The non- (existent) native signer: sign language research in a small deaf population

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Costello, B.; Fernández, J.; Landa, A.; Quadros, R.; Möller de Quadros,

2008-01-01

This paper examines the concept of a native language user and looks at the different definitions of native signer within the field of sign language research. A description of the deaf signing population in the Basque Country shows that the figure of 5-10% typically cited for deaf individuals born

Behavioral and neural evidence of increased attention to the bottom half of the face in deaf signers

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Mitchell, Teresa V.; Letourneau, Susan M.; Maslin, Melissa T.

2013-01-01

Purpose This study examined the effects of deafness and sign language use on the distribution of attention across the top and bottom halves of faces. Methods In a composite face task, congenitally deaf signers and typically hearing controls made same/different judgments of the top or bottom halves of faces presented with the halves aligned or spatially misaligned, while event-related potentials (ERPs) were recorded. Results Both groups were more accurate when judging misaligned than aligned faces, which indicates holistic face processing. Misalignment affected all ERP components examined, with effects on the N170 resembling those of face inversion. Hearing adults were similarly accurate when judging the top and bottom halves of the faces, but deaf signers were more accurate when attending to the bottom than the top. Attending to the top elicited faster P1 and N170 latencies for both groups; within the deaf group, this effect was greatest for individuals who produced the highest accuracies when attending to the top. Conclusions These findings dovetail with previous research by providing behavioral and neural evidence of increased attention to the bottom half of the face in deaf signers, and by documenting that these effects generalize to a speeded task, in the absence of gaze shifts, with neutral facial expressions. PMID:23142816

Influence of the signer's psychophysiological state on the results of his identification using handwritten pattern by natural and artificial intelligence

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Alexey E. Sulavko

2017-11-01

Full Text Available At present, while various mechanisms to ensure information security are actively being improved, particular attention is paid to prevent unauthorized access to information resources.  The human factor and process of identification still remain the most problematic, as well as user authentication. A progress in the technology of information resources protection from internal security threats paves its way towards biometric systems of hidden identification of computer users and their psychophysiological state. A change in psychophysiological state results in the person's handwriting. The influence of the signer’s state of fatigue and excitation on the results of its identification both by a person and by pattern recognition methods on reproduced signatures are studied. Capabilities of human and artificial intelligence are compared in equal conditions. When the state of the signer changes, the probability of erroneous recognition by artificial intelligence increases by factor 3.3 to 3.7. A person identifies a handwritten image with fewer errors in case when the signer is agitated, and with higher error rate if the signer is tired.

Attribute-Based Signcryption: Signer Privacy, Strong Unforgeability and IND-CCA Security in Adaptive-Predicates Model (Extended Version

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Tapas Pandit

2016-08-01

Full Text Available Attribute-Based Signcryption (ABSC is a natural extension of Attribute-Based Encryption (ABE and Attribute-Based Signature (ABS, where one can have the message confidentiality and authenticity together. Since the signer privacy is captured in security of ABS, it is quite natural to expect that the signer privacy will also be preserved in ABSC. In this paper, first we propose an ABSC scheme which is weak existential unforgeable and IND-CCA secure in adaptive-predicates models and, achieves signer privacy. Then, by applying strongly unforgeable one-time signature (OTS, the above scheme is lifted to an ABSC scheme to attain strong existential unforgeability in adaptive-predicates model. Both the ABSC schemes are constructed on common setup, i.e the public parameters and key are same for both the encryption and signature modules. Our first construction is in the flavor of CtE&S paradigm, except one extra component that will be computed using both signature components and ciphertext components. The second proposed construction follows a new paradigm (extension of CtE&S , we call it “Commit then Encrypt and Sign then Sign” (CtE&S . The last signature is generated using a strong OTS scheme. Since, the non-repudiation is achieved by CtE&S paradigm, our systems also achieve the same.

Ordered Short-Term Memory Differs in Signers and Speakers: Implications for Models of Short-Term Memory

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Bavelier, Daphne; Newport, Elissa L.; Hall, Matt; Supalla, Ted; Boutla, Mrim

2008-01-01

Capacity limits in linguistic short-term memory (STM) are typically measured with forward span tasks in which participants are asked to recall lists of words in the order presented. Using such tasks, native signers of American Sign Language (ASL) exhibit smaller spans than native speakers ([Boutla, M., Supalla, T., Newport, E. L., & Bavelier, D.…

Assessing language skills in adult key word signers with intellectual disabilities: Insights from sign linguistics.

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Grove, Nicola; Woll, Bencie

2017-03-01

Manual signing is one of the most widely used approaches to support the communication and language skills of children and adults who have intellectual or developmental disabilities, and problems with communication in spoken language. A recent series of papers reporting findings from this population raises critical issues for professionals in the assessment of multimodal language skills of key word signers. Approaches to assessment will differ depending on whether key word signing (KWS) is viewed as discrete from, or related to, natural sign languages. Two available assessments from these different perspectives are compared. Procedures appropriate to the assessment of sign language production are recommended as a valuable addition to the clinician's toolkit. Sign and speech need to be viewed as multimodal, complementary communicative endeavours, rather than as polarities. Whilst narrative has been shown to be a fruitful context for eliciting language samples, assessments for adult users should be designed to suit the strengths, needs and values of adult signers with intellectual disabilities, using materials that are compatible with their life course stage rather than those designed for young children. Copyright © 2017 Elsevier Ltd. All rights reserved.

The Importance of Early Sign Language Acquisition for Deaf Readers

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Clark, M. Diane; Hauser, Peter C.; Miller, Paul; Kargin, Tevhide; Rathmann, Christian; Guldenoglu, Birkan; Kubus, Okan; Spurgeon, Erin; Israel, Erica

2016-01-01

Researchers have used various theories to explain deaf individuals' reading skills, including the dual route reading theory, the orthographic depth theory, and the early language access theory. This study tested 4 groups of children--hearing with dyslexia, hearing without dyslexia, deaf early signers, and deaf late signers (N = 857)--from 4…

Sarcasm and Advanced Theory of Mind Understanding in Children and Adults with Prelingual Deafness

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O'Reilly, Karin; Peterson, Candida C.; Wellman, Henry M.

2014-01-01

Two studies addressed key theoretical debates in theory of mind (ToM) development by comparing (a) deaf native signers (n = 18), (b) deaf late signers (n = 59), and (c) age-matched hearing persons (n = 74) in childhood (Study 1: n = 81) and adulthood (Study 2: n = 70) on tests of first- and second-order false belief and conversational sarcasm.…

State Anxiety Carried Over From Prior Threat Increases Late Positive Potential Amplitude During an Instructed Emotion Regulation Task

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Pedersen, Walker S.; Larson, Christine L.

2018-01-01

Emotion regulation has important consequences for emotional and mental health (Saxena, Dubey & Pandey, 2011) and is dependent on executive function (Eisenberg, Smith & Spinrad, 2011). Because state anxiety disrupts executive function (Robinson, Vytal, Cornwell & Grillon, 2013), we tested whether state anxiety disrupts emotion regulation by having participants complete an instructed emotion regulation task, while under threat of unpredictable shock and while safe from shock. We used the late positive potential (LPP) component of the event related potential to measure emotion regulation success. We predicted that LPP responses to negatively valenced images would be modulated by participants’ attempts to increase and decrease their emotions when safe from shock, but not while under threat of shock. Our manipulation check revealed an order effect such that for participants who completed the threat of shock condition first self-reported state anxiety carried over into the subsequent safe condition. Additionally, we found that although instructions to regulate affected participants’ ratings of how unpleasant the images made them feel, instructions to regulate had no effect on LPP amplitude regardless of threat condition. Instead we found that participants who received the threat condition prior to safe had greater LPP responses to all images in the safe condition. We posit that the carryover of anxiety resulted in misattribution of arousal and potentiation of neural responses to the images in the safe condition. Thus, our results imply that physiological arousal and cognition combine to influence the basic neural response to emotional stimuli. PMID:27055095

Peer social skills and theory of mind in children with autism, deafness, or typical development.

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Peterson, Candida; Slaughter, Virginia; Moore, Chris; Wellman, Henry M

2016-01-01

Consequences of theory of mind (ToM) development for daily social lives of children are uncertain. Five to 13-year-olds (N = 195) with typical development, autism, or deafness (both native and late signers) took ToM tests and their teachers reported on their social skills for peer interaction (e.g., leadership, group entry). Groups differed in both ToM understanding (with late-signing deaf children especially delayed even relative to autistic children) and peer social skills (with autistic children especially delayed even relative to deaf late signers). Crucially, for the typically developing hearing children and deaf children alike, ToM understanding independently predicted peer social skills over and above age, gender, language ability, and, for deaf children, status as native- or late-signer. These novel findings offer some of the best evidence to date of the relevance of ToM cognitions to real-world social behavior for both these groups. However, for those with autism spectrum disorders (ASD) the pattern was different. The apparent link of ToM to peer competence was not a direct one but instead was significantly mediated by language ability. Several possible explanations for this intriguing autism-specific result were also discussed. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

An investigation of the Stroop effect among deaf signers in English and Japanese: automatic processing or memory retrieval?

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Flaherty, Mary; Moran, Aidan

2007-01-01

Most studies on the Stroop effect (unintentional automatic word processing) have been restricted to English speakers using vocal responses. Little is known about this effect with deaf signers. The study compared Stroop task responses among four different samples: deaf participants from a Japanese-language environment and from an English-language environment; and hearing individuals from Japan and from Australia. Color words were prepared in both English and Japanese and were presented in three conditions: congruent (e.g., the word red printed in red), incongruent (e.g., red printed in blue), and neutral. The magnitude of the effect was greater with the deaf participants than with the hearing participants. The deaf individuals experienced more interference in English than in Japanese.

An fMRI study of perception and action in deaf signers.

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Okada, Kayoko; Rogalsky, Corianne; O'Grady, Lucinda; Hanaumi, Leila; Bellugi, Ursula; Corina, David; Hickok, Gregory

2016-02-01

Since the discovery of mirror neurons, there has been a great deal of interest in understanding the relationship between perception and action, and the role of the human mirror system in language comprehension and production. Two questions have dominated research. One concerns the role of Broca's area in speech perception. The other concerns the role of the motor system more broadly in understanding action-related language. The current study investigates both of these questions in a way that bridges research on language with research on manual actions. We studied the neural basis of observing and executing American Sign Language (ASL) object and action signs. In an fMRI experiment, deaf signers produced signs depicting actions and objects as well as observed/comprehended signs of actions and objects. Different patterns of activation were found for observation and execution although with overlap in Broca's area, providing prima facie support for the claim that the motor system participates in language perception. In contrast, we found no evidence that action related signs differentially involved the motor system compared to object related signs. These findings are discussed in the context of lesion studies of sign language execution and observation. In this broader context, we conclude that the activation in Broca's area during ASL observation is not causally related to sign language understanding. Copyright © 2016 Elsevier Ltd. All rights reserved.

Modality-specific processing precedes amodal linguistic processing during L2 sign language acquisition: A longitudinal study.

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Williams, Joshua T; Darcy, Isabelle; Newman, Sharlene D

2016-02-01

The present study tracked activation pattern differences in response to sign language processing by late hearing second language learners of American Sign Language. Learners were scanned before the start of their language courses. They were scanned again after their first semester of instruction and their second, for a total of 10 months of instruction. The study aimed to characterize modality-specific to modality-general processing throughout the acquisition of sign language. Results indicated that before the acquisition of sign language, neural substrates related to modality-specific processing were present. After approximately 45 h of instruction, the learners transitioned into processing signs on a phonological basis (e.g., supramarginal gyrus, putamen). After one more semester of input, learners transitioned once more to a lexico-semantic processing stage (e.g., left inferior frontal gyrus) at which language control mechanisms (e.g., left caudate, cingulate gyrus) were activated. During these transitional steps right hemispheric recruitment was observed, with increasing left-lateralization, which is similar to other native signers and L2 learners of spoken language; however, specialization for sign language processing with activation in the inferior parietal lobule (i.e., angular gyrus), even for late learners, was observed. As such, the present study is the first to track L2 acquisition of sign language learners in order to characterize modality-independent and modality-specific mechanisms for bilingual language processing. Copyright © 2015 Elsevier Ltd. All rights reserved.

Signposts to Development: Theory of Mind in Deaf Children.

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Woolfe, Tyron; Want, Stephen C.; Siegal, Michael

2002-01-01

Two studies investigated the effect of language input on theory of mind by comparing the performance of deaf native-signing children (ages 4 to 8) raised by deaf signing parents and deaf late-signing children raised by hearing parents on "thought picture" measures of theory of mind. Findings indicated that deaf late signers showed…

Response bias reveals enhanced attention to inferior visual field in signers of American Sign Language.

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Dye, Matthew W G; Seymour, Jenessa L; Hauser, Peter C

2016-04-01

Deafness results in cross-modal plasticity, whereby visual functions are altered as a consequence of a lack of hearing. Here, we present a reanalysis of data originally reported by Dye et al. (PLoS One 4(5):e5640, 2009) with the aim of testing additional hypotheses concerning the spatial redistribution of visual attention due to deafness and the use of a visuogestural language (American Sign Language). By looking at the spatial distribution of errors made by deaf and hearing participants performing a visuospatial selective attention task, we sought to determine whether there was evidence for (1) a shift in the hemispheric lateralization of visual selective function as a result of deafness, and (2) a shift toward attending to the inferior visual field in users of a signed language. While no evidence was found for or against a shift in lateralization of visual selective attention as a result of deafness, a shift in the allocation of attention from the superior toward the inferior visual field was inferred in native signers of American Sign Language, possibly reflecting an adaptation to the perceptual demands imposed by a visuogestural language.

Student, Teacher and Class-Level Correlates of Flemish Late Elementary School Children's Writing Performance

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De Smedt, Fien; Van Keer, Hilde; Merchie, Emmelien

2016-01-01

In Flanders, there are neither Flemish assessments nor teacher surveys to provide insights into the current practice and outcomes of writing instruction. In the present study, we provide a-state-of-the-art study of the practice of writing instruction in Flemish late elementary education by investigating: (a) how writing is taught, (b) how teachers…

Early vocabulary development in deaf native signers: a British Sign Language adaptation of the communicative development inventories.

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Woolfe, Tyron; Herman, Rosalind; Roy, Penny; Woll, Bencie

2010-03-01

There is a dearth of assessments of sign language development in young deaf children. This study gathered age-related scores from a sample of deaf native signing children using an adapted version of the MacArthur-Bates CDI (Fenson et al., 1994). Parental reports on children's receptive and expressive signing were collected longitudinally on 29 deaf native British Sign Language (BSL) users, aged 8-36 months, yielding 146 datasets. A smooth upward growth curve was obtained for early vocabulary development and percentile scores were derived. In the main, receptive scores were in advance of expressive scores. No gender bias was observed. Correlational analysis identified factors associated with vocabulary development, including parental education and mothers' training in BSL. Individual children's profiles showed a range of development and some evidence of a growth spurt. Clinical and research issues relating to the measure are discussed. The study has developed a valid, reliable measure of vocabulary development in BSL. Further research is needed to investigate the relationship between vocabulary acquisition in native and non-native signers.

The misunderstood variable: Age effects as a function of type of instruction

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Simone E. Pfenninger

2014-01-01

Full Text Available This study was designed to investigate the effects of age of onset and type of instruction on ultimate EFL attainment at the end of the period of normal schooling in Switzerland, measured in terms of written fluency, complexity, morphosyntactic accuracy, vocabulary size, and listening skills. Data were gathered from four groups of 18-year-old Swiss German learners of English: 50 were early starters who had attended an immersion (CLIL program in elementary school and who continued CLIL in secondary school (EARLY CLIL, 50 had followed the same elementary school program but then received traditional EFL instruction after elementary school (EARLY MIX, 50 were late starters who began learning English immersively in secondary school, (LATE CLIL, while the other 50 attended a traditional EFL program in secondary school (LATE NON-CLIL. Results show that age of onset alone does not seem to be the distinguishing variable since early introduction of English in elementary school did not result in a higher level of roficiency when exposure to the language was limited to a few hours of class per week. The performance of the EARLY MIX participants was equaled and in certain areas significantly surpassed by the other groups, despite the additional five years of English study they had had in elementary school. The best results were found when early CLIL instruction was followed up by the use of English as an additional language of instruction in secondary school (EARLY CLIL group, which confirms the link between young starting age, implicit learning and long and massive exposure.

A Case of Specific Language Impairment in a Deaf Signer of American Sign Language.

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Quinto-Pozos, David; Singleton, Jenny L; Hauser, Peter C

2017-04-01

This article describes the case of a deaf native signer of American Sign Language (ASL) with a specific language impairment (SLI). School records documented normal cognitive development but atypical language development. Data include school records; interviews with the child, his mother, and school professionals; ASL and English evaluations; and a comprehensive neuropsychological and psychoeducational evaluation, and they span an approximate period of 7.5 years (11;10-19;6) including scores from school records (11;10-16;5) and a 3.5-year period (15;10-19;6) during which we collected linguistic and neuropsychological data. Results revealed that this student has average intelligence, intact visual perceptual skills, visuospatial skills, and motor skills but demonstrates challenges with some memory and sequential processing tasks. Scores from ASL testing signaled language impairment and marked difficulty with fingerspelling. The student also had significant deficits in English vocabulary, spelling, reading comprehension, reading fluency, and writing. Accepted SLI diagnostic criteria exclude deaf individuals from an SLI diagnosis, but the authors propose modified criteria in this work. The results of this study have practical implications for professionals including school psychologists, speech language pathologists, and ASL specialists. The results also support the theoretical argument that SLI can be evident regardless of the modality in which it is communicated. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Language lateralization of hearing native signers: A functional transcranial Doppler sonography (fTCD) study of speech and sign production.

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Gutierrez-Sigut, Eva; Daws, Richard; Payne, Heather; Blott, Jonathan; Marshall, Chloë; MacSweeney, Mairéad

2015-12-01

Neuroimaging studies suggest greater involvement of the left parietal lobe in sign language compared to speech production. This stronger activation might be linked to the specific demands of sign encoding and proprioceptive monitoring. In Experiment 1 we investigate hemispheric lateralization during sign and speech generation in hearing native users of English and British Sign Language (BSL). Participants exhibited stronger lateralization during BSL than English production. In Experiment 2 we investigated whether this increased lateralization index could be due exclusively to the higher motoric demands of sign production. Sign naïve participants performed a phonological fluency task in English and a non-sign repetition task. Participants were left lateralized in the phonological fluency task but there was no consistent pattern of lateralization for the non-sign repetition in these hearing non-signers. The current data demonstrate stronger left hemisphere lateralization for producing signs than speech, which was not primarily driven by motoric articulatory demands. Copyright © 2015 The Authors. Published by Elsevier Inc. All rights reserved.

Surveying Libraries to Identify Best Practices for a Menu Approach for Library Instruction Requests

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Candice Benjes-Small

2009-11-01

Full Text Available A challenging situation has developed in regards to library instruction. With increases in both the quantity of information and the variety of information technologies being made available to researchers, the information literacy landscape is getting more complex. Simultaneously, the time allotted for library instruction is remaining essentially the same. In order to market the breadth of content available for library instruction sessions and to promote collaboration between librarians and teaching faculty in order to create optimal instruction sessions an 'a la carte menu' approach to library instruction requests was adopted by Radford University in 2004. Since the late 1990s a number of community colleges and universities have included some type of menu in their instruction request forms or documentation and the authors desired to understand what approach these institutions had taken and whether they were effective in marketing instruction and improving communication between library instructors and teaching faculty. They analyzed forty-seven adaptations of the menu available on the web and surveyed the librarians who created them. In this article the authors present the findings of the web analysis and the survey, and recommendations are given for using the menu approach to library instruction requests.

Peer Social Skills and Theory of Mind in Children with Autism, Deafness, or Typical Development

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Peterson, Candida; Slaughter, Virginia; Moore, Chris; Wellman, Henry M.

2016-01-01

Consequences of theory of mind (ToM) development for daily social lives of children are uncertain. Five to 13-year-olds (N = 195) with typical development, autism, or deafness (both native and late signers) took ToM tests and their teachers reported on their social skills for peer interaction (e.g., leadership, group entry). Groups differed in…

Syntactic priming in American Sign Language.

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Hall, Matthew L; Ferreira, Victor S; Mayberry, Rachel I

2015-01-01

Psycholinguistic studies of sign language processing provide valuable opportunities to assess whether language phenomena, which are primarily studied in spoken language, are fundamentally shaped by peripheral biology. For example, we know that when given a choice between two syntactically permissible ways to express the same proposition, speakers tend to choose structures that were recently used, a phenomenon known as syntactic priming. Here, we report two experiments testing syntactic priming of a noun phrase construction in American Sign Language (ASL). Experiment 1 shows that second language (L2) signers with normal hearing exhibit syntactic priming in ASL and that priming is stronger when the head noun is repeated between prime and target (the lexical boost effect). Experiment 2 shows that syntactic priming is equally strong among deaf native L1 signers, deaf late L1 learners, and hearing L2 signers. Experiment 2 also tested for, but did not find evidence of, phonological or semantic boosts to syntactic priming in ASL. These results show that despite the profound differences between spoken and signed languages in terms of how they are produced and perceived, the psychological representation of sentence structure (as assessed by syntactic priming) operates similarly in sign and speech.

The benefits of sign language for deaf learners with language challenges

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Van Staden, Annalene

2009-12-01

Full Text Available This article argues the importance of allowing deaf children to acquire sign language from an early age. It demonstrates firstly that the critical/sensitive period hypothesis for language acquisition can be applied to specific language aspects of spoken language as well as sign languages (i.e. phonology, grammatical processing and syntax. This makes early diagnosis and early intervention of crucial importance. Moreover, research findings presented in this article demonstrate the advantage that sign language offers in the early years of a deaf child’s life by comparing the language development milestones of deaf learners exposed to sign language from birth to those of late-signers, orally trained deaf learners and hearing learners exposed to spoken language. The controversy over the best medium of instruction for deaf learners is briefly discussed, with emphasis placed on the possible value of bilingual-bicultural programmes to facilitate the development of deaf learners’ literacy skills. Finally, this paper concludes with a discussion of the implications/recommendations of sign language teaching and Deaf education in South Africa.

Instructional Partners, Principals, Teachers, and Instructional Assistants.

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Indiana State Dept. of Public Instruction, Indianapolis.

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

Syntactic priming in American Sign Language.

Directory of Open Access Journals (Sweden)

Matthew L Hall

Full Text Available Psycholinguistic studies of sign language processing provide valuable opportunities to assess whether language phenomena, which are primarily studied in spoken language, are fundamentally shaped by peripheral biology. For example, we know that when given a choice between two syntactically permissible ways to express the same proposition, speakers tend to choose structures that were recently used, a phenomenon known as syntactic priming. Here, we report two experiments testing syntactic priming of a noun phrase construction in American Sign Language (ASL. Experiment 1 shows that second language (L2 signers with normal hearing exhibit syntactic priming in ASL and that priming is stronger when the head noun is repeated between prime and target (the lexical boost effect. Experiment 2 shows that syntactic priming is equally strong among deaf native L1 signers, deaf late L1 learners, and hearing L2 signers. Experiment 2 also tested for, but did not find evidence of, phonological or semantic boosts to syntactic priming in ASL. These results show that despite the profound differences between spoken and signed languages in terms of how they are produced and perceived, the psychological representation of sentence structure (as assessed by syntactic priming operates similarly in sign and speech.

Long multiplication by instruction sequences with backward jump instructions

NARCIS (Netherlands)

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

2013-01-01

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

Graph theoretical analysis of functional network for comprehension of sign language.

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Liu, Lanfang; Yan, Xin; Liu, Jin; Xia, Mingrui; Lu, Chunming; Emmorey, Karen; Chu, Mingyuan; Ding, Guosheng

2017-09-15

Signed languages are natural human languages using the visual-motor modality. Previous neuroimaging studies based on univariate activation analysis show that a widely overlapped cortical network is recruited regardless whether the sign language is comprehended (for signers) or not (for non-signers). Here we move beyond previous studies by examining whether the functional connectivity profiles and the underlying organizational structure of the overlapped neural network may differ between signers and non-signers when watching sign language. Using graph theoretical analysis (GTA) and fMRI, we compared the large-scale functional network organization in hearing signers with non-signers during the observation of sentences in Chinese Sign Language. We found that signed sentences elicited highly similar cortical activations in the two groups of participants, with slightly larger responses within the left frontal and left temporal gyrus in signers than in non-signers. Crucially, further GTA revealed substantial group differences in the topologies of this activation network. Globally, the network engaged by signers showed higher local efficiency (t (24) =2.379, p=0.026), small-worldness (t (24) =2.604, p=0.016) and modularity (t (24) =3.513, p=0.002), and exhibited different modular structures, compared to the network engaged by non-signers. Locally, the left ventral pars opercularis served as a network hub in the signer group but not in the non-signer group. These findings suggest that, despite overlap in cortical activation, the neural substrates underlying sign language comprehension are distinguishable at the network level from those for the processing of gestural action. Copyright © 2017 Elsevier B.V. All rights reserved.

Online usage of theory of mind continues to develop in late adolescence.

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Dumontheil, Iroise; Apperly, Ian A; Blakemore, Sarah-Jayne

2010-03-01

The development of theory of mind use was investigated by giving a computerized task to 177 female participants divided into five age groups: Child I (7.3-9.7 years); Child II (9.8-11.4); Adolescent I (11.5-13.9); Adolescent II (14.0-17.7); Adults (19.1-27.5). Participants viewed a set of shelves containing objects, which they were instructed to move by a 'director' who could see some but not all of the objects. Correct interpretation of critical instructions required participants to use the director's perspective and only move objects that the director could see. In a control condition, participants were asked to ignore objects in slots with a grey background. Accuracy improved similarly in both conditions between Child I and Adolescent II. However, while performance of the Adolescent II and Adult groups did not differ in the control condition, the Adolescent II group made more errors than the adults in the experimental condition. These results suggest that theory of mind use improves between late adolescence and adulthood. Thus, while theory of mind tasks are passed by age 4, these data indicate that the interaction between theory of mind and executive functions continues to develop in late adolescence.

Consistent left-right asymmetry cannot be established by late organizers in Xenopus unless the late organizer is a conjoined twin.

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Vandenberg, Laura N; Levin, Michael

2010-04-01

How embryos consistently orient asymmetries of the left-right (LR) axis is an intriguing question, as no macroscopic environmental cues reliably distinguish left from right. Especially unclear are the events coordinating LR patterning with the establishment of the dorsoventral (DV) axes and midline determination in early embryos. In frog embryos, consistent physiological and molecular asymmetries manifest by the second cell cleavage; however, models based on extracellular fluid flow at the node predict correct de novo asymmetry orientation during neurulation. We addressed these issues in Xenopus embryos by manipulating the timing and location of dorsal organizer induction: the primary dorsal organizer was ablated by UV irradiation, and a new organizer was induced at various locations, either early, by mechanical rotation, or late, by injection of lithium chloride (at 32 cells) or of the transcription factor XSiamois (which functions after mid-blastula transition). These embryos were then analyzed for the position of three asymmetric organs. Whereas organizers rescued before cleavage properly oriented the LR axis 90% of the time, organizers induced in any position at any time after the 32-cell stage exhibited randomized laterality. Late organizers were unable to correctly orient the LR axis even when placed back in their endogenous location. Strikingly, conjoined twins produced by late induction of ectopic organizers did have normal asymmetry. These data reveal that although correct LR orientation must occur no later than early cleavage stages in singleton embryos, a novel instructive influence from an early organizer can impose normal asymmetry upon late organizers in the same cell field.

Using Interactive Video Instruction To Enhance Public Speaking Instruction.

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Cronin, Michael W.; Kennan, William R.

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

Salivary Markers and Microbial Flora in Mouth Breathing Late Adolescents

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Stefano Mummolo

2018-01-01

Full Text Available Objective. This is a 6-month observational case-control study that aims to estimate plaque index (PI, salivary flow, buffering capacity of saliva, and specific Streptococcus mutans (S. mutans and Lactobacillus rates in a mouth breathing late adolescents sample, after a professional oral hygiene procedure and home oral hygiene instructions. Subjects and Methods. A sample of 20 mouth breathing late adolescents/young adults (average: 19.2±2.5; range: 18–23 years and a matched control group of nose breathing subjects (average: 18.3±3.2; range 18–23 years were included in the study. All the participants were subjected to a professional oral hygiene procedure and appropriate home oral hygiene instructions (t0. After three months (t1 and six months (t2, the PI, salivary flow, buffering capacity of saliva, and S. mutans and Lactobacilli rates were recorded. Results. The mean buffering capacity of saliva and the salivary flow rate showed no significant difference between the two groups, all over the observational period. For PI, a significantly higher mode (score 1 of PI was observed in the study group at t1 (score 0 = 35% of subjects; score 1 = 60%; score 2 = 5% and t2 (score 1 = 65% of subjects, score 2 = 35%, with respect to control group. Furthermore, mouth breathing subjects show a significant 4 times higher risk to develop S. mutans CFU > 105 (CI lower limit: 0.95; CI upper limit: 9.48; chi-square: 4.28; p=0.03, with respect to the control subjects. Conclusions. Mouth breathing late adolescents show a significantly higher risk to develop S. mutans CFU > 105 and an increased level of PI. Interceptive orthodontic treatments in growing subjects, like palatal expansion, are encouraged to improve the nasal air flow. In older subjects, orthodontic treatments should be performed with removable appliances like clear aligners, in order to allow a better oral hygiene level.

Inquiry-Oriented Instruction: A Conceptualization of the Instructional Principles

Science.gov (United States)

Kuster, George; Johnson, Estrella; Keene, Karen; Andrews-Larson, Christine

2018-01-01

Research has highlighted that inquiry-based learning (IBL) instruction leads to many positive student outcomes in undergraduate mathematics. Although this research points to the value of IBL instruction, the practices of IBL instructors are not well-understood. Here, we offer a characterization of a particular form of IBL instruction:…

Age effects on the acquisition of nominal and verbal inflections in an instructed setting

Directory of Open Access Journals (Sweden)

Simone E. Pfenninger

2011-09-01

Full Text Available This study examines evidence for the hypothesis (e.g., Muñoz, 2006 that an early starting age is not necessarily more beneficial to the successful learning of L2 inflectional morphology in strictly formal instructional settings. The present author investigated the quantitative and qualitative differences in the production and reception of 5 selected inflectional morphemes in English written performance and competence tasks by 100 early classroom learners and 100 late classroom learners of the same age. While an earlier age of first exposure and a longer instructional period was not associated with higher accuracy scores, the findings suggest distinct patterns in the productive and receptive knowledge abilities of inflectional morphology; the late classroom learners’ superiority seems to be rooted in their greater reliance upon memory-based item-by-item associative learning, as they are significantly stronger on tasks that might cause semantic difficulties, whereas the early classroom learners are marginally better on pattern-based processes for certain morphemes. This finding possibly supports Ullman’s (2005 proposal that, as procedural memory declines with age, older starters have difficulty in discovering regularities in the input and thus over-rely on the declarative memory system in L2 learning.

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

Science.gov (United States)

Colakoglu, Ozgur M.; Akdemir, Omur

2012-01-01

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

Preexisting semantic representation improves working memory performance in the visuospatial domain.

Science.gov (United States)

Rudner, Mary; Orfanidou, Eleni; Cardin, Velia; Capek, Cheryl M; Woll, Bencie; Rönnberg, Jerker

2016-05-01

Working memory (WM) for spoken language improves when the to-be-remembered items correspond to preexisting representations in long-term memory. We investigated whether this effect generalizes to the visuospatial domain by administering a visual n-back WM task to deaf signers and hearing signers, as well as to hearing nonsigners. Four different kinds of stimuli were presented: British Sign Language (BSL; familiar to the signers), Swedish Sign Language (SSL; unfamiliar), nonsigns, and nonlinguistic manual actions. The hearing signers performed better with BSL than with SSL, demonstrating a facilitatory effect of preexisting semantic representation. The deaf signers also performed better with BSL than with SSL, but only when WM load was high. No effect of preexisting phonological representation was detected. The deaf signers performed better than the hearing nonsigners with all sign-based materials, but this effect did not generalize to nonlinguistic manual actions. We argue that deaf signers, who are highly reliant on visual information for communication, develop expertise in processing sign-based items, even when those items do not have preexisting semantic or phonological representations. Preexisting semantic representation, however, enhances the quality of the gesture-based representations temporarily maintained in WM by this group, thereby releasing WM resources to deal with increased load. Hearing signers, on the other hand, may make strategic use of their speech-based representations for mnemonic purposes. The overall pattern of results is in line with flexible-resource models of WM.

Stimulating Graphical Summarization in Late Elementary Education: The Relationship between Two Instructional Mind-Map Approaches and Student Characteristics

Science.gov (United States)

Merchie, Emmelien; Van Keer, Hilde

2016-01-01

This study examined the effectiveness of two instructional mind-mapping approaches to stimulate fifth and sixth graders' graphical summarization skills. Thirty-five fifth- and sixth-grade teachers and 644 students from 17 different elementary schools participated. A randomized quasi-experimental repeated-measures design was set up with two…

Extrapolating from an Inquiry into Curricular Issues Concerning the Adoption of English as Medium of Instruction in a Japanese University Situation

Science.gov (United States)

Toh, Glenn

2016-01-01

Japanese universities have lately begun to teach academic content in English instead of Japanese. In this article, I examine curricular and ideological issues related to having English as a medium of instruction (EMI) at a Japanese university before examining their links to larger cultural-political forces in Japan, including neoconservative…

The Instructional Capacitor

Science.gov (United States)

Walton, Elizabeth

2012-01-01

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

Strategy Instruction in Mathematics.

Science.gov (United States)

Goldman, Susan R.

1989-01-01

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

Inclusive differentiated instruction

Directory of Open Access Journals (Sweden)

Jerković Ljiljana S.

2017-01-01

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

Deaf children attending different school environments: sign language abilities and theory of mind.

Science.gov (United States)

Tomasuolo, Elena; Valeri, Giovanni; Di Renzo, Alessio; Pasqualetti, Patrizio; Volterra, Virginia

2013-01-01

The present study examined whether full access to sign language as a medium for instruction could influence performance in Theory of Mind (ToM) tasks. Three groups of Italian participants (age range: 6-14 years) participated in the study: Two groups of deaf signing children and one group of hearing-speaking children. The two groups of deaf children differed only in their school environment: One group attended a school with a teaching assistant (TA; Sign Language is offered only by the TA to a single deaf child), and the other group attended a bilingual program (Italian Sign Language and Italian). Linguistic abilities and understanding of false belief were assessed using similar materials and procedures in spoken Italian with hearing children and in Italian Sign Language with deaf children. Deaf children attending the bilingual school performed significantly better than deaf children attending school with the TA in tasks assessing lexical comprehension and ToM, whereas the performance of hearing children was in between that of the two deaf groups. As for lexical production, deaf children attending the bilingual school performed significantly better than the two other groups. No significant differences were found between early and late signers or between children with deaf and hearing parents.

Improving Reading Instruction through Research-Based Instructional Strategies

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Nash, Vickie Lynn

2010-01-01

The diverse population of students in grades 1- 3 at a suburban elementary school has created a challenge for teachers when differentiating instruction in reading. The purpose of this doctoral project study was to explore the lived experiences of these teachers as they have acquired research-based instructional strategies in reading that support…

Content-Based Instruction Approach In Instructional Multimedia For English Learning

OpenAIRE

Farani, Rizki

2016-01-01

Content-based Instruction (CBI) is an approach in English learning that integrates certain topic and English learning objectives. This approach focuses on using English competencies as a “bridge” to comprehend certain topic or theme in English. Nowadays, this approach can be used in instructional multimedia to support English learning by using computer. Instructional multimedia with computer system refers to the sequential or simultaneous use of variety of media formats in a given presentatio...

Prostate position late in the course of external beam therapy: patterns and predictors

International Nuclear Information System (INIS)

Zellars, Richard C.; Roberson, Peter L.; Strawderman, Myla; Zhang Daowen; Sandler, Howard M.; Haken, Randall K. ten; Osher, David; McLaughlin, P. William

2000-01-01

Purpose: To examine prostate and seminal vesicles position late in the course of radiation therapy and to determine the effect and predictive value of the bladder and rectum on prostate and seminal vesicles positioning. Methods and Materials: Twenty-four patients with localized prostate cancer underwent a computerized tomography scan (CT1) before the start of radiation therapy. After 4-5 weeks of radiation therapy, a second CT scan (CT2) was obtained. All patients were scanned in the supine treatment position with instructions to maintain a full bladder. The prostate, seminal vesicles, bladder, and rectum were contoured. CT2 was aligned via fixed bony anatomy to CT1. The geometrical center and volume of each structure were obtained and directly compared. Results: The prostate shifted along a diagonal axis extending from an anterior-superior position to a posterior-inferior position. The dominant shift was to a more posterior-inferior position. On average, bladder and rectal volumes decreased to 51% (no. +-no. 29%) and 82% (no. +-no. 45%) of their pretreatment values, respectively. Multiple regression analysis (MRA) revealed that bladder movement and volume change and upper rectum movement were independently associated with prostate motion (p = 0.016, p = 0.003, and p = 0.052 respectively). Conclusion: Patients are often instructed to maintain a full bladder during a course of external beam radiation therapy, in the hopes of decreasing bladder and small bowel toxicity. However, our study shows that large bladder volumes late in therapy are strongly associated with posterior prostate displacement. This prostate displacement may result in marginal miss

BIBLIOGRAPHY ON INDIVIDUALIZED INSTRUCTION.

Science.gov (United States)

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

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

Demonstrating Empathy: A Phenomenological Study of Instructional Designers Making Instructional Strategy Decisions for Adult Learners

Science.gov (United States)

Vann, Linda S.

2017-01-01

Instructional designers are tasked with making instructional strategy decisions to facilitate achievement of learning outcomes as part of their professional responsibilities. While the instructional design process includes learner analysis, that analysis alone does not embody opportunities to assist instructional designers with demonstrations of…

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

International Nuclear Information System (INIS)

Ridder, K.

1988-01-01

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

The neural correlates of highly iconic structures and topographic discourse in French Sign Language as observed in six hearing native signers.

Science.gov (United States)

Courtin, C; Hervé, P-Y; Petit, L; Zago, L; Vigneau, M; Beaucousin, V; Jobard, G; Mazoyer, B; Mellet, E; Tzourio-Mazoyer, N

2010-09-01

"Highly iconic" structures in Sign Language enable a narrator to act, switch characters, describe objects, or report actions in four-dimensions. This group of linguistic structures has no real spoken-language equivalent. Topographical descriptions are also achieved in a sign-language specific manner via the use of signing-space and spatial-classifier signs. We used functional magnetic resonance imaging (fMRI) to compare the neural correlates of topographic discourse and highly iconic structures in French Sign Language (LSF) in six hearing native signers, children of deaf adults (CODAs), and six LSF-naïve monolinguals. LSF materials consisted of videos of a lecture excerpt signed without spatially organized discourse or highly iconic structures (Lect LSF), a tale signed using highly iconic structures (Tale LSF), and a topographical description using a diagrammatic format and spatial-classifier signs (Topo LSF). We also presented texts in spoken French (Lect French, Tale French, Topo French) to all participants. With both languages, the Topo texts activated several different regions that are involved in mental navigation and spatial working memory. No specific correlate of LSF spatial discourse was evidenced. The same regions were more activated during Tale LSF than Lect LSF in CODAs, but not in monolinguals, in line with the presence of signing-space structure in both conditions. Motion processing areas and parts of the fusiform gyrus and precuneus were more active during Tale LSF in CODAs; no such effect was observed with French or in LSF-naïve monolinguals. These effects may be associated with perspective-taking and acting during personal transfers. 2010 Elsevier Inc. All rights reserved.

Extricating Manual and Non-Manual Features for Subunit Level Medical Sign Modelling in Automatic Sign Language Classification and Recognition.

Science.gov (United States)

R, Elakkiya; K, Selvamani

2017-09-22

Subunit segmenting and modelling in medical sign language is one of the important studies in linguistic-oriented and vision-based Sign Language Recognition (SLR). Many efforts were made in the precedent to focus the functional subunits from the view of linguistic syllables but the problem is implementing such subunit extraction using syllables is not feasible in real-world computer vision techniques. And also, the present recognition systems are designed in such a way that it can detect the signer dependent actions under restricted and laboratory conditions. This research paper aims at solving these two important issues (1) Subunit extraction and (2) Signer independent action on visual sign language recognition. Subunit extraction involved in the sequential and parallel breakdown of sign gestures without any prior knowledge on syllables and number of subunits. A novel Bayesian Parallel Hidden Markov Model (BPaHMM) is introduced for subunit extraction to combine the features of manual and non-manual parameters to yield better results in classification and recognition of signs. Signer independent action aims in using a single web camera for different signer behaviour patterns and for cross-signer validation. Experimental results have proved that the proposed signer independent subunit level modelling for sign language classification and recognition has shown improvement and variations when compared with other existing works.

Effects of Morphographic Instruction on the Morphographic Analysis Skills of Deaf and Hard-of-Hearing Students.

Science.gov (United States)

Trussell, Jessica W; Easterbrooks, Susan R

2015-07-01

Deaf and hard-of-hearing (DHH) students have delayed morphographic knowledge that negatively affects their morphographic analysis and decoding abilities. Morphographic analysis instruction may improve DHH students' morphographic knowledge delay. The purpose of this study was to determine the effects of morphographic instruction on the morphographic analysis skills of reading-delayed, late-elementary DHH students. The research question was: What effect does morphographic instruction have on the morphographic analysis skills of DHH students who are reading below grade level? The study included 3 student participants and 1 teacher participant from a local school district. The researchers used a multiprobe multiple baseline across participants design. The intervention was implemented for 20 min a day, 5 days a week for 2-3 weeks. Visual analysis of the data revealed the requisite number of demonstrations of effect and replications. The intervention improved DHH students' ability to dissect words and determine affix meanings, which may in turn positively affect their decoding abilities. Implications of this study and future research are discussed. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

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

Science.gov (United States)

Upadhyay, Bhaskar; DeFranco, Cristina

2008-01-01

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

30 CFR 48.25 - Training of new miners; minimum courses of instruction; hours of instruction.

Science.gov (United States)

2010-07-01

...; minimum courses of instruction; hours of instruction. (a) Each new miner shall receive no less than 24...: Provided, That no less than 8 hours of training shall in all cases be given to new miners before they are... instruction; hours of instruction. 48.25 Section 48.25 Mineral Resources MINE SAFETY AND HEALTH ADMINISTRATION...

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

Science.gov (United States)

Mahabaduge, Hasitha; Haslam, Jeanne

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

Exploring Late Globalization

DEFF Research Database (Denmark)

Turcan, Romeo V.

2016-01-01

literature on late globalization from sociocultural and economic perspectives. It illustrates in a vignette the character and features of late globalization observable in the withdrawal from foreign locations or deinternationalization of universities, as late globalizing entitis. The paper discusses...

The impact of inquiry-based instructional professional development upon instructional practice: An action research study

Science.gov (United States)

Broom, Frances A.

This mixed method case study employs action research, conducted over a three month period with 11 elementary math and science practitioners. Inquiry as an instructional practice is a vital component of math and science instruction and STEM teaching. Teachers examined their beliefs and teaching practices with regard to those instructional factors that influence inquiry instruction. Video-taped lessons were compared to a rubric and pre and post questionnaires along with two interviews which informed the study. The results showed that while most beliefs were maintained, teachers implemented inquiry at a more advanced level after examining their teaching and reflecting on ways to increase inquiry practices. Because instructional practices provide only one component of inquiry-based instruction, other components need to be examined in a future study.

The Instructional Network: Using Facebook to Enhance Undergraduate Mathematics Instruction

Science.gov (United States)

Gregory, Peter; Gregory, Karen; Eddy, Erik

2014-01-01

Facebook is a website with over one billion users worldwide that is synonymous with social-networking. However, in this study, Facebook is used as an "instructional network". Two sections of an undergraduate calculus course were used to study the effects of participating in a Facebook group devoted solely to instruction. One section was…

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

Science.gov (United States)

Taguchi, Naoko

2015-01-01

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

Generating and executing programs for a floating point single instruction multiple data instruction set architecture

Science.gov (United States)

Gschwind, Michael K

2013-04-16

Mechanisms for generating and executing programs for a floating point (FP) only single instruction multiple data (SIMD) instruction set architecture (ISA) are provided. A computer program product comprising a computer recordable medium having a computer readable program recorded thereon is provided. The computer readable program, when executed on a computing device, causes the computing device to receive one or more instructions and execute the one or more instructions using logic in an execution unit of the computing device. The logic implements a floating point (FP) only single instruction multiple data (SIMD) instruction set architecture (ISA), based on data stored in a vector register file of the computing device. The vector register file is configured to store both scalar and floating point values as vectors having a plurality of vector elements.

Programmed Instruction Revisited.

Science.gov (United States)

Skinner, B. F.

1986-01-01

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

Motivational elements in user instructions

NARCIS (Netherlands)

Loorbach, N.R.

2013-01-01

Concerning the design of user instructions, two view can be distinguished. The traditional view considers instructions as purely instrumental documents. The more and more emerging affective view still assumes that above all, instructions should enable readers to perform tasks. But in order to

Intelligent Instructional Systems in Military Training.

Science.gov (United States)

Fletcher, J.D.; Zdybel, Frank

Intelligent instructional systems can be distinguished from more conventional approaches by the automation of instructional interaction and choice of strategy. This approach promises to reduce the costs of instructional materials preparation and to increase the adaptability and individualization of the instruction delivered. Tutorial simulation…

Late Carboniferous to Late Permian carbon isotope stratigraphy

DEFF Research Database (Denmark)

Buggisch, Werner; Krainer, Karl; Schaffhauser, Maria

2015-01-01

An integrated study of the litho-, bio-, and isotope stratigraphy of carbonates in the Southern Alps was undertaken in order to better constrain δ13C variations during the Late Carboniferous to Late Permian. The presented high resolution isotope curves are based on 1299 δ13Ccarb and 396 δ13Corg...

Intelligent Frameworks for Instructional Design.

Science.gov (United States)

Spector, J. Michael; And Others

1992-01-01

Presents a taxonomy describing various uses of artificial intelligence techniques in automated instructional development systems. Instructional systems development is discussed in relation to the design of computer-based instructional courseware; two systems being developed at the Air Force Armstrong Laboratory are reviewed; and further research…

Designing Preclinical Instruction of Psychomotor Skills (IV)--Instructional Engineering: Evaluation Phase.

Science.gov (United States)

Guenzel, Pamela J.; And Others

1995-01-01

The fourth article in a four-part series on instructional design discusses evaluation of a psychomotor skills unit taught in preclinical dental education. Issues examined include piloting of instructional materials, analysis and revision of materials based on student performance, syllabus design and content, influence of faculty characteristics,…

Instructable autonomous agents. Ph.D. Thesis

Science.gov (United States)

Huffman, Scott Bradley

1994-01-01

In contrast to current intelligent systems, which must be laboriously programmed for each task they are meant to perform, instructable agents can be taught new tasks and associated knowledge. This thesis presents a general theory of learning from tutorial instruction and its use to produce an instructable agent. Tutorial instruction is a particularly powerful form of instruction, because it allows the instructor to communicate whatever kind of knowledge a student needs at whatever point it is needed. To exploit this broad flexibility, however, a tutorable agent must support a full range of interaction with its instructor to learn a full range of knowledge. Thus, unlike most machine learning tasks, which target deep learning of a single kind of knowledge from a single kind of input, tutorability requires a breadth of learning from a broad range of instructional interactions. The theory of learning from tutorial instruction presented here has two parts. First, a computational model of an intelligent agent, the problem space computational model, indicates the types of knowledge that determine an agent's performance, and thus, that should be acquirable via instruction. Second, a learning technique, called situated explanation specifies how the agent learns general knowledge from instruction. The theory is embodied by an implemented agent, Instructo-Soar, built within the Soar architecture. Instructo-Soar is able to learn hierarchies of completely new tasks, to extend task knowledge to apply in new situations, and in fact to acquire every type of knowledge it uses during task performance - control knowledge, knowledge of operators' effects, state inferences, etc. - from interactive natural language instructions. This variety of learning occurs by applying the situated explanation technique to a variety of instructional interactions involving a variety of types of instructions (commands, statements, conditionals, etc.). By taking seriously the requirements of flexible

A Performance-Based Instructional Theory

Science.gov (United States)

Lawson, Tom E.

1974-01-01

The rationale for a performanced- based instructional theory has arisen from significant advances during the past several years in instructional psychology. Four major areas of concern are: analysis of subject-matter content in terms of performance competencies, diagnosis of pre-instructional behavior, formulation of an instructional…

The Mere Exposure Instruction Effect.

Science.gov (United States)

Van Dessel, Pieter; Mertens, Gaëtan; Smith, Colin Tucker; De Houwer, Jan

2017-09-01

The mere exposure effect refers to the well-established finding that people evaluate a stimulus more positively after repeated exposure to that stimulus. We investigated whether a change in stimulus evaluation can occur also when participants are not repeatedly exposed to a stimulus, but are merely instructed that one stimulus will occur frequently and another stimulus will occur infrequently. We report seven experiments showing that (1) mere exposure instructions influence implicit stimulus evaluations as measured with an Implicit Association Test (IAT), personalized Implicit Association Test (pIAT), or Affect Misattribution Procedure (AMP), but not with an Evaluative Priming Task (EPT), (2) mere exposure instructions influence explicit evaluations, and (3) the instruction effect depends on participants' memory of which stimulus will be presented more frequently. We discuss how these findings inform us about the boundary conditions of mere exposure instruction effects, as well as the mental processes that underlie mere exposure and mere exposure instruction effects.

Instructional Leadership Practices in Singapore

Science.gov (United States)

Ng, Foo Seong David; Nguyen, Thanh Dong; Wong, Koon Siak Benjamin; Choy, Kim Weng William

2015-01-01

This paper presents a review of the literature on principal instructional leadership in Singapore. The authors investigated the dimensions of instructional leadership in the practices of Singapore principals and highlighted the strategies these leaders adopt to enact their instructional roles. Singapore principals were found to play an active role…

Putting instruction sequences into effect

NARCIS (Netherlands)

Bergstra, J.A.

2011-01-01

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

Very Long Instruction Word Processors

Indian Academy of Sciences (India)

Explicitly Parallel Instruction Computing (EPIC) is an instruction processing paradigm that has been in the spot- light due to its adoption by the next generation of Intel. Processors starting with the IA-64. The EPIC processing paradigm is an evolution of the Very Long Instruction. Word (VLIW) paradigm. This article gives an ...

The Measurement of Instructional Accomplishments.

Science.gov (United States)

Fraley, Lawrence E.; Vargas, Ernest A.

Instructional System Technology in recent years has been characterized by an increase in individualized instruction and the modularization of the curriculum. In traditional systems the learners are forced to take blocks of instruction the size of entire courses and these are much too large. The courses can now be broken down into conceptual…

Interactive Instruction in Bayesian Inference

DEFF Research Database (Denmark)

Khan, Azam; Breslav, Simon; Hornbæk, Kasper

2018-01-01

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

Instructional skills evaluation in nuclear industry training

International Nuclear Information System (INIS)

Mazour, T.J.; Ball, F.M.

1985-11-01

This report provides information to nuclear power plant training managers and their staffs concerning the job performance requirements of instructional personnel to implement prformance-based training programs (also referred to as the Systems Approach Training). The information presented in this report is a compilation of information and lessons learned in the nuclear power industry and in other industries using performance-based training programs. The job performance requirements in this report are presented as instructional skills objectives. The process used to develop the instructional skills objectives is described. Each objective includes an Instructional Skills Statement describing the behavior that is expected and an Instructional Skills Standard describing the skills/knowledge that the individual should possess in order to have achieved mastery. The instructional skills objectives are organized according to the essential elements of the Systems Approach to Training and are cross-referenced to three categories of instructional personnel: developers of instruction, instructors, and instructional managers/supervisors. Use of the instructional skills objectives is demonstrated for reviewing instructional staff training and qualification programs, developing criterion-tests, and reviewing the performance and work products of individual staff members. 22 refs

The emergence of temporal language in Nicaraguan Sign Language.

Science.gov (United States)

Kocab, Annemarie; Senghas, Ann; Snedeker, Jesse

2016-11-01

Understanding what uniquely human properties account for the creation and transmission of language has been a central goal of cognitive science. Recently, the study of emerging sign languages, such as Nicaraguan Sign Language (NSL), has offered the opportunity to better understand how languages are created and the roles of the individual learner and the community of users. Here, we examined the emergence of two types of temporal language in NSL, comparing the linguistic devices for conveying temporal information among three sequential age cohorts of signers. Experiment 1 showed that while all three cohorts of signers could communicate about linearly ordered discrete events, only the second and third generations of signers successfully communicated information about events with more complex temporal structure. Experiment 2 showed that signers could discriminate between the types of temporal events in a nonverbal task. Finally, Experiment 3 investigated the ordinal use of numbers (e.g., first, second) in NSL signers, indicating that one strategy younger signers might have for accurately describing events in time might be to use ordinal numbers to mark each event. While the capacity for representing temporal concepts appears to be present in the human mind from the onset of language creation, the linguistic devices to convey temporality do not appear immediately. Evidently, temporal language emerges over generations of language transmission, as a product of individual minds interacting within a community of users. Copyright © 2016 Elsevier B.V. All rights reserved.

Lexical Variation and Change in British Sign Language

Science.gov (United States)

Stamp, Rose; Schembri, Adam; Fenlon, Jordan; Rentelis, Ramas; Woll, Bencie; Cormier, Kearsy

2014-01-01

This paper presents results from a corpus-based study investigating lexical variation in BSL. An earlier study investigating variation in BSL numeral signs found that younger signers were using a decreasing variety of regionally distinct variants, suggesting that levelling may be taking place. Here, we report findings from a larger investigation looking at regional lexical variants for colours, countries, numbers and UK placenames elicited as part of the BSL Corpus Project. Age, school location and language background were significant predictors of lexical variation, with younger signers using a more levelled variety. This change appears to be happening faster in particular sub-groups of the deaf community (e.g., signers from hearing families). Also, we find that for the names of some UK cities, signers from outside the region use a different sign than those who live in the region. PMID:24759673

Comparing Two Modes of Instruction in English Passive Structures (Processing and Meaning-Based Output Instruction

Directory of Open Access Journals (Sweden)

Asma Dabiri

2018-04-01

Full Text Available This research compared the effects of two types of instruction: Processing Instruction (PI and Meaning-based Output Instruction (MOI on the interpretation and production of English passive structures.  Ninety EFL intermediate tertiary level female students (PI group= 30, MOI group= 30 and control group = 30 participated in this study. The instruments were a proficiency test, a test to assess English passive structures and two instructional materials (PI and MOI. The data were analyzed by running one-way analysis of variance (ANOVA and mixed between-within ANOVA. The study indicated the effectiveness of PI and MOI on English passive structures. PI had considerable enhancement on interpretation tasks all the time. It supported the use of PI rather than the use of traditional instructions in which mechanical components were emphasized. Also, the PI and MOI had long term effects on the interpretation and production of English passive sentences.  This study supported the use of PI and MOI rather than the use of traditional instruction (TI in EFL settings. The implication for particularly classroom teaching is that successful grammar instruction has to related to ultimate learning outcomes. Also, creating communicative tasks to offer opportunities for teaching grammar can lead to long-lasting learning effects.

Editorial - Instructions

DEFF Research Database (Denmark)

Kastberg, Peter; Grinsted, Annelise

2007-01-01

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

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

Science.gov (United States)

Detlefsen, Ellen Gay

2012-10-01

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

Computer Assisted Instructional Design for Computer-Based Instruction. Final Report. Working Papers.

Science.gov (United States)

Russell, Daniel M.; Pirolli, Peter

Recent advances in artificial intelligence and the cognitive sciences have made it possible to develop successful intelligent computer-aided instructional systems for technical and scientific training. In addition, computer-aided design (CAD) environments that support the rapid development of such computer-based instruction have also been recently…

Universal Design for Instruction: Extending the Universal Design Paradigm to College Instruction

Science.gov (United States)

McGuire, Joan M.; Scott, Sally S.

2006-01-01

Universal design for instruction (UDI) represents the systematic application of universal design, the construct from architecture and product development, to instructional practices in higher education. In addition to a description of the deliberative process by which UDI was developed, this article provides confirmatory evidence of the validity…

ARS-Media for excel instruction manual

Science.gov (United States)

ARS-Media for Excel Instruction Manual is the instruction manual that explains how to use the Excel spreadsheet ARS-Media for Excel application. ARS-Media for Excel Instruction Manual is provided as a pdf file....

A comparison of video modeling, text-based instruction, and no instruction for creating multiple baseline graphs in Microsoft Excel.

Science.gov (United States)

Tyner, Bryan C; Fienup, Daniel M

2015-09-01

Graphing is socially significant for behavior analysts; however, graphing can be difficult to learn. Video modeling (VM) may be a useful instructional method but lacks evidence for effective teaching of computer skills. A between-groups design compared the effects of VM, text-based instruction, and no instruction on graphing performance. Participants who used VM constructed graphs significantly faster and with fewer errors than those who used text-based instruction or no instruction. Implications for instruction are discussed. © Society for the Experimental Analysis of Behavior.

Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms

Science.gov (United States)

Puranik, Cynthia S.; Al Otaiba, Stephanie; Sidler, Jessica Folsom; Greulich, Luana

2014-01-01

The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 minute instructional block for reading and language arts to examine time allocation and the types of writing instructional practices taking place in the kindergarten classrooms. Classroom observation of writing was divided into student-practice variables (activities in which students were observed practicing writing or writing independently) and teacher-instruction variables (activities in which the teacher was observed providing direct writing instruction). In addition, participants completed handwriting fluency, spelling, and writing tasks. Large variability was observed in the amount of writing instruction occurring in the classroom, the amount of time kindergarten teachers spent on writing and in the amount of time students spent writing. Marked variability was also observed in classroom practices both within and across schools and this fact was reflected in the large variability noted in kindergartners’ writing performance. PMID:24578591

Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms.

Science.gov (United States)

Puranik, Cynthia S; Al Otaiba, Stephanie; Sidler, Jessica Folsom; Greulich, Luana

2014-02-01

The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 minute instructional block for reading and language arts to examine time allocation and the types of writing instructional practices taking place in the kindergarten classrooms. Classroom observation of writing was divided into student-practice variables (activities in which students were observed practicing writing or writing independently) and teacher-instruction variables (activities in which the teacher was observed providing direct writing instruction). In addition, participants completed handwriting fluency, spelling, and writing tasks. Large variability was observed in the amount of writing instruction occurring in the classroom, the amount of time kindergarten teachers spent on writing and in the amount of time students spent writing. Marked variability was also observed in classroom practices both within and across schools and this fact was reflected in the large variability noted in kindergartners' writing performance.

Technology Use in Higher Education Instruction

Science.gov (United States)

Elzarka, Sammy

2012-01-01

The significance of integrating technology use in higher education instruction is undeniable. The benefits include those related to access to instruction by underserved populations, adequately preparing students for future careers, capitalizing on best instructional practices, developing higher order thinking activities, and engaging students…

Fashions in Instructional Development.

Science.gov (United States)

Knapper, Christopher K.

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

Errors in the Production of Adult Early and Late Bilinguals

Directory of Open Access Journals (Sweden)

Teresa Lee

2014-08-01

Full Text Available This study examines the grammatical knowledge of adult second language (L2 learners and heritage speakers. Given the differences in the mode and age of acquisition between L2 learners (late bilinguals and heritage speakers (early bilinguals, the question arises as to whether and how these groups differ from each other in their knowledge of Korean. To address this question, the present study looks at the production of Korean relative clauses by three groups of learners (26 L2 learners, 11 simultaneous bilinguals, and 38 early sequential bilinguals. The results of a written production task showed that all three groups made similar types of errors such as those involving the use of incorrect word order and case markers. Yet differences were also observed in the nature of errors made by these three groups. Based on the findings, pedagogical implications are drawn for classroom instruction.

Facility transition instruction

International Nuclear Information System (INIS)

Morton, M.R.

1997-01-01

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

Review of Instructional Approaches in Ethics Education.

Science.gov (United States)

Mulhearn, Tyler J; Steele, Logan M; Watts, Logan L; Medeiros, Kelsey E; Mumford, Michael D; Connelly, Shane

2017-06-01

Increased investment in ethics education has prompted a variety of instructional objectives and frameworks. Yet, no systematic procedure to classify these varying instructional approaches has been attempted. In the present study, a quantitative clustering procedure was conducted to derive a typology of instruction in ethics education. In total, 330 ethics training programs were included in the cluster analysis. The training programs were appraised with respect to four instructional categories including instructional content, processes, delivery methods, and activities. Eight instructional approaches were identified through this clustering procedure, and these instructional approaches showed different levels of effectiveness. Instructional effectiveness was assessed based on one of nine commonly used ethics criteria. With respect to specific training types, Professional Decision Processes Training (d = 0.50) and Field-Specific Compliance Training (d = 0.46) appear to be viable approaches to ethics training based on Cohen's d effect size estimates. By contrast, two commonly used approaches, General Discussion Training (d = 0.31) and Norm Adherence Training (d = 0.37), were found to be considerably less effective. The implications for instruction in ethics training are discussed.

Envisioning Instructional Communication Research as a Multi-Paradigmatic Response to Neoliberalism's Effect on Instruction. Forum: The Future of Instructional Communication

Science.gov (United States)

Kahl, David H., Jr.

2017-01-01

Throughout its history, instructional communication research has played an important role in the discipline of Communication. In tracing its lineage, Myers (2010) explains that instructional communication research has focused on communicative behaviors that instructors use with their students to better understand and facilitate affective and…

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

Science.gov (United States)

Linford, Anthony G.; Jeanrenaud, Claudine Y.

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

Piano instruction for nursery school trainees

OpenAIRE

新海, 節; Makoto, SHINKAI; 藤女子大学人間生活学部保育学科

2012-01-01

It is important piano instruction in childcare training schools be viewed primarily as "music for childcare". To this end,it is also important that the view of piano instruction for nursery school trainees be switched from one mainly focused on the technical aspects of performance using many etudes to a form of instruction based on developing the musicality of the trainees and their ability to display emotion through music. Further, through this instruction, the trainees need to develop the a...

Using Principles of Programmed Instruction

Science.gov (United States)

Huffman, Harry

1971-01-01

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

Effective Instruction: A Mathematics Coach's Perspective

Science.gov (United States)

Nebesniak, Amy L.

2012-01-01

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

Only reappraisers profit from reappraisal instructions: Effects of instructed and habitual reappraisal on stress responses during interpersonal conflicts.

Science.gov (United States)

Mauersberger, Heidi; Hoppe, Annekatrin; Brockmann, Gudrun; Hess, Ursula

2018-04-22

Conflicts are an undesirable yet common aspect of daily interactions with wide-ranging negative consequences. The present research aimed to examine the buffering effect of experimentally instructed reappraisal on self-reported, physiological and behavioral stress indices during interpersonal conflicts, taking into account habitual emotion regulation strategies. For this, 145 participants experienced a standardized laboratory conflict with the instruction to either reappraise (n = 48), to suppress (n = 50), or with no instruction (n = 47) while cardiovascular and neuroendocrine measures were taken. Participants were allowed to eat sweet and salty snacks during the conflict situation. Prior to as well as after the conflict, participants reported on their subjective stress level. Reappraisal instructions were only effective for high habitual reappraisers who exhibited lower cardiovascular and cortisol reactivity and demonstrated fewer snack-eating behaviors under reappraisal instructions than under suppression or no instructions. The opposite pattern emerged for low habitual reappraisers. Neither experimentally instructed nor habitual reappraisal by itself reduced the negative effects of conflicts. Our findings complement the literature on the diverging effects of instructed reappraisal in tense social interactions. © 2018 Society for Psychophysiological Research.

Effects of instructed timing and tempo on snare drum sound in drum kit performance.

Science.gov (United States)

Danielsen, Anne; Waadeland, Carl Haakon; Sundt, Henrik G; Witek, Maria A G

2015-10-01

This paper reports on an experiment investigating the expressive means with which performers of groove-based musics signal the intended timing of a rhythmic event. Ten expert drummers were instructed to perform a rock pattern in three different tempi and three different timing styles: "laid-back," "on-the-beat," and "pushed." The results show that there were systematic differences in the intensity and timbre (i.e., sound-pressure level, temporal centroid, and spectral centroid) of series of snare strokes played with these different timing styles at the individual level. A common pattern was found across subjects concerning the effect of instructed timing on sound-pressure level: a majority of the drummers played laid-back strokes louder than on-the-beat strokes. Furthermore, when the tempo increased, there was a general increase in sound-pressure level and a decrease in spectral centroid across subjects. The results show that both temporal and sound-related features are important in order to indicate that a rhythmic event has been played intentionally early, late, or on-the-beat, and provide insight into the ways in which musicians communicate at the microrhythmic level in groove-based musics.

Categorical Perception of Affective and Linguistic Facial Expressions

Science.gov (United States)

McCullough, Stephen; Emmorey, Karen

2009-01-01

Two experiments investigated categorical perception (CP) effects for affective facial expressions and linguistic facial expressions from American Sign Language (ASL) for Deaf native signers and hearing non-signers. Facial expressions were presented in isolation (Experiment 1) or in an ASL verb context (Experiment 2). Participants performed ABX…

The Multimodal Possibilities of Online Instructions

DEFF Research Database (Denmark)

Kampf, Constance

2006-01-01

The WWW simplifies the process of delivering online instructions through multimodal channels because of the ease of use for voice, video, pictures, and text modes of communication built into it.  Given that instructions are being produced in multimodal format for the WWW, how do multi-modal analy......The WWW simplifies the process of delivering online instructions through multimodal channels because of the ease of use for voice, video, pictures, and text modes of communication built into it.  Given that instructions are being produced in multimodal format for the WWW, how do multi...

Lateness to School Remediation Game

Science.gov (United States)

Ugwuegbulam, Charles N.; Ibrahim, Haj. Naheed

2015-01-01

Primary and secondary school in Nigeria encourage punctuality to school yet a good number of the learners came late to school. This is especially true in the case of day students. Learners who come late to school are usually punished in one way or the other yet the lateness to school phenomenon still persist. Lateness to school behaviour affects…

Improve Student Understanding Ability Through Gamification in Instructional Media Based Explicit Instruction

Science.gov (United States)

Firdausi, N.; Prabawa, H. W.; Sutarno, H.

2017-02-01

In an effort to maximize a student’s academic growth, one of the tools available to educators is the explicit instruction. Explicit instruction is marked by a series of support or scaffold, where the students will be guided through the learning process with a clear statement of purpose and a reason for learning new skills, a clear explanation and demonstration of learning targets, supported and practiced with independent feedback until mastery has been achieved. The technology development trend of todays, requires an adjustment in the development of learning object that supports the achievement of explicit instruction targets. This is where the gamification position is. In the role as a pedagogical strategy, the use of gamification preformance study class is still relatively new. Gamification not only use the game elements and game design techniques in non-game contexts, but also to empower and engage learners with the ability of motivation on learning approach and maintains a relaxed atmosphere. With using Reseach and Development methods, this paper presents the integration of technology (which in this case using the concept of gamification) in explicit instruction settings and the impact on the improvement of students’ understanding.

The nature of instructional effects in color constancy.

Science.gov (United States)

Radonjić, Ana; Brainard, David H

2016-06-01

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

Scaffolding in Assisted Instruction

Directory of Open Access Journals (Sweden)

2007-01-01

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

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

Science.gov (United States)

Sanborn, Stephen

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

7 CFR 920.112 - Late payments.

Science.gov (United States)

2010-01-01

... Miscellaneous Provisions § 920.112 Late payments. Pursuant to § 920.41(a), interest will be charged at a 1.5 percent monthly simple interest rate. Assessments for kiwifruit shall be deemed late if not received... late charge will be assessed when payment becomes 30 days late. Interest and late payment charges shall...

Evaluation of a Theory of Instructional Sequences for Physics Instruction

Science.gov (United States)

Wackermann, Rainer; Trendel, Georg; Fischer, Hans E.

2010-05-01

The background of the study is the theory of basis models of teaching and learning, a comprehensive set of models of learning processes which includes, for example, learning through experience and problem-solving. The combined use of different models of learning processes has not been fully investigated and it is frequently not clear under what circumstances a particular model should be used by teachers. In contrast, the theory under investigation here gives guidelines for choosing a particular model and provides instructional sequences for each model. The aim is to investigate the implementation of the theory applied to physics instruction and to show if possible effects for the students may be attributed to the use of the theory. Therefore, a theory-oriented education programme for 18 physics teachers was developed and implemented in the 2005/06 school year. The main features of the intervention consisted of coaching physics lessons and video analysis according to the theory. The study follows a pre-treatment-post design with non-equivalent control group. Findings of repeated-measures ANOVAs show large effects for teachers' subjective beliefs, large effects for classroom actions, and small to medium effects for student outcomes such as perceived instructional quality and student emotions. The teachers/classes that applied the theory especially well according to video analysis showed the larger effects. The results showed that differentiating between different models of learning processes improves physics instruction. Effects can be followed through to student outcomes. The education programme effect was clearer for classroom actions and students' outcomes than for teachers' beliefs.

Teachers' Beliefs, Instructional Behaviors, and Students' Engagement in Learning from Texts with Instructional Pictures

Science.gov (United States)

Schroeder, Sascha; Richter, Tobias; McElvany, Nele; Hachfeld, Axinja; Baumert, Jurgen; Schnotz, Wolfgang; Horz, Holger; Ullrich, Mark

2011-01-01

This study investigated the relations between teachers' pedagogical beliefs and students' self-reported engagement in learning from texts with instructional pictures. Participants were the biology, geography, and German teachers of 46 classes (Grades 5-8) and their students. Teachers' instructional behaviors and students' engagement in learning…

Instructional Design as Knowledge Management: A Knowledge-in-Practice Approach to Choosing Instructional Methods

Science.gov (United States)

McIver, Derrick; Fitzsimmons, Stacey; Flanagan, David

2016-01-01

Decisions about instructional methods are becoming more complex, with options ranging from problem sets to experiential service-learning projects. However, instructors not trained in instructional design may make these important decisions based on convenience, comfort, or trends. Instead, this article draws on the knowledge management literature…

Self-Paced Instruction: Hello, Education

Science.gov (United States)

Leuba, Richard J.; Flammer, Gordon H.

1975-01-01

Answers criticisms of self-paced instruction (SPI) by citing advantages of SPI over lecture methods. Concludes that criticisms of SPI are useful since they indicate in which areas further research should be conducted to improve this method of instruction. (MLH)

Computer-based instruction system DIDAK and its application

International Nuclear Information System (INIS)

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

1983-01-01

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

Preparing for Further Introduction of Computing Technology in Vancouver Community College Instruction. Report of the Instructional Computing Committee.

Science.gov (United States)

Vancouver Community Coll., British Columbia.

After examining the impact of changing technology on postsecondary instruction and on the tools needed for instruction, this report analyzes the status and offers recommendations concerning the future of instructional computing at Vancouver Community College (VCC) in British Columbia. Section I focuses on the use of computers in community college…

Explicit Instruction Elements in Core Reading Programs

Science.gov (United States)

Child, Angela R.

2012-01-01

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

21 CFR 1309.03 - Information; special instructions.

Science.gov (United States)

2010-04-01

... 21 Food and Drugs 9 2010-04-01 2010-04-01 false Information; special instructions. 1309.03 Section... MANUFACTURERS, DISTRIBUTORS, IMPORTERS AND EXPORTERS OF LIST I CHEMICALS General Information § 1309.03 Information; special instructions. Information regarding procedures under these rules and instructions...

21 CFR 1301.03 - Information; special instructions.

Science.gov (United States)

2010-04-01

... 21 Food and Drugs 9 2010-04-01 2010-04-01 false Information; special instructions. 1301.03 Section... MANUFACTURERS, DISTRIBUTORS, AND DISPENSERS OF CONTROLLED SUBSTANCES General Information § 1301.03 Information; special instructions. Information regarding procedures under these rules and instructions supplementing...

How can we make user instructions motivational?

NARCIS (Netherlands)

Steehouder, M.F.; Loorbach, N.R.

2004-01-01

Good technical instructions are often viewed as 'cool, concise and professional', but there are good arguments to pay attention to their persuasive and motivational aspects as well. Until now, only analyses of existing instructions have been published, while guidelines for making instructions

Face Recognition Is Shaped by the Use of Sign Language

Science.gov (United States)

Stoll, Chloé; Palluel-Germain, Richard; Caldara, Roberto; Lao, Junpeng; Dye, Matthew W. G.; Aptel, Florent; Pascalis, Olivier

2018-01-01

Previous research has suggested that early deaf signers differ in face processing. Which aspects of face processing are changed and the role that sign language may have played in that change are however unclear. Here, we compared face categorization (human/non-human) and human face recognition performance in early profoundly deaf signers, hearing…

Active Learning through Online Instruction

Science.gov (United States)

Gulbahar, Yasemin; Kalelioglu, Filiz

2010-01-01

This article explores the use of proper instructional techniques in online discussions that lead to meaningful learning. The research study looks at the effective use of two instructional techniques within online environments, based on qualitative measures. "Brainstorming" and "Six Thinking Hats" were selected and implemented…

Physics Instruction for Radiologic Technologists

Science.gov (United States)

Chaney, Edward L.; And Others

1974-01-01

Discusses the Denver collaborative training program in radiologic technology with emphasis upon identification of core topics, preparation of quality instructional materials, and use of innovative teaching techniques, such as computer-assisted instruction and video tape presentations. Included is a 10-week course outline. (CC)

Universal Design for Instruction: The Paradigm, Its Principles, and Products for Enhancing Instructional Access

Science.gov (United States)

McGuire, Joan M.; Scott, Sally S.; Shaw, Stan F.

2003-01-01

Universal Design for Instruction (UDI), a construct that serves as the foundation for the work of a federally funded project at the University of Connecticut, offers an approach to inclusive instruction that is responsive to the diverse learning needs of a changing postsecondary population. In this article elements relating to the implementation…

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

Science.gov (United States)

Leonard, B. Charles; Denton, Jon J.

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

Modifying ADDIE: Incorporating New Technologies in Library Instruction

Science.gov (United States)

Campbell, Paul Clayton

2014-01-01

There are many instructional design theories to assist librarians in creating effective instructional modules for student learning. ADDIE is a generic instructional design model that has been in existence for more than 30 years and is known for its flexibility in application (Molenda, 2003). Using instructional design theories such as ADDIE helps…

Effects of Instruction and Stage-Fright on Intelligence Testing

Science.gov (United States)

Meijer, Joost; Oostdam, Ron

2011-01-01

In the present research, it was tried to unravel the influence of various types of instruction on test anxiety levels and, in turn, its influence on intelligence test performance. Three types of instruction were compared: a stressful, achievement-orientated instruction; a reassuring, task-orientated instruction; and an ambiguous instruction.…

Changing Student Teachers' Views of Comprehension Instruction ...

African Journals Online (AJOL)

At the same time research shows that little, if any, explicit and continuous strategy instruction takes place in classrooms. Reasons seem ... This article reports on the effect of a reading comprehension instruction course on university student teachers' lesson planning, strategy use and views about comprehension instruction.

Principals' Perceptions of Instructional Leadership Development

Science.gov (United States)

Brabham, Carla E.

2017-01-01

Instructional leadership is an important aspect of student achievement and the overall success of schools. Principals, as instructional leaders, need continual reflection on their competency. Job-embedded professional development (JEPD) for teachers is implemented and monitored by instructional leaders. The purpose of this case study was to…

On the Practice Architectures of Instructional Leadership

Science.gov (United States)

Salo, Petri; Nylund, Jan; Stjernstrøm, Else

2015-01-01

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

Four Practical Principles for Enhancing Vocabulary Instruction

Science.gov (United States)

Manyak, Patrick C.; Von Gunten, Heather; Autenrieth, David; Gillis, Carolyn; Mastre-O'Farrell, Julie; Irvine-McDermott, Elizabeth; Baumann, James F.; Blachowicz, Camille L. Z.

2014-01-01

This article presents four practical principles that lead to enhanced word-meaning instruction in the elementary grades. The authors, a collaborative team of researchers and classroom teachers, identified and developed these principles and related instructional activities during a three-year vocabulary instruction research project. The principles…

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

Science.gov (United States)

Dancy, Melissa; Henderson, Charles; Turpen, Chandra

2016-06-01

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

Instructional Uses of Web-Based Survey Software

Directory of Open Access Journals (Sweden)

Concetta A. DePaolo, Ph.D.

2006-07-01

Full Text Available Recent technological advances have led to changes in how instruction is delivered. Such technology can create opportunities to enhance instruction and make instructors more efficient in performing instructional tasks, especially if the technology is easy to use and requires no training. One such technology, web-based survey software, is extremely accessible for anyone with basic computer skills. Web-based survey software can be used for a variety of instructional purposes to streamline instructor tasks, as well as enhance instruction and communication with students. Following a brief overview of the technology, we discuss how Web Forms from nTreePoint can be used to conduct instructional surveys, collect course feedback, conduct peer evaluations of group work, collect completed assignments, schedule meeting times among multiple people, and aid in pedagogical research. We also discuss our experiences with these tasks within traditional on-campus courses and how they were enhanced or expedited by the use of web-based survey software.

Designing Instructional Materials: Some Guidelines.

Science.gov (United States)

Burbank, Lucille; Pett, Dennis

Guidelines for the design of instructional materials are outlined in this paper. The principles of design are presented in five major categories: (1) general design (structural appeal and personal appeal); (2) instructional design (attention, memory, concept learning, and attitude change); (3) visual design (media considerations, pictures, graphs…

Adaptive instruction and pupil achievement

NARCIS (Netherlands)

Houtveen, A.A M; Booy, N; de Jong, Robert (Rob); van de Grift, W.J C M

In this article the results are reported of a quasi-experiment on effects of adaptive instruction on reading results of children in the first year of reading instruction in Dutch primary schools. The research involved 456 pupils from 23 schools (12 experimental and 11 control group schools).

Instructional Theory for Teaching Statistics.

Science.gov (United States)

Atwood, Jan R.; Dinham, Sarah M.

Metatheoretical analysis of Ausubel's Theory of Meaningful Verbal Learning and Gagne's Theory of Instruction using the Dickoff and James paradigm produced two instructional systems for basic statistics. The systems were tested with a pretest-posttest control group design utilizing students enrolled in an introductory-level graduate statistics…

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

Science.gov (United States)

Kay, Robin

2013-01-01

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

Effective instruction for English learners.

Science.gov (United States)

Calderón, Margarita; Slavin, Robert; Sánchez, Marta

2011-01-01

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

Instructional Cost Analysis: History and Present Inadequacies.

Science.gov (United States)

Humphrey, David A.

The cost analysis of instruction is conducted according to principles of teaching and learning that have often become historically dated. Using today's costing systems prevents determination of whether cost effectiveness actually exists. The patterns of instruction in higher education and the systems employed for instructional cost analysis are…

Rapid Prototyping: An Alternative Instructional Design Strategy.

Science.gov (United States)

Tripp, Steven D.; Bichelmeyer, Barbara

1990-01-01

Discusses the nature of instructional design and describes rapid prototyping as a feasible model for instructional system design (ISD). The use of prototyping in software engineering is described, similarities between software design and instructional design are discussed, and an example is given which uses rapid prototyping in designing a…

Reproducing American Sign Language Sentences: Cognitive Scaffolding in Working Memory

Directory of Open Access Journals (Sweden)

Ted eSupalla

2014-08-01

Full Text Available The American Sign Language Sentence Reproduction Test (ASL-SRT requires the precise reproduction of a series of ASL sentences increasing in complexity and length. Error analyses of such tasks provides insight into working memory and scaffolding processes. Data was collected from three groups expected to differ in fluency: deaf children, deaf adults and hearing adults, all users of ASL. Quantitative (correct/incorrect recall and qualitative error analyses were performed. Percent correct on the reproduction task supports its sensitivity to fluency as test performance clearly differed across the three groups studied. A linguistic analysis of errors further documented differing strategies and bias across groups. Subjects’ recall projected the affordance and constraints of deep linguistic representations to differing degrees, with subjects resorting to alternate processing strategies in the absence of linguistic knowledge. A qualitative error analysis allows us to capture generalizations about the relationship between error pattern and the cognitive scaffolding, which governs the sentence reproduction process. Highly fluent signers and less-fluent signers share common chokepoints on particular words in sentences. However, they diverge in heuristic strategy. Fluent signers, when they make an error, tend to preserve semantic details while altering morpho-syntactic domains. They produce syntactically correct sentences with equivalent meaning to the to-be-reproduced one, but these are not verbatim reproductions of the original sentence. In contrast, less-fluent signers tend to use a more linear strategy, preserving lexical status and word ordering while omitting local inflections, and occasionally resorting to visuo-motoric imitation. Thus, whereas fluent signers readily use top-down scaffolding in their working memory, less fluent signers fail to do so. Implications for current models of working memory across spoken and signed modalities are

Referential shift in Nicaraguan Sign Language: a transition from lexical to spatial devices.

Science.gov (United States)

Kocab, Annemarie; Pyers, Jennie; Senghas, Ann

2014-01-01

Even the simplest narratives combine multiple strands of information, integrating different characters and their actions by expressing multiple perspectives of events. We examined the emergence of referential shift devices, which indicate changes among these perspectives, in Nicaraguan Sign Language (NSL). Sign languages, like spoken languages, mark referential shift grammatically with a shift in deictic perspective. In addition, sign languages can mark the shift with a point or a movement of the body to a specified spatial location in the three-dimensional space in front of the signer, capitalizing on the spatial affordances of the manual modality. We asked whether the use of space to mark referential shift emerges early in a new sign language by comparing the first two age cohorts of deaf signers of NSL. Eight first-cohort signers and 10 second-cohort signers watched video vignettes and described them in NSL. Narratives were coded for lexical (use of words) and spatial (use of signing space) devices. Although the cohorts did not differ significantly in the number of perspectives represented, second-cohort signers used referential shift devices to explicitly mark a shift in perspective in more of their narratives. Furthermore, while there was no significant difference between cohorts in the use of non-spatial, lexical devices, there was a difference in spatial devices, with second-cohort signers using them in significantly more of their narratives. This suggests that spatial devices have only recently increased as systematic markers of referential shift. Spatial referential shift devices may have emerged more slowly because they depend on the establishment of fundamental spatial conventions in the language. While the modality of sign languages can ultimately engender the syntactic use of three-dimensional space, we propose that a language must first develop systematic spatial distinctions before harnessing space for grammatical functions.

Instruction timing for the CDC 7600 computer

International Nuclear Information System (INIS)

Lipps, H.

1975-01-01

This report provides timing information for all instructions of the Control Data 7600 computer, except for instructions of type 01X, to enable the optimization of 7600 programs. The timing rules serve as background information for timing charts which are produced by a program (TIME76) of the CERN Program Library. The rules that co-ordinate the different sections of the CPU are stated in as much detail as is necessary to time the flow of instructions for a given sequence of code. Instruction fetch, instruction issue, and access to small core memory are treated at length, since details are not available from the computer manuals. Annotated timing charts are given for 24 examples, chosen to display the full range of timing considerations. (Author)

BASIC Instructional Program: System Documentation.

Science.gov (United States)

Dageforde, Mary L.

This report documents the BASIC Instructional Program (BIP), a "hands-on laboratory" that teaches elementary programming in the BASIC language, as implemented in the MAINSAIL language, a machine-independent revision of SAIL which should facilitate implementation of BIP on other computing systems. Eight instructional modules which make up…

Modelling Web-Based Instructional Systems

NARCIS (Netherlands)

Retalis, Symeon; Avgeriou, Paris

2002-01-01

The size and complexity of modern instructional systems, which are based on the World Wide Web, bring about great intricacy in their crafting, as there is not enough knowledge or experience in this field. This imposes the use of new instructional design models in order to achieve risk-mitigation,

Cross-Linguistic Differences in the Neural Representation of Human Language: Evidence from Users of Signed Languages

Science.gov (United States)

Corina, David P.; Lawyer, Laurel A.; Cates, Deborah

2013-01-01

Studies of deaf individuals who are users of signed languages have provided profound insight into the neural representation of human language. Case studies of deaf signers who have incurred left- and right-hemisphere damage have shown that left-hemisphere resources are a necessary component of sign language processing. These data suggest that, despite frank differences in the input and output modality of language, core left perisylvian regions universally serve linguistic function. Neuroimaging studies of deaf signers have generally provided support for this claim. However, more fine-tuned studies of linguistic processing in deaf signers are beginning to show evidence of important differences in the representation of signed and spoken languages. In this paper, we provide a critical review of this literature and present compelling evidence for language-specific cortical representations in deaf signers. These data lend support to the claim that the neural representation of language may show substantive cross-linguistic differences. We discuss the theoretical implications of these findings with respect to an emerging understanding of the neurobiology of language. PMID:23293624

30 CFR 48.5 - Training of new miners; minimum courses of instruction; hours of instruction.

Science.gov (United States)

2010-07-01

... avoidance of electrical hazards. (11) First aid. The course shall include instruction in first aid methods... use, care, and maintenance of self-rescue and respiratory devices used at the mine; (ii) Hands-on...; escapeways; emergency evacuation; barricading. The program of instruction for mine emergency evacuation and...

Students and Instructors Opinions about Piano Instruction

Science.gov (United States)

Kilic, Deniz Beste Çevik

2016-01-01

This study examined the opinions of the students and piano instructors in the Turkish Education Faculties' Fine Arts Instruction Departments' music instruction programs about piano instruction. The study data were collected using a questionnaire administered to the piano instructors and the students who took lessons from them. The study results…

Virtual tutor systems for robot-assisted instruction

Science.gov (United States)

Zhao, Zhijing; Zhao, Deyu; Zhang, Zizhen; Wei, Yongji; Qi, Bingchen; Okawa, Yoshikuni

2004-03-01

Virtual Reality technology belongs to advanced computer technology, it has been applied in instruction field and gains obvious effect. At the same time, robot assisted instruction comes true with the continuous development of Robot technology and artificial intelligence technology. This paper introduces a virtual tutor system for robot assisted instruction.

Teacher’s Instructional Behaviour in Instructional Management at Elementary School Reviewed from Piaget’s Cognitive Development Theory

OpenAIRE

Eni Astuti Ni Putu

2018-01-01

This writing aimed at (1) describing the importance of teacher to review instructional management at elementary school based on Piaget’s cognitive development theory; and (2) describing teacher’s instructional behavior in managing instructional at elementary school reviewed from Piaget’s cognitive development theory. In general, Piaget’ cognitive development theory divides children’ cognitive development into four stages. In the elementary school ages of 7 to 11 or 12 years old, Piaget classi...

Never Too Late: Approaches to Reading Instruction for Secondary Students with Disabilities. Research to Practice Brief: Improving Secondary Education and Transition Services through Research.

Science.gov (United States)

Clapper, Ann T.; Bremer, Christine D.; Kachgal, Mera M.

This research brief discusses two reading instruction models for teaching secondary school students with disabilities. The first, Collaborative Strategic Reading (CSR), is designed specifically for students with learning disabilities and students who are at risk of reading failure. This strategy adapts reciprocal reading and incorporates…

PLE-based instruction concept

Science.gov (United States)

Javorcik, Tomas

2017-11-01

The paper is aimed at the description of a PLE (Personal Learning Environment)-based teaching model suitable for implementation in the instruction of upper primary school students. The paper describes the individual stages of the model and its use of ICT (Information and Communication Technologies) tools. The Personal Learning Environment is a form of instruction which allows for the meaningful use of information and communication technologies (including mobile technologies) in their entirety.

Cognitive Approaches to Automated Instruction.

Science.gov (United States)

Regian, J. Wesley, Ed.; Shute, Valerie J., Ed.

This book contains a snapshot of state-of-the-art research on the design of automated instructional systems. Selected cognitive psychologists were asked to describe their approach to instruction and cognitive diagnosis, the theoretical basis of the approach, its utility and applicability, and the knowledge engineering or task analysis methods…

Differentiating Science Instruction: Secondary science teachers' practices

Science.gov (United States)

Maeng, Jennifer L.; Bell, Randy L.

2015-09-01

This descriptive study investigated the implementation practices of secondary science teachers who differentiate instruction. Participants included seven high school science teachers purposefully selected from four different schools located in a mid-Atlantic state. Purposeful selection ensured participants included differentiated instruction (DI) in their lesson implementation. Data included semi-structured interviews and field notes from a minimum of four classroom observations, selected to capture the variety of differentiation strategies employed. These data were analyzed using a constant-comparative approach. Each classroom observation was scored using the validated Differentiated Instruction Implementation Matrix-Modified, which captured both the extent to which critical indicators of DI were present in teachers' instruction and the performance levels at which they engaged in these components of DI. Results indicated participants implemented a variety of differentiation strategies in their classrooms with varying proficiency. Evidence suggested all participants used instructional modifications that required little advance preparation to accommodate differences in students' interests and learning profile. Four of the seven participants implemented more complex instructional strategies that required substantial advance preparation by the teacher. Most significantly, this study provides practical strategies for in-service science teachers beginning to differentiate instruction and recommendations for professional development and preservice science teacher education.

Direct Reading Instruction and the NYS ELA

Science.gov (United States)

Jones-Carey, Margaret H.

2013-01-01

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

Multiple Representation Instruction First versus Traditional Algorithmic Instruction First: Impact in Middle School Mathematics Classrooms

Science.gov (United States)

Flores, Raymond; Koontz, Esther; Inan, Fethi A.; Alagic, Mara

2015-01-01

This study examined the impact of the order of two teaching approaches on students' abilities and on-task behaviors while learning how to solve percentage problems. Two treatment groups were compared. MR first received multiple representation instruction followed by traditional algorithmic instruction and TA first received these teaching…

Espoused Theory and Theory-in-Use of Instructional Designers in the Use of Constructivism in Online Writing Instruction Programs

Science.gov (United States)

Merrell, Cheryl

2013-01-01

Online Writing Instruction (OWI) has become a viable educational alternative in online instruction in the K-12 educational community. To continue to effectively compete in a global society, educators have identified a necessity for instruction that replicates real-world situations and problem-solving tasks which is consistent with constructivism.…

A Comparison of Video Modeling, Text-Based Instruction, and No Instruction for Creating Multiple Baseline Graphs in Microsoft Excel

Science.gov (United States)

Tyner, Bryan C.; Fienup, Daniel M.

2015-01-01

Graphing is socially significant for behavior analysts; however, graphing can be difficult to learn. Video modeling (VM) may be a useful instructional method but lacks evidence for effective teaching of computer skills. A between-groups design compared the effects of VM, text-based instruction, and no instruction on graphing performance.…

Clothing as a symbol of charity and soul salvation in late Medieval Kotor (Cattaro

Directory of Open Access Journals (Sweden)

Živković Valentina

2008-01-01

Full Text Available Religious practices in late medieval Kotor included charitable acts of donating clothes to the poor as a form of imitatio Christi. The model of charity for the faithful to follow was set in the vitae of widely-favoured saints such as Sts Martin of Tours, Francis of Assisi and Catherine of Sienna, whose portraits were painted on the walls of Kotor’s church of St Anne in the second half of the fifteenth century. Evidence for the prac­tice and purpose of this particular form of charity is found in the surviving wills of the citizens of Kotor. Apart from giving clothes to the poor out of concern pro remedio animae, the motif of clothes features in the deceased’s testamentary instructions for burial in the habit of a mendicant order.

Word Order in Russian Sign Language

Science.gov (United States)

Kimmelman, Vadim

2012-01-01

In this paper the results of an investigation of word order in Russian Sign Language (RSL) are presented. A small corpus of narratives based on comic strips by nine native signers was analyzed and a picture-description experiment (based on Volterra et al. 1984) was conducted with six native signers. The results are the following: the most frequent…

Late effects from hadron therapy

Energy Technology Data Exchange (ETDEWEB)

Blakely, Eleanor A.; Chang, Polly Y.

2004-06-01

Successful cancer patient survival and local tumor control from hadron radiotherapy warrant a discussion of potential secondary late effects from the radiation. The study of late-appearing clinical effects from particle beams of protons, carbon, or heavier ions is a relatively new field with few data. However, new clinical information is available from pioneer hadron radiotherapy programs in the USA, Japan, Germany and Switzerland. This paper will review available data on late tissue effects from particle radiation exposures, and discuss its importance to the future of hadron therapy. Potential late radiation effects are associated with irradiated normal tissue volumes at risk that in many cases can be reduced with hadron therapy. However, normal tissues present within hadron treatment volumes can demonstrate enhanced responses compared to conventional modes of therapy. Late endpoints of concern include induction of secondary cancers, cataract, fibrosis, neurodegeneration, vascular damage, and immunological, endocrine and hereditary effects. Low-dose tissue effects at tumor margins need further study, and there is need for more acute molecular studies underlying late effects of hadron therapy.

Student-Centered Instruction and Academic Achievement: Linking Mechanisms of Educational Inequality to Schools’ Instructional Strategy

DEFF Research Database (Denmark)

Andersen, Ida Gran; Andersen, Simon Calmar

2017-01-01

educational inequality. We analyze whether the impact of student-centered instructional strategies on academic achievement differs for students with different socioeconomic backgrounds. Results suggest that a student-centered instructional strategy has a negative impact on academic achievement in general......, and for students with low parental education in particular. Our findings support the argument that the instructional strategy of schools is an important mechanism in generating educational inequality through the stratification of learning opportunities.......Research in the sociology of education argues that the educational system provides different learning opportunities for students with different socioeconomic backgrounds and that this circumstance makes the educational process an important institutional context for the reproduction of educational...

Increasing instruction time in school does increase learning

DEFF Research Database (Denmark)

Andersen, Simon Calmar; Humlum, Maria; Nandrup, Anne Brink

2016-01-01

Increasing instruction time in school is a central element in the attempts of many governments to improve student learning, but prior research—mainly based on observational data—disputes the effect of this approach and points out the potential negative effects on student behavior. Based on a large......-scale, cluster-randomized trial, we find that increasing instruction time increases student learning and that a general increase in instruction time is at least as efficient as an expert-developed, detailed teaching program that increases instruction with the same amount of time. These findings support the value...... of increased instruction time....

Recognition of American Sign Language (ASL) Classifiers in a Planetarium Using a Head-Mounted Display

Science.gov (United States)

Hintz, Eric G.; Jones, Michael; Lawler, Jeannette; Bench, Nathan

2015-01-01

A traditional accommodation for the deaf or hard-of-hearing in a planetarium show is some type of captioning system or a signer on the floor. Both of these have significant drawbacks given the nature of a planetarium show. Young audience members who are deaf likely don't have the reading skills needed to make a captioning system effective. A signer on the floor requires light which can then splash onto the dome. We have examined the potential of using a Head-Mounted Display (HMD) to provide an American Sign Language (ASL) translation. Our preliminary test used a canned planetarium show with a pre-recorded sound track. Since many astronomical objects don't have official ASL signs, the signer had to use classifiers to describe the different objects. Since these are not official signs, these classifiers provided a way to test to see if students were picking up the information using the HMD.We will present results that demonstrate that the use of HMDs is at least as effective as projecting a signer on the dome. This also showed that the HMD could provide the necessary accommodation for students for whom captioning was ineffective. We will also discuss the current effort to provide a live signer without the light splash effect and our early results on teaching effectiveness with HMDs.This work is partially supported by funding from the National Science Foundation grant IIS-1124548 and the Sorenson Foundation.

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

OpenAIRE

Aguilera, Sondra Denise

2016-01-01

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

Personality in Late Midlife

DEFF Research Database (Denmark)

Mortensen, Erik Lykke; Flensborg-Madsen, Trine; Molbo, Drude

2014-01-01

To analyze associations in late midlife between sex, age, education and social class, and the Big Five personality traits; to analyze associations between personality traits and cognitive ability in late midlife; and to evaluate how these associations are influenced by demographic factors....

Poster session in instructional technology course

Science.gov (United States)

Diniaty, Artina; Fauzi'ah, Lina; Wulan Febriana, Beta; Arlianty, Widinda Normalia

2017-12-01

Instructional technology course must be studied by students in order to 1) understand the role of technology in learning, 2) capable of analyzing advantages and disadvantages of using technology in teaching, 3) capable of performing technology in teaching. A poster session in instructional technology course was performed to 1) enhance students' interest in this course and develop students' creativity. The step of this research includes: planning, implementation, and evaluation. The result showed that students' responses towards poster session in instructional technology course were good.

Multimodal versus Unimodal Instruction in a Complex Learning Context.

Science.gov (United States)

Gellevij, Mark; van der Meij, Hans; de Jong, Ton; Pieters, Jules

2002-01-01

Compared multimodal instruction with text and pictures with unimodal text-only instruction as 44 college students used a visual or textual manual to learn a complex software application. Results initially support dual coding theory and indicate that multimodal instruction led to better performance than unimodal instruction. (SLD)

Development of innovative classroom instruction material for enhancing creative teaching and learning nuclear topics: A proposal

International Nuclear Information System (INIS)

Puse, Judeza S.; Awata, Takaaki; Atobe, Kozo

2005-01-01

The role of education all over the world is becoming more and more significant and requires an in depth study since the life of the people is advanced, expanded and complicated. Educators are once again asked to address problems which have arisen within their own society. Thus, the search for ways to improve quality of education is global especially in line with nuclear science and technology. One area of focus is that managing and promoting learning inside the classroom, how teacher's utilized instructional materials were such an issue. Indeed, qualifications and resources are not the only factors that influence teachers' effectiveness, equally important are teachers' motivation, commitment, resourcefulness, innovativeness and creativeness in dealing with instructional materials. Lack of these things will produce poor attendance and unprofessional attitudes towards students. This paper aims to present a proposal on the use of innovative teaching device from the sample photographs as a result of the experiment taken at Kyoto University Research Reactor Institute (KURRI) where samples were treated with gamma rays from a radioactive source 60 Co and lately exposed to photographic giving rise to understanding of photons emitted by radioactive material in a form of electromagnetic waves and later converted into visible light in a more authentic and simplified manners. As a consequent, this proposal was made to enhance teaching and encourage science teachers to exert great effort to develop instructional materials specifically in this area that requires the concretization of concepts which could not be detected by human senses. (author)

Completion processing for data communications instructions

Science.gov (United States)

Blocksome, Michael A; Kumar, Sameer; Parker, Jeffrey J

2014-05-20

Completion processing of data communications instructions in a distributed computing environment, including receiving, in an active messaging interface (`AMI`) data communications instructions, at least one instruction specifying a callback function; injecting into an injection FIFO buffer of a data communication adapter, an injection descriptor, each slot in the injection FIFO buffer having a corresponding slot in a pending callback list; listing in the pending callback list any callback function specified by an instruction, incrementing a pending callback counter for each listed callback function; transferring payload data as per each injection descriptor, incrementing a transfer counter upon completion of each transfer; determining from counter values whether the pending callback list presently includes callback functions whose data transfers have been completed; calling by the AMI any such callback functions from the pending callback list, decrementing the pending callback counter for each callback function called.

Collaboration Mechanism for Equipment Instruction of Multiple Energy Systems

Science.gov (United States)

Wang, Dong; Wang, Tuo; Wang, Qi; Zhang, Zhao; Zhao, Mingyu; Wang, Yinghui

2018-01-01

When multiple energy systems execute optimization instructions simultaneously, and the same equipment is Shared, the instruction conflict may occur. Aiming at the above problems, taking into account the control objectives of each system, the characteristics of different systems, such as comprehensive clean energy, energy efficiency, and peak filling, etc., designed the instruction coordination mechanism for the daemon. This mechanism mainly acts on the main station of the system, and form a final optimization instruction. For some specific scenarios, the collaboration mechanism of unlocking the terminal is supplemented. The mechanism determines the specific execution instructions based on the arrival time of the instruction. Finally, the experiment in Tianjin eco-city shows that this algorithm can meet the instruction and collaboration requirements of multi-energy systems, and ensure the safe operation of the equipment.

Computer-Supported Instruction in Enhancing the Performance of Dyscalculics

Science.gov (United States)

Kumar, S. Praveen; Raja, B. William Dharma

2010-01-01

The use of instructional media is an essential component of teaching-learning process which contributes to the efficiency as well as effectiveness of the teaching-learning process. Computer-supported instruction has a very important role to play as an advanced technological instruction as it employs different instructional techniques like…

Teacher’s Instructional Behaviour in Instructional Management at Elementary School Reviewed from Piaget’s Cognitive Development Theory

Directory of Open Access Journals (Sweden)

Eni Astuti Ni Putu

2018-01-01

Full Text Available This writing aimed at (1 describing the importance of teacher to review instructional management at elementary school based on Piaget’s cognitive development theory; and (2 describing teacher’s instructional behavior in managing instructional at elementary school reviewed from Piaget’s cognitive development theory. In general, Piaget’ cognitive development theory divides children’ cognitive development into four stages. In the elementary school ages of 7 to 11 or 12 years old, Piaget classified the cognitive development into concrete operational marked by the use of clear and logic rules. The children implement logic thinking on concrete object, yet abstract or hypothetical. Although the intelligence of this step has been advanced, the way of thinking of the children is still limited because still based on concrete object. Therefore, teacher should comprehend the importance of concrete operational instructional at elementary school so the children could maximally achieve the learning goal in accordance to their thinking level that they acquire. The suggestion that can be proposed is that the teacher should synergize the characteristics of elementary school students in concrete operational stage with the instructional readiness in the steps of planning, implementation and evaluation.

Using assessment to individualize early mathematics instruction.

Science.gov (United States)

Connor, Carol McDonald; Mazzocco, Michèle M M; Kurz, Terri; Crowe, Elizabeth C; Tighe, Elizabeth L; Wood, Taffeta S; Morrison, Frederick J

2018-02-01

Accumulating evidence suggests that assessment-informed personalized instruction, tailored to students' individual skills and abilities, is more effective than more one-size-fits-all approaches. In this study, we evaluate the efficacy of Individualizing Student Instruction in Mathematics (ISI-Math) compared to Reading (ISI-Reading) where classrooms were randomly assigned to ISI-Math or ISI-Reading. The literature on child characteristics X instruction or skill X treatment interaction effects point to the complexities of tailoring instruction for individual students who present with constellations of skills. Second graders received mathematics instruction in small flexible learning groups based on their assessed learning needs. Results of the study (n=32 teachers, 370 students) revealed significant treatment effects on standardized mathematics assessments. With effect sizes (d) of 0.41-0.60, we show that we can significantly improve 2nd graders' mathematics achievement, including for children living in poverty, by using assessment data to individualize the mathematics instruction they receive. The instructional regime, ISI-Math, was implemented by regular classroom teachers and it led to about a 4-month achievement advantage on standardized mathematics tests when compared to students in control classrooms. These results were realized within one school year. Moreover, treatment effects were the same regardless of school-level poverty and students' gender, initial mathematics or vocabulary scores. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Technology for Early Braille Literacy: Comparison of Traditional Braille Instruction and Instruction with an Electronic Notetaker

Science.gov (United States)

Bickford, James O.; Falco, Ruth A.

2012-01-01

Introduction: The study reported here evaluated whether there was a difference in students' outcomes for braille fluency when instruction was provided with traditional braille media or refreshable braille. Students' and teachers' perceptions of the efficacy of the use of the different instructional media were analyzed. Methods: Nine students from…

Case-Based Instructional Practices: A Multiple-Case Study from Torts, Marketing, and Online Instructional Design Classes

Science.gov (United States)

Jung, Ji yoon

2017-01-01

The purpose of this study is to provide a comprehensive account on case-based instructional practices. Semester-long participant observation records in torts, marketing, and online instructional design classes, instructor interviews, course syllabi and teaching materials were used to describe the within-class complexity of the practices in terms…

30 CFR 48.28 - Annual refresher training of miners; minimum courses of instruction; hours of instruction.

Science.gov (United States)

2010-07-01

... in accident prevention in the work environment. (8) Health. The course shall include instruction on... night work. The course shall include, where applicable, a review and instruction on the highwall and... hazards, pits, and spoil banks; the illumination of work areas; and safe work procedures during hours of...

Instructional Coaching Implementation: Considerations for K-12 Administrators

Science.gov (United States)

Johnson, Kelly Gomez

2016-01-01

Instructional coaching is a reality in many schools today, yet administrators often lack experience or background on how to utilize this professional development model effectively. Instructional coaching can help administrators balance the managerial and instructional leadership responsibilities required of their role. As districts adopt the…

Description of Success: A Four-Teacher Instructional Model.

Science.gov (United States)

Reed, Dianne

This study described a four-teacher instructional model in operation at an elementary school, noting the perceptions of fourth grade students, parents, and teachers regarding the model. The model encompassed teaming, block scheduling, departmentalization of subjects, integrated/interdisciplinary instruction, and in-depth instruction in each…

Instructional Partnerships: A Pathway to Leadership

Science.gov (United States)

Moreillon, Judi, Ed.; Ballard, Susan, Ed.

2013-01-01

In this Best of "Knowledge Quest" monograph, the editors have collected seminal articles to support pre-service and in-service school librarians in developing and strengthening the instructional partner role. "Instructional Partnerships: A Pathway to Leadership" provides readers with background knowledge, research-based…

Motivational Design in Information Literacy Instruction

Science.gov (United States)

Hess, Amanda Nichols

2015-01-01

Motivational design theory complements instructional design theory and, when used together, both principles can affect learning, knowledge acquisition, and knowledge retention. In information literacy instruction, motivational design exists throughout the appropriate standards documents. However, there is limited current research on the best…

Multimedia Instruction Initiative: Building Faculty Competence.

Science.gov (United States)

Haile, Penelope J.

Hofstra University began a university-wide initiative to enhance classroom instruction with multimedia technology and foster collaborative approaches to learning. The Multimedia Instruction Initiative emphasized teamwork among faculty, students, and computer center support staff to develop a technology-enriched learning environment supported by…

Investigating Comprehension in Real World Tasks: Understanding Jury Instructions.

Science.gov (United States)

Charrow, Veda R.; Charrow, Robert

This paper discusses the results of part of an ongoing project studying an aspect of real world language usage, the comprehension of standard jury instructions. Problems in the comprehension of these instructions include the memory load that they impose, the fact that most instructions are read only once, and the fact that instructions are written…

CCP-NAP operator instructions at ANL

International Nuclear Information System (INIS)

Tantillo, V.V.

1986-03-01

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

Effective Multicultural Instruction

Directory of Open Access Journals (Sweden)

Franklin T. Thompson

2014-02-01

Full Text Available The reason why the Trayvon Martin murder trial and similar court cases create a philosophical rift in our nation is due in part to flaws in the delivery of multicultural education. Traditional multicultural instruction does not prepare citizens for the subtleties and complexities of race relations. This study investigates critical strategies and practices that address multicultural missing gaps. I also seek to fill a void in the literature created by a lack of student input regarding teaching strategies that encourage lifelong learning. Students (N = 337 enrolled at a Midwestern university were asked to rate the efficacy of selected instructional strategies. Utilizing a 9-point Likert-type scale, students gave themselves a personal growth rating of 7.15 (SD = 1.47. Variables important to predicting that growth (R2 = .56, p < .0005 were a six-factor variable known as a non-color-blind instructional approach (t = 10.509, p ≤ .0005, allowing students an opportunity to form their own opinions apart from the instructor (t = 4.797, p ≤ .0005, and a state law that mandated multicultural training (t = 3.234, p = .001. Results demonstrated that utilizing a 35% traditional and 65% critical pedagogy mixture when teaching multicultural education helped promote win/win scenarios for education candidates hoping to become difference makers.

Connecting Effective Instruction and Technology. Intel-elebration: Safari.

Science.gov (United States)

Burton, Larry D.; Prest, Sharon

Intel-ebration is an attempt to integrate the following research-based instructional frameworks and strategies: (1) dimensions of learning; (2) multiple intelligences; (3) thematic instruction; (4) cooperative learning; (5) project-based learning; and (6) instructional technology. This paper presents a thematic unit on safari, using the…

10 CFR 71.111 - Instructions, procedures, and drawings.

Science.gov (United States)

2010-01-01

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

Textual motivational elements in cell phone user instructions

NARCIS (Netherlands)

Loorbach, N.R.; Karreman, Joyce; Torrance, M.; Alamargot, D.

2012-01-01

For a long time, user instructions were considered as purely instrumental documents: Instructions had to enable readers to perform tasks with an accompanying device. And even though this still remains the main purpose of user instructions, views on how to accomplish this have changed over the years.

Millennial Instructional Preferences in Post-Secondary Business Programs

Science.gov (United States)

West, Cynthia Elaine

2017-01-01

The purpose of this mixed method study was to examine the instructional preferences of millennial learners and how their instructional preferences affect their choice in post-secondary business programs. The instructional preferences of millennial learners are an important question for post-secondary business programs enrolling learners from…

The Effectiveness of Web-Based Instruction: An Initial Inquiry

Directory of Open Access Journals (Sweden)

Tatana M. Olson

2002-10-01

Full Text Available As the use of Web-based instruction increases in the educational and training domains, many people have recognized the importance of evaluating its effects on student outcomes such as learning, performance, and satisfaction. Often, these results are compared to those of conventional classroom instruction in order to determine which method is “better.” However, major differences in technology and presentation rather than instructional content can obscure the true relationship between Web-based instruction and these outcomes. Computer-based instruction (CBI, with more features similar to Web-based instruction, may be a more appropriate benchmark than conventional classroom instruction. Furthermore, there is little consensus as to what variables should be examined or what measures of learning are the most appropriate, making comparisons between studies difficult and inconclusive. In this article, we review the historical findings of CBI as an appropriate benchmark to Web-based instruction. In addition, we review 47 reports of evaluations of Web-based courses in higher education published between 1996 and 2002. A tabulation of the documented findings into eight characteristics is offered, along with our assessments of the experimental designs, effect sizes, and the degree to which the evaluations incorporated features unique to Web-based instruction.

Storytelling as an Instructional Method: Research Perspectives (Modeling and Simulations for Learning and Instruction)

Science.gov (United States)

2010-01-01

told. In fact, storytelling does not stop in the classroom or in a formal training setting. Much of the culture and tradition of the military is passed...2010 2. REPORT TYPE Book 3. DATES COVERED 08-11-2006 to 31-12-2009 4. TITLE AND SUBTITLE Storytelling as an Instructional Method Research...better instructional storytelling because military instructors have historically relied heavily on that technique. One of the workshops major goals was

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

Science.gov (United States)

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

2016-01-01

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

How Instructional Systems Will Manage Learning

Science.gov (United States)

Flanagan, John C.

1970-01-01

Discusses trends toward the systems approach in education including the development of effective instructional systems in government and industry; the introduction of teaching machines, programed learning, and computer- assisted instruction; and the increase in both the amount and sophistication of educational research and development. (JF)

Thread extraction for polyadic instruction sequences

NARCIS (Netherlands)

Bergstra, J.; Middelburg, C.

2011-01-01

In this paper, we study the phenomenon that instruction sequences are split into fragments which somehow produce a joint behaviour. In order to bring this phenomenon better into the picture, we formalize a simple mechanism by which several instruction sequence fragments can produce a joint

Instructional Strategy: Administration of Injury Scripts

Science.gov (United States)

Schilling, Jim

2016-01-01

Context: Learning how to form accurate and efficient clinical examinations is a critical factor in becoming a competent athletic training practitioner, and instructional strategies differ for this complex task. Objective: To introduce an instructional strategy consistent with complex learning to encourage improved efficiency by minimizing…

Influence of verbal instructions on effect-based action control.

Science.gov (United States)

Eder, Andreas B; Dignath, David

2017-03-01

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

Tritium control and accountability instructions

International Nuclear Information System (INIS)

Wall, W.R.; Cruz, S.L.

1985-08-01

This instruction describes the tritium accountability procedures practiced by the Tritium Research Laboratory, at Sandia National Laboratories, Livermore. The accountability procedures are based upon the Sandia National Laboratories, Livermore, Nuclear Materials Operations Manual, SAND83-8036. The Nuclear Materials Operations Manual describes accountability techniques which are in compliance with the Department of Energy 5630 series Orders, Code of Federal Regulations, and Sandia National Laboratories Instructions

Tritium control and accountability instructions

International Nuclear Information System (INIS)

Wall, W.R.

1981-03-01

This instruction describes the tritium accountability procedures practiced by the Tritium Research Laboratory, Building 968 at Sandia National Laboratories, Livermore. The accountability procedures are based upon the Sandia National Laboratories, Livermore, Nuclear Materials Operations Manual, SAND78-8018. The Nuclear Materials Operations Manual describes accountability techniques which are in compliance with the Department of Energy Manual, Code of Federal Regulations, and Sandia National Laboratories Instructions

10 CFR 72.150 - Instructions, procedures, and drawings.

Science.gov (United States)

2010-01-01

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

A Survey of Grammar Instruction from Scholastic Perspective

Science.gov (United States)

Peng, Yanghua

2017-01-01

The study of grammar has been paid much attention and the grammar instruction becomes an emphasis and key problem in English language teaching and learning. How to instruct students grammar appropriately becomes controversial for some English teachers increasingly. Some linguistics, theorists and teachers hold that the grammar instruction should…

Student-Centered Instruction in a Theoretical Statistics Course

Science.gov (United States)

Bates Prins, Samantha C.

2009-01-01

This paper provides an example of how student-centered instruction can be used in a theoretical statistics class. The author taught a two-semester undergraduate probability and mathematical statistics sequence using primarily teacher-centered instruction in the first semester and primarily student-centered instruction in the second semester. A…

Late effects of childhood leukemia therapy.

Science.gov (United States)

Fulbright, Joy M; Raman, Sripriya; McClellan, Wendy S; August, Keith J

2011-09-01

As survival rates for children treated for childhood cancers become significantly better, the focus is increasingly on determining the late effects of treatments and the best ways to monitor for them and prevent their occurrence. This review focuses on recent literature discussing the late effects of treatment in patients treated for acute myeloid leukemia and acute lymphoblastic leukemia during childhood. The late effects of therapy for childhood leukemia include secondary malignancy, cardiotoxicity, obesity, endocrine abnormalities, reproductive changes, neurocognitive deficits, and psychosocial effects. As clinicians have become more aware of the late effects of therapy, treatment regimens have been changed to decrease late effects, but patients still require long-term follow-up for their prevention and treatment.

An Efficient Code-Based Threshold Ring Signature Scheme with a Leader-Participant Model

Directory of Open Access Journals (Sweden)

Guomin Zhou

2017-01-01

Full Text Available Digital signature schemes with additional properties have broad applications, such as in protecting the identity of signers allowing a signer to anonymously sign a message in a group of signers (also known as a ring. While these number-theoretic problems are still secure at the time of this research, the situation could change with advances in quantum computing. There is a pressing need to design PKC schemes that are secure against quantum attacks. In this paper, we propose a novel code-based threshold ring signature scheme with a leader-participant model. A leader is appointed, who chooses some shared parameters for other signers to participate in the signing process. This leader-participant model enhances the performance because every participant including the leader could execute the decoding algorithm (as a part of signing process upon receiving the shared parameters from the leader. The time complexity of our scheme is close to Courtois et al.’s (2001 scheme. The latter is often used as a basis to construct other types of code-based signature schemes. Moreover, as a threshold ring signature scheme, our scheme is as efficient as the normal code-based ring signature.

Engine Fundamentals: Automotive Mechanics Instructional Program. Block 2.

Science.gov (United States)

O'Brien, Ralph D.

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

25 CFR 67.15 - Special instructions.

Science.gov (United States)

2010-04-01

... Area Director, the Assistant Secretary may issue special instructions not inconsistent with the... 25 Indians 1 2010-04-01 2010-04-01 false Special instructions. 67.15 Section 67.15 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR TRIBAL GOVERNMENT PREPARATION OF A ROLL OF INDEPENDENT...

Understanding instructions for oral rehydration therapy.

Science.gov (United States)

Eisemon, T O; Patel, V L

1989-01-01

Oral rehydration mixtures are readily available in rural Kenya, but the instructions that accompany them are not always clear. Mothers will understand such instructions more readily if they explain the principles of oral rehydration and describe in a logical way the sequence of procedures to be followed.

Text-Picture Relations in Cooking Instructions

NARCIS (Netherlands)

van der Sluis, Ielka; Leito, Shadira; Redeker, Gisela; Bunt, Harry

2016-01-01

Like many other instructions, recipes on packages with ready-to-use ingredients for a dish combine a series of pictures with short text paragraphs. The information presentation in such multimodal instructions can be compact (either text or picture) and/or cohesive (text and picture). In an

Instructional Leadership in Elementary School Science

Science.gov (United States)

Sherman, Ann; MacDonald, Leo

2008-01-01

Instructional leadership is internationally recognized as being a key role for school administrators to advance in their relationships with teachers. But what happens when a principal lacks content knowledge or specific pedagogical knowledge about certain curriculum areas? How do administrators support instructional practices of teachers who teach…

Attentional Focusing Instructions and Force Production

Directory of Open Access Journals (Sweden)

David C Marchant

2011-01-01

Full Text Available Research progress assessing the role of attentional focusing instructions on skill acquisition and performance has lead researchers to apply this approach to force production tasks. Initial converging evidence indicates that force production tasks are sensitive to verbal instruction; externally focused instructions (onto movement outcomes, or onto the object force is being exerted against are shown to be more beneficial than internally focused instructions (focusing attention onto the movements being executed. These benefits are observed for maximal and accurate force production, as well as the maintenance of force production in prolonged tasks. A range of mechanisms are identified supporting the proposal that an external focus promotes movement efficiency in line with energy and effort conservation. Future research is required to assess how this developing body of work interacts with the broader understanding of psychological and physiological factors implicated in the effective production, maintenance and limitation of maximal or sub-maximal forces.

Ethics instruction in the dental hygiene curriculum.

Science.gov (United States)

Kacerik, Mark G; Prajer, Renee G; Conrad, Cynthia

2006-01-01

Dental hygiene ethics is an essential component of the dental hygiene curriculum. The accreditation standards for dental hygiene education state that graduates must be competent in applying ethical concepts to the provision and/or support of oral health care services. Although the standards for entry into the profession of dental hygiene emphasize the importance of ethical reasoning, there is little published research specific to ethics instruction in dental hygiene programs. The purpose of this study was to assess how ethics is taught in the dental hygiene curriculum. A 17-item survey was designed and distributed to 261 accredited dental hygiene programs in the United States for a response rate of 56% (N=147). The survey requested that participants provide information on teaching and evaluation methodologies, didactic and clinical hours of instruction, individuals responsible for providing instruction, and the degree of emphasis placed on ethics and integration of ethical reasoning within the dental hygiene curriculum. Results of the survey reflect that dental hygiene programs devote a mean of 20. hours to teaching dental hygiene ethics in the didactic component of the curriculum. With regard to the clinical component of the curriculum, 63% of respondents indicated that 10 or less hours are devoted to ethics instruction. These results show an increase in didactic hours of instruction from previous studies where the mean hours of instruction ranged from 7 to 11.7 hours. Results showed 64% of respondents offered a separate course in ethics; however, 82% of programs surveyed indicated that ethics was incorporated into one or more dental hygiene courses with 98% utilizing dental hygiene faculty to provide instruction. Most programs utilized a variety of instructional methods to teach ethics with the majority employing class discussion and lecture (99% and 97% respectively). The type of institution-technical college, community college, four-year university with a

Resource Letter ALIP-1: Active-Learning Instruction in Physics

Science.gov (United States)

Meltzer, David E.; Thornton, Ronald K.

2012-06-01

This Resource Letter provides a guide to the literature on research-based active-learning instruction in physics. These are instructional methods that are based on, assessed by, and validated through research on the teaching and learning of physics. They involve students in their own learning more deeply and more intensely than does traditional instruction, particularly during class time. The instructional methods and supporting body of research reviewed here offer potential for significantly improved learning in comparison to traditional lecture-based methods of college and university physics instruction. We begin with an introduction to the history of active learning in physics in the United States, and then discuss some methods for and outcomes of assessing pedagogical effectiveness. We enumerate and describe common characteristics of successful active-learning instructional strategies in physics. We then discuss a range of methods for introducing active-learning instruction in physics and provide references to those methods for which there is published documentation of student learning gains.

Language used in interaction during developmental science instruction

Science.gov (United States)

Avenia-Tapper, Brianna

The coordination of theory and evidence is an important part of scientific practice. Developmental approaches to instruction, which make the relationship between the abstract and the concrete a central focus of students' learning activity, provide educators with a unique opportunity to strengthen students' coordination of theory and evidence. Therefore, developmental approaches may be a useful instructional response to documented science achievement gaps for linguistically diverse students. However, if we are to leverage the potential of developmental instruction to improve the science achievement of linguistically diverse students, we need more information on the intersection of developmental science instruction and linguistically diverse learning contexts. This manuscript style dissertation uses discourse analysis to investigate the language used in interaction during developmental teaching-learning in three linguistically diverse third grade classrooms. The first manuscript asks how language was used to construct ascension from the abstract to the concrete. The second manuscript asks how students' non-English home languages were useful (or not) for meeting the learning goals of the developmental instructional program. The third manuscript asks how students' interlocutors may influence student choice to use an important discourse practice--justification--during the developmental teaching-learning activity. All three manuscripts report findings relevant to the instructional decisions that teachers need to make when implementing developmental instruction in linguistically diverse contexts.

Tune Up: Automotive Mechanics Instructional Program. Block 5.

Science.gov (United States)

O'Brien, Ralph D.

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

Fuel System: Automotive Mechanics Instructional Program. Block 4.

Science.gov (United States)

O'Brien, Ralph D.

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

Cooling System: Automotive Mechanics Instructional Program. Block 6.

Science.gov (United States)

O'Brien, Ralph D.

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

Rating Instructional Conversations: A Guide

OpenAIRE

Rueda, Robert; Goldenberg, Claude; Gallimore, Ronald

1992-01-01

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

25 CFR 61.15 - Special instructions.

Science.gov (United States)

2010-04-01

... Secretary may issue special instructions not inconsistent with the regulations in this part 61. ... 25 Indians 1 2010-04-01 2010-04-01 false Special instructions. 61.15 Section 61.15 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR TRIBAL GOVERNMENT PREPARATION OF ROLLS OF INDIANS § 61...

Handwriting Instruction in Elementary Schools: Revisited!

Science.gov (United States)

Asher, Asha; Estes, Joanne

2016-01-01

Handwriting is an essential literacy and communication skill developed through a variety of instructional methods in elementary school. This study explored the consistency in handwriting instruction across grade levels in a Midwest public school district 15 years after the school initially implemented a uniform handwriting program. Additionally,…

Effects of Instructions on False Recognition.

Science.gov (United States)

Mueller, John H.; And Others

Four experiments were conducted to examine the effects of various processing instructions on the rate of false recognition. The continuous single-item procedure was used, and false recognitions of four types were examined: synonyms, antonyms, nonsemantic associates, and homonyms. The instructions encouraged subjects to think of associates, usages…

Instructional Podcasting with Undergraduate Digital Natives

Science.gov (United States)

Thomas, Kevin M.; Willis, Dottie

2013-01-01

This paper analyzes the use of instructional podcasts with students in introductory computer application classes at a small, independent, private university. Participants were all undergraduates in the school of education. In an effort to model effective use of instructional technology for preservice teachers and to "meet digital native…

LATE VISION: PROCESSES AND EPISTEMIC STATUS

Directory of Open Access Journals (Sweden)

Athanassios eRaftopoulos

2011-12-01

Full Text Available In this paper, I examine the processes that occur in late vision and address the problem of whether late vision should be construed as a properly speaking perceptual stage, or as a thought-like discursive stage. Specifically, I argue that late vision, its (partly conceptual nature notwithstanding, neither is constituted by nor does it implicate what I call pure thoughts, that is, propositional structures that are formed in the cognitive areas of the brain through, and participate in, discursive reasoning and inferences. At the same time, the output of late vision, namely an explicit belief concerning the identity and category membership of an object (that is, a recognitional belief or its features, eventually enters into discursive reasoning. Using Jackendoff’s distinction between visual awareness, which characterizes perception, and visual understanding, which characterizes pure thought, I claim that the contents of late vision belong to visual awareness and not to visual understanding and that although late vision implicates beliefs, either implicit or explicit, these beliefs are hybrid visual/conceptual constructs and not pure thoughts. Distinguishing between these hybrid representations and pure thoughts and delineating the nature of the representations of late vision lays the ground for examining, among other things, the process of conceptualization that occurs in visual processing and the way concepts modulate perceptual content affecting either its representational or phenomenal character. I also do not discuss the epistemological relations between the representations of late vision and the perceptual judgments they ‘support’, or ‘guide’ or ‘render possible’ or ‘evidence’ or ‘entitle’. However, the specification of the epistemology of late vision lays the ground for attacking that problem as well.

Data-based decision making for instructional improvement in primary education

NARCIS (Netherlands)

Gelderblom, Gerrit; Schildkamp, Kim; Pieters, Julius Marie; Ehren, Melanie Catharina Margaretha

2016-01-01

Data-based decision making can help teachers improve their instruction. Research shows that instruction has a strong impact on students' learning outcomes. This study investigates whether Dutch primary school teachers use data to improve their instruction. Four aspects of instruction were

An Analysis of Instructional Facilitators' Relationships with Teachers and Principals

Science.gov (United States)

Range, Bret G.; Pijanowski, John C.; Duncan, Heather; Scherz, Susan; Hvidston, David

2014-01-01

This study examines the perspectives of Wyoming instructional facilitators, concerning three coaching constructs--namely, their instructional leadership roles, teachers' instructional practices, and the support that they receive from principals and teachers. Findings suggest that instructional facilitators were positive about their instructional…

Late prematurity: a systematic review

Directory of Open Access Journals (Sweden)

Luís Carlos Machado Júnior

2014-06-01

Full Text Available Objective: this study aimed to review the literature regarding late preterm births (34 weeks to 36 weeks and 6 days of gestation in its several aspects. Sources: the MEDLINE, LILACS, and Cochrane Library databases were searched, and the references of the articles retrieved were also used, with no limit of time. Data synthesis: numerous studies showed a recent increase in late preterm births. In all series, late preterm comprised the majority of preterm births. Studies including millions of births showed a strong association between late preterm birth and neonatal mortality. A higher mortality in childhood and among young adults was also observed. Many studies found an association with several neonatal complications, and also with long-term disorders and sequelae: breastfeeding problems, cerebral palsy, asthma in childhood, poor school performance, schizophrenia, and young adult diabetes. Some authors propose strategies to reduce late preterm birth, or to improve neonatal outcome: use of antenatal corticosteroids, changes in some of the guidelines for early delivery in high-risk pregnancies, and changes in neonatal care for this group. Conclusions: numerous studies show greater mortality and morbidity in late preterm infants compared with term infants, in addition to long-term disorders. More recent studies evaluated strategies to improve the outcomes of these neonates. Further studies on these strategies are needed.

Instructional decision making of high school science teachers

Science.gov (United States)

Carver, Jeffrey S.

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

Teaching and Learning Geometry in Drama Based Instruction

Science.gov (United States)

Ubuz, Behiye; Duatepe-Paksu, Asuman

2016-01-01

This paper explains what drama-based instruction is and offers insights into the phases in drama-based instruction. Further, examples of drama-based lessons in geometry related to ring and circle, and altitude of a triangle together with the teacher and students perceptions related to the strengths and limitations of drama based instruction in…

Designing Technology-Enabled Instruction to Utilize Learning Analytics

Science.gov (United States)

Davies, Randall; Nyland, Robert; Bodily, Robert; Chapman, John; Jones, Brian; Young, Jay

2017-01-01

A key notion conveyed by those who advocate for the use of data to enhance instruction is an awareness that learning analytics has the potential to improve instruction and learning but is not currently reaching that potential. Gibbons (2014) suggested that a lack of learning facilitated by current technology-enabled instructional systems may be…

Designing Instructional Strategies which Facilitate Learning for Mastery.

Science.gov (United States)

Anderson, Lorin W.; Jones, Beau Fly

The "state of the craft" of instruction within the context of the mastery learning model is discussed. Little has been said in the past about specific instructional strategies that are applicable to particular instructional units or objectives, or to the daily classroom life of teachers. This paper is organized into six major sections. The first…

Effects of multimedia vocabulary instruction on adolescents with learning disabilities.

Science.gov (United States)

Kennedy, Michael J; Deshler, Donald D; Lloyd, John Wills

2015-01-01

The purpose of this experimental study is to investigate the effects of using content acquisition podcasts (CAPs), an example of instructional technology, to provide vocabulary instruction to adolescents with and without learning disabilities (LD). A total of 279 urban high school students, including 30 with LD in an area related to reading, were randomly assigned to one of four experimental conditions with instruction occurring at individual computer terminals over a 3-week period. Each of the four conditions contained different configurations of multimedia-based instruction and evidence-based vocabulary instruction. Dependent measures of vocabulary knowledge indicated that students with LD who received vocabulary instruction using CAPs through an explicit instructional methodology and the keyword mnemonic strategy significantly outperformed other students with LD who were taught using the same content, but with multimedia instruction that did not adhere to a specific theoretical design framework. Results for general education students mirrored those for students with LD. Students also completed a satisfaction measure following instruction with multimedia and expressed overall agreement that CAPs are useful for learning vocabulary terms. © Hammill Institute on Disabilities 2013.

Instructional games in allied health education.

Science.gov (United States)

Meyer, M A

1980-08-01

A theoretical framework and practical suggestions for incorporating games and simulation into allied health instruction are presented. Research findings that support the use of educational simulation/games as a tool for higher cognitive learning are discussed. Examples and step-by-step instructions are given to help allied health educatiors and students write their own simulation games, try them out, evaluate them, and incorporate them into classroom use to stimulate interaction. Advantages of using educational simulation/games in allied health education as well as possible disadvantages of this teaching strategy are discussed. Use of instructional games to enhance teaching effectiveness as measured by student achievement in the allied health fields is emphasized.

Making the Most of Instructional Coaches

Science.gov (United States)

Kane, Britnie Delinger; Rosenquist, Brooks

2018-01-01

Although coaching holds great promise for professional development, instructional coaches are often asked to take on responsibilities that are not focused on improving instruction. The authors discuss a quantitative study of four school districts and a qualitative analysis of a single district that, together, reveal how hiring practices and school…

Preparing Instructional Objectives: Agony or Ecstasy?

Science.gov (United States)

Roberts, Wesley K.

This paper 1) discusses the problems encountered in preparing objectives for instructional programs; 2) describes an informal research project in which seven instructional designers working on the same project attempted to determine agreement on an objective; and 3) suggests how to prepare objectives so that difficulties can be minimized. One…

Instructional Technology in the Armed Forces.

Science.gov (United States)

Hitchens, Howard B., Jr.

Broad areas of communications media used in technical training in specific occupational skills within the armed forces are examined in the first part of this report. These areas include: traditional audiovisual media, television, the techniques of programed instruction and instructional systems development, and the use of computers. In the second…

Web-Based Instruction (WBI): An Introduction.

Science.gov (United States)

Khan, Badrul H.

1998-01-01

Advances in information technology, coupled with changes in society, are creating new paradigms for education. The Web, as a medium of learning and instruction, has the potential to support the creation of well-designed resources. A table of features and components associated with Web-based instruction learning environments is provided.…

Towards a Person-Centered Model of Instruction: Can An Emphasis on the Personal Enhance Instruction in Cyberspace?

Science.gov (United States)

Miller, Christopher; Mazur, Joan M.

2001-01-01

A person-centered instructional design model was developed for virtual, Web-based environments, based on the work of Carl Rogers. This model attempts to address several issues raised in the literature. A person-centered instructional model is described and contrasted with instructionalist and constructivist approaches. Theoretical and practical…

Inquiry-Based Instruction and High Stakes Testing

Science.gov (United States)

Cothern, Rebecca L.

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

Instructional psychology and the design of training simulators

International Nuclear Information System (INIS)

Stammers, R.B.

1985-01-01

In this paper the role of instructional psychology in simulator design and use is discussed. It is suggested that research and development work has tended to focus upon the face validity of simulators rather than their instructional utility. Dimensions of simulation are reviewed as are the variety of uses to which a simulator may be put. The nature of instructional psychology is briefly described under the following headings: task analysis, the acquisition of knowledge and skill and theories of instruction. Attention is also given to the potential role of computer-based training and the topic of retention of training is introduced. (author)

Processing Instruction: A Review of Issues

Science.gov (United States)

Rasuki, Muhlisin

2017-01-01

This paper provides a critical review of Processing Instruction (PI). This type of instructional option was specifically designed to help second/foreign language (L2) learners grasp meaning manifested in the use of particular grammatical forms in a target language effectively through the provision of input. In this way, PI attempts to help…

Coping – Late Side Effects

Science.gov (United States)

Cancer treatment can cause late side effects that may not show up for months or years after treatment. These late effects may include heart and lung problems, bone loss, eye and hearing changes, lymphedema, and other problems

Axioms for behavioural congruence of single-pass instruction sequences

NARCIS (Netherlands)

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

2017-01-01

In program algebra, an algebraic theory of single-pass instruction sequences, three congruences on instruction sequences are paid attention to: instruction sequence congruence, structural congruence, and behavioural congruence. Sound and complete axiom systems for the first two congruences were

Removing Administrative Impediments to Instructional Improvement Efforts.

Science.gov (United States)

Anderson, Lorin W.; Pigford, Aretha B.

1987-01-01

Principals can and should develop strategies that will enable them to provide instructional leadership despite increased demands from other tasks. Recommended actions include: delegation; peer observation; commitment to instructional leadership; and effective communication with teachers. (CB)

Using peer instruction with hints in introductory business statistics

NARCIS (Netherlands)

Ding, Ning; Xu, Xiaoyan

2014-01-01

Abstract:Purpose – Peer instruction has been widely adopted as an instructional method in higher education. However, due to students' different preconceptions, the authors argued that peer instruction is not a panacea in international business education when students' prior knowledge extensively

Using Blogs to Improve Differentiated Instruction

Science.gov (United States)

Colombo, Michaela W.; Colombo, Paul D.

2007-01-01

The authors discuss how the instructional impact of science teachers can be extended by using blogs, a technology popular among students that allows teachers to differentiate their instruction for students with diverse needs. Software now makes it easy for teachers to establish class blogs, Web sites that contain text, audio, and video postings on…

Cohort Profile: The Danish Testicular Cancer Late Treatment Effects Cohort (DaTeCa-LATE

Directory of Open Access Journals (Sweden)

Michael Kreiberg

2018-02-01

Full Text Available The cohort was set up in order to analyze late effects in long-term testicular cancer survivors (TCS and to contribute to the design of future follow-up programs addressing and potentially preventing late effects. Data for this cross-sectional study were collected between January 1, 2014, and December 31, 2016, among living Danish TCS and 60% agreed to participate in the cohort (N = 2,572. Mean time since testicular cancer (TC diagnosis was 18 years (range 7–33 and mean age of participants was 53 years (range 25–95. Data consist of results of a questionnaire with patient reported outcomes which covers a broad range of items on late-effects. The study also included data obtained through linkages to Danish registries, a biobank, and clinical data from hospital files and pathology reports originating from the Danish Testicular Cancer Database (DaTeCa. The treatment during the observation period has been nearly the same for all stages of TC and is in agreement with today’s standard treatment, this allows for interesting analysis with a wide timespan. We have extensive data on non-responders and are able to validate our study findings. Data from a Danish reference population (N = 162,283 allow us to compare our findings with a Danish background population. The cohort can easily be extended to access more outcomes, or include new TCS. A limitation of the present study is the cross-sectional design and despite the large sample size, The Danish Testicular Cancer Late Treatment Effects Cohort (DaTeCa-LATE lacks statistical power to study very rare late effects. Since it was voluntary to participate in the study we have some selection bias, for instance, we lack responders who were not in a paired relationship, but we would still argue that this cohort of TCSs is representative for TCSs in Denmark.Collaboration and data accessResearches interested in collaboration with the DaTeCa-LATE study group please contact Professor Gedske Daugaard

Metacognitive instruction in middle school science

Science.gov (United States)

Bonney, Dianna

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

Comparison of Computer Based Instruction to Behavior Skills Training for Teaching Staff Implementation of Discrete-Trial Instruction with an Adult with Autism

Science.gov (United States)

Nosik, Melissa R.; Williams, W. Larry; Garrido, Natalia; Lee, Sarah

2013-01-01

In the current study, behavior skills training (BST) is compared to a computer based training package for teaching discrete trial instruction to staff, teaching an adult with autism. The computer based training package consisted of instructions, video modeling and feedback. BST consisted of instructions, modeling, rehearsal and feedback. Following…

Instructional Regulation and Control: Cybernetics, Algorithmization and Heuristics in Education.

Science.gov (United States)

Landa, L. N.; And Others

This book on the aspects of instructional processes focuses on control of student cognitive activity during instruction. Chapter 1 introduces the cybernetic approach to the theory of instruction. It is followed by a chapter on instructional effectiveness and efficiency. The third chapter discusses cognitive processes and thinking. Chapter 4…

Typology of after-hours care instructions for patients

Science.gov (United States)

Bordman, Risa; Bovett, Monica; Drummond, Neil; Crighton, Eric J.; Wheler, David; Moineddin, Rahim; White, David

2007-01-01

OBJECTIVE To develop a typology of after-hours care (AHC) instructions and to examine physician and practice characteristics associated with each type of instruction. DESIGN Cross-sectional telephone survey. Physicians’ offices were called during evenings and weekends to listen to their messages regarding AHC. All messages were categorized. Thematic analysis of a subset of messages was conducted to develop a typology of AHC instructions. Logistic regression analysis was used to identify associations between physician and practice characteristics and the instructions left for patients. SETTING Family practices in the greater Toronto area. PARTICIPANTS Stratified random sample of family physicians providing office-based primary care. MAIN OUTCOME MEASURES Form of response (eg, answering machine), content of message, and physician and practice characteristics. RESULTS Of 514 after-hours messages from family physicians’ offices, 421 were obtained from answering machines, 58 were obtained from answering services, 23 had no answer, 2 gave pager numbers, and 10 had other responses. Message content ranged from no AHC instructions to detailed advice; 54% of messages provided a single instruction, and the rest provided a combination of instructions. Content analysis identified 815 discrete instructions or types of response that were classified into 7 categories: 302 instructed patients to go to an emergency department; 122 provided direct contact with a physician; 115 told patients to go to a clinic; 94 left no directions; 76 suggested calling a housecall service; 45 suggested calling Telehealth; and 61 suggested other things. About 22% of messages only advised attending an emergency department, and 18% gave no advice at all. Physicians who were female, had Canadian certification in family medicine, held hospital privileges, or had attended a Canadian medical school were more likely to be directly available to their patients. CONCLUSION Important issues identified

IVUS Findings in Late and Very Late Stent Thrombosis. A Comparison Between Bare-metal and Drug-eluting Stents.

Science.gov (United States)

Fuentes, Lara; Gómez-Lara, Josep; Salvatella, Neus; Gonzalo, Nieves; Hernández-Hernández, Felipe; Fernández-Nofrerias, Eduard; Sánchez-Recalde, Ángel; Alfonso, Fernando; Romaguera, Rafael; Ferreiro, José Luis; Roura, Gerard; Teruel, Luis; Gracida, Montserrat; Marcano, Ana Lucrecia; Gómez-Hospital, Joan-Antoni; Cequier, Ángel

2018-05-01

Stent thrombosis (ST) is a life-threatening complication after stent implantation. Intravascular ultrasound is able to discern most causes of ST. The aim of this study was to compare intravascular ultrasound findings between bare-metal stents (BMS) and drug-eluting stents (DES) in patients with late (31 days to 1 year) or very late ST (> 1 year). Of 250 consecutive patients with late or very late ST in 7 Spanish institutions, 114 patients (45.5% BMS and 54.5% DES) were imaged with intravascular ultrasound. Off-line intravascular ultrasound analysis was performed to assess malapposition, underexpansion, and neoatherosclerosis. The median time from stent implantation to ST was 4.0 years with BMS and 3.4 years with DES (P = .04). Isolated malapposition was similarly observed in both groups (36.5% vs 46.8%; P = .18) but was numerically lower with BMS (26.6% vs 48.0%; P = .07) in patients with very late ST. Isolated underexpansion was similarly observed in both groups (13.5% vs 11.3%; P = .47). Isolated neoatherosclerosis occurred only in patients with very late ST and was more prevalent with BMS (22.9%) than with DES (6.0%); P = .02. At 2.9 years' follow-up, there were 0% and 6.9% cardiac deaths, respectively (P = .06) and recurrent ST occurred in 4.0% and 5.2% of patients, respectively (P = .60). Malapposition was the most common finding in patients with late and very late ST and is more prevalent with DES in very late ST. In contrast, neoatherosclerosis was exclusively observed in patients with very late ST and mainly with BMS. Copyright © 2017 Sociedad Española de Cardiología. Published by Elsevier España, S.L.U. All rights reserved.

The Role of Grammar Instruction in Language Teaching

Institute of Scientific and Technical Information of China (English)

无

2001-01-01

@@ The role of grammar instruction in foreign or second language acquisition is one of the most con troversial issues in foreign/second language teach ing and learning research. The advocators of gram mar instruction argue that grammar should be the core of language instruction and formal instruction enhances formal accuracy. On the other hand, crit ics naintain that the grammar knowledge has lim ited uses and may hinder the students from acquir ing the communicative competence and efficiency. Undoubtedly these two extreme theories often put teachers into a dilemma. What theory should they believe then? Do they accept the one and ignore the other?

Computer Assisted Instruction

Science.gov (United States)

Higgins, Paul

1976-01-01

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

When innovative instructional designs are too innovative

DEFF Research Database (Denmark)

Kjærgaard, Thomas; Wahl, Christian

2015-01-01

and it was developed to include, motivate and encourage the students to engage in more situated learning processes. The course is infamous for low attendance and for demotivating the students. The new instructional design utilized teacher-produced video-clips to qualify the students learning in the preparation...... for the lessons and new pedagogical activities during lessons to make the learning process more situated. The video-clips should also include more students through scaffolding the academic reading with video-clips. However, the outcome was not as planned. The students didn’t recognize the video......This paper presents a study of what happens when innovation of an instructional design is too innovative. The study investigates an implementation process of a new instructional design in nursing education. The new instructional design should be a step away for a functionalist approach to learning...

The Effectiveness of Processing Instruction and Production-Based Instruction on L2 Grammar Acquisition: A Meta-Analysis

Science.gov (United States)

Shintani, Natsuko

2015-01-01

This article reports a meta-analysis of 42 experiments in 33 published studies involving processing instruction (PI) and production-based instruction (PB) used in the PI studies. The comparative effectiveness of PI and PB showed that although PI was more effective than PB for developing receptive knowledge, PB was just as effective as PI for…

The Instructional Text like a Textual Genre

Directory of Open Access Journals (Sweden)

Adiane Fogali Marinello

2011-07-01

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

Using Tablet and iTunesU as Individualized Instruction Tools

Science.gov (United States)

Klubal, Libor; Kostolanyova, Katerina; Gybas, Vojtech

2017-01-01

The paper is aimed at the possibilities of the implementation of individualized instruction in a regular classroom using a tablet and the iTunesU tool. It compares the course of collective frontal instruction and individualized instruction. The results show that the tools make instruction more effective and help increase the students' motivation.…

Bibliographic Instruction in the 21st Century.

Science.gov (United States)

Poirier, Gayle

2000-01-01

Discusses bibliographic instruction in libraries. Topics include a history of bibliographic instruction; the Internet and electronic searching; librarians' use of technology; defining information needs; locating and accessing information, including classification systems and Boolean searching; evaluating information; using and communication…

A Model for Designing Library Instruction for Distance Learning

Science.gov (United States)

Rand, Angela Doucet

2013-01-01

Providing library instruction in distance learning environments presents a unique set of challenges for instructional librarians. Innovations in computer-mediated communication and advances in cognitive science research provide the opportunity for designing library instruction that meets a variety of student information seeking needs. Using a…

Effects of instruction and stage-fright on intelligence testing

NARCIS (Netherlands)

Meijer, J.; Oostdam, R.

2011-01-01

In the present research, it was tried to unravel the influence of various types of instruction on test anxiety levels and, in turn, its influence on intelligence test performance. Three types of instruction were compared: a stressful, achievement-orientated instruction; a reassuring, task-orientated

Using Critical Incidents of Instructional Design and Multimedia Production Activities to Investigate Instructional Designers' Current Practices and Roles

Science.gov (United States)

Sugar, William A.; Luterbach, Kenneth J.

2016-01-01

Through consideration of critical incidents, this study analyzed 106 effective, ineffective and extraordinary instructional design and multimedia production (MP) activities discussed by 36 instructional design professionals. This evaluation provided insights into these professionals' best and not so best practices during the past 6 months.…

The Effects of Textisms on Learning, Study Time, and Instructional Perceptions in an Online Artificial Intelligence Instructional Module

Science.gov (United States)

Beasley, Robert; Bryant, Nathan L.; Dodson, Phillip T.; Entwistle, Kevin C.

2013-01-01

The purpose of this study was to investigate the effects of textisms (i.e., abbreviated spellings, acronyms, and other shorthand notations) on learning, study time, and instructional perceptions in an online artificial intelligence instructional module. The independent variable in this investigation was experimental condition. For the control…

Gender Differences in Instructional Leadership: A Meta-Analytic Review of Studies Using the Principal Instructional Management Rating Scale

Science.gov (United States)

Hallinger, Philip; Dongyu, Li; Wang, Wen-Chung

2016-01-01

Purpose: Instructional leadership has assumed steadily increasing importance within the general role set of principals over the past 60 years. One persisting finding within this corpus of studies concerns the consistently higher ratings obtained by female principals on instructional leadership when compared with their male counterparts. This…

Late-onset Huntington's disease: diagnostic and prognostic considerations.

Science.gov (United States)

Koutsis, Georgios; Karadima, Georgia; Kladi, Athina; Panas, Marios

2014-07-01

To address diagnostic and prognostic issues in patients with late-onset Huntington's disease (HD). We analyzed a cohort of 41 late-onset (≥60 years) HD patients and compared them to 39 late-onset patients referred for HD testing that were negative for the HD-expansion and to 290 usual-onset (20-59 years) HD patients. Disease severity was assessed by the Total Functional Capacity Scale. Late-onset HD comprised 11.5% of our HD cohort. In total, 70.7% of late-onset HD patients had positive family history compared to 15.4% of late-onset expansion-negative patients (p < 0.001). Clinical features at onset or presentation could not usefully distinguish between late-onset expansion-positive and negative patients, excepting hemichorea, which was absent from the HD group (p = 0.024). Chorea was the first clinical feature in 53.7% and a presenting feature in 90.2% of late-onset HD. The mutation hit rate for late-onset patients was 51.3%, lower than in usual-onset patients (p = 0.04). Frequencies of chorea, cognitive impairment and psychiatric manifestations at onset or presentation were not significantly different between late-onset and usual-onset HD patients. Gait unsteadiness however was more common at presentation in late-onset HD (p = 0.007). Late-onset HD patients reached a severe stage of illness on average 2.8 years earlier than usual-onset HD patients (p = 0.046). A positive family history suggestive of HD, although absent in a third of patients, remains a helpful clue in diagnosing late-onset HD. Prognosis of late-onset HD in terms of Total Functional Capacity appears no better and shows a trend of being somewhat less favorable compared to usual-onset HD. Copyright © 2014 Elsevier Ltd. All rights reserved.

Late effects on normal tissues: oesophagus

International Nuclear Information System (INIS)

Pavy, J.J.; Bosset, J.F.

1997-01-01

Radiation-induced late effects of oesophagus are observed after treatment of various cancers. Acute reactions, mainly oesophagitis, are well known and accurately described; late effects share, for most of these, a common consequence: alteration of the main oesophageal function, namely to conduct the food bolus; clinically they are impaired in terms of mobility and stenosis. More rarely, ulcerations and pseudodiverticulae can be observed. Chemotherapy further increases the risk of late effects, especially in case of concomitant chemo-radiotherapy. All numbers and statistical data on oesophagus late effects should be regarded with caution due to recent changes in the therapeutic attitudes (more and more combined chemotherapy-radiotherapy) and some progress in given cancer locations. A common scale like the LENT-SOMA should enable the clinician to better know these late effects on oesophagus which is required to initiate effective prevention measures and adapted treatments. (authors)

Late onset endophthalmitis

Directory of Open Access Journals (Sweden)

Abdulaziz AlHadlaq

2016-04-01

Full Text Available We report an extremely rare presentation of late-onset endophthalmitis in a young adult patient with an unexposed Ahmed tube implant. The implant was inserted 11 years prior to presentation. There was no history of trauma or any obvious exposure on clinical examination and the tube plate was filled with purulent material. After aqueous and vitreous tap, the patient underwent intracameral, intravitreal subconjunctival antibiotic injections and was started on systemic antibiotics with good response. Endophthalmitis associated with tube drainage device can present as late as 11 years and even without an unexposed tube.

Biased lineup instructions and face identification from video images.

Science.gov (United States)

Thompson, W Burt; Johnson, Jaime

2008-01-01

Previous eyewitness memory research has shown that biased lineup instructions reduce identification accuracy, primarily by increasing false-positive identifications in target-absent lineups. Because some attempts at identification do not rely on a witness's memory of the perpetrator but instead involve matching photos to images on surveillance video, the authors investigated the effects of biased instructions on identification accuracy in a matching task. In Experiment 1, biased instructions did not affect the overall accuracy of participants who used video images as an identification aid, but nearly all correct decisions occurred with target-present photo spreads. Both biased and unbiased instructions resulted in high false-positive rates. In Experiment 2, which focused on video-photo matching accuracy with target-absent photo spreads, unbiased instructions led to more correct responses (i.e., fewer false positives). These findings suggest that investigators should not relax precautions against biased instructions when people attempt to match photos to an unfamiliar person recorded on video.

Gratkorn - A new late Middle Miocene vertebrate fauna from Styria (Late Sarmatian, Austria)

Science.gov (United States)

Gross, M.; Böhme, M.; Prieto, J.

2009-04-01

Integrated stratigraphic approaches provide precise correlations of global standard stages with regional Paratethys stages. Nevertheless, higher resolution stratigraphic matching of terrestrial deposits remains challenging due to the lack of a practical continental biostratigraphy. The mostly used tool for biostratigraphic correlation of non-marine deposits in the Old World is still the concept of Neogene Mammal-zones (MN-zones). However, at higher biostratigraphic resolution (reptiles (scincids, lacertids, gekkonids, anguids, varanids, colubrids, testudinids, emydids), birds (coliiformes), rodents and lagomorphs (cricetids, glirids, eomyids, sciurids, castorids), insectivores and chiropterans (erinaceids, soricids, talpids), and large mammals (suids, tragulids, moschids, cervids, ?palaeomerycids, equids, chalicotheriids, rhinos, proboscidians, carnivors). Litho- and biostratigraphy (terrestrial gastropods) as well as magnetostratigraphic data and the sequence stratigraphic and geodynamic frame indicate an age of 12-12.2 Ma (early Late Sarmatian s.str., chron 5An.1n) for the locality. Therefore, Gratkorn is one of richest and most complete fauna of the late Middle Miocene of Central Europe and will be confidentially one of the key faunas for a high-resolution continental biostratigraphy and the comprehension of the faunal succession and interchanges near the Middle/Late Miocene transition. Acknowledgements This is a preliminary overview of the Gratkorn vertebrate fauna. Several taxa are still under investigation. We are especially grateful to Gudrun Daxner-Höck, Ursula Göhlich (both Natural History Museum Vienna) and Getrud Rössner (University of Munich) for their comments to the rodents, ruminants, proboscidians and bird remains. References Böhme, M., Ilg, A., Winklhofer, M. 2008. Late Miocene "washhouse" climate in Europe.- Earth and Planetary Science Letters, 275: 393-401. Gross, M., 2008. A limnic ostracod fauna from the surroundings of the Central

Diurnal phase of late-night against late-afternoon of stratiform and convective precipitation in summer southern contiguous China

Energy Technology Data Exchange (ETDEWEB)

Yu, Rucong [Chinese Academy of Sciences, LASG, Institute of Atmospheric Physics, Beijing (China); China Meteorological Administration, LaSW, Chinese Academy of Meteorological Sciences, Beijing (China); Yuan, Weihua [Chinese Academy of Sciences, LASG, Institute of Atmospheric Physics, Beijing (China); Graduate School of the Chinese Academy of Sciences, Beijing (China); Li, Jian [China Meteorological Administration, LaSW, Chinese Academy of Meteorological Sciences, Beijing (China); Fu, Yunfei [Chinese Academy of Sciences, LASG, Institute of Atmospheric Physics, Beijing (China); University of Science and Technology of China, Laboratory of Satellite Remote Sensing and Climate Environment, Hefei, Anhui (China)

2010-09-15

Using the tropical rainfall measuring mission (TRMM) Precipitation Radar (PR) observations combined with the surface rain gauge data during 1998-2006, the robust diurnal features of summer stratiform and convective precipitation over the southern contiguous China are revealed by exploring the diurnal variations of rain rate and precipitation profile. The precipitation over the southern contiguous China exhibits two distinguishing diurnal phases: late-night (2200-0600 LST) and late-afternoon (1400-2200 LST), dependent on the location, precipitation type and duration time. Generally, the maximum rain rate and the highest profile of stratiform precipitation occur in the late-afternoon (late-night) over the southeastern (southwestern) China, while most of the stratiform short-duration rain rate tends to present late-afternoon peaks over the southern China. For convective precipitation, the maximum rain rate and the highest profile occur in the late-afternoon over most of the southern contiguous China, while the convective long-duration rain rate exhibits late-night peaks over the southwestern China. Without regional dependence, the convective precipitation exhibits much larger amplitude of diurnal variations in both near surface rain rate and vertical extension compared with stratiform precipitation and the convective rain top rises most rapidly between noon and afternoon. However, there are two distinctive sub-regions. The diurnal phases of precipitation there are very weakly dependent on precipitation type and duration time. Over the eastern periphery of the Tibetan Plateau, the maximum rain rate and the highest profile of either convective or stratiform precipitation occur in the late-night. Over the southeastern coastal regions, both the near surface rain rate and rain top of convective and stratiform precipitation peak in the late-afternoon. (orig.)

Forging a morphological system out of two dimensions: Agentivity and number.

Science.gov (United States)

Horton, L; Goldin-Meadow, S; Coppola, M; Senghas, A; Brentari, D

2015-12-01

Languages have diverse strategies for marking agentivity and number. These strategies are negotiated to create combinatorial systems. We consider the emergence of these strategies by studying features of movement in a young sign language in Nicaragua (NSL). We compare two age cohorts of Nicaraguan signers (NSL1 and NSL2), adult homesigners in Nicaragua (deaf individuals creating a gestural system without linguistic input), signers of American and Italian Sign Languages (ASL and LIS), and hearing individuals asked to gesture silently. We find that all groups use movement axis and repetition to encode agentivity and number, suggesting that these properties are grounded in action experiences common to all participants. We find another feature - unpunctuated repetition - in the sign systems (ASL, LIS, NSL, Homesign) but not in silent gesture. Homesigners and NSL1 signers use the unpunctuated form, but limit its use to No-Agent contexts; NSL2 signers use the form across No-Agent and Agent contexts. A single individual can thus construct a marker for number without benefit of a linguistic community (homesign), but generalizing this form across agentive conditions requires an additional step. This step does not appear to be achieved when a linguistic community is first formed (NSL1), but requires transmission across generations of learners (NSL2).

Processing Instruction: A review of issues

Directory of Open Access Journals (Sweden)

Muhlisin Rasuki

2017-07-01

Full Text Available This paper provides a critical review of Processing Instruction (PI. This type of instructional option was specifically designed to help second/foreign language (L2 learners grasp meaning manifested in the use of particular grammatical forms in a target language effectively through the provision of input. In this way, PI attempts to help learners develop grammatical competence in a target language in ways that foster their comprehension and production skills. The paper starts with outlining main characteristics of PI which distinguish it from other types of L2 grammar instruction. Then, a large body of research attempting to investigate the relative efficacy of PI is scrutinized. The paper concludes with a number of important issues that future studies on PI need to address.

Instructional Strategies Alternative for Reading Comprehension

Directory of Open Access Journals (Sweden)

Yajaira del Valle Cadenas Terán

2017-05-01

Full Text Available The purpose of this research is to expose significantly instruccionales strategic alternatives that help improve the process of reading in college students to be trained holistically, able to make critical decisions, thoughtful and successful in the academic field. The strategies implemented educational event isolated to produce no change is necessary, that are planned and executed in the proper context of the need to ensure a certain extent the instructional success. It is also essential that teachers be the first to appropriate it. This study was conducted with a literature review serves as instructional foundation - strategic. In conclusion the importance of instructional strategies in reading comprehension was determined, since they increase communication skills, provide specific or complex experiences and promote meaningful learning.

Misunderstanding during instructional communication as related to ...

African Journals Online (AJOL)

Misunderstanding during instructional communication as related to oral proficiency. ... Data were collected through video recorded observations of authentic lessons presented by 26 pre-service teachers using English second language as the medium of instruction in the classroom. Misunderstandings were identified and ...

The Future of Instructional Teacher Leader Roles

Science.gov (United States)

Mangin, Melinda M.; Stoelinga, Sara Ray

2010-01-01

In response to increased performance expectations, schools and districts are turning to nonsupervisory, school-based, instructional teacher leader roles to help improve teachers' instruction and enhance student learning. Increased opportunities to learn about teacher leadership may facilitate the implementation and institutionalization of…

Auto-Tutorial Instruction in Entomology: Principles of Entomology (Orders).

Science.gov (United States)

Minnick, D. R.; Steele, K. L.

Auto-tutorial instruction was compared to traditional lecture instruction in a university entomology course. In seven consecutive terms, undergraduate students enrolled in an introductory entomology course were divided into two groups: Group I received only lecture instruction on insect orders, while Group II was dismissed for three consecutive…

Social Interaction Affects Neural Outcomes of Sign Language Learning As a Foreign Language in Adults.

Science.gov (United States)

Yusa, Noriaki; Kim, Jungho; Koizumi, Masatoshi; Sugiura, Motoaki; Kawashima, Ryuta

2017-01-01

Children naturally acquire a language in social contexts where they interact with their caregivers. Indeed, research shows that social interaction facilitates lexical and phonological development at the early stages of child language acquisition. It is not clear, however, whether the relationship between social interaction and learning applies to adult second language acquisition of syntactic rules. Does learning second language syntactic rules through social interactions with a native speaker or without such interactions impact behavior and the brain? The current study aims to answer this question. Adult Japanese participants learned a new foreign language, Japanese sign language (JSL), either through a native deaf signer or via DVDs. Neural correlates of acquiring new linguistic knowledge were investigated using functional magnetic resonance imaging (fMRI). The participants in each group were indistinguishable in terms of their behavioral data after the instruction. The fMRI data, however, revealed significant differences in the neural activities between two groups. Significant activations in the left inferior frontal gyrus (IFG) were found for the participants who learned JSL through interactions with the native signer. In contrast, no cortical activation change in the left IFG was found for the group who experienced the same visual input for the same duration via the DVD presentation. Given that the left IFG is involved in the syntactic processing of language, spoken or signed, learning through social interactions resulted in an fMRI signature typical of native speakers: activation of the left IFG. Thus, broadly speaking, availability of communicative interaction is necessary for second language acquisition and this results in observed changes in the brain.

System for processing an encrypted instruction stream in hardware

Science.gov (United States)

Griswold, Richard L.; Nickless, William K.; Conrad, Ryan C.

2016-04-12

A system and method of processing an encrypted instruction stream in hardware is disclosed. Main memory stores the encrypted instruction stream and unencrypted data. A central processing unit (CPU) is operatively coupled to the main memory. A decryptor is operatively coupled to the main memory and located within the CPU. The decryptor decrypts the encrypted instruction stream upon receipt of an instruction fetch signal from a CPU core. Unencrypted data is passed through to the CPU core without decryption upon receipt of a data fetch signal.

Effects of Cooperative and Individualistic Instructional Strategies On ...

African Journals Online (AJOL)

Administrator

instructional strategies on students' problem solving abilities in secondary school chemistry ... individualistic instructional strategy and conventional teaching method. ..... solving abilities are best enhanced by cooperative learning environment.

Instruction in Information Structuring Improves Bayesian Judgment in Intelligence Analysts

Directory of Open Access Journals (Sweden)

David R. Mandel

2015-04-01

Full Text Available An experiment was conducted to test the effectiveness of brief instruction in information structuring (i.e., representing and integrating information for improving the coherence of probability judgments and binary choices among intelligence analysts. Forty-three analysts were presented with comparable sets of Bayesian judgment problems before and immediately after instruction. After instruction, analysts’ probability judgments were more coherent (i.e., more additive and compliant with Bayes theorem. Instruction also improved the coherence of binary choices regarding category membership: after instruction, subjects were more likely to invariably choose the category to which they assigned the higher probability of a target’s membership. The research provides a rare example of evidence-based validation of effectiveness in instruction to improve the statistical assessment skills of intelligence analysts. Such instruction could also be used to improve the assessment quality of other types of experts who are required to integrate statistical information or make probabilistic assessments.

Imagery and Verbal Coding Approaches in Chinese Vocabulary Instruction

Science.gov (United States)

Shen, Helen H.

2010-01-01

This study consists of two instructional experiments. Within the framework of dual coding theory, the study compares the learning effects of two instructional encoding methods used in Chinese vocabulary instruction among students learning beginning Chinese as a foreign language. One method uses verbal encoding only, and the other method uses…

Delayed Instructional Control of Head Start Children's Free Play.

Science.gov (United States)

Pierce, Charles H.; Risley, Todd R.

The free play of 5 black preschool Head Start children was observed. The variables manipulated in the study were delayed instructions and reinforcement for play with selected toys, and specific versus general instructions; the correspondence between the adult's instructions and reinforcement to the children's play was assessed. The data indicated…

46 CFR 201.7 - Information; special instructions.

Science.gov (United States)

2010-10-01

... 46 Shipping 8 2010-10-01 2010-10-01 false Information; special instructions. 201.7 Section 201.7 Shipping MARITIME ADMINISTRATION, DEPARTMENT OF TRANSPORTATION POLICY, PRACTICE AND PROCEDURE RULES OF PRACTICE AND PROCEDURE General Information (Rule 1) § 201.7 Information; special instructions. Information...

Energizing Learning: The Instructional Power of Conflict

Science.gov (United States)

Johnson, David W.; Johnson, Roger T.

2009-01-01

Although intellectual conflict may be an important instructional tool (because of its potential constructive outcomes), conflict is rarely structured in instructional situations (because of its potential destructive outcomes). Many educators may be apprehensive about instigating intellectual conflict among students because of the lack of…

Optimal Sequential Rules for Computer-Based Instruction.

Science.gov (United States)

Vos, Hans J.

1998-01-01

Formulates sequential rules for adapting the appropriate amount of instruction to learning needs in the context of computer-based instruction. Topics include Bayesian decision theory, threshold and linear-utility structure, psychometric model, optimal sequential number of test questions, and an empirical example of sequential instructional…

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

NARCIS (Netherlands)

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

2015-01-01

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

Curriculum and instruction in nuclear waste disposal

International Nuclear Information System (INIS)

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

1991-01-01

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

Understanding and responding the students in learning mathematics through the differentiated instruction

Science.gov (United States)

Hapsari, T.; Darhim; Dahlan, J. A.

2018-05-01

This research discusses the differentiated instruction, a mathematic learning which is as expected by the students in connection with the differentiated instruction itself, its implementation, and the students’ responses. This research employs a survey method which involves 62 students as the research respondents. The mathematics learning types required by the students and their responses to the differentiated instruction are examined through questionnaire and interview. The mathematics learning types in orderly required by the students, from the highest frequency cover the easily understood instructions, slowly/not rushing teaching, fun, not complicated, interspersed with humour, various question practices, not too serious, and conducive class atmosphere for the instructions. Implementing the differentiated instruction is not easy. The teacher should be able to constantly assess the students, s/he should have good knowledge of relevant materials and instructions, and properly prepare the instructions, although it is time-consuming. The differentiated instruction is implemented on the instructions of numerical pattern materials. The strategies implemented are flexible grouping, tiered assignment, and compacting. The students positively respond the differentiated learning instruction that they become more motivated and involved in the instruction.

16 CFR 436.7 - Instructions for updating disclosures.

Science.gov (United States)

2010-01-01

... AND PROHIBITIONS CONCERNING FRANCHISING Instructions § 436.7 Instructions for updating disclosures. (a... this part need not be audited for quarterly revisions; provided, however, that the franchisor states in...

effect of differentiated instructional strategies on students' retention

African Journals Online (AJOL)

PROF EKWUEME

show that retention ability was significantly higher in the experimental group ... Differentiated instruction, Lecture , Cognitive Achievement ,Retention ability, Geometry. ... thinking. Based on this knowledge, differentiated instruction applies an ...

32 CFR 884.17 - Commander's instruction letter to member.

Science.gov (United States)

2010-07-01

... instruction letter to member. Subject: Instructions in Case of Release on Bail or Personal Recognizance 1. You... 32 National Defense 6 2010-07-01 2010-07-01 false Commander's instruction letter to member. 884.17... civilian custody on bail or on your own recognizance, report immediately in person or by telephone to the...

Effective instructional strategies in physics classrooms

Science.gov (United States)

Tosa, Sachiko

2011-04-01

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

Using Agile Project Management to Enhance the Performance of Instructional Design Teams

Science.gov (United States)

Sweeney, David S.; Cifuentes, Lauren

2010-01-01

Instructional design models describe in detail methodologies for designing effective instruction. Several widely adopted models include suggestions for managing instructional design projects. However, these suggestions focus on how to manage the instructional design steps rather than the instructional design and development team process. The…

Teachers' Instructional Adaptations: A Research Synthesis

Science.gov (United States)

Parsons, Seth A.; Vaughn, Margaret; Scales, Roya Qualls; Gallagher, Melissa A.; Parsons, Allison Ward; Davis, Stephanie G.; Pierczynski, Melissa; Allen, Melony

2018-01-01

Researchers recognize adaptive teaching as a component of effective instruction. Educators adjust their teaching according to the social, linguistic, cultural, and instructional needs of their students. While there is consensus that effective teachers are adaptive, there is no consensus on the language to describe this phenomenon. Diverse…

Softball: Special Olympics Sports Skills Instructional Program.

Science.gov (United States)

Special Olympics, Inc., Washington, DC.

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

Construct Validation--Community College Instructional Development Inventory

Science.gov (United States)

Xiong, Soua; Delgado, Nexi; Wood, J. Luke; Harris, Frank, III

2017-01-01

This white paper describes the construct validation of the Community College Instructional Development Inventory (CC-IDI). The CC-IDI is an institutional assessment tool designed to inform professional development programming for instructional faculty. The instrument was developed to serve as a standardized assessment tool to determine the…

Interteaching: An Evidence-Based Approach to Instruction

Science.gov (United States)

Brown, Thomas Wade; Killingsworth, Kenneth; Alavosius, Mark P.

2014-01-01

This paper describes "interteaching" as an evidence-based method of instruction. Instructors often rely on more traditional approaches, such as lectures, as means to deliver instruction. Despite high usage, these methods are ineffective at achieving desirable academic outcomes. We discuss an innovative approach to delivering instruction…

Laughter among Deaf Signers

Science.gov (United States)

Provine, Robert R.; Emmorey, Karen

2006-01-01

The placement of laughter in the speech of hearing individuals is not random but "punctuates" speech, occurring during pauses and at phrase boundaries where punctuation would be placed in a transcript of a conversation. For speakers, language is dominant in the competition for the vocal tract since laughter seldom interrupts spoken phrases. For…

Academic writing performance measured for research and instruction

NARCIS (Netherlands)

Firssova, Olga

2012-01-01

Firssova, O. (2012, 19 January). Academic writing performance measured for research and instruction. Presentation given at the ICO Masterclass, Theme Domain-Specific Instruction, January 19-February 10, Utrecht, The Netherlands.

Instructional immediacy in elearning.

Science.gov (United States)

Walkem, Kerrie

2014-01-01

Instructor immediacy has been positively associated with many desirable academic outcomes including increased student learning. This study extends existing understanding of instructional immediacy behaviours in elearning by describing postgraduate nursing students' reflections on their own experience. An exploratory, descriptive survey design was used to collect qualitative data. Participants were asked what behaviours or activities help to create rapport or a positive interpersonal connection (immediacy) between students and their online teacher(s). Thematic analysis of the data revealed three main themes: acknowledging and affirming student's personal and professional responsibilities; providing clear and timely information; and utilising rich media. These findings give lecturers insight into instructional strategies they may adopt to increase immediacy in elearning and hence improve student learning outcomes.

Research Timeline: Form-Focused Instruction and Second Language Acquisition

Science.gov (United States)

Nassaji, Hossein

2016-01-01

This article provides a timeline of research on form-focused instruction (FFI). Over the past 40 years, research on the role of instruction has undergone many changes. Much of the early research concentrated on determining whether formal instruction makes any difference in the development of learner language. This question was motivated in part by…

Listening strategies instruction

DEFF Research Database (Denmark)

Nogueroles López, Marta

2017-01-01

, who presented similar level of Spanish, needs, educational and cultural background, but did not receive such a training. The listening strategies instruction consisted in integrating the development of listening strategies into a regular course of Spanish as a foreign language. Data referring...

The late administration of surfactant

African Journals Online (AJOL)

HMD and 4 as having congenital pneumonia. Overall there was a significant and sustained improvement ... 3 infants weighing> 2 400 g with congenital pneumonia responded to a single delayed dose of SRT. Late SRT is ..... pneumonia and meconium aspiration syndrome.' It does not appear that late SRT compromised the ...

Designing Preclinical Instruction for Psychomotor Skills (II)--Instructional Engineering: Task Analysis.

Science.gov (United States)

Knight, G. William; And Others

1994-01-01

The first step in engineering the instruction of dental psychomotor skills, task analysis, is explained. A chart details the procedural, cognitive, desired-criteria, and desired-performance analysis of a single task, occlusal preparation for amalgam restoration with carious lesion. (MSE)

Prendre Au Serieux Les Jeux pedagogiques (Taking Instructional Games Seriously).

Science.gov (United States)

Boudin, Herve

1989-01-01

Three types of instructional games (learning, practice, and creative) are distinguished and discussed, and their place in the second language classroom is considered. It is emphasized that instructional games should complement, not repeat, classroom instruction. (MSE)

Computer game assisted instruction and students' achievement in ...

African Journals Online (AJOL)

Computer game assisted instruction and students' achievement in social studies. ... This paper examines the effects of computer game assisted instructional method, student's achievement in social studies in ... AJOL African Journals Online.

Best practices in writing instruction

CERN Document Server

Fitzgerald, Jill; MacArthur, Charles A

2014-01-01

An indispensable teacher resource and course text, this book presents evidence-based practices for helping all K-12 students develop their skills as writers. Every chapter draws clear connections to the Common Core State Standards (CCSS). Leading authorities describe how to teach the skills and strategies that students need to plan, draft, evaluate, and revise multiple types of texts. Also addressed are ways for teachers to integrate technology into the writing program, use assessment to inform instruction, teach writing in the content areas, and tailor instruction for English language learner

Single-instruction multiple-data execution

CERN Document Server

Hughes, Christopher J

2015-01-01

Having hit power limitations to even more aggressive out-of-order execution in processor cores, many architects in the past decade have turned to single-instruction-multiple-data (SIMD) execution to increase single-threaded performance. SIMD execution, or having a single instruction drive execution of an identical operation on multiple data items, was already well established as a technique to efficiently exploit data parallelism. Furthermore, support for it was already included in many commodity processors. However, in the past decade, SIMD execution has seen a dramatic increase in the set of

A Model of an Expanded-Frame Hypermedia Knowledge-Base for Instruction.

Science.gov (United States)

Lacy, Mark J.; Wood, R. Kent

1993-01-01

Argues that current computer-based instruction does not exploit the instructional possibilities of computers. Critiques current models of computer-based instruction: behaviorist as too linear and constructivist as too unstructured. Offers a design model of Expanded-frame Hypermedia Knowledge-bases as an instructional approach allowing hypermedia…

Defining the "D" in ISD. Part 1: Task-General Instructional Methods.

Science.gov (United States)

Clark, Ruth Colvin

1986-01-01

The first of two articles designed to provide guidelines for the instructional development phase of instructional systems development focuses on general instructional methods supporting all instructional tasks. Teaching methods that support selective attention, processing in working memory, and connecting in long-term memory are described and…

Instruction understanding for intelligent robots in nuclear facilities

International Nuclear Information System (INIS)

Kambayashi, Shaw; Abe, Yasuaki

1993-01-01

As a first step to realize an autonomous mobile robot for plant maintenance, where the robot is capable to understand instructions written in natural languages, we have developed a prototype of instruction understanding system which makes the robot construct its motion sequences to approach instrumentations and inspect them from input sentences written in Japanese. In the prototype system, the instruction understanding and planning capabilities are integrated by an inference engine which consists of a cyclic operation of three processings, i.e., sensing, decision, and execution. Based on environmental data and current states of the robot, a proper process such as natural language processing is triggered by the decision part of the inference engine to accomplish the input instructions. The multiple- and dynamic-planning capabilities, which are necessary to cope with dynamic changes of environments surrounding the robot, are achieved by utilizing the cyclic inference engine together with a set of the inference packets which keep intermediate results of natural language processing and planning for respective input instructions. (orig.)

Using Informal Classroom Observations to Improve Instruction

Science.gov (United States)

Ing, Marsha

2010-01-01

Purpose: The purpose of this study is to describe the variability of principals' classroom observations across schools and to relate classroom observations to the schools' instructional climate. This helps identify the conditions under which classroom observations effectively improve instruction in some schools and not in other schools.…

A Taxonomy of Asynchronous Instructional Video Styles

Science.gov (United States)

Chorianopoulos, Konstantinos

2018-01-01

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

Instructional Technology in Brazil: A Status Report

Science.gov (United States)

Saettler, Paul

1973-01-01

A status report on the evolving conceptions of instructional technology and current applications in Brazil. A complementary purpose is to summarize those conditions which vitally influence the general characteristics of the Brazilian educational system and the nature of instructional technology in this major developing country of the world.…

10 CFR 19.12 - Instruction to workers.

Science.gov (United States)

2010-01-01

... observe, to the extent within the workers control, the applicable provisions of Commission regulations and... 10 Energy 1 2010-01-01 2010-01-01 false Instruction to workers. 19.12 Section 19.12 Energy NUCLEAR REGULATORY COMMISSION NOTICES, INSTRUCTIONS AND REPORTS TO WORKERS: INSPECTION AND INVESTIGATIONS § 19.12...

Putting the Fun Back into Fluency Instruction

Science.gov (United States)

Cahill, Mary Ann; Gregory, Anne E.

2011-01-01

Based on recent research in fluency instruction, the authors present a scenario in which a teacher focuses her fluency instruction on authentic fluency tasks based in performance. Beginning with establishing a student-friendly definition of fluency and culminating with student engagement in fun fluency activities, this article explores the…

Instructional Technology, Temper, Technique, and Teacher Empowerment.

Science.gov (United States)

Hunter, J. Mark; Garrison, James W.

1991-01-01

Scientific management and hierarchical accountability tend to destroy dialogue and issue ideas as orders to be obeyed. Instructional technology packages can actually enslave teachers. The emendation or feedback loop built into all instructional systems should allow educators to alter design in the context of practice and help technologists design…

46 CFR 169.817 - Master to instruct ship's company.

Science.gov (United States)

2010-10-01

... 46 Shipping 7 2010-10-01 2010-10-01 false Master to instruct ship's company. 169.817 Section 169.817 Shipping COAST GUARD, DEPARTMENT OF HOMELAND SECURITY (CONTINUED) NAUTICAL SCHOOLS SAILING SCHOOL VESSELS Operations § 169.817 Master to instruct ship's company. The master shall conduct drills and give instructions as necessary to insure that al...

Assessing Library Instruction through Web Usability and Vocabulary Studies

Science.gov (United States)

Castonguay, Remi

2008-01-01

Can we use the methods of Web usability testing to learn about library instruction? This article is among the first in the field trying to establish a link between usability and instruction. The author discusses useful insights that Web usability can bring to our pedagogy as well as to the efficiency of library instruction. The result of a Web…

Late Onset Bipolar Disorder: Case Report

OpenAIRE

Filipa Araújo; Adriana Horta

2016-01-01

Background: Bipolar disorder affects approximately 1% of the population, with diagnosis often being made during late adolescence and early adulthood, and only rarely (0.1%) in the elderly. Late onset bipolar disorder in the elderly has a impact on the nature and course of bipolar disorder. Aims: The authors report a case of bipolar disorder emerging in late life  (76years old) with no cleary identified organic cause. Conclusion: This case highlights the importance of a broad different...

Alkem instruction: Legal relief of a Federal State against instructions under the Atomic Energy Act issued by the Federal Government

International Nuclear Information System (INIS)

Steinberg, R.

1987-01-01

The German Federal Minister for the Environment, Protection of Nature, and Reactor Safety instructed the Hesse State Minister for Economics and Technology to grant the applications filed by Alkem GmbH for a first partial permit of the construction and operation of a fuel element factory, and to grant it on the basis of a draft working document discussed between the two ministries. The new feature is the refusal of the Hesse State Minister to follow these instructions. This has given rise to a conflict between the State and Federal Governments. The article deals with one aspect of the multifaceted legal controversy, i.e., the question of the possibilities of legal relief open to a Federal State against an instruction under the Atomic Energy Act issued by the Federal Government. First, the rank of this instruction within the scope of administration on behalf of the Federal Government will be discussed. Next, the central problem of the preconditions under which an instruction may violate rights of a Federal State will be investigated. Finally, the possibilities of litigation will be briefly referred to. (orig./HP) [de

Instructional control of reinforcement learning: a behavioral and neurocomputational investigation.

Science.gov (United States)

Doll, Bradley B; Jacobs, W Jake; Sanfey, Alan G; Frank, Michael J

2009-11-24

Humans learn how to behave directly through environmental experience and indirectly through rules and instructions. Behavior analytic research has shown that instructions can control behavior, even when such behavior leads to sub-optimal outcomes (Hayes, S. (Ed.). 1989. Rule-governed behavior: cognition, contingencies, and instructional control. Plenum Press.). Here we examine the control of behavior through instructions in a reinforcement learning task known to depend on striatal dopaminergic function. Participants selected between probabilistically reinforced stimuli, and were (incorrectly) told that a specific stimulus had the highest (or lowest) reinforcement probability. Despite experience to the contrary, instructions drove choice behavior. We present neural network simulations that capture the interactions between instruction-driven and reinforcement-driven behavior via two potential neural circuits: one in which the striatum is inaccurately trained by instruction representations coming from prefrontal cortex/hippocampus (PFC/HC), and another in which the striatum learns the environmentally based reinforcement contingencies, but is "overridden" at decision output. Both models capture the core behavioral phenomena but, because they differ fundamentally on what is learned, make distinct predictions for subsequent behavioral and neuroimaging experiments. Finally, we attempt to distinguish between the proposed computational mechanisms governing instructed behavior by fitting a series of abstract "Q-learning" and Bayesian models to subject data. The best-fitting model supports one of the neural models, suggesting the existence of a "confirmation bias" in which the PFC/HC system trains the reinforcement system by amplifying outcomes that are consistent with instructions while diminishing inconsistent outcomes.

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

Science.gov (United States)

Connor, Carol McDonald

2017-09-15

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

Traditional microscopy instruction versus process-oriented virtual microscopy instruction: a naturalistic experiment with control group.

Science.gov (United States)

Helle, Laura; Nivala, Markus; Kronqvist, Pauliina; Gegenfurtner, Andreas; Björk, Pasi; Säljö, Roger

2011-03-30

Virtual microscopy is being introduced in medical education as an approach for learning how to interpret information in microscopic specimens. It is, however, far from evident how to incorporate its use into existing teaching practice. The aim of the study was to explore the consequences of introducing virtual microscopy tasks into an undergraduate pathology course in an attempt to render the instruction more process-oriented. The research questions were: 1) How is virtual microscopy perceived by students? 2) Does work on virtual microscopy tasks contribute to improvement in performance in microscopic pathology in comparison with attending assistant-led demonstrations only? During a one-week period, an experimental group completed three sets of virtual microscopy homework assignments in addition to attending demonstrations. A control group attended the demonstrations only. Performance in microscopic pathology was measured by a pre-test and a post-test. Student perceptions of regular instruction and virtual microscopy were collected one month later by administering the Inventory of Intrinsic Motivation and open-ended questions. The students voiced an appreciation for virtual microscopy for the purposes of the course and for self-study. As for learning gains, the results indicated that learning was speeded up in a subgroup of students consisting of conscientious high achievers. The enriched instruction model may be suited as such for elective courses following the basic course. However, the instructional model needs further development to be suited for basic courses.

Computer Managed Instruction - Is It A System For Your School?

Science.gov (United States)

Bozeman, William C.

1979-01-01

Presented is a primer providing the distinction between computer-assisted instruction and computer-managed instruction (CMI), as well as application notes on how CMI contributes to cost-effective achievement of individualized instruction and enhanced student learning. (Author/BB)

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

Science.gov (United States)

Hushman, Carolyn J.; Marley, Scott C.

2015-01-01

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

On algorithmic equivalence of instruction sequences for computing bit string functions

NARCIS (Netherlands)

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

2015-01-01

Every partial function from bit strings of a given length to bit strings of a possibly different given length can be computed by a finite instruction sequence that contains only instructions to set and get the content of Boolean registers, forward jump instructions, and a termination instruction. We

On algorithmic equivalence of instruction sequences for computing bit string functions

NARCIS (Netherlands)

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

2014-01-01

Every partial function from bit strings of a given length to bit strings of a possibly different given length can be computed by a finite instruction sequence that contains only instructions to set and get the content of Boolean registers, forward jump instructions, and a termination instruction. We

A Critical Review of Instructional Design Process of Distance Learning System

Science.gov (United States)

Chaudry, Muhammad Ajmal; ur-Rahman, Fazal

2010-01-01

Instructional design refers to planning, development, delivery and evaluation of instructional system. It is an applied field of study aiming at the application of descriptive research outcomes in regular instructional settings. The present study was designed to critically review the process of instructional design at Allama Iqbal Open University…

Mathematical theory of peer-instruction dynamics

Directory of Open Access Journals (Sweden)

Hideo Nitta

2010-08-01

Full Text Available A mathematical theory of peer instruction describing the increase of the normalized number of correct answers due to peer discussion is presented. A simple analytic expression is derived which agrees with class data. It is shown that our theory is connected to the mathematical learning models proposed by Pritchard et al. It is also shown that obtained theoretical lines are useful for analyzing peer-instruction efficiencies.

48 CFR 852.273-70 - Late offers.

Science.gov (United States)

2010-10-01

... 48 Federal Acquisition Regulations System 5 2010-10-01 2010-10-01 false Late offers. 852.273-70... SOLICITATION PROVISIONS AND CONTRACT CLAUSES Texts of Provisions and Clauses 852.273-70 Late offers. As prescribed in 873.110(a), insert the following provision: Late Offers (JAN 2003) This provision replaces...

Method of Computer-aided Instruction in Situation Control Systems

Directory of Open Access Journals (Sweden)

Anatoliy O. Kargin

2013-01-01

Full Text Available The article considers the problem of computer-aided instruction in context-chain motivated situation control system of the complex technical system behavior. The conceptual and formal models of situation control with practical instruction are considered. Acquisition of new behavior knowledge is presented as structural changes in system memory in the form of situational agent set. Model and method of computer-aided instruction represent formalization, based on the nondistinct theories by physiologists and cognitive psychologists.The formal instruction model describes situation and reaction formation and dependence on different parameters, effecting education, such as the reinforcement value, time between the stimulus, action and the reinforcement. The change of the contextual link between situational elements when using is formalized.The examples and results of computer instruction experiments of the robot device “LEGO MINDSTORMS NXT”, equipped with ultrasonic distance, touch, light sensors.

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

Science.gov (United States)

Klahr, David; Nigam, Milena

2004-10-01

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

Implicit and Explicit Instruction of Spelling Rules

Science.gov (United States)

Kemper, M. J.; Verhoeven, L.; Bosman, A. M. T.

2012-01-01

The study aimed to compare the differential effectiveness of explicit and implicit instruction of two Dutch spelling rules. Students with and without spelling disabilities were instructed a spelling rule either implicitly or explicitly in two experiments. Effects were tested in a pretest-intervention-posttest control group design. Experiment 1…

Delivering Instruction to Adult Learners. Revised Edition.

Science.gov (United States)

Cantor, Jeffrey A.

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

46 CFR 26.03-2 - Emergency instructions.

Science.gov (United States)

2010-10-01

... Requirements § 26.03-2 Emergency instructions. (a) The operator or master of each uninspected passenger vessel must ensure that an emergency check-off list is posted in a prominent and accessible place to notify... situation occurs. (b) Except where any part of the emergency instructions are deemed unnecessary by the...

Teaching as Interaction: Challenges in Transitioning Teachers' Instruction to Small Groups

Science.gov (United States)

Wyatt, Tasha; Chapman-DeSousa, Brook

2017-01-01

Although small group instruction is often endorsed in teaching young children, teachers are rarely given explicit instruction on how to move instruction into small groups where effective adult-child interactions can take place. This study examines how 14 early childhood educators transitioned their instruction from whole to small group teaching…

The effects of video modeling with voiceover instruction on accurate implementation of discrete-trial instruction.

Science.gov (United States)

Vladescu, Jason C; Carroll, Regina; Paden, Amber; Kodak, Tiffany M

2012-01-01

The present study replicates and extends previous research on the use of video modeling (VM) with voiceover instruction to train staff to implement discrete-trial instruction (DTI). After staff trainees reached the mastery criterion when teaching an adult confederate with VM, they taught a child with a developmental disability using DTI. The results showed that the staff trainees' accurate implementation of DTI remained high, and both child participants acquired new skills. These findings provide additional support that VM may be an effective method to train staff members to conduct DTI.

Bibliographic Instruction : A Webliography

Directory of Open Access Journals (Sweden)

2004-09-01

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

The Comparative Instructional Effectiveness of Print-Based and Video-Based Instructional Materials for Teaching Practical Skills at a Distance

Science.gov (United States)

Donkor, Francis

2010-01-01

Print-based instructional materials have been more popular than any other medium for teaching practical skills during the delivery of technical and vocational education and training via distance learning. However, the approach has its shortcomings and in recent times alternatives have been sought. The comparative instructional effectiveness of one…

Applications of decision theory to computer-based adaptive instructional systems

NARCIS (Netherlands)

Vos, Hendrik J.

1988-01-01

This paper considers applications of decision theory to the problem of instructional decision-making in computer-based adaptive instructional systems, using the Minnesota Adaptive Instructional System (MAIS) as an example. The first section indicates how the problem of selecting the appropriate

The impact of Televised and Non-Televised Instruction on achivement

African Journals Online (AJOL)

User

THE IMPACT OF TELEVISED AND NON-TELEVISED. INSTRUCTION ON ... instruction in motivating students by bringing real- life ... To the researchers' knowledge, the success .... promote their retention. Acknowledging the importance of engaging students in extended .... Instructional Technology ; its nature and use.

Enhancing Quality in Educational Practice and Instructional Delivery ...

African Journals Online (AJOL)

FIRST LADY

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

A Comprehensive Evaluation Rubric for Assessing Instructional Apps

Directory of Open Access Journals (Sweden)

Cheng-Yuan Lee

2015-01-01

Full Text Available There is a pressing need for an evaluation rubric that examines all aspects of educational apps designed for instructional purposes. In past decades, many rubrics have been developed for evaluating educational computer-based programs; however, rubrics designed for evaluating the instructional implications of educational apps are scarce. When an Internet search for existing rubrics was conducted, only two such rubrics were found, and the evaluation criteria used in those rubrics was not clearly linked to previously conducted research nor were their evaluative dimensions clearly defined. These shortcomings result in reviewers being unable to use those rubrics to provide teachers with a precise analysis of an educational app’s instructional potential. In response, this paper presents a comprehensive rubric with 24-evaluative dimensions tailored specifically to analyze the educational potential of instructional apps.

Motivation in computer-assisted instruction.

Science.gov (United States)

Hu, Amanda; Shewokis, Patricia A; Ting, Kimberly; Fung, Kevin

2016-08-01

Computer-aided instruction (CAI) is defined as instruction in which computers play a central role as the means of information delivery and direct interaction with learners. Computer-aided instruction has become mainstream in medical school curricula. For example, a three-dimensional (3D) computer module of the larynx has been created to teach laryngeal anatomy. Although the novelty and educational potential of CAI has garnered much attention, these new technologies have been plagued with low utilization rates. Several experts attribute this problem to lack of motivation in students. Motivation is defined as the desire and action toward goal-oriented behavior. Psychologist Dr. John Keller developed the ARCS theory of motivational learning, which proposed four components: attention (A), relevance (R), concentration (C), and satisfaction (S). Keller believed that motivation is not only an innate characteristic of the pupil; it can also be influenced by external factors, such as the instructional design of the curriculum. Thus, understanding motivation is an important step to designing CAI appropriately. Keller also developed a 36-item validated instrument called the Instructional Materials Motivation Survey (IMMS) to measure motivation. The objective of this study was to study motivation in CAI. Medical students learning anatomy with the 3D computer module will have higher laryngeal anatomy test scores and higher IMMS motivation scores. Higher anatomy test scores will be positively associated with higher IMMS scores. Prospective, randomized, controlled trial. After obtaining institutional review board approval, 100 medical students (mean age 25.5 ± 2.5, 49% male) were randomized to either the 3D computer module (n = 49) or written text (n = 51). Information content was identical in both arms. Students were given 30 minutes to study laryngeal anatomy and then completed the laryngeal anatomy test and IMMS. Students were categorized as either junior (year 1

Influência de estímulos visuais na produção escrita de surdos sinalizadores com queixas de alterações na escrita Influence of visual stimuli in the written production of deaf signers with complaints of writing impairment

Directory of Open Access Journals (Sweden)

Natali da Silva Lustre

2012-03-01

Full Text Available OBJETIVO: Verificar a influência de dois tipos de estímulos visuais na produção escrita de surdos sinalizadores com queixas de alterações na escrita. MÉTODOS: Participaram 13 estudantes surdos sinalizadores com queixas de alterações na escrita, sendo sete do gênero masculino e seis do feminino. A média de idade foi de 13 anos, e os sujeitos apresentavam perda auditiva neurossensorial de grau severo ou profundo (pior que 71 dBNA na média das frequências de 500 Hz, 1 e 2 kHz. A escolaridade dos participantes variou de 3ª à 8ª séries do Ensino Fundamental de escolas pública e particular. Os surdos foram avaliados quanto ao desempenho em LIBRAS e realizaram produções escritas com base em estímulos visuais de uma figura de ação e de figuras em sequência, as quais foram analisadas segundo critérios adaptados de acordo com a Teoria das Competências Comunicativas (Genérica, Enciclopédica e Línguística. Os dados foram analisados estatisticamente. RESULTADOS: Em relação à Competência Genérica, a tipologia do discurso predominante foi a Narração. Quanto às competências Enciclopédica e Linguística, ambas se mostraram prejudicadas independente dos estímulos apresentados. CONCLUSÃO: Os dois tipos de estímulos visuais estudados não propiciaram produções escritas diferenciadas nos surdos sinalizadores com queixas de alterações na escrita.PURPOSE: To investigate the influence of two types of visual stimuli in the written production of deaf signers with complaints of reading and writing alterations. METHODS: Participants were 13 deaf students who were users of sign language and had complaints of reading and writing alterations (seven male and six female. Subjects' mean age was 13 years, and they presented severe or profound sensorineural hearing loss (average threshold lower than 71 dBHL in the frequencies of 500 Hz, 1 and 2 kHz. The educational level of participants ranged from 3rd to 8th grades of public and

Late Effects of Polio: An Overview

Science.gov (United States)

... Polio Wellness Retreats For Health Professionals The Late Effects of Polio: An Overview FRENCH | GERMAN | PORTUGUESE POLIOMYELITIS ( ... largest and most inclusive category is called Late Effects of Polio or Polio Sequelae and is defined ...

Current status of information literacy instruction practices in medical libraries of Pakistan.

Science.gov (United States)

Ullah, Midrar; Ameen, Kanwal

2014-10-01

The research explored the current practices of information literacy (IL) instruction in medical libraries of Pakistan. A semi-structured questionnaire was mailed to the head librarians of all 114 academic medical libraries in Pakistan. It investigated the types of IL instruction provided, topics covered, methods of delivery and assessment, level of integration in the curriculum, and level of collaboration with teaching staff. The study revealed that 74% of the respondents had offered some types of IL instruction in their institutions during the previous year, ranging from library orientation to research-level skills. IL instruction is typically only offered to new students or first-time library users or on demand. A majority of the respondents developed IL instruction programs without faculty involvement. Librarians were primarily responsible for offering IL instruction in medical institutions. Face-to-face instruction in computer labs or lecture halls and individual instruction at reference desks were identified as the most common IL instruction delivery methods. The data indicated that oral feedback, written feedback, and searching in a computer lab were the most popular assessment methods that medical librarians used. IL instruction activities in medical libraries of Pakistan are in their infancy. Medical librarians also lack systematic approaches to IL instruction. Medical librarians need to develop educational partnerships with faculty for integrating IL instruction into the mainstream curriculum.

Investigating Instructional Design Management and Leadership Competencies--A Delphi Study

Science.gov (United States)

Gardner, Joel; Chongwony, Lewis; Washington, Tawana

2018-01-01

Research in instructional design and educational technology journals typically focuses on the theories, technologies, and processes related to practice of instructional design. There is little research emphasis, however, on leadership and management of instructional design in higher education. Investigating the competencies associated with…

Nephrogenic systemic fibrosis: late skin manifestations

DEFF Research Database (Denmark)

Bangsgaard, Nannie; Marckmann, Peter; Rossen, Kristian

2009-01-01

BACKGROUND: Nephrogenic systemic fibrosis (NSF) is a serious disease that occurs in patients with severe renal disease and is believed to be caused by gadolinium-containing contrast agents. A detailed description of the late skin manifestations of NSF is important to help dermatologists...... and nephrologists recognize the disease. OBSERVATIONS: We studied 17 patients with NSF late in the disease. All patients showed epidermal atrophy and hairlessness of the affected regions, primarily the lower legs. Affected areas were symmetrically distributed and hyperpigmented in most cases. Eleven patients showed......: This descriptive case series of patients with NSF gives a detailed clinical picture of the skin manifestations late in the disease. It demonstrates that the clinical picture in the late stage has a varied presentation and that NSF has a significant effect on the quality of life....

Orientation: Automotive Mechanics Instructional Program. Block 1.

Science.gov (United States)

O'Brien, Ralph D.

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

Classroom Instruction: The Influences of Marie Clay

Science.gov (United States)

McNaughton, Stuart

2014-01-01

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

The Pedagogy of Flipped Instruction in Oman

Science.gov (United States)

Lane-Kelso, Mary

2015-01-01

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

Grouping and Organizing for Instruction in Reading.

Science.gov (United States)

Ediger, Marlow

Flexibility is a key term to emphasize when grouping students for instruction, since a student might be in a different group for one academic area as compared to another academic area. This paper describes grouping for different methods of reading instruction and other disciplines. The paper discusses the following: using basal readers, using…

Computer-assisted instruction

NARCIS (Netherlands)

Voogt, J.; Fisser, P.; Wright, J.D.

2015-01-01

Since the early days of computer technology in education in the 1960s, it was claimed that computers can assist instructional practice and hence improve student learning. Since then computer technology has developed, and its potential for education has increased. In this article, we first discuss

An Investigation of the Impact of Instructional Fading Using Completion Problems on Student Performance in Principles of Accounting Instruction

Science.gov (United States)

Kingry, Mary Ann

2012-01-01

The effects of instructional fading using completion problems on student performance were investigated in this study. Instructional fading is the gradual withdrawal of the amount of assistance provided to the student and was accomplished in this study using completion problems. They were used to gradually transition the student from completely…

Academic writing performance measured for research and instruction

NARCIS (Netherlands)

Firssova, Olga

2012-01-01

Firssova, O. (2011, January 19). Academic writing performance measured for research and instruction. Presentation at the ICO Course Domain specific research on learning and instruction: theories, methodology and curricular innovations, Utrecht, The Netherlands: Interuniversitair Centrum voor

Death Penalty Decisions: Instruction Comprehension, Attitudes, and Decision Mediators.

Science.gov (United States)

Patry, Marc W; Penrod, Steven D

2013-01-01

A primary goal of this research was to empirically evaluate a set of assumptions, advanced in the Supreme Court's ruling in Buchanan v. Angelone (1998), about jury comprehension of death penalty instructions. Further, this research examined the use of evidence in capital punishment decision making by exploring underlying mediating factors upon which death penalty decisions may be based. Manipulated variables included the type of instructions and several variations of evidence. Study 1 was a paper and pencil study of 245 undergraduate mock jurors. The experimental design was an incomplete 4×2×2×2×2 factorial model resulting in 56 possible conditions. Manipulations included four different types of instructions, presence of a list of case-specific mitigators to accompany the instructions, and three variations in the case facts: age of the defendant, bad prior record, and defendant history of emotional abuse. Study 2 was a fully-crossed 2×2×2×2×2 experiment with four deliberating mock juries per cell. Manipulations included jury instructions (original or revised), presence of a list of case-specific mitigators, defendant history of emotional abuse, bad prior record, and heinousness of the crime. The sample of 735 jury-eligible participants included 130 individuals who identified themselves as students. Participants watched one of 32 stimulus videotapes based on a replication of a capital sentencing hearing. The present findings support previous research showing low comprehension of capital penalty instructions. Further, we found that higher instruction comprehension was associated with higher likelihood of issuing life sentence decisions. The importance of instruction comprehension is emphasized in a social cognitive model of jury decision making at the sentencing phase of capital cases.

Fine-Grained Forward-Secure Signature Schemes without Random Oracles

DEFF Research Database (Denmark)

Camenisch, Jan; Koprowski, Maciej

2006-01-01

We propose the concept of fine-grained forward-secure signature schemes. Such signature schemes not only provide nonrepudiation w.r.t. past time periods the way ordinary forward-secure signature schemes do but, in addition, allow the signer to specify which signatures of the current time period...... remain valid when revoking the public key. This is an important advantage if the signer produces many signatures per time period as otherwise the signer would have to re-issue those signatures (and possibly re-negotiate the respective messages) with a new key.Apart from a formal model for fine......-grained forward-secure signature schemes, we present practical schemes and prove them secure under the strong RSA assumption only, i.e., we do not resort to the random oracle model to prove security. As a side-result, we provide an ordinary forward-secure scheme whose key-update time is significantly smaller than...

Prediction in a visual language: real-time sentence processing in American Sign Language across development.

Science.gov (United States)

Lieberman, Amy M; Borovsky, Arielle; Mayberry, Rachel I

2018-01-01

Prediction during sign language comprehension may enable signers to integrate linguistic and non-linguistic information within the visual modality. In two eyetracking experiments, we investigated American Sign language (ASL) semantic prediction in deaf adults and children (aged 4-8 years). Participants viewed ASL sentences in a visual world paradigm in which the sentence-initial verb was either neutral or constrained relative to the sentence-final target noun. Adults and children made anticipatory looks to the target picture before the onset of the target noun in the constrained condition only, showing evidence for semantic prediction. Crucially, signers alternated gaze between the stimulus sign and the target picture only when the sentential object could be predicted from the verb. Signers therefore engage in prediction by optimizing visual attention between divided linguistic and referential signals. These patterns suggest that prediction is a modality-independent process, and theoretical implications are discussed.

Processing Instruction: A review of issues

OpenAIRE

Muhlisin Rasuki

2017-01-01

This paper provides a critical review of Processing Instruction (PI). This type of instructional option was specifically designed to help second/foreign language (L2) learners grasp meaning manifested in the use of particular grammatical forms in a target language effectively through the provision of input. In this way, PI attempts to help learners develop grammatical competence in a target language in ways that foster their comprehension and production skills. The paper starts with outlining...

Late somatic effects

International Nuclear Information System (INIS)

Gilbert, E.S.

1989-01-01

Late effects are by definition effects that occur at least one year, and in most cases decades, after the time of exposure. The late effects considered in this chapter are limited to latent cancer incidence and mortality, and benign thyroid disease. A model is provided for estimating risks of late effects resulting from the radiation exposure likely to be received in the event of a nuclear power plant accident. It is assumed that exposure to high-LET radiation would be negligible in such an accident, and thus only risks from low-LET exposure are evaluated. Separate estimates are provided for risks of leukemia, bone cancer, lung cancer, gastrointestinal cancers, thyroid cancer, skin cancer, and the residual group of all other cancers; estimates of leukemia and other cancers due to in utero exposure are also provided. Risks are expressed in absolute terms as the number of cancer deaths (or cases) per million persons exposed to a particular dose. Because the time of death is also important in assessing the impact of an accident, and because the quality of life after the occurrence of cancer will often be reduced, the number of years of life lost and the number of years of life lived after the occurrence of cancer are also estimated

Instructional Leadership in Primary and Secondary Schools in Western Australia.

Science.gov (United States)

Wildy, Helen; Dimmock, Clive

1993-01-01

Investigates teachers' and principals' perceptions of instructional leadership in a sample of Western Australian government primary and secondary schools, using the Instructional Leadership Questionnaire. Instructional leadership was viewed as a shared responsibility; teachers felt principals were less involved than principals felt they were.…

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

Science.gov (United States)

Kuo, Eric; Wieman, Carl E.

2016-01-01

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

Radiobiological considerations of late effects arising from radiotherapy

International Nuclear Information System (INIS)

Kogelnik, H.D.; Kaercher, K.H.

1977-01-01

A variety of clinical and experimental data are reviewed to investigate the different factors leading to appearance of late complications. Higher individual doses per fraction are related to an increase in the incidence and severity of late effects and massive dose techniques result in catastrophic late complications. There is no apparent relation between the severity of initial skin reactions and late effects, indicating that matching of acute radiation reactions on skin or mucous membranes cannot be extrapolated to late damage in connective tissues and organs. The probability of late tissue injury increases with the volume of tissue irradiated. Several phenomena, e.g. parenchymal cell depletion, vascular injury and fibrocyte dysfunction, are likely to operate together as well as separately in the pathogenesis of late effects. The late complications of radiotherapy develop in cells with a slow proliferation, and this is consistent with the hypothesis that parenchymal cell killing may be the basis for the injury. The response of cells with a slow proliferation to a course of fractionated irradiation differs from that of rapidly proliferative cells in three biological processes: repair of potentially lethal damage, redistribution and regeneration. (author)

Reading strategy instruction and teacher change: Implications for ...

African Journals Online (AJOL)

I report on teacher change in the context of a reading strategy instruction intervention. Reading Strategy Instruction (RSI) was implemented by three teachers, new to the concept, over a period of 15 weeks. ... AJOL African Journals Online.

Factors influencing effective learning in instructional skill training for vocational instructors : learning for change : a case of Training Institute for Technical Instruction (TITI), Bhaktapur, Nepal

NARCIS (Netherlands)

Neupane, S.K.

2008-01-01

This study was based on Instructional Skills (IS) training module which was imparted by Training Institute for Technical Instruction (TITI) Nepal to improve the performance of vocational instructors. Instructional skill training is a three months training course split in to three modules; each

Categories for Observing Language Arts Instruction (COLAI).

Science.gov (United States)

Benterud, Julianna G.

Designed to study individual use of time spent in reading during regularly scheduled language arts instruction in a natural classroom setting, this coding sheet consists of nine categories: (1) engagement, (2) area of language arts, (3) instructional setting, (4) partner (teacher or pupil(s)), (5) source of content, (6) type of unit, (7) assigned…

Cultural dimensions of learning: Addressing the challenges of multicultural instruction

Directory of Open Access Journals (Sweden)

Patrick Parrish

2010-05-01

Full Text Available The growing multicultural nature of education and training environments makes it critical that instructors and instructional designers, especially those working in online learning environments, develop skills to deliver culturally sensitive and culturally adaptive instruction. This article explores research into cultural differences to identify those dimensions of culture that are most likely to impact instructional situations. It presents these in the cultural dimensions of learning framework (CDLF, which describes a set of eight cultural parameters regarding social relationships, epistemological beliefs, and temporal perceptions, and illustrates their spectrums of variability as they might be exhibited in instructional situations. The article also explores the literature on instructional design and culture for guidelines on addressing the cross-cultural challenges faced by instructional providers. It suggests that these challenges can be overcome through increased awareness, culturally sensitive communication, modified instructional design processes, and efforts to accommodate the most critical cultural differences. Finally, it describes the use of the CDLF questionnaire as a tool to illuminate the range of preferences existing among learners and to discover the potential range of strategies and tactics that might be useful for a given set of learners.

Use of school gardens in academic instruction.

Science.gov (United States)

Graham, Heather; Beall, Deborah Lane; Lussier, Mary; McLaughlin, Peggy; Zidenberg-Cherr, Sheri

2005-01-01

To determine the status of gardens in California schools. A self-administered Internet and mailed survey was sent to all California principals (N = 9805). 4194 California school principals. School garden practices, attitudes associated with the use of gardens in schools, and perceptions of barriers to having and using school gardens in academic instruction. Descriptive statistics and chi-square; P science, environmental studies, and nutrition. Principals strongly agreed that resources such as curriculum materials linked to academic instruction and lessons on teaching nutrition in the garden would assist in the school garden being used for academic instruction. Principals deemed the garden as being not to slightly effective at enhancing the school meal program. School gardens appear to be predominantly used by most schools to enhance academic instruction. There is a need for curriculum materials and teacher training for gardening and nutrition. The link between the garden and the school meal program is an area that clearly requires attention. School lunch would be a logical setting for provision of edible produce, in addition to taste-testing of fresh produce in the garden or classroom setting.

Using tracking software for writing instruction

Directory of Open Access Journals (Sweden)

Sane M. Yagi

2011-08-01

Full Text Available Writing is a complex skill that is hard to teach. Although the written product is what is often evaluated in the context of language teaching, the process of giving thought to linguistic form is fascinating. For almost forty years, language teachers have found it more effective to help learners in the writing process than in the written product; it is there that they could find sources of writing problems. Despite all controversy evoked by post-process approaches with respect to process writing, information technology has lately offered tools that can shed new light on how writing takes place. Software that can record keyboard, mouse, and screen activities is capable of unraveling mysteries of the writing process. Technology has given teachers and learners the option of examining the writing process as it unfolds, enabling them to diagnose strategy as well as wording problems, thus empowering teachers to guide learners individually in how to think about each of their trouble spots in the context of a specific product of writing. With these advances in information technology, metacognitive awareness and strategy training begin to acquire new dimensions of meaning. Technology lays open aspects of the writing process, offering unprecedented insight into creative text production as well. This paper attempts to explain how tracking software can influence writing instruction. It briefly examines the process and post-process approaches to assess their viability, explains the concept of tracking software, proposes methodology needed for the adoption of this technology, and then discusses the pedagogical implications of these issues.

INSTRUCTIONAL MATERIALS CATALOG.

Science.gov (United States)

Ohio Vocational Agriculture Instructional Materials Service, Columbus.

THE TITLE, IDENTIFICATION NUMBER, DATE OF PUBLICATION, PAGINATION, A BRIEF DESCRIPTION, AND PRICE ARE GIVEN FOR EACH OF THE INSTRUCTIONAL MATERIALS AND AUDIOVISUAL AIDS INCLUDED IN THIS CATALOG. TOPICS COVERED ARE FIELD CORPS, HORTICULTURE, ANIMAL SCIENCE, SOILS, AGRICULTURAL ENGINEERING, AND FARMING PROGRAMS. AN ORDER FORM IS INCLUDED. (JM)

The Affection of Student Ratings of Instruction toward EFL Instructors

Science.gov (United States)

Chen, Yingling

2018-01-01

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

Making Instructional Decisions Based on Data: What, How, and Why

Science.gov (United States)

Mokhtari, Kouider; Rosemary, Catherine A.; Edwards, Patricia A.

2007-01-01

A carefully coordinated literacy assessment and instruction framework implemented school-wide can support school teams in making sense of various types of data for instructional planning. Instruction that is data based and goal driven sets the stage for continuous reading and writing improvement. (Contains 2 figures.)

Shorthand Instruction in Light of Recent Theories of Learning and Instruction

Science.gov (United States)

Laurie, Charles T.

1976-01-01

The paper reports the highlights of three learning models (behaviorist, cognitive, and humanist), and examines them for the guidance they offer for instruction and learning in shorthand. Included are the theories of Skinner, Gagne, Carroll, Bloom, Wittrock, Ausubel, Bruner, Dember, Nebes, Scriven, Anderson, and Rogers. (Author/AJ)

Mixing Methods in Instructional Research. Forum: The Future of Instructional Communication

Science.gov (United States)

Meluch, Andrea L.

2017-01-01

"Communication Education's" commitment to publishing rigorous instructional communication research with a diversity of methods is clear in its publication of quantitative, qualitative, and critical articles (Witt, 2012). Here, Andrea Meluch argues that the trends in the most recent research published within this journal indicate a lack…

Changing Throwing Pattern: Instruction and Control Parameter

Science.gov (United States)

Southard, Dan

2006-01-01

The purpose of this study was to determine the effects of instruction and scaling up a control parameter (velocity of throw) on changes in throwing pattern. Sixty adult female throwers (ages 20-26 years) were randomly placed into one of four practice conditions: (a) scale up on velocity with no instruction, (b) maintain constant velocity with no…

Evaluating the Use of Instructional Coaching as a Tool to Improve Teacher Instructional Strategies at a Title 1 Middle School: An Action Research Study

Science.gov (United States)

Learmond, Karen W.

2017-01-01

This action research study focused on the use of an instructional coaching model to support teachers in the use of Marzano's nine research-based instructional strategies at a low performing Title 1 middle school. The intervention was carried out over five and a half -month period and was aimed at improving teachers' classroom instruction. The…

Inquiry-Based Instruction in the Social Studies: Successes and Challenges

Science.gov (United States)

Beshears, Crystal M.

2012-01-01

The purpose of this study was to investigate teachers' perceptions, understanding, and use of inquiry-based instruction in the social studies, to assess the impact of inquiry-based units on instruction, to detail implementation successes and challenges reported by teachers when implementing inquiry-based instruction, and to provide…

The Use of Audio and Animation in Computer Based Instruction.

Science.gov (United States)

Koroghlanian, Carol; Klein, James D.

This study investigated the effects of audio, animation, and spatial ability in a computer-based instructional program for biology. The program presented instructional material via test or audio with lean text and included eight instructional sequences presented either via static illustrations or animations. High school students enrolled in a…

Desktop Publishing: A New Frontier for Instructional Technologists.

Science.gov (United States)

Bell, Norman T.; Warner, James W.

1986-01-01

Discusses new possibilities that computers and laser printers offer instructional technologists. Includes a brief history of printed communications, a description of new technological advances referred to as "desktop publishing," and suggests the application of this technology to instructional tasks. (TW)

Active Learning and Teaching: Improving Postsecondary Library Instruction.

Science.gov (United States)

Allen, Eileen E.

1995-01-01

Discusses ways to improve postsecondary library instruction based on theories of active learning. Topics include a historical background of active learning; student achievement and attitudes; cognitive development; risks; active teaching; and instructional techniques, including modified lectures, brainstorming, small group work, cooperative…

Building Measures of Instructional Differentiation from Teacher Checklists

Science.gov (United States)

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

2012-01-01

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

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

NARCIS (Netherlands)

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

2015-01-01

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

Automated pictographic illustration of discharge instructions with Glyph: impact on patient recall and satisfaction

Science.gov (United States)

Perri-Moore, Seneca; Kuang, Jinqiu; Bray, Bruce E; Ngo, Long; Doig, Alexa; Zeng-Treitler, Qing

2016-01-01

Objectives First, to evaluate the effect of standard vs pictograph-enhanced discharge instructions on patients’ immediate and delayed recall of and satisfaction with their discharge instructions. Second, to evaluate the effect of automated pictograph enhancement on patient satisfaction with their discharge instructions. Materials and Methods Glyph, an automated healthcare informatics system, was used to automatically enhance patient discharge instructions with pictographs. Glyph was developed at the University of Utah by our research team. Patients in a cardiovascular medical unit were randomized to receive pictograph-enhanced or standard discharge instructions. Measures of immediate and delayed recall and satisfaction with discharge instructions were compared between two randomized groups: pictograph (n = 71) and standard (n = 73). Results Study participants who received pictograph-enhanced discharge instructions recalled 35% more of their instructions at discharge than those who received standard discharge instructions. The ratio of instructions at discharge was: standard = 0.04 ± 0.03 and pictograph-enhanced = 0.06 ± 0.03. The ratio of instructions at 1 week post discharge was: standard = 0.04 ± 0.02 and pictograph-enhanced 0.04 ± 0.02. Additionally, study participants who received pictograph-enhanced discharge instructions were more satisfied with the understandability of their instructions at 1 week post-discharge than those who received standard discharge instructions. Discussion Pictograph-enhanced discharge instructions have the potential to increase patient understanding of and satisfaction with discharge instructions. Conclusion It is feasible to automatically illustrate discharge instructions and provide them to patients in a timely manner without interfering with clinical work. Illustrations in discharge instructions were found to improve patients’ short-term recall of discharge instructions and delayed satisfaction (1-week post hospitalization

Late style as exile: De/colonising the life course.

Science.gov (United States)

Hartung, Heike

2016-12-01

In the collection of essays On Late Style, Edward Said reflects on the new idiom achieved by great artists in their work near the end of their lives as "late style." Drawing on Adorno's essay on Beethoven's late style, Said also focuses on the aesthetic aspects of lateness. Defining the late works of artists as "a form of exile," however, Said moves beyond Adorno's aesthetic conception of late style. Highlighting the artist's abandonment of communication with the established social order, who achieves a contradictory, alienated relationship with it instead, Said compares artistic lateness with the experience of the subject in exile. Drawing on the analogy provided by Said, this article argues that the relationship between "self" and "other" in the different theoretical contexts of Postcolonial Studies and Age Studies can be usefully combined in the composite concept of "late style as exile." In order to explore how the concept of lateness correlates with that of exile, this contribution turns to theoretical and autobiographical texts by Edward Said. Copyright © 2016 Elsevier Inc. All rights reserved.

Multimedia Listening Comprehension: Metacognitive Instruction or Metacognitive Instruction through Dialogic Interaction

Science.gov (United States)

Bozorgian, Hossein; Alamdari, Ebrahim Fakhri

2018-01-01

This study is an attempt to investigate the effect of metacognitive instruction through dialogic interaction in a joint activity on advanced Iranian English as a foreign language (EFL) learners' multimedia listening and their metacognitive awareness in listening comprehension. The data were collected through (N = 180) male and female Iranian…

Designing Preclinical Instruction for Psychomotor Skills (III)--Instructional Engineering: Design Phase.

Science.gov (United States)

Guenzel, Pamela J.; And Others

1995-01-01

In the third of a series of articles on teaching psychomotor skills in dental education, the design of instructional materials is discussed. Steps include identifying appropriate teaching strategies for the tasks; organizing and sequencing subskills; identifying and collecting common errors; and drafting learning exercises for each subskill. (MSE)

Development of Digital Instruction for Environment for Global Warming Alleviation

Science.gov (United States)

Praneetham, Chuleewan; Thathong, Kongsak

2016-01-01

Technological education and instruction are widely used in the present education trend. Using of digital instruction for environmental subject can encourage students in learning and raise their awareness and attitude on environmental issues. The purposes of this research were: 1) to construct and develop the digital instruction for environment for…

IBES: A Tool for Creating Instructions Based on Event Segmentation

Directory of Open Access Journals (Sweden)

Katharina eMura

2013-12-01

Full Text Available Receiving informative, well-structured, and well-designed instructions supports performance and memory in assembly tasks. We describe IBES, a tool with which users can quickly and easily create multimedia, step-by-step instructions by segmenting a video of a task into segments. In a validation study we demonstrate that the step-by-step structure of the visual instructions created by the tool corresponds to the natural event boundaries, which are assessed by event segmentation and are known to play an important role in memory processes. In one part of the study, twenty participants created instructions based on videos of two different scenarios by using the proposed tool. In the other part of the study, ten and twelve participants respectively segmented videos of the same scenarios yielding event boundaries for coarse and fine events. We found that the visual steps chosen by the participants for creating the instruction manual had corresponding events in the event segmentation. The number of instructional steps was a compromise between the number of fine and coarse events. Our interpretation of results is that the tool picks up on natural human event perception processes of segmenting an ongoing activity into events and enables the convenient transfer into meaningful multimedia instructions for assembly tasks. We discuss the practical application of IBES, for example, creating manuals for differing expertise levels, and give suggestions for research on user-oriented instructional design based on this tool.

IBES: a tool for creating instructions based on event segmentation.

Science.gov (United States)

Mura, Katharina; Petersen, Nils; Huff, Markus; Ghose, Tandra

2013-12-26

Receiving informative, well-structured, and well-designed instructions supports performance and memory in assembly tasks. We describe IBES, a tool with which users can quickly and easily create multimedia, step-by-step instructions by segmenting a video of a task into segments. In a validation study we demonstrate that the step-by-step structure of the visual instructions created by the tool corresponds to the natural event boundaries, which are assessed by event segmentation and are known to play an important role in memory processes. In one part of the study, 20 participants created instructions based on videos of two different scenarios by using the proposed tool. In the other part of the study, 10 and 12 participants respectively segmented videos of the same scenarios yielding event boundaries for coarse and fine events. We found that the visual steps chosen by the participants for creating the instruction manual had corresponding events in the event segmentation. The number of instructional steps was a compromise between the number of fine and coarse events. Our interpretation of results is that the tool picks up on natural human event perception processes of segmenting an ongoing activity into events and enables the convenient transfer into meaningful multimedia instructions for assembly tasks. We discuss the practical application of IBES, for example, creating manuals for differing expertise levels, and give suggestions for research on user-oriented instructional design based on this tool.

Developing Early Literacy Skills: A Meta-Analysis of Alphabet Learning and Instruction

OpenAIRE

Piasta, Shayne B.; Wagner, Richard K.

2010-01-01

Alphabet knowledge is a hallmark of early literacy and facilitating its development has become a primary objective of pre-school instruction and intervention. However, little agreement exists about how to promote the development of alphabet knowledge effectively. A meta-analysis of the effects of instruction on alphabet outcomes demonstrated that instructional impacts differed by type of alphabet outcome examined and content of instruction provided. School-based instruction yielded larger eff...

Instructional Quality Features in Videotaped Biology Lessons: Content-Independent Description of Characteristics

Science.gov (United States)

Dorfner, Tobias; Förtsch, Christian; Boone, William; Neuhaus, Birgit J.

2017-09-01

A number of studies on single instructional quality features have been reported for mathematics and science instruction. For summarizing single instructional quality features, researchers have created a model of three basic dimensions (classroom management, supportive climate, and cognitive activation) of instructional quality mainly through observing mathematics instruction. Considering this model as valid for all subjects and as usable for describing instruction, we used it in this study which aimed to analyze characteristics of instructional quality in biology lessons of high-achieving and low-achieving classes, independently of content. Therefore, we used the data of three different previous video studies of biology instruction conducted in Germany. From each video study, we selected three high-achieving and three low-achieving classes (N = 18 teachers; 35 videos) for our multiple-case study, in which conspicuous characteristics of instructional quality features were qualitatively identified and qualitatively analyzed. The amount of these characteristics was counted in a quantitative way in all the videos. The characteristics we found could be categorized using the model of three basic dimensions of instructional quality despite some subject-specific differences for biology instruction. Our results revealed that many more characteristics were observable in high-achieving classes than in low-achieving classes. Thus, we believe that this model could be used to describe biology instruction independently of the content. We also make the claims about the qualities for biology instruction—working with concentration in a content-structured environment, getting challenged in higher order thinking, and getting praised for performance—that could have positive influence on students' achievement.

The effects of modeling instruction on high school physics academic achievement

Science.gov (United States)

Wright, Tiffanie L.

The purpose of this study was to explore whether Modeling Instruction, compared to traditional lecturing, is an effective instructional method to promote academic achievement in selected high school physics classes at a rural middle Tennessee high school. This study used an ex post facto , quasi-experimental research methodology. The independent variables in this study were the instructional methods of teaching. The treatment variable was Modeling Instruction and the control variable was traditional lecture instruction. The Treatment Group consisted of participants in Physical World Concepts who received Modeling Instruction. The Control Group consisted of participants in Physical Science who received traditional lecture instruction. The dependent variable was gains scores on the Force Concepts Inventory (FCI). The participants for this study were 133 students each in both the Treatment and Control Groups (n = 266), who attended a public, high school in rural middle Tennessee. The participants were administered the Force Concepts Inventory (FCI) prior to being taught the mechanics of physics. The FCI data were entered into the computer-based Statistical Package for the Social Science (SPSS). Two independent samples t-tests were conducted to answer the research questions. There was a statistically significant difference between the treatment and control groups concerning the instructional method. Modeling Instructional methods were found to be effective in increasing the academic achievement of students in high school physics. There was no statistically significant difference between FCI gains scores for gender. Gender was found to have no effect on the academic achievement of students in high school physics classes. However, even though there was not a statistically significant difference, female students' gains scores were higher than male students' gains scores when Modeling Instructional methods of teaching were used. Based on these findings, it is recommended

Identifying Instructional Strategies Used to Design Mobile Learning in a Corporate Setting

Science.gov (United States)

Jackson-Butler, Uletta

2016-01-01

The purpose of this qualitative embedded multiple case study was to describe what instructional strategies corporate instructional designers were using to design mobile learning and to understand from their experiences which instructional strategies they believed enhance learning. Participants were five instructional designers who were actively…

Constructing post-surgical discharge instructions through a Delphi consensus methodology.

Science.gov (United States)

Scott, Aaron R; Sanderson, Cody J; Rush, Augustus J; Alore, Elizabeth A; Naik, Aanand D; Berger, David H; Suliburk, James W

2018-05-01

Patient education materials are a crucial part of physician-patient communication. We hypothesize that available discharge instructions are difficult to read and fail to address necessary topics. Our objective is to evaluate readability and content of surgical discharge instructions using thyroidectomy to develop standardized discharge materials. Thyroidectomy discharge materials were analyzed for readability and assessed for content. Fifteen endocrine surgeons participated in a modified Delphi consensus panel to select necessary topics. Using readability best practices, we created standardized discharge instructions which included all selected topics. The panel evaluated 40 topics, selected 23, deemed 4 inappropriate, consolidated 5, and did not reach consensus on 8 topics after 4 rounds. The evaluated instructions' reading levels ranged from grade 6.5 to 13.2; none contained all consensus topics. Current post surgical thyroidectomy discharge instructions are more difficult to read than recommended by literacy standards and omit consensus warning signs of major complications. Our easy-to-read discharge instructions cover pertinent topics and may enhance patient education. Delphi methodology is useful for developing post-surgical instructions. Patient education materials need appropriate readability levels and content. We recommend the Delphi method to select content using consensus expert opinion whenever higher level data is lacking. Copyright © 2017 Elsevier B.V. All rights reserved.

A Descriptive Analysis of Instructional Coaches' Data Use in Science

Science.gov (United States)

Snodgrass Rangel, Virginia; Bell, Elizabeth R.; Monroy, Carlos

2017-01-01

A key assumption of accountability policies is that educators will use data to improve their instruction. In practice, however, data use is quite hard, and more districts are looking to instructional coaches to support their teachers. The purpose of this descriptive analysis is to examine how instructional coaches in elementary and middle school…

DO Get Technical! Using Technology in Library Instruction

Directory of Open Access Journals (Sweden)

Nicole Eva

2011-12-01

Full Text Available Today’s post-secondary students are digital natives. Much has been said and written about how to reach this generation, and the consensus seems to be that we need to meet them on their turf. In this session presented at WILU 2011 in Regina, SK, two librarians from the University of Lethbridge shared their experiences with using technology to engage students in library instruction. The hands-on session introduced some simple tools librarians can learn quickly and apply to spice up their instruction with technology. These include creating online animated videos using Xtranormal, a low-cost tool way to create polished and humourous videos to introduce or summarize key information literacy concepts; and adding interactive polling to PowerPoint presentations using a tool called Poll Everywhere, which is an effective way to instantly engage students in instruction using the web or web-enabled devices. Interactive polling eliminates many of the challenges of using clickers which are prevalent in many post-secondary library instruction environments. The presenters also discussed how they have experimented with wikis to encourage active learning and student collaboration in a series of library instruction sessions. Wikis allow for free and paperless student participation in knowledge creation in an online forum. Finally, they demonstrated how they have used Skype to deliver library instruction at a distance, including the use of the screen sharing feature. The presenters stressed the ease of use of these free or low-cost tools to improve classroom engagement and add interest to sessions.

Editor's Choice - Late Open Surgical Conversion after Endovascular Abdominal Aortic Aneurysm Repair.

Science.gov (United States)

Kansal, Vinay; Nagpal, Sudhir; Jetty, Prasad

2018-02-01

Late open surgical conversion following endovascular aneurysm repair (EVAR) may occur more frequently after performing EVAR in anatomy outside the instructions for use (IFU). This study reviews predictors and outcomes of late open surgical conversion for failed EVAR. This retrospective cohort study reviewed all EVARs performed at the Ottawa Hospital between January 1999 and May 2015. Open surgical conversions >1 month post EVAR were identified. Variables analysed included indication for conversion, pre-intervention AAA anatomy, endovascular device and configuration, operative technique, re-interventions, complications, and death. Of 1060 consecutive EVARs performed, 16 required late open surgical conversion. Endografts implanted were Medtronic Talent (n = 8, 50.0%), Medtronic Endurant (n = 3, 18.8%), Cook Zenith (n = 4, 25.0%), and Terumo Anaconda (n = 1, 6.2%). Eleven grafts were bifurcated (68.8%), five were aorto-uni-iliac (31.2%). The median time to open surgical conversion was 3.1 (IQR 1.0-5.2) years. There was no significant difference in pre-EVAR rupture status (1.4% elective, 2.1% ruptured, p = .54). Indications for conversion included: Type 1 endoleak with sac expansion (n = 4, 25.0%), Type 2 endoleak with expansion (n = 2, 12.5%), migration (n = 3, 18.8%), sac expansion without endoleak (n = 2, 12.5%), graft infection (n = 3, 18.8%), rupture (n = 2, 12.5%). Nine patients (56.2%) underwent stent graft explantation with in situ surgical graft reconstruction, seven had endograft preserving open surgical intervention. The 30 day mortality was 18.8% (n = 3, all of whom having had endograft preservation). Ten patients (62.5%) suffered major in hospital complications. One patient (6.5%) required post-conversion major surgical re-intervention. IFU adherence during initial EVAR was 43.8%, versus 79.0% (p Open surgical conversion following EVAR results in significant morbidity and mortality. IFU adherence of EVARs later requiring open surgical

Regulations and instructions; Propisi i uputstva

Energy Technology Data Exchange (ETDEWEB)

NONE

1960-07-01

Regulations and instructions for operating the RA reactor consist of the following chapters: general regulations with the fundamental RA reactor characteristics, operating regulations and instructions for the personnel on duty, regulations for accidental conditions, training program for the staff of the Laboratory for reactor operation. Propisi i uputstva za rad reaktora RA sadrze sledeca poglavlja: opsti deo sa kratkim opisom karakteristika reaktora RA, propisi za rad dezurnog osoblja, propisi za slucaj udesa, program obuke osoblja Laboratorije za eksploataciju reaktora RA.

Taxonomy of instructions given to residents in laparoscopic cholecystectomy.

Science.gov (United States)

Feng, Yuanyuan; Wong, Christopher; Park, Adrian; Mentis, Helena

2016-03-01

Although simulation-based training allows residents to become proficient in surgical skills outside the OR, residents still depend on senior surgeons' guidance in transferring skills accumulated from simulators into the operating room. This study aimed to identify and classify explicit instructions made by attending surgeons to their residents during laparoscopic surgery. Through these instructions, we examined the role gaze guidance plays in OR-based training. A total of ten laparoscopic cholecystectomy cases being performed by PGY4 residents were analyzed. The explicit directional instructions given by the mentoring attending surgeons to their residents were identified and classified into four categories based on their locations in the coordinate system. These categories were further combined into two classes, based on the target of instructions. The frequencies of instructions in the two classes were compared, and effect size was calculated. There were 1984 instructions identified in the ten cases. The instructions were categorized into instrument guidance (38.51%) and gaze guidance (61.49%). The instrument guidance focused on moving the instruments to perform surgical tasks, including directions to targets, instrument manipulation, and instrument interaction. The gaze guidance focused on achieving common ground during the operation, including target identification and target fixation. The frequency of gaze guidance is significantly higher than instrument guidance in a laparoscopic cholecystectomy (p guidance has become the main focus of OR-based training. The results show a tight connection between adopting expert gaze and performing surgical tasks and suggest that gaze training should be integrated into the simulation training.

Instructional Guidelines. Welding.

Science.gov (United States)

Fordyce, H. L.; Doshier, Dale

Using the standards of the American Welding Society and the American Society of Mechanical Engineers, this welding instructional guidelines manual presents a course of study in accordance with the current practices in industry. Intended for use in welding programs now practiced within the Federal Prison System, the phases of the program are…

Diabetes mellitus: a predictor for late radiation morbidity

International Nuclear Information System (INIS)

Herold, David M.; Hanlon, Alexandra L.; Hanks, Gerald E.

1999-01-01

Purpose: Given the high frequency of diabetes, as well as prostate cancer in the elderly population, we sought to determine whether diabetic patients treated with three-dimensional conformal external-beam radiotherapy (3DCRT) had an increased risk of late gastrointestinal (GI) or genitourinary (GU) complications. Methods and Materials: Nine-hundred forty-four prostate cancer patients were treated between April 1989 and October 1996 using 3DCRT. Median patient age was 69 years (range 48-89), median center of prostate dose was 7211 cGy (range 6211-8074) and median follow-up was 36 months (range 2-99). Patients were evaluated every 6 months with digital rectal examinations, serum PSAs and symptom questionnaires. Radiation morbidity was quantified using Radiation Therapy Oncology Group (RTOG) and modified Late Effects Normal Tissue Task Force (LENT) scales. Patients with a preexisting history of either Type I or Type II diabetes mellitus were coded as diabetics. Results: One hundred twenty-one patients had diabetes (13% of total). Rates of acute morbidity did not differ between diabetics and nondiabetics; however, diabetics experienced significantly more late grade 2 GI toxicity (28% vs. 17%, p = 0.011) and late grade 2 GU toxicity (14% vs. 6%, p 0.001). There was a trend toward increased late grade 3 and 4 GI complications in diabetics, but not for late grade 3 and 4 GU complications; however, the total number of recorded events for these categories was small. Examining the onset of late toxicity, diabetics developed GU complications earlier than nondiabetics (median: 10 months vs. 24 months, p = 0.02). Considering age, dose, rectal blocking, field size, and history of diabetes in a stepwise multivariate regression model for late grade 2 GI toxicity, dose (p 0.0001), diabetes (p = 0.0110), and rectal blocking (p = 0.0163) emerged independently predictive for complications. For late grade 2 GU toxicity, only the presence of diabetes remained independently significant

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

Science.gov (United States)

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

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

Late Budgets

DEFF Research Database (Denmark)

Andersen, Asger Lau; Lassen, David Dreyer; Nielsen, Lasse Holbøll Westh

are negative rather than positive; and when there is divided government. We test the hypotheses of the model using a unique data set of late budgets for US state governments, based on dates of budget approval collected from news reports and a survey of state budget o¢ cers for the period 1988...

Promoting Intrinsic and Extrinsic Motivation among Chemistry Students Using Computer-Assisted Instruction

Science.gov (United States)

Gambari, Isiaka A.; Gbodi, Bimpe E.; Olakanmi, Eyitao U.; Abalaka, Eneojo N.

2016-01-01

The role of computer-assisted instruction in promoting intrinsic and extrinsic motivation among Nigerian secondary school chemistry students was investigated in this study. The study employed two modes of computer-assisted instruction (computer simulation instruction and computer tutorial instructional packages) and two levels of gender (male and…

Early- versus Late-Onset Dysthymia

Science.gov (United States)

Sansone, Lori A.

2009-01-01

In the current Diagnostic and Statistical Manual of Mental Disorders, dysthymic disorder is categorized as either early-onset or late-onset, based upon the emergence of symptoms before or after the age of 21, respectively. Does this diagnostic distinction have any meaningful clinical implications? In this edition of The Interface, we present empirical studies that have, within a single study, compared individuals with early-versus late-onset dysthymia. In this review, we found that, compared to those with late-onset dysthymia, early-onset patients are more likely to harbor psychiatric comorbidity both on Axis I and II, exhibit less psychological resilience, and have more prominent family loadings for mood disorders. These findings suggest that this distinction is meaningful and that the early-onset subtype of dysthymia is more difficult to effectively treat. PMID:20049145

Comparing Measures of Late HIV Diagnosis in Washington State

Directory of Open Access Journals (Sweden)

Laura Saganic

2012-01-01

Full Text Available As more US HIV surveillance programs routinely use late HIV diagnosis to monitor and characterize HIV testing patterns, there is an increasing need to standardize how late HIV diagnosis is measured. In this study, we compared two measures of late HIV diagnosis, one based on time between HIV and AIDS, the other based on initial CD4+ results. Using data from Washington's HIV/AIDS Reporting System, we used multivariate logistic regression to identify predictors of late HIV diagnosis. We also conducted tests for trend to determine whether the proportion of cases diagnosed late has changed over time. Both measures lead us to similar conclusions about late HIV diagnosis, suggesting that being male, older, foreign-born, or heterosexual increase the likelihood of late HIV diagnosis. Our findings reaffirm the validity of a time-based definition of late HIV diagnosis, while at the same time demonstrating the potential value of a lab-based measure.

Anaerobic Digestion. Selected Instructional Activities and References. Instructional Resources Monograph Series.

Science.gov (United States)

Townsend, Robert D., Comp.

Focusing specifically on the wastewater treatment process of anaerobic digestion, this document identifies instructional and reference materials for use by professionals in the field in the development and implementation of new programs or in the updating of existing programs. It is designed to help trainers, plant operators, educators, engineers,…

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

Science.gov (United States)

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

2016-01-01

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

Conversations with Leaders: Principles of Effective Writing Instruction

Science.gov (United States)

Zumbrunn, Sharon; Krause, Keegan

2012-01-01

Findings from research demonstrate that student writing proficiency and classroom writing instruction is a national concern (Applebee & Langer, 2006, 2009; Graham, Harris, Fink-Chorzempa, & MacArthur, 2003; Persky, Daane, & Jin, 2003). This qualitative study explored principles of effective writing instruction through the perspectives of leading…

A GA Evolving Instructions for a Timetable Builder

NARCIS (Netherlands)

Blum, Christian; Correia, Sebastiao; Dorigo, Marco; Paechter, Ben; Rossi-Doria, Olivia; Snoek, M.; Burke, E.; De Causmaecker, P.

2002-01-01

In this work we present a Genetic Algorithm for tackling timetabling problems. Our approach uses an indirect solution representation, which denotes a number if instructions for a timetable builder on how to sequentially build a solution. These instructions are composed by a set of predefined

How Geographic Maps Increase Recall of Instructional Text.

Science.gov (United States)

Kulhavy, Raymond W.; And Others

1993-01-01

Reviews research on how geographic maps influence the recall of associated text and describes a theoretical model of map-text learning based on dual-coding theory and working memory operations. Instructional implications are explained, and recommendations for instructional applications are given. (Contains 84 references.) (LRW)

Toward a Post-Modern Agenda in Instructional Technology.

Science.gov (United States)

Solomon, David L.

2000-01-01

Discusses the concept of post-modernism and relates it to the field of instructional technology. Topics include structuralism; semiotics; poststructuralism; deconstruction; knowledge and power; critical theory; self-concept; post-modern assumptions; and potential contributions of post-modern concepts in instructional technology. (Contains 80…

Bibliographic Instruction and the Development of Online Catalogs.

Science.gov (United States)

McDonald, David R.; Searing, Susan E.

1983-01-01

Discusses the definition of an online library catalog; five factors to be considered by the online catalog designer; user-computer communication (error messages, help screens, prompts, unnatural language); online tutorials and offline instruction offered by bibliographic instruction librarians; and the current situation. Nine references are…

Multimodal instruction and persuasion in disclosing greenwashing discourses

DEFF Research Database (Denmark)

Maier, Carmen Daniela

products. In order to secure correct understanding of environmental claims, to promote behavioral change and to encourage environmental action, some of these movements, organizations and institutions also try to instruct the general public in media literacy. In this paper, I analyze the instructive videos...

Exploratory Study of Children's Task Groups: Instructional Implications.

Science.gov (United States)

Keyton, Joann; Dodson, Nancy L.

Despite the increasing popularity of cooperative learning techniques in elementary instruction, many educators believe that children do not possess effective group interaction skills and advocate that children be taught the group communication skills necessary for group interaction as a separate instructional component. Unfortunately,…

Mediated Instruction and Redundancy Remediation in Sciences in ...

African Journals Online (AJOL)

The data were analyzed using t-test statistics. Data analysis revealed that use of mediated instruction significantly removed redundancy for science students also the use of mediated instruction influenced academic achievement of science students in secondary schools. Some of the recommendations include that science ...

Principal Instructional Leadership Behaviors: Teacher vs. Self-Perceptions

Science.gov (United States)

Gurley, D. Keith; Anast-May, Linda; O'Neal, Marcia; Dozier, Randy

2016-01-01

In response to ever-increasing accountability of school principals to demonstrate higher levels of student achievement, instructional leadership continues to be an important focus among educational researchers. In this paper, researchers briefly review the literature base regarding instructional leadership, then present the conceptual framework…

The effects of motivational elements in user instructions

NARCIS (Netherlands)

Loorbach, N.R.; Steehouder, M.F.; Taal, Erik

2006-01-01

Should instructional texts be purely technical, with a focus on effectiveness and efficiency, or should they also focus on satisfying and motivating users? Good arguments have been made for paying attention to motivational aspects. But only analyses of existing instructions have been published so

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

Science.gov (United States)

Maskiewicz, April Lee

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

Development of an Instructional Quality Assurance Model in Nursing Science

Science.gov (United States)

Ajpru, Haruthai; Pasiphol, Shotiga; Wongwanich, Suwimon

2011-01-01

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

Late-Stage Caregiving

Science.gov (United States)

... Caregiving Middle-Stage Caregiving Late-Stage Caregiving Behaviors Aggression & Anger Anxiety & Agitation Depression Hallucinations Memory Loss & Confusion Repetition Sleep Issues & Sundowning Suspicion & Delusions Wandering Abuse Start Here What You Need to Know Online ...

Late Onset Bipolar Disorder: Case Report

Directory of Open Access Journals (Sweden)

Filipa Araújo

2016-07-01

Full Text Available Background: Bipolar disorder affects approximately 1% of the population, with diagnosis often being made during late adolescence and early adulthood, and only rarely (0.1% in the elderly. Late onset bipolar disorder in the elderly has a impact on the nature and course of bipolar disorder. Aims: The authors report a case of bipolar disorder emerging in late life  (76years old with no cleary identified organic cause. Conclusion: This case highlights the importance of a broad differential diagnosis and pharmacologic management when approaching new-onset manic/depressive symptoms among geriatric patients.

The polyimage poetics in Ibsen's late plays

Directory of Open Access Journals (Sweden)

Wang Yuli

2015-02-01

Full Text Available The unique poetics of polyimage implied in Ibsen’s late plays can be excavated with aesthetic reading. The term polyimage is coined to describe Ibsen’s original design in aesthetic form and ingenious realm in aesthetic reaction in his late plays; that is, beyond an imagery realm, another imagery realm exists, which construct a deep vision of significance. In each of the excellent late plays, what Ibsen creates is one or more veiled holistic imagery realms in addition to an ordinary entire imagery realm perceived by most audiences. The “layers of imagery realm” result from Ibsen’s “double self-examinations”, including self-examination of soul and of art. It is these “double self-examinations” that make polyimage possible in his late plays and generates the attribute of “meta-art” in these works. Compared with polyphony in Dostoevsky’s novels, the polyimage in Ibsen’s late plays contains a unique modernity, which is of great significance to modern artistic creation.

Cooperative learning as applied to resident instruction in radiology reporting.

Science.gov (United States)

Mueller, Donald; Georges, Alexandra; Vaslow, Dale

2007-12-01

The study is designed to evaluate the effectiveness of an active form of resident instruction, cooperative learning, and the residents' response to that form of instruction. The residents dictated three sets of reports both before and after instruction in radiology reporting using the cooperative learning method. The reports were evaluated for word count, Flesch-Kincaid grade level, advancement on clinical spectrum, clarity, and comparison to prior reports. The reports were evaluated for changes in performance characteristics between the pre- and postinstruction dictations. The residents' response to this form of instruction was evaluated by means of a questionnaire. The instruction was effective in changing the resident dictations. The results became shorter (Pcooperative learning activities. The least positive responses related to the amount of time devoted to the project. Sixty-three percent of respondents stated that the time devoted to the project was appropriate. Cooperative learning can be an effective tool in the setting of the radiology residency. Instructional time requirements must be strongly considered in designing a cooperative learning program.

Comparing the Effectiveness of Processing Instruction and Production-Based Instruction on L2 Grammar Learning: The Role of Explicit Information

Science.gov (United States)

Soruç, Adem; Qin, Jingjing; Kim, YouJin

2017-01-01

This article reports on a study that investigated whether processing instruction(PI) or production-based instruction (PBI) is more effective for the teaching of regular past simple verb forms in English. In addition, this study examined whether explicit grammatical information (EI) mediates the effectiveness of PI or PBI. A total of 194 Turkish…

Programed Instruction in Health Education and Physical Education.

Science.gov (United States)

Mayshark, Cyrus; Evaul, Thomas W.

This book contains eight chapters by several different authors, most of them professors of health or physical education. Focus is on applications and implications of programed instruction for professionals in the health and physical education fields. "Overview of Programed Instruction" defines programing, its development and implications for…

Mass Communication: Technology Use and Instruction. ERIC Digest.

Science.gov (United States)

Brynildssen, Shawna

This Digest reviews the literature on recent attempts to incorporate technology into the instruction of journalism and mass communication. It first discusses the four main categories of current technology use in journalism and mass communication: classroom instruction; online syllabi/materials; distance learning; and technological literacy. It…

Systematic Development of Instruction for Non-Residential Colleges.

Science.gov (United States)

Yelon, Stephen L.

Nonresidential colleges are well-developed instructional systems that take into account system resources and constraints, system goals, human learning and communication principles, and subject matter structure. This document presents a discussion of 2 such instructional systems, the British Open University and New York's Empire State College, and…

Engaging Faculty in Telecommunications-Based Instructional Delivery Systems.

Science.gov (United States)

Swalec, John J.

In the design and development of telecommunications-based instructional delivery systems, attention to faculty involvement and training is often overlooked until the system is operational. The Waubonsee Telecommunications Instructional Consortium (TIC), in Illinois, is one network that benefited from early faculty input. Even before the first…

Examining the Role of Self-Disclosure and Connectedness in the Process of Instructional Dissent: A Test of the Instructional Beliefs Model

Science.gov (United States)

Johnson, Zac D.; LaBelle, Sara

2015-01-01

The current study examined the relationship between student-to-student communicative behaviors and communication outcomes in the college classroom. The instructional beliefs model was used to examine student self-disclosures, student perceptions of connectedness, and student enactment of instructional dissent. Students (N = 351) completed…

Evaluating late detection capability against diverse insider adversaries

International Nuclear Information System (INIS)

Sicherman, A.

1987-01-01

The threat of theft or diversion of special nuclear material (SNM) by insiders is a key concern for safeguards planners. Different types of employees having varying degrees of access to both SNM and safeguards systems pose a difficult challenge for theft detection. Safeguards planners rely on physical security, material control, and accountability to provide detection of a theft attempt. When detection occurs too late to prevent a theft, it is called a late detection or late alarm. Activities or events that many provide late detection usually belong to material control and accountability (MC ampersand A) activities. A model has been developed for evaluating the probability of late detection as a function of time elapsed since the theft. Late detection capability is beneficial if it is timely enough to improve the ability to determine the cause of an alarm, speed recovery of SNM, prevent an incorrect response to a threat demand, or promote assurance that no theft has occurred in the absence of an alarm. The model provides insight into the effectiveness of late detection safeguards components in place and helps to identify areas where the MC ampersand A can be most effectively improved

Late-Onset Asthma

DEFF Research Database (Denmark)

Ulrik, Charlotte Suppli

2017-01-01

Late-onset asthma is common, associated with poor outcome, underdiagnosed and undertreated, possibly due to the modifying effect of ageing on disease expression. Although the diagnostic work-up in elderly individuals suspected of having asthma follows the same steps as in younger individuals (case......, to objectively confirm asthma. If necessary, a trial of oral or inhaled corticosteroid might be necessary. Asthma can be diagnosed when increased airflow variability is identified in a symptomatic patient, and if the patient does not have a history of exposure, primarily smoking, known to cause chronic...... obstructive pulmonary disease, the diagnosis is asthma even if the patient does not have fully reversible airflow obstruction. Pharmacological therapy in patients with late-onset asthma follows international guidelines, including treatment with the lowest effective dose of inhaled corticosteroid to minimize...

[Chronic gastritis: Instructions for use of medications].

Science.gov (United States)

Simanenkov, V I; Vyalov, S S

The paper highlights the features of drug use in the legal aspect. It analyzes instructions for medical use of proton pump inhibitors (PPIs) and gastric protective agents. Taking into account the characteristics of indications registered in the instruction, the authors discuss the possibility of using various PPIs. The instruction for medical application is an official document approved by the Ministry of Health, the basis of which is the data of trials carried out by a manufacturer, and it should be a key or fundamental source for a physician in choosing a medication. The use of a drug with no indications given in the manual (the so-called 'off-label' use in foreign practice), is a clinical trial of a sort conducted by a physician individually, by taking upon himself/herself a legal liability. If arguments break out over the correct choice of this or that drug in treating the specific patient, the instruction containing the indications for use of specific medications to treat a specific disease is one of the proofs that the physician has correctly chosen the drug or a criterion for skilled medical care. The inclusion of chronic gastritis as a primary and only diagnosis into the primary documentation substantially limits the possibilities of using PPIs. When a PPI is indicated for therapy of erosive gastritis, a formal rationale is contained only in the instruction for use of Controloc. There are no registered indications for PPI use to treat chronic non-erosive gastritis; the gastric protective agent Rebagit is indicated.

Late onset depression: A recent update

Directory of Open Access Journals (Sweden)

Ananya Mahapatra

2015-01-01

Full Text Available Late onset depression has recently emerged as a serious mental health issue in the geriatric population with significant public health implications. It is often challenging to diagnose and treat this entity. Various theories have been postulated to elucidate the etiology of late onset depression, but a unifying hypothesis is lacking. Although the vascular hypothesis is most researched; a complex interaction of multiple vulnerability factors is the current focus of attention. Numerous psychosocial variables have been implicated to play a significant role in predicting the onset and severity of late-life depression. Phenomenological differences have been delineated from depression occurring at a younger age, but the findings are equivocal. A better understanding of the natural trajectory of depression in the elderly is required for early diagnosis and effective treatment. This review attempts to summarize the current status of evidence regarding epidemiology, etiology, clinical features, and treatment options available for late-onset depression.

Instruction Set Architectures for Quantum Processing Units

OpenAIRE

Britt, Keith A.; Humble, Travis S.

2017-01-01

Progress in quantum computing hardware raises questions about how these devices can be controlled, programmed, and integrated with existing computational workflows. We briefly describe several prominent quantum computational models, their associated quantum processing units (QPUs), and the adoption of these devices as accelerators within high-performance computing systems. Emphasizing the interface to the QPU, we analyze instruction set architectures based on reduced and complex instruction s...

Zoology by Self-Instruction

Science.gov (United States)

Roach, Keith; Hammond, Roger

1976-01-01

A historical account is given of how a conventional university first-year undergraduate course in zoology has been replaced by a self-instructional one. Advantages and problems are weighed, and successful student achievement and interest are described. (LBH)

Research based instruction in the teaching of islamic education.

Science.gov (United States)

Asyafah, Abas

2014-01-01

In an effort to produce skilled and competent graduates, Indonesia University of Education with its motto of "producing knowledgeable, educated and religious human-beings", considers the development of required scientific attitudes, good behaviour, and strong religious values of students as an integral and important component needed to develop students' noble character and their intellectual ability. Developing such qualities requires innovative teaching and learning techniques which are enjoyable and able to motivate students. In this paper, the author seeks to answer four(4) questions: 1. How can one plan a research-based instruction for an Islamic education seminar course? 2. What are the steps considered in research-based instruction for a seminar course? 3. How is the evaluation of research-based instruction in an Islamic education seminar course? And 4. What are the weaknesses and strength of the research based instruction model in regard to facilitating an Islamic education seminar? To establish an appropriate answer to these questions, the author has used a descriptive-qualitative approach. The data have been obtained through observation, interviews and a study of relevant documents. The findings reveal that the implementation of an instruction research-based model is appropriate and applicable in the teaching of Islamic education seminar course. The study concludes that instruction research based model has the capacity to engage students and it is able to improve their problem solving skills in daily life.

Low Level Evidence Suggests That Librarian-Led Instruction in Evidence Based Practice is Effective Regardless of Instructional Model

Directory of Open Access Journals (Sweden)

Lindsay J. Alcock

2017-06-01

Full Text Available A Review of: Swanberg, S. M., Dennison, C. C., Farrell, A., Machel, V., Marton, C., O'Brien, K. K., … & Holyoke, A. N. (2016. Instructional methods used by health sciences librarians to teach evidence-based practice (EBP: a systematic review. Journal of the Medical Library Association: JMLA, 104(3, 197-208. http://dx.doi.org/10.3163/1536-5050.104.3.004 Abstract Objective – To determine both the instructional methods and their effectiveness in teaching evidence based practice (EBP by librarians in health sciences curricula. Design – Systematic review. Setting – A total of 16 databases, Google Scholar, and MLA Annual Meeting abstracts. Subjects – There were 27 studies identified through a systematic literature search. Methods – An exhaustive list of potential articles was gathered through searching 16 online databases, Google Scholar, and MLA Annual Conference abstracts. Inclusion and exclusion criteria were identified to inform the literature search and determine article eligibility. Duplicates were removed and the remaining search results were divided into sets and assigned to two reviewers who screened first by title/abstract and then by full-text. A third reviewer addressed disagreement in article inclusion. Data extraction, using a validated method described by Koufogiannakis and Wiebe (2006, and critical appraisal, using the Glasgow checklist (1999, were performed concurrently. Main Results – After removal of duplicates 30,043 articles were identified for initial title/abstract screening. Of the 637 articles assessed for full-text screening 26 articles and 1 conference proceeding ultimately met all eligibility criteria. There was no meta-analysis included in the synthesis. There were 16 articles published in library and information science journals and 10 in health sciences journals. Of those studies, 22 were conducted in the United States. A wide range of user groups was identified as participants in the studies with medical

Childhood abuse in late-life depression

NARCIS (Netherlands)

Comijs, Hannie C; van Exel, Eric; van der Mast, Roos C; Paauw, Anna; Oude Voshaar, Richard; Stek, Max L

Background: Little is known about the role of childhood abuse in late-life depression. The aim of the study is therefore to study whether childhood abuse is associated with late-life depression according to its onset, and which clinical characteristics play a role in this association. Methods: Data

A Comprehensive Evaluation Rubric for Assessing Instructional Apps

Science.gov (United States)

Lee, Cheng-Yuan; Cherner, Todd Sloan

2015-01-01

There is a pressing need for an evaluation rubric that examines all aspects of educational apps designed for instructional purposes. In past decades, many rubrics have been developed for evaluating educational computer-based programs; however, rubrics designed for evaluating the instructional implications of educational apps are scarce. When an…

Preservice Mathematics Teachers' Perceptions of Drama Based Instruction

Science.gov (United States)

Bulut, Neslihan

2016-01-01

The purpose of this study was to determine the perceptions of pre-service mathematics teachers related to drama-based instruction. For this purpose, effects of a drama-based mathematics course on senior class pre-service mathematics teachers' knowledge about drama-based instruction and teacher candidates' competencies for developing and…

An Instructional Theory for the Post-Industrial Age

Science.gov (United States)

Reigeluth, Charles M.

2011-01-01

This article describes instructional theory that supports post-industrial education and training systems--ones that are customized and learner-centered, in which student progress is based on learning rather than time. The author discusses the importance of problem-based instruction (PBI), identifies some problems with PBI, overviews an…

CNC Turning Technician. A Competency-Based Instructional System.

Science.gov (United States)

Sloan, Kelly; Hilley, Robert

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

Sustaining Innovation: Developing an Instructional Technology Assessment Process

Science.gov (United States)

Carmo, Monica Cristina

2013-01-01

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

Sheltered Instruction Observation Protocol (SIOP). WWC Intervention Report

Science.gov (United States)

What Works Clearinghouse, 2009

2009-01-01

The Sheltered Instruction Observation Protocol (SIOP) is a framework for planning and delivering instruction in content areas such as science, history, and mathematics to limited-English proficient students. The goal of SIOP is to help teachers integrate academic language development into their lessons, allowing students to learn and practice…

Stand Up Comics: Instructional Humor and Student Engagment

Science.gov (United States)

Wortley, Amy; Dotson, Elizabeth

2016-01-01

This paper examines the use of instructional humor in higher education settings and makes connections between the levels of student achievement in academics and the influence of appropriate instructional humor. The work of prominent researchers such as Wanzer, Frymier, and Irwin (2010), and Segrist & Hupp (2015), who postulate that…

Processing Instruction and Russian: Further Evidence Is IN

Science.gov (United States)

Comer, William J.; deBenedette, Lynne

2011-01-01

In response to Leaver, Rifkin, and Shekhtman (2004), Wong and VanPatten (2004) challenged instructors of Russian to present evidence for the claim that mechanical drills (Traditional Instruction) were necessary for second language learning, and to demonstrate empirically the claim that Processing Instruction would not be an effective intervention…

Getting to the point: attempting to improve juror comprehension of capital penalty phase instructions.

Science.gov (United States)

Smith, Amy E; Haney, Craig

2011-10-01

This research examined the effects of several versions of capital penalty phase instructions on juror comprehension. Study One documented the impact of California's recently implemented "plain language" instruction. It showed that although the new instruction has clear advantages over the previous version, significant comprehension problems remain. Study Two evaluated several modified instructions designed to enhance comprehension. Participants heard either a standard patterned instruction or one of two alternatives-a psycholinguistically improved instruction, or a "pinpoint" instruction using case-related facts to illustrate key terms-in a simulated death penalty sentencing phase. Persons who heard modified instructions demonstrated higher levels of comprehension on virtually every measure as compared to those in the standard instruction condition.

Late presentation of HIV infection: a consensus definition

DEFF Research Database (Denmark)

Antinori, A; Coenen, T; Costagiola, D

2010-01-01

clinical definition of late presentation. The objective of this article is to present a consensus definition of late presentation of HIV infection. Methods Over the past year, two initiatives have moved towards a harmonized definition. In spring 2009, they joined efforts to identify a common definition...... of what is meant by a 'late-presenting' patient. Results Two definitions were agreed upon, as follows. Late presentation: persons presenting for care with a CD4 count below 350 cells/muL or presenting with an AIDS-defining event, regardless of the CD4 cell count. Presentation with advanced HIV disease...... able to implement this definition (either on its own or alongside their own preferred definition) when reporting surveillance or research data relating to late presentation of HIV infection....

Job Instruction Training.

Science.gov (United States)

Pfau, Richard H.

Job Instruction Training (JIT) is a step-by-step, relatively simple technique used to train employees on the job. It is especially suitable for teaching manual skills or procedures; the trainer is usually an employee's supervisor but can be a co-worker. The JIT technique consists of a series of steps that a supervisor or other instructor follows…

Multicultural Music Instruction in the Elementary School: What Can Be Achieved?

Science.gov (United States)

Edwards, Kay L.

1998-01-01

Investigates fourth-grade students' achievement following a model unit on American Indian music that utilized four different instructional approaches. Suggests implications for instruction with American Indian music regarding instructional approach, authenticity of instrument materials, learning from a native guest artist, and music teacher…

Use of Research-Based Instructional Strategies in Core Chemical Engineering Courses

Science.gov (United States)

Prince, Michael; Borrego, Maura; Henderson, Charles; Cutler, Stephanie; Froyd, Jeff

2013-01-01

Traditional lecturing remains the most prevalent mode of instruction despite overwhelming research showing the increased effectiveness of many alternate instructional strategies. This study examines chemical engineering instructors' awareness and use of 12 such instructional strategies. The study also examines how chemical engineering…

EXPLAIN AND EXPLORE——THE INDUCTIVE APPROACH TO EFL GRAMMAR INSTRUCTION

Institute of Scientific and Technical Information of China (English)

YuGuoxing

2004-01-01

The new role of grammar instruction now is based on the increasing understandings that grammar per se is a comprehensive conglomerate. The paper examines the inductive approach to EFL grammar instruction. It starts with some theoretical considerations on inductive approach to formal grammar instruction, followed by its methodological considerations such as how to deal with grammar generalizations and exceptions, learner variables, and grammar complexity, and proposes a sensitive and dynamic balance of explorations and explanations in EFL grammar instruction.

Scientific reasoning during adolescence: The influence of instruction in science knowledge and reasoning strategies

Science.gov (United States)

Linn, M. C.; Clement, C.; Pulos, S.; Sullivan, P.

The mechanism linking instruction in scientific topics and instruction in logical reasoning strategies is not well understood. This study assesses the role of science topic instruction combined with logical reasoning strategy instruction in teaching adolescent students about blood pressure problems. Logical reasoning instruction for this study emphasizes the controlling-variables strategy. Science topic instruction emphasizes variables affecting blood pressure. Subjects receiving logical reasoning instruction link their knowledge of blood pressure variables to their knowledge of controlling variables more effectively than those receiving science topic instruction alone - their specific responses show how they attempt to integrate their understanding.Received: 15 April 1988

Does overgeneral autobiographical memory result from poor memory for task instructions?

Science.gov (United States)

Yanes, Paula K; Roberts, John E; Carlos, Erica L

2008-10-01

Considerable previous research has shown that retrieval of overgeneral autobiographical memories (OGM) is elevated among individuals suffering from various emotional disorders and those with a history of trauma. Although previous theories suggest that OGM serves the function of regulating acute negative affect, it is also possible that OGM results from difficulties in keeping the instruction set for the Autobiographical Memory Test (AMT) in working memory, or what has been coined "secondary goal neglect" (Dalgleish, 2004). The present study tested whether OGM is associated with poor memory for the task's instruction set, and whether an instruction set reminder would improve memory specificity over repeated trials. Multilevel modelling data-analytic techniques demonstrated a significant relationship between poor recall of instruction set and probability of retrieving OGMs. Providing an instruction set reminder for the AMT relative to a control task's instruction set improved memory specificity immediately afterward.

Re-thinking instructional strategies for enhancing gender equity in ...

African Journals Online (AJOL)

Re-thinking instructional strategies for enhancing gender equity in learning ... instructional mode on the cognitive achievement of boys and girls in primary science. ... Results revealed no statistically significant difference in the achievement of ...

Late washing filter cleaning cycle demonstration

International Nuclear Information System (INIS)

Meyer, M.L.; McCabe, D.J.

1992-01-01

The DWPF Late Washing Facility will filter cesium and potassium tetraphenyl borate (TPB) solids using a Mott sintered metal filter, identical to the filter now used in the In-tank Precipitation Facility. The purpose of the late wash step is primarily to remove the nitrite salts from the slurry prior to delivery to DWPF. Periodic chemical cleaning of the filter will be required, presumably after each batch although the actual required frequency could not be determined on the lab-scale. Minimization of chemical cleaning solution volumes is key to maximizing the attainment of the Late Wash facility. This report summarizes work completed in experiments designed to identify minimum cleaning solution requirements

Instructional games and activities for criticality safety training

International Nuclear Information System (INIS)

Bullard, B.; McBride, J.

1993-01-01

During the past several years, the Training and Management Systems Division (TMSD) staff of Oak Ridge Institute for Science and Education (ORISE) has designed and developed nuclear criticality safety (NCS) training programs that focus on high trainee involvement through the use of instructional games and activities. This paper discusses the instructional game, initial considerations for developing games, advantages and limitations of games, and how games may be used in developing and implementing NCS training. It also provides examples of the various instructional games and activities used in separate courses designed for Martin Marietta Energy Systems (MMES's) supervisors and U.S. Nuclear Regulatory Commission (NRC) fuel facility inspectors

A Content Analysis of Instructional Design and Web Design Books: Implications for Inclusion of Web Design in Instructional Design Textbooks

Science.gov (United States)

Obilade, Titilola T.; Burton, John K.

2015-01-01

This textual content analysis set out to determine the extent to which the theories, principles, and guidelines in 4 standard books of instructional design and technology were also addressed in 4 popular books on web design. The standard books on instructional design and the popular books on web design were chosen by experts in the fields. The…

Computer assisted instruction on "learning nutrition flags for deaf 5th grade and 6th grad students": effectiveness of instruction.

Science.gov (United States)

Srisorachatr, Suwat; Huadong, Yotsinee; Hudthagosol, Chatrapa; Danthanavanich, Suksiri

2013-12-01

Deaf students are of a number of under privilege group for whom there are limited resources for their use, related to health including nutrition. The purpose of this research was to create computer-assisted instruction for "nutrition flags" for 5 and 6th grade students. The content of nutrition included the concept of a healthy balance diets and portion sizes of each food group. The content and pictures for computer-assisted instruction came from existing curriculum, and focused on nutritional content. The contents in this instruction were divided into three units according to students' learning capacity. The story boards were developed by staff including nutritionists, Thai sign language interpreters, and deaf students. Then, the contents and nutrition vocabulary were translated into Thai sign language. After recording the sign language on video, this material was merged with the contents and converted into a computer program. The computer assisted instruction was tested with students from Nakon Pathom School for the Deaf The first trial was conducted with three students, the second with five students, and the third with 15 students during the academic year 2009. The computer- assisted instruction was revised until it met the standard criteria of 80/80. Effectiveness testing was carried out with 36 students for five consecutive days. On the first day, the pre-test was completed, and on days 2-4, the students performed self-study and completed the exercises for units 1-3, with 50 minutes spent on each unit. The post-test was completed on the last day. The study was conducted during the 2010 academic year Data analysis was performed using the t-test. The results showed an effectiveness of 81.85/82.22, which was higher than the standard criteria of 80/80. The post-test average score was higher than the pre-test average score with a statistical significance level at p < 0.0001. Suggestions for instruction for the deaf are that the length of the instruction in each

Successful AP Music Theory Instruction: A Case Study

Science.gov (United States)

Buonviri, Nathan O.

2018-01-01

The purpose of this case study was to examine the instructional approach of a highly successful Advanced Placement Music Theory teacher. I visited the participant's class twice a week for 14 weeks, taking field notes, conducting interviews, and collecting instructional artifacts. Analysis of qualitative data revealed three main themes: classroom…

Vocabulary Word Instruction for Students Who Read Braille

Science.gov (United States)

Savaiano, Mackenzie E.; Compton, Donald L.; Hatton, Deborah D.; Lloyd, Blair P.

2016-01-01

The association made between the meaning, spelling, and pronunciation of a word has been shown to help children remember the meanings of words. The present study addressed whether the presence of a target word in Braille during instruction facilitated vocabulary learning more efficiently than an auditory-only instructional condition. The authors…

Setting Instructional Expectations: Patterns of Principal Leadership for Middle School Mathematics

Science.gov (United States)

Katterfeld, Karin

2013-01-01

Principal instructional leadership has been found to support improved instruction. However, the methods through which principal leadership influences classroom instruction are less clear. This study investigates how principals' leadership may predict the expectations that mathematics teachers perceive for classroom practice. Results from a…

Principals' instructional management skills and middle school science teacher job satisfaction

Science.gov (United States)

Gibbs-Harper, Nzinga A.

The purpose of this research study was to determine if a relationship exists between teachers' perceptions of principals' instructional leadership behaviors and middle school teacher job satisfaction. Additionally, this study sought to assess whether principal's instructional leadership skills were predictors of middle school teachers' satisfaction with work itself. This study drew from 13 middle schools in an urban Mississippi school district. Participants included teachers who taught science. Each teacher was given the Principal Instructional Management Rating Scale (PIMRS; Hallinger, 2011) and the Teacher Job Satisfaction Questionnaire (TJSQ; Lester, 1987) to answer the research questions. The study was guided by two research questions: (a) Is there a relationship between the independent variables Defining the School's Mission, Managing the Instructional Program, and Developing the School Learning Climate Program and the dependent variable Work Itself?; (b) Are Defining the School's Mission, Managing the Instructional Program, and Developing the School Learning Climate Program predictors of Work Itself? The Pearson's correlation and multiple regression analysis were utilized to examine the relationship between the three dimensions of principals' instructional leadership and teacher satisfaction with work itself. The data revealed that there was a strong, positive correlation between all three dimensions of principals' instructional leadership and teacher satisfaction with work itself. However, the multiple regression analysis determined that teachers' perceptions of principals' instructional management skills is a slight predictor of Defining the School's Mission only.

Comparative Earth history and Late Permian mass extinction

Science.gov (United States)

Knoll, A. H.; Bambach, R. K.; Canfield, D. E.; Grotzinger, J. P.

1996-01-01

The repeated association during the late Neoproterozoic Era of large carbon-isotopic excursions, continental glaciation, and stratigraphically anomalous carbonate precipitation provides a framework for interpreting the reprise of these conditions on the Late Permian Earth. A paleoceanographic model that was developed to explain these stratigraphically linked phenomena suggests that the overturn of anoxic deep oceans during the Late Permian introduced high concentrations of carbon dioxide into surficial environments. The predicted physiological and climatic consequences for marine and terrestrial organisms are in good accord with the observed timing and selectivity of Late Permian mass extinction.

KEEFEKTIFAN TEKNIK SELF-INSTRUCTION UNTUK MENINGKATKAN KEPERCAYAAN DIRI SISWA SMP

Directory of Open Access Journals (Sweden)

Kasa Fiorentika

2016-09-01

Full Text Available ABSTRACT : The aim of this study was to determine the effectiveness of self -instruction techniques to increase the confidence of the students of SMPN 20 Malang . Data were collected using the inventory of confidence and analyzed with the Wilcoxon test through SPSS to students who have low self-esteem category . Results from the study are students who have a low level of confidence there are five people , students were given counseling group with the techniques of self -instruction , students are given a pretest - posttest to measure the effectiveness of a given technique , students increase confidence after attending group counseling techniques self- instruction . ABSTRAK: Tujuan dari penelitian ini adalah untuk mengetahui keefektifan teknik self-instruction untuk meningkatkan kepercayaan diri siswa SMPN 20 Malang. Data dikumpulkan menggunakan inventori kepercayaan diri dan dianalisis  dengan uji wilcoxon melalui SPSS  kepada siswa yang mempunyai kategori kepercayaan diri rendah. Hasil dari penelitian adalah siswa yang mempunyai tingkat kepercayaan diri rendah ada lima orang, siswa diberikan konseling kelompok dengan teknik self-instruction, siswa diberikan pretest-posttest untuk mengukur keefektifan teknik yang diberikan, siswa mengalami peningkatan kepercayaan diri setelah mengikuti konseling kelompok dengan teknik self-instruction.

Student performance on conceptual questions: Does instruction matter?

Science.gov (United States)

Heron, Paula R. L.

2013-01-01

As part of the tutorial component of introductory calculus-based physics at the University of Washington, students take weekly pretests that consist of conceptual questions. Pretests are so named because they precede each tutorial, but they are frequently administered after lecture instruction. Many variables associated with class composition and prior instruction (if any) could, in principle, affect student performance on these questions. Nonetheless, the results are often found to be "essentially the same" in all classes. With data available from a large number of classes, it is possible to characterize the typical variation quantitatively. In this paper three questions for which we have accumulated thousands of responses, from dozens of classes representing different conditions with respect to the textbook in use, the amount of prior instruction, etc., serve as examples. For each question, we examine the variation in student performance across all classes. We also compare subsets categorized according to the amount of relevant prior instruction each class had received. A preliminary analysis suggests that the variation in performance is essentially random. No statistically significant difference is observed between results obtained before relevant instruction begins and after it has been completed. The results provide evidence that exposure to concepts in lecture and textbook is not sufficient to ensure an improvement in performance on questions that require qualitative reasoning.

The late-M dwarfs

International Nuclear Information System (INIS)

Bessell, M.S.

1991-01-01

Far-red spectra and VRIJHK photometry have been obtained for a sample of late-M dwarfs selected on the basis of large reduced red magnitudes from the LHS Catalog. Half of the stars in the three faintest 1 mag bins are late-M stars, the other red stars are metallic-hydride subdwarfs. Relations between various colors for the late-M dwarfs are investigated. Of all the colors I - K most reliably correlates with spectral type. FeH bands near 9900 A are clearly seen in the spectra of all dwarf stars later than M5. Two stars cooler than VB10, and similar in temperature to LHS2924 have been identified; both have H-alpha in emission and appear variable in magnitude and R - I color; one is a flare star. The other stars are of earlier spectral type and resemble W359 and VB8. The observed MI, I - K main sequence is in good agreement with the IG theoretical main sequence of Stringfellow, and the faintest stars could be about 0.09 solar mass red dwarfs or lower mass brown dwarfs. 65 refs

Cultural dimensions of learning: Addressing the challenges of multicultural instruction

OpenAIRE

Patrick Parrish; Jennifer A. Linder-VanBerschot

2010-01-01

The growing multicultural nature of education and training environments makes it critical that instructors and instructional designers, especially those working in online learning environments, develop skills to deliver culturally sensitive and culturally adaptive instruction. This article explores research into cultural differences to identify those dimensions of culture that are most likely to impact instructional situations. It presents these in the cultural dimensions of learning framewor...

An Instructional Strategy Framework for Online Learning Environments.

Science.gov (United States)

Johnson, Scott D.; Aragon, Steven R.

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

Principal Instructional Leadership in Taiwan: Lessons from Two Decades of Research

Science.gov (United States)

Pan, Hui-Ling Wendy; Nyeu, Fong-Yee; Chen, June S.

2015-01-01

Purpose: The purpose of this paper is to examine how instructional leadership, a concept imported from Western scholarship, has been conceptualized in the Taiwanese context and how principal instructional leadership is realized in schools. The development trajectory of principal instructional leadership is delineated by examining empirical studies…

School Principals' Evaluations of Their Instructional Leadership Behaviours: Realities vs. Ideals

Science.gov (United States)

Kalman, Mahmut; Arslan, Mustafa Cüneyt

2016-01-01

The purpose of the current study was to examine primary and middle school principals' evaluations of their own instructional leadership behaviours, and thereby pay closer attention to the ideal instructional leadership behaviours suggested in the related literature and the realities of principals' instructional leadership behaviours. Although…

A generic method to optimize instructions for the control of evacuations

NARCIS (Netherlands)

Huibregtse, O.L.; Hoogendoorn, S.P.; Pel, A.J.; Bliemer, M.C.J.

2010-01-01

A method is described to develop a set of optimal instructions to evacuate by car the population of a region threatened by a hazard. By giving these instructions to the evacuees, traffic conditions and therefore the evacuation efficiency can be optimized. The instructions, containing a departure

Instructional Psychology 1976 - 1981,

Science.gov (United States)

1982-06-01

business it is to carry out applied work in the design of instructional content and delivery. These organizations include specialized divisions of...34learning disabilities" label: An experimental analysis. Comtemporary Educational Psychology, 1977, 2, 292-297. Allington, R. L. Sensitivity to

Reviews in instructional video

NARCIS (Netherlands)

van der Meij, Hans

2017-01-01

This study investigates the effectiveness of a video tutorial for software training whose construction was based on a combination of insights from multimedia learning and Demonstration-Based Training. In the videos, a model of task performance was enhanced with instructional features that were

Quantification of late complications after radiation therapy

International Nuclear Information System (INIS)

Jung, Horst; Beck-Bornholdt, Hans-Peter; Svoboda, Vladimir; Alberti, Winfried; Herrmann, Thomas

2001-01-01

Background: An increasing number of patients survive cancer after having received radiation therapy. Therefore, the occurrence of late normal tissue complications among long-term survivors is of particular concern. Methods: Sixty-three patients treated by radical surgery and irradiation for rectal carcinoma were subjected to an unconventional sandwich therapy. Preoperative irradiation was given in four fractions of 5 Gy each applied within 2 or 3 days; postoperative irradiation consisted mostly of 15x2 Gy (range, 20-40 Gy). A considerable proportion of these patients developed severe late complications (Radiother Oncol 53 (1999) 177). The data allowed a detailed analysis of complication kinetics, leading to a new model which was tested using data from the literature. Results: Data on late complications were obtained for eight different organs with a follow-up of up to 10 years. For the various organs, the percentage of patients being free from late complications, plotted as a function of time after start of radiation therapy, was adequately described by exponential regression. From the fit, the parameter p a was obtained, which is the percentage of patients at risk in a given year of developing a complication in a given organ during that year. The rate p a remained about constant with time. Following sandwich therapy, the annual incidence of complications in the bladder, ileum, lymphatic and soft tissue, and ureters was about the same (p a =10-14%/year), whereas complications in bone or dermis occurred at lower rates (4.7 or 7.5%/year, respectively). Discussion: Numerous data sets collected from published reports were analyzed in the same way. Many of the data sets studied were from patients in a series where there was a high incidence of late effects. Three types of kinetics for the occurrence of late effects after radiotherapy were identified: Type 1, purely exponential kinetics; Type 2, exponential kinetics, the slope of which decreased exponentially with time

The Effects of Goal-Oriented Instructions in Digital Game-Based Learning

Science.gov (United States)

Erhel, Séverine; Jamet, Eric

2016-01-01

Few studies have investigated the effects of the instructions provided in educational computer games on cognitive processing and learning outcomes. In our experiment, we sought to compare the effects on learning outcomes of two different types of goal-oriented instructions: "mastery-goal" instructions, which prompt learners to develop…

The Effect of Music in Video Mediated Instruction on Student Achievement.

Science.gov (United States)

Talabi, J. K.

1986-01-01

Describes a study of secondary school students in Nigeria to determine whether use of musical accompaniment on videotape recordings used in instruction of economic geography had any effects on students' learning. Results offer inconclusive differences in effect between video instruction accompanied by music and video instruction without music.…

Using Technology to Facilitate Differentiated High School Science Instruction

Science.gov (United States)

Maeng, Jennifer L.

2017-10-01

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

Librarian instruction-delivery modality preferences for professional continuing education.

Science.gov (United States)

Lynn, Valerie A; Bose, Arpita; Boehmer, Susan J

2010-01-01

Attending professional continuing education (CE) is an important component of librarianship. This research study identified librarians' preferences in delivery modalities of instruction for professional CE. The study also identified influential factors associated with attending CE classes. Five instruction-delivery modalities and six influential factors were identified for inclusion in an online survey. The survey completed by members of the American Library Association (ALA), Special Libraries Association (SLA), and Medical Library Association (MLA) provided the data for analysis of librarian preferences and influential factors. The majority of respondents were MLA members, followed by ALA and SLA members. Librarians from all three library associations preferred the face-to-face instructional modality. The most influential factor associated with the decision to attend a professional CE class was cost. All five instruction-delivery modalities present useful structures for imparting professional CE. As librarians' experience with different modalities increases and as technology improves, preferences in instruction delivery may shift. But at present, face-to-face remains the most preferred modality. Based on the results of this study, cost was the most influential factor associated with attending a CE class. This may change as additional influential factors are identified and analyzed in future studies.

Does systematic reading instruction impede prediction of reading a shallow orthography?

Directory of Open Access Journals (Sweden)

ALFRED SCHABMANN

2009-09-01

Full Text Available Different methods of reading instructions have been the subject of controversy. This study examined the influence of systematic phonics vs. non-systematic phonics methods of instruction on the prediction of reading. 443 kindergarten children were tested on phonological awareness, naming speed and visual word matching using the Bielefelder Screening (BISC. Children were retested in grades one and four. Results showed that although the prognostic validity of kindergarten measures was generally low, it was considerably higher for grade one children in classes with non-systematic phonics instruction. Children who received systematic phonics instruction scored significantly higher on measures of phonological decoding as compared to their peers who received less systematic instruction. Implications for the prediction of reading and early screenings are discussed.

Spanish Instruction in Head Start and Dual Language Learners' Academic Achievement.

Science.gov (United States)

Miller, Elizabeth B

2017-09-01

Data from the Head Start Impact Study ( N = 1,141) and the Head Start Family and Child Experiences Survey, 2009 Cohort ( N = 825) were used to investigate whether Spanish instruction in Head Start differentially increased Spanish-speaking Dual Language Learners' (DLLs) academic achievement. Although hypothesized that Spanish instruction would be beneficial for DLLs' early literacy and math skills, results from residualized growth models showed there were no such positive associations. Somewhat surprisingly, DLL children instructed in Spanish had higher English receptive vocabulary skills at the end of the Head Start year than those not instructed, with children randomly assigned to Head Start and instructed in Spanish having the highest scores. Policy implications for Head Start-eligible Spanish-speaking DLLs are discussed.

MVP and Instructional Systems Design in Online Courses

Science.gov (United States)

Franklin, Jennifer L.

2017-01-01

This chapter is based on three premises. The first premise is that the use of instructional systems design (ISD) methods is important in online as well as traditional classroom settings. A second premise is that improving the motivational design of instruction brings benefits to teachers and learners alike. The third premise, specific to this…

The Impact of Data-Based Science Instruction on Standardized Test Performance

Science.gov (United States)

Herrington, Tia W.

Increased teacher accountability efforts have resulted in the use of data to improve student achievement. This study addressed teachers' inconsistent use of data-driven instruction in middle school science. Evidence of the impact of data-based instruction on student achievement and school and district practices has been well documented by researchers. In science, less information has been available on teachers' use of data for classroom instruction. Drawing on data-driven decision making theory, the purpose of this study was to examine whether data-based instruction impacted performance on the science Criterion Referenced Competency Test (CRCT) and to explore the factors that impeded its use by a purposeful sample of 12 science teachers at a data-driven school. The research questions addressed in this study included understanding: (a) the association between student performance on the science portion of the CRCT and data-driven instruction professional development, (b) middle school science teachers' perception of the usefulness of data, and (c) the factors that hindered the use of data for science instruction. This study employed a mixed methods sequential explanatory design. Data collected included 8th grade CRCT data, survey responses, and individual teacher interviews. A chi-square test revealed no improvement in the CRCT scores following the implementation of professional development on data-driven instruction (chi 2 (1) = .183, p = .67). Results from surveys and interviews revealed that teachers used data to inform their instruction, indicating time as the major hindrance to their use. Implications for social change include the development of lesson plans that will empower science teachers to deliver data-based instruction and students to achieve identified academic goals.

Intelligent Tools and Instructional Simulations

National Research Council Canada - National Science Library

Murray, William R; Sams, Michelle; Belleville, Michael

2001-01-01

This intelligent tools and instructional simulations project was an investigation into the utility of a knowledge-based performance support system to support learning and on-task performance for using...

Disciplining young children: the role of verbal instructions and reasoning.

Science.gov (United States)

Blum, N J; Williams, G E; Friman, P C; Christophersen, E R

1995-08-01

Pediatricians are often asked to advise parents who are having difficulty managing the oppositional behaviors of their toddlers and preschool-age children. A large number of articles provide advice to pediatricians and parents on effective disciplinary strategies. However, despite the fact that verbal explanations, reasoning, and instructions are commonly used by parents, few articles directly address the use of these strategies to affect children's behavior. In this paper, we review studies that explicitly investigate the ability of adults' verbal explanations or instructions to alter the behavior of young children. These studies suggest that under most circumstances, verbal explanations and instructions are not effective in changing young children's problem behaviors. We then discuss how theories in developmental and behavioral psychology help explain the limitations of using verbal reasoning and instructions to change young children's problem behaviors. Finally, we provide some recommendations for parents on the use of verbal explanations and instructions in disciplining young children.