Adequate Proficiency Research Articles

P2848Electrical reconnections after pulmonary vein isolation with or without contact force-guided catheters: a comparison of the proficiency of atrial fibrillation ablation

Abstract Background Atrial fibrillation (AF) ablation is the most commonly performed catheter ablation (CA) procedure today. The 2015 ACC/AHA/HRS Advanced Training Statement reported that the success rate of AF ablation is higher in high-volume centers than in low-volume centers. We tested whether the procedure proficiency of each operator was associated with the outcome of AF ablation, and whether the ablation outcome depended on whether contact force (CF)-guided catheters were used or not, in a high-volume center. Methods We conducted a retrospective observational study including all AF patients who underwent radiofrequency CA with or without CF support since 2016 at our hospital. The patients who underwent CA at other hospitals or underwent a balloon or surgical ablation in the first session were excluded. Each ipsilateral pulmonary vein (PV) pair was divided into 8 segments. The reconnection numbers and sites of the PV segment were evaluated in the second session. Operators were divided into the experienced group (≥100 AF cases/year, at least every 3 years) and developing group (other than the experienced group), respectively. Results Among 728 patients who underwent an initial AF ablation and were followed for 510±306 days, 131 (90 males, 65±10 years) received a second ablation procedure and were analyzed. A total of 260 and 264 PV isolations (PVI) were performed by the experienced and developing group operators in the initial ablation, respectively. Compared to the experienced group, the developing group had a longer procedure time for the PVI (35±15 vs. 28±10 min, p<0.001), higher frequency of reconnections of the PVs (73% vs. 59%, p=0.01) and higher number of reconnection gaps (2.1±2.0 vs. 1.5±2.0, p=0.02), respectively. There were no significantly differences in the number of gaps between the catheters with and without CF (1.6±2.0 vs. 1.4±2.0, p=0.65) in the experienced group, however, in the developing group a smaller total number of gaps (1.5±1.6 vs. 2.4±2.1, p=0.006) and less frequency reconnection gaps of the posterosuperior segment of the right PV (10% vs. 45%, p=0.005) were seen with catheters with CF than without. There was no significant difference in the procedure time for the PVI between catheters with and without CF. Conclusions The operator proficiency may predict the outcome after AF ablation even in high-volume centers. It is preferable to perform PVI with a CF-sensing catheter for operators without adequate proficiency. Acknowledgement/Funding JSPS KAKENHI Grant Number JP18K15865

Correlation of surgical trainee performance on laparoscopic versus endoscopic simulation.

Both laparoscopy and endoscopy are image-based procedures, which are less intuitive than traditional open surgery and require extensive training to reach adequate proficiency. Currently, there is lack of understanding as to how the skills in one image-based procedure translate to another, such as endoscopy to laparoscopy and vice versa. The aim of our study was to explore the relationship between endoscopic and laparoscopic skills using a Fundamentals of Laparoscopic Surgery (FLS) trainer, a traditional virtual reality endoscopic trainer and a "desk-top" endoscopic physical simulator. Senior surgical residents from across Canada participating in an advanced laparoscopic foregut training course were enrolled in the study. Participants were assessed performing the FLS laparoscopic suturing task, the Endobubble 2 task (Simbionix, GI Mentor), and a forward viewing peg transfer on the novel Basics in Endoscopic Skills Training Box (BEST Box). There was significant correlation between the participant's skill in simulated laparoscopic suturing and simulated endoscopic skill using the BEST box (Pearson coefficient (r) was 0.551 (p = 0.033) and the coefficient of determination (r2) was 0.304). There was a trend towards correlation between laparoscopic suturing time and Endobubble 2 score, but this did not reach statistical significance (r = 0.458, p = 0.086; r2 = 0.210). Performance in the two physical simulators, laparoscopic suturing and simulated flexible endoscopy using the BEST box, showed a correlation. This study adds to the growing body of evidence that laparoscopic and endoscopic skills are complementary and has the potential to impact simulation training involving both skill sets.

An exploration of psychosocial practice within private practice musculoskeletal physiotherapy: A cross-sectional survey

BackgroundPatients with pain associated with musculoskeletal disorders often seek treatment from physiotherapists, necessitating these practitioners’ competence to practice within the biopsychosocial framework. Qualitative research suggests musculoskeletal physiotherapists may not have adequate proficiency in psychosocial practice to assess and address psychosocial factors effectively. ObjectiveTo collect quantitative self-report data via an online survey from a large cross section of Australian musculoskeletal physiotherapists regarding their psychosocial practice. MethodsThe study involved an iterative survey development process followed by the conduct of this survey. A provisional survey named the ‘Triple P Questionnaire’ was developed, informed by the knowledge and experience of the research team. This Questionnaire was piloted by experts (n = 6) to provide feedback on the instrument. Changes were made to the survey based on this feedback. The finalised Triple P Questionnaire was distributed to Australian musculoskeletal physiotherapists. Results181 participants completed the full survey. Not all demographic characteristics were representative of the population. Most participants indicated that they ‘agree’ to most statements posed in the questionnaire including confidence, routine practice of specific psychosocial skills and barriers. Some questions presented a majority response of ‘disagree’ or a spread of responses, indicating some evidence-practice gaps, including the use of questionnaires, and explicit assessment of psychological factors. Inferential statistics revealed no significant correlations between demographic characteristics and psychosocial practice. ConclusionThe Triple P Questionnaire identified musculoskeletal physiotherapists’ generalconfidence in their psychosocial practice but highlights some apparent inconsistencies in reported practice and areas where confidence is not as strong, reflecting possible evidence practice gaps.

The linguistic disadvantage of scholars who write in English as an additional language: Myth or reality

Academics are coming under increasing pressure to publish internationally. Given the global dominance of English, this very likely means publishing in English-medium journals and with publishers which publish in English. This raises the important question of the possible disadvantage of those scholars whose first language is not English and who therefore have the additional burden of having to develop adequate proficiency in an additional language, English. As a student of modern languages to university level and of other languages to rather lower levels of proficiency and as a teacher of English for academic purposes (EAP) and of English for research and publication purposes (ERPP), since I became aware of this issue, I have always believed this extra burden on the English as an additional language (EAL) academic writer to be a self-evident truth. Ken Hyland, however, in a recent book (Hyland, 2015) and an article titled ‘Academic publishing and the myth of linguistic injustice’ (Hyland, 2016a), has taken it upon himself to argue that such an assumption is ill-founded. Hyland argues that native-speakers (NSs) of English encounter the same difficulties as non-native speakers (NNSs) when it comes to academic writing, that ‘academic English is no one's first language’, and that it requires ‘deliberate learning’ by both NSs and NSs (p. 57). Native and non-native writers, Hyland implies, are on a level playing field when it comes to writing for publication, both groups having to jump the same hurdles.

Nintendo Da Vinci: A Novel Control System to Improve Performance in Robotic-Assisted Surgery

Complications of robotic-assisted surgery are on the rise, partly due to surgeons not receiving proper training. Using the current Da Vinci (DV) surgical system, surgeons require anywhere between 50 and 3,000 surgeries to achieve adequate proficiency. To improve performance, we have developed a new system using Nintendo Joycon (NJ) controls. We hypothesized the NJ controls would improve surgical performance, so we compared the NJ and DV systems with two user groups (doctor and gamer). The doctor and the gamer performed a defined task using NJ and the DV control systems, in a simulated skills assessment in 2-dimensional (2D) and 3D modes. The task completion time and error rate were used to calculate a Fundamentals of Robotic Surgery Skills Assessment (FRS) score. The FRS was then used to calculate the learning rate using the learning rate formula. The task completion time, error rate, FRS scores, and the learning rate were significantly better with NJ. The error rate risk ratios indicated that the DV control system carried a higher risk of error compared to the NJ control system. The NJ control system was associated with a better task completion time by 83% for the doctor and 88% for the gamer, a lower error rate by 73% for the doctor and 82% for the gamer, better FRS score by 72% for the doctor and 46% for the gamer, and better LR by 84% for the doctor and 86% for the gamer. This study shows that implementing a NJ control system is associated with improved surgical performance and LR compared to DV.

Impact of Professional Development Training Curriculum on Practicing Algebra Teachers

Algebra is a foundation for mathematics reasoning and complex problem-solving which then requires mathematics t eachers to have adequate proficiency to make their students understand about it. The mathematics teachers in the Maldives, however, lacked both the algebraic content and pedagogical knowledge. This study aims to present a mathematics professional development training curriculum designed to address the issue of the teachers’ performance in algebra . There were five participants involved in this study who teach mathematics in the sixth grade of elementary school. Desimone’s conceptual model for professional development was used to guide the mathematics professional development for algebra teachers discussed in this paper. This mathematics professional development was found to improve the algebraic content and pedagogical knowledge of the participants, which in turn improved student performance.

Enhanced benefit of laparoscopic approach for liver resections over the nonlaparoscopic versus the laparoscopic segments. Analysis of the delta of advantage with the open approach

Introduction: Advantages over the open technique are demonstrated for both resections over the so called “laparoscopic” (LSr) and “non-laparoscopic” segments (NLSr) when performed minimally-invasively. However, it is unexplored if the magnitude of benefit conferred by laparoscopy is similar for LSr and NLSr, or whether it is enhanced for any of the two procedures. Consequently, aim of this study is to investigate possible differences between LSr and NLSr in the delta of advantage provided by laparoscopy. Methods: Laparoscopic procedures (LS-LLR and NLS-LLR) in the ERAS period (2011-17) were paired with open counterparts (LS-OLR and NLSOLR) after propensity score matching. Mean/median differences (for appropriate parameters) were calculated to quantify the delta of advantage between LSr and NLSr. Results: 239 LS-LLR were compared with 239 LS-OLR, and 176 NLS-LLR with 176 NLS-OLR. Compared to LSOLR, LS-LLR reduced blood loss (155 vs 225 mL, p0.036), morbidity (8.8 vs 14.6%, p0.038), time to orally-controlled pain (2 vs 3 days, p0.021), time to independent mobilization (1 vs 2 days, p0.035) and total stay (3 vs 4 days, p0.043). Compared to NLS-OLR, NLS-LLR showed reduced blood loss (295 vs 465 mL, p0.008), transfusions (4.5 vs 14.8%, p0.003), morbidity (10.8 vs 22.7%, p0.006), time to orally-controlled pain (2 vs 4 days, p0.009), to independent mobilization (1 vs 2 days, p0.042), functional recovery (4 vs 5 day, p0.015) and total stay (5 vs 6 days, p0.017). Delta of advantage of NLS-LLR resulted significantly greater than LS-LLR for blood loss (-78 vs -161 mL, p0.021), transfusions (-1.6 vs -10.3%, p0.004), morbidity (-5.8 vs -11.9%, p0.035), time to orally-controlled pain (-1 vs -2 days, p0.028) and functional recovery (0 vs -1 day, p0.037). Conclusions: While both resulting beneficial, the advantage of laparoscopy appears greater for NLSr than LSr. Despite the inherent technical challenges, training programs should aim to develop adequate proficiency to allow the expansion of candidates to LLR to encompass those complex procedures.

Bilingual instruction at tertiary level in South Africa: what are the challenges?

ABSTRACTThe University of KwaZulu-Natal has a bilingual language policy (2006) where students may receive instruction in isiZulu as well as in English. An online survey was carried out for all academic and support staff to gauge their linguistic capacity in isiZulu. Staff profiles were created in relation to their respective Colleges, Schools and Disciplines, and included age, language group, language use, language of schooling and years of experience in the Higher Education sector. It also included modules currently taught by staff through the medium of isiZulu; communicative language proficiency; instructional language proficiency; perceptions of own capacity to teach in isiZulu and perceptions of the time required to develop adequate proficiency to teach in isiZulu. Respondents were also asked to translate a complex sentence into isiZulu, the responses to which were later analysed into three categories: fluent, semi-fluent and not fluent for purposes of comparison with staff perceptions of their own proficiency. Findings revealed a serious gap between current staff capacity to teach in isiZulu, and the implementation of the policy within the projected timeframes. This study also reveals the complexities of teaching when discipline experts and students do not share a common language.

The effect of speaker gender and talker proficiency on the realization of Taiwan Min /dz/ among young speakers

This study examined how speaker gender and talker proficiency affected realization of Taiwan Min /dz/ among young speakers of the 漳 Chiang and Mix dialect. Ten males and seven females with adequate proficiency were recruited to perform a paragraph reading task. Five major variant categories were observed, including dental sibilant, dental nonsibilant, velar obstruent, lateral, and retroflex. Gender played a role in some variant choices. Males used dental sibilants and retroflexes more often than females, while females used liquids more often than males. Dental nonsibilants and velar obstruents showed more complex distributions involving both gender and speaker dialect. Impact of talker proficiency was also found. High-level speakers generally used velar obstruents and retroflexes more often, and dental nonsibilants less often, than their mid-level counterparts. Dental sibilants and liquids showed distributions that were less straightforward and involved intricate interactions among gender, proficiency, and speaker dialect. Despite the range of variant choices, talkers were rather conservative, and most limited their choices to only a couple of variants for /dz/ realization. Males generally showed high intra- and inter-syllabic consistency regardless of their proficiency levels, while females showed a proficiency split. High-level females had high intra-syllabic consistency but low inter-syllabic consistency, while mid-level females had low intra- and inter-syllabic consistency. This study thus demonstrated that talkers’ realization of the variable Min /dz/ is a complex interaction among speaker gender, dialect, and proficiency.

“I Cannot Dance Upon My Toes”: A Case Study Into Teacher Learning Through Participating in an English Teaching Contest in China

AbstractThe professional development of College English (CE) teachers in China has received considerable attention due to their responsibility in preparing university graduates for adequate English proficiency. Many continuous professional development (CPD) activities have been conducted (e.g., national teaching contest) to improve CE teachers’ teaching effectiveness, an essential component of teacher learning. However, it has remained unknown concerning how teacher learning takes place in these well-intended CPD activities, and what mediating factors play an important role in teacher learning. To address this gap, this case study reports on a CE teacher’s (Janna, pseudonym) experience in preparing for and participating in an English teaching contest. Drawing upon multiple sets of data such as teacher reflective journals, interviews, observations of group discussions, and video-recorded teaching demonstration and lesson plan presentation, the findings reveal that teacher learning takes place at a superficial level through legitimate peripheral participation, yet at a deeper level through identity crisis. Vulnerable teacher learning is also identified in the CPD activity, with differentiated learning possibilities created by the tensions between resources and power relations within the community and the teacher’s conceptions of teaching and learning. The study concludes with implications for research of teacher learning and practice for teacher professional development.

O Paic e a equidade nas escolas de ensino fundamental cearenses

<p>O objetivo deste artigo é verificar se o Programa Alfabetização na Idade Certa (Paic) contribuiu para a melhoria da equidade nas redes municipais de ensino do estado do Ceará. Conceituou-se equidade como uma situação em que todos os alunos, independentemente de sua situação de origem, atingem níveis apropriados de resultado. Como medida de resultado, usou-se a proficiência dos alunos em Língua Portuguesa (LP) na Prova Brasil. Avaliou-se o impacto do Paic sobre a probabilidade de um aluno atingir um desempenho adequado pelo método de diferenças em diferenças. Concluiu-se que o Paic melhorou a equidade na coorte analisada, pois aumentou a proporção de alunos que atingem a proficiência apropriada em LP, em especial em escolas cuja maioria dos alunos é pobre. A análise da política revelou que o Paic apresenta componentes alinhados com princípios de justiça que se ajustam ao objetivo de equidade na escola de educação básica.</p><p> </p><p><em><strong>El Paic y la equidad en las escuelas de educación básica de Ceará</strong></em></p><p><em>El propósito de este artículo es verificar si el Programa de Alfabetización en la Edad Cierta (Paic) contribuyó para mejorar la equidad en las redes municipales de enseñanza del estado de Ceará. La equidad se conceptualizó como una situación em la que todos los estudiantes, independientemente de su situación de origen, alcanzan niveles adecuados de resultado. Para medir el resultado se utilizó la proficiencia de los alumnos en Lengua Portuguesa (LP) en la Prueba Brasil. Se evaluó el impacto del Paic sobre la probabilidad de que un estudiante lograra un desempeño adecuado por el método de diferencias en diferencias. La conclusión es que hubo mejora de la equidad debido al Paic en la cohorte analizada, ya que aumentó la proporción de alumnos que alcanzaron el nivel de competencia esperado en LP, sobre todo en escuelas que poseen una mayoria de estudiantes pobres. El análisis de la política reveló que el Paic presenta componentes que están en línea con principios de justicia que se ajustan al objetivo de equidad en la escuela de educación básica.</em></p><p><em><strong>Palabras clave</strong>: Equidad; Evaluación de La Educación; Políticas Educacionales; Desigualdades Educacionales.</em></p><p><em><br /></em></p><p><em><strong><span lang="EN-US">Paic and equity in elementary schools in Ceará</span></strong></em></p><p><em>The aim of this paper is to verify if the Programa Alfabetização na Idade Certa [Literacy in the Right Age Program] (Paic) has contributed to improving the equity in Ceará’s municipal schools. Equity is defined as a situation in which all students, regardless of their social origin, achieve appropriate results. The evaluation of our results is a pedagogical interpretation that indicates adequate proficiency in the Portuguese language of students in Prova Brasil. We investigated the impact of Paic’s on the probability of students achieving satisfactory performance in Portuguese using the Differences-in-Differences (DID) method. The equity concept, operationalized through DID, led us to conclude that the program improved equity in the analyzed cohort because it increased the proportion of students that reached the adequate level of Portuguese proficiency, especially in schools where the majority of students are poor. The analysis revealed that Paic presented elements aligned with principles of justice which adjust to the objective of equity in elementary school.</em></p><p><em><strong>Keywords</strong>: Fairness; Educational Evaluation; Educational Policy; Educational Inequalities.</em></p><p> </p><p><em><br /></em></p><p> </p>

Bruininks- Oseretsky Test Showed Strong Correlation Between Upper Limb Speed Dexterity and Upper Limb Coordination

Background: Daily living activities such as walking, dressing and feeding require adequate proficiency in gross and fine motor skills; however inadequate proficiency leads to multiple difficulties that range from increased anxiety and poor self-esteem to significant difficulties with academic achievements. Recent research findings claimed that children’s skill proficiency tends to lag behind the established developmental norms. Purpose: The aim of this study was to examine the interrelationship among different subtests of gross and fine motor skill in school aged children in Al-Madinah Al-Munawara. Methods: Children (N= 99) from 2nd, 3rd and 4th grades completed the gross and fine motor composite of the Bruininks- Oseretsky Test of motor proficiency 2nd Edition (BOT-2). Results: Analysis revealed a weak correlation between gross motor composite and fine motor composite. A weak correlation was found for gross motor subtests except a significant correlation was found for the relationship between balance and bilateral coordination. Conclusion: Therapists should closely look at upper limb speed dexterity and upper limb coordination since they are significantly correlated.

Spinal injection of local anesthetic during cervical facet joint injection

Facet joint pain is a common source of non-radicular back pain worldwide. Non-surgical interventional modalities remain the mainstay in the treatment of facetogenic back pain and comprise the second most commonly performed interventional pain procedures in the USA. A 36 year-old man with chronic cervical pain secondary to C6-C7 facet arthrosis radiographically, underwent diagnostic local anesthetic bilateral facet joint injection under fluoroscopic guidance. The left side was injected uneventfully; however, 1-2min following injection of the right side the patient complained of unwellness and became very anxious. He referred paresthesias of the bilateral upper extremities, chest and upper abdomen. Physical examination showed sensory deficits roughly from C5 to T7 without motor deficits; resuscitation measures were not warranted. The deficits were completely resolved by 35-40min in the recovery area. Facet joint injections are a common and safe method of treating back pain secondary to facet arthropathy. Despite excellent safety profiles, rare and sometimes, life-threatening complications can occur. Our case hypothesizes intrathecal injection of local anesthetic during facet joint injection. Few reports have described similar situations. We hypothesize a mechanism of entry through the facet joint, given the proximity of the ligamentum flavum, and the intrathecal space to the anterior aspect of the facet joint. This report reinforces the need for resuscitation and airway management equipment to be readily available where interventional procedures are performed, as well as the need for adequate proficiency in airway management and resuscitation techniques in Pain Medicine training.

Characterizing the Learning Curve and Accuracy of Wireless Capsule Endoscopy Interpretation amongst Digestive Healthcare Practitioners

Goals: To prospectively evaluate the accuracy and learning curve of trainees to interpret wireless capsule endoscopy (WCE). Background: Trainees and mid-level providers are often used as first-line readers to earmark WCE images that are subsequently reviewed by an attending gastroenterologist. This practice has been demonstrated to be cost-effective and highly accurate, but the learning curve of trainees and physician extenders has not been well described. Study: Each WCE trainee individually reviewed and interpreted 48 fulllength de-identified WCE studies and recorded significant findings, time required to interpret each study, and confidence of the interpretation. After every 10 studies, each trainee reviewed WCE findings with the expert. The first 10 studies were considered the training period with the next 19 studies considered study period 1 and last 19 studies considered study period 2. Reading times were compared using Wilcoxon rank-sum tests. Results: The median time for WCE interpretation improved significantly from the training period to the first study period for each trainee; GI fellow (41 min vs. 21 min, p<0.002), CRNP fellow (67 min vs. 33 min, p<0.002), RN (82 min vs. 30 min, p<0.001). Median reading times appeared to plateau for the GI fellow and CRNP fellow after 10 and 20-25 studies, respectively. This finding suggests that additional studies are unlikely to improve reading efficiency. The GI nurse never plateaus during the study. Confidence improved for all trainees during the study; however, in the final study period, the GI fellow reported higher confidence than the CRNP fellow, who reported higher confidence than the GI nurse. After the training period of 10 capsule studies, the MD fellow was found to have a higher sensitivity (89%), specificity (95%) and accuracy (92%) compared to other trainees. Conclusion: Reading time, self-reported confidence, and accuracy appear to be good markers for assessing learning. Twenty-five capsule studies appear to be sufficient for trainees enrolled in a GI fellowship program who are actively performing endoscopy; however physician extenders who do not perform endoscopy appear to require interpretation of more than 25 WCE studies before adequate proficiency is achieved.

From ‘English-only’ to translanguaging strategies: Exploring possibilities

This article investigates English language proficiency development in a rural primary school in the Kavango region of Namibia. English is the language of instruction in most schools in Namibia from fourth grade onwards. In addition to other challenges, lack of adequate proficiency in English has been identified as one of the major barriers to learning. Current research on translanguaging demonstrates that purposeful use of translanguaging supports learning. The aim of this article is to argue that a contextual analysis and a test of learners’ proficiency in their dominant language and in English are essential when deciding on translanguaging strategies. This may lead to possible ways in which translanguaging can improve the English language proficiency of rural primary learners in an environment where the language is hardly heard or spoken outside the classroom. The paper argues that translation, and preview – view – review strategies are some of the translanguaging teaching strategies that could be used as resources for building English vocabulary.

PROFICIENCY AT OBJECT CONTROL SKILLS BY NINE- TO TEN-YEAR-OLD CHILDREN IN SOUTH AFRICA: THE NW-CHILD STUDY.

Adequate proficiency at object control skills, which is influenced by biological and environmental constraints, underlies the development of more complex sport-specific skills. This study describes proficiency at six object control skills and demographic correlates associated with each skill and each skill criteria in 9- to 10-year-old children who were randomly selected from 20 schools (N=826) and tested with the Test of Gross Motor Development-2. Cross-tabulation and hierarchical linear models were used to analyze the effects of sex (433 boys, 393 girls), ethnicity (619 Black, 207 White), and high (n=312) and low (n= 514) socioeconomic school environments. Twenty-three percent of the sample showed below average proficiency. Significant sex and socioeconomic school environment differences were found favoring boys and children from higher socioeconomic environments, although kicking showed significant interaction effects. It is concluded that environmental opportunities are the primary cause of differences across skills and the rates at which the skills are learned.

Assessing English Syntactic Structures Experienced by Sudanese Female Students at Secondary Schools, (2013-2014)

This study is restricted to assess writing performance in the Sudanese female students at secondary schools at Omdurman locality, Aluola secondary school for girls, in the academic year 2013 – 2014. It aims at investigating the English syntactic structures experienced by Sudanese Students at secondary schools. The researcher used the analytical descriptive method in this study and a test as a tool for collecting data. The sample of the study was about ninety nine students at secondary schools in the academic year (2013-2014). After the analysis of the types of errors made by the subjects, the study has come out with many findings. The major problem behind the students’ errors is the mother tongue interference. The Sudanese learners of English in general seem not to have an adequate proficiency in understanding the meaning and semantics when they express themselves in English syntactic structures. Students need a supplementary method in order to express themselves accurately. Finally the researcher has recommended certain areas such as: Teachers and students should be aware of the importance of writing in relation to other skills. Activating English literature lessons and providing a library for extra activities. Students need enough time to practice writing in the class room because the time allotted for teaching English is not matched to the content of the syllabus designed. Students should be prepared to use the language for a variety of purposes beyond the classroom.

Assessing English Syntactic Structures Experienced by Sudanese Female Students at Secondary Schools, (2013-2014)

This study is restricted to assess writing performance in the Sudanese female students at secondary schools at Omdurman locality, Aluola secondary school for girls, in the academic year 2013 – 2014. It aims at investigating the English syntactic structures experienced by Sudanese Students at secondary schools. The researcher used the analytical descriptive method in this study and a test as a tool for collecting data. The sample of the study was about ninety nine students at secondary schools in the academic year (2013-2014). After the analysis of the types of errors made by the subjects, the study has come out with many findings. The major problem behind the students’ errors is the mother tongue interference. The Sudanese learners of English in general seem not to have an adequate proficiency in understanding the meaning and semantics when they express themselves in English syntactic structures. Students need a supplementary method in order to express themselves accurately. Finally the researcher has recommended certain areas such as: Teachers and students should be aware of the importance of writing in relation to other skills. Activating English literature lessons and providing a library for extra activities. Students need enough time to practice writing in the class room because the time allotted for teaching English is not matched to the content of the syllabus designed. Students should be prepared to use the language for a variety of purposes beyond the classroom.

Acculturation and Migration: Language- Proficiency Among Immigrant Psychiatric Patients in Italy

Aim This study tested the associations between Language-proficiency (LP) and clinical, therapeutic characteristics among hospitalized immigrants to study how LP may influence the presentation and the outcome of mental disorders. Background According to our previous evidences, lack of cultural adaptation may risk or worsen mental illness among immigrants, and interfere with assessment and treatment. Also, LP seems essential for access to foreign environments. In this study further considerations were made regarding LP on a larger sample of immigrant patients and longer period of observation. Method We reviewed clinical records of immigrant psychiatric patients hospitalized at the University of Foggia in 2004–2012 (N=153), and compared characteristics of patients with adequate versus inadequate language proficiency (LP). Results Subjects were 80 men and 73 women, aged 35.2±10.3 years, 50.3% emigrated from other European countries. Many were diagnosed with a DSM-IV adjustment disorder (31.3%) or depressive disorder (28.1%), and 69.9% were in first-lifetime episodes. Average comprehension and spoken language-proficiency (LP) was considered adequate in 62.7% and inadequate in 37.3%. Adequate-LP was more prevalent among women (p Conclusion Findings support an expected importance of LP among immigrant psychiatric inpatients, and encourage language-assessment and training as part of comprehensive support of such patients, especially men.

Formen kognitiver Belastung bei der Bewältigung technologiebasierter authentischer Testaufgaben – eine Validierungsstudie zur Abbildung von beruflicher Kompetenz

According to Messick (1989; 1995) a valid assessment of competencies is given if integrative empirical evidence for adequate proficiency estimations exists. A source of an incorrect estimation of skills emerges by activating unintended cognitive capacities (loads). 18 authentic test tasks were constructed technology-based in order to assess intrapreneurship competencies on the basis of the Cognitive Load Theory (Sweller 2004; van Merrienboer/Kirschner 2013). In this design process, we tried to minimize undesired (extraneous cognitive load: = ECL) loads in the platform and to systematically vary construct-relevant (intrinsic cognitive load: = ICL) loads in the test tasks by linking theory-based ICL-criteria. By combining the analysis of verbal protocols and the measured performance of 26 apprentices, this study examines to what extent ICL and ECL occur as intended while solving the test tasks. The validation follows a Mixed Method Design: Deviations from intended ICL and ECL are identified task-based by conducting variance-analytical and graphical tests; qualitative analyses enable explanation patterns for the deviations. With respect to a large number of tasks the study shows results which are conform to the expectations. Few deviations and the corresponding explanation patterns for ICL and ECL deliver precise proposals for revisions on the existing test instrument. Furthermore, they provide pioneering recommendations for the construction of technology-based authentic test tasks.