The locomotor development of infant rats nursed by mothers that had free access to food during lactation or were fed during that period 40% or 20% of the ad lib diet were compared. The "spontaneous" emergence or disappearance of several locomotor patterns were sampled daily in an open field situation, and the development of others was studied by inducing them in test situations. The spontaneous motor patterns included genera1 locomotor activity, pivoting, head lifting, and standing on the hindlegs. The induced activities were hanging and moving on a suspended horizontal string, clinging to and descending on vertical ropes, climbing up on a rod, and homing in various test situations. The motor performance of the severely undernourished animals (offspring of mothers on a 20% diet) was inferior to normals in all the observations. This was manifested most commonly in reduced frequency or speed in the performance of certain acts, and in some cases in the prolonged persistence of infantile motor patterns or a delay in the appearance of more advanced patterns. nutrition malnutrition locomotion development of motor activity laboratory rat

<p>Problem solving and critical thinking skills are beneficial across all fields of collegiate studies and provide lasting value in the workplace and everyday life.  In problem solving, students employ critical thinking skills in the analyses of problems and the synthesis and applications of previously learned concepts.  For decades, researchers and academics have deliberated on ways to engage students in the classroom to train them in these skills.  The collective research on teaching critical thinking and problem solving reveal overarching themes, which include student involvement, learning styles, student motivation, and instructor perceptions and behaviors.</p>

A course community (CC) was formed to facilitate the implementation of active-learning materials in the Introductory Statistics course at a large southeastern U.S. university. Instructors met every two weeks for the semester before and the semester of the implementation. The CC helped instructors improve their content knowledge and pedagogical skills. Results show improvement in teacher attitudes and in student scores.

Many university statistics instructors are interested in teaching with active-learning approaches in their classrooms. In this article, we attend to active learning in three ways. First, we review how the statistics education community has addressed issues surrounding active learning   implementation to date. Second, we describe how our project used design experiment methodology to create active-learning materials. Finally, using embedded case study methodology, we report on factors that impacted the extent to which statistics instructors facilitated active learning using our project’s materials. We describe properties of classroom interactions that led to full implementation of active learning and show how the unifying theme of relinquishing mathematical and statistical authority had explanatory power to inform ways instructors might effectively implement active learning. First published May 2019 at Statistics Education Research Journal Archives

Faced with directives from the Tennessee Board of Regents (TBR), which preceded more stringent directives noted in the Complete College Act enacted in 2010, Middle Tennessee State University (MTSU) was required to eliminate the Developmental Studies program in 2006. These instructions from higher levels focused on increasing the educational attainment of Tennessee's citizens, while recognizing the decreased availability of state funding for higher education. The dictates also indicated that funding granted to higher education institutions should go beyond student enrollment to considering the numbers who are retained and graduate. On a local university level, the reality was many students satisfy overall admission criteria, but are underprepared in certain academic areas as denoted by American College Testing sub-scores. Faculty members were faced with complying with these directives while also being committed to meeting the needs of students who were admitted. MTSU was the first TBR school to implement a comprehensive redesigned program for underprepared students. Developmental mathematics courses were eliminated and prescribed