No description available.

No description available.

The aim of the present study was to characterize participants’ abilities to answer binary yes/no questions by mentally manipulating imagery to produce imagined changes in luminance, which would in turn cause reflexive perturbations in pupil diameter. First, a paired association was established with participants, linking “yes” responses with imagining a “sunny sky” and “no” responses with imagining a “dark room”. Participants (N=20) then answered 16 yes/no questions using this response method, in place of providing verbal or gestural (e.g., head nod) answers. Pupil diameters were recorded for a period of 8000 ms following each stimulus question while participants maintained the mental image that corresponded with their answer. We hypothesized that on average, “no” responses would yield a pupil dilation and increased diameter relative to baseline, while “yes” responses would instead result in constrictions and smaller pupil diameters compared to baseline. A 2-factor repeated measures analysis of variance (ANOVA), where time was one factor and response type (i.e., yes or no) was the other, revealed a statistically significant interaction of time and response type, a significant main effect of time, and a trend toward significance for response type in aggregated group data. Item level discrimination consisted of comparing the mean pupil diameter in response to a single item for a single participant (e.g., “yes” response on one trial) to the mean pupil diameter of all contrasting responses for that same participant (e.g., all “no” response trials). This method achieved a 64.5% discrimination accuracy. This investigation affirmed the plausibility of leveraging pupillometry and luminance-based mental imagery in favor of an alternative communication system for individuals who are locked-in, as well as its potential as a screening tool. However, further investigation is warranted prior to its implementation. / Communication Sciences

Background: Neurocritical care requires rapid and accurate monitoring to prevent secondary brain injuries in patients with neurological diseases. Automatic pupillometry is a tool for assessing pupillary response (Neurological Pupil index). The role of nurses is central in monitoring and caring for the patient's neurological status to minimize secondary brain injuries and suffering.  Currently, it is unclear if ambient light can influence the Neurological Pupil index. Objective: The aim was to evaluate if the Neurological Pupil index is affected of ambient light during automatic pupillometry in unconscious or sedated intensive care patients. Method: A crossover design where pupillometry measurements were performed in bright and dark rooms at six time points on 20 intensive care patients. The results were analyzed using the Wilcoxon signed-rank test and presented with descriptive statistics. Results: Significant differences in the Neurological Pupil index were observed between dark and bright conditions. The majority of participants showed higher NPi in dark environments compared to light. There was individual variation in NPi measurements, with some participants showing larger differences than others. Conclusion: NPi is higher in dark environments compared to bright ones, and there are also individual differences. The results can guide clinical practice to improve the critical care nurse's assessment of neurological status in patients. Consistent lighting conditions during neurologic assessments of patients may potentially enhance the assessment of pupillary reactions and potentially enhanced nursing care for the patient.

The problem of this study is to obtain a cross section of thought of parents, teachers, and pupils concerning the practice in the Jefferson Elementary School, Sherman, Texas, of reporting pupil progress and growth by means of individual parent-teacher conferences.

The problem of this study is to make a critical investigation and a thorough analysis of different methods that have been used to report pupil progress in the elementary school of Henrietta, Texas, and other elementary schools. Also, some significant changes underlying the concepts of educational achievements are to be shown and basic principles presented to develop a desirable method and procedure in establishing a more effective and functional marking and reporting program for the fourth grades in Henrietta, Texas.

The problem of this study is to evaluate the methods of reporting pupil progress in the primary grades of Texas schools comparable in size to that of Wichita Falls, Texas, and to set up criteria from which could be developed a more desirable reporting system for the primary grades. The main purpose is to establish a more adequate program for parent-teacher-pupil relationship and understanding through a philosophy based on the development of the whole child.

The problem of this study is to determine the adequacy of the Gilmer-Aikin Law and the Flathman Formula in determining the cost of pupil transportation in Texas.

This thesis is divided into two main parts. The theoretical part defines the concept of self-assessment and focuses on the significance and forms of self-assessment, as well as the factors arising during implementation of self-assessment in education. This part also contains findings from specialized publications analysing the relationship between assessment and self-assessment directed towards individualisation (personalisation). The practical part of this thesis takes the form of pro-active research, the aim of which is to observe implementation of self- assessment by a specific pupil with a specific learning disability. It describes how to teach an integrated pupil to self-assess, confirms that the pupil is able to self-assess his work and describes the steps involved in the implementation. Key words evaluation, self-assessment, pupil with special needs, integrated pupil, descriptive language, evaluation criteria, quality indicator, forms of self-assessment, action research

This thesis deals with the problematics of the work of a novice teacher, who has a pupil with a different mother tongue in his class. Its aim is to identify the specifics that usually accompany the work of novice teachers when integrating these pupils. The text is structured into two parts, each of which is further divided into several chapters. The first, theoretical, part compiles and then presents expert knowledge on migration, inclusion and then education of pupils with a different mother tongue and, last but not least, the role of the school as well as teachers in the process of integration of these children. It also sets out the criteria that affect and influence pupil integration with a different mother tongue. The second part of the thesis is practical. It contains an analysis of the work of two teachers who currently have pupils with a different mother tongue in their class and are trying to integrate them. It is focused on the specifics of working with them. The analysis of their work is carried out on the criteria set out at the end of the theoretical part of this thesis. These criteria are based on the study of professional literature. The result of the thesis is the description of teaching strategies and procedures of these pedagogues, the analysis of their approaches to teaching in a...