University of North Carolina at Charlotte

About: University of North Carolina at Charlotte is a education organization based out in Charlotte, North Carolina, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 8772 authors who have published 22239 publications receiving 562529 citations. The organization is also known as: UNC Charlotte & UNCC.

Influence of Maternal Education on Child Immunization and Stunting in Kenya

Abstract: In 2003, the child mortality rate in Kenya was 115/1000 children compared to 88/1000 average for Sub-Saharan African countries. This study sought to determine the effect of maternal education on immunization (n = 2,169) and nutritional status (n = 5,949) on child’s health. Cross-sectional data, Kenya Demographic Health Survey (KDHS)-2003 were used for data analyses. 80% of children were stunted and 49% were immunized. After controlling for confounding, overall, children born to mothers with only a primary education were 2.17 times more likely to be fully immunized compared to those whose mothers lacked any formal education, P < 0.001. For nutrition, unadjusted results, children born to mothers with primary education were at 94% lower odds of having stunted growth compared to mothers with no primary education, P < 0.01. Policy implications for child health in Kenya should focus on increasing health knowledge among women for better child health outcomes.

BIST-based test and diagnosis of FPGA logic blocks

Abstract: We present a built-in self-test (BIST) approach able to detect and accurately diagnose all single and practically all multiple faulty programmable logic blocks (PLBs) in field programmable gate arrays (FPGAs) with maximum diagnostic resolution. Unlike conventional BIST, FPGA BIST does not involve any area overhead or performance degradation. We also identify and solve the problem of testing configuration multiplexers that was either ignored or incorrectly solved in most previous work. We introduce the first diagnosis method for multiple faulty PLBs; for any faulty PLB, we also identify its internal faulty modules or modes of operation. Our accurate diagnosis provides the basis for both failure analysis used for yield improvement and for any repair strategy used for fault-tolerance in reconfigurable systems. We present experimental results showing detection and identification of faulty PLBs in actual defective FPGAs. Our BIST architecture is easily scalable.

Virtual Schooling Standards and Best Practices for Teacher Education

Abstract: Abstrac t: The number of students taking online c ourses in K-12 has inc reased exponentially sinc e the inc eption of virtual sc hools in 1996. However, K-12 virtual sc hooling is a re lat ive ly new c onc ept for those involved in teac her educ ation. As teac her educ ation departments build pre-servic e preparation programs, in-servic e professional development opportunit ies, and state-wide endorsements and c ert ific at ions, they will need to do so with a firm grasp of exist ing standards and prac tic es within the fie ld. This paper desc ribes several major attempts to form standards and best prac tic es. In doing so, it also explores the researc h bac king and the need for addit ional researc h to support suc h standards. The paper c onc ludes with a disc ussion about the various roles future teac hers might play in virtual sc hool work and the assoc iated standards that would guide their instruc tion. Citation Ferdig, R.E., Cavanaugh, C., DiPietro, M., Blac k, E.W. & Dawson, K. (2009). Virtual Sc hooling Standards and Best Prac tic es for Teac her Educ ation. Journal of Technology and Teacher Education, 17(4), 479-503. Waynesville , NC USA: Soc iety for Information Tec hnology & Teac her Educ ation. Retrieved July 21, 2018 from https://www.learntec hlib.org/primary/p/30481/. © 2009 Society for Information Technology & Teacher Education

The Role of Theory in Qualitative Research

Abstract: Increasingly philosophers and scientists have affirmed that all knowledge is theory-laden and that methods are theory-driven. These assertions raise important questions related to the role of theory in qualitative research. There are scholars who propose that qualitative research can enhance understanding and expand theoretical knowledge from a disciplinary perspective. And there are others who contend that qualitative inquiry is purely inductive and that its validity can therefore be judged by the extent to which preconceived theory is absent from it. The purpose of this article is to examine three qualitative methods, grounded theory, ethnography, and phenomenology, and their use in nursing in order to explicate the role of theory in knowledge development. The authors propose that, by nature, inquiry, discovery, and theoretical interpretation coexist simultaneously and must be recognized as such if the theory-research linkage is to advance nursing science through qualitative research.

Dynamic postural control but not mechanical stability differs among those with and without chronic ankle instability

Abstract: The purpose of this investigation was to compare dynamic postural control and mechanical ankle stability among patients with and without chronic ankle instability (CAI) and controls. Seventy-two subjects were divided equally into three groups: uninjured controls, people with previous ankle injury but without CAI, and people with CAI. Subjects completed a single-leg hop-stabilization task, and then had an anterior drawer test and lateral ankle radiograph performed bilaterally. The dynamic postural stability index was calculated from the ground reaction forces of the single-leg hop-stabilization task. Ankle joint stiffness (N/m) was measured with an instrumented arthrometer during the anterior drawer test, and fibula position was assessed from the radiographic image. Patients with previous ankle injuries but without CAI demonstrated higher frontal plane dynamic postural stability scores than both the uninjured control and CAI groups (P<0.01). Patients with and without CAI had significantly higher sagittal plane dynamic postural stability scores (P<0.01) and increased ankle joint stiffness (P=0.045) relative to the control group. The increased frontal plane dynamic postural control may represent a component of a coping mechanism that limits recurrent sprains and the development of CAI. Mechanical stability alterations are speculated to result from the initial ankle trauma.