Using Longitudinal Data to Model Teachers' Ratings of Classroom Behavior as a Dynamic Process

1981 ◽  
Vol 6 (3) ◽  
pp. 237 ◽  
Author(s):  
Ian Plewis
Keyword(s):  
Longitudinal Data ◽  
Dynamic Process ◽  
Classroom Behavior

Using Longitudinal Data to Model Teachers' Ratings of Classroom Behavior as a Dynamic Process

1981 ◽  
Vol 6 (3) ◽  
pp. 237-255 ◽  
Author(s):  
Ian Plewis
Keyword(s):  
Measurement Error ◽  
Longitudinal Data ◽  
Dynamic Process ◽  
Categorical Data ◽  
Continuous Time ◽  
Classroom Behavior ◽  
Markov Models ◽  
Time Measurement ◽  
Small Sample ◽  
Educational Implications

Simple Markov models are fitted to a small sample of longitudinal categorical data of teachers' ratings of children's classroom behavior. Although the data consist only of observations at 5 occasions, it was possible, after dividing the data into two groups, to fit plausible models in continuous time. Measurement error and alternative longitudinal designs are discussed, and some possible educational implications are noted.

Red Flags: Barriers to Listening and Spoken Language in Children with Hearing Loss

2014 ◽  
Vol 24 (1) ◽  
pp. 11-18
Author(s):  
Andrea Bell ◽  
K. Todd Houston
Keyword(s):  
Hearing Loss ◽  
Early Diagnosis ◽  
Skill Acquisition ◽  
Dynamic Process ◽  
Spoken Language ◽  
Red Flags ◽  
Careful Monitoring ◽  
Auditory Development ◽  
Children With Hearing Loss ◽  
Family Centered

To ensure optimal auditory development for the acquisition of spoken language, children with hearing loss require early diagnosis, effective ongoing audiological management, well fit and maintained hearing technology, and appropriate family-centered early intervention. When these elements are in place, children with hearing loss can achieve developmental and communicative outcomes that are comparable to their hearing peers. However, for these outcomes to occur, clinicians—early interventionists, speech-language pathologists, and pediatric audiologists—must participate in a dynamic process that requires careful monitoring of countless variables that could impact the child's skill acquisition. This paper addresses some of these variables or “red flags,” which often are indicators of both minor and major issues that clinicians may encounter when delivering services to young children with hearing loss and their families.

COVID-19 complicated by pulmonary embolism treated with catheter directed thrombectomy

VASA ◽  
2020 ◽  
Vol 49 (4) ◽  
pp. 333-337 ◽  
Author(s):  
Francisco Leonardo Galastri ◽  
Leonardo Guedes Moreira Valle ◽  
Breno Boueri Affonso ◽  
Marcela Juliano Silva ◽  
Rodrigo Gobbo Garcia ◽  
...  
Keyword(s):  
Pulmonary Embolism ◽  
High Risk ◽  
Dynamic Process ◽  
Therapeutic Option ◽  
Massive Pulmonary Embolism ◽  
Percutaneous Intervention ◽  
Thromboembolic Events ◽  
Emergency Center ◽  
Catheter Directed Thrombolysis

Summary: COVID-19 is a recently identified illness that is associated with thromboembolic events. We report a case of pulmonary embolism in a patient with COVID-19, treated by catheter directed thrombectomy. A 57 year old patient presented to the emergency center with severe COVID-19 symptoms and developed massive pulmonary embolism. The patient was treated with catheter directed thrombolysis (CDT) and recovered completely. Coagulopathy associated with COVID-19 is present in all severe cases and is a dynamic process. We describe a case of massive/high risk pulmonary embolism, in a patient with COVID-19 receiving full anticoagulation, who was treated by percutaneous intervention. CDT can be an additional therapeutic option in patients with COVID-19 and pulmonary embolism that present with rapid clinical collapse.

Measures Collected on the USMA Class of 1998 as Part of the Baseline Officer Longitudinal Data Set (BOLDS)

2002 ◽  
Author(s):  
Lynn M. Milan ◽  
Dennis R. Bourne ◽  
Michelle M. Zazanis ◽  
Paul T. Bartone
Keyword(s):  
Longitudinal Data ◽  
Data Set
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