GnRH agonist in association with hCG versus hCG alone for final oocyte maturation triggering in GnRH antagonist cycles.

OBJECTIVE: To analyze gonadotropin-releasing hormone (GnRH) agonist in association with human chorionic gonadotropin (hCG) (dual triggering) versus hCG alone (conventional triggering) for final oocyte maturation triggering in GnRH antagonist cycles in an unselected population of Brazilian women. METHODS: This prospective case-control study involved 114 patients referred to autologous in vitro fertilization treatment between February 2018 and August 2019, recruited regardless of age, infertility factor or number of cycles. The patients were randomly allocated into two groups according to oocyte maturation triggering approach: group A (n = 48) - hCG only; and group B (n = 66) - hCG plus GnRH agonist. The main outcomes measured were the number of total and metaphase II (MII) oocytes retrieved. RESULTS: The groups were homogenous in terms of age. There were no moderate or severe ovarian hyperstimulation syndrome events. There were no statistical differences concerning total or MII oocytes retrieved between the groups (p > 0.05). The MII/total oocyte rate was 70.9% in group A, and 74.5% in group B (p = 0.679). There was no oocyte retrieved in 2/48 patients (4.16%) in group A, 1/66 (1.5%) in group B. There were no MII oocytes in 4/48 patients (8.3%) in group A, and 2/66 (3%) in group B. Age was directly correlated to the number of total and MII oocytes retrieved (p < 0.05). CONCLUSIONS: Dual triggering was equivalent to conventional hCH triggering in terms of the number of total and MII oocytes retrieved in the general population. Further studies are necessary to ascertain dual triggering indication in selected groups of women.

Solving word problems: more than reading issues for deaf students.

Deaf and hearing college students were given 30 mathematics problems to solve. The initial 15 were presented as numeric/graphic problems, followed by 15 corresponding word problems, with both conditions sequenced for a progressive increase in problem complexity. Each word problem described the kind of shape and measurement information that was presented in its corresponding numeric/graphic problem. The results showed that the deaf college students, regardless of reading level, were comparable in performance to the hearing college students when solving the numeric/graphic problems and the initial, least complex set of corresponding word problems. However, as the complexity of the descriptive information in the word problems increased along with the complexity of the problem situations, the performance scores of the deaf students decreased. No comparable decrease was observed in the hearing students' scores. While reading ability level was associated with the deaf students' lower scores when solving word problems, the analyses show that other factors also contributed.

Deaf college students' reading comprehension and strategy use.

Two comprehension studies were conducted with 46 deaf college students. In the first, 20 deaf college students representing higher and lower reading-ability levels were tested for correctly stating the main idea of a passage, answering content questions, indicating their understanding of the words and phrases, and recognizing a topically incongruent sentence embedded in the passage. The results suggest that deaf students profess a better understanding of what they read than they are able to demonstrate. The students' inability to identify a topically incongruent sentence in the passage further suggests a need for them to more carefully and accurately evaluate their understanding of what they are reading. A second study investigated the effect of strategy review instruction on deaf college students' comprehension of short reading passages. Students reading at a higher level showed improved comprehension on the posttraining passage, but students reading at a lower level did not. Similarly, the control group of deaf students comparable to the higher-level readers did not show improved comprehension.

The relationship between teacher sign skills and student evaluations of teacher capability.

This study examines the extent to which deaf students' perceptions of their teachers' effectiveness and ease of communication in the classroom are related to the teachers' sign skills. Thirty-three faculty, teaching a variety of courses at the National Technical Institute for the Deaf (NTID), were rated on "teaching effectiveness" and "communication ease" by their students over a 2-year period. Faculty sign proficiency was evaluated independently using the Sign Communication Proficiency Interview (SCPI). Results indicate a moderate relation between students' perceptions of communication ease and teaching effectiveness, and a weak relation of these two variables to the teachers' assessed level of sign skill. The data also show that the students could clearly differentiate three levels of teacher sign skill in the classroom. Results are discussed in relation to the component parts of effective communication from the perspective of students in the classroom.

Problem-solving strategies for teaching mathematics to deaf students.

Three teaching and learning strategies for problem solving were implemented with first- and second-year deaf college students enrolled in mathematics courses at the National Technical Institute for the Deaf (NTID), Rochester Institute of Technology. These strategies involved the students in (a) giving an explanation to a peer observer in sign language, after which they would put their understanding of a problem and its solution in writing; (b) visualizing the problem-solving process prior to starting to solve a problem; and (c) observing their teacher modeling the analytical process step by step for a sample problem prior to solving math word problems. The students were asked to solve two types of problems: typical word problems, and a visual/manipulative puzzle that would provide a problem-solving experience that would contrast with the experience of solving a problem presented in text format. The results showed that these kinds of instructional strategies can enhance the problem-solving performance of deaf and hard of hearing college students.

Assessment of exercise-induced minor muscle lesions: the accuracy of Cyriax's diagnosis by selective tension paradigm.

The Cyriax selective tension assessment paradigm is commonly used by clinicians for the diagnosis of soft tissue lesions; however, studies have not demonstrated that it is a valid method. The purpose of this study was to examine the construct validity of the active motion, passive motion, resisted movement, and palpation components of the Cyriax selective tension diagnosis paradigm in subjects with an exercise-induced minor hamstring muscle lesion. Nine female subjects with a mean age of 23.6 years (SD = 4.7) and a mass of 57.3 kg (SD = 10.7) performed two sets of 20 maximal eccentric isokinetic knee flexor contractions designed to induce a minor muscle lesion of the hamstrings. Active range of motion, passive range of motion, knee extension end-feel pain relative to resistance sequence, knee flexor isometric strength, pain perception during knee flexor resisted movement testing, and palpation pain of the hamstrings were assessed at 0, 5, 2, 12, 24, 48, and 72 hours postexercise and compared with Cyriax's hypothesized selective tension paradigm results. Consistent with Cyriax's paradigm, passive range of motion remained unchanged, and perceived pain of the hamstrings increased with resistance testing at 12, 24, 48, and 72 hours postexercise when compared with baseline. In addition, palpation pain of the hamstrings was significantly elevated at 48 and 72 hours after exercise (p < 0.05). In contrast of Cyriax's paradigm, active range of motion was significantly reduced over time (p < 0.05), with the least amount of motion compared to baseline (85%) occurring at 48 hours postexercise. Further, resisted movement testing found significant knee flexor isometric strength reductions over time (p < 0.05), with the greatest reductions (33%) occurring at 48 hours postexercise. According to Cyriax, when a minor muscle lesion is tested, it should be strong and painful; however, none of the postexercise time frames exhibited results that were strong and painful. This study suggests that the validity of using Cyriax's selective tension testing for the diagnosis of exercise-induced minor muscle lesions is questionable.

Is hemispheric specialization important to scholastic achievement?

Scholastic achievement in both reading and mathematics were examined as a function of hemispheric specialization for visually presented words and pictures. Two groups of subjects (mean ages = 8.8 and 13.3) were included so that hemispheric specialization at an early and later phase of reading sophistication could be monitored. The results indicated that a lack of specialization for words is associated with higher reading achievement in both age groups and that right hemispheric specialization for words is likely to be accompanied by less reading skill. The results were discussed in terms of developmental changes in hemispheric processing and the need to investigate a variety of hemispheric specialization patterns and a variety of acquired skills (music, mathematics, art).

Information processing of visually presented picture and word stimuli by young hearing-impaired and normal-hearing children.

Eleven hearing-impaired children and 11 normal-hearing children (mean = four years 11 months) were visually presented familiar items in either picture or word form. Subjects were asked to recognize the stimuli they had seen from cue cards consisting of pictures or words. They were then asked to recall the sequence of stimuli by arranging the cue cards selected. The hearing-impaired group and normal-hearing subjects performed differently with the picture/picture (P/P) and word/word (W/W) modes in the recognition phase. The hearing impaired performed equally well with both modes (P/P and W/W), while the normal hearing did significantly better on the P/P mode. Furthermore, the normal-hearing group showed no difference in processing like modes (P/P and W/W) when compared to unlike modes (W/P and P/W). In contrast, the hearing-impaired subjects did better on like modes. The results were interpreted, in part, as supporting the position that young normal-hearing children dual code their visual information better than hearing-impaired children.