e-Course of Theoretical Mechanics

The concept, structure and contents of the Internet textbook on classical mechanics intended for Higher Technical Institutions are presented in this work. Aspects of program realization of textbook applications and the technology of elaborating the textbook in the “Hecadem” Internet-teaching environment are given too.

The time course of changes in retinal vessel diameter in response to differing durations of flicker light provocation

Purpose: To determine the response of retinal vessels to differing durations of flicker light (FL) sitmulation. Methods: We recorded retinal arterial and venous vessel dilation to 12.5 Hz flicker light provocation (Retinal Vessel Analyzer, Imedos Systems) of varying duration (5, 7, 10 and 20 seconds) in twelve healthy young individuals (age range 26-45 yrs). All participants underwent a full ocular examination including intraocular pressure and blood pressure measurements. Results: Maximum dilation (MD) did not show a significant dependence on flicker duration in arteries whereas maximum constriction (MC) did. However, in veins MD significantly increased with flicker duration. Approximately 80-90% of MD in arteries is reached within 10 seconds of flicker light stimulation. Conclusions: The vast majority of arterial dilatory capacity is reached within 10 seconds of flicker light stimulation even though venous dilation continues strongly. Since the MC of arteries shows a significant dependence on flicker duration measurements at two different durations can provide more information about the retinal vascular system than at a single flicker duration alone.

The influence of study and travel abroad on the personal and professional development of students in architecture design programs

International travel has significant implications on the study of architecture. This study analyzed ways in which undergraduate and graduate students benefited from the experience of international travel and study abroad. Taken from the perspective of 15 individuals who were currently or had been architecture students at the University of Miami and Florida International University or who were alumni of the University of Florida and Syracuse University, the research explored how international travel and study abroad enhanced their awareness and understanding of architecture, and how it complemented their architecture curricula. This study also addressed a more personal aspect of international travel in order to learn how the experience and exposure to foreign cultures had positively influenced the personal and professional development of the participants.^ Participants’ individual and two-person semi-structured interviews about study abroad experiences were electronically recorded and transcribed for analysis. A second interview was conducted with five of the participants to obtain feedback concerning the accuracy of the transcripts and the interpretation of the data. Sketch journals and design projects were also analyzed from five participants and used as data for the purposes of better understanding what these individuals learned and experienced as part of their study abroad.^ Findings indicated that study abroad experiences helped to broaden student understanding about architecture and urban development. These experiences also opened the possibilities of creative and professional expression. For many, this was the most important aspect of their education as architects because it heightened their interest in architecture. These individuals talked about how they had the opportunity to experience contemporary and ancient buildings that they had learned about in their history and design classes on their home campuses. In terms of personal and professional development, many of the participants remarked that they became more independent and self-reliant because of their study abroad experiences. They also displayed a sense of global awareness and were interested in the cultures of their host nations. The study abroad experiences also had a lasting influence on their professional development.^

The *validation of an instrument for the assessment of study behaviors of high school students

The purpose of this study is to validate the Study Behavior Inventory-High School, an instrument designed to measure study behaviors of high school students and to determine the stability of its scores across populations and across grades. Numerous studies have shown the relationship between the level of students' use of appropriate study behaviors and their levels of academic achievement and this is particularly relevant at a time of increasing demands for school and teacher accountability for their students' academic achievement. ^ The instrument was administered to 3,336 students in grades 9 through 12 in four high schools in diverse parts of the United States. Factor analysis yielded a four factor structure for the instrument and evidence for its construct validity was obtained using convergent and discriminant methods. The four factors include academic self-perception and feelings of low self-efficacy, academic preparation behaviors, time management, and the social nature of taking tests and studying. Internal consistency reliability for the scores on each of the four factors was calculated and found to range between .68 and .87. Finally, confirmatory factor analysis indicated acceptable levels of fit between the factor structure obtained in this study and an earlier one obtained during a pilot study using 800 participants. ^ The SBI-HS appears to be a valid and reliable instrument for the measure of study behaviors in high school students. ^

Undergraduate Students’ Perceptions of Study Abroad and Their Level of Achievement of Global Learning Outcomes

This study expanded on current research on study abroad and global learning, using the Global Perspective Inventory (GPI), and conducted at Florida International University (FIU) in Miami, FL. The GPI assesses the holistic development of a global perspective in higher education within three domains and their respective FIU-determined equivalents: cognitive (global awareness), intrapersonal (global perspective), and interpersonal (global engagement). The main purpose of this study was to assess FIU’s undergraduate students’ perceptions of study abroad on their level of achievement of global awareness, global perspective, and global engagement. The secondary purpose was to determine how the students described their study abroad experience and achievement of global learning. The research design for this study consisted of parallel mixed methods. The quantitative component was an ex post facto with hypothesis design, using a pretest/posttest nonequivalent group methodology. FIU undergraduates (N=147) who studied abroad for one semester or more completed the GPI pre- and post-tests. Descriptive statistics and paired t-tests were conducted to compare the means. The interviews included 10 students, and were analyzed through Structural coding, Saldaña’s In Vivo coding, and Value coding. Quantitative analyses indicated positive changes in the students’ global awareness and global perspective. These analyses also showed that the FIU students achieved higher post-test means on all the domains of the GPI compared to other studies. Qualitative analyses showed that the students’ experiences incorporated all three global learning outcomes, most notably global awareness and perspective.

The Longitudinal Course of Fatigue in Rheumatoid Arthritis : Results from the Norfolk Arthritis Register

Acknowledgment: The authors would like to thank the University of Manchester for access to the Norfolk Arthritis Register data and Professor Deborah Symmons for comments on an earlier draft of the manuscript. K.L.D. is funded by a studentship from the Institute of Applied Health Sciences, University of Aberdeen.

The Influence of Borderline Personality Traits on the Course of Bipolar Disorder

Background and Aims: Bipolar disorder and borderline personality disorder are commonly comorbid. Borderline personality disorder is diagnosed categorically, but personality pathology may be better characterised dimensionally. The impact of borderline personality traits (not diagnosis) on the course of bipolar disorder is unknown. We examined the presence and severity of borderline personality traits in a large UK sample of bipolar disorder, and the impact of these traits on illness course. Methods: Borderline Evaluation of Severity over Time (BEST) was used to measure presence and severity of borderline traits in 1447 individuals with DSM-IV bipolar I disorder (n = 1008) and bipolar II disorder (n = 439) recruited into the Bipolar Disorder Research Network (www.bdrn.org). Clinical course was measured via semi-structured interview (Schedules for Clinical Assessment in Neuropsychiatry) and case-notes. Results: BEST score was higher in bipolar II than bipolar I (36 v 27, p < 0.001) and 9/12 individual BEST traits were significantly more common in bipolar II than bipolar I. Within both bipolar I and bipolar II higher BEST score was associated with younger age of bipolar onset (p < 0.001), history of alcohol misuse (p < 0.010), and history of suicide attempt (p < 0.001). Conclusions: Borderline personality traits are common in bipolar disorder, and more severe in bipolar II than bipolar I disorder. Borderline trait severity was associated with more severe bipolar illness course; younger age of onset, alcohol misuse and suicidal behaviour. Clinicians should be vigilant for borderline personality traits irrespective of whether criteria for diagnosis are met, particularly in those with bipolar II disorder and younger age of bipolar onset.

Applying a genre-based instruction to develop writing skills in a tenth grade english course of the Liceo Anglo del Valle [recurso electr?nico]

Esta propuesta did?ctica basada en un enfoque por g?neros textuales o ?Genre-Based Instruction? (GBI) para ense?ar en un grado decimo de una escuela secundaria con ?nfasis comercial, trata de poner en relieve la importancia de aplicar un enfoque de ense?anza que tenga en cuenta varios par?metros, tales como las necesidades del estudiante, el uso de textos aut?nticos, l?xico especializado y principalmente los g?neros textuales en la escritura de textos acad?micos. En t?rminos pedag?gicos, este enfoque por g?neros textuales permite trabajar desde situaciones significativas relacionadas con las expectativas de los estudiantes para aprender algo, porque el maestro debe contextualizar la acci?n docente para cumplirlas. Esto significa que el profesor debe ser capaz de gestionar ciertos aspectos de las disciplinad, en este caso, el ?rea comercial.