The Effect of a Numerical Domino Game on Numerical Magnitude Processing in Children With Mild Intellectual Disabilities

Children with mild intellectual disabilities (MID) appear to have particular problems in understanding the numerical meaning of Arabic digits. Therefore, we developed and evaluated a numerical domino game that specifically targeted the association between these digits and the numerical magnitudes they represent. Participants were 30 children with MID (M = 8.36 years), randomly assigned to either the numerical domino game or to a control color domino game. Findings revealed that both groups of children improved on a nonsymbolic comparison and arithmetic task. Most importantly, only children who played the numerical domino game became significantly faster from pretest to posttest on a symbolic comparison task. These findings suggest that numerical magnitude processing can be successfully trained in children with MID.     

Stability of repeated student evaluations of teaching in the second preclinical year of a medical curriculum

The second preclinical year of the medical curriculum at the Medical Faculty of the University of Lausanne in Switzerland includes nine multidisciplinary organ-system-oriented modules consisting of lectures and problem-based-learning tutorials. This study reports the experience accumulated with the evaluation of lectures during the academic years 1998–1999 and 1999–2000. The ratings of the different modules were highly variable, indicating the ability of students to have a critical view on the teaching and the teachers. There was a close to very close correlation between the ratings obtained during the two study years. The high discriminative capacity of students in evaluating the teaching and the teachers was also supported by their critical point of view expressed in free comments. Our observations stress therefore the reliability of teaching evaluations systematically performed by medical students.     

Analysis of conservative systems by approximating area-preserving point mapping

The reduction of the study of continuous dynamical systems to the study of point mappings was first effected by Poincaré, and later more generally by Birkhoff, in the conservative case. However, the analytical expressions of these mappings are, in most cases, rather complicated or even unknown. This paper deals with the construction of area- preserving polynomial point mappings in the plane osculating the actual one (also area preserving) to a certain degree. These mappings can be used for an approximate study of the behaviour of solutions in a neighbourhood of the origin taken as a fixed point. To illustrate this approach, some numerical examples are given.     

Education and inequalities in rural Vietnam in the 1990s

This article examines the determinants of children's schooling during the 1990s in rural areas of Vietnam. It focuses on the impact of family attributes on the likelihood of children remaining in school or leaving during the primary and secondary school years. Using data from the Vietnam Living Standard Survey (VLSS) of 1992–93 and 1997–98, the authors apply the survival analysis technique to follow a group of 3301 children aged between 6 and 13 over a 5-year period. In addition to the characteristics of the children and their families, they consider community attributes as larger contextual variables that also affect children's school leaving. Overall, they found very significant socioeconomic differentiations between families with respect to schooling, which puts economically disadvantaged children at risk for having their schooling interrupted at a young age. The results also indicate that for girls, compared with boys, the likelihood of staying in school is more responsive to household and community characteristics.     

Teachers' views on citizenship education in secondary education in The Netherlands

In 2005 the Dutch Minister of Education proposed making it compulsory for all schools in The Netherlands to stimulate active citizenship and social integration. Teachers must give these educational goals a tangible form in their practice. What are the teachers' views on citizenship education? Concepts of citizenship education and the teacher's role in it may differ widely, and very different perspectives on values and value development are possible. This article addresses how teachers view citizenship education. We present the results of a survey conducted among a representative sample of Dutch secondary schools. The results show that teachers make clear choices in the importance they attach to certain values. Teachers want students to acquire skills to analyse, communicate and reflect on values, and they want to stimulate the development of certain values. The chosen values relate to different types of citizenship. School level, school subject and the age of the teachers make a difference to the importance teachers attach to different values.     

一种特殊图的几个简单性质

有一种特殊图,它是无向、无环、联接的,并且相连任意两点的最短链只有一条,不妨用符号表示图 G=(X,E),这里X表示G的顶集,E表示G的边集,本文针对这种图,讨论其简单性质,其中有两个明显的性质,不作详细论证,只把这两个性质简单提出来,因此集中讨论另外两个性质,并加以详尽而周密严谨地证明之。     

Oases at the bottom of the ocean

In the early 1980s biologists were amazed, and sometimes sceptical, to be told of the existence of luxuriant fauna thriving at depths of between two and three thousand metres close to hot water springs. Frequently consisting of hitherto unknown species, these colonies are nothing less than oases, contrasting starkly with the deserts usually to be found at great depths. One of their features is a very short life cycle. But, most strikingly, they are the first discovery on our planet of living systems which survive without solar energy or photosynthesis.     

Finite Memory Observers for linear time-varying systems. Part II: Observer and residual sensitivity

Fault detection and diagnosis are important issues in process engineering. Hence, considerable interest is growing in this field from industrial practitioners as well as academic researchers, as opposed to 30 years ago. This paper focusses on a model-based approach for fault detection. This approach is based on Finite Memory Observers (FMO), properties of this observer are presented in the first part of our work (Graton et al., 2014 [1]), the main results of this paper are recalled at the beginning of this paper and constitute the basis of this second part. Properties of the Finite Memory Observer (FMO) are studied from a global point of view for the class of linear time-varying (LTV) systems with stochastic noises. FMO performances take their framework from the study of their properties, and from the study of their influences on diagnosis results. Fundamentally, the generation of residuals is essential in a diagnosis procedure. In Graton et al. (2014) [1], the design for the finite memory observer is shown, the determination of its optimal window length is solved, and the generation of residuals for diagnosis is completed. This paper is the second part of this work and is devoted to the study of the observer and residual sensitivity towards model parameter variations and noises.     

Can Genetics and Genomics Nursing Competencies Be Successfully Taught in a Prenursing Microbiology Course?

In recognition of the entry into the era of personalized medicine, a new set of genetics and genomics competencies for nurses was introduced in 2006. Since then, there have been a number of reports about the critical importance of these competencies for nursing practices and about the challenges of addressing these competencies in the preservice (basic science) nursing curriculum. At least one suggestion has been made to infuse genetics and genomics throughout the basic science curriculum for prenursing students. Based on this call and a review of the competencies, this study sought to assess the impact of incorporation of genetics and genomics content into a prenursing microbiology course. Broadly, two areas that address the competencies were incorporated into the course: 1) the biological basis and implications of genetic diversity and 2) the technological aspects of assessing genetic diversity in bacteria and viruses. These areas address how genetics and genomics contribute to healthcare, including diagnostics and selection of treatment. Analysis of learning gains suggests that genetics and genomics content can be learned as effectively as microbiology content in this setting. Future studies are needed to explore the most effective ways to introduce genetics and genomics technology into the prenursing curriculum.