioemotional interaction types when the two task conditions were compared. Findings concerning teacher-led tasks showed invariance in the occurrence of SRL phases across the task and highlighted the relationship between socioemotional interaction and the forethought phase. Additionally, findings concerning the student-led tasks showed systematic changes in the distribution of phases of SRL across sessions in all interaction types. Our results' theoretical and methodological implications for collaborative engagement research are discussed. [ABSTRACT FROM AUTHOR]

Summary Background Pre-registration nursing students throughout the United Kingdom (UK) are required to complete a minimum number of theory hours within the course. Anecdotal evidence suggests that students are required to attend campus for approximately fifty percent of the theory hours. The remaining theory hours are often labelled as ‘study time’ in which students are not required to attend campus. There is a general assumption amongst many academics that all students are prepared and motivated to direct their learning and therefore use this time to study. However some students chose to work during this time and many have dependents. Considering the increasing cost of nurse education combined with the government cuts to student bursaries in England it is timely to review the literature to determine how study time is used within pre-registration nurse education. Objective To present a critical review of the literature pertaining to study time in pre-registration nurse education. Design An integrative review of the literature. Data Sources A search of electronic databases: Cumulative Index to Nursing and Allied Health (CINAHL); Cochrane; Medline; Science Direct; Blackwell Synergy; Electronic Journals Service (EJS); Scopus; Taylor & Francis, Eric and Routledge Wiley was undertaken. Review Methods The inclusion criteria consisted of peer reviewed primary research, discussion papers, unpublished doctoral theses' and editorial papers directly related to the key words and nurse education published in English. Results Twelve papers were included in the review. Analysis of the papers led to the development of two themes: orientation to self-directed learning (SDL) and preparation for SDL. Conclusions The literature demonstrates that pre-registration nursing students lack the necessary skills for SDL. There is a lack of research on how study time is used within pre-registration nurse education. This calls for empirical research to fully explore how nursing students and lecturers perceive study time within pre-registration nursing curricula. [ABSTRACT FROM AUTHOR]

Introduction In order for students to focus on deep learning and develop higher order skills, faculty need to improve the delivery of the educational experience, and students need better study skills. Methods This study surveyed student pharmacists across all four curricular years at a single institution about study strategies. Results Overall, 55% of students completed the survey. Nearly all the respondents (91%) re-read their notes, textbook, or re-watched videos with no significant differences between years. There were significant negative linear trends between cohorts with students completing practice problems ( p < 0.0005), using flashcards ( p < 0.0001), using retrieval strategies ( p < 0.005), and thinking of real life examples ( p < 0.02); in all cases a higher frequency was found with lower-level students (i.e., students in their first year or P1) and lower frequency with upper-level students (i.e., P4). Regardless of cohort, 52% of the students would re-study material rather than practicing recall without the possibility of re-study. Students reported studying in a variety of environments. While quiet areas were ranked first, a large frequency of students report studying while texting or checking emails (48%). Approximately half (52%) of the respondents participated in their own professional development regarding study skills, and these students reported less use of re-reading compared with their counterparts (88% vs. 95%, p < 0.05). Conclusion Students used re-reading as a main study strategy despite evidence that it is relatively ineffective. Students who seek resources to improve their study skills tend to use more retrieval practices than students who do not. [ABSTRACT FROM AUTHOR]

Study Objective: Simulation-based learning is emerging as an alternative educational tool in this era of a relative shortfall of teaching anesthesiologists. The objective of the study is to assess whether screen-based (interactive computer simulated) case scenarios are more effective than problem-based learning discussions (PBLDs) in improving test scores 4 and 8 weeks after these interventions in anesthesia residents during their first neuroanesthesia rotation.Design: Prospective, nonblinded quasi-crossover study.Setting: Cleveland Clinic.Patients: Anesthesiology residents.Interventions: Two case scenarios were delivered from the Anesoft software as screen-based sessions, and parallel scripts were developed for 2 PBLDs. Each resident underwent both types of training sessions, starting with the PBLD session, and the 2 cases were alternated each month (ie, in 1 month, the screen-based intervention used case 1 and the PBLD used case 2, and vice versa for the next month).Measurements: Test scores before the rotation (baseline), immediately after the rotation (4 weeks after the start of the rotation), and 8 weeks after the start of rotation were collected on each topic from each resident. The effect of training method on improvement in test scores was assessed using a linear mixed-effects model.Main Results: Compared to the departmental standard of PBLD, the simulation method did not improve either the 4- or 8-week mean test scores (P = .41 and P = .40 for training method effect on 4- and 8-week scores, respectively). Resident satisfaction with the simulation module on a 5-point Likert scale showed subjective evidence of a positive impact on resident education.Conclusions: Screen-based simulators were not more effective than PBLD for education during the neuroanesthesia rotation in anesthesia residency. [ABSTRACT FROM AUTHOR]

Students who fail state writing tests may be subject to a number of negative consequences. Identifying students who are at risk of failure affords educators time to intervene and prevent such outcomes. Yet, little research has examined the classification accuracy of predictors used to identify at-risk students in the upper-elementary and middle-school grades. Hence, the current study compared multiple scoring methods with regards to their accuracy for identifying students at risk of failing a state writing test. In the fall of 2012, students composed a persuasive prompt in response to a computer-based benchmark writing test, and in the spring of 2013 they participated in the state writing assessment. Predictor measures included prior writing achievement, human holistic scoring, automated essay scoring via Project Essay Grade (PEG), total words written, compositional spelling, and sentence accuracy. Classification accuracy was measured using the area under the ROC curve. Results indicated that prior writing achievement and PEG Overall Score had the highest classification accuracy. A multivariate model combining these two measures resulted in only slight improvements over univariate prediction models. Study findings indicated that choice of scoring method affects classification accuracy, and automated essay scoring can be used to accurately identify at-risk students. [ABSTRACT FROM AUTHOR]

This monogram offers an empirical discussion of a common issue appearing in the design of eLearning courses nowadays and the even more commonly found misperception of many faculty about delivering such courses. These issues are viewed from the perspective of an engineer designing a mechanical control system, the design of which can affect the mechanical output or behaviour of the system resulting in different outputs based on the existence and proper use of its various components. Courses designed for online delivery, just like mechanical systems, require input, controllers and regulators, and a sought-after output. The components of online courses form a dynamical eLearning system in which, similarly to its mechanical counterparts, the mere presence of the components themselves cannot result in an optimally controlled system without the presence of necessary and appropriate controllers. This critical review of the topic identifies the current realities and drawbacks and offers an innovative view in the context of distance learning systems and their impact. [ABSTRACT FROM AUTHOR]

The high number of false positives and the resulting number of avoidable breast biopsies are the major problems faced by current mammography Computer Aided Detection (CAD) systems. False positive reduction is not only a requirement for mass but also for calcification CAD systems which are currently deployed for clinical use. This paper tackles two problems related to reducing the number of false positives in the detection of all lesions and masses, respectively. Firstly, textural patterns of breast tissue have been analyzed using several multi-scale textural descriptors based on wavelet and gray level co-occurrence matrix. The second problem addressed in this paper is the parameter selection and performance optimization. For this, we adopt a model selection procedure based on Particle Swarm Optimization (PSO) for selecting the most discriminative textural features and for strengthening the generalization capacity of the supervised learning stage based on a Support Vector Machine (SVM) classifier. For evaluating the proposed methods, two sets of suspicious mammogram regions have been used. The first one, obtained from Digital Database for Screening Mammography (DDSM), contains 1494 regions (1000 normal and 494 abnormal samples). The second set of suspicious regions was obtained from database of Mammographic Image Analysis Society (mini-MIAS) and contains 315 (207 normal and 108 abnormal) samples. Results from both datasets demonstrate the efficiency of using PSO based model selection for optimizing both classifier hyper-parameters and parameters, respectively. Furthermore, the obtained results indicate the promising performance of the proposed textural features and more specifically, those based on co-occurrence matrix of wavelet image representation technique. [ABSTRACT FROM AUTHOR]

A study presented by the authors, examines the factors influencing the creation of effective interaction based on cooperation, in study groups of additional professional education and construction industry professionals. The authors identified factors that positively affect the efficiency of small study groups in the online environment. Particularly, there are certain learning strategies that promote the involvement of participants in projects that are implemented in small groups. Participation in these projects increases the sense of community, leads to the acquisition of useful skills and improves learning outcomes. [ABSTRACT FROM AUTHOR]

We present empirical findings from using an interactive electronic textbook (eTextbook) system named OpenDSA to teach sophomore- and junior-level Computer Science courses. The web-based eTextbook infrastructure allows us to collect large amounts of data that can provide detailed information about students’ study behavior. In particular we were interested in seeing if the students will attempt to manipulate the electronic resources so as to receive credit without deeply going through the materials. We found that a majority of students do not read the text. On the other hand, we found evidence that students voluntarily complete additional exercises (after obtaining credit for completion) as a study aid prior to exams. We determined that visualization use was fairly high (even when credit for their completion was not offered). Skipping to the end of slideshows was more common when credit for their completion was offered, but also occurred when it was not. We measured the level of use of mobile devices for learning by CS students. Almost all students did not associate their mobile devices with studying. The only time they accessed OpenDSA from a mobile device was for a quick look up, and never for in depth study. [ABSTRACT FROM AUTHOR]

We investigated the frequency and duration of distractions and media multitasking among college students engaged in a 3-h solitary study/homework session. Participant distractions were assessed with three different kinds of apparatus with increasing levels of potential intrusiveness: remote surveillance cameras, a head-mounted point-of-view video camera, and a mobile eyetracker. No evidence was obtained to indicate that method of assessment impacted multitasking behaviors. On average, students spent 73 min of the session listening to music while studying. In addition, students engaged with an average of 35 distractions of 6 s or longer over the course of 3 h, with an aggregated mean duration of 25 min. Higher homework task motivation and self-efficacy to concentrate on homework were associated with less frequent and shorter duration multitasking behaviors, while greater negative affect was linked to longer duration multitasking behaviors during the session. We discuss the implications of these data for assessment and for understanding the nature of distractions and media multitasking during solitary studying. [Copyright &y& Elsevier]

Highlights: [•] Students believe that they take verbatim notes of the instructor's writing during a lecture. [•] Students’ note-taking appears to be mediated by their sense-making practices. [•] Students appeared to use three different types of sense-making frames. [•] Sense-making frames influenced what students noticed and the ways they made sense. [•] Frame-choice resulted in some missed opportunities for learning from the lecture. [ABSTRACT FROM AUTHOR]

• Recommendations for forming small online groups must balance the needs of the host and potential members. • We present a framework of algorithms for making group recommendations in constantly changing problem sets. • We evaluate the framework using a simulated production environment. • We compare our framework's approximations to an absolute optimal using network flow optimization. For those seeking to recruit teammates for a specific purpose, like a project or study group, challenges quickly arise once they have exhausted their social circle. In the wake of the current pandemic, meeting new people that are right for a specific team is even more difficult than before due to the lack of in-person events. On social media platforms, users often have large networks of connections but have very few close personal relationships within them. This makes it difficult to find compatible people that share the same goal, and are interested in niche groups on those platforms. We present a scalable framework for establishing small online groups that balance two objectives, making the best group recommendations to users and guiding group hosts to the best users for their group. We illustrate this framework using three use cases. Lastly, we evaluate a serverless implementation using a large social media dataset to simulate a production environment and compare our framework to a network flow approach to solving the problem. [ABSTRACT FROM AUTHOR]

Abstract: Electronic communication is emotionally gratifying, but how do such technological distractions impact academic learning? The current study observed 263 middle school, high school and university students studying for 15min in their homes. Observers noted technologies present and computer windows open in the learning environment prior to studying plus a minute-by-minute assessment of on-task behavior, off-task technology use and open computer windows during studying. A questionnaire assessed study strategies, task-switching preference, technology attitudes, media usage, monthly texting and phone calling, social networking use and grade point average (GPA). Participants averaged less than six minutes on task prior to switching most often due to technological distractions including social media, texting and preference for task-switching. Having a positive attitude toward technology did not affect being on-task during studying. However, those who preferred to task-switch had more distracting technologies available and were more likely to be off-task than others. Also, those who accessed Facebook had lower GPAs than those who avoided it. Finally, students with relatively high use of study strategies were more likely to stay on-task than other students. The educational implications include allowing students short “technology breaks” to reduce distractions and teaching students metacognitive strategies regarding when interruptions negatively impact learning. [Copyright &y& Elsevier]

Abstract: There is a growing need for the integration of various theoretical perspectives on academic performance, especially the theories on educational persistence, and motivational theories. Recent models of students'' engagement with school incorporate different dimensions of students, family and school. However, some authors are arguing that academic related skills should also be included in integrative approaches to academic achievement. The main goal of this study was to evaluate the predictors of academic performance a) integrating educational persistence, motivational, and study skills indicators, b) combining approaches centered on the variables and approaches centered on the person. 384 Portuguese secondary school students participated in this study. Information was collected about the several indicators from theories of persistence and motivation. The reduction of the data on principal components resulted in 9 factors. In the multiple regression model 5 factors explained 24.6% of the variance: socio economic status (9.3% of the variance), parental involvement with the school (6.4%), academic goals (4.9%), student–teacher interaction (leadership, rigor and orientation towards mastery in triennial courses) (2.6%), and academic related skills (1.1%). The profile analyses revealed that the two profiles with the best academic results register higher levels than the two profiles with worst academic results both in the indicators of the educational persistence model and the indicators of the motivational models. Different organizations of indicators from the educational persistence theories, the motivational models and study skills are associated to different academic results. These results give support for the integration of academic related skills, indicators of educational persistence theories and indicators of motivational models in secondary school students. Besides, this study''s results give further evidences for the inclusion of academic related skills in multidimensional models of students'' engagement with school. [Copyright &y& Elsevier]