WorldWideScience

Sample records for directed instruction guided

  1. The Explicit Instruction of Reading Strategies: Directed Reading Thinking Activity vs. Guided Reading Strategies

    Mohammad Mehdi Yazdani

    2015-05-01

    Full Text Available Investigating the efficiencies and deficiencies of reading strategies is one of the noticeable issues in the related theory and research in reading comprehension instruction. This study was to examine the impact of Directed Reading Thinking Activity (DRTA and Guided Reading (GR on reading comprehension. Sixty three Iranian students of grade one in Shahed high school in the city of Bojnourd took part in the study. They were assigned in three groups, one control and two experimental groups. The instruction lasted for ten weeks. This study utilized a pretest posttest control group in quantitative quasi- experimental design. The same reading comprehension test was administered as pre-test and post-test. The results were twofold: First, the instruction of learning strategies could foster reading comprehension skill. Second, while the explicit instruction of both strategies could improve the students' reading comprehension skill, Directed Reading Thinking Activity had a more significant positive effect than Guided Reading.

  2. Using a Combined Approach of Guided Inquiry & Direct Instruction to Explore How Physiology Affects Behavior

    Machtinger, Erika T.

    2014-01-01

    Hands-on activities with live organisms allow students to actively explore scientific investigation. Here, I present activities that combine guided inquiry with direct instruction and relate how nutrition affects the physiology and behavior of the common housefly. These experiments encourage student involvement in the formulation of experimental…

  3. Apparel. Teacher's Instructional Guide.

    Rambo, Patti

    This instructional guide for a one-half credit technological laboratory course for grades 10-12 focuses on apparel from the perspectives of personal decision making related to apparel, the apparel industry, and career preparation. Introductory materials are a course description; overview of course design; facilities, equipment, and resources; and…

  4. Career Education Instructional Guide.

    State Univ. of New York, Oswego. Coll. at Oswego. Dept. of Industrial Arts and Technology.

    The guide is designed primarily for industrial arts teachers at the middle school level who wish to integrate career education into their curricula. The lessons and activities attempt to establish a balance among career information, technical information, and hands-on experience. The guide contains six lesson plans which cover the topics: the…

  5. Interior Design: Teacher's Instructional Guide.

    Hays, Tricia

    This teacher's instructional guide, which is part of a family and consumer sciences education series focusing on a broad range of employment opportunities, is intended to assist teachers responsible for teaching one- and two-year interior design programs for Texas high school students. The following are among the items included: (1) introductory…

  6. Student Use of Library Research Guides Following Library Instruction

    Mardi Mahaffy

    2013-02-01

    Full Text Available Librarians often provide students who attend one-shot library instruction sessions with research guides they can refer to once class is over. These guides, whether in paper or electronic form, serve to remind the students of key points and resources addressed during the session. It is unclear, though, if and how students refer to these guides once leaving the classroom. This article reports on the results of two focus groups made up of students who attended a basic library instruction session as part of a survey art course. The students shared how they used a paper and electronic research guide, delivered via LibGuides, and what they would like research guides to contain. The article also suggests directions for further research on the topic.

  7. Rating Instructional Conversations: A Guide

    Rueda, Robert; Goldenberg, Claude; Gallimore, Ronald

    1992-01-01

    The current focus on more effective ways to foster literacy in school-age children, especially language minority students, has led to the development of alternative instructional approaches. One such approach is the instructional conversation (IC), based on early work in the Hawaiian Kamehameha Elementary Education Project (KEEP), on neo-Vygotskian theory, and on recent classroom-based research on reading comprehension. The present report outlines preliminary efforts to operationaliz...

  8. Guided Instruction Improves Elementary Student Learning and Self-Efficacy in Science

    Hushman, Carolyn J.; Marley, Scott C.

    2015-01-01

    The authors investigated whether the amount of instructional guidance affects science learning and self-efficacy. Sixty 9- and 10-year-old children were randomly assigned to one of the following three instructional conditions: (a) guided instruction consisting of examples and student-generated explanations, (b) direct instruction consisting of a…

  9. A GUIDE TO INSTRUCTIONAL TELEVISION.

    DIAMOND, ROBERT M., ED.

    THIS IS A GUIDE DESIGNED AS A SINGLE REFERENCE FOR ADMINISTRATORS, TEACHERS, STUDENTS, AND LAYMEN INTERESTED IN TELEVISION FOR A SPECIFIC SCHOOL OR SCHOOL SYSTEM. FOUR EXAMPLES OF SINGLE-ROOM TELEVISION ARE GIVEN AND SUCCESSFUL APPLICATIONS OF STUDIO TELEVISION ARE PRESENTED. ITS USE IN GUIDANCE AND IN ADMINISTRATION IS EXPLAINED. THE PROBLEMS…

  10. Direct Reading Instruction and the NYS ELA

    Jones-Carey, Margaret H.

    2013-01-01

    This study analyzed the impact of classroom based reading instruction ("direct instruction") on the standardized test scores of 6th grade students as measured by the New York State English Language Arts assessment (NYS ELA). It was hypothesized that the implementation of direct instruction in reading in grade 6 would improve NYS ELA…

  11. Tic Tac Toe Math. Instructional Guide.

    Cooper, Richard

    This instructional guide and set of three companion workbooks are intended for use in an arithmetic course based on the Tic Tac Toe method of addition and multiplication, which is an alternative means of learning to add and multiply that was developed for students whose learning disabilities (including difficulty in distinguishing left from right…

  12. Applying Case-Based Method in Designing Self-Directed Online Instruction: A Formative Research Study

    Luo, Heng; Koszalka, Tiffany A.; Arnone, Marilyn P.; Choi, Ikseon

    2018-01-01

    This study investigated the case-based method (CBM) instructional-design theory and its application in designing self-directed online instruction. The purpose of this study was to validate and refine the theory for a self-directed online instruction context. Guided by formative research methodology, this study first developed an online tutorial…

  13. Web-Based Instruction: A Guide for Libraries, Third Edition

    Smith, Susan Sharpless

    2010-01-01

    Expanding on the popular, practical how-to guide for public, academic, school, and special libraries, technology expert Susan Sharpless Smith offers library instructors the confidence to take Web-based instruction into their own hands. Smith has thoroughly updated "Web-Based Instruction: A Guide for Libraries" to include new tools and trends,…

  14. Entrance Counseling Guide for Direct Loan Borrowers

    Federal Student Aid, US Department of Education, 2010

    2010-01-01

    This guide describes the four types of loans offered by the Direct Loan Program[SM]: (1) Direct Subsidized Loans; (2) Direct Unsubsidized Loans; (3) Direct PLUS Loans; and (4) Direct Consolidation Loans. Among the topics covered in the guide are: Use of Your Loan Money, The Master Promissory Note, How Your Loans Will Be Disbursed (Paid Out),…

  15. Instructional Leadership: A Learning-Centered Guide.

    Hoy, Anita Woolfolk; Hoy, Wayne Kolter

    This book was written with the assumption that teachers and administrators must work as colleagues to improve instruction and learning in schools. It was written to be consistent with the Interstate School Leaders Licensure Consortium (ISLLC) standards for school administrators, especially Standards 1 and 2, which emphasize a learning-centered…

  16. An overview and guide: planning instructional radio.

    Imhoof, M

    1984-03-01

    Successful instructional radio projects require both comprehensive and complex planning. The instructional radio planning team needs to have knowledge and capabilities in several technical, social, and educational areas. Among other skills, the team must understand radio, curriculum design, the subject matter being taught, research and evaluation, and the environment in which the project operates. Once a basic approach to educational planning has been selected and broad educational goals set, radio may be selected as a cost effective means of achieving some of the goals. Assuming radio is a wise choice, there are still several factors which must be analyzed by a team member who is a radio specialist. The most obvious consideration is the inventory and evaluation of the facilities: studios; broadcast, recording, and transmission equipment; classroom radios; and so on. Capabilities of broadcast personnel are another consideration. Initial radio lessons need to teach the learners how to listen to the radio if they have no previous experience with institutional radio broadcasts. A captive, inschool audience ready to listen to radio instructions requires a different use of the medium than a noncaptive audience. With the noncaptive audience, the educational broadcaster must compete with entertaining choices from other media and popular activities and pastimes of the community. The most complex knowledge and analysis required in planning instructional radio concerns the relationship of the content to the medium. Environmental factors are important in planning educational programs. The physical environment may present several constraints on the learning experience and the use of radio. The most obvious is the effect of climate and terrain on the quality of radio reception. The physical environment is easily studied through experience in the target area, but this knowledge plays a significant role in designing effective learning materials for specific learners. Social

  17. The Instructional Guide for Abbott Skills Enhancement Classes. Revised Edition.

    Ballinger, Ronda; Gee, Mary Kay

    This guide, which integrates adult basic education (ABE) curriculum, job skills for Abbott Laboratories, and work-related foundation skills, is designed for an instructional program in the skill areas of reading, writing, oral communications, mathematics, and problem solving. In addition to creating a uniform process and product to promote…

  18. Masonry. Teacher's Guide. Building Maintenance Units of Instruction.

    Barnes, Bill

    This teaching guide on masonry building maintenance, one in a series of six publications designed for building maintenance instructors in Texas, is designed to give students an understanding of masonry construction. Introductory material provides teachers with information on use of the units of instruction and personalization and localization of…

  19. Expanding Library Services and Instruction Through LibGuides.

    Ream, Tim; Parker-Kelly, Darlene

    2016-01-01

    Beginning in 2012, the Charles R. Drew University (CDU) Health Sciences Library used LibGuides in a number of innovative ways. Librarians constructed e-book databases, in-depth tutorials on technology-related topics, and web pages highlighting special events. To assess similar LibGuides innovation, CDU librarians developed an eight-question survey distributed to health sciences and hospital libraries throughout Southern California and Arizona. Results showed that libraries used LibGuides primarily to deliver access to online resources and to provide supplementary materials supporting instruction. Responses also revealed that many libraries had not yet adopted LibGuides. These findings were analyzed and compared to past and current LibGuides design at CDU.

  20. Elementary Students' Retention of Environmental Science Knowledge: Connected Science Instruction versus Direct Instruction

    Upadhyay, Bhaskar; DeFranco, Cristina

    2008-01-01

    This study compares 3rd-grade elementary students' gain and retention of science vocabulary over time in two different classes--"connected science instruction" versus "direct instruction." Data analysis yielded that students who received connected science instruction showed less gain in science knowledge in the short term compared to students who…

  1. Effects of Direct and Indirect Instructional Strategies on Students ...

    First Lady

    2012-10-27

    Oct 27, 2012 ... Counseling, University of Port Harcourt, Rivers State. Phone: +234(0) ... Mathematics using Direct Instructional strategy, while Group B students were taught using ... strategy; significant difference existed between direct and indirect instruction ..... is to ensure individual student's mastery of the subject matter.

  2. Experimental Comparison of Inquiry and Direct Instruction in Science

    Cobern, William W.; Schuster, David; Adams, Betty; Applegate, Brooks; Skjold, Brandy; Undreiu, Adriana; Loving, Cathleen C.; Gobert, Janice D.

    2010-01-01

    There are continuing educational and political debates about "inquiry" versus "direct" teaching of science. Traditional science instruction has been largely direct but in the US, recent national and state science education standards advocate inquiry throughout K-12 education. While inquiry-based instruction has the advantage of modelling aspects…

  3. Guide to Direct Consolidation Loans.

    Department of Education, Washington, DC.

    Intended for financial aid counselors, this document provides guidelines to the Federal Direct Consolidation Loan Program for borrowers who are in school, as well as those in repayment, or in default. An introductory section explains the basics of the consolidated loan program, loan categories, and interest rates. Next, standards for borrower…

  4. New Directions in Reading Instruction--Revised.

    Hinson, Bess, Ed.

    The gains in knowledge about the nature of reading and how to most effectively teach it come from cognitive research. This booklet (in the form of a flipchart) synthesizes and summarizes much of the current research on effective instruction for improved literacy and greater student achievement. The booklet, a revised edition of "New…

  5. Effect of Direct Grammar Instruction on Student Writing Skills

    Robinson, Lisa; Feng, Jay

    2016-01-01

    Grammar Instruction has an important role to play in helping students to speak and write more effectively. The purpose of this study was to examine the effects of direct grammar instruction on the quality of student's writing skills. The participants in this study included 18 fifth grade students and two fifth grade teachers. Based on the results…

  6. Evaluating the Instructional Architecture of Web-Based Learning Tools (WBLTs): Direct Instruction vs. Constructivism Revisited

    Kay, Robin

    2013-01-01

    Web-based learning tools (WBLTs), also known as learning objects, have been evaluated with a wide range of metrics, but rarely with respect to pedagogical design. The current study evaluated the impact of instructional architecture (direct instruction vs. constructive-based) on middle (n = 333)

  7. Put reading first: Positive effects of direct instruction and scaffolding ...

    Put reading first: Positive effects of direct instruction and scaffolding for ESL learners struggling with reading. ... are intended to open up for debate a topic of critical importance to the country's education system. ... AJOL African Journals Online.

  8. Family-Directed Transition Planning Guide.

    Colorado State Dept. of Education, Denver. Div. of Special Education Services.

    This guide to family-directed transition planning is intended to help parents and students with disabilities take leading roles in the process of transition from school to post-school activities. First, a letter to families examines the challenge of change and the transition process. Section 2 examines regulations that affect transition planning,…

  9. Invention Versus Direct Instruction: For Some Content, It's a Tie

    Chase, Catherine C.; Klahr, David

    2017-12-01

    An important, but as yet unresolved pedagogical question is whether discovery-oriented or direct instruction methods lead to greater learning and transfer. We address this issue in a study with 101 fourth and fifth grade students that contrasts two distinct instructional methods. One is a blend of discovery and direct instruction called Invent-then-Tell (IT), and the other is a version of direct instruction called Tell-then-Practice (TP). The relative effectiveness of these methods is compared in the context of learning a critical inquiry skill—the control-of-variables strategy. Previous research has demonstrated the success of IT over TP for teaching deep domain structures, while other research has demonstrated the superiority of direct instruction for teaching simple experimental design, a domain-general inquiry skill. In the present study, students in both conditions made equally large gains on an immediate assessment of their application and conceptual understanding of experimental design, and they also performed similarly on a test of far transfer. These results were fairly consistent across school populations with various levels of prior achievement and socioeconomic status. Findings suggest that broad claims about the relative effectiveness of these two distinct methods should be conditionalized by particular instructional contexts, such as the type of knowledge being taught.

  10. Responsive Guided Reading in Grades K-5: Simplifying Small-Group Instruction

    Berne, Jennifer; Degener, Sophie C.

    2010-01-01

    Guided reading is a staple of elementary literacy instruction, yet planning and conducting reading groups can be time consuming and challenging. This hands-on book presents an innovative approach to guided reading that is manageable even for teachers who are new to small-group, differentiated reading instruction. Numerous classroom examples…

  11. Teacher's Guide to Accompany "Artes Latinae," the Encyclopaedia Britannica Latin Instructional System.

    Masciantonio, Rudolph; And Others

    This guide, a supplement to the "Artes Latinae Level One Teacher's Manual," prepared for use in the School District of Philadelphia, focuses primarily on how to adapt this course, intended for individualized instruction, to group instruction. Discussion of the multisensory instructional system includes remarks concerning the use of films, study…

  12. The equivalence of learning paths in early science instruction: effect of direct instruction and discovery learning.

    Klahr, David; Nigam, Milena

    2004-10-01

    In a study with 112 third- and fourth-grade children, we measured the relative effectiveness of discovery learning and direct instruction at two points in the learning process: (a) during the initial acquisition of the basic cognitive objective (a procedure for designing and interpreting simple, unconfounded experiments) and (b) during the subsequent transfer and application of this basic skill to more diffuse and authentic reasoning associated with the evaluation of science-fair posters. We found not only that many more children learned from direct instruction than from discovery learning, but also that when asked to make broader, richer scientific judgments, the many children who learned about experimental design from direct instruction performed as well as those few children who discovered the method on their own. These results challenge predictions derived from the presumed superiority of discovery approaches in teaching young children basic procedures for early scientific investigations.

  13. Direct Vocabulary Instruction in Preschool: A Comparison of Extended Instruction, Embedded Instruction, and Incidental Exposure

    Loftus-Rattan, Susan M.; Mitchell, Alison M.; Coyne, Michael D.

    2016-01-01

    Based on its coincidence with a significant period in language development for children, preschool provides a favorable setting to foster vocabulary growth. The purpose of this study was to evaluate the effectiveness of two instructional conditions and an incidental exposure condition for teaching targeted vocabulary words to preschool students…

  14. Effects of Direct and Indirect Instructional Strategies on Students ...

    This is a quasi experimental research designed to determine the effects of Direct and Indirect instructional strategies on Mathematics achievement among junior secondary school students. The population consisted of students in a Public Secondary School in Owerri, Imo State. A sample of 102 students from two (2) intact ...

  15. Deaf Children's Science Content Learning in Direct Instruction Versus Interpreted Instruction

    Kurz, Kim B.; Schick, Brenda; Hauser, Peter C.

    2015-01-01

    This research study compared learning of 6-9th grade deaf students under two modes of educational delivery--interpreted vs. direct instruction using science lessons. Nineteen deaf students participated in the study in which they were taught six science lessons in American Sign Language. In one condition, the lessons were taught by a hearing…

  16. The effect of guided inquiry-based instruction in secondary science for students with learning disabilities

    Eliot, Michael H.

    Students with learning disabilities (SWLDs) need to attain academic rigor to graduate from high school and college, as well as achieve success in life. Constructivist theories suggest that guided inquiry may provide the impetus for their success, yet little research has been done to support this premise. This study was designed to fill that gap. This quasi-experimental study compared didactic and guided inquiry-based teaching of science concepts to secondary SWLDs in SDC science classes. The study examined 38 students in four classes at two diverse, urban high schools. Participants were taught two science concepts using both teaching methods and posttested after each using paper-and-pencil tests and performance tasks. Data were compared to determine increases in conceptual understanding by teaching method, order of teaching method, and exposure one or both teaching methods. A survey examined participants' perceived self-efficacy under each method. Also, qualitative comparison of the two test formats examined appropriate use with SWLDs. Results showed significantly higher scores after the guided inquiry method on concept of volume, suggesting that guided inquiry does improve conceptual understanding over didactic instruction in some cases. Didactic teaching followed by guided inquiry resulted in higher scores than the reverse order, indicating that SWLDs may require direct instruction in basic facts and procedures related to a topic prior to engaging in guided inquiry. Also application of both teaching methods resulted in significantly higher scores than a single method on the concept of density, suggesting that SWLDs may require more in depth instruction found using both methods. No differences in perceived self-efficacy were shown. Qualitative analysis both assessments and participants' behaviors during testing support the use of performance tasks over paper-and-pencil tests with SWLDs. Implications for education include the use of guided inquiry to increase SWLDs

  17. Mentor-guided self-directed learning affects resident practice.

    Aho, Johnathon M; Ruparel, Raaj K; Graham, Elaina; Zendejas-Mummert, Benjamin; Heller, Stephanie F; Farley, David R; Bingener, Juliane

    2015-01-01

    Self-directed learning (SDL) can be as effective as instructor-led training. It employs less instructional resources and is potentially a more efficient educational approach. Although SDL is encouraged among residents in our surgical training program via 24-hour access to surgical task trainers and online modules, residents report that they seldom practice. We hypothesized that a mentor-guided SDL approach would improve practice habits among our residents. From 2011 to 2013, 12 postgraduate year (PGY)-2 general surgery residents participated in a 6-week minimally invasive surgery (MIS) rotation. At the start of the rotation, residents were asked to practice laparoscopic skills until they reached peak performance in at least 3 consecutive attempts at a task (individual proficiency). Trainees met with the staff surgeon at weeks 3 and 6 to evaluate progress and review a graph of their individual learning curve. All trainees subsequently completed a survey addressing their practice habits and suggestions for improvement of the curriculum. By the end of the rotation, 100% of participants improved in all practiced tasks (p mentor-guided SDL. Additionally, 6 (50%) residents reported that their skill level had improved relative to their peers. Some residents (n = 3) felt that the curriculum could be improved by including task-specific goals and additional practice sessions with the staff surgeon. Mentor-guided SDL stimulated surgical residents to practice with greater frequency. This repeated deliberate practice led to significantly improved MIS skills without significantly increasing the need for faculty-led instruction. Some residents preferred more discrete goal setting and increased mentor guidance. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  18. Interactive orbital proximity operations planning system instruction and training guide

    Grunwald, Arthur J.; Ellis, Stephen R.

    1994-01-01

    This guide instructs users in the operation of a Proximity Operations Planning System. This system uses an interactive graphical method for planning fuel-efficient rendezvous trajectories in the multi-spacecraft environment of the space station and allows the operator to compose a multi-burn transfer trajectory between orbit initial chaser and target trajectories. The available task time (window) of the mission is predetermined and the maneuver is subject to various operational constraints, such as departure, arrival, spatial, plume impingement, and en route passage constraints. The maneuvers are described in terms of the relative motion experienced in a space station centered coordinate system. Both in-orbital plane as well as out-of-orbital plane maneuvering is considered. A number of visual optimization aids are used for assisting the operator in reaching fuel-efficient solutions. These optimization aids are based on the Primer Vector theory. The visual feedback of trajectory shapes, operational constraints, and optimization functions, provided by user-transparent and continuously active background computations, allows the operator to make fast, iterative design changes that rapidly converge to fuel-efficient solutions. The planning tool is an example of operator-assisted optimization of nonlinear cost functions.

  19. Direct Problem-Based Learning (DPBL): A Framework for Integrating Direct Instruction and Problem-Based Learning Approach

    Winarno, Sri; Muthu, Kalaiarasi Sonai; Ling, Lew Sook

    2018-01-01

    Direct instruction approach has been widely used in higher education. Many studies revealed that direct instruction improved students' knowledge. The characteristics of direct instruction include the subject delivered through face-to-face interaction with the lecturers and materials that sequenced deliberately and taught explicitly. However,…

  20. Strategy Instruction in Mathematics.

    Goldman, Susan R.

    1989-01-01

    Experiments in strategy instruction for mathematics have been conducted using three models (direct instruction, self-instruction, and guided learning) applied to the tasks of computation and word problem solving. Results have implications for effective strategy instruction for learning disabled students. It is recommended that strategy instruction…

  1. Pre-Calculus Instructional Guide for Elementary Functions, Analytic Geometry.

    Montgomery County Public Schools, Rockville, MD.

    This is a guide for use in semester-long courses in Elementary Functions and Analytic Geometry. A list of entry-level skills and a list of approved textbooks is provided. Each of the 18 units consists of: (1) overview, suggestions for teachers, and suggested time; (2) list of objectives; (3) cross-references guide to approved textbooks; (4) sample…

  2. Bonneville Purchasing Instructions. Appendix 14A, Contracting Officer`s Technical Representatives` Guide for Services Contracts.

    United States. Bonneville Power Administration.

    1993-07-01

    This guide outlines the duties of BPA personnel designated as Contracting Officers Technical Representatives (COTRs). The BPA Administrator gives contracting officers (COs) in BPA responsibility and authority for awarding and administering contracts. COs are authorized to designate other BPA employees to act as their representatives for purposes of contract administration, from the time of contract award until final receipt and acceptance of the contracted services. COTRs are the individuals primarily relied upon to perform technical contract administration functions. Similar functions for supply and construction contracts are performed by engineering representatives, construction inspectors, and inspectors. Although this Guide is written primarily with the COTR in mind, the concept and operation of teamwork is essential throughout the entire process of contract administration. The CO administers the contract during performance, but rarely has expertise in all of the relevant technical areas. Therefore, CO decisions rely on input from a team. The COTR is an indispensable member of that team. The instructions in this Guide are designed to facilitate this essential CO-COTR cooperation. COTR duties are usually additional to those required of the COTR in his or her assigned line organization. The COTR is still accountable to the line supervisor for performance of regularly-assigned duties. These duties are to be reflected appropriately in performance appraisals and job descriptions. For contract administration duties, however, the COTR reports directly to, and is accountable only to, the CO. The COTR`s supervisor must allow sufficient time to ensure that the COTR can adequately monitor the contract for technical compliance. This Guide is designed for COTRs who are performing service contract (including intergovernmental contract) administration functions as an adjunct to their normal technical duties.

  3. Resisting Technological Gravity: Using Guiding Principles for Instructional Design

    McDonald, Jason K.

    2010-01-01

    Instructional designers face tremendous pressure to abandon the essential characteristics of educational approaches, and settle instead for routine practices that do not preserve the level of quality those approaches originally expressed. Because this pressure can be strong enough to affect designers almost as gravity affects objects in the…

  4. Building Maintenance: Introduction. Units of Instruction. Teacher's Guide. First Edition.

    Barnes, Bill

    This volume, the first in a series of publications that will provide entry-level competencies in the area of building maintenance, is designed as an introduction. The seven instructional units cover these areas in the shop program: (1) introduction to building maintenance, (2) leadership development, (3) personal development, (4) job application…

  5. The Pedagogical Orientations of South African Physical Sciences Teachers Towards Inquiry or Direct Instructional Approaches

    Ramnarain, Umesh; Schuster, David

    2014-08-01

    In recent years, inquiry-based science instruction has become widely advocated in science education standards in many countries and, hence, in teacher preparation programmes. Nevertheless, in practice, one finds a wide variety of science instructional approaches. In South Africa, as in many countries, there is also a great disparity in school demographic situations, which can also affect teaching practices. This study investigated the pedagogical orientations of in-service physical sciences teachers at a diversity of schools in South Africa. Assessment items in a Pedagogy of Science Teaching Test (POSTT) were used to identify teachers' science teaching orientations, and reasons for pedagogical choices were probed in interviews. The findings reveal remarkable differences between the orientations of teachers at disadvantaged township schools and teachers at more privileged suburban schools. We found that teachers at township schools have a strong `active direct' teaching orientation overall, involving direct exposition of the science followed by confirmatory practical work, while teachers at suburban schools exhibit a guided inquiry orientation, with concepts being developed via a guided exploration phase. The study identified contextual factors such as class size, availability of resources, teacher competence and confidence, time constraints, student ability, school culture and parents' expectations as influencing the methods adopted by teachers. In view of the recent imperative for inquiry-based learning in the new South African curriculum, this study affirms the context specificity of curriculum implementation (Bybee 1993) and suggests situational factors beyond the curriculum mandate that need to be addressed to achieve successful inquiry-based classroom instruction in science.

  6. Intravascular ultrasound guided directional atherectomy versus directional atherectomy guided by angiography for the treatment of femoropopliteal in-stent restenosis

    Krishnan, Prakash; Tarricone, Arthur; K-Raman, Purushothaman; Majeed, Farhan; Kapur, Vishal; Gujja, Karthik; Wiley, Jose; Vasquez, Miguel; Lascano, Rheoneil A.; Quiles, Katherine G.; Distin, Tashanne; Fontenelle, Ran; Atallah-Lajam, Farah; Kini, Annapoorna; Sharma, Samin

    2017-01-01

    Background: The aim of this study was to compare 1-year outcomes for patients with femoropopliteal in-stent restenosis using directional atherectomy guided by intravascular ultrasound (IVUS) versus directional atherectomy guided by angiography. Methods and results: This was a retrospective analysis for patients with femoropopliteal in-stent restenosis treated with IVUS-guided directional atherectomy versus directional atherectomy guided by angiography from a single center between March 2012 and February 2016. Clinically driven target lesion revascularization was the primary endpoint and was evaluated through medical chart review as well as phone call follow up. Conclusions: Directional atherectomy guided by IVUS reduces clinically driven target lesion revascularization for patients with femoropopliteal in-stent restenosis. PMID:29265002

  7. Illinois School Bus Driver Instructional Program. Trainee Guide. Revised.

    Illinois State Board of Education, Springfield.

    This trainee guide contains six units of materials for use by those studying to become school bus drivers in the State of Illinois. Covered in the units are the following topics: school bus driver role and responsibility, passenger control, first aid, driving fundamentals, accidents and emergencies, and detecting hazards. Each unit contains a…

  8. Manufacturing Math Classes: An Instructional Program Guide for Manufacturing Workers.

    McBride, Pamela G.; And Others

    This program guide documents a manufacturing job family curriculum that develops competence in generic work force education skills through three courses: Reading Rulers, Charts, and Gauges and Math for Manufacturing Workers I and II. An annotated table of contents lists a brief description of the questions answered in each section. An introduction…

  9. A Guide for the Improvement of Typewriting Instruction.

    Liles, Parker; Liles, Zenobia T.

    This program guide was prepared by two business education leaders for use in teaching typewriting on the secondary level. In addition to offering suggestions on teaching techniques and methods, this 4-semester outline presents the major organizational problems facing the typewriting teacher. Specific problems given attention include teaching the…

  10. Units of Instruction. Health Occupations Education. Volume I. [Teacher's Guide].

    East Texas State Univ., Commerce. Occupational Curriculum Lab.

    Ten units on health occupations are presented in this teacher's guide. The units are the following: recording vital signs; job application and interview; grooming and personal hygiene; health careers; medical careers; medical ethics; medical terminology and abbreviations; medical asepsis; basic patient care (e.g., measuring and recording fluid…

  11. Course of Study for Electronic Music I. An Instructional Guide.

    Montgomery County Public Schools, Rockville, MD. Dept. of Curriculum and Instruction.

    The booklet is a guide for music teachers and administrators who wish to incorporate electronic music into the junior or senior high curriculum. It defines program objectives and suggests goals, teaching strategies, materials, and equipment. Reasons for teaching electronic music include its popularity with the younger generation, its capability to…

  12. Cultures of the Western World. Grade Ten. Instructional Guide.

    West Chester School District, PA.

    This curriculum guide presents nine units for the study of western cultures in the tenth grade. The units contain up to 13 lessons each and comprise a two-semester course. Content includes ancient Greece and Rome, the Middle Ages, the Renaissance and Reformation, Great Britain, France as a case study of revolution, Russia, and nationalism and the…

  13. A Planning Guide for Instructional Networks, Part I.

    Daly, Kevin F.

    1994-01-01

    Discusses three phases in implementing a master plan for a school-based local area network (LAN): (1) network software selection; (2) hardware selection, network topology, and site preparation; and (3) implementation time table. Sample planning and specification worksheets and a list of planning guides are included. (Contains six references.) (KRN)

  14. Survey of World Art: Instructional Guide and Resource.

    Montgomery County Public Schools, Rockville, MD.

    The guide is designed to help high school art teachers develop an introductory art survey course which focuses on the basic elements and theoretical principles of art products from prehistory through the present day. A major objective of the course is to help students analyze the relationships between art and society and between the artist and…

  15. Electrical. Teacher's Guide. Building Maintenance Units of Instruction.

    East Texas State Univ., Commerce. Occupational Curriculum Lab.

    This teaching guide on electrical building maintenance, one in a series of six publications designed for building maintenance instructors in Texas, is designed to give students an understanding of electricity in order to know how to make basic repairs to the electrical systems in a building. Introductory material provides teachers with information…

  16. Using Guided Notes to Enhance Instruction for All Students

    Konrad, Moira; Joseph, Laurice M.; Itoi, Madoka

    2011-01-01

    Taking notes from lectures or reading material can be challenging, especially for those who have learning disabilities. An alternative to traditional note-taking is a method called "guided notes," which has been found to improve the accuracy of students' notes, increase the frequency of student responses, and improve students' quiz and test…

  17. Integrating Direct and Inquiry-Based Instruction in the Teaching of Critical Thinking: An Intervention Study

    Ku, Kelly Y. L.; Ho, Irene T.; Hau, Kit-Tai; Lai, Eva C. M.

    2014-01-01

    Critical thinking is a unifying goal of modern education. While past research has mostly examined the efficacy of a single instructional approach to teaching critical thinking, recent literature has begun discussing mixed teaching approaches. The present study examines three modes of instruction, featuring the direct instruction approach and the…

  18. Spiders are Mammals: Direct Instruction in Cape York

    Louise Dow

    2011-12-01

    Full Text Available In 2010, SRA Direct Instructioni was introduced across the curriculum in two remote Cape York schools, as a key aspect of social and welfare reform. There is national political interest in these reforms, which link welfare policy to State primary school education conceived as basic skills training. Reflecting the political interest, national newspapers ran the story that Direct Instruction had provided almost miraculous results after 17 weeks (Devine 2010a. Alternative approaches to literacy development in Indigenous education did not get the same sort of media attention. Noel Pearson provides the intellectual basis for Cape York social reforms, through his writing, political advocacy and leadership of organisations involved in the reforms. His ultimate goal is successful mainstream education leading to economic integration, where young people are „completely fluent in their own culture and the wider culture‟ (Pearson 2009:57. The question posed by this vision is „What kind of education can produce these flexible, bicultural, working people who keep their traditions alive?‟

  19. The Effect of Guided Inquiry-Based Instruction on Middle School Students' Understanding of Lunar Concepts

    Trundle, Kathy Cabe; Atwood, Ronald K.; Christopher, John E.; Sackes, Mesut

    2010-01-01

    This study investigated the effect of non-traditional guided inquiry instruction on middle school students' conceptual understandings of lunar concepts. Multiple data sources were used to describe participants' conceptions of lunar phases and their cause, including drawings, interviews, and a lunar shapes card sort. The data were analyzed via a…

  20. Using the DSAP Framework to Guide Instructional Design and Technology Integration in BYOD Classrooms

    Wasko, Christopher W.

    2016-01-01

    The purpose of this study was to determine the suitability of the DSAP Framework to guide instructional design and technology integration for teachers piloting a BYOD (Bring Your Own Device) initiative and to measure the impact the initiative had on the amount and type of technology used in pilot classrooms. Quantitative and qualitative data were…

  1. A Practical Guide to Early Numeracy Instruction for General and Special Educators

    Anderson, Alida

    2013-01-01

    This report summarizes recommendations from NCTM, NRC, CCSSM, NMAP, and IES to guide early numeracy instruction for elementary age students in general and special education classroom settings. We highlight common threads among general and special education research recommendations and provide a numeracy intervention curriculum model connecting…

  2. Articulated, Performance-Based Instruction Objectives Guide for Automotive Mechanics. Final Document. Revised.

    Henderson, William Edward, Jr.

    Developed during a project designed to provide continuous, performance-based vocational training at the secondary and postsecondary levels, this instructional guide is intended to help teachers implement a laterally and vertically articulated secondary level automotive mechanics program. Introductory materials include descriptions of Automotive…

  3. Guide to Effective Business Practices in Buying School Supplies, Instructional Materials, Equipment and Services.

    Association of School Business Officials International, Reston, VA.

    This guide to effective business practices is intended to assist schools in establishing general policies and procedures for buying supplies, instructional materials, equipment, and services. Federal, state, and local laws must be considered in addition to the recommendations made in this report. Practical guidelines are given for selecting…

  4. Glimos Instructions for CMS Underground Guiding - in english

    CERN. Geneva; Dupont, Niels; Esposito, William

    2016-01-01

    In this presentation in english, the basic safety rules for CMS underground visits are explained. The trainees are taught how to plan/organize a CMS underground visit along important safety aspects of the CMS underground (Point 5). Content owners and presenters (CMS safety team) : Niels Dupont (in french), Michael Brodski (in german), William Esposito (in english) A pdf document on the subject is available as material from the indico event page. (TO BE DONE from https://twiki.cern.ch/Edutech/CMSGlimosInstructions!)   Tell us what you think via e-learning.support at cern.ch More tutorials in the e-learning collection of the CERN Document Server (CDS) http://cds.cern.ch/collection/E-learning%20modules?ln=en All info about the CERN rapid e-learning project is linked from http://twiki.cern.ch/ELearning  

  5. Glimos Instructions for CMS Underground Guiding - in french

    CERN. Geneva; Dupont, Niels; Brodski, Michael

    2016-01-01

    In this presentation in french, the basic safety rules for CMS underground visits are explained. The trainees are taught how to plan/organize a CMS underground visit along important safety aspects of the CMS underground (Point 5). Content owners and presenters (CMS safety team) : Niels Dupont (in french), Michael Brodski (in german), William Esposito (in english) A pdf document on the subject is available as material from the indico event page. (TO BE DONE from https://twiki.cern.ch/Edutech/CMSGlimosInstructions!)   Tell us what you think via e-learning.support at cern.ch More tutorials in the e-learning collection of the CERN Document Server (CDS) http://cds.cern.ch/collection/E-learning%20modules?ln=en All info about the CERN rapid e-learning project is linked from http://twiki.cern.ch/ELearning  

  6. Using Aspen plus in thermodynamics instruction a step-by-step guide

    Sandler, Stanley I

    2015-01-01

    A step-by-step guide for students (and faculty) on the use of Aspen in teaching thermodynamics Used for a wide variety of important engineering tasks, Aspen Plus software is a modeling tool used for conceptual design, optimization, and performance monitoring of chemical processes. After more than twenty years, it remains one of the most popular and powerful chemical engineering simulation programs used both industrially and academically. Using Aspen Plus in Thermodynamics Instruction: A Step by Step Guide introduces the reader to the use of Aspen Plus in courses in thermodynamics. It prov

  7. The complete guide to using Google in libraries instruction, administration, and staff productivity

    Smallwood, Carol

    2015-01-01

    Carol Smallwood's The Complete Guide to Using Google in Libraries, Volume 1: Instruction, Administration, and Staff Productivity explores how Google's suite of tools, from Google Docs (now Google Drive), Google Scholar, Hangout, Forms, and others made freely available to the Internet Community, can be used by libraries to expand the role of digital operations in the management of library materials, to communicate with their patrons and collaborators, to exploit the resources on the Web, and many others.

  8. Improving Vocabulary of English Language Learners through Direct Vocabulary Instruction

    Hunt, Meghan; Feng, Jay

    2016-01-01

    This is a report of a professional development project. The purpose of the project was to provide professional development to teachers in vocabulary instructional strategies and to examine vocabulary acquisition of English language learners. The participants were 8 second grade ELL students and 6 second grade teachers. The eight second grade…

  9. Effects of direct instruction and strategy modeling on upper-primary students' writing development

    López, P.; Torrance, M.; Rijlaarsdam, G.; Fidalgo, R.

    Strategy-focused instruction is one of the most effective approaches to improve writing skills. It aims to teach developing writers strategies that give them executive control over their writing processes. Programs under this kind of instruction tend to have multiple components that include direct

  10. Quality-guided orientation unwrapping for fringe direction estimation.

    Wang, Haixia; Kemao, Qian

    2012-02-01

    Fringe patterns produced by various optical interferometric techniques encode information such as shape, deformation, and refractive index. Denoising and demodulation are two important procedures to retrieve information from a single closed fringe pattern. Various existing denoising and demodulation techniques require fringe direction/orientation during the processing. Fringe orientation is often easier to obtain but fringe direction is needed in some demodulation techniques. A quality-guided orientation unwrapping scheme is proposed to estimate direction from orientation. Two techniques, one based on windowed Fourier ridges and the other based on fringe gradient, are proposed for the quality-guided orientation unwrapping scheme. The direction qualities are compared for both simulated and experimental fringe patterns. Their application to demodulation technique is also given.

  11. Comparison of Direct Instruction and Problem Centered Instruction for Army Institutional Training

    2013-04-01

    module were assessed. The hypotheses were that (1) both DI and PCI students’ performance overall would benefit from the training, (2) DI students...collaborative, problem-centered instruction,” these results indicate that, in at least some cases, there may be no benefit of problem-centered...Belanich, J. (2006). Videogame -based training success: The impact of student characteristics - Year 2 (Technical Report 1188). Arlington, VA: U. S

  12. Ontwerpen van onderwijs om ‘self-directed learning’ te stimuleren [Desiging instruction to foster self-directed learning

    Brand-Gruwel, Saskia

    2010-01-01

    Brand-Gruwel, S. (2010, March). Ontwerpen van onderwijs om ‘self-directed learning’ te stimuleren [Desiging instruction to foster self-directed learning]. Key-note presented at the 3th 4C/ID-conference, Utrecht, The Netherlands.

  13. Interactive Multimedia Instruction for Training Self-Directed Learning Techniques

    2016-06-01

    feedback and input on the content, format, and pedagogical approach of the lesson. This survey could be e-mailed to the principal ARI researcher for...peers in self-directed learning. Some examples of the metaphorical relationships and common examples woven into this IMI are identified in Table 1...20 Table 1 Metaphorical Relationships and Illustrations Used in Self-Directed Learning Training Military or Common Example Self-Directed

  14. Effects of teacher-directed versus student-directed instruction and cues versus no cues for improving spelling performance

    Gettinger, Maribeth

    1985-01-01

    The purpose of this study was twofold: to examine the effects of imitating children's spelling errors alone and in combination with visual and verbal cues on spelling accuracy and retention among poor spellers and to compare the effectiveness of student-directed versus teacher-directed spelling instruction on children's spelling accuracy and retention. Nine children received four alternating experimental treatments during a 16-week spelling program. Results indicated that student-directed ins...

  15. How are scientific thinking skills best developed? Direct instruction vs. inquiry practice

    Dean, David Worth, Jr.

    Despite its support and adoption by most major scientific and educational organizations, some researchers have questioned whether inquiry learning is indeed the best method for acquiring the skills of inquiry. Klahr and colleagues have investigated the development of the control of variables strategy, or controlled comparison (CC), and claim that a brief session of direct instruction, characterized by explicit training of CC, as opposed to allowing children to discover CC through inquiry learning, is sufficient for acquisition, maintenance, and transfer of this core aspect of inquiry. Kuhn and colleagues, however, argue that direct instruction may be insufficient for development of the metastrategic level of understanding necessary to adequately maintain and transfer inquiry skills. In the present study, I attempt to identify the intervention most effective in supporting acquisition, maintenance, and transfer of these skills. Three groups of students received either a direct instruction session followed by standard classroom instruction (DI-only), an introductory session (without direct instruction) followed by practice sessions only (PR-only), or a direct instruction session followed by practice sessions (DI+PR). Practice sessions involved the use of a computer-based inquiry task requiring students to investigate the effects of five potential causal variables on an outcome. The two practice groups worked with this program during 12 sessions over nine weeks. They worked with structurally identical software programs during five weekly maintenance sessions. During this time, the DI-only group received standard classroom instruction. All groups were assessed on familiar and unfamiliar computer-based inquiry tasks at the conclusion of intervention (immediate assessment) and maintenance sessions (delayed assessment). Students in the two practice groups demonstrated improvement in an integrative measure of inquiry skill (valid intent, valid strategy, valid inference, and

  16. MR-guided direct arthrography of the glenohumeral joint

    Soh, E.; Bearcroft, P.W.P.; Graves, M.J.; Black, R.; Lomas, D.J.

    2008-01-01

    Aim: To evaluate the feasibility of magnetic resonance (MR)-guided direct arthrography of the glenohumeral joint with a 1.5 T MR system, performing the entire procedure in a single MR examination. Materials and methods: MR-guided direct arthrography was performed on 11 patients. MR imaging guidance and interactive MR fluoroscopy, with in-room control and display system, were used for needle placement and contrast medium injection. The outcome measures were success or failure of joint puncture, the time taken for introduction of contrast medium, and the diagnostic quality of the subsequent MR arthrography images. Results: Contrast medium was successfully instilled into the joint and diagnostic quality MR arthrography images were obtained in all cases. The median time from initial placement of the skin marker to introduction of the contrast medium was 17 min (range 11-29 min). There were no immediate post-procedure complications. Conclusion: Accurate needle placement is feasible in a single MR examination on a commercial 1.5 T closed-bore MR system, using an in-room control and display system together with interactive fluoroscopic imaging, and this was used to provide direct MR arthrography in this study

  17. A Course Exploration: Guiding Instruction to Prepare Students as Change Agents in Educational Reform

    Kathy L. Church, EdD

    2010-08-01

    Full Text Available This article explores the premise of teacher identity development through course experiences directed at inquiry and social awareness. The course exploration examines the use of various strategies used to help promote educators as change agents. Pre-service students enrolled in a one-year master’s program with teaching credential participated in a yearlong course designed to engage them in guided inquiry while making connections between theory and practice. Evaluation of the projects and student perceptions of their work suggest that guided inquiry into educational issues builds critical thinking skills and a sense of purpose, leadership, and service through shaping teacher identity.

  18. The importance of the instructional guide in the design of virtual learning environments

    Aida Mercedes Gomez-Suarez

    2017-07-01

    Full Text Available The appropriation of information and communication technologies (ICTs in the processes of teaching and learning is one of the main challenges of educational institutions and teachers in the current society of knowledge, as responsible for a use Rational and meaningful use of its digital educational resources (RED. This involves developing competencies in the implementation of ICT in the classroom to enrich the learning environments. This article presents a reflection on the instructional guide as a didactic tool in the elaboration of RED that facilitates the design of these resources to support the activities of the classroom in these processes. This reflection is the result of a research on the subject carried out in a context of university teaching

  19. Improving Second Grade Student's Reading Fluency and Comprehension Using Teacher-Guided iPad® App Instruction

    Redcay, Jessica D.; Preston, Sean M.

    2016-01-01

    Purpose: This study aims to examine the differences in second grade students' reading fluency and comprehension scores when using varying levels of teacher-guided iPad® app instruction to determine effective reading practices. Design/methodology/approach: This study reports the results of the quasi-experimental pre-post study by providing…

  20. Effects of Guided Inquiry versus Lecture Instruction on Final Grade Distribution in a One-Semester Organic and Biochemistry Course

    Conway, Colleen J.

    2014-01-01

    A comprehensive guided-inquiry approach was used in a combined organic and biochemistry course for prenursing and predietetics students rather than lecture. To assess its effectiveness, exam grades and final course grades of students in three instructional techniques were compared. The three groups were the following: (i) lecture only, (ii)…

  1. An Examination of the Instruction Provided in Australian Essay Guides for Students' Development of a Critical Viewpoint

    Hammer, Sara

    2017-01-01

    The argumentative essay has endured as a popular form of university assessment, yet students still struggle to meet key intended learning outcomes, such as those associated with critical thinking. This paper presents the results of a study that examines the instruction provided by Australian essay writing guides to support students' development of…

  2. The Digestive System [and] Instructor's Guide. Instructional Materials in Anatomy and Physiology for Pennsylvania Health Occupations Programs.

    National Evaluation Systems, Inc., Amherst, MA.

    This instructional modular unit wlth instructor's guide provides materials on important aspects of one of the major systems of the human body--the digestive system. Its purpose is to introduce the student to the structures and functions of the human digestive system--and the interrelationships of the two--and to familiarize the student with some…

  3. Does Staff Development in Cognitively Guided Instructional Theory Change Middle School Teachers' Mental Models about Teaching and Learning?

    Schmitz, Judith R.

    This practicum was designed to increase middle-level teaching teams' understanding of cognitively guided instructional strategies or brain-based learning theories and to promote the incorporation of these strategies into the teaching of cross-curriculum thematic units. Twelve staff development modules based on a new perspective of learning which…

  4. Articulated, Performance-Based Instruction Objectives Guide for Air Conditioning, Refrigeration, and Heating. Volume II (Second Year).

    Henderson, William Edward, Jr., Ed.

    This articulation guide contains 17 units of instruction for the second year of a two-year vocational program designed to prepare the high school graduate to install, maintain, and repair various types of residential and commercial heating, air conditioning, and refrigeration equipment. The units are designed to help the student to expand and…

  5. The Use of Direct Spelling Instruction for Children with Language Impairment

    Good, Joy E.; Lance, Dee M.; Rainey, Jacquie

    2018-01-01

    Children with language impairment frequently struggle with written language skills such as spelling. With their expertise in language, speech-language pathologists are in the position to promote the development of such skills. One way to do this is through the use of direct spelling instruction which has been shown to facilitate growth in a number…

  6. Longitudinal Study of Direct Instruction Effects from First through Third Grades

    Ryder, Randall J.; Burton, Jennifer Lyn; Silberg, Anna

    2006-01-01

    In a 3-year longitudinal study, the authors examined the effect of Direct Instruction (DI) on students' reading achievement, teacher perceptions, nature of the classroom, and special education referral rate. Urban and suburban students completed the Gates-MacGinitie Reading Tests in the fall of Grade 1 and spring of Grades 1, 2, and 3. Teachers…

  7. Explicit Instruction Elements in Core Reading Programs

    Child, Angela R.

    2012-01-01

    Classroom teachers are provided instructional recommendations for teaching reading from their adopted core reading programs (CRPs). Explicit instruction elements or what is also called instructional moves, including direct explanation, modeling, guided practice, independent practice, discussion, feedback, and monitoring, were examined within CRP…

  8. Sport Education and Direct Instruction Units: Comparison of Student Knowledge Development in Athletics

    José Pereira, Rui Araújo, Cláudio Farias, Cristiana Bessa, Isabel Mesquita

    2016-12-01

    Full Text Available This study conducted a comparative analysis of students’ knowledge development on athletics in Sport Education and in a Direct Instruction unit taking into account sex and initial skill level. The participants were an experienced Physical Education teacher and two sixth-grade classes totaling 47 students (25 boys and 22 girls. Each class was randomly placed in either Sport Education or Direct Instruction classes and participated in 20, 45-minutes lessons focused on shot put, hurdles and triple jump. Knowledge on athletics was assessed through a 25-items written and video-based test. The inter-group differences and improvements across time in the knowledge test were analyzed through the Mann-Whitney and Wilcoxon tests, respectively. There were significant knowledge improvements in both instructional approaches irrespective of students’ gender and skill level. In Direct Instruction, the type of task organization, the high rates of repetition of movement patterns and feedback by the teacher were beneficial to student learning. In Sport Education, the autonomy granted to students in the control of the pace of task transitions by making on-going judgments on achievement of performance criteria, implicated students affectively and cognitively with the learning content. It was further supported that several models and teaching strategies should be taken into consideration when teaching Physical Education. Different approaches should be perceived as alternatives and teachers should retain the best in each according with the moment in the unit, student developmental stage, and the specific learning objectives in the task.

  9. Will the No Child Left Behind Act Promote Direct Instruction of Science?

    Hake, Richard

    2005-03-01

    Education research in physics at the high school and undergraduate level strongly suggests that interactive engagement enhances students' conceptual understanding much more than traditional Direct Science Instruction (DSI). Similar conclusions can be drawn from K-8 science-education research. Nevertheless, DSI predominates in CA because of the DSI- orientation of the CA State Board of Education and Curriculum Commission [1]. Likewise the U.S. Dept. of Education's (USDE's): (a) DSI-orientation as demonstrated by its recent national-education summit showcasing of the research of Klahr and Nigam [2]; and (b) science achievement testing starting in 2007; threatens to promote DSI nationwide. It might be hoped that NRC's expert science education committees will steer the USDE away from promoting DSI, the antithesis of the NRC's own recommendations for inquiry methods. [1] R.R. Hake. ``Direct Science Instruction Suffers a Setback in California - Or Does It?" (2004), pdf>. [2] Klahr, D. & M. Nigam. 2004. ``The equivalence of learning paths in early science instruction: effects of direct instruction and discovery learning" (2004), .

  10. An Investigation of Turkish Middle School Science Teachers' Pedagogical Orientations Towards Direct and Inquiry Instructional Approaches

    Sahingoz, Selcuk

    One of the most important goals of science education is preparing effective science teachers which includes the development of a science pedagogical orientation. Helping in-service science teachers improve their orientations toward science teaching begins with identifying their current orientations. While there are many aspects of an effective science teaching orientation, this study specifically focuses on effective pedagogy. The interest of this study is to clarify pedagogical orientations of middle school science teachers in Turkey toward the teaching of science conceptual knowledge. It focuses on what instructional preferences Turkish middle school science teachers have in theory and practice. The purpose of this study is twofold: 1) to elucidate teacher pedagogical profiles toward direct and inquiry instructional approaches. For this purpose, quantitative profile data, using a Turkish version of the Pedagogy of Science Teaching Test (POSTT-TR) assessment instrument, was collected from 533 Turkish middle school science teachers; 2) to identify teaching orientations of middle school science teachers and to identify their reasons for preferring specific instructional practices. For this purpose, descriptive qualitative, interview data was collected from 23 teachers attending a middle school science teacher workshop in addition to quantitative data using the POSTT-TR. These teachers sat for interviews structured by items from the POSTT-TR. Thus, the research design is mixed-method. The design provides a background profile on teacher orientations along with insights on reasons for pedagogical choices. The findings indicate that instructional preference distributions for the large group and smaller group are similar; however, the smaller workshop group is more in favor of inquiry instructional approaches. The findings also indicate that Turkish middle school science teachers appear to have variety of teaching orientations and they have varied reasons. Moreover, the

  11. Investigation of Pupils' Levels of MVPA and VPA during Physical Education Units Focused on Direct Instruction and Tactical Games Models

    Harvey, Stephen; Smith, Lindsey; Fairclough, Stuart; Savory, Louise; Kerr, Catherine

    2015-01-01

    We investigated the moderate to vigorous physical activity (MVPA) and vigorous physical activity (VPA) levels of pupils during coeducational physical education units focused on direct instruction and tactical games models (TGM). Thirty-two children (11-12 years, 17 girls) were randomly assigned to either a direct instruction (control) or TGM…

  12. Instructions and format of a camera-ready paper for direct photo-offset reproduction.

    Alpha, X X; Beta, Y

    1983-03-01

    These instructions are presented to assist you in preparing a typescript (Chomsky, 1977) which is suitable for direct photo-offset reproduction. Your manuscript (Rome and Rome, 1971) should be prepared on special paper (Freed et at., 1975) provided by the publisher. It will be photographically reproduced, whereby a reduction to 75% of its original size will be applied. Copyright © 1983. Published by Elsevier B.V.

  13. Validation of the Instructional Materials Motivation Survey (IMMS) in a self-directed instructional setting aimed at working with technology

    Loorbach, N.R.; Peters, O.; Karreman, Joyce; Steehouder, M.F.

    2015-01-01

    The ARCS Model of Motivational Design has been used myriad times to design motivational instructions that focus on attention, relevance, confidence and satisfaction in order to motivate students. The Instructional Materials Motivation Survey (IMMS) is a 36-item situational measure of people's

  14. Sport Education and Direct Instruction Units: Comparison of Student Knowledge Development in Athletics

    Pereira, José; Araújo, Rui; Farias, Cláudio; Bessa, Cristiana; Mesquita, Isabel

    2016-01-01

    This study conducted a comparative analysis of students’ knowledge development on athletics in Sport Education and in a Direct Instruction unit taking into account sex and initial skill level. The participants were an experienced Physical Education teacher and two sixth-grade classes totaling 47 students (25 boys and 22 girls). Each class was randomly placed in either Sport Education or Direct Instruction classes and participated in 20, 45-minutes lessons focused on shot put, hurdles and triple jump. Knowledge on athletics was assessed through a 25-items written and video-based test. The inter-group differences and improvements across time in the knowledge test were analyzed through the Mann-Whitney and Wilcoxon tests, respectively. There were significant knowledge improvements in both instructional approaches irrespective of students’ gender and skill level. In Direct Instruction, the type of task organization, the high rates of repetition of movement patterns and feedback by the teacher were beneficial to student learning. In Sport Education, the autonomy granted to students in the control of the pace of task transitions by making on-going judgments on achievement of performance criteria, implicated students affectively and cognitively with the learning content. It was further supported that several models and teaching strategies should be taken into consideration when teaching Physical Education. Different approaches should be perceived as alternatives and teachers should retain the best in each according with the moment in the unit, student developmental stage, and the specific learning objectives in the task. Key points The results in this study showed that regardless of students’ sex, both DI and SE were efficient in the promotion of improvements in students’ content knowledge of athletics. Both boys and girls improved from the pre-test to the post-test in SE and DI. SE was particularly beneficial to lower skill-level. On the contrary, in the DI unit

  15. A Fresh Cadaver Model for the Instruction of Ultrasound-Guided Fine-Needle Aspiration of Thyroid Nodules.

    McCrary, Hilary C; Faucett, Erynne A; Hurbon, Audriana N; Milinic, Tijana; Cervantes, Jose A; Kent, Sean L; Adamas-Rappaport, William J

    2017-07-01

    Objective The aim of our study is to determine if a fresh cadaver model (FCM) for the instruction of ultrasound (US)-guided fine-needle aspiration (FNA) of thyroid nodules is a practical method for instruction. Study Design Pre- and postinstruction assessment of medical students' ability to perform US-guided FNA of artificially created thyroid nodules placed adjacent to the thyroid gland of a fresh cadaver. Setting University-based fresh cadaver laboratory. Subjects and Methods Study participants included a total of 17 first- and second-year medical students with minimal US training. Technical skills were assessed using a 10-item checklist. In addition, a cognitive assessment regarding the indications, contraindications, and complications of the procedure was completed. A postinstruction assessment was provided for participants 5 weeks after their initial assessment. Differences between pre- and postinstruction assessment scores of technical skills were analyzed using McNemar's test. The mean cognitive knowledge gain was analyzed using a paired 2-sample t test. Results Eight of 10 items on the skills checklist were statistically significant between pre- and postinstruction skills assessment ( P < .05). There was a statistically significant change in cognitive knowledge gain regarding the contraindications of the procedure ( P = .001), but not for indications or complications ( P = .104 and P = .111, respectively). Conclusion US-guided FNA continues to be an important diagnostic procedure in the workup of thyroid nodules, making it an essential skill to integrate into surgical skills lab. Our FCM for the instruction of US-guided FNA is the first of its kind, and this pilot study shows this is a viable method for instruction.

  16. CT-guided puncture for direct MR-arthrography of the shoulder: Description of possible techniques

    Hauth E

    2016-07-01

    Full Text Available The following report describes the possible techniques of CT-guided puncture for direct magnetic resonance (MR arthrography of the shoulder. CT-guided puncture can be regarded as an alternative technique to fluoroscopic- or ultrasound-guided puncture for MR-arthrography of the shoulder with high efficiency, low dose and extremely low complication rate.

  17. Using Video Modeling with Voiceover Instruction Plus Feedback to Train Staff to Implement Direct Teaching Procedures.

    Giannakakos, Antonia R; Vladescu, Jason C; Kisamore, April N; Reeve, Sharon A

    2016-06-01

    Direct teaching procedures are often an important part of early intensive behavioral intervention for consumers with autism spectrum disorder. In the present study, a video model with voiceover (VMVO) instruction plus feedback was evaluated to train three staff trainees to implement a most-to-least direct (MTL) teaching procedure. Probes for generalization were conducted with untrained direct teaching procedures (i.e., least-to-most, prompt delay) and with an actual consumer. The results indicated that VMVO plus feedback was effective in training the staff trainees to implement the MTL procedure. Although additional feedback was required for the staff trainees to show mastery of the untrained direct teaching procedures (i.e., least-to-most and prompt delay) and with an actual consumer, moderate to high levels of generalization were observed.

  18. State Articulated Instructional Objectives Guide for Occupational Education Programs. State Pilot Model for Automotive Mechanics (DCC V-003) and Automotive Mechanics (High School).

    North Carolina State Dept. of Community Colleges, Raleigh.

    This articulation instructional objective guide for automotive mechanics contains summary information on fifteen blocks (courses) of instruction. They are introduction to automotive technology; lubrication and vehicle operating maintenance; cooling system maintenance and repair; automobile heater maintenance and repair; braking system maintenance…

  19. Guided-inquiry based laboratory instruction: Investigation of critical thinking skills, problem solving skills, and implementing student roles in chemistry

    Gupta, Tanya

    Recent initiatives in the laboratory curriculum have encouraged an inquiry-based approach to learning and teaching in the laboratory. It has been argued that laboratory instruction should not just be hands-on, but it should portray the essence of inquiry through the process of experiential learning and reflective engagement in collaboration with peers and in facilitation by the instructor. A student-centered active learning approach may be an effective way to enhance student understanding of concepts in the laboratory. The dissertation research work explores the impact of laboratory instruction and its relevance for college-level chemistry. Each chapter is different from the preceding chapter in terms of the purpose of the study and the research questions asked. However, the overarching idea is to address the importance of guided-inquiry based laboratory instruction in chemistry and its relevance in helping students to make connections with the chemistry content and in imparting skills to students. Such skills include problem solving, collaborative group work and critical thinking. The first research study (Chapter 2) concerns the impact of first year co-requisite general chemistry laboratory instruction on the problem-solving skills of students. The second research study (Chapter 3) examines the impact of implementing student roles also known as Student-Led Instructor Facilitated Guided-Inquiry based Laboratories, SLIFGIL) by modifying the Science Writing Heuristic approach of laboratory instruction. In the third research study (Chapter 4), critical thinking skills of first semester general chemistry laboratory students were compared to advanced (third or fourth year) chemistry laboratory students based on the analysis of their laboratory reports.

  20. School Climate Improvement Action Guide for Instructional Staff. School Climate Improvement Resource Package

    National Center on Safe Supportive Learning Environments, 2017

    2017-01-01

    Improving school climate takes time and commitment from a variety of people in a variety of roles. This document outlines key action steps that instructional staff--including teachers, paraprofessionals, and others in the classroom who provide instruction or assistance--can take to support school climate improvements. Key action steps are provided…

  1. Using verbal instructions to influence lifting mechanics - Does the directive "lift with your legs, not your back" attenuate spinal flexion?

    Beach, Tyson A C; Stankovic, Tatjana; Carnegie, Danielle R; Micay, Rachel; Frost, David M

    2018-02-01

    "Use your legs" is commonly perceived as sound advice to prevent lifting-related low-back pain and injuries, but there is limited evidence that this directive attenuates the concomitant biomechanical risk factors. Body segment kinematic data were collected from 12 men and 12 women who performed a laboratory lifting/lowering task after being provided with different verbal instructions. The main finding was that instructing participants to lift "without rounding your lower back" had a greater effect on the amount of spine flexion they exhibited when lifting/lowering than instructing them to lift "with your legs instead of your back" and "bend your knees and hips". It was concluded that if using verbal instructions to discourage spine flexion when lifting, the instructions should be spine- rather than leg-focused. Copyright © 2017 Elsevier Ltd. All rights reserved.

  2. Learner's Guide: Water Quality Monitoring. An Instructional Guide for the Two-Year Water Quality Monitoring Curriculum.

    Glazer, Richard B.; And Others

    This learner's guide is designed to meet the training needs for technicians involved in monitoring activities related to the Federal Water Pollution Act and the Safe Drinking Water Act. In addition it will assist technicians in learning how to perform process control laboratory procedures for drinking water and wastewater treatment plant…

  3. Self-directed learning can outperform direct instruction in the course of a modern German medical curriculum - results of a mixed methods trial.

    Peine, Arne; Kabino, Klaus; Spreckelsen, Cord

    2016-06-03

    Modernised medical curricula in Germany (so called "reformed study programs") rely increasingly on alternative self-instructed learning forms such as e-learning and curriculum-guided self-study. However, there is a lack of evidence that these methods can outperform conventional teaching methods such as lectures and seminars. This study was conducted in order to compare extant traditional teaching methods with new instruction forms in terms of learning effect and student satisfaction. In a randomised trial, 244 students of medicine in their third academic year were assigned to one of four study branches representing self-instructed learning forms (e-learning and curriculum-based self-study) and instructed learning forms (lectures and seminars). All groups participated in their respective learning module with standardised materials and instructions. Learning effect was measured with pre-test and post-test multiple-choice questionnaires. Student satisfaction and learning style were examined via self-assessment. Of 244 initial participants, 223 completed the respective module and were included in the study. In the pre-test, the groups showed relatively homogenous scores. All students showed notable improvements compared with the pre-test results. Participants in the non-self-instructed learning groups reached scores of 14.71 (seminar) and 14.37 (lecture), while the groups of self-instructed learners reached higher scores with 17.23 (e-learning) and 15.81 (self-study). All groups improved significantly (p learning group, whose self-assessment improved by 2.36. The study shows that students in modern study curricula learn better through modern self-instructed methods than through conventional methods. These methods should be used more, as they also show good levels of student acceptance and higher scores in personal self-assessment of knowledge.

  4. Deficiencies in product labelling instructions and quality control directions for 99mTc radiopharmaceuticals.

    Buroni, Federica E; Lodola, Lorenzo; Persico, Marco G; Aprile, Carlo

    2014-02-01

    The aim of the study was to identify deficiencies in product labelling instructions for reconstitution and in the quality control directions detailed in the technical leaflets (TLs) or summary product characteristic (SPC) sheets of commonly used technetium labelling cold kits. The reconstitution and quality control directions in 25 TLs/SPCs were evaluated to identify deficiencies, incompleteness, restrictions, errors, impracticability, and vagueness. In addition, their congruence with the statements given in the relative European Pharmacopoeia (Ph. Eur. VII ed.) monography and diagnostic reference levels of Directive 97/43/EURATOM was evaluated. Deficiencies in information were scored and classified into five categories: 1, absent or incomplete; 2, restrictive; 3, inconsistent or wrong; 4, impractical; and 5, vague. In the 25 documents analyzed a total of 141 deficiencies were found (corresponding to 40.2% of the total scores assigned), and more frequently they pertained to quality control procedures (70.9%), followed by those related to quantitative composition (14.9%), preparation (8.5%), and particle size (5.7%). Nearly 80% of these deficiencies were classified as type 1 - that is, absent or incomplete information. The indications in TLs and SPCs should provide useful information for maintaining the quality and purity of the radiopharmaceutical preparation and ensure the safety level and effectiveness required by law. However, the instructions are often suboptimal or even erroneous, and consequently there are countless failures or difficulties, which represent an impediment to good laboratory practice. We believe that a 'smart' review of radiopharmaceutical documentation would be beneficial in order to align these indications to the real needs of the operators involved in routine in-house nuclear medicine practice.

  5. The effectiveness of direct instruction for teaching language to children with autism spectrum disorders: identifying materials.

    Ganz, Jennifer B; Flores, Margaret M

    2009-01-01

    Students with autism spectrum disorders (ASD) frequently demonstrate language delays (American Psychiatric Association 2000). This study investigated the effects of a Direct Instruction (DI) language program implemented with elementary students with ASD. There is little research in the area of DI as a language intervention for students with ASD. This study examined the effectiveness of DI with regard to students' oral language skills, specifically the identification of materials of which objects were made. A single-subject changing criterion design was employed. A functional relation between DI and oral language skills was demonstrated through replication of skill increase over three criterion changes and across three students. The results and their implications are discussed further.

  6. The Impact of Teaching Phonemic Awareness by Means of Direct Instruction on Reading Achievement of Students with Reading Disorder

    Ahmad Sharifi

    2012-03-01

    Full Text Available Background: Phonemic awareness is one of the most important predictors of reading skills that has been taught by different procedures. One of the procedures is implementation of direct instruction in instruction of phonemic awareness. Current study is one of the unique studies in Iran that investigate impact of direct instruction in phonemic awareness on reading achievement of students with reading disorder.Case: Three male second grade elementary students with reading disorder in a regular school in district six of the office of education in Tehran were selected. Multiple-baseline across subjects was selected as a research design. The following tests were used as diagnostic criteria: reading and dyslexia test and Wechsler intelligence scale for children-revised. Moreover, a reading inventory consisting of 100 words was developed by researchers to assess the reading ability of the subjects. Data were collected in three phases: baseline, intervention, and follow-up. During the intervention phase, the intervention strategies were used while during baseline and follow-up, data were collected without any intervention. Comparing three phases of the study, we may conclude that intervention package consisting of direct instruction of phonological awareness was an effective strategy in reading achievement of all three students. In addition, follow-up data indicated that the effects of the intervention procedures were stable across time.Conclusion: Direct instruction of phonological awareness was effective in reading achievement of students with reading disorder in elementary school and increasing their abilities in reading.

  7. A Study on Information Technology Integrated Guided Iscovery Instruction towards Students' Learning Achievement and Learning Retention

    Shieh, Chich-Jen; Yu, Lean

    2016-01-01

    In the information explosion era with constant changes of information, educators have promoted various effective learning strategies for students adapting to the complex modern society. The impact and influence of traditional teaching method have information technology integrated modern instruction and science concept learning play an important…

  8. An Instructional Model for Guiding Reflection and Research in the Classroom: The Educational Situation Quality Model

    Domenech-Betoret, Fernando

    2013-01-01

    The purpose of this work is to present an instructional model entitled the "Modelo de Calidad de Situacion Educativa" (MCSE) and how teachers can use it to reflect and investigate in a formal educational setting. It is a theoretical framework which treat to explain the functioning of an educational setting by organizing and relating the…

  9. Explicitly Teaching Social Skills Schoolwide: Using a Matrix to Guide Instruction

    Simonsen, Brandi; Myers, Diane; Everett, Susannah; Sugai, George; Spencer, Rebecca; LaBreck, Chris

    2012-01-01

    Socially skilled students are more successful in school. Just like academic skills, social skills need to be explicitly taught. Students, including students who display at-risk behavior, benefit when social skills instruction is delivered schoolwide as part of a comprehensive intervention approach. This article presents a seven-step action…

  10. Discrimination and instructional comprehension: guided discretion, racial bias, and the death penalty.

    Lynch, M; Haney, C

    2000-06-01

    This study links two previously unrelated lines of research: the lack of comprehension of capital penalty-phase jury instructions and discriminatory death sentencing. Jury-eligible subjects were randomly assigned to view one of four versions of a simulated capital penalty trial in which the race of defendant (Black or White) and the race of victim (Black or White) were varied orthogonally. Dependent measures included a sentencing verdict (life without the possibility of parole or the death penalty), ratings of penalty phase evidence, and a test of instructional comprehension. Results indicated that instructional comprehension was poor overall and that, although Black defendants were treated only slightly more punitively than White defendants in general, discriminatory effects were concentrated among participants whose comprehension was poorest. In addition, the use of penalty phase evidence differed as a function of race of defendant and whether the participant sentenced the defendant to life or death. The study suggest that racially biased and capricious death sentencing may be in part caused or exacerbated by the inability to comprehend penalty phase instructions.

  11. The Theory and Practice of Programmed Instruction; A Guide for Teachers.

    Pocztar, Jerry

    A historical sketch which traces behavioral theory from Pavlov to Skinner and explains the application of Skinner's theory to teaching begins this introduction to programed instruction. Next, three models of programed courses, Skinner's, Crowder's, and skip-branching, are described. The third section, techniques for elaborating programed courses,…

  12. Using Importance-Performance Analysis to Guide Instructional Design of Experiential Learning Activities

    Anderson, Sheri; Hsu, Yu-Chang; Kinney, Judy

    2016-01-01

    Designing experiential learning activities requires an instructor to think about what they want the students to learn. Using importance-performance analysis can assist with the instructional design of the activities. This exploratory study used importance-performance analysis in an online introduction to criminology course. There is limited…

  13. Guiding students to develop an understanding of scientific inquiry: a science skills approach to instruction and assessment.

    Stone, Elisa M

    2014-01-01

    New approaches for teaching and assessing scientific inquiry and practices are essential for guiding students to make the informed decisions required of an increasingly complex and global society. The Science Skills approach described here guides students to develop an understanding of the experimental skills required to perform a scientific investigation. An individual teacher's investigation of the strategies and tools she designed to promote scientific inquiry in her classroom is outlined. This teacher-driven action research in the high school biology classroom presents a simple study design that allowed for reciprocal testing of two simultaneous treatments, one that aimed to guide students to use vocabulary to identify and describe different scientific practices they were using in their investigations-for example, hypothesizing, data analysis, or use of controls-and another that focused on scientific collaboration. A knowledge integration (KI) rubric was designed to measure how students integrated their ideas about the skills and practices necessary for scientific inquiry. KI scores revealed that student understanding of scientific inquiry increased significantly after receiving instruction and using assessment tools aimed at promoting development of specific inquiry skills. General strategies for doing classroom-based action research in a straightforward and practical way are discussed, as are implications for teaching and evaluating introductory life sciences courses at the undergraduate level.

  14. Guiding Students to Develop an Understanding of Scientific Inquiry: A Science Skills Approach to Instruction and Assessment

    Stone, Elisa M.

    2014-01-01

    New approaches for teaching and assessing scientific inquiry and practices are essential for guiding students to make the informed decisions required of an increasingly complex and global society. The Science Skills approach described here guides students to develop an understanding of the experimental skills required to perform a scientific investigation. An individual teacher's investigation of the strategies and tools she designed to promote scientific inquiry in her classroom is outlined. This teacher-driven action research in the high school biology classroom presents a simple study design that allowed for reciprocal testing of two simultaneous treatments, one that aimed to guide students to use vocabulary to identify and describe different scientific practices they were using in their investigations—for example, hypothesizing, data analysis, or use of controls—and another that focused on scientific collaboration. A knowledge integration (KI) rubric was designed to measure how students integrated their ideas about the skills and practices necessary for scientific inquiry. KI scores revealed that student understanding of scientific inquiry increased significantly after receiving instruction and using assessment tools aimed at promoting development of specific inquiry skills. General strategies for doing classroom-based action research in a straightforward and practical way are discussed, as are implications for teaching and evaluating introductory life sciences courses at the undergraduate level. PMID:24591508

  15. Comparison of Direct Instruction and Discrete Trial Teaching on the Curriculum-Based Assessment of Language Performance of Students with Autism

    Flores, Margaret M.; Ganz, Jennifer B.

    2014-01-01

    There is limited research demonstrating direct instruction (DI) as an effective language intervention for students with autism spectrum disorders (ASD) and developmental disabilities (DD). Existing research has shown that instruction using partial implementation of DI programs resulted in student learning (Ganz, 2007) and instruction using whole…

  16. Guiding Students from Consuming Information to Creating Knowledge: A Freshman English Library Instruction Collaboration

    Carolyn B. Gamtso

    2012-04-01

    Full Text Available In this paper we examine how faculty and librarians’ own approaches to and attitudes toward library tools, as well as their assumptions about student research practices, impede students’ ability to view learning as a recursive, creative, and ongoing inquiry. We propose first that librarians and faculty examine the assumptions of knowledge that characterize their respective university constituencies; second that they dismantle some of the disciplinary boundaries that separate these constituencies; third that they collaborate to craft analytical assignments that stress knowledge as process; and fourth that they transform library instruction from tool-based demonstrations to analytical, problem-based learning exercises. Finally, we describe how we have collaborated to craft a Freshman Composition library instruction session that moves beyond developing students’ information-gathering expertise by focusing on the development of transferable knowledge and critical thinking skills.

  17. Embedded and Direct Metacognitive Strategy Instruction and its Effects on the Metacognitive Awareness of Tertiary Level Malaysian ESL Listeners

    Siew Ean Lye

    2018-01-01

    Full Text Available This small-scale quasi-experimental study compared the effects of metacognitive strategy instruction using two pedagogical approaches on the metacognitive awareness of Malaysian ESL listeners. Embedded and direct strategy instruction was delivered using the Metacognitive Pedagogical Sequence and Cognitive Academic Language Learning Approach instructional models respectively. 45 tertiary level students were randomly selected and assigned to two treatment groups to receive metacognitive instruction over a training period of five weeks. Paired-samples t-test results on participants‟ metacognitive awareness, as measured using the Metacognitive Awareness Listening Questionnaire (MALQ were inclusive despite significant improvements in their IELTS listening scores. No significant development was recorded in the overall MALQ scores but there were significant changes in three out of the five metacognitive awareness factors. Results further layered according to participants‟ listening proficiency levels (low, intermediate and high to examine if differences existed among the listening levels similarly showed no significant difference. These results suggest that ESL listeners‟ metacognitive awareness may not be easily developed with strategy instruction, regardless of the instructional approaches.

  18. (Reinforcing) Factors Influencing a Physical Education Teacher's Use of the Direct Instruction Model Teaching Games

    Jayantilal, Kumar; O'Leary, Nick

    2017-01-01

    The purpose of this study was to explore how a physical education (PE) teacher employed the direct instruction model (DIM) teaching games in a United Kingdom secondary school. The research sought to identify how the teacher utilised the DIM and those factors that influenced his use of the model. Occupational socialization was used to identify the…

  19. Teaching Reading Comprehension and Language Skills to Students with Autism Spectrum Disorders and Developmental Disabilities Using Direct Instruction

    Flores, Margaret M.; Nelson, Cynthia; Hinton, Vanessa; Franklin, Toni M.; Strozier, Shaunita D.; Terry, LaTonya; Franklin, Susan

    2013-01-01

    There is limited research demonstrating Direct Instruction (DI) as an effective reading comprehension intervention for students with autism spectrum disorders (ASD) and developmental disabilities (DD). Previous research has shown that DI, when portions of the program were implemented, resulted in increased skills (Flores & Ganz, 2007; Flores…

  20. Sociomoral Atmosphere in Direct-Instruction, Eclectic, and Constructivist Kindergartens: A Study of Teachers' Enacted Interpersonal Understanding.

    DeVries, Rheta; And Others

    This study examined the interactions between teachers and children in three kindergarten classrooms. Programs used in the classrooms were: a direct-instruction (DI) program, representing a cultural transmission paradigm; a contructivist program (CON), representing the cognitive-developmental paradigm; and an eclectic program (ECL), combining…

  1. Comparison of Meaning and Graphophonemic Feedback Strategies for Guided Reading Instruction of Children with Language Delays

    Kouri, Theresa A.; Selle, Carrie A.; Riley, Sarah A.

    2006-01-01

    Purpose: Guided reading is a common practice recommended for children in the early stages of literacy development. While experts agree that oral reading facilitates literacy skills, controversy exists concerning which corrective feedback strategies are most effective. The purpose of this study was to compare feedback procedures stemming from 2…

  2. In Their Own Words: Using First-Year Student Research Journals to Guide Information Literacy Instruction

    Insua, Glenda M.; Lantz, Catherine; Armstrong, Annie

    2018-01-01

    This action research study explores first-year students' conceptions of the research process, with a focus on which aspects students find most challenging and how this information can guide stakeholders in developing curricular or service-based interventions. To gather student reflections on the research process, researchers assigned and collected…

  3. The Pedagogical Orientations of South African Physical Sciences Teachers towards Inquiry or Direct Instructional Approaches

    Ramnarain, Umesh; Schuster, David

    2014-01-01

    In recent years, inquiry-based science instruction has become widely advocated in science education standards in many countries and, hence, in teacher preparation programmes. Nevertheless, in practice, one finds a wide variety of science instructional approaches. In South Africa, as in many countries, there is also a great disparity in school…

  4. Small Changes: Using Assessment to Direct Instructional Practices in Large-Enrollment Biochemistry Courses

    Xu, Xiaoying; Lewis, Jennifer E.; Loertscher, Jennifer; Minderhout, Vicky; Tienson, Heather L.

    2017-01-01

    Multiple-choice assessments provide a straightforward way for instructors of large classes to collect data related to student understanding of key concepts at the beginning and end of a course. By tracking student performance over time, instructors receive formative feedback about their teaching and can assess the impact of instructional changes. The evidence of instructional effectiveness can in turn inform future instruction, and vice versa. In this study, we analyzed student responses on an optimized pretest and posttest administered during four different quarters in a large-enrollment biochemistry course. Student performance and the effect of instructional interventions related to three fundamental concepts—hydrogen bonding, bond energy, and pKa—were analyzed. After instructional interventions, a larger proportion of students demonstrated knowledge of these concepts compared with data collected before instructional interventions. Student responses trended from inconsistent to consistent and from incorrect to correct. The instructional effect was particularly remarkable for the later three quarters related to hydrogen bonding and bond energy. This study supports the use of multiple-choice instruments to assess the effectiveness of instructional interventions, especially in large classes, by providing instructors with quick and reliable feedback on student knowledge of each specific fundamental concept. PMID:28188280

  5. A comparative study of students' track and field technical performance in sport education and in a direct instruction approach.

    Pereira, José; Hastie, Peter; Araújo, Rui; Farias, Cláudio; Rolim, Ramiro; Mesquita, Isabel

    2015-03-01

    This study examined students' technical performances improvements in three track and field events (hurdles, shot put, and long jump) following either a Sport Education season or a Direct Instruction unit. An experienced Physical Education teacher taught two classes totalling 47 sixth-grade students (25 boys and 22 girls, aged between 10 and 13 years old) in 20, 45-minute lessons over 10 weeks. The students' technical performances were analysed and evaluated through systematic observation of videos. The Wilcoxon signed-rank test was used to compare scores at three time points (pre-test, post-test and retention), and the Mann-Whitney U test was used to examine the differences within each instructional model at each assessment moment, as well as by gender and skill level. The impact of each instructional model in student learning was markedly distinct. While in Sport Education students of both genders and skill levels improved significantly in all events, in Direct Instruction, evidence of significant improvements was limited to boys and students of higher skill level. Key pointsThe impact of each teaching approach in student learning was distinct. While in Sport Education the technical performance improvements spread throughout students of both genders and skill levels, in Direct Instruction significant improvements were exclusive to boys and students of higher skill level.The extended analysis in the current study, taking into account student gender and skill level, permitted a more comprehensive measure of the learning impact of the two approaches. More sophisticated analyses of the tasks and instructional strategies of each approach are encouraged.

  6. Increasing implementation of special education instruction in mainstream preschools: direct and generalized effects of nondirective consultation.

    Peck, C A; Killen, C C; Baumgart, D

    1989-01-01

    Two studies evaluated a consultation strategy for increasing teachers' implementation of instruction related to specific Individualized Education Plan objectives for handicapped children mainstreamed into regular preschool programs. In the first study, teachers viewed videotaped sequences of regular classroom routines and were asked to generate ideas for embedding IEP-related instruction into those routines. All teachers demonstrated increases in instructional behaviors in targeted routines, and 2 of the 3 teachers increased instruction in additional settings that had not been the focus of the consultation. Children demonstrated concomitant increases in IEP-targeted behaviors. In follow-up questionnaires and interviews, teachers reported increased confidence in their ability to implement specialized instruction. These findings were replicated in a second study in which the videotaping was replaced by teacher interview, and in which the consultation was carried out by a previously untrained special education teacher.

  7. Articulated, Performance-Based Instruction Objectives Guide for Air Conditioning, Refrigeration, and Heating (Environmental Control System Installer/Servicer). Edition I.

    Henderson, William Edward, Jr., Ed.

    This articulation guide contains 17 units of instruction for the first year of a two-year vocational program designed to prepare the high school graduate to install, maintain, and repair various types of residential and commercial heating, air conditioning, and refrigeration equipment. The units are to introduce the student to fundamental theories…

  8. Tactile pavement for guiding walking direction: An assessment of heading direction and gait stability.

    Pluijter, Nanda; de Wit, Lieke P W; Bruijn, Sjoerd M; Plaisier, Myrthe A

    2015-10-01

    For maintaining heading direction while walking we heavily rely on vision. Therefore, walking in the absence of vision or with visual attention directed elsewhere potentially leads to dangerous situations. Here we investigated whether tactile information from the feet can be used as a (partial) substitute for vision in maintaining a stable heading direction. If so, participants should be better able to keep a constant heading direction on tactile pavement that indicates directionality than on regular flat pavement. However, such a pavement may also be destabilizing. Thus we asked participants to walk straight ahead on regular pavement, and on tactile pavement (tiles with ridges along the walking direction) while varying the amount of vision. We assessed the effects of the type of pavement as well as the amount of vision on the variability of the heading direction as well as gait stability. Both of these measures were calculated from accelerations and angular velocities recorded from a smartphone attached to the participants trunk. Results showed that on tactile pavement participants had a less variations in their heading direction than on regular pavement. The drawback, however, was that the tactile pavement used in this study decreased gait stability. In sum, tactile pavement can be used as a partial substitute for vision in maintaining heading direction, but it can also decrease gait stability. Future work should focus on designing tactile pavement that does provided directional clues, but is less destabilizing. Copyright © 2015 Elsevier B.V. All rights reserved.

  9. Small Changes: Using Assessment to Direct Instructional Practices in Large-Enrollment Biochemistry Courses.

    Xu, Xiaoying; Lewis, Jennifer E; Loertscher, Jennifer; Minderhout, Vicky; Tienson, Heather L

    2017-01-01

    Multiple-choice assessments provide a straightforward way for instructors of large classes to collect data related to student understanding of key concepts at the beginning and end of a course. By tracking student performance over time, instructors receive formative feedback about their teaching and can assess the impact of instructional changes. The evidence of instructional effectiveness can in turn inform future instruction, and vice versa. In this study, we analyzed student responses on an optimized pretest and posttest administered during four different quarters in a large-enrollment biochemistry course. Student performance and the effect of instructional interventions related to three fundamental concepts-hydrogen bonding, bond energy, and pK a -were analyzed. After instructional interventions, a larger proportion of students demonstrated knowledge of these concepts compared with data collected before instructional interventions. Student responses trended from inconsistent to consistent and from incorrect to correct. The instructional effect was particularly remarkable for the later three quarters related to hydrogen bonding and bond energy. This study supports the use of multiple-choice instruments to assess the effectiveness of instructional interventions, especially in large classes, by providing instructors with quick and reliable feedback on student knowledge of each specific fundamental concept. © 2017 X. Xu et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  10. Tactile pavement for guiding walking direction: An assessment of heading direction and gait stability.

    Pluyter, N.; de Wit, L.P.; Bruijn, S.M.; Plaisier, M.A.

    2015-01-01

    For maintaining heading direction while walking we heavily rely on vision. Therefore, walking in the absence of vision or with visual attention directed elsewhere potentially leads to dangerous situations. Here we investigated whether tactile information from the feet can be used as a (partial)

  11. A Comparative Study of Students’ Track and Field Technical Performance in Sport Education and in a Direct Instruction Approach

    José Pereira, Peter Hastie, Rui Araújo, Cláudio Farias, Ramiro Rolim

    2015-03-01

    Full Text Available This study examined students’ technical performances improvements in three track and field events (hurdles, shot put, and long jump following either a Sport Education season or a Direct Instruction unit. An experienced Physical Education teacher taught two classes totalling 47 sixth-grade students (25 boys and 22 girls, aged between 10 and 13 years old in 20, 45-minute lessons over 10 weeks. The students’ technical performances were analysed and evaluated through systematic observation of videos. The Wilcoxon signed-rank test was used to compare scores at three time points (pre-test, post-test and retention, and the Mann-Whitney U test was used to examine the differences within each instructional model at each assessment moment, as well as by gender and skill level. The impact of each instructional model in student learning was markedly distinct. While in Sport Education students of both genders and skill levels improved significantly in all events, in Direct Instruction, evidence of significant improvements was limited to boys and students of higher skill level.

  12. Coming to see objects of knowledge: Guiding student conceptualization through teacher embodied instruction in a robotics programming class

    Kwah, Helen

    This thesis explores the questions of how a teacher guides students to see concepts, and the role of gesture and gesture viewpoints in mediating the process of guidance. To examine these questions, two sociocultural theoretical frameworks--Radford's cultural-semiotic theory of knowledge objectification (e.g., 2003), and Goldman's Points of Viewing theory (e.g., 2007)--were applied to conduct a microanalytic, explanatory case study of the instructional activity of an exemplary teacher and his students in a middle school robotics programming class. According to Radford, students acquire concepts as they draw upon semiotic resources such as language and gesture to generalize and objectify initially concrete perceptions and actions. I applied Radford's framework to explain the mediations that a teacher might enact in guiding students to objectify and see concepts. Furthermore, I focused on gesture as semiotic means because of emergent research on gesture's role in communicating the visuospatial imagery that underlies math/ scientific concepts. I extended the view of gestures to the viewpoints constructed in gesture, and applied Goldman's theory to explain how perspectives might be actively constructed and shared in the process of guiding student conceptualization. Data was collected over a semester through participant observation, field notes, teacher and student interviews, and reviews of artifacts. Multimodal microanalyses were conducted on video data from eight class sessions. The findings provide confirmations and some disconfirmations about the applicability of Radford's and Goldman's theories for explaining a teacher's process of guiding student conceptualization. Notably, some of Radford's notions about de-contextualization and symbolic generalizations were not confirmed. Overall, the findings are summarized through three themes including, grounding, and perceptual organizers as two ways that gesture and other means served to both index and identify action

  13. Optimizing the orchestration of resemiotization with teacher "talk moves": A model of guided-inquiry instruction in middle school science

    Millstone, Rachel Diana

    The current conceptualization of science set forth by the National Research Council (2008) is one of science as a social activity, rather than a view of science as a fixed body of knowledge. This requires teachers to consider how communication, processing, and meaning-making contribute to science learning. It also requires teachers to think deeply about what constitutes knowledge and understanding in science, and what types of instruction are most conducive to preparing students to participate meaningfully in the society of tomorrow. Because argumentation is the prominent form of productive talk leading to the building of new scientific knowledge, one indicator of successful inquiry lies in students' abilities to communicate their scientific understandings in scientific argumentation structures. The overarching goal of this study is to identify factors that promote effective inquiry-based instruction in middle school science classrooms, as evidenced in students' abilities to engage in quality argumentation with their peers. Three specific research questions were investigated: (1) What factors do teachers identify in their practice as significant to the teaching and learning of science? (2) What factors do students identify as significant to their learning of science? and (3) What factors affect students' opportunities and abilities to achieve sophisticated levels of argumentation in the classroom? Two teachers and forty students participated in this study. Four principle sources of data were collected over a three-month period of time. These included individual teacher interviews, student focus group interviews, fieldnotes, and approximately 85 hours of classroom videotape. From this sample, four pathways for guided-inquiry instruction are identified. Opportunities for student talk were influenced by a combination of factors located in the domains of "teacher practice," "classroom systems," and "physical structures." Combinations of elements from these three

  14. Analyze Critical Thinking Skills and Scientific Attitude in Physics Learning Used Inquiry Training and Direct Instruction Learning Model

    Parsaoran Damanik, Dede; Bukit, Nurdin

    2013-01-01

    This study was aimed to determine the differences: (1) the difference of critical thinking skills of students' that using Inquiry Training and Direct Instruction. (2) The difference of critical thinking skills among students who at high scientific attitude and students who at low scientific attitude. (3) To see if there is interaction between inquiry learning model of the scientific attitude students' to increase the ability to critical thinking. This is a quasi experimental research. Which s...

  15. ANALYZE CRITICAL THINKING SKILLS AND SCIENTIFIC ATTITUDE IN PHYSICS LEARNING USED INQUIRY TRAINING AND DIRECT INSTRUCTION LEARNING MODEL

    Dede Parsaoran Damanik

    2013-06-01

    Full Text Available This study was aimed to determine the differences: (1 the difference of critical thinking skills of students' that using Inquiry Training and Direct Instruction. (2 The difference of critical thinking skills among students who at high scientific attitude and students who at low scientific attitude. (3 To see if there is interaction between inquiry learning model of the scientific attitude students' to increase the ability to critical thinking. This is a quasi experimental research. Which students of private junior high school Two Raya Kahean District Simalungun. Population choose random sample of each class. Instrument used consisted of: (1 test the scientific attitude of students through a questionnaire with 25 statements questionnaire number (2 test the critical thinking skills in the form of descriptions by 9 questions. The data were analyzed according to ANAVA. It showed that: (1 There are differences in students' critical thinking of skills achievement Inquiry Training model and Direct Instruction model, (2 there was a difference of students' critical thinking in scientific attitude at high is better than who thought there is a difference of students' critical thinking in scientific attitude at low. (3 There was no interaction between Inquiry Training model and Direct Instruction with the scientific attitude students' to increase student’s critical thinking of skills.

  16. The use of scientific direct instruction model with video learning of ethnoscience to improve students’ critical thinking skills

    Sudarmin, S.; Mursiti, S.; Asih, A. G.

    2018-04-01

    In this disruption era, students are encouraged to develop critical thinking skills and important cultural conservation characters. Student's thinking skill in chemistry learning has not been developed because learning chemistry in schools still uses teacher-centered, lecture method, is less interesting and does not utilize local culture as a learning resource. The purpose of this research is to know the influence of the application of direct Instruction (DI) model with video learning of ethnoscience on the improvement of students’ critical thinking skills. This study was experimental research. The population was the students from class XI MIPA MA Negeri Gombong with the sample chosen by purposive random sampling. The material of local wisdom as the study of ethnosciences which was the focus of the research was the production of genting, dawet, lanting, and sempor reservoirs which is integrated with colloidal chemical contents. The learning video of ethnoscience before being applied was validated by experts. Students’ critical thinking skills were revealed through the concept of conceptualizing test instruments. The data analysis technique used was the test of proportion and Kolmogorov-Smirnov test. The results of this study suggested that the experimental class that was treated by scientific direct instruction model with the learning video of ethnoscience shows cognitive learning and critical thinking which were better than the control class. Besides, the students indicated their interest in the application of scientific direct instruction model with ethnoscience learning video.

  17. An Introduction and Guide to Enhancing Online Instruction with Web 2.0 Tools

    Tunks, Karyn W.

    2012-01-01

    With online course development on the rise the challenge for instructors is to enhance and ensure learning through this modality. When direct contact with students in a traditional face-to-face classroom is not feasible, instructors must be innovative in content delivery and provide for students a sense of instructor presence. It has been…

  18. Effects of Environmental and Instructional Factors on Student Motivation and Self-Directed Learning

    Burkhalter, Anne D.

    2014-01-01

    This study analyzed the impact of parent involvement and integration of multiple intelligences strategies in classroom instruction on student motivation and academic achievement. The population for this study comprised of 13 elementary students receiving special education services. Parent involvement was developed and supported through weekly home…

  19. The Effects of Teacher Directed Writing Instruction Combined with SOLO Literacy Suite

    Park, Y.; Ambrose, G.; Coleman, M. B.; Moore, T. C.

    2017-01-01

    The purpose of this study was to examine the effectiveness of an intervention in which teacher-led instruction was combined with computerized writing software to improve paragraph writing for three middle school students with intellectual disability. A multiple probe across participants design was used to evaluate the effectiveness of the…

  20. Direct Instruction in Second Language Acquisition: A Critical Review of Related Literature

    Hernandez, Hjalmar Punla

    2017-01-01

    Second Language Acquisition (SLA), as a sub-discipline in applied linguistics, is rapidly growing and changing (Ellis & Shintani, 2014). As such, it has yielded stirring issues on both naturalistic and instructed settings causing reviews and/or investigations by language researchers. This paper accordingly serves as a humble attempt at…

  1. Three worlds of instructional design: State of the art and future directions

    Merriënboer, J.J.G. van; Kirschner, P.A.

    Three worlds of ID are distinguished. The World of Knowledge stresses the analysis of learning outcomes in knowledge structures and the selection of instructional strategies for particular outcomes; the World of Learning focuses on particular learning processes and the synthesis of strategies that

  2. Analysing the Suitability of Virtual Worlds for Direct Instruction and Individual Learning Activities

    Zarraonandia, Telmo; Francese, Rita; Passero, Ignazio; Diaz, Paloma; Tortora, Genoveffa

    2014-01-01

    Despite several researchers reporting evidence that 3D Virtual Worlds can be used to effectively support educational processes in recent years, the integration of this technology in real learning processes is not as commonplace as in other educational technologies. Instructional designers have to balance the cost associated with the development of…

  3. Fear expression and return of fear following threat instruction with or without direct contingency experience

    Mertens, Gaetan; Kuhn, Manuel; Raes, An K.; Kalisch, Raffael; De Houwer, Jan; Lonsdorf, Tina B.

    2016-01-01

    Prior research showed that mere instructions about the contingency between a conditioned stimulus (CS) and an unconditioned stimulus (US) can generate fear reactions to the CS. Little is known, however, about the extent to which actual CS–US contingency experience adds anything beyond the effect of

  4. When Did Coloring Books Become Mindful? Exploring the Effectiveness of a Novel Method of Mindfulness-Guided Instructions for Coloring Books to Increase Mindfulness and Decrease Anxiety

    Michail Mantzios

    2018-01-01

    Full Text Available Mindfulness has been associated with the use of coloring books for adults; however, the question of whether they do increase mindfulness has not been addressed. In two studies, we attempted to identify whether mindfulness is increased, and whether there is a need for ongoing guidance while coloring, similar to mindfulness meditation. In the first randomized controlled experiment, university students (n = 88 were assigned to an unguided mandala coloring group (i.e., described in mainstream literature as a mindfulness practice or to a free-drawing group. Measurements of state mindfulness and state anxiety were taken pre- and post- experiment. Results indicated no change in mindfulness or anxiety. In the second randomized controlled experiment, university students (n = 72 were assigned to an unguided mandala coloring group (i.e., same as Experiment 1, or, to a mindfulness-guided coloring group (i.e., same as the unguided coloring group with a mindfulness practitioner guiding participants as in mindfulness breathing meditation, with instructions modified and applied to coloring. Results indicated that the mindfulness-guided mandala coloring group performed better in decreasing anxiety, but no change was observed in mindfulness. Exit interviews revealed that some participants did not like the voice guiding them while coloring, which suggested further differing and significant findings. While mindfulness-guided coloring appears promising, guidance or instructions on how to color mindfully may require further development and adjustment to enhance health and wellbeing.

  5. When Did Coloring Books Become Mindful? Exploring the Effectiveness of a Novel Method of Mindfulness-Guided Instructions for Coloring Books to Increase Mindfulness and Decrease Anxiety.

    Mantzios, Michail; Giannou, Kyriaki

    2018-01-01

    Mindfulness has been associated with the use of coloring books for adults; however, the question of whether they do increase mindfulness has not been addressed. In two studies, we attempted to identify whether mindfulness is increased, and whether there is a need for ongoing guidance while coloring, similar to mindfulness meditation. In the first randomized controlled experiment, university students ( n = 88) were assigned to an unguided mandala coloring group (i.e., described in mainstream literature as a mindfulness practice) or to a free-drawing group. Measurements of state mindfulness and state anxiety were taken pre- and post- experiment. Results indicated no change in mindfulness or anxiety. In the second randomized controlled experiment, university students ( n = 72) were assigned to an unguided mandala coloring group (i.e., same as Experiment 1), or, to a mindfulness-guided coloring group (i.e., same as the unguided coloring group with a mindfulness practitioner guiding participants as in mindfulness breathing meditation, with instructions modified and applied to coloring). Results indicated that the mindfulness-guided mandala coloring group performed better in decreasing anxiety, but no change was observed in mindfulness. Exit interviews revealed that some participants did not like the voice guiding them while coloring, which suggested further differing and significant findings. While mindfulness-guided coloring appears promising, guidance or instructions on how to color mindfully may require further development and adjustment to enhance health and wellbeing.

  6. Directional nonlinear guided wave mixing: Case study of counter-propagating shear horizontal waves

    Hasanian, Mostafa; Lissenden, Cliff J.

    2018-04-01

    While much nonlinear ultrasonics research has been conducted on higher harmonic generation, wave mixing provides the potential for sensitive measurements of incipient damage unencumbered by instrumentation nonlinearity. Studies of nonlinear ultrasonic wave mixing, both collinear and noncollinear, for bulk waves have shown the robust capability of wave mixing for early damage detection. One merit of bulk wave mixing lies in their non-dispersive nature, but guided waves enable inspection of otherwise inaccessible material and a variety of mixing options. Co-directional guided wave mixing was studied previously, but arbitrary direction guided wave mixing has not been addressed until recently. Wave vector analysis is applied to study variable mixing angles to find wave mode triplets (two primary waves and a secondary wave) resulting in the phase matching condition. As a case study, counter-propagating Shear Horizontal (SH) guided wave mixing is analyzed. SH wave interactions generate a secondary Lamb wave mode that is readily receivable. Reception of the secondary Lamb wave mode is compared for an angle beam transducer, an air coupled transducer, and a laser Doppler vibrometer (LDV). Results from the angle beam and air coupled transducers are quite consistent, while the LDV measurement is plagued by variability issues.

  7. A State Articulated Instructional Objectives Guide for Occupational Education Programs. State Pilot Model for Drafting (Graphic Communications). Part I--Basic. Part II--Specialty Programs. Section A (Mechanical Drafting and Design). Section B (Architectural Drafting and Design).

    North Carolina State Dept. of Community Colleges, Raleigh.

    A two-part articulation instructional objective guide for drafting (graphic communications) is provided. Part I contains summary information on seven blocks (courses) of instruction. They are as follow: introduction; basic technical drafting; problem solving in graphics; reproduction processes; freehand drawing and sketching; graphics composition;…

  8. Interactive effects between gaze direction and facial expression on attentional resources deployment: the task instruction and context matter

    Ricciardelli, Paola; Lugli, Luisa; Pellicano, Antonello; Iani, Cristina; Nicoletti, Roberto

    2016-01-01

    In three experiments, we tested whether the amount of attentional resources needed to process a face displaying neutral/angry/fearful facial expressions with direct or averted gaze depends on task instructions, and face presentation. To this end, we used a Rapid Serial Visual Presentation paradigm in which participants in Experiment 1 were first explicitly asked to discriminate whether the expression of a target face (T1) with direct or averted gaze was angry or neutral, and then to judge the orientation of a landscape (T2). Experiment 2 was identical to Experiment 1 except that participants had to discriminate the gender of the face of T1 and fearful faces were also presented randomly inter-mixed within each block of trials. Experiment 3 differed from Experiment 2 only because angry and fearful faces were never presented within the same block. The findings indicated that the presence of the attentional blink (AB) for face stimuli depends on specific combinations of gaze direction and emotional facial expressions and crucially revealed that the contextual factors (e.g., explicit instruction to process the facial expression and the presence of other emotional faces) can modify and even reverse the AB, suggesting a flexible and more contextualized deployment of attentional resources in face processing. PMID:26898473

  9. Direct ophthalmoscopy on YouTube: analysis of instructional YouTube videos' content and approach to visualization.

    Borgersen, Nanna Jo; Henriksen, Mikael Johannes Vuokko; Konge, Lars; Sørensen, Torben Lykke; Thomsen, Ann Sofia Skou; Subhi, Yousif

    2016-01-01

    Direct ophthalmoscopy is well-suited for video-based instruction, particularly if the videos enable the student to see what the examiner sees when performing direct ophthalmoscopy. We evaluated the pedagogical effectiveness of instructional YouTube videos on direct ophthalmoscopy by evaluating their content and approach to visualization. In order to synthesize main themes and points for direct ophthalmoscopy, we formed a broad panel consisting of a medical student, junior and senior physicians, and took into consideration book chapters targeting medical students and physicians in general. We then systematically searched YouTube. Two authors reviewed eligible videos to assess eligibility and extract data on video statistics, content, and approach to visualization. Correlations between video statistics and contents were investigated using two-tailed Spearman's correlation. We screened 7,640 videos, of which 27 were found eligible for this study. Overall, a median of 12 out of 18 points (interquartile range: 8-14 key points) were covered; no videos covered all of the 18 points assessed. We found the most difficulties in the approach to visualization of how to approach the patient and how to examine the fundus. Time spent on fundus examination correlated with the number of views per week (Spearman's ρ=0.53; P=0.029). Videos may help overcome the pedagogical issues in teaching direct ophthalmoscopy; however, the few available videos on YouTube fail to address this particular issue adequately. There is a need for high-quality videos that include relevant points, provide realistic visualization of the examiner's view, and give particular emphasis on fundus examination.

  10. A Straight-bladed Vertical Axis Wind Turbine with a Directed Guide Vane Row-Effect of Guide Vane Geometry on the Performance-

    Manabu TAKAO; Hideki KUMA; Takao MAEDA; Yasunari KAMADA; Michiaki OKI; Atsushi MINODA

    2009-01-01

    The objective of this study is to show the effect of guide vane geometry on the performance. In order to over-come the disadvantages of vertical axis wind turbine, a straight-bladed vertical axis wind turbine (S-VAWT) with a directed guide vane row has been proposed and tested by the authors. According to previous studies, it was clarified that the performance of the turbine can be improved by means of the directed guide vane row. However, the guide vane geometry of S-VAWT has not been optimized so far. In order to clarify the effect of guide vane geometry, the effects of setting angle and gap between rotor blade and guide vane on power coefficient and start-ing characteristic were investigated in the experiments. The experimental study of the proposed wind turbine was carded out by a wind tunnel. The wind tunnel with a diameter of 1.8m is open jet type. The wind velocity is 8 m/s in the experiments. The rotor has three straight blades with a profile of NACA0018 and a chord length of 100 mm, a diameter of 0.6 m and a blade height of 0.7 m. The guide vane row consists of 3 arc plates.

  11. The impact of complete denture making instructional videos on self-directed learning of clinical skills.

    Kon, Haruka; Botelho, Michael George; Bridges, Susan; Leung, Katherine Chiu Man

    2015-04-01

    The aim of this research was to evaluate the effectiveness of a clinical instructional video with a structured worksheet for independent self-study in a complete denture program. 47 multilingual dental students completed a task by watching an instructional video with subtitles regarding clinical complete denture procedures. After completion, students evaluated their learning experience, and 11 students participated in focus group interviews to gain further insight. A mixed-methods approach to data collection and analysis provided descriptive statistical results and a grounded theory approach to coding identified key concepts and categories from the qualitative data. Over 70% of students had favorable opinions of the learning experience and indicated that the speed and length of the video were appropriate. Highly positive and conflicting negative comments regarding the use of subtitles showed both preferences for subtitles over audio and vice versa. The use of a video resource was considered valuable as the replay and review functions allowed better visualization of the procedures, which was considered a good recap tool for the clinical demonstration. It was also a better revision aid than textbooks. So, if the students were able to view these videos at will, they believed that videos supplemented their self-study. Despite the positive response, videos were not considered to replace live clinical demonstrations. While students preferred live demonstrations over the clinical videos they did express a realization of these as a supplemental learning material for self-study based on their ease of access, use for revision, and prior to clinical preparation. Copyright © 2015 Japan Prosthodontic Society. Published by Elsevier Ltd. All rights reserved.

  12. Functional integration processes underlying the instruction-based learning of novel goal-directed behaviors.

    Ruge, Hannes; Wolfensteller, Uta

    2013-03-01

    How does the human brain translate symbolic instructions into overt behavior? Previous studies suggested that this process relies on a rapid control transition from the lateral prefrontal cortex (LPFC) to the anterior striatum (aSTR) and premotor cortex (PMC). The present fMRI study investigated whether the transfer from symbolic to pragmatic stimulus-response (S-R) rules relies on changes in the functional coupling among these and other areas and to which extent action goal representations might get integrated within this symbolic-pragmatic transfer. Goal integration processes were examined by manipulating the contingency between actions and differential outcomes (i.e. action goals). We observed a rapid strengthening of the functional coupling between the LPFC and the basal ganglia (aSTR and putamen) and orbitofrontal cortex (OFC) as well as between the LPFC and the anterior dorsal PMC (pre-PMd), the anterior inferior parietal lobule (aIPL), and the posterior superior parietal lobule (pSPL). Importantly, only some of these functional integration processes were sensitive to the outcome contingency manipulation, including LPFC couplings with aSTR, OFC, aIPL, and pre-PMd. This suggests that the symbolic-pragmatic rule transfer is governed by principles of both, instrumental learning (increasingly tighter coupling between LPFC and aSTR/OFC) and ideomotor learning (increasingly tighter coupling between LPFC and aIPL/pre-PMd). By contrast, increased functional coupling between LPFC and putamen was insensitive to outcome contingency possibly indicating an early stage of habit formation under instructed learning conditions. Copyright © 2012 Elsevier Inc. All rights reserved.

  13. DISTRIBUTED CONTROL ARCHITECTURE OF AN OMNI-DIRECTIONAL AUTONOMOUS GUIDED VEHICLE

    N.S. Tlale

    2012-01-01

    Full Text Available

    ENGLISH ABSTRACT: Omni-directionality is the ability of a mobile robot to move instantaneously in any direction. This paper describes the wheel and controller designs of a Mecanumwheeled, autonomous guided vehicle (AGV for reconfigurable manufacturing systems. Mecanum wheels use slip developed between rollers and surface, surface and ground, to achieve omni-directionality. An advantage of omni-directional robotic platforms is that they are capable of performing tasks in congested environments such as those found in factory workshops, narrow aisles, warehouses, etc. Controller Area Network (CAN is implemented as a distributed controller to control motion and navigation tasks of the developed robot. The design of the distributed controller is described and its performance analyzed. This increases the reliability and functionality of the mobile robot.

    AFRIKAANSE OPSOMMING: Die artikel beskryf wiel - en beheerontwerpe van ‘n veelrigting mobiele robot. Die robot is ‘n selfstandigbeheerde voertuig vir gebruik by vervaardigingstelsels met veranderbare konfigurasie. Die ontwerp van die robot en bypassende beheerstelsel word beskryf en ontleed teen die agterground van bewegings – en navigeertake. Die betroubaarheid en funksionering van die sisteem word beoordeel.

  14. Biocatalysts for the pharmaceutical industry created by structure-guided directed evolution of stereoselective enzymes.

    Li, Guangyue; Wang, Jian-Bo; Reetz, Manfred T

    2018-04-01

    Enzymes have been used for a long time as catalysts in the asymmetric synthesis of chiral intermediates needed in the production of therapeutic drugs. However, this alternative to man-made catalysts has suffered traditionally from distinct limitations, namely the often observed wrong or insufficient enantio- and/or regioselectivity, low activity, narrow substrate range, and insufficient thermostability. With the advent of directed evolution, these problems can be generally solved. The challenge is to develop and apply the most efficient mutagenesis methods which lead to highest-quality mutant libraries requiring minimal screening. Structure-guided saturation mutagenesis and its iterative form have emerged as the method of choice for evolving stereo- and regioselective mutant enzymes needed in the asymmetric synthesis of chiral intermediates. The number of (industrial) applications in the preparation of chiral pharmaceuticals is rapidly increasing. This review features and analyzes typical case studies. Copyright © 2017 Elsevier Ltd. All rights reserved.

  15. Anisotropic Margin Expansions in 6 Anatomic Directions for Oropharyngeal Image Guided Radiation Therapy

    Yock, Adam D.; Garden, Adam S.; Court, Laurence E.; Beadle, Beth M.; Zhang, Lifei; Dong, Lei

    2013-01-01

    Purpose: The purpose of this work was to determine the expansions in 6 anatomic directions that produced optimal margins considering nonrigid setup errors and tissue deformation for patients receiving image-guided radiation therapy (IGRT) of the oropharynx. Methods and Materials: For 20 patients who had received IGRT to the head and neck, we deformably registered each patient's daily images acquired with a computed tomography (CT)-on-rails system to his or her planning CT. By use of the resulting vector fields, the positions of volume elements within the clinical target volume (CTV) (target voxels) or within a 1-cm shell surrounding the CTV (normal tissue voxels) on the planning CT were identified on each daily CT. We generated a total of 15,625 margins by dilating the CTV by 1, 2, 3, 4, or 5 mm in the posterior, anterior, lateral, medial, inferior, and superior directions. The optimal margins were those that minimized the relative volume of normal tissue voxels positioned within the margin while satisfying 1 of 4 geometric target coverage criteria and 1 of 3 population criteria. Results: Each pair of geometric target coverage and population criteria resulted in a unique, anisotropic, optimal margin. The optimal margin expansions ranged in magnitude from 1 to 5 mm depending on the anatomic direction of the expansion and on the geometric target coverage and population criteria. Typically, the expansions were largest in the medial direction, were smallest in the lateral direction, and increased with the demand of the criteria. The anisotropic margin resulting from the optimal set of expansions always included less normal tissue than did any isotropic margin that satisfied the same pair of criteria. Conclusions: We demonstrated the potential of anisotropic margins to reduce normal tissue exposure without compromising target coverage in IGRT to the head and neck

  16. Advantages of Direct Insertion of a Straight Probe Without a Guide Tube During Anterior Odontoid Screw Fixation of Odontoid Fractures.

    Park, Jin Hoon; Kang, Dong-Ho; Lee, Moon Kyu; Yoo, Byoungwoo; Jung, Sang Ku; Hwang, Soo-Hyun; Kim, Jeoung Hee; Oh, Sunkyu; Lee, Eun Jung; Jeon, Sang Ryong; Roh, Sung Woo; Rhim, Seung Chul

    2016-05-01

    A retrospective cohort study. The aim of this study was to compare the anterior odontoid screw fixation (AOSF) with a guide tube or with a straight probe. AOSF associates with several complications, including malpositioning, fixation loss, and screw breakage. Screw pull-out from the C2 body is the most common complication. All consecutive patients with type II or rostral shallow type III odontoid fractures who underwent AOSFs during the study period were enrolled retrospectively. The guide-tube AOSF method followed the standard published method except C3 body and C2-3 disc annulus rimming was omitted to prevent disc injury; instead, the guide tube was anchored at the anterior inferior C2 vertebra corner. After 2 screw pull-outs, the guide-tube cohort was analyzed to identify the cause of instrument failure. Thereafter, the straight-probe method was developed. A guide tube was not used. A small pilot hole was made on the most anterior side of the inferior endplate, followed by insertion of a 2.5 mm straight probe through the C2 body. Non-union and instrument failure rates and screw-direction angles of the guide-tube and straight-probe groups were recorded. The guide-tube group (n = 13) had 2 screw pull-outs and 1 non-union. The straight-probe group (n = 8) had no complications and significantly larger screw-direction angles than the guide-tube group (60.5 ± 4.63 vs. 54.8 ± 3.82 degrees; P = 0.047). Straight-probe AOSF yielded larger direction angles without injuring bone and disc. Complications were absent. The procedure was easier than guide-tube AOSF and assured sufficient engagement, even in horizontal fracture orientation cases. 3.

  17. Guided Science Inquiry Instruction with Students with Special Education Needs. R2Ed Working Paper 2015-1

    White, Andrew S.; Kunz, Gina M.; Whitham, Rebekah; Houston, Jim; Nugent, Gwen

    2015-01-01

    National and state educational mandates require students achieve proficiency in not only science content, but also "science inquiry", or those process skills associated with science (National Research Council, 2011; Next Generation Science Standards, 2013). Science inquiry instruction has been shown to improve student achievement and…

  18. Physical Activity Levels and Motivational Responses of Boys and Girls: A Comparison of Direct Instruction and Tactical Games Models of Games Teaching in Physical Education

    Smith, Lindsey; Harvey, Stephen; Savory, Louise; Fairclough, Stuart; Kozub, Stephen; Kerr, Catherine

    2015-01-01

    The purpose of this study was to independently determine the levels of moderate-to-vigorous physical activity (MVPA) and self-determined motivation of both boys and girls as they participated in prolonged units of invasion games (i.e. 6-12 lessons) through two pedagogical models: direct instruction and the tactical games model (TGM). It was…

  19. Un Modelo Basico de Instruccion Directa Para la Ensenanza de la Metodologia de la Investigacion (Using the Basic Direct Model of Instruction To Teach an Introductory Research Model).

    Serafin, Ana Gil

    This study examined the application of the Basic Direct Instruction Model (BDIM), a methodology designed to maximize student interest in instrumental and methodological courses, to graduate level educational leadership students. The research used qualitative techniques and a participatory approach with a sample of 92 beginning level Masters…

  20. Integrated Pest Management, Preliminary. Curriculum Guide and Instructional Materials for a Secondary School Vo-Ag Program.

    Grady County Board of Education, Cairo, GA.

    This curriculum guide presents methods to disseminate information to students interested in dealing with pests, or who have concerns about the environmental impacts of modern pest control methods. Options are encouraged for pest control methods using a combination of natural, biological, cultural, and chemical means of control. Specifically…

  1. Coming to See Objects of Knowledge: Guiding Student Conceptualization through Teacher Embodied Instruction in a Robotics Programming Class

    Kwah, Helen

    2013-01-01

    This thesis explores the questions of how a teacher guides students to see concepts, and the role of gesture and gesture viewpoints in mediating the process of guidance. To examine these questions, two sociocultural theoretical frameworks--Radford's cultural-semiotic theory of knowledge objectification (e.g., 2003), and Goldman's Points of Viewing…

  2. An image-guided transcranial direct current stimulation system: a pilot phantom study

    Jung, Young-Jin; Kim, Jung-Hoon; Kim, Daejeong; Im, Chang-Hwan

    2013-01-01

    In this study, an image-guided transcranial direct current stimulation (IG-tDCS) system that can deliver an increased stimulation current to a target brain area without the need to adjust the location of an active electrode was implemented. This IG-tDCS system was based on the array-type tDCS concept, which was validated through computer simulations in a previous study. Unlike a previous study, the present IG-tDCS system adopts a single reference electrode and an active electrode array consisting of 16 (4 × 4) sub-electrodes. The proposed IG-tDCS system is capable of shaping current flow inside the human head by controlling the input currents of the arrayed electrodes. Once a target brain area has been selected, the optimal injection current of each arrayed sub-electrode is evaluated automatically using a genetic algorithm in order to deliver the maximum available current to the target area. The operation of our pilot system was confirmed through a simple phantom experiment. (paper)

  3. Fluorescence guided lymph node biopsy in large animals using direct image projection device

    Ringhausen, Elizabeth; Wang, Tylon; Pitts, Jonathan; Akers, Walter J.

    2016-03-01

    The use of fluorescence imaging for aiding oncologic surgery is a fast growing field in biomedical imaging, revolutionizing open and minimally invasive surgery practices. We have designed, constructed, and tested a system for fluorescence image acquisition and direct display on the surgical field for fluorescence guided surgery. The system uses a near-infrared sensitive CMOS camera for image acquisition, a near-infra LED light source for excitation, and DLP digital projector for projection of fluorescence image data onto the operating field in real time. Instrument control was implemented in Matlab for image capture, processing of acquired data and alignment of image parameters with the projected pattern. Accuracy of alignment was evaluated statistically to demonstrate sensitivity to small objects and alignment throughout the imaging field. After verification of accurate alignment, feasibility for clinical application was demonstrated in large animal models of sentinel lymph node biopsy. Indocyanine green was injected subcutaneously in Yorkshire pigs at various locations to model sentinel lymph node biopsy in gynecologic cancers, head and neck cancer, and melanoma. Fluorescence was detected by the camera system during operations and projected onto the imaging field, accurately identifying tissues containing the fluorescent tracer at up to 15 frames per second. Fluorescence information was projected as binary green regions after thresholding and denoising raw intensity data. Promising results with this initial clinical scale prototype provided encouraging results for the feasibility of optical projection of acquired luminescence during open oncologic surgeries.

  4. Highly directional transurethral ultrasound applicators with rotational control for MRI-guided prostatic thermal therapy

    Ross, Anthony B [Thermal Therapy Research Group, UCSF Radiation Oncology, San Francisco, CA (United States); Diederich, Chris J [Thermal Therapy Research Group, UCSF Radiation Oncology, San Francisco, CA (United States); Nau, William H [Thermal Therapy Research Group, UCSF Radiation Oncology, San Francisco, CA (United States); Gill, Harcharan [Department of Urology, Stanford University, Stanford, CA (United States); Bouley, Donna M [Department of Comparative Medicine, Stanford University, Stanford, CA (United States); Daniel, Bruce [Department of Radiology, Stanford University, Stanford, CA (United States); Rieke, Viola [Department of Radiology, Stanford University, Stanford, CA (United States); Butts, R Kim [Department of Radiology, Stanford University, Stanford, CA (United States); Sommer, Graham [Department of Radiology, Stanford University, Stanford, CA (United States)

    2004-01-21

    Transurethral ultrasound applicators with highly directional energy deposition and rotational control were investigated for precise treatment of benign prostatic hyperplasia (BPH) and adenocarcinoma of the prostate (CaP). Two types of catheter-based applicators were fabricated, using either sectored tubular (3.5 mm OD x 10 mm) or planar transducers (3.5 mm x 10 mm). They were constructed to be MRI compatible, minimally invasive and allow for manual rotation of the transducer array within a 10 mm cooling balloon. In vivo evaluations of the applicators were performed in canine prostates (n 3) using MRI guidance (0.5 T interventional magnet). MR temperature imaging (MRTI) utilizing the proton resonance frequency shift method was used to acquire multiple-slice temperature overlays in real time for monitoring and guiding the thermal treatments. Post-treatment T1-weighted contrast-enhanced imaging and triphenyl tetrazolium chloride stained tissue sections were used to define regions of tissue coagulation. Single sonications with the tubular applicator ) produced coagulated zones covering a wedge of the prostate extending from 1-2 mm outside the urethra to the outer boundary of the gland (16 mm radial coagulation). Single sonications with the planar applicator (15-20 W, 10 min, {approx}8 MHz) generated thermal lesions of {approx}30 extending to the prostate boundary. Multiple sequential sonications (sweeping) of a planar applicator (12 W with eight rotations of 30 each) demonstrated controllable coagulation of a 270 contiguous section of the prostate extending to the capsule boundary. The feasibility of using highly directional transurethral ultrasound applicators with rotational capabilities to selectively coagulate regions of the prostate while monitoring and controlling the treatments with MRTI was demonstrated in this study.

  5. Instructions for learning Italian in two early modern Dutch travel guides: Delitiae Italiae (1602 and Delitiae Urbis Romae (1625

    José van der Helm

    2014-10-01

    Full Text Available Istruzioni per imparare l'italiano in due guide di viaggio olandesi della prima età moderna: Delitiae Italiae (1602 e Delitiae Urbis Romae (1625I primi decenni del secolo XVII hanno visto la pubblicazione di due guide di viaggio specificamente destinate a un pubblico neerlandese che intende a viaggiare in Italia. La Delitiae Italiae è stata pubblicata per la prima volta nel 1602, ad Arnhem, essendo un adattamento di un’edizione tedesca pubblicata in occcasione dell’anno giubilare (1600; la Delitiae Urbis Romae appare nel 1625 ad Amsterdam ed offre una descrizione dei luoghi di interesse di Roma includendo una serie di illustrazioni. L’ultima guida risulta anch’essa un adattamento in neerlandese di un’edizione scritta originariamente in latino e pubblicata da Domenicus Custodi ad Augusta (Germania. Le due guide non stanno a sé; esse fanno parte di un corpus di testi di viaggio prodotto dalla metà del Cinquecento in poi: lavori dettagliati che miravano a fornire informazioni su tutti gli aspetti dell’Italia accanto a guide di viaggio compatte, di carattere ibrido, che non descrivono solo i luoghi da visitare, ma vogliono fornire anche informazioni pratiche. Sono guide piccole, pubblicate nel formato comodo in ottavo o in duodecimo, e da paragonare alle guide Lonely Planet, riferimento moderno per i viaggiatori indipendenti. Le due Delitiae descritte in questo articolo entrano chiaramente nellla categoria di guida pratica. Inoltre esse contengono − come parte del loro obiettivo di essere di uso pratico − delle istruzioni per imparare la lingua italiana: una serie di dialoghi in neerlandese-italiano si trova in appendice. Viene analizzato il contenuto di questi dialoghi, nonché il materiale linguistico stesso proveniente da circoli mercantili Quattro- e Cinquecenteschi di Anversa. Infine si ricerca la motivazione degli editori di ripubblicare il materiale mettendolo in un nuovo contesto secentesco: il viaggiatore

  6. Cost-Effectiveness Comparison of Imaging-Guided Prostate Biopsy Techniques: Systematic Transrectal Ultrasound, Direct In-Bore MRI, and Image Fusion

    Venderink, W.; Govers, T.M.; Rooij, M. de; Futterer, J.J.; Sedelaar, J.P.M.

    2017-01-01

    OBJECTIVE: Three commonly used prostate biopsy approaches are systematic transrectal ultrasound guided, direct in-bore MRI guided, and image fusion guided. The aim of this study was to calculate which strategy is most cost-effective. MATERIALS AND METHODS: A decision tree and Markov model were

  7. Effects of Anodal Transcranial Direct Current Stimulation on Visually Guided Learning of Grip Force Control

    Tamas Minarik

    2015-03-01

    Full Text Available Anodal transcranial Direct Current Stimulation (tDCS has been shown to be an effective non-invasive brain stimulation method for improving cognitive and motor functioning in patients with neurological deficits. tDCS over motor cortex (M1, for instance, facilitates motor learning in stroke patients. However, the literature on anodal tDCS effects on motor learning in healthy participants is inconclusive, and the effects of tDCS on visuo-motor integration are not well understood. In the present study we examined whether tDCS over the contralateral motor cortex enhances learning of grip-force output in a visually guided feedback task in young and neurologically healthy volunteers. Twenty minutes of 1 mA anodal tDCS were applied over the primary motor cortex (M1 contralateral to the dominant (right hand, during the first half of a 40 min power-grip task. This task required the control of a visual signal by modulating the strength of the power-grip for six seconds per trial. Each participant completed a two-session sham-controlled crossover protocol. The stimulation conditions were counterbalanced across participants and the sessions were one week apart. Performance measures comprised time-on-target and target-deviation, and were calculated for the periods of stimulation (or sham and during the afterphase respectively. Statistical analyses revealed significant performance improvements over the stimulation and the afterphase, but this learning effect was not modulated by tDCS condition. This suggests that the form of visuomotor learning taking place in the present task was not sensitive to neurostimulation. These null effects, together with similar reports for other types of motor tasks, lead to the proposition that tDCS facilitation of motor learning might be restricted to cases or situations where the motor system is challenged, such as motor deficits, advanced age, or very high task demand.

  8. Memanfaatkan Metode Kerja Kelompok dalam Model Direct Instruction Untuk Mengoptimalkan Peningkatan Prestasi Belajar Matematika Siswa Kelas 8 Semester I Tahun Pelajaran 2015/2016 DI SMPN 8 Bintan

    Ultra Falentina

    2017-03-01

    Full Text Available Mathmatics is one of the lesson which is performed on national final exam. It holds important rule to decide sudents graduation. The fact shown that many students have difficulty in this lesson. They think that mathematics difficult. It makes them have less interest in mathematics.The research method used is class action research. The population of this study is 22 students of VII grade SMPN 8 Bintan. Sampling technique in this study is purposive sampling. The independent variable is group working method in direct instruction model and the dependent variable is mathematics learning performance.The result of this research is passing grade of siclus II increasing to 85 from 72,29. It can be concluded that working method in direct instruction model can increase mathematics learning performance of VII grade SMPN 8 Bintan.

  9. Effects of memory instruction on attention and information processing: Further investigation of inhibition of return in item-method directed forgetting.

    Thompson, Kate M; Hamm, Jeff P; Taylor, Tracy L

    2014-02-01

    In the item-method directed-forgetting paradigm, the magnitude of inhibition of return (IOR) is larger after an instruction to forget (F) than after an instruction to remember (R). In the present experiments, we further investigated this increased magnitude of IOR after F as compared to R memory instructions (dubbed the F > R IOR difference), in order to understand both the consequences for information processing and the purpose of the differential withdrawal of attention that results in this difference. Words were presented in one of four peripheral locations, followed by either an F or an R memory instruction. Then, a target appeared in either the same location as the previous word or one of the other locations. The results showed that the F > R IOR difference cannot be explained by attentional momentum (Exp. 1), that the spatial compatibility of the response options with target locations is not necessary for the F > R IOR difference to emerge (Exp. 2), and that the F > R IOR difference is location-specific rather than response-specific (Exp. 3). These results are consistent with the view that F > R IOR represents a bias against responding to information emanating from an unreliable source (Taylor & Fawcett, 2011).

  10. Image-guided surgery and therapy: current status and future directions

    Peters, Terence M.

    2001-05-01

    Image-guided surgery and therapy is assuming an increasingly important role, particularly considering the current emphasis on minimally-invasive surgical procedures. Volumetric CT and MR images have been used now for some time in conjunction with stereotactic frames, to guide many neurosurgical procedures. With the development of systems that permit surgical instruments to be tracked in space, image-guided surgery now includes the use of frame-less procedures, and the application of the technology has spread beyond neurosurgery to include orthopedic applications and therapy of various soft-tissue organs such as the breast, prostate and heart. Since tracking systems allow image- guided surgery to be undertaken without frames, a great deal of effort has been spent on image-to-image and image-to- patient registration techniques, and upon the means of combining real-time intra-operative images with images acquired pre-operatively. As image-guided surgery systems have become increasingly sophisticated, the greatest challenges to their successful adoption in the operating room of the future relate to the interface between the user and the system. To date, little effort has been expended to ensure that the human factors issues relating to the use of such equipment in the operating room have been adequately addressed. Such systems will only be employed routinely in the OR when they are designed to be intuitive, unobtrusive, and provide simple access to the source of the images.

  11. Marketing and Society. Study Guide.

    Welsh, Robert S.; Blake, Rowland S.

    This self-instructional study guide is part of the materials for a college-level programmed course entitled "Marketing and Society." The study guide is intended for use by students in conjunction with a related textbook, a workbook, a review guide, and a series of instructional tape casettes. The study guide contains a brief introductory section…

  12. Putting instruction sequences into effect

    Bergstra, J.A.

    2011-01-01

    An attempt is made to define the concept of execution of an instruction sequence. It is found to be a special case of directly putting into effect of an instruction sequence. Directly putting into effect of an instruction sequences comprises interpretation as well as execution. Directly putting into

  13. Image-guided focused ultrasound ablation of breast cancer: current status, challenges, and future directions

    Schmitz, A.C.; Gianfelice, D.; Daniel, B.L.; Mali, W.P.T.M.; Bosch, M.A.A.J. van den

    2008-01-01

    Image-guided focussed ultrasound (FUS) ablation is a noninvasive procedure that has been used for treatment of benign or malignant breast tumours. Image-guidance during ablation is achieved either by using real-time ultrasound (US) or magnetic resonance imaging (MRI). The past decade phase I

  14. Professional Notes: President Shuler's Guiding Principles--Big Steps in the Right Direction

    Reimer, Bennett

    2011-01-01

    This article presents Scott Shuler's "Five Guiding Principles for Music Education": (1) An education in "all" the arts is important for "all" students; (2) Independence--music literacy in the broadest sense--is necessary to lead a life enriched by music; (3) Independent music literacy can be defined as the ability to carry out the three artistic…

  15. Motivational Measure of the Instruction Compared: Instruction Based on the ARCS Motivation Theory vs Traditional Instruction in Blended Courses

    Colakoglu, Ozgur M.; Akdemir, Omur

    2012-01-01

    The ARCS Motivation Theory was proposed to guide instructional designers and teachers who develop their own instruction to integrate motivational design strategies into the instruction. There is a lack of literature supporting the idea that instruction for blended courses if designed based on the ARCS Motivation Theory provides different…

  16. Development of Instructional Materials for Electrochemical Module Class XII Science High School Students with Guided Inquiry Learning Approach

    Lilik Fatmawati

    2014-06-01

    Full Text Available Pengembangan Bahan Ajar Modul Elektrokimia untuk Siswa SMA Kelas XII IPA dengan Pendekatan Pembelajaran Inkuiri Terbimbing Abstract: The aim of this study was to determine the feasibility and effectiveness of the electrochemical module for high school students of class XII results of development. Electrochemical module of the development consists of two learning activities, ie to the material Volta cells and electrolysis cells for the material. Results of the assessment by two chemistry lecturer, State University of Malang and two chemistry teachers XII as an expert content / learning material for eligibility contents was 92.9%, for eligibility and completeness of presentation is 91.1%, and for the eligibility of language is 92.3% , which is classified as very feasible criteria. Overall the average value was 92.1 feasibility. Effectiveness module is indicated by the results of the development of perception and student learning outcomes. Students' perceptions obtained from student assessment results to module development. In the limited field trials obtained average value is 81.8 for all aspects of the maximum value of 100. Obtaining the average value of student learning outcomes for the cognitive aspect is 83.3, for the affective aspect is 82.3, and for the psychomotor aspect is 83.8 out of 100. The maximum value of the overall results of the study showed that the electrochemical module for high school students Class XII Science development results are very decent and very effectively used in the learning process. Key Words: guided inquiry, electrochemical module, model 4-D Abstrak: Tujuan penelitian ini adalah mengetahui kelayakan, dan keefektifan modul elektrokimia untuk siswa SMA kelas XII hasil pengembangan. Modul Elektrokimia hasil pengembangan terdiri dari dua kegiatan belajar, yaitu untuk materi sel Volta dan untuk materi sel elektrolisis. Hasil penilaian oleh dua dosen kimia Universitas Negeri Malang dan dua guru kimia kelas XII sebagai

  17. Student Loans Driving You Crazy? A Borrower's Guide to Direct Consolidation Loans.

    Office of Federal Student Aid (ED), Washington, DC.

    This booklet describes the Direct Consolidation Loan program students can use to combine one or more student loans into a new loan. Things to consider before seeking a consolidation loan are outlined. Direct consolidation loans offer a number of advantages; they are free, result in one lender and one monthly payment, and offer flexible repayment…

  18. COATING ALTERNATIVES GUIDE (CAGE) USER'S GUIDE

    The guide provides instructions for using the Coating Alternatives GuidE (CAGE) software program, version 1.0. It assumes that the user is familiar with the fundamentals of operating an IBM-compatible personal computer (PC) under the Microsoft disk operating system (MS-DOS). CAGE...

  19. Influence of omni-directional guide vane on the performance of cross-flow rotor for urban wind energy

    Wicaksono, Yoga Arob; Tjahjana, Dominicus Danardono Dwi Prija; Hadi, Syamsul

    2018-02-01

    Vertical axis wind turbine like cross-flow rotor have some advantage there are, high self-starting torque, low noise, and high stability; so, it can be installed in the urban area to produce electricity. But, the urban area has poor wind condition, so the cross-flow rotor needs a guide vane to increase its performance. The aim of this study is to determine experimentally the effect of Omni-Directional Guide Vane (ODGV) on the performance of a cross-flow wind turbine. Wind tunnel experiment has been carried out for various configurations. The ODGV was placed around the cross-flow rotor in order to increase ambient wind environment of the wind turbine. The maximum power coefficient is obtained as Cpmax = 0.125 at 60° wind direction. It was 21.46% higher compared to cross-flow wind turbine without ODGV. This result showed that the ODGV able to increase the performance of the cross-flow wind turbine.

  20. Evaluation of a Direct-Instruction Intervention to Improve Movement and Preliteracy Skills among Young Children: A Within-Subject Repeated-Measures Design.

    Bedard, Chloe; Bremer, Emily; Campbell, Wenonah; Cairney, John

    2017-01-01

    School readiness involves the development of foundational skills such as emergent literacy and fundamental movement skills as well as the capacity to attentively engage in instructional situations. Children do not develop these skills naturally; therefore, they need the opportunity to develop these skills in their early years prior to entering school. The objective of the current study was to evaluate the effectiveness and feasibility of a direct-instruction movement and preliteracy intervention in children aged 3-4 years. A within-subject repeated-measures design, embedded within a wait-list control study, was used to evaluate the intervention. The intervention was run across 10 weeks with 1 h weekly sessions. Each weekly session consisted of 30-min of movement skill instruction (e.g., through single-step acquisition strategies), 15-min of free play during which time children had access to a variety of equipment (e.g., balls, hula hoops, etc.) or toys (e.g., puzzles, building blocks), and a 15-min interactive reading circle during which children read a storybook and were taught 1-2 preliteracy skills (e.g., alphabet knowledge, narrative knowledge, etc.). A convenience sample of 11 children (mean age = 45.6 months, SD = 7.3) was recruited. All children were assessed four times: baseline (Time 1), pre-intervention (Time 2), post-intervention (Time 3), and 5-week follow-up (Time 4). Gross motor skills and preliteracy skills were assessed at each time point. There was a statistically significant effect of time on the change in gross motor skills (Wilks' lambda = 0.09, p  = .002), print-concept skills (Wilks' lambda = 0.09, p  = .001), and alphabet knowledge (Wilks' lambda = 0.29, p  = .046). Post hoc analyses reveal non-significant changes between time 1 and 2 for motor and print-concept skills and significant changes in all three outcomes between time 2 and time 3. Participation in a direct-instruction movement and preliteracy

  1. Evaluation of a Direct-Instruction Intervention to Improve Movement and Preliteracy Skills among Young Children: A Within-Subject Repeated-Measures Design

    Chloe Bedard

    2018-01-01

    Full Text Available ObjectiveSchool readiness involves the development of foundational skills such as emergent literacy and fundamental movement skills as well as the capacity to attentively engage in instructional situations. Children do not develop these skills naturally; therefore, they need the opportunity to develop these skills in their early years prior to entering school. The objective of the current study was to evaluate the effectiveness and feasibility of a direct-instruction movement and preliteracy intervention in children aged 3–4 years.MethodsA within-subject repeated-measures design, embedded within a wait-list control study, was used to evaluate the intervention. The intervention was run across 10 weeks with 1 h weekly sessions. Each weekly session consisted of 30-min of movement skill instruction (e.g., through single-step acquisition strategies, 15-min of free play during which time children had access to a variety of equipment (e.g., balls, hula hoops, etc. or toys (e.g., puzzles, building blocks, and a 15-min interactive reading circle during which children read a storybook and were taught 1–2 preliteracy skills (e.g., alphabet knowledge, narrative knowledge, etc.. A convenience sample of 11 children (mean age = 45.6 months, SD = 7.3 was recruited. All children were assessed four times: baseline (Time 1, pre-intervention (Time 2, post-intervention (Time 3, and 5-week follow-up (Time 4. Gross motor skills and preliteracy skills were assessed at each time point.ResultsThere was a statistically significant effect of time on the change in gross motor skills (Wilks’ lambda = 0.09, p = .002, print-concept skills (Wilks’ lambda = 0.09, p = .001, and alphabet knowledge (Wilks’ lambda = 0.29, p = .046. Post hoc analyses reveal non-significant changes between time 1 and 2 for motor and print-concept skills and significant changes in all three outcomes between time 2 and time 3.ConclusionParticipation in a

  2. The Effectiveness of Guided Induction versus Deductive Instruction on the Development of Complex Spanish "Gustar" Structures: An Analysis of Learning Outcomes and Processes

    Cerezo, Luis; Caras, Allison; Leow, Ronald P.

    2016-01-01

    Meta-analytic research suggests an edge of explicit over implicit instruction for the development of complex L2 grammatical structures, but the jury is still out as to which type of explicit instruction--"deductive" or "inductive," where rules are respectively provided or elicited--proves more effective. Avoiding this…

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

    Washington Consulting Group, Inc., Washington, DC.

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

  4. Ultrasound-guided direct delivery of 3-bromopyruvate blocks tumor progression in an orthotopic mouse model of human pancreatic cancer.

    Ota, Shinichi; Geschwind, Jean-Francois H; Buijs, Manon; Wijlemans, Joost W; Kwak, Byung Kook; Ganapathy-Kanniappan, Shanmugasundaram

    2013-06-01

    Studies in animal models of cancer have demonstrated that targeting tumor metabolism can be an effective anticancer strategy. Previously, we showed that inhibition of glucose metabolism by the pyruvate analog, 3-bromopyruvate (3-BrPA), induces anticancer effects both in vitro and in vivo. We have also documented that intratumoral delivery of 3-BrPA affects tumor growth in a subcutaneous tumor model of human liver cancer. However, the efficacy of such an approach in a clinically relevant orthotopic tumor model has not been reported. Here, we investigated the feasibility of ultrasound (US) image-guided delivery of 3-BrPA in an orthotopic mouse model of human pancreatic cancer and evaluated its therapeutic efficacy. In vitro, treatment of Panc-1 cells with 3-BrPA resulted in a dose-dependent decrease in cell viability. The loss of viability correlated with a dose-dependent decrease in the intracellular ATP level and lactate production confirming that disruption of energy metabolism underlies these 3-BrPA-mediated effects. In vivo, US-guided delivery of 3-BrPA was feasible and effective as demonstrated by a marked decrease in tumor size on imaging. Further, the antitumor effect was confirmed by (1) a decrease in the proliferative potential by Ki-67 immunohistochemical staining and (2) the induction of apoptosis by terminal deoxynucleotidyl transferase-mediated deoxyuridine 5-triphospate nick end labeling staining. We therefore demonstrate the technical feasibility of US-guided intratumoral injection of 3-BrPA in a mouse model of human pancreatic cancer as well as its therapeutic efficacy. Our data suggest that this new therapeutic approach consisting of a direct intratumoral injection of antiglycolytic agents may represent an exciting opportunity to treat patients with pancreas cancer.

  5. Development of a fresh cadaver model for instruction of ultrasound-guided breast biopsy during the surgery clerkship: pre-test and post-test results among third-year medical students.

    McCrary, Hilary C; Krate, Jonida; Savilo, Christine E; Tran, Melissa H; Ho, Hang T; Adamas-Rappaport, William J; Viscusi, Rebecca K

    2016-11-01

    The aim of our study was to determine if a fresh cadaver model is a viable method for teaching ultrasound (US)-guided breast biopsy of palpable breast lesions. Third-year medical students were assessed both preinstruction and postinstruction on their ability to perform US-guided needle aspiration or biopsy of artificially created masses using a 10-item checklist. Forty-one third-year medical students completed the cadaver laboratory as part of the surgery clerkship. Eight items on the checklist were found to be significantly different between pre-testing and post-testing. The mean preinstruction score was 2.4, whereas the mean postinstruction score was 7.10 (P cadaver models have been widely used in medical education. However, there are few fresh cadaver models that provide instruction on procedures done in the outpatient setting. Our model was found to be an effective method for the instruction of US-guided breast biopsy among medical students. Copyright © 2016 Elsevier Inc. All rights reserved.

  6. Endodontic treatment and esthetic management of a primary double tooth with direct composite using silicone buildup guide

    Vinaya Kumar Kulkarni

    2012-01-01

    Full Text Available Gemination and fusion are morphological dental anomalies, characterized by the formation of a clinically wide tooth. Gemination occurs when one tooth bud tries to divide, while fusion occurs if two buds unite. The terms double teeth, double formation, conjoined teeth, geminifusion, vicinifusion and dental twinning are often used to describe fusion and gemination. Double teeth are associated with clinical problems such as poor esthetics, spacing problems and caries susceptibility. Management of such cases requires a comprehensive knowledge of the clinical entity as well as the problems associated with it. This report presents a case of primary double tooth in a 6-year-old boy involving maxillary left central incisor. The anomalous tooth was carious and pulpally involved. This was treated conservatively by endodontic treatment and esthetic rehabilitation was done with direct composite restoration using a silicone buildup guide. The treated tooth was followed up until exfoliation.

  7. Transcranial Direct Current Stimulation (tDCS: A Beginner's Guide for Design and Implementation

    Hayley Thair

    2017-11-01

    Full Text Available Transcranial direct current stimulation (tDCS is a popular brain stimulation method that is used to modulate cortical excitability, producing facilitatory or inhibitory effects upon a variety of behaviors. There is, however, a current lack of consensus between studies, with many results suggesting that polarity-specific effects are difficult to obtain. This article explores some of these differences and highlights the experimental parameters that may underlie their occurrence. We provide a general, practical snapshot of tDCS methodology, including what it is used for, how to use it, and considerations for designing an effective and safe experiment. Our aim is to equip researchers who are new to tDCS with the essential knowledge so that they can make informed and well-rounded decisions when designing and running successful experiments. By summarizing the varied approaches, stimulation parameters, and outcomes, this article should help inform future tDCS research in a variety of fields.

  8. Transcranial Direct Current Stimulation (tDCS): A Beginner's Guide for Design and Implementation

    Thair, Hayley; Holloway, Amy L.; Newport, Roger; Smith, Alastair D.

    2017-01-01

    Transcranial direct current stimulation (tDCS) is a popular brain stimulation method that is used to modulate cortical excitability, producing facilitatory or inhibitory effects upon a variety of behaviors. There is, however, a current lack of consensus between studies, with many results suggesting that polarity-specific effects are difficult to obtain. This article explores some of these differences and highlights the experimental parameters that may underlie their occurrence. We provide a general, practical snapshot of tDCS methodology, including what it is used for, how to use it, and considerations for designing an effective and safe experiment. Our aim is to equip researchers who are new to tDCS with the essential knowledge so that they can make informed and well-rounded decisions when designing and running successful experiments. By summarizing the varied approaches, stimulation parameters, and outcomes, this article should help inform future tDCS research in a variety of fields. PMID:29213226

  9. Expanding the enzyme universe: accessing non-natural reactions by mechanism-guided directed evolution.

    Renata, Hans; Wang, Z Jane; Arnold, Frances H

    2015-03-09

    High selectivity and exquisite control over the outcome of reactions entice chemists to use biocatalysts in organic synthesis. However, many useful reactions are not accessible because they are not in nature's known repertoire. In this Review, we outline an evolutionary approach to engineering enzymes to catalyze reactions not found in nature. We begin with examples of how nature has discovered new catalytic functions and how such evolutionary progression has been recapitulated in the laboratory starting from extant enzymes. We then examine non-native enzyme activities that have been exploited for chemical synthesis, with an emphasis on reactions that do not have natural counterparts. Non-natural activities can be improved by directed evolution, thus mimicking the process used by nature to create new catalysts. Finally, we describe the discovery of non-native catalytic functions that may provide future opportunities for the expansion of the enzyme universe. © 2015 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

  10. Managerial Accounting. Study Guide.

    Plachta, Leonard E.

    This self-instructional study guide is part of the materials for a college-level programmed course in managerial accounting. The study guide is intended for use by students in conjuction with a separate textbook, Horngren's "Accounting for Management Control: An Introduction," and a workbook, Curry's "Student Guide to Accounting for Management…

  11. The design, simulation and testing of an urban vertical axis wind turbine with the omni-direction-guide-vane

    Chong, W.T.; Fazlizan, A.; Poh, S.C.; Pan, K.C.; Hew, W.P.; Hsiao, F.B.

    2013-01-01

    Graphical abstract: Solar energy, renewable energy, urban wind energy, environment, augmented wind turbine. Highlights: ► A system for on-site wind–solar hybrid power generation and rain water collection. ► The omni-direction-guide-vane (ODGV) overcomes the weak wind and turbulence conditions in urban areas. ► The ODGV improves the wind turbine performance by speeding-up and guiding the wind. ► The ODGV is designed to blend into the building architecture with safety enhancement. ► The wind tunnel test and CFD simulation results are presented. - Abstract: A novel omni-direction-guide-vane (ODGV) that surrounds a vertical axis wind turbine (VAWT) is designed to improve the wind turbine performance. Wind tunnel testing was performed to evaluate the performance of a 5-bladed (Wortmann FX63-137 airfoil) H-rotor wind turbine, with and without the integration of the ODGV. The test was conducted using a scaled model turbine which was constructed to simulate the VAWT enclosed by the ODGV placed on a building. The VAWT shows an improvement on its self-starting behavior where the cut-in speed was reduced with the integration of the ODGV. Since the VAWT is able to self-start at a lower wind speed, the working hour of the wind turbine would increase. At a wind speed of 6 m/s and under free-running condition (only rotor inertia and bearing friction were applied), the ODGV helps to increase the rotor rotational speed by 182%. With extra load application at the same wind speed (6 m/s), the wind turbine power output was increased by 3.48 times at its peak torque with the aid of the ODGV. The working concept of the ODGV is to minimize the negative torque zone of a lift-type VAWT and to reduce turbulence and rotational speed fluctuation. It was verified by re-simulating the torque coefficient data of a single bladed (NACA 0015 airfoil) VAWT published by the Sandia National Laboratories. From the simulation results, with the presence of the ODGV, it was shown that the

  12. Expanding the Enzyme Universe: Accessing Non-Natural Reactions by Mechanism-Guided Directed Evolution

    Renata, Hans; Wang, Z. Jane

    2015-01-01

    High selectivities and exquisite control over reaction outcomes entice chemists to use biocatalysts in organic synthesis. However, many useful reactions are not accessible because they are not in nature’s known repertoire. We will use this review to outline an evolutionary approach to engineering enzymes to catalyze reactions not found in nature. We begin with examples of how nature has discovered new catalytic functions and how such evolutionary progressions have been recapitulated in the laboratory starting from extant enzymes. We then examine non-native enzyme activities that have been discovered and exploited for chemical synthesis, emphasizing reactions that do not have natural counterparts. The new functions have mechanistic parallels to the native reaction mechanisms that often manifest as catalytic promiscuity and the ability to convert from one function to the other with minimal mutation. We present examples of how non-natural activities have been improved by directed evolution, mimicking the process used by nature to create new catalysts. Examples of new enzyme functions include epoxide opening reactions with non-natural nucleophiles catalyzed by a laboratory-evolved halohydrin dehalogenase, cyclopropanation and other carbene transfer reactions catalyzed by cytochrome P450 variants, and non-natural modes of cyclization by a modified terpene synthase. Lastly, we describe discoveries of non-native catalytic functions that may provide future opportunities for expanding the enzyme universe. PMID:25649694

  13. A hymenopterists’ guide to the Hymenoptera Anatomy Ontology: utility, clarification, and future directions

    Katja Seltmann

    2012-05-01

    Full Text Available Hymenoptera exhibit an incredible diversity of phenotypes, the result of ~240 million years of evolution and the primary subject of more than 250 years of research. Here we describe the history, development, and utility of the Hymenoptera Anatomy Ontology (HAO and its associated applications. These resources are designed to facilitate accessible and extensible research on hymenopteran phenotypes. Outreach with the hymenopterist community is of utmost importance to the HAO project, and this paper is a direct response to questions that arised from project workshops. In a concerted attempt to surmount barriers of understanding, especially regarding the format, utility, and development of the HAO, we discuss the roles of homology, “preferred terms”, and “structural equivalency”. We also outline the use of Universal Resource Identifiers (URIs and posit that they are a key element necessary for increasing the objectivity and repeatability of science that references hymenopteran anatomy. Pragmatically, we detail a mechanism (the “URI table” by which authors can use URIs to link their published text to the HAO, and we describe an associated tool (the “Analyzer” to derive these tables. These tools, and others, are available through the HAO Portal website (http://portal.hymao.org. We conclude by discussing the future of the HAO with respect to digital publication, cross-taxon ontology alignment, the advent of semantic phenotypes, and community-based curation.

  14. Management and Supervision Procedures for Wastewater Facilities, Wastewater Technology: A Two-Year Post High School Instructional Program. An Instructor's Guide for Use of Instructional Material in Wastewater Technology Training Programs. Volume IV.

    Mason, George J.; And Others

    This document is one in a series which outlines performance objectives and instructional modules for a course of study in the management of wastewater treatment plants. The modules are arranged in an order appropriate for teaching students with no experience. The modules can also be rearranged and adapted for courses to upgrade personnel moving…

  15. Delivering Instruction to Adult Learners. Revised Edition.

    Cantor, Jeffrey A.

    This one-stop guide for trainers and educators of adults in industry, business, or the professions details a results-oriented instructional strategy that is based on the following principles for instructing adults effectively: (1) act as a leader, helper, guide, change agent, coordinator, and facilitator of learning; (2) promote active…

  16. Preparation of BAT (best available technology) instruction sheets for the EIPPC Directive; Erarbeiten von BVT(Beste-Verfuegbare-Technik)-Merkblaettern zur EG-IVU-Richtlinie

    Lange, M.; Reichel, A. [Umweltbundesamt, Berlin (Germany)

    1999-07-01

    Council Directive 96/61/EC of 24/09/1996, which deals with integrated pollution prevention and control (IPPC Directive), aims for a high standard of protection for the environment as a whole: thus, it makes the construction of large industrial plants contingent on an integrated licensing procedure with public participation. Determining emission limit values on the basis of the best available technology (BAT) forms the core element of the licensing procedure. The requirements of the IPPC Directive are to be transposed into national law by 30/10/1999. To provide a framework for Article 16 (2), the European Commission has swiftly and purposefully organised an exchange of information for determining what is to be considered the best technology available. This has involved the preparation of BTA instruction sheets for industrial sectors affected by the IPPC Directive. This paper reports on the organisational structure and content of the information exchange accompanying the preparation of the BAT instruction sheets. It also provides information on the goals and organisation of the German contribution, in which the Federal Environmental Office plays a pivotal role as ''National Focal Point''. [German] Die Richtlinie 96/61/EG des Rates vom 24.09.1996 ueber die integrierte Vermeidung und Verminderung der Umweltverschmutzung (IVU-Richtlinie) zielt auf ein hohes Schutzniveau fuer die Umwelt als Ganzes; sie verlangt fuer grosse Industrieanlagen eine integrierte Genehmigung mit Oeffentlichkeitsbeteiligung. Kernelement der Anlagengenehmigung ist die Festlegung von Emissionsgrenzwerten auf der Grundlage der Besten Verfuegbaren Techniken (BVT). Die Anforderungen der IVU-Richtlinie sind bis zum 30.10.1999 in nationales Recht umzusetzen. Die Europaeische Kommission hat fruehzeitig und zielstrebig zur Ausfuellung von Artikel 16(2) im Hinblick auf die Ermittlung der Besten Verfuegbaren Techniken einen Informationsaustausch organisiert. Dabei werden BVT

  17. Computational study: The influence of omni-directional guide vane on the flow pattern characteristic around Savonius wind turbine

    Wicaksono, Yoga Arob; Tjahjana, D. D. D. P.

    2017-01-01

    Standart Savonius wind turbine have a low performance such as low coefficient of power and low coefficient of torque compared with another type of wind turbine. This phenomenon occurs because the wind stream can cause the negative pressure at the returning rotor. To solve this problem, standard Savonius combined with Omni Directional Guide Vane (ODGV) proposed. The aim of this research is to study the influence of ODGV on the flow pattern characteristic around of Savonius wind turbine. The numerical model is based on the Navier-Stokes equations with the standard k-ɛ turbulent model. This equation solved by a finite volume discretization method. This case was analyzed by commercial computational fluid dynamics solver such as SolidWorks Flow Simulations. Simulations were performed at the different wind directions; there are 0°, 30°,60° at 4 m/s wind speed. The numerical method validated with the past experimental data. The result indicated that the ODGV able to augment air flow to advancing rotor and decrease the negative pressure in the upstream of returning rotor compared to the bare Savonius wind turbine.

  18. Gender-related effects of contemporary math instruction for low performers on problem solving behaviour

    Timmermans, R.E.; van Lieshout, E.C.D.M.; Verhoeven, L.

    2007-01-01

    Effects of guided (GI) and direct instruction (DI) in solving subtraction problems for mathematically low performers in regular schools were compared. In the GI condition, self-development of solution procedures was encouraged whereas in the DI condition one prescribed strategy was to be used. Forty

  19. The Tablet Inscribed: Inclusive Writing Instruction with the iPad

    Sullivan, Rebecca M.

    2013-01-01

    Despite the author's initial skepticism, a classroom set of iPads has reinforced a student-directed approach to writing instruction, while also supporting an inclusive classroom. Using the iPads, students guide their writing process with access to the learning management system, electronic information resources, and an online text editor. Students…

  20. PENERAPAN MODEL PEMBELAJARAN LANGSUNG (DIRECT INSTRUCTION UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR PADA MATA PELAJARAN KEARSIPAN SISWA KELAS XI AP SMK YPE NUSANTARA SLAWI

    Neni Mersita

    2016-02-01

    Full Text Available Tujuan dari penelitian ini yaitu untuk mengetahui penerapan model pembelajaran langsung mampu meningkatkan aktivitas belajar dan hasil belajar pada mata pelajaran kearsipan siswa kelas XI AP SMK YPE Nusantara Slawi. Subyek penelitian ini adalah siswa kelas XI AP 2 yang berjumlah 40 siswa. Prosedur penelitian tindakan ini terdiri dari tiga siklus. Alat pengumpulan data yang digunakan dalam penelitian ini adalah soal tes evaluasi dan lembar pengamatan siswa. Hasil penelitian menunjukkan bahwa ketuntasan hasil belajar secara klasikal pada siklus I sebesar 62,5%, dengan nilai rata-rata sebesar 73. Nilai tertinggi siklus I adalah 85 dan nilai terenah 60. Pada siklus II ketuntasan hasil belajar secara klasikal sebesar 75%, dengan rata-rata 79,13. Nilai tertinggi siklus II adalah 90 dan nilai terendah 70. Pada siklus III ketuntasan belajar secara klasikal sebesar 87,5%, dengan rata-rata 85. Nilai tertinggi siklus II adalah 100 dan nilai terendah 70. Rata-rata aktivitas belajar siklus I sebesar 67,36%, meningkat pada siklus II menjadi 76,36%, dan meningkat lagi pada siklus III sebesar 84%. Berdasarkan hasil penelitian di atas dapat disimpulkan bahwa model pembelajraan langsung (Direct Instruction dapat meningkatkan aktivitas dan hasil belajar siswa. Saran dalam penelitian ini adalah guru perlu memberikan motivasi kepada siswa karena dapat meningkatkan antusiasme siswa dalam kegiatan belajarnya.. this purpose of this research is to find out application model of direct instruction can increase activity and student’s learning outcomes in archieve lesson that student of class XI AP 2 SMK YPE Nusantara Slawi. Subject of this research was the 40 students of XI AP 2. Procedure of this research consisted of three cycles. Data collecting instrument used in this research was the evaluation test items and student observation sheets. Research result showed that learning result completeness classically in cycle I, was about 62,5 %, with mean score about 73. The

  1. The Endocrine System [and] Instructor's Guide: The Endocrine System. Health Occupations Education Module: Instructional Materials in Anatomy and Physiology for Pennsylvania Health Occupations Programs.

    National Evaluation Systems, Inc., Amherst, MA.

    This module on the endocrine system is one of 17 modules designed for individualized instruction in health occupations education programs at both the secondary and postsecondary levels. It is part of an eight-unit miniseries on anatomy and physiology within the series of 17 modules. Following a preface which explains to the student how to use the…

  2. The Potential of Supplemental Instruction in Engineering Education: Creating Additional Peer-Guided Learning Opportunities in Difficult Compulsory Courses for First-Year Students

    Malm, Joakim; Bryngfors, Leif; Mörner, Lise-Lotte

    2016-01-01

    Supplemental Instruction (SI) can be an efficient way of improving student success in difficult courses. Here, a study is made on SI attached to difficult first-year engineering courses. The results show that both the percentage of students passing a difficult first-year engineering course, and scores on the course exams are considerably higher…

  3. Modulation of type I immediate and type IV delayed immunoreactivity using direct suggestion and guided imagery during hypnosis.

    Zachariae, R; Bjerring, P; Arendt-Nielsen, L

    1989-11-01

    Cutaneous reactivity against histamine skin prick test (Type I) and purified tuberculin protein derivative (Mantoux reaction, Type IV) was studied in eight volunteers under hypnosis. Types I and IV immunoreactivity were modulated by direct suggestion (Type I) and guided imagery (Type IV). The volunteers were highly susceptible subjects, selected by means of the Harvard Group Scale of Hypnotic Susceptibility, Form A. When the volunteers underwent hypnotic suggestion to decrease the cutaneous reaction to histamine prick test, a significant (P less than 0.02) reduction of the flare reaction (area of erythema) was observed compared with control histamine skin prick tests. The wheal reaction did not respond to hypnotic suggestion. Neither wheal nor flare reaction could be increased in size by hypnotic suggestion compared with control histamine skin prick tests. A hypnotic suggestion of increasing the Type IV reaction on one arm and decreasing the reaction on the other revealed a significant difference in both erythema size (P less than 0.02) and palpable induration (P less than 0.01). In two cases the reactions were monitored by laser doppler blood flowmetry and skin thickness measurement by ultrasound. The difference between the suggested increased and decreased reaction was 19% for the laser doppler bloodflow (in favor of the augmented side), and 44% for the dermal infiltrate thickness. This study objectively supports the numerous uncontrolled case reports of modulation of immunoreactivity in allergic diseases involving both Type I and Type IV skin reactions following hypnotic suggestions.

  4. Technical guide to criticality alarm system design

    Greenfield, B.

    2009-01-01

    An instructional manual was created to guide criticality safety engineers through the technical aspects of designing a criticality alarm system (CAS) for Dept. of Energy (DOE) hazard class 1 and 2 facilities. The manual was structured such that it can be used by engineers designing completely new systems and by those who are working with existing facilities. Major design tasks are thoroughly analyzed to provide concise direction for how to complete the analysis. Regulatory and technical performance requirements were both addressed. (authors)

  5. Volumetric MR-Guided High-Intensity Focused Ultrasound with Direct Skin Cooling for the Treatment of Symptomatic Uterine Fibroids : Proof-of-Concept Study

    Ikink, Marlijne E; van Breugel, Johanna M M; Schubert, Gerald; Nijenhuis, Robbert J; Bartels, LW; Moonen, Chrit T W; van den Bosch, Maurice A A J

    2015-01-01

    Objective. To prospectively assess the safety and technical feasibility of volumetric magnetic resonance-guided high-intensity focused ultrasound (MR-HIFU) ablation with direct skin cooling (DISC) during treatment of uterine fibroids. Methods. In this proof-of-concept study, eight patients were

  6. Analysis of food advertisements on cable television directed to children based on the food guide for the Brazilian population and current legislation

    BRITTO,Soraya da Rocha; VIEBIG,Renata Furlan; MORIMOTO,Juliana Masami

    2016-01-01

    ABSTRACT Objective: This study examined food product advertisements directed to children and aired on closed television channels in Brazil, according to the types of foods and beverages advertised and the advertising content. Methods: A descriptive study was conducted on the adequacy of food commercials directed to children and aired by six pay-television broadcasters according to two parameters: "The Food Guide for the Brazilian Population, 2014", and the National Council on Children's and...

  7. Fashion Merchandising Guide.

    North Carolina State Dept. of Public Instruction, Raleigh. Div. of Vocational Education Services.

    Developed to address the needs of the apparel industry, this fashion merchandising curriculum guide is designed to assist marketing educators in effective instructional delivery. Introductory materials include the following: a course blueprint that illustrates units of instruction, core competencies in each unit, and specific objectives for each…

  8. Instructed Pragmatics at a Glance: Where Instructional Studies Were, Are, and Should Be Going

    Taguchi, Naoko

    2015-01-01

    This paper brings together the research and developments of instructed pragmatics over the past three decades by reporting the synthesis findings of instructional intervention studies in interlanguage pragmatics. Two questions have guided this investigation: (1) is instruction effective in learning pragmatics?; and (2) what methods are most…

  9. Intro to Valve Guide Reconditioning. Automotive Mechanics. Valves. Instructor's Guide [and] Student Guide.

    Horner, W.

    This instructional package, one in a series of individualized instructional units on tools and techniques for repairing worn valve guides in motor vehicles, provides practical experience for students in working on cylinder heads. Covered in the module are reaming valve guides that are oversized to match a new oversized valve, reaming valve guides…

  10. Novel investigation of the different Omni-direction-guide-vane angles effects on the urban vertical axis wind turbine output power via three-dimensional numerical simulation

    Shahizare, B.; Nik-Ghazali, N.; Chong, W.T.; Tabatabaeikia, S.; Izadyar, Nima; Esmaeilzadeh, Alireza

    2016-01-01

    Highlights: • Investigation of the Omni-direction-guide-vane impacts on the VAWT performance. • Obtain the best position of the guide vane angles in order to achieve the maximum performance. • Validation of the 3D computational fluid dynamics with experimental data. • Acquire the optimal Omni-direction-guide-vane based on numerical simulation results. - Abstract: The aim of this study is to present the effects of different Omni-direction-guide-vane (ODGV) angles on the performance of the vertical axis wind turbine (VAWT). For this purpose, five different straight-bladed VAWTs have been simulated via three-dimensional (3D) computational fluid dynamics (CFD). Hence, the VAWT without ODGV covering, were simulated and validated via CFD and experimental fluid dynamics (EFD) data, respectively in the first step. Indeed, grid and time step independency test as well as the effect of domain size, have been conducted and a suitable agreement was found based on comparison of the CFD and EFD results. In the next step, the VAWT was shrouded by ODGV cover and the whole system was simulated for 52 angles of the ODGV in four different tip speed ratios (TSR), to investigate the impact of guide vanes angles on the VAWT performance. Results of this study indicated that output power of the VAWT with α = 20° and β = 55° ODGV guide vanes, was improved 40.9%, 36.5%, 35.3% and 33.2%, respectively in four different TSR including 0.745, 1.091, 1.901 and 2.53.

  11. Guide for thesis quality at CEA / Physical Sciences Division; Guide pour la qualite des theses a la Direction des Sciences de la Matiere

    Renault, J.Ph.; Rotureau, P. [CEA Saclay, Dept. de Recherche sur l' Etat Condense, les Atomes et les Molecules (DSM/DRECAM/SCM-URA 331), 91 - Gif sur Yvette (France); Skaza, F.; Lapoux, V. [CEA Saclay, Dept. d' Astrophysique, de Physique des Particules, de Physique Nucleaire et de l' Instrumentation Associee (DSM/DAPNIA/SPhN), 91- Gif sur Yvette (France); Saas, St.; Nguyen, F. [CEA Cadarache, Dept. de Recherches sur la Fusion Controlee (DSM/DRFC), 13 - Saint Paul lez Durance (France); Chaleard, C. [CEA Fontenay-aux-Roses, 92 (France); Thromat, N.; Pussieux, Th. [CEA Saclay, Dept. de Recherche sur l' Etat Condense les Atomes et les Molecules (DSM/DRECAM), 91 - Gif sur Yvette (France); Duc, R. [CEA Saclay, Direction des Sciences de la Matiere (DSM), 91 - Gif-sur-Yvette (France)

    2003-07-01

    Thesis is a basic component of scientific research. It has to be successful, for the student whose future depends widely on it, as well as for the host laboratory awaiting a profitable return on investment. The present guide, dedicated to students and their managers, aims to lead them to success by implementing a customized Quality approach. That tool, built as following the DSM Quality referential, wants to be, like this latter one: 'Useful, Usable, Used'. (authors)

  12. Virtual Environments for the Transfer of Navigation Skills in the Blind: A Comparison of Directed Instruction Versus Video Game Based Learning Approaches

    Erin C Connors

    2014-05-01

    Full Text Available For profoundly blind individuals, navigating in an unfamiliar building can represent a significant challenge. We investigated the use of an audio-based, virtual environment called Audio-based Environment Simulator (AbES that can be explored for the purposes of learning the layout of an unfamiliar, complex indoor environment. Furthermore, we compared two modes of interaction with AbES. In one group, blind participants implicitly learned the layout of a target environment while playing an exploratory, goal-directed video game. By comparison, a second group was explicitly taught the same layout following a standard route and instructions provided by a sighted facilitator. As a control, a third group interacted with AbES while playing an exploratory, goal-directed video game however, the explored environment did not correspond to the target layout. Following interaction with AbES, a series of route navigation tasks were carried out in the virtual and physical building represented in the training environment to assess the transfer of acquired spatial information. We found that participants from both modes of interaction were able to transfer the spatial knowledge gained as indexed by their successful route navigation performance. This transfer was not apparent in the control participants. Most notably, the game-based learning strategy was also associated with enhanced performance when participants were required to find alternate routes and short cuts within the target building suggesting that a ludic-based training approach may provide for a more flexible mental representation of the environment. Furthermore, outcome comparisons between early and late blind individuals suggested that greater prior visual experience did not have a significant effect on overall navigation performance following training. Finally, performance did not appear to be associated with other factors of interest such as age, gender, and verbal memory recall. We conclude that the

  13. Specific recommendations for accurate and direct use of PET-CT in PET guided radiotherapy for head and neck sites

    Thomas, C. M.; Convery, D. J.; Greener, A. G.; Pike, L. C.; Baker, S.; Woods, E.; Hartill, C. E.

    2014-01-01

    Purpose: To provide specific experience-based guidance and recommendations for centers wishing to develop, validate, and implement an accurate and efficient process for directly using positron emission tomography-computed tomography (PET-CT) for the radiotherapy planning of head and neck cancer patients. Methods: A PET-CT system was modified with hard-top couch, external lasers and radiotherapy immobilization and indexing devices and was subject to a commissioning and quality assurance program. PET-CT imaging protocols were developed specifically for radiotherapy planning and the image quality and pathway tested using phantoms and five patients recruited into an in-house study. Security and accuracy of data transfer was tested throughout the whole data pathway. The patient pathway was fully established and tested ready for implementation in a PET-guided dose-escalation trial for head and neck cancer patients. Results: Couch deflection was greater than for departmental CT simulator machines. An area of high attenuation in the couch generated image artifacts and adjustments were made accordingly. Using newly developed protocols CT image quality was suitable to maintain delineation and treatment accuracy. Upon transfer of data to the treatment planning system a half pixel offset between PET and CT was observed and corrected. By taking this into account, PET to CT alignment accuracy was maintained below 1 mm in all systems in the data pathway. Transfer of structures delineated in the PET fusion software to the radiotherapy treatment planning system was validated. Conclusions: A method to perform direct PET-guided radiotherapy planning was successfully validated and specific recommendations were developed to assist other centers. Of major concern is ensuring that the quality of PET and CT data is appropriate for radiotherapy treatment planning and on-treatment verification. Couch movements can be compromised, bore-size can be a limitation for certain immobilization

  14. Specific recommendations for accurate and direct use of PET-CT in PET guided radiotherapy for head and neck sites

    Thomas, C. M., E-mail: christopher.thomas@gstt.nhs.uk; Convery, D. J.; Greener, A. G. [Guy' s and St. Thomas’ NHS Foundation Trust, Medical Physics Department, St. Thomas’ Hospital, London SE1 7EH (United Kingdom); Pike, L. C.; Baker, S.; Woods, E. [Division of Imaging Sciences and Biomedical Engineering, King' s College London, King' s Health Partners, St. Thomas’ Hospital, London SE1 7EH (United Kingdom); Hartill, C. E. [Guy' s and St. Thomas’ NHS Foundation Trust, Radiotherapy, Clinical Outpatients Clinic, St. Thomas’ Hospital, London SE1 7EH (United Kingdom)

    2014-04-15

    Purpose: To provide specific experience-based guidance and recommendations for centers wishing to develop, validate, and implement an accurate and efficient process for directly using positron emission tomography-computed tomography (PET-CT) for the radiotherapy planning of head and neck cancer patients. Methods: A PET-CT system was modified with hard-top couch, external lasers and radiotherapy immobilization and indexing devices and was subject to a commissioning and quality assurance program. PET-CT imaging protocols were developed specifically for radiotherapy planning and the image quality and pathway tested using phantoms and five patients recruited into an in-house study. Security and accuracy of data transfer was tested throughout the whole data pathway. The patient pathway was fully established and tested ready for implementation in a PET-guided dose-escalation trial for head and neck cancer patients. Results: Couch deflection was greater than for departmental CT simulator machines. An area of high attenuation in the couch generated image artifacts and adjustments were made accordingly. Using newly developed protocols CT image quality was suitable to maintain delineation and treatment accuracy. Upon transfer of data to the treatment planning system a half pixel offset between PET and CT was observed and corrected. By taking this into account, PET to CT alignment accuracy was maintained below 1 mm in all systems in the data pathway. Transfer of structures delineated in the PET fusion software to the radiotherapy treatment planning system was validated. Conclusions: A method to perform direct PET-guided radiotherapy planning was successfully validated and specific recommendations were developed to assist other centers. Of major concern is ensuring that the quality of PET and CT data is appropriate for radiotherapy treatment planning and on-treatment verification. Couch movements can be compromised, bore-size can be a limitation for certain immobilization

  15. A Critique of Instructional

    McKernan, James

    2010-01-01

    The ‘objectives model’ of curriculum planning, predicated upon behavioural performances, has become the dominant form of curriculum planning in Europe and elsewhere in the world. This paper argues that the objectives model is satisfactory for training or instruction, but falls down when applied to a true sense of ‘education’. The paper outlines 13 limitations on the use of educational objectives. It is argued that those interested in using objectives are guided by evaluation as assessment rat...

  16. A Mapping Method Applied to the IT Solutions Procurement Guide of IN/SLTI/ MPOG 04/2014 Normative Instruction and Models Constellation CMMI-ACQ, CMMI-DEV and CMMI-SVC

    PLÁCIDO DA SILVA, L. S.

    2016-12-01

    Full Text Available Several initiatives have emerged in the search for improvement of software processes in recent years. These initiatives are usually guided by Standards, Models and Quality Standards, aiming to establish best practices to guide the definition of processes and support the assessment of the maturity and capacity of organizations in the development of software products and provision of IT services. Despite the emergence of several initiatives, when the topic refers to the processes of contracting information technology (IT solutions by the Brazilian Federal Public Administration (APF, its application in the context of organizations has obstacles, such as the complexity of the processes and oversight of federal government agencies. In order to overcome these obstacles, the Court of Audit of the Union (TCU recommended the preparation of the SLTI/MPOG 04/2014 Normative Instruction, containing guidelines for the process of contracting IT Solutions. This work defines a Mapping Method between IN/SLTI/MPOG 04/2014 and APF's IT Solutions Procurement Guide (GCSTI, with the objective of identifying the maturity and adherence of GCSTI to CMMI-ACQ, CMMI -DEV and CMMI-SVC. This work defines a Mapping Method between IN / SLTI / MPOG 04/2014 and its processes defined in the APF IT Solutions Procurement Guide (GCSTI, with the objective of identifying the maturity and adherence of the GCSTI to the Models CMMI-ACQ, CMMI-DEV and CMMI-SVC and bringing as benefits a systematized and structured methodology to apply and map models, norms and standards of any nature. As a result of this research, the mapping method created allowed the mapping between the CMMI and GSTI models of IN / SLTI / PMO 04/2014, and the method could be applied in any other mapping, from which the processes were oriented to the same Structure and had similar objectives.

  17. Drafting Lab Management Guide.

    Ohio State Univ., Columbus. Instructional Materials Lab.

    This manual was developed to guide drafting instructors and vocational supervisors in sequencing laboratory instruction and controlling the flow of work for a 2-year machine trades training program. The first part of the guide provides information on program management (program description, safety concerns, academic issues, implementation…

  18. JBoss ESB Beginner's Guide

    DiMaggio, Len; Magesh, Kumar

    2012-01-01

    Part of Packt's Beginner's Guide series, each chapter contains practical examples with step-by-step instructions and plenty of screenshots to guide you through the implementation of JBoss ESB. This book is intended for Java programmers although you don't need previous experience with middleware such as application servers or ESBs.

  19. Virtual environments for the transfer of navigation skills in the blind: a comparison of directed instruction vs. video game based learning approaches.

    Connors, Erin C; Chrastil, Elizabeth R; Sánchez, Jaime; Merabet, Lotfi B

    2014-01-01

    For profoundly blind individuals, navigating in an unfamiliar building can represent a significant challenge. We investigated the use of an audio-based, virtual environment called Audio-based Environment Simulator (AbES) that can be explored for the purposes of learning the layout of an unfamiliar, complex indoor environment. Furthermore, we compared two modes of interaction with AbES. In one group, blind participants implicitly learned the layout of a target environment while playing an exploratory, goal-directed video game. By comparison, a second group was explicitly taught the same layout following a standard route and instructions provided by a sighted facilitator. As a control, a third group interacted with AbES while playing an exploratory, goal-directed video game however, the explored environment did not correspond to the target layout. Following interaction with AbES, a series of route navigation tasks were carried out in the virtual and physical building represented in the training environment to assess the transfer of acquired spatial information. We found that participants from both modes of interaction were able to transfer the spatial knowledge gained as indexed by their successful route navigation performance. This transfer was not apparent in the control participants. Most notably, the game-based learning strategy was also associated with enhanced performance when participants were required to find alternate routes and short cuts within the target building suggesting that a ludic-based training approach may provide for a more flexible mental representation of the environment. Furthermore, outcome comparisons between early and late blind individuals suggested that greater prior visual experience did not have a significant effect on overall navigation performance following training. Finally, performance did not appear to be associated with other factors of interest such as age, gender, and verbal memory recall. We conclude that the highly interactive

  20. Joomla! 3 beginner's guide

    Tiggeler, Eric

    2014-01-01

    An easy to use, step-by-step guide to creating professional, mobile-friendly websites with the free Joomla CMS. The Joomla! 3 Beginner's Guide Second Edition is the ultimate guide for web developers who wish to build upon their skills and knowledge on creating websites. Even if you're new to this subject, you won't have any difficulty understanding the clear and friendly instructions and explanations. No prior knowledge of HTML and CSS is required.

  1. SAGE 2.1: SOLVENT ALTERNATIVES GUIDE: USER'S GUIDE

    The guide provides instruction for using the SAGE (Solvent Alternatives GuidE) software system, version 2.1. SAGE recommends solvent replacements in cleaning and degreasing operations. It leads the user through a question-and-answer session. The user's responses allow the system ...

  2. PrimeFaces beginner's guide

    Reddy, K Siva Prasad

    2013-01-01

    A guide for beginner's with step-by-step instructions and an easy-to-follow approach.PrimeFaces Beginners Guide is a simple and effective guide for beginners, wanting to learn and implement PrimeFaces in their JSF-based applications. Some basic JSF and jQuery skills are required before you start working through the book.

  3. Orientation: Automotive Mechanics Instructional Program. Block 1.

    O'Brien, Ralph D.

    The first six instructional blocks in automotive mechanics, the lessons and supportive information in the document provide a guide for teachers in planning an instructional program in the basic theory and practice of a beginning course at the secondary and post-secondary level. The material, as organized, is a suggested sequence of instruction…

  4. Softball: Special Olympics Sports Skills Instructional Program.

    Special Olympics, Inc., Washington, DC.

    One of seven instructional units on Special Olympics Sports Skills Instructional Programs, this guide presents suggestions for coaching softball for mentally retarded persons. An overview section provides information on teaching suggestions, followed by a list of program goals, objectives, and benefits. Sports skill assessments measure athletes'…

  5. Investigation of the Optimal Omni-Direction-Guide-Vane Design for Vertical Axis Wind Turbines Based on Unsteady Flow CFD Simulation

    Behzad Shahizare

    2016-03-01

    Full Text Available With soaring energy demands, the desire to explore alternate and renewable energy resources has become the focal point of various active research fronts. Therefore, the scientific community is revisiting the notion to tap wind resources in more rigorous and novel ways. In this study, a two-dimensional computational investigation of the vertical axis wind turbine (VAWT with omni-direction-guide-vane (ODGV is proposed to determine the effects of this guide vane. In addition, the mesh and time step (dt size dependency test, as well as the effect of the different turbulence models on results accuracy are investigated. Eight different shape ratios (R of the omni-direction-guide-vane were also examined in this study. Further, the CFD model is validated by comparing the numerical results with the experimental data. Validation results show a good agreement in terms of shape and trend in CFD simulation. Based on these results, all the shape ratios, except two ratios including 0.3 and 0.4 at TSR of 1.3 to 3, have a positive effect on the power and torque coefficient improvement. Moreover, results show that the best case has a shape ratio of 0.55, which improves the power coefficient by 48% and the torque coefficient up to 58%.

  6. Does Ultrasound-Guided Directional Vacuum-Assisted Removal Help Eliminate Abnormal Nipple Discharge in Patients with Benign Intraductal Single Mass?

    Chang, Jung Min; Cho, Na Ri Ya; Moon, Woo Kyung [Seoul National University Hospital, Seoul (Korea, Republic of); Park, Jeong Seon [Hanyang University Hospital, Seoul (Korea, Republic of); Chung, Se Yeong [Seoul National University Boramae Hospital, Seoul (Korea, Republic of); Jang, Mi Jung [Seoul National University Bundang Hospital, Seongnam (Korea, Republic of)

    2009-12-15

    To evaluate whether the removal of an intraductal mass using an ultrasound (US)-guided directional vacuum-assisted device can eliminate symptoms in patients presenting with abnormal nipple discharge. Between March 2004 and October 2006, 36 patients who presented with abnormal nipple discharge, underwent US-guided, 11-gauge vacuum-assisted biopsy for a benign intraductal single mass on US. The ability of the procedure to eliminate nipple discharge was evaluated by physical examination during follow-up US. Lesion characteristics, biopsy variables, and histologic features were analyzed to identify factors affecting symptom resolution. Of the 36 lesions, 25 (69%) were intraductal papillomas, 10 (28%) were fibrocystic changes, and one (3%) was a fibroadenoma. The nipple discharge disappeared in 69% (25 of 36) of the women at a mean follow-up time of 25 months (range 12-42 month). There was no difference in the lesion characteristics, biopsy variables, and the histologic features between groups that eliminated the symptom compared those with persistent nipple discharge. US-guided directional vacuum-assisted removal of an intraductal mass appears to eliminate nipple discharge in only 69% of patients and thus, it should not be considered as an alternative to surgical excision.

  7. Cement Mason's Curriculum. Instructional Units.

    Hendirx, Laborn J.; Patton, Bob

    To assist cement mason instructors in providing comprehensive instruction to their students, this curriculum guide treats both the skills and information necessary for cement masons in commercial and industrial construction. Ten sections are included, as follow: related information, covering orientation, safety, the history of cement, and applying…

  8. The Influence of Direct Instruction on Student Self-appraisals: A Hierarchical Analysis of Treatment and Aptitude-Treatment Interaction Effects.

    Corno, Lyn; And Others

    1981-01-01

    Treatment and aptitude-treatment interaction (ATI) effects were assessed on grade 3 student self-appraisal data relating to self-esteem, attitude, anxiety, and locus of control. In particular, parent instruction in learning skills resulted in significantly higher average scores on student self-esteem and attitude and lower scores on anxiety.…

  9. On the Practice Architectures of Instructional Leadership

    Salo, Petri; Nylund, Jan; Stjernstrøm, Else

    2015-01-01

    This paper explores the concept of instructional leadership and principals' perceptions of the practices of instructional leadership. Despite the emphasis on the effects of school leadership regarding teaching practices and learning outcomes, research on direct instructional leadership is scarce. It is focused either on identifying overall…

  10. Phospholipid micelle-based magneto-plasmonic nanoformulation for magnetic field-directed, imaging-guided photo-induced cancer therapy.

    Ohulchanskyy, Tymish Y; Kopwitthaya, Atcha; Jeon, Mansik; Guo, Moran; Law, Wing-Cheung; Furlani, Edward P; Kim, Chulhong; Prasad, Paras N

    2013-11-01

    We present a magnetoplasmonic nanoplatform combining gold nanorods (GNR) and iron-oxide nanoparticles within phospholipid-based polymeric nanomicelles (PGRFe). The gold nanorods exhibit plasmon resonance absorbance at near infrared wavelengths to enable photoacoustic imaging and photothermal therapy, while the Fe3O4 nanoparticles enable magnetophoretic control of the nanoformulation. The fabricated nanoformulation can be directed and concentrated by an external magnetic field, which provides enhancement of a photoacoustic signal. Application of an external field also leads to enhanced uptake of the magnetoplasmonic formulation by cancer cells in vitro. Under laser irradiation at the wavelength of the GNR absorption peak, the PGRFe formulation efficiently generates plasmonic nanobubbles within cancer cells, as visualized by confocal microscopy, causing cell destruction. The combined magnetic and plasmonic functionalities of the nanoplatform enable magnetic field-directed, imaging-guided, enhanced photo-induced cancer therapy. In this study, a nano-formulation of gold nanorods and iron oxide nanoparticles is presented using a phospholipid micelle-based delivery system for magnetic field-directed and imaging-guided photo-induced cancer therapy. The gold nanorods enable photoacoustic imaging and photothermal therapy, while the Fe3O4 nanoparticles enable magnetophoretic control of the formulation. This and similar systems could enable more precise and efficient cancer therapy, hopefully in the near future, after additional testing. Copyright © 2013 Elsevier Inc. All rights reserved.

  11. CNC Turning Technician. A Competency-Based Instructional System.

    Sloan, Kelly; Hilley, Robert

    This competency-based curriculum guide for instructing students in using computer numerically controlled (CNC) turning machines is one of a series of instructional guides for the machinist field developed in Oklahoma. Although developed jointly with Baxter Technologies Corporation and oriented toward the Baxter Vo-Tec 2000 Future Builder CNC…

  12. Tune Up: Automotive Mechanics Instructional Program. Block 5.

    O'Brien, Ralph D.

    The fifth of six instructional blocks in automotive mechanics, the lessons and supportive information in the document provide a guide for teachers in planning an instructional program in automotive tune-ups at the secondary and post secondary level. The material, as organized, is a suggested sequence of instruction within each block. Each lesson…

  13. Fuel System: Automotive Mechanics Instructional Program. Block 4.

    O'Brien, Ralph D.

    The fourth of six instructional blocks in automotive mechanics, the lessons and supportive information in the document provide a guide for teachers in planning an instructional program in automotive fuel systems at the secondary and post secondary level. The material, as organized, is a suggested sequence of instruction within each block. Each…

  14. Cooling System: Automotive Mechanics Instructional Program. Block 6.

    O'Brien, Ralph D.

    The last of six instructional blocks in automotive mechanics, the lessons and supportive information in the document provide a guide for teachers in planning an instructional program in the automotive cooling system at the secondary and post secondary level. The material, as organized, is a suggested sequence of instruction within each block. Each…

  15. Engine Fundamentals: Automotive Mechanics Instructional Program. Block 2.

    O'Brien, Ralph D.

    The second of six instructional blocks in automotive mechanics, the lessons and supportive information in the document provide a guide for teachers in planning an instructional program in engine fundamentals at the secondary and postsecondary level. The material, as organized, is a suggested sequence of instruction within each block. Each lesson…

  16. Direct utilization of geothermal energy: a layman's guide. Geothermal Resources Council special report No. 8

    Anderson, D.N.; Lund, J.W. (eds.)

    1979-01-01

    The following subjects are covered: nature and distribution of geothermal energy; exploration, confirmation, and evaluation of the resource; reservoir development and management; utilization; economics of direct-use development; financing direct-use projects; and legal, institutional, and environmental aspects. (MHR)

  17. Editorial - Instructions

    Kastberg, Peter; Grinsted, Annelise

    2007-01-01

    Why you may wonder - have we chosen a topic which at first glance may seem trivial, and even a bit dull? Well, looks can be deceiving, and in this case they are! There are many good reasons for taking a closer look at instructions.......Why you may wonder - have we chosen a topic which at first glance may seem trivial, and even a bit dull? Well, looks can be deceiving, and in this case they are! There are many good reasons for taking a closer look at instructions....

  18. Guided Reading in Inclusive Middle Years Classrooms

    Lyons, Wanda; Thompson, Scott Anthony

    2012-01-01

    Teachers in inclusive classrooms are challenged to provide reading instruction for students with a wide range of instructional levels. This article reports on the implementation of guided reading in four middle years inclusive classrooms, the impact on student engagement and reading progress, and teacher perspectives on the guided reading…

  19. Interactive Instruction in Bayesian Inference

    Khan, Azam; Breslav, Simon; Hornbæk, Kasper

    2018-01-01

    An instructional approach is presented to improve human performance in solving Bayesian inference problems. Starting from the original text of the classic Mammography Problem, the textual expression is modified and visualizations are added according to Mayer’s principles of instruction. These pri......An instructional approach is presented to improve human performance in solving Bayesian inference problems. Starting from the original text of the classic Mammography Problem, the textual expression is modified and visualizations are added according to Mayer’s principles of instruction....... These principles concern coherence, personalization, signaling, segmenting, multimedia, spatial contiguity, and pretraining. Principles of self-explanation and interactivity are also applied. Four experiments on the Mammography Problem showed that these principles help participants answer the questions...... that an instructional approach to improving human performance in Bayesian inference is a promising direction....

  20. Liferay Beginner's Guide

    Chen, Robert; Bhatt, Samir

    2011-01-01

    Part of Packt's Beginner's Guide series, each chapter follows the creation of a fictional neighbourhood site to demonstrate an aspect of Liferay portal with practical examples, screenshots, and step-by-step instructions. All you need in order to benefit from the Liferay Beginner's Guide is programming experience. No prior knowledge of Liferay is required, although experienced Liferay portal programmers who need to get up to speed with its latest features will also find this book useful.

  1. Federal Emergency Management Information Systems (FEMIS), System Administration Guide FEMIS: Phase 1, Version 1.1u

    Cerna, P.A.; Conner, W.M.; Curtis, L.M. [and others

    1995-06-01

    The Federal Emergency Management Information System (FEMIS) is an emergency management planning and analysis tool that is being developed under the direction of the U.S. Army Chemical Biological Defense Command. The FEMIS System Administration Guide defines FEMIS hardware and software requirements and gives instructions for installing the FEMIS software package.

  2. SAGE 2.0 SOLVENT ALTERNATIVES GUIDE - USER'S GUIDE

    The guide provides instruction for using the SAGE (Solvent Alternatives Guide) software system, version 2.O. It assumes that the user is familiar with the fundamentals of operating a personal computer under the Microsoft disk operating system (MS-DOS). AGE recommends solvent repl...

  3. Direct metal laser sintering (DMLS) of a customized titanium mesh for prosthetically guided bone regeneration of atrophic maxillary arches.

    Ciocca, L; Fantini, M; De Crescenzio, F; Corinaldesi, G; Scotti, R

    2011-11-01

    This study describes a protocol for the direct manufacturing of a customized titanium mesh using CAD-CAM procedures and rapid prototyping to augment maxillary bone and minimize surgery when severe atrophy or post-oncological deformities are present. Titanium mesh and particulate autogenous plus bovine demineralised bone were planned for patient rehabilitation. Bone augmentation planning was performed using the pre-op CT data set in relation to the prosthetic demands, minimizing the bone volume to augment at the minimum necessary for implants. The containment mesh design was used to prototype the 0.6 mm thickness customized titanium mesh, by direct metal laser sintering. The levels of regenerated bone were calculated using the post-op CT data set, through comparison with the pre-op CT data set. The mean vertical height difference of the crestal bone was 2.57 mm, while the mean buccal-palatal dimension of thickness difference was 3.41 mm. All planned implants were positioned after an 8 month healing period using two-step implant surgery, and finally restored with a partial fixed prosthesis. We present a viable and reproducible method to determine the correct bone augmentation prior to implant placement and CAD-CAM to produce a customized direct laser-sintered titanium mesh that can be used for bone regeneration.

  4. Scaffolding in Assisted Instruction

    2007-01-01

    Full Text Available On-The-Job Training, developed as direct instruction, is one of the earliest forms of training. This method is still widely in use today because it requires only a person who knows how to do the task, and the tools the person uses to do the task. This paper is intended to be a study of the methods used in education in Knowledge Society, with more specific aspects in training the trainers; as a result of this approach, it promotes scaffolding in assisted instruction as a reflection of the digital age for the learning process. Training the trainers in old environment with default techniques and designing the learning process in assisted instruction, as an application of the Vygotskian concept of the zone of proximal development (ZPD to the area of computer literacy for the younger users, generate diversity in educational communities and requires standards for technology infrastructure, standards for the content, developed as a concepts map, and applications for personalized in-struction, based on ZPD theory.

  5. Facility transition instruction

    Morton, M.R.

    1997-01-01

    The Bechtel Hanford, Inc. facility transition instruction was initiated in response to the need for a common, streamlined process for facility transitions and to capture the knowledge and experience that has accumulated over the last few years. The instruction serves as an educational resource and defines the process for transitioning facilities to long-term surveillance and maintenance (S and M). Generally, these facilities do not have identified operations missions and must be transitioned from operational status to a safe and stable configuration for long-term S and M. The instruction can be applied to a wide range of facilities--from process canyon complexes like the Plutonium Uranium Extraction Facility or B Plant, to stand-alone, lower hazard facilities like the 242B/BL facility. The facility transition process is implemented (under the direction of the US Department of Energy, Richland Operations Office [RL] Assistant Manager-Environmental) by Bechtel Hanford, Inc. management, with input and interaction with the appropriate RL division and Hanford site contractors as noted in the instruction. The application of the steps identified herein and the early participation of all organizations involved are expected to provide a cost-effective, safe, and smooth transition from operational status to deactivation and S and M for a wide range of Hanford Site facilities

  6. Automotive Mechanics. Student Learning Guides.

    Ridge Vocational-Technical Center, Winter Haven, FL.

    These 33 learning guides are self-instructional packets for 33 tasks identified as essential for performance on an entry-level job in automotive mechanics. Each guide is based on a terminal performance objective (task) and 1-9 enabling objectives. For each enabliing objective, some or all of these materials may be presented: learning steps…

  7. Machine Accounting. An Instructor's Guide.

    Gould, E. Noah, Ed.

    Designed to prepare students to operate the types of accounting machines used in many medium-sized businesses, this instructor's guide presents a full-year high school course in machine accounting covering 120 hours of instruction. An introduction for the instructor suggests how to adapt the guide to present a 60-hour module which would be…

  8. Teacher's Guide to "Artes Latinae".

    Masciantonio, Rudolph; And Others

    The purpose of this guide is to assist teachers in the classroom utilization of "Artes Latinae", the Encyclopaedia Britannica Latin instructional system. This guide is intended as a supplement to the publisher's teacher's manual and presupposes familiarity with it. Stress has been placed on the early units of the textbook, since the inexperienced…

  9. Instructional Partners, Principals, Teachers, and Instructional Assistants.

    Indiana State Dept. of Public Instruction, Indianapolis.

    This handbook examines various topics of interest and concern to teachers as they work with instructional assistants forming a classroom instructional partnership and functioning as a team. These topics include: (1) instructional assistant qualifications; (2) duties--instructional, classroom clerical, auxillary; (3) factors to be considered when…

  10. Media: A Pocket Guide.

    Arrasjid, Harun; Arrasjid, Dorine Audrey

    An attempt has been made to provide a concise but comprehensive guide to instructional media for instructors, students, and teachers. Topics covered include audio learning systems, overhead projection, opaque projection, slide and filmstrip projection, projection surfaces, chalkboards and markboards, graphics, models, duplicating, motion pictures,…

  11. HAPPIER: Health Resource Guide.

    Pennsylvania State Dept. of Education, Harrisburg.

    Based on findings of Project HAPPIER surveys and intended as a resource for health care providers and educators who serve the migrant community, this guide describes over 375 instructional materials in the areas of dental health, disease control, fitness, health promotion, human growth and development, hypertension, maternal and child care, mental…

  12. Rust scoring guide

    Anonymous,

    1986-01-01

    This brief guide for identifying rust diseases of smaill grain cereals contains color photos depicting the growth stages of small grain cereal crops and provides instructions for recording rust severity and field response for stripe rust (Puccinia striiformis), stem rust (P. graminis), and leaf rust

  13. Rust scoring guide

    Anonymous

    1986-01-01

    This brief guide for identifying rust diseases of smaill grain cereals contains color photos depicting the growth stages of small grain cereal crops and provides instructions for recording rust severity and field response for stripe rust (Puccinia striiformis), stem rust (P. graminis), and leaf rust (P. recondita).

  14. Drush User's Guide

    Requena, Juan Pablo Novillo

    2012-01-01

    A practical guide full of examples and step-by-step instructions to start using Drush right from chapter 1. Drupal developers or themers who understand Drupal administration's basic concepts. Drush can make building any kind of website quicker and easier, no matter if it is a development environment, beta, a simple blog or a complex system.

  15. Structure-guided approach identifies a novel class of HIV-1 ribonuclease H inhibitors: binding mode insights through magnesium complexation and site-directed mutagenesis studies

    Poongavanam, Vasanthanathan; Corona, Angela; Steinmann, Casper

    2018-01-01

    is a long and expensive process that can be speeded up by in silico methods. In the present study, a structure-guided screening is coupled with a similarity-based search on the Specs database to identify a new class of HIV-1 RNase H inhibitors. Out of the 45 compounds selected for experimental testing, 15...... inhibited the RNase H function below 100 μM with three hits exhibiting IC50 values active compound, AA, inhibits HIV-1 RNase H with an IC50 of 5.1 μM and exhibits a Mg-independent mode of inhibition. Site-directed mutagenesis studies provide valuable insight into the binding mode of newly...

  16. Air Conditioner Charging. Automotive Mechanics. Air Conditioning. Instructor's Guide [and] Student Guide.

    Spignesi, B.

    This instructional package, one in a series of individualized instructional units on automobile air conditioning, consists of a student guide and an instructor guide dealing with air conditioning charging. Covered in the module are checking the air conditioning system for leaks, checking and adding refrigerant oil as needed, evacuating the system,…

  17. Alignment Adjustment Procedures. Automotive Mechanics. Steering & Suspension. Instructor's Guide [and] Student Guide.

    Spignesi, B.

    This instructional package, one in a series of individualized instructional units on automotive steering and suspension, consists of a student guide and an instructor guide dealing with automobile alignment and adjustment procedures. Covered in the module are identifying positive and negative cambers, positive and negative casters, and toe-ins;…

  18. Principles of Refrigeration. Automotive Mechanics. Air Conditioning. Instructor's Guide [and] Student Guide.

    Spignesi, B.

    This instructional package, one in a series of individualized instructional units on automobile air conditioning, consists of a student guide and an instructor guide dealing with the principles of refrigeration. Covered in the module are defining the term heat, defining the term British Thermal Unit (BTU), defining the term latent heat, listing…

  19. Front-End Types. Automotive Mechanics. Steering & Suspension. Instructor's Guide [and] Student Guide.

    Spignesi, B.

    This instructional package, one in a series of individualized instructional units on automotive steering and suspension, consists of a student guide and an instructor guide dealing with automobile front-end types. Covered in the module are three common types of passenger car front suspension systems and their major components as well as two types…

  20. Pre-Alignment Checks. Automotive Mechanics. Steering & Suspension. Instructor's Guide [and] Student Guide.

    Spignesi, B.

    This instructional package, one in a series of individualized instructional units on automotive steering and suspension, consists of a student guide and an instructor guide dealing with prealignment checks. Covered in the module are the following steps in a prealignment check: checking the ride height of a vehicle, checking the ball joints and the…

  1. CCP-NAP operator instructions at ANL

    Tantillo, V.V.

    1986-03-01

    CCP-NAP Operator Instructions at ANL (ANL/TM 435) supplements the CCPGUIDE (Category 26) prepared by the National Magnetic Fusion Energy Computer Center (NMFECC), Lawrence Livermore National Laboratory. The instructions in CCP-NAP Operator Instructions at ANL serve as a reference guide for Computing Services operators when operator intervention is necessary for ANL's MFEnet Nodes located in Building 221, Room A-134. Use this document in conjunction with the CCPGUIDE. The CCPGUIDE, a guide for network operators, outlines the procedures for loading the Communications Control Processor (CCP) and monitoring its activity. The CCPGUIDE contains detailed information on Software Loading, System Status, System Monitoring, Command Summary, etc. The material in this document is the result of additional information provided by Jim Morton and Jim Gigliaridi (NMFECC) when our Argonne National Laboratory/Computing Services MFEnet Nodes were installed. This document provides two formats: QUICK instructions and procedures, and detailed general text

  2. Developing Emergent Bibliteracy: Guiding Principles For Instruction

    Alexis López

    2011-06-01

    Full Text Available Estamos a favor de la adopción de programas donde se desarrolle simultaneamente la lectura y la escritura en dos lenguas en colegios bilingües colombianos. La adopción de dichos programas tiene impacto en instituciones encargadas de la formación docente en el país. Es nuestra responsabilidad formar maestros capaaces de responder a las exigencias de la era tecnológica del siglo XXI, en la cual la información es accesible en diferentes idiomas con una rapidez abismal. En este articulo presentamos cinco principios relaconados con la enseñanza de la lectura y la escritura en dos lenguas. Finalmente se mencionan las implicaiones de dichos principios tanto para formadores de maestros como futuros docentes.

  3. A User's Guide for the Fabulous Abacus.

    Hausrath, Alan R.

    A guide for using an abacus is accompanied by a heavy-duty paper abacus. The guide includes instruction in how to represent numbers on an abacus as well as in place value, addition, carrying, subtraction, and borrowing. Diagrams are used throughout the guide and a brief English-Spanish vocabulary list specific to the use of the abacus is included.…

  4. A Methodological Study Evaluating a Pretutorial Computer-Compiled Instructional Program in High School Physics Instruction Initiated from Student-Teacher Selected Instructional Objectives. Final Report.

    Leonard, B. Charles; Denton, Jon J.

    A study sought to develop and evaluate an instructional model which utilized the computer to produce individually prescribed instructional guides to account for the idiosyncratic variations among students in physics classes at the secondary school level. The students in the treatment groups were oriented toward the practices of selecting…

  5. A Combined Experimental and Computational Fluid Dynamics Investigation of Particulate Matter Emissions from a Wall-Guided Gasoline Direct Injection Engine

    Davide D. Sciortino

    2017-09-01

    Full Text Available The latest generation of high-efficiency gasoline direct injection (GDI engines continues to be a significant source of dangerous ultra-fine particulate matter (PM emissions. The forthcoming advent in the 2017–2020 timeframe of the real driving emission (RDE standards affords little time for the identification of viable solutions. The present research work aims to contribute towards a much-needed improved understanding of the process of PM formation in theoretically-homogeneous stoichiometric spark-ignition combustion. Experimental measurements of engine-out PM have been taken from a wall-guided GDI engine operated at part-load; through parallel computational fluid dynamics (CFD simulations of the test-engine, the process of mixture preparation was investigated. About 80% of the total particle number is emitted on average in the 5–50 nm range, with the vast majority being below the regulated lower limit of 23 nm. The results suggest that both improved charge homogeneity and lower peak combustion temperature contribute to lower particle number density (PNDen and larger particle size, as engine speed and load increase. The effect of engine load is stronger and results from greater injection pressure through better fuel droplet atomisation. Increases in pre-combustion homogeneity of 6% are associated with one order of magnitude reductions of PNDen. A simplified two-equation functional model was developed, which returns satisfactory qualitative predictions of PNDen as a function of basic engine control variables.

  6. Volumetric MR-Guided High-Intensity Focused Ultrasound with Direct Skin Cooling for the Treatment of Symptomatic Uterine Fibroids: Proof-of-Concept Study

    Marlijne E. Ikink

    2015-01-01

    Full Text Available Objective. To prospectively assess the safety and technical feasibility of volumetric magnetic resonance-guided high-intensity focused ultrasound (MR-HIFU ablation with direct skin cooling (DISC during treatment of uterine fibroids. Methods. In this proof-of-concept study, eight patients were consecutively selected for clinical MR-HIFU ablation of uterine fibroids with the use of an additional DISC device to maintain a constant temperature (T≈20°C at the interface between the HIFU table top and the skin. Technical feasibility was verified by successful completion of MR-HIFU ablation. Contrast-enhanced T1-weighted MRI was used to measure the treatment effect (nonperfused volume (NPV ratio. Safety was evaluated by recording of adverse events (AEs within 30 days’ follow-up. Results. All MR-HIFU treatments were successfully completed in an outpatient setting. The median NPV ratio was 0.56 (IQR [0.27–0.72]. Immediately after treatment, two patients experienced coldness related discomfort which resolved at the same day. No serious (device-related AEs were reported. Specifically, no skin burns, cold injuries, or subcutaneous edema were observed. Conclusion. This study showed that it is safe and technically feasible to complete a volumetric MR-HIFU ablation with DISC. This technique may reduce the risk of thermal injury to the abdominal wall during MR-HIFU ablation of uterine fibroids. This trial is registered with NTR4189.

  7. EUS-guided biliary drainage by using a standardized approach for malignant biliary obstruction: rendezvous versus direct transluminal techniques (with videos).

    Khashab, Mouen A; Valeshabad, Ali Kord; Modayil, Rani; Widmer, Jessica; Saxena, Payal; Idrees, Mehak; Iqbal, Shahzad; Kalloo, Anthony N; Stavropoulos, Stavros N

    2013-11-01

    EUS-guided biliary drainage (EGBD) can be performed via direct transluminal or rendezvous techniques. It is unknown how both techniques compare in terms of efficacy and adverse events. To describe outcomes of EGBD performed by using a standardized approach and compare outcomes of rendezvous and transluminal techniques. Retrospective analysis of prospectively collected data. Two tertiary-care centers. Consecutive jaundiced patients with distal malignant biliary obstruction who underwent EGBD after failed ERCP between July 2006 and December 2012 were included. EGBD by using a standardized algorithm. Technical success, clinical success, and adverse events. During the study period, 35 patients underwent EGBD (rendezvous n = 13, transluminal n = 20). Technical success was achieved in 33 patients (94%), and clinical success was attained in 32 of 33 patients (97.0%). The mean postprocedure bilirubin level was 1.38 mg/dL in the rendezvous group and 1.33 mg/dL in the transluminal group (P = .88). Similarly, length of hospital stay was not different between groups (P = .23). There was no significant difference in adverse event rate between rendezvous and transluminal groups (15.4% vs 10%; P = .64). Long-term outcomes were comparable between groups, with 1 stent migration in the rendezvous group at 62 days and 1 stent occlusion in the transluminal group at 42 days after EGBD. Retrospective analysis, small number of patients, and selection bias. EGBD is safe and effective when the described standardized approach is used. Stent occlusion is not common during long-term follow-up. Both rendezvous and direct transluminal techniques seem to be equally effective and safe. The latter approach is a reasonable alternative to rendezvous EGBD. Copyright © 2013. Published by Mosby, Inc.

  8. Analysis of food advertisements on cable television directed to children based on the food guide for the Brazilian population and current legislation

    Soraya da Rocha BRITTO

    Full Text Available ABSTRACT Objective: This study examined food product advertisements directed to children and aired on closed television channels in Brazil, according to the types of foods and beverages advertised and the advertising content. Methods: A descriptive study was conducted on the adequacy of food commercials directed to children and aired by six pay-television broadcasters according to two parameters: "The Food Guide for the Brazilian Population, 2014", and the National Council on Children's and Adolescents' Rights Resolution nº 163 of 2014 about food advertising. The advertisements were recorded in July 2015, at different times and days of the week. Results: One hundred and sixty-two hours were recorded, registering 3,468 commercials: 1,850 were related to internal programming and 1,618 advertised toys (22.15%, food and beverages (5.61%, applications for electronic devices (5.58%, and entertainment/events (5.56%. The Fisher exact test showed fewer number of food commercials compared to other types of commercials (p<0.001. The main food items advertised by all television stations were ultraprocessed foods and no advertisements of fresh food were observed (p<0.001. Most of the food commercials (64.30% used children's language and characters; 43.00% used songs in children's voices, and 21.40% linked gift distribution to food. Conclusion: The number of food commercials observed was lower than in previous national studies. However, the advertisements did not follow current legislation, indicating the abuse of marketing communication to children. More effective public policies and the respect and enforcement of legislation on child advertising could protect children from high consumption of ultraprocessed foods.

  9. A Taxonomy of Asynchronous Instructional Video Styles

    Chorianopoulos, Konstantinos

    2018-01-01

    Many educational organizations are employing instructional videos in their pedagogy, but there is a limited understanding of the possible video formats. In practice, the presentation format of instructional videos ranges from direct recording of classroom teaching with a stationary camera, or screencasts with voiceover, to highly elaborate video…

  10. Classroom Instruction: The Influences of Marie Clay

    McNaughton, Stuart

    2014-01-01

    Marie Clay's body of work has influenced classroom instruction in direct and indirect ways, through large overarching themes in our pedagogical content knowledge as well as specific smart practices. This paper focuses on her the contributions to our thinking about instruction which come from two broad theoretical concepts; emergent literacy…

  11. The Pedagogy of Flipped Instruction in Oman

    Lane-Kelso, Mary

    2015-01-01

    "Flipping the classroom", or reverse instruction has been hailed the new pedagogical approach for preparing students for the 21st century. The idea behind this method is relatively simple. Instead of structuring class work to deliver direct instruction from the teacher in class and giving homework to students to practice outside of…

  12. Webquest 2.0: An Instructional Model for Digital Learners

    Dell, Diana F. Abernathy

    2012-01-01

    Teaching and learning tools such as Moodle and Web 2.0 tools are appearing in K-12 classrooms; however, there is a lack of scholarly research to guide the implementation of these tools. The WebQuest model, a widely adopted inquiry-based model for online instruction, has instructional inadequacies and does not make the most of emerging…

  13. Book Club Plus: A Conceptual Framework To Organize Literacy Instruction.

    Raphael, Taffy E.; Florio-Ruane, Susan; George, MariAnne

    2001-01-01

    Notes that finding time for skills instruction without replacing literature discussion and writers' workshop requires a strong organizational framework for literacy instruction. Suggests that teachers need principled, conceptual frameworks to guide their thoughts and actions. Describes a framework, Book Club Plus, designed by a practitioner…

  14. Sustaining Innovation: Developing an Instructional Technology Assessment Process

    Carmo, Monica Cristina

    2013-01-01

    This case study developed an instructional technology assessment process for the Gevirtz Graduate School of Education (GGSE). The theoretical framework of Adelman and Taylor (2001) guided the development of this instructional technology assessment process and the tools to aid in its facilitation. GGSE faculty, staff, and graduate students…

  15. Creating Shared Instructional Products: An Alternative Approach to Improving Teaching

    Morris, Anne K.; Hiebert, James

    2011-01-01

    To solve two enduring problems in education--unacceptably large variation in learning opportunities for students across classrooms and little continuing improvement in the quality of instruction--the authors propose a system that centers on the creation of shared instructional products that guide classroom teaching. By examining systems outside…

  16. SAGE FOR WINDOWS (WSAGE) VERSION 1.0 SOLVENT ALTERNATIVES GUIDE - USER'S GUIDE

    The guide provides instructions for using the Solvent Alternatives Guide (SAGE) for Windows, version 1.0. The guide assumes that the user is familiar with the fundamentals of operating Windows 3.1 (or higher) on a personal computer under the DOS 5.0 (or higher) operating system. ...

  17. SAGE FOR MACINTOSH (MSAGE) VERSION 1.0 SOLVENT ALTERNATIVES GUIDE - USER'S GUIDE

    The guide provides instructions for using the Solvent Alternatives Guide (SAGE) for Macintosh, version 1.0. The guide assumes that the user is familiar with the fundamentals of operating aMacintosh personal computer under the System 7.0 (or higher) operating system. SAGE for ...

  18. Effectiveness of hands-on tutoring and guided self-directed learning versus self-directed learning alone to educate critical care fellows on mechanical ventilation - a pilot project.

    Ramar, Kannan; De Moraes, Alice Gallo; Selim, Bernardo; Holets, Steven; Oeckler, Richard

    2016-01-01

    Physicians require extensive training to achieve proficiency in mechanical ventilator (MV) management of the critically ill patients. Guided self-directed learning (GSDL) is usually the method used to learn. However, it is unclear if this is the most proficient approach to teaching mechanical ventilation to critical care fellows. We, therefore, investigated whether critical care fellows achieve higher scores on standardized testing and report higher satisfaction after participating in a hands-on tutorial combined with GSDL compared to self-directed learning alone. First-year Pulmonary and Critical Care Medicine (PCCM) fellows ( n =6) and Critical Care Internal Medicine (CCIM) ( n =8) fellows participated. Satisfaction was assessed using the Likert scale. MV knowledge assessment was performed by administering a standardized 25-question multiple choice pre- and posttest. For 2 weeks the CCIM fellows were exposed to GSDL, while the PCCM fellows received hands-on tutoring combined with GSDL. Ninety-three percentage (6 PCCM and 7 CCIM fellows, total of 13 fellows) completed all evaluations and were included in the final analysis. CCIM and PCCM fellows scored similarly in the pretest (64% vs. 52%, p =0.13). Following interventions, the posttest scores increased in both groups. However, no significant difference was observed based on the interventions (74% vs. 77%, p =0.39). The absolute improvement with the hands-on-tutoring and GSDL group was higher than GSDL alone (25% vs. 10%, p =0.07). Improved satisfaction scores were noted with hands-on tutoring. Hands-on tutoring combined with GSDL and GSDL alone were both associated with an improvement in posttest scores. Absolute improvement in test and satisfaction scores both trended higher in the hands-on tutorial group combined with GSDL group.

  19. Effectiveness of hands-on tutoring and guided self-directed learning versus self-directed learning alone to educate critical care fellows on mechanical ventilation – a pilot project

    Kannan Ramar

    2016-09-01

    Full Text Available Background: Physicians require extensive training to achieve proficiency in mechanical ventilator (MV management of the critically ill patients. Guided self-directed learning (GSDL is usually the method used to learn. However, it is unclear if this is the most proficient approach to teaching mechanical ventilation to critical care fellows. We, therefore, investigated whether critical care fellows achieve higher scores on standardized testing and report higher satisfaction after participating in a hands-on tutorial combined with GSDL compared to self-directed learning alone. Methods: First-year Pulmonary and Critical Care Medicine (PCCM fellows (n=6 and Critical Care Internal Medicine (CCIM (n=8 fellows participated. Satisfaction was assessed using the Likert scale. MV knowledge assessment was performed by administering a standardized 25-question multiple choice pre- and posttest. For 2 weeks the CCIM fellows were exposed to GSDL, while the PCCM fellows received hands-on tutoring combined with GSDL. Results: Ninety-three percentage (6 PCCM and 7 CCIM fellows, total of 13 fellows completed all evaluations and were included in the final analysis. CCIM and PCCM fellows scored similarly in the pretest (64% vs. 52%, p=0.13. Following interventions, the posttest scores increased in both groups. However, no significant difference was observed based on the interventions (74% vs. 77%, p=0.39. The absolute improvement with the hands-on-tutoring and GSDL group was higher than GSDL alone (25% vs. 10%, p=0.07. Improved satisfaction scores were noted with hands-on tutoring. Conclusions: Hands-on tutoring combined with GSDL and GSDL alone were both associated with an improvement in posttest scores. Absolute improvement in test and satisfaction scores both trended higher in the hands-on tutorial group combined with GSDL group.

  20. Professional Development to Differentiate Kindergarten Tier 1 Instruction: Can Already Effective Teachers Improve Student Outcomes by Differentiating Tier 1 Instruction?

    Al Otaiba, Stephanie; Folsom, Jessica S.; Wanzek, Jeanne; Greulich, Luana; Waesche, Jessica; Schatschneider, Christopher; Connor, Carol M.

    2016-01-01

    Two primary purposes guided this quasi-experimental within-teacher study: (a) to examine changes from baseline through 2 years of professional development (Individualizing Student Instruction) in kindergarten teachers' differentiation of Tier 1 literacy instruction; and (b) to examine changes in reading and vocabulary of 3 cohorts of the teachers'…

  1. Regulations and instructions for RA reactor operation

    1989-01-01

    This regulatory guide consists of following 4 chapters: Description of the RA reactor, organization scheme, regulations for performing experiments; Regulations for staff on duty; Instructions for operating the vacuum systems, heavy water and helium systems; and evacuation in case of accident [sr

  2. Instructional Aids, Materials, and Supplies--Guidelines.

    Education Development Center, Inc., Newton, MA.

    This resource guide produced for the Follow Through Program, primarily lists instructional aids and supplies; it also suggests practical implications for provisioning the classroom environment, gives specific suggestions for Project Follow Through directors, and lists addresses of suppliers. The materials are divided into nine categories, which…

  3. Computer Assisted Drafting (CNC) Drawings. Drafting Module 6. Instructor's Guide.

    Missouri Univ., Columbia. Instructional Materials Lab.

    This Missouri Vocational Instruction Management System instructor's drafting guide has been keyed to the drafting competency profile developed by state industry and education professionals. This unit contains information on computer-assisted drafting drawings. The guide contains a cross-reference table of instructional materials and 20 worksheets.…

  4. External incentives and internal states guide goal-directed behavior via the differential recruitment of the nucleus accumbens and the medial prefrontal cortex.

    Moscarello, J M; Ben-Shahar, O; Ettenberg, A

    2010-10-13

    Goal-directed behavior is governed by internal physiological states and external incentives present in the environment (e.g. hunger and food). While the role of the mesocorticolimbic dopamine (DA) system in behavior guided by environmental incentives has been well studied, the effect of relevant physiological states on the function of this system is less understood. The current study examined the role of the medial prefrontal cortex (mPFC) and the nucleus accumbens (NAcc) in the kind of food-reinforced behaviors known to be sensitive to the internal state produced by food deprivation conditions. Operant lever-press reinforced on fixed ratio 1 (FR1) and progressive ratio (PR) schedules was tested after temporary inactivation of, or DA receptor blockade in, the prelimbic mPFC or NAcc core of rats with differing levels of food deprivation (0, 12 and 36-h). Food deprivation increased PR breakpoints, as well as the number of lever-presses emitted on the FR1 schedule. Both temporary inactivation and DA blockade of NAcc reduced breakpoints across deprivation conditions, while temporary inactivation and DA blockade of mPFC reduced breakpoints only in food-deprived rats. Neither manipulation of mPFC and NAcc had any effect on behavior reinforced on the FR1 schedule. Thus, mPFC and NAcc were differentially relevant to the behaviors tested-NAcc was recruited when the behavioral cost per reinforcer was rising or high regardless of food deprivation conditions, while mPFC was recruited when food-deprived animals behaved through periods of sparse reinforcement density in order to maximize available gain. Copyright 2010 IBRO. Published by Elsevier Ltd. All rights reserved.

  5. Differentiating Writing Instruction: Meeting the Diverse Needs of Authors in a Classroom

    Shea, Mary

    2015-01-01

    This article outlines a rational for responsive, differentiated writing instruction that targets students' identified needs with respect to various dimensions of the writing process. Discussed is a cycle that requires ongoing assessment, instructional decision-making, responsive, differentiated instruction, guided practice, and assessment.…

  6. A Methodological Study of a Computer-Managed Instructional Program in High School Physics.

    Denton, Jon James

    The purpose of this study was to develop and evaluate an instructional model which utilized the computer to produce individually prescribed instructional guides in physics at the secondary school level. The sample consisted of three classes. Of these, two were randomly selected to serve as the treatment groups, e.g., individualized instruction and…

  7. USING GOOGLE+ FOR INSTRUCTION

    Kevin YEE

    Full Text Available Introduced in July, 2011 in a beta test of invited users only, the new social media service Google+ (or G+ quickly spread by word of mouth, and Google leader Larry Page (2011 blogged that within sixteen days it had 10 million users. By August, it had 25 million users (Cashmore, 2011. Even with slower growth ahead (still with no marketing budget, the service looks likely to crest 100 million users perhaps as early as ten months, a feat that took Facebook three years. Other social networks, most notably Facebook and Twitter, have been used increasingly as instructional tools, since they are platforms with which students are already familiar (Maloney, 2007; McLoughlin & Lee, 2007. Selwyn (2009 found that students often eschew official channels for communication in favor of less formal community-based formats such as Facebook, implying a growing need for instructional communication tools that will be used willingly by students. The question is whether Google+ can be used like Twitter or Facebook to augment instruction, or even, perhaps, to improve upon those predecessors for academic purposes. Google+ is like Twitter in that anyone can follow a given user’s posts. There is no direct “friend” relationship required to read the posts written by others. However, it also approximates some features of Facebook. Rather than friends sorted into “lists” like in Facebook, Google+ allows users to place feeds into one or more “circles,” the better to monitor (or control the flow of information to and from different audiences. Circles are more intuitive, and more central to the experience, than the Facebook lists. They provide an explicit organizational structure, compared to the less-obvious listing functionality, which feels like an afterthought, found in Facebook.

  8. Systematic Instruction for Retarded Children: The Illinois Program - Experimental Edition. Part IV: Motor Performance and Recreation Instruction.

    Linford, Anthony G.; Jeanrenaud, Claudine Y.

    The manual of programed instruction for motor skills and recreational activities for trainable mentally handicapped children includes guidelines on basic recreation movements, rhythm in music, handicrafts, and miscellaneous activities. The guidelines employ principles of behavior change and direct instruction. Detailed programed instruction lists…

  9. Computer-Assisted Instruction Case Study: The Introductory Marketing Course.

    Skinner, Steven J.; Grimm, Jim L.

    1979-01-01

    Briefly reviews research on the effectiveness of CAI in instruction, and describes a study comparing the performance of students using one program for basic marketing--TRMP (Tutorial Review of Marketing Principles)--with or without a study guide, the study guide alone, and a traditional class. (BBM)

  10. Breast lesions with imaging-histologic discordance during US-guided 14G automated core biopsy: can the directional vacuum-assisted removal replace the surgical excision? Initial findings

    Kim, Min Jung; Kim, Eun-Kyung; Lee, Ji Young; Youk, Ji Hyun; Oh, Ki Keun; Park, Byeong-Woo; Kim, Seung-Il; Kim, Haeryoung

    2007-01-01

    The purpose of this study was to determine the frequency of carcinoma at percutaneous directional vacuum-assisted removal (DVAR) in women with imaging-histologic discordance during ultrasound (US)-guided automated core needle biopsy, and to determine the role of DVAR in breast lesions with imaging-histologic discordance. A US-guided 14-gauge automated core needle biopsy was performed on 837 consecutive lesions. Imaging-histologic discordance was prospectively considered in 33 of 634 benign biopsies. DVAR was recommended in those lesions. Among the 33 lesions, 26 lesions that underwent subsequent DVAR or surgical excision made up our study population. Medical records, imaging studies, and histologic findings were reviewed. Among the 26 lesions, 18 lesions underwent subsequent US-guided DVAR, with 8-gauge probes for 15 of the lesions, and 11-gauge for three of the lesions. Two lesions were diagnosed as having carcinoma (2/18, 11.1% of upgrade rate; 3.1-32.8% CI). The remaining eight lesions underwent subsequent surgical excision, and carcinoma was diagnosed in one case (12.5% of upgrade rate; 2.2-47.1% CI). A US-guided DVAR of the breast mass with imaging-histologic discordance during US-guided 14-gauge automated core needle biopsy is a valuable alternative to surgery as a means of obtaining a definitive histological diagnosis. (orig.)

  11. Integrating Resources into Curriculum with the Systems Connect Planning Guide

    Oshry, A.; Bean, J. R.

    2017-12-01

    A broadly applicable and guided approach for planning curriculum and instruction around new academic standards or initiatives is critical for implementation success. Curriculum and assessment differs across schools and districts, so built-in adaptability is important for maximal adoption and ease of use by educators. The Systems Connect Planning Guide directs the flow of instruction for building conceptual links between topics in a unit/curriculum through critical vetting and integration of relevant resources. This curricular template is flexible for use in any setting or subject area, and ensures applicability, high impact and responsiveness to academic standards while providing inquiry-based, real-world investigations and action that incorporate authentic research and data. These needs are what informed the creation of the three components of the planning guide:• Curriculum Anchor: alignment with academic standards & learning outcomes and setting the context of the topic• Issues Investigations: informing how students explore topics, and incorporate authentic research and data into learning progressions• Civic Action: development of how students could apply their knowledgeThe Planning Guide also incorporates criteria from transdisciplinary practices, cross-cutting concepts, and organizational charts for outlining guiding questions and conceptual links embedded in the guide. Integration of experiential learning and real-world connections into curricula is important for proficiency and deeper understanding of content, replacing discrete, stand-alone experiences which are not explicitly connected. Rather than information being dispelled through individual activities, relying on students to make the connections, intentionally documenting explicit connections provides opportunities to foster deeper understanding by building conceptual links between topics, which is how fundamental knowledge about earth and living systems is gained. Through the critical vetting

  12. Dental Radiology I Student Guide [and Instructor Guide].

    Fox Valley Technical Coll., Appleton, WI.

    The dental radiology student and instructor guides provide instruction in the following units: (1) x-ray physics; (2) x-ray production; (3) radiation health and safety; (4) radiographic anatomy and pathology; (5) darkroom setup and chemistry; (6) bisecting angle technique; (7) paralleling technique; (8) full mouth survey technique--composition and…

  13. Fuel assembly guide tube

    Jabsen, F.S.

    1979-01-01

    This invention is directed toward a nuclear fuel assembly guide tube arrangement which restrains spacer grid movement due to coolant flow and which offers secondary means for supporting a fuel assembly during handling and transfer operations

  14. Guided Reading: The Romance and the Reality

    Fountas, Irene C.; Pinnell, Gay Su

    2013-01-01

    The authors examine the growth and impact of guided reading, small group teaching for differentiated instruction in reading that was stimulated by their early publications. Many changes in literacy education have been observed as a result--almost as if educators had a "romance" with guided reading and leveled books. While changes have been…

  15. Teaching Guide for Building Maintenance Occupations.

    Kempton, Robert F.

    This teaching guide for building maintenance is one of a series of five performance- and employer-based secondary level vocational education guides. Part 1 provides tools, resources, and a process to be used at the local level to develop a training curriculum and supporting instructional activities. It includes a comprehensive overview of the…

  16. The Inclusive Classroom. Professional's Guide.

    Grenot-Scheyer, Marquita; And Others

    Inclusive education reflects the changing culture of contemporary schools with emphasis on active learning, authentic assessment practices, applied curriculum, multi-level instructional approaches, and increased attention to diverse student needs and individualization. This guide is intended to help teachers implement inclusive educational…

  17. BIBLIOGRAPHY ON INDIVIDUALIZED INSTRUCTION.

    Harvard Univ., Cambridge, MA. Graduate School of Education.

    THIS BIBLIOGRAPHY LISTS MATERIAL ON VARIOUS ASPECTS OF INDIVIDUALIZED INSTRUCTION. APPROXIMATELY 85 UNANNOTATED REFERENCES ARE PROVIDED TO DOCUMENTS DATING FROM 1958 TO 1966. JOURNALS, BOOKS, AND REPORT MATERIALS ARE LISTED. SUBJECT AREAS INCLUDED ARE PROGRAMED INSTRUCTION, TEACHING MACHINES, RESPONSE MODE, SELF-INSTRUCTION, AND COMPUTER-ASSISTED…

  18. The Instructional Capacitor

    Walton, Elizabeth

    2012-01-01

    Many administrators are so overwhelmed by the basic responsibilities of their daily work that there seems to be little or no time left for providing quality leadership in instruction. Instead, schools employ department chairs, instructional specialists, and coordinators to provide instructional leadership. How can administrators find time in the…

  19. System and method for seamless task-directed autonomy for robots

    Nielsen, Curtis; Bruemmer, David; Few, Douglas; Walton, Miles

    2012-09-18

    Systems, methods, and user interfaces are used for controlling a robot. An environment map and a robot designator are presented to a user. The user may place, move, and modify task designators on the environment map. The task designators indicate a position in the environment map and indicate a task for the robot to achieve. A control intermediary links task designators with robot instructions issued to the robot. The control intermediary analyzes a relative position between the task designators and the robot. The control intermediary uses the analysis to determine a task-oriented autonomy level for the robot and communicates target achievement information to the robot. The target achievement information may include instructions for directly guiding the robot if the task-oriented autonomy level indicates low robot initiative and may include instructions for directing the robot to determine a robot plan for achieving the task if the task-oriented autonomy level indicates high robot initiative.

  20. Guiding Principles for Student Leadership Development in the Doctor of Pharmacy Program to Assist Administrators and Faculty Members in Implementing or Refining Curricula

    Boyle, Cynthia J.; Janke, Kristin K.

    2013-01-01

    Objective. To assist administrators and faculty members in colleges and schools of pharmacy by gathering expert opinion to frame, direct, and support investments in student leadership development. Methods. Twenty-six leadership instructors participated in a 3-round, online, modified Delphi process to define doctor of pharmacy (PharmD) student leadership instruction. Round 1 asked open-ended questions about leadership knowledge, skills, and attitudes to begin the generation of student leadership development guiding principles and competencies. Statements were identified as guiding principles when they were perceived as foundational to the instructional approach. Round 2 grouped responses for agreement rating and comment. Group consensus with a statement as a guiding principle was set prospectively at 80%. Round 3 allowed rating and comment on guidelines, modified from feedback in round 2, that did not meet consensus. The principles were verified by identifying common contemporary leadership development approaches in the literature. Results. Twelve guiding principles, related to concepts of leadership and educational philosophy, were defined and could be linked to contemporary leadership development thought. These guiding principles describe the motivation for teaching leadership, the fundamental precepts of student leadership development, and the core tenets for leadership instruction. Conclusions. Expert opinion gathered using a Delphi process resulted in guiding principles that help to address many of the fundamental questions that arise when implementing or refining leadership curricula. The principles identified are supported by common contemporary leadership development thought. PMID:24371345

  1. Guiding principles for student leadership development in the doctor of pharmacy program to assist administrators and faculty members in implementing or refining curricula.

    Traynor, Andrew P; Boyle, Cynthia J; Janke, Kristin K

    2013-12-16

    To assist administrators and faculty members in colleges and schools of pharmacy by gathering expert opinion to frame, direct, and support investments in student leadership development. Twenty-six leadership instructors participated in a 3-round, online, modified Delphi process to define doctor of pharmacy (PharmD) student leadership instruction. Round 1 asked open-ended questions about leadership knowledge, skills, and attitudes to begin the generation of student leadership development guiding principles and competencies. Statements were identified as guiding principles when they were perceived as foundational to the instructional approach. Round 2 grouped responses for agreement rating and comment. Group consensus with a statement as a guiding principle was set prospectively at 80%. Round 3 allowed rating and comment on guidelines, modified from feedback in round 2, that did not meet consensus. The principles were verified by identifying common contemporary leadership development approaches in the literature. Twelve guiding principles, related to concepts of leadership and educational philosophy, were defined and could be linked to contemporary leadership development thought. These guiding principles describe the motivation for teaching leadership, the fundamental precepts of student leadership development, and the core tenets for leadership instruction. Expert opinion gathered using a Delphi process resulted in guiding principles that help to address many of the fundamental questions that arise when implementing or refining leadership curricula. The principles identified are supported by common contemporary leadership development thought.

  2. Using Multiple Ways to Investigate Cognitive Load Theory in the Context of Physics Instruction

    Zu, Tianlong

    Cognitive load theory (CLT) (Sweller 1988, 1998, 2010) provides us a guiding framework for designing instructional materials. CLT differentiates three subtypes of cognitive load: intrinsic, extraneous, and germane cognitive load. The three cognitive loads are theorized based on the number of simultaneously processed elements in working memory. Intrinsic cognitive load depends upon the number of interacting elements in the instructional material that are related to the learning objective. Extraneous cognitive load is the mental resources allocated to processing unnecessary information which does not contribute to learning as caused by non- optimal instructional procedure. It is determined by the number of interacting elements which are not related to learning goal. Both intrinsic and extraneous load vary according to prior knowledge of learners. Germane cognitive load is indirectly related to interacting elements. It represents the cognitive resources deployed for processing intrinsic load, chunking information and constructing and automating schema. Germane cognitive load is related to level of motivation of the learner. Given this triarchic model of cognitive load and their different roles in learning activities, different learning outcomes can be expected depending upon the characteristics of the educational materials, learner characteristics, and instructional setting. In three experiments, we investigated cognitive load theory following different approaches. Given the triarchic nature of cognitive load construct, it is critical to find non- intrusive ways to measure cognitive load. In study one, we replicated and extended a previous landmark study to investigate the use of eye movements related metrics to measure the three kinds of cognitive load independently. We also collected working memory capacity of students using a cognitive operation-span task. Two of the three types of cognitive load (intrinsic and extraneous) were directly manipulated, and the third

  3. Guide to correct use of medical imagery examinations. Recommendations for health personnel. Transposition of the 97/43 Euratom European directive

    Frija, Guy; Grenier, Philippe; Grellet, Jacques; Amiel, Michel; Cordoliani, Yves-Sebastien; Frija, Guy; Sirinelli, Dominique; Talbot, Jean-Noel; Bourguignon, Michel; Aucant, Denis; Silberman, Bruno; Verzaux, Laurent; Chagnon, Sophie; Dacher, Jean-Nicolas; Helenon, Olivier; Dosquet, Patrice; Hittinger, Marie-Claude; Xerri, Bertrand; Herrmann, Theodore; Pruvo, Jean-Pierre; Steinling, Marc; Brochet, Bruno; Depriester, Claude; Dousset, Vincent; Dormont, Didier; Dubois, Francois; Gauvrit, Jean-Yves; Mas, Jean-Louis; Meder, Jean-Francois; Moulin, Guy; Sulman, Charles; Gauthier, Helene; Martin-Duverneuil, Nadine; Bossard, Denis; Elmaleh, Monique; Treil, Jacques; Zanaret, Michel; Morvan, Gerard; Paycha, Frederic; Chastanet, Patrick; Dosch, Jean-Claude; Drape, Jean-Luc; Feydy, Antoine; Guilbeau, Jean-Charles; Sans, Nicolas; Beregi, Jean-Paul; Laissy, Jean-Pierre; Cassin, Patrice de; Heautot, Jean-Francois; Laroche, Jean-Pierre; Brauner, Michel; Bok, Bernard; Carette, Marie-France; Ferretti, Gilbert; Abehsera, Marc; Menu, Yves; Zerbib, Eric; Denys, Alban; Agostini, Serge; Sagui, Michel; Valette, Pierre-Jean; Djabban, Marjan; Drahi, Gilles; Tiah, Djamel; Roy, Catherine; Bellin, Marie-France; Prigent, Alain; Lemaitre, Laurent; Andre, Marc; Grenier, Nicolas; Robert, Yann; Kerrou, Khaldoun; Delattre, Christian; Garel, Catherine; Taieb, Sophie; Subtil, Damien; Stines, Joseph; Soler, Claude; Cambier, Luc; Digabel, Christine; Hagay, Charley; Tardivon, Anne; Le Dosseur, Patrick; Bonnin, Francois; Schmit, Pierre; Kalifa, Gabriel; Geoffray, Anne; Panuel, Michel; Guibaud, Laurent; Chateil, Jean-Francois; Clerc, Jerome; Tramalloni, Jean; Ernst, Olivier; Rocher, Laurence; Young, Jacques; Munera, Yves; Muller, Philippe; Stines, Joseph; Lumbroso, Jean; Frija, Jacques; Haioun, Corinne; Rahmouni, Alain; Menu, Yves; Dosch, Jean-Claude; Ducou le Pointe, Hubert; Taourel, Patrice; Schmutz, Gerard; Portier, Francois; Lopez, Francois-Michel; Guludec, Dominique le; Machecourt, Jacques; Chevalier, Bernard; Derumeaux, Genevieve; Py, Marie; Carrie, Didier; Revel, Didier

    2005-01-01

    This guide aims at indicating to the requesting physician the most appropriate imagery examination with respect to the explored pathology, by using either irradiation or non-irradiating techniques. This guide has several objectives: the radiation protection of patients, a practice rationalisation, interdisciplinary exchanges, and the organisation of clinical audits. After a description of the methodology adopted to elaborate this guide, the guide is made of a table of five columns which respectively indicate: the symptoms or pathology for which a medical imagery is required, the imagery modality, some indications related to the examination (diagnosis, peculiar cases, specialised or non-indicated), its grade of recommendation for the concerned clinical situation, comments regarding the usefulness of the examination, and the induced exposure level (from 0 to IV). Symptoms and pathologies are herein classified with respect to the concerned part of the body (head, neck, skeleton, musculoskeletal system, cardiovascular system, thorax, digestive tract, urogenital and adrenals, obstetrics and gynaecology), diseases (breast diseases, traumas, cancers) or practice (paediatrics, interventional radiology)

  4. Understanding the Impact of Guiding Inquiry: The Relationship between Directive Support, Student Attributes, and Transfer of Knowledge, Attitudes, and Behaviours in Inquiry Learning

    Roll, Ido; Butler, Deborah; Yee, Nikki; Welsh, Ashley; Perez, Sarah; Briseno, Adriana; Perkins, Katherine; Bonn, Doug

    2018-01-01

    Guiding inquiry learning has been shown to increase knowledge gains. Yet, little is known about the effect of guidance on attitudes and behaviours, its interaction with student attributes, and transfer of impact once guidance is removed. We address these gaps in the context of an interactive Physics simulation on electric circuits…

  5. Curriculum and instruction in nuclear waste disposal

    Robinson, M.; Lugaski, T.; Pankratius, B.

    1991-01-01

    Curriculum and instruction in nuclear waste disposal is part of the larger problem of curriculum and instruction in science. At a time when science and technological literacy is crucial to the nation's economic future fewer students are electing to take needed courses in science that might promote such literacy. The problem is directly related to what science teachers teach and how they teach it. Science content that is more relevant and interesting to students must be a part of the curriculum. Science instruction must allow students to be actively involved in investigating or playing the game of science

  6. The Instructional Text like a Textual Genre

    Adiane Fogali Marinello

    2011-07-01

    Full Text Available This article analyses the instructional text as a textual genre and is part of the research called Reading and text production from the textual genre perspective, done at Universidade de Caxias do Sul, Campus Universitário da Região dos Vinhedos. Firstly, some theoretical assumptions about textual genre are presented, then, the instructional text is characterized. After that an instructional text is analyzed and, finally, some activities related to reading and writing of the mentioned genre directed to High School and University students are suggested.

  7. Guia de Educacion Ambiental para Maestros del Nivel Primario. Los Recursos Naturales en la Ensenanza Primaria. Segunda Edicion. (Environmental Education Guide for Teachers of Primary Level. Natural Resources in Primary Instruction. Second Edition.)

    Morillo, Alfredo; Del Valle, Ramona

    This guide contains six elementary grade units which focus on environmental concepts considered of major importance by the agricultural personnel of the Dominican Republic. Each of the units shows a cumulative and sequential building of these concepts. Unit 1 (grade 1) focuses on the basics of plant and animal differentiation and on the properties…

  8. A Resource Guide for Teachers of Hindu Literature.

    Meehan, John L., Ed.; And Others

    Focusing on Hinduism, India, and Indian literature, this course guide offers help in organizing a course or units of instruction. The guide contains a historical outline of the evolution of Hinduism over a period of 3,000 years; a glossary listing terms in the guide and in Hindu literature; five courses of different time lengths (the literature of…

  9. Federal Emergency Management Information System (FEMIS) Installation Guide for FEMIS Version 1.5

    Burnett, Robert A.(BATTELLE (PACIFIC NW LAB)); Carter, Richard J.(BATTELLE (PACIFIC NW LAB)); Downing, Timothy R.(BATTELLE (PACIFIC NW LAB)); Dunkle, Julie R.(BATTELLE (PACIFIC NW LAB)); Homer, Brian J.(BATTELLE (PACIFIC NW LAB)); Johnson, Daniel M.(BATTELLE (PACIFIC NW LAB)); Johnson, Ranata L.(BATTELLE (PACIFIC NW LAB)); Johnson, Sharon M.(BATTELLE (PACIFIC NW LAB)); Loveall, Robert M.(BATTELLE (PACIFIC NW LAB)); Ramos Jr., Juan (BATTELLE (PACIFIC NW LAB)); Stephan, Alex J.(BATTELLE (PACIFIC NW LAB)); Wood, Blanche M.(BATTELLE (PACIFIC NW LAB))

    2001-12-01

    The Federal Emergency Management System (FEMIS) is an emergency management planning and response tool. The FEMIS Installation Guide provides instructions for installing and configuring the FEMIS software package.

  10. Automated particulate sampler field test model operations guide

    Bowyer, S.M.; Miley, H.S.

    1996-10-01

    The Automated Particulate Sampler Field Test Model Operations Guide is a collection of documents which provides a complete picture of the Automated Particulate Sampler (APS) and the Field Test in which it was evaluated. The Pacific Northwest National Laboratory (PNNL) Automated Particulate Sampler was developed for the purpose of radionuclide particulate monitoring for use under the Comprehensive Test Ban Treaty (CTBT). Its design was directed by anticipated requirements of small size, low power consumption, low noise level, fully automatic operation, and most predominantly the sensitivity requirements of the Conference on Disarmament Working Paper 224 (CDWP224). This guide is intended to serve as both a reference document for the APS and to provide detailed instructions on how to operate the sampler. This document provides a complete description of the APS Field Test Model and all the activity related to its evaluation and progression.

  11. Your Credit Rights: An Instructional Unit on Consumer Credit Protection. Revised.

    Jensen, Barbara J.; And Others

    This instructional guide adds two new sections to the original guide published in May 1982. The guide was designed to assist educators in teaching the topics of consumer credit and consumer credit protection to secondary and postsecondary students in various economics and business courses, as well as in adult and community education courses. The…

  12. Photo guide for estimating risk to hardwood trees during prescribed burning operations in eastern oak forests

    Patrick H. Brose

    2009-01-01

    A field guide of 40 photographs of common hardwood trees of eastern oak forests and fuel loadings surrounding their bases. The guide contains instructions on how to rapidly assess a tree's likelihood to be damaged or killed by prescribed burning.

  13. Long multiplication by instruction sequences with backward jump instructions

    Bergstra, J.A.; Middelburg, C.A.

    2013-01-01

    For each function on bit strings, its restriction to bit strings of any given length can be computed by a finite instruction sequence that contains only instructions to set and get the content of Boolean registers, forward jump instructions, and a termination instruction. Backward jump instructions

  14. Sonographically guided core biopsy of the breast: comparison of 14-gauge automated gun and 11-gauge directional vacuum-assisted biopsy methods

    Cho, Nariya; Moon, Woo Kyung; Cha, Joo Hee

    2005-01-01

    To compare the outcomes of 14-gauge automated biopsy and 11-gauge vacuum-assisted biopsy for the sonographically guided core biopsies of breast lesions. We retrospectively reviewed all sonographically guided core biopsies performed from January 2002 to February 2004. The sonographically guided core biopsies were performed with using a 14-gauge automated gun on 562 breast lesions or with using an 11-gauge vacuum-assisted device on 417 lesions. The histologic findings were compared with the surgical, imaging and follow-up findings. The histologic underestimation rate, the repeat biopsy rate and the false negative rates were compared between the two groups. A repeat biopsy was performed on 49 benign lesions because of the core biopsy results of the high-risk lesions (n=24), the imaging-histologic discordance (n=5), and the imaging findings showing disease progression (n=20). The total underestimation rates, according to the biopsy device, were 55% (12/22) for the 14-gauge automated gun biopsies and 36% (8/22) for the 11-gauge vacuum-assisted device (ρ = 0.226). The atypical ductal hyperplasia (ADH) underestimation (i.e., atypical ductal hyperplasia at core biopsy and carcinoma at surgery) was 58% (7/12) for the 14-gauge automated gun biopsies and 20% (1/5) for the 11-gauge vacuum-assisted biopsies. The ductal carcinoma in situ (DCIS) underestimation rate (i.e., ductal carcinoma in situ upon core biopsy and invasive carcinoma found at surgery) was 50% (5/10) for the 14-gauge automated gun biopsies and 41% (7/17) for the 11-gauge vacuum-assisted biopsies. The repeat biopsy rates were 6% (33/562) for the 14-gauge automated gun biopsies and 3.5% (16/417) for the 11-gauge vacuum-assisted biopsies. Only 5 (0.5%) of the 979 core biopsies were believed to have missed the malignant lesions. The false-negative rate was 3% (4 of 128 cancers) for the 14-gauge automated gun biopsies and 1% (1 of 69 cancers) for the 11-gauge vacuum-assisted biopsies. The outcomes of the

  15. Written instructions for the transport of hazardous materials: Accident management instruction sheets

    Ridder, K.

    1988-01-01

    In spite of the regulations and the safety provisions taken, accidents are not entirely avoidable in the transport of hazardous materials. For managing an accident and preventing further hazards after release of dangerous substances, the vehicle drivers must carry with them the accident management instruction sheets, which give instructions on immediate counter measures to be taken by the driver, and on information to be given to the police and the fire brigades. The article in hand discusses the purpose, the contents, and practice-based improvement of this collection of instruction sheets. Particular reference is given to the newly revised version of June 15, 1988 (Verkehrsblatt 1/88) of the 'Directives for setting up accident management instruction sheets - written instructions - for road transport of hazardous materials', as issued by the Federal Ministry of Transport. (orig./HP) [de

  16. Teaching about teaching and instruction on instruction: a challenge for health sciences library education.

    Detlefsen, Ellen Gay

    2012-10-01

    This is a review of the master's-level curricula of the fifty-eight America Library Association-accredited library and information science programs and iSchools for evidence of coursework and content related to library instruction. Special emphasis is placed on the schools and programs that also offer coursework in medical or health sciences librarianship. Fifty-eight school and program websites were reviewed. Course titles and course descriptions for seventy-three separate classes were analyzed. Twenty-three syllabi were examined. All North American library education programs offer at least one course in the general area of library instruction; some programs offer multiple courses. No courses on instruction, however, are focused directly on the specialized area of health sciences librarianship. Master's degree students can take appropriate classes on library instruction, but the medical library profession needs to offer continuing education opportunities for practitioners who want to have specific instruction for the specialized world of the health sciences.

  17. Influence of verbal instructions on effect-based action control.

    Eder, Andreas B; Dignath, David

    2017-03-01

    According to ideomotor theory, people use bidirectional associations between movements and their effects for action selection and initiation. Our experiments examined how verbal instructions of action effects influence response selection without prior experience of action effects in a separate acquisition phase. Instructions for different groups of participants specified whether they should ignore, attend, learn, or intentionally produce acoustic effects produced by button presses. Results showed that explicit instructions of action-effect relations trigger effect-congruent action tendencies in the first trials following the instruction; in contrast, no evidence for effect-based action control was observed in these trials when instructions were to ignore or to attend to the action effects. These findings show that action-effect knowledge acquired through verbal instruction and direct experience is similarly effective for effect-based action control as long as the relation between the movement and the effect is clearly spelled out in the instruction.

  18. Rethinking biology instruction: The application of DNR-based instruction to the learning and teaching of biology

    Maskiewicz, April Lee

    Educational studies report that secondary and college level students have developed only limited understandings of the most basic biological processes and their interrelationships from typical classroom experiences. Furthermore, students have developed undesirable reasoning schemes and beliefs that directly affect how they make sense of and account for biological phenomena. For these reasons, there exists a need to rethink instructional practices in biology. This dissertation discusses how the principles of Harel's (1998, 2001) DNR-based instruction in mathematics could be applied to the teaching and learning of biology. DNR is an acronym for the three foundational principles of the system: Duality, Necessity, and Repeated-reasoning. This study examines the application of these three principles to ecology instruction. Through clinical and teaching interviews, I developed models of students' existing ways of understanding in ecology and inferred their ways of thinking. From these models a hypothetical learning trajectory was developed for 16 college level freshmen enrolled in a 10-week ecology teaching experiment. Through cyclical, interpretive analysis I documented and analyzed the evolution of the participants' progress. The results provide empirical evidence to support the claim that the DNR principles are applicable to ecology instruction. With respect to the Duality Principle, helping students develop specific ways of understanding led to the development of model-based reasoning---a way of thinking and the cognitive objective guiding instruction. Through carefully structured problem solving tasks, the students developed a biological understanding of the relationship between matter cycling, energy flow, and cellular processes such as photosynthesis and respiration, and used this understanding to account for observable phenomena in nature. In the case of intellectual necessity, the results illuminate how problem situations can be developed for biology learners

  19. Radiation Exposure of Interventional Radiologists During Computed Tomography Fluoroscopy-Guided Renal Cryoablation and Lung Radiofrequency Ablation: Direct Measurement in a Clinical Setting

    Matsui, Yusuke, E-mail: wckyh140@yahoo.co.jp; Hiraki, Takao, E-mail: takaoh@tc4.so-net.ne.jp; Gobara, Hideo, E-mail: gobara@cc.okayama-u.ac.jp; Iguchi, Toshihiro, E-mail: i10476@yahoo.co.jp; Fujiwara, Hiroyasu, E-mail: hirofujiwar@gmail.com; Kawabata, Takahiro, E-mail: tkhr-kwbt@yahoo.co.jp [Okayama University Medical School, Department of Radiology (Japan); Yamauchi, Takatsugu, E-mail: me9248@hp.okayama-u.ac.jp; Yamaguchi, Takuya, E-mail: me8738@hp.okayama-u.ac.jp [Okayama University Hospital, Central Division of Radiology (Japan); Kanazawa, Susumu, E-mail: susumu@cc.okayama-u.ac.jp [Okayama University Medical School, Department of Radiology (Japan)

    2016-06-15

    IntroductionComputed tomography (CT) fluoroscopy-guided renal cryoablation and lung radiofrequency ablation (RFA) have received increasing attention as promising cancer therapies. Although radiation exposure of interventional radiologists during these procedures is an important concern, data on operator exposure are lacking.Materials and MethodsRadiation dose to interventional radiologists during CT fluoroscopy-guided renal cryoablation (n = 20) and lung RFA (n = 20) was measured prospectively in a clinical setting. Effective dose to the operator was calculated from the 1-cm dose equivalent measured on the neck outside the lead apron, and on the left chest inside the lead apron, using electronic dosimeters. Equivalent dose to the operator’s finger skin was measured using thermoluminescent dosimeter rings.ResultsThe mean (median) effective dose to the operator per procedure was 6.05 (4.52) μSv during renal cryoablation and 0.74 (0.55) μSv during lung RFA. The mean (median) equivalent dose to the operator’s finger skin per procedure was 2.1 (2.1) mSv during renal cryoablation, and 0.3 (0.3) mSv during lung RFA.ConclusionRadiation dose to interventional radiologists during renal cryoablation and lung RFA were at an acceptable level, and in line with recommended dose limits for occupational radiation exposure.

  20. Radiation Exposure of Interventional Radiologists During Computed Tomography Fluoroscopy-Guided Renal Cryoablation and Lung Radiofrequency Ablation: Direct Measurement in a Clinical Setting.

    Matsui, Yusuke; Hiraki, Takao; Gobara, Hideo; Iguchi, Toshihiro; Fujiwara, Hiroyasu; Kawabata, Takahiro; Yamauchi, Takatsugu; Yamaguchi, Takuya; Kanazawa, Susumu

    2016-06-01

    Computed tomography (CT) fluoroscopy-guided renal cryoablation and lung radiofrequency ablation (RFA) have received increasing attention as promising cancer therapies. Although radiation exposure of interventional radiologists during these procedures is an important concern, data on operator exposure are lacking. Radiation dose to interventional radiologists during CT fluoroscopy-guided renal cryoablation (n = 20) and lung RFA (n = 20) was measured prospectively in a clinical setting. Effective dose to the operator was calculated from the 1-cm dose equivalent measured on the neck outside the lead apron, and on the left chest inside the lead apron, using electronic dosimeters. Equivalent dose to the operator's finger skin was measured using thermoluminescent dosimeter rings. The mean (median) effective dose to the operator per procedure was 6.05 (4.52) μSv during renal cryoablation and 0.74 (0.55) μSv during lung RFA. The mean (median) equivalent dose to the operator's finger skin per procedure was 2.1 (2.1) mSv during renal cryoablation, and 0.3 (0.3) mSv during lung RFA. Radiation dose to interventional radiologists during renal cryoablation and lung RFA were at an acceptable level, and in line with recommended dose limits for occupational radiation exposure.

  1. Using Technology and Assessment to Personalize Instruction: Preventing Reading Problems.

    Connor, Carol McDonald

    2017-09-15

    Children who fail to learn to read proficiently are at serious risk of referral to special education, grade retention, dropping out of high school, and entering the juvenile justice system. Accumulating research suggests that instruction regimes that rely on assessment to inform instruction are effective in improving the implementation of personalized instruction and, in turn, student learning. However, teachers find it difficult to interpret assessment results in a way that optimizes learning opportunities for all of the students in their classrooms. This article focuses on the use of language, decoding, and comprehension assessments to develop personalized plans of literacy instruction for students from kindergarten through third grade, and A2i technology designed to support teachers' use of assessment to guide instruction. Results of seven randomized controlled trials demonstrate that personalized literacy instruction is more effective than traditional instruction, and that sustained implementation of personalized literacy instruction first through third grade may prevent the development of serious reading problems. We found effect sizes from .2 to .4 per school year, which translates into about a 2-month advantage. These effects accumulated from first through third grade with a large effect size (d = .7) equivalent to a full grade-equivalent advantage on standardize tests of literacy. These results demonstrate the efficacy of technology-supported personalized data-driven literacy instruction to prevent serious reading difficulties. Implications for translational prevention research in education and healthcare are discussed.

  2. Programmed Instruction Revisited.

    Skinner, B. F.

    1986-01-01

    Discusses the history and development of teaching machines, invented to restore the important features of personalized instruction as public school class size increased. Examines teaching and learning problems over the past 50 years, including motivation, attention, appreciation, discovery, and creativity in relation to programmed instruction.…

  3. Fashions in Instructional Development.

    Knapper, Christopher K.

    This paper on instructional development notes the trend toward teaching improvement efforts, classifies instructional development centers in terms of their differing philosophies of operation, and identifies some general problems that have been encountered in institutional efforts to improve teaching and learning. Centers in North America, Europe,…

  4. Special nuclear material information, security classification guidance. Instruction

    Flickinger, A.

    1982-01-01

    The Instruction reissues DoD Instruction 5210.67, July 5, 1979, and provides security classification guidance for information concerning significant quantities of special nuclear material, other than that contained in nuclear weapons and that used in the production of energy in the reactor plant of nuclear-powered ships. Security classification guidance for these data in the latter two applications is contained in Joint DoE/DoD Nuclear Weapons Classification Guide and Joint DoE/DoD Classification Guide for the Naval Nuclear Propulsion Program

  5. Learning from Narrated Instruction Videos.

    Alayrac, Jean-Baptiste; Bojanowski, Piotr; Agrawal, Nishant; Sivic, Josef; Laptev, Ivan; Lacoste-Julien, Simon

    2017-09-05

    Automatic assistants could guide a person or a robot in performing new tasks, such as changing a car tire or repotting a plant. Creating such assistants, however, is non-trivial and requires understanding of visual and verbal content of a video. Towards this goal, we here address the problem of automatically learning the main steps of a task from a set of narrated instruction videos. We develop a new unsupervised learning approach that takes advantage of the complementary nature of the input video and the associated narration. The method sequentially clusters textual and visual representations of a task, where the two clustering problems are linked by joint constraints to obtain a single coherent sequence of steps in both modalities. To evaluate our method, we collect and annotate a new challenging dataset of real-world instruction videos from the Internet. The dataset contains videos for five different tasks with complex interactions between people and objects, captured in a variety of indoor and outdoor settings. We experimentally demonstrate that the proposed method can automatically discover, learn and localize the main steps of a task input videos.

  6. Papillary lesions of the breast: comparison of the US-guided 14-gauge automated gun method and the 11-gauge directional vacuum-assisted biopsy method

    Ko, Eun Sook; Cho, Nariya; Yang, Sang Kyu; Kim, Do Youn; Moon, Woo Kyung

    2006-01-01

    The compare the outcomes of US-guided 14-gauge automated biopsy and 11-gauge vacuum-assisted biopsy for the papillary lesions of the breast. We retrospectively reviewed the US-guided core biopsies of 1,723 consecutive breast lesions that were treated from January 2003 to April 2005. Ninety-eight lesions (5.7%) were pathologically reported as papillary lesions. The biopsies were performed with using a 14-gauge automated gun on 65 lesions or with using an 11-gauge vacuum-assisted device on 33 lesions. Thirty-five lesions (54%, 35/65) of 14-gauge automated gun biopsies and 5 lesions (15%, 5/33) of 11-gauge vacuum-assisted biopsies underwent surgery. The histologic findings were compared with the surgical, imaging and follow-up findings. The histologic underestimation rate, the repeat biopsy rate and the false negative rate were compared between the two groups. The repeat biopsy rate was determined by dividing the total number of core biopsies into the number of repeat biopsies. 'ADH underestimation' was defined as a lesion yielding atypical ductal hyperplasia on percutaneous biopsy and carcinoma at surgery, and 'DCIS underestimation' was defined as a lesion yielding ductal carcinoma in situ on percutaneous biopsy and invasive carcinoma at surgery. The repeat biopsy rate was 42% (27/65) for the 14-gauge automated gun biopsies and 9.1% (3/33) for the 11-gauge vacuum-assisted biopsies. The ADH underestimation rate was 50% (7/14) for the 14-gauge automated gun biopsies and 0% (0/4) for the 11-gauge vacuum-assisted biopsies. The DCIS underestimation was 14% (1/7) for the 14-gauge automated gun biopsies and 0% (0/2) for the 11-gauge vacuum-assisted biopsies. The false negative rate was 0% for these two groups. For the papillary lesions of the breast, the outcomes of the US-guided core biopsies performed with the 11-gauge vacuum-assisted device were better than those of the biopsies performed with the 14-gauge automated gun, in terms of underestimation and repeat biopsy

  7. Professional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction?

    Otaiba, Stephanie Al; Folsom, Jessica S; Wanzek, Jeannie; Greulich, Luana; Wasche, Jessica; Schatschneider, Christopher; Connor, Carol

    Two primary purposes guided this quasi-experimental within-teacher study: (1) to examine changes from baseline through two years of professional development (Individualizing Student Instruction) in kindergarten teachers' differentiation of Tier 1 literacy instruction; (2) to examine changes in reading and vocabulary of three cohorts of the teachers' students ( n = 416). Teachers' instruction was observed and students were assessed on standardized measures of vocabulary and word reading. Results suggested that teachers significantly increased their differentiation and students showed significantly greater word reading outcomes relative to baseline. No change was observed for vocabulary. Results have implications for supporting teacher effectiveness through technology-supported professional development.

  8. Computer-based instruction system DIDAK and its application

    Gvozdjak, L.; Hanulova, L.; Jankovicova, A.; Scepanek, L.

    1983-01-01

    The DIDAK system has been developed for the instruction and training of specialized personnel of nuclear power plants. The structure of the instruction system comprises three processes: the author process, the instruction process and the administration process. Author processes provide the didactic data structure with instruction texts. In the text data base the instruction material is stored in 6 direct access nonformatted files. The instruction system receives information from the text data base and presents it to the student. According to the student's response it creates the preconditions for the further operation of the system which it stores in the data base for administration of instruction. This base contains data on the identification of students, on the instruction process of the individual and the instruction process as a whole. Administrative processes take place in the final stage. They provide information on the general course of instruction and make final evaluations. From the data base of products of the instruction process the said administrative processes produce output information for the teacher. The subject matter of each subject is divided into a finite number of elementary units of subject matter. Each elementary unit provides basic information on the explained subject matter and is followed by a check of the student's knowledge. In dependence on the results of this check the student either advances to a higher level elementary unit or proceeds to an alternative branch of the initial unit. (E.S.)

  9. Guide for the control and recording of radioactive wastes

    1987-01-01

    This guide present the aspects related to the control and recording of radioactive wastes in their points of origin. Then it is of great importance to fulfill these instructions so as to achieve a successful management of radioactive waste

  10. Recognizing and Addressing Limited PHarmaceutical literacy: Development of the RALPH interview guide.

    Vervloet, Marcia; van Dijk, Liset; Rademakers, Jany J D J M; Bouvy, Marcel L; De Smet, Peter A G M; Philbert, Daphne; Koster, Ellen S

    2018-04-30

    In the context of medication use, pharmaceutical literacy skills are crucial for appropriate and safe use of medication. Recognition of patients with inadequate pharmaceutical literacy in daily pharmacy practice is difficult. No instrument is yet available to support pharmacists herein. The aim of this study was therefore to develop an interview guide for pharmacists to Recognize and Address Limited PHarmaceutical literacy (RALPH). The RALPH interview guide was constructed in three phases: (1) development including a literature search, expert group discussion, and feasibility test with 15 patients; (2) pilot-test with 421 patients throughout 30 community pharmacies, and (3) final test with 508 patients to optimize the interview guide. The development phase resulted in a first interview guide comprising 15 questions: seven in the functional domain (understanding instructions), four in the communicative domain (finding and understanding medication information) and four in the critical domain (critically analyzing medication information). This version was pilot-tested in 30 pharmacies, with 147 patients during medication reviews and another 274 patients were interviewed while waiting to collect their medication. This test phase led to removal of questions that proved difficult to interpret and to rephrasing some questions. The second version including 11 questions was tested by 109 pharmacists trainees with 508 patients, resulting in the final RALPH interview guide comprising 10 questions, all directly linked to the patient's own medication: three in the functional, three in the communicative and four in the critical domain. Besides instructions on how to use the interview guide, recommendations are provided for pharmacists on how to support patients with limited pharmaceutical literacy skills. The practice-based RALPH interview guide supports pharmacists in recognizing patients with limited pharmaceutical literacy. With this insight, pharmacists can tailor their

  11. Using Principles of Programmed Instruction

    Huffman, Harry

    1971-01-01

    Although programmed instruction in accounting is available, it is limited in scope and in acceptance. Teachers, however, may apply principles of programming to the individualizing of instruction. (Author)

  12. Patient input into the development and enhancement of ED discharge instructions: a focus group study.

    Buckley, Barbara A; McCarthy, Danielle M; Forth, Victoria E; Tanabe, Paula; Schmidt, Michael J; Adams, James G; Engel, Kirsten G

    2013-11-01

    Previous research indicates that patients have difficulty understanding ED discharge instructions; these findings have important implications for adherence and outcomes. The objective of this study was to obtain direct patient input to inform specific revisions to discharge documents created through a literacy-guided approach and to identify common themes within patient feedback that can serve as a framework for the creation of discharge documents in the future. Based on extensive literature review and input from ED providers, subspecialists, and health literacy and communication experts, discharge instructions were created for 5 common ED diagnoses. Participants were recruited from a federally qualified health center to participate in a series of 5 focus group sessions. Demographic information was obtained and a Rapid Estimate of Adult Literacy in Medicine (REALM) assessment was performed. During each of the 1-hour focus group sessions, participants reviewed discharge instructions for 1 of 5 diagnoses. Participants were asked to provide input into the content, organization, and presentation of the documents. Using qualitative techniques, latent and manifest content analysis was performed to code for emergent themes across all 5 diagnoses. Fifty-seven percent of participants were female and the average age was 32 years. The average REALM score was 57.3. Through qualitative analysis, 8 emergent themes were identified from the focus groups. Patient input provides meaningful guidance in the development of diagnosis-specific discharge instructions. Several themes and patterns were identified, with broad significance for the design of ED discharge instructions. Copyright © 2013 Emergency Nurses Association. Published by Mosby, Inc. All rights reserved.

  13. To Err or Not to Err: A Question for the Instruction of Psychomotor Skills

    Singer, Robert N.

    1977-01-01

    The effectiveness of guided and nonguided instructional strategies for teaching psychomotor skills is reviewed from the perspectives of learning theories, psychomotor research, transfer of learning, and the function and desirability of making errors in the learning process. (EVH)

  14. TestNG beginner's guide

    Menon, Varun

    2013-01-01

    This book is written in a friendly, beginner's guide style with plenty of step-by-step instructions with appropriate examples.This book is great for developers and testers who are new to TestNg and want to learn how to use TestNG for writing their application as well as functional tests. This book assumes that you have experience in Java and OOPs concepts and have worked with certain IDE.

  15. E-Readers and the Effects on Students' Reading Motivation, Attitude and Comprehension during Guided Reading

    Long, Deanna; Szabo, Susan

    2016-01-01

    This quasi-experimental mixed methods study examined the use of e-readers during guided reading instruction and its impact on 5th grade students' reading motivation, attitude toward reading, and reading comprehension. For 10 weeks, 19 students received guided reading instruction by means of the traditional paper/text format, while 16 students…

  16. "The Driver Doesn't Sit, He Stands up like the Flintstones!": Sibling Teaching during Teacher-Directed and Self-Guided Tasks

    Howe, Nina; Recchia, Holly; Porta, Sandra Della; Funamoto, Allyson

    2012-01-01

    Associations among sibling teaching strategies, learner behavior, age, age gap, gender, and social-cognitive skills (second-order false-belief and interpretive understanding of knowledge) were investigated in 63 sibling dyads in early and middle childhood. Two teaching tasks were introduced to the older sibling teacher: a teacher-directed task…

  17. Using Interactive Video Instruction To Enhance Public Speaking Instruction.

    Cronin, Michael W.; Kennan, William R.

    Noting that interactive video instruction (IVI) should not and cannot replace classroom instruction, this paper offers an introduction to interactive video instruction as an innovative technology that can be used to expand pedagogical opportunities in public speaking instruction. The paper: (1) defines the distinctive features of IVI; (2) assesses…

  18. Preschool Teachers' Endorsement of Instructional Practices: An Interprofessional Exploration

    Koutsoftas, Anthony D.; Dubasik, Virginia L.; Moss DiDonato, Alicia

    2017-01-01

    Background: Preschool teacher's instructional practices are one component of high-quality early education classrooms that have the potential to directly influence young children's school readiness and success; therefore, the type and quality of instructional practices used by preschool teachers should be explored. Purpose: The purpose of this…

  19. The effect of video supplemental instruction on the academic ...

    This article examines the effect of Video-based Supplemental Instruction on the performance in Mathematics of students whose matric marks did not enable them to be directly admitted to the Science Faculty at the University of Port Elizabeth. Fifteen students who received Video-based Supplemental Instruction in ...

  20. Instructional control of reinforcement learning: A behavioral and neurocomputational investigation

    Doll, B.B.; Jacobs, W.J.; Sanfey, A.G.; Frank, M.J.

    2009-01-01

    Humans learn how to behave directly through environmental experience and indirectly through rules and instructions. Behavior analytic research has shown that instructions can control behavior, even when such behavior leads to sub-optimal outcomes (Hayes, S (Ed) 1989. Rule-governed behavior:

  1. Chemical Equilibrium, Unit 2: Le Chatelier's Principle. A Computer-Enriched Module for Introductory Chemistry. Student's Guide and Teacher's Guide.

    Jameson, A. Keith

    Presented are the teacher's guide and student materials for one of a series of self-instructional, computer-based learning modules for an introductory, undergraduate chemistry course. The student manual for this unit on Le Chatelier's principle includes objectives, prerequisites, pretest, instructions for executing the computer program, and…

  2. Computer Assisted Instruction

    Higgins, Paul

    1976-01-01

    Methodology for developing a computer assisted instruction (CAI) lesson (scripting, programing, and testing) is reviewed. A project done by Informatics Education Ltd. (IEL) for the Department of National Defense (DND) is used as an example. (JT)

  3. Bibliographic Instruction : A Webliography

    2004-09-01

    Full Text Available A Webliography about the Bibliographic Instruction, it collects a variety of internet resources divided to main categories; directories, articles, bibliographies, organization, mailing lists, and interest groups.

  4. Television in the Schools: Instructional Television and Educational Media Resources at the National Public Broadcasting Archives

    King, Karen

    2008-01-01

    In 1964, in "A Guide to Instructional Television," editor Robert M. Diamond defined "educational television" as a "broad term usually applied to cultural and community broadcasting which may include some programs for in-school use" (p. 278). His definition for instructional television was "television used within the formal classroom context on any…

  5. Context-Model-Based Instruction in Teaching EFL Writing: A Narrative Inquiry

    Lin, Zheng

    2016-01-01

    This study aims to re-story the provision of the context-model-based instruction in teaching EFL writing, focusing especially on students' development of the context model and learning to guide EFL writing with the context model. The research data have been collected from the audio recordings of the classroom instruction, the teacher-researcher's…

  6. Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. Second Edition

    Dean, Ceri B.; Stone, BJ; Hubbell, Elizabeth; Pitler, Howard

    2012-01-01

    First published in 2001, "Classroom Instruction That Works" revolutionized teaching by linking classroom strategies to evidence of increased student learning. Now this landmark guide has been reenergized and reorganized for today's classroom with new evidence-based insights and a refined framework that strengthens instructional planning. Whether…

  7. Direct detection of fungal siderophores on bats with white-nose syndrome via fluorescence microscopy-guided ambient ionization mass spectrometry.

    Mascuch, Samantha J; Moree, Wilna J; Hsu, Cheng-Chih; Turner, Gregory G; Cheng, Tina L; Blehert, David S; Kilpatrick, A Marm; Frick, Winifred F; Meehan, Michael J; Dorrestein, Pieter C; Gerwick, Lena

    2015-01-01

    White-nose syndrome (WNS) caused by the pathogenic fungus Pseudogymnoascus destructans is decimating the populations of several hibernating North American bat species. Little is known about the molecular interplay between pathogen and host in this disease. Fluorescence microscopy ambient ionization mass spectrometry was used to generate metabolic profiles from the wings of both healthy and diseased bats of the genus Myotis. Fungal siderophores, molecules that scavenge iron from the environment, were detected on the wings of bats with WNS, but not on healthy bats. This work is among the first examples in which microbial molecules are directly detected from an infected host and highlights the ability of atmospheric ionization methodologies to provide direct molecular insight into infection.

  8. Direct detection of fungal siderophores on bats with white-nose syndrome via fluorescence microscopy-guided ambient ionization mass spectrometry

    Mascuch, Samantha J.; Moree, Wilna J.; Cheng-Chih Hsu, Cheng-Chih; Turner, Gregory G.; Cheng, Tina L.; Blehert, David S.; Kilpatrick, A. Marm; Frick, Winifred F.; Meehan, Michael J.; Dorrestein, Pieter C.; Gerwick, Lena

    2015-01-01

    White-nose syndrome (WNS) caused by the pathogenic fungus Pseudogymnoascus destructans is decimating the populations of several hibernating North American bat species. Little is known about the molecular interplay between pathogen and host in this disease. Fluorescence microscopy ambient ionization mass spectrometry was used to generate metabolic profiles from the wings of both healthy and diseased bats of the genus Myotis. Fungal siderophores, molecules that scavenge iron from the environment, were detected on the wings of bats with WNS, but not on healthy bats. This work is among the first examples in which microbial molecules are directly detected from an infected host and highlights the ability of atmospheric ionization methodologies to provide direct molecular insight into infection.

  9. Direct detection of fungal siderophores on bats with white-nose syndrome via fluorescence microscopy-guided ambient ionization mass spectrometry.

    Samantha J Mascuch

    Full Text Available White-nose syndrome (WNS caused by the pathogenic fungus Pseudogymnoascus destructans is decimating the populations of several hibernating North American bat species. Little is known about the molecular interplay between pathogen and host in this disease. Fluorescence microscopy ambient ionization mass spectrometry was used to generate metabolic profiles from the wings of both healthy and diseased bats of the genus Myotis. Fungal siderophores, molecules that scavenge iron from the environment, were detected on the wings of bats with WNS, but not on healthy bats. This work is among the first examples in which microbial molecules are directly detected from an infected host and highlights the ability of atmospheric ionization methodologies to provide direct molecular insight into infection.

  10. Lathe Operator. Coordinator's Guide. Individualized Study Guide. General Metal Trades.

    East Texas State Univ., Commerce. Occupational Curriculum Lab.

    This guide provides information to enable coordinators to direct learning activities for students using an individualized study guide on operating a lathe. The study material is designed for students enrolled in cooperative part-time training and employed, or desiring to be employed, as lathe operators. Contents include a sample progress chart,…

  11. Making Time for Instructional Leadership. Appendices

    Goldring, Ellen; Grissom, Jason A.; Neumerski, Christine M.; Murphy, Joseph; Blissett, Richard; Porter, Andy

    2015-01-01

    This three-volume report describes the "SAM (School Administration Manager) process," an approach that about 700 schools around the nation are using to direct more of principals' time and effort to improve teaching and learning in classrooms. Research has shown that a principal's instructional leadership is second only to teaching among…

  12. Cognitive Psychology and Instruction. Third Edition.

    Bruning, Roger H.; Schraw, Gregory J.; Ronning, Royce R.

    Like the earlier editions, the current text is directed at educators who are interested in understanding the principles of cognitive psychology and applying them to instruction and curriculum design. The following chapters are included: (1) "Introduction to Cognitive Psychology"; (2) "Sensory, Short-Term, and Working Memory"; (3) "Long-Term…

  13. Writing Useful Instructional Objectives in Physical Education

    Young, Shawna

    2016-01-01

    Within a physical education curriculum, and presented in individual lesson plans, instructional objectives serve several important purposes: they provide a direct link between the curriculum content and procedures for students to master that content; they provide a clear path for assessment--a way to determine whether students have indeed learned…

  14. Redefining Classroom Culture through Instructional Design

    Faryadi, Qais; Bakar, Zainab Abu; Maidinsah, Hamidah; Muhamad, Aminuddin

    2007-01-01

    This critical assessment attempts to define a good instructional design through the eyes and the minds of renowned scholars and the most outspoken educational psychologists such as Gagne, John Keller, Jerome Bruner, and Richard E. Mayer and so on. This examination also discusses ways in directing the mental map of students for better knowledge…

  15. Guide to preparing SAND reports. Revised

    Locke, T.K. [ed.

    1996-04-01

    This guide contains basic information needed to produce a SAND report. Its guidelines reflect DOE regulation and Sandia policy. The guide includes basic writing instructions in an annotated sample report; guidance for organization, format, and layout of reports produced by line organizations; and information about conference papers, journal articles, and brochures. The appendixes contain sections on Sandia`s preferred usage, equations, references, copyrights and permissions, and publishing terms.

  16. Metacognitive instruction in middle school science

    Bonney, Dianna

    The purpose of this action research project was to determine the extent to which metacognitive instruction affected students' performance in the middle-grade science classroom. Conducted with four seventh grade science classes over a three-month time period, 105 students were engaged in 21 metacognitively enhanced lessons. Both quantitative and qualitative data sources were collected for this study and analyzed according to grounded theory methodology. Quantitative data came from the Jr. Metacognitive Awareness Inventory, administered as a pre-post test. Qualitative teacher-generated data was collected in a metacognitive observation protocol containing observations and reflections while student-generated data was gathered from reflective journal entries, modified rubrics, and checklists. Analysis of the data led to the assertions that metacognitive development occurred over time through systematic and varied implementation of explicit instruction. In addition, students perceived they learned best both when working collaboratively and when making multiple connections with content material. Implications for middle-grade teachers include the need for explicit instruction of metacognitive strategies, providing for instructional variation and student collaboration, and guiding students in making connections to prior learning.

  17. Guided labworks

    Jacobsen, Lærke Bang

    For the last 40 years physics education research has shown poor learning outcomes of guided labs. Still this is found to be a very used teaching method in the upper secodary schools. This study explains the teacher's choice of guided labs throught the concept of redesign as obstacle dislodgement...

  18. Instructional leaders for all? High school science department heads and instructional leadership across all science disciplines

    Sanborn, Stephen

    Many high school science departments are responding to changes in state standards with respect to both curricular content and instructional practices. In the typical American high school organization, the academic department head is ideally positioned to influence change in the instructional practices of teachers within the department. Even though science department heads are well situated to provide leadership during this period of transition, the literature has not addressed the question of how well science department heads believe they can provide instructional leadership for all of the teachers in their department, whether they are teaching within and outside of the head's own sub-discipline. Nor is it known how science department heads view the role of pedagogical content knowledge in teaching different science disciplines. Using an online survey comprised of 26 objective questions and one open response question, a 54-respondent sample of science department heads provided no strong consensus regarding their beliefs about the role of pedagogical content knowledge in science instruction. However, science department heads expressed a significant difference in their views about their capacity to provide instructional leadership for teachers sharing their science content area compared to teachers instructing other science content areas. Given wide-spread science education reform efforts introduced in response to the Next Generation Science Standards, these findings may serve to provide some direction for determining how to best support the work of science department heads as they strive to provide instructional leadership for the teachers in their departments.

  19. Reading's non-negotiables elements of effective reading instruction

    Gabriel, Rachael

    2013-01-01

    This book can be used as a guide for program design and evaluation, as well as a source of ideas and (re)assurances for those currently engaged in the ongoing pursuit of effective literacy instruction for every reader, every day.

  20. EMC² = comprehension: A reading strategy instruction framework for ...

    Hennie

    framework for reading strategy instruction, aimed specifically at teachers. ... interaction among the reader, the strategies the reader employs, the material ... test performance of low-ability groups (Purpura, ... so & Brown, 1992), teachers draw upon a small ... ing, scaffolding and guided practice, with a recom- ...... Measuring.

  1. Teachers' perception of the utilization of instructional materials in ...

    This study aimed at assessing teachers' perception of utilization of instructional materials in teaching social studies in junior secondary schools in Calabar Municipality of Cross River State, Nigeria. The study was guided by a research question based on the purpose of the study. The study adopted the survey research ...

  2. Supporting Classroom Instruction: The Textbook Navigator/Journal

    Cogan, Leland S.; Burroughs, Nathan; Schmidt, William H.

    2015-01-01

    Researchers at the Center for the Study of Curriculum at Michigan State University have developed a tool to help teachers implement the Common Core State Standards in mathematics by letting standards, not textbooks, guide their instruction. Using the web-based Textbook Navigator/Journal, teachers can pick a standard and ask which portions of the…

  3. A Report on the Research and Development of Instructional Simulation.

    West, Charles K.; And Others

    The purpose of this report is to communicate findings on current knowledge of simulation design, development, and evaluation. Research on this project was guided by questions posed by the Defense Systems Management College in Fort Belvoir, Virginia. These questions fall into three categories: the constituents of good instructional simulations, the…

  4. Ice Skating: Special Olympics Sports Skills Instructional Program.

    Special Olympics, Inc., Washington, DC.

    One of seven booklets on Special Olympics Sports Skills Instructional Programs, this guide presents teaching suggestions for ice skating coaches working with mentally retarded persons. An overview section introduces the sport and considers ideas for effective teaching. Goals, objectives, and benefits are considered along with information on…

  5. Using the Microcomputer to Generate Materials for Bibliographic Instruction.

    Hendley, Gaby G.

    Guide-worksheets were developed on a word processor in a high school library for bibliographic instruction of English and social studies students to cover the following reference sources: Facts on File; Social Issues Resource Series (S.I.R.S.); Editorial Research Reports; Great Contemporary Issues (New York Times), which also includes Facts on…

  6. Latin Curriculum Guide.

    North Carolina State Dept. of Public Instruction, Raleigh. Instructional Services.

    North Carolina's Latin curriculum guide describes the overarching concepts for Latin study, particularly at the secondary level, and outlines what students should know and be able to do at the beginning, intermediate, and advanced levels. It is designed to provide directions to school districts as they plan and/or continue to improve their Latin…

  7. Are written advance directives helpful to guide end-of-life therapy in the intensive care unit? A retrospective matched-cohort study.

    Hartog, Christiane S; Peschel, Ilka; Schwarzkopf, Daniel; Curtis, J Randall; Westermann, Isabella; Kabisch, Bjoern; Pfeifer, Ruediger; Guenther, Albrecht; Michalsen, Andrej; Reinhart, Konrad

    2014-02-01

    The purpose of the study was to determine whether treatment preferences in patients' advance directives (ADs) are associated with life-supporting treatments received during end-of-life care in the intensive care unit (ICU). This is a retrospective cohort study, including patients who died in 4 ICUs of a university hospital in Germany. Patients with ADs were matched with 2 patients each without ADs using propensity scores. Sixty-four (13%) of 477 patients had ADs, written a median of 109 weeks before admission. Five categories of applicability conditions were identified, most of them difficult to interpret in the ICU (eg, "advanced brain impairment" or "imminent death"). Advance directives contained a number of treatment refusals. Specifically, 63 of 64 refused "life-sustaining measures." Compared to patients without ADs, patients with ADs were less likely to receive cardiopulmonary resuscitation (9% vs 23%, P = .029) and more likely to have do-not-resuscitate orders (77% vs 56%, P = .007). Therapy-limiting decisions and ICU length of stay did not differ between those with or without ADs. Patients with ADs are less likely to receive cardiopulmonary resuscitation but otherwise receive similar life-sustaining treatments compared to matched patients without ADs. More research is needed to explore reasons for potential noncompliance with patient preferences. © 2013.

  8. Future technology of the spark-ignition engine: spray-guided direct injection with piezo injector; Die Zukunftstechnologie des Ottomotors: Strahlgefuehrte Direkteinspritzung mit Piezo-Injektor

    Waltner, A.; Lueckert, P.; Schaupp, U.; Rau, E.; Kemmler, R.; Weller, R. [DaimlerChrysler AG, Stuttgart (Germany)

    2006-07-01

    The completely new-style second-generation direct-injection for spark-ignition engines from Mercedes-Benz offers clear improvements in fuel consumption, power and emission levels. Faced with the necessity of further reducing fuel consumption, primarily in spark-ignition engines, the Mercedes-Benz combustion system represents a significant leap in technology. It was possible to noticeably expand the mapping range in which stratified operation can be used compared with the first generation. This significant improvement in efficiency results in more useable energy and a substantial reduction in consumption in city traffic, and also on cross-country and highway trips at roughly constant speeds. These benefits make themselves felt not only in the test cycle, but also in the real-world consumption achieved by the customer. Development proceeded from the base aspirated engine on the principle of the modular expansion of technology. Since production development of this combustion system was not possible using the hydraulic and ignition components available on the market, a new outward-opening piezo fuel injector had to be developed for production readiness, along with a 200-bar high-pressure fuel system, which is being introduced here for the first time world-wide. The injection spray stability and excellent mixture preparation that it achieves produce an optimally combustible mixture at the spark plug. The potential of multiple injection, along with stability in stratified operation, brings further benefits and possibilities for direct injection in fuel consumption and emissions. (orig.)

  9. Comparison between target magnetic resonance imaging (MRI) in-gantry and cognitively directed transperineal or transrectal-guided prostate biopsies for Prostate Imaging-Reporting and Data System (PI-RADS) 3-5 MRI lesions.

    Yaxley, Anna J; Yaxley, John W; Thangasamy, Isaac A; Ballard, Emma; Pokorny, Morgan R

    2017-11-01

    To compare the detection rates of prostate cancer (PCa) in men with Prostate Imaging-Reporting and Data System (PI-RADS) 3-5 abnormalities on 3-Tesla multiparametric (mp) magnetic resonance imaging (MRI) using in-bore MRI-guided biopsy compared with cognitively directed transperineal (cTP) biopsy and transrectal ultrasonography (cTRUS) biopsy. This was a retrospective single-centre study of consecutive men attending the private practice clinic of an experienced urologist performing MRI-guided biopsy and an experienced urologist performing cTP and cTRUS biopsy techniques for PI-RADS 3-5 lesions identified on 3-Tesla mpMRI. There were 595 target mpMRI lesions from 482 men with PI-RADS 3-5 regions of interest during 483 episodes of biopsy. The abnormal mpMRI target lesion was biopsied using the MRI-guided method for 298 biopsies, the cTP method for 248 biopsies and the cTRUS method for 49 biopsies. There were no significant differences in PCa detection among the three biopsy methods in PI-RADS 3 (48.9%, 40.0% and 44.4%, respectively), PI-RADS 4 (73.2%, 81.0% and 85.0%, respectively) or PI-RADS 5 (95.2, 92.0% and 95.0%, respectively) lesions, and there was no significant difference in detection of significant PCa among the biopsy methods in PI-RADS 3 (42.2%, 30.0% and 33.3%, respectively), PI-RADS 4 (66.8%, 66.0% and 80.0%, respectively) or PI-RADS 5 (90.5%, 89.8% and 90.0%, respectively) lesions. There were also no differences in PCa or significant PCa detection based on lesion location or size among the methods. We found no significant difference in the ability to detect PCa or significant PCa using targeted MRI-guided, cTP or cTRUS biopsy methods. Identification of an abnormal area on mpMRI appears to be more important in increasing the detection of PCa than the technique used to biopsy an MRI abnormality. © 2017 The Authors BJU International © 2017 BJU International Published by John Wiley & Sons Ltd.

  10. 75 FR 18241 - Draft Regulatory Guide: Issuance, Availability

    2010-04-09

    ... Guide, DG-8036, ``Personnel Monitoring Device--Direct-Reading Pocket Dosimeters.'' FOR FURTHER.... The draft regulatory guide (DG), entitled, ``Personnel Monitoring Device--Direct-Reading Pocket... this guide included guidance on indirect-reading pocket dosimeters, this guide excludes such dosimeters...

  11. Elementary School Math Instruction: Can Reading Specialists Assist?

    Heinrichs, Audrey S.

    1987-01-01

    Discusses the contradictions found in recommendations for direction instruction or informal math language development, and some suggestions for practical resolution of disagreements, to enable school reading specialists to provide both background and practical help to classroom instructors teaching math. (HTH)

  12. HBR guides

    Duarte, Nancy; Dillon, Karen

    2015-01-01

    Master your most pressing professional challenges with this seven-volume set that collects the smartest best practices from leading experts all in one place. "HBR Guide to Better Business Writing" and "HBR Guide to Persuasive Presentations" help you perfect your communication skills; "HBR Guide to Managing Up and Across" and "HBR Guide to Office Politics" show you how to build the best professional relationships; "HBR Guide to Finance Basics for Managers" is the one book you'll ever need to teach you about the numbers; "HBR Guide to Project Management" addresses tough questions such as how to manage stakeholder expectations and how to manage uncertainty in a complex project; and "HBR Guide to Getting the Right Work Done" goes beyond basic productivity tips to teach you how to prioritize and focus on your work. This specially priced set of the most popular books in the series makes a perfect gift for aspiring leaders looking for trusted advice. Arm yourself with the advice you need to succeed on the job, from ...

  13. Inclusive differentiated instruction

    Jerković Ljiljana S.

    2017-01-01

    Full Text Available Inclusive differentiated instruction is a new model of didactic instruction, theoretically described and established in this paper for the first time, after being experimentally verified through teaching of the mother tongue (instruction in reading and literature. Inclusive individually planned instruction is based on a phenomenological and constructivist didactic instructional paradigm. This type of teaching is essentially developmental and person-oriented. The key stages of inclusive differentiated instruction of literature are: 1 recognition of individual students' potential and educational needs regarding reading and work on literary texts; 2 planning and preparation of inclusive individually planned instruction in reading and literature; 3 actual class teaching of lessons thus prepared; and 4 evaluation of the student achievement following inclusive differentiated instruction in reading and literature. A highly important element of the planning and preparation of inclusive differentiated instruction is the creation of student profiles and inclusive individualized syllabi. Individualized syllabi specify the following: 1. a brief student profile; 2. the student position on the continuum of the learning outcomes of instruction in the Serbian language; 3. reverse-engineered macro-plan stages of instruction in the Serbian language (3.1. identifying expected outcomes and fundamental qualities of learners' work, 3.2. defining acceptable proofs of their realisation, 3.3. planning learning and teaching experiences, and 3.4. providing material and technical requisites for teaching; 4 the contents and procedure of individualized lessons targeting the student; 5 a plan of syllabus implementation monitoring and evaluation. The continuum of the learning outcomes of inclusive differentiated instruction in literature exists at three main levels, A, B and C. The three levels are: A reading techniques and learning about the main literary theory concepts; B

  14. Supporting driver headway choice : The effects of discrete headway feedback when following headway instructions

    Risto, M.; Martens, M.H.

    2014-01-01

    With specific headway instructions drivers are not able to attain the exact headways as instructed. In this study, the effects of discrete headway feedback (and the direction of headway adjustment) on headway accuracy for drivers carrying out time headway instructions were assessed experimentally.

  15. Supporting driver headway choice: The effects of discrete headway feedback when following headway instructions

    Risto, Malte; Martens, Marieke Hendrikje

    2014-01-01

    With specific headway instructions drivers are not able to attain the exact headways as instructed. In this study, the effects of discrete headway feedback (and the direction of headway adjustment) on headway accuracy for drivers carrying out time headway instructions were assessed experimentally.

  16. The effects of teacher training on new instructional behaviour in reading comprehension

    de Jager, B.; Reezigt, G.J.; Creemers, B.P.M.

    2002-01-01

    This study concerns the effects of teacher training in instructional behaviour based on new insights in the field of learning and instruction. In an experiment, eight teachers were trained to apply a cognitive apprenticeship model and five teachers were trained to apply a direct instruction model in

  17. Digitization and digital archiving a practical guide for librarians

    Leggett, Elizabeth R

    2014-01-01

    Modern library patrons are embracing the ease with which information can be accessed digitally, and so many librarians are currently working toward making information available electronically. Digitization and Digital Archiving: A Practical Guide for Librarians is a comprehensive guide with step-by-step instructions for forming digital archives.

  18. Commercial Foods and Culinary Arts. Student Learning Guides.

    Ridge Vocational-Technical Center, Winter Haven, FL.

    These 13 learning guides are self-instructional packets for 13 tasks identified as essential for performance on an entry-level job in commercial foods and culinary arts. Each guide is based on a terminal performance objective (task) and 1-4 enabling objectives. For each enabling objective, some or all of these materials may be presented: learning…

  19. Advertising Services. A Suggested Curriculum Guide. Marketing and Distributive Education.

    Illinois State Univ., Normal. Dept. of Business Education.

    This publication is a curriculum guide designed to assist local educators in planning and implementing instructional programs for Office of Education Code 04.01, Advertising Services, a subcluster within the marketing and distribution cluster. The curricular guide is divided into two major sections. The first section contains information for the…

  20. PhoneGap 3 beginner's guide

    Natili, Giorgio

    2013-01-01

    Written in a friendly, example-driven Beginner's Guide format, there are plenty of step-by-step instructions to help you get started with PhoneGap.If you are a web developer or mobile application developer interested in an examples-based approach to learning mobile application development basics with PhoneGap, then this book is for you.

  1. Food Processing Curriculum Material and Resource Guide.

    Louisiana State Dept. of Education, Baton Rouge.

    Intended for secondary vocational agriculture teachers, this curriculum guide contains a course outline and a resource manual for a seven-unit food processing course on meats. Within the course outline, units are divided into separate lessons. Materials provided for each lesson include preparation for instruction (student objectives, review of…

  2. Food Production, Management, and Services: Curriculum Guide.

    Mumme, Debbie; Koukel, Sonja

    This curriculum guide provides occupationally specific training designed to develop knowledge and skills for employment in the area of food production, management, and services. Contents include the Texas Essential Knowledge and Skills (TEAKS); sample course outlines; instructional strategies organized topically by chapters, each containing a…

  3. A Guide for Equipping Industrial Arts Facilities.

    American Industrial Arts Association, Washington, DC. Equipment Guide Committee.

    A guide for planning new and revising existing industrial arts facilities which gives a listing of tools and equipment recommended for each of the major areas of instruction (automotive and power mechanics, ceramics, drafting, electronics, elementary, general shop, graphic arts, metalworking, plastics, and woodworking). General descriptions and…

  4. Fernbank Science Center Forest Teacher's Guide-1967.

    Cherry, Jim; And Others

    This guide is designed primarily to familiarize teachers with the types of programs available through the Fernback Science Center. Instructional programs involving the use of the Fernbank Forest are outlined. Programs for secondary students include Plant Taxonomy, Field Ecology, Winter Taxonomy of Plants, and Climax Forest Succession. Elementary…

  5. INDUSTRIAL RADIOGRAPHY COURSE, INSTRUCTORS' GUIDE. VOLUME 2.

    Texas A and M Univ., College Station. Engineering Extension Service.

    INFORMATION RELATIVE TO THE LESSON PLANS IN "INDUSTRIAL RADIOGRAPHY COURSE, INSTRUCTOR'S GUIDE, VOLUME I" (VT 003 565) IS PRESENTED ON 52 INFORMATION SHEETS INCLUDING THE SUBJECTS SHIELDING EQUATIONS AND LOGARITHMS, METAL PROPERTIES, FIELD TRIP INSTRUCTIONS FOR STUDENTS, WELDING SYMBOLS AND SIZES, SAMPLE REPORT FORMS, AND TYPICAL SHIPPING…

  6. Listening Skills. Instructor/Lesson Guide.

    Decker, Carol; And Others

    This instructor/lesson guide provides instructional materials for a 4-hour course in listening skills in the workplace. Stated objectives are to help students to become more effective listeners, to assist students in obtaining an understanding of how effective they are as listeners, and to assist students in identifying bad listening habits. Two…

  7. RelaisILL Instructions en francais

    Julie Cassone

    ... données sur la recherche (Service de découverte du CRDI). OU. Accès à partir de Google Scholar*. ➢ Lorsque l'on clique sur le lien, la fenêtre d'ouverture de session apparaît. * Consultez les instructions sur la manière d'ajouter le « texte intégral du CRDI (IDRC Full Text) » dans. Google Scholar à la fin du présent guide.

  8. Medication Guide

    ... Size Small Text Medium Text Large Text Contrast Dark on Light Light on Dark Donate Search Menu Donate What is Glaucoma? Care ... Low Vision Resources Medication Guide Resources on the Web » See All Articles Where the Money Goes Have ...

  9. 32 CFR 2700.22 - Classification guides.

    2010-07-01

    ... SECURITY INFORMATION REGULATIONS Derivative Classification § 2700.22 Classification guides. OMSN shall... direct derivative classification, shall identify the information to be protected in specific and uniform...

  10. Manual on panoramic gamma irradiators (categories 2 and 4). Incorporating: Applications guide, procedures guide, basics guide

    NONE

    1996-03-01

    The document is the first revision of a previous one published in 1993 to provide guidance on the safe use and regulation of self-contained gamma irradiators (Co-60 or Cs-137 sources) in different fields of application. It includes three parts: Applications Guide, which describes the main applications of self-contained gamma irradiators, the type of equipment, including safety systems, operation and maintenance, and how to deal with incidents. Procedures Guide, which gives step by step instructions on how to carry out the practice. Basics Guide, which explains the fundamentals of radiation, the system of units, interaction of radiation with matter radiation detection, etc. The manual is aimed primarily at persons handling such radiation sources on a daily routine basis, as well as at the competent authorities for training of workers in radiation protection or for setting up local radiation protection rules.

  11. Manual on panoramic gamma irradiators (categories 2 and 4). Incorporating: Applications guide, procedures guide, basics guide

    1996-01-01

    The document is the first revision of a previous one published in 1993 to provide guidance on the safe use and regulation of self-contained gamma irradiators (Co-60 or Cs-137 sources) in different fields of application. It includes three parts: Applications Guide, which describes the main applications of self-contained gamma irradiators, the type of equipment, including safety systems, operation and maintenance, and how to deal with incidents. Procedures Guide, which gives step by step instructions on how to carry out the practice. Basics Guide, which explains the fundamentals of radiation, the system of units, interaction of radiation with matter radiation detection, etc. The manual is aimed primarily at persons handling such radiation sources on a daily routine basis, as well as at the competent authorities for training of workers in radiation protection or for setting up local radiation protection rules

  12. Resource Letter ALIP-1: Active-Learning Instruction in Physics

    Meltzer, David E.; Thornton, Ronald K.

    2012-06-01

    This Resource Letter provides a guide to the literature on research-based active-learning instruction in physics. These are instructional methods that are based on, assessed by, and validated through research on the teaching and learning of physics. They involve students in their own learning more deeply and more intensely than does traditional instruction, particularly during class time. The instructional methods and supporting body of research reviewed here offer potential for significantly improved learning in comparison to traditional lecture-based methods of college and university physics instruction. We begin with an introduction to the history of active learning in physics in the United States, and then discuss some methods for and outcomes of assessing pedagogical effectiveness. We enumerate and describe common characteristics of successful active-learning instructional strategies in physics. We then discuss a range of methods for introducing active-learning instruction in physics and provide references to those methods for which there is published documentation of student learning gains.

  13. Instructional Objectives for Junior College Courses in Economics: Principles of Macroeconomics and Principles of Microeconomics.

    Thompson, Fred A.

    These sets of behavioral objectives for junior college economics courses were written to serve as a guide to instruction, a student guide to learning, and a basis for evaluation. The objectives are offered as samples that may be used where they correspond to the skills, abilities, and attitudes other instructors want their students to acquire.…

  14. Instructional control of reinforcement learning: a behavioral and neurocomputational investigation.

    Doll, Bradley B; Jacobs, W Jake; Sanfey, Alan G; Frank, Michael J

    2009-11-24

    Humans learn how to behave directly through environmental experience and indirectly through rules and instructions. Behavior analytic research has shown that instructions can control behavior, even when such behavior leads to sub-optimal outcomes (Hayes, S. (Ed.). 1989. Rule-governed behavior: cognition, contingencies, and instructional control. Plenum Press.). Here we examine the control of behavior through instructions in a reinforcement learning task known to depend on striatal dopaminergic function. Participants selected between probabilistically reinforced stimuli, and were (incorrectly) told that a specific stimulus had the highest (or lowest) reinforcement probability. Despite experience to the contrary, instructions drove choice behavior. We present neural network simulations that capture the interactions between instruction-driven and reinforcement-driven behavior via two potential neural circuits: one in which the striatum is inaccurately trained by instruction representations coming from prefrontal cortex/hippocampus (PFC/HC), and another in which the striatum learns the environmentally based reinforcement contingencies, but is "overridden" at decision output. Both models capture the core behavioral phenomena but, because they differ fundamentally on what is learned, make distinct predictions for subsequent behavioral and neuroimaging experiments. Finally, we attempt to distinguish between the proposed computational mechanisms governing instructed behavior by fitting a series of abstract "Q-learning" and Bayesian models to subject data. The best-fitting model supports one of the neural models, suggesting the existence of a "confirmation bias" in which the PFC/HC system trains the reinforcement system by amplifying outcomes that are consistent with instructions while diminishing inconsistent outcomes.

  15. Tutorial Instruction in Science Education

    Rhea Miles

    2015-06-01

    Full Text Available The purpose of the study is to examine the tutorial practices of in-service teachers to address the underachievement in the science education of K-12 students. Method: In-service teachers in Virginia and North Carolina were given a survey questionnaire to examine how they tutored students who were in need of additional instruction. Results: When these teachers were asked, “How do you describe a typical one-on-one science tutorial session?” the majority of their responses were categorized as teacher-directed. Many of the teachers would provide a science tutorial session for a student after school for 16-30 minutes, one to three times a week. Respondents also indicated they would rely on technology, peer tutoring, scientific inquiry, or themselves for one-on-one science instruction. Over half of the in-service teachers that responded to the questionnaire stated that they would never rely on outside assistance, such as a family member or an after school program to provide tutorial services in science. Additionally, very few reported that they incorporated the ethnicity, culture, or the native language of ELL students into their science tutoring sessions.

  16. GUIDE FOR POLARIZED NEUTRONS

    Sailor, V.L.; Aichroth, R.W.

    1962-12-01

    The plane of polarization of a beam of polarized neutrons is changed by this invention, and the plane can be flipped back and forth quicitly in two directions in a trouble-free manner. The invention comprises a guide having a plurality of oppositely directed magnets forming a gap for the neutron beam and the gaps are spaced longitudinally in a spiral along the beam at small stepped angles. When it is desired to flip the plane of polarization the magnets are suitably rotated to change the direction of the spiral of the gaps. (AEC)

  17. User guide to power management for PCs and monitors

    Nordman, B.; Piette, M.A.; Kinney, K.; Webber, C. [Lawrence Berkeley National Lab., CA (United States). Environmental Energy Technologies Div.

    1997-01-01

    Power management of personal computers (PCs) and monitors has the potential to save significant amounts of electricity as well as deliver other economic and environmental benefits. The Environmental Protection Agency`s ENERGY STAR{reg_sign} program has transformed the PC market so that equipment capable of power management is now widely available. However, previous studies have found that many Energy Star compliant computer systems are not accomplishing energy savings. The principal reasons for this are systems not being enabled for power management or a circumstance that prevents power management from operating. This guide is intended to provide information to computer support workers to increase the portion of systems that successfully power manage. The guide introduces power management concepts and the variety of benefits that power management can bring. It then explains how the parts of a computer system work together to enter and leave power management states. Several common computer system types are addressed, as well as the complications that networks bring to power management. Detailed instructions for checking and configuring several system types are provided, along with trouble shooting advice. The guide concludes with a discussion of how to purchase Energy Star compliant systems and future directions for power management of PCs and related equipment.

  18. Dynamic assessment and instructional strategies for learners who struggle to learn a foreign language.

    Schneider, E; Ganschow, L

    2000-01-01

    In this paper the authors discuss how the concept of dynamic (cognitive) assessment and instruction might relate to the assessment and instruction of at-risk foreign/second language learners. They describe its relevance to a diagnostic/prescriptive approach to instruction for teaching a foreign language to students with identified dyslexia and other at-risk students. They explain how to assess learners' knowledge of the native/foreign/second language through questions and guided discovery. Examples in German and English illustrate its application to foreign/second language instruction.

  19. UAL USER GUIDE.

    MALITSKY,N.; TALMAN,R.

    2003-01-09

    The Unified Accelerator Libraries (UAL) provide a modularized environment for applying diverse accelerator simulation codes. Development of UAL is strongly prejudiced toward1 importing existing codes rather than developing new ones. This guide provides instructions for using this environment. This includes instructions for acquiring and building the codes, then for launching and interpreting some of the examples included with the distribution. In some cases the examples are general enough to be applied to different accelerators by mimicking input files and input parameters. The intention is to provide just enough computer language discussion (C++ and Perl) to support the use and understanding of the examples and to help the reader gain a general understanding of the overall architecture. Otherwise the manual is ''documentation by example.'' Except for an appendix concerning maps, discussion of physics is limited to comments accompanying the numerous code examples. Importation of codes into UAL is an ongoing enterprise and when a code is said to have been Imported it does not necessarily mean that all features are supported. Other than this, the original documentation remains applicable (and is not duplicated here.)

  20. UAL USER GUIDE

    MALITSKY, N.; TALMAN, R.

    2003-01-01

    The Unified Accelerator Libraries (UAL) provide a modularized environment for applying diverse accelerator simulation codes. Development of UAL is strongly prejudiced toward1 importing existing codes rather than developing new ones. This guide provides instructions for using this environment. This includes instructions for acquiring and building the codes, then for launching and interpreting some of the examples included with the distribution. In some cases the examples are general enough to be applied to different accelerators by mimicking input files and input parameters. The intention is to provide just enough computer language discussion (C++ and Perl) to support the use and understanding of the examples and to help the reader gain a general understanding of the overall architecture. Otherwise the manual is ''documentation by example.'' Except for an appendix concerning maps, discussion of physics is limited to comments accompanying the numerous code examples. Importation of codes into UAL is an ongoing enterprise and when a code is said to have been Imported it does not necessarily mean that all features are supported. Other than this, the original documentation remains applicable (and is not duplicated here.)

  1. Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms.

    Puranik, Cynthia S; Al Otaiba, Stephanie; Sidler, Jessica Folsom; Greulich, Luana

    2014-02-01

    The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 minute instructional block for reading and language arts to examine time allocation and the types of writing instructional practices taking place in the kindergarten classrooms. Classroom observation of writing was divided into student-practice variables (activities in which students were observed practicing writing or writing independently) and teacher-instruction variables (activities in which the teacher was observed providing direct writing instruction). In addition, participants completed handwriting fluency, spelling, and writing tasks. Large variability was observed in the amount of writing instruction occurring in the classroom, the amount of time kindergarten teachers spent on writing and in the amount of time students spent writing. Marked variability was also observed in classroom practices both within and across schools and this fact was reflected in the large variability noted in kindergartners' writing performance.

  2. Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms

    Puranik, Cynthia S.; Al Otaiba, Stephanie; Sidler, Jessica Folsom; Greulich, Luana

    2014-01-01

    The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 minute instructional block for reading and language arts to examine time allocation and the types of writing instructional practices taking place in the kindergarten classrooms. Classroom observation of writing was divided into student-practice variables (activities in which students were observed practicing writing or writing independently) and teacher-instruction variables (activities in which the teacher was observed providing direct writing instruction). In addition, participants completed handwriting fluency, spelling, and writing tasks. Large variability was observed in the amount of writing instruction occurring in the classroom, the amount of time kindergarten teachers spent on writing and in the amount of time students spent writing. Marked variability was also observed in classroom practices both within and across schools and this fact was reflected in the large variability noted in kindergartners’ writing performance. PMID:24578591

  3. Instructional Guidelines. Welding.

    Fordyce, H. L.; Doshier, Dale

    Using the standards of the American Welding Society and the American Society of Mechanical Engineers, this welding instructional guidelines manual presents a course of study in accordance with the current practices in industry. Intended for use in welding programs now practiced within the Federal Prison System, the phases of the program are…

  4. Windows into Instructional Practice

    Steinbacher-Reed, Christina; Rotella, Sam A.

    2017-01-01

    Administrators are often removed from the daily instructional realities in classrooms, while teachers aren't given enough opportunities to lead in their schools, write Christina Steinbacher-Reed and Sam A. Rotella Jr. The result is a wall that prevents the two parties from collaborating in a way that improves school culture, teaching practices,…

  5. INSTRUCTIONAL MATERIALS CATALOG.

    Ohio Vocational Agriculture Instructional Materials Service, Columbus.

    THE TITLE, IDENTIFICATION NUMBER, DATE OF PUBLICATION, PAGINATION, A BRIEF DESCRIPTION, AND PRICE ARE GIVEN FOR EACH OF THE INSTRUCTIONAL MATERIALS AND AUDIOVISUAL AIDS INCLUDED IN THIS CATALOG. TOPICS COVERED ARE FIELD CORPS, HORTICULTURE, ANIMAL SCIENCE, SOILS, AGRICULTURAL ENGINEERING, AND FARMING PROGRAMS. AN ORDER FORM IS INCLUDED. (JM)

  6. Computers in writing instruction

    Schwartz, Helen J.; van der Geest, Thea; Smit-Kreuzen, Marlies

    1992-01-01

    For computers to be useful in writing instruction, innovations should be valuable for students and feasible for teachers to implement. Research findings yield contradictory results in measuring the effects of different uses of computers in writing, in part because of the methodological complexity of

  7. Gaze Interactive Building Instructions

    Hansen, John Paulin; Ahmed, Zaheer; Mardanbeigi, Diako

    We combine eye tracking technology and mobile tablets to support hands-free interaction with digital building instructions. As a proof-of-concept we have developed a small interactive 3D environment where one can interact with digital blocks by gaze, keystroke and head gestures. Blocks may be moved...

  8. Job Instruction Training.

    Pfau, Richard H.

    Job Instruction Training (JIT) is a step-by-step, relatively simple technique used to train employees on the job. It is especially suitable for teaching manual skills or procedures; the trainer is usually an employee's supervisor but can be a co-worker. The JIT technique consists of a series of steps that a supervisor or other instructor follows…

  9. Nuclear Energy. Instructional Materials.

    Jordan, Kenneth; Thessing, Dan

    This document is one of five learning packets on alternative energy (see note) developed as part of a descriptive curriculum research project in Arkansas. The overall objectives of the learning packets are to improve the level of instruction in the alternative energies by vocational exploration teachers, and to facilitate the integration of new…

  10. Wind Power. Instructional Materials.

    Jordan, Kenneth; Thessing, Dan

    This document is one of five learning packets on alternative energy developed as part of a descriptive curriculum research project in Arkansas (see note). The overall objectives of the learning packets are to improve the level of instruction in the alternative energies by vocational exploration teachers, and to facilitate the integration of new…

  11. Instructional Psychology 1976 - 1981,

    1982-06-01

    business it is to carry out applied work in the design of instructional content and delivery. These organizations include specialized divisions of...34learning disabilities" label: An experimental analysis. Comtemporary Educational Psychology, 1977, 2, 292-297. Allington, R. L. Sensitivity to

  12. Reviews in instructional video

    van der Meij, Hans

    2017-01-01

    This study investigates the effectiveness of a video tutorial for software training whose construction was based on a combination of insights from multimedia learning and Demonstration-Based Training. In the videos, a model of task performance was enhanced with instructional features that were

  13. Computer-assisted instruction

    Voogt, J.; Fisser, P.; Wright, J.D.

    2015-01-01

    Since the early days of computer technology in education in the 1960s, it was claimed that computers can assist instructional practice and hence improve student learning. Since then computer technology has developed, and its potential for education has increased. In this article, we first discuss

  14. Characteristics of Instructional Videos

    Beheshti, Mobina; Taspolat, Ata; Kaya, Omer Sami; Sapanca, Hamza Fatih

    2018-01-01

    Nowadays, video plays a significant role in education in terms of its integration into traditional classes, the principal delivery system of information in classes particularly in online courses as well as serving as a foundation of many blended classes. Hence, education is adopting a modern approach of instruction with the target of moving away…

  15. Paratransit: An Instructional Module.

    Scalici, Anthony

    A concept-based introduction to paratransit is provided in this instructional module for undergraduate and graduate transportation-related courses for disciplines such as engineering, business, marketing, and technology. The concept of paratransit generally refers to modes of transportation other than mass transit and solo-driven automobiles. The…

  16. Listening strategies instruction

    Nogueroles López, Marta

    2017-01-01

    , who presented similar level of Spanish, needs, educational and cultural background, but did not receive such a training. The listening strategies instruction consisted in integrating the development of listening strategies into a regular course of Spanish as a foreign language. Data referring...

  17. Inquiry-Oriented Instruction: A Conceptualization of the Instructional Principles

    Kuster, George; Johnson, Estrella; Keene, Karen; Andrews-Larson, Christine

    2018-01-01

    Research has highlighted that inquiry-based learning (IBL) instruction leads to many positive student outcomes in undergraduate mathematics. Although this research points to the value of IBL instruction, the practices of IBL instructors are not well-understood. Here, we offer a characterization of a particular form of IBL instruction:…

  18. Communication and Industrial Electronics. Trade and Industrial Education Trade Preparatory Training Guide.

    Nebraska State Dept. of Education, Lincoln. Div. of Vocational Education.

    One of a series of curriculum guides prepared for the electricity/electronics occupations cluster, this guide identifies the essentials of the communication and industrial electronics trade as recommended by the successful electrical servicemen. An instructional program based upon the implementation of the guide is expected to prepare a student to…

  19. Keytag It: An Exploration of a Creative and Customizable Research Guide Promotion

    Roseberry, Martha; Peacemaker, Bettina

    2016-01-01

    The research guide is a common tool librarians use to communicate with and instruct their audiences. Despite their prevalence and value to users, research guides remain underused. There are many examples of efforts encouraging guide use, but few studies have measured the effectiveness of that promotion. Academic Outreach librarians at Virginia…

  20. Preparation for Instruction. A Module of Instruction in Teacher Education. Prepared for Project RAFT.

    Handley, Herbert M., Ed.

    This module, developed by the Research Applications for Teaching (RAFT) project, was written to assist students to write lesson plans that are effective and interactive. Students are given directions for the preparation of behavioral objectives and for the selection of appropriate instructional methodologies to meet the widely varying needs of…

  1. Instructional Leadership Practices in Singapore

    Ng, Foo Seong David; Nguyen, Thanh Dong; Wong, Koon Siak Benjamin; Choy, Kim Weng William

    2015-01-01

    This paper presents a review of the literature on principal instructional leadership in Singapore. The authors investigated the dimensions of instructional leadership in the practices of Singapore principals and highlighted the strategies these leaders adopt to enact their instructional roles. Singapore principals were found to play an active role…

  2. The Measurement of Instructional Accomplishments.

    Fraley, Lawrence E.; Vargas, Ernest A.

    Instructional System Technology in recent years has been characterized by an increase in individualized instruction and the modularization of the curriculum. In traditional systems the learners are forced to take blocks of instruction the size of entire courses and these are much too large. The courses can now be broken down into conceptual…

  3. Intelligent Frameworks for Instructional Design.

    Spector, J. Michael; And Others

    1992-01-01

    Presents a taxonomy describing various uses of artificial intelligence techniques in automated instructional development systems. Instructional systems development is discussed in relation to the design of computer-based instructional courseware; two systems being developed at the Air Force Armstrong Laboratory are reviewed; and further research…

  4. Very Long Instruction Word Processors

    Explicitly Parallel Instruction Computing (EPIC) is an instruction processing paradigm that has been in the spot- light due to its adoption by the next generation of Intel. Processors starting with the IA-64. The EPIC processing paradigm is an evolution of the Very Long Instruction. Word (VLIW) paradigm. This article gives an ...

  5. Motivational elements in user instructions

    Loorbach, N.R.

    2013-01-01

    Concerning the design of user instructions, two view can be distinguished. The traditional view considers instructions as purely instrumental documents. The more and more emerging affective view still assumes that above all, instructions should enable readers to perform tasks. But in order to

  6. Guide device

    Brammer, C.M. Jr.

    1977-01-01

    Disclosed is a fuel handling guide tube centering device for use in nuclear reactors during fuel assembly handling operations. The device comprises an outer ring secured to the flange of a nuclear reactor pressure vessel, a rotatable table rotatably coupled to the outer ring, and a plurality of openings through the table. Truncated locating cones are positioned in each of the openings in the table, and the locating cones center the guide tube during fuel handling operations. The openings in the table are located such that each fuel assembly in the nuclear core may be aligned with one of the openings by a suitable rotation of the table. The locating cones thereby provide alignment between the fuel handling mechanism located in the guide tube and the individual fuel assemblies of the cone. The need for a device to provide alignment is especially critical for floating nuclear power plants, where wave motion may exist during fuel handling operations. 5 claims, 4 figures

  7. Improve Student Understanding Ability Through Gamification in Instructional Media Based Explicit Instruction

    Firdausi, N.; Prabawa, H. W.; Sutarno, H.

    2017-02-01

    In an effort to maximize a student’s academic growth, one of the tools available to educators is the explicit instruction. Explicit instruction is marked by a series of support or scaffold, where the students will be guided through the learning process with a clear statement of purpose and a reason for learning new skills, a clear explanation and demonstration of learning targets, supported and practiced with independent feedback until mastery has been achieved. The technology development trend of todays, requires an adjustment in the development of learning object that supports the achievement of explicit instruction targets. This is where the gamification position is. In the role as a pedagogical strategy, the use of gamification preformance study class is still relatively new. Gamification not only use the game elements and game design techniques in non-game contexts, but also to empower and engage learners with the ability of motivation on learning approach and maintains a relaxed atmosphere. With using Reseach and Development methods, this paper presents the integration of technology (which in this case using the concept of gamification) in explicit instruction settings and the impact on the improvement of students’ understanding.

  8. Disciplining young children: the role of verbal instructions and reasoning.

    Blum, N J; Williams, G E; Friman, P C; Christophersen, E R

    1995-08-01

    Pediatricians are often asked to advise parents who are having difficulty managing the oppositional behaviors of their toddlers and preschool-age children. A large number of articles provide advice to pediatricians and parents on effective disciplinary strategies. However, despite the fact that verbal explanations, reasoning, and instructions are commonly used by parents, few articles directly address the use of these strategies to affect children's behavior. In this paper, we review studies that explicitly investigate the ability of adults' verbal explanations or instructions to alter the behavior of young children. These studies suggest that under most circumstances, verbal explanations and instructions are not effective in changing young children's problem behaviors. We then discuss how theories in developmental and behavioral psychology help explain the limitations of using verbal reasoning and instructions to change young children's problem behaviors. Finally, we provide some recommendations for parents on the use of verbal explanations and instructions in disciplining young children.

  9. Instructional immediacy in elearning.

    Walkem, Kerrie

    2014-01-01

    Instructor immediacy has been positively associated with many desirable academic outcomes including increased student learning. This study extends existing understanding of instructional immediacy behaviours in elearning by describing postgraduate nursing students' reflections on their own experience. An exploratory, descriptive survey design was used to collect qualitative data. Participants were asked what behaviours or activities help to create rapport or a positive interpersonal connection (immediacy) between students and their online teacher(s). Thematic analysis of the data revealed three main themes: acknowledging and affirming student's personal and professional responsibilities; providing clear and timely information; and utilising rich media. These findings give lecturers insight into instructional strategies they may adopt to increase immediacy in elearning and hence improve student learning outcomes.

  10. Homebuyer's Guide.

    Sindt, Roger P.; Harris, Jack

    Designed to assist prospective buyers in making such important decisions as whether to buy a new or older home and within what price range, the guide provides information on the purchase process. Discussion of the purchase process covers the life-cycle costs (recurring homeownership costs that must be met every month); selection of a home;…

  11. The Environmental Compliance Assessment Management Program (ECAMP) Air National Guard Supplement for The Environmental Assessment and Management (TEAM) Guide. Volume 2. (Revised)

    Krooks, David

    1997-01-01

    ... (The Environmental Assessment and Management (TEAM) Guide), the ECAMP-ANG supplement was developed to examine Air Force Instructions, Air Force Manuals, and Air Force Policies in conjunction with the TEAM Guide...

  12. Decommissioning Project Manager's Implementing Instructions (PMII)

    Mihalic, M.A.

    1998-02-01

    Decommissioning Project personnel are responsible for complying with these PMII. If at any time in the performance of their duties a conflict between these instructions and other written or verbal direction is recognized or perceived, the supervisor or worker shall place his/her work place in a safe condition, stop work, and seek resolution of the conflict from the Decommissioning Project Manager or his designee

  13. Effective Multicultural Instruction

    Franklin T. Thompson

    2014-02-01

    Full Text Available The reason why the Trayvon Martin murder trial and similar court cases create a philosophical rift in our nation is due in part to flaws in the delivery of multicultural education. Traditional multicultural instruction does not prepare citizens for the subtleties and complexities of race relations. This study investigates critical strategies and practices that address multicultural missing gaps. I also seek to fill a void in the literature created by a lack of student input regarding teaching strategies that encourage lifelong learning. Students (N = 337 enrolled at a Midwestern university were asked to rate the efficacy of selected instructional strategies. Utilizing a 9-point Likert-type scale, students gave themselves a personal growth rating of 7.15 (SD = 1.47. Variables important to predicting that growth (R2 = .56, p < .0005 were a six-factor variable known as a non-color-blind instructional approach (t = 10.509, p ≤ .0005, allowing students an opportunity to form their own opinions apart from the instructor (t = 4.797, p ≤ .0005, and a state law that mandated multicultural training (t = 3.234, p = .001. Results demonstrated that utilizing a 35% traditional and 65% critical pedagogy mixture when teaching multicultural education helped promote win/win scenarios for education candidates hoping to become difference makers.

  14. Space Guiding Us

    Primikiri, Athina

    2016-04-01

    Taking into consideration the fact that general education provides the passport for a successful career the charting of Space consists of a constructive instrument available to every single teacher. Activities touching directly upon Space comprise a source of inspiration that encourages pupils to get acquainted with natural sciences and technology while consolidating their cross-curriculum knowledge. The applications and endeavors arising out of Space play a vital role for the further development and growth of our societies. Moreover, the prosperity of people is inextricably bound up with the implementation of Space policies adapted to different sectors such as the Environment, the phenomenon of climate change, matters affecting public or private safety, humanitarian aid and other technological issues. Therefore, the thorough analysis of Space endows us with insights about new products and innovative forms of industrial collaboration. As a teacher, I have consciously chosen to utilize the topic of Space in class as an instructive tool during the last 4 years. The lure of Space combined with the fascination provided by Space flights contributes to the enrichment of children's knowledge in the field of STEM. Space consists of the perfect cross-curriculum tool for the teaching of distinct subjects such as History, Geography, Science, Environment, Literature, Music, Religion and Physical Education. Following the Curriculum for pupils aged 9-10 I opted to teach the topic of Space under the title 'Space Guiding Us' as well as its subunits: • International Space Station • Cassini/Huygens, Mission to Titan • Rosetta & Philae • European Union and Space • Mission X: Train like an Astronaut The main purpose of choosing the module of 'Space' is to stimulate the scientific and critical thought of the pupils, to foster the co-operative spirit among them and to make them aware of how the application of Science affects their everyday lives. Aims • To incite pupils

  15. Quick Guide to Flash Catalyst

    Elmansy, Rafiq

    2011-01-01

    How do you transform user interface designs created in Photoshop or Illustrator into interactive web pages? It's easier than you think. This guide shows you how to use Adobe Flash Catalyst to create interactive UIs and website wireframes for Rich Internet Applications-without writing a single line of code. Ideal for web designers, this book introduces Flash Catalyst basics with detailed step-by-step instructions and screenshots that illustrate every part of the process. You'll learn hands-on how to turn your static design or artwork into working user interfaces that can be implemented in Fla

  16. Windows Vista Administrator's Pocket Guide

    Stanek, William R

    2007-01-01

    Portable and precise, this pocket-sized guide delivers immediate answers for the day-to-day administration of Windows Vista. Zero in on core support and maintenance tasks using quick-reference tables, instructions, and lists. You'll get the precise information you need to solve problems and get the job done-whether you're at your desk or in the field! Get fast facts to: Install and configure Windows Vista-and optimize the user workspaceMaintain operating system components, hardware devices, and driversCreate user and group accounts-and control rights and permissionsAdminister group policy se

  17. Taxonomy of instructions given to residents in laparoscopic cholecystectomy.

    Feng, Yuanyuan; Wong, Christopher; Park, Adrian; Mentis, Helena

    2016-03-01

    Although simulation-based training allows residents to become proficient in surgical skills outside the OR, residents still depend on senior surgeons' guidance in transferring skills accumulated from simulators into the operating room. This study aimed to identify and classify explicit instructions made by attending surgeons to their residents during laparoscopic surgery. Through these instructions, we examined the role gaze guidance plays in OR-based training. A total of ten laparoscopic cholecystectomy cases being performed by PGY4 residents were analyzed. The explicit directional instructions given by the mentoring attending surgeons to their residents were identified and classified into four categories based on their locations in the coordinate system. These categories were further combined into two classes, based on the target of instructions. The frequencies of instructions in the two classes were compared, and effect size was calculated. There were 1984 instructions identified in the ten cases. The instructions were categorized into instrument guidance (38.51%) and gaze guidance (61.49%). The instrument guidance focused on moving the instruments to perform surgical tasks, including directions to targets, instrument manipulation, and instrument interaction. The gaze guidance focused on achieving common ground during the operation, including target identification and target fixation. The frequency of gaze guidance is significantly higher than instrument guidance in a laparoscopic cholecystectomy (p guidance has become the main focus of OR-based training. The results show a tight connection between adopting expert gaze and performing surgical tasks and suggest that gaze training should be integrated into the simulation training.

  18. The Implementation and Evaluation of Teacher Training in Gaming Instruction for Secondary Science: An Action Research Project

    Sanders, Veronica

    2016-01-01

    This study implemented and evaluated gaming instruction as a professional development for science teachers at a Georgia high school. It was guided by four research questions that (a) assessed the impact of training in gaming instruction and evaluation of that training on science teachers' ability to use games; (b) examined evidence showing that…

  19. The Effects of Teaching a Science Topic in the Regents Living Environment Course in a Mini-Lesson Instructional Environment

    Barrows, Calder James

    2010-01-01

    This study investigated the effects on high school students' understanding of studying a science topic in the Regents Living Environment course using a Mini-Lesson educational protocol. Mini-Lesson instruction is one of guided instruction, which consists primarily of three sections. First, a brief, focused section in which the teachers explicitly…

  20. Teaching Philosophies Guiding Sexuality Instruction in US Colleges and Universities

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

    2017-01-01

    Teaching philosophies are central to the approach of pedagogical strategies but there has been little examination of discipline-specific teaching philosophies. This study addresses a significant gap in the literature by discussing the teaching philosophies of 122 instructors of sexuality courses. Sexuality education is unique compared to most…

  1. The Cutting Edge: Workplace English. Project Handbook and Instructional Guide.

    Clymer-Spradling, Carol

    A workplace literacy program for garment workers is described and evaluated. The program, a partnership between El Paso Community College (Texas) and Levi Strauss & Company, consisted of a three-level, job-specific, video-based curriculum for limited-English-speaking employees implemented at seven plants in El Paso. The 18-month model…

  2. Guide to Preparing SAND Reports and other communication products : quick reference guide.

    2009-10-01

    This Quick Reference Guide supplements the more complete Guide to Preparing SAND Reports and Other Communication Products. It provides limited guidance on how to prepare SAND Reports at Sandia National Laboratories. Users are directed to the in-depth guide for explanations of processes.

  3. Guide to preparing SAND reports and other communication products : quick reference guide.

    2007-03-01

    This 'Quick Reference Guide' supplements the more complete 'Guide to Preparing SAND Reports and Other Communication Products'. It provides limited guidance on how to prepare SAND Reports at Sandia National Laboratories. Users are directed to the in-depth guide for explanations of processes.

  4. Guide d'enseignement du francais au secondaire. Volet I: Comprehension ecrite. Immersion (Teaching Guide for French at the Secondary Level. Part I: Reading Comprehension. Immersion).

    Leduc, Denise

    This guide to secondary school French reading instruction addresses a variety of general and specific instructional issues. An introductory chapter discusses program objectives, minimum program requirements, and the population to be taught. The second chapter looks at theoretical aspects of the development of reading ability: current thoughts on…

  5. Excellence in Physics Education Award: Modeling Theory for Physics Instruction

    Hestenes, David

    2014-03-01

    All humans create mental models to plan and guide their interactions with the physical world. Science has greatly refined and extended this ability by creating and validating formal scientific models of physical things and processes. Research in physics education has found that mental models created from everyday experience are largely incompatible with scientific models. This suggests that the fundamental problem in learning and understanding science is coordinating mental models with scientific models. Modeling Theory has drawn on resources of cognitive science to work out extensive implications of this suggestion and guide development of an approach to science pedagogy and curriculum design called Modeling Instruction. Modeling Instruction has been widely applied to high school physics and, more recently, to chemistry and biology, with noteworthy results.

  6. Metacognitive Instruction: Global and Local Shifts in Considering Listening Input

    Hossein Bozorgian

    2013-01-01

    Full Text Available A key shift of thinking for effective learning and teaching of listening input has been seen and organized in education locally and globally. This study has probed whether metacognitive instruction through a pedagogical cycle shifts high-intermediate students' English language learning and English as a second language (ESL teacher's teaching focus on listening input. Twenty male Iranian students with an age range of 18 to 24 received a guided methodology including metacognitive strategies (planning, monitoring, and evaluation for a period of three months. This study has used the strategies and probed the importance of metacognitive instruction through interviewing both the teacher and the students. The results have shown that metacognitive instruction helped both the ESL teacher's and the students' shift of thinking about teaching and learning listening input. This key shift of thinking has implications globally and locally for classroom practices of listening input.

  7. Application of a contextual instructional framework in a continuing professional development training program for physiotherapists in Rwanda.

    Dunleavy, Kim; Chevan, Julia; Sander, Antoinette P; Gasherebuka, Jean Damascene; Mann, Monika

    2018-06-01

    Continuing professional development is an important component of capacity building in low resource countries. The purpose of this case study is to describe the use of a contextual instructional framework to guide the processes and instructional design choices for a series of continuing professional development courses for physiotherapists in Rwanda. Four phases of the project are described: (1) program proposal, needs assessment and planning, (2) organization of the program and instructional design, (3) instructional delivery and (4) evaluation. Contextual facilitating factors and needs informed choices in each phase. The model resulted in delivery of continuing professional development to the majority of physiotherapists in Rwanda (n = 168, 0.48 rural/0.52 urban) with participants reporting improvement in skills and perceived benefit for their patients. Environmental and healthcare system factors resulted in offering the courses in rural and urban areas. Content was developed and delivered in partnership with Rwandan coinstructors. Based on the domestic needs identified in early courses, the program included advocacy and leadership activities, in addition to practical and clinical instruction. The contextual factors (environment, healthcare service organization, need for rehabilitation and status and history of the physiotherapy profession) were essential for project and instructional choices. Facilitating factors included the established professional degree and association, continuing professional development requirements, a core group of active professionals and an existing foundation from other projects. The processes and contextual considerations may be useful in countries with established professional-level education but without established postentry-level training. Implications for Rehabilitation Organizations planning continuing professional development programs may benefit from considering the context surrounding training when planning, designing and

  8. EST Vocabulary Instruction

    Célia D.S. Bell

    2012-05-01

    Full Text Available This study aims at contributing to the investigation on the instruction of EST (English for Science and Technology vocabulary, in terms of receptive use of the language. It evaluates the effectiveness of two teaching approaches to the acquisition of vocabulary. The first approach consisted of teaching vocabulary through the use of dictionaries, where the words were merely translated into the learners’ L1 or defined in the target language thus promoting superficial level of word processing. The second approach employed activities promoting deep level of word processing. Data were analysed quantitatively. Results indicated that the two approaches seem to have some equipotentiality, as far as EST vocabulary is concerned.

  9. The Mere Exposure Instruction Effect.

    Van Dessel, Pieter; Mertens, Gaëtan; Smith, Colin Tucker; De Houwer, Jan

    2017-09-01

    The mere exposure effect refers to the well-established finding that people evaluate a stimulus more positively after repeated exposure to that stimulus. We investigated whether a change in stimulus evaluation can occur also when participants are not repeatedly exposed to a stimulus, but are merely instructed that one stimulus will occur frequently and another stimulus will occur infrequently. We report seven experiments showing that (1) mere exposure instructions influence implicit stimulus evaluations as measured with an Implicit Association Test (IAT), personalized Implicit Association Test (pIAT), or Affect Misattribution Procedure (AMP), but not with an Evaluative Priming Task (EPT), (2) mere exposure instructions influence explicit evaluations, and (3) the instruction effect depends on participants' memory of which stimulus will be presented more frequently. We discuss how these findings inform us about the boundary conditions of mere exposure instruction effects, as well as the mental processes that underlie mere exposure and mere exposure instruction effects.

  10. Examination advice of the location-independent Environmental-impact report and advice-direction guides for the location-dependent environmental-impact report concerning storage and processing of radioactive waste

    1986-01-01

    This document is the examination advice made by the Provisional Committee for the environmental-impact reporting (VCmer) in view of the decision-making in behalf of which the location-independent environmental-impact report (MER) has been drawn up. Besides the examination by the VCmer of the location-independent MER in accordance with article 41z, part 1 and 2, this document covers an advice for direction guides for the, still to be drawn up, location-dependent MER on the storage and processing of radioactive wastes produced in the Netherlands, in accordance with article 41n, part 1 of the enactment m.e.r. The MER has been drawn up in behalf of the decision-making about location, design and construction of an aboveground, temporal storage of radioactive waste for the coming 50-100 years. In the MER two scenarios are distinguished: scenario 1 in fact reflects the actual situation in which, besides the amount of low- and medium-level radioactive waste, the high-level radioactive waste from the two nuclear power plants in the Netherlands have to be taken into account. Scenario 2 includes, besides the waste production of scenario 1, an extension with regard to the waste which would be produced in a 30-year operation time of a, still to be isntalled, nuclear power of 2000 MWe, to be increased up to 4000 MWe eventually. In this scenario finally about three quarter of the total volume of all radioactive waste would be produced by nuclear power plants. In that case emphasis will lay upon an installation which in particular has to be appropriate for a longtime, be it still temporary, storage of radioactive waste originating, largely, from the new nuclear power plant to be build in the Netherlands. (author)

  11. Liquid Pipeline Operator's Control Room Human Factors Risk Assessment and Management Guide

    2008-11-26

    The purpose of this guide is to document methodologies, tools, procedures, guidance, and instructions that have been developed to provide liquid pipeline operators with an efficient and effective means of managing the human factors risks in their con...

  12. Jobs and Economic Development Impact (JEDI) User Reference Guide: Fast Pyrolysis Biorefinery Model

    Zhang, Yimin [National Renewable Energy Lab. (NREL), Golden, CO (United States); Goldberg, Marshall [MRG and Associates, Nevada City, CA (United States)

    2015-02-01

    This guide -- the JEDI Fast Pyrolysis Biorefinery Model User Reference Guide -- was developed to assist users in operating and understanding the JEDI Fast Pyrolysis Biorefinery Model. The guide provides information on the model's underlying methodology, as well as the parameters and data sources used to develop the cost data utilized in the model. This guide also provides basic instruction on model add-in features and a discussion of how the results should be interpreted. Based on project-specific inputs from the user, the JEDI Fast Pyrolysis Biorefinery Model estimates local (e.g., county- or state-level) job creation, earnings, and output from total economic activity for a given fast pyrolysis biorefinery. These estimates include the direct, indirect and induced economic impacts to the local economy associated with the construction and operation phases of biorefinery projects.Local revenue and supply chain impacts as well as induced impacts are estimated using economic multipliers derived from the IMPLAN software program. By determining the local economic impacts and job creation for a proposed biorefinery, the JEDI Fast Pyrolysis Biorefinery Model can be used to field questions about the added value biorefineries might bring to a local community.

  13. Mac OS X Snow Leopard pocket guide

    Seiblod, Chris

    2009-01-01

    Whether you're new to the Mac or a longtime user, this handy book is the quickest way to get up to speed on Snow Leopard. Packed with concise information in an easy-to-read format, Mac OS X Snow Leopard Pocket Guide covers what you need to know and is an ideal resource for problem-solving on the fly. This book goes right to the heart of Snow Leopard, with details on system preferences, built-in applications, and utilities. You'll also find configuration tips, keyboard shortcuts, guides for troubleshooting, lots of step-by-step instructions, and more. Learn about new features and changes s

  14. MATHEMATICS LANGUAGE IN-CLASS INSTRUCTION

    Jasmina KARIKJ

    2010-11-01

    Full Text Available The goal of the research was to compare the level of mathematic language acquisition between students of lower grades in special elementary schools for children who are hearing impaired and students of a mainstream elementary school. A total of 239 children attending mainstream and special schools in the territory of Serbia were included in the research. Instruction of mathematics in schools for students who are hearing impaired has a different character as it contains elements of native language instruction. Obtained results show a significant difference in some fields. A conclusion stating that the level of language acquisition is in direct correlation with the level of acquisition of mathematics language imposes itself. What that means is that hearing impaired children have not only to comprehend mathematics relations, but also to learn mathematics terms in a completely different way as compared to children who are hearing.

  15. Development of Guided Inquiry-Based Student Lab Worksheet on the Making of Pineapple Flavoring

    Dwiyanti, G.; Suryatna, A.; Taibah, I.

    2017-02-01

    The aim of this research was to develop guided inquiry based student lab worksheet on making pineapple flavour and knowing the quality of worksheet that is being developed. Research methods that is being conducted is research and development that is limited by a preliminary studies (literature studies, field surveys, and preparation of the initial product) and development of the model (within limited testing). The results from analyze the books sources and fields survey showed that the characteristic of esterification lab worksheet that currently available still in the direct instruction form (cookbook). The optimization result of making pineapple flavour experiment that was conducted are the ethanol volume 3 mL, butyric acid volume 2 mL, sulfuric acid 5 drops, saturated NaHCO3 solution volume 9 mL, and temperature of heating was 80 °C. The characteristic of guided inquiry based student lab worksheet that was developed contained phenomenon and instructions that suitable with inquiry stages to guide the students in doing the experiment of making pineapple flavour. The evaluation of designated teachers and lecturers of the developed student worksheet were very good (96,08%). Lab-experiment feasibility achieved by using guided inquiry based student lab worksheets that is being developed based on the inquiry stages that conducted by student were found very good (97,50%) and accomplishment based on students’ answer of the tasks in the worksheet were found very good (83,84%). Students’ responses of the experiments using the developed worksheet are found very good (81,84%).

  16. Expert Guide

    Heiselberg, Per

    , their benefits and limitations, economical feasibility and impact on energy savings, company image, comfort, productivity, building functionality and flexibility and gives guidance on design of these concepts, including integration of responsive building elements and HVAC-systems and build examples......This guide summarizes the work of Subtask B of IEA-ECBCS Annex 44 “Integrating Environmentally Responsive Elements in Buildings” and is based on the contributions from the participating countries. The publication is an official Annex report. With a focus on innovative building concepts...

  17. The Instructional Network: Using Facebook to Enhance Undergraduate Mathematics Instruction

    Gregory, Peter; Gregory, Karen; Eddy, Erik

    2014-01-01

    Facebook is a website with over one billion users worldwide that is synonymous with social-networking. However, in this study, Facebook is used as an "instructional network". Two sections of an undergraduate calculus course were used to study the effects of participating in a Facebook group devoted solely to instruction. One section was…

  18. Improving Reading Instruction through Research-Based Instructional Strategies

    Nash, Vickie Lynn

    2010-01-01

    The diverse population of students in grades 1- 3 at a suburban elementary school has created a challenge for teachers when differentiating instruction in reading. The purpose of this doctoral project study was to explore the lived experiences of these teachers as they have acquired research-based instructional strategies in reading that support…

  19. Cost-Effectiveness of Mobile App-Guided Training in Extended Focused Assessment with Sonography for Trauma (eFAST): A Randomized Trial.

    Nilsson, Philip Mørkeberg; Todsen, Tobias; Subhi, Yousif; Graumann, Ole; Nolsøe, Christian Pallson; Tolsgaard, Martin Grønnebæk

    2017-12-01

     Ultrasound training is associated with a long learning curve and use of substantial faculty resources. Self-directed ultrasound training may decrease the need for faculty-led teaching. Mobile apps seem promising for use in self-directed ultrasound training, but no studies have examined the cost-effectiveness of mobile app-guided training versus traditional formats such as textbook-guided training. This study evaluated the cost-effectiveness of mobile app-guided versus textbook-guided ultrasound training.  First-year residents (n = 38) with no previous ultrasound experience were randomized into mobile app-guided versus textbook-guided self-directed ultrasound training groups. Participants completed a transfer test involving four patient cases and a theoretical test on diagnostic accuracy. Two ultrasound experts assessed the residents' performance using the Objective Structured Assessment of Ultrasound Skills (OSAUS) scale. The costs of developing mobile app and textbook material were calculated and used for the analysis of cost-effectiveness.  34 participants completed the transfer test. There was no statistically significant difference in test performance or diagnostic accuracy between the mobile app-guided (mean-OSAUS 42.3 % [95 %CI38.5 - 46.0 %]) and textbook-guided groups (mean-OSAUS 45.3 % [95 %CI39.3 - 51.3 %]) (d.f. [1.33] = 0.45, p = 0.41). However, development costs differed greatly for each instructional format. Textbook-guided training was significantly more cost-effective than mobile app-guided training (Incremental Cost Effectiveness Ratio -861 967 [95 %CI-1071.7 to-3.2] USD/pct. point change in OSAUS score).  Mobile app-guided ultrasound training is less cost-effective than textbook-guided self-directed training. This study underlines the need for careful evaluation of cost-effectiveness when introducing technological innovations for clinical skills training. © Georg Thieme Verlag KG Stuttgart · New York.

  20. Lexical Complexity of Decision-Making Writing Tasks: Form-focused Guided Strategic Planning

    Mahdavirad, Fatemeh

    2016-01-01

    The present study is an attempt to investigate the effect of form-focused guided strategic planning on lexical complexity of learners’ performance in writing tasks. The twenty intermediate level participants of the study performed an unplanned and then a planned decision-making task. In the planned task condition, the participants were provided with form-focused guided strategic planning which contained detailed instructions about how to plan, by being instructed to focus on form. The guidanc...

  1. RavenDB 2.x beginner's guide

    Tannir, Khaled

    2013-01-01

    Written in a friendly, example-driven Beginner's Guide format, there are plenty of step-by-step instructions and examples that are designed to help you get started with RavenDB. If you are a .NET developer, new to document-oriented databases, and you wish to learn how to build applications using NoSQL databases, then this book is for you. Experience with relational database systems will be helpful, but not necessary.

  2. Mathematics Curriculum Guide for Spanish-Speaking Students, Levels E, F. Field Test. Working Draft = Guia didactica de matematicas, Niveles E, F. Edicion Experimental.

    Chicago Board of Education, IL. Dept. of Curriculum.

    The curriculum guide for mathematics instruction in the bilingual education program of the Chicago public schools is designed to assist teachers in the instruction of limited-English-speaking students in their native language. The guide outlines, for each of two levels, lessons on absolute and relative values of numbers, whole number operations,…

  3. The Role of Guided Induction in Paper-Based Data-Driven Learning

    Smart, Jonathan

    2014-01-01

    This study examines the role of guided induction as an instructional approach in paper-based data-driven learning (DDL) in the context of an ESL grammar course during an intensive English program at an American public university. Specifically, it examines whether corpus-informed grammar instruction is more effective through inductive, data-driven…

  4. Benefits of Guided Self-Management of Attention on Learning Accounting

    Sithole, Seedwell T. M.; Chandler, Paul; Abeysekera, Indra; Paas, Fred

    2017-01-01

    This research investigated the effects of 3 instructional design formats on learning introductory accounting. In accordance with cognitive load theory, it was predicted that students who would learn with a guided self-managed instructional design format would outperform students who would learn with a conventional split-attention format or an…

  5. A Model for Infusing Energy Concepts into Vocational Education Programs. Solar Energy Curriculum Guide.

    Delta Vocational Technical School, Marked Tree, AR.

    This solar energy curriculum guide is designed to assist teachers in infusing energy concepts into vocational education programs. It consists of 31 competency-based instructional units organized into 10 sections. Covered in the sections are the following topics: related instructions (history and development; human relations; general safety;…

  6. Reference Guide for Teaching Selected Duty Areas from Business, Marketing and Management Occupations.

    Rich, John H.

    This reference guide was designed to assist business, marketing, and management educators in locating textbook/instructional materials for use in teaching duty areas and task lists for grades 11-14. Duty areas and task lists are matched with selected textbook/instructional publications for the secretarial, general office clerk, and information…

  7. Connecting Cultures & Classrooms. K-12 Curriculum Guide: Language Arts, Science, Social Studies. Indian Education for All

    Fox, Sandra J., Ed.

    2006-01-01

    This curriculum guide is but one of the resources that the Montana Office of Public Instruction is providing to help teachers implement Indian Education for All. The philosophy of this document promotes the use of Indian literature as an instructional tool. There are no textbooks presently for including aspects of Montana Indian cultures into the…

  8. A Notebook of Pattern Drills for the Language Laboratory: A Guide for the Student and Teacher.

    Roebuck, Mildred Connell; Newman, Joel-Martin

    Primary types of three-phase pattern drills for language instruction are illustrated and discussed in this teacher's guide. French, German, Italian, and Spanish sample drills are developed in each of five classifications: (1) replacement, (2) transformation, (3) analogy, (4) fixed-increment, and (5) paired sentences. Instructional procedures,…

  9. Photo guide for estimating fuel loading and fire behavior in mixed-oak forests of the Mid-Atlantic Region

    Patrick H. Brose

    2009-01-01

    A field guide of 45 pairs of photographs depicting ericaceous shrub, leaf litter, and logging slash fuel types of eastern oak forests and observed fire behavior of these fuel types during prescribed burning. The guide contains instructions on how to use the photo guide to choose appropriate fuel models for prescribed fire planning.

  10. Guide-Plane Retention in Designing Removable Partial Dentures.

    Mothopi-Peri, Matshediso; Owen, C Peter

    To compare the influence of abutment teeth guide planes and guiding surfaces on retention of a removable partial denture (RPD). Extracted teeth embedded into a maxillary cast in the first premolar and second molar positions simulated two bounded saddles. Acrylic resin RPDs were made with no guide planes, then with guide planes, then with guiding surfaces added to directly contact the guide planes. The maximum loads on removal from the cast were recorded. There was a significant increase in retention force of 1.6 times when only guide planes were present and of 10.2 times when guiding surfaces intimately contacted the guide planes. The retention of acrylic resin RPDs can be substantially increased by making their guiding surfaces intimately contact the guide planes of the teeth.

  11. Petroleum Refinery Jobs and Economic Development Impact (JEDI) Model User Reference Guide

    Goldberg, Marshall [MRG and Associates, Nevada City, CA (United States)

    2013-12-31

    The Jobs and Economic Development Impact (JEDI) models, developed through the National Renewable Energy Laboratory (NREL), are user-friendly tools utilized to estimate the economic impacts at the local level of constructing and operating fuel and power generation projects for a range of conventional and renewable energy technologies. The JEDI Petroleum Refinery Model User Reference Guide was developed to assist users in employing and understanding the model. This guide provides information on the model's underlying methodology, as well as the parameters and references used to develop the cost data utilized in the model. This guide also provides basic instruction on model add-in features, operation of the model, and a discussion of how the results should be interpreted. Based on project-specific inputs from the user, the model estimates job creation, earning and output (total economic activity) for a given petroleum refinery. This includes the direct, indirect and induced economic impacts to the local economy associated with the refinery's construction and operation phases. Project cost and job data used in the model are derived from the most current cost estimations available. Local direct and indirect economic impacts are estimated using economic multipliers derived from IMPLAN software. By determining the regional economic impacts and job creation for a proposed refinery, the JEDI Petroleum Refinery model can be used to field questions about the added value refineries may bring to the local community.

  12. BASIC Instructional Program: System Documentation.

    Dageforde, Mary L.

    This report documents the BASIC Instructional Program (BIP), a "hands-on laboratory" that teaches elementary programming in the BASIC language, as implemented in the MAINSAIL language, a machine-independent revision of SAIL which should facilitate implementation of BIP on other computing systems. Eight instructional modules which make up…

  13. Designing Instructional Materials: Some Guidelines.

    Burbank, Lucille; Pett, Dennis

    Guidelines for the design of instructional materials are outlined in this paper. The principles of design are presented in five major categories: (1) general design (structural appeal and personal appeal); (2) instructional design (attention, memory, concept learning, and attitude change); (3) visual design (media considerations, pictures, graphs…

  14. Cognitive Approaches to Automated Instruction.

    Regian, J. Wesley, Ed.; Shute, Valerie J., Ed.

    This book contains a snapshot of state-of-the-art research on the design of automated instructional systems. Selected cognitive psychologists were asked to describe their approach to instruction and cognitive diagnosis, the theoretical basis of the approach, its utility and applicability, and the knowledge engineering or task analysis methods…

  15. Physics Instruction for Radiologic Technologists

    Chaney, Edward L.; And Others

    1974-01-01

    Discusses the Denver collaborative training program in radiologic technology with emphasis upon identification of core topics, preparation of quality instructional materials, and use of innovative teaching techniques, such as computer-assisted instruction and video tape presentations. Included is a 10-week course outline. (CC)

  16. Active Learning through Online Instruction

    Gulbahar, Yasemin; Kalelioglu, Filiz

    2010-01-01

    This article explores the use of proper instructional techniques in online discussions that lead to meaningful learning. The research study looks at the effective use of two instructional techniques within online environments, based on qualitative measures. "Brainstorming" and "Six Thinking Hats" were selected and implemented…

  17. Adaptive instruction and pupil achievement

    Houtveen, A.A M; Booy, N; de Jong, Robert (Rob); van de Grift, W.J C M

    In this article the results are reported of a quasi-experiment on effects of adaptive instruction on reading results of children in the first year of reading instruction in Dutch primary schools. The research involved 456 pupils from 23 schools (12 experimental and 11 control group schools).

  18. Instructional Theory for Teaching Statistics.

    Atwood, Jan R.; Dinham, Sarah M.

    Metatheoretical analysis of Ausubel's Theory of Meaningful Verbal Learning and Gagne's Theory of Instruction using the Dickoff and James paradigm produced two instructional systems for basic statistics. The systems were tested with a pretest-posttest control group design utilizing students enrolled in an introductory-level graduate statistics…

  19. Unaligned instruction relocation

    Bertolli, Carlo; O' Brien, John K.; Sallenave, Olivier H.; Sura, Zehra N.

    2017-10-17

    In one embodiment, a computer-implemented method includes receiving source code to be compiled into an executable file for an unaligned instruction set architecture (ISA). Aligned assembled code is generated, by a computer processor. The aligned assembled code complies with an aligned ISA and includes aligned processor code for a processor and aligned accelerator code for an accelerator. A first linking pass is performed on the aligned assembled code, including relocating a first relocation target in the aligned accelerator code that refers to a first object outside the aligned accelerator code. Unaligned assembled code is generated in accordance with the unaligned ISA and includes unaligned accelerator code for the accelerator and unaligned processor code for the processor. A second linking pass is performed on the unaligned assembled code, including relocating a second relocation target outside the unaligned accelerator code that refers to an object in the unaligned accelerator code.

  20. Unaligned instruction relocation

    Bertolli, Carlo; O'Brien, John K.; Sallenave, Olivier H.; Sura, Zehra N.

    2018-01-23

    In one embodiment, a computer-implemented method includes receiving source code to be compiled into an executable file for an unaligned instruction set architecture (ISA). Aligned assembled code is generated, by a computer processor. The aligned assembled code complies with an aligned ISA and includes aligned processor code for a processor and aligned accelerator code for an accelerator. A first linking pass is performed on the aligned assembled code, including relocating a first relocation target in the aligned accelerator code that refers to a first object outside the aligned accelerator code. Unaligned assembled code is generated in accordance with the unaligned ISA and includes unaligned accelerator code for the accelerator and unaligned processor code for the processor. A second linking pass is performed on the unaligned assembled code, including relocating a second relocation target outside the unaligned accelerator code that refers to an object in the unaligned accelerator code.

  1. Linking didactics and research in instructional material: A new structural model

    Graf, Stefan Ting

    2009-01-01

    How can research in instructional materials become more relevant for didactics and instruction planning? And how can general didactics reflect questions developed from a media perspective. These are the guiding questions of the article, which assumes a gap between general didactics and research...... and theory of instructional material. General didactics does not sufficiently incorporate a theory of media, and research and theory in instructional material do not recognise general didactics and apply very different conceptions of instruction in their studies – if at all. Through two approaches we argue...... for a new basic structure in didactics in order to bridge the gap when relevant conclusions for pragmatic didactics are in question. The first approach accounts for the place and status of media in the most known structural theories in general didactics. The second approach argues from another angle...

  2. Flute Teachers’ One-to-One Instructional Strategies at Individual Teaching Stages in Music School

    Ana Kavčič Pucihar

    2017-12-01

    Full Text Available This article focuses on one-to-one studio based instrumental instruction in music schools. Some novelties in the music school woodwind curricula are presented within various contexts. Teacher – student relationship, their interactions, and knowledge transfer are essential in individual instrumental instruction. The learning process is systematically structured within six teaching stages, ranging from new content presentation to learning reviews. We examined music school flute teachers’ beliefs (N=78 about teaching stages in individual studio based instruction. We researched their new content teaching strategies, guided practice and reinforcement, feedback, homework monitoring strategies, formative review and assessment within music studio academic year.

  3. Leaving the Lecture Behind: Putting PubMed Instruction into the Hands of the Students.

    Turner, Rose L; M Ketchum, Andrea; Ratajeski, Melissa A; Wessel, Charles B

    2017-01-01

    This column describes the development of a one-shot PubMed instruction class for medical students at a health sciences library. Background information on the objective is presented and discussed in the context of educational practice literature. The new course design centers on a guided group method of instruction in order to integrate more active learning. Surveyed students reported that the method was an effective way to learn how to search PubMed and that they preferred it to a traditional lecture. Pros and cons of the method are offered for other health sciences libraries interested in presenting PubMed instruction in a similar manner.

  4. SYMPAL: user guide

    Simpson, J.A.; Sublet, J.-Ch.; Nierop, D.

    1997-02-01

    The processing code SYMPAL is used to perform the data handling involved in creating a new version of the European Activation File (EAF). The process is handled by different modules of the code in a sequential and orderly manner. The modular code system accesses, translates and processes cross section data from a wide variety of libraries and calculations with nuclear model codes. Two major data bases are accessed and merged so as to create a new version of a library. The Master Data File (MDF) contains the original cross section data extracted, unmodified but reformatted, from numerous sources. A set of input (ASCII) tables, which form a compilation of all physical information necessary to renormalise, split into isomeric states and internally validate any particular type of cross section, are then read by SYMPAL and used to produce a second database: the Master Parameter File (MPF). The combination of these two files generates a new activation library in pointwise and various groupwise formats. This guide describes all aspects of the SYMPAL code, starting with the basic operating environment, compilation of the code and directory structure. Details of how to use SYMPAL to produce an activation library are then explained, along with instructions and examples of how to use each module of the code. Finally details of the MPF format, listings of some parts of the code and the input (ASCII) tables are provided. (author)

  5. ARS-Media for excel instruction manual

    ARS-Media for Excel Instruction Manual is the instruction manual that explains how to use the Excel spreadsheet ARS-Media for Excel application. ARS-Media for Excel Instruction Manual is provided as a pdf file....

  6. Electronics lab instructors' approaches to troubleshooting instruction

    Dounas-Frazer, Dimitri R.; Lewandowski, H. J.

    2017-06-01

    In this exploratory qualitative study, we describe instructors' self-reported practices for teaching and assessing students' ability to troubleshoot in electronics lab courses. We collected audio data from interviews with 20 electronics instructors from 18 institutions that varied by size, selectivity, and other factors. In addition to describing participants' instructional practices, we characterize their perceptions about the role of troubleshooting in electronics, the importance of the ability to troubleshoot more generally, and what it means for students to be competent troubleshooters. One major finding of this work is that, while almost all instructors in our study said that troubleshooting is an important learning outcome for students in electronics lab courses, only half of instructors said they directly assessed students' ability to troubleshoot. Based on our findings, we argue that there is a need for research-based instructional materials that attend to both cognitive and noncognitive aspects of troubleshooting proficiency. We also identify several areas for future investigation related to troubleshooting instruction in electronics lab courses.

  7. THE MISNOMERS OF SPIRITUAL 'DIRECTING' AND 'COACHING'

    organisational context through said ways of interaction. As such, the focus .... While coaching can and certainly is practised from an instructional or directive ..... pressures or motivators such as self‑esteem and quality of life (Knowles et al.

  8. Typology of after-hours care instructions for patients

    Bordman, Risa; Bovett, Monica; Drummond, Neil; Crighton, Eric J.; Wheler, David; Moineddin, Rahim; White, David

    2007-01-01

    OBJECTIVE To develop a typology of after-hours care (AHC) instructions and to examine physician and practice characteristics associated with each type of instruction. DESIGN Cross-sectional telephone survey. Physicians’ offices were called during evenings and weekends to listen to their messages regarding AHC. All messages were categorized. Thematic analysis of a subset of messages was conducted to develop a typology of AHC instructions. Logistic regression analysis was used to identify associations between physician and practice characteristics and the instructions left for patients. SETTING Family practices in the greater Toronto area. PARTICIPANTS Stratified random sample of family physicians providing office-based primary care. MAIN OUTCOME MEASURES Form of response (eg, answering machine), content of message, and physician and practice characteristics. RESULTS Of 514 after-hours messages from family physicians’ offices, 421 were obtained from answering machines, 58 were obtained from answering services, 23 had no answer, 2 gave pager numbers, and 10 had other responses. Message content ranged from no AHC instructions to detailed advice; 54% of messages provided a single instruction, and the rest provided a combination of instructions. Content analysis identified 815 discrete instructions or types of response that were classified into 7 categories: 302 instructed patients to go to an emergency department; 122 provided direct contact with a physician; 115 told patients to go to a clinic; 94 left no directions; 76 suggested calling a housecall service; 45 suggested calling Telehealth; and 61 suggested other things. About 22% of messages only advised attending an emergency department, and 18% gave no advice at all. Physicians who were female, had Canadian certification in family medicine, held hospital privileges, or had attended a Canadian medical school were more likely to be directly available to their patients. CONCLUSION Important issues identified

  9. Manual on self-contained gamma irradiators (categories 1 and 3). Incorporating: Applications guide, procedures guide, basics guide

    1996-01-01

    The document is the first revision of a previous one published in 1993 to provide guidance on the safe use and regulation of panoramic gamma irradiators (Co-60 or Cs-137 sources) in different fields of application. It includes three parts: Applications Guide, which describes the main applications of panoramic gamma irradiators, the type of equipment, including safety systems, operation and maintenance, and how to deal with incidents. Procedures Guide, which gives step by step instructions on how to carry out the practice. Basics Guide, which explains the fundamentals of radiation, the system of units, interaction of radiation with matter radiation detection, etc. and which is common to all documents in the series. The manual is aimed primarily at persons handling such radiation sources on a daily routine basis, as well as at the competent authorities for training of workers in radiation protection or for setting up local radiation protection rules

  10. NO-diagnostics in the combustion chamber of a gasoline direct-injection engine with spray-guided combustion process in a four-cylinder transparent engine; NO-Diagnostik im Brennraum eines direkteinspritzenden Ottomotors mit strahlgefuehrtem Brennverfahren an einem Vierzylinder-Transparentmotor

    Suck, G.; Jakobs, J. [Volkswagen AG - Konzernforschung, Wolfsburg (Germany); Nicklitzsch, S. [IAV GmbH - Versuch Ottomotoren, Chemnitz (Germany); Bessler, W.G.; Hofmann, M.; Schulz, C. [PCI, Universitaet Heidelberg (Germany)

    2004-07-01

    For further reduction of fuel consumption in modern gasoline direct-injection engines, the Volkswagen Group Research is investigating the spray-guided combustion process. To benefit from fuel economy achieved by this combustion process in the sustained development of the Volkswagen FSI {sup registered} -technology, minimizing the engine-out NO{sub x}-emissions is necessary. In this proceeding, we report on the application of several measurement techniques, which include NO-LIF, in-cylinder gas sampling and fast CLD. The aim is the identification of major factors which effect NO-formation in a spray-guided combustion process. Double-injection during the compression stroke allows the generation of double-stratification of the air-fuel mixture cloud. A fuel-rich core with good ignition characteristics is surrounded by a fuel-lean gas mixture. These conditions show that NO-emissions can significantly be reduced while maintaining the good fuel economy. Spray-guided direct-injection allows the expansion of the operation-map area with stratified operation in comparison to recent serial production gasoline DI engines with wall-guided or air-guided combustion processes. It is, however, only possible to benefit from this advantage under realistic conditions of an operating automobile application when the engine-out NO{sub x}-flux is below a limit given by the storage capacity of the catalyst. NO{sub x} exhaust aftertreatment with storage catalysts requires regeneration cycles with fuel-air equivalent ratios {phi} > 1, which effectively increase fuel consumption. (orig.)

  11. Instructed officers Radiation Protection

    2007-01-01

    This law contains instructions on the prevention of radiological and contains 4 articles Article I: describe the responsibilities of the institutions that operate within the scope of radiological protection in terms of the number of radiation protection officers and personal Supervisors who available in the practices radiation field. Article II: talking about the conditions of radiation protection officers that must be available in the main officers and working field in larg institutions and thecondition of specific requirements for large enterprises of work permits in the field of radiological work that issued by the Council. Article III: the functions and duties of officers in the prevention of radiological oversee the development of radiation protection programmes in the planning stages, construction and preparing the rules of local labour and what it lead of such tasks.Article IV: radiation protection officers powers: to modify and approve the programme of prevention and radiation safety at the company, stop any unsafe steps, amend the steps of the usage, operation of materials, devices and so on

  12. The Relationship between Emotional Intelligence and Attitudes toward Computer-Based Instruction of Postsecondary Hospitality Students

    Behnke, Carl; Greenan, James P.

    2011-01-01

    This study examined the relationship between postsecondary students' emotional-social intelligence and attitudes toward computer-based instructional materials. Research indicated that emotions and emotional intelligence directly impact motivation, while instructional design has been shown to impact student attitudes and subsequent engagement with…

  13. What We Learned from a Tomato: Partnering with a Content Expert Plants New Ideas for Instruction

    Ermeling, Bradley A.

    2014-01-01

    The interactions described in this article represent an example of teachers expanding horizons of instructional plans as a direct result of outside expert contributions. After alerting teachers to oversimplified claims about the benefits of lycopene, the research fellow presented the team with a wider range of instructional options to consider…

  14. Learning in Earth and Space Science: A Review of Conceptual Change Instructional Approaches

    Mills, Reece; Tomas, Louisa; Lewthwaite, Brian

    2016-01-01

    In response to calls for research into effective instruction in the Earth and space sciences, and to identify directions for future research, this systematic review of the literature explores research into instructional approaches designed to facilitate conceptual change. In total, 52 studies were identified and analyzed. Analysis focused on the…

  15. Attention to Orthographic and Phonological Word Forms in Vocabulary Instruction for Kindergarten English Learners

    Vadasy, Patricia F.; Sanders, Elizabeth A.

    2016-01-01

    This study examined benefits of connecting meaning, speech, and print in vocabulary learning for kindergarten English learners. Students screened eligible with limited English proficiency were randomly assigned to two instruction conditions. Both groups received direct instruction in high frequency root words. One condition featured added…

  16. Child predictors of learning to control variables via instruction or self-discovery

    Wagensveld, B.; Segers, P.C.J.; Kleemans, M.A.J.; Verhoeven, L.T.W.

    2015-01-01

    We examined the role child factors on the acquisition and transfer of learning the control of variables strategy (CVS) via instruction or self-discovery. Seventy-six fourth graders and 43 sixth graders were randomly assigned to a group receiving direct CVS instruction or a discovery learning group.

  17. Negotiation of Meaning and Co-Construction of Knowledge: An Experimental Analysis of Asynchronous Online Instruction

    Hull, Darrell M.; Saxon, Terrill F.

    2009-01-01

    Variations in group co-construction of knowledge and the extent to which participants engaged in negotiating meaning were directly related to instruction. The authors examined social interaction resulting from controlled variation in instruction using a counter-balanced design in two professional development courses for teachers. Both courses were…

  18. Further Evidence of the Effectiveness of Phonological Instruction with Oral-Deaf Readers

    Guardino, Caroline; Syverud, Susan M.; Joyner, Amy; Nicols, Heather; King, Sarah

    2011-01-01

    The effectiveness of phonological instruction with 6 deaf students in an oral program was investigated. In a previous investigation (Syverud, Guardino, & Selznick, 2009), promising results had been obtained in a case study in which the Direct Instruction curriculum titled "Teach Your Child to Read in 100 Easy Lessons" (Engelmann, Haddox, & Bruner,…

  19. Knack knots you need step-by-step instructions for more than 100 of the best sailing, fishing, climbing, camping and decorative knots

    Tilton, Buck

    2008-01-01

    Untie the mystery of knot-making with this clever and handy guide. This new compendium presents all the knots you need to know, with brightly colored photographs enabling you to easily follow the instructions. In addition, the book includes copious information on using knots in most popular activities. With its clear step-by-step instructions and friendly tone, this is the one volume you can count on to guide you toward quick success in knot-making.

  20. Career Exploration in the Fashion Industry: A Suggested Program Guide. Fashion Industry Series No. 1.

    Fashion Inst. of Tech., New York, NY.

    The career exploration guide is the first of a series of five interrelated program resource guides encompassing the various dimensions of the fashion industry. The series is intended to provide an information source for establishing, expanding, or evaluating secondary and adult vocational instructional programs related to the broad field of…