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This paper addresses a gap in research regarding the efficacy of software programs to help children with reading difficulties. Forty-two children aged 5-13 years identified as poor readers participated in a study over twelve weeks using ReadingDoctor, a software program targeting phonemic awareness, orthographic-phonemic mappings, decoding ability and sight word recognition. Measures were taken using the Sutherland Phonological Awareness Test - Revised (SPAT-R), the Test of Word Reading Efficiency (TOWRE), and the graphemes and decoding subtests of the Phonological Awareness Test 2 (PAT-2). A quasi-experimental one group study with three multiple baseline measures was used. The dependent variables/measures were assessed seven times over a period of 32 weeks, allowing the research to be completed in the school-allocated timeframe. Significant improvements were found on all three measures of phonological/phonemic awareness and word-reading efficiency. These improvements were maintained when assessed three months later, during which time the software program was not used.

Prior research points to a variety of factors that influence student persistence in science, technology, engineering, and mathematics (STEM) degree programs. Little attention, however, has been given to how STEM faculty understand these processes and subsequently frame their role in supporting students. To address this gap, this article reports on an analysis of the interpretive frames through which instructors of introductory STEM courses make sense of the factors that influence student persistence and success in STEM degree programs. Interview data were collected from 73 instructors of introductory STEM courses at six predominantly white institutions of higher education across the United States. The coding of interviews included concept and theoretical coding using cluster analysis, multidimensional scaling, and correspondence analysis. The coding process identified six unique interpretive frames through which instructors made sense of student persistence. These frames varied greatly in the ways that students were perceived to have agency in shaping their persistence and success in STEM, as well as the steps that can be taken to ameliorate social inequalities in these outcomes. The findings thus have important implications for how researchers and program designers frame strategies that can support student persistence outcomes in STEM degree programs.

The purpose of this paper is to compare and contrast characteristics of use and adoption of mobile learning in higher education in developed and developing countries. A comparative case study based on a survey questionnaire was conducted with 189 students (undergraduate and postgraduate) from Makerere University in Uganda and the University of Adelaide in Australia. The Unified Theory of Acceptance and Use of Technology (UTAUT) was employed as the theoretical framework. The results indicated that higher education students in developed and developing countries use a range of technologies for learning, with major differences between Uganda and Australia. The study concludes that mobile learning in higher education in developed and developing country contexts is still at an experimental stage with students using mobile devices in pedagogically limited ways.

Many universities divide their academic workloads according to a model of 40 per cent teaching, 40 per cent research, and 20 per cent administration and service. Increasing demands on academic time, however, make this balance hard to achieve, since teaching and administration frequently impinge on research time. Moreover, regular academic activities may not fit into the workloaded time available. This paper presents evidence from a 3 month case study of a single academic in an Arts department at a research-intensive Australian university who has a 40:40:20 workload and is encouraged to publish an average of two high quality journal articles a year. Based on the study's findings, a more realistic workload model would be 40 per cent teaching, 25 per cent research and 35 per cent administration, with an adjustment in the amount of quality research outputs expected. A new model should also balance face-to-face teaching time with teaching-related activities.

Approximately one in five college women experience a sexual assault (SA), though a meaningful percentage of survivors do not acknowledge or label their experience as such. Research indicates that acknowledgment status is often influenced by how closely SA incidents align with the "real rape" script and degree of survivor rape myth acceptance (RMA). However, studies evaluating acknowledgment paired with other attitudes and health outcomes among survivors is sparse. The current study examined the relation between acknowledgment status, RMA, weight-related constructs, and psychological well-being among three groups of college women (N = 584): non-survivors, unacknowledged survivors, and acknowledged survivors. Findings indicate that, among survivors, acknowledged compared to unacknowledged SA is significantly associated with diminished body appreciation, self-esteem, and increased internalized weight bias, though no differences in psychological distress were found. [ABSTRACT FROM AUTHOR]

This article foregrounds La Niña’s role in establishing climate optimism in the southeastern states of Australia in the 1860s and 1870s. It examines the perceptions of climate as influenced by the cycles of the El Niño Southern Oscillation (ENSO), underscored by the decadal cycles of the Interdecadal Pacific Oscillation (IPO) and the influence in some areas of the intensity of the subtropical ridge. It finds an abundance of very wet La Niña years coincided with a key period of Australian immigration and the expansion of pastoralism and agriculture. The article concludes that this period of productivity and expansion substantially contributed to a false sense of optimism. It suggests nineteenth-century ideas about climate can illuminate contemporary cultural understandings. [ABSTRACT FROM AUTHOR]

The Grammar Gang blog has now passed its fourth anniversary as a borderless, non-proprietary language and learning online classroom. It gives wing to the aspirations of academic staff from four universities to explore language and learning across hemispheres. The Blog's recent birthday provides a timely opportunity to explore how this collaboration takes place and some possible ways to extend language, learning and academic support services. The Grammar Gang is an online classroom where people around the world can learn and explore their interest in language in a fun, conversational way. It is also a borderless classroom which queries the notion of institutional "ownership" in its traditional sense. Further, it opens wide the debate around the rights and wrongs of English language expression and learning. Four members of the Grammar Gang examine the implications of this digital collaboration in this context by addressing the ways in which the blog is used and some of the thinking within the literature around global English and institutional ownership of knowledge. The Grammar Gang continues to be an "adventure across the hemispheres" providing a model for others to follow.

Many people imagine dictionaries to be bulky tomes that are hard to lift and are only useful for quick translations or to check the meaning or spelling of difficult words. This paper aims to dispel that myth and show how online versions of monolingual English learners' dictionaries (MELDs) can be used pedagogically to engage students in academic writing and speaking conventions at Australian universities, thus expanding the borders of academe. It is not necessary to be an expert in lexicography in order to point students in the direction of these resources, which are freely available online. All that lecturers need is a basic knowledge of the uses of a MELD, and a willingness to share these insights with their students. Once students have acquired skills in dictionary use, they are equipped with a tool to engage them throughout their degrees and beyond into the workplace. This paper will present important features from five online MELDs and outline their information on spelling, pronunciation, grammar, meanings, synonyms, style and idioms in order to improve EAL speakers' academic writing and widen the borders of the academy.

The University of South Australia and Purdue University (Indiana) launched the "Grammar Gang Blog" in June 2008, as a collaborative forum for talking about language. The blog reaches a far-flung community of learners from Australia to the United States, Brisbane to Bangalore and Ghana to Germany. The Grammar Gang--where Owls meet Possums--started as a practical way to share knowledge about the function of grammar in academic writing at university. Two years later, the collaboration has grown to include the University of Adelaide. The Grammar Gang demonstrates how social software has given us an easy pathway to interact globally with those who have a common love of language. This paper discusses the way in which social software can be used for learning and global community building between students, university staff and their institutions. (Contains 4 figures.)

Learners' dictionaries are a resource which is often overlooked by both students and teachers of English as a Second Language. The wealth of grammatical information contained within them, however, can help students to improve their English language skills and, ipso facto, their academic writing. In this study, four groups of university ESL students participated in a session to improve their use of the English article system. Two of the groups used English learners' dictionaries and two did not. The results of the study indicate that the students who used the dictionaries achieved a slightly higher number of correct answers in the given article exercises, and expressed a higher level of satisfaction with the session, than those who had not used dictionaries. It is therefore suggested that greater use be made of learners' dictionaries in ESL grammar classes and that more teaching time be allocated to exploring and utilising this valuable resource. (Contains 3 tables.)

The English article system presents many problems for non-native speakers of English, particularly when they do not have an equivalent structure in their first language. Different approaches to the teaching of articles have attempted to overcome this problem. By encouraging students to address the notion of countability and to identify specific uses of articles in English, the ESL teacher in this study was able to improve students' understanding of this difficult area and guide them to a more accurate usage of the English article system. (Contains 1 figure.)

In the emerging field of whole-brain imaging at single-cell resolution, which represents one of the new frontiers to investigate the link between brain activity and behavior, the nematode Caenorhabditis elegans offers one of the most characterized models for systems neuroscience. Whole-brain recordings consist of 3D time series of volumes that need to be processed to obtain neuronal traces. Current solutions for this task are either computationally demanding or limited to specific acquisition setups. Here, we propose See Elegans, a direct programming algorithm that combines different techniques for automatic neuron segmentation and tracking without the need for the RFP channel, and we compare it with other available algorithms. While outperforming them in most cases, our solution offers a novel method to guide the identification of a subset of head neurons based on position and activity. The built-in interface allows the user to follow and manually curate each of the processing steps. See Elegans is thus a simple-to-use interface aimed at speeding up the post-processing of volumetric calcium imaging recordings while maintaining a high level of accuracy and low computational demands. (Contact: enrico.lanza@iit.it). [ABSTRACT FROM AUTHOR]

Wildfires have reached an unprecedented scale in the Northern Hemisphere. The summers of 2022 and 2023 demonstrated the destructive power of wildfires, especially in North America and southern Europe. Global warming leads to changes in fire danger. Specifically, fire seasons are assumed to become more extreme and will extend to more temperate regions in northern latitudes in the future. However, the extent to which the seasonality and severity of fire danger in regions of central Europe will change in the future remains to be investigated. Multiple studies claim that natural variability and model uncertainty hide the trend of increasing fire danger in multi-model climate simulations for future potentially fire-prone areas. Such a trend might be isolated with single-model initial-condition large ensembles (SMILEs), which help scientists to distinguish the forced response from natural variability. So far, the SMILE framework has only been applied for fire danger estimation on a global scale. To date, only a few dynamically downscaled regional SMILEs exist, although they enhance the spatial representation of climatic patterns on a regional or local scale. In this study, we use a regional SMILE of the Canadian Regional Climate Model version 5 Large Ensemble (CRCM5-LE) over a region in central Europe under the RCP8.5 (Representative Concentration Pathway) scenario from 1980 to 2099 to analyze changes in fire danger in an area that is currently not fire prone. We use the Canadian Forest Fire Weather Index (FWI) as a fire danger indicator. The study area covers four heterogeneous landscapes, namely the Alps, the Alpine Foreland, the lowlands of the South German Escarpment, and the Eastern Mountain Ranges of the Bavarian Forest. We demonstrate that the CRCM5-LE is a dataset suitable for disentangling climate trends from natural variability in a multi-variate fire danger metric. Our results show the strongest increases in the median (50th) and extreme (90th) quantiles of the FWI in the northern parts (South German Escarpment and Eastern Mountain Ranges) of the study area in the summer months of July and August. There, high fire danger becomes the median condition by the end of the century, and levels of high fire danger occur earlier in the fire season. The southern parts (Alps and Alpine Foreland) are less strongly affected by changes in fire danger than the northern parts. However, these regions reach their time of emergence (TOE) in the early 2040s because of very low current fire danger. In the northern parts, the climate change trend exceeds natural variability only in the late 2040s. We find that today's 100-year FWI event will occur every 30 years by 2050 and every 10 years by the end of the century. Our results highlight the potential for severe future fire events in central Europe, which is currently not very fire prone, and demonstrate the need for fire management even in regions with a temperate climate. [ABSTRACT FROM AUTHOR]

These guidelines present a systematic approach to diagnosis, treatment, and management of allergic skin diseases in dogs and cats. The guidelines describe detailed diagnosis and treatment plans for flea allergy, food allergy, and atopy in dogs and for flea allergy, food allergy, and feline atopic skin syndrome in cats. Management of the allergic patient entails a multimodal approach with frequent and ongoing communication with the client. Obtaining a comprehensive history is crucial for diagnosis and treatment of allergic skin diseases, and the guidelines describe key questions to ask when presented with allergic canine and feline patients. Once a detailed history is obtained, a physical examination should be performed, a minimum dermatologic database collected, and treatment for secondary infection, ectoparasites, and pruritus (where indicated) initiated. The process of diagnosing and managing allergic skin disease can be prolonged and frustrating for clients. The guidelines offer recommendations and tips for client communication and when referral to a dermatologist should be considered, to improve client satisfaction and optimize patient outcomes. [ABSTRACT FROM AUTHOR]

International students with English as an additional language face transitional challenges when entering a new academic culture. One such challenge involves optimising feedback to help foster their academic development, bearing in mind that feedback is not a culturally neutral entity (Nazif, A., Biswas, D., & Hilbig, R. (2004-2005). Towards an understanding of student perceptions of feedback. "Carleton Papers in Applied Language Studies," 21/22, 166-192). The current study of 134 postgraduate international students examines pre-course and in-course perceptions, experiences and expectations of feedback at university in Australia. Responses to questionnaires and in focus groups revealed that students' previous feedback experiences had largely been summative, with an emphasis on error correction, but they expected to receive more feedback, particularly formative, throughout their courses. They also had concerns about understanding feedback, and about potentially negative remarks. These concerns were partially borne out by a follow-up survey (n?=?43) in which only 29% said they understood everything their lecturers said. Teachers giving feedback to international students may, therefore, need to consider the nature of their comments, their method of delivery and how their feedback affects student development.

Reading is an essential activity for learning at university, but lecturers are not always experienced in setting appropriate questions to test understanding of texts. In other words, their assessments may not be "constructively aligned" with the learning outcomes they hope their students to exhibit. In examination conditions, questions may be set with insufficient time for re-reading available texts, thus drawing more on students' powers of recall than on deeper learning and comprehension. Previous research has been undertaken on reading comprehension generally, but no research has yet explored the interaction of factors such as text availability (re-reading of texts), text layout, question type and respondents' language background. This study explores the correctness of 50 participants' responses to a set reading task based on an expository text, and participants' confidence in giving those answers, in relation to four factors: the effects of question type; text availability; text layout; and language background. The main findings are that non-native speakers of English have more difficulty and less confidence in answering implicit questions and that reviewing the text has a significant effect on response correctness for implicit questions. The form of text layout did not show a significant effect, however. Our results have implications for lecturers who set readings and questions for comprehension and others who use reading comprehension as part of their "hidden curriculum". Further research in this area is required to determine more precisely the effects of language background.

Alluvial rivers are conveyor belts of fluid and sediment that provide a record of upstream climate and erosion on Earth, Titan, and Mars. However, many of Earth’s rivers remain unsurveyed, Titan’s rivers are not well resolved by current spacecraft data, and Mars’ rivers are no longer active, hindering reconstructions of planetary surface conditions. To overcome these problems, we use dimensionless hydraulic geometry relations—scaling laws that relate river channel dimensions to flow and sediment transport rates—to calculate in-channel conditions using only remote sensing measurements of channel width and slope. On Earth, this offers a way to predict flow and sediment flux in rivers that lack field measurements and shows that the distinct dynamics of bedload-dominated, suspended load-dominated, and bedrock rivers give rise to distinct channel characteristics. On Mars, this approach not only predicts grain sizes at Gale Crater and Jezero Crater that overlap with those measured by the Curiosity and Perseverance rovers, it enables reconstructions of past flow conditions that are consistent with proposed long-lived hydrologic activity at both craters. On Titan, our predicted sediment fluxes to the coast of Ontario Lacus could build the lake’s river delta in as little as ~1,000 y, and our scaling relationships suggest that Titan’s rivers may be wider, slope more gently, and transport sediment at lower flows than rivers on Earth or Mars. Our approach provides a template for predicting channel properties remotely for alluvial rivers across Earth, along with interpreting spacecraft observations of rivers on Titan and Mars. [ABSTRACT FROM AUTHOR]

Wildfires have reached an unprecedented scale in the Northern Hemisphere. The summers of 2021 and 2022 demonstrated the destructive power of wildfires especially in Northern America and Southern Europe. Global warming indicates that fire seasons will become more extreme and will extend to more temperate regions in northern latitudes in the future. Multiple studies claim that natural variability hides the trend of increasing fire danger in climate model simulations for future potentially fire-prone areas. Single Model Initial-Condition Large Ensembles (SMILEs) help scientists to distinguish climate trends from natural variability. So far, the SMILE framework has only been applied for fire danger estimation on a global scale. In this study, we use a regional SMILE of the Canadian regional climate model version 5 (CRCM5-LE) over Central Europe under the RCP 8.5 scenario from 1980 to 2099, to analyze fire danger trends in a currently not fire-prone area. We use the meteorological Canadian Fire Weather Index (FWI) as a fire danger indicator. The study area covers four heterogeneous landscapes, namely the Alps, the Alpine Foreland, the lowlands of the Southern German Escarpment and the Eastern Mountain Ranges of the Bavarian Forest. We demonstrate that the CRCM5-LE is a suitable dataset to disentangle climate trends from natural variability in a multivariate fire danger metric. Results show the strongest increases in the median (50th) and extreme (90th) percentile of the FWI in the northern parts of the study area in the summer months July and August, where high fire danger becomes the median condition and extremes occur earlier in the fire season. The southern parts of the study region are affected less strongly, but due to weaker variability in these regions, time of emergence (TOE) is reached there in the early 2040's. In the northern parts, the climate change trend exceeds natural variability in the late 2040's. We find that today's threshold for a 100 year FWI event, will occur every 30 years by 2050 and every 10 years by 2099. Our results highlight Central Europe's potential for severe fire events from a meteorological perspective and the need for fire management in the near future even in temperate regions. [ABSTRACT FROM AUTHOR]

This is the third special issue of "Primary Science," and it is one that offers primary school teachers an insight into an initiative that does wonders for primary science leadership, learning, and teaching -- the Primary Science Quality Mark (PSQM). Hub leaders are the heart and expertise of PSQM, working with groups of local science subject leaders to encourage, advise, and support them to achieve Primary Science Quality Marks for their schools. In this article, two PSQM hub leaders, Alex Farrer and Julia Miller, describe working with these groups to help them on their PSQM journey.

Gives data on the racial, ethnic, and gender composition of family and consumer sciences and extension faculty and students. Provides a content analysis of diversity in family and consumer sciences research. Makes recommendations for professional associations and higher education programs. (SK)