Learning via direct and mediated instruction by deaf students

Four experiments investigated classroom learning by deaf college students receiving lectures from instructors signing for themselves or using interpreters. Deaf students' prior content knowledge, scores on postlecture assessments of content learning, and gain scores were compared to those of hearing classmates. Consistent with prior research, deaf students, on average, came into and left the classroom with less content knowledge than hearing peers, and use of simultaneous communication (sign and speech together) and American Sign Language (ASL) apparently were equally effective for deaf students' learning of the material. Students' self-rated sign language skills were not significantly related to performance. Two new findings were of particular importance. First, direct and mediated instruction (via interpreting) were equally effective for deaf college students under the several conditions employed here. Second, despite coming into the classroom with the disadvantage of having less content knowledge, deaf students' gain scores generally did not differ from those of their hearing peers. Possible explanations for these findings are considered.     

Self in context: autonomy and relatedness in Japanese and U.S. mother-preschooler dyads

Cultural differences and similarities in socialization during two contrasting laboratory tasks were examined in 30 Japanese mothers and their preschoolers, both temporarily residing in the United States, and 30 U.S. mothers and their preschoolers (age: M = 55.8 months, SD = 4.9). Mother and child actions, speech, emotion, and attention were coded from videotaped observations during a free play task and waiting task. Cross-cultural comparisons showed that U.S. mothers had more conversations that emphasized individual experiences, more often acted as playmates and used joint attention, maintained more physical distance, showed more positive emotions, and made more positive responses to child accomplishment. In contrast, Japanese mothers had more conversations that emphasized shared experiences, showed more divided attention, and maintained social role distinctions. Similar, but fewer cultural differences emerged for children. However, maternal and child characteristics also varied by task context. The results suggested an emphasis on autonomy in U.S. dyads and an emphasis on relatedness in Japanese dyads, but the interactions with task context revealed the coexistence of autonomy and relatedness.     

Deaf children's use of phonological coding: evidence from reading, spelling, and working memory

Two groups of deaf children, aged 8 and 14 years, were presented with a number of tasks designed to assess their reliance on phonological coding. Their performance was compared with that of hearing children of the same chronological age (CA) and reading age (RA). Performance on the first task, short-term recall of pictures, showed that the deaf children's spans were comparable to those of RA controls but lower than CA controls. For the older deaf children, short-term memory span predicted reading ability. There was no clear evidence that the deaf children were using phonological coding in short-term memory when recall of dissimilar items was compared with recall of items with similarly sounding names. In the second task, which assessed orthographic awareness, performance of the deaf children was similar to that of RA controls although scores predicted reading level for the deaf children but not the hearing. The final task was a picture spelling test in which there were marked differences between the deaf and hearing children, most notably in the number of spelling refusals (which was higher for the deaf children in the older group than their RA controls) and the percentage of phonetic errors (which was considerably lower for both groups of deaf children than for any of the hearing controls). Overall these results provide support for the view that deaf children place little reliance on phonological coding.     

Cumulative environmental risk and youth maladjustment: the role of youth attributes

Using data from 5,070 youth ages 11 to 18 years old who participated in the National Longitudinal Study of Adolescent Health, concurrent and longitudinal associations among cumulative risk, protective factors, and youth maladjustment were examined. Cumulative risk was associated with concurrent conduct problems and depressed mood. For conduct problems, a compensatory effect was found for scholastic achievement and problem-solving ability. For depressed mood, a compensatory effect was found for scholastic achievement. A protective-reactive effect of self-esteem was found for both forms of maladjustment. Youth gender, grade, and ethnicity moderated these associations. Cumulative risk predicted change over time in depressed mood. Scholastic achievement and self-esteem compensated for this risk. Findings indicate that youth attributes offer limited protection when adolescents experience risk factors across life domains.     

Prescribed active learning increases performance in introductory biology

We tested five course designs that varied in the structure of daily and weekly active-learning exercises in an attempt to lower the traditionally high failure rate in a gateway course for biology majors. Students were given daily multiple-choice questions and answered with electronic response devices (clickers) or cards. Card responses were ungraded; clicker responses were graded for right/wrong answers or participation. Weekly practice exams were done as an individual or as part of a study group. Compared with previous versions of the same course taught by the same instructor, students in the new course designs performed better: There were significantly lower failure rates, higher total exam points, and higher scores on an identical midterm. Attendance was higher in the clicker versus cards section; attendance and course grade were positively correlated. Students did better on clicker questions if they were graded for right/wrong answers versus participation, although this improvement did not translate into increased scores on exams. In this course, achievement increases when students get regular practice via prescribed (graded) active-learning exercises.     

DNA-damage response network at the crossroads of cell-cycle checkpoints,cellular senescence and apoptosis

Tissue homeostasis requires a carefully-orchestrated balance between cell proliferation, cellular senescence and cell death. Cells proliferate through a cell cycle that is tightly regulated by cyclin-dependent kinase activities. Cellular senescence is a safeguard program limiting the proliferative competence of cells in living organisms. Apoptosis eliminates unwanted cells by the coordinated activity of gene products that regulate and effect cell death. The intimate link between the cell cycle, cellular senescence, apoptosis regulation, cancer development and tumor responses to cancer treatment has become eminently apparent. Extensive research on tumor suppressor genes, oncogenes, the cell cycle and apoptosis regulatory genes has revealed how the DNA damage-sensing and -signaling pathways, referred to as the DNA-damage response network, are tied to cell proliferation, cell-cycle arrest, cellular senescence and apoptosis. DNA-damage responses are complex, involving ＂sensor＂ proteins that sense the damage, and transmit signals to ＂transducer＂ proteins, which, in turn, convey the signals to numerous ＂effector＂ proteins implicated in specific cellular pathways, including DNA repair mechanisms, cell-cycle checkpoints, cellular senescence and apoptosis. The Bcl-2 family of proteins stands among ＂the mos＂t crucial regula＂tors of apop＂tosis and performs vi＂tal func＂tions in deciding whether a cell will live or die after cancer chemotherapy and irradiation. In addition, several studies have now revealed that members of the Bcl-2 family also interface with the cell cycle, DNA repair/recombination and cellular senescence, effects that are generally distinct from their function in apoptosis. In this review, we report progress in understanding the molecular networks that regulate cell-cycle checkpoints, cellular senescence and apoptosis after DNA damage, and discuss the influence of some Bcl-2 family members on cell-cycle checkpoint regulation.     

Embedding knowledge management in the NHS south-west: pragmatic first steps for a practical concept

Knowledge management, like clinical governance, is a practical science. Clinical governance, with its emphasis on creating an environment where clinical quality is monitored and acted upon, is one of the foundation stones of the new National Health Service (NHS). Both knowledge management and clinical governance need to share the same criteria in order to operate. Using these two pragmatic concepts and the premise of a practical approach, this article seeks to identify the drivers for knowledge management in the NHS, highlight national initiatives and focus on the steps libraries in the south-west of England have taken to make knowledge management a reality. In so doing, the central role of the library and information service has been reinforced and embedded and librarians have been recognized for their real worth to their organizations.     

Skeletal muscle glycogen concentration and metabolic responses following a high glycaemic carbohydrate breakfast

The purpose of this study was to examine the influence of a carbohydrate-rich meal on post-prandial metabolic responses and skeletal muscle glycogen concentration. After an overnight fast, eight male recreational/club endurance runners ingested a carbohydrate (CHO) meal (2.5 g CHO x kg(-1) body mass) and biopsies were obtained from the vastus lateralis muscle before and 3 h after the meal. Ingestion of the meal resulted in a 10.6 +/- 2.5% (P < 0.05) increase in muscle glycogen concentration (pre-meal vs post-meal: 314.0 +/- 33.9 vs 347.3 +/- 31.3 mmol x kg(-1) dry weight). Three hours after ingestion, mean serum insulin concentrations had not returned to pre-feeding values (0 min vs 180 min: 45 +/- 4 vs 143 +/- 21 pmol x l(-1)). On a separate occasion, six similar individuals ingested the meal or fasted for a further 3 h during which time expired air samples were collected to estimate the amount of carbohydrate oxidized over the 3 h post-prandial period. It was estimated that about 20% of the carbohydrate consumed was converted into muscle glycogen, and about 12 % was oxidized. We conclude that a meal providing 2.5 g CHO x kg(-1) body mass can increase muscle glycogen stores 3 h after ingestion. However, an estimated 67% of the carbohydrate ingested was unaccounted for and this may have been stored as liver glycogen and/or still be in the gastrointestinal tract.     

Energy system contribution to 400-metre and 800-metre track running

As a wide range of values has been reported for the relative energetics of 400-m and 800-m track running events, this study aimed to quantify the respective aerobic and anaerobic energy contributions to these events during track running. Sixteen trained 400-m (11 males, 5 females) and 11 trained 800-m (9 males, 2 females) athletes participated in this study. The participants performed (on separate days) a laboratory graded exercsie test and multiple race time-trials. The relative energy system contribution was calculated by multiple methods based upon measures of race VO2, accumulated oxygen deficit (AOD), blood lactate and estimated phosphocreatine degradation (lactate/PCr). The aerobic/anaerobic energy system contribution (AOD method) to the 400-m event was calculated as 41/59% (male) and 45/55% (female). For the 800-m event, an increased aerobic involvement was noted with a 60/40% (male) and 70/30% (female) respective contribution. Significant (P < 0.05) negative correlations were noted between race performance and anaerobic energy system involvement (lactate/PCr) for the male 800-m and female 400-m events (r = - 0.77 and - 0.87 respectively). These track running data compare well with previous estimates of the relative energy system contributions to the 400-m and 800-m events. Additionally, the relative importance and speed of interaction of the respective metabolic pathways has implications to training for these events.     

Random and blocked practice of movement sequences: differential effects on response structure and movement speed

Three similar six-element key press sequences were practiced under blocked or random practice schedules with acquisition conducted on one day and retention and transfer on the next day. The task required participants to type, as quickly as possible, one of three 6-element sequences as observed on a computer monitor. In blocked practice, participants completed all practice in one repeated sequence before the next repeated sequence was introduced. In random acquisition practice, the three repeated sequences were randomly presented to the participants. The data suggest that random practice results in participants adopting a uniform response structure, while blocked practice allows participants to exploit unique sequential aspects of the individual tasks. This finding suggests that random practice may not be as effective as blocked practice when one of the tasks being practiced together can be optimized through the development of a unique response structure.