			Home About us Contact

Average Grades (average + grade)

Distribution by Scientific Domains

Medical Sciences	50%

Selected Abstracts

Development of Diaper Rash in the Newborn

PEDIATRIC DERMATOLOGY, Issue 1 2000
Marty O. Visscher Ph.D.
This study documents the earliest stages of rash in a cohort of 31 healthy term newborns over the first 28 days of life. The diaper area was evaluated using a standardized diaper rash grading scale. The anal, buttock, genital, intertriginous, waistband, and leg areas were assessed separately. At birth the average grade was 0.1 and none of the infants had specific features of advanced rash. Nineteen percent had dryness and/or slight redness. By day 7, 71% of infants had some features of skin compromise, giving rise to an overall grade of 0.6. Both the frequency and overall grade increased during postnatal weeks 2 and 3. Overall scores for days 21 and 28 were the same (1.1). The perianal area had the highest overall regional rash grade. Gender differences were present for the genital area only. These findings indicate that epidermal barrier breakdown is an uncommon finding at birth. Clinical signs of irritated skin in the diaper area develop progressively over the first postnatal month. A better understanding of the mechanisms conferring epidermal barrier protection at birth may be important for developing skin care products and practices to extend this protection later into life. [source]

Using group communication to monitor web-based group learning

JOURNAL OF COMPUTER ASSISTED LEARNING, Issue 4 2003
G.D. Chen
Abstract, In a web group-learning environment, students must communicate with other group members on the Internet to accomplish group projects and share knowledge. Communication is likely to affect performance and so analysing the relationship between communicative relationships and group performance may help teachers to monitor groups effectively. Certain tasks are necessary to perform such an analysis , recording group communication, extracting communication relationships and determining the relationship between group communication and group performance. This study developed a method for determining relationships and rules for predicting performance to enable teachers to take act appropriately according to the predicted performance of the group. Four group performance indicators are considered , average grades within a group, project grade, frequency of resource-sharing and drop-out rate. Experimental results are presented, concerning the application of the methodology to a web class of 706 students, divided into 70 groups. The experimental results show that group communication patterns significantly affect group performance. [source]

When Can We Expect the Unexpected?

JOURNAL OF SOCIAL ISSUES, Issue 1 2008
Predicting Educational Attainment When it Differs from Previous Expectations
Individuals' expectations are strong predictors of their behaviors; educational expectations predict enrollment in postsecondary education. Yet in many cases, a youth's previous educational expectations are not met or are exceeded. This study examines correlates of educational expectations and unexpected educational attainment using longitudinal data from Monitoring the Future, a U.S. national study. Demographic characteristics, educational experiences in high school, and other risk and protective factors were related to expectations for educational attainment during high school. Logistic regressions indicated that high school curriculum, average grades, educational aspirations, and parents' educational level were particularly strong indicators of youth not meeting their expectation to graduate from a 4-year college, or graduating from college despite expecting not to graduate by age 25/26. We discuss the implications of unexpected pathways in terms of discontinuity during transitions and consider the implications for improved educational and career counseling during high school. [source]

Being old-for-grade and drug use: Not such a clear connection

ACTA PAEDIATRICA, Issue 12 2005
Joan-carles Surís
Abstract Aim: To assess whether repeating a grade was associated with drug use among adolescents after controlling for personal, family and school-related variables, and whether there were differences between students in mandatory and post-mandatory school. Methods: Data were drawn from the Catalonia Adolescent Health Survey, a cross-sectional study of in-school adolescents aged 14,19 y. The index group included 366 subjects who were repeating a grade at the time the survey was carried out (old-for-grade, OFG). A control group matched by gender, school and being one grade ahead was randomly chosen among all the subjects who had never repeated a grade. All statistically significant variables in the bivariate analysis were included in a multivariate analysis. In a second step, all analyses were repeated for students in mandatory (14,16 y) and post-mandatory (17,19 y) school. Results: After controlling for background variables, subjects in the index group were more likely to perceive that most of their peers were using synthetic drugs and to have ever used them, to have bad grades and a worse relationship with their teachers. OFG students in mandatory school were more likely to have divorced parents, bad grades and have ever used synthetic drugs, whereas they were less likely to be regular drinkers. OFG students in post-mandatory school were more likely to have below average grades, to be regular smokers and to perceive that most of their peers used synthetic drugs. Conclusions: When background variables are taken into consideration, the relationship between repeating a grade and drug use is not so clear. By increasing the familial and academic support of adolescents with academic underachievement, we could reduce their drug consumption. [source]