Integrated surgical academic training in the UK: a cross-sectional survey.

Science.gov (United States)

Blencowe, Natalie S; Glasbey, James C; McElnay, Philip J; Bhangu, Aneel; Gokani, Vimal J; Harries, Rhiannon L

2017-10-01

This study aimed to explore variations in the provision of integrated academic surgical training across the UK. This is an online cross-sectional survey (consisting of 44 items with a range of free-text, binomial and 5-point Likert scale responses) developed by the Association of Surgeons in Training. A self-reported survey instrument was distributed to academic surgical trainees across the UK (n=276). 143 (51.9%) responses were received (81% male, median age: 34 years), spanning all UK regions and surgical specialties. Of the 143 trainees, 29 were core trainees (20.3%), 99 were specialty trainees (69.2%) and 15 (10.5%) described themselves as research fellows. The structure of academic training varied considerably, with under a third of trainees receiving guaranteed protected time for research. Despite this, however, 53.1% of the respondents reported to be satisfied with how their academic training was organised. Covering clinical duties during academic time occurred commonly (72.7%). Although most trainees (n=88, 61.5%) met with their academic supervisor at least once a month, six (4.2%) never had an academic supervisory meeting. Most trainees (n=90, 62.9%) occupied a full-time rota slot and only 9.1% (n=13) described their role as 'supernumerary'. Although 58.7% (n=84) of the trainees were satisfied with their clinical competence, 37.8% (n=54) felt that clinical time focused more on service provision than the acquisition of technical skills. 58 (40.6%) had experienced some form of negative sentiment relating to their status as an academic trainee. Integrated academic training presents unique challenges and opportunities within surgery. This survey has identified variation in the quality of current programmes, meaning that the future provision of integrated surgical academic training should be carefully considered. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is

Academic Training: A walk through the LHC injector chain

CERN Multimedia

Françoise Benz

2005-01-01

2004-2005 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 21, 22, 23 March from 11.00 to 12.00 hrs - Main Auditorium, bldg. 500 A walk through the LHC injector chain M. BENEDIKT, P. COLLIER, K. SCHINDL /CERN-AB Proton linac, PS Booster, PS, SPS and the two transfer channels from SPS to LHC are used for LHC proton injection. The lectures will review the features of these faithful machines and underline the modifications required for the LHC era. Moreover, an overview of the LHC lead ion injector scheme from the ion source through ion linac, LEIR, PS and SPS right to the LHC entry will be given. The particular behaviour of heavy ions in the LHC will be sketched and the repercussions on the injectors will be discussed. ENSEIGNEMENT ACADEMIQUE ACADEMIC TRAINING Françoise Benz 73127 academic.training@cern.ch

ACADEMIC TRAINING LECTURES-QUESTIONNAIRE: SUGGEST AND WIN!

CERN Multimedia

2003-01-01

Its time to plan for the 2003-2004 lecture series. From today until April 25 you have the chance to give your contribution to planning for next year's Academic Training Lectures Series. At the web site : http://cern.ch/Academic.Training/questionnaire you will find questionnaires proposing topics in high energy physics, applied physics and science and society. Answering the questionnaire will help ensure that the selected topics are as close as possible to your interests. In particular requests and comments from students will be much appreciated. To encourage your contribution, the AT Committee will reward one lucky winner with a small prize, a 50 CHF coupon for a book purchase at the CERN bookshop.

ACADEMIC TRAINING LECTURES-QUESTIONNAIRE: SUGGEST AND WIN !

CERN Multimedia

2003-01-01

Its time to plan for the 2003-2004 lecture series. From today until April 25 you have the chance to give your contribution to planning for next year's Academic Training Lectures Series. At the web site : http://cern.ch/Academic.Training/questionnaire you will find questionnaires proposing topics in high energy physics, applied physics and science and society. Answering the questionnaire will help ensure that the selected topics are as close as possible to your interests. In particular requests and comments from students will be much appreciated. To encourage your contribution, the AT Committee will reward one lucky winner with a small prize, a 50 CHF coupon for a book purchase at the CERN bookshop.

Academic Training Lectures Want to ASK for something? Then ANSWER the questionnaire!

CERN Multimedia

2001-01-01

The Academic Training questionnaire for 2001 is now available on the Web, so if there's a course you think that's missing, now's your chance to ask for it. The questionnaire is your opportunity to give feedback - positive or negative - to the Academic Training Committee, and its an opportunity to make sure the programme is best adapted to CERN's needs. There can't be many at CERN who have never attended an Academic Training lecture. Their subject matter ranges far and wide, making sure that there's something for everyone. Perhaps there are courses that you'd have liked to have followed, but you didn't have the time. Maybe the timetable wasn't compatible with your work schedule, or maybe there's a course you need that isn't on offer. Whatever your concern about Academic Training, the on-line questionnaire is there to let you discuss your concerns with the course organisers. Academic Training has been part of life at CERN since the early 1960s, with short lecture series on topics in high energy physics and rela...

Early detection of factual knowledge deficiency and remediation in otolaryngology residency education.

Science.gov (United States)

Platt, Michael P; Davis, Elizabeth M; Grundfast, Kenneth; Grillone, Gregory

2014-08-01

Within otolaryngology residency training, the annual Otolaryngology Training Examination (OTE) is the primary method used to assess, quantify, and compare the factual knowledge acquired by each resident. The objective of this study was to develop a more frequent method for tracking of factual knowledge to prevent educational delay. Retrospective analysis of educational scores. For each didactic lecture within a single otolaryngology residency training program, multiple choice questions were provided before and after each lecture. Questions were based on lecture objectives that were derived from the American Board of Otolaryngology curriculum. Scores were tracked over the course of 1 academic year and compared to the scores of residents on the OTE administered in that year to determine correlation with a validated measure of factual knowledge. The effect of remedial measures on improvement in OTE scores was determined. Over the course of 1 academic year, there were 328 questions presented to 12 residents before and after 32 lectures in the didactic program. Ten residents completed an average of 244 questions. Overall OTE scores demonstrated a significant and very strong correlation to lecture question scores (Pearson r = 0.86, P = .002). Remedial measures for residents during the previous 5 years who had inadequate OTE scores were successful in improving scores (P = .002). A structured didactic program that uses review questions to assess knowledge can be used to track acquisition of factual knowledge. Early identification of residents with deficiencies facilitates the development of individualized learning plans that result in successful remediation. © 2014 The American Laryngological, Rhinological and Otological Society, Inc.

Does Formal Research Training Lead to Academic Success in Plastic Surgery? A Comprehensive Analysis of U.S. Academic Plastic Surgeons.

Science.gov (United States)

Lopez, Joseph; Ameri, Afshin; Susarla, Srinivas M; Reddy, Sashank; Soni, Ashwin; Tong, J W; Amini, Neda; Ahmed, Rizwan; May, James W; Lee, W P Andrew; Dorafshar, Amir

2016-01-01

It is currently unknown whether formal research training has an influence on academic advancement in plastic surgery. The purpose of this study was to determine whether formal research training was associated with higher research productivity, academic rank, and procurement of extramural National Institutes of Health (NIH) funding in plastic surgery, comparing academic surgeons who completed said research training with those without. This was a cross-sectional study of full-time academic plastic surgeons in the United States. The main predictor variable was formal research training, defined as completion of a postdoctoral research fellowship or attainment of a Doctor of Philosophy (PhD). The primary outcome was scientific productivity measured by the Hirsh-index (h-index, the number of publications, h that have at least h citations each). The secondary outcomes were academic rank and NIH funding. Descriptive, bivariate, and multiple regression statistics were computed. A total of 607 academic surgeons were identified from 94 Accreditation Council for Graduate Medical Education-accredited plastic surgery training programs. In all, 179 (29.5%) surgeons completed formal research training. The mean h-index was 11.7 ± 9.9. And, 58 (9.6%) surgeons successfully procured NIH funding. The distribution of academic rank was the following: endowed professor (5.4%), professor (23.9%), associate professor (23.4%), assistant professor (46.0%), and instructor (1.3%). In a multiple regression analysis, completion of formal research training was significantly predictive of a higher h-index and successful procurement of NIH funding. Current evidence demonstrates that formal research training is associated with higher scientific productivity and increased likelihood of future NIH funding. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

ACADEMIC TRAINING LECTURES QUESTIONNAIRE: SUGGEST AND WIN!

CERN Multimedia

Academic Training; Tel. 73127

2001-01-01

Time to plan for the 2001-02 lecture series. From today until April 9 you have the chance to give your contribution to improved planning for next year's Academic Training Lectures Series. At the web site: http://wwwinfo/support/survey/academic-training/ you will find questionnaires concerning the following different categories: high energy physics, applied physics, science and society and post-graduate students lectures. Answering the questionnaire will help ensure that the selected topics are as close as possible to your interests. In particular requests and comments from students will be much appreciated. To encourage your contribution, the AT Committee will reward one lucky winner with a small prize, a 50 CHF coupon for a book purchase at CERN bookshop.

Undergraduate Medical Academic Performance is Improved by Scientific Training

Science.gov (United States)

Zhang, Lili; Zhang, Wei; Wu, Chong; Liu, Zhongming; Cai, Yunfei; Cao, Xingguo; He, Yushan; Liu, Guoxiang; Miao, Hongming

2017-01-01

The effect of scientific training on course learning in undergraduates is still controversial. In this study, we investigated the academic performance of undergraduate students with and without scientific training. The results show that scientific training improves students' test scores in general medical courses, such as biochemistry and…

Academic training: QCD: are we ready for the LHC

CERN Multimedia

2006-01-01

2006-2007 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 4, 5, 6, 7 December, from 11:00 to 12:00 4, 5, 6 December - Main Auditorium, bldg. 500, 7 December - TH Auditorium, bldg. 4 - 3-006 QCD: are we ready for the LHC S. FRIXIONE / INFN, Genoa, Italy The LHC energy regime poses a serious challenge to our capability of predicting QCD reactions to the level of accuracy necessary for a successful programme of searches for physics beyond the Standard Model. In these lectures, I'll introduce basic concepts in QCD, and present techniques based on perturbation theory, such as fixed-order and resummed computations, and Monte Carlo simulations. I'll discuss applications of these techniques to hadron-hadron processes, concentrating on recent trends in perturbative QCD aimed at improving our understanding of LHC phenomenology. ENSEIGNEMENT ACADEMIQUE ACADEMIC TRAINING Françoise Benz 73127 academic.training@cern.ch If you wish to participate in one of the following courses, please tell to your supervisor and apply ...

Undergraduate medical academic performance is improved by scientific training.

Science.gov (United States)

Zhang, Lili; Zhang, Wei; Wu, Chong; Liu, Zhongming; Cai, Yunfei; Cao, Xingguo; He, Yushan; Liu, Guoxiang; Miao, Hongming

2017-09-01

The effect of scientific training on course learning in undergraduates is still controversial. In this study, we investigated the academic performance of undergraduate students with and without scientific training. The results show that scientific training improves students' test scores in general medical courses, such as biochemistry and molecular biology, cell biology, physiology, and even English. We classified scientific training into four levels. We found that literature reading could significantly improve students' test scores in general courses. Students who received scientific training carried out experiments more effectively and published articles performed better than their untrained counterparts in biochemistry and molecular biology examinations. The questionnaire survey demonstrated that the trained students were more confident of their course learning, and displayed more interest, motivation and capability in course learning. In summary, undergraduate academic performance is improved by scientific training. Our findings shed light on the novel strategies in the management of undergraduate education in the medical school. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(5):379-384, 2017. © 2017 The International Union of Biochemistry and Molecular Biology.

Objective Assessment of General Surgery Residents Followed by Remediation.

Science.gov (United States)

Gas, Becca L; Buckarma, EeeLN H; Mohan, Monali; Pandian, T K; Farley, David R

Surgical training programs often lack objective assessment strategies. Complicated scheduling characteristics frequently make it difficult for surgical residents to undergo formal assessment; actually having the time and opportunity to remediate poor performance is an even greater problem. We developed a novel methodology of assessment for residents and created an efficient remediation system using a combination of simulation, online learning, and self-assessment options. Postgraduate year (PGY) 2 to 5 general surgery (GS) residents were tested in a 5 station, objective structured clinical examination style event called the Surgical X-Games. Stations were 15 minutes in length and tested both surgical knowledge and technical skills. Stations were scored on a scale of 1 to 5 (1 = Fail, 2 = Mediocre, 3 = Pass, 4 = Good, and 5 = Stellar). Station scores ≤ 2 were considered subpar and required remediation to a score ≥ 4. Five remediation sessions allowed residents the opportunity to practice the stations with staff surgeons. Videos of each skill or test of knowledge with clear instructions on how to perform at a stellar level were offered. Trainees also had the opportunity to checkout take-home task trainers to practice specific skills. Residents requiring remediation were then tested again in-person or sent in self-made videos of their performance. Academic medical center. PGY2, 3, 4, and 5 GS residents at Mayo Clinic in Rochester, MN. A total of, 35 residents participated in the Surgical X-Games in the spring of 2015. Among all, 31 (89%) had scores that were deemed subpar on at least 1 station. Overall, 18 (58%) residents attempted remediation. All 18 (100%) achieved a score ≥ 4 on the respective stations during a makeup attempt. Overall X-Games scores and those of PGY2s, 3s, and 4s were higher after remediation (p remediation. Despite difficulties with training logistics and busy resident schedules, it is feasible to objectively assess most GS trainees and

Academic Training: Technological challenges for LHC experiments, the CMS example

CERN Multimedia

Françoise Benz

2005-01-01

2004-2005 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 28 February, 1, 2, 3 & 4 March from 11.00 to 12.00 hrs - Main Auditorium, bldg. 500 Technological challenges for LHC experiments, the CMS example by P. SPHICAS/CERN-PH, G. DISSERTORI/ETH, Zürich, Ch. M. MANNELLI/CERN-PH, G. HALL/Imperial College, London. GB, P. FABBRICATORE/INFN, Genova, I Monday 28 February Design principles and performances of CMS P. Sphicas/CERN-PH Tuesday 1st March Crystal calorimetry in LHC environment G. Dissertori/ETH Zürich, CH Wednesday 2 March Silicon tracking in LHC environment M. Mannelli/CERN-PH Thursday 3 March Radhard fast electronics for LHC experiments G. Hall/Imperial College London, GB Friday 4 March Design principles of thin high field superconducting solenoids P. Fabbricatore/INFN Genova, I ENSEIGNEMENT ACADEMIQUE ACADEMIC TRAINING Françoise Benz 73127 academic.training@cern.ch

[Survey among academic teachers about psychiatric training in France].

Science.gov (United States)

van Effenterre, A; Hanon, C; Llorca, P-M

2014-06-01

Given the results of resident psychiatrists' surveys conducted in France over the past 3 years, it has become essential to also examine the opinion of the academic psychiatrists in charge of psychiatry education. To study the teachers point of view on psychiatric training in France, the weaknesses and strengths of the training, recent improvements and problems, and to compare their opinion with that of the residents. A survey was conducted in April 2012 among 125 academic teachers professors hospital practitioners (PU-PH), in child & adolescent psychiatry and adult psychiatry. An anonymous online questionnaire including seven parts and three open questions was sent to the PU-PH. The questionnaire was answered by 79/125 psychiatric PU-PH (63%). Results show that a majority of PU-PH (78%) were willing to maintain a single training pathway including adult psychiatry and child psychiatry with a single diploma, with the addition of a DESC (specific and additional Diploma) in forensic psychiatry (72%) and old age psychiatry (62%). Almost all respondents suggested the implementation of an assessment of teaching and a formal mentorship program. Some aspects of training included more controversial issues: such as the length of the training, the opening of training to private practice physicians, or the European harmonization. The survey stressed some areas of improvement: such training in psychotherapy and research, access to supervision as well as barriers to improved training including an insufficient number of academic practitioners. Compared with other surveys, it emphasized that in addition to the need of diversifying the theoretical (thematic, interactive media and teaching, teachers, etc.) and the practical aspect (training sites), it is essential according to trainees and PU-PH, to implement an efficient supervision during residency. Copyright © 2013 L’Encéphale, Paris. Published by Elsevier Masson SAS. All rights reserved.

The effect of assertiveness training on student's academic anxiety.

Science.gov (United States)

Mohebi, S; Sharifirad, G H R; Shahsiah, M; Botlani, S; Matlabi, M; Rezaeian, M

2012-03-01

Academic anxiety is an important educational problem that affects millions of students in colleges and schools over the world each year. Although a low level of anxiety can cause positive motivation for improvement of educational functioning, high levels of it can cause a disturbance in concentration, attention, storage of knowledge, recall and educational reduction. It has also been recently determined that there is a relationship between anxiety and assertiveness. Therefore, this study is an attempt to determine the effect of assertiveness training on reducing anxiety levels in pre-college academic students in Gonabad city in 2008. In this clinical trial study, all the pre-college students of Gonabad city were invited to participate and 89 students were divided into experimental and control groups. There were 3 questionnaires, namely demographic, academic anxiety and assertiveness Rathus questionnaires in which the validity and reliability were calculated and approved. The intervention for the experimental group was 5 sessions of assertiveness training using the PRECEDE model and 1 session for parents and teachers to help and support the intervention program. We had a post-test 8 weeks after the last training session for each group was conducted. The data was analyzed by SPSS. The results showed that anxiety levels and decisiveness in the target group were moderate to high and it is seen as a significant reverse relationship between these two factors (r = -0.69 and p anxiety decrease in the experimental group after the intervention. On the one hand, there was a significant increase in decisiveness for both groups, but there was not a significant difference between academic anxiety and assertiveness in the control group.before and after the intervention. Due to a significant decrease in anxiety and increased decisiveness in the experimental group, it can be claimed that assertiveness training is an effective non-pharmacological method for reducing academic anxiety

Academic Training: A walk through the LHC injector chain

CERN Document Server

Françoise Benz

2005-01-01

2004-2005 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 14, 15, 16 February from 11.00 to 12.00 hrs - Main Auditorium, bldg. 500 A walk through the LHC injector chain M. BENEDIKT, P. COLLIER, K. SCHINDL /CERN-AB Proton linac, PS Booster, PS, SPS and the two transfer channels from SPS to LHC are used for LHC proton injection. The lectures will review the features of these faithful machines and underline the modifications required for the LHC era. Moreover, an overview of the LHC lead ion injector scheme from the ion source through ion linac, LEIR, PS and SPS right to the LHC entry will be given. The particular behaviour of heavy ions in the LHC will be sketched and the repercussions on the injectors will be discussed. ENSEIGNEMENT ACADEMIQUE ACADEMIC TRAINING Françoise Benz 73127 academic.training@cern.ch If you wish to participate in one of the following courses, please discuss with your supervisor and apply electronically directly from the course description pages that can be found on...

Tank waste remediation system dangerous waste training plan

International Nuclear Information System (INIS)

POHTO, R.E.

1999-01-01

This document outlines the dangerous waste training program developed and implemented for all Treatment, Storage, and Disposal (TSD) Units operated by Lockheed Martin Hanford Corporation (LMHC) Tank Waste Remediation System (TWRS) in the Hanford 200 East, 200 West and 600 Areas and the <90 Day Accumulation Area at 209E. Operating TSD Units operated by TWRS are: the Double-Shell Tank (DST) System (including 204-AR Waste Transfer Building), the 600 Area Purgewater Storage and the Effluent Treatment Facility. TSD Units undergoing closure are: the Single-Shell Tank (SST) System, 207-A South Retention Basin, and the 216-B-63 Trench

Remediation of spatial processing disorder (SPD).

Science.gov (United States)

Graydon, Kelley; Van Dun, Bram; Tomlin, Dani; Dowell, Richard; Rance, Gary

2018-05-01

To determine the efficacy of deficit-specific remediation for spatial processing disorder, quantify effects of remediation on functional listening, and determine if remediation is maintained. Participants had SPD, diagnosed using the Listening in Spatialised Noise-Sentences test. The LiSN and Learn software was provided as auditory training. Post-training, repeat LiSN-S testing was conducted. Questionnaires pre- and post-training acted as subjective measures of remediation. A late-outcome assessment established long-term effects of remediation. Sixteen children aged between 6;3 [years; months] and 10;0 completed between 20 and 146 training games. Post-training LiSN-S improved in measures containing spatial cues (p ≤ 0.001) by 2.0 SDs (3.6 dB) for DV90, 1.8 SDs for SV90 (3.2 dB), 1.4 SDs for spatial advantage (2.9 dB) and 1.6 SDs for total advantage (3.3 dB). Improvement was also found in the DV0 condition (1.4 dB or 0.5 SDs). Post-training changes were not significant in the talker advantage measure (1.0 dB or 0.4 SDs) or the SV0 condition (0.3 dB or 0.1 SDs). The late-outcome assessment demonstrated improvement was maintained. Subjective improvement post-remediation was observed using the parent questionnaire. Children with SPD had improved ability to utilise spatial cues following deficit-specific remediation, with the parent questionnaire sensitive to remediation. Effects of the remediation also appear to be sustained.

Does Academic Training Change Intentions? Drawing upon the Theory of Planned Behaviour to Improve Academic Performance

Science.gov (United States)

Hodge, Brad; Wright, Brad; Bennett, Pauleen

2017-01-01

In order to improve transfer following training, it is important to understand what the training alters for each individual. We sought to develop a better understanding of the underlying mechanisms implicated in successful training. A questionnaire modelled on the Theory of Planned Behaviour (ToPB) was used to compare two distinct, academic skills…

Remediation: Higher Education's Bridge to Nowhere

Science.gov (United States)

Complete College America, 2012

2012-01-01

The intentions were noble. It was hoped that remediation programs would be an academic bridge from poor high school preparation to college readiness. Sadly, remediation has become instead higher education's "Bridge to Nowhere." This broken remedial bridge is travelled by some 1.7 million beginning students each year, most of whom will…

Semiotics in Academic Training of Culturologists

Science.gov (United States)

Makhlina, S. T.

2016-01-01

The article puts under the scrutiny the problem of academic training of semiotics as a part of higher education in Russia. An author provides an overview of the origins of semiotic science, its place within humanities and culture studies, paying a special attention to a historical and modern situation in Russia. An important role of semiotic…

Academic Training - Tevatron: studying pp collisions at the highest energy

CERN Multimedia

2006-01-01

ACADEMIC TRAINING LECTURE SERIES 15, 16, 17, 18 May Main Auditorium, bldg. 500 on 15, 16, 17 May - Council Chamber on 18 May Physics at the Tevatron B. HEINEMANN, Univ. of Liverpool, FERMILAB Physics Results from the Tevatron The Tevatron proton-antiproton collider at Fermilab in the US is currently the world's highest energy collider. At the experiments CDF and D0 a broad physics programme is being pursued, ranging from flavour physics via electroweak precision measurements to searches for the Higgs boson and new particles beyond the Standard Model. In my lecture I will describe some of the highlight measurements in the flavour, electroweak and searches sectors, and the experimental techniques that are used. ENSEIGNEMENT ACADEMIQUE ACADEMIC TRAINING Françoise Benz 73127 academic.training@cern.ch If you wish to participate in one of the following courses, please tell to your supervisor and apply electronically from the course description pages that can be found on the Web at: http://www.cern.ch/...

Impact of fellowship training on research productivity in academic neurological surgery.

Science.gov (United States)

Agarwal, Nitin; Clark, Scott; Svider, Peter F; Couldwell, William T; Eloy, Jean Anderson; Liu, James K

2013-12-01

An increasing number of neurological surgeons have sought fellowship training in recent years, and previous analyses have suggested these practitioners are more likely to pursue an academic career. Scholarly productivity is a key component in academic advancement. We used the h-index to evaluate whether fellowship training impacts research productivity and whether any differences exist in scholarly output among practitioners in the various neurosurgical subspecialties. Online listings from academic neurological surgery departments were used to organize faculty by academic rank and fellowship training. Using the Scopus database, we calculated the h-index for 869 full-time clinical faculty. Mean h-index did not differ between fellowship- and nonfellowship-trained practitioners (h = 12.6 vs. 13.0, P = 0.96). When organized by academic rank, the difference between h-indices of those who completed fellowships was substantially greater at all ranks, with statistical significance at the associate professor rank (P = 0.003). Upon further examination by individual subspecialties, significant differences in relative research impact were noted (P < 0.0001). The stereotactic and functional fellowship was found to have the greatest mean h-index score, whereas the trauma/critical care fellowship had the lowest. No significant difference existed between the mean h-index scores of neurological surgeons who completed fellowships and those who did not. However, when stratified by academic rank, a trend was observed showing greater mean h-index scores for those who completed fellowships. This trend persists across nearly all subspecialties. Overall, being a senior faculty member corresponds with a greater h-index score, regardless of whether a fellowship was completed. Copyright © 2013 Elsevier Inc. All rights reserved.

2003-2004 ACADEMIC TRAINING PROGRAMME: Y. NIR

CERN Multimedia

Françoise Benz

2004-01-01

ACADEMIC TRAINING Françoise Benz tel. 73127 academic.training@cern.ch 22, 23, 24, 25 and 26 March LECTURE SERIES From 11:00 to 12:00 hrs Main Auditorium bldg. 500 on 22, 24, 25 and 26 March TH Auditorium bldg 4 on 23 March Neutrinos Y. NIR, Weizmann Institute of Science, Rehovot, Israel The Standard Model predicts that the neutrinos are massless and do not mix. Generic extensions of the Standard Model predict that neutrinos are massive (but, very likely, much lighter than the charged fermions). Therefore, the search for neutrino masses and mixing tests the Standard Model and probes new physics. Measurements of various features of the fluxes of atmospheric, solar and, more recently, reactor neutrinos have provided evidence for neutrino oscillations and therefore for neutrino masses and mixing. These results have significant theoretical implications: new physics exists, and its scale can be estimated. There are interesting lessons for grand unified theories and for models of extra dimensions. T...

Academic Training: Surviving in space: the challenges of a manned mission to Mars

CERN Multimedia

Françoise Benz

2005-01-01

2005-2006 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 26, 27, 28 October from 11:00 to 12:00 - Main Auditorium, bldg. 500 Surviving in space: the challenges of a manned mission to Mars by L. S. Pinsky / Univ. Houston, USA Program : Lecture I: Understanding the Space Radiation Environment Lecture II: Dosimetry and the Effects of the Exposure of Human Tissue to Heavily Ionizing Radiation Lecture III: Modelling the Interaction of the Space Radiation in Spacecraft & Humans, and Assessing the Risks on a Mission to Mars... ENSEIGNEMENT ACADEMIQUE ACADEMIC TRAINING Françoise Benz 73127 academic.training@cern.ch If you wish to participate in one of the following courses, please tell to your supervisor and apply electronically from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an 'application for training' form available from your Departmental Secretariat or from your DTO (Departmental Training Officer). Applications will be accepted in the order ...

The problem resident behavior guide: strategies for remediation.

Science.gov (United States)

Williamson, Kelly; Quattromani, Erin; Aldeen, Amer

2016-04-01

In 2012, the ACGME supplemented the core competencies with outcomes-based milestones for resident performance within the six competency domains. These milestones address the knowledge, skills, abilities, attitudes, and experiences that a resident is expected to progress through during the course of training. Even prior to the initiation of the milestones, there was a paucity of EM literature addressing the remediation of problem resident behaviors and there remain few readily accessible tools to aid in the implementation of a remediation plan. The goal of the "Problem Resident Behavior Guide" is to provide specific strategies for resident remediation based on deficiencies identified within the framework of the EM milestones. The "Problem Resident Behavior Guide" is a written instructional manual that provides concrete examples of remediation strategies to address specific milestone deficiencies. The more than 200 strategies stem from the experiences of the authors who have professional experience at three different academic hospitals and emergency medicine residency programs, supplemented by recommendations from educational leaders as well as utilization of valuable education adjuncts, such as focused simulation exercises, lecture preparation, and themed ED shifts. Most recommendations require active participation by the resident with guidance by faculty to achieve the remediation expectations. The ACGME outcomes-based milestones aid in the identification of deficiencies with regards to resident performance without providing recommendations on remediation. The Problem Resident Behavior Guide can therefore have a significant impact by filling in this gap.

Exploring Academic Achievement in Males Trained in Self-Assessment Skills

Science.gov (United States)

McDonald, Betty

2009-01-01

This paper examines academic achievement of males following formal training in self-assessment. It adds to current literature by proposing a tried-and-tested method of improving academic achievement in males at a time when they appear to be marginalised. The sample comprised 515 participants (233 males), representing 25.2% of that high school…

The Aftermath of Remedial Math: Investigating the Low Rate of Certificate Completion among Remedial Math Students

Science.gov (United States)

Bahr, Peter Riley

2013-01-01

Nationally, a majority of community college students require remedial assistance with mathematics, but comparatively few students who begin the remedial math sequence ultimately complete it and achieve college-level math competency. The academic outcomes of students who begin the sequence but do not complete it are disproportionately unfavorable:…

Training Patterns and Lifetime Career Achievements of US Academic Cardiothoracic Surgeons.

Science.gov (United States)

Rosati, Carlo Maria; Valsangkar, Nakul P; Gaudino, Mario; Blitzer, David; Vardas, Panos N; Girardi, Leonard N; Turrentine, Mark W; Brown, John W; Koniaris, Leonidas G

2017-03-01

We aimed to investigate the impact of taking dedicated time for research (DTR) during training and/or getting a PhD on subsequent career achievements of US academic cardiothoracic surgeons. Online resources (institutional Web sites, CTSNet, Scopus, NIH RePORTER) were queried to collect training information (timing of medical school/residency/fellowship graduation, DTR, PhD) and academic metrics (publications, citations, research funding) for 694 academic cardiothoracic surgeons practicing at 56 premiere US institutions. Excluding missing data, 464 (75 %) surgeons took DTR and 156 (25 %) did not; 629 (91 %) were MD only and 65 (9 %) also had a PhD. DTR was associated with higher number of ongoing publications (~5.6/year vs. ~3.8/year), with no difference for accrued number of total citations. History of DTR was more prevalent among surgeons with versus without NIH funding (87 vs. 71 %; p advancement, NIH funding, or leadership roles was found for those with a PhD. Among cardiothoracic surgeons, devoting time during the training years exclusively to research might be associated with higher career-long academic productivity in terms of annual number new publications and ability to get NIH funding, but without significant impact in terms of academic rank or institutional role advancement. No significant difference was found between those with versus without a PhD in terms of career-long number of publications/citations, academic rank, NIH funding, or leadership role, even though sample size might have been insufficient to identify any such potential difference.

Academic Intervention: Acceleration and Remediation

Science.gov (United States)

Franklin, Barbara Gail

2016-01-01

Eighth grade math students must pass a standards based test to be promoted to the next grade. Students who were at risk of failing the state's annual test faced impending retention. The purpose of this quasi-experimental study was to see if an intensive nine-week (55 min per day) remedial Math Connection (MC) class for 67 suburban, eighth grade…

Reducing Anxiety and Improving Academic Performance Through a Biofeedback Relaxation Training Program.

Science.gov (United States)

Aritzeta, Aitor; Soroa, Goretti; Balluerka, Nekane; Muela, Alexander; Gorostiaga, Arantxa; Aliri, Jone

2017-09-01

The aim of this study was to analyze the influence of a biofeedback relaxation training program on anxiety and academic performance. The program consisted of five biofeedback sessions coupled with three training activities focused on deep breathing, guided imagery, and muscle relaxation. The participants were second-year psychology undergraduates from the University of the Basque Country (UPV/EHU, northern Spain). The experimental group comprised 152 students (M age  = 19.6, SD = 0.74; 74% women) and the control group 81 students (M age   = 19.4, SD = 0.92; 71% women). Results showed that after participating in the program, students in the experimental group had lower levels of anxiety and increased academic performance. Furthermore, they scored lower on anxiety and higher on academic performance in comparison with the control subjects. This suggests that the inclusion of biofeedback training programs in educational contexts could be a way of reducing anxiety and improving academic performance. It may also deepen our understanding of the dynamic interplay between psychophysiological, cognitive, and emotional processes.

Performance-Based Contingency Management in Cognitive Remediation Training: A Pilot Study.

Science.gov (United States)

Kiluk, Brian D; Buck, Matthew B; Devore, Kathleen A; Babuscio, Theresa A; Nich, Charla; Carroll, Kathleen M

2017-01-01

Impairments in attention, working memory, and executive function are common among substance users and may adversely affect SUD treatment outcomes. The ability of cognitive remediation (CR) interventions to improve these deficits is hindered in part because levels of engagement in CR training may be inadequate to achieve benefit. This pilot study aimed to increase CR engagement and improve outcome by implementing contingency management (CM) procedures that reinforce performance improvements on CR tasks. Participants were forty individuals (50% male; 65% African American) in an outpatient substance use treatment facility with mild cognitive impairment who had ≥30-days of abstinence from alcohol and drugs. They were randomized to standard (CR-S; n=21) or CM-enhanced (CR-CM; n=19) cognitive remediation training. CR consisted of 1-hour sessions, three times per week for four weeks (12 sessions). A neuropsychological assessment battery was administered prior to and after the four-week intervention. Both groups had high rates of CR session attendance (mean CR-S=11.7, CR-CM=10.9 sessions). Performance on 8 of the 9 CR tasks significantly improved over time for both conditions, with the CR-CM condition demonstrating greater improvement on a CR Sequenced Recall task [F(1,37)=5.81, ptraining and suggest the potential value of more research in this area. Copyright © 2016 Elsevier Inc. All rights reserved.

Air-Based Remediation Workshop - Section 8 Air-Based Remediation Technology Selection Logic

Science.gov (United States)

Pursuant to the EPA-AIT Implementing Arrangement 7 for Technical Environmental Collaboration, Activity 11 "Remediation of Contaminated Sites," the USEPA Office of International Affairs Organized a Forced Air Remediation Workshop in Taipei to deliver expert training to the Environ...

Evaluating the Effectiveness of Remedial Mathematics at the Community College

Science.gov (United States)

Lawrence, Daysha Monique

2011-01-01

The purpose of this study was to evaluate the effectiveness of remedial math courses at the community college level through an examination of short-term academic success variables. For the purposes of this study, short-term academic success was defined as passing required remedial math course(s) and the first college-level math course with a C or…

Development and Evaluation of a Remedial Reading Workbook for Navy Training.

Science.gov (United States)

1979-12-01

effective. Currently the Navy is considering establishing remedial programs for class "A" schools and apprentice training schools and also expanding the...add silent e) 6. stem (add silent a) 3. rip (add silent e) 7. strip (add silent e) 4. per (add silent i) 8. for (add silent e) Exercise 3 WHAT TO DO...lungs. Quickly I slid my chair behind his, and placed my arms around his body from behind, with my right hand, curled in a fist, positioned slightly

In-training factors predictive of choosing and sustaining a productive academic career path in neurological surgery.

Science.gov (United States)

Crowley, R Webster; Asthagiri, Ashok R; Starke, Robert M; Zusman, Edie E; Chiocca, E Antonio; Lonser, Russell R

2012-04-01

Factors during neurosurgical residency that are predictive of an academic career path and promotion have not been defined. To determine factors associated with selecting and sustaining an academic career in neurosurgery by analyzing in-training factors for all graduates of American College of Graduate Medical Education (ACGME)-accredited programs between 1985 and 1990. Neurological surgery residency graduates (between 1985 and 1990) from ACGME-approved training programs were analyzed to determine factors associated with choosing an academic career path and having academic success. Information was available for 717 of the 720 (99%) neurological surgery resident training graduates (678 male, 39 female). One hundred thirty-eight graduates (19.3%) held full-time academic positions. One hundred seven (14.9%) were professors and 35 (4.9%) were department chairs/chiefs. An academic career path/success was associated with more total (5.1 vs 1.9; P female trainees (2.6 vs 0.9 publications; P career but not predictive of becoming professor or chair/chief (P > .05). Defined in-training factors including number of total publications, number of first-author publications, and program size are predictive of residents choosing and succeeding in an academic career path.

Student supports: developmental education and other academic programs.

Science.gov (United States)

Bettinger, Eric P; Boatman, Angela; Long, Bridget Terry

2013-01-01

Low rates of college completion are a major problem in the United States. Less than 60 percent of students at four-year colleges graduate within six years, and at some colleges, the graduation rate is less than 10 percent. Additionally, many students enter higher education ill-prepared to comprehend college-level course material. Some estimates suggest that only one-third of high school graduates finish ready for college work; the proportion is even lower among older students. Colleges have responded to the poor preparation of incoming students by placing approximately 35 to 40 percent of entering freshmen into remedial or developmental courses, along with providing academic supports such as summer bridge programs, learning communities, academic counseling, and tutoring, as well as student supports such as financial aid and child care. Eric Bettinger, Angela Boatman, and Bridget Terry Long describe the role, costs, and impact of these college remediation and academic support programs. According to a growing body of research, the effects of remedial courses are considerably nuanced. The courses appear to help or hinder students differently by state, institution, background, and academic preparedness. The mixed findings from earlier research have raised questions ranging from whether remedial programs, on average, improve student academic outcomes to which types of programs are most effective. Administrators, practitioners, and policy makers are responding by redesigning developmental courses and searching for ways to implement effective remediation programs more broadly. In addition, recent research suggests that colleges may be placing too many students into remedial courses unnecessarily, suggesting the need for further examining the placement processes used to assign students to remedial courses. The authors expand the scope of remediation research by discussing other promising areas of academic support commonly offered by colleges, including advising, tutoring

42 CFR 21.31 - Eligibility; all grades; academic and professional education and professional training and...

Science.gov (United States)

2010-10-01

... 42 Public Health 1 2010-10-01 2010-10-01 false Eligibility; all grades; academic and professional education and professional training and experience. 21.31 Section 21.31 Public Health PUBLIC HEALTH SERVICE... grades; academic and professional education and professional training and experience. The Surgeon General...

A Longitudinal Study on Children's Music Training Experience and Academic Development

Science.gov (United States)

Yang, Hua; Ma, Weiyi; Gong, Diankun; Hu, Jiehui; Yao, Dezhong

2014-01-01

This study examined the relation between long-term music training and child development based on 250 Chinese elementary school students' academic development of first language (L1), second language (L2), and mathematics. We found that musician children outperformed non-musician children only on musical achievement and second language development. Additionally, although music training appeared to be correlated with children's final academic development of L1, L2, and mathematics, it did not independently contribute to the development of L1 or mathematical skills. Our findings suggest caution in interpreting the positive findings on the non-musical cognitive benefits of music learning. PMID:25068398

Training surgical residents for a career in academic global surgery: a novel training model.

Science.gov (United States)

Swain, JaBaris D; Matousek, Alexi C; Scott, John W; Cooper, Zara; Smink, Douglas S; Bolman, Ralph Morton; Finlayson, Samuel R G; Zinner, Michael J; Riviello, Robert

2015-01-01

Academic global surgery is a nascent field focused on improving surgical care in resource-poor settings through a broad-based scholarship agenda. Although there is increasing momentum to expand training opportunities in low-resource settings among academic surgical programs, most focus solely on establishing short-term elective rotations rather than fostering research or career development. Given the complex nature of surgical care delivery and programmatic capacity building in the resource-poor settings, many challenges remain before global surgery is accepted as an academic discipline and an established career path. Brigham and Women's Hospital has established a specialized global surgery track within the general surgery residency program to develop academic leaders in this growing area of need and opportunity. Here we describe our experience with the design and development of the program followed by practical applications and lessons learned from our early experiences. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

How Is Working Memory Training Likely to Influence Academic Performance? Current Evidence and Methodological Considerations.

Science.gov (United States)

Bergman Nutley, Sissela; Söderqvist, Stina

2017-01-01

Working memory (WM) is one of our core cognitive functions, allowing us to keep information in mind for shorter periods of time and then work with this information. It is the gateway that information has to pass in order to be processed consciously. A well-functioning WM is therefore crucial for a number of everyday activities including learning and academic performance (Gathercole et al., 2003; Bull et al., 2008), which is the focus of this review. Specifically, we will review the research investigating whether improving WM capacity using Cogmed WM training can lead to improvements on academic performance. Emphasis is given to reviewing the theoretical principles upon which such investigations rely, in particular the complex relation between WM and mathematical and reading abilities during development and how these are likely to be influenced by training. We suggest two possible routes in which training can influence academic performance, one through an effect on learning capacity which would thus be evident with time and education, and one through an immediate effect on performance on reading and mathematical tasks. Based on the theoretical complexity described we highlight some methodological issues that are important to take into consideration when designing and interpreting research on WM training and academic performance, but that are nonetheless often overlooked in the current research literature. Finally, we will provide some suggestions for future research for advancing the understanding of WM training and its potential role in supporting academic attainment.

The ARAMCO Industrial Traiing Centers: Academic Training and College Preparatory Programs: A Descriptive Report.

Science.gov (United States)

ARAMCO Services Co., Houston, TX.

The report describes the components of the educational program provided by the Industrial Training Centers of the Training and Career Development Organization of ARAMCO (Arabian American Oil Company) in Saudi Arabia. ARAMCO provides in-house academic or job skills training to over 15,000 employees. Characteristics of the company's training program…

Individual Placement and Support supplemented with cognitive remediation and work-related social skills training in Denmark

DEFF Research Database (Denmark)

Christensen, Thomas Nordahl; Nielsen, Iben Gammelgaard; Stenager, Elsebeth

2015-01-01

with a higher minimum wage and fewer entry-level jobs in comparison with other countries such as the US. Furthermore, long-term job retention and economic self-sufficiency have not been clearly demonstrated. Integrating methods such as cognitive remediation and work-related social skills training may be ways...

[Cognitive remediation and nursing care].

Science.gov (United States)

Schenin-King, Palmyre; Thomas, Fanny; Braha-Zeitoun, Sonia; Bouaziz, Noomane; Januel, Dominique

2016-01-01

Therapies based on cognitive remediation integrate psychiatric care. Cognitive remediation helps to ease cognitive disorders and enable patients to improve their day-to-day lives. It is essential to complete nurses' training in this field. This article presents the example of a patient with schizophrenia who followed the Cognitive Remediation Therapy programme, enabling him to access mainstream employment. Copyright © 2016 Elsevier Masson SAS. All rights reserved.

Can a Clinician-Scientist Training Program Develop Academic Orthopaedic Surgeons? One Program's Thirty-Year Experience.

Science.gov (United States)

Brandt, Aaron M; Rettig, Samantha A; Kale, Neel K; Zuckerman, Joseph D; Egol, Kenneth A

2017-10-25

Clinician-scientist numbers have been stagnant over the past few decades despite awareness of this trend. Interventions attempting to change this problem have been seemingly ineffective, but research residency positions have shown potential benefit. We sought to evaluate the effectiveness of a clinician-scientist training program (CSTP) in an academic orthopedic residency in improving academic productivity and increasing interest in academic careers. Resident training records were identified and reviewed for all residents who completed training between 1976 and 2014 (n = 329). There were no designated research residents prior to 1984 (pre-CSTP). Between 1984 and 2005, residents self-selected for the program (CSTP-SS). In 2005, residents were selected by program before residency (CSTP-PS). Residents were also grouped by program participation, research vs. clinical residents (RR vs. CR). Data were collected on academic positions and productivity through Internet-based and PubMed search, as well as direct e-mail or phone contact. Variables were then compared based on the time duration and designation. Comparing all RR with CR, RR residents were more likely to enter academic practice after training (RR, 34%; CR, 20%; p = 0.0001) and were 4 times more productive based on median publications (RR, 14; CR, 4; p scientists. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

ACADEMIC TRAINING LECTURES-QUESTIONNAIRE: SUGGEST AND WIN!

CERN Multimedia

Françoise Benz

2002-01-01

Its time to plan for the 2002-2003 lecture series. From today until April 26 you have the chance to give your contribution to improved planning for next year's Academic Training Lectures Series. At the web site, you will find questionnaires concerning the following different categories: high energy physics, applied physics, science and society and post-graduate student lectures. Answering the questionnaire will help ensure that the selected topics are as close as possible to your interests. In particular requests and comments from students will be much appreciated. To encourage your contribution, the AT Committee is offering 10 prizes of a self-teach web based training course to people who provide their email address when filling in the questionnaire. The 10 winners will be chosen randomly from the replies received before the closing date.

Impact of Subspecialty Fellowship Training on Research Productivity Among Academic Plastic Surgery Faculty in the United States.

Science.gov (United States)

Sood, Aditya; Therattil, Paul J; Chung, Stella; Lee, Edward S

2015-01-01

The impact of subspecialty fellowship training on research productivity among academic plastic surgeons is unknown. The authors' aim of this study was to (1) describe the current fellowship representation in academic plastic surgery and (2) evaluate the relationship between h-index and subspecialty fellowship training by experience and type. Academic plastic surgery faculty (N = 590) were identified through an Internet-based search of all ACGME-accredited integrated and combined residency programs. Research output was measured by h-index from the Scopus database as well as a number of peer-reviewed publications. The Kruskal-Wallis test, with a subsequent Mann-Whitney U test, was used for statistical analysis to determine correlations. In the United States, 72% (n = 426) of academic plastic surgeons had trained in 1 or more subspecialty fellowship program. Within this cohort, the largest group had completed multiple fellowships (28%), followed by hand (23%), craniofacial (22%), microsurgery (15%), research (8%), cosmetic (3%), burn (2%), and wound healing (0.5%). Higher h-indices correlated with a research fellowship (12.5; P productivity compared with their colleagues. Craniofacial-trained physicians also demonstrated a higher marker for academic productivity than multiple other specialties. In this study, we show that the type and number of fellowships influence the h-index and further identification of such variables may help improve academic mentorship and productivity within academic plastic surgery.

Academic Training: Evolutionary Heuristic Optimization: Genetic Algorithms and Estimation of Distribution Algorithms - Lecture serie

CERN Multimedia

Françoise Benz

2004-01-01

ENSEIGNEMENT ACADEMIQUE ACADEMIC TRAINING Françoise Benz 73127 academic.training@cern.ch ACADEMIC TRAINING LECTURE REGULAR PROGRAMME 1, 2, 3 and 4 June From 11:00 hrs to 12:00 hrs - Main Auditorium bldg. 500 Evolutionary Heuristic Optimization: Genetic Algorithms and Estimation of Distribution Algorithms V. Robles Forcada and M. Perez Hernandez / Univ. de Madrid, Spain In the real world, there exist a huge number of problems that require getting an optimum or near-to-optimum solution. Optimization can be used to solve a lot of different problems such as network design, sets and partitions, storage and retrieval or scheduling. On the other hand, in nature, there exist many processes that seek a stable state. These processes can be seen as natural optimization processes. Over the last 30 years several attempts have been made to develop optimization algorithms, which simulate these natural optimization processes. These attempts have resulted in methods such as Simulated Annealing, based on nat...

Feasibility and effectiveness of a cognitive remediation programme with original computerised cognitive training and group intervention for schizophrenia: a multicentre randomised trial.

Science.gov (United States)

Matsuda, Yasuhiro; Morimoto, Tsubasa; Furukawa, Shunichi; Sato, Sayaka; Hatsuse, Norifumi; Iwata, Kazuhiko; Kimura, Mieko; Kishimoto, Toshifumi; Ikebuchi, Emi

2018-04-01

Devising new methods to improve neurocognitive impairment through cognitive remediation is an important research goal. We developed an original computer programme termed the Japanese Cognitive Rehabilitation Programme for Schizophrenia (JCORES) that provides cognitive practice across a broad range of abilities. The current study examined for the first time whether a cognitive remediation programme, including both computerised cognitive training using JCORES and group intervention such as enhancing meta-cognition and teaching strategies, is more effective than treatment as usual for improving neurocognitive and social functioning. Sixty-two outpatients with schizophrenia were randomised to either a cognitive remediation group or a control group. Participants engaged in two computerised cognitive training sessions and one group meeting per week for 12 weeks. The average number of total sessions attended (computerised cognitive practice + group intervention) was 32.3 (89.7%). The cognitive remediation group showed significantly more improvements in verbal memory, composite score of the Brief Assessment of Cognition in Schizophrenia, Japanese version (BACS-J), and general psychopathology on the Positive and Negative Syndrome Scale (PANSS) than the control group. These findings demonstrate that a cognitive remediation programme is feasible in Japan and is a more effective way to improve neurocognitive functioning and psychiatric symptoms.

Academic training for nuclear power plant operators

International Nuclear Information System (INIS)

Jones, D.W.

1982-01-01

In view of the increasing emphasis being placed upon academic training of nuclear power plant operators, it is important that institutions of higher education develop and implement programs which will meet the educational needs of operational personnel in the nuclear industry. Two primary objectives must be satisfied by these programs if they are to be effective in meeting the needs of the industry. One objective is for academic quality. The other primary objective is for programs to address the specialized needs of the nuclear plant operator and to be relevant to the operator's job. The Center for Nuclear Studies at Memphis State University, therefore, has developed a total program for these objectives, which delivers the programs, and/or appropriate parts thereto, at ten nuclear plant sites and with other plants in the planning stage. The Center for Nuclear Studies program leads to a Bachelor of Professional Studies degree in nuclear industrial operations, which is offered through the university college of Memphis State University

Social-cognitive remediation in schizophrenia: generalization of effects of the Training of Affect Recognition (TAR).

Science.gov (United States)

Wölwer, Wolfgang; Frommann, Nicole

2011-09-01

In the last decade, several social cognitive remediation programs have been developed for use in schizophrenia. Though existing evidence indicates that such programs can improve social cognition, which is essential for successful social functioning, it remains unclear whether the improvements generalize to social cognitive domains not primarily addressed by the intervention and whether the improved test performance transfers into everyday social functioning. The present study investigated whether, beyond its known effects on facial affect recognition, the Training of Affect Recognition (TAR) has effects on prosodic affect recognition, theory of mind (ToM) performance, social competence in a role-play task, and more general social and occupational functioning. Thirty-eight inpatients with a diagnosis of schizophrenia or schizoaffective disorder were randomly assigned to 6 weeks of treatment with the TAR--primarily targeted at facial affect recognition-or Cognitive Remediation Training (CRT)--primarily targeted at neurocognition. Intention-to-treat analyses found significantly larger pre-post improvements with TAR than with CRT in prosodic affect recognition, ToM, and social competence and a trend effect in global social functioning. However, the effects on ToM and social competence were no longer significant in the smaller group of patients who completed treatment according to protocol. Results suggest that TAR effects generalize to other social cognitive domains not primarily addressed. TAR may also enhance social skills and social functioning, although this has to be confirmed. Results are discussed with regard to the need to improve functional outcome in schizophrenia against the background of current evidence from other social cognitive remediation approaches.

Training on Movement Figure-Ground Discrimination Remediates Low-Level Visual Timing Deficits in the Dorsal Stream, Improving High-Level Cognitive Functioning, Including Attention, Reading Fluency, and Working Memory

Directory of Open Access Journals (Sweden)

Teri Lawton

2017-05-01

Full Text Available The purpose of this study was to determine whether neurotraining to discriminate a moving test pattern relative to a stationary background, figure-ground discrimination, improves vision and cognitive functioning in dyslexics, as well as typically-developing normal students. We predict that improving the speed and sensitivity of figure-ground movement discrimination (PATH to Reading neurotraining acts to remediate visual timing deficits in the dorsal stream, thereby improving processing speed, reading fluency, and the executive control functions of attention and working memory in both dyslexic and normal students who had PATH neurotraining more than in those students who had no neurotraining. This prediction was evaluated by measuring whether dyslexic and normal students improved on standardized tests of cognitive skills following neurotraining exercises, more than following computer-based guided reading (Raz-Kids (RK. The neurotraining used in this study was visually-based training designed to improve magnocellular function at both low and high levels in the dorsal stream: the input to the executive control networks coding working memory and attention. This approach represents a paradigm shift from the phonologically-based treatment for dyslexia, which concentrates on high-level speech and reading areas. This randomized controlled-validation study was conducted by training the entire second and third grade classrooms (42 students for 30 min twice a week before guided reading. Standardized tests were administered at the beginning and end of 12-weeks of intervention training to evaluate improvements in academic skills. Only movement-discrimination training remediated both low-level visual timing deficits and high-level cognitive functioning, including selective and sustained attention, reading fluency and working memory for both dyslexic and normal students. Remediating visual timing deficits in the dorsal stream revealed the causal role of visual

Training on Movement Figure-Ground Discrimination Remediates Low-Level Visual Timing Deficits in the Dorsal Stream, Improving High-Level Cognitive Functioning, Including Attention, Reading Fluency, and Working Memory.

Science.gov (United States)

Lawton, Teri; Shelley-Tremblay, John

2017-01-01

The purpose of this study was to determine whether neurotraining to discriminate a moving test pattern relative to a stationary background, figure-ground discrimination, improves vision and cognitive functioning in dyslexics, as well as typically-developing normal students. We predict that improving the speed and sensitivity of figure-ground movement discrimination ( PATH to Reading neurotraining) acts to remediate visual timing deficits in the dorsal stream, thereby improving processing speed, reading fluency, and the executive control functions of attention and working memory in both dyslexic and normal students who had PATH neurotraining more than in those students who had no neurotraining. This prediction was evaluated by measuring whether dyslexic and normal students improved on standardized tests of cognitive skills following neurotraining exercises, more than following computer-based guided reading ( Raz-Kids ( RK )). The neurotraining used in this study was visually-based training designed to improve magnocellular function at both low and high levels in the dorsal stream: the input to the executive control networks coding working memory and attention. This approach represents a paradigm shift from the phonologically-based treatment for dyslexia, which concentrates on high-level speech and reading areas. This randomized controlled-validation study was conducted by training the entire second and third grade classrooms (42 students) for 30 min twice a week before guided reading. Standardized tests were administered at the beginning and end of 12-weeks of intervention training to evaluate improvements in academic skills. Only movement-discrimination training remediated both low-level visual timing deficits and high-level cognitive functioning, including selective and sustained attention, reading fluency and working memory for both dyslexic and normal students. Remediating visual timing deficits in the dorsal stream revealed the causal role of visual movement

Training on Movement Figure-Ground Discrimination Remediates Low-Level Visual Timing Deficits in the Dorsal Stream, Improving High-Level Cognitive Functioning, Including Attention, Reading Fluency, and Working Memory

Science.gov (United States)

Lawton, Teri; Shelley-Tremblay, John

2017-01-01

The purpose of this study was to determine whether neurotraining to discriminate a moving test pattern relative to a stationary background, figure-ground discrimination, improves vision and cognitive functioning in dyslexics, as well as typically-developing normal students. We predict that improving the speed and sensitivity of figure-ground movement discrimination (PATH to Reading neurotraining) acts to remediate visual timing deficits in the dorsal stream, thereby improving processing speed, reading fluency, and the executive control functions of attention and working memory in both dyslexic and normal students who had PATH neurotraining more than in those students who had no neurotraining. This prediction was evaluated by measuring whether dyslexic and normal students improved on standardized tests of cognitive skills following neurotraining exercises, more than following computer-based guided reading (Raz-Kids (RK)). The neurotraining used in this study was visually-based training designed to improve magnocellular function at both low and high levels in the dorsal stream: the input to the executive control networks coding working memory and attention. This approach represents a paradigm shift from the phonologically-based treatment for dyslexia, which concentrates on high-level speech and reading areas. This randomized controlled-validation study was conducted by training the entire second and third grade classrooms (42 students) for 30 min twice a week before guided reading. Standardized tests were administered at the beginning and end of 12-weeks of intervention training to evaluate improvements in academic skills. Only movement-discrimination training remediated both low-level visual timing deficits and high-level cognitive functioning, including selective and sustained attention, reading fluency and working memory for both dyslexic and normal students. Remediating visual timing deficits in the dorsal stream revealed the causal role of visual movement

Leader Derailment in Academe: Does the Training Match the Problems?

Science.gov (United States)

Williams, Feruzan Irani; Campbell, Constance; McCartney, William; Gooding, Carl

2012-01-01

Leader derailment of middle managers in higher education is most often attributable to self-defeating behaviors (SDBs) and problems with interpersonal relationships (PIRs). This study attempted to determine whether training provided for middle managers in Academe sufficiently addresses these issues. Our findings suggest that while little more than…

Towards University 2.0: A Space where Academic Education Meets Corporate Training

NARCIS (Netherlands)

Nikolov, Roumen

2009-01-01

Nikolov, R. (2009). Towards University 2.0: A Space where Academic Education Meets Corporate Training. IPROF-09: ICT Professionalism: a Global Challenge. February, 12-15, 2009, Arnhem, The Netherlands.

A Field Experimental Design of a Strengths-Based Training to Overcome Academic Procrastination: Short- and Long-Term Effect

Directory of Open Access Journals (Sweden)

Lennart Visser

2017-11-01

Full Text Available This study reports on the effect of a newly developed 4-week strengths-based training approach to overcome academic procrastination, given to first-year elementary teacher education students (N = 54. The training was based on a strengths-based approach, in which elements of the cognitive behavioral approach were also used. The purpose of the training was to promote awareness of the personal strengths of students who experience academic procrastination regularly and to teach them how to use their personal strengths in situations in which they usually tend to procrastinate. With a pretest-posttest control group design (two experimental groups: n = 31, control group: n = 23, the effect of the training on academic procrastination was studied after 1, 11, and 24 weeks. Results of a one-way analysis of covariance revealed a significant short-term effect of the training. In the long term (after 11 and 24 weeks, the scores for academic procrastination for the intervention groups remained stable, whereas the scores for academic procrastination for the control group decreased to the same level as those of the intervention groups. The findings of this study suggest that a strengths-based approach can be helpful to students at an early stage of their academic studies to initiate their individual process of dealing with academic procrastination. The findings for the long term show the importance of measuring the outcomes of an intervention not only shortly after the intervention but also in the long term. Further research is needed to find out how the short-term effect can be maintained in the long-term.

A Field Experimental Design of a Strengths-Based Training to Overcome Academic Procrastination: Short- and Long-Term Effect.

Science.gov (United States)

Visser, Lennart; Schoonenboom, Judith; Korthagen, Fred A J

2017-01-01

This study reports on the effect of a newly developed 4-week strengths-based training approach to overcome academic procrastination, given to first-year elementary teacher education students ( N = 54). The training was based on a strengths-based approach, in which elements of the cognitive behavioral approach were also used. The purpose of the training was to promote awareness of the personal strengths of students who experience academic procrastination regularly and to teach them how to use their personal strengths in situations in which they usually tend to procrastinate. With a pretest-posttest control group design (two experimental groups: n = 31, control group: n = 23), the effect of the training on academic procrastination was studied after 1, 11, and 24 weeks. Results of a one-way analysis of covariance revealed a significant short-term effect of the training. In the long term (after 11 and 24 weeks), the scores for academic procrastination for the intervention groups remained stable, whereas the scores for academic procrastination for the control group decreased to the same level as those of the intervention groups. The findings of this study suggest that a strengths-based approach can be helpful to students at an early stage of their academic studies to initiate their individual process of dealing with academic procrastination. The findings for the long term show the importance of measuring the outcomes of an intervention not only shortly after the intervention but also in the long term. Further research is needed to find out how the short-term effect can be maintained in the long-term.

Provincial labour market study : mould remediation industry

International Nuclear Information System (INIS)

2003-06-01

Indoor exposure to mold can be problematic to human health, and some molds are considered to be toxigenic. The emergent mold remediation industry in Ontario is fragmented, with various different standards, training and certification processes. This report investigated the labour market for mold remediation workers, with particular reference to training needs and priorities. Research was derived from a literature review in order to analyze the economic, legal, technical and social context of the mold remediation industry. Data on the organized work force were obtained from records of the International Union of Painters and Allied Trades, the Labour Force Historical Review 2002, and various publications. Population data from the Ontario government and Statistics Canada were also used. Surveys of workers and employers were conducted with questionnaires. Results of the surveys indicated that mold remediation projects currently constitute a minority share of most companies' business. However, the importance of mold remediation projects is expected to increase, and industry self-regulation is the most likely scenario for the development of standards and related training programs. It was suggested that the creation of an industry body representing key stakeholder constituencies or the legitimization of an existing industry organization will reduce fragmentation and facilitate research, standard setting and certification, as well as improve marketing and education. If the demand for mold remediation services increases as anticipated, the industry will face the challenge of remaining competitive in the province's projected labour market due to shortages in personnel. There was a strong consensus between employers and workers in the mold remediation industry regarding the need for skills upgrading and compulsory certification. It was concluded that leadership is needed in the development and delivery of training programs, standard setting, recruitment and retention and

The Current State of Middle Management Preparation, Training, and Development in Academic Libraries

Science.gov (United States)

Rooney, Michael P.

2010-01-01

This study examined the management experience, preparation, and training possessed by middle managers in academic libraries through the analysis of survey results. The analysis showed both advances in middle management preparation over recent decades and room for improvement in several aspects of management development and training within the…

RCRA Facility Investigation/Remedial Investigation Report with Baseline Risk Assessment for the Fire Department Hose Training Facility (904-113G)

Energy Technology Data Exchange (ETDEWEB)

Palmer, E. [Westinghouse Savannah River Company, AIKEN, SC (United States)

1997-04-01

This report documents the Resource Conservation and Recovery Act (RCRA) Facility Investigation/Remedial Investigation/Baseline Risk Assessment (RFI/RI/BRA) for the Fire Department Hose Training Facility (FDTF) (904-113G).

Nuclear-related training and education offered by academic institutions (less-than-baccalaureate degree)

International Nuclear Information System (INIS)

Howard, L.

1982-01-01

Current projections indicate that in addition to the 10,100 technician positions and 6100 existing operator positions in the nuclear power industry, another 9100 technicians and 9700 operators will be required over the next decade. With 56 nuclear plants currently in operation and an additional 35 plants under construction, it is essential that trained technical personnel be available for employment in the nuclear utilities. Because of the growing demand for technicians in the nuclear utility industry, this report has been prepared to identify the nuclear-related, less-than-baccalaureate, technical educational programs provided by academic institutions and to ascertain both the current number of students and the maximum number that could be trained, given present staff and facilities. The data serve as a gauge for the proportion of technician training required by the nuclear industry that can be provided by academic institutions

Academic Vocational Training

DEFF Research Database (Denmark)

Willert, Søren; Keller, Hanne Dauer; Stegeager, Nikolaj

2010-01-01

Danish society puts a high value on education which is traditionally seen as a crucial vehicle for development in all spheres of social and economic life. Large sums are spent on work-related adult learning, an important example being academically based masters programs. Yet, the actual effects o......, with examples, a framework for designing educational programs which can help make academic teaching relevant to production-oriented life in organizations. The paper may be read as a statement from which criteria for evaluating the said masters programs can be generated.......Danish society puts a high value on education which is traditionally seen as a crucial vehicle for development in all spheres of social and economic life. Large sums are spent on work-related adult learning, an important example being academically based masters programs. Yet, the actual effects...... of such educational investment in terms of improved workplace efficiency remain obscure both with respect to the organization and the individual. Academically acquired knowledge is generally admitted not to affect work-related outcomes to any significant extent. The three authors of this paper are all involved...

Academic Training: Predicting Natural Catastrophes

CERN Multimedia

Françoise Benz

2005-01-01

2005-2006 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 12, 13, 14, 15, 16 December from 11:00 to 12:00 - Main Auditorium, bldg. 500 Predicting Natural Catastrophes E. OKAL / Northwestern University, Evanston, USA 1. Tsunamis -- Introduction Definition of phenomenon - basic properties of the waves Propagation and dispersion Interaction with coasts - Geological and societal effects Origin of tsunamis - natural sources Scientific activities in connection with tsunamis. Ideas about simulations 2. Tsunami generation The earthquake source - conventional theory The earthquake source - normal mode theory The landslide source Near-field observation - The Plafker index Far-field observation - Directivity 3. Tsunami warning General ideas - History of efforts Mantle magnitudes and TREMOR algorithms The challenge of 'tsunami earthquakes' Energy-moment ratios and slow earthquakes Implementation and the components of warning centers 4. Tsunami surveys Principles and methodologies Fifteen years of field surveys and re...

Academic training of nursing professionals and its relevance to the workplace.

Science.gov (United States)

Ortega, Maria del Carmen Barbera; Cecagno, Diana; Llor, Ana Myriam Seva; de Siqueira, Hedi Crecencia Heckler; Montesinos, Maria José López; Soler, Loreto Maciá

2015-01-01

to identify the training nursing professionals receive and its relevance to the workplace, as well as professional demand for continuous education. this was a descriptive observational study using a questionnaire entitled "Training and Adaptation of the Nursing Professional to the Workplace" available at: http://enfermeriadocente.es for nursing professionals. 53.8% of nurses do not consider the training received to be relevant to the needs of the workplace and 94.2% reported that linking academic education to the workplace impacts on the quality of care provided. Nursing professionals think that continuous education needs to be adjusted to their jobs and careers. Education should be viewed as a continuum, which begins with training.

An Evaluation of Training for Lay Providers in the Use of Motivational Interviewing to Promote Academic Achievement among Urban Youth

Science.gov (United States)

Simon, Patricia; Ward, Nadia L.

2014-01-01

This study examined training outcomes for lay service providers who participated in a motivational interviewing (MI) training program designed to help increase intrinsic motivation and academic achievement among urban, low-income minority youth. Seventeen lay academic advisors received 16 hours of workshop training in MI. Additionally, two 2-hour…

Implementing Expertise-Based Training Methods to Accelerate the Development of Peer Academic Coaches

Science.gov (United States)

Blair, Lisa

2016-01-01

The field of expertise studies offers several models from which to develop training programs that accelerate the development of novice performers in a variety of domains. This research study implemented two methods of expertise-based training in a course to develop undergraduate peer academic coaches through a ten-week program. An existing…

Conversion of Provider EMR Training from Instructor-Led Training to eLearning at an Academic Medical Center.

Science.gov (United States)

Sharp, Karen; Williams, Michele; Aldrich, Alison; Bogacz, Adrienne; Denier, Sighle; McAlearney, Ann S

2017-07-26

This case study overviews the conversion of provider training of the electronic medical record (EMR) from an instructor-led training (ILT) program to eLearning at an Academic Medical Center (AMC). This conversion provided us with both a useful training tool and the opportunity to maximize efficiency within both our training and optimization team and organization. eLearning Development Principles were created and served as a guide to assist us with designing an eLearning curriculum using a five step process. The result was a new training approach that allowed learners to complete training at their own pace, and even test out of sections based on demonstrated competency. The information we have leads us to believe that a substantial return on our investment can be obtained from the conversion with positive impacts that have served as the foundation for the future of end user EMR training at our AMC.

2014 Ohio Remediation Report

Science.gov (United States)

Ohio Board of Regents, 2014

2014-01-01

In fulfillment of Ohio Revised Code 3333.041 (A) (1) the Chancellor has published a listing by school district of the number of the 2013 high school graduates who attended a state institution of higher education in academic year 2013-2014 and the percentage of each district's graduates required by the institution to enroll in a remedial course in…

Academic training: Introduction to Supersymmetry

CERN Multimedia

2007-01-01

2006-2007 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 12, 13, 14, 15 February, from 11:00 to 12:00 Main Auditorium, bldg. 500 Introduction to Supersymmetry D. Kaplan, Johns Hopkins University, Baltimore, USA In these lectures, I will introduce supersymmetry as an extension to spacetime symmetries both formally and physically. I will present motivations for why we think supersymmetry may exist in the real world, and may manifest itself at the LHC. I will describe the current set of models of softly broken supersymmetry at the electroweak scale and the parts that make them exciting and the parts that make people sick. I will then cover the phenomenology of the various models - the spectra and some of the best studied collider signals. Finally, I will describe the phenomenology of the full supersymmetric parameter space in general terms and discuss this collider signals not covered by the classic models.

Monitoring Students' Academic & Disciplinary Progression.

Science.gov (United States)

McDonald, Fred; Kellogg, Larry J.

This document outlines the objectives and procedures of a program at a New Mexico school district whose purpose is to enable school personnel to systematically monitor students' academic and disciplinary progression. The objectives of the program are to diagnose academic or disciplinary problems and prescribe remedies, to establish an oncampus…

Providing Staff Training and Programming to Support People with Disabilities: An Academic Library Case Study

Science.gov (United States)

Brannen, Michelle H.; Milewski, Steven; Mack, Thura

2017-01-01

This case study explores services academic libraries provide to students with disabilities and the impact these can have on the success and experience of these students. The study focuses on staff training and outreach programming. The authors examine the academic library literature surrounding these topics, provide examples of programming…

The English Proficiency of the Academics of the Teacher Training and Education Institutions

Directory of Open Access Journals (Sweden)

Ali Saukah

2016-02-01

Full Text Available The study is aimed at describing the general English proficiency level of the academics of Teacher Training and Education Institutions (LPTK's as indicated by their TOEFL scores. Specifically, the study is focused on finding out whether there is any difference among the academics' English proficiencies when they are grouped in terms of the geographic regions of their institutions and their fields of study. This study is also intended to reveal any possible relationship between the academics' English proficiency and their age. The results indicate that the English proficiency of the academics on the average is far below the average of that of the international students. The academics in West Java are the highest in their English proficiency, and the English group, as expected, has the best English proficiency. In addition, there is a negative correlation between English proficiency and age

Successful remediation of patient safety incidents: a tale of two medication errors.

Science.gov (United States)

Helmchen, Lorens A; Richards, Michael R; McDonald, Timothy B

2011-01-01

As patient safety acquires strategic importance for all stakeholders in the health care delivery chain, one promising mechanism centers on the proactive disclosure of medical errors to patients. Yet, disclosure and apology alone will not be effective in fully addressing patients' concerns after an adverse event unless they are paired with a remediation component. The purpose of this study was to identify key features of successful remediation efforts that accompany the proactive disclosure of medical errors to patients. We describe and contrast two recent and very similar cases of preventable medical error involving inappropriate medication at a large tertiary-care academic medical center in the Midwestern United States. Despite their similarity, the two medical errors led to very different health outcomes and remediation trajectories for the injured patients. Although one error causing no permanent harm was mismanaged to the lasting dissatisfaction of the patient, the other resulted in the death of the patient but was remediated to the point of allowing the family to come to terms with the loss and even restored a modicum of trust in the providers' sincerity. To maximize the opportunities for successful remediation, as soon as possible after the incident, providers should pledge to injured patients and their relatives that they will assist and accompany them in their recovery as long as necessary and then follow through on their pledge. As the two case studies show, it takes training and vigilance to ensure adherence to these principles and reach an optimal outcome for patients and their relatives.

Authentic Leadership for Teacher's Academic Optimism: Moderating Effect of Training Comprehensiveness

Science.gov (United States)

Srivastava, Anugamini Priya; Dhar, Rajib Lochan

2016-01-01

Purpose: This study aims to analyse the impact of authentic leadership (AL) on academic optimism (AO) through the mediating role of affective commitment (AC). As this study also examines the moderating role of training comprehensiveness (TC) in strengthening the relation between AC and AO. Design/methodology/approach: Data were collected from…

2007 2008 ACADEMIC TRAINING PROGRAMME

CERN Document Server

2008-01-01

LECTURE SERIES 27, 28 & 29 May 2008 11:00 -12:00 – Main Auditorium, bldg. 500-1 The biological effects of ionizing radiation M. STREIT-BIANCHI, CERN, Geneva, CH Since the discovery of X-rays the practical use of ionizing radiation and its damaging effects have been a source of concern for occupational health and radiation protection. This led to the introduction of dose limits and strict controls associated with the use of radiation for civil uses. This Academic Training lecture series will discuss the effects of radiation on humans with special emphasis on the health effects of low doses. Radiation risks as assessed from Hiroshima and Nagasaki, Chernobyl as well as others accidental and occupational exposures will be presented and discussed. 2, 3, 4, 5, 6 June 2008 11:00 -12:00 – Main Auditorium, bldg. 500-1 Technology and applications of high field accelerator magnets Dr. G. AMBROSIO, Fermi National Accelerator Laboratory, USA Superconducting magnets are an enabling technology for high ene...

Academic Training - Pulsed SC Magnets

CERN Multimedia

Françoise Benz

2006-01-01

2005-2006 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 2, 3, June 29, 30, 31 May, 1, 2 June 11:00-12:00 - Auditorium, bldg 500 Pulsed SC Magnets by M. Wilson Lecture 1. Introduction to Superconducting Materials Type 1,2 and high temperature superconductors; their critical temperature, field & current density. Persistent screening currents and the critical state model. Lecture 2. Magnetization and AC Loss How screening currents cause irreversible magnetization and hysteresis loops. Field errors caused by screening currents. Flux jumping. The general formulation of ac loss in terms of magnetization. AC losses caused by screening currents. Lecture 3. Twisted Wires and Cables Filamentary composite wires and the losses caused by coupling currents between filaments, the need for twisting. Why we need cables and how the coupling currents in cables contribute more ac loss. Field errors caused by coupling currents. Lecture 4. AC Losses in Magnets, Cooling and Measurement Summary of all loss mech...

Academic Training - Studying Anti-Matter

CERN Multimedia

Françoise Benz

2006-01-01

ACADEMIC TRAINING LECTURE SERIES 24, 25, 26 April from 11:00 to 12:00 - Main Auditorium, bldg. 500 Main Auditorium, bldg. 500 on 14, 15 March, Council Room on 13, 16 March Studying Anti-Matter R. LANDUA / DSU Antiparticles are a crucial ingredient of particle physics and cosmology. Almost 80 years after Dirac's bold prediction and the subsequent discovery of the positron in 1932, antiparticles are still in the spotlight of modern physics. This lecture for non-specialists will start with a theoretical and historical introduction. Why are antiparticles needed? When and how were they discovered? Why is the (CPT) symmetry between particles and antiparticles so fundamental? What is their role in cosmology? The second part will give an overview about the many aspects of antiparticles in experimental physics: their production, their use in colliders; as a probe inside atoms or nuclei; or as an object to study fundamental symmetries. In the third part, the lecture will focus on results and challenges of the '...

2007 2008 Academic Training programme

CERN Multimedia

2008-01-01

LECTURE SERIES 27, 28 & 29 May 2008 11:00 -12:00 – Main Auditorium, bldg. 500-1 The biological effects of ionizing radiation M. STREIT-BIANCHI, CERN, Geneva, CH Since the discovery of X-rays the practical use of ionizing radiation and its damaging effects have been a source of concern for occupational health and radiation protection. This led to the introduction of dose limits and strict controls associated with the use of radiation for civil uses. This Academic Training lecture series will discuss the effects of radiation on humans with special emphasis on the health effects of low doses. Radiation risks as assessed from Hiroshima and Nagasaki, Chernobyl as well as others accidental and occupational exposures will be presented and discussed. 2, 3, 4, 5, 6 June 2008 11:00 -12:00 – Main Auditorium, bldg. 500-1 Technology and applications of high field accelerator magnets Dr. G. AMBROSIO, Fermi National Accelerator Laboratory, USA Superconducting magnets are an enabling technology for high ene...

Academic Training: Deep Space Telescopes

CERN Multimedia

Françoise Benz

2006-01-01

2005-2006 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 20, 21, 22, 23, 24 February from 11:00 to 12:00 - Council Chamber on 20, 21, 23, 24 February, TH Auditorium, bldg 4 - 3-006, on 22 February Deep Space Telescopes G. BIGNAMI / CNRS, Toulouse, F & Univ. di Pavia, I The short series of seminars will address results and aims of current and future space astrophysics as the cultural framework for the development of deep space telescopes. It will then present such new tools, as they are currently available to, or imagined by, the scientific community, in the context of the science plans of ESA and of all major world space agencies. Ground-based astronomy, in the 400 years since Galileo's telescope, has given us a profound phenomenological comprehension of our Universe, but has traditionally been limited to the narrow band(s) to which our terrestrial atmosphere is transparent. Celestial objects, however, do not care about our limitations, and distribute most of the information about their physics thro...

Individual Placement and Support supplemented with cognitive remediation and work-related social skills training in Denmark: study protocol for a randomized controlled trial.

Science.gov (United States)

Christensen, Thomas Nordahl; Nielsen, Iben Gammelgaard; Stenager, Elsebeth; Morthorst, Britt Reuter; Lindschou, Jane; Nordentoft, Merete; Eplov, Lene Falgaard

2015-06-21

Individual Placement and Support (IPS) appears to be an effective vocational intervention for obtaining competitive employment for people with severe mental illness. However, no IPS studies or trials have been conducted in Denmark, a country characterized by a specialized labor market with a higher minimum wage and fewer entry-level jobs in comparison with other countries such as the US. Furthermore, long-term job retention and economic self-sufficiency have not been clearly demonstrated. Integrating methods such as cognitive remediation and work-related social skills training may be ways to address these issues. The trial design is an investigator-initiated, randomized, assessor-blinded, multi-center trial. A total of 750 patients with severe mental illness will be randomly assigned into three groups: (1) IPS, (2) IPS enhanced with cognitive remediation and work-related social skills training, and (3) service as usual. The primary outcome is number of hours in competitive employment or education at 18-month follow-up. Secondary and exploratory outcomes are money earned, days to first employment, symptoms, functional level, self-esteem, and self-efficacy at 18-month follow-up. Thirty- and 60-month follow-ups will be register-based. This will be one of the largest randomized trials investigating IPS to date. The trial will be conducted with high methodological quality in order to reduce the risk of bias. If the results of this trial show that IPS, or IPS enhanced with cognitive remediation and work-related social skills training, is superior to service as usual, this will support preliminary evidence. Furthermore, it will show that the method is generalizable to a variety of labor markets and welfare systems and provide important knowledge about the effect of adding cognitive remediation and social skills training to the IPS intervention. ClinicalTrials registration number: NCT01722344 (registered 2 Nov. 2012).

Academic training of nursing professionals and its relevance to the workplace 1

Science.gov (United States)

Ortega, Maria del Carmen Barbera; Cecagno, Diana; Llor, Ana Myriam Seva; de Siqueira, Hedi Crecencia Heckler; Montesinos, Maria José López; Soler, Loreto Maciá

2015-01-01

OBJECTIVE: to identify the training nursing professionals receive and its relevance to the workplace, as well as professional demand for continuous education. METHODOLOGY: this was a descriptive observational study using a questionnaire entitled "Training and Adaptation of the Nursing Professional to the Workplace" available at: http://enfermeriadocente.es for nursing professionals. RESULTS: 53.8% of nurses do not consider the training received to be relevant to the needs of the workplace and 94.2% reported that linking academic education to the workplace impacts on the quality of care provided. CONCLUSIONS: Nursing professionals think that continuous education needs to be adjusted to their jobs and careers. Education should be viewed as a continuum, which begins with training. PMID:26312632

Teachers' perceptions of remediation possibilities of Dutch students in special education.

Science.gov (United States)

Bakker, Joep T A; Bosman, Anna M T

2006-12-01

Research suggests that referral practices of teachers in regular education are not only affected by the level of learning difficulties but also by student behaviour and the level of students' parental involvement in education. It was hypothesized that teachers maintain a notion of the 'ideal' student, who has relatively good academic skills, is well behaved and has highly involved parents. The main question of this study was whether special-education teachers' perceptions regarding remediation possibilities are similarly affected by student behaviour and the level of students' parental involvement. Nineteen experienced Dutch school teachers in special education each evaluated four students: two with relatively high and two with relatively low academic performance. Three questionnaires to assess learning difficulties, behavioural problems and the level of parental involvement were developed. Teachers' perceptions of remediation possibilities were related to the severity of the learning difficulties and academic skill. Academic skill, in turn, was strongly related to the perception of the children's behavioural problems and parental involvement, which, in turn, links the perception of remediation possibilities indirectly to children's behavioural problems and parental involvement. Special education teachers may also hold an image of the 'ideal' student. Students with high academic achievement levels are perceived as having fewer behavioural problems and more highly involved parents than students with low academic achievement levels. Whether this is due to justified or unjustified teachers' perceptions is a matter for future research. What is important is that stereotyping of students (justly or not) poses a serious problem for the Dutch reintegration policy.

The role of Columbia Basin College in training technicians for environmental remediation at the DOE Hanford Site

International Nuclear Information System (INIS)

Ferrigno, K.F.

1991-01-01

Community colleges have the ability to play a vital role in the environmental remediation training process for DOE hazardous waste sites. Columbia Basin College in Pasco, Washington is presently involved in such training through numerous workshops offered primarily for employees at the Hanford DOE site, and a two-year associate of applied science degree in Hazardous Materials Management Technology. The workshops are oriented towards specific applied technical training (40 Hour OSHA/80 Hour WISHA, Hazardous/Radioactive Waste Video conference, and others) whereas the degree program provides a broad background in the skills needed for environmental technicians (16 hazmat courses plus support sciences and humanities). The degree program, combined with hazmat work experience, should provide the necessary background for project supervision as well as for skilled field technicians

ACADEMIC TRAINING LECTURE SERIES: Introduction to General Relativity and Black Holes

CERN Multimedia

2003-01-01

10, 11, 12, 13, 14 February ACADEMIC TRAINING LECTURE SERIES from 11.00 to 12.00 hrs - Auditorium, bldg. 500 Introduction to General Relativity and Black Holes by T.DAMOUR, IHES, Bures-sur-Yvette, F - Physical motivation behind Einstein's theory. - Mathematical formalism of General Relativity. - Experimental confirmations of Einstein's theory. - Introduction to Black Holes physics.

Implementing a robotics curriculum at an academic general surgery training program: our initial experience.

Science.gov (United States)

Winder, Joshua S; Juza, Ryan M; Sasaki, Jennifer; Rogers, Ann M; Pauli, Eric M; Haluck, Randy S; Estes, Stephanie J; Lyn-Sue, Jerome R

2016-09-01

The robotic surgical platform is being utilized by a growing number of hospitals across the country, including academic medical centers. Training programs are tasked with teaching their residents how to utilize this technology. To this end, we have developed and implemented a robotic surgical curriculum, and share our initial experience here. Our curriculum was implemented for all General Surgical residents for the academic year 2014-2015. The curriculum consisted of online training, readings, bedside training, console simulation, participating in ten cases as bedside first assistant, and operating at the console. 20 surgical residents were included. Residents were provided the curriculum and notified the department upon completion. Bedside assistance and operative console training were completed in the operating room through a mix of biliary, foregut, and colorectal cases. During the fiscal years of 2014 and 2015, there were 164 and 263 robot-assisted surgeries performed within the General Surgery Department, respectively. All 20 residents completed the online and bedside instruction portions of the curriculum. Of the 20 residents trained, 13/20 (65 %) sat at the Surgeon console during at least one case. Utilizing this curriculum, we have trained and incorporated residents into robot-assisted cases in an efficient manner. A successful curriculum must be based on didactic learning, reading, bedside training, simulation, and training in the operating room. Each program must examine their caseload and resident class to ensure proper exposure to this platform.

Rho Chi lecture. The pharmaceutical sciences as academic disciplines.

Science.gov (United States)

Lemberger, A P

1988-10-01

Recent studies of higher education in America have raised concern over the lack of integrity and coherence, the absence of vigorous intellectual exchange, and the dominance of careerism in the undergraduate curriculum. Observations and recommendations emanating from studies of pharmaceutical education acknowledge the importance of problem-solving abilities but emphasize the inculcation of knowledge relevant to professional functions and the development of skill in contemporary practice. The current emphasis placed on training students for pharmacy practice found in the pharmacy curriculum causes the objective of achieving intellectual growth to be overshadowed. Balance must be restored. The pharmaceutical sciences, taught for their value as academic disciplines and for their integrity with other branches of science, could serve as the stimulus for intellectual growth of students. An academic baccalaureate program with a major in pharmaceutical sciences as the required base for professional education is proposed as a remedy.

2004-2005 Academic Training Programme: Electroweak Theory and the Standard Model

CERN Multimedia

Françoise Benz

2004-01-01

6, 7, 8, 9 and 10 December LECTURE SERIES 6, 7, 8, 9, 10 December from 11:00 to 12:00 - Main Auditorium, bldg. 500 on 6, 7, 8, 10 December, TH Auditorium, bldg. 4 3-006 on 9 December Electroweak Theory and the Standard Model R. BARBIERI / CERN-PH-TH There is a natural splitting in four sectors of the theory of the ElectroWeak (EW) Interactions, at pretty different levels of development /test. Accordingly, the 5 lectures are organized as follows, with an eye to the future: Lecture 1: The basic structure of the theory; Lecture 2: The gauge sector; Lecture 3: The flavor sector; Lecture 4: The neutrino sector; Lecture 5: The EW symmetry breaking sector. Transparencies available at: http://agenda.cern.ch/fullAgenda.php?ida=a042577 ENSEIGNEMENT ACADEMIQUE ACADEMIC TRAINING Françoise Benz 73127 academic.training@cern.ch If you wish to participate in one of the following courses, please discuss with your supervisor and apply electronically directly from the course description pages that can ...

2004-2005 Academic Training Programme: Electroweak Theory and the Standard Model

CERN Multimedia

Françoise Benz

2004-01-01

6, 7, 8, 9 and 10 December LECTURE SERIES 6, 7, 8, 9, 10 December from 11:00 to 12:00 - Main Auditorium, bldg. 500 on 6, 7, 8, 10 December, TH Auditorium, bldg. 4 3-006 on 9 December Electroweak Theory and the Standard Model R. BARBIERI / CERN-PH-TH There is a natural splitting in four sectors of the theory of the ElectroWeak (EW) Interactions, at pretty different levels of development /test. Accordingly, the 5 lectures are organized as follows, with an eye to the future: Lecture 1: The basic structure of the theory; Lecture 2: The gauge sector; Lecture 3: The flavor sector; Lecture 4: The neutrino sector; Lecture 5: The EW symmetry breaking sector. ENSEIGNEMENT ACADEMIQUE ACADEMIC TRAINING Françoise Benz 73127 academic.training@cern.ch Si vous désirez participer à l'un des cours suivants, veuillez en discuter avec votre superviseur et vous inscrire électroniquement en direct depuis les pages de description des cours dans le Web que vous trouvez &ag...

Remedial Design/Remedial Action Work Plan for Operable Units 6-05 and 10-04, Phase III

Energy Technology Data Exchange (ETDEWEB)

R. P. Wells

2006-09-19

The remedial design/remedial action for Operable Unit 6-05 (Waste Area Group 6) and Operable Unit 10-04 (Waste Area Group 10) - collectively called Operable Unit 10-04 has been divided into four phases. Phase I consists of developing and implementing institutional controls at Operable Unit 10-04 sites and developing and implementing Idaho National Laboratory-wide plans for both institutional controls and ecological monitoring. Phase II will remediate sites contaminated with trinitrotoluene and Royal Demolition Explosive. Phase III will remediate lead contamination at a gun range, and Phase IV will remediate hazards from unexploded ordnance. This Phase III remedial Design/Remedial Action Work Plan addresses the remediation of lead-contaminated soils found at the Security Training Facility (STF)-02 Gun Range located at the Idaho National Laboratory. Remediation of the STF-02 Gun Range will include excavating contaminated soils; physically separating copper and lead for recycling; returning separated soils below the remediation goal to the site; stabilizing contaminated soils, as required, and disposing of the separated soils that exceed the remediation goal; encapsulating and disposing of creosote-contaminated railroad ties and power poles; removing and disposing of the wooden building and asphalt pads found at the STF-02 Gun Range; sampling and analyzing soil to determine the excavation requirements; and when the remediation goals have been met, backfilling and contouring excavated areas and revegetating the affected area.

Academic training and clinical placement problems to achieve nursing competency

Directory of Open Access Journals (Sweden)

NARJES RAHMATI SHARGHI

2015-01-01

Full Text Available Introduction: High quality of care is one of the requirements of nursing which depends on the nursing competency. In this connection, the aim of this research was to determine the problems related to the academic training (nursing’ educational program and clinical practice to achieve competency from the viewpoint of nurses, faculty members, and nursing students. Methods: The study was an analytical cross-sectional one. The sample consisted of the academic staff, the third and the fourth year nursing students and nurses in practice. The instrument of the study was a two-part researcher-made questionnaire with 22 questions in the theoretical- clinical realm to assess problems related to the theoretical and clinical teaching in nursing, and 23 questions to assess the clinical functions. The questionnaire was validated in terms of both face and content validity. Its reliability, using Cronbach’s Alpha coefficient, was 0.72 in the theoretical-clinical and 0.73 in the clinical realm. Both descriptive and analytical statistics were used to analyze the data, using SPSS software. Results: The results of this study indicated that from the participants’ viewpoints, the most important problems in the academic education for nurses to acquire competency were as follows: lack of academic research during the clinical period (88.9%, no application of theoretical aspects of the nursing process in practice (85.6%, insufficient knowledgeable and professional educators (81.1%, the use of traditional routine-oriented methods on the wards (75.6%; also insufficient time for performance based on knowledge in relation to the nurse’s workload (86.5%, weakness and usefulness of scientific function encouragement systems in clinic (85.2%, and learnt theoretical subjects not coming into practice in clinical fields after graduation (75.6%. Conclusion: Efforts to reduce the gap between the theoretical and practical (clinical function knowledge in educational and work

Remedial training for the radiology resident: a template for optimization of the learning plan.

Science.gov (United States)

Mar, Colin; Chang, Silvia; Forster, Bruce

2015-02-01

All radiology residency programs should strive for the early identification of individuals in need of remedial training and have an approach ready to address this situation. This article provides a template for a step-by-step approach which is team based. It includes definition of the learning or performance issues, creation of suitable learning objectives and learning plan, facilitation of feedback and assessment, and definition of outcomes. Using such a template will assist the resident in returning to the path toward a safe and competent radiologist. Copyright © 2015 AUR. Published by Elsevier Inc. All rights reserved.

Prostate Brachytherapy Case Volumes by Academic and Nonacademic Practices: Implications for Future Residency Training

International Nuclear Information System (INIS)

Orio, Peter F.; Nguyen, Paul L.; Buzurovic, Ivan; Cail, Daniel W.; Chen, Yu-Wei

2016-01-01

Purpose: The use of prostate brachytherapy has continued to decline in the United States. We examined the national practice patterns of both academic and nonacademic practices performing prostate brachytherapy by case volume per year to further characterize the decline and postulate the effect this trend might have on training the next generation of residents. Methods and Materials: Men diagnosed with prostate cancer who had undergone radiation therapy in 2004 to 2012 were identified. The annual brachytherapy case volume at each facility was determined and further categorized into ≤12 cases per year (ie, an average of ≤1 cases per month), 13 to 52 cases per year, and ≥53 cases per year (ie, an average of ≥1 cases per week) in academic practices versus nonacademic practices. Results: In 2004 to 2012, academic practices performing an average of ≤1 brachytherapy cases per month increased from 56.4% to 73.7%. In nonacademic practices, this percentage increased from 60.2% to 77.4% (P<.0001 for both). Practices performing an average of ≥1 cases per week decreased among both academic practices (from 6.7% to 1.5%) and nonacademic practices (from 4.5% to 2.7%). Conclusions: Both academic and nonacademic radiation oncology practices have demonstrated a significant reduction in the use of prostate brachytherapy from 2004 to 2012. With the case volume continuing to decline, it is unclear whether we are prepared to train the next generation of residents in this critical modality.

A Profile of Academic Training Program Directors and Chairs in Radiation Oncology

International Nuclear Information System (INIS)

Wilson, Lynn D.; Haffty, Bruce G.; Smith, Benjamin D.

2013-01-01

Purpose: To identify objective characteristics and benchmarks for program leadership in academic radiation oncology. Methods and Materials: A study of the 87 Accreditation Council for Graduate Medical Education radiation oncology training program directors (PD) and their chairs was performed. Variables included age, gender, original training department, highest degree, rank, endowed chair assignment, National Institutes of Health (NIH) funding, and Hirsch index (H-index). Data were gathered from online sources such as departmental websites, NIH RePORTER, and Scopus. Results: There were a total of 87 PD. The median age was 48, and 14 (16%) were MD/PhD. A total of 21 (24%) were female, and rank was relatively equally distributed above instructor. Of the 26 professors, at least 7 (27%) were female. At least 24 (28%) were working at the institution from which they had received their training. A total of 6 individuals held endowed chairs. Only 2 PD had active NIH funding in 2012. The median H-index was 12 (range, 0-51) but the index dropped to 9 (range, 0-38) when those who served as both PD and chair were removed from the group. A total of 76 chairs were identified at the time of the study. The median age was 55, and 9 (12%) were MD/PhD. A total of 7 (9%) of the chairs were female, and rank was professor for all with the exception of 1 who was listed as “Head” and was an associate professor. Of the 76 chairs, at least 10 (13%) were working at the institution from which they received their training. There were a total of 21 individuals with endowed chairs. A total of 13 (17%) had NIH funding in 2012. The median H-index was 29 (range, 3-60). Conclusions: These data provide benchmarks for individuals and departments evaluating leadership positions in the field of academic radiation oncology. Such data are useful for evaluating leadership trends over time and comparing academic radiation oncology with other specialties

A Profile of Academic Training Program Directors and Chairs in Radiation Oncology

Energy Technology Data Exchange (ETDEWEB)

Wilson, Lynn D., E-mail: Lynn.wilson@yale.edu [Department of Therapeutic Radiology, Yale University School of Medicine, Smilow Cancer Hospital, New Haven, Connecticut (United States); Haffty, Bruce G. [Department of Radiation Oncology, The University of Texas MD Anderson Cancer Center, Houston, Texas (United States); Smith, Benjamin D. [Department of Radiation Oncology, UMDNJ-RWJMS, Cancer Institute of New Jersey, New Brunswick, New Jersey (United States)

2013-04-01

Purpose: To identify objective characteristics and benchmarks for program leadership in academic radiation oncology. Methods and Materials: A study of the 87 Accreditation Council for Graduate Medical Education radiation oncology training program directors (PD) and their chairs was performed. Variables included age, gender, original training department, highest degree, rank, endowed chair assignment, National Institutes of Health (NIH) funding, and Hirsch index (H-index). Data were gathered from online sources such as departmental websites, NIH RePORTER, and Scopus. Results: There were a total of 87 PD. The median age was 48, and 14 (16%) were MD/PhD. A total of 21 (24%) were female, and rank was relatively equally distributed above instructor. Of the 26 professors, at least 7 (27%) were female. At least 24 (28%) were working at the institution from which they had received their training. A total of 6 individuals held endowed chairs. Only 2 PD had active NIH funding in 2012. The median H-index was 12 (range, 0-51) but the index dropped to 9 (range, 0-38) when those who served as both PD and chair were removed from the group. A total of 76 chairs were identified at the time of the study. The median age was 55, and 9 (12%) were MD/PhD. A total of 7 (9%) of the chairs were female, and rank was professor for all with the exception of 1 who was listed as “Head” and was an associate professor. Of the 76 chairs, at least 10 (13%) were working at the institution from which they received their training. There were a total of 21 individuals with endowed chairs. A total of 13 (17%) had NIH funding in 2012. The median H-index was 29 (range, 3-60). Conclusions: These data provide benchmarks for individuals and departments evaluating leadership positions in the field of academic radiation oncology. Such data are useful for evaluating leadership trends over time and comparing academic radiation oncology with other specialties.

Combined Training of One Cognitive and One Metacognitive Strategy Improves Academic Writing Skills.

Science.gov (United States)

Wischgoll, Anke

2016-01-01

Academic writing is a challenging task. Expert writers apply various writing skills as they anticipate the reader's view of their text while paying attention to structure and content. Research in the high school setting shows that the acquisition of writing skills can be supported by single-strategy training. However, research in higher education is scarce. We tested whether the development of academic writing skills can also be effectively supported by training single strategies or even combined strategies. As metacognition is an important skill for advanced and adult learners, we focused in this study on the benefit of combined cognitive strategies with and without a metacognitive strategy. An experiment including three conditions was conducted (N = 60 German-speaking psychology undergraduates, M = 22.8, SD = 4.4), which lasted for three hours. Each group received a modeling intervention of a basic cognitive strategy on the application of text structure knowledge. Two groups received an additional modeling intervention with either a cognitive strategy treatment on text summarization or a metacognitive strategy treatment on self-monitoring the writing process. One group received no further strategy treatment. Prior knowledge and learning outcomes were measured with a specially developed test on academic writing skills. In addition, all participants wrote an abstract of an empirical article. We found that learners who received the additional self-monitoring strategy intervention benefited significantly more in terms of acquisition of academic writing skills and the quality of their texts than learners who did not receive this intervention. Thus, the results underline the importance of self-monitoring strategies in academic writing. Implications and further research opportunities are discussed.

Combined training of one cognitive and one metacognitive strategy improves academic writing skills

Directory of Open Access Journals (Sweden)

Anke eWischgoll

2016-02-01

Full Text Available Academic writing is a challenging task. Expert writers apply various writing skills as they anticipate the reader’s view of their text while paying attention to structure and content. Research in the high school setting shows that the acquisition of writing skills can be supported by single-strategy training. However, research in higher education is scarce. We tested whether the development of academic writing skills can also be effectively supported by training single strategies or even combined strategies. As metacognition is an important skill for advanced and adult learners, we focused in this study on the benefit of combined cognitive strategies with and without a metacognitive strategy. An experiment including three conditions was conducted (N = 60 German-speaking psychology undergraduates, M=22.8, SD=4.4, which lasted for three hours. Each group received a modeling intervention of a basic cognitive strategy on the application of text structure knowledge. Two groups received an additional modeling intervention with either a cognitive strategy treatment on text summarization or a metacognitive strategy treatment on self-monitoring the writing process. One group received no further strategy treatment. Prior knowledge and learning outcomes were measured with a specially developed test on academic writing skills. In addition, all participants wrote an abstract of an empirical article. We found that learners who received the additional self-monitoring strategy intervention benefited significantly more in terms of acquisition of academic writing skills and the quality of their texts than learners who did not receive this intervention. Thus, the results underline the importance of self-monitoring strategies in academic writing. Implications and further research opportunities are discussed.

Combined Training of One Cognitive and One Metacognitive Strategy Improves Academic Writing Skills

Science.gov (United States)

Wischgoll, Anke

2016-01-01

Academic writing is a challenging task. Expert writers apply various writing skills as they anticipate the reader’s view of their text while paying attention to structure and content. Research in the high school setting shows that the acquisition of writing skills can be supported by single-strategy training. However, research in higher education is scarce. We tested whether the development of academic writing skills can also be effectively supported by training single strategies or even combined strategies. As metacognition is an important skill for advanced and adult learners, we focused in this study on the benefit of combined cognitive strategies with and without a metacognitive strategy. An experiment including three conditions was conducted (N = 60 German-speaking psychology undergraduates, M = 22.8, SD = 4.4), which lasted for three hours. Each group received a modeling intervention of a basic cognitive strategy on the application of text structure knowledge. Two groups received an additional modeling intervention with either a cognitive strategy treatment on text summarization or a metacognitive strategy treatment on self-monitoring the writing process. One group received no further strategy treatment. Prior knowledge and learning outcomes were measured with a specially developed test on academic writing skills. In addition, all participants wrote an abstract of an empirical article. We found that learners who received the additional self-monitoring strategy intervention benefited significantly more in terms of acquisition of academic writing skills and the quality of their texts than learners who did not receive this intervention. Thus, the results underline the importance of self-monitoring strategies in academic writing. Implications and further research opportunities are discussed. PMID:26941671

Academic Training: Physics technologies in medicine

CERN Multimedia

Françoise benz

2005-01-01

24, 25, 26, 27 January 2004-2005 ACADEMIC TRAINING PROGRAMME LECTURE SERIES from 11.00 to 12.00 hrs - Main Auditorium, bldg. 500 Physics technologies in medicine M. GILARDI / Univ. of Milano, I. - U. AMALDI / Univ. of Milano Bicocca and TERA Foundation - M. SCHOLZ / GSI, Darmstadt, D. - O. JÄKEL / Deutsches Krebsforschungszentrum, Heidelberg, D Monday 24 January The frontiers of medical imaging M. GILARDI / Univ. of Milano, I. Tuesday 25 January From the discovery of X-rays to CT/PET diagnostics and conformal radiation therapy U. AMALDI / Univ. of Milano Bicocca and TERA Foundation Wednesday 26 January The increased biological effectiveness of heavy charged particle radiation: from cell culture experiments to biophysics modelling M. SCHOLZ / GSI, Darmstadt, D. Thursday 27 January Medical Physics aspects of radiotherapy with ions O. JÄKEL / Deutsches Krebsforschungszentrum, Heidelberg, D The lectures are open to all those interested, without application. The abstract of the lectures...

Academic Training: Physics technologies in medicine

CERN Multimedia

Françoise Benz

2005-01-01

24, 25, 26, 27 January 2004-2005 ACADEMIC TRAINING PROGRAMME LECTURE SERIES from 11.00 to 12.00 hrs - Main Auditorium, bldg. 500 Physics technologies in medicine M. GILARDI / Univ. of Milano, I. - U. AMALDI / Univ. of Milano Bicocca and TERA Foundation - M. SCHOLZ / GSI, Darmstadt, D. - O. JÄKEL / Deutsches Krebsforschungszentrum, Heidelberg, D Monday 24 January The frontiers of medical imaging M. GILARDI / Univ. of Milano, I. The lecture will deal with the evolution of diagnostic imaging techniques, focussing on tomographic methods (x rays Computerized Tomography, CT, Magnetic Resonance Imaging. MRI, Positron Emission Tomography, PET). The physical parameters characterizing the performance of current generation scanners and their potential future improvement will be discussed. The clinical diagnostic value of multi modal imaging and the relevance of image fusion to image guided radiotherapy will be also presented. Tuesday 25 January From the discovery of X-rays to CT/PET diagnostics and co...

Remediation in Canadian medical residency programs: Established and emerging best practices.

Science.gov (United States)

Shearer, Cindy; Bosma, Mark; Bergin, Fiona; Sargeant, Joan; Warren, Andrew

2018-02-23

Policies to guide remediation in postgraduate medical education exist in all Canadian medical schools. This study examines concordance between these policies and processes, and published "best practices" in remediation. We conducted a literature review to identify best practices in the area of remediation. We then reviewed remediation policies from all 13 English medical schools in Canada other than our own and conducted interviews with key informants from each institution. Each policy and interview transcript pair was then reviewed for evidence of pre-defined "best practices." Team members also noted additional potential policy or process enablers of successful remediation. Most policies and processes aligned with some but not all published best practices. For instance, all participating schools tailored remediation strategies to individual resident needs, and a majority encouraged faculty-student relationships during remediation. Conversely, few required the teaching of goal-setting, strategic planning, self-monitoring, and self-awareness. In addition, we identified avoidance of automatic training extension and the use of an educational review board to support the remediation process as enablers for success. Remediation policies and practices in Canada align well with published best practices in this area. Based on key informant opinions, flexibility to avoid training extension and use of an educational review board may also support optimal remediation outcomes.

ACADEMIC TRAINING (S.E. Antonarakis and A. Mauron)

CERN Multimedia

Françoise Benz

2002-01-01

6, 7 May LECTURE SERIES from 11.00 to 12.00 hrs - Auditorium, bldg. 500 Decoding the Human Genome, Scientific basis and ethic and social aspects by S.E. Antonarakis and A. Mauron / Univ. of Geneva Decoding the Human genome is a very up-to-date topic, raising several questions besides purely scientific, in view of the two competing teams (public and private), the ethics of using the results, and the fact that the project went apparently faster and easier than expected. The lecture series will address the following chapters: Scientific basis and challenges, Ethical and social aspects of genomics. Academic Training Françoise Benz Tel. 73127

Influence of music training on academic examination-induced stress in Thai adolescents.

Science.gov (United States)

Laohawattanakun, Janejira; Chearskul, Supornpim; Dumrongphol, Hattaya; Jutapakdeegul, Nuanchan; Yensukjai, Juntima; Khumphan, Nipaporn; Niltiean, Songwit; Thangnipon, Wipawan

2011-01-10

Several pieces of evidence suggest that academic examinations fulfill the classical requirement of a psychological stressor. Academic examinations represent a stressful challenge to many students, but studies on examination-dependent corticosteroid response, a sensitive physiological indicator of a stress response, are inconsistent. In addition, several studies showed that music can decrease cortisol and adrenocorticotropic hormone (ACTH) levels, and other studies have found that music also may enhance a variety of cognitive functions, such as attention, learning, communication and memory. The present study investigated cortisol response in saliva of Thai adolescents taking academic examinations and analyzed the differences of the stress response between musician and control subjects. Also, we observed whether the academic examination-dependent corticosteroid response affected learning and memory in the test subjects, which comprised 30 musician and 30 control students, age ranging from 15 to 17 years. Mathematical examinations were used as the stressor. Pre- and post-academic examination saliva cortisol levels were measured including self-estimated stress levels. Results showed that the pre-academic examination saliva cortisol concentrations of the musician group are significantly lower than those of the control group, whereas there is no difference in the stress inventory scores. Interestingly, among students with grade point average (GPA) of >3.50, pre-academic examination cortisol levels are significantly lower in the musician compared with control group. This study suggests that under academic examination-induced stress condition, music training can reduce saliva cortisol level in Thai adolescents. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

An Evaluation of the Fitness, Academic, and Self-Esteem Training Program at Meridian School 1984-1985.

Science.gov (United States)

Christie, Samuel G.; Saccone, Peter P.

This paper reports the results of a pilot program, "Fitness, Academics, and Self-Esteem Training" (FAST), conducted during the 1984/85 school year at Meridian School to test the hypotheses that a program of aerobic exercise with the focus on running, conducted by the classroom teacher, would result in a higher rate of academic achievement, better…

Academic Training: Cosmology for particle physicists

CERN Multimedia

Françoise Benz

2005-01-01

2004-2005 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 9, 10, 11, 12 & 13 May from 11.00 to 12.00 hrs - Main Auditorium, bldg. 500 on 9, 10, 12 and 13 May, Council Chamber, bldg. 503, on 11 May Cosmology for particle physicists S. CARROLL / Enrico Fermi Institute, Univ. of Chicago, USA The past few years have seen dramatic breakthroughs and spectacular and puzzling discoveries in astrophysics and cosmology. We know much about the universe, but understand very little. Open questions include the nature of the dark matter and dark energy, the origin of the matter/antimatter asymmetry, the possibility of inflation, and the role of string theory and extra dimensions in the early universe. All of these issues impact strongly on, and will be heavily influenced by, upcoming experiments in particle physics. I will give an overview of current questions at the overlap of cosmology and particle physics, and discuss some theoretical and experimental questions likely to be important in the near future. ENSEIG...

Academic Training: Cosmology for particle physicists

CERN Multimedia

Françoise Benz

2005-01-01

2004-2005 ACADEMIC TRAINING PROGRAMMELECTURE SERIES9, 10, 11, 12 & 13 Mayfrom 11.00 to 12.00 hrs - Main Auditorium, bldg. 500 on 9, 10, 12 and 13 May, Council Chamber, bldg. 503, on 11 MayCosmology for particle physicistsS. CARROLL / Enrico Fermi Institute, Univ. of Chicago, USAThe past few years have seen dramatic breakthroughs and spectacular and puzzling discoveries in astrophysics and cosmology. We know much about the universe, but understand very little. Open questions include the nature of the dark matter and dark energy, the origin of the matter/antimatter asymmetry, the possibility of inflation, and the role of string theory and extra dimensions in the early universe. All of these issues impact strongly on, and will be heavily influenced by, upcoming experiments in particle physics. I will give an overview of current questions at the overlap of cosmology and particle physics, and discuss some theoretical and experimental questions likely to be important in the near future.ENSEIGNEMENT ACADEMIQUEAC...

Academic Training: Cosmology for particle physicists

CERN Multimedia

Françoise Benz

2005-01-01

2004-2005 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 9, 10, 11, 12 & 13 May from 11.00 to 12.00 hrs - Main Auditorium, bldg. 500 on 9, 10, 12 and 13 May, Council Chamber, bldg. 503, on 11 May Cosmology for particle physicists S. CARROLL / Enrico Fermi Institute, Univ. of Chicago, USA The past few years have seen dramatic breakthroughs and spectacular and puzzling discoveries in astrophysics and cosmology. We know much about the universe, but understand very little. Open questions include the nature of the dark matter and dark energy, the origin of the matter/antimatter asymmetry, the possibility of inflation, and the role of string theory and extra dimensions in the early universe. All of these issues impact strongly on, and will be heavily influenced by, upcoming experiments in particle physics. I will give an overview of current questions at the overlap of cosmology and particle physics, and discuss some theoretical and experimental questions likely to be important in the near future. ENSEIGNEME...

Academic Training: Introduction to cryogenic Engineering

CERN Multimedia

Françoise Benz

2005-01-01

2005-2006 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 5, 6, 7, 8 and 9 December from 11:00 to 12:00 - Main Auditorium, bldg. 500 Introduction to cryogenic Engineering by G. Perinic - CERN-AT Cryogenic engineering is one of the key technologies at CERN. It is widely used in research and has many applications in industry and last but not least in medicine. In research cryogenic engineering and its applications are omnipresent from the smallest laboratories to fusion reactors, huge detectors and accelerators. With the termination of the LHC, CERN will in fact become the world’s largest cryogenic installation. This series of talks intends to introduce the non-cryogenist to the basic principles and challenges of cryogenic engineering and its applications. The course will also provide a basis for practical application as well as for further learning. Monday 5.12.2005 Introduction: From History to Modern Refrigeration Cycles (Goran Perinic) Tuesday 6.12.2005 Refrigerants, Standard Cryostats, Cryogenic Des...

Academic Training: Toward Sustainable Energy Systems?

CERN Multimedia

Françoise Benz

2006-01-01

ACADEMIC TRAINING LECTURE SERIES 28, 29, 30, 31 March from 11:00 to 12:00 - Main Auditorium, bldg. 500 Toward Sustainable Energy Systems? F. Tellez / CIEMAT, Madrid, E and D.Martinez / CIEMAT-PSA, Almeria, E Recent work on alternative energies go in the direction of proving the feasibility of solar energy as one of the best alternatives into the future. Europe, as everybody else, has understandably vested interests in insourcing energetic demands as far as affordable. The good news is that solar energy may be its deciding straw, because it has remarkable facilities and projects probing the possibilities of this option. Two european research centers are at the leading edge in this area: ENEA, which is leading 'Archimede', a vast solar array project in Sicily, and CIEMAT, with its Plataforma Solar de Almeria (PSA, www.psa.es), a major solar energy facility at the south of Spain. Both will become basic poles of the planned 'EURO-MED'electricity interconnection, intending to carry solar electricity fro...

Academic Training: Toward Sustainable Energy Systems?

CERN Multimedia

Françoise Benz

2006-01-01

ACADEMIC TRAINING LECTURE SERIES 28, 29, 30, 31 March from 11:00 to 12:00 - Main Auditorium, bldg. 500 Toward Sustainable Energy Systems? F. Tellez / CIEMAT, Madrid, E and D.Martinez / CIEMAT-PSA, Almeria, E Recent work on alternative energies go in the direction of proving the feasibility of solar energy as one of the best alternatives into the future. Europe, as everybody else, has understandably vested interests in insourcing energetic demands as far as affordable. The good news is that solar energy may be its deciding straw, because it has remarkable facilities and projects probing the possibilities of this option. Two european research centers are at the leading edge in this area: ENEA, which is leading 'Archimede', a vast solar array project in Sicily, and CIEMAT, with its Plataforma Solar de Almeria (PSA, www.psa.es) ,a major solar energy facility at the south of Spain. Both will become basic poles of the planned 'EURO-MED' electricity interconnection, intending to carry solar electricity f...

Academic Training: Introduction to cryogenic Engineering

CERN Multimedia

Françoise Benz

2005-01-01

2005-2006 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 5, 6, 7, 8 and 9 December from 11:00 to 12:00 - Main Auditorium, bldg. 500 Introduction to cryogenic Engineering by G. Perinic - CERN-AT Cryogenic engineering is one of the key technologies at CERN. It is widely used in research and has many applications in industry and last but not least in medicine. In research cryogenic engineering and its applications are omnipresent from the smallest laboratories to fusion reactors, hughe detectors and accelerators. With the termination of the LHC, CERN will in fact become the world's largest cryogenic installation. This series of talks intends to introduce the non-cryogenist to the basic principles and challenges of cryogenic engineering and its applications. The course will also provide a basis for practical application as well as for further learning. From history to modern refrigeration cycles (1/5) Refrigerants, standard cryostats, cryogenic design (2/5) Heat transfer and insulation (3/5) Safety in cryoge...

Academic Training - Bioinformatics: Decoding the Genome

CERN Multimedia

Chris Jones

2006-01-01

ACADEMIC TRAINING LECTURE SERIES 27, 28 February 1, 2, 3 March 2006 from 11:00 to 12:00 - Auditorium, bldg. 500 Decoding the Genome A special series of 5 lectures on: Recent extraordinary advances in the life sciences arising through new detection technologies and bioinformatics The past five years have seen an extraordinary change in the information and tools available in the life sciences. The sequencing of the human genome, the discovery that we possess far fewer genes than foreseen, the measurement of the tiny changes in the genomes that differentiate us, the sequencing of the genomes of many pathogens that lead to diseases such as malaria are all examples of completely new information that is now available in the quest for improved healthcare. New tools have allowed similar strides in the discovery of the associated protein structures, providing invaluable information for those searching for new drugs. New DNA microarray chips permit simultaneous measurement of the state of expression of tens...

A Cluster-Randomised, Controlled Trial of the Impact of Cogmed Working Memory Training on Both Academic Performance and Regulation of Social, Emotional and Behavioural Challenges

Science.gov (United States)

Hitchcock, Caitlin; Westwell, Martin S.

2017-01-01

Background: We explored whether school-based Cogmed Working Memory Training (CWMT) may optimise both academic and psychological outcomes at school. Training of executive control skills may form a novel approach to enhancing processes that predict academic achievement, such as task-related attention, and thereby academic performance, but also has…

Computer-Based Training in Math and Working Memory Improves Cognitive Skills and Academic Achievement in Primary School Children: Behavioral Results

Directory of Open Access Journals (Sweden)

Noelia Sánchez-Pérez

2018-01-01

Full Text Available Student academic achievement has been positively related to further development outcomes, such as the attainment of higher educational, employment, and socioeconomic aspirations. Among all the academic competences, mathematics has been identified as an essential skill in the field of international leadership as well as for those seeking positions in disciplines related to science, technology, and engineering. Given its positive consequences, studies have designed trainings to enhance children's mathematical skills. Additionally, the ability to regulate and control actions and cognitions, i.e., executive functions (EF, has been associated with school success, which has resulted in a strong effort to develop EF training programs to improve students' EF and academic achievement. The present study examined the efficacy of a school computer-based training composed of two components, namely, working memory and mathematics tasks. Among the advantages of using a computer-based training program is the ease with which it can be implemented in school settings and the ease by which the difficulty of the tasks can be adapted to fit the child's ability level. To test the effects of the training, children's cognitive skills (EF and IQ and their school achievement (math and language grades and abilities were evaluated. The results revealed a significant improvement in cognitive skills, such as non-verbal IQ and inhibition, and better school performance in math and reading among the children who participated in the training compared to those children who did not. Most of the improvements were related to training on WM tasks. These findings confirmed the efficacy of a computer-based training that combined WM and mathematics activities as part of the school routines based on the training's impact on children's academic competences and cognitive skills.

Computer-Based Training in Math and Working Memory Improves Cognitive Skills and Academic Achievement in Primary School Children: Behavioral Results.

Science.gov (United States)

Sánchez-Pérez, Noelia; Castillo, Alejandro; López-López, José A; Pina, Violeta; Puga, Jorge L; Campoy, Guillermo; González-Salinas, Carmen; Fuentes, Luis J

2017-01-01

Student academic achievement has been positively related to further development outcomes, such as the attainment of higher educational, employment, and socioeconomic aspirations. Among all the academic competences, mathematics has been identified as an essential skill in the field of international leadership as well as for those seeking positions in disciplines related to science, technology, and engineering. Given its positive consequences, studies have designed trainings to enhance children's mathematical skills. Additionally, the ability to regulate and control actions and cognitions, i.e., executive functions (EF), has been associated with school success, which has resulted in a strong effort to develop EF training programs to improve students' EF and academic achievement. The present study examined the efficacy of a school computer-based training composed of two components, namely, working memory and mathematics tasks. Among the advantages of using a computer-based training program is the ease with which it can be implemented in school settings and the ease by which the difficulty of the tasks can be adapted to fit the child's ability level. To test the effects of the training, children's cognitive skills (EF and IQ) and their school achievement (math and language grades and abilities) were evaluated. The results revealed a significant improvement in cognitive skills, such as non-verbal IQ and inhibition, and better school performance in math and reading among the children who participated in the training compared to those children who did not. Most of the improvements were related to training on WM tasks. These findings confirmed the efficacy of a computer-based training that combined WM and mathematics activities as part of the school routines based on the training's impact on children's academic competences and cognitive skills.

Social accountability of medical schools and academic primary care training in Latin America: principles but not practice.

Science.gov (United States)

Puschel, Klaus; Rojas, Paulina; Erazo, Alvaro; Thompson, Beti; Lopez, Jorge; Barros, Jorge

2014-08-01

Latin America has one of the highest rates of health disparities in the world and is experiencing a steep increase in its number of medical schools. It is not clear if medical school authorities consider social responsibility, defined as the institutional commitment to contribute to the improvement of community well-being, as a priority and if there are any organizational strategies that could reduce health disparities. To study the significance and relevance of social responsibility in the academic training of medical schools in Latin America. The study combined a qualitative thematic literature review of three databases with a quantitative design based on a sample of nine Latin American and non-Latin American countries. The thematic analysis showed high agreement among academic groups on considering medical schools as 'moral agents', part of a 'social contract' and with an institutional responsibility to reduce health disparities mainly through the implementation of strong academic primary care programs. The quantitative analysis showed a significant association between higher development of academic primary care programs and lower level of health disparities by country (P = 0.028). However, the data showed that most Latin American medical schools did not prioritize graduate primary care training. The study shows a discrepancy between the importance given to social responsibility and academic primary care training in Latin America and the practices implemented by medical schools. It highlights the need to refocus medical education policies in the region. © The Author 2014. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Remediation in the Context of the Competencies: A Survey of Pediatrics Residency Program Directors

Science.gov (United States)

Riebschleger, Meredith P.; Haftel, Hilary M.

2013-01-01

Background The 6 competencies defined by the Accreditation Council for Graduate Medical Education provide the framework of assessment for trainees in the US graduate medical education system, but few studies have investigated their impact on remediation. Methods We obtained data via an anonymous online survey of pediatrics residency program directors. For the purposes of the survey, remediation was defined as “any form of additional training, supervision, or assistance above that required for a typical resident.” Respondents were asked to quantify 3 groups of residents: (1) residents requiring remediation; (2) residents whose training was extended for remediation purposes; and (3) residents whose training was terminated owing to issues related to remediation. For each group, the proportion of residents with deficiencies in each of the 6 competencies was calculated. Results In all 3 groups, deficiencies in medical knowledge and patient care were most common; deficiencies in professionalism and communication were moderately common; and deficiencies in systems-based practice and practice-based learning and improvement were least common. Residents whose training was terminated were more likely to have deficiencies in multiple competencies. Conclusion Although medical knowledge and patient care are reported most frequently, deficiencies in any of the 6 competencies can lead to the need for remediation in pediatrics residents. Residents who are terminated are more likely to have deficits in multiple competencies. It will be critical to develop and refine tools to measure achievement in all 6 competencies as the graduate medical education community may be moving further toward individualized training schedules and competency-based, rather than time-based, training. PMID:24404228

Approaches and impact of non-academic research capacity strengthening training models in sub-Saharan Africa: a systematic review.

Science.gov (United States)

Mugabo, Lambert; Rouleau, Dominique; Odhiambo, Jackline; Nisingizwe, Marie Paul; Amoroso, Cheryl; Barebwanuwe, Peter; Warugaba, Christine; Habumugisha, Lameck; Hedt-Gauthier, Bethany L

2015-06-09

Research is essential to identify and prioritize health needs and to develop appropriate strategies to improve health outcomes. In the last decade, non-academic research capacity strengthening trainings in sub-Saharan Africa, coupled with developing research infrastructure and the provision of individual mentorship support, has been used to build health worker skills. The objectives of this review are to describe different training approaches to research capacity strengthening in sub-Saharan Africa outside academic programs, assess methods used to evaluate research capacity strengthening activities, and learn about the challenges facing research capacity strengthening and the strategies/innovations required to overcome them. The PubMed database was searched using nine search terms and articles were included if 1) they explicitly described research capacity strengthening training activities, including information on program duration, target audience, immediate program outputs and outcomes; 2) all or part of the training program took place in sub-Saharan African countries; 3) the training activities were not a formal academic program; 4) papers were published between 2000 and 2013; and 5) both abstract and full paper were available in English. The search resulted in 495 articles, of which 450 were retained; 14 papers met all inclusion criteria and were included and analysed. In total, 4136 people were trained, of which 2939 were from Africa. Of the 14 included papers, six fell in the category of short-term evaluation period and eight in the long-term evaluation period. Conduct of evaluations and use of evaluation frameworks varied between short and long term models and some trainings were not evaluated. Evaluation methods included tests, surveys, interviews, and systems approach matrix. Research capacity strengthening activities in sub-Saharan Africa outside of academic settings provide important contributions to developing in-country capacity to participate in and

Academic Training turns to matters of science and society

CERN Multimedia

2001-01-01

Once again, CERN has opened its doors to matters of science and society. A recent academic training lecture series tackled the thorny issue of arms control. Although an issue far from normal training needs of CERN personnel, the series was well attended. Aseries of lectures about arms control at CERN? Surely some mistake! But there are many reasons why one of the world's most important physics laboratories should consider such weighty political and ethical matters - not least the concern for the issues felt by members of the CERN community. A large number of people followed the full series of lectures on arms control and disarmament by Francesco Calogero, Professor of theoretical physics at Rome's 'La Sapienza' University, demonstrating that CERN people are not only interested in purely scientific matters, but also in the implications for society. Professor Calogero, a former Secretary General of Pugwash1) and currently Chairman of the Pugwash Council, observed that, 'even if I dealt, albeit tersely, with the...

Effect of skill laboratory training on academic performance of medical students.

Science.gov (United States)

Khan, Muhammad Alamgir; Shabbir, Faizania; Qamar, Khadija; Rajput, Tausif Ahmed

2017-05-01

To observe the effect of skill lab training on academic performance of final year medical students in terms of marks obtained in long case, short case, objective structured clinical examination and viva. The cross-sectional comparative study was conducted at Army Medical College, Rawalpindi from February to April 2015. Two batches of final year MBBS were recruited for the study. Batch 1 received conventional training, and Batch 2 received skill lab training. The performance of students was assessed by comparing the marks obtained in long case, short case, objective structured clinical examination and viva. Data was analysed using SPSS 23. Of the 335 subjects, 168(50.1%) were male and 167(49.9%) were female students with a mean age of 21.79±1.02 years. Batch 1 had 151(45%) students and Batch 2 had 184(55%). Batch 2 got significantly higher marks in long case, short case and objective structured clinical examination (p0.05). Acquisition of clinical skills significantly improved when medial students were trained in skill laboratories.

Academic training: The Hunt for the Higgs Particle

CERN Multimedia

2007-01-01

2006-2007 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 27, 28 February, 1st March, from 11:00 to 12:00 Main Auditorium, bldg. 500 The Hunt for the Higgs Particle F. ZWIRNER, University and INFN, Padova, Italy With the advent of the LHC, the hunt for the Higgs boson is entering its crucial phase. These three lectures will review: the Higgs mechanism; its implementation in the minimal Standard Model; possible alternatives with and without elementary scalar fields; the presently available information on electroweak gauge symmetry breaking and the Higgs particle; the properties of the Higgs boson(s) in the Standard Model and its supersymmetric extensions; the strategies for direct searches at colliders, with emphasis on the LHC, and comments on the possible scenarios that may emerge.

The training, careers, and work of Ph.D. physical scientists: Not simply academic

Science.gov (United States)

Smith, Steven J.; Pedersen-Gallegos, Liane; Riegle-Crumb, Catherine

2002-11-01

We present an in-depth portrait of the training, careers, and work of recent Ph.D. physical scientists. Use of specialized training varies widely, with about half often using knowledge of their Ph.D. specialty area in their jobs. The use of specialized training does not, however, correlate with job satisfaction. In this and other important measures, there are relatively few differences between "academics" and "nonacademics." Important job skills for all employment sectors include writing, oral presentation, management, data analysis, designing projects, critical thinking, and working in an interdisciplinary context. Rankings given by respondents of graduate training in some of these skill areas were significantly lower than the importance of these skills in the workplace. We also found that the rated quality of graduate training varies relatively little by department or advisor. Finally, although nonacademic aspirations among graduate students are fairly common, these do not appear to be well supported while in graduate school.

Academic Training - Technological challenges of CLIC

CERN Multimedia

Françoise Benz

2006-01-01

2005-2006 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 12, 13, 14, 15 and 16 June 11:00-12:00 - Auditorium, bldg 500 Technological challenges of CLIC R. Corsini, S. Doebert, S. Redaelli, T.Lefevre, CERN-AB and G. Arnau Izquierdo, H. Mainaud, CERN-TS Future e+e- Linear Colliders offer the potential to explore new physics at the TeV scale and beyond to very high precision. While the International Linear Collider (ILC) scheme of a collider in the 0.5 - 1 TeV range enters the engineering design phase, the Compact Linear Collider (CLIC) study explores the technical feasibility of a collider capable of reaching into the multi-TeV energy domain. Key ingredients of the CLIC scheme are acceleration at high-frequency (30 GHz) and high-gradient (150 MV/m) in normal conducting structures and the use of the so-called Two Beam Acceleration concept, where a high-charge electron beam (drive beam) running parallel to the main beam is decelerated to provide the RF power to accelerate the main beam itself. A vigorous R&...

Academic Training: Small may be beautiful

CERN Multimedia

Françoise Benz

2005-01-01

2004-2005 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 13, 14, 15, 16 and 17 June 13, 14, 16, 17 June from 11:00 to 12:00, 15 June from 10:00 to 12:00 - Auditorium, bldg. 500 Small may be beautiful M. DAVIER / LAL, Orsay, France and T. SOLDNER / ILL, Grenoble, France M. DAVIER 13, 14, 15 June Besides the direct high-energy approach, particle physics frontiers can be explored by low-energy high-sensitivity experiments. These experiments, small on the scale of LHC detectors, can be very effective in reaching a sensitivity level why physics beyond the Standard Model can contribute. In these lectures we will discuss a subject of such experiments (excluding cold neutrons covered in T. Soldner's lectures), their interplay with theory and their impact on our knowledge of new phenomena : anormalous magnetic moments of leptons, weak-electromagnetic interference at low energy and in atomic physics, searches for an electron electric dipole moment in atomic and molecular physics. T. SOLDNER 15, 16, 17 June Neutron pa...

2003 - 2004 ACADEMIC TRAINING PROGRAMME: 2nd Term - 12 January to 31 March 2004

CERN Multimedia

2003-01-01

ACADEMIC TRAINING Françoise Benz tel. 73127 academic.training@cern.ch REGULAR LECTURE PROGRAMME 12, 13, 14 January Microelectronics and Nanoelectronics: Trends, and Applications to HEP Instrumentation by P. Jarron / CERN-EP 2, 3, 4 February Quantum Teleportation : Principles and Applications by N. Gisin / Univ. of Geneva, CH 16, 17, 18, 19, 20 February Physics of Extra Dimensions by V. Rubakov / Russian Academy of Sciences, Moscow, RU 1, 2, 3, 4, March Physics of Shower Simulation at LHC at the Example of GEANT4 by J.P. Wellisch / CERN-EP 8, 9, 11, 12 March Introduction to Cryogenic Engineering by H. Quack / Technische Universität Dresden, D 22, 23, 24, 25, 26 March Neutrinos By Y. Nir / Weizmann Institute of Science, Rehovot, IL LECTURE SERIES FOR POSTGRADUATE STUDENTS 29, 30, 31 March, 1, 2 April Physics beyond the Standard Model by L. Ibanez / CERN-TH The lectures are open to all those interested, without application. The abstract of the lectures, as well as any chang...

Academic Training: Particle Detectors - Principles and Techniques

CERN Multimedia

Françoise Benz

2005-01-01

2004-2005 ACADEMIC TRAINING PROGRAMME LECTURE SERIES FOR POSTGRADUATE STUDENTS 11, 12, 13, 14 & 15 April from 11.00 to 12.00 hrs - Main Auditorium, bldg. 500 Particle Detectors - Principles and Techniques C. JORAM, L. ROPELEWSKI, M. MOLL, C. D'AMBROSIO, T. GYS / CERN-PH The lecture series presents an overview of the physical principles and basic techniques of particle detection, applied to current and future high energy physics experiments. Illustrating examples, chosen mainly from the field of collider experiments, demonstrate the performance and limitations of the various techniques. Main topics of the series are: interaction of particles and photons with matter; particle tracking with gaseous and solid state devices, including a discussion of radiation damage and strategies for improved radiation hardness; scintillation and photon detection; electromagnetic and hadronic calorimetry; particle identification using specific energy loss dE/dx, time of flight, Cherenkov light and transition radi...

Academic Training: Practical Statistics for Particle Physicists

CERN Multimedia

2006-01-01

2006-2007 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 9, 10, 11, 12, 13 October from 11:00 to 12:00 - Main Auditorium, bldg. 500, TH Auditorium, bldg 4, 3rd floor, on 13 October Practical Statistics for Particle Physicists L. LYONS, University of Oxford, GB Lecture 1: Learning to love the errror matrix Introductory remarks. Conditional probability. Statistical and systematic errors. Combining results Binomial, Poisson and 1-D Gaussian 2-D Gaussian and the error matrix. Understanding the covariance. Using the error matrix. Estimating the error matrix. Combining correlated measurements Lecture 2: Parameter determination by likelihood: Do's and don'ts Introduction to likelihood. Error estimate. Simple examples: (1) Breit Wigner (2) Lifetime binned and unbinned likelihood several parameters extended maximum likelihood. Common misapprehensions: Normalisation delta(lnL) = 1/2 rule and coverage Integrating the likelihood Unbinned L_max as goodness of fit Punzi effect Lecture 3: Chi-squared and hypothesis test...

Academic Motivations and Academic Self-Efficacy of Nursing Students

OpenAIRE

Gamze Sarikoc

2017-01-01

Aim: Academic motivation and academic self-efficacy play important roles in the learning process. They increase academic achievement and the attainment of educational goals, thus providing opportunities in the training of qualified nurses. This study was conducted to determine nursing students%u2019 academic motivation and academic self-efficacy levels. Material and Method: This is a descriptive study. A total of 346 students who are attending a nursing school as either a first, second, third...

Academic Librarians at Institutions with LIS Programs Assert that Project Management Training is Valuable

Directory of Open Access Journals (Sweden)

Elaine Sullo

2017-09-01

Full Text Available A Review of: Serrano, S. C. & Avilés, R. A. (2016. Academic librarians and project management: An international study. portal: Libraries and the Academy, 16(3, 465-475. http://dx.doi.org/10.1353/pla.2016.0038 Abstract Objective – To investigate academic librarians’ project management education and training, project management skills and experiences, and perceptions of project management courses within the library and information science (LIS curriculum. Design – Online questionnaire. Setting – 70 universities worldwide with LIS programs and at least one project management course. Subjects – 4,979 academic librarians were invited to complete the online questionnaire; 649 librarians participated. Methods – From the identified institutions, the authors invited academic librarians to participate in a 17-question survey via e-mail. The survey was available in both English and Spanish and was validated via a pilot trial. A total of 649 individuals participated, for a response rate of 13%. The survey included questions related to geographic region and institution affiliation, university education and librarian training associated with project management, project participation and use of project management software or methods, and project management courses in LIS curriculums, and a final open-ended comment section. Main Results – Of the 649 librarians who participated in the survey, 372 were from North and South America (58%. The next highest number of responses came from Europe (38%, followed by low response rates from Africa, Asia, and Oceania. Respondents reported working in a variety of library departments and identified themselves as being one of a director or manager, assistant librarian, or library page. Of the 436 respondents who reported having a university degree, 215 attended an LIS Master’s level program, and 12 studied at the doctoral level. The majority of respondents indicated they have had training in project management

The 2014 Academic College of Emergency Experts in India's Education Development Committee (EDC) White Paper on establishing an academic department of Emergency Medicine in India - Guidelines for Staffing, Infrastructure, Resources, Curriculum and Training.

Science.gov (United States)

Aggarwal, Praveen; Galwankar, Sagar; Kalra, Om Prakash; Bhalla, Ashish; Bhoi, Sanjeev; Sundarakumar, Sundarajan

2014-07-01

Emergency medicine services and training in Emergency Medicine (EM) has developed to a large extent in developed countries but its establishment is far from optimal in developing countries. In India, Medical Council of India (MCI) has taken great steps by notifying EM as a separate specialty and so far 20 medical colleges have already initiated 3-year training program in EM. However, there has been shortage of trained faculty, and ambiguity regarding curriculum, rotation policy, infrastructure, teachers' eligibility qualifications and scheme of examination. Academic College of Emergency Experts in India (ACEE-India) has been a powerful advocate for developing Academic EM in India. The ACEE's Education Development Committee (EDC) was created to chalk out guidelines for staffing, infrastructure, resources, curriculum, and training which may be of help to the MCI and the National Board of Examinations (NBE) to set standards for starting 3-year training program in EM and develop the departments of EM as centers of quality education, research, and treatment across India. This paper has made an attempt to give recommendations so as to provide a uniform framework to the institutions, thus guiding them towards establishing an academic Department of EM for starting the 3-year training program in the specialty of EM.

WE-G-204-00: Post-Graduate Training of the Next Generation of Academic Medical Physicists

International Nuclear Information System (INIS)

2016-01-01

While many indicators for academic medical physics are distressing – jobs are tight, demands on clinical time are high (and getting worse) and national funding has been flat for several years (meaning less money in reality) the present is perhaps one of the most exciting times in cancer research history, and medical physicists have an opportunity to make a difference. Many of us predict the impact of medical physics on cancer research over the next decade to be more significant than ever. Why is that? First, medical imaging is used for every cancer patient in developed countries. Every improvement in the acquisition, processing or analysis of radiological images has the potential to impact patients. The use of radiation therapy is at an all-time high – and virtually cannot be performed without medical physics. Many of the advances in both biomedical imaging and radiation oncology are the result of the hard work of academic medical physicists who are thinking of the next generation of technologies that will be used against cancer or an even broader spectrum of diseases. A career in academic medical physics is demanding, particularly for those with clinical responsibilities. As the demands for justification of their clinical effort become increasingly metricized, the ability to do “unfunded research” will become even more difficult. This means that many will have to generate external salary support to justify their efforts in research and development. This comes at a time when funding for research is compressed and harder to obtain. Generally speaking, if you are not contributing 50% or more of your effort to research, you are competing at a disadvantage and it is very unlikely you will get an NIH/NCI/NIBIB grant. Furthermore, in the ongoing effort to improve patient care and safety, we have developed credentialing pathways that now require at least two-years of residency training. This full-time clinical training creates a gap in the research trajectory of

WE-G-204-00: Post-Graduate Training of the Next Generation of Academic Medical Physicists

Energy Technology Data Exchange (ETDEWEB)

NONE

2016-06-15

While many indicators for academic medical physics are distressing – jobs are tight, demands on clinical time are high (and getting worse) and national funding has been flat for several years (meaning less money in reality) the present is perhaps one of the most exciting times in cancer research history, and medical physicists have an opportunity to make a difference. Many of us predict the impact of medical physics on cancer research over the next decade to be more significant than ever. Why is that? First, medical imaging is used for every cancer patient in developed countries. Every improvement in the acquisition, processing or analysis of radiological images has the potential to impact patients. The use of radiation therapy is at an all-time high – and virtually cannot be performed without medical physics. Many of the advances in both biomedical imaging and radiation oncology are the result of the hard work of academic medical physicists who are thinking of the next generation of technologies that will be used against cancer or an even broader spectrum of diseases. A career in academic medical physics is demanding, particularly for those with clinical responsibilities. As the demands for justification of their clinical effort become increasingly metricized, the ability to do “unfunded research” will become even more difficult. This means that many will have to generate external salary support to justify their efforts in research and development. This comes at a time when funding for research is compressed and harder to obtain. Generally speaking, if you are not contributing 50% or more of your effort to research, you are competing at a disadvantage and it is very unlikely you will get an NIH/NCI/NIBIB grant. Furthermore, in the ongoing effort to improve patient care and safety, we have developed credentialing pathways that now require at least two-years of residency training. This full-time clinical training creates a gap in the research trajectory of

Academic Training Lecture: Statistical Methods for Particle Physics

CERN Multimedia

PH Department

2012-01-01

2, 3, 4 and 5 April 2012 Academic Training Lecture  Regular Programme from 11:00 to 12:00 -  Bldg. 222-R-001 - Filtration Plant Statistical Methods for Particle Physics by Glen Cowan (Royal Holloway) The series of four lectures will introduce some of the important statistical methods used in Particle Physics, and should be particularly relevant to those involved in the analysis of LHC data. The lectures will include an introduction to statistical tests, parameter estimation, and the application of these tools to searches for new phenomena.  Both frequentist and Bayesian methods will be described, with particular emphasis on treatment of systematic uncertainties.  The lectures will also cover unfolding, that is, estimation of a distribution in binned form where the variable in question is subject to measurement errors.

At-risk high school seniors: Science remediation for Georgia's High School Graduation Test

Science.gov (United States)

Carroll, Carolyn M.

State departments of education have created a system of accountability for the academic achievement of students under the mandate of the No Child Left Behind Act of 2001. The Georgia Department of Education established the Georgia High School Graduation Test (GHSGT) as their method of evaluating the academic achievement of high school students. The GHSGT consist of five sections and students must pass all five sections before students they are eligible to receive a diploma. The purpose of the study was to examine the effects of teacher-lead and computer based remediation for a group of high school seniors who have been unsuccessful in passing the science portion of the GHSGT. The objectives of this study include (a) Identify the most effective method of remediation for at-risk students on the science section of the GHSGT, and (b) evaluate the methods of remediation for at-risk students on the science section of GHSGT available to high school students. The participants of this study were at-risk seniors enrolled in one high school during the 2007-2008 school year. The findings of this research study indicated that at-risk students who participated in both types of remediation, teacher-led and computer-based, scored significantly higher than the computer-based remediation group alone. There was no significant relationship between the test scores and the number of times the students were tested.

Online Academic-Integrity Mastery Training May Improve Students' Awareness of, and Attitudes toward, Plagiarism

Science.gov (United States)

Curtis, Guy J.; Gouldthorp, Bethanie; Thomas, Emma F.; O'Brien, Geraldine M.; Correia, Helen M.

2013-01-01

Some evidence has emerged in recent years that plagiarism can be reduced through the use of online mastery tests that are designed to train introductory psychology students in awareness of academic integrity and referencing conventions. Although these studies demonstrated a reduction in incidents of plagiarism they did not directly examine whether…

Academic Training: New Trends in Fusion Research

CERN Multimedia

Françoise Benz

2004-01-01

11, 12 and 13 October 2004-2005 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 11 October from 11.00 to 12.00 hrs, 12 and 13 October from 10.00 to 12.00 hrs - 11 and 12 October in the Main Auditorium, bldg. 500, 13 October in the TH Amphitheatre New Trends in Fusion Research A. FASOLI / EPFL, Lausanne, CH The efforts of the international fusion community aim at demonstrating the scientific feasibility of thermonuclear fusion energy power plants. Understanding the behavior of burning plasmas, i.e. plasmas with strong self-heating, represents a primary scientific challenge for fusion research and a new science frontier. Although integrated studies will only be possible, in new, dedicated experimental facilities, such as the International Tokamak Experimental Reactor (ITER), present devices can address specific issues in regimes relevant to burning plasmas. Among these are an improvement of plasma performance via a reduction of the energy and particle transport, an optimization of the path to ignition or to su...

Academic Training: New Trends in Fusion Research

CERN Multimedia

Françoise Benz

2004-01-01

11, 12 and 13 October 2004-2005 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 11 October from 11.00 to 12.00 hrs, 12 and 13 October from 10.00 to 12.00 hrs - 11 and 12 October in the Main Auditorium, bldg. 500, 13 October in the Theory Conference Room, bldg. 4 New Trends in Fusion Research A. FASOLI / EPFL, Lausanne, CH The efforts of the international fusion community aim at demonstrating the scientific feasibility of thermonuclear fusion energy power plants. Understanding the behavior of burning plasmas, i.e. plasmas with strong self-heating, represents a primary scientific challenge for fusion research and a new science frontier. Although integrated studies will only be possible, in new, dedicated experimental facilities, such as the International Tokamak Experimental Reactor (ITER), present devices can address specific issues in regimes relevant to burning plasmas. Among these are an improvement of plasma performance via a reduction of the energy and particle transport, an optimization of the path to i...

Academic training: Advanced lectures on multiprocessor programming

CERN Multimedia

PH Department

2011-01-01

Academic Training Lecture - Regular Programme 31 October 1, 2 November 2011 from 11:00 to 12:00 -  IT Auditorium, Bldg. 31   Three classes (60 mins) on Multiprocessor Programming Prof. Dr. Christoph von Praun Georg-Simon-Ohm University of Applied Sciences Nuremberg, Germany This is an advanced class on multiprocessor programming. The class gives an introduction to principles of concurrent objects and the notion of different progress guarantees that concurrent computations can have. The focus of this class is on non-blocking computations, i.e. concurrent programs that do not make use of locks. We discuss the implementation of practical non-blocking data structures in detail. 1st class: Introduction to concurrent objects 2nd class: Principles of non-blocking synchronization 3rd class: Concurrent queues Brief Bio of Christoph von Praun Christoph worked on a variety of analysis techniques and runtime platforms for parallel programs. Hist most recent research studies programming models an...

The 2014 Academic College of Emergency Experts in India′s Education Development Committee (EDC White Paper on establishing an academic department of Emergency Medicine in India - Guidelines for Staffing, Infrastructure, Resources, Curriculum and Training

Directory of Open Access Journals (Sweden)

Praveen Aggarwal

2014-01-01

Full Text Available Emergency medicine services and training in Emergency Medicine (EM has developed to a large extent in developed countries but its establishment is far from optimal in developing countries. In India, Medical Council of India (MCI has taken great steps by notifying EM as a separate specialty and so far 20 medical colleges have already initiated 3-year training program in EM. However, there has been shortage of trained faculty, and ambiguity regarding curriculum, rotation policy, infrastructure, teachers′ eligibility qualifications and scheme of examination. Academic College of Emergency Experts in India (ACEE-India has been a powerful advocate for developing Academic EM in India. The ACEE′s Education Development Committee (EDC was created to chalk out guidelines for staffing, infrastructure, resources, curriculum, and training which may be of help to the MCI and the National Board of Examinations (NBE to set standards for starting 3-year training program in EM and develop the departments of EM as centers of quality education, research, and treatment across India. This paper has made an attempt to give recommendations so as to provide a uniform framework to the institutions, thus guiding them towards establishing an academic Department of EM for starting the 3-year training program in the specialty of EM.

Factors determining a successful socioeconomic introduction of horticulture in foreign countries - Academic Consultancy Training Report

NARCIS (Netherlands)

Busscher, N.; Dobma, B.J.; Gonbour, M.; González Ximénez de Embún, M.; Heddes, M.; Visser, de J.; Lans, van der C.J.M.

2010-01-01

Course: Academic Consultancy Training (YMC 60809) Project: Sustainable development of greenhouse horticulture in developing countries (756) Commissioner: Wageningen UR Greenhouse Horticulture Contact person: Ir. C.J.M. van der Lans Coach: Dr. Ir. J.W. Hofstee Expert: Prof. Dr. O. van Kooten A lot of

Virtual Microscopy in Histopathology Training: Changing Student Attitudes in 3 Successive Academic Years.

Science.gov (United States)

Bertram, Christof A; Firsching, Theresa; Klopfleisch, Robert

2018-01-01

Several veterinary faculties have integrated virtual microscopy into their curricula in recent years to improve and refine their teaching techniques. The many advantages of this recent technology are described in the literature, including remote access and an equal and constant slide quality for all students. However, no study has analyzed the change of perception toward virtual microscopy at different time points of students' academic educations. In the present study, veterinary students in 3 academic years were asked for their perspectives and attitudes toward virtual microscopy and conventional light microscopy. Third-, fourth-, and fifth-year veterinary students filled out a questionnaire with 12 questions. The answers revealed that virtual microscopy was overall well accepted by students of all academic years. Most students even suggested that virtual microscopy be implemented more extensively as the modality for final histopathology examinations. Nevertheless, training in the use of light microscopy and associated skills was surprisingly well appreciated. Regardless of their academic year, most students considered these skills important and necessary, and they felt that light microscopy should not be completely replaced. The reasons for this view differed depending on academic year, as the perceived main disadvantage of virtual microscopy varied. Third-year students feared that they would not acquire sufficient light microscopy skills. Fifth-year students considered technical difficulties (i.e., insufficient transmission speed) to be the main disadvantage of this newer teaching modality.

From vocational training to academic education: the situation of the schools of nursing in Sweden.

Science.gov (United States)

Andersson, E P

1999-01-01

As a consequence of a college reform in 1993, nursing education in Sweden is changing from vocational training to academic education. Teacher competence is considered to be of strategic importance to the quality of education for nurses, and nurse educators are expected to have a doctorate or master's degree in nursing or social science. This article focuses on teaching competence as it is perceived by teachers and describes the strategies used by nurse educators to meet the educational changes. The data for this ethnographic study were collected by participant observations at three Swedish nursing schools and interviews with 59 nurse educators. Results indicate that nurse educators use three different strategies to cope with changing demands and to keep their knowledge and competence as faculty at a desirable level. A good nurse educator must: (a) be a "real" nurse; (b) be well prepared in different subject matters; or (c) have an academic degree (master's degree or PhD). The success of the change from vocational training of nurses to an academic education depends on the faculty composition and the culture of the school. As a result of the increased demands for competence, traditional strategies to cope with change are no longer appropriate. Nonacademic-educated faculty risk losing their identity as good educators.

2003 - 2004 ACADEMIC TRAINING PROGRAMME: 2nd Term - 12 January to 31 March 2004

CERN Multimedia

2004-01-01

ACADEMIC TRAINING Françoise Benz tel. 73127 academic.training@cern.ch REGULAR LECTURE PROGRAMME 12, 13, 14 January Microelectronics and Nanoelectronics: Trends, and Applications to HEP Instrumentation by P. Jarron / CERN-EP 2, 3, 4 February Quantum Teleportation : Principles and Applications by N. Gisin / Univ. of Geneva, CH 16, 17, 18, 19, 20 February Physics of Extra Dimensions by V. Rubakov / Russian Academy of Sciences, Moscow, RU 1, 2, 3, 4, March Physics of Shower Simulation at LHC at the Example of GEANT4 by J.P. Wellisch / CERN-EP 8, 9, 11, 12 March Introduction to Cryogenic Engineering by H. Quack / Technische Universität Dresden, D 22, 23, 24, 25, 26 March Neutrinos By Y. Nir / Weizmann Institute of Science, Rehovot, IL LECTURE SERIES FOR POSTGRADUATE STUDENTS 29, 30, 31 March, 1, 2 April Physics beyond the Standard Model by L. Ibanez / CERN-TH The lectures are open to all those interested, without application. The abstract of the lectures, as well as any change to...

Cognitive remediation therapy for older adults

Directory of Open Access Journals (Sweden)

Indira Sharma

2016-01-01

Full Text Available There is a large body of research on cognitive interventions for older adults the review which suggests the following: (1 Cognition remediation therapy is indicated for healthy elderly, and in mild cognitive impairment (MCI, early dementia, brain disease and injury, and severe mental illness (SMI. (2 Studies on healthy elderly demonstrate that with cognitive training (CT, cognitive stimulation (CS, and/or cognitive rehabilitation (CR age-related cognitive decline can be reversed, at least partially if not fully, even in advanced age, with improved social functioning and quality of life. Better results are obtained if cognitive remediation therapy (CRT is combined with vocational/psychosocial rehabilitation. Generalization of training to activities of daily living (ADL and to secondary outcome measures such as quality of life and self-esteem are issues that need to be addressed in older adults. (3 Research in MCI has indicated that CRT, especially memory training, has some role. Future studies should place focus on the assessment of dose-response relationship, training generalization, and ecologically relevant approaches. (4 Findings of earlier work in early-stage dementia were frustrating, more recent work, especially randomized controlled trials of high quality, has provided a ray of rope with respect to effectiveness of CT and CR. Further well-designed studies are required to provide more definitive evidence. (5 Significant therapeutic effects of CR have been observed on cognitive function and ADL in the elderly patients with stroke. Routine screening for stroke patients and those with brain injury for cognitive impairment is recommended. (6 Available research provides evidence that cognitive remediation benefits people with SMI, and when combined with psychiatric rehabilitation this benefit generalizes to functioning. Elderly with SMI need special focus. Further needs to be carried out on older people with SMI.

Effect of Cognitive-Behavioral-Theory-Based Skill Training on Academic Procrastination Behaviors of University Students

Science.gov (United States)

Toker, Betül; Avci, Rasit

2015-01-01

This study examined the effectiveness of a cognitive-behavioral theory (CBT) psycho-educational group program on the academic procrastination behaviors of university students and the persistence of any training effect. This was a quasi-experimental research based on an experimental and control group pretest, posttest, and followup test model.…

An Overview of Cognitive Remediation Therapy for People with Severe Mental Illness

OpenAIRE

Cherrie Galletly; Ashlee Rigby

2013-01-01

Cognitive remediation refers to nonpharmacological methods of improving cognitive function in people with severe mental disorders. Cognitive remediation therapy (CRT) can be delivered via computerised programs, of varying length and complexity, or can be undertaken one-on-one by a trained clinician. There has been a considerable interest in cognitive remediation, driven by recognition that cognitive deficits are a major determinant of outcome in people with severe, chronic mental illnesses. C...

Nuclear-related training and education offered by academic institutions (less than baccalaureate degree) (preliminary)

International Nuclear Information System (INIS)

Howard, L.

1981-11-01

This study presents the results of a survey of academic institutions offering nuclear-related training and education at the less than baccalaureate degree level. The scope of the survey includes only those programs which have a nuclear power industry application, and excludes all programs which are affiliated with nuclear medicine. The survey instrument was distributed by the Institute of Nuclear Power Operations to 262 academic institutions. The survey universe was compiled from a number of publications that listed nuclear-related academic programs. Since the initial mailing in May 1981, ten of the institutions have been determined to no longer exist and eight other listings have been identified as duplications, thus reducing the universe to 244 institutions. Fifty-five percent of the survey population (134 institutions) responded to the questionnaire, of which 45 percent (109) were out of the survey scope and 10 percent (25) indicated they offered less than baccalaureate degree, nuclear-related programs

Radiation oncology training in the United States: report from the Radiation Oncology Resident Training Working Group organized by the Society of Chairman of Academic Radiation Oncology Programs (SCAROP)

International Nuclear Information System (INIS)

1999-01-01

Purpose: In response to the major changes occurring in healthcare, medical education, and cancer research, SCAROP addressed issues related to post-graduate education that could enhance existing programs and complement the present system. Methods and Materials: SCAROP brought together a Working Group with a broad range of representatives organized in subcommittees to address: training, curriculum, and model building. Results: The Working Group emphasized the importance of training physicians with the necessary clinical, scientific, and analytical skills, and the need to provide expert radiation oncology services to patients throughout the United States. Opportunities currently exist for graduates in academic medicine, although there may be limited time and financial resources available to support academic pursuits. Conclusions: In the face of diminishing resources for training and education and the increased scope of knowledge required, a number of models for resident training are considered that can provide flexibility to complement the present system. This report is intended to initiate dialogue among the organizations responsible for radiation oncology resident education so that resident training can continually evolve to meet the needs of cancer patients and take advantage of opportunities for progress through innovative cancer care and research

Academic Training - LHC luminosity upgrade: detector challenges

CERN Multimedia

Françoise Benz

2006-01-01

ACADEMIC TRAINING LECTURE SERIES 13, 14, 15, March, from 11:00 to 12:00 - 16 March from 10:00 to 12:00 Main Auditorium, bldg. 500 on 14, 15 March, Council Room on 13, 16 March LHC luminosity upgrade: detector challenges A. De Roeck / CERN-PH, D. Bortoletto / Purdue Univ. USA, R. Wigmans / Texas, Tech Univ. USA, W. Riegler / CERN-PH, W. Smith / Wisconsin Univ. USA The upgrade of the LHC machine towards higher luminosity (1035 cm-2s-1) has been studied over the last few years. These studies have investigated scenarios to achieve the increase in peak luminosity by an order of magnitude, as well as the physics potential of such an upgrade and the impact of a machine upgrade on the LHC DETECTORS. This series of lectures will cover the following topics: Physics motivation and machine scenarios for an order of magnitude increase in the LHC peak luminosity (lecture 1) Detector challenges including overview of ideas for R&D programs by the LHC experiments: tracking and calorimetry, other new detector ...

Academic Training: The ITER project: technological challenges

CERN Multimedia

Françoise Benz

2005-01-01

2004-2005 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 31 May, 1, 2, 3, June from 11:00 to 12:00 on 31 May and 2, 3, June. From 10:00 to 12:00 on 1 June - Main Auditorium, bldg. 500 The ITER project: technological challenges J. LISTER / CRPP-EPFL, Lausanne, CH and P. BRUZZONE / CRPP-EPFL, Zürich, CH The first lecture reminds us of the ITER challenges, presents hard engineering problems, typically due to mechanical forces and thermal loads and identifies where the physics uncertainties play a significant role in the engineering requirements. The second lecture presents soft engineering problems of measuring the plasma parameters, feedback control of the plasma and handling the physics data flow and slow controls data flow from a large experiment like ITER. The last three lectures focus on superconductors for fusion. The third lecture reviews the design criteria and manufacturing methods for 6 milestone-conductors of large fusion devices (T-7, T-15, Tore Supra, LHD, W-7X, ITER). The evolution of the...

Academic Training: The LHC machine /experiment interface

CERN Multimedia

Françoise Benz

2005-01-01

2004-2005 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 18, 19, 20, 21 & 22 April from 11.00 to 12.00 hrs - Main Auditorium, bldg. 500 The LHC machine /experiment interface S. TAPPROGGE, Univ. of Mainz, D, R. ASSMANN, CERN-AB E. TSESMELIS and D. MACINA, CERN-TS This series of lectures will cover some of the major issues at the boundary between the LHC machine and the experiments: 1) The physics motivation and expectations of the experiments regarding the machine operation. This will include an overview of the LHC physics programme (in pp and PbPb collisions), of the experimental signatures (from high pT objects to leading nucleons) and of the expected trigger rates as well as the data sets needed for specific measurements. Furthermore, issues related to various modes of operation of the machine (e.g. bunch spacings of 25 ns. vs. 75 ns.) and special requirements of the detectors for their commissioning will be described. 2) The LHC machine aspects: introduction of the main LHC parameters and discu...

Academic Training Lectures | FCC | 2-5 February

CERN Multimedia

2016-01-01

Please note that the next series of Academic Training Lectures will take place from 2 to 5 February 2016.   Tuesday, 2 February 2016 from 10.30 a.m. to 12.30 p.m. in the Filtration Plant (Building 222-R-001) FCC 1: Introduction to FCC by Michael Benedikt FCC 2: FCC Physics - Challenges and Potentials by Christophe Grojean, Michelangelo Mangano https://indico.cern.ch/event/472105/   Wednesday, 3 February 2016 from 10.30 a.m. to 12.30 p.m in the Filtration Plant (Building 222-R-001) FCC 3: FCC hh Detectors and Experiments by Werner Riegler FCC 4: Experimental Measurements and Detectors for the FCC-ee by Mogens Dam https://indico.cern.ch/event/472106/   Thursday, 4 February 2016 from 10.30 a.m. to 12.30 p.m in the Filtration Plant (Building 222-R-001) FCC 5: FCC Hadron Collider Design by Daniel Schulte FCC 6: FCC Lepton Collider Design by Frank Zimmermann https://indico...

Academic Training: The ITER project: technological challenges

CERN Multimedia

Françoise Benz

2005-01-01

2004-2005 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 31 May, 1, 2, 3, June from 11:00 to 12:00 on 31 May and 2, 3, June. From 10:00 to 12:00 on 1 June - Main Auditorium, bldg. 500 The ITER project: technological challenges J. LISTER / CRPP-EPFL, Lausanne and P. BRUZZONE / CRPP-EPFL, Zürich The first lecture reminds us of the ITER challenges, presents hard engineering problems, typically due to mechanical forces and thermal loads and identifies where the physics uncertainties play a significant role in the engineering requirements. The second lecture presents soft engineering problems of measuring the plasma parameters, feedback control of the plasma and handling the physics data flow and slow controls data flow from a large experiment like ITER. The last three lectures focus on superconductors for fusion. The third lecture reviews the design criteria and manufacturing methods for 6 milestone-conductors of large fusion devices (T-7, T-15, Tore Supra, LHD, W-7X, ITER). The evolution of the de...

Academic Training: The LHC machine /experiment interface

CERN Multimedia

Françoise Benz

2005-01-01

2004-2005 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 18, 19, 20, 21 & 22 April from 11.00 to 12.00 hrs - Main Auditorium, bldg. 500 The LHC machine /experiment interface S. TAPPROGGE, Univ. of Mainz, D, R. ASSMANN, CERN-AB E. TSESMELIS and D. MACINA, CERN-TS This series of lectures will cover some of the major issues at the boundary between the LHC machine and the experiments: 1) The physics motivation and expectations of the experiments regarding the machine operation. This will include an overview of the LHC physics programme (in pp and PbPb collisions), of the experimental signatures (from high pT objects to leading nucleons) and of the expected trigger rates as well as the data sets needed for specific measurements. Furthermore, issues related to various modes of operation of the machine (e.g. bunch spacings of 25 ns. vs. 75 ns.) and special requirements of the detectors for their commissioning will be described. 2) The LHC machine aspects: introduction of the main LHC parameters and disc...

Computerised working-memory focused cognitive remediation therapy for psychosis--A preliminary study.

Science.gov (United States)

Hargreaves, A; Dillon, R; Anderson-Schmidt, H; Corvin, A; Fitzmaurice, B; Castorina, M; Robertson, I H; Donohoe, G

2015-12-01

Cognitive deficits are a core feature of schizophrenia and related psychotic disorders and are associated with decreased levels of functioning. Behavioural interventions have shown success in remediating these deficits; determining how best to maximise this benefit while minimising the cost is an important next step in optimising this intervention for clinical use. To examine the effects of a novel working-memory focused cognitive remediation (CR) training on cognitive difficulties based on internet delivery of training and weekly telephone support. Participants with a diagnosis of psychosis (n=56) underwent either 8 weeks of CR (approximately 20 h) or 8 weeks of treatment as usual (TAU). General cognitive ability, working memory and episodic memory were measured both pre and post intervention for all participants. In addition to improvements on trained working memory tasks, CR training was associated with significant improvements in two tests of verbal episodic memory. No association between CR and changes in general cognitive ability was observed. Effect sizes for statistically significant changes in memory were comparable to those reported in the literature based primarily on 1:1 training. The cognitive benefits observed in this non-randomised preliminary study indicate that internet-based working memory training can be an effective cognitive remediation therapy. The successes and challenges of an internet-based treatment are discussed. Copyright © 2015 Elsevier B.V. All rights reserved.

Competency-based education and training in internal medicine.

Science.gov (United States)

Weinberger, Steven E; Pereira, Anne G; Iobst, William F; Mechaber, Alex J; Bronze, Michael S

2010-12-07

Recent efforts to improve medical education include adopting a new framework based on 6 broad competencies defined by the Accreditation Council for Graduate Medical Education. In this article, the Alliance for Academic Internal Medicine Education Redesign Task Force II examines the advantages and challenges of a competency-based educational framework for medical residents. Efforts to refine specific competencies by developing detailed milestones are described, and examples of training program initiatives using a competency-based approach are presented. Meeting the challenges of a competency-based framework and supporting these educational innovations require a robust faculty development program. Challenges to competency-based education include teaching and evaluating the competencies related to practice-based learning and improvement and systems-based practice, as well as implementing a flexible time frame to achieve competencies. However, the Alliance for Academic Internal Medicine Education Redesign Task Force II does not favor reducing internal medicine training to less than 36 months as part of competency-based education. Rather, the 36-month time frame should allow for remediation to address deficiencies in achieving competencies and for diverse enrichment experiences in such areas as quality of care and practice improvement for residents who have demonstrated skills in all required competencies.

Baseline Predictors for Success Following Strategy-Based Cognitive Remediation Group Training in Schizophrenia.

Science.gov (United States)

Farreny, Aida; Aguado, Jaume; Corbera, Silvia; Ochoa, Susana; Huerta-Ramos, Elena; Usall, Judith

2016-08-01

Our aim was to examine predictive variables associated with the improvement in cognitive, clinical, and functional outcomes after outpatient participation in REPYFLEC strategy-based Cognitive Remediation (CR) group training. In addition, we investigated which factors might be associated with some long-lasting effects at 6 months' follow-up. Predictors of improvement after CR were studied in a sample of 29 outpatients with schizophrenia. Partial correlations were computed between targeted variables and outcomes of response to explore significant associations. Subsequently, we built linear regression models for each outcome variable and predictors of improvement. The improvement in negative symptoms at posttreatment was linked to faster performance in the Trail Making Test B. Disorganization and cognitive symptoms were related to changes in executive function at follow-up. Lower levels of positive symptoms were related to durable improvements in life skills. Levels of symptoms and cognition were associated with improvements following CR, but the pattern of resulting associations was nonspecific.

Remedial action and waste disposal project -- 300-FF-1 remedial action readiness assessment report

International Nuclear Information System (INIS)

Carson, J.W.; Carlson, R.A.; Greif, A.A.; Johnson, C.R.; Orewiler, R.I.; Perry, D.M.; Remsen, W.E.; Tuttle, B.G.; Wilson, R.C.

1997-09-01

This report documents the readiness assessment for initial startup of the 300-FF-1 Remedial Action Task. A readiness assessment verifies and documents that field activities are ready to start (or restart) safely. The 300-FF-1 assessment was initiated in April 1997. Readiness assessment activities included confirming the completion of project-specific procedures and permits, training staff, obtaining support equipment, receipt and approval of subcontractor submittals, and mobilization and construction of site support systems. The scope of the 300-FF-1 Remedial Action Task includes excavation and disposal of contaminated soils at liquid waste disposal facilities and of waste in the 618-4 Burial Ground and the 300-FF-1 landfills. The scope also includes excavation of test pits and test trenches

Academic Training: QCD: are we ready for the LHC

CERN Multimedia

2006-01-01

2006-2007 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 4, 5, 6, 7 December, from 11:00 to 12:00 4, 5, 6 December - Main Auditorium, bldg. 500, 7 December - TH Auditorium, bldg. 4 - 3-006 QCD: are we ready for the LHC S. FRIXIONE / INFN, Genoa, Italy The LHC energy regime poses a serious challenge to our capability of predicting QCD reactions to the level of accuracy necessary for a successful programme of searches for physics beyond the Standard Model. In these lectures, I'll introduce basic concepts in QCD, and present techniques based on perturbation theory, such as fixed-order and resummed computations, and Monte Carlo simulations. I'll discuss applications of these techniques to hadron-hadron processes, concentrating on recent trends in perturbative QCD aimed at improving our understanding of LHC phenomenology.

Remedial Action Report for Operable Units 6-05 and 10-04, Phase III

Energy Technology Data Exchange (ETDEWEB)

R. P. Wells

2007-08-15

This Phase III remedial action report addresses the remediation of lead-contaminated soils found at the Security Training Facility STF-02 Gun Range at the Idaho National Laboratory Site. Phase I, consisting of developing and implementing institutional controls at Operble Unit 10-04 sites and developing and implementing Idaho National Laboratory Site-wide plans for both institutional controls and ecological monitoring, was addressed in a previous report. Phase II will remediate sites contaminated with trinitrotoluene and Royal Demolition Explosive. Phase IV will remediate hazards from unexploded ordnance.

Femi, Brake Mechanic: Kinesthetic Learning and Mike Rose's "Remedial" Education

Science.gov (United States)

Martin, Tom

2012-01-01

Mike Rose, author of "The Mind at Work," extols both the wholesome, pragmatic qualities of handcraft and the implicit intellectual skills required of its practitioners. His recent article, "Rethinking Remedial Education and the Academic-Vocational Divide," is titled with a call to action; in these few words alone, Rose problematizes the polar…

Academic Training: The cosmic microwave background - Lecture series

CERN Multimedia

Françoise Benz

2004-01-01

ACADEMIC TRAINING LECTURE REGULAR PROGRAMME 14, 15, 16, 17 and 18 June From 11:00 hrs to 12:00 hrs - Main Auditorium bldg. 500 The cosmic microwave background M. Zaldarriaga / Harvard University, USA The Cosmic Microwave Background has become an indispensable tool for cosmology. The measurement of its frequency spectrum firmly established the Hot Big Bang model of the Universe. Measurements of anisotropies in its temperature and its degree of polarization provide the earliest snapshot we have of the universe, giving us information about its state at the epoch of hydrogen recombination approximately 300,000 after the Big Bang. The anisotropies can be used to constrain many of the parameters in the cosmological model, such as the mean density of baryons and dark matter as well as the curvature of the Universe. In this lectures I will review the physics of the temperature and polarization anisotropies. I will discuss the mechanisms that lead to the anisotropies and how cosmological parameters can be inferr...

Academic Training: Search for Dark Matter - Lecture series

CERN Multimedia

Françoise Benz

2004-01-01

28, 29, 30 June, 1 & 2 July ACADEMIC TRAINING LECTURE REGULAR PROGRAMME From 11:00 hrs - 28, 29 June, 1, 2 July, Main Auditorium bldg. 500. 30 June, Council Chamber bldg. 503 Search for Dark Matter B. Sadoulet / Univ. of California, Berkeley, USA In the first lecture, I will review the most recent cosmological evidence for the pervading dark matter in the universe and the emerging consensus that it is not ordinary matter. We will then focus on thermal particle candidates, which may have been produced in the hot early universe and stayed around to constitute dark matter: neutrinos and Weakly Interacting Massive Particles (WIMPs). I will emphasize what can be learnt from cosmology (e.g. the evidence for cold dark matter and the limits on neutrino masses). The third and the fourth lectures will be devoted the direct detection of WIMPs, its technical challenges and the present status. I will describe the recent advances from phonon-mediated detectors which currently provide the best limits and revi...

Academic Training: Physics at e+e- linear collider

CERN Multimedia

Françoise Benz

2004-01-01

15, 16, 17, 18, 19 November 2004-2005 ACADEMIC TRAINING PROGRAMME LECTURE SERIES from 11.00 to 12.00hrs - Main Auditorium, bldg. 500 Physics at e+e- linear collider K. DESCH / Desy, Hamburg, D Future e+e- Linear Colliders offer the potential to explore new physics at the TeV scale to very high precision. The lecture series introduces the possibilities of a TeV linear collider (the International Linear Collider, ILC) in the fields of Higgs physics, alternative Electro-weak Symmetry Breaking scenarios, Supersymmetry, Extra Dimensions, and more exotic models. Also the prospects for highly improved measurements of SM parameters such as the top quark mass and electro-weak gauge boson properties are discussed. The implications for the design of an appropriate detector are outlined and current R&D developments are explained. Particular emphasis will be given to the complementarity and intimate interplay of physics at the LHC and the ILC. The additional benefit of multi-TeV e+e- collisions as envisaged i...

Increasing the general level of academic capacity in general practice: introducing mandatory research training for general practitioner trainees through a participatory research process

DEFF Research Database (Denmark)

Tulinius, Anne-Charlotte; Nielsen, Anni Brit Sternhagen; Hansen, Lars Jørgen

2012-01-01

skills, and through the development and implementation of the mandatory programme to gradually empower the GP community to achieve academic capacity by creating a link between the GP researchers and the GP training community. This was done by developing a faculty, giving teaching skills to GP academics...... of the planning phase. RESULTS: From 2006 to 2009, we built a teaching faculty of 25 teachers among clinical GPs and GP academics; developed the training programme; and delivered the programme to 95 GP trainees. Some of the GP trainees later showed an interest in more substantial research projects, and GP...... and teaching. There is, however, a generic barrier in the regulation of academia itself....

Lessons learned from a community-academic initiative: the development of a core competency-based training for community-academic initiative community health workers.

Science.gov (United States)

Ruiz, Yumary; Matos, Sergio; Kapadia, Smiti; Islam, Nadia; Cusack, Arthur; Kwong, Sylvia; Trinh-Shevrin, Chau

2012-12-01

Despite the importance of community health workers (CHWs) in strategies to reduce health disparities and the call to enhance their roles in research, little information exists on how to prepare CHWs involved in community-academic initiatives (CAIs). Therefore, the New York University Prevention Research Center piloted a CAI-CHW training program. We applied a core competency framework to an existing CHW curriculum and bolstered the curriculum to include research-specific sessions. We employed diverse training methods, guided by adult learning principles and popular education philosophy. Evaluation instruments assessed changes related to confidence, intention to use learned skills, usefulness of sessions, and satisfaction with the training. Results demonstrated that a core competency-based training can successfully affect CHWs' perceived confidence and intentions to apply learned content, and can provide a larger social justice context of their role and work. This program demonstrates that a core competency-based framework coupled with CAI-research-specific skill sessions (1) provides skills that CAI-CHWs intend to use, (2) builds confidence, and (3) provides participants with a more contextualized view of client needs and CHW roles.

Remedial action and waste disposal project -- 100-DR-1 remedial action readiness assessment report

International Nuclear Information System (INIS)

April, J.G.; Ard, J.A.; Corpuz, F.M.; DeMers, S.K.; Donahoe, R.L.; Frank, J.M.; Hobbs, B.J.; Roeck, F.V.

1997-02-01

This readiness assessment report presents the results of the project readiness assessment for the 100-DR-1 source sites remediation. The assessment was conducted at the conclusion of a series of project activities that began in August 1996. These activities included confirming the completion of project-specific procedures, training of staff, obtaining support equipment, receipt of subcontractor submittals, and mobilization and construction of site support systems

Academic education and training in Medical Physics in Argentina

International Nuclear Information System (INIS)

Mairal, L.; Ruggeri, R.; Sansogne, R.; Salinas, F.; Brunetto, M.; Valda, A.; Sanz, D.; Velez, G.; Stefanic, A.; Bourel, V.

2013-01-01

This work describes the current offer for academic and clinical training in medical physics in Argentina; as well as the specific requirements for professional licensing in some specializations, known as individual national license. Reference is made to current local legislation, highlighting the fact that diagnostic radiology does not include the requirement of medical physicist’s compulsory advice. Thus, the labor supply is negligible in this area, to the detriment of the quality of this practice, mainly in terms of radiation protection for patients. Additionally, it is important to highlight the absence of the legal definition of a medical physicist as a health professional in the structure of Health Ministries, which increases disadvantages to those who practice this discipline in public health institutions. Finally, it is noted the absence of doctoral programs in medical physics and its impact on research, development and teaching. (author)

Conversation as Academic Practice: Tutors' Strategies in Integrating Student Learning in a Professional Training Degree Programme

Directory of Open Access Journals (Sweden)

Matt Bowden

2013-04-01

Full Text Available Tutors are generally considered to be an additional resource in teaching and learning, as a means of augmenting that of the lecturer. This article explores tutors as academic staff with responsibilities for developing practice competencies and integrating student learning in a social care professional training degree programme. The research is small-scale, based upon data from a purposive sample of five interviews; and upon insider-participant observation notes and reflections in one single setting. The author deployed a situated ethnographic methodology alongside a frame analytic approach. The research found that in their academic practice, tutors reveal how their student contact is oriented to developing a reflective practitioner and they discuss how programme inputs impact on the student’s professional self. Simultaneously, tutors seek to create cross programme integration through finding overlaps with academic programme strands.

Predicting Student Academic Performance: A Comparison of Two Meta-Heuristic Algorithms Inspired by Cuckoo Birds for Training Neural Networks

Directory of Open Access Journals (Sweden)

Jeng-Fung Chen

2014-10-01

Full Text Available Predicting student academic performance with a high accuracy facilitates admission decisions and enhances educational services at educational institutions. This raises the need to propose a model that predicts student performance, based on the results of standardized exams, including university entrance exams, high school graduation exams, and other influential factors. In this study, an approach to the problem based on the artificial neural network (ANN with the two meta-heuristic algorithms inspired by cuckoo birds and their lifestyle, namely, Cuckoo Search (CS and Cuckoo Optimization Algorithm (COA is proposed. In particular, we used previous exam results and other factors, such as the location of the student’s high school and the student’s gender as input variables, and predicted the student academic performance. The standard CS and standard COA were separately utilized to train the feed-forward network for prediction. The algorithms optimized the weights between layers and biases of the neuron network. The simulation results were then discussed and analyzed to investigate the prediction ability of the neural network trained by these two algorithms. The findings demonstrated that both CS and COA have potential in training ANN and ANN-COA obtained slightly better results for predicting student academic performance in this case. It is expected that this work may be used to support student admission procedures and strengthen the service system in educational institutions.

A review of the effectiveness of stress management skills training on academic vitality and psychological well-being of college students.

Science.gov (United States)

Alborzkouh, P; Nabati, M; Zainali, M; Abed, Y; Shahgholy Ghahfarokhi, F

2015-01-01

Objective: Carrying out the appropriate psychological interventions to improve vitality and mental well-being is critical. The study was carried out to review the effectiveness of stress management training on the academic life and mental well-being of the students of Shahed University. Methodology: The method used was quasi-experimental with a pretest-posttest plan and control group. Therefore, a total of 40 students of Shahed University of Tehran were selected by a convenience sampling method and were organized into two groups: experimental and control group. Both groups were pretested by using an academic vitality inventory and an 84-question psychological well-being inventory. Then, the experimental group received stress management skills training for ten sessions, and the control group did not receive any intervention. Next, both groups were post-tested, and the data were analyzed with SPSS-21 software by using descriptive and inferential statistical methods. Findings: The findings showed that the stress management skills training significantly contributed to promoting the academic vitality and psychological well-being of students (p stress was an effective strategy to help students exposed to high stress and pressure, and this was due to its high efficiency, especially when it was held in groups, had a small cost, and it was accepted by the individuals.

[On the partition of acupuncture academic schools].

Science.gov (United States)

Yang, Pengyan; Luo, Xi; Xia, Youbing

2016-05-01

Nowadays extensive attention has been paid on the research of acupuncture academic schools, however, a widely accepted method of partition of acupuncture academic schools is still in need. In this paper, the methods of partition of acupuncture academic schools in the history have been arranged, and three typical methods of"partition of five schools" "partition of eighteen schools" and "two-stage based partition" are summarized. After adeep analysis on the disadvantages and advantages of these three methods, a new method of partition of acupuncture academic schools that is called "three-stage based partition" is proposed. In this method, after the overall acupuncture academic schools are divided into an ancient stage, a modern stage and a contemporary stage, each schoolis divided into its sub-school category. It is believed that this method of partition can remedy the weaknesses ofcurrent methods, but also explore a new model of inheritance and development under a different aspect through thedifferentiation and interaction of acupuncture academic schools at three stages.

Remediation of problematic residents--A national survey.

Science.gov (United States)

Bhatti, Nasir I; Ahmed, Aadil; Stewart, Michael G; Miller, Robert H; Choi, Sukgi S

2016-04-01

Despite careful selection processes, residency programs face the challenge of training residents who fall below minimal performance standards. Poor performance of a resident can endanger both patient safety and the reputation of the residency program. It is important, therefore, for a program to identify such residents and implement strategies for their successful remediation. The purpose of our study was to gather information on evaluation and remediation strategies employed by different otolaryngology programs. Cross-sectional survey. We conducted a national survey, sending a questionnaire to the program directors of 106 otolaryngology residency programs. We collected information on demographics of the program, identification of problematic residents, and remediation strategies. The response rate was 74.5%, with a 2% cumulative incidence of problematic residents in otolaryngology programs during the past 10 years. The most frequently reported deficiencies of problematic residents were unprofessional behavior with colleagues/staff (38%), insufficient medical knowledge (37%), and poor clinical judgment (34%). Personal or professional stress was the most frequently identified underlying problem (70.5%). Remediation efforts included general counseling (78%), frequent feedback sessions (73%), assignment of a mentor (58%), and extra didactics (47%). These remediation efforts failed to produce improvement in 23% of the identified residents, ultimately leading to their dismissal. The apparent deficiencies, underlying causes, and remediation strategies vary among otolaryngology residency programs. Based on the results of this survey, we offer recommendations for the early identification of problematic residents and a standardized remediation plan. NA. © 2015 The American Laryngological, Rhinological and Otological Society, Inc.

The relationship between educational career orientation and academic achievement of future teachers at different stages of training

Directory of Open Access Journals (Sweden)

Asya A. Bekhoeva

2015-06-01

Full Text Available The paper describes an empirical study of the levels and types of educational career orientation of students of teacher-training major from the first to the fifth year of training, as well as the relationship of these parameters with academic performance. The paper analyzes the main approaches to educational career orientation, prevailing in Russian teacher-training and psychology. Educational career training of future experts is regarded as a measure and a way of creative self-actualization in various types of educational activities and teacher-training dialogue aimed at developing and creating educational technology and disclosing individual faculties. Experimental studies were the basis of Chechen State Pedagogical Institute and the North Ossetian State Pedagogical Institute. The results of empirical research show that there are significant differences in the level of Educational career orientation of students: the lowest levels are had by the students of first and second years, and the peak falls on the third or fourth year. Indicators characterizing the prevailing types of Educational career orientation are similar: maximum expression of their career orientation is also characterized by the students of the third and fourth years, which allows to characterize this period as the key one in developing significant professional qualities. It is proved that there is a correlation level of career orientation and the academic performance of students: the high level of career orientation correlates with high performance. This relationship is typical for students at all grade levels, but is most pronounced in the third and fifth years.

CAEP 2014 Academic Symposium: "How to make research succeed in your emergency department: How to develop and train career researchers in emergency medicine".

Science.gov (United States)

Perry, Jeffrey J; Snider, Carolyn E; Artz, Jennifer D; Stiell, Ian G; Shaeri, Sedigheh; McLeod, Shelley; Le Sage, Natalie; Hohl, Corinne; Calder, Lisa A; Vaillancourt, Christian; Holroyd, Brian; Hollander, Judd E; Morrison, Laurie J

2015-05-01

We sought to 1) identify best practices for training and mentoring clinician researchers, 2) characterize facilitators and barriers for Canadian emergency medicine researchers, and 3) develop pragmatic recommendations to improve and standardize emergency medicine postgraduate research training programs to build research capacity. We performed a systematic review of MEDLINE and Embase using search terms relevant to emergency medicine research fellowship/graduate training. We conducted an email survey of all Canadian emergency physician researchers. The Society for Academic Emergency Medicine (SAEM) research fellowship program was analysed, and other similar international programs were sought. An expert panel reviewed these data and presented recommendations at the Canadian Association of Emergency Physicians (CAEP) 2014 Academic Symposium. We refined our recommendations based on feedback received. Of 1,246 potentially relevant citations, we included 10 articles. We identified five key themes: 1) creating training opportunities; 2) ensuring adequate protected time; 3) salary support; 4) infrastructure; and 5) mentorship. Our survey achieved a 72% (67/93) response rate. From these responses, 42 (63%) consider themselves clinical researchers (i.e., spend a significant proportion of their career conducting research). The single largest constraint to conducting research was funding. Factors felt to be positive contributors to a clinical research career included salary support, research training (including an advanced graduate degree), mentorship, and infrastructure. The SAEM research fellowship was the only emergency medicine research fellowship program identified. This 2-year program requires approval of both the teaching centre and each applying fellow. This program requires training in 15 core competencies, manuscript preparation, and submission of a large grant to a national peer-review funding organization. We recommend that the CAEP Academic Section create a

Preventing academic difficulties in preterm children: a randomised controlled trial of an adaptive working memory training intervention - IMPRINT study.

Science.gov (United States)

Pascoe, Leona; Roberts, Gehan; Doyle, Lex W; Lee, Katherine J; Thompson, Deanne K; Seal, Marc L; Josev, Elisha K; Nosarti, Chiara; Gathercole, Susan; Anderson, Peter J

2013-09-16

Very preterm children exhibit difficulties in working memory, a key cognitive ability vital to learning information and the development of academic skills. Previous research suggests that an adaptive working memory training intervention (Cogmed) may improve working memory and other cognitive and behavioural domains, although further randomised controlled trials employing long-term outcomes are needed, and with populations at risk for working memory deficits, such as children born preterm.In a cohort of extremely preterm (memory and attention 2 weeks', 12 months' and 24 months' post-intervention, and to investigate training related neuroplasticity in working memory neural networks 2 weeks' post-intervention. This double-blind, placebo-controlled, randomised controlled trial aims to recruit 126 extremely preterm/extremely low birthweight 7-year-old children. Children attending mainstream school without major intellectual, sensory or physical impairments will be eligible. Participating children will undergo an extensive baseline cognitive assessment before being randomised to either an adaptive or placebo (non-adaptive) version of Cogmed. Cogmed is a computerised working memory training program consisting of 25 sessions completed over a 5 to 7 week period. Each training session takes approximately 35 minutes and will be completed in the child's home. Structural, diffusion and functional Magnetic Resonance Imaging, which is optional for participants, will be completed prior to and 2 weeks following the training period. Follow-up assessments focusing on academic skills (primary outcome), working memory and attention (secondary outcomes) will be conducted at 2 weeks', 12 months' and 24 months' post-intervention. To our knowledge, this study will be the first randomised controlled trial to (a) assess the effectiveness of Cogmed in school-aged extremely preterm/extremely low birthweight children, while incorporating advanced imaging techniques to investigate neural changes

Sorbent amendment as a remediation strategy to reduce PFAS mobility and leaching in a contaminated sandy soil from a Norwegian firefighting training facility.

Science.gov (United States)

Hale, Sarah E; Arp, Hans Peter H; Slinde, Gøril Aasen; Wade, Emma Jane; Bjørseth, Kamilla; Breedveld, Gijs D; Straith, Bengt Fredrik; Moe, Kamilla Grotthing; Jartun, Morten; Høisæter, Åse

2017-03-01

Aqueous film-forming foams (AFFF) containing poly- and perfluoroalkyl substances (PFAS) used for firefighting have led to the contamination of soil and water at training sites. The unique physicochemical properties of PFAS results in environmental persistency, threatening water quality and making remediation of such sites a necessity. This work investigated the role of sorbent amendment to PFAS contaminated soils in order to immobilise PFAS and reduce mobility and leaching to groundwater. Soil was sampled from a firefighting training facility at a Norwegian airport and total and leachable PFAS concentrations were quantified. Perfluorooctanesulfonic acid (PFOS) was the most dominant PFAS present in all soil samples (between 9 and 2600 μg/kg). Leaching was quantified using a one-step batch test with water (L/S 10). PFOS concentrations measured in leachate water ranged between 1.2 μg/L and 212 μg/L. Sorbent amendment (3%) was tested by adding activated carbon (AC), compost soil and montmorillonite to selected soils. The extent of immobilisation was quantified by measuring PFAS concentrations in leachate before and after amendment. Leaching was reduced between 94 and 99.9% for AC, between 29 and 34% for compost soil and between 28 and 40% for the montmorillonite amended samples. Sorbent + soil/water partitioning coefficients (K D ) were estimated following amendment and were around 8 L/kg for compost soil and montmorillonite amended soil and ranged from 1960 to 16,940 L/kg for AC amended soil. The remediation of AFFF impacted soil via immobilisation of PFAS following sorbent amendment with AC is promising as part of an overall remediation strategy. Copyright © 2016 Elsevier Ltd. All rights reserved.

Networking as a tool to improve education and training in environmental remediation of uranium production sites – The role of the ENVIRONET/CONNECT

International Nuclear Information System (INIS)

Monken-Fernandes, Horst; Santos Junger, Andressa dos; Fan Zhiwen

2014-01-01

ENVIRONET objectives: • Coordinate support to organizations or Member States with less advanced programmes from Member States with experience in environmental remediation; • Organise an expanded range of training and demonstration events disseminating proven methodologies, good practices and state-of-the art technologies; • Facilitate information exchange and experience sharing amongst organizations with advanced programmes; • Create a forum in which expert’s advice and technical guidance may be provided.

The impact of cognitive remediation on cerebral activity in schizophrenia: Systematic review of the literature.

Science.gov (United States)

Bon, Laura; Franck, Nicolas

2018-03-01

cognitive remediation involves either intensive training of impaired functions or implementing strategies to compensate for these impairments. In cases of schizophrenia, both methods have demonstrated benefits in terms of behavior and cerebral activity. However, despite the major differences between these two approaches, their impact has not yet been compared. We searched the PsychInfo, Pubmed, and ScienceDirect databases using the key words "cognitive remediation," "schizophrenia," "cerebral activity," and "magnetic resonance imaging," in order to select studies investigating the effects of cognitive remediation on patients with schizophrenia. The studies selected had to present their approach in detail and measure its impact in terms of both cerebral activity and cognitive function, both before and after therapy. We divided the studies into two groups, those using the strategy method and those using the training method. Eight studies were included in the review, four for the strategy method (88 patients, 44 of whom underwent remediation) and 4 for the training method (87 patients, 43 of whom underwent remediation). The analysis of the results of this study indicates that the training method is capable of activating more the targeted brain areas than the strategy method. However, the latter appears to encourage more extensive activation of the cerebral networks. The studies used for this review vary widely in terms of the imaging methods and protocol. However, differences were found between the two methods and lead us to suggest that further studies, with proper bias control, should be conducted to systematically compare the two approaches.

Academic education and training in Medical Physics in Argentina

International Nuclear Information System (INIS)

Mairal, L.; Sansogne, R.; Brunetto, M.; Valda, A.; Sanz, D.; Velez, G.; Stefanic, A.; Bourel, V.; Ruggeri, R.; Salinas, F.

2012-01-01

This work describes the current offer for academic and clinical training in medical physics in Argentina; as well as the specific requirements for professional licensing in some specializations, known as individual national license. Reference is made to current local legislation, highlighting the fact that diagnostic radiology does not include the requirement of medical physicist's compulsory advice. Thus, the labor supply is negligible in this area, to the detriment of the quality of this practice, mainly in terms of radiation protection for patients. Additionally, it is important to highlight the absence of the legal definition of a medical physicist as a health professional in the structure of Health Ministries, which increases disadvantages to those who practice this discipline in public health institutions. Finally, it is noted the absence of doctoral programs in medical physics and its impact on research, development and teaching (author)

The 2015 Academic College of Emergency Experts in India's INDO-US Joint Working Group White Paper on Establishing an Academic Department and Training Pediatric Emergency Medicine Specialists in India

Science.gov (United States)

Mahajan, Prashant; Batra, Prerna; Shah, Binita R; Saha, Abhijeet; Galwankar, Sagar; Aggrawal, Praveen; Hassoun, Ameer; Batra, Bipin; Bhoi, Sanjeev; Kalra, Om Prakash; Shah, Dheeraj

2015-01-01

The concept of pediatric emergency medicine (PEM) is virtually nonexistent in India. Suboptimally, organized prehospital services substantially hinder the evaluation, management, and subsequent transport of the acutely ill and/or injured child to an appropriate facility. Furthermore, the management of the ill child at the hospital level is often provided by overburdened providers who, by virtue of their training, lack experience in the skills required to effectively manage pediatric emergencies. Finally, the care of the traumatized child often requires the involvement of providers trained in different specialities, which further impedes timely access to appropriate care. The recent recognition of Doctor of Medicine (MD) in Emergency Medicine (EM) as an approved discipline of study as per the Indian Medical Council Act provides an unprecedented opportunity to introduce PEM as a formal academic program in India. PEM has to be developed as a 3-year superspeciality course (in PEM) after completion of MD/Diplomate of National Board (DNB) Pediatrics or MD/DNB in EM. The National Board of Examinations (NBE) that accredits and administers postgraduate and postdoctoral programs in India also needs to develop an academic program – DNB in PEM. The goals of such a program would be to impart theoretical knowledge, training in the appropriate skills and procedures, development of communication and counseling techniques, and research. In this paper, the Joint Working Group of the Academic College of Emergency Experts in India (JWG-ACEE-India) gives its recommendations for starting 3-year DM/DNB in PEM, including the curriculum, infrastructure, staffing, and training in India. This is an attempt to provide an uniform framework and a set of guiding principles to start PEM as a structured superspeciality to enhance emergency care for Indian children. PMID:26807394

Lessons Learned From a Community–Academic Initiative: The Development of a Core Competency–Based Training for Community–Academic Initiative Community Health Workers

Science.gov (United States)

Matos, Sergio; Kapadia, Smiti; Islam, Nadia; Cusack, Arthur; Kwong, Sylvia; Trinh-Shevrin, Chau

2012-01-01

Objectives. Despite the importance of community health workers (CHWs) in strategies to reduce health disparities and the call to enhance their roles in research, little information exists on how to prepare CHWs involved in community–academic initiatives (CAIs). Therefore, the New York University Prevention Research Center piloted a CAI–CHW training program. Methods. We applied a core competency framework to an existing CHW curriculum and bolstered the curriculum to include research-specific sessions. We employed diverse training methods, guided by adult learning principles and popular education philosophy. Evaluation instruments assessed changes related to confidence, intention to use learned skills, usefulness of sessions, and satisfaction with the training. Results. Results demonstrated that a core competency–based training can successfully affect CHWs’ perceived confidence and intentions to apply learned content, and can provide a larger social justice context of their role and work. Conclusions. This program demonstrates that a core competency–based framework coupled with CAI-research–specific skill sessions (1) provides skills that CAI–CHWs intend to use, (2) builds confidence, and (3) provides participants with a more contextualized view of client needs and CHW roles. PMID:22594730

To fail is human: remediating remediation in medical education.

Science.gov (United States)

Kalet, Adina; Chou, Calvin L; Ellaway, Rachel H

2017-12-01

Remediating failing medical learners has traditionally been a craft activity responding to individual learner and remediator circumstances. Although there have been moves towards more systematic approaches to remediation (at least at the institutional level), these changes have tended to focus on due process and defensibility rather than on educational principles. As remediation practice evolves, there is a growing need for common theoretical and systems-based perspectives to guide this work. This paper steps back from the practicalities of remediation practice to take a critical systems perspective on remediation in contemporary medical education. In doing so, the authors acknowledge the complex interactions between institutional, professional, and societal forces that are both facilitators of and barriers to effective remediation practices. The authors propose a model that situates remediation within the contexts of society as a whole, the medical profession, and medical education institutions. They also outline a number of recommendations to constructively align remediation principles and practices, support a continuum of remediation practices, destigmatize remediation, and develop institutional communities of practice in remediation. Medical educators must embrace a responsible and accountable systems-level approach to remediation if they are to meet their obligations to provide a safe and effective physician workforce.

The effects of tact training on the development of analogical reasoning.

Science.gov (United States)

Miguel, Caio F; Frampton, Sarah E; Lantaya, Charisse A; LaFrance, Danielle L; Quah, Kelly; Meyer, Careen S; Elias, Nassim C; Fernand, Jonathan K

2015-09-01

This study assessed whether tact training would establish analogies as measured by equivalence-equivalence relations. In Experiment 1, six college students were trained to tact "same" or "different" in the presence of AB and BC compounds based on component class membership (e.g., A1B1 as "same", and A1B2 as "different"), and then tested on emergent tacts (BA, CB, AC, CA) and equivalence-equivalence relations. Only one of six participants passed all tests without remedial training. In Experiment 2, six college students were trained to tact only compounds belonging to the same class as "same". Three of six participants passed all tests without remedial training. In Experiment 3, six college students were trained to tact stimuli belonging to the same class with a common name prior to exposure to relational tact training. All participants passed tests without remedial training. In Experiment 4, eight college students were trained to tact stimuli belonging to the same class with a common name. Six participants passed without remedial training, while two, who did not tact the relation of the compounds, did not. Results from these studies suggest that simple discrimination of individual components and their relation in the form of tacts is related with equivalence performance. © Society for the Experimental Analysis of Behavior.

Are Australasian academic physicians an endangered species?

Science.gov (United States)

Wilson, A

2007-11-01

It has been stated that academic medicine is in a worldwide crisis. Is this decline in hospital academic practice a predictable consequence of modern clinical practice with its emphasis on community and outpatient-based services as well as a corporate health-care ethos or does it relate to innate problems in the training process and career structure for academic clinicians? A better understanding of the barriers to involvement in academic practice, including the effect of gender, the role and effect of overseas training, expectation of further research degrees and issues pertaining to the Australian academic workplace will facilitate recruitment and retention of the next generation of academic clinicians. Physician-scientists remain highly relevant as medical practice and education evolves in the 21st century. Hospital-based academics carry out a critical role in the ongoing mentoring of trainees and junior colleagues, whose training is still largely hospital based in most specialty programmes. Academic clinicians are uniquely placed to translate the rapid advances in medical biology into the clinical sphere, by guiding and carrying out translational research as well as leading clinical studies. Academic physicians also play key leadership in relations with government and industry, in professional groups and medical colleges. Thus, there is a strong case to assess the problems facing recruitment and retention of physician-scientists in academic practice and to develop workable solutions.

Exercise and Academic Achievement in Children: Effects of Acute Class-Based Circuit Training

Directory of Open Access Journals (Sweden)

Dickinson Ben D.

2016-03-01

Full Text Available Purpose. For schools, the increasingly imposed requirement to achieve well in academic tests puts increasing emphasis on improving academic achievement. While treadmill exercise has been shown to have beneficial effects on cognitive function and cycling ergometers produce stronger effect sizes than treadmill running, it is impractical for schools to use these on a whole-class basis. There is a need to examine if more ecologically valid modes of exercise might have a similar impact on academic achievement. Circuit training is one such modality shown to benefit cognitive function and recall ability and is easily operationalised within schools. Methods. In a repeated measures design, twenty-six children (17 boys, 8 girls aged 10-11 years (mean age 10.3; SD ± 0.46 years completed the Wide Range Achievement Test (WRAT 4 at rest and following 30 minutes of exercise. Results. Standardised scores for word reading were significantly higher post exercise (F(1,18 = 49.9, p = 0.0001 compared to rest. In contrast, standardised scores for sentence comprehension (F(1,18 = 0.078, p = 0.783, spelling (F(1,18 = 4.07, p = 0.06 mathematics (F(1,18 = 1.257, p = 0.277, and reading (F(1,18 = 2.09, p = 0.165 were not significantly different between rest and exercise conditions. Conclusions. The results of the current study suggest acute bouts of circuit based exercise enhances word reading but not other areas of academic ability in 10-11 year old children. These findings support prior research that indicates acute bouts of exercise can selectively improve cognition in children.

Effectiveness of Information Processing Strategy Training on Academic Task Performance in Children with Learning Disabilities: A Pilot Study.

Science.gov (United States)

Juntorn, Sutinun; Sriphetcharawut, Sarinya; Munkhetvit, Peeraya

2017-01-01

Learning disabilities (LD) can be associated with problems in the four stages of information processing used in learning: input, throughput, output, and feedback. These problems affect the child's ability to learn and perform activities in daily life, especially during academic activities. This study is a pilot study aimed at investigating the effectiveness of information processing strategy training using a combination of two approaches that address the ability to apply processing strategies during academic activities in children with LD. The two approaches are the Perceive, Recall, Plan, and Perform (PRPP) System of Intervention, which is a strategy training intervention, and the Four-Quadrant Model (4QM) of Facilitated Learning approach, which is a systematic facilitator technique. Twenty children with LD were assigned to two groups: the experimental group ( n = 10) and the control group ( n = 10). Children in the experimental group received the intervention twice a week for 6 consecutive weeks. Each treatment session took approximately 50 minutes. Children in the control group received traditional intervention twice a week for 6 consecutive weeks. The results indicated that the combination of the PRPP System of Intervention and the 4QM may improve the participants' ability to apply information processing strategies during academic activities.

Effectiveness of Information Processing Strategy Training on Academic Task Performance in Children with Learning Disabilities: A Pilot Study

Directory of Open Access Journals (Sweden)

Sutinun Juntorn

2017-01-01

Full Text Available Learning disabilities (LD can be associated with problems in the four stages of information processing used in learning: input, throughput, output, and feedback. These problems affect the child’s ability to learn and perform activities in daily life, especially during academic activities. This study is a pilot study aimed at investigating the effectiveness of information processing strategy training using a combination of two approaches that address the ability to apply processing strategies during academic activities in children with LD. The two approaches are the Perceive, Recall, Plan, and Perform (PRPP System of Intervention, which is a strategy training intervention, and the Four-Quadrant Model (4QM of Facilitated Learning approach, which is a systematic facilitator technique. Twenty children with LD were assigned to two groups: the experimental group (n=10 and the control group (n=10. Children in the experimental group received the intervention twice a week for 6 consecutive weeks. Each treatment session took approximately 50 minutes. Children in the control group received traditional intervention twice a week for 6 consecutive weeks. The results indicated that the combination of the PRPP System of Intervention and the 4QM may improve the participants’ ability to apply information processing strategies during academic activities.

Attention Training in Autism as a Potential Approach to Improving Academic Performance: A School-Based Pilot Study

Science.gov (United States)

Spaniol, Mayra Muller; Shalev, Lilach; Kossyvaki, Lila; Mevorach, Carmel

2018-01-01

This study assessed the effectiveness of an attention intervention program (Computerized Progressive Attentional Training; CPAT) in improving academic performance of children with ASD. Fifteen 6-10 year olds with ASD attending a mainstream and a special school were assigned to an experimental (CPAT; n = 8) and active control (computer games; n =…

Academic Training Lecture | Practical Statistics for LHC Physicists: Descriptive Statistics, Probability and Likelihood | 7-9 April

CERN Multimedia

2015-01-01

Please note that our next series of Academic Training Lectures will take place on the 7, 8 and 9 April 2015   Practical Statistics for LHC Physicists: Descriptive Statistics, Probability and Likelihood, by Harrison Prosper, Floridia State University, USA. from 11.00 a.m. to 12.00 p.m. in the Council Chamber (503-1-001) https://indico.cern.ch/event/358542/

Academic Training: Climate change and challenges for the environment

CERN Multimedia

Françoise Benz

2005-01-01

2005-2006 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 14, 15, 16 November from 11:00 to 12:00 - TH Auditorium, bldg. 4 Climate change and challenges for the environment by C. Schlüchter / Institut für Geologie, Univ. Bern, CH Climate change as seen by a geologist Glaciers are an integrated part of the high altitudes and the high latitudes of our planet. They are sensitive to temperature and moisture changes and adjust their mass balances accordingly. By doing so they interact with their substratum, the geological basement and they produce characteristic imprints of their presence, their variability and their disappearance. In glacial geology and paleoglaciology such imprints of former glaciers are carefully recorded, mapped and, hopefully, dated in order to obtain amplitude and periodicity records of their changes - as forced by changing climate, as we believe. In the upcoming lectures three aspects will be discussed: the last glaciation in the Swiss Alps. A reconstruction is shown based on fieldwor...

Academic Training Lecture: Higgs Boson Searches at Hadron Colliders

CERN Multimedia

HR Department

2010-01-01

Regular Programme 21, 22, 23 & 24 June 2010 from 11:00 to 12:00 - Main Auditorium, Bldg. 500-1-001 Higgs Boson Searches at Hadron Colliders by Dr. Karl Jakobs (University of Freiburg) In these Academic Training lectures, the phenomenology of Higgs bosons and search strategies at hadron colliders are discussed. After a brief introduction on Higgs bosons in the Standard Model and a discussion of present direct and indirect constraints on its mass the status of the theoretical cross section calculations for Higgs boson production at hadron colliders is reviewed. In the following lectures important experimental issues relevant for Higgs boson searches (trigger, measurements of leptons, jets and missing transverse energy) are presented. This is followed by a detailed discussion of the discovery potential for the Standard Model Higgs boson for both the Tevatron and the LHC experiments. In addition, various scenarios beyond the Standard Model, primarily the MSSM, are considered. Finally, the potential and ...

Effectiveness of parental training, methylphenidate treatment, and their combination on academic achievements and behavior at school of children with attention-deficit hyperactivity disorder.

Science.gov (United States)

Golubchik, Pavel; Hamerman, Hagar; Manor, Iris; Peskin, Miriam; Weizman, Abraham

2018-03-30

This study aimed to compare the effectiveness of parental training (PT), methylphenidate treatment (MPH), and the combination of PT and MPH treatment (PT/MPH) on school achievements in children with attention-deficit hyperactivity disorder (ADHD). Twenty eight ADHD patients (age: 10.1±1.11 years) were divided into three groups: (a) PT (N=10), (b) PT/MPH (N=8), and (c) MPH alone (N=10). Their grades in academics and conduct, from their school reports before and after treatment (6 months), were coded as achievement scores. No significant differences in baseline academic and conduct scores were found between the groups (F=0.033, d.f.=2, P=0.97 and F=0.024, d.f.=2, P=0.98, respectively). No significant changes before versus after treatment were detected in academic (3.83±0.93 vs. 3.85±0.88, paired t=0.086, d.f.=9, P=0.93, NS) or conduct (3.90±1.10 vs. 4.10±1.00, paired t=1.50, d.f.=9, P=0.17, NS) scores in the PT group. The same was true for the PT/MPH group (academic scores: 3.75±0.98 vs. 4.05±0.83, d.f.=7, t=0.927, P=0.38; conduct scores: 3.85±0.83 vs. 4.12±0.83, d.f.=7, t=0.79, P=0.45). Only the MPH group showed significant improvements in those scores (academic scores: 3/73±0.85 vs. 4/44±0.48, d.f.=9, t=3.33, P=0.0088; conduct scores: 3.80±0.70 vs. 4.60±0.70, d.f.=9, t=3.2, P=0.011). Methylphenidate alone is superior to either parental training or parental training/methylphenidate in improving academics and conduct at school.

Innovative partnerships to advance public health training in community-based academic residency programs

Directory of Open Access Journals (Sweden)

Lo JC

2017-10-01

Full Text Available Joan C Lo,1–3 Thomas E Baudendistel,2,3 Abhay Dandekar,3,4 Phuoc V Le,5 Stanton Siu,2,3 Bruce Blumberg6 1Division of Research, Kaiser Permanente Northern California, Oakland, CA, USA; 2Department of Medicine, Kaiser Permanente Oakland Medical Center, Oakland, CA, USA; 3Graduate Medical Education, Kaiser Permanente East Bay, Oakland, CA, USA; 4Department of Pediatrics, Kaiser Permanente Oakland Medical Center, Oakland, CA, USA; 5School of Public Health, University of California Berkeley, Berkeley, CA, USA; 6Graduate Medical Education, Kaiser Permanente Northern California, Oakland, CA, USA Abstract: Collaborative partnerships between community-based academic residency ­training programs and schools of public health, represent an innovative approach to training future physician leaders in population management and public health. In Kaiser Permanente Northern California, development of residency-Masters in Public Health (MPH tracks in the Internal Medicine Residency and the Pediatrics Residency programs, with MPH graduate studies completed at the University of California Berkeley School of Public Health, enables physicians to integrate clinical training with formal education in epidemiology, biostatistics, health policy, and disease prevention. These residency-MPH programs draw on more than 50 years of clinical education, public health training, and health services research – creating an environment that sparks inquiry and added value by developing skills in patient-centered care through the lens of population-based outcomes. Keywords: graduate medical education, public health, master’s degree, internal medicine, pediatrics, residency training

A study to investigate the effectiveness of successful intelligence training program to increase academic hope

Directory of Open Access Journals (Sweden)

Mahbobeh Samavatian

2014-02-01

Full Text Available The purpose of this study is to investigate the effectiveness of successful intelligence training program on academic hopefulness of probation students of Esfahan University of Technology. The research is semi-experimental of pre-test, post-test type with control group. Research population includes all probation students of Esfahan University of Technology. The study chooses 30 female and male students and assigns them randomly into two groups of experimental and control. Experimental group participate in 13 successful intelligence-training sessions for 13 weeks. Research tools consists of, Hope in certain aspects. Statistical analysis is conducted using SPSS18 on inferential statistics level proportionate to data analysis level. Statistical test hypothesis are analyzed through univariate covariance and multivariate covariance analysis. The results show that successful intelligence program training was effective to enhance hopefulness of probation students (p < 0.05. Given the results of present research, successful intelligence program training can be used as an intervention method in order to decrease harms because of dormitory and student life.

ACADEMIC TRAINING LECTURE SERIES: Searching for Supersymmetry at the LHC

CERN Multimedia

2003-01-01

3, 4, 5, 6, 7 February 2003 ACADEMIC TRAINING LECTURE SERIES from 10.00 to 12.00 hrs - Auditorium, bldg. 500 Searching for Supersymmetry at the LHC by F. Gianotti, CERN-EP and G. Ridolfi, Univ. Di Genova, Italy We will review the general motivations for proposing non-standard descriptions of fundamental interactions. We will give a simple and pedagogical presentation of the theoretical foundations of Supersymmetry, and we will describe the main features of a realistic supersymmetric extension of the Standard Model. We will present the phenomenology expected in several motivated scenarios. We will then review the present status of the experimental searches for Supersymmetry at LEP and Tevatron, and discuss prospects at future machines with emphasis on the LHC. We will outline the search strategies and the analysis methods, and compare the sensitivity and reach of the various machines.

Quality of life during orthopaedic training and academic practice. Part 1: orthopaedic surgery residents and faculty.

Science.gov (United States)

Sargent, M Catherine; Sotile, Wayne; Sotile, Mary O; Rubash, Harry; Barrack, Robert L

2009-10-01

A pilot study of two academic training programs revealed concerning levels of resident burnout and psychological dysfunction. The purpose of the present study was to determine the quality of life of orthopaedic residents and faculty on a national scale and to identify risk factors for decompensation. Three hundred and eighty-four orthopaedic residents and 264 full-time orthopaedic faculty members completed a voluntary, anonymous survey consisting of three validated instruments (the Maslach Burnout Inventory, the General Health Questionnaire-12, and the Revised Dyadic Adjustment Scale) and question sets assessing demographic information, relationship issues, stress reactions/management, and work/life balance. High levels of burnout were seen in 56% of the residents and 28% of the faculty members. Burnout risk was greatest among second-postgraduate-year residents and residents in training programs with six or more residents per postgraduate year. Sixteen percent of residents and 19% of faculty members reported symptoms of psychological distress. Sleep deprivation was common among the residents and correlated positively with every distress measure. Faculty reported greater levels of stress but greater satisfaction with work and work/life balance. A number of factors, such as making time for hobbies and limiting alcohol use, correlated with decreased dysfunction for both residents and faculty. Despite reporting high levels of job satisfaction, orthopaedic residents and faculty are at risk for burnout and distress. Identification of protective factors and risk factors may provide guidance to improve the quality of life of academic orthopaedic surgeons in training and beyond.

Use of social media platforms for improving academic performance at Further Education and Training colleges

OpenAIRE

Godwin P. Dzvapatsva; Zoran Mitrovic; Anthony D. Dietrich

2014-01-01

Background: The National Certificate Vocational (NC[V]) curriculum offered by Further Education and Training (FET) colleges was introduced in 2007 to address the skills shortage in South Africa. Information Technology (IT) lecturers encountered a number of challenges in delivering lessons throughout the course, which affected the academic performance of learners. The biggest challenges identified were the lack of adequate contact hours for the course and inconsistency in the way in which fina...

Effects of Sport-Specific Training during the Early Stages of Long-Term Athlete Development on Physical Fitness, Body Composition, Cognitive, and Academic Performances

Directory of Open Access Journals (Sweden)

Urs Granacher

2017-10-01

Full Text Available Introduction: Several sports demand an early start into long-term athlete development (LTAD because peak performances are achieved at a relatively young age (e.g., gymnastics. However, the challenging combination of high training volumes and academic demands may impede youth athletes' cognitive and academic performances. Thus, the aims of this study were to examine the effects of a 1-year sport-specific training and/or physical education on physical fitness, body composition, cognitive and academic performances in youth athletes and their non-athletic peers.Methods: Overall, 45 prepubertal fourth graders from a German elite sport school were enrolled in this study. Participating children were either youth athletes from an elite sports class (n = 20, age 9.5 ± 0.5 years or age-matched peers from a regular class (n = 25, age 9.6 ± 0.6 years. Over the 1-year intervention period, the elite sports class conducted physical education and sport-specific training (i.e., gymnastics, swimming, soccer, bicycle motocross [BMX] during school time while the regular class attended physical education only. Of note, BMX is a specialized form of cycling that is performed on motocross tracks and affords high technical skills. Before and after intervention, tests were performed for the assessment of physical fitness (speed [20-m sprint], agility [star agility run], muscle power [standing long jump], flexibility [stand-and-reach], endurance [6-min-run], balance [single-leg stance], body composition (e.g., muscle mass, cognitive (d2-test and academic performance (reading [ELFE 1–6], writing [HSP 4–5], calculating [DEMAT 4]. In addition, grades in German, English, Mathematics, and physical education were documented.Results: At baseline, youth athletes showed better physical fitness performances (p < 0.05; d = 0.70–2.16, less relative body fat mass, more relative skeletal muscle mass (p < 0.01; d = 1.62–1.84, and similar cognitive and academic achievements

Development of the system for academic training of personnel engaged in nuclear material protection, control and accounting in Russia

International Nuclear Information System (INIS)

Kryuchkov, E.F.

2004-01-01

Full text: National safeguards on nuclear materials (NM) non-proliferation in any country are provided by a system of special measures on NM management (legal regulation, organizing, scientific and technical measures and tools) as well as by a professional culture of people working with NM (non-proliferation culture). The fundamental attribute of any culture, and the non-proliferation culture also, is an availability of a system for reproduction of the specialists - carriers of this culture. Saying about national safeguards systems, one of the key components for existence and development of such a system in Russia is a creation and advancement of the system for specialists training in areas of NM non-proliferation and NM safe management. Unfortunately, when developing and improving the special measures of national safeguards, the specialists reproduction system is often forgotten. A lack of well-skilled specialists is retarding development of national safeguards now. Under today's conditions in Russia, this lack of specialists can become a serious obstacle for resolving the non-proliferation problem in the nearest future. Establishing the fact is a necessary and important step towards definition of long-term strategy for development of nuclear power industry in Russia. The specialists reproduction is a complex multi-level problem. Solution of the problem as applied to nuclear non-proliferation safeguards can be found through creating the academic system of training, re-training and qualification upgrade of appropriate specialists basing upon the training principles, traditions and approaches established in our country. Today we have only the first successful results in resolving aforementioned problems. The present paper is devoted to discussion of general problems for MPC and A specialists training in Russia as well as to discussion on development of the MPC and A Engineering Degree Program at MEPhI. Main attention in the present paper is focused at discussing the

Academic research training for a nonacademic workplace: a case study of graduate student alumni who work in conservation.

Science.gov (United States)

Muir, Matthew J; Schwartz, Mark W

2009-12-01

Graduate education in conservation biology has been assailed as ineffective and inadequate to train the professionals needed to solve conservation problems. To identify how graduate education might better fit the needs of the conservation workplace, we surveyed practitioners and academics about the importance of particular skills on the job and the perceived importance of teaching those same skills in graduate school. All survey participants (n = 189) were alumni from the University of California Davis Graduate Group in Ecology and received thesis-based degrees from 1973 to 2008. Academic and practitioner respondents clearly differed in workplace skills, although there was considerably more agreement in training recommendations. On the basis of participant responses, skill sets particularly at risk of underemphasis in graduate programs are decision making and implementation of policy, whereas research skills may be overemphasized. Practitioners in different job positions, however, require a variety of skill sets, and we suggest that ever-increasing calls to broaden training to fit this multitude of jobs will lead to a trade-off in the teaching of other skills. Some skills, such as program management, may be best developed in on-the-job training or collaborative projects. We argue that the problem of graduate education in conservation will not be solved by restructuring academia alone. Conservation employers need to communicate their specific needs to educators, universities need to be more flexible with their opportunities, and students need to be better consumers of the skills offered by universities and other institutions.

300-FF-1 remedial design report/remedial action work plan

Energy Technology Data Exchange (ETDEWEB)

Gustafson, F.W.

1997-02-01

The 300 Area has been divided into three operable units 300-FF-1, 300-FF-2, and 300-FF-5 all of which are in various stages of the Comprehensive Environmental Response, Compensation, and Liability Act of 1980 (CERCLA) process. The 300-FF-1 Operable Unit, the subject of this report, includes liquid waste disposal sites, landfills, and a burial ground. This Remedial Design Report/Remedial Action Work Plan (RDR/RAWP) provides a summary description of each waste site included in the 300-FF-1 Operable Unit, the basis for remedial actions to be taken, and the remedial action approach and management process for implementing these actions. The remedial action approach and management sections provide a description of the remedial action process description, the project schedule, the project team, required planning documentation, the remedial action change process, the process for verifying attainment of the remedial action goals, and the required CERCLA and RCRA closeout documentation. Appendix A provides additional details on each waste site. In addition to remediation of the waste sites, waste generated during the remedial investigation/feasibility study portions of the project will also be disposed at the Environmental Restoration Disposal Facility (ERDF). Appendix B provides a summary of the modeling performed in the 300-FF-1 Phase 3 FS and a description of the modeling effort to be used to show attainment of the remedial action goals. Appendix C provides the sampling and analysis plan (SAP) for all sampling and field-screening activities performed during remediation and for verification of attainment with the remedial action goals. Appendix D provides the public involvement plan, prepared to ensure information is provided to the public during remedial design and remedial action processes.

300-FF-1 remedial design report/remedial action work plan

International Nuclear Information System (INIS)

Gustafson, F.W.

1997-02-01

The 300 Area has been divided into three operable units 300-FF-1, 300-FF-2, and 300-FF-5 all of which are in various stages of the Comprehensive Environmental Response, Compensation, and Liability Act of 1980 (CERCLA) process. The 300-FF-1 Operable Unit, the subject of this report, includes liquid waste disposal sites, landfills, and a burial ground. This Remedial Design Report/Remedial Action Work Plan (RDR/RAWP) provides a summary description of each waste site included in the 300-FF-1 Operable Unit, the basis for remedial actions to be taken, and the remedial action approach and management process for implementing these actions. The remedial action approach and management sections provide a description of the remedial action process description, the project schedule, the project team, required planning documentation, the remedial action change process, the process for verifying attainment of the remedial action goals, and the required CERCLA and RCRA closeout documentation. Appendix A provides additional details on each waste site. In addition to remediation of the waste sites, waste generated during the remedial investigation/feasibility study portions of the project will also be disposed at the Environmental Restoration Disposal Facility (ERDF). Appendix B provides a summary of the modeling performed in the 300-FF-1 Phase 3 FS and a description of the modeling effort to be used to show attainment of the remedial action goals. Appendix C provides the sampling and analysis plan (SAP) for all sampling and field-screening activities performed during remediation and for verification of attainment with the remedial action goals. Appendix D provides the public involvement plan, prepared to ensure information is provided to the public during remedial design and remedial action processes

Academic Leadership: Management of Groups or Leadership of Teams? A Multiple-Case Study on Designing and Implementing a Team-Based Development Programme for Academic Leadership

Science.gov (United States)

Söderhjelm, Teresa; Björklund, Christina; Sandahl, Christer; Bolander-Laksov, Klara

2018-01-01

Demands on academic leadership are increasing, which raises the need for leadership training. This article describes development and implementation of a group training intervention in academic leadership at a departmental level. Little systematic research has addressed the question of what forms of leadership training are associated with…

Academization of Danish semi-professionals

DEFF Research Database (Denmark)

Bøje, Jakob Ditlev

2012-01-01

Academization is a phenomenon which plays an increasing role in the training programmes for the semi-professions. In Denmark academization has been researched from a predominantly student perspective, as an analysis of how abstract forms of knowledge dominate competencies for care and nursing among...... female students. This article examines academization as a discursive phenomenon. It shows how academization has been produced through historical developments of the educational policies surrounding the semiprofessional schools. Furthermore, the article discusses what consequences academization may have...... as a knowledge/power structure for the production and repression of professional identities....

Remedial action and waste disposal project: 100-B/C remedial action readiness report

International Nuclear Information System (INIS)

April, J.G.; Bryant, D.L.; Cislo, G.B.

1996-07-01

This Readiness Evaluation Report presents the results of the project readiness evaluation to assess the readiness of the 100-B/C source sites remediation. The 100-B/C Area is located at the Hanford Site in Richland, Washington. The evaluation was conducted at the conclusion of a series of readiness activities that began in May 1996. These activities included confirming the completion of project specific procedures, training of staff, obtaining support equipment, receipt of subcontractor submittals, approval of subcontractor submittals, and mobilization and construction of site support systems

Training hospital providers in basic CPR skills in Botswana: Acquisition, retention and impact of novel training techniques☆

Science.gov (United States)

Meaney, Peter A.; Sutton, Robert M.; Tsima, Billy; Steenhoff, Andrew P.; Shilkofski, Nicole; Boulet, John R.; Davis, Amanda; Kestler, Andrew M.; Church, Kasey K.; Niles, Dana E.; Irving, Sharon Y.; Mazhani, Loeto; Nadkarni, Vinay M.

2013-01-01

Objective Globally, one third of deaths each year are from cardiovascular diseases, yet no strong evidence supports any specific method of CPR instruction in a resource-limited setting. We hypothesized that both existing and novel CPR training programs significantly impact skills of hospital-based healthcare providers (HCP) in Botswana. Methods HCP were prospectively randomized to 3 training groups: instructor led, limited instructor with manikin feedback, or self-directed learning. Data was collected prior to training, immediately after and at 3 and 6 months. Excellent CPR was prospectively defined as having at least 4 of 5 characteristics: depth, rate, release, no flow fraction, and no excessive ventilation. GEE was performed to account for within subject correlation. Results Of 214 HCP trained, 40% resuscitate ≥1/month, 28% had previous formal CPR training, and 65% required additional skills remediation to pass using AHA criteria. Excellent CPR skill acquisition was significant (infant: 32% vs. 71%, p CPR skill retention was significant at 3 (39% vs. 70%, p CPR skills were retained to 3 months (34% vs. 51%, p = 0.02). On multivariable analysis, low cognitive score and need for skill remediation, but not instruction method, impacted CPR skill performance. Conclusions HCP in resource-limited settings resuscitate frequently, with little CPR training. Using existing training, HCP acquire and retain skills, yet often require remediation. Novel techniques with increased student: instructor ratio and feedback manikins were not different compared to traditional instruction. PMID:22561463

Decommissioning and environmental remediation: An overview

International Nuclear Information System (INIS)

Chatzis, Irena

2016-01-01

The objective in both decommissioning and environmental remediation is to lower levels of residual radioactivity enough that the sites may be used for any purpose, without restriction. In some cases, however, this may not be practical and restrictions may be placed on future land use. Following decommissioning, for example, some sites may be reused for non-nuclear industrial activities, but not for habitation. Some former uranium mining sites may be released for reuse as nature reserves or for other leisure activities. Both decommissioning and environmental remediation are major industrial projects in which the safety of the workforce, the local public and the environment must be ensured from both radiological and conventional hazards. Hence, an appropriate legal and regulatory framework, as well as proper training for personnel both in implementation and in regulatory oversight are among the necessary preconditions to ensure safety.

Decommissioning and environmental remediation: An overview

International Nuclear Information System (INIS)

Chatzis, Irena

2016-01-01

The objective in both decommissioning and environmental remediation is to lower levels of residual radioactivity enough that the sites may be used for any purpose, without restriction. In some cases, however, this may not be practical and restrictions may be placed on future land use. Following decommissioning, for example, some sites may be reused for non-nuclear industrial activities, but not for habitation. Some former uranium mining sites may be released for reuse as nature reserves or for other leisure activities. Both decommissioning and environmental remediation are major industrial projects in which the safety of the workforce, the local public and the environment must be ensured from both radiological and conventional hazards. Hence, an appropriate legal and regulatory framework, as well as proper training for personnel both in implementation and in regulatory oversight are among the necessary preconditions to ensure safety

Effects of Adaptive Training on Working Memory and Academic Achievement of Children with Learning Disabilities: A School-Based Study

Science.gov (United States)

Cunningham, Rhonda Phillips

2013-01-01

Research has suggested many children with learning disabilities (LD) have deficits in working memory (WM) that hinder their academic achievement. Cogmed RM, a computerized intervention, uses adaptive training over 25 sessions and has shown efficacy in improving WM in children with attention deficit hyperactivity disorder (ADHD) and a variety of…

Academic Training Lectures | The Cosmological Constant Problem | 12-13 November

CERN Multimedia

2015-01-01

Please note that the next series of Academic Training Lectures will take place on the 12 and 13 November. The lectures will be given by Antonio Padilla (University of Nottingham, UK). The Cosmological Constant Problem (1/2) on Thursday, 12 November from 11:00 a.m. to 12:30 p.m. https://indico.cern.ch/event/453187/ The Cosmological Constant Problem (2/2) on Friday, 13 November from 11:00 a.m. to 12:30 p.m. https://indico.cern.ch/event/453188/ at CERN, Council Chamber (503-1-001)  Description: I will review the cosmological constant problem as a serious challenge to our notion of naturalness in Physics. Weinberg’s no go theorem is worked through in detail. I review a number of proposals possibly including Linde's universe multiplication, Coleman's wormholes, the fat graviton, and SLED, to name a few. Large distance modifications of gravity are also discussed, with causality considerations pointi...

Academic Training - Exploring Planets and Moons in our Solar System

CERN Multimedia

Françoise Benz

2006-01-01

2005-2006 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 6, 7, 8, 9 June 11:00-12:00. On the 8 June from 10:00 to 12:00 - Auditorium, bldg 500 Exploring Planets and Moons in our Solar System H.O. RUCKER / Space Research Institut, Graz The lecture series comprises 5 lectures starting with the interplanetary medium, the solar wind and its interaction with magnetized planets. Knowledge on the magnetically dominated 'spheres'around the Giant Planets have been obtained by the Grand Tour of both Voyager spacecraft to Jupiter, Saturn, with the continuation of Voyager 2 to Uranus, and Neptune, in the late seventies and eighties of last century. These findings are now extensively supported and complemented by Cassini/Huygens to the Saturnian system. This will be discussed in detail in lecture 2. Specific aspects of magnetospheric physics, in particular radio emissions from the planets, observed in-situ and by remote sensing techniques, will be addressed in the following lecture 3. Of high importance are also the rec...

Comments on Mike Rose's Essay "Rethinking Remedial Education and the Academic-Vocational Divide"

Science.gov (United States)

Goldrick-Rab, Sara

2012-01-01

The struggle over whether all students have a right to a high-quality, affordable college education, or whether it is a privilege they must "earn" through high test scores and parental savings for tuition, plays out daily in the so-called "remedial" or "developmental" classes. This article presents the author's comments on Mike Rose's essay…

Percussion use and training: a survey of music therapy clinicians.

Science.gov (United States)

Scheffel, Stephanie; Matney, Bill

2014-01-01

Percussion instruments are commonly used in music therapy practice; however, the body of published literature regarding music therapy-related percussion training and practice is limited. The purpose of our survey study was to describe: (a) clinician perspectives of their academic percussion training; (b) use of percussion testing during academic training; (c) clinician perspectives on relevance, adequacy, and importance of academic percussion training; (d) clinician perspectives of their nonacademic percussion training; and (e) current use of percussion in clinical practice. Through comparisons of these parameters, we sought to provide information that may inform future percussion use and training. Participants were selected using an email list from the Certification Board for Music Therapists. Board-certified music therapists (MT-BC) were provided with a researcher-created survey about academic percussion training, nonacademic percussion training, and use of percussion in clinical practice. Survey response rate was 14.4% (611/4234). We used demographic data to address potential nonresponse error and ensure population representation for region of residence and region of academic training. Results revealed concerns about perceived adequacy of percussion training received during music therapy education (14.6% reported receiving no academic percussion training; 40.6% reported training was not adequate), and absence of percussion-specific proficiency exams. Of the training received, 62.8% indicated that training was relevant; however, a majority (76.5%) recommended current music therapy students receive more percussion training on instruments and skills most relevant to clinical practice. Comparisons between academic training, perceived needs in academic training, and clinical usage may inform future training and clinical competency. We provide suggestions for developing future training, as well as for furthering clinical implementation and research. © the American

Rail transportation of Fernald remediation waste

International Nuclear Information System (INIS)

Fellman, R.T.; Lojek, D.A.; Motl, G.P.; Weddendorf, W.K.

1995-01-01

Remediation of the Department of Energy (DOE) Fernald site located north of Cincinnati will generate large quantities of low-level radwaste. This volume includes approximately 1,050,000 tons of material to be removed from eight waste pits comprising Operable Unit 1 (OU-1). The remedial alternative selected includes waste material excavation, drying and transportation by rail to a burial site in the arid west for disposal. Rail transportation was selected not only because rail transportation is safer than truck transportation, but also because of the sheer magnitude of the project and the availability of bulk rail car unloading facilities at a representative disposal site. Based upon current waste quantity estimates as presented in the Feasibility Study for OUI, a fully-loaded 47-car unit train would depart the Fernald site weekly for five years. This paper illustrates the steps taken to obtain agency and public acceptance of the Record of Decision for the remedy which hinged on rail transportation. A preliminary, but detailed, rail transportation plan was prepared for the project to support a series of CERCLA public meetings conducted in late 1994. Some of the major issues addressed in the plan included the following: (1) Scope of project leading to selection of rail transportation; (2) Waste classification; (3) Rail Company overview; (4) Train configuration and rail car selection; (5) Routing; (6) Safety; (7) Prior Notification Requirements (8) Emergency Response. A series of three public meetings identified a number of issues of prime concern to Fernald stakeholders. Following resolution of these issues during the public comment period, a Record of Decision (ROD) approving implementation of the rail transportation strategy was approved pending incorporation of EPA and State of Ohio comments on December 22, 1994

Training cognitive flexibility in patients with anorexia nervosa: a pilot randomized controlled trial of cognitive remediation therapy.

Science.gov (United States)

Brockmeyer, Timo; Ingenerf, Katrin; Walther, Stephan; Wild, Beate; Hartmann, Mechthild; Herzog, Wolfgang; Bents, Hinrich; Friederich, Hans-Christoph

2014-01-01

Inefficient cognitive flexibility is considered a neurocognitive trait marker involved in the development and maintenance of anorexia nervosa (AN). Cognitive Remediation Therapy (CRT) is a specific treatment targeting this cognitive style. The aim of this study was to investigate the feasibility and efficacy (by estimating the effect size) of specifically tailored CRT for AN, compared to non-specific cognitive training. A prospective, randomized controlled, superiority pilot trial was conducted. Forty women with AN receiving treatment as usual (TAU) were randomized to receive either CRT or non-specific neurocognitive therapy (NNT) as an add-on. Both conditions comprised 30 sessions of computer-assisted (21 sessions) and face-to-face (9 sessions) training over a 3-week period. CRT focused specifically on cognitive flexibility. NNT was comprised of tasks designed to improve attention and memory. The primary outcome was performance on a neuropsychological post-treatment assessment of cognitive set-shifting. Data available from 25 treatment completers were analyzed. Participants in the CRT condition outperformed participants in the NNT condition in cognitive set-shifting at the end of the treatment (p = 0.027; between-groups effect size d = 0.62). Participants in both conditions showed high treatment acceptance. This study confirms the feasibility of CRT for AN, and provides a first estimate of the effect size that can be achieved using CRT for AN. Furthermore, the present findings corroborate that neurocognitive training for AN should be tailored to the specific cognitive inefficiencies of this patient group. Copyright © 2013 Wiley Periodicals, Inc.

Correlation among academic stress, academic burnout, and academic performance in nursing and paramedic students of Qom University of Medical Sciences, Iran

Directory of Open Access Journals (Sweden)

hamid Asayesh

2016-09-01

Full Text Available Background and Objectives: Learning is a stressful experience of human life; reduced adaption to stressors causes academic burnout which is a reason for academic failure among students. This study investigated the correlation among academic stress, academic burnout, and academic performance in nursing and paramedic students of Qom University of Medical Sciences. Methods: In this descriptive, cross-sectional study, 264 nursing and paramedic students were randomly selected. Demographic characteristics checklist, academic burnout questionnaire, and academic stress scale were used to gather data, and grade point average was considered to be the indicator of academic performance. Linear regression analysis was used to analyze the data. The level of significance was considered to be p<0.05. Results: The mean score for students' academic burnout was 28.52±15.84. Univariate regression analysis showed that the students' employment, years of education, academic performance, and all academic stress subscales had a significant correlation with academic burnout. According to multivariate regression analysis, having a field of study-related occupation was a protective factor and academic stress a risk factor for academic burnout. Conclusion: The findings of this study showed that a large proportion of students experienced academic burnout, and students with higher levels of stress experienced more severe academic burnout and had poorer performance. Therefore, training ways to cope with stress can cause reduction in academic burnout and improvement of performance.

Academic training: From Evolution Theory to Parallel and Distributed Genetic Programming

CERN Multimedia

2007-01-01

2006-2007 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 15, 16 March From 11:00 to 12:00 - Main Auditorium, bldg. 500 From Evolution Theory to Parallel and Distributed Genetic Programming F. FERNANDEZ DE VEGA / Univ. of Extremadura, SP Lecture No. 1: From Evolution Theory to Evolutionary Computation Evolutionary computation is a subfield of artificial intelligence (more particularly computational intelligence) involving combinatorial optimization problems, which are based to some degree on the evolution of biological life in the natural world. In this tutorial we will review the source of inspiration for this metaheuristic and its capability for solving problems. We will show the main flavours within the field, and different problems that have been successfully solved employing this kind of techniques. Lecture No. 2: Parallel and Distributed Genetic Programming The successful application of Genetic Programming (GP, one of the available Evolutionary Algorithms) to optimization problems has encouraged an ...

Peer Tutoring as a Remedial Measure for Slow Learners in a Medical School

Directory of Open Access Journals (Sweden)

Ray (Arora Suranjana

2015-01-01

Full Text Available Background: A Slow Learner (SL is one who has the ability to learn necessary academic skills but at a rate and depth below average of the same age peers. Aims: To identify SL we have to judge them not just by their grade level, but by the fact that they master skills slowly, have difficulty following multistep directives, live in the present and do not have long term goals. The remedial measures for these SL were repetition, peer tutoring, enhancing their self-esteem and improve confidence. With correct monitoring, support and feedback from a teacher facilitator peer tutoring can provide deeper learning, reduce dropout, and improve social behavior. Objective: The aim was to identify SL and to peer tutor them. Material and Methods: In a group of 106 students in the first year of MBBS in a college in Mauritius 20 students were identified as SL, out of the other 86 students 2 to 3 students were selected as peer tutors. The sample size on which the questionnaire was used to determine slow learners were 106 out of which 20 were found to be slow learners. The peer tutors were selected among the 106 students. The facilitator trained the tutors. Conclusion: In our Institute we found an alarming 15-18% of SL. The SL responded positively to the peer tutoring and a significant number improved their academic performance. Peer tutoring has significant cognitive gains for both tutor and tutees. Peer tutoring improves selfconfidence, academic achievement, improves their attitude towards the subject matter and encourages greater persistence in completing tasks. Identifying SL has many pitfalls as we should confirm that they are not 'reluctant' or 'struggling' learners but SL.

Academic managers in contemporary university: Challenges and learnings

Directory of Open Access Journals (Sweden)

Marita Sánchez-Moreno

2016-04-01

Full Text Available Purpose: The article presents and discusses some findings derived from a research project about University academic management, and it is focused on the identification of principal clues –even related to subjects and methodology– for the design of training programmes on this task. Design/methodology/approach: The research design adopted a qualitative approach and contemplated the development of in-depth interviews to 71 academic managers at the university who were valued as good in that task, in three Spanish Universities –Universidad de Las Palmas de Gran Canaria (ULP, Universidad de Lleida (UdL y Universidad de Sevilla (US. Data were analyzed using MAXQDA.11 and their interpretations were contrasted with the opinions obtained in a second round of interviews with 15 of those managers. Findings: Results allows to identify some kind of “vital cycle” in academic managers, inform about their reasons to continue in their managing charges, about their worries related to interpersonal relationships and conflict management, as well as about the recognized need of receiving a specific training for academic management, based on an active an participative methodology which can promote a practical learning. Research limitations/implications: The most important limitations of the study have to do with two unrelated issues. First of them, from a methodological point of view, is related to the limited number of participants. Second of them derives of the changing environment in which management and government model of Spanish is changing. This could probably affect the value and the interest showed by a academics on University management. Practical implications: According to one of the original mains of the study, a training program for academics in university management was already designed and developed. Social implications: The development of training Programs on University management as the one derived from the commented study would represent a

Scaffolding Mathematics Remediation for Academically At-Risk Students Following Developmental Education Reform in Florida

Science.gov (United States)

Brower, Rebecca L.; Woods, Chenoa S.; Jones, Tamara Bertrand; Park, Toby J.; Hu, Shouping; Tandberg, David A.; Nix, Amanda N.; Rahming, Sophia G.; Martindale, Sandra K.

2018-01-01

The purpose of this qualitative study is to understand how educational scaffolding may explain changing patterns of student success in mathematics in the era of developmental education (DE or remediation) reform in Florida College System (FCS) institutions. Specifically, we apply the concept of scaffolding to underprepared FCS students who are at…

What does remediation and probation status mean? A survey of emergency medicine residency program directors.

Science.gov (United States)

Weizberg, Moshe; Smith, Jessica L; Murano, Tiffany; Silverberg, Mark; Santen, Sally A

2015-01-01

process of remediation and probation. The definition of these terms and the actions triggered are variable across programs. Based on these findings, suggestions toward a standardized approach for remediation and probation in GME programs are provided. © 2014 by the Society for Academic Emergency Medicine.

Academic Training: 3rd Term - 01 April - 30 June 2005

CERN Multimedia

Françoise Benz

2005-01-01

2004 - 2005 ACADEMIC TRAINING PROGRAMME 3rd Term - 01 April - 30 June 2005 REGULAR LECTURE PROGRAMME Monte Carlo generators fot the LHC by T. Sjostrand / CERN-PH 4, 5, 6, 7 April The LHC machine experiment interface by S. Tapprogge / Univ. Gutenberg, Mainz, D R. Assmann, CERN-AB, E. Tsesmelis and D. Macina / CERN-TS 18, 19, 20, 21, 22 April Cosmology for particle physicists by S. Carroll / Univ. of Chicago, USA 9, 10, 11, 12, 13 May The ITER projects: technological challenges by P. Bruzzone / EPFL CRPP, Zürich, CH J. Lister / EPFL CRPP, Lausanne, CH 30, 31 May, 1, 2, 3 June String theory by C. Johnson / Univ. of Southern California, USA 6, 7, 8, 9, 10 June Small may be beautiful By M. Davier / LAL, Orsay, F. T. Soldner / ILL, Grenoble, F. 13, 14, 15, 16, 17 June Climate change and challenges for the environment by C. Schluchter / Univ. Bern. CH 20, 21, 22 June LECTURE SERIES FOR POSTGRADUATE STUDENTS Particle detectors - principles and techniques by C. Joram, L. Ropelewski, M. Moll, C. ...

Academic Writing in Reflexive Professional Writing: Citations of Scientific Literature in Supervised Pre-Service Training Reports

Directory of Open Access Journals (Sweden)

Lívia Chaves de Melo

2013-06-01

Full Text Available In this paper we investigate citation practices of scientific literature in reflexive writing from the genre of supervised pre-service training report produced by pre-service teachers enrolled in the mandatory pre-service training subject of English Language Teaching, at an undergraduate language teaching course. The aim of this research is to analyze how these pre-services teacher represent themselves based on citation practices of scientific literature, and characterize some of the functions deployed by the citations in the reflexive writing emerging in the academic sphere. We use the dialogic approach to language from Bakhtinian studies as a theoretical base, as well as theoretical and methodological contributions regarding types of sequences and of discourse proposed by Adam and Bronckart. The results of this research show that the practice of citation of scientific literature is an invocation of authority as a form of erudition, amplification and ornamentation of the discourse produced. This practice can also guide pedagogical action developed by pre-service teachers in their supervised training.

On the Causes for and Countermeasures against Academic Corruption

Science.gov (United States)

Yongning, Yuan; Jian, Zhang; Haibo, Wang

2007-01-01

Combating corruption is an important condition for bringing about the flourishing of academic research. There are many reasons for the emergence and proliferation of academic corruption today. These are closely related to the long-term lack of training among our country's scholars in modern academic standards and the absence of an academic spirit…

Cognitive remediation combined with anearly intervention service in first episodepsychosis

DEFF Research Database (Denmark)

Østergaard Christensen, T; Vesterager, Lone; Krarup, G

2014-01-01

OBJECTIVE: This randomised clinical trial assessed the effects of a 16-week cognitive remediation programme (NEUROCOM) combined with an early intervention service (EIS) vs. EIS alone. METHOD: One hundred and seventeen patients with first episode psychosis were randomly assigned to 4 months...... cognitive remediation combined with EIS vs. EIS alone. Statistical analysis of effect was based on intention to treat. RESULTS: A total of 98 patients (83.8%) participated in post-training assessments at 4 months and 92 (78.6%) in 12-month follow-up assessments. No effects were found on the primary outcome...... (Cohen's d=0.44, P=0.04), while improvement on the composite score was marginally significant (Cohen's d=0.34, P=0.05). CONCLUSION: In accordance with other cognitive remediation programmes, this programme demonstrates some immediate and long-term effect on cognitive functioning, symptoms and self-esteem....

Computer training aids for nuclear operator training

International Nuclear Information System (INIS)

Phillips, J.G.P.; Binns, J.B.H.

1983-01-01

The Royal Navy's Nuclear Propulsion School at HMS SULTAN which is responsible for training all ratings and officers who operate Submarine Pressurised Water Reactor plants, has available a varied selection of classroom simulator training aids as well as purpose built Submarine Manoeuvring Room simulators. The use of these classroom training aids in the twelve months prior to Autumn 1981 is discussed. The advantages and disadvantages of using relatively expensive computer based aids to support classroom instruction for students who do not investigate mathematically the dynamics of the Reactor Plant are identified. The conclusions drawn indicate that for students of limited academic ability the classroom simulators are disproportionately expensive in cost, maintenance load, and instructional time. Secondly, the experience gained in the use of the Manoeuvring Room Simulators to train future operators who have just finished the academic phase of their training is outlined. The possible pitfalls for the instructor are discussed and the lessons learnt, concluding that these simulators provide a valuable substitute for the live plant enabling trainees to be brought up to a common standard and reducing their on job training time to an acceptable level. (author)

Remediation management of complex sites using an adaptive site management approach.

Science.gov (United States)

Price, John; Spreng, Carl; Hawley, Elisabeth L; Deeb, Rula

2017-12-15

Complex sites require a disproportionate amount of resources for environmental remediation and long timeframes to achieve remediation objectives, due to their complex geologic conditions, hydrogeologic conditions, geochemical conditions, contaminant-related conditions, large scale of contamination, and/or non-technical challenges. A recent team of state and federal environmental regulators, federal agency representatives, industry experts, community stakeholders, and academia worked together as an Interstate Technology & Regulatory Council (ITRC) team to compile resources and create new guidance on the remediation management of complex sites. This article summarizes the ITRC team's recommended process for addressing complex sites through an adaptive site management approach. The team provided guidance for site managers and other stakeholders to evaluate site complexities and determine site remediation potential, i.e., whether an adaptive site management approach is warranted. Adaptive site management was described as a comprehensive, flexible approach to iteratively evaluate and adjust the remedial strategy in response to remedy performance. Key aspects of adaptive site management were described, including tools for revising and updating the conceptual site model (CSM), the importance of setting interim objectives to define short-term milestones on the journey to achieving site objectives, establishing a performance model and metrics to evaluate progress towards meeting interim objectives, and comparing actual with predicted progress during scheduled periodic evaluations, and establishing decision criteria for when and how to adapt/modify/revise the remedial strategy in response to remedy performance. Key findings will be published in an ITRC Technical and Regulatory guidance document in 2017 and free training webinars will be conducted. More information is available at www.itrc-web.org. Copyright © 2017 Elsevier Ltd. All rights reserved.

"I'll stop procrastinating now!" Fostering specific processes of self-regulated learning to reduce academic procrastination.

Science.gov (United States)

Grunschel, Carola; Patrzek, Justine; Klingsieck, Katrin B; Fries, Stefan

2018-01-01

Academic procrastination is considered to be a result of self-regulation failure having detrimental effects on students' well-being and academic performance. In the present study, we developed and evaluated a group training that aimed to reduce academic procrastination. We based the training on a cyclical process model of self-regulated learning, thus, focusing on improving deficient processes of self-regulated learning among academic procrastinators (e.g., time management, dealing with distractions). The training comprised five sessions and took place once a week for 90 min in groups of no more than 10 students. Overall, 106 students completed the training. We evaluated the training using a comprehensive control group design with repeated measures (three points of measurement); the control group was trained after the intervention group's training. The results showed that our training was successful. The trained intervention group significantly reduced academic procrastination and improved specific processes of self-regulated learning (e.g., time management, concentration), whereas the untrained control group showed no change regarding these variables. After the control group had also been trained, the control group also showed the expected favorable changes. The students rated the training overall as good and found it recommendable for procrastinating friends. Hence, fostering self-regulatory processes in our intervention was a successful attempt to support students in reducing academic procrastination. The evaluation of the training encourages us to adapt the training for different groups of procrastinators.

Academic Freedom in Athletic Training Education: Food for Thought

Science.gov (United States)

Payne, Ellen K.; Berry, David C.; Lowry, John E.

2012-01-01

Academic freedom is defined as the "freedom of the individual scholar to pursue truth wherever it leads, without fear of punishment or of termination of employment for having offended some political, methodological, religious, or social orthodoxy." Currently there is paucity of literature addressing the issue of academic freedom specific to…

Tetrahedron of medical academics: reasons for training in management, leadership and informatics.

Science.gov (United States)

Martins, Henrique

2009-06-01

Medical school professors and lecturers are often called to be practicing clinicians, researchers in their own field, in addition to executing their education and curricular responsibilities. Some further accumulate healthcare management responsibilities. These areas pose conflicting demands on time and intellectual activity, but despite their apparent differences, knowledge and skills from management, leadership and informatics may prove useful in helping to smooth these conflicts and hence increase personal effectiveness in these areas. This article tries to clarify some concepts and advance why training in management, leadership and health informatics would seem particularly useful for the medical academic. As opposed to the idea of educational dispersion/specialization, the concept of an integrative tetrahedronal education framework is advanced as a way to plan workshops and other faculty development activities which could be implemented transnationally as well as locally.

Content Analysis of Academic Research about Pre-Service Teachers’ Training Course

Directory of Open Access Journals (Sweden)

Serkan DİNÇER

2013-12-01

Full Text Available Training of teachers at the beginning of the factors affecting the quality of education has been investigated in many ways throughout the history of education. The first stage of the pre-service training of teacher education consists of theory and practice process; and the implementation process one of these components plays an important role in the development of prospective teachers’ profession. While until 2007 the prospective teachers practice in general their professional in the first and last education classes, in 2006 those implications have been started on a large scale in the last year due to the change in education programs of faculties. Before this configuration, there were a lot of problems related to the application courses; some of these problems came to an end with the regulations. Despite these regulations, nowadays the prospective teachers still face major problems about the implications. Factors such as lack of interagency coordination and guidance services, the negative attitude of prospective teachers, and lack of adequate implementation class/environment are the main reasons of this problem. The evaluation of the identified problems and finding solutions to these problems are being considered as important factors in acquiring the responsibility, competence and ethical values of the prospective teachers. The purpose of this study is to identify the encountered problems by evaluating the academic researches of prospective teachers about the implication classes and to find solutions to these problems

Investigating the importance of self-theories of intelligence and musicality for students' academic and musical achievement.

Science.gov (United States)

Müllensiefen, Daniel; Harrison, Peter; Caprini, Francesco; Fancourt, Amy

2015-01-01

Musical abilities and active engagement with music have been shown to be positively associated with many cognitive abilities as well as social skills and academic performance in secondary school students. While there is evidence from intervention studies that musical training can be a cause of these positive relationships, recent findings in the literature have suggested that other factors, such as genetics, family background or personality traits, might also be contributing factors. In addition, there is mounting evidence that self-concepts and beliefs can affect academic performance independently of intellectual ability. Students who believe that intelligence is malleable are more likely to attribute poor academic performances to effort rather than ability, and are more likely to take remedial action to improve their performance. However, it is currently not known whether student's beliefs about the nature of musical talent also influence the development of musical abilities in a similar fashion. Therefore, this study introduces a short self-report measure termed "Musical Self-Theories and Goals," closely modeled on validated measures for self-theories in academic scenarios. Using this measure the study investigates whether musical self-theories are related to students' musical development as indexed by their concurrent musical activities and their performance on a battery of listening tests. We use data from a cross-sectional sample of 313 secondary school students to construct a network model describing the relationships between self-theories and academic as well as musical outcome measures, while also assessing potential effects of intelligence and the Big Five personality dimensions. Results from the network model indicate that self-theories of intelligence and musicality are closely related. In addition, both kinds of self-theories are connected to the students' academic achievement through the personality dimension conscientiousness and academic effort

Investigating the importance of self-theories of intelligence and musicality for students’ academic and musical achievement

Directory of Open Access Journals (Sweden)

Daniel eMüllensiefen

2015-11-01

Full Text Available Musical abilities and active engagement with music have been shown to be positively associated with many cognitive abilities as well as social skills and academic performance in secondary school students. While there is evidence from intervention studies that musical training can be a cause of these positive relationships, recent findings in the literature have suggested that other factors, such as genetics, family background or personality traits, might also be contributing factors. In addition, there is mounting evidence that self-concepts and beliefs can affect academic performance independently of intellectual ability. Students who believe that intelligence is malleable are more likely to attribute poor academic performances to effort rather than ability, and are more likely to take remedial action to improve their performance. However, it is currently not known whether student’s beliefs about the nature of musical talent also influence the development of musical abilities in a similar fashion. Therefore, this study introduces a short self-report measure termed ‘Musical Self-Theories and Goals’, closely modeled on validated measures for self-theories in academic scenarios. Using this measure the study investigates whether musical self-theories are related to students’ musical development as indexed by their concurrent musical activities and their performance on a battery of listening tests. We use data from a cross-sectional sample of 313 secondary school students to construct a network model describing the relationships between self-theories and academic as well as musical outcome measures, while also assessing potential effects of intelligence and the Big Five personality dimensions. Results from the network model indicate that self-theories of intelligence and musicality are closely related. In addition, both kinds of self-theories are connected to the students’ academic achievement through the personality dimension

Superfund fact sheet: The remedial program. Fact sheet

International Nuclear Information System (INIS)

1992-09-01

The fact sheet describes what various actions the EPA can take to clean up hazardous wastes sites. Explanations of how the criteria for environmental and public health risk assessment are determined and the role of state and local governments in site remediation are given. The fact sheet is one in a series providing reference information about Superfund issues and is intended for readers with no formal scientific training

A pilot study of the efficacy of a computerized executive functioning remediation training with game elements for children with ADHD in an outpatient setting: outcome on parent and teacher-rated executive functioning and ADHD behavior

NARCIS (Netherlands)

van der Oord, S.; Ponsioen, A.J.G.B.; Geurts, H.M.; ten Brink, E.L.; Prins, P.J.M.

2014-01-01

Objective: This pilot study tested the short- and long-term efficacy (9 weeks follow-up) of an executive functioning (EF) remediation training with game elements for children with ADHD in an outpatient clinical setting, using a randomized controlled wait-list design. Furthermore, in a subsample,

Academic Training Lectures | Theories of Electroweak Symmetry Breaking: A Post LHC Run-I Perspective | 26, 27 and 29 May

CERN Multimedia

2015-01-01

Please note that our next series of Academic Training Lectures will take place on the 26, 27 and 29 May 2015.   Theories of Electroweak Symmetry Breaking: A Post LHC Run-I Perspective, by James Daniel Wells (University of Michigan (US)) from 11.00 a.m. to 12.00 p.m. in the Council Chamber (503-1-001) https://indico.cern.ch/event/383514/

Academic career in medicine: requirements and conditions for successful advancement in Switzerland.

Science.gov (United States)

Buddeberg-Fischer, Barbara; Stamm, Martina; Buddeberg, Claus

2009-04-29

Within the framework of a prospective cohort study of Swiss medical school graduates a sample of young physicians aspiring to an academic career were surveyed on their career support and barriers experienced up to their sixth year of postgraduate training. Thirty-one junior academics took part in semi-structured telephone interviews in 2007. The interview guideline focused on career paths to date, career support and barriers experienced, and recommendations for junior and senior academics. The qualitatively assessed data were evaluated according to Mayring's content analysis. Furthermore, quantitatively gained data from the total cohort sample on person- and career-related characteristics were analyzed in regard to differences between the junior academics and cohort doctors who aspire to another career in medicine. Junior academics differ in terms of instrumentality as a person-related factor, and in terms of intrinsic career motivation and mentoring as career-related factors from cohort doctors who follow other career paths in medicine; they also show higher scores in the Career-Success Scale. Four types of career path could be identified in junior academics: (1) focus on basic sciences, (2) strong focus on research (PhD programs) followed by clinical training, (3) one to two years in research followed by clinical training, (4) clinical training and research in parallel. The interview material revealed the following categories of career-supporting experience: making oneself out as a proactive junior physician, research resources provided by superior staff, and social network; statements concerning career barriers encompassed interference between clinical training and research activities, insufficient research coaching, and personality related barriers. Recommendations for junior academics focused on mentoring and professional networking, for senior academics on interest in human resource development and being role models. The conditions for an academic career in

Effects of peer social interaction on performance during computerized cognitive remediation therapy in patients with early course schizophrenia: A pilot study.

Science.gov (United States)

Sandoval, Luis R; González, Betzamel López; Stone, William S; Guimond, Synthia; Rivas, Cristina Torres; Sheynberg, David; Kuo, Susan S; Eack, Shaun; Keshavan, Matcheri S

2017-09-04

Recent studies show that computer-based training enhances cognition in schizophrenia; furthermore, socialization has also been found to improve cognitive functions. It is generally believed that non-social cognitive remediation using computer exercises would be a pre-requisite for therapeutic benefits from social cognitive training. However, it is also possible that social interaction by itself enhances non-social cognitive functions; this possibility has scarcely been explored in schizophrenia patients. This pilot study examined the effects of computer-based neurocognitive training, along with social interaction either with a peer (PSI) or without one (N-PSI). We hypothesized that PSI will enhance cognitive performance during computerized exercises in schizophrenia, as compared with N-PSI. Sixteen adult participants diagnosed with schizophrenia or schizoaffective disorder participating in an ongoing trial of Cognitive Enhancement Therapy completed several computerized neurocognitive remediation training sessions (the Orientation Remedial Module©, or ORM), either with a peer or without a peer. We observed a significant interaction between the effect of PSI and performance on the different cognitive exercises (p<0.05). More precisely, when patients performed the session with PSI, they demonstrated better cognitive performances than with N-PSI in the ORM exercise that provides training in processing speed, alertness, and reaction time (the standard Attention Reaction Conditioner, or ARC) (p<0.01, corrected). PSI did not significantly affect other cognitive domains such as target detection and spatial attention. Our findings suggest that PSI could improve cognitive performance, such as processing speed, during computerized cognitive training in schizophrenia. Additional studies investigating the effect of PSI during cognitive remediation are needed to further evaluate this hypothesis. Copyright © 2017. Published by Elsevier B.V.

Preparing Graduate Students for Non-Academic Careers

Science.gov (United States)

Woolf, Lawrence

2014-03-01

One of the primary topics discussed at the conference concerned career development, since most graduate students will not have the academic careers of their advisors. Goals included reviewing the primary functions of physicists in industry, evaluating how students are currently prepared for these careers, and identifying how to fill gaps in preparation. A number of non-academic physicists provided insight into meeting these goals. Most physics graduate programs in general do not purposely prepare students for a non-academic career. Strategies for overcoming this shortcoming include advising students about these careers and providing training on broadly valued professional skills such as written and verbal communication, time and project management, leadership, working in teams, innovation, product development, and proposal writing. Alumni and others from industry could provide guidance on careers and skills and should be invited to talk to students. Academic training could also better prepare students for non-academic careers by including engineering and cross disciplinary problem solving as well as incorporating software and toolsets common in industry.

Undirected learning styles and academic risk: Analysis of the impact of stress, strain and coping.

Science.gov (United States)

Kimatian, Stephen; Lloyd, Sara; Berger, Jeffrey; Steiner, Lorraine; McKay, Robert; Schwengal, Deborah

2017-01-01

Learning style inventories used in conjunction with a measure of academic achievement consistently show an association of meaning directed learning patterns with academic success, but have failed to show a clear association of undirected learning styles with academic failure. Using survey methods with anesthesia residents, this study questioned whether additional assessment of factors related to stress, strain, and coping help to better define the association between undirected learning styles and academic risk. Pearson chi squared tests. 296 subjects were enrolled from eight institutions with 142 (48%) completing the study. American Board of Anesthesiologists In Training Examinations (ITE) percentiles (ITE%) were used as a measure of academic achievement. The Vermunt Inventory of Learning Styles (ILS) was used to identify four learning patterns and 20 strategies, and the Osipow Stress Inventory-Revised (OSI-R) was used as a measure of six scales of occupational stress, four of personal strain, and four coping resources. Two learning patterns had significant relationship with ITE scores. As seen in previous studies, Meaning Directed Learning was beneficial for academic achievement while Undirected Learning was the least beneficial. Higher scores on Meaning Directed Learning correlated positively with higher ITE scores while higher Undirected and lower Meaning Directed patterns related negatively to ITE%. OSI-R measures of stress, strain and coping indicated that residents with Undirected learning patterns had higher scores on three scales related to stress, and 4 related to strain, while displaying lower scores on two scales related to coping. Residents with higher Meaning Directed patterns scored lower on two scales of stress and two scales of strain, with higher scores on two scales for coping resources. Low Meaning Directed and high Undirected learning patterns correlated with lower ITE percentiles, higher scores for stress and strain, and lower coping resources

Self vs. Other Focus: Predicting Professionalism Remediation of Emergency Medicine Residents.

Science.gov (United States)

Thaxton, Robert E; Jones, Woodson S; Hafferty, Fred W; April, Carolyn W; April, Michael D

2018-01-01

Unprofessionalism is a major reason for resident dismissal from training. Because of the high stakes involved, residents and educators alike would benefit from information predicting whether they might experience challenges related to this competency. Our objective was to correlate the outcome of professionalism-related remedial actions during residency with the predictor variable of resident response to a standardized interview question: "Why is Medicine important to you?" We conducted a professional development quality improvement (QI) initiative to improve resident education and mentorship by achieving a better understanding of each resident's reasons for valuing a career in medicine. This initiative entailed an interview administered to each resident beginning emergency medicine training at San Antonio Military Medical Center during 2006-2013. The interviews uniformly began with the standardized question "Why is Medicine important to you?" The residency program director documented a free-text summary of each response to this question, the accuracy of which was confirmed by the resident. We analyzed the text of each resident's response after a review of the QI data suggested an association between responses and professionalism actions (retrospective cohort design). Two associate investigators blinded to all interview data, remedial actions, and resident identities categorized each text response as either self-focused (e.g., "I enjoy the challenge") or other-focused (e.g., "I enjoy helping patients"). Additional de-identified data collected included demographics, and expressed personal importance of politics and religion. The primary outcome was a Clinical Competency Committee professionalism remedial action. Of 114 physicians starting residency during 2006-2013, 106 (93.0%) completed the interview. There was good inter-rater reliability in associate investigator categorization of resident responses as either self-focused or other-focused (kappa coefficient 0

Quality Improvement Practices in Academic Emergency Medicine: Perspectives from the Chairs

Directory of Open Access Journals (Sweden)

DelliFraine, Jami L

2010-12-01

Full Text Available Objective: To assess academic emergency medicine (EM chairs’ perceptions of quality improvement (QI training programs.Methods: A voluntary anonymous 20 item survey was distributed to a sample of academic chairs of EM through the Association of Academic Chairs of Emergency Medicine. Data was collected to assess the percentage of academic emergency physicians who had received QI training, the type of training they received, their perception of the impact of this training on behavior, practice and outcomes, and any perceived barriers to implementing QI programs in the emergency department.Results: The response rate to the survey was 69% (N = 59. 59.3% of respondents report that their hospital has a formal QI program for physicians. Chairs received training in a variety of QI programs. The type of QI program used by respondents was perceived as having no impact on goals achieved by QI (χ2 = 12.382; p = 0.260, but there was a statistically significant (χ2 = 14.383; p = 0.006 relationship between whether or not goals were achieved and academic EM chairs’ perceptions about return on investment for QI training. Only 22% of chairs responded that they have already made changes as a result of the QI training. 78.8% of EM chairs responded that quality programs could have a significant positive impact on their practice and the healthcare industry. Chairs perceived that QI programs had the most potential value in the areas of understanding and reducing medical errors and improving patient flow and throughput. Other areas of potential value of QI include improving specific clinical indicators and standardizing physician care.Conclusion: Academic EM chairs perceived that QI programs were an effective way to drive needed improvements. The results suggest that there is a high level of interest in QI but a low level of adoption of training and implementation.[West J Emerg Med. 2010; 11(5:479-485.

Community‐Based Participatory Research Skills and Training Needs in a Sample of Academic Researchers from a Clinical and Translational Science Center in the Northeast

Science.gov (United States)

DiGirolamo, Ann; Geller, Alan C.; Tendulkar, Shalini A.; Patil, Pratima; Hacker, Karen

2012-01-01

Abstract Purpose: To determine the community‐based participatory research (CBPR) training interests and needs of researchers interested in CBPR to inform efforts to build infrastructure for conducting community‐engaged research. Method: A 20‐item survey was completed by 127 academic health researchers at Harvard Medical School, Harvard School of Public Health, and Harvard affiliated hospitals. Results: Slightly more than half of the participants reported current or prior experience with CBPR (58 %). Across all levels of academic involvement, approximately half of the participants with CBPR experience reported lacking skills in research methods and dissemination, with even fewer reporting skills in training of community partners. Regardless of prior CBPR experience, about half of the respondents reported having training needs in funding, partnership development, evaluation, and dissemination of CBPR projects. Among those with CBPR experience, more than one‐third of the participants wanted a mentor in CBPR; however only 19 % were willing to act as a mentor. Conclusions: Despite having experience with CBPR, many respondents did not have the comprehensive package of CBPR skills, reporting a need for training in a variety of CBPR skill sets. Further, the apparent mismatch between the need for mentors and availability in this sample suggests an important area for development. Clin Trans Sci 2012; Volume #: 1–5 PMID:22686211

Academic underachievement: A neurodevelopmental perspective

Directory of Open Access Journals (Sweden)

K. Shapiro Bruce, MD

2011-03-01

Full Text Available Academic underachievement is a common presenting symptom and has many different causes. The disorders that describe academic underachievement are based on the child’s function in cognitive, academic, or behavioral domains. The disorders that are associated with academic underachievement are final common pathways that have different etiologies and mechanisms. Multiple disorders are the rule because brain dysfunction in childhood usually affects multiple functions. Consequently, management programs must be individualized, comprehensive and address issues related to the child, school, and family. Treatment plans include parent training, academic accommodations, techniques to maintain self-esteem, and psychopharmacologic approaches. Ongoing monitoring of the management programs is necessary to detect important comorbidities that may emerge, to modify the program to meet the changing academic and social demands that occur as the child ages, and to provide current information. The outcome for children with academic underachievement is most dependent on the underlying disorder. Health providers have multiple roles to play in the prevention, detection, diagnosis and management of children with academic underachievement.

Academic career in medicine – requirements and conditions for successful advancement in Switzerland

Directory of Open Access Journals (Sweden)

Stamm Martina

2009-04-01

Full Text Available Abstract Background Within the framework of a prospective cohort study of Swiss medical school graduates a sample of young physicians aspiring to an academic career were surveyed on their career support and barriers experienced up to their sixth year of postgraduate training. Methods Thirty-one junior academics took part in semi-structured telephone interviews in 2007. The interview guideline focused on career paths to date, career support and barriers experienced, and recommendations for junior and senior academics. The qualitatively assessed data were evaluated according to Mayring's content analysis. Furthermore, quantitatively gained data from the total cohort sample on person- and career-related characteristics were analyzed in regard to differences between the junior academics and cohort doctors who aspire to another career in medicine. Results Junior academics differ in terms of instrumentality as a person-related factor, and in terms of intrinsic career motivation and mentoring as career-related factors from cohort doctors who follow other career paths in medicine; they also show higher scores in the Career-Success Scale. Four types of career path could be identified in junior academics: (1 focus on basic sciences, (2 strong focus on research (PhD programs followed by clinical training, (3 one to two years in research followed by clinical training, (4 clinical training and research in parallel. The interview material revealed the following categories of career-supporting experience: making oneself out as a proactive junior physician, research resources provided by superior staff, and social network; statements concerning career barriers encompassed interference between clinical training and research activities, insufficient research coaching, and personality related barriers. Recommendations for junior academics focused on mentoring and professional networking, for senior academics on interest in human resource development and being role

Electrodialytic soil remediation

DEFF Research Database (Denmark)

Karlsmose, Bodil; Ottosen, Lisbeth M.; Hansen, Lene

1999-01-01

The paper gives an overview of how heavy metals can be found in the soil and the theory of electrodialytic remediation. Basically electrodialytic remediation works by passing electric current through the soil, and the heavy metals in ionic form will carry some of the current. Ion-exchange membranes...... prevents the protons and the hydroxides ions from the electrode processes to enter the soil. The heavy metals are collected in a concentration compartment, which is separated from the soil by ion-exchange membranes. Examples from remediation experiments are shown, and it is demonstrated that it is possible...... to remediate soil polluted with heavy metals be this method. When adding desorbing agents or complexing agents, chosing the right current density, electrolyte and membranes, the proces can be optimised for a given remediation situation. Also electroosmosis is influencing the system, and if extra water...

Academic Training: 2nd Term - 09.01.2006 - 31.03.2006

CERN Multimedia

Françoise Benz

2005-01-01

2005 - 2006 ACADEMIC TRAINING PROGRAMME LECTURE SERIES The world quantum matter by M. Weidemüller, Univ. Freiburg, D 23, 24, 25, 26 January 11:00 -1200 - Auditorium, bldg 500 Deep space telescopes by G. Bignami, CNRS, Toulouse, F 13, 14, 15, 16, 17 February 11:00-12:00 - Auditorium, bldg 500 Bioinformatics: analysing the genome by V. Jongeneel, O. Michielin, S. Antonorakis A. Thomas and P. Descombes 27, 28 February, 1, 2, 3 March11:00-12:00 - Auditorium, bldg 500 LHC luminosity upgrade: detector challengesby A. de Roeck,CERN-PH, D. Bortoletto, Purdue Univ. USA R. Wigmans, Texas Tech. Univ. USA, W. Riegler, CERN-AT, W. Smith, Univ. of Wisconsin, USA 13, 14, 15, 16, March 11:00-12:00 - Auditorium, bldg 500 Supersymmetry and the LHC by M. Drees, Univ. of Bonn, D 20, 21, 22, 23, 24 March 11:00-12:00 - Auditorium, bldg 500 The lectures are open to all those interested, without application. The abstract of the lectures, as well as any change to the above information (title, dates, time, place etc.) will be...

Academic Training - 2nd Term: 08.01.2007 - 31.03.2007

CERN Multimedia

2006-01-01

2006 - 2007 ACADEMIC TRAINING PROGRAMME 2nd Term : 08.01.2007 - 31.03.2007 LECTURE SERIES Applied Superconductivity by V. Palmieri, INFN, Padova, It. 17, 18, 19 January 11:00 -1200 - Auditorium, Bldg 500 String Theory for Pedestrians by B. Zwiebach, M.I.T. Cambridge, USA 29, 30, 31 January 11:00-12:00 - Auditorium, Bldg 500 on 29, 30 January TH Auditorium on 31 January Introduction to Supersymmetry by D. Kaplan, John Hopkins University, Baltimore, USA 12, 13, 14, 15 February 11:00-12:00 - Auditorium, Bldg 500 The Hunt for the Higgs Particle by F. Zwirner, University of Padova, It 27, 28 February, 1st March 11:00-12:00 - Auditorium, Bldg 500 From Evolution Theory to Parallel and Distributed Genetic by F. Fernandez de Vega 15, 16, March 11:00-12:00 - Auditorium, Bldg 500 The lectures are open to all those interested, without application. The abstract of the lectures, as well as any change to the above information (title, dates, time, place etc.) will be published in the CERN bulletin, the WWW, an...

Academic Training - 2nd Term: 08.01.2007 - 31.03.2007

CERN Multimedia

2006-01-01

2006 - 2007 ACADEMIC TRAINING PROGRAMME 2nd Term : 08.01.2007 - 31.03.2007 LECTURE SERIES Applied Superconductivity by V. Palmieri, INFN, Padova, It. 17, 18, 19 January 11:00 -1200 - Auditorium, bldg. 500 String Theory for Pedestrians by B. Zwiebach, M.I.T. Cambridge, USA 29, 30, 31 January 11:00-12:00 - Auditorium, bldg. 500 on 29, 30 January TH Auditorium on 31 January Introduction to Supersymmetry by D. Kaplan, John Hopkins University, Baltimore, USA 12, 13, 14, 15 February 11:00-12:00 - Auditorium, bldg. 500 The Hunt for the Higgs Particle by F. Zwirner, University of Padova, It 27, 28 February, 1st March 11:00-12:00 - Auditorium, bldg. 500 From Evolution Theory to Parallel and Distributed Genetic Programming by F. Fernandez de Vega 15, 16, March 11:00-12:00 - Auditorium, bldg. 500 The lectures are open to all those interested, without application. The abstract of the lectures, as well as any change to the above information (title, dates, time, place etc.) will be published in the WWW, and ...

Academic Training Lectures | Stuxnet and Cyber-Warfare | 13-14 January 2016

CERN Multimedia

2015-01-01

Please note that the next series of Academic Training Lectures will take place on 13 and 14 January 2016. The lectures will be given by Gian Piero Siroli (Università e INFN, Bologna (IT))   Stuxnet and Cyber-Warfare (1/2)​ on Wednesday, 13 January from 11 a.m. to 12 p.m. http://indico.cern.ch/event/438525/ Stuxnet and Cyber-Warfare (2/2) on Thursday, 14 January from 11 a.m. to 12 p.m. http://indico.cern.ch/event/438526/ at CERN, Council Chamber (503-1-001)  Description: The first part of the lecture is devoted to the description of the Stuxnet worm, the first cyber-weapon whose existence has been made public, discovered in 2010 and targeting a specific industrial control system; the worm is responsible for the damaging of many centrifuges at an uranium enrichment facility, with the goal of sabotaging Iran&...

Academic Training Lectures | The Art of Way Finding | 9-10 December

CERN Multimedia

2015-01-01

Please note that the next series of Academic Training Lectures will take place on 9 and 10 December. The lectures will be given by John Huth (Harvard University (US)).   The Art of Way Finding (1/2) on Wednesday, 9 December from 11 a.m. to 12 p.m. https://indico.cern.ch/event/436443/ The Art of Way Finding (2/2) on Thursday, 10 December from 11 a.m. to 12 p.m. http://indico.cern.ch/event/436444/ at CERN, Council Chamber (503-1-001)  Description: In the modern era we've become accustomed to the instantaneous transfer of information filtered by applications that act as a kind of guardian of information. In the realm of finding one’s way, we use GPS and devices that take us from point A to point B without giving it a second thought. Are we slowly losing the cognitive processes that our ancestors had, and at what price? I use the theme of navi...

Attention–memory training yields behavioral and academic improvements in children diagnosed with attention-deficit hyperactivity disorder comorbid with a learning disorder

Directory of Open Access Journals (Sweden)

Farias AC

2017-07-01

Full Text Available Antonio Carlos Farias,1–4 Mara L Cordeiro,1,2,5 Erico PG Felden,6 Tiago S Bara,1,2 Cássia R Benko,1,2 Daniele Coutinho,1,2 Leandra F Martins,2 Rosilda TC Ferreira,1,2 James T McCracken5 1Faculdades Pequeno Príncipe, 2Neurosciences Core, Pelé Pequeno Príncipe Research Institute, Curitiba, 3Department of Neuropediatrics, Children’s Hospital, Pequeno Príncipe, 4School of Medicine, University Positivo, Curitiba, Brazil; 5Department of Psychiatry and Biobehavioral Sciences, David Geffen School of Medicine, Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, CA, US; 6Center for Health Science Research, Santa Catarina State University, Florianópolis, Brazil Background: Recent studies have suggested that children with attention-deficit hyperactivity disorder (ADHD may benefit from computerized cognitive training. Therapy implementation is especially complicated when ADHD is associated with learning disorders (LDs. This study tested the efficacy of a computer-based cognitive training program, namely, computerized cognitive training (CCT, in children with ADHD comorbid with an LD (ADHD-LD, with or without psychostimulant medication. Materials and methods: After diagnostic evaluations, 27 children with ADHD-LD (8 unmedicated and 19 medicated participated in CCT, which is intended to improve attention, memory, reasoning, visual processing, and executive functioning. The participants completed 24 1-hour sessions over 3 months. Neuropsychometric and standardized academic test results before and after training were compared to assess treatment efficacy. Shapiro–Wilk normality tests were applied, and subsequent Wilcoxon tests were used to identify significant differences in pre- versus post-training performance. Results: After CAT, children diagnosed with ADHD-LD showed 1 improvements in trained skills, measured directly within the software and indirectly by external psychometric tests; 2 improvements in

Organizational Infrastructure in the Collegiate Athletic Training Setting, Part III: Benefits of and Barriers in the Medical and Academic Models.

Science.gov (United States)

Eason, Christianne M; Mazerolle, Stephanie M; Goodman, Ashley

2017-01-01

 Academic and medical models are emerging as alternatives to the athletics model, which is the more predominant model in the collegiate athletic training setting. Little is known about athletic trainers' (ATs') perceptions of these models.  To investigate the perceived benefits of and barriers in the medical and academic models.  Qualitative study.  National Collegiate Athletic Association Divisions I, II, and III.  A total of 16 full-time ATs (10 men, 6 women; age = 32 ± 6 years, experience = 10 ± 6 years) working in the medical (n = 8) or academic (n = 8) models.  We conducted semistructured telephone interviews and evaluated the qualitative data using a general inductive approach. Multiple-analyst triangulation and peer review were completed to satisfy data credibility.  In the medical model, role congruency and work-life balance emerged as benefits, whereas role conflict, specifically intersender conflict with coaches, was a barrier. In the academic model, role congruency emerged as a benefit, and barriers were role strain and work-life conflict. Subscales of role strain included role conflict and role ambiguity for new employees. Role conflict stemmed from intersender conflict with coaches and athletics administrative personnel and interrole conflict with fulfilling multiple overlapping roles (academic, clinical, administrative).  The infrastructure in which ATs provide medical care needs to be evaluated. We found that the medical model can support better alignment for both patient care and the wellbeing of ATs. Whereas the academic model has perceived benefits, role incongruence exists, mostly because of the role complexity associated with balancing teaching, patient-care, and administrative duties.

[The state's physics examinations for medical students and the construction of a natural science basis for academic medical training between 1865-1880].

Science.gov (United States)

Van Lieburg, M J

1995-01-01

Betweem 1865, when the new Dutch Health Acts introduced the legal monopoly of the academic medical profession, and 1879, when a new law for higher education provided the basis for the integration of the non-academic teaching of medicine within the universities, non-academic students could pass state medical examinations in order to become a physician. In this article I studied in detail the first phase of this examination route, when students were questioned about their knowledge of mathematics, physics, chemistry and the life sciences. The state commissions responsible for taking these examinations have certainly played an important role in the process of the introduction of scientific medicine into the universities as well as the introduction of the sciences into secondary schools, preparing scholars for academic medical training. Moreover, because scientists, physicians and secondary school teachers participated together in these commissions, the science examination boards linked the several educational echelons and divisions in science and medicine concerned with this process of transformation of the medical professions and medical science in the 1860s and 1870s.

Academic Training Lectures | Introduction to Parallelism, Concurrency and Acceleration | 19-20 January

CERN Multimedia

2016-01-01

Please note that the next series of Academic Training Lectures will take place on 19 and 20 January 2016. The lectures will be given by Andrzej Nowak (TIK Services, Switzerland).   An Introduction to Parallelism, Concurrency and Acceleration (1/2) on Tuesday, 19 January from 11 a.m. to 12 noon https://indico.cern.ch/event/404682/ An Introduction to Parallelism, Concurrency and Acceleration (2/2) on Wednesday, 20 January from 11 a.m. to 12 noon https://indico.cern.ch/event/404683/ at CERN IT Amphitheatre (31-3-004) Description: Concurrency and parallelism are firm elements of any modern computing infrastructure, made even more prominent by the emergence of accelerators. These lectures offer an introduction to these important concepts. We will begin with a brief refresher of recent hardware offerings to modern-day programmers. We will then open the main discu...

Academic Training Lectures | Representing Scientific Communities by Data Visualization | 14-15 March

CERN Multimedia

2016-01-01

Please note that the next series of Academic Training Lectures will take place from 14 to 15 March 2016 and will be given by Dario Rodighiero (EPFL, Lausanne, Switzerland).   Representing Scientific Communities by Data Visualisation (1/2)​ Monday, 14 March 2016 from 11 a.m. to 12 p.m. https://indico.cern.ch/event/465533/ Representing Scientific Communities by Data Visualisation (2/2)​ Tuesday, 15 March 2016 from 11 a.m. to 12 p.m. https://indico.cern.ch/event/465534/ at CERN, IT Amphitheatre (31-3-004)  Description: These lectures present research that investigates the representation of communities, and the way to foster their understanding by different audiences. Communities are complex multidimensional entities intrinsically difficult to represent synthetically. The way to represent them is likely to differ depending on the audience considered: governi...

The Resident Academic Project Program: A Structured Approach to Inspiring Academic Development During Residency Training.

Science.gov (United States)

Eckert, Jill; Vaida, Sonia J; Bezinover, Dmitri; McCloskey, Diane E; Mets, Berend

2016-02-15

We report the successful implementation of structured resident academic projects in our Department of Anesthesiology at the Penn State Hershey Medical Center. Beginning with the graduating class of 2010, we adopted an expectation that each resident complete a project that results in a manuscript of publishable quality. Defining a clear timeline for all steps in the project and providing research education, as well as the necessary infrastructure and ongoing support, has helped grow the academic productivity of our anesthesia residents.

A Novel Feed-Forward Modeling System Leads to Sustained Improvements in Attention and Academic Performance.

Science.gov (United States)

McDermott, Ashley F; Rose, Maya; Norris, Troy; Gordon, Eric

2016-01-28

This study tested a novel feed-forward modeling (FFM) system as a nonpharmacological intervention for the treatment of ADHD children and the training of cognitive skills that improve academic performance. This study implemented a randomized, controlled, parallel design comparing this FFM with a nonpharmacological community care intervention. Improvements were measured on parent- and clinician-rated scales of ADHD symptomatology and on academic performance tests completed by the participant. Participants were followed for 3 months after training. Participants in the FFM training group showed significant improvements in ADHD symptomatology and academic performance, while the control group did not. Improvements from FFM were sustained 3 months later. The FFM appeared to be an effective intervention for the treatment of ADHD and improving academic performance. This FFM training intervention shows promise as a first-line treatment for ADHD while improving academic performance. © The Author(s) 2016.

Challenges in contemporary academic neurosurgery.

Science.gov (United States)

Black, Peter M

2006-03-01

Traditionally, the ideal academic neurosurgeon has been a "quadruple threat," with excellence in clinical work, teaching, research, and administration. This tradition was best exemplified in Harvey Cushing, who developed the field of neurosurgery 90 years ago. This paradigm will probably have to change as academic neurosurgeons face major challenges. In patient care, these include increasing regulatory control, increasing malpractice costs, consolidation of expensive care in academic centers, and decreasing reimbursement; in resident teaching, work hour limitations and a changing resident culture; in research, the increasing dominance of basic scientists in governmental funding decisions and decreased involvement of neurosurgeons in scientific review committees; and in administration, problems of relationships in the workplace, patient safety, and employment compliance in an increasingly bureaucratic system. To meet these challenges, the new academic neurosurgeon will probably not be a quadruple threat personally but will be part of a quadruple threat in a department and institution. Neurosurgeons in such a setting will have to work with hospital, medical school, and national and international groups to address malpractice, reimbursement, subspecialization, and training problems; find supplemental sources of income through grants, development funds, and hospital support; lead in the development of multidisciplinary centers for neuroscience, brain tumor, spine, and other initiatives; and focus on training leaders for hospital, regional, and national groups to reconfigure neurosurgery. Collaboration, flexibility, and leadership will be characteristic of the academic neurosurgeon in this new era.

Project management - challenges in dealing with academic and non-academic partners

Science.gov (United States)

Henkel, Daniela; Eisenhauer, Anton; Drossou-Berendes, Alexandra

2016-04-01

Modern research projects on national, European and international level are challenged by an increasing requirement of inter and trans-disciplinarily, societal relevance and educational outreach as well as market oriented applications. In particular, to be successful in European research in the frame of HORIZON 2020, the EU Framework Programme for Research and Innovation, it is crucial that relatively large international research consortia involve academic and non-academic partners, NGOs, private and non-private institutions as well as industrial companies. For the management and organisation of such consortia coordinators have to deal with significant differences between multi-national and multi-sectorial administrations and research environments, in order to secure a successful implementation of the project. This often costs research and non-academic partners tremendous efforts, not to say excessive demands. Based on the experiences made in the frame of an Innovative Training Network (ITN) project within the HORIZON 2020 Marie Skłodowska-Curie Actions, this presentation identifies organisational pitfalls and major challenges of the project management for European funded research involving multi-national academic and non-academic research partners. Possible strategies are discussed to circumvent and avoid conflicts already at the beginning of the project.

Topical Day on Site Remediation

Energy Technology Data Exchange (ETDEWEB)

Vandenhove, H [ed.

1996-09-18

Ongoing activities at the Belgian Nuclear Research Centre relating to site remediation and restoration are summarized. Special attention has been paid to the different phases of remediation including characterization, impact assessment, evaluation of remediation actions, and execution of remediation actions.

Organizational Infrastructure in the Collegiate Athletic Training Setting, Part III: Benefits of and Barriers in the Medical and Academic Models

Science.gov (United States)

Eason, Christianne M.; Mazerolle, Stephanie M.; Goodman, Ashley

2017-01-01

Context: Academic and medical models are emerging as alternatives to the athletics model, which is the more predominant model in the collegiate athletic training setting. Little is known about athletic trainers' (ATs') perceptions of these models. Objective: To investigate the perceived benefits of and barriers in the medical and academic models. Design: Qualitative study. Setting: National Collegiate Athletic Association Divisions I, II, and III. Patients or Other Participants: A total of 16 full-time ATs (10 men, 6 women; age = 32 ± 6 years, experience = 10 ± 6 years) working in the medical (n = 8) or academic (n = 8) models. Data Collection and Analysis: We conducted semistructured telephone interviews and evaluated the qualitative data using a general inductive approach. Multiple-analyst triangulation and peer review were completed to satisfy data credibility. Results: In the medical model, role congruency and work-life balance emerged as benefits, whereas role conflict, specifically intersender conflict with coaches, was a barrier. In the academic model, role congruency emerged as a benefit, and barriers were role strain and work-life conflict. Subscales of role strain included role conflict and role ambiguity for new employees. Role conflict stemmed from intersender conflict with coaches and athletics administrative personnel and interrole conflict with fulfilling multiple overlapping roles (academic, clinical, administrative). Conclusions: The infrastructure in which ATs provide medical care needs to be evaluated. We found that the medical model can support better alignment for both patient care and the wellbeing of ATs. Whereas the academic model has perceived benefits, role incongruence exists, mostly because of the role complexity associated with balancing teaching, patient-care, and administrative duties. PMID:27977302

Projecting Project Management's Future within the Academic Landscape

Science.gov (United States)

Halfond, Jay A.

2011-01-01

U.S. universities have had century-long success in absorbing existing professions into their curricula--by making academe their gatekeeper. These professions often started with apprenticeships and short training courses leading to a certification examination--and were then elevated and "academized" into a comprehensive body of knowledge,…

Self vs. Other Focus: Predicting Professionalism Remediation of Emergency Medicine Residents

Directory of Open Access Journals (Sweden)

Robert E. Thaxton

2017-12-01

Full Text Available Introduction Unprofessionalism is a major reason for resident dismissal from training. Because of the high stakes involved, residents and educators alike would benefit from information predicting whether they might experience challenges related to this competency. Our objective was to correlate the outcome of professionalism-related remedial actions during residency with the predictor variable of resident response to a standardized interview question: “Why is Medicine important to you?” Methods We conducted a professional development quality improvement (QI initiative to improve resident education and mentorship by achieving a better understanding of each resident’s reasons for valuing a career in medicine. This initiative entailed an interview administered to each resident beginning emergency medicine training at San Antonio Military Medical Center during 2006–2013. The interviews uniformly began with the standardized question “Why is Medicine important to you?” The residency program director documented a free-text summary of each response to this question, the accuracy of which was confirmed by the resident. We analyzed the text of each resident’s response after a review of the QI data suggested an association between responses and professionalism actions (retrospective cohort design. Two associate investigators blinded to all interview data, remedial actions, and resident identities categorized each text response as either self-focused (e.g., “I enjoy the challenge” or other-focused (e.g., “I enjoy helping patients”. Additional de-identified data collected included demographics, and expressed personal importance of politics and religion. The primary outcome was a Clinical Competency Committee professionalism remedial action. Results Of 114 physicians starting residency during 2006–2013, 106 (93.0% completed the interview. There was good inter-rater reliability in associate investigator categorization of resident

Interdisciplinarity in health services research: dreams and nightmares, maladies and remedies.

Science.gov (United States)

Giacomini, Mita

2004-07-01

Interdisciplinarity has become popular in health services research. Advocates suggest that interdisciplinary approaches may produce more accessible, applicable, exciting and realistic knowledge than traditional disciplinary approaches. To date, there has been surprisingly little analysis of the institutional and intellectual demands of interdisciplinarity as a methodology or practice. This paper (1) identifies some basic intellectual and institutional features of interdisciplinary research, (2) describes typical interdisciplinary 'dreams' and corresponding 'nightmares' that researchers might encounter in practice, (3) highlights maladies of interdisciplinary research careers and suggests practical remedies, and (4) discusses implications for health research policy. Individual researchers can avoid pitfalls of interdisciplinarity through strategies that include selective collaboration, cross-training, sustained relationships, good humour, participation in peer review, declaring the place of one's work, and balancing dissemination of research between peer and other audiences. Interdisciplinary activities span institutional boundaries and make novel demands on academic resources and allegiances. Research organizations can improve their hospitality to interdisciplinary work by encouraging straightforward communication, recognising interdisciplinary productivity, making allowances for the higher time and energy costs of interdisciplinary liaisons, and providing the necessary institutional support and stability to cultivate projects to fruition. Alongside the creation of large new interdisciplinary networks and organizations, we should invest in the highly valuable contributions of small and enduring interdisciplinary teams, modest interdisciplinary stretches and evolving interdisciplinary creatures.

Strategy paper. Remedial design/remedial action 100 Area. Revision 2

International Nuclear Information System (INIS)

Donahoe, R.L.

1995-10-01

This strategy paper identifies and defines the approach for remedial design and remedial action (RD/RA) for source waste sites in the 100 Area of the Hanford Site, located in southeastern Washington State. This paper provides the basis for the US Department of Energy (DOE) to assess and approve the Environmental Restoration Contractor's (ERC) approach to RD/RA. Additionally, DOE is requesting review/agreement from the US Environmental Protection Agency (EPA) and Washington State Department of Ecology (Ecology) on the strategy presented in this document in order to expedite remedial activities

Academic posts at The University of Melbourne - 28 years of history.

Science.gov (United States)

Manski-Nankervis, Jo-Anne; Vergara, Edward; Daniel, Deepa; Young, Doris

2011-12-01

General practice registrars have the opportunity to undertake an academic post during their training. This 12 month part time post provides an opportunity to train in various facets of the emerging area of primary care research. The Department of General Practice (DGP) at The University of Melbourne (UoM) has hosted academic registrars for the past 28 years. Over this time, some important changes have occurred.

Peer Tutoring as a Remedial Measure for Slow Learners in a Medical School

OpenAIRE

Ray (Arora) Suranjana; Ray Ujjani; Ray Manas Kanti

2015-01-01

Background: A Slow Learner (SL) is one who has the ability to learn necessary academic skills but at a rate and depth below average of the same age peers. Aims: To identify SL we have to judge them not just by their grade level, but by the fact that they master skills slowly, have difficulty following multistep directives, live in the present and do not have long term goals. The remedial measures for these SL were repetition, peer tutoring, enhancing their self-esteem ...

Initiation of a Transanal Total Mesorectal Excision Program at an Academic Training Program: Evaluating Patient Safety and Quality Outcomes.

Science.gov (United States)

Maykel, Justin A; Phatak, Uma R; Suwanabol, Pasithorn A; Schlussel, Andrew T; Davids, Jennifer S; Sturrock, Paul R; Alavi, Karim

2017-12-01

Short-term results have shown that transanal total mesorectal excision is safe and effective for patients with mid to low rectal cancers. Transanal total mesorectal excision is considered technically challenging; thus, adoption has been limited to a few academic centers in the United States. The aim of this study is to describe outcomes after the initiation of a transanal total mesorectal excision program in the setting of an academic colorectal training program. This is a single-center retrospective review of consecutive patients who underwent transanal total mesorectal excision from December 2014 to August 2016. This study was conducted at an academic center with a colorectal residency program. Patients with benign and malignant diseases were selected. All transanal total mesorectal excisions were performed with abdominal and perineal teams working simultaneously. The primary outcomes measured were pathologic quality, length of hospital stay, 30-day morbidity, and 30-day mortality. There were 40 patients (24 male). The median age was 55 years (interquartile range, 46.7-63.4) with a median BMI of 29 kg/m (interquartile range, 24.6-32.4). The primary indication was cancer (n = 30), and tumor height from the anal verge ranged from 0.5 to 15 cm. Eighty percent (n = 24) of the patients who had rectal cancer received preoperative chemoradiation. The most common procedures were low anterior resection (67.5%), total proctocolectomy (15%), and abdominoperineal resection (12.5%). Median operative time was 380 minutes (interquartile range, 306-454.4), with no change over time. For patients with malignancy, the mesorectum was complete or nearly complete in 100% of the specimens. A median of 14 lymph nodes (interquartile range, 12-17) were harvested, and 100% of the rectal cancer specimens achieved R0 status. Median length of stay was 4.5 days (interquartile range, 4-7), and there were 6 readmissions (15%). There were no deaths or intraoperative complications. This study

Bibliometric analysis of phytotechnologies for remediation: global scenario of research and applications.

Science.gov (United States)

Koelmel, Jeremy; Prasad, M N V; Pershell, Karoline

2015-01-01

Phytoremediation is often a low cost alternative to conventional remediation. To assess trends, a bibliometric approach using data from SciVerse Scopus, SciVerseHub, and GoogleTM Trends was used. Globally there is a linear increase in publications containing the word phytoremediation as a percent of all published papers in SciVerse Hub, with China, India, and the Philippines concentrating relatively more research in phytoremediation. Furthermore there was an inverse correlation between a country's Human Development Index (HDI) and a country's phytoremediation research output as a percent of total research. Results show a focus on phytoremediation in countries with low HDI values. This suggests that academic experts are available for advancing phytoremediation applications in countries where the majority of the effected population do not have the education, finances, and political leverage to obtain expensive conventional remediation efforts on their land. Phytoremediation can combine expert advice with affected parties commitment and labor to help mitigate the harms of polluted landscapes.

[Preventing violence in schizophrenia with cognitive remediation].

Science.gov (United States)

Darmedru, C; Demily, C; Franck, N

2018-04-01

The association between schizophrenia and violence represents an important issue in psychiatry. Often highly publicized, violent acts raise the question of their detection, prevention, management and treatment. There is no single, direct and exclusive link between aggressiveness and the underlying psychiatric disorder. On the contrary, the processes underlying this violence are multiple and interlinked. In addition to static and dynamic risk factors, cognitive deficits play an important role in the genesis and maintenance of violent and aggressive behavior. Using recent data from the international literature and the main databases, we first clarify the role played by cognitive deficits in the violence of patients with schizophrenia. We then evaluate the place of psychosocial interventions such as cognitive remediation and social cognitive training in managing the violent and aggressive behavior of these patients. Executive functions and working memory are the most studied neurocognitive functions in the field of violence in schizophrenia. Impulsivity, lack of cognitive flexibility, lack of adaptation and inhibition of automatic motor responses, and altered anger regulation may explain this relationship. Three main components of social cognition are associated with violent behaviors in schizophrenia: (1) the recognition of facial emotions through the inoperability of systems of "emotional monitoring", violent inhibition and recognition of informative facial zones; (2) the theory of the mind through the erroneous interpretation of the intentions of others; (3) the attributional style through the preferentially aggressive over interpretation of social situations and weak capacities of introspection. Overall, cognitive biases inhibit response in a socially acceptable manner and increase the risk of responding impulsively and aggressively to a stressful or provocative situation. In this context, we studied the place held by psychosocial interventions in the management

Academic or community practice? What is driving decision-making and career choices.

Science.gov (United States)

Goudreau, Bernadette J; Hassinger, Taryn E; Hedrick, Traci L; Slingluff, Craig L; Schroen, Anneke T; Dengel, Lynn T

2018-06-18

Identifying factors that impact progression of surgery trainees into academic versus non-academic practices may permit tailoring residency experiences to promote academic careers in institutions charged with the training of future surgeon scientists. The aim of this study was to identify factors associated with progression of surgery trainees into academic versus non-academic practice. A survey was distributed to 135 surgeons graduating from the University of Virginia residency program from 1964-2016, a single academic institution. Questions addressed practice type, research productivity, work/life balance, mentorship, and overall sentiment toward research and academic surgery. A 5-point Likert scale measured career satisfaction and influence of factors in practice setting choice. Of the 135 surveys that were electronically distributed, 69 participants responded (response rate: 51%). Of the 54 with known current practice types, 34 (63%) were academic and 20 (37%) non-academic. Academic surgeons reported more publications by the conclusion of surgery training (56% vs 25% with >10 publications, P = .02). More academic surgeons reported >$100,000 in student debt at graduation (44% vs 25%, P productive research experiences, current surgical trainees may be more enthusiastic about a career in academic practice. Copyright © 2018 Elsevier Inc. All rights reserved.

The relations between the academic success levels of the boys playing basketball and certain variables

Directory of Open Access Journals (Sweden)

Umut CANLI

2016-06-01

Full Text Available Aim: The aim of this study is to investigate the relation between the academic success levels of the boys playing basketball and certain variables such as age, basketball playing times, the number of the weekly average trainings and motoric skills. Material and Methods: 93 students participated voluntarily in the study from three different sports clubs. The ages in which the participants started basketball varied between 10 and 13, and their durations of weekly trainings differed from each other. The end-of-the-year academic success average points of the participants were considered in determining the academic success levels; and the International Physical Performance Test Profile (IPPTP (Kamar, 2008 was used in measuring the motoric skills. The issue of whether there was a significant difference between the participants was determined by using the SPSS 21.0 Package Program together with the One-Way ANOVA Test. Results: According to the findings, it was determined that there were no relations between the academic success rates and the basketball playing durations, the number of weekly trainings, and their motoric skills (p>0.05. On the other hand, a statistically significant difference was determined between the age variable and the academic success levels (p<0.05. Conclusions: No significant differences were detected between the motoric skills, number of trainings, starting basketball dates and the academic success levels of the sportsmen who receive basic basketball training (which contribute to the development of motoric skills with different numbers of weekly training and with different basketball starting dates; while a negative significance was detected between the age variable and academic success.

Personalization and usage data in academic libraries : an exploratory study

OpenAIRE

Beyene, Wondwossen Mulualem

2012-01-01

Joint Master Degree in Digital Library Learning (DILL) Personalization is a service pattern for ensuring proactive information delivery tailored to an individual based on learned or perceived needs of the person. It is credited as a remedy for information explosion especially in the academic environment and its importance to libraries was described to the extent of justifying their existence. There have been numerous novel approaches or technical specifications forwarded for realization of...

An Institutional Three-Stage Framework: Elevating Academic Writing and Integrity Standards of International Pathway Students

Science.gov (United States)

Velliaris, Donna M.; Breen, Paul

2016-01-01

In this paper, the authors explore a holistic three-stage framework currently used by the Eynesbury Institute of Business and Technology (EIBT), focused on academic staff identification and remediation processes for the prevention of (un)intentional student plagiarism. As a pre-university pathway provider--whose student body is 98%…

ACADEMIC TRAINING: Probing nature with high precision; particle traps, laser spectroscopy and optical combs

CERN Multimedia

Françoise Benz

2002-01-01

17, 18, 19 June LECTURE SERIES from 11.00 to 12.00 hrs - Auditorium, bldg. 500 Probing nature with high precision; particle traps, laser spectroscopy and optical combs by G. GABRIELSE / Harvard University, USA Experiments with atomic energy scales probe nature and its symmetries with exquisite precision. Particle traps allow the manipulation of single charged particles for months at a time, allow the most accurate comparison of theory and experiment, and promise to allow better measurement of fundamental quantities like the fine structure constant. Ions and atoms can be probed with lasers that are phase locked to microwave frequency standards via optical combs, thus calibrating optical sources in terms of the official cesium second. A series of three lectures will illustrate what can be measured and discuss key techniques.  ACADEMIC TRAINING Françoise Benz Tel. 73127 francoise.benz@cern.ch

Can Future Academic Surgeons be Identified in the Residency Ranking Process?

Science.gov (United States)

Beninato, Toni; Kleiman, David A; Zarnegar, Rasa; Fahey, Thomas J

2016-01-01

The goal of surgical residency training programs is to train competent surgeons. Academic surgical training programs also have as a mission training future academicians-surgical scientists, teachers, and leaders. However, selection of surgical residents is dependent on a relatively unscientific process. Here we sought to determine how well the residency selection process is able to identify future academicians in surgery. Rank lists from an academic surgical residency program from 1992 to 1997 were examined. All ranked candidates׳ career paths after residency were reviewed to determine whether they stayed in academics, were university affiliated, or in private practice. The study was performed at New York Presbyterian Hospital-Weill Cornell Medical College, New York, NY. A total of 663 applicants for general surgery residency participated in this study. In total 6 rank lists were evaluated, which included 663 candidates. Overall 76% remained in a general surgery subspecialty. Of those who remained in general surgery, 49% were in private practice, 20% were university affiliated, and 31% had academic careers. Approximately 47% of candidates that were ranked in the top 20 had ≥20 publications, with decreasing percentages as rank number increased. There was a strong correlation between the candidates׳ rank position and pursuing an academic career (p career. The residency selection process can identify candidates likely to be future academicians. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Academic and Workplace-related Visual Stresses Induce Detectable Deterioration Of Performance, Measured By Basketball Trajectories and Astigmatism Impacting Athletes Or Students In Military Pilot Training.

Science.gov (United States)

Mc Leod, Roger D.

2004-03-01

Separate military establishments across the globe can confirm that a high percentage of their prospective pilots-in-training are no longer visually fit to continue the flight training portion of their programs once their academic coursework is completed. I maintain that the visual stress induced by those intensive protocols can damage the visual feedback mechanism of any healthy and dynamic system beyond its usual and ordinary ability to self-correct minor visual loss of acuity. This deficiency seems to be detectable among collegiate and university athletes by direct observation of the height of the trajectory arc of a basketball's flight. As a particular athlete becomes increasingly stressed by academic constraints requiring long periods of concentrated reading under highly static angular convergence of the eyes, along with unfavorable illumination and viewing conditions, eyesight does deteriorate. I maintain that induced astigmatism is a primary culprit because of the evidence of that basketball's trajectory! See the next papers!

One Health training, research, and outreach in North America

Directory of Open Access Journals (Sweden)

Cheryl Stroud

2016-11-01

Full Text Available Background: The One Health (OH concept, formerly referred to as ‘One Medicine’ in the later part of the 20th century, has gained exceptional popularity in the early 21st century, and numerous academic and non-academic institutions have developed One Health programs. Objectives: To summarize One Health training, research, and outreach activities originating in North America. Methods: We used data from extensive electronic records maintained by the One Health Commission (OHC (www.onehealthcommission.org/ and the One Health Initiative (www.onehealthinitiative.com/ and from web-based searches, combined with the corporate knowledge of the authors and their professional contacts. Finally, a call was released to members of the OHC's Global One Health Community listserv, asking that they populate a Google document with information on One Health training, research, and outreach activities in North American academic and non-academic institutions. Results: A current snapshot of North American One Health training, research, and outreach activities as of August 2016 has evolved. Conclusions: It is clear that the One Health concept has gained considerable recognition during the first decade of the 21st century, with numerous current training and research activities carried out among North American academic, non-academic, government, corporate, and non-profit entities.

Functional remediation components: A conceptual method of evaluating the effects of remediation on risks to ecological receptors.

Science.gov (United States)

Burger, Joanna; Gochfeld, Michael; Bunn, Amoret; Downs, Janelle; Jeitner, Christian; Pittfield, Taryn; Salisbury, Jennifer

2016-01-01

Governmental agencies, regulators, health professionals, tribal leaders, and the public are faced with understanding and evaluating the effects of cleanup activities on species, populations, and ecosystems. While engineers and managers understand the processes involved in different remediation types such as capping, pump and treat, and natural attenuation, there is often a disconnect between (1) how ecologists view the influence of different types of remediation, (2) how the public perceives them, and (3) how engineers understand them. The overall goal of the present investigation was to define the components of remediation types (= functional remediation). Objectives were to (1) define and describe functional components of remediation, regardless of the remediation type, (2) provide examples of each functional remediation component, and (3) explore potential effects of functional remediation components in the post-cleanup phase that may involve continued monitoring and assessment. Functional remediation components include types, numbers, and intensity of people, trucks, heavy equipment, pipes, and drill holes, among others. Several components may be involved in each remediation type, and each results in ecological effects, ranging from trampling of plants, to spreading invasive species, to disturbing rare species, and to creating fragmented habitats. In some cases remediation may exert a greater effect on ecological receptors than leaving the limited contamination in place. A goal of this conceptualization is to break down functional components of remediation such that managers, regulators, and the public might assess the effects of timing, extent, and duration of different remediation options on ecological systems.

Profiling coaching training: what is a suitable coaching training curricula?

OpenAIRE

Farinha, Carolina Gomes

2016-01-01

This study aims to shed some light into the debate of what is a suitable coaching training curricula, specifically in Portugal. We conducted a Delphi study with 5 coaching experts to analyse: i) what is the minimum academic training for a future coach, ii) what is the minimum of hours required for a coaching training program, iii) which competencies should it develop, iv) which contents should the training address, v) which are the requisites for one to be a coaching trainer and, vi) what ...

Electrokinetic remediation of copper mine tailings

DEFF Research Database (Denmark)

Hansen, Henrik K.; Rojo, Adrián; Ottosen, Lisbeth M.

2007-01-01

Important process parameters to optimize in electrokinetic soil remediation are those influencing remediation time and power consumption since these directly affect the cost of a remediation action. This work shows how the electrokinetic remediation (EKR) process could be improved by implementing...... bipolar electrodes in the porous material. The bipolar electrodes in EKR meant two improvements: (1) a shorter migration pathway for the contaminant, and (2) an increased electrical conductivity in the remediation system. All together the remediation proceeded faster with lower electrical resistance than...... in similar experiments but without the bipolar electrodes. The new electrokinetic remediation design was tested on copper mine tailings with different applied electric fields, remediation times and pre-treatment. The results showed that the copper removal was increased from 8% (applying 20V for 8 days...

Remediating Remediation: From Basic Writing to Writing across the Curriculum

Science.gov (United States)

Faulkner, Melissa

2013-01-01

This article challenges faculty members and administrators to rethink current definitions of remediation. First year college students are increasingly placed into basic writing courses due to a perceived inability to use English grammar correctly, but it must be acknowledged that all students will encounter the need for remediation as they attempt…

IonLab. A remote-controlled experiment for academic and vocational education and training on extraction chromatography and ion exchange

Energy Technology Data Exchange (ETDEWEB)

Schulz, Wolfgang; Fournier, Claudia; Vahlbruch, Jan-Willem; Walther, Clemens [Leibniz Univ., Hannover (Germany). Inst. for Radioecology and Radiation Protection (IRS)

2016-07-01

As a major contribution to modern web-based education and training in nuclear chemistry we have built and operated a remote-controlled experiment - IonLab - as part of the integrated EUFP7 project CINCHII. The setup is suitable for teaching basics on extraction chromatography and ion exchange using radionuclides. We describe separation of the beta emitting nuclides Sr-90 and Y-90 followed by radiometric detection, but the experiment is easily adapted to other separation schemes. This approach is aimed at institutions in academic or vocational education who need to convey the skills of handling radioactive (or otherwise dangerous, e.g. biotoxic) substances without appropriately licensed laboratory space for teaching. This camera-monitored remote controlled lab experiment has proved to be much closer to a real hands-on training and superior to a mere computer simulation.

Development of a medical academic degree system in China.

Science.gov (United States)

Wu, Lijuan; Wang, Youxin; Peng, Xiaoxia; Song, Manshu; Guo, Xiuhua; Nelson, Hugh; Wang, Wei

2014-01-01

The Chinese government launched a comprehensive healthcare reform to tackle challenges to health equities. Medical education will become the key for successful healthcare reform. We describe the current status of the Chinese medical degree system and its evolution over the last 80 years. Progress has been uneven, historically punctuated most dramatically by the Cultural Revolution. There is a great regional disparity. Doctors with limited tertiary education may be licensed to practice, whereas medical graduates with advanced doctorates may have limited clinical skills. There are undefined relationships between competing tertiary training streams, the academic professional degree, and the clinical residency training programme (RTP). The perceived quality of training in both streams varies widely across China. As the degrees of master or doctor of academic medicine is seen as instrumental in career advancement, including employability in urban hospitals, attainment of this degree is sought after, yet is often unrelated to a role in health care, or is seen as superior to clinical experience. Meanwhile, the practical experience gained in some prestigious academic institutions is deprecated by the RTP and must be repeated before accreditation for clinical practice. This complexity is confusing both for students seeking the most appropriate training, and also for clinics, hospitals and universities seeking to recruit the most appropriate applicants. The future education reforms might include: 1) a domestic system of 'credits' that gives weight to quality clinical experience vs. academic publications in career advancement, enhanced harmonisation between the competing streams of the professional degree and the RTP, and promotion of mobility of staff between areas of excellence and areas of need; 2) International - a mutual professional and academic recognition between China and other countries by reference to the Bologna Accord, setting up a system of easily comparable and

A pilot study of the efficacy of a computerized executive functioning remediation training with game elements for children with ADHD in an outpatient setting: outcome on parent- and teacher-rated executive functioning and ADHD behavior.

Science.gov (United States)

van der Oord, S; Ponsioen, A J G B; Geurts, H M; Ten Brink, E L; Prins, P J M

2014-11-01

This pilot study tested the short- and long-term efficacy (9 weeks follow-up) of an executive functioning (EF) remediation training with game elements for children with ADHD in an outpatient clinical setting, using a randomized controlled wait-list design. Furthermore, in a subsample, that is, those treated with methylphenidate, additive effects of the EF training were assessed. A total of 40 children (aged 8-12 years) were randomized to the EF training or wait-list. The training consisted of a 25-session training of inhibition, cognitive flexibility, and working memory. Treatment outcome was assessed by parent- and teacher-rated EF, ADHD, oppositional deviant disorder, and conduct disorder symptoms. Children in the EF training showed significantly more improvement than those in the wait-list condition on parent-rated EF and ADHD behavior in the total sample and in the subsample treated with methylphenidate. Effects were maintained at follow-up. This pilot study shows promising evidence for the efficacy of an EF training with game elements. © 2012 SAGE Publications.

Comparison of focused cognitive training and portable "brain-games" on functional outcomes for vocational rehabilitation participants.

Science.gov (United States)

Bell, Morris D; Laws, Holly; Pittman, Brian; Johannesen, Jason K

2018-01-29

Cognitive remediation performed in a cognitive laboratory was compared with a sham control using portable brain games to study effects on vocational, neurocognitive, and functional outcomes for participants with psychotic disorders in vocational rehabilitation (VR). Seventy-seven participants (61% schizophrenia, 39% other psychosis) in transitional (45.5%) or supported employment (54.5%) were randomly assigned to 6 months of portable cognitive-games (CG) or cognitive remediation (CR) plus a weekly goal-setting group, and evaluated during training, post-training and at 12 months. Overall rates of employment did not differ significantly at 12-month follow-up; however, VR + CG attained employment more rapidly during training. A significant time by condition interaction favored VR + CR on Quality of Life Total Score and Instrumental Functioning over 12 months. Neurocognitive outcomes favored VR + CR, particularly on attention. Training hours related significantly to neurocognitive improvement regardless of condition. No differences were found in training adherence despite portability for VR + CG. Results indicate that VR + CR had significantly greater effect than VR + CG on neurocognition and community functioning, but not on employment outcome. Job attainment rates during the training period revealed a potential advantage for portable training raising new questions concerning how cognitive remediation can be most effectively integrated with VR.

CT colonography: interpretative performance in a non-academic environment

International Nuclear Information System (INIS)

Burling, D.; Halligan, S.; Atchley, J.; Dhingsar, R.; Guest, P.; Hayward, S.; Higginson, A.; Jobling, C.; Kay, C.; Lilford, R.; Maskell, G.; McCafferty, I.; McGregor, J.; Morton, D.; Kumar Neelala, M.; Noakes, M.; Philips, A.; Riley, P.; Taylor, A.; Bassett, P.; Wardle, J.; Atkin, W.; Taylor, S.A.

2007-01-01

Aim: To investigate interpretative accuracy and reporting time for radiologists performing computed tomography (CT) colonography in day-to-day non-academic clinical practice. Materials and methods: Thirteen radiologists from seven centres, who were reporting CT colonography in non-academic daily clinical practice, interpreted a dataset of 15 colonoscopically validated cases in a controlled environment. Ten cases had either a cancer or polyp >10 mm; one case had a medium polyp and four were normal. Correct case categorization and interpretation times were compared using analysis of variance to aggregated results obtained from both experienced observers and observers recently trained using 50 cases, working in an academic environment. The effect of experience was determined using Spearman's rank correlation. Results: Individual accuracy was highly variable, range 53% (95% CI 27-79%) to 93% (95% CI 68-100%). Mean accuracy overall was significantly inferior to experienced radiologists (mean 75 versus 88%, p = 0.04) but not significantly different from recently trained radiologists (p = 0.48). Interpretation time was not significantly different to experienced readers (mean 12.4 min versus 11.7, p = 0.74), but shorter than recently trained radiologists (p = 0.05). There was a significant, positive, linear correlation between prior experience and accuracy (p < 0.001) with no plateau. Conclusion: Accuracy for sub-specialist radiologists working in a non-academic environment is, on average, equivalent to radiologists trained using 50 cases. However, there is wide variability in individual performance, which generally falls short of the average performance suggested by meta-analysis of published data. Experience improves accuracy, but alone is insufficient to determine competence

New IAEA guidelines on environmental remediation

Energy Technology Data Exchange (ETDEWEB)

Fesenko, Sergey [International Atomic Energy Agency, A2444, Seibersdorf (Austria); Howard, Brenda [Centre for Ecology and Hydrology, Lancaster Environment Centre, LA1 4AP, Lancaster (United Kingdom); Kashparov, Valery [Ukrainian Institute of Agricultural Radiology, 08162, 7, Mashinobudivnykiv str., Chabany, Kyivo-Svyatoshin region, Kyiv (Ukraine); Sanzharova, Natalie [Russian Institute of Agricultural Radiology and Agroecology, Russian Federation, 249032, Obninsk (Russian Federation); Vidal, Miquel [Analytical Chemistry Department-Universitat de Barcelona, Barcelona, 08028 Barcelona (Spain)

2014-07-01

In response to the needs of its Member States, the International Atomic Energy Agency (IAEA) has published many documents covering different aspects of remediation of contaminated environments. These documents range from safety fundamentals and safety requirements to technical documents describing remedial technologies. Almost all the documents on environmental remediation are related to uranium mining areas and decommissioning of nuclear facilities. IAEA radiation safety standards on remediation of contaminated environments are largely based on these two types of remediation. The exception is a document related to accidents, namely the IAEA TRS No. 363 'Guidelines for Agricultural Countermeasures Following an Accidental Release of Radionuclides'. Since the publication of TRS 363, there has been a considerable increase in relevant information. In response, the IAEA initiated the development of a new document, which incorporated new knowledge obtained during last 20 years, lessons learned and subsequent changes in the regulatory framework. The new document covers all aspects related to the environmental remediation from site characterisation to a description of individual remedial actions and decision making frameworks, covering urban, agricultural, forest and freshwater environments. Decisions taken to commence remediation need to be based on an accurate assessment of the amount and extent of contamination in relevant environmental compartments and how they vary with time. Major aspects of site characterisation intended for remediation are described together with recommendations on effective sampling programmes and data compilation for decision making. Approaches for evaluation of remedial actions are given in the document alongside the factors and processes which affect their implementation for different environments. Lessons learned following severe radiation accidents indicate that remediation should be considered with respect to many different

ARL/OMS Consultant Training Program.

Science.gov (United States)

Euster, Joanne R.

1982-01-01

Describes Academic Library Consultant Training Program begun in 1979, sponsored by Office of Management Studies (OMS) and designed to provide 80 consultants to aid academic libraries in improving performance. Viewpoints are included from OMS Director and participants concerning program objectives, trainee selection, workshops, internships, and the…

Positioning libraries to support the goals of higher education institutions: The Peabody Academic Library Leadership Institute

OpenAIRE

Weiner, Sharon A.; Breivik, Patricia Senn; Caboni, Timothy; Clark, Dennis

2009-01-01

This article describes the genesis of Vanderbilt University's Peabody Academic Library Leadership Institute as an outcome of a particular philosophy. That philosophy is based on the concept that to fulfill their potential contributions, academic libraries need to direct their planning, resources, and services to support the priorities of their parent institutions. This article addresses the need for campus-focused leadership training; higher education leadership training for academic libraria...

Some Similarities and Differences Between Compositions Written by Remedial and Non-Remedial College Freshmen.

Science.gov (United States)

House, Elizabeth B.; House, William J.

The essays composed by 84 remedial and 77 nonremedial college freshmen were analyzed for some features proposed by Mina Shaughnessy as being characteristic of basic writers. The students were enrolled in either a beginning remedial class (098), a class at the next level of remediation (099), or a regular English class (101). The essays were…

Object reasoning for waste remediation

International Nuclear Information System (INIS)

Pennock, K.A.; Bohn, S.J.; Franklin, A.L.

1991-08-01

A large number of contaminated waste sites across the United States await size remediation efforts. These sites can be physically complex, composed of multiple, possibly interacting, contaminants distributed throughout one or more media. The Remedial Action Assessment System (RAAS) is being designed and developed to support decisions concerning the selection of remediation alternatives. The goal of this system is to broaden the consideration of remediation alternatives, while reducing the time and cost of making these considerations. The Remedial Action Assessment System is a hybrid system, designed and constructed using object-oriented, knowledge- based systems, and structured programming techniques. RAAS uses a combination of quantitative and qualitative reasoning to consider and suggest remediation alternatives. The reasoning process that drives this application is centered around an object-oriented organization of remediation technology information. This paper describes the information structure and organization used to support this reasoning process. In addition, the paper describes the level of detail of the technology related information used in RAAS, discusses required assumptions and procedural implications of these assumptions, and provides rationale for structuring RAAS in this manner. 3 refs., 3 figs

Academic Attitudes and Achievement in Students of Urban Public Single-Sex and Mixed-Sex High Schools

Science.gov (United States)

Else-Quest, Nicole M.; Peterca, Oana

2015-01-01

Publicly funded single-sex schooling (SSS) has proliferated in recent years and is touted as a remedy to gaps in academic attitudes and achievement, particularly for low-income students of color. Research on SSS is rife with limitations, stemming from selective admissions processes, selection effects related to socioeconomic status, a lack of…

Postgraduate Medical Physics Academic Programmes. Endorsed by the International Organization for Medical Physics (IOMP)

International Nuclear Information System (INIS)

2013-01-01

The safe and effective implementation of technology in radiation medicine requires expert medical physics support. In order to fulfil their duties, medical physicists working as health professionals should demonstrate competency in their area of specialization by obtaining the appropriate educational qualification and clinical competency training in one or more aspects of medical physics. At the international level, there are very few established, accredited academic education programmes for medical physics students, and no international guidelines exist which provide the recommended requirements, outline and structure of such a programme. An increasing number of Member States with a 'critical mass' of medical physicists are seeking support to initiate their own national postgraduate education programmes. This publication, therefore, seeks to provide guidelines for the establishment of a postgraduate academic education programme in medical physics, which could also be used to achieve harmonized standards of competence worldwide. This publication was developed in support of the internationally harmonized guidelines given in IAEA Human Health Series No. 25 on the requirements for academic education and clinical training of clinically qualified medical physicists. In addition to academic education, medical physicists should obtain specialized clinical training. The IAEA has published three Training Course Series publications with accompanying handbooks, which provide guidelines and references to training material for clinical training programmes for medical physicists specializing in radiation oncology (TCS-37), diagnostic radiology (TCS-47) and nuclear medicine (TCS-50)

Enhancement of anesthesiology in-training exam performance with institution of an academic improvement policy.

Science.gov (United States)

Joseph, Julie A; Terry, Chris M; Waller, Eva J; Bortsov, Andrey V; Zvara, David A; Mayer, David C; Martinelli, Susan M

2014-01-01

Anesthesiology resident physicians across the United States complete an annual in-training examination (ITE). The ITE evaluates resident knowledge and provides personalized feedback to guide future study in low scoring sections(1). Performance on the ITE correlates with outcomes on the American Board of Anesthesiology (ABA) written board examination(2). Over the last several years, declining ITE scores were observed at the University of North Carolina (UNC). In response to this decline, our department reprioritized the ITE by instituting an academic improvement policy (AIP). The AIP employed both reward for satisfactory achievement and consequence for under-performance to elevate the ITE as a "high stakes" examination. Our hypothesis was that implementation of this AIP would improve ITE scores. ITE scores were compiled from 150 residents in the Department of Anesthesiology at UNC for graduating classes from 2004-2015. Data is presented as the number of residents scoring below the 20th percentile when compared to the national distribution before and after the AIP. In addition, average USMLE Step 1 three-digit scores for each graduating class were compared to average ITE percentile scores of the corresponding graduating class (USMLE does not provide percentile scores). Between 2009 and 2013, the number of residents who scored below the 20th percentile on the ITE increased steadily to a peak of 10 in 2011. After implementation of the AIP in July 2011, there was an 80% decrease in those scoring below the 20th percentile, from 10 to 2 residents (pITE scores improved after implementation of an academic improvement policy.

Hazardous materials management and compliance training

International Nuclear Information System (INIS)

Dalton, T.F.

1991-01-01

OSHA training for hazardous waste site workers is required by the Superfund Amendments and Reauthorization Act of 1986 (SARA). In December 1986, a series of regulations was promulgated by OSHA on an interim basis calling for the training of workers engaged in hazardous waste operations. Subsequent to these interim regulations, final rules were promulgated and these final rules on hazardous waste operations and emergency response became effective on March 6, 1990. OSHA has conducted hearings on the accreditation of training programs. OSHA would like to follow the accreditation process under the AHERA regulations for asbestos, in which the model plan for accreditation of asbestos abatement training was included in Section 206 of Title 11 of the Toxic Substance Control Act (TSCA). OSHA proposed on January 26, 1990, to perform the accreditation of training programs for hazardous waste operations and that proposal suggested that they follow the model plan similar to the one used for AHERA. They did not propose to accredited training programs for workers engaged in emergency response. These new regulations pose a significant problem to the various contractors and emergency responders who deal with hazardous materials spill response, cleanup and site remediation since these programs have expanded so quickly that many people are not familiar with what particular segment of the training they are required to have and whether or not programs that have yet to be accredited are satisfactory for this type of training. Title III of SARA stipulates a training program for first responders which includes local emergency response organizations such as firemen and policemen. The purpose of this paper is to discuss the needs of workers at hazardous waste site remediation projects and workers who are dealing with hazardous substances, spill response and cleanup

Effects of an Emotion Control Treatment on Academic Emotions, Motivation and Achievement in an Online Mathematics Course

Science.gov (United States)

Kim, ChanMin; Hodges, Charles B.

2012-01-01

We designed and developed an emotion control treatment and investigated its effects on college students' academic emotions, motivation, and achievement in an online remedial mathematics course. The treatment group showed more positive emotions of enjoyment and pride than the control group. The treatment group also showed a higher level of…

200-UP-1 groundwater remedial design/remedial action work plan. Revision 1

International Nuclear Information System (INIS)

1997-07-01

This 200-UP-1 remedial design report presents the objective and rationale developed for the design and implementation of the selected interim remedial measure for the 200-UP-1 Operable Unit, located in the 200 West Area of the Hanford Site

An Analysis of Countries which have Integrated Coding into their Curricula and the Content Analysis of Academic Studies on Coding Training in Turkey

Directory of Open Access Journals (Sweden)

Hüseyin Uzunboylu

2017-11-01

Full Text Available The first aim is to conduct a general analysis of countries which have integrated coding training into their curricula, and the second aim is to conduct a content analysis of studies on coding training in Turkey. It was identified that there are only a few academic studies on coding training in Turkey, and that the majority of them were published in 2016, the intended population was mainly “undergraduate students” and that the majority of these students were Computer Education and Instructional Technology undergraduates. It was determined that the studies mainly focused on the subjects of “programming” and “Scratch”, the terms programming and coding were used as synonyms, most of the studies were carried out using quantitative methods and data was obtained mostly by literature review and scale/survey interval techniques.

Genealogy Remediated

DEFF Research Database (Denmark)

Marselis, Randi

2007-01-01

Genealogical websites are becoming an increasingly popular genre on the Web. This chapter will examine how remediation is used creatively in the construction of family history. While remediation of different kinds of old memory materials is essential in genealogy, digital technology opens new...... possibilities. Genealogists use their private websites to negotiate family identity and hereby create a sense of belonging in an increasingly complex society. Digital technologies enhance the possibilities of coorporation between genealogists. Therefore, the websites are also used to present archival...

Perceived Instructor Affective Support in Relation to Academic Emotions and Motivation in College

Science.gov (United States)

Sakiz, Gonul

2012-01-01

The purpose of the present study was to examine the associations among perceived instructor affective support, academic enjoyment, academic hopelessness, behavioural engagement and academic help seeking in college classrooms. A self-report survey was administered to 277 college students enrolled in a teacher training department of a major…

Sports Involvement and Academic Achievement: A Study of Malaysian University Athletes

Science.gov (United States)

Chuan, Chun Cheng; Yusof, Aminuddin; Shah, Parilah Mohd

2013-01-01

Factors that influence the academic achievement of Malaysian university athletes were investigated using 156 field hockey players from several universities. The relationship between team subculture, parental influence, the learning environment, support systems, financial aid, training factors, academic assistance, socialization, and stress level…

The use of historical imagery in the remediation of an urban hazardous waste site

Science.gov (United States)

Slonecker, E.T.

2011-01-01

The information derived from the interpretation of historical aerial photographs is perhaps the most basic multitemporal application of remote-sensing data. Aerial photographs dating back to the early 20th century can be extremely valuable sources of historical landscape activity. In this application, imagery from 1918 to 1927 provided a wealth of information about chemical weapons testing, storage, handling, and disposal of these hazardous materials. When analyzed by a trained photo-analyst, the 1918 aerial photographs resulted in 42 features of potential interest. When compared with current remedial activities and known areas of contamination, 33 of 42 or 78.5% of the features were spatially correlated with areas of known contamination or other remedial hazardous waste cleanup activity.

Long-reach manipulation for waste storage tank remediation

International Nuclear Information System (INIS)

Jansen, J.F.; Burks, B.L.; Babcock, S.M.; Kress, R.L.; Hamel, W.R.

1991-01-01

Remediation of large underground storage tanks containing hazardous waste provides an application for state-of-the-art technology in flexible link manipulator design and control and a need for additional research and development. Application requirements are described, and preliminary analyses associated with this problem are summarized. Inherent physical limitations of flexible manipulators are discussed. Potential kinematic configurations, drive-train elements, and control issues for both free-space motion and damping of forced vibration are addressed. Also included are future directions for research and development in mechanical components and control strategies. 21 refs., 4 figs., 4 tabs

Academic training lectures | The outlook for energy supply and demand | 14 - 16 September

CERN Multimedia

2015-01-01

Please note that the next series of Academic Training Lectures will take place on the 14, 15 and 16 September. The lectures will be given by by Chris Llewellyn Smith (Director of Energy Research, University of Oxford, President of SESAME Council). The Outlook for Energy Supply and Demand (1/3) on Monday, 14 September from 11.00 a.m. to 12.00 p.m. https://indico.cern.ch/event/388334/ Can Future Energy Needs be Met Sustainably? (2/3) on Tuesday, 15 September from 4.30 p.m. to 5.30 p.m.  (CERN Colloquium) https://indico.cern.ch/event/388335/ The Outlook for Energy Supply and Demand (3/3) on Wednesday, 16 September from 11.00 a.m to 12.00 p.m. https://indico.cern.ch/event/388336/ at CERN, Main Auditorium, in Building 500-1-001. Description: These lectures will review the challenges facing energy policy, the outlook for different sources of primary energy (fossil and renewable), how energy is used, and prospects for improved energy efficiency. A colloquium ‘Can Future Energy Needs be Met ...

Introduction to the training center and development of SAT-based training materials at Paks NPP

International Nuclear Information System (INIS)

Kiss, I.

1996-01-01

Training of the plant personnel has always been a top-important issue for the top-management. Before commissioning of unit 1 training had been delivered in training centres of neighbouring countries supporting WWER-440/230 units (Novovoronech, Trnava, Reinsberg, Greifsvald). The commissioning and operational experiences of the first years allowed establishing home training. For this purpose, training programs, Hungarian training materials and tools were developing which is described. In this process, Hungarian academic and research institutes took part from the very beginning

Academic Training: Evolutionary Heuristic Optimization: Genetic Algorithms and Estimation of Distribution Algorithms - Lecture series

CERN Multimedia

Françoise Benz

2004-01-01

ACADEMIC TRAINING LECTURE REGULAR PROGRAMME 1, 2, 3 and 4 June From 11:00 hrs to 12:00 hrs - Main Auditorium bldg. 500 Evolutionary Heuristic Optimization: Genetic Algorithms and Estimation of Distribution Algorithms V. Robles Forcada and M. Perez Hernandez / Univ. de Madrid, Spain In the real world, there exist a huge number of problems that require getting an optimum or near-to-optimum solution. Optimization can be used to solve a lot of different problems such as network design, sets and partitions, storage and retrieval or scheduling. On the other hand, in nature, there exist many processes that seek a stable state. These processes can be seen as natural optimization processes. Over the last 30 years several attempts have been made to develop optimization algorithms, which simulate these natural optimization processes. These attempts have resulted in methods such as Simulated Annealing, based on natural annealing processes or Evolutionary Computation, based on biological evolution processes. Geneti...

Teaching matters-academic professional development in the early 21st century.

Science.gov (United States)

Fahnert, Beatrix

2015-10-01

Academic work at different career stages has changed and a broadened portfolio of expertise enables academics to adapt, maintain and advance their career. Development related to research activity is naturally driven by methodology and technology. Institutions and peers largely support development in the contexts of dissemination, measuring impact and obtaining funding. A European Commission High Level Group recommended pedagogic training for everyone teaching in Higher Education by 2020 with mandatory continuing professional development and with academic staff recruitment and promotion being linked to teaching performance. Early career teaching experience is already an expectation, and advantage is gained by developing recognized teaching expertise. More senior academics gain an advantage through recognition of higher levels of expertise, also covering elements of leadership and innovation in teaching. This review aims to raise awareness particularly of teaching-related skills within the dimensions of academic professional development in Higher Education, outlining some general directions for development and recognition in context of current challenges to support planning and identifying training needs and opportunities at different career stages. © FEMS 2015. All rights reserved.

Mold: Cleanup and Remediation

Science.gov (United States)

... National Center for Environmental Health (NCEH) Cleanup and Remediation Recommend on Facebook Tweet Share Compartir On This ... CDC and EPA on mold cleanup, removal and remediation. Cleanup information for you and your family Homeowner’s ...

A gender-based comparison of academic rank and scholarly productivity in academic neurological surgery.

Science.gov (United States)

Tomei, Krystal L; Nahass, Meghan M; Husain, Qasim; Agarwal, Nitin; Patel, Smruti K; Svider, Peter F; Eloy, Jean Anderson; Liu, James K

2014-07-01

The number of women pursuing training opportunities in neurological surgery has increased, although they are still underrepresented at senior positions relative to junior academic ranks. Research productivity is an important component of the academic advancement process. We sought to use the h-index, a bibliometric previously analyzed among neurological surgeons, to evaluate whether there are gender differences in academic rank and research productivity among academic neurological surgeons. The h-index was calculated for 1052 academic neurological surgeons from 84 institutions, and organized by gender and academic rank. Overall men had statistically higher research productivity (mean 13.3) than their female colleagues (mean 9.5), as measured by the h-index, in the overall sample (p0.05) in h-index at the assistant professor (mean 7.2 male, 6.3 female), associate professor (11.2 male, 10.8 female), and professor (20.0 male, 18.0 female) levels based on gender. There was insufficient data to determine significance at the chairperson rank, as there was only one female chairperson. Although overall gender differences in scholarly productivity were detected, these differences did not reach statistical significance upon controlling for academic rank. Women were grossly underrepresented at the level of chairpersons in this sample of 1052 academic neurological surgeons, likely a result of the low proportion of females in this specialty. Future studies may be needed to investigate gender-specific research trends for neurosurgical residents, a cohort that in recent years has seen increased representation by women. Copyright © 2013 Elsevier Ltd. All rights reserved.

Increased activation in Broca's area after cognitive remediation in schizophrenia.

Science.gov (United States)

Vianin, Pascal; Urben, Sébastien; Magistretti, Pierre; Marquet, Pierre; Fornari, Eleonora; Jaugey, Laure

2014-03-30

Functional magnetic resonance imaging (fMRI) was used to measure changes in cerebral activity in patients with schizophrenia after participation in the Cognitive Remediation Program for Schizophrenia and other related disorders (RECOS). As RECOS therapists make use of problem-solving and verbal mediation techniques, known to be beneficial in the rehabilitation of dysexecutive syndromes, we expected an increased activation of frontal areas after remediation. Executive functioning and cerebral activation during a covert verbal fluency task were measured in eight patients with schizophrenia before (T1) and after (T2) 14 weeks of RECOS therapy. The same measures were recorded in eight patients with schizophrenia who did not participate in RECOS at the same intervals of time (TAU group). Increased activation in Broca's area, as well as improvements in performance of executive/frontal tasks, was observed after cognitive training. Metacognitive techniques of verbalization are hypothesized to be the main factor underlying the brain changes observed in the present study. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Strategy paper. Remedial design/remedial action 100 Area. Revision 1

International Nuclear Information System (INIS)

Donahoe, R.L.

1995-07-01

The purpose of this planning document is to identify and define the approach for remedial design and remedial action (RD/RA) in the 100 Area of the Hanford Site, located in southeastern Washington State. Additionally, this document will support the Hanford Site Environmental Restoration Contract (ERC) team, the US Department of Energy (DOE), and regulatory agencies in identifying and agreeing upon the complete process for expedited cleanup of the 100 Area

Electrodialytic Remediation of Copper Mine Tailings

DEFF Research Database (Denmark)

Hansen, H.K.; Rojo, A.; Ottosen, L.M.

2012-01-01

This work compares and evaluates sixteen electrodialytic laboratory remediation experiments on copper mine tailings. Different parameters were analysed, such as remediation time, addition of desorbing agents, and the use of pulsed electrical fields.......This work compares and evaluates sixteen electrodialytic laboratory remediation experiments on copper mine tailings. Different parameters were analysed, such as remediation time, addition of desorbing agents, and the use of pulsed electrical fields....

MGP site remediation: Working toward presumptive remedies

International Nuclear Information System (INIS)

Larsen, B.R.

1996-01-01

Manufactured Gas Plants (MGPs) were prevalent in the United States during the 19th and first half of the 20th centuries. MGPs produced large quantities of waste by-products, which varied depending on the process used to manufacture the gas, but most commonly were tars and polynuclear aromatic hydrocarbons. There are an estimated 3,000 to 5,000 abandoned MGP sites across the United States. Because these sites are not concentrated in one geographic location and at least three different manufacturing processes were used, the waste characteristics are very heterogeneous. The question of site remediation becomes how to implement a cost-effective remediation with the variety of cleanup technologies available for these sites. Because of the significant expenditure required for characterization and cleanup of MGP sites, owners and regulatory agencies are beginning to look at standardizing cleanup technologies for these sites. This paper discusses applicable cleanup technologies and the attitude of state regulatory agencies towards the use of presumptive remedies, which can reduce the amount of characterization and detailed analysis necessary for any particular site. Additionally, this paper outlines the process of screening and evaluating candidate technologies, and the progress being made to match the technology to the site

Site remediation: The naked truth

International Nuclear Information System (INIS)

Calloway, J.M.

1991-01-01

The objective of any company faced with an environmental site remediation project is to perform the cleanup effectively at the lowest possible cost. Today, there are a variety of techniques being applied in the remediation of sites involving soils and sludges. The most popular include: stabilization, incineration, bioremediation and off-site treatment. Dewatering may also play an integral role in a number of these approaches. Selecting the most cost-effective technique for remediation of soils and sludges can be a formidable undertaking, namely because it is often difficult to quantify certain expenses in advance of the project. In addition to providing general cost guidelines for various aspects of soil and sludge remediation, this paper will show how some significant cost factors can be affected by conditions related to specific remediation projects and the cleanup technology being applied

Remediation using trace element humate surfactant

Energy Technology Data Exchange (ETDEWEB)

Riddle, Catherine Lynn; Taylor, Steven Cheney; Bruhn, Debra Fox

2016-08-30

A method of remediation at a remediation site having one or more undesirable conditions in which one or more soil characteristics, preferably soil pH and/or elemental concentrations, are measured at a remediation site. A trace element humate surfactant composition is prepared comprising a humate solution, element solution and at least one surfactant. The prepared trace element humate surfactant composition is then dispensed onto the remediation site whereby the trace element humate surfactant composition will reduce the amount of undesirable compounds by promoting growth of native species activity. By promoting native species activity, remediation occurs quickly and environmental impact is minimal.

Remedial action and waste disposal project: 100-B/C remedial action readiness evaluation plan

International Nuclear Information System (INIS)

April, J.G.; Bryant, D.L.; Cislo, G.B.

1996-06-01

The Readiness Evaluation Plan presents the methodology used to assess the readiness of the 100-B/C Remedial Action Project. The 100 Areas Remedial Action Project will remediate the 100 Areas liquid waste site identified in the Interim Action Record of Decision for the 100- BC-1, 100-DR-1, and 100-HR-1 Operable Units. These sites are located in the 100 Area of the Hanford Site in Richland, Washington

The influence of perceptual training on working memory in older adults.

OpenAIRE

Anne S Berry; Theodore P Zanto; Wesley C Clapp; Joseph L Hardy; Peter B Delahunt; Henry W Mahncke; Adam Gazzaley

2010-01-01

Normal aging is associated with a degradation of perceptual abilities and a decline in higher-level cognitive functions, notably working memory. To remediate age-related deficits, cognitive training programs are increasingly being developed. However, it is not yet definitively established if, and by what mechanisms, training ameliorates effects of cognitive aging. Furthermore, a major factor impeding the success of training programs is a frequent failure of training to transfer benefits to un...

Thermal soil remediation

International Nuclear Information System (INIS)

Nelson, D.

1999-01-01

The environmental properties and business aspects of thermal soil remediation are described. Thermal soil remediation is considered as being the best option in cleaning contaminated soil for reuse. The thermal desorption process can remove hydrocarbons such as gasoline, kerosene and crude oil, from contaminated soil. Nelson Environmental Remediation (NER) Ltd. uses a mobile thermal desorption unit (TDU) with high temperature capabilities. NER has successfully applied the technology to target heavy end hydrocarbon removal from Alberta's gumbo clay in all seasons. The TDU consist of a feed system, a counter flow rotary drum kiln, a baghouse particulate removal system, and a secondary combustion chamber known as an afterburner. The technology has proven to be cost effective and more efficient than bioremediation and landfarming

Transforming rural health systems through clinical academic leadership: lessons from South Africa.

Science.gov (United States)

Doherty, J E; Couper, I D; Campbell, D; Walker, J

2013-01-01

Under-resourced and poorly managed rural health systems challenge the achievement of universal health coverage, and require innovative strategies worldwide to attract healthcare staff to rural areas. One such strategy is rural health training programs for health professionals. In addition, clinical leadership (for all categories of health professional) is a recognised prerequisite for substantial improvements in the quality of care in rural settings. Rural health training programs have been slow to develop in low- and middle-income countries (LMICs); and the impact of clinical leadership is under-researched in such settings. A 2012 conference in South Africa, with expert input from South Africa, Canada and Australia, discussed these issues and produced recommendations for change that will also be relevant in other LMICs. The two underpinning principles were that: rural clinical leadership (both academic and non-academic) is essential to developing and expanding rural training programs and improving care in LMICs; and leadership can be learned and should be taught. The three main sets of recommendations focused on supporting local rural clinical academic leaders; training health professionals for leadership roles in rural settings; and advancing the clinical academic leadership agenda through advocacy and research. By adopting the detailed recommendations, South Africa and other LMICs could energise management strategies, improve quality of care in rural settings and impact positively on rural health outcomes.

Mind the Gap: Promoting Careers in Academic Research to Psychiatry Residents

Science.gov (United States)

Posporelis, Sotirios; Sawa, Akira; Smith, Gwenn S.; Stitzer, Maxine L.; Lyketsos, Constantine G.; Chisolm, Margaret S.

2014-01-01

Objective With the shift of interest in psychiatry towards patient-oriented research with clinically relevant outcomes, there is a critical need for well-trained psychiatrist-scientists. The authors report on two developmentally-tailored, longitudinal research training curricula designed to use peer mentoring to bridge the gap between physicians and scientists, and to promote careers in academic research. Methods The authors instituted two independent research training curricula, one for first-year and one for second-to-fourth year psychiatry residents, spanning two campuses of one institutional residency training program. Each curriculum’s participants included psychiatry residents and peer scientific investigators, and both were attended by senior scientists and departmental leaders. The authors developed and administered an anonymous survey at the end of the first cycle of the first-year resident curriculum to assess participant attitudes. Results The first-year and second-to-fourth-year resident curricula have been implemented for 3and 2 years respectively. The authors observed overall participant satisfaction with the first-year curricula, independent of trainee status. Furthermore, first-year psychiatry residents reported increased interest in academic research careers after exposure to the curricula. Conclusions Results suggest it is possible to encourage academic research careers using peer mentoring, an innovative approach that requires minimal funding, little disruption to the residents’ schedule, and engages the gamut of individuals involved in psychiatry care and research: psychiatrists-in-training and young non-clinician scientists-in-training. PMID:24497181

THE ACADEMIC PERSONNEL MOTIVATION - A FACTOR FOR HIGH QUALITY EDUCATIONAL PRODUCT

Directory of Open Access Journals (Sweden)

Viara Slavianska

2014-06-01

Full Text Available The present paper consecutively puts an accent on 1 the quality of higher education as a national priority, 2 the qualification and motivation of the academic staff as factors for offering an educational product of high quality, 3 the strategies, policies and practices for motivating the academic personnel. The necessity of education improvement is adduced, the strategies and politics in the field of academic personnel training are presented, and the possible effects from a wrong approach to employees’ motivation in academic environment are commented.

From theory to PrACTice: a cognitive remediation program based on a neuropsychological model of schizophrenia

Directory of Open Access Journals (Sweden)

Delphine eFabre

2015-12-01

Full Text Available Cognitive dysfunction is one of the hallmark deficits of schizophrenia. A wide range of studies illustrate how it is strongly interconnected to clinical presentation and daily life functioning (see Green, 1996 and Green et al., 2000. Hence, cognition is an important treatment target in schizophrenia. To address the challenge of cognitive enhancement in schizophrenia, a large number of cognitive remediation programs have been developed and evaluated over the past several decades. First, an overview of these programs is presented highlighting their specificity to cognitive deficit in schizophrenia using an integrated method. In this case, cognitive training focuses on enhancing several elementary cognitive functions considered as a prerequisite to social skills or vocational training modules. These programs are based on the neurodevelopmental hypothesis of schizophrenia. However, moderate improvement for patients who benefit from these therapies has been observed as described in Wykes et al review (2011. Next, neuropsychological models of schizophrenia are then presented. They highlight the critical role of the internally generated intentions in appropriate willful actions. The cognitive control mechanism deals with this ability. Interestingly, available cognitive remediation programs have not been influenced by these models. Hence, we propose another alternative to set up a specific cognitive remediation program for schizophrenia patients by targeting the cognitive control mechanism. We describe the PrACTice program which is in the process of being validated.

Leveraging educational, human resources, and organizational infrastructure to provide solutions to environmental remediation work force problems

International Nuclear Information System (INIS)

Hayward, G.B.; Kinsel, W.

1991-01-01

The field of environmental engineering and environmental science is so new that many colleges and universities have only begun the process of bringing academic program, into their areas. Many professional personnel don't need full degree programs but may need only certain courses to enhance their skills in the environmental area. This article discusses the partnership between the Hanford contractors, DOE-RL, and Washington State University in an innovative way in solving a portion of the remediation work force problems

Outreach, Impact, Collaboration: Why Academics Should Join to Stand Against Poverty

OpenAIRE

Pogge, Thomas; Cabrera, Luis

2012-01-01

Abstract: This article offer reasons why academics should feel compelled to play a more direct role in the alleviation of global poverty, specifically through participation in a new international network, Academics Stand Against Poverty (ASAP). Academics have the specialized training and knowledge, and the societal role, that make them particularly well equipped to make a significant contribution. They also have responsibilities to answer sometimes spurious or misleading claims made about asp...

Remedial action and waste disposal project -- 300-FF-1 remedial action readiness assessment plan

International Nuclear Information System (INIS)

April, J.G.; Carlson, R.A.; Greif, A.A.; Johnson, C.R.; Orewiler, R.I.; Perry, D.M.; Plastino, J.C.; Roeck, F.V.; Tuttle, B.G.

1997-04-01

This Readiness Assessment Plan presents the methodology used to assess the readiness of the 300-FF-1 Remedial Action Project. Remediation involves the excavation, treatment if applicable, and final disposal of contaminated soil and debris associated with the waste sites in the 300-FF-1 Operable Unit. The scope of the 300-FF-1 remediation is to excavate, transport, and dispose of contaminated solid from sites identified in the 300-FF-1 Operable Unit

Assessing sustainable remediation frameworks using sustainability principles.

Science.gov (United States)

Ridsdale, D Reanne; Noble, Bram F

2016-12-15

The remediation industry has grown exponentially in recent decades. International organizations of practitioners and remediation experts have developed several frameworks for integrating sustainability into remediation projects; however, there has been limited attention to how sustainability is approached and operationalized in sustainable remediation frameworks and practices - or whether sustainability plays any meaningful role at all in sustainable remediation. This paper examines how sustainability is represented in remediation frameworks and the guidance provided for practical application. Seven broad sustainability principles and review criteria are proposed and applied to a sample of six international remediation frameworks. Not all review criteria were equally satisfied and none of the frameworks fully met all criteria; however, the best performing frameworks were those identified as sustainability remediation frameworks. Intra-generational equity was addressed by all frameworks. Integrating social, economic and biophysical components beyond triple-bottom-line indicators was explicitly addressed only by the sustainable remediation frameworks. No frameworks provided principle- or rule-based guidance for dealing with trade-offs in sustainability decisions. Copyright © 2016 Elsevier Ltd. All rights reserved.

Academic Training - The use of Monte Carlo radiation transport codes in radiation physics and dosimetry

CERN Multimedia

Françoise Benz

2006-01-01

2005-2006 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 27, 28, 29 June 11:00-12:00 - TH Conference Room, bldg. 4 The use of Monte Carlo radiation transport codes in radiation physics and dosimetry F. Salvat Gavalda,Univ. de Barcelona, A. FERRARI, CERN-AB, M. SILARI, CERN-SC Lecture 1. Transport and interaction of electromagnetic radiation F. Salvat Gavalda,Univ. de Barcelona Interaction models and simulation schemes implemented in modern Monte Carlo codes for the simulation of coupled electron-photon transport will be briefly reviewed. Different schemes for simulating electron transport will be discussed. Condensed algorithms, which rely on multiple-scattering theories, are comparatively fast, but less accurate than mixed algorithms, in which hard interactions (with energy loss or angular deflection larger than certain cut-off values) are simulated individually. The reliability, and limitations, of electron-interaction models and multiple-scattering theories will be analyzed. Benchmark comparisons of simu...

Risk-based remediation: Approach and application

International Nuclear Information System (INIS)

Frishmuth, R.A.; Benson, L.A.

1995-01-01

The principle objective of remedial actions is to protect human health and the environment. Risk assessments are the only defensible tools available to demonstrate to the regulatory community and public that this objective can be achieved. Understanding the actual risks posed by site-related contamination is crucial to designing cost-effective remedial strategies. All to often remedial actions are overdesigned, resulting in little to no increase in risk reduction while increasing project cost. Risk-based remedial actions have recently been embraced by federal and state regulators, industry, government, the scientific community, and the public as a mechanism to implement rapid and cost-effective remedial actions. Emphasizing risk reduction, rather than adherence to ambiguous and generic standards, ensures that only remedial actions required to protect human health and the environment at a particular site are implemented. Two sites are presented as case studies on how risk-based approaches are being used to remediate two petroleum hydrocarbon contaminated sites. The sites are located at two US Air Force Bases, Wurtsmith Air Force Base (AFB) in Oscoda, Michigan and Malmstrom AFB in Great Falls, Montana

No Denying It: Medicinal Chemistry Training Is in Big Trouble.

Science.gov (United States)

Rafferty, Michael F

2016-12-22

There has been little consensus between the pharmaceutical industry and academic communities concerning the best approach to train medicinal chemists for drug discovery. For decades the pharmaceutical industry has shown preference for synthetic organic graduates over candidates with degrees from medicinal chemistry programs on the assumption that medicinal chemistry expertise will be acquired on the job. However, ongoing changes to pharmaceutical drug discovery organizations and practices threaten to undermine this training model. There is a compelling argument to be made for establishment of a strong industry-academic partnership to train new candidates with sophisticated knowledge of contemporary drug design concepts and techniques to ensure that the future needs of both industry and academic drug discovery research can be served.

What’s working in working memory training? An educational perspective

Science.gov (United States)

Redick, Thomas S.; Shipstead, Zach; Wiemers, Elizabeth A.; Melby-Lervåg, Monica; Hulme, Charles

2015-01-01

Working memory training programs have generated great interest, with claims that the training interventions can have profound beneficial effects on children’s academic and intellectual attainment. We describe the criteria by which to evaluate evidence for or against the benefit of working memory training. Despite the promising results of initial research studies, the current review of all of the available evidence of working memory training efficacy is less optimistic. Our conclusion is that working memory training produces limited benefits in terms of specific gains on short-term and working memory tasks that are very similar to the training programs, but no advantage for academic and achievement-based reading and arithmetic outcomes. PMID:26640352

Is There An Academic Audit in Your Future? Reforming Quality Assurance in U.S. Higher Education.

Science.gov (United States)

Dill, David D.

2000-01-01

Describes a new form of academic quality assurance, the academic audit. Reviews use of academic audits abroad and experimental use of such audits in the United States. Identifies issues in academic audits, including focus of audits, auditor selection and training, institutional preparation for an audit, interaction between institutional policies…

Cost considerations in remediation and disposal

International Nuclear Information System (INIS)

Dance, J.T.; Huddleston, R.D.

1999-01-01

Opportunities for assessing the costs associated with the reclamation and remediation of sites contaminated by oilfield wastes are discussed. The savings can be maximized by paying close attention to five different aspects of the overall site remediation and disposal process. These are: (1) highly focused site assessment, (2) cost control of treatment and disposal options, (3) value added cost benefits, (4) opportunities to control outside influences during the remedial process, and (5) opportunities for managing long-term liabilities and residual risk remaining after the remedial program is completed. It is claimed that addressing these aspects of the process will ultimately lower the overall cost of site remediation and waste disposal

CENTRAL PLATEAU REMEDIATION OPTIMIZATION STUDY

Energy Technology Data Exchange (ETDEWEB)

BERGMAN, T. B.; STEFANSKI, L. D.; SEELEY, P. N.; ZINSLI, L. C.; CUSACK, L. J.

2012-09-19

THE CENTRAL PLATEAU REMEDIATION OPTIMIZATION STUDY WAS CONDUCTED TO DEVELOP AN OPTIMAL SEQUENCE OF REMEDIATION ACTIVITIES IMPLEMENTING THE CERCLA DECISION ON THE CENTRAL PLATEAU. THE STUDY DEFINES A SEQUENCE OF ACTIVITIES THAT RESULT IN AN EFFECTIVE USE OF RESOURCES FROM A STRATEGIC PERSPECTIVE WHEN CONSIDERING EQUIPMENT PROCUREMENT AND STAGING, WORKFORCE MOBILIZATION/DEMOBILIZATION, WORKFORCE LEVELING, WORKFORCE SKILL-MIX, AND OTHER REMEDIATION/DISPOSITION PROJECT EXECUTION PARAMETERS.

Plant-based remediation processes

Energy Technology Data Exchange (ETDEWEB)

Gupta, Dharmendra Kumar (ed.) [Belgian Nuclear Research Centre (SCK.CEN), Mol (Belgium). Radiological Impact and Performance Assessment Division

2013-11-01

A valuable source of information for scientists in the field of environmental pollution and remediation. Describes the latest biotechnological methods for the treatment of contaminated soils. Includes case studies and protocols. Phytoremediation is an emerging technology that employs higher plants for the clean-up of contaminated environments. Basic and applied research have unequivocally demonstrated that selected plant species possess the genetic potential to accumulate, degrade, metabolize and immobilize a wide range of contaminants. The main focus of this volume is on the recent advances of technologies using green plants for remediation of various metals and metalloids. Topics include biomonitoring of heavy metal pollution, amendments of higher uptake of toxic metals, transport of heavy metals in plants, and toxicity mechanisms. Further chapters discuss agro-technological methods for minimizing pollution while improving soil quality, transgenic approaches to heavy metal remediation and present protocols for metal remediation via in vitro root cultures.

A Study of the Association of Attitudes to the Philosophy of Science with Classroom Contexts, Academic Qualification and Professional Training, amongst A-Level Biology Teachers in Harare, Zimbabwe.

Science.gov (United States)

Gwimbi, Eric; Monk, Martin

2003-01-01

Investigates the association between attitude towards the philosophy of science and academic qualification professional training. Analyzes responses from 33 A-level biology teachers to a questionnaire and reports from teachers in Harare on their school contexts. Suggests that the differential distribution of facilities and resources across school…

Training techniques for industry

International Nuclear Information System (INIS)

Jones, D.W.

1978-01-01

The advantages and disadvantages of commonly used training techniques in relation to cost-effective, prevention-oriented Quality Assurance are examined. Important questions are whether training techniques teach cost effectiveness and whether the techniques are, themselves, cost effective. To answer these questions, criteria for evaluating teaching techniques for cost effectiveness were developd, and then commonly used techniques are evaluated in terms of specific training program objectives. Motivation of personnel is also considered important to the success of a training program, and methods are outlined by which recognition of the academic quality of industrial training can be used as a motivational technique

ISIS Training Reactor: A Reactor Dedicated to Education and Training for Students and Professionals

International Nuclear Information System (INIS)

Foulon, F.

2014-01-01

Conclusion: • INSTN strategy: complete theoretical courses by practical courses on the ISIS research reactor. • Training courses integrated both in Academic degree programs and continuing education. • 27 hours of training courses have been developed focusing on the practical and safety aspects of reactor operation. • The Education and Training activity became the main activity of ISIS reactor: 400 trainees/year; 360 hours/year; 40% in English. • Remote access to the Training courses: Internet Reactor Laboratory under development to be started from 2014 to broadcast training courses from ISIS reactor to guest institutions

South African Academic Health--the future challenge.

Science.gov (United States)

van Zyl, G J

2004-02-01

In South Africa, significant changes in Academic Health have taken place since the first democratic elections in 1994. Academic Health came from a separated academic hospital, departmental-based curriculum and research focussed on achievement, and an abundance of money, to a position of integrated service delivery with specific reference to primary health care, separation of service levels, a new integrated curriculum, research focussed according to the need and contract research, and financial constraints with limited budgets. The management of this change is a task challenging the manager in all fields of Academic Health. Leaders need to know their environment and organisation to be able to manage change. Academic Health centres are experiencing major changes as a result of the effects of managed care, reduced rate and growing expenditure on health services. In addition to restructuring of the clinical services, Academic Health centres are being challenged to sustain their academic mission and priorities in the face of resource constraints. In order to tackle these challenges, institutions need physicians in administrative positions at all levels who can provide leadership and thoughtful managerial initiatives. The future challenge for managers focuses on service delivery, research, health education and training, Academic Health management, professionalism and financial management.

Academic climate, well-being and academic performance in a university degree course.

Science.gov (United States)

Rania, Nadia; Siri, Anna; Bagnasco, Annamaria; Aleo, Giuseppe; Sasso, Loredana

2014-09-01

The psychological climate within organisations affects not only the behaviour and the attitude of group members, but also the performance of the group itself. According to the ecological model, this research examines how learning in different classroom contexts of the same nursing degree programme can affect academic performance, well-being, self-esteem and perceived climate. Four scales were used to assess students' perceptions by collecting primary data while academic performance was measured by obtaining students' academic records. A questionnaire completed by 391 first-year nursing students was administered. Differences were observed in the perceptions of climate and academic performance in different classroom contexts with trends, which did not always overlap; however, strong correlations were observed among self-esteem, well-being and climate, and schoolmate relationships. Universities should not merely train competent professionals but also build learning communities that support the well-being of relationships and the development of well-being contexts. The findings support the need for an educational intervention for improving the quality of life and well-being of the community and individual students. This type of intervention requires a 'compliant' organisational environment that puts studetns, teachers and professionals in the condition to practice their professional skills. © 2013 John Wiley & Sons Ltd.

DOE'S remedial action assurance program

International Nuclear Information System (INIS)

Welty, C.G. Jr.; Needels, T.S.; Denham, D.H.

1984-10-01

The formulation and initial implementation of DOE's Assurance Program for Remedial Action are described. It was initiated in FY 84 and is expected to be further implemented in FY 85 as the activities of DOE's Remedial Action programs continue to expand. Further APRA implementation will include additional document reviews, site inspections, and program office appraisals with emphasis on Uranium Mill Tailings Remedial Action Program and Surplus Facilities Management Program

CAEP 2015 Academic Symposium: Leadership within the emergency medicine academic community and beyond.

Science.gov (United States)

Sinclair, Doug; Worthington, James R; Joubert, Gary; Holroyd, Brian R; Stempien, James; Letovsky, Eric; Rutledge, Tim; LeBlanc, Constance; Pitters, Carrol; McCallum, Andrew; Carr, Brendan; Gerace, Rocco; Stiell, Ian G; Artz, Jennifer D; Christenson, Jim

2016-05-01

A panel of emergency medicine (EM) leaders endeavoured to define the key elements of leadership and its models, as well as to formulate consensus recommendations to build and strengthen academic leadership in the Canadian EM community in the areas of mentorship, education, and resources. The expert panel comprised EM leaders from across Canada and met regularly by teleconference over the course of 9 months. From the breadth of backgrounds and experience, as well as a literature review and the development of a leadership video series, broad themes for recommendations around the building and strengthening of EM leadership were presented at the CAEP 2015 Academic Symposium held in Edmonton, Alberta. Feedback from the attendees (about 80 emergency physicians interested in leadership) was sought. Subsequently, draft recommendations were developed by the panel through attendee feedback, further review of the leadership video series, and expert opinion. The recommendations were distributed to the CAEP Academic Section for further feedback and updated by consensus of the expert panel. The methods informed the panel who framed recommendations around four themes: 1) leadership preparation and training, 2) self-reflection/emotional intelligence, 3) academic leadership skills, and 4) gender balance in academic EM leadership. The recommendations aimed to support and nurture the next generation of academic EM leaders in Canada and included leadership mentors, availability of formal educational courses/programs in leadership, self-directed education of aspiring leaders, creation of a Canadian subgroup with the AACEM/SAEM Chair Development Program, and gender balance in leadership roles. These recommendations serve as a roadmap for all EM leaders (and aspiring leaders) to build on their success, inspire their colleagues, and foster the next generation of Canadian EM academic leaders.

46 CFR 298.41 - Remedies after default.

Science.gov (United States)

2010-10-01

... 46 Shipping 8 2010-10-01 2010-10-01 false Remedies after default. 298.41 Section 298.41 Shipping... Defaults and Remedies, Reporting Requirements, Applicability of Regulations § 298.41 Remedies after default... governing remedies after a default, which relate to our rights and duties, the rights and duties of the...

Academic Outcomes 2 Years After Working Memory Training for Children With Low Working Memory: A Randomized Clinical Trial.

Science.gov (United States)

Roberts, Gehan; Quach, Jon; Spencer-Smith, Megan; Anderson, Peter J; Gathercole, Susan; Gold, Lisa; Sia, Kah-Ling; Mensah, Fiona; Rickards, Field; Ainley, John; Wake, Melissa

2016-05-02

Working memory training may help children with attention and learning difficulties, but robust evidence from population-level randomized controlled clinical trials is lacking. To test whether a computerized adaptive working memory intervention program improves long-term academic outcomes of children 6 to 7 years of age with low working memory compared with usual classroom teaching. Population-based randomized controlled clinical trial of first graders from 44 schools in Melbourne, Australia, who underwent a verbal and visuospatial working memory screening. Children were classified as having low working memory if their scores were below the 15th percentile on either the Backward Digit Recall or Mister X subtest from the Automated Working Memory Assessment, or if their scores were below the 25th percentile on both. These children were randomly assigned by an independent statistician to either an intervention or a control arm using a concealed computerized random number sequence. Researchers were blinded to group assignment at time of screening. We conducted our trial from March 1, 2012, to February 1, 2015; our final analysis was on October 30, 2015. We used intention-to-treat analyses. Cogmed working memory training, comprising 20 to 25 training sessions of 45 minutes' duration at school. Directly assessed (at 12 and 24 months) academic outcomes (reading, math, and spelling scores as primary outcomes) and working memory (also assessed at 6 months); parent-, teacher-, and child-reported behavioral and social-emotional functioning and quality of life; and intervention costs. Of 1723 children screened (mean [SD] age, 6.9 [0.4] years), 226 were randomized to each arm (452 total), with 90% retention at 1 year and 88% retention at 2 years; 90.3% of children in the intervention arm completed at least 20 sessions. Of the 4 short-term and working memory outcomes, 1 outcome (visuospatial short-term memory) benefited the children at 6 months (effect size, 0.43 [95% CI, 0

An innovative approach to supporting hospitalist physicians towards academic success.

Science.gov (United States)

Howell, Eric; Kravet, Steven; Kisuule, Flora; Wright, Scott M

2008-07-01

Academic hospitalist physicians face significant challenges that may threaten their chances for successful and timely promotions, such as heavy clinical workloads, limited training in research, and relatively few experienced mentors in their field. The appreciable growth of hospital medicine groups in recent years, as has occurred at our institution, compounds the predicament by diluting the limited resources that are available to support these physicians. A needs assessment was followed by the development of specific objectives for the division and for individual members of the division related to academic success. The resulting 3-pronged strategy to support the academic success of our group was based on securing strong mentorship, investing requisite resources, and committing to recruit fellowship-trained new faculty. To date, the initiative has resulted in an increased number of peer-reviewed publication and grants, as well as national leadership roles for division members. Copyright 2008 Society of Hospital Medicine.

32 CFR 310.47 - Civil remedies.

Science.gov (United States)

2010-07-01

... 32 National Defense 2 2010-07-01 2010-07-01 false Civil remedies. 310.47 Section 310.47 National Defense Department of Defense (Continued) OFFICE OF THE SECRETARY OF DEFENSE (CONTINUED) PRIVACY PROGRAM DOD PRIVACY PROGRAM Privacy Act Violations § 310.47 Civil remedies. In addition to specific remedial...

Pilot-scale studies of soil vapor extraction and bioventing for remediation of a gasoline spill at Cameron Station, Alexandria, Virginia

Energy Technology Data Exchange (ETDEWEB)

Harrison, W.; Joss, C.J.; Martino, L.E. [and others

1994-07-01

Approximately 10,000 gal of spilled gasoline and unknown amounts Of trichloroethylene and benzene were discovered at the US Army`s Cameron Station facility. Because the base is to be closed and turned over to the city of Alexandria in 1995, the Army sought the most rapid and cost-effective means of spill remediation. At the request of the Baltimore District of the US Army Corps of Engineers, Argonne conducted a pilot-scale study to determine the feasibility of vapor extraction and bioventing for resolving remediation problems and to critique a private firm`s vapor-extraction design. Argonne staff, working with academic and private-sector participants, designed and implemented a new systems approach to sampling, analysis and risk assessment. The US Geological Survey`s AIRFLOW model was adapted for the study to simulate the performance of possible remediation designs. A commercial vapor-extraction machine was used to remove nearly 500 gal of gasoline from Argonne-installed horizontal wells. By incorporating numerous design comments from the Argonne project team, field personnel improved the system`s performance. Argonne staff also determined that bioventing stimulated indigenous bacteria to bioremediate the gasoline spin. The Corps of Engineers will use Argonne`s pilot-study approach to evaluate remediation systems at field operation sites in several states.

LCA of Soil and Groundwater Remediation

DEFF Research Database (Denmark)

Søndergaard, Gitte Lemming; Owsianiak, Mikolaj

2018-01-01

Today, there is increasing interest in applying LCA to support decision-makers in contaminated site management. In this chapter, we introduce remediation technologies and associated environmental impacts, present an overview of literature findings on LCA applied to remediation technologies...... and present methodological issues to consider when conducting LCAs within the area. Within the field of contaminated site remediation , a terminology distinguishing three types of environmental impacts: primary, secondary and tertiary, is often applied. Primary impacts are the site-related impacts due...... and efficiency of remediation, which are important for assessment or primary impacts; (ii) robust assessment of primary impacts using site-specific fate and exposure models; (iii) weighting of primary and secondary (or tertiary) impacts to evaluate trade-offs between life cycle impacts from remediation...

Policy and Strategies for Environmental Remediation

International Nuclear Information System (INIS)

2015-01-01

In the environmental remediation of a given site, concerned and interested parties have diverse and often conflicting interests with regard to remediation goals, the time frames involved, reuse of the site, the efforts necessary and cost allocation. An environmental remediation policy is essential for establishing the core values on which remediation is to be based. It incorporates a set of principles to ensure the safe and efficient management of remediation situations. Policy is mainly established by the national government and may become codified in the national legislative system. An environmental remediation strategy sets out the means for satisfying the principles and requirements of the national policy. It is normally established by the relevant remediation implementer or by the government in the case of legacy sites. Thus, the national policy may be elaborated in several different strategies. To ensure the safe, technically optimal and cost effective management of remediation situations, countries are advised to formulate an appropriate policy and strategies. Situations involving remediation include remediation of legacy sites (sites where past activities were not stringently regulated or adequately supervised), remediation after emergencies (nuclear and radiological) and remediation after planned ongoing operation and decommissioning. The environmental policy involves the principles of justification, optimization of protection, protection of future generations and the environment, efficiency in the use of resources, and transparent interaction with stakeholders. A typical policy will also take into account the national legal framework and institutional structure and applicable international conventions while providing for the allocation of responsibilities and resources, in addition to safety and security objectives and public information and participation in the decision making process. The strategy reflects and elaborates the goals and requirements set

Nuclear facility decommissioning and site remedial actions

International Nuclear Information System (INIS)

Knox, N.P.; Webb, J.R.; Ferguson, S.D.; Goins, L.F.; Owen, P.T.

1990-09-01

The 394 abstracted references on environmental restoration, nuclear facility decommissioning, uranium mill tailings management, and site remedial actions constitute the eleventh in a series of reports prepared annually for the US Department of Energy's Remedial Action Programs. Citations to foreign and domestic literature of all types -- technical reports, progress reports, journal articles, symposia proceedings, theses, books, patents, legislation, and research project descriptions -- have been included. The bibliography contains scientific, technical, economic, regulatory, and legal information pertinent to the US Department of Energy's Remedial Action Programs. Major sections are (1) Surplus Facilities Management Program, (2) Nuclear Facilities Decommissioning, (3) Formerly Utilized Sites Remedial Action Programs, (4) Facilities Contaminated with Naturally Occurring Radionuclides, (5) Uranium Mill Tailings Remedial Action Program, (6) Grand Junction Remedial Action Program, (7) Uranium Mill Tailings Management, (8) Technical Measurements Center, (9) Remedial Action Program, and (10) Environmental Restoration Program. Within these categories, references are arranged alphabetically by first author. Those references having no individual author are listed by corporate affiliation or by publication title. Indexes are provided for author, corporate affiliation, title word, publication description, geographic location, subject category, and keywords. This report is a product of the Remedial Action Program Information Center (RAPIC), which selects and analyzes information on remedial actions and relevant radioactive waste management technologies

Nuclear facility decommissioning and site remedial actions

Energy Technology Data Exchange (ETDEWEB)

Knox, N.P.; Webb, J.R.; Ferguson, S.D.; Goins, L.F.; Owen, P.T.

1990-09-01

The 394 abstracted references on environmental restoration, nuclear facility decommissioning, uranium mill tailings management, and site remedial actions constitute the eleventh in a series of reports prepared annually for the US Department of Energy's Remedial Action Programs. Citations to foreign and domestic literature of all types -- technical reports, progress reports, journal articles, symposia proceedings, theses, books, patents, legislation, and research project descriptions -- have been included. The bibliography contains scientific, technical, economic, regulatory, and legal information pertinent to the US Department of Energy's Remedial Action Programs. Major sections are (1) Surplus Facilities Management Program, (2) Nuclear Facilities Decommissioning, (3) Formerly Utilized Sites Remedial Action Programs, (4) Facilities Contaminated with Naturally Occurring Radionuclides, (5) Uranium Mill Tailings Remedial Action Program, (6) Grand Junction Remedial Action Program, (7) Uranium Mill Tailings Management, (8) Technical Measurements Center, (9) Remedial Action Program, and (10) Environmental Restoration Program. Within these categories, references are arranged alphabetically by first author. Those references having no individual author are listed by corporate affiliation or by publication title. Indexes are provided for author, corporate affiliation, title word, publication description, geographic location, subject category, and keywords. This report is a product of the Remedial Action Program Information Center (RAPIC), which selects and analyzes information on remedial actions and relevant radioactive waste management technologies.

[The cognitive paradigm in the rehabilitation of schizophrenia - focusing on cognitive remediation].

Science.gov (United States)

Muth, Veronika; Gyüre, Támas; Váradi, Enikö

2015-09-01

Neurocognitive deficits are core features of schizophrenia and well known to the specialists, concerning researches in Hungary as well. Significance of the topic derives from the fact that according to our present knowledge this is the prime symptom principally affecting everyday functioning and limits benefit of rehabilitation opportunities. The classic psychiatric rehabilitation toolset, either pharmacological or psychosocial, does not provide effective and specific assistance to alleviate the symptoms of the neurocognitive deficits. Despite the increasing presence of the neurocognitive-oriented rehabilitation in international publications and professional forums, cognitive development is rather neglected topic in the Hungarian literature; while the therapeutic practice - with the exception of one institution - is absent from the repertoire of the Hungarian rehabilitation. The purpose of this study is the multi-faceted presentation of recent results in the field of the cognitive remediation, describing the position of cognitive training and its place in the rehabilitation of schizophrenia, with the aim to gain reputation and promote clinical practice among the Hungarian experts. Cognitive remediation is a behavioral training, based on learning theory, with the aim of extensive and long-lasting improvement of cognitive functions of patients suffering from schizophrenia or other mental disorders. Despite the deceptively similar acronym it is important to distinguish this method from the cognitive behavioral therapy which shows similarity in its learning theory basis, but remediation involves much more educational features. Cognitive remediation is not a unified technique, different settings are known, but regardless of form factors it clearly has a specific and positive effect on the neurocognitive functions. It fits well into the rehabilitation methodology, in fact this embeddedness significantly increases its effectiveness and supports emergence of skills in

Lessons Learned from Environmental Remediation Programmes

Energy Technology Data Exchange (ETDEWEB)

NONE

2014-03-15

Several remediation projects have been developed to date, and experience with these projects has been accumulated. Lessons learned span from non-technical to technical aspects, and need to be shared with those who are beginning or are facing the challenge to implement environmental remediation works. This publication reviews some of these lessons. The key role of policy and strategies at the national level in framing the conditions in which remediation projects are to be developed and decisions made is emphasized. Following policy matters, this publication pays attention to the importance of social aspects and the requirement for fairness in decisions to be made, something that can only be achieved with the involvement of a broad range of interested parties in the decision making process. The publication also reviews the funding of remediation projects, planning, contracting, cost estimates and procurement, and issues related to long term stewardship. Lessons learned regarding technical aspects of remediation projects are reviewed. Techniques such as the application of cover systems and soil remediation (electrokinetics, phytoremediation, soil flushing, and solidification and stabilization techniques) are analysed with respect to performance and cost. After discussing soil remediation, the publication covers issues associated with water treatment, where techniques such as ‘pump and treat’ and the application of permeable barriers are reviewed. Subsequently, there is a section dedicated to reviewing briefly the lessons learned in the remediation of uranium mining and processing sites. Many of these sites throughout the world have become orphaned, and are waiting for remediation. The publication notes that little progress has been made in the management of some of these sites, particularly in the understanding of associated environmental and health risks, and the ability to apply prediction to future environmental and health standards. The publication concludes

Lessons Learned from Environmental Remediation Programmes

International Nuclear Information System (INIS)

2014-01-01

Several remediation projects have been developed to date, and experience with these projects has been accumulated. Lessons learned span from non-technical to technical aspects, and need to be shared with those who are beginning or are facing the challenge to implement environmental remediation works. This publication reviews some of these lessons. The key role of policy and strategies at the national level in framing the conditions in which remediation projects are to be developed and decisions made is emphasized. Following policy matters, this publication pays attention to the importance of social aspects and the requirement for fairness in decisions to be made, something that can only be achieved with the involvement of a broad range of interested parties in the decision making process. The publication also reviews the funding of remediation projects, planning, contracting, cost estimates and procurement, and issues related to long term stewardship. Lessons learned regarding technical aspects of remediation projects are reviewed. Techniques such as the application of cover systems and soil remediation (electrokinetics, phytoremediation, soil flushing, and solidification and stabilization techniques) are analysed with respect to performance and cost. After discussing soil remediation, the publication covers issues associated with water treatment, where techniques such as ‘pump and treat’ and the application of permeable barriers are reviewed. Subsequently, there is a section dedicated to reviewing briefly the lessons learned in the remediation of uranium mining and processing sites. Many of these sites throughout the world have become orphaned, and are waiting for remediation. The publication notes that little progress has been made in the management of some of these sites, particularly in the understanding of associated environmental and health risks, and the ability to apply prediction to future environmental and health standards. The publication concludes

In situ remediation of plutonium from glovebox exhaust ducts at the Department of Energy's Rocky Flats Plant

International Nuclear Information System (INIS)

Dugdale, J.S.; Humiston, T.J.; Omer, G.E.

1993-01-01

Plutonium and other miscellaneous hold-up materials have been accumulating in the glovebox exhaust ducts at the Rocky Flats Plant over the 40 years of weapons production at the site. The Duct Remediation Project was undertaken to assess the safety impacts of this material, and to remove it from the ductwork. The project necessitated the development of specialized tools, equipment and methods to remediate the material from continuously operating ventilation systems. Special engineered access locations were also required to provide access to the ductwork, and to ensure that safety and system operability were not degraded as a result of the remediation efforts. Operations personnel underwent significant training and development, and became an important asset to the success of the project. In total, the project succeeded in removing over 40 kilograms of plutonium-bearing material from one of the major weapons production buildings at the plant

Approaches for assessing sustainable remediation

DEFF Research Database (Denmark)

Søndergaard, Gitte Lemming; Binning, Philip John; Bjerg, Poul Løgstrup

Sustainable remediation seeks to reduce direct contaminant point source impacts on the environment, while minimizing the indirect cost of remediation to the environment, society and economy. This paper presents an overview of available approaches for assessing the sustainability of alternative...... remediation strategies for a contaminated site. Most approaches use multi-criteria assessment methods (MCA) to structure a decision support process. Different combinations of environmental, social and economic criteria are employed, and are assessed either in qualitative or quantitative forms with various...... tools such as life cycle assessment and cost benefit analysis. Stakeholder involvement, which is a key component of sustainable remediation, is conducted in various ways. Some approaches involve stakeholders directly in the evaluation or weighting of criteria, whereas other approaches only indirectly...

Working memory training is associated with long term attainments in math and reading comprehension

Directory of Open Access Journals (Sweden)

Stina eSöderqvist

2015-11-01

Full Text Available Training working memory (WM using computerized programs has been shown to improve functions directly linked to WM such as following instructions and attention. These functions influence academic performance, which leads to the question of whether WM training can transfer to improved academic performance. We followed the academic performance of two age-matched groups during two years. As part of the curriculum in grade 4 (age 9-10, all students in one classroom (n = 20 completed Cogmed Working Memory Training (CWMT whereas children in the other classroom (n = 22 received education as usual. Performance on nationally standardized tests in math and reading comprehension was used as outcome measures at baseline and two years later. At baseline both classes were normal/high performing according to national standards. At grade 6, reading comprehension had improved to a significantly greater extent for the training group compared to the control group (medium effect size, Cohen’s d = 0.66, p = 0.045. For math performance the same pattern was observed with a medium effect size (Cohen’s d = 0.58 reaching statistical trend levels (p = 0.091. Moreover, the academic attainments were found to correlate with the degree of improvements during training (p-values 1 year effects of WM training on academic performance. We found performance on both reading and math to be positively impacted after completion of CWMT. Since there were no baseline differences between the groups, the results may reflect an influence on learning capacity, with improved WM leading to a boost in students’ capacity to learn. This study is also the first to investigate the effects of CWMT on academic performance in typical or high achieving students. The results suggest that WM training can help optimize the academic potential of high performers.

Sex differences in academic advancement. Results of a national study of pediatricians.

Science.gov (United States)

Kaplan, S H; Sullivan, L M; Dukes, K A; Phillips, C F; Kelch, R P; Schaller, J G

1996-10-24

Although the numbers of women in training and in entry-level academic positions in medicine have increased substantially in recent years, the proportion of women in senior faculty positions has not changed. We conducted a study to determine the contributions of background and training, academic productivity, distribution of work time, institutional support, career attitudes, and family responsibilities to sex differences in academic rank and salary among faculty members of academic pediatric departments. We conducted a cross-sectional survey of all salaried physicians in 126 academic departments of pediatrics in the United States in January 1992. Of the 6441 questionnaires distributed, 4285 (67 percent) were returned. The sample was representative of U.S. pediatric faculty members. Multivariate models were used to relate academic rank and salary to 16 independent variables. Significantly fewer women than men achieved the rank of associate professor or higher. For both men and women, higher salaries and ranks were related to greater academic productivity (more publications and grants), more hours worked, more institutional support of research, greater overall career satisfaction, and fewer career problems. Less time spent in teaching and patient care was related to greater academic productivity for both sexes. Women in the low ranks were less academically productive and spent significantly more time in teaching and patient care than men in those ranks. Adjustment for all independent variables eliminated sex differences in academic rank but not in salary. Lower rates of academic productivity, more time spent in teaching and patient care and less time spent in research, less institutional support for research, and lower rates of specialization in highly paid subspecialties contributed to the lower ranks and salaries of female faculty members.

Effect of Remediation Parameters on in-Air Ambient Dose Equivalent Rates When Remediating Open Sites with Radiocesium-contaminated Soil.

Science.gov (United States)

Malins, Alex; Kurikami, Hiroshi; Kitamura, Akihiro; Machida, Masahiko

2016-10-01

Calculations are reported for ambient dose equivalent rates [H˙*(10)] at 1 m height above the ground surface before and after remediating radiocesium-contaminated soil at wide and open sites. The results establish how the change in H˙*(10) upon remediation depends on the initial depth distribution of radiocesium within the ground, on the size of the remediated area, and on the mass per unit area of remediated soil. The remediation strategies considered were topsoil removal (with and without recovering with a clean soil layer), interchanging a topsoil layer with a subsoil layer, and in situ mixing of the topsoil. The results show the ratio of the radiocesium components of H˙*(10) post-remediation relative to their initial values (residual dose factors). It is possible to use the residual dose factors to gauge absolute changes in H˙*(10) upon remediation. The dependency of the residual dose factors on the number of years elapsed after fallout deposition is analyzed when remediation parameters remain fixed and radiocesium undergoes typical downward migration within the soil column.

Cognitive Remediation for Individuals with Psychosis in a Supported Education Setting: A Pilot Study

Directory of Open Access Journals (Sweden)

Sean A. Kidd

2012-01-01

Full Text Available Cognitive remediation (CR is a treatment approach that is being increasingly examined as a means through which the cognitive impacts of schizophrenia might be ameliorated. While CR has demonstrated good outcomes when paired with supported employment, little is known regarding how it might be integrated within supported education contexts. In this study CR was examined in a supported education context with 16 individuals with psychosis. The findings indicated that CR aligned well with the academic curriculum with very low attrition, was found useful by students, and showed similar pre-post differences on cognitive measures as those found in previous work.

Herbal remedies and supplements for weight loss

Science.gov (United States)

Weight loss - herbal remedies and supplements; Obesity - herbal remedies; Overweight - herbal remedies ... health care provider. Nearly all over-the-counter supplements with claims of weight-loss properties contain some ...

Global health leadership training in resource-limited settings: a collaborative approach by academic institutions and local health care programs in Uganda.

Science.gov (United States)

Nakanjako, Damalie; Namagala, Elizabeth; Semeere, Aggrey; Kigozi, Joanitor; Sempa, Joseph; Ddamulira, John Bosco; Katamba, Achilles; Biraro, Sam; Naikoba, Sarah; Mashalla, Yohana; Farquhar, Carey; Sewankambo, Nelson

2015-11-18

Due to a limited health workforce, many health care providers in Africa must take on health leadership roles with minimal formal training in leadership. Hence, the need to equip health care providers with practical skills required to lead high-impact health care programs. In Uganda, the Afya Bora Global Health Leadership Fellowship is implemented through the Makerere University College of Health Sciences (MakCHS) and her partner institutions. Lessons learned from the program, presented in this paper, may guide development of in-service training opportunities to enhance leadership skills of health workers in resource-limited settings. The Afya Bora Consortium, a consortium of four African and four U.S. academic institutions, offers 1-year global health leadership-training opportunities for nurses and doctors. Applications are received and vetted internationally by members of the consortium institutions in Botswana, Kenya, Tanzania, Uganda, and the USA. Fellows have 3 months of didactic modules and 9 months of mentored field attachment with 80% time dedicated to fellowship activities. Fellows' projects and experiences, documented during weekly mentor-fellow meetings and monthly mentoring team meetings, were compiled and analyzed manually using pre-determined themes to assess the effect of the program on fellows' daily leadership opportunities. Between January 2011 and January 2015, 15 Ugandan fellows (nine doctors and six nurses) participated in the program. Each fellow received 8 weeks of didactic modules held at one of the African partner institutions and three online modules to enhance fellows' foundation in leadership, communication, monitoring and evaluation, health informatics, research methodology, grant writing, implementation science, and responsible conduct of research. In addition, fellows embarked on innovative projects that covered a wide spectrum of global health challenges including critical analysis of policy formulation and review processes

New Mexico English Remediation Taskforce Report

Science.gov (United States)

New Mexico Higher Education Department, 2016

2016-01-01

In March, 2016, the state of New Mexico established a Remediation Task Force to examine remediation reform efforts across the state's higher education institutions. On March 11, the Task Force met for the "New Mexico Corequisite Remediation at Scale Policy Institute" in order to learn about the results of the latest national reform…

[Ethics and values in professional training in health: a case study].

Science.gov (United States)

Finkler, Mirelle; Caetano, João Carlos; Ramos, Flávia Regina Souza

2013-10-01

The scope of this research was to analyze the ethical dimension of the training of health professionals, specifically in Dentistry. Interviews were conducted with teachers, in addition to observation of academic activities and focus groups with students of two undergraduate courses. Data analysis revealed some elements of the hidden curriculum that influences the ethical dimension of training. The results discussed here suggest different ethical concepts in the academic environment with the predominance of an implicit code of ethics, the consequences of which require attention in the management of daily ethical conflicts. Based on common sense and a lack of intentionality of the academic staff with respect to the ethical training of students, it is imperative to know the values + they cherish in order to understand their moral development and identify a bioethical benchmark upon which the pedagogical-ethical issue is grounded. By way of conclusion, it is essential to assume individual and collective teaching responsibility for the ethical dimension of training in order that the professional training also has the potential for the integrated training of the human being as a whole.

Is Industry Funding Associated with Greater Scholarly Impact Among Academic Neurosurgeons?

Science.gov (United States)

Eloy, Jean Anderson; Kilic, Suat; Yoo, Nicholas G; Mcleod, Thomas; Svider, Peter F; Baredes, Soly; Folbe, Adam J; Couldwell, William T; Liu, James K

2017-07-01

To determine the relationship between industry payments and scholarly impact among academic neurosurgeons. Faculty names and academic rank data were obtained from department websites, bibliometric data were obtained from the Scopus database, and industry payment data were obtained from the Center for Medicare and Medicaid Services open payments database (openpayments.cms.gov). The h-index was used to estimate scholarly impact. Payments were classified as "general," "associated research," and "research payments." Subgroup analyses were done for academic rank, fellowship training, and sex. Among 1008 academic neurosurgeons, scholarly impact was greater among individuals receiving associated research industry support compared with those not receiving it. Scholarly impact also was greater among individuals who received more than $10,000 of any type of industry support compared with individuals who received less than that or no payment. This association also was seen in fellowship-trained surgeons. Female neurosurgeons were less likely than male neurosurgeons to get industry funding and were likely to get less funding. There is a strong association between associated research funding from industry and scholarly impact among academic neurosurgeons. It's unclear whether this association is a result of funding facilitating more research projects that eventually lead to more high-impact publications, if industry is providing more funding to academic neurosurgeons with greater scholarly impact, or whether it represents intrinsic academic activity among a group of neurosurgeons who are more likely to be academically productive and procure funding from all potential sources to increase this activity. Copyright © 2017 Elsevier Inc. All rights reserved.

Pathways to Academic Leadership in Plastic Surgery: A Nationwide Survey of Program Directors, Division Chiefs, and Department Chairs of Plastic Surgery.

Science.gov (United States)

Fishman, Jordan E; Pang, John Henry Y; Losee, Joseph E; Rubin, J Peter; Nguyen, Vu T

2018-06-01

Many aspire to leadership in academic plastic surgery yet there is no well-documented pathway. Information regarding plastic surgery residencies and program directors was obtained from the American Medical Association's FREIDA database. The division chief or department chair (academic head) of every academic plastic surgery program was identified. One Internet-based survey was distributed to academic heads; another, to program directors. Ninety academic heads were identified, 35 of whom also serve as program director. Sixty-seven unique program directors were identified. There was a 51 percent academic head response rate and a 65 percent program director response rate. Academic plastic surgery is overwhelmingly administered by midcareer men. The average program director was appointed at age 45 and has served for 7 years. She or he was trained through the independent track, completed additional training in hand surgery, and is a full professor. She or he publishes two or three peer-reviewed manuscripts per year and spends 9 hours per week in administration. The average academic head was appointed at age 45 and has held the position for 12 years. She or he was trained in the independent model, completed fellowship training, and is a full professor. She or he publishes five peer-reviewed manuscripts per year and spends 12 hours per week involved in administration. Program directors and academic heads serve nonoverlapping roles. Few program directors will advance to the role of academic head. Successful applicants to the program director position often serve as an associate program director and are seen as motivated resident educators. In contrast, those faculty members selected for the academic head role are academically accomplished administrators with business acumen.

Proceedings of the remediation technologies symposium 2007

Energy Technology Data Exchange (ETDEWEB)

NONE

2007-07-01

This conference provided a forum to discuss the remediation of contaminated sites. It was attended by all industry sectors that have an interest in learning about technical issues in environmental remediation research and the latest innovations in soil and groundwater remediation and industrial pollutant treatments. Cost effective in-situ and ex-situ soil reclamation strategies were presented along with groundwater and surface water remediation strategies. The diversified sessions at this conference were entitled: regulatory update; Montreal Centre of Excellence in Brownfields Rehabilitation; soil and groundwater remediation through the Program of Energy Research and Development at Environment Canada; technology from the Netherlands; bioremediation; hydrocarbons; in-situ remediation; phytoremediation; salt management; unique locations; and, miscellaneous issues. Some areas and case studies covered in the presentations included: biological and non-biological treatments; thermal desorption; encapsulation; natural attenuation; multi-phase extraction; electrochemical remediation; and membrane technology. The conference featured 63 presentations, of which 23 have been catalogued separately for inclusion in this database. tabs., figs.

Proceedings of the remediation technologies symposium 2007

International Nuclear Information System (INIS)

2007-01-01

This conference provided a forum to discuss the remediation of contaminated sites. It was attended by all industry sectors that have an interest in learning about technical issues in environmental remediation research and the latest innovations in soil and groundwater remediation and industrial pollutant treatments. Cost effective in-situ and ex-situ soil reclamation strategies were presented along with groundwater and surface water remediation strategies. The diversified sessions at this conference were entitled: regulatory update; Montreal Centre of Excellence in Brownfields Rehabilitation; soil and groundwater remediation through the Program of Energy Research and Development at Environment Canada; technology from the Netherlands; bioremediation; hydrocarbons; in-situ remediation; phytoremediation; salt management; unique locations; and, miscellaneous issues. Some areas and case studies covered in the presentations included: biological and non-biological treatments; thermal desorption; encapsulation; natural attenuation; multi-phase extraction; electrochemical remediation; and membrane technology. The conference featured 63 presentations, of which 23 have been catalogued separately for inclusion in this database. tabs., figs

Collaborations and partnerships for public service training

Directory of Open Access Journals (Sweden)

Noluthando S Matsiliza

2016-07-01

Full Text Available This article notes significant collaborations and partnerships adopted as training strategies applied for improving national skill development. The discourse followed here critically different roles and functions of structures such as public agencies, academic institutions, private sector and non-governmental training providers regulated by law. Scholars in various fields noted benefits and challenges of collaborative management and partnerships in training and skills development that enhance effective resources management, facilitation and participation of stakeholders in various organisations. Using a qualitative approach, this theoretical article argues that academics played a significant role in collaborating with policy-makers to up-skill the civil force. Even though, there are numerous actors at multi-level governance with diverse training needs and interests, there are still gabs in the model adopted by government to provide training of public officials in South Africa. Therefore it is recommended that the Government through the National School of Government should monitor and evaluate the effectiveness of these collaborations and partnerships to provide continuous improvement

Neural activity during emotion recognition after combined cognitive plus social-cognitive training in schizophrenia

Science.gov (United States)

Hooker, Christine I.; Bruce, Lori; Fisher, Melissa; Verosky, Sara C.; Miyakawa, Asako; Vinogradov, Sophia

2012-01-01

Cognitive remediation training has been shown to improve both cognitive and social-cognitive deficits in people with schizophrenia, but the mechanisms that support this behavioral improvement are largely unknown. One hypothesis is that intensive behavioral training in cognition and/or social-cognition restores the underlying neural mechanisms that support targeted skills. However, there is little research on the neural effects of cognitive remediation training. This study investigated whether a 50 hour (10-week) remediation intervention which included both cognitive and social-cognitive training would influence neural function in regions that support social-cognition. Twenty-two stable, outpatient schizophrenia participants were randomized to a treatment condition consisting of auditory-based cognitive training (AT) [Brain Fitness Program/auditory module ~60 minutes/day] plus social-cognition training (SCT) which was focused on emotion recognition [~5–15 minutes per day] or a placebo condition of non-specific computer games (CG) for an equal amount of time. Pre and post intervention assessments included an fMRI task of positive and negative facial emotion recognition, and standard behavioral assessments of cognition, emotion processing, and functional outcome. There were no significant intervention-related improvements in general cognition or functional outcome. FMRI results showed the predicted group-by-time interaction. Specifically, in comparison to CG, AT+SCT participants had a greater pre-to-post intervention increase in postcentral gyrus activity during emotion recognition of both positive and negative emotions. Furthermore, among all participants, the increase in postcentral gyrus activity predicted behavioral improvement on a standardized test of emotion processing (MSCEIT: Perceiving Emotions). Results indicate that combined cognition and social-cognition training impacts neural mechanisms that support social-cognition skills. PMID:22695257

Emerging Technologies and Techniques for Wide Area Radiological Survey and Remediation

Energy Technology Data Exchange (ETDEWEB)

Sutton, M. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Zhao, P. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States)

2016-03-24

Technologies to survey and decontaminate wide-area contamination and process the subsequent radioactive waste have been developed and implemented following the Chernobyl nuclear power plant release and the breach of a radiological source resulting in contamination in Goiania, Brazil. These civilian examples of radioactive material releases provided some of the first examples of urban radiological remediation. Many emerging technologies have recently been developed and demonstrated in Japan following the release of radioactive cesium isotopes (Cs-134 and Cs-137) from the Fukushima Dai-ichi nuclear power plant in 2011. Information on technologies reported by several Japanese government agencies, such as the Japan Atomic Energy Agency (JAEA), the Ministry of the Environment (MOE) and the National Institute for Environmental Science (NIES), together with academic institutions and industry are summarized and compared to recently developed, deployed and available technologies in the United States. The technologies and techniques presented in this report may be deployed in response to a wide area contamination event in the United States. In some cases, additional research and testing is needed to adequately validate the technology effectiveness over wide areas. Survey techniques can be deployed on the ground or from the air, allowing a range of coverage rates and sensitivities. Survey technologies also include those useful in measuring decontamination progress and mapping contamination. Decontamination technologies and techniques range from non-destructive (e.g., high pressure washing) and minimally destructive (plowing), to fully destructive (surface removal or demolition). Waste minimization techniques can greatly impact the long-term environmental consequences and cost following remediation efforts. Recommendations on technical improvements to address technology gaps are presented together with observations on remediation in Japan.

Integrated remediation of soil and groundwater

International Nuclear Information System (INIS)

Dykes, R.S.; Howles, A.C.

1992-01-01

Remediation of sites contaminated with petroleum hydrocarbons and other organic chemicals frequently focuses on a single phase of the chemical in question. This paper describes an integrated approach to remediation involving selection of complimentary technologies designed to create a remedial system which achieves cleanup goals in affected media in the shortest possible time consistent with overall environmental protection

It's a wonderful life: a career as an academic scientist.

Science.gov (United States)

Vale, Ronald D

2010-01-01

Many years of training are required to obtain a job as an academic scientist. Is this investment of time and effort worthwhile? My answer is a resounding "yes." Academic scientists enjoy tremendous freedom in choosing their research and career path, experience unusual camaraderie in their lab, school, and international community, and can contribute to and enjoy being part of this historical era of biological discovery. In this essay, I further elaborate by listing my top ten reasons why an academic job is a desirable career for young people who are interested in the life sciences.

Student retention in athletic training education programs.

Science.gov (United States)

Dodge, Thomas M; Mitchell, Murray F; Mensch, James M

2009-01-01

The success of any academic program, including athletic training, depends upon attracting and keeping quality students. The nature of persistent students versus students who prematurely leave the athletic training major is not known. Understanding the profiles of athletic training students who persist or leave is important. To (1) explore the relationships among the following variables: anticipatory factors, academic integration, clinical integration, social integration, and motivation; (2) determine which of the aforementioned variables discriminate between senior athletic training students and major changers; and (3) identify which variable is the strongest predictor of persistence in athletic training education programs. Descriptive study using a qualitative and quantitative mixed-methods approach. Thirteen athletic training education programs located in District 3 of the National Athletic Trainers' Association. Ninety-four senior-level athletic training students and 31 college students who changed majors from athletic training to another degree option. Data were collected with the Athletic Training Education Program Student Retention Questionnaire (ATEPSRQ). Data from the ATEPSRQ were analyzed via Pearson correlations, multivariate analysis of variance, univariate analysis of variance, and a stepwise discriminant analysis. Open-ended questions were transcribed and analyzed using open, axial, and selective coding procedures. Member checks and peer debriefing techniques ensured trustworthiness of the study. Pearson correlations identified moderate relationships among motivation and clinical integration (r = 0.515, P accounting for 37.2% of the variance between groups. The theoretic model accurately classified 95.7% of the seniors and 53.8% of the major changers. A common theme emerging from the qualitative data was the presence of a strong peer-support group that surrounded many of the senior-level students. Understanding student retention in athletic training is

Optimal groundwater remediation using artificial neural networks and the genetic algorithm

Energy Technology Data Exchange (ETDEWEB)

Rogers, Leah L. [Stanford Univ., CA (United States)

1992-08-01

An innovative computational approach for the optimization of groundwater remediation is presented which uses artificial neural networks (ANNs) and the genetic algorithm (GA). In this approach, the ANN is trained to predict an aspect of the outcome of a flow and transport simulation. Then the GA searches through realizations or patterns of pumping and uses the trained network to predict the outcome of the realizations. This approach has advantages of parallel processing of the groundwater simulations and the ability to ``recycle`` or reuse the base of knowledge formed by these simulations. These advantages offer reduction of computational burden of the groundwater simulations relative to a more conventional approach which uses nonlinear programming (NLP) with a quasi-newtonian search. Also the modular nature of this approach facilitates substitution of different groundwater simulation models.

Optimal groundwater remediation using artificial neural networks and the genetic algorithm

International Nuclear Information System (INIS)

Rogers, L.L.

1992-08-01

An innovative computational approach for the optimization of groundwater remediation is presented which uses artificial neural networks (ANNs) and the genetic algorithm (GA). In this approach, the ANN is trained to predict an aspect of the outcome of a flow and transport simulation. Then the GA searches through realizations or patterns of pumping and uses the trained network to predict the outcome of the realizations. This approach has advantages of parallel processing of the groundwater simulations and the ability to ''recycle'' or reuse the base of knowledge formed by these simulations. These advantages offer reduction of computational burden of the groundwater simulations relative to a more conventional approach which uses nonlinear programming (NLP) with a quasi-newtonian search. Also the modular nature of this approach facilitates substitution of different groundwater simulation models

A case study on the importance of quality assurance and personnel training in environmental assessment of naturally occurring radionuclides

International Nuclear Information System (INIS)

Wood, R.P.; Ijaz, T.; Rutz, E.

1995-01-01

An independent review of the remedial investigation activities at a Superfund site was performed at the request of the site owners. The site in question was being labeled as containing radioactive contamination by the state environmental protection agency based on the results of the remedial investigation sampling program, which reported above background concentrations of potassium-40 at the site. This determination would have resulted in the entire site being considered as a mixed waste hazard, with extreme consequences for the cleanup actions. The independent review of the site sampling, measurement techniques, data analysis, and report preparation discovered problems with each of these activities. These problems included failing to perform subcontractor quality assurance oversight, as well as internal quality assurance failures related to verification of critical data. Additionally, the staff at both the state environmental protection agency and the remedial contractor were poorly trained in the field of radioactive assessments and statistical data analysis. These problems delayed the site remedial actions on the most important contaminants, including xylene, arsenic, and various metals. The cost of the site remedial investigation was significantly increased, as over $300,000 were spent just on assessing and litigating the potassium-40 health hazard issue. The independent review concluded that the problems were caused by inadequate quality assurance programs compounded by a lack of proper training of the personnel performing the work. Either a good quality assurance program at the remediation contractor or use of effectively trained personnel analyzing the data would likely have avoided the problems

French uranium mining sites remediation

International Nuclear Information System (INIS)

Roche, M.

2002-01-01

Following a presentation of the COGEMA's general policy for the remediation of uranium mining sites and the regulatory requirements, the current phases of site remediation operations are described. Specific operations for underground mines, open pits, milling facilities and confining the milled residues to meet long term public health concerns are detailed and discussed in relation to the communication strategies to show and explain the actions of COGEMA. A brief review of the current remediation situation at the various French facilities is finally presented. (author)

Academic nuclear engineering education - the Dutch way

International Nuclear Information System (INIS)

Wallerbos, E.J.M.; Geemert, R. van

1997-01-01

The academic nuclear engineering educational program in the Netherlands aims not only to give students a thorough knowledge of reactor physics but also to train them in practical skills and presentation techniques. These three aspects are important to become a successful nuclear engineer. (author)

The role of selective attention on academic foundations: A cognitive neuroscience perspective

Science.gov (United States)

Stevens, Courtney; Bavelier, Daphne

2011-01-01

To the extent that selective attention skills are relevant for academic foundations and amenable to training, they represent an important focus for the field of education. Here, drawing on research on the neurobiology of attention, we review hypothesized links between selective attention and processing across three domains important to early academic skills. First, we provide a brief review of the neural bases of selective attention, emphasizing the effects of selective attention on neural processing, as well as the neural systems important to deploying selective attention and managing response conflict. Second, we examine the developmental time course of selective attention. It is argued that developmental differences in selective attention are related to the neural systems important for deploying selective attention and managing response conflict. In contrast, once effectively deployed, selective attention acts through very similar neural mechanisms across ages. In the third section, we relate the processes of selective attention to three domains important to academic foundations: language, literacy, and mathematics. Fourth, drawing on recent literatures on the effects of video-game play and mind-brain training on selective attention, we discuss the possibility of training selective attention. The final section examines the application of these principles to educationally-focused attention-training programs for children. PMID:22682909

The role of selective attention on academic foundations: a cognitive neuroscience perspective.

Science.gov (United States)

Stevens, Courtney; Bavelier, Daphne

2012-02-15

To the extent that selective attention skills are relevant for academic foundations and amenable to training, they represent an important focus for the field of education. Here, drawing on research on the neurobiology of attention, we review hypothesized links between selective attention and processing across three domains important to early academic skills. First, we provide a brief review of the neural bases of selective attention, emphasizing the effects of selective attention on neural processing, as well as the neural systems important to deploying selective attention and managing response conflict. Second, we examine the developmental time course of selective attention. It is argued that developmental differences in selective attention are related to the neural systems important for deploying selective attention and managing response conflict. In contrast, once effectively deployed, selective attention acts through very similar neural mechanisms across ages. In the third section, we relate the processes of selective attention to three domains important to academic foundations: language, literacy, and mathematics. Fourth, drawing on recent literatures on the effects of video-game play and mind-brain training on selective attention, we discuss the possibility of training selective attention. The final section examines the application of these principles to educationally-focused attention-training programs for children. Copyright © 2011 Elsevier Ltd. All rights reserved.

Radon remediation in irish schools

International Nuclear Information System (INIS)

Synnott, H.

2006-01-01

Full text: Commencing in 1998, the Radiological Protection Institute of Ireland carried out radon measurements in 3826 schools in the Republic of I reland on behalf of the Irish Department of Education and Science (D.E.S.). This represents approximately 97% of all schools in the country. Approximately 25% (984) schools had radon concentrations above the Irish national schools Reference Level for radon of 200 Bq/m 3 and required remedial work. The number of individual rooms with radon concentrations above 200 Bq/m 3 was 3020. Remedial work in schools commenced in early 2000. In general schools with maximum radon concentrations in the range 200 -400 Bq/m 3 in one or more rooms were remediated through the installation of passive systems such as an increase in permanent background ventilation mainly wall vents and trickle vents in windows. Schools with maximum radon concentrations greater than 400 Bq/m 3 were usually remediated through the provision of active systems mainly fan assisted sub -slab de pressurization or where this was not possible fan assisted under floor ventilation. The cost of the remedial programme was funded by central Government. Active systems were installed by specialized remedial contractors working to the specifications of a radon remedial expert appointed by the D.E.S. to design remedial systems for affected schools. Schools requiring increased ventilation were granted aided 190 pounds per affected room and had to organize the work themselves. In most schools radon remediation was successful in reducing existing radon concentrations to below the Reference Level. Average radon concentration reduction factors for sub-slab de pressurization systems and fan assisted fan assisted under floor ventilation ranged from 5 to 40 with greater reduction rates found at higher original radon concentrations. Increasing ventilation in locations with moderately elevated radon concentrations (200 - 400 Bq/m 3 ) while not as effective as active systems produced on

The benefits from environmental remediation

International Nuclear Information System (INIS)

Falck, W.E.

2002-01-01

Environmental remediation projects inevitably take place against a backdrop of overall social goals and values. These goals can include, for example, full employment, preservation of the cultural, economic and archaeological resources, traditional patterns of land use, spiritual values, quality of life factors, biological diversity, environmental and socio-economic sustainability, protection of public health. Different countries will have different priorities, linked to the overall set of societal goals and the availability of resources, including funding, man-power and skills. These issues are embedded within both a national and local socio-cultural context, and will shape the way in which the remediation process is structured in any one country. The context will shape both the overall objectives of a remediation activity within the framework of competing societal goals, as well as generate constraints on the decision making process. Hence, the overall benefit of a remediation project is determined by its overall efficiency and effectiveness within the given legal, institutional, and governance framework, under the prevailing socio-economic boundary conditions, and balancing technology performance and risk reduction with fixed or limited budgetary resources, and is not simply the result of the technical remediation operation itself. (author)

Technology of concentrated training as one of ways to optimization students’ basketball trainings

OpenAIRE

H.Z. Lavrin

2017-01-01

Urpose: to find out effectiveness of concentrated training technology in students’ basketball trainings. Material: 55 students participated in experiment. The research was being conducted during one academic year. Skillfulness in basketball techniques was determined with the help of tests’ complex. We assessed: basketball techniques’ fulfillment and their quantitative parameters (quickness of dribbling, passes, movements and accuracy of hitting in basket). Every student was offered to fulfill...

Natural Remediation at Savannah River Site

International Nuclear Information System (INIS)

Lewis, C. M.; Van Pelt, R.

2002-01-01

Natural remediation is a general term that includes any technology or strategy that takes advantage of natural processes to remediate a contaminated media to a condition that is protective of human health and the environment. Natural remediation techniques are often passive and minimally disruptive to the environment. They are generally implemented in conjunction with traditional remedial solutions for source control (i.e., capping, stabilization, removal, soil vapor extraction, etc.). Natural remediation techniques being employed at Savannah River Site (SRS) include enhanced bio-remediation, monitored natural attenuation, and phytoremediation. Enhanced bio-remediation involves making nutrients available and conditions favorable for microbial growth. With proper precautions and feeding, the naturally existing microbes flourish and consume the contaminants. Case studies of enhanced bio-remediation include surface soils contaminated with PCBs and pesticides, and Volatile Organic Compound (VOC) contamination in both the vadose zone and groundwater. Monitored natural attenuation (MNA) has been selected as the preferred alternative for groundwater clean up at several SRS waste units. Successful implementation of MNA has been based on demonstration that sources have been controlled, groundwater modeling that indicates that plumes will not expand or reach surface water discharge points at levels that exceed regulatory limits, and continued monitoring. Phytoremediation is being successfully utilized at several SRS waste units. Phytoremediation involves using plants and vegetation to uptake, break down, or manage contaminants in groundwater or soils. Case studies at SRS include managing groundwater plumes of tritium and VOCs with pine trees that are native to the area. Significant decreases in tritium discharge to a site stream have been realized in one phytoremediation project. Studies of other vegetation types, methods of application, and other target contaminants are

International experience in tailings pond remediation

Energy Technology Data Exchange (ETDEWEB)

MacG. Robertson, A. [Robertson GeoConsultants Ltd., Vancouver (Canada)

2001-07-01

Tailings pond remediation is required primarily on mine closure. While mining is an ancient industry, requirement for mine facility remediation is a comparatively new development. Requirement for remediation has come about partly as a result of mans awareness of the environmental impacts of mining and his desire to minimize this, partly, as a result of the ever-increasing scale and production rates of tailings generation and the resulting increased environmental impacts and safety risks. The paper starts with a review of the evolution of mans intolerance of environmental impacts from tailings production and the assignment of liability to remediate such impacts. Many of the tailings ponds currently undergoing remediation were designed and constructed using methods and technology that would be considered inappropriate for new impoundments being designed and developed today. The paper reviews the history of tailings impoundment design and construction practice and the resulting inherent deficiencies that must be remediated. Current practices and future trends in tailings pond remediation are reviewed. The evolution of regulatory requirements is not only in terms of technical and safety criteria, but also in terms of financial and political risk. Perhaps the most substantive driver of risk management is today the requirement for corporate governance at mining company board level and oversight of new project development in the underdeveloped countries by the large financial institutions responsible for funding projects. Embarrassment in the public eye and punishment in the stock markets for poor environmental and safety performance is driving the need for efficient and effective risk management of potential impacts and the remediation to avoid these. A basis for practical risk management is described. (orig.)

International experience in tailings pond remediation

International Nuclear Information System (INIS)

Robertson, A.MacG.

2001-01-01

Tailings pond remediation is required primarily on mine closure. While mining is an ancient industry, requirement for mine facility remediation is a comparatively new development. Requirement for remediation has come about partly as a result of mans awareness of the environmental impacts of mining and his desire to minimize this, partly, as a result of the ever-increasing scale and production rates of tailings generation and the resulting increased environmental impacts and safety risks. The paper starts with a review of the evolution of mans intolerance of environmental impacts from tailings production and the assignment of liability to remediate such impacts. Many of the tailings ponds currently undergoing remediation were designed and constructed using methods and technology that would be considered inappropriate for new impoundments being designed and developed today. The paper reviews the history of tailings impoundment design and construction practice and the resulting inherent deficiencies that must be remediated. Current practices and future trends in tailings pond remediation are reviewed. The evolution of regulatory requirements is not only in terms of technical and safety criteria, but also in terms of financial and political risk. Perhaps the most substantive driver of risk management is today the requirement for corporate governance at mining company board level and oversight of new project development in the underdeveloped countries by the large financial institutions responsible for funding projects. Embarrassment in the public eye and punishment in the stock markets for poor environmental and safety performance is driving the need for efficient and effective risk management of potential impacts and the remediation to avoid these. A basis for practical risk management is described. (orig.)

Psychologists in Academic Administration: A Call to Action and Service.

Science.gov (United States)

Schmaling, Karen B; Linton, John C

2017-06-01

Academic psychologists' backgrounds may prepare them for many aspects of academic administration such as: understanding and working with people; prioritizing others' needs and institutional needs; and managing projects and budgets, e.g., for research grants or training programs. Contemporary academic health centers also may provide opportunities for psychologists to serve in academic health administration. This article encourages psychologists to consider preparing for and seeking administrative and higher-level leadership roles. Six psychologists serving diverse administrative roles-from vice chairs in medical school departments to presidents of universities with academic health centers-reflected on: their paths to administration; their preparation for administrative roles; and the commonalities and differences between the work and skills sets of psychologist health service providers and the work and skill sets required for higher level administrative and leadership roles.

Academic Outcomes in Individuals With Childhood-Onset Epilepsy: Mediating Effects of Working Memory.

Science.gov (United States)

Danguecan, Ashley N; Smith, Mary Lou

2017-08-01

Academic difficulties are common in children with epilepsy, although little is known about the effect of various seizure-related and cognitive variables. Given that persistent seizures may negatively impact academics, and that working memory is predictive of academic abilities, we examined the effects of recent seizures and working memory on word reading, spelling, and arithmetic in pediatric epilepsy. We hypothesized that persistent seizures would be associated with lower working memory ability, which would in turn result in poorer academic performance. Our sample consisted of 91 children with epilepsy being treated at the Hospital for Sick Children in Toronto, Canada, who underwent neuropsychological testing between 2002 and 2009 to help determine surgical candidacy. Four to 11 years later, follow-up testing was conducted on both surgical (n=61) and non-surgical (n=30) patients. Seizure status was defined by the presence or absence of seizures within the preceding 12 months. 5000 bias-corrected bootstrap resamples with replacement were used to calculate the 95% confidence intervals (CIs) for the indirect effect of seizure status on academics through working memory, controlling for baseline academic functioning. Persistent seizures were associated with reduced working memory, which was in turn associated with lower reading (B=-4.64, 95% CI [-10.21, -1.30]), spelling (B=-7.09, 95% CI [-13.97, -2.56], and arithmetic scores (B=-8.04, 95% CI [-13.66, -3.58] at follow-up. For children with intractable epilepsy, working memory deficits present a significant barrier to the development of academic skills. Working memory interventions may be a helpful adjunct to academic remediation in this population to facilitate academic progress. (JINS, 2017, 23, 594-604).

Effective e-Training: Using a Course Management System and e-Learning Tools to Train Library Employees

Science.gov (United States)

See, Andrew; Teetor, Travis Stephen

2014-01-01

In the summer of 2012, the University of Arizona Libraries implemented an online training program to effectively train Access Services staff and student employees at a large academic research library. This article discusses the program, which was built using a course management system (D2L) and various e-Learning software applications (Articulate…

The Reality and Prospects of the Academic Degree in Russia

Science.gov (United States)

Laptev, V. V.; Pisareva, S. A.; Triapitsyna, A. P.

2014-01-01

With the move toward mass higher education in Russia, academic degrees have lost much of their prestige. It is now necessary to look more closely at the reasons for this devaluation, to explore ways to optimize the training of researchers in graduate school programs, and to integrate Russia's system of science training into the European system.…

Program management strategies for following EPA guidance for remedial design/remedial action at DOE sites

International Nuclear Information System (INIS)

Hopper, J.P.; Chew, J.R.; Kowalski, T.E.

1991-01-01

At the US Department of Energy (DOE) facilities, environmental restoration is being conducted in accordance with Federal Facilities Compliance Agreements (or Interagency Agreements). These agreements establish a cooperative working relationship and often define roles, responsibilities and authorities for conduct and oversight of the Remedial Action Programs. The US Environmental Protection Agency (EPA) has guidelines on how to initiate and perform remedial actions for sites they are remediating under the Comprehensive Environmental Response Compensation and Liability Act (CERCLA) as amended by the Superfund Amendments and Re-Authorization Act (SARA). This paper addresses some of the difference and commonalities between the DOE project management procedures and EPA guidance documents. This report covers only the RD/RA phase of environmental restoration. On the surface, there are many apparent differences between the DOE and EPA project management processes. Upon closer review, however, many of the differences are the result of applying different terminology to the same phase of a project. By looking for the similarities in the two processes rather than hunting for differences, many communication problems are avoided. Understanding both processes also aids in figuring out when, how and to what extent EPA should participate in the RD/RA phase for DOE lead cleanup activities. The DOE Remedial Design and Remedial Action process is discussed in a stepwise manner and compared to the EPA process. Each element of the process is defined. Activities common to both the EPA and DOE are correlated. The annual DOE budget cycle for remediation projects and the four-year cycle for appropriation of remediation funds are discussed, and the constraints of this process examined. DOE orders as well as other requirements for RD/RA activities are summarized and correlated to EPA regulations where this is possible

Cognitive training for children with ADHD: a randomized controlled trial of cogmed working memory training and ‘paying attention in class’

Directory of Open Access Journals (Sweden)

Marthe Van Der Donk

2015-07-01

Full Text Available The goal of this randomized controlled trial was to replicate and extend previous studies of Cogmed Working Memory Training (CWMT in children with ADHD. While a large proportion of children with ADHD suffer from academic difficulties, only few previous efficacy studies have taken into account long term academic outcome measures. So far, results regarding academic outcome measures have been inconsistent. Hundred and two children with ADHD between the age of 8 and 12 years (both medicated and medication naïve participated in current randomized controlled trial. Children were randomly assigned to CWMT or a new active combined working memory- and executive function compensatory training called ‘Paying Attention in Class’. Primary outcome measures were neurocognitive functioning and academic performance. Secondary outcome measures contained ratings of behavior in class, behavior problems and quality of life. Assessment took place before, directly after and six months after treatment. Results showed only one replicated treatment effect on visual spatial working memory in favor of CWMT. Effects of time were found for broad neurocognitive measures, supported by parent and teacher ratings. However, no treatment or time effects were found for the measures of academic performance, behavior in class or quality of life. We suggest that methodological and non specific treatment factors should be taken into account when interpreting current findings. Future trials with well-blinded measures and a third ‘no treatment’ control group are needed before cognitive training can be supported as an evidence-based treatment of ADHD. Future research should put more effort into investigating why, how and for whom cognitive training is effective as this would also potentially lead to improved intervention- and study designs.

Career choice in academic medicine: systematic review.

Science.gov (United States)

Straus, Sharon E; Straus, Christine; Tzanetos, Katina

2006-12-01

and retain their interest throughout their training. Research opportunities for medical students, and fellowships or graduate training can meet this challenge and influence career choice. Initiatives to stimulate and maintain interest in academic medicine should be evaluated in prospective studies across multiple sites.

Preresidency Publication Number Does Not Predict Academic Career Placement in Neurosurgery.

Science.gov (United States)

Daniels, Marcus; Garzon-Muvdi, Tomas; Maxwell, Russell; Tamargo, Rafael J; Huang, Judy; Witham, Tim; Bettegowda, Chetan; Chaichana, Kaisorn L

2017-05-01

It is unclear if preresidency and/or residency research work impacts academic neurosurgery placement post residency. The goal of this study is to evaluate the impact that preresidency and residency research publication has on attaining academic faculty positions. Alumni information was collected from 65 of the 108 (60%) neurosurgery residency websites. Graduates from these programs between 2005 and 2015 (n = 949) were analyzed to determine factors associated with an academic career. Information on publications, citations, and H-index were obtained from Web of Science. Current position was designated as academic if the physician had a teaching position at a university hospital and private if the physician was not affiliated with a university hospital. Univariate and multivariate logistic regression models were used to identify factors associated with academic faculty positions post residency. Of the 949 physicians included in the analysis, 339 (36%) were in academic positions, 518 (55%) in private practice, and 92 (10%) were still in training. More than a fifth (212, or 22%) of physicians performed a research fellowship (8.2%) or attained a Ph.D. (14.1%) during medical school. Among those who had completed training, an academic career was associated with having 2 or more publications during residency (odds ratio [OR] [95% confidence interval, CI]: 3.87 [1.59-9.45]; P < 0.003), H-index ≥ 2 during residency (OR [95% CI]: 2.32 [1.40-1.69]; P < 0.0001) and having devoted research time before residency (OR [95% CI]: 1.56 [1.10-2.22]; P < 0.012). Notably, publications before residency were not an independent indicator of academic placement. These findings may help guide residency programs to identify and/or cultivate neurosurgeons to become academic neurosurgeons. Copyright © 2017 Elsevier Inc. All rights reserved.

Radiation protection technologist training and certification program

International Nuclear Information System (INIS)

1982-10-01

The purpose of this program is to establish training requirements and methods for certifying the technical competence of Radiation Protection Technologists. This manual delineates general requirements as well as academic training, on-the-job training, area of facility training, and examination or evaluation requirements for Radiation Protection Trainees (Trainees), Junior Radiation Protection Technologists (JRPT), Radiation Protection Technologists (RPT), and Senior Radiation Protection Technologists (SRPT). This document also includes recertification requirements for SRPTs. The appendices include training course outlines, on-the-job training outlines, and training certification record forms