Florida State University

About: Florida State University is a education organization based out in Tallahassee, Florida, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 25117 authors who have published 65361 publications receiving 2527087 citations. The organization is also known as: FSU & Florida State.

The effects of theoretically different instruction and student characteristics on the skills of struggling readers

Abstract: This study investigated the effectiveness of combining enhanced classroom instruction and intense supplemental intervention for struggling readers in first grade Further, it compared two supplemental interventions derived from distinct theoretical orientations, examining them in terms of effects on academic outcomes and whether children's characteristics were differentially related to an instructional intervention One intervention (Proactive Reading) was aligned with behavioral theory and was derived from the model of Direct Instruction The other intervention (Responsive Reading) was aligned with a cognitive theory and was derived from a cognitive-apprenticeship model These interventions were provided to small groups of first-grade students at risk for reading difficulties Students were assessed on various reading and reading-related measures associated with success in beginning reading Results indicated that (a) first-grade students who were at risk for reading failure and who received supplemental instruction in the Responsive or Proactive interventions scored higher on measures of reading and reading-related skills than students who received only enhanced classroom instruction, (b) enhanced classroom instruction appeared to promote high levels of reading growth for many children at risk for reading failure, (c) the two interventions were essentially equally effective even though they reflected different theoretical perspectives, and (d) children's characteristics did not differentially predict the effectiveness of an intervention Este estudio investigo la eficacia de combinar una ensenanza intensiva en el aula y una intervencion suplementaria exhaustiva para los lectores de primer grado con dificultades Adicionalmente se compararon dos intervenciones suplementarias derivadas de orientaciones teoricas diferentes y se las examino en terminos de sus efectos sobre los resultados academicos y de sus relaciones con las caracteristicas de los ninos Una intervencion (Lectura Proactiva) pertenecia al marco de la teoria de la conducta y derivaba del modelo de Instruccion Directa La otra intervencion (Lectura Receptiva) estaba relacionada con una teoria cognitiva y derivaba de un modelo cognitivo de aprendizaje Las intervenciones se realizaron con pequenos grupos de estudiantes en riesgo de fracaso en lectura que asistian a primer grado Se evaluo a los estudiantes en varias medidas de lectura y habilidades relacionadas que se asocian al exito en lectura inicial Los resultados indicaron que: a) los estudiantes de primer grado en riesgo de fracaso en lectura que recibieron intervencion suplementaria, tanto Receptiva como Proactiva, tuvieron mejores calificaciones en medidas de lectura y habilidades relacionadas que los estudiantes que solo recibieron ensenanza intensiva en el aula, b) la ensenanza intensiva en el aula parecio promover altos niveles de desarrollo lector en muchos ninos en riesgo de fracaso, c) los dos tipos de intervencion fueron igualmente eficaces aunque reflejaran perspectivas teoricas diferentes y d) las caracteristicas de los ninos no predijeron en forma diferencial la eficacia de una in-Unterschiedsmerkmae in der Wirksamkeit einer Intervention voraussagen Diese Studie untersuchte die Effektivitat im Kombinieren von verstarktem Klassenraumunterricht und intensiver, suppletorischer Intervention bei sich abmuhenden Schulern in der ersten Klasse Ferner verglich sie zwei suppletorische Interventionen, abgeleitet aus deutlich theoretischen Gesichtspunkten durch Untersuchen von Effekten aufgrund akademischer Auswirkungen und ob die Charakteristiken der Kinder sich abweichend zu einem unterrichteten Anweisungseingriff verhielten Eine Intervention (pro-aktives Lesen) wurde einer Verhaltenstheorie angeglichen und von dem Modell des Direktunterrichts abgeleitet Die andere Intervention (responsives Lesen) wurde einer kognitiven Theorie angeglichen und von einem kognitiven Lehrmodell abgeleitet Diese Interventionen wurden kleinen Gruppen von Schulern mit Risiken zu Leseschwierigkeiten in der ersten Klasse vermittelt Die Schuler wurden auf verschiedene Lese- und lesebezogenen Masnahmen gepruft, die mit dem Erfolg beim Lesen fur Anfanger verknupft waren Die Ergebnisse haben gezeigt, dass (a) Schuler der ersten Klasse, bei denen die Gefahr des Leseversagens bestand und die suppletorische Lehranweisungen mittels responsiver oder proaktiver Eingriffe erhielten, hohere Leistungen in der Lesebewertung und bei den lesebezogenen Leistungen erzielten, als jene Schuler die lediglich einen verstarkten Klassenraumunterricht erhielten, (b) verstarkter Unterricht im Klassenraum schien im hohen Grade die Lesesteigerung fur viele Kinder mit Risiken zum Leseversagen zu fordern, (c) die beiden Interventionen waren im wesentlichen gleichermasen wirksam, obwohl sie unterschiedliche theoretische Perspektiven reflektierten, und (d) aus den Charakteristiken der Kinder liesen sich keine Schlusse uber tervencion Cette etude a examine l'efficacite de la combinaison d'un enseignement renforce en classe avec une intervention supplementaire intense sur des lecteurs de premiere annee en difficulte Plus precisement, elle a compare deux interventions supplementaires provenant d'orientations theoriques distinctes, en les examinant en termes d'effets sur les resultats academiques et en fonction des caracteristiques des enfants selon le type d'intervention Une intervention (Lecture proactive) correspondait a une position behavioriste et etait issue du modele de l'enseignement direct L'autre intervention (Lecture repondante) correspondait a une theorie cognitiviste et etait issue d'un modele d'apprentissage cognitif Ces interventions ont ete effectuees aupres de petits groupes d'elives de premiere annee presentant des risques de difficultes en lecture On a opere differentes mesures de la lecture ou de mesures associees avec la reussite en lecture en debut d'apprentissage Les resultats ont montre que, a) les eleves de premiere annee qui etaient en risque d'echec en lecture et qui ont recu un enseignement supplementaire sous forme d'intervention en Lecture proactive ou en Lecture repondante ont obtenu de meilleurs resultats que ceux qui ont recu seulement un enseignement renforce en classe, b) un enseignement renforce en classe permet d'atteindre un plus haut niveau de developpement en lecture pour beaucoup d'enfants presentant un risque d'echec en lecture, c) les deux interventions ont ete pour l'essentiel aussi efficaces l'une que l'autre, quoique refletant des perspectives theoriques differentes, et d) les caracteristiques des enfants ne permettent pas de predire de maniere differenciee l'efficacite de telle ou telle intervention

Information system innovations and supply chain management: Channel relationships and firm performance

Abstract: This study explores how innovations surrounding supply chain communication systems (SCCS) affect channel relationships and market performance. Drawing on the resource-based view of the firm, the study hypothesizes that certain SCCS innovations can be viewed as firm resources that enhance channel capabilities, which in turn affect a firm’s market performance. The empirical research is based on 184 responses from a survey with U.S. supply chain and logistics managers using structural equation modeling as the analytic method. The results suggest that the effect of applied technological SCCS innovations on channel capabilities is mediated by interfirm systems integration. In contrast, administrative SCCS innovations enhance information exchange and coordination activities directly. Furthermore, the influence of applied technological innovations for SCCS is not strong enough to affect either responsiveness of the partnership or firm performance, whereas administrative innovations for SCCS affect both.

Head swivel on the ribosome facilitates translocation by means of intra-subunit tRNA hybrid sites

Abstract: During translation, transfer RNAs enter the ribosome and then move sequentially through three sites, known as A, P and E, as they transfer their attached amino acids onto the growing peptide chain. How the ribosome facilitates tRNA translocation between the sites remains largely unknown. Christian Spahn and colleagues have used multiparticle cryoelectron microscopy of a ribosome bound to the translation elongation factor, EF-G, to get information about tRNA movement. They identify two new sub-states and conclude that, following spontaneous inter-subunit ratcheting, translocation is the direct result of head swivelling and unratcheting of the 30S ribosomal subunit. During translation, tRNAs enter the ribosome and then move sequentially through three sites, known as A, P and E, as they transfer their attached amino acids onto the growing peptide chain. How the ribosome facilitates tRNA translocation between the sites remains largely unknown. Now a study uses multiparticle cryoelectron microscopy of a ribosome bound to the translation elongation factor, EF-G, to get information about tRNA movement. It identifies two new substates and sees that translocation is linked to unratcheting of the 30S ribosomal subunit. The elongation cycle of protein synthesis involves the delivery of aminoacyl-transfer RNAs to the aminoacyl-tRNA-binding site (A site) of the ribosome, followed by peptide-bond formation and translocation of the tRNAs through the ribosome to reopen the A site1,2. The translocation reaction is catalysed by elongation factor G (EF-G) in a GTP-dependent manner3. Despite the availability of structures of various EF-G–ribosome complexes, the precise mechanism by which tRNAs move through the ribosome still remains unclear. Here we use multiparticle cryoelectron microscopy analysis to resolve two previously unseen subpopulations within Thermus thermophilus EF-G–ribosome complexes at subnanometre resolution, one of them with a partly translocated tRNA. Comparison of these substates reveals that translocation of tRNA on the 30S subunit parallels the swivelling of the 30S head and is coupled to unratcheting of the 30S body. Because the tRNA maintains contact with the peptidyl-tRNA-binding site (P site) on the 30S head and simultaneously establishes interaction with the exit site (E site) on the 30S platform, a novel intra-subunit ‘pe/E’ hybrid state is formed. This state is stabilized by domain IV of EF-G, which interacts with the swivelled 30S-head conformation. These findings provide direct structural and mechanistic insight into the ‘missing link’ in terms of tRNA intermediates involved in the universally conserved translocation process.