114 research outputs found
Selected Economic Data for Duluth and Northeastern Minnesota through 1987: A Graphic Summary With Tables
No full textGronseth, Glenn O; Peterson, Jerrold M; Walkosz, David T; Davidson, Robbie S; Smebakken, Steven G. (1988). Selected Economic Data for Duluth and Northeastern Minnesota through 1987: A Graphic Summary With Tables. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/257522
AAN-EFNS guidelines on trigeminal neuralgia management
No full textSeveral issues regarding diagnosis, pharmacological treatment, and surgical treatment of trigeminal neuralgia (TN) are still unsettled. The American Academy of Neurology and the European Federation of Neurological Societies launched a joint Task Force to prepare general guidelines for the management of this condition. After systematic review of the literature the Task Force came to a series of evidence-based recommendations. In patients with TN MRI may be considered to identify patients with structural causes. The presence of trigeminal sensory deficits, bilateral involvement, and abnormal trigeminal reflexes should be considered useful to disclose symptomatic TN, whereas younger age of onset, involvement of the first division, unresponsiveness to treatment and abnormal trigeminal evoked potentials are not useful in distinguishing symptomatic from classic TN. Carbamazepine (stronger evidence) or oxcarbazepine (better tolerability) should be offered as first-line treatment for pain control. For patients with TN refractory to medical therapy early surgical therapy may be considered. Gasserian ganglion percutaneous techniques, gamma knife and microvascular decompression may be considered. Microvascular decompression may be considered over other surgical techniques to provide the longest duration of pain freedom. The role of surgery versus pharmacotherapy in the management of TN in patients with multiple sclerosis remains uncertain. © 2008 The Author(s)
Diagnostic accuracy of trigeminal reflex testing in trigeminal neuralgia.
No full text[IF: 5.97]
The authors prospectively studied 120 consecutive patients with
trigeminal neuralgia (TN) to identify the clinical and laboratory features that
most accurately distinguished symptomatic from classic TN. After a standardized
evaluation, they identified 24 patients with symptomatic TN. Age, sensory
examination, and affected division were not useful in the differential diagnosis.
In contrast, electrophysiologic testing of trigeminal reflexes accurately distinguished
symptomatic from classic TN (sensitivity 96%, specificity 93%)
Practice parameter: the diagnostic evaluation and treatment of trigeminal neuralgia (an evidence-based review): report of the Quality Standards Subcommittee of the American Academy of Neurology and the European Federation of Neurological Societies.
No full textPractice guideline summary: Treatment of restless legs syndrome in adults Report of the Guideline Development, Dissemination, and Implementation Subcommittee of the American Academy of Neurology
No full textObjective: To make evidence-based recommendations regarding restless legs syndrome (RLS) management in adults. Methods: Articles were classified per the 2004 American Academy of Neurology evidence rating scheme. Recommendations were tied to evidence strength. Results and recommendations: In moderate to severe primary RLS, clinicians should consider prescribing medication to reduce RLS symptoms. Strong evidence supports pramipexole, rotigotine, cabergoline, and gabapentin enacarbil use (Level A); moderate evidence supports ropinirole, pregabalin, and IV ferric carboxymaltose use (Level B). Clinicians may consider prescribing levodopa (Level C). Few head-to-head comparisons exist to suggest agents preferentially. Cabergoline is rarely used (cardiac valvulopathy risks). Augmentation risks with dopaminergic agents should be considered. When treating periodic limb movements of sleep, clinicians should consider prescribing ropinirole (Level A) or pramipexole, rotigotine, cabergoline, or pregabalin (Level B). For subjective sleep measures, clinicians should consider prescribing cabergoline or gabapentin enacarbil (Level A), or ropinirole, pramipexole, rotigotine, or pregabalin (Level B). For patients failing other treatments for RLS symptoms, clinicians may consider prescribing prolonged-release oxycodone/naloxone where available (Level C). In patients with RLS with ferritin <= 75 mu g/L, clinicians should consider prescribing ferrous sulfate with vitamin C (Level B). When nonpharmacologic approaches are desired, clinicians should consider prescribing pneumatic compression (Level B) and may consider prescribing near-infrared spectroscopy or transcranial magnetic stimulation (Level C). Clinicians may consider prescribing vibrating pads to improve subjective sleep (Level C). In patients on hemodialysis with secondary RLS, clinicians should consider prescribing vitamin C and E supplementation (Level B) and may consider prescribing ropinirole, levodopa, or exercise (Level C).American Academy of Neurolog
Teacher Perceptions of Benefits, Values, Expectancies, and Costs for Implementation of District Technology Initiatives
No full textBackground: Though instructional technologies can engage, expand, and enhance learning experiences, technology integration at the K-12 level has many external (such as access to technology, time, and support) and internal (such as teacher beliefs, motivation, and knowledge) challenges. The Technological Pedagogical Content Knowledge framework (TPACK) can inform solutions to these challenges through the lens of equipping educators in their TPACK capacities (Ching-Chung & Ching Sing, 2012). Within TPACK research, exploration focused on teachers’ perceptions of internal forces involving their expectancies, values, and costs of the integration efforts is just emerging. Understanding these perceptions can provide a greater depth of insight into full, partial, and non-implementation of specific technology integration initiatives. Purpose: This study aimed to 1) reveal and explicate the underlying issues of partial and non-implementation of select district technology initiatives among teachers who have strong TPACK; 2) understand issues between efforts of school districts and results by teachers; 3) recognize the importance of contextualizing TPACK implementation; and 4) illustrate the struggles that teachers with strong TPACK may have when weighing the benefits of implementing technology-enhanced activities with the merits of relative value, expectancies, and costs of the integration efforts. The study was motivated by two research questions: What factors do core content area TPACK-enabled teachers perceive as affecting the integration of select district technology initiatives? How do the experiences of core content area TPACK-enabled teachers affect their implementation of select district technology initiatives? Methods: This study utilized a qualitative case study design to explore how teachers perceive the comparative benefits, expectancies, values, and costs of technology integration. Participants represented a homogenous sample of 18 core content area teachers (based on self-ratings indicating their technological knowledge necessary for the ability to act within the intersection of technological pedagogical knowledge, pedagogical content knowledge, and technological content knowledge) and two educational technology administrators. Data were collected via semi-structured interviews. Teacher interviews consisted of completing the Graphic Assessment of TPACK Instrument (GATI) and the interview protocol. Interviews with administrators consisted only of the interview protocol. Interview responses were recorded, transcribed, and coded for recurrent themes. Member checks were conducted with each participant to review their interview transcription as well as the researcher’s interpretation of the data. Results: The findings of this research suggested that teachers’ perceptions of expectancies, values, and costs play a critical role in their implementation of district technology initiatives. Teachers often weigh their expectancies, values, and costs of a select district technology initiative against the overall benefits of implementing the technology. Discussion: The findings prompt a rethinking of how context is examined in the TPACK framework. While motivations and beliefs are present in some variants of the TPACK framework, the expectancy-value-cost model offers an enhanced microscopic view of how benefits of implementing technology-enhanced activities are balanced with the merits of relative values, expectancies, and costs of the integration efforts. The resulting conceptual model can be useful in order for school district leaders in understanding barriers and issues between district technology initiatives and classroom implementation.Curriculum and Instruction, Department o
Learner Experiences of Using Embedded Self-Regulated Learning Tools in Self-Paced Short Online Professional Development Courses
No full textBackground: The increasing shift toward online professional development (PD) highlights the critical role of self-regulated learning (SRL) for adult learners. SRL involves strategies that empower learners to actively engage in their learning process. As self-paced learning increases, strong SRL skills become essential. Research suggests that embedding targeted tools into the course design can enhance the use of these strategies. However, there is a critical gap in understanding the benefits of SRL tools in short, self-paced online courses. Purpose: This study investigated adult learners’ experiences while engaging with embedded SRL tools. The primary objectives were to explore the benefits and challenges presented by these tools and learners’ activation of SRL strategies when using the tools in self-paced learning environments. Methods: Using a basic qualitative research design within a constructivist inquiry framework, this study analyzed data from ten local government employees enrolled in self-paced online PD courses. Data collection included a pre-interview questionnaire, course evaluations, and online semi-structured interviews. Analysis followed a two-phase approach consisting of an initial analytic induction to address a priori codes followed by constant comparison to ensure consistency and accuracy in applying codes. Thematic analysis was used to discern patterns and build the narrative. Results: Three key findings were identified. First, participants used environmental structuring and attention-focusing strategies during work hours to mitigate workplace distractions; the application of these strategies was facilitated by goal setting, self-motivation, and course design considerations. Second, while 70% found the course navigation intuitive, a subset experienced challenges that impacted their progress. Third, participants demonstrated meaningful engagement with SRL-embedded tools, particularly “Pause and Reflect” activities, to enhance task strategizing, metacognitive monitoring, and self-instruction. Participants also valued the “Expert Insight” videos and “In Real-Life" examples and recognized quizzes as valuable for self-evaluation. Conclusion: This study demonstrates that strategically designed self-paced courses with embedded SRL tools can support learning continuity. The study offers insights into design approaches for integrating SRL tools into PD self-paced short online course design. Future research could examine the long-term impact of these tools on workplace skill application and their effectiveness across different professions
Technical College Faculty Interpretations of Professional Development on Intended Instructional Strategies
No full textBackground: Faculty who teach in technical colleges are considered content experts, but may lack teaching experience in the college classroom. The Center for Community College Student Engagement conducted a nationwide survey of community and technical colleges and found that students participating in active and collaborative learning activities experience higher levels of engagement in the classroom and higher levels of success. It may be necessary to provide professional development for technical college faculty to improve active and collaborative learning in the classroom. Purpose: The purpose of this study was to explore technical college faculty’s interpretations of scholarly teaching and examine their intentions to alter classroom teaching in future semesters after participation in a professional development program called Scholar to Scholar. Methods: Six faculty members of a small technical college (STC) located in Texas participated in Scholar to Scholar. This qualitative study used Carspecken’s three-stage method of critical ethnography: 1.) compile the primary record through monological data, 2.) preliminary reconstructive analysis, and 3.) dialogical data generation. Questionnaires, classroom and Scholar to Scholar program observations, and interviews of participants were collected and coded for themes. Results: Faculty participating in the Scholar to Scholar program shared that they intend to use the information learned in the professional development sessions to improve the instructional strategies in their classroom but in varying degrees. The results of this study may assist faculty developers and technical college administrators in implementing effective professional development for faculty, especially for those who lack teaching experience. Conclusion: Faculty members teaching in technical colleges i professional development related to teaching to make them aware of instructional strategies that engage students in the classroom. Contributions to the literature, limitations, recommendations for future Scholar to Scholar programs, and recommendations for future research are included in this study.Curriculum and Instruction, Department o
Using a Gamified Points-Based Grading System in Technology Courses for Pre-Service Teachers
No full textBackground: Current research in grading practices suggest that there are connections between effective grading practices and students’ motivation. Researchers have argued that traditional grading systems, such as letter grades, are not indicative of students’ real abilities and hinder authentic learning by punishing students for their work, rather than rewarding them. Alternative grading systems that are points-based, such as those used in games, have the potential to motivate students and foster higher-order thinking. Gamification is a relatively new field in education, and there have been few research studies on how educators can best use game elements in instruction. Most studies on gamification in educational settings have tested multiple game mechanics at the same time with mostly positive results. However, individual elements of game mechanics have not been adequately studied in isolation. As a result, it is difficult for educators to make informed decisions about which, if any, game elements to incorporate in their courses. Purpose: The purpose of this study was to investigate the effects of a points-based system on students’ perceptions of their motivation and their class performance and to compare those results to students in a traditional letter-graded course. Research Questions: The research questions were: 1) How does a class taught using a points-based grading system compare to a class taught using a traditional letter grading system in terms of intrinsic motivation? 2) How does a class taught using a points-based grading system compare to a class taught using a traditional letter grading system in terms of class performance? 3) How do students perceive their grade at the beginning of a course before the submission of any assignments? Methods: Four sections of an undergraduate course served as the participants. Two sections of the class were randomly assigned as the control group in which a traditional letter-grade system was used to display progress in the course, and the other two class sections formed the treatment group in which a points-based system was used. At the beginning and the end of the semester, each participant’s intrinsic motivation level was measured using the Intrinsic Motivation Inventory. Information was also collected about how familiar the participants were of games and their ultimate opinions of the points-based grading system. Lastly, the final grades of all participants were collected at the end of the semester. Results: Analysis of the students’ post-semester motivation levels were performed using a one-way multivariate analysis of variance (MANOVA). To compare treatment and control group differences in final grades, independent sample T-Test was used. The results indicated that participants’ motivation and class performance was largely unchanged by using the points-based system when compared to the traditional letter-grading system. Students reported that they felt mostly neutral about the points-based grading system, although most preferred it over traditional letter grading. Conclusions: There is insufficient empirical evidence to begin gamifying education. Further research is needed to identify whether or not this type of game mechanic would be useful in the classroom.Curriculum and Instruction, Department o
Exploration of Texas Public University Education Web Pages Accessibility
No full textBackground: In the past twenty years, the Internet has revolutionized daily lives by making varied types of information freely available. Because of this technological revolution, colleges and universities have been forced to rethink the information they provide on their websites for prospective and current students as well as alumni. However, many of these websites have accessibility and usability issues, especially for site visitors with disabilities. Universities that receive federal financial aid are required to make reasonable accommodations to provide accessible content on the web, and non-compliance can result in barriers for people with disabilities and investigations by the Office of Civil Rights. Purpose: The purpose of this study was to explore accessibility of web pages of colleges of education and teacher education programs of public universities in the state of Texas as determined by Web Content Accessibility Guidelines (WCAG) 2.0. Methods: The sample consisted of 26 public universities in Texas who had a college of education and a teacher education program and whose enrollment ranked in the top 70%, based on the number of candidates who completed teacher education program requirements in 2017. During the fall of 2019, the researcher evaluated representative pages from the college of education and teacher education programs at each selected university for a total of 52 web pages. Data was collected using the automated web accessibility and readability evaluation tools SortSite and Readable. The data included WCAG 2.0 recommended accessibility guideline success criteria and reading levels for each page. Data were analyzed using SPSS to describe the web accessibility using multiple guideline variables. Results: The web pages of colleges of education and teacher education programs of public universities contained accessibility errors. Guideline 2.3, designing pages in a manner that does not induce seizures, passed on all of the pages scanned. Guideline 4.1, maximizing compatibility with user agents such as assistive technology, failed the most scans (88% of the pages). Low passing scores were also present on two WCAG 2.0 guidelines, resulting in web page content that may present perception and operability barriers to learners. Paired samples t tests suggested that the college of education and teacher education web pages did not differ significantly in pass rates for each of the 12 WCAG 2.0 success criteria. Readability indicators, both Flesch Kincaid Grade Level and rating, showed no significant difference between teacher education pages and college of education pages. Conclusion: Overall, the college of education and teacher education web pages have similar accessibility levels. One guideline consistently failed, resulting in pages that are not robust, or accessible by user agents and assistive technologies. Learners using assistive technology, different browsers and mobile devices may not be able to understand, view or use the web pages. Findings from this study provide information that university personnel can use to improve the web experience for individuals that visit their sites and address web page non-compliance issues causing learning information access barriers for students.Curriculum and Instruction, Department o
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