The impact of diagnostic feedback on differentiated instruction: Experimental evidence from India

2017 ◽  
Author(s):  
Alejandro Ganimian ◽  
Putul Gupta ◽  
Roshni Khincha
Keyword(s):  
Experimental Evidence ◽  
Differentiated Instruction ◽  
The Impact ◽  
Diagnostic Feedback

scholarly journals Three doors anomaly, “should I stay, or should I go”: an artefactual field experiment

2021 ◽  
Author(s):  
Andrea Morone ◽  
Rocco Caferra ◽  
Alessia Casamassima ◽  
Alessandro Cascavilla ◽  
Paola Tiranzoni
Keyword(s):  
Field Experiment ◽  
Experimental Evidence ◽  
Bayesian Updating ◽  
Anomalous Behavior ◽  
Status Quo ◽  
Experimental Results ◽  
Illusion Of Control ◽  
Optimal Decision ◽  
Status Quo Bias ◽  
The Impact

AbstractThis work aims to identify and quantify the biases behind the anomalous behavior of people when they deal with the Three Doors dilemma, which is a really simple but counterintuitive game. Carrying out an artefactual field experiment and proposing eight different treatments to isolate the anomalies, we provide new interesting experimental evidence on the reasons why subjects fail to take the optimal decision. According to the experimental results, we are able to quantify the size and the impact of three main biases that explain the anomalous behavior of participants: Bayesian updating, illusion of control and status quo bias.

scholarly journals Alteration of Genomic Imprinting after Assisted Reproductive Technologies and Long-Term Health

Life ◽  
2021 ◽  
Vol 11 (8) ◽  
pp. 728
Author(s):  
Eguzkine Ochoa
Keyword(s):  
Embryonic Development ◽  
Experimental Evidence ◽  
Genomic Imprinting ◽  
Animal Studies ◽  
Assisted Reproductive Technologies ◽  
Reproductive Technologies ◽  
Early Embryonic Development ◽  
Global Methylation ◽  
The Impact

Assisted reproductive technologies (ART) are the treatment of choice for some infertile couples and even though these procedures are generally considered safe, children conceived by ART have shown higher reported risks of some perinatal and postnatal complications such as low birth weight, preterm birth, and childhood cancer. In addition, the frequency of some congenital imprinting disorders, like Beckwith–Wiedemann Syndrome and Silver–Russell Syndrome, is higher than expected in the general population after ART. Experimental evidence from animal studies suggests that ART can induce stress in the embryo and influence gene expression and DNA methylation. Human epigenome studies have generally revealed an enrichment of alterations in imprinted regions in children conceived by ART, but no global methylation alterations. ART procedures occur simultaneously with the establishment and maintenance of imprinting during embryonic development, so this may underlie the apparent sensitivity of imprinted regions to ART. The impact in adulthood of imprinting alterations that occurred during early embryonic development is still unclear, but some experimental evidence in mice showed higher risk to obesity and cardiovascular disease after the restriction of some imprinted genes in early embryonic development. This supports the hypothesis that imprinting alterations in early development might induce epigenetic programming of metabolism and affect long-term health. Given the growing use of ART, it is important to determine the impact of ART in genomic imprinting and long-term health.

scholarly journals Difficulties of Teaching Based on Differentiated Instruction from the Viewpoint of Arabic Language Teachers in Qatif Governorate, Saudi Arabia: صعوبات التدريس المتمايز من وجهة نظر معلمي اللغة العربية بمحافظة القطيف بالمملكة العربية السعودية

2020 ◽  
Vol 4 (44) ◽  
Author(s):  
Mohammed Abdullah Alnasser
Keyword(s):  
Saudi Arabia ◽  
Differentiated Instruction ◽  
Arabic Language ◽  
Language Teachers ◽  
Study Phase ◽  
Impact Study ◽  
Kingdom Of Saudi Arabia ◽  
Level Of Significance ◽  
High Degree ◽  
The Impact

The present study aims to identify the Difficulties of Teaching Based On Differentiated Instruction Viewpoint Of Arabic Teachers In Qatif Governorate In the Kingdom of Saudi Arabia. In order to achieve these objectives, a questionnaire was designed, It consisted of (33) items distributed to five Domains. It was distributed to the study Sample wish was formed from (172) Arabic teachers chosen randomly from all study phases. The study found that the whole mean of Difficulties of Teaching Based On Differentiated Instruction Viewpoint Of Arabic Teachers In Qatif Governorate was (3.60). At the domains level: The difficulties of the environment of the school was the first with a mean (3.97), then the difficulties of a teacher with a mean (3.73).Booth with a high degree of difficulty. Difficulties of Curriculum was the third with a mean of (3.58), Then The difficulties of Administrative Regulation with a mean of (3.43), Finally The difficulties of Students with a mean of (3.28). All final three domains with a Medium degree of difficulty. The study also found that there were no significant differences between the average of these answers at the level of significance (α ≤ 0.05) due to the impact study phase. Based on these results The researcher recommended to train teachers and supply schools with suitable facilities and materials to teach the Arabic language based on Differentiated Instruction.

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