Improvement In Test Scores Research Articles

Biomechanical Analysis Suggests Myosuit Reduces Knee Extensor Demand during Level and Incline Gait.

An FDA-approved soft wearable robot, the Myosuit, which was designed to provide hip and knee extension torque has recently been commercialized. While studies have reported reductions in metabolic costs, increased gait speeds, and improvements in clinical test scores, a comprehensive analysis of electromyography (EMG) signals and joint kinematics is warranted because the recruitment of appropriate muscle groups during physiological movement patterns facilitates effective motor learning. Here, we compared the lower limb joint kinematics and EMG patterns while wearing the Myosuit with that of unassisted conditions when performing level overground and incline treadmill gait. The level overground gait sessions (seven healthy subjects) were performed at self-selected speeds and the incline treadmill gait sessions (four healthy subjects) were performed at 2, 3, 4, and 5 km/h. In order to evaluate how the user is assisted, we conducted a biomechanical analysis according to the three major gait tasks: weight acceptance (WA), single-limb support, and limb advancement. The results from the gait sessions suggest that Myosuit not only well preserves the users’ natural patterns, but more importantly reduce knee extensor demand during the WA phase for both level and incline gait.

School-Level Autonomy and Its Impact on Student Achievement

ABSTRACT I examine the student-achievement implications of school-level budgetary autonomy in public schools. I propose a theoretical model of a principal’s allocation decisions and empirically examine determinants of participation and the resulting impacts on student achievement. A principal’s years of administrative experience positively impact program participation both for middle schools and elementary schools. In elementary schools, estimates show that increased autonomy improves both math and reading scores. Autonomous elementary schools with a high percentage of free and reduced lunch eligible students also appear to have a greater ability to improve test scores.

Perceptions of the Graduate Students on the Utilization of Quizizz in Virtual Classes

This research explored the perceptions that postgraduate students have of a compulsory subject within a master's degree from a Spanish online university, when using Quizizz. A mixed methodology is used where the qualitative analysis traces the roadmap for the quantitative one, identifying the key themes revealed by a sample of 11 students, which were then used to build a survey launched to 106 students. The conclusions are: firstly, Quizizz can maintain the curiosity and attention of the students, improve participation and motivation in the virtual classroom and generate pleasant learning experiences; second, students perceived Quizizz as an engaging and fun platform; third, competitiveness emerged as an important variable driving students' intrinsic motivation, driven by the desire to be among the top ranks in game rankings; and fourth, Quizizz is a valuable tool for reviewing and retaining key concepts and ideas, but not necessarily for improving test scores. Finally, Quizizz has a positive influence over motivation, engagement, and dynamization of the virtual classroom.

The First FDA Approved Early Feasibility Study of a Novel Percutaneous Bone Anchored Prosthesis for Transfemoral Amputees: A Prospective 1-year Follow-up Cohort Study

ObjectiveEvaluate the safety and efficacy of a novel press-fit bone-anchored prosthesis in an FDA approved study. DesignSingle-center, prospective 1-year follow-up cohort study of a percutaneous bone anchored prosthesis. SettingVeterans Health Administration Hospital. ParticipantsTen male Veterans with unilateral transfemoral amputation that occurred at least 6 months prior to enrollment and was not the result of dysvascular disease (N=10). InterventionsAll participants received the novel press-fit Percutaneous Osseointegrated Prosthesis (POP) and a minimum of 10 days supervised rehabilitation therapy. Outcome MeasuresAdverse events and radiographs were collected to assess device safety. Temporal assessments of bone density, stomal skin, prosthetic don/doff, functional ambulation, and patient-reported outcome compared our POP to a socket suspension system. ResultsTen male participants mean age 48.8±12.1 years (range, 32-68 y) with mean time since amputation of 9.4± years (range 1-18 y) completed a two-staged implantation protocol and progressed to ambulation with an assistive device by post-operative day 14. Eight of 10 completed all study procedures. One implant loosened at 5 weeks, requiring removal. A second was removed after periprosthetic fracture from a non-device-related fall at 28 weeks. One patient required oral antibiotics for superficial infection. There were significant (P<.05) increases in bone density in the lumbar spine and adjacent to the distal porous coating with no radiographic evidence of bone resorption. Compared to the socket system, the use of POP significantly (P<.05) reduced prosthetic don and doff times and patient-reported prosthetic problem scores. Significant improvements (P<.05) in mean mobility, global health, and walking test scores were also observed. ConclusionsImprovements in bone density, function, and patient reported outcomes were observed with the POP device when compared to a socket suspension system. This Early Feasibility Study established initial safety and effectiveness of the POP device, supporting expanded investigation as an alternative to socket prostheses.

Overall Response to Anti-IL-5/Anti-IL5-Rα Treatment in Severe Asthma Does Not Depend on Initial Bronchodilator Responsiveness

Positive bronchodilator responsiveness (BDR) (change in forced expiratory volume in 1 second [ΔFEV1] ≥+200 mL and ≥+12%) after inhalation of a short-acting beta-2 agonist has been an inclusion criterion in licensing trials of anti-interleukin 5/anti-interleukin 5 receptor alpha (anti-IL-5/anti-IL-5Rα) biologics in severe asthma. However, in clinical practice, patients with severe uncontrolled asthma frequently show a negative BDR. To investigate whether the response to anti-IL5/anti-IL5Rα therapies differs between patients with positive and negative BDR at baseline. Retrospective multicenter analysis of treatment outcomes in patients with severe asthma receiving anti-IL-5/anti-IL-5Rα stratified for baseline BDR. Of 133 patients included, 37 had a positive and 96 had a negative BDR at baseline. Following anti-IL-5/anti-IL-5Rα treatment, FEV1 improved significantly in both groups compared with baseline (P < .0001), with no significant difference between patients with positive and negative BDR (ΔFEV1+493 mL vs+306 mL; P= .06). Forced vital capacity (FVC) increased (ΔFVC:+85 mL vs+650 mL; P<.01) andresidual volume (RV) decreased (ΔRV+113 mL vs -307 mL; P < .01) significantly in patients with negative BDR. Median annualized exacerbations (0 vs 0; P = .7), reduction of exacerbation rate (Δexacerbations 0 vs -2; P= .07), continuous oral corticosteroids (OCS) use (Δpatients on OCS -35% vs -39%; P= .99) and improvement of Asthma Control Test (ACT) score (ΔACT 6 vs 5; P= .7) were similar in both groups. Multivariate logistic regression analysis showed no significant correlations of positive versus negative BDR with response parameters. Both groups improved following treatment with similar responses concerning reduction of OCS therapy, exacerbations, and improvement of symptom control. Pulmonary function also improved in both groups during anti-IL-5/anti-IL-5Rα treatment, with differences in response patterns noted.

Utilization of Nasal Mucus to Investigate the Pathophysiology of Chronic Rhinosinusitis.

Nasal mucus is proving to be a useful means by which to study the pathogenesis of chronic rhinosinusitis (CRS). Given the increase in publications examining nasal mucus and the lack of a review on this topic, we will focus on this noninvasive approach to studying CRS. Particular attention will be drawn towards inflammatory cytokines and biomarkers and their influence on disease severity. A literature review of papers published in English pertaining to nasal mucus was performed using the PubMed database. The search utilized combinations of the following keywords: sinusitis, polyps, sample collection, nasal mucus, or nasal secretion. Studies solely on acute or bacterial sinusitis, allergic rhinitis, or cystic fibrosis were not included. A wide variety of materials and methods have been used to collect nasal mucus. Numerous assay types have been performed with the most common being ELISA, cytometric bead array, and proteomics. Most studies have focused on examining the levels of Th1/Th2 cytokines along with chemokines associated with type 2 immunity. Other factors identified include growth factors, senescence-associated proteins, complement, and antimicrobial defenses have also been identified. Nasal mucus cytokines have proven useful in cluster analysis and predicting postoperative improvement in Sino-nasal Outcome Test (SNOT-22) scores. One limitation of the use of nasal mucus is that some studies have suggested that nasal mucus does not always reflect the tissue microenvironment. Nasal mucus represents a critical tool by which to examine the sinonasal microenvironment in a noninvasive manner. Unlike studies of tissue, it can be utilized in both surgically and medically managed patients and avoids the trauma of biopsies. However, studies are still needed to determine the most effective method for nasal mucus collection. Studies should also take care to confirm that nasal mucus markers do, in fact, reflect the levels of the product studied in the tissue.

Training 1,200 dietitians: An evaluation of a training course for non-specialist dietitians on the management of pancreatic exocrine insufficiency

<h2>Summary</h2><h3>Background</h3> Concurrent with its evolution as medical and surgical sub-speciality, pancreatic disease is now recognised as a speciality within dietetics. Recent national guidelines have highlighted the importance of nutritional assessment and intervention in both pancreatic cancer and pancreatitis, but there is a lack of timely and appropriate nutritional support for many patients with pancreatic disease. <h3>Methods</h3> The Nutrition Interest Group of the Pancreatic Society of Great Britain and Ireland developed a training course for non-specialist dietitians in 2014. Improvement in knowledge was assessed using questionnaires carried out before and after the training course, and results assessed against pre-agreed targets. Comprehensive evaluation of each aspect of the course was collated. <h3>Results</h3> Over four years, 1,215 dietitians attended the course in 32 different locations throughout the United Kingdom. Eight three percent completed knowledge questionnaires before and after the course. There was a significant improvement in test scores (22.2 ± 5.3 <i>vs</i>. 35.8 ± 4.0, <i>P</i><0.0001), with 94% of delegates achieving the target score for non-specialists. The course was well evaluated with 98% of all markers graded as ‘good' or ‘excellent'. <h3>Conclusions</h3> Targeted educational initiatives delivered outside of normal working hours are an effective means of training and educating a large number of health care professionals over a large geographical area within a short timeframe.

Indoor air quality and health in schools: A critical review for developing the roadmap for the future school environment

Several research studies have ranked indoor pollution among the top environmental risks to public health in recent years. Good indoor air quality is an essential component of a healthy indoor environment and significantly affects human health and well-being. Poor air quality in such environments may cause respiratory disease for millions of pupils around the globe and, in the current pandemic-dominated era, require ever more urgent actions to tackle the burden of its impacts.The poor indoor quality in such environments could result from poor management, operation, maintenance, and cleaning. Pupils are a different segment of the population from adults in many ways, and they are more exposed to the poor indoor environment: They breathe in more air per unit weight and are more sensitive to heat/cold and moisture. Thus, their vulnerability is higher than adults, and poor conditions may affect proper development.However, a healthy learning environment can reduce the absence rate, improves test scores, and enhances pupil/teacher learning/teaching productivity. In this article, we analyzed recent literature on indoor air quality and health in schools, with the primary focus on ventilation, thermal comfort, productivity, and exposure risk. This study conducts a comprehensive review to summarizes the existing knowledge to highlight the latest research and solutions and proposes a roadmap for the future school environment. In conclusion, we summarize the critical limitations of the existing studies, reveal insights for future research directions, and propose a roadmap for further improvements in school air quality. More parameters and specific data should be obtained from in-site measurements to get a more in-depth understanding at contaminant characteristics. Meanwhile, site-specific strategies for different school locations, such as proximity to transportation routes and industrial areas, should be developed to suit the characteristics of schools in different regions. The socio-economic consequences of health and performance effects on children in classrooms should be considered. There is a great need for more comprehensive studies with larger sample sizes to study on environmental health exposure, student performance, and indoor satisfaction. More complex mitigation measures should be evaluated by considering energy efficiency, IAQ and health effects.

Mobile application adjunct to the WHO basic emergency care course: a mixed methods study

ObjectivesThe WHO developed a 5-day basic emergency care (BEC) course using the traditional lecture format. However, adult learning theory suggests that lecture-based courses alone may not promote long-term knowledge retention....

Online Capacity Building in Anatomy Knowledge for High School Biology Teachers: Community-University Partnerships in Indonesia During the COVID-19 Pandemic

This anatomical program for high-school biology teachers, a university-driven capacity- building exercise, achieved its aims of: (1) determining the participants’ profiles; (2) increasing the anatomical knowledge of participants; and (3) evaluating the online program. The webinar program comprised 4 lectures, including discussion, preceded and followed by a test consisting of 19 anatomy questions. Of 867 high-school biology teachers who registered an interest, 222 completed the post-program test and feedback questionnaire; however, only 153 (111 females, 42 males) completed both pre-program and post-program tests and the feedback questionnaire. A significant (P&lt;0.001) increase in the overall post-program scores (88.9%: male 89.5±16.52%; female 88.7±17.38%) compared to the pre-program test scores (56.3%: male 56.1±15.66%; female 56.5±16.82%) was observed, the increase being irrespective of age, level of education or teaching experience. The program attracted participants from throughout Indonesia rather than just those close to the university. There was an overall improvement in test scores, supporting the effectiveness and efficiency of the online anatomy program. More than 60% of participants stated that the program met their needs in terms of the level of anatomy knowledge, and that the topics were of interest, well presented and relevant to their teaching. This study may provide useful information for future community-university studies in this area.

Effectiveness Evaluation of Physical Education Flipped Classroom Teaching Based on Knowledge Construction

Traditional teaching methods have faced unprecedented challenges as a result of educational reform, but it also presents limitless opportunities. The development of the flipped classroom teaching mode provides inspiration for the development of a PE teaching mode. This paper connects PE teaching with the “flipped classroom” teaching mode and designs an evaluation system for PE flipped classroom teaching based on the perspective of knowledge construction. The weight values of the contents of all levels of the evaluation dimensions of classroom teaching effectiveness are established in this paper, as well as the conceptual model and data table structure of the system database. In addition, using literature, questionnaires, and case studies, this paper investigates the effectiveness and application ideas of the “flipped classroom” teaching mode in PE classes. Experiments show that this method has an evaluation accuracy of 95.37 percent, which is about 13 percent higher than traditional methods. It is feasible and practicable in some ways. Additionally, flipping the classroom can increase student engagement, improve test scores, and increase teacher satisfaction. This study is expected to promote the use of the “flipped classroom” teaching mode in PE classes at colleges and universities, thereby speeding up the reform of PE education.

Teaching the Furlow Palatoplasty to Medical Students: A Randomized, Controlled Trial Evaluating a Low-Fidelity Model.

Teaching the Furlow Palatoplasty to Medical Students: A Randomized, Controlled Trial Evaluating a Low-Fidelity Model.

Carotid Revascularization Improves Cognitive Function in Patients with Asymptomatic Carotid Artery Stenosis

To investigate cognitive changes after carotid revascularization in elderly patients with asymptomatic carotid artery stenosis. We also compared cognitive outcomes of carotid endarterectomy CEA with stenting in asymptomatic patients. From April 2019 to December 2019, patients with ≥70% asymptomatic carotid stenosis who were treated with CEA or CAS, were recruited for this study. The Montreal cognitive assessment (MoCA) instrument was used to evaluate cognitive function preoperatively and postoperatively at 3, 6, and 12months. The incidence of ipsilateral ischemic cerebrovascular events and restenosis were analyzed within 12months. In 50 patients treated with CEA or carotid artery stenting CAS, baseline cognitive function was not different between CEA and CAS groups (P>0.05). There was no difference in the incidence of ipsilateral ischemic cerebrovascular events and restenosis within the first 12months between the two groups. There was a significant improvement in the total MoCA score, scores of attention, and delayed recall at 3, 6 and 12months after revascularization compared with scores at baseline (all P<0.001). At 12months, scores of cube copying and clock drawing were significantly improved (P=0.014, P=0.020). The clock drawing score was improved at 12months after CAS compared with CEA (P=0.040). Carotid revascularization has a beneficial effect on cognition in asymptomatic patients within 12months of the procedure. Compared with CEA, CAS show improved test scores of executive functioning by 1year.

Anaesthetic National Teaching Programme for Students (ANTPS).

The COVID-19 pandemic has significantly undermined undergraduate anaesthetic teaching in spite of the vital role of the specialty against the pandemic. Anaesthetic National Teaching Programme for Students (ANTPS) was designed to meet the evolving needs of undergraduates and tomorrow's doctor by standardising anaesthetic training, preparing for final exams and equipping competencies vital for doctors of all grades and specialties. Our Royal College of Surgeons England-accredited University-College-Hospital-affiliated programme consisted of six-biweekly sessions were delivered online by anaesthetic trainees. Prerandomised and postrandomised session-specific multiple-choice questions (MCQs) assessed students' improvement in knowledge. Anonymous feedback forms were provided to students after each session and 2 months following the programme. 3743 student feedback forms (92.2% of attendees) across 35 medical-schools were recorded. There was a mean improvement in test score (0.94±1.27, p<0.001). 313 students completed all six sessions. Based on 5-point Likert scale, students who completed the programme showed an improvement in their confidence in knowledge and skills to face common foundation challenges (1.59±1.12, p<0.001) and thus felt better prepared for life as junior doctors (1.60±1.14, p<0.001). With an increase in confidence in students to pass their MCQs, Observed Structured Clinical Examinations and case-based discussion assessments, 3525 students stated they would recommend ANTPS to other students. Unprecedented COVID-19 factors impacting training, positive student feedback and extensive recruitment, demonstrate that our programme is an indispensable learning resource which standardises anaesthetic undergraduate education nationally, prepares undergraduates for their anaesthetic and perioperative exams and lays strong foundations for implementation of clinical skills required by all doctors, to optimise training and patient care.

異文化経験が英語コミュニケーション能力と動機づけへ及ぼす影響―小学生への縦断的調査― Effects of Intercultural Experiences on English Communicative Competence and Learning Motivation: A Longitudinal Study of Elementary School Children

本研究は、子どもの異文化経験が英語コミュニケーション能力と動機づけへ及ぼす影響を検討した。公立小学校3校の262名（海外滞在経験32名・海外旅行経験132名・海外経験なし98名）を対象に、5年次に英検ジュニア・シルバーテストと動機づけの質問紙調査を行い、1年後に追跡調査をおこなった。本結果から、海外滞在経験は、英語コミュニケーション能力と内発的動機づけを向上させることが分かった。また、海外旅行経験は、内発的動機づけを向上させることが明らかになった。6年次には群別のコミュニケーション能力の影響は変化しないが、異文化経験による内発的動機づけへの影響は消えていた。しかし、同時期の外発的動機づけの変化も考察した結果から、子どもの異文化経験（海外滞在経験・海外旅行経験）は、内発的動機づけを高めることを基盤に、6年次には、英語学習と将来性を繋げる同一視的調整を高め、複数の動機によって動機づけを強化すると結論づけられた。 This study examined the effects of intercultural experiences on English communicative competence and learning motivation of students studying at three public elementary schools in the Kanto region of Japan. The participants of this study were 262 fifth-grade students with and without intercultural experiences. The students were divided into the following groups: those with experience of living overseas (n = 32), those with experience of travel overseas (n = 132), and those with no overseas experience (n = 98). The Eiken Junior Silver Test was administered to the participants to assess their English communicative competence. In order to assess their intrinsic motivation and extrinsic motivation including the constituent regulations (identified, introjected, and external), a questionnaire was administered. The study also included an identical follow-up procedure conducted after one year, when the participants were sixth graders. The results of the study suggest that regardless of school grade, students living overseas for a mean period of two and a half years showed a greater gain in English communicative competence than students without such experience. Specifically, the group of participants who had lived overseas for the abovementioned mean period showed statistically higher mean scores on the Eiken Junior Silver Test than the other two groups. Although an improvement in test scores was recognized from grades five to six in all groups, there was no difference in the mean levels of test score improvement attributable to exposure to intercultural experience. Regarding intrinsic motivation, the findings suggest that in the fifth grade, students with intercultural experiences (living and traveling overseas) had stronger intrinsic motivation as compared to those without such intercultural experiences; however, this difference disappeared in the sixth grade. Thus, it can be inferred that the effects of intercultural experiences on intrinsic motivation do not last long. The effects of intercultural experiences on extrinsic motivation also show that such experiences (living and traveling overseas) increase identified regulation from grades five to six. It can be inferred from this that intercultural experiences ultimately enable students to envisage more clearly how to relate their English learning to their future goals. These results also suggest that intercultural experiences stimulate the development of children, as identified regulation becomes strong after adequate intrinsic motivation is cultivated at an early age. Effects on introjected and external regulations differed based on the extent of the participants’ intercultural experiences. Only the group who had traveled overseas showed an increase in introjected regulation from grades five to six. Thus, it can be inferred that the experience of traveling overseas promotes learners’ self-motivation by leading them to compare their English competence to that of others who have achieved higher levels. This inference is reasonable as the experience of traveling overseas provides high intrinsic motivation similar to that of the living overseas experience, but unlike the latter, it does not increase English competence simultaneously. Regarding external regulation, this study found that the experience of living overseas increased the external regulation from grades five to grade six, whereas the experience of traveling overseas decreased the external regulation in the same period. The difference in these results may be due to differences in the degree to which students are also engaged in supplementary education. Finally, the present study further provides examples of the effects of intercultural experiences on the participants’ English communicative competence and learning motivation from their parents’ viewpoint, using the questionnaire responses of the parents (e.g., concerning what the participants said or did after intercultural experiences). Based on the findings from the responses of the participants and their parents, three implications relating to potential use of the intercultural experiences of students in elementary school English education are discussed.

Development of 3D‐Printed Glasses for Color Vision Deficiency

Color vision deficiency (CVD) is a common ocular disorder that hampers patients’ color distinction capabilities, causing difficulties in their daily life routine. Till date, a CVD cure is not developed, and treatment courses, such as gene therapy, are yet to be applied on humans. Hence, patients opt for wearable visual aids such as tinted glasses/contact lenses, which achieve the latter by filtering out problematic wavelengths for blue–yellow (440–500 nm) and red–green (540–580 nm) CVD patients, thus, enabling them to distinguish between the colors. Herein, the development of 3D printed glasses for color blindness management is reported. A commercially available highly transparent resin (&gt;95%) is utilized, and two wavelength filtering dyes, with absorption ranges of 550–580 and 440–510 nm, respectively, are mixed with the resin. The tinted glasses are successfully 3D printed using Masked SLA 3D printer; dyes incorporated within the glasses exhibit high stability over 1‐week period. The manufactured glasses successfully block more than 50% of the undesired wavelengths along with showing high transparency (&gt;85%) to the remaining portion of the visible light spectrum. When using the developed glasses, volunteers show substantial improvements in Ishihara test scores, which signify the potential of these glasses as CVD wearables.

Exposure to the World Trade Center disaster and test performance among New York City public school students over time, 1998–2003

BackgroundThe World Trade Center (WTC) disaster exposed children to environmental toxins and emotional traumas. WTC exposure health effects have been well-documented; impacts on education outcomes, which have been associated with health over the life course, have not. We examined the WTC disaster's impact on math and English language arts (ELA) exams among New York City (NYC) public school students. MethodsStudent-level data for 3rd graders in 1998–99 were obtained for five consecutive school years, three pre-9/11 and two post-9/11 from the NYC Department of Education. Piecewise linear mixed models with two slopes representing two time periods—pre-and post-9/11—were used to examine the WTC impact on exam scores among 393 students in exposed Ground Zero area schools (WTC site: 0–1.5 miles) versus 39,047 students in unexposed NYC schools (WTC site: >6 miles). ResultsOn math exams, students in Ground Zero area schools were improving their scores in both the pre-9/11 period and post-9/11 period – with a slightly greater magnitude of improvement post-9/11 (change in slope post-9/11 from pre-9/11: 0.5, 95% CI: 3.1, 5.2). Students in unexposed schools experienced a slight decrease in the rate of improvement on math scores in the post-9/11 period (change in slope post-9/11 from pre-9/11: 0.6, 95% CI: 1.2, −0.0). On ELA exams, both students in Ground Zero area schools and unexposed schools were positively increasing their test scores in both the pre-9/11 and post-9/11 period; both groups experienced a faster rate of improvement in the post-9/11 period (change in slope post-9/11 from pre-9/11 [95% CI]: Ground Zero: 1.2 [-2-2, 4.5], unexposed: 3.0 [2.6, 3.4]. ConclusionsCompared to the pre-9/11 time-period, students in Ground Zero area schools experienced modest improvements in test scores in the post-9/11 time-period. Futures studies should evaluate long-term impacts on education, as outcomes may differ compared to the short-term effects.

One Year of Recombinant Human Growth Hormone Treatment in Adults with Prader-Willi Syndrome Improves Body Composition, Motor Skills and Brain Functional Activity in the Cerebellum.

We compared body composition, biochemical parameters, motor function, and brain neural activation in 27 adults with Prader–Willi syndrome and growth-hormone deficiency versus age-and sex-matched controls and baseline versus posttreatment values of these parameters after one year of recombinant human growth hormone (rhGH) treatment. To study body composition, we analyzed percentage of fat mass, percentage of lean mass, and muscle-mass surrogate variables from dual X-ray absorptiometry. Biochemical parameters analyzed included IGF-I, glucose metabolism, and myokines (myostatin, irisin, and IL6). To explore muscle function, we used dynamometer-measured handgrip strength, the Timed Up and Go (TUG) test, and the Berg Balance Scale (BBS). To study brain activation, we acquired functional magnetic resonance images during three motor tasks of varying complexity. After one year of treatment, we observed an increase in lean mass and its surrogates, a decrease in fat mass, improvements in TUG test and BBS scores, and increased neural activation in certain cerebellar areas. The treatment did not significantly worsen glucose metabolism, and no side-effects were reported. Our findings support the benefits of rhGH treatment in adults with Prader–Willi syndrome and growth-hormone deficiency on body composition and suggest that it may also improve balance and brain neural activation.

Are Two Teachers Better Than One?

Co-teaching, in which a general education teacher and special education teacher collaboratively provide instruction to students with and without disabilities in the same classroom, is widely endorsed as a strategy to give instructional support to students with disabilities within inclusive environments. We leverage longitudinal administrative data in Massachusetts to provide the first causal estimate for the effect of co-teaching across a large public school system. We find evidence that co-teaching leads to statistically significant test score improvements for both students with and without disabilities. However, the benefits for students with disabilities are much smaller than reported in prior studies.

Evaluation on the automotive skill competency test through ‘discontinuity’ model and the competency test management of vocational education school in Central Java, Indonesia

This article provides an alternative competency test model for vocational education schools in Central Java, Indonesia which particularly for automotive skill competency in order to replace the current competency test model that has been implemented for several decades which the author's concern about the students' accomplishment during the competency test, aimed to improve competency test results to increase the students' job opportunity in the labor market. Currently, the applied competency test model is the ‘Continuity’ model, where the students are given five tasks and should be finished within five hours with limited break time. This model tends to increase students' fatigue and stress levels. Consequently, the students lose their focus and concentration which adversely impacts their competency test results. In this study, the new competency test model namely the ‘Discontinuity’ competency test model was proposed aiming to overcome the issue of the ‘Continuity’ model. To research the effect of the ‘Discontinuity’ model implementation on the students' competency test results and vocational school competency test management, a study was done among 100 students and 50 teachers in 10 vocational education schools around Central Java, Indonesia. The results show that the ‘Discontinuity’ competency test model gives a significant improvement in the students' competency test scores. This reasonably happened due to the implementation of the ‘Discontinuity’ model gives the students time to break for an hour of each competency task. Without this break time, fatigue and stress levels of the students will significantly increase which adversely affect the students' competency final score. In addition, the new management of the competency test was proposed in this research.