Twenty-four free-response questions were developed to explore introductory college astronomy students' understanding of gravity in a variety of contexts, including in and around Earth, throughout the solar system, and in hypothetical situations. Questions were separated into three questionnaires, each of which was given to a section of introductory college astronomy with 143, 137, and 32 respondents, respectively. Combined with 15 interviews, the exploratory, open-response format allowed themes to emerge naturally, with both documented and undocumented misconceptions observed. The breadth of questions allowed for descriptions of possible student mental frameworks, including alternative models and misapplication of the scientific model.

BackgroundResearch has shown that children born very prematurely are at substantially elevated risk for social and behavioral difficulties similar to those seen in full-term children with autism spectrum disorders (ASDs).MethodsTo gain insight into core deficits that may underlie these difficulties, in this study, we assessed the social perceptual skills of 8- to 11-year-old children born at very low birthweight (VLBW) (<1,500 g) and age-matched, full-term controls, using the Child and Adolescent Social Perception Measure. We also assessed social and behavioral outcomes with two parent-report measures used in ASD screening.ResultsChildren in the preterm group had normal range estimated verbal IQ. However, we found that they were impaired in their ability to use nonverbal cues from moving faces and bodies, and situational cues, to correctly identify the emotions of characters depicted in videotaped social interactions. Their performance on this task was related to the number of ‘autistic-like’ traits they displayed.ConclusionsThis research highlights links between social perceptual deficits and poor social and behavioral outcomes in children born very prematurely. The results also suggest that even those who have escaped major intellectual/language problems are at risk for social and behavioral problems that can be of clinical concern.

The study described here extends the applicability of the Newtonian Gravity Concept Inventory (NGCI) to college algebra-based physics classes, beyond the general education astronomy courses for which it was originally developed. The four conceptual domains probed by the NGCI (Directionality, Force Law, Independence of Other Forces, and Threshold) are well suited for investigating students' reasoning about gravity in both populations, making the NGCI a highly versatile instrument. Classical test theory statistical analysis with physics student responses preinstruction (N ¼ 1,392) and post-instruction (N ¼ 929) from eight colleges and universities across the United States indicate that the NGCI is composed of items with appropriate difficulty and discrimination and is reliable for this population. Also, expert review and student interviews support the NGCI's validity for the physics population. Emergent similarities and differences in how physics students reason about gravity compared to astronomy students are discussed, as well as future directions for analyzing the instrument's item parameters across both populations. V C 2016 American Association of Physics Teachers.

We introduce the Newtonian Gravity Concept Inventory (NGCI), a 26-item multiple-choice instrument to assess introductory general education college astronomy ("Astro 101") student understanding of Newtonian gravity. This paper describes the development of the NGCI through four phases: Planning, Construction, Quantitative Analysis, and Validation. We discuss the evolution of the instrument through three versions, including the refinement of a set of four concept domains and nine examples of items to illustrate how expert review, student interviews, and Classical Test Theory statistics informed our approach. We conclude that the NGCI is a reliable and valid instrument.

The rising prevalence of dementia will have an effect on acute care hospitals around the world. At present, around 40% of patients older than 70 years with acute medical admissions have dementia, but only half of these patients have been diagnosed. Patients with dementia have poorer health outcomes, longer hospital stays, and higher rates of readmissions and institutionalization. Worldwide, health care budgets are severely constrained. National Institute for Health and Care Excellence (NICE) has listed ten quality standards for supporting people in living well with dementia. NICE resource implications and commissioning support to implement these guidelines and improve dementia services have been recently published. Although most of the frail elderly patients with dementia are cared for by geriatricians, obstacles to making a diagnosis and to the management of dementia have been recognized. To provide a timely diagnosis of dementia, better care in acute hospital settings, and continuity of care in the community, services integrating all these elements are warranted. Extra resources also will be required for intermediate, palliative care, and mental health liaison services for people with dementia. The Birmingham Rapid Assessment Interface and Discharge service model uses a multiskilled team that provides comprehensive assessment of a person’s physical and psychological well-being in a general hospital setting. It has been shown to be an effective model in terms of reducing both length of stay and avoiding readmission. The aim of this review is to discuss the implications of the Rapid Assessment Interface and Discharge model in people with dementia and to critically compare this model with similar published service provisions.