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Copyright of Journal of Women & Gender Studies (16834852) is the property of Women's Research Program, National Taiwan University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Clinical coaching is one educational intervention that researchers have identified to help students achieve their clinical performance goals. However, in northwest Nigerian nursing schools, coaching services are not available. The current study used a quantitative, quasi-experimental design with pre-post-test approach. Four clinical instructors received training on the coaching package before providing coaching to the study group. Data was collected using clinical checklists before coaching and two months later. The coaching was provided to the study group for six weeks. The study compares nursing students' clinical performance before and after coaching. It also established relationship between academic stress and clinical performance.

An ISMRM workshop on MR elastography was held at Charité–Universitätsmedizin Berlin on August 25–26, 2022. As an exclusively in‐person event, 65 participants from 9 countries attended the workshop despite COVID‐19–related restrictions. The topics of the workshop covered cellular and microtissue mechanical interactions, the development of MR elastography driver technology, approaches to inverse problems, clinical applications, and integration of MR elastography into multiparametric MRI protocols. The workshop was a great success by promoting direct knowledge exchange as well as for strategizing future directions for MR elastography. In this symposium review, we briefly summarized all oral presentations as well as the concluding panel discussion. [ABSTRACT FROM AUTHOR]

Due to the impact of COVID-19, the World Telecommunication Standardization Assembly (WTSA-20), which was scheduled to be held in 2020, was held locally and online in Geneva, Switzerland, from March 1 to 9, 2022. This article provides an overview of WTSA-20 and the main deliberations. [ABSTRACT FROM AUTHOR]

Interaction has been regarded as a key design component in online and distance learning. In this study, we convened a student-led, blended mode (face-to-face and online/Facebook discussions) massive open online course (MOOC) study group to facilitate interactions for learning. Multiple data, including voice recordings, one-on-one interviews, video recordings, and artifacts were collected and analyzed to detect patterns of interaction in both face-to-face and online/Facebook settings, as well as student perceptions of the blended MOOC study group. Findings indicated that, overall, the blended mode MOOC study group was helpful for promoting communication, providing help, resolving problems, and exchanging ideas and information among group members. Moreover, face-to-face meetings and online discussions both might have exerted their unique strengths and functions in different learning situations for different learners. We recommend future studies continue to explore the tenability of the blended mode MOOC study group in different contexts, subject areas, and age groups, as well as examining group dynamics and interactions that transform MOOC learning into interactive, motivating, and fulfilling journeys among study group members. [ABSTRACT FROM AUTHOR]

Learning synthetic biology is often seen as a far distant possibility, restricted to those who have the privilege of an academic career. We propose a student‐centered discussion group around synthetic biology, aimed at people from high school onwards with different backgrounds to interact and learn about synthetic biology. We developed a 14‐week long program with three modules: "Leveling," "Introducing," and "Discussion." By completing the first two modules, the members should be more comfortable with biological names, structures, concepts, and techniques. The modules developed are available in Portuguese, Spanish, and English via the Open Lab Idea Real website (https://ideareal.org/clube-de-biologia-sintetica/) and can be used to implement the Club either in place or virtually around the world. We put it to practice at Universidade Federal de Minas Gerais (UFMG) creating the Club named BioSin. There are programs such as the International Genetically Engineered Machine (iGEM) competition focused on disseminating synthetic biology. Although iGEM is one fantastic way of learning about synthetic biology, there is a high cost. Because of that, a study and discussion Club is a tool to spread knowledge and engage with the study area. [ABSTRACT FROM AUTHOR]

Copyright of Projekt-Management Aktuell is the property of Narr Francke Attempto Verlag GmbH & Co.KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Õpilasele mõjuvad teise keele tunnis alati mitmesugused seotud tegurid. Kui need on positiivse mõjuga, siis motiveerivad nad õpilast õppima. Kui mõju on aga vastupidine, siis mõjuvad nad õpilasele demotiveerivalt ehk kahandavad tema õppimissoovi. Artiklis vaadeldakse üheksanda klassi eesti keele kui teise keele tundides õpilastele mõjuda võivaid demotiveerivaid tegureid. Artikli aluseks olevas uuringus on viidud läbi suulised individuaalsed poolstruktureeritud intervjuud 20 üheksanda klassi õpilasega neljast Tallinna vene õppekeelega koolist ja nende õpilaste eesti keele õpetajatega. Intervjuude analüüsil on selgunud 16 peamist demotiveerivat tegurit, mis jagunevad kolme suurde rühma: õpetajaga seotud, õppeteemade ja -tegevustega seotud ning .pperühmaga seotud tegurid. Õpetajatel oleks kasulik õpilasi demotiveerivaid tegureid paremini tunda, mis võimaldaks neil teha õppetöös vajalikke muudatusi.

Early childhood educators are not only expected to be professional in teaching but also in developing educational toys (ET). As a prospective Early Childhood Education (ECE) teacher, students who are taking lectures in the ECE program should have an early opportunity to increase their potential in developing ET. However, the ability of students to develop ET is still limited, and the design does not cover the entire content of child development. This study aims to recognize to what extent students' ability of Early Childhood Islamic Education programs can improve in developing educational toys based on all aspects of child development through participating in a study group. This research is a qualitative approach with 25 participants of the study group Data collection is conducted by observation, documentation, and interviews. The results showed that; (1) the ability of students in developing ET has emphasized all aspects of child development, (2) APE study groups can improve students' abilities and motivation in developing ET. The effectiveness of ET, which has been become products, can be identified in further research

Interaction has been regarded as a key design component in online and distance learning. In this study, we convened a student-led, blended mode (face-to-face and online/Facebook discussions) massive open online course (MOOC) study group to facilitate interactions for learning. Multiple data, including voice recordings, one-on-one interviews, video recordings, and artifacts were collected and analyzed to detect patterns of interaction in both face-to-face and online/Facebook settings, as well as student perceptions of the blended MOOC study group. Findings indicated that, overall, the blended mode MOOC study group was helpful for promoting communication, providing help, resolving problems, and exchanging ideas and information among group members. Moreover, face-to-face meetings and online discussions both might have exerted their unique strengths and functions in different learning situations for different learners. We recommend future studies continue to explore the tenability of the blended mode MOOC study group in different contexts, subject areas, and age groups, as well as examining group dynamics and interactions that transform MOOC learning into interactive, motivating, and fulfilling journeys among study group members.

In the second semester of 2018, a group of students and teachers linked (directly or indirectly) to the Psychology graduation course at UNIVAP started to meet weekly to read and discuss texts related to Psychoanalysis. Gradually, the scope of the group entitled Friends of Psychoanalysis (GAP) was expanded, now including students and teachers from other courses and institutions. This article reports the first 30 months of the group's work, presenting the sequence of works covered in this period, as well as the work methodology and systematic of the meetings adopted by the participants, including the necessary adaptation to continue the meetings even during the period of the pandemic. The article also addresses the first works produced by members of the group from the joint studies carried out. Joint learning and its intrinsic relationship with the forms of communication adopted and with the shared and democratic management of GAP are evaluated. Finally, we present the perspectives for the sequence of the group's studies. [ABSTRACT FROM AUTHOR]

Copyright of Latin-American Journal of Physics Education is the property of Latin-American Physics Education Network and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Having engineering students work in teams is a challenge for instructors in many courses. Students often self-select members, resulting in imbalanced teams. A performance-based team formation method was implemented in two mechanical engineering courses. Performance on the first exam is used as a surrogate for talent. Students with the highest first exam scores are assigned as group leaders with the rest of the students distributed to balance the teams. Using the first exam grade made group formation relatively easy. Results and feedback from students were surprisingly positive with three-quarters of students preferring the performance balanced team formation method. [ABSTRACT FROM AUTHOR]

Copyright of Lähivõrdlusi / Lähivertailuja is the property of Eesti Rakenduslingvistika Uhing (ERU) / Estonian Association for Applied Linguistics and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

BackgroundLisdexamfetamine dimesylate (LDX) is indicated for the treatment of attention-deficit/hyperactivity disorder (ADHD) in children 6 to 12 years of age and in adults. In a previous laboratory school study, LDX demonstrated efficacy 2 hours postdose with duration of efficacy through 12 hours. The current study further characterizes the time course of effect of LDX.MethodsChildren aged 6 to 12 years with ADHD were enrolled in a laboratory school study. The multicenter study consisted of open-label, dose-optimization of LDX (30, 50, 70 mg/d, 4 weeks) followed by a randomized, placebo-controlled, 2-way crossover phase (1 week each). Efficacy measures included the SKAMP (deportment [primary] and attention [secondary]) and PERMP (attempted/correct) scales (secondary) measured at predose and at 1.5, 2.5, 5, 7.5, 10, 12, and 13 hours postdose. Safety measures included treatment-emergent adverse events (AEs), physical examination, vital signs, and ECGs.ResultsA total of 117 subjects were randomized and 111 completed the study. Compared with placebo, LDX demonstrated significantly greater efficacy at each postdose time point (1.5 hours to 13.0 hours), as measured by SKAMP deportment and attention scales and PERMP (P < .005). The most common treatment-emergent AEs during dose optimization were decreased appetite (47%), insomnia (27%), headache (17%), irritability (16%), upper abdominal pain (16%), and affect lability (10%), which were less frequent in the crossover phase (6%, 4%, 5%, 1%, 2%, and 0% respectively).ConclusionIn school-aged children (6 to 12 years) with ADHD, efficacy of LDX was maintained from the first time point (1.5 hours) up to the last time point assessed (13.0 hours). LDX was generally well tolerated, resulting in typical stimulant AEs.Trial registrationOfficial Title: A Phase IIIb, Randomized, Double-Blind, Multi-Center, Placebo-Controlled, Dose-Optimization, Cross-Over, Analog Classroom Study to Assess the Time of Onset of Vyvanse (Lisdexamfetamine Dimesylate) in Pediatric Subjects Aged 6-12 With Attention-Deficit/Hyperactivity Disorder. ClinicalTrials.gov Identifier: NCT00500149 http://clinicaltrials.gov/ct2/show/NCT00500149.

One of the active learning methods is to do a study group. Researcher is interested in research on the correlation between study group activities and student’s grade, so that students can find learning methods which may influence academic outcomes and facilitate learning, especially the medical students. This observational analytic study was carried out with a cross sectional design. The data of this study were obtained from the answers to the respondent's questionnaire in the Medical Faculty of Hang Tuah University, Surabaya. The sample in this study were semester 6 students of the 2017/2018 academic year at the Faculty of Medicine, University of Hang Tuah Surabaya (130 respondents). Based on the Spearman correlation statistical test between study group activities with the 6th semester students grade point, the significance of the correlation between study group activities and the 6th semester students grade point is 0.687. With a value of α = 0.05, means p> α, it can be concluded that the correlation between the two variables is not significant so that H0 accepts and H1 is rejected. So, there is no correlation between study group activities with 6th semester grade point. There is no correlation between study group activities and the 6th semester students grade point in the Faculty of Medicine, Hang Tuah University Surabaya.

As Brazilian university teachers, we have taken part in some courses aimed at the professional development of in-service English teachers. However, inspired by decolonial thinking, we have seen them as reproducing logics of coloniality, an epistemological frame which hierarchizes human beings socially, ontologically and epistemically. Thus, in an attempt to fight the coloniality and power established between universities and schools, in 2016, we set up a study group - a space where we, English teachers in Goiás, could talk about our profession. Our aim in this interpretive study is to discuss initial challenges of this decolonial undertaking. We do so by focusing on attendance and agency. The reflections made in this article indicate that our expectation to expand our praxis was achieved somehow, but we consider it was jeopardized due to poor attendance and lack of agency. We conclude with some following moves to challenge coloniality in educational projects. [ABSTRACT FROM AUTHOR]

Background: Many biologic processes require a balance between the proteases that initiate the proteolytic pathway essential to life and inhibitors that limit excessive protease activity. Amongst protease inhibitors, serpins appears to control the key intracellular, extracellular pathway. Objective: The study was conducted with an aim to show a relationship between the concentration and activity of protease inhibitors, level of antioxidants (Vitamin C, Vitamin E, and reduced glutathione) and development of obstruction airway disease and bronchiectasis. Methods: A hospital based cross sectional study was carried out among smokers and non smokers. Institutional Ethics committee permission was obtained prior the study. Informed consent was obtained from each and every study and control group patients. The study was conducted over a period of one year. The study included 56 patients in study group out of which emphysema 9 patients, COPD 12 patients, bronchiectasis 14 patients, and bronchial asthma 21 patients. Control group included 25 patients with no respiratory complaints and normal PFT. All patients who satisfied inclusion criteria are included in the study. Results: Our study shows that there is no relationship between the concentration and activity of alpha 1 AT with pulmonary function test. There is no difference between the concentration of alpha 1 AT among smokers and nonsmokers. Alpha 2 MG levels were increased in all pulmonary diseases that we had studied as compared with the normal control group. Levels of Vitamin C are decreased in severe airway obstruction as compared with individuals showing normal pulmonary function test and also are lower in patients with bronchiectasis, COPD, emphysema. Levels of Vitamin E are lower in individuals with mild, moderate and severe airway obstruction as compared with individuals showing normal pulmonary function test, though it is not statistically important. Conclusion: There is an increase in the concentration of reduced glutathione among patients of study group as compared with the normal control group.

This paper presents a proposal for continuing education within a group of studies. For this, was constituted a Group study was set up with 20 teachers who teach mathematics in Middle School (Elementary II) of the city's municipal teaching network from Cajazeiras/PB city, in 2017. The research aimed to identify the contributions that a group of studies may bring to mathematic teachers of Middle School (Elementary II) who intend to teach mathematics through Problem Solving. As a theoretical background for the current report, we adopted the Study Group in the context of teacher continuing education and Problem Solving as methodology. The research, of qualitative nature, was developed as collaborative research. The instruments used for data collection and treatment were audio and video recordings of the meetings, written records by the participants, the researcher's field diary, interviews and problems proposed by the researcher and the group members. We sought to develop a training proposal that contemplated the voice of the teachers and in consonance with the purpose of stimulating the collaboration, besides the cooperation in the group. We prepared a script of actions that would be for this proposal a common thread of the discussions, which occurred in two moments: an initial with readings and later discussion for theoretical deepening and another moment of work with mathematical concepts through problem solving, always supported by the Teaching-Learning-Assessment-Mathematics Methodology through Problem Solving. For this paper we bring one of the episodes of the ten meetings that happened during the research. The results of the research indicated that this methodology, worked in the study group, allowed the group to (re) building of some mathematical concepts when working from problems. It should be noted that teachers increased their mathematical knowledge and ability to relate the various contents to effective mathematics teaching. It was also observed that the meetings of the group were opportunities where they could discuss, collectively, supported by their peers, worries arising from their practice in search of understanding and possible transformation, through the sharing of knowledge and experiences. It should be noted that the collaborative position expected in the group has not reached its fullest, which is why limiting factors will be removed with the continuity of the group's actions. [ABSTRACT FROM AUTHOR]

In this article we discuss our experiences in the process of understanding critical pedagogy within an English teachers’ study group which was created for the purpose of learning how to teach language from a critical perspective. We particularly focus on the challenges of meaning making around critical pedagogy, as we realized that we were not all able to similarly enter this discourse. To illustrate our processes of understanding theory individually and collectively, some of the group members’ narratives are used as examples of our different perspectives. We argue that making sense of critical pedagogy, as part of a process of professional development, implies spaces and situations of personal confrontation with theory and support in collaborative learning through dialogue.

Recent advances in brain and cognitive science studies have revolutionized concepts in neural dynamics, regulating mechanisms, coding systems and information processing networks which govern our function and behavior. Hidden aspects of neurological and psychiatric diseases are being understood and hopes for their treatment are emerging. Although the two comprehensive mega-projects on brain mapping are in place in the United States and Europe the proportion of science contributed by the developing countries should not be downsized. With the granted supports from the Cognitive Sciences and Technologies Council (CSTC), Iran can take its role in research on brain and cognition further. The idea of research and development in Cognitive Sciences and Technologies (CST) is being disseminated across the country by CSTC. Towards this goal, the first Shiraz interdisciplinary meeting on CST was held on 9 January 2014 in Namazi hospital, Shiraz. CST research priorities, infrastructure development, education and promotion were among the main topics discussed during this interactive meeting. The steering committee of the first CST meeting in Shiraz decided to frame future research works within the “Brain and Cognition Study Group-Shiraz” ( BCSG-Shiraz). The study group comprises scientific leaders from various allied disciplines including neuroscience, neurosurgery, neurology, psychiatry, psychology, radiology, physiology, bioengineering, biophysics, applied physics and telecommunication. As the headquarter for CST in the southern Iran, BCSG-Shiraz is determined to advocate “brain and cognition” awareness, education and research in close collaboration with CSTC. Together with CSTC, Shiraz Neuroscience Research center (SNRC) will take the initiative to cross boundaries in interdisciplinary works and multi-centric research projects within the study group.

This article presents part of the results of a study that was conducted to observe the professional development of a group of foreign language teacher educators and preservice teachers. The study focused on the knowledge, skills and attitudes these teachers developed through their participation in a study group. This article reports specifically on the skills and attitudes the facilitator of the study group developed due to her role in it.Este artículo presenta parte de los resultados de una investigación que se realizó para mirar el desarrollo profesional de un grupo de formadores de profesores y futuros profesores en el área de las lenguas extranjeras. El estudio indagó particularmente qué conocimientos, habilidades y actitudes desarrollaron los profesores a través de su participación en un grupo de estudio. En este artículo se reportan específicamente las habilidades y actitudes que la facilitadora del grupo de estudio desarrolló debido a su papel en éste.

Copyright of Journal of Information Science & Technology Association/Joho no Kagaku to Gijutsu is the property of Information Science & Technology Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Peer learning in statistics can occur in a variety of settings, including class collaborations and assessment in the form of group projects. Most reports indicate that it has positive effects on learning. However, peer learning can also be organised by students themselves outside course requirements, to similar positive effect. In this paper, we investigate this second form, sometimes referred to as 'peer learning beyond the curriculum'. The parameters of the project were derived from a similar study in the discipline of music, conceived as an action research collaboration between students and academics. A series of focus group interviews was carried out with students in a range of university statistics classes, introductory and later-year, majoring in statistics or studying statistics as a component of another discipline. These were arranged and run by a group of statistics students participating as researchers and peer learners in a 'vertical' research team that also included more experienced academics from statistics and other disciplines. The team found that first-year students were well aware of the academic and social benefits of forming study groups to support each other's statistics learning, and they gave clear advice to future students to do so. By contrast, peer learning in later-year classes played a more nuanced role that seemed to depend on the major discipline in which statistics was being studied - possibly due to the particular aspects of statistics that were in focus. Comparisons with peer learning in other disciplines shed more light on the various ways that peer learning in statistics can be utilised in different contexts, and suggest various implications for improving statistics pedagogy. [ABSTRACT FROM AUTHOR]

The purpose of the study was to contribute to the model of formal education, nonformal and informal learning (Coombs & Ahmed, 1974; European Commission, 2001) by exploring students' attitudes towards these three types of education and learning. 553 students of educational sciences, humanities and economics filled in a scale of attitudes towards formal education, non-formal and informal learning. Data on their study year, knowledge about these three types of education/learning, monthly family income and parents' formal education were also collected. Analyses included factor analysis, ANOVA, t-test, Kruskal-Wallis, Mann-Whitney and chisquare test. More favourable attitudes were found among students of educational sciences and humanities and among students with better knowledge about these types of education and learning. Some attitudes were more favourable in the final years, and some remained stable throughout the higher education period. Students from the higher income groups had a more favourable cognitive and affective attitude component towards formal education than the students from the lowest income group. No differences in the students' attitudes were found regarding their parents' formal education. Implications regarding lifelong learning are made. [ABSTRACT FROM AUTHOR]

This is an initial report on a study which aimed to know what happened at our school, as teachers engaged in a study group to reach general agreements about a common approach to teaching English. The first step consisted of establishing teachers’ and students’ perceptions of their needs through surveys and interviews. Discussion and analyses of the data revealed that the most focused and most favored approach by the group for teaching English is, in our specific context, the communicative approach and the development of the four basic skills using meaningful learning activities. Having agreed on this essential fact, we started the task of discussing some of the main principles of the communicative approach and what is meant by meaningful learning activities.Éste es un informe inicial de un estudio que buscó develar qué ocurrió en nuestro colegio cuando los profesores participaron en un grupo de estudio para alcanzar acuerdos generales sobre un enfoque común de enseñanza del inglés. El primer paso consistió en establecer las percepciones que los profesores y estudiantes tenían de sus propias necesidades, mediante el uso de encuestas y entrevistas. La posterior discusión y análisis de datos reveló que el enfoque más favorecido por el grupo para la enseñanza del inglés, en nuestro contexto específico, es el comunicativo y el desarrollo de las cuatro habilidades básicas utilizando actividades de aprendizaje significativas. A partir de este primer e importante acuerdo empezamos la discusión de algunos de los más importantes principios del enfoque comunicativo y lo que se entiende por actividades de aprendizaje significativas.

Copyright of Napredak is the property of Croatian Pedagogical-Literary Society and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Bicycle traffic is an element of traffic infrastructure and deserves more attention. The article presents cycling as an ecologically and spatially undemanding traffic mode and a possibility for reviving urban and suburban areas. By the example of a local study group, organised by the Slovene ecological movement, possibilities are shown for public participation in spatial planning procedures, the integration of bicycle traffic as an equal element of local and national traffic infrastructure, promoting safe cycling and a healthy lifestyle, as well as promoting ecotourism.

Abstract The United States Medical Licensing Examination Step 1 exam is a critical component to a student's progression through medical training and licensing. Successful preparation for this exam is crucial, but the study strategies and skills needed for comprehensive, integrated exams such as Step 1 often differ from those needed for more focused, course-specific exams, as evidenced by the detail of questions asked. Medical students typically begin preparing for the Step 1 exam 4–6 months before the test. However, not all programs offer organized guidance in preparation for these comprehensive exams. Faculty-led review programs require a significant investment of faculty time and may not include specific test-preparation strategies and skills. In the absence of institution-sponsored programs, students often turn to commercial review books and programs or form study groups to review content. To address this gap, third- and fourth-year medical students at the Medical College of Wisconsin, with support from faculty, developed a student-led peer mentor program to support second-year students' preparation for Step 1. This student-designed and -delivered peer-to-peer mentor program draws on natural strengths such as student camaraderie, junior students' eagerness to interact with more advanced students, senior students' experience with board review/test prep books, and test-taking strategies. Experienced medical students can draw on their clinical experiences to incorporate level-appropriate clinical correlations that strengthen the context for the Step 1 clinically oriented exam questions. Preparation in this manner has been shown to be beneficial to students, as evidenced by improvement in test scores.

Copyright of Profile: Issues in Teachers' Professional Development is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)