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Standardized Testing (standardized + testing)
Selected AbstractsEfficacy of chemical and botanical over-the-counter pediculicides available in Brazil, and off-label treatments, against head lice ex vivoINTERNATIONAL JOURNAL OF DERMATOLOGY, Issue 3 2010André Asenov MD Background, There is a lack of reliable data on the efficacy of over-the-counter (OTC) pediculicides in Brazil. Methods, We performed ex vivo assays of eight marketed pediculicides: 1% permethrin (Kwell®, Clean Hair®, Keltrina®, Nedax®), 0.02% deltamethrin (Deltacid®, Pediderm®), and two "natural" products (Piolho e Lêndea®, Pilogenio®). We also tested 5% permethrin (Keltrina Plus®), traditional home remedies and an ivermectin-based product used in veterinary medicine. Head lice (49,52 per group) were immersed in the compound for 3 min and washed after 20 min to simulate the typical in vivo treatment protocol. Lice were examined for activity up to 24 h using stringent criteria for survival. Results, Of the permethrin containing products, highest mortality was observed with Kwell® and Clean Hair® (97.9 and 90.2% after 4 h). Keltrina®, Nedax®, Keltrina Plus®, and the two deltamethrin-based products showed only a low efficacy of <60% after 4 h. With exception of pure coconut oil (80% mortality after 4 h), home remedies showed a very low efficacy, and both marketed products killed few lice. The ivermectin-based product caused a mortality of 100% after 4 h. Conclusions, Most Brazilian OTC products did not show a satisfactory efficacy against head lice. Resistance may be present. Ivermectin and coconut oil are promising compounds for topical treatment. Laboratory-based tests should be used to assess resistance patterns and to identify formulations of the active ingredient that increase the efficacy. Standardized testing should be performed before a product is licensed for head lice treatment. [source] THE CLASSROOM AS THE FIELD FOR STUDYING GEOGRAPHICAL EDUCATIONGEOGRAPHICAL REVIEW, Issue 4 2001L. JEAN PALMER-MOLONEY ABSTRACT. Recent attempts by U.S. politicians to reform the nation'sschools have shifted the goal of education to school accountability as assessed in standardized testing. Such an emphasis undermines geographical education in schools because of geography'ssuperficial representation in tests and in the social studies curriculum. Fieldwork done in the classroom can point to means of circumventing this dilemma. Collaborative fieldwork between college faculty members and public-school teachers has the potential for adding geography to the social studies curriculum in a substantive way. Work conducted jointly by Hartwick College and the Oneonta (New York) Middle School exemplifies such a partnership. [source] Use of the modified Robbins device to study the in vitro biofilm removal efficacy of NitrAdineÔ, a novel disinfecting formula for the maintenance of oral medical devicesJOURNAL OF APPLIED MICROBIOLOGY, Issue 3 2008T. Coenye Abstract Aims:, To evaluate the use of the modified Robbins device (MRD) to test disinfection strategies against biofilms that form on oral medical devices and to test the biofilm removal efficacy of NitrAdineTM, a disinfectant for the maintenance of oral medical devices. Methods and Results:, Biofilms were grown on discs using the MRD and biofilms formed in this system were used to evaluate the efficacy of NitrAdineTM and to determine the optimal disinfection conditions. Our data indicate that the use of the MRD allows for the rapid and reproducible formation of high-density biofilms. Determination of the efficacy of NitrAdineTM revealed high activity against biofilms tested (e.g. >3 log reduction for Candida albicans and Staphylococcus aureus) and allowed the determination of the optimal conditions for its use. Conclusion:, The high reproducibility and flexibility of the MRD make it an excellent candidate for standardized testing of disinfectants aimed at reducing biofilms on oral medical devices. Using this system, we were able to demonstrate that NitrAdineTM exhibits high activity against biofilms formed by the micro-organisms tested. Significance and Impact of the Study:, Our data suggest that our procedure is appropriate for standardized testing of disinfectants aimed at reducing biofilms on oral medical devices. [source] Neighborhood social processes and academic achievement in elementary schoolJOURNAL OF COMMUNITY PSYCHOLOGY, Issue 7 2008Ronya Emory To examine how neighborhood characteristics influence academic achievement, data were drawn from a community survey of low-income neighborhoods and linked with data on performance on standardized testing for third-grade students attending elementary schools in those communities. Results of multilevel logistic regressions indicated that probability of passing the reading portion of the test was associated with high neighborhood expectations for educational attainment and high collective socialization. Contrary to expectations, higher probability of passing reading was associated with higher fear of victimization and retaliation. Passing rates for the mathematics portion of the test were greater in neighborhoods with high levels of collective efficacy. Neighborhood economic impoverishment was not a significant predictor of passing after adjusting for neighborhood social characteristics. © 2008 Wiley Periodicals, Inc. [source] From nationwide standardized testing to school-based alternative embedded assessment in Israel: Students' performance in the matriculation 2000 projectJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 1 2003Yehudit J. Dori Matriculation 2000 was a 5-year project aimed at moving from the nationwide traditional examination system in Israel to a school-based alternative embedded assessment. Encompassing 22 high schools from various communities in the country, the Project aimed at fostering deep understanding, higher-order thinking skills, and students' engagement in learning through alternative teaching and embedded assessment methods. This article describes research conducted during the fifth year of the Project at 2 experimental and 2 control schools. The research objective was to investigate students' learning outcomes in chemistry and biology in the Matriculation 2000 Project. The assumption was that alternative embedded assessment has some effect on students' performance. The experimental students scored significantly higher than their control group peers on low-level assignments and more so on assignments that required higher-order thinking skills. The findings indicate that given adequate support and teachers' consent and collaboration, schools can transfer from nationwide or statewide standardized testing to school-based alter-native embedded assessment. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 34,52, 2003 [source] Advocacy to Action: Addressing Coordinated School Health Program Issues with School BoardsJOURNAL OF SCHOOL HEALTH, Issue 1 2005(former trustee, David C. Wiley PhD, FASHA, Hays CISD, Tex.) Professor ABSTRACT: As the need for Coordinated School Health Programs (CSHP) increases, so does recognition of the importance for advocating with local school boards for their support. Identifying the diversified make up of school board members and implementing effective strategies to advocate for coordinated school health can help facilitate the successful inclusion of such a program. With increasing emphasis placed on standardized testing and the "basic" curriculum, school board members need to become aware of specific benefits a CSHP can provide their district. With the relationship between health status and academic achievement confirmed in scientific research, school boards may begin paying more attention to providing high-quality health services and health instruction for students. This article presents items to consider and steps to take before, during, and after addressing a local school board for their support in implementing a CSHP. [source] Comparison of student performance in cooperative learning and traditional lecture-based biochemistry classesBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 6 2005William L. Anderson Abstract Student performance in two different introductory biochemistry curricula are compared based on standardized testing of student content knowledge, problem-solving skills, and student opinions about the courses. One curriculum was used in four traditional, lecture-based classes (n = 381 students), whereas the second curriculum was used in two cooperative learning classes (n = 39 students). Students in the cooperative learning classes not only performed at a level above their peers in standardized testing of content knowledge and in critical thinking and problem-solving tasks (p < 0.05), but they also were more positive about their learning experience. The testing data are in contrast to much of the medical school literature on the performance of students in problem-based learning (PBL) curricula, which shows little effect of the curricular format on student exam scores. The reason for the improvement is undoubtedly multifactorial. We argue that the enhancement of student performance in this study is related to: 1) the use of peer educational assistants, 2) an authentic PBL format, and 3) the application of a multicontextual learning environment in the curricular design. Though educationally successful, the cooperative learning classes as described in this study were too resource intensive to continue; however, we are exploring incorporation of some of the "high context" aspects of the small-group interactions into our current lecture-based course with the addition of on-line PBL cases. [source] | |||||||||||||