Collaborative teaching of an integrated methods course

Directory of Open Access Journals (Sweden)

George Zhou

2011-03-01

Full Text Available With an increasing diversity in American schools, teachers need to be able to collaborate in teaching. University courses are widely considered as a stage to demonstrate or model the ways of collaboration. To respond to this call, three authors team taught an integrated methods course at an urban public university in the city of New York. Following a qualitative research design, this study explored both instructors‟ and pre-service teachers‟ experiences with this course. Study findings indicate that collaborative teaching of an integrated methods course is feasible and beneficial to both instructors and pre-service teachers. For instructors, this collaborative teaching was a reciprocal learning process where they were engaged in thinking about teaching in a broader and innovative way. For pre-service teachers, this collaborative course not only helped them understand how three different subjects could be related to each other, but also provided opportunities for them to actually see how collaboration could take place in teaching. Their understanding of collaborative teaching was enhanced after the course.

Activity of dual SRC-ABL inhibitors highlights the role of BCR/ABL kinase dynamics in drug resistance

Science.gov (United States)

Azam, Mohammad; Nardi, Valentina; Shakespeare, William C.; Metcalf, Chester A.; Bohacek, Regine S.; Wang, Yihan; Sundaramoorthi, Raji; Sliz, Piotr; Veach, Darren R.; Bornmann, William G.; Clarkson, Bayard; Dalgarno, David C.; Sawyer, Tomi K.; Daley, George Q.

2006-01-01

Mutation in the ABL kinase domain is the principal mechanism of imatinib resistance in patients with chronic myelogenous leukemia. Many mutations favor active kinase conformations that preclude imatinib binding. Because the active forms of ABL and SRC resemble one another, we tested two dual SRC-ABL kinase inhibitors, AP23464 and PD166326, against 58 imatinib-resistant (IMR) BCR/ABL kinase variants. Both compounds potently inhibit most IMR variants, and in vitro drug selection demonstrates that active (AP23464) and open (PD166326) conformation-specific compounds are less susceptible to resistance than imatinib. Combinations of inhibitors suppressed essentially all resistance mutations, with the notable exception of T315I. Guided by mutagenesis studies and molecular modeling, we designed a series of AP23464 analogues to target T315I. The analogue AP23846 inhibited both native and T315I variants of BCR/ABL with submicromolar potency but showed nonspecific cellular toxicity. Our data illustrate how conformational dynamics of the ABL kinase accounts for the activity of dual SRC-ABL inhibitors against IMR-mutants and provides a rationale for combining conformation specific inhibitors to suppress resistance. PMID:16754879

Studies on education for radiation and courses of study (2009)

International Nuclear Information System (INIS)

Sakuraba, Kazuhiro; Nakamura, Hideo; Ukai, Mitsuko

2009-01-01

The Courses of Study are provided as the standards for educational courses in all schools in Japan. The new Courses of Study have been started this year. In this research, we revealed the ways how to teach radiation using the Courses of Study (2009). Education for radiation was first opened for the third grade of secondary school children. The contents in terms of radiation education in this Courses of Study (2009) are the characterization and application of radiation. To promote this new study courses, the knowledge about radiation of young man and woman were also studied. We concluded it is necessary to start radiation education from elementary school. Furthermore to apply the Courses of Study effectively, we need the comments on radiation education from the researcher of radiation. After the comments, teachers are able to make precise educational materials for their own children. (author)

Digital Imaging: An Adobe Photoshop Course

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Cobb, Kristine

2007-01-01

This article introduces digital imaging, an Adobe Photoshop course at Shrewsbury High School in Shrewsbury, Massachusetts. Students are able to earn art credits to graduate by successfully completing the course. Digital imaging must cover art criteria as well as technical skills. The course begins with tutorials created by the instructor and other…

Course transformation: Content, structure and effectiveness analysis

Science.gov (United States)

DuHadway, Linda P.

The organization of learning materials is often limited by the systems available for delivery of such material. Currently, the learning management system (LMS) is widely used to distribute course materials. These systems deliver the material in a text-based, linear way. As online education continues to expand and educators seek to increase their effectiveness by adding more effective active learning strategies, these delivery methods become a limitation. This work demonstrates the possibility of presenting course materials in a graphical way that expresses important relations and provides support for manipulating the order of those materials. The ENABLE system gathers data from an existing course, uses text analysis techniques, graph theory, graph transformation, and a user interface to create and present graphical course maps. These course maps are able to express information not currently available in the LMS. Student agents have been developed to traverse these course maps to identify the variety of possible paths through the material. The temporal relations imposed by the current course delivery methods have been replaced by prerequisite relations that express ordering that provides educational value. Reducing the connections to these more meaningful relations allows more possibilities for change. Technical methods are used to explore and calibrate linear and nonlinear models of learning. These methods are used to track mastery of learning material and identify relative difficulty values. Several probability models are developed and used to demonstrate that data from existing, temporally based courses can be used to make predictions about student success in courses using the same material but organized without the temporal limitations. Combined, these demonstrate the possibility of tools and techniques that can support the implementation of a graphical course map that allows varied paths and provides an enriched, more informative interface between the educator

Allosteric inhibition enhances the efficacy of ABL kinase inhibitors to target unmutated BCR-ABL and BCR-ABL-T315I

Directory of Open Access Journals (Sweden)

Mian Afsar

2012-09-01

Full Text Available Abstract Background Chronic myelogenous leukemia (CML and Philadelphia chromosome-positive (Ph+ acute lymphatic leukemia (Ph + ALL are caused by the t(9;22, which fuses BCR to ABL resulting in deregulated ABL-tyrosine kinase activity. The constitutively activated BCR/ABL-kinase “escapes” the auto-inhibition mechanisms of c-ABL, such as allosteric inhibition. The ABL-kinase inhibitors (AKIs Imatinib, Nilotinib or Dasatinib, which target the ATP-binding site, are effective in Ph + leukemia. Another molecular therapy approach targeting BCR/ABL restores allosteric inhibition. Given the fact that all AKIs fail to inhibit BCR/ABL harboring the ‘gatekeeper’ mutation T315I, we investigated the effects of AKIs in combination with the allosteric inhibitor GNF2 in Ph + leukemia. Methods The efficacy of this approach on the leukemogenic potential of BCR/ABL was studied in Ba/F3 cells, primary murine bone marrow cells, and untransformed Rat-1 fibroblasts expressing BCR/ABL or BCR/ABL-T315I as well as in patient-derived long-term cultures (PDLTC from Ph + ALL-patients. Results Here, we show that GNF-2 increased the effects of AKIs on unmutated BCR/ABL. Interestingly, the combination of Dasatinib and GNF-2 overcame resistance of BCR/ABL-T315I in all models used in a synergistic manner. Conclusions Our observations establish a new approach for the molecular targeting of BCR/ABL and its resistant mutants using a combination of AKIs and allosteric inhibitors.

Prevention of Surgical Fires: A Certification Course for Healthcare Providers.

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Fisher, Marquessa

2015-08-01

An estimated 550 to 650 surgical fires occur annually in the United States. Surgical fires may have severe consequences, including burns, disfigurement, long-term medical care, or death. This article introduces a potential certification program for the prevention of surgical fires. A pilot study was conducted with a convenience sample of 10 anesthesia providers who participated in the education module. The overall objective was to educate surgical team members and to prepare them to become certified in surgical fire prevention. On completion of the education module, participants completed the 50-question certification examination. The mean pretest score was 66%; none of the participants had enough correct responses (85%) to be considered competent in surgical fire prevention. The mean post- test score was 92.80%, with all participants answering at least 85% of questions correct. A paired-samples t test showed a statistically significant increase in knowledge: t (df = 9) = 11.40; P = .001. Results of the pilot study indicate that this course can remediate gaps in knowledge of surgical fire prevention for providers. Their poor performance on the pretest suggests that many providers may not receive sufficient instruction in surgical fire prevention.

A first aid training course for primary health care providers in Nagorno Karabagh: assessing knowledge retention.

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Thompson, Michael E; Harutyunyan, Tsovinar L; Dorian, Alina H

2012-12-01

Conflict in the South Caucasus' Nagorno Karabagh region has damaged health facilities and disrupted the delivery of services and supplies as well as led to depletion of human and fixed capital and weakened the de facto government's ability to provide training for health care providers. In response to documented medical training deficits, the American University of Armenia organized a first aid training course (FATC) for primary health care providers within the scope of the USAID-funded Humanitarian Assistance Project in Nagorno Karabagh. This paper reports the follow-up assessments conducted to inform policy makers regarding FATC knowledge and skill retention and the potential need for periodic refresher training. Follow-up assessments were conducted six months and 18 months following the FATC to assess the retention of knowledge, attitudes, and self-reported practices. Eighty-four providers participated in the first follow-up and 210 in the second. The assessment tool contained items addressing the use and quality of the first aid skills, trainee's evaluation of the course, and randomly selected test questions to assess knowledge retention. At both follow-up points, the participants' assessment of the course was positive. More than 85% of the trainees self-assessed their skills as "excellent" or "good" and noted that skills were frequently practiced. Scores of approximately 58% on knowledge tests at both the first and second follow-ups indicated no knowledge decay between the first and second survey waves, but substantial decline from the immediate post-test assessment in the classroom. The trainees assessed the FATC as effective, and the skills covered as important and well utilized. Knowledge retention was modest, but stable. Refresher courses are necessary to reverse the decay of technical knowledge and to ensure proper application in the field.

A translational bioengineering course provides substantial gains in civic scientific literacy.

Science.gov (United States)

Richards-Kortum, Rebecca; Buckley, Deanna; Schwarz, Richard A; Atkinson, E Neely; Follen, Michele

2007-08-01

A growing number of essential consumer choices and public policy issues require a basic level of scientific literacy. Recent studies suggest as many as three-quarters of adults are unable to read and understand news accounts of scientific advances and controversies. In response to this challenge, a new course for non-science majors, Bioengineering and World Health, was designed to improve biomedical literacy. The goal of this study was to compare scientific literacy of students enrolled in the course to that of two groups of students who had not taken the course; the first control group included students majoring in Biomedical Engineering (BME), the second included those majoring in Liberal Arts or Natural Sciences. Small group interviews in which students discussed science news accounts from the popular press were used to assess scientific literacy. Students in Bioengineering and World Health showed increasing scientific literacy throughout the course. At the conclusion of Bioengineering and World Health, the mean scientific literacy of students in the course was significantly higher than that in both control groups. Students were stratified by the number of semester credit hours completed in science, math, engineering and technology (SME&T) courses. Regardless of number of SME&T hours completed, the mean scientific literacy of students completing Bioengineering and World Health was equivalent to that of BME majors who had completed more than 60 semester credit hours of SME&T coursework, suggesting that a single introductory course can significantly influence scientific literacy as measured by participant's ability to discuss medical innovations from a common news source.

Compendium of NASA data base for the Global Tropospheric Experiment's Arctic Boundary Layer Experiments ABLE-3A and ABLE-3B

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Gregory, Gerald L.; Scott, A. Donald, Jr.

1994-01-01

The report provides a compendium of NASA aircraft data that are available from NASA's Global Tropospheric Experiment's (GTE) Arctic Boundary Layer Experiments (ABLE) conducted in July and August of 1988 (ABLE-3A) and 1990 (ABLE-3B). ABLE-3A flight experiments were based at Barrow and Bethel, Alaska, and included survey/transit flights to Thule, Greenland. ABLE-3B flight experiments were based at North Bay (Ontario) and Goose Bay, Canada, and included flights northward to Frobisher Bay, Canada. The primary purposes of the experiments were (1) the measurement of the flux of various trace gases from high-arctic ecosystems, (2) the elucidation of factors important to the production and destruction of ozone, and (3) the documentation of source and chemical signature of air common to and transported into the regions. The report provides a representation, in the form of selected data plots, of aircraft data that are available in archived format via NASA Langley's Distributed Active Archive Center. The archived data bases include data for other species measured on the aircraft as well as numerous supporting data, including meteorological observations/products, results from surface studies, satellite observations, and sondes releases.

Alcohol abuse management in primary care: an e-learning course.

Science.gov (United States)

Pereira, Celina Andrade; Wen, Chao Lung; Tavares, Hermano

2015-03-01

The mental health knowledge gap challenges public health. The Alcohol Abuse Management in Primary Care (AAMPC) is an e-learning course designed to cover alcohol-related problems from the primary care perspective. The goal of this study was to verify if the AAMPC was able to enhance healthcare professionals' alcohol-related problems knowledge. One hundred subscriptions for the AAMPC were offered through the federal telehealth program. The course was instructor-led and had nine weekly classes, delivered synchronously or asynchronously, at the students' convenience, using a varied array of learning tools. At the beginning, students took a test that provided a positive score, related to critical knowledge for clinical management, and a negative score, related to misconceptions about alcohol-related problems. The test was repeated 2 months after course completion. Thirty-three students completed the course. The positive score improved significantly (pE-learning was highly appreciated as a learning tool, especially by students with the least frequency of Internet use. Nonetheless, it worked better for those previously familiar with e-courses. The AAMPC e-course provided effective knowledge transmission and retention. Complementary strategies to reduce misconceptions about alcohol-related problems must be developed for the training of primary care staff.

The Hellenic Open University: providing opportunities for personal and professional development

Directory of Open Access Journals (Sweden)

Barbara Koziori

2011-02-01

Full Text Available This paper examines and discusses the position of the Hellenic Open University (HOU as the main provider of higher adult education via Open and Distance Education (ODE in Greece, and the role it plays both locally and internationally. It also attempts a clear, albeit brief, presentation of the structure and organisation of the MEd course for English as a Foreign Language (EFL teachers provided by the HOU, which along with a postgraduate course in ODE, were the first courses offered by the HOU in 1998 when it admitted its first students. Such presentation is followed by a discussion of the true training and developmental nature of the course based on the elements constituting O’Brien’s EROTI model. Finally, suggestions are made with regard to the improvement of the postgraduate course under examination so as the effects thereof are granted permanence status and, therefore, being really beneficial for its participants, who then will not only be able to constantly pursue their personal and professional development through a reflective approach to teacher education, but also integrate more learner-centred techniques in their daily practice for the benefit of their students.

Utility of an Equine Clinical Skills Course: A Pilot Study.

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Christensen, Bruce W; Danielson, Jared A

Recent publications have revealed inadequacies in the veterinary training of future equine practitioners. To help address this problem, a 2-week Equine Clinical Skills course was designed and implemented to provide fourth-year veterinary students with opportunities to have hands-on experience with common equine clinical skills using live animals and cadavers. Alumni and employers of alumni were surveyed to determine whether or not students participating in the course were more competent performing clinical skills during their first year post-graduation than those who had not participated in the course. Students who participated in the course were also surveyed before and after completing the course to determine whether or not their self-assessed skills improved during the course. Alumni who had taken the course rated their ability to perform the clinical skills more highly than alumni who had not taken the course. Similarly, students participating in the course indicated that they were significantly more able to perform the clinical skills after the course than when it began. Employers did not indicate a difference between the clinical skills of those who had taken the course and those who had not. Because this study involved a limited number of respondents from one institution, further studies should be conducted to replicate these findings and determine their generalizability.

Overcoming Bcr-Abl T315I mutation by combination of GNF-2 and ATP competitors in an Abl-independent mechanism

International Nuclear Information System (INIS)

Khateb, Mamduh; Ruimi, Nili; Khamisie, Hazem; Najajreh, Yousef; Mian, Afsar; Metodieva, Anna; Ruthardt, Martin; Mahajna, Jamal

2012-01-01

Philadelphia positive leukemias are characterized by the presence of Bcr-Abl fusion protein which exhibits an abnormal kinase activity. Selective Abl kinase inhibitors have been successfully established for the treatment of Ph (+) leukemias. Despite high rates of clinical response, Ph (+) patients can develop resistance against these kinase inhibitors mainly due to point mutations within the Abl protein. Of special interest is the ‘gatekeeper’ T315I mutation, which confers complete resistance to Abl kinase inhibitors. Recently, GNF-2, Abl allosteric kinase inhibitor, was demonstrated to possess cellular activity against Bcr-Abl transformed cells. Similarly to Abl kinase inhibitors (AKIs), GNF-2 failed to inhibit activity of mutated Bcr-Abl carrying the T315I mutation. Ba/F3 cells harboring native or T315I mutated Bcr-Abl constructs were treated with GNF-2 and AKIs. We monitored the effect of GNF-2 with AKIs on the proliferation and clonigenicity of the different Ba/F3 cells. In addition, we monitored the auto-phosphorylation activity of Bcr-Abl and JAK2 in cells treated with GNF-2 and AKIs. In this study, we report a cooperation between AKIs and GNF-2 in inhibiting proliferation and clonigenicity of Ba/F3 cells carrying T315I mutated Bcr-Abl. Interestingly, cooperation was most evident between Dasatinib and GNF-2. Furthermore, we showed that GNF-2 was moderately active in inhibiting the activity of JAK2 kinase, and presence of AKIs augmented GNF-2 activity. Our data illustrated the ability of allosteric inhibitors such as GNF-2 to cooperate with AKIs to overcome T315I mutation by Bcr-Abl-independent mechanisms, providing a possibility of enhancing AKIs efficacy and overcoming resistance in Ph+ leukemia cells

Development and evaluation of a web-based breast cancer cultural competency course for primary healthcare providers.

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Palmer, Richard C; Samson, Raquel; Triantis, Maria; Mullan, Irene D

2011-08-15

To develop and evaluate a continuing medical education (CME) course aimed at improving healthcare provider knowledge about breast cancer health disparities and the importance of cross-cultural communication in provider-patient interactions about breast cancer screening. An interactive web-based CME course was developed and contained information about breast cancer disparities, the role of culture in healthcare decision making, and demonstrated a model of cross-cultural communication. A single group pre-/post-test design was used to assess knowledge changes. Data on user satisfaction was also collected. In all, 132 participants registered for the CME with 103 completing both assessments. Differences between pre-/post-test show a significant increase in knowledge (70% vs. 94%; p training was an appropriate tool to train healthcare providers about cultural competency and health disparities. There was an overall high level of satisfaction among all users. Users felt that learning objectives were met and the web-based format was appropriate and easy to use and suggests that web-based CME formats are an appropriate tool to teach cultural competency skills. However, more information is needed to understand how the CME impacted practice behaviors.

High School Child Development Courses Provide a Valuable Apprenticeship

Science.gov (United States)

McCombie, Sally M.

2009-01-01

The current media are laden with reports of the many significant problems facing today's youth. In fact, parenting has become a national topic of discussion. Parenting instruction, a responsibility that had previously rested in the home, has become part of educational curricula. Courses in child development are offered for high school students in…

How much is too much assessment? Insight into assessment-driven student learning gains in large-scale undergraduate microbiology courses.

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Wang, Jack T H; Schembri, Mark A; Hall, Roy A

2013-01-01

Designing and implementing assessment tasks in large-scale undergraduate science courses is a labor-intensive process subject to increasing scrutiny from students and quality assurance authorities alike. Recent pedagogical research has provided conceptual frameworks for teaching introductory undergraduate microbiology, but has yet to define best-practice assessment guidelines. This study assessed the applicability of Biggs' theory of constructive alignment in designing consistent learning objectives, activities, and assessment items that aligned with the American Society for Microbiology's concept-based microbiology curriculum in MICR2000, an introductory microbiology course offered at the University of Queensland, Australia. By improving the internal consistency in assessment criteria and increasing the number of assessment items explicitly aligned to the course learning objectives, the teaching team was able to efficiently provide adequate feedback on numerous assessment tasks throughout the semester, which contributed to improved student performance and learning gains. When comparing the constructively aligned 2011 offering of MICR2000 with its 2010 counterpart, students obtained higher marks in both coursework assignments and examinations as the semester progressed. Students also valued the additional feedback provided, as student rankings for course feedback provision increased in 2011 and assessment and feedback was identified as a key strength of MICR2000. By designing MICR2000 using constructive alignment and iterative assessment tasks that followed a common set of learning outcomes, the teaching team was able to effectively deliver detailed and timely feedback in a large introductory microbiology course. This study serves as a case study for how constructive alignment can be integrated into modern teaching practices for large-scale courses.

Development and evaluation of a web-based breast cancer cultural competency course for primary healthcare providers

Directory of Open Access Journals (Sweden)

Triantis Maria

2011-08-01

Full Text Available Abstract Background To develop and evaluate a continuing medical education (CME course aimed at improving healthcare provider knowledge about breast cancer health disparities and the importance of cross-cultural communication in provider-patient interactions about breast cancer screening. Methods An interactive web-based CME course was developed and contained information about breast cancer disparities, the role of culture in healthcare decision making, and demonstrated a model of cross-cultural communication. A single group pre-/post-test design was used to assess knowledge changes. Data on user satisfaction was also collected. Results In all, 132 participants registered for the CME with 103 completing both assessments. Differences between pre-/post-test show a significant increase in knowledge (70% vs. 94%; p Conclusion There was an overall high level of satisfaction among all users. Users felt that learning objectives were met and the web-based format was appropriate and easy to use and suggests that web-based CME formats are an appropriate tool to teach cultural competency skills. However, more information is needed to understand how the CME impacted practice behaviors.

Cultivation of students' engineering designing ability based on optoelectronic system course project

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Cao, Danhua; Wu, Yubin; Li, Jingping

2017-08-01

We carry out teaching based on optoelectronic related course group, aiming at junior students majored in Optoelectronic Information Science and Engineering. " Optoelectronic System Course Project " is product-designing-oriented and lasts for a whole semester. It provides a chance for students to experience the whole process of product designing, and improve their abilities to search literature, proof schemes, design and implement their schemes. In teaching process, each project topic is carefully selected and repeatedly refined to guarantee the projects with the knowledge integrity, engineering meanings and enjoyment. Moreover, we set up a top team with professional and experienced teachers, and build up learning community. Meanwhile, the communication between students and teachers as well as the interaction among students are taken seriously in order to improve their team-work ability and communicational skills. Therefore, students are not only able to have a chance to review the knowledge hierarchy of optics, electronics, and computer sciences, but also are able to improve their engineering mindset and innovation consciousness.

A diagnostic study of Department of Health training courses for family planning providers.

Science.gov (United States)

Rood, S; Raquepo, M; Ladia, M A

1993-01-01

A study in the Philippines sought to observe and describe the family planning (FP) training program in two regions. This program trains physicians, nurses, and midwives as a team and includes a Basic/Comprehensive (B/C) course in FP with didactic and practicum elements, training in interpersonal communication skills (ICS) for those who have completed with B/C course, and a Preceptors Course for those who will supervise the practicum phase of the B/C course. The study gathered specific information on 1) trainee absenteeism and drop-out rates, 2) course content and effects, 3) the trainee selection process, 4) the practicum requirement for the B/C course, and 5) service delivery values and quality of care. Data were collected through observations, questionnaires, exit interviews with clients during the practicum phase, interviews with supervisors and public officials (mayors), and focus group discussions with regional trainers. This assessment led to the following recommendations: 1) maintain the current team approach; 2) reserve basic orientation-type subjects for office-based training to allow more time for FP topics in the training programs; 3) use caution in making a switch to "competency-based" training because of the possibility that supervision is inadequate for such a training method; 4) improve scheduling; 5) enforce the prerequisites for participation in the ICS and Preceptors Courses; 6) assign only one trainee to a preceptor area during the practicum and reduce the quota of IUD insertions to reduce pressure to obtain IUD acceptors; 7) create a "model" FP clinic each time a preceptor is trained; 8) pay more attention to natural FP methods; and 9) maintain an emphasis on quality of care.

Developmental Readiness for Leadership: The Differential Effects of Leadership Courses on Creating "Ready, Willing, and Able" Leaders

Science.gov (United States)

Keating, Kari; Rosch, David; Burgoon, Lisa

2014-01-01

The development of effective leadership capacity involves multiple factors including increasing students' leadership self-efficacy, motivation to lead, and leadership skills. This study of 165 undergraduate students enrolled in an introductory leadership theory course explores the degree to which students report changes in these three areas of…

Effect of a Neonatal Resuscitation Course on Healthcare Providers' Performances Assessed by Video Recording in a Low-Resource Setting.

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Trevisanuto, Daniele; Bertuola, Federica; Lanzoni, Paolo; Cavallin, Francesco; Matediana, Eduardo; Manzungu, Olivier Wingi; Gomez, Ermelinda; Da Dalt, Liviana; Putoto, Giovanni

2015-01-01

We assessed the effect of an adapted neonatal resuscitation program (NRP) course on healthcare providers' performances in a low-resource setting through the use of video recording. A video recorder, mounted to the radiant warmers in the delivery rooms at Beira Central Hospital, Mozambique, was used to record all resuscitations. One-hundred resuscitations (50 before and 50 after participation in an adapted NRP course) were collected and assessed based on a previously published score. All 100 neonates received initial steps; from these, 77 and 32 needed bag-mask ventilation (BMV) and chest compressions (CC), respectively. There was a significant improvement in resuscitation scores in all levels of resuscitation from before to after the course: for "initial steps", the score increased from 33% (IQR 28-39) to 44% (IQR 39-56), pproviders improved after participation in an adapted NRP course. Video recording was well-accepted by the staff, useful for objective assessment of performance during resuscitation, and can be used as an educational tool in a low-resource setting.

ESSEA On-Line Courses and the WestEd Eisenhower Regional Consortium (WERC)

Science.gov (United States)

Rognier, E.

2001-12-01

The WestEd Eisenhower Regional Consortium (WERC) is in its second year of offering two Earth Systems Science On-line Graduate courses from IGES - one for High School teachers, and one for Middle School teachers. These high-quality courses support WERC's commitment to "supporting increased scientific and mathematical literacy among our nation's youth through services and other support aimed at enhancing the efforts of those who provide K-12 science and mathematics education." WERC has been able to use its EdGateway online community network to offer these courses to environmental education and science teachers nationwide. Through partnerships with the North American Association for Environmental Education (NAAEE), the National Environmental Education Advancement Project (NEEAP), and other regional, state and local science and environmental education organizations, WERC has a broad reach in connecting with science educators nationwide. WERC manages several state and national listservs, which enable us to reach thousands of educators with information about the courses. EdGateway also provides a private online community in which we offer the courses. WERC partners with two Master Teachers from Utah, who facilitate the courses, and with the Center for Science and Mathematics Education at Weber State University, who provides low-cost graduate credit for the courses. Our students have included classroom teachers from upper elementary through high school, community college science teachers, and environmental science center staff who provide inservice for teachers. Educators from Hawaii to New Jersey have provided diverse personal experiences of Earth Systems Science events, and add richness to the online discussions. Two Earth Science Experts, Dr. Rick Ford from Weber State University, and Dr. Art Sussman from WestEd also contribute to the high caliber of learning the students experience in the courses. (Dr. Sussman's book, Dr. Art's Guide to Planet Earth, is used as one of

Developing and providing an online (web-based) clinical research design course in Japan: lessons learned.

Science.gov (United States)

Clark, Glenn T; Mulligan, Roseann; Baba, Kazuyoshi

2011-04-01

This article reports on the lessons learned while teaching an 8-week-long online course about the principles of clinical research design in Japan. Student activity data and how it relates to performance in the course are presented. As prolog, this article focuses on the barriers and solutions to creating and delivering a web-based course and it lists and discusses the most common concerns that educators often have about this process, namely, cost of the system and time requirement of the faculty. Options that must be considered when selecting the support software and hardware needed to conduct live streaming lecture, online video-based conference course are presented. The ancillary role of e-mail based distribution lists as an essential instruction tool within an interactive, instructor-supervised online course is discussed. This article then discusses the inclusion of active learning elements within an online course as well as the pros and cons regarding open-book versus closed book, proctored testing. Lastly, copyright issues the online instructor should know about are discussed. The student tracking data show that as the course progresses, students will reduce the number for page viewings. We speculate that this reduction is due to a combination of conflicting priorities plus increasing efficiency of the students at extracting the critical information. The article also concludes that software and hardware costs to deliver an online course are relatively minor but the faculty's time requirement is initially substantially higher than teaching in a conventional face-to-face course. Copyright © 2011 Japan Prosthodontic Society. Published by Elsevier Ltd. All rights reserved.

Problem-based learning on quantitative analytical chemistry course

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Fitri, Noor

2017-12-01

This research applies problem-based learning method on chemical quantitative analytical chemistry, so called as "Analytical Chemistry II" course, especially related to essential oil analysis. The learning outcomes of this course include aspects of understanding of lectures, the skills of applying course materials, and the ability to identify, formulate and solve chemical analysis problems. The role of study groups is quite important in improving students' learning ability and in completing independent tasks and group tasks. Thus, students are not only aware of the basic concepts of Analytical Chemistry II, but also able to understand and apply analytical concepts that have been studied to solve given analytical chemistry problems, and have the attitude and ability to work together to solve the problems. Based on the learning outcome, it can be concluded that the problem-based learning method in Analytical Chemistry II course has been proven to improve students' knowledge, skill, ability and attitude. Students are not only skilled at solving problems in analytical chemistry especially in essential oil analysis in accordance with local genius of Chemistry Department, Universitas Islam Indonesia, but also have skilled work with computer program and able to understand material and problem in English.

Do the Math: Course Redesign's Impact on Learning and Scheduling

Science.gov (United States)

Squires, John; Faulkner, Jerry; Hite, Carl

2009-01-01

The math department at Cleveland State Community College embarked upon course redesign in 2008. As a result of this project, student engagement, learning, and success rates have increased dramatically. By including both developmental and college level math courses in the redesign, the department has been able to implement innovative scheduling and…

Induction of autophagy by Imatinib sequesters Bcr-Abl in autophagosomes and down-regulates Bcr-Abl protein.

LENUS (Irish Health Repository)

Elzinga, Baukje M

2013-06-01

Chronic Myeloid Leukemia (CML) is a disease of hematopoietic stem cells which harbor the chimeric gene Bcr-Abl. Expression levels of this constitutively active tyrosine kinase are critical for response to tyrosine kinase inhibitor treatment and also disease progression, yet the regulation of protein stability is poorly understood. We have previously demonstrated that imatinib can induce autophagy in Bcr-Abl expressing cells. Autophagy has been associated with the clearance of large macromolecular signaling complexes and abnormal proteins, however, the contribution of autophagy to the turnover of Bcr-Abl protein in imatinib treated cells is unknown. In this study, we show that following imatinib treatment, Bcr-Abl is sequestered into vesicular structures that co-localize with the autophagy marker LC3 or GABARAP. This association is inhibited by siRNA mediated knockdown of autophagy regulators (Beclin 1\\/ATG7). Pharmacological inhibition of autophagy also reduced Bcr-Abl\\/LC3 co-localization in both K562 and CML patient cells. Bcr-Abl protein expression was reduced with imatinib treatment. Inhibition of both autophagy and proteasome activity in imatinib treated cells was required to restore Bcr-Abl protein levels to those of untreated cells. This ability to down-regulate Bcr-Abl protein levels through the induction of autophagy may be an additional and important feature of the activity of imatinib.

Pre-LBA ABLE-2A and ABLE-2B Expedition Data

Data.gov (United States)

National Aeronautics and Space Administration — ABSTRACT: The ABLE 2A and 2B (Atmospheric Boundary Layer Experiments) data consists of estimates of the rate of exchange of a wide variety of aerosols and gases...

Introductory Geology From the Liberal Arts Approach: A Geology-Sociology Linked Course

Science.gov (United States)

Walsh, E. O.; Davis, E.

2008-12-01

Geology can be a hard sell to college students, especially to college students attending small, liberal arts institutions in localities that lack exaggerated topography. At these schools, Geology departments that wish to grow must work diligently to attract students to the major; professors must be able to convince a wider audience of students that geology is relevant to their everyday lives. Toward this end, a Physical Geology course was linked with an introductory Sociology course through the common theme of Consumption. The same students took the two courses in sequence, beginning with the Sociology course and ending with Physical Geology; thus, students began by discussing the role of consumption in society and ended by learning about the geological processes and implications of consumption. Students were able to ascertain the importance of geology in their daily lives by connecting Earth processes to specific products they consume, such as cell phones and bottled water. Students were also able to see the connection between seemingly disparate fields of study, which is a major goal of the liberal arts. As a theme, Consumption worked well to grab the attention of students interested in diverse issues, such as environmental science or social justice. A one-hour lecture illustrating the link between sociology and geology was developed for presentation to incoming freshmen and their parents to advertise the course. Initial response has been positive, showing an increase in awareness of geological processes among students with a wide range of interests.

Pre-LBA ABLE-2A and ABLE-2B Expedition Data

Data.gov (United States)

National Aeronautics and Space Administration — The ABLE 2A and 2B (Atmospheric Boundary Layer Experiments) data consists of estimates of the rate of exchange of a wide variety of aerosols and gases between the...

Development and evaluation of an intermediate-level elective course on medical Spanish for pharmacy students.

Science.gov (United States)

Mueller, Robert

The Spanish-speaking population in the United States is increasing rapidly, and there is a need for additional educational efforts, beyond teaching basic medical Spanish terminology, to increase the number of Spanish-speaking pharmacists able to provide culturally appropriate care to this patient population. This article describes the development and evaluation of an intermediate-level elective course where students integrated pharmacy practice skills with Spanish-language skills and cultural competency. Educational Activity and Setting: Medical Spanish for Pharmacists was developed as a two-credit elective course for pharmacy students in their third-professional-year who possessed a certain level of Spanish language competence. The course was designed so that students would combine patient care skills such as obtaining a medication list and providing patient education, and pharmacotherapy knowledge previously learned in the curriculum, along with Spanish-language skills, and apply them to simulated Spanish-speaking patients. Elements to promote cultural competency were integrated throughout the course through a variety of methods, including a service learning activity. Successful attainment of course goals and objectives were demonstrated through quizzes, assignments, examinations, and an objective structured clinical examination (OSCE). Based on these course assessments, students performed well during both offerings of the course. While the class cohort size was small in the two offerings of the course, the Medical Spanish for Pharmacists elective may still serve as an example for other pharmacy programs as an innovative approach in combining Spanish language, specific pharmacy skills, cultural competency, and service learning. Copyright © 2017 Elsevier Inc. All rights reserved.

Research and Teaching: Exploring the Use of an Online Quiz Game to Provide Formative Feedback in a Large-Enrollment, Introductory Biochemistry Course

Science.gov (United States)

Milner, Rachel; Parrish, Jonathan; Wright, Adrienne; Gnarpe, Judy; Keenan, Louanne

2015-01-01

In a large-enrollment, introductory biochemistry course for nonmajors, the authors provide students with formative feedback through practice questions in PDF format. Recently, they investigated possible benefits of providing the practice questions via an online game (Brainspan). Participants were randomly assigned to either the online game group…

Experiences in applying skills learned in a mental health first aid training course: a qualitative study of participants' stories

Directory of Open Access Journals (Sweden)

Kitchener Betty A

2005-11-01

Full Text Available Abstract Background Given the high prevalence of mental disorders and the comparatively low rate of professional help-seeking, it is useful for members of the public to have some skills in how to assist people developing mental disorders. A Mental Health First Aid course has been developed to provide these skills. Two randomized controlled trials of this course have shown positive effects on participants' knowledge, attitudes and behavior. However, these trials have provided limited data on participants' subsequent experiences in providing first aid. To remedy this, a study was carried out gathering stories from participants in one of the trials, 19–21 months post-training. Methods Former course participants were contacted and sent a questionnaire either by post or via the internet. Responses were received from 94 out of the 131 trainees who were contacted. The questionnaire asked about whether the participant had experienced a post-training situation where someone appeared to have a mental health problem and, if so, asked questions about that experience. Results Post-training experiences were reported by 78% of respondents. Five key points emerged from the qualitative data: (1 the majority of respondents had had some direct experience of a situation where mental health issues were salient and the course enabled them to take steps that led to better effects than otherwise might have been the case; (2 positive effects were experienced in terms of increased empathy and confidence, as well as being better able to handle crises; (3 the positive effects were experienced by a wide range of people with varied expectations and needs; (4 there was no evidence of people over-reaching themselves because of over-confidence and (5 those who attended were able to identify quite specific benefits and many thought the course not only very useful, but were keen to see it repeated and extended. Conclusion The qualitative data confirm that most members of the

Teaching New Orleans: A Cultural Immersion and Service Learning Travel Course

Science.gov (United States)

Luquet, Wade J.

2009-01-01

This article describes a travel course to New Orleans that allows students the opportunity to study a unique culture in the United States. Students in the course are able to study how the culture developed through its immigration patterns, its food, its architecture, and the development of jazz. Since the flooding following Hurricane Katrina, a…

Industry to Education Technical Transfer Program & Composite Materials. Composite Materials Course. Fabrication I Course. Fabrication II Course. Composite Materials Testing Course. Final Report.

Science.gov (United States)

Massuda, Rachel

These four reports provide details of projects to design and implement courses to be offered as requirements for the associate degree program in composites and reinforced plastics technology. The reports describe project activities that led to development of curricula for four courses: composite materials, composite materials fabrication I,…

Overcoming imatinib resistance using Src inhibitor CGP76030, Abl inhibitor nilotinib and Abl/Lyn inhibitor INNO-406 in newly established K562 variants with BCR-ABL gene amplification.

Science.gov (United States)

Morinaga, Koji; Yamauchi, Takahiro; Kimura, Shinya; Maekawa, Taira; Ueda, Takanori

2008-06-01

Because imatinib (IM) resistance in chronic myeloid leukemia is primarily caused by the re-establishment of Abl kinase, new inhibitors may be efficacious. We evaluated 3 new agents against 2 new K562 variants, IM-R1 and IM-R2 cells, which were developed having 7- and 27-fold greater IM resistance, respectively, than the parental K562 cells. Both variants possessed BCR-ABL gene amplification along with elevated levels of its transcript and protein. Greater BCR-ABL gene amplification was observed in IM-R2 cells than in IM-R1 cells, which was consistent with the higher mRNA and protein levels of Bcr-Abl, and ultimately correlated with the greater IM resistance in IM-R2 cells. No mutation in the Abl kinase domain was detected in either variant. Despite the absence of Lyn overexpression, the Src kinase inhibitor CGP76030 showed positive cooperability with IM in inhibiting cell growth of not only K562 cells but also these 2 variants. This might be because of the augmented inhibition of Erk1/2 phosphorylation. The new Abl kinase inhibitor nilotinib was 10-fold more potent than IM in inhibiting the growth of K562 cells. Nilotinib inhibited the growth of IM-R1 and IM-R2 cells as potently as K562 cells. The combination of nilotinib with CGP76030 showed little additivity, because the potency of nilotinib masked the efficacy of CGP76030. The new dual Abl/Lyn inhibitor INNO-406 (formerly NS-187) was slightly more potent than nilotinib in inhibiting the growth of all 3 cell lines. Because BCR-ABL gene amplification occurs in blast crisis, these inhibitors might overcome IM resistance in such patients' leukemia. (c) 2008 Wiley-Liss, Inc.

Laser training courses: new purpose-built room for practical exercises

CERN Multimedia

Safety Training, HSE Unit

2015-01-01

CERN’s Safety Training Centre, on the Prévessin site, now features a new facility for the “Laser - Expert” and “Laser - User” training courses: a dedicated room for practical exercises, near the theoretical training room. From now on, participants will be able to move from theory to practice in just a few steps!   The new room, equipped with real lasers ranging from levels 1 to 4, allows the participants to put their training into practice in real-life situations, solidifying the principles and lessons learned during the theory part – and all in complete safety, since the room was of course designed to allow the control of dangers posed by lasers. The participants and instructors are also provided with the required personal protective equipment (goggles, etc.) during the sessions. Efforts are being made to make the Centre's infrastructure more useful to improve the quality of training on offer. For example, the la...

Participation in an experiential education professional development course: An analysis of the teacher experience

Science.gov (United States)

McNamee, Dana Crosby

Experiential education opportunities are recommended in science classrooms but due to budget and time constraints (Cowart, 2010; Dallimore, et al., 2010; Johnson, 2007) schools often resort to simple science inquiry (Chinn, 2002). While many programs exist with the intention of providing teachers with experiential education opportunities, often these are short-term day trips that do not provide the same learning benefits that an extended program would (Gulamhussein, 2013). To help address these issues in their own classrooms, middle and high school teachers from New England voluntarily chose to participate in an experiential education professional development course. This study examined how the individuals' teaching had or had not changed as a result of their participation in this course. The question that guided this research was: * How do teachers benefit, and how do teachers perceive their students benefit, after their participation in an experiential education professional development course? . Research focused on teachers from middle and high schools across New England who completed a three-day program. Their participation in the course was entirely voluntary. The course goal was to provide teachers with the skills to be able to understand and apply experiential education pedagogy and principles in their classrooms. This interpretative phenomenological analysis found that all participating teachers had made changes to their curriculum and teaching methodologies as a result of their participation in the professional development course. While the experiential learning model (Kolb, 1984) played a significant role how the professional development was implemented during the professional development course for teachers, only portions of the experiential learning model were present when teachers implemented those lessons into their own classes. Regardless, teachers found that students had been impacted through the engagement they felt and the connections they made to

Lost in Translation: Adapting a Face-to-Face Course Into an Online Learning Experience.

Science.gov (United States)

Kenzig, Melissa J

2015-09-01

Online education has grown dramatically over the past decade. Instructors who teach face-to-face courses are being called on to adapt their courses to the online environment. Many instructors do not have sufficient training to be able to effectively move courses to an online format. This commentary discusses the growth of online learning, common challenges faced by instructors adapting courses from face-to-face to online, and best practices for translating face-to-face courses into online learning opportunities. © 2015 Society for Public Health Education.

Teaching Critical Thinking through a course on Science and Religion

Science.gov (United States)

Shipman, H. L.; Jordan, J. J.

2004-12-01

The relationship between science and religion is, according to the public debate, rather stormy. It doesn't have to be this way. Since 1998, an astronomer (Shipman) and a philosopher (Jordan) have team-taught a course with a more constructive approach. This course has a recognized role in the University's General Education program and in the philosophy major. As overall course goals, we hope that our students will be able to: - exhibit critical thinking skills in being able to tell the difference between good arguments and bad arguments in this area - recognize that the relationship between science and religion is not necessarily an antagonistic one. We accomplish these goals by focusing the course on four major issues, namely: - Does Big Bang Cosmology leave room for a Creator? - Can a rational person believe in miracle reports? - In the light of modern science, what does it mean to be human? - Can a theist, someone who believes in God, rationally accept the scientific theory of biological evolution? We have evidence in the course to evaluate student progress towards our goals. Student responses to a pre- and post-testing methodology, where they responded to the same assignment at the beginning and at the end of the course, were classified as seeing the relationship between science and religion as confrontational, distinct, convergent, or transitional between distinct and convergent. Preliminary analysis of the student responses shows a significant shift away from a confrontational position and towards a more convergent position. The development of this course was supported by the John Templeton Foundation's Science and Religion course program. H.L.S.'s scholarly work integrating science research and science education research is supported by the National Science Foundation's Distinguished Teaching Scholars Program. DUE-0306557),

A Cornerstone Course in Sociology: Providing Students with Theory, Methods, and Career Preparation Early in the Major

Science.gov (United States)

Holtzman, Mellisa

2018-01-01

Cornerstone courses bridge introductory content from lower-level survey courses with the more advanced theoretical and methodological content of upper-level, major-only courses. Cornerstones are implemented with the goal of better preparing students for advanced coursework and/or assisting them with understanding their major and its associated…

The proto-oncogene product p120CBL and the adaptor proteins CRKL and c-CRK link c-ABL, p190BCR/ABL and p210BCR/ABL to the phosphatidylinositol-3' kinase pathway.

Science.gov (United States)

Sattler, M; Salgia, R; Okuda, K; Uemura, N; Durstin, M A; Pisick, E; Xu, G; Li, J L; Prasad, K V; Griffin, J D

1996-02-15

Chronic myelogenous leukemia (CML) and some acute lymphoblastic leukemias (ALL) are caused by the t(9;22) chromosome translocation, which produces the constitutively activated BCR/ABL tyrosine kinase. When introduced into factor dependent hematopoietic cell lines, BCR/ABL induces the tyrosine phosphorylation of many cellular proteins. One prominent BCR/ABL substrate is p120CBL, the cellular homolog of the v-Cbl oncoprotein. In an effort to understand the possible contribution of p120CBL to transformation by BCR/ABL, we looked for cellular proteins which associate with p120CBL in hematopoietic cell lines transformed by BCR/ABL. In addition to p210BCR/ABL and c-ABL, p120CBL coprecipitated with an 85 kDa phosphoprotein, which was identified as the p85 subunit of PI3K. Anti-p120CBL immunoprecipitates from BCR/ABL-transformed, but not from untransformed, cell lines contained PI3K lipid kinase activity. Interestingly, the adaptor proteins CRKL and c-CRK were also found in these complexes. In vitro binding studies indicated that the SH2 domains of CRKL and c-CRK bound directly to p120CBL, while the SH3 domains of c-CRK and CRKL bound to BCR/ABL and c-ABL. The N-terminal and the C-terminal SH2 and the SH3 domain of p85PI3K bound directly in vitro to p120CBL. The ABL-SH2, but not ABL-SH3, could also bind to p120CBL. These data suggest that BCR/ABL may induce the formation of multimeric complexes of signaling proteins which include p120CBL, PI3K, c-CRK or CRKL, c-ABL and BCR/ABL itself.

Effects of Character Education on the Self-Esteem of Intellectually Able and Less Able Elementary Students in Kuwait

Science.gov (United States)

Tannir, Abir; Al-Hroub, Anies

2013-01-01

This research study investigates effects of character education activities on the self-esteem of intellectually able and less able students in the lower elementary level in Kuwait. The participants were 39 students in grade three with an average age of eight years old. Students were first divided into two ability subgroups (intellectually able vs.…

A writing intensive introductory course for RN to BSN students.

Science.gov (United States)

Tesh, Anita S; Hyde, Yolanda M; Kautz, Donald D

2014-01-01

This article describes learning strategies used with RN to BSN students in their 1st nursing course to successfully learn how to write formal papers using the American Psychological Association (APA) format. This 1st nursing course, a writing intensive, requires 4 short papers with self, peer, and teacher critiques and opportunities to rewrite. Students learn the style of professional nursing discourse, mastery of APA format, and development of additional skills in following directions and in critiquing their own work. An additional benefit is to enhance learning about professional nursing topics. By mastering writing skills in this initial course, students are able to successfully complete writing assignments in future courses and, in some cases, move on to publication.

Physics 3204. Course Description.

Science.gov (United States)

Newfoundland and Labrador Dept. of Education.

A description of the physics 3204 course in Newfoundland and Labrador is provided. The description includes: (1) statement of purpose, including general objectives of science education; (2) a list of six course objectives; (3) course content for units on sound, light, optical instruments, electrostatics, current electricity, Michael Faraday and…

Data Citation Policies of Data Providers within the scope of Longitudinal Studies in Life Course Research

Energy Technology Data Exchange (ETDEWEB)

Reinhold, A.; Rittberger, M.; Mahrholz, N.

2016-07-01

In this article, a small-scale case study analyzing the nature of data citation policies within the scope of longitudinal studies in life course research is presented. The sample consists of eight data providers from Europe, North-America and Australia and was evaluated with regard to eight criteria which potentially affect data citation behavior of researchers in the field, for example the wording of data citation obligations or sanctions for not citing research data in accordance to given requirements. The study demonstrates that research data providers follow a wide range of approaches to data citation, especially in terms of data citation location within a publication as well as disposal obligations for data-related publications. However, this diversity might lead to inconsistency in data citation behaviour and also to a general lack of comparability of data citation quantity and quality as relevant factors in research evaluation. (Author)

Joint reactor laboratory course for students in KUCA

International Nuclear Information System (INIS)

Misawa, Tsuyoshi; Unesaki, Hironobu; Ichihara, Chihiro; Pyeon Cheol Ho; Shiroya, Seiji

2004-04-01

This book is based on Joint Reactor Laboratory Course for Students, which we have given over 30 years from 1975 at Kyoto University Critical Assembly (KUCA), and is one translated from Japanese into English. The major objective of this course is to help the students for understanding the essence of nuclear reactor physics through the experiments carried out in KUCA C-core. At the same time, it is expected that by the end of the course the students will be able to obtain good and fruitful results by their efforts through this course. This textbook is composed of these following chapters; Introduction to Kyoto University Critical Assembly (KUCA). Chapter 1: Approach to Criticality. Chapter 2: Control Rod Calibration. Chapter 3: Measurement of Reaction Rate Distribution. Chapter 4: Neutron Correlation Experiment Feynman-α Method. Chapter 5: Measurement of Reactivity by the Pulsed Neutron Method. (author)

Joint reactor laboratory course for students in KUCA

International Nuclear Information System (INIS)

Misawa, Tsuyoshi; Unesaki, Hironobu; Ichihara, Chihiro; Pyeon Cheol Ho; Shiroya, Seiji

2004-06-01

This book is a revised version of Joint Reactor Laboratory Course for Students, which we have given over 30 years from 1975 at Kyoto University Critical Assembly (KUCA). The major objective of this course is to help the students for understanding the essence of nuclear reactor physics through the experiments carried out in KUCA C-core. At the same time, it is expected that by the end of the course the students will be able to obtain good and fruitful results by their efforts through this course. This textbook is composed of these following chapters; Introduction to Kyoto University Critical Assembly (KUCA). Chapter 1: Approach to Criticality. Chapter 2: Control Rod Calibration. Chapter 3: Measurement of Reaction Rate Distribution. Chapter 4: Neutron Correlation Experiment Feynman-α Method. Chapter 5: Measurement of Reactivity by the Pulsed Neutron Method. Chapter 6: Reactor Operation Training (Reactor Operation for Education). (author)

Vocational training courses as an intervention on change of work practice among immigrant cleaners.

Science.gov (United States)

Jensen, Flemming W; Frydendall, Karen B; Flyvholm, Mari-Ann

2011-11-01

The aim of the study was to examine how knowledge and skills from vocational training courses on working techniques modified for immigrant cleaners are applied in practice and to identify factors that influence the implementation. The modifications of the standard course included language support with possibilities for translation and an extension of the duration of the course. The study is a prospective intervention study based on qualitative data. Data were collected as structured interviews and observations were carried out at the workplaces before and after the course. The study population included 31 immigrant cleaners from five different workplaces. Changes were observed in the use of working techniques (i.e., positioning of hands when using the floor mop). In some cases the use of the taught techniques was incorrect, partial, or only used part of the time. Interactions between individual factors (i.e., knowledge, awareness, capability, or work orientation) and environmental factors (i.e., equipment, time, workload, or physical surroundings) influenced the use of the techniques in practice. The course provided the participants with new working techniques through which some were able to reduce work related pain. However, with regard to incorrect and partial use of the working techniques, follow-up and post-training support is recommended. Copyright © 2011 Wiley Periodicals, Inc.

Use of Facebook in Teaching: A Case Study of a Fluid Mechanics Course

Science.gov (United States)

Mandavgane, Sachin A.

2016-01-01

Fluid mechanics (FM) is a core course of the chemical, mechanical, civil, and aerospace engineering programs. Students have both theory and practical classes in FM. The general expectation is that students should be able to demonstrate the fundamentals learnt in theory and get hands-on experience during the lab course. In this regard, students…

Teaching mathematics to able children

CERN Document Server

Koshy, Valsa

2012-01-01

This book enables teachers to effectively meet the needs of their most able mathematicians. Using a tried and tested set of principles developed and used by The Able Children's Education Unit at Brunel University, the author demonstrates how to: identify high mathematical ability in a pupil, plan suitably challenging activities and teach them most effectively within the existing National Numeracy framework, make the most of the classroom resources available, including ICT and external agencies, implement strategies for differentiation, illustrated with real-life classroom examples. Ac

The development of a massive open online course during the 2014-15 Ebola virus disease epidemic.

Science.gov (United States)

Evans, Dabney P; Luffy, Samantha M; Parisi, Stephanie; Del Rio, Carlos

2017-09-01

Timely training was urgently needed at the onset of the 2014 Ebola virus disease epidemic. Massive open online courses (MOOCs) have grown in popularity, though little is known about their utility in time-sensitive situations, including infectious disease outbreaks. We created the first English language massive open online course on Ebola virus disease. Designed by a team representing various units of Emory University and six partner institutions, the six module course was aimed at a global general audience but also relevant for health care professionals. Over 7,000 learners from 170 countries participated in the initial course offering. More than a third of learners were from emerging economies, including seven percent from Africa, and another 13% from countries outside the United States who received individuals requiring treatment for Ebola virus disease. Creating and producing the first English language MOOC on EVD in a short time period required effective collaboration and strong coordination between subject matter and course development experts from Emory. Through these collaborative efforts, the development team was able to provide urgently needed training and educational materials while the epidemic of EVD continued to radiate through West Africa. Copyright © 2017 Elsevier Inc. All rights reserved.

Incentives, equity and the Able Chooser Problem.

Science.gov (United States)

Grill, Kalle

2017-03-01

Health incentive schemes aim to produce healthier behaviours in target populations. They may do so both by making incentivised options more salient and by making them less costly. Changes in costs only result in healthier behaviour if the individual rationally assesses the cost change and acts accordingly. Not all people do this well. Those who fail to respond rationally to incentives will typically include those who are least able to make prudent choices more generally. This group will typically include the least advantaged more generally, since disadvantage inhibits one's effective ability to choose well and since poor choices tend to cause or aggravate disadvantage. Therefore, within the target population, health benefits to the better off may come at the cost of aggravated inequity. This is one instance of a problem I name the Able Chooser Problem, previously emphasised by Richard Arneson in relation to coercive paternalism. I describe and discuss this problem by distinguishing between policy options and their effects on the choice situation of individuals. Both positive and negative incentives, as well as mandates that are less than perfectly effective, require some sort of rational deliberation and action and so face the Able Chooser Problem. In contrast, effective restriction of what options are physically available, as well as choice context design that makes some options more salient or appealing, does not demand rational agency. These considerations provide an equity-based argument for preferring smart design of our choice and living environment to incentives and mandates. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

CP Violation course

CERN Multimedia

CERN. Geneva HR-RFA

2006-01-01

The lecture introduces the concepts and phenomena of matter-antimatter symmetry violation, so-called "CP" violation. The lecture is organized in four courses, the first being devoted to a historical overview and an introduction into fundamental discrete symmetries. The second course introduces the most compelling CP-violating phenomena, and presents the first experimental discovery of CP violation in the neutral kaon system. The third course discusses how CP violation is beautifully incorporated into the Standard Model of particle interactions, and how modern B-meson "factories" provide precise tests of this picture. Finally, the fourth and last course introduces CP violation and the genesis of our matter world.

Assessment of management of a golf course by means of sustainability indicators

Directory of Open Access Journals (Sweden)

Gaio Cesare Pacini

2016-06-01

Full Text Available Golf courses are supposed to produce remarkable negative effects on the environment, due to some techniques involved in their management. To provide data useful for the proper assessment of the agro-environmental sustainability of a golf course, the framework agro-environmental sustainability information system (AESIS was used, utilizing a set of indicators suitable to evaluate different dimensions of sustainability (physical, ecological, productive and social. The management of areal golf course located in Tuscany (central Italy was compared to an alternative land use of the same area represented by an ordinary farm based on a sunflower-wheat rotation. Assessment indicators were selected by applying a conceptual model based on ecology theory and were calculated considering site-specific production and pedo-climatic features of the area. Different weighting scenarios were hypothesized in order to have different management options assessed and to carry out a targeted sensitivity analysis. Main results confirmed the significant impact of golf management on some ecological characteristics but the holistic assessment of AESIS approach permitted an overall evaluation that comprised a wide range of different issues. AESIS demonstrated to be a practical and adaptive tool able to perform an efficient comparison of possible land destinations.

Effective Teaching of Able Pupils in the Primary School: The Findings of the Oxfordshire Effective Teachers of Able Pupils Project.

Science.gov (United States)

Eyre, Deborah; Coates, David; Fitzpatrick, Mary; Higgins, Chris; McClure, Lynne; Wilson, Helen; Chamberlin, Rosemary

2002-01-01

A review of British research on effective teaching of able students leads to a report on the Oxfordshire Effective Teachers of Able Pupils Project. This study found effective teachers shared similar beliefs about learning, had empathy with the needs of able children, created a secure classroom environment, held high expectations, used…

Nursing Librarians Cultivating Evidence-Based Practice Through an Asynchronous Online Course.

Science.gov (United States)

Mears, Kim; Blake, Lindsay

2017-09-01

In response to a request from the Nursing Shared Governance Evidence-Based Practice Council, librarians created an online evidence-based practice (EBP) continuing education course for clinical nurses. The curriculum was adapted from a previously created face-to-face course and was offered online through a learning management system. Although many nurses registered for the course, only a small sample was able to complete all modules. Feedback revealed that nurses appreciated the ease of online use, but they experienced technical barriers. Overall, nurses completing the course agreed that all learning objectives were met. An online asynchronous course for nurses is a viable option for teaching EBP, but hospital computer limitations must be taken into account to allow for participants' full immersion into the material. J Contin Educ Nurs. 2017;48(9):420-424. Copyright 2017, SLACK Incorporated.

Students' Attitudes towards Individual Musical Instrument Courses in Music Education Graduate Programs in Turkey

Science.gov (United States)

Önder, Gülten Cüceoglu

2015-01-01

The Individual Musical Instrument course is a compulsory part of the curriculum, in the Music Education Departments of universities in Turkey. The main purpose of the course is to ensure that each student is able to play a musical instrument and, use the instrument once they become music teachers. This study aims to determine the attitudes of…

Astronomy Courses which Emphasize Communication Skills

Science.gov (United States)

Dinerstein, H. L.

1998-12-01

The ability to communicate effectively, both in oral and written form, is crucial for success in almost any career path. Furthermore, being able to effectively communicate information requires a high level of conceptual mastery of the material. For these reasons, I have incorporated practice in communication into courses at a variety of levels, ranging from non-science-major undergraduate courses to graduate courses. I briefly describe the content of these courses, particularly the communication-related component. The first, Ast 309N, ``Astronomy Bizarre: Stars and Stellar Evolution," is an elective which follows one semester of general introductory astronomy for non-majors. Instead of homework problems, the students complete a sequence of writing assignments of graduated complexity, beginning with simple tasks such as writing abstracts and critiques of assigned readings, and moving on to writing term papers which require literature research and a short science fiction story incorporating accurate depictions of relativistic effects. In Ast 175/275, a ``Journal Club" course for upper-division astronomy majors, students read articles in the professional literature and give short oral presentations to the rest of the class. To build up their understanding of a topic, we work through the ``paper trail" of key papers on topics with exciting recent developments, such as extrasolar planets, gravitational lenses, or gamma-ray bursts. Finally, in a seminar course for first-semester astronomy graduate students (Ast 185C) that broadly addresses professional development issues, I include a practice AAS oral session, with the students giving 5-minute presentations on a journal paper of their choice. This seminar course also examines career paths and employment trends, the peer review process for papers and proposals, professional norms and ethics, and other topics. Syllabi for these and other courses I teach regularly can be found from my home page (http://www.as.utexas.edu/astronomy/people/dinerstein).

Abl N-terminal cap stabilization of SH3 domain dynamics.

Science.gov (United States)

Chen, Shugui; Dumitrescu, Teodora Pene; Smithgall, Thomas E; Engen, John R

2008-05-27

Crystal structures and other biochemical data indicate that the N-terminal cap (NCap) region of the Abelson tyrosine kinase (c-Abl) is important for maintaining the downregulated conformation of the kinase domain. The exact contributions that the NCap makes in stabilizing the various intramolecular interactions within c-Abl are less clear. While the NCap appears to be important for locking the SH3 and SH2 domains to the back of the kinase domain, there may be other more subtle elements of regulation. Hydrogen exchange (HX) and mass spectrometry (MS) were used to determine if the NCap contributes to intramolecular interactions involving the Abl SH3 domain. Under physiological conditions, the Abl SH3 domain underwent partial unfolding and its unfolding half-life was slowed during binding to the SH2 kinase linker, providing a unique assay for testing NCap-induced stabilization of the SH3 domain in various constructs. The results showed that the NCap stabilizes the dynamics of the SH3 domain in certain constructs but does not increase the relative affinity of the SH3 domain for the native SH2 kinase linker. The stabilization effect was absent in constructs of just the NCap and SH3 but was obvious when the SH2 domain and the SH2 kinase linker were present. These results suggest that interactions between the NCap and the SH3 domain can contribute to c-Abl stabilization in constructs that contain at least the SH2 domain, an effect that may partially compensate for the absence of the negative regulatory C-terminal tail found in the related Src family of kinases.

First Human Experience with Directly Image-able Iodinated Embolization Microbeads

Energy Technology Data Exchange (ETDEWEB)

Levy, Elliot B., E-mail: levyeb@cc.nih.gov; Krishnasamy, Venkatesh P. [National Institutes of Health, Center for Interventional Oncology (United States); Lewis, Andrew L.; Willis, Sean; Macfarlane, Chelsea [Biocompatibles, UK Ltd, A BTG International Group Company (United Kingdom); Anderson, Victoria [National Institutes of Health, Center for Interventional Oncology (United States); Bom, Imramsjah MJ van der [Clinical Science IGT Systems North & Latin America, Philips, Philips, Image Guided Interventions (United States); Radaelli, Alessandro [Image-Guided Therapy Systems, Philips, Philips, Image Guided Interventions (Netherlands); Dreher, Matthew R. [Biocompatibles, UK Ltd, A BTG International Group Company (United Kingdom); Sharma, Karun V. [Children’s National Medical Center (United States); Negussie, Ayele; Mikhail, Andrew S. [National Institutes of Health, Center for Interventional Oncology (United States); Geschwind, Jean-Francois H. [Department of Radiology and Biomedical Imaging (United States); Wood, Bradford J. [National Institutes of Health, Center for Interventional Oncology (United States)

2016-08-15

PurposeTo describe first clinical experience with a directly image-able, inherently radio-opaque microspherical embolic agent for transarterial embolization of liver tumors.MethodologyLC Bead LUMI™ is a new product based upon sulfonate-modified polyvinyl alcohol hydrogel microbeads with covalently bound iodine (~260 mg I/ml). 70–150 μ LC Bead LUMI™ iodinated microbeads were injected selectively via a 2.8 Fr microcatheter to near complete flow stasis into hepatic arteries in three patients with hepatocellular carcinoma, carcinoid, or neuroendocrine tumor. A custom imaging platform tuned for LC LUMI™ microbead conspicuity using a cone beam CT (CBCT)/angiographic C-arm system (Allura Clarity FD20, Philips) was used along with CBCT embolization treatment planning software (EmboGuide, Philips).ResultsLC Bead LUMI™ image-able microbeads were easily delivered and monitored during the procedure using fluoroscopy, single-shot radiography (SSD), digital subtraction angiography (DSA), dual-phase enhanced and unenhanced CBCT, and unenhanced conventional CT obtained 48 h after the procedure. Intra-procedural imaging demonstrated tumor at risk for potential under-treatment, defined as paucity of image-able microbeads within a portion of the tumor which was confirmed at 48 h CT imaging. Fusion of pre- and post-embolization CBCT identified vessels without beads that corresponded to enhancing tumor tissue in the same location on follow-up imaging (48 h post).ConclusionLC Bead LUMI™ image-able microbeads provide real-time feedback and geographic localization of treatment in real time during treatment. The distribution and density of image-able beads within a tumor need further evaluation as an additional endpoint for embolization.

Incorporating TED Talk Assignments into a Public-Speaking Course

Science.gov (United States)

Hayward, Pamela A.

2017-01-01

Courses: Introduction to public speaking, advanced public speaking, hybrid/survey introduction to communication. Objectives: At the end of this activity, students will be able to (1) explain the elements of a speaking outline and discover these elements in real-world speech examples, (2) recreate outline formats effectively in their personal…

Peer-Review Writing Workshops in College Courses: Students’ Perspectives about Online and Classroom Based Workshops

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Erin B. Jensen

2016-11-01

Full Text Available Peer-review workshops are commonly used in writing courses as a way for students to give their peers feedback as well as help their own writing. Most of the research on peer-review workshops focuses on workshops held in traditional in-person courses, with less research on peer-review workshops held online. Students in a freshman writing course experienced both a classroom based writing workshop and an online workshop and then took a survey about their experiences. The majority of the students preferred the online writing workshop because of the convenience of the workshop and being able to post anonymous reviews. Students whom preferred the traditional in-person writing workshop liked being able to talk with their peers about their papers. This research article focuses on the students’ responses and experiences with traditional and online peer-reviews.

Characterization of leukemias with ETV6-ABL1 fusion

Science.gov (United States)

Zaliova, Marketa; Moorman, Anthony V.; Cazzaniga, Giovanni; Stanulla, Martin; Harvey, Richard C.; Roberts, Kathryn G.; Heatley, Sue L.; Loh, Mignon L.; Konopleva, Marina; Chen, I-Ming; Zimmermannova, Olga; Schwab, Claire; Smith, Owen; Mozziconacci, Marie-Joelle; Chabannon, Christian; Kim, Myungshin; Frederik Falkenburg, J. H.; Norton, Alice; Marshall, Karen; Haas, Oskar A.; Starkova, Julia; Stuchly, Jan; Hunger, Stephen P.; White, Deborah; Mullighan, Charles G.; Willman, Cheryl L.; Stary, Jan; Trka, Jan; Zuna, Jan

2016-01-01

To characterize the incidence, clinical features and genetics of ETV6-ABL1 leukemias, representing targetable kinase-activating lesions, we analyzed 44 new and published cases of ETV6-ABL1-positive hematologic malignancies [22 cases of acute lymphoblastic leukemia (13 children, 9 adults) and 22 myeloid malignancies (18 myeloproliferative neoplasms, 4 acute myeloid leukemias)]. The presence of the ETV6-ABL1 fusion was ascertained by cytogenetics, fluorescence in-situ hybridization, reverse transcriptase-polymerase chain reaction and RNA sequencing. Genomic and gene expression profiling was performed by single nucleotide polymorphism and expression arrays. Systematic screening of more than 4,500 cases revealed that in acute lymphoblastic leukemia ETV6-ABL1 is rare in childhood (0.17% cases) and slightly more common in adults (0.38%). There is no systematic screening of myeloproliferative neoplasms; however, the number of ETV6-ABL1-positive cases and the relative incidence of acute lymphoblastic leukemia and myeloproliferative neoplasms suggest that in adulthood ETV6-ABL1 is more common in BCR-ABL1-negative chronic myeloid leukemia-like myeloproliferations than in acute lymphoblastic leukemia. The genomic profile of ETV6-ABL1 acute lymphoblastic leukemia resembled that of BCR-ABL1 and BCR-ABL1-like cases with 80% of patients having concurrent CDKN2A/B and IKZF1 deletions. In the gene expression profiling all the ETV6-ABL1-positive samples clustered in close vicinity to BCR-ABL1 cases. All but one of the cases of ETV6-ABL1 acute lymphoblastic leukemia were classified as BCR-ABL1-like by a standardized assay. Over 60% of patients died, irrespectively of the disease or age subgroup examined. In conclusion, ETV6-ABL1 fusion occurs in both lymphoid and myeloid leukemias; the genomic profile and clinical behavior resemble BCR-ABL1-positive malignancies, including the unfavorable prognosis, particularly of acute leukemias. The poor outcome suggests that treatment with

38 CFR 21.4274 - Law courses.

Science.gov (United States)

2010-07-01

... 38 Pensions, Bonuses, and Veterans' Relief 2 2010-07-01 2010-07-01 false Law courses. 21.4274... Pursuit of Courses § 21.4274 Law courses. (a) Accredited. A law course in an accredited law school leading to a standard professional law degree will be assessed as provided in § 21.4273(a). (b) Nonaccredited...

An Elective Course Exploring Occupational Justice Through Occupational Storytelling and Story Making

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Julie Bednarski

2016-01-01

Full Text Available The purpose of this study was to examine whether second-year Master of Occupational Therapy (MOT students who enroll in the elective course “Occupation in Long-Term Care (LTC” would be able to apply concepts of occupational justice in the nursing home environment through engaging residents in occupational storytelling and story making in order to facilitate resident self-advocacy for participation in a valued occupation. The occupational therapy elective course was developed and implemented with students alternating between the classroom and the nursing home environments. Outcome evaluation measurements included analysis of student reflective journaling to obtain qualitative data. The researcher found that students are able to understand the concepts and issues of occupational justice in the nursing home population and apply knowledge to facilitate the resident’s participation in meaningful occupations.

Online Leader Training Course: Nebraska Equine Extension Leader Certification

Science.gov (United States)

Cottle, Lena; D'Angelo, Nicole

2015-01-01

The Nebraska Equine Advancement Level Leader Certification Program is an online learning tool that clarifies principles of the Nebraska 4-H Equine Advancement Programs. Through an online Moodle course through eXtension.org, 4-H leaders and Extension educators are able to fulfill the certification requirement from any location before allowing youth…

University Learning Systems for Participative Courses.

Science.gov (United States)

Billingham, Carol J.; Harper, William W.

1980-01-01

Describes the instructional development of a course for advanced finance students on the use of data files and/or databases for solving complex finance problems. Areas covered include course goals and the design. The course class schedule and sample learning assessment assignments are provided. (JD)

Spirometry training courses: Content, delivery and assessment - a position statement from the Australian and New Zealand Society of Respiratory Science.

Science.gov (United States)

Swanney, Maureen P; O'Dea, Christopher A; Ingram, Emily R; Rodwell, Leanne T; Borg, Brigitte M

2017-10-01

Spirometry training courses are provided by health services and training organizations to enable widespread use of spirometry testing for patient care or for monitoring health. The primary outcome of spirometry training courses should be to enable participants to perform spirometry to international best practice, including testing of subjects, quality assurance and interpretation of results. Where valid results are not achieved or quality assurance programmes identify errors in devices, participants need to be able to adequately manage these issues in accordance with best practice. It is important that potential participants are confident in the integrity of the course they attend and that the course meets their expectations in terms of training. This position statement lists the content that the Australian and New Zealand Society of Respiratory Science (ANZSRS) has identified as required in a spirometry training course to adequately meet the primary outcomes mentioned above. The content requirements outlined in this position statement are based on the current international spirometry standards set out by the American Thoracic Society and European Respiratory Society. Furthermore, recommendations around course delivery for theoretical and practical elements of spirometry testing and post-course assessment are outlined in this statement. © 2017 The Authors. Respirology published by John Wiley & Sons Australia, Ltd on behalf of Asian Pacific Society of Respirology.

Defying c-Abl signaling circuits through small allosteric compounds

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Stefania eGonfloni

2014-11-01

Full Text Available Many extracellular and intracellular signals promote the c-Abl tyrosine kinase activity. c-Abl in turn triggers a multitude of changes either in protein phosphorylation or in gene expression in the cell. Yet, c-Abl takes part in diverse signaling routes because of several domains linked to its catalytic core. Complex conformational changes turn on and off its kinase activity. These changes affect surface features of the c-Abl kinase and likely its capability to bind actin and/or DNA. Two specific inhibitors (ATP-competitive or allosteric compounds regulate the c-Abl kinase through different mechanisms. NMR studies show that a c-Abl fragment (SH3-SH2-linker-SH1 adopts different conformational states upon binding to each inhibitor. This supports an unconventional use for allosteric compounds to unraveling physiological c-Abl signaling circuits.

A Post-Final Assignment for the Methods Course: Providing an Incentive to Professional Growth for Future Teachers.

Science.gov (United States)

Bentley, Michael L.

This paper describes J. Rosengren's post-final assignment and M. Harmin's truth signs activity that were incorporated into a secondary science methods course for preservice teachers. The strength of the post-final assignment is that it is a strategy for extending student learning past the end of a course and even beyond the initial teaching…

Fluorescence Polarization Screening Assays for Small Molecule Allosteric Modulators of ABL Kinase Function.

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Grover, Prerna; Shi, Haibin; Baumgartner, Matthew; Camacho, Carlos J; Smithgall, Thomas E

2015-01-01

The ABL protein-tyrosine kinase regulates intracellular signaling pathways controlling diverse cellular processes and contributes to several forms of cancer. The kinase activity of ABL is repressed by intramolecular interactions involving its regulatory Ncap, SH3 and SH2 domains. Small molecules that allosterically regulate ABL kinase activity through its non-catalytic domains may represent selective probes of ABL function. Here we report a screening assay for chemical modulators of ABL kinase activity that target the regulatory interaction of the SH3 domain with the SH2-kinase linker. This fluorescence polarization (FP) assay is based on a purified recombinant ABL protein consisting of the N-cap, SH3 and SH2 domains plus the SH2-kinase linker (N32L protein) and a short fluorescein-labeled probe peptide that binds to the SH3 domain. In assay development experiments, we found that the probe peptide binds to the recombinant ABL N32L protein in vitro, producing a robust FP signal that can be competed with an excess of unlabeled peptide. The FP signal is not observed with control N32L proteins bearing either an inactivating mutation in the SH3 domain or enhanced SH3:linker interaction. A pilot screen of 1200 FDA-approved drugs identified four compounds that specifically reduced the FP signal by at least three standard deviations from the untreated controls. Secondary assays showed that one of these hit compounds, the antithrombotic drug dipyridamole, enhances ABL kinase activity in vitro to a greater extent than the previously described ABL agonist, DPH. Docking studies predicted that this compound binds to a pocket formed at the interface of the SH3 domain and the linker, suggesting that it activates ABL by disrupting this regulatory interaction. These results show that screening assays based on the non-catalytic domains of ABL can identify allosteric small molecule regulators of kinase function, providing a new approach to selective drug discovery for this important

Fluorescence Polarization Screening Assays for Small Molecule Allosteric Modulators of ABL Kinase Function.

Directory of Open Access Journals (Sweden)

Prerna Grover

Full Text Available The ABL protein-tyrosine kinase regulates intracellular signaling pathways controlling diverse cellular processes and contributes to several forms of cancer. The kinase activity of ABL is repressed by intramolecular interactions involving its regulatory Ncap, SH3 and SH2 domains. Small molecules that allosterically regulate ABL kinase activity through its non-catalytic domains may represent selective probes of ABL function. Here we report a screening assay for chemical modulators of ABL kinase activity that target the regulatory interaction of the SH3 domain with the SH2-kinase linker. This fluorescence polarization (FP assay is based on a purified recombinant ABL protein consisting of the N-cap, SH3 and SH2 domains plus the SH2-kinase linker (N32L protein and a short fluorescein-labeled probe peptide that binds to the SH3 domain. In assay development experiments, we found that the probe peptide binds to the recombinant ABL N32L protein in vitro, producing a robust FP signal that can be competed with an excess of unlabeled peptide. The FP signal is not observed with control N32L proteins bearing either an inactivating mutation in the SH3 domain or enhanced SH3:linker interaction. A pilot screen of 1200 FDA-approved drugs identified four compounds that specifically reduced the FP signal by at least three standard deviations from the untreated controls. Secondary assays showed that one of these hit compounds, the antithrombotic drug dipyridamole, enhances ABL kinase activity in vitro to a greater extent than the previously described ABL agonist, DPH. Docking studies predicted that this compound binds to a pocket formed at the interface of the SH3 domain and the linker, suggesting that it activates ABL by disrupting this regulatory interaction. These results show that screening assays based on the non-catalytic domains of ABL can identify allosteric small molecule regulators of kinase function, providing a new approach to selective drug discovery

Analysis of structure of lumbar spine dorsopathy morbidity in able-bodied age patients

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Manin M.V.

2015-06-01

Full Text Available The analysis of structure of lumbar spine dorsopathy morbidity among able-bodied population of the Dnepropetrovsk area for substantiation of differentiated approach to the choice of exercise therapy methods was a research objective. The structure of dorsopathy morbidity in 371 patients in 2009-2013 period is analysed in the work. The paper presents analysis of the most frequent morphological changes in the structures of the spine, their localization and clinical course. Link of clinical manifestations of dorsopathy with structural changes of the backbone, the disease experience is revealed, efficiency of rehabilitation by means of physiotherapy exercises depending on qualitative and quantitative signs of disease is defined. Results of the research specify that more than 40% of patients were on repeated treatment, clinical manifestation in 62% of patients was observed at the most able-bodied age (from 30 to 50 years, according to the disease experience number of aggravations per a year increased, in 57,5% of cases administration of medical physical culture was limited due to development of an accompanying pathology, in 40% of cases against positive dynamics of painful syndrome insufficient changes in volume of movements of the spine segments throughout treatment were marked. It testifies to necessity of working out algorithm of differentiated approach to the choice of means medical physical culture in treatment of lumbar spine dorsopathy.

The effects of an online basic life support course on undergraduate nursing students' learning.

Science.gov (United States)

Tobase, Lucia; Peres, Heloisa H C; Gianotto-Oliveira, Renan; Smith, Nicole; Polastri, Thatiane F; Timerman, Sergio

2017-08-25

To describe learning outcomes of undergraduate nursing students following an online basic life support course (BLS). An online BLS course was developed and administered to 94 nursing students. Pre- and post-tests were used to assess theoretical learning. Checklist simulations and feedback devices were used to assess the cardiopulmonary resuscitation (CPR) skills of the 62 students who completed the course. A paired t-test revealed a significant increase in learning [pre-test (6.4 ± 1.61), post-test (9.3 ± 0.82), p online course was significant (plearning differences (p=0.475) had been observed between 1st and 2nd year (9.20 ± 1.60), and between 3rd and 4th year (9.67 ± 0.61) students. A CPR simulation was performed after completing the course: students checked for a response (90%), exposed the chest (98%), checked for breathing (97%), called emergency services (76%), requested for a defibrillator (92%), checked for a pulse (77%), positioned their hands properly (87%), performed 30 compressions/cycle (95%), performed compressions of at least 5 cm depth (89%), released the chest (90%), applied two breaths (97%), used the automated external defibrillator (97%), and positioned the pads (100%). The online course was an effective method for teaching and learning key BLS skills wherein students were able to accurately apply BLS procedures during the CPR simulation. This short-term online training, which likely improves learning and self-efficacy in BLS providers, can be used for the continuing education of health professionals.

Potential bias factors that affect the course evaluation of students in preclinical courses

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Su Jin Chae

2017-06-01

Full Text Available Purpose We aim to identify what potential bias factors affected students’ overall course evaluation, and to observe what factors should be considered in the curriculum evaluation system of medical schools. Methods This study analyzed students’ ratings of preclinical instructions at the Ajou University School of Medicine. The ratings of instructions involved 41 first-year and 45 second-year medical students. Results There was a statistically significant difference between years of study and ratings’ scoring. Learning difficulty, learning amount, student assessment, and teacher preparation from second-year students were significantly higher than first-year students (p<0.05. The analysis results revealed that student assessment was the predictor of ratings from first-year students, while teacher preparation was the predictor of ratings from second-year students. Conclusion We found significant interactions between year of study and the students’ rating results. We were able to confirm that satisfaction of instructions factors perceived by medical students were different for the characteristics of courses. Our results may be an important resource for evaluating preclinical curriculums.

NEW APPROACHES TO EFFICIENCY OF MASSIVE ONLINE COURSE

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Liubov S. Lysitsina

2014-09-01

Full Text Available This paper is focused on efficiency of e-learning, in general, and massive online course in programming and information technology, in particular. Several innovative approaches and scenarios have been proposed, developed, implemented and verified by the authors, including 1 a new approach to organize and use automatic immediate feedback that significantly helps a learner to verify developed code and increases an efficiency of learning, 2 a new approach to construct learning interfaces – it is based on “develop a code – get a result – validate a code” technique, 3 three scenarios of visualization and verification of developed code, 4 a new multi-stage approach to solve complex programming assignments, 5 a new implementation of “perfectionism” game mechanics in a massive online course. Overall, due to implementation of proposed and developed approaches, the efficiency of massive online course has been considerably increased, particularly 1 the additional 27.9 % of students were able to complete successfully “Web design and development using HTML5 and CSS3” massive online course at ITMO University, and 2 based on feedback from 5588 students a “perfectionism” game mechanics noticeably improves students’ involvement into course activities and retention factor.

Constitutive Activity in an Ancestral Form of Abl Tyrosine Kinase.

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Saadat U Aleem

Full Text Available The c-abl proto-oncogene encodes a nonreceptor tyrosine kinase that is found in all metazoans, and is ubiquitously expressed in mammalian tissues. The Abl tyrosine kinase plays important roles in the regulation of mammalian cell physiology. Abl-like kinases have been identified in the genomes of unicellular choanoflagellates, the closest relatives to the Metazoa, and in related unicellular organisms. Here, we have carried out the first characterization of a premetazoan Abl kinase, MbAbl2, from the choanoflagellate Monosiga brevicollis. The enzyme possesses SH3, SH2, and kinase domains in a similar arrangement to its mammalian counterparts, and is an active tyrosine kinase. MbAbl2 lacks the N-terminal myristoylation and cap sequences that are critical regulators of mammalian Abl kinase activity, and we show that MbAbl2 is constitutively active. When expressed in mammalian cells, MbAbl2 strongly phosphorylates cellular proteins on tyrosine, and transforms cells much more potently than mammalian Abl kinase. Thus, MbAbl2 appears to lack the autoinhibitory mechanism that tightly constrains the activity of mammalian Abl kinases, suggesting that this regulatory apparatus arose more recently in metazoan evolution.

3D QSAR models built on structure-based alignments of Abl tyrosine kinase inhibitors.

Science.gov (United States)

Falchi, Federico; Manetti, Fabrizio; Carraro, Fabio; Naldini, Antonella; Maga, Giovanni; Crespan, Emmanuele; Schenone, Silvia; Bruno, Olga; Brullo, Chiara; Botta, Maurizio

2009-06-01

Quality QSAR: A combination of docking calculations and a statistical approach toward Abl inhibitors resulted in a 3D QSAR model, the analysis of which led to the identification of ligand portions important for affinity. New compounds designed on the basis of the model were found to have very good affinity for the target, providing further validation of the model itself.The X-ray crystallographic coordinates of the Abl tyrosine kinase domain in its active, inactive, and Src-like inactive conformations were used as targets to simulate the binding mode of a large series of pyrazolo[3,4-d]pyrimidines (known Abl inhibitors) by means of GOLD software. Receptor-based alignments provided by molecular docking calculations were submitted to a GRID-GOLPE protocol to generate 3D QSAR models. Analysis of the results showed that the models based on the inactive and Src-like inactive conformations had very poor statistical parameters, whereas the sole model based on the active conformation of Abl was characterized by significant internal and external predictive ability. Subsequent analysis of GOLPE PLS pseudo-coefficient contour plots of this model gave us a better understanding of the relationships between structure and affinity, providing suggestions for the next optimization process. On the basis of these results, new compounds were designed according to the hydrophobic and hydrogen bond donor and acceptor contours, and were found to have improved enzymatic and cellular activity with respect to parent compounds. Additional biological assays confirmed the important role of the selected compounds as inhibitors of cell proliferation in leukemia cells.

OER Approach for Specific Student Groups in Hardware-Based Courses

Science.gov (United States)

Ackovska, Nevena; Ristov, Sasko

2014-01-01

Hardware-based courses in computer science studies require much effort from both students and teachers. The most important part of students' learning is attending in person and actively working on laboratory exercises on hardware equipment. This paper deals with a specific group of students, those who are marginalized by not being able to…

Science Academies Refresher Course in Topology

Indian Academy of Sciences (India)

knowledge thereby add value to their teaching. The course will be directed by Prof. Parameswaran Sankaran, FNASc, FASc. It may be noted that ... ipants will be provided with travel assistance (limited to three-tier A/c train fare), accommodation and local hospitality during the Course in addition to course material. Interested ...

An outline of possible pre-course diagnostics for differential calculus

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Aneshkumar Maharaj

2014-07-01

Full Text Available There is a view that many first-year students lack the basic knowledge and skills expected of them to study at university level. We examined the expected work habits and pre-course diagnostics for students who choose to take a course on differential calculus. We focused on the lecturer pre-course expectations of a student in the context of work habits, knowledge and technical skills. In particular, we formulated outcomes and then sample diagnostic questions to test whether the identified learning outcomes on expected work habits and learning are in place. If students are made aware of the expected learning outcomes and if they take the diagnostic test, they should be able to achieve greater success in their studies. The validity of this assumption will be the subject of a future paper which will report on the implementation of the learning outcomes and diagnostic questions that we formulated for pre-course diagnostics in differential calculus.

Report on EURL training course 2014

DEFF Research Database (Denmark)

Olesen, Niels Jørgen; Vendramin, Niccolò; Bruun, Morten Sichlau

2014-01-01

The training courses took place in Copenhagen at DTU National Veterinary Institute, Bülowsvej 27, 2700 Frederiksberg C Denmark, from September the 8th to the 17th, 2014. Two courses were prepared, the first one, with 10 trainees, was entitled “Methods for implementation of surveillance procedures...... for listed fish diseases” and took place from 8th to 12th September 2014. The second course was entitled “Real-time PCR for diagnostics and surveillance of Fish Diseases” and took place in Copenhagen 15th to 17th September 2014 with 13 participants. 3 persons participated in both training courses....... The overall purpose of the training course was to provide an opportunity for the NRLs to send employees for training in techniques relevant when working with fish diseases. Staff of the EURL provided this training, together with teachers from the Danish Veterinary and Food Administration and CVI...

Design and Delivery of Multiple Server-Side Computer Languages Course

Science.gov (United States)

Wang, Shouhong; Wang, Hai

2011-01-01

Given the emergence of service-oriented architecture, IS students need to be knowledgeable of multiple server-side computer programming languages to be able to meet the needs of the job market. This paper outlines the pedagogy of an innovative course of multiple server-side computer languages for the undergraduate IS majors. The paper discusses…

The SH2 domain of Abl kinases regulates kinase autophosphorylation by controlling activation loop accessibility

Science.gov (United States)

Lamontanara, Allan Joaquim; Georgeon, Sandrine; Tria, Giancarlo; Svergun, Dmitri I.; Hantschel, Oliver

2014-11-01

The activity of protein kinases is regulated by multiple molecular mechanisms, and their disruption is a common driver of oncogenesis. A central and almost universal control element of protein kinase activity is the activation loop that utilizes both conformation and phosphorylation status to determine substrate access. In this study, we use recombinant Abl tyrosine kinases and conformation-specific kinase inhibitors to quantitatively analyse structural changes that occur after Abl activation. Allosteric SH2-kinase domain interactions were previously shown to be essential for the leukemogenesis caused by the Bcr-Abl oncoprotein. We find that these allosteric interactions switch the Abl activation loop from a closed to a fully open conformation. This enables the trans-autophosphorylation of the activation loop and requires prior phosphorylation of the SH2-kinase linker. Disruption of the SH2-kinase interaction abolishes activation loop phosphorylation. Our analysis provides a molecular mechanism for the SH2 domain-dependent activation of Abl that may also regulate other tyrosine kinases.

Course Design and Student Responses to an Online PBL Course in 3D Modelling for Mining Engineers

Science.gov (United States)

McAlpine, Iain; Stothard, Phillip

2005-01-01

To enhance a course in 3D Virtual Reality (3D VR) modelling for mining engineers, and to create the potential for off campus students to fully engage with the course, a problem based learning (PBL) approach was applied to the course design and all materials and learning activities were provided online. This paper outlines some of the theoretical…

Course Syllabus--Culture, Science and Technology.

Science.gov (United States)

Coleman, Sam

1988-01-01

Presents a course syllabus and requirements for an anthropology course on the cross-cultural analysis of the relationships between technology, science, and social organization. Provides daily topics, suggested text readings, and reference articles. (MVL)

AORN sales professional course.

Science.gov (United States)

Moss, R; Thompson, J

1996-04-01

The sales professional course "Introduction to the Operating Room" offered by the AORN Center for Nursing Practice, Health Policy, and Research is an introductory program in OR etiquette. Its purpose is to provide sales professionals a working knowledge of OR protocol for them to function appropriately in OR settings. Sales professionals who have completed this course establish mutually beneficial perioperative partnerships with OR personnel. Sales professionals' effectiveness is strengthened as a result of their newly acquired knowledge of OR protocol, and patient safety is protected. An AORN Certificate of Recognition is awarded on completion of the course.

Field studies courses open

Science.gov (United States)

Fourteen month-long courses combining applied academics with training in field research methodology are being offered this summer by the School for Field Studies. The courses, held in eight countries during May, June, July, and August, provide unique opportunities for participants to work as a team under primitive conditions.‘Our courses bind together the academic challenge of the research problem, the physical challenge of the site itself, and the interpersonal challenge of the expedition team in a dynamic way so that both cognitive and affective learning are accelerated,’ according to Jim Elder, the school's director.

Transforming a Business Statistics Course with Just-in-Time Teaching

Science.gov (United States)

Bangs, Joann

2012-01-01

This paper describes changing the way a business statistics course is taught through the use of just-in-time teaching methods. Implementing this method allowed for more time in the class to be spent focused on problem solving, resulting in students being able to handle more difficult problems. Students' perceptions of the just-in-time assignments…

Glucose-ABL1-TOR Signaling Modulates Cell Cycle Tuning to Control Terminal Appressorial Cell Differentiation.

Science.gov (United States)

Marroquin-Guzman, Margarita; Sun, Guangchao; Wilson, Richard A

2017-01-01

The conserved target of rapamycin (TOR) pathway integrates growth and development with available nutrients, but how cellular glucose controls TOR function and signaling is poorly understood. Here, we provide functional evidence from the devastating rice blast fungus Magnaporthe oryzae that glucose can mediate TOR activity via the product of a novel carbon-responsive gene, ABL1, in order to tune cell cycle progression during infection-related development. Under nutrient-free conditions, wild type (WT) M. oryzae strains form terminal plant-infecting cells (appressoria) at the tips of germ tubes emerging from three-celled spores (conidia). WT appressorial development is accompanied by one round of mitosis followed by autophagic cell death of the conidium. In contrast, Δabl1 mutant strains undergo multiple rounds of accelerated mitosis in elongated germ tubes, produce few appressoria, and are abolished for autophagy. Treating WT spores with glucose or 2-deoxyglucose phenocopied Δabl1. Inactivating TOR in Δabl1 mutants or glucose-treated WT strains restored appressorium formation by promoting mitotic arrest at G1/G0 via an appressorium- and autophagy-inducing cell cycle delay at G2/M. Collectively, this work uncovers a novel glucose-ABL1-TOR signaling axis and shows it engages two metabolic checkpoints in order to modulate cell cycle tuning and mediate terminal appressorial cell differentiation. We thus provide new molecular insights into TOR regulation and cell development in response to glucose.

The Role of Mitochondrial DNA Damage and Repair in the Resistance of BCR/ABL-Expressing Cells to Tyrosine Kinase Inhibitors

Directory of Open Access Journals (Sweden)

Janusz Blasiak

2013-08-01

Full Text Available Chronic myeloid leukemia (CML is a hematological malignancy that arises from the transformation of stem hematopoietic cells by the fusion oncogene BCR/ABL and subsequent clonal expansion of BCR/ABL-positive progenitor leukemic cells. The BCR/ABL protein displays a constitutively increased tyrosine kinase activity that alters many regulatory pathways, leading to uncontrolled growth, impaired differentiation and increased resistance to apoptosis featured by leukemic cells. Current CML therapy is based on tyrosine kinase inhibitors (TKIs, primarily imatinib, which induce apoptosis in leukemic cells. However, some patients show primary resistance to TKIs while others develop it in the course of therapy. In both cases, resistance may be underlined by perturbations in apoptotic signaling in leukemic cells. As mitochondria may play an important role in such signaling, alteration in mitochondrial metabolism may change resistance to pro-apoptotic action of TKIs in BCR/ABL-positive cells. Because BCR/ABL may induce reactive oxygen species and unfaithful DNA repair, it may affect the stability of mitochondrial DNA, influencing mitochondrial apoptotic signaling and in this way change the sensitivity of CML cells to TKIs. Moreover, cancer cells, including BCR/ABL-positive cells, show an increased level of glucose metabolism, resulting from the shift from oxidative phosphorylation to glycolysis to supply ATP for extensive proliferation. Enhanced level of glycolysis may be associated with TKI resistance and requires change in the expression of several genes regulated mostly by hypoxia-inducible factor-1α, HIF-1α. Such regulation may be associated with the impaired mitochondrial respiratory system in CML cells. In summary, mitochondria and mitochondria-associated molecules and pathways may be attractive targets to overcome TKI resistance in CML.

Exploring Lifelong Learners Engaged in an Astronomy-Related Massively Open Online Course

Science.gov (United States)

Buxner, Sanlyn; Impey, Chris David; Wenger, Matthew; Formanek, Martin; Romine, James M.

2016-01-01

Massively open online courses (MOOCs) are becoming increasingly popular ways to reach diverse lifelong learners all over the world. Although MOOCs resemble more formal classes (e.g. videos of content, quizzes, activities), they are often used by informal audiences from home. Recently, MOOCs have become more utilized by universities to conduct outreach as they explore how to use MOOCs to reach new potential learners. Despite the rapid adaption of MOOCs, little is known about individuals who choose to take a MOOC, how they interact with the course materials, and what motivates them to finish the course.We present results of a study of lifelong learners engaged in an astronomy "101" MOOC. Through analysis of registered learners' behaviors as well as self-reported responses to a survey about science, we were able to characterize a subset of the learners engaged in the MOOC during its first offering. Overall, 25363 learners from over 100 countries registered for the MOOC. Of those, 14900 accessed at least one part of the course. Learners were recruited to complete a survey of their knowledge and attitudes towards science. Of the learner group who opened the course, 2889 individuals completed the survey, 2465 of those were able to be linked to their usage of the MOOC through a unique identifier.Learners represented a wide-range of ages, professions, and previous science experience. The best predictors for MOOC completion were engagement in the first activity and first writing assignment and engagement in the online forum. Learners were very interested in science prior to their registration, had higher basic science knowledge that most undergraduate students enrolled in a parallel astronomy course, and used online searches and science sites to get their information about science. As we reach out to a worldwide audience to learners in these massively open online courses, understanding their motivations and behaviors will be essential. This work is helping us understand and

28 CFR 550.51 - Drug abuse education course.

Science.gov (United States)

2010-07-01

... 28 Judicial Administration 2 2010-07-01 2010-07-01 false Drug abuse education course. 550.51... DRUG PROGRAMS Drug Abuse Treatment Program § 550.51 Drug abuse education course. (a) Purpose of the drug abuse education course. All institutions provide a drug abuse education course to: (1) Inform...

Experience mapping and multifunctional golf course development

DEFF Research Database (Denmark)

Caspersen, Ole H.; Jensen, Frank Søndergaard; Jensen, Anne Mette Dahl

This report describes the development of a method for mapping and describing recreational experiences on golf courses. The objective is to provide a planning tool that can facilitate development of a broader multifunctional use of the golf course landscape. The project has produced several results....... The main output is this report, which provides a detailed description of the mapping procedure. This process is illustrated using examples from five test golf courses. In addition to this mapping report, a catalogue has been developed providing hands-on guidance for adapting the method in a golf club...... without the use of a specialist. During the project period, the research team has participated in a number of workshops that included representatives from golf courses, STERF, the Norwegian Golf Federation and the Danish Golf Union. At these workshops, the method was presented and discussed. This has been...

Open Course Ware, Distance Education, and 21st Century Geoscience Education

Science.gov (United States)

Connors, M. G.

2010-12-01

Open Course Ware (OCW) allows the highest quality educational materials (including videos of lectures from the best classroom lecturers) to find a wide audience. This audience may include many who wish to obtain credentials for formal study yet who are unable to be campus-based students. This opens a role for formal, credentialed and accredited distance education (DE) to efficiently integrate OCW into DE courses. OCW materials will in this manner be able to be used for education of credential-seeking students who would not otherwise benefit from them. Modern presentation methods using the Internet and video (including mobile device) technologies may offer pedagogical advantages over even traditional classroom learning. A detailed analysis of the development of Athabasca University’s PHYS 302 Vibrations and Waves course (based mainly on MIT’s OCW), and application of lessons learned to development of PHYS 305 Electromagnetism is presented. These courses are relevant to the study of geophysics, but examples of GEOL (Geology) courses will also be mentioned, along with an broad overview of OCW resources in Geoscience.

Combining the ABL1 kinase inhibitor ponatinib and the histone deacetylase inhibitor vorinostat: a potential treatment for BCR-ABL-positive leukemia.

Science.gov (United States)

Okabe, Seiichi; Tauchi, Tetsuzo; Kimura, Shinya; Maekawa, Taira; Kitahara, Toshihiko; Tanaka, Yoko; Ohyashiki, Kazuma

2014-01-01

Resistance to imatinib (Gleevec®) in cancer cells is frequently because of acquired point mutations in the kinase domain of BCR-ABL. Ponatinib, also known as AP24534, is an oral multi-targeted tyrosine kinase inhibitor (TKI), and it has been investigated in a pivotal phase 2 clinical trial. The histone deacetylase inhibitor vorinostat (suberoylanilide hydroxamic acid) has been evaluated for its significant clinical activity in hematological malignancies. Thus, treatments combining ABL TKIs with additional drugs may be a promising strategy in the treatment of leukemia. In the current study, we analyzed the efficacy of ponatinib and vorinostat treatment by using BCR-ABL-positive cell lines. Treatment with ponatinib for 72 h inhibited cell growth and induced apoptosis in K562 cells in a dose-dependent manner. We found that ponatinib potently inhibited the growth of Ba/F3 cells ectopically expressing BCR-ABL T315I mutation. Upon BCR-ABL phosphorylation, Crk-L was decreased, and poly (ADP-ribose) polymerase (PARP) was activated in a dose-dependent manner. Combined treatment of Ba/F3 T315I mutant cells with vorinostat and ponatinib resulted in significantly increased cytotoxicity. Additionally, the intracellular signaling of ponatinib and vorinostat was examined. Caspase 3 and PARP activation increased after combination treatment with ponatinib and vorinostat. Moreover, an increase in the phosphorylation levels of γH2A.X was observed. Previously established ponatinib-resistant Ba/F3 cells were also resistant to imatinib, nilotinib, and dasatinib. We investigated the difference in the efficacy of ponatinib and vorinostat by using ponatinib-resistant Ba/F3 cells. Combined treatment of ponatinib-resistant cells with ponatinib and vorinostat caused a significant increase in cytotoxicity. Thus, combined administration of ponatinib and vorinostat may be a powerful strategy against BCR-ABL mutant cells and could enhance the cytotoxic effects of ponatinib in those BCR-ABL

A survey of computer science capstone course literature

Science.gov (United States)

Dugan, Robert F., Jr.

2011-09-01

In this article, we surveyed literature related to undergraduate computer science capstone courses. The survey was organized around course and project issues. Course issues included: course models, learning theories, course goals, course topics, student evaluation, and course evaluation. Project issues included: software process models, software process phases, project type, documentation, tools, groups, and instructor administration. We reflected on these issues and thecomputer science capstone course we have taught for seven years. The survey summarized, organized, and synthesized the literature to provide a referenced resource for computer science instructors and researchers interested in computer science capstone courses.

An elective course in aromatherapy science.

Science.gov (United States)

Esposito, Emily R; Bystrek, Mary V; Klein, JoAnn S

2014-05-15

To evaluate the impact of an innovative team-taught elective course on second-year (P2) students' knowledge and skills relating to the relationship between aromatherapy and pharmacy. An Aromatherapy Science elective course was offered to P2 students in an accelerated doctor of pharmacy (PharmD) degree program and was designed to provide an elective course experience while focusing on active-learning skills such as group work, student-led presentations, and in-class activities. Lectures were designed to reinforce core curricular threads from the basic sciences within the pharmaceutical sciences department while highlighting key aromatherapy principles. Course evaluations, grades, and student self-assessments were used to evaluate student fulfillment and knowledge gained. Students agreed this hands-on course integrated pharmaceutical science experiences, enriched their pharmacy education, and provided knowledge to enhance their confidence in describing essential oil uses, drug interactions, and key aromatherapy clinical implications. Students agreed this course prepared them to identify essential oil therapeutic uses and potential essential oil-drug interactions, and interpret literature. The introduction of aromatherapy principles to pharmacy students will prepare a new generation of healthcare professionals on the role of alternative medicines.

Scapular kinematics during manual wheelchair propulsion in able-bodied participants.

Science.gov (United States)

Bekker, Michel J; Vegter, Riemer J K; van der Scheer, Jan W; Hartog, Johanneke; de Groot, Sonja; de Vries, Wiebe; Arnet, Ursina; van der Woude, Lucas H V; Veeger, Dirkjan H E J

2018-05-01

Altered scapular kinematics have been associated with shoulder pain and functional limitations. To understand kinematics in persons with spinal cord injury during manual handrim wheelchair propulsion, a description of normal scapular behaviour in able-bodied persons during this specific task is a prerequisite for accurate interpretation. The primary aim of this study is to describe scapular kinematics in able-bodied persons during manual wheelchair propulsion. Sixteen able-bodied, novice wheelchair users without shoulder complaints participated in the study. Kinematic and kinetic data were collected during a standardized pose in the anatomic posture, frontal-plane arm elevation and low-intensity steady-state handrim wheelchair propulsion and upper-body Euler angles were calculated. Scapulothoracic joint orientations in a static position were 36.7° (SD 5.4°), 6.4° (SD 9.1°) and 9.1° (SD 5.7°) for respectively protraction, lateral rotation and anterior tilt. At 80° of arm elevation in the frontal plane, the respective values of 33.4° (SD 8.0°), 23.9° (SD 5.4°) and 4.1° (SD 11.3°) were found. During the push phase of manual wheelchair propulsion, the mean scapular rotations were respectively 32.7° (SD 7.1°), 7.1° (SD 9.2°) and 9.8° (SD 8.3°). The orientation of the scapula in a static pose, during arm elevation and in manual wheelchair propulsion in able-bodied participants showed similar patterns to a previous study in persons with para- and tetraplegia. These values provide a reference for the investigation of the scapular movement pattern in wheelchair-dependent persons and its relation to shoulder complex abnormalities. Copyright © 2018. Published by Elsevier Ltd.

The new Cambridge English course student 1

CERN Document Server

Swan, Michael

1991-01-01

The New Cambridge English Course is a course teachers and students can rely on to cover the complete range and depth of language and skills needed from beginner to upper-intermediate level. Each level is designed to provide at least 72 hours of class work using the Student's Book, with additional self-study material provided in the Practice Book. The course has a proven multi-syllabus approach which integrates work on all the vital aspects of language study: grammar, vocabulary, pronunciation, skills, notions and functions.

Concomitant BCR-ABL1 positive chronic myelogenous leukemia emerging in a patient with MPL W515L associated primary myelofibrosis

Directory of Open Access Journals (Sweden)

Juan C. Gomez-Gelvez, MD

2016-03-01

Full Text Available Myeloproliferative neoplasms (MPNs are clonal hematopoietic stem cell disorders characterized by proliferation of one or more cell lineages in the bone marrow. At present, the main criterion in the 2008 World Health Organization classification of MPNs is the presence of an underlying genetic abnormality. These mutations are generally mutually exclusive except for rare reports in the literature. We report for the first time a detailed analysis of the clinical, histologic and cytogenetic/molecular features of a patient who initially presented with MPL W515L positive primary myelofibrosis and over the course of five years developed an MPN associated with both BCR-ABL1 and MPL W515L mutation. We discuss the diagnostic challenges and therapeutic implications of concomitant BCR-ABL1 translocation with MPL W515L mutation. Multiple genetic alterations may simultaneously coexist in patients exhibiting features of myeloproliferative disorders.

Comparing Dropouts and Persistence in E-Learning Courses

Science.gov (United States)

Levy, Yair

2007-01-01

Several studies have been conducted related to dropouts from on-campus and distance education courses. However, no clear definition of dropout from academic courses was provided. Consequently, this study proposes a clear and precise definition of dropout from academic courses in the context of e-learning courses. Additionally, it is documented in…

Introduction to Computing Course Guide.

Science.gov (United States)

Hawaii State Dept. of Education, Honolulu. Office of Instructional Services.

Developed to aid intermediate-level teachers and principals in initiating and developing computer literacy programs for their students, this document is a guide for the development of a one-semester course--Introduction to Computing--for the seventh and eighth grades. The course is designed to provide opportunities for students to develop computer…

Developing Compressed Beginning and Intermediate Algebra Courses

Science.gov (United States)

Walker, Sylvia E.

2017-01-01

The purpose of this project was two-fold. First, it would provide an opportunity for students to complete the developmental math course sequence more quickly, thereby enabling students to proceed to a college-level mathematics course sooner. To accomplish this, the classroom was designed with computer-assisted homework courses that blended…

Science Academies' Refresher Course in Experimental Physics

Indian Academy of Sciences (India)

2017-12-18

Dec 18, 2017 ... laws and principles and yield reasonably accurate results. The Refresher Course is jointly spon- sored by the Indian Academy of Sciences, ... Selected participants will be provided local hospitality during the Course in addition to course material. Outstation participants will be given three-tier A/c train fare.

A critical role of CDKN3 in Bcr-Abl-mediated tumorigenesis.

Directory of Open Access Journals (Sweden)

Qinghuang Chen

Full Text Available CDKN3 (cyclin-dependent kinase inhibitor 3, a dual specificity protein phosphatase, dephosphorylates cyclin-dependent kinases (CDKs and thus functions as a key negative regulator of cell cycle progression. Deregulation or mutations of CDNK3 have been implicated in various cancers. However, the role of CDKN3 in Bcr-Abl-mediated chronic myelogenous leukemia (CML remains unknown. Here we found that CDKN3 acts as a tumor suppressor in Bcr-Abl-mediated leukemogenesis. Overexpression of CDKN3 sensitized the K562 leukemic cells to imanitib-induced apoptosis and dramatically inhibited K562 xenografted tumor growth in nude mouse model. Ectopic expression of CDKN3 significantly reduced the efficiency of Bcr-Abl-mediated transformation of FDCP1 cells to growth factor independence. In contrast, depletion of CDKN3 expression conferred resistance to imatinib-induced apoptosis in the leukemic cells and accelerated the growth of xenograph leukemia in mice. In addition, we found that CDKN3 mutant (CDKN3-C140S devoid of the phosphatase activity failed to affect the K562 leukemic cell survival and xenografted tumor growth, suggesting that the phosphatase of CDKN3 was required for its tumor suppressor function. Furthermore, we observed that overexpression of CDKN3 reduced the leukemic cell survival by dephosphorylating CDK2, thereby inhibiting CDK2-dependent XIAP expression. Moreover, overexpression of CDKN3 delayed G1/S transition in K562 leukemic cells. Our results highlight the importance of CDKN3 in Bcr-Abl-mediated leukemogenesis, and provide new insights into diagnostics and therapeutics of the leukemia.

eLearning courses.

Science.gov (United States)

2006-02-01

FAST Healthcare, at www.fasthealthcare.com , provides work based interactive elearning courses that address national service framework standards, such as those for people with diabetes, older people and those with coronary heart disease.

The novel anticancer agent JNJ-26854165 is active in chronic myeloid leukemic cells with unmutated BCR/ABL and T315I mutant BCR/ABL through promoting proteosomal degradation of BCR/ABL proteins.

Science.gov (United States)

You, Liangshun; Liu, Hui; Huang, Jian; Xie, Wanzhuo; Wei, Jueying; Ye, Xiujin; Qian, Wenbin

2017-01-31

Chronic myeloid leukemia (CML) is a clonal malignant disease caused by the expression of BCR/ABL. MDM2 (human homolog of the murine double minute-2) inhibitors such as Nutlin-3 have been shown to induce apoptosis in a p53-dependent manner in CML cells and sensitize cells to Imatinib. Here, we demonstrate that JNJ-26854165, an inhibitor of MDM2, inhibits proliferation and triggers cell death in a p53-independent manner in various BCR/ABL-expressing cells, which include primary leukemic cells from patients with CML blast crisis and cells expressing the Imatinib-resistant T315I BCR/ABL mutant. The response to JNJ-26854165 is associated with the downregulation of BCR/ABL dependently of proteosome activation. Moreover, in all tested CML cells, with the exception of T315I mutation cells, combining JNJ-26854165 and tyrosine kinase inhibitor (TKI) Imatinib or PD180970 leads to a synergistic effect. In conclusion, our results suggest that JNJ-26854165, used either alone or in combination with TKIs, represents a promising novel targeted approach to overcome TKI resistance and improve patient outcome in CML.

The Bcr-Abl kinase inhibitor INNO-406 induces autophagy and different modes of cell death execution in Bcr-Abl-positive leukemias.

Science.gov (United States)

Kamitsuji, Y; Kuroda, J; Kimura, S; Toyokuni, S; Watanabe, K; Ashihara, E; Tanaka, H; Yui, Y; Watanabe, M; Matsubara, H; Mizushima, Y; Hiraumi, Y; Kawata, E; Yoshikawa, T; Maekawa, T; Nakahata, T; Adachi, S

2008-11-01

Bcr-Abl tyrosine kinase (TK) inhibitors are promising therapeutic agents for Bcr-Abl-positive (Bcr-Abl(+)) leukemias. Although they are known to promote caspase-mediated apoptosis, it remains unclear whether caspase-independent cell death-inducing mechanisms are also triggered. Here we demonstrated that INNO-406, a second-generation Bcr-Abl TK inhibitor, induces programmed cell death (PCD) in chronic myelogenous leukemia (CML) cell lines through both caspase-mediated and caspase-independent pathways. The latter pathways include caspase-independent apoptosis (CIA) and necrosis-like cell death (CIND), and the cell lines varied regarding which mechanism was elicited upon INNO-406 treatment. We also observed that the propensity toward CIA or CIND in cells was strongly associated with cellular dependency on apoptosome-mediated caspase activity. Cells that undergo CIND have a high apoptosome activity potential whereas cells that undergo CIA tend to have a lower potential. Moreover, we found that INNO-406 promotes autophagy. When autophagy was inhibited with chloroquine or gene knockdown of beclin1 by shRNA, INNO-406-induced cell death was enhanced, which indicates that the autophagic response of the tumor cells is protective. These findings suggest new insights into the biology and therapy of Bcr-Abl(+) leukemias.

Providing a Flexible Course in Multicultural, International Communications within a Traditional University School of Business.

Science.gov (United States)

Joy, Robert O.

1990-01-01

Describes a summer course designed for students interested in business, workers in business, and entrepreneurs to improve their skills in multicultural international business communication. Notes that students' comments and teacher evaluations suggest that the experience with the class was generally positive. (RS)

Supporting Academic Honesty in Online Courses

Directory of Open Access Journals (Sweden)

Patricia McGee

2013-01-01

Full Text Available Ensuring academic honesty is a challenge for traditional classrooms, but more so for online course where technology use is axiomatic to learning and instruction. With the Higher Education Opportunity Act of 2008 (HEOA requirement that online course providers reduce opportunities to cheat and verify student identity, all involved with course delivery must be informed about and involved in issues related to academic dishonesty. This article examines why students cheat and plagiarize, types of dishonesty in online courses, strategies to minimize violations and institutional strategies that have proven to be successful.

Developing a Social Media and Marketing Course

Science.gov (United States)

Faulds, David J.; Mangold, W. Glynn

2014-01-01

This paper describes the process used and experiences gained in developing a social media and marketing course. As the first known paper on this topic appearing in the marketing education literature, the paper provides educators with a framework for developing similar courses. The course was developed using a sound instructional design model, the…

The ABLe change framework: a conceptual and methodological tool for promoting systems change.

Science.gov (United States)

Foster-Fishman, Pennie G; Watson, Erin R

2012-06-01

This paper presents a new approach to the design and implementation of community change efforts like a System of Care. Called the ABLe Change Framework, the model provides simultaneous attention to the content and process of the work, ensuring effective implementation and the pursuit of systems change. Three key strategies are employed in this model to ensure the integration of content and process efforts and effective mobilization of broad scale systems change: Systemic Action Learning Teams, Simple Rules, and Small Wins. In this paper we describe the ABLe Change Framework and present a case study in which we successfully applied this approach to one system of care effort in Michigan.

Waste Generation Overview Refresher, Course 21464

Energy Technology Data Exchange (ETDEWEB)

Simpson, Lewis Edward [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

2016-12-13

This course, Waste Generation Overview Refresher (COURSE 21464), provides an overview of federal and state waste management regulations, as well as Los Alamos National Laboratory (LANL) policies and procedures for waste management operations. The course covers the activities involved in the cradle-to- grave waste management process and focuses on waste characterization, waste compatibility determinations and classification, and the storage requirements for temporary waste accumulation areas at LANL.

Open BIM in courses in engineering education

DEFF Research Database (Denmark)

Karlshøj, Jan; Vestergaard, Flemming

2016-01-01

The Technical University of Denmark has included open BIM in its BIM or BIM-related courses for bachelor, master and PhD students studying civil or architectural engineering. A majority of students are introduced to open BIM during their education, and those who are selecting courses in advanced...... BIM or building design are becoming more familiar with the concept. A number of students are including open BIM in their bachelor projects or master theses. The main reason for including open BIM in teaching is that open BIM has been a mandatory deliverable in Denmark since 2007 in state......-financed construction projects through the IFC format. From 2013 the requirements also included social housing and all public building projects. Students are exploring the capabilities of open BIM, and have been able both to identify satisfactory results as well as propose enhancements in order to compensate...

Don't Believe the Gripe! Increasing Course Structure in a Large Non-majors Neuroscience Course.

Science.gov (United States)

Nagel, Anastasia; Nicholas, Andrea

2017-01-01

Active teaching is increasingly accepted as a better option for higher education STEM courses than traditional lecture-based instruction. However, concerns remain regarding student preferences and the impact of increased course structure on teaching evaluations. Undergraduates in a non-majors neuropharmacology course were enrolled in an enriched blended course format, providing online case-based learning opportunities in a large lecture hall setting. Students working in small assigned groups solved weekly case studies developed to teach basic neuropharmacology concepts. All case study assignments were peer reviewed and content was further reinforced with a weekly online quiz. A comparison of scores on equivalent midterm and final exam questions revealed that students enrolled in the High-Structure course scored better than students from the previous year that took a more traditional Low-Structure lecture-based course. Student performance increased significantly for exam questions that required Bloom's level understanding. When surveyed, students in the High-Structure course reported some regret for the lack of traditional lecture and revealed some disapproval towards the extra work required for active teaching and peer review. Yet, we saw no change in quantitative instructor evaluation between sections, challenging the idea that student resistance towards increased work lowers course evaluation scores. Future instructors using active learning strategies may benefit from revealing to students the value of increased course structure on performance outcomes compared with traditional lecture courses.

Analyzing Early At-Risk Factors in Higher Education E-Learning Courses

Science.gov (United States)

Baker, Ryan S.; Lindrum, David; Lindrum, Mary Jane; Perkowski, David

2015-01-01

College students enrolled in online courses lack many of the supports available to students in traditional face-to-face classes on a campus such as meeting the instructor, having a set class time, discussing topics in-person during class, meeting peers and having the option to speak with them outside of class, being able to visit faculty during…

MODEL OF COLLABORATIVE COURSES DEVELOPMENT IN DISTANCE LEARNING PLATFORMS

Directory of Open Access Journals (Sweden)

Dmytro S. Morozov

2015-02-01

Full Text Available The research paper outlines the problem of organization collaboration of users group on creation distance learning courses. The article contains analysis of the courses data structure. According to proposed structure the model of developer’s collaboration on creating distance learning courses based on basic principles of source code management was proposed. The article also provides result of research on necessary tools for collaborative development of courses in distance learning platforms. According to the requirements of flexibility and simplicity of access to system for any level educational institutions, technological decisions on granting permissions on performing basic operations on course elements and providing to user moderation’s privileges were proposed.

Tested Tools You Can Use: Evaluating Earth System Science Courses

Science.gov (United States)

Lee, S. P.; Prakash, A.; Reider, D.; Baker, D.

2006-12-01

Earth System Science Education for the 21st Century (ESSE 21) has created a public access on-line evaluation resource available at http://esse21.usra.edu/evaltoolkit in collaboration with the ESSE 21 institutions, PIs, and evaluators. The purpose of the ESSE toolkit is to offer examples of how evaluation and assessment are/have been used in Earth System Science courses and programs. Our goal is to help instructors recognize different types of assessment and evaluation tools and uses that have proved useful in these courses and provide models for designing assessments in new courses. We have included actual examples of evaluations used by ESSE institution faculty in their own courses. This is not a comprehensive toolkit on educational evaluation and assessment, but it does provide several examples of evaluations that have been used successfully in Earth System Science courses and links to many good web resources on course evaluation. We have provided examples of assessments that are designed to collect information from students before, during and after courses. Some, presented in different formats, are designed to assess what students learn, others are designed to provide course instructors with information they can use to revise their courses. These assessments range from content tests to portfolios, from feedback forms to interviews, and from concept maps to attitude surveys.

Course Convenience, Perceived Learning, and Course Satisfaction across Course Formats

Science.gov (United States)

Sanford, Douglas; Ross, Douglas; Rosenbloom, Alfred; Singer, Daniel

2017-01-01

Students' desire for course convenience may lead to their preference for online courses. But in their desire for convenience, are students sacrificing satisfaction or perceived learning? This article investigates the moderating impact of course format on the relationship between convenience and both perceived learning and satisfaction. Moderated…

Introductory life science mathematics and quantitative neuroscience courses.

Science.gov (United States)

Duffus, Dwight; Olifer, Andrei

2010-01-01

We describe two sets of courses designed to enhance the mathematical, statistical, and computational training of life science undergraduates at Emory College. The first course is an introductory sequence in differential and integral calculus, modeling with differential equations, probability, and inferential statistics. The second is an upper-division course in computational neuroscience. We provide a description of each course, detailed syllabi, examples of content, and a brief discussion of the main issues encountered in developing and offering the courses.

Regulatory effects of sestrin 3 (SESN3 in BCR-ABL expressing cells.

Directory of Open Access Journals (Sweden)

Eliza Vakana

Full Text Available Chronic myeloid leukemia (CML and Ph+ acute lymphoblastic leukemia (ALL are characterized by the presence of the BCR-ABL oncoprotein, which leads to activation of a plethora of pro-mitogenic and pro-survival pathways, including the mTOR signaling cascade. We provide evidence that in BCR-ABL expressing cells, treatment with tyrosine kinase inhibitors (TKIs results in upregulation of mRNA levels and protein expression of sestrin3 (SESN3, a unique cellular inhibitor of mTOR complex 1 (mTORC1. Such upregulation appears to be mediated by regulatory effects on mTOR, as catalytic inhibition of the mTOR kinase also induces SESN3. Catalytic mTOR inhibition also results in upregulation of SESN3 expression in cells harboring the TKI-insensitive T315I-BCR-ABL mutant, which is resistant to imatinib mesylate. Overexpression of SESN3 results in inhibitory effects on different Ph+ leukemic cell lines including KT-1-derived leukemic precursors, indicating that SESN3 mediates anti-leukemic responses in Ph+ cells. Altogether, our findings suggest the existence of a novel mechanism for the generation of antileukemic responses in CML cells, involving upregulation of SESN3 expression.

An IS Project Management Course Project

Science.gov (United States)

Frank, Ronald L.

2010-01-01

Information Systems curricula should provide project management (PM) theory, current practice, and hands-on experience. The schedule usually does not allow time in Analysis and Design courses for development oriented project management instruction other than a short introduction. Similarly, networking courses usually don't put project management…

The Advanced Course in Professional Selling

Science.gov (United States)

Loe, Terry; Inks, Scott

2014-01-01

More universities are incorporating sales content into their curriculums, and although the introductory courses in professional sales have much common ground and guidance from numerous professional selling texts, instructors teaching the advanced selling course lack the guidance provided by common academic tools and materials. The resulting…

Course of sea-level change

Science.gov (United States)

Carlowicz, Michael

This summer, the Environment and Climate Program of the European Union will offer an advanced study course on “sea-level changes on micro to macro timescales: measurements, modeling, interpretation, and application.” The short course will be taught from July 1-12 at the Aesclepon Conference Center on the island of Kos, Greece.The interdisciplinary course is designed to bring together at least 40 students from different disciplines in an attempt to share and disseminate fundamental ideas about sea level change, focusing particularly on changes influenced by anthropogenic factors. Participants will be selected by a scientific panel; the European Union will conduct the course free of charge and will provide free lodging. Students must pay for their own travel expenses and food.

A course in constructing effective displays of data for pharmaceutical research personnel.

Science.gov (United States)

Bradstreet, Thomas E; Nessly, Michael L; Short, Thomas H

2013-01-01

Interpreting data and communicating effectively through graphs and tables are requisite skills for statisticians and non-statisticians in the pharmaceutical industry. However, the quality of visual displays of data in the medical and pharmaceutical literature and at scientific conferences is severely lacking. We describe an interactive, workshop-driven, 2-day short course that we constructed for pharmaceutical research personnel to learn these skills. The examples in the course and the workshop datasets source from our professional experiences, the scientific literature, and the mass media. During the course, the participants are exposed to and gain hands-on experience with the principles of visual and graphical perception, design, and construction of both graphic and tabular displays of quantitative and qualitative information. After completing the course, with a critical eye, the participants are able to construct, revise, critique, and interpret graphic and tabular displays according to an extensive set of guidelines. Copyright © 2013 John Wiley & Sons, Ltd.

“Use of fire extinguishers” course: A hot tip for your safety!

CERN Multimedia

The Safety Training Team

2013-01-01

The “Use of fire extinguishers – live exercises” course was introduced in conjunction with the Fire and Rescue Service and the HSE Unit at the start of 2012. Since then, more than 800 people have been trained in the use of fire extinguishers.   Photo: Vanessa Bandier. This course is aimed at all members of the CERN personnel. It takes place at the Prévessin training centre, lasts an hour and a half and consists of a theoretical part and a practical part with a role-play exercise in the simulator. The course can be taken in French or English. Here are some examples of comments received from people who have taken the course: “Excellent training session, very useful, especially the practical part. I’m no longer afraid to use a fire extinguisher.” “I was impressed with the quality of the installations used for the training. I didn’t expect every participant to be able to practise dealing with an emergency...

Knowledge Gained from Good Agricultural Practices Courses for Iowa Growers

Science.gov (United States)

Shaw, Angela; Strohbehn, Catherine; Naeve, Linda; Domoto, Paul; Wilson, Lester

2015-01-01

Good Agricultural Practices (GAP) educational courses provide produce growers with the fundamental information for producing and processing safe produce. To determine the effectiveness of the current 7-hour GAP course provided in Iowa, growers were surveyed before and 7-14 days after the course to determine changes in knowledge and opinions.…

Natural Gas Compression Technician: Apprenticeship Course Outline. Apprenticeship and Industry Training. 5311.1

Science.gov (United States)

Alberta Advanced Education and Technology, 2011

2011-01-01

The graduate of the Natural Gas Compression Technician apprenticeship program is a certified journeyperson who will be able to install, commission, maintain and repair equipment used to gather store and transmit natural gas. Advanced Education and Technology has prepared this course outline in partnership with the Natural Gas Compression…

Teaching an Interdisciplinary Gerontological Course to Pharmacy Students

Science.gov (United States)

Sumner, Edward D.

1978-01-01

An interdisciplinary course on gerontology has been developed and offered as an elective at the Medical University of South Carolina College of Pharmacy. Instruction is provided in the physical, psychological, and social influences with ambulatory and institutionalized geriatrics patients. A course outline and course objectives are included. (SW)

BCR-ABL fusion genes are inducible by X-irradiation in vitro

International Nuclear Information System (INIS)

Ito, Takashi; Seyama, Toshio; Mizuno, Terumi; Hayashi, Tomonori; Nakamura, Nori; Akiyama, Mitoshi; Dohi, Kiyohiko.

1992-01-01

The Philadelphia chromosome consists of a reciprocal translocation between the ABL oncogene at chromosome 9q34 and the BCR gene at chromosome 22q resulting in the expression of chimeric BCR-ABL mRNAs specific to chronic myelogenous leukemia (CML). The presence of the fusion genes can be detected with high specificity and sensitivity by means of reverse transcription and polymerase chain reaction. Using this assay, it was possible to detect BCR-ABL fusion genes induced among HL60 cells after 100 Gy of X-irradiation in vitro. A total of five fusion gene transcripts were obtained. These fusion genes contained not only CML-specific BCR-ABL rearrangements, but also other forms of BCR-ABL fusions. These latter genes had junctions of BCR exon 4/ABL exon 2 intervened by a segment of DNA of unknown origin, BCR exon 5/ABL exon 2, and BCR exon 4/ABL exon 2. The results appear to be the first evidence for the induction of the BCR-ABL fusion gene by X-irradiation. In terms of leukemogenesis, it is suggested that only those cells bearing certain CML-related BCR-ABL fusion genes are positively selected by virtue of a growth advantage in vivo. (author)

Open courses: one view of the future of online education.

Science.gov (United States)

Alemi, Farrokh; Maddox, P J

2008-01-01

Open courses provide the entire course (lectures, assignments, syllabus, student's discussions, and student's projects) online without revealing student's personal information. We report on our experience in managing 8 open online courses at http://nhs.georgetown.edu/open. Open courses have several advantages over password protected courses: (1) they are available through search engines and thus reduce the program's marketing cost, (2) continuous feedback from the web enables rapid improvements to the course, (3) customer relationship tools, tied to open courses, radically reduce faculty time spent on one-on-one emails while increasing student/faculty interaction. We provide details of one course. In 15 weeks, 803 emails were received by and 1181 sent by the faculty (all within 6% of a working week and 82% savings of faculty time). We show how open courses can be accessed through search engines, how students questions are answered on the web and how student projects, in popular sites such as You Tube and Face Book, improve course marketing. The paper reports that student satisfaction with three open online courses delivered overall several semesters was high.

“Use of fire extinguishers”—a new course with a new simulator

CERN Multimedia

HSE Unit & GS/FB

2012-01-01

Don’t wait, sign up! A new training course, “Handling of fire extinguishers”, is available since the beginning of March 2012. The training course is given by members of CERN’s Fire Brigade (GS-FB) and is intended for all members of personnel of CERN. Upon successful completion of the training course, you will be able to do the following: recognise a potentially combustible item and the various fire classes; choose the appropriate extinguisher for a given fire class; handle a fire extinguisher properly and efficiently; apply CERN's safety instructions. An important part of the training are the different firefighting exercises conducted using a new simulator, which makes it possible to simulate real conditions such as the following: a fire in the office; a fire in an electrical cabinet; a fire involving chemicals.        Don’t wait:  sign up for the training course directly ...

The Effect on Learning, Communication, and Assessment when Student-Created Youtubes of Microteaching Were Used in an Online Teacher-Education Course

Science.gov (United States)

O'Connor, Eileen A.

2011-01-01

This pilot study within an online teacher-education course required pre-service teachers to develop self-videotaped microteaching lessons which were posted in a private YouTube. Analysis of the students' YouTube lessons, course postings, and peer interactions found that students learned the technology requirements quickly, were able to develop…

Software Tools: A One-Semester Secondary School Computer Course.

Science.gov (United States)

Bromley, John; Lakatos, John

1985-01-01

Provides a course outline, describes equipment and teacher requirements, discusses student evaluation and course outcomes, and details the computer programs used in a high school course. The course is designed to teach students use of the microcomputer as a tool through hands-on experience with a variety of commercial software programs. (MBR)

Crossing Borders: An Online Interdisciplinary Course in Health Informatics for Students From Two Countries.

Science.gov (United States)

Fossum, Mariann; Fruhling, Ann; Moe, Carl Erik; Thompson, Cheryl Bagley

2017-04-01

A cross-countries and interprofessional novel approach for delivering an international interdisciplinary graduate health informatics course online is presented. Included in this discussion are the challenges, lessons learned, and pedagogical recommendations from the experiences of teaching the course. Four professors from three different fields and from three universities collaborated in offering an international health informatics course for an interdisciplinary group of 18 US and seven Norwegian students. Highly motivated students and professors, an online technology infrastructure that supported asynchronously communication and course delivery, the ability to adapt the curriculum to meet the pedagogy requirements at all universities, and the support of higher administration for international collaboration were enablers for success. This project demonstrated the feasibility and advantages of an interdisciplinary, interprofessional, and cross-countries approach in teaching health informatics online. Students were able to establish relationships and conduct professional conversations across disciplines and international boundaries using content management software. This graduate course can be used as a part of informatics, computer science, and/or health science programs.

Soil Erosion: Advanced Crop and Soil Science. A Course of Study.

Science.gov (United States)

Miller, Larry E.

The course of study represents the last of six modules in advanced crop and soil science and introduces the agriculture student to the topic of soil erosion. Upon completion of the two day lesson, the student will be able to: (1) define conservation, (2) understand how erosion takes place, and (3) list ways of controlling wind and water erosion.…

Soil Water: Advanced Crop and Soil Science. A Course of Study.

Science.gov (United States)

Miller, Larry E.

The course of study represents the fourth of six modules in advanced crop and soil science and introduces the agriculture student to the topic of soil water. Upon completing the three day module, the student will be able to classify water as to its presence in the soil, outline the hydrological cycle, list the ways water is lost from the soil,…

Science Academies Refresher Course in Topology

Indian Academy of Sciences (India)

Selected partic- ipants will be provided with travel assistance (limited to three-tier A/c train fare), accommodation and local hospitality during the Course in addition to course material. Interested persons must submit their application ONLINE by clicking on the following link http://web-japps.ias.ac.in:8080/Refreshcourse/TTPP.

Accessible Earth: Enhancing diversity in the Geosciences through accessible course design

Science.gov (United States)

Bennett, R. A.; Lamb, D. A.

2017-12-01

The tradition of field-based instruction in the geoscience curriculum, which culminates in a capstone geological field camp, presents an insurmountable barrier to many disabled students who might otherwise choose to pursue geoscience careers. There is a widespread perception that success as a practicing geoscientist requires direct access to outcrops and vantage points available only to those able to traverse inaccessible terrain. Yet many modern geoscience activities are based on remotely sensed geophysical data, data analysis, and computation that take place entirely from within the laboratory. To challenge the perception of geoscience as a career option only for the non-disabled, we have created the capstone Accessible Earth Study Abroad Program, an alternative to geologic field camp for all students, with a focus on modern geophysical observation systems, computational thinking, data science, and professional development.In this presentation, we will review common pedagogical approaches in geosciences and current efforts to make the field more inclusive. We will review curricular access and inclusivity relative to a wide range of learners and provide examples of accessible course design based on our experiences in teaching a study abroad course in central Italy, and our plans for ongoing assessment, refinement, and dissemination of the effectiveness of our efforts.

Mountain Plains Learning Experience Guide: Carpentry. Course: Finish.

Science.gov (United States)

Leland, Lyle

One of two individualized courses included in a carpentry curriculum, this course is structured to provide the information, procedures, and experiences to complete the carpentry requirements following the framing operation. The course is comprised of five units: (1) Machine Processes, (2) Exterior Wall Coverings and Cornice, (3) Windows and Trim,…

Learning by Knowledge Networking across Cultures - The Experience of Joint Courses in Environmental Studies for Malaysian and Danish Engineering and Science students

DEFF Research Database (Denmark)

Wangel, Arne; Stærdahl, Jens; Bransholm Pedersen, Kirsten

2003-01-01

Engineers and planners working in trans-national production and aid project interventions in Third World countries must be able to 're-invent' technological systems across cultures and plan and build capacities of their counterparts. A series of joint courses on cleaner production (CP) and enviro......Engineers and planners working in trans-national production and aid project interventions in Third World countries must be able to 're-invent' technological systems across cultures and plan and build capacities of their counterparts. A series of joint courses on cleaner production (CP...... of the obstacles into resources for knowledge sharing. However, students have stressed their positive experience of cross-cultural communication. While a joint course of three-week duration by itself may involve only limited cross-cultural learning, serving primarily as an introduction to a long-term field study...

The Relationship Between Method of Viewing Lectures, Course Ratings, and Course Timing.

Science.gov (United States)

Burton, William B; Ma, Terence P; Grayson, Martha S

2017-01-01

In recent years, medical schools have provided students access to video recordings of course lectures, but few studies have investigated the impact of this on ratings of courses and teachers. This study investigated whether the method of viewing lectures was related to student ratings of the course and its components and whether the method used changed over time. Preclinical medical students indicated whether ratings of course lectures were based primarily on lecture attendance, video capture, or both. Students were categorized into Lecture, Video, or Both groups based on their responses to this question. The data consisted of 7584 student evaluations collected over 2 years. Students who attended live lectures rated the course and its components higher than students who only viewed the video or used both methods, although these differences were very small. Students increasingly watched lectures exclusively by video over time: in comparison with first-year students, second-year students were more likely to watch lectures exclusively by video; in comparison with students in the first half of the academic year, students in the second half of the academic year were more likely to watch lectures exclusively by video. With the increase in use of lecture video recordings across medical schools, attention must be paid to student attitudes regarding these methods.

International SSAC training courses

International Nuclear Information System (INIS)

Bates, O.G.

1985-01-01

A speech is presented on the International Atomic Energy Agency State Systems of Accounting for and Control (SSAC) of Nuclear Materials. Two lists of countries participating in these courses are provided

Developing an evidence-based public health informatics course.

Science.gov (United States)

Yu, Xinyu; Xie, Yue; Pan, Xuequn; Mayfield-Johnson, Susan; Whipple, Jessica; Azadbakht, Elena

2015-10-01

This study assessed the need to develop a public health informatics (PHI) introductory course and determine contents of such a course. Community assessments employing focus group interviews and an online survey were utilized to determine course need and content. Results revealed a need to provide PHI training to graduate public health students and suggested broad course content requirements. Results indicated lack of awareness of libraries and librarians as sources of public health information. A graduate PHI course was developed and delivered. Additionally, implementation of a subject guide increased the library's profile.

The Cost of Economic Literacy: How Well Does a Literacy-Targeted Principles of Economics Course Prepare Students for Intermediate Theory Courses?

Science.gov (United States)

Gilleskie, Donna B.; Salemi, Michael K.

2012-01-01

In a typical economics principles course, students encounter a large number of concepts. In a literacy-targeted course, students study a "short list" of concepts that they can use for the rest of their lives. While a literacy-targeted principles course provides better education for nonmajors, it may place economic majors at a…

CERN Technical Training - New courses available at CERN!

CERN Multimedia

HR Department

2010-01-01

1. - The “JavaScript for web development” is a 3 day course. This hands-on JavaScript training course provides the knowledge needed to design and develop dynamic web pages using JavaScript. It introduces students to JavaScript and how the language can be used to turn static HTML pages into dynamic, interactive web pages. Students will learn the syntax of the JavaScript language, the Document Object Model, form validation, cookies, how to create functions. This course is for Web programmers who want to learn how to make their Web pages more interactive by using JavaScript. The course will take place, in English, from 5 to 7 May 2010 in the CERN Technical Training Centre. Registrations are open on the Technical Training page. For more information on our catalogue or for questions/comments, contact us at Technical.Training@cern.ch 2. - The “Web 2.0 development with AJAX” is a 3 day course. This hands-on AJAX course provides the knowledge needed to design and develop ...

The history of psychology course in Spanish psychology curricula: Past, present, future.

Science.gov (United States)

Chisvert-Perales, Mauricio; Monteagudo-Soto, María J; Mestre, Vicenta

2016-05-01

Since the university education of psychologists began in Spain in 1954, the history of psychology course has been included in the curriculum. In the first few years, only half of the curricula offered the course. From 1973 to 2007, the universities' organization and regulation underwent successive reforms that involved changes in the curricula, decreeing specific national guidelines for each degree and establishing a minimum set of common required courses, called core courses, including the history of psychology. In 2007, the European Higher Education Area was set up, transforming the 5-year bachelor's degrees into 4-year degrees and eliminating the required guidelines, with each university being able to define the content of their curricula. The Dean's Conference for Psychology agreed on some recommendations related to core courses, which continued to include the history of psychology and were adopted by the majority of the universities. In 2015, the government established a new national regulation that makes it possible for each university to voluntarily reduce the length of the bachelor's degree to 3 years. Some psychology historians believe that this hypothetical reduction in the length of the degree, along with the already existing general tendency to prioritize applied or practical courses over basic or fundamental ones, could produce an appropriate scenario for the disappearance of the history of psychology course in some universities. (c) 2016 APA, all rights reserved).

Aviation Maintenance Technology. Course Content Guides. FAA Approved Curriculum.

Science.gov (United States)

Shrawder, Jack; And Others

Course content guides are provided for the 30 courses in this aviation maintenance technology curriculum approved by the Federal Aviation Administration. Course titles are physics for technicians; aircraft information, regulations, and procedures; aircraft assembly; fundamentals of aircraft electronics; aircraft electrical components; aircraft…

The Body and its Able-ness: Articulating In/Eligibility through Rhetorics of Motherhood, Unjust Language, and Questionable Medical Authority

Directory of Open Access Journals (Sweden)

Rachel D. Davidson

2016-03-01

Full Text Available This essay analyzes a controversy involving Amelia (Mia Rivera, a three-year old girl who was denied a life-saving kidney transplant in January 2012. As reported by Mia's mother, Chrissy, on her blog post, Mia was denied the kidney transplant because of her mental disability. Throughout the public discussion that took place over a few short weeks, we argue Mia's ineligibility was rearticulated through rhetorics of motherhood, unjust body language, and questions about medical authority. we suggest this indicates that descriptions of the body and its able-ness carry more weight in the public's understanding of health issues than does medical authority.

The Development of Anti-Corruption Education Course for Primary School Teacher Education Students

Science.gov (United States)

Indawati, Ninik

2015-01-01

The purpose of this research was to develop learning tools as well as test the effectiveness of the implementation of anti-corruption education course for Primary School Teacher Education students, who must be able to transfer anti-corruption values to learners. The research method refers to the development of procedural models, which is…

Professor Created On-line Biology Laboratory Course

Science.gov (United States)

Bowman, Arthur W.

2010-01-01

This paper will share the creation, implementation, and modification of an online college level general biology laboratory course offered for non-science majors as a part of a General Education Curriculum. The ability of professors to develop quality online laboratories will address a growing need in Higher Education as more institutions combine course sections and look for suitable alternative course delivery formats due to declining departmental budgets requiring reductions in staffing, equipment, and supplies. Also, there is an equal or greater need for more professors to develop the ability to create online laboratory experiences because many of the currently available online laboratory course packages from publishers do not always adequately parallel on-campus laboratory courses, or are not as aligned with the companion lecture sections. From a variety of scientific simulation and animation web sites, professors can easily identify material that closely fit the specific needs of their courses, instructional environment, and students that they serve. All too often, on-campus laboratory courses in the sciences provide what are termed confirmation experiences that do NOT allow students to experience science as would be carried out by scientists. Creatively developed online laboratory experiences can often provide the type of authentic investigative experiences that are not possible on-campus due to the time constraints of a typical two-hour, once-per-week-meeting laboratory course. In addition, online laboratory courses can address issues related to the need for students to more easily complete missing laboratory assignments, and to have opportunities to extend introductory exercises into more advanced undertakings where a greater sense of scientific discovery can be experienced. Professors are strongly encourages to begin creating online laboratory exercises for their courses, and to consider issues regarding assessment, copyrights, and Intellectual Property

Co-providing: understanding the logistics.

Science.gov (United States)

Dickerson, Pamela S

2011-11-01

Continuing nursing education providers have sometimes said that they don't want to co-provide because "it's too much trouble" or they "won't be able to control what happens" or because they don't understand the process. This column clarifies the logistics of the co-provider relationship. Copyright 2011, SLACK Incorporated.

CLIMANDES climate science e-learning course

Science.gov (United States)

Hunziker, Stefan; Giesche, Alena; Jacques-Coper, Martín; Brönnimann, Stefan

2016-04-01

Over the past three years, members of the Oeschger Centre for Climate Change Research (OCCR) and the Climatology group at the Institute of Geography at the University of Bern, have developed a new climate science e-learning course as part of the CLIMANDES project. This project is a collaboration between Peruvian and Swiss government, research, and education institutions. The aim of this e-learning material is to strengthen education in climate sciences at the higher education and professional level. The course was recently published in 2015 by Geographica Bernensia, and is hosted online by the Peruvian Servicio Nacional de Meteorología e Hidrología (SENAMHI): http://surmx.com/chamilo/climandes/e-learning/. The course is furthermore available for offline use through USB sticks, and a number of these are currently being distributed to regional training centers around the world by the WMO (World Meteorological Organization). There are eight individual modules of the course that each offer approximately 2 hours of individual learning material, featuring several additional learning activities, such as the online game "The Great Climate Poker" (http://www.climatepoker.unibe.ch/). Overall, over 50 hours of learning material are provided by this course. The modules can be integrated into university lectures, used as single units in workshops, or be combined to serve as a full course. This e-learning course presents a broad spectrum of topics in climate science, including an introduction to climatology, atmospheric and ocean circulation, climate forcings, climate observations and data, working with data products, and climate models. This e-learning course offers a novel approach to teaching climate science to students around the world, particularly through three important features. Firstly, the course is unique in its diverse range of learning strategies, which include individual reading material, video lectures, interactive graphics, responsive quizzes, as well as group

Cosmology. A first course

Science.gov (United States)

Lachieze-Rey, Marc

This book delivers a quantitative account of the science of cosmology, designed for a non-specialist audience. The basic principles are outlined using simple maths and physics, while still providing rigorous models of the Universe. It offers an ideal introduction to the key ideas in cosmology, without going into technical details. The approach used is based on the fundamental ideas of general relativity such as the spacetime interval, comoving coordinates, and spacetime curvature. It provides an up-to-date and thoughtful discussion of the big bang, and the crucial questions of structure and galaxy formation. Questions of method and philosophical approaches in cosmology are also briefly discussed. Advanced undergraduates in either physics or mathematics would benefit greatly from use either as a course text or as a supplementary guide to cosmology courses.

Development of training courses in the field of nuclear energy

International Nuclear Information System (INIS)

Lee, Han Young; Soe, In Seok; Lee, Ui Jin; Park, Jae Chang; Kim, Ik Hyeon; Won, Jong Yeol; Nam, Jae Yeol

1993-12-01

The nuclear training center provides various training courses in such areas of nuclear energy as nuclear power technology, radioisotope applications technology, non-destructive technology, nuclear safety, etc. The center also provides in-house staff training courses in project management, computer applications, and other research areas. The objective of the project is to develop new specialized training courses not only nuclear energy areas but also in management, so that localization of nuclear project can be accomplished as early as possible. The scope and contents of the project envision the following aims; 1. to develop specialized nuclear training programs; 2. to develop project management training courses for KAERI staff; 3. to collect and analyze foreign training programs and materials; 4. to develop foreign-assisted training courses; and 5. to develop international training courses for developing country trainese

Assurance of Learning in a Writing-Intensive Business Course

Science.gov (United States)

Carnes, Lana; Awang, Faridah; Smith, Halie

2015-01-01

Writing intensive courses provide a means of addressing declining student writing proficiency. Programmatic learning goals accomplished through a writing-intensive course can be used to develop students' writing skills. For business communication faculty members to maximize the value of their courses to business programs, they should demonstrate…

Project ABLE: (Atmospheric Balloonborne Lidar Experiment)

Science.gov (United States)

Shepherd, O.; Aurilio, G.; Bucknam, R. D.; Hurd, A. G.; Sheehan, W. H.

1985-03-01

Project ABLE (Atmospheric Balloonborne Lidar Experiment) is part of the A.F. Geophysics Laboratory's continuing interest in developing techniques for making remote measurements of atmospheric quantities such as density, pressure, temperatures, and wind motions. The system consists of a balloonborne lidar payload designed to measure neutral molecular density as a function of altitude from ground level to 70 km. The lidar provides backscatter data at the doubled and tripled frequencies of a Nd:YAG laser, which will assist in the separation of the molecular and aerosol contributions and subsequent determination of molecular and aerosol contributions and subsequent determination of molecular density vs altitude. The object of this contract was to fabricate and operate in a field test a balloonborne lidar experiment capable of performing nighttime atmospheric density measurements up to 70 km altitude with a resolution of 150 meters. The payload included a frequency-doubled and -tripled Nd:YAG laser with outputs at 355 and 532 nm; a telescoped receiver with PMT detectors; a command-controlled optical pointing system; and support system, including thermal control, telmetry, command, and power. Successful backscatter measurements were made during field operations which included a balloon launch from Roswell, NM and a flight over the White Sands Missile Range.

The timing and importance of motor skills course in knee arthroscopy training.

Science.gov (United States)

Çetinkaya, Engin; Çift, Hakan; Aybar, Ahmet; Erçin, Ersin; Güler, Gamze Babür; Poyanlı, Oğuz

2017-07-01

The aim of this prospective study is to evaluate the impact of the simulation training program in learning duration of arthroscopic motor skills. Furthermore, we investigated the difference between junior and experienced residents in the improvement of arthroscopic motor skills duration. We established 2 study groups according to participants' year of experience in orthopedic residency with junior group residents with three years or less than three years experience as group 1 and experienced group with over 3 years of experience as group 2. We calculated duration change of motor skill test results for each participant before and after the course. The tools used were; auto scoring mirror tracer(ASMT), 0'Conner the tweezer dexterity test(OCTDT), etch-a-sketch with overlay(ESOT), purdue the pegboard test(PPT), two-arm coordination test(TACT) and grooved pegboard test(GPT) which were all produced by Lafayette firm. These instruments were used to practice and measure the basic motor skills. All post-course test durations for participants decreased significantly when compared to pre-course. We calculated percentage change of motor skill test results for each participant before and after the course. All motor skill test percentage changes were similar between two groups. In comparison of participants according to their experiences, results revealed that there was no difference in test results of experienced and junior surgeons. Both groups had provided equal improvement in terms of motor skills. As our results revealed, residents will be able to act with a strong motivation to learn applications through basic arthroscopic information gained in early period of orthopedic training and will make more successful applications of real patients. Copyright © 2017 Turkish Association of Orthopaedics and Traumatology. Production and hosting by Elsevier B.V. All rights reserved.

A Short Course in Problems in Applied Science and Engineering.

Science.gov (United States)

Nicholson, H. W.

1987-01-01

Provides a description of a concentrated four-week term course that provided students with opportunities of association with applied science and engineering professionals. Reviews the program's organizational structure, project requirements, and summarizes students reactions to the course. (ML)

Creating Business Intelligence from Course Management Systems

Science.gov (United States)

van Dyk, Liezl; Conradie, Pieter

2007-01-01

Purpose: This article seeks to address the interface between individual learning facilitators that use course management systems (CMS) data to support decision-making and course design and institutional infrastructure providers that are responsible for institutional business intelligence. Design/methodology/approach: The design of a data warehouse…

INTERDISCIPLINARITY IN MANAGEMENT COURSES: THE OPINIONS OF UNDERGRADUATE PROGRAM SPECIALISTS AND COORDINATORS

Directory of Open Access Journals (Sweden)

Luciana Oranges Cezarino

2015-12-01

Full Text Available Undergraduate management courses find themselves in turbulent contexts and facing difficulties in generating resources and competencies of different natures. One of the biggest problems is the capacity to refine students’ education in line with the challenges that arise in the management profession. Symptoms such as the disassociation between theory and practice, the lack of a logical sequence of content, an excess of lectures and the inability to develop students’ skills in market demand are always mentioned as criticisms. Interdisciplinarity, however, treated as the controlled promotion of relationships between different disciplinary contents and currently considered more as a process than a product (fazenda, 1991; 2006, aims to develop a complex thinking able to understand the systemic reality and relating elements found in different areas. Using interdisciplinary practices, teaching in management could overcome, or at least reduce, the issues present in its courses. Thus, the objective of this paper is to present the point of view of specialists, interdisciplinarity research group members and management course administrators through personal interviews and the Delphi method that employed an online questionnaire. The findings show that specialists do not distinguish between interdisciplinarity applied in management teaching to that in different contexts, while course administrators are supportive of the idea, but face structural and organizational difficulties to put it into practice. Management teaching is seen by both these groups to lack greater interdisciplinarity, but in order to change this a reform is needed in curricular structures, as well as an effort by professors with a stronger focus on post-graduate degree, to the detriment of graduate degree courses. In addition, an inversion is required in the didactic methods used in the classroom, making them more student-centric than teacher-focused and thus eliminating the excess of

Research methods courses as a means of developing academic general practice. Fifteen years' experience from Sweden and Denmark.

Science.gov (United States)

Håkansson, Anders; Beckman, Anders; Hansson, Eva Ekvall; Merlo, Juan; Månsson, Nils-Ove

2005-09-01

Since 1989, the authors have given courses in research methodology, and these courses are now given at six venues in southern Sweden, as well as in Denmark. The course corresponds to half a year's full-time study, with half the time devoted to lectures and studies of literature, while the rest is spent on an individual project under supervision. To enable part-time study, the course extends over 1(1/2) years. In 15 years roughly 1000 people, mainly physicians, have been given training in basic research methods. The course model has been appreciated by clinically active colleagues, who have been able to attend a course and simultaneously work with patients. Among the GPs in the region, one in five has taken this course, and one in five has then gone on to start formal PhD studies. The authors have thus succeeded in their goal of giving basic scientific schooling to many physicians and recruiting some for further research.

Surgical training in your hands: organising a skills course.

Science.gov (United States)

Burnand, Henry; Mutimer, Jon

2012-12-01

The advent of simulated surgical skills courses has brought dynamic changes to the traditional approach to acquiring practical skills in surgery. Teaching is a core part of the surgical profession, and any trainee can be involved in the organisation of skills training courses. This paper outlines the importance of organising surgical skills courses for trainees, and provides a practical guide on how to do so within busy clinical environments. The paper examines how to plan a course, how to design the programme, and provides tips on faculty staff requirements, venue, finance and participants, with additional suggestions for assessment and evaluation. We recommend the organisation of skills courses to any trainee. By following key ground rules, the surgical trainee can enable the acquisition of advanced learning opportunities and the ability to demonstrate valuable organisational skills. © Blackwell Publishing Ltd 2012.

Statistics for mathematicians a rigorous first course

CERN Document Server

Panaretos, Victor M

2016-01-01

This textbook provides a coherent introduction to the main concepts and methods of one-parameter statistical inference. Intended for students of Mathematics taking their first course in Statistics, the focus is on Statistics for Mathematicians rather than on Mathematical Statistics. The goal is not to focus on the mathematical/theoretical aspects of the subject, but rather to provide an introduction to the subject tailored to the mindset and tastes of Mathematics students, who are sometimes turned off by the informal nature of Statistics courses. This book can be used as the basis for an elementary semester-long first course on Statistics with a firm sense of direction that does not sacrifice rigor. The deeper goal of the text is to attract the attention of promising Mathematics students.

Accessible Earth: Enhancing diversity in the Geosciences through accessible course design and Experiential Learning Theory

Science.gov (United States)

Bennett, Rick; Lamb, Diedre

2017-04-01

The tradition of field-based instruction in the geoscience curriculum, which culminates in a capstone geological field camp, presents an insurmountable barrier to many disabled students who might otherwise choose to pursue geoscience careers. There is a widespread perception that success as a practicing geoscientist requires direct access to outcrops and vantage points available only to those able to traverse inaccessible terrain. Yet many modern geoscience activities are based on remotely sensed geophysical data, data analysis, and computation that take place entirely from within the laboratory. To challenge the perception of geoscience as a career option only for the able bodied, we have created the capstone Accessible Earth Study Abroad Program, an alternative to geologic field camp with a focus on modern geophysical observation systems, computational thinking, and data science. In this presentation, we will report on the theoretical bases for developing the course, our experiences in teaching the course to date, and our plan for ongoing assessment, refinement, and dissemination of the effectiveness of our efforts.

The undergraduate optics course at Millersville University

Science.gov (United States)

Gilani, Tariq H.; Dushkina, Natalia M.

2009-06-01

For many years, there was no stand alone course in optics at Millersville University (MU). In the fall of 2007, the Physics Department offered for the first time PHYS 331: Fundamentals in Optics, a discovery based lab course in geometrical, physical and modern optics. This 300-level, 2 credits course consists of four contact hours per week including one-hour lecture and three hours laboratory. This course is required for BS in physics majors, but is open also to other science majors, who have the appropriate background and have met the prerequisites. This course deals with fundamental optics and optical techniques in greater depth so that the student is abreast of the activities in the forefront of the field. The goal of the course is to provide hands-on experience and in-depth preparation of our students for graduate programs in optics or as a workforce for new emerging high-tech local industries. Students learn applied optics through sequence of discovery based laboratory experiments chosen from a broad range of topics in optics and lasers, as the emphasis is on geometrical optics, geometrical aberrations in optical systems, wave optics, microscopy, spectroscopy, polarization, birefringence, laser generation, laser properties and applications, and optical standards. The peer-guided but open-ended approach provides excellent practice for the academic model of science research. Solving problems is embedded in the laboratory part as an introduction to or a conclusion of the experiment performed during the lab period. The homework problems are carefully chosen to reflect the most important relations from the covered material. Important part of the student learning strategy is the individual work on a final mini project which is presented in the class and is included in the final grading. This new course also impacted the department's undergraduate research and training programs. Some of the individual projects were extended to senior research projects in optics as

Massive open online courses are relevant for postgraduate medical training

DEFF Research Database (Denmark)

Subhi, Yousif; Andresen, Kristoffer; Rolskov Bojsen, Signe

2014-01-01

INTRODUCTION: The CanMEDS framework describes seven roles in postgraduate training, but training and courses relevant to these roles can be limited. Massive open online courses (MOOCs) - free online courses in which anyone can participate, anywhere - may improve course participation. This study...... investigates the relevance of MOOCs for postgraduate medical training within the CanMEDS framework. MATERIAL AND METHODS: We extracted a list of all courses posted by the two largest MOOC providers, Coursera and EdX, and reviewed all course descriptions and categorised each course into one of three categories...

Development of Curriculum Units as Basic Course for Calculus Provided for Freshmen with Low Academic Achievement

Science.gov (United States)

Lue, Yuang-Tswong

2015-01-01

This study was to design, develop, and investigate instructional units for freshmen with low academic achievement to learn before they study calculus. Because the concepts, skills, and theories of function are fundamental for the calculus course but the below average students were not familiar with the basic knowledge and ability in function when…

Investigating Graduate Business Students' Perceptions of the Educational Value Provided by an International Travel Course Experience

Science.gov (United States)

Finley, Jane B.; Taylor, Susan Lee; Warren, D. Lee

2007-01-01

Researchers agree that students' critical thinking and decision making skills are enhanced through exposure to new cultures and global markets. Thus, one way of bringing about improvement in these areas is through international travel courses. The purpose of this study is threefold. One, to describe the process involved in the creation of a…

Moodle 20 Course Conversion

CERN Document Server

Wild, Ian

2011-01-01

With clear instructions and plenty of screenshots, this book provides all the support and guidance you will need as you begin to convert your teaching to Moodle. Step-by-step tutorials use real-world examples to show you how to convert to Moodle in the most efficient and effective ways possible. Moodle Course Conversion carefully illustrates how Moodle can be used to teach content and ideas and clearly demonstrates the advantages of doing so. This book is for teachers, tutors, and lecturers who already have a large body of teaching material and want to use Moodle to enhance their course, rathe

Teaching Physics to Environmental Science Majors Using a Flipped Course Approach

Science.gov (United States)

Hill, N. B.; Riha, S. J.; Wysocki, M. W.

2014-12-01

Coursework in physics provides a framework for quantitative reasoning and problem solving skill development in budding geoscientists. To make physical concepts more accessible and relevant to students majoring in environmental science, an environmental physics course was developed at Cornell University and offered for the first time during spring 2014. Principles of radiation, thermodynamics, and mechanics were introduced and applied to the atmosphere, hydrosphere, and lithosphere to describe energy and mass transfers in natural and built environments. Environmental physics was designed as a flipped course where students viewed online material outside of class and worked in groups in class to solve sustainability problems. Experiential learning, just-in-time teaching, and peer collaboration strategies were also utilized. In-class problems were drawn from both local and global environmental sustainability concerns. Problems included an investigation of Cornell's lake source cooling system, calculations on the energy consumed in irrigation with groundwater in the southwestern United States, and power generated by wind turbines at various locations around the world. Class attendance was high, with at least 84% of students present at each meeting. Survey results suggest that students enjoyed working in groups and found the in-class problems helpful for assimilating the assigned material. However, some students reported that the workload was too heavy and they preferred traditional lectures to the flipped classroom. The instructors were able to actively engage with students and quickly identify knowledge and skill gaps that needed to be addressed. Overall, the integration of current environmental problems and group work into an introductory physics course could help to inspire and motivate students as they advance their ability to analyze problems quantitatively.

Complementing a Rural Pharmacy Course with CAM: Reflections from a Decade of Experience

Directory of Open Access Journals (Sweden)

Maree Simpson

2014-03-01

Full Text Available Substantial complementary medicines (CAM use is reported worldwide. Australian consumers use CAM for health maintenance, minor self-limiting disease states, and also for chronic conditions. The increasing use of CAM has required pharmacists to become increasingly more knowledgeable about CAM and the ethics of CAM recommendation. When the first Australian non-metropolitan pharmacy program was started at Charles Sturt University, in 1997, it was decided to incorporate two innovative courses to assist rurally educated students to engage with health consumers who expect pharmacists to be able to assist them with CAM. This discussion traces and reflects on the development, implementation and current situation of the Complementary Medicines for Pharmacy course. Over time, this course has evolved from a final year elective with a focus on familiarization to a mandated course with a phytomedicine focus to an integrated topic in final year with a focus on evidence, quality of evidence and professional decision-making demonstrated in a reflective professional portfolio. Of potentially greater importance, however, has been the introduction of complementary medicines as a topic in every year of the course with the goal of facilitating effective professional engagement with health consumers.

Climate Change and Health as Massive Open Online Courses.

Science.gov (United States)

Barteit, Sandra; Sié, Ali; Yé, Maurice; Depoux, Anneliese; Sauerborn, Reiner

2018-01-01

To teach the basics of climate change and health - such as the nature of health impacts, best practices in adoption strategies and promotion in health co-benefits, mitigation and adaptation strategies - we have developed three massive open online courses (MOOCs). We analysed the three MOOCs with regards to different factors such as course content, student motivation, instructor behaviour, co-learner effects, design and implementation effects. We conducted online surveys for all three MOOCs based on the research model of Hone et al., extended with regards to student's motivation and course outcomes. In total, we evaluated 6898 students, of which 101 students took part in the online survey. We found differences in completion rates and country of origin for the three MOOCs. The francophone MOOC was found to have a high number of participants from lower-income- and low-and-middle-income countries. The majority of participants were aged between 22 and 40 years of age and had mainly a graduate educational background. The primary motivation to join the MOOC was the knowledge and skills gained as a result of taking the course. The three MOOCs on climate change and health had a reach of almost 7000 students worldwide, as compared to the scope of a face-to-face course on the same topic of 30 students, including students from resource-low environments that are already vulnerable to current changes in climate. The evaluation of the MOOCs outlined the current impact. However, further research has to be conducted to be able to get insights into the impact over time.

CAS course on Advanced Accelerator Physics in Warsaw

CERN Multimedia

CERN Accelerator School

2015-01-01

The CERN Accelerator School (CAS) and the National Centre for Nuclear Research (NCBJ) recently organised a course on Advanced Accelerator Physics. The course was held in Warsaw, Poland from 27 September to 9 October 2015.    The course followed an established format with lectures in the mornings and practical courses in the afternoons. The lecture programme consisted of 34 lectures, supplemented by private study, tutorials and seminars. The practical courses provided ‘hands-on’ experience of three topics: ‘Beam Instrumentation and Diagnostics’, ‘RF Measurement Techniques’ and ‘Optics Design and Corrections’. Participants selected one of the three courses and followed their chosen topic throughout the duration of the school. Sixty-six students representing 18 nationalities attended this course, with most participants coming from European counties, but also from South Korea, Taiwan and Russia. Feedback from th...

IELTS Preparation Courses in China : the Reading Comprehension Task

OpenAIRE

Zhou, Ying

2011-01-01

More and more private language schools provide IELTS preparation courses for candidates who want to sit the test for admission to undergraduate and postgraduate courses in English-speaking countries. This essay investigates whether the IELTS preparation course in a language school in China offers an adequate preparation for candidates. The study focuses on one preparation course for the IELTS reading test (other modules are beyond the scope of the present study). A questionnaire and interview...

Transforming the Online Course

Science.gov (United States)

Horodyskyj, L.; Ben-Naim, D.; Semken, S. C.; Anbar, A. D.

2013-12-01

Traditional large lecture classes are fundamentally passive and teacher-centered. Most existing online courses are as well, including massive open online courses (MOOCs). Research tells us that this mode of instruction is not ideal for student learning. However, the unique attributes of the online environment have thus far been mostly underutilized. We hypothesize that new tools and the innovative curricula they enable can foster greater student engagement and enhance learning at large scale. To test this hypothesis, over the past three years, Arizona State University developed and offered "Habitable Worlds", an online-only astrobiology lab course. The course curriculum is based on the Drake Equation, which integrates across disciplines. The course pedagogy is organized around a term-long, individualized, game-inspired project in which each student must find and characterize rare habitable planets in a randomized field of hundreds of stars using concepts learned in the course. The curriculum allows us to meaningfully integrate concepts from Earth, physical, life, and social sciences in order to address questions related to the possibility of extraterrestrial life. The pedagogy motivates students to master concepts, which are taught through interactive and adaptive inquiry-driven tutorials, featuring focused feedback and alternative pathways that adjust to student abilities, built using an intelligent tutoring system (Smart Sparrow's Adaptive eLearning Platform - AeLP). Through the combination of the project and tutorials, students construct knowledge from experience, modeling the authentic practice of science. Because the tutorials are self-grading, the teaching staff is free to dedicate time to more intense learner-teacher interactions (such as tutoring weaker students or guiding advanced students towards broader applications of the concepts), using platforms like Piazza and Adobe Connect. The AeLP and Piazza provide robust data and analysis tools that allow us to

Longitudinal characterization of course types of functional limitations

NARCIS (Netherlands)

Deeg, D.J.H.

2005-01-01

Purpose: Longitudinal data have provided evidence on factors that increase the risk of incidence of functional limitations. However, little insight exists in course types of functional limitations other than simple incidence or recovery. Methods: This contribution examines the variety of course

The Abl SH2-kinase linker naturally adopts a conformation competent for SH3 domain binding.

Science.gov (United States)

Chen, Shugui; Brier, Sébastien; Smithgall, Thomas E; Engen, John R

2007-04-01

The core of the Abelson tyrosine kinase (c-Abl) is structurally similar to Src-family kinases where SH3 and SH2 domains pack against the backside of the kinase domain in the down-regulated conformation. Both kinase families depend upon intramolecular association of SH3 with the linker joining the SH2 and kinase domains for suppression of kinase activity. Hydrogen deuterium exchange (HX) and mass spectrometry (MS) were used to probe intramolecular interaction of the c-Abl SH3 domain with the linker in recombinant constructs lacking the kinase domain. Under physiological conditions, the c-Abl SH3 domain undergoes partial unfolding, which is stabilized by ligand binding, providing a unique assay for SH3:linker interaction in solution. Using this approach, we observed dynamic association of the SH3 domain with the linker in the absence of the kinase domain. Truncation of the linker before W254 completely prevented cis-interaction with SH3, while constructs containing amino acids past this point showed SH3:linker interactions. The observation that the Abl linker sequence exhibits SH3-binding activity in the absence of the kinase domain is unique to Abl and was not observed with Src-family kinases. These results suggest that SH3:linker interactions may have a more prominent role in Abl regulation than in Src kinases, where the down-regulated conformation is further stabilized by a second intramolecular interaction between the C-terminal tail and the SH2 domain.

Students' profile as autonomous learners in an Internet-based EAP course

Directory of Open Access Journals (Sweden)

Antonia Soler Cervera

2005-04-01

Full Text Available This study aims to find out to what extent university students are able to develop learner autonomy through an EAP course delivered through the Internet. The course, oriented to the use of Internet resources for language learning, was designed specifically to foster learner autonomy. Based on a previous exploratory study (Arnó et al. 2003, this research seeks to refine the profile of the autonomous learner initially developed and to discover which specific actions and attitudes related to learner autonomy are found in students’ behaviour. Thus, combining qualitative and quantitative methods, we carried out an analysis of the autonomous behaviour displayed by students when using different Internet resources through activities designed to foster learner autonomy. This study has allowed us to outline the profile of autonomous learners in a virtual classroom, with students who are able to take the initiative and make decisions on the organization and management of their learning process. Focusing on the connection between making the most of the Internet and developing students’ autonomy, our ultimate aim is to point to ways in which students may be encouraged to become more autonomous and explore the role that the Internet may play in helping us attain this objective.

Quelles aides les formations hybrides en langues proposent-elles à l'apprenant pour favoriser son autonomie ? What kind of assistance do blended language learning courses provide to learners in order to foster their autonomy?

Directory of Open Access Journals (Sweden)

Elke Nissen

2007-11-01

Full Text Available L'apprenant qui suit une formation hybride en langues travaille partiellement à distance, ce qui lui demande une certaine autonomie. La question alors est de savoir si ces formations soutiennent l'apprenant dans le développement de son autonomie et si oui, comment. Les réponses des concepteurs de huit formations hybrides à un questionnaire auto-administré montrent que les nécessaires développement et soutien de l'autonomie sont toujours respectés ; ainsi, ces huit formations proposent des aides pour favoriser l'autonomie dans les domaines technique, méthodologique, social et, bien sûr, langagier. Développer ces autonomies semble donc être devenu un standard dans le cadre des formations observées. En revanche, les autonomies de type psycho-affectif, informationnel, cognitif et métacognitif ne sont pas prises en considération dans toutes les formations.When taking a blended learning course, a learner works partially at a distance, which requires some autonomy. The aim of this study is to find out whether blended learning courses sustain the development of learner autonomy and if they do so, how they do it. The statements that 8 course designers made in a questionnaire show that their courses always help the learners to become or to be autonomous. All 8 courses provide assistance (advice, information and activities in order to foster technical, methodological, social and, of course, language autonomy. Consequently, sustaining these four types of autonomy seems to have become a standard in blended learning courses. But, on the contrary, assistance for other types of autonomy is not systematically provided: only several of these courses help the learners to develop psycho affective, informational, cognitive and metacognive autonomy.

Evaluation of teaching methods for the company management course

Directory of Open Access Journals (Sweden)

Mirjana Ivanuša Bezjak

2006-12-01

Full Text Available Teaching process depends on its contents, professional and didactical realization. Successful combination of these three factors is a condition to reach a quality-based objective of the pedagogical process on one side and having successfully passed the exam on the other side. Nevertheless, teachers' aims are to encourage students to use their acquired knowledge, and develop a new viewpoint of work in their professional life. In this discussion the evaluation of didactical realization of the Company Management Course in a higher educational program for commerce is presented. The results of the questionnaire and their analysis are represented. Mentioned data is feedback information, which the teachers find useful to improve their skills in Company Management Course in the following academic year. The reader of this discussion will be able to get new ideas for modernization of his or her didactical methods of teaching.

A study of student perceptions of learning transfer from a human anatomy and physiology course in an allied health program

Science.gov (United States)

Harrell, Leigh S.

The purpose of this study was two-fold. First the study was designed to determine student perceptions regarding the perceived degree of original learning from a human anatomy and physiology course, and the student perception of the use of the knowledge in an allied health program. Second, the intention of the study was to establish student beliefs on the characteristics of the transfer of learning including those factors which enhance learning transfer and those that serve as barriers to learning transfer. The study participants were those students enrolled in any allied health program at a community college in a Midwest state, including: nursing, radiology, surgical technology, health information technology, and paramedic. Both quantitative and qualitative data were collected and analyzed from the responses to the survey. A sub-group of participants were chosen to participate in semi-structured formal interviews. From the interviews, additional qualitative data were gathered. The data collected through the study demonstrated student perception of successful transfer experiences. The students in the study were able to provide specific examples of learning transfer experienced from the human anatomy and physiology course in their allied health program. Findings also suggested students who earned higher grades in the human anatomy and physiology course perceived greater understanding and greater use of the course's learning objectives in their allied health program. The study found the students believed the following learning activities enhances the transfer of learning: (1) Providing application of the information or skills being learned during the instruction of the course content enhances the transfer of learning. (2) Providing resource materials and activities which allow the students to practice the content being taught facilitates the transfer of learning. The students made the following recommendations to remove barriers to the transfer of learning: (1

Solar engineering - a condensed course

Energy Technology Data Exchange (ETDEWEB)

Broman, Lars

2011-11-15

The document represents the material covered in a condensed two-week course focusing on the most important thermal and PV solar energy engineering topics, while also providing some theoretical background.

Global Project Management: Graduate Course

National Research Council Canada - National Science Library

Beranek, Thomas R

2006-01-01

..., A. James Clark School of Engineering - Project Management Program. The course slides and suggested readings provide a general exploration of the nuances of doing projects globally as compared to domestically...

A Web-based e-learning course: integration of pathophysiology into pharmacology.

Science.gov (United States)

Tse, Mimi M Y; Lo, Lisa W L

2008-11-01

The Internet is becoming the preferred place to find information. Millions of people go online in search of health and medical information. Likewise, the demand for Web-based courses is growing. This paper presents the development, utilization, and evaluation of a Web-based e-learning course for nursing students, entitled Integration of Pathophysiology into Pharmacology. The pathophysiology component included cardiovascular, respiratory, central nervous and immune system diseases, while the pharmacology component was developed based on 150 commonly used drugs. One hundred and nineteen Year 1 nursing students took part in the course. The Web-based e-learning course materials were uploaded to a WebCT for students' self-directed learning and attempts to pass two scheduled online quizzes. At the end of the semester, students were given a questionnaire to measure the e-learning experience. Their experience in the e-learning course was a positive one. Students stated that they were able to understand rather than memorize the subject content, and develop their problem solving and critical thinking abilities. Online quizzes yielded satisfactory results. In the focus group interview, students indicated that they appreciated the time flexibility and convenience associated with Web-based learning, and also made good suggestions for enhancing Web-based learning. The Web-based approach is promising for teaching and learning pathophysiology and pharmacology for nurses and other healthcare professionals.

The Use of Deep Learning Strategies in Online Business Courses to Impact Student Retention

Science.gov (United States)

DeLotell, Pam Jones; Millam, Loretta A.; Reinhardt, Michelle M.

2010-01-01

Interest, application and understanding--these are key elements in successful online classroom experiences and all part of what is commonly referred to as deep learning. Deep learning occurs when students are able to connect with course topics, find value in them and see how to apply them to real-world situations. Asynchronous discussion forums in…

Targeting the SH2-kinase interface in Bcr-Abl inhibits leukemogenesis.

Science.gov (United States)

Grebien, Florian; Hantschel, Oliver; Wojcik, John; Kaupe, Ines; Kovacic, Boris; Wyrzucki, Arkadiusz M; Gish, Gerald D; Cerny-Reiterer, Sabine; Koide, Akiko; Beug, Hartmut; Pawson, Tony; Valent, Peter; Koide, Shohei; Superti-Furga, Giulio

2011-10-14

Chronic myelogenous leukemia (CML) is caused by the constitutively active tyrosine kinase Bcr-Abl and treated with the tyrosine kinase inhibitor (TKI) imatinib. However, emerging TKI resistance prevents complete cure. Therefore, alternative strategies targeting regulatory modules of Bcr-Abl in addition to the kinase active site are strongly desirable. Here, we show that an intramolecular interaction between the SH2 and kinase domains in Bcr-Abl is both necessary and sufficient for high catalytic activity of the enzyme. Disruption of this interface led to inhibition of downstream events critical for CML signaling and, importantly, completely abolished leukemia formation in mice. Furthermore, disruption of the SH2-kinase interface increased sensitivity of imatinib-resistant Bcr-Abl mutants to TKI inhibition. An engineered Abl SH2-binding fibronectin type III monobody inhibited Bcr-Abl kinase activity both in vitro and in primary CML cells, where it induced apoptosis. This work validates the SH2-kinase interface as an allosteric target for therapeutic intervention. Copyright © 2011 Elsevier Inc. All rights reserved.

Inquiry-based course in physics and chemistry for preservice K-8 teachers

Directory of Open Access Journals (Sweden)

Michael E. Loverude

2011-05-01

Full Text Available We describe an inquiry-based course in physics and chemistry for preservice K-8 teachers developed at California State University Fullerton. The course is one of three developed primarily to enhance the science content understanding of prospective teachers. The course incorporates a number of innovative instructional strategies and is somewhat unusual for its interdisciplinary focus. We describe the course structure in detail, providing examples of course materials and assessment strategies. Finally, we provide research data illustrating both the need for the course and the effectiveness of the course in developing student understanding of selected topics. Student responses to various questions reflect a lack of understanding of many relatively simple physical science concepts, and a level of performance that is usually lower than that in comparable courses serving a general education audience. Additional data suggest that course activities improve student understanding of selected topics, often dramatically.

Assessment of learning components of management training course ...

African Journals Online (AJOL)

Assessment of learning components of any training course provides a benchmark through which training institutions or organizers could assess the effectiveness of the training. The study assessed learning components of agricultural research management training course organized for senior research managers in Nigeria.

The Role and Use of Course Books in EFL

Science.gov (United States)

Charalambous, Angeliki Constantinou

2011-01-01

Course books continue to play a significant role in EFL teaching and learning by providing useful ready-made material to both teachers and students. However, inappropriate use of course books may de-skill teachers and tire students. This paper explores the role of course books in EFL teaching and examines how teachers can make effective use of the…

78 FR 16159 - Application Procedures and Criteria for Approval of Providers of a Personal Financial Management...

Science.gov (United States)

2013-03-14

... and Criteria for Approval of Providers of a Personal Financial Management Instructional Course by... personal financial management instructional course (``providers'') satisfy all prerequisites of the United... in an instructional course concerning personal financial management (``instructional course'' or...

RNA interference screen identifies Abl kinase and PDGFR signaling in Chlamydia trachomatis entry.

Directory of Open Access Journals (Sweden)

Cherilyn A Elwell

2008-03-01

Full Text Available The strain designated Chlamydia trachomatis serovar L2 that was used for experiments in this paper is Chlamydia muridarum, a species closely related to C. trachomatis (and formerly termed the Mouse Pneumonitis strain of C. trachomatis. This conclusion was verified by deep sequencing and by PCR using species-specific primers. All data presented in the results section that refer to C. trachomatis should be interpreted as referring to C. muridarum. Since C. muridarum TARP lacks the consensus tyrosine repeats present in C. trachomatis TARP, we cannot make any conclusions about the role of TARP phosphorylation and C. muridarum entry. However, the conclusion that C. trachomatis L2 TARP is a target of Abl kinase is still valid as these experiments were performed with C. trachomatis L2 TARP [corrected]. To elucidate the mechanisms involved in early events in Chlamydia trachomatis infection, we conducted a large scale unbiased RNA interference screen in Drosophila melanogaster S2 cells. This allowed identification of candidate host factors in a simple non-redundant, genetically tractable system. From a library of 7,216 double stranded RNAs (dsRNA, we identified approximately 226 host genes, including two tyrosine kinases, Abelson (Abl kinase and PDGF- and VEGF-receptor related (Pvr, a homolog of the Platelet-derived growth factor receptor (PDGFR. We further examined the role of these two kinases in C. trachomatis binding and internalization into mammalian cells. Both kinases are phosphorylated upon infection and recruited to the site of bacterial attachment, but their roles in the infectious process are distinct. We provide evidence that PDGFRbeta may function as a receptor, as inhibition of PDGFRbeta by RNA interference or by PDGFRbeta neutralizing antibodies significantly reduces bacterial binding, whereas depletion of Abl kinase has no effect on binding. Bacterial internalization can occur through activation of PDGFRbeta or through independent

Preservice Teachers' Reconciliation of an Epistemological Issue in an Integrated Mathematics/Science Methods Course

Science.gov (United States)

Cormas, Peter C.

2017-01-01

Preservice teachers in six sections (n = 87) of a sequenced, methodological and process-integrated elementary mathematics/science methods course were able to reconcile an issue centered on a similar area of epistemology. Preservice teachers participated in a science inquiry lesson on biological classification and a mathematics problem-solving…

Transforming an Introductory Programming Course: From Lectures to Active Learning via Wireless Laptops

Science.gov (United States)

Barak, Miri; Harward, Judson; Kocur, George; Lerman, Steven

2007-08-01

Within the framework of MIT's course 1.00: Introduction to Computers and Engineering Problem Solving, this paper describes an innovative project entitled: Studio 1.00 that integrates lectures with in-class demonstrations, active learning sessions, and on-task feedback, through the use of wireless laptop computers. This paper also describes a related evaluation study that investigated the effectiveness of different instructional strategies, comparing traditional teaching with two models of the studio format. Students' learning outcomes, specifically, their final grades and conceptual understanding of computational methods and programming, were examined. Findings indicated that Studio-1.00, in both its extensive- and partial-active learning modes, enhanced students' learning outcomes in Java programming. Comparing to the traditional courses, more students in the studio courses received "A" as their final grade and less failed. Moreover, students who regularly attended the active learning sessions were able to conceptualize programming principles better than their peers. We have also found two weaknesses in the teaching format of Studio-1.00 that can guide future versions of the course.

Evaluation of a learner-designed course for teaching health research skills in Ghana

Directory of Open Access Journals (Sweden)

Agbenyega Tsiri

2007-06-01

Full Text Available Abstract Background In developing countries the ability to conduct locally-relevant health research and high quality education are key tools in the fight against poverty. The objective of our study was to evaluate the effectiveness of a novel UK accredited, learner-designed research skills course delivered in a teaching hospital in Ghana. Methods Study participants were 15 mixed speciality health professionals from Komfo Anokye Teaching Hospital, Kumasi, Ghana. Effectiveness measures included process, content and outcome indicators to evaluate changes in learners' confidence and competence in research, and assessment of the impact of the course on changing research-related thinking and behaviour. Results were verified using two independent methods. Results 14/15 learners gained research competence assessed against UK Quality Assurance Agency criteria. After the course there was a 36% increase in the groups' positive responses to statements concerning confidence in research-related attitudes, intentions and actions. The greatest improvement (45% increase was in learners' actions, which focused on strengthening institutional research capacity. 79% of paired before/after responses indicated positive changes in individual learners' research-related attitudes (n = 53, 81% in intention (n = 52 and 85% in action (n = 52. The course had increased learners' confidence to start and manage research, and enhanced life-long skills such as reflective practice and self-confidence. Doing their own research within the work environment, reflecting on personal research experiences and utilising peer support and pooled knowledge were critical elements that promoted learning. Conclusion Learners in Ghana were able to design and undertake a novel course that developed individual and institutional research capacity and met international standards. Learning by doing and a supportive peer community at work were critical elements in promoting learning in this environment

MOOCifying Courses: Delivery of a MOOC to Enhance University Course Activities

Science.gov (United States)

Ostashewski, Nathaniel; Howell, Jennifer; Dron, Jon

2017-01-01

Since 2012 MOOCs have been heralded as a new way of learning outside of formal university programs of study and there has been much speculation regarding their impact. While MOOCs have provided millions of global learners with access to courses, they failed to deliver the types of learning experiences and completion requirements that were hoped…

Proposal for the International Atomic Energy Agency Training Course

International Nuclear Information System (INIS)

McCarthy, T.L.

1994-06-01

The Hanford Site has hosted similar activities, including both Hanford Summits I and II. The Hanford Summits were two-day televised events to discuss the commitment of the current Presidential administration to the environmental restoration of the Hanford Site. Public involvement and strategic issues established from Hanford Summit I include: Regulatory issues, training and education, economic development and partnership, and technology transfer. Hanford Summit II provided a summary of how Secretary of Energy O'Leary is proceeding on the above strategic issues. The DOE and Westinghouse School for Environmental Excellence frequently offers a six-week course for environmental professionals and workers. Approximately thirty to forty individuals attend the training course, which provides training in environmental regulation compliance. The Hanford Site has hosted two previous International Atomic Energy Agency training courses. The courses lasted two weeks and had approximately eight to ten participants. Nuclear Material Management and Neutron Monitoring were the courses hosted by the Hanford Site

Collaboration between courses in the interdisciplinary course Food Microbiology

DEFF Research Database (Denmark)

Birk, Tina; Jensen, Lars Bogø; Andersson, Pernille Hammar

2014-01-01

Food Microbiology is an interdisciplinary 12.5 ETCS second-year) course in a CDIO-based Bachelor of Engineering program in Food Science at The Technical University of Denmark (DTU). The course was first offered in 2011. Each session in the Food Microbiology course combines theory and practice...... learning. The aims of this study were to test 1) the students’ perception combining theory with small laboratory exercises and 2) the students’ perception of how the course collaborates with and combines theories and practices from other current semester courses. The students evaluated the course...

Progress Report Open Course Programme Wageningen UR, 2012

NARCIS (Netherlands)

Hijweege, W.L.

2013-01-01

Annually, the Wageningen UR open course programme for mid-career professionals provides some six hundred individuals with the opportunity to update their competencies and insights. The Ministry of Economic Affairs co-finances this course programme with the aim to maintain the courses’ close linkages

Undergraduate courses with an integral research year

International Nuclear Information System (INIS)

Clough, A S; Regan, P H

2003-01-01

We present the details of the four year MPhys undergraduate degree provided by the University of Surrey. Integral to this course is a full year spent on a research placement, which in most cases takes place external to the university at a North American or European research centre. This paper outlines the basic rationale underlying the course and, by including a number of research student profiles, we discuss the triple benefits of this course for the students, the University of Surrey and the host institutions where the students spend their research year

Book discussion course: timely topics for medical students.

Science.gov (United States)

Timm, Donna F; Woodson, Deidra; Jones, Dee

2014-01-01

Several library faculty members at the Louisiana State University Health Shreveport Health Sciences Library offered a book discussion course as an elective for first-year medical students. This article provides details on how the librarians developed, taught, and evaluated this elective. The librarians took a team-teaching approach, required the students to read two books, and outlined the criteria for participation. At the end of the course, the students completed an evaluation, commenting on positive and negative aspects of the course. The elective proved to be successful, and the librarians look forward to offering the course again in the spring of 2014.

CAS course on advanced accelerator physics in Trondheim, Norway

CERN Multimedia

CERN Accelerator School

2013-01-01

The CERN Accelerator School (CAS) and the Norwegian University of Science and Technology (NTNU) recently organised a course on advanced accelerator physics. The course was held in Trondheim, Norway, from 18 to 29 August 2013. Accommodation and lectures were at the Hotel Britannia and practical courses were held at the university.   The course's format included lectures in the mornings and practical courses in the afternoons. The lecture programme consisted of 32 lectures supplemented by discussion sessions, private study and tutorials. The practical courses provided "hands-on" experience in three topics: RF measurement techniques, beam instrumentation and diagnostics, and optics design and corrections. Participants selected one of the three courses and followed the chosen topic throughout the course. The programme concluded with seminars and a poster session.  70 students representing 21 nationalities were selected from over 90 applicants, with most participa...

Abl family kinases regulate endothelial barrier function in vitro and in mice.

Directory of Open Access Journals (Sweden)

Elizabeth M Chislock

Full Text Available The maintenance of endothelial barrier function is essential for normal physiology, and increased vascular permeability is a feature of a wide variety of pathological conditions, leading to complications including edema and tissue damage. Use of the pharmacological inhibitor imatinib, which targets the Abl family of non-receptor tyrosine kinases (Abl and Arg, as well as other tyrosine kinases including the platelet-derived growth factor receptor (PDGFR, Kit, colony stimulating factor 1 receptor (CSF1R, and discoidin domain receptors, has shown protective effects in animal models of inflammation, sepsis, and other pathologies characterized by enhanced vascular permeability. However, the imatinib targets involved in modulation of vascular permeability have not been well-characterized, as imatinib inhibits multiple tyrosine kinases not only in endothelial cells and pericytes but also immune cells important for disorders associated with pathological inflammation and abnormal vascular permeability. In this work we employ endothelial Abl knockout mice to show for the first time a direct role for Abl in the regulation of vascular permeability in vivo. Using both Abl/Arg-specific pharmacological inhibition and endothelial Abl knockout mice, we demonstrate a requirement for Abl kinase activity in the induction of endothelial permeability by vascular endothelial growth factor both in vitro and in vivo. Notably, Abl kinase inhibition also impaired endothelial permeability in response to the inflammatory mediators thrombin and histamine. Mechanistically, we show that loss of Abl kinase activity was accompanied by activation of the barrier-stabilizing GTPases Rac1 and Rap1, as well as inhibition of agonist-induced Ca(2+ mobilization and generation of acto-myosin contractility. In all, these findings suggest that pharmacological targeting of the Abl kinases may be capable of inhibiting endothelial permeability induced by a broad range of agonists and that use

On-Line Resources for Teaching an Introductory Social Justice Course

OpenAIRE

Jacqueline Keil

2007-01-01

It is often difficult to interest students in a course in social justice using just textbooks. It is now possible to use free, on-line resources that positively affect student interest, comprehension, and participation in a course. Such a course is described. Links to suggested materials are provided.

Information in medical treatment courses

DEFF Research Database (Denmark)

Møller, Marianne; Hollnagel, Erik; Andersen, Stig Ejdrup

Background Unintended events and suboptimal treatment with medicines are major burdens for patients and health systems all over the world. Information processes have important roles for establishing safe and effective treatment courses. The platform for this Ph.d. study is learning from situations...... to the quality of medical treatment courses. Methods Systems theory, cybernetics (steering, timing and feedback) and a classic communication model are applied as theoretical frames. Two groups of patients and their information providers are studied using qualitative methods. The data analysis focuses...... that goes well (Safety-II) while having a broad understanding of quality. Objectives The overall purpose is to investigate how information is used as a steering tool for quality in medical treatment courses. In this first part of the study, the role of information on medicine is analyzed in relation...

A Desktop Publishing Course: An Alternative to Internships for Rural Universities.

Science.gov (United States)

Flammia, Madelyn

1992-01-01

Suggests that a course in desktop publishing can provide students at rural schools with experience equivalent to internships. Notes that the course provided students with real-world experience and benefited the university in terms of services and public relations. (RS)

Math 3011--College Algebra and Trigonometry. Course Outline.

Science.gov (United States)

New York Inst. of Tech., Old Westbury.

This document contains the course syllabus and 12 independent practice modules for a college level mathematics course designed to provide the necessary foundation for success in calculus, develop logical thinking skills, and enhance analytic skills through problem solving. Topics include relations and functions; inequalities; complex numbers;…

Structured Course Objects in a Digital Library

Science.gov (United States)

Maly, K.; Zubair, M.; Liu, X.; Nelson, M.; Zeil, S.

1999-01-01

We are developing an Undergraduate Digital Library Framework (UDLF) that will support creation/archiving of courses and reuse of existing course material to evolve courses. UDLF supports the publication of course materials for later instantiation for a specific offering and allows the addition of time-dependent and student-specific information and structures. Instructors and, depending on permissions, students can access the general course materials or the materials for a specific offering. We are building a reference implementation based on NCSTRL+, a digital library derived from NCSTRL. Digital objects in NCSTRL+ are called buckets, self-contained entities that carry their own methods for access and display. Current bucket implementations have a two level structure of packages and elements. This is not a rich enough structure for course objects in UDLF. Typically, courses can only be modeled as a multilevel hierarchy and among different courses, both the syntax and semantics of terms may vary. Therefore, we need a mechanism to define, within a particular library, course models, their constituent objects, and the associated semantics in a flexible, extensible way. In this paper, we describe our approach to define and implement these multilayered course objects. We use XML technology to emulate complex data structures within the NCSTRL+ buckets. We have developed authoring and browsing tools to manipulate these course objects. In our current implementation a user downloading an XML based course bucket also downloads the XML-aware tools: an applet that enables the user to edit or browse the bucket. We claim that XML provides an effective means to represent multi-level structure of a course bucket.

Graduate Program Scheduling Gains Flexibility through Container Courses: A Case Study

Science.gov (United States)

Rose, Richard

2011-01-01

Online course delivery makes possible one innovation which can provide each student with greater program flexibility as well as some personal ownership of the direction and pace of his degree progress. This concept can be called the "container course." A container course is the offering of more than one course simultaneously under a single course…

Standards Based Design: Teaching K-12 Educators to Build Quality Online Courses

Science.gov (United States)

Quiroz, René E.; Ritter, Nicola L.; Li, Yun; Newton, Rhonda C.; Palkar, Trupti

2016-01-01

The number of online courses, programs, and schools are growing exponentially in K-12 education. Given the unique nature of online courses and the distinct skills necessary to create a quality online course, it is essential that effective professional development be provided for teachers designing online courses. Online courses need to be of the…

On-Line Resources for Teaching an Introductory Social Justice Course

Directory of Open Access Journals (Sweden)

Jacqueline Keil

2007-05-01

Full Text Available It is often difficult to interest students in a course in social justice using just textbooks. It is now possible to use free, on-line resources that positively affect student interest, comprehension, and participation in a course. Such a course is described. Links to suggested materials are provided.

A Successful Cooperation between Academia and Industry in Higher Rail Education: The Postgraduate Course in “Railway Infrastructure and Systems Engineering” at Sapienza

Directory of Open Access Journals (Sweden)

Luca Rizzetto

2015-08-01

Full Text Available The aim of this paper is to describe the postgraduate course in “Railway Infrastructure and Systems Engineering” at the University of Rome “La Sapienza”, funded by rail companies operating in Italy. It represents a successful example of cooperation between academia and industry in the field of railway transport. The success of the program is attested by its placement (the 90% of the graduates find an employment within six months in the companies which support the course; this percentage reached the 98% in the last three editions and by the fact that every year it receives many more applications (almost 400 last year than the maximum number of students that can attend the course (30. The main factors that make this course successful are its multidisciplinary training and the very close collaboration between the University and partner companies. In fact, the program of each module is designed both by academics and by managers of the companies in order to ensure an up-to-date teaching, which provides both the academic and the industrial point of view of any rail subject; this enables students to obtain a complete vision of the railway system, so to be able to work in any of the partner companies.

Course organizers in general practice.

Science.gov (United States)

Williams, A. H.

1986-01-01

In August/September 1984 a survey of the 267 course organizers in post in England and Wales was carried out. Eighty-two per cent replied to a questionnaire asking for details about their work and personal status. All 16 regions in England and Wales completed a questionnaire about levels of staffing and remuneration of those involved in general practice postgraduate education. The results show that there are considerable variations between regions in the role and responsibilities of course organizers, in their training, and in the facilities that are provided for them. The majority of course organizers reported a workload greater than the number of sessions for which they were remunerated. The effects of these factors on recruitment, tenure of post, and job satisfaction are discussed. Recommendations are made for improving the situation, including the removal of course organizer pay from the scale of trainers' pay, so that there can be flexibility in the number of sessions which can be held, improvement in training and certain facilities, and the implementation of national and local job descriptions. PMID:2577940

Sensors an introductory course

CERN Document Server

Kalantar-zadeh, Kourosh

2013-01-01

Sensors: An Introductory Course provides an essential reference on the fundamentals of sensors. The book is designed to help readers in developing skills and the understanding required in order to implement a wide range of sensors that are commonly used in our daily lives. This book covers the basic concepts in the sensors field, including definitions and terminologies. The physical sensing effects are described, and devices which utilize these effects are presented. The most frequently used organic and inorganic sensors are introduced and the techniques for implementing them are discussed. This book: Provides a comprehensive representation of the most common sensors and can be used as a reference in relevant fields Presents learning materials in a concise and easy to understand manner Includes examples of how sensors are incorporated in real life measurements Contains detailed figures and schematics to assist in understanding the sensor performance Sensors: An Introductory Course is ideal for university stu...

New course: "Introduction to knowledge transfer tools"

CERN Multimedia

2014-01-01

The Knowledge Transfer group is now offering a half-day course that will give an introduction to intellectual property, contracts for knowledge transfer, and projects involving industry and other external partners.   The purpose of the course is to give the essential information about how one can secure ownership of inventions and to provide information on legal and contractual considerations when transferring knowledge and technology or when doing collaborative R&D. The course will also highlight some common pitfalls that should be avoided to increase the chances of successfully transferring knowledge and technology. In addition, the course will involve examples of real projects and challenges. The first session will take place the 19 May 2014. To enroll, please follow this link: “Introduction to knowledge transfer tools”.

Perceptions about Women's Nonparticipation in Workplace Literacy Courses.

Science.gov (United States)

Milton, Marion J.

1999-01-01

Investigates various influences and reasons why non-English-speaking women working in a small goods factory in Australia chose not to participate in workplace literacy courses. Presents perceptions of the nonparticipants, the course provider, the teacher, the personnel manager, and the researcher. Discusses barriers, motivation, networks and power…

20 CFR 604.3 - Able and available requirement-general principles.

Science.gov (United States)

2010-04-01

... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Able and available requirement-general principles. 604.3 Section 604.3 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF...—general principles. (a) A State may pay UC only to an individual who is able to work and available for...

Educación, diversidad de los más capaces y estereotipos de género. [Education, diversity of the most able students and gender stereotypes

OpenAIRE

Carmen Jiménez; Beatriz Álvarez; Juan Antonio Gil; María de los Ángeles Murga; José Antonio Téllez

2006-01-01

This work analyses data from two consecutive studies carried on the same sample during the academic courses: 2000-01 and 2003-04, and its objective is to know the perceptions, beliefs, attitudes and values of this sample about the situation of the more able students from the perspective of gender. The sample was chosen through the criterion of being students that have earned the Baccalaureate Extraordinary Award. These valuations were gathered by means of free discussion in small groups. In t...

Feedback in online course for non-native English-speaking students

CERN Document Server

Olesova, Larisa

2013-01-01

Feedback in Online Course for Non-Native English-Speaking Students is an investigation of the effectiveness of audio and text feedback provided in English in an online course for non-native English-speaking students. The study presents results showing how audio and text feedback can impact on non-native English-speaking students' higher-order learning as they participate in an asynchronous online course. It also discusses the results of how students perceive both types of the feedback provided. In addition, the study examines how the impact and perceptions differ when the instructor giving the

Access to dental care among differently-abled children in Kochi

Directory of Open Access Journals (Sweden)

Bindu V Bhaskar

2016-01-01

Full Text Available Introduction: Differently-abled children face unique challenges to receive routine dental care. Aim: To assess the barriers to dental care in differently-abled children and also to assess their oral hygiene status and caries experience. Materials and Methods: A cross-sectional study was designed to collect information from 331 differently-abled children aged 6–14 years attending four special schools and 21 integrated schools in Kochi. The children were grouped into intellectually impaired (II, visually impaired, hearing impaired, and orthopedically handicapped. The information regarding access to care was collected from the parents/caretakers using a pretested structured questionnaire. A special recording form was used to collect clinical data on Dentition status and Oral Hygiene Index Simplified. The data was cleaned, coded, and analyzed for descriptive and inferential statistics using SPSS software version 22. Results: The significant barrier to dental care was financial difficulty (68.6%; more among II (39%. The mean decayed, missing, and filled teeth (DMFT value was found to be higher among the children with orthopedically handicapped (1.62 ± 2.7 than others. A higher mean dmft value was found among the II (2.81 ± 3.4 than others. Oral hygiene status of most of the differently-abled children was found to be good. Conclusion: Limited access to dental care among differently-abled children was found out.

Development of a Wiimote-based Gesture Recognizer in a Microprocessor Laboratory Course

Directory of Open Access Journals (Sweden)

Alberto Lorente Leal

2011-03-01

Full Text Available This gesture recognizer, developed by students in a third-year microprocessor-based laboratory course, takes Wii remote (Wiimote as an input device to estimate the movements of the user and to compare the detected trajectory with the previously learnt movements, in order to carry out the associated actions. Such a cheap state-of-the-art wireless user interface is very attractive for the students and can be used in many interactive applications, from robotics to virtual reality and multimedia presentations. By combining commercially-available hardware, pattern-matching techniques and programming skills, we are able to foster students' interest on developing innovative potentially-marketable systems. This freeware project, implemented as a configurable publicly-available library, can be adapted to the needs of any course or student. In our laboratory this open-source DLL is used for remotely controlling a robot (based on an open-hardware Arduino platform, using a PC and the Wiimote, although the DLL can be integrated in any C, C++, Java or C# project. A GUI application (based on a Model-View-Presenter paradigm is also provided and can be used as a template for new applications or just for debugging purposes. Although the developed application only uses data from the accelerometers, data from the infrared camera and buttons of the Wiimote is also available.

Bcr-Abl oncoproteins bind directly to activators of the Ras signalling pathway.

OpenAIRE

Puil, L; Liu, J; Gish, G; Mbamalu, G; Bowtell, D; Pelicci, P G; Arlinghaus, R; Pawson, T

1994-01-01

The cytosolic 185 and 210 kDa Bcr-Abl protein tyrosine kinases play important roles in the development of Philadelphia chromosome positive (Ph+) chronic myelogenous leukemia (CML) and acute lymphoblastic leukemia (Ph+ ALL). p185 and p210 Bcr-Abl contain identical abl-encoded sequences juxtaposed to a variable number of bcr-derived amino acids. As the mitogenic and transforming activities of tyrosine kinases involve stimulation of the Ras pathway, we analyzed Bcr-Abl oncoproteins for interacti...

Assessment of psychomotor skills acquisition during laparoscopic cholecystectomy courses.

Science.gov (United States)

Hance, Julian; Aggarwal, Rajesh; Moorthy, Krishna; Munz, Yaron; Undre, Shabnam; Darzi, Ara

2005-09-01

Standardized short courses in laparoscopic cholecystectomy aim to teach laparoscopic skills to surgical trainees, although end-of-course assessments of performance remain subjective. The current study aims to objectively assess psychomotor skills acquisition of trainees attending laparoscopic cholecystectomy courses. Thirty-seven junior surgical trainees had their laparoscopic skills assessed before and after attending 1 of 3 separate 2-day courses (A, B, and C), all with identical format. Assessments were comprised of a standardized simulated laparoscopic task, with performance measured using a valid electromagnetic hand-motion tracking device. Overall, trainees made significant improvements in path length (P=.006), number of movements (Ppsychomotor skills on courses. In addition to providing participants with an insight into their skills, these data can be used to demonstrate course efficacy.

Intracellular Retention of ABL Kinase Inhibitors Determines Commitment to Apoptosis in CML Cells

Science.gov (United States)

Dziadosz, Marek; Schnöder, Tina; Heidel, Florian; Schemionek, Mirle; Melo, Junia V.; Kindler, Thomas; Müller-Tidow, Carsten; Koschmieder, Steffen; Fischer, Thomas

2012-01-01

Clinical development of imatinib in CML established continuous target inhibition as a paradigm for successful tyrosine kinase inhibitor (TKI) therapy. However, recent reports suggested that transient potent target inhibition of BCR-ABL by high-dose TKI (HD-TKI) pulse-exposure is sufficient to irreversibly commit cells to apoptosis. Here, we report a novel mechanism of prolonged intracellular TKI activity upon HD-TKI pulse-exposure (imatinib, dasatinib) in BCR-ABL-positive cells. Comprehensive mechanistic exploration revealed dramatic intracellular accumulation of TKIs which closely correlated with induction of apoptosis. Cells were rescued from apoptosis upon HD-TKI pulse either by repetitive drug wash-out or by overexpression of ABC-family drug transporters. Inhibition of ABCB1 restored sensitivity to HD-TKI pulse-exposure. Thus, our data provide evidence that intracellular drug retention crucially determines biological activity of imatinib and dasatinib. These studies may refine our current thinking on critical requirements of TKI dose and duration of target inhibition for biological activity of TKIs. PMID:22815843

TECHNICAL COURSES

CERN Multimedia

Enseignement Technique; Technical Training; Monique Duval - Tel. 74924

2000-01-01

C++ for Particle Physicists By Paul KUNZ Please note that Paul Kunz will be giving his very popular and highly recommended C++ course again on 20 ­ 24 November. The course costs 200 CHF, and advance registration is required. People with CERN EDH accounts can apply electronically directly from the Web course description page : C++ for Particle Physicists Team Visitors should ask their Group Leader to send an e-mail to the DTO of EP Division, M. Burri, referring to the ‘C++ for Particle Physicists’ course and giving their name, CERN ID number, the Team account number to which the course fee should be charged, and VERY IMPORTANTLY an email address to which an invitation to the course can be sent.

Virtual pilot course in radiological protection

International Nuclear Information System (INIS)

Gonzalez Romero, Angela Maria; Plazas, Maria Cristina

2008-01-01

Full text: The radiological protection performs vital importance in the fields medically, industrially and environmental. The X-rays and the radioactive materials used in medicine have allowed to realize important progresses and to develop new technologies skills for the diagnosis, the therapy and the prevention of diseases. Having in it counts tells the risks associated with the ionizing radiations, it is required legally that the personnel that intervenes in the different procedures has the necessary knowledge of radiological protection to assure that the use of radiations in the medical practice should carry out of ideal form, at the right moment and adopting all the necessary measures to guarantee the best protection, so much of the occupationally exposed personnel, since as, like of the patients and the public in general. The virtual environments for the construction of the knowledge like it is the virtual university, allows presenting an effective alternative in the learning of different areas and in this particular case of the radiological protection. With the aim lens to give response to these needs there is implemented this pilot virtual course year based on the current course of radiological protection that is dictated in the Mastery in Medical Physics of the National University of Colombia, sedate Bogota. The purpose of this virtual course is to use as academic and bibliographical support on radiological protection, as well as to answer to the needs of initial formation that the professionals have, to acquire a solid base in the mentioned matter. It has been conceived so that it provides theoretical formation, so much scientific as technology and that contemplates the recommendations and international and national procedure on radiological protection and some applications. Given the incorporation of the technologies of information and communication that in the academic area it has brought with it not only to give support to the curricular activities but

Effectiveness of inquiry-based learning in an undergraduate exercise physiology course.

Science.gov (United States)

Nybo, Lars; May, Michael

2015-06-01

The present study was conducted to investigate the effects of changing a laboratory physiology course for undergraduate students from a traditional step-by-step guided structure to an inquiry-based approach. With this aim in mind, quantitative and qualitative evaluations of learning outcomes (individual subject-specific tests and group interviews) were performed for a laboratory course in cardiorespiratory exercise physiology that was conducted in one year with a traditional step-by-step guided manual (traditional course) and the next year completed with an inquiry-based structure (I-based course). The I-based course was a guided inquiry course where students had to design the experimental protocol and conduct their own study on the basis of certain predefined criteria (i.e., they should evaluate respiratory responses to submaximal and maximal exercise and provide indirect and direct measures of aerobic exercise capacity). The results indicated that the overall time spent on the experimental course as well as self-evaluated learning outcomes were similar across groups. However, students in the I-based course used more time in preparation (102 ± 5 min) than students in the traditional course (42 ± 3 min, P traditional course. Furthermore, students in the I-based course achieved a higher (P traditional course (31 ± 4%). Although students were unfamiliar with cardiorespiratory exercise physiology and the experimental methods before the course, it appears that an inquiry-based approach rather than one that provides students with step-by-step instructions may benefit learning outcomes in a laboratory physiology course. Copyright © 2015 The American Physiological Society.

The Impact of an Elementary Algebra Course on Success in a College-Level Liberal Arts Math Course and Persistence in College

Science.gov (United States)

Austin, Lori Ann

2017-01-01

Many students enter community college underprepared for college-level math and are placed into developmental elementary algebra without consideration if the algebra will provide a foundation for their needed college-level math course. Large percentages of those students are unable to succeed in the developmental course and, therefore, are unable…

NEW COURSES

CERN Document Server

Enseignement Technique; Tél. 74924; Technical Training; Monique Duval; Tel. 74924

2000-01-01

C++ for Particle Physicists By Paul KUNZ Please note that Paul Kunz will be giving his very popular and highly recommended C++ course again on 20-24 November. The course costs 200 CHF, and advance registration is required. People with CERN EDH accounts can apply electronically directly from the Web course description page : http://www.cern.ch/Training/ENSTEC/P9798/Software/cpppp_e.htm Team Visitors should ask their Group Leader to send an e-mail to the DTO of EP Division, M. Burri, referring to the ‘C++ for Particle Physicists’ course and giving their name, CERN ID number, the Team account number to which the course fee should be charged, and VERY IMPORTANTLY an email address to which an invitation to the course can be sent.

TECHNICAL COURSES

CERN Multimedia

Technical Training; Tel. 74924

2000-01-01

C++ for Particle Physicists By Paul KUNZ Please note that Paul Kunz will be giving his very popular and highly recommended C++ course again on 20 ­ 24 November. The course costs 200 CHF, and advance registration is required. People with CERN EDH accounts can apply electronically directly from the Web course description page : http://www.cern.ch/Training/ENSTEC/P9798/Software/cpppp_e.htm Team Visitors should ask their Group Leader to send an e-mail to the DTO of EP Division, M. Burri, referring to the ‘C++ for Particle Physicists’ course and giving their name, CERN ID number, the Team account number to which the course fee should be charged, and VERY IMPORTANTLY an email address to which an invitation to the course can be sent.

Crash course in readers' advisory

CERN Document Server

Orr, Cynthia

2014-01-01

One of the key services librarians provide is helping readers find books they'll enjoy. This ""crash course"" will furnish you with the basic, practical information you need to excel at readers' advisory (RA) for adults and teens.

Revitalizing Complex Analysis: A Transition-to-Proof Course Centered on Complex Topics

Science.gov (United States)

Sachs, Robert

2017-01-01

A new transition course centered on complex topics would help in revitalizing complex analysis in two ways: first, provide early exposure to complex functions, sparking greater interest in the complex analysis course; second, create extra time in the complex analysis course by eliminating the "complex precalculus" part of the course. In…

Frequency of BCR-ABL Transcript Types in Syrian CML Patients

Directory of Open Access Journals (Sweden)

Sulaf Farhat-Maghribi

2016-01-01

Full Text Available Background. In Syria, CML patients are started on tyrosine kinase inhibitors (TKIs and monitored until complete molecular response is achieved. BCR-ABL mRNA transcript type is not routinely identified, contrary to the recommendations. In this study we aimed to identify the frequency of different BCR-ABL transcripts in Syrian CML patients and highlight their significance on monitoring and treatment protocols. Methods. CML patients positive for BCR-ABL transcripts by quantitative RT-PCR were enrolled. BCR-ABL transcript types were investigated using a home-made PCR method that was adapted from published protocols and optimized. The transcript types were then confirmed using a commercially available research kit. Results. Twenty-four transcripts were found in 21 patients. The most common was b2a2, followed by b3a2, b3a3, and e1a3 present solely in 12 (57.1%, 3 (14.3%, 2 (9.5%, and 1 (4.8%, respectively. Three samples (14.3% contained dual transcripts. While b3a2 transcript was apparently associated with warning molecular response to imatinib treatment, b2a2, b3a3, and e1a3 transcripts collectively proved otherwise (P=0.047. Conclusion. It might be advisable to identify the BCR-ABL transcript type in CML patients at diagnosis, using an empirically verified method, in order to link the detected transcript with the clinical findings, possible resistance to treatment, and appropriate monitoring methods.

Structural Analysis of DFG-in and DFG-out Dual Src-Abl Inhibitors Sharing a Common Vinyl Purine Template

Energy Technology Data Exchange (ETDEWEB)

Zhou, Tianjun; Commodore, Lois; Huang, Wei-Sheng; Wang, Yihan; Sawyer, Tomi K.; Shakespeare, William C.; Clackson, Tim; Zhu, Xiaotian; Dalgarno, David C. (ARIAD)

2010-09-30

Bcr-Abl is the oncogenic protein tyrosine kinase responsible for chronic myeloid leukemia (CML). Treatment of the disease with imatinib (Gleevec) often results in drug resistance via kinase mutations at the advanced phases of the disease, which has necessitated the development of new mutation-resistant inhibitors, notably against the T315I gatekeeper mutation. As part of our efforts to discover such mutation resistant Abl inhibitors, we have focused on optimizing purine template kinase inhibitors, leading to the discovery of potent DFG-in and DFG-out series of Abl inhibitors that are also potent Src inhibitors. Here we present crystal structures of Abl bound by two such inhibitors, based on a common N9-arenyl purine, and that represent both DFG-in and -out binding modes. In each structure the purine template is bound deeply in the adenine pocket and the novel vinyl linker forms a non-classical hydrogen bond to the gatekeeper residue, Thr315. Specific template substitutions promote either a DFG-in or -out binding mode, with the kinase binding site adjusting to optimize molecular recognition. Bcr-Abl T315I mutant kinase is resistant to all currently marketed Abl inhibitors, and is the focus of intense drug discovery efforts. Notably, our DFG-out inhibitor, AP24163, exhibits modest activity against this mutant, illustrating that this kinase mutant can be inhibited by DFG-out class inhibitors. Furthermore our DFG-out inhibitor exhibits dual Src-Abl activity, absent from the prototypical DFG-out inhibitor, imatinib as well as its analog, nilotinib. The data presented here provides structural guidance for the further design of novel potent DFG-out class inhibitors against Src, Abl and Abl T315I mutant kinases.

Development of a pre-service teacher training course on integration of ICT into inquiry based science education.

NARCIS (Netherlands)

Tran, Trinh-Ba; van den Berg, Ed; Ellermeijer, Ton; Beishuizen, Jos; Dvořák, Leoš; Koudelková, Věra

In order to be able to integrate ICT into Inquiry Based Science Education (IBSE), teachers need much time and support for mastering ICT tools, learning the basis of IBSE, and getting experience in applying these tools in pupil investigations. For this purpose, we have developed a course within the

Deployment of Mobile Learning Course Materials to Android Powered Mobile Devices

Science.gov (United States)

Chao, Lee

2012-01-01

The objective of this article is to facilitate mobile teaching and learning by providing an alternative course material deployment method. This article suggests a course material deployment platform for small universities or individual instructors. Different from traditional course material deployment methods, the method discussed deploys course…

English courses

CERN Multimedia

HR Department

2010-01-01

New courses University of Cambridge ESOL examination course We will be starting two new courses in October leading to the Cambridge First Certificate in English (level B2 of the European Framework) and the Cambridge Advanced English (level C1) examinations. These courses will consist of two semesters of 15 weeks with two two-hourly classes per week. There will be an average of eight students per class. Normally the examination will be taken in June 2011 but strong participants could take it earlier. People wishing to take these courses should enrol: http://cta.cern.ch/cta2/f?p=110:9:1927376177842004::NO::X_COURSE_ID,X_STATUS:4133%2CD and they will then be required to take a placement test to check that their level of English is of an appropriate level. Please note that we need a minimum of seven students enrolled to open a session. For further information please contact Tessa Osborne 72957. General and Professional English Courses The next session will take place: From 4th October 2010 to 5th Feb...

Applicability of Online Education to Large Undergraduate Engineering Courses

Science.gov (United States)

Bir, Devayan Debashis

With the increase in undergraduate engineering enrollment, many universities have chosen to teach introductory engineering courses such as Statics of Engineering and Mechanics of Materials in large classes due to budget limitations. With the overwhelming literature against traditionally taught large classes, this study aims to see the effects of the trending online pedagogy. Online courses are the latest trend in education due to the flexibility they provide to students in terms of schedule and pace of learning with the added advantage of being less expensive for the university over a period. In this research, the effects of online lectures on engineering students' course performances and students' attitudes towards online learning were examined. Specifically, the academic performances of students enrolled in a traditionally taught, lecture format Mechanics of Materials course with the performance of students in an online Mechanics of Materials course in summer 2016 were compared. To see the effect of the two different teaching approaches across student types, students were categorized by gender, enrollment status, nationality, and by the grades students obtained for Statics, one of the prerequisite courses for Mechanics of Materials. Student attitudes towards the online course will help to keep the process of continuously improving the online course, specifically, to provide quality education through the online medium in terms of course content and delivery. The findings of the study show that the online pedagogy negatively affects student academic performance when compared to the traditional face-to-face pedagogy across all categories, except for the high scoring students. Student attitudes reveal that while they enjoyed the flexibility schedule and control over their pace of studying, they faced issues with self-regulation and face-to-face interaction.

USA sender Able og Baker en tur i rummet

DEFF Research Database (Denmark)

Alstrup, Aage Kristian Olsen

2014-01-01

DETTE ER DEN TREDJE ARTIKEL I SERIEN OM DYRENES ROLLE I RUMFORSKNINGEN. VI SKAL MØDE DE TO PRIMATER ABLE OG BAKER, SOM NASA SUCCESFULDT SENDTE EN TUR I RUMMET I MAJ 1959 – HALVANDET ÅR EFTER, AT SOVJETUNIONEN HAVDE SENDT HUNDEN LAIKA DERUD.......DETTE ER DEN TREDJE ARTIKEL I SERIEN OM DYRENES ROLLE I RUMFORSKNINGEN. VI SKAL MØDE DE TO PRIMATER ABLE OG BAKER, SOM NASA SUCCESFULDT SENDTE EN TUR I RUMMET I MAJ 1959 – HALVANDET ÅR EFTER, AT SOVJETUNIONEN HAVDE SENDT HUNDEN LAIKA DERUD....

Science Academies' Refresher Course in Plant Taxonomy and ...

Indian Academy of Sciences (India)

Selected participants will be provided with round-trip bus/train (III AC) fare by the shortest route and local hospitality during the course in addition to course material. Interested applicants must submit their application ONLINE by clicking on the following link. http://web-japps.ias.ac.in:8080/Refreshcourse/RPPP.jsp. A copy of ...

Guidelines for Developing Successful Short Advanced Courses in Systems Medicine and Systems Biology

KAUST Repository

Gomez-Cabrero, David

2017-08-23

Summary Systems medicine and systems biology have inherent educational challenges. These have largely been addressed either by providing new masters programs or by redesigning undergraduate programs. In contrast, short courses can respond to a different need: they can provide condensed updates for professionals across academia, the clinic, and industry. These courses have received less attention. Here, we share our experiences in developing and providing such courses to current and future leaders in systems biology and systems medicine. We present guidelines for how to reproduce our courses, and we offer suggestions for how to select students who will nurture an interdisciplinary learning environment and thrive there.

Guidelines for Developing Successful Short Advanced Courses in Systems Medicine and Systems Biology

KAUST Repository

Gomez-Cabrero, David; Marabita, Francesco; Tarazona, Sonia; Cano, Isaac; Roca, Josep; Conesa, Ana; Sabatier, Philippe; Tegner, Jesper

2017-01-01

Summary Systems medicine and systems biology have inherent educational challenges. These have largely been addressed either by providing new masters programs or by redesigning undergraduate programs. In contrast, short courses can respond to a different need: they can provide condensed updates for professionals across academia, the clinic, and industry. These courses have received less attention. Here, we share our experiences in developing and providing such courses to current and future leaders in systems biology and systems medicine. We present guidelines for how to reproduce our courses, and we offer suggestions for how to select students who will nurture an interdisciplinary learning environment and thrive there.

Integrating Experimentation into Control Courses

NARCIS (Netherlands)

Molengraft, van de M.J.G.; Steinbuch, M.; Kraker, de A.

2005-01-01

The Department of Mechanical Engineering at the Technische Universiteit Eindhoven, the Netherlands, aims to provide a stimulating educational environment that emphasizes the role of hands-on experiments. To achieve this goal, the Department integrated an experimentation program with courses in the

A need for otolaryngology education among primary care providers

Science.gov (United States)

Hu, Amanda; Sardesai, Maya G.; Meyer, Tanya K.

2012-01-01

Objective Otolaryngic disorders are very common in primary care, comprising 20–50% of presenting complaints to a primary care provider. There is limited otolaryngology training in undergraduate and postgraduate medical education for primary care. Continuing medical education may be the next opportunity to train our primary care providers (PCPs). The objective of this study was to assess the otolaryngology knowledge of a group of PCPs attending an otolaryngology update course. Methods PCPs enrolled in an otolaryngology update course completed a web-based anonymous survey on demographics and a pre-course knowledge test. This test was composed of 12 multiple choice questions with five options each. At the end of the course, they were asked to evaluate the usefulness of the course for their clinical practice. Results Thirty seven (74%) PCPs completed the survey. Mean knowledge test score out of a maximum score of 12 was 4.0±1.7 (33.3±14.0%). Sorted by area of specialty, the mean scores out of a maximum score of 12 were: family medicine 4.6±2.1 (38.3±17.3%), pediatric medicine 4.2±0.8 (35.0±7.0%), other (e.g., dentistry, emergency medicine) 4.2±2.0 (34.6±17.0%), and adult medicine 3.9±2.1 (32.3±17.5%). Ninety one percent of respondents would attend the course again. Conclusion There is a low level of otolaryngology knowledge among PCPs attending an otolaryngology update course. There is a need for otolaryngology education among PCPs. PMID:22754276

Assessment of an On-Line Earth System Science Course for Teachers

Science.gov (United States)

Shuster, R. D.; Grandgenett, N.

2009-12-01

The University of Nebraska at Omaha (UNO) has been offering on-line Earth System Science coursework to in-service teachers in Nebraska since 2002 through the Earth Systems Science Education Alliance (ESSEA). The goal of this course is to increase teacher content knowledge in Earth Science, introduce them to Earth System Science, and have them experience cooperative learning. We have offered three different ESSEA courses, with nearly 200 students having taken ESSEA courses at UNO for graduate credit. This effort represents a close collaboration between faculty and students from the Colleges of Arts & Sciences and Education, with periodic assistance of the local schools. In a follow-up study related to ESSEA coursework, UNO examined the perceptions of teachers who have taken the course and the potential benefits of the ESSEA courses for their own educational settings. The study was descriptive in design and included an online survey and a focus group. The results of these assessments indicated that the teachers felt very positive about what they learned in these courses, and in particular, how they could incorporate cooperative learning, inquiry based activities, and Earth System Science interconnections in their own classrooms. Problems identified by the teachers included a perceived lack of time to be able to integrate the learned material into their science curriculua and a lack of computer and/or technological resources in their educational settings. In addition, this Fall, we will conduct two teacher case studies, where we will interview two teachers, visit their classrooms, acquire work samples and talk with students. All of the results of our survey and focus group will be presented.

Efficacy of an education course delivered to community health workers in diabetes control: A randomized clinical trial.

Science.gov (United States)

de Souza, Camila Furtado; Dalzochio, Mériane Boeira; Zucatti, Alessandra Teixeira Netto; De Nale, Rosana; de Almeida, Marília Tavares; Gross, Jorge Luiz; Leitão, Cristiane Bauermann

2017-08-01

Community health workers are community members who provide education and care for patients for a broad range of health issues, including diabetes mellitus. However, few community health workers are trained for diabetes education and little is known about the effectiveness of their interventions. The aim of this study is to evaluate the effect of a diabetes education program delivered to community health workers in improving the metabolic control of patients with type 2 diabetes mellitus. Eight community health workers, providing care for 118 patients, were randomized in two groups to receive a 1-month diabetes education program (intervention, patients n = 62) or an education course in other health issues (control, patients n = 56). Each community health worker was responsible for transmitting the acquired knowledge to patients. Primary outcome was changed in HbA1C 3 months after the intervention. PARTICIPANTS: Mean age was 61 ± 11 years, 35% were men and 62% were whites. HbA1c levels reduced in both groups (intervention: 9.1 ± 2.2 vs. 7.9 ± 1.9%; control: 9.1 ± 2.1 vs. 8.4 ± 2.5%, p patients' follow-up, but it was similar in intervention and control groups. The diabetes mellitus education course delivered to community health workers was able to improve patients' lipid profile.

Intravenous Fluid Therapy Course for the Licensed Practical Nurse. Instructor Guide.

Science.gov (United States)

Missouri Univ., Columbia. Instructional Materials Lab.

This curriculum guide provides materials for a 10-unit intravenous (IV) therapy course for licensed practical nurses. Units contain from one to nine lessons. The first unit provides an introduction and orientation to the course. Subsequent units concern documentation, anatomy and physiology as applied to IV therapy, fundamental aspects of fluid…

Cervical cancer screening and treatment training course in El Salvador: experience and lessons learned.

Science.gov (United States)

Masch, Rachel; Ditzian, Lauren R; April, Ayana K; Maza, Mauricio; Peralta, Ethel; Cremer, Miriam L

2011-09-01

Visual inspection with acetic acid (VIA) is a simple, low-cost alternative to traditional Pap smears that could greatly benefit the amount of screening and treatment available in low-resource areas, such as rural El Salvador. The objective of this study was to train Salvadoran health providers in VIA and cryotherapy using a week-long competency course. Health providers participated in the VIA training course, which consisted of 1 half-day of didactics, followed by 4 and 1 half days of clinical training. Pretests and posttests were administered. A 1-day didactic refresher course was administered to assess the quality of services being provided. Sixty-eight nurses and physicians completed the training course. Each trainee screened approximately 120 women and performed, on average, seven cryotherapy treatments. The average trainee improved his or her score by 15% on the theoretical test and 16.7% on the image test. At the completion of the 1-day refresher, average test scores were the highest among all the courses. The final assessment was based on 41 providers. The course proved a successful tool for training healthcare providers in methods of cervical cancer screening and treatment. The course is replicable in other low-resource settings in different countries. It also provided trainees with the opportunity to adapt their clinical skills in their realistic work setting.

Basic visual observation skills training course. Final report

International Nuclear Information System (INIS)

Toquam, J.L.; Morris, F.A.; Griggs, J.R.

1995-06-01

This is the third report in a series prepared to assist the International Atomic Energy Agency (IAEA or Agency) in enhancing the effectiveness of its international safeguards inspections through inspector training in Observation Skills. The first report (Phase 1) was essentially exploratory. It defined Observation Skills' broadly to include all appropriate cognitive, communications, and interpersonal techniques that have the potential to help IAEA safeguards inspectors function more effectively. The second report (Phase 2) provided a more specific basis for the actual design and delivery of Observation Skills training to IAEA inspectors. The present report (Phase 3) documents the design of a Basic Visual Observation Skills course and delivery of the course to safeguards inspectors at IAEA Headquarters Vienna in February and May of 1995. The purpose of the course is to help safeguards inspectors evaluate and improve their skills in making observations during inspections and in evaluating and interpreting this information. The course is basic in the sense that it provides training in skills which are generally applicable to inspections of all types of facilities and activities subject to safeguards. The course is designed for 16 hours of classroom delivery, ideally in four 4-hour sessions over a period of four days. The first 12 hours provide training in five skill areas: perception and recognition; attention and attention to detail; memory; mental imaging, mapping, and modeling skills; and judgment and decision making. Following the training in each of the five skill areas is an Integrating Exercise involving a simulated safeguards inspection

Open Courses, Informal, Social Learning and Mobile Photography

Science.gov (United States)

McGuire, Mark

2016-01-01

This paper provides an overview of MOOCs (Massive Open Online Courses) and contextualizes them within the broader trends of open, informal and mobile learning. It then discuss Phonar Nation, a free, open, non-credit five-week photography course that was offered twice in 2014 using mobile media to reach youth from 12-18 years of age. The author…

Integrating E-Learning 2.0 into Online Courses

Science.gov (United States)

Yuen, Steve Chi-Yin

2014-01-01

This paper provides an overview of e-learning 2.0 concepts and presents a case study that involves the design, development, and teaching of two online courses based on e-learning 2.0 concepts. The design and the construction of e-learning 2.0 courses, and their effects on the students' learning experience are examined. In addition, students'…

A Course in English for Air Traffic Controllers.

Science.gov (United States)

McCann, Paul; Thompson, Lesley

A description is provided of a course, developed by the British Council in Madrid, Spain, to improve the English language training for trainee air traffic services personnel as a result of an increased demand for trained controllers over the next few years. The course aims to teach students in the areas of standard radiotelephony, non-routine…

Student Learning through Journal Writing in a General Education Chemistry Course for Pre-Elementary Education Majors

Science.gov (United States)

Dianovsky, Michael T.; Wink, Donald J.

2012-01-01

This paper describes research on the use of journals in a general education chemistry course for elementary education majors. In the journals, students describe their understanding of a topic, the development of that understanding, and how the topic connects to their lives. In the process, they are able to engage in reflection about several…

Evaluation of strategies to promote learning using ICT: the case of a course on Topics of Multivariate Statistics

Directory of Open Access Journals (Sweden)

Mario Miguel Ojeda Ramírez

2017-01-01

Full Text Available Currently some teachers implement different methods in order to promote education linked to reality, to provide more effective training and a meaningful learning. Activemethods aim to increase motivation and create scenarios in which student participation is central to achieve a more meaningful learning. This paper reports on the implementation of a process of educational innovation in the course of Topics of Multivariate Statistics offered in the degree in Statistical Sciences and Techniques at the Universidad Veracruzana (Mexico. The strategies used as sets for data collection, design and project development and realization of individual and group presentations are described. Information and communication technologies (ICT used are: EMINUS, distributed education platform of the Universidad Veracruzana, and managing files with Dropbox, plus communication via WhatsApp. The R software was used for statistical analysis and for making presentations in academic forums. To explore students' perceptions depth interviews were conducted and indicators for evaluating the student satisfaction were defined; the results show positive evidence, concluding that students were satisfied with the way that the course was designed and implemented. They also stated that they feel able to apply what they have learned. The opinions put that using these strategies they were feeling in preparation for their professional life. Finally, some suggestions for improving the course in future editions are included.

Estimated Colorado Golf Course Irrigation Water Use, 2005

Science.gov (United States)

Ivahnenko, Tamara

2009-01-01

Golf course irrigation water-use data were collected as part of the U.S. Geological Survey National Water Use Program's 2005 compilation to provide baseline information, as no golf course irrigation water-use data (separate from crop irrigation) have been reported in previous compilations. A Web-based survey, designed by the U.S. Geological Survey, in cooperation with the Rocky Mountain Golf Course Superintendents Association (RMGCSA), was electronically distributed by the association to the 237 members in Colorado. Forty-three percent of the members returned the survey, and additional source water information was collected by telephone for all but 20 of the 245 association member and non-member Colorado golf courses. For golf courses where no data were collected at all, an average 'per hole' coefficient, based on returned surveys from that same county, were applied. In counties where no data were collected at all, a State average 'per hole' value of 13.2 acre-feet was used as the coefficient. In 2005, Colorado had 243 turf golf courses (there are 2 sand courses in the State) that had an estimated 2.27 acre-feet per irrigated course acre, and 65 percent of the source water for these courses was surface water. Ground water, potable water (public supply), and reclaimed wastewater, either partially or wholly, were source waters for the remaining courses. Fifty-three of the 64 counties in Colorado have at least one golf course, with the greatest number of courses in Jefferson (23 courses), Arapahoe (22 courses), and El Paso Counties (20 courses). In 2005, an estimated 5,647.8 acre-feet in Jefferson County, 5,402 acre-feet in Arapahoe County, and 4,473.3 acre-feet in El Paso County were used to irrigate the turf grass.

The Write Stuff: Teaching the Introductory Public Relations Writing Course.

Science.gov (United States)

King, Cynthia M.

2001-01-01

Outlines an introductory public relations writing course. Presents course topics and objectives, and assignments designed to meet them. Provides a sample grading rubric and evaluates major public relations writing textbooks. Discusses learning and assessment strategies. (SR)

Revamping High School Accounting Courses.

Science.gov (United States)

Bittner, Joseph

2002-01-01

Provides ideas for updating accounting courses: convert to semester length; focus on financial reporting/analysis, financial statements, the accounting cycle; turn textbook exercises into practice sets for the accounting cycle; teach about corporate accounting; and address individual line items on financial statements. (SK)

Construction and Evaluation of an Online Microbiology Course for Nonscience Majors

Directory of Open Access Journals (Sweden)

Lee Hughes

2009-12-01

Full Text Available The development of web-based technologies provides a new method for course delivery. As with any new technique, evaluation is a necessary tool to determine if the method is consistent with expectations. This study describes the conversion of a nonscience majors’ microbiology lecture course to online delivery and evaluates the hypothesis that the online course can be as effective as the traditional course. Course examination scores are compared between the face-to-face and online sections over a 3-year period. On all but one of the course examinations, no significant difference is found for those students in these two distinctly different course types. The success rate, as defined by those students earning grades of C or better, is high for both course types, although the traditional course success rate is slightly higher. Student evaluations of the courses are also positive, though some differences are noted. Overall, student performance in the online course is equivalent to that in the traditional course.

Construction and evaluation of an online microbiology course for nonscience majors.

Science.gov (United States)

Hughes, Lee

2008-01-01

The development of web-based technologies provides a new method for course delivery. As with any new technique, evaluation is a necessary tool to determine if the method is consistent with expectations. This study describes the conversion of a nonscience majors' microbiology lecture course to online delivery and evaluates the hypothesis that the online course can be as effective as the traditional course. Course examination scores are compared between the face-to-face and online sections over a 3-year period. On all but one of the course examinations, no significant difference is found for those students in these two distinctly different course types. The success rate, as defined by those students earning grades of C or better, is high for both course types, although the traditional course success rate is slightly higher. Student evaluations of the courses are also positive, though some differences are noted. Overall, student performance in the online course is equivalent to that in the traditional course.

A Leadership Elective Course Developed and Taught by Graduate Students

Science.gov (United States)

Garza, Oscar W.; Witry, Matthew J.; Chang, Elizabeth H.; Letendre, Donald E.; Trewet, CoraLynn B.

2013-01-01

Objective. To develop and implement a flexible-credit elective course to empower student pharmacists to develop lifelong leadership skills and provide teaching practice opportunities for graduate students. Design. An elective course focusing on leadership development for second- and third-year doctor of pharmacy (PharmD) students was designed and taught by 4 graduate students under the mentorship of 2 faculty members. Student pharmacists could enroll in a 1-, 2-, or 3-credit-hour version of the course. Assessment. Attainment of course objectives was measured using student pharmacist reflection papers and continuing professional development portfolios. Additionally, self-assessments of graduate students and faculty members delivering the course were conducted. In their responses on course evaluations, student pharmacists indicated they found the course a valuable learning experience. Graduate students found course development to be challenging but useful in developing faculty skills. Conclusion. This flexible-credit elective course taught by graduate students was an innovative way to offer formal leadership instruction using limited college resources. PMID:24371347

[Community health course--student's evaluation].

Science.gov (United States)

Juresa, Vesna; Musil, Vera; Sosić, Zvonko; Majer, Marjeta; Pavleković, Gordana

2010-12-01

Since 1952, Andrija Stampar School of Public Health, School of Medicine, University of Zagreb, has provided a community health course, based on the medical education approach that the main fields of physicians' action are human settlements and not only consulting rooms and clinics. The aim of the study was to compare community health course students' evaluations immediately after attending the course at the 4th and 6th study years. The survey included 224 4th year medical students attending the community course during the academic year 2007-2008 and 192 same-generation 6th year students (85.7%) during the academic year 2009-2010. Students were required to fill out an evaluation questionnaire about the activities during the community health course using grades from 1-poor to 5-excellent, and to write personal remarks and essay. The academic year 2007-2008 students (n=224) were very satisfied (grades 5 and 4) with preparatory seminar (98% of students), final seminar (97%), course organization (90%) and course contents (89%). The same grades were allocated by 98% of students to public health field research, 94% to work in community nurse service, 93% to work in family practice and health promotion in school and kindergarten, and 87% to water sampling. Satisfaction with the community health course was very emotionally described in final essays: "... work with community nurse service in the poorest part of Croatia has changed my life. I have learned in only few hours to wish less and to give more. Every physician should experience it, because that is real life". Results of the same-generation students (n=192) in the academic year 2009-2010, now at 6th study year, showed them to be still very satisfied (grades 5 and 4) with the activities in the community health course: 94% with health promotion, 92% with work in the community nurse service and family medicine, 86% with course contents, 82% with course organization, 78% with final seminar, 64% with preparatory seminar

READING OUR SOCIAL WORDS: UTILIZING NOVELS IN TEACHING SOCIOLOGY COURSES

Directory of Open Access Journals (Sweden)

Abd. Ghofur

2012-05-01

Full Text Available This paper discusses the assignments used to analyze the novel using sociological concepts as well as the general outcomes. Students report enjoying the book and they are less hesitant to dig into difficult issues such as alcoholism, violence, sexuality, racism, and other forms of inequality. The ability to examine events on both macro- and microlevels improves over the course of the semester and students often integrate examples from the novels into class discussion and other assignments. The use of cultural artifacts such as film, poetry, music, or novels in sociology courses is certainly not a new phenomenon. As with other instructors, one of my main goals of using these types of materials, including novels, is to encourage active learning by students, as they are often comfortable working with these materials and can relate them to their own lives. Students are able to use their creativity and enhance their critical thinking skills when using cultural artifacts as tools of understanding sociological concepts. Novels in particular, offer a unique means to cover a wider range of social issues than can often be addressed in an introduction to sociology course. Another challenge of the course itself is to explore the complexities of diversity in society. Due to the pace of the course, students often maintain some sort of emotional or intellectual distance from the issues we examine, often discussing social issues as being outside of or disconnected from their own reality. Novels help to humanize the topics we cover as students often feel a connection with one or more main characters, which then helps them to apply the characters’ experiences to their own lives.

Tyrosine kinase fusion genes in pediatric BCR-ABL1-like acute lymphoblastic leukemia

Science.gov (United States)

Boer, Judith M.; Steeghs, Elisabeth M.P.; Marchante, João R.M.; Boeree, Aurélie; Beaudoin, James J.; Berna Beverloo, H.; Kuiper, Roland P.; Escherich, Gabriele; van der Velden, Vincent H.J.; van der Schoot, C. Ellen; de Groot-Kruseman, Hester A.; Pieters, Rob; den Boer, Monique L.

2017-01-01

Approximately 15% of pediatric B cell precursor acute lymphoblastic leukemia (BCP-ALL) is characterized by gene expression similar to that of BCR-ABL1-positive disease and unfavorable prognosis. This BCR-ABL1-like subtype shows a high frequency of B-cell development gene aberrations and tyrosine kinase-activating lesions. To evaluate the clinical significance of tyrosine kinase gene fusions in children with BCP-ALL, we studied the frequency of recently identified tyrosine kinase fusions, associated genetic features, and prognosis in a representative Dutch/German cohort. We identified 14 tyrosine kinase fusions among 77 BCR-ABL1-like cases (18%) and none among 76 non-BCR-ABL1-like B-other cases. Novel exon fusions were identified for RCSD1-ABL2 and TERF2-JAK2. JAK2 mutation was mutually exclusive with tyrosine kinase fusions and only occurred in cases with high CRLF2 expression. The non/late response rate and levels of minimal residual disease in the fusion-positive BCR-ABL1-like group were higher than in the non-BCR-ABL1-like B-others (p<0.01), and also higher, albeit not statistically significant, compared with the fusion-negative BCR-ABL1-like group. The 8-year cumulative incidence of relapse in the fusion-positive BCR-ABL1-like group (35%) was comparable with that in the fusion-negative BCR-ABL1-like group (35%), and worse than in the non-BCR-ABL1-like B-other group (17%, p=0.07). IKZF1 deletions, predominantly other than the dominant-negative isoform and full deletion, co-occurred with tyrosine kinase fusions. This study shows that tyrosine kinase fusion-positive cases are a high-risk subtype of BCP-ALL, which warrants further studies with specific kinase inhibitors to improve outcome. PMID:27894077

A multi-method evaluation of a training course on dual diagnosis.

LENUS (Irish Health Repository)

Rani, S

2012-08-01

A training course on dual diagnosis was developed within the Irish forensic mental health service, to bridge the gap in the lack of training on dual diagnosis in Ireland. The course was designed for service providers within mental health and addiction services. Twenty participants involving nursing, social work, police and social welfare disciplines attended the first training course. A mixed methodology research design was adapted to describe participants\\' evaluation of the training course. Data were collected using multiple methods: pre- and post-test, daily evaluation and focus group interviews. Quantitative data were analysed using the spss Version 16.0 and qualitative data were analysed thematically. Findings from the pre- and post-test suggest an increase in participants\\' knowledge of dual diagnosis and an increase in confidence in conducting groups. Daily evaluation indicates that the course content largely met participants\\' needs. Finally, three themes emerged from the focus group interview: increased confidence, the training course\\/teaching methods and personal\\/organizational challenges. This study implies that service providers within mental health and addiction services benefit from inter-professional, needs and skills based courses incorporating a variety of teaching methods. The way forward for future dual diagnosis training course developments would be working in partnership with service users and carers.

Open Access Enabling Courses: Risking Academic Standards or Meeting Equity Aspirations

Science.gov (United States)

Shah, Mahsood; Whannell, Robert

2017-01-01

Open access enabling courses have experienced growth in Australia. The growth is evidenced in student enrolments and the number of public and private institutions offering such courses. Traditionally these courses have provided a second chance to many students from various equity groups who have been unable to access tertiary education due to poor…

English Course of Study for Buncombe County Public Schools.

Science.gov (United States)

Buncombe County Board of Education, Asheville, NC.

Developed for 58 courses in the English program at the secondary level, this curriculum guide provides a description, an outline, and lists of the objectives, resources, and activities for courses on such subjects as functional language, basic study skills, basic composition, intermediate composition, creative writing, reading, modern grammar, art…

Exploring Race Based Differences in Patterns of Life-Course Criminality

Science.gov (United States)

Markowitz, Michael W.; Salvatore, Christopher

2013-01-01

A persistent issue facing criminologists is the challenge of developing theoretical models that provide comprehensive explanations of the onset and persistence of criminality. One promising theory to develop over the last 30 years has been life-course theory. Using multivariate analysis of variance the main question posed in this research, do elements of social development shape the trajectory of persistent offending in a race-neutral fashion, or are the dynamics shaping life-course criminality unique for people of color, was examined. The results provide a number of useful insights into the relationship between race, life-course transition factors, and longitudinal patterns of criminality. PMID:23436952

An elective course in personal finance for health care professionals.

Science.gov (United States)

Chui, Michelle A

2009-02-19

To create, implement, and assess an elective course on the principles and applications of personal finance. A 1.5 unit (15 hours total) elective course was designed using active-learning pedagogy, lecture, and group discussion. Homework assignments were designed to provide practical tools and materials that students could individualize and apply to their personal financial goals. Student satisfaction, using a standard course evaluation form, revealed consistent high ratings. Student enrollment increased from 19 students in its initial year to 90 students in its fourth year. Student knowledge, assessed using the Jump$tart Financial Literacy Survey, indicated significant knowledge acquisition. Many pharmacy students are ill equipped to effectively handle the complex financial decisions they face after graduation. This course provides students with practical tools to identify appropriate ways to achieve their financial goals and critically evaluate financial advice and advisors.

Of Course: Prerequisite Courses for Admission into APA-Accredited Clinical and Counseling Psychology Programs

Science.gov (United States)

Norcross, John C.; Sayette, Michael A.; Stratigis, Katerina Y.; Zimmerman, Barrett E.

2014-01-01

Students often inquire about which psychology courses to complete in preparation for graduate school. This study provides data that enable students and their advisors to make research-informed decisions. We surveyed the directors of the 304 American Psychological Association-accredited doctoral programs in clinical and counseling psychology (97%…

JV Task 125-Mercury Measurement in Combustion Flue Gases Short Course

Energy Technology Data Exchange (ETDEWEB)

Dennis Laudal

2008-09-30

The short course, designed to train personnel who have an interest in measuring mercury in combustion flue gases, was held twice at the Drury Inn in Marion, Illinois. The short course helped to provide attendees with the knowledge necessary to avoid the many pitfalls that can and do occur when measuring mercury in combustion flue gases. The first short course, May 5-8, 2008, included both a classroom-type session and hands-on demonstration of mercury-sampling equipment. The hands-on demonstration of equipment was staged at Southern Illinois Power Cooperative. Not including the Illinois Clean Coal Institute and the U.S. Department of Energy project managers, there were 12 attendees. The second short course was conducted September 16-17, 2008, but only included the classroom portion of the course; 14 people attended. In both cases, lectures were provided on the various mercury measurement methods, and interaction between attendees and EERC research personnel to discuss specific mercury measurement problems was promoted. Overall, the response to the course was excellent.

Transcultural nursing course in Tanzania, Africa.

Science.gov (United States)

Owens, Rhoda

2012-06-01

A transcultural nursing course in Tanzania was offered in fall 2010 at Williston State College, located in North Dakota. Madeleine Leininger's Culture Care: Diversity and Universality Theory (Principles of Developing Cultural Competence) was the framework used for the experience. The course provided nursing students the opportunity to learn about the culture, health, and illness beliefs of Tanzanians; their values and practices; the prevalence of HIV/AIDS; and the differences and similarities between the healthcare systems, hospice/palliative care, and home visits in Tanzania as compared to the United States.

French Courses

CERN Multimedia

2012-01-01

General and Professional French Courses These courses are open to all persons working on the CERN site, and to their spouses. The next session will take place from 28 January to 5 April 2013. Oral Expression This course is aimed for students with a good knowledge of French who want to enhance their speaking skills. Speaking activities will include discussions, meeting simulations, role-plays etc. The next session will take place from 28 January to 5 April 2013. Writing professional documents in French These courses are designed for non-French speakers with a very good standard of spoken French. The next session will take place from 28 January to 5 April 2013. For registration and further information on the courses, please consult our Web pages or contact Kerstin Fuhrmeister.

Teaching Writing and Communication in a Mathematical Modeling Course

Science.gov (United States)

Linhart, Jean Marie

2014-01-01

Writing and communication are essential skills for success in the workplace or in graduate school, yet writing and communication are often the last thing that instructors think about incorporating into a mathematics course. A mathematical modeling course provides a natural environment for writing assignments. This article is an analysis of the…

On Developing the Writing Skills Course for Accounting Students

Science.gov (United States)

Firch, Tim; Campbell, Annhenrie; Lindsay, David H.; Garner, Don E.

2010-01-01

The CSU, Stanislaus, accounting program is providing a new course that meets the university-wide upper-division writing requirement and offers accounting students additional professional study. While a writing skills course is not unusual in a business program, few offer an alternative centered on the accounting body of knowledge. Undergraduate…

Evaluation of injury/illness recordkeeping pilot course taught in Richland, Washington, January 15, 1992

Energy Technology Data Exchange (ETDEWEB)

Wright, T.S.

1992-03-01

This section summarizes trainee evaluations for the Safety Training Section course, Injury/Illness Recordkeeping which was conducted January 15, at Hanford, in Richland Washington. This class was the first pilot course taught. This class was designed to acquaint attendees with DOE orders 5484.1, 5484.1A, draft 3 and the OSHA regulations found in 29 CFR 1904. This goal was partially achieved; the section pertaining to DOE orders must be improve prior to the next pilot class. Section 1.1 and 1.2 of this report summarize the quantitative course evaluations that trainees provided upon completion of the course. Appendix A provides a transcript of the trainees` written comments. Numeric course ratings were generally positive and show that the course material and instruction were very effective. Written comments supported the positive numeric ratings. The course content and knowledge gained by the trainees exceeded most of the students` expectations of the course. Results from the final examination showed that students gained significant knowledge from the course.

Designing and implementing a new advanced level biology course.

OpenAIRE

Hall, Angela; Reiss, Michael; Rowell, Cathy; Scott, C.; Scott, Anne

2003-01-01

Salters-Nuffield Advanced Biology is a new advanced level biology course currently being piloted from September 2002 in England with around 1200 students. This paper discusses the reasons for developing a new advanced biology course at this time, the philosophy of the project and how the materials are being written and the specification devised. The aim of the project is to provide an up-to-date course that interests students, is considered appropriate by teachers and other professionals in b...

CERN Technical Training - New courses available at CERN!

CERN Multimedia

HR Department

2010-01-01

1. - The “Web 2.0 development with AJAX” is a 3 day course. This hands-on AJAX course provides the knowledge needed to design and develop Web 2.0 websites. Through a series of lectures and practical examples you will learn the power of the JavaScript XML Http request object and how it can be used to add advanced interactivity to your website. This course gives an overview of the main AJAX frameworks and Web 2.0 techniques. The course will take place, in English, from 28 to 30 June 2010 in the CERN Technical Training Centre. Registrations are open on the Technical Training page. For more information on our catalogue or for questions/comments, contact us at Technical.Training@cern.ch 2. - “CAO = Allegro Design Entry HDL Front-to-Back Flow v16.3” is a 3 day course. In this course, you will learn how to create board-level schematic designs with Design Entry HDL. You will explore the integration between Design Entry HDL and other tools in the design flow, including the A...

A course in mathematical statistics and large sample theory

CERN Document Server

Bhattacharya, Rabi; Patrangenaru, Victor

2016-01-01

This graduate-level textbook is primarily aimed at graduate students of statistics, mathematics, science, and engineering who have had an undergraduate course in statistics, an upper division course in analysis, and some acquaintance with measure theoretic probability. It provides a rigorous presentation of the core of mathematical statistics. Part I of this book constitutes a one-semester course on basic parametric mathematical statistics. Part II deals with the large sample theory of statistics — parametric and nonparametric, and its contents may be covered in one semester as well. Part III provides brief accounts of a number of topics of current interest for practitioners and other disciplines whose work involves statistical methods. Large Sample theory with many worked examples, numerical calculations, and simulations to illustrate theory Appendices provide ready access to a number of standard results, with many proofs Solutions given to a number of selected exercises from Part I Part II exercises with ...

A life course perspective on polycystic ovary syndrome

Directory of Open Access Journals (Sweden)

Sanchez N

2014-01-01

Full Text Available Ninive SanchezSchool of Social Work, University of Michigan, Ann Arbor, MI, USAAbstract: Polycystic ovary syndrome (PCOS is a major public health problem in the US. Worldwide, the public is largely unaware of the condition and health care providers do not seem to fully understand it. Research on PCOS has primarily focused on its etiology and clinical characteristics and less on the psychosocial aspects of human development associated with PCOS. This paper posits that a life course perspective provides a framework for further understanding the psychosocial experiences of women with PCOS and the contexts in which they live. The paper discusses how life course principles of human development, constraints on agency, interdependence of lives, time and place, and timing of events and experiences are relevant to the management of PCOS and prevention of its complications.Keywords: polycystic ovary syndrome, psychosocial, mental health, multidisciplinary, life course, adolescence

Discrete mathematics course supported by CAS MATHEMATICA

Science.gov (United States)

Ivanov, O. A.; Ivanova, V. V.; Saltan, A. A.

2017-08-01

In this paper, we discuss examples of assignments for a course in discrete mathematics for undergraduate students majoring in business informatics. We consider several problems with computer-based solutions and discuss general strategies for using computers in teaching mathematics and its applications. In order to evaluate the effectiveness of our approach, we conducted an anonymous survey. The results of the survey provide evidence that our approach contributes to high outcomes and aligns with the course aims and objectives.

Efficacy of ponatinib against ABL tyrosine kinase inhibitor-resistant leukemia cells

International Nuclear Information System (INIS)

Okabe, Seiichi; Tauchi, Tetsuzo; Tanaka, Yuko; Ohyashiki, Kazuma

2013-01-01

Highlights: •Efficacy of ponatinib against ABL tyrosine kinase inhibitor-resistant leukemia cells okabe et al. •Imatinib or nilotinib resistance was involved Src family kinase. •The BCR-ABL point mutation (E334V) was highly resistant to imatinib or nilotinib. •Ponatinib was a powerful strategy against imatinib or nilotinib resistant Ph-positive cells. -- Abstract: Because a substantial number of patients with chronic myeloid leukemia acquire resistance to ABL tyrosine kinase inhibitors (TKIs), their management remains a challenge. Ponatinib, also known as AP24534, is an oral multi-targeted TKI. Ponatinib is currently being investigated in a pivotal phase 2 clinical trial. In the present study, we analyzed the molecular and functional consequences of ponatinib against imatinib- or nilotinib-resistant (R) K562 and Ba/F3 cells. The proliferation of imatinib- or nilotinib-resistant K562 cells did not decrease after treatment with imatinib or nilotinib. Src family kinase Lyn was activated. Point mutation Ba/F3 cells (E334 V) were also highly resistant to imatinib and nilotinib. Treatment with ponatinib for 72 h inhibited the growth of imatinib- and nilotinib-resistant cells. The phosphorylation of BCR-ABL, Lyn, and Crk-L was reduced. This study demonstrates that ponatinib has an anti-leukemia effect by reducing ABL and Lyn kinase activity and this information may be of therapeutic relevance

Efficacy of ponatinib against ABL tyrosine kinase inhibitor-resistant leukemia cells

Energy Technology Data Exchange (ETDEWEB)

Okabe, Seiichi, E-mail: okabe@tokyo-med.ac.jp; Tauchi, Tetsuzo; Tanaka, Yuko; Ohyashiki, Kazuma

2013-06-07

Highlights: •Efficacy of ponatinib against ABL tyrosine kinase inhibitor-resistant leukemia cells okabe et al. •Imatinib or nilotinib resistance was involved Src family kinase. •The BCR-ABL point mutation (E334V) was highly resistant to imatinib or nilotinib. •Ponatinib was a powerful strategy against imatinib or nilotinib resistant Ph-positive cells. -- Abstract: Because a substantial number of patients with chronic myeloid leukemia acquire resistance to ABL tyrosine kinase inhibitors (TKIs), their management remains a challenge. Ponatinib, also known as AP24534, is an oral multi-targeted TKI. Ponatinib is currently being investigated in a pivotal phase 2 clinical trial. In the present study, we analyzed the molecular and functional consequences of ponatinib against imatinib- or nilotinib-resistant (R) K562 and Ba/F3 cells. The proliferation of imatinib- or nilotinib-resistant K562 cells did not decrease after treatment with imatinib or nilotinib. Src family kinase Lyn was activated. Point mutation Ba/F3 cells (E334 V) were also highly resistant to imatinib and nilotinib. Treatment with ponatinib for 72 h inhibited the growth of imatinib- and nilotinib-resistant cells. The phosphorylation of BCR-ABL, Lyn, and Crk-L was reduced. This study demonstrates that ponatinib has an anti-leukemia effect by reducing ABL and Lyn kinase activity and this information may be of therapeutic relevance.

Rethinking and Redesigning an Image Processing Course from a Problem-Based Learning Perspective

DEFF Research Database (Denmark)

Reng, Lars; Triantafyllou, Evangelia; Triantafyllidis, George

2015-01-01

of such concepts and being able to use them for solving real-world problems. The Problem-Based Learning (PBL) pedagogy is an approach, which favours learning by applying knowledge to solve such problems. However, formulating an appropriate project for image processing courses presents challenges on how......Our experience at the Media Technology department, Aalborg University Copenhangen has shown that learning core concepts and techniques in image processing is a challenge for undergraduate students. One possible cause for this is the gap between understanding the mathematical formalism...... to appropriately present relevant concepts and techniques to students. This article presents our redesign of an image processing course at the Media Technology department, which focused on relevant concept and technique presentation and design projects and employed a game engine (Unity) in order to present...

Heterogeneity of BCR-ABL rearrangement in patients with chronic myeloid leukemia in Pakistan.

Science.gov (United States)

Tabassum, Najia; Saboor, Mohammad; Ghani, Rubina; Moinuddin, Moinuddin

2014-07-01

Breakpoint cluster region-Abelson (BCR-ABL) rearrangement or Philadelphia (Ph) chromosome in Chronic Myeloid Leukemia (CML) is derived from a reciprocal chromosomal translocation between ABL gene on chromosome 9 and BCR gene on chromosome 22. This chimeric protein has various sizes and therefore different clinical behaviour. The purpose of this study was to determine the heterogeneity of BCR-ABL rearrangement in patients with Ph(+)CML in Pakistan. The study was conducted at Civil Hospital and Baqai Institute of Hematology (BIH) Karachi. Blood samples from 25 patients with CML were collected. Multiplex reverse transcription polymerase chain reaction (RT-PCR) was performed to identify various BCR-ABL transcripts. All 25 samples showed BCR-ABL rearrangements. Out of these, 24 (96%) patients expressed p210 BCR-ABL rearrangements i.e. 60% (n=15) had b3a2 and 32% (n=8) had b2a2 rearrangements. Co-expression of b3a2 /b2a2 rearrangement and p190 (e1a3) rearrangement was also identified in two patients. It is apparent that majority of the patients had p210 BCR-ABL rearrangements. Frequency of co-expression and rare fusion transcripts was very low.

Different behavioral patterns of success for men and women in an online introductory science course: Addressing the course grade gender gap

Science.gov (United States)

Mead, C.; Horodyskyj, L.; Buxner, S.; Semken, S. C.; Anbar, A. D.

2016-12-01

In this study, we explore how data provided by an online learning environment can provide fine-grained behavioral context for the performance gender gap commonly observed in introductory college science courses. Previous studies reported that women earn lower grades than men in such courses, often ascribed to reduced engagement and resilience driven by sociocultural causes, such as stereotype threat. This may be exacerbated in courses graded primarily based on high-stakes exams. Here, we use student data (n = 1121) from Habitable Worlds, an online laboratory science course, to identify behavioral differences between men and women. In Habitable Worlds, students earn points from 30 "trainings," which are scored on completion, and 30 "applications," which are scored on correctness. The lack of high-stakes cumulative exams represents a valuable contrast with typical science courses in which gender gaps have been reported. Our data indicate that a gender gap exists even for these low-stakes assessments. Results of a generalized linear model show that course success among women is much more strongly predicted by training scores than by application scores, while those factors have roughly equal predictive value among men. Predicted success among women is also modulated by the total number of attempts made on questions throughout the course, where more attempts implies lower success (holding other factors constant). This relationship is non-significant for men. Our interpretation of these model results is that obstacles such as stereotype threat represent a tax for women on effort and engagement, such that equivalent effort yields lesser success than for men. Thus, the women who do succeed differ sharply from lower performing women on indicators of effort. Future work should build on this result both as an indicator of conditions under which women are more likely to succeed and as a way to more quickly identify students who may struggle.

Sustainability and LCA in Engineering Education - A Course Curriculum

DEFF Research Database (Denmark)

Olsen, Stig Irving; Fantke, Peter; Laurent, Alexis

2018-01-01

is expected to be an integrated part of all study programmes. The division for Quantitative Sustainability Assessment (QSA) aims to provide this competence to the DTU students. QSA focus mainly on Life Cycle Assessment based methods but have designed a course curriculum that can provide different levels...... in an educational curriculum to teach sustainability broadly to engineering students at DTU. A main challenge is how to integrate the teaching into study programmes and eventually how to accommodate an increasing number of students on the individual courses....

Badminton: Course Proposal.

Science.gov (United States)

Yeo, David G.

A proposal is presented for a Community College of Philadelphia Life Sciences and Allied Health Services course in Badminton. Following a standard cover form, a statement of purpose explains that the course is designed to introduce students to the techniques, knowledge, and strategies of badminton. Next, course goals and a course outline are…

Bringing Student Research into the Classroom: An Example from a Course on Radar Interferometry

Science.gov (United States)

Schmidt, D. A.

2011-12-01

Student learning is enhanced through the hands-on experience of working with real data. I present an example where a course is designed around student research projects where the students process and interpret a data set. In this particular case, synthetic aperture radar (SAR) data is the chosen data product. The students learn several skills that are critical to being a good scientist, including how to formulate a project and motivate the objectives. The skills that are taught in the course represent transferable skills. For example, many of the students are exposed to the Unix environment for the first time. Students also learn how best to convey their findings in both written and oral formats. For many undergraduates, this course represents their first research experience where they are working with real data (and all the uncertainties and complexities therein), and the first time they are attempting to answer an open-ended research question. The course format is divided into two parts: (1) a series of lectures and homework assignments that teach the theoretical and technical aspects of radar interferometry, and (2) a series of lab periods where students develop the practical skills of working with the data in a Unix computing environment. Over the term, each student develops an independent research project where they identify a geologic process of interest (such as fault creep, land subsidence, volcanic inflation) and process SAR data over their chosen research target. Since the outcome of each student project is unknown prior to doing the work, the student experiences the thrill of discovery that comes with scientific research. The computational resources and course development was funded by the NSF Career Program, and SAR data was provided through the WInSAR Consortium. Student course reports are published online so that their findings can be shared with the broader community. This was done using a wiki, a server-side software that allows for the

Evaluation of an atmospheric model with surface and ABL meteorological data for energy applications in structured areas

Science.gov (United States)

Triantafyllou, A. G.; Kalogiros, J.; Krestou, A.; Leivaditou, E.; Zoumakis, N.; Bouris, D.; Garas, S.; Konstantinidis, E.; Wang, Q.

2018-03-01

This paper provides the performance evaluation of the meteorological component of The Air Pollution Model (TAPM), a nestable prognostic model, in predicting meteorological variables in urban areas, for both its surface layer and atmospheric boundary layer (ABL) turbulence parameterizations. The model was modified by incorporating four urban land surface types, replacing the existing single urban surface. Control runs were carried out over the wider area of Kozani, an urban area in NW Greece. The model was evaluated for both surface and ABL meteorological variables by using measurements of near-surface and vertical profiles of wind and temperature. The data were collected by using monitoring surface stations in selected sites as well as an acoustic sounder (SOnic Detection And Ranging (SODAR), up to 300 m above ground) and a radiometer profiler (up to 600 m above ground). The results showed the model demonstrated good performance in predicting the near-surface meteorology in the Kozani region for both a winter and a summer month. In the ABL, the comparison showed that the model's forecasts generally performed well with respect to the thermal structure (temperature profiles and ABL height) but overestimated wind speed at the heights of comparison (mostly below 200 m) up to 3-4 ms-1.

Effectiveness of inquiry-based learning in an undergraduate exercise physiology course

DEFF Research Database (Denmark)

Nybo, Lars; May, Michael

2015-01-01

(individual subject-specific tests and group interviews) were performed for a laboratory course in cardiorespiratory exercise physiology that was conducted in one year with a traditional step-by-step guided manual (traditional course) and the next year completed with an inquiry-based structure (I-based course......). The I-based course was a guided inquiry course where students had to design the experimental protocol and conduct their own study on the basis of certain predefined criteria (i.e., they should evaluate respiratory responses to submaximal and maximal exercise and provide indirect and direct measures...... of aerobic exercise capacity). The results indicated that the overall time spent on the experimental course as well as self-evaluated learning outcomes were similar across groups. However, students in the I-based course used more time in preparation (102 ± 5 min) than students in the traditional course (42...

Abl N-terminal Cap stabilization of SH3 domain dynamics†

OpenAIRE

Chen, Shugui; Dumitrescu, Teodora Pene; Smithgall, Thomas E.; Engen, John R.

2008-01-01

Crystal structures and other biochemical data indicate that the N-terminal cap (NCap) region of the Abelson tyrosine kinase (c-Abl) is important for maintaining the downregulated conformation of the kinase domain. The exact contributions that NCap makes in stabilizing the various intramolecular interactions within c-Abl are less clear. While the NCap appears important for locking the SH3/SH2 domains to the back of the kinase domain, there may be other more subtle elements of regulation. Hydro...

The Consumer Protection Clinical Course at UCLA School of Law

Science.gov (United States)

Bergman, Paul

1978-01-01

The Consumer Protection clinical course, in which case supervision is provided by government agency personnel, is described. Implications are considered regarding the necessity and emphasis of a seminar component, and the usefulness of clinical courses in teaching substantive law as well as lawyering skills. (LBH)

Assessment of the Quality of Basic and Expanded Resuscitative Measures in a Multifield Hospital (Simulation Course

Directory of Open Access Journals (Sweden)

A. N. Kuzovlev

2016-01-01

Full Text Available The survival of patients after the sudden circulatory arrest (SCA depends not only on immediate onset of resuscitative measures, but also on their quality.The purpose of the study. The purpose is to assess the compliance of basic and expanded resuscitative measures carried out by healthcare providers in hospitals with modern national and international guidelines within the frames of a stimulation course.Materials and Methods. The research was perfomed in a multifield hospital in Moscow, in 2016. It consisted of two phases. During the first phase, within the frames of a simulation course, providers' skills in the cardiopul monary resuscitation (CPR and chest compression (CC technique mastership were evaluated. During the second stage, their skills in expanded CPR and ability to work as a part of resuscitation teams were assessed. During the simulation, all team activities were recorded (both audio and video; CC parameters were also registered using a CC pressure control sensor (hereinafter referred to as a sensor and audiovisual tips. The European Resuscitation Council Guidelines for Resuscitation 2015 were used as reference criteria. The analysis was performed using the ZOLL RescueNet Code Review® software. A statistical analysis was performed using the Statistica 7.0 software (MannWhitney Utest. The data were presented as a mean, median ± 25—75 percentiles (25—75 IQR, minimum and maximum values. The difference was considered significant at P<0.05.Results. Test results of most healthcare providers were unsatisfactory when the CPR was performed without sensors and audiovisual tips: the percentage of target CCs was not more than 10% in 72% of providers (n=18. When the CPR was performed with sensors and audiovisual tips regulating the CC quality, the percentage of target CCs was 65.7%. i.e. it was significantly higher than that during the CPR without the sensor and the tips (P=0.0000. While only one provider was able to perform

Creating adaptive environment for e-learning courses

Directory of Open Access Journals (Sweden)

Bozidar Radenkovic

2009-06-01

Full Text Available In this paper we provide an approach to creating adaptive environment for e-learning courses. In the context of e-education, successful adaptation has to be performed upon learners’ characteristics. Currently, modeling and discovering users’ needs, goals, knowledge preferences and motivations is one of the most challenging tasks in e-learning systems that deal with large volumes of information. Primary goal of the research is to perform personalizing of distance education system, according to students’ learning styles. Main steps and requirements in applying business intelligence techniques in process of personalization are identified. In addition, we propose generic model and architecture of an adaptive e-learning system by describing the structure of an adaptive course and exemplify correlations among e-learning course content and different learning styles. Moreover, research that dealt with application of data mining technique in a real e-learning system was carried out. We performed adaptation of our e-learning courses using the results from the research.

Designing eLearning courses to meet the digital literacy needs of healthcare workers in lower- and middle-income countries: Experiences from the Knowledge for Health Project

Directory of Open Access Journals (Sweden)

Rupali J. Limaye

2015-12-01

Full Text Available Traditional conceptualizations of knowledge management fail to incorporate the social aspects in which knowledge management work operates. Social knowledge management places people at the center of all knowledge management, including placing the end user at the center when developing eLearning packages, particularly within the context of digital health literacy. As many health professionals working in lower-resource settings face the digital divide, or experience unequal patterns of access and usage capabilities from computer-based information and communication technologies (ICTs, ensuring that eLearning packages are tailored for their specific needs is critical. Grounded in our conceptualization of social knowledge management, we outline two of our experiences with developing eLearning packages for health professionals working primarily in lower- and middle-income countries. The Global Health eLearning Center provides eLearning courses to health professionals primarily working in the lower- and middle-income country context. The courses have robust and exhaustive mechanisms in place to ensure that issues related to digital health literacy are not barriers to taking the courses and subsequently, applying the course material in practice. In Bangladesh, we developed a digital health package for frontline community fieldworkers that was loaded on netbook computers. To develop this package, community fieldworkers were provided support during the implementation phase to ensure that they were able to use the netbooks correctly with their clients. As new digital technologies proliferate, guaranteeing that global health workers have the prerequisite skills to utilize and apply digital health tools is essential for improving health care.

A green chemistry lab course

International Nuclear Information System (INIS)

Rank, J.; Lenoir, D.; Bahadir, M.; Koning, B.

2006-01-01

The traditional course content of chemistry classes must change to achieve better awareness of the important issues of sustainability in chemistry within the next generation of professional chemists. To provide the necessary material for the organic chemistry teaching lab course, which is part of almost all study programs in chemistry, material was developed and collected (http://www.oc-praktikum.de/en) that allows students and teachers to assess reactions beyond the experimental set up, reaction mechanism and chemical yield. Additional parameters like atom economy of chemical transformations, energy efficiency, and questions of waste, renewable feed stocks, toxicity and ecotoxicity, as well as the safety measures for the chemicals used are discussed. (author)

A collaborative effort to build a modular course on Geoethics

Science.gov (United States)

Cronin, Vincent; Di Capua, Giuseppe; Palinkas, Cindy; Pappas Maenz, Catherine; Peppoloni, Silvia; Ryan, Anne-Marie

2015-04-01

The need to promote ethical practice in the geosciences has long been recognized. Governmental boards for licensing professional geoscientists commonly require participation in continuing-education courses or workshops about professional ethics as part of the license-renewal processes. Geoscience-based companies and organizations of professional geoscientists have developed ethical codes for their members or employees. Ethical problems have been reported that involve the practice of science applied to Earth studies, interpersonal relationships within geoscience departments, business practices in geoscience-based companies, field work and the destructive modification of geologic sites, public policy development or implementation related to Earth resources, extractive resource industries, development that modifies landscapes in significant ways, interactions with the press and other media professionals, and even interactions with individuals or groups that have a significantly different worldview. We are working toward the creation of a modular semester-long course in Geoethics. The modules will be free-standing, so each could be repurposed for use in a different course; however, the Geoethics course will provide an useful overall introduction to a variety of topics in ethics applied in the context of geoscience. Such a course might be an excellent capstone course for undergraduate geoscientists, or an introductory course for graduate students. The first module will cover basics intended to provide a common vocabulary of words, ideas and practices that will be used throughout the course. The remaining 5-6 modules will focus on aspects of geoscience in which ethical considerations play an important role. We feel that the geoscience classroom can provide a safe, controlled environment in which students can confront a representative sample of the types of ethical issues they might encounter in their professional or academic careers. Our goal is to help students develop

Plutonium safety training course

International Nuclear Information System (INIS)

Moe, H.J.

1976-03-01

This course seeks to achieve two objectives: to provide initial safety training for people just beginning work with plutonium, and to serve as a review and reference source for those already engaged in such work. Numerous references have been included to provide information sources for those wishing to pursue certain topics more fully. The first part of the course content deals with the general safety approach used in dealing with hazardous materials. Following is a discussion of the four properties of plutonium that lead to potential hazards: radioactivity, toxicity, nuclear properties, and spontaneous ignition. Next, the various hazards arising from these properties are treated. The relative hazards of both internal and external radiation sources are discussed, as well as the specific hazards when plutonium is the source. Similarly, the general hazards involved in a criticality, fire, or explosion are treated. Comments are made concerning the specific hazards when plutonium is involved. A brief summary comparison between the hazards of the transplutonium nuclides relative to 239 Pu follows. The final portion deals with control procedures with respect to contamination, internal and external exposure, nuclear safety, and fire protection. The philosophy and approach to emergency planning are also discussed

Evaluation of injury/illness recordkeeping pilot course taught in Richland, Washington, January 15, 1992

Energy Technology Data Exchange (ETDEWEB)

Wright, T.S.

1992-03-01

This section summarizes trainee evaluations for the Safety Training Section course, Injury/Illness Recordkeeping which was conducted January 15, at Hanford, in Richland Washington. This class was the first pilot course taught. This class was designed to acquaint attendees with DOE orders 5484.1, 5484.1A, draft 3 and the OSHA regulations found in 29 CFR 1904. This goal was partially achieved; the section pertaining to DOE orders must be improve prior to the next pilot class. Section 1.1 and 1.2 of this report summarize the quantitative course evaluations that trainees provided upon completion of the course. Appendix A provides a transcript of the trainees' written comments. Numeric course ratings were generally positive and show that the course material and instruction were very effective. Written comments supported the positive numeric ratings. The course content and knowledge gained by the trainees exceeded most of the students' expectations of the course. Results from the final examination showed that students gained significant knowledge from the course.

University courses on radiation protection in Estonia

International Nuclear Information System (INIS)

Realo, Enn

1999-01-01

A brief overview is given on the educational courses containing topics in the field of radiation protection in the Tallinn Technical University and in the University of Tartu, Estonia. It follows from the analysis that at present there is no complete system for education or training of experts in the field. At the same time a significant deficit in specialists and experts is one of the major barriers in the development of an efficient radiation protection infrastructure in this country. A comparison of the course topics to the syllabus for the training of qualified experts recommended by EC and by IAEA demonstrates the items, which need a further development and an expanded coverage in the existing or in future courses. These items involve, e.g., operational radiation protection and its organisation, waste management, transport, quality assurance, etc. Upgrading of courses for the missing theoretical items is not difficult, but it is not sufficient. The largest void lies in the weakness / absence of an adequate basis for practical work or exercises for students. The examples of co-operation and help provided for the existing courses, especially by the Nordic countries, are encouraging. (au)

Designing Online Education Courses.

Science.gov (United States)

Trentin, Guglielmo

2001-01-01

Focuses on the main elements that characterize online course design. Topics include design constraints; analysis of learning needs; defining objectives; course prerequisites; content structuring; course flexibility; learning strategies; evaluation criteria; course activities; course structure; communication architecture; and design evaluation.…

Basic Business and Economics: Rationale for a Course in Small Business Management.

Science.gov (United States)

Swanson, Robert A.

1979-01-01

Stating that small business represents most of the nation's business but that business courses focus on corporate giants, the author presents arguments for a course in small business management. This course could prepare students for small business opportunities and provide an understanding of the nature of small business management and ownership.…

English course

CERN Multimedia

HR Department

2011-01-01

General and Professional English Courses The next sessions will take place: From 3rd October 2011 to beginning of February 2012 (break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Kerstin Fuhrmeister, tel. 70896. Oral Expression The next sessions will take place from 3rd October 2011 to beginning of February 2012 (break at Christmas). This course is intended for people with a good knowledge of English who want to enhance their speaking skills. There will be on average of 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Kerstin Fuhrmeister, tel. 70896. Writing Professional Documents in English - Administrative Wr...

French courses

CERN Document Server

HR Department

2012-01-01

General and Professional French Courses The next session will take place from 2nd May to 6th July 2012. These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages or contact Kerstin Fuhrmeister.   Oral Expression This course is aimed for students with a good knowledge of French who want to enhance their speaking skills. Speaking activities will include discussions, meeting simulations, role-plays etc. Suitable candidates should contact Kerstin Fuhrmeister (70896) in order to arrange an appointment for a test. The next session will take place from 2nd May to 6th July 2012.   Writing professional documents in French These courses are designed for non-French speakers with a very good standard of spoken French. Suitable candidates should contact Kerstin Fuhrmeister (70896) in order to arrange an appointment for a test. The next session will take place from 2nd May to ...

Language courses

CERN Multimedia

2014-01-01

General and Professional French Courses The next session will take place from 5 May to 11 July 2014. These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://hr-training.web.cern.ch/hr-training/ or contact Kerstin Fuhrmeister (kerstin.fuhrmeister@cern.ch). Oral Expression This course is aimed for students with a good knowledge of French who want to enhance their speaking skills. Speaking activities will include discussions, meeting simulations, role-plays etc. Suitable candidates should contact Kerstin Fuhrmeister (70896) in order to arrange an appointment for a test. The next session will take place from 5 May to 11 July 2014. Writing professional documents in French These courses are designed for non-French speakers with a very good standard of spoken French. Suitable candidates should contact Kerstin Fuhrmeister (70896) in order to arrange an appointment for a test. The next session...

French courses

CERN Document Server

2013-01-01

General and Professional French Courses The next session will take place from 29 April to 5 July 2013. These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages or contact Kerstin Fuhrmeister (kerstin.fuhrmeister@cern.ch). Oral Expression This course is aimed for students with a good knowledge of French who want to enhance their speaking skills. Speaking activities will include discussions, meeting simulations, role-plays etc. Suitable candidates should contact Kerstin Fuhrmeister (70896) in order to arrange an appointment for a test. The next session will take place from 29 April to 5 July 2013. Writing professional documents in French These courses are designed for non-French speakers with a very good standard of spoken French. Suitable candidates should contact Kerstin Fuhrmeister (70896) in order to arrange an appointment for a test. The next session will take place from 29 April to 5 July...

A Self-Instructional Course in Student Financial Aid Administration. Module 1--Student Financial Aid Administration: Course Study Guide & Introduction to the Field. Second Edition.

Science.gov (United States)

Washington Consulting Group, Inc., Washington, DC.

The first of a 17-module self-instructional course, this module provides neophyte financial aid administrators and other instructional personnel with a systematic introduction to the management of federal financial aid programs authorized by Title IV of the Higher Education Act. It is an introductory course that presents the major responsibilities…

International training course on nuclear materials accountability for safeguards purposes

International Nuclear Information System (INIS)

1980-12-01

The two volumes of this report incorporate all lectures and presentations at the International Training Course on Nuclear Materials Accountability and Control for Safeguards Purposes, held May 27-June 6, 1980, at the Bishop's Lodge near Santa Fe, New Mexico. The course, authorized by the US Nuclear Non-Proliferation Act and sponsored by the US Department of Energy in cooperation with the International Atomic Energy Agency, was developed to provide practical training in the design, implementation, and operation of a National system of nuclear materials accountability and control that satisfies both National and IAEA International safeguards objectives. Volume I, covering the first week of the course, presents the background, requirements, and general features of material accounting and control in modern safeguard systems. Volume II, covering the second week of the course, provides more detailed information on measurement methods and instruments, practical experience at power reactor and research reactor facilities, and examples of operating state systems of accountability and control

International training course on nuclear materials accountability for safeguards purposes

Energy Technology Data Exchange (ETDEWEB)

1980-12-01

The two volumes of this report incorporate all lectures and presentations at the International Training Course on Nuclear Materials Accountability and Control for Safeguards Purposes, held May 27-June 6, 1980, at the Bishop's Lodge near Santa Fe, New Mexico. The course, authorized by the US Nuclear Non-Proliferation Act and sponsored by the US Department of Energy in cooperation with the International Atomic Energy Agency, was developed to provide practical training in the design, implementation, and operation of a National system of nuclear materials accountability and control that satisfies both National and IAEA International safeguards objectives. Volume I, covering the first week of the course, presents the background, requirements, and general features of material accounting and control in modern safeguard systems. Volume II, covering the second week of the course, provides more detailed information on measurement methods and instruments, practical experience at power reactor and research reactor facilities, and examples of operating state systems of accountability and control.

An Elective Course in Women's Health Issues

Directory of Open Access Journals (Sweden)

Natalie A. DiPietro

2013-01-01

Full Text Available Purpose: To develop, implement, and evaluate an elective course for the Doctor of Pharmacy (PharmD curriculum that provides students with a comprehensive overview of women's health across the lifespan and exposes them to social and economic issues that impact women's health. Case Study: At the time of this writing, the class has been delivered 3 times to a total of 56 students. Students read and discussed (both in-class and online timely articles in women's health issues on topics including sex-based biology; women in clinical trials; maternal and child health; women's health coverage and access to care in the United States; gender and health communication; abuse and the role of healthcare professionals; and international issues in women's health and women's rights. Students completed a pre- and post-test; developed seminar presentations regarding women's health issues; wrote reflective essays about the course; and designed and implemented health promotion projects for National Women's Health Week (NWHW. At the end of the course, the number of correct answers on the post-test significantly improved from the pre-test (p<0.001. Through anonymous course evaluations, students indicated that the assignments fulfilled the learning objectives (mean 4.68 on a 5-point Likert scale and the exercises were useful in helping their understanding of the material (mean 4.66 on a 5-point Likert scale. Over 500 women from the campus and community participated in the NWHW projects. Implications: An elective course was designed to educate pharmacy students regarding women's health issues and to provide students with an opportunity to perform community outreach.   Type: Case Study

Allosteric Inhibition of Bcr-Abl Kinase by High Affinity Monobody Inhibitors Directed to the Src Homology 2 (SH2)-Kinase Interface*

Science.gov (United States)

Wojcik, John; Lamontanara, Allan Joaquim; Grabe, Grzegorz; Koide, Akiko; Akin, Louesa; Gerig, Barbara; Hantschel, Oliver; Koide, Shohei

2016-01-01

Bcr-Abl is a constitutively active kinase that causes chronic myelogenous leukemia. We have shown that a tandem fusion of two designed binding proteins, termed monobodies, directed to the interaction interface between the Src homology 2 (SH2) and kinase domains and to the phosphotyrosine-binding site of the SH2 domain, respectively, inhibits the Bcr-Abl kinase activity. Because the latter monobody inhibits processive phosphorylation by Bcr-Abl and the SH2-kinase interface is occluded in the active kinase, it remained undetermined whether targeting the SH2-kinase interface alone was sufficient for Bcr-Abl inhibition. To address this question, we generated new, higher affinity monobodies with single nanomolar KD values targeting the kinase-binding surface of SH2. Structural and mutagenesis studies revealed the molecular underpinnings of the monobody-SH2 interactions. Importantly, the new monobodies inhibited Bcr-Abl kinase activity in vitro and in cells, and they potently induced cell death in chronic myelogenous leukemia cell lines. This work provides strong evidence for the SH2-kinase interface as a pharmacologically tractable site for allosteric inhibition of Bcr-Abl. PMID:26912659

Allosteric Inhibition of Bcr-Abl Kinase by High Affinity Monobody Inhibitors Directed to the Src Homology 2 (SH2)-Kinase Interface.

Science.gov (United States)

Wojcik, John; Lamontanara, Allan Joaquim; Grabe, Grzegorz; Koide, Akiko; Akin, Louesa; Gerig, Barbara; Hantschel, Oliver; Koide, Shohei

2016-04-15

Bcr-Abl is a constitutively active kinase that causes chronic myelogenous leukemia. We have shown that a tandem fusion of two designed binding proteins, termed monobodies, directed to the interaction interface between the Src homology 2 (SH2) and kinase domains and to the phosphotyrosine-binding site of the SH2 domain, respectively, inhibits the Bcr-Abl kinase activity. Because the latter monobody inhibits processive phosphorylation by Bcr-Abl and the SH2-kinase interface is occluded in the active kinase, it remained undetermined whether targeting the SH2-kinase interface alone was sufficient for Bcr-Abl inhibition. To address this question, we generated new, higher affinity monobodies with single nanomolar KD values targeting the kinase-binding surface of SH2. Structural and mutagenesis studies revealed the molecular underpinnings of the monobody-SH2 interactions. Importantly, the new monobodies inhibited Bcr-Abl kinase activity in vitro and in cells, and they potently induced cell death in chronic myelogenous leukemia cell lines. This work provides strong evidence for the SH2-kinase interface as a pharmacologically tractable site for allosteric inhibition of Bcr-Abl. © 2016 by The American Society for Biochemistry and Molecular Biology, Inc.

Needs Analysis and Course Design; A Framework for Designing Exam Courses

Directory of Open Access Journals (Sweden)

Reza Eshtehardi

2017-09-01

Full Text Available This paper introduces a framework for designing exam courses and highlights the importance of needs analysis in designing exam courses. The main objectives of this paper are to highlight the key role of needs analysis in designing exam courses, to offer a framework for designing exam courses, to show the language needs of different students for IELTS (International English Language Testing System exam, to offer an analysis of those needs and to explain how they will be taken into account for the design of the course. First, I will concentrate on some distinguishing features in exam classes, which make them different from general English classes. Secondly, I will introduce a framework for needs analysis and diagnostic testing and highlight the importance of needs analysis for the design of syllabus and language courses. Thirdly, I will describe significant features of syllabus design, course assessment, and evaluation procedures.

Application of pedagogy reflective in statistical methods course and practicum statistical methods

Science.gov (United States)

Julie, Hongki

2017-08-01

Subject Elementary Statistics, Statistical Methods and Statistical Methods Practicum aimed to equip students of Mathematics Education about descriptive statistics and inferential statistics. The students' understanding about descriptive and inferential statistics were important for students on Mathematics Education Department, especially for those who took the final task associated with quantitative research. In quantitative research, students were required to be able to present and describe the quantitative data in an appropriate manner, to make conclusions from their quantitative data, and to create relationships between independent and dependent variables were defined in their research. In fact, when students made their final project associated with quantitative research, it was not been rare still met the students making mistakes in the steps of making conclusions and error in choosing the hypothetical testing process. As a result, they got incorrect conclusions. This is a very fatal mistake for those who did the quantitative research. There were some things gained from the implementation of reflective pedagogy on teaching learning process in Statistical Methods and Statistical Methods Practicum courses, namely: 1. Twenty two students passed in this course and and one student did not pass in this course. 2. The value of the most accomplished student was A that was achieved by 18 students. 3. According all students, their critical stance could be developed by them, and they could build a caring for each other through a learning process in this course. 4. All students agreed that through a learning process that they undergo in the course, they can build a caring for each other.

Influence of entrainment and countergradient on the ABL diurnal development

Science.gov (United States)

Hernández-Ceballos, M. A.

2009-09-01

The representation of the diurnal evolution of the boundary layer (ABL) by NCAR-Penn State Mesoscale Model (MM5) and by the mesoscale model Weather Research Forecast (WRF) is compared. Special attention is paid to determine the role of processes that occur near and below the inversion zone: the positive correlation between the heat flux and the gradient (countergradient) and the role of entrainment of heat originating from the free troposphere. Both processes play a key role in the modelling of the diurnal variability of temperature, moisture and atmospheric compounds. A number of 13 simulations are carried out to determine the sensitivity of the model results to the formulation of the ABL height and countergradient heat flux in the Medium Range Forecast (MRF) ABL scheme. Model results are compared with experimental data obtained from the DOMINO (Diel Oxidant Mechanisms in relation to Nitrogen oxides) campaign. It was organized by Max Planck Institute for Atmospheric Chemistry (Germany) in collaboration with the National Institute for Aerospace Technology (Spain). The DOMINO campaign took place at the "Atmospheric Sounding Station - El Arenosillo", a platform dedicated to atmospheric measurements in the Southwest of Spain. All numerical experiments are grouped in four clusters, each focussing on the sensitivity of different relevant aspects. The following aspects of the formulation are analyzed: surface moisture availability (M), the countergradient term (γc) and the ABL height (h). This is done by modifying both the bulk critical Richardson number (Ric) at the inversion zone, and a coefficient of proportionality (b) that determines the excess temperature and countergradient. The importance of b is due to its direct relation in the definition of both, γc and h. The results got with MM5 model show that temperature and specific moisture temporal evolution is not very sensitive to changes in the soil moisture availability (M value from 0.6 to 0.1). Using the MRF

Inhibition of c-Abl kinase activity renders cancer cells highly sensitive to mitoxantrone.

Directory of Open Access Journals (Sweden)

Kemal Alpay

Full Text Available Although c-Abl has increasingly emerged as a key player in the DNA damage response, its role in this context is far from clear. We studied the effect of inhibition of c-Abl kinase activity by imatinib with chemotherapy drugs and found a striking difference in cell survival after combined mitoxantrone (MX and imatinib treatment compared to a panel of other chemotherapy drugs. The combinatory treatment induced apoptosis in HeLa cells and other cancer cell lines but not in primary fibroblasts. The difference in MX and doxorubicin was related to significant augmentation of DNA damage. Transcriptionally active p53 accumulated in cells in which human papillomavirus E6 normally degrades p53. The combination treatment resulted in caspase activation and apoptosis, but this effect did not depend on either p53 or p73 activity. Despite increased p53 activity, the cells arrested in G2 phase became defective in this checkpoint, allowing cell cycle progression. The effect after MX treatment depended partially on c-Abl: Short interfering RNA knockdown of c-Abl rendered HeLa cells less sensitive to MX. The effect of imatinib was decreased by c-Abl siRNA suggesting a role for catalytically inactive c-Abl in the death cascade. These findings indicate that MX has a unique cytotoxic effect when the kinase activity of c-Abl is inhibited. The treatment results in increased DNA damage and c-Abl-dependent apoptosis, which may offer new possibilities for potentiation of cancer chemotherapy.

Software Assurance of PLCs Training Course

Science.gov (United States)

Threatt, Jamarr

2004-01-01

each statement. computer animation, it was.. .still. ..animation done on a computer. I was able to incorporate my artistic talent and intuitive creativity into it, one thing I am very proficient at doing when it comes to what I do and what I will do in my profession as an artist/computer animator. At first, I felt that there was no place for an artist within a faculty of scientists, engineers, chemists, mathematicians, and programmers, but I managed to fit in quite successfully. My task was to convert the course into a Flash format, which would make it much more My project surprisingly somewhat dealt with my field of interest-though it was not

VA State Profile. Virginia: Standards of Learning (SOL) End-of-Course Exams

Science.gov (United States)

Center on Education Policy, 2010

2010-01-01

This paper provides information about Virginia's Standards of Learning (SOL) End-of-Course Exams. The purpose of the end-of-course assessments is to measure the achievement of students on the Standards of Learning adopted by the Virginia Board of Education for specific high school courses, and to ensure that students graduating from Virginia…

Functional interaction between nonreceptor tyrosine kinase c-Abl and SR-Rich protein RBM39

International Nuclear Information System (INIS)

Mai, Sanyue; Qu, Xiuhua; Li, Ping; Ma, Qingjun; Liu, Xuan; Cao, Cheng

2016-01-01

RBM39, also known as splicing factor HCC1.4, acts as a transcriptional coactivator for the steroid nuclear receptors JUN/AP-1, ESR1/ER-α and ESR2/ER-β. RBM39 is involved in the regulation of the transcriptional responses of these steroid nuclear receptors and promotes transcriptional initiation. In this paper, we report that RBM39 interacts with the nonreceptor tyrosine kinase c-Abl. Both the Src homology (SH) 2 and SH3 domains of c-Abl interact with RBM39. The major tyrosine phosphorylation sites on RBM39 that are phosphorylated by c-Abl are Y95 and Y99, as demonstrated by liquid chromatography coupled with tandem mass spectrometry (LC/MS/MS) and mutational analysis. c-Abl was shown boost the transcriptional coactivation activity of RBM39 for ERα and PRβ in a tyrosine kinase-dependent manner. The results suggest that mammalian c-Abl plays an important role in steroid hormone receptor-mediated transcription by regulating RBM39. - Highlights: • c-Abl interacts with RBM39. • RBM39 is phosphorylated by c-Abl. • c-Abl regulates transcriptional coactivation activity of RBM39 on the ERα and PRβ.

Functional interaction between nonreceptor tyrosine kinase c-Abl and SR-Rich protein RBM39

Energy Technology Data Exchange (ETDEWEB)

Mai, Sanyue [Beijing Institute of Biotechnology, 27 Taiping Rd, Haidian District, Beijing 100850 (China); Qu, Xiuhua [General Navy Hospital of PLA, 6 Fucheng Rd, Haidian District, Beijing 100037 (China); Li, Ping; Ma, Qingjun [Beijing Institute of Biotechnology, 27 Taiping Rd, Haidian District, Beijing 100850 (China); Liu, Xuan, E-mail: liux931932@163.com [Beijing Institute of Biotechnology, 27 Taiping Rd, Haidian District, Beijing 100850 (China); Cao, Cheng, E-mail: cao_c@sohu.com [Beijing Institute of Biotechnology, 27 Taiping Rd, Haidian District, Beijing 100850 (China)

2016-04-22

RBM39, also known as splicing factor HCC1.4, acts as a transcriptional coactivator for the steroid nuclear receptors JUN/AP-1, ESR1/ER-α and ESR2/ER-β. RBM39 is involved in the regulation of the transcriptional responses of these steroid nuclear receptors and promotes transcriptional initiation. In this paper, we report that RBM39 interacts with the nonreceptor tyrosine kinase c-Abl. Both the Src homology (SH) 2 and SH3 domains of c-Abl interact with RBM39. The major tyrosine phosphorylation sites on RBM39 that are phosphorylated by c-Abl are Y95 and Y99, as demonstrated by liquid chromatography coupled with tandem mass spectrometry (LC/MS/MS) and mutational analysis. c-Abl was shown boost the transcriptional coactivation activity of RBM39 for ERα and PRβ in a tyrosine kinase-dependent manner. The results suggest that mammalian c-Abl plays an important role in steroid hormone receptor-mediated transcription by regulating RBM39. - Highlights: • c-Abl interacts with RBM39. • RBM39 is phosphorylated by c-Abl. • c-Abl regulates transcriptional coactivation activity of RBM39 on the ERα and PRβ.

Drug Design, Development, and Delivery: An Interdisciplinary Course on Pharmaceuticals

Science.gov (United States)

Prausnitz, Mark R.; Bommarius, Andreas S.

2011-01-01

We developed a new interdisciplinary course on pharmaceuticals to address needs of undergraduate and graduate students in chemical engineering and other departments. This course introduces drug design, development, and delivery in an integrated fashion that provides scientific depth in context with broader impacts in business, policy, and ethics.…

Design course in space astronomy

International Nuclear Information System (INIS)

Dean, A J; Perez-Fournon, I

2003-01-01

The aim of this course is to provide direct experience of collaboration with other European astronomy/space science students and to gain an insight into the establishment of ESA space science programmes. The first half of the course takes place in Southampton. The Southampton students work as a team to track a past ESA space science mission from initial conception through to final realization and operations. This is achieved through the study of the high quality documentation available in the form of ESA reports. Each student has well defined responsibilities within the team. The second half of the course takes place in Tenerife, at the University of La Laguna. Again the students are expected to complete a team study of a space science mission. This time, however, there are important differences: the study teams are now international, approximately half Southampton and half University of La Laguna students; and this time they are expected to design a completely new space astronomy mission with clearly specified scientific objectives and operational constraints

Short course on system safety analysis

International Nuclear Information System (INIS)

Sudmann, R.H.

1992-01-01

This course provides and introduction to methods generally used in safety analysis and accident investigation. It is a non-mathematical approach, directed toward a casual user. The participant will learn techniques allowing them to dissect a system or incident in order identify real or potential safety problems. These techniques will be applied to analyze events which have occurred within DOE facilities. As a manager or staff person with general oversight responsibilities, the participant should gain an awareness of the big picture and not just ''dig for facts.'' This can be accomplished by being alert and responsive to the atmosphere and condition of the plant; mood and impression of the worker and the behavioral climate. The techniques taught in the course can be used to identify critical areas or indicators. These indicators will signal problems before the ''facts'' will. Analysis techniques taught are used to gauge the breadth of the ''forest'' and not necessarily to identify the trees. For this course includes a technical background with experience in a chemical processing operations and a knowledge of basic chemistry and engineering is desirable. The course should help in a present or future assignment in an oversight role

Training courses at VR-1 reactor

International Nuclear Information System (INIS)

Sklenka, L.; Kropik, M.

2006-01-01

This paper describes one of the main purposes of the VR-1 training reactor utilization - i.e. extensive educational program. The educational program is intended for the training of university students and selected nuclear power plant personnel. The training courses provide them experience in reactor and neutron physics, dosimetry, nuclear safety and operation of nuclear facilities. At present, the training course participants can go through more than 20 standard experimental exercises; particular exercises for special training can be prepared. Approximately 200 university students become familiar with the reactor (lectures, experiments, experimental and diploma works, etc.) every year. About 12 different faculties from Czech universities use the reactor. International co-operation with European universities in Germany, Hungary, Austria, Slovakia, Holland and UK is frequent. The VR-1 reactor takes also part in Eugene Wigner Course on Reactor Physics Experiments in the framework of European Nuclear Educational Network (ENEN) association. Recently, training courses for Bulgarian research reactor specialists supported by IAEA were carried out. An attractive program including demonstration of reactor operation is prepared also for high school students. Every year, more than 1500 high school students come to visit the reactor, as do many foreigner visitors. (author)

A Personal Appraisal of the MIBiol Courses in Entomology and Plant Pathology at Wolverhampton Polytechnic, 1967-71

Science.gov (United States)

Ayerst, G.; Gower, A. M.

1972-01-01

Article provides brief description of two microbiology courses at the college level which have multiple characteristics. Course I provides instruction based on papers in biology and in a special subject. Course II is devoted entirely to the special subject. (PS)

Regulation of hTERT by BCR-ABL at multiple levels in K562 cells

International Nuclear Information System (INIS)

Chai, Juin Hsien; Zhang, Yong; Tan, Wei Han; Chng, Wee Joo; Li, Baojie; Wang, Xueying

2011-01-01

The cytogenetic characteristic of Chronic Myeloid Leukemia (CML) is the formation of the Philadelphia chromosome gene product, BCR-ABL. Given that BCR-ABL is the specific target of Gleevec in CML treatment, we investigated the regulation of the catalytic component of telomerase, hTERT, by BCR-ABL at multiple levels in K562 cells. Molecular techniques such as over expression, knockdown, real-time PCR, immunoprecipitation, western blotting, reporter assay, confocal microscopy, telomerase assays and microarray were used to suggest that hTERT expression and activity is modulated by BCR-ABL at multiple levels. Our results suggest that BCR-ABL plays an important role in regulating hTERT in K562 (BCR-ABL positive human leukemia) cells. When Gleevec inhibited the tyrosine kinase activity of BCR-ABL, phosphorylation of hTERT was downregulated, therefore suggesting a positive correlation between BCR-ABL and hTERT. Gleevec treatment inhibited hTERT at mRNA level and significantly reduced telomerase activity (TA) in K562 cells, but not in HL60 or Jurkat cells (BCR-ABL negative cells). We also demonstrated that the transcription factor STAT5a plays a critical role in hTERT gene regulation in K562 cells. Knockdown of STAT5a, but not STAT5b, resulted in a marked downregulation of hTERT mRNA level, TA and hTERT protein level in K562 cells. Furthermore, translocation of hTERT from nucleoli to nucleoplasm was observed in K562 cells induced by Gleevec. Our data reveal that BCR-ABL can regulate TA at multiple levels, including transcription, post-translational level, and proper localization. Thus, suppression of cell growth and induction of apoptosis by Gleevec treatment may be partially due to TA inhibition. Additionally, we have identified STAT5a as critical mediator of the hTERT gene expression in BCR-ABL positive CML cells, suggesting that targeting STAT5a may be a promising therapeutic strategy for BCR-ABL positive CML patients

Rapid Deterioration of Basic Life Support Skills in Dentists With Basic Life Support Healthcare Provider.

Science.gov (United States)

Nogami, Kentaro; Taniguchi, Shogo; Ichiyama, Tomoko

2016-01-01

The aim of this study was to investigate the correlation between basic life support skills in dentists who had completed the American Heart Association's Basic Life Support (BLS) Healthcare Provider qualification and time since course completion. Thirty-six dentists who had completed the 2005 BLS Healthcare Provider course participated in the study. We asked participants to perform 2 cycles of cardiopulmonary resuscitation on a mannequin and evaluated basic life support skills. Dentists who had previously completed the BLS Healthcare Provider course displayed both prolonged reaction times, and the quality of their basic life support skills deteriorated rapidly. There were no correlations between basic life support skills and time since course completion. Our results suggest that basic life support skills deteriorate rapidly for dentists who have completed the BLS Healthcare Provider. Newer guidelines stressing chest compressions over ventilation may help improve performance over time, allowing better cardiopulmonary resuscitation in dental office emergencies. Moreover, it may be effective to provide a more specialized version of the life support course to train the dentists, stressing issues that may be more likely to occur in the dental office.

Comparing Practice Management Courses in Canadian Dental Schools.

Science.gov (United States)

Schonwetter, Dieter J; Schwartz, Barry

2018-05-01

Practice management has become an increasingly important aspect of dental education over the years in order to better prepare students for the reality of practice. The aim of this study was to quantify and describe practice management courses taught at the ten Canadian dental schools in order to identify common approaches, compare hours, determine types of instructors, and assess the relationship between courses' learning objectives and the Association of Canadian Faculties of Dentistry (ACFD) competencies and Bloom's cognitive levels. The academic deans at these ten schools were surveyed in 2016; all ten schools responded for a 100% response rate. The authors also gathered syllabi and descriptions of the courses and analyzed them for themes. The results showed a total of 22 practice management courses in the ten Canadian dental schools. The courses provided 27 to 109 hours of teaching and were mostly taught in the third and fourth years and by dentists on three main topics: ethics, human resource management, and running a private practice. The courses were correlated to the ACFD competencies related to ethics, professionalism, application of basic principles of business practices, and effective interpersonal communication. Most of the courses' learning objectives addressed comprehension and knowledge in Bloom's cognitive levels of learning. These results can help to guide discussions on how practice management courses can be developed, improved, and refined to meet the challenges of preparing students for dental practice.

Course Development in Socially Responsible Advertising and Promotion: An Interdisciplinary and Stakeholder Approach

Science.gov (United States)

Hyllegard, Karen H.; Ogle, Jennifer Paff; Rudd, Nancy A.; Littrell, Mary A.; Bickle, Marianne

2012-01-01

This paper describes a course development project designed to address the obligation of consumer goods companies to engage in socially responsible advertising and promotion. Course development was informed by stakeholder theory. Videotaped interviews with 46 stakeholder representatives were integrated into the course, providing students with an…

Diversity in Mass Communication Theory Courses.

Science.gov (United States)

Lasorsa, Dominic L.

2002-01-01

Shows how prominent mass communication theories can be employed to further knowledge of diversity-related issues. Provides examples of how diversity-related issues can be addressed in mass communication theory courses. Concludes that, by definition, mass communication must take into account diversity. (PM)

East Asian Cinema (College Course File).

Science.gov (United States)

Ehrlich, Linda; Ma, Ning

1990-01-01

Provides guidelines for instructors who teach entire courses on (or who include) films from Japan and China. Considers issues of concern in contemporary Asian cinema such as conflicts between tradition and modernity, indigenous definitions of cultural identity and artistic form, and internationalization. (KEH)

Pedagogy and Content in Sexuality Education Courses in US Colleges and Universities

Science.gov (United States)

Oswalt, Sara B.; Wagner, Laurie M.; Eastman-Mueller, Heather P.; Nevers, Joleen M.

2015-01-01

Most research on sexuality courses in US higher education was conducted in the 1980s and 1990s. Less is known about what is being taught in undergraduate sexuality courses today; this study sought to fill that gap. Reviewing content based on 161 courses (provided by 150 different instructors) from all regions of the USA, this study examined…

Efficacy and safety of short course adjuvant trastuzumab combination chemotherapy in breast cancer

Directory of Open Access Journals (Sweden)

Sachin S Hingmire

2017-01-01

Full Text Available Background: The adjuvant short course 9-week trastuzumab combination therapy for human epidermal receptor 2 positive breast cancer patients may often be considered as a cost-effective and safe option and has important implications for the Indian subcontinent as well as other developing countries. However, such regimens of shorter duration trastuzumab therapy like FinHer, offered in view of economic constraints, may not be able to achieve globally comparable cure rates in early breast cancer especially with high-risk women with more than 3 lymph node positive. Methods and Material: Outcome of 21 patients with HER2 positive breast cancer was treated with short course trastuzumab combination chemotherapy in the adjuvant setting was studied. Results: Out of 21 patients 15 are alive and disease free with a follow up of up to 73 months (median follow up 42 months.

Design and Implementation of a Training Course on Big Data Use in Water Management

Directory of Open Access Journals (Sweden)

Petra Koudelova

2017-09-01

Full Text Available Big Data has great potential to be applied to research in the field of geosciences. Motivated by the opportunity provided by the Data Integration and Analysis System (DIAS of Japan, we organized an intensive two-week course that aims to educate participants on Big Data and its exploitation to solve water management problems. When developing and implementing the Program, we identified two main challenges: (1 assuring that the training has a lasting effect and (2 developing an interdisciplinary curriculum suitable for participants of diverse professional backgrounds. To address these challenges, we introduced several distinctive features. The Program was based on experiential learning – the participants were required to solve real problems and worked in international and multidisciplinary teams. The lectures were strictly relevant to the case-study problems. Significant time was devoted to hands-on exercises, and participants received immediate feedback on individual assignments to ensure skills development. Our evaluation of the two occasions of the Program in 2015 and 2016 indicates significant positive outcomes. The successful completion of the individual assignments confirmed that the participants gained key skills related to the usage of DIAS and other tools. The final solutions to the case-study problems showed that the participants were able to integrate and apply the obtained knowledge, indicating that the Program’s format and curriculum were effective. We found that participants used DIAS in subsequent studies and work, thus suggesting that the Program had long-lasting effects. Our experience indicates that despite time constraints, short courses can effectively encourage researchers and practitioners to explore opportunities provided by Big Data.

Strategies for Assessing Learning Outcomes in an Online Oceanography Course

Science.gov (United States)

Reed, D. L.

2003-12-01

All general education courses at the San Jose State University, including those in the sciences, must present a detailed assessment plan of student learning, prior to certification for offering. The assessment plan must state a clear methodology for acquiring data on student achievement of the learning outcomes for the specific course category, as well as demonstrate how students fulfill a strong writing requirement. For example, an online course in oceanography falls into the Area R category, the Earth and Environment, through which a student should be able to demonstrate an understanding of the methods and limits of scientific investigation; distinguish science from pseudo-science; and apply a scientific approach to answer questions about the Earth and environment. The desired learning outcomes are shared with students at the beginning of the course and subsequent assessments on achieving each outcome are embedded in the graded assignments, which include a critical thinking essay, mid-term exam, poster presentation in a symposium-style format, portfolio of web-based work, weekly discussions on an electronic bulletin board, and a take-home final exam, consisting of an original research grant proposal. The diverse nature of the graded assignments assures a comprehensive assessment of student learning from a variety of perspectives, such as quantitative, qualitative, and analytical. Formative assessment is also leveraged into learning opportunities, which students use to identify the acquisition of knowledge. For example, pre-tests are used to highlight preconceptions at the beginning of specific field studies and post-testing encourages students to present the results of small research projects. On a broader scale, the assessment results contradict common misperceptions of online and hybrid courses. Student demand for online courses is very high due to the self-paced nature of learning. Rates of enrollment attrition match those of classroom sections, if students

Basic visual observation skills training course: Appendix A. Final report

International Nuclear Information System (INIS)

Toquam, J.L.; Morris, F.A.; Griggs, J.R.

1995-06-01

The purpose of the basic visual observation skills course is to help safeguards inspectors evaluate and improve their skills in making observations during inspections and in evaluating and interpreting this information. The first 12 hours of the course provide training in five skill areas: perception and recognition; attention to detail; memory; mental imaging, mapping, and modeling skills; and judgment and decision making. Following this training is an integrating exercise involving a simulated safeguards inspection. This report contains the course manual and materials

Basic visual observation skills training course: Appendix A. Final report

Energy Technology Data Exchange (ETDEWEB)

Toquam, J.L.; Morris, F.A.; Griggs, J.R.

1995-06-01

The purpose of the basic visual observation skills course is to help safeguards inspectors evaluate and improve their skills in making observations during inspections and in evaluating and interpreting this information. The first 12 hours of the course provide training in five skill areas: perception and recognition; attention to detail; memory; mental imaging, mapping, and modeling skills; and judgment and decision making. Following this training is an integrating exercise involving a simulated safeguards inspection. This report contains the course manual and materials.

Learning to Provide 3D Virtual Reference: A Library Science Assignment

Science.gov (United States)

Johnson, Megan; Purpur, Geraldine; Abbott, Lisa T.

2009-01-01

In spring semester 2009, two of the authors taught LIB 5020--Information Sources & Services to graduate library science students at Appalachian State University. The course covers information seeking patterns and provides an overview of reference services. The course is also designed to examine and evaluate library reference materials and…

The Use of Collaborative Midterm Student Evaluations to Provide Actionable Results

Science.gov (United States)

Veeck, Ann; O'Reilly, Kelley; MacMillan, Amy; Yu, Hongyan

2016-01-01

Midterm student evaluations have been shown to be beneficial for providing formative feedback for course improvement. With the purpose of improving instruction in marketing courses, this research introduces and evaluates a novel form of midterm student evaluation of teaching: the online collaborative evaluation. Working in small teams, students…

A CONSTRUCTIVIST APPROACH TO THE DESIGN AND DELIVERY OF AN ONLINE PROFESSIONAL DEVELOPMENT COURSE: A CASE OF THE iEARN ONLINE COURSE

Directory of Open Access Journals (Sweden)

Lockias Chitanana

2012-01-01

Full Text Available This study examined the International Education and Resource Network Science Technology and Math (iEARN-STM online professional development course. The study used the constructivist framework as the conceptual model to examine the way in which the constructivist theory has shaped the design and implementation of the course, as reflected by the interactions of a cohort of participants in the course. The participants were 28 educators enrolled in the course, who were either teacher educators or teachers, working in different educational institutions in different countries throughout the world. The purpose of the study was to understand how the iEARN online professional development course supported teachers’ learning through effective discourse in an online environment and to identify the constructivist learning principles that were behind the success of the course. The design of the course appeared to have a positive impact on participants’ collaboration with peers. Results of the study confirms earlier research findings that the constructivist approach to course design and delivery provides a powerful structure for creating learning environments conducive to the development of professional skills among educators. Results of this study can be used to assist professional development coordinators and administrators to plan effective professional development. The results of the study are also expected to contribute to improvements in the design of professional development course content, instruction, delivery and administration, focusing on factors such as program model, delivery, contextual factors or best practices.

Language Courses

CERN Multimedia

HR Department

2010-01-01

General and Professional English Courses The next session will take place: from 1st March to end of June 2010 (1/2 weeks break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages or contact Nathalie Dumeaux, tel. 78144. Oral Expression The next session will take place from 1st March to end of June 2010 (1/2 weeks break at Easter). This course is intended for people with a good knowledge of English who want to enhance their speaking skills. There will be on average of 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 30 hours Price: 660 CHF (for a minimum of 8 students) More details Writing Professional Documents in English The next session will take place from 1st March to end of June 2010 (1/2 weeks break at Easter). This course is designed for people with a good le...

NEW COURSES

CERN Multimedia

Technical Training; Tel. 74924

2001-01-01

Hands-on Training Support for the Windows 2000 Migration Please note that the set of hands-on courses listed below has been added to the Technical Training Programme to support the labwide migration to Windows 2000. If there is enough demand it is planned to organise sessions throughout the summer period. Anyone interested is asked to register for the course(s) of their choice by accessing the web course description from : http://training.web.cern.ch/Training/Welcome.html As soon as a minimum number of applications have been received dates will be fixed and published in the weekly bulletin and on the web. Please note that in order to get maximum benefit from these courses it is important to have Windows 2000 installed on your computer either before or immediately after you attend the session. People who do not have access to a Windows 2000 PC are strongly recommended to plan their training to coincide with the migration of their PC. A migration plan has been prepared in agreement with the NICE 2000 divisiona...

RCT: Module 2.04, Dosimetry, Course 8769

Energy Technology Data Exchange (ETDEWEB)

Hillmer, Kurt T. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

2017-08-11

This course will introduce the types of instruments used to measure external and internal radiation to people. Dosimetry is the quantitative assessment of radiation received by the human body. Several types of dosimeters are used worldwide. This information is valuable to all radiological control personnel because dosimeters are the only direct method to measure and document personnel radiation exposure and ensure regulatory compliance with applicable limits. This course will cover dosimetry terms, Department of Energy (DOE) limits, Los Alamos National Laboratory (LANL) administrative guidelines, thermoluminescent dosimeters (TLDs), LANL dosimetry, and bioassay assessment methods. This course will prepare the student with the skills necessary for radiological control technician (RCT) qualification by passing quizzes, tests, and the RCT Comprehensive Phase 1, Unit 2 Examination (TEST 27566) and providing in-thefield skills.

Statistical inference a short course

CERN Document Server

Panik, Michael J

2012-01-01

A concise, easily accessible introduction to descriptive and inferential techniques Statistical Inference: A Short Course offers a concise presentation of the essentials of basic statistics for readers seeking to acquire a working knowledge of statistical concepts, measures, and procedures. The author conducts tests on the assumption of randomness and normality, provides nonparametric methods when parametric approaches might not work. The book also explores how to determine a confidence interval for a population median while also providing coverage of ratio estimation, randomness, and causal

An Intensive, Simulation-Based Communication Course for Pediatric Critical Care Medicine Fellows.

Science.gov (United States)

Johnson, Erin M; Hamilton, Melinda F; Watson, R Scott; Claxton, Rene; Barnett, Michael; Thompson, Ann E; Arnold, Robert

2017-08-01

Effective communication among providers, families, and patients is essential in critical care but is often inadequate in the PICU. To address the lack of communication education pediatric critical care medicine fellows receive, the Children's Hospital of Pittsburgh PICU developed a simulation-based communication course, Pediatric Critical Care Communication course. Pediatric critical care medicine trainees have limited prior training in communication and will have increased confidence in their communication skills after participating in the Pediatric Critical Care Communication course. Pediatric Critical Care Communication is a 3-day course taken once during fellowship featuring simulation with actors portraying family members. Off-site conference space as part of a pediatric critical care medicine educational curriculum. Pediatric Critical Care Medicine Fellows. Didactic sessions and interactive simulation scenarios. Prior to and after the course, fellows complete an anonymous survey asking about 1) prior instruction in communication, 2) preparedness for difficult conversations, 3) attitudes about end-of-life care, and 4) course satisfaction. We compared pre- and postcourse surveys using paired Student t test. Most of the 38 fellows who participated over 4 years had no prior communication training in conducting a care conference (70%), providing bad news (57%), or discussing end-of-life options (75%). Across all four iterations of the course, fellows after the course reported increased confidence across many topics of communication, including giving bad news, conducting a family conference, eliciting both a family's emotional reaction to their child's illness and their concerns at the end of a child's life, discussing a child's code status, and discussing religious issues. Specifically, fellows in 2014 reported significant increases in self-perceived preparedness to provide empathic communication to families regarding many aspects of discussing critical care, end

Subtask 4.2 - Coal Gasification Short Course

Energy Technology Data Exchange (ETDEWEB)

Kevin Galbreath

2009-06-30

Major utilities, independent power producers, and petroleum and chemical companies are intent on developing a fleet of gasification plants primarily because of high natural gas prices and the implementation of state carbon standards, with federal standards looming. Currently, many projects are being proposed to utilize gasification technologies to produce a synthesis gas or fuel gas stream for the production of hydrogen, liquid fuels, chemicals, and electricity. Financing these projects is challenging because of the complexity, diverse nature of gasification technologies, and the risk associated with certain applications of the technology. The Energy & Environmental Research Center has developed a gasification short course that is designed to provide technical personnel with a broad understanding of gasification technologies and issues, thus mitigating the real or perceived risk associated with the technology. Based on a review of research literature, tutorial presentations, and Web sites on gasification, a short course presentation was prepared. The presentation, consisting of about 500 PowerPoint slides, provides at least 7 hours of instruction tailored to an audience's interests and needs. The initial short course is scheduled to be presented September 9 and 10, 2009, in Grand Forks, North Dakota.

Courses on the Beauty of Mathematics: Our Version of General Education Mathematics Courses

Science.gov (United States)

Rash, Agnes M.; Fillebrown, Sandra

2016-01-01

This article describes various courses designed to incorporate mathematical proofs into courses for non-math and non-science majors. These courses, nicknamed "math beauty" courses, are designed to discuss one topic in-depth rather than to introduce many topics at a superficial level. A variety of courses, each requiring students to…

International training course on uranium exploration

International Nuclear Information System (INIS)

Barretto, P.M.C.

1978-01-01

friendship. The Geological Survey of Ljubljana (Geoloski Zavod Ljubljana) and the Zirovski Uranium Mining Company (Rudnik Urana Zirovski vrh) fully supported the field and office work. They contributed in no small way to the success of the course Also some manufacturers of radiometnc equipment loaned several field instruments without which the field training would not have been possible Although the main purpose of the training course was to provide training in the use of geochemical techniques in the various stages of uranium exploration, the work accomplished by the trainees provided a positive contribution to the uranium exploration programme of the host country In addition to prospecting a large area (300 km 2 ) where several anomalies were indicated at reconnaissance level, it provided an orientation study from which the Geological Survey of Ljubljana can select the most effective uranium geochemical techniques for their geological environment. Another interregional course on uranium prospecting will be held in Golden, Colorado, USA, in September-October 1978

Course Placement Series: Spotlight on High School Math Course Enrollment. Policy Brief

Science.gov (United States)

Tennessee Department of Education, 2015

2015-01-01

The Tennessee Department of Education explored course enrollment patterns in an effort to better understand in which courses students are enrolling and whether course enrollment policies and procedures are promoting students' interests. This report focuses on math course enrollment patterns throughout high school by following the 2013-14 twelfth…

Cytoprotective effect of imatinib mesylate in non-BCR-ABL-expressing cells along with autophagosome formation

International Nuclear Information System (INIS)

Ohtomo, Tadashi; Miyazawa, Keisuke; Naito, Munekazu; Moriya, Shota; Kuroda, Masahiko; Itoh, Masahiro; Tomoda, Akio

2010-01-01

Treatment with imatinib mesylate (IM) results in an increased viable cell number of non-BCR-ABL-expressing cell lines by inhibiting spontaneous apoptosis. Electron microscopy revealed an increase of autophagosomes in response to IM. IM attenuated the cytotoxic effect of cytosine arabinoside, as well as inhibiting cell death with serum-deprived culture. Cytoprotection with autophagosome formation by IM was observed in various leukemia and cancer cell lines as well as normal murine embryonic fibroblasts (MEFs). Complete inhibition of autophagy by knockdown of atg5 in the Tet-off atg5 -/- MEF system attenuated the cytoprotective effect of IM, indicating that the effect is partially dependent on autophagy. However, cytoprotection by IM was not mediated through suppression of ROS production via mitophagy, ER stress via ribophagy, or proapoptotic function of ABL kinase. Although the target tyrosine kinase(s) of IM remains unclear, our data provide novel therapeutic possibilities of using IM for cytoprotection.

Developing a Blended Course on Dying, Loss, and Grief

Science.gov (United States)

Kavanaugh, Karen; Andreoni, V. Ann; Wilkie, Diana J.; Burgener, Sandra; Buschmann, MaryBeth Tank; Henderson, Gloria; Hsiung, Yi-Fang Yvonne; Zhao, Zhongsheng

2010-01-01

An important component of end-of-life education is to provide health professionals with content related to dying, loss, and grief. The authors describe the strategies used to develop and offer a blended course (integration of classroom face-to-face learning with online learning) that addressed the sensitive and often emotional content associated with grieving and bereavement. Using Kolb’s experiential learning theory, a set of 4 online learning modules, with engaging, interactive elements, was created. Course evaluations demonstrated the success of the blended course in comparison to the traditional, exclusive face-to-face approach. PMID:19412055

Colloquial French the complete course for beginners

CERN Document Server

Demouy, Valérie

2015-01-01

Colloquial French: The Complete Course for Beginners has been carefully developed by an experienced teacher to provide a step-by-step course to French as it is written and spoken today. Combining a clear, practical and accessible style with a methodical and thorough treatment of the language, it equips learners with the essential skills needed to communicate confidently and effectively in French in a broad range of situations. No prior knowledge of the language is required. Colloquial French is exceptional; each unit presents a wealth of grammatical points that are reinforced with a wide range

New course “Selecting the best person for CERN”

CERN Multimedia

2013-01-01

The success of every team and organisation depends on its people: selecting the “right” people for CERN is therefore a crucial step in the recruitment process. The interview and selection process is costly both in terms of time and resources, particularly if the wrong decision is reached. It is therefore critical that the “right” candidate is appointed the first time.   This new training course will provide new and experienced members of selection boards for Limited Duration or Indefinite Contracts with the skills and techniques essential to conducting a successful interview and selection process according to best practices. For this course, an original approach of blended learning has been adopted. It includes individual pre-course work (webinar, online quiz, video interview); a 1-day training session with plenty of opportunities to practise, including running a full panel interview; finally, it provides an opportunity to devise your own ...

Development and evaluation of clicker methodology for introductory physics courses

Science.gov (United States)

Lee, Albert H.

Many educators understand that lectures are cost effective but not learning efficient, so continue to search for ways to increase active student participation in this traditionally passive learning environment. In-class polling systems, or "clickers", are inexpensive and reliable tools allowing students to actively participate in lectures by answering multiple-choice questions. Students assess their learning in real time by observing instant polling summaries displayed in front of them. This in turn motivates additional discussions which increase the opportunity for active learning. We wanted to develop a comprehensive clicker methodology that creates an active lecture environment for a broad spectrum of students taking introductory physics courses. We wanted our methodology to incorporate many findings of contemporary learning science. It is recognized that learning requires active construction; students need to be actively involved in their own learning process. Learning also depends on preexisting knowledge; students construct new knowledge and understandings based on what they already know and believe. Learning is context dependent; students who have learned to apply a concept in one context may not be able to recognize and apply the same concept in a different context, even when both contexts are considered to be isomorphic by experts. On this basis, we developed question sequences, each involving the same concept but having different contexts. Answer choices are designed to address students preexisting knowledge. These sequences are used with the clickers to promote active discussions and multiple assessments. We have created, validated, and evaluated sequences sufficient in number to populate all of introductory physics courses. Our research has found that using clickers with our question sequences significantly improved student conceptual understanding. Our research has also found how to best measure student conceptual gain using research-based instruments

Effect on tracer concentrations of ABL depth models in complex terrain

Energy Technology Data Exchange (ETDEWEB)

Galmarini, S.; Salin, P. [Joint Research Center Ispra (Italy); Anfossi, D.; Trini-Castelli, S. [CNR-ICGF, Turin (Italy); Schayes, G. [Univ. Louvain-la-Neuve, Louvain (Belgium)

1997-10-01

In the present preliminary study we use different ABL (atmospheric boundary layer) depth formulations to study atmospheric dispersion in complex-terrain conditions. The flow in an Alpine valley during the tracer experiment TRANSALP is simulated by means of a mesoscale model and a tracer dispersion is reproduced using a Lagrangian particle model. The ABL dept enters as key parameter in particle model turbulent-dispersion formulation. The preliminary results reveal that the ABL depth parameter can influence the dispersion process but that in the case of a dispersion in a valley-daytime flow the results depend much more strongly on the model horizontal and vertical resolution. A relatively coarse horizontal resolution implies a considerable smoothing of the topography that largely affects the dispersion characteristics. The vertical resolution does not allow on to resolve with sufficient details the rapid and large variation of the flow characteristic as the terrain feature vary. Two of the methods used to determine the ABL depth depend strongly on the resolution. The method that instead depends only on surface parameters like heat flux and surface based stability allowed us to obtain results to be considered satisfactory for what concerns the dispersion process, quite consistent with the flow model results, less numeric dependent and more physically sound. (LN)

Global Climate Change Pilot Course Project

Science.gov (United States)

Schuenemann, K. C.; Wagner, R.

2011-12-01

In fall 2011 a pilot course on "Global Climate Change" is being offered, which has been proposed to educate urban, diverse, undergraduate students about climate change at the introductory level. The course has been approved to fulfill two general college requirements, a natural sciences requirement that focuses on the scientific method, as well as a global diversity requirement. This course presents the science behind global climate change from an Earth systems and atmospheric science perspective. These concepts then provide the basis to explore the effect of global warming on regions throughout the world. Climate change has been taught as a sub-topic in other courses in the past solely using scientific concepts, with little success in altering the climate change misconceptions of the students. This pilot course will see if new, innovative projects described below can make more of an impact on the students' views of climate change. Results of the successes or failures of these projects will be reported, as well as results of a pre- and post-course questionnaire on climate change given to students taking the course. Students in the class will pair off and choose a global region or country that they will research, write papers on, and then represent in four class discussions spaced throughout the semester. The first report will include details on the current climate of their region and how the climate shapes that region's society and culture. The second report will discuss how that region is contributing to climate change and/or sequestering greenhouse gases. Thirdly, students will discuss observed and predicted changes in that region's climate and what impact it has had, and could have, on their society. Lastly, students will report on what role their region has played in mitigating climate change, any policies their region may have implemented, and how their region can or cannot adapt to future climate changes. They will also try to get a feel for the region

Collaborative course design

NARCIS (Netherlands)

Rien Brouwers; Ellen Simons

2002-01-01

International Summer School on the Digital Library Course 2: Digital Libraries and Education 8 August 2002 Our proposition in this paper is: The overall quality of education can be improved by application of the different expertises of educational and library staff in course design and course

Assessing Interprofessional Education Collaborative Competencies in Service-Learning Course.

Science.gov (United States)

Sevin, Alexa M; Hale, Kenneth M; Brown, Nicole V; McAuley, James W

2016-03-25

Objective. To investigate the effect of an interprofessional service-learning course on health professions students' self-assessment of Interprofessional Education Collaborative (IPEC) competencies. Design. The semester-long elective course consisted of two components: a service component where students provided patient care in an interprofessional student-run free clinic and bi-weekly workshops in which students reflected on their experiences and discussed roles, team dynamics, communication skills, and challenges with underserved patient populations. Assessment. All fifteen students enrolled in the course completed a validated 42-question survey in a retrospective post-then-pre design. The survey instrument assessed IPEC competencies in four domains: Values and Ethics, Roles and Responsibilities, Interprofessional Communication, and Teams and Teamwork. Students' self-assessment of IPEC competencies significantly improved in all four domains after completion of the course. Conclusion. Completing an interprofessional service-learning course had a positive effect on students' self-assessment of interprofessional competencies, suggesting service-learning is an effective pedagogical platform for interprofessional education.

Students' Perceptions of Online Courses: The Effect of Online Course Experience

Science.gov (United States)

Dobbs, Rhonda R.; Waid-Lindberg, Courtney A.; del Carmen, Alejandro

2017-01-01

While online learning is nothing new, research regarding student perceptions of online courses is limited and has generally focused on those who have taken online courses. Data were collected from 180 students taking criminal justice courses on campus at a large 4-year university in the Southwest and 100 students taking criminal justice courses in…

Starting Point: Linking Methods and Materials for Introductory Geoscience Courses

Science.gov (United States)

Manduca, C. A.; MacDonald, R. H.; Merritts, D.; Savina, M.

2004-12-01

Introductory courses are one of the most challenging teaching environments for geoscience faculty. Courses are often large, students have a wide variety of background and skills, and student motivation can include completing a geoscience major, preparing for a career as teacher, fulfilling a distribution requirement, and general interest. The Starting Point site (http://serc.carleton.edu/introgeo/index.html) provides help for faculty teaching introductory courses by linking together examples of different teaching methods that have been used in entry-level courses with information about how to use the methods and relevant references from the geoscience and education literature. Examples span the content of geoscience courses including the atmosphere, biosphere, climate, Earth surface, energy/material cycles, human dimensions/resources, hydrosphere/cryosphere, ocean, solar system, solid earth and geologic time/earth history. Methods include interactive lecture (e.g think-pair-share, concepTests, and in-class activities and problems), investigative cases, peer review, role playing, Socratic questioning, games, and field labs. A special section of the site devoted to using an Earth System approach provides resources with content information about the various aspects of the Earth system linked to examples of teaching this content. Examples of courses incorporating Earth systems content, and strategies for designing an Earth system course are also included. A similar section on Teaching with an Earth History approach explores geologic history as a vehicle for teaching geoscience concepts and as a framework for course design. The Starting Point site has been authored and reviewed by faculty around the country. Evaluation indicates that faculty find the examples particularly helpful both for direct implementation in their classes and for sparking ideas. The help provided for using different teaching methods makes the examples particularly useful. Examples are chosen from

Teaching Argumentation in a Philosophy Course for Baccalaureate Nursing Students

Science.gov (United States)

Gough, Jim

2011-01-01

In this paper I introduce the background situation that triggered the need for a particular project offered in a senior undergraduate course in health care ethics. Background information is provided to support the rationale of the project in the course. Then, the argument that opens the challenge to the students is outlined, followed by a…

Publishers See Online Mega-Courses as Opportunity to Sell Textbooks

Science.gov (United States)

Howard, Jennifer

2012-01-01

Colleges are not the only enterprises interested in the possibilities of free, online courses. Publishers have begun to investigate whether so-called MOOC's, or massive open online courses, can help them reach new readers and sell more books. For the moment, providers of the classes encourage professors not to require students to buy texts, in…

Jumping Hurdles: Peptides Able To Overcome Biological Barriers.

Science.gov (United States)

Sánchez-Navarro, Macarena; Teixidó, Meritxell; Giralt, Ernest

2017-08-15

The cell membrane, the gastrointestinal tract, and the blood-brain barrier (BBB) are good examples of biological barriers that define and protect cells and organs. They impose different levels of restriction, but they also share common features. For instance, they all display a high lipophilic character. For this reason, hydrophilic compounds, like peptides, proteins, or nucleic acids have long been considered as unable to bypass them. However, the discovery of cell-penetrating peptides (CPPs) opened a vast field of research. Nowadays, CPPs, homing peptides, and blood-brain barrier peptide shuttles (BBB-shuttles) are good examples of peptides able to target and to cross various biological barriers. CPPs are a group of peptides able to interact with the plasma membrane and enter the cell. They display some common characteristics like positively charged residues, mainly arginines, and amphipathicity. In this field, our group has been focused on the development of proline rich CPPs and in the analysis of the importance of secondary amphipathicity in the internalization process. Proline has a privileged structure being the only amino acid with a secondary amine and a cyclic side chain. These features constrain its structure and hamper the formation of H-bonds. Taking advantage of this privileged structure, three different families of proline-rich peptides have been developed, namely, a proline-rich dendrimer, the sweet arrow peptide (SAP), and a group of foldamers based on γ-peptides. The structure and the mechanism of internalization of all of them has been evaluated and analyzed. BBB-shuttles are peptides able to cross the BBB and to carry with them compounds that cannot reach the brain parenchyma unaided. These peptides take advantage of the natural transport mechanisms present at the BBB, which are divided in active and passive transport mechanisms. On the one hand, we have developed BBB-shuttles that cross the BBB by a passive transport mechanism, like

External Science Courses: The Practicals Problem.

Science.gov (United States)

Kember, David

1982-01-01

Describes three methods for offering practical work for external science courses: residential sessions on campus, local centers, and use of home laboratory kits. The advantages and disadvantages of each are discussed and examples of each in operation are given. A 21-item bibliography is provided. (EAO)

Noise hazard course

CERN Multimedia

2003-01-01

A 1/2 day course to promote awareness of the risks incurred by noise at the work place and recommendations to settle them. Next course Wednesday 24th September 2003. Costs are covered by TIS, Jacques Coillard from Bureau Véritas will present the course. Registration is obligatory. For more information and to enrol on this course go to the safety section of Human Resources Training and Development web pages, or contact: Ana-Paula Bernardes/TIS-GS (71385) or e-mail Ana-Paula.Bernardes@cern.ch

Noise hazard course

CERN Multimedia

2003-01-01

A 1/2 day course to promote awareness of the risks incurred by noise at the work place and recommendations to settle them. Next course Wednesday 24th September 2003. Costs are covered by TIS, Jacques Coillard from Bureau Véritas will present the course. Registration is obligatory. For more information and to enrol on this course go to the safety section of Human Resources Training and Development web pages, or contact : Ana-Paula Bernardes/TIS-GS (71385) or e-mail Ana-Paula.Bernardes@cern.ch

Undergraduate Physics Course Innovations and Their Impact on Student Learning

Science.gov (United States)

Iverson, Heidi L.; Briggs, Derek C.; Ruiz-Primo, Maria A.; Talbot, Robert M.; Shepard, Lorrie A.

2009-11-01

This paper presents results of an NSF project in which the goal is to provide a synthesis of research on instructional innovations that have been implemented in undergraduate courses in physics. The research questions guiding the project are: What constitutes the range of principal course innovations that are being implemented in undergraduate physics courses? What are the effects of these course innovations on student learning? The paper describes: (1) the literature search procedures used to gather over 400 innovation-related journal articles, (2) the procedures followed to analyze the studies within these articles, (3) the characteristics of the studies reported, and (4) the results from synthesizing the quantitative results of those studies that met our criteria for inclusion.

Mathematics Prerequisites for Introductory Geoscience Courses: Using Technology to Help Solve the Problem

Science.gov (United States)

Burn, H. E.; Wenner, J. M.; Baer, E. M.

2011-12-01

The quantitative components of introductory geoscience courses can pose significant barriers to students. Many academic departments respond by stripping courses of their quantitative components or by attaching prerequisite mathematics courses [PMC]. PMCs cause students to incur additional costs and credits and may deter enrollment in introductory courses; yet, stripping quantitative content from geoscience courses masks the data-rich, quantitative nature of geoscience. Furthermore, the diversity of math skills required in geoscience and students' difficulty with transferring mathematical knowledge across domains suggest that PMCs may be ineffective. Instead, this study explores an alternative strategy -- to remediate students' mathematical skills using online modules that provide students with opportunities to build contextual quantitative reasoning skills. The Math You Need, When You Need It [TMYN] is a set of modular online student resources that address mathematical concepts in the context of the geosciences. TMYN modules are online resources that employ a "just-in-time" approach - giving students access to skills and then immediately providing opportunities to apply them. Each module places the mathematical concept in multiple geoscience contexts. Such an approach illustrates the immediate application of a principle and provides repeated exposure to a mathematical skill, enhancing long-term retention. At the same time, placing mathematics directly in several geoscience contexts better promotes transfer of learning by using similar discourse (words, tools, representations) and context that students will encounter when applying mathematics in the future. This study uses quantitative and qualitative data to explore the effectiveness of TMYN modules in remediating students' mathematical skills. Quantitative data derive from ten geoscience courses that used TMYN modules during the fall 2010 and spring 2011 semesters; none of the courses had a PMC. In all courses

Description and preliminary evaluation of a diabetes technology simulation course.

Science.gov (United States)

Wilson, Rebecca D; Bailey, Marilyn; Boyle, Mary E; Seifert, Karen M; Cortez, Karla Y; Baker, Leslie J; Hovan, Michael J; Stepanek, Jan; Cook, Curtiss B

2013-11-01

We aim to provide data on a diabetes technology simulation course (DTSC) that instructs internal medicine residents in the use of continuous subcutaneous insulin infusion (CSII) and continuous glucose monitoring system (CGMS) devices. The DTSC was implemented during calendar year 2012 and conducted in the institution's simulation center. It consisted of a set of prerequisites, a practicum, and completion of a web-based inpatient CSII-ordering simulation. DTSC participants included only those residents in the outpatient endocrinology rotation. Questionnaires were used to determine whether course objectives were met and to assess the satisfaction of residents with the course. Questionnaires were also administered before and after the endocrine rotation to gauge improvement in familiarity with CSII and CGMS technologies. During the first year, 12 of 12 residents in the outpatient endocrinology rotation completed the DTSC. Residents reported that the course objectives were fully met. The mean satisfaction score with the course ranged from 4.0 to 4.9 (maximum, 5), with most variables rated above 4.5. Self-reported familiarity with the operation of CSII and CGMS devices increased significantly in the postrotation survey compared with that on the prerotation survey (both p technologies. In light of these preliminary findings, the course will continue to be offered, with further data accrual. Future work will involve piloting the DTSC approach among other types of providers, such as residents in other specialties or inpatient nursing staff. © 2013 Diabetes Technology Society.

First Year Chemistry Laboratory Courses for Distance Learners: Development and Transfer Credit Acceptance

Directory of Open Access Journals (Sweden)

Sharon E. Brewer,

2013-07-01

Full Text Available In delivering chemistry courses by distance, a key challenge is to offer the learner an authentic and meaningful laboratory experience that still provides the rigour required to continue on in science. To satisfy this need, two distance general chemistry laboratory courses appropriate for Bachelor of Science (B.Sc. students, including chemistry majors, have been recently developed at Thompson Rivers University. A constructive alignment process was employed which clearly mapped learning outcomes and activities to appropriate assessment tools. These blended laboratory courses feature custom, home experimental kits and combine elements of online and hands-on learning. The courses were designed for flexible continuous enrollment and provide online resources including tutor support, instructional videos, lab report submission, and student evaluation. The assessment of students includes laboratory reports, safety quizzes, reflective journaling, digital photo documentation, and invigilated written and online practical exams. Emphasizing the quality and rigour in these distance laboratory learning experiences allowed both courses to be accepted for B.Sc. transfer credit by other institutions, an important criterion for students. This paper will outline the design and development process of these new blended laboratory courses, their course structures and assessments, and initial student results.

Known Structure, Unknown Function: An Inquiry-Based Undergraduate Biochemistry Laboratory Course

Science.gov (United States)

Gray, Cynthia; Price, Carol W.; Lee, Christopher T.; Dewald, Alison H.; Cline, Matthew A.; McAnany, Charles E.; Columbus, Linda; Mura, Cameron

2015-01-01

Undergraduate biochemistry laboratory courses often do not provide students with an authentic research experience, particularly when the express purpose of the laboratory is purely instructional. However, an instructional laboratory course that is inquiry- and research-based could simultaneously impart scientific knowledge and foster a student's…

Applications of Generative Learning for the Survey of International Economics Course

Science.gov (United States)

Sharp, David C.; Knowlton, Dave S.; Weiss, Renee E.

2005-01-01

Generative learning provides students with opportunities to organize course content, integrate new content with students' current knowledge, and elaborate on course content by making connections to real-world events. These opportunities promote less reliance on professors' lectures and simultaneously create more self-reliance among students. The…

Learning to Teach a Blended Course in a Teacher Preparation Program

Science.gov (United States)

Kang, Jung Jin

2014-01-01

Teacher preparation programs have provided blended courses (a combination of online and face-to-face learning) for their students because of their availability and their convenience. Researchers need to understand how teacher educators perceive blended courses when they teach teacher candidates, because teacher preparation programs have different…

Course Descriptions in Environmental Studies Part One: Historical Courses.

Science.gov (United States)

Hughes, Donald; And Others

1984-01-01

Presents descriptions (syllabi, outlines, goals) of selected environmental studies courses which approach the discipline from an historical and humanistic perspective. Areas explored in the courses include human ecology, American environmental history, environmental politics, and others. (JN)

Applying constructivism to nursing education in cultural competence: a course that bears repeating.

Science.gov (United States)

Hunter, Jennifer L

2008-10-01

A graduate course on culture, diversity, and cultural competence was developed based on constructivist learning theory and Campinha-Bacote's constructs of cultural awareness, knowledge, skill, and encounters. The epistemology, structure, assignments, and activities used in both online and classroom courses were highly effective and well received by the students. Student course evaluations and outcome assessments of students' cultural competence levels, as compared to precourse levels, provided supportive evidence that the course design produced intended outcomes. Course resources are shared, making them available for use by others in cultural competence education.

Computer Self-Efficacy: A Practical Indicator of Student Computer Competency in Introductory IS Courses

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Rex Karsten

1998-01-01

Full Text Available Students often receive their first college-level computer training in introductory information systems courses. Students and faculty frequently expect this training to develop a level of student computer competence that will support computer use in future courses. In this study, we applied measures of computer self-efficacy to students in a typical introductory IS course. The measures provided useful evidence that student perceptions of their ability to use computers effectively in the future significantly improved as a result of their training experience. The computer self-efficacy measures also provided enhanced insight into course-related factors of practical concern to IS educators. Study results also suggest computer self-efficacy measures may be a practical and informative means of assessing computer-training outcomes in the introductory IS course context

Using ESSEA Modules, Local Event Studies and Personal Learning Experiences in an Earth Systems Science Course for Preservice Middle School Teachers

Science.gov (United States)

Slattery, W.; Brown, D.

2008-12-01

Most science courses, including courses that provide preparation for pre-service K-12 teachers are only taught from a deductive big picture perspective. This method is fine for most abstract learners, but pre- service classroom educators that are being prepared to teach in middle school classrooms will be faced with the challenge of building science content knowledge in students that are concrete learners. For these K-12 students a better pedagogical practice is to use local real-world familiar places, issues and personal experience to connect student learning with more abstract concepts. To make it more likely that teachers have the requisite skills and pedagogical content knowledge to build K- 12 student science concept knowledge and science process skills we have integrated ESSEA modules that connect worldwide issues such as global climate change with local event studies chosen by learners. Some recent examples include how such local events such as landfill fires and suburban sprawl impact the local area's air, land, water and life. Course participants are able to choose a more personal route to understanding how their habits impact the global environment by participating in a three week learning experience called the Lifestyle Project. This experience asks students to incrementally reduce their use of heating or air-conditioning, the amount of waste going to landfills, to conserve electricity, drive less and eat less energy intensively. Pre-post content assessments indicate that students in this course scored significantly higher on post course content assessments and reported that by engaging in personal experience to global scale learning experiences they have a new appreciation for how personal choices impact the global environment and how to use local artifacts and issues to enhance K-12 student learning.

Quantitative Literacy at Michigan State University, 3: Designing General Education Mathematics Courses

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Samuel L. Tunstall

2016-07-01

Full Text Available In this paper, we describe the process at Michigan State University whereby we have created two courses, Math 101 and 102, designed to foster numeracy and alleviate mathematics anxiety. The courses--which are not sequential--provide a means of satisfying the University's general education requirement without taking college algebra or calculus, among other options. They are context-driven and broken into modules such as "The World and Its People" and "Health and Risk." They have been highly successful thus far, with students providing positive feedback on their interest in the material and the utility they see of it in their daily lives. We include background on the courses' history, their current status, and present and future challenges, ending with suggestions for others as they attempt to implement quantitative literacy courses at their own institution.

Microbial uptake of radiolabeled substrates: estimates of growth rates from time course measurements

International Nuclear Information System (INIS)

Li, W.K.W.

1984-01-01

The uptake of [ 3 H]glucose and a mixture of 3 H-labeled amino acids was measured, in time course fashion, in planktonic microbial assemblages of the eastern tropical Pacific Ocean. The average generation times of those portions of the assemblages able to utilize these substrates were estimated from a simple exponential growth model. Other workers have independently used this model in its integrated or differential form. A mathematical verification and an experimental demonstration of the equivalence of the two approaches are presented. A study was made of the size distribution of heterotrophic activity, using time course measurements. It was found that the size distribution and the effect of sample filtration before radiolabeling were dependent on time of incubation. In principle, it was possible to ascribe these time dependences to differences in th specific growth rate and initial standing stock of the microbial assemblages. 33 references

Curriculum renewal: Alignment of introductory pharmacy practice experiences with didactic course content.

Science.gov (United States)

Nuffer, Wesley; Botts, Sheila; Franson, Kari; Gilliam, Eric; Knutsen, Randy; Nuffer, Monika; O'Brien, Elizabeth; Saseen, Joseph; Thompson, Megan; Vande Griend, Joseph; Willis, Robert

2017-11-01

The University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences (SSPPS) used the opportunity of curriculum renewal to integrate knowledge and skills learned from didactic courses into the introductory pharmacy practice experiences (IPPEs) occurring simultaneously. This paper describes and evaluates the meaningful application of course content into IPPEs, and evaluates the success using qualitative feedback. Students entering the renewed curriculum starting in fall 2012 were provided a list of pharmacy skills and activities from didactic course directors that reinforced course content for that semester. The skills and activities were to be completed during the students' IPPE visits in the community or health systems settings, depending on the program year and semester. Students successfully completed course assignments during their IPPE course program. Not all activities could be completed as designed, and many required modification, including simulated experiences. Feedback from faculty and preceptor members of the school's experiential education committee demonstrated that these activities were valuable and improved learning of course material, but were challenging to implement. A renewed curriculum that mapped course assignments for completion in experiential settings was successfully established, after some modifications. The program was modified at regular intervals to improve the ability of preceptors to complete these activities in their individual practice environment. A balance between the school providing guidance on what activities students should perform and allowing unstructured independent learning with the preceptor is needed for an optimal experience. Copyright © 2017 Elsevier Inc. All rights reserved.

The ICAP (Interactive Course Assignment Pages Publishing System

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Kim Griggs

2008-03-01

Full Text Available The ICAP publishing system is an open source custom content management system that enables librarians to easily and quickly create and manage library help pages for course assignments (ICAPs, without requiring knowledge of HTML or other web technologies. The system's unique features include an emphasis on collaboration and content reuse and an easy-to-use interface that includes in-line help, simple forms and drag and drop functionality. The system generates dynamic, attractive course assignment pages that blend Web 2.0 features with traditional library resources, and makes the pages easier to find by providing a central web page for the course assignment pages. As of December 2007, the code is available as free, open-source software under the GNU General Public License.

Female and Male Modes of Rhetoric in an Advanced Composition Course.

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Lamb, Catherine E.

A college composition course based on teaching the difference between male and female modes of rhetoric offers advantages over the traditional course in reference, persuasive, and expressive discourse: the appeal to student emotion provided by the terms "female" and "male," and the clarity of the terms in delineating the…

Evaluation von multimedialen e-Lernkursen zur Vorbereitung auf ein biochemisches Praktikum [Evaluation of multimedia e-Learning preparatory courses for a practial course in Biochemistry

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Rost, Birgit

2009-02-01

Full Text Available [english] The present study examined whether the application of multimedia learning courses is also suitable for preparing students for practical laboratory courses, both in terms of theory and practice. For this purpose, multimedia e-learning courses were provided and evaluated within the k-MED project. These courses were particularly tailored to the practical training in biochemistry, a mandatory course for third-semester students of medicine and dentistry in Marburg. Two weeks prior to the beginning of the practical course, one-half of the participants received the theoretical e-courses “lipid basics” and “lipid metabolism”, the other half was provided with the e-course “lipid methods”, which contained relevant laboratory techniques and digital guidance to the experiments. All participants were surveyed on user-friendliness and acceptance, and “hard” facts were collected with respect to success in learning for and attendance to the practical course. Assessment grades, test results, user-tracking data for the learning platform, and questionnaires were evaluated. Use of the e-courses led to a significant improvement in the level of achievement in terms of the assessment grades. Certain influencing factors, such as diligence or prior biochemical knowledge, were excluded by covariance analysis. The e-course led to improved levels of achievement in the practical training: groups to whom the methods course was provided made fewer experimental errors and needed less assistance from supervisors. Conclusion: e-learning courses cannot replace practical experience in laboratory courses; they can, however, as this extensive study shows, improve the level of achievement in classes by allowing more efficient preparation. Not only does this save time, but it also saves on expensive materials, relieves the burden on staff, and leads to a general improvement in teaching quality. [german] In der vorliegende Studie wurde untersucht, ob der

Computer-Mediated Education And Globalization - A Case Study On Cross-border Course "Globalization and Media"

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Luyan Li

2004-04-01

Full Text Available This paper studies computer mediated education in social science, in particular, communication studies. As universities in the United States build closer relationships with foreign universities, cross-border education becomes more feasible with the assistance of web technology. To illustrate how this can be done, a trial course Globalization and Media is offered to students in both China and US from a US university. In the first part of the online tutorial, it is mainly instructor-based as the theories in media effects and globalization are introduced to the students. In the second part, the course becomes more application-based as students are requested to accomplish two tasks: firstly, study one of their own countries' major media institutions and share their findings in the online discussion board of the course website. After intense discussions of the different structures and functions of media institutions from the two countries, students are asked to conduct content analysis of a newspaper of their own countries over one common issue, e.g., the coverage of Iraq war. Their findings are again posted on the course discussion broad. Through these exercises students are able to see both sides and have a deeper understanding of the differences of media systems from a global angle. With computer mediated teaching, people from different countries can effectively learn from and exchange viewpoints with each other, without physically moving from one place to another. However, because only those who are computer literate and proficient in English could benefit from it, this may further deepen the gap of digital divide and exacerbate the dilution of cultures in the developing countries. Another concern is that because the instructor and the students are not in the same room, and may not even access to the course materials at the same time, although this provides convenience for the students to set their own time and pace, it also requires tremendous

Moving forward: Revisiting the Spanish for High Beginners course

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Flavia Belpoliti

2015-08-01

Full Text Available This paper presents a case study on the redesign of a Spanish for High Beginners (SHB course at a large metropolitan university in Texas, USA. The first section presents a discussion on the diverse nature of students who can benefit from an intensive first-year Spanish course and the challenges that these learners’ mixed abilities pose for instruction. The second section describes the redesign process of the SHB course, including placement procedures, the Spanish Language Program sequence, and changes in the syllabus to integrate communicative and transcultural competences by implementing a combination of focused instruction, collaborative learning and task-based approaches. The last section introduces a short presentation of four activities implemented in the redesigned course, which provide paths for future development of advanced beginners’ integrative tasks. The final section focuses on the results of an exit survey measuring students’ perceptions of the course. The successful implementation of changes and its outcomes demonstrate that this course could be a relevant solution for Spanish programs at tertiary institutions with diverse populations, helping to solve challenges of placement, articulation, and time-to-graduation effectiveness.

Using lab notebooks to examine students' engagement in modeling in an upper-division electronics lab course

Science.gov (United States)

Stanley, Jacob T.; Su, Weifeng; Lewandowski, H. J.

2017-12-01

We demonstrate how students' use of modeling can be examined and assessed using student notebooks collected from an upper-division electronics lab course. The use of models is a ubiquitous practice in undergraduate physics education, but the process of constructing, testing, and refining these models is much less common. We focus our attention on a lab course that has been transformed to engage students in this modeling process during lab activities. The design of the lab activities was guided by a framework that captures the different components of model-based reasoning, called the Modeling Framework for Experimental Physics. We demonstrate how this framework can be used to assess students' written work and to identify how students' model-based reasoning differed from activity to activity. Broadly speaking, we were able to identify the different steps of students' model-based reasoning and assess the completeness of their reasoning. Varying degrees of scaffolding present across the activities had an impact on how thoroughly students would engage in the full modeling process, with more scaffolded activities resulting in more thorough engagement with the process. Finally, we identified that the step in the process with which students had the most difficulty was the comparison between their interpreted data and their model prediction. Students did not use sufficiently sophisticated criteria in evaluating such comparisons, which had the effect of halting the modeling process. This may indicate that in order to engage students further in using model-based reasoning during lab activities, the instructor needs to provide further scaffolding for how students make these types of experimental comparisons. This is an important design consideration for other such courses attempting to incorporate modeling as a learning goal.

Geophysics education on the Internet: Course production and assessment of our MOOC, "Deep Earth Science"

Science.gov (United States)

Okuda, Y.; Tazawa, K.; Sugie, K.; Sakuraba, H.; Hideki, M.; Tagawa, S.; Cross, S. J.

2016-12-01

Recently, massive open online courses (MOOC or MOOCs) have gained wide-spread attention as a new educational platform delivered via the internet. Many leading institutions all over the world have provided many fascinating MOOC courses in various fields. Students enrolled in MOOCs study their interested topic in a course not only by watching video lectures, reading texts, and answering questions, but also by utilizing interactive online tools such as discussion boards, Q&A sessions and peer assessments. MOOC is also gaining popularity as a way to do outreach activity and diffuse research results. Tokyo Institute of Technology provided its 1st MOOC, "Introduction to Deep Earth Science Part1" on edX, which is one of the largest MOOC providers. This four-week-long course was designed for 1st year college students and with two learning goals in this course; 1) to introduce students to the fascinating knowledge of solid Earth, 2) to provide an opportunity to use scientific thinking as well as to show how interesting and exciting science can be. This course contained materials such as 1) structure of inside of the Earth 2) internal temperature of the earth and how it is estimated and 3) chemical compositions and dynamics inside the earth. After the end of the provision of Part1, this course was re-made as "Introduction to Deep Earth Science"(so to speak, Part2) on the basis of opinions obtained from students who have attended our course and student teaching assistants (TA) who have run and produced this course. In this presentation, we will explain our MOOC making model, which is a team based course creation effort between the course instructor, Tokyo Tech Online Education Development Office (OEDO) staff and TA students. Moreover, we will share details and feedback of Part1 received from some of the 5000 enrolled students from 150 counties and regions, and report the implementation of Part2 in the light of challenges resulted from Part1.

Hyper-Realistic, Team-Centered Fleet Surgical Team Training Provides Sustained Improvements in Performance.

Science.gov (United States)

Hoang, Tuan N; Kang, Jeff; Siriratsivawong, Kris; LaPorta, Anthony; Heck, Amber; Ferraro, Jessica; Robinson, Douglas; Walsh, Jonathan

2016-01-01

The high-stress, fast-paced environment of combat casualty care relies on effective teamwork and communication which translates into quality patient care. A training course was developed for U.S. Navy Fleet Surgical Teams to address these aspects of patient care by emphasizing efficiency and appropriate patient care. An effective training course provides knowledge and skills to pass the course evaluation and sustain the knowledge and skills acquired over time. The course included classroom didactic hours, and hands-on simulation sessions. A pretest was administered before the course, a posttest upon completion, and a sustainment test 5 months following course completion. The evaluation process measured changes in patient time to disposition and critical errors made during patient care. Naval Base San Diego, with resuscitation and surgical simulations carried out within the shipboard medical spaces. United States Navy medical personnel including physicians of various specialties, corpsmen, nurses, and nurse anesthetists deploying aboard ships. Time to disposition improved significantly, 11 ± 3 minutes, from pretest to posttest, and critical errors improved by 4 ± 1 errors per encounter. From posttest to sustainment test, time to disposition increased by 3 ± 1, and critical errors decreased by 1 ± 1. This course showed value in improving teamwork and communication skills of participants, immediately upon completion of the course, and after 5 months had passed. Therefore, with ongoing sustainment activities within 6 months, this course can substantially improve trauma care provided by shipboard deployed Navy medical personnel to wounded service members. Published by Elsevier Inc.

Ethics in Providing Tourism Services by Travel Agents in Serbia

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Ivana Mišković

2012-07-01

Full Text Available This paper attempts to answer the usually neglected ethical questions of the interaction between tourism workers and participants in tourism movements and users of tourism services in general. Contact with numerous people in the work place, dynamic work with customers, continuous phone calls and stress due to constant responsibility, are just some of the conditions which tourism workers encounter on the daily basis and which sometimes make them ask themselves: Am I really able to do this job? Will their behaviour with each customer be ethical? Will they be able to hide from the customers their stress, nervousness and mental fatigue? Have all the employees in travel agencies attended the training courses in communication with customers, or does everything depend on their own decisions and home upbringing? Is it worth taking risk and putting agency`s reputation at stake? Which moral dilemmas do the tour guides encounter on the journeys? These are just some of the questions which will be put in the spotlight in this paper. The aim of this paper is to indicate the necessity to establish the codes of conduct for all professionals who are in direct contact with tourists

Feature selection for wearable smartphone-based human activity recognition with able bodied, elderly, and stroke patients.

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Nicole A Capela

Full Text Available Human activity recognition (HAR, using wearable sensors, is a growing area with the potential to provide valuable information on patient mobility to rehabilitation specialists. Smartphones with accelerometer and gyroscope sensors are a convenient, minimally invasive, and low cost approach for mobility monitoring. HAR systems typically pre-process raw signals, segment the signals, and then extract features to be used in a classifier. Feature selection is a crucial step in the process to reduce potentially large data dimensionality and provide viable parameters to enable activity classification. Most HAR systems are customized to an individual research group, including a unique data set, classes, algorithms, and signal features. These data sets are obtained predominantly from able-bodied participants. In this paper, smartphone accelerometer and gyroscope sensor data were collected from populations that can benefit from human activity recognition: able-bodied, elderly, and stroke patients. Data from a consecutive sequence of 41 mobility tasks (18 different tasks were collected for a total of 44 participants. Seventy-six signal features were calculated and subsets of these features were selected using three filter-based, classifier-independent, feature selection methods (Relief-F, Correlation-based Feature Selection, Fast Correlation Based Filter. The feature subsets were then evaluated using three generic classifiers (Naïve Bayes, Support Vector Machine, j48 Decision Tree. Common features were identified for all three populations, although the stroke population subset had some differences from both able-bodied and elderly sets. Evaluation with the three classifiers showed that the feature subsets produced similar or better accuracies than classification with the entire feature set. Therefore, since these feature subsets are classifier-independent, they should be useful for developing and improving HAR systems across and within populations.

Feature selection for wearable smartphone-based human activity recognition with able bodied, elderly, and stroke patients.

Science.gov (United States)

Capela, Nicole A; Lemaire, Edward D; Baddour, Natalie

2015-01-01

Human activity recognition (HAR), using wearable sensors, is a growing area with the potential to provide valuable information on patient mobility to rehabilitation specialists. Smartphones with accelerometer and gyroscope sensors are a convenient, minimally invasive, and low cost approach for mobility monitoring. HAR systems typically pre-process raw signals, segment the signals, and then extract features to be used in a classifier. Feature selection is a crucial step in the process to reduce potentially large data dimensionality and provide viable parameters to enable activity classification. Most HAR systems are customized to an individual research group, including a unique data set, classes, algorithms, and signal features. These data sets are obtained predominantly from able-bodied participants. In this paper, smartphone accelerometer and gyroscope sensor data were collected from populations that can benefit from human activity recognition: able-bodied, elderly, and stroke patients. Data from a consecutive sequence of 41 mobility tasks (18 different tasks) were collected for a total of 44 participants. Seventy-six signal features were calculated and subsets of these features were selected using three filter-based, classifier-independent, feature selection methods (Relief-F, Correlation-based Feature Selection, Fast Correlation Based Filter). The feature subsets were then evaluated using three generic classifiers (Naïve Bayes, Support Vector Machine, j48 Decision Tree). Common features were identified for all three populations, although the stroke population subset had some differences from both able-bodied and elderly sets. Evaluation with the three classifiers showed that the feature subsets produced similar or better accuracies than classification with the entire feature set. Therefore, since these feature subsets are classifier-independent, they should be useful for developing and improving HAR systems across and within populations.

Course Descriptions in Environmental Studies Part Two: Interdisciplinary Courses.

Science.gov (United States)

Dunlap, Riley; And Others

1984-01-01

Presents descriptions (syllabi, outlines, goals) of interdisciplinary environmental studies courses. Topic areas of these courses include: environmental sociology; human ecology (politics, institutions, and the environment); humans and the environment in historical perspective; environmental management; humans, hazards, and disasters; and other…

The implementation of case study with module-assisted to improve students' understanding on phytochemistry course

Science.gov (United States)

Julianto, Tatang Shabur; Fitriastuti, Dhina; Diniaty, Artina; Fauzi'ah, Lina; Arlianty, Widinda Normalia; Febriana, Beta Wulan; Muhaimin

2017-12-01

Phytochemistry is one of the course in Chemistry Department's curriculum which discusses about biosynthetic path of secondary metabolite compound in a plant, classification of secondary metabolite compound, isolation technique, and identification analysis. This course is expected to be able to bridge the generations of a nation that has expertise in managing the natural resources of Indonesian plants. In this research, it was evaluated the implementation of case study learning method towards students' understanding on phytochemistry course. The learning processes were conducted in 2 cycles i.e. before and after midterm. The first seven themes of materials before midterm were learned with case study method and the next seven themes of materials were studied with the same method with the module-assisted. The results showed that there was enhancement of students' understanding in class D that were obtained from comparison of midterm and final test. Contrarily, the students of class C have no significant enhancement. In addition, it was predicted that understanding enhancement was strongly influenced by the life skills and the motivation of students especially the academic skills aspect.

AIRCRAFT CONFLICTS RESOLUTION BY COURSE MANEUVERING

Directory of Open Access Journals (Sweden)

В. Харченко

2011-02-01

Full Text Available Enhancement of requirements for air traffic efficiency at increasing of flights intensity determines the necessity of development of new optimization methods for aircraft conflict resolutions. The statement of problem of optimal conflict resolutions at Cooperative Air Traffic Management was done. The method for optimal aircraft conflict  resolution by course maneuvering has been  developed. The method using dynamic programming provides planning of aircraft conflict-free trajectory with minimum length. The decomposition of conflict resolution process on phases and stages, definition of states, controls and recursive  equations for generation of optimal course control program were done. Computer modeling of aircraft conflict resolution by developed method was done

The Attitudes of Teacher Trainees Towards Life Knowledge and Social Studies Teaching Course

Directory of Open Access Journals (Sweden)

S. Gulec

2009-06-01

Full Text Available In Turkey, Social Studies programme basically aims to raise active and productive citizens. This means that teachers are going to inject philosophy of life to the students by means of social studies course. In order to carry out this responsibility, teachers and teachers-to-be should be accustomed to comprehension and learning processes of children and adolescents. By continuous self-improvement, the teachers should try to get more information on methods, materials and tools that can be used in the classroom. A course “Social Studies” gives importance to social behaviour in primary and high schools. This course is given to 1st, 2nd, 3rd grades as “General Life Knowledge” and 4th to 8th grades as “Social Studies”. This study aims to investigate the expectations and attitudes of social studies teachers-to-be towards General Life Knowledge and Social Studies Courses in Primary School Teaching Department. 185 students who had taken General Life Knowledge and Social Studies I and II are included in the study. A questionnaire consisting of 40 questions was used as an instrument. In order for this instrument to reflect the real thoughts and feelings of the students, the students are told not to indicate their names in the questionnaire. The students who had taken the questionnaire do not have any anxiety over failing or passing this course because they had already taken and done with these courses for two semesters. The gathered data were analysed in three dimensions: (i the content and method of General Life Knowledge and Social Studies Course; (ii the contribution of this course to individuals’ being good citizens and socialisation; (iii Social Studies perception level of Teachers-to-be. It is concluded that teachers-to-be think that the present course is necessary and important, the methods used in teaching social studies are sufficient, materials are not of sufficient amount; it is also indicated they are able to relate their social

Integrating Real-time Earthquakes into Natural Hazard Courses

Science.gov (United States)

Furlong, K. P.; Benz, H. M.; Whitlock, J. S.; Bittenbinder, A. N.; Bogaert, B. B.

2001-12-01

Natural hazard courses are playing an increasingly important role in college and university earth science curricula. Students' intrinsic curiosity about the subject and the potential to make the course relevant to the interests of both science and non-science students make natural hazards courses popular additions to a department's offerings. However, one vital aspect of "real-life" natural hazard management that has not translated well into the classroom is the real-time nature of both events and response. The lack of a way to entrain students into the event/response mode has made implementing such real-time activities into classroom activities problematic. Although a variety of web sites provide near real-time postings of natural hazards, students essentially learn of the event after the fact. This is particularly true for earthquakes and other events with few precursors. As a result, the "time factor" and personal responsibility associated with natural hazard response is lost to the students. We have integrated the real-time aspects of earthquake response into two natural hazard courses at Penn State (a 'general education' course for non-science majors, and an upper-level course for science majors) by implementing a modification of the USGS Earthworm system. The Earthworm Database Management System (E-DBMS) catalogs current global seismic activity. It provides earthquake professionals with real-time email/cell phone alerts of global seismic activity and access to the data for review/revision purposes. We have modified this system so that real-time response can be used to address specific scientific, policy, and social questions in our classes. As a prototype of using the E-DBMS in courses, we have established an Earthworm server at Penn State. This server receives national and global seismic network data and, in turn, transmits the tailored alerts to "on-duty" students (e-mail, pager/cell phone notification). These students are responsible to react to the alarm

Communication and the Intercultural Reentry; A Course Proposal.

Science.gov (United States)

Koester, Jolene

1984-01-01

Provides the rationale for and describes an interpersonal communication course designed for an individual returning to his or her native culture after completing an extended stay in a foreign culture. (PD)

Accuracy Improvement Capability of Advanced Projectile Based on Course Correction Fuze Concept

OpenAIRE

Elsaadany, Ahmed; Wen-jun, Yi

2014-01-01

Improvement in terminal accuracy is an important objective for future artillery projectiles. Generally it is often associated with range extension. Various concepts and modifications are proposed to correct the range and drift of artillery projectile like course correction fuze. The course correction fuze concepts could provide an attractive and cost-effective solution for munitions accuracy improvement. In this paper, the trajectory correction has been obtained using two kinds of course corr...

Meeting the Needs of Your Most Able Pupils: Physical Education and Sport [with CD-ROM]. Gifted and Talented Series

Science.gov (United States)

Morley, Dave; Bailey, Richard

2006-01-01

This book provides specific guidance on: (1) Recognising High Ability and Multiple Intelligences Planning; (2) Differentiation and Extension/ enrichment in P.E./Sports Studies; (3) Teacher Questioning Skills; (4) Support for More Able Pupils with Learning Difficulties (Dyslexics, ADHD, Sensory Impairment); (5) Homework Recording and Assessment;…

Anatomy of a Bible Course Curriculum.

Science.gov (United States)

Paterson, Frances R. A.

2003-01-01

Examines case law on the subject of Bible instruction in the public schools, offers a detailed analysis and critique of the National Council on Bible Curriculum in Public Schools curriculum, and provides suggestions for public schools contemplating adding a course on the Bible to their curricula. (Contains 89 references.) (Author/PKP)

Library-Labs-for-Science Literacy Courses.

Science.gov (United States)

Pestel, Beverly C.; Engeldinger, Eugene A.

1992-01-01

Describes two library-lab exercises the authors have incorporated into their college chemistry course. The first exercise introduces students to scientific information and familiarizes them with the tools for accessing it. The second provides a framework for evaluating the reliability of that information and addresses the criteria that should be…

Designing a Holistic Experiential MBA Course for 21st Century Leaders

Science.gov (United States)

Dixon, Deirdre

2014-01-01

With the plethora of MBA leadership courses, schools are examining ways to differentiate their programs and to provide tangible learning outcomes. MBA graduates want the knowledge skills and ability to make them successful in their chosen fields of endeavor. This paper outlines one holistic experiential MBA leadership course that challenges the…

Course Format Effects on Learning Outcomes in an Introductory Statistics Course

Science.gov (United States)

Sami, Fary

2011-01-01

The purpose of this study was to determine if course format significantly impacted student learning and course completion rates in an introductory statistics course taught at Harford Community College. In addition to the traditional lecture format, the College offers an online, and a hybrid (blend of traditional and online) version of this class.…

A Unique Civil Engineering Capstone Design Course

Directory of Open Access Journals (Sweden)

G Padmanabhan

2018-02-01

Full Text Available The North Dakota State University, USA, capstone course was developed as a unique model in response to the effort of the Accreditation Board of Engineering and Technology, USA, to streamline and improve design instruction in the curriculum and has steadily evolved to keep pace with the ever-changing technology and the expectations of the profession and the society we serve. A capstone design course by definition should be a design experience for students in the final year before graduation integrating all major design concepts they have learned up until then in the program. Carefully chosen real world projects with design content in all sub-disciplines of civil engineering are assigned in this team-taught course. Faculty and practicing professionals make presentations on design process; project management; leadership in an engineering environment; and public policy; global perspectives in engineering; and professional career and licensure. Practicing professionals also critique the final student presentations. Students work in teams with number of faculty serving as technical consultants, and a faculty mentor for each team to provide non-technical guidance and direction. The course requires students to demonstrate mastery of the curriculum and to work with others in a team environment. Course assessment includes evaluation of the final design, presentations, written technical reports, project design schedule, a project design journal, and reaction papers.

Student’s Perceptions on Simulation as Part of Experiential Learning in Approaches, Methods, and Techniques (AMT Course

Directory of Open Access Journals (Sweden)

Marselina Karina Purnomo

2017-03-01

Full Text Available Simulation is a part of Experiential Learning which represents certain real-life events. In this study, simulation is used as a learning activity in Approaches, Methods, and Techniques (AMT course which is one of the courses in English Language Education Study Program (ELESP of Sanata Dharma University. Since simulation represents the real-life events, it encourages students to apply the approaches, methods, and techniques being studied based on the real-life classroom. Several experts state that students are able to involve their personal experiences through simulation which additionally is believed to create a meaningful learning in the class. This study aimed to discover ELESP students’ perceptions toward simulation as a part of Experiential Learning in AMT course. From the findings, it could be inferred that students agreed that simulation in class was important for students’ learning for it formed a meaningful learning in class.  DOI: https://doi.org/10.24071/llt.2017.200104

An Introduction to Computing: Content for a High School Course.

Science.gov (United States)

Rogers, Jean B.

A general outline of the topics that might be covered in a computers and computing course for high school students is provided. Topics are listed in the order in which they should be taught, and the relative amount of time to be spent on each topic is suggested. Seven units are included in the course outline: (1) general introduction, (2) using…

Blended Learning Approach of the Flipped Model for Partograph Short Course

Directory of Open Access Journals (Sweden)

Linawati Linawati

2016-08-01

Full Text Available Crucial demand of professional and well-trained midwives, midwifery lecturers, general practitioner, and OBGYN in Indonesia could be fulfilled by providing effective learning process to them. Udayana University through its Distance Learning Centre has offered Partograph short course in order to respond the demand. The short course has implemented blended learning approach of the flipped classroom with international collaboration. The course was joint by participants from 11 countries through video conference.  The course was well designed, conducted follow Global Development Learning Network standard, and then it was evaluated.  The course yielded high impact to the participants which could be seen from the participants’ feedback. They testified that the course was marvelous, effective and informative. Finally the evaluation results showed that all components of the learning process have significant result to the overall learning quality which was shown by their correlation coefficients.

a Cognitive Approach to Teaching a Graduate-Level Geobia Course

Science.gov (United States)

Bianchetti, Raechel A.

2016-06-01

Remote sensing image analysis training occurs both in the classroom and the research lab. Education in the classroom for traditional pixel-based image analysis has been standardized across college curriculums. However, with the increasing interest in Geographic Object-Based Image Analysis (GEOBIA), there is a need to develop classroom instruction for this method of image analysis. While traditional remote sensing courses emphasize the expansion of skills and knowledge related to the use of computer-based analysis, GEOBIA courses should examine the cognitive factors underlying visual interpretation. This current paper provides an initial analysis of the development, implementation, and outcomes of a GEOBIA course that considers not only the computational methods of GEOBIA, but also the cognitive factors of expertise, that such software attempts to replicate. Finally, a reflection on the first instantiation of this course is presented, in addition to plans for development of an open-source repository for course materials.

Language courses

CERN Multimedia

2013-01-01

General and Professional French Courses: The next session will take place from 7 October to 13 December 2013. These courses are open to all persons working on the CERN site, and to their spouses. Oral Expression: This course is aimed for students with a good knowledge of French who want to enhance their speaking skills. Speaking activities will include discussions, meeting simulations, role-plays etc. The next session will take place from 7 October to 13 December 2013. Writing professional documents in French: These courses are designed for non-French speakers with a very good standard of spoken French. The next session will take place from 7 October to 13 December 2013. Cours d'anglais général et professionnel: La prochaine session se déroulera du 7 octobre 2013 au 31 janvier 2014 (interruption à Noël). Ces cours s'adressent à toute personne travaillant au CERN ainsi qu'à leur conjoint. Oral Expression: F...

Language courses

CERN Multimedia

2006-01-01

General and Professional English Courses The next session will take place from beginning of October 2006 to beginning of February 2007 (3 weeks break at Christmas).These courses are open to all persons working on the CERN site and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Tessa Osborne, tel.16 23 40. Oral Expression The next session will take place from beginning of October 2006 to beginning of February 2007 (3 weeks break at Christmas).This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc., depending on the needs of the students. Duration: 30 hours (2 hours a week) Price: 660 CHF (for a minimum of 8 students). Writing Professional Documents in English The next...

Evolving Roles For Teaching Assistants In Introductory Courses

Science.gov (United States)

Dunbar, R. W.; Egger, A. E.; Schwartz, J. K.

2008-12-01

As we bring new research-based learning approaches, curricular innovations, and student engagement practices into the introductory science classroom, expectations of teaching assistants (TAs) should have, and have, changed. Similarly, the 21st century teaching assistant has different expectations of us. Maintaining relevance in this context means bringing TAs into an integrated teaching team that supports effective learning for students and provides structured professional development opportunities for TAs. A number of support efforts on our campus, with counterparts at many other universities, seek to optimize the instructional impact of faculty and teaching assistants, thus opening the door to enhanced student engagement (e.g. the quality of effort students put forth, their persistence in science and/or engineering courses, and their perception of scientific relevance in everyday life). Among these efforts, School of Earth Sciences course development TAs work 1:1 in advance of the term with introductory course faculty to design exercises and course materials that meet clearly articulated student learning goals or pedagogical challenges. Throughout the process, TAs are mentored by the faculty as well as science pedagogy experts. Initially funded by a major teaching award, the School is now moving to institutionalize this successful program which has broadened the definition of the TA role. Another area of optimization, reflecting Shulman's concept of pedagogical content knowledge, is our campus mandate that TA development take place within a departmental, as well as general, context. Both Chemistry and Physics expect introductory course TAs to lead interactive, guided-inquiry or tutorial-style sections. Integrating these sections with lecture and positively reinforcing course goals requires TA buy-in and a set of pedagogical facilitation skills cultivated through course-specific training and active mentoring while teaching. To better support the mentoring process

Multi-Course Comparison of Traditional versus Web-Based Course Delivery Systems

Science.gov (United States)

Weber, J. Michael; Lennon, Ron

2007-01-01

The purpose of this paper is to measure and compare the effectiveness of a Web-based course delivery system to a traditional course delivery system. The results indicate that a web-based course is effective and equivalent to a traditional classroom environment. As with the implementation of all new technologies, there are some pros and cons that…

Development of a Hospital-based Massage Therapy Course at an Academic Medical Center.

Science.gov (United States)

Dion, Liza J; Cutshall, Susanne M; Rodgers, Nancy J; Hauschulz, Jennifer L; Dreyer, Nikol E; Thomley, Barbara S; Bauer, Brent

2015-03-01

Massage therapy is offered increasingly in US medical facilities. Although the United States has many massage schools, their education differs, along with licensure and standards. As massage therapy in hospitals expands and proves its value, massage therapists need increased training and skills in working with patients who have various complex medical concerns, to provide safe and effective treatment. These services for hospitalized patients can impact patient experience substantially and provide additional treatment options for pain and anxiety, among other symptoms. The present article summarizes the initial development and description of a hospital-based massage therapy course at a Midwest medical center. A hospital-based massage therapy course was developed on the basis of clinical experience and knowledge from massage therapists working in the complex medical environment. This massage therapy course had three components in its educational experience: online learning, classroom study, and a 25-hr shadowing experience. The in-classroom study portion included an entire day in the simulation center. The hospital-based massage therapy course addressed the educational needs of therapists transitioning to work with interdisciplinary medical teams and with patients who have complicated medical conditions. Feedback from students in the course indicated key learning opportunities and additional content that are needed to address the knowledge and skills necessary when providing massage therapy in a complex medical environment. The complexity of care in medical settings is increasing while the length of hospital stay is decreasing. For this reason, massage provided in the hospital requires more specialized training to work in these environments. This course provides an example initial step in how to address some of the educational needs of therapists who are transitioning to working in the complex medical environment.

Components of a Flipped Classroom Influencing Student Success in an Undergraduate Business Statistics Course

Science.gov (United States)

Shinaberger, Lee

2017-01-01

An instructor transformed an undergraduate business statistics course over 10 semesters from a traditional lecture course to a flipped classroom course. The researcher used a linear mixed model to explore the effectiveness of the evolution on student success as measured by exam performance. The results provide guidance to successfully implement a…

A Pharmacy Preregistration Course Using Online Teaching and Learning Methods

Science.gov (United States)

McDowell, Jenny; Marriott, Jennifer L.; Calandra, Angela; Duncan, Gregory

2009-01-01

Objective To design and evaluate a preregistration course utilizing asynchronous online learning as the primary distance education delivery method. Design Online course components including tutorials, quizzes, and moderated small-group asynchronous case-based discussions were implemented. Online delivery was supplemented with self-directed and face-to-face learning. Assessment Pharmacy graduates who had completed the course in 2004 and 2005 were surveyed. The majority felt they had benefited from all components of the course, and that online delivery provided benefits including increased peer support, shared learning, and immediate feedback on performance. A majority of the first cohort reported that the workload associated with asynchronous online discussions was too great. The course was altered in 2005 to reduce the online component. Participant satisfaction improved, and most felt that the balance of online to face-to-face delivery was appropriate. Conclusion A new pharmacy preregistration course was successfully implemented. Online teaching and learning was well accepted and appeared to deliver benefits over traditional distance education methods once workload issues were addressed. PMID:19777092

Reinventing the Wheel: One Program's Approach to Redesign of Didactic Courses.

Science.gov (United States)

Hudak, Nicholas M; Scott, Victoria; Spear, Sherrie B; Hills, Karen J

2015-12-01

Curriculum and course redesign are expected and intentional efforts in health professions education. For physician assistant (PA) education, ongoing program self-assessment is a required accreditation standard and may guide deliberate changes within curriculum. The purpose of this article is to describe one PA program’s approach to the redesign of 4 courses into 3 courses that span the entire didactic phase. Significant lessons learned include the importance of planning ahead, identifying key players, documenting the process as part of ongoing self-assessment, competency mapping, and being prepared to make real-time modifications and changes based on course evaluations and faculty feedback. Our approach and guiding principles to the successful redesign of the didactic courses may provide both established and new PA educational programs with useful methods to apply in their own unique curricula.

Drugs & the Brain: Case-based Instruction for an Undergraduate Neuropharmacology Course.

Science.gov (United States)

Nagel, Anastasia; Nicholas, Andrea

2017-01-01

In order to transform a traditional large non-majors general education (GE) neurobiology lecture (Drugs & the Brain) into an active learning course, we developed a series of directed mini-cases targeting major drug classes. Humorous and captivating case-based situations were used to better engage and motivate students to solve problems related to neuropharmacology and physiology. Here we provide directed cases, questions and learning outcomes for our opiates mini-cases. In addition, we describe how case studies were incorporated into our course and assessed using peer review and online quizzing. An in-depth analysis of the overall course transformation on student exam performance, opinions and instructor evaluations can be found in the JUNE article Don't Believe the Gripe! Increasing Course Structure in a Large Non-majors Neuroscience Course.

Elective course planning

DEFF Research Database (Denmark)

Kristiansen, Simon; Sørensen, Matias; Stidsen, Thomas Riis

2011-01-01

Efficient planning increasingly becomes an indispensable tool for management of both companies and public organizations. This is also the case for high school management in Denmark, because the growing individual freedom of the students to choose courses makes planning much more complex. Due...... to reforms, elective courses are today an important part of the curriculum, and elective courses are a good way to make high school education more attractive for the students. In this article, the problem of planning the elective courses is modeled using integer programming and three different solution...... for the Elective Course Planning Problem has been described in the literature before. The proposed algorithms are tested on data sets from 98 of the 150 high schools in Denmark. The tests show that for the majority of the problems, the optimal solution can be obtained within the one hour time bound. Furthermore...

Preparation of Engineering Students for Capstone Design Experience through a Microprocessors Course

Directory of Open Access Journals (Sweden)

Mohammed El-Abd

2017-11-01

Full Text Available This paper presents the outcomes of a developed methodology to handle the project component in a higher-level undergraduate course. The approach relies on providing the students the freedom to choose their own project area as well as the utilized technology. At the same time, the students have to follow certain regulation to allow for the creation of a semi-capstone experience. We illustrate how this approach has a positive effect, not only on the project outcomes at the course level, but also on the students’ performances in subsequent capstone courses. Data collected, over five consecutive course offerings, shows that this approach is an effective method to prepare engineering students for their senior design capstone courses.

Interphase FISH for BCR-ABL1 rearrangement on neutrophils: A decisive tool to discriminate a lymphoid blast crisis of chronic myeloid leukemia from a de novo BCR-ABL1 positive acute lymphoblastic leukemia.

Science.gov (United States)

Balducci, Estelle; Loosveld, Marie; Rahal, Ilhem; Boudjarane, John; Alazard, Emilie; Missirian, Chantal; Lafage-Pochitaloff, Marina; Michel, Gérard; Zattara, Hélène

2018-02-01

Discrimination between lymphoid blast crisis of chronic myeloid leukemia (CML) and de novo BCR-ABL1 positive acute lymphoblastic leukemia (ALL) represents a diagnostic challenge because this distinction has a major incidence on the management of patients. Here, we report an uncommon pediatric case of ALL with cryptic ins(22;9)(q11;q34q34) and p190-type BCR-ABL1 transcript. We performed interphase fluorescence in situ hybridization (FISH) for BCR-ABL1 rearrangement on blood neutrophils, which was positive consistent with the diagnosis of lymphoid blast crisis of CML. This case illustrates the major interest of interphase FISH for BCR-ABL1 rearrangement on blood neutrophils as a decisive method to discriminate a lymphoid blast crisis of CML from a de novo BCR-ABL1 positive ALL. Copyright © 2017 John Wiley & Sons, Ltd.

Legal Environment v. Business Law Courses: A Distinction without a Difference?

Science.gov (United States)

Miller, Carol J.; Crain, Susan J.

2011-01-01

The purpose of this article is to provide a content analysis and statistics on the law-related core course requirements in colleges of business to assist professors and administrators in making curriculum decisions. It examines the name of "undergraduate" law-based course requirements in the business core in 404 universities accredited by the…

The MBA Capstone Course: Building Theoretical, Practical, Applied, and Reflective Skills

Science.gov (United States)

Inamdar, Syeda Noorein; Roldan, Malu

2013-01-01

The capstone strategy course is used in many management education programs to provide practical business relevance as a means for students to transition to the business world. We conducted an empirical study to determine to what extent capstone strategy courses are teaching the following four skills that prepare students to meet business job…

Solving Relational Database Problems with ORDBMS in an Advanced Database Course

Science.gov (United States)

Wang, Ming

2011-01-01

This paper introduces how to use the object-relational database management system (ORDBMS) to solve relational database (RDB) problems in an advanced database course. The purpose of the paper is to provide a guideline for database instructors who desire to incorporate the ORDB technology in their traditional database courses. The paper presents…

Designing Online Management Education Courses Using the Community of Inquiry Framework

Science.gov (United States)

Weyant, Lee E.

2013-01-01

Online learning has grown as a program delivery option for many colleges and programs of business. The Community of Inquiry (CoI) framework consisting of three interrelated elements--social presence, cognitive presence, and teaching presences--provides a model to guide business faculty in their online course design. The course design of an online…

Mathematica with a Numerical Methods Course

Science.gov (United States)

Varley, Rodney

2003-04-01

An interdisciplinary "Numerical Methods" course has been shared between physics, mathematics and computer science since 1992 at Hunter C. Recently, the lectures and workshops for this course have become formalized and placed on the internet at http://www.ph.hunter.cuny.edu (follow the links "Course Listings and Websites" >> "PHYS385 (Numerical Methods)". Mathematica notebooks for the lectures are available for automatic download (by "double clicking" the lecture icon) for student use in the classroom or at home. AOL (or Netscape/Explorer) can be used provided Mathematica (or the "free" MathReader) has been made a "helper application". Using Mathematica has the virtue that mathematical equations (no LaTex required) can easily be included with the text and Mathematica's graphing is easy to use. Computational cells can be included within the notebook and students may easily modify the calculation to see the result of "what if..." questions. Homework is sent as Mathematica notebooks to the instructor via the internet and the corrected workshops are returned in the same manner. Most exam questions require computational solutions.

Beyond Assessment: Conducting Theoretically Grounded Research on Service-Learning in Gerontology Courses.

Science.gov (United States)

Kruger, Tina M; Pearl, Andrew J

2016-01-01

Service-learning is a useful pedagogical tool and high-impact practice, providing multiple benefits. Gerontology (and other) courses frequently include service-learning activities but lack theory-based, intentional research on outcomes. Here, the authors define service-learning and contextualize it in higher education, provide an overview of research and assessment in service-learning and gerontology courses, demonstrate the shortcomings of program evaluations, and offer suggestions for future research to advance and generate theory.

Development of a supervisory skills course for hospital pharmacy workplaces.

Science.gov (United States)

Woloschuk, Donna M M; Raymond, Colette B

2010-07-01

Many Canadian hospital pharmacies are experiencing difficulties recruiting supervisory personnel. It was expected that, through a "learning-by-doing" course, pharmacy staff would learn to apply basic skills in the day-to-day supervision of pharmacy operations and human resources and to apply the principles of supervisory documentation. A supervisory skills course targeted to pharmacy staff members was developed and implemented by the pharmacy department of a large urban health region. The course was initially offered to practising pharmacy technicians. The course design emphasized a constructivist framework incorporating authentic learning and reflective practice during seminars, with experiential and self-directed learning in the workplace. Preceptors assisted learners to achieve the course goals. Learners and preceptors provided feedback about hours spent (as the course progressed) and about their satisfaction with the course itself (at the end of the course). Learners and preceptors completed a post-program evaluation 2 months after completing the course to help in the assessment of the transfer of learning (lasting impact) associated with the course. Overall performance in the course was assessed on a pass/fail basis. Eighteen pharmacy technicians were admitted to the program, but one withdrew because of a job change. All learners successfully completed the course. Two months after the course, learners and preceptors described enhanced organization, time management, leadership, communication, and conflict-resolution skills on the part of learners, as well as their increased confidence, maturity, and ability to supervise staff. Learners' evaluations revealed a broadened perspective of pharmacy. The preceptors valued the enhancement of learners' skills and their increased enthusiasm. At the time of writing, 6 of the participants had secured supervisory positions. Creating formal instruction that engages pharmacy staff to pursue management positions is challenging

A Management Development Course for Physicians

Science.gov (United States)

Plovnick, Mark S.; And Others

1977-01-01

Developed and tested by the Health Management Project at the MIT Sloan School of Management, this course was designed to provide a more accurate understanding of the relevance and usefulness of management education to physicians and to train physicians in some basic management skills. Its content and field tests are described. (LBH)

Multivariate Analysis of Students' Performance in Math Courses and Specific Engineering Courses

OpenAIRE

H. Naccache; R. Hleiss

2016-01-01

The aim of this research is to study the relationship between the performance of engineering students in different math courses and their performance in specific engineering courses. The considered courses are taken mainly by engineering students during the first two years of their major. Several factors are being studied, such as gender and final grades in the math and specific engineering courses. Participants of this study comprised a sample of more than thousands of engineering students a...

c-Abl inhibitors enable insights into the pathophysiology and neuroprotection in Parkinson’s disease

Directory of Open Access Journals (Sweden)

Dan Lindholm

2016-10-01

Full Text Available Parkinson’s disease (PD is a progressive neurodegenerative disorder causing movement disabilities and several non-motor symptoms in afflicted patients. Recent studies in animal models of PD and analyses of brain specimen from PD patients revealed an increase in the level and activity of the non-receptor tyrosine kinase Abelson (c-Abl in dopaminergic neurons with phosphorylation of protein substrates, such as α-synuclein and the E3 ubiquitin ligase, Parkin. Most significantly inhibition of c-Abl kinase activity by small molecular compounds used in the clinic to treat human leukemia have shown promising neuroprotective effects in cell and animal models of PD. This has raised hope that similar beneficial outcome may also be observed in the treatment of PD patients by using c-Abl inhibitors. Here we highlight the background for the current optimism, reviewing c-Abl and its relationship to pathophysiological pathways prevailing in PD, as well as discussing issues related to the pharmacology and safety of current c-Abl inhibitors. Clearly more rigorously controlled and well-designed trials are needed before the c-Abl inhibitors can be used in the neuroclinic to possibly benefit an increasing number of PD patients.

Inhibitory effect of PTD-OD-HA fusion protein on Bcr-Abl in K562 cells

Directory of Open Access Journals (Sweden)

Miao GAO

2012-10-01

Full Text Available Objective　To study the transduction dynamics, location of PTD-OD-HA fusion protein and its interaction with Bcr-Abl oncoprotein in K562 cell lines, and explore the influence of PTD-OD-HA fusion protein on oligomerization and tyrosine kinase activity of Bcr-Abl. Methods　PTD-OD-HA fusion protein was labeled with FITC and co-cultured with K562 cells. The transduction efficiency of labeled PTD-OD-HA at different doses and time intervals was observed under fluorescence microscope. The location of labeled PTD-OD-HA fusion protein in K562 cells was detected by confocal microscopy. The interaction of PTD-OD-HA fusion protein with Bcr-Abl oncoprotein was confirmed by coimmunoprecipitation. The phosphorylation of Bcr-Abl oncoprotein was detected by Western blotting. Results　PTD-OD-HA fusion protein labeled with FITC was transduced into K562 cells in a dose- and time-dependent manner. PTD-OD-HA fusion protein was located in the cytoplasm of K562 cells and was consistent with the location of Bcr-Abl oncoprotein. The interaction of PTD-OD-HA fusion protein with Bcr-Abl oncoprotein was proved in K562 cells. This interaction could interrupt the homologous oligomerization of Bcr-Abl oncoprotein and reduce the phosphorylation of Bcr-Abl oncoprotein. Conclusion　PTD-OD-HA fusion protein could be transduced into K562 cells efficiently, inhibit the oligomerization and reduce the phosphorylation of Bcr-Abl oncoprotein.