Linking didactics and research in instructional material: A new structural model

DEFF Research Database (Denmark)

Graf, Stefan Ting

2009-01-01

How can research in instructional materials become more relevant for didactics and instruction planning? And how can general didactics reflect questions developed from a media perspective. These are the guiding questions of the article, which assumes a gap between general didactics and research...... and theory of instructional material. General didactics does not sufficiently incorporate a theory of media, and research and theory in instructional material do not recognise general didactics and apply very different conceptions of instruction in their studies – if at all. Through two approaches we argue...... for a new basic structure in didactics in order to bridge the gap when relevant conclusions for pragmatic didactics are in question. The first approach accounts for the place and status of media in the most known structural theories in general didactics. The second approach argues from another angle...

Instructional Materials Commonly Employed by Foreign Language Teachers at Elementary Schools

Directory of Open Access Journals (Sweden)

İsmail Çakır

2015-09-01

Full Text Available This study aimed to determine the teachers’ choices of instructional materials in teaching English at elementary schools. The reasons behind preferring or not preferring some certain instructional materials specified within the research were analysed. To this end, during the course of School Experience, 68 prospective English teachers observed 38 teachers of English working at 14 elementary schools on a weekly basis, and they completed a questionnaire. A semi-structured interview was also conducted with five randomly selected teachers to identify their reasons for choosing certain instructional materials. The descriptive results revealed that most of the teachers were reluctant to use many of the highly beneficial materials due to reasons including overcrowded classes, limited technological knowledge, lack of time for preparation, curricular time constraints, heavy work load, burnout etc. The study suggests that apart from course-books teachers should be encouraged to use other instructional materials to motivate learners and offer an interactive foreign language teaching atmosphere.

Instructional materials commonly employed by foreign language teachers at elementary schools

Directory of Open Access Journals (Sweden)

İsmail Çakır

2015-09-01

Full Text Available This study aimed to determine the teachers’ choices of instructional materials in teaching English at elementary schools. The reasons behind preferring or not preferring some certain instructional materials specified within the research were analysed. To this end, during the course of School Experience, 68 prospective English teachers observed 38 teachers of English working at 14 elementary schools on a weekly basis, and they completed a questionnaire. A semi-structured interview was also conducted with five randomly selected teachers to identify their reasons for choosing certain instructional materials. The descriptive results revealed that most of the teachers were reluctant to use many of the highly beneficial materials due to reasons including overcrowded classes, limited technological knowledge, lack of time for preparation, curricular time constraints, heavy work load, burnout etc. The study suggests that apart from course-books teachers should be encouraged to use other instructional materials to motivate learners and offer an interactive foreign language teaching atmosphere.

76 FR 34068 - Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students...

Science.gov (United States)

2011-06-10

... DEPARTMENT OF EDUCATION Advisory Commission on Accessible Instructional Materials in Postsecondary... Commission on Accessible Instructional Materials in Postsecondary Education for Students with Disabilities... or by mail to Advisory Commission on Accessible Instructional Materials in Postsecondary Education...

The effect of student-centered and teacher-centered instruction with and without conceptual advocacy on biology students' misconceptions, achievement, attitudes toward science, and cognitive retention

Science.gov (United States)

Gallop, Roger Graham

The purpose of this study was to investigate the effect of student-centered and teacher-centered instructional strategies with and without conceptual advocacy (CA) on ninth-grade biology students' misconceptions (MIS), biology achievement (ACH), attitudes toward science (ATT), and cognitive retention of scientific method and measurement, spontaneous generation, and characteristics of living things. Students were purposively selected using intact classes and assigned to one of four treatment groups (i.e., student-centered instruction without CA, student-centered instruction with CA, teacher-centered instruction with CA, and teacher-centered instruction without CA). A modified quasi-experimental design was used in which students were not matched in the conventional sense but instead, groups were shown to be equivalent on the dependent measure via a pretest. A 5-day treatment implementation period addressed science conceptions under investigation. The treatment period was based on the number of class periods teachers at the target school actually spend teaching the biological concepts under investigation using traditional instruction. At the end of the treatment period, students were posttested using the Concepts in Biology instrument and Science Questionnaire. Eight weeks after the posttest, these instruments were administered again as a delayed posttest to determine cognitive retention of the correct biological conceptions and attitudes toward science. MANCOVA and follow-up univariate ANCOVA results indicated that student-centered instruction without CA (i.e., Group 1) did not have a significant effect on students' MIS, ACH, and ATT (F = .029, p = .8658; F = .002, p =.9688, F = .292, p = .5897, respectively). On the other hand, student-centered instruction with CA (i.e., Group 2) had a significant effect on students' MIS and ACH (F =10.33, p = .0016 and F = 10.17, p = .0017, respectively), but did not on ATT (F = .433, p = .5117). Teacher-centered instruction with

Instructional Aids, Materials, and Supplies--Guidelines.

Science.gov (United States)

Education Development Center, Inc., Newton, MA.

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

Perceptions of Crop Science Instructional Materials.

Science.gov (United States)

Elkins, D. M.

1994-01-01

A number of crop science instructors have indicated that there is a shortage of quality, current crop/plant science teaching materials, particularly textbooks. A survey instrument was developed to solicit information from teachers about the use and adequacy of textbooks, laboratory manuals, and videotapes in crop/plant science instruction. (LZ)

76 FR 14385 - Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students...

Science.gov (United States)

2011-03-16

... DEPARTMENT OF EDUCATION Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students With Disabilities Meeting AGENCY: Advisory Commission on Accessible Instructional... Commission on Accessible Instructional Materials in Postsecondary Education for Students With Disabilities...

teachers' perception of the utilization of instructional materials

African Journals Online (AJOL)

Global Journal

social studies in junior secondary schools in Calabar Municipality of Cross River State, Nigeria. The ... teachers perceive instructional materials as necessary for effective teaching and learning. ..... Technologies, Methods & Media Port-.

Materials and construction techniques for cryogenic wind tunnel facilities for instruction/research use

Science.gov (United States)

Morse, S. F.; Roper, A. T.

1975-01-01

The results of the cryogenic wind tunnel program conducted at NASA Langley Research Center are presented to provide a starting point for the design of an instructional/research wind tunnel facility. The advantages of the cryogenic concept are discussed, and operating envelopes for a representative facility are presented to indicate the range and mode of operation. Special attention is given to the design, construction and materials problems peculiar to cryogenic wind tunnels. The control system for operation of a cryogenic tunnel is considered, and a portion of a linearized mathematical model is developed for determining the tunnel dynamic characteristics.

Application of the instructional congruence framework: Developing supplemental materials for English language learners

Science.gov (United States)

Drews, Tina Skjerping

2009-12-01

This dissertation is a study of the instructional congruence framework as it was used to develop and pilot a supplemental science unit on energy and the environment for sixth grade students in Arizona. With the growing linguistic and cultural diversity of children in American schools, congruent materials are more important now than ever before. The supplemental materials were designed by the researcher and underwent a six person, three educator and three engineer, panel review. The revised materials were then piloted in two sixth grade classrooms in the Southwest with high numbers of English language learners. Classroom observation, teacher interviews, and the classroom observation protocol were utilized to understand the fidelity to the instructional congruence framework. The fidelity of implementation of materials was subject to the realities of varied educational contexts. Piloting materials in urban contexts with diverse students involved additional challenges. The results of the study explore the challenges in creating instructionally congruent materials for diverse students in urban contexts. Recommendations are provided for curriculum developers that undertake the task of creating instructionally congruent materials and emphasize the need to devise innovative methods of creation, while understanding that there is no perfect solution. The education community as a whole could benefit from incorporating and synthesizing the instructional congruence framework in order to provide maximum opportunities in science for all students.

Instructions for safe transport of radioactive materials

International Nuclear Information System (INIS)

2005-01-01

This entrance includes 5 chapters and tables and supplement. Chapter I contains the definitions and general provisions contained 5 materials. Chapter II contains radioactive materials packaging and permissible limits and it contains 8 materials. The provisions of Chapter III contains descriptions Missionaries. Chapter IV describes shipping instructions. As for the separation of V It contains Final provisions. The entrance contains number of tables speaks of the basic values of radioactive isotopes and radiation also limits activity and the requirements of industrial parcels and limits transactions to transport freight containers, as well as the International Classification of hazardous materials. This also includes entrance to the Supplement to some forms and Alohat

Special nuclear material information, security classification guidance. Instruction

International Nuclear Information System (INIS)

Flickinger, A.

1982-01-01

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

76 FR 45236 - Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students...

Science.gov (United States)

2011-07-28

... DEPARTMENT OF EDUCATION Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students with Disabilities AGENCY: Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students with Disabilities, Office of Special Education and...

76 FR 7181 - Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students...

Science.gov (United States)

2011-02-09

... DEPARTMENT OF EDUCATION Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students With Disabilities AGENCY: Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students with Disabilities, Office of Special Education and...

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

76 FR 52643 - Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students...

Science.gov (United States)

2011-08-23

... DEPARTMENT OF EDUCATION Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students With Disabilities AGENCY: U. S. Department of Education, Office of Special Education and Rehabilitative Services, Advisory Commission on Accessible Instructional Materials in...

76 FR 63289 - Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students...

Science.gov (United States)

2011-10-12

... DEPARTMENT OF EDUCATION Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students With Disabilities AGENCY: U.S. Department of Education, Office of Special Education and Rehabilitative Services, Advisory Commission on Accessible Instructional Materials in...

75 FR 55789 - Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students...

Science.gov (United States)

2010-09-14

... DEPARTMENT OF EDUCATION Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students With Disabilities AGENCY: U.S. Department of Education, Office of Special Education and Rehabilitative Services, Advisory Commission on Accessible Instructional Materials in...

75 FR 80481 - Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students...

Science.gov (United States)

2010-12-22

... DEPARTMENT OF EDUCATION Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students with Disabilities AGENCY: U. S. Department of Education, Office of Special Education and Rehabilitative Services, Advisory Commission on Accessible Instructional Materials in...

76 FR 61349 - Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students...

Science.gov (United States)

2011-10-04

... DEPARTMENT OF EDUCATION Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students With Disabilities AGENCY: U.S. Department of Education, Office of Special Education and Rehabilitative Services, Advisory Commission on Accessible Instructional Materials in...

76 FR 19984 - Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students...

Science.gov (United States)

2011-04-11

... DEPARTMENT OF EDUCATION Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students With Disabilities AGENCY: U.S. Department of Education, Office of Special Education....gov or by mail to Advisory Commission on Accessible Instructional Materials in Postsecondary Education...

The influence of instructional materials on mathematics achievement ...

African Journals Online (AJOL)

The influence of instructional materials on mathematics achievement of senior secondary students in Akamkpa Local Government Area of Cross River State, ... the ten public secondary schools in Akamkpa Local Government Area by stratified random technique, and two (2) Mathematics teachers per school for the study.

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…

Advanced Insider Threat Mitigation Workshop Instructional Materials

Energy Technology Data Exchange (ETDEWEB)

Gibbs, Philip [Brookhaven National Lab. (BNL), Upton, NY (United States); Larsen, Robert [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); O' Brien, Mike [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Edmunds, Tom [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States)

2009-02-01

Insiders represent a formidable threat to nuclear facilities. This set of workshop materials covers methodologies to analyze and approaches to mitigate the threat of an insider attempting abrupt and protracted theft of nuclear materials. This particular set of materials is an update of a January 2008 version to add increased emphasis on Material Control and Accounting and its role with respect to protracted insider nuclear material theft scenarios. This report is a compilation of workshop materials consisting of lectures on technical and administrative measures used in Physical Protection (PP) and Material Control and Accounting (MC&A) and methods for analyzing their effectiveness against a postulated insider threat. The postulated threat includes both abrupt and protracted theft scenarios. Presentation is envisioned to be through classroom instruction and discussion. Several practical and group exercises are included for demonstration and application of the analysis approach contained in the lecture/discussion sessions as applied to a hypothetical nuclear facility.

Elementary Students' Learning of Materials Science Practices Through Instruction Based on Engineering Design Tasks

Science.gov (United States)

Wendell, Kristen Bethke; Lee, Hee-Sun

2010-12-01

Materials science, which entails the practices of selecting, testing, and characterizing materials, is an important discipline within the study of matter. This paper examines how third grade students' materials science performance changes over the course of instruction based on an engineering design challenge. We conducted a case study of nine students who participated in engineering design-based science instruction with the goal of constructing a stable, quiet, thermally comfortable model house. The learning outcome of materials science practices was assessed by clinical interviews conducted before and after the instruction, and the learning process was assessed by students' workbooks completed during the instruction. The interviews included two materials selection tasks for designing a sturdy stepstool and an insulated pet habitat. Results indicate that: (1) students significantly improved on both materials selection tasks, (2) their gains were significantly positively associated with the degree of completion of their workbooks, and (3) students who were highly engaged with the workbook's reflective record-keeping tasks showed the greatest improvement on the interviews. These findings suggest the important role workbooks can play in facilitating elementary students' learning of science through authentic activity such as engineering design.

Textile materials trading center formally launched online

Institute of Scientific and Technical Information of China (English)

无

2012-01-01

Textile materials trading center was formally launched online in Wuxi City,Jiangsu Province. This is the first third-party electronic trading platform for spot trading in China textile materials professional market. The project will strive to build the most influential textile materials trading center of East China,the whole country and even the whole world China textile materials trading center will be

Engineer Research and Development Center's Materials Testing Center (MTC)

Data.gov (United States)

Federal Laboratory Consortium — The Engineer Research and Development Center's Materials Testing Center (MTC) is committed to quality testing and inspection services that are delivered on time and...

evaluation of teachers' use of instructional materials for teaching ...

African Journals Online (AJOL)

Global Journal

The purpose of this survey was to evaluate the teachers' use of the instructional materials for teaching ... These and other benefits justify the teaching of .... The use of ICT is very effective for foreign language teaching and learning. 40. PRISCA ...

The Influence of Instructional Materials on Academic Performance of ...

African Journals Online (AJOL)

This research work investigated the influence of instructional materials (teaching aids) on students' academic performance in senior secondary school Chemistry in Cross River State. A two group pre-test post test quasi-experimental design was adopted for the study. One research question and one hypothesis were ...

Crime and Control: Syllabi and Instructional Materials for Criminology and Criminal Justice. Resource Materials for Teaching.

Science.gov (United States)

Deutschmann, Linda B., Ed.; Wright, Richard A., Ed.

One of a series of resources for teaching sociology at the postsecondary level, this volume contains syllabi and instructional materials for courses in criminology and criminal justice. Material is divided into four sections. Section 1, innovative approaches to the teaching of criminology, contains four papers which discuss a corrections practicum…

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

African Journals Online (AJOL)

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

Transport of radioactive materials on public roads - with regard to the authorizations granted to the Nuclear Center

International Nuclear Information System (INIS)

Berger, H.U.

1992-10-01

This report shall be a help for scientific and technical personal of the nuclear research center in the choice of the modalities of the transport of radioactive materials on public roads in accordance to regulations and authorizations. Not only the atomic law, the radiation protection ordinance and the ordinance on dangerous goods on roads, which are binding in any case, are regarded in this report but also as the scope and the impositions of the transport authorization of the nuclear research center as the internal instructions of the nuclear research center. With regard to the transport of nuclear fuel material only the cases of transport exempted of authorization and transport of such kinds waste containing nuclear fuel material treated where the waste has a density at most of 15g/cm 3 or where the package contains at most 15g of nuclear fuel material. The reader is guided by dialogue (pretty much as a book for' programmed learning') to the solution of his special problem of transport. In order to narrow down the size of this report, all technical or administrative details are treated in 11 brochures, which are published as technical supplements of this report. These supplements are available on request. (orig.) [de

Learner-Centered Instruction (LCI): Volume 7. Evaluation of the LCI Approach. Final Report.

Science.gov (United States)

Pieper, William J.; And Others

An evaluation of the learner-centered instruction (LCI) approach to training was conducted by comparing the LCI F-111A weapons control systems mechanic/technician course with the conventional Air Force course for the same Air Force specialty code (AFSC) on the following dimensions; job performance of course graduates, man-hour and dollar costs of…

The Evolution of a Multi-Instructional Teaching Center (MITC) in a Metropolitan University System.

Science.gov (United States)

Bell, David P.; Hayes, Edward J.; Hugetz, Edward T.; Ivancevich, John M.; Smith, Don N.; Woods, Molly R.

1998-01-01

The University of Houston (Texas) and its four campuses have adopted a "co-opetition" approach to create a multi-instructional teaching center to deliver educational programs and courses in the Houston metropolitan area. It has been found that citizens, legislators, administrators, faculty, and students all benefit, without sacrificing…

Effect of Instructional vs. Authentic Video Materials on Introvert and Extrovert Iranian EFL Learners' Vocabulary Learning

Directory of Open Access Journals (Sweden)

Parya Isazadeh

2016-10-01

Full Text Available The study delved into the effect of instructional video materials vs. authentic video materials on vocabulary learning of extrovert and introvert Iranian EFL learners. To this end, Nelson proficiency test was administered to one hundred eighty (n=180 language learners. Considering 1 standard deviation above and below the mean score, one hundred twenty three (n=123 language learners were selected for the study. These participants were distributed into 4 experimental groups (with 25 learners and a control group (with 23 learners. Researcher-made vocabulary pretest and posttest which were designed using the vocabularies from the movies were also administered to the participants. The findings of the study after three weeks of treatment revealed that both authentic video materials and instructional video materials can have positive effect on vocabulary learning of Iranian EFL leaners. This effect, however, is not different among extrovert learners. It was also revealed that introvert EFL learners benefit more from authentic video materials. The findings of the study could be used by material developers or language teachers who may wish to use video materials in their classes. Keywords: Authentic video materials, Instructional video materials, Vocabulary learning, Introversion, Extroversion

Unconscious learning processes: mental integration of verbal and pictorial instructional materials.

Science.gov (United States)

Kuldas, Seffetullah; Ismail, Hairul Nizam; Hashim, Shahabuddin; Bakar, Zainudin Abu

2013-12-01

This review aims to provide an insight into human learning processes by examining the role of cognitive and emotional unconscious processing in mentally integrating visual and verbal instructional materials. Reviewed literature shows that conscious mental integration does not happen all the time, nor does it necessarily result in optimal learning. Students of all ages and levels of experience cannot always have conscious awareness, control, and the intention to learn or promptly and continually organize perceptual, cognitive, and emotional processes of learning. This review suggests considering the role of unconscious learning processes to enhance the understanding of how students form or activate mental associations between verbal and pictorial information. The understanding would assist in presenting students with spatially-integrated verbal and pictorial instructional materials as a way of facilitating mental integration and improving teaching and learning performance.

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

An Examination of Prereading Exercises: Recommendations for Form and Instruction on the Comprehension of Written Instructional Material.

Science.gov (United States)

Campbell, John Joseph

This study investigated the effects of prereading exercises on the comprehension of written instructional material. The subjects were 210 community college freshmen who were required to enroll in a developmental reading course. All of the subjects had scored below the eighth percentile on the national norms of the Davis Reading Test. The subjects…

Child-Centered Play Therapy

Science.gov (United States)

VanFleet, Rise; Sywulak, Andrea E.; Sniscak, Cynthia Caparosa

2010-01-01

Highly practical, instructive, and authoritative, this book vividly describes how to conduct child-centered play therapy. The authors are master clinicians who explain core therapeutic principles and techniques, using rich case material to illustrate treatment of a wide range of difficulties. The focus is on nondirective interventions that allow…

Materials Characterization Center program plan

International Nuclear Information System (INIS)

Nelson, R.D.; Ross, W.A.; Hill, O.F.; Mendel, J.E.; Merz, M.D.; Turcotte, R.P.

1980-03-01

The Materials Characterization Center (MCC) has been established at Pacific Northwest Laboratory as part of the Materials Characterization Organization for providing an authoritative, referenceable basis for establishing nuclear waste material properties and test methods. The MCC will provide a data base that will include information on the components of the waste emplacement package - the spent fuel or processed waste form and the engineered barriers - and their interaction with each other and as affected by the environment. The MCC will plan materials testing, develop and document procedures, collect and analyze existing materials data, and conduct tests as necessary

User-Centered Design through Learner-Centered Instruction

Science.gov (United States)

Altay, Burçak

2014-01-01

This article initially demonstrates the parallels between the learner-centered approach in education and the user-centered approach in design disciplines. Afterward, a course on human factors that applies learner-centered methods to teach user-centered design is introduced. The focus is on three tasks to identify the application of theoretical and…

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,…

The Needs for Multicultural Knowledge in Instructional Material on Theme 7 "Beautiful Diversity in My Country" Grade 4th Elementary School

Directory of Open Access Journals (Sweden)

Latifatul Jannah

2017-08-01

Full Text Available The aims of research consist of the following (1 to know need analysis of Curriculum 2013 instructional materials in elementary school (2 to develop instructional material based on multicultural values.The study employs descriptive qualitative method which the data are collected by interview,  observation, and document analysis.The observation and interview results about instructional materials of Curriculum 2013 in some elementary school in Surakarta consist of the following (1 teachers need additional materials in order to deliver suitable material of Curriculum2013 for students. (2 teachers get difficulties in selecting suitable additional material. (3 teachers need additional material which can develop students good characters by adding Indonesian multicultural knowledge in all subjects. By enriching and developing multicultural values for students so it can be integrated in instructional materials such as tolerance, nationalism, and spirit of unity in diversities.

Instructional Materials Physics High School with Multi Representation Approach

Directory of Open Access Journals (Sweden)

Yuvita Widi Astuti

2014-06-01

Full Text Available Bahan Ajar Fisika SMA dengan Pendekatan Multi Representasi Abstract: One effort to improve understanding of concepts and problem-solving skills in learning physics is to provide instructional materials in accordance with the characteristics of the students and help students learn. The purpose of this study are: (1 developing a high school physics teaching materials especially materials Rotation Dynamics and Equilibrium Rigid objects using multiple representations approach to improve the understanding of physics concepts, (2 test the effectiveness of instructional materials development results. This research method is the development of research using Dick & Carey model tailored to the needs of research. The research instrument used in the form of feasibility questionnaire. The type of data that is obtained is quantitative data and qualitative data. Experimental results show that the result of the development of teaching materials can be categorized as very feasible. Results of field trials showed that: (1 most of the students in the experimental class above KKM obtain test results, (2 the results of the experimental class postes greater than the control class, so that teaching materials said to be effective, but not significant to improve the understanding of physics concepts. Key Words: teaching materials, multi-representation, the rotational dynamics Abstrak: Salah satu upaya untuk meningkatkan pemahaman konsep dan kemampuan memecahkan masalah dalam pembelajaran fisika adalah dengan menyediakan bahan ajar yang sesuai dengan karakteristik siswa dan memudahkan siswa dalam belajar. Tujuan dari penelitian ini adalah: (1 mengembangkan bahan ajar fisika SMA khususnya materi Dinamika Rotasi dan Kesetimbangan Benda Tegar menggunakan pendekatan multi representasi untuk meningkatkan pemahaman konsep fisika, (2 menguji efektifitas bahan ajar hasil pengembangan. Metode penelitian ini adalah penelitian pengembangan menggunakan model Dick & Carey yang

Interactive computer-based instruction: Basic material control and accounting demonstration

International Nuclear Information System (INIS)

Keisch, B.

1993-01-01

The use of interactive, computer-based training (CBT) courses can be a time- and resource-saving alternative to formal instruction in a classroom milieu. With CBT, students can proceed at their own pace, fit the study course into their schedule, and avoid the extra time and effort involved in travel and other special arrangements. The demonstration given here is an abbreviated, annotated version of a recently developed course in basic material control and accounting designed for the MC and A novice. The system used is ''Quest'' which includes multi-media capabilities, individual scoring, and built-in result-reporting capabilities for the course administrator. Efficient instruction and training are more important than ever because of the growing numbers of relatively inexperienced persons becoming active in safeguards

Elementary Students' Learning of Materials Science Practices through Instruction Based on Engineering Design Tasks

Science.gov (United States)

Wendell, Kristen Bethke; Lee, Hee-Sun

2010-01-01

Materials science, which entails the practices of selecting, testing, and characterizing materials, is an important discipline within the study of matter. This paper examines how third grade students' materials science performance changes over the course of instruction based on an engineering design challenge. We conducted a case study of nine…

Color Research and Its Application to the Design of Instructional Materials.

Science.gov (United States)

Pett, Dennis; Wilson, Trudy

1996-01-01

Reviews color research and considers its implications for the design of instructional materials. Topics include physiological and psychological effects; color and learning, including attention, search tasks, retention and other objective measures, and non-objective measures; color and the cathode ray tube (CRT); and further research needs.…

Impacts of insufficient instructional materials on teaching biology: Higher education systems in focus

Directory of Open Access Journals (Sweden)

Sutuma Edessa

2017-01-01

Full Text Available Abstract The purpose of this study was to assess and determine impacts of insufficient instructional materials and ineffective lesson delivery methods on teaching in biology higher education. The participants of this study were 60 trainees who graduated in Bachelor of Sciences from eight public universities in majoring biology. Data for the study was collected while these trainees were attending the course of Biology Teaching Methods in the Post Graduate Diploma in Teaching, both in the regular and summer 2015/2016 training programs at Addis Ababa University. The study employs a mixed method design of both qualitative and quantitative data evaluations. Data was collected through classroom observations and interviews with the trainees. The findings indicated that insufficient instructional materials and ineffective teaching methods in higher education had negative impacts; that have affected the skills of performing biological tasks of graduates 71%. In the course of the Post Graduate Diploma in Teaching training, trainees were unsuccessful to conduct essential biological tasks expected from graduates of biology upon the completion of their undergraduate study program. The study was concluded with emphasis on the need to integrate theory and practice through using adequate instructional materials and proper teaching methods in the higher education biology teaching.

The Use of Instructional Materials in the Teaching and Learning of ...

African Journals Online (AJOL)

The study sought to examine the extent to which instructional material have been used in the teaching and learning of Environmental Studies in the Primary Schools in Winneba. Purposive sampling was used to select 80 respondents comprising 60 Environmental Studies teachers and 20 pupils drawn from six public ...

The Common Core State Standards and the Role of Instructional Materials: A Case Study on EdReports.org

Science.gov (United States)

Watt, Michael G.

2016-01-01

The purpose of this study was to review research studies investigating the role of instructional materials in relation to the Common Core State Standards and to evaluate whether a new organisation, EdReports.org, founded to evaluate the alignment of instructional materials to the Common Core State Standards, has achieved its objectives. Content…

OER Use in Intermediate Language Instruction: A Case Study

Science.gov (United States)

Godwin-Jones, Robert

2017-01-01

This paper reports on a case study in the experimental use of Open Educational Resources (OERs) in intermediate level language instruction. The resources come from three sources: the instructor, the students, and open content repositories. The objective of this action research project was to provide student-centered learning materials, enhance…

7 CFR 330.210a - Administrative instructions listing approved packing materials for plant pests.

Science.gov (United States)

2010-01-01

... materials for plant pests. 330.210a Section 330.210a Agriculture Regulations of the Department of... PEST REGULATIONS; GENERAL; PLANT PESTS; SOIL, STONE, AND QUARRY PRODUCTS; GARBAGE Movement of Plant Pests § 330.210a Administrative instructions listing approved packing materials for plant pests. (a) The...

Using a home blood pressure monitor: do accompanying instructional materials meet low literacy guidelines?

Science.gov (United States)

Wallace, Lorraine S; Keenum, Amy J

2008-08-01

To evaluate the readability and related features of English language Quick Reference Guides (QRGs) and User Manuals (UMs) accompanying home blood pressure monitors (HBPMs). We evaluated QRGs and UMs for 22 HBPMs [arm (n=12); wrist (n=10)]. Using established criteria, we evaluated reading grade level, language availability, dimensions, text point size, use of illustrations, layout/formatting characteristics, and emphasis of key points of English-language patient instructions accompanying HBPMs. Readability was calculated using McLaughlin's Simplified Measure of Gobbledygoop. Items from the Suitability of Materials Assessment and User-Friendliness Tool were used to assess various layout features. Simplified Measure of Gobbledygoop scores of both QRGs (mean+/-SD=9.1+/-0.8) and UMs (9.3+/-0.8) ranged from 8th to 10th grade. QRGs and UMs presented steps in chronological order, used active voice throughout, avoided use of specialty fonts, focused on need to know, and used realistic illustrations. Seven sets of instructions included all seven key points related to proper HPBM use, whereas three sets of instructions included less than or equal to three key points (mean=4.8+/-1.9). Although most QRGs and UMs met at least some recommended low-literacy formatting guidelines, all instructional materials should be developed and tested to meet the needs of the patient population at large. Key points related to proper HBPM use should not only be included within these instructions, but highlighted to emphasize their importance.

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…

Pre-Service Science Teachers Views on STEM Materials and STEM Competition in Instructional Technologies and Material Development Course

Science.gov (United States)

Cetin, Ali; Balta, Nuri

2017-01-01

This qualitative study was designed to introduce STEM (Science, Technology, Engineering, Mathematics) activities to preservice science teachers and identify their views about STEM materials. In this context, a competition was organized with 42 preservice science teachers (13 male- 29 female) who took Instructional Technologies and Material…

Instruction in the responsible conduct of research: an inventory of programs and materials within CTSAs.

Science.gov (United States)

DuBois, James M; Schilling, Debie A; Heitman, Elizabeth; Steneck, Nicholas H; Kon, Alexander A

2010-06-01

The National Institutes of Health (NIH) require instruction in the responsible conduct of research (RCR) as a component of any Clinical and Translational Science Award (CTSA). The Educational Materials Group of the NIH CTSA Consortium's Clinical Research Ethics Key Function Committee (CRE-KFC) conducted a survey of the 38 institutions that held CTSA funding as of January 2009 to determine how they satisfy RCR training requirements. An 8-item questionnaire was sent by email to directors of the Clinical Research Ethics, the Educational and Career Development, and the Regulatory Knowledge cores. We received 78 completed surveys from 38 CTSAs (100%). We found that there is no unified approach to RCR training across CTSAs, many programs lack a coherent plan for RCR instruction, and most CTSAs have not developed unique instructional materials tailored to the needs of clinical and translational scientists. We recommend collaboration among CTSAs and across CTSA key function committees to address these weaknesses. We also requested that institutions send electronic copies of original RCR training materials to share among CTSAs via the CTSpedia website. Twenty institutions submitted at least one educational product. The CTSpedia now contains more than 90 RCR resources.

Examining the Types, Features, and Use of Instructional Materials in Afterschool Science

Science.gov (United States)

D'Angelo, Cynthia M.; Harris, Christopher J.; Lundh, Patrik; House, Ann; Leones, Tiffany; Llorente, Carlin

2017-01-01

Afterschool programs have garnered much attention as promising environments for learning where children can engage in rich science activities. Yet, little is known about the kinds of instructional materials used in typical, large-scale afterschool programs that implement science with diverse populations of children. In this study, we investigated…

International nuclear safety center database on material properties

International Nuclear Information System (INIS)

Fink, J.K.

1996-01-01

International nuclear safety center database on the following material properties is described: fuel, cladding,absorbers, moderators, structural materials, coolants, concretes, liquid mixtures, uranium dioxide

Fellowship Program in the Design and Development of Instructional Materials. Final Report.

Science.gov (United States)

Fleming, Malcolm; Pett, Dennis

A two-year graduate program leading to a specialists's degree was administered to train individuals in the design of instructional materials for elementary, secondary, vocational and special education curricula. The program sought to achieve a multiplier effect by placing its graduates in positions in which they could help other educators to…

Wind Power. Instructional Materials.

Science.gov (United States)

Jordan, Kenneth; Thessing, Dan

This document is one of five learning packets on alternative energy developed as part of a descriptive curriculum research project in Arkansas (see note). The overall objectives of the learning packets are to improve the level of instruction in the alternative energies by vocational exploration teachers, and to facilitate the integration of new…

Nuclear Energy. Instructional Materials.

Science.gov (United States)

Jordan, Kenneth; Thessing, Dan

This document is one of five learning packets on alternative energy (see note) developed as part of a descriptive curriculum research project in Arkansas. The overall objectives of the learning packets are to improve the level of instruction in the alternative energies by vocational exploration teachers, and to facilitate the integration of new…

NASA Lewis Research Center's materials and structures division

International Nuclear Information System (INIS)

Weymueller, C.R.

1976-01-01

Research activities at the NASA Lewis Research Center on materials and structures are discussed. Programs are noted on powder metallurgy superalloys, eutectic alloys, dispersion strengthened alloys and composite materials. Discussions are included on materials applications, coatings, fracture mechanics, and fatigue

A Model for Producing and Sharing Instructional Materials in Veterinary Medicine. Final Report.

Science.gov (United States)

Ward, Billy C.; Niec, Alphonsus P.

This report describes a study of factors which appear to influence the "shareability" of audiovisual materials in the field of veterinary medicine. Specific factors addressed are content quality, instructional effectiveness, technical quality, institutional support, organization, logistics, and personal attitudes toward audiovisuals. (Author/CO)

DECS tries out instructional materials on AIDS prevention education.

Science.gov (United States)

1994-01-01

A national try-out of the newly developed print and non-print instructional materials on AIDS Education is being conducted by the Department of Education, Culture and Sports (DECS) this school year 1993-to 1994. To determine the effectiveness of these materials, various public and private schools in Region IV (Southern Tagalog), VII (Central Visayas) XI (Southern Mindanao) and National Capital Region (Metro, Manila) were chosen as try-out institutions. The AIDS education materials will be tried out in different subjects in some grade and year levels such as civics and culture (grade one); science and health (grades three and six); home economics and livelihood education (grade five); physical education, health and music (second year) and Pilipino Language (third year). The materials for the elementary level consist of posters, cut-out pictures, voice tapes, jingles, talking books and slides, while the secondary school level utilizes modules. For the tertiary level, a Resource Book on AIDS Prevention Education is used by the Teacher Training Institutions and the Non-Formal Education employs the Facilitator's Guide for Levels I-III. These materials will be tried out in both urban and rural schools, with control school and experimental school at each level. full text

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,…

Concurrent Development and Cost-Benefit Analysis of Paper-Based and Digitized Instructional Material.

Science.gov (United States)

Annand, David

2002-01-01

Describes the simultaneous development of paper-based and digitized versions of a textbook and related instructional material used in an undergraduate, independent study, distance education course at Athabasca University (Canada). Used break-even analysis as an initial evaluation measure to determine cost-effectiveness, and discusses the next…

The Creativity Dimension of Instructional Materials Designed by Prospective Teachers: The Comparison across Domains

Directory of Open Access Journals (Sweden)

Ersoy Esen

2017-01-01

Full Text Available This study aims at revealing the creativity dimension of the materials designed and developed by the second year students studying at the department of Computer Education and Instructional Technology. A part of the participants has completed the process by designing materials in their own field, information technologies; while some of them have done so by designing materials in the field of mathematics. The data have been retrieved from an experimental study of 13 weeks. “Teaching Material Creativity Rubric” developed by the researchers, has been used as the data collection tool. The rubric has been developed in order to evaluate the creativity dimensions of products. While developing the rubric, the creative product evaluation dimensions of [14] have been a source of inspiration. The products developed by the students have been evaluated through the retrieved data, in terms of their creativity. The rubric developed includes Originality, Practicality & Sensibility, Productivity & Flexibility, Feasibility, Inclusiveness, and Insightfulness dimensions. In this research, the data of the aforementioned dimensions and sub-dimensions have been evaluated. The results present that the creativity level of the products on teaching information technologies, which have been developed by Computer Education and Instructional Technology (CEIT students, is high. It has been argued that the creativity of domain-specifically developed materials is higher, through literature. Keywords: Material Design in Computers, Mathematics Teaching, Originality, Applicability, Creativity, Creativity and Domainswords.

Energy Materials Center at Cornell: Final Report

Energy Technology Data Exchange (ETDEWEB)

Abruña, Héctor [Cornell Univ., Ithaca, NY (United States); Mutolo, Paul F [Cornell Univ., Ithaca, NY (United States)

2015-01-02

The mission of the Energy Materials Center at Cornell (emc²) was to achieve a detailed understanding, via a combination of synthesis of new materials, experimental and computational approaches, of how the nature, structure, and dynamics of nanostructured interfaces affect energy conversion and storage with emphasis on fuel cells, batteries and supercapacitors. Our research on these systems was organized around a full system strategy for; the development and improved performance of materials for both electrodes at which storage or conversion occurs; understanding their internal interfaces, such as SEI layers in batteries and electrocatalyst supports in fuel cells, and methods for structuring them to enable high mass transport as well as high ionic and electronic conductivity; development of ion-conducting electrolytes for batteries and fuel cells (separately) and other separator components, as needed; and development of methods for the characterization of these systems under operating conditions (operando methods) Generally, our work took industry and DOE report findings of current materials as a point of departure to focus on novel material sets for improved performance. In addition, some of our work focused on studying existing materials, for example observing battery solvent degradation, fuel cell catalyst coarsening or monitoring lithium dendrite growth, employing in operando methods developed within the center.

Presentation on the Modeling and Educational Demonstrations Laboratory Curriculum Materials Center (MEDL-CMC): A Working Model and Progress Report

Science.gov (United States)

Glesener, G. B.; Vican, L.

2015-12-01

Physical analog models and demonstrations can be effective educational tools for helping instructors teach abstract concepts in the Earth, planetary, and space sciences. Reducing the learning challenges for students using physical analog models and demonstrations, however, can often increase instructors' workload and budget because the cost and time needed to produce and maintain such curriculum materials is substantial. First, this presentation describes a working model for the Modeling and Educational Demonstrations Laboratory Curriculum Materials Center (MEDL-CMC) to support instructors' use of physical analog models and demonstrations in the science classroom. The working model is based on a combination of instructional resource models developed by the Association of College & Research Libraries and by the Physics Instructional Resource Association. The MEDL-CMC aims to make the curriculum materials available for all science courses and outreach programs within the institution where the MEDL-CMC resides. The sustainability and value of the MEDL-CMC comes from its ability to provide and maintain a variety of physical analog models and demonstrations in a wide range of science disciplines. Second, the presentation then reports on the development, progress, and future of the MEDL-CMC at the University of California Los Angeles (UCLA). Development of the UCLA MEDL-CMC was funded by a grant from UCLA's Office of Instructional Development and is supported by the Department of Earth, Planetary, and Space Sciences. Other UCLA science departments have recently shown interest in the UCLA MEDL-CMC services, and therefore, preparations are currently underway to increase our capacity for providing interdepartmental service. The presentation concludes with recommendations and suggestions for other institutions that wish to start their own MEDL-CMC in order to increase educational effectiveness and decrease instructor workload. We welcome an interuniversity collaboration to

Instructional Leadership: A Learning-Centered Guide.

Science.gov (United States)

Hoy, Anita Woolfolk; Hoy, Wayne Kolter

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

Evaluation: Processes and Practices. Selected Papers from the Conference for the Evaluation of Instructional Materials (Washington, D.C., April 5-6, 1968).

Science.gov (United States)

Swisher, Ginny, Ed.; And Others

Selected papers from the Conference for the Evaluation of Instructional Materials treat the area of evaluation by describing Richard Dershimer's three-part evaluative schema, the Educational Products Information Exchange approach to evaluating instructional materials, the evaluation procedures in Montgomery county (Maryland), the Consumers Union…

Energy Frontier Research Center, Center for Materials Science of Nuclear Fuels

International Nuclear Information System (INIS)

Allen, Todd R.

2011-01-01

The Office of Science, Basic Energy Sciences, has funded the INL as one of the Energy Frontier Research Centers in the area of material science of nuclear fuels. This document is the required annual report to the Office of Science that outlines the accomplishments for the period of May 2010 through April 2011. The aim of the Center for Material Science of Nuclear Fuels (CMSNF) is to establish the foundation for predictive understanding of the effects of irradiation-induced defects on thermal transport in oxide nuclear fuels. The science driver of the center's investigation is to understand how complex defect and microstructures affect phonon mediated thermal transport in UO2, and achieve this understanding for the particular case of irradiation-induced defects and microstructures. The center's research thus includes modeling and measurement of thermal transport in oxide fuels with different levels of impurities, lattice disorder and irradiation-induced microstructure, as well as theoretical and experimental investigation of the evolution of disorder, stoichiometry and microstructure in nuclear fuel under irradiation. With the premise that thermal transport in irradiated UO2 is a phonon-mediated energy transport process in a crystalline material with defects and microstructure, a step-by-step approach will be utilized to understand the effects of types of defects and microstructures on the collective phonon dynamics in irradiated UO2. Our efforts under the thermal transport thrust involved both measurement of diffusive phonon transport (an approach that integrates over the entire phonon spectrum) and spectroscopic measurements of phonon attenuation/lifetime and phonon dispersion. Our distinct experimental efforts dovetail with our modeling effort involving atomistic simulation of phonon transport and prediction of lattice thermal conductivity using the Boltzmann transport framework.

New plant releases from the USDA-NRCS Aberdeen, Idaho, Plant Materials Center

Science.gov (United States)

L. St. John; P. Blaker

2001-01-01

The Plant Materials Center at Aberdeen, Idaho, is operated by the United States Department of Agriculture, Natural Resources Conservation Service. The purpose of the Plant Materials Center is to evaluate and release plant materials for conservation use and to develop and transfer new technology for the establishment and management of plants. The Center serves portions...

Impacts of Insufficient Instructional Materials on Teaching Biology: Higher Education Systems in Focus

Science.gov (United States)

Edessa, Sutuma

2017-01-01

The purpose of this study was to assess and determine impacts of insufficient instructional materials and ineffective lesson delivery methods on teaching in biology higher education. The participants of this study were 60 trainees who graduated in Bachelor of Sciences from eight public universities in majoring biology. Data for the study was…

DEVELOPMENT OF MULTIMEDIA-BASED INSTRUCTIONAL OF NATURAL SCIENCE IN SOLAR SYSTEM MATERIAL IN THE GRADE IX FOR HEARING IMPAIRMENT STUDENTS

Directory of Open Access Journals (Sweden)

Nurvita Dwi Andriani

2016-12-01

Full Text Available Hearing impairment students have limitation in obtaining information. Hearing impairment students needs a multimedia-based instructional to visualize a subject matter as a learning experience. This study was aimed at producing a theoretically and empirically valid multimedia-based instructional of Natural Science in Solar System material which is reviewed by experts and could be implemented in Segment B of SMPLB (Hearing impairment students. This study employed a research and development (R&D model by William W. Lee and Diana L. Owens. Overall, the multimedia-based instructional of Natural Science in Solar System material for Segment B of SMPLB (Hearing impairment students was valid

The Model of the Development of Instructional Material for Enhancing Students' English Speaking Skills at Elementary Schools in Bandar Lampung

OpenAIRE

Sutiyono, Akhmad

2014-01-01

The main problem of the research is what instructional material that should be developed to enhance students' speaking skills. The main objective of this research is to develop English instructional material for enhancing students' speaking skills at elementary schools. In conducting the research, the writer used Research and Development method. The data of the research were collected through observation, questionnaire, interview, test, and documentation. The validation of the model was carri...

Effect of Instructional vs. Authentic Video Materials on Introvert and Extrovert Iranian EFL Learners' Vocabulary Learning

Science.gov (United States)

Isazadeh, Parya; Makui, Selma Mohammad Zadeh; Ansarian, Loghman

2016-01-01

The study delved into the effect of instructional video materials vs. authentic video materials on vocabulary learning of extrovert and introvert Iranian EFL learners. To this end, Nelson proficiency test was administered to one hundred eighty (n = 180) language learners. Considering 1 standard deviation above and below the mean score, one hundred…

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

Science.gov (United States)

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

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

The Tools of Teacher Education: Preservice Teachers' Use of Technology To Create Instructional Materials.

Science.gov (United States)

Roberts, Sherron Killingsworth; Hsu, Ying-Shao

2000-01-01

Examines the effectiveness/efficiency of preservice teachers' use of technology to create instructional materials developed in an undergraduate reading/language arts course. Results showed no significant difference between measures of overall quality of the technology assistance as compared to handmade prompts. Eighty-five percent of the teachers…

Developing an Instructional Material Using a Concept Cartoon Adapted to the 5E Model: A Sample of Teaching Erosion

Science.gov (United States)

Birisci, Salih; Metin, Mustafa

2010-01-01

Using different instructional materials adapted within the constructivist learning theory will enhance students' conceptual understanding. From this point of view, an instructional instrument using a concept cartoon adapted with 5E model has developed and introduced in this study. The study has some deficiencies in investigating students'…

Purpose of the Materials Characterization Center

International Nuclear Information System (INIS)

Mendel, J.E.

1984-09-01

The Materials Characterization Center (MCC) at the Pacific Northwest Laboratory is the experimental arm of the Materials Characterization Organization (MCO), which was established by the US Department of Energy (DOE) in FY 1980 to ensure high quality characterization and qualification of waste package materials essential to the reliable performance of DOE nuclear waste management programs. MCC is responsible for publishing key test methods and data in the Nuclear Waste Materials Handbook (DOE/TIC-11400). It sponsors a continuing series of workshops that address materials characterization test method issues. It supplies well-characterized reference and testing materials for use by the DOE nuclear waste management programs. It develops generic test methods and supports the repository waste package projects in developing selected site-specific test methods and performing confirmatory testing of these methods. When these test methods are approved by the MRB they constitute the formal tests to be used by laboratories to test and qualify materials, evaluate waste package components, and assure compliance with standards and/or specifications for the final product

A Study of the Influence of Advertising Techniques on Selection of Instructional Reading Materials by Prospective Teachers.

Science.gov (United States)

Greenlaw, M. Jean; And Others

This study examined the effect of three different modes of presentation on elementary education majors' selection and rating of materials for reading instruction. Materials were chosen to represent each of the following propaganda techniques: glittering generalities, name calling, transfer, testimonial, bandwagon, and card stacking. Students in…

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

Science.gov (United States)

Association of School Business Officials International, Reston, VA.

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

Transforming the Hidden Curriculum: Gender and the Library Media Center.

Science.gov (United States)

Crew, Hilary S.

1998-01-01

Library media specialists are critically positioned to make a significant contribution to instituting gender-fair practices within a school. This article discusses instructional materials, curriculum, and collection development; gender culture and the media center; sports, gender, and different ways of knowing; and science, gender, and different…

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)

‘Big Books’ as Mother Tongue-Based Instructional Materials in Bicol for Grade One Pupils

Directory of Open Access Journals (Sweden)

Magdalena M. Ocbian,

2015-11-01

Full Text Available Language experts claim that it is easier for pupils to learn when the mother tongue is used in the teaching learning process including the learning of a second language. This study determined the reading comprehension level of Grade I pupils in Bulusan Central School for school year 2013-2014 as input in developing big books written in the vernacular that can be used as reading materials for Grade 1 pupils. Results of the evaluation revealed that they belong to the frustration and instructional levels in the literal skill; mostly are frustration readers along interpretative and evaluative skills; but are independent readers along applied skills; hence, they have low level of reading comprehension. Based on the result of the study, three big books as MTB-MLE instructional materials in Bicol were produced to develop or enhance Grade 1 pupils’ reading comprehension. Teaching guides were likewise developed.

Creating Data and Modeling Enabled Hydrology Instruction Using Collaborative Approach

Science.gov (United States)

Merwade, V.; Rajib, A.; Ruddell, B. L.; Fox, S.

2017-12-01

Hydrology instruction typically involves teaching of the hydrologic cycle and the processes associated with it such as precipitation, evapotranspiration, infiltration, runoff generation and hydrograph analysis. With the availability of observed and remotely sensed data related to many hydrologic fluxes, there is an opportunity to use these data for place based learning in hydrology classrooms. However, it is not always easy and possible for an instructor to complement an existing hydrology course with new material that requires both the time and technical expertise, which the instructor may not have. The work presented here describes an effort where students create the data and modeling driven instruction material as a part of their class assignment for a hydrology course at Purdue University. The data driven hydrology education project within Science Education Resources Center (SERC) is used as a platform to publish and share the instruction material so it can be used by future students in the same course or any other course anywhere in the world. Students in the class were divided into groups, and each group was assigned a topic such as precipitation, evapotranspiration, streamflow, flow duration curve and frequency analysis. Each student in the group was then asked to get data and do some analysis for an area with specific landuse characteristic such as urban, rural and agricultural. The student contribution were then organized into learning units such that someone can do a flow duration curve analysis or flood frequency analysis to see how it changes for rural area versus urban area. The hydrology education project within SERC cyberinfrastructure enables any other instructor to adopt this material as is or through modification to suit his/her place based instruction needs.

Energy Frontier Research Center, Center for Materials Science of Nuclear Fuels

Energy Technology Data Exchange (ETDEWEB)

Todd R. Allen

2011-12-01

This is a document required by Basic Energy Sciences as part of a mid-term review, in the third year of the five-year award period and is intended to provide a critical assessment of the Center for Materials Science of Nuclear Fuels (strategic vision, scientific plans and progress, and technical accomplishments).

Animating Instructional Materials in Computer Education: An Approach to Designing and Teaching Concepts in Data Structures Using LATEX

Directory of Open Access Journals (Sweden)

Damilola Osikoya

2012-08-01

Full Text Available Animation gives a different perception on what is being visually presented. Research has shown that students are likely to understand what is being taught from the combination of animation and text than just with text. Students easily understand scientific concepts in narrative and animated forms. Data structure is a way of storing and arranging data. The efficacy of searching these stored data is very important, so is it vital that they are stored with the right algorithm. This paper presents animations designed to support teaching in computer education. Our main focus is to present controlled animated instructional materials in teaching topics in data structures. We have created three scientifically animated instructional materials in data structures consisting of the Stacks, Queues and Trees. These scientific spheres have been chosen to demonstrate the basic ideas of this work, because of its simplicity in representing the animations. We hope to develop reasonable sets of instructional material of different subject areas that will be stored in a database repository. These are intended to be delivered to students through an e-learning website and/or Mobile phones to support them with additional learning opportunities.

Making things explicit using instructional materials: a case study of a Singapore teacher's practice

Science.gov (United States)

Leong, Yew Hoong; Cheng, Lu Pien; Toh, Wei Yeng Karen; Kaur, Berinderjeet; Toh, Tin Lam

2018-04-01

The phrase `make it explicit' is a common advice given to teachers. It is, however, not clear to us what this actually means when translated into classroom practice. Our review found that we are not alone: "explicit" is used in different ways in the education literature. This paper explores, through a case study of a teacher who stated "making things explicit" as an ostensible goal of his instructional practice, how the explicitation is realised in teaching mathematics. In particular, we examine how he used the instructional materials that he crafted to fulfil his goal of explicitation. We were able to uncover three strategies he used: explicit-from, explicit-within, and explicit-to.

2004 research briefs :Materials and Process Sciences Center.

Energy Technology Data Exchange (ETDEWEB)

Cieslak, Michael J.

2004-01-01

This report is the latest in a continuing series that highlights the recent technical accomplishments associated with the work being performed within the Materials and Process Sciences Center. Our research and development activities primarily address the materials-engineering needs of Sandia's Nuclear-Weapons (NW) program. In addition, we have significant efforts that support programs managed by the other laboratory business units. Our wide range of activities occurs within six thematic areas: Materials Aging and Reliability, Scientifically Engineered Materials, Materials Processing, Materials Characterization, Materials for Microsystems, and Materials Modeling and Simulation. We believe these highlights collectively demonstrate the importance that a strong materials-science base has on the ultimate success of the NW program and the overall DOE technology portfolio.

The effectiveness of three sets of school-based instructional materials and community training on the acquisition and generalization of community laundry skills by students with severe handicaps.

Science.gov (United States)

Morrow, S A; Bates, P E

1987-01-01

This study examined the effectiveness of three sets of school-based instructional materials and community training on acquisition and generalization of a community laundry skill by nine students with severe handicaps. School-based instruction involved artificial materials (pictures), simulated materials (cardboard replica of a community washing machine), and natural materials (modified home model washing machine). Generalization assessments were conducted at two different community laundromats, on two machines represented fully by the school-based instructional materials and two machines not represented fully by these materials. After three phases of school-based instruction, the students were provided ten community training trials in one laundromat setting and a final assessment was conducted in both the trained and untrained community settings. A multiple probe design across students was used to evaluate the effectiveness of the three types of school instruction and community training. After systematic training, most of the students increased their laundry performance with all three sets of school-based materials; however, generalization of these acquired skills was limited in the two community settings. Direct training in one of the community settings resulted in more efficient acquisition of the laundry skills and enhanced generalization to the untrained laundromat setting for most of the students. Results of this study are discussed in regard to the issue of school versus community-based instruction and recommendations are made for future research in this area.

Upgrading the Center for Lightweighting Automotive Materials and Processing - a GATE Center of Excellence at the University of Michigan-Dearborn

Energy Technology Data Exchange (ETDEWEB)

Mallick, P. K.

2012-08-30

The Center for Lightweighting Materials and Processing (CLAMP) was established in September 1998 with a grant from the Department of Energy’s Graduate Automotive Technology Education (GATE) program. The center received the second round of GATE grant in 2005 under the title “Upgrading the Center for Lightweighting Automotive Materials and Processing”. Using the two grants, the Center has successfully created 10 graduate level courses on lightweight automotive materials, integrated them into master’s and PhD programs in Automotive Systems Engineering, and offered them regularly to the graduate students in the program. In addition, the Center has created a web-based lightweight automotive materials database, conducted research on lightweight automotive materials and organized seminars/symposia on lightweight automotive materials for both academia and industry. The faculty involved with the Center has conducted research on a variety of topics related to design, testing, characterization and processing of lightweight materials for automotive applications and have received numerous research grants from automotive companies and government agencies to support their research. The materials considered included advanced steels, light alloys (aluminum, magnesium and titanium) and fiber reinforced polymer composites. In some of these research projects, CLAMP faculty have collaborated with industry partners and students have used the research facilities at industry locations. The specific objectives of the project during the current funding period (2005 – 2012) were as follows: (1) develop new graduate courses and incorporate them in the automotive systems engineering curriculum (2) improve and update two existing courses on automotive materials and processing (3) upgrade the laboratory facilities used by graduate students to conduct research (4) expand the Lightweight Automotive Materials Database to include additional materials, design case studies and make it more

Materials characterization center workshop on corrosion of engineered barriers

Energy Technology Data Exchange (ETDEWEB)

Merz, M.D.; Zima, G.E.; Jones, R.H.; Westerman, R.E.

1981-03-01

A workshop on corrosion test procedures for materials to be used as barriers in nuclear waste repositories was conducted August 19 and 20, 1980, at the Battelle Seattle Research Center. The purpose of the meeting was to obtain guidance for the Materials Characterization Center in preparing test procedures to be approved by the Materials Review Board. The workshop identified test procedures that address failure modes of uniform corrosion, pitting and crevice corrosion, stress corrosion, and hydrogen effects that can cause delayed failures. The principal areas that will require further consideration beyond current engineering practices involve the analyses of pitting, crevice corrosion, and stress corrosion, especially with respect to quantitative predictions of the lifetime of barriers. Special techniques involving accelerated corrosion testing for uniform attack will require development.

Materials characterization center workshop on corrosion of engineered barriers

International Nuclear Information System (INIS)

Merz, M.D.; Zima, G.E.; Jones, R.H.; Westerman, R.E.

1981-03-01

A workshop on corrosion test procedures for materials to be used as barriers in nuclear waste repositories was conducted August 19 and 20, 1980, at the Battelle Seattle Research Center. The purpose of the meeting was to obtain guidance for the Materials Characterization Center in preparing test procedures to be approved by the Materials Review Board. The workshop identified test procedures that address failure modes of uniform corrosion, pitting and crevice corrosion, stress corrosion, and hydrogen effects that can cause delayed failures. The principal areas that will require further consideration beyond current engineering practices involve the analyses of pitting, crevice corrosion, and stress corrosion, especially with respect to quantitative predictions of the lifetime of barriers. Special techniques involving accelerated corrosion testing for uniform attack will require development

Development and Acceptability of the Simplified Text with Workbook in Differential Equations as an Instructional Material for Engineering

Directory of Open Access Journals (Sweden)

Harold Jan R. Terano, ECE, MET

2015-11-01

Full Text Available – Instructional material is a very important tool in the teaching-learning process in a classroom situation. This is in a form of textbooks, reference texts, the chalk and blackboard, computer aided presentations and other materials that are important and useful during discussions and teachings. This study focused on the development and evaluation of an instructional material in Differential Equations for engineering programs. The simplified text with workbook in differential equations for engineering was developed for the purpose of giving the students quality material for their learning processes. The developed material was based in accordance with the minimum requirements of the Philippine Commission on Higher Education (CHED for engineering programs in the course Differential Equations. The acceptability of the material was evaluated in terms of its contents and structure and format. It was evaluated by two categories of evaluators namely, engineering professors and engineering students. The average weighted means are 4.85 in terms of the contents and 4.83 in terms of the structure and format. Based on these results, the researcher found out that the developed material is highly acceptable for use in engineering programs and responsive of the high requirement for engineering curriculum.

The Respiratory System. Instructional Materials in Anatomy and Physiology for Pennsylvania Health Occupations Programs.

Science.gov (United States)

National Evaluation Systems, Inc., Amherst, MA.

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

Instructional scaffolding to improve students' skills in evaluating clinical literature.

Science.gov (United States)

Dawn, Stefani; Dominguez, Karen D; Troutman, William G; Bond, Rucha; Cone, Catherine

2011-05-10

To implement and assess the effectiveness of an activity to teach pharmacy students to critically evaluate clinical literature using instructional scaffolding and a Clinical Trial Evaluation Rubric. The literature evaluation activity centered on a single clinical research article and involved individual, small group, and large group instruction, with carefully structured, evidence-based scaffolds and support materials centered around 3 educational themes: (1) the reader's awareness of text organization, (2) contextual/background information and vocabulary, and (3) questioning, prompting, and self-monitoring (metacognition). Students initially read the article, scored it using the rubric, and wrote an evaluation. Students then worked individually using a worksheet to identify and define 4 to 5 vocabulary/concept knowledge gaps. They then worked in small groups and as a class to further improve their skills. Finally, they assessed the same article using the rubric and writing a second evaluation. Students' rubric scores for the article decreased significantly from a mean pre-activity score of 76.7% to a post-activity score of 61.7%, indicating that their skills in identifying weaknesses in the article's study design had improved. Use of instructional scaffolding in the form of vocabulary supports and the Clinical Trial Evaluation Rubric improved students' ability to critically evaluate a clinical study compared to lecture-based coursework alone.

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…

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…

Wood as Energy--Production and Marketing. Instructional Materials Developed for Iowa Teachers of Vocational Agriculture.

Science.gov (United States)

Iowa State Univ. of Science and Technology, Ames. Dept. of Agricultural Education.

Instructional materials are provided for a unit dealing with production and marketing of wood as an energy source. Unit objectives and a list of visual masters appear first. Content is arranged by six topics: introduction, pre-cutting activities (planning a fuelwood cutting, marketing, chain saw safety), cutting activities, post-cutting…

Bilingual Instructional Materials Dissemination Project. Report I: A Follow-Up Survey of SEDL Product Adopters.

Science.gov (United States)

Butler, Jacqueline; McGinty, John

The Southwest Evaluation and Research Division conducted a survey of 165 purchasers of bilingual instructional materials produced by SEDL to determine which information channels predominate in the curriculum adoption-decision process. The findings of this survey may be useful in the selection of the most efficient ways to communicate information…

A Set of English Instructional Materials Using Task-Based Learning for News Production Management Study Program in STMM “MMMTC” Yogyakarta

Directory of Open Access Journals (Sweden)

Geovanna Gistha Wicita

2016-12-01

Full Text Available The News Production Management Study Program (NPMSP in STMM “MMTC” Yogyakarta is a study program that has an English subject in the third semester. Due to the lack of time and materials for the students, English, which they will use a lot in journalism, becomes their barrier in learning. Therefore, this research attempted to develop a set of English instructional materials using task-based learning for the third semester students of the NPMSP STMM “MMTC” Yogyakarta. This research aimed to answer how the materials are developed and what the materials look like. To gather the information, the researcher adopted Borg & Gall’s (1986 Research and Development (R&D method which was combined with Kemp’s instructional design model (1977 covering eight flexible steps. Due to time and financial constraints, only five steps of R&D were conducted in designing the materials. To gather the information, the researcher conducted some interviews. After designing the materials, the interview was conducted. The interview results showed that the designed materials were good, appropriate, and applicable. Nine suggestions were obtained to revise the materials which covered the level of difficulty of the text, the content of the exercises, the overview of the learning materials, teaching media, lesson plans, instructions, layout, and material implementation. The materials consist of six units. Each unit contains five sessions, namely “What’s Up?”, “Entering the Newsroom”, “Journalists’ Project”, “Entering the News Editor Room”, and “Lesson Learned”.   DOI: https://doi.org/10.24071/llt.2015.180107

Teachers' Improvisation of Instructional Materials for Nigerian Home Economics Curriculum Delivery: Challenges and Strategies

Science.gov (United States)

Olibie, Eyiuche Ifeoma; Nwabunwanne, Chinyere; Ezenwanne, Dorothy Nkem

2013-01-01

This study was designed to ascertain the challenges of improvising instructional materials by Home Economics teachers at the Upper Basic education level in Nigeria, and as a result identify strategies for enhancing improvisation. The study used survey research design based on two research questions. The sample was four hundred and thirty-one Home…

The materials processing research base of the Materials Processing Center

Science.gov (United States)

Latanision, R. M.

1986-01-01

An annual report of the research activities of the Materials Processing Center of the Massachusetts Institute of Technology is given. Research on dielectrophoresis in the microgravity environment, phase separation kinetics in immiscible liquids, transport properties of droplet clusters in gravity-free fields, probes and monitors for the study of solidification of molten semiconductors, fluid mechanics and mass transfer in melt crystal growth, and heat flow control and segregation in directional solidification are discussed.

TRADE instructional materials for SARA/OSHA training. Volume 2, Managers and supervisors training

Energy Technology Data Exchange (ETDEWEB)

1989-03-01

This document provides instructional materials for an eight-hour training course for managers and supervisors of hazardous waste sites. It is one of three volumes of course materials TRADE is preparing to help DOE contractor training staff comply with 29 CFR 1910.120, the Occupational Health and Safety Administration (OSHA) rule that implements Title I of the Superfund Amendments and Reauthorization Act (SARA) of 1986. OSHA`s final rule for hazardous waste operators was published in the Federal Register of March 6, 1989 (54 FR 9294). Combined with the materials in Volumes I and III and with appropriate site-specific information, these materials will help DOE contractors to meet the requirements of 1910.120 (e) that ``on-site management and supervisors directly responsible for, or who supervise employees engaged in, hazardous waste operations`` receive the same initial training as that of the employees they supervise and at least eight additional hours of specialized training in managing hazardous waste operations.

The Effects of Computer Assisted Instruction Materials on Approximate Number Skills of Students with Dyscalculia

Science.gov (United States)

Mutlu, Yilmaz; Akgün, Levent

2017-01-01

The aim of this study is to examine the effects of computer assisted instruction materials on approximate number skills of students with mathematics learning difficulties. The study was carried out with pretest-posttest quasi experimental method with a single subject. The participants of the study consist of a girl and two boys who attend 3rd…

Teaching about Contemporary Germany: Instructional Materials for the Social Studies Classroom. Correlation Charts, Content and Skills.

Science.gov (United States)

Blankenship, Glen

This manual contains a description of each of the instructional kits for teaching about Germany offered by the Goethe Institute. Each kit contains lessons plans, handouts, worksheets, color transparencies, and other support materials. This teaching packet provides information regarding the "best fit" of each lesson in the instructional…

Effectiveness of integrated science instructional material on pressure in daily life theme to improve digital age literacy of students

Science.gov (United States)

Asrizal; Amran, A.; Ananda, A.; Festiyed; Khairani, S.

2018-04-01

Integrated science learning and literacy skills are relevant issues in Indonesian’s education. However, the use of the integrated science learning and the integration of literacy in learning cannot be implemented well. An alternative solution of this problem is to develop integrated science instructional material on pressure in daily life theme by integrating digital age literacy. Purpose of research is to investigate the effectiveness of the use of integrated science instructional material on pressure in daily life theme to improve knowledge competence, attitudes competence and literacy skills of students. This research was a part of development research which has been conducted. In the product testing stage of this research and development was used before and after design of treatment for one sample group. Instruments to collect the data consist of learning outcomes test sheet, attitude observation sheet, and performance assessment sheet of students. Data analysis techniques include descriptive statistics analysis, normality test, homogeneity test, and paired comparison test. Therefore, the important result of research is the use of integrated science instructional material on pressure in daily life theme is effective in scientific approach to improve knowledge competence, attitudes competence, and digital age literacy skills of grade VIII students at 95% confidence level.

Developing Instructional Materials for Business Japanese.

Science.gov (United States)

Koike, Shohei

Business Japanese should be the study of Japanese language and culture for business communication and should include values and beliefs and institutional constraints on which the Japanese act as well as business etiquette and terminology. Topics to be covered in instruction will vary depending on the role (seller, buyer, or colleague) played by…

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

The Impact of Differentiated Instructional Materials on English Language Learner (ELL) Students' Comprehension of Science Laboratory Tasks

Science.gov (United States)

Manavathu, Marian; Zhou, George

2012-01-01

Through a qualitative research design, this article investigates the impacts of differentiated laboratory instructional materials on English language learners' (ELLs) laboratory task comprehension. The factors affecting ELLs' science learning experiences are further explored. Data analysis reveals a greater degree of laboratory task comprehension…

The low-level waste handling challenge at the Feed Materials Production Center

International Nuclear Information System (INIS)

Harmon, J.E.; Diehl, D.E.; Gardner, R.L.

1988-02-01

The management of low-level wastes from the production of depleted uranium at the Feed Materials Production Center presents an enormous challenge. The recovery of uranium from materials contaminated with depleted uranium is usually not economical. As a result, large volumes of wastes are generated. The Westinghouse Materials Company of Ohio has established an aggressive waste management program. Simple solutions have been applied to problems in the areas of waste handling and waste minimization. The success of this program has been demonstrated by the reduction of low-level waste inventory at the Feed Materials Production Center. 8 refs., 4 figs

The low-level waste handling challenge at the Feed Materials Production Center

International Nuclear Information System (INIS)

Harmon, J.E.; Diehl, D.E.; Gardner, R.L.

1988-01-01

The management of low-level wastes from the production of depleted uranium at the Feed Materials Production Center presents an enormous challenge. The recovery of uranium from materials contaminated with depleted uranium is usually not economical. As a result, large volumes of wastes are generated. The Westinghouse Materials Company of Ohio has established an aggressive waste management program. Simple solutions have been applied to problems in the areas of waste handling and waste minimization. The success of this program has been demonstrated by the reduction of low-level waste inventory at the Feed Materials Production Center

Evaluation of instructional material while in use: Welcome to Brazil, Level 1

Directory of Open Access Journals (Sweden)

Maria Angela Masin

2014-04-01

Full Text Available The aim of this paper is to evaluate the use of the instructional material Welcome to Brazil - Level 1 (Fenton and McLarty, 2011 in a technological course in Tourism Management in the city of São Paulo. The textbook content was evaluated according to Ramos (2009 and a questionnaire was used to collect the students’ impressions.  It was concluded that the textbook needs to be complemented for an effective result with the students. The theoretical foundation is based on Cunningsworth (1984, Hutchinson and Waters (1987, Dudley-Evans and St. John (1998, Tomlinson (1998, 2001, Ramos (2009.

Hazardous Materials Management and Emergency Response training Center needs assessment

International Nuclear Information System (INIS)

McGinnis, K.A.; Bolton, P.A.; Robinson, R.K.

1993-09-01

For the Hanford Site to provide high-quality training using simulated job-site situations to prepare the 4,000 Site workers and 500 emergency responders for known and unknown hazards a Hazardous Materials Management and Emergency Response Training Center is needed. The center will focus on providing classroom lecture as well as hands-on, realistic training. The establishment of the center will create a partnership among the US Department of Energy; its contractors; labor; local, state, and tribal governments; and Xavier and Tulane Universities of Louisiana. This report presents the background, history, need, benefits, and associated costs of the proposed center

Program strategy document for the Nuclear Materials Transportation Technology Center

International Nuclear Information System (INIS)

Jefferson, R.M.

1979-07-01

A multiyear program plan is presented which describes the program of the Nuclear Materials Transportation Technology Center (TIC) at Sandia Laboratories. The work element plans, along with their corresponding work breakdown structures, are presented for TTC activities in the areas of Technology and Information Center, Systems Development, Technology, and Institutional Issues for the years from 1979 to 1985

Pre-Service Teachers' Problems of Improvisation of Instructional Materials in Social Studies in Ekiti State University

Science.gov (United States)

Abdu-Raheem, B. O.; Oluwagbohunmi, M. F.

2015-01-01

This study examined problems of improvisation of instructional materials in Social Studies by pre-service teachers in Ekiti State University. The population for the study comprised all Social Studies pre-service teachers in the Faculty of Education. The sample consisted of 90 Social Studies pre-service teachers selected from 200, 300 and 400…

Luminescent materials: probing the excited state of emission centers by spectroscopic methods

International Nuclear Information System (INIS)

Mihóková, E; Nikl, M

2015-01-01

We review recent methods employed to study the excited state of rare-earth centers in various luminescent and scintillating materials. The focus is on processes that help determine localization of the excited state within the material band gap, namely photoionization and thermally stimulated ionization. Then the tunneling process between the luminescence center and the trapping state is addressed. We describe the experimental implementation of methods recently developed to study these processes. We report theoretical models helping the data interpretation. We also present application to currently investigated materials. (topical review)

Project management plan, Hazardous Materials Management and Emergency Response Training Center

International Nuclear Information System (INIS)

Borgeson, M.E.

1994-01-01

For the next 30 years, the main activities at the Hanford Site will involve the handling and cleanup of toxic substances. Thousands of workers involved in these new activities will need systematic training appropriate to their tasks and associated risks. This project is an important part of the Hanford Site mission and will enable the US Department of Energy (DOE) to meet high standards for safety. The Hazardous Materials Management and Emergency Response Training Center (HAMMER) project will construct a centralized regional training center dedicated to training hazardous materials workers and emergency responders in classrooms and with hands-on, realistic training aids representing actual field conditions. The HAMMER Training Center will provide a cost-effective, high-quality way to meet the Hanford Site training needs. The training center creates a partnership among DOE; government contractors; labor; local, state, and tribal governments; and selected institutions of higher education

Energy Frontier Research Center, Center for Materials Science of Nuclear Fuels

Energy Technology Data Exchange (ETDEWEB)

Todd R. Allen, Director

2011-04-01

The Office of Science, Basic Energy Sciences, has funded the INL as one of the Energy Frontier Research Centers in the area of material science of nuclear fuels. This document is the required annual report to the Office of Science that outlines the accomplishments for the period of May 2010 through April 2011. The aim of the Center for Material Science of Nuclear Fuels (CMSNF) is to establish the foundation for predictive understanding of the effects of irradiation-induced defects on thermal transport in oxide nuclear fuels. The science driver of the center’s investigation is to understand how complex defect and microstructures affect phonon mediated thermal transport in UO2, and achieve this understanding for the particular case of irradiation-induced defects and microstructures. The center’s research thus includes modeling and measurement of thermal transport in oxide fuels with different levels of impurities, lattice disorder and irradiation-induced microstructure, as well as theoretical and experimental investigation of the evolution of disorder, stoichiometry and microstructure in nuclear fuel under irradiation. With the premise that thermal transport in irradiated UO2 is a phonon-mediated energy transport process in a crystalline material with defects and microstructure, a step-by-step approach will be utilized to understand the effects of types of defects and microstructures on the collective phonon dynamics in irradiated UO2. Our efforts under the thermal transport thrust involved both measurement of diffusive phonon transport (an approach that integrates over the entire phonon spectrum) and spectroscopic measurements of phonon attenuation/lifetime and phonon dispersion. Our distinct experimental efforts dovetail with our modeling effort involving atomistic simulation of phonon transport and prediction of lattice thermal conductivity using the Boltzmann transport framework.

Development of the structural materials information center

International Nuclear Information System (INIS)

Oland, C.B.; Naus, D.J.

1990-01-01

The U.S. Nuclear Regulatory Commission has initiated a Structural Aging Program at the Oak Ridge National Laboratory to identify potential structural safety issues related to continued service of nuclear power plants and to establish criteria for evaluating and resolving these issues. One of the tasks in this program focuses on the establishment of a Structural Materials Information Center where data and information on the time variation of concrete and other structural material properties under the influence of pertinent environmental stressors and aging factors are being collected and assembled into a database. This database will be used to assist in the prediction of potential long-term deterioration of critical structural components in nuclear power plants and to establish limits on hostile environmental exposure for these structures and materials. Two complementary database formats have been developed. The Structural Materials Handbook is an expandable, hard copy handbook that contains complete sets of data and information for selected portland cement concrete, metallic reinforcement, prestressing tendon, and structural steel materials. The Structural Materials Electronic Database is accessible by an IBM-compatible personal computer and provides an efficient means for searching the various database files to locate materials with similar properties. The database formats have been developed to accommodate data and information on the time-variation of concrete and other structural material properties. To date, the database includes information on concrete, reinforcement, prestressing, and structural steel materials

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…

Injectable scaffold materials differ in their cell instructive effects on primary human myoblasts

DEFF Research Database (Denmark)

Hejbøl, Eva Kildall; Sellathurai, Jeeva; Nair, Prabha Damodaran

2017-01-01

Scaffolds are materials used for delivery of cells for regeneration of tissues. They support three-dimensional organization and improve cell survival. For the repair of small skeletal muscles, injections of small volumes of cells are attractive, and injectable scaffolds for delivery of cells offer...... a minimally invasive technique. In this study, we examined in vitro the cell instructive effects of three types of injectable scaffolds, fibrin, alginate, and poly(lactic-co-glycolic acid)-based microparticles on primary human myoblasts. The myoblast morphology and progression in the myogenic program differed......, depending on the type of scaffold material. In alginate gel, the cells obtained a round morphology, they ceased to proliferate, and entered quiescence. In the fibrin gels, differentiation was promoted, and myotubes were observed within a few days in culture, while poly(lactic-co-glycolic acid...

The World Center for Computing's Pilot Videodisc Project for French Language Instruction.

Science.gov (United States)

Eastmond, J. Nicholls, Jr.; Mosenthal, Richard

1985-01-01

Describes a pilot videodisc project for French language instruction. Unique features include (1) learner control of instruction by a mouse or touch-sensitive screen, (2) extensive cultural interaction, and (3) an elaborate lexicon of word meanings portrayed visually for selected key words. (Author/SED)

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)

Influences of Inadequate Instructional Materials and Facilities in Teaching and Learning of Electrical/Electronics Technology Education Courses

Science.gov (United States)

Ogbu, James E.

2015-01-01

This study investigated the influences of inadequate instructional materials and facilities in the teaching and learning of electrical/electronics (E/E) technology education courses. The study was guided by two research questions and two null hypotheses which were tested at 0.05 level of significance. The design employed was descriptive survey…

KEEFEKTIFAN PEMBELAJARAN MODEL DESIGNED STUDENT-CENTERED INSTRUCTIONAL TERHADAP KEMAMPUAN REPRESENTASI PESERTA DIDIK

Directory of Open Access Journals (Sweden)

Ajeng Alisa Narulita

2013-11-01

Full Text Available Tujuan dari penelitian ini adalah untuk mengetahui (1 apakah kemampuan representasi matematika peserta didik kelas VIII yang diberi pembelajaran dengan model Designed Student-Centered Instructional (DSCI pada mencapai ketuntasan belajar atau tidakdan (2 apakah kemampuan representasi matematika peserta didik kelas VIII yang diberi pembelajaran dengan model DSCI lebih baik dibandingkan dengan pembelajaran dengan model ekspositori. Hal tersebut yang akan menentukan apakah model DSCI efektif digunakan dalam meningkatkan kemampuan representasi matematika atau tidak.Penelitian ini merupakan penelitian eksperimen dengan populasi seluruh peserta didik kelas VIII SMP Negeri 3 Cilacap tahun ajaran 2012/2013. Sampel diambil secara acak melalui teknik area (cluster sampling sehingga diperoleh kelas VIII A sebagai kelompok eksperimen dan dan kelas VIII B sebagai kelompok kontrol. Setelah dilakukan penelitian diperoleh simpulan bahwa (1 rata-rata kemampuan representasi peserta didik kelas VIII yang diberi pembelajaran dengan model DSCI mencapai ketuntasan belajar dan (2 rata-rata kemampuan representasi peserta didik kelas VIII yang diberi pembelajaran dengan model DSCI lebih baik dibandingkan dengan pembelajaran dengan model ekspositori.

Measuring motivational characteristics of courses: applying Keller's instructional materials motivation survey to a web-based course.

Science.gov (United States)

Cook, David A; Beckman, Thomas J; Thomas, Kris G; Thompson, Warren G

2009-11-01

The Instructional Materials Motivation Survey (IMMS) purports to assess the motivational characteristics of instructional materials or courses using the Attention, Relevance, Confidence, and Satisfaction (ARCS) model of motivation. The IMMS has received little use or study in medical education. The authors sought to evaluate the validity of IMMS scores and compare scores between standard and adaptive Web-based learning modules. During the 2005-2006 academic year, 124 internal medicine residents at the Mayo School of Graduate Medical Education (Rochester, Minnesota) were asked to complete the IMMS for two Web-based learning modules. Participants were randomly assigned to use one module that adapted to their prior knowledge of the topic, and one module using a nonadaptive design. IMMS internal structure was evaluated using Cronbach alpha and interdimension score correlations. Relations to other variables were explored through correlation with global module satisfaction and regression with knowledge scores. Of the 124 eligible participants, 79 (64%) completed the IMMS at least once. Cronbach alpha was >or=0.75 for scores from all IMMS dimensions. Interdimension score correlations ranged 0.40 to 0.80, whereas correlations between IMMS scores and global satisfaction ratings ranged 0.40 to 0.63 (Por=.07). IMMS scores were similar between module designs (on a five-point scale, differences ranged from 0.0 to 0.15, P>or=.33). These limited data generally support the validity of IMMS scores. Adaptive and standard Web-based instructional designs were similarly motivating. Cautious use and further study of the IMMS are warranted.

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

Science.gov (United States)

Cho, Seonhee; McDonnough, Jacqueline T.

2009-08-01

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

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…

Availability of Instructional Materials at the Basic Education Level in Enugu Educational Zone of Enugu State, Nigeria

Science.gov (United States)

Chukwu, Leo C.; Eze, Thecla A. Y.; Agada, Fidelia Chinyelugo

2016-01-01

The study examined the availability of instructional materials at the basic education level in Enugu Education Zone of Enugu State, Nigeria. One research question and one hypothesis guided the study. The research question was answered using mean and grand mean ratings, while the hypothesis was tested using t-test statistics at 0.05 level of…

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

Science.gov (United States)

National Evaluation Systems, Inc., Amherst, MA.

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

Center for Coal-Derived Low Energy Materials for Sustainable Construction

Energy Technology Data Exchange (ETDEWEB)

Jewell, Robert; Robl, Tom; Rathbone, Robert

2012-06-30

The overarching goal of this project was to create a sustained center to support the continued development of new products and industries that manufacture construction materials from coal combustion by-products or CCB’s (e.g., cements, grouts, wallboard, masonry block, fillers, roofing materials, etc). Specific objectives includes the development of a research kiln and associated system and the formulation and production of high performance low-energy, low-CO2 emitting calcium sulfoaluminate (CAS) cement that utilize coal combustion byproducts as raw materials.

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.

CNC Turning Center Operations and Prove Out. Computer Numerical Control Operator/Programmer. 444-334.

Science.gov (United States)

Skowronski, Steven D.

This student guide provides materials for a course designed to instruct the student in the recommended procedures used when setting up tooling and verifying part programs for a two-axis computer numerical control (CNC) turning center. The course consists of seven units. Unit 1 discusses course content and reviews and demonstrates set-up procedures…

Instructional Style Meets Classroom Design.

Science.gov (United States)

Novelli, Joan

1991-01-01

Nine elementary teachers explain how they design their classrooms to match and support their instructional styles. The teachers focus on whole language programs, student portfolios, science activity set-ups, technology transformation, learning center strategies, and space utilization. (SM)

Development of the Structural Materials Information Center

International Nuclear Information System (INIS)

Oland, C.B.; Naus, D.J.

1990-01-01

The US Nuclear Regulatory Commission has initiated a Structural Aging Program at the Oak Ridge National Laboratory to identify potential structural safety issues related to continued service of nuclear power plants and to establish criteria for evaluating and resolving these issues. One of the tasks in this program focuses on the establishment of a Structural Materials Information Center where data and information on the time variation of concrete and other structural material properties under the influence of pertinent environmental stressors and aging factors are being collected and assembled into a data base. This data base will be used to assist in the prediction of potential long-term deterioration of critical structural components in nuclear power plants and to establish limits on hostile environmental exposure for these structures and materials. Two complementary data base formats have been developed. The Structural Materials Handbook is an expandable, hard-copy reference document that contains complete sets of data and information for selected portland cement concrete, metallic reinforcement, prestressing tendon, and structural steel materials. Baseline data, reference properties and environmental information are presented in the handbook as tables, notes and graphs. The handbook, which will be published in four volumes, serves as the information source for the electronic data base. The Structural Materials Electronic Data Base is accessible by an IBM-compatible personal computer and provides an efficient means for searching the various data base files to locate materials with similar properties. Properties will be reported in the International System of Units (SI) and in customary units whenever possible. 7 refs., 3 figs., 4 tabs

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.

Teacher Candidate Technology Integration: For Student Learning or Instruction?

Science.gov (United States)

Clark, Cynthia; Zhang, Shaoan; Strudler, Neal

2015-01-01

Transfer of instructional technology knowledge for student-centered learning by teacher candidates is investigated in this study. Using the transfer of learning theoretical framework, a mixed methods research design was employed to investigate whether secondary teacher candidates were able to transfer the instructional technology knowledge for…

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…

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...

An Instructional Systems Approach or FAA Student Centered Training.

Science.gov (United States)

Federal Aviation Administration (DOT), Washington, DC.

The Federal Aviation Administration (FAA) Academy has been using a systems approach as part of its training program since 1969. This booklet describes the general characteristics of an instructional system and explains the steps the FAA goes through in implementing the approach. These steps are: 1) recognize a need for training, 2) specify the…

The College Science Learning Cycle: An Instructional Model for Reformed Teaching.

Science.gov (United States)

Withers, Michelle

2016-01-01

Finding the time for developing or locating new class materials is one of the biggest barriers for instructors reforming their teaching approaches. Even instructors who have taken part in training workshops may feel overwhelmed by the task of transforming passive lecture content to engaging learning activities. Learning cycles have been instrumental in helping K-12 science teachers design effective instruction for decades. This paper introduces the College Science Learning Cycle adapted from the popular Biological Sciences Curriculum Study 5E to help science, technology, engineering, and mathematics faculty develop course materials to support active, student-centered teaching approaches in their classrooms. The learning cycle is embedded in backward design, a learning outcomes-oriented instructional design approach, and is accompanied by resources and examples to help faculty transform their teaching in a time-efficient manner. © 2016 M. Withers. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

A Model of Research Paper Writing Instructional Materials for Academic Writing Course: "Needs & Documents Analysis and Model Design"

Science.gov (United States)

Ghufron, M. Ali; Saleh, Mursid; Warsono; Sofwan, Ahmad

2016-01-01

This study aimed at designing a model of instructional materials for Academic Writing Course focusing on research paper writing. The model was designed based on the Curriculum at the English Education Study Program, Faculty of Language and Art Education of IKIP PGRI Bojonegoro, East Java, Indonesia. This model was developed in order to improve…

The separate and collective effects of personalization, personification, and gender on learning with multimedia chemistry instructional materials

Science.gov (United States)

Halkyard, Shannon

Chemistry is a difficult subject to learn and teach for students in general. Additionally, female students are under-represented in chemistry and the physical sciences. Within chemistry, atomic and electronic structure is a key concept and several recommendations in the literature describe how this topic can be taught better. These recommendations can be employed in multimedia instructional materials designed following principles understood through the Cognitive Theory of Multimedia Learning. Additionally, these materials can expand the known use of principles like personalization (addressing the learner as "you") and test prospective design principles like personification (referring to abstract objects like atoms as "she" or "he"). The purpose of this study was to use the recommendations on teaching atomic and electronic structure along with known multimedia design principles to create multimedia chemistry learning materials that can be used to test the use of personalization and personification both separately and together. The study also investigated how learning with these materials might be different for male and female students. A sample of 329 students from private northern California high schools were given an atomic structure pre-test, watched a multimedia chemistry instructional video, and took a post-test on atomic structure. Students were randomly assigned to watch one of six versions of the instructional video. Students in the six groups were compared using ANOVA procedures and no significant differences were found. Males were compared to females for the six different treatment conditions and the most significant difference was for the treatment that combined personalization (you) and female personification (she), with a medium effect size (Cohen's d=0.65). Males and females were then compared separately across the six groups using ANOVA procedures and t-tests. A significant difference was found for female students using the treatment that combined

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…

Readability of Spine-Related Patient Education Materials From Leading Orthopedic Academic Centers.

Science.gov (United States)

Ryu, Justine H; Yi, Paul H

2016-05-01

Cross-sectional analysis of online spine-related patient education materials from leading academic centers. To assess the readability levels of spine surgery-related patient education materials available on the websites of academic orthopedic surgery departments. The Internet is becoming an increasingly popular resource for patient education. Yet many previous studies have found that Internet-based orthopedic-related patient education materials from subspecialty societies are written at a level too difficult for the average American; however, no prior study has assessed the readability of spine surgery-related patient educational materials from leading academic centers. All spine surgery-related articles from the online patient education libraries of the top five US News & World Report-ranked orthopedic institutions were assessed for readability using the Flesch-Kincaid (FK) readability test. Mean readability levels of articles amongst the five academic institutions and articles were compared. We also determined the number of articles with readability levels at or below the recommended sixth- or eight-grade levels. Intraobserver and interobserver reliability of readability assessment were assessed. A total of 122 articles were reviewed. The mean overall FK grade level was 11.4; the difference in mean FK grade level between each department varied significantly (range, 9.3-13.4; P Online patient education materials related to spine from academic orthopedic centers are written at a level too high for the average patient, consistent with spine surgery-related patient education materials provided by the American Academy of Orthopaedic Surgeons and spine subspecialty societies. This study highlights the potential difficulties patients might have in reading and comprehending the information in publicly available education materials related to spine. N/A.

Individualization and Modularization of Vocational Education Instructional Materials. An Annotated Bibliography of Publications and Projects. Bibliography Series No. 32.

Science.gov (United States)

Magisos, Joel H., Comp.; Stakelon, Anne E., Comp.

This annotated bibliography is designed to assist applicants for research grants under part C (section 131a) of the amendments to the Vocational Education Act of 1963 by providing access to documents, journal articles, and current projects related to the individualization and modularization of vocational education instructional materials. The…

Constructivist Instructional Practices and Teacher Beliefs Related to Secondary Science Teaching and Learning

Science.gov (United States)

Nelson, Adrienne Fleurette

The purpose of this mixed method research study was to examine the constructivist beliefs and instructional practices of secondary science teachers. The research also explored situations that impacted whether or not student centered instruction occurred. The study revealed science teachers held constructive beliefs pertaining to student questioning of the learning process and student autonomy in interacting with other learners. Teachers held the least constructivist beliefs pertaining to student teacher collaboration on lesson design. Additionally, teacher beliefs and practice were not congruent due to instructional practices being deemed less constructivist than reported. The study found that curricular demands, teacher perceptions about students, inadequate laboratory resources, and the lack of teacher understanding about the components of constructivist instruction inhibited student centered instruction. The results of this study led to six recommendations that can be implemented by school districts in collaboration with science teachers to promote constructivist instruction.

Current Condition of Michigan Curriculum Materials Centers and Collections in Academic Institutions

Science.gov (United States)

Kohrman, Rita

2015-01-01

A 2005 sabbatical study revealed 24 unique curriculum materials centers or collections (CMCs) in Michigan colleges or universities. The focus of the study was to investigate the number, characteristics, and quality of these centers and collections supporting education faculty and students. A follow up 2014 study asked how or if the Michigan…

Learning Efficacy and Cost-Effectiveness of Print versus e-Book Instructional Material in an Introductory Financial Accounting Course

Science.gov (United States)

Annand, David

2008-01-01

This article describes the concurrent development of paper-based and e-book versions of a textbook and related instructional material used in an introductory-level financial accounting course. Break-even analysis is used to compare costs of the two media. A study conducted with 109 students is also used to evaluate the two media with respect to…

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…

Controlling the Instructional Development Process. Training Development and Research Center Project Number Fifteen.

Science.gov (United States)

Sleezer, Catherine M.; Swanson, Richard A.

Process control is a way of training managers in business and industry to plan, monitor, and communicate the instructional development process of training projects. Two simple and useful tools that managers use in controlling the process of instructional development are the Process Control Planning Sheet and the Process Control Record. The Process…

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

Science.gov (United States)

DuMolin, James R.; Morgan, Robert P.

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

Active-learning versus teacher-centered instruction for learning acids and bases

Science.gov (United States)

Acar Sesen, Burcin; Tarhan, Leman

2011-07-01

Background and purpose: Active-learning as a student-centered learning process has begun to take more interest in constructing scientific knowledge. For this reason, this study aimed to investigate the effectiveness of active-learning implementation on high-school students' understanding of 'acids and bases'. Sample The sample of this study was 45 high-school students (average age 17 years) from two different classes, which were randomly assigned to the experimental (n = 21) and control groups (n = 25), in a high school in Turkey. Design and methods A pre-test consisting of 25 items was applied to both experimental and control groups before the treatment in order to identify student prerequisite knowledge about their proficiency for learning 'acids and bases'. A one-way analysis of variance (ANOVA) was conducted to compare the pre-test scores for groups and no significant difference was found between experimental (ME = 40.14) and control groups (MC = 41.92) in terms of mean scores (F 1,43 = 2.66, p > 0.05). The experimental group was taught using an active-learning curriculum developed by the authors and the control group was taught using traditional course content based on teacher-centered instruction. After the implementation, 'Acids and Bases Achievement Test' scores were collected for both groups. Results ANOVA results showed that students' 'Acids and Bases Achievement Test' post-test scores differed significantly in terms of groups (F 1,43 = 102.53; p acid and base theories'; 'metal and non-metal oxides'; 'acid and base strengths'; 'neutralization'; 'pH and pOH'; 'hydrolysis'; 'acid-base equilibrium'; 'buffers'; 'indicators'; and 'titration'. Based on the achievement test and individual interview results, it was found that high-school students in the experimental group had fewer misconceptions and understood the concepts more meaningfully than students in control group. Conclusion The study revealed that active-learning implementation is more effective at

77 FR 3242 - Comprehensive Centers Program

Science.gov (United States)

2012-01-23

... training, technical assistance, and professional development to SEAs, LEAs, regional educational agencies..., instruction, teacher quality, innovation and improvement, or high schools. The 16 Regional Centers focused... requirements for all Regional Centers do not support the development of new content. A Regional Center...

Mission: Possible. Center of Excellence for Hazardous Materials Management

International Nuclear Information System (INIS)

Bartlett, W.T.; Prather-Stroud, W.

2006-01-01

The Center of Excellence for Hazardous Materials Management (CEHMM) was established in May 2004 as a nonprofit research organization. Its purpose is to develop a sustainable technical/scientific community located in Carlsbad, New Mexico, that interacts worldwide to find solutions to hazardous materials management issues. An important part of the mission is to achieve improved protection of worker safety, human health, and the environment. Carlsbad has a large technical community due to the presence of the Waste Isolation Pilot Plant (WIPP) and its many contractors and support organizations. These groups include the Carlsbad Environmental Monitoring and Research Center, Washington Group International, Los Alamos National Laboratory, and Sandia National Laboratories. These organizations form the basis of a unique knowledge community with strengths in many areas, such as geosciences, actinide chemistry, environmental monitoring, and waste transportation. CEHMM works cooperatively with these organizations and others to develop projects that will maintain this knowledge community beyond the projected closure date of WIPP. At present, there is an emphasis in bio-monitoring, air monitoring, hazardous materials educational programs, and endangered species remediation. CEHMM is also currently working with a group from the American Nuclear Society to help facilitate their conference scheduled for April 2006 in Carlsbad. CEHMM is growing rapidly and is looking forward to a diverse array of new projects. (authors)

Instruction manual: Fly ash stabilised sludge (FSS) as liner material; Vaegledning: Flygaskastabiliserat avloppsslam (FSA) som taetskikt

Energy Technology Data Exchange (ETDEWEB)

Carling, Maria; Haakansson, Karsten; Macsik, Josef; Mossakowska, Agnes; Rogbeck, Yvonne

2007-06-15

Several old waste sites are on the verge to be closed up during the next ten years. The function of a liner is to limit the amount of water that is infiltrated to the waste. This leads to high demand on a liner's permeability, shear strength and durability. Several pilot studies have been followed up where fly ash stabilised sewage sludge (FSS) was used as liner. The results show that FSS has low hydraulic conductivity (low permeability) and that it meets the demands put on a liner for non-hazardous wastes. Closure with FSS as liner puts special demands on the materials, the mixing action and during installation. The aim of this instruction manual is that it will work as an aid to manufacture and install liner, based on fly ash and sewage sludge, which fulfils functional demands. The manual contains a description of geotechnical and environmental demands to accomplish. This includes the following; manufacturing, storing, installation and follow up/control. This instruction manual is aimed for those who are planning closures of a landfill with FSS and need guidance to plan, carry out and control the liner construction. The manual can also be used by environmental agencies in order to control that the closure is done appropriately. Sewage sludge and fly ash from different producers can have varying properties. The quality of the used materials can change the FSS mixture's material properties and thereby also its permeability and durability. Both raw materials and mixtures should thereby be investigated according to material parameters. The mixtures dry solid content is a critical parameter as both shear strength and handling properties will be effected. In order to acquire sufficient amount of raw material storing is often required. Several aspects must then be counted on, as the properties of the raw materials can be altered. Manufacturing FSS must be done with the same material properties that have been investigated and evaluated in laboratory. Different

An Organizational Model for Instructional Support at a Community College.

Science.gov (United States)

Mundell, Jacqueline; Celene-Martel, Coryl; Braziunas, Tom

2003-01-01

Describes the Instructional and Information Support Services (IISS) division at North Seattle Community College, which brings together the college's library, media services, and distance learning units as well as the Teaching and Learning center to support instruction campus-wide. Discusses the campus technological infrastructure, online courses,…

PNNL Development and Analysis of Material-Based Hydrogen Storage Systems for the Hydrogen Storage Engineering Center of Excellence

Energy Technology Data Exchange (ETDEWEB)

Brooks, Kriston P. [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Alvine, Kyle J. [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Johnson, Kenneth I. [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Klymyshyn, Nicholas A. [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Pires, Richard P. [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Ronnebro, Ewa [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Simmons, Kevin L. [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Weimar, Mark R. [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Westman, Matthew P. [Pacific Northwest National Lab. (PNNL), Richland, WA (United States)

2016-02-29

The Hydrogen Storage Engineering Center of Excellence is a team of universities, industrial corporations, and federal laboratories with the mandate to develop lower-pressure, materials-based, hydrogen storage systems for hydrogen fuel cell light-duty vehicles. Although not engaged in the development of new hydrogen storage materials themselves, it is an engineering center that addresses engineering challenges associated with the currently available hydrogen storage materials. Three material-based approaches to hydrogen storage are being researched: 1) chemical hydrogen storage materials 2) cryo-adsorbents, and 3) metal hydrides. As a member of this Center, Pacific Northwest National Laboratory (PNNL) has been involved in the design and evaluation of systems developed with each of these three hydrogen storage materials. This report is a compilation of the work performed by PNNL for this Center.

Creating Shared Instructional Products: An Alternative Approach to Improving Teaching

Science.gov (United States)

Morris, Anne K.; Hiebert, James

2011-01-01

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

Instructor Clarity and Student Motivation: Academic Performance as a Product of Students' Ability and Motivation to Process Instructional Material

Science.gov (United States)

Bolkan, San; Goodboy, Alan K.; Kelsey, Dawn M.

2016-01-01

This study tested the notion that the effect of instructor clarity on learning is conditioned upon students' motivation. We randomly assigned 128 participants to a video of a clear or an unclear lecture and asked them to report their motivation to deeply process lecture material. Results indicated that even with clear instruction, test scores were…

Molecularly Engineered Energy Materials, an Energy Frontier Research Center

Energy Technology Data Exchange (ETDEWEB)

Ozolins, Vidvuds [Univ. of California, Los Angeles, CA (United States). Materials Science and Engineering Dept.

2016-09-28

Molecularly Engineered Energy Materials (MEEM) was established as an interdisciplinary cutting-edge UCLA-based research center uniquely equipped to attack the challenge of rationally designing, synthesizing and testing revolutionary new energy materials. Our mission was to achieve transformational improvements in the performance of materials via controlling the nano-and mesoscale structure using selectively designed, earth-abundant, inexpensive molecular building blocks. MEEM has focused on materials that are inherently abundant, can be easily assembled from intelligently designed building blocks (molecules, nanoparticles), and have the potential to deliver transformative economic benefits in comparison with the current crystalline-and polycrystalline-based energy technologies. MEEM addressed basic science issues related to the fundamental mechanisms of carrier generation, energy conversion, as well as transport and storage of charge and mass in tunable, architectonically complex materials. Fundamental understanding of these processes will enable rational design, efficient synthesis and effective deployment of novel three-dimensional material architectures for energy applications. Three interrelated research directions were initially identified where these novel architectures hold great promise for high-reward research: solar energy generation, electrochemical energy storage, and materials for CO₂ capture. Of these, the first two remained throughout the project performance period, while carbon capture was been phased out in consultation and with approval from BES program manager.

Materials characterization center workshop on compositional and microstructural analysis of nuclear waste materials. Summary report

International Nuclear Information System (INIS)

Daniel, J.L.; Strachan, D.M.; Shade, J.W.; Thomas, M.T.

1981-06-01

The purpose of the Workshop on Compositional and Microstructural Analysis of Nuclear Waste Materials, conducted November 11 and 12, 1980, was to critically examine and evaluate the various methods currently used to study non-radioactive, simulated, nuclear waste-form performance. Workshop participants recognized that most of the Materials Characterization Center (MCC) test data for inclusion in the Nuclear Waste Materials Handbook will result from application of appropriate analytical procedures to waste-package materials or to the products of performance tests. Therefore, the analytical methods must be reliable and of known accuracy and precision, and results must be directly comparable with those from other laboratories and from other nuclear waste materials. The 41 participants representing 18 laboratories in the United States and Canada were organized into three working groups: Analysis of Liquids and Solutions, Quantitative Analysis of Solids, and Phase and Microstructure Analysis. Each group identified the analytical methods favored by their respective laboratories, discussed areas needing attention, listed standards and reference materials currently used, and recommended means of verifying interlaboratory comparability of data. The major conclusions from this workshop are presented

The waste minimization program at the Feed Materials Production Center

International Nuclear Information System (INIS)

Blasdel, J.E.; Crotzer, M.E.; Gardner, R.L.; Kato, T.R.; Spradlin, C.N.

1987-01-01

A waste minimization program is being implemented at the Feed Materials Production Center to reduce the generation of uranium-contaminated wastes and to comply with existing and forthcoming regulations. Procedures and plans are described which deal with process and non-process trash, contaminated wood and metals, used metal drums, and major process wastes such as contaminated magnesium fluoride and neutralized raffinate. Waste minimization techniques used include segregation, source reduction, volume reduction, material substitution and waste/product recycle. The importance of training, communication, and incentives is also covered. 5 refs., 11 figs

The Effects of Instruction with Visual Materials on the Development of Preservice Elementary Teachers' Knowledge and Attitude towards Global Warming

Science.gov (United States)

Bozdogan, Aykut Emre

2011-01-01

This study aimed to identify the erroneous knowledge and misconceptions of preservice elementary teachers about global warming and examine the effects of instruction with visual materials on rectifying these misconceptions and fostering a positive attitude towards the issue of global warming. Having a quasi-experimental design, the study made use…

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

Science.gov (United States)

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

2015-01-01

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

Instructional Modules for Training Special Education Teachers: A Final Report on the Development and Field Testing of the CUNY-CBTEP Special Education Modules. Case 30-76. Toward Competence Instructional Materials for Teacher Education.

Science.gov (United States)

City Univ. of New York, NY. Center for Advanced Study in Education.

The City University of New York Competency Based Teacher Education Project (CUNY-CBTEP) in Special Education studied Modularization, focusing on the variables in the instructional setting that facilitate learning from modular materials for a wide range of students. Four of the five modules for the training of special education teachers developed…

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

Science.gov (United States)

Idris, Husni; Nurhayati, Nurhayati; Satriani, Satriani

2018-05-01

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

Institutional Renewal: Instructional Development in Context.

Science.gov (United States)

DeBloois, Michael L.

Traditionally, instructional developers have confronted the following dilemmas: (1) motivation through coercion versus motivation through reward; (2) systems approaches versus intuition; and (3) incremental change versus fundamental change. A more pragmatic approach to institutional change should attempt to: (1) be user centered; (2) provide…

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…

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.

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.

[Participants-centered Design of Annual Meeting: From the Perspectives of Instructional Systems].

Science.gov (United States)

Suzuki, Katsuaki

2018-01-01

　This paper examines the reform experience of the 10th Annual Meeting of the Japanese Society for Pharmaceutical Palliative Care and Sciences from Instructional Systems perspectives, to check whether it was effective, efficient, and appealing for participants. "Instructional Systems" has been a research area in educational technology for the past 50 years, and has also been applied to training and human resource development in healthcare domains. If an annual meeting is to be designed for participants' learning, then perspectives of Instructional Systems can be applied to interpret the effort of the reform. First, fill in the gaps of participants' knowledge, using before-and-after comparison. Design a conference to meet the needs of its participants by checking why they attend (expectations) and what they bring in (starting status). Second, design the conference as a process of innovation. The bigger the expected changes, the more carefully participants should be prepared to accommodate them. Third, follow plan-do-check-action cycles with data for confirming and revising the new ways of running the meeting. Plan to check "exportability" of the new ways, to assess whether it can be generalized to future meetings.

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…

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)

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.

Student-Centered Coaching: The Moves

Science.gov (United States)

Sweeney, Diane; Harris, Leanna S.

2017-01-01

Student-centered coaching is a highly-effective, evidence-based coaching model that shifts the focus from "fixing" teachers to collaborating with them to design instruction that targets student outcomes. But what does this look like in practice? "Student-Centered Coaching: The Moves" shows you the day-to-day coaching moves that…

Measuring Engineering Faculty Views about Benefits and Costs of Using Student-Centered Strategies

Directory of Open Access Journals (Sweden)

Eugene Judson

2017-06-01

Full Text Available Dispositions of 286 engineering faculty members were assessed to determine views about three student-centered classroom strategies and how frequently faculty used those strategies. The student-centered classroom strategies examined were: using formative feedback to adjust instruction, integrating real-world applications, and promoting student-to-student discussions during formal class time. The Value, Expectancy, and Cost of Testing Educational Reforms Survey (VECTERS, based on expectancy theory, was designed, tested, and validated for this purpose. Results indicate using strategies, such as formative feedback, are significantly tied to perceived benefits and expectation of success. Using student-centered strategies is inversely related to the perceived cost of implementation – with more frequent users perceiving lower cost of time and materials.

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…

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…

Sex Education Materials.

Science.gov (United States)

Singer-Magdoff, Laura

1969-01-01

After briefly discussing the philosophy of sex education and appraising generally the nature of the instructional methods and materials currently in use in the schools, the author provides brief but incisive reviews of a number of films, filmstrips, and other instructional materials dealing with sex. The reviews are continued in the succeeding…

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,…

Managing Mathematics: How Does Classroom Management Affect the Maintenance of High Cognitive Demand Tasks during Lessons with Standards-Based Instructional Materials?

Science.gov (United States)

Barriteau Phaire, Candace

2013-01-01

The teaching and learning of mathematics has been the subject of debate for over 30 years and the most recent reform efforts are in response to concerns regarding the mathematical competence of students in the United States (Ball, Hill, & Bass, 2005; Battista, 1994; Cavanagh, 2008). Standards-based Instructional Materials (SBIM) allows…

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

Materials Characterization Center meeting on impact testing of waste forms. Summary report

International Nuclear Information System (INIS)

Merz, M.D.; Atteridge, D.; Dudder, G.

1981-10-01

A meeting was held on March 25-26, 1981 to discuss impact test methods for waste form materials to be used in nuclear waste repositories. The purpose of the meeting was to obtain guidance for the Materials Characterization Center (MCC) in preparing the MCC-10 Impact Test Method to be approved by the Materials Review Board. The meeting focused on two essential aspects of the test method, namely the mechanical process, or impact, used to effect rapid fracture of a waste form and the analysis technique(s) used to characterize particulates generated by the impact

Teaching about Modern Germany: Instructional Materials for the Social Studies Classroom. Correlation Charts Indicating Content and Skills Addressed by Each Lesson.

Science.gov (United States)

Goethe House, New York, NY.

This instructional booklet for the social studies classroom is a companion to a series about modern day Germany. The materials describe the documents in the series and present correlation charts for content and skills: (1) "A Kid Like Me across the Sea"; (2) "Communities and Regions"; (3) "Overview of Germany"; (4)…

Using the Microcomputer to Generate Materials for Bibliographic Instruction.

Science.gov (United States)

Hendley, Gaby G.

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

Center for Materials Science, Los Alamos National Laboratory. Status report, October 1, 1990--September 30, 1991

International Nuclear Information System (INIS)

Parkin, D.M.; Boring, A.M.

1991-01-01

This report summarizes the progress of the Center for Materials Science (CMS) from October 1, 1990 to September 30, 1991, and is the nineth such annual report. It has been a year of remarkable progress in building the programs of the Center. The extent of this progress is described in detail. The CMS was established to enhance the contribution of materials science and technology to the Laboratory's defense, energy and scientific missions, and the Laboratory. In carrying out these responsibilities it has accepted four demanding missions: (1) Build a core group of highly rated, established materials scientists and solid state physicists. (2) Promote and support top quality, interdisciplinary materials research programs at Los Alamos. (3) Strengthen the interactions of materials science and Los Alamos with the external materials science community. and (4) Establish and maintain modern materials research facilities in a readily accessible, central location

Center for Materials Science, Los Alamos National Laboratory. Status report, October 1, 1990--September 30, 1991

Energy Technology Data Exchange (ETDEWEB)

Parkin, D.M.; Boring, A.M. [comps.

1991-10-01

This report summarizes the progress of the Center for Materials Science (CMS) from October 1, 1990 to September 30, 1991, and is the nineth such annual report. It has been a year of remarkable progress in building the programs of the Center. The extent of this progress is described in detail. The CMS was established to enhance the contribution of materials science and technology to the Laboratory`s defense, energy and scientific missions, and the Laboratory. In carrying out these responsibilities it has accepted four demanding missions: (1) Build a core group of highly rated, established materials scientists and solid state physicists. (2) Promote and support top quality, interdisciplinary materials research programs at Los Alamos. (3) Strengthen the interactions of materials science and Los Alamos with the external materials science community. and (4) Establish and maintain modern materials research facilities in a readily accessible, central location.

Apparel. Teacher's Instructional Guide.

Science.gov (United States)

Rambo, Patti

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

Toward a Common Understanding of Research-Based Instructional Strategies

Science.gov (United States)

Goodwin, Deborah; Webb, Mary Ann

2014-01-01

A review of available books, articles and on-line resources which deal with "Research-Based Instructional Strategies" will produce a plethora of materials which promote the effectiveness of these strategies on student achievement. Also, a perusal of classroom instruction and teacher evaluation instruments will reveal that many of the…

Insider Threat Mitigation Workshop Instructional Materials

Energy Technology Data Exchange (ETDEWEB)

Gibbs, Philip [Brookhaven National Lab. (BNL), Upton, NY (United States); Larsen, Robert [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); O' Brien, Mike [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Rodriquez, Jose [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States)

2008-01-01

Insiders represent a formidable threat to nuclear facilities. This set of workshop materials covers methodologies to analyze and approaches to mitigate the threat of an insider attempting abrupt theft of nuclear materials. This report is a compilation of workshop materials consisting of lectures on technical and administrative measures used in Physical Protection (PP) and Material Control and Accounting (MC&A) and methods for analyzing their effectiveness against a postulated insider threat.

Bottling Fog? The Quest for Instructional Management

Science.gov (United States)

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

2016-01-01

Elsewhere, the authors have unpacked instructional leadership and have documented that such leadership is associated with more effective schools. Indeed, there has been for a considerable time nearly universal acceptance that learning-centered leadership should provide the central platform on which leadership is enacted. In this paper, a less…

Teaching Machines and Programmed Instruction; an Introduction.

Science.gov (United States)

Fry, Edward B.

Teaching machines and programed instruction represent new methods in education, but they are based on teaching principles established before the development of media technology. Today programed learning materials based on the new technology enjoy increasing popularity for several reasons: they apply sound psychological theories; the materials can…

Conceptual design report, Hazardous Materials Management and Emergency Response (HAMMER) Training Center

Energy Technology Data Exchange (ETDEWEB)

Kelly, K.E. [Westinghouse Hanford Co., Richland, WA (United States)

1994-11-09

For the next 30 years, the main activities at the US Department of Energy (DOE) Hanford Site will involve the management, handling, and cleanup of toxic substances. If the DOE is to meet its high standards of safety, the thousands of workers involved in these activities will need systematic training appropriate to their tasks and the risks associated with these tasks. Furthermore, emergency response for DOE shipments is the primary responsibility of state, tribal, and local governments. A collaborative training initiative with the DOE will strengthen emergency response at the Hanford Site and within the regional communities. Local and international labor has joined the Hazardous Materials Management and Emergency Response (HAMMER) partnership, and will share in the HAMMER Training Center core programs and facilities using their own specialized trainers and training programs. The HAMMER Training Center will provide a centralized regional site dedicated to the training of hazardous material, emergency response, and fire fighting personnel.

Conceptual design report, Hazardous Materials Management and Emergency Response (HAMMER) Training Center

International Nuclear Information System (INIS)

Kelly, K.E.

1994-01-01

For the next 30 years, the main activities at the US Department of Energy (DOE) Hanford Site will involve the management, handling, and cleanup of toxic substances. If the DOE is to meet its high standards of safety, the thousands of workers involved in these activities will need systematic training appropriate to their tasks and the risks associated with these tasks. Furthermore, emergency response for DOE shipments is the primary responsibility of state, tribal, and local governments. A collaborative training initiative with the DOE will strengthen emergency response at the Hanford Site and within the regional communities. Local and international labor has joined the Hazardous Materials Management and Emergency Response (HAMMER) partnership, and will share in the HAMMER Training Center core programs and facilities using their own specialized trainers and training programs. The HAMMER Training Center will provide a centralized regional site dedicated to the training of hazardous material, emergency response, and fire fighting personnel

Wisconsin System for Instructional Management: Terminal Operator Manual. Practical Paper No. 19.

Science.gov (United States)

Bozeman, William C.; And Others

The Wisconsin System for Instructional Management (WIS-SIM) is a computer managed instruction (CMI) system designed to improve instructional decision making in order to maximize the educational progress of each child while making efficient use of the available human, material, and financial resources within an organizational structure such as the…

An Evaluation of the Instruction Carried out with Printed Laboratory Materials Designed in Accordance with 5E Model: Reflection of Light and Image on a Plane Mirror

Science.gov (United States)

Ayvaci, Hakan Sevki; Yildiz, Mehmet; Bakirci, Hasan

2015-01-01

This study employed a print laboratory material based on 5E model of constructivist learning approach to teach reflection of light and Image on a Plane Mirror. The effect of the instruction which conducted with the designed print laboratory material on academic achievements of prospective science and technology teachers and their attitudes towards…

Engaging in Argument from Evidence and the Ocean Sciences Sequence for Grades 3-5: A case study in complementing professional learning experiences with instructional materials aligned to instructional goals

Science.gov (United States)

Schoedinger, S. E.; Weiss, E. L.

2016-12-01

K-5 science teachers, who often lack a science background, have been tasked with a huge challenge in implementing NGSS—to completely change their instructional approach from one that views science as a body of knowledge to be imparted to one that is epistemic in nature. We have found that providing high-quality professional learning (PL) experiences is often not enough and that teachers must have instructional materials that align with their instructional goals. We describe a case study in which the Lawrence Hall of Science (the Hall) used the Hall-developed Ocean Sciences Sequence for Grades 3-5 (OSS 3-5) to support a rigorous PL program for grade 3-5 teachers focused on the NGSS science and engineering practice, engaging in argument from evidence. Developed prior to the release of NGSS, the Ocean Literacy Framework and the NGSS precursor, A Framework for K-12 Science Education, informed the content and instructional approaches of OSS 3-5. OSS 3-5 provides a substantial focus on making evidence-based explanations (and other science practices), while building students' ocean sciences content knowledge. From 2013-2015, the Hall engaged cohorts of teachers in a rigorous PL experience focused on engaging in argument from evidence. During the summer, teachers attended a week-long institute, in which exemplar activities from OSS 3-5 were used to model instructional practices to support arguing from evidence and related practices, e.g., developing and using models and constructing explanations. Immediately afterward, teachers enacted what they'd learned during a two-week summer school practicum. Here, they team-taught the OSS 3-5 curriculum, participated in video reflection groups, and received coaching and just-in-time input from instructors. In the subsequent academic year, many teachers began by teaching OSS 3-5 so that they could practice engaging students in argumentation in curriculum they'd already used for that purpose. Throughout the year, teachers

Instruction by Design, A Report on the Conference on New Instructional Materials in Physics (University of Washington, Seattle, June 21-August 21, 1965).

Science.gov (United States)

Commission on Coll. Physics, College Park, MD.

This review has a section devoted to each of the following conference topics: Monographs, Film, Experiment Sequences, Computer-assisted Instruction, Designing a Unit of Instruction, and Toward New Solutions. Each section contains background discussion on the rationale, philosophy, and importance for improvements in the area being considered. The…

International Nuclear Safety Center database on thermophysical properties of reactor materials

International Nuclear Information System (INIS)

Fink, J.K.; Sofu, T.; Ley, H.

1997-01-01

The International Nuclear Safety Center (INSC) database has been established at Argonne National Laboratory to provide easily accessible data and information necessary to perform nuclear safety analyses and to promote international collaboration through the exchange of nuclear safety information. The INSC database, located on the World Wide Web at http://www.insc.anl.gov, contains critically assessed recommendations for reactor material properties for normal operating conditions, transients, and severe accidents. The initial focus of the database is on thermodynamic and transport properties of materials for water reactors. Materials that are being included in the database are fuel, absorbers, cladding, structural materials, coolant, and liquid mixtures of combinations of UO 2 , ZrO 2 , Zr, stainless steel, absorber materials, and concrete. For each property, the database includes: (1) a summary of recommended equations with uncertainties; (2) a detailed data assessment giving the basis for the recommendations, comparisons with experimental data and previous recommendations, and uncertainties; (3) graphs showing recommendations, uncertainties, and comparisons with data and other equations; and (4) property values tabulated as a function of temperature

Measurement control workshop instructional materials

Energy Technology Data Exchange (ETDEWEB)

Gibbs, Philip [Brookhaven National Lab. (BNL), Upton, NY (United States); Harvel, Charles [Savannah River Site (SRS), Aiken, SC (United States). Savannah River National Lab. (SRNL); Clark, John [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Gregg Protection Services, Lynchburg, VA (United States)

2012-09-01

An essential element in an effective nuclear materials control and accountability (MC&A) program is the measurement of the nuclear material as it is received, moved, processed and shipped. Quality measurement systems and methodologies determine the accuracy of the accountability values. Implementation of a measurement control program is essential to ensure that the measurement systems and methodologies perform as expected. A measurement control program also allows for a determination of the level of confidence in the accounting values.

Measurement control workshop instructional materials

Energy Technology Data Exchange (ETDEWEB)

Gibbs, Philip [Brookhaven National Lab. (BNL), Upton, NY (United States); Harvel, Charles [Savannah River Site (SRS), Aiken, SC (United States). Savannah River National Lab. (SRNL); Clark, John [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Gregg Protection Services, Lynchburg, VA (United States)

2011-12-01

An essential element in an effective nuclear materials control and accountability (MC&A) program is the measurement of the nuclear material as it is received, moved, processed and shipped. Quality measurement systems and methodologies determine the accuracy of the accountability values. Implementation of a measurement control program is essential to ensure that the measurement systems and methodologies perform as expected. A measurement control program also allows for a determination of the level of confidence in the ac counting values.

GATE Center of Excellence at UAB in Lightweight Materials for Automotive Applications

Energy Technology Data Exchange (ETDEWEB)

None

2011-07-31

This report summarizes the accomplishments of the UAB GATE Center of Excellence in Lightweight Materials for Automotive Applications. The first Phase of the UAB DOE GATE center spanned the period 2005-2011. The UAB GATE goals coordinated with the overall goals of DOE's FreedomCAR and Vehicles Technologies initiative and DOE GATE program. The FCVT goals are: (1) Development and validation of advanced materials and manufacturing technologies to significantly reduce automotive vehicle body and chassis weight without compromising other attributes such as safety, performance, recyclability, and cost; (2) To provide a new generation of engineers and scientists with knowledge and skills in advanced automotive technologies. The UAB GATE focused on both the FCVT and GATE goals in the following manner: (1) Train and produce graduates in lightweight automotive materials technologies; (2) Structure the engineering curricula to produce specialists in the automotive area; (3) Leverage automotive related industry in the State of Alabama; (4) Expose minority students to advanced technologies early in their career; (5) Develop innovative virtual classroom capabilities tied to real manufacturing operations; and (6) Integrate synergistic, multi-departmental activities to produce new product and manufacturing technologies for more damage tolerant, cost-effective, and lighter automotive structures.

Instructional Partners, Principals, Teachers, and Instructional Assistants.

Science.gov (United States)

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…

Automated capacitive spectrometer for measuring the parameters of deep centers in semiconductor materials

International Nuclear Information System (INIS)

Shajmeev, S.S.

1985-01-01

An automated capacitive spectrometer for determining deep centers parameters in semiconductor materials and instruments is described. The facility can be used in studying electrically active defects (impurity, radiation, thermal) having deep levels in the forbidden semiconductor zone. The facility permits to determine the following parameters of the deep centers: concentration of each deep level taken separately within 5x10 -1 +-5x10 -15 of the alloying impurity concentration, level energy position in the forbidden semiconductor zone in the range from 0.08 MeV above the valency zone ceiling to 0.08 eV below the conductivity zone bottom, hole or electron capture cross-section on the deep center; concentration profile of deep levels

Comparison of Three Instructional Approaches to Enhance Tactical Knowledge in Volleyball among University Students

Science.gov (United States)

Vande Broek, Gert; Boen, Filip; Claessens, Manu; Feys, Jos; Ceux, Tanja

2011-01-01

This study investigated the decision-making process of three instructional groups (i.e., teacher-centered, student-centered with tactical questioning and student-centered without tactical questioning) in practical courses in volleyball among university students. All students (N = 122) performed a Tactical Awareness task on the correctness of the…

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.)

Effects of Instructional Ratios on Students' Reading Performance in a Regular Education Program.

Science.gov (United States)

Roberts, Maura L.; Shapiro, Edward S.

1996-01-01

Used 4 experimental conditions to examine the effectiveness of different instructional ratios of known to unknown vocabulary words on the reading progress of 46 students. Results suggest that students acquired new information as instructional ratios expanded. An inverse relationship was established between instructional material presented and…

Improving Instruction through a Videotape Library.

Science.gov (United States)

Batesky, James

1979-01-01

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

18 CFR 367.9090 - Account 909, Informational and instructional advertising expenses.

Science.gov (United States)

2010-04-01

..., Informational and instructional advertising expenses. 367.9090 Section 367.9090 Conservation of Power and Water... Account 909, Informational and instructional advertising expenses. (a) This account must include the cost... supervision of informational activities. (2) Preparing informational materials for newspapers, periodicals...

Market Segmentation: An Instructional Module.

Science.gov (United States)

Wright, Peter H.

A concept-based introduction to market segmentation is provided in this instructional module for undergraduate and graduate transportation-related courses. The material can be used in many disciplines including engineering, business, marketing, and technology. The concept of market segmentation is primarily a transportation planning technique by…

Perception, Attitude and Instructional Preferences on Physics in High School Students: An Exploration in an International Setting

Science.gov (United States)

Narayanan, Mini; Gafoor, Abdul

Questionnaire survey explored perception, attitude and instructional preferences with respect to gender and nationality in high school students of India and USA, a sample of 1101 Indian and 458 US students. Descriptive Statistics techniques were adopted for analysis. Male and female students in USA were at the high and low ends of the spectrum, respectively, in perception and attitude. Preference on instructional strategies was found to be independent of nationality, exposed strategies, opting science, class size and facilities. Responses from both countries indicate preference for an integrated instructional strategy that has strong teacher involvement in a student-centered framework. A thoughtful and properly designed instructional strategy could provide sufficient elements in modifying students' epistemological beliefs. Understanding the nature and process of physics along with a better learning outcome is usually not possible by administering student-centered or teacher-centered strategies alone in their purest form. This study provides adequate support in obtaining two equally significant but contrasting goals in Physics Education Research, to gain conceptual development with increased interest and attainment in learners, through integration.

Teaching Floating and Sinking Concepts with Different Methods and Techniques Based on the 5E Instructional Model

Science.gov (United States)

Cepni, Salih; Sahin, Cigdem; Ipek, Hava

2010-01-01

The purpose of this study was to test the influences of prepared instructional material based on the 5E instructional model combined with CCT, CC, animations, worksheets and POE on conceptual changes about floating and sinking concepts. The experimental group was taught with teaching material based on the 5E instructional model enriched with…

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

Science.gov (United States)

Ganz, Jennifer B; Flores, Margaret M

2009-01-01

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

Regression Analysis: Instructional Resource for Cost/Managerial Accounting

Science.gov (United States)

Stout, David E.

2015-01-01

This paper describes a classroom-tested instructional resource, grounded in principles of active learning and a constructivism, that embraces two primary objectives: "demystify" for accounting students technical material from statistics regarding ordinary least-squares (OLS) regression analysis--material that students may find obscure or…

Supporting Classroom Instruction: The Textbook Navigator/Journal

Science.gov (United States)

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

2015-01-01

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

What English Language Arts, Math, and Science Instructional Materials Have Districts in the Mid-Atlantic Region States Adopted? Issues & Answers. REL 2010-No. 096

Science.gov (United States)

Burzichelli, Claudia; Morrill, William; Bausmith, Jennifer; Mackey, Philip E.; Magarelli, Christopher

2010-01-01

Despite increasing accountability requirements and a national call for transparency in public policy, Mid-Atlantic Region state education agencies indicate that they have little information about what instructional materials districts adopt. This report describes first-year results of an ongoing project to generate and share information on core…

Drawing conclusions: The effect of instructions on children's confabulation and fantasy errors.

Science.gov (United States)

Macleod, Emily; Gross, Julien; Hayne, Harlene

2016-01-01

Drawing is commonly used in forensic and clinical interviews with children. In these interviews, children are often allowed to draw without specific instructions about the purpose of the drawing materials. Here, we examined whether this practice influenced the accuracy of children's reports. Seventy-four 5- and 6-year-old children were interviewed one to two days after they took part in an interactive event. Some children were given drawing materials to use during the interview. Of these children, some were instructed to draw about the event, and some were given no additional instructions at all. Children who were instructed to draw about the event, or who were interviewed without drawing, made few errors. In contrast, children who drew without being given specific instructions reported more errors that were associated with both confabulation and fantasy. We conclude that, to maximise accuracy during interviews involving drawing, children should be directed to draw specifically about the interview topic.

Server rack for improved data center management

Science.gov (United States)

Bermudez Rodriguez, Sergio A.; Hamann, Hendrik F.; Wehle, Hans-Dieter

2018-01-09

Methods and systems for data center management include collecting sensor data from one or more sensors in a rack; determining a location and identifying information for each asset in the rack using a set of asset tags associated with respective assets; communicating the sensor and asset location to a communication module; receiving an instruction from the communication module; and executing the received instruction to change a property of the rack.

Group Use and Other Aspects of Programmed Instruction. Final Report.

Science.gov (United States)

Crist, Robert L.

The use of group approval as a social reinforcer and related methods in group presentation of programed instruction were investigated in a series of studies. The efficacy of programed instructional materials is frequently limited by their inability to command and maintain adequate attention and motivation. To consider social reinforcement effects…

Materials Down Select Decisions Made Within the Department of Energy Hydrogen Sorption Center of Excellence

Energy Technology Data Exchange (ETDEWEB)

Simpson, Lin [National Renewable Energy Lab. (NREL), Golden, CO (United States)

2009-11-30

Technical report describing DOE's Hydrogen Sorption Center of Excellence investigation into various adsorbent and chemisorption materials and progress towards meeting DOE's hydrogen storage targets. The report presents a review of the material status as related to DOE hydrogen storage targets and explains the basis for the down select decisions.

Description of the Structural Materials Information Center being established at the Oak Ridge National Laboratory

International Nuclear Information System (INIS)

Oland, B.

1990-01-01

The US Nuclear Regulatory Commission has initiated a Structural aging Program at the Oak Ridge National Laboratory to identify potential structural safety issues related to continued service of nuclear power plants and to establish criteria for evaluating and resolving these issues. One of the tasks in this program focuses on the establishment of a Structural Materials Information Center where data and information on the time variation of concrete and concrete-related material properties under the influence of pertinent environmental stressors and aging factors will be collected and assembled into a database. This database will be used to assist in the prediction of potential long-term deterioration of critical structural components in nuclear power plants and to establish limits on hostile environmental exposure for these structures and materials. Materials property data and information will be collected at the Structural Materials Information Center from open literature, published references, and identifiable sources. Initially, the database will include portland cement concrete, metallic reinforcement, prestressing tendon and structural steel materials. Then, as data and information for other material systems are obtained, the database will be expanded and updated. The database will be developed and presented in two complementary formats. The Structural Materials Handbook will be published in four volumes as an expandable, hard copy handbook. The Materials Electronic Database will be developed to reflect the same information as contained in the handbook, but will be formatted for use on an IBM or IBM-compatible personal computer

Standardization of waste acceptance test methods by the Materials Characterization Center

International Nuclear Information System (INIS)

Slate, S.C.

1985-01-01

This paper describes the role of standardized test methods in demonstrating the acceptability of high-level waste (HLW) forms for disposal. Key waste acceptance tests are standardized by the Materials Characterization Center (MCC), which the US Department of Energy (DOE) has established as the central agency in the United States for the standardization of test methods for nuclear waste materials. This paper describes the basic three-step process that is used to show that waste is acceptable for disposal and discusses how standardized tests are used in this process. Several of the key test methods and their areas of application are described. Finally, future plans are discussed for using standardized tests to show waste acceptance. 9 refs., 1 tab

Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach.

Science.gov (United States)

McCoy, Lise; Pettit, Robin K; Kellar, Charlyn; Morgan, Christine

2018-01-01

Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction.

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

International Nuclear Information System (INIS)

Robinson, Michael A.

2000-01-01

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

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

Energy Technology Data Exchange (ETDEWEB)

Robinson, Michael A.

2000-01-01

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

Which Instructional Practices Most Help First Grade Students with and without Mathematics Difficulties?

Science.gov (United States)

Morgan, Paul L.; Farkas, George; Maczuga, Steve

2015-01-01

We used population-based, longitudinal data to investigate the relation between mathematics instructional practices used by 1st grade teachers in the U.S. and the mathematics achievement of their students. Factor analysis identified four types of instructional activities (i.e., teacher-directed, student-centered, manipulatives/calculators, movement/music) and eight types of specific skills taught (e.g., adding two-digit numbers). First-grade students were then classified into five groups on the basis of their fall and/or spring of kindergarten mathematics achievement—three groups with mathematics difficulties (MD) and two without MD. Regression analysis indicated that a higher percentage of MD students in 1st grade classrooms was associated with greater use by teachers of manipulatives/calculators and movement/music to teach mathematics. Yet follow-up analysis for each of the MD and non-MD groups indicated that only teacher-directed instruction was significantly associated with the achievement of students with MD (covariate-adjusted ESs = .05–.07). The largest predicted effect for a specific instructional practice was for routine practice and drill. In contrast, for both groups of non-MD students, teacher-directed and student-centered instruction had approximately equal, statistically significant positive predicted effects (covariate-adjusted ESs = .03–.04). First-grade teachers in the U.S. may need to increase their use of teacher-directed instruction if they are to raise the mathematics achievement of students with MD. PMID:26180268

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

Science.gov (United States)

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

2018-04-01

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

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.

Advanced insider threat mitigation workshop instructional materials

Energy Technology Data Exchange (ETDEWEB)

Gibbs, Philip [Brookhaven National Lab. (BNL), Upton, NY (United States); Larsen, Robert [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); O Brien, Mike [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Edmunds, Tom [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States)

2008-11-01

Insiders represent a formidable threat to nuclear facilities. This set of workshop materials covers methodologies to analyze and approaches to mitigate the threat of an insider attempting abrupt and protracted theft of nuclear materials. This particular set of materials is a n update of a January 2008 version to add increased emphasis on Material Control and Accounting and its role with respect to protracted insider nuclear material theft scenarios.

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

Peer Instruction Improves Performance on Quizzes.

Science.gov (United States)

Rao, Sumangala P.; DiCarlo, Stephen E.

2000-01-01

Applies Benson's think-pair-share and Mazur's peer instruction techniques to enhance student involvement during the respiratory component of the medical physiology class. Investigates changes in students' level of understanding and ability to synthesize and integrate material. Includes 15 references. (Author/YDS)

Student and Instructor-Centered Approaches to Teaching Precalculus

Science.gov (United States)

Davis, Tara C.; Lu', Hùng

2015-01-01

This paper describes the results of a two-semester-long study of the effects of student-centered instruction on Precalculus courses. We also describe our teaching approaches centering around students, which include a mixture of lectures, student presentations, group work, discussion, and guided investigations. Students were taught with either the…

Reflecting Equity and Diversity. Part I: Guidelines and Procedure for Evaluating Bias in Instructional Materials. Part II: Bias Awareness Training Worksheets. Part III: Bias Awareness and Procedure Training Course.

Science.gov (United States)

Bebermeyer, Jim; Edmond, Mary, Ed.

Reflecting a need to prepare students for working in diverse organizations, this document was developed to increase school officials' awareness of bias in instructional materials and help them select bias-free materials. A number of the examples illustrate situations dealing with diversity in the workplace. The guide is divided into three parts:…

Instructional Design Briefing A Brief Overview in Relation to the China COE

Energy Technology Data Exchange (ETDEWEB)

Osburn, Laura Ann [Los Alamos National Laboratory; Glasco, Bethany Lynn [Los Alamos National Laboratory

2016-11-10

This introduction provides a roadmap and guidance for the work that will be done by SMEs to prepare NDA course material to be transitioned from LANL to the China COE. It will cover the definition of instructional design; why instructional design is important; role of instructional designer vs an instructor and how they work together; and how this relates to our work in the China COE project.

DOE Energy Frontiers Research Center for Heterogeneous Functional Materials; the “HeteroFoaM Center”

Energy Technology Data Exchange (ETDEWEB)

Reifsnider, Kenneth Leonard [Univ. of South Carolina, Columbia, SC (United States)

2016-11-03

Synopsis of five year accomplishments: Devices that convert and store energy are generally made from heterogeneous constituent materials that act and interact to selectively conduct, transport, and separate mass, heat, and charge. Controlling these actions and interactions enables the technical breakthroughs that have made fuel cells, batteries, and solid state membranes, for example, essential parts of our society. In the biological sense, these materials are ‘vascular’ rather than primitive ‘cellular’ materials, in which the arrangements and configurations of the constituents (including their void phases) play essential and definitive roles in their functional capabilities. In 2009 a group of investigators, with lifetime investments of effort in the understanding of heterogeneous materials, recognized that the design of such material systems is not an optimization problem as such. Local interactions of the constituents create “emergent” properties and responses that are not part of the formal set of constituent characteristics, in much the same sense that society and culture is created by the group interactions of the people involved. The design of emergent properties is an open question in all formal science, but for energy materials the lack of this foundation science relegates development tasks to Edisonian trial and error, with anecdotal success and frequent costly failures. That group defined, for the first time, multi-scale heterogeneous functional materials with functional disordered and void phase regions as “HeteroFoaM,” and formed the first multidisciplinary research team to define and codify the foundation science of that material class. The primary goal of the HeteroFoaM Center was, and is, to create and establish the multi-scale fundamental knowledge and related methodology required for the rational and systematic multiphysics design of heterogeneous functional materials and their interfaces and surfaces for applications in energy

What English Language Arts, Math, and Science Instructional Materials Have Districts in the Mid-Atlantic Region States Adopted? Summary. Issues & Answers. REL 2010-No. 096

Science.gov (United States)

Burzichelli, Claudia; Morrill, William; Bausmith, Jennifer; Mackey, Philip E.; Magarelli, Christopher

2010-01-01

Despite increasing accountability requirements and a national call for transparency in public policy, Mid-Atlantic Region state education agencies indicate that they have little information about what instructional materials districts adopt. This report describes first-year results of an ongoing project to generate and share information on core…

Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach

Science.gov (United States)

McCoy, Lise; Pettit, Robin K; Kellar, Charlyn; Morgan, Christine

2018-01-01

Background: Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. Methods: Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. Results: Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. Conclusions: The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction. PMID:29707649

Hobbies and Hobby-Related Reading: Exploring Preferences, Practices, and Instructional Possibilities.

Science.gov (United States)

Hoffman, Amy R.; Boraks, Nancy E.; Bauer, David

2000-01-01

Considers the relationship between hobbies and hobby-related reading to evaluate a common instructional assumption about using hobbies as a basis for recommending reading. Supports: (1) the potential for recommending authentic, non-traditional hobby-related reading materials in home and instructional settings; and (2) the potential for tapping the…

Case-Based Instruction: Improving Students' Conceptual Understanding through Cases in a Mechanical Engineering Course

Science.gov (United States)

Yadav, Aman; Vinh, Megan; Shaver, Gregory M.; Meckl, Peter; Firebaugh, Stephanie

2014-01-01

Recently, there has been a push within engineering curricula to adopt more learner-centered pedagogies, such as case-based instruction. Case-based instruction has been hypothesized to make the curriculum more relevant and motivating for students by pushing them to integrate the concepts they have learned with other experiences. The current study…

Preventing information overload: cognitive load theory as an instructional framework for teaching pharmacology.

Science.gov (United States)

Kaylor, Sara K

2014-02-01

Nursing students are challenged by content-laden curricula and learning environments that emphasize testing outcomes. Likewise, educators are challenged to support student-centered learning in a manner that encourages students to connect and act upon their personal motivations. This article describes the use of cognitive load theory (CLT) as an instructional design framework for an undergraduate pharmacology for nursing course. Guided by the principles of CLT, four instructional strategies were used in this course: (a) opening review activities, (b) providing students with lecture notes, (c) a "Top Five" prototype approach, and (d) deciphering "Need to Knows" from "Nice to Knows." Instructional style and strategies received positive student feedback and were found to promote a student-centered environment and active learning. On the basis of this feedback, cognitive load theory may be a successful and effective framework for undergraduate pharmacology and other nursing courses, thus assisting students and educators alike in overcoming obstacles imposed on learning environments. Copyright 2014, SLACK Incorporated.

Dissemination of CPR video self-instruction materials to secondary trainees: results from a hospital-based CPR education trial

Science.gov (United States)

Ikeda, Daniel J.; Buckler, David G.; Li, Jiaqi; Agarwal, Amit K.; Di Taranti, Laura J.; Kurtz, James; dos Reis, Ryan; Leary, Marion; Abella, Benjamin S.; Blewer, Audrey L.

2016-01-01

Background Cardiopulmonary resuscitation (CPR) video self-instruction (VSI) materials have been promoted as a scalable approach to increase the prevalence of CPR skills among the lay public, in part due to the opportunity for secondary training (i.e., sharing of training materials). However, the motivations for, and barriers to, disseminating VSI materials to secondary trainees is poorly understood. Methods This work represents an ancillary investigation of a prospective hospital-based CPR education trial in which family members of cardiac patients were trained using VSI. Mixed-methods surveys were administered to primary trainees six months after initial enrollment. Surveys were designed to capture motivations for, and barriers to, sharing VSI materials, the number of secondary trainees with whom materials were shared, and the settings, timing, and recipients of trainings. Results Between 07/2012–05/2015, 653 study participants completed a six-month follow-up interview. Of those, 345 reported sharing VSI materials with 1455 secondary trainees. Materials were shared most commonly with family members. In a logistic regression analysis, participants in the oldest quartile (age > 63 years) were less likely to share materials compared to those in the youngest quartile (age ≤ 44 years, OR 0.58, CI 0.37–0.90, p=0.02). Among the 308 participants who did not share their materials, time constraints was the most commonly cited barrier for not sharing. Conclusions VSI materials represent a strategy for secondary dissemination of CPR training, yet older individuals have a lower likelihood of sharing relative to younger individuals. Further work is warranted to remedy perceived barriers to CPR dissemination among the lay public using VSI approaches. PMID:26776900

Advocating for More Student-Centered Physical Education: The Case for Need-Supportive Instruction

Science.gov (United States)

Washburn, Nicholas; Richards, K. Andrew R.; Sinelnikov, Oleg

2016-01-01

The purpose of this article is to introduce the concept of need-supportive instruction as a practical means through which PE teachers can satisfy their students' psychological needs, leading to more self-determined student motivation in class and, ultimately, tangible benefits outside of school.

Impact of technology-infused interactive learning environments on college professors' instructional decisions and practices

Science.gov (United States)

Kuda Malwathumullage, Chamathca Priyanwada

Recent advancements in instructional technology and interactive learning space designs have transformed how undergraduate classrooms are envisioned and conducted today. Large number of research studies have documented the impact of instructional technology and interactive learning spaces on elevated student learning gains, positive attitudes, and increased student engagement in undergraduate classrooms across nation. These research findings combined with the movement towards student-centered instructional strategies have motivated college professors to explore the unfamiliar territories of instructional technology and interactive learning spaces. Only a limited number of research studies that explored college professors' perspective on instructional technology and interactive learning space use in undergraduate classrooms exist in the education research literature. Since college professors are an essential factor in undergraduate students' academic success, investigating how college professors perceive and utilize instructional technology and interactive learning environments can provide insights into designing effective professional development programs for college professors across undergraduate institutions. Therefore, the purpose of this study was to investigate college professors' pedagogical reasoning behind incorporating different types of instructional technologies and teaching strategies to foster student learning in technology-infused interactive learning environments. Furthermore, this study explored the extent to which college professors' instructional decisions and practices are affected by teaching in an interactive learning space along with their overall perception of instructional technology and interactive learning spaces. Four college professors from a large public Midwestern university who taught undergraduate science courses in a classroom based on the 'SCALE-UP model' participated in this study. Major data sources included classroom

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

Science.gov (United States)

Southeast Community Coll., Lincoln, NE.

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

Factors Associated with Technology Integration to Improve Instructional Abilities: A Path Model

Science.gov (United States)

Uslu, Öner

2018-01-01

Today, students are expected to access, analyse and synthesise information, and work cooperatively. Their learning environment, therefore, should be equipped with appropriate tools and materials, and teachers should have instructional abilities to use them effectively. This study aims to propose a model to improve teachers' instructional abilities…

Tutorial: Magnetic resonance with nitrogen-vacancy centers in diamond—microwave engineering, materials science, and magnetometry

Science.gov (United States)

Abe, Eisuke; Sasaki, Kento

2018-04-01

This tutorial article provides a concise and pedagogical overview on negatively charged nitrogen-vacancy (NV) centers in diamond. The research on the NV centers has attracted enormous attention for its application to quantum sensing, encompassing the areas of not only physics and applied physics but also chemistry, biology, and life sciences. Nonetheless, its key technical aspects can be understood from the viewpoint of magnetic resonance. We focus on three facets of this ever-expanding research field, to which our viewpoint is especially relevant: microwave engineering, materials science, and magnetometry. In explaining these aspects, we provide a technical basis and up-to-date technologies for research on the NV centers.

Using Interactive Video Instruction To Enhance Public Speaking Instruction.

Science.gov (United States)

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…

Differentiated instruction: perceptions, practices and challenges of ...

African Journals Online (AJOL)

Differentiated instruction: perceptions, practices and challenges of primary school teachers. ... Different factors like knowledge and experience, commitment and motivation, availability of materials/resources, availability of time, class size, range of diversity in classroom, leadership and parental support and staff collaboration ...

Evaluation of a fungal collection as certified reference material producer and as a biological resource center

Directory of Open Access Journals (Sweden)

Tatiana Forti

2016-06-01

Full Text Available Abstract Considering the absence of standards for culture collections and more specifically for biological resource centers in the world, in addition to the absence of certified biological material in Brazil, this study aimed to evaluate a Fungal Collection from Fiocruz, as a producer of certified reference material and as Biological Resource Center (BRC. For this evaluation, a checklist based on the requirements of ABNT ISO GUIA34:2012 correlated with the ABNT NBR ISO/IEC17025:2005, was designed and applied. Complementing the implementation of the checklist, an internal audit was performed. An evaluation of this Collection as a BRC was also conducted following the requirements of the NIT-DICLA-061, the Brazilian internal standard from Inmetro, based on ABNT NBR ISO/IEC 17025:2005, ABNT ISO GUIA 34:2012 and OECD Best Practice Guidelines for BRCs. This was the first time that the NIT DICLA-061 was applied in a culture collection during an internal audit. The assessments enabled the proposal for the adequacy of this Collection to assure the implementation of the management system for their future accreditation by Inmetro as a certified reference material producer as well as its future accreditation as a Biological Resource Center according to the NIT-DICLA-061.

Instructional Experiment of Practical Competencies-Oriented Teaching Materials in Technical Universities

Science.gov (United States)

Chen, Su-Chang

2010-01-01

This study aims to conduct experimental instruction on the human resource management unit of business management in practical competencies-oriented business program developed by Chen (2005). This study is based on the quasi-experiment method and the subjects are two classes of students in a four-year technical university who have completed the…

The Use of Theatrical Skits in Instructional Television Lectures: A Comparative Study.

Science.gov (United States)

Koontz, F. R.; And Others

This study describes the development of an innovative instructional technique, peculiar to television, that presents information in a dramatic form through televised skits. Primary concerns of the project were the measurement of student attitudes toward receiving instructional television material in skit form, the measurement of the amount of…

Multimodal instruction and persuasion in disclosing greenwashing discourses

DEFF Research Database (Denmark)

Maier, Carmen Daniela

and accompanied by new voice-over commentaries and new visual material. The new voice-over narrator instructs the viewers how to identify and decode the multimodal persuasive strategies employed in the original discourse. Simultaneously, the viewers are also persuaded to accept the new understanding...... and social actions when the commercials' greenwashing discourse is used for other instructive and persuasive purposes. When mapping and explaining these transformations, the analysis is based on the investigation of the multifunctional interplay of semiotic modes as language and images. On the basis...

Feed Materials Production Center annual environmental report for calendar 1989

Energy Technology Data Exchange (ETDEWEB)

Dugan, T.A.; Gels, G.L.; Oberjohn, J.S.; Rogers, L.K.

1990-10-01

The mission of the Department of Energy's (DOE) Feed Materials Production Center (FMPC) has been to process uranium for United States' defense programs. On July 10, 1989, the FMPC suspended production operations, but remains on standby for certain segments of production. The FMPC also manages the storage of some radioactive and hazardous materials. As part of its operations, the FMPC continuously monitors the environment to determine that it is operating within federal and state standards and guidelines regarding emission of radioactive and nonradioactive materials. Data collected from the FMPC monitoring program are used to calculate estimates of radiation dose for residents due to FMPC operations. For 1989, the estimate of dose through the air pathway, excluding radon, indicated that people in the area were exposed to less than 6% of the DOE guideline established to protect the public from radiation exposure. When radon emissions are included, the dose from FMPC operations during 1989 was less than 22% of the annual background radiation dose in the Greater Cincinnati area. This report is a summary of FMPC's environmental activities and monitoring program for 1989. An Environmental Compliance Self-Assessment presents the FMPC's efforts to comply with environmental regulations through June 1990. 44 refs., 48 figs.

Energy Frontier Research Center Materials Science of Actinides (A 'Life at the Frontiers of Energy Research' contest entry from the 2011 Energy Frontier Research Centers (EFRCs) Summit and Forum)

International Nuclear Information System (INIS)

Burns, Peter

2011-01-01

'Energy Frontier Research Center Materials Science of Actinides' was submitted by the EFRC for Materials Science of Actinides (MSA) to the 'Life at the Frontiers of Energy Research' video contest at the 2011 Science for Our Nation's Energy Future: Energy Frontier Research Centers (EFRCs) Summit and Forum. Twenty-six EFRCs created short videos to highlight their mission and their work. MSA is directed by Peter Burns at the University of Notre Dame, and is a partnership of scientists from ten institutions.The Office of Basic Energy Sciences in the U.S. Department of Energy's Office of Science established the 46 Energy Frontier Research Centers (EFRCs) in 2009. These collaboratively-organized centers conduct fundamental research focused on 'grand challenges' and use-inspired 'basic research needs' recently identified in major strategic planning efforts by the scientific community. The overall purpose is to accelerate scientific progress toward meeting the nation's critical energy challenges.

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

Science.gov (United States)

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

2018-01-01

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

Instruction to Help Young Children Develop Language and Literacy Skills: The Roles of Program Design and Instructional Guidance

Science.gov (United States)

Gunn, Barbara; Vadasy, Patricia; Smolkowski, Keith

2011-01-01

This article discusses the kinds of instructional activities that young children need to develop basic language and literacy skills based on recent research and program evaluations. This includes approaches to develop alphabetic understanding, phonological awareness, vocabulary, and oral language. Activities and materials from the Pre-kindergarten…

Instructional Media: Comunication Skills. Advisory List.

Science.gov (United States)

North Carolina State Dept. of Public Instruction, Raleigh. Media and Technology Services.

This annotated bibliography of instructional media in communication skills presents annotations of 112 books and videotapes for students in grades from pre-kindergarten through grade 12, and of 38 books and videos for teachers. The material in the bibliography for students consists mostly of poetry collections published in 1990 and 1991. The…

Effectiveness of the use of question-driven levels of inquiry based instruction (QD-LOIBI) assisted visual multimedia supported teaching material on enhancing scientific explanation ability senior high school students

Science.gov (United States)

Suhandi, A.; Muslim; Samsudin, A.; Hermita, N.; Supriyatman

2018-05-01

In this study, the effectiveness of the use of Question-Driven Levels of Inquiry Based Instruction (QD-LOIBI) assisted visual multimedia supported teaching materials on enhancing senior high school students scientific explanation ability has been studied. QD-LOIBI was designed by following five-levels of inquiry proposed by Wenning. Visual multimedia used in teaching materials included image (photo), virtual simulation and video phenomena. QD-LOIBI assisted teaching materials supported by visual multimedia were tried out on senior high school students at one high school in one district in West Java. A quasi-experiment method with design one experiment group (n = 31) and one control group (n = 32) were used. Experimental group were given QD-LOIBI assisted teaching material supported by visual multimedia, whereas the control group were given QD-LOIBI assisted teaching materials not supported visual multimedia. Data on the ability of scientific explanation in both groups were collected by scientific explanation ability test in essay form concerning kinetic gas theory concept. The results showed that the number of students in the experimental class that has increased the category and quality of scientific explanation is greater than in the control class. These results indicate that the use of multimedia supported instructional materials developed for implementation of QD-LOIBI can improve students’ ability to provide explanations supported by scientific evidence gained from practicum activities and applicable concepts, laws, principles or theories.

The SPICE Center at Bluefield State College. Final Report.

Science.gov (United States)

Roberts, David Harrill

The writing center at Bluefield State College (West Virginia) is called the SPICE Center, SPICE being an acronym for Self Paced Instruction for Competency in English. In addition to emphasizing skill acquisition and flexibility, it stresses face-to-face evaluation of written work, and places heavy emphasis on writing as process instead of writing…

Evaluation of a fungal collection as certified reference material producer and as a biological resource center.

Science.gov (United States)

Forti, Tatiana; Souto, Aline da S S; do Nascimento, Carlos Roberto S; Nishikawa, Marilia M; Hubner, Marise T W; Sabagh, Fernanda P; Temporal, Rosane Maria; Rodrigues, Janaína M; da Silva, Manuela

2016-01-01

Considering the absence of standards for culture collections and more specifically for biological resource centers in the world, in addition to the absence of certified biological material in Brazil, this study aimed to evaluate a Fungal Collection from Fiocruz, as a producer of certified reference material and as Biological Resource Center (BRC). For this evaluation, a checklist based on the requirements of ABNT ISO GUIA34:2012 correlated with the ABNT NBR ISO/IEC17025:2005, was designed and applied. Complementing the implementation of the checklist, an internal audit was performed. An evaluation of this Collection as a BRC was also conducted following the requirements of the NIT-DICLA-061, the Brazilian internal standard from Inmetro, based on ABNT NBR ISO/IEC 17025:2005, ABNT ISO GUIA 34:2012 and OECD Best Practice Guidelines for BRCs. This was the first time that the NIT DICLA-061 was applied in a culture collection during an internal audit. The assessments enabled the proposal for the adequacy of this Collection to assure the implementation of the management system for their future accreditation by Inmetro as a certified reference material producer as well as its future accreditation as a Biological Resource Center according to the NIT-DICLA-061. Copyright © 2016 Sociedade Brasileira de Microbiologia. Published by Elsevier Editora Ltda. All rights reserved.

Evaluation of Computer-Assisted Instruction in Principles of Economics

Directory of Open Access Journals (Sweden)

Dennis Coates

2001-04-01

Full Text Available Despite increasing use, little is known about the effectiveness of web-based instructional material. This study assesses the effectiveness of supplementary web-based materials and activities in introductory economics courses. We have collected data on 66 students from three principles sections that describe demographic characteristics, use of web-based instructional resources, and performance on graded quizzes and examinations. We use this data to statistically assess the effectiveness of the web-based material. Student utilization of web-based material was extensive. Students frequently used on-line practice quizzes and accessed the web-based material often. A sizable fraction of the students actively posted and read threaded discussions on the course bulletin board. The statistical analysis shows that both on-line computer graded practice quizzes and posting to the class bulletin board are positively correlated with student performance on the quizzes and exams, but use of web-based content and passive reading of bulletin board posts ("lurking" is not. These results suggest that faculty should focus more on developing self-test quizzes and effective bulletin board discussion projects and less on generating on-line content.

IMPLEMENTING A STUDENT-CENTERED PEDAGOGY THROUGH THE USE OF INTERESTING AND CULTURALLY CONTEXTUALIZED AUTHENTIC MATERIALS

OpenAIRE

Tabitha Kidwell; Hanung Triyoko

2017-01-01

The selection and use of appropriate materials is one of the most critical challenges facing English teachers today. In this article, we tell the stories (vignettes) of some of the major challenges we have faced as educators in this regard, and we offer a research base and practical suggestions related to each vignette. Selection of interesting and culturally contextualized authentic materials can go a long way towards creating a student-centered peddagogy. This will help to increase student ...

Reading Comprehension Instruction Practices in Sierra Leone

NARCIS (Netherlands)

Hersbach, S.; Denessen, E.J.P.G.; Droop, W.

2014-01-01

Aim: In this study an attempt was made to give insight in the way reading comprehension is taught in Sierra Leone. Attention was paid to the didactical strategies and the materials used during reading comprehension instruction. Methodology: Primary school teachers in Sierra Leone (N=43) were

Effect of language of instruction on physics achievement

Science.gov (United States)

Ho, Kwok K.

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

Developing Marine Science Instructional Materials Using Integrated Scientist-Educator Collaborative Design Teams: A Discussion of Challenges and Success Developing Real Time Data Projects for the COOL Classroom

Science.gov (United States)

McDonnell, J.; Duncan, R. G.; Glenn, S.

2007-12-01

Current reforms in science education place increasing demands on teachers and students to engage not only with scientific content but also to develop an understanding of the nature of scientific inquiry (AAAS, 1993; NRC, 1996). Teachers are expected to engage students with authentic scientific practices including posing questions, conducting observations, analyzing data, developing explanations and arguing about them using evidence. This charge is challenging for many reasons most notably the difficulty in obtaining meaningful data about complex scientific phenomena that can be used to address relevant scientific questions that are interesting and understandable to K-12 students. We believe that ocean sciences provide an excellent context for fostering scientific inquiry in the classroom. Of particular interest are the technological and scientific advances of Ocean Observing Systems, which allow scientists to continuously interact with instruments, facilities, and other scientists to explore the earth-ocean- atmosphere system remotely. Oceanographers are making long-term measurements that can also resolve episodic oceanic processes on a wide range of spatial and temporal scales crucial to resolving scientific questions related to Earth's climate, geodynamics, and marine ecosystems. The availability of a diverse array of large data sets that are easily accessible provides a unique opportunity to develop inquiry-based learning environments in which students can explore many important questions that reflect current research trends in ocean sciences. In addition, due to the interdisciplinary nature of the ocean sciences these data sets can be used to examine ocean phenomena from a chemical, physical, or biological perspective; making them particularly useful for science teaching across the disciplines. In this session we will describe some of the efforts of the Centers for Ocean Sciences Education Excellence- Mid Atlantic (COSEE MA) to develop instructional materials

40 CFR 1060.130 - What installation instructions must I give to equipment manufacturers?

Science.gov (United States)

2010-07-01

... specify the requirements for the fuel cap, such as the allowable materials, thread pattern, how it must... liquid fuel. (4) Describe instructions for installing components so they will operate according to design... equivalent format. For example, you may post instructions on a publicly available Web site for downloading or...

Authenticity and Learning: Implications for Reference Librarianship and Information Literacy Instruction

Science.gov (United States)

Klipfel, Kevin Michael

2015-01-01

This article articulates and defends a student-centered approach to reference and instructional librarianship defined by authentic engagement with students' interests. A review of the history of the construct of authenticity in philosophy, humanistic and existential psychology, and contemporary educational psychology is traced. Connections are…

Russian language instruction for two American ASTP astronauts

Science.gov (United States)

1974-01-01

Two astronauts associated with the joint U.S.-USSR Apollo Soyuz Test Project (ASTP) receive instruction in the Russian language during ASTP activity at JSC. They are Robert F. Overmyer, a member of the support team of the American ASTP crew, who is seated at left; and Vance D. Brand (in center), the command module pilot of the American ASTP prime crew. The instructor is Anatoli Forestanko.

Embedding Sustainability Instruction across Content Areas: best Classroom Practices from Informal Environmental Education

Science.gov (United States)

Clary, R. M.; Walker, R. M.; Wissehr, C.

2017-12-01

Environmental education (EE) facilitates students' scientific and environmental literacy, and addresses content areas including sustainability, ecology, and civic responsibility. However, U.S. science content compartmentalization and EE's interdisciplinary nature historically made it a fragmented curriculum within U.S. schools. To gain a better understanding of effective EE instruction that can be transferred to traditional K-12 classrooms, we researched the interactions between a recognized environmental residential camp and students and teachers from six participating schools using grounded theory methodology. Our research identified the residential learning center's objectives, methods of instruction, and objectives' alignment to the delivered curricula. Data generated included lesson plans, survey responses, and interviews. Students (n = 215) identified wilderness and geology activities as the activities they wanted to experience more; they also identified developing curiosity and a sense of discovery as the most meaningful. Whereas most student-identified meaningful experiences aligned with the center's curricular objectives within the optional units, categories emerged that were not explicitly targeted in the unit activities but were embedded throughout the curriculum in sustainable practices, data collection, and reflections. We propose that embedded activities and implicit instruction can be included across content areas within K-12 classrooms. Teacher modeling and implicit instruction will require minimal classroom time, and facilitate students' scientific and environmental literacy in topics such as sustainability and citizen responsibility.

Army Continuing Education System Centers

Science.gov (United States)

1979-05-01

Scheme C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 6-20 Example Plan–Scheme Coeducation Center for 21,000 Military...Information to supplement construction completion records shall be prepared to instruct the installation on how to gain the most benefit from such...High School Completion Program (HSCP). This gives soldiers a chance to earn a high school diploma or a State-issued high school equivalency certificate

National Center for Mathematics and Science - publications

Science.gov (United States)

: Designing Statistics Instruction for Middle School Students Summer 2003: Algebraic Skills and Strategies for newsletter cover The National Center for Research in Mathematical Sciences Education (NCRMSE) (1987-1995 -Level Reform Fall 1993: Assessment Models Winter 1994: Reforming Geometry Spring 1994: Statistics and

CANGEO program description and user's instruction

International Nuclear Information System (INIS)

Park, Joo Hwan; Jun, J. S.; Suk, H. C.; Hwang, D. H.; Yoo, Y. J.

1997-10-01

This is a report for the description and user's instruction of CANGEO (CANdu GEOmetry) program. CANGEO program is able to generate the geometry input for thermalhydraulic subchannel analysis of CANDU fuel channel. It is developed for the calculation of subchannel analysis of CANDU fuel channel. It is developed for the calculation of subchannel data for a complicated geometry such as a CANDU fuel channel. And this code can be applicable to a bundle eccentricity from pressure tube center to bundle center, pressure tube creep, rod ballooning, and any symmetric subchannel geometry required by thermalhydraulic subchannel analysis code. The report also describes the basic calculation method of subchannel geometry, including user's manual, input and output for a CANDU fuel channel loaded with 37-element fuel bundle. (author). 35 refs., 6 figs

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

International Nuclear Information System (INIS)

Huebel, Horst

2008-01-01

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

Self-Access Centers: Maximizing Learners’ Access to Center Resources

Directory of Open Access Journals (Sweden)

Mark W. Tanner

2010-09-01

Full Text Available Originally published in TESL-EJ March 2009, Volume 12, Number 4 (http://tesl-ej.org/ej48/a2.html. Reprinted with permission from the authors.Although some students have discovered how to use self-access centers effectively, the majority appear to be unaware of available resources. A website and database of materials were created to help students locate materials and use the Self-Access Study Center (SASC at Brigham Young University’s English Language Center (ELC more effectively. Students took two surveys regarding their use of the SASC. The first survey was given before the website and database were made available. A second survey was administered 12 weeks after students had been introduced to the resource. An analysis of the data shows that students tend to use SASC resources more autonomously as a result of having a web-based database. The survey results suggest that SAC managers can encourage more autonomous use of center materials by provided a website and database to help students find appropriate materials to use to learn English.

Leaving the Lecture Behind: Putting PubMed Instruction into the Hands of the Students.

Science.gov (United States)

Turner, Rose L; M Ketchum, Andrea; Ratajeski, Melissa A; Wessel, Charles B

2017-01-01

This column describes the development of a one-shot PubMed instruction class for medical students at a health sciences library. Background information on the objective is presented and discussed in the context of educational practice literature. The new course design centers on a guided group method of instruction in order to integrate more active learning. Surveyed students reported that the method was an effective way to learn how to search PubMed and that they preferred it to a traditional lecture. Pros and cons of the method are offered for other health sciences libraries interested in presenting PubMed instruction in a similar manner.

Human Centered Hardware Modeling and Collaboration

Science.gov (United States)

Stambolian Damon; Lawrence, Brad; Stelges, Katrine; Henderson, Gena

2013-01-01

In order to collaborate engineering designs among NASA Centers and customers, to in clude hardware and human activities from multiple remote locations, live human-centered modeling and collaboration across several sites has been successfully facilitated by Kennedy Space Center. The focus of this paper includes innovative a pproaches to engineering design analyses and training, along with research being conducted to apply new technologies for tracking, immersing, and evaluating humans as well as rocket, vehic le, component, or faci lity hardware utilizing high resolution cameras, motion tracking, ergonomic analysis, biomedical monitoring, wor k instruction integration, head-mounted displays, and other innovative human-system integration modeling, simulation, and collaboration applications.

Multimedia Instructional Tools' Impact on Student Motivation and Learning Strategies in Computer Applications Courses

Science.gov (United States)

Chapman, Debra; Wang, Shuyan

2015-01-01

Multimedia instructional tools (MMIT) have been identified as a way effectively and economically present instructional material. MMITs are commonly used in introductory computer applications courses as MMITs should be effective in increasing student knowledge and positively impact motivation and learning strategies, without increasing costs. This…

Functional design criteria for the Hazardous Materials Management and Emergency Response (HAMMER) Training Center. Revision 1

International Nuclear Information System (INIS)

Sato, P.K.

1995-01-01

Within the United States, there are few hands-on training centers capable of providing integrated technical training within a practical application environment. Currently, there are no training facilities that offer both radioactive and chemical hazardous response training. There are no hands-on training centers that provide training for both hazardous material operations and emergency response that also operate as a partnership between organized labor, state agencies, tribes, and local emergency responders within the US Department of Energy (DOE) complex. Available facilities appear grossly inadequate for training the thousands of people at Hanford, and throughout the Pacific Northwest, who are required to qualify under nationally-mandated requirements. It is estimated that 4,000 workers at the Hanford Site alone need hands-on training. Throughout the Pacific Northwest, the potential target audience would be over 30,000 public sector emergency response personnel, as well as another 10,000 clean-up workers represented by organized labor. The HAMMER Training Center will be an interagency-sponsored training center. It will be designed, built, and operated to ensure that clean-up workers, fire fighters, and public sector management and emergency response personnel are trained to handle accidental spills of hazardous materials. Training will cover wastes at clean-up sites, and in jurisdictions along the transportation corridors, to effectively protect human life, property, and the environment

Electronics lab instructors' approaches to troubleshooting instruction

Science.gov (United States)

Dounas-Frazer, Dimitri R.; Lewandowski, H. J.

2017-06-01

In this exploratory qualitative study, we describe instructors' self-reported practices for teaching and assessing students' ability to troubleshoot in electronics lab courses. We collected audio data from interviews with 20 electronics instructors from 18 institutions that varied by size, selectivity, and other factors. In addition to describing participants' instructional practices, we characterize their perceptions about the role of troubleshooting in electronics, the importance of the ability to troubleshoot more generally, and what it means for students to be competent troubleshooters. One major finding of this work is that, while almost all instructors in our study said that troubleshooting is an important learning outcome for students in electronics lab courses, only half of instructors said they directly assessed students' ability to troubleshoot. Based on our findings, we argue that there is a need for research-based instructional materials that attend to both cognitive and noncognitive aspects of troubleshooting proficiency. We also identify several areas for future investigation related to troubleshooting instruction in electronics lab courses.

Instability analysis of a fully plastic center-cracked strip of a power hardening material

International Nuclear Information System (INIS)

Zahoor, A.; Paris, P.C.

1978-01-01

An approach for predicting unstable crack growth in a power hardening material is discussed. A fully plastic center-cracked strip of finite width under plane strain conditions, which involves J-controlled crack growth, is analyzed. The conditions for unstable crack growth are identified in terms of a non-dimensional parameter, the Tearing Modulus, T, which incorporates the effect of elastic system compliance on the cracked structure as well as the influence of hardening. Numerical results also illustrate the strong influences on stability of both the strain hardening characteristics of the material and certain geometrical proportions which greatly influence the system compliance. (author)

Mechanical Material Engineering

International Nuclear Information System (INIS)

Kim, Mun Il

1993-01-01

This book introduced mechanical material with introduction, basic problems about metal ingredient of machine of metal and alloy, property of metal material mechanical metal material such as categorization of metal material and high tensile structure steel, mechanic design and steel material with three important points on using of steel materials, selection and directions machine structural steel, selection and directions of steel for tool, selection and instruction of special steel like stainless steel and spring steel, nonferrous metal materials and plastic.

Adult Basic Learning in an Activity Center: A Demonstration Approach.

Science.gov (United States)

Metropolitan Adult Education Program, San Jose, CA.

Escuela Amistad, an activity center in San Jose, California, is now operating at capacity, five months after its origin. Average daily attendance has been 125 adult students, 18-65, most of whom are females of Mexican-American background. Activities and services provided by the center are: instruction in English as a second language, home…

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:…

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.

Instruction of 7 september 1989 on measures to be taken by the public authorities in case of an accident during the maritime transport of radioactive materials (Nucmar Plan)

International Nuclear Information System (INIS)

1989-09-01

This Instruction of the Prime Minister called Plan Nucmar, defines the general principles for the organisation of measures to be taken by the authorities in case of an accident occurring during a civilian maritime transport of radioactive materials entailing or possibly entailing damage which would affect the health of man or the marine environment. The Plan applies to any accident occurring within French territorial waters and beyond them when the coast and related interests are endangered and concerns the transport of Class 7 materials (radioactive materials with a specific activity exceeding 70 Bq/kg) under the International Maritime Dangerous Goods Code [fr

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…

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

African Journals Online (AJOL)

Hennie

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

Project plan, Hazardous Materials Management and Emergency Response Training Center: Project 95L-EWT-100

International Nuclear Information System (INIS)

Borgeson, M.E.

1994-01-01

The Hazardous Materials Management and Emergency Response (HAMMER) Training Center will provide for classroom lectures and hands-on practical training in realistic situations for workers and emergency responders who are tasked with handling and cleanup of toxic substances. The primary objective of the HAMMER project is to provide hands-on training and classroom facilities for hazardous material workers and emergency responders. This project will also contribute towards complying with the planning and training provisions of recent legislation. In March 1989 Title 29 Code of Federal Regulations Occupational Safety and Health Administration 1910 Rules and National Fire Protection Association Standard 472 defined professional requirements for responders to hazardous materials incidents. Two general types of training are addressed for hazardous materials: training for hazardous waste site workers and managers, and training for emergency response organizations

The Relationship between Emotional Intelligence and Attitudes toward Computer-Based Instruction of Postsecondary Hospitality Students

Science.gov (United States)

Behnke, Carl; Greenan, James P.

2011-01-01

This study examined the relationship between postsecondary students' emotional-social intelligence and attitudes toward computer-based instructional materials. Research indicated that emotions and emotional intelligence directly impact motivation, while instructional design has been shown to impact student attitudes and subsequent engagement with…

Test facilities for radioactive materials transport packages (Transportation Technology Center Inc., Pueblo, Colorado, USA)

International Nuclear Information System (INIS)

Conlon, P.C.L.

2001-01-01

Transportation Technology Center, Inc. is capable of conducting tests on rail vehicle systems designed for transporting radioactive materials including low level waste debris, transuranic waste, and spent nuclear fuel and high level waste. Services include rail vehicle dynamics modelling, on-track performance testing, full scale structural fatigue testing, rail vehicle impact tests, engineering design and technology consulting, and emergency response training. (author)

Education and Outreach Programs Offered by the Center for High Pressure Research and the Consortium for Materials Properties Research in Earth Sciences

Science.gov (United States)

Richard, G. A.

2003-12-01

Major research facilities and organizations provide an effective venue for developing partnerships with educational organizations in order to offer a wide variety of educational programs, because they constitute a base where the culture of scientific investigation can flourish. The Consortium for Materials Properties Research in Earth Sciences (COMPRES) conducts education and outreach programs through the Earth Science Educational Resource Center (ESERC), in partnership with other groups that offer research and education programs. ESERC initiated its development of education programs in 1994 under the administration of the Center for High Pressure Research (CHiPR), which was funded as a National Science Foundation Science and Technology Center from 1991 to 2002. Programs developed during ESERC's association with CHiPR and COMPRES have targeted a wide range of audiences, including pre-K, K-12 students and teachers, undergraduates, and graduate students. Since 1995, ESERC has offered inquiry-based programs to Project WISE (Women in Science and Engineering) students at a high school and undergraduate level. Activities have included projects that investigated earthquakes, high pressure mineral physics, and local geology. Through a practicum known as Project Java, undergraduate computer science students have developed interactive instructional tools for several of these activities. For K-12 teachers, a course on Long Island geology is offered each fall, which includes an examination of the role that processes in the Earth's interior have played in the geologic history of the region. ESERC has worked with Stony Brook's Department of Geosciences faculty to offer courses on natural hazards, computer modeling, and field geology to undergraduate students, and on computer programming for graduate students. Each summer, a four-week residential college-level environmental geology course is offered to rising tenth graders from the Brentwood, New York schools in partnership with

A narrative study of novice elementary teachers' perceptions of science instruction

Science.gov (United States)

Harrell, Roberta

It is hoped that, once implemented, the Next Generation Science Standards (NGSS) will engage students more deeply in science learning and build science knowledge sequentially beginning in Kindergarten (NRC, 2013). Early instruction is encouraged but must be delivered by qualified elementary teachers who have both the science content knowledge and the necessary instructional skills to teach science effectively to young children (Ejiwale, 2012, Spencer, Vogel, 2009, Walker, 2011). The purpose of this research study is to gain insight into novice elementary teachers' perceptions of science instruction. This research suggests that infusion of constructivist teaching in the elementary classroom is beneficial to the teacher's instruction of science concepts to elementary students. Constructivism is theory that learning is centered on the learner constructing new ideas or concepts built upon their current/past knowledge (Bruner, 1966). Based on this theory, it is recommended that the instructor should try to encourage students to discover principles independently; essentially the instructor presents the problem and lets students go (Good & Brophy, 2004). Discovery learning, hands-on, experimental, collaborative, and project-based learning are all approaches that use constructivist principles. The NGSS are based on constructivist principles. This narrative study provides insight into novice elementary teachers' perceptions of science instruction considered through the lens of Constructivist Theory (Bruner, 1960).

Collaboration systems for classroom instruction

Science.gov (United States)

Chen, C. Y. Roger; Meliksetian, Dikran S.; Chang, Martin C.

1996-01-01

In this paper we discuss how classroom instruction can benefit from state-of-the-art technologies in networks, worldwide web access through Internet, multimedia, databases, and computing. Functional requirements for establishing such a high-tech classroom are identified, followed by descriptions of our current experimental implementations. The focus of the paper is on the capabilities of distributed collaboration, which supports both synchronous multimedia information sharing as well as a shared work environment for distributed teamwork and group decision making. Our ultimate goal is to achieve the concept of 'living world in a classroom' such that live and dynamic up-to-date information and material from all over the world can be integrated into classroom instruction on a real-time basis. We describe how we incorporate application developments in a geography study tool, worldwide web information retrievals, databases, and programming environments into the collaborative system.

Literacity: A multimedia adult literacy package combining NASA technology, recursive ID theory, and authentic instruction theory

Science.gov (United States)

Willis, Jerry; Willis, Dee Anna; Walsh, Clare; Stephens, Elizabeth; Murphy, Timothy; Price, Jerry; Stevens, William; Jackson, Kevin; Villareal, James A.; Way, Bob

1994-01-01

An important part of NASA's mission involves the secondary application of its technologies in the public and private sectors. One current application under development is LiteraCity, a simulation-based instructional package for adults who do not have functional reading skills. Using fuzzy logic routines and other technologies developed by NASA's Information Systems Directorate and hypermedia sound, graphics, and animation technologies the project attempts to overcome the limited impact of adult literacy assessment and instruction by involving the adult in an interactive simulation of real-life literacy activities. The project uses a recursive instructional development model and authentic instruction theory. This paper describes one component of a project to design, develop, and produce a series of computer-based, multimedia instructional packages. The packages are being developed for use in adult literacy programs, particularly in correctional education centers. They use the concepts of authentic instruction and authentic assessment to guide development. All the packages to be developed are instructional simulations. The first is a simulation of 'finding a friend a job.'

Computer aided instruction in the nuclear training classroom

International Nuclear Information System (INIS)

McFarlane, A.F.

1983-01-01

The objectives formulated for introducing computer aided instruction into the nuclear training programme are discussed and the process of comparative evaluation which was followed to arrive at a preferred system is described. Three points must be remembered. First it is unlikely that specialized training will benefit from any cost reduction since the total manpower invested can seldom be applied over enough students to represent an overall cost saving when compared with conventional classroom methods. Second it is unnecessary to present on a video screen material which would be better left in its original printed textbook or manual. Thirdly care must be taken not to assume too much or too little prior knowledge in the student. In nuclear training, concentrated information transfer is required in a short period of time. Carefully planned and executed computer assisted instruction can improve teaching effectiveness and provide a welcome alternative to conventional classroom instruction. (U.K.)

Contract Training and Computer-Assisted Instruction at Santa Fe Community College.

Science.gov (United States)

Ortego, Sheila; Richards, Beverly

In summer 1993, Santa Fe Community College, New Mexico, created the External Programs Division (EPD) under its credit instruction program to serve the needs of non-traditional students. The EPD encompasses contract training, the Flex Lab, distance education, the AutoDesk Training Center, an Alternative Fuels program, and the corrections training…

Fernbank Science Center Forest Teacher's Guide-1967.

Science.gov (United States)

Cherry, Jim; And Others

This guide is designed primarily to familiarize teachers with the types of programs available through the Fernback Science Center. Instructional programs involving the use of the Fernbank Forest are outlined. Programs for secondary students include Plant Taxonomy, Field Ecology, Winter Taxonomy of Plants, and Climax Forest Succession. Elementary…

Center for Fundamental and Applied Research in Nanostructured and Lightweight Materials. Final Technical Summary

Energy Technology Data Exchange (ETDEWEB)

Mullins, Michael; Rogers, Tony; King, Julia; Keith, Jason; Cornilsen, Bahne; Allen, Jeffrey; Gilbert, Ryan; Holles, Joseph

2010-09-28

The core projects for this DOE-sponsored Center at Michigan Tech have focused on several of the materials problems identified by the NAS. These include: new electrode materials, enhanced PEM materials, lighter and more effective bipolar plates, and improvement of the carbon used as a current carrier. This project involved fundamental and applied research in the development and testing of lightweight and nanostructured materials to be used in fuel cell applications and for chemical synthesis. The advent of new classes of materials engineered at the nanometer level can produce materials that are lightweight and have unique physical and chemical properties. The grant was used to obtain and improve the equipment infrastructure to support this research and also served to fund seven research projects. These included: 1. Development of lightweight, thermally conductive bipolar plates for improved thermal management in fuel cells; 2. Exploration of pseudomorphic nanoscale overlayer bimetallic catalysts for fuel cells; 3. Development of hybrid inorganic/organic polymer nanocomposites with improved ionic and electronic properties; 4. Development of oriented polymeric materials for membrane applications; 5. Preparation of a graphitic carbon foam current collectors; 6. The development of lightweight carbon electrodes using graphitic carbon foams for battery and fuel cell applications; and 7. Movement of water in fuel cell electrodes.

Analysis of multiple instructional techniques on the understanding and retention of select mechanical topics

Science.gov (United States)

Fetsco, Sara Elizabeth

There are several topics that introductory physics students typically have difficulty understanding. The purpose of this thesis is to investigate if multiple instructional techniques will help students to better understand and retain the material. The three units analyzed in this study are graphing motion, projectile motion, and conservation of momentum. For each unit students were taught using new or altered instructional methods including online laboratory simulations, inquiry labs, and interactive demonstrations. Additionally, traditional instructional methods such as lecture and problem sets were retained. Effectiveness was measured through pre- and post-tests and student opinion surveys. Results suggest that incorporating multiple instructional techniques into teaching will improve student understanding and retention. Students stated that they learned well from all of the instructional methods used except the online simulations.

THE INSTRUCTIONAL DELIVERY OF WRITING COURSE AT ENGLISH DEPARTMENT OF UMS: A NATURALISTIC STUDY

Directory of Open Access Journals (Sweden)

Fibrian Anindyawati

2017-08-01

Full Text Available The objective of this research is to get a thorough description of the teaching learning process of Writing Course at English Department of Muhammadiyah University of Surakarta, covering the syllabuses, the learning objectives, the instructional materials, the teachers’ roles, the students’ roles, the classroom techniques, the classroom procedures, the teaching media, and the assessment models. The data of this research were collected through observation, interview, and documentation. This research was a naturalistic study. The result shows that the syllabus used in Writing I & II is grammatical syllabus and Writing III & IV task-based syllabus. The learning objectives categorized into two namely, general objectives and specific objectives. The instructional materials were divided into three categories: printed materials, visual materials, and materials from the internet. The teachers’ roles were as organizer, consultant, feedback provider, assessor, and motivator. The students’ roles were as active participant, peer reviewer, and peer editor. The classroom techniques consist of brainstorming, discussion, question and answer, self-correction, assignment. The classroom procedures of Writing I & II were BKOF-MOT-ICOT; Writing III were reviewing, gathering ideas, organizing, build writing activity; and Writing IV were reviewing, explaining the materials, gathering ideas, organizing, build writing activity. The media used were LCD Projector, board, slides, and videos. The assessment model consisted of: multiple choices, weekly assignments, quizzes, mid-test, and final-test.     Keywords: Instruction, writing course, teaching writing

Paperwork Plus: Literacy Materials for the Service Industry. Hotel Edition.

Science.gov (United States)

Bond, Judith; McGill, Teresa

The instructional materials are intended for use in teaching vocational English and English literacy to limited-English-speaking personnel in the hotel industry. They are designed for learners at three instructional levels, and address job-specific literacy tasks. An introductory section describes the materials and offers suggestions for…

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

Science.gov (United States)

Barnes, Bill

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

Online faculty development for creating E-learning materials.

Science.gov (United States)

Niebuhr, Virginia; Niebuhr, Bruce; Trumble, Julie; Urbani, Mary Jo

2014-01-01

Faculty who want to develop e-learning materials face pedagogical challenges of transforming instruction for the online environment, especially as many have never experienced online learning themselves. They face technical challenges of learning new software and time challenges of not all being able to be in the same place at the same time to learn these new skills. The objective of the Any Day Any Place Teaching (ADAPT) faculty development program was to create an online experience in which faculty could learn to produce e-learning materials. The ADAPT curriculum included units on instructional design, copyright principles and peer review, all for the online environment, and units on specific software tools. Participants experienced asynchronous and synchronous methods, including a learning management system, PC-based videoconferencing, online discussions, desktop sharing, an online toolbox and optional face-to-face labs. Project outcomes were e-learning materials developed and participants' evaluations of the experience. Likert scale responses for five instructional units (quantitative) were analyzed for distance from neutral using one-sample t-tests. Interview data (qualitative) were analyzed with assurance of data trustworthiness and thematic analysis techniques. Participants were 27 interprofessional faculty. They evaluated the program instruction as easy to access, engaging and logically presented. They reported increased confidence in new skills and increased awareness of copyright issues, yet continued to have time management challenges and remained uncomfortable about peer review. They produced 22 new instructional materials. Online faculty development methods are helpful for faculty learning to create e-learning materials. Recommendations are made to increase the success of such a faculty development program.

LEARNING MATERIALS SELECTION FOR DIFFERENTIATED INSTRUCTION OF ENGLISH FOR SPECIFIC PURPOSES OF FUTURE PROFESSIONALS IN THE FIELD OF INFORMATION TECHNOLOGY

Directory of Open Access Journals (Sweden)

Oksana Synekop

2017-09-01

formation of competencies in listening, speaking, reading and writing of English for Specific Purposes is determined. So, the defined learning material selection will serve as a basis for consideration of stages in the differentiated instruction of English for Specific Purposes of future professionals in the field of information technology at university level.

Learning and performance under alternative instructional manifestations of experimental practice

Science.gov (United States)

Ford, Michael J.

Before we can understand how students learn "to do" science, we must make explicit our assumptions about what scientific practice is. This study compares the learning outcomes of two sixth-grade instructional units on experimentation, each based on a particular characterization of practice. In one unit, instruction focused on acquisition and application of the control of variables strategy (CVS; Chen & Klahr, 1999), which is consistent with a popular conception of science education, stemming from Piaget, as the mastery of logical forms. In the other unit, students designed experimental apparatus to answer a target question, and instruction emphasized practices of rendering and transforming the material world in ways that support scientific understanding. Students in both groups were assessed for CVS acquisition and subsequent experimental performance on a novel task, and group performances on these assessments different across instructional conditions. I will argue that student understandings of goals, norms of instructional expectation, and strategies explain these differences, in some cases by supporting performance and in other cases by hindering it. I will also argue that the results question the role typically attributed to logical method in learning to design experiments.

Comic Books' Latest Plot Twist: Enhancing Literacy Instruction

Science.gov (United States)

Rapp, David N.

2011-01-01

Recently, support has grown for using comic books and graphic novels to enhance and support literacy instruction. In some ways, it's surprising that the medium has only recently enjoyed such support. Stereotyped views of comics as unsophisticated, disposable entertainment or material written to the lowest common denominator fail to consider the…

THE USE OF RESEARCH PAPER WRITING INSTRUCTIONAL MATERIALSTO IMPROVE STUDENTS‟ACADEMIC WRITING: A CLASSROOM ACTION RESEARCH

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M. Ali Ghufron

2017-04-01

Full Text Available Most of students in English Education Department of IKIP PGRI Bojonegoro frequently consider that academic writing, in term of writing scientific paper, is not easy task to do. The result of their academic writing performance at preliminary research indicated that they achieved low scores in writing a scientific article. Consequently, they are not motivated in academic writing. For this case, I used Research Paper Writing Instructional Materials as sources in teaching and learning. This research investigatedwhether the use of Research Paper Writing Instructional Materials can improve students‘ academic writing andhow class situation is when Research Paper Writing Instructional Materials are used as a source of teaching and learning process. This is a Classroom Action Research (CAR which is conducted at the fourth semester students of English Education Department of IKIP PGRI Bojonegoro in the academic year of 2014/2015. This research was done in two cycles. Each cycle consisted of four steps: Planning, Acting, Observing, and Reflecting. The qualitative data were collected through observation and interview. The quantitative data were collected through test. The research findings revealed that the use of Research Paper Writing Instructional Materialscan improve students‘ academic writing and improve students‘ motivation in academic writing class.Derived from the findings, it can be concluded that the use of Research Paper Writing Instructional Materialscan improve students‘ academic writing and class situation. Therefore, it is recommended for the lecturers to use Research Paper Writing Instructional Materialsas it can improve students‘ academic writing as well as class situation.

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

Counseling patients on facial volume replacement and adherence with posttreatment instructions

Directory of Open Access Journals (Sweden)

Doris Day

2010-07-01

Full Text Available Doris DayDay Dermatology and Aesthetics New York, USAAbstract: Use of injectable volume replacement products has increased dramatically in the US in recent years. An optimal outcome with volume replacement depends on a thorough ­knowledge of the products on the part of the dermatologic/aesthetic physician specialist, identification of patients with a likelihood of benefiting from volume replacement procedures, selection of an appropriate product for the individual patient, and effective patient counseling to ensure adherence to posttreatment care instructions. Adherence to physician instructions in the field of dermatology appears limited, and there is very little published information on adherence to physician instructions following facial volume replacement procedures. The purpose of this review is to provide strategies for understanding and overcoming the barriers to adherence with the widely used dermal fillers. Strategies include using patient-centered techniques, such as a motivational interview encouraging the patient to follow postprocedure care instructions, eg, massage. In this case, demonstrating massage techniques while the patient is still in the office, with patient participation and detailed feedback, also contributes to good adherence with posttreatment care instructions. Telephone counseling, reminder postcards, and text messages may help improve clinic attendance for follow-up. Motivated patients who demonstrate good ­adherence to physician instructions generally respond well to volume replacement treatments, and usually experience fewer adverse events than patients who do not follow instructions. Although promoting adherence to pretreatment and posttreatment protocols remains a challenge, patient counseling throughout the treatment process can lead to successful results.Keywords: improving adherence, injectable volume replacement, product selection, ­rejuvenation procedure, soft tissue augmentation

47 CFR 32.26 - Materiality.

Science.gov (United States)

2010-10-01

... 47 Telecommunication 2 2010-10-01 2010-10-01 false Materiality. 32.26 Section 32.26... FOR TELECOMMUNICATIONS COMPANIES General Instructions § 32.26 Materiality. Companies shall follow this... materiality under GAAP, unless a waiver has been granted under the provisions of § 32.18 of this subpart to do...

Promoting Student-Centered Learning Using iPads in a Grade 1 Classroom: Using the Digital Didactic Framework to Deconstruct Instruction

Science.gov (United States)

Woloshyn, Vera Ella; Bajovic, Mira; Worden, Melissa Maney

2017-01-01

In this qualitative case study, we provide a series of vignettes illustrating a Grade 1 teacher's experiences integrating iPad technology into her instruction over a school year. We use the digital didactic model to deconstruct these vignettes and draw upon the teacher's reflections to gain further insights about her instructional experiences…

Entomology: A Catalog of Instructional Materials.

Science.gov (United States)

Rutschky, Charles W.

This reference book provides information on all types of materials for teaching and studying entomology. The first section contains: a list of books organized by subject and arranged alphabetically by author; lists of booklets, offprints, and pamphlets on various entomological topics; sources of equipment, live insects, and titles of laboratory…

Multimedia instructions for carriers of radioactive material

International Nuclear Information System (INIS)

Sahyun, A.; Sordi, G. M.; Simpson, J.; Ghobril, C. N.; Perez, C. F.

2014-08-01

For some operators the transport regulations for transporting radioactive material are considered to be complicated and not user friendly and as a result for some operators it is difficult to identify all the transport regulatory requirements they must comply with for each type of package or radioactive material. These difficulties can result in self-checking being ineffective and as a consequence the first and important step in the safety chain is lost. This paper describes a transport compliance guide for operators that is currently under development for the South American market. This paper describes the scope and structure of the guide and examples of the information provided is given, which will be available in English, Portuguese and Spanish. It is intended that when the guide is launched before the end of 2013 it will be accessed using a bespoke software program that can run on Pc platform to provide a checklist for the operator before the shipment begins By identifying the regulatory requirements the guide is also intended to provide operators with an understanding of the structure of the transport regulations and an appreciation of the logic behind the regulatory requirements for each Un numbered package and material type listed in the transport regulations for radioactive material. It is foreseen that the interactive program can be used both operationally on a day-to-day basis and as a training tool, including refresher training, as the guide will be updated when the transport regulations are periodically changed. (Author)

Multimedia instructions for carriers of radioactive material

Energy Technology Data Exchange (ETDEWEB)

Sahyun, A.; Sordi, G. M. [Instituto de Pesquisas Energeticas e Nucleares, Av. Prof. Lineu Prestes 2242, Cidade Universitaria, 05508-000 Sao Paulo (Brazil); Simpson, J. [Class 7 Limited, 9 Irk Vale Drive, Chadderton, Oldham OL1 2TW (United Kingdom); Ghobril, C. N. [Governo de Sao Paulo, Instituto de Economia Agricola, 04301-903 Sao Paulo (Brazil); Perez, C. F., E-mail: adelia@atomo.com.br [Centro Tecnologico da Marinha em Sao Paulo, Av. Prof. Lineu Prestes 2468, Cidade Universitaria, 05508-000 Sau Paulo (Brazil)

2014-08-15

For some operators the transport regulations for transporting radioactive material are considered to be complicated and not user friendly and as a result for some operators it is difficult to identify all the transport regulatory requirements they must comply with for each type of package or radioactive material. These difficulties can result in self-checking being ineffective and as a consequence the first and important step in the safety chain is lost. This paper describes a transport compliance guide for operators that is currently under development for the South American market. This paper describes the scope and structure of the guide and examples of the information provided is given, which will be available in English, Portuguese and Spanish. It is intended that when the guide is launched before the end of 2013 it will be accessed using a bespoke software program that can run on Pc platform to provide a checklist for the operator before the shipment begins By identifying the regulatory requirements the guide is also intended to provide operators with an understanding of the structure of the transport regulations and an appreciation of the logic behind the regulatory requirements for each Un numbered package and material type listed in the transport regulations for radioactive material. It is foreseen that the interactive program can be used both operationally on a day-to-day basis and as a training tool, including refresher training, as the guide will be updated when the transport regulations are periodically changed. (Author)

Braille Literacy: Resources for Instruction, Writing Equipment, and Supplies. NLS Reference Circulars

Science.gov (United States)

Peaco, Freddie L., Comp.

2004-01-01

This reference circular lists instructional materials, supplies, and equipment currently available for learning braille, and cites sources about braille literacy. The resources given are intended to assist sighted individuals who are interested in learning braille or want to transcribe print materials into braille; instructors who teach braille;…

Exergames versus self-regulated exercises with instruction leaflets to improve adherence during geriatric rehabilitation: a randomized controlled trial

OpenAIRE

Oesch, Peter; Kool, Jan; Fernandez-Luque, Luis; Brox, Ellen; Evertsen, Gunn; Civit, Anton; Hilfiker, Roger; Bachmann, Stefan

2017-01-01

Background Improving mobility in elderly persons is a primary goal in geriatric rehabilitation. Self-regulated exercises with instruction leaflets are used to increase training volume but adherence is often low. Exergames may improve adherence. This study therefore compared exergames with self-regulated exercise using instruction leaflets. The primary outcome was adherence. Secondary outcomes were enjoyment, motivation and balance during walking. Methods Design: single center parallel group n...

Exergames versus self-regulated exercises with instruction leaflets to improve adherence during geriatric rehabilitation: a randomized controlled trial.

OpenAIRE

Oesch, Peter; Kool, Jan; Fernandez-Luque, Luis; Brox, Ellen; Evertsen, Gunn; Civit, Anton; Hilfiker, Roger; Bachmann, Stefan

2017-01-01

BACKGROUND Improving mobility in elderly persons is a primary goal in geriatric rehabilitation. Self-regulated exercises with instruction leaflets are used to increase training volume but adherence is often low. Exergames may improve adherence. This study therefore compared exergames with self-regulated exercise using instruction leaflets. The primary outcome was adherence. Secondary outcomes were enjoyment, motivation and balance during walking. METHODS Design: single center para...

“Mind-Blowing”: Fostering Self-Regulated Learning in Information Literacy Instruction

Directory of Open Access Journals (Sweden)

Eveline Houtman

2015-06-01

Full Text Available The new ACRL Framework for Information Literacy for Higher Education brings a new emphasis into our instruction on student metacognition and dispositions. In this article I introduce self-regulated learning, a related concept from the field of education; it encompasses metacognition, emotions, motivations and behaviors. I discuss how this concept could be important and helpful in implementing the related elements in the ACRL Framework and draw on the concept to devise strategies and activities that promote students’ self-awareness and learning skills. This focus promotes a more learner-centered approach to teaching. The article also adds to the conversation on developing a self-reflective pedagogical praxis in information literacy instruction.

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…

Brief, cooperative peer-instruction sessions during lectures enhance student recall and comprehension*

Science.gov (United States)

Zhang, Niu; Henderson, Charles N.R.

2016-01-01

Objective: The objective of this study was to evaluate the academic impact of cooperative peer instruction during lecture pauses in an immunology/endocrinology course. Methods: Third-quarter students participated across iterations of the course. Each class offered 20 lectures of 50 minutes each. Classes were divided into a peer-instruction group incorporating cooperative peer instruction and a control group receiving traditional lectures. Peer-instruction group lectures were divided into 2–3 short presentations followed by a multiple-choice question (MCQ). Students recorded an initial answer and then had 1 minute to discuss answers with group peers. Following this, students could submit a revised answer. The control group received the same lecture material, but without MCQs or peer discussions. Final-exam scores were compared across study groups. A mixed-design analysis of covariance was used to analyze the data. Results: There was a statistically significant main effect for the peer-instruction activity (F(1, 93) = 6.573, p = .012, r = .257), with recall scores higher for MCQs asked after peer-instruction activities than for those asked before peer instruction. Final-exam scores at the end of term were greater in the peer-instruction group than the control group (F(1, 193) = 9.264, p = .003, r = .214; question type, F(1, 193) = 26.671, p = .000, r = .348). Conclusion: Lectures with peer-instruction pauses increase student recall and comprehension compared with traditional lectures. PMID:26967766

Assessment of readability, understandability, and completeness of pediatric hospital medicine discharge instructions.

Science.gov (United States)

Unaka, Ndidi I; Statile, Angela; Haney, Julianne; Beck, Andrew F; Brady, Patrick W; Jerardi, Karen E

2017-02-01

The average American adult reads at an 8th-grade level. Discharge instructions written above this level might increase the risk of adverse outcomes for children as they transition from hospital to home. We conducted a cross-sectional study at a large urban academic children's hospital to describe readability levels, understandability scores, and completeness of written instructions given to families at hospital discharge. Two hundred charts for patients discharged from the hospital medicine service were randomly selected for review. Written discharge instructions were extracted and scored for readability (Fry Readability Scale [FRS]), understandability (Patient Education Materials Assessment Tool [PEMAT]), and completeness (5 criteria determined by consensus). Descriptive statistics enumerated the distribution of readability, understandability, and completeness of written discharge instructions. Of the patients included in the study, 51% were publicly insured. Median age was 3.1 years, and median length of stay was 2.0 days. The median readability score corresponded to a 10th-grade reading level (interquartile range, 8-12; range, 1-13). Median PEMAT score was 73% (interquartile range, 64%-82%; range, 45%-100%); 36% of instructions scored below 70%, correlating with suboptimal understandability. The diagnosis was described in only 33% of the instructions. Although explicit warning signs were listed in most instructions, 38% of the instructions did not include information on the person to contact if warning signs developed. Overall, the readability, understandability, and completeness of discharge instructions were subpar. Efforts to improve the content of discharge instructions may promote safe and effective transitions home. Journal of Hospital Medicine 2017;12:98-101. © 2017 Society of Hospital Medicine.

The pedagogy of argumentation in science education: science teachers' instructional practices

Science.gov (United States)

Özdem Yilmaz, Yasemin; Cakiroglu, Jale; Ertepinar, Hamide; Erduran, Sibel

2017-07-01

Argumentation has been a prominent concern in science education research and a common goal in science curriculum in many countries over the past decade. With reference to this goal, policy documents burden responsibilities on science teachers, such as involving students in dialogues and being guides in students' spoken or written argumentation. Consequently, teachers' pedagogical practices regarding argumentation gain importance due to their impact on how they incorporate this practice into their classrooms. In this study, therefore, we investigated the instructional strategies adopted by science teachers for their argumentation-based science teaching. Participants were one elementary science teacher, two chemistry teachers, and four graduate students, who have a background in science education. The study took place during a graduate course, which was aimed at developing science teachers' theory and pedagogy of argumentation. Data sources included the participants' video-recorded classroom practices, audio-recorded reflections, post-interviews, and participants' written materials. The findings revealed three typologies of instructional strategies towards argumentation. They are named as Basic Instructional Strategies for Argumentation, Meta-level Instructional ‌St‌‌rategies for ‌Argumentation, and Meta-strategic Instructional ‌St‌‌rategies for ‌Argumentation. In conclusion, the study provided a detailed coding framework for the exploration of science teachers' instructional practices while they are implementing argumentation-based lessons.

Remapping Englishness--the Impact of Globalization on College English Instruction in Taiwan

Science.gov (United States)

Lee, Jade Tsui-yu

2008-01-01

The purpose of this paper is to examine the impact of globalization upon the college-level instruction of English/American literature in Taiwan. The examination will be centered upon the subject of Englishness as demonstrated in the courses of English/American Literature taught in Taiwan. By focusing on the term "Englishness," the paper…

Personalized Integrated Educational System: Technology Functions for the Learner- Centered Paradigm of Education

Science.gov (United States)

Reigeluth, Charles M.; Aslan, Sinem; Chen, Zengguan; Dutta, Pratima; Huh, Yeol; Lee, Dabae; Lin, Chun-Yi; Lu, Ya-Huei; Min, Mina; Tan, Verily; Watson, Sunnie Lee; Watson, William R.

2015-01-01

The learner-centered paradigm of instruction differs in such fundamental ways from the teacher-centered paradigm that it requires technology to serve very different functions. In 2006, a research team at Indiana University began to work on identifying those functions and published their results in 2008. Subsequently, the team elaborated and…

Design of Learning Objects for Concept Learning: Effects of Multimedia Learning Principles and an Instructional Approach

Science.gov (United States)

Chiu, Thomas K. F.; Churchill, Daniel

2016-01-01

Literature suggests using multimedia learning principles in the design of instructional material. However, these principles may not be sufficient for the design of learning objects for concept learning in mathematics. This paper reports on an experimental study that investigated the effects of an instructional approach, which includes two teaching…

Validity of "Hi_Science" as instructional media based-android refer to experiential learning model

Science.gov (United States)

Qamariah, Jumadi, Senam, Wilujeng, Insih

2017-08-01

Hi_Science is instructional media based-android in learning science on material environmental pollution and global warming. This study is aimed: (a) to show the display of Hi_Science that will be applied in Junior High School, and (b) to describe the validity of Hi_Science. Hi_Science as instructional media created with colaboration of innovative learning model and development of technology at the current time. Learning media selected is based-android and collaborated with experiential learning model as an innovative learning model. Hi_Science had adapted student worksheet by Taufiq (2015). Student worksheet had very good category by two expert lecturers and two science teachers (Taufik, 2015). This student worksheet is refined and redeveloped in android as an instructional media which can be used by students for learning science not only in the classroom, but also at home. Therefore, student worksheet which has become instructional media based-android must be validated again. Hi_Science has been validated by two experts. The validation is based on assessment of meterials aspects and media aspects. The data collection was done by media assessment instrument. The result showed the assessment of material aspects has obtained the average value 4,72 with percentage of agreement 96,47%, that means Hi_Science on the material aspects is in excellent category or very valid category. The assessment of media aspects has obtained the average value 4,53 with percentage of agreement 98,70%, that means Hi_Science on the media aspects is in excellent category or very valid category. It was concluded that Hi_Science as instructional media can be applied in the junior high school.

How Well Are American Students Learning? With Sections on Reading and Math in the Common Core Era, Tracking and Advanced Placement (AP), and Principals as Instructional Leaders. The 2016 Brown Center Report on American Education. Volume 3, Number 5

Science.gov (United States)

Loveless, Tom

2016-01-01

The 2016 edition of the Brown Center Report (BCR) is number five in the third volume and the 15th issue overall. As is customary, this year's BCR contains three studies. Part one is on the Common Core State Standards (CCSS) and instruction in math and reading. National Assessment of Educational Progress (NAEP) data indicate that nonfiction is…

An Exploration of Hispanic Mothers' Culturally Sustaining Experiences at an Informal Science Center

Science.gov (United States)

Weiland, Ingrid

2015-01-01

Science education reform focuses on learner-centered instruction within contexts that support learners' sociocultural experiences. The purpose of this study was to explore Hispanic mothers' experiences as accompanying adults at an informal science center within the context of culturally sustaining experiences, which include the fluidity…

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

Science.gov (United States)

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

2018-04-01

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

Fabrication and characterization of MCC [Materials Characterization Center] approved testing material---ATM-2, ATM-3, and ATM-4 glasses

International Nuclear Information System (INIS)

Wald, J.W.

1988-03-01

Materials Characterization Center glasses ATM-2, ATM-3, and ATM-4 are designed to simulate high-level waste glasses that are likely to result from the reprocessing of commercial nuclear reactor fuels. The three Approved Testing Materials (ATMs) are borosilicate glasses based upon the MCC-76-68 glass composition. One radioisotope was added to form each ATM. The radioisotopes added to form ATM-2, ATM-3, and ATM-4 were 241 Am, 237 Np, and 239 Pu, respectively. Each of the ATM lots was produced in a nominal lot size of 450 g from feed stock melted in a nitrogen-atmosphere glove box at 1200/degree/C in a platinum crucible. Each ATM was then cast into bars. Analyzed compositions of these glasses are listed. The nonradioactive elements were analyzed by inductively coupled argon plasma atomic emission spectroscopy (ICP), and the radioisotope analyses were done by alpha energy analysis. Results are discussed. 7 refs., 3 figs., 5 tabs

Project T100 -- Hazardous Materials Management and Emergency Response Training Center (HAMMER)

International Nuclear Information System (INIS)

Norton, C.E.

1994-01-01

The scope of this Quality Assurance Program Plan (QAPP) is to provide a system of Quality Assurance reviews and verifications on the design and construction of the Hazardous Materials Management and Emergency Response (HAMMER) Training Center, project 95L-EWT-100 at Hanford. The reviews and verifications will be on activities associated with design, procurement, and construction of the HAMMER project which includes, but is not limited to earthwork, placement of concrete, laying of rail, drilling of wells, water and sewer line fabrication and installation, communications systems, fire protection/detection systems, line tie-ins, building and mock-up (prop) construction, electrical, instrumentation, pump and valves and special coatings

Situation and person attributions under spontaneous and intentional instructions: an fMRI study.

Science.gov (United States)

Kestemont, Jenny; Vandekerckhove, Marie; Ma, Ning; Van Hoeck, Nicole; Van Overwalle, Frank

2013-06-01

This functional magnetic resonance imaging (fMRI) research explores how observers make causal beliefs about an event in terms of the person or situation. Thirty-four participants read various short descriptions of social events that implied either the person or the situation as the cause. Half of them were explicitly instructed to judge whether the event was caused by something about the person or the situation (intentional inferences), whereas the other half was instructed simply to read the material carefully (spontaneous inferences). The results showed common activation in areas related to mentalizing, across all types of causes or instructions (posterior superior temporal sulcus, temporo-parietal junction, precuneus). However, the medial prefrontal cortex was activated only under spontaneous instructions, but not under intentional instruction. This suggests a bias toward person attributions (e.g. fundamental attribution bias). Complementary to this, intentional situation attributions activated a stronger and more extended network compared to intentional person attributions, suggesting that situation attributions require more controlled, extended and broader processing of the information.

Evaluation of an Online Instructional Database Accessed by QR Codes to Support Biochemistry Practical Laboratory Classes

Science.gov (United States)

Yip, Tor; Melling, Louise; Shaw, Kirsty J.

2016-01-01

An online instructional database containing information on commonly used pieces of laboratory equipment was created. In order to make the database highly accessible and to promote its use, QR codes were utilized. The instructional materials were available anytime and accessed using QR codes located on the equipment itself and within undergraduate…

Improving Reading Instruction through Research-Based Instructional Strategies

Science.gov (United States)

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…

Impact of the Second Semester University Modeling Instruction Course on Students' Representation Choices

Science.gov (United States)

McPadden, Daryl; Brewe, Eric

2017-01-01

Representation use is a critical skill for learning, problem solving, and communicating in science, especially in physics where multiple representations often scaffold the understanding of a phenomenon. University Modeling Instruction, which is an active-learning, research-based introductory physics curriculum centered on students' use of…

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...

Instructing high school students in forensic environmental science using Brownfield Action

Science.gov (United States)

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

2010-05-01

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

Breaking the spell of differentiated instruction through equity pedagogy and teacher community

Science.gov (United States)

Bannister, Nicole A.

2016-06-01

Koomen's study of Wizard—an articulate, inquisitive, energetic seventh grader with a penchant for science—adversely juxtaposed his learning-centered identity with classroom experiences that marginalized him. I claim in my response that critical commentary about Wizard's race is germane to any analysis of his experiences, as participation in an inclusive science classroom can be conceptualized as a racialized form of experience. My paper contributes a counternarrative to deficit normalizations of African American children—including students identified with exceptionalities—by rendering the inequities of differentiated instruction visible and theorizing about how this approach restricted Wizard's learning and participation by positioning him as low status and less competent. I discuss four reasons why the strategy of differentiated instruction is ideologically opposed to goals for equitable classrooms and argue that this model invites reproductions of status orderings from the larger society into the classroom. I conclude with recommendations for an equity pedagogy through Complex Instruction developed inside teacher community as a viable alternative for this work.

A home-centered instructional communication strategy for severely handicapped children.

Science.gov (United States)

Wulz, S V; Hall, M K; Klein, M D

1983-02-01

Family involvement is an essential element of language intervention with severely handicapped children for several reasons. First, the parent-child interaction is the focus of normal language development, and can be a powerful impetus in language learning for handicapped children. Second, limited generalization and maintenance of skills often occur when they are acquired in environments that do not also teach the appropriate use of skills. Third, parents can be successful intervention agents and may generalize their skills to other interactions with their child. Training conducted in the home must be compatible with that environment: it should involve only those skills that are of immediate use in the home. The Instructional Communication Strategy described herein represents such a program. It is a synthesis of training strategies used with normal and handicapped children, and is applicable regardless of child's level of functioning, age, or handicapping condition. This training model involves considerable modification in the role of speech-language pathologists dealing with the severely handicapped. The professional's skills are best utilized for assessment, program development, monitoring progress, and training specialized skills. The parents provide most of the direct training; however, professionals are also utilized for the child's maximum benefit.

Lexical Coverage of TED Talks: Implications for Vocabulary Instruction

Science.gov (United States)

Nurmukhamedov, Ulugbek

2017-01-01

Teachers of English are often in search of authentic audio and video materials that promote learners' listening comprehension and vocabulary development. TED Talks, a set of freely available web presentations, could be a useful resource to promote vocabulary instruction. The present replication study examines the lexical coverage of TED Talks by…

Web-Enhanced Instruction and Learning: Findings of a Short- and Long-Term Impact Study and Teacher Use of NASA Web Resources

Science.gov (United States)

McCarthy, Marianne C.; Grabowski, Barbara L.; Koszalka, Tiffany

2003-01-01

Over a three-year period, researchers and educators from the Pennsylvania State University (PSU), University Park, Pennsylvania, and the NASA Dryden Flight Research Center (DFRC), Edwards, California, worked together to analyze, develop, implement and evaluate materials and tools that enable teachers to use NASA Web resources effectively for teaching science, mathematics, technology and geography. Two conference publications and one technical paper have already been published as part of this educational research series on Web-based instruction and learning. This technical paper, Web-Enhanced Instruction and Learning: Findings of a Short- and Long-Term Impact Study, is the culminating report in this educational research series and is based on the final report submitted to NASA. This report describes the broad spectrum of data gathered from teachers about their experiences using NASA Web resources in the classroom. It also describes participating teachers responses and feedback about the use of the NASA Web-Enhanced Learning Environment Strategies reflection tool on their teaching practices. The reflection tool was designed to help teachers merge the vast array of NASA resources with the best teaching methods, taking into consideration grade levels, subject areas and teaching preferences. The teachers described their attitudes toward technology and innovation in the classroom and their experiences and perceptions as they attempted to integrate Web resources into science, mathematics, technology and geography instruction.

Fluidized column biodenitrification demonstration facility at the FMPC [Feed Materials Production Center

International Nuclear Information System (INIS)

Patton, J.B.

1987-02-01

The mission of the Fernald Ohio Feed Materials Production Center, owned by DOE and operated by Westinghouse Materials Company of Ohio, is to produce uranium metal primarily for fuel in production reactors at Hanford, Washington, and Savannah River, South Carolina. Several waste streams result from production that are combined in the plant general sump and processed through settling basins prior to discharge. Individual streams have varying nitrate concentrations which, when combined, may range up to about 10,000 milligrams/liter. A fluidized-bed technology has been operated to demonstrate nitrate reduction by bacteriological denitrification on production scale. The system consists of two columns operating in series. The demonstration run will be considering: rate of biodenitrification; methyl alcohol consumption (bacterial substrate); sulfuric acid requirement (pH adjustment); accommodation of the biomass by the plant sewage treatment facility; flexibility of the system to receive a waste stream which varies in both volume and nitrate concentration; and modification and/or additions needed in the system to function as a permanent production operation. 8 figs

The impact of computer-based versus "traditional" textbook science instruction on selected student learning outcomes

Science.gov (United States)

Rothman, Alan H.

This study reports the results of research designed to examine the impact of computer-based science instruction on elementary school level students' science content achievement, their attitude about science learning, their level of critical thinking-inquiry skills, and their level of cognitive and English language development. The study compared these learning outcomes resulting from a computer-based approach compared to the learning outcomes from a traditional, textbook-based approach to science instruction. The computer-based approach was inherent in a curriculum titled The Voyage of the Mimi , published by The Bank Street College Project in Science and Mathematics (1984). The study sample included 209 fifth-grade students enrolled in three schools in a suburban school district. This sample was divided into three groups, each receiving one of the following instructional treatments: (a) Mixed-instruction primarily based on the use of a hardcopy textbook in conjunction with computer-based instructional materials as one component of the science course; (b) Non-Traditional, Technology-Based -instruction fully utilizing computer-based material; and (c) Traditional, Textbook-Based-instruction utilizing only the textbook as the basis for instruction. Pre-test, or pre-treatment, data related to each of the student learning outcomes was collected at the beginning of the school year and post-test data was collected at the end of the school year. Statistical analyses of pre-test data were used as a covariate to account for possible pre-existing differences with regard to the variables examined among the three student groups. This study concluded that non-traditional, computer-based instruction in science significantly improved students' attitudes toward science learning and their level of English language development. Non-significant, positive trends were found for the following student learning outcomes: overall science achievement and development of critical thinking

Feed Materials Production Center Waste Management Plan

International Nuclear Information System (INIS)

Watts, R.E.; Allen, T.; Castle, S.A.; Hopper, J.P.; Oelrich, R.L.

1986-01-01

In the process of producing uranium metal products used in Department of Energy (DOE) defense programs at other DOE facilities, various types of wastes are generated at the Feed Materials Production Center (FMPC). Process wastes, both generated and stored, are discussed in the Waste Management Plan and include low-level radioactive waste (LLW), mixed hazardous/radioactive waste, and sanitary/industrial waste. Scrap metal waste and wastes requiring special remediation are also addressed in the Plan. The Waste Management Plan identifies the comprehensive programs developed to address safe storage and disposition of all wastes from past, present, and future operations at the FMPC. Waste streams discussed in this Plan are representative of the waste generated and waste types that concern worker and public health and safety. Budgets and schedules for implementation of waste disposition are also addressed. The waste streams receiving the largest amount of funding include LLW approved for shipment by DOE/ORO to the Nevada Test Site (NTS) (MgF 2 , slag leach filter cake, and neutralized raffinate); remedial action wastes (waste pits, K-65 silo waste); thorium; scrap metal (contaminated and noncontaminated ferrous and copper scrap); construction rubble and soil generated from decontamination and decommissioning of outdated facilities; and low-level wastes that will be handled through the Low-Level Waste Processing and Shipping System (LLWPSS). Waste Management milestones are also provided. The Waste Management Plan is divided into eight major sections: Introduction; Site Waste and Waste Generating Process; Strategy; Projects and Operations; Waste Stream Budgets; Milestones; Quality Assurance for Waste Management; and Environmental Monitoring Program

Materials characterization center workshop on the irradiation effects in nuclear waste forms

International Nuclear Information System (INIS)

Roberts, F.P.; Turcotte, R.P.; Weber, W.J.

1981-01-01

The Workshop on Irradiation Effects in Nuclear Waste Forms sponsored by the Materials Characterization Center (MCC) brought together experts in radiation damage in materials and waste-management technology to review the problems associated with irradiation effects on waste-form integrity and to evaluate standard methods for generating data to be included in the Nuclear Waste Materials Handbook. The workshop reached the following conclusions: the concept of Standard Test for the Effects of Alpha-Decay in Nuclear Waste Solids, (MCC-6) for evaluating the effects of alpha decay is valid and useful, and as a result of the workshop, modifications to the proposed procedure will be incorpoated in a revised version of MCC-6; the MCC-6 test is not applicable to the evaluation of radiation damage in spent fuel; plutonium-238 is recommended as the dopant for transuranic and defense high-level waste forms, and when high doses are required, as in the case of commercial high-level waste forms, 244 Cm can be used; among the important property changes caused by irradiation are those that lead to greater leachability, and additionally, radiolysis of the leachant may increase leach rates; research is needed in this area; ionization-induced changes in physical properties can be as important as displacement damage in some materials, and a synergism is also likely to exist from the combined effects of ionization and displacement damage; and the effect of changing the temperature and dose rates on property changes induced by radiation damage needs to be determined

Directions for the choice of the transport modalities for the transport of radioactive materials on public roads

International Nuclear Information System (INIS)

Berger, H.U.

1987-07-01

This report shall be a help for scientific and technical personal of the nuclear research center in the choice of the modalities of the transport of radioactive materials on public roads in accordance to regulations and authorizations. Not only the Atomic Law, the Radiation Protection Ordinance and the Ordinance on Dangerous Goods on Roads, which are binding in any case, are regarded in this report but also as the scope and the impositions of the transport authorizations of the nuclear research center as the internal instructions of the nuclear research center. The reader is guided by dialogue (pretty much as a book for 'programmed learning') to the solution of his special problem of transport. In order to narrow down the size of this report, all technical or administrative details are treated in eleven brochures, which are published as technical supplements of this report. (orig.) [de

Revised Safety Instruction 41 (IS41 REV.)

CERN Multimedia

SC Secretariat

2005-01-01

Please note that the Revised Safety Instruction No. 41 (IS41 REV.), entitled 'The use of plastic and other non-metallic materials at CERN with respect to fire safety and radiation resistance' is available on the web at the following url: https://edms.cern.ch/document/335806/LAST_RELEASED Paper copies can also be obtained from the SC Unit Secretariat, e-mail: sc.secretariat@cern.ch SC Secretariat

Observations of Undergraduate Geoscience Instruction in the US: Measuring Student Centered Teaching

Science.gov (United States)

Teasdale, R.; Manduca, C. A.; Mcconnell, D. A.; Bartley, J. K.; Bruckner, M. Z.; Farthing, D.; Iverson, E. A. R.; Viskupic, K. M.

2014-12-01

The Reformed Teaching Observation Protocol (RTOP; Swada, et al., 2002) has been used by a trained team of On the Cutting Edge (CE) observers to characterize the degree of student-centered teaching in US college and university geoscience classrooms. Total RTOP scores are derived from scores on 25 rubric items used to characterize teaching practices in categories of lesson design, content delivery, student-instructor and student-student interactions. More than 200 classroom observations have been completed by the RTOP team in undergraduate courses at a variety of US institution types (e.g., community colleges, research universities). A balanced mix of early career, mid-career, and veteran faculty are included, and the study examines class sizes ranging from small (80 students). Observations are limited to one class session and do not include laboratories or field activities. Data include RTOP scores determined by a trained observer during the classroom observation and an online survey in which the observed instructors report on their teaching practices. RTOP scores indicate that the observed geoscience classes feature varying degrees of student-centered teaching, with 30% of observed classes categorized as teacher-centered (RTOP scores ≤30), 45% of observed classes categorized as transitional classrooms (RTOP scores 31-49) and 25% are student-centered (RTOP scores ≥ 50). Instructor self-report survey data and RTOP scores indicate that geoscience faculty who have participated in one or more CE professional development event and use the CE website have an average RTOP score of 49, which is significantly higher (> 15 points) than the average score of faculty who have not participated in CE events and have not used the website. Approximately 60% of student-centered classes (those with high RTOP scores) use some traditional lecture nearly every day, but are also are likely to include an in-class activity or group discussion (e.g. Think-Pair-Share). More than 50% of

Instructional Design "Postpartum Fitness” for Midwife Staff of Shemiranat (Tehran, Iran Health Network

Directory of Open Access Journals (Sweden)

Rita Rahmati Roodsari

2018-01-01

Full Text Available Background: One of the postpartum cares lives is supporting and encouraging them more to exercise after delivery and monitoring them. Health care workers, particularly midwives have a great role in the promotion of sport activity. Purpose of this study is Designed training for "postpartum fitness" by Roth well approach for midwives at health network in Shemiranat.Materials and Methods: This research is kind of Instructional design. Sampling was done by using census method Data collection was done by multiple choice tests for knowledge and attitudes of questionnaire and practical assessment exercise was part. After assessment and instructional design and was done Roth well model and Ganyh strategies.Results: Average response to questions in the cognitive domain was 49%. In this study 92% of the employees have positive attitude to importance and impact of the study. The result of the data related to the workplace of participants is health centers (53.3%. Most frequency is for who has less than 5 years’ work experience (50%and most frequency is for official staff (43.3%, most educational level related to bachelors (83.3% and the highest age rate is between 30-40 years old (40%.Conclusion: Positive attitude towards this issue and earn score below %80 indicates a need for staff to learn and raise awareness about the above topic. Create knowledge, training, counseling mothers about this issue are the midwife duties. This reflects a greater emphasis on design education.

Availability and Utilization of Instructional Facilities as Correlates of ...

African Journals Online (AJOL)

The concept of adult learner connotes freedom of choice to the type of learning instructions, materials and processes through which the individual wishes to acquire the skills needed to function in his daily activities. It is against this background that adult education which is adult inclined, adult-directed and motivated is ...

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

Science.gov (United States)

Wicker, Rosemary Knight

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

Review of Conceptual Models and Methodologies in Research on Principal Instructional Leadership in Malaysia: A Case of Knowing Construction in a Developing Society

Science.gov (United States)

Hallinger, Philip; Adams, Donnie; Harris, Alma; Jones, Michelle Suzette

2018-01-01

Purpose: Over the past several decades, instructional leadership has gradually gained increasing currency as a key role of school principals throughout much of the world. This is also the case in Malaysia where educational research, policy and practice have brought the instructional leadership role of the principal front and center. The purpose of…

The Collegial Focus: Teaching Fields, Collegial Relationships, and Instructional Practice in American High Schools.

Science.gov (United States)

Bidwell, Charles E.; Yasumoto, Jeffrey Y.

1999-01-01

Presents a theory of collegial social control of teacher's instructional beliefs and practices that centers on the idea of "collegial focus." Examines whether social control affects teachers' practices, if collegial focus strengthens social control, the role of subject-matter specialization, and the effects of bureaucratic control on collegial…

Face centered cubic SnSe as a Z2 trivial Dirac nodal line material

OpenAIRE

Tateishi, Ikuma; Matsuura, Hiroyasu

2018-01-01

The presence of Dirac nodal line in the time-reversal and inversion symmetric system is dictated by Z2 index when spin-orbit interaction is absent. With the first principles calculation, we show that the Dirac nodal line can emerge in Z2 trivial material by calculating the band structure of SnSe of face centered cubic lattice as an example and it becomes a topological crystalline insulator when spin-orbit interaction is taken into account. We clarify the origin of the Dirac nodal line by obta...

The Physics Learning Center at the University of Wisconsin-Madison

Science.gov (United States)

Nossal, S. M.; Watson, L. E.; Hooper, E.; Huesmann, A.; Schenker, B.; Timbie, P.; Rzchowski, M.

2013-03-01

The Physics Learning Center at the University of Wisconsin-Madison provides academic support and small-group supplemental instruction to students studying introductory algebra-based and calculus-based physics. These classes are gateway courses for majors in the biological and physical sciences, pre-health fields, engineering, and secondary science education. The Physics Learning Center offers supplemental instruction groups twice weekly where students can discuss concepts and practice with problem-solving techniques. The Center also provides students with access on-line resources that stress conceptual understanding, and to exam review sessions. Participants in our program include returning adults, people from historically underrepresented racial/ethnic groups, students from families in lower-income circumstances, students in the first generation of their family to attend college, transfer students, veterans, and people with disabilities, all of whom might feel isolated in their large introductory course and thus have a more difficult time finding study partners. We also work with students potentially at-risk for having academic difficulty (due to factors academic probation, weak math background, low first exam score, or no high school physics). A second mission of the Physics Learning Center is to provide teacher training and leadership experience for undergraduate Peer Mentor Tutors. These Peer Tutors lead the majority of the weekly group sessions in close supervision by PLC staff members. We will describe our work to support students in the Physics Learning Center, including our teacher-training program for our undergraduate Peer Mentor Tutors

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

Situation and person attributions under spontaneous and intentional instructions: an fMRI study

Science.gov (United States)

Kestemont, Jenny; Vandekerckhove, Marie; Ma, Ning; Van Hoeck, Nicole

2013-01-01

This functional magnetic resonance imaging (fMRI) research explores how observers make causal beliefs about an event in terms of the person or situation. Thirty-four participants read various short descriptions of social events that implied either the person or the situation as the cause. Half of them were explicitly instructed to judge whether the event was caused by something about the person or the situation (intentional inferences), whereas the other half was instructed simply to read the material carefully (spontaneous inferences). The results showed common activation in areas related to mentalizing, across all types of causes or instructions (posterior superior temporal sulcus, temporo-parietal junction, precuneus). However, the medial prefrontal cortex was activated only under spontaneous instructions, but not under intentional instruction. This suggests a bias toward person attributions (e.g. fundamental attribution bias). Complementary to this, intentional situation attributions activated a stronger and more extended network compared to intentional person attributions, suggesting that situation attributions require more controlled, extended and broader processing of the information. PMID:22345370

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…

Instructional and Learning Modes in Math. Module CMM:006:02.

Science.gov (United States)

Rexroat, Melvin E.

This is the second module in a series on mathematics methods and materials for preservice elementary teachers. This module focuses on three instructional and learning modes: expository, guided discovery, and inquiry (pure discovery). Objectives for the module are listed, the prerequisites are stated, pre- and post-assessment standards are…

The Greatest Learning Return on Your Pedagogical Investment: Alignment, Assessment or In-Class Instruction?

Science.gov (United States)

Holt, Emily A; Young, Craig; Keetch, Jared; Larsen, Skylar; Mollner, Brayden

2015-01-01

Critical thinking is often considered an essential learning outcome of institutions in higher education. Previous work has proposed three pedagogical strategies to address this goal: more active, student-centered in-class instruction, assessments which contain higher-order cognitive questions, and greater alignment within a classroom (i.e., high agreement of the cognitive level of learning objectives, assessments, and in-class instruction). Our goals were to determine which of these factors, individually or the interactions therein, contributed most to improvements in university students' critical thinking. We assessed students' higher-order cognitive skills in introductory non-majors biology courses the first and last week of instruction. For each of the fifteen sections observed, we also measured the cognitive level of assessments and learning objectives, evaluated the learner-centeredness of each classroom, and calculated an alignment score for each class. The best model to explain improvements in students' high-order cognitive skills contained the measure of learner-centeredness of the class and pre-quiz scores as a covariate. The cognitive level of assessments, learning objectives, nor alignment explained improvements in students' critical thinking. In accordance with much of the current literature, our findings support that more student-centered classes had greater improvements in student learning. However, more research is needed to clarify the role of assessment and alignment in student learning.

The Greatest Learning Return on Your Pedagogical Investment: Alignment, Assessment or In-Class Instruction?

Directory of Open Access Journals (Sweden)

Emily A Holt

Full Text Available Critical thinking is often considered an essential learning outcome of institutions in higher education. Previous work has proposed three pedagogical strategies to address this goal: more active, student-centered in-class instruction, assessments which contain higher-order cognitive questions, and greater alignment within a classroom (i.e., high agreement of the cognitive level of learning objectives, assessments, and in-class instruction. Our goals were to determine which of these factors, individually or the interactions therein, contributed most to improvements in university students' critical thinking. We assessed students' higher-order cognitive skills in introductory non-majors biology courses the first and last week of instruction. For each of the fifteen sections observed, we also measured the cognitive level of assessments and learning objectives, evaluated the learner-centeredness of each classroom, and calculated an alignment score for each class. The best model to explain improvements in students' high-order cognitive skills contained the measure of learner-centeredness of the class and pre-quiz scores as a covariate. The cognitive level of assessments, learning objectives, nor alignment explained improvements in students' critical thinking. In accordance with much of the current literature, our findings support that more student-centered classes had greater improvements in student learning. However, more research is needed to clarify the role of assessment and alignment in student learning.

Material shielding of power frequency magnetic fields: Research and testing results from the EPRI Power Delivery Center-Lenox. Final report

International Nuclear Information System (INIS)

Anderson, C.B.

1998-06-01

Extensive investigations of a variety of material shielding methods have been performed at the EPRI Power Delivery Center--Lenox, Massachusetts. This work is part of a larger shielding investigation being done for EPRI by Electric Research and Management, Inc. (ERM) as part of the Magnetic Field Management Target in the EPRI Environment Group. Part of this work, involving cylinders of material, is to be included in a shielding handbook being prepared by ERM. Material shielding tests, not included in the handbook, as well as additional material shielding research, including testing, analyses, and computer simulations performed at the EPRI Power Delivery Center--Lenox are documented here. One of the major complications of using materials to shield magnetic fields is the mathematical complexity of the phenomenon involved. The result is that analytical solutions exist only for a very small number of simple geometries such as spheres, infinitely long cylinders, and infinite sheets. In practice, the materials typically come in the form of sheets. At present, there are no analytical methods for directly determining the shielding effectiveness of finite sheets of material, however, EPRI is sponsoring work in this area. There are some methods based on conformal mapping which can provide a solution for simple two-dimensional sheets. While such methods are useful in gaining insight into the mechanisms of shielding, they are not realistic enough to provide accurate shielding estimates. Empirical techniques are still required to determine the shielding effectiveness of material sheets. The material shielding tests and computer simulations are described in the report. The results of these tests and simulations have been used to develop a number of material shielding design rules for use in practical applications

34 CFR 656.4 - What types of Centers receive grants?

Science.gov (United States)

2010-07-01

... the country or area; or (2) International studies or the international aspects of contemporary issues or topics (such as international business or energy) while providing instruction in modern foreign... STUDIES OR FOREIGN LANGUAGE AND INTERNATIONAL STUDIES General § 656.4 What types of Centers receive grants...

The Application of Carl Rogers' Person-Centered Learning Theory to Web-Based Instruction.

Science.gov (United States)

Miller, Christopher T.

This paper provides a review of literature that relates research on Carl Rogers' person-centered learning theory to Web-based learning. Based on the review of the literature, a set of criteria is described that can be used to determine how closely a Web-based course matches the different components of Rogers' person-centered learning theory. Using…

Library Instruction for Freshman English: A Multi-Year Assessment of Student Learning

Directory of Open Access Journals (Sweden)

Susan Gardner Archambault

2011-01-01

Full Text Available Objective – The objective of this study was twofold: 1 to assess the effectiveness of curriculum changes made from the 2009 freshman English library instruction curriculum to the 2010 curriculum at Loyola Marymount University (LMU; and 2 to evaluate the effectiveness of library instruction delivered via a “blended” combination of face-to-face and online instruction versus online instruction alone.Methods – An experimental design compared random samples of student scores from 2009 and 2010 worksheets to determine the effects of a new curriculum on student learning. A second experiment examined the effect of delivery method on student learning by comparing scores from a group of students receiving only online instruction against a group receiving blended instruction.Results – The first component of the study, which compared scores between 2009 and 2010 to examine the effects of the curriculum revisions, had mixed results. Students scored a significantly higher mean in 2010 on completing and correctly listing book citation components than in 2009, but a significantly lower mean on constructing a research question. There was a significant difference in the distribution of scores for understanding differences between information found on the Internet versus through the Library that was better in 2010 than 2009, but worse for narrowing a broad research topic. For the study that examined computer aided instruction, the group of students receiving only computer-assisted instruction did significantly better overall than the group receiving blended instruction. When separate tests were run for each skill, two particular skills, generating keywords and completing book citation and location elements, resulted in a significantly higher mean.Conclusions – The comparison of scores between 2009 and 2010 were mixed, but the evaluation process helped us identify continued problems in the teaching materials to address in the next cycle of revisions

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

Center for Functional Nanomaterials

Data.gov (United States)

Federal Laboratory Consortium — The Center for Functional Nanomaterials (CFN) explores the unique properties of materials and processes at the nanoscale. The CFN is a user-oriented research center...

Preliminary Estimates of 1972-73 Full-Time Instructional Faculty in Institutions of Higher Education. Bulletin. Advanced Statistics for Management. No. 14, March 1, 1973.

Science.gov (United States)

National Center for Educational Statistics (DHEW/OE), Washington, DC.

In response to needs expressed by the community of higher education institutions, the National Center for Educational Statistics has produced early estimates of a selected group of mean salaries of instructional faculty in institutions of higher education in 1972-73. The number and salaries of male and female instructional staff by rank are of…

Virtual science instructional strategies: A set of actual practices as perceived by secondary science educators

Science.gov (United States)

Gillette, Tammy J.

2009-12-01

The purpose of this proposed research study was to identify actual teaching practices/instructional strategies for online science courses. The identification of these teaching practices/instructional strategies could be used to compile a set of teaching practices/instructional strategies for virtual high school and online academy science instructors. This study could assist online science instructors by determining which teaching practices/instructional strategies were preferred for the online teaching environment. The literature reviewed the role of online and face-to-face instructional strategies, then discussed and elaborated on the science instructional strategies used by teachers, specifically at the secondary level. The current literature did not reflect an integration of these areas of study. Therefore, the connectedness of these two types of instructional strategies and the creation of a set of preferred instructional practices for online science instruction was deemed necessary. For the purpose of this study, the researcher designed a survey for face-to-face and online teachers to identify preferred teaching practices, instructional strategies, and types of technology used when teaching high school science students. The survey also requested demographic data information from the faculty members, including years of experience, subject(s) taught, and whether the teacher taught in a traditional classroom or online, to determine if any of those elements affect differences in faculty perceptions with regard to the questions under investigation. The findings from the current study added to the literature by demonstrating the differences and the similarities that exist between online and face-to-face instruction. Both forms of instruction tend to rely on student-centered approaches to teaching. There were many skills that were similar in that both types of instructors tend to focus on implementing the scientific method. The primary difference is the use of

A multimedia adult literacy program: Combining NASA technology, instructional design theory, and authentic literacy concepts

Science.gov (United States)

Willis, Jerry W.

1993-01-01

For a number of years, the Software Technology Branch of the Information Systems Directorate has been involved in the application of cutting edge hardware and software technologies to instructional tasks related to NASA projects. The branch has developed intelligent computer aided training shells, instructional applications of virtual reality and multimedia, and computer-based instructional packages that use fuzzy logic for both instructional and diagnostic decision making. One outcome of the work on space-related technology-supported instruction has been the creation of a significant pool of human talent in the branch with current expertise on the cutting edges of instructional technologies. When the human talent is combined with advanced technologies for graphics, sound, video, CD-ROM, and high speed computing, the result is a powerful research and development group that both contributes to the applied foundations of instructional technology and creates effective instructional packages that take advantage of a range of advanced technologies. Several branch projects are currently underway that combine NASA-developed expertise to significant instructional problems in public education. The branch, for example, has developed intelligent computer aided software to help high school students learn physics and staff are currently working on a project to produce educational software for young children with language deficits. This report deals with another project, the adult literacy tutor. Unfortunately, while there are a number of computer-based instructional packages available for adult literacy instruction, most of them are based on the same instructional models that failed these students when they were in school. The teacher-centered, discrete skill and drill-oriented, instructional strategies, even when they are supported by color computer graphics and animation, that form the foundation for most of the computer-based literacy packages currently on the market may not

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…

The effect of team accelerated instruction on students’ mathematics achievement and learning motivation

Science.gov (United States)

Sri Purnami, Agustina; Adi Widodo, Sri; Charitas Indra Prahmana, Rully

2018-01-01

This study aimed to know the improvement of achievement and motivation of learning mathematics by using Team Accelerated Instruction. The research method used was the experiment with descriptive pre-test post-test experiment. The population in this study was all students of class VIII junior high school in Jogjakarta. The sample was taken using cluster random sampling technique. The instrument used in this research was questionnaire and test. Data analysis technique used was Wilcoxon test. It concluded that there was an increase in motivation and student achievement of class VII on linear equation system material by using the learning model of Team Accelerated Instruction. Based on the results of the learning model Team Accelerated Instruction can be used as a variation model in learning mathematics.

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...

Handbook for inventorying downed woody material

Science.gov (United States)

James K. Brown

1974-01-01

To facilitate debris management, procedures for inventorying downed woody material are presented. Instructions show how to estimate weights and volumes of downed woody material, fuel depth, and duff depth. Using the planar intersect technique, downed material is inventoried by 0- to 0.25-inch, 0.25- to 1-inch, and 1- to 3-inch diameter classes; and by 1-inch classes...

Instructional Model and Thinking Skill in Chemistry Class

Science.gov (United States)

Langkudi, H. H.

2018-02-01

Chemistry course are considered a difficult lesson for students as evidenced by low learning outcomes on daily tests, mid-semester tests as well as final semester tests. This research intended to investigate the effect of instructional model, thinking skill and the interaction of these variables on students’ achievement in chemistry. Experimental method was applying used 2 x 2 factorial design. The results showed that the use of instructional model with thinking skill influences student’s learning outcomes, so that the chemistry teacher is recommended to pay attention to the learning model, and adjusted to the student’s skill thinking on the chemistry material being taught. The conclusion of this research is that discovery model is suitable for students who have formal thinking skill and conventional model is fit for the students that have concrete thinking skill.

Organic Synthetic Advanced Materials for Optoelectronic and Energy Applications (at Center for Condensed Matter Sciences)

Energy Technology Data Exchange (ETDEWEB)

Yen, Hung-Ju [Los Alamos National Lab. (LANL), Los Alamos, NM (United States). Chemistry Division

2016-11-14

These slides cover Hung-Ju Yen's recent work in the synthesis and structural design of functional materials, which were further used for optoelectronic and energy applications, such as lithium ion battery, solar cell, LED, electrochromic, and fuel cells. This was for a job interview at Center for Condensed Matter Sciences. The following topics are detailed: current challenges for lithium-ion batteries; graphene, graphene oxide and nanographene; nanographenes with various functional groups; fine tune d-spacing through organic synthesis: varying functional group; schematic view of LIBs; nanographenes as LIB anode; rate performance (charging-discharging); electrochromic technology; electrochromic materials; advantages of triphenylamine; requirement of electrochromic materials for practical applications; low driving voltage and long cycle life; increasing the electroactive sites by multi-step synthetic procedures; synthetic route to starburst triarylamine-based polyamide; electrochromism ranging from visible to NIR region; transmissive to black electrochromism; RGB and CMY electrochromism.

[A qualitative analysis of spelling mistakes and a systematic supportive learning instruction of spelling disorder].

Science.gov (United States)

Corvacho Del Toro, Irene M

2016-09-01

This paper explains how a qualitative analysis of spelling mistakes (Oldenburger Fehleranalyse, Thomé & Thomé, 2014) may be used to select learning materials according to individual needs. The pre-post design with control group serves to evaluate the effects of an intervention that is systematic and learning supportive for pupils with a diagnosed spelling disorder (ages 12 to 14; 6th-8th grade). Therapists of the experimental group were instructed to apply a series of linguistic and psycholinguistic criteria when creating the material for instruction and when carrying out the therapy. Therapists of the control group carried out the intervention without attending to these criteria, although they did have knowledge about the pupil’s profile in spelling mistakes. The intervention included 20 sessions. The ANOVA shows improvement for both groups (HSP, May 2012): (F(1, 14) = 15,05, p = .002, η2 = .518). For the experimental group it is stronger, and the difference in achievement gain is significant (F(1, 14) = 4,70, p = .048; η2 = .25). These results support a combination of qualitative analysis and a high qualification for therapists that relates specifically to orthography and its instruction. For some pupils the changes in the qualitative profiles reveal persistent support requirements in phonology or grammar instruction.

Instructive of chemical residues waste administration

International Nuclear Information System (INIS)

Alfaro Vargas, Ariel

2014-01-01

An instructive is established for the waste management system of chemical residues generated at the Universidad de Costa Rica, ensuring the collection, separation, transportation, reuse, recycling and final disposal. The laboratory waste management system is conditioned to the volume and type of waste generated. The respective procedures are listed in data sheets according to the corresponding model: avoid, reduce, recycle, treat, delete. The materials are identified as: expired products, materials or damaged products, substances that have lost some of the required characteristics, waste from the regular activities of the lab, unused products that now no longer used because they are considered inadequate. The chemicals reagents or hazardous are transformed into small amounts of derivatives safe products, or less hazardous, to allow for removal or to pick up a spill of these without problem [es

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

Science.gov (United States)

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

2016-03-01

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

Exascale Co-Design Center for Materials in Extreme Environments (ExMatEx) Annual Report - Year 2

Energy Technology Data Exchange (ETDEWEB)

Germann, T. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Richards, D. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); McPherson, A. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Belak, J. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States)

2013-11-25

All activities of the Exascale Co-design Center for Materials in Extreme Environments (Ex- MatEx) are focused on the two ultimate goals of the project: (1) demonstrating and delivering a prototype scale-bridging materials science application based upon adaptive physics refinement, and (2) identifying the requirements for the exascale ecosystem that are necessary to perform computational materials science simulations (both single- and multi-scale). During the first year of ExMatEx, our focus was on establishing how we do computational materials science, by developing an initial suite of flexible proxy applications. These “proxy apps” are the primary vehicle for the co-design process, involving assessments and tradeoff evaluations both within the ExMatEx team, and with the entire exascale ecosystem. These interactions have formed the basis of our second year activities. The set of artifacts from these co-design interactions are the lessons learned, that are used to re-express the applications and algorithms within the context of emerging architectures, programming models, and runtime systems.

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.

Engineering evaluation/cost analysis: Waste Pit Area storm water runoff control, Feed Materials Production Center, Fernald, Ohio

International Nuclear Information System (INIS)

1990-08-01

This report evaluates remedial action alternatives at the Feed Materials production Center in response to the need to contain contaminated storm water runoff. The storm water is being contaminated as it falls over a radioactive/chemical waste pit which contains uranium contaminated wastes. Alternatives considered include no action, surface capping, surface capping with lateral drainage, runoff collection and treatment, and source removal

Slowing Entropy: Instructional Policy Design in New York City, 2011-12. Policy Brief #14-3

Science.gov (United States)

Supovitz, Jonathan

2014-01-01

How do policymakers craft policies, particularly centered on the Common Core State Standards, to be more resilient and less likely to disintegrate during enactment? Researcher Jonathan Supovitz in "Slowing Entropy: Instructional Policy Design in New York City, 2011-12" examines the design of a New York City Department of Education policy…

A Computer-Based System Integrating Instruction and Information Retrieval: A Description of Some Methodological Considerations.

Science.gov (United States)

Selig, Judith A.; And Others

This report, summarizing the activities of the Vision Information Center (VIC) in the field of computer-assisted instruction from December, 1966 to August, 1967, describes the methodology used to load a large body of information--a programed text on basic opthalmology--onto a computer for subsequent information retrieval and computer-assisted…

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…

IMPLEMENTING A STUDENT-CENTERED PEDAGOGY THROUGH THE USE OF INTERESTING AND CULTURALLY CONTEXTUALIZED AUTHENTIC MATERIALS

Directory of Open Access Journals (Sweden)

Tabitha Kidwell

2017-04-01

Full Text Available The selection and use of appropriate materials is one of the most critical challenges facing English teachers today. In this article, we tell the stories (vignettes of some of the major challenges we have faced as educators in this regard, and we offer a research base and practical suggestions related to each vignette. Selection of interesting and culturally contextualized authentic materials can go a long way towards creating a student-centered peddagogy. This will help to increase student motivation, achievemnt, and retention. Our first recommendation is to cultivate interst in the classroom. Interest can be elicited by selecting materials that lead to individual interest, students‘ personal interests, situational interest, the inherant interest in a specific situation like amystery or a puzzle, or topic interest, interest in the subject of the activity. An excellent way to elicit student interest is through the use of authentic materials. Teachers should endeavor to create interst in their classrooms by choosing interesting topics and texts, editing those texts, and using suspense and surprise. Our second suggestion is to use culturally contextualized authentic materials. These can come from two directions: either they can be situated in the culture of the students (the ―home‖ culture, or they can be situated in the culture of native speakers (the ―target‖ culture. Use of both types of cultural materials is important, and both can be termed ―authentic.‖ The most important point is that the materials are authentic, and therefore more meaningful to students.

Tornadoes: A Center Approach.

Science.gov (United States)

Christman-Rothlein, Liz; Meinbach, Anita M.

1981-01-01

Information is given on how to put together a learning center. Discusses information and activity packets for a complete learning center on tornadoes including objectives, directions, materials, photographs of physical arrangements, and posttest. (DC)

Readability of patient discharge instructions with and without the use of electronically available disease-specific templates.

Science.gov (United States)

Mueller, Stephanie K; Giannelli, Kyla; Boxer, Robert; Schnipper, Jeffrey L

2015-07-01

Low health literacy is common, leading to patient vulnerability during hospital discharge, when patients rely on written health instructions. We aimed to examine the impact of the use of electronic, patient-friendly, templated discharge instructions on the readability of discharge instructions provided to patients at discharge. We performed a retrospective cohort study of 233 patients discharged from a large tertiary care hospital to their homes following the implementation of a web-based "discharge module," which included the optional use of diagnosis-specific templated discharge instructions. We compared the readability of discharge instructions, as measured by the Flesch Reading Ease Level test (FREL, on a 0-100 scale, with higher scores indicating greater readability) and the Flesch-Kincaid Grade Level test (FKGL, measured in grade levels), between discharges that used templated instructions (with or without modification) versus discharges that used clinician-generated instructions (with or without available templated instructions for the specific discharge diagnosis). Templated discharge instructions were provided to patients in 45% of discharges. Of the 55% of patients that received clinician-generated discharge instructions, the majority (78.1%) had no available templated instruction for the specific discharge diagnosis. Templated discharge instructions had higher FREL scores (71 vs. 57, P readability (a higher FREL score and a lower FKGL score) than the use of clinician-generated discharge instructions. The main reason for clinicians to create discharge instructions was the lack of available templates for the patient's specific discharge diagnosis. Use of electronically available templated discharge instructions may be a viable option to improve the readability of written material provided to patients at discharge, although the library of available templates requires expansion. © The Author 2015. Published by Oxford University Press on behalf of the

Matriarch: A Python Library for Materials Architecture.

Science.gov (United States)

Giesa, Tristan; Jagadeesan, Ravi; Spivak, David I; Buehler, Markus J

2015-10-12

Biological materials, such as proteins, often have a hierarchical structure ranging from basic building blocks at the nanoscale (e.g., amino acids) to assembled structures at the macroscale (e.g., fibers). Current software for materials engineering allows the user to specify polypeptide chains and simple secondary structures prior to molecular dynamics simulation, but is not flexible in terms of the geometric arrangement of unequilibrated structures. Given some knowledge of a larger-scale structure, instructing the software to create it can be very difficult and time-intensive. To this end, the present paper reports a mathematical language, using category theory, to describe the architecture of a material, i.e., its set of building blocks and instructions for combining them. While this framework applies to any hierarchical material, here we concentrate on proteins. We implement this mathematical language as an open-source Python library called Matriarch. It is a domain-specific language that gives the user the ability to create almost arbitrary structures with arbitrary amino acid sequences and, from them, generate Protein Data Bank (PDB) files. In this way, Matriarch is more powerful than commercial software now available. Matriarch can be used in tandem with molecular dynamics simulations and helps engineers design and modify biologically inspired materials based on their desired functionality. As a case study, we use our software to alter both building blocks and building instructions for tropocollagen, and determine their effect on its structure and mechanical properties.

Learner Centered Classroom in Science Instruction: Providing Feedback with Technology Integration

Science.gov (United States)

Yilmaz, Ozkan

2017-01-01

"Learner centered" term points out environments that attention to the learners brings to the educational setting. This term includes teaching practices: effort to uncover what learners think in a specific problem on hand, talking about their misconceptions and, giving them situations to readjust their ideas. In Learner centered…

Active-Learning versus Teacher-Centered Instruction for Learning Acids and Bases

Science.gov (United States)

Sesen, Burcin Acar; Tarhan, Leman

2011-01-01

Background and purpose: Active-learning as a student-centered learning process has begun to take more interest in constructing scientific knowledge. For this reason, this study aimed to investigate the effectiveness of active-learning implementation on high-school students' understanding of "acids and bases". Sample: The sample of this…

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…

Cognitive aging and training: the role of instructional coherence and advance organizers.

Science.gov (United States)

Wolfson, Natalie E; Kraiger, Kurt

2014-01-01

BACKGROUND/STUDY CONTEXT: This study investigates whether there is a need for age-specific computer-based instructional design. The authors examined the effect of two design principles, instructional coherence and advance organizers, on learning outcomes of older and younger adults. Instructional coherence refers to the idea that people learn more deeply when information not directly relevant to learning goals is removed from training. Advance organizers are organizing frameworks for intended training content. Participants consisted of younger and older adults (mean ages were 21.7 and 75.1, respectively). Younger adults were university students and older adults were recruited from various sources, including retirement homes, senior activity centers, and online communities. We used a 2 (young, old) × 2 (low coherence, high coherence) × 2 (no advance organizer, advance organizer) between-subjects design and analyzed data using a multivariate analysis of variance (MANOVA). Analyses revealed that (1) older adults performed worse on learning outcome measures compared with younger adults; (2) instructional coherence significantly improved the learning performance of both older and younger adults (Hypothesis 1 supported); and (3) advanced organizers improved the performance of older adults but did not affect the performance of younger adults in transfer tasks (Hypothesis 4 supported). The latter finding (that advance organizers had differential effects on older and younger adults) suggests that perhaps there is a need for age-specific instructional formats. Future researchers should further explore whether and how age affects the learning process by examining the effect of different design principles on learning outcomes of older and younger adults.

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

Science.gov (United States)

Henderson, William Edward, Jr.

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

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.…

For Healthcare Professionals | Center for Cancer Research

Science.gov (United States)

How to Refer a Patient Our care team contacts any prospective patients within 24 business hours after your call to collect basic information and give further instructions. We require a medical summary, operative notes, relevant radiographic scans (MRI, CT, PET), pathology report, and additional materials as indicated.

Learning from Online Modules in Diverse Instructional Contexts

Directory of Open Access Journals (Sweden)

Gwen Nugent

2016-06-01

Full Text Available Learning objects originally developed for use in online learning environments can also be used to enhance face-to-face instruction. This study examined the learning impacts of online learning objects packaged into modules and used in different contexts for undergraduate education offered on campus at three institutions. A multi-case study approach was used, examining learning impacts across a variety of course subjects, course levels (introductory and advanced undergraduate, student levels (undergraduate and graduate, and instructional goals (i.e., replacement for lecture, remediation. A repeated measures design was used, with learning data collected prior to viewing the online module, after completion of the module, and at the end of the semester. The study provided a broad examination of ways that online modules are typically used in a college classroom, as well as measured learning effectiveness based on different instructional purpose and usage contexts. Results showed the effectiveness of the modules in serving as a substitute for classroom lecture, remediation of course prerequisite material, introduction to content with follow-up lab practice, and review for final exams. In each of these cases, the use of the modules resulted in significant learning increases, as well as retention of the learning until the end of the semester.

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

Ethical Reasoning Instruction in Non-Ethics Business Courses: A Non-Intrusive Approach

Science.gov (United States)

Wilhelm, William J.

2010-01-01

This article discusses four confirmatory studies designed to corroborate findings from prior developmental research which yielded statistically significant improvements in student moral reasoning when specific instructional strategies and content materials were utilized in non-ethics business courses by instructors not formally trained in business…

A Study in Instructional Design: A Multi-Modal Approach to Business Logistics.

Science.gov (United States)

Griffin, Robert E.; And Others

Pennsylvania State University provided financial grants and support services to faculty members for improvement of instruction. Funds were provided for released time for faculty, audiovisual production materials, and research and evaluation. An extension course in business logistics was developed using these funds. Lecture presentations were…

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…

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…

Environment, safety and health compliance assessment, Feed Materials Production Center, Fernald, Ohio

Energy Technology Data Exchange (ETDEWEB)

1989-09-01

The Secretary of Energy established independent Tiger Teams to conduct environment, safety, and health (ES H) compliance assessments at US Department of Energy (DOE) facilities. This report presents the assessment of the Feed Materials Production Center (FMPC) at Fernald, Ohio. The purpose of the assessment at FMPC is to provide the Secretary with information regarding current ES H compliance status, specific ES H noncompliance items, evaluation of the adequacy of the ES H organizations and resources (DOE and contractor), and root causes for noncompliance items. Areas reviewed included performance under Federal, state, and local agreements and permits; compliance with Federal, state and DOE orders and requirements; adequacy of operations and other site activities, such as training, procedures, document control, quality assurance, and emergency preparedness; and management and staff, including resources, planning, and interactions with outside agencies.

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.

The Ripple Effect: Exploring How a Joint Science Specialist/TOSA Can Change Classroom Teachers' Instructional Practices through Project-Based Learning

Science.gov (United States)

Gradias, Jean

In 2013, California became one of the first states to adopt the rigorous Next Generation Science Standards (NGSS). However, the current state of science instruction does not support the conceptual shifts of the NGSS, which call for consistent science instruction K-12, increased inquiry, subject integration, as well as science instruction that connects students to their communities and their world. Therefore, teachers are in need of instructional support for science teaching that can enable them to achieve these higher expectations. This dissertation explored whether implementing a Project-Based Learning (PBL)-centered science specialist changed classroom teachers' frequency of science instruction and use of instructional strategies that support NGSS science delivery. In addition, this study examined how providing a PBL science specialist supported teachers in their comfort with using these more rigorous instructional strategies. Five elementary teachers participated in an action research project conducted over the course of a school year. The frequency with which teachers used the following instructional strategies was analyzed: connecting science to real world phenomena, accessing community resources, integrating science into other subject areas, and using inquiry in science instruction. Quantitative and qualitative data revealed that a PBL science specialist does support classroom teachers in implementing teaching practices aligned to the conceptual shifts implicated by the NGSS; however, individual growth rates varied by instructional strategy. The results of this study provide a foundation for the legitimacy of utilizing a PBL-focused science specialist to support teachers in shifting their instructional practices in order to achieve the Next Generation Science Standards.

Laparoscopy Instructional Videos: The Effect of Preoperative Compared With Intraoperative Use on Learning Curves.

Science.gov (United States)

Broekema, Theo H; Talsma, Aaldert K; Wevers, Kevin P; Pierie, Jean-Pierre E N

Previous studies have shown that the use of intraoperative instructional videos has a positive effect on learning laparoscopic procedures. This study investigated the effect of the timing of the instructional videos on learning curves in laparoscopic skills training. After completing a basic skills course on a virtual reality simulator, medical students and residents with less than 1 hour experience using laparoscopic instruments were randomized into 2 groups. Using an instructional video either preoperatively or intraoperatively, both groups then performed 4 repetitions of a standardized task on the TrEndo augmented reality. With the TrEndo, 9 motion analysis parameters (MAPs) were recorded for each session (4 MAPs for each hand and time). These were the primary outcome measurements for performance. The time spent watching the instructional video was also recorded. Improvement in performance was studied within and between groups. Medical Center Leeuwarden, a secondary care hospital located in Leeuwarden, The Netherlands. Right-hand dominant medical student and residents with more than 1 hour experience operating any kind of laparoscopic instruments were participated. A total of 23 persons entered the study, of which 21 completed the study course. In both groups, at least 5 of 9 MAPs showed significant improvements between repetition 1 and 4. When both groups were compared after completion of repetition 4, no significant differences in improvement were detected. The intraoperative group showed significant improvement in 3 MAPs of the left-nondominant-hand, compared with one MAP for the preoperative group. No significant differences in learning curves could be detected between the subjects who used intraoperative instructional videos and those who used preoperative instructional videos. Intraoperative video instruction may result in improved dexterity of the nondominant hand. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc

Flipped Classroom versus Traditional Textbook Instruction: Assessing Accuracy and Mental Effort at Different Levels of Mathematical Complexity

Science.gov (United States)

Mattis, Kristina V.

2015-01-01

Flipped classrooms are an instructional technology trend mostly incorporated in higher education settings, with growing prominence in high school and middle school (Tucker in Leveraging the power of technology to create student-centered classrooms. Corwin, Thousand Oaks, 2012). Flipped classrooms are meant to effectively combine traditional and…

Instructional Support System--Occupational Education II. ISSOE Automotive Mechanics Content Validation.

Science.gov (United States)

Abramson, Theodore

A study was conducted to validate the Instructional Support System-Occupational Education (ISSOE) automotive mechanics curriculum. The following four steps were undertaken: (1) review of the ISSOE materials in terms of their "validity" as task statements; (2) a comparison of the ISSOE tasks to the tasks included in the V-TECS Automotive…

Computer-Aided Authoring of Programmed Instruction for Teaching Symbol Recognition. Final Report.

Science.gov (United States)

Braby, Richard; And Others

This description of AUTHOR, a computer program for the automated authoring of programmed texts designed to teach symbol recognition, includes discussions of the learning strategies incorporated in the design of the instructional materials, hardware description and the algorithm for the software, and current and future developments. Appendices…

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

After School Centers Project. Final Reports. Winter 1968-1969; Summer 1969.

Science.gov (United States)

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

Two final reports, winter 1968-1969 and summer 1969, respectively describe the sixth and seventh sessions of the Cambridge School Department's After School Center Program and involving six elementary schools. Both the winter and the summer programs were designed to give disadvantaged children remedial instruction in reading and mathematics along…

Effectiveness of Cooperative Learning Instructional Tools With Predict-Observe-Explain Strategy on the Topic of Cuboid and Cube Volume

Science.gov (United States)

Nurhuda; Lukito, A.; Masriyah

2018-01-01

This study aims to develop instructional tools and implement it to see the effectiveness. The method used in this research referred to Designing Effective Instruction. Experimental research with two-group pretest-posttest design method was conducted. The instructional tools have been developed is cooperative learning model with predict-observe-explain strategy on the topic of cuboid and cube volume which consist of lesson plans, POE tasks, and Tests. Instructional tools were of good quality by criteria of validity, practicality, and effectiveness. These instructional tools was very effective for teaching the volume of cuboid and cube. Cooperative instructional tool with predict-observe-explain (POE) strategy was good of quality because the teacher was easy to implement the steps of learning, students easy to understand the material and students’ learning outcomes completed classically. Learning by using this instructional tool was effective because learning activities were appropriate and students were very active. Students’ learning outcomes were completed classically and better than conventional learning. This study produced a good instructional tool and effectively used in learning. Therefore, these instructional tools can be used as an alternative to teach volume of cuboid and cube topics.

The use of Web-based GIS data technologies in the construction of geoscience instructional materials: examples from the MARGINS Data in the Classroom project

Science.gov (United States)

Ryan, J. G.; McIlrath, J. A.

2008-12-01

Web-accessible geospatial information system (GIS) technologies have advanced in concert with an expansion of data resources that can be accessed and used by researchers, educators and students. These resources facilitate the development of data-rich instructional resources and activities that can be used to transition seamlessly into undergraduate research projects. MARGINS Data in the Classroom (http://serc.carleton.edu/ margins/index.html) seeks to engage MARGINS researchers and educators in using the images, datasets, and visualizations produced by NSF-MARGINS Program-funded research and related efforts to create Web-deliverable instructional materials for use in undergraduate-level geoscience courses (MARGINS Mini-Lessons). MARGINS science data is managed by the Marine Geosciences Data System (MGDS), and these and all other MGDS-hosted data can be accessed, manipulated and visualized using GeoMapApp (www.geomapapp.org; Carbotte et al, 2004), a freely available geographic information system focused on the marine environment. Both "packaged" MGDS datasets (i.e., global earthquake foci, volcanoes, bathymetry) and "raw" data (seismic surveys, magnetics, gravity) are accessible via GeoMapApp, with WFS linkages to other resources (geodesy from UNAVCO; seismic profiles from IRIS; geochemical and drillsite data from EarthChem, IODP, and others), permitting the comprehensive characterization of many regions of the ocean basins. Geospatially controlled datasets can be imported into GeoMapApp visualizations, and these visualizations can be exported into Google Earth as .kmz image files. Many of the MARGINS Mini-Lessons thus far produced use (or have studentss use the varied capabilities of GeoMapApp (i.e., constructing topographic profiles, overlaying varied geophysical and bathymetric datasets, characterizing geochemical data). These materials are available for use and testing from the project webpage (http://serc.carleton.edu/margins/). Classroom testing and assessment

Primary Trait Analysis to Assess a Learner-Centered, Upper-Level Mathematics Course

Science.gov (United States)

Alsardary, Salar; Pontiggia, Laura; Hamid, Mohammed; Blumberg, Phyllis

2011-01-01

This study presents a primary trait analysis of a learner-centered, discrete mathematics course based on student-to-student instruction. The authors developed a scoring rubric for the primary traits: conceptual knowledge, procedural knowledge, application of understanding, and mathematical communication skills. Eleven students took an exam…

OER Usage by Instructional Designers and Training Managers in Corporations

Directory of Open Access Journals (Sweden)

Anat Cohen

2015-12-01

Full Text Available Since the development of Open Educational Resources (OERs, different models regarding the usage of these resources in education have appeared in the literature. Wiley’s 4-Rs model is considered to be one of the leading models. Research based on Wiley’s model shows that using materials without making changes is the most common use. Compared to the extensive literature regarding OER usage in education, the literature barely deals with OER usage by instructional designers or training managers in corporations. The purpose of this research is to examine the OER usage of these two stakeholders, distinguishing between Little and Big OER repositories, in which Little OER repositories such as YouTube and Wikipedia aren’t necessarily designed to fulfill educational purposes. Findings show that these stakeholders almost use only Little repositories and that their usage level is higher than what is documented in the literature: they mostly Revise–modify the form of the resource, and Remix–combine different resources to create new ones. These differences can be explained by the fact that materials from Little OER repositories are raw materials, requiring further editing and adjustment. Significant differences between instructional designers’ and training managers’ usage of OERs were found regarding the Reuse level of resources from internal repositories and the Google Images repository, and the frequency of this Reuse.

EFL LEARNERS’ READING LEARNING IN WEB BASED INSTRUCTION SETTING

OpenAIRE

Yusup Supriyono

2018-01-01

This research is aimed at exploring reading learning performed by English foreign language learners when Web based instruction is integrated into reading classroom. Teaching learning activity follows the steps:  orientation, discussion, material exploration, action, test, and reflection.  Two data collecting methods—journal and interview are administered to three students of the fourth semester of English Department in University of Siliwangi Tasikmalaya Indonesia after the selected individua...

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…

Technology Information Center

International Nuclear Information System (INIS)

Emerson, E.L.; Shepherd, E.W.; Minor, E.E.

1980-01-01

A Transportation Technology Center (TTC) has been established at Sandia to address the transportation of nuclear waste and spent fuel. The Technology Information Center (TIC) acts as TTC's clearing house for nuclear material transportation information. TIC's activities are divided into three activities: public information, policy information, and technical information. Some of the uses of TIC's activities are briefly outlined

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

Pre Conference Hazardous Materials Workshop, West/East Coast Safety Conference, held 3-4 October/31 October - 1 November 1981,

Science.gov (United States)

1981-01-01

COMPATABILITY (2) PPE (3) SOP’s 𔃼 NOTES (1) USERDA ( RADIOACTIVE MATERIALS) (2) CHEMTREC (ALL OTHER HAZARDOUS MATERIALS) 2. NAVY A. NAVY ENVIRONMENTAL HEALTH...NRC Regulations for Packaging of Radioactive Material for Transport and Transportation of Radioactive Material Under Certain Conditions (10 CFR 71) V...NAVY) I DOD Directives/Instructions--- DOD Instruction 4120.14 DOD Water and Air Polution Abatement Policy DOD 4145.19R Series Storage and Material

Feed Materials Production Center Waste Management: Annual report for fiscal year 1986

International Nuclear Information System (INIS)

Watts, R.E.; Kottner, S.A.

1986-01-01

During FY-1986, the Westinghouse Materials Company of Ohio (WMCO) and the Department of Energy focused on safe storage and disposition of all wastes at the Feed Materials Production Center (FMPC) in compliance with federal and state regulations concerning waste management and worker health and safety. The Waste Management Annual Report identifies the comprehensive programs developed to achieve WMCO goals at the FMPC. The programs address waste issues which concern worker and public health and safety. Among those programs discussed are the decontamination, safe storage, and disposition of low-level and mixed hazardous radioactive waste. Principal attention and resources were allocated to programs which identify the largest waste streams (both currently generated and inventory backlogged). The most voluminous waste streams include low-level waste approved for shipment to the Nevada Test Site (MgF 2 slag, slag leach filter cake, and neutralized raffinate); remedial action wastes (K-65, stormwater runoff/effluent, and waste pits); thorium; and contaminated construction rubble and soil. Goals were established and met for the Waste Management Section in the form of completed milestones. The completed milestones involved such activities as characterization studies for the waste pits, K-65 Silos and adjacent areas; issuance of the Waste Management Plan required by DOE; analysis of decontamination alternatives for copper scrap; and analysis of silo structural integrity and remedial action alternatives

Using innovative instructional technology to meet training needs in public health: a design process.

Science.gov (United States)

Millery, Mari; Hall, Michelle; Eisman, Joanna; Murrman, Marita

2014-03-01

Technology and distance learning can potentially enhance the efficient and effective delivery of continuing education to the public health workforce. Public Health Training Centers collaborate with instructional technology designers to develop innovative, competency-based online learning experiences that meet pressing training needs and promote best practices. We describe one Public Health Training Center's online learning module design process, which consists of five steps: (1) identify training needs and priority competencies; (2) define learning objectives and identify educational challenges; (3) pose hypotheses and explore innovative, technology-based solutions; (4) develop and deploy the educational experience; and (5) evaluate feedback and outcomes to inform continued cycles of revision and improvement. Examples illustrate the model's application. These steps are discussed within the context of design practices in the fields of education, engineering, and public health. They incorporate key strategies from across these fields, including principles of programmatic design familiar to public health professionals, such as backward design. The instructional technology design process we describe provides a structure for the creativity, collaboration, and systematic strategies needed to develop online learning products that address critical training needs for the public health workforce.

Instructive for disposal of fluorescent

International Nuclear Information System (INIS)

Salazar Vargas, Gerlin

2014-01-01

An instructive is established for the management system of waste fluorescent lamps, ensuring the storage, collection, transportation, and final disposal. The lamp is changed by an official of the Seccion de Matenimiento Construccion of the Oficina de Servicios Generales or is produced with the support of an official of the unit. The fluorescent should be deposited in stock of materials of the building maintenance section or unit specified with the help of a staff and in appropriate conditions. The fluorescent lamp is transported according to the guidelines in the manual. A responsible company is contracted by la Vicerrectoria de Administracion of the Universidad de Costa Rica dedicated to the transport and proper handling of fluorescent lamps [es

Minatom of Russia Situation and Crisis Center and the Automated Federal Information System for Nuclear Material Control and Accounting

International Nuclear Information System (INIS)

Berchik, V.P.; Kasumova, L.A.; Babcock, R.A.; Heinberg, C.L.; Tynan, D.M.

2001-01-01

Under the Situation and Crisis Center (SCC) management, the Information Analytical Center (IAC) of the Ministry of Atomic Energy (Minatom) of Russia was created to oversee the operation of the Federal Nuclear Material Control and Accounting Information System (FIS). During 2000, the FIS achieved an important milestone in its development: the basic functions of the information system were implemented. This includes placing into operation the collecting and processing of nuclear material control and accounting (MC and A) information from the enterprises reporting to the FIS. The FIS began working with 14 Russian enterprises to develop and implement full-function reporting (i.e., reporting inventory and inventory changes including closeout and reconciliation between the FIS and enterprises). In 2001, the system will expand to include enterprise-level inventory information for all enterprises using nuclear materials in Russia. For this reason, at the end of 2000 through the beginning of 2001, five separate training sessions were held for over 100 enterprise personnel responsible for preparation and transfer of the reports to the FIS. Through the assistance of the Nuclear Material Protection, Control and Accounting (MPC and A) program, information systems for the accounting of nuclear materials are being installed at Russia enterprises. In creating the program for modernization of the Russian Federation State System of Accounting and Control (SSAC) of nuclear material, the SCC conducted a survey of the enterprises to determine the readiness of their internal MC and A systems for reporting to the FIS. Based on the information from the survey and the results of the projects on creation of local information systems at Russian enterprises, the analysis of information and the technical aspects of MC and A systems identified deficiencies that were analyzed and recommendations for eliminating these deficiencies were proposed. The concentration of analytical and administrative

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....

Inclusive college teaching: universal design for instruction and diverse learners

Directory of Open Access Journals (Sweden)

Joan M. McGuire

2011-11-01

Full Text Available Shifts in enrollment patterns are affecting college classrooms and elements of teaching ranging from options for delivering course materials online to multiple methods of assessing learning. With the enrollment of more diverse college learners comes a call to intentionally design instruction that is more inclusive and responsive to multiple learning styles. The notion of Universal Design for Instruction (UDI is examined from its roots in the architectural field to its application as a model for teaching that anticipates diversity including students with disabilities. Principles of UDI are defined, and pedagogical examples are provided. Several implementation projects based on the UDI concept are described as are preliminary results regarding outcomes. Substantive issues are identified that have bearing on the direction this innovative idea will take over the next several years.

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…

TRUPACT-II Operating and Maintenance Instructions

Energy Technology Data Exchange (ETDEWEB)

Westinghouse Electric Corporation, Waste Isolation Division

1999-12-31

) Utilizing these instructions as is, or (2) Attaching a site-specific cover page/letter to this document stating that these are the instructions to be used at their location, or (3) Sites may prepare their own document using the steps in this document word-for-word, in-sequence, including Notes and Cautions. Site specific information may be included as deemed necessary. Submit the document to WID National TRU Programs for approval. Any revision made subsequent to WID TRU Program's approval shall be reviewed and approved by WID TRU Programs. A copy of the approval letter from WID National TRU Programs should be available for audit purposes. Users shall develop site-specific procedures addressing leak testing, preoperational activities, quality assurance, hoisting and rigging, and radiation health physics to be used in conjunction with the instructions contained in this document. Users desiring to recommend changes to this document may submit their recommendations to the WID National TRU Programs for evaluation. If approved, the change(s) will be incorporated into this document for use by all TRUPACT-II users. User sites will be audited to this document to ensure compliance within one year from the effective date of this revision. This document discusses operating instructions, required inspections and maintenance for the following: TRUPACT-II packaging, and Miscellaneous packaging, special tools, and equipment. Packaging and payload handling equipment and transport trailers have been specifically designed for use with the TRUPACT-II Packaging. This document discusses the required instructions for use of the following equipment in conjunction with the TRUPACT-II Packaging: TRUPACT-II Mobile Loading Unit (MLU), Adjustable Center-of-Gravity Lift Fixture (ACGLF), and TRUPACT-II Transport Trailer. Attachment E contains the various TRUPACT-II packaging interface control drawings, leak-test and vent-port tool drawings, ACGLF drawings, and tie-down drawings that identify the

Berkeley Lab - Materials Sciences Division

Science.gov (United States)

, which aims to showcase some of the latest material science and metallurgy content published in the Synthesis Condensed Matter and Materials Physics Scattering and Instrumentation Science Centers Center for intrinsically consist of atomic rotation Scientists Discover Material Ideal for Smart Photovoltaic Windows A

Applying Instructional Design Strategies and Behavior Theory to Household Disaster Preparedness Training.

Science.gov (United States)

Thomas, Tracy N; Sobelson, Robyn K; Wigington, Corinne J; Davis, Alyson L; Harp, Victoria H; Leander-Griffith, Michelle; Cioffi, Joan P

Interventions and media campaigns promoting household disaster preparedness have produced mixed results in affecting behaviors. In large part, this is due to the limited application of instructional design strategies and behavior theory, such as the Transtheoretical Model (TTM). This study describes the development and evaluation of Ready CDC, an intervention designed to increase household disaster preparedness among the Centers for Disease Control and Prevention (CDC) workforce. (1) Describe the instructional design strategies employed in the development of Ready CDC and (2) evaluate the intervention's impact on behavior change and factors influencing stage progression for household disaster preparedness behavior. Ready CDC was adapted from the Federal Emergency Management Agency's (FEMA's) Ready campaign. Offered to CDC staff September 2013-November 2015, it consisted of a preassessment of preparedness attitudes and behaviors, an in-person training, behavioral reinforcement communications, and a 3-month follow-up postassessment. Ready CDC employed well-accepted design strategies, including presenting stimulus material and enhancing transfer of desired behavior. Excluding those in the TTM "maintenance" stage at baseline, this study determined 44% of 208 participants progressed at least 1 stage for developing a written disaster plan. Moreover, assessment of progression by stage found among participants in the "precontemplation" (n = 16), "contemplation" (n = 15), and "preparation" (n = 125) stages at baseline for assembling an emergency kit, 25%, 27%, and 43% moved beyond the "preparation" stage, respectively. Factors influencing stage movement included knowledge, attitudes, and community resiliency but varied depending on baseline stage of change. Employing instructional strategies and behavioral theories in preparedness interventions optimizes the potential for individuals to adopt preparedness behaviors. Study findings suggest that stage movement toward

The opinions of primary school teachers’ candidates towards material preparation and usage