The predilection to learn positively rated trigram materials more efficiently than negatively rated materials was put to test in a sample of 64 high school males identified via grade point average and IQ as overachievers, underachieves, above average, and below average students. All subjects learned two lists of paired-associate trigrams, one of which had been rated as liked by the subject and one which he had rated as disliked (unmixed lists). In line with experimental predictions, the overachiever showed the least disparity between positive and negative reinforcement value, and the underachieve^ showed the greatest reinforcement value effect. Learning disliked lists before liked led to uniformly positive nonspecific transfer for all subjects, whereas learning liked before disliked materials did not facilitate transfer this clearly.
To help make educational materials and practices inclusive and useful for all learners, this review article provides the history of the universal design for learning (UDL) framework by defining it in its educational context and by showing how it has been adopted in K-12 and higher education institutions across North America. It reframes UDL as a strategy for reaching adult learners on their mobile devices, and radically reflects on how faculty members and course designers can adopt UDL in order to create learning interactions that provide students with more time for study and practice in their busy days. To this end, the author argues that we should broaden our course-access-design focus away from learners with disabilities and toward a larger ease-of-use/general-inclusion framework. Going through this article, we will be able to help our faculty colleagues to incorporate UDL elements into their courses, design/retrofit existing course components using UDL principles, and expand our institution’s use of UDL elements beyond the legally required minimum. This article posits diversity in its most inclusive form: instead of relying solely on providing accommodation services to learners with disabilities – which is most often a last-minute, ad-hoc, reactive process – adopting UDL as part of an institution’s culture of course design, teaching practices, and support services allows all learners to benefit, regardless of their place on the ability spectrum.
Smoking cessation remains a positive therapeutic goal and should be encouraged for the millions of individuals who continue to smoke and struggle to quit. While psychiatric nurses should encourage patients to start or continue smoking cessation therapies, they must be aware of the additional safety concerns relating to the use of varenicline (Chantix). Research published subsequent to the last clinical update in this journal (Tobin, 2007 ) has prompted additional warnings from the Food and Drug Administration concerning varenicline for smoking cessation therapy. In particular, clinicians need to be aware of increased concerns about varenicline's association with neuropsychiatric side effects, seizures, and alcohol interactions.
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