Word length and word frequency affect eye movements in dyslexic children reading in a regular (German) orthography

We combined independently the word length and word frequency to examine if the difficulty of reading material affects eye movements in readers of German, which has high orthographic regularity, comparing the outcome with previous findings available in other languages. Sixteen carefully selected German-speaking dyslexic children (mean age, 9.5 years) and 16 age-matched controls read aloud four lists, each comprising ten unrelated words. The lists varied orthogonally in word length and word frequency: high-frequency, short; high-frequency, long; low-frequency, short; low-frequency, long. Eye movements were measured using a scanning laser ophthalmoscope (SLO). In dyslexic children, fixation durations and the number of saccades increased both with word length and word frequency. The percentage of regressions was only increased for low-frequency words. Most of these effects were qualitatively similar in the two groups, but stronger in dyslexic children, pointing to a deficient higher-level word processing, especially phonological deficit. The results indicate that reading eye movements in German children are modulated by the degree of difficulty, and orthographic regularity of the language can determine the nature of modulation. The findings suggest that, similar to Italian but unlike English readers, German children prefer indirect sub-lexical strategy of grapheme-phoneme conversion.     

Reading comprehension of informative texts in secondary school: A focus on direct and indirect effects of reader's prior knowledge

Text comprehension plays a fundamental role in the processes of acquisition, sharing, and construction of knowledge. Most definitions share the focus on the interaction between text and reader's prior knowledge. In this paper both direct and indirect effects of prior knowledge on reading comprehension have been analyzed, along with other components. Participants were 149 7-graders. Data showed that comprehension of different texts is predicted by different sets of components. Prior knowledge plays a central role, influencing comprehension both, directly and indirectly through the mediation of inferences.     

THE RELEVANCE AND CONSEQUENCES OF PISA SCIENCE IN A DANISH CONTEXT

This article reports a case study that described and analyzed the changes in the Danish school culture induced and encouraged by the Programme for International Student Assessment (PISA) results. The educational policy and reforms that were temporally connected with the publication of the PISA 2000 results are outlined and the related socioeconomic and sociopolitical influences are explicated. Furthermore, we investigated to what degree the PISA science assessment framework and test system were in accordance with the Danish educational goals in science in order to discuss the relevance of PISA as a catalyst for the educational actions taken. The results of our inquiry revealed areas of good correspondence and fundamental differences related to values underlying the Danish school system and PISA, respectively (e.g., Bildung orientation versus cognitive skills/competency orientation, different learning/assessment paradigms). We argue that such differences are crucial when considering curricular relevance, validity, and the use of PISA as an agent of change on the national level.     

Development of a magnetic immunosorbent for on-chip preconcentration of amyloid �� isoforms: Representatives of Alzheimer��s disease biomarkers

Determination of amyloid β (Aβ) isoforms and in particular the proportion of the Aβ 1-42 isoform in cerebrospinal fluid (CSF) of patients suspected of Alzheimer’s disease might help in early diagnosis and treatment of that illness. Due to the low concentration of Aβ peptides in biological fluids, a preconcentration step prior to the detection step is often necessary. This study utilized on-chip immunoprecipitation, known as micro-immunoprecipitation (μIP). The technique uses an immunosorbent (IS) consisting of magnetic beads coated with specific anti-Aβ antibodies organized into an affinity microcolumn by a magnetic field. Our goal was to thoroughly describe the critical steps in developing the IS, such as selecting the proper beads and anti-Aβ antibodies, as well as optimizing the immobilization technique and μIP protocol. The latter includes selecting optimal elution conditions. Furthermore, we demonstrate the efficiency of anti-Aβ IS for μIP and specific capture of 5 Aβ peptides under optimized conditions using various subsequent analytical methods, including matrix-assisted laser desorption/ionization time-of-flight mass spectrometry (MALDI-TOF-MS), capillary electrophoresis, microchip electrophoresis, and immunoblotting. Synthetic Aβ peptides samples prepared in buffer and spiked in human CSF were analyzed. Finally, on-chip immunoprecipitation of Aβ peptides in human CSF sample was performed.     

Anthropometric, physiological, performance, and nutritional profile of the Brazil National Canoe Polo Team

The purpose of this study was to determine the physiological, anthropometric, performance, and nutritional characteristics of the Brazil Canoe Polo National Team. Ten male canoe polo athletes (age 26.7 ± 4.1 years) performed a battery of tests including assessments of anthropometric parameters, upper-body anaerobic power (Wingate), muscular strength, aerobic power, and nutritional profile. In addition, we characterized heart rate and plasma lactate responses and the temporal pattern of the effort/recovery during a simulated canoe polo match. The main results are as follows: body fat, 12.3 ± 4.0%; upper-body peak and mean power, 6.8 ± 0.5 and 4.7 ± 0.4 W · kg(-1), respectively; 1-RM bench press, 99.1 ± 11.7 kg; peak oxygen uptake, 44.3 ± 5.8 mL · kg(-1) · min(-1); total energy intake, 42.8 ± 8.6 kcal · kg(-1); protein, carbohydrate, and fat intakes, 1.9 ± 0.1, 5.0 ± 1.5, and 1.7 ± 0.4 g · kg(-1), respectively; mean heart rate, 146 ± 11 beats · min(-1); plasma lactate, 5.7 ± 3.8 mmol · L(-1) at half-time and 4.6 ± 2.2 mmol · L(-1) at the end of the match; effort time (relative to total match time), 93.1 ± 3.0%; number of sprints, 9.6 ± 4.4. The results of this study will assist coaches, trainers, and nutritionists in developing more adequate training programmes and dietary interventions for canoe polo athletes.     

The Impact of an Engineering Design Curriculum on Science Reasoning in an Urban Setting

This study examines the use of engineering design to facilitate science reasoning in high-needs, urban classrooms. The Design for Science unit utilizes scaffolds consistent with reform science instruction to assist students in constructing a design solution to satisfy a need from their everyday lives. This provides a meaningful context in which students could reason scientifically. Eighth grade students from two urban schools participated in the unit. Both schools contained large percentages of racial/ethnic minority and economically disadvantaged students. Students demonstrated statistically significant improvement on a paper-and-pencil, multiple-choice pre and post assessment. The results compare favorably with both a high-quality inquiry science unit and a traditional textbook curriculum. Implications for the use of design-based curricula as a viable alternative for teaching science reasoning in high-needs, urban settings are discussed.

Risks and Risk-Based Regulation in Higher Education Institutions

Tertiary Education and Management - Risk-based regulation is a relatively new mode of governance. Not only does it offer a way of controlling institutions from the outside but it also provides the...     

Expertise of Team Leaders in Analysing Team Conflicts

Team leaders are expected to adequately analyse team conflicts. Both content and analytical depth of cognitive processes determine team leaders’ performance and are assumed to differ with level of expertise. A study is reported in which team leaders at four different levels of expertise (novices, semi-experts, experts, mediators) were compared in their analysis of a team conflict presented in a computer-based simulation. Few differences were found between novices and semi-experts, whereas team leaders and mediators differed both in content and in analytical depth of cognitive processes. It is not the amount of practice time itself, which substantially impacts the content and depth of team leaders’ analyses of conflicts. Rather the quality of experience is crucial for developing the ability to conduct an elaborated analysis of team conflicts.     

Exploring the Mechanisms of Knowledge Transfer in University‐Industry Collaborations: A Study of Companies,Students and Researchers

This article discusses mechanisms, enablers and barriers for knowledge transfer in university‐industry collaboration projects involving companies, students and researchers. Data is collected through 35 qualitative interviews with Danish and Norwegian representatives from the above categories. All respondents have been involved in collaborative projects, such as student‐industry cooperation or collaboration projects between scientists and businesses. This research shows that to secure real value adding through knowledge transfer in university‐industry collaboration projects, it is important that the involved parties view each other as equal partners. It is argued that creating a better understanding of roles and competences of the involved parties can help diminish this problem. A final conclusion is that continuous knowledge sharing throughout the project seems more highly valued by the involved parties than a final report does. Best practice for collaborative projects is suggested.