Optimal functioning of the immune system is necessary for the host to be capable of mounting a sufficient immune response, especially in times of sickness and injury. Acute bouts of starvation may compromise immune function, and subsequently lead to increased susceptibility to infection. Immunocompetence has been suggested as a functional indicator of nutritional status as the function of the immune system relies upon nutrient dependent metabolic pathways and the provision of adequate nutrient substrates to synthesize its components. The sensitivity of monocyte phagocytic activity, major histocompatibility complex (MHC) class II expression, and fibronectin concentration were studied in 23 healthy cats during a 7 day period without food followed by a 7 day refeeding period. Blood samples were obtained for plasma fibronectin analysis and immune cell function tests on days 0, 4, 7, 11, and 14. A turbidimetric immunoassay was used for determination of plasma fibronectin concentration. Monocyte phagocytosis and MHC class II expression were measured using flow cytometric techniques. Weight, lymphocyte number, percent lymphocytes, white blood cell number, and serum albumin concentration were monitored throughout the study. Phagocytic activity, MHC class II expression, weight, lymphocyte number, percent lymphocytes, and white blood cell (WBC) number, decreased significantly (p<0.05) during the starvation period. Fibronectin concentration increased significantly (p<0.05) by day 4 of starvation. During refeeding there was a significant increase (p<0.05) in MHC class II expression, fibronectin concentration, weight, lymphocyte number, percent lymphocytes, and white blood cell number. Phagocytic activity decreased significantly (p<0.05) by day 11 of refeeding. Pearsons correlation analysis revealed a positive correlation (p<0.05, r=.2682) between weight change and phagocytosis. There was a positive correlation (p<0.05, r=.3588) between monocyte number and MHC class II expression, and between monocyte number and WBC number (p<0.05, r=.3506). Results indicate that maintenance of immune function is dependent upon the provision of continuous nutritional intake by the host. Plasma fibronectin, monocyte phagocytosis, MHC class II expression, and other immunological measures of health status were sensitive to acute alterations of nutritional intake and subsequent refeeding. Both phagocytic activity and MHC class II expression were found to be reliable indicators of nutritional status during acute nutritional deprivation. These data suggest that short periods of food deprivation may significantly decrease immune response. / Master of Science

While it is estimated that 30% of the total Autism Spectrum Disorder (ASD) population acquire very little or no language (Davis et al., 2011), few studies look at ASD treatment from a mental or emotional health perspective for this minimally verbal (MV) population (Tager-Flusberg and Kasari, 2013). It is well documented that there is a need for anxiety assessment and treatment for children with ASD (White, Oswald, Ollendick and Scahill, 2009). This study examined the feasibility of implementing an observational anxiety assessment and concurrent physiological data collection for children with MV-ASD. It was hypothesized that this measure would demonstrate adequate demand, acceptability, and feasibility to merit further study of the measure. Participants consisted of 12 children with MV-ASD and one parent. Each family visited the clinic for one three-hour visit during which the parent completed several questionnaires to assess the child's eligibility for the study as well as their current functioning. Children completed several clinician-administered assessments and observations. The results of this study suggest that this observational assessment protocol is acceptable and practical per parents self-report and the amount of children able to complete the study protocol, but there may not be enough demand for such a measure based on the number of interested participants. Additionally, the concurrent collection of physiological data was not practical in the current sample due to many children scoring too high on a measure of tactile sensitivity to attempt this data collection. Future studies should more carefully assess demand for this kind of assessment, as well as collect more data on the psychometric properties of such as measure. / Doctor of Philosophy / Many children with Autism Spectrum Disorder or ASD, also experience a lot of anxiety or even an anxiety disorder. Unfortunately, many children with ASD also have a lot of difficulty learning to talk. When children with ASD can't speak to tell people how they are feeling it can make the diagnosis of anxiety really difficult. This project sought to use physical signs such as heart rate in combination with observing behaviors related to anxiety to see if we could better measure anxiety in children with ASD who can't talk. This was a feasibility study meaning that the goal of this project was just to see if the anxiety assessment process was possible and practical for these children to complete. 12 children with ASD and one of their parents participated in the study. They came to the clinic for three hours and completed some anxiety measures given by a clinician and some questionnaires. Our results suggested that some aspects of the anxiety assessment process are possible and helpful, such as the number of children who were able to complete the assessment process, but others aspects need more work before they are helpful, such as the collection of heart rate.

Yes / Work based assessment (WBA) is a common but contentious practice increasingly used to grade university students on professional degrees. A key issue in WBA is the potentially low assessment literacy of the assessors, which can lead to a host of unintended results, including grade inflation. We identified grade inflation in the WBA of the clinical module analysed for this study, and to address it we trialled two adjustments over a four-year period. The first and simpler adjustment, reducing the academic weighting of the WBA component of the module, appeared to lower grade inflation but actually had the inverse effect over time. The second adjustment, introducing a structured formative assessment, reduced the average WBA grade both initially and over time. In addition to this desired result, the second adjustment has brought ongoing benefits to the learning and teaching on the module as a whole.

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The purpose of this study was to develop two valid and reliable alternative assessment tasks based on the United States Tennis Association (USTA) Schools Program Curriculum. These assessments might then be used to determine the effectiveness of the USTA Schools Program Curriculum as taught in selected schools. The two alternative assessment tasks developed for this study were based on the goals and objectives of the USTA Schools Program Curriculum. The first task required subjects to work in groups of three to create a video explaining and demonstrating basic tennis skills. The second task required subjects to work individually to develop a booklet of basic tennis skills. Scoring rubrics were also developed based on the goals and objectives of the USTA Schools Program Curriculum. The rubrics contained descriptions that would serve as the basis for judging subject products. Subject products were collected, coded, and then scored by trained raters. Raters were trained extensively in order to retain reliability. Three types of reliability methods (intra-rater, inter-rater, and subject) were used to determine the reliability of the assessment tasks, and they were analyzed by calculating rater agreement. A criterion score of .85 exact rater agreement was considered acceptable reliability. Two types of validity were determined as well. Construct validity was determined by analyzing the results of subjects' products to determine whether the data supported the hypothesis for this study. Content validity was determined by analyzing the response of a USTA professional concerning the content of the assessment tasks and rubrics. The results of this study supported the hypothesis that it was possible to develop valid and reliable alternative assessment tasks based on the United States Tennis Association Schools Program Curriculum. / Master of Science

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No / Lower-limb ischaemia is a frequently unrecognised consequence of arterial disease. It not only compromises wound healing, but is a harbinger of more generalised cardiovascular disease. Detection and appropriate management will not only improve wound healing, but also reduce patient morbidity and mortality by allowing proactive risk modification. Ischaemia is an important factor in skin vulnerability and a major cause of delayed wound healing. Recognition of ischaemia is, therefore, important if wound prevention strategies are to be effective and wound healing optimised. The detection of ischaemia can, however, be difficult and requires a careful evaluation of patient symptoms and clinical signs [Box 1]. It is also important to carry out a detailed physical examination, often supported by investigations, such as Doppler examination of peripheral pulses, ankle blood pressure measurements and the calculation of the ankle brachial pressure index (ABPI).

No / This paper provides an overview of cavity wounds, focusing on the definition, assessment and management of a common clinical problem in wound care. The term cavity wound is applied widely to a diverse range of acute and chronic wound types and, although each type requires a specific wound management approach reflecting the causation, the overall principles of cavity wound assessment and management remain the same. The extent of a cavity wounds can be difficult to visualise and such wounds require precise documentation and wound measurement if progress is to be accurately monitored and patient safety maintained.

Studies have shown that not all students are assessed effectively using standard testing formats. However, it is unclear what alternative methodology would be useful to determine whether students have acquired the skills necessary for today's global market. This research study's purpose was to understand the processes instructors use when choosing and designing alternative assessments in higher education online courses to measure student performance. Using Gagné's conditions of learning and Bloom's Taxonomy as a framework to understand these processes, this qualitative case study examined 8 participants teaching online at Midwestern public universities. Interview data and course artifacts, including syllabi, rubrics, assessments, and grades, were gathered as evidence. These data were categorized by participant, interview question, and research question, and were then coded and analyzed to identify themes. The results indicated that, although objectives drive assessment indicators, they do not necessarily drive the assessment choice. They also indicated that the processes used by experienced instructors to determine assessment choices appear almost subconscious, although objectives are the major decision making point. This study impacts social change by helping identify areas where assessment selection is effective or ineffective, as well as where additional training needs to occur on alternative assessment options that accommodate changing student and workplace expectations better.

The aim of this study was to analyze the assessment of the primary school, from the teacher’s perspective. There has been an ongoing discussion regarding assessment and about the purposes of assessment for a long time. But there is a paucity of research on what teachers believe about. This study examined primary teachers’ beliefs on major purposes of assessment. Assessment is the process of gathering and interpreting information about students’ learning. The main purpose of assessment is to stimulate and encourage students' cognitive and social development. There are several types of assessment but the most relevant for this study is: assessment of learning (summative assessment) and assessment for learning (formative assessment). Assessment of learning looks at a student’s performance or presentation on a specific task or at the end of a part of teaching and learning. Assessment for learning should be used as a regular part of teaching and learning. The information teachers’ gain from assessment activities should be used to shape the teachers future teaching and that assessment for learning should be an essential and integrated part of the teaching and learning process. The main intention with assessment is to allow for students to demonstrate what they know and can do. It is also important that students are involved in the assessment process This study is based on interviews and qualitative research studies. I interviewed four teachers from two different schools.