Early Warning Systems (EWSs) aggregate multiple sources of data to provide timely information to stakeholders about students in need of academic support. There is an increasing need to incorporate relevant data about student behaviours into the algorithms underlying EWSs to improve predictors of student success or failure. Many EWSs currently incorporate counts of course resource use, although these measures provide no information about which resources students are using. We use seven years of data from seven core STEM courses at a large university to investigate the associations between student use of categorized course resources (e.g., lecture or exam preparation resources) and their final course grade. Using logistic regression, we find that students who use exam preparation resources to a greater degree than their peers are more likely to receive a final grade of B or higher. In contrast, students who use more lecture-related resources than their peers are less likely to receive a final grade of B or higher. We discuss the implications of our results for developers deciding how to incorporate categories of course resource usage data into EWSs, for academic advisors using this information with students, and for instructors deciding which resources to include on their LMS site.
Background/Aims:It is not clear which tests are indicative of the activity and severity of tuberculosis (TB). This study aimed to investigate the predictive value of neuron-specific enolase (NSE) and to determine the origin of NSE in TB patients.Methods:A single-center retrospective analysis was conducted on newly diagnosed TB patients between January and December 2010. Patients were categorized into one of two disease groups (focal segmental or extensive) based on chest X-ray. Pre- and post-treatment NSE concentrations were evaluated. To determine the origin of serum NSE concentration, NSE staining was compared with macrophage-specific CD68 staining in lung tissues and with a tissue microarray using immunohistochemistry and immunofluorescence.Results:A total of 60 newly diagnosed TB patients were analyzed. In TB patients, NSE serum concentration was significantly increased and NSE level decreased after treatment (p < 0.001). In proportion to serum high-sensitivity C-reactive protein concentration, the mean serum concentration of NSE in the extensive group (25.12 ng/mL) was significantly higher than that in the focal segmental group (20.23 ng/mL, p = 0.04). Immunohistochemical staining revealed a large number of macrophages that stained positively for both NSE and CD68 in TB tissues. In addition, NSE signals mostly co-localized with CD68 signals in the tissue microarray of TB patients.Conclusions:Our results suggest that NSE may be a practical parameter that can be used to monitor TB activity and treatment response. Elevated serum NSE level originates, at least in part, from macrophages in granulomatous lesions.
Several laboratory variables were identified as possible prognostic factors for non-CF bronchiectasis. Among them, the serum albumin level exhibited the strongest correlation and was identified as an independent variable associated with the BSI and FACED scores.
Every college student registers for courses from a catalog of numerous offerings each term. Selecting the courses in which to enroll, and in what combinations, can dramatically impact each student's chances for academic success. Taking inspiration from the STEM Academy, we wanted to identify the characteristics of engineering students who graduate with 3.0 or above grade point average. The overall goal of the Customized Course Advising project is to determine the optimal term-by-term course selections for all engineering students based on their incoming characteristics and previous course history and performance, paying particular attention to concurrent enrollment. We found that ACT Math, SAT Math, and Advanced Placement exam can be effective measures to measure the students' academic preparation level. Also, we found that some concurrent courseenrollment patterns are highly predictive of first-term and overall academic success.
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