Reliability and validity evidence of scores on the Achievement Goal Tendencies Questionnaire in a sample of Spanish students of compulsory secondary education

This study examined the reliability and validity evidence drawn from the scores of the Spanish version of the Achievement Goal Tendencies Questionnaire (AGTQ) using a sample of 2,022 (51.1% boys) Spanish students from grades 7 to 10. Confirmatory factor analysis replicated the correlated three‐factor structure of the AGTQ in this sample: Learning Goals (LG), Social Reinforcement Goals (SRG), and Performance Goals (PG). The AGTQ yields relatively reliable scores for Spanish students. Logistic regression analyses were used to provide additional validity evidence of AGTQ scores on academic success (general, Spanish, and mathematics). Results indicated that general academic success was 15% and 5% more likely every time that scores on LG and PG scales increased 1 point, respectively, although general academic success was 9% less likely every time that scores on SRG scale increased 1 point. These results were similar for Spanish and mathematics. However, the score on the LG scale did not forecast success in both subjects. © 2009 Wiley Periodicals, Inc.     

Effects of insulin, glimepiride and combination therapy of insulin and metformin on blood sugar and lipid profile of NIDDM patients

In the present study the efficacies of therapy with insulin, sulphonylurea or insulin + metformin on NIDDM patients are compared. One group which was on a definite dose of insulin therapy, but with uncontrolled diabetes was treated by doubling the insulin dose, a second group whose diabetes was not controlled by glibenclamide was switched over to another sulphonylurea viz; glimepiride and a third group whose diabetes was not controlled by insulin therapy was switched over to a combination therapy with insulin +metformin. After recording their initial blood parameters all the groups were treated as above for 3 months, and the parameters were again determined. The fasting blood sugar and serum lipids of the first group were controlled significantly, but the values were far above normal range. However HDL Cholesterol and atherogenic index were near normal range. In glimepiride treated group, none of the parameters showed any amelioration. In the combined therapy group, control of blood sugar and atherogenic index was more or less the same as for group 1, but hyperlipidemia remained slightly above that of the same. From the findings we can infer that in long term diabetes treatment higher doses of insulin and combined therapy with insulin and metformin may be more beneficial than with low doses of insulin or sulfonyl urea alone     

Real moral problems in the use of virtual reality

In this paper, we argue that, under a specific set of circumstances, designing and employing certain kinds of virtual reality (VR) experiences can be unethical. After a general discussion of simulations and their ethical context, we begin our argument by distinguishing between the experiences generated by different media (text, film, computer game simulation, and VR simulation), and argue that VR experiences offer an unprecedented degree of what we call “perspectival fidelity” that prior modes of simulation lack. Additionally, we argue that when VR experiences couple this perspectival fidelity with what we call “context realism,” VR experiences have the ability to produce “virtually real experiences.” We claim that virtually real experiences generate ethical issues for VR technologies that are unique to the medium. Because subjects of these experiences treat them as if they were real, a higher degree of ethical scrutiny should be applied to any VR scenario with the potential to generate virtually real experiences. To mitigate this unique moral hazard, we propose and defend what we call “The Equivalence Principle.” This principle states that “if it would be wrong to allow subjects to have a certain experience in reality, then it would be wrong to allow subjects to have that experience in a virtually real setting.” We argue that such a principle, although limited in scope, should be part of the risk analysis conducted by any Institutional Review Boards, psychologists, empirically oriented philosophers, or game designers who are using VR technology in their work.     

Facilitating adult learning and a researcher identity through a higher education pedagogical process

This empirical study uses auto-ethnography to describe a higher education pedagogical process that facilitated largely doctoral students in preparing their candidacy proposals through the use of specific adult learning principles. Students＇ experiences and points of view of such a learning environment were explored, including： （1） how they contributed to their peers＇ learning; （2） how their peers contributed to their own individual learning; and （3） how the learning environment impacted the process. Key factors identified as pivotal to learning to learn, include creating a learning sanctuary and trusting relationships, engaging in mutual inquiry and the co-construction of meaning, and bridging research theory and practice. These factors enabled students to expand their identities to include a researcher identity and to negotiate deep knowledge at the personal level. Throughout this article, the students＇ points of view are used to elucidate shared and diverse experiences, in addition to supporting conclusions and recommendations for practice and further study.     

Parental involvement in children's schooling: Different meanings in different cultures

Three types of parent involvement—communicating, volunteering at school, and learning at home—were explored in two cultures within the United States. Immigrant Chinese parents and European American parents of young children reflect their different traditions in the ways they involve themselves in their child's academic life. European American parents volunteered more in schools, while Chinese American parents focused more on systematic teaching of their children at home. Chinese American parents were more critical of typical primary school report cards without ABC grades. Parents’ home teaching methods showed stability over time, demonstrating that parents who used formal, structured methods at Time 1 continued to do two and four years later.     

Web pages as a tool for a strategic description of the Spanish largest firms

The need for this study lies in the assumption that an in-depth examination of the map site of a firm that has a well-developed website can provide patterns about its corporate strategy through all the elements surrounding the organisation, and even a primary source for benchmarking. This technique has made it possible to identify the key issues in the strategic management of the most excellent large Spanish firms and also to describe trends in this sense. The methodology used consisted in a content analysis of the web pages of the Ibex35 companies of the Spanish Stock Market. Rather than focusing on the breakdown of businesses developed by each corporation, it was thought more appropriate to assess their respective corporate principles, as this would allow a better identification of the underlying managerial, organisational and strategic realities of these organisations. As a conclusion we can say that thanks to this technique, it has been possible to identify the key issues in the strategic management of the most excellent large Spanish firms. Additionally, it is shown how this way of working can be generalised to any group of enterprises.