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Summation is the usual result in composition procedures with excitatory stimuli. However, summation is difficult to obtain in autoshaping with pigeons. The problems with this preparation have been related to the stimuli used: combinations of intramodal conditioned stimuli (CSs). During the perceptual processing of this type of stimuli, some mutual interference may occur between the simple CSs of the compound. The present study tests different ways of avoiding such perceptual interaction. Experiment 1 used a serial compound but did not produce evidence of summation. Experiment 2 used a compound of blinking stimuli and did yield evidence of summation. Experiment 3 provided further evidence of summation with a compound of blinking stimuli and showed that the effect depended on the training procedure being discriminative and did not depend on the moment at which the summation test was performed, either during acquisition or during the steady state. These results suggest that perceptual interactions can be avoided with intermittent stimuli. We suggest that such stimuli could be used in autoshaping procedures that involve composition (and decomposition) of stimuli. (Contains 6 figures.)

Objective. To assess the efficacy of the vacuum bell during puberty, according to the daily hours of use and treatment duration. Materials and methods. A retrospective analysis of patients treated with vacuum bell during puberty in the 2010-2021 period was carried out. Several variables were collected, including baseline and final sinking, repaired sinking expressed in cm and as a percentage from baseline sinking, daily hours of use, treatment duration, and complications. Patients were categorized into groups according to the daily hours of use (≤ 3 hours; 4-5 hours; ≥ 6 hours) and treatment duration (6-12 months; 13-24 months; 25-36 months; > 36 months), and they were statistically analyzed. Results. A total of 50 patients –41 male and 9 female– were studied, with a mean age of 12.5 years (range: 10-14 years). No significant differences among groups were observed in terms of baseline sinking, thoracic index, and final sinking. Repaired sinking did increase with the daily hours of use, with significant differences. Complications were mild. 3 patients withdrew from follow-up, and 5 out of the 25 patients who completed treatment achieved a good repair. Conclusions. To increase treatment efficacy, the vacuum bell should be used for 6 hours/day during puberty. This method is well-tolerated, causes mild complications, and may be an alternative to surgery in some cases. [ABSTRACT FROM AUTHOR]

This paper presents the introduction of problem-based learning (PBL) in a power electronics course at the University of Oviedo, Gijon, Spain, by means of two practical projects: the design and construction of a switching-mode power supply (SMPS) prototype and the static study of a dc-dc converter topology. The goal of this innovation was for students to apply in practice the knowledge they had acquired in theory classes. PBL is known to be a motivating, problem-centered teaching method that brings the real professional world closer to the student. The instructors thus considered PBL to be the most suitable methodology to obtain the desired results. The underlying methodology, task planning, and assessment of these projects will be presented. Furthermore, the influence of the introduction of PBL in practical sessions versus the traditional teaching method will be discussed. Finally, the instructors' reflections and conclusions regarding the application of PBL in this course from 2007-2009 will be presented. (Contains 1 table and 5 figures.)

Background/Context: Over the last ten years, a convergence of laws and decrees has impacted the development and implementation of Arizona's current program for English language learners (ELLs): the four-hour Structured English Immersion (SEI) model. Arizona's new model, while being touted by some as the most effective program for ELLs (Clark, 2009), is raising concerns with researchers and educators involved with the education of ELLs (Combs et al., 2005; Faltis & Arias, 2007; Krashen, Rolstad, & MacSwan, 2007, Lillie et al., 2010; Wright, 2005). A recent Auditor General's report (Davenport, 2011) indicates that instructional programs for ELLs have lacked uniformity and that the impact of the SEI model on ELLs' language development and academic achievement is unknown. Therefore, although it has been over a decade since the Flores Consent Order, we must continue to examine the evidence regarding implementation of the SEI model in order to determine if the instruction offered to ELLs is comparable in amount, scope, and quality to that provided to English-proficient students. Purpose/Objective/Research Question/Focus of Study: This paper utilizes the trajectory of these language policies as a lens for examining how ideas stemming from the Flores Consent Order and the English-Only voter initiative (Proposition 203), and continuing through to the legislative response of the court order (House Bill 2064) are evidenced in Arizona's SEI classrooms. Research Design: The purpose of this qualitative study is to document and describe the characteristics of the four-hour SEI policy in practice. Over a seven-week period during the spring semester of the 2009/2010 school year, researchers utilized ethnographic observation methods, interviews, and a collection of artifacts to document the implementation of the SEI model and instruction of ELLs. Using a constant comparison analysis, findings were re-examined to show how this restrictive language policy has impacted and shaped the SEI model in practice today. Conclusions/Recommendations: Arizona's current four-hour model, as implemented in K-12 SEI classrooms, hinders policy intentions: ELLs do not have access to quality instruction, or a curriculum that is comparable in amount, scope, and quality to that of non-ELLs. Furthermore, deficiencies in funding abound, limiting ELLs' opportunities for the compensatory education needed to help them catch up academically. The authors contend that a re-examination of the SEI policy is warranted if the state is to fully realize the intentions of the Flores Consent Order and equal educational opportunity for ELLs. (Contains 2 tables, 1 figure, and 9 notes.)

Introducción: La artrosis es una enfermedad que origina dolor, rigidez e incapacidad funcional. Actualmente el tratamiento es sintomático, no existen fármacos con capacidad para frenar la enfermedad artrósica, aunque los síntomas que origina se pueden aliviar, permitiendo que el paciente padezca lo menos posible. Objetivos: Evaluar la respuesta terapéutica en pacientes con osteoartrosis desde la farmacia comunitaria. Material y métodos: Estudio cuasi experimental no aleatorizado realizado en farmacias comunitarias de Madrid. Se cumplimentó un cuestionario estructurado recogiendo información sobre el paciente, diagnóstico, medicamentos prescritos, articulaciones afectadas, grado de dolor, estado funcional de la articulación, estado global del paciente e intervención farmacéutica realizada. Resultados: La muestra fue constituida por 141pacientes. Los fármacos incluidos pertenecieron a los grupos N02B (36,1 %), M01A (27,6 %), N02AX (23,4 %), M01AH (14,1 %), M01AX (27,6 %) prescritos para osteoartrosis. Con relación al dolor, 34 (24,1 %) pacientes obtuvieron una reducción del dolor de 20 mm en la EVA, alcanzando la respuesta clínica mínima efectiva. Respecto a la calidad de vida, la actividad más afectada fue la de subir y bajar escaleras, presentado muchísimo dolor al subir y bajar escaleras 58 (41,1 %) sujetos. Detectamos 111 RNM, de los que 61 fueron de inefectividad (54,9 %). La intervención farmacéutica fue ofrecer educación sanitaria en el autocuidado de las articulaciones a 29 (20,5 %) pacientes, recomendar ejercicio físico a 32 (22,7 %), recomendar dieta-ejercicio a 23 (16,3 %), derivar al especialista a 19 (13,4 %), derivar al MAP a 12 (8,5 %). Conclusión: La intervención del farmacéutico comunitario en pacientes con osteoartrosis contribuye a mejorar la efectividad de los tratamientos, mejorando los resultados de salud de los mismos.

This study examined the English Learner (EL) teacher knowledge base from three perspectives: (a) competencies the current literature recommends that "all teachers" need know and use for teaching English learners in their content classes, (b) competencies the current literature recommends "secondary teachers" of English learners need to know and use for teaching English learners across the grades, and (c) views "practicing secondary teachers" of English learners hold about competencies they need to be successful with these students in academic subject-area classes. We identified the points of commonality between what is considered critical for all teachers and what secondary teachers need to know and be able to do, as well how they differ, and also what view practicing secondary teachers express about knowledge and practices the literature claims they need to be effective with English learners. This research identified the relevant competencies for secondary teachers of English learners, "to get a better sense of where we are starting from" (Lucas & Grinberg, 2008, p. 628) with respect to the kinds of knowledge and practices that preservice and in-service teachers are being asked to learn, question, implement, and reflect upon. (Contains 4 footnotes, 5 tables, and 2 figures.)