NIE Data Repository (National Institute of Education)
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Related Data for: Effects of seawater acclimation on two Na+/K+-ATPase α-subunit isoforms in the gills of the marble goby, Oxyeleotris marmorata
No full textThe marble goby, Oxyeleotris marmorata, is a freshwater teleost, but can acclimate progressively to survive in seawater (salinity 30). As an obligatory air-breather, it can also survive long periods of emersion. Two isoforms of Na+/K+-ATPase (nka) α-subunit, nkaα1 and nkaα3, but not nkaα2, had been cloned from the gills of O. marmorata. The cDNA sequence of nkaα1 consisted of 3069 nucleotides, coding for 1023 amino acids (112.5 kDa), whereas nkaα3 consisted of 2976 nucleotides, coding for 992 amino acids (109.5 kDa). As only one form of branchial Nkaα1 was identified using molecular cloning in this study, O. marmorata lacks specific freshwater- and seawater-type Nkaα isoforms as demonstrated by some other euryhaline fish species. The nkaα1 transcript level was about 2.5-fold higher than that of nkaα3 in the gills of freshwater O. marmorata. During exposure to seawater, the branchial transcript level of nkaα1 increased significantly on day 1 (~3.3-fold) and day 6 (~2.6-fold). By contrast, the branchial transcript level of nkaα3 increased significantly on day 1 (~2.6-fold), but not on day 6, of seawater exposure. Six days of exposure to seawater also led to significant increases in protein abundances of Nkaα1 (~6.9-fold) and Nkaα3 (~2.8-fold) in the gills of O. marmorata. Hence, the mRNA and protein expressions of both nkaα1/Nkaα1 and nkaα3/Nkaα3 were up-regulated in O. marmorata during seawater acclimation. This could explain why Vmax increases but Km for Na+ and K+ remain unchanged in Nka extracted from the gills of O. marmorata acclimated to seawater as reported previously
Related Data for: Traditional Chinese medicine: Communicating informational and symbolic functions in the linguistic landscape
No full textWhile dissemination of information is a key function of health communication, signage at medical facilities has other functions: signs can be a type of marketing (e.g., services offered), can promote credibility and inspire trust, can exacerbate or ameliorate social inequalities and can provide educational opportunities. All of these functions are influenced by cultural, contextual and social factors as evidenced by a linguistic landscape (LL) perspective. Traditional Chinese medicine (TCM) is a particularly instructive case for considering the functions of signage in healthcare LL as it has a strong cultural component from its historical Chinese roots, but its practice has been popularized around the globe in recent years. Given the role of TCM as a main or complementary medical treatment and healthcare option, this study investigates TCM LLs as sites of healthcare communication. Specifically, we analyze a set of 1,659 signs from two TCM hospitals in a multilingual, ethnic minority region of China as a case study which can be useful for healthcare providers when considering their own use of LL. We describe the way language and other sign features are used for informational, symbolic and other functions, showing how explicit communication channels as well as implicit ideological channels can impact healthcare communication. We discuss these findings in light of the need for healthcare communication which is sensitive to stakeholder needs
Related Data for: Advancing disciplinary literacy through English for academic purposes: Discipline-specific wordlists, collocations and word families for eight secondary subjects
No full textThe knowledge of academic vocabulary is crucial for educational success, and recently there has been a push amongst teachers and researchers to assist students at the pre-tertiary level to develop their disciplinary literacy and understanding of how academic English varies across disciplines. EAP research has developed advanced methods for producing corpus-informed vocabulary resources, but these have yet to be fully leveraged to promote disciplinary literacy within the secondary school context. For example, the focus of most previous wordlists has been on general academic vocabulary or the discipline-specific vocabulary needed in tertiary education. The current research contributes a series of discipline-specific wordlists for secondary school education, the Secondary School Vocabulary Lists (SVL), covering eight core subjects: Biology, Chemistry, Economics, English, Geology, History, Mathematics, and Physics. Further, the SVL goes beyond wordlists alone in developing accompanying word family and word association (i.e. collocation) lists for the disciplinary lexis. The SVL thus provides secondary education teachers with an unprecedented set of resources covering key vocabulary for the eight core disciplines informed by innovative EAP corpus methods
Related Data for: Air pistol shooting: Upper limb muscle activation between training and simulated competition
No full textHeightened stress during air pistol competitions may impair shooters’ abilities to maintain gun stability, resulting in inferior performance. This study aimed to compare the pre-trigger muscle activation levels of upper muscles in 10-m air pistol shooters between training and simulated competition conditions. Seven sub-elite shooters from the Singapore National Youth Air Pistol Team shot 30 shots in a training versus simulated competition condition in randomised orders on separate days. Muscle activation for the forearm and shoulder muscles, namely extensor carpi radialis, flexor carpi ulnaris, anterior deltoid, and posterior deltoid, were recorded using electromyography (EMG). Shooting performance was evaluated by total shot scores. Stress level was monitored via heart rate and the Mental Readiness Form-3. No statistically significant differences were found in EMG, performance, or stress-related variables between conditions, although moderate-to-large effect sizes were observed in some muscle activation and self-reported stress indicators. Analysis of individual performances using smallest worthwhile change showed that two participants improved under the simulated competition condition, while two declined, and three remained unaffected. In conclusion, sub-elite youth air pistol shooters were able to exhibit good neuromuscular control under high anxiety situations and thus their performance was largely unaffected
Related Data for: Treadmill walking maintains dual-task gait performance and reduces frontopolar cortex activation in healthy adults
No full textStudies examining dual-task gait (DTG) have used varying conditions such as overground or treadmill walking, however it is not known whether brain activation patterns differ during these conditions. Therefore, this study compared oxyhaemoglobin (O2Hb) responses of the prefrontal cortex (PFC) during overground and treadmill walking. A total of 30 participants (14M/16F) were recruited in a randomized crossover study comparing overground and treadmill walking under single- and dual-task (STG and DTG) conditions. The DTG consisted of performing walking and cognitive (serial subtraction by 7’s) tasks concurrently. A portable 24-channel functional near-infrared spectroscopy system was placed over the PFC, corresponding the left and right dorsolateral PFC and frontopolar cortices (DLPFC and FPC) during overground and treadmill STG and DTG. Results showed a reduction in gait speed during DTG compared to STG on overground but not treadmill walking, while cognitive performance was maintained during DTG on both overground and treadmill walking. A reduction in O2Hb was seen in the FPC during DTG compared to a cognitive task only, and on the treadmill compared to overground walking. Increased activation was seen in the left and right DLPFC during DTG but did not differ between treadmill and overground walking. Our results support the concept of improved gait efficiency during treadmill walking, indicated by the lack of change in STG and DTG performance and concomitant with a reduction in FPC activation. These findings suggest different neural strategies underpinning treadmill and overground walking, which should be considered when designing gait assessment and rehabilitation interventions
Related Data for: Trends of physical activity and sedentary behaviours among secondary school students in Singapore: What has changed in 15 years?
No full textThe objective of the current study was to examine the trends of physical activity (PA) and sedentary behaviour (SB) of adolescents in Singapore with two datasets 15 years apart (2006 and 2021). A total sample of 1075 secondary students (mean age = 14.91 ± 0.43 years old) from 15 schools in Singapore took part in the study. A seven-day recall Self-administered Physical Activity Checklist (SAPAC) questionnaire was used to capture time spent on the internet/computer, gaming, homework, reading, sitting and talking/listening to music, telephone, television watching, and PA. Results showed that the 2021 sample spent significantly more time on gaming, homework, sit and talk/listening to music, phone, and PA compared to the 2006 sample, while time spent watching television was significantly lower than the 2006 sample. Both datasets found PA had low or close to zero correlations with all the seven SB, however, the patterns of correlations were different in the two datasets, indicating changes in the trends of SB and PA. Cluster analysis found similar cluster profiles in the two samples but the cluster proportions for certain profiles were different from the two datasets. Significant sex differences were also found in the cluster compositions. Overall, this study shows that PA and SB trends of adolescents have changed significantly
Related Data for Thesis/Dissertation: A study of Singapore geography teachers in responding to curriculum changes
No full textIn Singapore’s education system, teachers are highly encouraged by the Ministry of Education (MOE) to take up professional development (PD) courses to keep abreast with curriculum change cycles for school subjects that occur every six to eight years. The Geographical Inquiry (GI) was introduced in 2012 that included fieldwork (Curriculum Planning and Development Division, 2017) and implemented in 2013 to 2022 (Curriculum Planning and Development, 2023) school geography syllabus. It was an ambitious initiative as it encompassed concurrent changes to the national geography syllabus in terms of content, pedagogy, and assessment. Yet, the literature on curriculum transition, and selection of PD and subsequent practices, have been sparse. This study questions how teachers decide on the type of PD to take and to make sense of the newly acquired knowledge for their daily curriculum making. The qualitative study draws upon grounded theory that is developed from the perspectives and practices of ten geography teachers in their implementation of fieldwork assessment and inquiry in a newly introduced curriculum. To address how teacher PD can address opportunities and challenges in schools during curriculum transitions, the research study proposes an analogical framework, namely the ‘Professional Development Torchlight’ (PDT), that builds upon existing theories of social behaviour and teachers’ decision-making models in the context of curriculum change. Firstly, the research study adopted ‘structuration theory’ by Giddens (1984) to reflect the dynamic social systems in schools that are (re)produced by teachers’ agency while interacting with their existing school structures. The research study also considered teacher’s agency at the center of the ‘curriculum making model’ (Lambert and Hopkin, 2014). The PDT therefore demonstrates various competing concerns and subsequent selections made by Singapore geography teachers during their enactment of the fieldwork inquiry assessment, a new component to the geography curriculum. The methodology used was mainly qualitative and aimed at developing a framework to describe how teachers make decisions about what professional development courses to take. The inductive-deductive methodology used is consistent with both developing the framework through cases studies, as well as finding evidence to support the discussion based on structuration and curriculum making. It sets out to discover the opportunities and challenges situated within teachers’ school contexts that might influence their decision-making of PD activities during curriculum changes. It is also interested in establishing evidence and locating subsequent teacher practices in the classrooms and fieldwork. With the PDT, findings can describe how selections were made and how these were supported by powerful geographical knowledge (PGK). The translation of initiatives from PD activities are informed by teachers’ own interpretations and understandings during curriculum changes across place (schools) and time. For the future, it hopes teachers exercise informed decisions and draw upon their agency to navigate and implement learned practices in their respective PD learning journeys
Related Data for: The effect of diagnostic labels on teachers' perceptions of behaviours of students with autism spectrum disorder
No full textBackground
In Singapore, despite the availability of specialized services and resources in mainstream schools for students with special educational needs, parents can still be hesitant to disclose their child's diagnosis of autism spectrum disorder (ASD), for fear of stigma or negative attitudes from teachers and peers.
Aim
This study aims to understand how diagnostic labels affect teachers’ perceptions of behaviours in students with ASD in mainstream primary schools, particularly behaviours which are difficult for educators to manage in the classroom setting. Based on research suggesting that a diagnostic label can provide an alternative explanation for atypical behaviours and reduce negative impressions, we hypothesize that teachers would perceive these behaviours of children with ASD less negatively as compared to children without any diagnostic labels.
Sample
The sample consisted of 120 mainstream primary school teachers who reported a mean of 9.97 years (SD = 7.96) of teaching experience. Majority of participants (65%) indicated that they had direct experience of teaching students with ASD in mainstream schools (mean years = 3.58, SD = 4.77).
Method
Participants read a total of 20 vignettes depicting a range of behaviours typically observed in primary school‐aged students with ASD. Participants were asked to rate the featured student's behaviour on a 5‐point Likert scale (i.e., 1 = strongly negative, 2 = negative, 3 = neutral, 4 = positive, and 5 = strongly positive). The survey vignettes were presented in a randomized order, and participants were randomly assigned to either the experimental group (awareness of diagnostic label) or the control group (non‐awareness of label).
Results
Results indicated that the experimental group rated the behaviours less negatively than the control group. Qualitative feedback from participants also indicated that knowledge of the diagnostic label helped them to perceive the behaviours more positively.
Conclusion
Findings from this study have implications for parents regarding diagnosis disclosure and may serve as an encouragement to parents to consider disclosing their child's ASD diagnosis to the school.</p
Related Data for: First ray mobility and posterior tibial tendon dysfunction (PTTD) in persons with flat foot: A case control study
No full textBackground
While posterior tibial tendon dysfunction (PTTD) commonly presents with flat feet and has been thought to be associated with first ray mobility, many flat-footed individuals are asymptomatic and do not experience any symptoms of PTTD. Thus, there is a need to control for foot type when studying factors related to PTTD. This study aimed to clarify if first ray mobility differed between flat-footed individuals with and without symptoms of PTTD. It was hypothesized that PTTD patients would display higher mobility of the first ray than asymptomatic flat-footed controls.
Methods
Given that PTTD patients were often flat-footed, asymptomatic flat-footed individuals were chosen as controls to remove flatfoot as a potential confounding factor. We recruited 32 flat-footed subjects, of which 16 exhibiting PTTD symptoms and 16 asymptomatic controls matched for age, sex and body mass index. First ray mobility was assessed using subjective classification (“stiff”, “normal” or “hypermobile”) and maximum dorsal displacement using a ruler indicator. Mann-Whitney U was used to test for between-groups differences.
Results
Subjective classification was similar between PTTD and control groups (both groups: 38% “normal” joint mobility). No significant differences were found between PTTD patients and asymptomatic controls in first ray displacement [median (IQR), PTTD: 6.00 (1.75) mm; control: 6.00 (1.00) mm; P = .31].
Conclusions
First ray mobility was not associated with PTTD in flat-footed persons. When evaluating symptoms of PTTD, clinicians should pay attention to factors other than first ray mobility.</p
Related Data for: Linguistic schoolscapes of an ethnic minority region in the PRC: A university case study
No full textLinguistic schoolscapes (LS), according to Brown ([2012]. The linguistic landscape of educational spaces: Language revitalization and schools in southeastern EEstonia. In D. Gorter, H. F. Marten, & L. Van Mensel (Eds.), Minority languages in the linguistic landscape (pp. 281-298). Palgrave-Macmillan., can represent the identity and image of educational institutions in linguistic landscapes as semi-public contexts which emphasise education and learning. In this article, we explore institutional identity as cultural and educational, looking specifically at LS to represent an image of internationalisation while maintaining a Chinese culture and as space for minority language education. We take a geosemiotic perspective (Scollon & Scollon, 2003) which emphasises the social meaning of the schoolscapes examined. The case study explores the LS of three universities in one ethnic minority region of the PRC - Guangxi Zhuang Autonomous Region. The analyses suggest that the universities use LS to present an image of quality education and internationalisation while allowing a smaller, symbolic function to the minority language. Pedagogical opportunities for multilingual education via LS are limited, especially for minority ethnic language education, resulting in a weak environment for Zhuang vitality. As we seek to understand how language is located in the LS of these universities, we also seek to understand the social meanings in the LS and to recommend ways forward in support of the minority language and multilingualism