Cause and Event: Supporting Causal Claims through Logistic Models

Efforts to identify and support credible causal claims have received intense interest in the research community, particularly over the past few decades. In this paper, we focus on the use of statistical procedures designed to support causal claims for a treatment or intervention when the response variable of interest is dichotomous. We identify seven key features of logistic regression studies that should play a critical role in estimating a causal effect and discuss their implications for causal inference. These include elaboration of research design, clarification of link function, model specification, challenges and limitations of sample size, interpretation of treatment effect through odds ratios, statistical tests and examination of model fit, and the potential for multilevel logistic models in pursuit of causal claims. Our recommendations are intended to guide researchers in the critical evaluation of logistic regression models for analyses culminating in causal claims and to promote stronger design and modeling strategies for reliable causal inference.     

Student laboratory presentations as a learning tool in anatomy education

Previous studies have shown that anatomy students who complete oral laboratory presentations believe they understand the material better and retain it longer than they otherwise would if they only took examinations on the material; however, we have found no studies that empirically test such outcomes. The purpose of this study was to assess the effectiveness of oral presentations through comparisons with other methods of assessment, most notably, examination performance. Specifically, we tested whether students (n = 256) performed better on examination questions on topics covered by their oral presentations than on other topics. Each student completed two graded, 12‐minute laboratory presentations on two different assigned topics during the course and took three examinations, each of which covered a third of the course material. Examination questions were characterized by type (memorization, pathway, analytical, spatial). A two‐way repeated measures analysis of variance revealed that students performed better on topics covered by their presentations than on topics not covered by their presentations (P < 0.005), regardless of presentation grade (P > 0.05) and question type (P > 0.05). These results demonstrate empirically that oral presentations are an effective learning tool. Anat Sci Educ 2: 260–264, 2009. © 2009 American Association of Anatomists.     

Self-actualization: The Heart and Soul of a Potential-based Life Skills Program for a Child with Multiple Disabilities

Although every child with disabilities may come to self-actualization by different means and measurements it is, nevertheless, an important goal. The child with disabilities may be guided toward her goal of self-actualization by being encouraged to find her individual strengths and capacities, and by being assisted to successfully interact with her environment. This article explores the use of the scientific method to support the development of a potential-based program that has nurtured self-actualization and the joy of learning for a child with multiple disabilities and chronic illness.     

基于遗传BP神经网络的区域物流需求预测

针对当前区域物流需求预测数据复杂且可变性较大、预测方法环境适应性较差的问题,提出了基于遗传BP神经网络的区域物流需求预测模型。首先,分析区域物流需求预测影响因素,并建立区域物流需求预测指标体系;其次,采用遗传算法优化预测网络中的可变参数,并建立多输入—多输出的BP神经网络多元预测模型;最后,通过实例结果表明该模型具有较高的预测精度和有效度。     

‘We are inclusive. We are a team. Let's just do it’: commitment,collective efficacy,and agency in four inclusive schools

Implementation of inclusive education for children with disabilities continues to vary across and within Canadian provinces and territories leading us to question why some schools move forward while others maintain traditional segregated approaches. Drawing from Appreciative Inquiry methodology, this study used semi-structured interviews to gather and document successful practices within four inclusive elementary schools within a Canadian province. Interviews were conducted with students, parents, teachers, educational assistants, and principals. Thematic analysis revealed a common belief in the central importance of learning and relationships for all students, shared commitment to inclusion, general classroom teacher responsibility, and collaborative team work characterised by a belief in collective efficacy. The predominant finding in this study was individual and collective agency that transcended themes. Participants reported ongoing and conjoint processes of planning, teaching, reflecting on current practice, sharing knowledge and ideas, solving problems together, and attending to relationships.     

Conflicting Views of Realistic Professionalism: Preservice Educators' Concerns Arising from Analysis of Themes in Their Reflective Writings

Current demands for professionalism from society are great, and future educators are concerned that they do not have the stamina and resources to fulfill their personal roles. This research examines 453 reflective writings of 151 preservice teachers, child and youth care providers, and counselors who, despite being asked to identify how their learning could help children, also wrote about their professional concerns. The 406 expressed concerns were identified based on 86 vocabulary leads. The categories of concern were (a) Misbehaviour, Aggression, Violence, and Victimization, (b) Multiculturalism and Diversity, (c) Personal Preparation and Career Choice, (d) The Responsibility of Providing Appropriate Teaching and Learning Methods, and (e) Appropriate Involvement in Children's Lives. The overall highest concern was for Personal Preparation and Career Choice, although the second highest concern for Misbehavior, Aggression, Violence, and Victimization increased dramatically after a special unit on childhood discipline practices was presented to the participants.     

A Historical Examination of Self-Regulation: Helping Children Now and in the Future

Using content and archival analysis as a mixed method research design, this study addresses the broad issue of self-regulation since this subject area first appeared in the developmental psychology journals, addressing the question of whether each historical period had its own particular perspective on self-regulation, or was there, in fact, a progressive development? This research also explored the historical basis of current perspectives in order to provide background and continuity for present theories and the discussion of implications for families, professionals, and communities in supporting the development of self-regulation in infants and children.     

木材专业应用型人才培养的研究与实践

实践教学是提高学生综合素质、锻炼学生动手能力和培养学生创新精神的重要环节。通过分析木材专业实践教学存在的主要问题,紧紧围绕“应用型”人才方案培养目标,优化了木材专业实验内容,构建了“3＋1”式的木材专业实践教学体系,进一步完善了实验教学方法,总结了实验教学改革的具体措施。