Computerized dynamic assessment of seriational thinking modifiability: Effects of mediation on seriation and readiness for math among kindergarten and grade 1 children.

Complexity, accuracy, and fluency (CAF) are measures of language proficiency in productive skills. This study with a non-equivalent control group pretest-post-test design explored whether Dynamic Assessment (DA) procedures enhances EFL teachers' writing CAF. Three 22-member groups of homogeneous teachers were randomly assigned to one control group (Non-DA), an interactionist DA group (IA-DAG), and an interventionist DA group (IV-DAG). After the nine-session treatment, the study groups took a writing post-test. A one-way ANOVA test showed that the experimental groups outperformed the control group, although no significant differences were found between DA groups. Besides, no statistically significant differences were found between the groups' writing complexity. Considering accuracy, IA-DAG outperformed Non-DAG whereas no significant differences were observed between the experimental groups and between IV-DAG and Non-DAG. Fluency measures showed the superiority of DA groups to the control group. The first conclusion was that DA processes have a decisive role in improving writing skills and the CAF triad. Second, CAF components do not develop in a linear process, and employing DA procedures can be useful for its improvement. The paper has implications for language teachers and SLA researchers.

Commentary

The use of Artificial Intelligence (AI) in Higher Education (HE) is an expanding reality, exerting an increasingly significant influence on teaching and learning processes. Its integration into the university environment is reshaping how instructors design and deliver their courses while providing students with new opportunities to personalize their learning experiences. Not only does AI enable task automation and resource optimization, but it also presents methodological, technological, and ethical challenges that warrant thorough investigation. In this context, we assessed the academic performance of two hundred and thirty eight students enrolled in an undergraduate degree program for early years education teachers, defining performance as their ability to design learning situations aimed at promoting mathematical thinking in young children. Our analysis distinguished between those who used AI to complete the task and those who relied on traditional teaching resources. To this end, we adopted a sequential explanatory mixed-methods design. In the quantitative phase, we employed a quasi-experimental post-test only design with experimental and control groups. In the qualitative phase, we conducted an in-depth analysis of the learning materials produced by the students in the experimental group with the support of AI. The findings indicate that the application of AI brought about significant changes in the teaching-learning process. The experimental group obtained better academic results than the control group. These results underscore, on one hand, the transformative potential of AI to improve pedagogical practices, and on the other, the need for research to examine its long-term effects on student learning, teacher engagement and ethical use, and the development of HE curricula that include AI as a teaching resource.

The Effectiveness of a Human Patient Simulator in the ATLS Shock Skills Station

One-to-one interviewing is one of the most powerful ways of exploring young children's thinking. While there are a few studies which report the use of this pedagogic strategy by preservice teachers, more are needed. This paper describes an early childhood mathematics education assignment which preservice teachers in a teacher-education college in Ireland undertake with four- and five-year-old children. It presents an analysis of data from a selected sample of 58 preservice teachers' reflections on their dialogues with individual children. It describes how the preservice teachers engaged with the process of interviewing the children; how they reflected on their interactions with the children; their reflections on the children's engagement; and their reflections on young children's mathematics generally. Some dilemmas faced by the participants in the course of the interviewing are highlighted. Findings demonstrate the integrated nature of the knowledge that early childhood teachers need to teach early childhood mathematics effectively. The learning arising from this assignment relates to early childhood mathematics thinking, to the psycho-social nature of learning in early childhood and to pedagogy in early childhood education.

Improving children's cognitive modifiability by dynamic assessment in 3D Immersive Virtual Reality environments

Peer mediation with young children is a relatively novel approach aimed at teaching young children how to mediate to their peers. The main benefits of peer mediation are in developing children's mediation teaching style and cognitive modifiability. The peer mediation developed recently is based on Vygotsky's sociocultural and Feuerstein's mediated learning experience theories. The main objectives of the study were to investigate the effects of the Peer Mediation with Young Children (PMYC) programme on children's cognitive modifiability of mediators and learners and to study the effects of cognitive level of the learner and mediator on their cognitive modifiability following the programme. A sample of 178 pupils (89 mediators in Grade 3 and 89 learners in Grade 1) was randomly assigned to experimental (N=43 dyads) and control (N=46 dyads) groups. The mediators in the experimental group participated in the PMYC programme, whereas the mediators in the control group received a substitute intervention aimed at emphasizing general conditions of peer interaction. Following the intervention, mediators of both groups received a demonstration of a multimedia programme as a preparation for the peer mediation interaction and later taught it to their young counterparts. Following the teaching session (e.g. teaching of seriation problems), mediators in both groups were given a dynamic assessment measure of analogies. The learners however were given a test of seriation before and after the intervention. The findings showed that following the intervention the experimental mediators showed higher level of analogies scores, as well as higher improvement on the dynamic analogies measure as compared with control mediators. The experimental learners showed higher pre- to post-intervention achievements on the seriation problems as compared with control learners. The findings showed also that when there was a match between the mediator and learner's cognitive level (i.e. low-low or high-high) the differences between the experimental and control groups were minor and negligible. However, when the mediator-learner cognitive levels did not match, the experimental learners received higher scores than the control learners. Mediators in the experimental group had to cope with the incongruent cognitive level by facilitating their mediational approach and consequently enhancing the learner's performance. The findings are discussed in regard to Piaget, Vygotsky and Feuerstein's theories and recent research on peer assisted learning.

Objectives • To assess the intensity of labor pain and outcome of labor among the control group. • To assess the effectiveness of ambulation on intensity of labor pain and outcome of labor among the experimental group. • To assess the usefulness of ambulation by opinionnaire among experimental group. • To compare the effectiveness of ambulation on the intensity of labor pain and outcome of labor among experimental and control groups. • To find an association between the intensity of labor pain with selected demographic variables. Materials and methods An experimental research approach was used for the study. Random sampling technique was used to allocate the subjects into experimental and control groups. Visual analog scale was used to assess the intensity of pain and observational check list was used to assess the outcome of labor. The study comprised of 40 primigravida mothers and they were grouped as experimental and control through randomization. One group received ambulation treatment, the other did not. The researcher then observed the groups to determine the effect of the treatment. Results The collected data was analyzed by descriptive and inferential statistics. The intensity of pain revealed that 40% in the experimental and 55% in the control groups experienced severe pain. The labor augmentation revealed that both oxytocin and cerviprime gel was used for 30% in the experimental and 35% in the control groups. On the mode of delivery, majority of mothers (60%) had normal vaginal delivery both in experimental and control groups. On the duration of the first stage of labor revealed that 50% in the experimental and 20% in the control groups were between 10 to 12 hours. Second stage of labor revealed that majority were between 1 and 2 hours in both the control and experimental groups. The opinion of experimental group mothers on ambulation revealed that half of the mothers (50%) agreed for recommending the ambulation for their neighbors and friends and less than half (35%) of them have agreed for comfort during first stage of labor and 40% of them have agreed for ambulation should be made as a routine in labor room. In the experimental group, mean pain score (6.8) is less than the control group (7.5). The calculated Mann-Whitney Z-value (2.045) is greater than the Z α-value of 1.960 at 0.05 level of significance. In the experimental group, the mean duration of first stage of labor score (3.95) is significantly higher than the control group mean score (3.00). The mean outcome of labor in experimental group (13.95) is greater than the control group. Conclusion There was a significant difference in the duration of first stage of labor between the experimental and control groups. But, there was no significant difference in the overall outcome of labor between experimental and control groups. There was no significant association between intensity of labor pain with selected demographic variables. This may be because of small sample size. How to cite this article Savitha V, Nayak S, Paul S. Effect of Ambulation during First Stage of Labor on Labor Pain and Outcome of Labor among the Primigravida Mothers in a Selected Hospital, Mangalore. J South Asian Feder Obst Gynae 2013;5(1):1-3.

The paper reports a study on an emotionally-loaded dynamic assessment procedure used with Iranian EFL learners. It focuses on the effect of using emotional intelligence characteristics (based on Goleman's framework) as a tool for motivating learners while performing reading tasks. The study with 50 intermediate learners aged 12-15 used three modalities: a control group, which was taught under institute's normal procedures; a comparison group, which received dynamic assessment (DA); and an experimental group, which received emotionalized dynamic assessment (EDA) procedures, in the form of an intervention focusing on characteristics of Goleman's emotional intelligence framework with the express purpose of inducing them to work with their emotions. Results showed that applying EDA procedures to reading assessment tasks made a difference in learners' level of performance in comparison to those who went through pure DA procedures who in turn performed significantly better than those who did not received DA in any form.

Zmiany metylacji i oksydacji w próbkach DNA bydła bytującego w środowisku zanieczyszczonym metalami ciężkimi

The Vygotskyan concept of the Zone of Proximal Development forms the basis of DA which endorses interaction between teacher and learner during the assessment procedure. Although morphological awareness constitutes a key aspect of reading comprehension, little research has addressed the effect of morphological dynamic assessment (DA) on EFL learners’ reading comprehension in EFL settings. The primary purpose of this study was to investigate the DA effect on reading comprehension. The other aim of the study was to examine which method of assessing morphological knowledge could predict and account for the EFL learners’ reading ability. To fulfill these aims, 50 intermediate EFL learners, divided into experimental and control groups, participated in the study. The participants in the experimental group were assessed using a dynamic assessment procedure, while the participants in the control group were taught the morphology following the methodology proposed by the institute. The Nelson–Denny Reading T...

The instructional-educational process in learning to swim plays a crucial role in children's development. Approaching methods and use in training practices of all ages and performance levels have been the subject of ever deeper research, so that the effectiveness of training in this area is increasingly visible. The issue of motivation in sports is a topical issue because it is essential for athletes' involvement and performance. Although material stimulation can be considered an important factor in motivating athletes, it is not necessarily enough to commit them to an extremely difficult and risky path, such as that of performance sports. Athletes' motivation stems from a complex combination of factors, including passion for sport, the desire to demonstrate their skills and talents, the aspiration to achieve personal and collective goals, and the desire to achieve recognition and satisfaction through sporting success. The purpose of the research is to identify the level of motivation for swimming and performance of children aged 9-10 years. Research method: the test Motivation for swimming of children aged 9-10 years (adaptation after N. Luskanova) The test was applied by the researcher in October 2022 to a number of 30 children aged 9-10 who practice swimming in the Tirgoviște Swimming Complex and CSȘ Tirgoviște Swimming Pool. Depending on age, we have, within the experimental group, 7 children aged 9 and 8 children aged 10. Within the control group, we identify 6 children aged 9 years and 9 children aged 10 years. We observe that the two groups are homogeneous, referring to the age variable. Regarding the gender of the subjects who are part of the group subjected to the experiment, we observe homogeneity in terms of gender, in each group there are 5 girls and 10 boys. The distribution according to the residential environment from which they come is as follows: from the experimental group 3 subjects come from the rural environment and 12 from the urban environment, and in the control group 1 subject comes from the rural environment and 14 from the urban environment The test results can be seen in Table 1. The difference between the values obtained between the experimental and control groups is not significant from a statistical point of view, since the values of the statistical indicators are close, we observe small differences between them.Table 1. Distribution of results on the Motivation for swimming test of children aged 9-10 years (adaptation according to N. Luskanova), experimental group and control group (n=20 boys)tabelThe differences between the two groups in the statistical indicators are variable, the difference between the averages is small, 0.6 points, in the standard deviation the difference between the groups is 0.77 points, the minimums recorded are equal to 15 points, and the difference between the maximums of the groups is 1 point. These results show homogeneity regarding the level of motivation between the experimental group and that of the control group. Table 2. Analysis of the level of motivation for swimming in the experimental and control groups, boystabelWe find that the level of motivation for swimming of the interviewed subjects is good. On the first level are ranked 2 subjects from the experimental group SC with 26 points and CR with 25 points, and from the control group subject MR with 25 points. These subjects have a very good motivation to practice swimming. On the second level, a number of 3 subjects from experimental group II are ranked with 24 points, AN with 23 points, AT with 20 points and six control subjects BM with 24 points, NA and RN with 23 points each, CI, AI and VE with 21 points each. The motivation of these subjects is characterized as good. Level III, respectively of relatively good motivation, has 5 subjects from the experimental group in the ranking: DF with 19 points, MG with 18 points, BL and IA with 17 points, GI with 15 points. In the control group, three subjects were registered on this level: BG with 19 points, RO with 18 points and DC with 15 points. None of the subjects was ranked on level IV-weak motivation and on level 5-very weak motivation. Overall, the motivation of 9-10 year olds for swimming is good and relatively good. In the following we will analyze the results recorded by the girls' teams. Table 3. Distribution of results on the Motivation for swimming test of children aged 9-10 years (adaptation according to N. Luskanova), experimental group and control group, (n= 5 girls)tabelThe difference between the values obtained between the experimental and control groups is not statistically significant as the values of the statistical indicators are close in value. The difference between the averages of the two groups is 1.04 points, the standard deviation being 2.82 points in the case of the experimental group and 1.49 in the case of the control group. The difference between the minimum values is 1 point, and between the maximum values is 4 points in favor of the experimental group. The results obtained by the girls from the two groups subjected to the experiment, in the Motivation for swimming test of children aged 9-10 years, are as follows: on the first level, with a very good motivation, only GM ranked with 26 points, from the experimental group , on level II, with good motivation, the subjects AF with 22 points and BM with 20 points from the experimental group and DV with 22 points, AN and IF with 20 points each from the control group are highlighted. On level III, relatively good motivation, there are EL with 19 points and MT with 18 points from the experimental group and BP and NO with 18 points each from the control group. Table 4 Analysis of the level of motivation for swimming in the experimental and control groups, girlstabelConclusions The analysis of the obtained data shows us that both groups subjected to the experiment, both in the case of boys and girls, have a good motivation for swimming, but there is a need to increase the level of motivation to maintain interest in this sport and to register performance, through specific activities. We believe that an increased level of motivation among children between the ages of 9 and 10 in swimming practice can have a significant impact on their development both in sports and personally. In correlation with the research results, we propose the following recommendations: - For each group of children, by age level, a psychological training program targeting the motivational component will be developed, which will be integrated into the training process. This program will be adapted to the specific needs of the group and will aim to adapt motivation and, implicitly, sports performance. - The psychological training program will include strategies and techniques to support the development of children's motivation for swimming, promoting commitment, the desire to excel and perseverance in training and competitions. This could include, among other things, visualization sessions, stability of personal goals, working with thoughts and emotions to maintain a positive mindset and focus on success.

This study aimed to integrate self-regulation strategies into dynamic assessment procedures of listening comprehension in an EFL setting and examine the possibility of raising EFL students’ listening comprehension and self-regulation skills. In addition, it explored the possibility of enhancing EFL learners’ potential scores in listening comprehension and self-regulation through applying self-regulation activities as a tool for motivating learners while being assessed. The assessment procedure was based on Vygotsky’s notion of the zone of proximal development and self-regulated intervention. The participants were 49 Iranian EFL learners in three groups: a control group, which received the institute’s regular instructional activities; a comparison group, which received dynamic assessment (DA); and an experimental group which received self-regulated dynamic assessment (SR-DA) procedures, in the form of an intervention focusing on cognitive, emotional, and behavioral self-regulation states of learners. Results of the study pointed to the potential of SR-DA for enhancing the students’ learning potential over and beyond that which is available from the DA (as offered to the comparison group) and the static testing (as offered to the control group). The results have important implications for a theoretical understanding of the mechanisms through which EFL learners develop necessary self-regulation skills in the EFL context.

This randomized-controlled trial demonstrates that an exercise consultation, based on the transtheoretic model of exercise behavior change, significantly improves short-term adherence to exercise.

Objective To investigate the effects of probiotics on the survival of sepsis mice and their mechanism. Methods A total of 60 male C57BL6 mice were randomly divided into 3 groups, respectively, the sham operation group (n = 20), the control group (n = 20) and the experimental group (n = 20). After feeding 2 d, mice in the experimental group were given 200 μL probiotics solution daily; mice in the control and sham operation groups were given 200 μL NaCl solution, with continuous intragastric administration for 4 weeks. Cecal ligation and puncture (CLP) was performed on the mice in the experimental and control groups, while mice in the sham operation group were performed with the same procedures of CLP except for cecal puncture. Ten mice in each group were used to observe their activity and survival of 7 d, and the blood and colon tissues were taken in the other 10 mice in each group after 24 hours. The expression levels of serum inflammatory factor interleukin 22 (IL-22), IL-2 and tumor necrosis factor alpha (TNF-α) were detected by enzyme-linked immunosorbent assay, the colon tissues were measured by the hematoxylin and eosin (HE) staining method, and the expression of colonic mucosa (Occludin) in each group was observed by the immunohistochemical method. Results Mice in the sham operation group grew well, mice in the control group curled up in a corner of the cage and trembled, and mice in the experimental group were more active than the experimental group, without obvious tremor. At 7 d, there were still 3 survived mice in the experimental group which were given euthanasia; the 7 d survival was significantly higher than that of the control group (P = 0.020). At 7 d, 10 mice in the sham operation group all survived and were given euthanasia. The expressions of serum IL-22 [(103 ± 23) ng/L vs. (27 ± 9) ng/L, t = 7.590, P < 0.001], IL-2 [(328 ± 27) ng/L vs. (77 ± 21) ng/L, t = 21.368, P < 0.001] and TNF-α [(94 ± 22) ng/L vs. (56 ± 9) ng/L, t = 4.734, P < 0.001] in the control group were significantly different as compared to the sham operation group. Meanwhile, the expressions of serum IL-22 [(75 ± 33) ng/L vs. (27 ± 9) ng/L, t = 3.755, P = 0.001], IL-2 [(217 ± 30) ng/L vs. (77 ± 21) ng/L, t = 10.850, P < 0.001] and TNF-α [(107 ± 20) ng/L vs. (56 ± 9) ng/L, t = 5.956, P < 0.001] in the experimental and sham operation groups all showed statistically significant differences. Compared with the control group, the expressions of serum IL-22 [(103 ± 23) ng/L vs. (75 ± 33) ng/L, t = 2.185, P = 0.042] and IL-2 [(328 ± 27) ng/L vs. (217 ± 30) ng/L, t = 8.371, P < 0.001] in the experimental group were significantly different, while the TNF-α [(94 ± 22) ng/L vs. (107 ± 20) ng/L, t = 1.363, P = 0.188] expression showed no statistically significant difference. In the sham operation group, the colonic mucosa was intact and the glands were regularly arranged with little or no inflammatory cell infiltration. However, mice in the control group appeared derangement, deformation and lack of colonic mucosal epithelial glands, fuzzy connected structures of enterocytes, and extensive infiltration of inflammatory cells some of which had crypt abscess. The colonic epithelia of mice in the experimental group were basically complete without erosion and loss, glands were normally arranged, and the infiltration of inflammatory cells decreased more as compared to the control group. The results of immunohistochemistry showed that mice in the sham operation group had complete acinar structures of colonic epithelial cells and more Occludin proteins. The acinar structures of colonic epithelial cells in the control group were destructed and disappeared, and there were infiltration of inflammatory cells and less Occludin proteins. The acinar structures of colonic epithelial cells in the experimental group were complete with widened interacinar gaps, and the expression of Occludin protein increased as compared to the control group. Conclusion Probiotics can inhibit the reduction of Occludin of intestinal epithelial cells and stabilize barrier structures of intestinal mucosas, thus effectively improving the survival of septic mice. Key words: Probiotics; Sepsis; Occludin