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Posterior Reversible Encephalopathy Syndrome (PRES) in Children Undergoing Allogeneic Stem Cell Transplantation

REFERENCES 1. Goni Lee, Seung Eun Lee, Kyung-Ha Ryu, and Eun Sun Yoo. Posterior reversible encephalopathy syndrome in pediatric patients undergoing treatment for hemophagocytic lymphohistiocytosis: clinical outcomes and putative risk factors. Blood Res. 2013 Dec; 48(4): 258–265. doi: 10.5045/br.2013.48.4.258. 2. Riccardo Masetti, Duccio Maria Cordelli, Daniele Zama, Francesca Vendemini, Carlotta Biagi, Emilio Franzoni, Andrea Pession. PRES in Children Undergoing Hematopoietic Stem Cell or Solid Organ Transplantation. Pediatrics:135(5); 890-902 doi:10

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Investigating Issues in Computing Education: Usability Factors for the Use of an Operating System Among African American and Hispanic American High School Students

Abstract

African Americans and Hispanic Americans historically have been underrepresented in U.S. jobs in the fields of STEM in large part because of the usability of technology. In this research, the goal was to discover the usability factors relative to operating systems that may limit African Americans and Hispanic Americans from pursuit of computer science higher education. For the purpose of this study, “usability” refers to the “appropriateness of purpose.” Categorized by three factors, appropriateness of purpose can be defined as (i) the effectiveness of the users’ ability to complete tasks while using technology and the quality or output of those tasks, (ii) the efficiency and the level of resources used in performing tasks, and (iii) the satisfaction or users’ reaction to the use of technology (Brooke, 2014). This research examined quantitative analysis based on students’ routine computer task knowledge using a survey questionnaire and the SUS. The population included high school students responding to questions on common tasks and usability. A web survey was conducted to assess the measurement and understanding pattern demonstrated by the participants. The quantitative analysis of the computer usability included ANOVA, independent t-tests and orthogonal contrasts. The analysis of the SUS measured usability and learnability. The results of the data analysis showed that the combined African American and Hispanic group has a mean computer usability score that is significantly lower when compared with the other ethnicities and the SUS findings included the highest gap among this most underrepresented group in the STEM field.

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Negative Aspects of Nonrealization of Motherhood – Opinions and Sentiments of Childless Women

Abstract

The issues presented in this publication are situated within the framework of qualitative research. The research concerns negative aspects stemming from not experiencing motherhood present in the narrative of women aged 35-42 years old. The aim of the research is identifying the disadvantages of childlessness as perceived by mature women. The research was performed on 38 women. The criterion of the research sample selection, apart from age, was being unmarried (a woman’s marital status was “unmarried”, “divorced” or “widow”; women in cohabitational relationships were not excluded) and childless.

The surveyed women were therefore asked the question: Do you notice some losses resulting from not functioning in the role of a mother? On the basis of central topics, i.e. topics that prevailed in the interviews, 5 response categories were determined: discrimination in the workplace, social stigma, discrimination in public space, not following the road leading to happiness and fulfilment, and loneliness in old age.

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Approaches mothers of first graders use to deal with perceived reading difficulties

Abstract

This study aims to enhance our understanding of how mothers of first graders cope with the perceived reading difficulties of their children. Their different perceptions stem from the reading aspirations the mothers have for their children. The study uses data obtained from in-depth semi-structured interviews with 10 mothers, conducted at the end of the second half of the 2015/2016 school year. The data analysis revealed that the differences in the mothers’ perceptions of their children’s reading difficulties are reflected in a wide variety of micro-actions aimed at solving them. Three different approaches can be identified: a) inspector mothers, who are most concerned about their child’s reading errors and their primary focus is on operationally correcting these errors; b) promoter mothers, who are primarily worried about their child’s potential or existing lack of interest in reading and who manage all reading activities so as to motivate the child (or prevent demotivation), e.g., through turn-taking in reading or in ensuring a regular supply of books; c) educator mothers, who fear most that their child will not understand the text and who show willingness and enthusiasm in explaining and creating various opportunities for reading literacy development, both as part of homework activities and leisure reading. They also engage in holistic attempts to prevent reading failures, and motivate their children to read through the act of reading. The conclusions of the study are explained in the context of self-determination theory and a discussion of the impact of parents’ socioeconomic status on their involvement or engagement in their children’s education.

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ICT in Technical Subjects

President prepare and inspire: K-12 Education in Science, Technology, Engeneering, and Math (STEM) for America’s future. September 2010. FIDEDOR, JIŘÍ. Interaktivní výuka mění život žákům i učitelům. [online]. [cit. 2013-05-16]. Available from: <http://www.modernivzdelavani.cz/download/3614-tz_2007-08-29_interaktivni_vyuka_meni_zivot_zakum_i_ucitelum.doc>. KLIMEŠ, Cyril a Zdeněk SVOBODA. Multimediální výukové opory v e-learningu. Technológia vzdelávania [online]. 2009, Vol. 15, 5, [cit. 2011-07-25]. Available from: <http

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Pedagogy is Coming Back! Some Hopeful Signs for Sustainable General Education and Worldview Education

zogenoemde teloorgang van het onderwijs en de stem van pedagogen in het publieke debat [On the so-called loss of education and the voice of pedagogues in the public debate]. In H. Amsing, N. Bakker, P. Schreuder, G. Timmerman, & J.J.H. Dekker (Eds.), Over pedagogische kwaliteit. Historische en theoretische perspectieven op goed onderwijs en goede opvoeding (pp. 25–34). Amsterdam: SWP. Miedema, S. (2014a). Coming out religiously! Religion, the public sphere and religious identity formation. Religious Education , 109 (4), 362–377. Miedema, S. (2014b). From

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The Prospects of Transdisciplinary Approach to Promote Learners’ Cognitive Interest in Natural Science for Sustainable Development

–480. Bernstein, J. H. (2015). Transdisciplinarity: A review of its origins, development, and current issues. Journal of Research Practice , 11 (1), Article R 1. Bregant, I., Stožer, A., & Cerkvenik, M. (2010). Molecular reduction: reality or fiction? Synthese , 72 (30), 437–450. Briede, L. (2015). The relationship between mathematics teachers teaching approaches and 9th grade students mathematical self [Doctoral dissertation], Daugavpils: Daugavpils University. Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities . Arlington

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Preconditions for Sustainable Changes in Didactics Applying Self-Directed Learning in the General Education School

., & Brent, R. (2016). Teaching and Learning STEM . A Practical Guide . NY: J. Wiley & Sons, Inc. Gaucaite, R., Kazlauskiene, A., & Poceviciene, R. (2012). Savivaldaus mokymosi, orientuoto į inovatyvius sprendimus, sistema . Siauliai: VsI Siauliu universiteto leidykla. Good School Concept (2015). Retrieved from https://www.e-tar.lt/portal/lt/legalAct/f2f65120a7bb11e5be7fbe3f919a1ebe Gros, B., Kinshuk, & Maina, M. (Eds.). (2016). The Future of Ubiquitous Learning: Learning Designs for Emerging Pedagogies . Heidelberg: Springer Berlin Heidelberg

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Gender Equality in Public Higher Education Institutions of Ethiopia: The Case of Science, Technology, Engineering, and Mathematics

promotion of social justice. The Ethiopian Journal of Higher Education, 1(2), 1-15. WOUSE Woodhouse, H., & Ndongko, T. M. (1993). Women and science education in Cameroon: Some critical reflections. Interchange, 24(2), 131-158. Wyss, V. L., Heulskamp, D., & Siebert, C. J. (2012). Increasing middle school student interest in STEM careers with videos of scientists. International Journal of Environmental and Science Education, 7(4), 501-522. Zeleke, S. (2005). Gender difference in mathematics performance among fifth and sixth

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Foreign Experience in Training Future Engineering Educators for Modeling Technological Processes

: Programs, Best Practices, and Recommendations. Journal of Engineering Education , Volume 100, No 1, pp. 89–122. 4. Felder, R. M., Brent, R. (2016). Teaching and Learning STEM : a Practical Guide . San Francisco, CA : Jossey-Bass, 336 p. 5. Goodhew, P. (2010). Teaching Engineering All You Need to Know about Engineering Education but Were Afraid to Ask. Liverpool : UK Centre for Materials Education, 203 p. 6. International Society for Engineering Education. (2010). ING PAED IGIP . Retrieved 28.02.2017 from : http

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