A Survey of Educational Psychologists’ Views on the Delivery of Behaviour Modification

The survey reported here was principally aimed at exploring the views of practising educational psychologists in the United Kingdom as to their implementation of behaviour modification. Approximately 10‐15 questionnaires were sent to each of 22 Psychological Services randomly selected from the Directory of School Psychological Services and Child Guidance Services. Seventy‐eight questionnaires (nearly 31% of those sent out) were received in time for their contents to be analysed. Two findings of the present survey are that an overwhelming majority of practising educational psychologists do not recommend behaviour modification in its traditional form, and that few educational psychologists believe that traditional behaviour modification can or should be implemented without any adaptation. An interesting, and somewhat unexpected finding, is that a vast majority of the respondents hold somewhat ‘and’ attitudes towards the traditional form of behaviour modification, although more experienced educational psychologists are somewhat less antagonistic.     

Effect of herbal drug on serum lipid profile in albino rabbits

Abana, a herbal preparation of Himalaya Drug Co. significantly increases HDL—cholesterol and lowers LDL—cholesterol. Moreover, it antagonises the HDL lowering effect of metoprolol.     

Students as political actors? Similarities and differences across six European nations

Drawing on data from students, higher education staff and policymakers from six European countries, this article argues that it remains a relatively common assumption that students should be politically engaged. However, while students articulated a strong interest in a wide range of political issues, those working in higher education and influencing higher education policy tended to believe that students were considerably less politically active than their predecessors. Moreover, while staff and policy influencers typically conceived of political engagement in terms of collective action, articulated through common reference to the absence of a ‘student movement’ or unified student voice, students’ narratives tended not to valorise ‘student movements’ in the same way and many categorised as ‘political’ action they had taken alone and/or with a small number of other students. Alongside these broad commonalities across Europe, the article also evidences some key differences between nation-states, institutions and disciplines. In this way, it contributes to the comparative literature on young people’s political engagement specifically, as well as wider debates about the ways in which higher education students are understood.     

An exploration of primary school teachers' understanding of art and the place of art in the primary school curriculum

Some research within developmental psychology shows a slow period of development in children's expressive drawings during the primary school years. Developmental researchers suggest that ‘educational factors’ could contribute to this dip in development but have not explored these factors. This study explores links between educational policy – in terms of the English National Curriculum – and the development of expression in child art. A Foucauldian style analysis of interviews is presented which investigates how ten primary school teachers working in two Staffordshire schools approach art. A specific concern is to explore how different understandings of art and teaching practices are shaped and managed by the curriculum. This allows links between the demands of the curriculum and the observed dip in expressive drawing development to be investigated.     

Unmasking text plagiarism using syntactic-semantic based natural language processing techniques: Comparisons,analysis and challenges

The proposed work aims to explore and compare the potency of syntactic-semantic based linguistic structures in plagiarism detection using natural language processing techniques. The current work explores linguistic features, viz., part of speech tags, chunks and semantic roles in detecting plagiarized fragments and utilizes a combined syntactic-semantic similarity metric, which extracts the semantic concepts from WordNet lexical database. The linguistic information is utilized for effective pre-processing and for availing semantically relevant comparisons. Another major contribution is the analysis of the proposed approach on plagiarism cases of various complexity levels. The impact of plagiarism types and complexity levels, upon the features extracted is analyzed and discussed. Further, unlike the existing systems, which were evaluated on some limited data sets, the proposed approach is evaluated on a larger scale using the plagiarism corpus provided by PAN¹ competition from 2009 to 2014. The approach presented considerable improvement in comparison with the top-ranked systems of the respective years. The evaluation and analysis with various cases of plagiarism also reflected the supremacy of deeper linguistic features for identifying manually plagiarized data.     

Innovations in science education: infusing social emotional principles into early STEM learning

We report on the development of an after-school and summer-based science, technology, engineering, and mathematics curriculum infused with the arts and social emotional learning content (STEAM SEL). Its design was motivated by theory and research that suggest that STEM education is well-suited for teaching empathy and other emotion-related skills. In this paper, we describe the activities associated with the development and design of the program and the curriculum. We provide expert-ratings of the STEAM and social emotional elements of the program and present instructor and participant feedback about the program’s content and its delivery. Our results revealed that infusing the arts and social emotional learning content into science education created a holistic STEM-related curriculum that holds potential for enhancing young children’s interest in and appreciation for science and its applications. The data also suggested that the program was well-developed and, generally well-executed. However, experts rated the STEAM elements of the program more positively than the SEL elements, especially with regard to sequencing of lessons and integration among the lessons and hands-on activities, indicating that program revisions are warranted.     

Beyond Epistemological Deficits: Dynamic explanations of engineering students’ difficulties with mathematical sense-making

Researchers have argued against deficit-based explanations of students’ difficulties with mathematical sense-making, pointing instead to factors such as epistemology. Students’ beliefs about knowledge and learning can hinder the activation and integration of productive knowledge they have. Such explanations, however, risk falling into a ‘deficit trap’—substituting a concepts/skills deficit with an epistemological one. Our interview-based case study of a freshman engineering major, ‘Jim,’ explains his difficulty solving a physics problem (on hydrostatic pressure) in terms of his epistemology, but avoids a deficit trap by modeling the dynamics of his epistemological stabilities and shifts in terms of fine-grained cognitive elements that include the seeds of epistemological expertise. Specifically, during a problem-solving episode in the interview, Jim reaches and sticks with an incorrect answer that violates common sense. We show that Jim has all the mathematical skills and physics knowledge he would need to resolve the contradiction. We argue that his difficulty doing so stems in part from his epistemological views that (i) physics equations are much more trustworthy than everyday reasoning, and (ii) physics equations do not express meaning that tractably connects to common sense. For these reasons, he does not view reconciling between common sense and formalism as either necessary or plausible to accomplish. But Jim’s in-the-moment shift to a more sophisticated epistemological stance highlights the seeds of epistemological expertise that were present all along: he does see common sense as connected to formalism (though not always tractably so), and in some circumstances, this connection is both salient and valued.     

Dyslipidemia in pregnancy may contribute to increased risk of neural tube defects -a pilot study in north Indian population

Neural tube defects are congenital structural abnormalities of the brain and vertebral column resulting from improper or non-timely closure of the neural tube. Prevalence of neural tube defects is reported to be higher among women with diabetes mellitus and obesity. This study was designed to investigate the relation between the presence of dyslipidemia in antenatal patients and the risk of fetal neural tube defects. The present study was an observational, cross-sectional study involving 129 pregnant women in 16 to 18 weeks gestation period. Of these, 80 women had normal pregnancies and 49 were clinically high-risk cases for neural tube defects. Fasting blood samples were analyzed for blood sugar and lipid profile by enzymatic assay and alpha-fetoprotein levels using Enzyme Immunoassay. Alpha-fetoprotein (AFP) values were converted to Multiples of Median (MoM) appropriate for the gestational age. Based on AFP values, women were labeled as screen negative (AFP <2 MoM, n= 102) and screen positive (AFP > 2 MoM, n =27). Screen positive women were further evaluated by ultrasound and 21 women were found to carry a neural tube defects positive pregnancy. Statistical analysis was done on SPSS software. Body weight of the women showed a significant positive correlation with serum triglycerides, plasma sugar and AFP MoM values. A significant difference was observed in serum cholesterol levels (p= 0.038), triglycerides (p=0.001) and plasma sugar levels (p=0.002) between normal women and those with neural tube defects positive pregnancy. The Odds ratio for neural tube defects risk in dyslipidemic cases was 24.23 (CI 4.73 − 148.60) with a relative risk of 12.12. Dyslipidemia especially hypertriglyceridemia was found to be significantly associated with fetal neural tube defects.     

A rapid method for plasma ammonia estimation using an indigenously purified enzyme

Determination of ammonia level in blood is important, especially in the diagnosis of hepatic disorders. An indigenously purified enzyme was used in the standardisation of the assay. The assay is a two reagent system, requires five minutes for completion and can be performed at temperature between 25–27°C. Performance of the assay was assessed by linearity, imprecision, functional sensitivity and interference studies. Lyophilised reagent I and reagent II were found stable for at least one year. The plasma level of ammonia for the controls was 13.7±7.3 μMol/L, whereas for subjects of hepatic disorders, it was 69.1±32.4 μMol/L (P<0.001). The functional sensitivity was between 2–1000 μMol/L. Within-run coefficient of variation was between 1.1–2.0% and between-run coefficient of variation was between 1.9–3.7%. The mean recovery after dilution was 99.6%. The present method can estimate ammonia up to 1000 μMol/L without dilution of sample. Assay time of five minute may be shortened to one minute. This method is suited for routine clinical use in treatment of hepatic disorders.