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Research on text comprehension in relation to the reading medium (paper or screen) has mainly involved undergraduate or high school students. To advance current knowledge on the effects of reading medium, this longitudinal study focused on beginner readers, specifically, the role of precursors in first graders’ comprehension of narrative and expository linear texts from reading on paper and computer screen. Working memory and inference skills as cognitive precursors and basic digital skills were measured at the end of preschool (T1); reading text comprehension and word reading, as a control variable, were measured at the end of the first grade (T2). Sixty-three children participated in total. The first graders read four texts, one narrative and one expository, on both paper and computer screen, in a counterbalanced order. Results showed no main effects of the reading medium or text genre, but the interactive effect of these variables was significant. At T2, the children had higher comprehension scores after reading narrative than descriptive texts from paper. In addition, reading from the screen was preferred at post-test, after all texts were presented. As precursors, working memory and inference skills predicted both printed and digital text comprehension. In contrast, basic digital skills predicted only digital text comprehension after controlling for medium, text genre, and word reading.

The purpose of this study was to investigate the impact of mLearning or mobile device practice on the attention and accuracy of student's use of math concepts, specifically, telling time. A single subject, alternating treatment design was used to compare mLearning to paper and pencil practice in four 3rd grade male students. Results were mixed; two children were observed to be more on-task during the mLearning practice, and two children were observed to perform similarly across both conditions. Additionally, two children performed similarly on correctly completed problems across both conditions, and two children performed better using paper and pencil practice. All students completed more math problems during the paper and pencil practice.

Synthetic cannabinoid receptor agonists (SCRAs) are a class of varied compounds that mimic the effects of natural cannabinoids found in cannabis. Because they have a wide range of diverse structures, they vary widely in their potency. The abuse of new psychoactive substances (NPS) in prisons was reported in many European countries and in the USA. In the present study, we have described the identification of SCRAs in 56 infused paper sheet samples, seized mainly in Brazilian prisons between 2016 and 2020. The materials were seized by local or federal law enforcement and analyzed by Sao Paulo State Police or Brazilian Federal Police using gas chromatography–mass spectrometry, attenuated total reflection-Fourier transform infrared spectroscopy, liquid chromatography–high-resolution mass spectrometry or nuclear magnetic resonance spectrometry. Most of these samples (87.5%) were seized in 2019–2020; seven different SCRAs were identified in samples, and the most frequently identified substances were MDMB-4en-PINACA (23.6%) and 5F-MDMB-PICA (36.4%), the newest SCRAs emerging recently. As observed in Europe and the USA, Brazil also shows the prevalence of indazole-3-carboxamides and indole-3-carboxamides among SCRAs seizures in the prison system. This phenomenon is spreading all over the world at this moment. These data on the prevalence could help to alert judicial authorities to shutting down the introduction of NPS, including SCRAs, into prisons to ensure safety and security for avoiding health risks of prisoners and staff, leading to positive effects in this population. To our knowledge, this is the first demonstration of SCRAs smuggling into prisons in Latin America.

This column is intended to address the kinds of knotty problems and dilemmas with which many scholars grapple in studying health professions education. In this article, the authors address the question of why papers may be desk rejected (rejected without going out for formal peer review) and describe simple steps for authors to optimize their work so it gets past the desk reject stage. Submitted/Accepted version

Allergo journal international 30(5), 155-168 (2021). doi:10.1007/s40629-021-00178-2, Published by Urban & Vogel, München

Feedback is beneficial to students’ learning process and overall achievement, but one of the common complaints from students about college education is regarding feedback. So, this study aimed to examine whether digital written feedback positively influences students’ learning experience and attitude toward learning. Digital written feedback refers to feedback provided through a learning management system as handwritten feedback added to a scanned copy of the student’s paper-based assessment using a smart pad and smart pencil. The study surveyed a diverse set of college students’ (n = 175) perceptions regarding feedback satisfaction, learning satisfaction, the usefulness of digital written feedback, and perceived achievement via an online survey. A one-way analysis of variance found a significant difference between feedback satisfaction and learning satisfaction according to the feedback method. A multiple regression analysis indicated the satisfaction and perceived usefulness of digital written feedback predicted perceived achievement. From the students’ open responses regarding the benefits of digital written feedback, five themes emerged, namely usability, psychological relief, accessibility, self-regulation, and acceptance. The implications for digital written feedback are discussed.

Bone mineral abnormalities (defined as Chronic Kidney Disease Mineral Bone Disorder; CKD-MBD) are prevalent and associated with a substantial risk burden and poor prognosis in CKD population. Several lines of evidence support the notion that a large proportion of patients receiving maintenance dialysis experience a suboptimal biochemical control of CKD-MBD. Although no study has ever demonstrated conclusively that CKD-MBD control is associated with improved survival, an expanding therapeutic armamentarium is available to correct bone mineral abnormalities. In this position paper of Lombardy Nephrologists, a summary of the state of art of CKD-MBD as well as a summary of the unmet clinical needs will be provided. Furthermore, this position paper will focus on the potential and drawbacks of a new injectable calcimimetic, etelcalcetide, a drug available in Italy since few months ago.

Paper folding-and-punching tests are used to measure spatial abilities in humans. This paper presents a qualitative model for paper folding (QPF) and a computer game (Paper Folding Game) developed to apply and show the reasoning capabilities of the QPF model. This interactive game presents paper-folding activities intended to help users train and understand how to fold a paper to get a specific shape. Then, it presents paper-folding-and-punching tests to the players. The Paper Folding Game can automatically generate paper-folding-and-punching questions with varying degrees of difficulty depending on the number of folds and holes made, thus producing additional levels for training. The reasoning mechanisms in the QPF model are used by the Paper Folding Game to infer the right answer to each paper-folding-and-punching question. This reasoning capability allows the game to provide feedback to the players when they are wrong and also to create other plausible answers automatically, so that random question-answers are shown to the players in the master-mode. The Paper Folding Game has been implemented using Unity engine and it is available to download from GooglePlay and AppleStore for everyone to train their spatial reasoning skills.

Comparative studies on paper and pencil– and computer-based tests principally focus on statistical analysis of students’ performances. In educational assessment, comparing students’ performance (in terms of right or wrong results) does not imply a comparison of problem-solving processes followed by students. In this paper, we present a theoretical tool for task analysis that allows us to highlight how students’ problem-solving processes could change in switching from paper to computer format and how these changes could be affected by the use of one environment rather than another. In particular, the aim of our study lies in identifying a set of indexes to highlight possible consequences that specific changes in task formulation have, in terms of task comparability. Therefore, we propose an example of the use of the tool for comparing paper-based and computer-based tasks.

This study was conducted to examine students’ performance in paper-based and online-based tests. In the context of the study, students’ performances were considered in the General Physics course between 2014 and 2015 and 2018–2019 academic years. The participants of this study are 417 students of Engineering and Science faculties at a public university of Kyrgyz Republic. Students’ achievement scores in paper-based and online-based tests were obtained and appropriate statistical analysis methods were employed. According to the results, students’ demographic data (i.e. gender, faculty and major) have different effects on their performance, and students performed better in online-based tests compared to paper-based tests. Additionally, the study aimed to analyze instructor perceptions related to testing types that interviews were conducted with 26 instructors of the General Physics course. The majority of the instructors indicated that they experienced difficulties related to the traditional form of evaluation due to the following reasons: lack of time to give personal feedback to each student, lack of time for objective evaluation, and difficulty of evaluation of crowded student groups. Therefore, they indicated the necessity of online test implementation in the context of the General Physics course.

Research shows active learning is an effective teaching method. However, few qualitative studies explore medical student perceptions of the active learning process. The present study explored what students thought about while completing paper puzzles, an active learning tool used at the University of Utah School of Medicine, to understand what and how medical students think while engaged in active learning.To investigate second-year medical students' attitudes toward these active learning exercises, three Zoom-based focused groups were held and recorded throughout the course. Recordings were transcribed and coded using thematic analysis.Students reported that peer interactions were of high value, and that while some interactions and thought processes were action-oriented, others were more metacognitive. Other benefits of the activity included promotion of learning, provision of structure, and designation of high-yield concepts. Challenges included feelings of confusion, problems with timing or difficulty of the tasks, and low utility without adequate preparation.These findings reflect student-acknowledged pros and cons of active learning described in education literature and add further insight into the thoughts and conversations students have during active learning activities. These include practicing metacognitive skills, triaging information, and learning from peers.These data further elucidate student perceptions of active learning activities in medical education. Though focused on a specific activity, the data can help medical educators understand what students appreciate about active learning and what they think about while engaged in such activities.The online version contains supplementary material available at 10.1007/s40670-022-01682-y.

This exploratory study compares how young people (ages 15–16) learn circuitry concepts and layout design principles important to electrical engineering using one of two educational circuitry toolkits: paper circuits and traditional solderless breadboards. Paper-based prototyping kits are representative of a trend that incorporates new materials and approaches to integrating arts into traditional STEM disciplines. Extending prior research on how non-traditional toolkits enhance learning of electrical engineering outcomes, including basic circuitry concepts (i.e., current flow, polarity, and connections), this study examines the material affordances and design choices of the kits that contribute to youth’s understanding of more advanced circuitry layout design principles, including space allocation, placement of electronic components, and routing. Results indicate that paper circuits better afford the learning of layout design principles for printed circuit boards (PCBs) with large effect sizes. This study illuminates how the materials of educational toolkits uniquely solicit body- and material-syntonic patterns of activity, and thus differentially engage learners’ powerful ideas around circuitry and design principles. This investigation encourages careful consideration of the material affordances of some toolkits over others for learning purposes.

This paper presents the case of an adjunct university professor to illustrate the dilemma of using artificial intelligence (AI) technology to grade student papers. The hypothetical case discusses the benefits of using a commercial AI service to grade student papers—including discretion, convenience, pedagogical merits of consistent feedback for students, and advances made in the field that yield high-quality work—all of which are achieved quickly. Arguments against using AI to grade student papers involve cost, privacy, legality, and ethics. The paper discusses career implications for faculty members in both situations and concludes with implications for researchers within the discourse on academic integrity.

Background Paediatric orthopaedics is a significant and difficult for undergraduate students to master. During the COVID-19 pandemic, we used the WeChat platform to combine the advantages offered by problem-based learning (PBL), case-based learning (CBL) and paper review teaching methods to establish a new blended online teaching model and demonstrated its feasibility and effectiveness. Objective This study aims to demonstrate the feasibility and effectiveness of a new blended pedagogical method that uses the WeChat platform and combines PBL, CBL and paper review. Methods We enrolled 22 students participating in the Department of Paediatric Orthopaedics. They participated in the WeChat blended pedagogy mode. Their departmental rotation examination scores were compared with those of 23 students who participated in the traditional teaching method. Moreover, an anonymous questionnaire was used to evaluate students’ perceptions and experiences. Results The total average scores of students who participated in the WeChat blended pedagogy mode and the traditional teaching method were 47.27 and 44.52, respectively. There were no statistically significant differences between the online teaching mode and the traditional teaching method in terms of possessing professional accomplishment, gaining knowledge and promoting interpersonal skills (P = 0.07, P = 0.12 and P = 0.65, respectively). In terms of independent clinical thinking, self-improving capability and improving clinical skills, the scores associated with the WeChat blended pedagogy mode were 8.00, 8.00 and 6.00, whereas those associated with the traditional teaching method were 6.70, 6.87 and 7.48. The overall satisfaction with the WeChat blended pedagogy mode reached 100%. A total of 64%, 86%, 68%, 64% and 59% of students chose very large or large in response to the items concerning professional accomplishment, knowledge absorption, independent clinical thinking skills, English reading and literature exploring capacity, as well as interpersonal skills, respectively. Fifteen participants claimed that the WeChat blended pedagogy mode was less helpful to them with regard to promoting the improvement of their clinical skills. Nine students claimed that the WeChat blended pedagogy mode was time-consuming. Conclusions Our study verified the feasibility and effectiveness of the WeChat blended pedagogy mode for undergraduate paediatric orthopaedics internships. Trial Registration Retrospectively registered.

Huge quantity of paper mill wastes are dumped at the outskirt of factory as unwanted materials. Vermicomposting is an eco-friendly technique for beneficial conversion of different biodegradable/organic wastes into useful organic manure utilizing earthworms. Solid wastes generated in paper mills contain appreciable quantity of organic matter. Attempt was made for bio-conversion of Emami paper mill wastes with different numbers of Eisenia fetida (5–30 earthworms/2 kg substrate) for studying its influence on vermi-conversing time and quality of prepared vermicompost. Vermicomposting was carried out in trays following heap method and quality of final product was determined following both chemical analysis and bioassay on wheat seedlings. Application of more earthworms up to 20 numbers per 2 kg substrate made bio-conversion quicker but further addition of earthworm, however, delayed the process as some earthworms came out of beds and died probably due to competition for food among earthworms inside beds. Ten earthworms per kg paper mill wastes–saw dust–cow dung mixture (1:0.5:0.5 weight wise) was found as optimum earthworm population for preparing quality vermicompost having more major and secondary plant nutrients. Bioassay of this manure on wheat seedlings also confirmed the analytical findings. It is confirmed that earthworm population in vermibed played vital role in faster decomposition of paper mill wastes and releasing of more nutrients, which ultimately helped in better growth of wheat seedlings. Successful demonstration of vermicomposting technique will encourage local farmers for beneficial utilization of paper mill wastes in their agriculture.

Diagnostic and evidential static image, video clip, and sound multimedia are captured during routine clinical care in cardiology, dermatology, ophthalmology, pathology, physiatry, radiation oncology, radiology, endoscopic procedural specialties, and other medical disciplines. Providers typically describe the multimedia findings in contemporaneous electronic health record clinical notes or associate a textual interpretative report. Visual communication aids commonly used to connect, synthesize, and supplement multimedia and descriptive text outside medicine remain technically challenging to integrate into patient care. Such beneficial interactive elements may include hyperlinks between text, multimedia elements, alphanumeric and geometric annotations, tables, graphs, timelines, diagrams, anatomic maps, and hyperlinks to external educational references that patients or provider consumers may find valuable. This HIMSS-SIIM Enterprise Imaging Community workgroup white paper outlines the current and desired clinical future state of interactive multimedia reporting (IMR). The workgroup adopted a consensus definition of IMR as “interactive medical documentation that combines clinical images, videos, sound, imaging metadata, and/or image annotations with text, typographic emphases, tables, graphs, event timelines, anatomic maps, hyperlinks, and/or educational resources to optimize communication between medical professionals, and between medical professionals and their patients.” This white paper also serves as a precursor for future efforts toward solving technical issues impeding routine interactive multimedia report creation and ingestion into electronic health records.

The main purpose of the living technology curriculum is to cultivate students' interest in learning science and technology, and further to utilize their experience of learning instructions and develop their ability to integrate interdisciplinary knowledge and skills. In recent years, as countries have begun to emphasize the concept of interdisciplinary integration in the school education, STEM (Science, Technology, Engineering, and Mathematics, STEM) focuses on cultivating interdisciplinary talents. With this, STEAM highlights the role of ART because other dimensions of STEM are expected to be effectively integrated through the cultivation of aesthetics; the purpose of this study is to design a STEAM curriculum for elementary school children and to explore the impact of STEAM education on the creativity. The content of this course is based on the PBL (Project-Based Learning) with the teaching activities combining with “Chinese Paper-cutting” and “BBC micro: bit”. The teaching process is used the strategy of creative thinking instruction. The research method adopts a one-group pretest–posttest design based on a purposive sampling of 21 students from one class in an elementary school. The research tools included the records of learning feedback and the creativity assessment. The empirical findings show that the project-based learning incorporating STEAM activity has a positive significant influence on students’ development of creative recognition. Since the empirical results are constricted by the short-term STEAM course, the STEAM course with the art-oriented still benefits the STEAM education and Learning effectiveness of elementary school students. The implication of interdisciplinary interactive Lamp of Paper Carving with Micro:Bit is expected to contribute to further development of STEAM course. Since the curriculum is only last for few weeks, it is too short to affect the emotional facet of creativity. Future researches are suggested to extend the teaching period and evaluate the long-term influence of PBL STEAM on students' learning attitude.

Waste management is the protection of the environment and the health of the population. Paper waste sludge is produced during paper production and sepiolite is a natural clay mineral. The aim of the study was to investigate the usability of sepiolite-added paper waste sludge as a bedding material in the broiler production. Two hundred eighty-eight 1-day old male broiler chicks were divided into the 6 bedding material groups (wood shavings (control), paper waste sludge, sepiolite, mix of 25% paper waste sludge and 75% sepiolite, mix of 50% paper waste sludge and 50% sepiolite, and mix of 75% paper waste sludge and 25% sepiolite) with 6 replicate pens per group. Litter quality, performance, and some welfare parameters of broilers were assessed during the 6 weeks’ period. Body weight at 42 days of age and body weight gain from 0 to 42 days of broilers reared on the wood shavings and mix of 50% paper waste sludge and 50% sepiolite were found higher than those of the sepiolite and paper waste sludge groups. Feed consumption and feed to gain ratio from 0 to 42 days, yields of carcass and carcass parts, percentages of organs and abdominal fat, IgG, percentage of bursa Fabricius, burns of foot pad and breast, litter pH and meat properties of broilers reared on the wood shavings, paper waste sludge, and sepiolite litter groups were not found to be statistically different. Litter moisture was found higher in the paper waste sludge group than that in the sepiolite group at the 42 days of rearing. As a conclusion, usage of mix of 50% paper waste sludge and 50% sepiolite as a litter does not have any negative effects on performance, welfare, and litter quality. This result is important in terms of utilizing a waste product.

TARAMAWOS WOS:000683650400001 TARAMASCOPUS In light of the recent developments in mobile technologies and students’ increased uses of these platforms for educational purposes, research on mobileassisted learning is gaining increased attention. Within this line of inquiry, the current study explored vocabulary learning outcomes from paper and mobile application flashcards. The study used a repeated measures design, by exposing the participants (55 high-school students) to different learning conditions and testing their receptive knowledge of core vocabulary in English in three junctures of time over a year. The participants were asked to use digital or paper flashcards for vocabulary learning, and two standard measures of vocabulary knowledge in pre- and post-tests were used to compare vocabulary gains. The results revealed that both groups improved their vocabulary knowledge over time. Nevertheless, the participants in the experimental group who used mobile applications outperformed the control group (paper flashcards) in the post-tests, and the effect size of the observed differences was very large. The findings underscore the long-term impacts of mobile-assisted vocabulary learning, and the affordances provided by such platforms for learning a considerable number of words by EFL learners. The findings also promise implications for language learners/teachers and materials developers in English language teaching programmes.

This paper examines the personal and professional experiences of the five arts leaders who co-wrote the foundation document for Australia’s first national curriculum in the Arts. Their personal and professional backgrounds, which were explored during in depth interviews, drove the complex collaborative process that informed the first iteration of the Australian Curriculum: The Arts. Though each couched their responses in the context of their background and arts discipline, they shared an awareness of the important role of the Arts in providing the analytical tools for children and young people to identify and subsequently challenge social injustice. The findings, which are presented as a group narrative using a Narrative Inquiry approach, reveal how the five arts leaders’ individual lived experience, disciplinary experience and expertise, and commitment to collaborative leadership informed their approach. It was one driven by their shared belief that all Australian students, regardless of their background, are entitled to a quality arts education. Refereed/Peer-reviewed

Conflicts of interest are a normal part of human social intercourse. They become problematic when there is a power differential between participants in the setting of relationships requiring a high degree of trust, as in healthcare. In this white paper we consider how these conflicts may be detected and mitigated. Following Medline search and reference chaining, we undertook a narrative review of the literature with iterative discussion. Conflicts of interest may be financial, professional or personal, and may operate at the level of the individual or the organisation. Unmanaged, they become a source of bias which places the interests of the professional or the organisation before those of the patient. Reported with increasing frequency, conflicts damage trust, harm patients, and defraud the health system. We make 15 recommendations for minimising conflicts of interest. Nationally funded open-access registries should be established to permit complete disclosure of financial, professional, and personal relationships with the potential for driving bias in research, clinical practice, or health management. Governance of disclosure should be the responsibility of employing organisations through annual staff appraisals, audited by national research integrity committees. Research fraud should incur suspension of the license to practice. Organisations should monitor staff perceptions of ethical climate to enhance awareness of staff behaviours and the potential for misconduct driven by academic pressures. Clear separation of advisory and voting roles is needed in best practice guideline panels. Professional societies and scientific journals should display conflict of interest policies for their own staff and officers as well as for speakers and authors. Undergraduates should not be exposed to pharmaceutical promotions masquerading as education. Undergraduate and postgraduate training programmes should include teaching about managing conflicts of interest and identifying research misconduct.

The German school system employs centrally organized performance assessments (some of which are called “VERA”) as a way of promoting lesson development. In recent years, several German federal states introduced a computer-based performance testing system which will replace the paper-pencil testing system in the future. Scores from computer-based testing are required to be equivalent to paper-pencil testing scores so that the new testing medium does not lead to disadvantages for students. Therefore, the current study aimed at investigating the size of the mode effect and the moderating impact of students’ gender, academic achievement and mainly spoken language in everyday life. In addition, the variance of the mode effect across tasks was investigated. The study was conducted in four German federal states in 2019 using a field experimental design. The test scores of 5140 eighth-graders from 165 schools in the subject German were analysed. The results of multi-level modelling revealed that students’ test scores in the computerized version of the VERA test were significantly lower than in the paper-pencil version. Students with a lower academic achievement were more disadvantaged by the VERA computerized test. The results were inconsistent regarding the interactions between testing mode and students’ gender and mainly spoken language in everyday life. The variance of the mode effect across tasks was high. Research into different subjects and in other federal states and countries under different testing conditions might yield further evidence about the generalizability of these results.

Graphing is an important practice for scientists and in K-16 science curricula. Graphs can be constructed using an array of software packages as well as by hand, with pen-and-paper. However, we have an incomplete understanding of how students’ graphing practice vary by graphing environment; differences could affect how best to teach and assess graphing. Here we explore the role of two graphing environments in students’ graphing practice. We studied 43 undergraduate biology students’ graphing practice using either pen-and-paper (PP) (n = 21 students) or a digital graphing tool GraphSmarts (GS) (n = 22 students). Participants’ graphs and verbal justifications were analyzed to identify features such as the variables plotted, number of graphs created, raw data versus summarized data plotted, and graph types (e.g., scatter plot, line graph, or bar graph) as well as participants’ reasoning for their graphing choices. Several aspects of participant graphs were similar regardless of graphing environment, including plotting raw vs. summarized data, graph type, and overall graph quality, while GS participants were more likely to plot the most relevant variables. In GS, participants could easily make more graphs than in PP and this may have helped some participants show latent features of their graphing practice. Those students using PP tended to focus more on ease of constructing the graph than GS. This study illuminates how the different characteristics of the graphing environment have implications for instruction and interpretation of assessments of student graphing practices.

To clarify the socioeconomic factors influencing global paper and paperboard demand, a panel data analysis was conducted covering the period 1961–2014. This study used paper and paperboard demand as the dependent variable, and a country’s economic level, Internet usage rate, plastic packaging demand, and time trend as the explanatory variables. An inverse U-shaped quadratic relationship, such as an environmental Kuznets curve, was found between economic level and paper and paperboard demand, which saturates and begins to decline as economic level increases. The economic level representing the turning point differs significantly with the use, ranging from around 37,000 US$/person for newsprint paper to around 66,000 US$/person for printing and writing paper. For both newsprint paper and printing and writing paper, demand declines owing to the spread of the Internet as the economic level rises, although this reductive effect is greater for printing and writing paper than for newsprint paper. A substitution relationship is not found between wrapping paper and corrugated cardboard on the one hand and plastic packaging on the other hand as the economic level becomes higher.

This paper begins with a recognition that questions of climate change, environmental degradation, and our relations to the natural world are increasingly significant and requiring of a response not only as philosophers of education but also as citizens of the planet. As such the paper explores five of the key journals in philosophy of education in order to identify the extent, range, and content of current discussions related to the environment. It then organizes and summaries the articles that were located while seeking to identify the extent, possibilities, and limitations of current discussions relating to the environment in the philosophy of education community. The hope is that ultimately this work is an invitation to anyone, regardless of tradition, orientation, and expertise, to contribute to the expansion and deepening of both theory and practice in the face of this most serious of challenges.

Herein we are reporting, the in-situ synthesis of polydopamine capped silver nanoparticles (PDA-AgNPs) and its cysteamine (CYS) and tetracycline (TC) drugs sensor applications. The synthesized PDA-AgNPs was characterized by UV–Visible, Fourier Transformed–Infrared, X-Ray Diffraction, Zeta Potential, and High Resolution-Transmission Electron Microscope techniques. We have utilized PDA-AgNPs as probes for the detection of CYS and TC by spectrophotometry method. The addition of CYS has led to a decrease in the absorption of PDA-AgNPs. The yellow color solution becomes colorless and observed the aggregated particles in the TEM image. In contrast, the addition of TC, into the same solution, absorption of PDA-AgNPs was increased. The color of the solution became dark yellow and the particles are obtained de-aggregation. Based on the Surface Plasmon Resonance (SPR) band absorption changes, the detection limit of CYS and TC was calculated to be 180 nM and 17 nM, respectively. Interestingly, 600-fold of common interferences did not interfere with the detection of CYS and TC. PDA-AgNPs was successfully utilized to detect CYS and TC in serum, urine, and drug samples. Finally, we have prepared a paper-based colorimetric kit for on-site monitoring of CYS and TC.

The purpose of the study was to examine the feasibility and effectiveness of a distant-professional development model that supported the implementation of genre-based strategy instruction for procedural writing on second grade teachers’ fidelity of implementation and students’ writing quality. Participants were 84 s graders and four teachers who were randomly assigned to condition. Teachers completed an online workshop module prior to instruction, a survey on their instruction and confidence to teach writing, received coaching feedback during implementation, and were interviewed at pretest and posttest. Students wrote in response to two procedural topics at pretest and posttest, at maintenance, completed transfer tasks in science and in persuasion, were interviewed at posttest, completed a confidence scale, and standardized measures. Results showed that treatment teachers positively evaluated the PD and its components, taught with high fidelity, and positively commented on the instructional approach. Treatment students wrote papers of better quality at posttest and maintenance tasks, while there were no statistically significant differences at the transfer tasks, on students’ confidence, and on standardized measures. Implications for professional development, practice, and research are further discussed.

Responsible conduct of research and ethical publishing practices are debatable issues in the higher education literature. The literature suggests that ‘authorship disputes’ are associated with multi-author paper publication and linked to ethical publishing practices. A few research studies argue authorship matters of a multi-author paper publication, but do not explain how to arrange author list meaningfully in a multi-author paper. How is a principal author of a multi-author paper to be decided? The literature also does not clarify whether language editor(s) could claim authorship for a research paper publication? The paper adopts qualitative methodology that subsumes descriptive, evaluative, and interpretative approaches to answer these questions. While answering these questions, the paper critically examines ‘authorship disputes’ and ‘types of authorship’ relating to research paper publication practices. At the end, the paper proposes a framework that would help to resolve authorship disputes over multi-author paper publication.

On August 9–10, 2017, the American College of Surgeons hosted a symposium on metabolic surgery, with 12 follow-on papers published serially in the Bulletin of the College. The current synopsis outlines the varied contents of these papers, often in the original words of their authors, who are cited within their topic sections. Topics covered include the following: history and definition of metabolic surgery, bariatric surgery, international bariatric surgery, mechanisms of metabolic surgery, diabetes and the metabolic syndrome, frontiers of metabolic surgery, institutional collaborations, accreditations and quality initiatives, professional training, the role of the National Institutes of Health, and advocacy. Based on these insights, an enthusiastic affirmation for the future of metabolic surgery is warranted.

In psychological assessment, there is a tension between oral and written language. This tension is rarely troubled or even noted in clinical practice. For report writing purposes, psychologists routinely transform oral, socially embedded material into written texts. In this paper, I highlight three points in the psychological assessment process where this transformation occurs: one during testing, the second in the analysis and interpretation phase, and the third while writing the final report. As written language is not oral language put on paper, a conceptual linguistic leap is needed that has the potential to subtly distort how the minds of others are represented and constructed. Furthermore, there are literary aspects of scientific psychological report writing that are often invisible to both writers and readers, which leads to additional distortions. Underlying the above-noted conceptual leap is the assumption that the borderline between oral and written language is porous and the principles and rules of each are interchangeable. Some alternative approaches to psychological assessment are offered that acknowledge the specific nature of oral and written language.

This paper is concerned with some stochastic properties of a novel rock–paper–scissors model. Firstly, the global existence of an unique positive solution of the stochastic model is obtained. Then we demonstrate the positive solution of the model is stochastically bounded. Besides, some sufficient conditions for population to be stochastically permanent and extinct are derived with the use of some appropriate Lyapunov functions. At last, some numerical simulations are carried out to illustrate our theoretical analysis results.

The purpose of this study is to identify trends of integrative approach in South Korean technology education. A literature review was completed from 131 selected research journal papers published in South Korean academic databases from 2010 to 2018. The review identified four trends. First, research on technology education within STEAM education has steadily increased since 2010, with student-targeted studies comprising the largest share. Second, program development and implementation type was the most frequent regarding the research types. Third, the analysis of school subjects integrated with technology for integrative approach in South Korean technology education showed the most links to science. Fourth, invention was the most common focus in analysis of the content area of technology education, while creation constituted the most common core concept of the new Korean national curriculum. The results of this study shed light on the place of technology education within STEAM education in South Korea and has implications for research and practice for integrative STEAM education in future Korean technology education.

This paper started with the examination of the effect of mobile-based reading test on EFL test-takers of different attitudes from their perception of metacognitive strategy use and the knock-on impact on test results. Then other possible factors of such impact are explored and corresponding solutions are presented. Quantitative analysis of questionnaire and reading test data indicated that test-takers with low acceptance of mobile-based reading test might be adversely affected in their metacognitive strategy use of planning, monitoring, and evaluating, as well as their test results. Qualitative analysis of the relevant literature and the interview data, combined with the quantitative results, revealed that, besides the inferiority of metacognitive regulation on screen, the negative effects might also involve other complicated and intertwined factors, such as reading proficiency, psychology, attitudes, adaptability, habits, and personality, as well as text and question presentation form, which could, in turn, lead to poor performance in this new test form. Therefore, metacognitive training, psychological preparation, guided practice, elaborated feedback, constructive advice, personalized dynamic assessment, optimization of the text and question presentation form, and overcoming of screen inferiority are necessary for better assessment ecology so that test-takers could gain more benefit and convenience brought by this new assessment medium.

Objectives Using the European Health Interview Survey (EHIS) questionnaire, a web-based survey was organized alongside a face-to-face (F2F) survey including a paper-and-pencil (P&P) questionnaire for sensitive topics. Associated with these different modes, other design features varied too (e.g., recruitment, incentives, sampling). We assessed whether these whole data collection systems developed around the modes produced equivalent health estimates. Methods Data were obtained from two population-based surveys: the EHISWEB (web-administered, n = 1010) and the Belgian Health Interview Survey 2018 (BHIS2018) (interviewer-administered, n = 2748). Logistic regression analyses were used to assess mode system differences while adjusting for socio-demographic differences in the net samples. Results For the P&P mode of the BHIS, significant mode system differences were detected for 2 of the 9 health indicators. Among the indicators collected via the F2F mode, 9 of the 18 indicators showed significant differences. Conclusions Indicators collected via the web-based and P&P self-administered modes were generally more comparable than indicators collected via the web-based and F2F mode. Furthermore, fewer differences were detected for indicators based on simple and factual questions compared to indicators based on subjective or complex questions.

In this article I consider David Olson’s account of how literacy produces a new kind of consciousness, one in which a process of metacognition makes possible both knowledge and an understanding of language itself. This, he argues, enables readers and writers to reflect upon language, understand what constitutes reasoning, and recognize any logical flaws embedded in written texts. I then locate Olson within the cognitivist tradition of Jerome Bruner, critically analyzing Bruner’s concept of emotion as well as Olson’s account of experience. While he acknowledges the place of experience in John Dewey’s account of literacy, he tends to regard it as a form of consciousness rather than something more primordial. I go on to argue that experience, rather than consciousness, is a fundamental ingredient in the life of the mind and learning in general, where aesthetic emotions play a significant role. A theory of literacy that fails to take these elements into account is incomplete, however powerful it may appear. In order to make this argument, I utilize the work of John Dewey and Alfred North Whitehead, who afford experience and aesthetic emotions a primordial place in their process philosophies. I also contrast the organic concept of mind advocated by Whitehead and Dewey in their theory of learning with the mechanistic account Olson inherits from Bruner. Furthermore, I analyze the importance Whitehead ascribes to art education, and go on to show why he believes art to be the source of consciousness itself. Once again, this contrasts with Olson’s cognitivist account. I conclude that without experience and aesthetic emotion our capacity to reflect upon them through language would not be possible.

Drawing-to-learn is a specific learning/reading strategy studied across many domains. In response to gaps in our knowledge about drawing-to-learn, we conducted a systematic meta-analysis of the literature published since the influential 2005 Van Meter and Garner literature review. We analyzed the benefits of directed learner-generated visual representations such as sketching, drawing, or computer-assisted creation of a full or partial static image. Forty-one peer-reviewed articles were screened in, together with 9 dissertations and 2 other documents; published from 2005 to 2018, these included 53 studies and 166 effects based on 8111 participants. The overall effect of drawing-to-learn across all dependent variable types (factual, inferential, and transfer) and both types of effects—comparing different types of drawing and comparing drawing to non-drawing conditions—was a significant g = 0.69. The overall effect was significant but differed across outcomes (g = 0.85 for factual, g = 0.44 for inferential, and g = 0.22 for transfer). Analyses across 6 moderators are presented. Not only does the literature continue to show that drawing-to-learn is better than the status quo, but directed drawing improves factual as well as inferential and transfer learning. Finally, researchers have found ways to improve drawing-to-learn instruction so that it can be even more effective than the simple directive to make a drawing.

In Iran, due to abundant restrictions on harvesting wood from northern forests by implementing the preservation project and also lack of possibility for sufficient wood production, development of the area of planting poplar is quite inevitable. Poplar wood properties have special importance to produce many wood production, particularly pulp and paper. Paper factories are the major consumers of poplar wood at the global level and this is because of unique morphological, physical, mechanical and technological properties of poplar wood. Therefore, regarding the importance of using this species in making various printing and writing paper, packaging or carton, cardboard and newsprint, in this study, costs of poplar production in one hectare including planting and harvesting were examined and determined. Then, based on conversion coefficients of FAO, required round wood, productivity and the cost of poplar wood were calculated for the producing various kinds of paper. The results indicate that carton and cardboard paper or packaging allocate the lowest cost and highest return, while printing and writing paper had highest cost and lowest return in terms of poplar wood supply needed for paper production.

The present study examined whether there is a difference in comprehension when reading from computer-based text versus reading from paper-based text and whether there is any benefit from the ability to take notes and highlight text while reading. In two experiments, students’ reading times and comprehension scores were compared between electronic text and paper text excerpted from a popular psychology textbook. In the first experiment, students were only allowed to read, while the second experiment allowed the use of highlighting and note-taking. The results revealed no significant difference in reading times and comprehension scores across conditions. More important, there was no significant difference in highlighting and note-taking across text formats. Overall, comprehension was poor and this may reflect highlighting and note-taking as ineffective or rather the type of behavior when engaging in these types of reading aids should be reconsidered. Alternatively, poor comprehension may have been a result of low motivation from participants.

Mumps, despite being a widely prevalent disease in the country, is considered as an insignificant public health problem mainly because of poor documentation of clinical cases and lack of published studies. In the absence of adequate published data on disease burden, Government of India has recently decided to introduce measles-rubella (MR) vaccine in its National Immunization Program and neglected mumps component.Following an IAP ACVIP meeting on December 6 and 7, 2014, a detailed review of burden of mumps in India along with vaccination strategies to control the disease was prepared. The draft was circulated amongst the members of the committee for review and approval. Revised final draft was later approved by IAP executive board in January 2015.To provide a review of community burden of mumps in India; and to discuss the vaccination strategies to impress upon policymakers to include mumps vaccination in National immunization program.A total of 14 studies and two media reports on mumps outbreak were retrieved. The outbreaks were reported from all the regions of the country. Mumps meningoencephalitis was responsible for 2.3% to 14.6% of all investigated hospitalized acute encephalitis syndrome or viral encephalitis cases in different studies. Data from Infectious Disease Surveillance (ID Surv) portal of IAP and Integrated Disease Surveillance Program (IDSP) of Government of India (GoI) were also reviewed. While a total of 1052 cases were reported by the IDSurv, IDSP had investigated 72 outbreaks with 1564 cases in 14 states during different time periods. Genotypes G (subtype G2) and C were found to be main genotypes of the mumps virus circulating in the country. Three studies studied serological status of young children and adolescents against mumps, and found susceptibility rates ranging from 32% to 80% in different age groups.Mumps poses a significant disease burden in India. This calls for inclusion of mumps vaccine in the National immunization program.

In the general population, moderate exercise is associated with several health benefits including a decreased risk of obesity, coronary heart disease, stroke, certain types of cancer and all-cause mortality. In chronic kidney disease (CKD), physical inability is an independent risk of death. Health benefits of regular exercise in CKD patients include improvements in functional and psychological measures such as aerobic and walking capacity and health-related quality of life. Nonetheless, in CKD patients exercise rehabilitation is not routinely prescribed. Renal patients are heterogeneous across the different stages of CKD so that the assessment of physical capability is mandatory for a correct exercise program prescription. To plan appropriate exercise programs in the CKD setting, targeted professional figures should be actively involved as many psychological or logistic barriers may hamper exercise implementation in these subjects. Different approaches, such as home exercise rehabilitation programs, supervised exercise training or in-hospital gym may theoretically be proposed. However, physical exercise should always be tailored to the individual capacity and comorbidities and each patient should ideally be involved in the decision-making process.

Microbial communities play a vital role in maintaining soil health. A multiphasic approach to assess the effect of pulp and paper mill effluent on both the structure and function of microbial soil communities is taken. Bacterial communities from agricultural soils irrigated with pulp and paper mill effluent were compared to communities form soils irrigated with well water. Samples were taken from fields in the state of Uttarakhand, India, where pulp and paper mill effluent has been used for irrigation for over 25 years. Comparisons of bacterial community structure were conducted using sequencing of the 16S rRNA gene from both isolates and clone libraries attained from the soil. Community-level physiological profiling was used to characterize the functional diversity and catabolic profile of the bacterial communities. The multiphasic approach using both physiological and molecular techniques proved to be a powerful tool in evaluating the soil bacterial community population and population differences therein. A significant and consistent difference in the population structure and function was found for the bacterial communities from soil irrigated with effluent in comparison to fields irrigated with well water. The diversity index parameters indicated that the microbial community in pulp and paper mill effluent irrigated fields were more diverse in both structure and function. This suggests that the pulp and paper mill effluent is not having a negative effect on the soil microbial community, but in fact may have a positive influence. In terms of soil health, this finding supports the continued use of pulp and paper mill effluent for irrigation. This is however only one aspect of soil health which was evaluated. Further studies on soil resistance and robustness could be undertaken to holistically evaluate soil health in this situation.

A simple probe pair was designed for the detection of hemoglobin E (HbE) genotype, a single-point mutation that leads to abnormal red blood cells commonly found in South East Asia. The key to differentiation is the use of a conformationally constrained peptide nucleic acid (PNA) that was immobilized on carboxymethylcellulose-modified paper. This was then used for target DNA binding and visualization by an enzyme-catalyzed pigmentation. The biotinylated target DNA bound to the immobilized probe was visually detected via alkaline phosphatase-linked streptavidin. This enzyme conjugate catalyzed the dephosphorylation of the substrate 5-bromo-4-chloro-3-indolyl phosphate, leading to a series of reactions that generate an intense, dark blue pigment. The test was validated with 100 DNA samples, which shows good discrimination among different genotypes (normal, HbE, and heterozygous) with 100% accuracy when optimal conditions of analysis were applied. The method does not require temperature control and can be performed at ambient temperature. This is an attractive feature for diagnosis in primary care, which accounts for a large part of affected population. Graphical abstract Schematic representation of a paper-based sensor for the detection of the gene Hemoglobin E. The interaction between an immobilized peptide nucleic acid and a DNA target leads to enzymatic pigmentation, allowing simple visual readout with up to 100% accuracy.

Online reading requires a hybrid of reading and information and communication technology (ICT)-related skills. The purpose of this study was to explore the role of paper-based reading skills and ICT-related skills in online reading and to identify the effects of age on learning online reading. ICT-related skills that investigated in this study were defined as information searching which indicate abilities to locate online information. To verify these relationships, a path analysis model was proposed. The age effect for learning online reading was analyzed through multivariate analysis of variance. In total, 376 children from grades four to six were recruited as participants. A paper-and-pencil reading comprehension test, an online reading test, and a self-reported information searching skill questionnaire were administered. Results showed that paper-based reading and ICT-related skills together could predict almost 50% of online reading performance. However, with respect to online reading, the importance of ICT-related skills was much less than that of paper-based reading skills. Implications of the results are discussed. As for the age factor, it is recommended that an appropriate age for reading and making good use of online information might be around sixth grade.

This work uses new materialist perspectives (Barad 2007; Lenz Taguchi 2014; Rautio in Children’s Geographies, 11(4), 394–408, 2013) to examine an exploration of concepts as agents and the question how intra-action of human and non-human bodies lead to the investigation of scientific concepts, relying on an article by de Freitas and Palmer (Cultural Studies of Science Education, 11(4), 1201–1222, 2016). Through an analysis of video stills of a case study, a focus on classroom assemblages shows how the intra-actions of human and non-human bodies (one 5-year-old boy, a piece of paper that becomes a paper plane and the concepts of force and flight) lead to an intertwining and intersecting of play, learning, and becoming. Video recordings were used to qualitatively analyze three questions, which emerged through and resulted from the intra-action of researcher and data. This paper aims at addressing a prevalent gap in the research literature on science learning from a materialist view. Findings of the analysis show that human and non-human bodies together become through and for another to jointly and agentically intra-act in exploring and learning about science. Implications for learning and teaching science are that teachers could attempt to focus on setting up the learning environment differently, so that children have time and access to materials that matter to them and that, as “Hultman (2011) claims […] ‘whisper, answer, demand and offer’” (Areljung forthcoming, p. 77) themselves to children in the learning and teaching environment.