A comparison of teacher checklists used over 15 days and a one‐day antecedent analysis to conduct a medication trial

A one‐day antecedent analysis and an extended school‐based double‐blind medication trial were used to assess the effects of Ritalin on the disruptive behavior of a child diagnosed with ADHD. The evaluations took place in an outpatient clinic and in the child's general education classroom. The results of both evaluations indicated that the medication had a positive effect on reducing disruptive behaviors. The investigation suggests that the one‐day antecedent analysis procedure could be used as an initial evaluation of the use of Ritalin. More importantly, the one‐day trial provided results similar to the outcomes obtained during the school‐based evaluation. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 235–240, 2004.     

The anatomy of accountability

This discussion reconsiders issues of educational accountability. To do so, I report on a qualitative case study of a public elementary school that identified how a model of educational accountability threatened to punish educators through a sophisticated network of surveillance. Data indicated that district personnel used standardized tests to monitor teachers in attempts to coerce them into accepting normalizing judgments of their practice. The study also described the surveillance within the school, including strategies by curriculum developers, reading facilitators, parents, and the principal to monitor teachers’ work. The analysis examined the effects surveillance had on participants and described the ways teachers amplified the effects of surveillance in the school. The analysis rethinks such punitive accountability practices and suggests replacing them with opportunities for teacher education and teacher learning.     

对湖南省首届体育教育专业基本功大赛结果的分析

为促使湖南省体育教育专业基本功大赛更具效应,并进而促进专业建设,本文采用文献资料法、访谈法、数理统计法、逻辑分析法等研究方法对本次基本功大赛的结果进行对比分析。结果表明：各高校都进行了精心准备,比赛达到了预期效果,但比赛成绩不理想,特别是英语成绩很差,及格率偏低,专业理论基础知识两极分化严重,计算机和运动技能成绩比较好,优秀率比较高。今后大赛组委会应出台针对性的措施,各校应针对性地强化专业和课程建设。     

提高静电收集法测氡仪灵敏度方法的理论探讨

静电收集法连续测氡仪大多采用半导体探测器作为探测元件,其探测灵敏度是低于闪烁室法及电离室法的,但是其具有能谱测量的独特优势。由于可以通过谱分析排除220 Rn的干扰,基于静电收集法的连续测氡仪得到了广泛的应用。本文对影响静电收集法连续测氡仪探测灵敏度的因素进行了分析,发现提高测量腔体和半导体探测器之间的电压;降低测量腔内的空气的湿度;增大测量腔的体积这三种手段是可以提高静电收集法测氡仪的灵敏度的。并且对这三种方法的机理,效果及适用条件等进行了分析,得到一些有益的结论:当测量腔体和半导体探测器之间的电压高于某一阈值后,继续提高电压,测氡仪的灵敏度不再提高;使用干燥管可以有效的提高探测效率,但是不适合无人值守的环境长期监测;通过增大测量腔的体积来提高探测灵敏度时,灵敏度的提高幅度远小于体积增大的幅度。     

Teachers’ role and attitudes concerning ADHD medication: A qualitative analysis

The increased use of Attention Deficit/Hyperactivity Disorder (ADHD) medication by children has led to growing concerns. In a previous study, we found that many of the teachers that were interviewed about ADHD spontaneously associated ADHD with medication. The present study is a qualitative reanalysis of what precisely these 30 primary school teachers had spontaneously said about medication in our previous semi‐structured interviews on ADHD. Almost all respondents had experience with pupils taking ADHD medication. The majority of spontaneously mentions medication as the treatment of ADHD. Attitudes towards ADHD medication use by pupils are mainly ambivalent, but more positive than negative effects of medication are reported. However, what teachers say about ADHD medication is often not based on sound information; their attitudes tend to be formed by personal experiences rather than founded on professional and scientific sources. We conclude from our analysis that it will be in the interest of reducing the number of children on ADHD medication that teachers have good access to verified and up‐to‐date information on ADHD and medication so that they are better supported in making evidence‐based pedagogical judgments.     

Comparing the Effects of Classroom Audio-Recording and Video-Recording on Preservice Teachers' Reflection of Practice

This study examined the effects of audio and video self-recording on preservice teachers' written reflections. Participants (n = 201) came from a secondary teaching methods course and its school-based (clinical) fieldwork. The audio group (n_A = 106) used audio recorders to monitor their teaching in fieldwork placements; the video group (n_V = 95) used video recorders. Qualitative methods (content analysis) of the reflections found that preservice teachers gave varied attention to curricular decisions, question/response patterns, wait time, mannerisms, nervousness, and use of praise. Quantitative analyses (chi-square tests for independence) indicate the recording format did not lead to significant differences in participants' reflection on their various instructional behaviors except for two aspects: the video group gave more attention to non-verbal behaviors and movement around the classroom (α = .05). Implications are discussed, including methods for enhancing the habit of teachers recording and reflecting in teacher education.     

The effects of obstetrical medication on the behavior of Israeli newborn infants and some comparisons with Uruguayan and American infants.

The effects of obstetrical medication on neonatal behavior were studied using a sample of Israeli infants from medicated and nonmedicated mothers. Few significant behavioral differences were detected in the first month of life, and there was no difference in Bayley Infant Scale performance at 3 months of age. Comparative analyses using samples of American and Uruguayan infants and additional data from other studies of American newborns led to the conclusion that light levels of obstetrical medication do not appear to have significant effects on neonatal behavior. However, this may well be qualified by some initial population differences, by the measurements commonly used in the studies reviewed, and possibly by critical cutoff points dividing the levels of medication that will and will not affect neonatal behavior.     

语料库语言学研究方法之哲学思考

20世纪80年代以来,语料库语言学的研究方法受到语言学家的关注,认识该研究方法的特点对语言研究非常重要。现代语言学三大主要流派的研究方法以及它们对语料的态度各有特点,与语料库语言学的研究方法有历史渊源也有本质的区别。对比分析显示语料库语言学是一种兼收并蓄、集定性和定量研究、归纳与演绎方法于一体的综合研究方法,它开拓了语言研究的领域,对描写语言学和理论语言学的发展都具有重大的意义。     

Psychopharmacological intervention. II: Teacher perceptions of psychotropic medication for students with learning disabilities

The perceptions, knowledge, and opinions of 104 teachers of students with learning disabilities regarding medication used with their students were investigated. The students' doctors were perceived as the professionals primarily responsible for making the decision to have the student either placed on or taken off medication. The teachers indicated that global impressions and direct behavioral observations were used to assess the effects of medication but that they would prefer to use behavioral observations and rating scales. Hyperactivity and delusions/hallucinations were perceived as the problems most likely to lead to medication. Less than 15% of the teachers indicated that their professional preservice training had provided them with sufficient information on the use of medication for children with behavior problems, and less than 20% had a similar opinion regarding their inservice training on the same topic.     

构建能力导向的高职人才培养模式

高职教育必须服务地方经济,必须确立能力导向的高职人才培养目标。在探索能力导向的高职人才培养模式的实践中,福州职业技术学院探索出了“三体系、两渗透、一监控”的模式。     

36例糖尿病足的护理探讨

目的:总结36例糖尿病足的护理。方法:采用皮肤护理、饮食护理、用药护理、创口护理、心理护理等多方位的护理。结果:感觉恢复正常21例,足溃疡治愈9例,控制感染2例,有效率88.9%。结论:采用多方位的护理,能有效降低本病并发症的发生率、致残率。     

Use of stimulant medication for treatment of attention‐deficit/hyperactivity disorder: A survey of middle and high school students' attitudes

Six hundred fifty‐one students (ages 11–18) completed a questionnaire that asked if they were taking stimulant medication for ADHD. Those who responded positively were then asked to answer a section of the questionnaire that asked them about their experiences and attitudes related to their treatment with the medication. If they responded that they were not diagnosed with ADHD and not receiving treatment with stimulant medication, they answered a section of the questionnaire that inquired about their perceptions of students who did take medication. Fifty students completed the taking‐medication portion of the questionnaire. Although the students reported that the medication helped them somewhat in the areas of behavior, social ability with friends, parents, and teachers, and attention, they reported that the medication did not help them in the area of academic achievement. The majority of the students reported some side effects from their medication. Thirty‐four percent of students taking ADHD medication reported being approached to sell or trade their medication, and 53% of students not taking ADHD medication reported that some students taking ADHD medication gave away or sold their medication. © 2001 John Wiley & Sons, Inc.     

基于小波阈值去噪的改进方案

在D.L.Dohono提出的软、硬阈值去噪方法的基础上,提出了两种新的阈值函数,并对小波阈值的去噪算法进行仿真实验研究。首先分析软、硬阈值去噪法及最新的阈值改进算法,在此基础上提出两种改进小波阈值去噪算法,然后用提到的各种小波阈值去噪算法对指定图像进行去噪仿真研究,最后基于实验结果进行对比分析。新阈值函数在图像去噪方面要优于传统的软、硬阈值函数。能更好的保留原始图像信息,提高峰值信噪比并降低均方误差。     

城市噪声监测点位优化研究

用抽样理论对城市环境操声监测点位进行优化,其结果是方法简单易于进行,既考虑了功能区的特性,又减少了监测点数目,且能达到要求精度．     

A study on the effects of education welfare action zone policy in Korea

This study was designed to analyze the effects of the support programs provided in education welfare action zones. Education welfare action zone policy came into effect by government from 2003 to guarantee actual educational opportunity to disadvantaged children in urban areas by providing educational, cultural, and welfare service. Education welfare action zones were selected in low-income group area in the metropolis. In this regard, both quantitative and qualitative analytical methods were used to ascertain the effects of the program. The qualitative analysis included a preliminary examination of conditions prior to the actual commencement of the program, which was then followed by an investigation of specific schools used, as case studies in order to identify the changes that had taken place during the program’s implementation process, and the program’s effect. Meanwhile, a quantitative analysis was employed to verify the actual changes that took place in several different aspects, changes that were revealed by the case studies.     

Effects of stimulant medication on learning in children with ADHD

It is well established that stimulant medication improves classroom manageability and attention in terms of time on task, but does stimulant medication improve learning or long-term academic achievement in children with ADHD? There is no clear evidence that it does, but there are at least two reasons why beneficial effects may be obscured in research studies and clinical practice: (1) Higher-than-optimal doses may be prescribed if behavioral response (rather than cognitive response) is used to titrate the dose, and (2) treatment may be overinclusive if diagnostic groups are targeted in which a significant proportion of cases do not have favorable cognitive responses to medication. This article addresses these two issues and describes a large clinical series of patients who were evaluated using a double-blind medication assessment protocol designed to overcome some of the theoretical deficiencies suggested by these issues.     

Application of learning analytics using clustering data Mining for Students’ disposition analysis

Learning Analytics (LA) is an emerging field in which sophisticated analytic tools are used to improve learning and education. It draws from, and is closely tied to, a series of other fields of study like business intelligence, web analytics, academic analytics, educational data mining, and action analytics. The main objective of this research work is to find meaningful indicators or metrics in a learning context and to study the inter-relationships between these metrics using the concepts of Learning Analytics and Educational Data Mining, thereby, analyzing the effects of different features on student’s performance using Disposition analysis. In this project, K-means clustering data mining technique is used to obtain clusters which are further mapped to find the important features of a learning context. Relationships between these features are identified to assess the student’s performance.     

Preparing special educators to teach reading and use curriculum-based assessments

Preparing special educators who are knowledgeable about evidence-based interventions for teaching reading to students with reading difficulties and who are capable of using curriculum-based assessments to monitor student progress and differentiate interventions is vital to the success of current school reform efforts. The primary purpose of this exploratory study was to examine the effect of tutoring and using assessment to monitor the progress of struggling readers on preservice teachers’ (PSTs’) knowledge and preparedness to teach reading. Also of interest was whether reading scores of tutored students improved. PSTs (n = 18) in an undergraduate reading methods course tutored at-risk second graders using an evidence-based intervention and monitored students’ progress weekly. PSTs made significant growth on a measure of teacher knowledge about the structure of language and on a survey of their preparedness to teach reading. A qualitative analysis of PSTs’ weekly reflections and final reports revealed that the majority used curriculum-based assessment data to describe students’ response to tutoring and were beginning to use that data to make instructional decisions. On average, tutored students improved reading fluency, but did not demonstrate significant growth in reading relative to national norms. Implications and limitations of the study are described and directions for future research are discussed.     

融合Apriori优化算法与Relim算法的抑郁症用药规律挖掘

为明确中医治疗抑郁症用药规律,融合Apriori优化算法与Relim算法,采用数据挖掘技术进行分析。针对传统Apriori算法频繁扫描数据库从而生成大量候选项集的缺点,改变其原有剪枝方式以减少扫描次数。将改进后的Apriori算法与无需产生候选项集的Relim算法就中医治疗抑郁症的方剂数据进行关联规则分析,并绘制两个算法时间效率图。结果发现,两种算法在挖掘药物频繁项集与关联规则的结果基本相同,通过分析发现,中医常以疏肝、理气、补肾、滋阴等药物为主治疗抑郁症。改进后的Apriori算法可降低数据库扫描次数,较传统Apriori算法运行效率有所提高,Relim算法在空间利用率和时间执行率上均略优于改进后的Apriori算法。两种算法挖掘结果体现出中医治疗抑郁症注重疏肝理气、补肾滋阴、调理气血等特点。基于关联规则的方法可作为中医用药规律分析的重要工具。