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The pedagogic advantages of the study of psychoanalytic process with the help of tape-recorded psychoanalytic sessions is described, with some reference to others' experiences with recording drawn from the literature. Illustration is provided through reference to the reactions of fourth- and fifth-year psychoanalytic candidates to such samplings of one patient's recorded analysis.
The current distribution on thin conductors and rf field homogeneity for rf coils is described theoretically. After a pedagogical introduction to the techniques and an exact solution for the current or an isolated strip conductor, this article describes current distribution and field uniformity for a variety of conventional and quadrature rf coil designs.
Barnes, Faulkner, and Dennis (2001) found that hydrocephalic children (mean age = 11.5 years) of average or above-average verbal intelligence exhibit poor reading comprehension despite their fast and accurate decoding skills on individual words. This finding attracts the attention of reading researchers because it appears to be against the following standard principle of reading comprehension failure (Gough & Hillinger, 1980), thereby provoking basic issues centering around it (e.g., Stanovich, 1991): Reading Comprehension = Word Decoding x Listening Comprehension. This formula indicates that when listening comprehension is kept well within the normal range, reading comprehension is highly correlated with word decoding (e.g., Perfetti, 1985). In contrast, with poor listening comprehension children would be poor readers however good they may be at reading words (e.g., Cain, Oakhill, & Bryant, 2000). Although Barnes et al. clearly demonstrated that children with hydrocephalus decoded individual words better than they comprehended text, it is not readily apparent whether their findings are inconsistent with the standard principle. The purpose of the present article is twofold. The first is to examine whether Barnes et al.'s findings constitute a counterexample of the above principle. (Note that Barnes et al. did not address this question.) The second and more important purpose is to discuss the possible origins of the decoding-better-than-sentence/text-comprehension pattern. We also present some pedagogical implications for poor readers such as hydrocephalic children.
We studied mathematical models for the length distributions of actin filaments under the effects of polymerization/depolymerization, and fragmentation. In this paper, we emphasize the effects of these two processes acting alone. In this case, simple discrete and continuous models can be derived and solved explicitly (in several special cases), making the problem interesting from a modeling and pedagogical point of view. In a companion paper (Ermentrout and Edelstein-Keshet, 1998, Bull. Math. Biol. 60, 477-503) we investigate what happens when the processes act together, with particular attention to fragmentation by gelsolin, and with a greater level of biological detail.
Dutch juvenile criminal law, concerning minors between 12 and 18 years old, is marked by its pedagogical character. In cases of serious psychosocial problems or psychiatric disorders, the juvenile court may request a forensic examination in order to be able to impose a measure of restraint. This study was aimed at investigating to what extent the juvenile criminal law achieves the aim enhancing professional help in those cases for which such assistance is indicated. One hundred and eight juveniles who were brought before the court were assessed multidisciplinarily. Sixty-five per cent of the youngsters were qualified for 'definite caseness'. For less than half of them a forensic assessment was ordered by the court. In conclusion, young delinquents should be screened for psychiatric disorders more adequately as soon as they are taken into custody.
The development of multiplication skills was examined in a group of children ages 8 to 12 years who were taught by discovery methods. Strategies used by the children included direct retrieval, retrieval + calculation, and counting-in-series. Repeated addition was not observed. Retrieval was the fastest and least error-prone strategy; counting-in-series was the slowest and most error prone. Children ages 8 and 9 years used mainly mixed strategies. Children ages 10 to 12 years used mainly retrieval or retrieval and calculation for low operands, but reverted to back-up strategies for high operands based on the strategies available for low operands. There was a general shift away from less effective strategies across ages 8 to 12 years but, by the end of the primary school (age 11 years), relatively few children used the most effective strategy of retrieval for all operands. The development of effective strategies was related to nonverbal reasoning ability and to working memory capacity. The results are considered with reference to experiential and pedagogical models of multiplication.
Suppression analysis is well suited to study the interactions of gene products. It offers the advantage of simplicity for any organism for which a convenient genetic system has been developed, which holds for a wide spectrum of bacteria and an ever-increasing number of unicellular as well as complex eukaryotes. No other method provides as much information about the functional relationships of biological macromolecules. The intrinsic value of suppression analysis is enhanced by advances in genomics and in biophysical techniques for investigating the properties of nucleic acids and proteins, such as X-ray crystallography, liquid and solid-state nuclear magnetic resonance, electron spin labeling, and isothermal calorimetry. These approaches confirm and complement whatever is revealed by genetics. Despite these sterling qualities, suppression analysis has its dangers, less in execution than in conceptualization of experiments and interpretation of data. A consistent nomenclature is essential for a uniform and widespread understanding of the results. Familiarity with the genetic background and idiosyncracies of the organism studied is critical in avoiding extraneous phenomena that can affect the outcome. Finally, it is imperative not to underestimate potentially bizarre and improbable consequences that can transpire when rigorous genetic selection is maintained for an appreciable length of time. The article begins with a somewhat pedagogical discussion of genetic terminology. It then moves on to the necessary precautions to observe while planning and conducting suppression analysis. The remainder of the article considers different manifestations of suppression: bypass suppression; gradients of suppression; suppression by relaxed specificity; allele-specific "suppression at a distance"; and true conformational suppression. The treatment is not exhaustive, but representative examples have been gleaned from the recent bacterial literature.
This pedagogical paper presents a casual introduction to martingales, or fair gambling processes. Our objective is to describe the concept of a martingale and its application to common statistical tests used in the analysis of survival data, but without the mathematical rigor required for formal proofs. We use heuristic arguments to demonstrate that the logrank statistic evaluated over followup time is a fair gambling process, and introduce some mathematical notation and terminology along the way. We then employ the counting process approach to show that the logrank statistic computed over followup time can be expressed as the difference of two martingale transforms, and thus is a martingale. These ideas are first time introduced in the context of a discrete time process, and are then generalized to a continuous time process. With slight modifications, the same idea extends from the logrank to other weighted Mantel-Haenszel statistics computed over time.
In vivo EMG biofeedback was found to be an effective pedagogical tool for removing unwanted left-hand tension in nine violin and viola players. Improvement occurred rapidly and persisted throughout a 5-month follow-up period. Further studies will be necessary to assess the effect of biofeedback independent of placebo effects. The brevity of the method and the magnitude of improvement warrant further investigation.
We take previously developed principles of a problem-solving approach to teaching pupils with (Jordan & Powell, 1990a, 1990b, 1991), and analyze their application within the normal teaching routine of a specialist school for such pupils. We note the kinds of pedagogical judgment made, and the structures needed by individual pupils to enable them to function as problem solvers. We identify reflection as a key factor in enhancing the potential of pupils as learners and discuss ways of increasing pupils' awareness of their own ways of handling learning situations. The study is set against the background of issues concerned with possibilities of developing a 'theory of mind' in pupils with autism.
In the Swiss context, the newly developed MPH programme at the University of Geneva is experimental in educational matters. Indeed the programme is fully learner-centered and community-oriented. Throughout the curriculum students plan, implement and evaluate intervention programmes or/and research projects related to health problems of the communities they are in charge of. In this article, we describe the educational strategies and tools used in this MPH curriculum (professional profile, mind-mapping procedures, field-work either on research projects or on intervention programmes, group work and evaluation procedures). These strategies and tools might assist some educational experimentation in MPH programmes in search of public health relevance and pedagogic efficacy.
Occupational and job integration programs are components of low threshold drug policies. Since the mid-eighties many such projects have been realized not least to counteract the increasing pauperization of drug addicts and the spreading of AIDS. Two of these occupational programs, the "job-Bus" and the "Förderband (Conveyor Belt)", were evaluated by the means of two quantitative cross-sectional studies and by a qualitative topic oriented interview in the second phase. The results presented refer to the second phase of the evaluation. The proportion of women in the programs is low with only 10%. The average age of 38.4 is higher than in other institutions for drug users. The work program is well accepted among the participants, and there is a high demand for such programs in the target group. Non-material aspects such as structuring of days, contact opportunities and fulfillment give the institution an additional significance. The author therefore recommends expansion of these programs under occupational and socio-pedagogical aspects in doing so, the underrepresented women and young adults ought to be reached. Furthermore it should be examined whether stable users can be employed permanently.
Hospital diet is an essential part of modern therapy in all medical departments. It comprises both the so-called normal diets which are prepared according to modern nutritional knowledge, dietetic foods and the various forms of artificial nutrition (nutrient-defined and chemically defined diets, parenteral and combined nutrition, i.e. enteral and parenteral nutrition). The integration of nutritional therapeutic problems into the treatment of patients requires optimal scientific and practical forms of organisation of nutrition in the clinic. For that purpose, cooperation of clinical, technical, economic and pedagogic divisions is of prime importance. The organisation of patient nutrition in the St. Georg District Hospital in Leipzig is described as a feasible model.
General conditions, the theoretical frame, the contents and purposes of our preventive training of parents are discussed. The attention is drawn to the fact that our preventive training of parents is--at the time being--examined in a pilot study with regard to acceptability and understanding. First results let suppose that our preventive training supports the parents in their educational behavior. An extensive study with two control groups and an accompanying study basing on psycho-pedagogical and social-medical criteria are planned.
The programs described are based on a participant-centered pedagogical method, with the objective to make the individual autonomous and responsible for the management of his health. The underlying theory is interactionist and socio-constructivist. The person is continuously changing. Through exchanges with his socio-relational environment, he evolves toward affective, cognitive and social maturity, provided that he be actively involved in the process. Our educational contexts are activities in which each one is involved and on which he later reflects. In such group situations, the individual expresses himself, interacts, confronts others, which allows him to clarify, readjust and enlarge his system of thought. He also is able to better analyze and master his behavior, and to react more adequately in front of conflict situations. Each one elaborates his own solutions. Such health education programs aim thus at the development of optimal capabilities in the person, in order to promote his physical, psychic and social wellbeing.
Until now, general practitioners have not integrated prevention as an important component of their work. There is a need to sensitize them to a preventive outlook. The family physician is in a privileged position for such activity, as he maintains a lasting relationship with his patients and knows their environment. He has a pedagogical role, to be accepted and fulfilled, especially in providing the necessary reference and support for the patient to envisage a behavior change. Examples are given of practical situations where such a role is important: overweight, smoking, gynecological screening and a community-wide health education campaign. The author proposes also a self evaluation questionnaire, which practitioners or sickness funds could periodically hand out.
The expression "health" covers a wide physical, psychic and social range. The phenomenon "sport", in its cultural form, has evolved historically and is constantly changing. In the today's sport movement, we can see differences in age, sex, and social status related to the type of sport practised, the frequency and the motivation as well as its form of organization. The main inducement for practising sport is by friends. At the end of the article, the author points out that it is problematic to misuse sport for pedagogic aims or aims of preventive medicine, because in such cases, sport runs the risk to lose its initial objective which, originally, had no definite goal other than the experience itself. Moreover, it is irrational to believe that sport alone can cure civilization diseases both in the physical as well as in the psychic and social range.
In the time between 1882 and 1928 the school doctor was engaged in checking the sensory organs, in controlling infectious diseases and in judging the general state of health of his pupils. Apart from these occupations, health education took an important part. After World War I, goitre prophylaxis was introduced in health services. Between 1928 and World War II we can observe a strong development of medical services for schools. The medical examinations are extended to include kindergarten, high school, and professional schools. Tuberculosis control is expanded. Pupils' insurance is created. From the end of World War II onwards and today there is a further perfection of tuberculosis control through fluorography and BCG inoculation. The peak of preventive medicine is reached with vaccinations for polio and German measles. Because of the radiation load, fluorography has soon got to be abandoned. During the same time psychiatry, psychology, and medical pedagogics are included in the services or developped side by side. Apart from the traditional duties it is sensible for a school doctor to try to coordinate the above mentioned branches of service.