Sections Of Class Research Articles

Cohort scheduling of freshman exercise physiology majors improves social integration and perceptions of faculty but not academic performance.

Cohort scheduling intentionally places students in the same sections of several classes (e.g., biology, algebra, and writing) with a consistent peer group and is typically done for small groups (<30 students) to enable better interaction among students. The goal of this study was to compare cohort scheduling to traditional scheduling methods among freshmen in a physiology-related program. Outcomes included retention to the university and major, semester grades, and institutional integration and perceived group cohesion. Incoming freshmen (n = 209) were randomized into control (n = 43; scheduled with traditional methods) and intervention (n = 166; coenrolled in first-year seminar course, biology, and medical terminology) groups. Outcomes were collected via surveys or requested from the university registrar. There was no significant difference in the likelihood of retention to the university or major and no differences between groups in pass/fail rates for the first-year seminar or biology courses. At the end of the semester, there were no differences between groups in Perceived Cohesion for Small Groups (P = 0.102) or the Institutional Integration Scale (P = 0.357). However, the intervention group scored higher on the Institutional Integration Scale's subscales related to social integration and faculty. Cohort scheduling did not impact retention to the university or major but improved secondary outcomes related to retention, specifically social integration and student perceptions of faculty.NEW & NOTEWORTHY Compared with traditional scheduling methods, cohort scheduling freshman in physiology programs does not improve retention but improves students' social integration and perceptions of faculty.

Translanguaging in the Undergraduate Nursing Classroom: An Educational Innovation.

Translanguaging is "the act performed by bilinguals of accessing different linguistic features or various modes of what are described as autonomous languages in order to maximize communicative potential" (Skutnabb-Kangas et al., 2009). Translanguaging can be used as a tool to empower undergraduate nursing students to use their chosen strongest written language for assignments. Students in an undergraduate nursing elective course at a large, public urban university could submit specific noncollaborative (solo) assignments in their language. Three students in a class section of a total of nine students chose to submit one or more assignments in a language other than English. Students reported that this experience was unique and empowering. The instructor noted a difference in the writing level in the language of choice other than English. Nursing educators should consider allowing and/or encouraging students to submit specific written assignments in their chosen language. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Fostering students’ geographical synthetic thinking using geographic subject mind maps

The term “geographical synthetic thinking” is taken from the latest Chinese version of the “Geography Curriculum Standards” (General High School 2017 edition, Compulsory Education 2022 edition) and is one of the four core competencies prioritized in the teaching of geography at the secondary-school level. This study proposes that using geographic subject mind maps improves students’ geographical synthetic thinking and develops a set of geographic subject mind map (GSMM) drawing standards for teachers and matching standards and suggestions for teaching applications. Seven geography teachers and their students from eight class sections in seven provinces and cities in China were recruited to participate in the study. The teachers taught students how to use geographic subject mind maps designed to develop students’ geographical synthetic thinking in the geography classroom. After 4–5 experimental lessons, the geographical synthetic thinking level of the 267 valid student participants showed a significant improvement, with a statistically significant difference between pretest and posttest scores. The teachers’ level of application of geographic subject mind maps in teaching was significantly and positively correlated with the students’ improvements in geographical synthetic thinking, demonstrating that the standardized use of geographic subject mind maps in accordance with teaching application standards can effectively improve students’ geographical synthetic thinking levels.

Classroom Learning Environment and Action Research in a Science Methods Course for Preservice Elementary Teachers

ABSTRACT This study examined the impact of action research conducted by five science teaching methods course instructors on their students’ perceptions of the classroom learning environments at a large public university in Texas. The study analyzed the results from 133 students who completed two administrations of the What is Happening in this Class (WIHIC) questionnaire, one at the beginning of the semester and one at the end of the semester. Five sections served as a treatment group while two sections served as a control. Quantitative analyses, including one-way ANOVA, were conducted for each class section. Results showed that the perceived learning environment increased between the beginning of the semester and the end of the semester for all sections. However, the most significant gains in students’ perceptions were made in the treatment sections and were attributed to the action research interventions that were designed and implemented by the instructors based on the analyses of the first WIHIC administration.

The Effect of High Impact Teaching Practices on Student Comprehension

Despite a large number of published studies on high-impact teaching practices (HIP), there is little consistency in design or measurable outcomes and few quantitative studies, which leads to a lack of information on how specific HIPs improve learning outcomes. Therefore, the research questions for this study are a) does the same HIP have similar results across sections and, b) does a HIP in one section result in a different learning outcome than in another section that does not have a HIP? The hypothesis for the first question is there is no difference in student comprehension between sections when all sections have the same HIP. The hypothesis for the second question is there will be a difference in student comprehension between sections, with students exhibiting greater comprehension in the section with the HIP. For several years we have been using a variety of HIPs in our classes without measuring their impact. This is a preliminary study designed to measure the impact of HIPs on two different sections of Human Anatomy and Physiology II, taught by the same professor. The design of the study is as follows: [Formula: see text] We will analyze our data for two attributes, average and variability of pre-tests and post-tests. For the first attribute, we will study mean distribution. T-test analysis of the mean will be used to measure differences between sections for the pre-test and each post-test. Similarly, T-test analysis of the means will be used within each section to analyze differences between the pre-test and each post-test. For the second attribute, we will use F-test analysis of variance. Tests of normality of grade distribution for three assignments or tests in two sections of a typical biology class were conducted. Our analyses showed that all skewness and kurtosis values were between -2 to 2, and the median and mean were very close. Thus, it is reasonable to assume that the data are from normally distributed populations. Therefore, the approach we have outlined to measure HIP impact is appropriate for our classes. The results from this preliminary study will be used to identify specific HIPs that result in higher learning outcomes and will assist us in refining our pedagogical approach. Funding was provided by Lincoln University's Offce of Title III; Award #P031E200019-HBCU Title III, Part F Program. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

A pan-cetacean MHC amplicon sequencing panel developed and evaluated in combination with genome assemblies.

The major histocompatibility complex (MHC) is a highly polymorphic gene family that is crucial in immunity, and its diversity can be effectively used as a fitness marker for populations. Despite this, MHC remains poorly characterised in non-model species (e.g., cetaceans: whales, dolphins and porpoises) as high gene copy number variation, especially in the fast-evolving class I region, makes analyses of genomic sequences difficult. To date, only small sections of class I and IIa genes have been used to assess functional diversity in cetacean populations. Here, we undertook a systematic characterisation of the MHC class I and IIa regions in available cetacean genomes. We extracted full-length gene sequences to design pan-cetacean primers that amplified the complete exon 2 from MHC class I and IIa genes in one combined sequencing panel. We validated this panel in 19 cetacean species and described 354 alleles for both classes. Furthermore, we identified likely assembly artefacts for many MHC class I assemblies based on the presence of class I genes in the amplicon data compared to missing genes from genomes. Finally, we investigated MHC diversity using the panel in 25 humpback and 30 southern right whales, including four paternity trios for humpback whales. This revealed copy-number variable class I haplotypes in humpback whales, which is likely a common phenomenon across cetaceans. These MHC alleles will form the basis for a cetacean branch of the Immuno-Polymorphism Database (IPD-MHC), a curated resource intended to aid in the systematic compilation of MHC alleles across several species, to support conservation initiatives.

Designing our Thinking: Examining the Effects of Experiential Learning and Design Thinking on Creativity, Innovation, and Collaboration Skills Development in the Undergraduate Classroom

This paper shares initial findings from a study of the way that design thinking and experiential learning informed approaches to teaching can help programs and institutions in the higher education community meet the teaching and learning objectives identified by the World Economic Forum (WEF) as critical for our global future. The project surveyed undergraduate students in a large first year introductory course to learn more about how design thinking based learning practices might serve to extend an experiential learning pedagogical approach toward the successful development of innovation, creativity, interpersonal, self-paced, problem-based and lifelong learning skills. Results from the survey of 600 students reveal that using a design thinking model of learning as part of an experiential learning curriculum may be an effective way to enhance the development of the identified skills and approaches within an experiential learning framework. Students who experienced the addition of design thinking based learning practices to an experiential learning framework reported higher levels of confidence in their innovation and creativity skills and were more likely to seek opportunities for collaboration and self-paced learning than those who participated in an experiential learning focused section of the same class. This article provides an illustration of the impact of using design thinking as an extension of experiential learning in an undergraduate higher education class and offers recommendations for institutions and professional programs seeking to meet World Economic Forum Education 4.0 Initiative goals.

Research and application of macro-micro fracture correlation of heterogeneous granite

Granite structure has the characteristics of discrete distribution and random distribution of minerals, which is particularly critical to the stability of surrounding rock of underground caverns, and the research process is extremely complicated. In this paper, the granite of Dagangshan tunnel in rock sections of class Ⅲ was taken as the research object, and the mineral composition and proportion, the macro and micro characteristics of granite was analyzed by XRD analysis, SEM and laboratory compressive test; Dagangshan tunnel’s section model with surrounding rock of class Ⅲ was established using the particle flow program PFC and the numerical simulation was done, thus the influence of micro composition and proportion on surrounding rock masses’ stability with the tunnel excavation was analyzed. Results show that: The content of illite and albite is the most, and illite is the weak mineral of the granite. For the granite of Dagangshan tunnel with rock masses of class Ⅲ, the rock failure is mainly caused by shear force and secondary by tensile force. Fracture is mainly concentrated in the enrichment area of “weakened minerals,” where as the breakthrough point and expands to other parts, and further connects. The “enhanced minerals” are basically stable because of their high hardness and strong link between each other. After tunnel excavation, cracks of tunnel’s side walls and the arch foots are more serious, so the supporting measures of these parts should be strengthened.

A simple, robust, broadly applicable insertion mutagenesis method to create random fluorescent protein: target protein fusions.

A simple, broadly applicable method was developed using an in vitro transposition reaction followed by transformation into Escherichia coli and screening plates for fluorescent colonies. The transposition reaction catalyzes the random insertion of a fluorescent protein open reading frame into a target gene on a plasmid. The transposition reaction is employed directly in an E. coli transformation with no further procedures. Plating at high colony density yields fluorescent colonies. Plasmids purified from fluorescent colonies contain random, in-frame fusion proteins into the target gene. The plate screen also results in expressed, stable proteins. A large library of chimeric proteins was produced, which was useful for downstream research. The effect of using different fluorescent proteins was investigated as well as the dependence of the linker sequence between the target and fluorescent protein open reading frames. The utility and simplicity of the method were demonstrated by the fact that it has been employed in an undergraduate biology laboratory class without failure over dozens of class sections. This suggests that the method will be useful in high-impact research at small liberal arts colleges with limited resources. However, in-frame fusion proteins were obtained from 8 different targets suggesting that the method is broadly applicable in any research setting.

Examining of the Effectiveness of High-Quality Lecture Videos in an Asynchronous Online Criminal Justice Course

Courses in higher education have been increasingly offered online over the previous decades. This shift has prompted research aimed at determining best practices. While research has identified practical advantages that asynchronous classes have, less has focused on the quality and content contained within pre-recorded lecture videos. The purpose of the current study is to present the development of and assess the impact that high-quality lecture videos have on student perceptions and academic outcomes using a two-study mixed-methods approach. Study one involved administering an open-ended survey to students that contained items assessing perceptions of the lecture videos. Study two involved comparing scores on a survey assessing attitudes toward the lecture videos and academic outcomes between two identical class sections, with one receiving the high-quality lecture videos, and the other receiving basic PowerPoint lecture videos. Results provide some support for the use of high-quality lecture videos and implications for future research.

Comparing the effectiveness of case-based learning and problem-based learning in a core finance class

This study examines whether case-based learning (CBL) in a core finance class improves student performance. It analyzes students’ exam scores over two semesters at a regional U.S. public university. During the first semester, CBL is used to teach two sections of an intermediate corporate finance class. During the subsequent semester, the first half of the semester is taught using CBL while the second half of the semester is taught using problem-based learning (PBL). The difference-in-differences analysis shows that the advantage of CBL over PBL approach is noticeable. Additionally, the analysis of students’ grade distributions appears to show that the CBL approach lifts students at both the top and bottom strata.

‘I was utterly at my husband’s mercy’: voices from the Women’s Co-operative Guild, 1910–1914

ABSTRACT This article uses the Women’s Co-operative Guild’s evidence to the 1912 Royal Commission on divorce to explore working-class women’s views about, and experiences of, marriage and divorce in the early twentieth century. Unlike any other evidence presented to the Commission the Guild’s was directly based on testimony from working-class women. These had been collected in letters from members to the Guild’s General Secretary, Margaret Llewelyn Davies, who testified on its behalf to the Commission. The bulk of the letters were from wives and mothers who generally came from better off sections of the working class. They confirm Guild members’ overwhelming support for some degree of reform to current laws, along with more limited backing for Davies’ radical proposals for divorce on grounds of mutual consent. The article demonstrates that these letters provide vivid detailed testimony of the impact of domestic abuse, of wives’ financial dependence on their husbands, and of the gender inequality enshrined in contemporary divorce laws. It argues that support for reform was often combined with a Christian conviction that marriage should be a ‘sacred bond’, and highlights a common vision of marriage as a relationship of equals.

Self-Reliance Therapy: Reflections and a New Model

Background: Using the learnings and reflections from their professional and personal journeys, the authors believe that every “Neurosisoriented” mental health concern has four root causes: self-love (a lack of it), fear, grief, and aim (a lack of it). Using this as the premise, the authors have developed a new therapeutic modality that incorporates 12 primary universal formulas that they have conceptualized. Methods: This novel therapeutic model was implemented on 5 pilot batches, and was delivered to a total of 50 clients. The clients were from the upper-middle class section of Indian society, and their ages ranged from 21 to 58. Outcomes: Every participant had their own unique breakthrough moments over the three days of the implementation process. Further qualitative and quantitative research is needed before this new modality can be claimed as beneficial. Interpretation: This modality can be used in both group as well as individual settings, and even implemented in a group, the structure of this modality enables each participant to have a personalized experience.

Algorithm for the plastic analysis of arbitrary steel cross sections based on finite element formulations

AbstractIn structural engineering verifications, the plastic capacity of steel members may be utilized for cross sections of class 1 and 2. In literature, algorithms for the primary torsional capacity considering different types of numerical procedures, such as finite element methods, have mainly been addressed. However, there is a lack of explicit illustration of algorithms for cross sections considering combined loading, i.e. procedures for bending and torsional analysis. This paper therefore presents an algorithm for the plastic analysis connected to a cross‐sectional finite element approach. The algorithm considers the description of bilinear material laws, accounting for ideal‐plastic behavior as well as effects of isotropic hardening. Cross sections are discretized by isoparametric two‐dimensional nine‐node elements with curvilinear boundaries, which allow describing any geometry with high accuracy. The study proves that the plastic algorithm combined with the isoparametric elements accurately represents the behavior of cross sections. In addition, precise cross‐sectional capacities of hot‐rolled U‐sections gained by the methodology, i.e. plastic torsional moments and plastic bending moments, are presented. In future research, this methodology will be combined with finite element formulations for beams.

Rational quality and cost of critical care systems are more important than individual considerations: a view from India.

Critical or Intensive Care Units (CCU/ICUs) play a crucial role in treating critically ill patients, but they contribute significantly to healthcare costs. In India and many other resource-limited countries, private ICU treatment is largely unaffordable for the poor and even a section of the middle class, who are not substantially insured. It is essential for all stakeholders involved in critical care to prioritize quality and cost-effectiveness. To ensure quality assurance, legally binding quality standards must be developed collaboratively by the government, professional bodies, hospital administrators, and domain experts. Regulatory benchmarks relevant to different types of ICUs can enforce adherence and transparency. Telemedicine, referral systems, and interhospital transport need improvement. Addressing attrition rates among staff and greater empowerment of formally qualified registered intensivists in the private hospitals can enhance outcomes and cost control. Long-term post-ICU recovery care is often unaffordable or unavailable in many parts of the world. Engaging families in home care and providing training in basic caregiving tasks can improve outcomes and reduce costs. In areas with limited access to qualified professionals, training of lay community caregivers and practitioners can be beneficial. Multidisciplinary post-ICU clinics and necessary telephonic handholding can support home-based patients and their families. Standardizing prices of essential necessities and promoting rational practices are crucial. System-wide efforts and novel approaches like decentralization of critical care services are necessary to ensure holistic quality and cost-effectiveness, particularly in densely populated countries with resource limitations. These innovations will not only improve care but also enhance preparedness for future pandemics.

Use of Technology in the Classroom and Students’ Outcomes

Each year, technology becomes increasingly integrated into the classroom. In the present day, students use a plethora of electronic devices to assist them in their studies. However, there is a popular and ongoing debate whether technology improves student performance or if it is a detriment instead. For this study, two sections of economics classes at Anderson University were analyzed. Section two allowed unlimited access to technology in the classroom, while section three was not allowed to use technology in any capacity. Data such as student SAT score, GPA, attendance, student job or lack thereof, student extracurricular sports or lack thereof, household income, student religion, and professor and class evaluations were collected from both sections. Once data was entered, tests performed show a statistically significant difference in overall grade between two sections. Students do better, on average, when technology is not allowed in the classroom.

Delivery of a Prevention Program in Large College Classes: Effectiveness of the Expectancy Challenge Alcohol Literacy Curriculum

Background: Despite modest reductions in alcohol use among college students, drinking-related harms continue to be prevalent. Group-delivered programs have had little impact on drinking except for experiential expectancy challenge interventions that are impractical because they rely on alcohol administration. Expectancy Challenge Alcohol Literacy Curriculum (ECALC), however, offers a non-experiential alternative suitable for widespread implementation for universal, selective, or indicated prevention. Objectives: ECALC has been effective with mandated students, fraternity members, and small classes of 30 or fewer first-year college students. Larger universities, however, typically have classes with 100 students or more, and ECALC has not yet been tested with groups of this size. To fill this gap, we conducted a group randomized trial in which five class sections with over 100 college students received either ECALC or an attention-matched control presentation and completed follow-up at four weeks. Results: ECALC was associated with significant changes on six subscales of the Comprehensive Effects of Alcohol Scale (CEOA), post-intervention expectancies predicted drinking at four-week follow-up, and there were significant expectancy differences between groups. Compared to the control group, students who received ECALC demonstrated significant expectancy changes and reported less alcohol use at follow-up. Conclusions: Findings suggest ECALC is an effective, single session group-delivered intervention program that can be successfully implemented in large classes.

ChemVLab+: Integrating Next Generation Science Standards Practices with Chemistry

The Next Generation Science Standards encourage students to develop the reasoning and practice skills of scientists. Rather than promoting rote memorization, teachers engage students with real-world phenomena and prompt students to think critically. ChemVLab+ is a series of freely available, online modules that require students to reason like chemists by integrating core concepts with investigations in authentic contexts. Each activity reflects four key design principles as well as a novel framework for developing chemical reasoning specific to the practice of designing and interpreting experiments. The current paper describes the development and testing of the ChemVLab+ modules. A within-teacher randomized control trial study (treatment = 15 class sections with 371 students; control 14 class sections with 332 students) found that students using the ChemVLab+ modules outperformed students completing a set of active control modules that offered a more traditional instructional approach and problem-solving opportunities. ChemVLab+ students scored higher than their active control peers on 7 of 8 module quizzes and performed particularly well on open-ended response items that were focused on chemical reasoning for experiments. Analyses of demographic effects also revealed a positive interaction between BIPOC students and the ChemVlab+ intervention.

The effects of online peer-facilitated learning and distributed pair programming on students’ learning

The COVID-19 pandemic has forced universities and schools around the world to adopt online learning. Teachers may wonder if their students can attain satisfactory learning performance in an online learning environment without teachers' on-the-spot attention. In order to develop students' skills in programming, promote their enjoyment of learning and intention to learn to program, the researchers integrated two innovative teaching approaches, using online peer-facilitated learning and distributed pair programming, and investigated the effects of these on students' online learning performance. This study conducted an experiment that included 128 undergraduates from four class sections of Department of Finance. Thus, the experimental design in this research was a 2 (Peer-facilitated learning vs. non-peer-facilitated learning) × 2 (Distributed pair programming vs. non-distributed pair programming) factorial pretest/post-test design. The participants in this research mainly consisted of four classes of students from a non-computer or information department who took a compulsory course on programming design.’ Both quantitative and qualitative data were collected in this study. According to the results, the peer-facilitated learning group exhibited significantly better development of programming skills, enjoyment of learning, and intention to learn, than the non-peer-facilitated learning group. However, expected effects of enhancing the learning of the students in this study who received the distributed pair programming were not found. The design of online pedagogy can be a reference for online educators. The implications of applying online peer-facilitated learning and distributed pair programming to support students’ learning and the design of online programming courses are discussed.

The social discrimination of woman roles in the Tarian Bumi and Kenanga novels by Oka Rusmini and its relevance to Indonesian learning for twelfth graders at science 1 class SMA negeri 2 Gorontalo (Marxism-literature sociology approach)

Discrimination is differentiating treatments given to citizens. This research explores the social discrimination of Balinese woman figures in Tarian Bumi and Kenanga, two novels by Oka Rusmini. The research approach was descriptive-qualitative. The results showed that six data were categorized in the upper- and lower-class sections, two data were in the country class section, five data were in the ideology section, and 12 data were in the individual section in Tarian Bumi and Kenanga. The relevance to learning was educational values in the novel, e.g., religious, moral, social, and cultural values.