Preschool writing and premathematics predict Grade 3 achievement for low-income,ethnically diverse children

The present study was designed to explore the association between preschool academic skills and Grade 3 achievement among a sample of ethnically diverse children from low-income families. Data were collected from a sample of 1,442 low-income, ethnically diverse children in preschool and associated with Grade 3 achievement in reading and mathematics 4 years later. Mixed-effects modeling indicated that preschool skills significantly predicted Grade 3 achievement measures while controlling for various child-level factors and random school effects. While several preschool factors were predictive of Grade 3 achievement, writing/copying and counting/premathematics skills were consistently strong predictors of Grade 3 achievement across all measures and domains suggesting these are important foundational skills for academic success in midelementary school among low-income, ethnically diverse children. Findings also replicate studies demonstrating that writing plays an important role in learning and achievement. Findings have implications for early education policy and practice intended to support academic development among low-income, ethnically diverse children.     

Brand image legacies of the 2010 FIFA World CupTM: a long-term assessment

Abstract

There has been limited research on brand legacies of the 2010 FIFA World Cup^TM; hence, this research examined brand image legacies of this tournament in the long run in South Africa in relation to determining the changes in international football tourists’ perceptions of South Africa as result of hosting this event. A quantitative methodology was employed to survey 391 international football tourists at fan parks and stadium precincts in five metropolitan cities in France during the 2016 UEFA European Championship, using a spatially based systematic sampling technique. The findings reveal statistically significant differences in most aspects between football tourists’ perceptions prior to, and six years after, the tournament. International football tourists’ perceptions changed positively six years after the event, including those features that were highlighted as major concerns prior to the tournament. The key findings of this study have a wider applicability to sport mega-events legacy research and body of knowledge.     

A virtual sequencer reveals the dephasing patterns in error-correction code DNA sequencing

An error-correction code (ECC) sequencing approach has recently been reported to effectively reduce sequencing errors by interrogating a DNA fragment with three orthogonal degenerate sequencing-by-synthesis (SBS) reactions. However, similar to other non-single-molecule SBS methods, the reaction will gradually lose its synchronization within a molecular colony in ECC sequencing. This phenomenon, called dephasing, causes sequencing error, and in ECC sequencing, induces distinctive dephasing patterns. To understand the characteristic dephasing patterns of the dual-base flowgram in ECC sequencing and to generate a correction algorithm, we built a virtual sequencer in silico. Starting from first principles and based on sequencing chemical reactions, we simulated ECC sequencing results, identified the key factors of dephasing in ECC sequencing chemistry and designed an effective dephasing algorithm. The results show that our dephasing algorithm is applicable to sequencing signals with at least 500 cycles, or 1000-bp average read length, with acceptably low error rate for further parity checks and ECC deduction. Our virtual sequencer with our dephasing algorithm can further be extended to a dichromatic form of ECC sequencing, allowing for a potentially much more accurate sequencing approach.     

Formulation of a DIMTEST Effect Size Measure (DESM) and Evaluation of the DESM Estimator Bias

DIMTEST is a widely used and studied method for testing the hypothesis of test unidimensionality as represented by local item independence. However, DIMTEST does not report the amount of multidimensionality that exists in data when rejecting its null. To provide more information regarding the degree to which data depart from unidimensionality, a DIMTEST-based Effect Size Measure (DESM) was formulated. In addition to detailing the development of the DESM estimate, the current study describes the theoretical formulation of a DESM parameter. To evaluate the efficacy of the DESM estimator according to test length, sample size, and correlations between dimensions, Monte Carlo simulations were conducted. The results of the simulation study indicated that the DESM estimator converged to its parameter as test length increased, and, as desired, its expected value did not increase with sample size (unlike the DIMTEST statistic in the case of multidimensionality). Also as desired, the standard error of DESM decreased as sample size increased.     

The Effects of a Functional Three-dimensional (3D) Printed Knee Joint Simulator in Improving Anatomical Spatial Knowledge

In recent decades, three-dimensional (3D) printing as an emerging technology, has been utilized for imparting human anatomy knowledge. However, most 3D printed models are rigid anatomical replicas that are unable to represent dynamic spatial relationships between different anatomical structures. In this study, the data obtained from a computed tomography (CT) scan of a normal knee joint were used to design and fabricate a functional knee joint simulator for anatomical education. Utility of the 3D printed simulator was evaluated in comparison with traditional didactic learning in first-year medical students (n = 35), so as to understand how the functional 3D simulator could assist in their learning of human anatomy. The outcome measure was a quiz comprising 11 multiple choice questions based on locking and unlocking of the knee joint. Students in the simulation group (mean score = 85.03%, ±SD 10.13%) performed significantly better than those in the didactic learning group, P < 0.05 (mean score = 70.71%, ±SD 15.13%), which was substantiated by large effect size, as shown by a Cohen’s d value of 1.14. In terms of learning outcome, female students who used 3D printed simulators as learning aids achieved greater improvement in their quiz scores as compared to male students in the same group. However, after correcting for the modality of instruction, the sex of the students did not have a significant influence on the learning outcome. This randomized study has demonstrated that the 3D printed simulator is beneficial for anatomical education and can help in enriching students’ learning experience.