Motivating Calculus-Based Kinematics Instruction with Super Mario Bros

Science.gov (United States)

Nordine, Jeffrey C.

2011-09-01

High-quality physics instruction is contextualized, motivates students to learn, and represents the discipline as a way of investigating the world rather than as a collection of facts and equations. Inquiry-oriented pedagogy, such as problem-based instruction, holds great promise for both teaching physics content and representing the process of doing real science.2 A challenge for physics teachers is to find instructional contexts that are meaningful, accessible, and motivating for students. Today's students are spending a growing fraction of their lives interacting with virtual environments, and these environments—physically realistic or not—can provide valuable contexts for physics explorations3-5 and lead to thoughtful discussions about decisions that programmers make when designing virtual environments. In this article, I describe a problem-based approach to calculus-based kinematics instruction that contextualizes students' learning within the Super Mario Bros. video game—a game that is more than 20 years old, but still remarkably popular with today's high school and college students.

Effectiveness of a physical activity program on weight, physical fitness, occupational stress, job satisfaction and quality of life of overweight employees in high-tech industries: a randomized controlled study.

Science.gov (United States)

Fang, Yun-Ya; Huang, Chien-Yuan; Hsu, Mei-Chi

2018-03-27

This study aimed to examine the effectiveness of a physical activity (PA) program on weight control, physical fitness, occupational stress, job satisfaction and quality of life of overweight and sedentary employees in high-tech industries. Participants in the intervention group (n = 37) were instructed to carry out a PA program at moderate intensity for 60 min/session, 3 sessions/week for 12 weeks. Those in the control group (n = 38) received no PA program and were asked to continue their routine lifestyle. Evaluations were performed at baseline and at the end of the intervention. Results of structured questionnaires and blood biochemistry tests and evaluations of physical fitness were analyzed. The PA program effectively reduced the number of risk factors for metabolic syndrome and body fat percentage, and improved physical fitness such as flexibility, muscular strength and endurance and cardiorespiratory endurance. The intervention also significantly decreased levels of serum triglyceride, total cholesterol and low-density lipoprotein cholesterol. Significant positive effects on work control, interpersonal relationships at work, global job satisfaction and quality of life were also demonstrated. This study showed that a PA program can be helpful in improving physical, physiological and psychological outcomes for overweight and sedentary employees in high-tech industries.

Development of an Instructional Quality Assurance Model in Nursing Science

Science.gov (United States)

Ajpru, Haruthai; Pasiphol, Shotiga; Wongwanich, Suwimon

2011-01-01

The purpose of this study was to develop an instructional quality assurance model in nursing science. The study was divided into 3 phases; (1) to study the information for instructional quality assurance model development (2) to develop an instructional quality assurance model in nursing science and (3) to audit and the assessment of the developed…

Association of Quality Physical Education Teaching with Students’ Physical Fitness

Directory of Open Access Journals (Sweden)

Weiyun Chen, Steve Mason, Andrew Hypnar, Austin Hammond-Bennett

2016-06-01

Full Text Available This study examined the extent to which four essential dimensions of quality physical education teaching (QPET were associated with healthy levels of physical fitness in elementary school students. Participants were nine elementary PE teachers and 1, 201 fourth- and fifth-grade students who were enrolled in nine elementary schools. The students’ physical fitness were assessed using four FITNESSGRAM tests. The PE teachers’ levels of QPET were assessed using the Assessing Quality Teaching Rubrics (AQTR. The AQTR consisted of four essential dimensions including Task Design, Task Presentation, Class Management, and Instructional Guidance. Codes were confirmed through inter-rater reliability (82.4% and 84.5%. Data were analyzed through descriptive statistics, multiple R-squared regression models, and independent sample t-tests. The four essential teaching dimensions of QPET were significantly associated with the students’ cardiovascular endurance, muscular strength and endurance, and flexibility. However, they accounted for relatively low percentage of the total variance in PACER test, followed by Curl-up test, while explaining very low portions of the total variance in Push-up and Trunk Lift tests. This study indicated that the students who had experienced high level of QPET were more physically fit than their peers who did not have this experience in PACER and Curl-up tests, but not in Push-up and Trunk lift tests. In addition, the significant contribution of the four essential teaching dimensions to physical fitness components was gender-specific. It was concluded that the four teaching dimensions of QPET were significantly associated with students’ health-enhancing physical fitness.

Effective instructional strategies in physics classrooms

Science.gov (United States)

Tosa, Sachiko

2011-04-01

Instructional strategies such as Think-Pair-Share and Socratic questioning are powerful ways to get students engaged in thinking processes. In this talk, tips and techniques that help students make sense of physics concepts in lecture-based classes are presented with specific examples. The participants will see the effectiveness of the instructional strategies by actually experiencing the process as learners with the use of clickers.

Toward university modeling instruction--biology: adapting curricular frameworks from physics to biology.

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Manthey, Seth; Brewe, Eric

2013-06-01

University Modeling Instruction (UMI) is an approach to curriculum and pedagogy that focuses instruction on engaging students in building, validating, and deploying scientific models. Modeling Instruction has been successfully implemented in both high school and university physics courses. Studies within the physics education research (PER) community have identified UMI's positive impacts on learning gains, equity, attitudinal shifts, and self-efficacy. While the success of this pedagogical approach has been recognized within the physics community, the use of models and modeling practices is still being developed for biology. Drawing from the existing research on UMI in physics, we describe the theoretical foundations of UMI and how UMI can be adapted to include an emphasis on models and modeling for undergraduate introductory biology courses. In particular, we discuss our ongoing work to develop a framework for the first semester of a two-semester introductory biology course sequence by identifying the essential basic models for an introductory biology course sequence.

Supplemental Instruction in Physical Chemistry I

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Toby, Ellen; Scott, Timothy P.; Migl, David; Kolodzeji, Elizabeth

2016-01-01

Physical chemistry I at Texas A&M University is an upper division course requiring mathematical and analytical skills. As such, this course poses a major problem for many Chemistry, Engineering, Biochemistry and Genetics majors. Comparisons between participants and non-participants in Supplemental Instruction for physical chemistry were made…

Effect of Modeling Instruction on Concept Knowledge Among Ninth Grade Physics Students

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Ditmore, Devin Alan

A basic knowledge of physics concepts is the gateway to success through high-paying careers in science, technology, engineering, and mathematics (STEM). Many students show little understanding of concepts following traditional physics instruction. As an alternative to current lecture-based approaches for high school physics instruction, Piaget's theory of cognitive development supports using real scientific experiences to lead learners from concrete to formal understanding of complex concepts. Modeling instruction (MI) is a pedagogy that guides learners through genuine scientific experiences. This project study analyzed the effects of MI on 9th grade physics students' gains on the test measuring mastery of physics concepts, Force Concept Inventory (FCI). A quasi-experimental design was used to compare the FCI scores of a traditional lecture-taught control group to a treatment group taught using MI. A t test t(-.201) = 180.26, p = .841 comparing the groups and an analysis of variance F(2,181) = 5.20 comparing female to male students indicated MI had no significant positive effect on students. A partial eta squared of the effect size showed that 5.4% of the variance in FCI gains was accounted for by gender, favoring female participants for both groups. The significant relationship between content and gender bears further inquiry. A lesson plan guide was designed to help teachers use computer simulation technology within the MI curriculum. The project promotes positive social change by exploring further ways to help adolescents experience success in physics at the beginning of high school, leading to future success in all STEM areas.

Improving physics instruction by analyzing video games

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Beatty, Ian D.

2013-01-01

Video games can be very powerful teaching systems, and game designers have become adept at optimizing player engagement while scaffolding development of complex skills and situated knowledge. One implication is that we might create games to teach physics. Another, which I explore here, is that we might learn to improve classroom physics instruction by studying effective games. James Gee, in his book What Video Games Have to Teach Us About Learning and Literacy (2007), articulates 36 principles that make good video games highly effective as learning environments. In this theoretical work, I identify 16 themes running through Gee's principles, and explore how these themes and Gee's principles could be applied to the design of an on-campus physics course. I argue that the process pushes us to confront aspects of learning that physics instructors and even physics education researchers generally neglect, and suggest some novel ideas for course design.

Conceptual problem solving in high school physics

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Docktor, Jennifer L.; Strand, Natalie E.; Mestre, José P.; Ross, Brian H.

2015-12-01

Problem solving is a critical element of learning physics. However, traditional instruction often emphasizes the quantitative aspects of problem solving such as equations and mathematical procedures rather than qualitative analysis for selecting appropriate concepts and principles. This study describes the development and evaluation of an instructional approach called Conceptual Problem Solving (CPS) which guides students to identify principles, justify their use, and plan their solution in writing before solving a problem. The CPS approach was implemented by high school physics teachers at three schools for major theorems and conservation laws in mechanics and CPS-taught classes were compared to control classes taught using traditional problem solving methods. Information about the teachers' implementation of the approach was gathered from classroom observations and interviews, and the effectiveness of the approach was evaluated from a series of written assessments. Results indicated that teachers found CPS easy to integrate into their curricula, students engaged in classroom discussions and produced problem solutions of a higher quality than before, and students scored higher on conceptual and problem solving measures.

Conceptual problem solving in high school physics

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Jennifer L. Docktor

2015-09-01

Full Text Available Problem solving is a critical element of learning physics. However, traditional instruction often emphasizes the quantitative aspects of problem solving such as equations and mathematical procedures rather than qualitative analysis for selecting appropriate concepts and principles. This study describes the development and evaluation of an instructional approach called Conceptual Problem Solving (CPS which guides students to identify principles, justify their use, and plan their solution in writing before solving a problem. The CPS approach was implemented by high school physics teachers at three schools for major theorems and conservation laws in mechanics and CPS-taught classes were compared to control classes taught using traditional problem solving methods. Information about the teachers’ implementation of the approach was gathered from classroom observations and interviews, and the effectiveness of the approach was evaluated from a series of written assessments. Results indicated that teachers found CPS easy to integrate into their curricula, students engaged in classroom discussions and produced problem solutions of a higher quality than before, and students scored higher on conceptual and problem solving measures.

Kinaesthetic activities in physics instruction

DEFF Research Database (Denmark)

Bruun, Jesper; Christiansen, Frederik V

2016-01-01

One of the major difficulties in learning physics is for students to develop a conceptual understanding of the core concepts of physics. Many authors argue that students’ conceptions of basic physical phenomena are rooted in basic schemas, originating in fundamental kinaesthetic experiences...... of being. We argue that this idea should be utilized in physics instruction, that kinaesthetic activities will provide useful entry point for students’ acquisition of the basic conceptions of physics, and that they can overcome the phenomenological gap between experiential and conceptual understanding. We...... discuss the nature of image schemas and focus particularly on one: effort-resistance-flow. This schema is fundamental not only in our everyday experience, but also in most of school physics. We show how enactment of a particular kinaesthetic model can support student understanding and intuition...

Quality Instruction as a Motivating Factor in Higher Education

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Sogunro, Olusegun A.

2017-01-01

The importance of quality instruction in motivating students in higher education cannot be overemphasized. Without quality instruction, students' motivation to learn recedes. Five focus groups of graduate students aided the data collection for this study. More than one-third of the 119 participating graduate students involved in this study claimed…

Quality Mathematics Instructional Practices Contributing to Student Achievements in Five High-Achieving Asian Education Systems: An Analysis Using TIMSS 2011 Data

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Cheng, Qiang

2014-01-01

Although teaching quality is seen as crucial in affecting students' performance, what types of instructional practices constitute quality teaching remains a question. With the theoretical assumptions of conceptual and procedural mathematics teaching as a guide, this study examined the types of quality mathematics instructional practices that…

Toward equity through participation in Modeling Instruction in introductory university physics

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Brewe, Eric; Sawtelle, Vashti; Kramer, Laird H.; O'Brien, George E.; Rodriguez, Idaykis; Pamelá, Priscilla

2010-06-01

We report the results of a five year evaluation of the reform of introductory calculus-based physics by implementation of Modeling Instruction (MI) at Florida International University (FIU), a Hispanic-serving institution. MI is described in the context of FIU’s overall effort to enhance student participation in physics and science broadly. Our analysis of MI from a “participationist” perspective on learning identifies aspects of MI including conceptually based instruction, culturally sensitive instruction, and cooperative group learning, which are consistent with research on supporting equitable learning and participation by students historically under-represented in physics (i.e., Black, Hispanic, women). This study uses markers of conceptual understanding as measured by the Force Concept Inventory (FCI) and odds of success as measured by the ratio of students completing introductory physics and earning a passing grade (i.e., C- or better) by students historically under-represented in physics to reflect equity and participation in introductory physics. FCI pre and post scores for students in MI are compared with lecture-format taught students. Modeling Instruction students outperform students taught in lecture-format classes on post instruction FCI (61.9% vs 47.9%, p<0.001 ), where these benefits are seen across both ethnic and gender comparisons. In addition, we report that the odds of success in MI are 6.73 times greater than in lecture instruction. Both odds of success and FCI scores within Modeling Instruction are further disaggregated by ethnicity and by gender to address the question of equity within the treatment. The results of this disaggregation indicate that although ethnically under-represented students enter with lower overall conceptual understanding scores, the gap is not widened during introductory physics but instead is maintained, and the odds of success for under-represented students is not different from majority students. Women

Toward equity through participation in Modeling Instruction in introductory university physics

Directory of Open Access Journals (Sweden)

Eric Brewe

2010-05-01

Full Text Available We report the results of a five year evaluation of the reform of introductory calculus-based physics by implementation of Modeling Instruction (MI at Florida International University (FIU, a Hispanic-serving institution. MI is described in the context of FIU’s overall effort to enhance student participation in physics and science broadly. Our analysis of MI from a “participationist” perspective on learning identifies aspects of MI including conceptually based instruction, culturally sensitive instruction, and cooperative group learning, which are consistent with research on supporting equitable learning and participation by students historically under-represented in physics (i.e., Black, Hispanic, women. This study uses markers of conceptual understanding as measured by the Force Concept Inventory (FCI and odds of success as measured by the ratio of students completing introductory physics and earning a passing grade (i.e., C− or better by students historically under-represented in physics to reflect equity and participation in introductory physics. FCI pre and post scores for students in MI are compared with lecture-format taught students. Modeling Instruction students outperform students taught in lecture-format classes on post instruction FCI (61.9% vs 47.9%, p<0.001, where these benefits are seen across both ethnic and gender comparisons. In addition, we report that the odds of success in MI are 6.73 times greater than in lecture instruction. Both odds of success and FCI scores within Modeling Instruction are further disaggregated by ethnicity and by gender to address the question of equity within the treatment. The results of this disaggregation indicate that although ethnically under-represented students enter with lower overall conceptual understanding scores, the gap is not widened during introductory physics but instead is maintained, and the odds of success for under-represented students is not different from majority students

Effect of language of instruction on physics achievement

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Ho, Kwok K.

This study investigated the relationship between physics achievement and language of instruction in a situation where instruction was in the second language of both students and teachers. One hundred and seventy-six grade ten physics students (first language was Chinese) were selected from four classes of two secondary schools in Hong Kong. For three months (with four lessons per week), two classes of students learned the content material (light and sound) in Chinese and two classes learned the material in English. Group differences were controlled by using individual aptitude scores as covariates in the analysis. There were no differences in achievement, students' motivation, and effort spent in physics in that controlled teaching period. This was probably because the Anglo-Chinese group was sufficiently proficient in English so they did not encounter additional difficulty in learning physics when compared with the Chinese group.

Project Physics Programmed Instruction, Waves 2.

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Harvard Univ., Cambridge, MA. Harvard Project Physics.

This is the second of two programmed instruction booklets on the topic of waves, developed by Harvard Project Physics. It covers the relationships among the frequency, period, wavelength, and speed of a periodic wave. For the first booklet in this series, see SE 015 552. (DT)

Processes and Instructions Encouraging Thai Students Consistently Pass the First Round of The National Physics Academics Olympiads

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Teevasuthornsakul, Chalongchai; Manosuttirit, Artnarong; Suwanno, Chirasak; Sutsaguan, Lanchakorn

2010-07-01

This research focused on the processes and physics instruction of 25 schools located in Bangkok and up-country in Thailand in order to explain why many of their students have passed the first round of the National Physics Academic Olympiads consistently. The high schools in Thailand can apply and support their students and develop their potential in physics. The development of physics professional is the cornerstone of a developing country and increase physics quality base on sciences development in the future in Thailand. The duration of collecting all data was from May 2007 to May 2009. The methodology for this research was the qualitative research method. The researchers interviewed managers, teachers and students at each school location or used semi-structured interview forms. The researchers used the Investigator Triangulation approach to check the qualitative data and the Cause and Effect Analysis approach to analyze situation factors. The results showed that in processes were include 1) enhanced the students with the Academic Olympiads to develop the capacities of students; 2) motivated the students with processes such as good instruction in physics and special privilege in continuing studies in university; and 3) tutorial systems and drill and practice systems support students into subsequent rounds. 4) Admiration activities accommodated the students continually and suitably. Most of the teaching styles used in their lectures, in both basic contents and practice, encouraged students to analyze entrance examination papers, little laboratory. While students say that" They just know that a physics laboratory is very important to study physics after they passed Olympic camp."

Physical Education Teacher Training in Fundamental Movement Skills Makes a Difference to Instruction and Assessment Practices

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Lander, Natalie Jayne; Barnett, Lisa M.; Brown, Helen; Telford, Amanda

2015-01-01

The purpose of this study was to investigate instruction and assessment of fundamental movement skills (FMSs) by Physical Education (PE) teachers of Year 7 girls. Of 168 secondary school PE teachers, many had received little FMSs professional development, and although most assessed student FMSs proficiency, the quality of assessment was variable.…

Common Purposes: Using the Common Core State Standards to Strengthen Physical Education Instruction

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James-Hassan, Martha

2014-01-01

In a climate of high stakes testing in education in America physical education is an oft-overlooked content area. As physical educators, however, we know the value that we have in the educational lives of our students. Instruction in our content area is engaging and immediately applicable to the "real world." The skills and concepts that…

Professionality of Junior High School (SMP) Science Teacher in Preparing Instructional Design of Earth and Space Sciences (IPBA)

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Marlina, L.; Liliasari; Tjasyono, B.; Hendayana, S.

2017-02-01

The teacher is one important factor in the provision of education in schools. Therefore, improving the quality of education means we need to enhance the quality and the professionalism of teachers. We offer a solution through education and training of junior high school science teachers in developing the instructional design of Earth and Space Sciences (IPBA). IPBA is part of the science subjects which is given to students from elementary school to college. This research is a preliminary study of junior high school science teacher professionalism in creating instructional design IPBA. Mixed method design is used to design the research. Preliminary studies conducted on junior high school science teacher in one MGMPs in South Sumatera, and the respondent are 18 teachers from 13 schools. The educational background of science teachers who teach IPBA not only from physical education but also biology and agriculture. The result of preliminary study showed that the ratio of teachers who teach IPBA are 56% from physic education, 39% from biology, and 5% from agriculture. The subjects of IPBA that considered difficult by teachers are the distribution of sun, moon, and satellite motion; specific processes in lithosphere and atmosphere; and the correlation between lithosphere and atmosphere with the environment. The teachers also face difficulty in preparing media, choosing the right methods in teaching IPBA.

Physics Instruction Utilizing Culture-Based Pedagogy

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Nerrie E. Malaluan

2015-11-01

Full Text Available This research assessed topics in physics where culture-based pedagogy may be utilized and the applicability of Batangueño culture to these topics. It also determined the visual presentations which canbe prepared by teachers to incorporate Batangueñoculture in physics instruction. The end purpose of the study was to develop a teaching guide using culture-based pedagogy to reinforce the student’s learning, and help them achieve high academic performance. Descriptive method was adopted with questionnaire as tool in gathering data. Interviews and focus group discussions were also conducted. Thirty physics teachers in public secondary schools of the Division of Batangas City served as respondents. Purposive sampling was applied in determining the respondents. Frequency, percentage, ranking and weighted mean were statistical tools applied. Findings revealed that the culture-based pedagogy that could be utilized in teaching physics was on topics: Constant and Uniformly Acceleration; Work, Power and Energy; Laws of Motion; Projectile Motion; Heat and Light. Batangueño culture was found applicable in teaching physics. The visual presentations which could be used were pictures, powerpoint and video clips. Moreover, the proposed teaching guide utilizing culture-based pedagogy may be used by teachersto heighten students’ interest and motivation and to attain active participation and high achievement. It may be a reference of employing Batangueño culture in teaching the topics. It was recommended that the output be presented to the school heads and supervisors for their comments and suggestions for enrichment of content and application of culture-based pedagogy not only in science but in other learning areas.

Self-determination theory and understanding of student motivation in physical education instruction

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Đorđić Višnja

2010-01-01

Full Text Available Physical education is considered to be a favorable context for accomplishment of important educational outcomes and promotion of physical activity in children and youth. The real scope of physical education instruction largely depends on student motivation. Self-determination theory, as a specific macrotheory of motivation, offers a rewarding framework for understanding student motivation in physical education instruction. The paper presents the basic tenets of self-determination theory, the most important studies in the domain of physical education and didactic and methodical implications. Two mini-theories within the self-determination theory are analyzed in more detail, the cognitive evaluation theory and the organismic integration theory. Empirical verification of the theoretical tenets indicates the existence of typical motivational profiles of students in physical education instruction, the basic psychological needs as mediators of influence of social and interpersonal factors on student motivation, followed by the importance of motivational climate, students' goal orientations and teaching style for self-determination of students' behavior in physical education instruction. Didactic and methodical implications refer to the need for developing a more flexible curriculum of physical education, encouraging a motivational climate, task-focused goal orientations, and, especially, encouraging the perceived moving competence of the student.

Individual and Instructional Determinants of Student Engagement in Physical Education

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Bevans, Katherine; Fitzpatrick, Leslie-Anne; Sanchez, Betty; Forrest, Christopher B.

2012-01-01

This study was conducted to identify student characteristics and instructional factors that impact student engagement in physical education (PE). Data were derived from the systematic observation of 124 sessions taught by 31 physical educators and the administration of health and PE engagement questionnaires to 2,018 students in grades 5–8. Physical activity was directly affected by student engagement and perceived competence in PE and indirectly affected by students’ body image through its association with PE engagement. Multilevel analyses revealed that the proportion of class time devoted to game play was negatively associated with student engagement in PE. Although less frequently used during PE sessions, skill practice was positively associated with student engagement and inactive instruction was negatively associated with student engagement. These effects were particularly pronounced among students with poor competence beliefs. Implications for PE instructional practice and future research are presented. PMID:22844176

Instructional changes based on cogenerative physics reform

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Samuels, Natan; Brewe, Eric; Kramer, Laird

2013-01-01

We describe changes in a physics teacher's pedagogy and cultural awareness that resulted from her students' involvement in reforming their classroom. For this case study, we examined a veteran high school teacher's semester-long use of CMPLE (the Cogenerative Mediation Process for Learning Environments) in her Modeling Instruction classroom. CMPLE is a formative intervention designed to help students and instructors collaborate to change classroom dynamics, based on how closely the environment matches their learning preferences. Analysis of classroom videos, interviews, and other artifacts indicates that adapting the environment to align with the preferences of that shared culture affected the instructor in complex ways. We will trace her teaching practices and her self-described awareness of the culture of learning, to highlight notable changes. The teacher espoused deeper understanding of her students' physics learning experience, which she gained from including students in responding to their own individual and collective learning preferences.

Instructional strategies for online introductory college physics based on learning styles

Science.gov (United States)

Ekwue, Eleazer U.

The practical nature of physics and its reliance on mathematical presentations and problem solving pose a challenge toward presentation of the course in an online environment for effective learning experience. Most first-time introductory college physics students fail to grasp the basic concepts of the course and the problem solving skills if the instructional strategy used to deliver the course is not compatible with the learners' preferred learning styles. This study investigates the effect of four instructional strategies based on four learning styles (listening, reading, iconic, and direct-experience) to improve learning for introductory college physics in an online environment. Learning styles of 146 participants were determined with Canfield Learning Style inventory. Of the 85 learners who completed the study, research results showed a statistically significant increase in learning performance following the online instruction in all four learning style groups. No statistically significant differences in learning were found among the four groups. However, greater significant academic improvement was found among learners with iconic and direct-experience modes of learning. Learners in all four groups expressed that the design of the unit presentation to match their individual learning styles contributed most to their learning experience. They were satisfied with learning a new physics concept online that, in their opinion, is either comparable or better than an instructor-led classroom experience. Findings from this study suggest that learners' performance and satisfaction in an online introductory physics course could be improved by using instructional designs that are tailored to learners' preferred ways of learning. It could contribute toward the challenge of providing viable online physics instruction in colleges and universities.

Illustrated instructions for mechanical quality assurance of a medical linear accelerator.

Science.gov (United States)

Court, Laurence; Wang, He; Aten, David; Brown, Derek; MacGregor, Hannelie; du Toit, Monique; Chi, Melinda; Gao, Song; Yock, Adam; Aristophanous, Michalis; Balter, Peter

2018-03-03

The purpose of this study was to develop and test a set of illustrated instructions for effective training for mechanical quality assurance (QA) of medical linear accelerators (linac). Illustrated instructions were created for mechanical QA and underwent several steps of review, testing, and refinement. Eleven testers with no recent QA experience were then recruited from our radiotherapy department (one student, two computational scientists, and eight dosimetrists). This group was selected because they have experience of radiation therapy but no preconceived ideas about how to do QA. The following parameters were progressively decalibrated on a Varian C-series linac: Group A = gantry angle, ceiling laser position, X1 jaw position, couch longitudinal position, physical graticule position (five testers); Group B = Group A + wall laser position, couch lateral and vertical position, collimator angle (three testers); Group C = Group B + couch angle, wall laser angle, and optical distance indicator (three testers). Testers were taught how to use the linac and then used the instructions to try to identify these errors. An experienced physicist observed each session, giving support on machine operation as necessary. Testers were able to follow the instructions. They determined gantry, collimator, and couch angle errors within 0.4°, 0.3°, and 0.9° of the actual changed values, respectively. Laser positions were determined within 1 mm and jaw positions within 2 mm. Couch position errors were determined within 2 mm and 3 mm for lateral/longitudinal and vertical errors, respectively. Accessory-positioning errors were determined within 1 mm. Optical distance indicator errors were determined within 2 mm when comparing with distance sticks and 6 mm when using blocks, indicating that distance sticks should be the preferred approach for inexperienced staff. Inexperienced users were able to follow these instructions and catch errors within the criteria suggested

Modeling Instruction in AP Physics C: Mechanics and Electricity and Magnetism

Science.gov (United States)

Belcher, Nathan Tillman

This action research study used data from multiple assessments in Mechanics and Electricity and Magnetism to determine the viability of Modeling Instruction as a pedagogy for students in AP Physics C: Mechanics and Electricity and Magnetism. Modeling Instruction is a guided-inquiry approach to teaching science in which students progress through the Modeling Cycle to develop a fully-constructed model for a scientific concept. AP Physics C: Mechanics and Electricity and Magnetism are calculus-based physics courses, approximately equivalent to first-year calculus-based physics courses at the collegiate level. Using a one-group pretest-posttest design, students were assessed in Mechanics using the Force Concept Inventory, Mechanics Baseline Test, and 2015 AP Physics C: Mechanics Practice Exam. With the same design, students were assessed in Electricity and Magnetism on the Brief Electricity and Magnetism Assessment, Electricity and Magnetism Conceptual Assessment, and 2015 AP Physics C: Electricity and Magnetism Practice Exam. In a one-shot case study design, student scores were collected from the 2017 AP Physics C: Mechanics and Electricity and Magnetism Exams. Students performed moderately well on the assessments in Mechanics and Electricity and Magnetism, demonstrating that Modeling Instruction is a viable pedagogy in AP Physics C: Electricity and Magnetism.

Coaching: Impacting Teacher Behavior to Improve the Quality of Classroom Instruction

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Black, Melanie R.

2012-01-01

This study addressed the extent to which coaching, as a specific type of professional development, impacted teacher behavior and instructional quality. Specifically, this study sought to determine the extent to which teachers understood and used Marzano's nine high-yield strategies as a result of their participation in six weeks of on-site…

Impact of Simulator-Based Instruction on Diagramming in Geometrical Optics by Introductory Physics Students.

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Reiner, Miriam; And Others

1995-01-01

Observations of high school physics students in an instructional experiment with an interactive learning environment in geometrical optics indicated that students in the Optics Dynagrams Project went through major conceptual developments as reflected in the diagrams they constructed. (Author/MKR)

Writing Useful Instructional Objectives in Physical Education

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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…

Towards a high quality high school workforce: A longitudinal, demographic analysis of U.S. public school physics teachers

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Gregory T. Rushton

2017-10-01

Full Text Available Efforts to improve the number and quality of the high school physics teaching workforce have taken several forms, including those sponsored by professional organizations. Using a series of large-scale teacher demographic data sets from the National Center for Education Statistics (NCES, this study sought to investigate trends in teacher quality at the national level in the two and a half decades between 1987 and 2012. Specifically, we investigated (i details about the degree backgrounds, main teaching assignments, and experience levels of those assigned to teach physics; (ii whether the proportion of those with certifications in physics as a fraction of the entire physics teaching workforce had changed; and (iii if workforce diversity (with respect to race and gender had changed over time. Our data indicate that trends in these domains have generally been positive, but still fall short of having a highly qualified physics teacher in each classroom. Additionally, the population of physics teachers has more novices and fewer veterans than it did 10 years ago, although veteran physics teachers are not as rare as those in other branches of high school STEM fields. We also analyzed trends in physics teacher race and gender diversity and found them to lag behind other STEM and non-STEM teacher communities. High school physics is still mostly taught by white males with backgrounds from outside of physics. Implications for future policy decisions at the local and national levels are discussed, including attending to the specific needs of degree-holding and non-degree-holding physics teachers separately and localizing teacher recruitment and preparation efforts in regional centers.

Towards a high quality high school workforce: A longitudinal, demographic analysis of U.S. public school physics teachers

Science.gov (United States)

Rushton, Gregory T.; Rosengrant, David; Dewar, Andrew; Shah, Lisa; Ray, Herman E.; Sheppard, Keith; Watanabe, Lynn

2017-12-01

Efforts to improve the number and quality of the high school physics teaching workforce have taken several forms, including those sponsored by professional organizations. Using a series of large-scale teacher demographic data sets from the National Center for Education Statistics (NCES), this study sought to investigate trends in teacher quality at the national level in the two and a half decades between 1987 and 2012. Specifically, we investigated (i) details about the degree backgrounds, main teaching assignments, and experience levels of those assigned to teach physics; (ii) whether the proportion of those with certifications in physics as a fraction of the entire physics teaching workforce had changed; and (iii) if workforce diversity (with respect to race and gender) had changed over time. Our data indicate that trends in these domains have generally been positive, but still fall short of having a highly qualified physics teacher in each classroom. Additionally, the population of physics teachers has more novices and fewer veterans than it did 10 years ago, although veteran physics teachers are not as rare as those in other branches of high school STEM fields. We also analyzed trends in physics teacher race and gender diversity and found them to lag behind other STEM and non-STEM teacher communities. High school physics is still mostly taught by white males with backgrounds from outside of physics. Implications for future policy decisions at the local and national levels are discussed, including attending to the specific needs of degree-holding and non-degree-holding physics teachers separately and localizing teacher recruitment and preparation efforts in regional centers.

Learning physics: A comparative analysis between instructional design methods

Science.gov (United States)

Mathew, Easow

The purpose of this research was to determine if there were differences in academic performance between students who participated in traditional versus collaborative problem-based learning (PBL) instructional design approaches to physics curricula. This study utilized a quantitative quasi-experimental design methodology to determine the significance of differences in pre- and posttest introductory physics exam performance between students who participated in traditional (i.e., control group) versus collaborative problem solving (PBL) instructional design (i.e., experimental group) approaches to physics curricula over a college semester in 2008. There were 42 student participants (N = 42) enrolled in an introductory physics course at the research site in the Spring 2008 semester who agreed to participate in this study after reading and signing informed consent documents. A total of 22 participants were assigned to the experimental group (n = 22) who participated in a PBL based teaching methodology along with traditional lecture methods. The other 20 students were assigned to the control group (n = 20) who participated in the traditional lecture teaching methodology. Both the courses were taught by experienced professors who have qualifications at the doctoral level. The results indicated statistically significant differences (p traditional (i.e., lower physics posttest scores and lower differences between pre- and posttest scores) versus collaborative (i.e., higher physics posttest scores, and higher differences between pre- and posttest scores) instructional design approaches to physics curricula. Despite some slight differences in control group and experimental group demographic characteristics (gender, ethnicity, and age) there were statistically significant (p = .04) differences between female average academic improvement which was much higher than male average academic improvement (˜63%) in the control group which may indicate that traditional teaching methods

Does physics instruction foster university students' cognitive processes?: A descriptive study of teacher activities

Science.gov (United States)

Ferguson-Hessler, Monica G. M.; de Jong, Ton

This study aims at giving a systematic description of the cognitive activities involved in teaching physics. Such a description of instruction in physics requires a basis in two models, that is, the cognitive activities involved in learning physics and the knowledge base that is the foundation of expertise in that subject. These models have been provided by earlier research. The model of instruction distinguishes three main categories of instruction process: presenting new information, integrating (i.e., bringing structure into) new knowledge, and connecting elements of new knowledge to prior knowledge. Each of the main categories has been divided into a number of specific instruction processes. Hereby any limited and specific cognitive teacher activity can be described along the two dimensions of process and type of knowledge. The model was validated by application to lectures and problem-solving classes of first year university courses. These were recorded and analyzed as to instruction process and type of knowledge. Results indicate that teachers are indeed involved in the various types of instruction processes defined. The importance of this study lies in the creation of a terminology that makes it possible to discuss instruction in an explicit and specific way.

The effects of laboratory inquire-based experiments and computer simulations on high school students‘ performance and cognitive load in physics teaching

Directory of Open Access Journals (Sweden)

Radulović Branka

2016-01-01

Full Text Available The main goal of this study was to examine the extent to which different teaching instructions focused on the application of laboratory inquire-based experiments (LIBEs and interactive computer based simulations (ICBSs improved understanding of physical contents in high school students, compared to traditional teaching approach. Additionally, the study examined how the applied instructions influenced students’ assessment of invested cognitive load. A convenience sample of this research included 187 high school students. A multiple-choice test of knowledge was used as a measuring instrument for the students’ performance. Each task in the test was followed by the five-point Likert-type scale for the evaluation of invested cognitive load. In addition to descriptive statistics, determination of significant differences in performance and cognitive load as well as the calculation of instructional efficiency of applied instructional design, computed one-factor analysis of variance and Tukey’s post-hoc test. The findings indicate that teaching instructions based on the use of LIBEs and ICBSs equally contribute to an increase in students’ performance and the reduction of cognitive load unlike traditional teaching of Physics. The results obtained by the students from the LIBEs and ICBSs groups for calculated instructional efficiency suggest that the applied teaching strategies represent effective teaching instructions. [Projekat Ministarstva nauke Republike Srbije, br. 179010: The Quality of Education System in Serbia from European Perspective

Dynamic Effects of Teacher Turnover on the Quality of Instruction. Working Paper 170

Science.gov (United States)

Hanushek, Eric A.; Rivkin, Steven G.; Schiman, Jeffrey C.

2016-01-01

It is widely believed that teacher turnover adversely affects the quality of instruction in urban schools serving predominantly disadvantaged children, and a growing body of research investigates various components of turnover effects. The evidence at first seems contradictory, as the quality of instruction appears to decline following turnover…

An Investigation into Physics Teaching in Senior High Schools

Science.gov (United States)

Buabeng, Isaac; Ossei-Anto, Theophilus Aquinas; Ampiah, Joseph Ghartey

2014-01-01

This study sought to examine the activities that go on in physics classrooms in Senior High Schools in Ghana. Specifically, the study sought to investigate the pattern of interaction and instructional methods used for teaching physics and level of coverage of physics syllabus. The survey design was employed for the study in which questionnaire was…

Defining Instructional Quality by Employing the Total Quality Management (TQM) Method: A Research Project.

Science.gov (United States)

Croker, Robert E.; And Others

The feasibility of using W. E. Deming's total quality management (TQM) method to define instructional quality was examined by surveying three groups of students attending Idaho State University's College of Education and School of Applied Technology: 31 students seeking cosmetology certification; 75 undergraduates pursuing degrees in corporate…

Generalizing from Observations of Mathematics Teachers' Instructional Practice Using the Instructional Quality Assessment

Science.gov (United States)

Wilhelm, Anne Garrison; Kim, Sungyeun

2015-01-01

One crucial question for researchers who study teachers' classroom practice is how to maximize information about what is happening in classrooms while minimizing costs. This report extends prior studies of the reliability of the Instructional Quality Assessment (IQA), a widely used classroom observation toolkit, and offers insight into the often…

The Functioning of Context-Based Physics Instruction in Higher Education

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Tural, Guner

2014-01-01

The effects of the context-based approach have been discussed in educational settings as one of the innovative instructional approaches. Many countries throughout the world have implemented context-based physics projects or programs to make physics more relevant to students' lives. This paper examined the effects of context-based physics…

ExStroke Pilot Trial of the effect of repeated instructions to improve physical activity after ischaemic stroke

DEFF Research Database (Denmark)

Boysen, Gudrun; Krarup, Lars-Henrik; Zeng, Xianrong

2009-01-01

To investigate if repeated verbal instructions about physical activity to patients with ischaemic stroke could increase long term physical activity.......To investigate if repeated verbal instructions about physical activity to patients with ischaemic stroke could increase long term physical activity....

Applied Physics Modules: Notes, Instructions, Data Sheets, Tests, and Test Answer Keys.

Science.gov (United States)

Southeast Community Coll., Lincoln, NE.

These user instructions and related materials are designed to accompany a series of twenty-three applied physics modules which have been developed for postsecondary students in electrical, electronics, machine tool, metals, manufacturing, automotive, diesel, architecture, and civil drafting occupational programs. The instructions include an…

Research-based active-learning instruction in physics

Science.gov (United States)

Meltzer, David E.; Thornton, Ronald K.

2013-04-01

The development of research-based active-learning instructional methods in physics has significantly altered the landscape of U.S. physics education during the past 20 years. Based on a recent review [D.E. Meltzer and R.K. Thornton, Am. J. Phys. 80, 478 (2012)], we define these methods as those (1) explicitly based on research in the learning and teaching of physics, (2) that incorporate classroom and/or laboratory activities that require students to express their thinking through speaking, writing, or other actions that go beyond listening and the copying of notes, or execution of prescribed procedures, and (3) that have been tested repeatedly in actual classroom settings and have yielded objective evidence of improved student learning. We describe some key features common to methods in current use. These features focus on (a) recognizing and addressing students' physics ideas, and (b) guiding students to solve problems in realistic physical settings, in novel and diverse contexts, and to justify or explain the reasoning they have used.

Instructional quality of lower grades natural science classes: the ...

African Journals Online (AJOL)

... classes: the case of primary schools linked to Kemise College of Teacher Education. ... the quality of natural science education classroom instruction in lower grade ... on pedagogical and subject matter issue, closer support and supervision.

A cross-cultural, multilevel study of inquiry-based instruction effects on conceptual understanding and motivation in physics

Science.gov (United States)

Negishi, Meiko

Student achievement and motivation to learn physics is highly valued in many industrialized countries including the United States and Japan. Science education curricula in these countries emphasize the importance and encourage classroom teachers to use an inquiry approach. This dissertation investigated high school students' motivational orientations and their understanding of physics concepts in a context of inquiry-based instruction. The goals were to explore the patterns of instructional effects on motivation and learning in each country and to examine cultural differences and similarities. Participants consisted of 108 students (55 females, 53 males) and 9 physics teachers in the United States and 616 students (203 females and 413 males) and 11 physics teachers in Japan. Students were administered (a) Force Concept Inventory measuring physics conceptual understanding and (b) Attitudes about Science Questionnaire measuring student motivational orientations. Teachers were given a survey regarding their use of inquiry teaching practices and background information. Additionally, three teachers in each country were interviewed and observed in their classrooms. For the data analysis, two-level hierarchical linear modeling (HLM) methods were used to examine individual student differences (i.e., learning, motivation, and gender) within each classroom (i.e., inquiry-based teaching, teaching experience, and class size) in the U.S. and Japan, separately. Descriptive statistical analyses were also conducted. The results indicated that there was a cultural similarity in that current teaching practices had minimal influence on conceptual understanding as well as motivation of high school students between the U.S. and Japan. In contrast, cultural differences were observed in classroom structures and instructional approaches. Furthermore, this study revealed gender inequity in Japanese students' conceptual understanding and self-efficacy. Limitations of the study, as well as

Water Quality Instructional Resources Information System (IRIS): A Compilation of Abstracts to Water Quality and Water Resources Materials. Supplement 34, 1988.

Science.gov (United States)

Ohio State Univ., Columbus, OH. Information Reference Center for Science, Mathematics, and Environmental Education.

The Environmental Quality Instructional Resources Center in Columbus, Ohio, acquires, reviews, indexes, and announces both print (books, modules, units, etc.) and non-print (films, slides, video tapes, etc.) materials related to water quality and water resources education and instruction. In addition some materials related to pesticides, hazardous…

Water Quality Instructional Resources Information System (IRIS): A Compilation of Abstracts to Water Quality and Water Resources Materials. Supplement 32, 1987.

Science.gov (United States)

Ohio State Univ., Columbus, OH. Information Reference Center for Science, Mathematics, and Environmental Education.

The Environmental Quality Instructional Resources Center in Columbus, Ohio, acquires, reviews, indexes, and announces both print (books, modules, units, etc.) and non-print (films, slides, video tapes, etc.) materials related to water quality and water resources education and instruction. In addition some materials related to pesticides, hazardous…

Engaging Students In Modeling Instruction for Introductory Physics

Science.gov (United States)

Brewe, Eric

2016-05-01

Teaching introductory physics is arguably one of the most important things that a physics department does. It is the primary way that students from other science disciplines engage with physics and it is the introduction to physics for majors. Modeling instruction is an active learning strategy for introductory physics built on the premise that science proceeds through the iterative process of model construction, development, deployment, and revision. We describe the role that participating in authentic modeling has in learning and then explore how students engage in this process in the classroom. In this presentation, we provide a theoretical background on models and modeling and describe how these theoretical elements are enacted in the introductory university physics classroom. We provide both quantitative and video data to link the development of a conceptual model to the design of the learning environment and to student outcomes. This work is supported in part by DUE #1140706.

Improving Instruction through a Videotape Library.

Science.gov (United States)

Batesky, James

1979-01-01

Videotape and a videotape library can be used to expand the quality of instruction of a physical education program by allowing greater diversity of material taught and increased use of professionals and experts in various sports. (JMF)

Effectiveness of Tutorials for Introductory Physics in Argentinean high schools

Directory of Open Access Journals (Sweden)

J. Benegas

2014-03-01

Full Text Available This longitudinal study reports the results of a replication of Tutorials in Introductory Physics in high schools of a Latin-American country. The main objective of this study was to examine the suitability of Tutorials for local science education reform. Conceptual learning of simple resistive electric circuits was determined by the application of the single-response multiple-choice test “Determining and Interpreting Resistive Electric Circuits Concepts Test” (DIRECT to high school classes taught with Tutorials and traditional instruction. The study included state and privately run schools of different socioeconomic profiles, without formal laboratory space and equipment, in classes of mixed-gender and female-only students, taught by novice and experienced instructors. Results systematically show that student learning is significantly higher in the Tutorials classes compared with traditional teaching for all of the studied conditions. The results also show that long-term learning (one year after instruction in the Tutorials classes is highly satisfactory, very similar to the performance of the samples of college students used to develop the test DIRECT. On the contrary, students following traditional instruction returned one year after instruction to the poor performance (<20% shown before instruction, a result compatible with the very low level of conceptual knowledge of basic physics recently determined by a systematic study of first-year students attending seven universities in Spain and four Latin-American countries. Some replication and adaptation problems and difficulties of this experience are noted, as well as recommendations for successful use of Tutorials in high schools of similar educational systems.

Teaching mathematical word problem solving: the quality of evidence for strategy instruction priming the problem structure.

Science.gov (United States)

Jitendra, Asha K; Petersen-Brown, Shawna; Lein, Amy E; Zaslofsky, Anne F; Kunkel, Amy K; Jung, Pyung-Gang; Egan, Andrea M

2015-01-01

This study examined the quality of the research base related to strategy instruction priming the underlying mathematical problem structure for students with learning disabilities and those at risk for mathematics difficulties. We evaluated the quality of methodological rigor of 18 group research studies using the criteria proposed by Gersten et al. and 10 single case design (SCD) research studies using criteria suggested by Horner et al. and the What Works Clearinghouse. Results indicated that 14 group design studies met the criteria for high-quality or acceptable research, whereas SCD studies did not meet the standards for an evidence-based practice. Based on these findings, strategy instruction priming the mathematics problem structure is considered an evidence-based practice using only group design methodological criteria. Implications for future research and for practice are discussed. © Hammill Institute on Disabilities 2013.

Developing android-based science instructional media to improve scientific literacy of junior high school students

Science.gov (United States)

Farida, I. I.; Jumadi; Wilujeng; Senam

2018-04-01

The aims of this study are: to develop android-based science instructional media and to reveal the characteristic, the quality, and the effectiveness of android-based science instructional media with global warming topic to increase junior high school students’ scientific literacy. This study is a development research. The instructional media were reviewed by a media expert, a material expert, science teachers, peer reviewers, and students. The data was collected using media evaluation questionnaires. The results of the study showed that: (1) the android-based science instructional media has characteristics including interesting visualization, easy to use, flexible, and practical, (2) the android-based science instructional media was appropriate for teaching, in terms of material evaluation aspects, media evaluation aspects, and based on student test results, and (3) the android-based science instructional media can effectively used for teaching.

Ordeals of Physics Instruction in Nigerian Secondary Schools: Way Forward for the Attainment of Global Competitiveness

Science.gov (United States)

Aderonmu, Temitope S. B.; Obafemi, Deborah T. A.

2015-01-01

Physics instruction in secondary schools is a fundamental panacea towards achieving scientific knowledgeable citizens which can propel a nation in the realization of a sustainable economic force. This paper therefore x-rayed ordeals of physics instruction in Nigerian secondary schools and the way forward for the attainment of global…

Towards a high quality high school workforce: A longitudinal, demographic analysis of U.S. public school physics teachers

OpenAIRE

Gregory T. Rushton; David Rosengrant; Andrew Dewar; Lisa Shah; Herman E. Ray; Keith Sheppard; Lynn Watanabe

2017-01-01

Efforts to improve the number and quality of the high school physics teaching workforce have taken several forms, including those sponsored by professional organizations. Using a series of large-scale teacher demographic data sets from the National Center for Education Statistics (NCES), this study sought to investigate trends in teacher quality at the national level in the two and a half decades between 1987 and 2012. Specifically, we investigated (i) details about the degree backgrounds, ma...

Using instructional logs to identify quality in educational settings.

Science.gov (United States)

Rowan, Brian; Jacob, Robin; Correnti, Richard

2009-01-01

When attempting to identify educational settings that are most effective in improving student achievement, classroom process (that is, the way in which a teacher interacts with his or her students) is a key feature of interest. Unfortunately, high-quality assessment of the student-teacher interaction occurs all too infrequently, despite the critical role that understanding and measuring such processes can play in school improvement. This article discusses the strengths and weaknesses of two common approaches to studying these processes-direct classroom observation and annual surveys of teachers-and then describes the ways in which instructional logs can be used to overcome some of the limitations of these two approaches when gathering data on curriculum content and coverage. Classroom observations are expensive, require extensive training of raters to ensure consistency in the observations, and because of their expense generally cannot be conducted frequently enough to enable the researcher to generalize observational findings to the entire school year or illuminate the patterns of instructional change that occur across the school year. Annual surveys are less expensive but often suffer from self-report bias and the bias that occurs when teachers are asked to retrospectively report on their activities over the course of a single year. Instructional logs offer a valid, reliable, and relatively cost-effective alternative for collecting detailed information about classroom practice and can overcome some of the limitations of both observations and annual surveys.

Student Voice on the Instructional Qualities of the Effective English Language Teacher: A Collective Case Study

Directory of Open Access Journals (Sweden)

Corinne Vong Siu Phern

2013-01-01

Full Text Available A majority of Malaysian students only have average English language proficiency, although instructional qualities of the effective English language teacher have by far been expounded by English language experts. Thus, this study aimed to investigate the extent to which the responses of student voice representing above average, average and below average English language proficiency from the primary, secondary and tertiary levels - have agreed with expert opinion’s description of instructional qualities of the effective English language teacher. In this respect, student voice was analysed using triangulation not only on the instructional qualities discussed, but also on the literature review. Interesting findings revealed that student voice still had something extra to contribute in determining the instructional qualities of the effective English language teacher, with a touch of irony and constructive criticism on how such qualities of English language teachers/lecturers could still improve, so as to appear more effective in learners’ eyes.

The effects of video-based and activity-based instruction on high school students' knowledge, attitudes, and behavioral intentions related to seat belt use

Science.gov (United States)

Jones, Tudor Griffith, III

The purpose of this study was to determine the effect of video-based science instruction and accompanying activity-based instruction on the knowledge, attitudes, and behavioral intentions of high school students' use of seat belts. Secondarily, the purpose was to determine order effects and interactions between the two treatments used in the study: video-based instruction and hands-on activity-based instruction. The study used Ajzen and Fishbein's theory of reasoned action to investigate the factors influencing high school students' behavioral intentions regarding seat belt use. This study used a pretest-posttest-posttest treatment design. Data were collected on 194 students in high school introductory biology and chemistry classes in Gainesville, Florida. Ten intact high school science classes (eight treatment and two control) took pretests and posttests measuring physics knowledge, attitudes, and behavioral intentions toward seat belt use prior to and after participating in the two treatments. The treatment group students participated in at least 500 minutes of instructional time divided among five lessons over 10 instructional days. All participants were pretested on physics knowledge, attitudes, and behavioral intentions toward seat belt use prior to two treatments. Treatment A was defined as participating in one 50-minute video-based instructional lesson. Treatment B was defined as participating in four hands-on science activities regarding crash-related physics concepts. Cronbach's coefficient alpha was used for analysis of the researcher-designed instruments, and ANOVA was used to analyze the data. The results of the analyses (p young adults.

Towards a High Quality High School Workforce: A Longitudinal, Demographic Analysis of U.S. Public School Physics Teachers

Science.gov (United States)

Rushton, Gregory T.; Rosengrant, David; Dewar, Andrew; Shah, Lisa; Ray, Herman E.; Sheppard, Keith; Watanabe, Lynn

2017-01-01

Efforts to improve the number and quality of the high school physics teaching workforce have taken several forms, including those sponsored by professional organizations. Using a series of large-scale teacher demographic data sets from the National Center for Education Statistics (NCES), this study sought to investigate trends in teacher quality…

Delivering high quality hip fracture rehabilitation: the perspective of occupational and physical therapy practitioners.

Science.gov (United States)

Leland, Natalie E; Lepore, Michael; Wong, Carin; Chang, Sun Hwa; Freeman, Lynn; Crum, Karen; Gillies, Heather; Nash, Paul

2018-03-01

The majority of post-acute hip fracture rehabilitation in the US is delivered in skilled nursing facilities (SNFs). Currently, there are limited guidelines that equip occupational and physical therapy practitioners with a summary of what constitutes evidence-based high quality rehabilitation. Thus, this study aimed to identify rehabilitation practitioners' perspectives on the practices that constitute high quality hip fracture rehabilitation. Focus groups were conducted with 99 occupational and physical therapy practitioners working in SNFs in southern California. Purposive sampling of facilities was conducted to capture variation in key characteristics known to impact care delivery for this patient population (e.g., financial resources, staffing, and patient case-mix). Questions aimed to elicit practitioners' perspectives on high quality hip fracture rehabilitation practices. Each session was audio-recorded and transcribed. Data were systematically analyzed using a modified grounded theory approach. Seven themes emerged: objectives of care; first 72 h; positioning, pain, and precautions; use of standardized assessments; episode of care practices; facilitating insight into progress; and interdisciplinary collaboration. Clinical guidelines are critical tools to facilitate clinical decision-making and achieve desired patient outcomes. The findings of this study highlight the practitioners' perspective on what constitutes high quality hip fracture rehabilitation. This work provides critical information to advance the development of stakeholder-driven rehabilitation clinical guidelines. Future research is needed to verify the findings from other stakeholders (e.g., patients), ensure the alignment of our findings with current evidence, and develop measures for evaluating their delivery and relationship to desired outcomes. Implications for Rehabilitation This study highlights occupational and physiotherapy therapy practitioners' perspectives on the cumulative best

Literacy Instruction for Young Children with Severe Speech and Physical Impairments: A Systematic Review

Science.gov (United States)

Stauter, Donna W.; Myers, Sarah R.; Classen, Audra I.

2017-01-01

Children with severe speech and physical impairment who use augmentative and alternative communication (AAC) present unique challenges in literacy development. Traditional reading instruction has not met these students' needs. Occupational therapy and speech therapy provide supports to mediate limitations to literacy instruction. A systematic…

Delivery of Instructions via Mobile Social Media App Increases Quality of Bowel Preparation.

Science.gov (United States)

Kang, Xiaoyu; Zhao, Lina; Leung, Felix; Luo, Hui; Wang, Limei; Wu, Ji; Guo, Xiaoyang; Wang, Xiangping; Zhang, Linhui; Hui, Na; Tao, Qin; Jia, Hui; Liu, Zhiguo; Chen, Zhangqin; Liu, Junjun; Wu, Kaichun; Fan, Daiming; Pan, Yanglin; Guo, Xuegang

2016-03-01

Bowel preparation is closely linked to the quality of colonoscopy. We investigated whether delivery of instructions via a social media app increases the quality of colonoscopy by improving adequacy of bowel preparation. We performed a prospective study at 3 endoscopic centers in China of 770 colonoscopy outpatients (18-80 years old) with convenient access to Wechat (a widely used mobile social media app) from May through November 2014. Patients were randomly assigned to groups that received standard education along with delivery of interactive information via Wechat (n = 387) or standard education (controls, n = 383). The primary outcome was proportion of patients with adequate bowel preparation (Ottawa score <6). Secondary outcomes included rates of adenoma detection and cecal intubation, cecal intubation time, rates of incomplete compliance with instructions, and patient willingness to repeat bowel preparation. Demographic features were comparable between the groups. A higher proportion of patients in the group that received social media instruction had adequate bowel preparation than the control group (82.2% vs 69.5%, P < .001). Among patients with successful colonoscopies, the group that received social media instruction had lower mean total and segmental Ottawa scores (P < .05). A higher proportion of patients receiving social media instruction also had cecal intubation (97.2% vs 93.2% in controls, P = .014) and were found to have adenomas (18.6% vs 12.0% in controls, P = .012). Instruction via a mobile social media app, in conjunction with regular instruction, increases subjective measures of adequacy of bowel preparation. Use of the app significantly increased the proportion of patients with successful cecal intubation and in whom adenomas were detected, indicating increased quality of colonoscopy. ClinicalTrials.gov number: NCT02140827. Copyright © 2016 AGA Institute. Published by Elsevier Inc. All rights reserved.

A Deliberate Practice Instructional Approach for Upper Division Physics Courses

Science.gov (United States)

Jones, David

2015-05-01

In upper division physics courses, an overarching educational goal is to have students think about and use the material much as a practicing physicist in the field does. Specifically, this would include knowledge (such as concepts, formalism, and instruments), approaches, and metacognitive skills that physicists use in solving ``typical'' (research context) problems to both understand and predict physical observations and accompanying models. Using an interactive instructional approach known as deliberate practice (described earlier in this session) we will discuss our work on how to provide students with the necessary practice and feedback to achieve these skills in a core DAMOP course of modern optics. We present the results of a direct and explicit comparison between this approach and traditional lecture-based instruction revealing evidence that a significant improvement of the students' mastery of these skills occurs when deliberate practice is employed. Our work was supported by the University of British Columbia through the CWSEI.

The medical instructional questionnaire used to assess the quality of ...

African Journals Online (AJOL)

The medical instructional questionnaire used to assess the quality of South ... led to the development of a questionnaire to measure students' perceptions of their ... use of the instrument is the provision of more specific feedback to preceptors ...

Effectiveness of basic life support instruction in physical education students--a pilot study.

Science.gov (United States)

Bielec, Grzegorz; Klajman, Paweł; Pęczak-Graczyk, Alicja

2014-01-01

According to the literature, 40% of injuries affecting school-age children are sports related. The role of physical education students, as future teachers, seems to be of high importance in terms of protecting children's safety during sports classes. The aim is to evaluate the level of basic life support (BLS) knowledge and skills in physical education students instructed with the use of different methods. Second-year physical education students (n=104, M age=20±0.6 years) were randomly assigned to three groups: experimental 1 (E1), experimental 2 (E2), and control (C). Group E1 students participated in a 2-hour BLS course based on computer-assisted presentations. Group E2 trainees practiced BLS algorithm in pairs during a 2-hour course. No manikins were used in both intervention groups. Students of Group C were asked to learn BLS algorithm on their own. All groups fulfilled a 10-question multiple-choice test on BLS at the beginning and the end of the experiment. After completing the course participants performed BLS on a manikin. The results of knowledge test were not significant before an experiment but differed essentially among the groups afterward (analysis of variance contrast analysis, peducation students. Moreover, permanent consultation on instructional methods with emergency medicine experts is recommended for university teachers.

The Development of Virtual Laboratory Using ICT for Physics in Senior High School

Science.gov (United States)

Masril, M.; Hidayati, H.; Darvina, Y.

2018-04-01

One of the problems found in the implementation of the curriculum in 2013 is not all competency skills can be performed well. Therefore, to overcome these problems, virtual laboratory designed to improve the mastery of concepts of physics. One of the design objectives virtual laboratories is to improve the quality of education and learning in physics in high school. The method used in this study is a research method development four D model with the definition phase, design phase, development phase, and dissemination phase. Research has reached the stage of development and has been tested valid specialist. The instrument used in the research is a questionnaire consisting of: 1) the material substance; 2) The display of visual communication; 3) instructional design; 4) the use of software; and 5) Linguistic. The research results is validity in general has been a very good category (85.6), so that the design of virtual labs designed can already be used in high school.

Teaching for physical literacy: Implications to instructional design and PETE

Directory of Open Access Journals (Sweden)

Stephen Silverman

2015-06-01

Full Text Available Physical education teachers play an important role in helping students' development of the motor skills needed to be physically literate individuals. Research suggests that teacher made instructional design decisions can lead to enhanced motor skill learning. After presenting a model of evidence-based research this paper presents information that will help teachers plan and execute lessons designed to improve students' motor skills. Variables that impact motor skill learning in physical education including time, type of practice, content, presentation and organizational strategies, and student skill level are presented and discussed. A brief section on student attitudes, their relation to motor skill learning and to physical literacy is included. Motor skills are needed for physically literate people to enjoy lifelong physical activity. Physical education teachers and the decisions they make contribute to students' learning and whether the goal of physical literacy is met.

Does physics instruction foster university students' cognitive processes? : a descriptive study of teacher activities

NARCIS (Netherlands)

Ferguson - Hessler, M.G.M.; Jong, de T.

1993-01-01

This study aims at giving a systematic description of the cognitive activities involved in teaching physics. Such a description of instruction in physics requires a basis in two models, that is, the cognitive activities involved in learning physics and the knowledge base that is the foundation of

Effects of Instructional Physical Activity Courses on Overall Physical Activity and Mood in University Students

Science.gov (United States)

Annesi, James J.; Porter, Kandice J.; Hill, Grant M.; Goldfine, Bernard D.

2017-01-01

Purpose: The aim of this research was to assess the association between university-based instructional physical activity (PA) courses and changes in overall PA levels and negative mood and their interrelations. The study also sought to determine the amount of change in PA required to significantly improve mood in course enrollees. Method:…

Instruction manual for ORNL tandem high abundance sensitivity mass spectrometer

International Nuclear Information System (INIS)

Smith, D.H.; McKown, H.S.; Chrisite, W.H.; Walker, R.L.; Carter, J.A.

1976-06-01

This manual describes the physical characteristics of the tandem mass spectrometer built by Oak Ridge National Laboratory for the International Atomic Energy Agency. Specific requirements met include ability to run small samples, high abundance sensitivity, good precision and accuracy, and adequate sample throughput. The instrument is capable of running uranium samples as small as 10 -12 g and has an abundance sensitivity in excess of 10 6 . Precision and accuracy are enhanced by a special sweep control circuit. Sample throughput is 6 to 12 samples per day. Operating instructions are also given

Inquiry-Based Instruction and High Stakes Testing

Science.gov (United States)

Cothern, Rebecca L.

Science education is a key to economic success for a country in terms of promoting advances in national industry and technology and maximizing competitive advantage in a global marketplace. The December 2010 Program for International Student Assessment (PISA) ranked the United States 23rd of 65 countries in science. That dismal standing in science proficiency impedes the ability of American school graduates to compete in the global market place. Furthermore, the implementation of high stakes testing in science mandated by the 2007 No Child Left Behind (NCLB) Act has created an additional need for educators to find effective science pedagogy. Research has shown that inquiry-based science instruction is one of the predominant science instructional methods. Inquiry-based instruction is a multifaceted teaching method with its theoretical foundation in constructivism. A correlational survey research design was used to determine the relationship between levels of inquiry-based science instruction and student performance on a standardized state science test. A self-report survey, using a Likert-type scale, was completed by 26 fifth grade teachers. Participants' responses were analyzed and grouped as high, medium, or low level inquiry instruction. The unit of analysis for the achievement variable was the student scale score average from the state science test. Spearman's Rho correlation data showed a positive relationship between the level of inquiry-based instruction and student achievement on the state assessment. The findings can assist teachers and administrators by providing additional research on the benefits of the inquiry-based instructional method. Implications for positive social change include increases in student proficiency and decision-making skills related to science policy issues which can help make them more competitive in the global marketplace.

Students' Appraisal of the Quality of Instruction in Clothing and ...

African Journals Online (AJOL)

FIRST LADY

value of the quality of instruction in the teaching of Clothing and Textiles in ... Nigerian educational system althoughArubayi's (2003) research findings revealed that ... assessments, ratings or evaluation of academic staff in Nigeria, have either .... The design of this research work was ex-post facto and descriptive in nature.

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

Science.gov (United States)

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…

Preschool Teachers' Endorsement of Instructional Practices: An Interprofessional Exploration

Science.gov (United States)

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…

Multiple Teaching Approaches, Teaching Sequence and Concept Retention in High School Physics Education

Science.gov (United States)

Fogarty, Ian; Geelan, David

2013-01-01

Students in 4 Canadian high school physics classes completed instructional sequences in two key physics topics related to motion--Straight Line Motion and Newton's First Law. Different sequences of laboratory investigation, teacher explanation (lecture) and the use of computer-based scientific visualizations (animations and simulations) were…

Bringing Earth Magnetism Research into the High School Physics Classroom

Science.gov (United States)

Smirnov, A. V.; Bluth, G.; Engel, E.; Kurpier, K.; Foucher, M. S.; Anderson, K. L.

2015-12-01

We present our work in progress from an NSF CAREER project that aims to integrate paleomagnetic research and secondary school physics education. The research project is aimed at quantifying the strength and geometry of the Precambrian geomagnetic field. Investigation of the geomagnetic field behavior is crucial for understanding the mechanisms of field generation, and the development of the Earth's atmosphere and biosphere, and can serve as a focus for connecting high-level Earth science research with a standard physics curriculum. High school science teachers have participated in each summer field and research component of the project, gaining field and laboratory research experience, sets of rock and mineral samples, and classroom-tested laboratory magnetism activities for secondary school physics and earth science courses. We report on three field seasons of teacher field experiences and two years of classroom testing of paleomagnetic research materials merged into physics instruction on magnetism. Students were surveyed before and after dedicated instruction for both perceptions and attitude towards earth science in general, then more specifically on earth history and earth magnetism. Students were also surveyed before and after instruction on major earth system and magnetic concepts and processes, particularly as they relate to paleomagnetic research. Most students surveyed had a strongly positive viewpoint towards the study of Earth history and the importance of studying Earth Sciences in general, but were significantly less drawn towards more specific topics such as mineralogy and magnetism. Students demonstrated understanding of Earth model and the basics of magnetism, as well as the general timing of life, atmospheric development, and magnetic field development. However, detailed knowledge such as the magnetic dynamo, how the magnetic field has changed over time, and connections between earth magnetism and the development of an atmosphere remained largely

The influence of instructional interactions on students’ mental models about the quantization of physical observables: a modern physics course case

Science.gov (United States)

Didiş Körhasan, Nilüfer; Eryılmaz, Ali; Erkoç, Şakir

2016-01-01

Mental models are coherently organized knowledge structures used to explain phenomena. They interact with social environments and evolve with the interaction. Lacking daily experience with phenomena, the social interaction gains much more importance. In this part of our multiphase study, we investigate how instructional interactions influenced students’ mental models about the quantization of physical observables. Class observations and interviews were analysed by studying students’ mental models constructed in a modern physics course during an academic semester. The research revealed that students’ mental models were influenced by (1) the manner of teaching, including instructional methodologies and content specific techniques used by the instructor, (2) order of the topics and familiarity with concepts, and (3) peers.

The World in Slow Motion: Using a High-Speed Camera in a Physics Workshop

Science.gov (United States)

Dewanto, Andreas; Lim, Geok Quee; Kuang, Jianhong; Zhang, Jinfeng; Yeo, Ye

2012-01-01

We present a physics workshop for college students to investigate various physical phenomena using high-speed cameras. The technical specifications required, the step-by-step instructions, as well as the practical limitations of the workshop, are discussed. This workshop is also intended to be a novel way to promote physics to Generation-Y…

Instructional decision making of high school science teachers

Science.gov (United States)

Carver, Jeffrey S.

The instructional decision-making processes of high school science teachers have not been well established in the literature. Several models for decision-making do exist in other teaching disciplines, business, computer game programming, nursing, and some fields of science. A model that incorporates differences in science teaching that is consistent with constructivist theory as opposed to conventional science teaching is useful in the current climate of standards-based instruction that includes an inquiry-based approach to teaching science. This study focuses on three aspects of the decision-making process. First, it defines what factors, both internal and external, influence high school science teacher decision-making. Second, those factors are analyzed further to determine what instructional decision-making processes are articulated or demonstrated by the participants. Third, by analyzing the types of decisions that are made in the classroom, the classroom learning environments established as a result of those instructional decisions are studied for similarities and differences between conventional and constructivist models. While the decision-making process for each of these teachers was not clearly articulated by the teachers themselves, the patterns that establish the process were clearly exhibited by the teachers. It was also clear that the classroom learning environments that were established were, at least in part, established as a result of the instructional decisions that were made in planning and implementation of instruction. Patterns of instructional decision-making were different for each teacher as a result of primary instructional goals that were different for each teacher. There were similarities between teachers who exhibited more constructivist epistemological tendencies as well as similarities between teachers who exhibited a more conventional epistemology. While the decisions that will result from these two camps may be different, the six step

Results of Using the Take-Away Technique on Students' Achievements and Attitudes in High School Physics and Physical Science Courses

Science.gov (United States)

Carifio, James; Doherty, Michael

2012-01-01

The Take-away Technique was used in High School Physics and Physical Science courses for the unit on Newtonian mechanics in a teacher (6) by grade level (4) partially crossed design (N = 272). All classes received the same IE instructional treatment. The experimental group (classrooms) did a short Take-away after each class summarizing the key…

Developing Instructional Mathematical Physics Book Based on Inquiry Approach to Improve Students’ Mathematical Problem Solving Ability

Directory of Open Access Journals (Sweden)

Syarifah Fadillah

2017-03-01

Full Text Available The problem in this research is to know how the process of developing mathematics physics instructional book based on inquiry approach and its supporting documents to improve students' mathematical problem-solving ability. The purpose of this research is to provide mathematical physics instruction based on inquiry approach and its supporting documents (semester learning activity plan, lesson plan and mathematical problem-solving test to improve students' mathematical problem-solving ability. The development of textbook refers to the ADDIE model, including analysis, design, development, implementation, and evaluation. The validation result from the expert team shows that the textbook and its supporting documents are valid. The test results of the mathematical problem-solving skills show that all test questions are valid and reliable. The result of the incorporation of the textbook in teaching and learning process revealed that students' mathematical problem-solving ability using mathematical physics instruction based on inquiry approach book was better than the students who use the regular book.

Physics Teacher Quality

Science.gov (United States)

Wallace, Andrew; Bixler, David

2010-03-01

Physics Teacher Quality at Angelo State University (ASU) and Education Service Center Region XV is funded through a US Department of Education grant. In this program secondary science teachers from local and rural districts within Region XV learn and practice physics and principles of technology concepts emphasized in the Texas Essential Knowledge and Skills (TEKS), improve practice of 5E model of guided inquiry, and complete activity-based laboratories and field investigations. Investigations include field and laboratory safety, environmental responsibility, ethical practices, application of scientific methods to open-ended problems encountered in the physical sciences, and critical thinking and problem solving. Teachers are assessed through pre- and post- testing, lab practicum, and classroom observation over a two-year cycle. Assessment data from 2004 through 2008 indicates Physics Teacher Quality is changing teaching behavior in the secondary classroom.

Pre-Service Teachers: An Analysis of Reading Instruction in High Needs Districts Dual Language Classrooms

Directory of Open Access Journals (Sweden)

Michael Whitacre

2013-01-01

Full Text Available Pre-service teachers need opportunities to apply theory and connect to best practices as they teach in classroom settings be it, whole or small group. For many pre-service teachers often times their experience is limited to simply watching instruction or working with small groups of students (Pryor & Kuhn, 2004. The student teaching experience is a critical component of the teacher preparation program. Through the use of the English Language Learner Classroom Observation Instrument (ELLCOI, and researcher observation the hope is that these will aid in bringing to light the instructional activities used by pre-service teachers during reading instruction with ELLs. This study explores how pre-service bilingual teachers connect theory into practice by examining their instruction in the following categories: Instructional Practices, Interactive Teaching, English-Language Development, and Content Specific to Reading as listed in The English Language Learner Classroom Observation Instrument (ELLCOI developed by Haager, Gersten, Baker, and Graves (2003. To capture these instructional events video tape recordings of eight South Texas pre-service teachers were taken during a reading language arts lesson in order to observe instruction in high need districts’ dual language/bilingual classrooms. Data were compiled to capture the nature and quality of instruction on key essential elements, as well as reading instructional practices specific to the teaching/learning process in the dual language classroom. The findings portray the results of the ELLCOI with bilingual/ESL pre- service teachers and how they make sense of their instructional practices as a means to instruction in one-way dual language public school classrooms.

Does Ultrasound-Enhanced Instruction of Musculoskeletal Anatomy Improve Physical Examination Skills of First-Year Medical Students?

Science.gov (United States)

Walrod, Bryant J; Schroeder, Allison; Conroy, Mark J; Boucher, Laura C; Bockbrader, Marcia; Way, David P; McCamey, Kendra L; Hartz, Clinton A; Jonesco, Michael A; Bahner, David P

2018-01-01

Ultrasound imaging is commonly used to teach basic anatomy to medical students. The purpose of this study was to determine whether learning musculoskeletal anatomy with ultrasound improved performance on medical students' musculoskeletal physical examination skills. Twenty-seven first-year medical students were randomly assigned to 1 of 2 instructional groups: either shoulder or knee. Both groups received a lecture followed by hands-on ultrasound scanning on live human models of the assigned joint. After instruction, students were assessed on their ability to accurately palpate 4 anatomic landmarks: the acromioclavicular joint, the proximal long-head biceps tendon, and the medial and lateral joint lines of the knee. Performance scores were based on both accuracy and time. A total physical examination performance score was derived for each joint. Scores for instructional groups were compared by a 2-way analysis of variance with 1 repeated measure. Significant findings were further analyzed with post hoc tests. All students performed significantly better on the knee examination, irrespective of instructional group (F = 14.9; df = 1.25; P = .001). Moreover, the shoulder instruction group performed significantly better than the knee group on the overall assessment (t = -3.0; df = 25; P soft tissue landmark. Both groups performed similarly on palpation of all other anatomic structures. The use of ultrasound appears to provide an educational advantage when learning musculoskeletal physical examination of soft tissue landmarks. © 2017 by the American Institute of Ultrasound in Medicine.

Why and How Teachers Transform Their Instruction

Science.gov (United States)

Light, Barbara J.

In his 2011 book The highly qualified teacher: What is teacher quality and how do we measure it? Strong argues that as a profession, education has struggled to measure teacher quality and therefore cannot provide a proven system to consistently develop high-quality teachers. In order to move toward an operational definition of teacher quality, Kennedy, in her 2008 journal article entitled "Contributions of qualitative research to research on teacher qualifications" suggests that the causal mechanisms of the development of teachers who are identified as high-quality teachers must be researched, documented, and then used in teacher preparation and development. Instructional ability is a key component of teacher effectiveness. This case study examines instructional transformations made by four teachers to explore why and how teachers make transformations in their teaching. The overarching conclusion of the study is the importance of student-centeredness as a component of teacher effectiveness.

New pathways to physics instruction: Blending a MOOC and in-person discussion to train physics graduate students and postdocs in evidence-based teaching

Science.gov (United States)

Goldberg, Bennett

A challenge facing physics education is how to encourage and support the adoption of evidence-based instructional practices that decades of physics education research has shown to be effective. Like many STEM departments, physics departments struggle to overcome the barriers of faculty knowledge, motivation and time; institutional cultures and reward systems; and disciplinary traditions. Research has demonstrated successful transformation of department-level approaches to instruction through local learning communities, in-house expertise, and department administrative support. In this talk, I will discuss how physics and other STEM departments can use a MOOC on evidence-based instruction together with in-person seminar discussions to create a learning community of graduate students and postdocs, and how such communities can affect departmental change in teaching and learning. Four university members of the 21-university network working to prepare future faculty to be both excellent researchers and excellent teachers collaborated on an NSF WIDER project to develop and deliver two massive open online courses (MOOCs) in evidence-based STEM instruction. A key innovation is a new blended mode of delivery where groups of participants engaged with the online content and then meet weekly in local learning communities to discuss content, communicate current experiences, and delve deeper into particular techniques of local interest. The MOOC team supported these so-called MOOC-Centered Learning Communities, or MCLCs, with detailed facilitator guides complete with synopses of online content, learning goals and suggested activities for in-person meetings, as well as virtual MCLC communities for sharing and feedback. In the initial run of the first MOOC, 40 MCLCs were created; in the second run this past fall, more than 80 MCLCs formed. Further, target audiences of STEM graduate students and postdocs completed at a 40-50% rate, indicating the value they place in building their

Effect of Personalized System of Instruction on Health-Related Fitness Knowledge and Class Time Physical Activity

Science.gov (United States)

Prewitt, Steven L.; Hannon, James C.; Colquitt, Gavin; Brusseau, Timothy A.; Newton, Maria; Shaw, Janet

2015-01-01

In previous studies, researchers have identified a general low level of health-related fitness (HRF) knowledge among secondary students that can effect levels of physical activity (PA). An instructional strategy that may increase HRF knowledge without decreasing PA is the personalized system of instruction (PSI). Two classes from a private urban…

Effectiveness of Tutorials for Introductory Physics in Argentinean high schools

Science.gov (United States)

Benegas, J.; Flores, J. Sirur

2014-06-01

This longitudinal study reports the results of a replication of Tutorials in Introductory Physics in high schools of a Latin-American country. The main objective of this study was to examine the suitability of Tutorials for local science education reform. Conceptual learning of simple resistive electric circuits was determined by the application of the single-response multiple-choice test "Determining and Interpreting Resistive Electric Circuits Concepts Test" (DIRECT) to high school classes taught with Tutorials and traditional instruction. The study included state and privately run schools of different socioeconomic profiles, without formal laboratory space and equipment, in classes of mixed-gender and female-only students, taught by novice and experienced instructors. Results systematically show that student learning is significantly higher in the Tutorials classes compared with traditional teaching for all of the studied conditions. The results also show that long-term learning (one year after instruction) in the Tutorials classes is highly satisfactory, very similar to the performance of the samples of college students used to develop the test DIRECT. On the contrary, students following traditional instruction returned one year after instruction to the poor performance (students attending seven universities in Spain and four Latin-American countries. Some replication and adaptation problems and difficulties of this experience are noted, as well as recommendations for successful use of Tutorials in high schools of similar educational systems.

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

Science.gov (United States)

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.

The use of active learning strategies in the instruction of Reactor Physics concepts

International Nuclear Information System (INIS)

Robinson, Michael A.

2000-01-01

Each of the Active Learning strategies employed to teach Reactor Physics material has been or promises to be instructionally successful. The Cooperative Group strategy has demonstrated a statistically significant increase in student performance on the unit exam in teaching conceptually difficult, transport and diffusion theory material. However, this result was achieved at the expense of a modest increase in class time. The Tutorial CBI programs have enabled learning equally as well as classroom lectures without the direct intervention of an instructor. Thus, the Tutorials have been successful as homework assignments, releasing classroom time for other instruction. However, the time required for development of these tools was large, on the order of two hundred hours per hour of instruction. The initial introduction of the Case-Based strategy was roughly as effective as the traditional classroom instruction. Case-Based learning could well, after important modifications, perform better than traditional instruction. A larger percentage of the students prefer active learning strategies than prefer traditional lecture presentations. Student preferences for the active strategies were particularly strong when they believed that the strategies helped them learn the material better than they would have by using a lecture format. In some cases, students also preferred the active strategies because they were different from traditional instruction, a change of pace. Some students preferred lectures to CBI instruction, primarily because the CBI did not afford them the opportunity to question the instructor during the presentation

The use of active learning strategies in the instruction of Reactor Physics concepts

Energy Technology Data Exchange (ETDEWEB)

Robinson, Michael A.

2000-01-01

Each of the Active Learning strategies employed to teach Reactor Physics material has been or promises to be instructionally successful. The Cooperative Group strategy has demonstrated a statistically significant increase in student performance on the unit exam in teaching conceptually difficult, transport and diffusion theory material. However, this result was achieved at the expense of a modest increase in class time. The Tutorial CBI programs have enabled learning equally as well as classroom lectures without the direct intervention of an instructor. Thus, the Tutorials have been successful as homework assignments, releasing classroom time for other instruction. However, the time required for development of these tools was large, on the order of two hundred hours per hour of instruction. The initial introduction of the Case-Based strategy was roughly as effective as the traditional classroom instruction. Case-Based learning could well, after important modifications, perform better than traditional instruction. A larger percentage of the students prefer active learning strategies than prefer traditional lecture presentations. Student preferences for the active strategies were particularly strong when they believed that the strategies helped them learn the material better than they would have by using a lecture format. In some cases, students also preferred the active strategies because they were different from traditional instruction, a change of pace. Some students preferred lectures to CBI instruction, primarily because the CBI did not afford them the opportunity to question the instructor during the presentation.

ExStroke Pilot Trial of the effect of repeated instructions to improve physical activity after ischaemic stroke: a multinational randomised controlled clinical trial

DEFF Research Database (Denmark)

Boysen, Gudrun; Krarup, Lars-Henrik; Zeng, Xianrong

2009-01-01

training programme before discharge and at five follow-up visits during 24 months. Control patients had follow-up visits with the same frequency but without instructions in physical activity. MAIN OUTCOME MEASURES: Physical activity assessed with the Physical Activity Scale for the Elderly (PASE) at each......OBJECTIVES: To investigate if repeated verbal instructions about physical activity to patients with ischaemic stroke could increase long term physical activity. DESIGN: Multicentre, multinational, randomised clinical trial with masked outcome assessment. SETTING: Stroke units in Denmark, China...... infarction, or falls and fractures. CONCLUSION: Repeated encouragement and verbal instruction in being physically active did not lead to a significant increase in physical activity measured by the PASE score. More intensive strategies seem to be needed to promote physical activity after ischaemic stroke...

Can Increasing Faculty Professionalism Raise Instructional Quality at a Chinese University?

Science.gov (United States)

Lindgren, Jeffrey D.

2013-01-01

The purpose of this study was to determine if increasing faculty professionalism is a viable strategy for raising the quality of instruction at a Chinese university. In this study, increasing faculty professionalism refers to increases in regards to six areas of faculty work: academic freedom, work balance, governance, reward systems, salary, and…

Conceptual problem solving in high school physics

OpenAIRE

Jennifer L. Docktor; Natalie E. Strand; José P. Mestre; Brian H. Ross

2015-01-01

Problem solving is a critical element of learning physics. However, traditional instruction often emphasizes the quantitative aspects of problem solving such as equations and mathematical procedures rather than qualitative analysis for selecting appropriate concepts and principles. This study describes the development and evaluation of an instructional approach called Conceptual Problem Solving (CPS) which guides students to identify principles, justify their use, and plan their solution in w...

The research of the differences between physical activity and life quality in senior high school students (Manisa City example

Directory of Open Access Journals (Sweden)

Hande TAVAZAR

2014-07-01

Full Text Available I nactive life style is one of the problems of today‟s health issues and has seri ous damage in health which threatens and risks human life. That‟s why „„living by raising life quality‟‟is considered to be a key for a healthy life. The way to handle that key is to make the regular physical activity a permanent part of life. Especially t he progress in technology brings the young generation an inactive life style.This study is made to form permanent solutions for suggestions by investigatingthe differences between physical activity and life quality. It is applied in 2013 - 2014 education yea rs, in Manisa city YunusEmre township senior high schools institutes, on 833 male and female students.The personal information form formed by the researchers and Life Quality SF - 36 Short form is applied on the participants in order to search the difference s of physical activity and life quality. Some statistical differences appeared and some did not in the participants‟ age, sex, sporting or not, having a sports license variables and SF - 36 sub dimensions. It is recommended that, in order to gain regular phy sical activity practice, especially in senior - high schools, gymnastics lessons should be increased and be lectured actively to raise the life quality.

Effective Instructional Management: Perceptions and Recommendations from High School Administrators

Science.gov (United States)

Knechtel, Troy

2010-01-01

The two overarching research questions of this study are: What are the perceptions of high school administrators regarding the effectiveness of their current approach to instructional management? What recommendations do high school administrators have for effective strategies for instructional management? To answer these questions, a qualitative…

Die Hard - improving the physical quality of extruded fish feed pellets

DEFF Research Database (Denmark)

Dethlefsen, Markus Wied

The present thesis, Die Hard – Improving the Physical Quality of Extruded Fish Feed Pellets, approaches some of the biggest challenges within production of high-performance feed: Oil leakage and pellet strength. Salmon farmers in the aquaculture industry are requesting high energy dense diets...... with a supreme physical quality. To fulfil the market expectations, feed pellets have to contain 40% fat and tolerate high levels of stress during the transportation to the fish cages – without the pellets crumbling and oil leaking out of the feed. To solve this task, an improved understanding of the pellet...... structure’s impact on the physical quality of the feed is required. Through detailed analyses of the pellets’ microstructure, it was found that the optimal pore structure is defined by a high pore-surface-area to object-volume ratio. To obtain this pore structure, a new generation of dies was developed...

How faculty learn about and implement research-based instructional strategies: The case of Peer Instruction

Science.gov (United States)

Dancy, Melissa; Henderson, Charles; Turpen, Chandra

2016-06-01

[This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] The lack of knowledge about how to effectively spread and sustain the use of research-based instructional strategies is currently a significant barrier to the improvement of undergraduate physics education. In this paper we address this lack of knowledge by reporting on an interview study of 35 physics faculty, of varying institution types, who were self-reported users of, former users of, or knowledgeable nonusers of the research-based instructional strategy Peer Instruction. Interview questions included in this analysis focused on the faculty's experiences, knowledge, and use of Peer Instruction, along with general questions about current and past teaching methods used by the interviewee. The primary findings include the following: (i) Faculty self-reported user status is an unreliable measure of their actual practice. (ii) Faculty generally modify specific instructional strategies and may modify out essential components. (iii) Faculty are often unaware of the essential features of an instructional strategy they claim to know about or use. (iv) Informal social interactions provide a significant communication channel in the dissemination process, in contrast to the formal avenues of workshops, papers, websites, etc., often promoted by change agents, and (v) experience with research-based strategies as a graduate student or through curriculum development work may be highly impactful. These findings indicate that educational transformation can be better facilitated by improving communication with faculty, supporting effective modification by faculty during implementation, and acknowledging and understanding the large impact of informal social interactions as a mode of dissemination.

Salience in Second Language Acquisition:Physical form, learner attention, and instructional focus

Directory of Open Access Journals (Sweden)

Myrna C Cintrón-Valentín

2016-08-01

Full Text Available We consider the role of physical form, prior experience, and form focused instruction (FFI in adult language learning. (1 When presented with competing cues to interpretation, learners are more likely to attend to physically more salient cues in the input. (2 Learned attention is an associative learning phenomenon where prior-learned cues block those that are experienced later. (3 The low salience of morphosyntactic cues can be overcome by FFI, which leads learners to attend cues which might otherwise be ignored. Experiment 1 used eye-tracking to investigate how language background influences learners’ attention to morphological cues, as well as the attentional processes whereby different types of FFI overcome low cue salience, learned attention and blocking. Chinese native speakers (no L1 verb-tense morphology viewed Latin utterances combining lexical and morphological cues to temporality under control conditions (CC and three types of explicit FFI: grammar instruction (VG, verb salience with textual enhancement (VS, and verb pretraining (VP, and their use of these cues was assessed in a comprehension test. CC participants were significantly more sensitive to the adverbs than verb morphology. Instructed participants showed greater sensitivity to the verbs. These results reveal attentional processes whereby learners’ prior linguistic experience can shape their attention toward cues in the input, and whereby FFI helps learners overcome the long-term blocking of verb-tense morphology. Experiment 2 examined the role of modality of input presentation – aural or visual – in L1 English learners’ attentional focus on morphological cues and the effectiveness of different FFI manipulations. CC participants showed greater sensitivity toward the adverb cue. FFI was effective in increasing attention to verb-tense morphology, however, the processing of morphological cues was considerably more difficult under aural presentation. From visual exposure

Academic Discipline and Personal Finance Instruction in High School

Science.gov (United States)

Loibl, Cäzilia; Fisher, Patti J.

2013-01-01

Despite public support for personal finance instruction in high school, its effectiveness has not been firmly established. The current study investigates instructional approaches as a reason for these inconsistent outcomes by comparing survey responses of business education, family and consumer sciences, and social studies/economics teachers. The…

Teaching the content in context: Preparing "highly qualified" and "high quality" teachers for instruction in underserved secondary science classrooms

Science.gov (United States)

Tolbert, Sara E.

2011-12-01

This dissertation research project presents the results of a longitudinal study that investigates the knowledge, beliefs, and practices of 13 preservice secondary science teachers participating in a science teacher credentialing/Masters program designed to integrate issues of equity and diversity throughout coursework and seminars. Results are presented in the form of three papers: The first paper describes changes in preservice teacher knowledge about contextualization in science instruction, where contextualization is defined as facilitating authentic connections between science learning and relevant personal, social, cultural, ecological, and political contexts of students in diverse secondary classrooms; the second paper relates changes in the self-efficacy and content-specific beliefs about science, science teaching, diversity, and diversity in science instruction; and the final paper communicates the experiences and abilities of four "social justice advocates" learning to contextualize science instruction in underserved secondary placement classrooms. Results indicate that secondary student teachers developed more sophisticated understandings of how to contextualize science instruction with a focus on promoting community engagement and social/environmental activism in underserved classrooms and how to integrate science content and diversity instruction through student-centered inquiry activities. Although most of the science teacher candidates developed more positive beliefs about teaching science in underrepresented classrooms, many teacher candidates still attributed their minority students' underperformance and a (perceived) lack of interest in school to family and cultural values. The "social justice advocates" in this study were able to successfully contextualize science instruction to varying degrees in underserved placement classrooms, though the most significant limitations on their practice were the contextual factors of their student teaching

To argumentate in quantum physics. Instruction-specific argumentation aids; Argumentieren in der Quantenphysik. Unterrichtsspezifische Argumentationshilfen

Energy Technology Data Exchange (ETDEWEB)

Friege, Gunnar; Scholz, Ruediger (eds.)

2017-07-01

In this book aids for the instruction of quantum physics are described. Especially considered are the conception of the photon, quantum interference, entanglement, the photoelectric effect, and coincidence experiments. (HSI)

Measuring the impact of an instructional laboratory on the learning of introductory physics

OpenAIRE

Wieman, Carl; Holmes, N. G.

2015-01-01

We have analyzed the impact of taking an associated lab course on the scores on final exam questions in two large introductory physics courses. Approximately a third of the students who completed each course also took an accompanying instructional lab course. The lab courses were fairly conventional, although they focused on supporting the mastery of a subset of the introductory physics topics covered in the associated course. Performance between students who did and did not take the lab cour...

The Influence of Instructional Climates on Time Spent in Management Tasks and Physical Activity of 2nd-Grade Students during Physical Education

Science.gov (United States)

Logan, Samuel W.; Robinson, Leah E.; Webster, E. Kipling; Rudisill, Mary E.

2015-01-01

The purpose of this study is to determine the effect of two physical education (PE) instructional climates (mastery, performance) on the percentage of time students spent in a) moderate-to-vigorous physical activity (MVPA) and b) management tasks during PE in 2nd-grade students. Forty-eight 2nd graders (mastery, n = 23; performance, n = 25)…

Quality of life and physical activity in an older working-age population

Directory of Open Access Journals (Sweden)

Puciato D

2017-10-01

Full Text Available Daniel Puciato,1 Zbigniew Borysiuk,1 Michał Rozpara2 1Faculty of Physical Education and Physiotherapy, Opole University of Technology, Opole, 2Faculty of Physical Education, The Jerzy Kukuczka Academy of Physical Education in Katowice, Katowice, Poland Objective: Physical activity can be an effective means of prevention and therapy of many psychosomatic disorders. It can also have a significant impact on the quality of life of older working-age people. The aim of the present study was to assess the relationships between quality of life and physical activity in older working-age people from Wroclaw, Poland.Materials and methods: The study group comprised 1,013 people, including 565 women and 448 men, aged 55–64 years (59.1±2.9 years. The study took form of a questionnaire survey. The participants assessed their physical activity and quality of life using the International Physical Activity Questionnaire Short Version (IPAQ-SF and the World Health Organization Quality of Life (WHOQOL-BREF, respectively.Results: The highest mean indices of general quality of life, perceived health status, and quality of life in the physical, psychological, social, and environmental domains were shown by respondents whose intensity of physical activity was the highest. Moreover, the odds of high assessment of overall quality of life increased with respondents’ higher levels of physical activity.Conclusion: Quality of life improvement programs should also involve increased physical activity components. Keywords: physical activity, IPAQ-SF, quality of life, WHOQOL-BREF, big city environment

Learning environment: the impact of clerkship location on instructional quality.

Science.gov (United States)

Prunuske, Jacob P; Deci, David M

2013-03-01

Students provide variable feedback on instructional quality at ambulatory training sites. We hypothesized several strengths and weaknesses of placing students at resident and non-resident training sites, including differences in faculty behaviors, patient characteristics, work environment, learning opportunities, and levels of student engagement. We systematically assessed for differences in learning quality between clerkship sites with and without residents. Students completed the MedED IQ, a validated survey assessing four domains of instructional quality, after completing a required primary care rotation. We calculated descriptive and summary statistics and two sample tests of proportion analyzing student agreement with each MedEd IQ item with respect to the presence or absence of resident learners. Of 149 total, 113 (75.8%) students completed the MedEd IQ site survey. A greater percentage of students at resident training sites (25.8%) than at non-resident sites (7.3%) agreed with the statement "The opportunities were too diverse, preventing me from developing proficiency." A greater percentage of students at resident training sites (19.4%) than at non-resident sites (1.2%) agreed with the statement "The health care team was not supportive of my learning." There were no differences between sites with or without residents on 14 items measuring preceptor actions or seven items measuring student involvement. Ambulatory clerkship sites with and without residents provide comparable quality learning experiences and precepting. Students placed at resident training sites may be overwhelmed with diverse opportunities and have a less supportive learning environment than students placed at non-resident sites. Future research should evaluate the impact of health care team development programs designed to foster a more supportive training environment for medical students. Ways of aligning residency and medical student education goals within the training setting should be

NanoTopoChip: High-throughput nanotopographical cell instruction.

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Hulshof, Frits F B; Zhao, Yiping; Vasilevich, Aliaksei; Beijer, Nick R M; de Boer, Meint; Papenburg, Bernke J; van Blitterswijk, Clemens; Stamatialis, Dimitrios; de Boer, Jan

2017-10-15

Surface topography is able to influence cell phenotype in numerous ways and offers opportunities to manipulate cells and tissues. In this work, we develop the Nano-TopoChip and study the cell instructive effects of nanoscale topographies. A combination of deep UV projection lithography and conventional lithography was used to fabricate a library of more than 1200 different defined nanotopographies. To illustrate the cell instructive effects of nanotopography, actin-RFP labeled U2OS osteosarcoma cells were cultured and imaged on the Nano-TopoChip. Automated image analysis shows that of many cell morphological parameters, cell spreading, cell orientation and actin morphology are mostly affected by the nanotopographies. Additionally, by using modeling, the changes of cell morphological parameters could by predicted by several feature shape parameters such as lateral size and spacing. This work overcomes the technological challenges of fabricating high quality defined nanoscale features on unprecedented large surface areas of a material relevant for tissue culture such as PS and the screening system is able to infer nanotopography - cell morphological parameter relationships. Our screening platform provides opportunities to identify and study the effect of nanotopography with beneficial properties for the culture of various cell types. The nanotopography of biomaterial surfaces can be modified to influence adhering cells with the aim to improve the performance of medical implants and tissue culture substrates. However, the necessary knowledge of the underlying mechanisms remains incomplete. One reason for this is the limited availability of high-resolution nanotopographies on relevant biomaterials, suitable to conduct systematic biological studies. The present study shows the fabrication of a library of nano-sized surface topographies with high fidelity. The potential of this library, called the 'NanoTopoChip' is shown in a proof of principle HTS study which

The Effect of Care Instruction to Family Caregivers of Children with Cerebral Palsy on Life Quality of Care Givers

Directory of Open Access Journals (Sweden)

Nikta Hatami-Zadeh

2009-10-01

Conclusion: Findings of this study showed that life quality of family caregivers promoted after instruction about how to do correct care on cerebral palsied children. therefore, the importance of family instruction can be concluded for better life of cerebral palsied child caregivers. It should be noted that the effectiveness of rehabilitation program for cerebral palsied children might have positive effects on life quality of their caregivers.

The Instructional Capacitor

Science.gov (United States)

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…

High Quality Virtual Reality for Architectural Exhibitions

DEFF Research Database (Denmark)

Kreutzberg, Anette

2016-01-01

This paper will summarise the findings from creating and implementing a visually high quality Virtual Reality (VR) experiment as part of an international architecture exhibition. It was the aim to represent the architectural spatial qualities as well as the atmosphere created from combining natural...... and artificial lighting in a prominent not yet built project. The outcome is twofold: Findings concerning the integration of VR in an exhibition space and findings concerning the experience of the virtual space itself. In the exhibition, an important aspect was the unmanned exhibition space, requiring the VR...... experience to be self-explanatory. Observations of different visitor reactions to the unmanned VR experience compared with visitor reactions at guided tours with personal instructions are evaluated. Data on perception of realism, spatial quality and light in the VR model were collected with qualitative...

Quo vadis code optimization in high energy physics

International Nuclear Information System (INIS)

Jarp, S.

1994-01-01

Although performance tuning and optimization can be considered less critical than in the past, there are still many High Energy Physics (HEP) applications and application domains that can profit from such an undertaking. In CERN's CORE (Centrally Operated RISC Environment) where all major RISC vendors are present, this implies an understanding of the various computer architectures, instruction sets and performance analysis tools from each of these vendors. This paper discusses some initial observations after having evaluated the situation and makes some recommendations for further progress

Grounded Learning Experience: Helping Students Learn Physics through Visuo-Haptic Priming and Instruction

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Huang, Shih-Chieh Douglas

2013-01-01

In this dissertation, I investigate the effects of a grounded learning experience on college students' mental models of physics systems. The grounded learning experience consisted of a priming stage and an instruction stage, and within each stage, one of two different types of visuo-haptic representation was applied: visuo-gestural simulation…

Instruction in nuclear physics in Italian science and technology high schools

International Nuclear Information System (INIS)

Langella, N.A.

1994-01-01

The study of nuclear energy in Italian secondary schools was recently given notable impetus in the context of a general reassessment of scientific education. The current and previous situations as to the teaching of nuclear physics are compared and the new curriculum designed for industrial high schools specializing in nuclear energy, following the 1989 referendum on nuclear power generation (which led to a halt in the construction of new plants and the shutdown of those in service), is analyzed

Instructions to "put the phone down" do not improve the quality of bystander initiated dispatcher-assisted cardiopulmonary resuscitation.

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Brown, Todd B; Saini, Devashish; Pepper, Tracy; Mirza, Muzna; Nandigam, Hari Krishna; Kaza, Niroop; Cofield, Stacey S

2008-02-01

The quality of early bystander CPR appears important in maximizing survival. This trial tests whether explicit instructions to "put the phone down" improve the quality of bystander initiated dispatch-assisted CPR. In a randomized, double-blinded, controlled trial, subjects were randomized to a modified version of the Medical Priority Dispatch System (MPDS) version 11.2 protocol or a simplified protocol, each with or without instruction to "put the phone down" during CPR. Data were recorded from a Laerdal Resusci Anne Skillreporter manikin. A simulated emergency medical dispatcher, contacted by cell phone, delivered standardized instructions. Primary outcome measures included chest compression rate, depth, and the proportion of compressions without error, with correct hand position, adequate depth, and total release. Time was measured in two distinct ways: time required for initiation of CPR and total amount of time hands were off the chest during CPR. Proportions were analyzed by Wilcoxon rank sum tests and time variables with ANOVA. All tests used a two-sided alpha-level of 0.05. Two hundred and fifteen subjects were randomized-107 in the "put the phone down" instruction group and 108 in the group without "put the phone down" instructions. The groups were comparable across demographic and experiential variables. The additional instruction to "put the phone down" had no effect on the proportion of compressions administered without error, with the correct depth, and with the correct hand position. Likewise, "put the phone down" did not affect the average compression depth, the average compression rate, the total hands-off-chest time, or the time to initiate chest compressions. A statistically significant, yet trivial, effect was found in the proportion of compressions with total release of the chest wall. Instructions to "put the phone down" had no effect on the quality of bystander initiated dispatcher-assisted CPR in this trial.

Quality of publication ethics in the instructions to the authors of Iranian journals of medical sciences.

Science.gov (United States)

Salamat, Fatemeh; Sobhani, Abdol-Rasoul; Mallaei, Mahin

2013-03-01

Providing a perfect instruction to authors can prevent most potential publication ethics errors. This study was conducted to determine the quality of ethical considerations in the instructions to the authors of Iranian research scientific journals of medical sciences (accredited by the Commission for Accreditation and Improvement of Iranian Medical Journals) in October 2011. Checklist items (n=15) were extracted from the national manual of ethics in medical research publications, and the validity of the manual of ethics was assessed. All the accredited Iranian journals of medical sciences (n=198) were entered into the study. The instructions to the authors of 160 accredited Iranian journals were available online and were reviewed. The ANOVA and Kendall Correlation coefficient were performed to analyze the results. A total of 76 (47.5%) of the 160 journals were in English and 84 (52.5%) were in Farsi. The most frequently mentioned items related to publication ethics comprised "commitment not to send manuscripts to other journals and re-publish manuscripts" (85%, 83.8%), "aim and scope" of the journal (81.9%), "principles of medical ethics in the use of human samples" (74.4%), and "review process" (74.4%). On the other hand, the items of "principles of advertising" (1.2%), "authorship criteria" (15%), and "integrity in publication of clinical trial results" (30.6%) were the least frequently mentioned ones. Based on the study findings, the quality of publication ethics, as instructed to the authors, can improve the quality of the journals.

Professional Learning as a Predictor for Instructional Quality: A Secondary Analysis of TALIS

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Dogan, Selçuk; Yurtseven, Nihal

2018-01-01

The purpose of this study is to examine the effect of teachers' professional learning opportunities on instructional quality, which represents a combined approach of behaviorist, cognitivist, and constructivist principles in teaching. We incorporated professional learning communities (PLCs), professional development (PD) days, as well as 3 PD…

Unpacking Corrections in Mobile Instruction

DEFF Research Database (Denmark)

Levin, Lena; Cromdal, Jakob; Broth, Mathias

2017-01-01

that the practice of unpacking the local particulars of corrections (i) provides for the instructional character of the interaction, and (ii) is highly sensitive to the relevant physical and mobile contingencies. These findings contribute to the existing literature on the interactional organisation of correction...

Data driven parallelism in experimental high energy physics applications

International Nuclear Information System (INIS)

Pohl, M.

1987-01-01

I present global design principles for the implementation of high energy physics data analysis code on sequential and parallel processors with mixed shared and local memory. Potential parallelism in the structure of high energy physics tasks is identified with granularity varying from a few times 10 8 instructions all the way down to a few times 10 4 instructions. It follows the hierarchical structure of detector and data acquisition systems. To take advantage of this - yet preserving the necessary portability of the code - I propose a computational model with purely data driven concurrency in Single Program Multiple Data (SPMD) mode. The task granularity is defined by varying the granularity of the central data structure manipulated. Concurrent processes coordiate themselves asynchroneously using simple lock constructs on parts of the data structure. Load balancing among processes occurs naturally. The scheme allows to map the internal layout of the data structure closely onto the layout of local and shared memory in a parallel architecture. It thus allows to optimize the application with respect to synchronization as well as data transport overheads. I present a coarse top level design for a portable implementation of this scheme on sequential machines, multiprocessor mainframes (e.g. IBM 3090), tightly coupled multiprocessors (e.g. RP-3) and loosely coupled processor arrays (e.g. LCAP, Emulating Processor Farms). (orig.)

Data driven parallelism in experimental high energy physics applications

Science.gov (United States)

Pohl, Martin

1987-08-01

I present global design principles for the implementation of High Energy Physics data analysis code on sequential and parallel processors with mixed shared and local memory. Potential parallelism in the structure of High Energy Physics tasks is identified with granularity varying from a few times 10 8 instructions all the way down to a few times 10 4 instructions. It follows the hierarchical structure of detector and data acquisition systems. To take advantage of this - yet preserving the necessary portability of the code - I propose a computational model with purely data driven concurrency in Single Program Multiple Data (SPMD) mode. The Task granularity is defined by varying the granularity of the central data structure manipulated. Concurrent processes coordinate themselves asynchroneously using simple lock constructs on parts of the data structure. Load balancing among processes occurs naturally. The scheme allows to map the internal layout of the data structure closely onto the layout of local and shared memory in a parallel architecture. It thus allows to optimize the application with respect to synchronization as well as data transport overheads. I present a coarse top level design for a portable implementation of this scheme on sequential machines, multiprocessor mainframes (e.g. IBM 3090), tightly coupled multiprocessors (e.g. RP-3) and loosely coupled processor arrays (e.g. LCAP, Emulating Processor Farms).

Physical Activity Improves Quality of Life

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... It Works Healthy Workplace Food and Beverage Toolkit Physical activity improves quality of life Updated:Mar 2,2015 ... proven to improve both mental and physical health. Physical activity boosts mental wellness. Regular physical activity can relieve ...

Advanced Detectors for Nuclear, High Energy and Astroparticle Physics

CERN Document Server

Das, Supriya; Ghosh, Sanjay

2018-01-01

The book presents high-quality papers presented at a national conference on ‘Advanced Detectors for Nuclear, High Energy and Astroparticle Physics’. The conference was organized to commemorate 100 years of Bose Institute. The book is based on the theme of the conference and provides a clear picture of basics and advancement of detectors for nuclear physics, high-energy physics and astroparticle physics together. The topics covered in the book include detectors for accelerator-based high energy physics; detectors for non-accelerator particle physics; nuclear physics detectors; detection techniques in astroparticle physics and dark matter; and applications and simulations. The book will be a good reference for researchers and industrial personnel working in the area of nuclear and astroparticle physics.

The nature of instructional effects in color constancy.

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Radonjić, Ana; Brainard, David H

2016-06-01

The instructions subjects receive can have a large effect on experimentally measured color constancy, but the nature of these effects and how their existence should inform our understanding of color perception remains unclear. We used a factorial design to measure how instructional effects on constancy vary with experimental task and stimulus set. In each of 2 experiments, we employed both a classic adjustment-based asymmetric matching task and a novel color selection task. Four groups of naive subjects were instructed to make adjustments/selections based on (a) color (neutral instructions); (b) the light reaching the eye (physical spectrum instructions); (c) the actual surface reflectance of an object (objective reflectance instructions); or (d) the apparent surface reflectance of an object (apparent reflectance instructions). Across the 2 experiments we varied the naturalness of the stimuli. We find clear interactions between instructions, task, and stimuli. With simplified stimuli (Experiment 1), instructional effects were large and the data revealed 2 instruction-dependent patterns. In 1 (neutral and physical spectrum instructions) constancy was low, intersubject variability was also low, and adjustment-based and selection-based constancy were in agreement. In the other (reflectance instructions) constancy was high, intersubject variability was large, adjustment-based constancy deviated from selection-based constancy and for some subjects selection-based constancy increased across sessions. Similar patterns held for naturalistic stimuli (Experiment 2), although instructional effects were smaller. We interpret these 2 patterns as signatures of distinct task strategies-1 is perceptual, with judgments based primarily on the perceptual representation of color; the other involves explicit instruction-driven reasoning. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Toward a Neurobiological Basis for Understanding Learning in University Modeling Instruction Physics Courses

Directory of Open Access Journals (Sweden)

Eric Brewe

2018-05-01

Full Text Available Modeling Instruction (MI for University Physics is a curricular and pedagogical approach to active learning in introductory physics. A basic tenet of science is that it is a model-driven endeavor that involves building models, then validating, deploying, and ultimately revising them in an iterative fashion. MI was developed to provide students a facsimile in the university classroom of this foundational scientific practice. As a curriculum, MI employs conceptual scientific models as the basis for the course content, and thus learning in a MI classroom involves students appropriating scientific models for their own use. Over the last 10 years, substantial evidence has accumulated supporting MI's efficacy, including gains in conceptual understanding, odds of success, attitudes toward learning, self-efficacy, and social networks centered around physics learning. However, we still do not fully understand the mechanisms of how students learn physics and develop mental models of physical phenomena. Herein, we explore the hypothesis that the MI curriculum and pedagogy promotes student engagement via conceptual model building. This emphasis on conceptual model building, in turn, leads to improved knowledge organization and problem solving abilities that manifest as quantifiable functional brain changes that can be assessed with functional magnetic resonance imaging (fMRI. We conducted a neuroeducation study wherein students completed a physics reasoning task while undergoing fMRI scanning before (pre and after (post completing a MI introductory physics course. Preliminary results indicated that performance of the physics reasoning task was linked with increased brain activity notably in lateral prefrontal and parietal cortices that previously have been associated with attention, working memory, and problem solving, and are collectively referred to as the central executive network. Critically, assessment of changes in brain activity during the physics

Quality of Publication Ethics in the Instructions to the Authors of Iranian Journals of Medical Sciences

Directory of Open Access Journals (Sweden)

Fatemeh Salamat

2013-03-01

Full Text Available Providing a perfect instruction to authors can prevent most potential publication ethics errors. This study was conducted to determine the quality of ethical considerations in the instructions to the authors of Iranian research scientific journals of medical sciences (accredited by the Commission for Accreditation and Improvement of Iranian Medical Journals in October 2011. Checklist items (n=15 were extracted from the national manual of ethics in medical research publications, and the validity of the manual of ethics was assessed. All the accredited Iranian journals of medical sciences (n=198 were entered into the study. The instructions to the authors of 160 accredited Iranian journals were available online and were reviewed. The ANOVA and Kendall Correlation coefficient were performed to analyze the results. A total of 76 (47.5% of the 160 journals were in English and 84 (52.5% were in Farsi. The most frequently mentioned items related to publication ethics comprised “commitment not to send manuscripts to other journals and re-publish manuscripts” (85%, 83.8%, “aim and scope” of the journal (81.9%, “principles of medical ethics in the use of human samples” (74.4%, and “review process” (74.4%. On the other hand, the items of “principles of advertising” (1.2%, “authorship criteria” (15%, and “integrity in publication of clinical trial results” (30.6% were the least frequently mentioned ones. Based on the study findings, the quality of publication ethics, as instructed to the authors, can improve the quality of the journals.

Teaching Mathematical Word Problem Solving: The Quality of Evidence for Strategy Instruction Priming the Problem Structure

Science.gov (United States)

Jitendra, Asha K.; Petersen-Brown, Shawna; Lein, Amy E.; Zaslofsky, Anne F.; Kunkel, Amy K.; Jung, Pyung-Gang; Egan, Andrea M.

2015-01-01

This study examined the quality of the research base related to strategy instruction priming the underlying mathematical problem structure for students with learning disabilities and those at risk for mathematics difficulties. We evaluated the quality of methodological rigor of 18 group research studies using the criteria proposed by Gersten et…

RESEARCHING AND EVALUATING DIGITAL STORYTELLING AS A DISTANCE EDUCATION TOOL IN PHYSICS INSTRUCTION: AN APPLICATION WITH PRE-SERVICE PHYSICS TEACHERS

Directory of Open Access Journals (Sweden)

Nihat KOTLUK

2016-01-01

Full Text Available Advances in information and communication technology in 21st century have led to changes in education trends and today new concepts such as computer, multimedia, audio, video, animation and internet have become an indispensable part of life. The storytelling is the one of approach which is allowed to using technology in educational field. The aim of this study is to define the use of digital storytelling in physics instruction as a distance education tool. In this respect, the literature related to digital storytelling was analyzed and for applying it in practice, 13 pre-service teachers from department of physic education were trained on digital storytelling for 6 weeks in spring term of 2013- 2014 academic year. Following the process of instruction, pre-service teachers created and shared digital stories in YouTube and evaluated all of them. Furthermore, opinions of the pre-service teachers were asked on digital story telling As a result of the analysing the DST videos and opinions of pre-service teacher, it is expected that using digital storytelling as distance education tool will be efficacious.

Physical and sensory quality of Java Arabica green coffee beans

Science.gov (United States)

Sunarharum, W. B.; Yuwono, S. S.; Pangestu, N. B. S. W.; Nadhiroh, H.

2018-03-01

Demand on high quality coffee for consumption is continually increasing not only in the consuming countries (importers) but also in the producing countries (exporters). Coffee quality could be affected by several factors from farm to cup including the post-harvest processing methods. This research aimed to investigate the influence of different post-harvest processing methods on physical and sensory quality of Java Arabica green coffee beans. The two factors being evaluated were three different post-harvest processing methods to produce green coffee beans (natural/dry, semi-washed and fully-washed processing) under sun drying. Physical quality evaluation was based on The Indonesian National Standard (SNI 01-2907-2008) while sensory quality was evaluated by five expert judges. The result shows that less defects observed in wet processed coffee as compared to the dry processing. The mechanical drying was also proven to yield a higher quality green coffee beans and minimise losses.

High School Physics: An Interactive Instructional Approach That Meets the Next Generation Science Standards

Science.gov (United States)

Huang, Shaobo; Mejia, Joel Alejandro; Becker, Kurt; Neilson, Drew

2015-01-01

Improving high school physics teaching and learning is important to the long-term success of science, technology, engineering, and mathematics (STEM) education. Efforts are currently in place to develop an understanding of science among high school students through formal and informal educational experiences in engineering design activities…

Measuring physical neighborhood quality related to health.

Science.gov (United States)

Rollings, Kimberly A; Wells, Nancy M; Evans, Gary W

2015-04-29

Although sociodemographic factors are one aspect of understanding the effects of neighborhood environments on health, equating neighborhood quality with socioeconomic status ignores the important role of physical neighborhood attributes. Prior work on neighborhood environments and health has relied primarily on level of socioeconomic disadvantage as the indicator of neighborhood quality without attention to physical neighborhood quality. A small but increasing number of studies have assessed neighborhood physical characteristics. Findings generally indicate that there is an association between living in deprived neighborhoods and poor health outcomes, but rigorous evidence linking specific physical neighborhood attributes to particular health outcomes is lacking. This paper discusses the methodological challenges and limitations of measuring physical neighborhood environments relevant to health and concludes with proposed directions for future work.

A New Way of Using the Interactive Whiteboard in a High School Physics Classroom: A Case Study

Science.gov (United States)

Gregorcic, Bor; Etkina, Eugenia; Planinsic, Gorazd

2017-02-01

In recent decades, the interactive whiteboard (IWB) has become a relatively common educational tool in Western schools. The IWB is essentially a large touch screen, that enables the user to interact with digital content in ways that are not possible with an ordinary computer-projector-canvas setup. However, the unique possibilities of IWBs are rarely leveraged to enhance teaching and learning beyond the primary school level. This is particularly noticeable in high school physics. We describe how a high school physics teacher learned to use an IWB in a new way, how she planned and implemented a lesson on the topic of orbital motion of planets, and what tensions arose in the process. We used an ethnographic approach to account for the teacher's and involved students' perspectives throughout the process of teacher preparation, lesson planning, and the implementation of the lesson. To interpret the data, we used the conceptual framework of activity theory. We found that an entrenched culture of traditional white/blackboard use in physics instruction interferes with more technologically innovative and more student-centered instructional approaches that leverage the IWB's unique instructional potential. Furthermore, we found that the teacher's confidence in the mastery of the IWB plays a crucial role in the teacher's willingness to transfer agency within the lesson to the students.

Instructional Climates in Preschool Children Who Are At-Risk. Part II: Perceived Physical Competence

Science.gov (United States)

Robinson, Leah E.; Rudisill, Mary E.; Goodway, Jacqueline D.

2009-01-01

In Part II of this study, we examined the effect of two 9-week instructional climates (low-autonomy [LA] and mastery motivational climate [MMC]) on perceived physical competence (PPC) in preschoolers (N = 117). Participants were randomly assigned to an LA, MMC, or comparison group. PPC was assessed by a pretest, posttest, and retention test with…

Instructional Materials for Improving the Quality of the Environment. Information Bulletin. No. 2, 1985.

Science.gov (United States)

Disinger, John F.; Blosser, Patricia E., Ed.

Three major themes of ecology, ethics, and economics characterize the current conservation/environmental movement and present a challenge for the environmental educator in teaching about environmental quality. This bulletin provides assistance for the practitioner by identifying current instructional materials that address concerns in this area.…

MO-DE-BRA-01: Enhancing Radiation Physics Instruction Through Gamification and E-Learning

International Nuclear Information System (INIS)

Driewer, J; Lei, Y; Morgan, B; Zheng, D; Zhou, S; Burchell, M; Fowler, Z

2015-01-01

Purpose: This project sought to “gamify” the instruction of radiation interaction physics concepts for technology students. Gamification applies game mechanics and user interactions in active learning contexts. In one part of this project, a self-guided eModule was developed for conceptual radiation interaction instruction. In a second part, a web-based game, Particle Launch (http://particle-launcher.ist.unomaha.edu), was created to challenge students to quickly apply radiation interaction concepts in a way that is stimulating and motivating. Methods: The eModule, focused on conceptual interaction physics, was designed in Adobe Captivate and incorporates animation, web videos, and assessment questions in order to generate student interest. Navigating the whole module takes 40 minutes for beginners. Assessments after three main sections are comprised of 3–4 questions randomly selected from a question pool. In collaboration with the University of Nebraska at Omaha’s College of Information Science and Technology, the Particle Launch game was created with the Unity gaming engine and designed with a game-play look and feel. The object of the game is to utilize different particles, energies, and directions to destroy a target given a limited number of resources and time to complete the task. A rewards system encourages accurate shots. Results: The eModule part of the project encourages a flipped classroom model in which class time is devoted to application of concepts rather than information-based lectures. Currently, eModule assessments are not tracked but this feature could be incorporated to encourage participation. Furthermore, in a class of five technology students, the game was found to be fun and engaging and had the effect of reinforcing basic concepts from the eModule. Conclusion: Gamification has significant potential to alter medical physics instruction. Game-play feedback is an important part of the learning process. Students found Particle Launch

MO-DE-BRA-01: Enhancing Radiation Physics Instruction Through Gamification and E-Learning

Energy Technology Data Exchange (ETDEWEB)

Driewer, J; Lei, Y; Morgan, B; Zheng, D; Zhou, S [University of Nebraska Medical Center, Omaha, NE (United States); Burchell, M; Fowler, Z [University of Nebraska at Omaha, Omaha, NE (United States)

2015-06-15

Purpose: This project sought to “gamify” the instruction of radiation interaction physics concepts for technology students. Gamification applies game mechanics and user interactions in active learning contexts. In one part of this project, a self-guided eModule was developed for conceptual radiation interaction instruction. In a second part, a web-based game, Particle Launch (http://particle-launcher.ist.unomaha.edu), was created to challenge students to quickly apply radiation interaction concepts in a way that is stimulating and motivating. Methods: The eModule, focused on conceptual interaction physics, was designed in Adobe Captivate and incorporates animation, web videos, and assessment questions in order to generate student interest. Navigating the whole module takes 40 minutes for beginners. Assessments after three main sections are comprised of 3–4 questions randomly selected from a question pool. In collaboration with the University of Nebraska at Omaha’s College of Information Science and Technology, the Particle Launch game was created with the Unity gaming engine and designed with a game-play look and feel. The object of the game is to utilize different particles, energies, and directions to destroy a target given a limited number of resources and time to complete the task. A rewards system encourages accurate shots. Results: The eModule part of the project encourages a flipped classroom model in which class time is devoted to application of concepts rather than information-based lectures. Currently, eModule assessments are not tracked but this feature could be incorporated to encourage participation. Furthermore, in a class of five technology students, the game was found to be fun and engaging and had the effect of reinforcing basic concepts from the eModule. Conclusion: Gamification has significant potential to alter medical physics instruction. Game-play feedback is an important part of the learning process. Students found Particle Launch

Conceptual Problem Solving in High School Physics

Science.gov (United States)

Docktor, Jennifer L.; Strand, Natalie E.; Mestre, José P.; Ross, Brian H.

2015-01-01

Problem solving is a critical element of learning physics. However, traditional instruction often emphasizes the quantitative aspects of problem solving such as equations and mathematical procedures rather than qualitative analysis for selecting appropriate concepts and principles. This study describes the development and evaluation of an…

Impact of Expert Teaching Quality on Novice Academic Performance in the Jigsaw Cooperative Learning Method

Science.gov (United States)

Berger, Roland; Hänze, Martin

2015-01-01

We assessed the impact of expert students' instructional quality on the academic performance of novice students in 12th-grade physics classes organized in an expert model of cooperative learning ("jigsaw classroom"). The instructional quality of 129 expert students was measured by a newly developed rating system. As expected, when…

Evaluating University Physical Activity Courses from Student and Instructor Perspectives

Science.gov (United States)

Beaudoin, Christina; Parker, Tonya; Tiemersma, Karol; Lewis, Colleen

2018-01-01

This article presents the results of a survey of student and faculty perspectives within a university-level instructional physical activity (PA) program. The results revealed that students enrolled in the courses primarily for enjoyment and to stay fit. A majority of students ranked the quality of instruction as excellent, were interested in new…

Scholar-activating instructional materials on quantum physics. Pt. 1. On the way to quantum physics

International Nuclear Information System (INIS)

Huebel, Horst

2008-01-01

Traditionally in the interest on quantum physics referring to school the question holds the spotlight, whether electrons of photons are now particles ore waves, a formulation of the question, which is often characterized by the phrase ''Wave-particle dualism'', which as is known not exists in its original meaning. Contrarily by the author - starting from important preparations of Kueblbeck and Mueller - a new concept for the treatment of quantum physics for the school is proposed, which puts fundamental facts in the foreground, comparable with Kueblbeck-Mueller's ''Wesenzuege''. The fundamental facts are similar to axioms of quantum physics, by means of which a large number of experiments and phenomena of quantum physics can at least qualitatively - in a heuristic way - be explained. Instead of the mentioned wave-particle dualism here undeterminism and complementarity are put in the foreground. The new concept is in the internet extensively presented under http://www.forphys.de with may further materials. In the partial volumes of this publication manifold and carefully elaborated instructional materials are presented, by which the scholars can themselves elaborate the partial set of quantum physics referred to school by different methods like learning at stations, short referates, internet research, group puzzle, the query-sheet or the card-index method etc. In the present 1. part materials for prestages of quantum physics are provided, so to interference trials, which-way experiments, trials on the particle conception of quantum theory, on photons, and on Planck's action quantum. A section is also dedicated to the so-called ''model-philosophy'' as preliminary interpretation of quantum physics, which corresponds more to tradiational ways of proceeding

High School Students with Learning Disabilities: Mathematics Instruction, Study Skills, and High Stakes Tests

Science.gov (United States)

Steele, Marcee M.

2010-01-01

This article reviews characteristics of high school students with learning disabilities and presents instructional modifications and study skills to help them succeed in algebra and geometry courses and on high stakes mathematics assessments.

Understanding the variable effect of instructional innovations on student learning

Science.gov (United States)

Iverson, Heidi L.

2012-02-01

As a result of dissatisfaction with the traditional lecture-based model of education a large number of reform-oriented instructional innovations have been developed, enacted, and studied in undergraduate physics courses. While previous work has shown that the impact of instructional innovations on student learning has been overwhelmingly positive, it has also been highly variable. The purpose of this analysis is to investigate this variability. For this analysis, 79 published studies on undergraduate physics instructional innovations were analyzed with respect to the types of innovations used and the methodological characteristics of the studies themselves. The findings of this analysis have indicated that nearly half of the variability in effect size can be accounted for by study design characteristics rather than by the characteristics of the innovations used. However, a subsequent analysis illustrated that one specific innovation, Workshop/Studio Physics, appears to be particularly effective within the observed sample of studies.

Enhancing Quality in Educational Practice and Instructional Delivery ...

African Journals Online (AJOL)

FIRST LADY

instructions to students in technical and vocational education (TVE) programs. ... in Nigeria perceive their traditional methods of instruction as obsolete with ..... Even so, skills necessary to adapt to the modern technology should be taught.

Physical and technical quality assurance in the CHARTWEL-bronchus trial

International Nuclear Information System (INIS)

Lehmann, D.; Voigtmann, L.; Herrmann, T.; Baumann, M.; Leetz, H.K.; Hodapp, N.

2003-01-01

Background: On-site physical quality assurance (QA) was performed in the participating centers of the CHARTWEL-Bronchus trial to ensure that physical and technical treatment parameters correspond with the requirements of this trial. Material and Methods: Questionnaires were sent to the clinics to obtain information on the equipment and in-house QA policies. In addition, two phantoms with drillings for an ionization chamber were shipped with detailed instructions for CT-based treatment planning of a fixed field (RW3 phantom) and a standardized isocentric 3-field technique (Rando trademark humanoid phantom). Using their routine treatment planning system, the participating centers performed point dose calculations for the isocenters in both phantoms and for defined points in the lungs and the spinal cord of the Rando trademark phantom. During the on-site visit, the doses in these points and the deviation of the actual monitor calibration from the internal reference value of the department were determined. In addition, relevant geometric parameters of the accelerator were checked. Results: In the RW3 phantom, the maximum dose deviations from the prescribed value were 3.5% without correction for the actual monitor calibration and 2.1% after correction. The maximum dose deviation in the isocenter of the Rando trademark phantom was 4.0%. To separate the influence of the treatment planning system on this deviation from other sources, all measurements in the Rando trademark phantom were corrected for the deviations determined in the RW3 phantom. After this correction, the maximum deviation was 3.0% in the isocenter. For the other measurement points, the largest dose deviation of 7% was found in the left lung. Deviations of geometric parameters were negligible in all audited departments. Conclusion: The CHARTWEL-Bronchus physical QA program revealed a high conformity of geometric and dosimetric parameters and valid dose calculations by the CT-based treatment planning systems

The impact of three instructional styles of teaching physics on students' achievement and attitudes

Science.gov (United States)

Al-Arfaj, Maher Mohammed

The aim of this study was to investigate the impact of three instructional styles (traditional teaching, problem-based instruction, and teaching by demonstration) of teaching physics on students' attitudes and achievement. The sample consisted of 106 Saudi students in three physics classes in the second semester of the academic year 1998--1999. Three instruments were used in collecting the data for both quantitative and qualitative parts of the study. For the quantitative part, the researcher developed and pilot tested a 35-item questionnaire with versions to measure students' attitudes before the start of the experiment and then to measure students' attitudes toward the method of teaching. In addition, the researcher developed a 12-item achievement test to measure students gain scores which was administered at the beginning and the end of the treatment. For the qualitative part, the researcher constructed an interview guide consisting of five-open ended questions. The questions were geared to discover students' attitudes toward the implemented instructional style, and if this instructional style assisted them to acquire a good understanding of the studied unit. In the quantitative part, the results showed a significant correlation between students' attitudes toward the method of teaching and their achievement on the posttests. Furthermore, the findings from the one-way ANOVA indicated that there was a significant difference among the three groups in terms of achievement. The mean of achievement gain scores was highest for the problem-based group, followed by the group that was taught by demonstration, and then the traditional teaching group. The findings from the ANOVA indicated that there was also no significant difference between the three groups in terms of attitudes. In the qualitative part, the answers of the five questions revealed four themes: attitudes toward the method of teaching, reasons for liking or disliking the method of teaching, methods of

Development of instructional manual encouraging student active learning for high school teaching on fluid mechanics through Torricelli's tank experiment

Science.gov (United States)

Apiwan, Suttinee; Puttharugsa, Chokchai; Khemmani, Supitch

2018-01-01

The purposes of this research were to help students to perform Physics laboratory by themselves and to provide guidelines for high school teacher to develop active learning on fluid mechanics by using Torricelli's tank experiment. The research was conducted as follows: 1) constructed an appropriate Torricelli's tank experiment for high school teaching and investigated the condition for maximum water falling distance. As a consequence, it was found that the distance of the falling water measured from the experiment was shorter than that obtained from the theory of ideal fluid because of the energy loss during a flow, 2) developed instructional manual for high school teaching that encourages active learning by using problem based learning (PBL) approach, which is consistent with the trend of teaching and learning in 21st century. The content validity of our instructional manual using Index of Item-objective Congruence (IOC) as evaluated by three experts was over 0.67. The manual developed was therefore qualified for classroom practice.

Designing flexible instructional space for teaching introductory physics with emphasis on inquiry and collaborative active learning

Science.gov (United States)

Bykov, Tikhon

2010-03-01

In recent years McMurry University's introductory physics curriculum has gone through a series of significant changes to achieve better integration of traditional course components (lecture/lab/discussion) by means of instructional design and technology. A system of flexible curriculum modules with emphasis on inquiry-based teaching and collaborative active learning has been introduced. To unify module elements, a technology suite has been used that consists of Tablet PC's and software applications including Physlets, tablet-adapted personal response system, PASCO data acquisition systems, and MS One-note collaborative writing software. Adoption of the new teaching model resulted in reevaluation of existing instructional spaces. The new teaching space will be created during the renovation of the McMurry Science Building. This space will allow for easy transitions between lecture and laboratory modes. Movable partitions will be used to accommodate student groups of different sizes. The space will be supportive of small peer-group activities with easy-to-reconfigure furniture, multiple white and black board surfaces and multiple projection screens. The new space will be highly flexible to account for different teaching functions, different teaching modes and learning styles.

Instructional climates in preschool children who are at-risk. Part II: perceived physical competence.

Science.gov (United States)

Robinson, Leah E; Rudisill, Mary E; Goodway, Jacqueline D

2009-09-01

In Part II of this study, we examined the effect of two 9-week instructional climates (low-autonomy [LA] and mastery motivational climate [MMC]) on perceived physical competence (PPC) in preschoolers (N = 117). Participants were randomly assigned to an LA, MMC, or comparison group. PPC was assessed by a pretest, posttest, and retention test with the Pictorial Scale of Perceived Competence and Social Acceptance. A significant Treatment x Time interaction (p < .001) was present, supporting that MMC participants reported significantly higher PPC scores over time, while no positive changes were present in LA and comparison participants. The results show that an MMC leads to psychological benefits related to achievement motivation. These findings should encourage early childhood educators to consider the effect of instructional climates on children's self-perception.

Effectiveness of computer-assisted interactive videodisc instruction in teaching rheumatology to physical and occupational therapy students.

Science.gov (United States)

Sanford, M K; Hazelwood, S E; Bridges, A J; Cutts, J H; Mitchell, J A; Reid, J C; Sharp, G

1996-01-01

A computer-assisted interactive videodisc instructional program, HP-RHEUM was designed to teach clinical findings in arthritis to occupational and physical therapy students. Using the Rheumatology Image Library videodisc produced by the National Library of Medicine, HP-RHEUM consists of instructional modules which employ advance organizers, examples/nonexamples, summaries, and immediate feedback. To see if HP-RHEUM would be as effective as traditional classroom instruction, control data were collected in 1991 from 52 OT and PT students. Treatment data were collected from 61 students in 1992 when HP-RHEUM entirely replaced lectures. Identical pre- and post-tests consisted of 70 multiple choice questions, with 24 matched to slides. On the slide questions the HP-RHEUM group had significantly higher scores. Otherwise, there was no significant difference in performance between groups. HP-RHEUM provided an independent learning method and enhanced visual comprehension of rheumatologic disease concepts.

Radiotherapy physics quality audit networks in the USA

International Nuclear Information System (INIS)

Hanson, W.F.; Aguirre, J.F.; Stovall, M.

1997-01-01

Two programs within the Section of Outreach Physics, Department of Radiation Physics, The University of Texas M.D. Anderson Cancer Center, provide quality assurance and quality audit to 1240 radiotherapy facilities, 80% of all facilities in the USA and Canada. These programs have been in existence since 1968. The backbone of both programs is a routine postal TLD program for both photon and electron beams. Discrepancies identified by the TLD are resolved by phone conversations with the participating physicists, follow-up TLD and, if necessary, an on-site review of the facility by one of our physicists with a portable dosimetry system. The Radiological Physics Center (RPC) program has additional quality audit activities including periodic on-site review of the participating facilities, regardless of the postal TLD results, to verify the quality of the dosimetry data used clinically. The on-site visit includes a review of basic data such as output factors, depth dose data, off-axis factors, etc., to verify the institution's data and its consistency with other machines of the same make and model. To assess the quality of treatment planning, the local physicist is asked to plan the treatment for typical ''benchmark'' test cases, with data and methods which are used clinically. At each step of the dosimetry process, the reviewing physicist and the local physicist work together to resolve any results which seem to be discrepant. One program, Radiation Dosimetry Services (RDS), is a voluntary service-for-a-fee program dealing with highly motivated and cooperative physicists. The cost is reasonable and the user chooses the frequency of the TLD, usually monthly, quarterly or semi-annually. The other program, The Radiological Physics Center (RPC), is sponsored by the USA National Cancer Institute to monitor all institutions providing megavoltage therapy to patients on cooperative clinical trials, so participation is mandatory. The results of these two programs will be

Understanding Mathematics Classroom Instruction Through Students and Teachers

OpenAIRE

Schenke, Katerina

2015-01-01

High quality instruction is necessary for students of all ages to develop a deep understanding of mathematics. Value-added models, a common approach used to describe teachers and classroom practices, are defined by the student standardized achievement gains teachers elicit. They may, however, fail to account for the complexity of mathematics instruction as it actually occurs in the classroom. To truly understand both a teacher’s impact on his/her students and how best to improve student learn...

Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders' vocabulary and reading comprehension outcomes.

Science.gov (United States)

Connor, Carol McDonald; Spencer, Mercedes; Day, Stephanie L; Giuliani, Sarah; Ingebrand, Sarah W; McLean, Leigh; Morrison, Frederick J

2014-08-01

We examined classrooms as complex systems that affect students' literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom-learning environment. We observed 27 third grade classrooms serving 315 target students using two different observation systems. The first assessed instruction at a more micro-level; specifically, the amount of time individual students spent in literacy instruction defined by the type of instruction, role of the teacher, and content. The second assessed the quality of the classroom-learning environment at a more macro level focusing on classroom organization, teacher responsiveness, and support for vocabulary and language. Results revealed that both global quality of the classroom learning environment and time individual students spent in specific types of literacy instruction covering specific content interacted to predict students' comprehension and vocabulary gains whereas neither system alone did. These findings support a dynamic systems model of how individual children learn in the context of classroom literacy instruction and the classroom-learning environment, which can help to improve observations systems, advance research, elevate teacher evaluation and professional development, and enhance student achievement.

Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders’ vocabulary and reading comprehension outcomes

Science.gov (United States)

Connor, Carol McDonald; Spencer, Mercedes; Day, Stephanie L.; Giuliani, Sarah; Ingebrand, Sarah W.; McLean, Leigh; Morrison, Frederick J.

2014-01-01

We examined classrooms as complex systems that affect students’ literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom-learning environment. We observed 27 third grade classrooms serving 315 target students using two different observation systems. The first assessed instruction at a more micro-level; specifically, the amount of time individual students spent in literacy instruction defined by the type of instruction, role of the teacher, and content. The second assessed the quality of the classroom-learning environment at a more macro level focusing on classroom organization, teacher responsiveness, and support for vocabulary and language. Results revealed that both global quality of the classroom learning environment and time individual students spent in specific types of literacy instruction covering specific content interacted to predict students’ comprehension and vocabulary gains whereas neither system alone did. These findings support a dynamic systems model of how individual children learn in the context of classroom literacy instruction and the classroom-learning environment, which can help to improve observations systems, advance research, elevate teacher evaluation and professional development, and enhance student achievement. PMID:25400293

Stages of Physical Activity Change and Health-Related Quality of Life among Students

Directory of Open Access Journals (Sweden)

Hossein Mozafar Saadati

2015-08-01

Full Text Available ​Background and objectives : Health-related quality of life encompasses the perception of valued characteristics of health such as well being and a feeling of comfort. The purpose of this study was to investigate the effect of individuals’ physical activity level on their quality of life. Material and Methods : This was a descriptive-analytic study. The studied sample consisted of 404 high school boys and girls of the district 1 of Qom city. The tools used in the research included self-administered questionnaire regarding quality of life, the process of changing physical activity and demographic variables. SPSS18, ANOVA test and descriptive statistics were applied for analysis. Results: In this study, regarding the stages of change for physical activity, 41.2% of the students were in the pre-contemplation and contemplation stages, in which this variable showed a significant correlation with students’ quality of life. More physically active individuals had a better quality of life (p Conclusion : To make a decision for doing physical activity and to do exercises, have positive and decisive impact on health-related quality of life; therefore, it is recommended that necessary trainings are given to students to modify and strengthen their attitudes toward physical activity. Also, sport facilities should be provided in natural environments through government-organized planning.

Quality of life of teaching in Physical Education of Parana state, Brazil

OpenAIRE

Jorge Both; Christi Noriko Sonoo; Juarez Vieira Nascimento; Hudson de Resende Moreira

2010-01-01

The aim of this study was to evaluate the correlation between the constructs of quality of work life (QWL) and lifestyle in Physical Education teachers from public schools in Parana State. The sample consisted of 654 teachers (299 men and 355 women), corresponding to a sampling error of 3.5%. A sociodemographic questionnaire, “Perceived Work Quality of Life Scale by Physical Education Teachers from Elementary to High School” and “Profile of Individual Lifestyle” were used for data collection....

Peer Instruction in introductory physics: A method to bring about positive changes in students’ attitudes and beliefs

Directory of Open Access Journals (Sweden)

Ping Zhang

2017-01-01

Full Text Available This paper analyzes pre-post matched gains in the epistemological views of science students taking the introductory physics course at Beijing Normal University (BNU in China. In this study we examined the attitudes and beliefs of science majors (n=441 in four classes, one taught using traditional (lecture teaching methods, and the other three taught with Peer Instruction (PI. In two of the PI classes, student peer groups were constantly changing throughout the semester, while in the other PI class student groups remained fixed for the duration of the semester. The results of the pre- and post-test using the Colorado Learning Attitudes about Science Survey showed that students in traditional lecture settings became significantly more novicelike in their beliefs about physics and learning physics over the course of a semester, a result consistent with what was reported in the literature. However, all three of the classes taught using the PI method improved student attitudes and beliefs about physics and learning physics. In the PI class with fixed peer groups, students exhibited a greater positive shift in attitudes and beliefs than in the other PI class with changing peer groups. The study also looked at gender differences in student learning attitudes. Gender results revealed that female science majors in the PI classes achieved a greater positive shift in attitudes and beliefs after instruction than did male students.

Evaluating Individual Students' Perceptions of Instructional Quality: An Investigation of their Factor Structure, Measurement Invariance, and Relations to Educational Outcomes.

Science.gov (United States)

Scherer, Ronny; Nilsen, Trude; Jansen, Malte

2016-01-01

Students' perceptions of instructional quality are among the most important criteria for evaluating teaching effectiveness. The present study evaluates different latent variable modeling approaches (confirmatory factor analysis, exploratory structural equation modeling, and bifactor modeling), which are used to describe these individual perceptions with respect to their factor structure, measurement invariance, and the relations to selected educational outcomes (achievement, self-concept, and motivation in mathematics). On the basis of the Programme for International Student Assessment (PISA) 2012 large-scale data sets of Australia, Canada, and the USA (N = 26,746 students), we find support for the distinction between three factors of individual students' perceptions and full measurement invariance across countries for all modeling approaches. In this regard, bifactor exploratory structural equation modeling outperformed alternative approaches with respect to model fit. Our findings reveal significant relations to the educational outcomes. This study synthesizes different modeling approaches of individual students' perceptions of instructional quality and provides insights into the nature of these perceptions from an individual differences perspective. Implications for the measurement and modeling of individually perceived instructional quality are discussed.

Evaluating individual students’ perceptions of instructional quality: An investigation of their factor structure, measurement invariance, and relations to educational outcomes

Directory of Open Access Journals (Sweden)

Ronny eScherer

2016-02-01

Full Text Available Students’ perceptions of instructional quality are among the most important criteria for evaluating teaching effectiveness. The present study evaluates different latent variable modeling approaches (confirmatory factor analysis, exploratory structural equation modeling, and bifactor modeling, which are used to describe these individual perceptions with respect to their factor structure, measurement invariance, and the relations to selected educational outcomes (achievement, self-concept, and motivation in mathematics. On the basis of the Programme for International Student Assessment (PISA 2012 large-scale data sets of Australia, Canada, and the USA (N = 26,746 students, we find support for the distinction between three factors of individual students’ perceptions and full measurement invariance across countries for all modeling approaches. In this regard, bifactor exploratory structural equation modeling outperformed alternative approaches with respect to model fit. Our findings reveal significant relations to the educational outcomes. This study synthesizes different modeling approaches of individual students’ perceptions of instructional quality and provides insights into the nature of these perceptions from an individual differences perspective. Implications for the measurement and modeling of individually perceived instructional quality are discussed.

Game Sense as a Model for Delivering Quality Teaching in Physical Education

Science.gov (United States)

Light, Richard; Curry, Christina; Mooney, Amanda

2014-01-01

As a well-developed indicator of high-quality teaching in any subject area we use the New South Wales (NSW) Quality Teaching Framework (QTF) in this article to identify what might constitute quality teaching in physical education and to suggest the extent to which Game Sense pedagogy can be seen to meet the expectations of the NSW QTF. We identify…

Teaching science to English Language Learners: Instructional approaches of high school teachers

Science.gov (United States)

Frank, Betty-Vinca N.

Students who are English Language Learners (ELLs) form the fastest growing segment of the American school population. Prompted by the call for scientific literacy for all citizens, science educators too have investigated the intersection of language and science instruction of ELLs. However these studies have typically been conducted with elementary students. Few studies have explored how high school science teachers, particularly those who have not received any special training, approach science instruction of ELLs and what supports them in this endeavor. This was a qualitative case study conducted with five science teachers in one small urban high school that predominantly served ELLs. The purpose of this study was to examine instructional approaches used by teachers to make science accessible to ELLs and the factors that supported or inhibited them in developing their instructional approaches. This goal encompassed the following questions: (a) how teachers viewed science instruction of ELLs, (b) how teachers designed a responsive program to teach science to ELLs, (c) what approaches teachers used for curriculum development and instruction, (d) how teachers developed classroom learning communities to meet the needs of ELLs. Seven instructional strategies and five perceived sources of support emerged as findings of this research. In summary, teachers believed that they needed to make science more accessible for their ELL students while promoting their literacy skills. Teachers provided individualized attention to students to provide relevant support. Teachers engaged their students in various types of active learning lessons in social contexts, where students worked on both hands-on and meaning-making activities and interacted with their peers and teachers. Teachers also created classroom communities and learning spaces where students felt comfortable to seek and give help. Finally, teachers identified several sources of support that influenced their instructional

XOP, a fast versatile processor, as a building block for parallel processing in high energy physics experiments

International Nuclear Information System (INIS)

Baehler, P.; Bosco, N.; Lingjaerde, T.; Ljuslin, C.; Van Praag, A.; Werner, P.

1986-01-01

The XOP processor has been designed for trigger calculation and data compression in high energy physics experiments. Therefore, emphasis has been placed upon fast execution and high input/output rate. The fast execution is achieved by a wide instruction word holding operations which are executed concurrently. Thus, the arithmetic operations, data address calculations, data accessing, condition checking, loop count checking and next instruction evaluation all overlap in time. In conventional micro-processors these operations are performed sequentially. In addition, the instruction set comprises not only the classical computer instructions, but also specialized instructions suitable for trigger calculations, such as bit search, population count, loose compare and vector instructions. In order to achieve a high input/output rate, each XOP ECLine interface board is equipped with an input and an output port which fulfil the LeCroy ECLine specifications. The autonomous input port allows a data rate of 40 Mbytes/sec, while the program controlled output port allows 20 Mbytes/sec. For Fastbus based systems a dual Fastbus master interface is under design which allows to build up a Fastbus multi-processor system. This design is being done in collaboration with LAPP Annecy for the CERN Lep L3 experiment. Their scheme comprises 4-5 XOP processors, each of them with a master interface on a data input segment and a master interface on a data output segment. This paper describes the structure of the XOP processor, the interface capabilities and the software development and debugging tools. (Auth.)

An Intervention to Improve Teachers' Interpersonally Involving Instructional Practices in High School Physical Education: Implications for Student Relatedness Support and In-Class Experiences.

Science.gov (United States)

Sparks, Cassandra; Lonsdale, Chris; Dimmock, James; Jackson, Ben

2017-04-01

Research grounded in self-determination theory has demonstrated the important role of teachers in shaping students' physical education experiences. Utilizing a cluster-randomized controlled design, this study aimed to examine whether an interpersonally involving training program based on self-determination theory principles could enhance students' in-class experiences. With 18 teachers (males = 8, females = 10, M age  = 32.75, SD = 8.14) and a final sample of 382 students (males = 155, females = 227, M age  = 13.20, SD = 1.66), we implemented linear mixed modeling to investigate the effects on students' (a) perceived relatedness support and (b) enjoyment of physical education, tripartite efficacy beliefs (i.e., self-efficacy, other-efficacy, relation-inferred self-efficacy), self-determined motivation, and amotivation. Relative to those in the control condition, students in the treatment condition reported positive changes in teacher-provided relatedness support, enjoyment, other-efficacy, and peer-focused relation-inferred self-efficacy. These findings demonstrate support for strategies designed to aid physical education teachers' relatedness-supportive instructional behaviors.

Effective Instruction: A Mathematics Coach's Perspective

Science.gov (United States)

Nebesniak, Amy L.

2012-01-01

Effective instruction is multifaceted, dependent largely on the context and, consequently, on numerous variables. Although "effective instruction" is difficult to define, in the author's experience--and as the work of mathematics education specialists and researchers indicates--three key features of quality instruction stand out: (1) Teaching…

Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?

Science.gov (United States)

Henderson, Charles; Dancy, Melissa; Niewiadomska-Bugaj, Magdalena

2012-12-01

During the fall of 2008 a web survey, designed to collect information about pedagogical knowledge and practices, was completed by a representative sample of 722 physics faculty across the United States (50.3% response rate). This paper presents partial results to describe how 20 potential predictor variables correlate with faculty knowledge about and use of research-based instructional strategies (RBIS). The innovation-decision process was conceived of in terms of four stages: knowledge versus no knowledge, trial versus no trial, continuation versus discontinuation, and high versus low use. The largest losses occur at the continuation stage, with approximately 1/3 of faculty discontinuing use of all RBIS after trying one or more of these strategies. Nine of the predictor variables were statistically significant for at least one of these stages when controlling for other variables. Knowledge and/or use of RBIS are significantly correlated with reading teaching-related journals, attending talks and workshops related to teaching, attending the physics and astronomy new faculty workshop, having an interest in using more RBIS, being female, being satisfied with meeting instructional goals, and having a permanent, full-time position. The types of variables that are significant at each stage vary substantially. These results suggest that common dissemination strategies are good at creating knowledge about RBIS and motivation to try a RBIS, but more work is needed to support faculty during implementation and continued use of RBIS. Also, contrary to common assumptions, faculty age, institutional type, and percentage of job related to teaching were not found to be barriers to knowledge or use at any stage. High research productivity and large class sizes were not found to be barriers to use of at least some RBIS.

Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?

Directory of Open Access Journals (Sweden)

Charles Henderson

2012-07-01

Full Text Available During the fall of 2008 a web survey, designed to collect information about pedagogical knowledge and practices, was completed by a representative sample of 722 physics faculty across the United States (50.3% response rate. This paper presents partial results to describe how 20 potential predictor variables correlate with faculty knowledge about and use of research-based instructional strategies (RBIS. The innovation-decision process was conceived of in terms of four stages: knowledge versus no knowledge, trial versus no trial, continuation versus discontinuation, and high versus low use. The largest losses occur at the continuation stage, with approximately 1/3 of faculty discontinuing use of all RBIS after trying one or more of these strategies. Nine of the predictor variables were statistically significant for at least one of these stages when controlling for other variables. Knowledge and/or use of RBIS are significantly correlated with reading teaching-related journals, attending talks and workshops related to teaching, attending the physics and astronomy new faculty workshop, having an interest in using more RBIS, being female, being satisfied with meeting instructional goals, and having a permanent, full-time position. The types of variables that are significant at each stage vary substantially. These results suggest that common dissemination strategies are good at creating knowledge about RBIS and motivation to try a RBIS, but more work is needed to support faculty during implementation and continued use of RBIS. Also, contrary to common assumptions, faculty age, institutional type, and percentage of job related to teaching were not found to be barriers to knowledge or use at any stage. High research productivity and large class sizes were not found to be barriers to use of at least some RBIS.

Relationship between nutritional status, physical activity and quality of life among gastrointestinal cancer survivors.

Science.gov (United States)

Zalina, A Z; Lee, V C; Kandiah, M

2012-08-01

The objective of this study was to determine the relationship between nutritional status, physical activity and quality of life among gastrointestinal cancer survivors. A cross-sectional study was conducted among gastrointestinal cancer survivors attending the oncology outpatient clinic in Hospital Selayang, Malaysia. A total of 70 gastrointestinal cancer survivors with a mean age of 52.54 +/- 14.59 years (95% CI: 47.48 - 57.60) were included in this study. Results showed that 40% of the patients were classified as having low physical activity. The mean Patient Generated Subjective Global Assessment (PGSGA) score was 10.27 +/- 7.36 (95% CI: 8.23-12.31) and nearly half the patients (48.6%) were identified as severely malnourished (Stage C). Mean Gastrointestinal Quality of Life Index (GQLFI) score was 103.57 +/- 23.85 (95% CI: 92.94-114.20), and about 24.3% of the patients were classified as having a low quality of life. Pearson's correlation test showed a highly significant negative relationship between nutritional status and quality of life (r = -0.661, pnutritional status (low total mean score of PGSGA), the better the quality of life of the survivors (high total mean score of GQLFI). There was a significant negative relationship between physical activity level and nutritional status score (r = -0.309, pnutritional status (low total mean score of PGSGA). This study shows a significant relationship between nutritional status, physical activity and quality of life among gastrointestinal cancer survivors. Those low in nutritional status have a low quality of life while survivors with higher nutritional status have a better quality of life.

The Development and Evaluation of Self-Instructional Physical Science Materials Based on Piaget's Analysis of the Growth of Logical Thinking.

Science.gov (United States)

Bass, Joel Eugene

Three self-instructional episodes for use in physical science classes were written and tested with ninth grade students. The development was based on Piaget's learning theory leading students from actions with physical apparatus to the formulation of a mathematical equation. The episodes concerned: (1) equilibrium in a balance; (2) the oscillation…

Physical education and student activity: evaluating implementation of a new policy in Los Angeles public schools.

Science.gov (United States)

Lafleur, Mariah; Strongin, Seth; Cole, Brian L; Bullock, Sally Lawrence; Banthia, Rajni; Craypo, Lisa; Sivasubramanian, Ramya; Samuels, Sarah; García, Robert

2013-02-01

California law has standards for physical education (PE) instruction in K-12 public schools; audits found that the Los Angeles Unified School District did not enforce the standards. In 2009, the district adopted a PE policy to comply with these standards. This study aimed to evaluate the outcomes of the PE policy in district schools. PE class observations were conducted using the System for Observing Fitness Instruction Time in the 2010-2011 and 2011-2012 school years in an income-stratified random sample of 34 elementary, middle, and high schools to assess changes in PE class size, class duration, and time students spent in moderate to vigorous physical activity. PE class duration increased in high-income elementary schools. Mean class size decreased in low-income middle schools. There was limited implementation of the PE policy 2 years after passage. Opportunities exist to continue monitoring and improving PE quantity and quality.

Comparison between Synchronous and Asynchronous Instructional Delivery Method of Training Programme on In-Service Physical Educators' Knowledge

Science.gov (United States)

Emmanouilidou, Kyriaki; Derri, Vassiliki; Antoniou, Panagiotis; Kyrgiridis, Pavlos

2012-01-01

The purpose of the study was to compare the influences of a training programme's instructional delivery method (synchronous and asynchronous) on Greek in-service physical educators' cognitive understanding on student assessment. Forty nine participants were randomly divided into synchronous, asynchronous, and control group. The experimental groups…

ASIE Model: An Innovative Instructional Design Model for Teachers in Enhancing and Sustaining the Quality of the 21st Century Learning

Directory of Open Access Journals (Sweden)

Ismail Md Zain

2017-04-01

Full Text Available An effective and systematic design of instruction will determine the quality of learning and teaching practices. Hence, instructional design models are required, to move from just adopting a standard approach to developing models that have an impact on learners' profiles, creating a much better learning experience, skills, and knowledge both in the classroom and online. The 21st Century Learning Framework requires learners to develop their thinking skills, communication skills, collaborating skills and enhancing their creativity, (4Cs towards establishing "globally competitive learners." An Integral ASIE Instructional Design Model is an innovative 21st Century teachers' designing tool that provides a solution to the above challenges. The Model assist teachers in Planning, Utilizing and Sharing (PLUS instructions with others across nations. It promotes the Professional Learning Community practices where educationist, stakeholders, parents, and corporates work collaboratively ensuring its quality and sustainability in addressing the future employability issues of the learners. Results from 5 Likert Scales Questionnaires given to teachers in workshops and pilot project conducted, shows positive views on the model.

Physical Education Pedagogy Faculty Perceptions of Journal Quality

Science.gov (United States)

Silverman, Stephen; Kulinna, Pamela Hodges; Phillips, Sharon R.

2013-01-01

This study examined perceived journal quality by physical education pedagogy faculty members. Participants (N = 273) were identified in three ways and recruited through e-mail. Based on research in other fields investigating journal quality and on publication patterns in physical education, a web-based survey was used to examine (a) whether…

Physics and quality assurance for high dose rate brachytherapy

International Nuclear Information System (INIS)

Anderson, Lowell L.

1995-01-01

Purpose: To review the physical aspects of high dose rate (HDR) brachytherapy, including commissioning and quality assurance, source calibration and dose distribution measurements, and treatment planning methods. Following the introduction of afterloading in brachytherapy, development efforts to make it 'remote' culminated in 1964 with the near-simultaneous appearance of remote afterloaders in five major medical centers. Four of these machines were 'high dose rate', three employing 60Co and one (the GammaMed) using a single, cable-mounted 192Ir source. Stepping-motor source control was added to the GammaMed in 1974, making it the precursor of modern remote afterloaders, which are now suitable for interstitial as well as intracavitary brachytherapy by virtue of small source-diameter and indexer-accessed multiple channels. Because the 192Ir sources currently used in HDR remote afterloaders are supplied at a nominal air-kerma strength of 11.4 cGy cm2 s-1 (10 Ci), are not collimated in clinical use, and emit a significant fraction (15%) of photons at energies greater than 600 keV, shielding and facility design must be undertaken as carefully and thoroughly as for external beam installations. Licensing requirements of regulatory agencies must be met with respect both to maximum permissible dose limits and to the existence and functionality of safety devices (door interlocks, radiation monitors, etc.). Commissioning and quality assurance procedures that must be documented for HDR remote afterloading relate to (1) machine, applicator, guide-tube, and facility functionality checks, (2) source calibration, (3) emergency response readiness, (4) planning software evaluation, and (5) independent checks of clinical dose calculations. Source calibration checks must be performed locally, either by in-air measurement of air kerma strength or with a well ionization chamber calibrated (by an accredited standards laboratory) against an in-air measurement of air kerma strength for the

Physical activity and quality of life of amputees in southern Brazil.

Science.gov (United States)

da Silva, Rudney; Rizzo, Julia Ghazel; Gutierres Filho, Paulo José Barbosa; Ramos, Valmor; Deans, Sarah

2011-12-01

Physical activity is a positive component of human health. Its effects are associated with improvement in physical, psychological and social aspects of quality of life. Physical activity is therefore an important factor in the rehabilitation of amputees. To analyse the relationship between physical activity and quality of life for amputees in southern Brazil. Descriptive, cross-sectional design with nonrandomized sample. A total of 40 questionnaire instruments were distributed to subjects who met the inclusion criteria, with a response rate of 55% (22 individuals, n = 15 males, n = 7 females). Outcome measurements were obtained through the International Physical Activity Questionnaire and World Health Organization Quality of Life-Bref. The sample was characterized by physically active adult male prosthetic users with positive quality of life, and amputation below the right knee caused by mechanical trauma related to traffic accidents with motorcycles. Significant correlations were identified between all domains of quality of life and between level of physical activity and psychological quality of life. No correlation was identified between gender and quality of life variables or physical activity levels. This study showed that in very active amputees of both genders, level of physical activity is not associated with quality of life except for the psychological domain.

XOP: A second generation fast processor for on-line use in high energy physics experiments

International Nuclear Information System (INIS)

Lingjaerde, T.

1981-01-01

Processors for trigger calculations and data compression in high energy physics are characterized by a high data input capability combined with fas execution of relatively simple routines. In order to achieve the required performance it is advantageous to replace the classical computer instruction-set by microcoded instructions, the various fields of which control the internal subunits in parallel. The fast processor called ESOP is based on such a principle: the different operations are handled step by step by dedicated optimized modules under control of a central instruction unit. Thus, the arithmetic operations, address calculations, conditional checking, loop counts and next instruction evaluation all overlap in time. Based upon the experience from ESOP the architecture of a new processor 'XOP' is beginning to take shape which will be faster and easier to use. In this context the most important innovations are: easy handling of operands in the arithmetic unit by means of three data buses and large data files, a powerful data addressing unit for easy handling of vectors, as well as single operands, and a very flexible logic for conditional branching. Input/output will be made transparent through the introduction of internal fast processors which will be used in conjunction with powerful firmware as a software debugging aid. (orig.)

A Systematic Process for Developing High Quality SaaS Cloud Services

Science.gov (United States)

La, Hyun Jung; Kim, Soo Dong

Software-as-a-Service (SaaS) is a type of cloud service which provides software functionality through Internet. Its benefits are well received in academia and industry. To fully utilize the benefits, there should be effective methodologies to support the development of SaaS services which provide high reusability and applicability. Conventional approaches such as object-oriented methods do not effectively support SaaS-specific engineering activities such as modeling common features, variability, and designing quality services. In this paper, we present a systematic process for developing high quality SaaS and highlight the essentiality of commonality and variability (C&V) modeling to maximize the reusability. We first define criteria for designing the process model and provide a theoretical foundation for SaaS; its meta-model and C&V model. We clarify the notion of commonality and variability in SaaS, and propose a SaaS development process which is accompanied with engineering instructions. Using the proposed process, SaaS services with high quality can be effectively developed.

Influence of mature men way of life on highly intensive physical activity

Directory of Open Access Journals (Sweden)

O.B. Pryshva

2017-04-01

Full Text Available Highly intensive physical activity is the most effective for men’s health protection. In modern life conditions its level is insufficient. It requires organism’s appropriate physical activity, which is determined by way of life. Especially important it is before trainings. Purpose: to study special aspects of different intensity’s physical activity; of eating special food and sleeping regime of mature men before their highly intensive physical trainings. Material: in experiment men (n=26, age - 35-53years, who practice healthy life style and independent physical activity of high intensity, participated. We used bio-register Basis B1. Every day we registered: Peak - physical activity of different intensity; duration and quality of sleep; relative weight of consumed food. Besides, we calculated body mass index and physical condition. The study was conducted during 30 days in winter period. The following results were compared: indicators before not planned physical activity and average-monthly indicators. Results: Before arbitrary physical functioning we found in men: confident weakening of average intensity (by 9-11% and low intensity (by 10% physical activity; confident increase of consumed food’s relative weight (by 6.82%, vegetarian food (by 10.64% and raw food (by 7.61%; confident reduction of animal origin food (by 8.7%. No changes were found in duration and quality of sleep before highly intensive physical functioning. Conclusions: specific features of mature men’s way of life before their not planned highly intensive physical functioning are as follows: reduction of general physical activity; increase of consumed food. These factors facilitate energy accumulation in organism for its realization in highly intensive physical functioning the next day.

Use of a task-oriented self-instruction method to support children in primary school with poor handwriting quality and speed

NARCIS (Netherlands)

Jongmans, M.J.; Linthorst-Bakker, E.; Westenberg, Y.; Smits-Engelsman, B.C.M.

2003-01-01

Two studies were conducted to investigate the effect of a task-specific self-instruction intervention to improve handwriting ability of children with poor handwriting quality in schools for regular education (Study 1) and children with poor handwriting quality in schools for special education (Study

The relationship between quality of life and physical fitness in people with severe mental illness.

Science.gov (United States)

Perez-Cruzado, D; Cuesta-Vargas, A I; Vera-Garcia, E; Mayoral-Cleries, F

2018-05-02

Quality of life of people with severe mental illness may be decrease by the high occurrence of metabolic and cardiovascular diseases. Physical fitness emerges as a modifying factor in this population through physical activity and this modification could influence in the quality of life of this population. The aim of the present study is to determine the contribution of physical fitness to the quality of life of people with severe mental illness. In the current study, a physiotherapist and an occupational therapist assessed 62 people with severe mental illness. Physical fitness was measured with a range of 11 fitness tests that covered flexibility, strength, balance, and endurance. To assess quality of life the EQ-5D-3 L scale was used, which measures five dimensions (mobility, self-care, usual activities, pain-discomfort, and anxiety-depression). Significant correlations are presented between the quality of life and primary variables of physical fitness (balance, endurance, and upper limb strength). Endurance explained 22.9% of the variance of the quality of life in people with severe mental illness. Functional reach added another 36.2% variance to the prediction of quality of life. The results of the present study suggest that some variables of physical fitness are associated with quality of life in people with severe mental illness. The improvement in physical fitness of this population should be a primary objective. ClinicalTrials.gov Identifier: NCT02413164 "retrospective registered" Registered Febr 2017.

Examining the Relationship among High-School Teachers' Technology Self-Efficacy, Attitudes towards Technology Integration, and Quality of Technology Integration

Science.gov (United States)

Gonzales, Stacey

2013-01-01

This quantitative study explored the relationships among high-school teachers' (n = 74) technology self-efficacy, teachers' attitudes towards technology integration, and quality of teachers' technology integration into instruction. This study offered the unique perspectives of in-service high-school teachers as they have first-hand experience…

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

Science.gov (United States)

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.

Balancing High Quality Subject-Matter Instruction with Positive Teacher-Student Relations in the Middle Grades: Effects of Departmentalization, Tracking and Block Scheduling on Learning Environments. Report No. 15.

Science.gov (United States)

McPartland, James M.

This study tests the general hypothesis that there is no single best way to organize a middle school to meet the variety of needs of early adolescent students. Using data from a sample of 433 schools in the Pennsylvania Educational Quality Assessment, it examines the effects of self-contained classroom instruction and departmentalization on two…

Understanding a High School Physics Teacher's Pedagogical Content Knowledge of Argumentation

Science.gov (United States)

Wang, Jianlan; Buck, Gayle A.

2016-08-01

Scientific argumentation is an important learning objective in science education. It is also an effective instructional approach to constructivist science learning. The implementation of argumentation in school settings requires science teachers, who are pivotal agents of transforming classroom practices, to develop sophisticated knowledge of argumentation. However, there is a lack of understanding about science teachers' knowledge of argumentation, especially the dialogic meaning of argumentation. In this case study, we closely examine a high school physics teacher's argumentation-related pedagogic content knowledge (PCK) in the context of dialogic argumentation. We synthesize the teacher's performed PCK from his argumentation practices and narrated PCK from his reflection on the argumentation practices, from which we summarize his PCK of argumentation from the perspectives of orientation, instructional strategies, students, curriculum, and assessment. Finally, we describe the teacher's perception and adaption of argumentation in his class. We also identity the barriers to argumentation implementation in this particular case and suggest solutions to overcome these barriers.

Teacher Quality Indicators as Predictors of Instructional Assessment Practices in Science Classrooms in Secondary Schools in Barbados

Science.gov (United States)

Ogunkola, Babalola J.; Archer-Bradshaw, Ramona E.

2013-02-01

This study investigated the self-reported instructional assessment practices of a selected sample of secondary school science teachers in Barbados. The study sought to determine if there were statistically significant differences in the instructional assessment practices of teachers based on their sex and teacher quality (teaching experience, professional qualification and teacher academic qualification). It also sought to determine the extent to which each of these four selected variables individually and jointly affected the teachers' report of their instructional assessment practices. A sample of 55 science teachers from nine secondary schools in Barbados was randomly selected to participate in this study. Data was collected by means of a survey and was analyzed using the means and standard deviations of the instructional assessment practices scores and linear, multiple and binary logistic regression. The results of the study were such that the majority of the sample reported good overall instructional assessment practices while only a few participants reported moderate assessment practices. The instructional assessment practices in the area of student knowledge were mostly moderate as indicated by the sample. There were no statistically significant differences between or among the mean scores of the teachers' reported instructional assessment practices based on sex ( t = 0.10; df = 53; p = 0.992), teaching experience ( F[4,50] = 1.766; p = 0.150), the level of professional qualification (F[3,45] = 0.2117; p = 0.111) or the level of academic qualification (F[2,52] = 0.504; p = 0.607). The independent variables (teacher sex, teaching experience, teacher professional qualification or teacher academic qualification) were not significant predictors of the instructional assessment practices scores. However, teacher sex was a significant predictor of the teachers' report of good instructional assessment practices. The study also found that the joint effect of the

CESAME: Providing High Quality Professional Development in Science and Mathematics for K-12 Teachers

Science.gov (United States)

Hickman, Paul

2002-04-01

It is appropriate that after almost half a century of Science and Mathematics education reform we take a look back and a peek forward to understand the present state of this wonderfully complex system. Each of the components of this system including teaching, professional development, assessment, content and the district K-12 curriculum all need to work together if we hope to provide quality science, mathematics and technology education for ALL students. How do the state and national standards drive the system? How do state policies on student testing and teacher licensure come into play? How do we improve the preparation, retention and job satisfaction of our K-12 teachers? What initiatives have made or are making a difference? What else needs to be done? What can the physics community do to support local efforts? This job is too big for any single organization or individual but we each can contribute to the effort. Our Center at Northeastern University, with support from the National Science Foundation, has a sharply defined focus: to get high quality, research-based instructional materials into the hands of K-12 classroom teachers and provide the support they need to use the materials effectively in their classrooms.

Effects of Problem Based Economics on High School Economics Instruction

Science.gov (United States)

Finkelstein, Neal; Hanson, Thomas

2011-01-01

The primary purpose of this study is to assess student-level impacts of a problem-based instructional approach to high school economics. The curriculum approach examined here was designed to increase class participation and content knowledge for high school students who are learning economics. This study tests the effectiveness of Problem Based…

Using Errors to Improve the Quality of Instructional Programs.

Science.gov (United States)

Anderson, Lorin W.; And Others

Clinchy and Rosenthal's error classification scheme was applied to test results to determine its ability to differentiate the effectiveness of instruction in two elementary schools. Mathematics retention tests matching the instructional objectives of both schools were constructed to measure the understanding of arithmetic concepts and the ability…

Analyzing the Cost-Effectiveness of Instruction Expenditures towards High School Completion among Oahu's Public School Districts

Science.gov (United States)

Ng, Larson S. W. M.

2011-01-01

The following study attempted to ascertain the instructional cost-effectiveness of public high school teachers towards high school completion through a financially based econometric analysis. Essentially, public high school instruction expenditures and completer data were collected from 2000 to 2007 and bivariate interaction analyzed through a…

The Interaction of Principal and Teacher Instructional Influence as a Measure of Leadership as an Organizational Quality

Science.gov (United States)

Jackson, Karen M.; Marriott, Christine

2012-01-01

Purpose: This article presents the design and test of a measure of school leadership as an organizational quality through the interaction of principal and teacher instructional influence. The Organizational Leadership Model hypothesizes four distinct conditions of school leadership, and the analysis investigates the relationship between teacher,…

Is Teacher Knowledge Associated with Performance? On the Relationship between Teachers' General Pedagogical Knowledge and Instructional Quality

Science.gov (United States)

König, Johannes; Pflanzl, Barbara

2016-01-01

Researchers have identified general pedagogical knowledge (GPK) as a relevant category of teacher knowledge. However, hardly any study has examined the relationship between GPK of teachers and the instructional quality delivered to their students. This article therefore investigates the relationship between teachers' GPK assessed via a…

Students' beliefs, attitudes, and conceptual change in a traditional and a constructivistic high school physics classroom

Science.gov (United States)

Adams, April Dean

In this study, the relationships between student beliefs about the nature of science, student attitudes, and conceptual change about the nature of forces were investigated within a traditional and within a constructivistic high school physics classroom. Students in both classrooms were honors students taking a first year high school physics course and were primarily white and middle to upper SES. Students in the traditional classroom were all high ability juniors, and physics instruction was integrated with pre-calculus. Students in the constructivistic classroom were a mixture of juniors and seniors. Due to the interrelated nature of these factors and the complexity of their interactions, a naturalistic inquiry design was chosen. The data sources included videotape of 7-9 weeks of instruction; analysis of the videotapes using the Secondary Teacher Analysis Matrix (Gallagher & Parker, 1995); field notes; pretest/posttest assessment with the Force Concept Inventory (Hestenes, Wells, & Swackhammer, 1992); student responses from the Views on Science-Technology-Society questionnaire (Aikenhead & Ryan, 1992), the Questionnaire for the Assessment of a Science Course (Chiappetta, 1995), and the Constructivist Learning Environment Survey (Taylor, Fraser, & White, 1994); student interviews; and teacher interviews. In the traditional classroom, (a) students did not think that physics was relevant to everyday experiences; (b) high conceptual change students were more likely to have an angular world view (Cobern, 1993) and have views more similar to the teacher's about the nature of science; and (c) high conceptual change students were able to develop an internally consistent understanding of the content; however, that content appeared to be isolated knowledge in some students. In the constructivistic classroom, (a) students saw physics as relevant and useful; (b) there was no difference in world view or agreement with the teacher's views on the nature of science between high

Instructional, Transformational, and Managerial Leadership and Student Achievement: High School Principals Make a Difference

Science.gov (United States)

Valentine, Jerry W.; Prater, Mike

2011-01-01

This statewide study examined the relationships between principal managerial, instructional, and transformational leadership and student achievement in public high schools. Differences in student achievement were found when schools were grouped according to principal leadership factors. Principal leadership behaviors promoting instructional and…

Inclusive differentiated instruction

Directory of Open Access Journals (Sweden)

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

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

Science.gov (United States)

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…

XV and XVI SERC Main Schools in Theoretical High Energy Physics held at the Saha Institute of Nuclear Physics and Harish-Chandra Research Institute

CERN Document Server

2005-01-01

Current research in High Energy Physics focuses on a number of enigmatic issues that go beyond the very successful Standard Model of particle physics. Among these are the problem of neutrino mass, the (as yet) unobserved Higgs particle, the quark-gluon plasma, quantum aspects of gravity, and the so--called hierarchy problem. Satisfactory resolution of these important questions will take much research effort in both theory and experiment. The Science & Engineering Research Council, Department of Science & Technology has sponsored a series of SERC Schools in Theoretical High Energy Physics over the past several years, to provide instruction and training to graduate students working for research degrees. This book is an outcome of the schools held at the Saha Institute of Nuclear Physics, Kolkata in 2000, and at the Harish-Chandra Research Institute, Allahabad in 2001. Based on lectures by active researchers in the field---Rajiv Gavai, Debashis Ghoshal, Dileep Jatkar, Anjan Joshipura, Biswarup Mukhopadhy...

The Impact of Peer Instruction on College Students' Beliefs about Physics and Conceptual Understanding of Electricity and Magnetism

Science.gov (United States)

Gok, Tolga

2012-01-01

The purpose of this study is to assess students' conceptual learning of electricity and magnetism and examine how these conceptions, beliefs about physics, and quantitative problem-solving skills would change after peer instruction (PI). The Conceptual Survey of Electricity and Magnetism (CSEM), Colorado Learning Attitudes about Science Survey…

Effects of High-Intensity Interval Training versus Continuous Training on Physical Fitness, Cardiovascular Function and Quality of Life in Heart Failure Patients.

Directory of Open Access Journals (Sweden)

Nathalie M M Benda

Full Text Available Physical fitness is an important prognostic factor in heart failure (HF. To improve fitness, different types of exercise have been explored, with recent focus on high-intensity interval training (HIT. We comprehensively compared effects of HIT versus continuous training (CT in HF patients NYHA II-III on physical fitness, cardiovascular function and structure, and quality of life, and hypothesize that HIT leads to superior improvements compared to CT.Twenty HF patients (male:female 19:1, 64±8 yrs, ejection fraction 38±6% were allocated to 12-weeks of HIT (10*1-minute at 90% maximal workload-alternated by 2.5 minutes at 30% maximal workload or CT (30 minutes at 60-75% of maximal workload. Before and after intervention, we examined physical fitness (incremental cycling test, cardiac function and structure (echocardiography, vascular function and structure (ultrasound and quality of life (SF-36, Minnesota living with HF questionnaire (MLHFQ.Training improved maximal workload, peak oxygen uptake (VO2peak related to the predicted VO2peak, oxygen uptake at the anaerobic threshold, and maximal oxygen pulse (all P<0.05, whilst no differences were present between HIT and CT (N.S.. We found no major changes in resting cardiovascular function and structure. SF-36 physical function score improved after training (P<0.05, whilst SF-36 total score and MLHFQ did not change after training (N.S..Training induced significant improvements in parameters of physical fitness, although no evidence for superiority of HIT over CT was demonstrated. No major effect of training was found on cardiovascular structure and function or quality of life in HF patients NYHA II-III.Nederlands Trial Register NTR3671.

Physics and Physics Education at Clarion University

Science.gov (United States)

Aravind, Vasudeva

Clarion University is located in the rolling hills of western Pennsylvania. We are a primarily undergraduate public institution serving about 6000 students. We graduate students who take different career paths, one of them being teaching physics at high schools. Since educating teachers of tomorrow requires us to introduce currently trending, research proven pedagogical methods, we incorporate several aspects of physics pedagogies such as peer instruction, flipped classroom and hands on experimentation in a studio physics lab format. In this talk, I discuss some of our projects on physics education, and seek to find potential collaborators interested in working along similar lines.

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

Science.gov (United States)

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…

The Effects of the Medium of Instruction in Certificate-Level Physics on Achievement and Motivation to Learn

Science.gov (United States)

Fung, Dennis; Yip, Valerie

2014-01-01

A 3-year study was launched in a Hong Kong secondary school to investigate the effects of the medium of instruction (MOI), specifically English and Chinese, on the learning of certificate-level physics. A total of 199 Secondary Four (S4 or tenth-grade) students, divided into three major ability groups, participated in a teaching intervention…

Explanatory Resources on Energy in High School Physics Classes: A Case Study

Directory of Open Access Journals (Sweden)

María Alejandra Domínguez

2013-08-01

Full Text Available This paper examines and reflects on the explanatory resources that are used in high school physics classes for studying the topic of energy. Explanatory resources are a means of constructing and negotiating meaning. The research is an instrumental case study focusing on four years of high school physics classes on energy. The theoretical principles of sociocultural approaches and conversation analysis are taken as benchmarks for understanding how we construct and reconstruct meanings (on energy. The identification of the resources used in the process of meaning construction is of importance for understanding certain scientific phenomena addressed in the curricula. Among the resources most commonly employed to enhance explanation were definitions and the causes of phenomena. We also found that teachers’ interventions, either through verbal explanations or instructional proposals, were crucial for certain kinds of explanations and for the presence or absence of other resources associated with explanations.

Milk quality in high production systems during dry and rainy seasons ...

African Journals Online (AJOL)

This study aimed to evaluate the milk quality of crossbred cows from five production systems according to the quality parameters required by Normative Instruction No. 62 (NI 62). Five different production systems were used, with different environmental and sanitary conditions, and with animals from different breeds in two ...

Impact of supplemental instruction leader on the success of supplemental instruction model

Science.gov (United States)

Mahabaduge, Hasitha; Haslam, Jeanne

Supplemental instruction utilizes peer-assisted study sessions to provide review sessions on course material and an opportunity to discuss and work out problems. The impact of supplemental instruction on student performance is well researched and used in a large number of universities around the world due to its proven success. However, the impact of the student leader who plays a significant role in this model is rarely discussed in the literature. We present a case study on the impact of student leader on the success of supplemental instruction model. This case study was done for an Introductory Physics course correlating student performance and the supplemental instruction sessions they attended. Further analysis revealed that the academic performance and work ethics of the student leader has a significant impact on the success of the supplemental instruction model. Important factors to consider when selecting a student leader, the challenges and possible remedies will also be discussed.

Target Inquiry: Changing Chemistry High School Teachers' Classroom Practices and Knowledge and Beliefs about Inquiry Instruction

Science.gov (United States)

Herrington, Deborah G.; Yezierski, Ellen J.; Luxford, Karen M.; Luxford, Cynthia J.

2011-01-01

Inquiry-based instruction requires a deep, conceptual understanding of the process of science combined with a sophisticated knowledge of teaching and learning. This study examines the changes in classroom instructional practices and corresponding changes to knowledge and beliefs about inquiry instruction for eight high school chemistry teachers.…

ASIE Model: An Innovative Instructional Design Model for Teachers in Enhancing and Sustaining the Quality of the 21st Century Learning

OpenAIRE

Ismail Md Zain

2017-01-01

An effective and systematic design of instruction will determine the quality of learning and teaching practices. Hence, instructional design models are required, to move from just adopting a standard approach to developing models that have an impact on learners' profiles, creating a much better learning experience, skills, and knowledge both in the classroom and online. The 21st Century Learning Framework requires learners to develop their thinking skills, communication skills, collaborating ...

Spatial Variability of Physical Soil Quality Index of an Agricultural Field

Directory of Open Access Journals (Sweden)

Sheikh M. Fazle Rabbi

2014-01-01

Full Text Available A field investigation was carried out to evaluate the spatial variability of physical indicators of soil quality of an agricultural field and to construct a physical soil quality index (SQIP map. Surface soil samples were collected using 10  m×10 m grid from an Inceptisol on Ganges Tidal Floodplain of Bangladesh. Five physical soil quality indicators, soil texture, bulk density, porosity, saturated hydraulic conductivity (KS, and aggregate stability (measured as mean weight diameter, MWD were determined. The spatial structures of sand, clay, and KS were moderate but the structure was strong for silt, bulk density, porosity, and MWD. Each of the physical soil quality indicators was transformed into 0 and 1 using threshold criteria which are required for crop production. The transformed indicators were the combined into SQIP. The kriged SQIP map showed that the agricultural field studied could be divided into two parts having “good physical quality” and “poor physical soil quality.”

Instructional Leadership Responsibilities of Assistant Principals in Large Texas High Schools

Science.gov (United States)

Howard-Schwind, Michelle

2010-01-01

The purpose of this study was to determine the extent secondary assistant principals in large Texas high schools demonstrate behaviors consistent with what the literature describes as instructional leadership. Three hundred seventy principals and assistant principals of large Texas high schools participated in this study. The Principal…

Focus on Freshman: Basic Instruction Programs Enhancing Physical Activity

Science.gov (United States)

Curry, Jarred; Jenkins, Jayne M.; Weatherford, Jennifer

2015-01-01

Physical activity sharply decreases after different life stages, particularly high school graduation to beginning university education. The purpose of this study was to investigate the effect of a specifically designed university physical activity class, Exercise Planning for Freshman (EPF), on students' physical activity and group cohesion…

An operational health physics quality assurance program

International Nuclear Information System (INIS)

Costigan, S.A.; McAtee, J.L. III; Somers, W.M.; Huchton, R.L.

1996-01-01

DOE Order 5700.6C, Quality Assurance, stipulates QA requirements for all DOE activities. This order is now codified as 10CFR830.120, Nuclear Safety Management, Quality Assurance Requirements, which is applicable to DOE nuclear facilities. A Quality Assurance Management Plan (QAMP) was developed by the Health Physics Operations Group (ESH-1) at Los Alamos National Laboratory (LANL). The goal of the ESH-1 QAMP is to ensure that operational radiation protection activities meet the criteria outlined in DOE Order 5700.6C, DOE-ER-STD-6001-92 and 10CFR830.120. The ten required elements are QA Program, Personal Training and Qualifications, Quality Improvement, Documents and Records, Work Processes, Design, Procurement, Inspection and Acceptance Testing, Management Assessment and Independent Assessment. The QAMP has been useful for the development of QAMPs at nuclear facilities and has helped ensure uniformity of institutional requirements where Health Physics services are deployed to facilities. To implement a subset of QAMP requirements, a Quality Assurance Self-Evaluation Program (QASE) was established. This program provides a novel self-audit mechanism for the formal identification and correction of non-conforming items related to Operational Health Physics. Additionally, the QASE is a useful management tool for Radiological Control Technician Supervisors and staff and provides a tracking mechanism for ongoing problem areas. Data have been Collected for two calendar years on a number of concerns that fall into four general categories: radiological posting and labeling, instrumentation, monitoring requirements, and radiological documents/records

Relationship between the Instructional Leadership Behaviors of High School Principals and Teachers' Organizational Commitment

Science.gov (United States)

Sarikaya, Nuray; Erdogan, Çetin

2016-01-01

The purpose of the current study is to investigate the relationship between the instructional leadership behaviors of high school principals and teachers' perceptions of organizational commitment and to test the extent to which instructional leadership behaviors predict organizational commitment. The study is designed in relational method. The…

Physical Activity as a Determinant of Quality of Life in Working-Age People in Wrocław, Poland

Directory of Open Access Journals (Sweden)

Daniel Puciato

2018-03-01

Full Text Available Regular physical activity can greatly contribute to the improvement of physical fitness and performance, reduction of the incidence risk of some occupational diseases, and as a consequence, to a general improvement of quality of life in terms of health status. The aim of the article was to assess relationships between the quality of life and physical activity of a working-age population. The study material comprised 4460 residents of the city of Wrocław, Poland (2129 men, 2331 women aged 18–64 years. The study was a questionnaire survey using the International Physical Activity Questionnaire Short Form (IPAQ-SF and The World Health Organization Quality of Life (WHOQOL-BREF questionnaires. The highest levels of overall quality of life and its four particular domains (physical, psychological, social, and environmental, as well as perceived health conditions were found among the most physically active respondents. Furthermore, the odds of high assessment of perceived overall quality of life were shown to increase with the increasing levels of physical activity. Activities aimed at the improvement of the quality of life of working-age people should involve programs enhancing the development of physical activity.

Evaluation of physical quality indices of a soil under a seasonal semideciduous forest

Directory of Open Access Journals (Sweden)

Thalita Campos Oliveira

2014-04-01

Full Text Available The concept of soil quality is currently the subject of great discussion due to the interaction of soil with the environment (soil-plant-atmosphere and practices of human intervention. However, concepts of soil quality relate quality to agricultural productivity, but assessment of soil quality in an agronomic context may be different from its assessment in natural areas. The aim of this study was to assess physical quality indices, the S index, soil aeration capacity (ACt/Pt, and water storage capacity (FC/Pt of the soil from a permanent plot in the Caetetus Ecological Reserve (Galia, São Paulo, Brazil under a seasonal semideciduous forest and compare them with the reference values for soil physical quality found in the literature. Water retention curves were used for that purpose. The S values found were higher than the proposed limit for soil physical quality (0.035. The A and E horizons showed the highest values because their sandy texture leads to a high slope of the water retention curve. The B horizons showed the lowest S values because their natural density leads to a lower slope of the water retention curve. The values found for ACt/Pt and FC/Pt were higher and lower than the idealized limits. The values obtained from these indices under natural vegetation can provide reference values for soils with similar properties that undergo changes due to anthropic activities. All the indices evaluated were effective in differentiating the effects of soil horizons in the natural hydro-physical functioning of the soils under study.

Learning How to Write an Academic Text: The Effect of Instructional Method and Reflection on Text Quality

Science.gov (United States)

van der Loo, Janneke; Krahmer, Emiel; van Amelsvoort, Marije

2016-01-01

In this paper we present preliminary results on a study on the effect of instructional method (observational learning and learning by doing) and reflection (yes or no) on academic text quality and self-efficacy beliefs. 56 undergraduate students were assigned to either an observational learning or learning-by-doing condition, with or without…

Why high energy physics

International Nuclear Information System (INIS)

Diddens, A.N.; Van de Walle, R.T.

1981-01-01

An argument is presented for high energy physics from the point of view of the practitioners. Three different angles are presented: The cultural consequence and scientific significance of practising high energy physics, the potential application of the results and the discovery of high energy physics, and the technical spin-offs from the techniques and methods used in high energy physics. (C.F.)

Quality assurance during preoperational testing and during startup operation

International Nuclear Information System (INIS)

Eisele, H.; Meyer, F.A.

1980-01-01

Rules and guidelines for the quality assurance. Quality assurance in the course of preoperational testing and the startup period: preoperational testing; hot functional test I; hot functional test II; initial making critical and zero power physics testing; power range testing. Startup documents: startup program; startup instructions; startup data sheet; startup sequence outlines; final startup reports. Advisory safety committee for nuclear startup. (orig./RW)

Quality in university physics teaching: is it being achieved?

Science.gov (United States)

1998-11-01

) satisfied the doubters with a tantalisingly brief description of how the new IoP-sponsored post-16 course intends to tackle this perennial problem. Perhaps mathematics worriers could learn from the efforts being made by several universities to tackle the problem of illiterate physics students. Chris Hall from Warwick described how the Physics Department shared in, developed and adapted a whole-university project - the Warwick Writing Programme - with clear instructions, models and assessment tasks which targeted clearly defined skills in context. And it worked. It sounded a lot like Nuffield A-Level's Research and Analysis to me, but we all know that the school-university interface is semi-permeable at best. This account of a fascinating two days could go on and on. So briefly: James Miller, as Head of Newcastle Royal Grammar School, an ancestral voice prophesying doom, foresaw the demise of university physics mainly because state schools didn't have good labs, enough physics teachers or good discipline, and even when they did they probably taught some kind of general science so that their pupils never even heard of physics. How things must have changed since I stopped teaching. David Baume (FDTL (don't ask)) of the Open University made us do some work in groups and think up what qualities a good physics teacher needs. There were few surprises here, but as a physics `drop-out' Dr Baume was keen on the idea that courses should be more openly structured so that students knew where they were and indeed where they were going. Dave Wonnacott (CTI, Surrey University) showed us some up-to-date teaching software, emphasizing that the current problem was not in finding good stuff but in integrating it into courses. Finally (more or less) we were shown how all these things should be done by Dr Dick Moyes of the chemists' Project Improve. This has been up and running for several years and has organized workshops, training sessions, secondments for producing `transportable ideas' for

Impact of the "Planning to be Active" leisure time physical exercise program on rural high school students.

Science.gov (United States)

Hortz, Brian; Petosa, Rick

2006-10-01

The purpose of the study was to evaluate the effects of a Social Cognitive Theory-based intervention designed to increase the frequency of leisure time planned moderate and vigorous physical exercise among rural high school students attending physical education class. Students in treatment and comparison groups were exposed to an activity-based physical education curricula. The treatment group received eight behavioral skill-building lessons integrated into the existing curriculum. The Social Cognitive Theory-based educational treatment increased levels of moderate physical exercise occurring outside the classroom. This study demonstrated an impact on adolescent leisure time moderate physical exercise using classroom instruction. The intervention was most effective with students who were previously sedentary. The curricular approaches used to promote regular moderate exercise may be useful for sedentary adolescents.

10 CFR 71.111 - Instructions, procedures, and drawings.

Science.gov (United States)

2010-01-01

... 10 Energy 2 2010-01-01 2010-01-01 false Instructions, procedures, and drawings. 71.111 Section 71... MATERIAL Quality Assurance § 71.111 Instructions, procedures, and drawings. The licensee, certificate..., procedures, or drawings of a type appropriate to the circumstances and shall require that these instructions...

Writing in History: Effects of writing instruction on historical reasoning and text quality

NARCIS (Netherlands)

van Drie, J.; Braaksma, M.; van Boxtel, C.

2015-01-01

This study aims at gaining more insight in effective writing instruction to promote historical reasoning. In an experimental study, two types of instructions were compared; a general writing instruction and a discipline-based writing instruction. In addition, the effects of these instructions for

Physics teachers' perspectives on factors that affect urban physics participation and accessibility

Science.gov (United States)

Kelly, Angela M.

2013-06-01

The accessibility of secondary physics in U.S. urban school districts is a complex issue. Many schools do not offer a physics option, and for those that do, access is often restricted by various school policies and priorities that do not promote physics participation for all. To analyze this problem in greater depth, I adopted a qualitative phenomenological methodology to explore urban physics teachers’ views on school- and district-based conditions that may marginalize traditionally underrepresented students. Teachers from three large urban districts shared concerns and suggestions regarding administrative commitment, student preparedness for physics, reform initiatives and testing mandates, promoting physics enrollments, and implementing high quality instruction. Data from interviews and focus groups provided contextual insights into ways in which physics study may be improved and encouraged for urban youth. Teachers believed expanding access could be facilitated with differentiated levels of physics, incorporating mathematical applications with multiple representations, educating students and counselors on the ramifications of choosing or not choosing elective sciences, well-designed grant-funded initiatives, and flexibility with prerequisites and science course sequencing. Teachers experienced frustration with standardized testing, lack of curricular autonomy, shifting administrative directives, and top-down reforms that did not incorporate their feedback in the decision-making processes. Data from this study revealed that physics teacher networks, often housed at local universities, have been a key resource for establishing supportive professional communities to share best practices that may influence school-based reforms that promote physics participation in urban schools.

High School Students' Representations and Understandings of Electric Fields

Science.gov (United States)

Cao, Ying; Brizuela, Bárbara M.

2016-01-01

This study investigates the representations and understandings of electric fields expressed by Chinese high school students 15 to 16 years old who have not received high school level physics instruction. The physics education research literature has reported students' conceptions of electric fields post-instruction as indicated by students'…

10 CFR 72.150 - Instructions, procedures, and drawings.

Science.gov (United States)

2010-01-01

... 10 Energy 2 2010-01-01 2010-01-01 false Instructions, procedures, and drawings. 72.150 Section 72... WASTE Quality Assurance § 72.150 Instructions, procedures, and drawings. The licensee, applicant for a... documented instructions, procedures, or drawings of a type appropriate to the circumstances and shall require...

Physical education Teachers' and public health Nurses' perception of Norwegian high school Students' participation in physical education - a focus group study.

Science.gov (United States)

Abildsnes, Eirik; Stea, Tonje H; Berntsen, Sveinung; Omfjord, Christina S; Rohde, Gudrun

2015-12-24

High quality physical education programs in high schools may facilitate adoption of sustainable healthy living among adolescents. Public health nurses often meet students who avoid taking part in physical education programs. We aimed to explore physical education teachers' and public health nurses' perceptions of high school students' attitudes towards physical education, and to explore physical education teachers' thoughts about how to facilitate and promote students' participation in class. Prior to an initiative from physical education teachers, introducing a new physical education model in two high schools in the South of Norway, we conducted focus groups with 6 physical education teachers and 8 public health nurses. After implementation of the new model, we conducted two additional focus group interviews with 10 physical education teachers. In analyses we used Systematic Text Condensation and an editing analysis style. In general, the students were experienced as engaged and appreciating physical education lessons. Those who seldom attended often strived with other subjects in school as well, had mental health problems, or were characterized as outsiders in several arenas. Some students were reported to be reluctant to expose their bodies in showers after class, and students who seldom attended physical education class frequently visited the school health services. Although the majority of students were engaged in class, several of the students lacked knowledge about physical fitness and motoric skills to be able to master daily activities. The participants related the students' competence and attitude towards participation in physical education class to previous experiences in junior high school, to the competence of physical education teachers, and to possibility for students to influence the content of physical education programs. The participants suggested that high school students' attitudes towards participation in physical education is heterogeneous

HIAF: New opportunities for atomic physics with highly charged heavy ions

Science.gov (United States)

Ma, X.; Wen, W. Q.; Zhang, S. F.; Yu, D. Y.; Cheng, R.; Yang, J.; Huang, Z. K.; Wang, H. B.; Zhu, X. L.; Cai, X.; Zhao, Y. T.; Mao, L. J.; Yang, J. C.; Zhou, X. H.; Xu, H. S.; Yuan, Y. J.; Xia, J. W.; Zhao, H. W.; Xiao, G. Q.; Zhan, W. L.

2017-10-01

A new project, High Intensity heavy ion Accelerator Facility (HIAF), is currently being under design and construction in China. HIAF will provide beams of stable and unstable heavy ions with high energies, high intensities and high quality. An overview of new opportunities for atomic physics using highly charged ions and radioactive heavy ions at HIAF is given.

High Energy Physics

Science.gov (United States)

Untitled Document [Argonne Logo] [DOE Logo] High Energy Physics Home Division ES&H Personnel Collider Physics Cosmic Frontier Cosmic Frontier Theory & Computing Detector R&D Electronic Design Mechanical Design Neutrino Physics Theoretical Physics Seminars HEP Division Seminar HEP Lunch Seminar HEP

In search for instructional techniques to maximize the use of germane cognitive resources: A case of teaching complex tasks in physics

Science.gov (United States)

Sliva, Yekaterina

The purpose of this study was to introduce an instructional technique for teaching complex tasks in physics, test its effectiveness and efficiency, and understand cognitive processes taking place in learners' minds while they are exposed to this technique. The study was based primarily on cognitive load theory (CLT). CLT determines the amount of total cognitive load imposed on a learner by a learning task as combined intrinsic (invested in comprehending task complexity) and extraneous (wasteful) cognitive load. Working memory resources associated with intrinsic cognitive load are defined as germane resources caused by element interactivity that lead to learning, in contrast to extraneous working memory resources that are devoted to dealing with extraneous cognitive load. However, the amount of learner's working memory resources actually devoted to a task depends on how well the learner is engaged in the learning environment. Since total cognitive load has to stay within limits of working memory capacity, both extraneous and intrinsic cognitive load need to be reduced. In order for effective learning to occur, the use of germane cognitive resources should be maximized. In this study, the use of germane resources was maximized for two experimental groups by providing a learning environment that combined problem-solving procedure with prompts to self-explain with and without completion problems. The study tested three hypotheses and answered two research questions. The first hypothesis predicting that experimental treatments would reduce total cognitive load was not supported. The second hypothesis predicting that experimental treatments would increase performance was supported for the self-explanation group only. The third hypothesis that tested efficiency measure as adopted from Paas and van Merrienboer (1993) was not supported. As for the research question of whether the quality of self-explanations would change with time for the two experimental conditions, it was

The Effects of Verbal Instruction and Shaping to Improve Tackling by High School Football Players

Science.gov (United States)

Harrison, Antonio M.; Pyles, David A.

2013-01-01

We evaluated verbal instruction and shaping using TAG (teaching with acoustical guidance) to improve tackling by 3 high school football players. Verbal instruction and shaping improved tackling for all 3 participants. In addition, performance was maintained as participants moved more quickly through the tackling procedure.

Instructing high school students in forensic environmental science using Brownfield Action

Science.gov (United States)

Bower, Peter; Liddicoat, Joseph; Patterson, Angelica; Kelsey, Ryan; Cox, Alice; Tynes, Nicholas

2010-05-01

Barnard College and Columbia University's Center for New Media Teaching and Learning's Brownfield Action is a digital web-based, interactive simulation that combines lecture, laboratory exercises, and individual and collaborative out-of-classroom assignments. The objective of the instruction is to locate and define a subsurface plume of gasoline whose point source is a leaking underground storage tank (LUST) at a gas station. In the fall of 2009, fifteen pre-college high school students from the five boroughs of New York City used Brownfield Action in a 12-week after-school enrichment program at Barnard to investigate the gasoline plume using a variety of geophysical methods - excavation, ground penetrating radar, magnetic metal detection, soil gas, and drilling. The investigation resulted in individual Phase One Site Assessment Reports about the LUST. As coordinators and instructors of the program, we will share our experience teaching the students and the advantages and challenges of using a digital simulation as an instructional centerpiece. Such instruction is intended to include civic engagement and responsibility as part of science education and to create a curriculum that, instead of relying on fragmented and abstract instruction, provides students with a realistic, inquiry-based, and interdisciplinary construction of knowledge.

Health-related quality of life in patients with high-grade gliomas

DEFF Research Database (Denmark)

Piil, K; Jakobsen, J; Christensen, Karl Bang

2015-01-01

follow-up after 1 year. Scores of Karnofsky Performance Status (KPS), physical activity, anxiety and depression and health-related quality of life (FACT-Br) are obtained. Patients' physical activity level and KPS decrease during the disease- and treatment trajectory. The majority of patients did......The diagnosis of a high-grade glioma usual is followed by functional impairment(s), cognitive decline and an impaired psycho-social well-being. This might well have a significant and negative impact on the health related quality of life. The purpose of this study was to explore physical activity...... levels, prevalence and severity of anxiety and depressive symptoms and health-related quality of life among patients with a highgrade glioma. This paper is based on a longitudinal mixed methods study. Patients (n = 30) completed questionnaires at 5 time points from time of diagnosis until the final...

Quality of life of nursing-home residents with dementia subject to surveillance technology versus physical restraints: an explorative study.

Science.gov (United States)

Te Boekhorst, S; Depla, M F I A; Francke, A L; Twisk, J W R; Zwijsen, S A; Hertogh, C M P M

2013-04-01

As physical restraints should only be used in exceptional cases, there is an urgent need for alternatives to restraint use. Surveillance technology could be such an alternative. This study explored whether nursing-home residents with dementia subjected to surveillance technology had better quality of life scores for mood, behavioral and societal dimensions than residents with physical restraints. Quality of life was assessed longitudinally, with three measurements in six psychogeriatric nursing homes of residents with surveillance technology (n = 170) and residents with physical restraints (n = 22). QUALIDEM subscales were used to measure five dimensions of quality of life. Multilevel longitudinal univariate and multivariate regression techniques were used to analyze the data. Because physical restraints were almost exclusively used in residents with low activities of daily living (ADL) independency (18 of the 22), we restricted the regression analyses to residents with a Barthel Index score ≤ 5 (overall n = 53). Univariate results showed that highly ADL-dependent residents with surveillance technology had significantly more positive affect than highly ADL-dependent residents with physical restraints. However, this difference proved to be no longer significant after adjustment for the confounders: age, sex and stage of dementia. Quality of life of highly ADL-dependent nursing-home residents with dementia seems to be unrelated to the use of surveillance technology as opposed to physical restraints. Copyright © 2012 John Wiley & Sons, Ltd.

USING QTM AS AN INSTRUCTIONAL MODEL FOR TEACHING READING COMPREHENSION

Directory of Open Access Journals (Sweden)

Koeswandi Koeswandi

2017-04-01

Full Text Available This research was motivated by the needs for an appropriate English reading comprehension instructional model in Junior High School students. The aims of this research are (1 to describe the qualities of a present guideline for an English instructional model of reading comprehension; (2 to describe the qualities of the existing English instructional model of reading comprehension used in Junior High School; (3 to get the deeply information on the needs towards design; (4 to construct the prototype model of English instructional model of reading comprehension using Quantum Teaching Model (QTM; and (5 to evaluate strengths and weaknesses of the prototype model. The research has used R & D which was conducted in three phases. The first has exploration phase which consists of evaluating the qualities of a present guideline for EIMRC used in JHS in Pemalang Regency, and to analyze the needs of EIMRC using QTM. The second was prototype development phase where the prototype model was constructed and tried out. The last was expert validation in which experts and practitioners were involved to review the model in order to help the refinement. The data were collected from document analysis, in-depth interview, classroom observation, FGD, Tryout and expert judgment. The data were then analyzed by using descriptive-qualitative and interactive analysis. The results of the research showed that the qualities of the present model were fair. Meanwhile, the result of need analysis pointed out that the teachers and the students need the model of EIMRC using QTM. However, the model needs to be revised for the refinement, particularly in terms of mechanical aspects and grammatical points. The research findings conclude that the use of EIMRC using QTM in JHS in Pemalang Regency empirically can improve the students‘ motivation and interaction in RC teaching and Learning activities and increase their reading comprehension achievement. These findings recommend that

Apps to improve diet, physical activity and sedentary behaviour in children and adolescents: a review of quality, features and behaviour change techniques.

Science.gov (United States)

Schoeppe, Stephanie; Alley, Stephanie; Rebar, Amanda L; Hayman, Melanie; Bray, Nicola A; Van Lippevelde, Wendy; Gnam, Jens-Peter; Bachert, Philip; Direito, Artur; Vandelanotte, Corneel

2017-06-24

The number of commercial apps to improve health behaviours in children is growing rapidly. While this provides opportunities for promoting health, the content and quality of apps targeting children and adolescents is largely unexplored. This review systematically evaluated the content and quality of apps to improve diet, physical activity and sedentary behaviour in children and adolescents, and examined relationships of app quality ratings with number of app features and behaviour change techniques (BCTs) used. Systematic literature searches were conducted in iTunes and Google Play stores between May-November 2016. Apps were included if they targeted children or adolescents, focused on improving diet, physical activity and/or sedentary behaviour, had a user rating of at least 4+ based on at least 20 ratings, and were available in English. App inclusion, downloading and user-testing for quality assessment and content analysis were conducted independently by two reviewers. Spearman correlations were used to examine relationships between app quality, and number of technical app features and BCTs included. Twenty-five apps were included targeting diet (n = 12), physical activity (n = 18) and sedentary behaviour (n = 7). On a 5-point Mobile App Rating Scale (MARS), overall app quality was moderate (total MARS score: 3.6). Functionality was the highest scoring domain (mean: 4.1, SD: 0.6), followed by aesthetics (mean: 3.8, SD: 0.8), and lower scoring for engagement (mean: 3.6, SD: 0.7) and information quality (mean: 2.8, SD: 0.8). On average, 6 BCTs were identified per app (range: 1-14); the most frequently used BCTs were providing 'instructions' (n = 19), 'general encouragement' (n = 18), 'contingent rewards' (n = 17), and 'feedback on performance' (n = 13). App quality ratings correlated positively with numbers of technical app features (rho = 0.42, p improve diet, physical activity and sedentary behaviour in children and adolescents had moderate

Physics For All -- yes, it's real physics

Science.gov (United States)

Eisenkraft, Arthur

2012-02-01

Can ``all'' students learn ``real'' physics? We want to provide instruction to a wider segment of the population including those students who will not go into STEM (Science, Technology, Engineering, Math) careers. We also want to maintain the integrity of physics, challenge all students, and not compromise the rigor of our courses. Accomplishing this requires a research guided approach to instruction, curriculum and assessment. Physics First and Physics for All have become a success story for thousands of students in urban, suburban, and rural districts. At the same time, the International Physics Olympiad and other competitions have raised the expectation of what the most motivated students can achieve. Many physics educators are exploring ways to set higher goals for our most gifted students while also providing physics instruction to students previously excluded from our physics classes. Many of the same issues that K-12 educators are struggling with are equally important to the college community as colleges try to educate both future physicists and an educated citizenry. Great novels and symphonies are accessible to people of different backgrounds and levels of expertise. We should develop strategies that enable us to share an understanding of physics with all students because everyone deserves an opportunity to reflect on the wondrous workings of our universe.

RECOMMENDATIONS FOR ACHIEVING MEDIUM- AND HIGH-INTENSITY PHYSICAL / SPORT ACTIVITY IN PHYSICAL EDUCATION TO IMPROVE THE HEALTH AND LEARNING OF CHILDREN AND ADOLESCENTS

Directory of Open Access Journals (Sweden)

Bostjan Šimunič

2016-01-01

Full Text Available The world faces an epidemic of general physical inactivity, impeding the achievement of a sufficient level of medium- and high-intensity physical / sport activities (P / SA. Never in human history were people less physically active than they are now, both at work and in their free time. The most problematic seem to be children and adolescents whose level of P / SA decreases and is not sufficient for maintaining health. School plays an important role in ensuring sufficient and quality P / SA. Physical education is a key period during school when students can be physically active. Consequently, policy makers and moderators of strategies in the field of movement, health and sport should strive to develop the appropriate curriculum and strategies for increasing the volume, intensity and quality of P / SA during physical education. Teachers should pay particular attention, with didactic and methodical approaches, to the achievement of medium- and high-intensity of children’s P / SA.

Physics and high technology

International Nuclear Information System (INIS)

Shao Liqin; Ma Junru.

1992-01-01

At present, the development of high technology has opened a new chapter in world's history of science and technology. This review describes the great impact of physics on high technology in six different fields (energy technology, new materials, information technology, biotechnology, space technology, and Ocean technology). It is shown that the new concepts and new methods created in physics and the special conditions and measurements established for physics researches not only deepen human's knowledge about nature but also point out new directions for engineering and technology. The achievements in physics have been more and more applied to high technology, while the development of high technology has explored some new research areas and raised many novel, important projects for physics. Therefore, it is important for us to strengthen the research on these major problems in physics

Organizational, technical, physical and clinical quality standards for radiotherapy

Science.gov (United States)

Bogusz-Czerniewicz, Marta; Kaźmierczak, Daniel

2012-01-01

Background Indisputably, radiotherapy has become an entirely interdisciplinary specialty. This situation requires efficient planning, verification, monitoring, quality control and constant improvement of all aspects of service delivery, referring both to patients’ (including diagnosis, prescription and method of treatment, its justification, realization and follow up) and organizational, technical and physics matters. Aim The aim of this work was to develop technical, physics and clinical quality standards for radiotherapy. This paper presents chosen standards for each of the aforementioned category. Materials and methods For the development of quality standards the comparison analysis of EU and Polish acts of law passed between 1980 and 2010 was conducted, the universal industrial ISO norm 9001:2008 referring to quality management system was reviewed. Recommendations of this norm were completed with detailed quality standards based on the author's 11 year work experience and the review of articles on quality assurance and quality control standards for radiotherapy published between 1984 and 2009 and the review of current recommendations and guidelines of American, International, European and National bodies (associations, societies, agencies such as AAPM, ESTRO, IAEA, and OECI) for quality assurance and quality management in radiotherapy. Results As a result 352 quality standards for radiotherapy were developed and categorized into the following three groups: (1) organizational standards, (2) physics and technical standards and (3) clinical standards. Conclusions Proposed quality standards for radiotherapy, can be used by any institution using ionizing radiation for medical procedures. Nevertheless standards are only of value if they are implemented, reviewed, audited and improved and if there is a clear mechanism in place to monitor and address failure to meet agreed standards. PMID:24377023

Quality of life of teaching in Physical Education of Parana state, Brazil

Directory of Open Access Journals (Sweden)

Jorge Both

2010-09-01

Full Text Available The aim of this study was to evaluate the correlation between the constructs of quality of work life (QWL and lifestyle in Physical Education teachers from public schools in Parana State. The sample consisted of 654 teachers (299 men and 355 women, corresponding to a sampling error of 3.5%. A sociodemographic questionnaire, “Perceived Work Quality of Life Scale by Physical Education Teachers from Elementary to High School” and “Profile of Individual Lifestyle” were used for data collection. Statistical analysis was performed using the chi-square test and Spearman’s correlation test. The results showed the dissatisfaction of teachers with wages, working conditions and balance between work and leisure. Most subjects presented positive lifestyle behaviors, but the components nutrition, physical activity and stress management were a matter of concern. Internal evaluation of QWL yielded higher correlation coefficients than lifestyle. When comparing the two analytical matrices, low levels of correlation were observed between components and overall assessment of the constructs.

Beyond the Initiatives: Developing instructional leadership in school principals as a system-wide effort to improve the quality of classroom instruction.

OpenAIRE

Aguilera, Sondra Denise

2016-01-01

This design research effort implemented a series of intervention activities designed to support a small group of elementary school principals improve their instructional leadership practices. The purpose of this research was to improve the skills of principals to lead instructional improvements identified through classroom observations, work with their school-level Instructional Leadership Team (ILT) to create teacher professional development that addresses the instructional improvement, and ...

Making learning whole: an instructional approach for mediating the practices of authentic science inquiries

Science.gov (United States)

Liljeström, Anu; Enkenberg, Jorma; Pöllänen, Sinikka

2013-03-01

This design experiment aimed to answer the question of how to mediate the practices of authentic science inquiries in primary education. An instructional approach based on activity theory was designed and carried out with multi-age students in a small village school. An open-ended learning task was offered to the older students. Their task was to design and implement instruction about the Ice Age to their younger fellows. The objective was collaborative learning among students, the teacher, and outside domain experts. Mobile phones and GPS technologies were applied as the main technological mediators in the learning process. Technology provided an opportunity to expand the learning environment outside the classroom, including the natural environment. Empirically, the goal was to answer the following questions: What kind of learning project emerged? How did the students' knowledge develop? What kinds of science learning processes, activities, and practices were represented? Multiple and parallel data were collected to achieve this aim. The data analysis revealed that the learning project both challenged the students to develop explanations for the phenomena and generated high quality conceptual and physical models in question. During the learning project, the roles of the community members were shaped, mixed, and integrated. The teacher also repeatedly evaluated and adjusted her behavior. The confidence of the learners in their abilities raised the quality of their learning outcomes. The findings showed that this instructional approach can not only mediate the kind of authentic practices that scientists apply but also make learning more holistic than it has been. Thus, it can be concluded that nature of the task, the tool-integrated collaborative inquiries in the natural environment, and the multiage setting can make learning whole.

How Do Linguistically Diverse Students Fare in Full- and Half-Day Kindergarten? Examining Academic Achievement, Instructional Quality, and Attendance

Science.gov (United States)

Hall-Kenyon, Kendra M.; Bingham, Gary E.; Korth, Byran B.

2009-01-01

Research Findings: This study investigated the effects of full- and half-day kindergarten programs on classroom instructional quality and children's academic achievement. Considerations were given for how the length of the school day, language status (English language learner [ELL] and non-ELL), and children's attendance patterns influenced…

Quality of life and physical activity in long-term (≥5 years post-diagnosis) colorectal cancer survivors - systematic review.

Science.gov (United States)

Eyl, Ruth Elisa; Xie, Kun; Koch-Gallenkamp, Lena; Brenner, Hermann; Arndt, Volker

2018-06-01

Due to the increasing number of long-term (≥5 years post diagnosis) colorectal cancer survivors, long-term quality of life of these patients is highly relevant. Several studies have reported a positive association between physical activity and quality of life in colorectal cancer survivors, however, so far no systematic review has been published which focuses on long-term colorectal cancer survivors. A systematic review was conducted using the databases PubMed, Web of Science, PsychINFO, and CINAHL. Studies which investigated associations between physical activity and quality of life in long-term colorectal cancer survivors were included. Ten articles based on seven studies were identified. Long-term colorectal cancer survivors who were physically active reported better quality of life than long-term survivors who were not physically active. Both, moderate to vigorous physical activity and lower levels like light physical activity were associated with higher quality of life. Most studies assessed the association between physical activity and quality of life cross-sectionally but one prospective study which measured physical activity and quality of life at three different points in time also found associations between physical activity and quality of life. The association between physical activity and quality of life seemed to be stronger among women than among men. The findings of this systematic review support an association between physical activity and quality of life in long-term colorectal cancer survivors. However, the evidence is limited as most studies were based on cross-sectional and observational design.

Physical aspects of quality assurance in cobalt teletherapy units

Energy Technology Data Exchange (ETDEWEB)

Ng, Kwan Hong [Malaya Univ., Kuala Lumpur (Malaysia)

1989-06-01

ICRU Report No. 24 states that +- 5% is a reasonable degree of accuracy to strive for in the delivery of absorbed doses to target volumes in radiotherapy. To achieve this quality assurance level, a comprehensive programme comprising both physical and clinical components is needed. The purpose of this paper is to present the rationale and guidelines for implementing a recommended quality assurance programme. It will emphasize the physical aspects pertaining to acceptance and constancy tests using Cobalt-60 teletherapy units. It will also outline a suggested schedule of quality assurance testings including radiation dosimetry, geometry and electrochemical safety. (author).

High Energy Physics Departments - Overview

International Nuclear Information System (INIS)

Bartke, J.

2000-01-01

the academic community in Cracow at M.Sc. and Ph.D. level. Joint research, teaching and academic training in high energy physics are carried out within the M. Miesowicz Inter Institute Centre for High Energy Physics, which was formed by an agreement between the University of Mining and Metallurgy, the Jagiellonian University and our Institute to honour the late Prof. Marian Miesowicz, the founder and the long-time leader of the high energy physics community in Cracow. Since the modern high energy physics experiments require enormous technical, man-power and financial efforts, our research is mainly carried out in large international collaborations. These are listed at proper places in the following text. They were formed at the leading laboratories where large accelerators have been or will be constructed: the European Laboratory for Particle Physics CERN in Geneva (SPS, LEP, LHC), DESY in Hamburg (HERA, TESLA), Brookhaven National Laboratory (RHIC), Fermilab in Batavia, USA (TEVATRON) and KEK in Tsukuba, Japan (KEK- B). Our Institute also participates in the international Pierre Auger Project aimed at the study of extremely high energy cosmic rays. Our work in 1999 resulted in the publication of very interesting results from the e + e - experiment DELPHI at LEP, the e ± p experiments H1 and ZEUS at HERA, and on heavy ion collisions from BNL and CERN. Short reviews of some of these can be found in the following pages together with results obtained in other experiments, like e.g., the cosmic ray experiment JACEE, and also with those published by our theorists. Our computing facilities allow the application of the most advanced Monte-Carlo methods both for solving theoretical problems and for modelling the conditions of experiments. A good computer link permits e.g. a nearly on-line control of data quality in running experiments. Close research contacts in some projects such as the DELPHI, ZEUS, NA49 and LHC experiments are being maintained with the A. Soltan Institute

Quality management of clinical-practical instruction for Practical Year medical students in Germany - proposal for a catalogue of criteria from the German Society of Medical Education.

Science.gov (United States)

Raes, Patricia; Angstwurm, Matthias; Berberat, Pascal; Kadmon, Martina; Rotgans, Jerome; Streitlein-Böhme, Irmgard; Burckhardt, Gerhard; Fischer, Martin R

2014-01-01

Amended in 2013, the current version of the German Medical Licensure Regulation contains structural specifications that are also required of non-university institutions involved in Practical Year clinical training. The criteria are worded in relatively general terms. Furthermore, not all of the structural specifications can be readily applied to every subject area. In order to ensure commensurability in Practical Year instruction in Germany, not least in light of recently introduced Practical Year mobility, it is necessary to define consistent quality criteria for Practical Year training. The authors therefore propose a catalogue of criteria for the quality management process in Practical Year instruction facilities. In January 2014, the board of directors of the German Society for Medical Education decided to establish a committee comprised of representatives from various German medical faculties. In a process similar to the Delphi methodology, the group developed criteria for structure, process and outcome quality in Practical Year training in Germany. The criteria developed for structure, process and outcome quality apply to Practical Year training in academic teaching hospitals and university medical centres. Furthermore, modalities for review are proposed. The present catalogue of criteria is intended to contribute to the formation of a basis for the most consistent quality standards possible for Practical Year instruction in Germany.

Bridges to Swaziland: Using Task-Based Learning and Computer-Mediated Instruction to Improve English Language Teaching and Learning

Science.gov (United States)

Pierson, Susan Jacques

2015-01-01

One way to provide high quality instruction for underserved English Language Learners around the world is to combine Task-Based English Language Learning with Computer- Assisted Instruction. As part of an ongoing project, "Bridges to Swaziland," these approaches have been implemented in a determined effort to improve the ESL program for…

Toward Instructional Design Principles: Inducing Faraday's Law with Contrasting Cases

Science.gov (United States)

Kuo, Eric; Wieman, Carl E.

2016-01-01

Although physics education research (PER) has improved instructional practices, there are not agreed upon principles for designing effective instructional materials. Here, we illustrate how close comparison of instructional materials could support the development of such principles. Specifically, in discussion sections of a large, introductory…

The effect of high school chemistry instruction on students' academic self-concept

Science.gov (United States)

Morgan, Peter Wallace

The purpose of this study was to investigate the effect of extended instruction in high school chemistry on the academic self-concept of students and determine what parts of the learning experience need to be addressed to make the interaction a more positive one. Fifty-seven students from three metropolitan public schools, who were enrolled in college preparatory chemistry classes, were asked to complete a written instrument, before and after extended chemistry instruction, that measures academic self-concept. Twenty-one of the students who took part in the written task volunteered to answer some in-depth interview questions concerning their academic self-concept and its relationship to chemistry instruction. Student responses, instrument scores, and student chemistry grades were analyzed for a variety of chemistry learning--academic self-concept connections and interactions. Results showed that there was a positive interaction for less than half of the students involved in the interview sessions. The results from the written instrument showed similar findings. Comparing chemistry grades and academic self-concept revealed an uncertain connection between the two, especially for students with strong academic self-concepts. Students felt that the laboratory experience was often disconnected from the remainder of chemistry instruction and recommended that the laboratory experience be integrated with classroom work. Students also expressed concerns regarding the volume of algorithmic mathematical calculations associated with college preparatory chemistry instruction. Results of this study suggest that secondary chemistry instruction must become more aware of the affective domain of learning and develop a mindful awareness of its connection to the cognitive domain if chemistry teaching and learning is going to better facilitate the intellectual growth of secondary students.

An Examination of the Instructional Leadership Role of High School Vice Principals

Science.gov (United States)

Larkin, Cynthia

2017-01-01

High school vice principals do not typically play a key role in the instructional leadership duties at their sites, as they are typically responsible for being their school's chief disciplinarians, managers of attendance, and supervisors of student activities and athletics. This study examined the role and responsibilities of high school vice…

RELATIONSHIP BETWEEN PHYSICAL ACTIVITY AND HEALTH-RELATED QUALITY OF LIFE IN ELDERLY PEOPLE: A CROSS SECTION STUDY

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Walid Kamal M. Abdelbasset

2017-08-01

Full Text Available Objectives: This study aimed to investigate the relationship between physical activitylevel and health related quality of life in elderly people. Design: Between January and April 2017, a cross-sectional study of 114 elderly people (73 males and 41 females conducted this study. Their mean age was (71±5.24 and the mean body mass index (BMI was (29±3.31.The participating elderly were classified according to walking duration into two groups, low level of physical activity (walking duration 300min/week.The health-related quality of life (HRQoL was measured using the Euro Qol-5dimensions-3 levels scale questionnaire (EQ-5D-3L. Statistical analysis was used to determine the relation between the physical activity and HRQoL scores in elderly people. Results:The measures showed statistically significant differences between high and low physical activity groups (p<0.05. The group of high physical activity showed higher HRQoL scores more than the group of low physical activity in the all five dimensions. The low level group showed high predominance of the chronic disease. Conclusions: High level of physical activity has a beneficial effect on all dimensions of the HRQoL in elderly people. Effort and awareness should be dedicated to encouraging the active lifestyle among different population especially elderly people

Teaching the Conceptual History of Physics to Physics Teachers

Science.gov (United States)

Garik, Peter; Garbayo, Luciana; Benétreau-Dupin, Yann; Winrich, Charles; Duffy, Andrew; Gross, Nicholas; Jariwala, Manher

2015-01-01

For nearly a decade we have taught the history and philosophy of science as part of courses aimed at the professional development of physics teachers. The focus of the history of science instruction is on the stages in the development of the concepts and theories of physics. For this instruction, we designed activities to help the teachers…

Physical and sanitary quality of soybean seeds produced in the state of Santa Catarina

Directory of Open Access Journals (Sweden)

Volmir Frandoloso

2015-08-01

Full Text Available Soybean production accounts for approximately 43% of Brazil’s grain produce, worth over 81 million tons for the 2012- 2013 cropping season. The use of quality seeds is essential for a high-yield agriculture, since low quality seeds compromise plant standing and increase production costs due to reseeding. This will in turn reduce yields through delays on the establishment dates. Seed quality is affected by relative humidity levels, mechanical damage during harvest and processing, thermal damage during the drying process and the environmental conditions during storage that could foster insect and fungi damage. The climate in the state of Santa Catarina favors soybean seed production, and seed companies in general work with high levels of technology. This work is aimed at characterizing the physical and sanitary quality of soybean seeds produced by different companies at different locations throughout the state of Santa Catarina (municipalities of Xanxerê, Abelardo Luz, Campos Novos and Canoinhas. The physical purity, moisture level, sanitary quality and mechanical damage of soybean seeds were studied at three stages, i.e. reception at the seed processing unit, at the end of the processing process and before being marketed. Results pointed out at mechanical injury and cultivar mixture as the main issues concerning seed lot quality, and that soybean seeds produced in Santa Catarina show pathogen contamination, which emphasizes the need for seed treatment.

Effect of lecture instruction on student performance on qualitative questions

Science.gov (United States)

Heron, Paula R. L.

2015-06-01

The impact of lecture instruction on student conceptual understanding in physics has been the subject of research for several decades. Most studies have reported disappointingly small improvements in student performance on conceptual questions despite direct instruction on the relevant topics. These results have spurred a number of attempts to improve learning in physics courses through new curricula and instructional techniques. This paper contributes to the research base through a retrospective analysis of 20 randomly selected qualitative questions on topics in kinematics, dynamics, electrostatics, waves, and physical optics that have been given in introductory calculus-based physics at the University of Washington over a period of 15 years. In some classes, questions were administered after relevant lecture instruction had been completed; in others, it had yet to begin. Simple statistical tests indicate that the average performance of the "after lecture" classes was significantly better than that of the "before lecture" classes for 11 questions, significantly worse for two questions, and indistinguishable for the remaining seven. However, the classes had not been randomly assigned to be tested before or after lecture instruction. Multiple linear regression was therefore conducted with variables (such as class size) that could plausibly lead to systematic differences in performance and thus obscure (or artificially enhance) the effect of lecture instruction. The regression models support the results of the simple tests for all but four questions. In those cases, the effect of lecture instruction was reduced to a nonsignificant level, or increased to a significant, negative level when other variables were considered. Thus the results provide robust evidence that instruction in lecture can increase student ability to give correct answers to conceptual questions but does not necessarily do so; in some cases it can even lead to a decrease.

[Quality assurance and quality management in intensive care].

Science.gov (United States)

Notz, K; Dubb, R; Kaltwasser, A; Hermes, C; Pfeffer, S

2015-11-01

Treatment success in hospitals, particularly in intensive care units, is directly tied to quality of structure, process, and outcomes. Technological and medical advancements lead to ever more complex treatment situations with highly specialized tasks in intensive care nursing. Quality criteria that can be used to describe and correctly measure those highly complex multiprofessional situations have only been recently developed and put into practice.In this article, it will be shown how quality in multiprofessional teams can be definded and assessed in daily clinical practice. Core aspects are the choice of a nursing theory, quality assurance measures, and quality management. One possible option of quality assurance is the use of standard operating procedures (SOPs). Quality can ultimately only be achieved if professional groups think beyond their boundaries, minimize errors, and establish and live out instructions and SOPs.

Effects of a High Protein Food Supplement on Physical Activity, Motor Performance and Health Related Quality of Life of HIV Infected Botswana Children on Anti-Retroviral Therapy (ART).

Science.gov (United States)

Malete, Leapetswe; Mokgatlhe, Lucky; Nnyepi, Maria; Jackson, Jose; Wen, Fujun; Bennink, Maurice; Anabwani, Gabriel; Makhanda, Jerry; Thior, Ibou; Lyoka, Philemon; Weatherspoon, Lorraine

2017-01-01

Despite existing evidence about the benefits of nutrition, physical activity (PA) and sport to the overall health and wellbeing of children, knowledge gaps remain on this relationship in children living with chronic conditions like HIV/AIDS. Such knowledge should inform context specific programs that could enhance the quality of life of children. The purpose of this study was to examine the effects of integrating a nutrition intervention (culturally tailored food supplement) into antiretroviral therapy (ART) on psychosocial outcomes and physical activity among HIV-positive children in Botswana. 201 HIV-positive children (6-15 years; M = 9.44, SD = 2.40) were recruited and randomly assigned (stratified by age and gender) to two groups. The intervention group (n = 97) received a high protein (bean-sorghum plus micronutrients) food supplement, while the control group (n = 104) received a sorghum plus micronutrients supplement. Participants were followed over 12 months. Anthropometric measures, PA, motor performance, and health related quality of life (HRQL) were collected at baseline, 6 and 12 months. Mixed repeated-measures ANOVA revealed a significant time effect of the food supplement on target variables except body fat percentage, speed, and school functioning. Time × treatment interaction was found for physical functioning, psychosocial functioning and total quality of life score. Scores on physical functioning and total of quality life in the intervention group significantly increased from baseline to 6 months compared with the control group ( p = 0.015). A combination of ART and nutritional intervention had a positive effect on physical functioning and total quality of life of HIV-positive children in this study. There were also improvements to physical activity and motor performance tests over time. More research is needed on long term effects of nutrition and PA interventions on HRQL in children living with HIV.

[Physical and mental dimensions of quality of life of frail older people].

Science.gov (United States)

Gobbens, Robbert J J

2017-09-01

Frail older people have an increased risk of limitations in performing activities of daily living, hospitalization, nursing home admission, and premature death. In this study we determined the difference in experiencing quality of life between frail and non-frail older people. We also investigated the associations between physical, psychological and social components of frailty and the physical and mental dimensions of quality of life. 374 people of 75 years and older filled in a questionnaire, the Senioren Barometer. This questionnaire contained the Tilburg Frailty Indicator (TFI) to assess frailty and the SF-12 for assessing quality of life. The study showed that frail older people on average experience a lower quality of life than non-frail older people. A considerable part of the variance of the physical and mental dimensions of quality of life could be explained by the fifteen components of frailty, after controlling for the background characteristics of the respondents, 33.2% and 36.5%, respectively. The frailty components physical inactivity, physical tiredness, and depressive symptoms were associated with the physical dimension as well as the mental dimension of quality of life. The results confirm the importance of multidimensional assessment of frailty. In addition, they provide a direction to healthcare and welfare professionals in performing interventions with the aim of increasing the quality of life of older people.

Effective instruction for English learners.

Science.gov (United States)

Calderón, Margarita; Slavin, Robert; Sánchez, Marta

2011-01-01

The fastest-growing student population in U.S. schools today is children of immigrants, half of whom do not speak English fluently and are thus labeled English learners. Although the federal government requires school districts to provide services to English learners, it offers states no policies to follow in identifying, assessing, placing, or instructing them. Margarita Calderón, Robert Slavin, and Marta Sánchez identify the elements of effective instruction and review a variety of successful program models. During 2007-08, more than 5.3 million English learners made up 10.6 percent of the nation's K-12 public school enrollment. Wide and persistent achievement disparities between these English learners and English-proficient students show clearly, say the authors, that schools must address the language, literacy, and academic needs of English learners more effectively. Researchers have fiercely debated the merits of bilingual and English-only reading instruction. In elementary schools, English learners commonly receive thirty minutes of English as a Second Language (ESL) instruction but attend general education classes for the rest of the day, usually with teachers who are unprepared to teach them. Though English learners have strikingly diverse levels of skills, in high school they are typically lumped together, with one teacher to address their widely varying needs. These in-school factors contribute to the achievement disparities. Based on the studies presented here, Calderón, Slavin, and Sánchez assert that the quality of instruction is what matters most in educating English learners. They highlight comprehensive reform models, as well as individual components of these models: school structures and leadership; language and literacy instruction; integration of language, literacy, and content instruction in secondary schools; cooperative learning; professional development; parent and family support teams; tutoring; and monitoring implementation and outcomes

An overview and guide: planning instructional radio.

Science.gov (United States)

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

Using a Disciplinary Literacy Framework to Teach High School Physics: An Action Research Study

Science.gov (United States)

Hurley, Brian P.; Henry, Michael P.

2015-01-01

This action research study investigated the impact of teaching physics using a disciplinary literacy framework for instruction across all units in one academic year. Through a suite of vocabulary strategies and lessons that encourage students to write, speak, draw, mathematically translate, and design experiments, students learn to do physics by…

The Improvement of Student Teachers' Instructional Quality during a 15-Week Field Experience: A Latent Multimethod Change Analysis

Science.gov (United States)

Holtz, Peter; Gnambs, Timo

2017-01-01

Most studies evaluating the effectiveness of school internships have relied on self-assessments that are prone to self-presentational distortions. Therefore, the present study analyzed the improvement in the instructional quality of 102 student teachers (46 women) from a German university during a 15-week internship at a local secondary school…

Multidrug-resistant bacteria infection and nursing quality management application in the department of physical examination.

Science.gov (United States)

Xu, Li; Luo, Qiang; Chen, Liangzhen; Jiao, Lingmei

2017-09-01

The main problem of clinical prevention and control of multi drug resistant bacteria infection is to strengthen the monitoring of pathogenic bacteria spectrum, this study research on the multi drug-resistant bacteria infection and nursing quality management application in the department of physical examination. The results of this study showed that the number of patients with multiple drug resistant infections showed an increasing trend. Therefore, once the patients with multiple drug-resistant bacteria infection are found, the prevention and control of the patients with multiple drug-resistant bacteria should be strictly followed, and the patient's medication care should be highly valued. Also, the nurses need to be classified based on the knowledge and skill characteristics of the nurses in the department of physical examination, and compare the nursing effect before and after classification and grouping. The physicians and individuals receiving physical examinations in the department of physical examination had a higher degree of satisfaction for nursing effect after classification compared with those before classification. Classification and grouping management helps improve the nursing quality and overall quality of the nurses in the department of physical examination.

Towards Open Access Publishing in High Energy Physics Report of the SCOAP3 Working Party

CERN Document Server

Bianco, S; Ferreira, P; Friend, F; Gargiulo, P; Hanania, R; Henrot-Versillé, S; Holtkamp, A; Igo-Kemenes, P; Jarroux-Declais, D; Jordão, M; Kämper, B-C; Krause, J; Lagrange, T; Le Diberder, F R; Lemasurier, A; Lengenfelder, A; Lindqvist, C M; Mele, S; Plaszczynski, S; Schimmer, R; Vigen, Jens; Voss, R; Wilbers, M; Yeomans, J; Zioutas, K

2007-01-01

This Report concerns the implementation of a process today supported by leading actors from the particle physics community, and worked through in detail by members of an international Working Party. The initiative offers an opportunity for the cost-effective dissemination of high-quality research articles in particle physics, enabling use of the new technologies of e-Science across the literature of High Energy physics.

Adiposity, physical activity, and muscle quality are independently related to physical function performance in middle-aged postmenopausal women.

Science.gov (United States)

Ward-Ritacco, Christie L; Adrian, Amanda L; Johnson, Mary Ann; Rogers, Laura Q; Evans, Ellen M

2014-10-01

Poor physical function performance is associated with risks for disability in late life; however, determinants of physical function are not well characterized in middle-aged women. The aim of this cross-sectional study was to examine the contributions of body composition, physical activity, muscle capacity, and muscle quality to physical function performance. Postmenopausal women (N = 64; mean [SD] age, 58.6 [3.6] y) were assessed for body composition via dual-energy x-ray absorptiometry, for physical activity via accelerometer (steps per day), and for physical function via Timed Up and Go, 30-second chair stand, and 6-minute walk. Leg strength was assessed using isokinetic dynamometry at 60° second. Leg power was assessed with the Nottingham Leg Extensor Power Rig. Muscle quality was calculated as (1) the ratio of leg strength at 60° second to upper leg lean mass and (2) the ratio of leg power to total lower body lean mass. Regression analyses revealed the following: (1) age and muscle quality calculated with leg power are independently related to Timed Up and Go, explaining 12% and 11% of the variance, respectively (P quality calculated with leg strength are independently related to 30-second chair stand, explaining 12% and 10% of the variance, respectively (P quality calculated with leg strength, steps per day, and adiposity are independent predictors of 6-minute walk, collectively explaining 51% of the variance. In postmenopausal women, a more optimal body composition (including lower adiposity and higher lean mass) and higher levels of physical activity are associated with better physical function performance at midlife.

The Uses of Printed Curriculum Materials by Teachers during Instruction and the Social Construction of Pedagogic Discourse in Physical Education

Science.gov (United States)

Peiró-Velert, Carmen; Molina-Alventosa, Pere; Kirk, David; Devís-Devís, José

2015-01-01

This paper examines teachers' use of printed curriculum materials (PCM) during physical education (PE) instruction in Spanish secondary schools and the role they play in the enacted curriculum and in the construction of pedagogical knowledge. Three hundred and ten participants (mean age: 37.7 ± 8.7) responded to an interview-questionnaire on…

Building Measures of Instructional Differentiation from Teacher Checklists

Science.gov (United States)

Williams, Ryan; Swanlund, Andrew; Miller, Shazia; Konstantopoulos, Spyros; van der Ploeg, Arie

2012-01-01

Differentiated instruction is commonly believed to be critical to improving the quality and efficiency of teachers' instructional repertoires (Fischer & Rose, 2001; Tomlinson, 2004). Tomlinson (2000) describes differentiation in four domains: content, process, product, and learning environment. Content differentiation involves varying…

Low physical activity and high screen time can increase the risks of mental health problems and poor sleep quality among Chinese college students.

Directory of Open Access Journals (Sweden)

Xiaoyan Wu

Full Text Available To test the independent and interactive associations of physical activity (PA and screen time (ST with self-reported mental health and sleep quality among Chinese college students.Data were collected in October, 2013. The gender, age, residential background, body mass index (BMI, perceived family economy and perceived study burden were obtained from a total of 4747 college students (41.6% males and 58.4% females. The outcomes were self-reported PA status, ST, anxiety, depression, psychopathological symptoms and sleep quality. Analyses were conducted with logistic regression models.Overall, 16.3%, 15.9% and 17.3% of the students had psychological problems, such as anxiety, depression and psychopathological symptoms, respectively. The prevalence of poor sleep quality was 9.8%. High ST was significantly positively associated with anxiety (OR=1.38, 95%CI: 1.15-1.65, depression (OR=1.76, 95%CI: 1.47-2.09, psychopathological symptoms (OR=1.69, 95%CI: 1.43-2.01 and poor sleep quality (OR=1.32, 95%CI: 1.06-1.65. High PA was insignificantly negatively associated with anxiety, depression, psychopathological symptoms and poor sleep. Low PA and high ST were independently and interactively associated with increased risks of mental health problems and poor sleep quality (p<0.05 for all.Interventions are needed to reduce ST and increase PA in the lifestyles of young people. Future research should develop and measure the impacts of interventions and their potential consequences on sleep, health, and well being.

Low-cost high-quality crystalline germanium based flexible devices

KAUST Repository

Nassar, Joanna M.

2014-06-16

High performance flexible electronics promise innovative future technology for various interactive applications for the pursuit of low-cost, light-weight, and multi-functional devices. Thus, here we show a complementary metal oxide semiconductor (CMOS) compatible fabrication of flexible metal-oxide-semiconductor capacitors (MOSCAPs) with high-κ/metal gate stack, using a physical vapor deposition (PVD) cost-effective technique to obtain a high-quality Ge channel. We report outstanding bending radius ~1.25 mm and semi-transparency of 30%.

Low-cost high-quality crystalline germanium based flexible devices

KAUST Repository

Nassar, Joanna M.; Hussain, Aftab M.; Rojas, Jhonathan Prieto; Hussain, Muhammad Mustafa

2014-01-01

High performance flexible electronics promise innovative future technology for various interactive applications for the pursuit of low-cost, light-weight, and multi-functional devices. Thus, here we show a complementary metal oxide semiconductor (CMOS) compatible fabrication of flexible metal-oxide-semiconductor capacitors (MOSCAPs) with high-κ/metal gate stack, using a physical vapor deposition (PVD) cost-effective technique to obtain a high-quality Ge channel. We report outstanding bending radius ~1.25 mm and semi-transparency of 30%.

Determination Instructions Efficiency of Teaching Methods in Teaching Physics in the Case of Teaching Unit "Viscosity. Newtonian and Stokes Law"

Science.gov (United States)

Radulovic, Branka; Stojanovic, Maja

2015-01-01

The use of different teaching methods has resulted in different quality and quantity of students' knowledge. For this reason, it is important to constantly review the teaching methods and applied most effectively. One way of determining instruction efficiency is by using cognitive load and student achievement. Cognitive load can be generally…

Assessment of spatial and physical neighborhood characteristics that influence sound quality and herewith well-being and health.

NARCIS (Netherlands)

Devilee, Jeroen; Kempen, Elise van; Swart, Wim; Kamp, Irene van; Ameling, Caroline

2018-01-01

Environmental noise and health studies seldom address the positive effect of environments with high acoustic quality. Sound quality, in turn, is influenced by a large number of factors, including the spatial-physical characteristics of a neighborhood. In general, these characteristics cannot be

Peer Instruction in an Algebra-Based General Physics Course

Science.gov (United States)

Listerman, Thomas W.

1999-10-01

We have restructured our algebra-based general physics course to increase peer instruction. For the last three years each lecture has been followed by a recitation class. In recitation class students break up into small groups to work on "study guides" concerning the previous lecture. The recitation instructor is available to answer questions and to provide encouragement. The study guides ask qualitative and quantitative questions to lead students step-by-step through the material. Two completed study guides and a homework assignment are submitted each week for grading and the solutions are available later on the internet. Student surveys show the majority of students have a good attitude about the course, like to work in groups with their friends, and like the ready availability of the instructor for help. Both students and faculty seem to like the more frequent one-to-one contact of this format. We have also noticed that one student in each group tends to ask most of the questions and then "translates" the instructor's response into words the others understand. Lest you think "the millenium has arrived," student performance on multiple-choice tests has not improved markedly, some students strongly resist cooperation with others, and many students still think this is the hardest course they have ever taken.

Poor sleep quality is independently associated with physical disability in older adults.

Science.gov (United States)

Chien, Meng-Yueh; Chen, Hsi-Chung

2015-03-15

We aimed to evaluate the association between sleep quality and physical disability in community-dwelling older adults. There were 213 community-dwelling adults (76 men and 137 women) aged 65 years and above participated into this investigation. The Groningen Activity Restriction Scale and the Pittsburgh Sleep Quality Index were utilized to evaluate physical disability and subjective sleep quality, respectively. Global functional capacity was measured by the 6-minute walk test (6MWT). The Mini Mental State Examination and the Chinese Geriatric Depression Screening Scale were used to evaluate cognitive function and depression. Univariate analysis revealed a correlation between physical disability and poor sleep quality, older age, 2 or more comorbidities, depression, functional capacity, and poor cognitive function. However, in the multivariate analyses, depression failed to show significant association with physical disability. In contrast, an independent association was observed between poor sleep quality and physical disability (OR = 2.03; 95% CI: 1.02-4.05). In community-dwelling older adults, subjective poor sleep was significantly associated with physical disability, even after controlling for the effects of other established risk factors. © 2014 American Academy of Sleep Medicine.

Macular Carotenoid Supplementation Improves Visual Performance, Sleep Quality, and Adverse Physical Symptoms in Those with High Screen Time Exposure.

Science.gov (United States)

Stringham, James M; Stringham, Nicole T; O'Brien, Kevin J

2017-06-29

The dramatic rise in the use of smartphones, tablets, and laptop computers over the past decade has raised concerns about potentially deleterious health effects of increased "screen time" (ST) and associated short-wavelength (blue) light exposure. We determined baseline associations and effects of 6 months' supplementation with the macular carotenoids (MC) lutein, zeaxanthin, and mesozeaxanthin on the blue-absorbing macular pigment (MP) and measures of sleep quality, visual performance, and physical indicators of excessive ST. Forty-eight healthy young adults with at least 6 h of daily near-field ST exposure participated in this placebo-controlled trial. Visual performance measures included contrast sensitivity, critical flicker fusion, disability glare, and photostress recovery. Physical indicators of excessive screen time and sleep quality were assessed via questionnaire. MP optical density (MPOD) was assessed via heterochromatic flicker photometry. At baseline, MPOD was correlated significantly with all visual performance measures ( p eye strain, eye fatigue, and all visual performance measures, versus placebo ( p < 0.05 for all). Increased MPOD significantly improves visual performance and, in turn, improves several undesirable physical outcomes associated with excessive ST. The improvement in sleep quality was not directly related to increases in MPOD, and may be due to systemic reduction in oxidative stress and inflammation.

A Scoping Review of Inclusive Out-of-School Time Physical Activity Programs for Children and Youth With Physical Disabilities.

Science.gov (United States)

Arbour-Nicitopoulos, Kelly P; Grassmann, Viviane; Orr, Krystn; McPherson, Amy C; Faulkner, Guy E; Wright, F Virginia

2018-01-01

The objective of this study was to comprehensively evaluate inclusive out-of-school time physical activity programs for children/youth with physical disabilities. A search of the published literature was conducted and augmented by international expertise. A quality appraisal was conducted; only studies with quality ratings ≥60% informed our best practice recommendations. Seventeen studies were included using qualitative (n = 9), quantitative (n = 5), or mixed (n = 3) designs. Programs had a diversity of age groups, group sizes, and durations. Most programs were recreational level, involving both genders. Rehabilitation staff were the most common leaders. Outcomes focused on social skills/relationships, physical skill development, and psychological well-being, with overall positive effects shown in these areas. The best practice recommendations are consistent with an abilities-based approach emphasizing common group goals and interests; cooperative activities; mastery-oriented, individualized instruction; and developmentally appropriate, challenging activities. Results indicate that inclusive out-of-school time physical activity programs are important for positive psychosocial and physical skill development of children/youth with physical disabilities.

Impact of the second semester University Modeling Instruction course on students’ representation choices

Directory of Open Access Journals (Sweden)

Daryl McPadden

2017-11-01

Full Text Available Representation use is a critical skill for learning, problem solving, and communicating in science, especially in physics where multiple representations often scaffold the understanding of a phenomenon. University Modeling Instruction, which is an active-learning, research-based introductory physics curriculum centered on students’ use of scientific models, has made representation use a primary learning goal with explicit class time devoted to introducing and coordinating representations as part of the model building process. However, because of the semester break, the second semester course, Modeling Instruction-Electricity and Magnetism (MI-EM, contains a mixture of students who are returning from the Modeling Instruction-mechanics course (to whom we refer to as “returning students” and students who are new to Modeling Instruction with the MI-EM course (to whom we refer to as “new students”. In this study, we analyze the impact of MI-EM on students’ representation choices across the introductory physics content for these different groups of students by examining both what individual representations students choose and their average number of representations on a modified card-sort survey with a variety of mechanics and EM questions. Using Wilcoxon-signed-rank tests, Wilcoxon-Mann-Whitney tests, Cliff’s delta effect sizes, and box plots, we compare students’ representation choices from pre- to postsemester, from new and returning students, and from mechanics and EM content. We find that there is a significant difference between returning and new students’ representation choices, which serves as a baseline comparison between Modeling Instruction and traditional lecture-based physics classes. We also find that returning students maintain a high representation use across the MI-EM semester, while new students see significant growth in their representation use regardless of content.

Physics and quality assurance for brachytherapy - Part I: High dose rates

International Nuclear Information System (INIS)

Anderson, Lowell L.

1997-01-01

Purpose: To review the physical aspects of high dose rate (HDR) brachytherapy, including commissioning and quality assurance, source calibration and dose distribution measurements, and treatment planning methods. Following the introduction of afterloading in brachytherapy, development efforts to make it 'remote' culminated in 1964 with the near-simultaneous appearance of remote afterloaders in five major medical centers. Four of these machines were 'high dose rate', three employing 60Co and one (the GammaMed) using a single, cable-mounted 192Ir source. Stepping-motor source control was added to the GammaMed in 1974, making it the precursor of modern remote afterloaders, which are now suitable for interstitial, well as intracavitary brachytherapy by virtue of small source-diameter and indexer-accessed multiple channels. Because the 192Ir sources currently used in HDR remote afterloaders are supplied at a nominal air-kerma strength of 11.4 cGy cm2 s-1 (10 Ci), are not collimated in clinical use, and emit a significant fraction (15%) of photons at energies greater than 600 keV, shielding and facility design must be undertaken as carefully and thoroughly as for external beam installations. Licensing requirements of regulatory agencies must be met with respect both to maximum permissible dose limits and to the existence and functionality of safety devices (door interlocks, radiation monitors, etc.). Commissioning and quality assurance procedures that must be documented for HDR remote afterloading relate to (1) machine, applicator, guide-tube, and facility functionality checks, (2) source calibration, (3) emergency response readiness, (4) planning software evaluation, and (5) independent checks of clinical dose calculations. Source calibration checks must be performed locally, either by in-air measurement of air kerma strength or with a well ionization chamber calibrated (by an accredited standards laboratory) against an in-air measurement of air kerma strength for the

How Faculty Learn about and Implement Research-Based Instructional Strategies: The Case of Peer Instruction

Science.gov (United States)

Dancy, Melissa; Henderson, Charles; Turpen, Chandra

2016-01-01

The lack of knowledge about how to effectively spread and sustain the use of research-based instructional strategies is currently a significant barrier to the improvement of undergraduate physics education. In this paper we address this lack of knowledge by reporting on an interview study of 35 physics faculty, of varying institution types, who…

The Affection of Student Ratings of Instruction toward EFL Instructors

Science.gov (United States)

Chen, Yingling

2018-01-01

Student ratings of instruction can be a valuable indicator of teaching because the quality measurement of instruction identifies areas where improvement is needed. Student ratings of instruction are expected to evaluate and enhance the teaching strategies. Evaluation of teaching effectiveness has been officially implemented in Taiwanese higher…

Using Technology to Facilitate Differentiated High School Science Instruction

Science.gov (United States)

Maeng, Jennifer L.

2017-10-01

This qualitative investigation explored the beliefs and practices of one secondary science teacher, Diane, who differentiated instruction and studied how technology facilitated her differentiation. Diane was selected based on the results of a previous study, in which data indicated that Diane understood how to design and implement proactively planned, flexible, engaging instructional activities in response to students' learning needs better than the other study participants. Data for the present study included 3 h of semi-structured interview responses, 37.5 h of observations of science instruction, and other artifacts such as instructional materials. This variety of data allowed for triangulation of the evidence. Data were analyzed using a constant comparative approach. Results indicated that technology played an integral role in Diane's planning and implementation of differentiated science lessons. The technology-enhanced differentiated lessons employed by Diane typically attended to students' different learning profiles or interest through modification of process or product. This study provides practical strategies for science teachers beginning to differentiate instruction, and recommendations for science teacher educators and school and district administrators. Future research should explore student outcomes, supports for effective formative assessment, and technology-enhanced readiness differentiation among secondary science teachers.

The Effects of Instruction of Creative Invention on Students' Situational Interest in Physics Lesson

Science.gov (United States)

Leung, Tim

paper lantern. The findings in this study suggest that educators can use instruction of creative invention to trigger students' situational interest and enhance students' individual interest in physics lessons.

News from the Library: Publishing Open Access articles beyond High Energy Physics

CERN Multimedia

CERN Library

2012-01-01

CERN has supported Open Access Publishing for many years, and the Scientific Information Service is working to implement this vision. We have just launched the flagship project SCOAP3 (Sponsoring Consortium for Open Access Publishing in Particle Physics) aimed at converting high-quality journals in High Energy Physics to Open Access for articles published as of 2014. More details here.   In parallel, several win-win arrangements allow experimental and theoretical high-energy physics results from CERN to be published in Open Access in a variety of high-impact journals. More information can be found here. Open Access publishing at CERN goes far beyond High Energy Physics. Indeed, CERN is a key supporter of Open Access in accelerator science, through sponsorship of the APS journal PRSTAB and participation in the JACoW collaboration. Now CERN authors publishing in the field of engineering will also have th...

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

Science.gov (United States)

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.

A quality management model for radiation oncology physics

International Nuclear Information System (INIS)

Sternick, E.S.

1991-01-01

State-of-the-art radiation physics quality programs operate in a data rich environment. Given the abundance of recordable events, any formalism that serves to identify and monitor a set of attributes correlated with quality is to be regarded as an important management tool. The hierarchical tree structure model describes one such useful planning method. Of the several different types of tree structures, one of the most appropriate for quality management is the pyramid model. In this model, the associations between an overall program objective and the intermediate steps leading to its attainment, are indicated by both horizontal and vertical connectors. The overall objective of the system under study occupies the vertex of the pyramid, while the level immediately below contains its principal components. Further subdivisions of each component occur in successively lower levels. The tree finally terminates at a base level consisting of actions or requirements that must be fulfilled in order to satisfy the overall objective. A pyramid model for a radiation oncology physics quality program is discussed in detail. (author). 21 refs., 4 figs., 6 tabs

Physical activity predicts quality of life and happiness in children and adolescents with cerebral palsy.

Science.gov (United States)

Maher, Carol Ann; Toohey, Monica; Ferguson, Monika

2016-01-01

To examine the associations between physical activity, health-related quality of life and happiness in young people with cerebral palsy. A total of 70 young people with cerebral palsy (45 males, 25 females; mean age 13 years 11 months, SD 2 years 0 month) took part in a cross-sectional, descriptive postal survey assessing physical activity (Physical Activity Questionnaire for Adolescents), functional ability (Gross Motor Function Classification System), quality of life (Pediatric Quality of Life Inventory 4.0) and happiness (single Likert-scale item). Relationships between physical activity, quality of life and happiness were examined using backward stepwise linear regression. Physical activity significantly predicted physical quality of life (R(2 )= 0.64, β = 6.12, p = 0.02), social quality of life (R(2 )= 0.28, β = 9.27, p happiness (R(2 )= 0.08, β = 0.9, p = 0.04). Physical activity was not associated with emotional or school quality of life. This study found a positive association between physical activity, social and physical quality of life, and happiness in young people with cerebral palsy. Findings underscore the potential benefits of physical activity for the wellbeing of young people with cerebral palsy, in addition to its well-recognised physical and health benefits. Physical activity is a key predictor of quality of life and happiness in young people with cerebral palsy. Physical activity is widely recognised as having physical health benefits for young people with cerebral palsy; however, this study also highlights that it may have important benefits for wellbeing, quality of life and happiness. This emphasises the need for clinical services and intervention studies aimed specifically at increasing physical activity amongst children and adolescents with cerebral palsy.

An Investigation of the Fundamental Characteristics in Quality Online Spanish Instruction

Science.gov (United States)

Don, Margaret Rose

2005-01-01

This article presents research findings investigating the fundamental characteristics in online Spanish instruction (at the university level in the United States) designed to maximize learning outcomes. The researcher collected data to develop a rubric of the fundamental characteristic in online Spanish instruction and then to determine whether…

Meeting the Needs of High School Science Teachers in English Language Learner Instruction

Science.gov (United States)

Cho, Seonhee; McDonnough, Jacqueline T.

2009-08-01

This survey study explored high school science teachers’ challenges and needs specific to their growing English language learning (ELL) student population. Thirty-three science teachers from 6 English as a Second language (ESL)-center high schools in central Virginia participated in the survey. Issues surveyed were (a) strategies used by science teachers to accommodate ELL students’ special needs, (b) challenges they experienced, and (c) support and training necessary for effective ELL instruction. Results suggest that language barriers as well as ELL students’ lack of science foundational knowledge challenged teachers most. Teachers perceived that appropriate instructional materials and pedagogical training was most needed. The findings have implications for science teacher preservice and inservice education in regard to working with language minority students.

Strategies for combining physics videos and virtual laboratories in the training of physics teachers

Science.gov (United States)

Dickman, Adriana; Vertchenko, Lev; Martins, Maria Inés

2007-03-01

Among the multimedia resources used in physics education, the most prominent are virtual laboratories and videos. On one hand, computer simulations and applets have very attractive graphic interfaces, showing an incredible amount of detail and movement. On the other hand, videos, offer the possibility of displaying high quality images, and are becoming more feasible with the increasing availability of digital resources. We believe it is important to discuss, throughout the teacher training program, both the functionality of information and communication technology (ICT) in physics education and, the varied applications of these resources. In our work we suggest the introduction of ICT resources in a sequence integrating these important tools in the teacher training program, as opposed to the traditional approach, in which virtual laboratories and videos are introduced separately. In this perspective, when we introduce and utilize virtual laboratory techniques we also provide for its use in videos, taking advantage of graphic interfaces. Thus the students in our program learn to use instructional software in the production of videos for classroom use.

Quality Is Key--The Impact of Community Service, Community Service Quality, and Reflection on Adolescents' Volunteering Intentions

Science.gov (United States)

van Goethem, Anne A. J.; van Hoof, Anne; Orobio de Castro, Bram; van Aken, Marcel A. G.

2014-01-01

This study examined the effect of community service program-quality on changes in adolescents' intentions to volunteer. Based on the literature, volunteering intentions were expected to increase by programs with high quality community service activities (e.g., instructive activities) and educational activities including reflection. Adolescents (N=…

High energy physics

International Nuclear Information System (INIS)

Kernan, A.; Shen, B.C.; Ma, E.

1997-01-01

This proposal is for the continuation of the High Energy Physics program at the University of California at Riverside. In hadron collider physics the authors will complete their transition from experiment UA1 at CERN to the DZERO experiment at Fermilab. On experiment UA1 their effort will concentrate on data analysis at Riverside. At Fermilab they will coordinate the high voltage system for all detector elements. They will also carry out hardware/software development for the D0 muon detector. The TPC/Two-Gamma experiment has completed its present phase of data-taking after accumulating 160 pb - 1 of luminosity. The UC Riverside group will continue data and physics analysis and make minor hardware improvement for the high luminosity run. The UC Riverside group is participating in design and implementation of the data acquisition system for the OPAL experiment at LEP. Mechanical and electronics construction of the OPAL hadron calorimeter strip readout system is proceeding on schedule. Data analysis and Monte Carlo detector simulation efforts are proceeding in preparation for the first physics run when IEP operation comenses in fall 1989

Physical quality characteristics of the microwave-dried breadfruit powders due to different processing conditions

Science.gov (United States)

Taruna, I.; Hakim, A. L.; Sutarsi

2018-03-01

Production of breadfruit powder has been an option to make easy its uses in various food processing. Accordingly, there is a need recently to apply advanced drying method, i.e. microwave drying, for improving quality since conventional methods produced highly variable product quality and required longer process. The present work was aimed to study the effect of microwave power and grinding time on physical quality of breadfruit powders. The experiment was done initially by drying breadfruit slices in a microwave dryer at power level of 420, 540, and 720 W and then grinding for 3, 5, and 7 min to get powdery product of less than 80 mesh. The physical quality of breadfruit powders were measured in terms of fineness modulus (FM), average particle size (D), whiteness (WI), total color difference (ΔE), water absorption (Wa), oil absorption (La), bulk density (ρb) and consistency gel (Gc). The results showed that physical quality of powders and its ranged-values included the FM (2.08-2.62), D (0.44-0.68 mm), WI (75.2-77.9), ΔE (7.4-10.5), Wa (5.5-6.2 ml/g), La (0.7-0.9 ml/g), ρb (0.62-0.70 g/cm3) and Gc (41.3-46.8 mm). The experiment revealed that variation of microwave power and grinding time affected significantly the quality of the breadfruit powders. However, microwave power was more dominant factor to affect quality of breadfruit powder in comparison to the grinding time.

Curricula Equity in Required Ninth-Grade Physical Education.

Science.gov (United States)

Napper-Owen, Gloria E.; Kovar, Susan K.; Ermler, Kathy L.; Mehrhof, Joella H.

1999-01-01

Surveyed high school physical educators regarding required physical education programs, examining hidden curriculum about gender equity and culture. Team sports dominated the instructional units. Teachers had problems involving all students in coeducational activities. Female teachers were more apt to teach outside their socially accepted area of…

Post-fire Water Quality Response and Associated Physical Drivers

Science.gov (United States)

Rust, A.; Saxe, S.; Hogue, T. S.; McCray, J. E.; Rhoades, C.

2017-12-01

The frequency and severity of forest fires is increasing across the western US. Wildfires are known to impact water quality in receiving waters; many of which are important sources of water supply. Studies on individual forest fires have shown an increase in total suspended solids, nutrient and metal concentrations and loading in receiving streams. The current research looks at a large number of fires across a broad region (Western United States) to identify typical water quality changes after fire and the physical characteristics that drive those responses. This presentation will overview recent development of an extensive database on post-fire water quality. Across 172 fires, we found that water quality changed significantly in one out of three fires up to five years after the event compared to pre-burn conditions. For basins with higher frequency data, it was evident that water quality changes were significant in the first three years following fire. In both the initial years following fire and five years after fire, concentrations and loading rates of dissolved nutrients such as nitrite, nitrate and orthophosphate and particulate forms of nutrients, total organic nitrogen, total nitrogen, total phosphate, and total phosphorus increase thirty percent of the time. Concentrations of some major dissolved ions and metals decrease, with increased post-fire flows, while total particulate concentrations increased; the flux of both dissolved and particulate forms increase in thirty percent of the fires over five years. Water quality change is not uniform across the studied watersheds. A second goal of this study is to identify physical characteristics of a watershed that drive water quality response. Specifically, we investigate the physical, geochemical, and climatological characteristics of watersheds that control the type, direction, and magnitude of water quality change. Initial results reveal vegetation recovery is a key driver in post-fire water quality response

Not Just "Gym" Anymore: The Role of Journaling in Physical Education Courses

Science.gov (United States)

Rowland, Amy

2007-01-01

In this article, the author explores the use of journaling in high school physical education classes. An assistant professor of health and physical education, the author seeks to assist high school instructors with preparing students for the demands of college, both physical and intellectual. The author gives specific instructions on how best to…

Physical soil quality indicators for monitoring British soils

Science.gov (United States)

Corstanje, Ron; Mercer, Theresa G.; Rickson, Jane R.; Deeks, Lynda K.; Newell-Price, Paul; Holman, Ian; Kechavarsi, Cedric; Waine, Toby W.

2017-09-01

Soil condition or quality determines its ability to deliver a range of functions that support ecosystem services, human health and wellbeing. The increasing policy imperative to implement successful soil monitoring programmes has resulted in the demand for reliable soil quality indicators (SQIs) for physical, biological and chemical soil properties. The selection of these indicators needs to ensure that they are sensitive and responsive to pressure and change, e.g. they change across space and time in relation to natural perturbations and land management practices. Using a logical sieve approach based on key policy-related soil functions, this research assessed whether physical soil properties can be used to indicate the quality of British soils in terms of their capacity to deliver ecosystem goods and services. The resultant prioritised list of physical SQIs was tested for robustness, spatial and temporal variability, and expected rate of change using statistical analysis and modelling. Seven SQIs were prioritised: soil packing density, soil water retention characteristics, aggregate stability, rate of soil erosion, depth of soil, soil structure (assessed by visual soil evaluation) and soil sealing. These all have direct relevance to current and likely future soil and environmental policy and are appropriate for implementation in soil monitoring programmes.

Physical soil quality indicators for monitoring British soils

Directory of Open Access Journals (Sweden)

R. Corstanje

2017-09-01

Full Text Available Soil condition or quality determines its ability to deliver a range of functions that support ecosystem services, human health and wellbeing. The increasing policy imperative to implement successful soil monitoring programmes has resulted in the demand for reliable soil quality indicators (SQIs for physical, biological and chemical soil properties. The selection of these indicators needs to ensure that they are sensitive and responsive to pressure and change, e.g. they change across space and time in relation to natural perturbations and land management practices. Using a logical sieve approach based on key policy-related soil functions, this research assessed whether physical soil properties can be used to indicate the quality of British soils in terms of their capacity to deliver ecosystem goods and services. The resultant prioritised list of physical SQIs was tested for robustness, spatial and temporal variability, and expected rate of change using statistical analysis and modelling. Seven SQIs were prioritised: soil packing density, soil water retention characteristics, aggregate stability, rate of soil erosion, depth of soil, soil structure (assessed by visual soil evaluation and soil sealing. These all have direct relevance to current and likely future soil and environmental policy and are appropriate for implementation in soil monitoring programmes.

Closeout Report: Experimental High Energy Physics Group at the University of South Alabama

Energy Technology Data Exchange (ETDEWEB)

Jenkins, Charles M; Godang, Romulus

2013-06-25

The High Energy Physics group at the University of South Alabama has been supported by this research grant (DE-FG02-96ER40970) since 1996. One researcher, Dr. Merrill Jenkins, has been supported on this grant during this time worked on fixed target experiments at the Fermi National Accelerator Laboratory, west of Chicago, Illinois. These experiments have been E-705, E-771, E-871 (HyperCP) and E-921 (CKM) before it was canceled for budgetary reasons. After the cancellation of CKM, Dr. Jenkins joined the Compact Muon Solenoid (CMS) experiment as an associate member via the High Energy Physics Group at the Florida State University. A second, recently tenured faculty member, Dr. Romulus Godang joined the group in 2009 and has been supported by this grant since then. Dr. Godang is working on the BaBaR experiment at SLAC and has joined the Belle-II experiment located in Japan at KEK. According to the instructions sent to us by our grant monitor, we are to concentrate on the activities over the last three years in this closeout report.

High energy physics advisory panel's subpanel on vision for the future of high-energy physics

International Nuclear Information System (INIS)

1994-05-01

This report was requested by the Secretary of Energy to (1) define a long-term program for pursuing the most important high-energy physics goals since the termination of the Superconducting Super Collider (SSC) project, (2) assess the current US high-energy physics program, and (3) make recommendations regarding the future of the field. Subjects on which recommendations were sought and which the report addresses were: high-energy physics funding priorities; facilitating international collaboration for future construction of large high-energy physics facilities; optimizing uses of the investment made in the SSC; how to encourage displaced scientists and engineers to remain in high-energy physics and to attract young scientists to enter the field in the future. The report includes a description of the state of high-energy physics research in the context of history, a summary of the SSC project, and documentation of the report's own origins and development

Physical aspects of quality assurance in radiotherapy: A protocol for quality control

International Nuclear Information System (INIS)

Aguirre, J.F.; Alfonso-Laguardia, R.; Andreo, P.; Brunetto, M.; Marenco-Zuniga, H.; Gutt, F.; Torres-Calderon, A.

2000-06-01

In consistency with the increasing requests from Member States for establishing radiotherapy programmes, an IAEA Technical Co-operation project was initiated in Latin America aimed at improving the physical aspects (as a complement to the clinical issues) of quality assurance in radiotherapy; this ARCAL XXX project (RLA/6/032) was classified as a Model Project of the IAEA. Among the important outcomes of the project were (i) the training of a considerable number of medical physicists in hospitals of the region, (ii) the development of a protocol for quality control procedures, and (iii) the organization of quality audit site visits (to the participant countries) where the implementation in hospitals of the developed quality control procedures is verified. The present publication is the protocol for quality control of the physical aspects of radiotherapy. It contains detailed procedures on what should be measured by a medical physicist in a radiotherapy treatment unit and related equipment, and how this should be made. The latter is made through several appendices, which make the document rather unique. The protocol was developed by medical physicists of the region for the professionals of the region, and it is the first document of this kind ever written in Spanish. A training course was organized in November 1998 (Havana, Cuba) where its practical implementation was taught. There are plans to have this document translated into different languages for the various regions having similar TC projects. (author)

Theoretical high energy physics

International Nuclear Information System (INIS)

Lee, T.D.

1991-01-01

This report discusses theoretical research in high energy physics at Columbia University. Some of the research topics discussed are: quantum chromodynamics with dynamical fermions; lattice gauge theory; scattering of neutrinos by photons; atomic physics constraints on the properties of ultralight-ultraweak gauge bosons; black holes; Chern- Simons physics; S-channel theory of superconductivity; charged boson system; gluon-gluon interactions; high energy scattering in the presence of instantons; anyon physics; causality constraints on primordial magnetic manopoles; charged black holes with scalar hair; properties of Chern-Aimona-Higgs solitons; and extended inflationary universe

In-stream Physical Heterogeneity, Rainfall Aided Flushing, and Discharge on Stream Water Quality.

Science.gov (United States)

Gomes, Pattiyage I A; Wai, Onyx W H

2015-08-01

Implications of instream physical heterogeneity, rainfall-aided flushing, and stream discharge on water quality control have been investigated in a headwater stream of a climatic region that has contrasting dry and wet seasons. Dry (low flow) season's physical heterogeneity showed a positive correlation with good water quality. However, in the wet season, physical heterogeneity showed minor or no significance on water quality variations. Furthermore, physical heterogeneity appeared to be more complementary with good water quality subsequent to rainfall events. In many cases stream discharge was a reason for poor water quality. For the dry season, graywater inputs to the stream could be held responsible. In the wet season, it was probably the result of catchment level disturbances (e.g., regulation of ephemeral freshwater paths). Overall, this study revealed the importance of catchment-based approaches on water quality improvement in tandem with in-stream approaches framed on a temporal scale.

In Search for Instructional Techniques to Maximize the Use of Germane Cognitive Resources: A Case of Teaching Complex Tasks in Physics

Science.gov (United States)

Sliva, Yekaterina

2014-01-01

The purpose of this study was to introduce an instructional technique for teaching complex tasks in physics, test its effectiveness and efficiency, and understand cognitive processes taking place in learners' minds while they are exposed to this technique. The study was based primarily on cognitive load theory (CLT). CLT determines the amount of…

Effects of different doses of high-speed resistance training on physical performance and quality of life in older women: a randomized controlled trial

Directory of Open Access Journals (Sweden)

Ramirez-Campillo R

2016-12-01

Objective: This study aimed to compare the effects of two frequencies of high-speed resistance training (HSRT on physical performance and quality of life of older women.Methods: A total of 24 older women participated in a 12-week HSRT program composed of either two or three sessions/week (equated for volume and intensity. Women were randomized into three arms: a control group (CG, n=8, a resistance training group performing two sessions/week (RT2, n=8, and a resistance training group performing three sessions/week (RT3, n=8. The training program for both experimental groups included exercises that required high-speed concentric muscle actions.Results: No baseline differences were observed among groups. Compared with the CG, both training groups showed similar small to moderate improvements (P<0.05 in muscle strength, power, functional performance, balance, and quality of life.Conclusion: These results suggest that equated for volume and intensity, two and three training sessions/week of HSRT are equally effective for improving physical performance and quality of life of older women. Keywords: aging, muscle strength, adaptation, frailty

Image quality - physical and diagnostic parameters. The radiologist's viewpoint

International Nuclear Information System (INIS)

Stender, H.St.

1985-01-01

The quality of a radiograph is determined by the diagnostic information it provides. This depends upon the visual detection of diagnostically relevant structures. The technical radiographic requirements are dependent upon the physical measurements and the physiological and optical conditions. Such physical factors as spatial resolution, contrast and noise are quantitative measurements, which must be oriented to the qualitative visual characteristics of the radiograph. The influence of subjective perception and complexity of structural noise on the detectability of details and structures particularly demands attention. Since radiographic quality depends upon the detection of diagnostically relevant structure and features, it is important to define these parameters on the basis of extensive radiographic analysis and the corresponding clinical findings. The diagnostically relevant radiographic parameters and image details and critical structures have been worked out for the examination of the lungs, colon, stomach, urinary tract and skeleton. Good image quality requires coordination of the physical-technical parameters with the visual ability of the observer, since only in this way can the diagnostic information be represented with sufficient clarity. (author)

Physical foundations of image quality in nuclear medicine. Methods for its evaluation

International Nuclear Information System (INIS)

Perez Diaz, Marlen; Diaz Rizo, Oscar

2007-01-01

The present paper describes the main physical factors which characterize image quality in Nuclear Medicine from the physical and mathematical point of view. A conceptual description of how image system (gamma camera) degrades the information emitted by the object is also presented. A critical review of some qualitative and quantitative methods for grading image quality, collateral to equipment quality control, follows this material. Among these methods we present the ROC analysis, Clustering Techniques and Discriminant Analysis. As a part of the two last ones, we also analyze the main factors which determine image quality and how they produce changes in the quantitative physical variables measured on the images. A comparison among the methods is also presented, remarking their utility to check image quality, as well as the main advantages and disadvantages of each one (au)

Instruction of Multidisciplinary Content in Introductory Courses

Science.gov (United States)

Shaibani, Saami J.

2017-01-01

There has been an ever-increasing emphasis on the integration of material in the areas of science, technology, engineering and mathematics during the past decade or so. However, there are two major requirements for accomplishing the effective delivery of such multidisciplinary content in the classroom: having high levels of expertise in all of the subjects; and, having the ability to combine the separate fields in a consistent manner without compromising academic purity. The research reported here involves a teacher with this skill set and it includes an example from kinematics, which is initially explored with standard treatment of concepts in mechanics and then developed with analysis employing algebra. As often happens, the non-trivial nature of the result in this case does not readily allow students to have a sense that the physics-based outcome is correct. This shortfall is remedied by adopting a complementary approach with geometry and calculus, which adds an independent perspective that reassures students by confirming the validity of the original answer. The enhanced quality of instruction achieved with the above methodology produces many benefits, including greater student understanding and more opportunities for active involvement by students in the learning process.

Physical quality of an oxisol under different uses

Directory of Open Access Journals (Sweden)

Francisco Ocian Bastos Mota

2012-12-01

Full Text Available The use of a soil induces changes in the physical properties according to the management, tillage intensity and type of crop. The objective of this work was to measure the alterations of some of the soil physical properties and evaluate the physical quality by the S index, an indicator proposed by Dexter (2004, comparing the land uses: eucalyptus plantations at different ages, grazing pasture, annual crops, and an area of preserved secondary vegetation with an area of preserved native forest (National Forest Araripe - NFA as control. The study was carried out on an Oxisol on the Fazenda Redenção, in Jardim, State of Ceará, Brazil. The experiment was arranged in a completely randomized design with seven treatments and three replications in the layers 0-0.1 and 0.1-0.2 m. The soil was analyzed for the following physical properties: bulk density, particle density, total pore volume, micro and macroporosity, soil water retention curves and water availability. Based on the S index, the hypothesis that the use of a soil deteriorates the physical quality was accepted. Clearly, native forest (NFA was the land use with the best conditions in all physical properties studied, followed closely by the area reforested with 20 year-old eucalyptus. The use as grazing pasture affected the soil physical conditions most, especially in the surface layer (0-0.1 m, as evidenced by increased bulk density and a substantial reduction in soil porosity, mainly in macroporosity. Microporosity was not influenced by any of the uses and in any layer studied.

Integration of educational methods and physical settings: design guidelines for High/Scope methodology in pre-schools

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Shirin Izadpanah

2014-06-01

Full Text Available Quality design and appropriate space organization in preschool settings can support preschool children's educational activities. Although the relationship between the well-being and development of children and physical settings has been emphasized by many early childhood researchers, there is still a need for theoretical design guidelines that are geared towards the improvement of this issue. This research focuses on High/Scope education and aims to shape a theoretical guideline that raises teachers' awareness about the potential of learning spaces and guides them to improve the quality of the physical spaces. To create a theoretical framework, reliable sources are investigated in the light of High/Scope education and the requirements of pre-school children educational spaces. Physical space characteristics, the preschool child's requirements and High/Scope methodology identified design inputs, design considerations and recommendations that shape the final guideline for spatial arrangement in a High/Scope setting are integrated. Discussions and suggestions in this research benefit both designers and High/ Scope teaching staff. Results help High/Scope teaching staff increase the quality of a space in an educational setting without having an architectural background. The theoretical framework of the research allows designers to consider key features and users' possible activities in High/ Scope settings and shape their designs accordingly.

Battling Obesity with Quality Elementary Physical Education: From Exposure to Competence

Science.gov (United States)

Bott, Timothy S.; Mitchell, Murray

2015-01-01

Sedentary behaviors contribute to the obesity epidemic in this country and physical educators can play an important role in the battle to improve the quality of life of our citizens. Motor skill competency is a substantive factor in a person's decision to be active or not, and a quality physical education program can tip the balance in favor of…

An experimental investigation of the flow physics of high-lift systems

Science.gov (United States)

Thomas, Flint O.; Nelson, R. C.

1995-01-01

This progress report is a series of overviews outlining experiments on the flow physics of confluent boundary layers for high-lift systems. The research objectives include establishing the role of confluent boundary layer flow physics in high-lift production; contrasting confluent boundary layer structures for optimum and non-optimum C(sub L) cases; forming a high quality, detailed archival data base for CFD/modelling; and examining the role of relaminarization and streamline curvature. Goals of this research include completing LDV study of an optimum C(sub L) case; performing detailed LDV confluent boundary layer surveys for multiple non-optimum C(sub L) cases; obtaining skin friction distributions for both optimum and non-optimum C(sub L) cases for scaling purposes; data analysis and inner and outer variable scaling; setting-up and performing relaminarization experiments; and a final report establishing the role of leading edge confluent boundary layer flow physics on high-lift performance.

PHYSICAL DIMENSION OF QUALITY OF LIFE IN OSTOMY PATIENTS

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Gordana Repić

2014-09-01

Full Text Available Colorectal cancer is the most common cancer of abdominal visceral organs. The basic principle of management is radical surgery treatment, with creation of stoma. Quality of life is of great importance for ostomy patients. Considering the fact that colostomy is mutilizing intervention wich results in irreversible body changes, in most cases as a result of underlying colorectal cancer, patients have to cope with two major issues - life threatening disease and extensive surgical procedure which leads to irreversible changes in all aspects of life. The aim of this study was to assess physical well-beig in patients with ostomy regarding their gender, education level and time after surgery. There were 67 patients of both genders who were followed up at the Specialist Polyclinic after colostomy surgery at the Clinical Center of Vojvodina. The quality of life for patients with colostomy questionnaire by M. Grant was used. Average age of respondents was 65.87 years. Majority of them had colostomy, mainly permanent, mostly due to malignancy. The most dominant physical issues were skin irritation, diarrhea, leakage of feces from pouch and obstipation. There were no statistically significant differences in self-assessment of physical well-being among sexes; gas and diarrhea were more commonly reported in higher education level groups, while patients who had stoma longer than 12 months better perceived their physical strength. The average score of self-assessment of physical well-being was 3.91 (0 was the best, 10 was the worst, better perceived by men and patients who had stoma longer than 12 months. Although self-assessment of physical well-being in ostomy patients was at a satisfactory level, it is necessary to provide continuous patient support in order to overcome physical problems that alter their quality of life.

Instructional designing the STEM education model for fostering creative thinking abilities in physics laboratory environment classes

Science.gov (United States)

Chanthala, Chumpon; Santiboon, Toansakul; Ponkham, Kamon

2018-01-01

To investigate the effects of students' activity-based on learning approaching management through the STEM Education Instructional Model for fostering their creative thinking abilities of their learning achievements in physics laboratory classroom environments with the sample size consisted of 48 students at the 10th grade level in two classes in Mahasarakham University Demonstration School(Secondary Division) in Thailand. Students' creative thinking abilities were assessed with the with the 24-item GuilfordCreative Thinking Questionnaire (GCTQ). Students' perceptions of their physics classroom learning environments were obtained using the 35-item Physics Laboratory Environment Inventory (PLEI). Associations between students' learning achievements of their post-test assessment indicated that 26% of the coefficient predictive value (R2) of the variance in students' creative thinking abilities was attributable to their perceptions for the GCTQ. Students' learning outcomes of their post-test assessment, the R2value indicated that 35% of the variances for the PLEI, the R2value indicated that 63% of the variances for their creative thinking abilities were attributable to theiraffecting the activity-based on learning for fostering their creative thinking are provided.

The Evaluation of Physical Space Quality in Education Buildings in Regard to User Satisfaction

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Filiz ŞENKAL SEZER

2016-08-01

Full Text Available In this study, physical space quality of two different engineering department buildings in Uludag University Gorukle Campus, Bursa, Turkey are analyzed in regard to user evaluations about the physical space quality. In the analysis of these evaluations, criteria about physical space quality are predetermined by the authors. In the method of the study, the below phases are implemented. In first, the literature review about the physical space quality is done and then a questionnaire is prepared with regard to the key themes in literature review in order to evaluate the user satisfaction. The  key themes in user satisfaction questionnaire is accessibility, ergonomics, thermal comfort, audible comfort, visual comfort, inner space air quality, service spaces, socialization. The aim of this study is first to understand which criteria are important for the students and then to improve the physical space quality in regard to the dissatisfaction.

Are physical activity, sedentary behaviors and sleep duration associated with body mass index-for-age and health-related quality of life among high school boys and girls?

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Jalali-Farahani, Sara; Amiri, Parisa; Chin, Yit Siew

2016-02-27

Previous studies reported lower health-related quality of life (HRQOL) scores in overweight and obese adolescents compared to their normal weight counterparts; however, few studies investigated the association between obesity-related behaviors including physical activity and sedentary behaviors and HRQOL in adolescents. This study aimed at investigating the relationship between physical activity, sedentary behaviors, sleep duration and body mass index-for-age (BMI-for-age) and HRQOL among high school Tehranian students. A total of 465 high school students (48.8 % girls) were recruited from three different socio-economic zones in Tehran. The BMI-for-age was determined and physical activity and HRQOL were assessed using validated questionnaires including Quantification de l'Activite Physique en Altitude Chez les Enfants (QAPACE) and Pediatric Quality of Life Inventory (PedsQL) respectively. Over one third of students (38.5 %) were either overweight or obese. The means of all self- and parent-reported HRQOL scores were significantly lower in girls, compared to boys, except for the parent-reported social functioning subscale. Mean hours of daily sleeping were significantly higher in girls, compared to boys (8.16 ± 1.27 vs. 7.73 ± 1.22 respectively; p girls and boys spent more time on sedentary activities than engaging in sport activities. During school and vacation periods, boys had significantly higher daily energy expenditure (DEE) compared to girls (p boys but not girls (r = -0.14, p activities were significantly associated with their children HRQOL scores. In summary, time spent on physical and sedentary activities were not associated with BMI-for-age, although both of these were associated with the HRQOL of high school students. The potential role of sedentary activities and physical activity should be considered in future interventions aimed at improving HRQOL in adolescents.

Associations among physical activity, diet quality, and weight status in US adults.

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Pate, Russell R; Taverno Ross, Sharon E; Liese, Angela D; Dowda, Marsha

2015-04-01

Nearly 70% of adult Americans are overweight or obese, but the associations between physical activity, diet quality, and weight status have not been examined in a representative sample of US adults. The purpose of this study was to examine the associations among moderate-to-vigorous physical activity (MVPA), diet quality, and weight status within and across age groups in US adults. Participants included 2587 men and 2412 women age 20 to ≥70 yr from the National Health and Nutrition Examination Survey 2003-2004 and 2005-2006. Physical activity was measured by accelerometry. Diet quality was assessed with overall Healthy Eating Index-2005 scores. Measures of weight status, body mass index (BMI), and waist circumference were assessed using standard National Health and Nutrition Examination Survey protocols. Across age groups, MVPA was lower in the older age groups for both men and women, whereas diet quality was higher (P men and women in nearly every age group (P men age 30-39, 40-49 (BMI only), and 50-59 yr and women age 50-59 yr (P physical activity, and diet quality in US men and women. MVPA was very consistently related to weight status in both genders. The relation between diet quality and weight status was less consistent. These findings provide support for public health efforts to prevent obesity by promoting increased physical activity in adult Americans.

Physical, chemical and microbiological analysis of the water quality of Rawal Lake, Pakistan

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Mehreen Hassan

2014-06-01

Full Text Available What better gift of nature would be than good quality water? In order to assess the quality of water of Rawal Lake, following research was carried out. Rawal lake is a source of drinking water supplied to many areas of Rawalpindi and Islamabad’ the capital city of Pakistan. Water of this lake is being highly polluted by the local communities alongside the lake through solid waste dumping. Samples of surface water were collected, tested and analyzed in the laboratory on the basis of physical, chemical and microbiological parameters. The results showed uncertainties in many of the selected parameters. Microbiological analysis revealed high contamination of E. coli, fecal coliform and total coliform in the samples proving it unfit for drinking. It was found that the concentration of all physical parameters such as nitrates, chloride, pH and conductivity were within the normal limits. The level of heavy metals like lead, iron, chromium etc. was also found low. Turbidity at some points exceeded the maximum acceptable limit as per WHO statement.

Influences of thermal deformation of cavity mirrors induced by high energy DF laser to beam quality under the simulated real physical circumstances

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Deng, Shaoyong; Zhang, Shiqiang; He, Minbo; Zhang, Zheng; Guan, Xiaowei

2017-05-01

The positive-branch confocal unstable resonator with inhomogeneous gain medium was studied for the normal used high energy DF laser system. The fast changing process of the resonator's eigenmodes was coupled with the slow changing process of the thermal deformation of cavity mirrors. Influences of the thermal deformation of cavity mirrors to the outcoupled beam quality and transmission loss of high frequency components of high energy laser were computed. The simulations are done through programs compiled by MATLAB and GLAD software and the method of combination of finite elements and Fox-li iteration algorithm was used. Effects of thermal distortion, misaligned of cavity mirrors and inhomogeneous distribution of gain medium were introduced to simulate the real physical circumstances of laser cavity. The wavefront distribution and beam quality (including RMS of wavefront, power in the bucket, Strehl ratio, diffraction limit β, position of the beam spot center, spot size and intensity distribution in far-field ) of the distorted outcoupled beam were studied. The conclusions of the simulation agree with the experimental results. This work would supply references of wavefront correction range to the adaptive optics system of interior alleyway.

Freshman College Students' Reasons for Enrolling in and Anticipated Benefits from a Basic College Physical Education Activity Course.

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Lackman, Jeremy; Smith, Matthew Lee; McNeill, Elisa Beth

2015-01-01

Given the rise in US obesity rates in adulthood, efforts are needed to assess physical activity engagement during the college years as a strategy to promote a lifetime of being physically active. This study identifies the reasons incoming college freshman enrolled in basic physical education activity courses (BPEAC) and the perceived benefits they anticipated receiving as a result of course participation. Data collected from 302 college freshmen in September 2013 were analyzed. A paper-based questionnaire was administered to 78% of BPEAC sections offered at a large Southeastern University. Frequencies were presented for all participants, which were then compared by sex and course type. Kappa statistics were calculated to examine the concordance between participants' reasons for enrolling in the course and the benefits they anticipated from course enrollment. Diverse physical, mental, social, and academic reasons for enrolling in BPEAC were reported by study participants. Varied anticipated benefits from course participation were reported as well. Reported enrollment reasons and anticipated benefits differed by sex and course type. High concordance between matched enrollment reasons and anticipated benefits was observed. Implications highlight the need for universities to provide quality BPEAC, promote high-quality instruction, and offer a wide variety of physical education courses to meet the diverse needs of students.

Physics Instructional Resource Usage by High-, Medium-, and Low-Skilled MOOC Students

Science.gov (United States)

Balint, Trevor A.; Teodorescu, Raluca; Colvin, Kimberly; Choi, Youn-Jeng; Pritchard, David

2017-04-01

In this paper we examine how different types of participants in a physics Massive Open Online Course (MOOC) tend to use the existing course resources. We use data from the 2013 offering of the Massive Open Online Course 8.MReVx designed by the RELATE (REsearch in Learning Assessing and Tutoring Effectively) Group at the Massachusetts Institute of Technology and offered on the edX platform. We propose six measures of student performance in a course, and, based on these measures, we divide the student population into clusters and analyze the resource usage of the students from each cluster. This course contains a wide variety of physics problems targeting various levels of thinking. Our analysis focuses on 1080 participants (out of 16,787 enrolled in the course) who attempted more than 50% of available problems, as this is an indicator of students who participated actively in the entire course.

Educational level, coping, and psychological and physical aspects of quality of life in heart transplant candidates.

Science.gov (United States)

Burker, Eileen J; Madan, Alok; Evon, Donna; Finkel, Jerry B; Mill, Michael R

2009-01-01

To determine whether demographic factors and coping strategies are related to quality of life in heart transplant candidates. Participants were 50 inpatients being evaluated for heart transplant. Coping was measured using the COPE Inventory (1) (J Pers Soc Psychol, 56, 1989, 267). Quality of life was assessed using the SF-36 (2) (Health Survey: Manual and Interpretation Guide, Quality Metric Inc, Lincoln, RI, 2000). Higher education and less seeking of social support were independently associated with better physical functioning. Higher use of denial was associated with poorer mental health functioning. In patients with significant physical limitations, years of education appears to be protective. Less seeking of social support was associated with better physical functioning perhaps because individuals who feel better physically do not feel the need to elicit support. Alternatively, the tendency to not seek assistance could stem from personality characteristics such as avoidance or optimism. Denial was associated with worse mental health functioning. Denying the existence of a stressor may be a high risk coping strategy for patients who are pre-transplant and even more dangerous for those who are post-transplant given the need to be alert to symptoms. Proactive identification of patients at risk for poorer quality of life will allow for more timely psychosocial interventions, which could impact post-transplant outcomes.

High-quality ZnO growth, doping, and polarization effect

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Kun, Tang; Shulin, Gu; Jiandong, Ye; Shunming, Zhu; Rong, Zhang; Youdou, Zheng

2016-03-01

The authors have reported their recent progress in the research field of ZnO materials as well as the corresponding global advance. Recent results regarding (1) the development of high-quality epitaxy techniques, (2) the defect physics and the Te/N co-doping mechanism for p-type conduction, and (3) the design, realization, and properties of the ZnMgO/ZnO hetero-structures have been shown and discussed. A complete technology of the growth of high-quality ZnO epi-films and nano-crystals has been developed. The co-doping of N plus an iso-valent element to oxygen has been found to be the most hopeful path to overcome the notorious p-type hurdle. High mobility electrons have been observed in low-dimensional structures utilizing the polarization of ZnMgO and ZnO. Very different properties as well as new physics of the electrons in 2DEG and 3DES have been found as compared to the electrons in the bulk. Project supported by the National Natural Science Foundation of China (Nos. 61025020, 61274058, 61322403, 61504057, 61574075), the Natural Science Foundation of Jiangsu Province (Nos. BK2011437, BK20130013, BK20150585), the Priority Academic Program Development of Jiangsu Higher Education Institutions, and the Fundamental Research Funds for the Central Universities.

College physics students' epistemological self-reflection and its relationship to conceptual learning

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May, David B.; Etkina, Eugenia

2002-12-01

Students should develop self-reflection skills and appropriate views about knowledge and learning, both for their own sake and because these skills and views may be related to improvements in conceptual understanding. We explored the latter issue in the context of an introductory physics course for first-year engineering honors students. As part of the course, students submitted weekly reports, in which they reflected on how they learned specific physics content. The reports by 12 students were analyzed for the quality of reflection and some of the epistemological beliefs they exhibited. Students' conceptual learning gains were measured with standard survey instruments. We found that students with high conceptual gains tend to show reflection on learning that is more articulate and epistemologically sophisticated than students with lower conceptual gains. Some implications for instruction are suggested.

Examining Ratings on the VAL-ED Evaluation Instrument of Principals to Improve Instructional Leadership Practices

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Babin, Erin Pevey

2017-01-01

The biggest challenge facing American public schools today is increasing student achievement, and this depends on the educational system's ability to improve the quality of instruction. Principals play a key role in improving the quality of instruction on their campus through the instructional leadership practices they engage in on a daily basis.…

Physics and material science of ultra-high quality factor superconducting resonator

International Nuclear Information System (INIS)

Vostrikov, Alexander

2015-01-01

The nitrogen doping into niobium superconducting radio frequency cavity walls aiming to improve the fundamental mode quality factor is the subject of the research in the given work. Quantitative nitrogen diffusion into niobium model calculating the concentration profile was developed. The model estimations were confirmed with secondary ion mass spectrometry technique measurements. The model made controlled nitrogen doping recipe optimization possible. As a result the robust reproducible recipe for SRF cavity walls treatment with nitrogen doping was developed. The cavities produced with optimized recipe met LCLS-II requirements on quality factor of 2.7 · 10 10 at acceleration field of 16 MV/m. The microscopic effects of nitrogen doping on superconducting niobium properties were studied with low energy muon spin rotation technique and magnetometer measurements. No significant effect of nitrogen on the following features was found: electron mean free path, magnetic field penetration depth, and upper and surface critical magnetic fields. It was detected that for nitrogen doped niobium samples magnetic flux starts to penetrate inside the superconductor at lower external magnetic field value compared to the low temperature baked niobium ones. This explains lower quench field of SRF cavities treated with nitrogen. Quality factor improvement of fundamental mode forced to analyze the high order mode (HOM) impact on the particle beam dynamics. Both resonant and cumulative effects caused by monopole and dipole HOMs respectively are found to be negligible within the requirements for LCLS-II.

Physics and material science of ultra-high quality factor superconducting resonator

Energy Technology Data Exchange (ETDEWEB)

Vostrikov, Alexander [Univ. of Chicago, IL (United States)

2015-08-01

The nitrogen doping into niobium superconducting radio frequency cavity walls aiming to improve the fundamental mode quality factor is the subject of the research in the given work. Quantitative nitrogen diffusion into niobium model calculating the concentration profile was developed. The model estimations were confirmed with secondary ion mass spectrometry technique measurements. The model made controlled nitrogen doping recipe optimization possible. As a result the robust reproducible recipe for SRF cavity walls treatment with nitrogen doping was developed. The cavities produced with optimized recipe met LCLS–II requirements on quality factor of 2.7 ∙ 10¹⁰ at acceleration field of 16 MV/m. The microscopic effects of nitrogen doping on superconducting niobium properties were studied with low energy muon spin rotation technique and magnetometer measurements. No significant effect of nitrogen on the following features was found: electron mean free path, magnetic field penetration depth, and upper and surface critical magnetic fields. It was detected that for nitrogen doped niobium samples magnetic flux starts to penetrate inside the superconductor at lower external magnetic field value compared to the low temperature baked niobium ones. This explains lower quench field of SRF cavities treated with nitrogen. Quality factor improvement of fundamental mode forced to analyze the high order mode (HOM) impact on the particle beam dynamics. Both resonant and cumulative effects caused by monopole and dipole HOMs respectively are found to be negligible within the requirements for LCLS–II.

Instructional Strategies and Practices Used to Enhance Student Success in the High School Algebra I Inclusive Classroom

OpenAIRE

Lowery, Lillian Margretta

2003-01-01

Instructional Strategies and Practices Used to Enhance Student Success in the High School Algebra I Inclusive Classroom Lillian M. Lowery Dr. Jean B. Crockett, Chair (ABSTRACT) The purpose of this qualitative study was to examine the instructional conditions and practices described as successful for teachers in the Algebra I inclusive classroom. In the southeastern suburban school district used for this study, students who began their freshman year of high school in fiscal y...

A Self-Instructional Course in Student Financial Aid Administration. Module 15: Internal Aid Office Management and Institutional Quality Control. Second Edition.

Science.gov (United States)

Washington Consulting Group, Inc., Washington, DC.

The 15th in a 17-module self-instructional course on student financial aid administration (designed for novice financial aid administrators and other institutional personnel) focuses on internal aid office management and institutional quality control. The course provides a systematic introduction to the management of federal financial aid programs…

Relationship between teacher preparedness and inquiry-based instructional practices to students' science achievement: Evidence from TIMSS 2007

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Martin, Lynn A.

The purpose of this study was to examine the relationship between teachers' self-reported preparedness for teaching science content and their instructional practices to the science achievement of eighth grade science students in the United States as demonstrated by TIMSS 2007. Six hundred eighty-seven eighth grade science teachers in the United States representing 7,377 students responded to the TIMSS 2007 questionnaire about their instructional preparedness and their instructional practices. Quantitative data were reported. Through correlation analysis, the researcher found statistically significant positive relationships emerge between eighth grade science teachers' main area of study and their self-reported beliefs about their preparedness to teach that same content area. Another correlation analysis found a statistically significant negative relationship existed between teachers' self-reported use of inquiry-based instruction and preparedness to teach chemistry, physics and earth science. Another correlation analysis discovered a statistically significant positive relationship existed between physics preparedness and student science achievement. Finally, a correlation analysis found a statistically significant positive relationship existed between science teachers' self-reported implementation of inquiry-based instructional practices and student achievement. The data findings support the conclusion that teachers who have feelings of preparedness to teach science content and implement more inquiry-based instruction and less didactic instruction produce high achieving science students. As science teachers obtain the appropriate knowledge in science content and pedagogy, science teachers will feel prepared and will implement inquiry-based instruction in science classrooms.

"Push as hard as you can" instruction for telephone cardiopulmonary resuscitation: a randomized simulation study.

Science.gov (United States)

van Tulder, Raphael; Roth, Dominik; Havel, Christof; Eisenburger, Philip; Heidinger, Benedikt; Chwojka, Christof Constantin; Novosad, Heinz; Sterz, Fritz; Herkner, Harald; Schreiber, Wolfgang

2014-03-01

The medical priority dispatch system (MPDS®) assists lay rescuers in protocol-driven telephone-assisted cardiopulmonary resuscitation (CPR). Our aim was to clarify which CPR instruction leads to sufficient compression depth. This was an investigator-blinded, randomized, parallel group, simulation study to investigate 10 min of chest compressions after the instruction "push down firmly 5 cm" vs. "push as hard as you can." Primary outcome was defined as compression depth. Secondary outcomes were participants exertion measured by Borg scale, provider's systolic and diastolic blood pressure, and quality values measured by the skill-reporting program of the Resusci(®) Anne Simulator manikin. For the analysis of the primary outcome, we used a linear random intercept model to allow for the repeated measurements with the intervention as a covariate. Thirteen participants were allocated to control and intervention. One participant (intervention) dropped out after min 7 because of exhaustion. Primary outcome showed a mean compression depth of 44.1 mm, with an inter-individual standard deviation (SDb) of 13.0 mm and an intra-individual standard deviation (SDw) of 6.7 mm for the control group vs. 46.1 mm and a SDb of 9.0 mm and SDw of 10.3 mm for the intervention group (difference: 1.9; 95% confidence interval -6.9 to 10.8; p = 0.66). Secondary outcomes showed no difference for exhaustion and CPR-quality values. There is no difference in compression depth, quality of CPR, or physical strain on lay rescuers using the initial instruction "push as hard as you can" vs. the standard MPDS(®) instruction "push down firmly 5 cm." Copyright © 2014 Elsevier Inc. All rights reserved.

Students' tripartite efficacy beliefs in high school physical education: within- and cross-domain relations with motivational processes and leisure-time physical activity.

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Jackson, Ben; Whipp, Peter R; Chua, K L Peter; Dimmock, James A; Hagger, Martin S

2013-02-01

Within instructional settings, individuals form relational efficacy appraisals that complement their self-efficacy beliefs. In high school physical education (PE), for instance, students develop a level of confidence in their teacher's capabilities, as well as estimating how confident they think their teacher is in their (i.e., the students') ability. Grounded in existing transcontextual work, we examined the motivational pathways through which students' relational efficacy and self-efficacy beliefs in PE were predictive of their leisure-time physical activity. Singaporean students (N = 990; age M = 13.95, SD = 1.02) completed instruments assessing efficacy beliefs, perceptions of teacher relatedness support, and autonomous motivation toward PE, and 2 weeks later they reported their motivation toward, and engagement in, leisure-time physical activity. Structural equation modeling revealed that students reported stronger other-efficacy and RISE beliefs when they felt that their teacher created a highly relatedness-supportive environment. In turn, their relational efficacy beliefs (a) supported their confidence in their own ability, (b) directly and indirectly predicted more autonomous motives for participation in PE, and (c) displayed prospective transcontextual effects in relation to leisure-time variables. By emphasizing the adaptive motivational effects associated with the tripartite constructs, these findings highlight novel pathways linking students' efficacy perceptions with leisure-time outcomes.

An Instructional Strategy Framework for Online Learning Environments.

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Johnson, Scott D.; Aragon, Steven R.

The rapid growth of Web-based instruction has raised many questions about the quality of online courses. It appears that many online courses are simply modeled after traditional forms of instruction instead of incorporating a design that takes advantage of the unique capabilities of Web-based learning environments. This paper describes a research…

Effects of a Weight Training Personalized System of Instruction Course on Fitness Levels and Knowledge

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Pritchard, Tony; Penix, Kellie; Colquitt, Gavin; McCollum, Starla

2012-01-01

Effective instruction in a university physical activity program is essential if the program desires to meet the National Association for Sport and Physical Education (NASPE, 1998) guidelines for an appropriate college/university physical activity instructional program. To meet these guidelines, an instructor can use the Personalized System of…

A Criterion-Referenced Approach to Student Ratings of Instruction

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Meyer, J. Patrick; Doromal, Justin B.; Wei, Xiaoxin; Zhu, Shi

2017-01-01

We developed a criterion-referenced student rating of instruction (SRI) to facilitate formative assessment of teaching. It involves four dimensions of teaching quality that are grounded in current instructional design principles: Organization and structure, Assessment and feedback, Personal interactions, and Academic rigor. Using item response…

Framing a program designed to train new chemistry/physics teachers for California outlying regions

Science.gov (United States)

Bodily, Gerald P., Jr.

The purpose of this study was to develop guidelines for a new high school chemistry and physics teacher training program. Eleven participants were interviewed who attended daylong workshops, every other Saturday, for 10 months. The instructors used Modeling Instruction pedagogy and curriculum. All the instructors had high school teaching experience, but only one possessed a doctorate degree. The interview questions focused on four themes: motivation, epistemology, meta-cognition, and self-regulation; and the resulting transcripts were analyzed using a methodology called Interpretive Phenomenological Analysis. The cases expressed a strong preference for the program's instruction program over learning subject matter knowledge in university classrooms. The data indicated that the cases, as a group, were disciplined scholars seeking a deep understanding of the subject matter knowledge needed to teach high school chemistry and physics. Based on these results a new approach to training teachers was proposed, an approach that offers novel answers to the questions of how and who to train as science teachers. The how part of the training involves using a program called Modeling Instruction. Modeling instruction is currently used to upgrade experienced science teachers and, in the new approach, replaces the training traditionally administered by professional scientists in university science departments. The who aspect proposes that the participants be college graduates, selected not for university science training, but for their high school math and science background. It is further proposed that only 10 months of daily, face-to-face instruction is required to move the learner to a deep understanding of subject matter knowledge required to teach high school chemistry and physics. Two outcomes are sought by employing this new training paradigm, outcomes that have been unachievable by current educational practices. First, it is hoped that new chemistry and physics teachers can

Elementary particle physics in early physics education

CERN Document Server

Wiener, Gerfried

2017-01-01

Current physics education research is faced with the important question of how best to introduce elementary particle physics in the classroom early on. Therefore, a learning unit on the subatomic structure of matter was developed, which aims to introduce 12-year-olds to elementary particles and fundamental interactions. This unit was iteratively evaluated and developed by means of a design-based research project with grade-6 students. In addition, dedicated professional development programmes were set up to instruct high school teachers about the learning unit and enable them to investigate its didactical feasibility. Overall, the doctoral research project led to successful results and showed the topic of elementary particle physics to be a viable candidate for introducing modern physics in the classroom. Furthermore, thanks to the design-based research methodology, the respective findings have implications for both physics education and physics education research, which will be presented during the PhD defen...

Medical Students’ First Male Urogenital Examination: Investigating the Effects of Instruction and Gender on Anxiety

Directory of Open Access Journals (Sweden)

Lisa D. Howley

2003-06-01

Full Text Available Objectives: To investigate the effect that standardized instruction of the male urogenital examination had on the anxiety levels of students and to determine what influence, if any, the gender of the student had on this experience. Methods: One hundred thirty six second year medical students were asked to report their level of anxiety before and after participation in a small group teaching session on the male urogenital examination. We gathered both qualitative and quantitative information to better understand students’ anxiety surrounding this instruction. Results: Students had significantly lower state-anxiety scores following the instruction than before (F(1, 76=102.353, p=.000, eta2=.574 and female students were more likely to have greater state-anxiety than male students (F=6.952, p=.010, eta2=.084. Ninety-nine percent of students reported that the teaching associates successfully reduced their anxiety. This decrease was attributed predominantly to the personal qualities of the teaching associates and to the format of the instruction. Conclusions: This study provides both quantitative and qualitative evidence that the use of male teaching associates to provide standardized instruction on the urogenital exam is effective at reducing students’ anxiety, particularly with regard to female students. Added standardized instruction may lead to increased confidence, skill, and future compliance with intimate physical exam screening practices

Colloquia on High Energy Physics: IFAE 2012

International Nuclear Information System (INIS)

Barion, L.; Bozzi, C.; Fioravanti, E.; Pagliara, G; Ricci, B.

2013-01-01

The 2012 edition of the 'Incontri di Fisica delle Alte Energie' (IFAE2012) was held at the Aula Magna del Rettorato of the Ferrara University from April 11th to 13th. The Conference was attended by more than 150 participants, with about 75 presentations and 35 posters covering the most recent advances in High Energy Physics, Astroparticle and Neutrino Physics, Heavy Ions and Detection Techniques. Only plenary sessions were held, giving young researchers the opportunity to present their work to a large audience, either with talks or posters, which were on permanent display during the entire conference. The scientific program was organized in 7 sessions: 1-Standard Model and beyond; 2-QCD; 3-Heavy Flavour; 4-Heavy Ions; 5-Astro particles; 6-Neutrino Physics; 7-New Technologies. Introductory, state-of-the art talks, opened the Conference and each session. More detailed talks followed, stimulating lively discussions and interactions between the speakers and the participants. Three talks and two posters by young researchers (Matteo Biassoni, Roberta Cardinale, Stefano Perazzini, Federica Primavera and Laura Zotti) were selected for their high quality and awarded a prize money. It would not have been possible to held this conference without the support of INFN Sezione di Ferrara, Universita' di Ferrara and the generous contributions of Hamamatsu, Caen, National Instruments and AdvanSiD, whom we gratefully acknowledge.

High energy physics advisory panel`s subpanel on vision for the future of high-energy physics

Energy Technology Data Exchange (ETDEWEB)

1994-05-01

This report was requested by the Secretary of Energy to (1) define a long-term program for pursuing the most important high-energy physics goals since the termination of the Superconducting Super Collider (SSC) project, (2) assess the current US high-energy physics program, and (3) make recommendations regarding the future of the field. Subjects on which recommendations were sought and which the report addresses were: high-energy physics funding priorities; facilitating international collaboration for future construction of large high-energy physics facilities; optimizing uses of the investment made in the SSC; how to encourage displaced scientists and engineers to remain in high-energy physics and to attract young scientists to enter the field in the future. The report includes a description of the state of high-energy physics research in the context of history, a summary of the SSC project, and documentation of the report`s own origins and development.

Sex-specific relationships of physical activity, body composition, and muscle quality with lower-extremity physical function in older men and women.

Science.gov (United States)

Straight, Chad R; Brady, Anne O; Evans, Ellen

2015-03-01

This study aims to determine the sex-specific relationships of physical activity, body composition, and muscle quality with lower-extremity physical function in older men and women. Seventy-nine community-dwelling men (n = 39; mean [SD] age, 76.1 [6.2] y; mean [SD] body mass index, 27.3 [3.8] kg/m(2)) and women (n = 40; mean [SD] age, 75.8 [5.5] y; mean [SD] body mass index, 27.0 [3.8] kg/m(2)) were assessed for physical activity via questionnaire, body composition via dual-energy x-ray absorptiometry scanning, leg extension power using the Nottingham power rig, and muscle quality (W/kg; the ratio of leg extension power [W] to lower-body mineral-free lean mass [kg]). A composite measure of physical function was obtained by summing Z scores from the 6-minute walk, 8-ft up-and-go test, and 30-second chair-stand test. As expected, men had significantly greater levels of physical activity, lower adiposity, greater lean mass, higher leg extension power, and greater muscle quality compared with women (all P physical activity were the strongest predictors of lower-extremity physical function in men and independently explained 42% and 29% of the variance, respectively. In women, muscle quality (16%) and percent body fat (12%) were independent predictors after adjustment for covariates. Muscle quality is the strongest predictor of lower-extremity physical function in men and women, but sex impacts the importance of physical activity and adiposity. These findings suggest that older men and women may benefit from different intervention strategies for preventing physical disability and also highlight the importance of weight management for older women to preserve physical function.

Physical activity is not related to semen quality in young healthy men

Science.gov (United States)

Mínguez-Alarcón, Lidia; Chavarro, Jorge E; Mendiola, Jaime; Gaskins, Audrey J; Torres-Cantero, Alberto M

2015-01-01

Objective To study the relation of physical activity with semen quality among healthy young men from Spain. Design Cross-sectional study. Setting University and college campuses of Murcia Region, Spain. Patients Healthy young men with untested fertility (n=215). Intervention A physical examination, blood and semen samples, and completion of a questionnaire. Main outcomes measure Semen quality parameters. Results Physical activity was not related to semen quality parameters. The adjusted percentage differences (95% confidence interval) in semen parameters comparing men in the top quartile of moderate to vigorous physical activity (≥9.5h/wk) to men in the bottom quartile (≤3h/wk) were 4.3% (−30.2, 38.9) for total sperm count, 7.2% (−30.6, 45.1) for sperm concentration, −2.42% (−6.53, 1.69) for sperm motility, and 12.6% (−12.0, 37.2) for sperm morphology. Conclusion In contrast to previous research among athletes, these data suggest that physical activity is not deleterious to testicular function, as captured by semen quality parameters in this population of healthy young men in Spain. PMID:25064411

Physical activity is not related to semen quality in young healthy men.

Science.gov (United States)

Mínguez-Alarcón, Lidia; Chavarro, Jorge E; Mendiola, Jaime; Gaskins, Audrey J; Torres-Cantero, Alberto M

2014-10-01

To study the relationship of physical activity with semen quality among healthy young men from Spain. Cross-sectional study. University and college campuses of Murcia Region, Spain. Healthy young men with untested fertility (n = 215). A physical examination, blood and semen samples, and completion of a questionnaire. Semen quality parameters. Physical activity was not related to semen quality parameters. The adjusted percentage differences (95% confidence interval) in semen parameters comparing men in the top quartile of moderate-to-vigorous physical activity (≥9.5 h/wk) with men in the bottom quartile (≤3 h/wk) were 4.3% (-30.2%, 38.9%) for total sperm count, 7.2% (-30.6%, 45.1%) for sperm concentration, -2.42% (-6.53%, 1.69%) for sperm motility, and 12.6% (-12.0%, 37.2%) for sperm morphology. In contrast to previous research among athletes, these data suggest that physical activity is not deleterious to testicular function, as captured by semen quality parameters in this population of healthy young men in Spain. Copyright © 2014 American Society for Reproductive Medicine. Published by Elsevier Inc. All rights reserved.

The Use of Computer-Assisted Home Exercises to Preserve Physical Function after a Vestibular Rehabilitation Program: A Randomized Controlled Study

Directory of Open Access Journals (Sweden)

Michael Smaerup

2016-01-01

Full Text Available Objective. The purpose of this study was to evaluate whether elderly patients with vestibular dysfunction are able to preserve physical functional level, reduction in dizziness, and the patient’s quality of life when assistive computer technology is used in comparison with printed instructions. Materials and Methods. Single-blind, randomized, controlled follow-up study. Fifty-seven elderly patients with chronic dizziness were randomly assigned to a computer-assisted home exercise program or to home exercises as described in printed instructions and followed for tree month after discharge from an outpatient clinic. Results. Both groups had maintained their high functional levels three months after finishing the outpatient rehabilitation. No statistically significant difference was found in outcome scores between the two groups. In spite of moderate compliance levels, the patients maintained their high functional level indicating that the elderly should not necessarily exercise for the first three months after termination of the training in the outpatient clinic. Conclusion. Elderly vestibular dysfunction patients exercising at home seem to maintain their functional level, level of dizziness, and quality of life three months following discharge from hospital. In this specific setup, no greater effect was found by introducing a computer-assisted training program, when compared to standard home training guided by printed instructions. This trial is registered with NCT01344408.

Increased physical activity ameliorates high fat diet-induced bone resorption in mice

Science.gov (United States)

It has been recognized that mechanical stresses associated with physical activity (PA) have beneficial effects on increasing bone mineral density (BMD) and improving bone quality. On the other hand, high fat diet (HFD) and obesity increase bone marrow adiposity leading to increased excretion of pro-...

Computer Simulations to Support Science Instruction and Learning: A critical review of the literature

Science.gov (United States)

Smetana, Lara Kathleen; Bell, Randy L.

2012-06-01

Researchers have explored the effectiveness of computer simulations for supporting science teaching and learning during the past four decades. The purpose of this paper is to provide a comprehensive, critical review of the literature on the impact of computer simulations on science teaching and learning, with the goal of summarizing what is currently known and providing guidance for future research. We report on the outcomes of 61 empirical studies dealing with the efficacy of, and implications for, computer simulations in science instruction. The overall findings suggest that simulations can be as effective, and in many ways more effective, than traditional (i.e. lecture-based, textbook-based and/or physical hands-on) instructional practices in promoting science content knowledge, developing process skills, and facilitating conceptual change. As with any other educational tool, the effectiveness of computer simulations is dependent upon the ways in which they are used. Thus, we outline specific research-based guidelines for best practice. Computer simulations are most effective when they (a) are used as supplements; (b) incorporate high-quality support structures; (c) encourage student reflection; and (d) promote cognitive dissonance. Used appropriately, computer simulations involve students in inquiry-based, authentic science explorations. Additionally, as educational technologies continue to evolve, advantages such as flexibility, safety, and efficiency deserve attention.

Development of the Instructional Model of Reading English Strategies for Enhancing Sophomore Students' Learning Achievements in the Institute of Physical Education in the Northeastern Region of Thailand

Science.gov (United States)

Whankhom, Prawit; Phusawisot, Pilanut; Sayankena, Patcharanon

2016-01-01

The aim of this research is to develop and verify the effectiveness of an instructional model of reading English strategies for students of Mahasarakham Institute of Physical Education in the Northeastern region through survey. Classroom action research techniques with the two groups of sample sizes of 34 sophomore physical students as a control…

High energy physics and grid computing

International Nuclear Information System (INIS)

Yu Chuansong

2004-01-01

The status of the new generation computing environment of the high energy physics experiments is introduced briefly in this paper. The development of the high energy physics experiments and the new computing requirements by the experiments are presented. The blueprint of the new generation computing environment of the LHC experiments, the history of the Grid computing, the R and D status of the high energy physics grid computing technology, the network bandwidth needed by the high energy physics grid and its development are described. The grid computing research in Chinese high energy physics community is introduced at last. (authors)

Toward Effective and Compelling Instruction for High School eCommerce Students: Results from a Small Field Study

Science.gov (United States)

Luterbach, Kenneth J.; Rodriguez, Diane; Love, Lakecia

2012-01-01

This paper describes an instructional development effort to create effective and compelling instruction for eCommerce students. Results from a small field study inform the development project. Four high school students in an eCommerce course completed the standalone tutorial developed to teach them how to create a web page in the HyperText Markup…

Mathematics Pedagogical Standards: A Suggested Model of Instruction in Enhancing the Mathematics Teacher’s Quality of Instruction

Science.gov (United States)

Saad, N. S.; Jemali, M.; Zakaria, Z. Hj; Yusof, Q.

2018-01-01

The paper aims at identifying the standards for teaching and learning of mathematics based on National Council of Teacher of Mathematics (NCTM, 2000), The Australian Association of Mathematics Teachers (AAMT, 2006) and Training and Development Agency for School (TDA, 2007). These known standards were used as a guide in identifying the constructs of the mathematics teacher’s instruction in the classroom. The survey method used in which a questionnaire instrument encompassed on the four identified constructs on the standards for teaching and learning of mathematics, namely professional practices, professional attributes, professional knowledge, and professional instructional processes. The instrument was tested during a pilot study and a Cronbach’s Alpha reliability index of greater than 0.85 was obtained. The actual research was carried out in Peninsular Malaysia involving 224 secondary schools with 1.120 mathematics teachers and 108 primary schools with 540 mathematics teachers. From the selected schools, only 820 secondary mathematics teachers (73.2%) and 361 primary teachers (66.9%) gave a response to the mailed questionnaires. The findings of the study revealed that the secondary and primary mathematics teachers strongly agreed on three constructs; professional practices, professional attributes and professional instructional processes.

Physical qualities and activity profiles of sub-elite and recreational Australian football players.

Science.gov (United States)

Stein, Josh G; Gabbett, Tim J; Townshend, Andrew D; Dawson, Brian T

2015-11-01

To investigate the relationship between physical qualities and match activity profiles of recreational Australian football players. Prospective cohort study. Forty players from three recreational Australian football teams (Division One, Two and Three) underwent a battery of fitness tests (vertical jump, 10 and 40 m sprint, 6 m × 30 m repeated sprint test, Yo-Yo intermittent recovery level Two and 2-km time trial). The activity profiles of competitive match-play were quantified using 10-Hz Global Positioning System units. Division One players possessed greater maximum velocity, Yo-Yo level Two and 2-km time trial performances than Division Two and Three players. In addition, Division One players covered greater relative distance, and relative distances at moderate- and high-intensities during match-play than Division Two and Three players. Division Two players had better 2-km time trial performances than Division Three players. Positive associations (P football players competing at a higher level exhibit greater physical qualities and match-play activity profiles than lesser-skilled recreational players. Acceleration and maximum velocity, 2-km time trial and Yo-Yo level Two performances discriminate between players of different playing levels, and are related to physical match performance in recreational Australian football. The development of these qualities is likely to contribute to improved match performance in recreational Australian football players. Copyright © 2014 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

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

Directory of Open Access Journals (Sweden)

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.

The Novel New Jersey Eyewitness Instruction Induces Skepticism but Not Sensitivity.

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Athan P Papailiou

Full Text Available In recent decades, social scientists have shown that the reliability of eyewitness identifications is much worse than laypersons tend to believe. Although courts have only recently begun to react to this evidence, the New Jersey judiciary has reformed its jury instructions to notify jurors about the frailties of human memory, the potential for lineup administrators to nudge witnesses towards suspects that they police have already identified, and the advantages of alternative lineup procedures, including blinding of the administrator. This experiment tested the efficacy of New Jersey's jury instruction. In a 2×2 between-subjects design, mock jurors (N = 335 watched a 35-minute murder trial, wherein identification quality was either "weak" or "strong" and either the New Jersey or a "standard" instruction was delivered. Jurors were more than twice as likely to convict when the standard instruction was used (OR = 2.55; 95% CI = 1.37-4.89, p < 0.001. The New Jersey instruction, however, did not improve juror's ability to discern quality; rather, jurors receiving those instructions indiscriminatingly discounted "weak" and "strong" testimony in equal measure.

PHYSICAL ACTIVITY, SELF-ESTEEM, AND QUALITY OF LIFE AMONG PEOPLE WITH PHYSICAL DISABILITY.

Science.gov (United States)

Jalayondeja, Chutima; Jalayondeja, Wattana; Suttiwong, Jattuporn; Sullivan, Patricia E; Nilanthi, Deepika L H K

2016-05-01

Physical activity (PA) can improve health and quality of life (QOL) of healthy people. However, the association between PA and QOL among people with physical disability (PWPD) is inconclusive. This study was conducted to determine the relationships between factors including intensity of PA, activitiy in daily living (ADL), stress, and self-esteem that influences self-reported QOL among PWPD. The relationships were further explored using the in-depth interview method to find out whether the intensity of PA, stress, and self-esteem are related to QOL perception in PWPD. One hundred sixty PWPD aged 18-48 years who studied at a vocational school were enrolled. A mixed method case study was conducted: cross-sectional survey and in-depth interview. Five questionnaires, including the Barthel Index, Perceived Stress Scale (PSS), Rosenberg Self-Esteem Scale (RSES), and Physical Activity Scale for Individuals with Physical Disabilities (PASIPD) were distributed. QOL was measured using the WHOQOL_BREF. Multiple linear regression was used to determine factors for QOL prediction. For in-depth interview, ten persons from each group (poor-to-fair and good QOL) volunteered to explore further about life satisfaction related to physical disability. One hundred forty-six (91%) subjects completed all questionnaires. One hundred fourteen (77%) reported poor-to-fair QOL. QOL was explained by self-esteem and ADL (adjusted R² 34.7%, p < 0.001) after adjusted for age, stress, and PA. Although PA could not explain QOL in PWPD, good QOL reported high activities (28.40 ± 30.20 MET hour/day) compared to poor and fair QOL (17.94 ± 22.06 and 21.70 ± 17.75 MET hour/day). Those who had good QOL reported that they were proud to be independent and did not feel inferior. PA participation among people with disabilities should therefore be encouraged.

Physical quality of Simental Ongole crossbred silverside meat at various boiling times

Science.gov (United States)

Riyanto, J.; Cahyadi, M.; Guntari, W. S.

2018-03-01

This study aims to determine the physical quality of silverside beef meat at various boiling times. Samples that have been used are the back thigh or silverside meat. Treatment of boiling meat included TR (meat without boiled), R15 (boiled 15 minutes), and R30 (boiled for 30 minutes). The experimental design using Completely Randomized Design with 3 replications. Each replication was done in triple physical quality test. Determination of physical quality was performed at the Livestock Industry and Processing Laboratory at Sebelas Maret University Surakarta and the Meat Technology Laboratory at the Faculty of Animal Husbandry of Gadjah Mada University. The result of variance analysis showed that boiling affect cooking loss (P≥0.05) and but did not affect (P≤0,05) pH, water holding capacity and meat tenderness. The conclusions of the study showed that boiling for 15 minutes and 30 minutes decreased the cooking loss of Simental Ongole Crossbred silverside meat. Meat physical quality of pH, water holding capacity and the value of tenderness is not affected by boiling for 15 and 30 minutes.

Instructional and Career Guidance in STEM: An Improvement Initiative to Create Opportunities for Female High School Students

Science.gov (United States)

Belcher, Aaron Heath

The purpose of this disquisition is to disseminate an improvement initiative in a public high school that addressed female Science, Technology, Engineering and Math (STEM) disparity in STEM classes. In this high school current instructional and career guidance practices were inadequate in providing female STEM students opportunities to experience relevant instruction in STEM through the application of real world practices. The improvement initiative identified four interventions using qualitative research that addressed the question, how do instructional and career guidance practices that emphasize the real world application of STEM impact the academic choices and career aspirations of female STEM students? The interventions include (1) instructional feedback (2) instructional resources, (3) career coaching, and (4) community college partnership. These interventions were chosen as a result of insider research methods that followed a scan, focus, summarize framework for understanding the problem. The aim of the improvement initiative was to develop structured protocols that impact STEM classroom and career guidance practices. An intervention team intended to identify opportunities for female STEM students to experience the real world application of STEM. First, the research context is explained. Then, a review of the literature explains foundation knowledge that led to the conceptual and leadership framework. Next, the research methodology is outlined including design and participants, survey instruments, procedures, timeline, and measures. The research methodology is followed by an analysis of data for instructional and career guidance practice efficacy. Finally, a discussion of the initiative and its outcome are illustrated through the stories of three female STEM students. As a result of these stories, the intervention team developed STEM classroom observation protocols. These protocols can be used by school leaders as a structure for STEM instruction and career

Developing Computer-Assisted Instruction Multimedia For Educational Technology Course of Coastal Area Students

Science.gov (United States)

Idris, Husni; Nurhayati, Nurhayati; Satriani, Satriani

2018-05-01

This research aims to a) identify instructional software (interactive multimedia CDs) by developing Computer-Assisted Instruction (CAI) multimedia that is eligible to be used in the instruction of the Educational Technology course; b) analysis the role of instructional software (interactive multimedia CDs) on the Educational Technology course through the development of Computer-Assisted Instruction (CAI) multimedia to improve the quality of education and instructional activities. This is Research and Development (R&D). It employed the descriptive procedural model of development, which outlines the steps to be taken to develop a product, which is instructional multimedia. The number of subjects of the research trial or respondents for each stage was 20 people. To maintain development quality, an expert in materials outside the materials under study, an expert in materials who is also a Educational Technology lecturer, a small groupof 3 students, a medium-sized group of 10 students, and 20 students to participate in the field testing took part in this research. Then, data collection instruments were developed in two stages, namely: a) developing the instruments; and b) trying out instruments. Data on students’ responses were collected using questionnaires and analyzed using descriptive statistics with percentage and categorization techniques. Based on data analysis results, it is revealed that the Computer-Assisted Instruction (CAI) multimedia developed and tried out among students during the preliminary field testing falls into the “Good” category, with the aspects of instruction, materials, and media falling into the “Good” category. Subsequently, results of the main field testing among students also suggest that it falls into the “Good” category, with the aspects of instruction, materials, and media falling into the “Good” category. Similarly, results of the operational field testing among students also suggest that it falls into the �

The effects of computer game elements in physics instruction software for middle schools: A study of cognitive and affective gains

Science.gov (United States)

Vasquez, David Alan

Can the educational effectiveness of physics instruction software for middle schoolers be improved by employing "game elements" commonly found in recreational computer games? This study utilized a selected set of game elements to contextualize and embellish physics word problems with the aim of making such problems more engaging. Game elements used included: (1) a fantasy-story context with developed characters; and (2) high-end graphics and visual effects. The primary purpose of the study was to find out if the added production cost of using such game elements was justified by proportionate gains in physics learning. The theoretical framework for the study was a modified version of Lepper and Malone's "intrinsically-motivating game elements" model. A key design issue in this model is the concept of "endogeneity", or the degree to which the game elements used in educational software are integrated with its learning content. Two competing courseware treatments were custom-designed and produced for the study; both dealt with Newton's first law. The first treatment (T1) was a 45 minute interactive tutorial that featured cartoon characters, color animations, hypertext, audio narration, and realistic motion simulations using the Interactive PhysicsspTM software. The second treatment (T2) was similar to the first except for the addition of approximately three minutes of cinema-like sequences where characters, game objectives, and a science-fiction story premise were described and portrayed with high-end graphics and visual effects. The sample of 47 middle school students was evenly divided between eighth and ninth graders and between boys and girls. Using a pretest/posttest experimental design, the independent variables for the study were: (1) two levels of treatment; (2) gender; and (3) two schools. The dependent variables were scores on a written posttest for both: (1) physics learning, and (2) attitude toward physics learning. Findings indicated that, although

Gender, Experience, and Self-Efficacy in Introductory Physics

Science.gov (United States)

Nissen, Jayson M.; Shemwell, Jonathan T.

2016-01-01

There is growing evidence of persistent gender achievement gaps in university physics instruction, not only for learning physics content, but also for developing productive attitudes and beliefs about learning physics. These gaps occur in both traditional and interactive-engagement (IE) styles of physics instruction. We investigated one gender gap…

Particle Physics Outreach to Secondary Education

International Nuclear Information System (INIS)

Bardeen, Marjorie G.; Johansson, K. Erik; Young, M. Jean

2011-01-01

This review summarizes exemplary secondary education and outreach programs of the particle physics community. We examine programs from the following areas: research experiences, high-energy physics data for students, informal learning for students, instructional resources, and professional development. We report findings about these programs' impact on students and teachers and provide suggestions for practices that create effective programs from those findings. We also include some methods for assessing programs.

Particle Physics Outreach to Secondary Education

Energy Technology Data Exchange (ETDEWEB)

Bardeen, Marjorie G.; /Fermilab; Johansson, K.Erik; /Stockholm U.; Young, M.Jean

2011-11-21

This review summarizes exemplary secondary education and outreach programs of the particle physics community. We examine programs from the following areas: research experiences, high-energy physics data for students, informal learning for students, instructional resources, and professional development. We report findings about these programs' impact on students and teachers and provide suggestions for practices that create effective programs from those findings. We also include some methods for assessing programs.

Quality of life and physical activity in a sample of Brazilian older adults.

Science.gov (United States)

Guedes, Dartagnan P; Hatmann, Angélica C; Martini, Fábio Antônio N; Borges, Marcelo B; Bernardelli, Rinaldo

2012-03-01

To investigate the association between physical activity and quality of life in a sample of Brazilian older adults. The Portuguese version of the World Health Organization Quality of Life Instrument-Older Adults Module and International Physical Activity Questionnaire was administered to 1,204 subjects (645 women and 559 men) aged ≥ 60 years. Older adults of both genders who reported to be more physically active attributed higher scores to the sensory ability, autonomy, and intimacy domains, in addition to presenting significantly higher overall quality of life, irrespectively of age, marital status, educational level, and socioeconomic status. Specifically in women, the scores obtained for the social participation domain were significantly higher in the strata of active and very active subjects when compared to sedentary subjects. The results indicate that increases in the levels of physical activity can contribute to improvements in quality of life of older adults.

Do science coaches promote inquiry-based instruction in the elementary science classroom?

Science.gov (United States)

Wicker, Rosemary Knight

The South Carolina Mathematics and Science Coaching Initiative established a school-based science coaching model that was effective in improving instruction by increasing the level of inquiry-based instruction in elementary science classrooms. Classroom learning environment data from both teacher groups indicated considerable differences in the quality of inquiry instruction for those classrooms of teachers supported by a science coach. All essential features of inquiry were demonstrated more frequently and at a higher level of open-ended inquiry in classrooms with the support of a science coach than were demonstrated in classrooms without a science coach. However, from teacher observations and interviews, it was determined that elementary schoolteacher practice of having students evaluate conclusions and connect them to current scientific knowledge was often neglected. Teachers with support of a science coach reported changes in inquiry-based instruction that were statistically significant. This mixed ethnographic study also suggested that the Mathematics and Science Coaching Initiative Theory of Action for Instructional Improvement was an effective model when examining the work of science coaches. All components of effective school infrastructure were positively impacted by a variety of science coaching strategies intended to promote inquiry. Professional development for competent teachers, implementation of researched-based curriculum, and instructional materials support were areas highly impacted by the work of science coaches.

Toward University Modeling Instruction—Biology: Adapting Curricular Frameworks from Physics to Biology

Science.gov (United States)

Manthey, Seth; Brewe, Eric

2013-01-01

University Modeling Instruction (UMI) is an approach to curriculum and pedagogy that focuses instruction on engaging students in building, validating, and deploying scientific models. Modeling Instruction has been successfully implemented in both high school and university physics courses. Studies within the physics education research (PER) community have identified UMI's positive impacts on learning gains, equity, attitudinal shifts, and self-efficacy. While the success of this pedagogical approach has been recognized within the physics community, the use of models and modeling practices is still being developed for biology. Drawing from the existing research on UMI in physics, we describe the theoretical foundations of UMI and how UMI can be adapted to include an emphasis on models and modeling for undergraduate introductory biology courses. In particular, we discuss our ongoing work to develop a framework for the first semester of a two-semester introductory biology course sequence by identifying the essential basic models for an introductory biology course sequence. PMID:23737628

An Instructional Satellite System for the United States: Preliminary Considerations.

Science.gov (United States)

DuMolin, James R.; Morgan, Robert P.

Based on educational, social, political, and other considerations, an instructional satellite system, AVSIN (Ausio-Visual Satellite Instruction), is hypothesized which represents one possible organizational and administrative arrangement for delivering large amounts of quality software to schools and learning centers. The AVSIN system is conceived…

Cardiac examination and the effect of dual-processing instruction in a cardiopulmonary simulator.

Science.gov (United States)

Sibbald, Matt; McKinney, James; Cavalcanti, Rodrigo B; Yu, Eric; Wood, David A; Nair, Parvathy; Eva, Kevin W; Hatala, Rose

2013-08-01

Use of dual-processing has been widely touted as a strategy to reduce diagnostic error in clinical medicine. However, this strategy has not been tested among medical trainees with complex diagnostic problems. We sought to determine whether dual-processing instruction could reduce diagnostic error across a spectrum of experience with trainees undertaking cardiac physical exam. Three experiments were conducted using a similar design to teach cardiac physical exam using a cardiopulmonary simulator. One experiment was conducted in each of three groups: experienced, intermediate and novice trainees. In all three experiments, participants were randomized to receive undirected or dual-processing verbal instruction during teaching, practice and testing phases. When tested, dual-processing instruction did not change the probability assigned to the correct diagnosis in any of the three experiments. Among intermediates, there was an apparent interaction between the diagnosis tested and the effect of dual-processing instruction. Among relative novices, dual processing instruction may have dampened the harmful effect of a bias away from the correct diagnosis. Further work is needed to define the role of dual-processing instruction to reduce cognitive error. This study suggests that it cannot be blindly applied to complex diagnostic problems such as cardiac physical exam.

The Use of Computer-Assisted Home Exercises to Preserve Physical Function after a Vestibular Rehabilitation Program: A Randomized Controlled Study

DEFF Research Database (Denmark)

Brandt, Michael Smærup; Læssøe, Uffe; Grönvall, Erik

2016-01-01

. Materials and Methods. Single-blind, randomized, controlled follow-up study. Fifty-seven elderly patients with chronic dizziness were randomly assigned to a computer-assisted home exercise program or to home exercises as described in printed instructions and followed for tree month after discharge from......, and quality of life three months following discharge from hospital. In this specific setup, no greater effect was found by introducing a computer-assisted training program, when compared to standard home training guided by printed instructions. This trial is registered with NCT01344408.......Objective. The purpose of this study was to evaluate whether elderly patients with vestibular dysfunction are able to preserve physical functional level, reduction in dizziness, and the patient's quality of life when assistive computer technology is used in comparison with printed instructions...

Instruction of Competent Psychomotor Skill

Science.gov (United States)

Olson, Valerie Dong

2008-01-01

Instruction of competent psychomotor skill necessitates an eclectic approach. The principles of learning, complemented with learning styles and sensory modalities preferences, provide a background for teaching physical skills. The use of the psychomotor domain of Bloom's Taxonomy as a map and corresponding behavioral objectives foster the mastery…

Physical activity, sleep quality, and self-reported fatigue across the adult lifespan.

Science.gov (United States)

Christie, Anita D; Seery, Emily; Kent, Jane A

2016-05-01

Deteriorating sleep quality and increased fatigue are common complaints of old age, and poor sleep is associated with decreased quality of life and increased mortality rates. To date, little attention has been given to the potential effects of physical activity on sleep quality and fatigue in aging. The purpose of this study was to examine the relationships between activity, sleep and fatigue across the adult lifespan. Sixty community-dwelling adults were studied; 22 younger (21-29 years), 16 middle-aged (36-64 years), and 22 older (65-81 years). Physical activity was measured by accelerometer. Sleep quality was assessed using the Pittsburg Sleep Quality Index. Self-reported fatigue was evaluated with the Patient-Reported Outcomes Measurement Information System (PROMIS). Regression analysis revealed a positive relationship between activity and sleep quality in the older (r(2)=0.18, p=0.05), but not the younger (r(2) = 0.041, p = 0.35) or middle-aged (r(2) = 0.001, p = 0.93) groups. This association was mainly established by the relationship between moderate-vigorous activity and sleep quality (r(2)=0.37, p=0.003) in older adults. No association was observed between physical activity and self-reported fatigue in any of the groups (r(2) ≤ 0.14, p ≥ 0.15). However, an inverse relationship was found between sleep quality and fatigue in the older (r(2) = 0.29, p = 0.05), but not the younger or middle-aged (r(2) ≤ 0.13, p ≥ 0.10) groups. These results support the hypothesis that physical activity may be associated with sleep quality in older adults, and suggest that improved sleep may mitigate self-reported fatigue in older adults in a manner that is independent of activity. Copyright © 2016 Elsevier Inc. All rights reserved.

The high-precision x-ray tomograph for quality control of the ATLAS MDT muon spectrometer

CERN Document Server

Drakoulakos, D G; Maugain, J M; Rohrbach, F; Sedykh, Yu

1997-01-01

For the Large Hadron Collider (LHC) of the next millennium, a large general-purpose high-energy physics experiment, the ATLAS project, is being designed by a world-wide collaboration. One of its detectors, the ATLAS muon tracking detector, the MDT project, is on the scale of a very large industrial project: the design, the construction and assembly of twelve hundred large muon drift chambers are aimed at producing an exceptional quality in terms of accuracy, material reliability, assembly, and monitoring. This detector, based on the concept of very high mechanical precision required by the physics goals, will use tomography as a quality control platform. An X-ray tomograph prototype, monitored by a set of interferometers, has been developed at CERN to provide high-quality control of the MDT chambers which will be built in the collaborating institutes of the ATLAS project. First results have been obtained on MDT prototypes showing the validity of the X-ray tomograph approach for mechanical control of the detec...

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

Science.gov (United States)

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), .

Computing in high energy physics

Energy Technology Data Exchange (ETDEWEB)

Watase, Yoshiyuki

1991-09-15

The increasingly important role played by computing and computers in high energy physics is displayed in the 'Computing in High Energy Physics' series of conferences, bringing together experts in different aspects of computing - physicists, computer scientists, and vendors.

Benchmarking to the world's best in mathematics. Quality control in curriculum and instruction among the top performers in the TIMSS.

Science.gov (United States)

Phelps, R P

2001-08-01

This article describes the education quality control systems (for mathematics) used by those countries that performed best on the Third International Mathematics and Science Study (TIMSS). Enforced quality control measures are defined as "decision points"--where adherence to the curriculum and instruction system can be reinforced. Most decision points involve stakes for the student, teacher, or school. They involve potential consequences for failure to adhere to the system and to follow the program at a reasonable pace. Generally, countries with more decision points perform better on the TIMSS. When the number of decision points and TIMSS test scores are adjusted for country wealth, the relationship between the degree of (enforced) quality control and student achievement appears to be positive and exponential. The more (enforced) quality control measures employed in an education system, the greater is students' academic achievement.

High School Physics Students' Personal Epistemologies and School Science Practice

Science.gov (United States)

Alpaslan, Muhammet Mustafa; Yalvac, Bugrahan; Loving, Cathleen

2017-11-01

This case study explores students' physics-related personal epistemologies in school science practices. The school science practices of nine eleventh grade students in a physics class were audio-taped over 6 weeks. The students were also interviewed to find out their ideas on the nature of scientific knowledge after each activity. Analysis of transcripts yielded several epistemological resources that students activated in their school science practice. The findings show that there is inconsistency between students' definitions of scientific theories and their epistemological judgments. Analysis revealed that students used several epistemological resources to decide on the accuracy of their data including accuracy via following the right procedure and accuracy via what the others find. Traditional, formulation-based, physics instruction might have led students to activate naive epistemological resources that prevent them to participate in the practice of science in ways that are more meaningful. Implications for future studies are presented.

Quality of life and physical activity as indicators of health-preserving competence of teachers

Directory of Open Access Journals (Sweden)

Pavlova Iu.A.

2012-03-01

Full Text Available The quality of life and physical activity of teachers of physical culture, basic of health, labour, the defense of Motherland and pedagogue-organizers from secondary schools Lviv region (Ukraine were investigated. The 402 persons (age 24-78 years were surveyed with the use of questionnaires MOS SF 36 and IPAQ. The highest quality of life and level of physical activity have teachers of physical culture. It is considered the quality of life of teachers of other subjects similar to persons with chronic diseases. The level of physical activity in leisure time was particularly low for teachers of Basic of Health and pedagogue-organizers. The teachers spent no more than 433 MET-min/ week for moderate- and vigorous-intensity activity. The level of physical activity of teachers (besides the physical education teachers was insufficient to improve health and indicate about low level of health-preserving competence.

LEVEL OF HABITUAL PHYSICAL ACTIVITY AND QUALITY OF LIFE OF WOMEN WITH FIBROMYALGIA

Directory of Open Access Journals (Sweden)

Manoela de Oliveira Nascimento Araújo

2015-03-01

Full Text Available The syndrome of fibromyalgia (FM is a condition of chronic pain, general, difficult to treat and contributes to the decline of cardiorespiratory fitness and quality of life. This study aimed to analyze the association between physical activity and quality of life of women with FM. Was characterized as cross-sectional study and the population consisted 22 women with FM care in the city of Itabuna - BA. The diagnosis of fibromyalgia was according to criteria to American College of Rheumatology. The data collection instrument was established by the Fibromyalgia Impact Questionnaire and the International Physical Activity Questionnaire. Atividade física e qualidade de vida For data analysis, we used the procedure descriptive statistics (mean, standard deviation, frequency and percentage and inferential (Chi-square test and Fisher's test, significance level of p≤0.05. The average age of respondents was 41.05 (SD = 6.543 years, ranging between 27 and 56 years. In general physical activity, 45.5% were considered physically active. By analyzing the dimensions of physical activity as a means transportation, only 31.8% are active and in the dimension of leisure, only 27.3%. The assessment of the level of quality of life of the subjects revealed that 72.7% had negative quality of life, while only 27.3% reported having a positive quality of life. The present study showed that fibromyalgia affects mainly women and that this syndrome interfere with the patients' quality of life.

The Novel New Jersey Eyewitness Instruction Induces Skepticism but Not Sensitivity

Science.gov (United States)

Robertson, Christopher T.

2015-01-01

In recent decades, social scientists have shown that the reliability of eyewitness identifications is much worse than laypersons tend to believe. Although courts have only recently begun to react to this evidence, the New Jersey judiciary has reformed its jury instructions to notify jurors about the frailties of human memory, the potential for lineup administrators to nudge witnesses towards suspects that they police have already identified, and the advantages of alternative lineup procedures, including blinding of the administrator. This experiment tested the efficacy of New Jersey’s jury instruction. In a 2×2 between-subjects design, mock jurors (N = 335) watched a 35-minute murder trial, wherein identification quality was either “weak” or “strong” and either the New Jersey or a “standard” instruction was delivered. Jurors were more than twice as likely to convict when the standard instruction was used (OR = 2.55; 95% CI = 1.37–4.89, p < 0.001). The New Jersey instruction, however, did not improve juror's ability to discern quality; rather, jurors receiving those instructions indiscriminatingly discounted “weak” and “strong” testimony in equal measure. PMID:26650237

The impact of high-stakes, state-mandated student performance assessment on 10th grade English, mathematics, and science teachers' instructional practices

Science.gov (United States)

Vogler, Kenneth E.

The purpose of this study was to determine if the public release of student results on high-stakes, state-mandated performance assessments influence instructional practices, and if so in what manner. The research focused on changes in teachers' instructional practices and factors that may have influenced such changes since the public release of high-stakes, state-mandated student performance assessment scores. The data for this study were obtained from a 54-question survey instrument given to a stratified random sample of teachers teaching at least one section of 10th grade English, mathematics, or science in an academic public high school within Massachusetts. Two hundred and fifty-seven (257) teachers, or 62% of the total sample, completed the survey instrument. An analysis of the data found that teachers are making changes in their instructional practices. The data show notable increases in the use of open-response questions, creative/critical thinking questions, problem-solving activities, use of rubrics or scoring guides, writing assignments, and inquiry/investigation. Teachers also have decreased the use of multiple-choice and true-false questions, textbook-based assignments, and lecturing. Also, the data show that teachers felt that changes made in their instructional practices were most influenced by an "interest in helping my students attain MCAS assessment scores that will allow them to graduate high school" and by an "interest in helping my school improve student (MCAS) assessment scores," Finally, mathematics teachers and teachers with 13--19 years of experience report making significantly more changes than did others. It may be interpreted from the data that the use of state-mandated student performance assessments and the high-stakes attached to this type of testing program contributed to changes in teachers' instructional practices. The changes in teachers' instructional practices have included increases in the use of instructional practices deemed

Multimodal Therapy Involving High-Intensity Interval Training Improves the Physical Fitness, Motor Skills, Social Behavior, and Quality of Life of Boys With ADHD: A Randomized Controlled Study.

Science.gov (United States)

Meßler, Carolin Friederike; Holmberg, Hans-Christer; Sperlich, Billy

2018-06-01

To compare the effects of multimodal therapy including supervised high-intensity interval training (HIIT) with those of standard multimodal therapy (TRAD) concerning key variables of physical fitness (peak power and oxygen uptake), motor skills, social behavior, and quality of life in boys with ADHD. A single-center, two-arm randomized, controlled design was used, with 28 boys (8-13 years of age, IQ = 83-136) being randomly assigned to multimodal HIIT (three sessions/week, 4 × 4-min intervals at 95% of peak heart rate) or TRAD. The Movement Assessment Battery for Children II evaluated motor skills and the German version of the hyperkinetic disorder questionnaire for external evaluation by the guardians (FBB-HKS) or German version of the hyperkinetic disorder questionnaire for self-assessment by the children (SBB-HKS) and the KINDL-R questionnaires mental health and health-related quality of life. Both interventions enhanced peak power, and HIIT also reduced submaximal oxygen uptake. HIIT was more effective than TRAD in improving the total score for motor skills (including manual dexterity and ball skills; p HIIT improved physical fitness, motor skills, certain aspects of quality of life, competence, and attention in boys with ADHD.

Language of Physics, Language of Math: Disciplinary Culture and Dynamic Epistemology

Science.gov (United States)

Redish, Edward F.; Kuo, Eric

2015-01-01

Mathematics is a critical part of much scientific research. Physics in particular weaves math extensively into its instruction beginning in high school. Despite much research on the learning of both physics and math, the problem of how to effectively include math in physics in a way that reaches most students remains unsolved. In this paper, we…

Computing in high energy physics

International Nuclear Information System (INIS)

Watase, Yoshiyuki

1991-01-01

The increasingly important role played by computing and computers in high energy physics is displayed in the 'Computing in High Energy Physics' series of conferences, bringing together experts in different aspects of computing - physicists, computer scientists, and vendors

High Energy Physics Departments - Overview

International Nuclear Information System (INIS)

Bartke, J.

1999-01-01

Following the tradition, the activities of the seven new units created in 1997 on the basis of the former Department of High Energy Physics are presented under a common header, they are: Department of Particle Theory (Dept 5); Department of Leptonic Interactions (Dept 11); Department of Hadron Structure (Dept 12); Department of High Energy Nuclear Interactions (Dept 13); The ALICE Experiment Laboratory (NAL); The ATLAS Experiment Laboratory (NAT); High Energy Physics Detector Construction Group (PBD). The research covers a variety of problems of the experimental and theoretical high energy particle physics: the hadronic and leptonic interactions with nucleons and nuclei (characteristics of particle production, including heavy quark physics), e + e - interactions and tests of the Standard Model (also radiative corrections), ultrarelativistic heavy ion interactions and search for the quark-gluon plasma, as well as the spectra, composition and interactions of high energy cosmic ray particles. Research on detectors and accelerator components as well as the development of the apparatus for the high energy physics experiments at future accelerators: LHC (CERN, Geneva), RHIC (Brookhaven), B-Factory (KEK, Tsukuba) and TESLA (DESY) is also presented. The technology of new materials with unique properties such as carbon-carbon composites is also worked on from the point of view of their application in high energy physics experiments. The Division is located in a separate building on the campus of the University of Mining and Metallurgy (UMM). This location, close to the Jagiellonian University (JU), facilitates the collaboration with the latter and with the UMM. The joint weekly seminars carried out for nearly 40 years prove this long term tradition. A substantial part of the activities is teaching and training students from the academic community in Cracow. Joint research, teaching and academic training in the high energy physics are carried out within the M. Miesowicz

Physics Teacher SOS: Supporting New Teachers without Pushing an Agenda

Science.gov (United States)

Baird, Dean

2013-01-01

Few workshops for teachers focus primarily on instruction methods for basic high school physics. In Northern California, Physics Teacher SOS (PTSOS) has gained popularity doing just that. PTSOS workshops are directed toward early-career science teachers, though veterans are welcome too. The program is not influenced by scientific supply companies,…

Computer based workstation for development of software for high energy physics experiments

International Nuclear Information System (INIS)

Ivanchenko, I.M.; Sedykh, Yu.V.

1987-01-01

Methodical principles and results of a successful attempt to create on the base of IBM-PC/AT personal computer of effective means for development of programs for high energy physics experiments are analysed. The obtained results permit to combine the best properties and a positive materialized experience accumulated on the existing time sharing collective systems with a high quality of data representation, reliability and convenience of personal computer applications

Physical and Microbiological Qualities of Kampong-Broiler Crossbred Chickens Meat Raised in Different Stocking Densities

Directory of Open Access Journals (Sweden)

C. A. Patria

2016-12-01

Full Text Available The crossbreeding between broiler and kampong chickens has been performed to develop a kampong-broiler strain chicken. The chicken stocking condition needs more attention as a part of animal welfare. This study was performed to identify the relationship between the stocking density and the stress based on Temperature Humidity Index (THI and the effect of stocking density on meat quality, i.e., physical, microbiological, and organoleptic. Ninety DOCs of Kampong-Broiler (KB were assigned into a completely randomized design with 3 treatments of stocking density  i.e., 8, 10, and 12 birds m-2. Each treatment was replicated 3 times. The experimental chickens were housed in 9 blocks of housing each with 1 x 1 m2 size. Data on physical and microbiology of meat qualities were analyzed with analysis of variance and continued with Duncan’s multiple range test. The organoleptic data were analyzed by using Kruskal-Wallis test. The result showed that the stocking density did not significantly affect the physical and hedonic quality of KB chicken’s breast. The stocking densities significantly affected (P<0.05 the microbiological variables of breast meat. The average value of THI during maintenance reached 28.98±1.25–29.33±1.32oC. The higher the animal density the higher the THI value that correlated to the stress condition. However, high stocking density did not affect the physical and hedonic quality of breast meat,  thus it can be accepted by the consumers. The higher the stocking density the higher the total plate count, Escherichia coli, and Staphylococcus aureus, without the presence of Salmonella sp. The meat quality of KB chickens raised in the stocking density of 10 birds m-2 meets the requirement of SNI 01-3924-2009.

Creating Instructional Environments that Keep Students on TARGET

Science.gov (United States)

Boyce, B. Ann

2009-01-01

Teachers' instructional decisions, such as lesson goals, how students are grouped, or how students are recognized and evaluated, can affect their students' level of motivation related to physical activity. A physical educator's primary responsibility is to create a classroom environment that enhances motivation and fosters positive attitudes and…

Sexual activity and psychological health as mediators of the relationship between physical health and marital quality.

Science.gov (United States)

Galinsky, Adena M; Waite, Linda J

2014-05-01

The pathways linking spousal health to marital quality in later life have been little examined at the population level. We develop a conceptual model that links married older adults' physical health and that of their spouse to positive and negative dimensions of marital quality via psychological well-being of both partners and their sexual activity. We use data from 1,464 older adults in 732 marital dyads in the 2010-2011 wave of the National Social Life Health and Aging Project. We find that own fair or poor physical health is linked to lower positive and higher negative marital quality, spouse's health to positive quality, and that own and spouse's mental health and more frequent sex are associated with higher positive and lower negative marital quality. Further, we find that (a) sexual activity mediates the association between own and partner's physical health and positive marital quality, (b) own mental health mediates the association between one's own physical health and both positive and negative marital quality, and (c) partner's mental health mediates the associations of spouse's physical health with positive marital quality. These results are robust to alternative specifications of the model. The results suggest ways to protect marital quality among older adults who are struggling with physical illness in themselves or their partners.

ANTIMICROBIAL, PHYSICAL AND CHEMICAL QUALITIES OF MEDICINAL ANTISEPTIC DRUGS

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Paliy D. V.

2014-12-01

Full Text Available In our research results of the study of antimicrobial, physical and chemical qualities of antiseptic medicines of decamethoxin (DCM. Antimicrobial activity of DCM, palisan, decasan, deseptol against srains of S.aureus (n 56, S.epidermidis (n 26, E.coli (n 24, P.mirabilis (n 11, P.vulgaris (n 8 was studied by means of method of serial dilutions. Obtained data of mass spectrometry study of antimicrobial compositions with constant concentrations of DCM have shown that medicinal forms of DCM are complex physical and chemical systems, because of different origin and number of adjuvant ingredients used during their fabrication. Among synthetic quaternary ammonium agents there have been found the substance (commercial name of medicine is decamethoxin to have high antimicrobial activity against strains of grampositive and gram-negative microorganisms, an also C.albicans. There was found that antimicrobial activity of antiseptic palisan had been higher comparably to DCM in equivalent concentration. The composition and concentrations of acting agents and the methodology of preparation of palisan have been substantiated on the basis of microbiological, mass spectrometry characteristics of antiseptics DCM, palisan.

Collaboration of chemistry instructional games and group investigation (Gi) model to improve learning outcome in high school students

Science.gov (United States)

Puspita, Ita; Sugiyarto, Kristian H.; Ikhsan, Jaslin

2017-05-01

The aims of this research are to: (1) develop chemistry instructional games on reaction rate matter; and (2) reveal the collaboration of chemistry instructional games and group investigation model to improvement learning outcome in high school student. This study is research and development (R&D). The procedure of developing product was adapted from Borg & Gall that modified into three principal steps: product planning, product developing, and product evaluating. The product planning step consist of field study, literature study, and manufacturing product. Product developing was developed product using Adobe Flash Professional CS 6 program. The last, product evaluating was performed by year XI of high school students, uses experimental methods nonequivalent control-group design by control class and experiment class. The results of this research show that: (1) a software of chemistry instructional games successfully developed using Adobe Flash Professional CS 6 and can be run on Android device; and (2) the test results of students showed that the collaboration of instructional games and group investigation model able to improvement learning outcome of hight school student.

Effect of Direct Grammar Instruction on Student Writing Skills

Science.gov (United States)

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…

Quality assurance of operating instructions

International Nuclear Information System (INIS)

Asmuss, G.

1992-01-01

It is pointed out that the quality assurance at nuclear power stations must be supported by national and international regulations. Quality assurance is explained using the example of the design of a pressurised water reactor. The operating and emergency manuals are discussed and examples for their structure put forward. The significance of updating is emphasised. 15 figs., 19 refs

Creating Shared Instructional Products: An Alternative Approach to Improving Teaching