WorldWideScience

Sample records for included student responses

  1. Hybridising Sport Education and Teaching for Personal and Social Responsibility to Include Students with Disabilities

    Science.gov (United States)

    Menendez, Jose Ignacio; Fernandez-Rio, Javier

    2017-01-01

    The present study aimed to explore the impact of the combination of two pedagogical models, Sport Education and Teaching for Personal and Social Responsibility, for learners with disabilities experiencing a contactless kickboxing learning unit. Twelve secondary education students agreed to participate. Five had disabilities (intellectual and…

  2. Including Students with Visual Impairments: Softball

    Science.gov (United States)

    Brian, Ali; Haegele, Justin A.

    2014-01-01

    Research has shown that while students with visual impairments are likely to be included in general physical education programs, they may not be as active as their typically developing peers. This article provides ideas for equipment modifications and game-like progressions for one popular physical education unit, softball. The purpose of these…

  3. Student Motivation in Science Subjects in Tanzania, Including Students' Voices

    Science.gov (United States)

    Mkimbili, Selina Thomas; Ødegaard, Marianne

    2017-12-01

    Fostering and maintaining students' interest in science is an important aspect of improving science learning. The focus of this paper is to listen to and reflect on students' voices regarding the sources of motivation for science subjects among students in community secondary schools with contextual challenges in Tanzania. We conducted a group-interview study of 46 Form 3 and Form 4 Tanzanian secondary school students. The study findings reveal that the major contextual challenges to student motivation for science in the studied schools are limited resources and students' insufficient competence in the language of instruction. Our results also reveal ways to enhance student motivation for science in schools with contextual challenges; these techniques include the use of questioning techniques and discourse, students' investigations and practical work using locally available materials, study tours, more integration of classroom science into students' daily lives and the use of real-life examples in science teaching. Also we noted that students' contemporary life, culture and familiar language can be utilised as a useful resource in facilitating meaningful learning in science in the school. Students suggested that, to make science interesting to a majority of students in a Tanzanian context, science education needs to be inclusive of students' experiences, culture and contemporary daily lives. Also, science teaching and learning in the classroom need to involve learners' voices.

  4. Including Exceptional Students in Your Instrumental Music Program

    Science.gov (United States)

    Mixon, Kevin

    2005-01-01

    This article describes the method and adaptations used by the author in including students with special needs in an instrumental music program. To ensure success in the program, the author shares the method he uses to include exceptional students and enumerates some possible adaptations. There are certainly other methods and modifications that…

  5. Sex Education and Student Rights: Including the Missing Actor

    Science.gov (United States)

    Clarke, Paul T.

    2011-01-01

    In the West, sex education has always been a taboo subject that continues to challenge the public schools. Drawing on recent developments in some Canadian provinces, I argue that we cannot begin to address the issue of responsible sex education until we first acknowledge that students themselves have a moral and constitutional right to this kind…

  6. Including Students with Severe Disabilities in General Education Settings.

    Science.gov (United States)

    Wisniewski, Lech; Alper, Sandra

    1994-01-01

    This paper presents five systematic phases for bringing about successful regular education inclusion of students with severe disabilities. Phases include develop networks within the community, assess school and community resources, review strategies for integration, install strategies that lead to integration, and develop a system of feedback and…

  7. TOOLS TO INCLUDE BLIND STUDENTS IN SCHOOL BUILDING PERFORMANCE ASSESSMENTS

    Directory of Open Access Journals (Sweden)

    Tania Pietzschke Abate

    2016-05-01

    Full Text Available This article discusses the design of data collection instruments that include the opinions of blind students, in accordance with the principles of Universal Design (UD. The aim of this study is to understand the importance of adapting data collection instruments for the inclusion of disabled persons in field research in Architecture and Design, among other fields. The data collection instruments developed were a play interview with a tactile map and a 3D survey with the use of tactile models. These instruments sought to assess the school environment experienced by blind students. The study involved students from the early years of a school for the blind who had not yet mastered the Braille system. The participation of these students was evaluated. A multidisciplinary team consisting of architects, designers, educators, and psychologists lent support to the study. The results showed that the data collection instruments adapted to blind students were successful in making the group of authors examine questions regarding UD. An analysis of the participatory phase showed that the limitations resulting from blindness determine the specificities in the adaptation and implementation process of the instruments in schools. Practical recommendations for future studies related to instruments in the UD thematic are presented. This approach is in line with the global trend of including disabled persons in society based on these users’ opinions concerning what was designed by architects and designers.

  8. Smart Farming: Including Rights Holders for Responsible Agricultural Innovation

    OpenAIRE

    Kelly Bronson

    2018-01-01

    This article draws on the literature of responsible innovation to suggest concrete processes for including rights holders in the “smart” agricultural revolution. It first draws upon historical agricultural research in Canada to highlight how productivist values drove seed innovations with particular consequences for the distribution of power in the food system. Next, the article uses document analysis to suggest that a similar value framework is motivating public investment in smart farming i...

  9. Smart Farming: Including Rights Holders for Responsible Agricultural Innovation

    Directory of Open Access Journals (Sweden)

    Kelly Bronson

    2018-02-01

    Full Text Available This article draws on the literature of responsible innovation to suggest concrete processes for including rights holders in the “smart” agricultural revolution. It first draws upon historical agricultural research in Canada to highlight how productivist values drove seed innovations with particular consequences for the distribution of power in the food system. Next, the article uses document analysis to suggest that a similar value framework is motivating public investment in smart farming innovations. The article is of interest to smart farming’s decision makers (from farmers to governance actors and a broader audience – anyone interested in engendering equity through innovation-led societal transitions.

  10. Mainstream teachers about including deaf or hard of hearing students

    NARCIS (Netherlands)

    Vermeulen, J.A.; Denessen, E.J.P.G.; Knoors, H.E.T.

    2012-01-01

    This study is aimed at teachers’ classroom practices and their beliefs and emotions regarding the inclusion of deaf or hard of hearing (d/hh) students in mainstream secondary schools. Nine teachers in two schools were interviewed about the inclusion of d/hh students. These teachers were found to

  11. Responsive Assessment: Assessing Student Nurses' Clinical Competence.

    Science.gov (United States)

    Neary, Mary

    2001-01-01

    A study involving 300 nursing students, 155 nurse practitioners, and 80 assessors tested a model of responsive assessment that includes identification of learning needs and potential, assignment to suitable placements, continuous assessment of clinical practice and patient care, and alignment of teaching and assessment with patient needs and…

  12. Information for Teachers (Including Classroom Activities), Skylab Student Project.

    Science.gov (United States)

    National Aeronautics and Space Administration, Washington, DC.

    This program is intended to directly involve the educational community in space experiments, many of which can be related to existing curricula. Included in this first packet are: 1) a brief description of the Skylab Program and the National Science Teachers Association-National Aeronautics and Space Administration (NSTA-NASA) Skylab Student…

  13. Does Including Public Health Students on Interprofessional Teams Increase Attainment of Interprofessional Practice Competencies?

    Science.gov (United States)

    Duffy, Pamela Ann; Ronnebaum, Julie A; Stumbo, Teri A; Smith, Kari Nies; Reimer, Rachel A

    2017-04-01

    Interprofessional education (IPE) creates dynamic experiential learning that can address social determinants of health that influence health outcomes. To examine the effects of including public health students on IPE teams on the interprofessional practice domain constructs (values/ethics, roles/responsibilities, interprofessional communication, and teams and teamwork). This single-case, mixed-methods study was performed using a grounded theory approach. Students from 8 graduate health sciences programs participated in an asynchronous, 6-week, online IPE learning activity. Three of the 4 interprofessional practice domain constructs were examined as outcome variables: participants' biomedical vs biopsychosocial patient approach (values/ethics); reported change in attitudes, beliefs, or values about other health professions (roles/responsibilities); and anticipated changes in future professional behaviors/interactions/approaches (teams and teamwork). Predictor variables were having an MPH participant on the IPE team, participants' enrollment in a clinical or nonclinical program, and student perception of the online format (interprofessional communication). Three hundred nineteen students were included, 261 from clinical and 58 from nonclinical programs. A significant association was found between having an MPH participant on the IPE teams and participants' awareness of the influence of social determinants of health (OR, 2.04; 95% CI, 1.13-3.66; Pimportance of social determinants of health in the care plan (OR, 3.68; 95% CI, 1.38-9.84; P<.01). Participants were significantly less likely to report future behavior change if they were in clinical programs (OR, 0.44; 95% CI, 0.23-0.86; P<.05) or if they disliked the online format (OR, 0.25; 95% CI, 0.14-0.42; P<.01). The model fit the data well (χ23=30.80; P<.001). Inclusion of MPH students on IPE teams has the potential to increase clinical participants' awareness of the influence of social determinants of health and

  14. Including dynamic CO2 intensity with demand response

    International Nuclear Information System (INIS)

    Stoll, Pia; Brandt, Nils; Nordström, Lars

    2014-01-01

    Hourly demand response tariffs with the intention of reducing or shifting loads during peak demand hours are being intensively discussed among policy-makers, researchers and executives of future electricity systems. Demand response rates have still low customer acceptance, apparently because the consumption habits requires stronger incentive to change than any proposed financial incentive. An hourly CO 2 intensity signal could give customers an extra environmental motivation to shift or reduce loads during peak hours, as it would enable co-optimisation of electricity consumption costs and carbon emissions reductions. In this study, we calculated the hourly dynamic CO 2 signal and applied the calculation to hourly electricity market data in Great Britain, Ontario and Sweden. This provided a novel understanding of the relationships between hourly electricity generation mix composition, electricity price and electricity mix CO 2 intensity. Load shifts from high-price hours resulted in carbon emission reductions for electricity generation mixes where price and CO 2 intensity were positively correlated. The reduction can be further improved if the shift is optimised using both price and CO 2 intensity. The analysis also indicated that an hourly CO 2 intensity signal can help avoid carbon emissions increases for mixes with a negative correlation between electricity price and CO 2 intensity. - Highlights: • We present a formula for calculating hybrid dynamic CO 2 intensity of electricity generation mixes. • We apply the dynamic CO 2 Intensity on hourly electricity market prices and generation units for Great Britain, Ontario and Sweden. • We calculate the spearman correlation between hourly electricity market price and dynamic CO 2 intensity for Great Britain, Ontario and Sweden. • We calculate carbon footprint of shifting 1 kWh load daily from on-peak hours to off-peak hours using the dynamic CO 2 intensity. • We conclude that using dynamic CO 2 intensity for

  15. Effects of Different Student Response Modes on Science Learning

    Science.gov (United States)

    Kho, Lee Sze; Chen, Chwen Jen

    2017-01-01

    Student response systems (SRSs) are wireless answering devices that enable students to provide simple real-time feedback to instructors. This study aims to evaluate the effects of different SRS interaction modes on elementary school students' science learning. Three interaction modes which include SRS Individual, SRS Collaborative, and Classroom…

  16. Including students with moderate and severe intellectual disabilities in school extracurricular and community recreation activities.

    Science.gov (United States)

    Kleinert, Harold L; Miracle, Sally; Sheppard-Jones, Kathy

    2007-02-01

    We conducted an online statewide survey of teachers of students with moderate and severe intellectual disabilities to determine the extent to which their students were included in school extracurricular and community recreation activities. For the 252 teacher respondents who indicated that their primary caseload consisted of students with significant intellectual disabilities, we report the numbers of students participating in school and community activities and the primary type of support students required to participate in each activity. Finally, we identify implications for practitioners who want to increase the participation of students with significant disabilities in school and community activities.

  17. "Responsibility in Mobility": International Students and Social Responsibility

    Science.gov (United States)

    Tran, Ly Thi; Vu, Thao Thi Phuong

    2017-01-01

    Enhancing the educational experience and social connectedness for international students is the responsibility of different involved parties among whom international students themselves and host institutions play a key role. However, the question of how the condition of cross-border mobility has shaped and re-shaped international students'…

  18. Student Responses to Don Gallo's "Sixteen."

    Science.gov (United States)

    Poe, Elizabeth

    1988-01-01

    Discusses students' responses to SIXTEEN: SHORT STORIES BY OUTSTANDING WRITERS FOR YOUNG ADULTS (edited by Donald R. Gallo), a collection of stories thematically grouped in a format based on a response-centered approach to literature. (MM)

  19. Student Responses Toward Student Worksheets Based on Discovery Learning for Students with Intrapersonal and Interpersonal Intelligence

    Science.gov (United States)

    Yerizon, Y.; Putra, A. A.; Subhan, M.

    2018-04-01

    Students have a low mathematical ability because they are used to learning to hear the teacher's explanation. For that students are given activities to sharpen his ability in math. One way to do that is to create discovery learning based work sheet. The development of this worksheet took into account specific student learning styles including in schools that have classified students based on multiple intelligences. The dominant learning styles in the classroom were intrapersonal and interpersonal. The purpose of this study was to discover students’ responses to the mathematics work sheets of the junior high school with a discovery learning approach suitable for students with Intrapersonal and Interpersonal Intelligence. This tool was developed using a development model adapted from the Plomp model. The development process of this tools consists of 3 phases: front-end analysis/preliminary research, development/prototype phase and assessment phase. From the results of the research, it is found that students have good response to the resulting work sheet. The worksheet was understood well by students and its helps student in understanding the concept learned.

  20. Student Responsibility and Classroom Discipline in Australia, China, and Israel

    Science.gov (United States)

    Romi, Shlomo; Lewis, Ramon; Katz, Yaacov J.

    2009-01-01

    The purpose of this study was to examine the relationship between teachers' classroom discipline techniques and students' individual and communal responsibility in Australian, Chinese, and Israeli classrooms. The sample comprised 5521 students in grades 7-12 and 748 teachers. The participating Australian, Chinese, and Israeli schools included both…

  1. Measuring student responsibility in Physical Education ...

    African Journals Online (AJOL)

    The Contextual Self-Responsibility Questionnaire (CSRQ) and Personal and Social Responsibility Questionnaire (PSRQ) were developed to meausre student responsibility within the field of physical education. In the present study, the factor structure of the CSRQ and PSRQ was examined. Unlike previous structure ...

  2. Assessment of microbiology students' progress with an audience response system.

    Science.gov (United States)

    Chaudhry, M Ahmad

    2011-01-01

    The development of new approaches to teaching of large lecture courses is needed. Today's classroom has a wide range of students including high-achieving motivated learners, students struggling to understand basic concepts, and learning-challenged students. Many of these students can be lost in large classes under the shadow of the high-achieving extroverted students who dominate classroom question-and-answer sessions. Measuring a student's understanding and achievement of content standards becomes difficult until an assessment has been done. To close this gap, an audience response system was introduced in an introductory Principles of Microbiology course. This technology specifically addressed the goal of individualizing instruction to the needs of the students. The evaluation of this project indicated an overall positive impact on student learning.

  3. An Intervention Including an Online Game to Improve Grade 6 Students' Performance in Early Algebra

    Science.gov (United States)

    Kolovou, Angeliki; van den Heuvel-Panhuizen, Marja; Koller, Olaf

    2013-01-01

    This study investigated whether an intervention including an online game contributed to 236 Grade 6 students' performance in early algebra, that is, solving problems with covarying quantities. An exploratory quasi-experimental study was conducted with a pretest-posttest-control-group design. Students in the experimental group were asked to solve…

  4. Comparing Levels of Professional Satisfaction in Preschool Teachers Whose Classes Include or Do Not Include a Special-Needs Student

    Science.gov (United States)

    Koyutürk, Nazife; Sahbaz, Ümit

    2015-01-01

    The purpose of this study is to compare the professional satisfaction of the preschool teachers in whose class there is a student with special needs to the preschool teachers in whose class there are not any students with special needs. The research study group was composed of 185 pre-school teachers who work in the city and county center in…

  5. Citizenship Engagement: Responses from High School Students

    OpenAIRE

    Martin, Leisa A.

    2017-01-01

    In the United States, the main mission of social studies education is to prepare students for citizenship. With this in mind, the following study examined 191 high school students’ views on how they demonstrated citizenship. Traditionally with this age group, personally responsible citizenship has been a common form of self-reported citizenship engagement. However, in this study, the students seemed to conceptualize citizenship differently. With the Akwesasne Mohawk students, the European Ame...

  6. Student Pugwash Conference Probes Scientists' Individual Responsibility.

    Science.gov (United States)

    Seltzer, Richard J.

    1985-01-01

    Students from 25 nations and senior scientists examined ethical and social dimensions of decision making about science and technology during the 1985 Student Pugwash Conference on scientists' individual responsibilities. Working groups focused on toxic wastes, military uses of space, energy and poverty, genetic engineering, and individual rights.…

  7. Are Commonwealth Students Responsible Citizens?

    Science.gov (United States)

    Guerriero, Carl A.

    The document discusses the decrease of student scores on the citizenship section of the statewide Pennsylvania Educational Quality Assessment (EQA). The document presents an overview of the Pennsylvania State Board of Education goals, describes behaviors that EQA measures, and provides sample questions for fifth, eighth, and eleventh-grade…

  8. Students' Learning Experiences from Didactic Teaching Sessions Including Patient Case Examples as Either Text or Video

    DEFF Research Database (Denmark)

    Pedersen, Kamilla; Moeller, Martin Holdgaard; Paltved, Charlotte

    2017-01-01

    OBJECTIVES: The aim of this study was to explore medical students' learning experiences from the didactic teaching formats using either text-based patient cases or video-based patient cases with similar content. The authors explored how the two different patient case formats influenced students....... Students taught with video-based patient cases, in contrast, often referred to the patient cases when highlighting new insights, including the importance of patient perspectives when communicating with patients. CONCLUSION: The format of patient cases included in teaching may have a substantial impact...

  9. Global Health Education for Medical Students: When Learning Objectives Include Research.

    Science.gov (United States)

    Bales, Alison M; Oddo, Anthony R; Dennis, David J; Siska, Robert C; VanderWal, Echo; VanderWal, Harry; Dlamini, Nompumelelo; Markert, Ronald J; McCarthy, Mary C

    2017-10-05

    The Luke Commission, a provider of comprehensive mobile health outreach in rural Swaziland, focuses on human immunodeficiency virus testing and prevention, including the performance of over 100 circumcisions weekly. Educational objectives for medical student global health electives are essential. Learning research methodology while engaging in clinical activities reinforces curriculum goals. Medical care databases can produce clinically significant findings affecting international health policy. Engaging in academic research exponentially increased the educational value of student experiences during an international medical elective. Staff of the Luke Commission, a nongovernmental organization, collected and deidentified information from 1500 Swazi male patients undergoing circumcision from January through June of 2014. Medical students designed studies and analyzed these data to produce research projects on adverse event rates, pain perception, and penile malformations. Institutional review board approval was obtained from the home institution and accompanying senior surgical faculty provided mentorship. First-year medical students enrolled in an international medical elective to explore resource availability, cultural awareness, health care provision, and developing world endemic diseases. While in country, students learned research methodology, collected data, and engaged in research projects. Following the trip, students presented posters at over 10 regional and national meetings. All 4 articles are accepted or under consideration for publication by major journals. During international medical electives the combination of clinical experiences and access to databases from health aid organizations provides the foundation for productive medical student research. All participants benefit from the relationships formed by aid organizations, medical students, and patient populations. Global health research has many complexities, but through careful planning and

  10. The extent to which students with disabilities are included in elite ...

    African Journals Online (AJOL)

    In educational context inclusion can be defined as including a number of key perspectives, policies and practices (such as reducing barriers) to learning and ... It was evident that students at higher education institutions should be encouraged to participate in sport or any related physical and recreational activity that can ...

  11. Middle School Teachers' Strategies for Including Overweight Students in Skill and Fitness Instruction

    Science.gov (United States)

    Rukavina, Paul B.; Doolittle, Sarah; Li, Weidong; Manson, Mara; Beale, Angela

    2015-01-01

    As part of a larger study, this paper describes teachers' perspectives and strategies on including overweight and obese students (OWS) in instruction related to motor skill/game play and fitness development in physical education. Using the Social Ecological Constraints framework, a qualitative multicase study was conducted using multiple in-depth…

  12. "Mind Blown"--Including Exercise Science Students as Research Assistants to Reduce Ageist Perceptions

    Science.gov (United States)

    Forlenza, Samuel T.; Bourassa, Dara

    2017-01-01

    The amount of older adults is increasing rapidly and the demands of an aging population will need to be met by professionals in many fields, including exercise science. However, many undergraduate students do not want to work with older adults. Therefore, this qualitative study sought to examine the experiences and perceptions of exercise science…

  13. Short-term antioxidative responses of 15 microalgae exposed to excessive irradiance including ultraviolet radiation

    NARCIS (Netherlands)

    Janknegt, Paul J.; De Graaff, C. Marco; Van De Poll, Willem H.; Visser, Ronald J. W.; Rijstenbil, Jan W.; Buma, Anita G. J.

    2009-01-01

    Short-term photosensitivity and oxidative stress responses were compared for three groups of marine microalgae: Antarctic microalgae, temperate diatoms and temperate flagellates. In total, 15 low-light-acclimated species were exposed to simulated surface irradiance including ultraviolet radiation

  14. Health Promotion Behavior of Chinese International Students in Korea Including Acculturation Factors: A Structural Equation Model.

    Science.gov (United States)

    Kim, Sun Jung; Yoo, Il Young

    2016-03-01

    The purpose of this study was to explain the health promotion behavior of Chinese international students in Korea using a structural equation model including acculturation factors. A survey using self-administered questionnaires was employed. Data were collected from 272 Chinese students who have resided in Korea for longer than 6 months. The data were analyzed using structural equation modeling. The p value of final model is .31. The fitness parameters of the final model such as goodness of fit index, adjusted goodness of fit index, normed fit index, non-normed fit index, and comparative fit index were more than .95. Root mean square of residual and root mean square error of approximation also met the criteria. Self-esteem, perceived health status, acculturative stress and acculturation level had direct effects on health promotion behavior of the participants and the model explained 30.0% of variance. The Chinese students in Korea with higher self-esteem, perceived health status, acculturation level, and lower acculturative stress reported higher health promotion behavior. The findings can be applied to develop health promotion strategies for this population. Copyright © 2016. Published by Elsevier B.V.

  15. Ninth Grade Student Responses to Authentic Science Instruction

    Science.gov (United States)

    Ellison, Michael Steven

    science classwork was also measured. In addition, direct observation measures of student behavioral engagement showed that behavioral engagement was generally high, but not associated with the authenticity of the pedagogy. Direct observation measures of student self-regulation found evidence that when instruction focused on core science and engineering concepts and made stronger connections to the student's world beyond the classroom, student self-regulated learning was greater, and included evidence of student ownership. In light of the alignment between the model of authenticity used in this study and the Next Generation Science Standards (NGSS), the results suggest that further research on the value beyond school component of the model could improve understanding of student engagement and performance in response to the implementation of the NGSS. In particular, it suggests a unique role environmental education can play in affording student success in K-12 science and a tool to measure that role.

  16. Improvement on a science curriculum including experimental demonstration of environmental radioactivity for secondary school students

    International Nuclear Information System (INIS)

    Watanabe, Kenji; Matsubara, Shizuo; Aiba, Yoshio; Eriguchi, Hiroshi; Kiyota, Saburo; Takeyama, Tetsuji.

    1988-01-01

    A science curriculum previously prepared for teaching environmental radioactivity was modified on the basis of the results of trial instructions in secondary schools. The main subject of the revised curriculum is an understanding of the natural radioactivity through the experimental demonstration about air-borne β and γ ray emitters. The other subjects included are the radioactive decay, the biological effects of radiation, the concept of risk-benefit balance (acceptable level) and the peaceful uses of nuclear energy and radiation. The work sheets and reference data prepared as learning materials are in two levels corresponding to the ability of students for this curriculum. (author)

  17. The transcriptional regulatory network in the drought response and its crosstalk in abiotic stress responses including drought, cold and heat

    Directory of Open Access Journals (Sweden)

    Kazuo eNakashima

    2014-05-01

    Full Text Available Drought negatively impacts plant growth and the productivity of crops around the world. Understanding the molecular mechanisms in the drought response is important for improvement of drought tolerance using molecular techniques. In plants, abscisic acid (ABA is accumulated under osmotic stress conditions caused by drought, and has a key role in stress responses and tolerance. Comprehensive molecular analyses have shown that ABA regulates the expression of many genes under osmotic stress conditions, and the ABA-responsive element (ABRE is the major cis-element for ABA-responsive gene expression. Transcription factors (TFs are master regulators of gene expression. ABRE-binding protein (AREB and ABRE-binding factor (ABF TFs control gene expression in an ABA-dependent manner. SNF1-related protein kinases 2, group A 2C-type protein phosphatases, and ABA receptors were shown to control the ABA signaling pathway. ABA-independent signaling pathways such as dehydration-responsive element-binding protein (DREB TFs and NAC TFs are also involved in stress responses including drought, heat and cold. Recent studies have suggested that there are interactions between the major ABA signaling pathway and other signaling factors in stress responses. The important roles of these transcription factors in crosstalk among abiotic stress responses will be discussed. Control of ABA or stress signaling factor expression can improve tolerance to environmental stresses. Recent studies using crops have shown that stress-specific overexpression of TFs improves drought tolerance and grain yield compared with controls in the field.

  18. A Case Study of Tack Tiles[R] Literacy Instruction for a Student with Multiple Disabilities Including Congenital Blindness

    Science.gov (United States)

    Klenk, Jessicia A.; Pufpaff, Lisa A.

    2011-01-01

    Research on literacy instruction for students with multiple disabilities is limited. Empirical research on braille instruction for students with multiple disabilities that include congenital blindness is virtually nonexistent. This case study offers initial insight into possible methods of early braille literacy instruction for a student with…

  19. Self-efficacy of physical education teachers in including students with cerebral palsy in their classes.

    Science.gov (United States)

    Hutzler, Yeshayahu; Barak, Sharon

    2017-09-01

    Children with cerebral palsy (CP) are often mainstreamed into the general education system, but are likely to be excluded from physical education (PE) classes. A questionnaire was constructed and utilized to measure PE teachers' self-efficacy (SE) toward inclusion of students with CP in each of three mobility categories (independent, using assistive devices, using wheelchair mobility) and the impact of experience and training on teachers' SE. Participants in the study were 121 PE teachers from different parts of Israel (mean age: 41.02±9.33 years; range: 25.00-59.00 years). Exploratory factor analysis was used to determine the structure of the sub-scales' factors' structure and Cronbach's Alpha reliability was satisfactory (range 0.872-0.941). Independent t-tests were calculated in order to compare the SE of teachers with and without adapted PE experience. Repeated Analysis of Variance was performed to measure within-group differences in SE. Results revealed that the PE teachers' SE in teaching students who use mobility assistive devices or wheelchairs was significantly lower compared to teaching those who walk and run unaided (F=19.11; pteachers' SE towards including CP children who independently ambulate was influenced (pteacher's experience (elementary school practicum). SE in the mobility with assistive device group was also significantly influenced (pteachers' SE and enable greater participation of children with CP in general physical education classes. Copyright © 2017 Elsevier Ltd. All rights reserved.

  20. Transient Response Dynamic Module Modifications to Include Static and Kinetic Friction Effects

    Science.gov (United States)

    Misel, J. E.; Nenno, S. B.; Takahashi, D.

    1984-01-01

    A methodology that supports forced transient response dynamic solutions when both static and kinetic friction effects are included in a structural system model is described. Modifications that support this type of nonlinear transient response solution are summarized for the transient response dynamics (TRD) NASTRAN module. An overview of specific modifications for the NASTRAN processing subroutines, INITL, TRD1C, and TRD1D, are described with further details regarding inspection of nonlinear input definitions to define the type of nonlinear solution required, along with additional initialization requirements and specific calculation subroutines to successfully solve the transient response problem. The extension of the basic NASTRAN nonlinear methodology is presented through several stages of development to the point where constraint equations and residual flexibility effects are introduced into the finite difference Newmark-Beta recurrsion formulas. Particular emphasis is placed on cost effective solutions for large finite element models such as the Space Shuttle with friction degrees of freedom between the orbiter and payloads mounted in the cargo bay. An alteration to the dynamic finite difference equations of motion is discussed, which allows one to include friction effects at reasonable cost for large structural systems such as the Space Shuttle. Data are presented to indicate the possible impact of transient friction loads to the payload designer for the Space Shuttle. Transient response solution data are also included, which compare solutions without friction forces and those with friction forces for payloads mounted in the Space Shuttle cargo bay. These data indicate that payload components can be sensitive to friction induced loads.

  1. Active control of environmental noise, VIII: increasing the response to primary source changes including unpredictable noise

    Science.gov (United States)

    Wright, S. E.; Atmoko, H.; Vuksanovic, B.

    2004-07-01

    Conventional adaptive cancellation systems using traditional transverse finite impulse response (FIR) filters, together with least mean square (LMS) adaptive algorithms, well known in active noise control, are slow to adapt to primary source changes. This makes them inappropriate for cancelling rapidly changing noise, including unpredictable noise such as speech and music. Secondly, the cancelling structures require considerable computational processing effort to adapt to primary source and plant changes, particularly for multi-channel systems. This paper describes methods to increase the adaptive speed to primary source changes in large enclosed spaces and outdoor environments. A method is described that increases the response to time varying periodic noise using traditional transverse FIR filters. Here a multi-passband filter, with individual variable adaptive step sizes for each passband is automatically adjusted according to the signal level in each band. This creates a similar adaptive response for all frequencies within the total pass-band, irrespective of amplitude, minimizing the signal distortion and increasing the combined adaptive speed. Unfortunately, there is a limit to the adaptive speed using the above method as classical transverse FIR filters have a finite adaptive speed given by the stability band zero bandwidth. For rapidly changing periodic noise and unpredictable non-stationary noise, a rapid to instantaneous response is required. In this case the on-line adaptive FIR filters are dispensed with and replaced by a time domain solution that gives virtually instantaneous cancellation response (infinite adaptive speed) to primary source changes, and is computationally efficient.

  2. Health aspects of disaster preparedness and response--panel session 2: seismic risks including tsunamis.

    Science.gov (United States)

    2006-01-01

    This Panel Session consisted of five country reports (India, Indonesia, Maldives, Thailand, and Nepal) and the common issues identified during the Panel discussions relative to seismic events in the Southeast Asia Region. Important issues identified included the needs for: (1) a legal framework upon which to base preparedness and response; (2) coordination between the many organizations involved; (3) early warning systems within and between countries; (4) command and control; (5) access to resources including logistics; (6) strengthening the health infrastructure; (7) professionalizing the field of disaster medicine and management; (8) management of communications and information; (9) management of dead bodies; and (10) mental health of the survivors and health workers.

  3. Student Response (Clicker) Systems: Preferences of Biomedical Physiology Students in Asian Classes

    Science.gov (United States)

    Hwang, Isabel; Wong, Kevin; Lam, Shun Leung; Lam, Paul

    2015-01-01

    Student response systems (commonly called "clickers") are valuable tools for engaging students in classroom interactions. In this study, we investigated the use of two types of response systems (a traditional clicker and a mobile device) by students in human physiology courses. Our results showed high student satisfaction with the use of…

  4. Education of Social Responsibility among Sports Schools Students

    Science.gov (United States)

    Malinauskas, Romualdas K.; Juodsnukis, Dalius R.

    2017-01-01

    Research aim was to analyze peculiarities of education of social responsibility among football sports school students. We hypothesized that after the educational program sport school students will have more developed social responsibility. The total sample comprised 52 male students. Experimental group consisted of 26 and the control group of 26…

  5. Student-Led Parent Conferences: A Model for Teaching Responsibility.

    Science.gov (United States)

    Guyton, Jane M.; Fielstein, Lynda L.

    1989-01-01

    Describes program in which elementary school students lead parent-teacher conferences, shares authors' experiences with the student-led conferences, and discusses how the process has fostered student responsibility. Describes results of informal study that support the student-led conference. (NB)

  6. The Effect of Accounting Question Response Formats on Student Performance

    Science.gov (United States)

    Jonick, Christine; Schneider, Jennifer; Boylan, Daniel

    2017-01-01

    The purpose of the research is to examine the effect of different response formats on student performance on introductory accounting exam questions. The study analyzes 1104 accounting students' responses to quantitative questions presented in two formats: multiple-choice and fill-in. Findings indicate that response format impacts student…

  7. Including Overweight and Obese Students in Physical Education: An Urgent Need and Effective Teaching Strategies

    Science.gov (United States)

    Li, Huanyu; Li, Weidong; Zhao, Qi; Li, Mingda

    2017-01-01

    Students who are overweight or obese generally have low physical ability and fitness levels, experience serious weight-related health implications, are teased and excluded by their peers, and suffer psycho-social and emotional damages as a result of weight stigma. Overweight and obese students have presented an unprecedented challenge for teachers…

  8. Including Students with Severe Disabilities in All Levels of School-Wide Positive Behavior Support

    Science.gov (United States)

    Hawken, Leanne S.; O'Neill, Robert E.

    2006-01-01

    Throughout its evolution, school-wide positive behavior support (SWPBS) has explicitly promoted the perspective that it should involve all students in a given school setting. However, the literature on SWPBS has not always fully and clearly addressed the involvement of students with severe disabilities. This article will (a) briefly review the…

  9. Test Development Procedures for Including Handicapped Students in New Jersey's State Assessment Program.

    Science.gov (United States)

    Greenberg, Lydia

    Reading and mathematics tests of the New Jersey Minimum Basic Skills Tests were modified to accomodate handicapped students, in order to determine whether or not students would perform better on the modified test forms. Changes were made in the format of the test booklets, answer sheets, and administration instructions to accomodate the following…

  10. Supporting Student Retention and Success: Including Family Areas in an Academic Library

    Science.gov (United States)

    Godfrey, Ian; Rutledge, Lorelei; Mowdood, Alfred; Reed, Jacob; Bigler, Scott; Soehner, Catherine

    2017-01-01

    Many universities and colleges focus on student retention and completion as a measure of their success. Publications such as the "Chronicle of Higher Education" carry an increasing number of articles dealing with student retention, success, and completion. Academic libraries support this goal through a wide variety of services, teaching,…

  11. Experiences of faculty and students using an audience response system in the classroom.

    Science.gov (United States)

    Thomas, Christine M; Monturo, Cheryl; Conroy, Katherine

    2011-07-01

    The advent of innovative technologies, such as the audience response system, provides an opportunity to engage students and enhance learning. Based on their experiences, three nursing faculty evaluated the use of an audience response system in four distinct nursing courses through the use of informal survey results. When using the audience response system, the faculty experienced an increased perception of student attentiveness and engagement, high level of class attendance, and enhanced learning. Faculty feelings were mixed concerning the burden in adapting to increased classroom time and increased preparation time. Students' perception of the value of audience response system use was mostly positive, except when responses were included as part of the grade. The majority of the students indicated that use of the audience response system enhanced learning and was a helpful learning method when used with NCLEX-style questions. Overall, faculty believed that the benefits of student engagement and enhanced learning outweighed the burdens of incorporating this new technology in the classroom.

  12. Undergraduate Students' Perceptions of the Mathematics Courses Included in the Primary School Teacher Education Program

    Science.gov (United States)

    Serin, Mehmet Koray; Incikabi, Semahat

    2017-01-01

    Mathematics educators have reported on many issues regarding students' mathematical education, particularly students who received mathematics education at different departments such as engineering, science or primary school, including their difficulties with mathematical concepts, their understanding of and preferences for mathematical concepts.…

  13. Experiences of Students with Specific Learning Disorder (Including ADHD) in Online College Degree Programs: A Phenomenological Study

    Science.gov (United States)

    Bunch, Seleta LeAnn

    2016-01-01

    Enrollment in online degree programs is rapidly expanding due to the convenience and affordability offered to students and improvements in technology. The purpose of this hermeneutical phenomenological study was to understand the shared experiences of students with documented specific learning disorders (including Attention-Deficit/Hyperactivity…

  14. Developing an explicit strategy towards social responsibility in the NHS: a case for including NHS managers in this strategy.

    Science.gov (United States)

    Merali, Faruk

    2006-01-01

    To explore the concept of corporate social responsibility (CSR) within the UK National Health Service (NHS) and to examine how it may be developed to positively influence the psyche, behaviour and performance of NHS managers. Primary research based upon semi-structured individual face to face interviews with 20 NHS managers. Theoretical frameworks and concepts relating to organisational culture and CSR are drawn upon to discuss the findings. The NHS managers see themselves as being driven by altruistic core values. However, they feel that the public does not believe that they share the altruistic NHS value system. The study is based on a relatively small sample of NHS managers working exclusively in London and may not necessarily represent the views of managers either London-wide or nation-wide. It is suggested that an explicit recognition by the NHS of the socially responsible commitment of its managers within its CSR strategy would help challenge the existing negative public image of NHS managers and in turn improve the managers' self esteem and morale. This paper addresses the relative lacunae in research relating to public sector organisations (such as the NHS) explicitly including the role and commitment of its staff within the way it publicises its CSR strategy. This paper would be of interest to a wide readership including public sector and NHS policy formulators, NHS practitioners, academics and students.

  15. Health Promotion Behavior of Chinese International Students in Korea Including Acculturation Factors: A Structural Equation Model

    Directory of Open Access Journals (Sweden)

    Sun Jung Kim, RN, PhD

    2016-03-01

    Conlcusions: The Chinese students in Korea with higher self-esteem, perceived health status, acculturation level, and lower acculturative stress reported higher health promotion behavior. The findings can be applied to develop health promotion strategies for this population.

  16. [Michigan Technological University Pre-Service Teacher Enhancement Program]. [Includes a copy of the Student Guide

    Energy Technology Data Exchange (ETDEWEB)

    Anderson, C.S.; Yarroch, W.L.

    1993-04-27

    The Michigan Technological University Teacher Education Program received funding from the US Department of Energy for the purpose of providing capable and suitably inclined, MTU Engineering and Science students a chance to explore high school level science and mathematics teaching as a career option. Ten undergraduate students were selected from nominations and were paired with mentor teachers for the study. This report covers the experience of the first ten nominees and their participation in the program.

  17. Quality of life and self-determination in students with disabilities included in regular classrooms

    Directory of Open Access Journals (Sweden)

    Jesús Miguel Muñoz Cantero

    2015-11-01

    Full Text Available At present, quality of life and self-determination begin to position itself as a key axis in interventions aimed at students with disabilities, motivating the interest of researchers and professionals to know their general well-being. This article evaluates the quality of life and self-determination of students with intellectual and developmental disabilities enrolled in regular schools. A case study methodology, descriptive-interpretative, is used through mixed data collection methods. The instruments used are Questionnaire for Assessment the Quality of Life in Teen Students (CCVA and ARC-INICO Scale for Assessment Self-Determination (for 14 students and interviews (for four teachers. A descriptive statistical analysis, contextualized by the extracted information from the interviews, was conducted. The results show high scores in different domains of quality of life, apart from emotional well-being, community inclusion and self-determination that are improvable. Adequate perception of students is observed about their ability to make decisions, choices and a good predisposition take control in different areas of their life. It is necessary to continue inquiring about the impact of educational environment, attitude and perception of teachers and the opportunities offered to students to act self-determined and increase their quality of life.

  18. Improving Students' Vocabulary Mastery by Using Total Physical Response

    Science.gov (United States)

    Fahrurrozi

    2017-01-01

    This study aims to describe how Total Physical Response improves students' vocabulary learning outcomes at the third-grade elementary school Guntur 03 South Jakarta, Indonesia. This research was conducted in the first semester of the academic year 2015-2016 with the number of students as many as 40 students. The method used in this research is a…

  19. Responsibility for Racism in the Everyday Talk of Secondary Students

    Science.gov (United States)

    Halse, Christine

    2017-01-01

    This article examines the attributions of responsibility for racism in the everyday talk of secondary school students. It draws on focus groups with a cross section of students from different ethnic backgrounds in three, very different, secondary schools. In these focus groups, students deploy six different, sometimes contradictory, racialised…

  20. Using assistive technology adaptations to include students with learning disabilities in cooperative learning activities.

    Science.gov (United States)

    Bryant, D P; Bryant, B R

    1998-01-01

    Cooperative learning (CL) is a common instructional arrangement that is used by classroom teachers to foster academic achievement and social acceptance of students with and without learning disabilities. Cooperative learning is appealing to classroom teachers because it can provide an opportunity for more instruction and feedback by peers than can be provided by teachers to individual students who require extra assistance. Recent studies suggest that students with LD may need adaptations during cooperative learning activities. The use of assistive technology adaptations may be necessary to help some students with LD compensate for their specific learning difficulties so that they can engage more readily in cooperative learning activities. A process for integrating technology adaptations into cooperative learning activities is discussed in terms of three components: selecting adaptations, monitoring the use of the adaptations during cooperative learning activities, and evaluating the adaptations' effectiveness. The article concludes with comments regarding barriers to and support systems for technology integration, technology and effective instructional practices, and the need to consider technology adaptations for students who have learning disabilities.

  1. A melanoma immune response signature including Human Leukocyte Antigen-E.

    Science.gov (United States)

    Tremante, Elisa; Ginebri, Agnese; Lo Monaco, Elisa; Benassi, Barbara; Frascione, Pasquale; Grammatico, Paola; Cappellacci, Sandra; Catricalà, Caterina; Arcelli, Diego; Natali, Pier Giorgio; Di Filippo, Franco; Mottolese, Marcella; Visca, Paolo; Benevolo, Maria; Giacomini, Patrizio

    2014-01-01

    Paired cultures of early-passage melanoma cells and melanocytes were established from metastatic lesions and the uninvolved skin of five patients. In this stringent autologous setting, cDNA profiling was used to analyze a subset of 1477 genes selected by the Gene Ontology term 'immune response'. Human Leukocyte Antigen E (HLA-E) was ranked 19th among melanoma-overexpressed genes and was embedded in a transformation signature including its preferred peptide ligand donors HLA-A, HLA-B, HLA-C, and HLA-G. Mostly undetectable in normal skin and 39 nevi (including rare and atypical lesions), HLA-E was detected by immunohistochemistry in 17/30 (57%) and 32/48 (67%) primary and metastatic lesions, respectively. Accordingly, surface HLA-E was higher on melanoma cells than on melanocytes and protected the former (6/6 cell lines) from lysis by natural killer (NK) cells, functionally counteracting co-expressed triggering ligands. Although lacking HLA-E, melanocytes (4/4 cultures) were nevertheless (and surprisingly) fully protected from NK cell lysis. © 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  2. Mediating Transnational Spaces: International Students and Intercultural Responsibility

    Science.gov (United States)

    Tran, Ly Thi; Vu, Thao Thi Phuong

    2017-01-01

    Despite the significant body of literature on international students' intercultural development, the core issue of how they see their own responsibility in transnational intercultural spaces is largely neglected. This paper addresses this paucity by examining the intercultural responsibility perceived by international students. It is based on a…

  3. Response to Intervention and Its Impact on Student Reading Success

    Science.gov (United States)

    Robey, Cheryl

    2012-01-01

    Response to Intervention surfaced with the reauthorization of federal special education law emphasizing the importance of early intervention services to maximize skill development. This study compared the effectiveness of Response to Intervention in varied settings and among specific groups of students. When student reading gain was compared in…

  4. Who Is Responsible for Employability? Student Perceptions and Practices

    Science.gov (United States)

    Sin, Cristina; Tavares, Orlanda; Amaral, Alberto

    2016-01-01

    The paper examines to whom Portuguese students attribute responsibility for the development of employability, and what extra-curricular activities they undertake to improve their employability. Particular focus lies upon how far students internalise responsibility for employability and if/how they seek to position themselves in the job market. The…

  5. Social Anxiety Experiences and Responses of University Students

    Science.gov (United States)

    Akacan, Behiye; Secim, Gurcan

    2015-01-01

    The aim of this study is to examine the responses of university students in social anxiety situations in order to create a psychological counselling program with a structured group based on Cognitive Behavioural and Existential Approaches. These responses involve the behaviour and thoughts of the university students in situations where they…

  6. Development of Science and Mathematics Education System Including Teaching Experience of Students in Local Area

    Science.gov (United States)

    Kage, Hiroyuki

    New reformation project on engineering education, which is supported from 2005 to 2008FY by Support Program for Contemporary Educational Needs of Ministry of Education, Culture, Sports, Science and Technology, started in Kyushu Institute of Technology. In this project, teaching experience of students is introduced into the curriculum of Faculty of Engineering. In the curriculum students try to prepare teaching materials and to teach local school pupils with them by themselves. Teaching experience is remarkably effective for them to strengthen their self-dependence and learning motivation. Science Education Center, Science Laboratory and Super Teachers College were also organized to promote the area cooperation on the education of science and mathematics.

  7. Support for a nuclear future: student response to the CRBRP

    International Nuclear Information System (INIS)

    Bremseth, M.D.; Clelland, D.A.

    1977-01-01

    Results are presented of a multiple regression analysis of questionnaire data from two random samples of University of Tennessee seniors. Data were collected from 94 students with science/engineering majors (the ''Tech'' sample), and 91 students with non-science/engineering majors (the ''Mass'' sample--which represents the majority of the students). The purpose of the analysis was to isolate factors which independently explain student response to the CRBRP and to breeder reactors in general

  8. Including Students with Special Educational Needs in Rocky Mountain Region Catholic Schools' Regular Education Programs

    Science.gov (United States)

    Hall, Jill Ann Perry

    2013-01-01

    Through a consensual qualitative research and phenomenological approach, this study explored the function of serving students in Catholic schools with special educational needs. Utilizing a survey, a breadth of data were collected from teachers and administrators on the incidence of special educational needs, services available, accommodations and…

  9. General Education Pre-Service Teachers Perceptions of Including Students with Disabilities in Their Classrooms

    Science.gov (United States)

    Ajuwon, Paul M.; Lechtenberger, DeAnn; Griffin-Shirley, Nora; Sokolosky, Stephanie; Zhou, Li; Mullins, Frank E.

    2012-01-01

    In this empirical study, the authors compare the perceptions of future general educators on two dichotomous scales (hostility/receptivity and anxiety/calmness) regarding the teaching of students with exceptionalities in their classrooms. A total of 116 teacher candidates from one southwestern and two Midwestern universities in the United States…

  10. Considerations When Including Students with Disabilities in Test Security Policies. NCEO Policy Directions. Number 23

    Science.gov (United States)

    Lazarus, Sheryl; Thurlow, Martha

    2015-01-01

    Sound test security policies and procedures are needed to ensure test security and confidentiality, and to help prevent cheating. In this era when cheating on tests draws regular media attention, there is a need for thoughtful consideration of the ways in which possible test security measures may affect accessibility for some students with…

  11. The Teaching Excellence Framework in the United Kingdom: An Opportunity to Include International Students as "Equals"?

    Science.gov (United States)

    Hayes, Aneta

    2017-01-01

    Research on international students in British higher education points to marginalization of their unique perspectives in university classrooms. The aim of the article is to consider how the most recent policy changes, particularly the teaching excellence framework (TEF), continue to do so. The article also argues that the TEF, being a major higher…

  12. Including Overweight or Obese Students in Physical Education: A Social Ecological Constraint Model

    Science.gov (United States)

    Li, Weidong; Rukavina, Paul

    2012-01-01

    In this review, we propose a social ecological constraint model to study inclusion of overweight or obese students in physical education by integrating key concepts and assumptions from ecological constraint theory in motor development and social ecological models in health promotion and behavior. The social ecological constraint model proposes…

  13. Guiding Principles for Including High School Students with Intellectual Disabilities in General Education Classes

    Science.gov (United States)

    Doyle, Mary Beth; Giangreco, Michael

    2013-01-01

    This article provides teachers and administrators with a description of foundational principles and curricular approaches to create meaningful educational experiences for secondary students with intellectual disabilities in inclusive general education classes. The four principles provide: (a) the least dangerous assumption, (b) partial…

  14. Body Awareness and Movement for Students with Multiple Disabilities Including Visual Impairments

    Science.gov (United States)

    DePountis, Vicki; Cady, Deborah; Hallak, Tracy

    2013-01-01

    This conference presentation examines concept development for congenitally blind students. It presents current research on best-practice for teaching this population. Examples of strategies to reinforce understanding of body concepts, spatial awareness, and positional language, while promoting mirroring, self regulation, and purposeful movement to…

  15. How to include the variability of TMS responses in simulations: a speech mapping case study

    Science.gov (United States)

    De Geeter, N.; Lioumis, P.; Laakso, A.; Crevecoeur, G.; Dupré, L.

    2016-11-01

    When delivered over a specific cortical site, TMS can temporarily disrupt the ongoing process in that area. This allows mapping of speech-related areas for preoperative evaluation purposes. We numerically explore the observed variability of TMS responses during a speech mapping experiment performed with a neuronavigation system. We selected four cases with very small perturbations in coil position and orientation. In one case (E) a naming error occurred, while in the other cases (NEA, B, C) the subject appointed the images as smoothly as without TMS. A realistic anisotropic head model was constructed of the subject from T1-weighted and diffusion-weighted MRI. The induced electric field distributions were computed, associated to the coil parameters retrieved from the neuronavigation system. Finally, the membrane potentials along relevant white matter fibre tracts, extracted from DTI-based tractography, were computed using a compartmental cable equation. While only minor differences could be noticed between the induced electric field distributions of the four cases, computing the corresponding membrane potentials revealed different subsets of tracts were activated. A single tract was activated for all coil positions. Another tract was only triggered for case E. NEA induced action potentials in 13 tracts, while NEB stimulated 11 tracts and NEC one. The calculated results are certainly sensitive to the coil specifications, demonstrating the observed variability in this study. However, even though a tract connecting Broca’s with Wernicke’s area is only triggered for the error case, further research is needed on other study cases and on refining the neural model with synapses and network connections. Case- and subject-specific modelling that includes both electromagnetic fields and neuronal activity enables demonstration of the variability in TMS experiments and can capture the interaction with complex neural networks.

  16. Classroom Response Systems and Student Performance Improvement: Local versus International Students

    Science.gov (United States)

    Wong, Anson

    2016-01-01

    The clicker is one of the most popular mobile classroom response systems. A number of studies reported that clickers could effectively encourage students to participate in class. However, most of them are not talking about Chinese students and their finding seldom reported the difference in perception between Chinese and international students on…

  17. Including sustainability issues in nurse education: A comparative study of first year student nurses' attitudes in four European countries.

    Science.gov (United States)

    Richardson, Janet; Heidenreich, Thomas; Álvarez-Nieto, Carmen; Fasseur, Fabienne; Grose, Jane; Huss, Norma; Huynen, Maud; López-Medina, Isabel M; Schweizer, Angélick

    2016-02-01

    Education in sustainable development is a goal recognised by a large number of countries and a vital concept in healthcare. It is therefore important that nurse education incorporates elements of sustainable development into nursing education curricula. However, there is limited research on student nurses' attitudes towards sustainability and no comparison of attitudes towards sustainability and its inclusion in the nursing curriculum across Europe. This project aims to assess student nurses' attitudes towards sustainability, its relevance to nursing and its inclusion in the nursing curricula. 1. To assess base-line attitudes at the start of nursing and midwifery training; 2. To compare sustainability awareness between students participating in training in a number of European universities. A comparative survey design using the Sustainability Attitudes in Nursing Survey (SANS_2) questionnaire. Nursing classes of Universities and Nursing Schools in four European countries were investigated using a questionnaire consisting of five sustainability-related items. 916 nursing students (UK: 450, Germany: 196, Spain: 124, Switzerland: 146). Standard descriptive and inferential statistical methods were used to establish psychometric quality (Principal Components Analysis, Cronbach's alpha, Pearson correlations) and compare student nurses from the four countries. The reliability of SANS_2 was good (Cronbach's alpha=.82) and the five items loaded on a single factor which explained 58% of variance. ANOVA of the SANS_2 total score showed significant differences between countries with German nursing students showing more sustainability awareness than students from the UK and Spain. SANS_2 is a reliable instrument to assess nursing students' sustainability awareness; there are significant differences in sustainability awareness of students of different European countries. Limitations of the study include non-random sampling, possible method effects and social desirability effects

  18. Stress in university students and cardiovascular response to academic stressors

    OpenAIRE

    Guimarães, Teresa; Silva, Ana Patrícia; Monteiro, Iolanda; Gomes, Rui

    2014-01-01

    Introduction: University students are frequently exposed to events that can cause stress and anxiety, producing elevated cardiovascular responses. Repeated exposure to academic stress has implications to students’ success and well-being and may contribute to the development of long-term health problems. Objective: To identify stress levels and coping strategies in university students and assess the impact of stress experience in heart rate variability (HRV). Methods: 17 university students, 1...

  19. Modifying the Sleep Treatment Education Program for Students to include technology use (STEPS-TECH): Intervention effects on objective and subjective sleep outcomes.

    Science.gov (United States)

    Barber, Larissa K; Cucalon, Maria S

    2017-12-01

    University students often have sleep issues that arise from poor sleep hygiene practices and technology use patterns. Yet, technology-related behaviors are often neglected in sleep hygiene education. This study examined whether the Sleep Treatment Education Program for Students-modified to include information regarding managing technology use (STEPS-TECH)-helps improve both subjective and objective sleep outcomes among university students. Results of an experimental study among 78 university students showed improvements in objective indicators of sleep quantity (total sleep time) and sleep quality (less awakenings) during the subsequent week for students in the STEPS-TECH intervention group compared to a control group. Exploratory analyses indicated that effects were driven by improvements in weekend days immediately following the intervention. There were also no intervention effects on subjective sleep quality or quantity outcomes. In terms of self-reported behavioral responses to educational content in the intervention, there were no group differences in sleep hygiene practices or technology use before bedtime. However, the intervention group reported less technology use during sleep periods than the control group. These preliminary findings suggest that STEPS-TECH may be a useful educational tool to help improve objective sleep and reduce technology use during sleep periods among university students. Copyright © 2017 John Wiley & Sons, Ltd.

  20. Culturally Responsive Social Skill Instruction for Latino Male Students

    Science.gov (United States)

    Lo, Ya-yu; Correa, Vivian I.; Anderson, Adrienne L.

    2015-01-01

    Cross-cultural friendships and peer interactions are important skills for Latino students to become socially adjusted in U.S. schools. Culturally responsive social skill instruction allows educators to teach essential social skills while attending to the native culture and personal experiences of the students. The present study examined the…

  1. Student Rights and Responsibilities. Derechos y Responsabilidades de Estudiantes.

    Science.gov (United States)

    Washington Office of the State Superintendent of Public Instruction, Olympia.

    Developed to enable teachers, counselors, and administrators in local school districts to provide Mexican American parents and students with needed information regarding student rights and responsibilities, this Spanish translation for the state of Washington provides general information concerning state regulations which school districts and…

  2. Use of Students as Research Subjects: Institutional Responsibility.

    Science.gov (United States)

    Smith, Deborah L.; And Others

    1991-01-01

    A brief history of research involving humans is followed by discussion of the use of students in university research projects and institutional responsibility to students and the public. Institutions are encouraged to incorporate specific controls into research policies to avoid legal problems in the areas of contract theory, fiduciary…

  3. School Students' Responses to Architecture: A Practical Studio Project.

    Science.gov (United States)

    Hickman, Richard

    2001-01-01

    Describes a project with mixed ability learners attending Deacon's School (Peterborough, England). The project, which emphasized critical response to the built environment, involved students making "pop up cards" based on firsthand observation of local architecture. Students were encouraged to learn about art and design through reacting,…

  4. Factors Responsible for Students' Involvement in Internet Fraud as ...

    African Journals Online (AJOL)

    The findings also showed that there is no significant difference in the factors responsible for students' involvement in Internet fraud as expressed by tertiary institution students in Ilorin on the basis of gender, place of residence and family type. Based on the findings, the researchers recommended, among other things, that ...

  5. Facilitating Student Engagement: Social Responsibility and Freshmen Learning Communities

    Science.gov (United States)

    Kingston, Lindsey N.; MacCartney, Danielle; Miller, Andrea

    2014-01-01

    Human rights education is advanced as a method for promoting social responsibility, with an emphasis on promoting ideals of "global citizenship" among undergraduate students. At the same time, the practice of learning communities is widespread on college campuses for retaining freshmen and promoting student success. However, there is…

  6. Simulated selection responses for breeding programs including resistance and resilience to parasites in Creole goats

    NARCIS (Netherlands)

    Gunia, M.; Phocas, F.; Gourdine, J.L.; Bijma, P.; Mandonnet, N.

    2013-01-01

    The Creole goat is a local breed used for meat production in Guadeloupe (French West Indies). As in other tropical countries, improvement of parasite resistance is needed. In this study, we compared predicted selection responses for alternative breeding programs with or without parasites resistance

  7. Day-ahead resource scheduling including demand response for electric vehicles

    DEFF Research Database (Denmark)

    Soares, Joao; Morais, Hugo; Sousa, Tiago

    2014-01-01

    the intensive use of distributed generation and V2G. The main focus is the comparison of different EV management approaches in the day-ahead energy resources management, namely uncontrolled charging, smart charging, V2G and Demand Response (DR) programs in the V2G approach. Three different DR programs...

  8. Alcohol drinking among college students: college responsibility for personal troubles.

    Science.gov (United States)

    Lorant, Vincent; Nicaise, Pablo; Soto, Victoria Eugenia; d'Hoore, William

    2013-06-28

    One young adult in two has entered university education in Western countries. Many of these young students will be exposed, during this transitional period, to substantial changes in living arrangements, socialisation groups, and social activities. This kind of transition is often associated with risky behaviour such as excessive alcohol consumption. So far, however, there is little evidence about the social determinants of alcohol consumption among college students. We set out to explore how college environmental factors shape college students' drinking behaviour. In May 2010 a web questionnaire was sent to all bachelor and master students registered with an important Belgian university; 7,015 students participated (participation = 39%). The survey looked at drinking behaviour, social involvement, college environmental factors, drinking norms, and positive drinking consequences. On average each student had 1.7 drinks a day and 2.8 episodes of abusive drinking a month. We found that the more a student was exposed to college environmental factors, the greater the risk of heavy, frequent, and abusive drinking. Alcohol consumption increased for students living on campus, living in a dormitory with a higher number of room-mates, and having been in the University for a long spell. Most such environmental factors were explained by social involvement, such as participation to the student folklore, pre-partying, and normative expectations. Educational and college authorities need to acknowledge universities' responsibility in relation to their students' drinking behaviour and to commit themselves to support an environment of responsible drinking.

  9. Campus Response to a Student Gunman.

    Science.gov (United States)

    Asmussen, Kelly J.; Creswell, John W.

    1995-01-01

    A qualitative case analysis describes campus reaction to an incident in which a student attempted to fire a gun at his classmates. Data were collected through interviews with informants, observations, documents, and audiovisual materials. From the case emerged themes of denial, fear, concern for safety, long-term psychological effects, and need…

  10. Emotional Responsibility and Teaching Ethics: Student Empowerment

    Science.gov (United States)

    Kretz, Lisa

    2014-01-01

    "This class is so [insert expletive] depressing." I overheard a student communicating this to a friend upon exiting one of my ethics courses and I wondered how my classes could generate a sense of empowerment rather than depression, a sense of hope rather than despair. Drawing from David Hume's and Martin Hoffman's work on the…

  11. Responsibility among bachelor degree nursing students: A concept analysis.

    Science.gov (United States)

    Ghasemi, Saeed; Ahmadi, Fazlollah; Kazemnejad, Anoshirvan

    2018-01-01

    Responsibility is an important component of the professional values and core competencies for bachelor degree nursing students and has relationships with nursing education and professionalization. It is important for providing safe and high-quality care to the clients for the present and future performance of student. But there is no clear and operational definition of this concept for bachelor degree nursing students; however, there are extensive contents and debates about the definitions, attributes, domains and boundaries of responsibility in nursing and non-nursing literature. To examine the concept of responsibility among bachelor degree nursing students using the evolutionary approach to concept analysis. A total of 75 articles published between 1990 and 2016 and related to the concept of responsibility were selected from seven databases and considered for concept analysis based on Rogers' evolutionary approach. Ethical considerations: Throughout all stages of data collection, analysis and reporting, accuracy and bailment were respected. Responsibility is a procedural, spectral, dynamic and complex concept. The attributes of the concept are smart thinking, appropriate managerial behaviours, appropriate communicational behaviours, situational self-mandatory and task-orientation behaviours. Personal, educational and professional factors lead to the emergence of the responsible behaviours among bachelor degree nursing students. The emergence of such behaviours facilitates the learning and education process, ensures nursing profession life and promotes clients and community health level. Responsibility has some effects on nursing students. This concept had been changed over time since 1990-2016. There are similarities and differences in the elements of this concept in disciplines of nursing and other educational disciplines. Conclusion The analysis of this concept can help to develop educational or managerial theories, design instruments for better identification

  12. How college students conceptualize and practice responsible drinking.

    Science.gov (United States)

    Barry, Adam E; Goodson, Patricia

    2011-01-01

    This study sought to employ a mixed-methods approach to (a) qualitatively explore responsible drinking beliefs and behaviors among a sample of college students, and (b) quantitatively assess the prevalence of those behaviors. Convenience samples, drawn from currently enrolled students attending a large public university in Texas, comprised 13 participants in the qualitative phase and a random sample of 729 students for the quantitative phase. A partially mixed sequential dominant status design (qual → QUAN) was employed. PARTICIPANTS associated 7 distinct themes with drinking responsibly; however, embedded inside these themes were numerous potentially harmful elements. Quantitative findings supported the qualitative themes, also highlighting gender and ethnic differences. Males believed responsible drinking behaviors should occur with significantly less frequency than females, whereas Whites attached less relative necessity to certain responsible drinking behaviors. This study represents an initial attempt to determine specific, evidence-based characteristics of responsible drinking.

  13. Evolution of Students' Varied Conceptualizations About Socially Responsible Engineering: A Four Year Longitudinal Study.

    Science.gov (United States)

    Rulifson, Greg; Bielefeldt, Angela R

    2018-03-20

    Engineers should learn how to act on their responsibility to society during their education. At present, however, it is unknown what students think about the meaning of socially responsible engineering. This paper synthesizes 4 years of longitudinal interviews with engineering students as they progressed through college. The interviews revolved broadly around how students saw the connections between engineering and social responsibility, and what influenced these ideas. Using the Weidman Input-Environment-Output model as a framework, this research found that influences included required classes such as engineering ethics, capstone design, and some technical courses, pre-college volunteering and familial values, co-curricular groups such as Engineers Without Borders and the Society of Women Engineers, as well as professional experiences through internships. Further, some experiences such as technical courses and engineering internships contributed to confine students' understanding of an engineer's social responsibility. Overall, students who stayed in engineering tended to converge on basic responsibilities such as safety and bettering society as a whole, but tended to become less concerned with improving the lives of the marginalized and disadvantaged. Company loyalty also became important for some students. These results have valuable, transferable contributions, providing guidance to foster students' ideas on socially responsible engineering.

  14. Student outbreak response teams: lessons learned from a decade of collaboration.

    Science.gov (United States)

    Pogreba-Brown, K; Weiss, J; Briggs, G; Taylor, A; Schumacher, M; England, B; Harris, R B

    2017-08-01

    Student response teams within colleges of public health effectively address important concerns for two stakeholders. For universities, students learn the fundamentals of field epidemiology and provide popular training and networking opportunities. For health departments, students serve as surge capacity as trained workforce available during outbreak investigations and potentially for routine tasks. This paper describes the interaction between a student response team and several health departments utilizing specific examples to demonstrate the various roles and activities students can fulfill. Lessons learned from both University team leaders and the various health departments are also included. The program evolved over time, beginning with a needs assessment of local health departments and a determination of student training needs, collection, and confidential transmission of data, and interviewing techniques. Over the last decade students have worked on outbreak investigations, case-control studies, program evaluations, and in-field responses. Since 2005, over 200 public health graduate students have contributed more than 1800 h investigating 62 separate disease outbreaks in Arizona. In addition, over the past four years students also worked an additional 2500 h to assist county health departments in routine enteric investigations, specifically for Campylobacter and Salmonella. Best practices and lessons learned found that communication, preplanning and a willingness to collaborate increased the learning opportunities for students and ability for health departments to increase their capacity both during an emergency and for routine work. Establishment of a student response team (1) trains students in field experiences; (2) creates trained surge capacity for health departments; (3) increases collaboration between schools of public health and state/local health departments; (4) establishes a way to share funding with a local health department; and (5) increases

  15. Medical students are afraid to include abortion in their future practices: in-depth interviews in Maharastra, India.

    Science.gov (United States)

    Sjöström, Susanne; Essén, Birgitta; Gemzell-Danielsson, Kristina; Klingberg-Allvin, Marie

    2016-01-12

    Unsafe abortions are estimated to cause eight per-cent of maternal mortality in India. Lack of providers, especially in rural areas, is one reason unsafe abortions take place despite decades of legal abortion. Education and training in reproductive health services has been shown to influence attitudes and increase chances that medical students will provide abortion care services in their future practice. To further explore previous findings about poor attitudes toward abortion among medical students in Maharastra, India, we conducted in-depth interviews with medical students in their final year of education. We used a qualitative design conducting in-depth interviews with twenty-three medical students in Maharastra applying a topic guide. Data was organized using thematic analysis with an inductive approach. The participants described a fear to provide abortion in their future practice. They lacked understanding of the law and confused the legal regulation of abortion with the law governing gender biased sex selection, and concluded that abortion is illegal in Maharastra. The interviewed medical students' attitudes were supported by their experiences and perceptions from the clinical setting as well as traditions and norms in society. Medical abortion using mifepristone and misoprostol was believed to be unsafe and prohibited in Maharastra. The students perceived that nurse-midwives were knowledgeable in Sexual and Reproductive Health and many found that they could be trained to perform abortions in the future. To increase chances that medical students in Maharastra will perform abortion care services in their future practice, it is important to strengthen their confidence and knowledge through improved medical education including value clarification and clinical training.

  16. Effects of embedment including slip and separation on seismic SSI response of a nuclear reactor building

    International Nuclear Information System (INIS)

    Saxena, Navjeev; Paul, D.K.

    2012-01-01

    Highlights: ► Both the slip and separation of reactor base reduce with increase in embedment. ► The slip and separation become insignificant beyond 1/4 and 1/2 embedment respectively. ► The stresses in reactor reduce significantly upto 1/4 embedment. ► The stress reduction with embedment is more pronounced in case of tensile stresses. ► The modeling of interface is important beyond 1/8 embedment as stresses are underestimated otherwise. - Abstract: The seismic response of nuclear reactor containment building considering the effects of embedment, slip and separation at soil–structure interface requires modeling of the soil, structure and interface altogether. Slip and separation at the interface causes stress redistribution in the soil and the structure around the interface. The embedment changes the dynamic characteristics of the soil–structure system. Consideration of these aspects allows capturing the realistic response of the structure, which has been a research gap and presented here individually as well as taken together. Finite element analysis has been carried out in time domain to attempt the highly nonlinear problem. The study draws important conclusions useful for design of nuclear reactor containment building.

  17. Social Responsibility in Advertising: A Marketing Communications Student Perspective

    Science.gov (United States)

    Kendrick, Alice; Fullerton, Jami A.; Kim, Yeo Jung

    2013-01-01

    Although advertising has played a key role in bringing corporate social responsibility (CSR) to the public agenda on behalf of agency clients, little effort has been made to define what social responsibility means in advertising. A national survey of 1,045 advertising and marketing communications students from 176 colleges and universities were…

  18. Minority Students' Responses to Racism: The Case of Cyprus

    Science.gov (United States)

    Stevens, Peter A. J.; Charalambous, Panayiota; Mesaritou, Evgenia; Spyrou, Spyros; Van Praag, Lore; D'hondt, Fanny; Vervaet, Roselien; Van Houtte, Mieke

    2016-01-01

    While research has focused on the role of racism in (re)producing ethnic/racial inequalities in education, there is very little research that investigates how variability in minority students' responses to racism can be explained. By using an ecological approach to integrate existing research on actors' responses to racism, this study finds that…

  19. Subjective response to foot-fall noise, including localization of the source position

    DEFF Research Database (Denmark)

    Brunskog, Jonas; Hwang, Ha Dong; Jeong, Cheol-Ho

    2011-01-01

    Although an impact noise level is objectively evaluated the same according to current standards, a lightweight floor structure is often subjectively judged more annoying than a heavy homogeneous structure. The hypothesis of the present investigation is that the subjective judgment of impact noise...... is more annoying if the source position can be localized; lightweight structures have a more localized radiation than heavy structures. For the heavy structures the reverberant vibration field is dominant, therefore having a distributed radiation. A listening test is used to assess the subjective...... annoyance, using simulated binaural room impulse responses, with sources being a moving point source or a non-moving surface source, and rooms being a room with a reverberation time of 0.5 s or an anechoic room. The paper concludes that no strong effect of the source localization on the annoyance can...

  20. Subjective Response to Foot-Fall Noise, Including Localization of the Source Position

    DEFF Research Database (Denmark)

    Brunskog, Jonas; Hwang, Ha Dong; Jeong, Cheol-Ho

    2011-01-01

    Although an impact noise level is objectively evaluated the same according to current standards, a lightweight floor structure is often subjectively judged more annoying than a heavy homogeneous structure. The hypothesis of the present investigation is that the subjective judgment of impact noise...... is more annoying if the source position can be localized; lightweight structures have a more localized radiation than heavy structures. For the heavy structures the reverberant vibration field is dominant, therefore having a distributed radiation. A listening test is used to assess the subjective...... annoyance, using simulated binaural room impulse responses, with sources being a moving point source or a nonmoving surface source, and rooms being a room with a reverberation time of 0.5 s or an anechoic room. The paper concludes that no strong effect of the source localization on the annoyance can...

  1. Including deaf and hard-of-hearing students with co-occurring disabilities in the accommodations discussion.

    Science.gov (United States)

    Leppo, Rachel H T; Cawthon, Stephanie W; Bond, Mark P

    2014-04-01

    Students who are deaf or hard of hearing (SDHH) are a low-incidence group of students; however, SDHH also have a high incidence of additional disabilities (SDHH+). Many SDHH and SDHH+ require accommodations for equal access to classroom instruction and assessment, particularly in mainstreamed educational settings where spoken English is the primary language. Accommodations for SDHH, overall, have increased under federal legislation including the Individuals with Disabilities Education Improvement Act and the No Child Left Behind Act. Unfortunately, specific practice recommendations for SDHH+ and their unique needs are often lacking in the research literature. This article presents findings regarding accommodations use by SDHH and SDHH+ from the National Longitudinal Transition Study 2. Initial logistic regression analysis found no differences in accommodations use of SDHH and SDHH+. However, logistic regression analysis that compared specific additional disability groups with the larger overall SDHH group did find differences in accommodations use for two SDHH+ groups: students who had a learning disability and students with attention deficit hyperactivity disorder. This article includes a discussion of the implications of these findings for both research and practice.

  2. 'Including health in systems responsible for urban planning': a realist policy analysis research programme.

    Science.gov (United States)

    Harris, Patrick; Friel, Sharon; Wilson, Andrew

    2015-07-23

    Realist methods are increasingly being used to investigate complex public health problems. Despite the extensive evidence base clarifying the built environment as a determinant of health, there is limited knowledge about how and why land-use planning systems take on health concerns. Further, the body of research related to the wider determinants of health suffers from not using political science knowledge to understand how to influence health policy development and systems. This 4-year funded programme of research investigates how the land-use planning system in New South Wales, Australia, incorporates health and health equity at multiple levels. The programme uses multiple qualitative methods to develop up to 15 case studies of different activities of the New South Wales land-use planning system. Comparison cases from other jurisdictions will be included where possible and useful. Data collection includes publicly available documentation and purposively sampled stakeholder interviews and focus groups of up to 100 participants across the cases. The units of analysis in each case are institutional structures (rules and mandates constraining and enabling actors), actors (the stakeholders, organisations and networks involved, including health-focused agencies), and ideas (policy content, information, and framing). Data analysis will focus on and develop propositions concerning the mechanisms and conditions within and across each case leading to inclusion or non-inclusion of health. Data will be refined using additional political science and sociological theory. Qualitative comparative analysis will compare cases to develop policy-relevant propositions about the necessary and sufficient conditions needed to include health issues. Ethics has been approved by Sydney University Human Research Ethics Committee (2014/802 and 2015/178). Given the nature of this research we will incorporate stakeholders, often as collaborators, throughout. We outline our research translation

  3. A Comparison of Reading Response Methods to Increase Student Learning

    Directory of Open Access Journals (Sweden)

    Cheryl J. Davis

    2016-01-01

    Full Text Available It is common in college courses to test students on the required readings for that course. With a rise in online education it is often the case that students are required to provide evidence of reading the material. However, there is little empirical research stating the best written means to assess that students read the materials. This study experimentally compared the effect of assigned reading summaries or study questions on student test performance. The results revealed that study questions produced higher quiz scores and higher preparation for the quiz, based on student feedback. Limitations of the study included a small sample size and extraneous activities that may have affected general knowledge on a topic. Results suggest that study questions focusing students on critical information in the required readings improve student learning.

  4. Business Students' Perceptions of Corporate Social Responsibility

    Science.gov (United States)

    Fitzpatrick, Julie

    2013-01-01

    Corporate social responsibility (CSR) is a key element of today's Business school curricula. Proponents of CSR have argued that a business has an obligation to balance the interests of its many stakeholders. Critics of CSR, however, have argued that a business has an obligation only to its owners--its shareholders. In this paper I examined the…

  5. A predator-prey model with a holling type I functional response including a predator mutual interference

    Science.gov (United States)

    Seo, G.; DeAngelis, D.L.

    2011-01-01

    The most widely used functional response in describing predator-prey relationships is the Holling type II functional response, where per capita predation is a smooth, increasing, and saturating function of prey density. Beddington and DeAngelis modified the Holling type II response to include interference of predators that increases with predator density. Here we introduce a predator-interference term into a Holling type I functional response. We explain the ecological rationale for the response and note that the phase plane configuration of the predator and prey isoclines differs greatly from that of the Beddington-DeAngelis response; for example, in having three possible interior equilibria rather than one. In fact, this new functional response seems to be quite unique. We used analytical and numerical methods to show that the resulting system shows a much richer dynamical behavior than the Beddington-DeAngelis response, or other typically used functional responses. For example, cyclic-fold, saddle-fold, homoclinic saddle connection, and multiple crossing bifurcations can all occur. We then use a smooth approximation to the Holling type I functional response with predator mutual interference to show that these dynamical properties do not result from the lack of smoothness, but rather from subtle differences in the functional responses. ?? 2011 Springer Science+Business Media, LLC.

  6. University students' response to social media advertisements

    OpenAIRE

    Nmezi, Onyedikachi Uzozie

    2013-01-01

    ABSTRACT: The use of social media for marketing techniques has been in the increase in parallel with the increasing number of social media users and the impact of social media on the audience habits in many different areas such as politics, social movements, social contacts as well as marketing has been as a result of technology and its developments and has enhanced media messages utilization by advertisers. Advertising companies have improved direct responses from potential customers in this...

  7. Medical student responses to clinical procedure teaching in the anatomy lab.

    Science.gov (United States)

    Wilson, Donald R; Nava, Pedro B

    2010-03-01

    the teaching of gross anatomy to first-year medical students has progressed from a 'stand-alone' discipline to one with much clinical emphasis. The curriculum at Loma Linda University School of Medicine has had increasing clinical correlates in recent years. We decided to supplement this with procedure demonstrations early in the course, and measure the student response. clinical procedures were performed on cadavers in the anatomy lab. For example, pleural and pericardial effusions were simulated by placing bags of intravenous fluid in the pleural and pericardial cavities; pneumothorax and tension pneumothorax were simulated using an inflatable rubber bladder. Videos were made and then presented in sequence with gross anatomy lectures. The student response was evaluated with a survey sheet. the Student response was overwhelmingly positive, with all students stating that the presentations made anatomy more relevant, and most indicating that anatomy also became easier to learn. Feedback confirmed that first-year medical students have a strong clinical orientation, which can facilitate both the teaching and learning of gross anatomy. advantages of having clinicians present simulated procedures in the anatomy lab include: heightened student interest; mentoring and modelling for students; introduction to clinical concepts now encountered in basic science examinations; supplementation of the thinning ranks of qualified gross anatomy teachers. The use of intravenous fluid bags and distensible bladders to simulate abnormal collections of fluid and air in body cavities is simple, inexpensive, and can be replicated in any anatomy lab. Blackwell Publishing Ltd 2010.

  8. Repeatability of food frequency assessment tools in relation to the number of items and response categories included.

    Science.gov (United States)

    Bountziouka, Vassiliki; Bathrellou, Eirini; Zazpe, Itziar; Ezquer, Leyre; Martínez-González, Miguel-Angel; Panagiotakos, Demosthenes B

    2012-12-01

    Accuracy of measurement is a cornerstone of research in order to make robust conclusions about the research hypothesis. To examine whether the number of items (questions) and the number of consumption responses (the coding used to measure the frequency of consumption) included in nutritional assessment tools influence their repeatability. During 2009, 400 participants (250 from Greece, mean age 37 +/- 13 years, 34% males, and 150 from Spain, mean age 39 +/- 17 years, 41% males) completed a diet index with 11 items and binary (yes/ no) responses, a diet index with 11 items and 6-scale responses, and 36-item and 76-item food frequency questionnaires (FFQs) with 6-scale responses. The participants completed these tools twice, with 15 days between the two administrations of the tools. The Spearman-Brown coefficient (r(sb)), Kendall's tau coefficients, and the Bland-Altman method were applied to answer the research hypothesis. The highest repeatability coefficient was observed for the diet index with 11 items and binary (yes/no) responses (r(sb) = 0.948, p tools (p > .23), whereas these three tools had significantly higher repeatability coefficients than the 76-item FFQ (p = .002). Subgroup analyses by sex, education, smoking, and clinical status confirmed these results. Repeatability was found for all food frequency assessment tools used, irrespective of the number of items or the number of responses included.

  9. Court Decisions Specific to Public School Responses to Student Concussions

    Science.gov (United States)

    Zirkel, Perry A.

    2016-01-01

    This article provides an up-to-date and comprehensive canvassing of the judicial case law concerning the responses to students with concussions in the public school context. The two categories of court decisions are (a) those concerning continued participation in interscholastic athletics, referred to under the rubric of "return to play"…

  10. Critical Literacy and the Ethical Responsibilities of Student Media Production

    Science.gov (United States)

    Parker, Jessica K.

    2013-01-01

    Today's complex literate environments require contemporary authors to focus on the ethical responsibilities of media creation. This study highlights 12th graders in California who produced a documentary on Latino immigration and chronicles the complex interactions between student-generated media, critical literacy, and ethics. Findings highlight…

  11. Experiential Learning: High School Student Response to Learning Oceanography at Sea

    Science.gov (United States)

    Fiedler, J. W.; Tamsitt, V. M.; Crosby, S. C.; Ludka, B. C.

    2016-12-01

    The GOTO-SEE (Graduate students Onboard Teaching Oceanography - Scripps Educational Experience) cruises were conducted with two days of ship time off of Point Loma, CA, on the R/V Robert Gordon Sproul in July 2016. The cruises, funded through UC Ship Funds program, provided a unique training opportunity for graduate students to design, coordinate and conduct ship-based field experiments as well as teaching and mentoring students. The cruises allowed for instruction at sea for high school students in the UCSD Academic Connections program in two small classes: a two-week long Global Environmental Leadership and Sustainability Program and a 3-week long class entitled Wind, Waves and Currents: Physics of the Ocean World. Students in both classes assisted with the collection of data, including two repeat cross-shore vertical CTD sections with nutrient sampling, and the deployment and recovery of a 10-day moored vertical thermistor array. Additional activities included plankton net tows, sediment sampling, depth soundings, and simple experiments regarding light absorption in the ocean. The students later plotted the data collected as a class assignment and presented a scientific poster to their peers. Here, we present the lessons learned from the cruises as well as student responses to the unique in-the-field experience, and how those responses differed by curriculum.

  12. Posintro™-HBsAg, a modified ISCOM including HBsAg, induces strong cellular and humoral responses

    DEFF Research Database (Denmark)

    Schiött, Asa; Larsson, Kristina; Manniche, Søren

    2011-01-01

    HBsAg vaccine formulation, Posintro™-HBsAg, was compared to two commercial hepatitis B vaccines including aluminium or monophosphoryl lipid A (MPL) and the two adjuvant systems MF59 and QS21 in their efficiency to prime both cellular and humoral immune responses. The Posintro™-HBsAg induced...... of delayed type hypersensitivity (DTH) reaction and CD4(+) T-cell proliferation. In addition, Posintro™-HBsAg was the only vaccine tested that also induced a strong cytotoxic T lymphocyte (CTL) response, with high levels of antigen specific CD8 T-cells secreting IFN-gamma mediating cytolytic activity...

  13. A Student Experiment Method for Learning the Basics of Embedded Software Technologies Including Hardware/Software Co-design

    Science.gov (United States)

    Kambe, Hidetoshi; Mitsui, Hiroyasu; Endo, Satoshi; Koizumi, Hisao

    The applications of embedded system technologies have spread widely in various products, such as home appliances, cellular phones, automobiles, industrial machines and so on. Due to intensified competition, embedded software has expanded its role in realizing sophisticated functions, and new development methods like a hardware/software (HW/SW) co-design for uniting HW and SW development have been researched. The shortfall of embedded SW engineers was estimated to be approximately 99,000 in the year 2006, in Japan. Embedded SW engineers should understand HW technologies and system architecture design as well as SW technologies. However, a few universities offer this kind of education systematically. We propose a student experiment method for learning the basics of embedded system development, which includes a set of experiments for developing embedded SW, developing embedded HW and experiencing HW/SW co-design. The co-design experiment helps students learn about the basics of embedded system architecture design and the flow of designing actual HW and SW modules. We developed these experiments and evaluated them.

  14. The Role of the Pulmonary Embolism Response Team: How to Build One, Who to Include, Scenarios, Organization, and Algorithms.

    Science.gov (United States)

    Galmer, Andrew; Weinberg, Ido; Giri, Jay; Jaff, Michael; Weinberg, Mitchell

    2017-09-01

    Pulmonary embolism response teams (PERTs) are multidisciplinary response teams aimed at delivering a range of diagnostic and therapeutic modalities to patients with pulmonary embolism. These teams have gained traction on a national scale. However, despite sharing a common goal, individual PERT programs are quite individualized-varying in their methods of operation, team structures, and practice patterns. The tendency of such response teams is to become intensely structured, algorithmic, and inflexible. However, in their current form, PERT programs are quite the opposite. They are being creatively customized to meet the needs of the individual institution based on available resources, skills, personnel, and institutional goals. After a review of the essential core elements needed to create and operate a PERT team in any form, this article will discuss the more flexible feature development of the nascent PERT team. These include team planning, member composition, operational structure, benchmarking, market analysis, and rudimentary financial operations. Copyright © 2017 Elsevier Inc. All rights reserved.

  15. Repeatability of food frequency assessment tools in relation to the number of items and response categories included

    OpenAIRE

    Bountziouka, V. (Vassiliki); Bathrellou, E. (Eirini); Zazpe, I. (Itziar); Ezquer, L. (Leyre); Martinez-Gonzalez, M.A. (Miguel Ángel); Panagiotakos, D.B. (Demosthenes B.)

    2012-01-01

    Background: Accuracy of a measurement is a cornerstone in research in order to make robust conclusions about the research hypothesis. Objective: To examine whether the number of items (questions) and the number of responses of consumption included in nutritional assessment tools influence their repeatability. Methods: During 2009, 400 participants (250 from Greece, 37±13 yrs, 34% males and 150 participants from Spain, 39±17 yrs, 41% males) completed a diet index with 11-items a...

  16. A model for successful use of student response systems.

    Science.gov (United States)

    Klein, Kathleen; Kientz, Mary

    2013-01-01

    This article presents a model developed to assist teachers in selecting, implementing, and assessing student response system (SRS) use in the classroom. Research indicates that SRS technology is effective in achieving desired outcomes in higher education settings. Studies indicate that effective SRS use promotes greater achievement of learning outcomes, increased student attention, improved class participation, and active engagement. The model offered in this article is based on best practices described in the literature and several years of SRS use in a traditional higher education classroom setting. Student feedback indicates increased class participation and engagement with SRS technology. Teacher feedback indicates opportunities for contingent teaching. The model described in this article provides a process to assist teachers in the successful selection, implementation, and assessment of SRS technology in the classroom.

  17. Predictors of Taiwanese baccalaureate nursing students' physio-psycho-social responses during clinical practicum.

    Science.gov (United States)

    Chen, Ya-Wen; Hung, Chich-Hsiu

    2014-01-01

    The nursing educational process may contribute to stress in nursing students, particularly during clinical rotations. This descriptive study explored the relationships between perceived stress, coping behaviors, personality traits, and physio-psycho-social responses in a clinical practicum among baccalaureate nursing students and identified predictors for physio-psycho-social responses. A cross-sectional design was employed. One hundred and one juniors enrolled in a four-year baccalaureate nursing program in Taiwan participated in this study. Four structured questionnaires were utilized to collect data. Multiple regression analysis showed that three predictors accounted for 53.2% of the variance in students' physio-psycho-social responses, including perceived stress, students' gender, and personality traits. The implication for nursing educators is providing immediate assistance and appropriate support to guide students through difficult learning when they need. Nursing instructors also should pay attention to students' gender-linked differences and be aware of individuals' personality traits, especially those with emotional instability, unsocial behaviors, and depressive signs. Copyright © 2013 Elsevier Ltd. All rights reserved.

  18. The Relationship of Student Involvement in Political Organizations to Self-Reported Capacities for Socially Responsible Leadership

    Science.gov (United States)

    Hogendorp, Melanie Beth

    2012-01-01

    This research investigated the relationship between college students' political involvement and their capacities for socially responsible leadership, including which student characteristics, precollege experiences, and collegiate experiences contributed to these capacities. Political involvement was defined as participation in co-curricular,…

  19. Problematic drinking and physiological responses among female college students.

    Science.gov (United States)

    Wemm, Stephanie; Fanean, Amanda; Baker, Alicia; Blough, Eric R; Mewaldt, Steven; Bardi, Massimo

    2013-03-01

    Problematic drinking is a widespread problem among college students, and can contribute to alcohol dependence during later adulthood, particularly among females. The current study assessed vulnerability for alcohol-related consequences by comparing self-reported drinking with coping styles and physiological and behavioral stress responses during a challenging task. Cardiovascular measurements and saliva samples were taken from 88 female students at the beginning of the experiment and after the task. Hypothalamic-pituitary-adrenal (HPA) activity was measured by assessing cortisol and dehydroepiandrosterone (DHEA) salivary levels. The behavioral task consisted of a set of three anagrams of increasing difficulty, the last of which had no possible solution, to test the distress tolerance of the participants. Results showed that the majority of participants (70%) reported drinking in the six months prior to data collection, most of whom reported at least one incident of binge drinking. Excessive alcohol use was related to an impaired physiological response to stress during the impossible task. College students who drank to cope with stress had significantly higher basal levels of cortisol and DHEA, an indication of HPA axis over-regulation, while their stress response remained remarkably flat. Self-reported consequences of drinking were related to motives for drinking and lower DHEA levels. Regression analysis indicated that higher cortisol levels mediated the relationship between motives for drinking and problematic drinking. Copyright © 2013 Elsevier Inc. All rights reserved.

  20. Study on the seismic response of reactor vessel of pool type LMFBR including fluid-structure interaction

    International Nuclear Information System (INIS)

    Tanimoto, K.; Ito, T.; Fujita, K.; Kurihara, C.; Sawada, Y.; Sakurai, A.

    1988-01-01

    The paper presents the seismic response of reactor vessel of pool type LMFBR with fluid-structure interaction. The reactor vessel has bottom support arrangement, the same core support system as Super-Phenix in France. Due to the bottom support arrangement, the level of core support is lower than that of the side support arrangement. So, in this reactor vessel, the displacement of the core top tends to increase because of the core's rocking. In this study, we investigated the vibration and seismic response characteristics of the reactor vessel. Therefore, the seismic experiments were carried out using one-eighth scale model and the seismic response including FSI and sloshing were investigated. From this study, the effect of liquid on the vibration characteristics and the seismic response characteristics of reactor vessel were clarified and sloshing characteristics were also clarified. It was confirmed that FEM analysis with FSI can reproduce the seismic behavior of the reactor vessel and is applicable to seismic design of the pool type LMFBR with bottom support arrangement. (author). 5 refs, 14 figs, 2 tabs

  1. Responses of African Universities to HIV and Aids: Students ...

    African Journals Online (AJOL)

    ... University to HIV/AIDS should be. Implications of these findings for counselling including the need for counsellors to collaborate with faculty and administration to mainstream HIV/AIDS are discussed. Keywords: HIV/AIDS; Counselling; Students' Perspectives on HIV/AIDS. International Journal of Educational Research Vol ...

  2. Encouraging College Student Active Engagement in Learning: Student Response Methods and Anonymity

    Science.gov (United States)

    Barr, M. L.

    2017-01-01

    The purpose of this study was to examine the role of anonymity in encouraging college students to be more cognitively engaged in lectures. Kinesiology majors from three universities were asked to respond to questions during two consecutive lectures using response methods of opposing degrees of anonymity, one using "clickers" and the…

  3. Responsibility for student success/failure and observed verbal behavior among secondary science and mathematics teachers

    Science.gov (United States)

    Pratt, Donald L.

    The study compared selected teacher beliefs and verbal behaviors among secondary science and mathematics teachers. Teacher beliefs included teacher responsibility for student success and failure. These beliefs were measured by the Responsibility for Student Achievement (RSA) Questionnaire which has the locus of control construct as a theoretical basis. Teacher verbal behavior included (1) indirect and (2) direct behaviors and (3) praise and (4) criticism. These behaviors were measured with the Reciprocal Category System (RCS) which is consistent with the methodology of interaction analysis. Comparisons were made on the basis of the following teacher classifications: (1) science/mathematics, (2) junior high/senior high, and (3) teachers of advanced classes/basic classes. Teacher beliefs were not significantly different except for the advanced/basic comparisons. These comparisons produced significant differences in both teacher beliefs and behaviors. Teachers of basic students assumed more responsibility for student success, less responsibility for failure, and were more direct in verbal behavior. In gender comparisons, female teachers were significantly higher in incidences of indirect behavior and combined indirect-direct behavior. These findings suggest that further study of self-fulfilling prophecy in terms of these variables may be fruitful. Also, verbal behavior may sometimes be inadequately represented by the common practice of using ratios.

  4. Transcriptome analysis of the spalax hypoxia survival response includes suppression of apoptosis and tight control of angiogenesis

    Directory of Open Access Journals (Sweden)

    Malik Assaf

    2012-11-01

    Full Text Available Abstract Background The development of complex responses to hypoxia has played a key role in the evolution of mammals, as inadequate response to this condition is frequently associated with cardiovascular diseases, developmental disorders, and cancers. Though numerous studies have used mice and rats in order to explore mechanisms that contribute to hypoxia tolerance, these studies are limited due to the high sensitivity of most rodents to severe hypoxia. The blind subterranean mole rat Spalax is a hypoxia tolerant rodent, which exhibits unique longevity and therefore has invaluable potential in hypoxia and cancer research. Results Using microarrays, transcript abundance was measured in brain and muscle tissues from Spalax and rat individuals exposed to acute and chronic hypoxia for varying durations. We found that Spalax global gene expression response to hypoxia differs from that of rat and is characterized by the activation of functional groups of genes that have not been strongly associated with the response to hypoxia in hypoxia sensitive mammals. Using functional enrichment analysis of Spalax hypoxia induced genes we found highly significant overrepresentation of groups of genes involved in anti apoptosis, cancer, embryonic/sexual development, epidermal growth factor receptor binding, coordinated suppression and activation of distinct groups of transcription factors and membrane receptors, in addition to angiogenic related processes. We also detected hypoxia induced increases of different critical Spalax hub gene transcripts, including antiangiogenic genes associated with cancer tolerance in Down syndrome human individuals. Conclusions This is the most comprehensive study of Spalax large scale gene expression response to hypoxia to date, and the first to use custom Spalax microarrays. Our work presents novel patterns that may underlie mechanisms with critical importance to the evolution of hypoxia tolerance, with special relevance to

  5. Response to Intervention (RTI) for Students Presenting with Behavioral Difficulties: Culturally Responsive Guiding Questions

    Science.gov (United States)

    Abou-Rjaily, Kathleen; Stoddard, Susan

    2017-01-01

    Response to Intervention (RTI) is a tiered intervention that assists school personnel in determining eligibility for special education services. Studies support the use of RTI as an early intervention for addressing significant learning disabilities (SLD) and social emotional behaviors, as well as for students who are culturally and linguistically…

  6. A review of regression procedures for randomized response data, including univariate and multivariate logistic regression, the proportional odds model and item response model, and self-protective responses

    NARCIS (Netherlands)

    Cruyff, M.; Böckenholt, U.; van der Heijden, P.G.M.; Frank, L.E.

    2016-01-01

    In survey research, it is often problematic to ask people sensitive questions because they may refuse to answer or they may provide a socially desirable answer that does not reveal their true status on the sensitive question. To solve this problem Warner (1965) proposed randomized response (RR).

  7. A review of sex differences in sexual jealousy, including self-report data, psychophysiological responses, interpersonal violence, and morbid jealousy.

    Science.gov (United States)

    Harris, Christine R

    2003-01-01

    The specific innate modular theory of jealousy hypothesizes that natural selection shaped sexual jealousy as a mechanism to prevent cuckoldry, and emotional jealousy as a mechanism to prevent resource loss. Therefore, men should be primarily jealous over a mate's sexual infidelity and women over a mate's emotional infidelity. Five lines of evidence have been offered as support: self-report responses, psychophysiological data, domestic violence (including spousal abuse and homicide), and morbid jealousy cases. This article reviews each line of evidence and finds only one hypothetical measure consistent with the hypothesis. This, however, is contradicted by a variety of other measures (including reported reactions to real infidelity). A meta-analysis of jealousy-inspired homicides, taking into account base rates for murder, found no evidence that jealousy disproportionately motivates men to kill. The findings are discussed from a social-cognitive theoretical perspective.

  8. Including the Other: Regulation of the Human Rights of Mobile Students in a Nation-Bound World

    Science.gov (United States)

    Marginson, Simon

    2012-01-01

    The world's three million cross-border international students are located in a "gray zone" of regulation with incomplete human rights, security and capabilities. Like other mobile persons such as short-term business and labour entrants, and refugees, students located on foreign soil do not enjoy the same protections and entitlements as…

  9. FEATURES OF RESPONSIBILITY IN HIGH SCHOOL STUDENTS FROM LARGE AND ONE-CHILD FAMILIES

    Directory of Open Access Journals (Sweden)

    G A Shurukhina

    2016-12-01

    Full Text Available The results of the study of the responsibility in high school students of early adolescent age from one-child families and families with many children are submitted in the article. The study was performed in line with the systemic-functional approach developed by A.I. Krupnov. In the context of the approach, the responsibility is considered as the most important volitional moral property that includes a number of conceptual-semantic and instrumental-stylistic components. The results of the study reveal statistically significant differences in 11 characteristics (socially significant purposes, sociocentricity, egocentricity, consciousness, awareness, initiative, willpower, internality, operational difficulties. The responsibilityin students from one-child families is characterized by a higher level of both public and personal oriented motivation, deep understanding of its content, high performance in object-active and subject- communicative spheres. Only children are more passive in demonstration of the responsibility, but show more intensive emotional reaction in its successful implementation. Such children are more careful when they give promises or take obligations, as they tend to experience external difficulties in manifestation of this personality trait. The responsibility in students from large families is, to a greater extent, community oriented. Their knowledge about this personality trait is larger in scale. These children are more active in implementing responsibility and take its successful implementation easier, they also cope better with external difficulties in manifestation of the responsibility.

  10. Rural student clubs and the social responsibility of medical schools.

    Science.gov (United States)

    Kamien, M

    1996-11-01

    All faculty members agree that their medical school has an academic purpose and a research purpose, but few medical faculty members agree that a medical education has a social purpose. This is one of the main reasons why there is a serious disjunction between rural societal needs and doctors' education. Rural student clubs are part of a rural counterculture within the orthodoxy of the medical school. Members of these clubs are thus potential agents of curricular change in the field of rural medicine. They are also one of the most potentially influential forces in reminding and helping medical schools to fulfil their social responsibility to the populations of rural Australia. Most rural student clubs are multidisciplinary, and the principles underlying their role in changing the direction and ethos of medical schools also apply to schools of nursing and health sciences.

  11. The Examination of Physical Education Teachers' Perceptions of Their Teacher Training to Include Students with Disabilities in General Physical Education

    Science.gov (United States)

    Townsend, Amy

    2017-01-01

    Despite legislative mandates, only 32% of states require specific licensure in adapted physical education (APE); consequently, general physical educators are challenged with including students with disabilities into regular classrooms. Although physical education teachers are considered qualified personnel to teach students with disabilities in…

  12. Career Oriented Mathematics, Student's Manual. [Includes Owning an Automobile and Driving as a Career; Retail Sales; Measurement; and Area-Perimeter.

    Science.gov (United States)

    Mahaffey, Michael L.; McKillip, William D.

    This volume includes student manuals for four units in the Career Oriented Mathematics Program, which was developed to improve computational abilities and attitudes of secondary students by presenting the material in a job-relevant context. The units are titled: (1) Owning an Automobile and Driving as a Career, (2) Retail Sales, (3) Measurement,…

  13. Environmental Enteric Dysfunction Includes a Broad Spectrum of Inflammatory Responses and Epithelial Repair ProcessesSummary

    Directory of Open Access Journals (Sweden)

    Jinsheng Yu

    2016-03-01

    Full Text Available Background & Aims: Environmental enteric dysfunction (EED, a chronic diffuse inflammation of the small intestine, is associated with stunting in children in the developing world. The pathobiology of EED is poorly understood because of the lack of a method to elucidate the host response. This study tested a novel microarray method to overcome limitation of RNA sequencing to interrogate the host transcriptome in feces in Malawian children with EED. Methods: In 259 children, EED was measured by lactulose permeability (%L. After isolating low copy numbers of host messenger RNA, the transcriptome was reliably and reproducibly profiled, validated by polymerase chain reaction. Messenger RNA copy number then was correlated with %L and differential expression in EED. The transcripts identified were mapped to biological pathways and processes. The children studied had a range of %L values, consistent with a spectrum of EED from none to severe. Results: We identified 12 transcripts associated with the severity of EED, including chemokines that stimulate T-cell proliferation, Fc fragments of multiple immunoglobulin families, interferon-induced proteins, activators of neutrophils and B cells, and mediators that dampen cellular responses to hormones. EED-associated transcripts mapped to pathways related to cell adhesion, and responses to a broad spectrum of viral, bacterial, and parasitic microbes. Several mucins, regulatory factors, and protein kinases associated with the maintenance of the mucous layer were expressed less in children with EED than in normal children. Conclusions: EED represents the activation of diverse elements of the immune system and is associated with widespread intestinal barrier disruption. Differentially expressed transcripts, appropriately enumerated, should be explored as potential biomarkers. Keywords: Environmental Enteropathy, Fecal Transcriptome, Stunting, Intestinal Inflammation

  14. Finite Element Modeling and Analysis of Nonlinear Impact and Frictional Motion Responses Including Fluid—Structure Coupling Effects

    Directory of Open Access Journals (Sweden)

    Yong Zhao

    1997-01-01

    Full Text Available A nonlinear three dimensional (3D single rack model and a nonlinear 3D whole pool multi-rack model are developed for the spent fuel storage racks of a nuclear power plant (NPP to determine impacts and frictional motion responses when subjected to 3D excitations from the supporting building floor. The submerged free standing rack system and surrounding water are coupled due to hydrodynamic fluid-structure interaction (FSI using potential theory. The models developed have features that allow consideration of geometric and material nonlinearities including (1 the impacts of fuel assemblies to rack cells, a rack to adjacent racks or pool walls, and rack support legs to the pool floor; (2 the hydrodynamic coupling of fuel assemblies with their storing racks, and of a rack with adjacent racks, pool walls, and the pool floor; and (3 the dynamic motion behavior of rocking, twisting, and frictional sliding of rack modules. Using these models 3D nonlinear time history dynamic analyses are performed per the U.S. Nuclear Regulatory Commission (USNRC criteria. Since few such modeling, analyses, and results using both the 3D single and whole pool multiple rack models are available in the literature, this paper emphasizes description of modeling and analysis techniques using the SOLVIA general purpose nonlinear finite element code. Typical response results with different Coulomb friction coefficients are presented and discussed.

  15. Mouse preimplantation embryo responses to culture medium osmolarity include increased expression of CCM2 and p38 MAPK activation

    Directory of Open Access Journals (Sweden)

    Watson Andrew J

    2007-01-01

    Full Text Available Abstract Background Mechanisms that confer an ability to respond positively to environmental osmolarity are fundamental to ensuring embryo survival during the preimplantation period. Activation of p38 mitogen-activated protein kinase (MAPK occurs following exposure to hyperosmotic treatment. Recently, a novel scaffolding protein called Osmosensing Scaffold for MEKK3 (OSM was linked to p38 MAPK activation in response to sorbitol-induced hypertonicity. The human ortholog of OSM is cerebral cavernous malformation 2 (CCM2. The present study was conducted to investigate whether CCM2 is expressed during mouse preimplantation development and to determine whether this scaffolding protein is associated with p38 MAPK activation following exposure of preimplantation embryos to hyperosmotic environments. Results Our results indicate that Ccm2 along with upstream p38 MAPK pathway constituents (Map3k3, Map2k3, Map2k6, and Map2k4 are expressed throughout mouse preimplantation development. CCM2, MAP3K3 and the phosphorylated forms of MAP2K3/MAP2K6 and MAP2K4 were also detected throughout preimplantation development. Embryo culture in hyperosmotic media increased p38 MAPK activity in conjunction with elevated CCM2 levels. Conclusion These results define the expression of upstream activators of p38 MAPK during preimplantation development and indicate that embryo responses to hyperosmotic environments include elevation of CCM2 and activation of p38 MAPK.

  16. A meta-analysis including dose-response relationship between night shift work and the risk of colorectal cancer.

    Science.gov (United States)

    Wang, Xiao; Ji, Alin; Zhu, Yi; Liang, Zhen; Wu, Jian; Li, Shiqi; Meng, Shuai; Zheng, Xiangyi; Xie, Liping

    2015-09-22

    A meta-analysis was conducted to quantitatively evaluate the correlation between night shift work and the risk of colorectal cancer. We searched for publications up to March 2015 using PubMed, Web of Science, Cochrane Library, EMBASE and the Chinese National Knowledge Infrastructure databases, and the references of the retrieved articles and relevant reviews were also checked. OR and 95% CI were used to assess the degree of the correlation between night shift work and risk of colorectal cancer via fixed- or random-effect models. A dose-response meta-analysis was performed as well. The pooled OR estimates of the included studies illustrated that night shift work was correlated with an increased risk of colorectal cancer (OR = 1.318, 95% CI 1.121-1.551). No evidence of publication bias was detected. In the dose-response analysis, the rate of colorectal cancer increased by 11% for every 5 years increased in night shift work (OR = 1.11, 95% CI 1.03-1.20). In conclusion, this meta-analysis indicated that night shift work was associated with an increased risk of colorectal cancer. Further researches should be conducted to confirm our findings and clarify the potential biological mechanisms.

  17. Human alveolar macrophage responses to air pollution particulates are associated with insoluble components of coarse material, including particulate endotoxin.

    Science.gov (United States)

    Soukup, J M; Becker, S

    2001-02-15

    Inhalation of particulate matter in the ambient air has been shown to cause pulmonary morbidity and exacerbate asthma. Alveolar macrophage (AM) are essential for effective removal of inhaled particles and microbes in the lower airways. While some particles minimally effect AM function others inhibit antimicrobial activity or cause cytokine and growth factor production leading to inflammation and tissue remodeling. This study has investigated the effects of water soluble (s) and insoluble (is) components of Chapel Hill, North Carolina ambient particulate matter in the size ranges 0.1-2.5 microm (PM2.5) and 2.5-10 microm (PM10) diameter, on human AM IL-6, TNFalpha, and MCP-1 cytokine production and host defense mechanisms including phagocytosis and oxidant production. Cytokines were found to be induced by isPM10 to a much higher extent (>50-fold) than sPM10, which in turn stimulated production better than isPM2.5, while sPM2.5 was inactive. Previous studies have indicated that endotoxin (ETOX) is a component of sPM10 responsible for cytokine production. Here, it is shown that inhibition of isPM10-induced cytokine production was partially achieved with polymyxin B and LPS-binding protein (LBP), but not with a metal chelator, implicating ETOX as a cytokine-inducing moiety also in isPM10. In addition to inducing cytokines, exposure to isPM10, but not the other PM fractions, also inhibited phagocytosis and oxidant generation in response to yeast. This inhibition was ETOX independent. The decrease in host defenses may be the result of apoptosis in the AM population, which was also found to be specifically caused by isPM10. These results show that the functional capacity of AM is selectively modulated by insoluble components of coarse PM, including the biocontaminant ETOX.

  18. Student Response to Remote-Online Case-Based Learning: A Qualitative Study.

    Science.gov (United States)

    Nicklen, Peter; Keating, Jennifer L; Maloney, Stephen

    2016-03-22

    Case-based learning (CBL) typically involves face-to-face interaction in small collaborative groups with a focus on self-directed study. To our knowledge, no published studies report an evaluation of Web conferencing in CBL. The primary aim of this study was to explore student perceptions and attitudes in response to a remote-online case-based learning (RO-CBL) experience. This study took place over a 2-week period in 2013 at Monash University, Victoria, Australia. A third year cohort (n=73) of physiotherapy students was invited to participate. Students were required to participate in 2 training sessions, followed by RO-CBL across 2 sessions. The primary outcome of interest was the student feedback on the quality of the learning experience during RO-CBL participation. This was explored with a focus group and a survey. Most students (68/73) completed the postintervention survey (nonparticipation rate 8%). RO-CBL was generally well received by participants, with 59% (40/68) of participates stating that they'd like RO-CBL to be used in the future and 78% (53/68) of participants believing they could meet the CBL's learning objectives via RO-CBL. The 4 key themes relevant to student response to RO-CBL that emerged from the focus groups and open-ended questions on the postintervention survey were how RO-CBL compared to expectations, key benefits of RO-CBL including flexibility and time and cost savings, communication challenges in the online environment compared to face-to-face, and implications of moving to an online platform. Web conferencing may be a suitable medium for students to participate in CBL. Participants were satisfied with the learning activity and felt they could meet the CBL's learning objectives. Further study should evaluate Web conferencing CBL across an entire semester in regard to student satisfaction, perceived depth of learning, and learning outcomes.

  19. The Student Volunteer Army: a 'repeat emergent' emergency response organisation.

    Science.gov (United States)

    Carlton, Sally; Mills, Colleen E

    2017-10-01

    This paper seeks to contribute to understanding of the factors associated with an effective emergent emergency response organisation and to provide new insights into this understudied area. It examines, through an analysis of a range of textual resources, the emergence and re-emergence of the Student Volunteer Army (SVA) during the devastating earthquakes in Canterbury, New Zealand, in 2010-11. This evaluation is conducted in relation to the four key features of an effective emergency response organisation: adaptability; direction; leadership; and communication. In addition, the paper aims to further understanding of 'emergency entrepreneurship' and thus of the values and strategies that underpin social entrepreneur organisations in times of normalcy. The paper concludes that the unique position of the SVA as a 'repeat emergent' emergency response organisation enabled it to innovate continually and to improve repeatedly its systems, relationships, and image, such that it exhibited features common to emergent and established emergency response organisations. © 2017 The Author(s). Disasters © Overseas Development Institute, 2017.

  20. Vegetation response to invasive Tamarix control in southwestern U.S. rivers: a collaborative study including 416 sites.

    Science.gov (United States)

    González, Eduardo; Sher, Anna A; Anderson, Robert M; Bay, Robin F; Bean, Daniel W; Bissonnete, Gabriel J; Bourgeois, Bérenger; Cooper, David J; Dohrenwend, Kara; Eichhorst, Kim D; El Waer, Hisham; Kennard, Deborah K; Harms-Weissinger, Rebecca; Henry, Annie L; Makarick, Lori J; Ostoja, Steven M; Reynolds, Lindsay V; Robinson, W Wright; Shafroth, Patrick B

    2017-09-01

    Most studies assessing vegetation response following control of invasive Tamarix trees along southwestern U.S. rivers have been small in scale (e.g., river reach), or at a regional scale but with poor spatial-temporal replication, and most have not included testing the effects of a now widely used biological control. We monitored plant composition following Tamarix control along hydrologic, soil, and climatic gradients in 244 treated and 172 reference sites across six U.S. states. This represents the largest comprehensive assessment to date on the vegetation response to the four most common Tamarix control treatments. Biocontrol by a defoliating beetle (treatment 1) reduced the abundance of Tamarix less than active removal by mechanically using hand and chain-saws (2), heavy machinery (3) or burning (4). Tamarix abundance also decreased with lower temperatures, higher precipitation, and follow-up treatments for Tamarix resprouting. Native cover generally increased over time in active Tamarix removal sites, however, the increases observed were small and was not consistently increased by active revegetation. Overall, native cover was correlated to permanent stream flow, lower grazing pressure, lower soil salinity and temperatures, and higher precipitation. Species diversity also increased where Tamarix was removed. However, Tamarix treatments, especially those generating the highest disturbance (burning and heavy machinery), also often promoted secondary invasions of exotic forbs. The abundance of hydrophytic species was much lower in treated than in reference sites, suggesting that management of southwestern U.S. rivers has focused too much on weed control, overlooking restoration of fluvial processes that provide habitat for hydrophytic and floodplain vegetation. These results can help inform future management of Tamarix-infested rivers to restore hydrogeomorphic processes, increase native biodiversity and reduce abundance of noxious species. © 2017 by the

  1. A case study of teaching social responsibility to doctoral students in the climate sciences.

    Science.gov (United States)

    Børsen, Tom; Antia, Avan N; Glessmer, Mirjam Sophia

    2013-12-01

    The need to make young scientists aware of their social responsibilities is widely acknowledged, although the question of how to actually do it has so far gained limited attention. A 2-day workshop entitled "Prepared for social responsibility?" attended by doctoral students from multiple disciplines in climate science, was targeted at the perceived needs of the participants and employed a format that took them through three stages of ethics education: sensitization, information and empowerment. The workshop aimed at preparing doctoral students to manage ethical dilemmas that emerge when climate science meets the public sphere (e.g., to identify and balance legitimate perspectives on particular types of geo-engineering), and is an example of how to include social responsibility in doctoral education. The paper describes the workshop from the three different perspectives of the authors: the course teacher, the head of the graduate school, and a graduate student. The elements that contributed to the success of the workshop, and thus make it an example to follow, are (1) the involvement of participating students, (2) the introduction of external expertise and role models in climate science, and (3) a workshop design that focused on ethical analyses of examples from the climate sciences.

  2. FEATURES OF RESPONSIBILITY IN HIGH SCHOOL STUDENTS FROM LARGE AND ONE-CHILD FAMILIES

    OpenAIRE

    G A Shurukhina

    2016-01-01

    The results of the study of the responsibility in high school students of early adolescent age from one-child families and families with many children are submitted in the article. The study was performed in line with the systemic-functional approach developed by A.I. Krupnov. In the context of the approach, the responsibility is considered as the most important volitional moral property that includes a number of conceptual-semantic and instrumental-stylistic components. The results of the st...

  3. Testing the Information Technology Continuance Model on a Mandatory SMS-Based Student Response System

    Science.gov (United States)

    Lin, Julian; Rivera-Sanchez, Milagros

    2012-01-01

    This paper reports a 2-month longitudinal study on a mandatory Short Message Service-based student response system that enabled students to take classroom quizzes using their mobile phones to register responses. students' perceptions on usefulness and their attitude toward the system were measured twice: once before they used the system and again…

  4. Predictors of Response and Mechanisms of Change in an Organizational Skills Intervention for Students with ADHD.

    Science.gov (United States)

    Langberg, Joshua M; Becker, Stephen P; Epstein, Jeffery N; Vaughn, Aaron J; Girio-Herrera, Erin

    2013-10-01

    The purpose of the study was to evaluate predictors of response and mechanisms of change for the Homework, Organization, and Planning Skills (HOPS) intervention for middle school students with Attention-Deficit/Hyperactivity Disorder (ADHD). Twenty-three middle school students with ADHD (grades 6-8) received the HOPS intervention implemented by school mental health providers and made significant improvements in parent-rated materials organization and planning skills, impairment due to organizational skills problems, and homework problems. Predictors of response examined included demographic and child characteristics, such as gender, ethnicity, intelligence, ADHD and ODD symptom severity, and ADHD medication use. Mechanisms of change examined included the therapeutic alliance and adoption of the organization and planning skills taught during the HOPS intervention. Participant implementation of the HOPS binder materials organization system and the therapeutic alliance as rated by the student significantly predicted post-intervention outcomes after controlling for pre-intervention severity. Adoption of the binder materials organization system predicted parent-rated improvements in organization, planning, and homework problems above and beyond the impact of the therapeutic alliance. These findings demonstrate the importance of teaching students with ADHD to use a structured binder organization system for organizing and filing homework and classwork materials and for transferring work to and from school.

  5. The Accessibility of Learning Content for All Students, Including Students with Disabilities, Must Be Addressed in the Shift to Digital Instructional Materials. SETDA Policy Brief

    Science.gov (United States)

    Fletcher, Geoff; Levin, Doug; Lipper, Katherine; Leichty, Reg

    2014-01-01

    This is a time of rapid technological advancement, with innovations in education holding great promise for improving teaching and learning, particularly for students with unique needs. High-quality digital educational materials, tools, and resources offer students relevant, up-to-date, and innovative ways to acquire knowledge and skills. Created…

  6. Characterization of Genotoxic Response to 15 Multiwalled Carbon Nanotubes with Variable Physicochemical Properties Including Surface Functionalizations in the FE1-Muta(TM) Mouse Lung Epithelial Cell Line

    DEFF Research Database (Denmark)

    Jackson, Petra; Kling, Kirsten; Jensen, Keld Alstrup

    2015-01-01

    Carbon nanotubes vary greatly in physicochemical properties. We compared cytotoxic and genotoxic response to 15 multiwalled carbon nanotubes (MWCNT) with varying physicochemical properties to identify drivers of toxic responses. The studied MWCNT included OECD Working Party on Manufactured Nanoma...

  7. Medical students are afraid to include abortion in their future practices : in-depth interviews in Maharastra, India

    OpenAIRE

    Sjöström, Susanne; Essen, Birgitta; Gemzell-Danielsson, Kristina; Klingberg-Allvin, Marie

    2016-01-01

    BACKGROUND: Unsafe abortions are estimated to cause eight per-cent of maternal mortality in India. Lack of providers, especially in rural areas, is one reason unsafe abortions take place despite decades of legal abortion. Education and training in reproductive health services has been shown to influence attitudes and increase chances that medical students will provide abortion care services in their future practice. To further explore previous findings about poor attitudes toward abortion amo...

  8. Teachers' Questions and Responses during Teacher-Student Feedback Dialogues

    Science.gov (United States)

    Dekker-Groen, Agaath; Van der Schaaf, Marieke; Stokking, Karel

    2015-01-01

    In vocational education, students have to develop competences for reflection to self-regulate their development during their career. Students' reflection can be supported by teachers interacting with students and giving them prompts. In this study, 46 videotaped feedback dialogues of 23 teachers and their individual students were analysed. A total…

  9. Middle School Students' Perceptions of and Responses to Cyber Bullying

    Science.gov (United States)

    Holfeld, Brett; Grabe, Mark

    2012-01-01

    This study explored the nature and extent of middle school students' (n = 665) experiences with cyber bullying. Approximately one in five students reported being cyber bullied in the past year, with 55% of those students being repeatedly victimized within the past 30 days. Female students were more likely to be involved in cyber bullying (victim,…

  10. A critique of response strategies: Measures to induce a paradigmatic shift in response to student writing

    Directory of Open Access Journals (Sweden)

    Spencer, Brenda

    2009-08-01

    Full Text Available This paper explores response to student writing in entry-level English modules in an Open and Distance Learning (ODL context at the University of South Africa (UNISA. After an evaluation of the research undertaken by Spencer (1999 and Lephalala and Pienaar (2008, both conducted in this specific teaching context, the argument is put forward that the predominantly formalist orientation of the marking can be described as an attractor (Weideman, 2009, since it seems that the system is attracted into this state and has maintained it over a number of years. There is a need to shift towards a cognitive, reader-based orientation. The author uses the categories defined in Lephalala and Pienaar (2008 to describe feedback styles. The categories are L1 (minimal feedback, L2 (general and non-text-specific feedback and L3 (feedback with a focus on content and organisation. Four amendments are proposed to the existing marking code which will encourage markers to operate in the desired L3 feedback category. This paper argues that these additions to the marking code will address limitations inherent in the marking code. At present, marked scripts contain a jumble of recommendations relating to content/form and global/local issues and there is little indication of the relative importance of an error. The marking code is inherently negative in orientation and promotes a formalist L1 style of response. A qualitative investigation into the reaction to the proposed changes was obtained from 33 marked samples of response to student writing provided by external markers. Compared to the data given in Lephalala and Pienaar (2008, the changes tested in this study were unable to influence the dominant L1 response strategy, but caused a shift away from L2 formulaic responses and an increase in the desired L3 feedback. There is a need for intensive investigation into feedback in this ODL teaching context and into measures to promote L3 feedback.

  11. Psychological and physiological response of students to different types of stress management programs.

    Science.gov (United States)

    Iglesias, Silvia L; Azzara, Sergio; Argibay, Juan Carlos; Arnaiz, María Lores; de Valle Carpineta, María; Granchetti, Hugo; Lagomarsino, Eduardo

    2012-01-01

    To design, implement, and examine the psychoneuroendocrine responses of three different types of stress management programs. Randomly assigned. A pre/post experimental design comparing variables between three different programs and a control group. The first program included training in deep breathing, relaxation response, meditation, and guided imagery techniques (RRGI). The second program included training in cognitive behavioral techniques (CB). The third program included both RRGI and CB (RRGICB). The study was conducted at Buenos Aires University. Participants (N  = 52) were undergraduate students. Anxiety, anger, hopelessness, neuroticism, respiration rate, and salivary cortisol levels were assessed. Wilcoxon signed rank test was used to investigate differences in pre and post variables. Subjects in the RRGI group showed significantly lower levels of anxiety (p stress.

  12. Evolving social responsibility understandings, motivations, and career goals of undergraduate students initially pursuing engineering degrees

    Science.gov (United States)

    Rulifson, Gregory A.

    Engineers impact the lives of every person every day, and need to have a strong sense of social responsibility. Understanding what students think about social responsibility in engineering and their futures is very important. Further, by identifying influences that change these ideas and shape their conceptualizations, we can intervene to help prepare students for their responsibilities as part of the profession in the future. This thesis presents the experiences, in their own words, of 34 students who started in engineering. The study is composed of three parts: (i) engineering students' ideas about socially responsible engineering and what influenced these ideas, (ii) how students see themselves as future socially responsible engineers and how this idea changes over their first three years of college, and (iii) what social responsibility-related reasons students who leave engineering have for choosing a new major. Results show that students are complicated and have varied paths through and out of engineering studies. Students came up with their own ideas about socially responsible engineering that converged over the years on legal and safety related aspects of the profession. Relatedly, students identified with the engineering profession through internships and engineering courses, and rarely described socially responsible aspirations that could be accomplished with engineering. More often, those students who desired to help the disadvantaged through their engineering work left engineering. Their choice to leave was a combination of an unsupportive climate, disinterest in their classes, and a desire to combine their personal and professional social responsibility ambitions. If we want engineering students to push the engineering profession forward to be more socially responsible, we can identify the effective influences and develop a curriculum that encourages critical thinking about the social context and impacts of engineering. Additionally, a social

  13. Predicting species distribution and abundance responses to climate change: why it is essential to include biotic interactions across trophic levels

    NARCIS (Netherlands)

    Van der Putten, W.H.; Macel, M.; Visser, M.E.

    2010-01-01

    Current predictions on species responses to climate change strongly rely on projecting altered environmental conditions on species distributions. However, it is increasingly acknowledged that climate change also influences species interactions. We review and synthesize literature information on

  14. Students' Reading Responses to Tess of the d'Urbervilles, a Novel by Thomas Hardy

    Directory of Open Access Journals (Sweden)

    Yazid Basthomi

    2016-02-01

    Full Text Available The study explored how students responded to Tess of the d'Urbervilles, a novel by Thomas Hardy. This study was a case study of an in-tact class of Prose I at the English Department, Universitas Negeri Malang. The data were collected from 25 students, and were in the form of students' papers, written in English, which were of the students' personal responses towards the novel. The study found that the students resorted to their re-ligius knowledge (ideology when responding to the characters and subject matter of the novel. Students also developed certain kinds of feeling (emotion as their religious ideology was challenged by that offered by the novel. The study also diclosed that the students' responses fell into the categories of thematic and empathetic. It follows that teachers of Literature need to make attempts to situate the students to arrive at higher level of responses: motivational, predictive, and critical-evaluative.

  15. Determining the Response Behaviors of Middle School Students for Open-Ended Questions

    Directory of Open Access Journals (Sweden)

    Neslihan Tuğçe ŞİMŞEK

    2017-04-01

    Full Text Available When the literature for measurement and evaluation in education is reviewed, research related to student achievement are mainly outcome-oriented rather than process-oriented. Researchers pay attention to the responses that a student constructs or chooses, and ignore the cognitive processes that forces students to construct or choose that specific response. Recognizing the cognitive processes a student uses in responding to a question affects the item construction process and psychometric audit on items. Response behavior is a result of a cognitive process used to respond to a question and is accepted as an indicator of student cognitive competence. This study aims to determine the students’ response behaviors for open-ended questions. The study group consisted of 70 students from the 5th grade studying during the 2015-2016 education year spring term in the Cankaya and Mamak districts of Ankara province, Turkey. An authentic achievement test which consisted of eight open-ended questions is used as the data collection tool. Students are asked to write in detail how they construct their response in their mind in the blank space set aside after each question. Data is analyzed via grouping students’ response behaviors and expert opinions. Research findings revealed that students perform 14 different response behaviors for open-ended questions. These behaviors are themed as responses constructed directly from the text, responses constructed by interpreting the text, and responses constructed by linking real life and the text.

  16. Should Student Evaluation of Teaching Play a Significant Role in the Formal Assessment of Dental Faculty? Two Viewpoints: Viewpoint 1: Formal Faculty Assessment Should Include Student Evaluation of Teaching and Viewpoint 2: Student Evaluation of Teaching Should Not Be Part of Formal Faculty Assessment.

    Science.gov (United States)

    Rowan, Susan; Newness, Elmer J; Tetradis, Sotirios; Prasad, Joanne L; Ko, Ching-Chang; Sanchez, Arlene

    2017-11-01

    Student evaluation of teaching (SET) is often used in the assessment of faculty members' job performance and promotion and tenure decisions, but debate over this use of student evaluations has centered on the validity, reliability, and application of the data in assessing teaching performance. Additionally, the fear of student criticism has the potential of influencing course content delivery and testing measures. This Point/Counterpoint article reviews the potential utility of and controversy surrounding the use of SETs in the formal assessment of dental school faculty. Viewpoint 1 supports the view that SETs are reliable and should be included in those formal assessments. Proponents of this opinion contend that SETs serve to measure a school's effectiveness in support of its core mission, are valid measures based on feedback from the recipients of educational delivery, and provide formative feedback to improve faculty accountability to the institution. Viewpoint 2 argues that SETs should not be used for promotion and tenure decisions, asserting that higher SET ratings do not correlate with improved student learning. The advocates of this viewpoint contend that faculty members may be influenced to focus on student satisfaction rather than pedagogy, resulting in grade inflation. They also argue that SETs are prone to gender and racial biases and that SET results are frequently misinterpreted by administrators. Low response rates and monotonic response patterns are other factors that compromise the reliability of SETs.

  17. The Influence of Student and Course Characteristics on Monotonic Response Patterns in Student Evaluation of Teaching in South Korea

    Science.gov (United States)

    Choi, Bo-Keum; Kim, Jae-Woong

    2014-01-01

    Using multilevel models, this study examined the effects of student- and course-level variables on monotonic response patterns in student evaluation of teaching (SET). In total, 11,203 ratings taken from 343 general education courses in a Korean four-year private university in 2011 were analyzed. The results indicated that 96% of variance of…

  18. Improvisation as Communication: Students with Communication Disabilities and Autism Using Call and Response on Instruments

    Science.gov (United States)

    McCord, Kimberly

    2009-01-01

    Students with communication disabilities present challenges to general music teachers with inclusive music classrooms. Typically, students perform, compose and improvise with others in the class, but students with physical disabilities that include communication difficulties or students with autism are left out or at best marginally participate.…

  19. Evaluation of Seismic Response Trends from Long-Term Monitoring of Two Instrumented RC Buildings Including Soil-Structure Interaction

    Directory of Open Access Journals (Sweden)

    Faheem Butt

    2012-01-01

    Full Text Available This paper presents analyses of the seismic responses of two reinforced concrete buildings monitored for a period of more than two years. One of the structures was a three-storey reinforced concrete (RC frame building with a shear core, while the other was a three-storey RC frame building without a core. Both buildings are part of the same large complex but are seismically separated from the rest of it. Statistical analysis of the relationships between maximum free field accelerations and responses at different points on the buildings was conducted and demonstrated strong correlation between those. System identification studies using recorded accelerations were undertaken and revealed that natural frequencies and damping ratios of the building structures vary during different earthquake excitations. This variation was statistically examined and relationships between identified natural frequencies and damping ratios, and the peak response acceleration at the roof level were developed. A general trend of decreasing modal frequencies and increasing damping ratios was observed with increased level of shaking and response. Moreover, the influence of soil structure interaction (SSI on the modal characteristics was evaluated. SSI effects decreased the modal frequencies and increased some of the damping ratios.

  20. Individual Values and Sensitivity to Corporate Ethical Responsibility of Business Students and Managers

    NARCIS (Netherlands)

    Perrinjaquet, A.; Furrer, O.F.G.

    2005-01-01

    This study investigates the relationship between individual values and sensitivity to corporate ethical responsibility (CER) among current business students and practicing managers. Using Schwartz’s values typology and Maignan and Ferrell’s corporate ethical responsibility operationalization, survey

  1. Student Responses to Criteria-Referenced Self-Assessment

    Science.gov (United States)

    Andrade, Heidi; Du, Ying

    2007-01-01

    This paper reports on a study of undergraduate students' experiences with criteria-referenced self-assessment. Fourteen students who had taken a course involving self-assessment were interviewed in focus groups segregated by gender. The findings suggest that students had positive attitudes toward self-assessment after extended practice; felt they…

  2. Improving Response Rates among Students with Orthopedic and Multiple Disabilities

    Science.gov (United States)

    Wilkens, Christian P.; Kuntzler, Patrice M.; Cardenas, Shaun; O'Malley, Eileen; Phillips, Carolyn; Singer, Jacqueline; Stoeger, Alex; Kindler, Keith

    2014-01-01

    One challenge teachers of students with orthopedic and multiple disabilities face is providing sufficient time and opportunity to communicate. This challenge is universal across countries, schools, and settings: teachers want students to communicate because communication lies at the core of what makes us human. Yet students with orthopedic and…

  3. Affective Responses of Students Who Witness Classroom Cheating

    Science.gov (United States)

    Firmin, Michael W.; Burger, Amanda; Blosser, Matthew

    2009-01-01

    For this study, 82 general psychology students (51 females, 31 males) witnessed a peer cheating while completing a test. Following the incident, we tape recorded semi-structured interviews with each student who saw the cheating event for later analysis. Using qualitative coding and methodology, themes emerged regarding students' emotional…

  4. Culturally Responsive Reading Instruction for Students with Learning Disabilities

    Science.gov (United States)

    Kourea, Lefki; Gibson, Lenwood; Werunga, Robai

    2018-01-01

    As student populations are becoming more diverse in ability and ethnicity across American classrooms, teachers are faced with instructional challenges in meeting their students' learning needs. Challenges are heightened for general and special education teachers who teach students with learning disabilities (LD) and have a culturally and…

  5. New Approaches to the Study of Students' Response to Science

    DEFF Research Database (Denmark)

    Krogh, Lars

    2011-01-01

    of science and school science. In this chapter I describe two new approaches to the study of students’ responses to school science, both pragmatic by nature, and combining perspectives from cultural research with a quantitative or a Mixed Methods methodology. The approaches have been applied to studies......’Students’ responses’ to science include their attitudes and internalization of science (e.g. valueing, identifying) as well as their choices and actions related to science. This broader conception has advantages over attitudes alone, when it comes to understanding students’ paths in and out...... of Physics in Danish upper secondary school, and though these targeted different aspects of students’ responses and applied highly different methods the results were found to complement each other. A study using the first approach related students’ attitudes towards physics to various types of Cultural...

  6. The Effects of Student Response Systems on Performance and Satisfaction: An Investigation in a Tax Accounting Class

    Science.gov (United States)

    Cummings, Richard G.; Hsu, Maxwell

    2007-01-01

    Does the use of student response systems (clickers) in the classroom increase student performance on exams? Do students perceive a benefit to using clickers in the classroom? This study investigates the effect of student response systems on accounting students' learning outcome and perceived satisfaction. Results show that, though the use of…

  7. Students' Responses to Ethical Dilemmas in an Academic Setting and in the Work Place

    Science.gov (United States)

    Teer, Faye P.; Kruck, S. E.

    2012-01-01

    It is important for students to be prepared to act ethically when they face real world situations that test their ethical leadership. The purpose of this study was to examine university students' responses to ethical dilemmas. One hundred and sixty two students in numerous majors and both undergraduate and graduate classifications responded to a…

  8. Using Audience Response Systems to Encourage Student Engagement and Reflection on Ethical Orientation and Behavior

    Science.gov (United States)

    Micheletto, Melinda J.

    2011-01-01

    The purpose of this study was to use an audience response system (ARS) to engage students in classroom discussions concerning sensitive and controversial topics (e.g., business ethics), assess student's ethical orientation and conduct in unethical behaviors, and encourage reflection on their personal level of ethicality. Students used ARS devices…

  9. Language Teaching and Technology Forum: The Integration of a Student Response System in Flipped Classrooms

    Science.gov (United States)

    Hung, Hsiu-Ting

    2017-01-01

    The present study incorporates a student response system (SRS) as a means to engage students in a flipped classroom and promote active learning. While the effectiveness of such systems with regard to student learning has been well documented in disciplines that are dominated by lecture-based instruction, no studies have compared the effectiveness…

  10. Promoting Student-Centered Active Learning in Lectures with a Personal Response System

    Science.gov (United States)

    Gauci, Sally A.; Dantas, Arianne M.; Williams, David A.; Kemm, Robert E.

    2009-01-01

    We investigated whether an active learning approach, facilitated by a personal response system, would lead to improved student engagement and learning outcomes in large-group physiology lectures for undergraduate science students. We focused on encouraging students' active learning in lectures, whereas previous studies have made more use of…

  11. Qualitative Student Responses to Service Learning with Veterans who are Homeless

    Directory of Open Access Journals (Sweden)

    Lindsay A. Phillips

    2012-04-01

    Full Text Available This article presents a description of a service learning activity in which students assisted veterans who are homeless. The article outlines how the event was organized, provides resources for implementation, discusses student response using evaluations from 15 students, and discusses considerations made in organizing such an event. KEYWORDSService Learning, Qualitative Evaluation, Homeless Veterans

  12. Sticks, Stones, and Stigma: Student Bystander Behavior in Response to Hearing the Word "Retard"

    Science.gov (United States)

    Albert, Avery B.; Jacobs, Holly E.; Siperstein, Gary N.

    2016-01-01

    The present study explored the prevalence of the r-word in schools and students' bystander behavior in response to hearing the word. In total, 2,297 students from 12 high schools across the country participated in this study. Results revealed the r-word was used frequently among high school students, most often toward individuals without…

  13. Studies of the Response of the Prototype CMS Hadron Calorimeter, Including Magnetic Field Effects, to Pion, Electron, and Muon Beams

    CERN Document Server

    Abramov, V.V.; Akchurin, N.; Atanasov, I.; Baiatian, G.; Ball, A.; Banerjee, S.; de Barbaro, P.; Barnes, V.; Bencze, G.; Bodek, A.; Booke, M.; Budd, H.; Cremaldi, L.; Cushman, P.; Dugad, S.R.; Dimitrov, L.; Dyshkant, A.; Elias, J.; Evdokimov, V.N.; Fong, D.; Freeman, J.; Genchev, V.; Goncharov, P.I.; Green, D.; Gurtu, A.; Hagopian, V.; Iaydjiev, P.; Korneev, Yu.; Krinitsyn, A.; Krishnaswami, G.; Krishnaswamy, M.R.; Kryshkin, V.; Kunori, S.; Laasanen, A.; Lazic, D.; Levchuk, L.; Litov, L.; Mondal, N.K.; Moulik, T.; Narasimham, V.S.; Nemashkalo, A.; Onel, Y.; Petrov, P.; Petukhov, Yu.; Piperov, S.; Popov, V.; Reidy, J.; Ronzhin, A.; Ruchti, R.; Singh, J.B.; Shen, Q.; Sirunyan, A.; Skuja, A.; Skup, E.; Sorokin, P.; Sudhakar, K.; Summers, D.; Szoncso, F.; Tereshenko, S.I.; Timmermans, C.; Tonwar, S.C.; Turchanovich, L.; Tyukov, V.; Volodko, A.; Yukaev, A.; Zaitchenko, A.; Zatserklyaniy, A.; Korneev, Yu.

    2001-01-01

    We report on the response of a prototype CMS hadron calorimeter module to charged particle beams of pions, muons, and electrons with momenta up to 375 GeV/c. The data were taken at the H2 and H4 beamlines at CERN in 1995 and 1996. The prototype sampling calorimeter used copper absorber plates and scintillator tiles with wavelength shifting fibers for readout. The effects of a magnetic field of up to 3 Tesla on the response of the calorimeter to muons, electrons, and pions are presented, and the effects of an upstream lead tungstate crystal electromagnetic calorimeter on the linearity and energy resolution of the combined calorimetric system to hadrons are evaluated. The results are compared with Monte Carlo simulations and are used to optimize the choice of total absorber depth, sampling frequency, and longitudinal readout segmentation.

  14. Simulation of spatially varying ground motions including incoherence, wave‐passage and differential site‐response effects

    DEFF Research Database (Denmark)

    Konakli, Katerina; Der Kiureghian, Armen

    2012-01-01

    A method is presented for simulating arrays of spatially varying ground motions, incorporating the effects of incoherence, wave passage, and differential site response. Non‐stationarity is accounted for by considering the motions as consisting of stationary segments. Two approaches are developed...... of multiply‐supported structures. In the second approach, simulated motions are conditioned on the segmented record itself and exhibit increasing variance with distance from the site of the observation. For both approaches, example simulated motions are presented for an existing bridge model employing two...... alternatives for modeling the local soil response: i) idealizing each soil‐column as a single‐degree‐of‐freedom oscillator, and ii) employing the theory of vertical wave propagation in a single soil layer over bedrock. The selection of parameters in the simulation procedure and their effects...

  15. Using a Response to Intervention (RtI) Framework with 1st Grade Students: A Model for Occupational Therapy Practitioners

    Science.gov (United States)

    McGuire, Beatriz

    2012-01-01

    The most recent reauthorization of the Individual's with Disabilities Education Improvement Act (IDEA, 2004) allows for the expansion of occupational therapy's role in school-based practice to include students who have not been identified for special education through early intervening services such as response to intervention (RtI).…

  16. Kinesiology Career Club: Undergraduate Student Mentors' Perspectives on a Physical Activity-Based Teaching Personal and Social Responsibility Program

    Science.gov (United States)

    Walsh, David S.; Veri, Maria J.; Willard, Jason J.

    2015-01-01

    The purpose of this article is to present university student mentors' perspectives on the impact of a teaching personal and social responsibility (TPSR) model youth program called the Kinesiology Career Club. Data sources in this qualitative case study included program observations, mentoring reflections, and semistructured interviews. Data…

  17. Catch a Star Book! Responses of Fifth-Grade Students to Celebrity-Authored Children's Literature

    Science.gov (United States)

    Akrofi, Amma; Janisch, Carole; Button, Kathryn; Liu, Xiaoming

    2010-01-01

    Reader response theory and research on book interest underpinned a study of the appeal of celebrity-authored children's storybooks to elementary school students. We engaged fifth-grade students in selecting and reading from a set of 41 celebrity-authored books and completing reader response forms. Utilizing the survey research design and a…

  18. Listen Up! Be Responsible! What Graduate Students Hear about University Teaching, Graduate Education and Employment

    Science.gov (United States)

    Aspenlieder, Erin; Kloet, Marie Vander

    2014-01-01

    What we hear at universities and in public conversations is that there is a crisis in graduate student education and employment. We are interested here in the (re)circulation of the discourses of crisis and responsibility. What do graduate students hear about their education, their career prospects, and their responsibilities? How does work in…

  19. Middle Grade Students' Responses to Canadian Realistic Fiction for Young Adults.

    Science.gov (United States)

    Latshaw, Jessica L. K.

    1991-01-01

    Student responses to Canadian realistic fiction for young adults were examined for four seventh grade girls and three seventh grade boys. Interview findings support the view that students should have a role in selecting what they read, should talk about reading informally, and should construct representations less influenced by teacher responses.…

  20. Investigation of Millennial Students' Responses to a Shelter-in-Place Experience

    Science.gov (United States)

    Johnson, Thomas C.; Frick, Melodie H.

    2016-01-01

    This study investigated millennial students' responses to an armed gunman threat and shelter-in-place warnings that occurred on a university campus. Using descriptive statistics and quantitative analysis, several significant differences were found for students' responses for sheltering-in-place and engaging in protective behaviors. Baxter Magolda'…

  1. Instructional Reasoning about Interpretations of Student Thinking That Supports Responsive Teaching in Secondary Mathematics

    Science.gov (United States)

    Dyer, Elizabeth B.; Sherin, Miriam Gamoran

    2016-01-01

    Basing instruction on the substance of student thinking, or responsive teaching, is a critical strategy for supporting student learning. Previous research has documented responsive teaching by identifying observable teaching practices in a broad range of disciplines and classrooms. However, this research has not provided access to the teacher…

  2. Relations of perception of responsibility to intrinsic motivation and physical activity among Korean middle school students.

    Science.gov (United States)

    Lee, Okseon; Kim, Younhee; Kim, Oung Jun

    2012-12-01

    To validate the Personal and Social Responsibility Questionnaire, the relations between perceived responsibility and intrinsic motivation were examined among Korean middle school students. The relations of change in stages of physical activity and students' perceived responsibility were also examined. Participants were 357 middle school students (160 boys, 197 girls) from three schools in the Seoul metropolitan area. Exploratory factor analysis supported a three-factor structure with effort and self-direction merged into one factor and the responsibilities of respect and caring for others constituted separate factors. Pearson correlations among factors showed perceptions of personal responsibility were associated with more intrinsic motivation toward physical education and a higher stage of physical activity. A moderate or low association between perceived social responsibility and intrinsic motivation implied a need to develop strategies for Korean students to use social responsibility for promoting physical activity.

  3. Global transcriptome responses including small RNAs during mixed-species interactions with methicillin-resistant Staphylococcus aureus and Pseudomonas aeruginosa.

    Science.gov (United States)

    Miller, Christine L; Van Laar, Tricia A; Chen, Tsute; Karna, S L Rajasekhar; Chen, Ping; You, Tao; Leung, Kai P

    2017-06-01

    Pseudomonas aeruginosa and Staphylococcus aureus mixed-species biofilm infections are more resilient to biocide attacks compared to their single-species counterparts. Therefore, this study used an in vitro model recapitulating bacterial burdens seen in in vivo infections to investigate the interactions of P. aeruginosa and S. aureus in biofilms. RNA sequencing (RNA-seq) was utilized to identify the entire genomic response, both open reading frames (ORFs) and small RNAs (sRNAs), of each species. Using competitive indexes, transposon mutants validated uncharacterized PA1595 of P. aeruginosa and Panton-Valentine leukocidin ORFs of S. aureus are required for competitive success. Assessing spent media on biofilm development determined that the effects of these ORFs are not solely mediated by mechanisms of secretion. Unlike PA1595, leukocidin (lukS-PV) mutants of S. aureus lack a competitive advantage through contact-mediated mechanisms demonstrated by cross-hatch assays. RNA-seq results suggested that during planktonic mixed-species growth there is a robust genomic response or active combat from both pathogens until a state of equilibrium is reached during the maturation of a biofilm. In mixed-species biofilms, P. aeruginosa differentially expressed only 0.3% of its genome, with most ORFs necessary for growth and biofilm development, whereas S. aureus modulated approximately 5% of its genome, with ORFs suggestive of a phenotype of increased virulence and metabolic quiescence. Specific expression of characterized sRNAs aligned with the genomic response to presumably coordinate the adaptive changes necessary for this homeostatic mixed-species biofilm and sRNAs may provide viable foci for the design of future therapeutics. © 2016 The Authors. MicrobiologyOpen published by John Wiley & Sons Ltd.

  4. Accumulation of small heat shock proteins, including mitochondrial HSP22, induced by oxidative stress and adaptive response in tomato cells

    International Nuclear Information System (INIS)

    Banzet, N.; Richaud, C.; Deveaux, Y.; Kazmaier, M.; Gagnon, J.; Triantaphylides, C.

    1998-01-01

    Changes in gene expression, by application of H2O2, O2.- generating agents (methyl viologen, digitonin) and gamma irradiation to tomato suspension cultures, were investigated and compared to the well-described heat shock response. Two-dimensional gel protein mapping analyses gave the first indication that at least small heat shock proteins (smHSP) accumulated in response to application of H2O2 and gamma irradiation, but not to O2.- generating agents. While some proteins seemed to be induced specifically by each treatment, only part of the heat shock response was observed. On the basis of Northern hybridization experiments performed with four heterologous cDNA, corresponding to classes I-IV of pea smHSP, it could be concluded that significant amounts of class I and II smHSP mRNA are induced by H2O2 and by irradiation. Taken together, these results demonstrate that in plants some HSP genes are inducible by oxidative stresses, as in micro-organisms and other eukaryotic cells. HSP22, the main stress protein that accumulates following H2O2 action or gamma irradiation, was also purified. Sequence homology of amino terminal and internal sequences, and immunoreactivity with Chenopodium rubrum mitochondrial smHSP antibody, indicated that the protein belongs to the recently discovered class of plant mitochondrial smHSP. Heat shock or a mild H2O2 pretreatment was also shown to lead to plant cell protection against oxidative injury. Therefore, the synthesis of these stress proteins can be considered as an adaptive mechanism in which mitochondrial protection could be essential

  5. The Effect of Student Collaboration in Solving Physics Problems Using an Online Interactive Response System

    OpenAIRE

    Balta, Nuri; Awedh, Mohammad Hamza

    2016-01-01

    Advanced technology helps educational institutes to improve student learning performance and outcomes. In this study, our aim is to measure and assess student engagement and collaborative learning in engineering classes when using online technology in solving physics problems. The interactive response system used in this study is a collaborative learning tool that allows teachers to monitor their students’ response and progress in real time. Our results indicated that students have highly pos...

  6. Predicting species distribution and abundance responses to climate change: why it is essential to include biotic interactions across trophic levels.

    Science.gov (United States)

    Van der Putten, Wim H; Macel, Mirka; Visser, Marcel E

    2010-07-12

    Current predictions on species responses to climate change strongly rely on projecting altered environmental conditions on species distributions. However, it is increasingly acknowledged that climate change also influences species interactions. We review and synthesize literature information on biotic interactions and use it to argue that the abundance of species and the direction of selection during climate change vary depending on how their trophic interactions become disrupted. Plant abundance can be controlled by aboveground and belowground multitrophic level interactions with herbivores, pathogens, symbionts and their enemies. We discuss how these interactions may alter during climate change and the resulting species range shifts. We suggest conceptual analogies between species responses to climate warming and exotic species introduced in new ranges. There are also important differences: the herbivores, pathogens and mutualistic symbionts of range-expanding species and their enemies may co-migrate, and the continuous gene flow under climate warming can make adaptation in the expansion zone of range expanders different from that of cross-continental exotic species. We conclude that under climate change, results of altered species interactions may vary, ranging from species becoming rare to disproportionately abundant. Taking these possibilities into account will provide a new perspective on predicting species distribution under climate change.

  7. A Cross-Cohort Exploratory Study of a Student Perceptions on Mobile Phone-Based Student Response System Using a Polling Website

    Science.gov (United States)

    Wong, Adam; Wong, Simon

    2016-01-01

    Student engagement in the classroom is important for the achievement of learning outcomes. As digital technologies continue to improve and become more economically viable to students and schools, many schools have adopted the Student Response System (SRS) with the purpose of increasing student engagement. In an SRS, students answer the teacher's…

  8. Changes in the Social Responsibility Attitudes of Engineering Students Over Time.

    Science.gov (United States)

    Bielefeldt, Angela R; Canney, Nathan E

    2016-10-01

    This research explored how engineering student views of their responsibility toward helping individuals and society through their profession, so-called social responsibility, change over time. A survey instrument was administered to students initially primarily in their first year, senior year, or graduate studies majoring in mechanical, civil, or environmental engineering at five institutions in September 2012, April 2013, and March 2014. The majority of the students (57 %) did not change significantly in their social responsibility attitudes, but 23 % decreased and 20 % increased. The students who increased, decreased, or remained the same in their social responsibility attitudes over time did not differ significantly in terms of gender, academic rank, or major. Some differences were found between institutions. Students who decreased in social responsibility initially possessed more positive social responsibility attitudes, were less likely to indicate that college courses impacted their views of social responsibility, and were more likely to have decreased in the frequency that they participated in volunteer activities, compared to students who did not change or increased their social responsibility. Although the large percentage of engineering students who decreased their social responsibility during college was disappointing, it is encouraging that courses and participation in volunteer activities may combat this trend.

  9. The Responsive Environmental Assessment for Classroom Teaching (REACT): the dimensionality of student perceptions of the instructional environment.

    Science.gov (United States)

    Nelson, Peter M; Demers, Joseph A; Christ, Theodore J

    2014-06-01

    This study details the initial development of the Responsive Environmental Assessment for Classroom Teachers (REACT). REACT was developed as a questionnaire to evaluate student perceptions of the classroom teaching environment. Researchers engaged in an iterative process to develop, field test, and analyze student responses on 100 rating-scale items. Participants included 1,465 middle school students across 48 classrooms in the Midwest. Item analysis, including exploratory and confirmatory factor analysis, was used to refine a 27-item scale with a second-order factor structure. Results support the interpretation of a single general dimension of the Classroom Teaching Environment with 6 subscale dimensions: Positive Reinforcement, Instructional Presentation, Goal Setting, Differentiated Instruction, Formative Feedback, and Instructional Enjoyment. Applications of REACT in research and practice are discussed along with implications for future research and the development of classroom environment measures. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  10. Successful weight loss maintenance includes long-term increased meal responses of GLP-1 and PYY3-36

    DEFF Research Database (Denmark)

    Iepsen, Eva W; Lundgren, Julie; Holst, Jens J

    2016-01-01

    at week 52. Glucagon levels were unaffected by weight loss. CONCLUSIONS: Meal responses of GLP-1 and PYY3-36 remained increased 1 year after weight maintenance, whereas ghrelin and GIP reverted toward before-weight loss values. Thus, an increase in appetite inhibitory mechanisms and a partly decrease...... in appetite-stimulating mechanisms appear to contribute to successful long-term weight loss maintenance.......-week very low-calorie diet (800kcal/day). After weight loss, participants entered a 52-week weight maintenance protocol. Plasma levels of GLP-1, PYY3-36, ghrelin, GIP and glucagon during a 600-kcal meal were measured before weight loss, after weight loss and after 1 year of weight maintenance. Area...

  11. Static response of coated microbubbles compressed between rigid plates: Simulations and asymptotic analysis including elastic and adhesive forces

    Science.gov (United States)

    Lytra, A.; Pelekasis, N.

    2018-03-01

    The static response of coated microbubbles is investigated with a novel approach employed for modeling contact between a microbubble and the cantilever of an atomic force microscope. Elastic tensions and moments are described via appropriate constitutive laws. The encapsulated gas is assumed to undergo isothermal variations. Due to the hydrophilic nature of the cantilever, an ultrathin aqueous film is formed, which transfers the force onto the shell. An interaction potential describes the local pressure applied on the shell. The problem is solved in axisymmetric form with the finite element method. The response is governed by the dimensionless bending, k^ b=kb/(χ R02 ), pressure, P^ A=(PAR0 )/χ , and interaction potential, W ^ =w0/χ . Hard polymeric shells have negligible resistance to gas compression, while for the softer lipid shells gas compressibility is comparable with shell elasticity. As the external force increases, numerical simulations reveal that the force versus deformation (f vs d) curve of polymeric shells exhibits a transition from the linear O(d) (Reissner) regime, marked by flattened shapes around the contact region, to a non-linear O(d1/2) (Pogorelov) regime dominated by shapes exhibiting crater formation due to buckling. When lipid shells are tested, buckling is bypassed as the external force increases and flattened shapes prevail in an initially linear f vs d curve. Transition to a curved upwards regime is observed as the force increases, where gas compression and area dilatation form the dominant balance providing a nonlinear regime with an O(d3) dependence. Asymptotic analysis recovers the above patterns and facilitates estimation of the shell mechanical properties.

  12. Student Teachers' Discipline Strategies: Relations with Self-Images, Anticipated Student Responses and Control Orientation

    Science.gov (United States)

    de Jong, Romi; van Tartwijk, Jan; Wubbels, Theo; Veldman, Ietje; Verloop, Nico

    2013-01-01

    Teacher discipline strategies are well documented when it comes to its effects on students and the working climate in the classroom. Although it is commonly acknowledged that for student teachers classroom management is a major concern, student teachers' use of discipline strategies is largely unknown. In this paper, we examine student teachers'…

  13. Nursing and dental students' and pediatric dentistry residents' responses to experiences with interprofessional education.

    Science.gov (United States)

    Czarnecki, Gail A; Kloostra, Stephanie J; Boynton, James R; Inglehart, Marita R

    2014-09-01

    Interprofessional education (IPE) has received increasingly more attention over recent years. The objectives of this study were to assess 1) how nursing students' considerations concerning their own oral health and oral health-related knowledge changed from before to after experiencing IPE; 2) how nursing students', dental students', and pediatric dentistry residents' IPE-related attitudes and Readiness for Interprofessional Learning Scale (RIPLS) scores changed after experiencing an IPE rotation; and 3) how these groups' attitudes and RIPLS scores were related. Data were collected from three groups who participated in an IPE rotation: thirty-eight of forty third-year dental students (95 percent response rate), all thirty-three nursing students (100 percent), and all six pediatric dentistry residents (100 percent) prior to the rotation, and 100 percent of each group after the rotation. As a control group, data were also collected at the beginning of the winter term from first-year dental students (104 out of 105; 99 percent response rate) and second-year dental students (102 out of 116; 88 percent); the same groups were surveyed at the end of term, with response rates of 98 percent for first-year students and 89 percent for second-year students. After the rotation, the nursing students' tooth brushing frequency increased, and their comfort level with dental visits and oral health-related knowledge improved. The dental students rated the importance of nurses' having oral health-related knowledge and skills lower than did the nursing students and pediatric dentistry residents. The groups' RIPLS scores correlated with these importance ratings. Overall, while the nursing students showed positive responses to IPE, the dental students' attitudes and RIPLS scores did not change as a result of the IPE experience. Future research should explore the conditions under which dental students are impacted by IPE.

  14. Student Motivation in Response to Problem-Based Learning

    Science.gov (United States)

    Fukuzawa, Sherry; Boyd, Cleo; Cahn, Joel

    2017-01-01

    Problem-based learning (PBL) is a self-directed learning strategy where students work collaboratively in small groups to investigate open-ended relatable case scenarios. Students develop transferable skills that can be applied across disciplines, such as collaboration, problem-solving, and critical thinking. Despite extensive research on…

  15. Ethical Responsibilities: Preparing Students for the Real Art Therapy World

    Science.gov (United States)

    Gussak, David E.; Orr, Penelope

    2005-01-01

    This report addresses several educators' attempts to prepare their students for entering the "real" art therapy world. Two important components necessary to prepare students for entering the professional arenas are introduced: the need to translate theory into practice and the ability to communicate and negotiate with other helping professionals.…

  16. Engaging and Educating Students with Culturally Responsive Performing Ensembles

    Science.gov (United States)

    Mixon, Kevin

    2009-01-01

    To provide meaningful and motivating connections between students and ensembles, teachers must realize that students' prior experience profoundly affects learning. Many of these experiences are inextricably linked to cultural affiliation. Cultural affiliation is a powerful context for prior experience, and the fundamental principle framing this…

  17. Online Peer Review: Encouraging Student Response and Development

    Science.gov (United States)

    Lansiquot, Reneta; Rosalia, Christine

    2015-01-01

    This study explored the use of a tailored online peer review program for first-year undergraduate students at an urban college of technology. The program facilitated group peer review in meaningful and technologically elegant ways. Students in a composition class were divided into two groups. One group acted as first reviewers, and the other group…

  18. Modelling Student Misconceptions Using Nested Logit Item Response Models

    Science.gov (United States)

    Yildiz, Mustafa

    2017-01-01

    Student misconceptions have been studied for decades from a curricular/instructional perspective and from the assessment/test level perspective. Numerous misconception assessment tools have been developed in order to measure students' misconceptions relative to the correct content. Often, these tools are used to make a variety of educational…

  19. The Dea(r)th of Student Responsibility

    Science.gov (United States)

    Hassel, Holly; Lourey, Jessica

    2005-01-01

    More than eleven hundred university students were surveyed to determine attitudes toward learning and accountability. Apathy, absenteeism, and grade inflation emerged as contributing to the lack of student accountability. This article suggests institutional changes to reanimate college classrooms: explicit expectations; smaller, engaged classes;…

  20. Response to Intervention with Secondary School Students with Reading Difficulties

    Science.gov (United States)

    Vaughn, Sharon; Fletcher, Jack M.

    2012-01-01

    The authors summarize evidence from a multiyear study with secondary students with reading difficulties on (a) the potential efficacy of primary-level (Tier 1), secondary-level (Tier 2), and tertiary-level (Tier 3) interventions in remediating reading difficulties with middle school students, (b) the likelihood of resolving reading disabilities…

  1. Students Learning Agroecology: Phenomenon-Based Education for Responsible Action

    Science.gov (United States)

    Ostergaard, Edvin; Lieblein, Geir; Breland, Tor Arvid; Francis, Charles

    2010-01-01

    Preparing students for a complex and dynamic future is a challenge for educators. This article explores three crucial issues related to agroecological education and learning: (1) the phenomenological foundation for learning agroecology in higher education; (2) the process of students' interactions with a wide range of various learners within and…

  2. Student Press and Distribution Issues: Rights and Responsibilities.

    Science.gov (United States)

    Bartlett, Larry D.

    1984-01-01

    This review analyzes case law in the area of student press and distribution and offers some guidelines for developing and implementing school policy and rules. Litigation is reviewed in order to clarify students' rights, limitations on administrative authority in matters of censorship and prior restraint, and actions in connection with writing and…

  3. A Qualitative Study of Student Responses to Body Painting

    Science.gov (United States)

    Finn, Gabrielle M.; McLachlan, John C.

    2010-01-01

    One hundred and thirty-three preclinical medical students participated in 24 focus groups over the period 2007-2009 at Durham University. Focus groups were conducted to ascertain whether or not medical students found body painting anatomical structures to be an educationally beneficial learning activity. Data were analyzed using a grounded theory…

  4. Student Responses to a Flipped Introductory Physics Class with built-in Post-Video Feedback Quizzes

    Science.gov (United States)

    Ramos, Roberto

    We present and analyze student responses to multiple Introductory physics classes in a university setting, taught in a ''flipped'' class format. The classes included algebra- and calculus-based introductory physics. Outside class, students viewed over 100 online video lectures on Classical Mechanics, Electricity and Magnetism, and Modern Physics prepared by this author and in some cases, by a third-party lecture package available over YouTube. Inside the class, students solved and discussed problems and conceptual issues in greater detail. A pre-class online quiz was deployed as an important source of feedback. I will report on the student reactions to the feedback mechanism, student responses using data based on anonymous surveys, as well as on learning gains from pre-/post- physics diagnostic tests. The results indicate a broad mixture of responses to different lecture video packages that depend on learning styles and perceptions. Students preferred the online quizzes as a mechanism to validate their understanding. The learning gains based on FCI and CSEM surveys were significant.

  5. What would you say? Genetic counseling graduate students' and counselors' hypothetical responses to patient requested self-disclosure.

    Science.gov (United States)

    Redlinger-Grosse, Krista; Veach, Patricia McCarthy; MacFarlane, Ian M

    2013-08-01

    Genetic counselor self-disclosure is a complex behavior that lacks extensive characterization. In particular, data are limited about genetic counselors' responses when patients ask them to self-disclose. Accordingly, this study investigated genetic counseling students' (n = 114) and practicing genetic counselors' (n = 123) responses to two hypothetical scenarios in which a female prenatal patient requests self-disclosure. Scenarios were identical except for a final patient question: "Have you ever had an amniocentesis?" or "What would you do if you were me?" Imagining themselves as the counselor, participants wrote a response for each scenario and then explained their response. Differences in disclosure frequency for students vs. counselors and disclosure question were assessed, and themes in participant responses and explanations were extracted via content and thematic analysis methods. Chi-square analyses indicated no significant differences in frequency of student versus counselor disclosure. Self-disclosure was significantly higher for, "Have you ever had an amniocentesis?" (78.5 %) than for, "What would you do if you were me?" (53.2 %) (p self-disclosures included personal, professional, and mixed disclosures. Prevalent explanations for disclosure and non-disclosure responses included: remain patient focused and support/empower the patient. Additional findings, practice and training implications, and research recommendations are presented.

  6. Educational needs concerning disaster preparedness and response: a comparison of undergraduate nursing students from Istanbul, Turkey, and Miyazaki, Japan.

    Science.gov (United States)

    Oztekın, Seher Deniz; Larson, Eric Edwin; Altun Uğraş, Gülay; Yüksel, Serpil

    2014-04-01

    To compare 4 year undergraduate nursing students' educational needs concerning disaster preparedness and response in Istanbul and Miyazaki. This was a 13 question descriptive/comparative survey. Females, aged 18-22 years, and in their second year of their nursing programs, rarely participate in disaster preparedness and response courses at their universities (75.2%) or outside (89.8%). Educational needs of Miyazaki's students who had already participated in these courses (85%) were higher than in Istanbul's (67.2%). Of those whose educational needs had not been met, 55.9% were considering taking another lecture/course in one of the following years (Istanbul, 47.4%; Miyazaki, 71.4%). The majority of students from Istanbul reported some knowledge about disaster preparedness and response from courses at their universities while Miyazaki's students showed less. Effective teaching methods/resources were mock drills. Nursing interventions in disaster situations in "response competencies" were preferred issues to be included in course content (Istanbul, 90.4%; Miyazaki, 93.1%). Most student nurses had no expectations on skills that could be gained from a disaster preparedness and response course/culture of disaster lecture (Istanbul, 48.7%; Miyazaki, 34.5%). Nursing students in both cities seem more likely to participate in disaster preparedness and response courses/lectures. The present study also addresses the need to incorporate mass casualty care and disaster management skills into undergraduate curricula. Core contents for nursing curricula in both cities need to be continued. Outcome competencies must be identified and validated through further research. © 2013 The Authors. Japan Journal of Nursing Science © 2013 Japan Academy of Nursing Science.

  7. Alcohol drinking among college students: college responsibility for personal troubles

    OpenAIRE

    Lorant, Vincent; Nicaise, Pablo; Soto, Victoria Eugenia; d?Hoore, William

    2013-01-01

    Background One young adult in two has entered university education in Western countries. Many of these young students will be exposed, during this transitional period, to substantial changes in living arrangements, socialisation groups, and social activities. This kind of transition is often associated with risky behaviour such as excessive alcohol consumption. So far, however, there is little evidence about the social determinants of alcohol consumption among college students. We set out to ...

  8. Can instruction in engineering ethics change students' feelings about professional responsibility?

    Science.gov (United States)

    Hashemian, Golnaz; Loui, Michael C

    2010-03-01

    How can a course on engineering ethics affect an undergraduate student's feelings of responsibility about moral problems? In this study, three groups of students were interviewed: six students who had completed a specific course on engineering ethics, six who had registered for the course but had not yet started it, and six who had not taken or registered for the course. Students were asked what they would do as the central character, an engineer, in each of two short cases that posed moral problems. For each case, the role of the engineer was successively changed and the student was asked how each change altered his or her decisions about the case. Students who had completed the ethics course considered more options before making a decision, and they responded consistently despite changes in the cases. For both cases, even when they were not directly involved, they were more likely to feel responsible and take corrective action. Students who were less successful in the ethics course gave answers similar to students who had not taken the course. This latter group of students seemed to have weaker feelings of responsibility: they would say that a problem was "not my business." It appears that instruction in ethics can increase awareness of responsibility, knowledge about how to handle a difficult situation, and confidence in taking action.

  9. Student Perception on a Student Response System Formed by Combining Mobile Phone and a Polling Website

    Science.gov (United States)

    Wong, Adam

    2016-01-01

    Every teacher understands the importance of getting timely student feedback for effective and efficient teaching and learning. However, students are not always keen to answer questions in the classroom in front of their peers. There is a need for an efficient method to engage all the students in a classroom and quickly evaluate the progress of…

  10. Identification of high school students' ability level of constructing free body diagrams to solve restricted and structured response items in force matter

    Science.gov (United States)

    Rahmaniar, Andinisa; Rusnayati, Heni; Sutiadi, Asep

    2017-05-01

    While solving physics problem particularly in force matter, it is needed to have the ability of constructing free body diagrams which can help students to analyse every force which acts on an object, the length of its vector and the naming of its force. Mix method was used to explain the result without any special treatment to participants. The participants were high school students in first grade totals 35 students. The purpose of this study is to identify students' ability level of constructing free body diagrams in solving restricted and structured response items. Considering of two types of test, every student would be classified into four levels ability of constructing free body diagrams which is every level has different characteristic and some students were interviewed while solving test in order to know how students solve the problem. The result showed students' ability of constructing free body diagrams on restricted response items about 34.86% included in no evidence of level, 24.11% inadequate level, 29.14% needs improvement level and 4.0% adequate level. On structured response items is about 16.59% included no evidence of level, 23.99% inadequate level, 36% needs improvement level, and 13.71% adequate level. Researcher found that students who constructed free body diagrams first and constructed free body diagrams correctly were more successful in solving restricted and structured response items.

  11. “Academic Coaching” for Enhanced Learning, Higher Levels of Student Responsibility, and Greater Retention

    OpenAIRE

    Barkley, Andrew P.

    2010-01-01

    The relationship between teachers and students has changed. Many writers have put forth hypotheses and ideas about how the current generation of students (Gen‐Y; the “Me Generation”) differs from previous generations. Others focus on teaching methods, course strategies, and technological tools that are effective in the new environment. The objective of this research is to investigate the possibility of “academic coaching” for enhanced student responsibility, higher levels of learning, and gre...

  12. Characterizing a highly-accomplished teacher's instructional actions in response to students' mathematical thinking

    OpenAIRE

    Didem Taylan, Rukiye

    2015-01-01

    International audience; This paper is part of a larger study which investigates how a highly-accomplished teacher and two beginning teachers notice student thinking and respond to stu-dents' mathematical thinking as they teach concepts of multiplication and division in a third-grade classroom. The focus of this paper is on describing highly-accomplished teacher's instructional actions in response to student thinking which are different than that of the beginning teachers. The participant teac...

  13. Problem-based learning (PBL): getting the most out of your students - their roles and responsibilities: AMEE Guide No. 84.

    Science.gov (United States)

    Bate, Emily; Hommes, Juliette; Duvivier, Robbert; Taylor, David C M

    2014-01-01

    This Guide discusses the considerable literature on the merits or shortcomings of Problem-based learning (PBL), and the factors that promote or inhibit it, when seen through the eyes of the student. It seems to be the case that PBL works best when students and faculty understand the various factors that influence learning and are aware of their roles; this Guide deals with each of the main issues in turn. One of the most important concepts to recognise is that students and Faculty share the responsibility for learning and there are several factors that can influence its success. They include student motivation for PBL and the various ways in which they respond to being immersed in the process. As faculty, we also need to consider the way in which the learning environment supports the students develop the habit of life-long learning, and the skills and attitudes that will help them become competent reflective practitioners. Each of these elements place responsibilities upon the student, but also upon the Faculty and learning community they are joining. Although all of the authors work in a European setting, where PBL is used extensively as a learning strategy in many medical schools, the lessons learned we suggest, apply more widely, and several of the important factors apply to any form of curriculum. This Guide follows on from a previous review in the AMEE Guides in Medical education series, which provided an overview of PBL and attempts to emphasise the key role that students have in mastering their subject through PBL. This should render the business of being a student a little less mystifying, and help faculty to see how they can help their students acquire the independence and mastery that they will need.

  14. Using the NCHEC Areas of Responsibility to Assess Service Learning Outcomes in Undergraduate Health Education Students

    Science.gov (United States)

    Champagne, Nicole

    2006-01-01

    This study used the areas of responsibility developed by the National Commission for Health Education Credentialing (NCHEC) as a framework for the assessment of Service Learning experiences of undergraduate health education students. In the present study, six Service Learning projects involving 12 students were evaluated using multiple strategies,…

  15. The Students' Procedural Fluency and Written-Mathematical Explanation on Constructed Response Tasks in Physics

    Science.gov (United States)

    Bautista, Romiro G.

    2013-01-01

    This study was designed to analyze the procedural fluency and written-mathematical explanation to select constructed response tasks of students in Thermodynamics problems. The study made use of 2 sections, composed of 26 students, in University Physics 1 to conclude on the research problem. It made use of the assumption that mathematical and…

  16. Teaching Note--Ask the Audience: Using Student Response Systems in Social Work Education

    Science.gov (United States)

    Friedline, Terri; Mann, Aaron R.; Lieberman, Alice

    2013-01-01

    Social work educators are uniquely tasked with balancing content while helping students evaluate personal biases and develop ethical conduct necessary for social work professionalism. Social work education may benefit from technology like Student Response Systems (SRS) that allow educators to pose questions on sensitive topics in real time while…

  17. Experiences with Use of Various Pedagogical Methods Utilizing a Student Response System -- Motivation and Learning Outcome

    Science.gov (United States)

    Arnesen, Ketil; Korpas, Guri Sivertsen; Hennissen, Jon Eirik; Stav, John Birger

    2013-01-01

    This paper describes use of an online Student Response System (SRS) in a pre-qualification course for engineering studies in Norway. The SRS in use, where students answer quizzes using handheld mobile devices like Smartphones, PADs, iPods etc., has been developed at Sor-Trondelag University College. The development of the SRS was co-funded by the …

  18. College Students' Compensatory Eating and Behaviors in Response to Alcohol Consumption

    Science.gov (United States)

    Bryant, Judith B.; Darkes, Jack; Rahal, Collin

    2012-01-01

    Objective: This study investigates college students' behaviors in response to the calories ingested by drinking alcohol. Participants and Methods: A sample of 274 nonclinical undergraduate alcohol drinkers completed an online survey asking about behaviors that students employed to make up for calories in alcohol or to get drunk more effectively.…

  19. Response to Intervention: Providing Reading Intervention to Low Income and Minority Students

    Science.gov (United States)

    Graves, Emily; McConnell, Tess

    2014-01-01

    With a renewed focus on early intervention, teachers must address the difficulties students are having as early as possible to promote their progress. Culturally and linguistically diverse students may not respond to universal interventions that have shown efficiency for mainstream populations. In order for Response to Intervention to be…

  20. A Case Study on Primary, Secondary and University Students' Environmentally Responsible Behaviors in Turkey

    Science.gov (United States)

    Kahyaoglu, Mustafa

    2013-01-01

    The purpose of the study is to prove the environmentally responsible behaviors of primary, secondary and university students in Turkey. The students', who attended the study as participants, environmentally political behaviors, consumer/economical behaviors, direct behaviors toward protecting the environment and individual and public persuasion…

  1. Classroom Response Systems: Effects on the Critical Analysis Skills of Students in Introductory Science Courses

    Science.gov (United States)

    Adams, Cindy Chesworth; Columba, Lynn

    2014-01-01

    College instructors often teach scientific thinking by asking students to review and analyze a primary research article. The main purpose of this study was to explore how classroom response systems (CRS) could help impact the quality of written analysis papers submitted for this assignment by students taking 100-level biology courses at a…

  2. College Students' Attitudes toward Shared Responsibility in Decisions about Abortion: Implications for Counseling.

    Science.gov (United States)

    Ryan, Ione J.; Dunn, Patricia C.

    1983-01-01

    Male and female college students' views on the extent to which males should share in making decisions about abortion were surveyed. Results indicate that many male students were more willing to assume decision-making responsibilities than females, in some situations, were willing to allow. The significance of the findings for counselors is…

  3. Elementary School Students' Spoken Activities and Their Responses in Math Learning by Peer-Tutoring

    Science.gov (United States)

    Baiduri

    2017-01-01

    Students' activities in the learning process are very important to indicate the quality of learning process. One of which is spoken activity. This study was intended to analyze the elementary school students' spoken activities and their responses in joining Math learning process by peer-tutoring. Descriptive qualitative design was piloted by means…

  4. The Development and Validation of the Student Response System Benefit Scale

    Science.gov (United States)

    Hooker, J. F.; Denker, K. J.; Summers, M. E.; Parker, M.

    2016-01-01

    Previous research into the benefits student response systems (SRS) that have been brought into the classroom revealed that SRS can contribute positively to student experiences. However, while the benefits of SRS have been conceptualized and operationalized into a widely cited scale, the validity of this scale had not been tested. Furthermore,…

  5. Blindness and Selective Mutism: One Student's Response to Voice-Output Devices

    Science.gov (United States)

    Holley, Mary; Johnson, Ashli; Herzberg, Tina

    2014-01-01

    This case study was designed to measure the response of one student with blindness and selective mutism to the intervention of voice-output devices across two years and two different teachers in two instructional settings. Before the introduction of the voice output devices, the student did not choose to communicate using spoken language or…

  6. The Effect of Student Collaboration in Solving Physics Problems Using an Online Interactive Response System

    Science.gov (United States)

    Balta, Nuri; Awedh, Mohammad Hamza

    2017-01-01

    Advanced technology helps educational institutes to improve student learning performance and outcomes. In this study, our aim is to measure and assess student engagement and collaborative learning in engineering classes when using online technology in solving physics problems. The interactive response system used in this study is a collaborative…

  7. Emotional Intelligence and Social Responsibility of Boy Students in Middle School

    Science.gov (United States)

    Moradi Sheykhjan, Tohid; Jabari, Kamran; K, Rajeswari

    2014-01-01

    The present study has been undertaken to know the relationship between emotional intelligence and social responsibility of boy students in middle school using correlation. Survey method was adopted for the study. Data were collected from 100 boy students studying in Miandoab City of Iran during the academic year, 2012-13 who were selected…

  8. A RESEARCH ON CORPORATE SOCIAL RESPONSIBILITY PERCEPTIONS OF MARITIME FACULTY STUDENTS

    OpenAIRE

    KAYA ÖZBAĞ, Gönül

    2017-01-01

    Corporate Social Responsibility(CSR) concept has attracted considerable interest in recent years byresearchers and practitioners. Due to an increased awareness of theneed for CSR this study examines corporate social responsibility perceptions ofmaritime faculty students (MFS).  MFSwere chosen for this research since these students are usually employed by aninternational organization and have diffuculties in interpreting ethical issuesin a business context because of...

  9. First year Health Psychology students perception of responsibility as a value in their professors

    OpenAIRE

    José Antonio Pomares Alfonso; Ana María Molina Gómez

    2010-01-01

    Background: as teachers are able to express in their conduct and relationships with the students values such as responsibility, love for their country and profession, honesty and sense of justice, among others, they will enhance their preparation as a learning motive. Objective: to assess the perception of first year Health Psychology students on their professor’s responsibility value. Methods: a descriptive study conducted at the University of Medical Sciences of Cienfuegos in March, 2010 th...

  10. Loss, Responsibility, Blame? Staff Discourses of Student Plagiarism

    Science.gov (United States)

    Gourlay, Lesley; Deane, Janis

    2012-01-01

    Student plagiarism and difficulties with writing have been widely investigated in the literature, but there has been less research on staff perspectives. A Joint Information Services Committee (JISC)-funded questionnaire (n = 80) and focus group study investigated the views of lecturers, librarians and study advisors at a UK post-92 university,…

  11. Rationalizing Neglect: An Institutional Response to Transfer Students

    Science.gov (United States)

    Tobolowsky, Barbara F.; Cox, Bradley E.

    2012-01-01

    This qualitative study focuses on institutional efforts affecting the transfer student experience at a single research institution. Findings based on interviews with institutional representatives, both faculty and staff, using the rational, natural, and open system perspectives of organizational theory, provide insights into the institutional…

  12. Counselor Educators' Gatekeeping Responsibilities and Students' First Amendment Rights

    Science.gov (United States)

    Hutchens, Neal; Block, Jason; Young, Marianne

    2013-01-01

    In 2 recent legal cases, graduate counselor education students challenged the imposition of remediation plans as violating their First Amendment rights of freedom of speech and religion. With special emphasis on this recent litigation, the article examines the legal standards governing the authority of counselor educators at public colleges and…

  13. Answering the Call: Facilitating Responsive Services for Students Experiencing Homelessness

    Science.gov (United States)

    Grothaus, Tim; Lorelle, Sonya; Anderson, Kie; Knight, Jasmine

    2011-01-01

    After a review of the literature elucidating the status quo for students experiencing homelessness, this article shares the results of a mixed methods study. With a phenomenological qualitative emphasis, the mixed methods study explored the perceptions of parents and children experiencing homelessness regarding their academic needs and the…

  14. Educational Development for Responsible Graduate Students in the Neoliberal University

    Science.gov (United States)

    Vander Kloet, Marie; Aspenlieder, Erin

    2013-01-01

    In this article, we examine how our work in educational development, specifically in graduate student training, enacts the logic of neoliberalism in higher education in Canada. We approach this examination through a collaborative autoethnographic consideration of and reflection on our practices and experiences as educational developers, the design…

  15. A Huge Responsibility: Three Keys to Teaching Elementary Students

    Science.gov (United States)

    Davison, Leslie

    2014-01-01

    Based on her 20 years of teaching Spanish, Leslie Davison strives for a holistic approach to teaching and learning that is authentic and relevant to her young language learners. Herein, she shares three keys to teaching elementary level students in a way that ensures they will have a "Can Do" attitude in terms of language proficiency and…

  16. Using Joseph Campbell to Improve Students' Response to Literature.

    Science.gov (United States)

    Barnum, Carol M.

    1992-01-01

    Shows how teachers can use the videotapes and writings of Joseph Campbell to help students see patterns in literature and respond personally to it. Presents Campbell's explanation of the monomyth of the hero's journey, and discusses three works in which the pattern is present. (SR)

  17. The Stress and Coping Responses of Certified Graduate Athletic Training Students

    Science.gov (United States)

    Reed, Sarah

    2004-01-01

    Objective: To assess the sources of stress and coping responses of certified graduate athletic training students. Design and Setting: We interviewed certified graduate athletic training students 3 times over a 9-month period. We transcribed the interviews verbatim and used grounded theory analytic procedures to inductively analyze the participants' sources of stress and coping responses. Subjects: Three male and 3 female certified graduate athletic training students from a postcertification graduate athletic training program volunteered to participate in this investigation. The participants were full-time graduate students, with a mean age of 23 years, who had worked an average of 1.5 years as certified athletic trainers at the time of the first interview. Measurements: We used grounded theory analytic procedures to inductively analyze the participants' sources of stress and coping responses. Results: A total of 6 general sources of stress and 11 coping dimensions were revealed. The stress dimensions were labeled athletic training duties, comparing job duties, responsibilities as student, time management, social evaluation, and future concerns. The coping responses were planning, instrumental social support, adjusting to job responsibilities, positive evaluations, emotional social support, humor, wishful thinking, religion, mental or behavioral disengagement, activities outside the profession, and other outcomes. Conclusions: Certified graduate athletic training students should be encouraged to use problem-focused (eg, seeking advice, planning) and emotion-focused (eg, positive evaluations, humor) forms of coping with stress. PMID:15173872

  18. How Many Responses Do We Need? Using Generalizability Analysis to Estimate Minimum Necessary Response Rates for Online Student Evaluations.

    Science.gov (United States)

    Gerbase, Margaret W; Germond, Michèle; Cerutti, Bernard; Vu, Nu V; Baroffio, Anne

    2015-01-01

    CONSTRUCT: The study compares paper and online ratings of instructional units and analyses, with the G-study using the symmetry principle, the response rates needed to ensure acceptable precision of the measure when compliance is low. Students' ratings of teaching contribute to the quality of medical training programs. To date, many schools have replaced pen-and-paper questionnaires with electronic forms, despite the lower response rates consistently reported with the latter. Few available studies have examined the effects of low response rates on the reliability and precision of the evaluation measure. Moreover, the minimum number of raters to target when response rates are low remains unclear. Descriptive data were derived from 799 students' paper and online ratings of 11 preclinical instructional units (PIUs). Reliability was assessed by Cronbach's alpha coefficients. The generalizability method applying the symmetry principle approach was used to analyze the precision of the measure with a reference standard error of mean (SEM) set at 0.10; optimization models were built to estimate minimum response rates. Overall, response rates were 74% and 30% (p online questionnaires. Higher SEM levels and significantly larger 95% confidence intervals of PIUs rating scores were observed with online evaluations. To keep the SEM within preset limits of precision, a minimum of 48% response rate was estimated for online formats. The proposed generalizability analysis allowed estimating the minimum response needed to maintain acceptable precision in online evaluations. The effects of response rates on accuracy are discussed.

  19. Pulmonary response to surface‐coated nanotitanium dioxide particles includes induction of acute phase response genes, inflammatory cascades, and changes in microRNAs: A toxicogenomic study

    DEFF Research Database (Denmark)

    Halappanavar, Sabina; Jackson, Petra; Williams, Andrew

    2011-01-01

    in increased levels of mRNA for acute phase markers serum amyloid A‐1 (Saa1) and serum amyloid A‐3 (Saa3), several C‐X‐C and C‐C motif chemokines, and cytokine tumor necrosis factor genes. Protein analysis of Saa1 and 3 showed selective upregulation of Saa3 in lung tissues. Sixteen miRNAs were induced by more...... on pulmonary global messenger RNA (mRNA) and microRNA (miRNA) expression in mouse were characterized to provide insight into the molecular response. Female C57BL/6BomTac mice were exposed for 1 hr daily to 42.4 ± 2.9 (SEM) mg surface‐coated nanoTiO2/m3 for 11 consecutive days by inhalation and were sacrificed...... than 1.2‐fold (adjusted P‐value miR‐1, miR‐449a and revealed dramatic induction of miR‐135b (60‐fold). Thus, inhalation of surface‐coated nanoTiO2 results in changes in the expression of genes associated...

  20. Are Teachers Responsible for Low Achievement by Poor Students?

    Science.gov (United States)

    Berliner, David C.

    2009-01-01

    Backers of the No Child Left Behind (NCLB) law based their support on the belief that teachers and administrators primarily were responsible for low levels of achievement by America's poor. This one-sided view about who is responsible for the nation's achievement gap is both inadequate and unsupported by the evidence. The author argues that harsh…

  1. Needs Analysis of Responsibility Curriculum for Primary School Students

    Science.gov (United States)

    Güven, Semra; Öztürk, Aysun; Duman, Serap Nur

    2016-01-01

    Responsibility is among the most basic concepts that are expected to be taught at early ages and directly affect our personal and social life. Although, it is regarded as a value with its affective dimension; responsibility, a fundamental skill that we should learn formally or informally, starts with the children's introduction to their immediate…

  2. Systematic review including re-analyses of 1148 individual data sets of central venous pressure as a predictor of fluid responsiveness

    DEFF Research Database (Denmark)

    Eskesen, T G; Wetterslev, M; Perner, A

    2016-01-01

    PURPOSE: Central venous pressure (CVP) has been shown to have poor predictive value for fluid responsiveness in critically ill patients. We aimed to re-evaluate this in a larger sample subgrouped by baseline CVP values. METHODS: In April 2015, we systematically searched and included all clinical...... studies evaluating the value of CVP in predicting fluid responsiveness. We contacted investigators for patient data sets. We subgrouped data as lower (12 mmHg) baseline CVP. RESULTS: We included 51 studies; in the majority, mean/median CVP values were...... the lower 95% CI crossed 0.50. We identified some positive and negative predictive value for fluid responsiveness for specific low and high values of CVP, respectively, but none of the predictive values were above 66% for any CVPs from 0 to 20 mmHg. There were less data on higher CVPs, in particular >15 mm...

  3. Attitudes toward police response to domestic violence: a comparison of Chinese and American college students.

    Science.gov (United States)

    Sun, Ivan Y; Su, Mingyue; Wu, Yuning

    2011-11-01

    Domestic violence has emerged as a worldwide concern since the 1970s. Although a substantial amount of efforts have been devoted to assessing various aspects of domestic violence, a relatively small number of studies have empirically examined factors that shape public attitudes toward police response to such incidents. Even rarer is investigating the topic from an international, comparative perspective. Based on survey data gathered from approximately 550 college students in China and the United States, this study analyzes the effects of background characteristics, personal and vicarious experiences of crime, and perceptions of gender roles and violence on attitudes toward proactive and traditional police response to domestic violence. Compared to their American counterparts, Chinese students were less likely to favor proactive response and more likely to support traditional response. Chinese and American students' attitudes toward police response to domestic violence were shaped by some different and common factors. Implications for policy and future research are discussed.

  4. Agency and responsibility in adolescent students: A challenge for the societies of tomorrow.

    Science.gov (United States)

    Mameli, Consuelo; Molinari, Luisa; Passini, Stefano

    2018-02-23

    The literature in educational psychology converges on the idea that students should take an active and accountable position in their learning processes. Nevertheless, there is still a lack of research that has systematically put the constructs of agency and responsibility at the core of their interests. In this study, we explore whether good experiences at school - here conceptualized as the general level of basic needs fulfilment and interpersonal justice - impact on student agency and responsibility, which in turn are considered as possible mediators between a good educational experience and two outcome measures, that is, academic achievement and career decision-making self-efficacy. The study was held on a sample of 911 high school students equally distributed between males and females. Data were collected through the use of a questionnaire comprising six measures assessing students' basic psychological need fulfilment, interpersonal justice, agentic engagement, responsibility for learning, academic achievement, and career decision-making self-efficacy. Structural equation modelling indicated that basic needs fulfilment positively predicts agency, responsibility, academic achievement, and career decision-making self-efficacy. Interpersonal justice positively predicts responsibility. The indirect effect from basic psychological needs on career decision-making self-efficacy through the mediating effects of student agentic engagement and student responsibility was significant. The indirect effect from interpersonal justice on career decision-making self-efficacy through the mediating effect of student responsibility for learning was significant. These results are commented at the light of their implications for teacher practices, as they emphasize the importance of good experiences at school for promoting in students an active civic sense and a greater accountability. © 2018 The British Psychological Society.

  5. Student responses to being taught physics in isiZulu

    Directory of Open Access Journals (Sweden)

    Naven Chetty

    2013-09-01

    Full Text Available The University of KwaZulu-Natal is in the process of formulating a language policy to introduce teaching and learning in isiZulu as well as in English to improve throughput and increase the number of graduates. The aim of this study was to determine if this policy is feasible within the discipline of physics. Critical engagement with students and a literature search allowed the determination of the potential gains and pitfalls of such a language introduction. The study also provides some useful insight into student contexts, schooling history and their perceptions of being taught in their vernacular. The inconsistent use of isiZulu words to translate basic physics words will require the development of a common vocabulary for teaching physics in isiZulu.

  6. Mathematical literacy examination items and student errors: An analysis of English Second Language students’ responses

    Directory of Open Access Journals (Sweden)

    Vale, Pamela

    2012-12-01

    Full Text Available Mathematical literacy is a real-world practical attribute yet students write a high-stakes examination in order to pass the subject Mathematical Literacy in the National Certificates (Vocational (NC(V. In these examinations, all sources of information are contextualised in language. It can be effortful for English second language students to decode text. The deliberate processing that is required saturates working memory and prevents these students from optimally engaging in problem solving. In this study, 15 items from an NC(V Level 4 Mathematical Literacy examination are selected, as well as 15 student responses to each of these questions. From these responses, those which are incorrect are analysed to determine whether the error is due to insufficient mathematical literacy or a lack of English language proficiency. These results are used as an indication as to whether the examination is fair and valid for this group of students.

  7. Online role-play simulations with emotionally responsive avatars for the early detection of Native youth psychological distress, including depression and suicidal ideation.

    Science.gov (United States)

    Bartgis, Jami; Albright, Glenn

    2016-01-01

    Gatekeeper training is a widely used prevention method for training local community members to recognize the signs and symptoms of suicide and to support appropriate referrals for mental health. Training community "gatekeepers" is critical for increasing access to care for those youth who are in need, as youth often turn first to family and friends for help. This study examines the outcomes at pre-training, post-training, and 3-month follow-up for American Indian and Alaska Native (AI/AN) students, teachers, and faculty completing online role-play gatekeeper training simulations. The simulations use emotionally responsive avatars that have memory and personality, and respond like real students experiencing psychological distress in realistic situations. Data from 86 matched pairs showed significant increases in self-identified gatekeeper attitudes of preparedness, likelihood (behavioral intent) and self-efficacy to engage in helping behaviors (i.e., identifying those in psychological distress, talking to them, and supporting a referral for services) 3 months after training. This study provides promising evidence for use of online avatar-based training with AI/AN communities and has the potential to address many of the current challenges with gatekeeper training in Indian Country.

  8. Culturally Responsive Pedagogies in the Classroom: Indigenous Student Experiences across the Curriculum

    Science.gov (United States)

    Savage, Catherine; Hindle, Rawiri; Meyer, Luanna H.; Hynds, Anne; Penetito, Wally; Sleeter, Christine E.

    2011-01-01

    There is agreement that teaching practices should be responsive to the cultural identities of their students, but less clarity regarding both the specifics of culturally responsive pedagogies and effective strategies for implementing them in classrooms across the curriculum. A mixed-methods research approach evaluated the impact of teacher…

  9. Exposing College Students to Exercise: The Training Interventions and Genetics of Exercise Response (TIGER) Study

    Science.gov (United States)

    Sailors, Mary H.; Jackson, Andrew S.; McFarlin, Brian K.; Turpin, Ian; Ellis, Kenneth J.; Foreyt, John P.; Hoelscher, Deanna M.; Bray, Molly S.

    2010-01-01

    Objective: The Training Interventions and Genetics of Exercise Response (TIGER) study is an exercise program designed to introduce sedentary college students to regular physical activity and to identify genetic factors that influence response to exercise. Participants: A multiracial/ethnic cohort (N = 1,567; 39% male), age 18 to 35 years,…

  10. Taken out of Context?: Examining the Influence of Context on Teachers' Written Responses to Student Writing

    Science.gov (United States)

    Bowles, Bruce L.

    2016-01-01

    Although response scholarship has continually called for a greater emphasis on context when analyzing instructors' written commentary on student writing, textual analysis of written comments remains a primary direction for response research. Additionally, when context is accounted for, it is oftentimes done so in a rather reductive fashion, with a…

  11. Analysing task design and students' responses to context-based problems through different analytical frameworks

    Science.gov (United States)

    Broman, Karolina; Bernholt, Sascha; Parchmann, Ilka

    2015-05-01

    Background:Context-based learning approaches are used to enhance students' interest in, and knowledge about, science. According to different empirical studies, students' interest is improved by applying these more non-conventional approaches, while effects on learning outcomes are less coherent. Hence, further insights are needed into the structure of context-based problems in comparison to traditional problems, and into students' problem-solving strategies. Therefore, a suitable framework is necessary, both for the analysis of tasks and strategies. Purpose:The aim of this paper is to explore traditional and context-based tasks as well as students' responses to exemplary tasks to identify a suitable framework for future design and analyses of context-based problems. The paper discusses different established frameworks and applies the Higher-Order Cognitive Skills/Lower-Order Cognitive Skills (HOCS/LOCS) taxonomy and the Model of Hierarchical Complexity in Chemistry (MHC-C) to analyse traditional tasks and students' responses. Sample:Upper secondary students (n=236) at the Natural Science Programme, i.e. possible future scientists, are investigated to explore learning outcomes when they solve chemistry tasks, both more conventional as well as context-based chemistry problems. Design and methods:A typical chemistry examination test has been analysed, first the test items in themselves (n=36), and thereafter 236 students' responses to one representative context-based problem. Content analysis using HOCS/LOCS and MHC-C frameworks has been applied to analyse both quantitative and qualitative data, allowing us to describe different problem-solving strategies. Results:The empirical results show that both frameworks are suitable to identify students' strategies, mainly focusing on recall of memorized facts when solving chemistry test items. Almost all test items were also assessing lower order thinking. The combination of frameworks with the chemistry syllabus has been

  12. Learning to Act Like a Lawyer: A Model Code of Professional Responsibility for Law Students

    Directory of Open Access Journals (Sweden)

    David M. Tanovich

    2009-02-01

    incidents at law schools that raise serious issues about the professionalism of law students. They include, for example, the UofT marks scandal, the Windsor first year blog and the proliferation of blogs like www.lawstudents.ca and www.lawbuzz.ca with gratuitous, defamatory and offensive entries. It is not clear that all of this conduct would be caught by University codes of conduct which often limit their reach to on campus behaviour or University sanctioned events. What should a law school code of professional responsibility look like and what ethical responsibilities should it identify? For example, should there be a mandatory pro bono obligation on students or a duty to report misconduct. The last part of the article addresses this question by setting out a model code of professional responsibility for law students. Les étudiants et étudiantes en droit constituent l’avenir de la profession juridique. Comment bien préparés sont-ils lorsqu’ils quittent la faculté de droit pour assumer leurs obligations professionnelles et éthiques envers eux-mêmes, envers la profession et envers le public? Cette question a mené à un intérêt grandissant au Canada à l’enseignement de l’éthique juridique. Elle a aussi mené à plus d’emphase sur le développement de formation clinique et expérientielle tel que l’exemplifie le savoir et l’enseignement de la professeure Rose Voyvodic. Toutefois, moins d’attention a été consacrée à identifier les responsabilités éthiques générales d’étudiants et étudiantes en droit lorsqu’ils n’oeuvrent pas dans une clinique ou dans un autre contexte légal. Cela se voit dans les faits qu’il y a très peu d’articles canadiens qui portent sur la question, et, de plus grande importance, qu’il y a pénurie, au sein de facultés de droit, de politiques disciplinaires ou de codes déontologiques qui présentent les obligations professionnelles d’étudiants et étudiantes en droit. Cet article développe une id

  13. Molecular characterization of enteroviruses including a new type EV-C99 isolated from Xinjiang students in Shandong, China in 2011.

    Science.gov (United States)

    Tao, Zexin; Yuan, Qun; Lin, Xiaojuan; Wang, Suting; Liu, Yao; Ji, Feng; Xiong, Ping; Cui, Ning; Song, Lizhi; Wang, Mei; Xu, Aiqiang

    2014-10-09

    The last case of infection with wild-type poliovirus indigenous to China was reported in 1994. In 2011, a poliomyelitis outbreak caused by imported wide-type poliovirus occurred in Xinjiang Uighur Autonomous Region. Here, we report the results of enterovirus (EV) isolation from Xinjiang students that returned to school in Shandong after summer vacation during this outbreak. Stool specimens from 376 students were collected and 10 EV strains were isolated including 4 polioviruses (All Sabin strains), 1 coxsackievirus (CV) A13, 3 CVA17 and 2 EV-C99. VP1 sequence analysis revealed these CVA13, CVA17 and EV-C99 strains had 71.3-81.8%, 76.5-84.6% and 74.2-82.9% nucleotide similarity with strains from other countries within a serotype, respectively. EV-C99 strains had 82.7-92.8% VP1 similarity with two previously reported Xinjiang strains. Complete genome analysis on EV-C99 strains revealed intra-serotypic genetic recombination events. These findings reflect great genetic divergence between Chinese strains and strains from other countries of the three types, and provide valuable information on monitoring EV transmission over long distance.

  14. Psychometric Properties of the Physical Educators' Self-Efficacy Toward Including Students With Disabilities-Autism Among Chinese Preservice Physical Education Teachers.

    Science.gov (United States)

    Li, Chunxiao; Wang, Lijuan; Block, Martin E; Sum, Raymond K W; Wu, Yandan

    2018-03-09

    Teachers' self-efficacy is a critical predictor for successful inclusive physical education. However, little is known about preservice physical educators' self-efficacy toward teaching students with autism spectrum disorders in China. A sound instrument is necessary to measure their self-efficacy level. This validation study examined the psychometric properties of the Chinese version of the Physical Educators' Self-Efficacy Toward Including Students with Disabilities-Autism. A multisection survey form was administered to preservice physical educators in Mainland China (n = 205) and Hong Kong (n = 227). The results of confirmatory factor analysis confirmed the one-factor model of the scale in the total sample and each of the two samples. Invariance tests across the two samples supported configural and metric invariance but not scalar invariance. The scale scores showed good internal reliability and were correlated with theoretically relevant constructs (i.e., burnout and life satisfaction) in the total sample and subsamples. These findings generally support the utility of the scale for use among Chinese preservice physical educators.

  15. Perceptions of nursing students regarding responsible use of social media in the Eastern Cape.

    Science.gov (United States)

    Nyangeni, Thando; Du Rand, Suzette; Van Rooyen, Dalena

    2015-07-24

    Social media have become a popular communication system that has transformed communication from the traditional to the Web-based model. Because social media use has no limitations to place and time, it is now used extensively at clinical facilities. Social media useis becoming a popular activity amongst students at Nursing Education Institutions (NEI) in South Africa. However, lack of accountability and unethical use of social media by nursing students in South Africa has been reported. The aim of the study was to explore and describe the perceptions of nursing students regarding responsible use of social media. A qualitative, descriptive, explorative and contextual research design was used to explore and describe the perceptions of nursing students regarding the responsible use of social media. Twelve nursing students registered for the undergraduate nursing degree were purposely selected and interviewed individually using a semi-structured interview method. The results of this research study demonstrate that nursing students use socialmedia irresponsibly. Nursing students experience blurred boundaries between personal and professional lines and lack accountability when using social media. The extensive use of social media in the clinical environment, by healthcare students, requires a joint effort by Nursing Education Institutions and healthcare facilities to ensure that social media are used in an ethically acceptable manner. The implementation of the recommendations of this research study could positively influence legally and ethically acceptable use of social media at healthcare facilities.

  16. The effects of blogs versus dialogue journals on open-response writing scores and attitudes of grade eight science students

    Science.gov (United States)

    Erickson, Diane K.

    groups. The study found significant difference between the scores on the post-survey of the two groups with the blogging group registering a more positive attitude about the experience than the dialogue journal group. The qualitative aspect of the study used group and individual interviews with 26 randomly-chosen students to explore the nature of the students' experiences using blogs and dialogue journals. Overall, the blog group communicated more positive responses to the experience than did students from the dialogue journal group, often indicating that blogging was "fun" and "helpful" and made them look forward to science class. This study addressed research needs in the fields of writing, technology, and content literacy. It is significant because there is little research on the use of blogs in the middle school content classroom, particularly on the use of blogs as a tool for improving open-response writing. It adds information as to the experience of students who use blogs in the science classroom and explored it as a way to explore ideas, build understanding, and connect with others. This is significant to know as school districts look to include more technology instruction and practices in the curriculum. Blogs could give students a critical tool for writing and thinking in the content classroom, helping to prepare students for an increasingly technological and global society.

  17. Adrenocortical response to competitive athletics in students from a ...

    African Journals Online (AJOL)

    ) as well as hypothalamic-pituitary-adrenal (HPA) axis, which results in an increase of cortisol secretion. Very little is known however about adrenocortical response at basal state, just before the onset of exercise (pre-exercise) and immediately ...

  18. Are Teachers Responsible for Low Achievement by Poor Students?

    Science.gov (United States)

    Berliner, David C.

    2010-01-01

    Backers of No Child Left Behind (NCLB) based their support on the belief that teachers and administrators primarily were responsible for low levels of achievement by America's poor. But this one-sided view is both inadequate and unsupported by the evidence. The author argues that harsh social policies and the pernicious effects of poverty are more…

  19. The Responses of Tenth-Grade Students to Four Novels.

    Science.gov (United States)

    Grindstaff, Faye Louise

    To compare structural analysis with experiential reflective analysis as teaching techniques for literature, a study was made of the written responses of three groups of typical 10th-graders after reading four modern novels--Paul Annixter's "Swiftwater," Ray Bradbury's "Fahrenheit 451," Bel Kaufman's "Up the Down Staircase," and John…

  20. Teaching Students Personal and Social Responsibility with Measurable Learning Outcomes

    Science.gov (United States)

    Ardaiolo, Frank P.; Neilson, Steve; Daugherty, Timothy K.

    2011-01-01

    In 2005 the Association of American Colleges and Universities (AAC&U) launched a national initiative that championed the importance of a twenty-first century liberal education. What was unique about this initiative was the underlying assumption that educating for personal and social responsibility was "core" for an educated citizenry and should be…

  1. Seismic response trends evaluation via long term monitoring and finite element model updating of an RC building including soil-structure interaction

    Science.gov (United States)

    Butt, F.; Omenzetter, P.

    2012-04-01

    This paper presents a study on the seismic response trends evaluation and finite element model updating of a reinforced concrete building monitored for a period of more than two years. The three storey reinforced concrete building is instrumented with five tri-axial accelerometers and a free-field tri-axial accelerometer. The time domain N4SID system identification technique was used to obtain the frequencies and damping ratios considering flexible base models taking into account the soil-structure-interaction (SSI) using 50 earthquakes. Trends of variation of seismic response were developed by correlating the peak response acceleration at the roof level with identified frequencies and damping ratios. A general trend of decreasing frequencies was observed with increased level of shaking. To simulate the behavior of the building, a three dimensional finite element model (FEM) was developed. To incorporate real in-situ conditions, soil underneath the foundation and around the building was modeled using spring elements and non-structural components (claddings and partitions) were also included. The developed FEM was then calibrated using a sensitivity based model updating technique taking into account soil flexibility and non-structural components as updating parameters. It was concluded from the investigation that knowledge of the variation of seismic response of buildings is necessary to better understand their behavior during earthquakes, and also that the participation of soil and non-structural components is significant towards the seismic response of the building and these should be considered in models to simulate the real behavior.

  2. Audience response technology: engaging and empowering non-medical prescribing students in pharmacology learning.

    Science.gov (United States)

    Lymn, Joanne S; Mostyn, Alison

    2010-10-27

    Non-medical prescribing (NMP) is a six month course for nurses and certain allied health professionals. It is critical that these students develop a good understanding of pharmacology; however, many students are mature learners with little or no formal biological science knowledge and struggle with the pharmacology component. The implications for patient safety are profound, therefore we encourage students not just to memorise enough pharmacology to pass the exam but to be able to integrate it into clinical practice. Audience response technology (ART), such as the KeePad system (KS) has been shown to promote an active approach to learning and provide instant formative feedback. The aim of this project, therefore, was to incorporate and evaluate the use the KS in promoting pharmacology understanding in NMP students. Questions were incorporated into eight pharmacology lectures, comprising a mix of basic and clinical pharmacology, using TurningPoint software. Student (n = 33) responses to questions were recorded using the KS software and the percentage of students getting the question incorrect and correct was made immediately available in the lecture in graphical form. Survey data collected from these students investigated student perceptions on the use of the system generally and specifically as a learning tool. More in depth discussion of the usefulness of the KS was derived from a focus group comprising 5 students. 100% of students enjoyed using the KS and felt it promoted their understanding of key concepts; 92% stated that it helped identify their learning needs and 87% agreed that the technology was useful in promoting integration of concepts. The most prevalent theme within feedback was that of identifying their own learning needs. Analysis of data from the focus group generated similar themes, with the addition of improving teaching. Repeated questioning produced a significant increase (p learning needs and promoted understanding and integration of concepts

  3. Active physiology learning in a diverse class: an analysis of medical student responses in terms of sex, home language, and self-reported test performance.

    Science.gov (United States)

    Higgins-Opitz, Susan B; Tufts, Mark

    2012-06-01

    The student body at the Nelson R. Mandela School of Medicine (NRMSM) is very diverse, representing many cultures, religions, and languages. Research has shown that weakness in English can impact student performance. Recent studies have also highlighted sex-based differences in students' learning and listening styles. These factors pose both challenges and opportunities for teachers of physiology. Student presentations were incorporated for a number of years into the traditional didactic second-year medical physiology curriculum at the NRMSM. Feedback obtained about the perceived benefits of these presentations for the learning of gastrointestinal and endocrine physiology included demographic data pertaining to students' sex, home language, and self-reported performance in tests. Analysis of the 50-item questionnaire responses, obtained over a 2-yr period, provided some interesting insights. Student responses to the items differed significantly in 27 of the 50 items in the questionnaire, based on sex alone (22%), sex and home language (7%), home language alone (37%), performance alone (26%), and performance and home language (7%). Our analyses of student perceptions support the findings of other studies and show that factors such as sex, home language, and student performance can play an important role in the way students are motivated to learn. In designing active learning strategies, academics need to take into account the potential influences that might affect student learning in diverse, multicultural, and multilingual classes.

  4. A Qualitative Analysis of Student Pharmacists’ Response after an Auditory Hallucination Simulation

    Directory of Open Access Journals (Sweden)

    Genevieve L Ness

    2017-08-01

    Full Text Available Objectives: The goal of this research was to evaluate pharmacy students’ experiences and reactions when exposed to an auditory hallucination simulator. Methods: A convenient sample of 16 pharmacy students enrolled in the Advanced Psychiatry Elective at a private, faith-based university in the southeastern United States was selected. Students participated in an activity in which they listened to an auditory hallucination simulator from their personal laptop computers and completed a variety of tasks. Following the conclusion of the simulator, students composed a reflection guided by a five-question prompt. Qualitative analysis of the reflections was then completed to identify and categorize overarching themes. Results: The overarching themes identified included: 1 students mentioned strategies they used to overcome the distraction; 2 students discussed how the voices affected their ability to complete the activities; 3 students discussed the mental/physical toll they experienced; 4 students identified methods to assist patients with schizophrenia; 5 students mentioned an increase in their empathy for patients; 6 students reported their reactions to the voices; 7 students recognized how schizophrenia could affect the lives of these patients; and 8 students expressed how their initial expectations and reactions to the voices changed throughout the course of the simulation. Overall, the use of this simulator as a teaching aid was well received by students. Summary: In conclusion, pharmacy students were impacted by the hallucination simulator and expressed an increased awareness of the challenges faced by these patients on a daily basis. Conflict of Interest We declare no conflicts of interest or financial interests that the authors or members of their immediate families have in any product or service discussed in the manuscript, including grants (pending or received, employment, gifts, stock holdings or options, honoraria, consultancies, expert

  5. Engaging students in active learning: use of a blog and audience response system.

    Science.gov (United States)

    Abate, Laura E; Gomes, Alexandra; Linton, Anne

    2011-01-01

    Librarians provide instruction to medical students as part of a core course in the medical school curriculum. Instruction was provided, in part, through didactic sessions covering professional-level medical information resources, PubMed search skills, psychosocial information, and evidence-based medicine. Librarians redesigned instructional sessions with the goals of increasing student engagement and minimizing the lecture format, maximizing the number of students receiving feedback on their search and evaluation skills, and permitting students to see a variety of possible responses as well as engage in peer- and self-evaluation. Librarians integrated the use of a blog and an audience response system (ARS) into the instruction to help accomplish these goals.

  6. Personalized instructor responses to guided student reflections: Analysis of two instructors' perspectives and practices

    Science.gov (United States)

    Reinholz, Daniel L.; Dounas-Frazer, Dimitri R.

    2017-11-01

    One way to foster a supportive culture in physics departments is for instructors to provide students with personal attention regarding their academic difficulties. To this end, we have developed the Guided Reflection Form (GRF), an online tool that facilitates student reflections and personalized instructor responses. In the present work, we report on the experiences and practices of two instructors who used the GRF in an introductory physics lab course. Our analysis draws on two sources of data: (i) post-semester interviews with both instructors and (ii) the instructors' written responses to 134 student reflections. Interviews focused on the instructors' perceptions about the goals and framing of the GRF activity, and characteristics of good or bad feedback. Their GRF responses were analyzed for the presence of up to six types of statement: encouraging statements, normalizing statements, empathizing statements, strategy suggestions, resource suggestions, and feedback to the student on the structure of students' reflections. We find that both instructors used all six response types, in alignment with their perceptions of what counts as good feedback. In addition, although each instructor had their own unique feedback style, both instructors' feedback practices were compatible with two principles for effective feedback: praise should focus on effort, express confidence in students' abilities, and be sincere; and process-level feedback should be specific and strategy-oriented. This exploratory qualitative investigation demonstrates that the GRF can serve as a mechanism for instructors to pay personal attention to their students. In addition, it opens the door to future work about the impact of the GRF on student-teacher interactions.

  7. Responsible use of social media by undergraduate student nurses / Ingrid van der Walt

    OpenAIRE

    Van der Walt, Ingrid

    2014-01-01

    The background and problem statement centre on the evolution of technology within teaching and learning, which involves undergraduate student nurses, as well as the use of social media as interactive teaching and communication tool. While examining the background to this topic, the researcher recognised a need to gain a deeper understanding of responsible social media use by undergraduate student nurses to the benefit of all the stakeholders, namely the Nursing Education Institution (NEI), ap...

  8. College students' compensatory eating and behaviors in response to alcohol consumption.

    Science.gov (United States)

    Bryant, Judith B; Darkes, Jack; Rahal, Collin

    2012-01-01

    This study investigates college students' behaviors in response to the calories ingested by drinking alcohol. A sample of 274 nonclinical undergraduate alcohol drinkers completed an online survey asking about behaviors that students employed to make up for calories in alcohol or to get drunk more effectively. Drive for thinness, body dissatisfaction, disordered eating, and belief in a just world were also assessed to evaluate scale validity. Participants reported engaging in exercise and dietary restriction as calorie control strategies both proactively and reactively and tended toward calorie restriction activities during drinking episodes. Relatively few reported engaging in more drastic strategies such as purging or laxative use. Women scored higher than men, and students living with friends scored higher than other students. These findings have implications for health initiatives aimed at college students and suggest the importance of considering both social and cognitive factors.

  9. Evaluating the effect of interactive audience response systems on the perceived learning experience of nursing students.

    Science.gov (United States)

    Porter, Ava G; Tousman, Stuart

    2010-09-01

    Interactive Audience Response Systems (ARS) are widely used as tools to promote active learning in the classroom in many disciplines. Researchers have found that ARS technology with question-driven instruction (QDI) makes classroom instruction more student centered, while creating an environment for active learning. The purpose of this study was to evaluate the effect of ARS with QDI in one bachelors of science in nursing course on the perceived learning experience of the students. ARS technology with QDI was used in a beginning medical-surgical class of junior-level students throughout one semester. Descriptive statistical analyses indicated that nursing students positively evaluated the effect of ARS with QDI on their learning. Qualitative analyses indicated that students had better understanding of the material via post-question discussion of the rationales for answers, enhanced NCLEX-RN preparation, and increased interactivity, which led to paying more attention in class.

  10. Clinical decision-making: midwifery students' recognition of, and response to, post partum haemorrhage in the simulation environment

    Directory of Open Access Journals (Sweden)

    Scholes Julie

    2012-03-01

    Full Text Available Abstract Background This paper reports the findings of a study of how midwifery students responded to a simulated post partum haemorrhage (PPH. Internationally, 25% of maternal deaths are attributed to severe haemorrhage. Although this figure is far higher in developing countries, the risk to maternal wellbeing and child health problem means that all midwives need to remain vigilant and respond appropriately to early signs of maternal deterioration. Methods Simulation using a patient actress enabled the research team to investigate the way in which 35 midwifery students made decisions in a dynamic high fidelity PPH scenario. The actress wore a birthing suit that simulated blood loss and a flaccid uterus on palpation. The scenario provided low levels of uncertainty and high levels of relevant information. The student's response to the scenario was videoed. Immediately after, they were invited to review the video, reflect on their performance and give a commentary as to what affected their decisions. The data were analysed using Dimensional Analysis. Results The students' clinical management of the situation varied considerably. Students struggled to prioritise their actions where more than one response was required to a clinical cue and did not necessarily use mnemonics as heuristic devices to guide their actions. Driven by a response to single cues they also showed a reluctance to formulate a diagnosis based on inductive and deductive reasoning cycles. This meant they did not necessarily introduce new hypothetical ideas against which they might refute or confirm a diagnosis and thereby eliminate fixation error. Conclusions The students response demonstrated that a number of clinical skills require updating on a regular basis including: fundal massage technique, the use of emergency standing order drugs, communication and delegation of tasks to others in an emergency and working independently until help arrives. Heuristic devices helped the

  11. Clinical decision-making: midwifery students' recognition of, and response to, post partum haemorrhage in the simulation environment

    Science.gov (United States)

    2012-01-01

    Background This paper reports the findings of a study of how midwifery students responded to a simulated post partum haemorrhage (PPH). Internationally, 25% of maternal deaths are attributed to severe haemorrhage. Although this figure is far higher in developing countries, the risk to maternal wellbeing and child health problem means that all midwives need to remain vigilant and respond appropriately to early signs of maternal deterioration. Methods Simulation using a patient actress enabled the research team to investigate the way in which 35 midwifery students made decisions in a dynamic high fidelity PPH scenario. The actress wore a birthing suit that simulated blood loss and a flaccid uterus on palpation. The scenario provided low levels of uncertainty and high levels of relevant information. The student's response to the scenario was videoed. Immediately after, they were invited to review the video, reflect on their performance and give a commentary as to what affected their decisions. The data were analysed using Dimensional Analysis. Results The students' clinical management of the situation varied considerably. Students struggled to prioritise their actions where more than one response was required to a clinical cue and did not necessarily use mnemonics as heuristic devices to guide their actions. Driven by a response to single cues they also showed a reluctance to formulate a diagnosis based on inductive and deductive reasoning cycles. This meant they did not necessarily introduce new hypothetical ideas against which they might refute or confirm a diagnosis and thereby eliminate fixation error. Conclusions The students response demonstrated that a number of clinical skills require updating on a regular basis including: fundal massage technique, the use of emergency standing order drugs, communication and delegation of tasks to others in an emergency and working independently until help arrives. Heuristic devices helped the students to evaluate their

  12. Enhancing Self-Awareness: A Practical Strategy to Train Culturally Responsive Social Work Students

    Directory of Open Access Journals (Sweden)

    Nalini J. Negi

    2010-10-01

    Full Text Available A primary goal of social justice educators is to engage students in a process of self-discovery, with the goal of helping them recognize their own biases, develop empathy, and become better prepared for culturally responsive practice. While social work educators are mandated with the important task of training future social workers in culturally responsive practice with diverse populations, practical strategies on how to do so are scant. This article introduces a teaching exercise, the Ethnic Roots Assignment, which has been shown qualitatively to aid students in developing self-awareness, a key component of culturally competent social work practice. Practical suggestions for classroom utilization, common challenges, and past student responses to participating in the exercise are provided. The dissemination of such a teaching exercise can increase the field’s resources for addressing the important goal of cultural competence training.

  13. Implicit theories of writing and their impact on students' response to a SRSD intervention.

    Science.gov (United States)

    Limpo, Teresa; Alves, Rui A

    2014-12-01

    In the field of intelligence research, it has been shown that some people conceive intelligence as a fixed trait that cannot be changed (entity beliefs), whereas others conceive it as a malleable trait that can be developed (incremental beliefs). What about writing? Do people hold similar implicit theories about the nature of their writing ability? Furthermore, are these beliefs likely to influence students' response to a writing intervention? We aimed to develop a scale to measure students' implicit theories of writing (pilot study) and to test whether these beliefs influence strategy-instruction effectiveness (intervention study). In the pilot and intervention studies participated, respectively, 128 and 192 students (Grades 5-6). Based on existing instruments that measure self-theories of intelligence, we developed the Implicit Theories of Writing (ITW) scale that was tested with the pilot sample. In the intervention study, 109 students received planning instruction based on the self-regulated strategy development model, whereas 83 students received standard writing instruction. Students were evaluated before, in the middle, and after instruction. ITW's validity was supported by piloting results and their successful cross-validation in the intervention study. In this, intervention students wrote longer and better texts than control students. Moreover, latent growth curve modelling showed that the more the intervention students conceived writing as a malleable skill, the more the quality of their texts improved. This research is of educational relevance because it provides a measure to evaluate students' implicit theories of writing and shows their impact on response to intervention. © 2014 The British Psychological Society.

  14. The art of nursing. "Frank's story": student response.

    Science.gov (United States)

    Eydenberg, Kaitlyn

    2008-03-01

    The author of this article explores her definition of the art of nursing through a response to an interview by Dr. Kathryn Gramling with a patient named Frank. She determines that nursing, although it also requires technical skill and a strong knowledge base, becomes art when the practitioner adopts the caring skills of compassion, touching, and empathy. The poem Dr. Gramling wrote in response to her contact with Frank reinforces the definition created by the author. When some patients enter a hospital, they experience certain feelings, such as fear, uncertainty, and helplessness. They are placed in a strange setting and are not in the best of health, but each patient deals with sickness differently. Some may act frightened, while others may act impatient and uncooperative. Often, it is a nurse's duty to help ease a patient through this difficult transition. The way a nurse does this makes all the difference to a patient's stay at the hospital. A nurse's impact on the patient can affect the patient either positively or negatively. A nurse must go above and beyond the technical part of nursing in order to make nursing an art.

  15. Cutting Close to the Bone: Student Trauma, Free Speech, and Institutional Responsibility in Medical Education.

    Science.gov (United States)

    Kumagai, Arno K; Jackson, Brittani; Razack, Saleem

    2017-03-01

    Learning the societal roles and responsibilities of the physician may involve difficult, contentious conversations about topics such as race, gender, sexual orientation, and class, as well as violence, inequities, sexual assault, and child abuse. If not done well, these discussions may be deeply traumatizing to learners for whom these subjects "cut close to the bone." Equally traumatizing is exposure to injustice and mistreatment, as well as to the sights, sounds, and smells of suffering and pain in the clinical years. This potential for iatrogenic educational trauma remains unaddressed, and medical educators must take responsibility for attending to it. Possible solutions include trigger warnings or statements given to students before an educational activity that may cause personal discomfort. The authors of this Perspective assert, however, both that this concept does not distinguish between psychological trauma and discomfort and that well-intentioned trigger warnings target the wrong goal-the avoidance of distress. Exposure to discomfort not only is unavoidable in the practice of medicine but may be crucial to personal and professional moral development. The authors argue that a more appropriate solution is to create safe spaces for dialogues about difficult topics and jarring experiences. This approach places even the notion of free speech under a critical lens-it is not an end in itself but a means to create a professional ethic dedicated to treating all individuals with excellence and justice. Ultimately, this approach aspires to create an inclusive curriculum sensitive to the realities of teaching and learning in increasingly diverse societies.

  16. Overparenting and Homework: The Student's Task, but Everyone's Responsibility

    Science.gov (United States)

    Locke, Judith Y.; Kavanagh, David J.; Campbell, Marilyn A.

    2016-01-01

    A high level of parental involvement is widely considered to be essential for optimal child and adolescent development and wellbeing, including academic success. However, recent consideration has been given to the idea that extremely high levels of parental involvement (often called "overparenting" or "helicopter parenting")…

  17. The Responsive Classroom approach and fifth grade students' math and science anxiety and self-efficacy.

    Science.gov (United States)

    Griggs, Marissa Swaim; Rimm-Kaufman, Sara E; Merritt, Eileen G; Patton, Christine L

    2013-12-01

    Self-efficacy forecasts student persistence and achievement in challenging subjects. Thus, it is important to understand factors that contribute to students' self-efficacy, a key factor in their success in math and science. The current cross-sectional study examined the contribution of students' gender and math and science anxiety as well as schools' use of Social and Emotional Learning (SEL) practices to students' math and science self-efficacy. Fifth graders (n = 1,561) completed questionnaires regarding their feelings about math and science. Approximately half of the students attended schools implementing the Responsive Classroom® (RC) approach, an SEL intervention, as part of a randomized controlled trial. Results suggested no difference in math and science self-efficacy between boys and girls. Students who self-reported higher math and science anxiety also reported less self-efficacy toward these subjects. However, the negative association between students' anxiety and self-efficacy was attenuated in schools using more RC practices compared with those using fewer RC practices. RC practices were associated with higher science self-efficacy. Results highlight anxiety as contributing to poor self-efficacy in math and science and suggest that RC practices create classroom conditions in which students' anxiety is less strongly associated with negative beliefs about their ability to be successful in math and science. PsycINFO Database Record (c) 2013 APA, all rights reserved.

  18. Visualizing Science Dissections in 3D: Contextualizing Student Responses to Multidimensional Learning Materials in Science Dissections

    Science.gov (United States)

    Walker, Robin Annette

    A series of dissection tasks was developed in this mixed-methods study of student self-explanations of their learning using actual and virtual multidimensional science dissections and visuo-spatial instruction. Thirty-five seventh-grade students from a science classroom (N = 20 Female/15 Male, Age =13 years) were assigned to three dissection environments instructing them to: (a) construct static paper designs of frogs, (b) perform active dissections with formaldehyde specimens, and (c) engage with interactive 3D frog visualizations and virtual simulations. This multi-methods analysis of student engagement with anchored dissection materials found learning gains on labeling exercises and lab assessments among most students. Data revealed that students who correctly utilized multimedia text and diagrams, individually and collaboratively, manipulated 3D tools more effectively and were better able to self-explain and complete their dissection work. Student questionnaire responses corroborated that they preferred learning how to dissect a frog using 3D multimedia instruction. The data were used to discuss the impact of 3D technologies, programs, and activities on student learning, spatial reasoning, and their interest in science. Implications were drawn regarding how to best integrate 3D visualizations into science curricula as innovative learning options for students, as instructional alternatives for teachers, and as mandated dissection choices for those who object to physical dissections in schools.

  19. A water-based training program that include perturbation exercises to improve stepping responses in older adults: study protocol for a randomized controlled cross-over trial

    Directory of Open Access Journals (Sweden)

    Tsedek Irit

    2008-08-01

    Full Text Available Abstract Background Gait and balance impairments may increase the risk of falls, the leading cause of accidental death in the elderly population. Fall-related injuries constitute a serious public health problem associated with high costs for society as well as human suffering. A rapid step is the most important protective postural strategy, acting to recover equilibrium and prevent a fall from initiating. It can arise from large perturbations, but also frequently as a consequence of volitional movements. We propose to use a novel water-based training program which includes specific perturbation exercises that will target the stepping responses that could potentially have a profound effect in reducing risk of falling. We describe the water-based balance training program and a study protocol to evaluate its efficacy (Trial registration number #NCT00708136. Methods/Design The proposed water-based training program involves use of unpredictable, multi-directional perturbations in a group setting to evoke compensatory and volitional stepping responses. Perturbations are made by pushing slightly the subjects and by water turbulence, in 24 training sessions conducted over 12 weeks. Concurrent cognitive tasks during movement tasks are included. Principles of physical training and exercise including awareness, continuity, motivation, overload, periodicity, progression and specificity were used in the development of this novel program. Specific goals are to increase the speed of stepping responses and improve the postural control mechanism and physical functioning. A prospective, randomized, cross-over trial with concealed allocation, assessor blinding and intention-to-treat analysis will be performed to evaluate the efficacy of the water-based training program. A total of 36 community-dwelling adults (age 65–88 with no recent history of instability or falling will be assigned to either the perturbation-based training or a control group (no training

  20. A water-based training program that include perturbation exercises to improve stepping responses in older adults: study protocol for a randomized controlled cross-over trial.

    Science.gov (United States)

    Melzer, Itshak; Elbar, Ori; Tsedek, Irit; Oddsson, Lars Ie

    2008-08-17

    Gait and balance impairments may increase the risk of falls, the leading cause of accidental death in the elderly population. Fall-related injuries constitute a serious public health problem associated with high costs for society as well as human suffering. A rapid step is the most important protective postural strategy, acting to recover equilibrium and prevent a fall from initiating. It can arise from large perturbations, but also frequently as a consequence of volitional movements. We propose to use a novel water-based training program which includes specific perturbation exercises that will target the stepping responses that could potentially have a profound effect in reducing risk of falling. We describe the water-based balance training program and a study protocol to evaluate its efficacy (Trial registration number #NCT00708136). The proposed water-based training program involves use of unpredictable, multi-directional perturbations in a group setting to evoke compensatory and volitional stepping responses. Perturbations are made by pushing slightly the subjects and by water turbulence, in 24 training sessions conducted over 12 weeks. Concurrent cognitive tasks during movement tasks are included. Principles of physical training and exercise including awareness, continuity, motivation, overload, periodicity, progression and specificity were used in the development of this novel program. Specific goals are to increase the speed of stepping responses and improve the postural control mechanism and physical functioning. A prospective, randomized, cross-over trial with concealed allocation, assessor blinding and intention-to-treat analysis will be performed to evaluate the efficacy of the water-based training program. A total of 36 community-dwelling adults (age 65-88) with no recent history of instability or falling will be assigned to either the perturbation-based training or a control group (no training). Voluntary step reaction times and postural stability

  1. Creating a web-enhanced interactive preclinic technique manual: case report and student response.

    Science.gov (United States)

    Boberick, Kenneth G

    2004-12-01

    This article describes the development, use, and student response to an online manual developed with off-the-shelf software and made available using a web-based course management system (Blackboard) that was used to transform a freshman restorative preclinical technique course from a lecture-only course into an interactive web-enhanced course. The goals of the project were to develop and implement a web-enhanced interactive learning experience in a preclinical restorative technique course and shift preclinical education from a teacher-centered experience to a student-driven experience. The project was evaluated using an anonymous post-course survey (95 percent response rate) of 123 freshman students that assessed enabling (technical support and access to the technology), process (the actual experience and usability), and outcome criteria (acquisition and successful use of the knowledge gained and skills learned) of the online manual. Students responded favorably to sections called "slide galleries" where ideal and non-ideal examples of projects could be viewed. Causes, solutions, and preventive measures were provided for the errors shown. Sections called "slide series" provided cookbook directions allowing for self-paced and student-directed learning. Virtually all of the students, 99 percent, found the quality of the streaming videos adequate to excellent. Regarding Internet connections and video viewing, 65 percent of students successfully viewed the videos from a remote site; cable connections were the most reliable, dial-up connections were inadequate, and DSL connections were variable. Seventy-three percent of the students felt the videos were an effective substitute for in-class demonstrations. Students preferred video with sound over video with subtitles and preferred short video clips embedded in the text over compilation videos. The results showed it is possible to develop and implement web-enhanced and interactive dental education in a preclinical

  2. Perceptions of contraceptive responsibility among female college students: an exploratory study.

    Science.gov (United States)

    Brunner Huber, Larissa R; Ersek, Jennifer L

    2011-03-01

    An important, although understudied, area related to contraceptive use is perceptions of contraceptive responsibility. The purpose of this exploratory study was to investigate these perceptions among female college students. Web-based or mailed questionnaires were completed by 326 students from 2006-2007. Logistic regression was used to obtain odds ratios and 95% confidence intervals (CI) to model the associations between select demographic and lifestyle characteristics and contraceptive responsibility (shared vs. individual responsibility). Although 89.1% of women felt that contraceptive responsibility should be shared, only 51.8% indicated that responsibility is actually shared in their relationships. After adjustment for age, race/ethnicity, marital status, and year of study, women using "other" methods of contraception (i.e. withdrawal, rhythm, sterilization, etc.) had 3.25 times the odds of stating that contraceptive responsibility is actually shared as compared to hormonal users (95% CI: 1.20, 8.80). For college women, there is a disconnect between who they feel should be responsible for contraception and who actually is responsible. Insight into perceptions of contraceptive responsibility in the university setting may help guide health educators and clinicians in designing pregnancy and sexually transmitted infection prevention programming. Copyright © 2011 Elsevier Inc. All rights reserved.

  3. Audience response technology: Engaging and empowering non-medical prescribing students in pharmacology learning

    Directory of Open Access Journals (Sweden)

    Mostyn Alison

    2010-10-01

    Full Text Available Abstract Background Non-medical prescribing (NMP is a six month course for nurses and certain allied health professionals. It is critical that these students develop a good understanding of pharmacology; however, many students are mature learners with little or no formal biological science knowledge and struggle with the pharmacology component. The implications for patient safety are profound, therefore we encourage students not just to memorise enough pharmacology to pass the exam but to be able to integrate it into clinical practice. Audience response technology (ART, such as the KeePad system (KS has been shown to promote an active approach to learning and provide instant formative feedback. The aim of this project, therefore, was to incorporate and evaluate the use the KS in promoting pharmacology understanding in NMP students. Methods Questions were incorporated into eight pharmacology lectures, comprising a mix of basic and clinical pharmacology, using TurningPoint software. Student (n = 33 responses to questions were recorded using the KS software and the percentage of students getting the question incorrect and correct was made immediately available in the lecture in graphical form. Survey data collected from these students investigated student perceptions on the use of the system generally and specifically as a learning tool. More in depth discussion of the usefulness of the KS was derived from a focus group comprising 5 students. Results 100% of students enjoyed using the KS and felt it promoted their understanding of key concepts; 92% stated that it helped identify their learning needs and 87% agreed that the technology was useful in promoting integration of concepts. The most prevalent theme within feedback was that of identifying their own learning needs. Analysis of data from the focus group generated similar themes, with the addition of improving teaching. Repeated questioning produced a significant increase (p Conclusions The use

  4. THE EFFECT OF SLEEP DEPRIVATION ON SERUM IGG RESPONSES TO AEROBIC ACTIVITY IN COLLEGE STUDENT ATHLETES

    OpenAIRE

    Jamshidi Far Saeed; Hossein Norouzi Kamareh Mirza

    2014-01-01

    Background & Aims: Sleep is a restorative process for the immune system. There are many situations in which sleep is disturbed prior to an athletic event. However, the effect of sleep deprivation on immune indices in response to exercise remains unknown. The aim of this study was to investigate the effects of sleep deprivation on serum IgG responses to aerobic activity. Materials & Methods: In this quasi-experimental study, 10 male physical education students were voluntarily participated. St...

  5. TEACHERS QUESTIONING STRATEGIES TO ELICIT STUDENTS VERBAL RESPONSES IN EFL CLASSES AT A SECONDARY SCHOOL

    Directory of Open Access Journals (Sweden)

    Sri Wuli Fitriati

    2017-06-01

    Full Text Available This article reports on a study aimed at exploring and examining English language teachers skills in questioning to enhance students verbal repsonses in EFL (English as a Foreign language classes. This was a qualitative case study, employing discourse analysis, conducted in one junior high school in a town in Central Java Province, Indonesia. The research participants were two Indonesian teachers of English language. They taught Year Eight students in the academic year of 2015/2016. The data were collected from audio-video recordings, transcripts of the lessons, classroom observations notes, and teachers interviews. The transcriptions were analysed by using Wus taxonomy of questioning strategies (1993 as it gave a detailed categorization of teachers questions to stimulate students verbal responses. The findings showed that the teachers used mostly four questioning strategies. The first teacher often applied decomposition strategy where the initial question was elaborated into some questions, while the second teacher tended to use repetition strategy. This study has shown that teachers questioning skills is crucial to successfully make students engaged in the classroom interaction, enhance students verbal responses, and lead to the comprehension of the lesson. Therefore, it is suggested that teachers should be more aware of their questioning skills to assist students achieve better proficiency in the English language.

  6. Using Student Video Cases to Assess Pre-service Elementary Teachers' Engineering Teaching Responsiveness

    Science.gov (United States)

    Dalvi, Tejaswini; Wendell, Kristen

    2017-10-01

    Our study addresses the need for new approaches to prepare novice elementary teachers to teach both science and engineering, and for new tools to measure how well those approaches are working. This in particular would inform the teacher educators of the extent to which novice teachers are developing expertise in facilitating their students' engineering design work. One important dimension to measure is novice teachers' abilities to notice the substance of student thinking and to respond in productive ways. This teacher noticing is particularly important in science and engineering education, where students' initial, idiosyncratic ideas and practices influence the likelihood that particular instructional strategies will help them learn. This paper describes evidence of validity and reliability for the Video Case Diagnosis (VCD) task, a new instrument for measuring pre-service elementary teachers' engineering teaching responsiveness. To complete the VCD, participants view a 6-min video episode of children solving an engineering design problem, describe in writing what they notice about the students' science ideas and engineering practices, and propose how a teacher could productively respond to the students. The rubric for scoring VCD responses allowed two independent scorers to achieve inter-rater reliability. Content analysis of the video episode, systematic review of literature on science and engineering practices, and solicitation of external expert educator responses establish content validity for VCD. Field test results with three different participant groups who have different levels of engineering education experience offer evidence of construct validity.

  7. Evaluation of interactive teaching for undergraduate medical students using a classroom interactive response system in India.

    Science.gov (United States)

    Datta, Rakesh; Datta, Karuna; Venkatesh, M D

    2015-07-01

    The classical didactic lecture has been the cornerstone of the theoretical undergraduate medical education. Their efficacy however reduces due to reduced interaction and short attention span of the students. It is hypothesized that the interactive response pad obviates some of these drawbacks. The aim of this study was to evaluate the effectiveness of an interactive response system by comparing it with conventional classroom teaching. A prospective comparative longitudinal study was conducted on 192 students who were exposed to either conventional or interactive teaching over 20 classes. Pre-test, Post-test and retentions test (post 8-12 weeks) scores were collated and statistically analysed. An independent observer measured number of student interactions in each class. Pre-test scores from both groups were similar (p = 0.71). There was significant improvement in both post test scores when compared to pre-test scores in either method (p Students taught with the interactive method were likely to score 8-10% higher (statistically significant) in the immediate post class time and 15-18% higher (statistically significant) after 8-12 weeks. The number of student-teacher interactions increases when using the interactive response pads.

  8. Keeping the door open: Exploring experiences of, and responses to, university students who disclose mental illness

    Directory of Open Access Journals (Sweden)

    Donna McAuliffe

    2012-06-01

    Full Text Available University educators increasingly manage situations where students disclose serious mental health issues. This is a significant issue, particularly for health and human service professions, as the importance of valuing the lived experience of mental illness lies alongside concerns for professional practice standards. Thus the responsibilities of students to disclose their mental health status and the responsibilities of Universities to provide appropriate support within established disability frameworks must be clear. However, students often do not know who they should disclose to, what will happen to disclosed information, and who has access to this information. Student's often fear embarrassment, stigma, and shame about disclosing mental illness, which is compounded by the diverse attitudes, experiences, and beliefs of educators. Consequently, this paper will review existing literature on university responses to, and students’ experiences of, mental illness in order to set a research agenda for this topic. The authors argue that such research must be undertaken urgently, in a context of inclusivity in higher education that gives voice to the experiences of students, their families and carers, university staff, and practitioners in the field.

  9. Engineers' Responsibilities for Global Electronic Waste: Exploring Engineering Student Writing Through a Care Ethics Lens.

    Science.gov (United States)

    Campbell, Ryan C; Wilson, Denise

    2017-04-01

    This paper provides an empirically informed perspective on the notion of responsibility using an ethical framework that has received little attention in the engineering-related literature to date: ethics of care. In this work, we ground conceptual explorations of engineering responsibility in empirical findings from engineering student's writing on the human health and environmental impacts of "backyard" electronic waste recycling/disposal. Our findings, from a purposefully diverse sample of engineering students in an introductory electrical engineering course, indicate that most of these engineers of tomorrow associated engineers with responsibility for the electronic waste (e-waste) problem in some way. However, a number of responses suggested attempts to deflect responsibility away from engineers towards, for example, the government or the companies for whom engineers work. Still other students associated both engineers and non-engineers with responsibility, demonstrating the distributed/collective nature of responsibility that will be required to achieve a solution to the global problem of excessive e-waste. Building upon one element of a framework for care ethics adopted from the wider literature, these empirical findings are used to facilitate a preliminary, conceptual exploration of care-ethical responsibility within the context of engineering and e-waste recycling/disposal. The objective of this exploration is to provide a first step toward understanding how care-ethical responsibility applies to engineering. We also hope to seed dialogue within the engineering community about its ethical responsibilities on the issue. We conclude the paper with a discussion of its implications for engineering education and engineering ethics that suggests changes for educational policy and the practice of engineering.

  10. Racing risk, gendering responsibility: a qualitative study of how South African students talk about sexual risk and responsibility.

    Science.gov (United States)

    van der Riet, Mary; Nicholson, Tamaryn Jane

    2014-01-01

    Individuals' perceptions of risk have implications for whether and how they engage with protective strategies. This study investigated how sexual risk, specifically HIV and pregnancy and responsibility for these risks were constructed in discussions across five groups of youth in KwaZulu-Natal, South Africa. The qualitative study used focus groups and interviews with a sample of 28 tertiary level students and 7 peri-urban youth. The constructions of risk intersected with raced and gendered narratives around sexual risk and responsibility. These constructions were used by the participants to assign and displace responsibility for the risks of HIV and pregnancy, rendering some groups immune to these risks. This constitutes a form of stigmatisation and also has implications for participants' prevention practices.

  11. Responsibility, Anxiety, and Sociability in Male Students Talented in Mathematics or English

    Science.gov (United States)

    Silverblank, Francine

    1972-01-01

    Study shows that motivational responses may be germane to performance in mathematics and English, personality differences might influence a student's acquisition of abilities and skills, and that teachers could benefit from such knowledge by handling anxiety producing situations more thoughtfully and sensitively. (Author)

  12. Promoting Learner Autonomy: Student Perceptions of Responsibilities in a Language Classroom in East Asia

    Science.gov (United States)

    Sakai, Shien; Takagi, Akiko; Chu, Man-Ping

    2010-01-01

    With the advent of communicative language teaching in East Asia, the idea of learner autonomy has become a topic of discussion and a goal among language teachers. The idea of autonomy raises important questions that need to be further explored, particularly in terms of students taking responsibility for learning. While examining the English…

  13. An Examination of Involvement and Socially Responsible Leadership Development of Black Students Attending Predominantly White Institutions

    Science.gov (United States)

    McCurtis, Bridget R.

    2012-01-01

    There has been an identifiable decline in moral decision making and socially responsible behaviors in society based on recent national events such as Enron and the Bernie Madoff scandal (Arvedlund, 2009; Doran, 2004). This study attempts to address this leadership crisis by examining college student involvement and leadership experiences that may…

  14. Developing Cultural Responsiveness in Environmental Design Students through Digital Storytelling and Photovoice

    Science.gov (United States)

    Cushing, Debra Flanders; Love, Emily Wexler

    2013-01-01

    As the Latino population in the United States grows, it will become increasingly important for undergraduate students in environmental design and related disciplines to become more culturally responsive and learn how to understand and address challenges faced by population groups, such as Latino youth. To this end, we involved environmental…

  15. Methods and Strategies: Oral Science Stories. Using Culturally Responsive Storytelling to Teach Socioeconomically Disadvantaged Students

    Science.gov (United States)

    Harris, Renard; Hall, Cynthia; Hawkins, Tristan; Hartley, Megan; McCray, Willie; Sirleaf, Hammed

    2016-01-01

    T.A.L.E.S., Teaching And Learning with Engaging Stories, is an alternative teaching method that focuses on enhancing learning by teaching science, math, ELA, and social studies through story. A six-week research study investigating socioeconomically disadvantaged students' responses to oral stories was conducted during an afterschool tutoring…

  16. Influence of Audience Response System Technology on Student Performance in Organic Chemistry Lecture Class

    Science.gov (United States)

    Lyubartseva, Ganna

    2013-01-01

    The use of audience response system (commonly known as clickers) supports communication and interactivity in class by allowing the instructor to ask thought-provoking questions and encouraging students to articulate and reflect their thinking, reveal misconceptions, probe the knowledge and follow their progress in the course. Recent studies on the…

  17. Culturally Responsive Education: Developing Lesson Plans for Vietnamese Students in the American Diaspora

    Science.gov (United States)

    Douglas, Cynthia M.

    2015-01-01

    This article focuses on the application of the philosophical principles of John Dewey and Culturally Responsive Education in the creation of lesson plans for Vietnamese students in the American Diaspora. Through a Fulbright-Hayes Program a group of teachers from the New York City Public School System and Long Island spent six weeks in Vietnam…

  18. Assessing Tuition and Student Aid Strategies: Using Price-Response Measures to Simulate Pricing Alternatives.

    Science.gov (United States)

    St. John, Edward P.

    1994-01-01

    A study used price-response measures from recent national studies to assess college and university pricing (tuition and student aid) alternatives in diverse institutional settings. It is concluded that such analyses are feasible. Analysis indicated limits to "Robin Hood" pricing patterns are predominant in private colleges. Consideration…

  19. Urban Service Providers' Perspectives on School Responses to Gay, Lesbian, and Questioning Students: An Exploratory Study

    Science.gov (United States)

    Varjas, Kris; Graybill, Emily; Mahan, Will; Meyers, Joel; Dew, Brian; Marshall, Megan; Singh, Anneliese; Birckbichler, Lamar

    2007-01-01

    Perspectives regarding bullying of gay, lesbian, and questioning (GLQ) students were obtained from 16 school and community service providers in this exploratory study. Insights were gained regarding in-school responses to homophobic bullying threats beyond traditional punishments (e.g., suspension). Barriers to developing safe schools for GLQ…

  20. Characteristics of Items in the Eysenck Personality Inventory Which Affect Responses When Students Simulate

    Science.gov (United States)

    Power, R. P.; Macrae, K. D.

    1977-01-01

    A large sample of students completed Form A of the Eysenck Personality Inventory, and four subgroups were later asked to simulate extraversion, introversion, neuroticism or stability. It was found that subjects could simulate these four personalities successfully. The changes in individual item responses were correlated with the items' factor…

  1. Chief Student Affairs Officers' Perceptions of Institutional Crisis Management, Preparedness, and Response

    Science.gov (United States)

    Studenberg, Heather Nicole Lancin

    2017-01-01

    This dissertation examined chief student affairs officers' perceptions of institutional crisis management, preparedness, and response. A goal of this study was to uncover findings that can benefit crisis management protocols or best practices regarding crisis management team training, plan communications, and emergency management personnel on…

  2. Students' Sense of Responsibility in Event Planning: The Moral Aspect of Risk Management

    Science.gov (United States)

    Powellson, Tina Samuel

    2010-01-01

    Many scholars have asserted that college should contribute to the moral development of students, developing them into people who can think and act morally (Chickering, 1969; Evans, Forney, & Guido-DiBrito, 1998; Mathaisen, 2005). This responsibility applies not only to the classroom, but to the co-curricular experience as well. The…

  3. Sharing Responsibility for College Success: A Model Partnership Moves Students to Diplomas and Degrees

    Science.gov (United States)

    Vargas, Joel

    2014-01-01

    In order to prepare the large number of postsecondary-educated youth our economy demands, high schools and higher education must break through the boundaries that have traditionally separated them and assume joint responsibility for student success. This brief describes an unusual school district partnership with colleges that has achieved…

  4. Responses of Study Abroad Students in Australia to Experience-Based Pedagogy in Sport Studies

    Science.gov (United States)

    Light, Richard; Georgakis, Steve

    2008-01-01

    This paper contributes to research on the scholarship of teaching in the physical education/sport studies fields by examining the responses of study abroad students from overseas studying in Australia to a unit of study in sport studies that placed the interpretation of experience as the centre of the learning process. It draws on research…

  5. Characterization of genotoxic response to 15 multiwalled carbon nanotubes with variable physicochemical properties including surface functionalizations in the FE1-Muta(TM) mouse lung epithelial cell line.

    Science.gov (United States)

    Jackson, Petra; Kling, Kirsten; Jensen, Keld Alstrup; Clausen, Per Axel; Madsen, Anne Mette; Wallin, Håkan; Vogel, Ulla

    2015-03-01

    Carbon nanotubes vary greatly in physicochemical properties. We compared cytotoxic and genotoxic response to 15 multiwalled carbon nanotubes (MWCNT) with varying physicochemical properties to identify drivers of toxic responses. The studied MWCNT included OECD Working Party on Manufactured Nanomaterials (WPMN) (NM-401, NM-402, and NM-403), materials (NRCWE-026 and MWCNT-XNRI-7), and three sets of surface-modified MWCNT grouped by physical characteristics (thin, thick, and short I-III, respectively). Each Groups I-III included pristine, hydroxylated and carboxylated MWCNT. Group III also included an amino-functionalized MWCNT. The level of surface functionalization of the MWCNT was low. The level and type of elemental impurities of the MWCNT varied by <2% of the weight, with exceptions. Based on dynamic light scattering data, the MWCNT were well-dispersed in stock dispersion of nanopure water with 2% serum, but agglomerated and sedimented during exposure. FE1-Muta(TM) Mouse lung epithelial cells were exposed for 24 hr. The levels of DNA strand breaks (SB) were evaluated using the comet assay, a screening assay suitable for genotoxicity testing of nanomaterials. Exposure to MWCNT (12.5-200 µg/ml) did not induce significant cytotoxicity (viability above 92%). Cell proliferation was reduced in highest doses of some MWCNT after 24 hr, and was associated with generation of reactive oxygen species and high surface area. Increased levels of DNA SB were only observed for Group II consisting of MWCNT with large diameters and high Fe2 O3 and Ni content. Significantly, increased levels of SB were only observed at 200 µg/ml of MWCNT-042. Overall, the MWCNT were not cytotoxic and weakly genotoxic after 24 hr exposure to doses up to 200 µg/ml. © 2014 Wiley Periodicals, Inc.

  6. Educating overseas students: just another responsibility or a chance to grow for faculty?

    Science.gov (United States)

    Morio, I; Kawaguchi, Y; Suda, H; Eto, K

    2000-08-01

    With a gradual decrease of the university-entering young population, Japanese universities face more and more competition for survival. It is up to each university's efforts to be distinctive and competitive to flourish toward the 21st century. At Tokyo Medical and Dental University, the Faculty of Medicine and the Faculty of Dentistry will be reorganised in April 2000 as a graduate-school-centred university, where faculty will face increased demands in research activities while maintaining or even improving undergraduate education. On the other hand, our university has a 20-year history of accepting overseas students mainly from Asia, and ranks first among Japanese national universities in terms of the number of overseas students studying health sciences. Do our faculty regard teaching overseas students as just another responsibility to be fulfilled or as a unique opportunity to grow as a university faculty? In October 1998, a questionnaire was conducted to discover the faculty attitude towards education of overseas students. Out of 211 dental faculty members, 164 responded to the questionnaire. The results indicated that about 90% of the respondents were interested in teaching overseas students and that those who had already served as a supervisor or a tutor found the experience very meaningful. The results also indicated that they encountered problems deriving from language and culture. It was suggested that our university should redefine overseas student education as an important part of our mission by establishing a more comprehensive system for accepting and teaching overseas students.

  7. Practically prepared? Pre-intern student views following an education package: a response

    Directory of Open Access Journals (Sweden)

    Dowlut N

    2017-04-01

    Full Text Available Naeem DowlutSchool of Medicine, Barts and The London School of Medicine, London, UKI read with interest the paper authored by McKenzie and Mellis regarding the delivery and student feedback of an educational package, as part of the pre-internship module, designed to improve clinical skills, including procedural skills, of final-year medical students.1 The educational package was delivered prior to students commencing their clinical attachment component of the module and consisted of didactic-, group-, and case-based teaching sessions. Given the significant improvements in the self-reported confidence of students following the pre-internship module, and from my own experience, I agree with the authors that an intensive educational program is highly valuable at improving the skills and confidence of students prior to commencing clinical practice. In the UK, the General Medical Council requires UK medical schools to integrate “student assistantships” into the final year of medical school, before the medical student transitions into a practicing first-year postgraduate doctor (“Foundation Year 1”or “F1”.2 Depending on the medical school, the student assistantship is of varying length and is intended to closely integrate students into the health care team so that they may obtain more practical experience of a newly qualified doctor’s role. During this assistantship, students should perform a diverse set of supervised practical procedures on patients, ranging from measurement of body temperature to catheterization and skin suturing.2 It has been shown that student assistantship model does improve the student’s preparedness for clinical practice.3,4View the original paper by McKenzie and Mellis.

  8. Student and Teacher Responses to Violence in School: The Divergent Views of Bullies, Victims, and Bully-Victims

    Science.gov (United States)

    Berkowitz, Ruth

    2014-01-01

    School bullying is a worldwide worrisome phenomenon that occurs within a broad context in which pupils and teachers can either reinforce or undermine violent behavior through interaction. Based on a nationally representative sample of students in Israel, this study examined patterns in student perceptions of student and teacher responses to school…

  9. Academic Advising for Student Success: A System of Shared Responsibility. ASHE-ERIC Higher Education Report No. 3, 1991.

    Science.gov (United States)

    Frost, Susan H.

    This monograph examines student advising in the higher education setting by focusing on shared responsibility strategies that enhance student motivation and persistence in a diverse student population. In the first two sections, a new concept of advising called developmental advising is described in which the relationship between advisor and…

  10. Threat Assessment Teams: A Model for Coordinating the Institutional Response and Reducing Legal Liability when College Students Threaten Suicide

    Science.gov (United States)

    Penven, James C.; Janosik, Steven M.

    2012-01-01

    Increasing numbers of college students with mental health issues are enrolling in college. If these students threaten suicide they present serious legal issues for college officials. Lack of communication and coordination of a response to these students exacerbates the issue. Threat assessment teams can serve as mechanisms to coordinate the…

  11. Mobile-Phone-Based Classroom Response Systems: Students' Perceptions of Engagement and Learning in a Large Undergraduate Course

    Science.gov (United States)

    Dunn, Peter K.; Richardson, Alice; Oprescu, Florin; McDonald, Christine

    2013-01-01

    Using a Classroom Response System (CRS) has been associated with positive educational outcomes, by fostering student engagement and by allowing immediate feedback to both students and instructors. This study examined a low-cost CRS (VotApedia) in a large first-year class, where students responded to questions using their mobile phones. This study…

  12. 20 CFR 670.550 - What responsibilities do Job Corps centers have in assisting students with child care needs?

    Science.gov (United States)

    2010-04-01

    ... have in assisting students with child care needs? (a) Job Corps centers are responsible for coordinating with outreach and admissions agencies to assist students with making arrangements for child care... have in assisting students with child care needs? 670.550 Section 670.550 Employees' Benefits...

  13. Rate of Clinical Complete Response for 1 Year or More in Bone-Metastatic Breast Cancer after Comprehensive Treatments including Autologous Formalin-Fixed Tumor Vaccine.

    Science.gov (United States)

    Kuranishi, Fumito; Imaoka, Yuki; Sumi, Yuusuke; Uemae, Yoji; Yasuda-Kurihara, Hiroko; Ishihara, Takeshi; Miyazaki, Tsubasa; Ohno, Tadao

    2018-01-01

    No effective treatment has been developed for bone-metastatic breast cancer. We found 3 cases with clinical complete response (cCR) of the bone metastasis and longer overall survival of the retrospectively examined cohort treated comprehensively including autologous formalin-fixed tumor vaccine (AFTV). AFTV was prepared individually for each patient from their own formalin-fixed and paraffin-embedded breast cancer tissues. Three patients maintained cCR status of the bone metastasis for 17 months or more. Rate of cCR for 1 year or more appeared to be 15% (3/20) after comprehensive treatments including AFTV. The median overall survival time (60.0 months) and the 3- to 8-year survival rates after diagnosis of bone metastasis were greater than those of historical control cohorts in Japan (1988-2002) and in the nationwide population-based cohort study of Denmark (1999-2007). Bone-metastatic breast cancer may be curable after comprehensive treatments including AFTV, although larger scale clinical trial is required.

  14. Rate of Clinical Complete Response for 1 Year or More in Bone-Metastatic Breast Cancer after Comprehensive Treatments including Autologous Formalin-Fixed Tumor Vaccine

    Directory of Open Access Journals (Sweden)

    Fumito Kuranishi

    2018-01-01

    Full Text Available Introduction. No effective treatment has been developed for bone-metastatic breast cancer. We found 3 cases with clinical complete response (cCR of the bone metastasis and longer overall survival of the retrospectively examined cohort treated comprehensively including autologous formalin-fixed tumor vaccine (AFTV. Patients and Methods. AFTV was prepared individually for each patient from their own formalin-fixed and paraffin-embedded breast cancer tissues. Results. Three patients maintained cCR status of the bone metastasis for 17 months or more. Rate of cCR for 1 year or more appeared to be 15% (3/20 after comprehensive treatments including AFTV. The median overall survival time (60.0 months and the 3- to 8-year survival rates after diagnosis of bone metastasis were greater than those of historical control cohorts in Japan (1988–2002 and in the nationwide population-based cohort study of Denmark (1999–2007. Conclusion. Bone-metastatic breast cancer may be curable after comprehensive treatments including AFTV, although larger scale clinical trial is required.

  15. Analysis of acid-base misconceptions using modified certainty of response index (CRI and diagnostic interview for different student levels cognitive

    Directory of Open Access Journals (Sweden)

    Satya Sadhu

    2017-08-01

    Full Text Available The authors in this paper draw attention to the importance of an instrument that can analyze student’s misconception.This study described the kind of the misconception in acid-base theory, and the percentage students’ misconception occur in every subconcept of acid-base theory. The design of this study is a descriptive method, involved 148 of 11th grade science students from Senior High School, which divided into two classes are high cognitive and low cognitive. Further analysis of using Modified Certainty of Response Index (CRI as a diagnostic instrument is used to explore misconception which in that test included evaluating only content knowledge with considering the reason behind the students' choice of response and their certainty of response in every question. The result of data analysis has shown that misconception occurred in high cognitive class, gained 43,86% and misconception occurred in low cognitive class, gained 24,63%. Based on the diagnostic interview has shown that misconception occurred in students due to students does not understand the concept well and they related the one concept to the other concepts with partial understanding, the result students make the failed conclusions. The type of misconception occurred is a conceptual misunderstanding.  According to the data analysis showed that Modified Certainty of Response Index (CRI is effective used to analyze students’ misconceptions and the diagnostic interview is effective used to know the reasons that caused students which having misconceptions.

  16. Sports Management and Administration Internships and Students with Disabilities: Responsibilities and Practices for Success

    Science.gov (United States)

    Barnes, John

    2009-01-01

    Practica, internships, and mentorships are vital for the development of capable and productive graduates of preprofessional academic programs, including sports management and sports administration programs. College students with disabilities, including those in sports management and sports administration programs, who are preparing to enter their…

  17. Social responsibility of students of medicine: experience in a scientific society of Peruvian students

    OpenAIRE

    Chalco Huamán, Joel; Estudiante de medicina, Facultad de Medicina, Universidad Nacional Mayor de San Marcos, Lima, Perú; Sociedad Científica de San Fernando, Facultad de Medicina, Universidad Nacional Mayor de San Marcos, Lima, Perú; Zavala Portugal, Juliana; Estudiante de medicina, Facultad de Medicina, Universidad Nacional Mayor de San Marcos, Lima, Perú; Sociedad Científica de San Fernando, Facultad de Medicina, Universidad Nacional Mayor de San Marcos, Lima, Perú; Andonaire Munaico, Cristian; Médico, especialista en pediatría, Facultad de Medicina, Universidad Nacional Mayor de San Marcos, Lima, Perú; Servicio de Pediatría, Hospital III Emergencias Pediátricas, Ministerio de Salud, Lima, Perú

    2016-01-01

    Social responsibility has tried instituted as the basis of educational strategy in medical schools worldwide, since, as forming potential health professionals are key in developing a health workforce aware of their reality actors. However, there are powers that ignore the importance of forming agents that generate a real impact on their society and are only interested in their educational or business needs (1). La responsabilidad social ha intentado instaurarse como base de la estrategia e...

  18. Speciality preferences in Dutch medical students influenced by their anticipation on family responsibilities.

    Science.gov (United States)

    Alers, Margret; Pepping, Tess; Bor, Hans; Verdonk, Petra; Hamberg, Katarina; Lagro-Janssen, Antoine

    2014-12-01

    Physician gender is associated with differences in the male-to-female ratio between specialities and with preferred working hours. We explored how graduating students' sex or full-time or part-time preference influences their speciality choice, taking work-life issues into account. Graduating medical students at Radboud University Medical Centre, the Netherlands participated in a survey (2008-2012) on career considerations. Logistic regression tested the influence of sex or working hour preference on speciality choice and whether work-life issues mediate. Of the responding students (N = 1,050, response rate 83, 73.3 % women), men preferred full-time work, whereas women equally opted for part time. More men chose surgery, more women family medicine. A full-time preference was associated with a preference for surgery, internal medicine and neurology, a part-time preference with psychiatry and family medicine. Both male and female students anticipated that foremost the career of women will be negatively influenced by family life. A full-time preference was associated with an expectation of equality in career opportunities or with a less ambitious partner whose career would affect family life. This increased the likelihood of a choice for surgery and reduced the preference for family medicine among female students. Gender specifically plays an important role in female graduates' speciality choice making, through considerations on career prospects and family responsibilities.

  19. The perceptions of Unified Health System (Sistema Único de Saúde) users about including undergraduate students in Family Health Units (Unidades de Saúde da Família).

    Science.gov (United States)

    Driusso, Patricia; Sato, Tatiana O; Joaquim, Regina H V T; Moccellin, Ana S; Mascarenhas, Silvia H Z; Salvini, Tania F

    2013-01-01

    Curriculum guidelines for health professionals in training recommend including health students in different levels of service in the Unified Health System (Sistema Único de Saúde - SUS). Thus, there is a need to investigate the perceptions of SUS users with regard to the students' participation. To evaluate the perceptions of SUS users about the participation of health students in Family Health Units (Unidades de Saúde da Família - USF). A total of 518 people were interviewed in the waiting room of eight USFs in São Carlos/São Paulo. The interviews were conducted by students using a semi-structured questionnaire, and the data were analyzed descriptively. A total of 391 (75.5%) women and 127 (24.5%) men, with a mean age of 42.0±17.5 years, were interviewed. Among these users, 33.1% had encountered students in the USF, mainly while receiving clinical care (52.1%) or during home visits (20.1%); 55.3% considered the student's performance very good, and 0.6% considered it very bad. Most of the interviewees (58.2%) evaluated the activity performed by the student as effective, whereas 8.2% considered it ineffective. The students were included primarily in individual assistance activities, and the care provided by the students was well accepted. Both the users' satisfaction scores and their reported expectations were positive.

  20. Examining the Impact of Question Surface Features on Students' Answers to Constructed-Response Questions on Photosynthesis

    Science.gov (United States)

    Weston, Michele; Haudek, Kevin C.; Prevost, Luanna; Urban-Lurain, Mark; Merrill, John

    2015-01-01

    One challenge in science education assessment is that students often focus on surface features of questions rather than the underlying scientific principles. We investigated how student written responses to constructed-response questions about photosynthesis vary based on two surface features of the question: the species of plant and the order of…

  1. Use of Multi-Response Format Test in the Assessment of Medical Students' Critical Thinking Ability.

    Science.gov (United States)

    Mafinejad, Mahboobeh Khabaz; Arabshahi, Seyyed Kamran Soltani; Monajemi, Alireza; Jalili, Mohammad; Soltani, Akbar; Rasouli, Javad

    2017-09-01

    To evaluate students critical thinking skills effectively, change in assessment practices is must. The assessment of a student's ability to think critically is a constant challenge, and yet there is considerable debate on the best assessment method. There is evidence that the intrinsic nature of open and closed-ended response questions is to measure separate cognitive abilities. To assess critical thinking ability of medical students by using multi-response format of assessment. A cross-sectional study was conducted on a group of 159 undergraduate third-year medical students. All the participants completed the California Critical Thinking Skills Test (CCTST) consisting of 34 multiple-choice questions to measure general critical thinking skills and a researcher-developed test that combines open and closed-ended questions. A researcher-developed 48-question exam, consisting of 8 short-answers and 5 essay questions, 19 Multiple-Choice Questions (MCQ), and 16 True-False (TF) questions, was used to measure critical thinking skills. Correlation analyses were performed using Pearson's coefficient to explore the association between the total scores of tests and subtests. One hundred and fifty-nine students participated in this study. The sample comprised 81 females (51%) and 78 males (49%) with an age range of 20±2.8 years (mean 21.2 years). The response rate was 64.1%. A significant positive correlation was found between types of questions and critical thinking scores, of which the correlations of MCQ (r=0.82) and essay questions (r=0.77) were strongest. The significant positive correlations between multi-response format test and CCTST's subscales were seen in analysis, evaluation, inference and inductive reasoning. Unlike CCTST subscales, multi-response format test have weak correlation with CCTST total score (r=0.45, p=0.06). This study highlights the importance of considering multi-response format test in the assessment of critical thinking abilities of medical

  2. Designing, delivering and evaluating a distance learning nursing course responsive to students needs.

    Science.gov (United States)

    Sowan, Azizeh K; Jenkins, Louise S

    2013-06-01

    The majority of available studies in distance learning in nursing and health lack the sufficient details of course design and delivery processes which greatly affect the learning outcomes. Also, little is available about the fairness of this method of education to students with limited access to course resources. We describe the design and delivery processes and experience, in terms of satisfaction and achievement, of undergraduate nursing students in a distance course. The difference in achievement between the distance students and a comparable cohort of hybrid students is also examined. We also demonstrate the possibility of providing accessible education to students with limited technological resources. Participants included all undergraduate nursing students who were enrolled in a distance and a hybrid section of a communication skills course offered at a School of Nursing in Jordan. The distance course was created using Blackboard and Tegrity learning management systems. The design and delivery processes of the distance course incorporated three pedagogical principles that enhance: (a) course access and navigation; (b) communication and interaction; and (c) active and collaborative learning experiences. After course completion, distance students completed a 27-item satisfaction questionnaire. Achievement in the course and correlates of satisfaction were measured. The final sample included 25 students in the distance section and 35 in the hybrid section (N=60). The mean score of overall satisfaction in the distance section was 4.14 (0.32) out of a 5-point scale, indicating a high satisfaction. Results revealed significant associations between total satisfaction score and achievement in the distance course, grade expected in the course, and frequency of accessing the course materials (pstudents, including students with limited technological resources available at home, managed to successfully complete the course. Major concerns reported by distance students were

  3. The Analysis of the Relationship Between Interpersonal Cognitive Distortions and Aggression Responses of High School Students

    Directory of Open Access Journals (Sweden)

    Erol UĞUR

    2014-12-01

    Full Text Available The purpose of this study is to display the relationship between interpersonal cognitive distortions and aggression responses of high school students and to determine if how interpersonal cognitive distortions predict aggression level. The subjects of this study were 843 students who have been studying in 9th, 10th, 11th and 12th grads of high schools in Gaziantep. The data were collected by using three instruments, namely, ‘’Demographic Data Form’’, ‘’Interpersonal Cognitive Distortions Scale’’ (Hamamcı ve Büyüköztürk, 2003 and ‘’Aggression Scale’’ (Can, 2002 in this study. According to the results of this study; significant positive correlations were found between interpersonal cognitive distortions and aggression responses. It has been found out that the students having high interpersonal cognitive distortion level has higher points of all subscales of Aggression Responses Scale than students have low interpersonal cognitive distortion level. According to the results of multiple regression analysis, it is indicated that all subscales points of interpersonal cognitive distortions were significant predictors for student’s total aggression points

  4. Culturally and linguistically diverse students in speech-language pathology courses: A platform for culturally responsive services.

    Science.gov (United States)

    Attrill, Stacie; Lincoln, Michelle; McAllister, Sue

    2017-06-01

    Increasing the proportion of culturally and linguistically diverse (CALD) students and providing intercultural learning opportunities for all students are two strategies identified to facilitate greater access to culturally responsive speech-language pathology services. To enact these strategies, more information is needed about student diversity. This study collected descriptive information about CALD speech-language pathology students in Australia. Cultural and linguistic background information was collected through surveying 854 domestic and international speech-language pathology students from three Australian universities. Students were categorised according to defined or perceived CALD status, international student status, speaking English as an Additional Language (EAL), or speaking a Language Other than English at Home (LOTEH). Overall, 32.1% of students were either defined or perceived CALD. A total of 14.9% spoke EAL and 25.7% identified speaking a LOTEH. CALD students were more likely to speak EAL or a LOTEH than non-CALD students, were prominently from Southern and South-Eastern Asian backgrounds and spoke related languages. Many students reported direct or indirect connections with their cultural heritage and/or contributed linguistic diversity. These students may represent broader acculturative experiences in communities. The sociocultural knowledge and experience of these students may provide intercultural learning opportunities for all students and promote culturally responsive practices.

  5. THE RELATIONSHIP BETWEEN SELF CONCEPT AND RESPONSE TOWARDS STUDENT’S ACADEMIC ACHIEVEMENT AMONG STUDENTS LEADERS IN UNIVERSITY PUTRA MALAYSIA

    OpenAIRE

    Jamaludin Ahmad; Mazila Ghazali; Aminuddin Hassan

    2011-01-01

    This is a quantitative research using correlational method. The purpose of this research is to study the relationship between self concept and ability to handle stress on academic achievement of student leaders in University Putra Malaysia. The sample size consists of 106 respondents who are the Student Supreme Council and Student Representative Committee. Tennessee Self Concept Scale (TSCS) was used to evaluate respondents’ self concept and for respondents’ responses strategy the Response S...

  6. Level of response to alcohol as a factor for targeted prevention in college students.

    Science.gov (United States)

    Savage, Jeanne E; Neale, Zoe; Cho, Seung Bin; Hancock, Linda; Kalmijn, Jelger A; Smith, Tom L; Schuckit, Marc A; Donovan, Kristen Kidd; Dick, Danielle M

    2015-11-01

    Heavy alcohol consumption and alcohol problems among college students are widespread and associated with negative outcomes for individuals and communities. Although current methods for prevention and intervention programming have some demonstrated efficacy, heavy drinking remains a problem. A previous pilot study and a recent large-scale evaluation (Schuckit et al., , ) found that a tailored prevention program based on a risk factor for heavy drinking, low level of response (low LR) to alcohol, was more effective at reducing heavy drinking than a state-of-the-art (SOTA) standard prevention program for individuals with the low LR risk factor. This study enrolled 231 first-semester college freshmen with either high or low LR into the same level of response-based (LRB) or SOTA online prevention programs as in the previous reports (consisting of 4 weeks of video modules), as well as a group of matched controls not receiving alcohol prevention, and compared changes in alcohol use between these groups across a 6-month period. Individuals in alcohol prevention programs had a greater reduction in maximum drinks per occasion and alcohol use disorder symptoms than controls. There was limited evidence for interactions between LR and prevention group in predicting change in alcohol use behaviors; only among participants with strict adherence to the program was there an interaction between LR and program in predicting maximum drinks per occasion. However, overall, low LR individuals showed greater decreases in drinking behaviors, especially risky behaviors (e.g., maximum drinks, frequency of heavy drinking) than high LR individuals. These results indicate that prevention programs, including brief and relatively inexpensive web-based programs, may be effective for persons at highest risk for heavier drinking, such as those with a low LR. Tailored programs may provide incremental benefits under some conditions. Long-term follow-ups and further investigations of tailored

  7. Relationship between Achievement Goals and Students' Self-Reported Personal and Social Responsibility Behaviors.

    Science.gov (United States)

    Agbuga, Bulent; Xiang, Ping; McBride, Ron E

    2015-04-21

    This study utilized the 2x2 achievement goal model (mastery-approach, mastery-avoidance, performance-approach, performance-avoidance goals) to explore the relationships between achievement goals and self-reported personal and social responsibility behaviors in high school physical education settings. Two hundred and twenty one Turkish students completed questionnaires assessing their achievement goals, personal and social responsibility behaviors. Results of the one-way repeated measures ANOVA revealed significant differences among the four achievement goals, F(3, 660) = 137.05, p social responsibility (r = .38, p responsibility behaviors, and b = .41, t(216) = 5.23, p social responsibility behaviors. These findings seem to provide convergent evidence that mastery-approach goals are positively related to positive educational outcomes.

  8. Innovative Strategies for Empowering Your Students to Become Active, Responsible Learners

    Science.gov (United States)

    Hufnagel, B.

    2011-09-01

    The economy continues to sputter along, and the repercussions are now hitting hard at publicly-funded colleges and universities, with enrollment increasing and funding decreasing. Funding agencies are starting to look at retention and completion rates as a way to allocate scarce dollars. Improving these rates is also one way to increase the future stream of tuition; students who can't pass introductory classes like ASTRO101 won't enroll and pay tuition for the next level, and they won't complete their degree. So what can you, a mere professor of astronomy, do? Tired of the "What do you want me to know?" questions? Provide your students with learner-centered structures to help them learn more deeply. Do your students resist active-engagement techniques and hate group work? Share empowerment strategies for helping students become active, responsible learners who can thrive in a learner-centered environment. Do you think that it's wrong for the freshman classes to be over-crowded, yet your sophomore classes don't get enough students or don't even exist? After using the proven curriculum of On Course, college and universities across the country have improved their retention across a wide range of disciplines (http://www.OnCourseWorkshop.com/Data.htm). Experience a sample of the fun and engaging activities developed over two decades to help students (1) accept personal responsibility, (2) discover self motivation, (3) master self-management, (4) use interdependence, (5) gain self-awareness, (6) adopt lifelong learning, (7) develop emotional intelligence, and (8) believe in themselves. Since this is only a one-hour workshop, we will focus on choices one and four: to be successful, students need to see themselves as the primary cause of their outcomes and experiences and to build mutually supportive relationships in our classroom and labs. Outcomes: (1) one ASTRO101 Course-ready activity to help students accept personal responsibility; (2) one ASTRO101 Course

  9. Teachers’ Relationship Closeness with Students as a Resource for Teacher Wellbeing: A Response Surface Analytical Approach

    Science.gov (United States)

    Milatz, Anne; Lüftenegger, Marko; Schober, Barbara

    2015-01-01

    Teachers’ relationship quality with students has been argued to be an important source of teacher wellbeing. Thus, the current study aimed to investigate to what extent teachers’ relationship closeness toward students, combined with attachment security is a resource protecting against teacher burnout. Eighty-three elementary school teachers reported on their most and least attached student’s relationship closeness, their attachment security and levels of burnout, as measured by emotional exhaustion, depersonalization and personal accomplishment. Response surface analysis (RSA), enabling researchers to investigate the effect of congruence/incongruence of two predictors on an outcome, revealed that teachers’ depersonalization and emotional exhaustion were lowest when they developed homogenous close relationships toward the students within their classroom and when teachers in general made congruent relationship experiences. No RSA model could be specified for personal accomplishment, even though a correlational analysis revealed that increasing closeness with students fostered teachers’ personal accomplishment. Teachers’ secure attachment experiences were not directly related to burnout, but enhanced their capability to establish close relationships toward their students. Findings suggest that teachers’ relationships toward students are a resource for the teacher’s wellbeing, which highlights once again the importance of student–teacher relationships in education. PMID:26779045

  10. Engineers’ Responsibilities for Global Electronic Waste: Exploring Engineering Student Writing Through a Care Ethics Lens

    Science.gov (United States)

    Campbell, Ryan C.; Wilson, Denise

    2016-01-01

    This paper provides an empirically informed perspective on the notion of responsibility using an ethical framework that has received little attention in the engineering-related literature to date: ethics of care. In this work, we ground conceptual explorations of engineering responsibility in empirical findings from engineering student’s writing on the human health and environmental impacts of “backyard” electronic waste recycling/disposal. Our findings, from a purposefully diverse sample of engineering students in an introductory electrical engineering course, indicate that most of these engineers of tomorrow associated engineers with responsibility for the electronic waste (e-waste) problem in some way. However, a number of responses suggested attempts to deflect responsibility away from engineers towards, for example, the government or the companies for whom engineers work. Still other students associated both engineers and non-engineers with responsibility, demonstrating the distributed/collective nature of responsibility that will be required to achieve a solution to the global problem of excessive e-waste. Building upon one element of a framework for care ethics adopted from the wider literature, these empirical findings are used to facilitate a preliminary, conceptual exploration of care-ethical responsibility within the context of engineering and e-waste recycling/disposal. The objective of this exploration is to provide a first step toward understanding how care-ethical responsibility applies to engineering. We also hope to seed dialogue within the engineering community about its ethical responsibilities on the issue. We conclude the paper with a discussion of its implications for engineering education and engineering ethics that suggests changes for educational policy and the practice of engineering. PMID:27368195

  11. The impact of a multifaceted intervention including sepsis electronic alert system and sepsis response team on the outcomes of patients with sepsis and septic shock.

    Science.gov (United States)

    Arabi, Yaseen M; Al-Dorzi, Hasan M; Alamry, Ahmed; Hijazi, Ra'ed; Alsolamy, Sami; Al Salamah, Majid; Tamim, Hani M; Al-Qahtani, Saad; Al-Dawood, Abdulaziz; Marini, Abdellatif M; Al Ehnidi, Fatimah H; Mundekkadan, Shihab; Matroud, Amal; Mohamed, Mohamed S; Taher, Saadi

    2017-12-01

    Compliance with the clinical practice guidelines of sepsis management has been low. The objective of our study was to describe the results of implementing a multifaceted intervention including an electronic alert (e-alert) with a sepsis response team (SRT) on the outcome of patients with sepsis and septic shock presenting to the emergency department. This was a pre-post two-phased implementation study that consisted of a pre-intervention phase (January 01, 2011-September 24, 2012), intervention phase I (multifaceted intervention including e-alert, from September 25, 2012-March 03, 2013) and intervention phase II when SRT was added (March 04, 2013-October 30, 2013) in a 900-bed tertiary-care academic hospital. We recorded baseline characteristics and processes of care in adult patients presenting with sepsis or septic shock. The primary outcome measures were hospital mortality. Secondary outcomes were the need for mechanical ventilation and length of stay in the intensive unit and in the hospital. After implementing the multifaceted intervention including e-alert and SRT, cases were identified with less severe clinical and laboratory abnormalities and the processes of care improved. When adjusted to propensity score, the interventions were associated with reduction in hospital mortality [for intervention phase II compared to pre-intervention: adjusted odds ratio (aOR) 0.71, 95% CI 0.58-0.85, p = 0.003], reduction in the need for mechanical ventilation (aOR 0.45, 95% CI 0.37-0.55, p mechanical ventilation and reduction in hospital mortality and LOS.

  12. Engineering Students' Views of Corporate Social Responsibility: A Case Study from Petroleum Engineering.

    Science.gov (United States)

    Smith, Jessica M; McClelland, Carrie J; Smith, Nicole M

    2017-12-01

    The mining and energy industries present unique challenges to engineers, who must navigate sometimes competing responsibilities and codes of conduct, such as personal senses of right and wrong, professional ethics codes, and their employers' corporate social responsibility (CSR) policies. Corporate social responsibility (CSR) is the current dominant framework used by industry to conceptualize firms' responsibilities to their stakeholders, yet has it plays a relatively minor role in engineering ethics education. In this article, we report on an interdisciplinary pedagogical intervention in a petroleum engineering seminar that sought to better prepare engineering undergraduate students to critically appraise the strengths and limitations of CSR as an approach to reconciling the interests of industry and communities. We find that as a result of the curricular interventions, engineering students were able to expand their knowledge of the social, rather than simply environmental and economic dimensions of CSR. They remained hesitant, however, in identifying the links between those social aspects of CSR and their actual engineering work. The study suggests that CSR may be a fruitful arena from which to illustrate the profoundly sociotechnical dimensions of the engineering challenges relevant to students' future careers.

  13. Comparison of Responses on the 1994 Biennial Student Survey by the Consumer and Hospitality Services Division and Overall Students of the Milwaukee Area Technical College.

    Science.gov (United States)

    Advincula-Carpenter, Marietta M.

    To gather curriculum planning information, the Research, Planning and Development Division of Milwaukee Area Technical College (MATC) conducts student surveys biennially. Responses of 579 MATC students enrolled in consumer and hospitality services division (CHSD) programs to the 1994 survey were compared with those of the 5,071 students…

  14. STUDENTS POSITIVE RESPONSE THROUGH THINK PAIR SHARE STRATEGY ON ENGLISH SPEAKING SKILLS

    Directory of Open Access Journals (Sweden)

    Iin Baroroh Ma’arif

    2017-12-01

    Full Text Available Harmonious communication has an important role in teaching and learning process, especially in encouraging the success of teaching and learning process in the classroom. This research was conducted to know the student's response to the implementation of Think Pair Share strategy in Speaking course. This strategy emphasizes how students are more active in communicating using English in the classroom. The purpose of this research is 1 how the implementation of Think Pair Share strategy in class; 2 how students respond to the Think Pair Share strategy in the classroom; The design of this study is descriptive-qualitative to answer these questions. In this study, researchers themselves are the main instrument. In collecting data, researchers used observation sheets, and field notes.

  15. School Principals' Perceptions of Ethically Just Responses to a Student Sexting Vignette: Severity of Administrator Response, Principal Personality, and Offender Gender and Race

    Science.gov (United States)

    Moriarty, Margaret E.

    2012-01-01

    This mixed-methods study was designed to determine how principals perceived the ethicality of sanctions for students engaged in sexting behavior relative to the race/ethnicity and gender of the student. Personality traits of the principals were surveyed to determine if Openness and/or Conscientiousness would predict principal response. Sexting is…

  16. Analysis of Student Understanding of Science Concepts Including Mathematical Representations: Ph Values and the Relative Differences of pH Values

    Science.gov (United States)

    Park, Eun-Jung; Choi, Kyunghee

    2013-01-01

    In general, mathematical representations such as formulae, numbers, and graphs are the inseparable components in science used to better describe or explain scientific phenomena or knowledge. Regardless of their necessity and benefit, science seems to be difficult for some students, as a result of the mathematical representations and problem…

  17. Myeloid-derived suppressor cells in murine AIDS inhibit B-cell responses in part via soluble mediators including reactive oxygen and nitrogen species, and TGF-β.

    Science.gov (United States)

    Rastad, Jessica L; Green, William R

    2016-12-01

    Monocytic myeloid-derived suppressor cells (M-MDSCs) were increased during LP-BM5 retroviral infection, and were capable of suppressing not only T-cell, but also B-cell responses. In addition to previously demonstrating iNOS- and VISTA-dependent M-MDSC mechanisms, in this paper, we detail how M-MDSCs utilized soluble mediators, including the reactive oxygen and nitrogen species superoxide, peroxynitrite, and nitric oxide, and TGF-β, to suppress B cells in a predominantly contact-independent manner. Suppression was independent of cysteine-depletion and hydrogen peroxide production. When two major mechanisms of suppression (iNOS and VISTA) were eliminated in double knockout mice, M-MDSCs from LP-BM5-infected mice were able to compensate using other, soluble mechanisms in order to maintain suppression of B cells. The IL-10 producing regulatory B-cell compartment was among the targets of M-MDSC-mediated suppression. Copyright © 2016 Elsevier Inc. All rights reserved.

  18. Eliciting Students' Understanding of a Local Socioscientific Issue Through the Use of Critical Response Pedagogies

    OpenAIRE

    Karahan, Engin; Andzenge, Senenge T.; Roehrig, Gillian

    2017-01-01

    This study introduces a critical response pedagogy (CRP), an arts-based critical technique to facilitate meaningful dialogue in focus group settings, to secondary school science education students to engage them in discussion about sediment and chemical load in their local river basin community. Using a holistic single case design, twenty-two 11th and 12th graders (15 male and 7 female) from an environment ethics course participated in focus group interviews. The analysis of the data was made...

  19. Childhood education student teachers responses to a simulation game on food security

    OpenAIRE

    Nadine Felicity Petersen

    2014-01-01

    This paper provides an account of student teachers responses to a simulation game about food scarcity and how the game served as a conversation starter about the influence of food scarcity on educational provisioning. The simulation game was utilised as part of a suite of activities during an educational excursion for first years in primary school teacher education. In this investigation data were generated via video recordings of the simulation game itself, summary notes of the key points of...

  20. How Social-Media Enhanced Learning Platforms Support Students in Taking Responsibility for Their Own Learning

    DEFF Research Database (Denmark)

    Pals Svendsen, Lisbet; Mondahl, Margrethe

    2013-01-01

    -Portfolios and other Social Networking Services and on the authors’ research on ICT and social media enhanced learning in the foreign language/intercultural learning high school and university environment. Design/methodology/approach – The paper discusses learning in general and didactic practices in the two sectors...... the traditional role of (almost) full teacher responsibility for classroom action to a coaching and facilitating role where students assume increasing responsibility for their learning and for classroom activities. The paper also discusses the transfer and application of experiences made on the basis of changing...

  1. School performance and personal attitudes and social responsibility in preadolescent students

    Directory of Open Access Journals (Sweden)

    Miguel A. Carbonero

    2015-10-01

    Full Text Available This study focuses on the analysis of the differences observed between students with different levels of academic performance in their social attitudes and personal responsibility towards study, according to various theories and models. Participants were 235 students from the third cycle of Primary Education (10-12 years old. They completed two attitude rating scales: (a Assessment Scale of Social Responsibility Attitudes of Primary School Pupils (EARSA-P, Monsalvo, 2012b, consisting of 23 items grouped into six factors (obedience in the family, polite and accepting their mistakes, trust in their parents, responsible in school setting, friendly and willing to help and careful of their environment; and (b Assessment Scale of General Attitudes towards Study E-1 (Morales, 2006, which consists of 15 items grouped into five dimensions (high aspirations, enjoyment of study, study organization, efforts to understand and desire to continue learning. We compared the levels of social responsibility and attitudes toward study according to the level of academic achievement, finding significant group differences in attitudes toward study and responsibility in terms of academic achievement.

  2. MOTIVATION TO STUDY – STUDENTS` MOTIVATIONAL RESPONSE ON VARIOUS MOTIVATIONAL ACTIONS IN STATISTICAL COURSES

    Directory of Open Access Journals (Sweden)

    Pacáková, Zuzana

    2013-12-01

    Full Text Available Motivation to study is a topic to be studied on various levels of educational process, although the methods to be used can be very different. We have examined the motivational response of university students on various motivational actions. Credit tests results of a sample of Business and Administration study programme students from the period 2009/10 to 2012/13 were analyzed. During this period several motivational actions were accepted. The most important one was a chance to pass the exam on the basis of credit tests results only, if given 15 or more points from maximum of 20 points. On the other hand the students were given less tries to finish the test. It was found an increase in mean point results especially in the winter term. There is also an increasing percentage of students able to pass the test on the first attempt and increasing proportion of students who are given exam grade on the basis of the credit tests results. Therefore it can be assumed, that motivation in a form of possibility to be given the exam grade on the basis of credit tests, is very strong.

  3. Impact of Music on College Students: Analysis of Galvanic Skin Responses

    Directory of Open Access Journals (Sweden)

    Atefeh GOSHVARPOUR

    2014-12-01

    Full Text Available Purpose: The impact of music on the human body is an important trend in music research. Different kinds of music have direct and indirect effects on physiological functions and parameters in normal and pathological conditions. Among various physiological measurements, the galvanic skin response is a noninvasive, useful, simple and reproducible method of capturing the autonomic nerve response. The aim of this study is to evaluate the effect of Persian music on galvanic skin response. Basic methods: Galvanic skin response signals of 25 college students (10 women and 15 men were collected. Mean, amplitude, rise time and Lyapunov exponents of the signals were calculated. Main results: The results show that not only the galvanic skin response amplitude is higher in men subjects during rest, but it also increased to the higher values during music than that of women. In addition, the fluctuations of it increased during music in men group; while it decreased in women group. The positive values of Lyapunov exponents suggest that all galvanic skin responses have low dimensional chaos. In addition, the complexity of galvanic skin responses is decreased during music. Conclusions: Our study has shown that the same music protocol has different reflections on the galvanic skin response of women and men. Furthermore, the proposed method may serve as a quantitative measure for emotional states such as listening to the music.

  4. Response styles, bipolar risk, and mood in students: The Behaviours Checklist.

    Science.gov (United States)

    Fisk, Claire; Dodd, Alyson L; Collins, Alan

    2015-12-01

    An Integrative Cognitive Model of mood swings and bipolar disorder proposes that extreme positive and negative appraisals about internal states trigger ascent and descent behaviours, contributing to the onset and maintenance of mood swings. This study investigated the reliability and validity of a new inventory, the Behaviours Checklist (BC), by measuring associations with appraisals, response styles to positive and negative affect, bipolar risk, mania, and depression. Correlational analogue study. Students (N = 134) completed the BC alongside measures of appraisals, response styles to positive and negative mood, mania, depression, and hypomanic personality (bipolar risk). The BC was of adequate reliability and showed good validity. Ascent behaviours and appraisals predicted bipolar risk, whereas descent behaviours and appraisals were associated with depression. Appraisals, ascent, and descent behaviours may play an important role in the development and maintenance of mood swings. Limitations and research recommendations are outlined. Extreme positive and negative appraisals of internal states, and subsequent behavioural responses (ascent and descent behaviours), are associated with bipolar risk and bipolar mood symptoms in a student sample. These processes are involved with mood dysregulation in clinical populations as well as bipolar risk in students, with implications for mood management. © 2015 The British Psychological Society.

  5. Quality of Responses of Selected Items on NAEP Special Study Student Survey.

    Science.gov (United States)

    Baratz-Snowden, Joan; And Others

    Relationships among a series of variables were examined for demographic items included in the 1985-86 National Assessment of Educational Progress (NAEP) special survey of Hispanic and Asian students (N=2,289) and also in the Department of Education special survey of the educational preference of language minority parents. Variables studied were:…

  6. The practicality of including the systemic inflammatory response syndrome in the definition of polytrauma: experience of a level one trauma centre.

    Science.gov (United States)

    Butcher, Nerida E; Balogh, Zsolt J

    2013-01-01

    The systemic inflammatory response syndrome (SIRS) has been advocated as a significant predictor of outcome in trauma. Recent trauma literature has proposed SIRS as a surrogate for physiological derangements characteristic of polytrauma with some authors recommending its inclusion into the definition of polytrauma. The practicality of daily SIRS collection outside of specifically designed prospective trials is unknown. The purpose of this study was to assess the availability of SIRS variables and its appropriateness for inclusion into a definition of polytrauma. We hypothesised SIRS variables would be readily available and easy to collect, thus represent an appropriate inclusion into the definition of polytrauma. A prospective observational study of all trauma team activation patients over 7-months (August 2009 to February 2010) at a University affiliated level-1 urban trauma centre. SIRS data (temperature>38°C or 90 bpm; RR>20/min or a PaCO(2)12.0×10(9)L(-1), or 10 immature bands) collected from presentation, at 24 h intervals until 72 h post injury. Inclusion criteria were all patients generating a trauma team activation response age >16. 336 patients met inclusion criteria. In 46% (155/336) serial SIRS scores could not be calculated due to missing data. Lowest rates of missing data observed on admission [3% (11/336)]. Stratified by ISS>15 (132/336), in 7% (9/132) serial SIRS scores could not be calculated due to missing data. In 123 patients ISS>15 with complete data, 81% (100/123) developed SIRS. For Abbreviated Injury Scale (AIS)>2 in at least 2 body regions (64/336) in 5% (3/64) serial SIRS scores could not be calculated, with 92% (56/61) of patients with complete data developing SIRS. For Direct ICU admissions [25% (85/336)] 5% (4/85) of patients could not have serial SIRS calculated [mean ISS 15(±11)] and 90% (73/81) developed SIRS at least once over 72 h. Based on the experience of our level-1 trauma centre, the practicability of including SIRS into the

  7. Editors' overview perspectives on teaching social responsibility to students in science and engineering.

    Science.gov (United States)

    Zandvoort, Henk; Børsen, Tom; Deneke, Michael; Bird, Stephanie J

    2013-12-01

    Global society is facing formidable current and future problems that threaten the prospects for justice and peace, sustainability, and the well-being of humanity both now and in the future. Many of these problems are related to science and technology and to how they function in the world. If the social responsibility of scientists and engineers implies a duty to safeguard or promote a peaceful, just and sustainable world society, then science and engineering education should empower students to fulfil this responsibility. The contributions to this special issue present European examples of teaching social responsibility to students in science and engineering, and provide examples and discussion of how this teaching can be promoted, and of obstacles that are encountered. Speaking generally, education aimed at preparing future scientists and engineers for social responsibility is presently very limited and seemingly insufficient in view of the enormous ethical and social problems that are associated with current science and technology. Although many social, political and professional organisations have expressed the need for the provision of teaching for social responsibility, important and persistent barriers stand in the way of its sustained development. What is needed are both bottom-up teaching initiatives from individuals or groups of academic teachers, and top-down support to secure appropriate embedding in the university. Often the latter is lacking or inadequate. Educational policies at the national or international level, such as the Bologna agreements in Europe, can be an opportunity for introducing teaching for social responsibility. However, frequently no or only limited positive effect of such policies can be discerned. Existing accreditation and evaluation mechanisms do not guarantee appropriate attention to teaching for social responsibility, because, in their current form, they provide no guarantee that the curricula pay sufficient attention to

  8. The impact of assessing simulated bad news consultations on medical students' stress response and communication performance.

    Science.gov (United States)

    van Dulmen, Sandra; Tromp, Fred; Grosfeld, Frans; ten Cate, Olle; Bensing, Jozien

    2007-01-01

    Seventy second-year medical students volunteered to participate in a study with the aim of evaluating the impact of the assessment of simulated bad news consultations on their physiological and psychological stress and communication performance. Measurements were taken of salivary cortisol, systolic and diastolic blood pressure, heart rate, state anxiety and global stress using a Visual Analogue Scale. The subjects were asked to take three salivary cortisol samples on the assessment day as well as on a quiet control day, and to take all other measures 5 min before and 10 min after conducting the bad news consultation. Consultations were videotaped and analyzed using the information-giving subscale of the Amsterdam Attitude and Communication Scale (AACS), the Roter Interaction Analysis System (RIAS), and the additional non-verbal measures, smiling, nodding and patient-directed gaze. MANOVA repeated measurements were used to test the difference between the cortisol measurements taken on the assessment and the control day. Linear regression analysis was used to determine the association between physiological and psychological stress measures and the students' communication performance. The analyses were restricted to the sample of 57 students who had complete data records. In anticipation of the communication assessment, cortisol levels remained elevated, indicating a heightened anticipatory stress response. After the assessment, the students' systolic blood pressure, heart rate, globally assessed stress level and state anxiety diminished. Pre-consultation stress did not appear to be related to the quality of the students' communication performance. Non-verbal communication could be predicted by pre-consultation physiological stress levels in the sense that patient-directed gaze occurred more often the higher the students' systolic blood pressure and heart rate. Post-consultation heart rate remained higher the more often the students had looked at the patient and the

  9. Evaluating a computer flash-card sight-word recognition intervention with self-determined response intervals in elementary students with intellectual disability.

    Science.gov (United States)

    Cazzell, Samantha; Skinner, Christopher H; Ciancio, Dennis; Aspiranti, Kathleen; Watson, Tiffany; Taylor, Kala; McCurdy, Merilee; Skinner, Amy

    2017-09-01

    A concurrent multiple-baseline across-tasks design was used to evaluate the effectiveness of a computer flash-card sight-word recognition intervention with elementary-school students with intellectual disability. This intervention allowed the participants to self-determine each response interval and resulted in both participants acquiring previously unknown words across all word sets. Discussion focuses on the need to evaluate and compare computer flash-card sight-word recognition interventions with fixed and self-determined response intervals across students and dependent variables, including rates of inappropriate behavior and self-determination in students with intellectual disability. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  10. Fueling the public health workforce pipeline through student surge capacity response teams.

    Science.gov (United States)

    Horney, J A; Davis, M K; Ricchetti-Masterson, K L; MacDonald, P D M

    2014-02-01

    In January 2003, the University of North Carolina Center for Public Health Preparedness established Team Epi-Aid to match graduate student volunteers with state and local health departments to assist with outbreaks and other applied public health projects. This study assessed whether Team Epi-Aid participation by full-time graduate students impacted post-graduation employment, particularly by influencing students to work in governmental public health upon graduation. In September 2010, 223 program alumni were contacted for an online survey and 10 selected for follow-up interviews. Eighty-three Team Epi-Aid alumni answered the survey (response rate = 37 %). Forty-one (49 %) reported participating in at least one activity, with 12/41 (29 %) indicating participation in Team Epi-Aid influenced their job choice following graduation. In 6 months prior to enrolling at UNC, 30 (36 %) reported employment in public health, with 16/30 (53 %) employed in governmental public health. In 6 months following graduation, 34 (41 %) reported employment in public health, with 27 (80 %) employed in governmental public health. Eight alumni completed telephone interviews (response rate = 80 %). Five credited Team Epi-Aid with influencing their post-graduation career. Experience in applied public health through a group such as Team Epi-Aid may influence job choice for public health graduates.

  11. A descriptive study of baccalaureate nursing students' responses to suicide prevention education.

    Science.gov (United States)

    Pullen, Julie M; Gilje, Fredricka; Tesar, Emily

    2016-01-01

    Internationally, little is known regarding the amount of educational content on suicide in undergraduate nursing curriculum. The literature conducted found few published research studies on implementation of suicide prevention instruction in baccalaureate nursing curriculum, even though various international healthcare and nursing initiatives address suicide prevention. The aim was to describe senior baccalaureate students' responses to an evidence-based suicide prevention gatekeeper training program entitled Question-Persuade-Refer implemented in a required course. This is a multi-method descriptive study. Data were collected utilizing a pre-post-survey questionnaire administered to 150 students in four classes of a psychiatric nursing course over a two-year period. The quantitative data were statistically significant (p suicide'. Students responded very positively to the evidence based suicide prevention gatekeeper training program. The instruction addresses various national initiatives and strategies filling a void in nursing curriculum, as well as empowering students to engage in suicide prevention interventions. Copyright © 2015 Elsevier Ltd. All rights reserved.

  12. Childhood education student teachers responses to a simulation game on food security

    Directory of Open Access Journals (Sweden)

    Nadine Felicity Petersen

    2014-07-01

    Full Text Available This paper provides an account of student teachers responses to a simulation game about food scarcity and how the game served as a conversation starter about the influence of food scarcity on educational provisioning. The simulation game was utilised as part of a suite of activities during an educational excursion for first years in primary school teacher education. In this investigation data were generated via video recordings of the simulation game itself, summary notes of the key points of the discussion session during the game, and students’ learning portfolios. Analysis of the various data sets indicate that student-teachers’ engaged with the game both viscerally and cerebrally, with the game providing a powerful concrete introduction to the issues of food scarcity and unequal distribution of resources. Most student teachers were able to relate the lessons learned from the game to the classroom and educational situation. In addition, I found that the simulation game as method can assist students in their activity of learning to look at education as an equity and justice issue.

  13. THE RELATIONSHIP BETWEEN STUDENT CHARACTERISTICS, INCLUDING LEARNING STYLES, AND THEIR PERCEPTIONS AND SATISFACTION IN WEB-BASED COURSES IN HIGHER EDUCATION

    Directory of Open Access Journals (Sweden)

    Sami SAHIN

    2008-01-01

    Full Text Available ABSTRACTDistance education and web-based courses are mainstream in the United States higher education and growing (NCES, 2003 involving over 80% of four year public universities in 2002. The National Academy of Science review of “how people learn” suggests that technology-mediated learning can be used to respond to students’ preferences and related characteristics. This investigation of the relationships between learners’ characteristics and their perception of web-based learning and satisfaction with their course used Kolb’s (1984 Learning Styles Inventory and Walker’s (2003 distance education learning environment instrument plus demographic questions to survey 279 students in five web-based undergraduate courses in a Midwestern university. The study founds that the three dimensions of Moore’s Transactional Distance Theory may be linked with Kolb’s two dimensional views of individual learning styles. For example, introductory biology courses with high structure are perceived as more satisfactory by students who prefer a more “abstract conceptual” learning style for “knowledge grasping.” The author recommends that courses are designed to accommodate multiple learning styles with variety on all dimensions of transactional

  14. Enhancing student learning with case-based teaching and audience response systems in an interdisciplinary Food Science course

    Directory of Open Access Journals (Sweden)

    Davide Giacalone

    2016-09-01

    Overall, it was observed that the particular initiatives were effective in engaging student participation and promoting a more active way of learning. Case-base teaching provided students with the opportunity to apply their knowledge and their analytical skills to complex, real-life scenarios relevant to the subject matter. The use of audience response systems further facilitated class discussion, and was extremely well received by the students, providing a more enjoyable classroom experience.

  15. A path-following driver-vehicle model with neuromuscular dynamics, including measured and simulated responses to a step in steering angle overlay

    Science.gov (United States)

    Cole, David J.

    2012-04-01

    An existing driver-vehicle model with neuromuscular dynamics is improved in the areas of cognitive delay, intrinsic muscle dynamics and alpha-gamma co-activation. The model is used to investigate the influence of steering torque feedback and neuromuscular dynamics on the vehicle response to lateral force disturbances. When steering torque feedback is present, it is found that the longitudinal position of the lateral disturbance has a significant influence on whether the driver's reflex response reinforces or attenuates the effect of the disturbance. The response to angle and torque overlay inputs to the steering system is also investigated. The presence of the steering torque feedback reduced the disturbing effect of torque overlay and angle overlay inputs. Reflex action reduced the disturbing effect of a torque overlay input, but increased the disturbing effect of an angle overlay input. Experiments on a driving simulator showed that measured handwheel angle response to an angle overlay input was consistent with the response predicted by the model with reflex action. However, there was significant intra- and inter-subject variability. The results highlight the significance of a driver's neuromuscular dynamics in determining the vehicle response to disturbances.

  16. Students' responses under “negative pressure” to respiratory questions at the 15th physiology quiz international event: 100 medical school teams from 22 countries

    Directory of Open Access Journals (Sweden)

    Hwee-Ming Cheng

    2017-01-01

    Full Text Available The annual Inter-medical School Physiology Quiz (IMSPQ reached a milestone in August 2017 with the participation of 100 university medical schools at the 15th IMSPQ. A total of 440 students from 22 countries competed. The written test on day 1 shortlisted 48 of the 100 teams for the 2nd day oral quiz stimulating sessions, conducted before a live audience. The IMSPQ provides a unique sample of international students, taught under a diverse spectrum of medical curriculums, designed to meet the university and national priorities of the countries. The written test, taken by all 440 students, is a challenging 75-min paper with 100 physiology statements covering all organ systems. Certainty in students' answers was targeted by a true/false response, with no marks for unattempted questions but with a negative mark on incorrect answers. The insights from an analysis of responses to the lung physiology, including cardiorespiratory mechanism, are helpful and enlightening for Physiology teachers. They show common areas of difficulty and imprecise understanding. This brief teaching note will describe and give some comments on the students' respiratory responses under pressure of negative marking.

  17. Research and Teaching: Correlations between Students' Written Responses to Lecture-Tutorial Questions and Their Understandings of Key Astrophysics Concepts

    Science.gov (United States)

    Eckenrode, Jeffrey; Prather, Edward E.; Wallace, Colin S.

    2016-01-01

    This article reports on an investigation into the correlations between students' understandings of introductory astronomy concepts and the correctness and coherency of their written responses to targeted Lecture-Tutorial questions.

  18. Thematic Analysis of Teacher Instructional Practices and Student Responses in Middle School Classrooms with Problem-Based Learning Environment

    Science.gov (United States)

    Yukhymenko, Mariya A.; Brown, Scott W.; Lawless, Kimberly A.; Brodowinska, Kamila; Mullin, Gregory

    2014-01-01

    Problem-based learning (PBL) environment is a student-centered instructional method based on the use of ill-structured problems as a stimulus for collaborative learning. This study tried to gain an understanding of teachers' instructional practices and students' responses to such practices in middle school classrooms with PBL environment through…

  19. The Balance between Student Drug Testing and Fourth Amendment Rights in Response to Board of Education v. Earls.

    Science.gov (United States)

    Edmonson, Stacey L.

    This report--part of a collection of 54 papers from the 48th annual conference of the Education Law Association held in November 2002-- discusses student drug testing in Texas public schools. It contains the results of a 2001 study of student drug-testing policies in all 1,056 Texas public-school districts. In response to the Supreme Court's June…

  20. International Students, Academic Publications and World University Rankings: The Impact of Globalisation and Responses of a Malaysian Public University

    Science.gov (United States)

    Tan, Yao Sua; Goh, Soo Khoon

    2014-01-01

    This paper examines the responses of a Malaysian public university, namely Universiti Sains Malaysia, to the impact of globalisation vis-à-vis three key issues: international students, academic publications and world university rankings. There are concerted efforts put in place by the university to recruit more international students. But a global…

  1. Experiences from a Student Programme Designed to Examine the Role of the Accountant in Corporate Social Responsibility (CSR)

    Science.gov (United States)

    Holland, Leigh

    2004-01-01

    This paper investigates how one course--a final year undergraduate module--has been developed and implemented to inform students about corporate social responsibility from an accounting perspective. It takes as its core the notion of accounting and accountability, and is delivered by accounting lecturers to business students following a range of…

  2. The Grasshopper and the Ant: Motivational Responses of Low-Achieving Students to High-Stakes Testing.

    Science.gov (United States)

    Roderick, Melissa; Engel, Mimi

    2001-01-01

    Examined the responses of 102 low achieving sixth and eighth graders to Chicago's highly publicized efforts to end social promotion. Students generally described increased work efforts, and students with high levels of work effort generally had greater than average learning gains and positive outcomes in terms of promotion. About one-third of…

  3. Teachers and Students' Perceptions of a Hybrid Sport Education and Teaching for Personal and Social Responsibility Learning Unit

    Science.gov (United States)

    Fernandez-Rio, Javier; Menendez-Santurio, Jose Ignacio

    2017-01-01

    Purpose: The purpose of this study was to assess students and teachers' perceptions concerning their participation in an educational kickboxing learning unit based on a hybridization of two pedagogical models: Sport Education and Teaching for Personal and Social Responsibility. Method: Seventy-one students and three physical education teachers…

  4. Developing Responsibility for Completing and Handing in Daily Homework Assignments for Students in Grades Three, Four, and Five.

    Science.gov (United States)

    Shepard, Joan M.

    This practicum was designed to increase responsibility for completing and handing in homework among students in grades three, four, and five in a mid-Atlantic school district. Of a total of 128 students in these grades, 28 were identified to learn strategies to aid in completing homework. Nine solution strategies were employed: (1) provide…

  5. Parenting responsibility expectations of senior Australian dental students: do the next generations' family responsibilities impact workforce planning?

    Science.gov (United States)

    Alsharif, Ala'a; Kruger, Estie; Tennant, Marc

    2012-10-01

    Over the past twenty-five years, there has been a substantial increase in work-based demands, thought to be due to an intensifying, competitive work environment. However, more recently, the question of work-life balance is increasingly attracting attention. The purpose of this study was to discover the attitudes of the next generation of dentists in Australia to parenting responsibility and work-life balance perceptions. Questionnaires on work-life balance were distributed to all fourth-year students at three dental schools in Australia. A total of 137 (76 percent) surveys were completed and returned. Most respondents indicated that they would take time off to focus on childcare, and just over half thought childcare should be shared by both parents. Thirty-seven percent felt that a child would have a considerable effect on their careers. Differences were seen in responses when compared by gender. The application of sensitivity analysis to workforce calculations based around changing societal work-life expectations can have substantial effects on predicting workforce data a decade into the future. It is not just the demographic change to a more feminized workforce in Australia that can have substantial effect, but also the change in social expectations of males in regards to parenting.

  6. The psychological response to injury in student athletes: a narrative review with a focus on mental health.

    Science.gov (United States)

    Putukian, Margot

    2016-02-01

    Injury is a major stressor for athletes and one that can pose significant challenges. Student athletes must handle rigorous academic as well as athletic demands that require time as well as significant physical requirements. Trying to perform and succeed in the classroom and on the playing field has become more difficult as the demands and expectations have increased. If an athlete is injured, these stressors increase. Stress is an important antecedent to injuries and can play a role in the response to, rehabilitation and return to play after injury. The psychological response to injury can trigger and/or unmask mental health issues including depression and suicidal ideation, anxiety, disordered eating, and substance use/abuse. There are barriers to mental health treatment in athletes. They often consider seeking help as a sign of weakness, feeling that they should be able to 'push through' psychological obstacles as they do physical ones. Athletes may not have developed healthy coping behaviours making response to injury especially challenging. I discuss the current state of knowledge regarding the psychological response to injury and delineate resources necessary to direct the injured athlete to a mental health care provider if appropriate. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

  7. Responses of Korean physical therapy students after practice with a virtual anatomical system in Japan.

    Science.gov (United States)

    Han, Heonsoo; Kosaka, Jun; Chon, Seung-Chul; Itokazu, Masafumi; Kubo, Akira

    2017-10-01

    [Purpose] To investigate responses of Korean physical therapy students, receiving medical terminology education in physical therapy both in Korean and English, after practice with a virtual anatomical system. [Subjects and Methods] The participants were 25 physical therapy students from Konyang University in South Korea visiting the International University of Health and Welfare for training purposes. The virtual anatomy practice was conducted in English using 3 dimensional virtual anatomy software constructed using real cadaver photographs. A questionnaire about this practice and anatomy was completed after the practice. [Results] The results of the questionnaire showed a trend toward high scores for virtual anatomy practice. [Conclusion] The present virtual anatomy system was created using multi-directional photographs from a real cadaver; therefore, it can be used as an auxiliary means of education using cadavers.

  8. Roles and responsibilities of itinerant specialist teachers of deaf and hard of hearing students.

    Science.gov (United States)

    Foster, Susan; Cue, Katie

    2009-01-01

    The roles and responsibilities of itinerant specialist teachers of deaf and hard of hearing students were examined. Data were collected through surveys of practicing teachers, interviews, and school observations. Questions focused on tasks itinerant teachers perform most often in their jobs, where they learned these tasks, and whether they would be interested in continuing education for a particular task. Tasks most frequently listed by respondents involved direct work with deaf and hard of hearing students followed by consultation with regular education teachers, developing individualized education plans, coordinating meetings and support services, providing information to parents, and managing equipment such as hearing aids and FM systems. Only 17% of the respondents said they learned these skills through teacher preparation programs, compared with 65% who learned on the job, and many expressed interestin taking workshops or courses in specific skill areas.

  9. Gender Differences in Response to Experimental Pain among Medical Students from a Western State of India

    Directory of Open Access Journals (Sweden)

    Pratik N Akhani

    2014-02-01

    Full Text Available Background: Pain is one of the most common reasons for patients to seek medical attention and it causes considerable human suffering. Pain is a complex perception that differs enormously among individual patients. Gender plays an important role in how pain is experienced, coped with and treated. Even young healthy individuals often differ in how they perceive and cope with pain. This study was done to investigate gender differences in response to experimental pain among medical students from a western state of India.Methods: A total of 150 medical students (86 boys and 64 girls participated in this interventional study. The Cold Pressor Test was used to exert experimental pain. To study the response, cardiovascular measures (radial pulse, systolic blood pressure and diastolic blood pressure and pain sensitivity parameters (pain threshold, pain tolerance and pain rating were assessed.Results: No significant difference was found in cardiovascular response to experimental pain between both the genders (p>0.05. Pain threshold and pain tolerance were found to be significantly higher in males whereas pain rating was found to be significantly higher in females (p<0.01. Pulse reactivity showed a negative relationship with pain threshold and pain tolerance whereas a positive relationship with pain rating, however no statistically significant relation was found between these measures.Conclusion: Females display greater pain sensitivity than men. Different pain perception might account for gender difference in pulse reactivity.

  10. Distress in response to emotional and sexual infidelity: evidence of evolved gender differences in Spanish students.

    Science.gov (United States)

    Fernandez, Ana Maria; Vera-Villarroel, Pablo; Sierra, Juan Carlos; Zubeidat, Ihab

    2007-01-01

    The authors studied gender differences in response to hypothetical infidelity in Spanish students. Using a forced-choice methodology, the authors asked a sample of 266 participants to indicate which kind of infidelity would be more distressing: emotional or sexual. Men were significantly more distressed by sexual infidelity than were women, and women were significantly more distressed by emotional infidelity than were men. Results supported the hypothesis that particular infidelity types, which resemble adaptive problems that human beings faced in the past, contribute to the psychology of jealousy. The results are consistent with previous cross-cultural research.

  11. Activation of human monocytes by live Borrelia burgdorferi generates TLR2-dependent and -independent responses which include induction of IFN-beta.

    Directory of Open Access Journals (Sweden)

    Juan C Salazar

    2009-05-01

    Full Text Available It is widely believed that innate immune responses to Borrelia burgdorferi (Bb are primarily triggered by the spirochete's outer membrane lipoproteins signaling through cell surface TLR1/2. We recently challenged this notion by demonstrating that phagocytosis of live Bb by peripheral blood mononuclear cells (PBMCs elicited greater production of proinflammatory cytokines than did equivalent bacterial lysates. Using whole genome microarrays, we show herein that, compared to lysates, live spirochetes elicited a more intense and much broader transcriptional response involving genes associated with diverse cellular processes; among these were IFN-beta and a number of interferon-stimulated genes (ISGs, which are not known to result from TLR2 signaling. Using isolated monocytes, we demonstrated that cell activation signals elicited by live Bb result from cell surface interactions and uptake and degradation of organisms within phagosomes. As with PBCMs, live Bb induced markedly greater transcription and secretion of TNF-alpha, IL-6, IL-10 and IL-1beta in monocytes than did lysates. Secreted IL-18, which, like IL-1beta, also requires cleavage by activated caspase-1, was generated only in response to live Bb. Pro-inflammatory cytokine production by TLR2-deficient murine macrophages was only moderately diminished in response to live Bb but was drastically impaired against lysates; TLR2 deficiency had no significant effect on uptake and degradation of spirochetes. As with PBMCs, live Bb was a much more potent inducer of IFN-beta and ISGs in isolated monocytes than were lysates or a synthetic TLR2 agonist. Collectively, our results indicate that the enhanced innate immune responses of monocytes following phagocytosis of live Bb have both TLR2-dependent and -independent components and that the latter induce transcription of type I IFNs and ISGs.

  12. The Relationship between Self Concept and Response towards Student's Academic Achievement among Students Leaders in University Putra Malaysia

    Science.gov (United States)

    Ahmad, Jamaludin; Ghazali, Mazila; Hassan, Aminuddin

    2011-01-01

    This is a quantitative research using correlational method. The purpose of this research is to study the relationship between self concept and ability to handle stress on academic achievement of student leaders in University Putra Malaysia. The sample size consists of 106 respondents who are the Student Supreme Council and Student Representative…

  13. Successful Approaches to Helping Students--Including English Learners--Succeed in Elementary School. Parent Guide = Enfoques exitosos para ayudar a los estudiantes--incluyendo a los que aprenden ingles--a triunfar en la escuela primaria. Guia de padres

    Science.gov (United States)

    EdSource, 2007

    2007-01-01

    This guide informs parents about some instructional practices that work well for all elementary school students, in particular English learners. It includes questions parents can ask teachers and principals to help them understand how their children's school approaches teaching and learning. Both English and Spanish versions of the document are…

  14. Student midwives' responses to reproductive ethics: a qualitative focus group approach using case scenarios.

    Science.gov (United States)

    Church, Sarah; Ekberg, Merryn

    2013-08-01

    the aim of this study was to gain an understanding of how midwifery students respond to a range of ethical dilemmas which they may encounter in clinical practice in relation to the use of reproductive technologies. during a series of focus groups, student midwives were asked to consider four novel scenarios, which highlighted some of the most controversial issues in contemporary reproductive ethics. These included assisted reproduction for older women, surrogacy and mental health, sex selection and reproductive cloning. a University in the East Midlands, England. purposeful sampling was adopted which resulted in four focus groups with a total of 16 student midwives. a process of thematic analysis generated four key themes: choice and expectation, consumer society; distributive justice; parental rights and welfare of the child. our results suggest that student midwives are sensitive to the range of ethical dilemmas associated with the increased use of technology in human reproduction, and construct distinct boundaries in relation to what is considered of benefit or good to the mother, parents, the child and to society and what is considered harmful to the individual, the child and society. They also expressed their opposition to the excessive use of technological intervention, preferring instead to maintain a more naturalistic approach to reproduction. This is especially significant where concerns about the welfare of the child are articulated. Copyright © 2012 Elsevier Ltd. All rights reserved.

  15. Response to Therapy and Outcomes in Oropharyngeal Cancer Are Associated With Biomarkers Including Human Papillomavirus, Epidermal Growth Factor Receptor, Gender, and Smoking

    International Nuclear Information System (INIS)

    Kumar, Bhavna; Cordell, Kitrina G.; Lee, Julia S.; Prince, Mark E.; Tran, Huong H.; Wolf, Gregory T.; Urba, Susan G.; Worden, Francis P.; Chepeha, Douglas B.; Teknos, Theodoros N.; Eisbruch, Avraham; Tsien, Christina I.; Taylor, Jeremy; D'Silva, Nisha J.; Yang, Kun; Kurnit, David M.; Bradford, Carol R.

    2007-01-01

    Induction chemotherapy and concurrent chemoradiation for responders or immediate surgery for non-responders is an effective treatment strategy head and neck squamous cell carcinoma (HNSCC) of the larynx and oropharynx. Biomarkers that predict outcome would be valuable in selecting patients for therapy. In this study, the presence and titer of high risk human papilloma virus (HPV) and expression of epidermal growth factor receptor (EGFR) in pre-treatment biopsies, as well as smoking and gender were examined in oropharynx cancer patients enrolled in an organ sparing trial. HPV16 copy number was positively associated with response to therapy and with overall and disease specific survival, whereas EGFR expression, current or former smoking behavior, and female gender (in this cohort) were associated with poor response and poor survival in multivariate analysis. Smoking cessation and strategies to target EGFR may be useful adjuncts for therapy to improve outcome in the cases with the poorest biomarker profile

  16. Diverse responses to UV light exposure in Acinetobacter include the capacity for DNA damage-induced mutagenesis in the opportunistic pathogens Acinetobacter baumannii and Acinetobacter ursingii

    Science.gov (United States)

    Bradley, James A.; Lin, Ching-li; Elam, Tyler J.

    2012-01-01

    Error-prone and error-free DNA damage repair responses that are induced in most bacteria after exposure to various chemicals, antibiotics or radiation sources were surveyed across the genus Acinetobacter. The error-prone SOS mutagenesis response occurs when DNA damage induces a cell’s umuDC- or dinP-encoded error-prone polymerases. The model strain Acinetobacter baylyi ADP1 possesses an unusual, regulatory umuD allele (umuDAb) with an extended 5′ region and only incomplete fragments of umuC. Diverse Acinetobacter species were investigated for the presence of umuDC and their ability to conduct UV-induced mutagenesis. Unlike ADP1, most Acinetobacter strains possessed multiple umuDC loci containing either umuDAb or a umuD allele resembling that of Escherichia coli. The nearly omnipresent umuDAb allele was the ancestral umuD in Acinetobacter, with horizontal gene transfer accounting for over half of the umuDC operons. Despite multiple umuD(Ab)C operons in many strains, only three species conducted UV-induced mutagenesis: Acinetobacter baumannii, Acinetobacter ursingii and Acinetobacter beijerinckii. The type of umuDC locus or mutagenesis phenotype a strain possessed was not correlated with its error-free response of survival after UV exposure, but similar diversity was apparent. The survival of 30 Acinetobacter strains after UV treatment ranged over five orders of magnitude, with the Acinetobacter calcoaceticus–A. baumannii (Acb) complex and haemolytic strains having lower survival than non-Acb or non-haemolytic strains. These observations demonstrate that a genus can possess a range of DNA damage response mechanisms, and suggest that DNA damage-induced mutation could be an important part of the evolution of the emerging pathogens A. baumannii and A. ursingii. PMID:22117008

  17. Protective Effect of Self-Compassion to Emotional Response among Students with Chronic Academic Stress.

    Science.gov (United States)

    Zhang, Yonghong; Luo, Xi; Che, Xianwei; Duan, Wenjie

    2016-01-01

    The literature has shown that self-compassion is a protective factor of an individual's emotional response to chronic stress. However, this stress-buffering effect has not been completely analyzed in individuals who report significantly high academic stress. The present study explored the role of self-compassion in a group of undergraduate students who experience chronic academic stress. A total of 208 undergraduate students who were preparing for the Postgraduate Entrance Examination (PEE) were recruited and completed the Self-Compassion Scale, Adolescent Self-Rating Life Event Check List, and Positive and Negative Affect Schedule. Differences analysis confirmed that the participants reported significantly higher academic stress than their peers who were not preparing for PEE. Self-compassion positively related to positive affect but negatively related to negative affect and learning stress. Further analysis showed that self-compassion negatively mediated the relationship between chronic academic stress and negative affect. Findings imply that self-compassion-centered interventions can be developed in the educational context to assist students cope with chronic academic stress.

  18. Protective Effect of Self-compassion to Emotional Response among Students with Chronic Academic Stress

    Directory of Open Access Journals (Sweden)

    Yonghong Zhang

    2016-11-01

    Full Text Available The literature has shown that self-compassion is a protective factor of an individual’s emo-tional response to chronic stress. However, this stress-buffering effect has not been complete-ly analyzed in individuals who report significantly high academic stress. The present study explored the role of self-compassion in a group of undergraduate students who experience chronic academic stress. A total of 208 undergraduate students who were preparing for the Postgraduate Entrance Examination (PEE were recruited and completed the Self-Compassion Scale, Adolescent Self-Rating Life Event Check List, and Positive and Negative Affect Schedule. Differences analysis confirmed that the participants reported significantly higher academic stress than their peers who were not preparing for PEE. Self-compassion positively related to positive affect but negatively related to negative affect and learning stress. Further analysis showed that self-compassion negatively mediated the relationship be-tween chronic academic stress and negative affect. Findings imply that self-compassion-centered interventions can be developed in the educational context to assist students cope with chronic academic stress.

  19. 'Thinking on my feet': an improvisation course to enhance students' confidence and responsiveness in the medical interview.

    Science.gov (United States)

    Shochet, Robert; King, Julie; Levine, Rachel; Clever, Sarah; Wright, Scott

    2013-02-01

    Effective patient-centred communication requires physicians to respond 'in the moment' to comments and questions. It is a valuable skill to be able to react to unexpected patient utterances with empathy and support, and these surprises may be most common in general practice where patients are encouraged to speak to their doctor about anything. We developed an elective for medical students to learn and practise improvisational skills that would optimise their communications with patients during medical encounters. Nineteen second-year medical students during two consecutive years (n =38) participated in a four-session elective that introduced and allowed them to practise the principles and skills of improvisation, and reflect on the role of those skills in their communication with patients. Specific skills that were practised and emphasised included listening, affirmation, vocal tone modulation, nonverbal communication, agreement, collaboration, acceptance and validation. In addition to previously developed 'Improv' exercises, students created their own improvisation exercises targeted at specific communication skills. Twenty-seven (71%) of all participating students completed the post-curriculum assessment survey. Twenty-two (81%) rated their enjoyment as 'tremendous'. The desire to experience something new and different from the standard medical curriculum served as the motivation for many of the students (67%) to sign up for the course. Most students (23/27; 85%) thought that the concepts that were addressed were either 'very much' or 'tremendously' relevant to the care of patients. We have found that an improvisational workshop geared towards enhancing medical student communication skills has the potential to impart valuable skills that are essential to providing empathic, supportive patient-centred care. Communication skills training programmes have become a cornerstone in medical student and postgraduate medical education over the past 20 years. Both national

  20. Why do they not answer and do they really learn? A case study in analysing student response flows in introductory physics using an audience response system

    Science.gov (United States)

    Jääskeläinen, Markku; Lagerkvist, Andreas

    2017-07-01

    In this paper we investigate teaching with a classroom response system in introductory physics with emphasis on two issues. First, we discuss retention between question rounds and the reasons why students avoid answering the question a second time. A question with declining response rate was followed by a question addressing the student reasons for not answering. We find that there appear to be several reasons for the observed decline, and that the students need to be reminded. We argue that small drops are unimportant as the process appears to work despite the drops. Second, we discuss the dynamics of learning in a concept-sequence in electromagnetism, where a majority of the students, despite poor statistics in a first round, manage to answer a followup question correctly. In addition, we analyse the response times for both situations to connect with research on student reasoning on situations with misconception-like answers. From the combination of the answer flows and response time behaviours we find it plausible that conceptual learning occurred during the discussion phase.

  1. Why do they not answer and do they really learn? A case study in analysing student response flows in introductory physics using an audience response system

    International Nuclear Information System (INIS)

    Jääskeläinen, Markku; Lagerkvist, Andreas

    2017-01-01

    In this paper we investigate teaching with a classroom response system in introductory physics with emphasis on two issues. First, we discuss retention between question rounds and the reasons why students avoid answering the question a second time. A question with declining response rate was followed by a question addressing the student reasons for not answering. We find that there appear to be several reasons for the observed decline, and that the students need to be reminded. We argue that small drops are unimportant as the process appears to work despite the drops. Second, we discuss the dynamics of learning in a concept-sequence in electromagnetism, where a majority of the students, despite poor statistics in a first round, manage to answer a followup question correctly. In addition, we analyse the response times for both situations to connect with research on student reasoning on situations with misconception-like answers. From the combination of the answer flows and response time behaviours we find it plausible that conceptual learning occurred during the discussion phase. (paper)

  2. Emotional responses of tutors and students in problem-based learning: lessons for staff development.

    Science.gov (United States)

    Bowman, Deborah; Hughes, Patricia

    2005-02-01

    Problem-based learning (PBL) is a method of teaching and learning that is used increasingly in medical and health care curricula worldwide. The literature on PBL is considerable and continues to develop. One important aspect of PBL is that students and tutors spend a lot of time together and this fosters an informal atmosphere that may encourage intimacy. The existing literature on PBL has not considered the emotional and psychological aspects of PBL nor the concomitant need for staff support and development. We present a discussion paper considering the ways in which educationalists using or considering using PBL could be informed by the psychological and psychotherapeutic literature on groups and group dynamics, in particular the work of Wilfred Bion. We discuss how PBL tutorials may arouse emotional responses that could result in unconsidered behaviours that impede student learning. We argue that faculty and PBL tutors need to agree and remain alert to the primary task of the group. Faculty should develop professional standards for tutors to use as reference points to ensure the group stays on course and achieves its intended outcomes. We conclude that greater attention should be paid by educationalists and faculty to identifying possible tutor emotional responses as part of initial PBL tutor training and ongoing staff development. We offer vignettes that have been successfully used in training and staff development at a UK medical school to demonstrate the practical application of our theoretical discussion.

  3. Testing the Degree of Optimal Relevance by Way of Student Response: A ClassroomBased Examination

    Directory of Open Access Journals (Sweden)

    Yi-ping Wu

    2017-10-01

    Full Text Available In the light of Relevance Theory, contextual effect and processing effort are the two major indispensable conditions for yielding relevance with varying degree of strength. As it is, the pursuit of optimal relevance aims at yielding the largest contextual effect in return with the minimum processing effort. This principle of communication guides the message receivers to choose the acceptable contextual assumptions for interpreting speaker-intended meaning. But how does a translator judge what is or is not relevant to the target-text reader with different cognitive ability and expectation? How does a translator know the contextual assumption and the intended interpretation are capable of achieving adequate or appropriate contextual effect? What if the translator arrives at a contextual assumption but clashes with the target-text reader’s expectation? These questions are worked out through a classroom-based testing on optimal relevance by way of student response generated from reading translated texts of different genres. It is suggested in this study that through this exercise student translator will get first-hand experience of confronting the real readers’ taste and preferences, and learn to incorporate the responses into further revision.

  4. A Social Responsibility Guide for Engineering Students and Professionals of all Faith Traditions: An Overview.

    Science.gov (United States)

    Punzi, Vito L

    2017-07-18

    The development of the various themes of Catholic Social Teaching (CST) is based on numerous papal documents and ecclesiastical statements. While this paper provides a summary of a number of these documents, this paper focuses on two themes: the common good and care of the environment, and on three documents authored by Pope John Paul II in 1990, by Pope Benedict XVI in 2010, and by Pope Francis in 2015. By analyzing these documents from an engineer's perspective, the author proposes a model for Socially Responsible Engineering. The proposed model is intended to serve as a guide for engineering students and practicing engineers of all faith traditions and to those with no faith tradition at all who wish to incorporate CST in the daily conduct of their personal and professional lives; to provide guidance for the professional the author terms the aspiring Socially Responsible Engineer; and to offer engineers a preferred alternative to the undesirable aspects of the technocratic paradigm. While intended primarily for engineers, this document also serves as a guide for those with expertise in social justice and who, by gaining a better understanding of the thought processes of engineers, can become better mentors for engineering students and practicing engineers seeking to incorporate CST into their daily lives.

  5. Pets: A Third/Fourth Grade Law-Related Education Unit. Teaching Students about Responsibility through Pet Ownership.

    Science.gov (United States)

    Sweeney, Marianne; And Others

    This unit's purpose is to teach elementary students responsibility toward their pets by examining laws related to owners' responsibilities, medical care, and items which can be purchased for pets. The project, intended to cover 15 class days, provides teaching concepts and resources and presents each lesson in terms of a problem. Lessons include…

  6. Measuring Students' Perceptions of Personal and Social Responsibility and the Relationship to Intrinsic Motivation in Urban Physical Education

    Science.gov (United States)

    Li, Weidong; Wright, Paul M.; Rukavina, Paul Bernard; Pickering, Molly

    2008-01-01

    The purpose of the current study was to test the validity and reliability of a two-factor model of the Personal and Social Responsibility Questionnaire (PSRQ) and examine the relationships between perceptions of personal and social responsibility and intrinsic motivation in physical education. Participants were 253 middle school students who…

  7. THE EFFECT OF SLEEP DEPRIVATION ON SERUM IGG RESPONSES TO AEROBIC ACTIVITY IN COLLEGE STUDENT ATHLETES

    Directory of Open Access Journals (Sweden)

    Jamshidi Far Saeed

    2014-12-01

    Full Text Available Background & Aims: Sleep is a restorative process for the immune system. There are many situations in which sleep is disturbed prior to an athletic event. However, the effect of sleep deprivation on immune indices in response to exercise remains unknown. The aim of this study was to investigate the effects of sleep deprivation on serum IgG responses to aerobic activity. Materials & Methods: In this quasi-experimental study, 10 male physical education students were voluntarily participated. Study was performed in two separate occasions; control and experimental within two weeks. In the control occasion, normal sleep and aerobic activity and in the experimental occasion, sleep deprivation and aerobic activity was applied. Aerobic activity was performed on bicycle ergometer for 30 minutes at intensity of 70 to 75 percent of maximum heart rate. Changes in serum IgG concentrations in pre-test, before and after aerobic activity in both occasions were analyzed by the two repeated measures ANOVA and dependent T-test using SPSS software. Results: The results showed that sleep deprivation not significantly effect on Serum IgG response to aerobic activity (p=0.130. Also, aerobic activity not significantly effect on Serum IgG concentration (p=0.357. But sleep deprivation caused a significantly increase in serum IgG concentration (p=0.035. Conclusion: No significant effect of sleep deprivation on serum IgG concentrations response to aerobic activity.

  8. Commercial Airline In-Flight Emergency: Medical Student Response and Review of Medicolegal Issues.

    Science.gov (United States)

    Bukowski, Josh H; Richards, John R

    2016-01-01

    As the prevalence of air travel increases, in-flight medical emergencies occur more frequently. A significant percentage of these emergencies occur when there is no certified physician, nurse, or paramedic onboard. During these situations, flight crews might enlist the help of noncertified passengers, such as medical students, dentists, or emergency medical technicians in training. Although Good Samaritan laws exist, many health care providers are unfamiliar with the limited legal protections and resources provided to them after responding to an in-flight emergency. A 78-year-old woman lost consciousness and became pulseless onboard a commercial aircraft. No physician was available. A medical student responded and coordinated care with the flight crew, ground support physician, and other passengers. After receiving a packet (4 g) of sublingual sucrose and 1 L i.v. crystalloid, the patient regained pulses and consciousness. The medical student made the decision not to divert the aircraft based on the patient's initial response to therapy and, 45 min later, the patient had normal vital signs. Upon landing, she was met and taken by paramedics to the nearest emergency department for evaluation of her collapse. WHY SHOULD AN EMERGENCY PHYSICIAN BE AWARE OF THIS?: Emergency physicians are the most qualified to assist in-flight emergencies, but they might not be aware of the medicolegal risks involved with in-flight care, the resources available, and the role of the flight crew in liability and decision making. This case, which involved a medical student who was not given explicit protection under Good Samaritan laws, illustrates the authority of the flight crew during these events and highlights areas of uncertainty in the legislation for volunteer medical professionals. Copyright © 2016 Elsevier Inc. All rights reserved.

  9. [Objective: To present the process and challenges of developing an online competency-based course on public health policy using a collaborative international approach.Methods: Five public health experts, supported by an expert in educational technology, adopted a rigorous approach to the development of the course: a needs analysis, identification of objectives and competencies, development of a pedagogical scenario for each module and target, choice of teaching methods and learning activities, material to be identified or developed, and the responsibilities and tasks involved.Results: The 2-credit (90-hour) graduate course consists of six modules including an integration module. The modules start with a variety of case studies: tobacco law (neutral packaging), supervised injection sites, housing, integrated services for the frail elderly, a prevention programme for mothers from disadvantaged backgrounds, and the obligatory use of bicycle helmets. In modules 1, 3, 4 and 5, students learn about different stages of the public policy development process: emergence, formulation and adoption, implementation and evaluation. Module 2 focuses on the importance of values and ideologies in public policy. The integration module allows the students to apply the knowledge learned and addresses the role of experts in public policy and ethical considerations.Conclusion].

    Science.gov (United States)

    Hébert, Réjean; Coppieters, Yves; Pradier, Christian; Williams-Jones, Bryn; Brahimi, Cora; Farley, Céline

    2018-01-30

    To present the process and challenges of developing an online competency-based course on public health policy using a collaborative international approach. Five public health experts, supported by an expert in educational technology, adopted a rigorous approach to the development of the course: a needs analysis, identification of objectives and competencies, development of a pedagogical scenario for each module and target, choice of teaching methods and learning activities, material to be identified or developed, and the responsibilities and tasks involved. The 2-credit (90-hour) graduate course consists of six modules including an integration module. The modules start with a variety of case studies: tobacco law (neutral packaging), supervised injection sites, housing, integrated services for the frail elderly, a prevention programme for mothers from disadvantaged backgrounds, and the obligatory use of bicycle helmets. In modules 1, 3, 4 and 5, students learn about different stages of the public policy development process: emergence, formulation and adoption, implementation and evaluation. Module 2 focuses on the importance of values and ideologies in public policy. The integration module allows the students to apply the knowledge learned and addresses the role of experts in public policy and ethical considerations. The course has been integrated into the graduate programmes of the participating universities and allows students to follow, at a distance, an innovative training programme.

  10. Plant-based oral tolerance to hemophilia therapy employs a complex immune regulatory response including LAP+CD4+ T cells.

    Science.gov (United States)

    Wang, Xiaomei; Su, Jin; Sherman, Alexandra; Rogers, Geoffrey L; Liao, Gongxian; Hoffman, Brad E; Leong, Kam W; Terhorst, Cox; Daniell, Henry; Herzog, Roland W

    2015-04-09

    Coagulation factor replacement therapy for the X-linked bleeding disorder hemophilia is severely complicated by antibody ("inhibitor") formation. We previously found that oral delivery to hemophilic mice of cholera toxin B subunit-coagulation factor fusion proteins expressed in chloroplasts of transgenic plants suppressed inhibitor formation directed against factors VIII and IX and anaphylaxis against factor IX (FIX). This observation and the relatively high concentration of antigen in the chloroplasts prompted us to evaluate the underlying tolerance mechanisms. The combination of oral delivery of bioencapsulated FIX and intravenous replacement therapy induced a complex, interleukin-10 (IL-10)-dependent, antigen-specific systemic immune suppression of pathogenic antibody formation (immunoglobulin [Ig] 1/inhibitors, IgE) in hemophilia B mice. Tolerance induction was also successful in preimmune mice but required prolonged oral delivery once replacement therapy was resumed. Orally delivered antigen, initially targeted to epithelial cells, was taken up by dendritic cells throughout the small intestine and additionally by F4/80(+) cells in the duodenum. Consistent with the immunomodulatory responses, frequencies of tolerogenic CD103(+) and plasmacytoid dendritic cells were increased. Ultimately, latency-associated peptide expressing CD4(+) regulatory T cells (CD4(+)CD25(-)LAP(+) cells with upregulated IL-10 and transforming growth factor-β (TGF-β) expression) as well as conventional CD4(+)CD25(+) regulatory T cells systemically suppressed anti-FIX responses. © 2015 by The American Society of Hematology.

  11. Modeling tumor growth and irradiation response in vitro--a combination of high-performance computing and web-based technologies including VRML visualization.

    Science.gov (United States)

    Stamatakos, G S; Zacharaki, E I; Makropoulou, M I; Mouravliansky, N A; Marsh, A; Nikita, K S; Uzunoglu, N K

    2001-12-01

    A simplified three-dimensional Monte Carlo simulation model of in vitro tumor growth and response to fractionated radiotherapeutic schemes is presented in this paper. The paper aims at both the optimization of radiotherapy and the provision of insight into the biological mechanisms involved in tumor development. The basics of the modeling philosophy of Duechting have been adopted and substantially extended. The main processes taken into account by the model are the transitions between the cell cycle phases, the diffusion of oxygen and glucose, and the cell survival probabilities following irradiation. Specific algorithms satisfactorily describing tumor expansion and shrinkage have been applied, whereas a novel approach to the modeling of the tumor response to irradiation has been proposed and implemented. High-performance computing systems in conjunction with Web technologies have coped with the particularly high computer memory and processing demands. A visualization system based on the MATLAB software package and the virtual-reality modeling language has been employed. Its utilization has led to a spectacular representation of both the external surface and the internal structure of the developing tumor. The simulation model has been applied to the special case of small cell lung carcinoma in vitro irradiated according to both the standard and accelerated fractionation schemes. A good qualitative agreement with laboratory experience has been observed in all cases. Accordingly, the hypothesis that advanced simulation models for the in silico testing of tumor irradiation schemes could substantially enhance the radiotherapy optimization process is further strengthened. Currently, our group is investigating extensions of the presented algorithms so that efficient descriptions of the corresponding clinical (in vivo) cases are achieved.

  12. Effect of audience response system technology on learning outcomes in health students and professionals: an updated systematic review.

    Science.gov (United States)

    Atlantis, Evan; Cheema, Birinder S

    2015-03-01

    : Audience response system (ARS) technology is a recent innovation that is increasingly being used by health educators to improve learning outcomes. Equivocal results from previous systematic review research provide weak support for the use of ARS for improving learning outcomes at both short and long terms. This review sought to update and critically review the body of controlled experimental evidence on the use of ARS technology on learning outcomes in health students and professionals. This review searched using all identified keywords both electronic databases (CINAHL, Embase, ERIC, Medline, Science Direct, Scopus, and Web of Science) and reference lists of retrieved articles to find relevant published studies for review, from 2010 to April 2014. A descriptive synthesis of important study characteristics and effect estimates for learning outcomes was done. Three controlled trials in 321 participants from the United States were included for review. ARS knowledge retention scores were lower than the control group in one study, higher than control group provided that immediate feedback was given about each question in one study, and equivalent between intervention and control groups in another study. There is an absence of good quality evidence on effectiveness of ARS technologies for improving learning outcomes in health students and professionals.

  13. The Response of a Two-Wire Transmission Line to Incident Field and Voltage Excitation, Including the Effects of Higher Order Modes

    Science.gov (United States)

    1981-08-01

    8217 INCLUDING THE EFFECTS OF HIGHER "ORDER MODES Syracuse University Yehuda Leviatan Arlon T. Adams APPROVED FOR PUBLIC RELEASE; DISTRIBUTION UNLIMITED] C9 2...GRANT NUMSERf() Yecthuda Leviatan Arlon T. Adams F30602-79-C-0011 9. PERNORMING ORGANIZATION NAME ANO ADDRESS 10. PROGRAM ELEMENT, PROJECT, TASK...39 Fig. Al Illustration of the contours in the k Plano .............. 41 • o..... II 1. Introduction El in this report a study has been made of

  14. Chapter 6: Response to Intervention (RtI) and Students with Emotional and Behavioral Disorders

    Science.gov (United States)

    Kauffman, James M.; Bruce, Andrew; Lloyd, John Wills

    2012-01-01

    We review the concept of response to intervention (RtI) as it is being applied to emotional and behavioral disorders (EDB) in the early part of the 21st century, examining how it differs from and incorporates features of other approaches to addressing those problems, including pre-referral interventions, applied behavior analysis, functional…

  15. Measuring Student Involvement: A Comparison of Classical Test Theory and Item Response Theory in the Construction of Scales from Student Surveys

    Science.gov (United States)

    Sharkness, Jessica; DeAngelo, Linda

    2011-01-01

    This study compares the psychometric utility of Classical Test Theory (CTT) and Item Response Theory (IRT) for scale construction with data from higher education student surveys. Using 2008 Your First College Year (YFCY) survey data from the Cooperative Institutional Research Program at the Higher Education Research Institute at UCLA, two scales…

  16. The development and psychometric testing of a Disaster Response Self-Efficacy Scale among undergraduate nursing students.

    Science.gov (United States)

    Li, Hong-Yan; Bi, Rui-Xue; Zhong, Qing-Ling

    2017-12-01

    Disaster nurse education has received increasing importance in China. Knowing the abilities of disaster response in undergraduate nursing students is beneficial to promote teaching and learning. However, there are few valid and reliable tools that measure the abilities of disaster response in undergraduate nursing students. To develop a self-report scale of self-efficacy in disaster response for Chinese undergraduate nursing students and test its psychometric properties. Nursing students (N=318) from two medical colleges were chosen by purposive sampling. The Disaster Response Self-Efficacy Scale (DRSES) was developed and psychometrically tested. Reliability and content validity were studied. Construct validity was tested by exploratory and confirmatory factor analysis. Reliability was tested by internal consistency and test-retest reliability. The DRSES consisted of 3 factors and 19 items with a 5-point rating. The content validity was 0.91, Cronbach's alpha coefficient was 0.912, and the intraclass correlation coefficient for test-retest reliability was 0.953. The construct validity was good (χ 2 /df=2.440, RMSEA=0.068, NFI=0.907, CFI=0.942, IFI=0.430, pself-efficacy in disaster response for Chinese undergraduate nursing students. Copyright © 2017. Published by Elsevier Ltd.

  17. Marijuana smoking among secondary school students in Zaria, Nigeria: factors responsible and effects on academic performance.

    Science.gov (United States)

    Shehu, A U; Idris, S H

    2008-12-01

    The use of Marijuana is on the increase worldwide especially among adolescents and youths. Marijuana smoking has gained a foothold in our environment because of peer group influence, accessibility and availability. Its medico-social effects could ruin the life and future of our youths. This study was undertaken to determine the prevalence and the factors that influence secondary school students in Zaria LGA to smoke and the effects on academic performance. A cross-sectional descriptive study was employed to generate data among secondary school students. A multi-stage sampling technique was used. Data was collected with the use of a structured, pre tested self-administered questionnaire. F2 test was used to test for significance of association between categorical variables. Of the 350 respondents, 262 (74.9%) were males, while 88 (25.1%) were females. The study shows that 33 of the students smoke marijuana giving a prevalence of 9.4%. There were more smokers in the age group 15-19 years (54.6%). Other factors that influence marijuana smoking include family background, peer pressure and attendance of social functions. There was better academic performance (51.1%) among non smokers as compared to smokers (27.2%), and this was found to be statistically significant (chi2 = 11.73, df = 5, P attendance of social function influence marijuana smoking. A comprehensive school health education program should be instituted to curtail this menace.

  18. Deciphering the mechanisms involved in Portulaca oleracea (C4) response to drought: metabolic changes including crassulacean acid-like metabolism induction and reversal upon re-watering.

    Science.gov (United States)

    D'Andrea, Rodrigo Matías; Andreo, Carlos Santiago; Lara, María Valeria

    2014-11-01

    Portulaca oleracea is a C(4) plant; however, under drought it can change its carbon fixation metabolism into a crassulacean acid metabolism (CAM)-like one. While the C(3) -CAM shift is well known, the C(4) -CAM transition has only been described in Portulaca. Here, a CAM-like metabolism was induced in P. oleracea by drought and then reversed by re-watering. Physiological and biochemical approaches were undertaken to evaluate the drought and recovery responses. In CAM-like plants, chlorophyll fluorescence parameters were transitory affected and non-radiative energy dissipation mechanisms were induced. Induction of flavonoids, betalains and antioxidant machinery may be involved in photosynthetic machinery protection. Metabolic analysis highlights a clear metabolic shift, when a CAM-like metabolism is induced and then reversed. Increases in nitrogenous compounds like free amino acids and urea, and of pinitol could contribute to withstand drought. Reciprocal variations in arginase and urease in drought-stressed and in re-watered plants suggest urea synthesis is strictly regulated. Recovery of C(4) metabolism was accounted by CO(2) assimilation pattern and malate levels. Increases in glycerol and in polyamines would be of importance of re-watered plants. Collectively, in P. oleracea multiple strategies, from induction of several metabolites to the transitory development of a CAM-like metabolism, participate to enhance its adaptation to drought. © 2014 Scandinavian Plant Physiology Society.

  19. Response of Students to Statement Bank Feedback: The Impact of Assessment Literacy on Performances in Summative Tasks

    Science.gov (United States)

    Denton, Philip; McIlroy, David

    2018-01-01

    Efficiency gains arising from the use of electronic marking tools that allow tutors to select comments from a statement bank are well documented, but how students use this type of feedback remains under explored. Natural science students (N = 161) were emailed feedback reports on a spreadsheet assessment that included an invitation to reply placed…

  20. Student Perceptions of Engagement Using Mobile-Based Polling as an Audience Response System: Implications for Leadership Studies

    Science.gov (United States)

    Noel, Dan; Stover, Sheri; McNutt, Mindy

    2015-01-01

    The increase in ownership and use of mobile-based devices among college students creates unique opportunities for faculty to develop highly engaging learning environments. With many educational institutions offering campus-wide Wi-Fi, students have the ability to use their mobile devices, including cell phones, tablets, and laptops for engaging…

  1. Improving Student Success by Understanding Reasons for, Types of, and Appropriate Responses to Stressors Affecting Asian Graduate Students in Canada

    Science.gov (United States)

    Kim, Andrew

    2015-01-01

    An increasing number of university students in Canada are from East Asian countries and enrolled in graduate programs. For these students, unique factors may contribute to a stressful study environment, which in turn can impact academic performance. This article draws on literature to identify five such factors and appropriate coping strategies:…

  2. Dehydration, with and without heat, in kangaroos from mesic and arid habitats: different thermal responses including varying patterns in heterothermy in the field and laboratory.

    Science.gov (United States)

    Dawson, Terence J; Blaney, Cyntina E; McCarron, Hugh C K; Maloney, Shane K

    2007-10-01

    Field data showing the daily patterns in body temperature (T(b)) of kangaroos in hot, arid conditions, with and without water, indicate the use of adaptive heterothermy, i.e. large variation in T(b). However, daily T(b) variation was greater in the Eastern Grey Kangaroo (Macropus giganteus), a species of mesic origin, than in the desert-adapted Red Kangaroo (Macropus rufus). The nature of such responses was studied by an examination of their thermal adjustments to dehydration in thermoneutral temperatures (25 degrees C) and at high temperature (45 degrees C) via the use of tame, habituated animals in a climate chamber. At the same level of dehydration M. rufus was less impacted, in that its T(b) changed less than that for M. giganteus while it evaporated significantly less water. At a T(a) of 45 degrees C with water restriction T(b) reached 38.9 +/- 0.3 degrees C in M. rufus compared with 40.2 +/- 0.4 degrees C for M. giganteus. The ability of M. rufus to reduce dry conductance in the heat while dehydrated was central to its superior thermal control. While M. giganteus showed more heterothermy, i.e. its T(b) varied more, this seemed due to a lower tolerance of dehydration in concert with a strong thermal challenge. The benefits of heterothermy to M. giganteus were also limited because of thermal (Q(10)) effects on metabolic heat production and evaporative heat loss. The impacts of T(b) on heat production were such that low morning T(b)'s seen in the field may be associated with energy saving, as well as water saving. Kangaroos respond to dehydration and heat similarly to many ungulates, and it is apparent that the accepted notions about adaptive heterothermy in large desert mammals may need revisiting.

  3. Heterogeneity in Pseudomonas aeruginosa Biofilms Includes Expression of Ribosome Hibernation Factors in the Antibiotic-Tolerant Subpopulation and Hypoxia-Induced Stress Response in the Metabolically Active Population

    Science.gov (United States)

    Williamson, Kerry S.; Richards, Lee A.; Perez-Osorio, Ailyn C.; Pitts, Betsey; McInnerney, Kathleen; Stewart, Philip S.

    2012-01-01

    Bacteria growing in biofilms are physiologically heterogeneous, due in part to their adaptation to local environmental conditions. Here, we characterized the local transcriptome responses of Pseudomonas aeruginosa growing in biofilms by using a microarray analysis of isolated biofilm subpopulations. The results demonstrated that cells at the top of the biofilms had high mRNA abundances for genes involved in general metabolic functions, while mRNA levels for these housekeeping genes were low in cells at the bottom of the biofilms. Selective green fluorescent protein (GFP) labeling showed that cells at the top of the biofilm were actively dividing. However, the dividing cells had high mRNA levels for genes regulated by the hypoxia-induced regulator Anr. Slow-growing cells deep in the biofilms had little expression of Anr-regulated genes and may have experienced long-term anoxia. Transcripts for ribosomal proteins were associated primarily with the metabolically active cell fraction, while ribosomal RNAs were abundant throughout the biofilms, indicating that ribosomes are stably maintained even in slowly growing cells. Consistent with these results was the identification of mRNAs for ribosome hibernation factors (the rmf and PA4463 genes) at the bottom of the biofilms. The dormant biofilm cells of a P. aeruginosa Δrmf strain had decreased membrane integrity, as shown by propidium iodide staining. Using selective GFP labeling and cell sorting, we show that the dividing cells are more susceptible to killing by tobramycin and ciprofloxacin. The results demonstrate that in thick P. aeruginosa biofilms, cells are physiologically distinct spatially, with cells deep in the biofilm in a viable but antibiotic-tolerant slow-growth state. PMID:22343293

  4. Use of computer aids including expert systems to enhance diagnosis of NPP safety status and operator response. VDU displays in accidents - Interact

    International Nuclear Information System (INIS)

    Humble, P.; Welbourne, D.

    1998-01-01

    This report describes NNC development of a demonstration concept called Interact of Visual Display Unit (VDU) displays, integrating on-screen control of plant actions. Most plant vendors now propose on-screen control and it is being included on some plants. The integration of Station Operating Instructions (SOI) into VDU presentation of plants is being developed rapidly. With on-screen control, SOIs can be displayed with control targets able to initiate plant control, directly as called for in the SOIs. Interact displays information and control options, using a cursor to simulate on-screen display and plant control. The displays show a method which integrates soft control and SOI information into a single unified presentation. They simulate the SOI for an accident, on-screen, with simulated inserted plant values

  5. Involverende undervisning med web- og SMS-baseret Student Response Systems

    DEFF Research Database (Denmark)

    Kjær, Christopher; Larsen, Søren

    Formålet er, at give deltagerne indblik i, hvordan web-og SMS-baserede student Response Systems (SRS) - også kendt som clickere – kan bruges som pædagogisk værktøj til at aktivere de studerende i auditoriet eller undervisningslokalet via diskussioner og peer - læring. SRS er et værktøj, hvormed....... Arbejdet med formulering af relevante spørgsmål 4. Praktisk indføring i, hvordan man bruger et konkret web- og SMS - baseret SRS - værktøj, dvs. Shakespeak og Poll Everywhere Perspektiv Universitetspædagogens og underviserens...

  6. Student Perceptions of Auditor Responses to Evidence of Suspicious Activities: An Experimental Assessment

    Directory of Open Access Journals (Sweden)

    David S Murphy

    2015-12-01

    Full Text Available This study assessed student perceptions of auditor responses to evidence that a client failed to respond appropriately to suspicious activities that could indicate money laundering. Subjects were presented with a series of randomized cases in which partner type (new vs. experienced, firm type (regional vs. international and audit fee materiality (not material, material to the local office only, material to the firm were manipulated asked to indicate their perceptions of the likelihood that an audit partner would discuss such evidence with the client, and the likelihood that the issue would be disclosed by the auditor. Both partner type and audit fee materiality was found to have significant effects on perceived likelihoods.

  7. Cortisol, biochemical, and galvanic skin responses to music stimuli of different preference values by college students in biology and music.

    Science.gov (United States)

    VanderArk, S D; Ely, D

    1993-08-01

    The purpose of this study was to examine biochemical and galvanic skin responses to music stimuli. Specifically, 30 university biology and 30 music students' plasma levels of norepinephrine and cortisol and their galvanic skin responses were measured before and after listening to two different musical selections, one of which was preferred (liked) by the music students and not preferred (disliked) by the biology students. The music-listening sessions and the controlled silent sessions were done in an anechoic chamber. 30 biology majors and 30 music majors were in the experimental groups; 14 biology and 17 music majors comprised the control group. Analysis indicated that the cortisol levels and galvanic skin responses were significantly higher for the music majors than the biology majors. The data indicate that music majors listen more critically and analytically to music than biology majors, and cortisol levels are associated with this as increases in music majors and decreases in biology majors after the music.

  8. The Response of Nannochloropsis gaditana to Nitrogen Starvation Includes De Novo Biosynthesis of Triacylglycerols, a Decrease of Chloroplast Galactolipids, and Reorganization of the Photosynthetic Apparatus

    Science.gov (United States)

    Simionato, Diana; Block, Maryse A.; La Rocca, Nicoletta; Jouhet, Juliette; Maréchal, Eric

    2013-01-01

    Microalgae of the genus Nannochloropsis are capable of accumulating triacylglycerols (TAGs) when exposed to nutrient limitation (in particular, nitrogen [N]) and are therefore considered promising organisms for biodiesel production. Here, after nitrogen removal from the medium, Nannochloropsis gaditana cells showed extensive triacylglycerol accumulation (38% TAG on a dry weight basis). Triacylglycerols accumulated during N deprivation harbored signatures, indicating that they mainly stemmed from freshly synthesized fatty acids, with a small proportion originating from a recycling of membrane glycerolipids. The amount of chloroplast galactoglycerolipids, which are essential for the integrity of thylakoids, decreased, while their fatty acid composition appeared to be unaltered. In starved cells, galactolipids were kept at a level sufficient to maintain chloroplast integrity, as confirmed by electron microscopy. Consistently, N-starved Nannochloropsis cells contained less photosynthetic membranes but were still efficiently performing photosynthesis. N starvation led to a modification of the photosynthetic apparatus with a change in pigment composition and a decrease in the content of all the major electron flow complexes, including photosystem II, photosystem I, and the cytochrome b6f complex. The photosystem II content was particularly affected, leading to the inhibition of linear electron flow from water to CO2. Such a reduction, however, was partially compensated for by activation of alternative electron pathways, such as cyclic electron transport. Overall, these changes allowed cells to modify their energetic metabolism in order to maintain photosynthetic growth. PMID:23457191

  9. A Study of General Education Astronomy Students' Understandings of Cosmology. Part III. Evaluating Four Conceptual Cosmology Surveys: An Item Response Theory Approach

    Science.gov (United States)

    Wallace, Colin S.; Prather, Edward E.; Duncan, Douglas K.

    2012-01-01

    This is the third of five papers detailing our national study of general education astronomy students' conceptual and reasoning difficulties with cosmology. In this paper, we use item response theory to analyze students' responses to three out of the four conceptual cosmology surveys we developed. The specific item response theory model we use is…

  10. Effect of personal response systems on student perception and academic performance in courses in a health sciences curriculum.

    Science.gov (United States)

    FitzPatrick, Kathleen A; Finn, Kevin E; Campisi, Jay

    2011-09-01

    To increase student engagement, active participation, and performance, personal response systems (clickers) were incorporated into six lecture-based sections of four required courses within the Health Sciences Department major curriculum: freshman-level Anatomy and Physiology I and II, junior-level Exercise Physiology, and senior-level Human Pathophysiology. Clickers were used to gather anonymous student responses to questions posed within the class period after individual thought and peer discussion. Students (n = 293, 88% of students completing the courses) completed a perceptual survey on clicker effectiveness inserted into the Student Assessment of Learning Gains online instrument. Across courses and years, students uniformly rated several dimensions of clicker use as providing good to great gain in engaging them in active learning, increasing participation and involvement during class, maintaining attention, applying material immediately, providing feedback concerning their understanding, and offering an anonymous format for participation. Within these four sections, quiz grades were compared between clicker and nonclicker years. Significant increases in pre- and posttest scores were seen in Exercise Physiology in clicker years and on some, but not all material, in Anatomy and Physiology I and II based on content quizzes. Human Pathophysiology results were unexpected, with higher quiz scores in the nonclicker year. The results support the hypothesis of increased engagement with clicker use. The hypothesis of increased student performance was not consistently supported. Increased performance was seen in Exercise Physiology. In Anatomy and Physiology I and II, performance improved on some content quizzes. In Human Pathophysiology, performance did not improve with clickers.

  11. Student Personality Differences Are Related to Their Responses on Instructor Evaluation Forms

    Science.gov (United States)

    McCann, Stewart; Gardner, Christopher

    2014-01-01

    The relation of student personality to student evaluations of teaching (SETs) was determined in a sample of 144 undergraduates. Student Big Five personality variables and core self-evaluation (CSE) were assessed. Students rated their most preferred instructor (MPI) and least preferred instructor (LPI) on 11 common evaluation items. Pearson and…

  12. The implicit affiliation motive moderates cortisol responses to acute psychosocial stress in high school students.

    Science.gov (United States)

    Wegner, Mirko; Schüler, Julia; Budde, Henning

    2014-10-01

    It has been previously shown that the implicit affiliation motive - the need to establish and maintain friendly relationships with others - leads to chronic health benefits. The underlying assumption for the present research was that the implicit affiliation motive also moderates the salivary cortisol response to acute psychological stress when some aspects of social evaluation and uncontrollability are involved. By contrast we did not expect similar effects in response to exercise as a physical stressor. Fifty-nine high school students aged M=14.8 years were randomly assigned to a psychosocial stress (publishing the results of an intelligence test performed), a physical stress (exercise intensity of 65-75% of HRmax), and a control condition (normal school lesson) each lasting 15min. Participants' affiliation motives were assessed using the Operant Motive Test and salivary cortisol samples were taken pre and post stressor. We found that the strength of the affiliation motive negatively predicted cortisol reactions to acute psychosocial but not to physical stress when compared to a control group. The results suggest that the affiliation motive buffers the effect of acute psychosocial stress on the HPA axis. Copyright © 2014 Elsevier Ltd. All rights reserved.

  13. Undergraduate nursing students' perceptions about disaster preparedness and response in Istanbul, Turkey, and Miyazaki, Japan: a cross-sectional study.

    Science.gov (United States)

    Öztekin, Seher Deniz; Larson, Eric Edwin; Yüksel, Serpil; Altun Uğraş, Gülay

    2015-04-01

    Although the awareness of disasters has increased among nurses, the concept of disaster preparedness and response has not been sufficiently explored with undergraduate nursing students. The aim of this study was to assess and compare the perceptions of students regarding disaster preparedness and response that live in different earthquake-prone cities; Istanbul, Turkey and Miyazaki, Japan. A cross-sectional study employing seven questions was conducted in a final group of 1053 nursing students from Istanbul, Turkey, and Miyazaki, Japan. Most study respondents were female, aged 18-22 years, with a high proportion of second year students in both cities. Istanbul's students had more knowledge about disaster preparedness and response in relation to age and year of university, showing statistically significant differences. Istanbul's highest rated responses to disaster characteristics were on structural elements and injuries/deaths, while Miyazaki's was "unpredictable/sudden/disorganized". Respondents in Istanbul identified earthquakes as the disaster most likely to occur, while respondents in Miyazaki identified typhoon/hurricane. Study participants responded that they could provide caregiver roles during a disaster event rather than triage or managerial roles as disaster responders. Disaster characteristics were not described by one third of the students. Of the two-thirds that were described, most were of events that were highly predictable because of their frequencies in the given areas. Universities need to target and then focus on high-risk factors in their areas and have disaster plans for students who can provide triage and managerial nursing roles as disaster responders. © 2014 The Authors. Japan Journal of Nursing Science © 2014 Japan Academy of Nursing Science.

  14. Use of an audience response system during peer teaching among physical therapy students in human gross anatomy: perceptions of peer teachers and students.

    Science.gov (United States)

    Wait, Kevin R; Cloud, Beth A; Forster, Lindsey A; Jones, Tiffany M; Nokleby, Jessica J; Wolfe, Cortney R; Youdas, James W

    2009-01-01

    An audience response system (ARS) has become popular among educators in medicine and the health professions because of the system's ability to engage listeners during a lecture presentation. No one has described the usefulness of ARS technology during planned nonlecture peer teaching sessions in gross anatomy instruction for health professionals. The unique feature of each peer teaching session was a nongraded 12-15 item ARS quiz assembled by six second-year doctor of physical therapy (DPT) students and purposely placed at the beginning of the review session for those first-year DPT students in attendance. This study used a ten-item questionnaire and a five-point Likert scale in addition to three open ended questions to survey perceptions of both first-year and second-year DPT students about the usefulness of ARS technology implemented during weekly interactive peer teaching sessions during a semester course in Anatomy for Physical Therapists. First-year students overwhelmingly acknowledged the ARS system permitted each student to self-assess his/her preparedness for a quiz or examination and compare his/her performance with that of classmates. Peer teachers recognized an ARS quiz provided them an opportunity to: (1) estimate first-year students' level of understanding of anatomical concepts; and (2) effectively prepare first-year students for their weekly quizzes and future examinations. On the basis of the mutual benefits derived by both students/tutees and teachers/tutors, physical therapist educators may wish to consider using ARS technology to enhance teaching methods for a class in gross human anatomy.

  15. Power and status within small groups: An analysis of students' verbal and nonverbal behavior and responses to one another

    Science.gov (United States)

    Morris, Lynnae Carol

    The purpose of this research has been to determine the influence of verbal and nonverbal behavior on power and status within small groups. The interactions which took place within five small groups of students in a middle school spatial reasoning elective were analyzed. Verbal responses to requests for help were analyzed using sequential analysis techniques. Results indicated that the identity of the student asking a question or requesting help in some form or another is a better predictor of whether he/she will receive help than the type of questions he/she asks. Nonverbal behavior was analyzed for social gestures, body language, and shifts in possession of tools. Each nonverbal act was coded as either "positive" (encouraging participation) or "negative" (discouraging participation); and, the researchers found that in groups in which there was unequal participation and less "help" provided among peers (according to the verbal analysis results) there tended to be more "negative" nonverbal behavior demonstrated than in groups in which "shared talk time" and "helping behavior" were common characteristics of the norm. The combined results from the analyses of the verbal and nonverbal behavior of students within small groups were then reviewed through the conflict, power, status perspective of small group interactions in order to determine some common characteristics of high functioning (collaborative) and low functioning (non-collaborative) groups. Some common characteristics of the higher functioning groups include: few instances of conflict, shared "talk time" and decision making, inclusive leadership, frequent use of encouraging social gestures and body language, and more sharing of tools than seizing. Some shared traits among the lower functioning groups include: frequent occurrences of interpersonal conflict, a focus on process (rather than content), persuasive or alienating leadership, unequal participation and power, frequent use of discouraging social gestures

  16. Sharpening the lens of culturally responsive science teaching: a call for liberatory education for oppressed student groups

    Science.gov (United States)

    Codrington, Jamila

    2014-12-01

    Wallace and Brand's framing of culturally responsive science teaching through the lens of critical race theory honors the role of social justice in science education. In this article, I extend the discussion through reflections on the particular learning needs of students from oppressed cultural groups, specifically African Americans. Understanding the political nature of education, I explore the importance of transforming science education so that it has the capacity to provide African American students with tools for their own liberation. I discuss Wallace and Brand's research findings in relation to the goal of liberatory education, and offer ideas for how science educators might push forward this agenda as they strive for culturally responsive teaching with oppressed student groups.

  17. The Interaction of Pedagogical Approach, Gender, Self-Regulation, and Goal Orientation Using Student Response System Technology

    Science.gov (United States)

    Edens, Kellah M.

    2008-01-01

    This research compares a behaviorally based approach for using electronic student response system (SRS) technology with a metacognitive-oriented approach to determine effects on attendance, preparation for class, and achievement. Also examined are the interaction effects of pedagogical approach with self-regulatory and motivational characteristics…

  18. Understanding the Effect of Response Rate and Class Size Interaction on Students Evaluation of Teaching in a Higher Education

    Science.gov (United States)

    Al Kuwaiti, Ahmed; AlQuraan, Mahmoud; Subbarayalu, Arun Vijay

    2016-01-01

    Objective: This study aims to investigate the interaction between response rate and class size and its effects on students' evaluation of instructors and the courses offered at a higher education Institution in Saudi Arabia. Study Design: A retrospective study design was chosen. Methods: One thousand four hundred and forty four different courses…

  19. Target Practice: Reader Response Theory and Teachers' Interpretations of Students' SAT 10 Scores in Data-Based Professional Development

    Science.gov (United States)

    Atkinson, Becky M.

    2012-01-01

    The study reported in this article examines how teachers read and respond to their students' Stanford Achievement Test 10 (SAT 10) scores with the goal of investigating the assumption that data-based teaching practice is more "objective" and less susceptible to divergent teacher interpretation. The study uses reader response theory to…

  20. Student Opinions and Preferences Regarding Personal Response Systems in the Graduate Physical Therapy Classroom: A Mixed-Methods Inquiry

    Science.gov (United States)

    Mincer, Andi Beth; Thompson, Anne W.

    2012-01-01

    Little investigation has been conducted on the use of Personal Response Systems (PRS) in either graduatelevel courses or health professions education. Through anonymous participation in focus groups, graduate physical therapy students described specific aspects of PRS that they felt facilitated their learning, as well as aspects that hindered…

  1. A Response to May's Commentary on "A Look at EMDR: Technique, Research and Use with College Students"

    Science.gov (United States)

    Sikes, Victoria; Sikes, Charlotte

    2005-01-01

    The present article is a response to May's (2004) commentary on our original article: "A Look at EMDR: Technique, Research and Use with College Students." May (2004) points out the controversial nature of the research on EMDR, and we agree. We continue to hold, however, that EMDR is a promising treatment for use in college counseling centers with…

  2. Enhancing Student Learning with Case-Based Teaching and Audience Response Systems in an Interdisciplinary Food Science Course

    Science.gov (United States)

    Giacalone, Davide

    2016-01-01

    The purpose of this article is to discuss the implementation of case-based teaching and use of response technologies to graduate students in a food science course. The article focuses on teaching sensory science and sensometrics, presents several concrete examples used during the course, and discusses in each case some of the observed outcomes.…

  3. Use of Student Ratings to Benchmark Universities: Multilevel Modeling of Responses to the Australian Course Experience Questionnaire (CEQ)

    Science.gov (United States)

    Marsh, Herbert W.; Ginns, Paul; Morin, Alexandre J. S.; Nagengast, Benjamin; Martin, Andrew J.

    2011-01-01

    Recently graduated university students from all Australian Universities rate their overall departmental and university experiences (DUEs), and their responses (N = 44,932, 41 institutions) are used by the government to benchmark departments and universities. We evaluate this DUE strategy of rating overall departments and universities rather than…

  4. Integrated Qs Al Mudatsir in the reality group counseling to grow the character of students academic responsibility

    Directory of Open Access Journals (Sweden)

    Asroful Kadafi

    2017-11-01

    The emotional development of students in early teens showed a sensitive and recreative nature (critical, emotions are often negative and temperamental. This negative passion is evidenced by the findings in the field of Indonesian teenagers, such as Tawuran, promiscuity, students who dare to do nasty with school friends (Tirto, 2013. Many factors are the cause, one of which is still the weak character of academic responsibility that students have. This problem becomes a serious problem in the world of education Indonesia. Therefore, it is natural for educational practitioners to take solutive steps to overcome the problem. One education practitioner who has a strategic position to handle the case is Counselor. Counselors are deemed able to provide practical solutions through Reality Group Counseling services by integrating spiritual values (Islam to foster student academic responsibilities. Reality group counseling emphasizes the growth of personal responsibility. This advice is also in line with Islamic values that encourage individuals always to be responsible for every action as reflected in the QS. Al Muddassir: 38.

  5. Effect of Personal Response Systems on Student Perception and Academic Performance in Courses in a Health Sciences Curriculum

    Science.gov (United States)

    FitzPatrick, Kathleen A.; Finn, Kevin E.; Campisi, Jay

    2011-01-01

    To increase student engagement, active participation, and performance, personal response systems (clickers) were incorporated into six lecture-based sections of four required courses within the Health Sciences Department major curriculum: freshman-level Anatomy and Physiology I and II, junior-level Exercise Physiology, and senior-level Human…

  6. Forum: The Lecture and Student Learning. Rethinking Lecture-Learning from Communicative Lenses: A Response to Forum Essays

    Science.gov (United States)

    Buzzanell, Patrice M.

    2017-01-01

    This response discusses why the essays in this forum are of particular interest for instructors in light of recent articles in "The Chronicle of Higher Education" and trends in student populations and higher education. "The Chronicle" recently featured several articles on innovative ways to "shake up the lecture" that…

  7. Response Rate and Teaching Effectiveness in Institutional Student Evaluation of Teaching: A Multiple Linear Regression Study

    Science.gov (United States)

    Al-Maamari, Faisal

    2015-01-01

    It is important to consider the question of whether teacher-, course-, and student-related factors affect student ratings of instructors in Student Evaluation of Teaching (SET) in English Language Teaching (ELT). This paper reports on a statistical analysis of SET in two large EFL programmes at a university setting in the Sultanate of Oman. I…

  8. Challenges Social Work Students Encounter in International Field Placements and Recommendations for Responsible Management

    Science.gov (United States)

    Matthew, Lenore E.; Lough, Benjamin J.

    2017-01-01

    Social work students often face personal and institutional challenges prior to, during, and after international field placements. If not managed, these challenges may compromise students' professional development and hinder their meaningful contribution to placements abroad, which is of particular concern when students from the Global North are…

  9. Person-Environment Fit and Its Effects on University Students: A Response Surface Methodology Study

    Science.gov (United States)

    Gilbreath, Brad; Kim, Tae-Yeol; Nichols, Brooke

    2011-01-01

    The amount of time, effort, and money expended in pursuit of a college degree makes it important that students choose a university that is a good fit for them. Unfortunately students often determine whether a university is a fit for them through trial and error. This research investigated student-university fit and its relationship with…

  10. University Student Death Response Plans Using a Structural Management Approach Provide Effective Coordinated Institutional Action

    Science.gov (United States)

    Cusick, Anne

    2008-01-01

    Student death is an inevitable event in the long life of university communities. Although student death is uncommon, universities need to be able respond in a timely and appropriate way to bring the relationship with a deceased student to a dignified close. This article presents a review of factors previously identified in higher education and…

  11. Educational Responses to Media Challenges to Self Esteem: Body Image Perceptions among Undergraduate Students.

    Science.gov (United States)

    Solomon, Mindy; Venuti, John; Hodges, Jilda; Iannuzzelli, Jena; Chambliss, Catherine

    College students confront a variety of challenges on a daily basis. Living up to the standards prescribed by the media and other social groups leaves some students feeling distraught and many feeling vulnerable. Feelings of failure and self-loathing often lead college students to become preoccupied with their self-image and actions, motivating…

  12. Healthy Concessions: High School Students' Responses to Healthy Concession Stand Changes

    Science.gov (United States)

    Laroche, Helena H.; Hradek, Christine; Hansen, Kate; Hanks, Andrew S.; Just, David R.; Wansink, Brian

    2017-01-01

    Background: A previous sales data analysis demonstrated success in selling healthier items at a concession stand. Questions remained regarding student satisfaction and whether the intervention reached non-health-conscious students. Methods: Cross-sectional anonymous samples of students at a large midwestern high school were surveyed before and…

  13. Exploring the Health Belief Model and first-year students' responses ...

    African Journals Online (AJOL)

    However, some students do not access VCT due to personal fears while other students do not access VCT because of their low individual risk perception for HIV due to sexual abstinence. It concludes that university students' self-efficacy and cues to action might bring about a positive change in the future of the epidemic ...

  14. Autonomy and Responsibility: Online Learning as a Solution for At-Risk High School Students

    Science.gov (United States)

    Lewis, S.; Whiteside, A.; Garrett Dikkers, A.

    2014-01-01

    In this three-year, mixed methods case study, the benefits and challenges of online learning for at-risk high school students were examined. A key finding was that at-risk students identify the benefits and challenges of online learning to be the same. While students appreciate the opportunity to work ahead and study at their own pace, they see it…

  15. Effective Practices of Financial Education for College Students: Students' Perceptions of Credit Card Use and Financial Responsibility

    Science.gov (United States)

    Anderson, Carla; Card, Karen

    2015-01-01

    The purpose of this quasi-experimental nonequivalent control group study was to determine the influence that a financial education intervention administered in First Year Experience courses had on students' perceptions of their financial behavior such as compulsive spending and credit card use. This study utilized the five-point Likert-type…

  16. Policy Responses to Address Student "Brain Drain": An Assessment of Measures Intended to Reduce the Emigration of Singaporean International Students

    Science.gov (United States)

    Ziguras, Christopher; Gribble, Cate

    2015-01-01

    For several decades, Singapore has experienced a high rate of outbound degree mobility with around 1 in 10 higher education students currently studying outside the country according to UNESCO figures. Singapore's successful economic development strategy, which has seen it become a key Asian hub for knowledge-intensive industries for…

  17. Dynamic Response of the Environment at the Moon (DREAM): Providing Opportunities for Students and Teachers to Learn About the Solar-lunar Environmental Connection

    Science.gov (United States)

    Bleacher, L.; Weir, H. M.; Twu, Y.; Farrell, W. M.; Gross, N. A.

    2009-12-01

    The Dynamic Response of the Environment at the Moon (DREAM) team is one of seven teams comprising the NASA Lunar Science Institute. DREAM’s goal is to reveal, advance, and test the extremes of the solar-lunar environmental connection. DREAM’s education and outreach (E/PO) program is focused on student and teacher participation with scientists. The primary component of the DREAM E/PO program is two Lunar Extreme Workshops (LEWs) and the supporting materials developed for each LEW. The workshops will bring together scientists and modelers from the DREAM team with advanced high school and/or community college students and their teachers. The LEWs will allow student/teacher participants to interact directly with the scientists and to experience the process of science in action. Participation in LEWs and pre-LEW training will expose students to science, technology, engineering, and math (STEM) careers and engage them in learning new STEM content. During the two LEWs, the new, integrated lunar models developed by the DREAM team will be tested using extreme environmental drivers. These extreme events include: 1) solar storms and human excursion into Shackleton Crater and 2) human activity/lunar excavation and impact cratering. Although the LEWs will be complex in nature, the students and teachers will receive extensive pre-LEW training via access to online curricular resources already in development and Webinars with DREAM science team members, during which the students/teachers will get to know the team members and put their new knowledge into context. The curricular materials will include resources and activities pertaining to space weather, plasma, electricity, circuits, magnetism, magnetospheres, exospheres, impact cratering, and modeling. The activities are being mapped to the National Science Education Standards and the American Association for the Advancement of Science’s Benchmarks for Science Literacy. Students will be encouraged to read and review

  18. Trigonometry, Including Snell's Theorem.

    Science.gov (United States)

    Kent, David

    1980-01-01

    Aspects of the instruction of trigonometry in secondary school mathematics are reviewed. Portions of this document cover basic introductions, a student-developed theorem, the cosine rule, inverse functions, and a sample outdoor activity. (MP)

  19. Estudiantes con discapacidades preparandose para la educacion postsecundaria: Conozca sus derechos y responsabilidades (Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities).

    Science.gov (United States)

    Office for Civil Rights (ED), Washington, DC.

    This pamphlet, in Spanish, intended for postsecondary students with disabilities, explains the rights and responsibilities of these students and the obligations of a postsecondary school to provide academic adjustments. The federal legislation on which the information is based is described. Information for students is presented in question and…

  20. Historical imagination, narrative learning and nursing practice: graduate nursing students' reader-responses to a nurse's storytelling from the past.

    Science.gov (United States)

    Wood, Pamela J

    2014-09-01

    Storytelling and narrative are widely used in nurse education and the value of narrative-based curricula, such as those governed by narrative pedagogy, is well recognised. Storytelling stimulates students' imagination, a central feature of narrative learning. One form of story and imagination yet to be fully considered by educators is the historical story and historical imagination. The use of historical storytelling creates a temporal dissonance between the story and reader that stimulates readers' imagination and response, and enables them to gain rich insights which can be applied to the present. Reader-response theory can support educators when using narrative and storytelling. This article presents an analysis of graduate nursing students' reader-responses to a nurse's story from the past. This narrative learning group used their historical imagination in responding to the story and prompted and challenged each other in their interpretation and in translating their responses to their current nursing practice. The article discusses this analysis within the context of reader-response theory and its potential application to narrative-based learning in nurse education. Historical stories stimulate historical imagination and offer a different frame of reference for students' development of textual competence and for applying insights to the present. Copyright © 2014 Elsevier Ltd. All rights reserved.

  1. SHARED RESPONSIBILITY AND ITS INFLUENCE ON THE ATTITUDES OF MANAGEMENT STUDENTS AT A PRIVATE UNIVERSITY IN PORTO ALEGRE

    Directory of Open Access Journals (Sweden)

    Cláudio Damacena

    2016-04-01

    Full Text Available Within education, co-production has been steadily gaining ground. It is characterized by an educational model that provides more interaction and shared responsibility. In other words, teachers develop lessons that motivate students to produce their activities and facilitate that process. In this context, active collaboration, dialogue, interaction, mutual responsibility and reflection are intrinsic aspects of learning and can help to reduce the negative impact of failures that occur in the services. In order to explore this theme empirically, descriptive research was conducted with 308 students from a management course at a private university, in Porto Alegre. The research was based on a similar investigation by Sierra (2009. The results show that shared responsibility is a crucial component in students’ learning, as well as in their experience of business education, because of its determining influence over their objective, subjective, cognitive and emotional assessments.

  2. Using Audience Response Technology to provide formative feedback on pharmacology performance for non-medical prescribing students - a preliminary evaluation

    Science.gov (United States)

    2012-01-01

    Background The use of anonymous audience response technology (ART) to actively engage students in classroom learning has been evaluated positively across multiple settings. To date, however, there has been no empirical evaluation of the use of individualised ART handsets and formative feedback of ART scores. The present study investigates student perceptions of such a system and the relationship between formative feedback results and exam performance. Methods Four successive cohorts of Non-Medical Prescribing students (n=107) had access to the individualised ART system and three of these groups (n=72) completed a questionnaire about their perceptions of using ART. Semi-structured interviews were carried out with a purposive sample of seven students who achieved a range of scores on the formative feedback. Using data from all four cohorts of students, the relationship between mean ART scores and summative pharmacology exam score was examined using a non-parametric correlation. Results Questionnaire and interview data suggested that the use of ART enhanced the classroom environment, motivated students and promoted learning. Questionnaire data demonstrated that students found the formative feedback helpful for identifying their learning needs (95.6%), guiding their independent study (86.8%), and as a revision tool (88.3%). Interviewees particularly valued the objectivity of the individualised feedback which helped them to self-manage their learning. Interviewees’ initial anxiety about revealing their level of pharmacology knowledge to the lecturer and to themselves reduced over time as students focused on the learning benefits associated with the feedback. A significant positive correlation was found between students’ formative feedback scores and their summative pharmacology exam scores (Spearman’s rho = 0.71, N=107, p<.01). Conclusions Despite initial anxiety about the use of individualised ART units, students rated the helpfulness of the individualised

  3. Using Audience Response Technology to provide formative feedback on pharmacology performance for non-medical prescribing students - a preliminary evaluation

    Directory of Open Access Journals (Sweden)

    Mostyn Alison

    2012-11-01

    Full Text Available Abstract Background The use of anonymous audience response technology (ART to actively engage students in classroom learning has been evaluated positively across multiple settings. To date, however, there has been no empirical evaluation of the use of individualised ART handsets and formative feedback of ART scores. The present study investigates student perceptions of such a system and the relationship between formative feedback results and exam performance. Methods Four successive cohorts of Non-Medical Prescribing students (n=107 had access to the individualised ART system and three of these groups (n=72 completed a questionnaire about their perceptions of using ART. Semi-structured interviews were carried out with a purposive sample of seven students who achieved a range of scores on the formative feedback. Using data from all four cohorts of students, the relationship between mean ART scores and summative pharmacology exam score was examined using a non-parametric correlation. Results Questionnaire and interview data suggested that the use of ART enhanced the classroom environment, motivated students and promoted learning. Questionnaire data demonstrated that students found the formative feedback helpful for identifying their learning needs (95.6%, guiding their independent study (86.8%, and as a revision tool (88.3%. Interviewees particularly valued the objectivity of the individualised feedback which helped them to self-manage their learning. Interviewees’ initial anxiety about revealing their level of pharmacology knowledge to the lecturer and to themselves reduced over time as students focused on the learning benefits associated with the feedback. A significant positive correlation was found between students’ formative feedback scores and their summative pharmacology exam scores (Spearman’s rho = 0.71, N=107, p Conclusions Despite initial anxiety about the use of individualised ART units, students rated the helpfulness of the

  4. An Empirical Study of Neural Network-Based Audience Response Technology in a Human Anatomy Course for Pharmacy Students.

    Science.gov (United States)

    Fernández-Alemán, José Luis; López-González, Laura; González-Sequeros, Ofelia; Jayne, Chrisina; López-Jiménez, Juan José; Carrillo-de-Gea, Juan Manuel; Toval, Ambrosio

    2016-04-01

    This paper presents an empirical study of a formative neural network-based assessment approach by using mobile technology to provide pharmacy students with intelligent diagnostic feedback. An unsupervised learning algorithm was integrated with an audience response system called SIDRA in order to generate states that collect some commonality in responses to questions and add diagnostic feedback for guided learning. A total of 89 pharmacy students enrolled on a Human Anatomy course were taught using two different teaching methods. Forty-four students employed intelligent SIDRA (i-SIDRA), whereas 45 students received the same training but without using i-SIDRA. A statistically significant difference was found between the experimental group (i-SIDRA) and the control group (traditional learning methodology), with T (87) = 6.598, p SIDRA and the methodology used during the process of learning anatomy (M = 4.59). The new empirical contribution presented in this paper allows instructors to perform post hoc analyses of each particular student's progress to ensure appropriate training.

  5. College Students' Responses to Suicidal Content on Social Networking Sites: An Examination Using a Simulated Facebook Newsfeed.

    Science.gov (United States)

    Corbitt-Hall, Darcy J; Gauthier, Jami M; Davis, Margaret T; Witte, Tracy K

    2016-10-01

    Although Facebook has a peer-initiated suicide prevention protocol, little is known about users' abilities to notice, recognize, and appropriately interpret suicidal content or about their willingness to intervene. In this study, 468 college students were randomly assigned to interact with a simulated Facebook newsfeed containing content reflecting various suicide risk levels. A larger proportion of those exposed to content reflecting moderate and severe suicide risk noticed, recognized, appropriately interpreted, and endorsed taking action to intervene, as compared to those exposed to content representing no or low risk. Overall, results indicate that college students are responsive to suicidal content on Facebook. © 2016 The American Association of Suicidology.

  6. Performance of Accounting students on the Enade/2012 test: an application of the Item-Response Theory

    Directory of Open Access Journals (Sweden)

    Raphael Vinicius Weigert Camargo

    2016-08-01

    Full Text Available The objective in this study was to measure Accounting students’ performance (proficiency on the Enade test using the Item Response Theory (IRT. The students’ performance was measured using the three parameter logistic model (3PL, based on data related to the Enade test/2012, taken from the website of the National Institute for Educational Studies and Research Anísio Teixeira (Inep, concerning 47,098 students. Through the scale, three levels of student performance could be distinguished. Level 1 students master the reading and interpretation of texts and quantitative reasoning. In addition, Level 2 students should present logical reasoning and systemic and holistic perspective. Furthermore, at Level 3, students should present interdisciplinary knowledge, covering accounting contents, critical-analytic skills and practical application of the content mastered. The results also appointed that the items of the Enade test were very difficulty for the group that took the test. Independently of the student characteristics analyzed, overall, the proficiency scores were very low. This result suggests that the HEI need to take actions and that public policies are needed that can contribute to improve the students’ performance.

  7. Format as a False Judge of Credibility: Messages from Librarians and Faculty and Student Responses

    Directory of Open Access Journals (Sweden)

    Amy E. Mark

    2011-11-01

    Full Text Available The purpose of this case study is to explore how students make sense of and respond to messages about information in higher education. This study identifies the messages students in higher education receive about information gathering, conducting research, and the credibility and authority of information sources. This research revealed that students are receiving the message from faculty that format is a stand-in for credibility. Research to date focuses on how to steer students to information privileged by the academy: academic, peer reviewed articles, and books. The voice of students is often absent. This study employs the critical framework of Paulo Freire in order to give voice to student perceptions of information.

  8. The responsible use of online social networking: who should mentor medical students.

    Science.gov (United States)

    Patel, Pradip D; Roberts, John L; Miller, Karen Hughes; Ziegler, Craig; Ostapchuk, Michael

    2012-01-01

    As medical students become more active in online social networking (OSN), there are increasing concerns regarding violations of patient privacy and a lack of professionalism. Students need to be mentored, but who is best suited to the task? We hypothesized that residents are closer to students in usage and attitudes toward online communication than are faculty. If so, they would be more credible as mentors. We surveyed faculty (N = 16), 1st-year residents (N = 120), and 3rd-year medical students (N = 130) to compare attitudes about OSN and the online usage patterns. We found residents to be more like students in usage patterns of personal electronic media and in their choice of the mentoring techniques that should be used. Residents say they were not prepared to mentor students without additional guidance but were more confident than faculty members that they had the knowledge to do so.

  9. The Social Responsibility of Retailers through the Eyes of Students of a Commerce Faculty – a Qualitative Approach

    Directory of Open Access Journals (Sweden)

    Gabriela Ţigu

    2014-02-01

    Full Text Available Retailers’ social responsibility is treated in the literature in association with such topics as trade justice, ethics, or fairness. The concept can be defined according to various dimensions, involving characteristics such as quality products, price fairness, honesty, and ethical interactions with consumers. This paper aims to evaluate students' attitude towards retailers’ social responsibility in implementing the strategic and tactical decisions about product, price, distribution and promotion. It is based on a qualitative research exploring the opinions of the students in business administration about this issue, both as consumers and prospective decision makers in the retail sector. The research was conducted in two focus groups, where the students played the roles of “consumers”, respectively “managers”. It was found out that there were differences in the responses of the two groups. The members of the “consumers” group were emotionally involved and they preferred a demand driven approach that focuses on finding solutions to their needs, while the members of the “managers” group have adopted a more detached attitude and they were concerned with the identification of gain as a consequence of social responsibility actions.

  10. THE RELATIONSHIP BETWEEN SELF CONCEPT AND RESPONSE TOWARDS STUDENT’S ACADEMIC ACHIEVEMENT AMONG STUDENTS LEADERS IN UNIVERSITY PUTRA MALAYSIA

    Directory of Open Access Journals (Sweden)

    Jamaludin Ahmad

    2011-07-01

    Full Text Available This is a quantitative research using correlational method. The purpose of this research is to study the relationship between self concept and ability to handle stress on academic achievement of student leaders in University Putra Malaysia. The sample size consists of 106 respondents who are the Student Supreme Council and Student Representative Committee. Tennessee Self Concept Scale (TSCS was used to evaluate respondents’ self concept and for respondents’ responses strategy the Response Strategy Questionnaire were used. The respondents’ CGPA is used to evaluate their academic achievements. The findings illustrate that there is no significant relationship between self concept and academic achievement. Correlation between self concept and academic achievement is not significant (r = 0.06, p = 0.950. Meanwhile there is a significant relationship between respondents’ response strategies and academic achievements X2 (10, N = 106 = 19.721, p = 0.032. This would mean that the respondent’s response strategy is influenced by his or her academic achievement. The value of frequency contingency, 0.396 illustrate that the relationship is positive and low. The findings from this research will provide information to those who intend to plan beneficial programs for the university or the community in general.

  11. Tit-For-Tat Strategy for Increasing Medical Student Evaluation Response Rates

    Directory of Open Access Journals (Sweden)

    Matthew G. Malone

    2017-12-01

    Full Text Available Introducation It is essential for faculty to receive feedback on their teaching for the purpose of improvement as well as promotion. It can be challenging to motivate students to provide feedback to preceptors and fill out evaluation forms when not a clerkship requirement. Furthermore, there is concern that making the evaluations a requirement can compromise the quality of the feedback. The objective of this study was to identify an increase in the number of faculty and resident evaluations completed by students rotating through their Emergency Medicine clerkship following the implementation of a tit-for-tat incentive strategy. Method Prior to the implementation of Tit-for-Tat, students rotating through their emergency medicine clerkship were asked to fill out evaluations of residents and faculty members with whom they worked. These were encouraged but voluntary. Beginning in the 2014–2015 academic year, a tit-for-tat strategy was employed whereby students had to complete a resident or faculty evaluation in order to view the student assessment completed by that resident or faculty preceptor. Results Students submitted 1101 evaluations in the control, with a mean of 3.60 evaluations completed per student and 3.77 evaluations received per preceptor. Following the implementation of tit-for-tat, students submitted 2736 evaluations, with a mean of 8.19 evaluations completed per student and 7.52 evaluations received per preceptor. Both the increase in evaluations completed per student and evaluations received per preceptor were statistically significant with p-value <0.001. Conclusion The tit-for-tat strategy significantly increased the number of evaluations submitted by students rotating through their emergency medicine clerkship. This has served as an effective tool to increase the overall number of evaluations completed, the number of evaluations each instructor received on average and the proportion of students that completed evaluations

  12. Case Study of a Post-Secondary Institution and Its Response to Student Homelessness

    OpenAIRE

    Kovacs Burns, Kathy; Richter, Magdalena; Mao, Yuping; Mogale, Shirley; Danko, Margaret

    2016-01-01

    textabstractFrom the moment students are accepted into post-secondary institutions, the focus is on their studies and successful completion. Far less is known about what institutions understand about students’ personal stresses and issues with their finances, housing and especially student homelessness. How are these issues identified and managed within post-secondary institutions? What is the role of the post-secondary institution around ensuring students have what they need personally to be...

  13. Tit-For-Tat Strategy for Increasing Medical Student Evaluation Response Rates.

    Science.gov (United States)

    Malone, Matthew G; Carney, Michelle M; House, Joseph B; Cranford, James A; Santen, Sally A

    2018-01-01

    It is essential for faculty to receive feedback on their teaching for the purpose of improvement as well as promotion. It can be challenging to motivate students to provide feedback to preceptors and fill out evaluation forms when not a clerkship requirement. Furthermore, there is concern that making the evaluations a requirement can compromise the quality of the feedback. The objective of this study was to identify an increase in the number of faculty and resident evaluations completed by students rotating through their Emergency Medicine clerkship following the implementation of a tit-for-tat incentive strategy. Prior to the implementation of Tit-for-Tat, students rotating through their emergency medicine clerkship were asked to fill out evaluations of residents and faculty members with whom they worked. These were encouraged but voluntary. Beginning in the 2014-2015 academic year, a tit-for-tat strategy was employed whereby students had to complete a resident or faculty evaluation in order to view the student assessment completed by that resident or faculty preceptor. Students submitted 1101 evaluations in the control, with a mean of 3.60 evaluations completed per student and 3.77 evaluations received per preceptor. Following the implementation of tit-for-tat, students submitted 2736 evaluations, with a mean of 8.19 evaluations completed per student and 7.52 evaluations received per preceptor. Both the increase in evaluations completed per student and evaluations received per preceptor were statistically significant with p-value strategy significantly increased the number of evaluations submitted by students rotating through their emergency medicine clerkship. This has served as an effective tool to increase the overall number of evaluations completed, the number of evaluations each instructor received on average and the proportion of students that completed evaluations. Further work could be done to attempt to better assess the quality of the feedback from

  14. Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology.

    Science.gov (United States)

    Pettit, Robin K; McCoy, Lise; Kinney, Marjorie; Schwartz, Frederic N

    2015-05-22

    Higher education students have positive attitudes about the use of audience response systems (ARS), but even technology-enhanced lessons can become tiresome if the pedagogical approach is exactly the same with each implementation. Gamification is the notion that gaming mechanics can be applied to routine activities. In this study, TurningPoint (TP) ARS interactions were gamified and implemented in 22 large group medical microbiology lectures throughout an integrated year 1 osteopathic medical school curriculum. A 32-item questionnaire was used to measure students' perceptions of the gamified TP interactions at the end of their first year. The survey instrument generated both Likert scale and open-ended response data that addressed game design and variety, engagement and learning features, use of TP questions after class, and any value of lecture capture technology for reviewing these interactive presentations. The Chi Square Test was used to analyze grouped responses to Likert scale questions. Responses to open-ended prompts were categorized using open-coding. Ninety-one students out of 106 (86 %) responded to the survey. A significant majority of the respondents agreed or strongly agreed that the games were engaging, and an effective learning tool. The questionnaire investigated the degree to which specific features of these interactions were engaging (nine items) and promoted learning (seven items). The most highly ranked engagement aspects were peer competition and focus on the activity (tied for highest ranking), and the most highly ranked learning aspect was applying theoretical knowledge to clinical scenarios. Another notable item was the variety of interactions, which ranked in the top three in both the engagement and learning categories. Open-ended comments shed light on how students use TP questions for exam preparation, and revealed engaging and non-engaging attributes of these interactive sessions for students who review them via lecture capture

  15. Student Leadership Development: How Do Liberal Arts Colleges Enhance Socially Responsible Leadership?

    Science.gov (United States)

    Wright, David W.

    2013-01-01

    Student leadership development is a key initiative at many colleges and universities in the United States today. Many of the liberal arts institutions in America have leadership development of their student population as one of the fundamental elements of their educational objectives (Astin, 1997; Durden, 2001; Rothblatt, 2003). This study…

  16. Student Response to an Internet-Mediated Industrial Design Studio Course

    Science.gov (United States)

    Chen, Wenzhi; You, Manlai

    2010-01-01

    The purpose of this study is to investigate student attitudes towards and perceptions of using the Internet and information technology to mediate a design studio course and to propose guidelines and suggestions for developing Internet-mediated design studio courses. Two classes of third-year undergraduate industrial design students in two…

  17. "With Great Power Comes Great Responsibility": Privileged Students' Conceptions of Justice-Oriented Citizenship

    Science.gov (United States)

    Swalwell, Katy

    2013-01-01

    How do students from privileged communities respond to educational efforts encouraging them to become justice-oriented citizens? Observational and interview data collected during a semester-long case study of eleven high school students in a social studies class at an elite private school reveal four markedly different interpretations of their…

  18. Dietetics and Nutrition Students Response to Grocery Store Tour Training Program

    Science.gov (United States)

    Hilliard, Elizabeth D.; Brunt, Ardith; Froelich, Christa; Borr, Mari

    2018-01-01

    Retail dietetics is a growing field, however, there is very little research available on effective teaching strategies for preparing students to enter this part of the profession. This paper is the second paper to report on the results of produce-focused grocery store tour training program. This paper focuses on the trained students' perception of…

  19. Practice Makes Perfect? University Students' Response to a First-Year Transition Course

    Science.gov (United States)

    Browning, Catherine; Sheffield, Suzanne Le-May

    2008-01-01

    This paper shares new insights on the first-year university student transition experience. Our research focuses on students' practice of academic skills developed in a "Foundations for Learning" course, from their own perspective, after they completed the course. Once they had an opportunity to practice what they learned in subsequent…

  20. Learning by Teaching: Undergraduate Engineering Students Improving a Community's Response Capability to an Early Warning System

    Science.gov (United States)

    Suvannatsiri, Ratchasak; Santichaianant, Kitidech; Murphy, Elizabeth

    2015-01-01

    This paper reports on a project in which students designed, constructed and tested a model of an existing early warning system with simulation of debris flow in a context of a landslide. Students also assessed rural community members' knowledge of this system and subsequently taught them to estimate the time needed for evacuation of the community…

  1. Collective Responsibility, Academic Optimism, and Student Achievement in Taiwan Elementary Schools

    Science.gov (United States)

    Wu, Hsin-Chieh

    2012-01-01

    Previous research indicates that collective efficacy, faculty trust in students and parents, and academic emphasis together formed a single latent school construct, called academic optimism. In the U.S., academic optimism has been proven to be a powerful construct that could effectively predict student achievement even after controlling for…

  2. Global Warming Responses at the Primary Secondary Interface: 1. Students' Beliefs and Willingness to Act

    Science.gov (United States)

    Skamp, Keith; Boyes, Eddie; Stannistreet, Martin

    2009-01-01

    Using survey methodology, students' beliefs, and willingness to act, about 16 specific actions related to global warming are compared across the primary secondary interface. More primary students believed in the effectiveness of most actions to reduce global warming and were willing to take those actions. In general there was a disparity between…

  3. "What Would You Like Me to Do? Lie to You?" Teacher Education Responsibilities to LGBTI Students

    Science.gov (United States)

    Lee, Debora; Carpenter, Vicki M.

    2015-01-01

    The experiences of lesbian, gay, trans (The use of trans with an asterisk avoids the use of transsexual or transgender and promotes recognition of the inadequacy of such labels), bisexual and intersex (LGBTI) student teachers were recently investigated at a New Zealand faculty of education. Student teachers studying in early childhood education…

  4. Manifestations of Heterosexism in Icelandic Upper Secondary Schools and the Responses of LGBT Students

    Science.gov (United States)

    Kjaran, Jón Ingvar; Jóhannesson, Ingólfur Ásgeir

    2013-01-01

    How does institutionalized heterosexism manifest itself in Icelandic upper secondary schools and how do lesbian, gay, bisexual, and transgender (LGBT) students respond to these manifestations? In addressing these questions, interviews were conducted with six current and former LGBT upper secondary school students, using queer theory and thematic…

  5. Cultural Adaptation of Erasmus Students in Latvia and Host University Responsibility

    Directory of Open Access Journals (Sweden)

    Vevere Velga

    2017-12-01

    Full Text Available Internationalisation of education and student mobility (incoming and outgoing has become a significant factor in the sphere of higher education. These processes lead to interaction between local students and exchange students, as well as between exchange students and host universities. Being in the foreign country for a certain period (one or two semesters requires some cultural and social adaptation that could or could not be problematic for various reasons. In order to maximise benefits for the exchange students and host universities, it is important to identify existing problems and to offer possible solutions. The aim of the current paper is to research the critical aspects of cultural adaptation process of ERASMUS students in Latvia. The international group that consists of a professor of the University College of Economics and Culture and three exchange students from Italy and Spain carried out the research. The empirical methods used were the following: a survey of ERASMUS students (non-probability purposive sampling and semi-structured interviews with the host university ERASMUS coordinators. The data processing methods were the descriptive statistics as well as the thematic content analysis. On the basis of critical issues identified during the research process, the authors worked a set of practical solutions aimed at the host institutions.

  6. Organizational Culture and University Responses to Parenting Students: A Case Study

    Science.gov (United States)

    Nichols, Tracy R.; Biederman, Donna J.; Gringle, Meredith R.

    2017-01-01

    This case study examines implications of a university's culture on advocating for supportive policies and programs for parenting students. Four themes illuminated several key tensions within the institution that affected support for parenting students: the lack of formal policy, an emphasis on faculty practices around accommodations, concerns…

  7. Recognition, Resources, Responsibilities: Using Students' Stories of Family to Renew the South African Social Work Curriculum

    NARCIS (Netherlands)

    Bozalek, V.G.

    2004-01-01

    This PhD project aims to demonstrate the importance of giving space to local student voices as forms of subjugated knowledges to inform the curriculum on Family and Child Care. It does so by reflecting upon the process and product of critical autobiographical assignments which social work students

  8. Women Students in Engineering in Mexico: Exploring Responses to Gender Differences

    Science.gov (United States)

    García Villa, Carmen; González y González, Elsa M.

    2014-01-01

    The percentage of women students in engineering in Mexico is still low compared to the percentage of women enrolled in higher education institutions in the country, which has achieved parity with male enrollment. It is thus important to understand how gender can shape the experiences of female college students in engineering programs, which was…

  9. The Response of Japanese Nursing Students to a Vacation English Program Abroad.

    Science.gov (United States)

    Tateyama, Erina

    This study examined interest in and attitudes toward learning English among first-year nursing students at the Japanese Red Cross Junior College of Akita who participated in the Summer English Homestay Program at Monash University, Australia. The study was intended to learn about students' past and present activities related to English and to…

  10. Response to Contradiction: Conflict Resolution Strategies Used by Students in Solving Problems of Chemical Equilibrium.

    Science.gov (United States)

    Niaz, Mansoor

    2001-01-01

    Illustrates how a novel problem of chemical equilibrium based on a closely related sequence of items can facilitate students' conceptual understanding. Students were presented with a chemical reaction in equilibrium to which a reactant was added as an external effect. Three studies were conducted to assess alternative conceptions. (Author/SAH)

  11. Student being and becoming at the university: A response from the ...

    African Journals Online (AJOL)

    This article suggests that university knowledge and pedagogy will find greater conceptual purchase if it is alert to the nature of student becoming. The article deploys the concept 'teacherly becoming' to discuss how the students engaged with their professional education in the light of their teaching practice experiences at a ...

  12. Language Ideologies and Standard English Language Policy in Singapore: Responses of a "Designer Immigrant" Student

    Science.gov (United States)

    De Costa, Peter I.

    2010-01-01

    This article reports on year-long critical ethnographic study conducted in a Singapore school and examines how the standard English language educational policy is interpreted by a Secondary 3 (Grade 9) female student from China. She is a member of an exclusive group of academically able students who has been carefully recruited by the local…

  13. Pathways of Transformational Service Learning: Exploring the Relationships between Context, Disorienting Dilemmas, and Student Response

    Science.gov (United States)

    Shor, Rachel; Cattaneo, Lauren; Calton, Jenna

    2017-01-01

    This study extended research on transformational service learning by examining the impact that a community placement context can have on college students' transformational processes. Kiely's "Transformational Service-Learning Process Model" was used as a framework to better understand how context, dissonance, and student reactions are…

  14. A Data-Driven Coaching Model Used to Promote Students' Response to Early Reading Intervention

    Science.gov (United States)

    Glover, Todd A.

    2017-01-01

    Given the importance of early reading performance as a foundational prerequisite for student achievement, schools have allocated significant attention over the past decade to training teachers to assess and monitor students' reading progress and to implement instruction or interventions targeting early reading skills (e.g., Fletcher & Vaughn,…

  15. Students' Confidence in Their Performance Judgements: A Comparison of Different Response Scales

    Science.gov (United States)

    Händel, Marion; Fritzsche, Eva Susanne

    2015-01-01

    We report results of two studies on metacognitive accuracy with undergraduate education students. Participating students were asked to judge their personal performance in a multiple-choice exam as well as to state their confidence in their performance judgement (second-order judgement [SOJ]). In each study, we compared four conditions that…

  16. A Globalization Simulation to Teach Corporate Social Responsibility: Design Features and Analysis of Student Reasoning

    Science.gov (United States)

    Bos, Nathan D.; Shami, N. Sadat; Naab, Sara

    2006-01-01

    There is an increasing need for business students to be taught the ability to think through ethical dilemmas faced by corporations conducting business on a global scale. This article describes a multiplayer online simulation game, ISLAND TELECOM, that exposes students to ethical dilemmas in international business. Through role playing and…

  17. Cultural Responsivity in Clinical Psychology Graduate Students: A Developmental Approach to the Prediction of Learning

    Science.gov (United States)

    Berrin, Sebastian Everett

    2010-01-01

    This study used a mixed-method approach to examine students' experiences in multicultural training and their opinions about various aspects of their course(s). A developmental model of learning was employed to analyze results. More specifically, this study explored the relationship between clinical psychology doctoral students' self-reported…

  18. Case Study of a Post-Secondary Institution and Its Response to Student Homelessness

    NARCIS (Netherlands)

    K. Kovacs Burns (Kathy); M.S. Richter (Magdalena); Y. Mao (Yuping); S. Mogale (Shirley); M. Danko (Margaret)

    2016-01-01

    textabstractFrom the moment students are accepted into post-secondary institutions, the focus is on their studies and successful completion. Far less is known about what institutions understand about students’ personal stresses and issues with their finances, housing and especially student

  19. Action Research in the Secondary Science Classroom: Student Response to Differentiated, Alternative Assessment

    Science.gov (United States)

    Waters, Faith H.; Smeaton, Patricia S.; Burns, Todd G.

    2004-01-01

    The purpose of this article is to share classroom action research studying the perception of students to a differentiated, alternative assessment model in a secondary science classroom. Results of the study indicated the majority of the students preferred the differentiated, alternative assessment model to solely traditional assessment. The…

  20. Evaluation of an Audience Response System in Library Orientations for Engineering Students

    Science.gov (United States)

    Brush, Denise A.

    2010-01-01

    While interactive hands-on instruction is usually considered the best approach for engineering students for both their academic courses and for library instruction, the size of the engineering student population compared to the number of instructors and the available classroom space means that engineering librarians, like engineering faculty, may…

  1. Approaches of a Secondary Music Teacher in Response to the Social and Emotional Lives of Students

    Science.gov (United States)

    Edgar, Scott

    2015-01-01

    Music teachers interact regularly with students experiencing social and emotional challenges and are often under-prepared to do so. The purpose of this study was to examine approaches of a secondary general music teacher in responding to the social and emotional challenges of eight students in a music classroom at an alternative high school. A…

  2. Doorways I: Student Training Manual on School-Related Gender-Based Violence Prevention and Response

    Science.gov (United States)

    US Agency for International Development, 2009

    2009-01-01

    The Doorways training program was designed by the U.S. Agency for International Development (USAID)-funded Safe Schools Program (Safe Schools) to enable teachers, community members and students to prevent and respond to school-related gender-based violence (SRGBV). "Doorways I: Student Training Manual on School-Related Gender-Based Violence…

  3. English for Business: Student Responses to Language Learning through Social Networking Tools

    Science.gov (United States)

    García Laborda, Jesús; Litzler, Mary Frances

    2017-01-01

    This action research based case study addresses the situation of a first year class of Business English students at Universidad de Alcalá and their attitudes towards using Web 2.0 tools and social media for language learning. During the semester, the students were asked to collaborate in the creation and use of some tools such as blogs, video…

  4. Development of ethical practices and social responsibility in dental education at the university of Chile: student and faculty perceptions.

    Science.gov (United States)

    Alcota, M; Ruiz de Gauna, P; González, F E

    2013-02-01

    The authors argue that dental curricula in Latin America are noted for providing highly technical and individualistic training that may fail to address society's problems or instil in the dentist the idea that he/she has a social responsibility to contribute to his/her community. This study's main objectives were to determine whether the curriculum and the faculty teaching practices of the School of Dentistry at the University of Chile contribute to its students' commitment to ethical and social responsibility. This was a qualitative study that investigated the perceptions of sixteen subjects (eight students and eight faculty members). Data were collected in thorough deep interviews. The interview process model conceptualised and organised the information into sets of dimensions and categories. The dimensions studied were ethical commitment and social responsibility. The categories assessed within ethical commitment were honesty, tolerance, responsibility and respect. In the social responsibility dimension, the categories were solidarity, teamwork and concern for and communication with the patient. Analysis of the textual data was performed using a method of content analysis based upon constructed qualitative matrices. Our results show that students and scholars alike realise that ethical commitment and a sense of social responsibility are not promoted in the curriculum. They do, however, recognise the importance of these qualities in dental practitioners. These results indicate that the current curriculum and teaching practices used in our School of Dentistry need to be reviewed and that programmes promoting professionals' commitment to their role in society need to be implemented. © 2012 John Wiley & Sons A/S.

  5. FORUM: Instructional Communication and Millennial Students: The Power of Language: A Constitutive Response to Millennial Student Research

    Science.gov (United States)

    Rudick, Kyle C.; Ellison, Scott

    2016-01-01

    In response to the articles in this forum, the authors write that they were struck by the way most of the authors assumed that generations are stable entities characterized by readily identifiable factors, such as age, attitudes or circumstances. Following a constitutive philosophy of communication and instruction (Fassett & Warren, 2007;…

  6. Aggression prevention training for student nurses: differential responses to training and the interaction between theory and practice.

    Science.gov (United States)

    Beech, Bernard

    2008-03-01

    Workplace violence is of great concern to all health care professionals. Nurses are major targets for incidents of violence, with student nurses being clearly recognised as a high-risk sub-group. Training is widely advocated as the appropriate organisational response but the effects and effectiveness of training are inadequately studied. A recently completed Ph.D study used a longitudinal research design to evaluate the effects of a three-day 'aggression prevention and management training programme' on various learning domains of three cohorts of UK student nurses destined for adult, child, mental health and learning disability specialities [N=243] in their first year of nurse training. A purpose-designed questionnaire was used to collect data on knowledge, attitudes, confidence, and self-assessed competence at four time points, two before and two following the educational input. This paper focuses on the differences detected in student nurses' responses to different sections of the questionnaire, at various time points, in relation to recorded demographic variables, namely, their age, gender, destined speciality, and previous relevant training experience. It also considers the 'interaction' between theoretical preparation and clinical practice. These finding may also have wider relevance to skills training and understanding of the reality of student nurse experience in clinical settings.

  7. Use of item response curves of the Force and Motion Conceptual Evaluation to compare Japanese and American students' views on force and motion

    Science.gov (United States)

    Ishimoto, Michi; Davenport, Glen; Wittmann, Michael C.

    2017-12-01

    Student views of force and motion reflect the personal experiences and physics education of the student. With a different language, culture, and educational system, we expect that Japanese students' views on force and motion might be different from those of American students. The Force and Motion Conceptual Evaluation (FMCE) is an instrument used to probe student views on force and motion. It was designed using research on American students, and, as such, the items might function differently for Japanese students. Preliminary results from a translated version indicated that Japanese students had similar misconceptions as those of American students. In this study, we used item response curves (IRCs) to make more detailed item-by-item comparisons. IRCs show the functioning of individual items across all levels of performance by plotting the proportion of each response as a function of the total score. Most of the IRCs showed very similar patterns on both correct and incorrect responses; however, a few of the plots indicate differences between the populations. The similar patterns indicate that students tend to interact with FMCE items similarly, despite differences in culture, language, and education. We speculate about the possible causes for the differences in some of the IRCs. This report is intended to show how IRCs can be used as a part of the validation process when making comparisons across languages and nationalities. Differences in IRCs can help to pinpoint artifacts of translation, contextual effects because of differences in culture, and perhaps intrinsic differences in student understanding of Newtonian motion.

  8. Stress Response of Veterinary Students to Gynaecological Examination of Horse Mares - Effects of Simulator-Based and Animal-Based Training.

    Science.gov (United States)

    Nagel, C; Ille, N; Erber, R; Aurich, C; Aurich, J

    2015-10-01

    Invasive procedures in animals are challenging for veterinary students who may perceive a gynaecological examination of mares as stressful. Simulator-based training may reduce stress. In this study, students received equine gynaecology training 4 times either on horses (group H; n = 14) or a teaching simulator (group SIM; n = 13). One day and 14 days thereafter, their diagnostic skills were tested on horses (skills tests 1 and 2). During the skills tests, the students' stress response was analysed by heart rate, heart rate variability (HRV) parameters SDRR (standard deviation of beat-to-beat [RR] interval) and RMSSD (root-mean-square of successive RR differences), and salivary cortisol. In addition, students answered a questionnaire on their perceived stress. Sympathetic activation with increased heart rate (p students (time × group p students of both groups (p students (between groups and time × group p stress response. Subjective stress perception of students was higher in skills test 1 vs 2 (p students felt more stressed than SIM students (p stress parameters. In conclusion, gynaecological examination of mares evoked a moderate stress response in veterinary students, which was more evident after simulator-based than animal-based training. © 2015 Blackwell Verlag GmbH.

  9. Mobile-phone-based classroom response systems: Students' perceptions of engagement and learning in a large undergraduate course

    Science.gov (United States)

    Dunn, Peter K.; Richardson, Alice; Oprescu, Florin; McDonald, Christine

    2013-12-01

    Using a Classroom Response System (CRS) has been associated with positive educational outcomes, by fostering student engagement and by allowing immediate feedback to both students and instructors. This study examined a low-cost CRS (VotApedia) in a large first-year class, where students responded to questions using their mobile phones. This study explored whether the use of VotApedia retained the advantages of other CRS, overcame some of the challenges of other CRS, and whether new challenges were introduced by using VotApedia. These issues were studied within three themes: students' perceptions of using VotApedia; the impact of VotApedia on their engagement; and the impact of VotApedia on their learning. Data were collected from an online survey, focus groups and student feedback on teaching and course content. The results indicated that using VotApedia retains the pedagogical advantages of other CRS, while overcoming some of the challenges presented by using other CRS, without introducing any new challenges.

  10. Identifying the Misconceptions of Natural Science (IPA Using CRI (Certanty of Response Index at the Primary School Students in Tarakan

    Directory of Open Access Journals (Sweden)

    Muhsinah Annisa

    2017-10-01

    Full Text Available The objective of this study is to identify the misconceptions of Natural Science (IPA on primary school students in Tarakan. The output of this study is presented into a national scientific journal with ISSN. This study absolutely contributes to the schools and the education providers (universities. This study can identify the misconceptions of what happens to the students, so that teachers know how to handle and remediate these misconceptions. This study employs quantitative descriptive research. The population is the sixth grade students of primary schools in Tarakan. It is because the students of this grade have got the learning material on force, light, and simple machine. The technique.;s used in taking the sample is cluster sampling by considering on the three criteria, namely: superior, medium, and low school category which is based on the mean scores of final test (UAS on natural science subject. So, the sixth grade students of SDN A, SDN B Tarakan, and SDN C Tarakan are chosen as the sample of this study. The instrument of this research is a written test in a form of multiple choice test equiped with the CRI (certainty of response index answer sheet. The data are collected by distributing multiple-choice test which is consisted of 40 questions that are equipped with the CRI answer sheet.

  11. Effectiveness of an audience response system on orthodontic knowledge retention of undergraduate dental students – a randomised control trial

    Science.gov (United States)

    Robson, Nicholas; Popat, Hashmat; Richmond, Stephen; Farnell, Damian J. J.

    2015-01-01

    Objective:: To determine the effect of an audience response system (ARS) on knowledge retention of dental students and to gauge student perceptions of using the ARS. Design:: Randomised control study. Setting:: School of Dentistry, Cardiff University. Participants:: Seventy four second-year dental students were stratified by gender and randomised anonymously to one of two groups. Methods:: One group received a lecture on orthodontic terminology and diagnosis in a traditional didactic format and the other received the same lecture integrated with ARS slides. Students completed an assessment of multiple-choice questions (MCQs) scored out of 20, before and immediately after the lecture. Students were also asked to complete a self-reported questionnaire on their perceptions of ARS. Results:: Both groups had statistically significant increases in MCQ scores post-lecture (ARS mean increase 3.6 SD2.0, 95% CI 2.2–3.5 and Didactic mean increase 2.9 SD2.3, 95% CI 2.8–4.3). A mixed-design analysis of variance showed that ARS led to an improved MCQ score (by 0.8 or 25%) compared to the didactic group, although this effect was not significant (P = 0.15). The effect of gender at baseline (P = 0.49), post-lecture (P = 0.73) and increase in MCQ score split by group (P = 0.46) was also not significant. Students reported that the ARS was easy to use, helped them engage with the lecture and encouraged them to work harder. Conclusion:: The ARS did not lead to a significant increase in short-term orthodontic knowledge recall of students compared with didactic teaching. However, the use of ARS within orthodontic teaching could make lectures more interactive and engaging. PMID:26282015

  12. Effectiveness of an audience response system on orthodontic knowledge retention of undergraduate dental students--a randomised control trial.

    Science.gov (United States)

    Robson, Nicholas; Popat, Hashmat; Richmond, Stephen; Farnell, Damian J J

    2015-01-01

    To determine the effect of an audience response system (ARS) on knowledge retention of dental students and to gauge student perceptions of using the ARS. Randomised control study. School of Dentistry, Cardiff University. Seventy four second-year dental students were stratified by gender and randomised anonymously to one of two groups. One group received a lecture on orthodontic terminology and diagnosis in a traditional didactic format and the other received the same lecture integrated with ARS slides. Students completed an assessment of multiple-choice questions (MCQs) scored out of 20, before and immediately after the lecture. Students were also asked to complete a self-reported questionnaire on their perceptions of ARS. Both groups had statistically significant increases in MCQ scores post-lecture (ARS mean increase 3.6 SD2.0, 95% CI 2.2-3.5 and Didactic mean increase 2.9 SD2.3, 95% CI 2.8-4.3). A mixed-design analysis of variance showed that ARS led to an improved MCQ score (by 0.8 or 25%) compared to the didactic group, although this effect was not significant (P = 0.15). The effect of gender at baseline (P = 0.49), post-lecture (P = 0.73) and increase in MCQ score split by group (P = 0.46) was also not significant. Students reported that the ARS was easy to use, helped them engage with the lecture and encouraged them to work harder. The ARS did not lead to a significant increase in short-term orthodontic knowledge recall of students compared with didactic teaching. However, the use of ARS within orthodontic teaching could make lectures more interactive and engaging.

  13. Veterinary student responses to learning activities that enhance confidence and ability in pig handling.

    Science.gov (United States)

    Cavalieri, John

    2009-01-01

    This study examined the use of resource-based learning, consideration of potential troublesome concepts, and knowledge and student evaluation as a method of improving learning outcomes in pig-handling skills for first-year Bachelor of veterinary science students. Learning resources consisted of information and videos provided online, instructors, and animals. Difficulties with regional anatomy, venipuncture technique, fear of pigs, knowledge of their behavior, anesthesia, and dosage calculations were anticipated and steps were taken to minimize these difficulties. Nevertheless, observation and feedback from students indicated that the use of syringes and needles and dosage calculation appeared to be problematic for students. The confidence of students in handling pigs was increased following participation in the class (mean confidence score +/- standard error before and after the class = 4.2 +/- 0.3 vs. 7.4 +/- 0.4, respectively; p < 0.001). Variation in student access to some online resources, and the perceived value of some learning resources and activities, reduced the learning value of some resources and activities. Steps to promote greater student engagement with some of the learning resources and activities may improve learning outcomes in the future. Systematic evaluation of teaching and learning helped illuminate the effectiveness of teaching and identified deficiencies in teaching methods. Consideration of troublesome concepts and knowledge was of value when designing learning activities, selecting learning resources, and suggesting revisions to learning activities.

  14. How Social-Media Enhanced Learning Platforms Support Students in Taking Responsibility for Their Own Learning

    DEFF Research Database (Denmark)

    Pals Svendsen, Lisbet; Mondahl, Margrethe

    2013-01-01

    Purpose – The paper is based on the chapter “How Social Media Enhanced Learning Platforms Challenge and Motivate Students to Take Charge of Their Own Learning Processes – A Few Examples” from the publication Increasing Student Engagement and Retention using Social Technologies: Facebook, e...... and how social media enhanced learning platforms challenge and motivate students in their learning processes. Findings – The paper provides examples from didactic experiments carried out at the Copenhagen Business School and in Danish high schools. The authors focus on the changing role of teachers from...

  15. A Case Study of Teaching Social Responsibility to Doctoral Students in the Climate Sciences

    DEFF Research Database (Denmark)

    Børsen, Tom; Antia, Avan N.; Glessmer, Mirjam Sophia

    2013-01-01

    disciplines in climate science, was targeted at the perceived needs of the participants and employed a format that took them through three stages of ethics education: sensitization, information and empowerment. The workshop aimed at preparing doctoral students to manage ethical dilemmas that emerge when......: the course teacher, the head of the graduate school, and a graduate student. The elements that contributed to the success of the workshop, and thus make it an example to follow, are (1) the involvement of participating students, (2) the introduction of external expertise and role models in climate science......, and (3) a workshop design that focused on ethical analyses of examples from the climate sciences....

  16. Cigarette demand is responsive to higher prices: findings from a survey of University students in Jordan.

    Science.gov (United States)

    Sweis, Nadia J; Cherukupalli, Rajeev

    2016-11-01

    To estimate the price elasticity of cigarette demand for university students aged 18-24 years in Jordan. Questions from the Global Adult Tobacco Survey were adapted and administered to students from 10 public universities in Jordan in 2014. A two-part econometric model of cigarette demand was estimated. Nearly one-third of university students in Jordan smoke, purchasing 33.2 packs per month and paying 1.70 Jordanian dinars on average (US$2.40) for a pack of 20 cigarettes. The price elasticity of cigarette demand was estimated to be -1.15. Higher taxes may be particularly effective in reducing smoking among University students in Jordan. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

  17. Cortisol responses to naturalistic and laboratory stress in student teachers: comparison with a non-stress control day.

    Science.gov (United States)

    Wolfram, Maren; Bellingrath, Silja; Feuerhahn, Nicolas; Kudielka, Brigitte M

    2013-04-01

    Ambulatory assessments of hypothalamus-pituitary-adrenal axis responses to acute natural stressors yield evidence on stress regulation with high ecological validity. Sampling of salivary cortisol is a standard technique in this field. In 21 healthy student teachers, we assessed cortisol responses to a demonstration lesson. On a control day, sampling was repeated at analogous times. Additionally, the cortisol awakening response (CAR) was assessed on both days. Participants were also exposed to a laboratory stressor, the Trier Social Stress Test, and rated their individual levels of chronic work stress. In pre-to-post-stress assessment, cortisol levels declined after the lesson. However, post-stress cortisol levels were significantly higher compared with those on the control day. Also, the Trier Social Stress Test yielded higher cortisol responses when using the control day as reference baseline. Associations between the CAR and chronic stress measures were observed solely on the control day. There were no significant associations between cortisol responses to the natural and laboratory stressors. Our results indicate that a control day might be an important complement in laboratory but especially in ambulatory stress research. Furthermore, associations between chronic stress measures and the CAR might be obscured by acute stress exposure. Finally, responses to the laboratory stressor do not seem to mirror natural stress responses. Copyright © 2012 John Wiley & Sons, Ltd.

  18. Integrating Social Responsibility into Business School Undergraduate Education: A Student Perspective

    Science.gov (United States)

    Barber, Nelson A.; Venkatachalam, Venky

    2013-01-01

    Organizations and society at large recognize that ethically and socially responsible behavior plays a crucial role in good business practices. Debate about social responsibility centers on the responsibilities of consumers and businesses working towards a sustainable future with a new focus on business education. This realization has led employers…

  19. Personal health records in the preclinical medical curriculum: modeling student responses in a simple educational environment utilizing Google Health.

    Science.gov (United States)

    Karamanlis, Dimokratis A; Tzitzis, Panagiotis M; Bratsas, Charalampos A; Bamidis, Panagiotis D

    2012-09-25

    Various problems concerning the introduction of personal health records in everyday healthcare practice are reported to be associated with physicians' unfamiliarity with systematic means of electronically collecting health information about their patients (e.g. electronic health records--EHRs). Such barriers may further prevent the role physicians have in their patient encounters and the influence they can have in accelerating and diffusing personal health records (PHRs) to the patient community. One way to address these problems is through medical education on PHRs in the context of EHR activities within the undergraduate medical curriculum and the medical informatics courses in specific. In this paper, the development of an educational PHR activity based on Google Health is reported. Moreover, student responses on PHR's use and utility are collected and presented. The collected responses are then modelled to relate the satisfaction level of students in such a setting to the estimation about their attitude towards PHRs in the future. The study was conducted by designing an educational scenario about PHRs, which consisted of student instruction on Google Health as a model PHR and followed the guidelines of a protocol that was constructed for this purpose. This scenario was applied to a sample of 338 first-year undergraduate medical students. A questionnaire was distributed to each one of them in order to obtain Likert-like scale data on the sample's response with respect to the PHR that was used; the data were then further analysed descriptively and in terms of a regression analysis to model hypothesised correlations. Students displayed, in general, satisfaction about the core PHR functions they used and they were optimistic about using them in the future, as they evaluated quite high up the level of their utility. The aspect they valued most in the PHR was its main role as a record-keeping tool, while their main concern was related to the negative effect their own

  20. Personal health records in the preclinical medical curriculum: modeling student responses in a simple educational environment utilizing Google Health

    Directory of Open Access Journals (Sweden)

    Karamanlis Dimokratis A

    2012-09-01

    Full Text Available Abstract Background Various problems concerning the introduction of personal health records in everyday healthcare practice are reported to be associated with physicians’ unfamiliarity with systematic means of electronically collecting health information about their patients (e.g. electronic health records - EHRs. Such barriers may further prevent the role physicians have in their patient encounters and the influence they can have in accelerating and diffusing personal health records (PHRs to the patient community. One way to address these problems is through medical education on PHRs in the context of EHR activities within the undergraduate medical curriculum and the medical informatics courses in specific. In this paper, the development of an educational PHR activity based on Google Health is reported. Moreover, student responses on PHR’s use and utility are collected and presented. The collected responses are then modelled to relate the satisfaction level of students in such a setting to the estimation about their attitude towards PHRs in the future. Methods The study was conducted by designing an educational scenario about PHRs, which consisted of student instruction on Google Health as a model PHR and followed the guidelines of a protocol that was constructed for this purpose. This scenario was applied to a sample of 338 first-year undergraduate medical students. A questionnaire was distributed to each one of them in order to obtain Likert-like scale data on the sample’s response with respect to the PHR that was used; the data were then further analysed descriptively and in terms of a regression analysis to model hypothesised correlations. Results Students displayed, in general, satisfaction about the core PHR functions they used and they were optimistic about using them in the future, as they evaluated quite high up the level of their utility. The aspect they valued most in the PHR was its main role as a record-keeping tool, while