Auditory middle latency response and phonological awareness in students with learning disabilities

Introduction Behavioral tests of auditory processing have been applied in schools and highlight the association between phonological awareness abilities and auditory processing, confirming that low performance on phonological awareness tests may be due to low performance on auditory processing tests. Objective To characterize the auditory middle latency response and the phonological awareness tests and to investigate correlations between responses in a group of children with learning disorders. Methods The study included 25 students with learning disabilities. Phonological awareness and auditory middle latency response were tested with electrodes placed on the left and right hemispheres. The correlation between the measurements was performed using the Spearman rank correlation coefficient. Results There is some correlation between the tests, especially between the Pa component and syllabic awareness, where moderate negative correlation is observed. Conclusion In this study, when phonological awareness subtests were performed, specifically phonemic awareness, the students showed a low score for the age group, although for the objective examination, prolonged Pa latency in the contralateral via was observed. Negative weak to moderate correlation for Pa wave latency was observed, as was positive weak correlation for Na-Pa amplitude.

P-233-Biodiversity of mucosa associated microbiome of Crohn's disease patients living in middle western São Paulo State, Brazil

Background: The intestinal microbiome (IM) has extensively been studied in the search for a link of bacteria with the cause of Crohn`s disease (CD). The association might result from the action of a specific pathogen and/or an eventual imbalance in bacterial species composition of the gut. The innumerous virulence associated markers and strategies described for adherent and invasive Escherichia coli (AIEC) have made them putative candidate pathogens for CD. IM of CD patients shows dysbiosis, manifested by the proliferation of bacterial groups such as Enterobacteriaceae and reduction of others such as Lactobacillus and Bifidobacterium. The augmented bacterial population comprising of commensal and/or pathogenic organisms super stimulates the immune system, triggering the inflammatory reactions responsible for the clinical manifestations of the disease. Considering the role played by IM in CD and the multiple variables influencing its species composition, resulting in differences among populations, the objective of this study was to determine the bacterial biodiversity in the mucosa associated microbiome of CD patients from a population not previously subject to this analysis, living in the middle west region of Sao Paulo state. Methods: A total of 4 CD patients and 5 controls subjects attending the Botucatu Medical School of the Sao Paulo State University (UNESP) for routine colonoscopy and who signed an informed consent were included in the study. A number of 2 biopsies, one from the ileum and other from any part of the terminal colon, were taken from each subject and immediately frozen at -70[degrees]C until DNA purification. The bacterial biodiversity was assessed by next generation (ion torrent) sequencing of PCR amplicons of the ribosomal DNA 16S V6 region (16S V6 rDNA). The bacterial identification was performed at the genus level, by alignment of the generated DNA sequences with those available at the ribosomal database project (RDP) website. Results: The overall DNA sequence output was based on an average number of 526,427 reads per run, matching 50 bacterial genus 16SrDNA sequences available at the RDB website, and 22 non matching sequences. Over 95% of the sequences corresponded to taxa belonging to the major phyla: Firmicutes, Bacterioidetes, Proteobacteria and Actinobacteria. Irrespective of the intestinal site analyzed, no case-control differences could be observed in the prevalence of Actinobacteria and Firmicutes. The prevalence of Proteobacteria was higher (40%) in the biopsies of control subjects as compared to that of DC patients (16%). For Bacterioidetes, the higher prevalence was observed among DC patients (33% as opposed to 14,5% in controls). The significance for all comparisons considered a p value < 0,05 in a Chi2 test. No mucosal site specific differences could be observed in IM comparisons of CD and control subjects. Conclusions: The rise in the number of Bacterioidetes observed here among CD patients seems to be in agreement with most of studies published thus far. Yet, the reduction in the number of Proteobacteria along with an apparently unaltered population of Actinobacteria and Firmicutes, which include the so called "beneficial" organisms Bifidobacterium and Lactobacillus were rather surprising. These data suggest that the analyses on the role of IM in CD should consider the multiple variables that may influence its species composition.

Calculators in a Middle School Mathematics Classroom: Helpful or Harmful?

In this action research study of my classroom of eighth grade mathematics, I investigated the use of calculators. Specifically, I wanted to know the answer to three questions. I wanted to know more about what would happen to my students’ ability to recall basic math facts, their ability to communicate mathematically during problem solving, and their attitude when my students were or were not permitted to use their calculator. I discovered that in my research, I did not find enough evidence to either support or reject my initial hypotheses, that calculators largely influenced my students’ behavior, and also that my students’ ability to recall basic math facts would change when using a calculator. As a result of this research, I plan to continue my research within my classroom. I plan to further investigate the use of calculators within my classroom.

Motivating Middle School Mathematics Students

In this action research study I examined the relationship between the teacher, the students and the types of motivation used in mathematics. I specifically studied the mathematic teachers at my school and my seventh grade mathematics students. Motivating middle school students is difficult and the types of motivation can be as numerous as the number of students studied. I discovered that the teachers used multiple motivating tactics from praise, to extra time spent with a student, to extra fun activities for the class. I also discovered that in many instances, the students’ perception of mathematics was predetermined or predetermined by parental perceptions of mathematics. The social environment of the student and a sense of belonging also plays a role in how motivated a student stays. As a result of this research, I plan to notify the mathematics teachers at my school of the most effective types of motivation so we can become a more effective mathematics department.

Cooperative Learning Groups in the Middle School Mathematics Classroom

In this action research study of my classroom of 8th grade mathematics, I investigated the inclusion of cooperative learning groups. Data was collected to see how cooperative learning groups affected oral and written communication, math scores, and attitudes toward mathematics. On the one hand, I discovered that many students enjoyed the opportunity to work within a group. On the other hand, there continues to be a handful of students who would rather work alone. The benefits outweigh the demands. Overall, students benefitted from the inclusion of cooperative learning groups. Oral explanations of solutions and methods improved during the study. Written expression also improved over this time period. As a result of this research, I plan to continue with the incorporation of cooperative learning groups in the middle school math classroom.

Bad Medicine: Homework or Headache? Responsibility and Accountability for Middle Level Mathematics Students

In this action research study of my 5th grade mathematics class, I investigated the issue of homework and its relationship with students and parents. I made some interesting observations and discovered that the majority of students and parents felt that the math homework that was given was fairly easy, yet issues of incomplete assignments and failing homework quizzes were notorious for some individuals. Comments were also made to make homework even easier and have shortened assignments despite the already indicated ease of the work. As a result of this research, I plan to look more closely at the history and development of homework, as well as the psychological implications and “hereditary” issues involving homework, which I believe are passed from one generation of learners to the next. My intent is to continue to study this phenomenon in future school years, trying to develop methods of instilling successful, intrinsic motivational skills to aid students in their homework endeavors. Finally, I will take a close inventory of my own beliefs and understandings toward homework: What is the purpose of having students do work away from the classroom, and how can homework serve as a proactive service for all who are involved?

Generating Interest in Mathematics Using Discussion in the Middle School Classroom

In this action research study of my classroom of 8th grade algebra, I investigated students’ discussion of mathematics and how it relates to interest in the subject. Discussion is a powerful tool in the classroom. By relying too heavily on drill and practice, a teacher may lose any individual student insight into the learning process. However, in order for the discussion to be effective, students must be provided with structure and purpose. It is unrealistic to expect middle school age students to provide their own structure and purpose; a packet was constructed that would allow the students to both show their thoughts and work as a small group toward a common goal. The students showed more interest in the subject in question as they related to the algebra topics being studied. The students appreciated the packets as a way to facilitate discussion rather than as a vehicle for practicing concepts. Students still had a need for practice problems as part of their homework. As a result of this research, it is clear that discussion packets are very useful as a part of daily instruction. While there are modifications that must be made to the original packets to more clearly express the expectations in question, discussion packets will continue to be an effective tool in the classroom.

Daily Problem-Solving Warm-Ups: Harboring Mathematical Thinking In The Middle School Classroom

In this action research study of my classroom of 8th grade mathematics, I investigated the use of daily warm-ups written in problem-solving format. Data was collected to determine if use of such warm-ups would have an effect on students’ abilities to problem solve, their overall attitudes regarding problem solving and whether such an activity could also enhance their readiness each day to learn new mathematics concepts. It was also my hope that this practice would have some positive impact on maximizing the amount of time I have with my students for math instruction. I discovered that daily exposure to problem-solving practices did impact the students’ overall abilities and achievement (though sometimes not positively) and similarly the students’ attitudes showed slight changes as well. It certainly seemed to improve their readiness for the day’s lesson as class started in a more timely manner and students were more actively involved in learning mathematics (or perhaps working on mathematics) than other classes not involved in the research. As a result of this study, I plan to continue using daily warm-ups and problem-solving (perhaps on a less formal or regimented level) and continue gathering data to further determine if this methodology can be useful in improving students’ overall mathematical skills, abilities and achievement.

Correlation of the middle Eocene Kellogg Shale of northern California

The Kellogg Shale of northern California has traditionally been considered to be late Eocene in age on the basis of benthic foraminifer, radiolarian, and diatom correlations. The 30-m-thick Kellogg section exposed west of Byron, California, however, contains middle Eocene planktonic foraminifers (Zone P12), coccoliths (Subzones CP13c and CP14a), silicoflagellates (Dictyocha hexacantha Zone), and diatoms. Quantitative studies of the silicoflagellates and diatoms show a general cooling trend through the section which is consistent with paleoclimatic trends for this part of the middle Eocene (ca. 42-45 Ma) from elsewhere in the world. Seven new silicoflagellate taxa (Corbisema angularis. C, exilis, C, hastate miranda, C. inermis ballantina, C. regina, Dictyocha byronalis, Naviculopsis Americana) and one new coccolithophorid species (Helicosphaera neolophota) are described.

Paleotemperature oscillations in the Middle and Late Miocene of the northeastern Pacific

The paleoclimatic and paleoceanographic history of the Middle and Late Miocene marginal eastern North Pacific as been studied in a north-to-south transect encompassing DSDP Site 173, the Newport Beach surface section, and DSDP Site 470, based on quantitative diatom and planktic foraminiferal analyses. Fourteen cold and 12 warm events that show close agreement with other microfossil studies as well as oxygen isotope records from low-latitude Pacific sites have been identified. Hiatuses are recognized at 7 to 6.5 Ma. 9.8 to 8.5 Ma, and 12 to 11 Ma at the three reference localities, and they correspond to widely recognized deep-sea hiatuses in the World Ocean.

Describing the Situational Contexts of Sweetened Product Consumption in a Middle Eastern Canadian Community: Application of a Mixed Method Design

Little is known about the situational contexts in which individuals consume processed sources of dietary sugars. This study aimed to describe the situational contexts associated with the consumption of sweetened food and drink products in a Catholic Middle Eastern Canadian community. A two-stage exploratory sequential mixed-method design was employed with a rationale of triangulation. In stage 1 (n = 62), items and themes describing the situational contexts of sweetened food and drink product consumption were identified from semi-structured interviews and were used to develop the content for the Situational Context Instrument for Sweetened Product Consumption (SCISPC). Face validity, readability and cultural relevance of the instrument were assessed. In stage 2 (n = 192), a cross-sectional study was conducted and exploratory factor analysis was used to examine the structure of themes that emerged from the qualitative analysis as a means of furthering construct validation. The SCISPC reliability and predictive validity on the daily consumption of sweetened products were also assessed. In stage 1, six themes and 40-items describing the situational contexts of sweetened product consumption emerged from the qualitative analysis and were used to construct the first draft of the SCISPC. In stage 2, factor analysis enabled the clarification and/or expansion of the instrument's initial thematic structure. The revised SCISPC has seven factors and 31 items describing the situational contexts of sweetened product consumption. Initial validation of the instrument indicated it has excellent internal consistency and adequate test-retest reliability. Two factors of the SCISPC had predictive validity for the daily consumption of total sugar from sweetened products (Snacking and Energy demands) while the other factors (Socialization, Indulgence, Constraints, Visual Stimuli and Emotional needs) were rather associated to occasional consumption of these products.

Normative Data for Healthy Middle-Aged and Elderly Performance on the Addenbrooke Cognitive Examination-Revised

Objective: To provide normative data for healthy middle-aged and elderly Brazilians' performance on the Addenbrooke Cognitive Examination-Revised (ACE-R) and to investigate the effects of age, sex, and schooling on test performance. Background: The ACE-R is a brief cognitive battery that assesses various aspects of cognition. Its 5 subdomains (Attention and Orientation, Memory, Verbal Fluency, Language, and Visuospatial Abilities) are commonly impaired in Alzheimer disease or frontotemporal dementia. Methods: We evaluated 144 cognitively healthy volunteers (50% men, 50% women) aged 50 to 93 years, with 4 to 24 years of schooling. We divided the participants into 4 age groups, each of which was then stratified into 3 groups according to years of education. We assessed all participants with the ACE-R, the Mattis Dementia Rating Scale, and the Cornell Scale for Depression in Dementia. Results: Years of education affected all ACE-R subscores. Age influenced the Verbal Fluency subscore (P < 0.001) and the ACE-R total score (P < 0.05). Sex affected the Attention and Orientation (P = 0.037) and Mini-Mental State Examination subscores (P = 0.048), but not the ACE-R total score (P > 0.05). Conclusions: The performance of healthy middle-aged and elderly individuals on the ACE-R battery is strongly influenced by education and, to a lesser extent, by age. These findings are of special relevance in countries with populations that have marked heterogeneity in educational levels.

Palynostratigraphy and sedimentary facies of Middle Miocene fluvial deposits of the Amazonas Basin, Brazil

Palynostratigraphic and sedimentary fades analyses were made on sedimentary deposits from the left bank of the Solimoes River, southwest of Manaus. State of Amazonas, Brazil. These provided the age-elating and subdivision of a post-Cietaceous stratigraphic succession in the Amazonas Basin. The Novo Remanso Formation is subdivided into upper and lower units, and delineated by discontinuous surfaces at its top and bottom. The formation consists primarily of sandstones and minor mudstones and conglomerates, reflecting fluvial channel, point bar and floodplain facies of a fluvial meandering paleosystem. Fairly well-preserved palynoflora was recovered from four palynologically productive samples collected in a local irregular concentration of gray clay deposits, rich in organic material and fossilized wood, at the top of the Nova Remanso Formation upper unit. The palynoflora is dominated by terrestrial spores and pollen grains, an d is characterized by abundant angiosperm pollen grains (Tricolpites, Grimsdalea, Perisyncolporites, Tricolporites and Malvacearumpollis). Trilete spores are almost as abundant as the angiosperm pollen, and are represented mainly by the genera Deltoidospora. Verrutriletes, and Hamulatisporis. Gymnosperm pollen is scarce. The presence of the index species Grimsdalea magnaclavata Germeraad et al. (1968) indicates that these deposits belong to the Middle Miocene homonymous palynozone (Lorente, 1986; Hoorn, 1993; Jaramillo et al., 2011). Sedimentological characteristics (poorly sorted, angular to sub-angular, fine to very-coarse quartz sands facies) are typical of the NOW Remanso Formation upper part. These are associated with a paleoflow to the NE-E and SE-E, and with a a entirely lowland-derived palinofloristic content with no Andean ferns and gymnosperms representatives. All together, this suggests a cratonic origin for this Middle Miocene fluvial paleosystem, which was probably born in the Purus Arch eastern flank and areas surrounding the crystalline. The palynological analysis results presented herein are the first direct and unequivocal evidence of the occurrence of Middle Miocene deposits in the central part of the Amazonas Basin. They also provide new perspectives for intra- and interbasin correlations, as well as paleogeographic and paleoenvironmental interpretations for the later deposition stages in the northern Brazilian sedimentary basins. (C) 2011 Elsevier Ltd. All rights reserved.

Peat palynomorphs from Eugenio de Melo, middle valley of Paraiba do Sul River, Sao Paulo, Brazil.

Peat palynomorphs from Eugenio de Melo, middle valley of Paraiba do Sul River, Sao Paulo, Brazil. This paper presents palynomorphs identified in the peats of the Eugenio de Melo region, the middle valley of the Paraiba do Sul River, Sao Paulo State. The samples were collected at intervals of 10 cm from a core with 3.90 m deep, aged between 11400-11220 and 490-290 cal. years B.P. Three types of algae were identified and presented, and ten spores, two gymnosperm pollen grains and thirty-nine angiosperms were described, with their own ecological information.

Ear and electrode effects reduce within-group variability in middle latency response amplitude measures

Objectives: To establish normative amplitude values for relative difference measurements of the middle latency response (MLR) in normal-hearing pediatrics and to determine if these measurements provided a significant reduction of within-group variability when compared to raw, absolute amplitude measures. A relative amplitude difference is defined in the present paper as the difference in Na-Pa amplitude between two electrodes (e.g. vertical bar Na-Pa at C3 minus Na-Pa at C4 vertical bar, or electrode effects) or between two ears (e.g. vertical bar Na-Pa on left ear stimulation minus Na-Pa on right ear stimulation vertical bar, or ear effects). In contrast, an absolute amplitude is defined as a single Na-Pa measurement made at one electrode for stimulation of one ear (e.g. Na-Pa measured at C3 on left ear stimulation). Design: Cross-sectional study. Study sample: 155 pediatrics with normal peripheral and central hearing, and no history of psychological, neurological, or learning disability issues. Results: Within-group variability was significantly smaller for relative differences when compared to absolute amplitude measures. Electrode effects showed significantly less variability than ear effects. Normative values for ear and electrode effects were reported. Conclusions: Relative differences may provide better utility in the clinical diagnosis of central auditory pathology in pediatrics when compared to absolute amplitude measures because these difference measures show significantly lower variability when examined across subjects.