Changes in body proportions of Japanese medical students between 1961 and 1986

Since 1945, the Japanese physique has changed a great deal. Physical examinations of medical students at Kyushu University have been carried out on an annual basis since 1939. We investigated changes in body proportions using data on 813 medical students examined from 1961 to 1986. During these 26 years, standing height has increased by 4.69 cm, arm length by 2.58 cm, and sitting height by 0.79 cm. Thus, the Japanese have grown taller and their extremities are longer, yet the trunk has not changed significantly. This study also shows a 10-year delay in increase in length of the upper extremities.     

Program Your Instruction for Low Ability Students

In this article, the author details the process teachers can use to teach primary-age children how to use science notebooks. To lay the foundation for using notebooks, the author describes important elements of science notebooks and makes a distinction between science notebooks and journals. In addition, the article highlights the benefits associated with using notebooks. Finally, connections are include to the National Science Standards, as well as supporting resources for teacher use.     

Programa de reminiscencia apoyado en inteligencia artificial y basado en el patrimonio cultural inmaterial dirigido a personas mayores: un estudio piloto

IntroductionTechnological applications are an innovative way of providing reminiscence therapy and must meet the users’ needs. Intangible cultural heritage as a basis for such therapy has not been explored yet. We evaluated the applicability of a new technological application supported by artificial intelligence for reminiscence therapy based on intangible cultural heritage aimed at older people.Material and methodsA prospective observational study was carried out with people aged 65 or over, without cognitive impairment and with mild and moderate cognitive impairment who attended six centers for older people in Spain and Portugal. Participants tested the first prototype of the individualized LONG-REMI program in four consecutive weekly sessions. The usability and satisfaction of the experience were evaluated using the VAS scale at the end of the intervention. Emotions were evaluated using the PANAS scale before and at the end of the intervention.ResultsData from 56 participants were analysed. For all participants, usability and satisfaction were highly perceived, with scores of 7.75±1.88 and 8.38±1.57, respectively. The positive affect subscale PANAS showed significant changes (28.86±8.88 before the intervention versus 36.70±9.43 post intervention, Z = −4.18, P = 0.000). There were no significant changes in the PANAS negative affect subscale.ConclusionsThe first prototype of the LONG-REMI technological application can be used by older people both with and without cognitive impairment. This has the potential to be an instrument for future cognitive therapies with stimulating activities and benefits for emotions.     

Infrared Photography

Although literacy plays a large role in elementary science classrooms, one thing that offers a challenge for educators is meeting the linguistic needs of English language learners (ELLs) while also meeting their content needs. An additional challenge is ensuring that academic literacy extends beyond the classroom. This article presents ways of extending classroom literacy into the home. The suggestions and activities emphasize literacy strategies appropriate for ELLs as well as English-speaking students.     

Realización de actividades y extraversión como variables predictoras del bienestar psicológico en personas mayores

IntroductionThe relationship between extraversion and wellbeing has been discussed in the literature, however, the impact that this trait has on the wellbeing of older people has been studied to a lesser extent. The relationship between extraversion, participation in activities and psychological wellbeing in older people is analysed in this study.Material and methodsThe sample comprised 139 individuals over 55 years from rural and urban areas of the province of Granada who completed the extraversion subscale of the NEO-FFI and the Ryff Scales of the Psychological Wellbeing, as well as responding to questions that evaluated their social participation.ResultsA greater social participation was found in rural areas and among women. The activities more frequently performed by the participants were educational and religious activities, walking, everyday chores, crafts, and home improvements. A low positive correlation between extraversion and wellbeing was observed. The multiple regression analysis revealed that extraversion explained 19.9% of the variance in psychological wellbeing, which increased to 25.3% when social participation, gender, and the origin of the sample were considered.ConclusionsPsychological wellbeing appears to be associated with personality traits, such as extraversion. In addition this personality trait is linked to the number and type of activities the elderly perform which also contributes to wellbeing in old age.     

Happy Art

This article looks at how arts integration can boost the language development of limited English proficient students in kindergarten through second grade. I first review existing research on how young children learn and describe the special challenges faced by children who must learn in an unfamiliar language. I then identify arts-based mechanisms that boost the language development of limited English proficient students and examine strategies used by a successful urban arts-and-literacy program to enhance the language development of English language learners in the primary grades.     

Sudden challenges in teaching ecology and aligned disciplines during a global pandemic: Reflections on the rapid move online and perspectives on moving forward

The challenges facing higher education in response to COVID‐19 are significant and possibly none more so than in ecology and aligned disciplines. Not only did most ecology lecturers have to rush lectures and tutorials online, but also laboratory and field classes. We reflect on our experience of this move and also consider those of 30 other ecology‐aligned teaching academics to summarize the challenges faced in the move online early in 2020 and the developing plans for adapting ecology teaching and learning going into the 2020/21 academic year. The move online had the most significant impact on field classes, with more of these canceled than lectures or laboratory classes. Most respondents to an online poll also highlighted that many respondents (~45%) felt that ecology was more impacted by COVID‐19 that even other STEM disciplines. The availability of technological solutions is key to moving forward and will hopefully enhance the teaching and learning experience for many beyond the current crisis.     

Assessing students’ knowledge of owls from their drawings and written responses

Many children learn about and experience animals in the everyday environment where they live and attend school. One way to obtain information about children’s understanding of concepts or phenomena is by using their drawings in combination with written responses or interviews. This study assesses how much Slovenian students 10–15 years old (in sixth to ninth grade) know about owls by analysing their drawings and written responses. The study included 473 students. From assessing students’ drawings and written responses, it can be concluded that the respondents had some knowledge of owls’ appearance, their behaviours, diet and habitats. The differences between students in different grades regarding the representations of owls was not statistically significant. Some students had misconceptions about owls, such as the idea that owls can turn their heads 360 degrees, or they confused the long ear-tufts with external parts of the ears. The students’ written responses provided additional information on their ideas about owls; particularly about owls’ specific behaviours, diet, and conservational status. However, some information, such as depicting owls’ body parts and body proportions or their habitats, was more clearly depicted with drawings. One third of the students drew owls in trees and forests, which makes owls good candidates for promoting forest conservation.     

Does self-esteem lead to high achievement of the science college’s students? A study from the six health science colleges

Background and objectiveSelf-esteem refers to a degree to which a person esteem himself or herself, the summation in light of cognizant self-evaluative considerations and feeling or in short as global emotional placement of self. This study investigates the relationship between self-esteem, social factors, and academic achievement in the form of grade point average (GPA) standing for academic achievement in the health science colleges.MethodsThis study is a quantitative cross-sectional design. The study was conducted at Princess Nourah bint Abdulrahman University (PNU), and the participants were health Science Colleges' undergraduate students. The questionnaire is composed of 24 questions in 4 main sections. The self-esteem was evaluated by using a validated Rosenberg Self-Esteem 7-questions Scale used only.ResultsA total of 551 questionnaires were distributed to the students, and 507 of them responded. Out of 507 responded, 7 were excluded due to a lack of the information. 47 (9.4%) were Foundation year students, 109 (21.8%) Medical students, 44 (8.8%) Dental students, 97 (19.4%) Pharmacy students, 101 (20.2%) Nursing students and 102 (20.4%) from Applied science. The students’ overall responses demonstrated that most of the health science students agreed in a positive way of self-esteem (1.68 ± 0.31).ConclusionThe findings from the current study contribute to the resources to better oversee projects to upgrade health sciences students' self-esteem, some short term courses (i.e. English, personality development and motivation) are requested to boost the academic career and confidence by lifting self-esteem; it indirectly helps to better academic performance. Students also need special counseling for how to deal with stress, anxiety and depression.