Grouping puts figure-ground assignment in context by constraining propagation of edge assignment.

Science.gov (United States)

Brooks, Joseph L; Brook, Joseph L; Driver, Jon

2010-05-01

Figure-ground organization involves the assignment of edges to a figural shape on one or the other side of each dividing edge. Established visual cues for edge assignment primarily concern relatively local rather than contextual factors. In the present article, we show that an assignment for a locally unbiased edge can be affected by an assignment of a remote contextual edge that has its own locally biased assignment. We find that such propagation of edge assignment from the biased remote context occurs only when the biased and unbiased edges are grouped. This new principle, whereby grouping constrains the propagation of figural edge assignment, emerges from both subjective reports and an objective short-term edge-matching task. It generalizes from moving displays involving grouping by common fate and collinearity, to static displays with grouping by similarity of edge-contrast polarity, or apparent occlusion. Our results identify a new contextual influence on edge assignment. They also identify a new mechanistic relation between grouping and figure-ground processes, whereby grouping between remote elements can constrain the propagation of edge assignment between those elements. Supplemental materials for this article may be downloaded from http://app.psychonomic-journals.org/content/supplemental.

Milk yield, feed efficiency and metabolic profiles in Jersey and Holstein cows assigned to different fat supplementation strategies

DEFF Research Database (Denmark)

Alstrup, Lene; Nielsen, M.O.; Lund, Peter

2015-01-01

, compared to their lowest recorded weight after calving. Subsequently, the cows were randomly assigned to one of the four treatments until the end of lactation. There was no effect of feeding strategy on DM intake during week 9–40 of lactation. Fat supplemented rations (WCR; RPF) increased yield of milk...... energy efficiency in Jersey cows but increased energy efficiency in Holstein cows. Because fat supplementation reduced dietary protein concentration and increased milk production, protein intake was lower and N efficiency was higher on WCR and RPF than on CON. Metabolite concentrations in jugular vein...

An Analysis of the Effectiveness of Supplemental Instruction: The Problem of Selection Bias and Limited Dependent Variables

Science.gov (United States)

Bowles, Tyler J.; Jones, Jason

2004-01-01

Single equation regression models have been used rather extensively to test the effectiveness of Supplemental Instruction (SI). This approach, however, fails to account for the possibility that SI attendance and the outcome of SI attendance are jointly determined endogenous variables. Moreover, the standard approach fails to account for the fact…

Operator's Manual, Boiler Room Operations and Maintenance. Supplement A, Air Pollution Training Institute Self-Instructional Course SI-466.

Science.gov (United States)

Environmental Protection Agency, Research Triangle Park, NC. Air Pollution Training Inst.

This Operator's Manual is a supplement to a self-instructional course prepared for the United States Environmental Protection Agency. This publication is the Boiler Room Handbook for operating and maintaining the boiler and the boiler room. As the student completes this handbook, he is putting together a manual for running his own boiler. The…

Supplemental Instruction: The Effect of Demographic and Academic Preparation Variables on Community College Student Academic Achievement in STEM-Related Fields

Science.gov (United States)

Rabitoy, Eric R.; Hoffman, John L.; Person, Dawn R.

2015-01-01

This study evaluated variables associated with academic preparation and student demographics as predictors of academic achievement through participation in supplemental instruction (SI) programs for community college students in Science, Technology, Engineering, and Math (STEM) fields. The findings suggest a differential impact of SI outcome for…

Using HL7 in hospital staff assignments.

Science.gov (United States)

Unluturk, Mehmet S

2014-02-01

Hospital staff assignments are the instructions that allocate the hospital staff members to the hospital beds. Currently, hospital administrators make the assignments without accessing the information regarding the occupancy of the hospital beds and the acuity of the patient. As a result, administrators cannot distinguish between occupied and unoccupied beds, and may therefore assign staff to unoccupied beds. This gives rise to uneven and inefficient staff assignments. In this paper, the hospital admission-discharge-transfer (ADT) system is employed both as a data source and an assignment device to create staff assignments. When the patient data is newly added or modified, the ADT system updates the assignment software client with the relevant data. Based on the relevant data, the assignment software client is able to construct staff assignments in a more efficient way. © 2013 Elsevier Ltd. All rights reserved.

The Value of Interactive Assignments in the Online Learning Environment

Science.gov (United States)

Florenthal, Bela

2016-01-01

The offerings of Web-based supplemental material for textbooks have been increasingly growing. When deciding to adopt a textbook, instructors examine the added value of the associated supplements, also called "e-learning tools," to enhance students' learning of course concepts. In this study, one such supplement, interactive assignments,…

21 CFR 1301.03 - Information; special instructions.

Science.gov (United States)

2010-04-01

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

Designing Internet research assignments: building a framework for instructor collaboration

Directory of Open Access Journals (Sweden)

David Ward

2000-01-01

Full Text Available Internet knowledge is increasing steadily among instructors in the academic world. As courses incorporate more instructional technology, traditional undergraduate research assignments are adapting to reflect the changing world of information and information access. New library assignments reflect this shift as well, with term papers and research projects asking students to use Web sites as an information resource, in addition to the standard literature of periodicals and monographs. But the many pitfalls the library profession has learned in its own metamorphosis during the past decade are often repeated in these newer course assignments. The authors in this paper present a framework for librarians to interact with instructors to incorporate Internet resources into traditional term paper and research assignments. They suggest a framework for creating sample assignments librarians can take to campus instructional units, to show the teaching community at large what the library profession has learned from first-hand experience.

A Hybrid Model for Making Online Assignments Effective In a Traditional Classroom

Directory of Open Access Journals (Sweden)

Ronda Sturgill

2011-04-01

Full Text Available Today’s college student has grown up in a world filled with technology and many current college students routinely utilize the latest and most up to date forms of technology. The result is an ever-changing way of communicating between faculty members and students. Many faculty members, however, are intimidated by the use of the terms “technology”, “online” and “distance education.” This often results in a communication gap between faculty and students where faculty members will “lose” students on the first day of class. Advantages of incorporating online tools into the course structure include freeing up additional class time, enhancing classroom discussions, and allowing students to remain current with information in their field. This hybrid instructional model focuses on the integration of technology tools as a supplement to traditional classroom teaching. This paper will describe how to effectively incorporate and implement technology using online course tools in a traditional classroom setting. Specific examples of online assignments, discussions, and assessments from an allied health education program and class will be discussed. Lessons learned and challenges confronted when adapting to the utilization of specific online course assignments and tools will be discussed.

Reducing the Grade Disparities between American Indians and Euro-American Students in Introduction to Psychology through Small-Group, Peer-Mentored, Supplemental Instruction

Science.gov (United States)

Okun, Morris Alan; Berlin, Anna; Hanrahan, Jeanne; Lewis, James; Johnson, Kathryn

2015-01-01

Supplemental instruction (SI) is a small-group, peer-mentored programme which is compatible with the learning preferences of American Indian students. We tested the hypothesis that SI is a compensatory strategy that reduces the differences in the grades earned in introduction to psychology by Euro-American and American Indian students. The sample…

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

Science.gov (United States)

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

2016-01-01

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

The Effectiveness of a Computer-Assisted Instruction Package in Supplementing Teaching of Selected Concepts in High School Chemistry: Writing Formulas and Balancing Chemical Equations.

Science.gov (United States)

Wainwright, Camille L.

Four classes of high school chemistry students (N=108) were randomly assigned to experimental and control groups to investigate the effectiveness of a computer assisted instruction (CAI) package during a unit on writing/naming of chemical formulas and balancing equations. Students in the experimental group received drill, review, and reinforcement…

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

Science.gov (United States)

Hushman, Carolyn J.; Marley, Scott C.

2015-01-01

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

An Ultimatum Game Approach to Billet Assignments

Science.gov (United States)

2015-09-01

time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed , and completing and reviewing this...treatments are needed for this investigation. To conserve the subject pool and meet the budget, we elected to pursue treatments that covered salient...across billets can be partially offset through compensating wages ( hedonic wages) and/or the potential of future superior assignments. In the

A Comparison of Computer-Assisted Instruction and Tutorials in Hematology and Oncology.

Science.gov (United States)

Garrett, T. J.; And Others

1987-01-01

A study comparing the effectiveness of computer-assisted instruction (CAI) and small group instruction found no significant difference in medical student achievement in oncology but higher achievement through small-group instruction in hematology. Students did not view CAI as more effective, but saw it as a supplement to traditional methods. (MSE)

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

Science.gov (United States)

Masciantonio, Rudolph; And Others

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

Computer-Assisted Instruction: A Case Study of Two Charter Schools

Science.gov (United States)

Keengwe, Jared; Hussein, Farhan

2013-01-01

The purpose of this study was to examine the relationship in achievement gap between English language learners (ELLs) utilizing computer-assisted instruction (CAI) in the classroom, and ELLs relying solely on traditional classroom instruction. The study findings showed that students using CAI to supplement traditional lectures performed better…

The role of instruction for spelling performance and spelling consciousness

NARCIS (Netherlands)

Cordewener, K.A.H.; Hasselman, F.W.; Verhoeven, L.T.W.; Bosman, A.M.T.

2018-01-01

This study examined the role of instruction for spelling performance and spelling consciousness in the Dutch language. Spelling consciousness is the ability to reflect on one's spelling and correct errors. A sample of 115 third-grade spellers was assigned to a strategy-instruction,

Comparative effectiveness of instructional methods: oral and pharyngeal cancer examination.

Science.gov (United States)

Clark, Nereyda P; Marks, John G; Sandow, Pamela R; Seleski, Christine E; Logan, Henrietta L

2014-04-01

This study compared the effectiveness of different methods of instruction for the oral and pharyngeal cancer examination. A group of thirty sophomore students at the University of Florida College of Dentistry were randomly assigned to three training groups: video instruction, a faculty-led hands-on instruction, or both video and hands-on instruction. The training intervention involved attending two sessions spaced two weeks apart. The first session used a pretest to assess students' baseline didactic knowledge and clinical examination technique. The second session utilized two posttests to assess the comparative effectiveness of the training methods on didactic knowledge and clinical technique. The key findings were that students performed the clinical examination significantly better with the combination of video and faculty-led hands-on instruction (p<0.01). All students improved their clinical exam skills, knowledge, and confidence in performing the oral and pharyngeal cancer examination independent of which training group they were assigned. Utilizing both video and interactive practice promoted greater performance of the clinical technique on the oral and pharyngeal cancer examination.

Collaboration Mechanism for Equipment Instruction of Multiple Energy Systems

Science.gov (United States)

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

2018-01-01

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

Science and Science Fiction: Methods for Evaluating Interdisciplinary and Intermedia Assignments

Science.gov (United States)

Lear, Ashley

2013-01-01

Supplementing classroom instruction with online materials and learning activities is becoming less avant-garde and more of an expectation for faculty members in higher education. The use of Blackboard, WebCT, or proprietary software, like Georgia Institute of Technology's Sakai installation (T-Square), has become a requirement, rather than an…

Automatic Retrieval of Newly Instructed Cue-Task Associations Seen in Task-Conflict Effects in the First Trial after Cue-Task Instructions.

Science.gov (United States)

Meiran, Nachshon; Pereg, Maayan

2017-01-01

Novel stimulus-response associations are retrieved automatically even without prior practice. Is this true for novel cue-task associations? The experiment involved miniblocks comprising three phases and task switching. In the INSTRUCTION phase, two new stimuli (or familiar cues) were arbitrarily assigned as cues for up-down/right-left tasks performed on placeholder locations. In the UNIVALENT phase, there was no task cue since placeholder's location afforded one task but the placeholders were the stimuli that we assigned as task cues for the following BIVALENT phase (involving target locations affording both tasks). Thus, participants held the novel cue-task associations in memory while executing the UNIVALENT phase. Results show poorer performance in the first univalent trial when the placeholder was associated with the opposite task (incompatible) than when it was compatible, an effect that was numerically larger with newly instructed cues than with familiar cues. These results indicate automatic retrieval of newly instructed cue-task associations.

32 CFR 632.6 - Administrative instructions.

Science.gov (United States)

2010-07-01

... defense techniques. (ii) MP club. (iii) Individual chemical aerosol irritant projectors. (iv) Their assigned firearms. (b) Commanders will also— (1) Provide periodic refresher training to ensure continued... guards to receive instructions regarding use of force. (Give periodic refresher training to ensure...

Transportation Brokerage: An Instructional Module.

Science.gov (United States)

Hayden, Linda

A concept-based introduction to transportation brokerage is provided in this instructional module for undergraduate and graduate transportation-related courses for disciplines such as engineering, business, marketing, and technology. The concept of transportation brokerage is defined as an assignment of the management of a specific element of a…

The Role of Instruction for Spelling Performance and Spelling Consciousness

Science.gov (United States)

Cordewener, Kim A. H.; Hasselman, Fred; Verhoeven, Ludo; Bosman, Anna M. T.

2018-01-01

This study examined the role of instruction for spelling performance and spelling consciousness in the Dutch language. Spelling consciousness is the ability to reflect on one's spelling and correct errors. A sample of 115 third-grade spellers was assigned to a strategy-instruction, strategic-monitoring, self-monitoring, or control condition…

Reducing Resistance to Diversity through Cognitive Dissonance Instruction: Implications for Teacher Education.

Science.gov (United States)

McFalls, Elisabeth L.; Cobb-Roberts, Deirdre

2001-01-01

Applied the principals of cognitive dissonance theory to an instructional strategy used to reduce resistance to the idea of white privilege, comparing groups of college students in diversity education courses that did and did not receive supplemental instruction on cognitive dissonance. Incorporating cognitive dissonance theory created an…

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

Instructional Uses of Web-Based Survey Software

Directory of Open Access Journals (Sweden)

Concetta A. DePaolo, Ph.D.

2006-07-01

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

Effectiveness of Word Solving: Integrating Morphological Problem-Solving within Comprehension Instruction for Middle School Students

Science.gov (United States)

Goodwin, Amanda P.

2016-01-01

This study explores the effectiveness of integrating morphological instruction within comprehension strategy instruction. Participants were 203 students (N = 117 fifth-grade; 86 sixth-grade) from four urban schools who were randomly assigned to the intervention (N = 110; morphological problem-solving within comprehension strategy instruction) or…

Child predictors of learning to control variables via instruction or self-discovery

NARCIS (Netherlands)

Wagensveld, B.; Segers, P.C.J.; Kleemans, M.A.J.; Verhoeven, L.T.W.

2015-01-01

We examined the role child factors on the acquisition and transfer of learning the control of variables strategy (CVS) via instruction or self-discovery. Seventy-six fourth graders and 43 sixth graders were randomly assigned to a group receiving direct CVS instruction or a discovery learning group.

Validation of a Supplemental Reading Intervention for First-Grade Children

Science.gov (United States)

Case, Lisa Pericola; Speece, Deborah L.; Silverman, Rebecca; Ritchey, Kristen D.; Schatschneider, Christopher; Cooper, David H.; Montanaro, Elizabeth; Jacobs, Dawn

2010-01-01

This experimental study was designed to validate a short-term supplemental reading intervention for at-risk first-grade children. Although substantial research on long-term supplemental reading interventions exists, less is known about short-term interventions. Thirty first-grade children were randomly assigned to intervention or control…

Effect of probiotics supplementation of cassava-groundnut cake ...

African Journals Online (AJOL)

In a 56 days feeding trial, eighteen starting pigs with initial body weight of 6.78 ± 0.5 kg were assigned randomly to 2 dietary treatment groups of nine pigs each (3 pens of 3 pigs each). Diet I was the control, which was not supplemented with probiotics, while Diet II was supplemented with 0.05% probiotics (probiotics ...

An evidence-based elective on dietary supplements.

Science.gov (United States)

Bonafede, Machaon; Caron, Whitney; Zeolla, Mario

2009-08-28

To implement and evaluate the effectiveness of a pharmacy elective on dietary supplements that emphasized evidence-based care. A 3-credit elective that employed both traditional lectures and a variety of active-learning exercises was implemented. The course introduction provided a background in dietary supplement use and evidence-based medicine principles before addressing dietary supplements by primary indication. Student learning was assessed through quizzes, case assignments, discussion board participation, and completion of a longitudinal group project. Precourse and postcourse surveys were conducted to assess students' opinions, knowledge, and skills related to course objectives. The course was an effective way to increase students' knowledge of dietary supplements and skills and confidence in providing patient care in this area.

Randomised controlled trial of effect of fish-oil supplementation on pregnancy duration

DEFF Research Database (Denmark)

Olsen, S.F.; Sorensen, J.D.; Secher, N.J.

1992-01-01

duration, birthweight, and birth length of a fish-oil supplement, a control olive-oil supplement, and no supplementation. 533 healthy Danish women in week 30 of pregnancy were randomly assigned in a ratio of 2/1/1 to fish oil (four 1 g Pikasol capsules [containing 2.7 g n-3 fatty acids] per day), olive oil...

Teacher Perceptions of Music as a Supplemental Teaching Method for Reading and Literacy

Science.gov (United States)

Monroe, Ronald J.

2017-01-01

Supplemental instructional methods are needed to help students achieve grade-level proficiency in reading and literacy in inner-city elementary schools. Teachers employ music concepts and skills during literacy instruction as a motivator for students to acquire proficiency in literacy and reading. Interviews, informal observations and focus group…

The Value of Supplementing Science Education with Outdoor Instruction for Sixth Grade Students

Science.gov (United States)

Jackson, Devin Joseph Guilford

Science education is moving away from memorization of facts to inquiry based learning. Adding outdoor instruction can be an effective way to promote this exploratory method of learning. The limited number of empirical studies available have shown significant increase in attitudes and learning with outdoor science instruction. An eight-week quasi-experimental teacher research study was conducted to further this research and assess the value of schoolyard science instruction on student engagement and learning. Participants were 60 students in two sixth grade middle school Earth Science classes. A crossover study design was used with two classes alternating as experimental and control groups. NASA Global Precipitation Measurement mission curriculum was used (NASA/GPM, 2011). While the results did not show a clear increase in student engagement and content knowledge, the study adds to the body of knowledge on outdoor instruction and identifies limitations to consider in future studies.

Exploring Flipped Classroom Instruction in Calculus III

Science.gov (United States)

Wasserman, Nicholas H.; Quint, Christa; Norris, Scott A.; Carr, Thomas

2017-01-01

In an undergraduate Calculus III class, we explore the effect of "flipping" the instructional delivery of content on both student performance and student perceptions. Two instructors collaborated to determine daily lecture notes, assigned the same homework problems, and gave identical exams; however, compared to a more traditional…

Computer-Assisted Instruction and Continuing Motivation.

Science.gov (United States)

Mosley, Mary Lou; And Others

Effects of two feedback conditions--comment and no comment--on the motivation of sixth grade students to continue with computer assisted instruction (CAI) were investigated, and results for boys and for girls were compared. Subjects were 62 students--29 boys and 33 girls--from a suburban elementary school who were randomly assigned to the comment…

Effects of ABRACADBRA Instruction on Spelling in Children with Autism Spectrum Disorder

Science.gov (United States)

Bailey, Benjamin; Arciuli, Joanne; Stancliffe, Roger J.

2017-01-01

This study explored the effects of an evidence-based literacy program, ABRACADABRA, on the spelling abilities of children with autism spectrum disorder (ASD). Twenty children with ASD aged 5-11 years were assigned to matched instruction and waitlist control groups. Children in the instruction group received 26 hrs of individualized, home-based…

Financial Services Marketing.

Science.gov (United States)

Olson, Lucretia Maria

This manual contains student assignments in the financial services area of the marketing process. The individualized competency-based materials are intended to enhance and supplement instruction or to provide the basis for a course of instruction by the teacher-coordinator. Information on skills needed in jobs in financial marketing is first…

Attention to Orthographic and Phonological Word Forms in Vocabulary Instruction for Kindergarten English Learners

Science.gov (United States)

Vadasy, Patricia F.; Sanders, Elizabeth A.

2016-01-01

This study examined benefits of connecting meaning, speech, and print in vocabulary learning for kindergarten English learners. Students screened eligible with limited English proficiency were randomly assigned to two instruction conditions. Both groups received direct instruction in high frequency root words. One condition featured added…

The potential of Supplemental Instruction in engineering education - helping new students to adjust to and succeed in University studies

Science.gov (United States)

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

2015-07-01

Supplemental Instruction (SI) is a programme that is attached to difficult courses with the objective of increasing student performance and retention. However, an SI programme also has the potential to increase overall student performance and retention during the first critical year if applied to introductory courses. In this study the latter objective is investigated in an engineering educational environment. The study shows that an SI programme attached to difficult first semester courses for new engineering students has substantial positive effects on both first-year student performance and retention. Both male and female students appear to benefit from attending SI to the same extent. Some potential reasons for these improved first-year student performances are that attendance at SI sessions appears to lead to improved self-confidence, a broader network of study partners, improved study strategies and problem-solving skills and an increased ability to critically review material and work with others.

77 FR 41191 - Proposed Collection; Comment Request: Effectiveness of the NIH Curriculum Supplements Programs

Science.gov (United States)

2012-07-12

... supplements in presenting science in a more engaging and interactive way. The supplements help K-12 educators teach science by featuring the latest NIH research and utilized research-based instructional methods. A... comment on proposed data collection projects, the Office of Science Education, the National Institutes of...

Effects of multimedia vocabulary instruction on adolescents with learning disabilities.

Science.gov (United States)

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

2015-01-01

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

Instruction in Information Structuring Improves Bayesian Judgment in Intelligence Analysts

Directory of Open Access Journals (Sweden)

David R. Mandel

2015-04-01

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

Impact of Hybrid Instruction on Student Achievement in Post-Secondary Institutions: A Synthetic Review of the Literature

Science.gov (United States)

Lamport, Mark A.; Hill, Randy J.

2012-01-01

Hybrid online instruction is a cross between traditional face-to-face classroom format and online-only instruction. The premise behind hybrid instruction is that it provides the benefits of personal interaction with the convenience and flexibility of online assignments and discussions. While there has been significant research on how students…

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

Science.gov (United States)

Miller, Elizabeth B

2017-09-01

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

Modification of lymphocyte DNA damage by carotenoid supplementation in postmenopausal women.

Science.gov (United States)

Zhao, Xianfeng; Aldini, Giancarlo; Johnson, Elizabeth J; Rasmussen, Helen; Kraemer, Klaus; Woolf, Herb; Musaeus, Nina; Krinsky, Norman I; Russell, Robert M; Yeum, Kyung-Jin

2006-01-01

Oxidative stress has been implicated in the pathogenesis of chronic diseases related to aging such as cancer and cardiovascular disease. Carotenoids could be a part of a protective strategy to minimize oxidative damage in vulnerable populations, such as the elderly. Our aim was to determine the protective effect of carotenoids against DNA damage. A randomized, double-blind, placebo-controlled intervention study was conducted. Thirty-seven healthy, nonsmoking postmenopausal women aged 50-70 y were randomly assigned to 1 of 5 groups and were instructed to consume a daily dose of mixed carotenoids (beta-carotene, lutein, and lycopene; 4 mg each), 12 mg of a single carotenoid (beta-carotene, lutein, or lycopene), or placebo for 56 d. Plasma carotenoid concentrations were analyzed by using HPLC, and lymphocyte DNA damage was measured by using a single-cell gel electrophoresis (comet) assay. At day 57, all carotenoid-supplemented groups showed significantly lower endogenous DNA damage than at baseline (P lutein, beta-carotene, and lycopene), an intake that can be achieved by diet, or a larger dose (12 mg) of individual carotenoids exerts protection against DNA damage.

The effect of four instructional methods, gender, and time of testing on the achievement of sixth graders learning to interpret graphs

Science.gov (United States)

Young, Jerry Wayne

The purpose of this study was to determine the effects of four instructional methods (direct instruction, computer-aided instruction, video observation, and microcomputer-based lab activities), gender, and time of testing (pretest, immediate posttest for determining the immediate effect of instruction, and a delayed posttest two weeks later to determine the retained effect of the instruction) on the achievement of sixth graders who were learning to interpret graphs of displacement and velocity. The dependent variable of achievement was reflected in the scores earned by students on a testing instrument of established validity and reliability. The 107 students participating in the study were divided by gender and were then randomly assigned to the four treatment groups, each taught by a different teacher. Each group had approximately equal numbers of males and females. The students were pretested and then involved in two class periods of the instructional method which was unique to their group. Immediately following treatment they were posttested and two weeks later they were posttested again. The data in the form of test scores were analyzed with a two-way split-plot analysis of variance to determine if there was significant interaction among technique, gender, and time of testing. When significant interaction was indicated, the Tukey HSD test was used to determine specific mean differences. The results of the analysis indicated no gender effect. Only students in the direct instruction group and the microcomputer-based laboratory group had significantly higher posttest-1 scores than pretest scores. They also had significantly higher posttest-2 scores than pretest scores. This suggests that the learning was retained. The other groups experienced no significant differences among pretest, posttest-1, and posttest-2 scores. Recommendations are that direct instruction and microcomputer-based laboratory activities should be considered as effective stand-alone methods for

77 FR 57576 - Notice of Proposed Information Collection to OMB and Comment Request: Legal Instructions...

Science.gov (United States)

2012-09-18

... connection with the assignment, legal documents (e.g., mortgage, mortgage note, security agreement, title... Information Collection to OMB and Comment Request: Legal Instructions Concerning Applications for Full... mortgages to HUD. In connection with the assignment, legal documents (e.g., mortgage, mortgage note...

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

Inclusive differentiated instruction

Directory of Open Access Journals (Sweden)

Jerković Ljiljana S.

2017-01-01

expressive reading and information reception and comprehension; and C critical and creative reading and creative information processing. The students assigned to the experimental group learnt about and acquired literary theory concepts and special characteristics of literary genres within their 'zones of proximal development,' while the lessons taught to the control group were structured to suit an average or imaginary student. The same requirements were set on all students in the control group, regardless of their individual level of familiarity with literary theory notions and concepts and the degree to which they were capable of comprehending and experiencing a literary text. The results of the experiment carried out with such parallel groups show that the achievement of the students included in the experimental group, who were taught according to individualized instruction plans, was better in a way that was statistically significant, in comparison with both their knowledge of the subject matter before the experiment and the control group, whose members attended classes organized in a predominantly traditional, non-individualistic way.

Effects of Instructions on Theme Grading: Grammatical vs. Holistic

Science.gov (United States)

Follman, John; And Others

1971-01-01

Twelve college seniors in an English methods course were assigned to three treatment groups, Grammatical, Holistic, and Both. Each group received different instructions but graded the same 10 themes. Themes graded for grammatical errors received lower grades than the same themes graded holistically. (NH)

Using SERC for creating and publishing student generated hydrology instruction materials

Science.gov (United States)

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

2016-12-01

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 in public domain, there is an opportunity to incorporate 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 time and technical expertise, which the instructor may not have. The work presented here describes an effort where students created the data and modeling driven instruction materials as part of their class assignment for a hydrology course at Purdue University. Students in the class were divided into groups, and each group was assigned a topic such as precipitation, evapotranspiration, streamflow, flow duration curve and flood frequency analysis. Each of the student groups was then instructed to produce an instruction material showing ways to extract/process relevant data and perform some analysis for an area with specific land use characteristic. The student contributions were then organized into learning units such that someone can do a flow duration curve analysis or flood frequency analysis and see how it changes for rural area versus urban area. Science Education Resource Center (SERC) is used as a platform to publish and share these instruction materials so it can be used as-is or through modification by any instructor or student in relevant coursework anywhere in the world.

Effect of rumen-undegradable protein supplementation and fresh forage composition on nitrogen utilization of dairy ewes.

Science.gov (United States)

Mikolayunas, C; Thomas, D L; Armentano, L E; Berger, Y M

2011-01-01

Previous trials with dairy ewes fed stored feeds indicate a positive effect of rumen-undegradable protein (RUP) supplementation on milk yield. However, dairy sheep production in the United States is primarily based on grazing mixed grass-legume pastures, which contain a high proportion of rumen-degradable protein. Two trials were conducted to evaluate the effects of high-RUP protein supplementation and fresh forage composition on milk yield and N utilization of lactating dairy ewes fed in confinement or on pasture. In a cut-and-carry trial, 16 multiparous dairy ewes in mid-lactation were randomly assigned to 8 pens of 2 ewes each. Pens were randomly assigned 1 of 2 protein supplementation treatments, receiving either 0.0 or 0.3 kg of a high-RUP protein supplement (Soy Pass, LignoTech USA Inc., Rothschild, WI) per day. Within supplementation treatment, pens were randomly assigned to 1 of 4 forage treatments, which were applied in a 4×4 Latin square design for 10-d periods. Forage treatments included the following percentages of orchardgrass:alfalfa dry matter: 25:75, 50:50, 75:25, and 100:0. No interactions were observed between supplement and forage treatments. Supplementation with a high-RUP source tended to increase milk yield by 9%. Milk yield, milk protein yield, milk urea N, and urinary urea N excretion increased linearly with increased percentage of alfalfa. Milk N efficiency was greatest on the 100% orchardgrass diet. In a grazing trial, 12 multiparous dairy ewes in mid lactation were randomly assigned to 3 groups of 4 ewes each. Within group, 2 ewes were randomly assigned to receive either 0.0 or 0.3 kg of a high-RUP protein supplement (SoyPlus, West Central Cooperative, Ralston, IA) per day. Grazing treatments were arranged in a 3×3 Latin square design and applied to groups for 10-d periods. Ewes grazed paddocks that contained the following percentages of surface area of pure stands of orchardgrass:alfalfa: 50:50, 75:25, and 100:0. No interactions were

Effects of dietary supplement of turmeric powder (Curcuma longa ...

African Journals Online (AJOL)

Ross 308) to investigate the effects of dietary supplementation with various levels of turmeric powder on blood constituents and antioxidant activity. The chicks were randomly assigned to eight dietary groups, which were given turmeric powder ...

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.

Microcomputer Applications for Library Instruction: Automation of Test and Assignment Scoring, and Student Record Keeping.

Science.gov (United States)

Sugranes, Maria R.; Snider, Larry C.

1985-01-01

Describes the development of an automated library instruction records management system using microcomputer technology. Development described includes assessment of need, exploration of options, system design, and operational development. System products are identified and operational results are reported based on actual system performance.…

Using assessment to individualize early mathematics instruction.

Science.gov (United States)

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

2018-02-01

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

Self-Regulated Assignment Attack Strategy: Evaluating the Effects of a Classroom-Level Intervention on Student Management of Curricular Activities in a Resource Context

Science.gov (United States)

Ness, Bryan M.; Sohlberg, McKay Moore

2013-01-01

The purpose of this study was to evaluate the impact of a classroom-based strategy instruction package grounded in self-regulated learning. The Self-Regulated Assignment Attack Strategy (SAAS) targeted self-regulation of assignment management and related academic-behavioral variables for 6th grade students in resource support classrooms. SAAS was…

An instructional intervention to encourage effective deep collaborative learning in undergraduate veterinary students.

Science.gov (United States)

Khosa, Deep K; Volet, Simone E; Bolton, John R

2010-01-01

In recent years, veterinary education has received an increased amount of attention directed at the value and application of collaborative case-based learning. The benefit of instilling deep learning practices in undergraduate veterinary students has also emerged as a powerful tool in encouraging continued professional education. However, research into the design and application of instructional strategies to encourage deep, collaborative case-based learning in veterinary undergraduates has been limited. This study focused on delivering an instructional intervention (via a 20-minute presentation and student handout) to foster productive, collaborative case-based learning in veterinary education. The aim was to instigate and encourage deep learning practices in a collaborative case-based assignment and to assess the impact of the intervention on students' group learning. Two cohorts of veterinary students were involved in the study. One cohort was exposed to an instructional intervention, and the other provided the control for the study. The instructional strategy was grounded in the collaborative learning literature and prior empirical studies with veterinary students. Results showed that the intervention cohort spent proportionally more time on understanding case content material than did the control cohort and rated their face-to-face discussions as more useful in achieving their learning outcomes than did their control counterparts. In addition, the perceived difficulty of the assignment evolved differently for the control and intervention students from start to end of the assignment. This study provides encouraging evidence that veterinary students can change and enhance the way they interact in a group setting to effectively engage in collaborative learning practices.

Effects of different forms of physiology instruction on the development of students' conceptions of and approaches to science learning.

Science.gov (United States)

Lin, Yi-Hui; Liang, Jyh-Chong; Tsai, Chin-Chung

2012-03-01

The purpose of this study was to investigate students' conceptions of and approaches to learning science in two different forms: internet-assisted instruction and traditional (face-to-face only) instruction. The participants who took part in the study were 79 college students enrolled in a physiology class in north Taiwan. In all, 46 of the participants were from one class and 33 were from another class. Using a quasi-experimental research approach, the class of 46 students was assigned to be the "internet-assisted instruction group," whereas the class of 33 students was assigned to be the "traditional instruction group." The treatment consisted of a series of online inquiry activities. To explore the effects of different forms of instruction on students' conceptions of and approaches to learning science, two questionnaires were administered before and after the instruction: the Conceptions of Learning Science Questionnaire and the Approaches to Learning Science Questionnaire. Analysis of covariance results revealed that the students in the internet-assisted instruction group showed less agreement than the traditional instruction group in the less advanced conceptions of learning science (such as learning as memorizing and testing). In addition, the internet-assisted instruction group displayed significantly more agreement than the traditional instruction group in more sophisticated conceptions (such as learning as seeing in a new way). Moreover, the internet-assisted instruction group expressed more orientation toward the approaches of deep motive and deep strategy than the traditional instruction group. However, the students in the internet-assisted instruction group also showed more surface motive than the traditional instruction group did.

Lurking on the Internet: A Small-Group Assignment that Puts a Human Face on Psychopathology

Science.gov (United States)

Lowman, Joseph; Judge, Abigail M.; Wiss, Charles

2010-01-01

Lurking on the Internet aims to put a human face on psychopathology for the abnormal psychology course. Student groups are assigned major diagnostic categories and instructed to search the Internet for discussion forums, individual blogs, or YouTube videos where affected individuals discuss their symptoms and lives. After discussing the ethics of…

Using Common Assignments to Strengthen Teaching and Learning: Research on the Second Year of Implementation

Science.gov (United States)

Reumann-Moore, Rebecca; Duffy, Mark

2015-01-01

Initiated for the 2013-14 school year, the Common Assignment Study (CAS) is a three-year effort being led by the Colorado Education Initiative (CEI) and The Fund for Transforming Education in Kentucky (The Fund) with support from the Bill & Melinda Gates Foundation. Conceptually, CAS builds on previous efforts to improve instruction through…

Blending Online Components into Traditional Instruction in Pre-Service Teacher Education: The Good, the Bad, and the Ugly

Science.gov (United States)

Lin, Hong

2008-01-01

This study investigated the effectiveness of using online instruction as a supplement to a face-to-face introductory technology education course. Survey data were collected from 46 pre-service teachers. Findings indicated that when traditional face-to-face instruction was combined with online components, learning was enhanced over a single…

46 CFR 108.901 - Muster list and emergency instructions.

Science.gov (United States)

2010-10-01

... UNITS DESIGN AND EQUIPMENT Muster List § 108.901 Muster list and emergency instructions. (a) General...) Each muster list must specify the actions to be taken by the crew and industrial personnel when each... specify the duties assigned to the different industrial personnel and members of the crew that include— (i...

Analogy-Enhanced Instruction: Effects on Reasoning Skills in Science

Science.gov (United States)

Remigio, Krisette B.; Yangco, Rosanelia T.; Espinosa, Allen A.

2014-01-01

The study examined the reasoning skills of first year high school students after learning general science concepts through analogies. Two intact heterogeneous sections were randomly assigned to Analogy-Enhanced Instruction (AEI) group and Non Analogy-Enhanced (NAEI) group. Various analogies were incorporated in the lessons of the AEI group for…

Design and Assessment of an Assignment-Based Curriculum to Teach Scientific Writing and Scientific Peer Review

Science.gov (United States)

Glaser, Rainer E.

2014-01-01

A writing-intensive, upper-level undergraduate course which integrates content, context, collaboration, and communication in a unique fashion, is described. The topic of the seminar is "Scientific Writing in Chemistry" and an assignment-based curriculum was developed to instruct students on best practices in all aspects of science…

Reciprocal Questioning and Computer-based Instruction in Introductory Auditing: Student Perceptions.

Science.gov (United States)

Watters, Mike

2000-01-01

An auditing course used reciprocal questioning (Socratic method) and computer-based instruction. Separate evaluations by 67 students revealed a strong aversion to the Socratic method; students expected professors to lecture. They showed a strong preference for the computer-based assignment. (SK)

Student-Generated Instructional Videos Facilitate Learning through Positive Emotions

Science.gov (United States)

Pirhonen, Juhani; Rasi, Päivi

2017-01-01

The central focus of this study is a learning method in which university students produce instructional videos about the content matter as part of their learning process, combined with other learning assignments. The rationale for this is to promote a more multimodal pedagogy, and to provide students opportunities for a more learner-centred,…

Mindful Music Listening Instruction Increases Listening Sensitivity and Enjoyment

Science.gov (United States)

Anderson, William Todd

2016-01-01

The purpose of this study was to examine the effect of mindful listening instruction on music listening sensitivity and music listening enjoyment. A pretest--posttest control group design was used. Participants, fourth-grade students (N = 42) from an elementary school in a large city in the Northeastern United States, were randomly assigned to two…

Work assignments, delegation of tasks and job satisfaction among Danish dental hygienists.

Science.gov (United States)

Hach, M; Aaberg, K B; Lempert, S M; Danielsen, B

2017-08-01

Recent legislation in Denmark has made it possible for dentists to delegate their tasks to dental hygienists. Previous studies have shown that Danish dental hygienists primarily were performing assignments within their own work field. These assignments include prophylaxis or instructing patients in oral health care. However, studies have also shown that Danish dental hygienists performed dental nurse assignments such as chair-side assistance, unit cleaning and disinfection of instruments. The objectives of this study were to investigate (i) the range of work assignments performed by Danish dental hygienists, (ii) the types of dentist tasks performed by Danish dental hygienists and (iii) job satisfaction among Danish dental hygienists. Dental hygienists graduating in 2004-2007 were invited to participate in this study. Participants answered an email-distributed questionnaire. The questionnaire consisted of questions regarding job satisfaction, assignments performed, postgraduate course attendance, receiving assistance from a dental nurse and which work assignments Danish dental hygienists wish to perform in the future. The results of this study showed that 90% of Danish dental hygienists were satisfied with their job and 52% were performing dentists' tasks. Among dentists' tasks performed by Danish dental hygienists, invasive caries therapy was the most frequently performed task. The type of assignments performed by Danish dental hygienists today appears to be changing compared to previous studies. From initially performing prophylaxis and chair-side assistance for the dentist, Danish dental hygienists today are performing a wider range of tasks which includes dentists' tasks. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Supplemental design requirements document, Project W026

International Nuclear Information System (INIS)

Weidert, J.R.

1993-01-01

This document supplements and extends the Functional Design Criteria, SP-W026-FDC-001, for the Waste Receiving and Processing Facility (WRAP), Module 1. It provides additional detailed requirements, summarizes key Westinghouse Hanford Company design guidance, and establishes baseline technical agreements to be used in definitive design of the WRAP-1 facility. Revision 3 of the Supplemental Design Requirements Document has been assigned an Impact Level of 3ESQ based on the content of the entire revision. The actual changes made from Revision 2 have an Impact Level of 3S and the basis for these changes was previously reviewed and approved per WHC correspondence No. 9355770

Instructional Benefits of Spoken Words: A Review of Cognitive Load Factors

Science.gov (United States)

Kalyuga, Slava

2012-01-01

Spoken words have always been an important component of traditional instruction. With the development of modern educational technology tools, spoken text more often replaces or supplements written or on-screen textual representations. However, there could be a cognitive load cost involved in this trend, as spoken words can have both benefits and…

The Impact of Strategy Instruction and Timing of Estimates on Low and High Working-Memory Capacity Readers' Absolute Monitoring Accuracy

Science.gov (United States)

Linderholm, Tracy; Zhao, Qin

2008-01-01

Working-memory capacity, strategy instruction, and timing of estimates were investigated for their effects on absolute monitoring accuracy, which is the difference between estimated and actual reading comprehension test performance. Participants read two expository texts under one of two randomly assigned reading strategy instruction conditions…

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

Science.gov (United States)

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

2011-03-30

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

Standard operational radiation protection instructions for process instrumentation and control engineering applying radiometric equipment containing sealed sources

International Nuclear Information System (INIS)

1989-01-01

According to article 16(3) of the Ordinance on the Implementation of Atomic Safety and Radiation Protection of 11 October 1984, operational radiation protection instructions have to be worked out for each type of nuclear energy application. Based on the valid legal provisions of the GDR and on experience and knowledge gained in practice, the most important operational instructions and procedures for the operation of radiometric equipment containing sealed sources were compiled. The example should enable the management to make the instructions directly applicable and, if necessary, to modify or supplement them

Learning cardiopulmonary resuscitation theory with face-to-face versus audiovisual instruction for secondary school students: a randomized controlled trial.

Science.gov (United States)

Cerezo Espinosa, Cristina; Nieto Caballero, Sergio; Juguera Rodríguez, Laura; Castejón-Mochón, José Francisco; Segura Melgarejo, Francisca; Sánchez Martínez, Carmen María; López López, Carmen Amalia; Pardo Ríos, Manuel

2018-02-01

To compare secondary students' learning of basic life support (BLS) theory and the use of an automatic external defibrillator (AED) through face-to-face classroom instruction versus educational video instruction. A total of 2225 secondary students from 15 schools were randomly assigned to one of the following 5 instructional groups: 1) face-to-face instruction with no audiovisual support, 2) face-to-face instruction with audiovisual support, 3) audiovisual instruction without face-to-face instruction, 4) audiovisual instruction with face-to-face instruction, and 5) a control group that received no instruction. The students took a test of BLS and AED theory before instruction, immediately after instruction, and 2 months later. The median (interquartile range) scores overall were 2.33 (2.17) at baseline, 5.33 (4.66) immediately after instruction (Paudiovisual instruction for learning BLS and AED theory were found in secondary school students either immediately after instruction or 2 months later.

Comparing the Effectiveness of a Supplemental Online Tutorial to Traditional Instruction with Nutritional Science Students

Science.gov (United States)

Zubas, Patrice; Heiss, Cindy; Pedersen, Mary

2006-01-01

The purpose of this study was to ascertain if an online computer tutorial on diabetes mellitus, supplemented to traditional classroom lecture, is an effective tool in the education of nutrition students. Students completing a web-based tutorial as a supplement to classroom lecture displayed greater improvement in pre- vs. post-test scores compared…

Remembering George Washington: What Do Instructional Materials Teach Us about Washington's Patriotism?

Science.gov (United States)

Fitzgerald, Jason C.

2011-01-01

History textbooks have long been criticized for their adherence to the "stabilized national narrative" (VanSledright 1998). However, teachers need to also be aware of the ideological influences of the supplemental instructional materials they choose. A case study of the Donald W. Reynolds Museum and Education Center at Mount Vernon illustrates…

Prevention of nutritional rickets in Nigerian children with dietary calcium supplementation.

Science.gov (United States)

Thacher, Tom D; Fischer, Philip R; Isichei, Christian O; Zoakah, Ayuba I; Pettifor, John M

2012-05-01

Nutritional rickets in Nigerian children usually results from dietary calcium insufficiency. Typical dietary calcium intakes in African children are about 200mg daily (approximately 20-28% of US RDAs for age). We sought to determine if rickets could be prevented with supplemental calcium or with an indigenous food rich in calcium. We enrolled Nigerian children aged 12 to 18months from three urban communities. Two communities were assigned calcium, either as calcium carbonate (400mg) or ground fish (529±109mg) daily, while children in all three communities received vitamin A (2500IU) daily as placebo. Serum markers of mineral homeostasis and forearm bone density (pDEXA) were measured and radiographs were obtained at enrollment and after 18months of supplementation. The overall prevalence of radiographic rickets at baseline was 1.2% and of vitamin D deficiency [serum 25(OH)DRickets developed in 1, 1, and 2 children assigned to the calcium tablet, ground fish, and control groups, respectively (approximate incidence 6.4/1000 children/year between 1 and 3years of age). Children who developed rickets in the calcium-supplemented groups had less than 50% adherence. Compared with the group that received no calcium supplementation, the groups that received calcium had a greater increase in areal bone density of the distal and proximal 1/3 radius and ulna over time (Prickets. Copyright © 2012 Elsevier Inc. All rights reserved.

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.

Instructional Advice, Time Advice and Learning Questions in Computer Simulations

Science.gov (United States)

Rey, Gunter Daniel

2010-01-01

Undergraduate students (N = 97) used an introductory text and a computer simulation to learn fundamental concepts about statistical analyses (e.g., analysis of variance, regression analysis and General Linear Model). Each learner was randomly assigned to one cell of a 2 (with or without instructional advice) x 2 (with or without time advice) x 2…

Treatment assignment guesses by study participants in a double-blind dose escalation clinical trial of saw palmetto.

Science.gov (United States)

Lee, Jeannette Y; Moore, Page; Kusek, John; Barry, Michael

2014-01-01

This report assesses participant perception of treatment assignment in a randomized, double-blind, placebo-controlled trial of saw palmetto for the treatment of benign prostatic hyperplasia (BCM). Participants randomized to receive saw palmetto were instructed to take one 320 mg gelcap daily for the first 24 weeks, two 320 mg gelcaps daily for the second 24 weeks, and three 320 mg gelcaps daily for the third 24 weeks. Study participants assigned to placebo were instructed to take the same number of matching placebo gelcaps in each time period. At 24, 48, and 72 weeks postrandomization, the American Urological Association Symptom Index (AUA-SI) was administered and participants were asked to guess their treatment assignment. The study was conducted at 11 clinical centers in North America. Study participants were men, 45 years and older, with moderate to low severe BPH symptoms, randomized to saw palmetto (N=151) or placebo (N=155). Treatment arms were compared with respect to the distribution of participant guesses of treatment assignment. For participants assigned to saw palmetto, 22.5%, 24.7%, and 29.8% correctly thought they were taking saw palmetto, and 37.3%, 40.0%, and 44.4% incorrectly thought they were on placebo at 24, 48, and 72 weeks, respectively. For placebo participants, 21.8%, 27.4%, and 25.2% incorrectly thought they were on saw palmetto, and 41.6%, 39.9%, and 42.6% correctly thought they were on placebo at 24, 48, and 72 weeks, respectively. The treatment arms did not vary with respect to the distributions of participants who guessed they were on saw palmetto (p=0.823) or placebo (p=0.893). Participants who experienced an improvement in AUA-SI were 2.16 times more likely to think they were on saw palmetto. Blinding of treatment assignment was successful in this study. Improvement in BPH-related symptoms was associated with the perception that participants were taking saw palmetto.

Flipped Library Instruction Does Not Lead to Learning Gains for First-Year English Students

Directory of Open Access Journals (Sweden)

Kimberly Miller

2017-09-01

Full Text Available A Review of: Rivera, E. (2017. Flipping the classroom in freshman English library instruction: A comparison study of a flipped class versus a traditional lecture method. New Review of Academic Librarianship, 23(1, 18-27. http://dx.doi.org/10.1080/13614533.2016.1244770 Abstract Objective – To determine whether a flipped classroom approach to freshman English information literacy instruction improves student learning outcomes. Design – Quasi-experimental. Setting – Private suburban university with 7,000 graduate and undergraduate students. Subjects – First-year English students. Methods – Students in six sections of first-year “English 2” received library instruction; three sections received flipped library instruction and three sections received traditional library instruction. Students in the flipped classroom sections were assigned two videos to watch before class, as an introduction to searching the Library’s catalog and key academic databases. These students were also expected to complete pre-class exercises that allowed them to practice what they learned through the videos. The face-to-face classes involved a review of the flipped materials alongside additional activities. Works cited pages from the students’ final papers were collected from all six sections, 31 from the flipped sections and 34 from the non-flipped sections. A rubric was used to rate the works cited pages. The rubric was based on the Association of College and Research Libraries’ Information Literacy Competency Standards for Higher Education (ACRL, 2000, Standard Two, Outcome 3a, and included three criteria: “authority,” “timeliness,” and “variety.” Each criterion was rated at one of three levels: “exemplary,” “competent,” or “developing.” Main Results – Works cited pages from the students who received non-flipped instruction were more likely to score “exemplary” for at least one of the three criteria when compared to works

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

Science.gov (United States)

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

2015-01-01

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

48 CFR 1371.102 - Method of payment and invoicing instructions for ship repair.

Science.gov (United States)

2010-10-01

... 48 Federal Acquisition Regulations System 5 2010-10-01 2010-10-01 false Method of payment and invoicing instructions for ship repair. 1371.102 Section 1371.102 Federal Acquisition Regulations System DEPARTMENT OF COMMERCE DEPARTMENT SUPPLEMENTAL REGULATIONS ACQUISITIONS INVOLVING SHIP CONSTRUCTION AND SHIP REPAIR Provisions and Clauses 1371.102...

How can leaders foster team learning? Effects of leader-assigned mastery and performance goals and psychological safety.

Science.gov (United States)

Ashauer, Shirley A; Macan, Therese

2013-01-01

Learning and adapting to change are imperative as teams today face unprecedented change. Yet, an important part of learning involves challenging assumptions and addressing differences of opinion openly within a group--the kind of behaviors that pose the potential for embarrassment or threat. How can leaders foster an environment in which team members feel it is safe to take interpersonal risks in order to learn? In a study of 71 teams, we found that psychological safety and learning behavior were higher for teams with mastery than performance goal instructions or no goal instructions. Team psychological safety mediated the relationship between mastery and performance goal instructions and learning behavior. Findings contribute to our understanding of how leader-assigned goals are related to psychological safety and learning behavior in a team context, and suggest approaches to foster such processes.

Creatine supplementation augments the increase in satellite cell and myonuclei number in human skeletal muscle induced by strength training

DEFF Research Database (Denmark)

Olsen, Steen; Aagaard, Per; Kadi, Fawzi

2006-01-01

The present study investigated the influence of creatine and protein supplementation on satellite cell frequency and number of myonuclei in human skeletal muscle during 16 weeks of heavy-resistance training. In a double-blinded design 32 healthy, male subjects (19-26 years) were assigned to stren......The present study investigated the influence of creatine and protein supplementation on satellite cell frequency and number of myonuclei in human skeletal muscle during 16 weeks of heavy-resistance training. In a double-blinded design 32 healthy, male subjects (19-26 years) were assigned...

Metacognition Modules: A Scaffolded Series of Online Assignments Designed to Improve Students’ Study Skills

Directory of Open Access Journals (Sweden)

Jean A. Cardinale

2017-05-01

Full Text Available Many first-year biology students begin college with high aspirations but limited skills in terms of those needed for their success. Teachers are increasingly focused on students’ lack of metacognitive awareness combined with students’ inability to self-regulate learning behaviors. To address this need, we have designed a series of out-of-class assignments to provide explicit instruction on memory and learning. Our metacognition modules consist of six video assignments with reflective journaling prompts, allowing students to explore the relationship between the learning cycle, neuroplasticity, memory function, expert and novice thinking, and effective study strategies. By setting lessons on improving study behavior within a biological context, we help students grasp the reason for changing their behavior based on an understanding of biological functions and their application to learning. Students who complete these scaffolded journaling assignments show a shift toward a growth mindset and a consistent ability to evaluate the efficacy of their own study behaviors. In this article, we discuss the modules and student assignments, as well as provide in depth support for faculty who wish to adopt the modules for their own courses.

Experimental Effects of Student Evaluations Coupled with Collaborative Consultation on College Professors' Instructional Skills

NARCIS (Netherlands)

Knol, M.H.; in 't Veld, R.; Vorst, H.C.M.; van Driel, J.H.; Mellenbergh, G.J.

2013-01-01

This experimental study concerned the effects of repeated students’ evaluations of teaching coupled with collaborative consultation on professors’ instructional skills. Twenty-five psychology professors from a Dutch university were randomly assigned to either a control group or an experimental

Classroom Preschool Science Learning: The Learner, Instructional Tools, and Peer-Learning Assignments

Science.gov (United States)

Reuter, Jamie M.

The recent decades have seen an increased focus on improving early science education. Goals include helping young children learn about pertinent concepts in science, and fostering early scientific reasoning and inquiry skills (e.g., NRC 2007, 2012, 2015). However, there is still much to learn about what constitutes appropriate frameworks that blend science education with developmentally appropriate learning environments. An important goal for the construction of early science is a better understanding of appropriate learning experiences and expectations for preschool children. This dissertation examines some of these concerns by focusing on three dimensions of science learning in the preschool classroom: (1) the learner; (2) instructional tools and pedagogy; and (3) the social context of learning with peers. In terms of the learner, the dissertation examines some dimensions of preschool children's scientific reasoning skills in the context of potentially relevant, developing general reasoning abilities. As young children undergo rapid cognitive changes during the preschool years, it is important to explore how these may influence scientific thinking. Two features of cognitive functioning have been carefully studied: (1) the demonstration of an epistemic awareness through an emerging theory of mind, and (2) the rapid improvement in executive functioning capacity. Both continue to develop through childhood and adolescence, but changes in early childhood are especially striking and have been neglected as regards their potential role in scientific thinking. The question is whether such skills relate to young children's capacity for scientific thinking. Another goal was to determine whether simple physics diagrams serve as effective instructional tools in supporting preschool children's scientific thinking. Specifically, in activities involving predicting and checking in scientific contexts, the question is whether such diagrams facilitate children's ability to

Use of Task-Value Instructional Inductions for Facilitating Engagement and Conceptual Change

Science.gov (United States)

Johnson, Marcus Lee; Sinatra, Gale M.

2013-01-01

This study explored the relationship between task values, engagement, and conceptual change. One hundred and sixty-six under graduate students were randomly assigned to one of three task value instructional inductions (utility, attainment, and control) to determine whether induced task values would result in different degrees of engagement and…

Are Written Instructions Enough? Efficacy of Male Condom Packaging Leaflets among College Students

Science.gov (United States)

Lindemann, Dana F.; Harbke, Colin R.

2013-01-01

Objective: To evaluate whether or not written condom use instructions successfully inform correct condom use skills. Design: Between-subjects, two-group design. Setting: Public university located in rural Midwestern region of the United States. Method: Participants were randomly assigned to either a control condition (read physical exercise…

Exploring Potential Uses of ICT in Chinese Language Arts Instruction: Eight Teachers' Perspectives

Science.gov (United States)

Lin, Janet Mei-Chuen; Lee, Greg C.; Chen, Hsiu-Yen

2004-01-01

Eight experienced Chinese language arts teachers from a typical junior high school in Taiwan participated in this study to discuss the potential uses of information and communications technologies (ICT) in Chinese language arts instruction. After meeting for 12 roundtable sessions and using a web forum as a supplement for exchanging ideas, they…

Indirect Goal Priming Is More Powerful than Explicit Instruction in Children

Science.gov (United States)

Kesek, Amanda; Cunningham, William A.; Packer, Dominic J.; Zelazo, Philip David

2011-01-01

This study examined the relative efficacy of explicit instruction and indirect priming on young children's behavior in a task that required a series of choices between a small immediate reward and a larger delayed reward. One hundred and six 4-year-old children were randomly assigned to one of four conditions involving one of two goals (maximize…

Testing the Efficacy of MyPsychlab to Replace Traditional Instruction in a Hybrid Course

Science.gov (United States)

Powers, Kasey L.; Brooks, Patricia J.; Galazyn, Magdalena; Donnelly, Seamus

2016-01-01

Online course-packs are marketed as improving grades in introductory-level coursework, yet it is unknown whether these course-packs can effectively replace, as opposed to supplement, in-class instruction. This study compared learning outcomes for Introductory Psychology students in hybrid and traditional sections, with hybrid sections replacing…

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

Science.gov (United States)

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

2018-01-01

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

The effect of fish oil supplements on blood pressure.

Science.gov (United States)

Lofgren, R P; Wilt, T J; Nichol, K L; Crespin, L; Pluhar, R; Eckfeldt, J

1993-01-01

We conducted a double-blind, placebo-controlled crossover study to determine the effects of fish oil supplementation on blood pressure in middle-aged men. Subjects were randomly assigned to consume either 20 g of fish oil or safflower oil for 12 weeks and then consume the other oil for an additional 12 weeks after a 4-week washout period. We found no significant changes from the pretreatment value in systolic or diastolic blood pressure with the use of fish oil supplements. In addition, there were no significant differences in the posttreatment blood pressures comparing the fish and safflower oil phases of the study. PMID:8427339

Resistance training & beta-hydroxy-beta-methylbutyrate supplementation on hormones

Directory of Open Access Journals (Sweden)

Hamid Arazi

2015-10-01

Full Text Available RESUMOIntroduction:In recent years, there was an increased interest on the effects of beta-hydroxy-beta-methylbutyrate (HMB supplementation on skeletal muscle due to its anti-catabolic effects.Objectives:To investigate the effect of HMB supplementation on body composition, muscular strength and anabolic-catabolic hormones after resistance training.Methods:Twenty amateur male athletes were randomly assigned to supplement and control groups in a double-blind crossover design and participated in four weeks resistance training. Before and after the test period fasting blood samples were obtained to determine anabolic (the growth hormone and testosterone and catabolic (cortisol hormones, and fat mass, lean body mass (LBM and muscular strength were measured. Dependent and independent t-tests were used to analyze data.Results:After the training period, there were no significant differen-ces between the groups with respect to fat mass, LBM and anabolic-catabolic hormones. HMB supplementation resulted in a significantly greater strength gain (p≤0.05.Conclusion:Greater increase in strength for HMB group was not accompanied by body composition and basal circulating anabolic-catabolic hormonal changes. It seems that HMB supplementation may have beneficial effects on neurological adaptations of strength gain.

n-3 Fatty Acid Supplementation for the Treatment of Dry Eye Disease.

Science.gov (United States)

Asbell, Penny A; Maguire, Maureen G; Pistilli, Maxwell; Ying, Gui-shuang; Szczotka-Flynn, Loretta B; Hardten, David R; Lin, Meng C; Shtein, Roni M

2018-05-03

Dry eye disease is a common chronic condition that is characterized by ocular discomfort and visual disturbances that decrease quality of life. Many clinicians recommend the use of supplements of n-3 fatty acids (often called omega-3 fatty acids) to relieve symptoms. In a multicenter, double-blind clinical trial, we randomly assigned patients with moderate-to-severe dry eye disease to receive a daily oral dose of 3000 mg of fish-derived n-3 eicosapentaenoic and docosahexaenoic acids (active supplement group) or an olive oil placebo (placebo group). The primary outcome was the mean change from baseline in the score on the Ocular Surface Disease Index (OSDI; scores range from 0 to 100, with higher scores indicating greater symptom severity), which was based on the mean of scores obtained at 6 and 12 months. Secondary outcomes included mean changes per eye in the conjunctival staining score (ranging from 0 to 6) and the corneal staining score (ranging from 0 to 15), with higher scores indicating more severe damage to the ocular surface, as well as mean changes in the tear break-up time (seconds between a blink and gaps in the tear film) and the result on Schirmer's test (length of wetting of paper strips placed on the lower eyelid), with lower values indicating more severe signs. A total of 349 patients were assigned to the active supplement group and 186 to the placebo group; the primary analysis included 329 and 170 patients, respectively. The mean change in the OSDI score was not significantly different between the active supplement group and the placebo group (-13.9 points and -12.5 points, respectively; mean difference in change after imputation of missing data, -1.9 points; 95% confidence interval [CI], -5.0 to 1.1; P=0.21). This result was consistent across prespecified subgroups. There were no significant differences between the active supplement group and the placebo group in mean changes from baseline in the conjunctival staining score (mean difference in

Impact of a Library Instruction Session on Bibliographies of Organic Chemistry Students

Science.gov (United States)

Kromer, John

2015-01-01

Students in Chemistry 254: Organic Chemistry for Majors were required to write a paper about an organic name reaction. Before turning in this assignment, students had the option of attending a one-hour library instruction session covering SciFinder, sources for spectra, ACS Style, and print resources about organic name reactions. Twenty-five…

Study of nutritional supplements using neutron activation analysis

International Nuclear Information System (INIS)

Reis, Rogerio Alves de Sousa; Saiki, Mitiko

2005-01-01

The increasing consumption of nutritional supplements among the people mainly aiming at the replacement of nutrients and minerals in the organism has led the commercialization of a great number of brands of these products. Consequently the quality control of these products is of great interest to verify if their element contents agree the values presented in labels or in the instructions for their uses. In this study the elements Ca, Co, Cr, Cu, Fe, K, Na, Se and Zn were analyzed in multimineral supplements and vitamins samples using neutron activation analysis method. The results obtained compared with the values of the labels of nutritional supplements presented good agreement. For quality control of the analytical data, certified reference materials NIST 1400 Bone Ash and NIST 1633b Coal Fly Ash provided by National Institute of Standards and Technology were analysed. Accuracy and precision of the results were evaluated and Z score values obtained were lower than 2 indicating that the data found are within the certified values at 95% of significance level. (author)

Supplemental feeding of captive neonatal koalas (Phascolarctos cinereus).

Science.gov (United States)

Shibata, Eri; Shindo, Izumi; Miyakawa, Etsuko; Kido, Nobuhide

2017-01-01

Koalas (Phascolarctos cinereus) are cautious animals, making supplemental feeding of neonates challenging because of disturbances to the normal routine. However, supplemental feeding is beneficial in improving juvenile nutrition using less formula than required for hand-rearing, and allowing maternal bonding to continue through suckling. In this study, two neonatal koalas, delivered by the same mother in 2 years, exhibited insufficient growth post-emergence from the pouch; supplemental feeding was therefore initiated. The amount of formula fed was determined according to the product instructions, and offspring weight was monitored. Slower than normal growth was not initially noticed in the first offspring. This caused delayed commencement of supplemental feeding. An attempt was made to counteract this by providing more formula for a longer period; however, this meant No. 1 was unable to eat enough eucalyptus when weaning. Supplemental feeding was started earlier for the second offspring than for the first, and was terminated at weaning; this juvenile showed a healthy body weight increase. Furthermore, it was able to eat eucalyptus leaves at an earlier stage than No. 1. Although No. 1 showed delayed growth, both koalas matured and are still living. This study showed that supplemental feeding is useful for koalas, if the mother will accept human intervention. The key factors for successful supplemental feeding of koalas identified by comparing the two feeding systems observed in this study are that: (1) it should be initiated as soon as insufficient growth is identified; and (2) it should be terminated before weaning age. Zoo Biol. 36:62-65, 2017. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

Instructional authenticity and clinical reasoning in undergraduate medical education: a 2-year, prospective, randomized trial

NARCIS (Netherlands)

Durning, S.J.; Dong, T.; Artino, A.R.; LaRochelle, J.; Pangaro, L.N.; Vleuten, C.P.M. van der; Schuwirth, L.

2012-01-01

OBJECTIVE: The purpose of the study was to investigate the relationship between authenticity (how close to actual practice) of preclerkship instructional formats and preclerkship and clerkship outcome measures. A secondary purpose was to investigate the effect of student's small-group assignment

EXERCISE X BCAA SUPPLEMENTATION IN YOUNG TRAINED RATS: WHAT ARE THEIR EFFECTS ON BODY GROWTH?

Directory of Open Access Journals (Sweden)

Patricia Lopes de Campos-Ferraz

2011-09-01

Full Text Available The purpose of this study was to evaluate whether Branched-chain amino acids (BCAAs supplementation had any beneficial effects on growth and metabolic parameters of young rats submitted to chronic aerobic exercise. Thirty-two young rats (age: 21-d were randomly assigned to four experimental groups (n = 8: Supplemented Trained (Sup/Ex, Control Trained (Ctrl/Ex, Supplemented Sedentary (Sup/Sed and Control Sedentary (Ctrl/Sed. The trained groups underwent a five-week swimming protocol and received supplemented (45 mg BCAA/body weight/day or control ration. Trained animals presented a lower body length and a higher cartilage weight, regardless of supplementation. Physical activity was responsible for a substantial reduction in proteoglycan synthesis in cartilage tissue, and BCAA supplementation was able to attenuate this reduction and also to improve glycogen stores in the liver, although no major differences were found in body growth associated to this supplementation

Systematic and Engaging Early Literacy: Examining the Effects of Paraeducator Implemented Early Literacy Instruction

Science.gov (United States)

Bingham, Gary E.; Hall-Kenyon, Kendra M.; Culatta, Barbara

2010-01-01

This study examined the effect of explicit and engaging supplemental early literacy instruction on at-risk kindergarten children's literacy development. Sixty-three kindergarten-aged children who had been ranked in the lowest 20th percentile on basic literacy skills participated in this study (38 treatment). Results reveal that children who…

THE EFFECT OF SUPPLEMENTAL LIGHT ON MILK PRODUCTION IN HOLSTEIN DAIRY COWS

Directory of Open Access Journals (Sweden)

C. GAVAN

2009-10-01

Full Text Available 20 multiparous cows were utilized to investigate effect of supplemental light on milk production. Cows were randomly assigned to one of two treatments (n=10: a 10- 13 hours of light and 14-11 hours of darkness/d natural light -NL group; b 17 hours of light (natural light + supplemental light -SL group. Supplemental lighting of 350 lx at eye level was provided by fluorescent lamps, controlled by an automatic timer. Multiparous cows in SL group produced more fat corected milk (FMC than multiparous cows in NL group. The efficiency of production in dairy cows can be enhanced by the photoperiod manipulation and thus provide another management tool for dairy producers to enhance productivity.

Effect Of Palm Oil Supplementation On The Performance Of Broiler ...

African Journals Online (AJOL)

A 21-day feeding trial was conducted to evaluate the effect of palm oil supplementation on the performance of broiler starter birds fed palm kernel meal based diets. One hundred and twenty (120) one-week-old Anak broilers were randomly assigned to five (5) treatment diets, each treatment diet was replicated four times at ...

[Oral nutritional supplementation in hematologic patients].

Science.gov (United States)

Peñalva, A; San Martín, A; Rosselló, J; Pérez-Portabella, C; Palacios, A; Julià, A; Planas, M

2009-01-01

Hematological patients often present anorexia which along with other secondary effects from the chemotherapy and/or radiotherapy treatments compromise their nutritional status. Oral supplementation can aid to fulfill the energy and protein requirements of these patients. Nevertheless, the use of commercial nutritional supplements normally available, is limited by its poor intake. To evaluate the degree of fulfillment of the prescribed supplements and fulfillment of energy requirements, as well as the development of nutritional status in hematological patients hospitalized for treatment with chemotherapy and/or radiotherapy. Prospective, randomized and open study of inpatients at the hematological ward. Patients were randomized sequentially and they were assigned into 3 different nutritional interventions providing: Group 1 (G1), a flavored supplement; Group 2 (G2): a non flavored (neutral) supplement and Group 3 (G3): "kitchen" foods as supplements. Need and amount of nutritional supplements were provided according to the oral intake previously analyzed. Nutritional assessment (at admission and discharge) was based in the Subjective Global Assessment test (SGA), Risk Nutritional Index (RNI) and percentage of lost weight. Both fulfillment of supplement intake and achievement of energetic requirements were analyzed. 125 patients of 51.3 +/- 16.8 years; 45% men and 55% women. 54% lymphoma, 33% leukemia, 8% myeloma and others 4%. Length of stay (LOS): 7.0 +/- 3.6 d. The nutritional assessment done by SGA showed significant negative changes in G2 and G3 (G1: 30% developed malnutrition and 28% improved their nutritional status, p = NS; G2: 50% developed malnutrition against 7% whom improved their nutritional status, p = 0.002; y G3: 37% developed malnutrition against 21% whom improved their nutritional status, p = 0.02). According to RNI, patients evolved negatively from their nutritional state but no significant differences were found within groups (G1, from 81% of

Periodical low eggshell temperatures during incubation and post hatch dietary arginine supplementation

NARCIS (Netherlands)

Afsarian, O.; Shahir, M.H.; Akhlaghi, A.; Lotfolahian, H.; Hoseini, A.; Lourens, A.

2016-01-01

An experiment was conducted to evaluate the effects of a periodically low eggshell temperature exposure during incubation and dietary supplementation of arginine on performance, ascites incidence, and cold tolerance acquisition in broilers. A total of 2,400 hatching eggs were randomly assigned to

An active-learning assignment requiring pharmacy students to write medicinal chemistry examination questions.

Science.gov (United States)

Kolluru, Srikanth

2012-08-10

To implement and assess the effectiveness of an assignment requiring doctor of pharmacy (PharmD) students to write examination questions for the medicinal chemistry sections of a pharmacotherapeutics course. Students were divided into groups of 5-6 and given detailed instructions and grading rubrics for writing multiple-choice examination questions on medicinal chemistry topics. The compiled student-written questions for each examination were provided to the entire class as a study aid. Approximately 5% of the student-written questions were used in course examinations. Student appreciation of and performance in the medicinal chemistry portion of the course was significantly better than that of the previous year's class. Also, students' responses on a qualitative survey instrument indicated that the assignment provided students' guidance on which concepts to focus on, helped them retain knowledge better, and fostered personal exploration of the content, which led to better performance on examinations. Adding an active-learning assignment in which students write examination questions for the medicinal chemistry portion of a pharmacotherapeutics course was an effective means of increasing students engagement in the class and knowledge of the course material.

Ghanaian parents' perceptions of pre and postnatal nutrient supplements and their effects.

Science.gov (United States)

Adams, Katherine P; Okronipa, Harriet; Adu-Afarwuah, Seth; Arimond, Mary; Kumordzie, Sika; Oaks, Brietta M; Ocansey, Maku E; Young, Rebecca R; Vosti, Stephen A; Dewey, Kathryn G

2018-04-15

Small-quantity lipid-based nutrient supplements (SQ-LNS) have been studied in efficacy and effectiveness trials, but little is known about how parents perceive the products and their effects. In a randomised trial in Ghana, efficacy of SQ-LNS provided to women during pregnancy and the first 6 months postpartum and to their children from 6 to 18 months of age was assessed by comparison with iron-folic acid (IFA) capsules and multiple micronutrient (MMN) capsules provided to women. In a follow-up study conducted when the index children from the original trial were between 4 and 6 years of age, we used survey-based methods to assess retrospective and current parental perceptions of nutrient supplements generally and of SQ-LNS and their effects compared with perceptions IFA and MMN capsules. Most parents perceived that the assigned supplements (SQ-LNS, IFA, or MMN) positively impacted the mother during pregnancy (approximately 89% of both mothers and fathers) and during lactation (84% of mothers and 86% of fathers). Almost all (≥90%) of mothers and fathers perceived that the assigned supplement positively impacted the index child and expected continued positive impacts on the child's health and human capital into the future. A smaller percentage of parents perceived negative impacts of the supplements (7%-17% of mothers and 4%-12% of fathers). Perceptions of positive impacts and of negative impacts did not differ by intervention group. The results suggest that similar populations would likely be receptive to programs to deliver SQ-LNS or micronutrient capsules. © 2018 The Authors. Maternal and Child Nutrition Published by John Wiley & Sons, Ltd.

Protein secondary structure assignment revisited: a detailed analysis of different assignment methods

Directory of Open Access Journals (Sweden)

de Brevern Alexandre G

2005-09-01

Full Text Available Abstract Background A number of methods are now available to perform automatic assignment of periodic secondary structures from atomic coordinates, based on different characteristics of the secondary structures. In general these methods exhibit a broad consensus as to the location of most helix and strand core segments in protein structures. However the termini of the segments are often ill-defined and it is difficult to decide unambiguously which residues at the edge of the segments have to be included. In addition, there is a "twilight zone" where secondary structure segments depart significantly from the idealized models of Pauling and Corey. For these segments, one has to decide whether the observed structural variations are merely distorsions or whether they constitute a break in the secondary structure. Methods To address these problems, we have developed a method for secondary structure assignment, called KAKSI. Assignments made by KAKSI are compared with assignments given by DSSP, STRIDE, XTLSSTR, PSEA and SECSTR, as well as secondary structures found in PDB files, on 4 datasets (X-ray structures with different resolution range, NMR structures. Results A detailed comparison of KAKSI assignments with those of STRIDE and PSEA reveals that KAKSI assigns slightly longer helices and strands than STRIDE in case of one-to-one correspondence between the segments. However, KAKSI tends also to favor the assignment of several short helices when STRIDE and PSEA assign longer, kinked, helices. Helices assigned by KAKSI have geometrical characteristics close to those described in the PDB. They are more linear than helices assigned by other methods. The same tendency to split long segments is observed for strands, although less systematically. We present a number of cases of secondary structure assignments that illustrate this behavior. Conclusion Our method provides valuable assignments which favor the regularity of secondary structure segments.

Fatty acid amide supplementation decreases impulsivity in young adult heavy drinkers

Science.gov (United States)

van Kooten, Maria J.; Veldhuizen, Maria G.; de Araujo, Ivan E.; O’Malley, Stephanie; Small, Dana M.

2016-01-01

Compromised dopamine signaling in the striatum has been associated with the expression of impulsive behaviors in addiction, obesity and alcoholism. In rodents, Intragastric infusion of the fatty acid amide oleoylethanolamide increases striatal extracellular dopamine levels via vagal afferent signaling. Here we tested whether supplementation with PhosphoLean™, a dietary supplement that contains the precursor of the fatty acid amide oleoylethanolamide (N-oleyl-phosphatidylethanolamine), would reduce impulsive responding and alcohol use in heavy drinking young adults. Twenty-two individuals were assigned to a three-week supplementation regimen with PhosphoLean™ or placebo. Impulsivity was assessed with self-report questionnaires and behavioral tasks pre- and post-supplementation. Although self-report measures of impulsivity did not change, supplementation with PhosphoLean™, but not placebo, significantly reduced false alarm rate on a Go/No-Go task. In addition, an association was found between improved sensitivity on the Go/No-Go task and reduced alcohol intake. These findings provide preliminary evidence that promoting fatty acid derived gut-brain dopamine communication may have therapeutic potential for reducing impulsivity in heavy drinkers. PMID:26656766

Effectiveness of Case-Based Learning Instruction on Epistemological Beliefs and Attitudes Toward Chemistry

Science.gov (United States)

Çam, Aylin; Geban, Ömer

2011-02-01

The purpose of the study was to investigate the effectiveness of case-based learning instruction over traditionally designed chemistry instruction on eleventh grade students' epistemological beliefs and their attitudes toward chemistry as a school subject. The subjects of this study consisted of 63 eleventh grade students from two intact classes of an urban high school instructed with same teacher. Each teaching method was randomly assigned to one class. The experimental group received case-based learning and the control group received traditional instruction. At the experimental group, life cases were presented with small group format; at the control group, lecturing and discussion was carried out. The results showed that there was a significant difference between the experimental and control group with respect to their epistemological beliefs and attitudes toward chemistry as a school subject in favor of case-based learning method group. Thus, case base learning is helpful for development of students' epistemological beliefs and attitudes toward chemistry.

A Randomized Trial of an Elementary School Mathematics Software Intervention: Spatial-Temporal Math

Science.gov (United States)

Rutherford, Teomara; Farkas, George; Duncan, Greg; Burchinal, Margaret; Kibrick, Melissa; Graham, Jeneen; Richland, Lindsey; Tran, Natalie; Schneider, Stephanie; Duran, Lauren; Martinez, Michael E.

2014-01-01

Fifty-two low performing schools were randomly assigned to receive Spatial-Temporal (ST) Math, a supplemental mathematics software and instructional program, in second/third or fourth/fifth grades or to a business-as-usual control. Analyses reveal a negligible effect of ST Math on mathematics scores, which did not differ significantly across…

Effect of Instruction in Story Grammar on the Narrative Writing of EFL Students.

Science.gov (United States)

El-Koumy, Abdel Salam A.

A study investigated the effects of explicit versus implicit instruction in story grammar on the narrative writing skills of English-as-a-Foreign-Language (EFL) students at the university level. Subjects were 83 freshmen enrolled in English at the Faculty of Education at Suez Canal University (Egypt). The subjects were randomly assigned to…

Is It Live or Is It Internet? Experimental Estimates of the Effects of Online Instruction on Student Learning. NBER Working Paper No. 16089

Science.gov (United States)

Figlio, David N.; Rush, Mark; Yin, Lu

2010-01-01

This paper presents the first experimental evidence on the effects of live versus internet media of instruction. Students in a large introductory microeconomics course at a major research university were randomly assigned to live lectures versus watching these same lectures in an internet setting, where all other factors (e.g., instruction,…

The effect of dietary fish oil-supplementation to healthy young men on oxidative burst measured by whole blood chemiluminescence

DEFF Research Database (Denmark)

Bartelt, Stine; Timm, Michael; Damsgaard, Camilla Trab

2008-01-01

a randomised 2 £ 2-factorial design in which subjects were randomly assigned to 8-week supplementation with capsules containing fish oil (about 29 g n-3 LCPUFA/d) or olive oil (control). Subjects were also randomly assigned to household use of oils and fat spreads with a high or a low 18 : 2n-6 content...... by the fish oil-supplementation (P,0001, compared to the olive oil groups). No effect of the intervention was observed on neutrophil count, but one measure of the zymosan-induced oxidative burst was higher in the fish oil groups (P¼003) compared to the olive oil groups. The fat intervention did not in itself...

Integrating a Social Behavior Intervention during Small Group Academic Instruction Using a Total Group Criterion Intervention

Science.gov (United States)

Rodriguez, Billie Jo; Anderson, Cynthia M.

2014-01-01

Total group contingencies, a variation of interdependent group contingencies, provide educators with an efficient and effective mechanism to improve social behavior and increase academic skills. Their utility has not been examined in small educational groups. This is unfortunate as supplemental instruction frequently is delivered in small group…

Student-generated instructional videos facilitate learning through positive emotions

OpenAIRE

Pirhonen, Juhani; Rasi, Päivi

2017-01-01

The central focus of this study is a learning method in which university students produce instructional videos about the content matter as part of their learning process, combined with other learning assignments. The rationale for this is to promote a more multimodal pedagogy, and to provide students opportunities for a more learner-centred, motivating, active, engaging and productive role in their learning process. As such we designed a ‘video course’ where the students needed to produce an ...

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

Science.gov (United States)

Lynch, M; Haney, C

2000-06-01

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

Effect of lecture instruction on student performance on qualitative questions

Science.gov (United States)

Heron, Paula R. L.

2015-06-01

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

Differential Effectiveness of Electromyograph Feedback, Verbal Relaxation Instructions, and Medication Placebo with Tension Headaches

Science.gov (United States)

Cox, Daniel J.; And Others

1975-01-01

Adults with chronic tension headaches were assigned to auditory electromyograph (EMG) feedback (N=9), to progressive relaxation (N=9), and to placebo treatment (N=9). Data indicated that biofeedback and verbal relaxation instructions were equally superior to the medicine placebo on all measured variables in the direction of clinical improvement,…

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

Science.gov (United States)

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

2013-08-01

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

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…

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

Directory of Open Access Journals (Sweden)

Mohammad Mehdi Yazdani

2015-05-01

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

Innovative Teaching: An Empirical Study of Computer-Aided Instruction in Quantitative Business Courses

Science.gov (United States)

Gonul, Fusun F.; Solano, Roger A.

2013-01-01

We investigate business undergraduate mathematics-based courses in a blended environment of online assignments and exams and offline lectures, and report the impact on academic performance of factors such as classroom attendance, web-based course supplements, and homework. We present results from both ordinary least squares and fixed effects,…

FLEET ASSIGNMENT MODELLING

Directory of Open Access Journals (Sweden)

2016-01-01

Full Text Available The article is devoted to the airline scheduling process and methods of its modeling. This article describes the main stages of airline scheduling process (scheduling, fleet assignment, revenue management, operations, their features and interactions. The main part of scheduling process is fleet assignment. The optimal solution of the fleet assignment problem enables airlines to increase their incomes up to 3 % due to quality improving of connections and execution of the planned number of flights operated by less number of aircraft than usual or planned earlier. Fleet assignment of scheduling process is examined and Conventional Leg-Based Fleet Assignment Model is analyzed. Finally strong and weak aspects of the model (SWOT are released and applied. The article gives a critical analysis of FAM model, with the purpose of identi- fying possible options and constraints of its use (for example, in cases of short-term and long-term planning, changing the schedule or replacing the aircraft, as well as possible ways to improve the model.

Learning Auditory Discrimination with Computer-Assisted Instruction: A Comparison of Two Different Performance Objectives.

Science.gov (United States)

Steinhaus, Kurt A.

A 12-week study of two groups of 14 college freshmen music majors was conducted to determine which group demonstrated greater achievement in learning auditory discrimination using computer-assisted instruction (CAI). The method employed was a pre-/post-test experimental design using subjects randomly assigned to a control group or an experimental…

SimPhospho: a software tool enabling confident phosphosite assignment.

Science.gov (United States)

Suni, Veronika; Suomi, Tomi; Tsubosaka, Tomoya; Imanishi, Susumu Y; Elo, Laura L; Corthals, Garry L

2018-03-27

Mass spectrometry combined with enrichment strategies for phosphorylated peptides has been successfully employed for two decades to identify sites of phosphorylation. However, unambiguous phosphosite assignment is considered challenging. Given that site-specific phosphorylation events function as different molecular switches, validation of phosphorylation sites is of utmost importance. In our earlier study we developed a method based on simulated phosphopeptide spectral libraries, which enables highly sensitive and accurate phosphosite assignments. To promote more widespread use of this method, we here introduce a software implementation with improved usability and performance. We present SimPhospho, a fast and user-friendly tool for accurate simulation of phosphopeptide tandem mass spectra. Simulated phosphopeptide spectral libraries are used to validate and supplement database search results, with a goal to improve reliable phosphoproteome identification and reporting. The presented program can be easily used together with the Trans-Proteomic Pipeline and integrated in a phosphoproteomics data analysis workflow. SimPhospho is available for Windows, Linux and Mac operating systems at https://sourceforge.net/projects/simphospho/. It is open source and implemented in C ++. A user's manual with detailed description of data analysis using SimPhospho as well as test data can be found as supplementary material of this article. Supplementary data are available at https://www.btk.fi/research/ computational-biomedicine/software/.

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

Egg quality of quails fed low methionine diet supplemented with betaine

Science.gov (United States)

Ratriyanto, A.; Indreswari, R.; Dewanti, R.; Wahyuningsih, S.

2018-03-01

This experiment investigated the effect of betaine supplementation to low methionine diet on egg quality of quails. A total of 340 laying quails (Coturnix coturnix japonica) was divided into 4 dietary treatments with 5 replicates of 17 quails each. The experiment was assigned in a completely randomized design. The four dietary treatments were the low methionine diet (0.3% methionine) without betaine supplementation and the low methionine diet supplemented with 0.07, 0.14, and 0.21% betaine. The experimental diets were applied for 8 weeks and the egg quality traits were measured at the age of 16 and 20 weeks. The data were subjected to analysis of variance, and when the treatment indicated significant effect, it was continued to orthogonal polynomial test to determine the optimum level of betaine. Increasing dietary levels of betaine increased the fat content of the egg with the linear regression of y = 11.0949 + 4.1914x (R2 = 0.18). However, supplementation of betaine did not affect protein content, yolk, albumen, and eggshell percentage. It can be concluded that betaine supplementation up to 0.21% to low methionine diet only had little effect in improving the quality traits of quail eggs.

[Preparation and assignment of medical reports: basis for settlement of compensation claims].

Science.gov (United States)

Thomann, K D

2011-03-01

Medical reporting represents an essential element in the settlement of personal claims. Moreover, the report prepares the basis for determing the compensation which is appropriate to the injury. The practice of instructing the expert medical assessor to obtain the medical documents required has proved a failure and causes delays in completion of the report. The doctor who is the expert medical assessor is often unsuccessful in obtaining these vital documents. In doubtful cases the expert will deliver his report without access to the vital documents. Incomplete reports affect the settlement adversely and promote unnecessary legal disputes. Many errors can be avoided if the officials of the relevant insurance company prepare the report assignment carefully. Such preparation includes clarification of the accident circumstances, requests for copies of the primary diagnosis and requests for hospital and medical reports, including full details of surgery carried out. Printouts of the daily reports by the doctors involved are also required. Of course these doctors must be released from the obligation to treat medical records confidentially. Furthermore, if the original documents are used, results of the injury which may seem insignificant will not be overlooked. The report assignment and primary medical documents should be sent to the medical assessor at the same time. The report assignment contains a detailed questionnaire which takes into account the particular aspects of the individual claim.

The Effects of Handwriting Instruction on Reading for Students in Grades 1 and 2

Science.gov (United States)

Stroik, Linda R.

2016-01-01

The purpose of this quantitative quasi-experimental group comparison study using a repeated measures comparison group design with random assignment of subjects to groups was to investigate the effects of handwriting instruction on reading progress for learners in grade 1 and grade 2. At three points in time, the number of words each student read…

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

Science.gov (United States)

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

2009-01-01

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

The Environmental Compliance Assessment Management Program (ECAMP) Air National Guard Supplement for The Environmental Assessment and Management (TEAM) Guide. Volume 2. (Revised)

National Research Council Canada - National Science Library

Krooks, David

1997-01-01

... (The Environmental Assessment and Management (TEAM) Guide), the ECAMP-ANG supplement was developed to examine Air Force Instructions, Air Force Manuals, and Air Force Policies in conjunction with the TEAM Guide...

A study of the effects of gender and different instructional media (computer-assisted instruction tutorials vs. textbook) on student attitudes and achievement in a team-taught integrated science class

Science.gov (United States)

Eardley, Julie Anne

The purpose of this study was to determine the effect of different instructional media (computer assisted instruction (CAI) tutorial vs. traditional textbook) on student attitudes toward science and computers and achievement scores in a team-taught integrated science course, ENS 1001, "The Whole Earth Course," which was offered at Florida Institute of Technology during the Fall 2000 term. The effect of gender on student attitudes toward science and computers and achievement scores was also investigated. This study employed a randomized pretest-posttest control group experimental research design with a sample of 30 students (12 males and 18 females). Students had registered for weekly lab sessions that accompanied the course and had been randomly assigned to the treatment or control group. The treatment group used a CAI tutorial for completing homework assignments and the control group used the required textbook for completing homework assignments. The Attitude toward Science and Computers Questionnaire and Achievement Test were the two instruments administered during this study to measure students' attitudes and achievement score changes. A multivariate analysis of covariance (MANCOVA), using hierarchical multiple regression/correlation (MRC), was employed to determine: (1) treatment versus control group attitude and achievement differences; and (2) male versus female attitude and achievement differences. The differences between the treatment group's and control group's homework averages were determined by t test analyses. The overall MANCOVA model was found to be significant at p factor set independent variables separately resulted in gender being the only variable that significantly contributed in explaining the variability in a dependent variable, attitudes toward science and computers. T test analyses of the homework averages showed no significant differences. Contradictory to the findings of this study, anecdotal information from personal communication, course

Ethics instruction in the dental hygiene curriculum.

Science.gov (United States)

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

2006-01-01

dental school, and four-year university without a dental school-had little influence on the degree of emphasis placed on teaching ethics. Although the number of hours devoted to ethics instruction has increased, 43% of respondents indicated that they would like to see more emphasis placed on ethics in the program with which they are affiliated. This study reveals that programs have taken measures to employ a variety of teaching strategies to ensure that students are competent in applying ethical concepts in the provision of oral health care. However, programs continue to rely primarily on traditional methods of instruction and evaluation such as lecture, discussion, quizzes, and written assignments. Inferential analysis focusing on the influence of the type of institution, showed that in general, the type of institution has little influence on the level of emphasis placed on teaching ethics in dental hygiene curricula. It is recommended that dental hygiene programs continue to implement and evaluate instructional methods that simulate real life experiences and emphasize ethical concepts that promote comprehensive oral health care. Future studies should investigate the effectiveness of ethics instruction within dental hygiene curricula.

Preparing for the changing role of instructional technologies in medical education.

Science.gov (United States)

Robin, Bernard R; McNeil, Sara G; Cook, David A; Agarwal, Kathryn L; Singhal, Geeta R

2011-04-01

As part of an international faculty development conference in February 2010, a working group of medical educators and physicians discussed the changing role of instructional technologies and made recommendations for supporting faculty in using these technologies in medical education. The resulting discussion highlighted ways technology is transforming the entire process of medical education and identified several converging trends that have implications for how medical educators might prepare for the next decade. These trends include the explosion of new information; all information, including both health knowledge and medical records, becoming digital; a new generation of learners; the emergence of new instructional technologies; and the accelerating rate of change, especially related to technology. The working group developed five recommendations that academic health leaders and policy makers may use as a starting point for dealing with the instructional technology challenges facing medical education over the next decade. These recommendations are (1) using technology to provide/support experiences for learners that are not otherwise possible-not as a replacement for, but as a supplement to, face-to-face experiences, (2) focusing on fundamental principles of teaching and learning rather than learning specific technologies in isolation, (3) allocating a variety of resources to support the appropriate use of instructional technologies, (4) supporting faculty members as they adopt new technologies, and (5) providing funding and leadership to enhance electronic infrastructure to facilitate sharing of resources and instructional ideas. © by the Association of American Medical Colleges.

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.

The implementation and evaluation of teacher training in gaming instruction for secondary science: An action research project

Science.gov (United States)

Sanders, Veronica

This study implemented and evaluated gaming instruction as a professional development for science teachers at a Georgia high school. It was guided by four research questions that (a) assessed the impact of training in gaming instruction and evaluation of that training on science teachers' ability to use games; (b) examined evidence showing that science teachers used games; (c) assessed the impact of the implementation and subsequent evaluation of games-based training on how science teachers instruct their students; and (d) explored the use of change management principles to help teachers transition from traditional to gaming instruction. The study included a purposive sampling of 10 volunteer science teachers who received the professional development of training in gaming instruction and were observed as they used games to instruct their students. Quantitative data were collected from interviews, observations, and reviews of student assignments and teacher plans, and were statistically analyzed to answer the research questions. These same methods were used to obtain qualitative data, which were also analyzed to answer the research questions as well as to understand the meaning, beliefs and experience behind the numbers. Ultimately, data analysis revealed that the science teachers not only used gaming instruction but also that the training helped them to use gaming instruction and that they considered gaming instruction a viable instruction methodology. Finally, data analysis revealed that change management was successfully used in the study.

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

Longitudinal Study: Efficacy of Online Technology Tools for Instructional Use

Science.gov (United States)

Uenking, Michael D.

2011-01-01

Studies show that the student population (secondary and post secondary) is becoming increasingly more technologically savvy. Use of the internet, computers, MP3 players, and other technologies along with online gaming has increased tremendously amongst this population such that it is creating an apparent paradigm shift in the learning modalities of these students. Instructors and facilitators of learning can no longer rely solely on traditional lecture-based lesson formals. In order to achieve student academic success and satisfaction and to increase student retention, instructors must embrace various technology tools that are available and employ them in their lessons. A longitudinal study (January 2009-June 2010) has been performed that encompasses the use of several technology tools in an instructional setting. The study provides further evidence that students not only like the tools that are being used, but prefer that these tools be used to help supplement and enhance instruction.

The effect of problem-based and lecture-based instructional strategies on learner problem solving performance, problem solving processes, and attitudes

Science.gov (United States)

Visser, Yusra Laila

This study compared the effect of lecture-based instruction to that of problem-based instruction on learner performance (on near-transfer and far-transfer problems), problem solving processes (reasoning strategy usage and reasoning efficiency), and attitudes (overall motivation and learner confidence) in a Genetics course. The study also analyzed the effect of self-regulatory skills and prior-academic achievement on performance for both instructional strategies. Sixty 11th grade students at a public math and science academy were assigned to either a lecture-based instructional strategy or a problem-based instructional strategy. Both treatment groups received 18 weeks of Genetics instruction through the assigned instructional strategy. In terms of problem solving performance, results revealed that the lecture-based group performed significantly better on near-transfer post-test problems. The problem-based group performed significantly better on far-transfer post-test problems. In addition, results indicated the learners in the lecture-based instructional treatment were significantly more likely to employ data-driven reasoning in the solving of problems, whereas learners in the problem-based instructional treatment were significantly more likely to employ hypothesis-driven reasoning in problem solving. No significant differences in reasoning efficiency were uncovered between treatment groups. Preliminary analysis of the motivation data suggested that there were no significant differences in motivation between treatment groups. However, a post-research exploratory analysis suggests that overall motivation was significantly higher in the lecture-based instructional treatment than in the problem-based instructional treatment. Learner confidence was significantly higher in the lecture-based group than in the problem-based group. A significant positive correlation was detected between self-regulatory skills scores and problem solving performance scores in the problem

Manipulation of rumen ecology by dietary lemongrass (Cymbopogon citratus Stapf.) powder supplementation.

Science.gov (United States)

Wanapat, M; Cherdthong, A; Pakdee, P; Wanapat, S

2008-12-01

This experiment was conducted to investigate the effect of lemongrass [Cymbopogon citratus (DC.) Stapf.] powder (LGP) on rumen ecology, rumen microorganisms, and digestibility of nutrients. Four ruminally fistulated crossbred (Brahman native) beef cattle were randomly assigned according to a 4 x 4 Latin square design. The dietary treatments were LGP supplementation at 0, 100, 200, and 300 g/d with urea-treated rice straw (5%) fed to allow ad libitum intake. Digestibilities of DM, ether extract, and NDF were significantly different among treatments and were greatest at 100 g/d of supplementation. However, digestibility of CP was decreased with LGP supplementation (P 0.05). Total viable bacteria, amylolytic bacteria, and cellulolytic bacteria were significantly different among treatments and were greatest at 100 g/d of supplementation (4.7 x 10(9), 1.7 x 10(7), and 2.0 x 10(9) cfu/mL, respectively). Protozoal populations were significantly decreased by LGP supplementation. In addition, efficiency of rumen microbial N synthesis based on OM truly digested in the rumen was enriched by LGP supplementation, especially at 100 g/d (34.2 g of N/kg of OM truly digested in the rumen). Based on this study, it could be concluded that supplementation of LGP at 100 g/d improved digestibilities of nutrients, rumen microbial population, and microbial protein synthesis efficiency, thus improving rumen ecology in beef cattle.

Primary Prevention of Cardiovascular Disease with a Mediterranean Diet Supplemented with Extra-Virgin Olive Oil or Nuts.

Science.gov (United States)

Estruch, Ramón; Ros, Emilio; Salas-Salvadó, Jordi; Covas, Maria-Isabel; Corella, Dolores; Arós, Fernando; Gómez-Gracia, Enrique; Ruiz-Gutiérrez, Valentina; Fiol, Miquel; Lapetra, José; Lamuela-Raventos, Rosa M; Serra-Majem, Lluís; Pintó, Xavier; Basora, Josep; Muñoz, Miguel A; Sorlí, José V; Martínez, J Alfredo; Fitó, Montserrat; Gea, Alfredo; Hernán, Miguel A; Martínez-González, Miguel A

2018-06-21

Observational cohort studies and a secondary prevention trial have shown inverse associations between adherence to the Mediterranean diet and cardiovascular risk. In a multicenter trial in Spain, we assigned 7447 participants (55 to 80 years of age, 57% women) who were at high cardiovascular risk, but with no cardiovascular disease at enrollment, to one of three diets: a Mediterranean diet supplemented with extra-virgin olive oil, a Mediterranean diet supplemented with mixed nuts, or a control diet (advice to reduce dietary fat). Participants received quarterly educational sessions and, depending on group assignment, free provision of extra-virgin olive oil, mixed nuts, or small nonfood gifts. The primary end point was a major cardiovascular event (myocardial infarction, stroke, or death from cardiovascular causes). After a median follow-up of 4.8 years, the trial was stopped on the basis of a prespecified interim analysis. In 2013, we reported the results for the primary end point in the Journal. We subsequently identified protocol deviations, including enrollment of household members without randomization, assignment to a study group without randomization of some participants at 1 of 11 study sites, and apparent inconsistent use of randomization tables at another site. We have withdrawn our previously published report and now report revised effect estimates based on analyses that do not rely exclusively on the assumption that all the participants were randomly assigned. A primary end-point event occurred in 288 participants; there were 96 events in the group assigned to a Mediterranean diet with extra-virgin olive oil (3.8%), 83 in the group assigned to a Mediterranean diet with nuts (3.4%), and 109 in the control group (4.4%). In the intention-to-treat analysis including all the participants and adjusting for baseline characteristics and propensity scores, the hazard ratio was 0.69 (95% confidence interval [CI], 0.53 to 0.91) for a Mediterranean diet with extra

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.

The Influence of Mathematics Vocabulary Instruction Embedded within Addition Tutoring for First-Grade Students with Mathematics Difficulty

Science.gov (United States)

Powell, Sarah R.; Driver, Melissa K.

2015-01-01

Researchers and practitioners indicate students require explicit instruction on mathematics vocabulary terms, yet no study has examined the effects of an embedded vocabulary component within mathematics tutoring for early elementary students. First-grade students with mathematics difficulty (MD; n = 98) were randomly assigned to addition tutoring…

Effects of Internal and External Focus of Attention during Novices' Instructional Preparation on Subsequent Rehearsal Behaviors

Science.gov (United States)

Montemayor, Mark; Silvey, Brian A.; Adams, Amy L.; Witt, Kay L.

2016-01-01

The purpose of this study was to investigate the effects of internal versus external focus of attention during novice teachers' instructional preparation on their subsequent rehearsal behaviors. Thirty-two undergraduate instrumental music education students led bands in a series of three, 6-minute rehearsals on their assigned excerpt. Prior to…

UOP LDR 300 All Assignments New

OpenAIRE

ADMIN

2018-01-01

UOP LDR 300 All Assignments New Check this A+ tutorial guideline at http://www.ldr300assignment.com/ldr-300-uop/ldr-300-all-assignments-latest For more classes visit http://www.ldr300assignment.com LDR 300 Week 1 Assignment Leadership Assessment (2 Papers) LDR 300 Week 2 Assignment Leadership Theories Matrix (2 Set) LDR 300 Week 2 Assignment Formulating Leadership Part I (2 Papers) LDR 300 Week 3 Assignment Interaction and Influence Amo...

Integrating evidence based medicine into undergraduate medical education: combining online instruction with clinical clerkships.

Science.gov (United States)

Aronoff, Stephen C; Evans, Barry; Fleece, David; Lyons, Paul; Kaplan, Lawrence; Rojas, Roberto

2010-07-01

Incorporation of evidence based medicine into the undergraduate curriculum varies from school to school. The purpose of this study was to determine if an online course in evidence based medicine run concurrently with the clinical clerkships in the 3rd year of undergraduate medical education provided effective instruction in evidence based medicine (EBM). During the first 18 weeks of the 3rd year, students completed 6 online, didactic modules. Over the next 24 weeks, students developed questions independently from patients seen during clerkships and then retrieved and appraised relevant evidence. Online, faculty mentors reviewed student assignments submitted throughout the course to monitor progress. Mastery of the skills of EBM was assessed prior to and at the conclusion of the course using the Fresno test of competency. Paired data were available from 139 students. Postcourse test scores (M= 77.7; 95% CI = 59-96.4) were significantly higher than precourse scores (M= 66.6; 95% CI = 46.5-86.7), ponline, faculty mentored instruction. This method of instruction provided uniform instruction across geographic sites and medical specialties and permitted efficient use of faculty time.

Effects of notetaking instruction on 3rd grade student's science learning and notetaking behavior

Science.gov (United States)

Lee, Pai-Lin

The research examined effects of notetaking instruction on elementary-aged students' ability to recall science information and notetaking behavior. Classes of 3rd grade students were randomly assigned to three treatment conditions, strategic notetaking, partial strategic notetaking, and control, for 4 training sessions. The effects of the notetaking instruction were measured by their performances on a test on science information taught during the training, a long-term free recall of the information, and number of information units recalled with or without cues. Students' prior science achievement was used to group students into two levels (high vs. low) and functioned as another independent variable in analysis. Results indicated significant treatment effect on cued and non-cued recall of the information units in favor of the strategy instruction groups. Students with higher prior achievement in science performed better on cued recall and long-term free recall of information. The results suggest that students as young as at the third grade can be instructed to develop the ability of notetaking that promotes their learning.

The Effects of Word Box Instruction on Acquisition, Generalization, and Maintenance of Decoding and Spelling Skills for First Graders

Science.gov (United States)

Alber-Morgan, Sheila R.; Joseph, Laurice M.; Kanotz, Brittany; Rouse, Christina A.; Sawyer, Mary R.

2016-01-01

This study examined the effects of implementing word boxes as a supplemental instruction method on the acquisition, maintenance, and generalization of word identification and spelling. Word box intervention consists of using manipulatives to learn phonological decoding skills. The participants were three African-American urban first graders…

電腦輔助教學與個別教學結合: 電腦輔助教學課堂應用初探 Computer-Assisted Instruction Under the Management of Individualized Instruction: A Classroom Management Approach of CAI

Directory of Open Access Journals (Sweden)

Sunny S. J. Lin

1988-03-01

Full Text Available 無First reviews the development of Computer. Assisted Instruction (CAI in Taiwan. This study describes the training of teachers from different levels of schools to design CAI coursewares, and the planning of CAI courseware bank possesses 2,000 supplemental coursewares. Some CAI's c1assroom application system should be carefully established to prevent the easy abuse of a CAI courseware as an instructional plan. The study also claims to steer CAI in our elemantary and secondary education could rely on the mastery learning as the instructional plan. In this case, CAI must limit its role as the formative test and remedial material only. In the higher education , the Keller's Personalized System of Instruction could be an effective c1assroom management system. Therefore, CAI will offer study guide and formative test only. Using these 2 instructional system may enhance student's achievement , and speed up the learning rate at the same time. Combining with individualized instruction and CAI will be one of the most workable approach in current c1assroom . The author sets up an experiment 10 varify their effectiveness and efficiency in the near future.

Fair Package Assignment

Science.gov (United States)

Lahaie, Sébastien; Parkes, David C.

We consider the problem of fair allocation in the package assignment model, where a set of indivisible items, held by single seller, must be efficiently allocated to agents with quasi-linear utilities. A fair assignment is one that is efficient and envy-free. We consider a model where bidders have superadditive valuations, meaning that items are pure complements. Our central result is that core outcomes are fair and even coalition-fair over this domain, while fair distributions may not even exist for general valuations. Of relevance to auction design, we also establish that the core is equivalent to the set of anonymous-price competitive equilibria, and that superadditive valuations are a maximal domain that guarantees the existence of anonymous-price competitive equilibrium. Our results are analogs of core equivalence results for linear prices in the standard assignment model, and for nonlinear, non-anonymous prices in the package assignment model with general valuations.

Taurine supplementation has anti-atherogenic and anti-inflammatory effects before and after incremental exercise in heart failure.

Science.gov (United States)

Ahmadian, Mehdi; Roshan, Valiollah Dabidi; Aslani, Elaheh; Stannard, Stephen R

2017-07-01

The purpose of this study was to examine the anti-atherogenic and anti-inflammatory effect of supplemental taurine prior to and following incremental exercise in patients with heart failure (HF). Patients with HF and left ventricle ejection fraction less than 50%, and placed in functional class II or III according to the New York Heart Association classification, were randomly assigned to two groups: (1) taurine supplementation; or (2) placebo. The taurine group received oral taurine (500 mg) 3 times a day for 2 weeks, and performed exercise before and after the supplementation period. The placebo group followed the same protocol, but with a starch supplement (500 mg) rather than taurine. The incremental multilevel treadmill test was done using a modified Bruce protocol. Our results indicate that inflammatory indices [C-reactive protein (CRP), platelets] decreased in the taurine group in pre-exercise, post-supplementation and post-exercise, post-supplementation as compared with pre-exercise, pre-supplementation ( p exercise, post-supplementation and post-exercise, post-supplementation as compared with pre-exercise, pre-supplementation in the placebo group ( p exercise, post-supplementation and post-exercise, post-supplementation as compared with pre-exercise, pre-supplementation ( p 0.05). our results suggest that 2 weeks of oral taurine supplementation increases the taurine levels and has anti-atherogenic and anti-inflammatory effects prior to and following incremental exercise in HF patients.

A prioritization of generic safety issues. Supplement 21, Revision insertion instructions

Energy Technology Data Exchange (ETDEWEB)

None, None

1996-12-31

The report presents the safety priority ranking for generic safety issues related to nuclear power plants. The purpose of these rankings is to assist in the timely and efficient allocation of NRC resources for the resolution of those safety issues that have a significant potential for reducing risk. The safety priority rankings are HIGH, MEDIUM, LOW, and DROP, and have been assigned on the basis of risk significance estimates, the ratio of risk to costs and other impacts estimated to result if resolution of the safety issues were implemented, and the consideration of uncertainties and other quantitative or qualitative factors. To the extent practical, estimates are quantitative.

A prioritization of generic safety issues. Supplement 21, Revision insertion instructions

International Nuclear Information System (INIS)

1996-01-01

The report presents the safety priority ranking for generic safety issues related to nuclear power plants. The purpose of these rankings is to assist in the timely and efficient allocation of NRC resources for the resolution of those safety issues that have a significant potential for reducing risk. The safety priority rankings are HIGH, MEDIUM, LOW, and DROP, and have been assigned on the basis of risk significance estimates, the ratio of risk to costs and other impacts estimated to result if resolution of the safety issues were implemented, and the consideration of uncertainties and other quantitative or qualitative factors. To the extent practical, estimates are quantitative.

Influence of learning style on instructional multimedia effects on graduate student cognitive and psychomotor performance.

Science.gov (United States)

Smith, A Russell; Cavanaugh, Catherine; Jones, Joyce; Venn, John; Wilson, William

2006-01-01

Learning outcomes may improve in graduate healthcare students when attention is given to individual learning styles. Interactive multimedia is one tool shown to increase success in meeting the needs of diverse learners. The purpose of this study was to examine the effect of learning style and type of instruction on physical therapy students' cognitive and psychomotor performance. Participants were obtained by a sample of convenience with students recruited from two physical therapy programs. Twenty-seven students volunteered to participate from Program 1. Twenty-three students volunteered to participate from Program 2. Gregorc learning styles were identified through completion of the Gregorc Style Delineator. Students were randomly assigned to one of two instructional strategies: 1) instructional CD or 2) live demonstration. Differences in cognitive or psychomotor performance following instructional multimedia based on learning style were not demonstrated in this study. Written examination scores improved with both instructional strategies demonstrating no differences between the strategies. Practical examination ankle scores were significantly higher in participants receiving CD instruction than in participants receiving live presentation. Learning style did not significantly affect this improvement. Program 2 performed significantly better on written knee and practical knee and ankle examinations. Learning style had no significant effect on student performance following instruction in clinical skills via interactive multimedia. Future research may include additional measurement instruments assessing other models of learning styles and possible interaction of learning style and instructional strategy on students over longer periods of time, such as a semester or an entire curriculum.

Exercise x BCAA Supplementation in Young Trained Rats: What are their Effects on Body Growth?

Science.gov (United States)

de Campos-Ferraz, Patricia Lopes; Ribeiro, Sandra Maria Lima; Luz, Silmara Dos Santos; Lancha, Antonio Herbert; Tirapegui, Julio

2011-01-01

The purpose of this study was to evaluate whether Branched-chain amino acids (BCAAs) supplementation had any beneficial effects on growth and metabolic parameters of young rats submitted to chronic aerobic exercise. Thirty-two young rats (age: 21-d) were randomly assigned to four experimental groups (n = 8): Supplemented Trained (Sup/Ex), Control Trained (Ctrl/Ex), Supplemented Sedentary (Sup/Sed) and Control Sedentary (Ctrl/Sed). The trained groups underwent a five-week swimming protocol and received supplemented (45 mg BCAA/body weight/day) or control ration. Trained animals presented a lower body length and a higher cartilage weight, regardless of supplementation. Physical activity was responsible for a substantial reduction in proteoglycan synthesis in cartilage tissue, and BCAA supplementation was able to attenuate this reduction and also to improve glycogen stores in the liver, although no major differences were found in body growth associated to this supplementation. Key pointsCartilage proteoglycan synthesis was dramatically reduced in trained animals as a whole.BCAA supplementation augmented liver glycogen stores and reduced proteolysis in our experimental conditionsTrained animals receiving BCAA supplementation featured increased proteoglycan synthesis compared to sedentary ones, probably because BCAA may have attenuated the negative effects of exercise on cartilage development.BCAA supplementation was not capable of neutralizing directly the negative effects of long-term physical training and lower food intake in young male rats on body growth.

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

Science.gov (United States)

Vogler, Kenneth E.

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

Mental Model Progression in Learning the Electron Transport Chain: Effects of Instructional Strategies and Cognitive Flexibility

Science.gov (United States)

Darabi, Aubteen; Hemphill, Jennifer; Nelson, David W.; Boulware, Wilma; Liang, Xinya

2010-01-01

This study investigated the effect of two instructional strategies, segmented and holistic, on the progression over time of learners' mental models toward that of an expert with the moderator of cognitive flexibility. Sixty-four juniors and seniors in a college metabolism course were randomly assigned to one of the two strategies for instruction…

Instructional multimedia: An investigation of student and instructor attitudes and student study behavior

Science.gov (United States)

2011-01-01

Background Educators in allied health and medical education programs utilize instructional multimedia to facilitate psychomotor skill acquisition in students. This study examines the effects of instructional multimedia on student and instructor attitudes and student study behavior. Methods Subjects consisted of 45 student physical therapists from two universities. Two skill sets were taught during the course of the study. Skill set one consisted of knee examination techniques and skill set two consisted of ankle/foot examination techniques. For each skill set, subjects were randomly assigned to either a control group or an experimental group. The control group was taught with live demonstration of the examination skills, while the experimental group was taught using multimedia. A cross-over design was utilized so that subjects in the control group for skill set one served as the experimental group for skill set two, and vice versa. During the last week of the study, students and instructors completed written questionnaires to assess attitude toward teaching methods, and students answered questions regarding study behavior. Results There were no differences between the two instructional groups in attitudes, but students in the experimental group for skill set two reported greater study time alone compared to other groups. Conclusions Multimedia provides an efficient method to teach psychomotor skills to students entering the health professions. Both students and instructors identified advantages and disadvantages for both instructional techniques. Reponses relative to instructional multimedia emphasized efficiency, processing level, autonomy, and detail of instruction compared to live presentation. Students and instructors identified conflicting views of instructional detail and control of the content. PMID:21693058

Instructional multimedia: An investigation of student and instructor attitudes and student study behavior

Directory of Open Access Journals (Sweden)

Cavanaugh Cathy

2011-06-01

Full Text Available Abstract Background Educators in allied health and medical education programs utilize instructional multimedia to facilitate psychomotor skill acquisition in students. This study examines the effects of instructional multimedia on student and instructor attitudes and student study behavior. Methods Subjects consisted of 45 student physical therapists from two universities. Two skill sets were taught during the course of the study. Skill set one consisted of knee examination techniques and skill set two consisted of ankle/foot examination techniques. For each skill set, subjects were randomly assigned to either a control group or an experimental group. The control group was taught with live demonstration of the examination skills, while the experimental group was taught using multimedia. A cross-over design was utilized so that subjects in the control group for skill set one served as the experimental group for skill set two, and vice versa. During the last week of the study, students and instructors completed written questionnaires to assess attitude toward teaching methods, and students answered questions regarding study behavior. Results There were no differences between the two instructional groups in attitudes, but students in the experimental group for skill set two reported greater study time alone compared to other groups. Conclusions Multimedia provides an efficient method to teach psychomotor skills to students entering the health professions. Both students and instructors identified advantages and disadvantages for both instructional techniques. Reponses relative to instructional multimedia emphasized efficiency, processing level, autonomy, and detail of instruction compared to live presentation. Students and instructors identified conflicting views of instructional detail and control of the content.

Effects of curriculum-based measurement on teachers' instructional planning.

Science.gov (United States)

Fuchs, L S; Fuchs, D; Stecker, P M

1989-01-01

This study assessed the effects of curriculum-based measurement (CBM) on teachers' instructional planning. Subjects were 30 teachers, assigned randomly to a computer-assisted CBM group, a noncomputer CBM group, and a contrast group. In the CBM groups, teachers specified 15-week reading goals, established CBM systems to measure student progress toward goals at least twice weekly, and systematically evaluated those data bases to determine when instructional modifications were necessary. Contrast teachers monitored student progress toward Individualized Education Program (IEP) goals as they wished and were encouraged to develop instructional programs as necessary. At the end of a 12- to 15-week implementation period, teachers completed a questionnaire with reference to one randomly selected pupil. Analyses of variance indicated no difference between the CBM groups. However, compared to the contrast group, CBM teachers (a) used more specific, acceptable goals; (b) were less optimistic about goal attainment; (c) cited more objective and frequent data sources for determining the adequacy of student progress and for deciding whether program modifications were necessary; and (d) modified student programs more frequently. Questionnaire responses were correlated with verifiable data sources, and results generally supported the usefulness of the self-report information. Implications for special education research and practice are discussed.

Plagiarism-Proofing Assignments

Science.gov (United States)

Johnson, Doug

2004-01-01

Mr. Johnson has discovered that the higher the level of student engagement and creativity, the lower the probability of plagiarism. For teachers who would like to see such desirable results, he describes the characteristics of assignments that are most likely to produce them. Two scenarios of types of assignments that avoid plagiarism are…

Dietary α-ketoglutarate supplementation improves hepatic and intestinal energy status and anti-oxidative capacity of Cherry Valley ducks.

Science.gov (United States)

Guo, Shuangshuang; Duan, Rui; Wang, Lei; Hou, Yongqing; Tan, Linglin; Cheng, Qiang; Liao, Man; Ding, Binying

2017-11-01

α-Ketoglutarate (AKG) is an extensively used dietary supplement in human and animal nutrition. The aim of the present study was to investigate effects of dietary AKG supplementation on the energy status and anti-oxidative capacity in liver and intestinal mucosa of Cherry Valley ducks. A total of 80 1-day-old ducks were randomly assigned into four groups, in which ducks were fed basal diets supplemented with 0% (control), 0.5%, 1.0% and 1.5% AKG, respectively. Graded doses of AKG supplementation linearly decreased the ratio of adenosine monophosphate (AMP) to adenosine triphosphate (ATP) in the liver, but increased ATP content and adenylate energy charge (AEC) in a quadratic and linear manner, respectively (P ducks. © 2017 Japanese Society of Animal Science.

Athletes Intending to Use Sports Supplements Are More Likely to Respond to a Placebo.

Science.gov (United States)

Hurst, Philip; Foad, Abby; Coleman, Damian; Beedie, Chris

2017-09-01

We investigated associations between athletes' use of sport supplements and their responsiveness to placebo and nocebo interventions. Participants (n = 627) reported their intention to use, and actual use of, sport supplements. They then completed a 5 × 20 m repeat sprint protocol in the baseline condition, before being randomized to one of three treatments. Participants in the positive-belief treatment were administered an inert capsule described as a potent supplement which would improve sprint performance. Participants in the negative-belief treatment were administered an inert capsule described as a potent supplement which would negatively affect sprint performance. Participants in the control treatment received neither instruction nor capsule. Twenty minutes after baseline trials, all participants completed the same repeat sprint protocol in the experimental condition. Compared with controls, no mean differences in performance were observed between baseline and experimental conditions for the positive-belief treatment (-0.07% ± 0.27%, d = 0.02), but mean differences were observed for the negative-belief treatment (-0.92% ± 0.31%, d = 0.32), suggesting a moderate nocebo effect. In the positive-belief treatment, however, a relationship between intention to use supplements and performance was observed. Performance worsened by -1.10% ± 0.30% compared with baseline for participants not intending to use supplements, worsened by -0.64% ± 0.43% among those undecided about supplement use, but improved by 0.19% ± 0.24% among those participants intending to use supplements. Information about a harmful supplement worsened repeat sprint performance (a mean nocebo effect), whereas information about a beneficial supplement did not improve performance (no mean placebo effect was observed). However, participants' intention to use sport supplements influenced the direction and magnitude of subsequent placebo responses, with participants intending to use supplements more

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

Directory of Open Access Journals (Sweden)

Siew Ean Lye

2018-01-01

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

Learning physics: A comparative analysis between instructional design methods

Science.gov (United States)

Mathew, Easow

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

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…

Feed efficiency of diets with different energy and protein concentrations supplemented with methionine in laying quails

Science.gov (United States)

Ratriyanto, A.; Indreswari, R.; Nuhriawangsa, A. M. P.; Purwanti, E.

2018-03-01

The study was conducted to evaluate the feed efficiency of quail diets containing different concentrations of metabolizable energy (ME) and crude protein (CP) with constant ratio and supplemented with methionine. Four hundred laying quails (Coturnix coturnix japonica) were randomly assigned to four experimental diets in a 2×2 factorial arrangement. Each dietary treatment used 5 replicates of 20 quails. Two basal diets were formulated to contain 2,800 kcal kg-1 ME and 18.7% CP (High ME-CP) and 2,600 kcal kg-1 ME and 17.3% CP (Low ME-CP). Each basal diet was supplemented with 0 and 0.12% methionine. The High ME-CP diets generated lower feed consumption but higher egg mass and feed efficiency (Pprotein efficiency ratio (PHigh ME-CP supplemented with methionine resulted the highest feed efficiency followed by the Low ME-CP supplemented with methionine, while both High ME-CP and Low ME-CP without methionine supplementation resulted the lowest feed efficiency (PHigh ME-CP supplemented with 0.12% methionine provided benefit to improve the feed efficiency in laying quails.

The Impact of Color-Coding Freshmen Integrated-Science Assignments on Student Achievement

Science.gov (United States)

Sturdivant Allen, Anita Kay

Students in Grade 9 exhibit high rates of grade retention and absenteeism. Educators have used different strategies that will increase the achievement of those students. The purpose of this study was to determine whether a relationship existed between student achievement and the strategy to use colored paper for Grade 9 science assignments and tests. Itten's color theory provided the theoretical framework. Itten was one of the first researchers to explore the notion that the human eye can detect wavelengths as colors and that those colors can engage and create order in the human brain. A sample of students assigned to 4 classroom teachers at one high school who volunteered to take part in the study for 18 weeks were used in this quantitative study. Teachers administered student assessments on blue, green, yellow, and white paper. Each class was assigned 1 of the 4 colors for 4.5 weeks. The classes were then assigned a different color for the same length of time until each class had exposure to all 4 colors. Physical science exams given to students in the same grade or subject were used as the dependent variable. An ANOVA indicated that the groups using blue paper scored the highest on the physical science exams; students who used white paper earned the lowest scores. When comparing all 3 groups using colored paper (all three colored paper groups combined into one group) to the white paper groups, t-test results indicated that students using any colored paper scored higher than students using white paper. Further research on the impact of colored paper on student academic performance is necessary. Implications for positive social change indicate that new knowledge about instructional tools that impact student achievement deserves more attention.

A prioritization of generic safety issues. Supplement 19, Revision insertion instructions

International Nuclear Information System (INIS)

1995-11-01

The report presents the safety priority ranking for generic safety issues related to nuclear power plants. The purpose of these rankings is to assist in the timely and efficient allocation of NRC resources for the resolution of those safety issues that have a significant potential for reducing risk. The safety priority rankings are HIGH, MEDIUM, LOW, and DROP, and have been assigned on the basis of risk significance estimates, the ratio of risk to costs and other impacts estimated to result if resolution of the safety issues were implemented, and the consideration of uncertainties and other quantitative or qualitative factors. To the extent practical, estimates are quantitative. This document provides revisions and amendments to the report

A prioritization of generic safety issues. Supplement 19, Revision insertion instructions

Energy Technology Data Exchange (ETDEWEB)

None

1995-11-01

The report presents the safety priority ranking for generic safety issues related to nuclear power plants. The purpose of these rankings is to assist in the timely and efficient allocation of NRC resources for the resolution of those safety issues that have a significant potential for reducing risk. The safety priority rankings are HIGH, MEDIUM, LOW, and DROP, and have been assigned on the basis of risk significance estimates, the ratio of risk to costs and other impacts estimated to result if resolution of the safety issues were implemented, and the consideration of uncertainties and other quantitative or qualitative factors. To the extent practical, estimates are quantitative. This document provides revisions and amendments to the report.

Intestinal Development and Function of Broiler Chickens on Diets Supplemented with Clinoptilolite

Directory of Open Access Journals (Sweden)

Q. J. Wu

2013-07-01

Full Text Available The purpose of this study was to evaluate the effect of natural clinoptilolite (NCLI and modified clinoptilolite (MCLI on broiler performance, gut morphology, intestinal length and weight, and gut digestive enzyme activity. A total of 240 d-old male chicks were randomly assigned to 3 treatments, each of which comprised 8 pens of 10 chicks per pen. Birds in the control group were fed the basal diet, while those in the experimental groups were fed diets supplemented with NCLI at 2% (NCLI group, or MCLI at 2% (MCLI group, respectively, for 42 d. Compared with the control, supplementation with NCLI or MCLI had no significant (p>0.05 effects on productive parameters from d 1 to 42. Supplementation with NCLI or MCLI had no influence on the relative length and weight of small intestine at d 1 to 21. But supplementation with NCLI or MCLI significantly reduced the relative weight of duodenum. Supplementation with MCLI and NCLI was associated with greater (p0.05 influence on the crypt depth in the jejunal and ileal mucosa compared with those in the controls. The addition of either NCLI or MCLI to the diet improved the activities of total protease, and amylase in the small intestinal contents. In conclusion, supplementation with NCLI or MCLI in diets improved intestinal morphology, increased the intestinal length and weigh and gut digestive enzyme activity.

Effect of Aspirin Supplementation on Hemodynamics in Older Firefighters.

Science.gov (United States)

Lane-Cordova, Abbi D; Ranadive, Sushant M; Yan, Huimin; Kappus, Rebecca M; Sun, Peng; Bunsawat, Kanokwan; Smith, Denise L; Horn, Gavin P; Ploutz-Snyder, Robert; Fernhall, B O

2015-12-01

Cardiovascular events are the leading cause of line-of-duty fatality for firefighters. Aspirin reduces the risk of cardiovascular events in men and may reduce fatalities in older (>40 yr) firefighters. We hypothesized that both chronic and acute aspirin supplementation would improve vascular function after live firefighting but that chronic supplementation would also improve resting hemodynamics. Twenty-four firefighters (40-60 yr) were randomly assigned to acute or chronic aspirin supplementation or placebo in a balanced, crossover design. Arterial stiffness, brachial and central blood pressures, as well as forearm vasodilatory capacity and blood flow were measured at rest and immediately after live firefighting. Total hyperemic blood flow (area under the curve (AUC)) was increased (P 0.05 for interaction). Arterial stiffness/central blood pressure increased (P < 0.04) with no effect of aspirin (from 0.0811 ± 0.001 to 0.0844 ± 0.003 m·s·mm⁻¹ Hg⁻¹ in aspirin condition versus 0.0802 ± 0.002 to 0.0858 ± 0.002 m·s⁻¹·mm Hg⁻¹ in placebo condition), whereas peripheral and central systolic and pulse pressures decreased after firefighting across conditions (P < 0.05). Live firefighting resulted in increased AUC and pressure-controlled arterial stiffness and decreased blood pressure in older firefighters, but aspirin supplementation did not affect macro- or microvascular responsiveness at rest or after firefighting.

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

Science.gov (United States)

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

2016-01-01

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

Effectiveness of creative and productive instructional method towards students' learning achievement in steel structure course

Science.gov (United States)

Sugiyanto, Pribadi, Supriyanto, Bambang

2017-09-01

The purpose of this study was to investigate the effectiveness of Creative & Productive instructional method compared with conventional method. This research was a quasi-experimental study involving all Civil Engineering students at Universitas Negeri Malang who were taking a course of Steel Structure. The students were randomly assigned to two different treatment groups, 30 students in experimental group and 37 students in the control group. It was assumed that these groups were equal in all relevant aspects; they differed only in the treatment administered. We used the t-test to test the hypothesis. The results of this research suggest that: (l) the use of Creative & Productive instructional method can significantly improve students' learning achievement, (2) the use of Creative & Productive instructional method can significantly improve students' retention, (3) students' motivation has a significant effect on their learning achievement, and (4) students' motivation has a significant effect on their retention.

Comparing Examples: WebAssign versus Textbook

Science.gov (United States)

Richards, Evan; Polak, Jeff; Hardin, Ashley; Risley, John, , Dr.

2005-11-01

Research shows students can learn from worked examples.^1 This pilot study compared two groups of students' performance (10 each) in solving physics problems. One group had access to interactive examples^2 released in WebAssign^3, while the other group had access to the counterpart textbook examples. Verbal data from students in problem solving sessions was collected using a think aloud protocol^4 and the data was analyzed using Chi's procedures.^5 An explanation of the methodology and results will be presented. Future phases of this pilot study based upon these results will also be discussed. ^1Atkinson, R.K., Derry, S.J., Renkl A., Wortham, D. (2000). ``Learning from Examples: Instructional Principles from the Worked Examples Research'', Review of Educational Research, vol. 70, n. 2, pp. 181-214. ^2Serway, R.A. & Faughn, J.S. (2006). College Physics (7^th ed.). Belmont, CA: Thomson Brooks/Cole. ^3 see www.webassign.net ^4 Ericsson, K.A. & Simon, H.A. (1984). Protocol Analysis: Verbal Reports as Data. Cambridge, Massachusetts: The MIT Press. ^5 Chi, Michelene T.H. (1997). ``Quantifying Qualitative Analyses of Verbal Data: A Practical Guide,'' The Journal of the Learning Sciences, vol. 6, n. 3, pp. 271-315.

The influence of nitrogen supplementation on microbial protein synthesis on water-buffaloes

International Nuclear Information System (INIS)

Abidin, Zainal; Hendratno, C.; Suharjono; Rustam, B.

1982-01-01

This work was carried out to observe the effects of nitrogen supplementation from urea and soybean meal on microbial protein synthesis, and other parameters of rumen functions of the waterbuffalo. Four rations were given to four water-buffaloes assigned in 4x4 latin square design. Ration A consisted of local grass+0% urea, ration B local grass+0.7% urea, ration C local grass+1.4% urea and ration D local grass+8.5% soybean meal. The result indicated that microbial protein synthesis was significantly affected (P/0.05) by the supplementation of urea, and the utilization of N in ration B was more efficient compared to the other rations. The ammonia concentration in the rumen fluid also increased (P/0.05) as a result of urea supplementation. However, no changes were found in the total volatile fatty acids production and total protozoal counts. An increased (P/0.05) of pH in the rumen fluid was also observed in the rations B and C. (author)

Children's Learning in Scientific Thinking: Instructional Approaches and Roles of Variable Identification and Executive Function

Science.gov (United States)

Blums, Angela

The present study examines instructional approaches and cognitive factors involved in elementary school children's thinking and learning the Control of Variables Strategy (CVS), a critical aspect of scientific reasoning. Previous research has identified several features related to effective instruction of CVS, including using a guided learning approach, the use of self-reflective questions, and learning in individual and group contexts. The current study examined the roles of procedural and conceptual instruction in learning CVS and investigated the role of executive function in the learning process. Additionally, this study examined how learning to identify variables is a part of the CVS process. In two studies (individual and classroom experiments), 139 third, fourth, and fifth grade students participated in hands-on and paper and pencil CVS learning activities and, in each study, were assigned to either a procedural instruction, conceptual instruction, or control (no instruction) group. Participants also completed a series of executive function tasks. The study was carried out with two parts--Study 1 used an individual context and Study 2 was carried out in a group setting. Results indicated that procedural and conceptual instruction were more effective than no instruction, and the ability to identify variables was identified as a key piece to the CVS process. Executive function predicted ability to identify variables and predicted success on CVS tasks. Developmental differences were present, in that older children outperformed younger children on CVS tasks, and that conceptual instruction was slightly more effective for older children. Some differences between individual and group instruction were found, with those in the individual context showing some advantage over the those in the group setting in learning CVS concepts. Conceptual implications about scientific thinking and practical implications in science education are discussed.

Chronic oral lactate supplementation does not affect lactate disappearance from blood after exercise

DEFF Research Database (Denmark)

Brouns, F; Fogelholm, M; Van Hall, Gerrit

1995-01-01

This study tested the hypothesis that a 3-week oral lactate supplementation affects postexercise blood lactate disappearance in untrained male subjects. Fifteen men were randomly assigned to either a lactate supplementation (n = 8) or a placebo (n = 7) treatment. During the treatment period...... they drank an oral lactate or a maltodextrin (placebo) supplement twice a day. The lactate drink contained 10 g of lactate as calcium, sodium, and potassium salts. Blood lactate concentrations were studied before, during, and immediately after three exercise tests, both pre- and posttreatment. Peak lactate...... values for placebo (PL) or lactate (L) treatment groups during different tests were as follows: Test 1 PL, 13.49 +/- 3.71; L, 13.70 +/- 1.90; Test 2 PL, 12.64 +/- 2.32; L, 12.00 +/- 2.23; Test 3 PL, 12.29 +/- 2.92; L, 11.35 +/- 1.38 and were reached 3 min postexercise. The decrease in blood lactate...

The Effects of Creatine Supplementation on Explosive Performance and Optimal Individual Postactivation Potentiation Time

Directory of Open Access Journals (Sweden)

Chia-Chi Wang

2016-03-01

Full Text Available Creatine plays an important role in muscle energy metabolism. Postactivation potentiation (PAP is a phenomenon that can acutely increase muscle power, but it is an individualized process that is influenced by muscle fatigue. This study examined the effects of creatine supplementation on explosive performance and the optimal individual PAP time during a set of complex training bouts. Thirty explosive athletes performed tests of back squat for one repetition maximum (1RM strength and complex training bouts for determining the individual optimal timing of PAP, height and peak power of a counter movement jump before and after the supplementation. Subjects were assigned to a creatine or placebo group and then consumed 20 g of creatine or carboxymethyl cellulose per day for six days. After the supplementation, the 1RM strength in the creatine group significantly increased (p < 0.05. The optimal individual PAP time in the creatine group was also significant earlier than the pre-supplementation and post-supplementation of the placebo group (p < 0.05. There was no significant difference in jump performance between the groups. This study demonstrates that creatine supplementation improves maximal muscle strength and the optimal individual PAP time of complex training but has no effect on explosive performance.

Folic Acid supplementation stimulates notch signaling and cell proliferation in embryonic neural stem cells.

Science.gov (United States)

Liu, Huan; Huang, Guo-Wei; Zhang, Xu-Mei; Ren, Da-Lin; X Wilson, John

2010-09-01

The present study investigated the effect of folic acid supplementation on the Notch signaling pathway and cell proliferation in rat embryonic neural stem cells (NSCs). The NSCs were isolated from E14-16 rat brain and grown as neurospheres in serum-free suspension culture. Individual cultures were assigned to one of 3 treatment groups that differed according to the concentration of folic acid in the medium: Control (baseline folic acid concentration of 4 mg/l), low folic acid supplementation (4 mg/l above baseline, Folate-L) and high folic acid supplementation (40 mg/l above baseline, Folate-H). NSCs were identified by their expression of immunoreactive nestin and proliferating cells by incorporation of 5'bromo-2'deoxyuridine. Cell proliferation was also assessed by methyl thiazolyl tetrazolium assay. Notch signaling was analyzed by real-time PCR and western blot analyses of the expression of Notch1 and hairy and enhancer of split 5 (Hes5). Supplementation of NSCs with folic acid increased the mRNA and protein expression levels of Notch1 and Hes5. Folic acid supplementation also stimulated NSC proliferation dose-dependently. Embryonic NSCs respond to folic acid supplementation with increased Notch signaling and cell proliferation. This mechanism may mediate the effects of folic acid supplementation on neurogenesis in the embryonic nervous system.

Contribution of Equal-Sign Instruction beyond Word-Problem Tutoring for Third-Grade Students with Mathematics Difficulty.

Science.gov (United States)

Powell, Sarah R; Fuchs, Lynn S

2010-05-01

Elementary school students often misinterpret the equal sign (=) as an operational rather than a relational symbol. Such misunderstanding is problematic because solving equations with missing numbers may be important for higher-order mathematics skills including word problems. Research indicates equal-sign instruction can alter how typically-developing students use the equal sign, but no study has examined effects for students with mathematics difficulty (MD) or how equal-sign instruction contributes to word-problem skill for students with or without MD. The present study assessed the efficacy of equal-sign instruction within word-problem tutoring. Third-grade students with MD (n = 80) were assigned to word-problem tutoring, word-problem tutoring plus equal-sign instruction (combined) tutoring, or no-tutoring control. Combined tutoring produced better improvement on equal sign tasks and open equations compared to the other 2 conditions. On certain forms of word problems, combined tutoring but not word-problem tutoring alone produced better improvement than control. When compared at posttest to 3(rd)-grade students without MD on equal sign tasks and open equations, only combined tutoring students with MD performed comparably.

Dynamic Sequence Assignment.

Science.gov (United States)

1983-12-01

D-136 548 DYNAMIIC SEQUENCE ASSIGNMENT(U) ADVANCED INFORMATION AND 1/2 DECISION SYSTEMS MOUNTAIN YIELW CA C A 0 REILLY ET AL. UNCLSSIIED DEC 83 AI/DS...I ADVANCED INFORMATION & DECISION SYSTEMS Mountain View. CA 94040 84 u ,53 V,..’. Unclassified _____ SCURITY CLASSIFICATION OF THIS PAGE REPORT...reviews some important heuristic algorithms developed for fas- ter solution of the sequence assignment problem. 3.1. DINAMIC MOGRAMUNIG FORMULATION FOR

Immune function and hematology of male cotton rats (Sigmodon hispidus) in response to food supplementation and methionine

Science.gov (United States)

Webb, R.E.; Leslie, David M.; Lochmiller, R.L.; Masters, R.E.

2003-01-01

We examined effects of supplementation of food quantity and quality (=enhanced methionine) on hematologic and immunologic parameters of wild, but enclosed, adult male cotton rats (Sigmodon hispidus) in north-central Oklahoma. Sheet metal enclosures were stocked with a high density of wild-caught cotton rats (160 animals/ha) and randomly assigned a treatment of no supplementation, mixed-ration supplementation or methionine-enhanced supplementation. Aside from small increases in counts of red blood cells and hematocrit levels, most indices of erythrocytic characteristics were not affected by supplementation with the mixed-ration or enhanced methionine. In contrast, platelet counts were highest in mixed-ration and methionine treatments and counts of total white blood cells were highest with methionine supplementation, albeit relative proportions of different leukocytes did not differ among treatments. Immunologically, neither delayed-type hypersensitivity response nor hemolytic-complement activity differed among treatments. Supplementation of food quantity and quality did not broadly affect hematologic parameters and immune function of male cotton rats, but enhanced platelet and leukocyte counts may confer advantages to overall health. Clarification of the role of such effects on population limitation or regulation requires additional research.

Dietary supplementation with an amino acid blend enhances intestinal function in piglets.

Science.gov (United States)

Yi, Dan; Li, Baocheng; Hou, Yongqing; Wang, Lei; Zhao, Di; Chen, Hongbo; Wu, Tao; Zhou, Ying; Ding, Binying; Wu, Guoyao

2018-05-16

The traditionally classified nutritionally non-essential amino acids are now known to be insufficiently synthesized for maximal growth and optimal health in piglets. This study determined the effects of dietary supplementation with an amino acid blend (AAB; glutamate:glutamine:glycine:arginine:N-acetylcysteine = 5:2:2:1:0.5) on piglet growth performance and intestinal functions. Sixteen piglets (24-day-old) were randomly assigned to a corn and soybean meal-based diet supplemented with 0.99% alanine (isonitrogenous control) or 1% AAB. On day 20 of the trial, blood and intestinal tissue samples were obtained from piglets. Compared with the control, AAB supplementation reduced (P sodium-independent amino acid transporters (b 0,+ AT and y + LAT1), aquaporin (AQP) 3, AQP8, AQP10, nuclear factor erythroid 2-related factor 2 and glutathione S-transferase omega-2, and protein abundances of AQP3, AQP4, claudin-1, occludin and myxovirus resistance 1; and the numbers of Bifidobacterium genus and Lactobacillus genus in the colon digesta. Collectively, these comprehensive results indicate that dietary AAB supplementation plays an important role in improving piglet growth and intestinal function.

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

Science.gov (United States)

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

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

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

Science.gov (United States)

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

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

Effects of biotin supplementation on peripartum performance and metabolites of Holstein cows.

Science.gov (United States)

Rosendo, O; Staples, C R; McDowell, L R; McMahon, R; Badinga, L; Martin, F G; Shearer, J F; Seymour, W M; Wilkinson, N S

2004-08-01

Fifty-two multiparous Holstein cows were randomly assigned to receive 0 or 20 mg of biotin/d starting at an average of 16 d prepartum and then switched to 0 or 30 mg of biotin/d from calving through 70 d postpartum to determine whether supplemental biotin would affect cow performance, hepatic lipidosis, and plasma metabolites. Mean concentration of biotin in plasma sampled weekly was greater in cows fed biotin (4.3 vs. 9.4 nmol/L). Postpartum dry matter intake as a percentage of body weight (3.9% vs. 4.0%), milk production (35.8 vs. 34.8 kg/d), and milk fat concentrations (3.59% vs. 3.69%) were similar between treatment groups. Milk from biotin-supplemented cows tended to have a greater concentration of protein (2.73% vs. 2.83%). Concentrations of plasma nonesterified fatty acids were lower at wk 2 (652 vs. 413 microEq/mL) and 4 (381 vs. 196 microEq/mL) postpartum in cows fed supplemental biotin. However, mean plasma concentrations of beta-hydroxybutyric acid were not affected by biotin supplementation. Mean concentration of plasma glucose was greater for lactating cows fed supplemental biotin (63.4 vs. 66.6 mg/dL). Biopsies of liver were taken at 2, 16, and 30 d postpartum. The triacylglycerol concentration in liver (wet basis) tended to decrease at a faster rate after d 2 postpartum with biotin supplementation compared with control cows. The potential mechanisms that link improved glucose status and decreased lipid mobilization in cows supplemented with biotin warrant further investigation.

Educational Game as Supplemental Learning Tool: Benefits, Challenges, and Tensions Arising from Use in an Elementary School Classroom

Science.gov (United States)

Warren, Scott; Dondlinger, Mary Jo; Stein, Richard; Barab, Sasha

2009-01-01

This article examines the qualitative findings from a mixed-methods comparison study of the use of an online multi-user virtual environment called Anytown which supplemented face-to-face writing instruction in a fourth grade classroom to determine implications for the design of such environments and the reported impact of this design on students…

MetaboID: a graphical user interface package for assignment of 1H NMR spectra of bodyfluids and tissues.

Science.gov (United States)

MacKinnon, Neil; Somashekar, Bagganahalli S; Tripathi, Pratima; Ge, Wencheng; Rajendiran, Thekkelnaycke M; Chinnaiyan, Arul M; Ramamoorthy, Ayyalusamy

2013-01-01

Nuclear magnetic resonance based measurements of small molecule mixtures continues to be confronted with the challenge of spectral assignment. While multi-dimensional experiments are capable of addressing this challenge, the imposed time constraint becomes prohibitive, particularly with the large sample sets commonly encountered in metabolomic studies. Thus, one-dimensional spectral assignment is routinely performed, guided by two-dimensional experiments on a selected sample subset; however, a publicly available graphical interface for aiding in this process is currently unavailable. We have collected spectral information for 360 unique compounds from publicly available databases including chemical shift lists and authentic full resolution spectra, supplemented with spectral information for 25 compounds collected in-house at a proton NMR frequency of 900 MHz. This library serves as the basis for MetaboID, a Matlab-based user interface designed to aid in the one-dimensional spectral assignment process. The tools of MetaboID were built to guide resonance assignment in order of increasing confidence, starting from cursory compound searches based on chemical shift positions to analysis of authentic spike experiments. Together, these tools streamline the often repetitive task of spectral assignment. The overarching goal of the integrated toolbox of MetaboID is to centralize the one dimensional spectral assignment process, from providing access to large chemical shift libraries to providing a straightforward, intuitive means of spectral comparison. Such a toolbox is expected to be attractive to both experienced and new metabolomic researchers as well as general complex mixture analysts. Copyright © 2012 Elsevier Inc. All rights reserved.

The Effectiveness of Verbal Self-Instruction Training on Math Problem-Solving of Intellectually Disabled Students

Directory of Open Access Journals (Sweden)

Masoume Pourmohamadreza-Tajrishi

2015-12-01

Full Text Available Objectives: The study was aimed to determine the effectiveness of verbal self-instruction training on math problem-solving of intellectually disabled boy students in Tehran Provinces. Methods: The study was a semi-experimental with pre-test and post-test design with control group. Thirty intellectually disabled boy students were selected randomly through cluster sampling method from 9th grade students. They were assigned to experimental and control group equally. Experimental group participated in 8 sessions and were trained by verbal self-instruction program but control group did not. All students answered to a teacher-made math problem-solving test before and after the training sessions. Data were analyzed by analysis of covariance. Results: Findings showed that there was a significant difference between two groups according to math problem-solving performance (P<0.002. Discussion: It can conclude that verbal self-instruction training probably leads to promote math problem-solving performance of intellectually disabled boy students.

Effects of Plant Herb Combination Supplementation on Rumen Fermentation and Nutrient Digestibility in Beef Cattle

Directory of Open Access Journals (Sweden)

M. Wanapat

2013-08-01

Full Text Available Four rumen-fistulated crossbred beef cattle (Brahman native were randomly assigned according to a 4×4 Latin square design experiment to be fed plant herb supplements in their concentrate mixture. The treatments were: without herb supplementation (Control, lemongrass meal supplementation at 100 g/d (L, lemongrass meal supplementation at 100 g/d plus peppermint powder at 10 g/d (LP, and lemongrass meal supplementation at 100 g/d plus peppermint powder at 10 g/d with garlic powder 40 g/d (LPG, respectively. Based on the present study, the DMI and apparent digestibility of DM, OM, aNDF and ADF were not affected by dietary herb supplementation while CP digestibility tended to be decreased by herb supplement. Moreover, NH3-N and BUN were decreased in all herb supplemented treatments and there was a tendency to an increase in ruminal pH in all herb supplemented groups. While there was no change in TVFA and C4 among lemongrass treatments, C2 was decreased in all herb supplemented treatments while C3 was increased. Methane production by calculation was the lowest in the LP and LPG groups. Population sizes of bacteria and protozoa were decreased in all herb supplemented groups, but not fungal zoospores. In all supplemented groups, total viable and proteolytic bacteria were decreased, while amylolytic and cellulolytic bacteria were similar. More importantly, in all herb supplemented groups, there were higher N balances, while there was no difference among treatments on purine derivative (PD excretion or microbial N. Based on the results above, it could be concluded that there was no negative effect on ruminal fermentation characteristics and nutrient utilization by plant herb supplement, but protozoal population and CH4 production were reduced. Thus, lemongrass alone or in combination with peppermint and garlic powder could be used as feed additives to improve rumen fermentation efficiency.

Assessing the Promise of a Supplemental Reading Intervention for At-Risk First Grade Students in a Public School Setting

Science.gov (United States)

Mokhtari, Kouider; Neel, Joanna L.; Kaiser, Forrest; Le, Hong-Hai

2015-01-01

In this exploratory quasi-experimental case study, we assessed the promise of a yearlong supplemental reading intervention with a small pilot group of at-risk first grade readers in an elementary school setting. Using standardized measures of reading proficiency, we found that after 47 hours of one-on-one tutoring instruction, students read…

The Effects of CBI Lesson Sequence Type and Field Dependence on Learning from Computer-Based Cooperative Instruction in Web

Science.gov (United States)

Ipek, Ismail

2010-01-01

The purpose of this study was to investigate the effects of CBI lesson sequence type and cognitive style of field dependence on learning from Computer-Based Cooperative Instruction (CBCI) in WEB on the dependent measures, achievement, reading comprehension and reading rate. Eighty-seven college undergraduate students were randomly assigned to…

Ubiquinol-10 supplementation improves autonomic nervous function and cognitive function in chronic fatigue syndrome.

Science.gov (United States)

Fukuda, Sanae; Nojima, Junzo; Kajimoto, Osami; Yamaguti, Kouzi; Nakatomi, Yasuhito; Kuratsune, Hirohiko; Watanabe, Yasuyoshi

2016-07-08

The aim of this study was to evaluate the benefit of oral ubiquinol-10 supplementation in CFS patients using an open-label study and a randomized, double-blinded, placebo-controlled (RCT) study. Twenty patients with CFS were randomly enrolled in an 8-week open-label oral ubiquinol-10 (150 mg ubiquinol-10/day) study. The patients and the attending physicians were not blinded to the supplementation. Forty-three patients with CFS were randomly assigned to receive either ubiquinol-10 (150 mg/day) or placebo every day for 12 weeks. The patients and the attending physicians were blinded to the supplementation, and a total of 31 patients (N = 17 in the ubiquinol group and 14 in the placebo group) completed the study. The beneficial effects of ubiquinol-10 were observed in the open-label study we conducted prior to the RCT. The RCT results suggest that supplementation with ubiquinol-10 for 12 weeks is effective for improving several CFS symptoms. © 2016 BioFactors, 42(4):431-440, 2016. © 2016 International Union of Biochemistry and Molecular Biology.

Hanford facility dangerous waste permit application, 616 Nonradioactive Dangerous Waste Storage Facility. Revision 2, Chapter 3.0, Waste characteristics supplemental information; Volume 1

International Nuclear Information System (INIS)

1993-01-01

This report contains supplemental information concerning waste characteristics for numerous nonradioactive waste materials. Uniform hazardous waste manifests are included for routine as well as nonroutine waste streams. The manifests contain the following information: waste disposal analysis; general instructions; waste destination; and transportation representatives

Hanford facility dangerous waste permit application, 616 Nonradioactive Dangerous Waste Storage Facility. Revision 2, Chapter 3.0, Waste characteristics supplemental information; Volume 2

International Nuclear Information System (INIS)

1993-01-01

This report contains supplemental information concerning waste characteristics for numerous nonradioactive waste materials. Uniform hazardous waste manifests are included for routine as well as nonroutine waste streams. The manifests contain the following information: waste disposal analysis; general instructions; waste destination; and transportation representatives

Hanford facility dangerous waste permit application, 616 Nonradioactive Dangerous Waste Storage Facility. Revision 2, Chapter 3.0, Waste characteristics supplemental information; Volume 3

International Nuclear Information System (INIS)

1993-01-01

This report contains supplemental information concerning waste characteristics for numerous nonradioactive waste materials. Uniform hazardous waste manifests are included for routine as well as nonroutine waste streams. The manifests contain the following information: waste disposal analysis; general instructions; waste destination; and transportation representatives

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.

Phytosterol supplementation does not affect plasma antioxidant capacity in patients with metabolic syndrome.

Science.gov (United States)

Sialvera, Theodora-Eirini; Koutelidakis, Antonios E; Richter, Dimitris J; Yfanti, Georgia; Kapsokefalou, Maria; Micha, Renata; Goumas, Giorgos; Diamantopoulos, Emmanouil; Zampelas, Antonis

2013-02-01

Several studies have observed decreased levels of lipophilic antioxidants after supplementation with phytosterols and stanols. The aim of this study was to examine the effect of phytosterol supplementation on plasma total antioxidant capacity in patients with metabolic syndrome. In a parallel arm, randomized placebo-controlled design, 108 patients with metabolic syndrome were assigned to consume yogurt beverage which provided 4 g of phytosterols per day or yogurt beverage without phytosterols. The duration of the study was 2 months and the patients in both groups followed their habitual westernized type diet. Blood samples were drawn at baseline and after 2 months, and the total antioxidant capacity of plasma was measured using the ferric reducing antioxidant power of plasma and oxygen radical absorbance capacity assays. After 2 months of intervention, plasma total antioxidant capacity did not differ between and within the intervention and the control groups. Phytosterol supplementation does not affect plasma antioxidant status.

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:…

Preparing medical students for future learning using basic science instruction.

Science.gov (United States)

Mylopoulos, Maria; Woods, Nicole

2014-07-01

The construct of 'preparation for future learning' (PFL) is understood as the ability to learn new information from available resources, relate new learning to past experiences and demonstrate innovation and flexibility in problem solving. Preparation for future learning has been proposed as a key competence of adaptive expertise. There is a need for educators to ensure that opportunities are provided for students to develop PFL ability and that assessments accurately measure the development of this form of competence. The objective of this research was to compare the relative impacts of basic science instruction and clinically focused instruction on performance on a PFL assessment (PFLA). This study employed a 'double transfer' design. Fifty-one pre-clerkship students were randomly assigned to either basic science instruction or clinically focused instruction to learn four categories of disease. After completing an initial assessment on the learned material, all participants received clinically focused instruction for four novel diseases and completed a PFLA. The data from the initial assessment and the PFLA were submitted to independent-sample t-tests. Mean ± standard deviation [SD] scores on the diagnostic cases in the initial assessment were similar for participants in the basic science (0.65 ± 0.11) and clinical learning (0.62 ± 0.11) conditions. The difference was not significant (t[42] = 0.90, p = 0.37, d = 0.27). Analysis of the diagnostic cases on the PFLA revealed significantly higher mean ± SD scores for participants in the basic science learning condition (0.72 ± 0.14) compared with those in the clinical learning condition (0.63 ± 0.15) (t[42] = 2.02, p = 0.05, d = 0.62). Our results show that the inclusion of basic science instruction enhanced the learning of novel related content. We discuss this finding within the broader context of research on basic science instruction, development of adaptive expertise and assessment

The effects of soy milk and isoflavone supplements on cognitive performance in healthy, postmenopausal women.

Science.gov (United States)

Fournier, L R; Ryan Borchers, T A; Robison, L M; Wiediger, M; Park, J S; Chew, B P; McGuire, M K; Sclar, D A; Skaer, T L; Beerman, K A

2007-01-01

The decline in estrogen concentrations in women after menopause can contribute to health related changes including impairments in cognition, especially memory. Because of the health concerns related to hormone replacement therapy (HRT), alternative approaches to treat menopausal symptoms, such as nutritional supplements and/or diet containing isoflavones, are of interest. This study investigated whether soy isoflavones (soy milk and supplement) could improve cognitive functioning in healthy, postmenopausal women. PARTICIPANTS, INTERVENTION AND DESIGN: A total of 79 postmenopausal women, 48-65 years of age, completed a double-blind, placebo-controlled trial in which they were randomly assigned to one of three experimental groups: cow's milk and a placebo supplement (control); soy milk and placebo supplement (soy milk, 72 mg isoflavones/day); or cow's milk and isoflavone supplement (isoflavone supplement, 70 mg isoflavones/day). Cognitive functioning was assessed using various cognitive tasks before the intervention (baseline) and after the intervention (test). In contrast to predictions, soy isoflavones did not improve selective attention (Stroop task), visual long-term memory (pattern recognition), short-term visuospatial memory (Benton Visual Retention Test), or visuo-spatial working memory (color match task). Also, the soy milk group showed a decline in verbal working memory (Digit Ordering Task) compared to the soy supplement and control groups. Soy isoflavones consumed as a food or supplement over a 16-week period did not improve or appreciably affect cognitive functioning in healthy, postmenopausal women.

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

Science.gov (United States)

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

2009-09-01

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

Sports Supplements

Science.gov (United States)

... Staying Safe Videos for Educators Search English Español Sports Supplements KidsHealth / For Teens / Sports Supplements What's in ... really work? And are they safe? What Are Sports Supplements? Sports supplements (also called ergogenic aids ) are ...

Enhancing divergent thinking in visual arts education: Effects of explicit instruction of meta-cognition.

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van de Kamp, Marie-Thérèse; Admiraal, Wilfried; van Drie, Jannet; Rijlaarsdam, Gert

2015-03-01

The main purposes of visual arts education concern the enhancement of students' creative processes and the originality of their art products. Divergent thinking is crucial for finding original ideas in the initial phase of a creative process that aims to result in an original product. This study aims to examine the effects of explicit instruction of meta-cognition on students' divergent thinking. A quasi-experimental design was implemented with 147 secondary school students in visual arts education. In the experimental condition, students attended a series of regular lessons with assignments on art reception and production, and they attended one intervention lesson with explicit instruction of meta-cognition. In the control condition, students attended a series of regular lessons only. Pre-test and post-test instances tests measured fluency, flexibility, and originality as indicators of divergent thinking. Explicit instruction of meta-cognitive knowledge had a positive effect on fluency and flexibility, but not on originality. This study implies that in the domain of visual arts, instructional support in building up meta-cognitive knowledge about divergent thinking may improve students' creative processes. This study also discusses possible reasons for the demonstrated lack of effect for originality. © 2014 The British Psychological Society.

Some Effects of Explicit Grammar Instruction and Syntactic Priming on Students’ Written Language Production

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Rahman Muhammad Asfah

2018-01-01

Full Text Available Structural or syntactic priming is a phenomenon in which prior exposure to specific language structures either facilitates or interferes with a learner’s subsequent language production [1]. Exposure to English structures through explicit instruction is reported to have inconclusive results. [2] reported that explicit and implicit grammar instruction ends up with automatization. This study reexamines the effect of syntactic priming and explicit grammar instruction on students’ writing. Specific grammatical features frequently appeared on TOEFL (Written Expression Section test were intensively practiced and then the students took a test whose items were specifically collected from TOEFL practice tests. Finally, the students were assigned to write a short essay. Sentences with similar structures which the students had been exposed to were extracted from the students’ essays. Out of 40 test items, only 59.86% in average could be answered correctly, and all of the grammatical features to which the students were previously exposed were contained in their essays. However, in average only eight out of 18 sentences were grammatically constructed. It can be concluded that although priming method with explicit instruction leads the students to use similar syntactic features in their writing, it seems to have little impact on students’ grammatical knowledge for immediate use in written language production.

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

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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…

Does whey protein supplementation affect blood pressure in hypoalbuminemic peritoneal dialysis patients?

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Hassan K

2017-08-01

Full Text Available Kamal Hassan,1,2 Fadi Hassan3 1Faculty of Medicine in the Galilee, Bar-Ilan University, Safed, 2Department of Nephrology and Hypertension, Peritoneal Dialysis Unit, 3Department of Internal Medicine E, Galilee Medical Center, Nahariya, Israel Objective: Hypertension and hypoalbuminemia are common risk factors for cardiovascular complications in peritoneal dialysis (PD patients. Data are limited regarding the effects of whey protein consumption on blood pressure in this population. The aim of the present study was to examine if whey protein supplementation for 12 weeks to hypoalbuminemic PD patients affects their blood pressure.Patients and methods: This prospective randomized study included 36 stable PD patients with serum albumin levels <3.8 g/dL. During 12 weeks, 18 patients were instructed to consume 1.2 g/kg/day of protein and an additional whey protein supplement at a dose of 25% of the instructed daily protein (whey protein group. Eighteen patients were instructed to consume protein in the amount of 1.2 g/kg/day and an additional 25%, without whey protein supplementation (control group. Results: Compared to the control group, in the whey protein group, serum albumin levels, oncotic pressure, and dialysate ultrafiltration significantly increased (3.55±0.14 to 4.08±0.15 g/dL, P<0.001; 21.81±2.03 to 24.06±1.54 mmHg, P<0.001; 927.8±120.3 to 1,125.0±125.1 mL/day, P<0.001; respectively and were significantly higher after 12 weeks (4.08±0.15 vs 3.41±0.49 g/dL, P<0.001; 24.06±1.54 vs 22.71±1.77 mmHg, P=0.010; 1,125.0±125.1 vs 930.6±352.8 mL/day, P=0.017; respectively in the whey protein group compared to the control group. Fluid overload, the extracellular to intracellular ratio and mean arterial pressure (MAP significantly decreased (2.46±1.08 to 1.52±0.33, P<0.001; 1.080±0.142 to 0.954±0.124, P<0.001; 102.6±3.80 to 99.83±3.85, P=0.018; respectively and were significantly lower in the whey protein group after 12 weeks (1.52±0

Effects of Reflective Inquiry Instructional Technique on Students' Academic Achievement and Ability Level in Electronic Work Trade in Technical Colleges

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Ogbuanya, T. C.; Owodunni, A. S.

2015-01-01

This study was designed to determine the effect of reflective inquiry instructional technique on achievement of students in Technical Colleges. The study adopted a pre-test, post-test, non-equivalent control group, quasi-experimental research design which involved groups of students in their intact class assigned to experimental group and control…

Effect of corn dry distiller grains plus solubles supplementation level on performance and digestion characteristics of steers grazing native range during forage growing season.

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Martínez-Pérez, M F; Calderón-Mendoza, D; Islas, A; Encinias, A M; Loya-Olguín, F; Soto-Navarro, S A

2013-03-01

Two experiments were conducted to evaluate effects of corn dry distiller grains plus condensed solubles (DDGS) supplementation level on performance digestion characteristics of steers grazing native range during the forage growing season. In the performance study, 72 (206 ± 23.6 kg; 2008) and 60 (230 ± 11.3 kg; 2009) English crossbred steer calves were used in a randomized complete block design replicated over 2 yr. The grazing periods lasted 56 and 58 d and started on August 11 and 18 for 2008 and 2009, respectively. Each year, steers were blocked by BW (light, medium, and heavy), stratified by BW within blocks, and randomly assigned to 1 of 4 grazing groups. Each grazing group (6 steers in 2008 and 5 in 2009) was assigned to a DDGS supplementation levels (0, 0.2, 0.4, and 0.6% BW). Grazing group served as the experimental unit with 12 groups per year receiving 1 of 4 treatments for 2 yr (n = 6). In the metabolism study, 16 English crossbred steers (360 ± 28.9 kg) fitted with ruminal cannulas grazing native range during the summer growing season were used in a completely randomized design to evaluate treatment effects on forage intake and digestion. The experiment was conducted during the first and second weeks of October 2008. Steers were randomly assigned to supplement level (0, 0.2, 0.4, and 0.6% BW; n = 4) and grazed a single native range pasture with supplements offered individually once daily at 0700 h. In the performance study, ADG (0.64, 0.75, 0.80, and 0.86 ± 0.03 kg/d for 0, 0.2, 0.4, and 0.6% BW, respectively) increased linearly (P = 0.01) with increasing DDGS supplementation level. In the metabolism study, forage OM, NDF, CP, and ether extract (EE) intake decreased (P ≤ 0.05) linearly with increasing DDGS supplementation level. Total CP and EE intake increased (P ≤ 0.002) with increasing DDGS supplementation level. Digestibility of OM, NDF, and EE increased (linear; P ≤ 0.008) whereas the soluble CP fraction of forage masticate sample

Assessing the Effectiveness of a 3-D Instructional Game on Improving Mathematics Achievement and Motivation of Middle School Students

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Bai, Haiyan; Pan, Wei; Hirumi, Astusi; Kebritchi, Mansureh

2012-01-01

This research study assessed the effectiveness of a three-dimensional mathematics game, DimensionM, through a pretest-posttest control group quasi-experimental design. Participants consisted of 437 eighth graders. The classrooms were randomly assigned either to the treatment group that utilized DimensionM as a supplement to regular classroom…

Effect of dietary nucleotide supplementation on performance and development of the gastrointestinal tract of broilers.

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Jung, B; Batal, A B

2012-01-01

1. Two experiments were conducted to determine the effects of dietary nucleotide supplementation on broiler performance, and physical and morphological development of the gastrointestinal tract. 2. Experiment 1: A total of 180 one-d-old male chicks were placed in battery brooders in 3 × 6 replicate pens containing 10 chicks each. Chicks were randomly assigned to one of the three dietary treatments; a maize-soyabean meal based diet supplemented with 0, 0·25, and 0·50% Torula yeast RNA (as a source of nucleotides) from 0 to 16 d of age. 3. Experiment 2: A total of 1344 one-d-old male chicks were placed in floor pens and reared on recycled wood shavings (two flocks) under a high stocking density (0·068 m(2)/bird). Chicks were randomly assigned to one of the 4 dietary treatments (0, 0·25% Torula yeast RNA, 2% and 6% Nupro®) for the starter period (0 to 14 d of age) with 6 replicate pens containing 56 chicks each. All the birds were fed on the same common grower diet with no supplementation of nucleotides from 15 to 32 d of age. 4. Experiment 1: Supplementing the diets with up to 0·50% Torula yeast RNA did not affect broiler performance, or relative intestinal tract weight and length of broilers at any periods measured. 5. Experiment 2: From 0 to 14 d of age, broilers fed on the diets supplemented with 0·25% Torula yeast RNA and 2 and 6% Nupro® were significantly heavier and had improved feed conversion (feed:gain) ratios as compared with the birds fed on the control diet. Supplementing the starter diet only with 2% Nupro® supplementation significantly improved body weight (BW) gain as compared with the control diet over the entire experiment (0 to 32 d of age). Broilers fed on the diets supplemented with 2 and 6% Nupro® from 0 to 14 d of age had better feed conversion (feed:gain) ratios over the entire experiment (0 to 32 d of age) as compared with the birds fed on the control diet, even though the birds were only fed on the diets

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

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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…

PROGRAMMED INSTRUCTION IN WEST AFRICA AND THE ARAB STATES, A REPORT ON TWO TRAINING WORKSHOPS. EDUCATIONAL STUDIES AND DOCUMENTS, NO. 52.

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KOMOSKI, P. KENNETH; GREEN, EDWARD J.

DURING THE SUMMER OF 1963 NINETEEN PERSONS IN RAMALLAH, JORDAN AND THIRTY-SEVEN PERSONS IN IBADAN, NIGERIA TOOK A SIX WEEK TRAINING WORKSHOP COURSE IN PROGRAMED INSTRUCTION. THE COURSE CONSISTED OF LECTURES, GROUP DISCUSSIONS, READING ASSIGNMENTS, INDIVIDUAL CONFERENCES, PROGRAM WRITING, EDITING, AND STUDENT TRIALS. THE TRAINEES MADE COMMENDABLE…

Enhancement of vitamin A combined vitamin D supplementation on immune response to Bacille Calmette-Guérin vaccine revaccinated in Chinese infants

Institute of Scientific and Technical Information of China (English)

Ying Zheng; Xue-Gang Li; Qiu-Zhen Wang; Ai-Guo Ma; Ib Christian Bygbjerg; Yong-Ye Sun; Yong Li; Ming-Ci Zheng; Xi Wang

2014-01-01

Objective:To investigate whether there is an association between diameter of bacilleCalmette-Guérin(BCG) scars and effect of purified protein derivative(PPD) reaction and to determine whether vitaminA(VA) combined vitaminD(VD) supplementation influences the immune response toBCG revaccinated inChinese infants.Methods:A cross-section and3-month community-randomised trial was conducted.A total of5629 infants at3,6 and12 months of age inJunanCounty ofChina were examined forBCG scar formation.Then,597 revaccinated infants were randomly assigned to supplementation(n=307) and control(n=290) groups.The supplementation group were daily assigned to1500IUVA and500IUVD for3 months.Then all infants were subjected to skin test withPPD.Results:The diameter ofBCG scars was positively correlated with diameter of skin indurations ofPPD(r=0.17,P<0.05) in the5629 infants.The rate of positive response toPPD was higher in the supplementation group than in the control group (96.1% versus89.7%,P<0.05, prevalence ratio1.07,95%CI1.02-1.12).The prevalence ratio ofPPD response for the supplementation group compared with that for the control group was1.07(95%CI1.01-1.13) for the males and1.08(95%CI1.00-1.17) for the females.For the supplementation group, the males got larger tuberculin induration than the females [(0.73±0.21) cm versus(0.67±0.20) cm, P<0.05) after intervention.Conclusions:The diameter ofBCG scars was effectively correlated withPPD response, which indicatesBCG scar formation may be an useful tool to evaluate the effect of tuberculosis prevention.VA combinedVD supplementation may play an immuno-regulatory role inBCG revaccination.This may contribute to the prevention of childhood tuberculosis.

Influence of supplemental vitamin C on postmortem protein degradation and fatty acid profiles of the longissimus thoracis of steers fed varying concentrations of dietary sulfur.

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Pogge, Danielle J; Lonergan, Steven M; Hansen, Stephanie L

2014-02-01

The objective was to examine the effects of supplemental vitamin C (VC) on postmortem protein degradation and fatty acid profiles of cattle receiving varying concentrations of dietary sulfur (S). A longissimus muscle was collected from 120 Angus-cross steers assigned to a 3 × 2 factorial, evaluating three concentrations of dietary S (0.22, 0.34, and 0.55%) and two concentrations of supplemental VC (0 or 10 g h(-1)d(-1)). Increasing dietary S and VC supplementation (Pdegradation (P = 0.07) and protein carbonylation (Pdegradation. © 2013.

The effect of dietary phytase supplementation on the N-balance of growing pigs

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Veronika Halas

2010-01-01

Full Text Available Some studies suggest that dietary phytase enhance the growth rate of pigs fed P-adequate diets. This may be due to an increased N digestibility and/or improved protein gain. The aim was to study the effect of dietary phytase supplementation on the N-balance of growing pigs upon protein limiting condition. A total of 24 hybrid individually kept barrows (25kg BW were assigned into 4 treatments. Diet in AP0 (AP: adequate protein contained 190g/kg crude protein and no phytase supplementation, diets in RP0, RP500 and RP1000 (RP: reduced protein contained 160g/kg crude protein and 0, 500 and 1000 FTU/kg phytase supplementation, respectively. The balance trial consisted of 7 days adaptation and 5 days collection, during which the feces and urine were collected quantitatively. Additional phytase to low protein diets increased the N-retention of the pigs (P0.05. Dietary treatments did not affect the digestibility of protein, however, 500 FTU/kg phytase supplementation increased the efficiency of N-retention. Our results show that the protein content of the feed for pigs of 20-30kg can be reduced from 190 to 160 g/kg if the diet is supplemented with 500 FTU/kg phytase without weakening the N-balance of pigs.

Influence of Pre-question and genre-based instructional strategies on reading

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Titi J. Fola-Adebayo

2014-12-01

Full Text Available This study investigated the influence of Pre-question and genre-based instructional strategies on science undergraduates’ achievement in, and attitude to, reading. Using purposive sampling,two specialised universities in Nigeria were selected and stratified sampling was employed in assigning students to research groups based on gender and performance in a verbal ability test. Two hundred and eighty-five students participated in the study. Pre-post randomised block experimental design was used with three experimental groups and one control group. The experimental procedure involving Pre-question, genre-based instruction and a combination of Pre-question and genre-based instructional strategies were used for the experimental groups for four weeks whilst the control group received normal teacher input. Data were collected through a Reading Comprehension Achievement Test and Students’ Attitude Questionnaire. Qualitative data, obtained from videotapes of classroom interactions, were subjected to conversation and interaction analyses and quantitative data were analysed with Analysis of Covariance (ANCOVA. The results indicate that although there was no significant main effect of instructional strategy on students’ achievement in reading comprehension, there was significant main effect of instructional strategy on students’ attitude to reading (F(3,231 = 30.9;p <.05. Findings from the qualitative enquiry revealed that female students were more voluble and assertive in their responses probably because of the need to resist male domination whilst male students used discourse strategies to affirm their authority. The study indicated that the combination of pre-question and genre-based approach was the most effective in enhancing the students’ attitude to reading. Reading is one of the most useful of the Language Arts skills which learners need for academic reasons and for lifelong learning. The globalised world demands that the second language

Serial changes in selected serum constituents in low birth weight infants on peripheral parenteral nutrition with different zinc and copper supplements.

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Lockitch, G; Pendray, M R; Godolphin, W J; Quigley, G

1985-07-01

One hundred and five infants of birth weight 2000 g or less who received peripherally administered parenteral nutrition for periods of three or more weeks, were randomly assigned to groups receiving different amounts of zinc and copper supplement. The blood concentrations of zinc, copper, retinol-binding protein, prealbumin, alkaline phosphatase and aspartate transaminase were followed weekly. Mean serum zinc, retinol-binding protein and prealbumin declined significantly over time while alkaline phosphatase rose. Only the group receiving the highest zinc supplement maintained a mean serum zinc concentration within the normal range at seven weeks. No difference in the protein or enzyme concentrations was found between the different zinc supplement groups. No difference was seen in serum copper or ceruloplasmin between copper dose groups although one intravenous supplement was double that of the other.

Evaluation of dairy sheep lambs supplemented with crude glycerin conveyed in water during pregnancy and lactation

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Hemilly Cristina Menezes Sá

2017-08-01

Full Text Available The aim of this study was to evaluate the influence of crude glycerin (CG suplementation in sheep diets during pregnancy and transition period. Twenty-four Lacaune x East Friesian genotypes sheep were randomly assigned to four treatments. Diet was composed of roughage: tifton hay, and standard concentrate for the categories, being these similar among the treatments, whereas the CG differed for the supplements in (zero, 1,5, 3,0 and 4,5% of dry matter being It added to the animals’ drinking water. The sheep received supplementation during all pregnancy and lactation. Dry matter intake during gestation was reduced with the higher supplementation of CG in the animals’ drinking water, presenting a linear decreasing response and remaining until delivery. Throughout lactation, the variable presented a linear behavior with the supplementation of CG on the eighteenth day of this phase, after a quadratic behavior was observed until the end of the evaluated period. The beta-hydroxybutyrate and non-esterified fatty acids levels were not influenced by CG supplementation throughout the gestation period. CG suplementation conveyed in water did not affect negatively milk production and composition.

The influence of analogical reasoning instruction on the pedagogical reasoning ability of preservice elementary teachers

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James, Mark Charles

Novice teachers with little prior knowledge of science concepts often resort to teaching science as a litany of jargon and definitions. The primary objective of this study was to establish the efficacy of analogy-based pedagogy on influencing the teaching performance of preservice elementary teachers, a group that has been identified for their particular difficulties in teaching science content. While numerous studies have focused on the efficacy of analogy-based instruction on the conceptual knowledge of learners, this was the first study to focus on the influence of analogy-based pedagogy instruction on the teaching performance of novice teachers. The study utilized a treatment/contrast group design where treatment and contrast groups were obtained from intact sections of a university course on methods of teaching science for preservice elementary education students. Preservice teachers in the treatment group were provided instruction in pedagogy that guided them in the generation of analogies to aid in the explanation phase of their learning cycle lessons. The process of generating and evaluating analogies for use in teaching was instrumental in focusing the preservice teachers' lesson planning efforts on critical attributes in target concepts, and away from misplaced concentrations on jargon and definitions. Teaching performance was primarily analyzed using coded indicants of Shulman's (1986) six stages of pedagogical reasoning ability. The primary data source was preservice teachers' work submitted for a major course assignment where the preservice teachers interviewed an elementary school student to gauge prior knowledge of Newtonian force concepts. The culmination of the semester-long assignment was the design of an individualized lesson that was presented by the preservice teachers to individual elementary school students. The results of this study strongly suggest that instruction in methods to include analogy-based pedagogy within a learning cycle lesson

Improvement of Nutritive Value and Ruminal Fermentation of Silage by Molasses and Urea Supplementation

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K. Phesatcha

2016-08-01

Full Text Available Leucaena silage was supplemented with different levels of molasses and urea to study its nutritive value and in vitro rumen fermentation efficiency. The ensiling study was randomly assigned according to a 3×3 factorial arrangement in which the first factor was molasses (M supplement at 0%, 1%, and 2% of crop dry matter (DM and the second was urea (U supplement as 0%, 0.5%, and 1% of the crop DM, respectively. After 28 days of ensiling, the silage samples were collected and analyzed for chemical composition. All the nine Leucaena silages were kept for study of rumen fermentation efficiency using in vitro gas production techniques. The present result shows that supplementation of U or M did not affect DM, organic matter, neutral detergent fiber, and acid detergent fiber content in the silage. However, increasing level of U supplementation increased crude protein content while M level did not show any effect. Moreover, the combination of U and M supplement decreased the content of mimosine concentration especially with M2U1 (molasses 2% and urea 1% silage. The result of the in vitro study shows that gas production kinetics, cumulation gas at 96 h and in vitro true digestibility increased with the increasing level of U and M supplementation especially in the combination treatments. Supplementation of M and U resulted in increasing propionic acid and total volatile fatty acid whereas, acetic acid, butyric acid concentrations and methane production were not changed. In addition, increasing U level supplementation increased NH3-N concentration. Result from real-time polymerase chain reaction revealed a significant effect on total bacteria, whereas F. succinogenes and R. flavefaciens population while R. albus was not affected by the M and U supplementation. Based on this study, it could be concluded that M and urea U supplementation could improve the nutritive value of Leucaena silage and enhance in vitro rumen fermentation efficiency. This study also

Effect of 5E Instructional Model in Student Success in Primary School 6th Year Circulatory System Topic

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Cardak, Osman; Dikmenli, Musa; Saritas, Ozge

2008-01-01

The aim of this study is to research the effect of the 5E instructional model on primary (sixth grade) student success during the circulatory system unit. This study was conducted with 38 students in two different classes by the same researcher in 2006-2007. One of the classes was assigned as the control group and the other as the experimental…

A 14-mo zinc-supplementation trial in apparently healthy Chilean preschool children.

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Ruz, M; Castillo-Duran, C; Lara, X; Codoceo, J; Rebolledo, A; Atalah, E

1997-12-01

Apparently healthy preschool children (46 boys, 52 girls) aged 27-50 mo from low socioeconomic conditions who attended daycare centers in Santiago participated in a 14-mo long double-blind zinc supplementation trial. Unlike most previous studies, no additional inclusion criteria such as short stature or slow growth rate were considered. Subjects were pair matched according to sex and age and randomly assigned to two experimental groups: the supplemented group, which received 10 mg Zn/d, and the placebo group. Selected anthropometric, clinical, dietary, biochemical, and functional indexes were determined at the beginning of the study and after 6 and 14 mo of intervention. Actual dietary zinc intake was 66% of the recommended dietary allowance. Height gain after 14 mo was on average 0.5 cm higher in the supplemented group (P = 0.10). The response, however, was different between sexes. Boys from the supplemented group gained 0.9 cm more than those in the placebo group (P = 0.045). No effect was seen in girls. Although no significant differences were observed in the rest of the variables studied, trends (0.05 < P < 0.10) in the supplemented group compared with the placebo group for increased midarm muscle area in boys, improved response to tuberculin, and reduced rates of parasite reinfestation were noted. We conclude that in preschool children of low socioeconomic status, zinc is a limiting factor in the expression of growth potential.

A note on ranking assignments using reoptimization

DEFF Research Database (Denmark)

Pedersen, Christian Roed; Nielsen, L.R.; Andersen, K.A.

2005-01-01

We consider the problem of ranking assignments according to cost in the classical linear assignment problem. An algorithm partitioning the set of possible assignments, as suggested by Murty, is presented where, for each partition, the optimal assignment is calculated using a new reoptimization...

Competitive Traffic Assignment in Road Networks

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Krylatov Alexander Y.

2016-09-01

Full Text Available Recently in-vehicle route guidance and information systems are rapidly developing. Such systems are expected to reduce congestion in an urban traffic area. This social benefit is believed to be reached by imposing the route choices on the network users that lead to the system optimum traffic assignment. However, guidance service could be offered by different competitive business companies. Then route choices of different mutually independent groups of users may reject traffic assignment from the system optimum state. In this paper, a game theoretic approach is shown to be very efficient to formalize competitive traffic assignment problem with various groups of users in the form of non-cooperative network game with the Nash equilibrium search. The relationships between the Wardrop’s system optimum associated with the traffic assignment problem and the Nash equilibrium associated with the competitive traffic assignment problem are investigated. Moreover, some related aspects of the Nash equilibrium and the Wardrop’s user equilibrium assignments are also discussed.

Determinants of dietary supplement use--healthy individuals use dietary supplements.

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Kofoed, Christina L F; Christensen, Jane; Dragsted, Lars O; Tjønneland, Anne; Roswall, Nina

2015-06-28

The prevalence of dietary supplement use varies largely among populations, and previous studies have indicated that it is high in the Danish population compared with other European countries. The diversity in supplement use across countries indicates that cultural and environmental factors could influence the use of dietary supplements. Only few studies investigating the use of dietary supplements have been conducted in the Danish population. The present cross-sectional study is based on 54,948 Danes, aged 50-64 years, who completed self-administrated questionnaires on diet, dietary supplements and lifestyle between 1993 and 1997. A health index including smoking, physical activity, alcohol and diet, and a metabolic risk index including waist circumference, urinary glucose and measured hypertension were constructed. Logistic regression was used to investigate these determinants in relation to the intake of dietary supplements. We found that 71 % of the participants were dietary supplement users; female sex, older age groups and higher educated participants were more likely to be users of any dietary supplements. One additional point in the health index was associated with 19, 16 and 9 % higher likelihood of being user of any, more common and less common supplements, respectively. In the metabolic risk index, one additional point was associated with 17 and 16 % lower likelihood of being user of any supplement and more common supplements, respectively. No significant association was found for less common supplement use. In conclusion, those with the healthiest lifestyle were more likely to use dietary supplements. Thus, lifestyle and dietary composition should be considered as confounders on supplement use and health outcomes.

Real life working shift assignment problem

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Sze, San-Nah; Kwek, Yeek-Ling; Tiong, Wei-King; Chiew, Kang-Leng

2017-07-01

This study concerns about the working shift assignment in an outlet of Supermarket X in Eastern Mall, Kuching. The working shift assignment needs to be solved at least once in every month. Current approval process of working shifts is too troublesome and time-consuming. Furthermore, the management staff cannot have an overview of manpower and working shift schedule. Thus, the aim of this study is to develop working shift assignment simulation and propose a working shift assignment solution. The main objective for this study is to fulfill manpower demand at minimum operation cost. Besides, the day off and meal break policy should be fulfilled accordingly. Demand based heuristic is proposed to assign working shift and the quality of the solution is evaluated by using the real data.

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

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Carolyn B. Gamtso

2012-04-01

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

Effectiveness of nutrition education, iron supplementation or both on iron status in children.

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Kapur, D; Sharma, S; Agarwal, K N

2003-12-01

A community-based, randomized trial was designed to compare the effect of nutrition education and/or iron supplementation (weekly) on iron status of children in an urban slum in Delhi. Four hundred and fifty one children, 9-36 months of age and their caretakers (mothers), assigned to one of the following groups were included in the cohort. Group 1, nutrition education. Group 2, supplementation (with 20 mg elemental iron). Group 3, nutrition education with supplementation (with 20 mg elemental iron) and Group 4, control given placebo. The intervention program was of four months duration, with a treatment phase of 8 wk followed by 8 wk of no treatment. Post intervention, at 8 wk and at 16 wk, the hemoglobin change in the nutrition education, supplementation, nutrition education with supplementation and control groups was 2.9, 1.9, 3.8 and -5.9%, respectively and 2.1, -1.9, 0 and -9.3%, respectively (as compared to initial values). There was no significant effect of any of the intervention at 8 weeks. At 16 wk, there was significant positive effect of nutrition education group (p less than 0.05). The percent change in serum ferritin value at 16 wk in the nutrition education, supplementation, nutrition education with supplementation and control groups was 5.7, -2.3, -3.4 and -40%, respectively. Serum ferritin values were significantly higher for the nutrition education group (p nutrition education group mothers showed significantly higher nutrition knowledge and the dietary iron intake of children was significantly higher than their control group counterparts (p nutrition education did have a positive effect on the iron status possibly by improving the dietary iron intake.

24 CFR 221.770 - Assignment option.

Science.gov (United States)

2010-04-01

... 24 Housing and Urban Development 2 2010-04-01 2010-04-01 false Assignment option. 221.770 Section... § 221.770 Assignment option. A mortgagee holding a conditional or firm commitment issued on or before... mortgagee's approved underwriter on or before November 30, 1983) has the option to assign, transfer and...

Learning from instructional explanations: effects of prompts based on the active-constructive-interactive framework.

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Roelle, Julian; Müller, Claudia; Roelle, Detlev; Berthold, Kirsten

2015-01-01

Although instructional explanations are commonly provided when learners are introduced to new content, they often fail because they are not integrated into effective learning activities. The recently introduced active-constructive-interactive framework posits an effectiveness hierarchy in which interactive learning activities are at the top; these are then followed by constructive and active learning activities, respectively. Against this background, we combined instructional explanations with different types of prompts that were designed to elicit these learning activities and tested the central predictions of the active-constructive-interactive framework. In Experiment 1, N = 83 students were randomly assigned to one of four combinations of instructional explanations and prompts. To test the active learning hypothesis, the learners received either (1) complete explanations and engaging prompts designed to elicit active activities or (2) explanations that were reduced by inferences and inference prompts designed to engage learners in constructing the withheld information. Furthermore, in order to explore how interactive learning activities can be elicited, we gave the learners who had difficulties in constructing the prompted inferences adapted remedial explanations with either (3) unspecific engaging prompts or (4) revision prompts. In support of the active learning hypothesis, we found that the learners who received reduced explanations and inference prompts outperformed the learners who received complete explanations and engaging prompts. Moreover, revision prompts were more effective in eliciting interactive learning activities than engaging prompts. In Experiment 2, N = 40 students were randomly assigned to either (1) a reduced explanations and inference prompts or (2) a reduced explanations and inference prompts plus adapted remedial explanations and revision prompts condition. In support of the constructive learning hypothesis, the learners who received

IMPACT OF FOOD AND FOLATE SUPPLEMENTATION DURING Salmonella TYPHI INFECTION IN Caenorhabditis elegans

Directory of Open Access Journals (Sweden)

Bhagavathi Sundaram Sivamaruthi

2012-06-01

Full Text Available Caenorhabditis elegans is an instructive and suitable model for studying pathogenesis of almost all human pathogens. Salmonella Typhi is gram-negative facultative intracellular anaerobe that causes several pathetic infections. Necessary enriched nutrient ingestion during pathological conditions may reduce the harshness of the infection. We investigated the impact of folate and food supplementation during S. Typhi infection on the model system, C. elegans. Our data indicated that folate supplementation (10 µg increases the lifespan of S. Typhi infected C. elegans up to 20%. In combination with laboratory food source E. coli OP50, folate increases the infected the worm’s lifespan to 40%. The wild type C. elegans infected by S. Typhi died with the LT50 of 60 ± 12 h. The LT50 of S. Typhi infected folt-1 mutant strain VC959 was 96 ± 6 h. However, the folate supplemented mutant worms exhibited an extended life with LT50 of 120 ± 6 h. The short time exposure and pharyngeal pumping studies confirmed that folt-1 mutant worm exhibited increased survival rate during pathogenic course at significant level when compared to wild-type. Our data revealed that folt-1 plays a significant role in host defense system against S. Typhi infection and the folate supplementation in combination with food increases the host survival during S. Typhi infection.

Job Assignments under Moral Hazard

DEFF Research Database (Denmark)

Koch, Alexander; Nafziger, Julia

Inefficient job assignments are usually explained with incomplete information about employees' abilities or contractual imperfections. We show that inefficient assignments arise even without uncertainty about the employee's ability and with complete contracts. Building on this result we provide...

EZ-ASSIGN, a program for exhaustive NMR chemical shift assignments of large proteins from complete or incomplete triple-resonance data

Energy Technology Data Exchange (ETDEWEB)

Zuiderweg, Erik R. P., E-mail: zuiderwe@umich.edu; Bagai, Ireena [The University of Michigan Medical School, Department of Biological Chemistry (United States); Rossi, Paolo [Rutgers University, Center for Integrative Proteomics Research (United States); Bertelsen, Eric B. [Arbor Communications, Inc. (United States)

2013-10-15

For several of the proteins in the BioMagResBank larger than 200 residues, 60 % or fewer of the backbone resonances were assigned. But how reliable are those assignments? In contrast to complete assignments, where it is possible to check whether every triple-resonance Generalized Spin System (GSS) is assigned once and only once, with incomplete data one should compare all possible assignments and pick the best one. But that is not feasible: For example, for 200 residues and an incomplete set of 100 GSS, there are 1.6 Multiplication-Sign 10{sup 260} possible assignments. In 'EZ-ASSIGN', the protein sequence is divided in smaller unique fragments. Combined with intelligent search approaches, an exhaustive comparison of all possible assignments is now feasible using a laptop computer. The program was tested with experimental data of a 388-residue domain of the Hsp70 chaperone protein DnaK and for a 351-residue domain of a type III secretion ATPase. EZ-ASSIGN reproduced the hand assignments. It did slightly better than the computer program PINE (Bahrami et al. in PLoS Comput Biol 5(3):e1000307, 2009) and significantly outperformed SAGA (Crippen et al. in J Biomol NMR 46:281-298, 2010), AUTOASSIGN (Zimmerman et al. in J Mol Biol 269:592-610, 1997), and IBIS (Hyberts and Wagner in J Biomol NMR 26:335-344, 2003). Next, EZ-ASSIGN was used to investigate how well NMR data of decreasing completeness can be assigned. We found that the program could confidently assign fragments in very incomplete data. Here, EZ-ASSIGN dramatically outperformed all the other assignment programs tested.

Serum zinc, copper, retinol-binding protein, prealbumin, and ceruloplasmin concentrations in infants receiving intravenous zinc and copper supplementation.

Science.gov (United States)

Lockitch, G; Godolphin, W; Pendray, M R; Riddell, D; Quigley, G

1983-02-01

One hundred twenty-seven newborn infants requiring parenteral nutrition were randomly assigned to receive differing amounts of zinc (40 to 400 micrograms/kg/day) and copper (20 or 40 micrograms/kg/day) supplementation within five birth weight groups (600 to 2,500 gm). The serum zinc concentration remained relatively constant in the group receiving the most zinc supplementation after two weeks of therapy, but declined sharply in the groups receiving less supplementation. No effect of increased copper intake was noted on ceruloplasmin values, but a difference in serum copper concentrations was noted at two weeks. No correlation was noted between serum zinc and copper values or among those for serum zinc, retinol-binding protein, and prealbumin. Reference ranges were defined for serum zinc, copper, retinol-binding protein, prealbumin, and ceruloplasmin in the preterm infant.

24 CFR 221.255 - Assignment option.

Science.gov (United States)

2010-04-01

... 24 Housing and Urban Development 2 2010-04-01 2010-04-01 false Assignment option. 221.255 Section... Assignment option. (a) A mortgagee holding a mortgage insured pursuant to a conditional or firm commitment issued on or before November 30, 1983 has the option to assign, transfer and deliver to the Commissioner...

An algorithm for ranking assignments using reoptimization

DEFF Research Database (Denmark)

Pedersen, Christian Roed; Nielsen, Lars Relund; Andersen, Kim Allan

2008-01-01

We consider the problem of ranking assignments according to cost in the classical linear assignment problem. An algorithm partitioning the set of possible assignments, as suggested by Murty, is presented where, for each partition, the optimal assignment is calculated using a new reoptimization...... technique. Computational results for the new algorithm are presented...

48 CFR 42.602 - Assignment and location.

Science.gov (United States)

2010-10-01

... 48 Federal Acquisition Regulations System 1 2010-10-01 2010-10-01 false Assignment and location... Assignment and location. (a) A CACO may be assigned only when (1) the contractor has at least two locations..., or a full-time CACO may be assigned. In determining the location of the CACO, the responsible agency...

Effect of low dose, short-term creatine supplementation on muscle power output in elite youth soccer players.

Science.gov (United States)

Yáñez-Silva, Aquiles; Buzzachera, Cosme F; Piçarro, Ivan Da C; Januario, Renata S B; Ferreira, Luis H B; McAnulty, Steven R; Utter, Alan C; Souza-Junior, Tacito P

2017-01-01

To determine the effects of a low dose, short-term Creatine monohydrate (Cr) supplementation (0.03 g.kg.d -1 during 14 d) on muscle power output in elite youth soccer players. Using a two-group matched, double blind, placebo-controlled design, nineteen male soccer players (mean age = 17.0 ± 0.5 years) were randomly assigned to either Cr ( N  = 9) or placebo ( N  = 10) group. Before and after supplementation, participants performed a 30s Wingate Anaerobic Test (WAnT) to assess peak power output (PPO), mean power output (MPO), fatigue index (FI), and total work. There were significant increases in both PPO and MPO after the Cr supplementation period ( P  ≤ 0.05) but not the placebo period. There were also significant increases in total work, but not FI, after the Cr supplementation and placebo periods ( P  ≤ 0.05). Notably, there were differences in total work between the Cr and placebo groups after ( P  ≤ 0.05) but not before the 14 d supplementation period. There is substantial evidence to indicate that a low-dose, short-term oral Cr supplementation beneficially affected muscle power output in elite youth soccer players.

EZ-ASSIGN, a program for exhaustive NMR chemical shift assignments of large proteins from complete or incomplete triple-resonance data

International Nuclear Information System (INIS)

Zuiderweg, Erik R. P.; Bagai, Ireena; Rossi, Paolo; Bertelsen, Eric B.

2013-01-01

For several of the proteins in the BioMagResBank larger than 200 residues, 60 % or fewer of the backbone resonances were assigned. But how reliable are those assignments? In contrast to complete assignments, where it is possible to check whether every triple-resonance Generalized Spin System (GSS) is assigned once and only once, with incomplete data one should compare all possible assignments and pick the best one. But that is not feasible: For example, for 200 residues and an incomplete set of 100 GSS, there are 1.6 × 10 260 possible assignments. In “EZ-ASSIGN”, the protein sequence is divided in smaller unique fragments. Combined with intelligent search approaches, an exhaustive comparison of all possible assignments is now feasible using a laptop computer. The program was tested with experimental data of a 388-residue domain of the Hsp70 chaperone protein DnaK and for a 351-residue domain of a type III secretion ATPase. EZ-ASSIGN reproduced the hand assignments. It did slightly better than the computer program PINE (Bahrami et al. in PLoS Comput Biol 5(3):e1000307, 2009) and significantly outperformed SAGA (Crippen et al. in J Biomol NMR 46:281–298, 2010), AUTOASSIGN (Zimmerman et al. in J Mol Biol 269:592–610, 1997), and IBIS (Hyberts and Wagner in J Biomol NMR 26:335–344, 2003). Next, EZ-ASSIGN was used to investigate how well NMR data of decreasing completeness can be assigned. We found that the program could confidently assign fragments in very incomplete data. Here, EZ-ASSIGN dramatically outperformed all the other assignment programs tested

A comparison of the effects of computer-enhanced with traditional instruction on the learning outcomes of high-school students in anatomy classes

Science.gov (United States)

Kim, Norma B.

The primary purpose of this study was to assess the effects of computer-enhanced instruction (CEI), using A.D.A.M.sp°ler The Inside Story (1997a) anatomy software, compared with traditional instruction (TI) on student learning outcomes in high school anatomy classes. Learning outcomes are comprised of student achievement. The secondary purpose of this study was to determine whether there were relationships between learning style theories and student learning outcomes. The study was conducted in two human anatomy classes at a suburban high school near Pittsburgh. One class was chosen randomly to receive CEI. The other class received identical instruction but with no software enhancement. The same instructor taught both classes. Before the study began, the Thurstone and Jeffrey Closure Flexibility Test was administered to measure students' visual perception levels and classify them as either visually perceptive or nonvisually perceptive. The Dunn Dunn and Price Learning Style Inventory was administered to the students to identify their learning styles. CEI students worked in groups at computers using A.D.A.M.sp°ler software. Students in the TI class worked in groups on word processors for written assignments. Students in both classes received the same lectures, assignments, and study guides. After the three-week instruction period, a posttest was administered to each student in both classes to compare their achievement in the endocrine unit. Two way ANOVA revealed that there was no significant difference between the mean posttest scores of students who received CEI and TI. However, a significant difference in mean posttest scores was found between visually perceptive students and nonvisually perceptive students (p < .01). There was no interaction between the instruction methods and students' visual perception levels. Regardless of the type of instruction received, visually perceptive students scored higher than nonvisually perceptive students on the posttest

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…

Live growth performance, carcass grading characteristics, and harvest yields of beef steers supplemented zilpaterol hydrochloride and offered ad libitum or maintenance energy intake.

Science.gov (United States)

Judy Walter, Lee-Anne; Schmitz, Angela Nicole; Nichols, Wade Taylor; Hutcheson, John Paul; Lawrence, Ty Ellis

2018-05-04

A trial was conducted to examine live growth efficiency, harvest yields, and carcass grading performance of steers fed at maintenance (M) or at ad libitum (A) level of intake during zilpaterol hydrochloride (Z) supplementation. Single-sired, beef steers (n = 56; start of trial BW 590 ± 36 kg) blocked (n = 2) by weight and terminal implant were sorted into pairs (n = 14 per block) by weight. Pairs of steers were initially assigned to 0, 28, or 56 d of feeding. Within 28 or 56 d, pairs were assigned to M or A intake. Steers within a pair assigned to 56 d of feeding were randomly assigned to either 20 d of Z supplementation (90 mg/d per steer) with a 4 d withdrawal period prior to slaughter or to no ZH supplementation (C). Steers were housed and fed in individual pens. Weights of all non-carcass and carcass components were recorded at slaughter; carcasses were graded 24-h postmortem. Data were analyzed via a mixed model; the fixed effect was treatment combination with random effects of block and pair. Live growth data used harvest day as the repeated measure and animal as the subject. Single df contrasts were constructed for day 0 vs. day 28, day 0 vs. day 56, day 28 vs. day 56, M vs. A, and C vs. Z. Treatment impacted (P ≤ 0.05) live ADG; contrasts indicated A (1.33) was greater than M (0.14 kg), and Z (1.12) was greater than C (0.82 kg). Similarly, carcass ADG differences (P carcass and internal cavity mass (P carcass yield was greater (P carcass growth, carcass transfer, kill yields, and carcass characteristics across time.

SPORT SUPPLEMENTATION

OpenAIRE

Alexandаr Marinkov

2016-01-01

Sport supplementation is essential for athletes performance and achievements. The well balanced and structured supplementation is a challenge for sport medicine because must be done a balance between potential benefits and potential risks (anti-doping rule violations and others). In this review are structured the most used categories sport supplementations. Nutritional supplements used in sport could be divided in some main categories like: amino acids, vitamins, proteins and antioxidants. Fo...

Instructional Performance of Teacher Education Faculty Members in One State University in the Philippines

Directory of Open Access Journals (Sweden)

Estelito J. Punongbayan

2015-12-01

Full Text Available This study aimed to assess the instructional performance of teacher education faculty members in one State University in the Philippines as perceived by themselves and CTE students during the Academic Year 2012-2013 with the end view of formulating an action plan to enhance the aforementioned situation. The study utilized the descriptive method of research. This method attempted to ascertain the prevailing conditions and sought to answer questions to the real facts relating to the existing conditions. Results found that instructors/professors perceived their instructional performance as very good. Faculty respondents believed that they are qualified to teach the subjects they are handling. This was manifested by having good interaction between them and the students inside the classroom, by way of assessing their performance tasks and by way of assessing through pencil-paper test. However, student respondents perceived that the instructor/professors’ instructional performance were only satisfactory. They perceived that CTE faculty members are all in better position to handle the subjects assigned to them. Interaction between them was effective. Relative to the findings, it is recommended that instructors/professors should exercise their full potential in teaching so as to become excellent.

Self-expression assignment as a teaching approach to enhance the interest of Kuwaiti women in biological sciences.

Science.gov (United States)

El-Sabban, Farouk

2008-06-01

Stimulating the interest of students in biological sciences necessitates the use of new teaching methods and motivating approaches. The idea of the self-expression assignment (SEA) has evolved from the prevalent environment at the College for Women of Kuwait University (Safat, State of Kuwait), a newly established college where the number of students is low and where students have varied backgrounds and interests and are being instructed biological sciences in English for the first time. This SEA requires each student to choose a topic among a long list of topics and interact with it in any way to produce a finished product without the interference of the course instructor. Students are told that the SEA will be graded based on their commitment, creative thinking, innovation in developing the idea, and finishing up of the chosen assignment. The SEA has been implemented in three introductory courses, namely, Biology, Introduction to Human Nutrition and Food Science, and The Human Body. Many interesting projects resulted from the SEA, and, based on an administered survey, students assessed this assignment very favorably. Students expressed their pleasure of experiencing freedom in choosing their own topics, interacting with such topics, learning more about them, and finishing up their projects. Students appreciated this type of exposure to biological sciences and expressed that such an experience enhanced their interest in such sciences.

Learning stoichiometry: A comparison of text and multimedia instructional formats

Science.gov (United States)

Evans, Karen L.

Even after multiple instructional opportunities, first year college chemistry students are often unable to apply stoichiometry knowledge in equilibrium and acid-base chemistry problem solving. Cognitive research findings suggest that for learning to be meaningful, learners need to actively construct their own knowledge by integrating new information into, and reorganizing, their prior understandings. Scaffolded inquiry in which facts, procedures, and principles are introduced as needed within the context of authentic problem solving may provide the practice and encoding opportunities necessary for construction of a memorable and usable knowledge base. The dynamic and interactive capabilities of online technology may facilitate stoichiometry instruction that promotes this meaningful learning. Entering college freshmen were randomly assigned to either a technology-rich or text-only set of cognitively informed stoichiometry review materials. Analysis of posttest scores revealed a significant but small difference in the performance of the two treatment groups, with the technology-rich group having the advantage. Both SAT and gender, however, explained more of the variability in the scores. Analysis of the posttest scores from the technology-rich treatment group revealed that the degree of interaction with the Virtual Lab simulation was significantly related to posttest performance and subsumed any effect of prior knowledge as measured by SAT scores. Future users of the online course should be encouraged to engage with the problem-solving opportunities provided by the Virtual Lab simulation through either explicit instruction and/or implementation of some level of program control within the course's navigational features.

Exogenous spatial attention influences figure-ground assignment.

Science.gov (United States)

Vecera, Shaun P; Flevaris, Anastasia V; Filapek, Joseph C

2004-01-01

In a hierarchical stage account of vision, figure-ground assignment is thought to be completed before the operation of focal spatial attention. Results of previous studies have supported this account by showing that unpredictive, exogenous spatial precues do not influence figure-ground assignment, although voluntary attention can influence figure-ground assignment. However, in these studies, attention was not summoned directly to a region in a figure-ground display. In three experiments, we addressed the relationship between figure-ground assignment and visuospatial attention. In Experiment 1, we replicated the finding that exogenous precues do not influence figure-ground assignment when they direct attention outside of a figure-ground stimulus. In Experiment 2, we demonstrated that exogenous attention can influence figure-ground assignment if it is directed to one of the regions in a figure-ground stimulus. In Experiment 3, we demonstrated that exogenous attention can influence figure-ground assignment in displays that contain a Gestalt figure-ground cue; this result suggests that figure-ground processes are not entirely completed prior to the operation of focal spatial attention. Exogenous spatial attention acts as a cue for figure-ground assignment and can affect the outcome of figure-ground processes.

Single-species versus dual-species probiotic supplementation as an emerging therapeutic strategy for obesity.

Science.gov (United States)

Karimi, G; Jamaluddin, R; Mohtarrudin, N; Ahmad, Z; Khazaai, H; Parvaneh, M

2017-10-01

Recent studies have reported beneficial effects of specific probiotics on obesity. However, the difference in the anti-obesity effects of probiotics as single species and dual species is still uncertain. Therefore, we aimed to compare the efficacy of single and dual species of bacteria on markers of obesity in high-fat diet-induced obese rats. A total of 40 male Sprague-Dawley rats were assigned to one of five groups of varying diets as follows: standard diet, high fat diet (HFD), HFD supplemented with Lactobacillus casei strain Shirota, HFD supplemented with Bifidobacterium longum and HFD supplemented with a mixture of these two bacterial species. After 15 weeks of supplementation, the animals were examined for changes in body weight, body fat, total count of bacteria in fecal, blood serum lipid profile, leptin, adiponectin and inflammatory biomarkers. Histological analysis of the liver and adipose tissue was performed and the hepatic mRNA expression levels of genes related to lipid metabolism were measured. It was found that probiotic supplementation of either B. longum or a mixture of B. longum and LcS bacteria significantly reduced weight and triglycerides in the HFD groups. Supplementation of B. longum bacteria showed better results in terms of modulating leptin level, fat mass, adipocyte size and lipoprotein lipase expression, as well as increasing adiponectin and peroxisome proliferator-activated receptors-γ expression compared to dual species of bacteria. No significant differences were observed in the total count of fecal bacteria, glucose and inflammatory biomarker levels between supplemented groups. B. longum supplementation in obesity was more beneficial in metabolic profile changes than the mixture species. Copyright © 2017 The Italian Society of Diabetology, the Italian Society for the Study of Atherosclerosis, the Italian Society of Human Nutrition, and the Department of Clinical Medicine and Surgery, Federico II University. Published by Elsevier B

Computer-Based Oral Hygiene Instruction versus Verbal Method in Fixed Orthodontic Patients

Science.gov (United States)

Moshkelgosha, V.; Mehrvarz, Sh.; Saki, M.; Golkari, A.

2017-01-01

Statement of Problem: Fixed orthodontic appliances in the oral cavity make tooth cleaning procedures more complicated. Objectives: This study aimed to compare the efficacy of computerized oral hygiene instruction with verbal technique among fixed orthodontic patients referred to the evening clinic of Orthodontics of Shiraz Dental School. Materials and Methods: A single-blind study was performed in Orthodontic Department of Shiraz, Islamic Republic of Iran, from January to May 2015 following the demonstrated exclusion and inclusion criteria. The sample size was considered 60 patients with 30 subjects in each group. Bleeding on probing and plaque indices and dental knowledge were assessed in the subjects to determine pre-intervention status. A questionnaire was designed for dental knowledge evaluation. The patients were randomly assigned into the computerized and verbal groups. Three weeks after the oral hygiene instruction, indices of bleeding on probing and plaque index and the dental knowledge were evaluated to investigate post-intervention outcome. The two groups were compared by chi-square and student t tests. The pre- and post-intervention scores in each group were compared using paired t-test. Results: In the computerized group, the mean score for plaque index and bleeding on probing index was significantly decreased while dental health knowledge was significantly increased after oral hygiene instruction, in contrast to the verbal group. Conclusions: Within the limitations of the current study, computerized oral hygiene instruction is proposed to be more effective in providing optimal oral health status compared to the conventional method in fixed orthodontic patients. PMID:28959765

Effect of maternal supplementation with vitamin E on the concentration of α-tocopherol in colostrum.

Science.gov (United States)

Melo, Larisse Rayanne Miranda de; Clemente, Heleni Aires; Bezerra, Dalila Fernandes; Dantas, Raquel Costa Silva; Ramalho, Héryka Myrna Maia; Dimenstein, Roberto

To evaluate the effect of maternal supplementation with vitamin E on the concentration of α-tocopherol in colostrum and its supply to the newborn. This randomized clinical trial enrolled 99 healthy adult pregnant women; of these, 39 were assigned to the control group and 60 to the supplemented group. After an overnight fast, 5mL of blood and 2mL of colostrum were collected. After the first sampling (0h milk), the supplemented group received 400IU of supplementary vitamin E. Another 2mL milk aliquot was collected in both groups 24h after supplementation (24h milk). The samples were analyzed by high-performance liquid chromatography. The α-tocopherol content provided by colostrum was calculated by considering a daily intake of 396mL of milk and comparing the resulting value to the recommended daily intake for infants aged 0-6 months (4mg/day). The initial mean concentration of α-tocopherol in colostrum was 1509.3±793.7μg/dL in the control group and 1452.9±808.6μg/dL in the supplemented group. After 24h, the mean α-tocopherol concentration was 1650.6±968.7μg/dL in the control group (p>0.05) and 2346.9±1203.2μg/dL in the supplemented group (pvitamin E supply to the newborn to 9.3mg/day. Initially, 18 women in the supplemented group provided colostrum α-tocopherol contents below 4mg/day; after supplementation only six continued to provide less than the recommended amount. Maternal vitamin E supplementation increases the supply of the vitamin to the infant by providing more than twice the Recommended Daily Intake. Copyright © 2016 Sociedade Brasileira de Pediatria. Published by Elsevier Editora Ltda. All rights reserved.

Role of Creatine Supplementation on Exercise-Induced Cardiovascular Function and Oxidative Stress

Directory of Open Access Journals (Sweden)

Michael I. C. Kingsley

2009-01-01

Full Text Available Many degenerative diseases are associated with increased oxidative stress. Creatine has the potential to act as an indirect and direct antioxidant; however, limited data exist to evaluate the antioxidant capabilities of creatine supplementation within in vivo human systems. This study aimed to investigate the effects of oral creatine supplementation on markers of oxidative stress and antioxidant defenses following exhaustive cycling exercise. Following preliminary testing and two additional familiarization sessions, 18 active males repeated two exhaustive incremental cycling trials (T1 and T2 separated by exactly 7 days. The subjects were assigned, in a double-blind manner, to receive either 20 g of creatine (Cr or a placebo (P for the 5 days preceding T2. Breath-by-breath respiratory data and heart rate were continually recorded throughout the exercise protocol and blood samples were obtained at rest (preexercise, at the end of exercise (postexercise, and the day following exercise (post24 h. Serum hypdroperoxide concentrations were elevated at postexercise by 17 ± 5% above preexercise values (p = 0.030. However, supplementation did not influence lipid peroxidation (serum hypdroperoxide concentrations, resistance of low density lipoprotein to oxidative stress (t1/2max LDL oxidation and plasma concentrations of non-enzymatic antioxidants (retinol, α-carotene, β-carotene, α-tocopherol, γ-tocopherol, lycopene and vitamin C. Heart rate and oxygen uptake responses to exercise were not affected by supplementation. These findings suggest that short-term creatine supplementation does not enhance non-enzymatic antioxidant defence or protect against lipid peroxidation induced by exhaustive cycling in healthy males.

Flowing with the changing needs of hydrogeology instruction

Science.gov (United States)

Gleeson, T.; Allen, D. M.; Ferguson, G.

2012-01-01

Hydrogeology is now taught in a broad spectrum of departments and institutions to students with diverse backgrounds. Successful instruction in hydrogeology thus requires a variety of pedagogical approaches depending on desired learning outcomes and the diverse background of students. We review the pedagogical literature in hydrogeology to highlight recent advances and analyze a 2005 survey of 68 hydrogeology instructors. The literature and survey results suggest there are ~15 topics that are considered crucial by most hydrogeologists and >100 other topics that are considered crucial by some hydrogeologists. The crucial topics focus on properties of aquifers and fundamentals of groundwater flow, and should likely be part of all undergraduate hydrogeology courses. Other topics can supplement and support these crucial topics, depending on desired learning outcomes. Classroom settings continue to provide a venue for emphasizing fundamental knowledge. However, recent pedagogical advances are biased towards field and laboratory instruction with a goal of bolstering experiential learning. Field methods build on the fundamentals taught in the classroom and emphasize the collection of data, data uncertainty, and the development of vocational skills. Laboratory and computer-based exercises similarly build on theory, and offer an opportunity for data analysis and integration. The literature suggests curricula at all levels should ideally balance field, laboratory, and classroom pedagogy into an iterative and integrative whole. An integrated approach leads to greater student motivation and advancement of theoretical and vocational knowledge.

The Effect of HMB Supplementation on Cardiovascular Risk Factors after Four Weeks of Resistance Training in Amateur Athletes

Directory of Open Access Journals (Sweden)

Hamid Arazi

2015-06-01

Full Text Available Background: Nutritional supplements have been widely used in order to enhance athletic performance and improve health. Objectives: This study aimed to investigate the effect of Beta-Hydroxy Beta-Methylbutyrate (HMB supplementation on cardiovascular risk factors after 4 weeks of resistance training in athletes. Patients and Methods: In this double-blind study, 20 male athletes were selected through simple random sampling, were assigned to supplement and control groups, and participated in resistance training 3 sessions a week for 4 weeks. The supplement group consumed 3 g HMB supplement per day and the control group consumed the placebo (rice flour in this period. Before and after the test period, blood pressure was measured and fasting blood samples were obtained to determine blood lipids and hematological parameters. After all, paired and unpaired t-test were used to examine within and between group differences, respectively. P ≤ 0.05 was considered as statistically significant. Results: After the training period, no significant differences were found between HMB and placebo groups regarding blood lipids, blood pressure, and hematological parameters. Conclusions: The results of the present study indicated that HMB supplementation was safe and did not result in any adverse effects. Thus, HMB can be used safely by human as an ergogenic aid for exercise training.

A retrospective look at replacing face-to-face embryology instruction with online lectures in a human anatomy course.

Science.gov (United States)

Beale, Elmus G; Tarwater, Patrick M; Lee, Vaughan H

2014-01-01

Embryology is integrated into the Clinically Oriented Anatomy course at the Texas Tech University Health Sciences Center School of Medicine. Before 2008, the same instructor presented embryology in 13 face-to-face lectures distributed by organ systems throughout the course. For the 2008 and 2009 offerings of the course, a hybrid embryology instruction model with four face-to-face classes that supplemented online recorded lectures was used. One instructor delivered the lectures face-to-face in 2007 and by online videos in 2008-2009, while a second instructor provided the supplemental face-to-face classes in 2008-2009. The same embryology learning objectives and selected examination questions were used for each of the three years. This allowed direct comparison of learning outcomes, as measured by examination performance, for students receiving only face-to-face embryology instruction versus the hybrid approach. Comparison of the face-to-face lectures to the hybrid approach showed no difference in overall class performance on embryology questions that were used all three years. Moreover, there was no differential effect of the delivery method on the examination scores for bottom quartile students. Students completed an end-of-course survey to assess their opinions. They rated the two forms of delivery similarly on a six-point Likert scale and reported that face-to-face lectures have the advantage of allowing them to interact with the instructor, whereas online lectures could be paused, replayed, and viewed at any time. These experiences suggest the need for well-designed prospective studies to determine whether online lectures can be used to enhance the efficacy of embryology instruction. © 2013 American Association of Anatomists.

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…

Effects of Creatine Supplementation on Muscle Strength and Optimal Individual Post-Activation Potentiation Time of the Upper Body in Canoeists.

Science.gov (United States)

Wang, Chia-Chi; Lin, Shu-Cheng; Hsu, Shu-Ching; Yang, Ming-Ta; Chan, Kuei-Hui

2017-10-27

Creatine supplementation reduces the impact of muscle fatigue on post-activation potentiation (PAP) of the lower body, but its effects on the upper body remain unknown. This study examined the effects of creatine supplementation on muscle strength, explosive power, and optimal individual PAP time of the upper body during a set of complex training bouts in canoeists. Seventeen male high school canoeists performed a bench row for one repetition at maximum strength and conducted complex training bouts to determine the optimal individual timing of PAP and distance of overhead medicine ball throw before and after the supplementation. Subjects were assigned to a creatine or placebo group, and later consumed 20 g of creatine or carboxymethyl cellulose per day for six days. After supplementation, the maximal strength in the creatine group significantly increased ( p creatine group was significantly earlier than the pre-supplementation times ( p creatine supplementation increases maximal strength and shortens the optimal individual PAP time of the upper body in high school athletes, but has no effect on explosive power. Moreover, it was found that the recovery time between a bench row and an overhead medicine ball throw in a complex training bout is an individual phenomenon.

Supplementation of Farta sheep fed hay with graded levels of concentrate mix consisting of noug seed meal and rice bran.

Science.gov (United States)

Asmare, Bimrew; Melaku, Solomon; Peters, Kurt J

2010-10-01

The study was carried out at Woreta, Ethiopia, to determine feed intake, digestibility, body weight (BW) change, and profitability of Farta sheep fed pasture hay alone or supplemented with graded levels of concentrate mix (CM) consisting of noug seed meal (NSM) and rice bran in 2:1 ratio. Twenty yearling intact male Farta sheep with BW of 16.9 +/- 1.68 kg (mean +/- SD) were used in randomized complete block design arranged into five blocks of four animals. The dietary treatments consisting of sole natural pasture hay (T1, control), hay +200 g of CM dry matter (DM) (T2, low), hay +300 g of CM DM (T3, medium), and hay +400 g of CM DM (T4, high) were randomly assigned to sheep within each block. Common salt and water were available to animals all the time. The supplements were offered twice daily in equal portions at 0800 and 1600 h. Supplementation with the CM increased (P profitability. Among the supplemented treatments, the high level of supplementation resulted in better (P profitability. Thus, the high level of supplementation is recommended based on biological performance and profitability under conditions of this study.

WebAssign: Assessing Your Students' Understanding Continuously

Science.gov (United States)

Risley, John S.

1999-11-01

Motivating students to learn is a constant challenge for faculty. Technology can play a significant role. One such solution is WebAssign — a web-based homework system that offers new teaching and learning opportunities for educators and their students. WebAssign delivers, collects, grades, and records customized homework assignments over the Internet. Students get immediate feedback with credit and instructors can implement "Just-in-Time" teaching. In this talk, I will describe how assignments can be generated with different numerical values for each question, giving each student a unique problem to solve. This feature encourages independent thinking with the benefit of collaborative learning. Example assignments taken from textbook questions and intellectually engaging Java applet simulations will be shown. Studies and first-hand experience on the educational impact of using WebAssign will also be discussed.

The Effects of Long-Term Oral Benfotiamine Supplementation on Peripheral Nerve Function and Inflammatory Markers in Patients With Type 1 Diabetes

Science.gov (United States)

Fraser, David A.; Diep, Lien M.; Hovden, Inger Anette; Nilsen, Kristian B.; Sveen, Kari Anne; Seljeflot, Ingebjørg; Hanssen, Kristian F.

2012-01-01

OBJECTIVE To study the effects of long-term oral benfotiamine supplementation on peripheral nerve function and soluble inflammatory markers in patients with type 1 diabetes. RESEARCH DESIGN AND METHODS The study randomly assigned 67 patients with type 1 diabetes to receive 24-month benfotiamine (300 mg/day) or placebo supplementation. Peripheral nerve function and levels of soluble inflammatory variables were assessed at baseline and at 24 months. RESULTS Fifty-nine patients completed the study. Marked increases in whole-blood concentrations of thiamine and thiamine diphosphate were found in the benfotiamine group (both P benfotiamine (300 mg/day) supplementation over 24 months has no significant effects upon peripheral nerve function or soluble markers of inflammation in patients with type 1 diabetes. PMID:22446172

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...

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

Directory of Open Access Journals (Sweden)

Lindsay J. Alcock

2017-06-01

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

Hand hygiene instruction decreases illness-related absenteeism in elementary schools: a prospective cohort study

Directory of Open Access Journals (Sweden)

Lau Claudia H

2012-05-01

Full Text Available Abstract Background Illness-related absences have been shown to lead to negative educational and economic outcomes. Both hand washing and hand sanitizer interventions have been shown to be effective in reducing illness-related absences. However, while the importance of hand hygiene in schools is clear, the role of instruction in use is less obvious. The purpose of this study was to compare absenteeism rates among elementary students given access to hand hygiene facilities versus students given both access and short repetitive instruction in use, particularly during influenza season when illness-related absences are at a peak. Methods A hand hygiene intervention was implemented from October to May during the 2009/2010 academic year, including peak flu season, in two Chicago Public Elementary Schools among students grades pre-kindergarten to eighth grade (ages 4–14. Classrooms were systematically assigned to an intervention or control group by grade (cluster design. Hand hygiene facilities (sanitizer and soap were made available to all students. Students in the intervention group also received short repetitive instruction in hand hygiene every 2 months. Only absences as a result of respiratory or gastrointestinal illness were used to establish illness-related absenteeism rates. Percent absent days were calculated and bivariate analyses were performed to compare percent absent days among students given access to hand hygiene facilities versus students given both access and instruction. Prior to the intervention, teachers’ perceptions of students’ hand hygiene were also evaluated. Teacher perceptions were analysed to describe attitudes and beliefs. Results Data were collected and analysed for 773 students reporting 1,886 absences during the study period (1.73% of total school days. Both the percent total absent days and percent illness-related absent days were significantly lower in the group receiving short instruction during flu season (P�

Food Safety Instruction Improves Knowledge and Behavior Risk and Protection Factors for Foodborne Illnesses in Pregnant Populations.

Science.gov (United States)

Kendall, Patricia; Scharff, Robert; Baker, Susan; LeJeune, Jeffrey; Sofos, John; Medeiros, Lydia

2017-08-01

Objective This study compared knowledge and food-handling behavior after pathogen-specific (experimental treatment) versus basic food safety instruction (active control) presented during nutrition education classes for low-income English- and Spanish-language pregnant women. Methods Subjects (n = 550) were randomly assigned to treatment groups in two different locations in the United States. Food safety instruction was part of an 8-lesson curriculum. Food safety knowledge and behavior were measured pre/post intervention. Descriptive data were analyzed by Chi-Square or ANOVA; changes after intervention were analyzed by regression analysis. Results Knowledge improved after intervention in the pathogen-specific treatment group compared to active control, especially among Spanish-language women. Behavior change after intervention for the pathogen-specific treatment group improved for thermometer usage, refrigeration and consumption of foods at high risk for safety; however, all other improvements in behavior were accounted for by intervention regardless of treatment group. As expected, higher pre-instruction behavioral competency limited potential gain in behavior post-instruction due to a ceiling effect. This effect was more dominant among English-language women. Improvements were also linked to formal education completed, a partner at home, and other children in the home. Conclusions for Practice This study demonstrated that pathogen-specific food safety instruction leads to enhance knowledge and food handling behaviors that may improve the public health of pregnant women and their unborn children, especially among Spanish-language women. More importantly, food safety instruction, even at the most basic level, benefited pregnant women's food safety knowledge and food-handling behavior after intervention.

AN INVESTIGATION OF TEACHERS’ PEDAGOGICAL SKILLS AND CONTENT KNOWLEDGE IN A CONTENT-BASED INSTRUCTION CONTEXT

Directory of Open Access Journals (Sweden)

Tengku Nor Rizan Tengku Mohamad Maasum

2012-01-01

Full Text Available Abstract: Advocates of the content-based approach believed that a language can be learnt effectively when it is the medium of instruction rather than just a subject.  Integrating English and content as part of instruction has become one of the cornerstones of second language pedagogy. Researchers claimed that there are many benefits of integrating English and content instruction.  Among the benefits are the increase in students’ interest with content themes, meaningful input and understanding. In 2003, the Malaysian Ministry of Education introduced the teaching and learning of science and mathematics in English for Year One, Form One and Lower Six Form in all government public schools. This paper describes the challenges faced by teachers when they are required to teach content subjects such as science and mathematics in English.  The focus of the paper is on the teachers’ pedagogical skills  and content knowldge which comprises subject matter content, pedagogical approach, classroom management, use of resources, assessment, preparation of teaching materials, managing students, teachers’ compensatory communication strategies, use of first language and teachers’ perspectives of teaching content subjects in English. Data were obtained from a self-report questionnaire administered to 495 secondary school teachers in West Malaysia. Results from the study provide implications for school administrators in making decisions in assignment of  capable teachers to teach the various levels of classes. Suggestions for teacher self-development and life-long learning efforts are also provided.   Key words: Content-based instruction, ESL instruction, second language, first language and second language pedagogy

Web-based vs. traditional classroom instruction in gerontology: a pilot study.

Science.gov (United States)

Gallagher, Judith E; Dobrosielski-Vergona, Kathleen A; Wingard, Robin G; Williams, Theresa M

2005-01-01

-based course format demonstrated greater motivation and learning success based on final course grades, completion of assignments, and knowledge retention over time. Age, previous experience with online courses, and selection of teaching mode are factors that may confound course delivery method to influence instructional outcomes in a gerontology course within a dental hygiene curriculum.

Complementarity in dietary supplements and foods: are supplement users vegetable eaters?

Science.gov (United States)

Kang, Hyoung-Goo; Joo, Hailey Hayeon; Choi, Kyong Duk; Lee, Dongmin; Moon, Junghoon

2017-01-01

Background : The consumption of fruits, vegetables, and dietary supplements correlate. Most previous studies have aimed to identify the determinants of supplement uses or the distinct features of supplement users; this literature lacks a discussion on dietary supplement consumption as a predictor of fruit and vegetable consumption. Objective : This study examines how dietary supplement consumption correlates with fruit and vegetable consumption by combining scanner data and surveys of Korean household grocery shopping. Methods : Propensity score matching (PSM) is used to identify the relationship between dietary supplement consumption and fruit and vegetable consumption in a household. A logit regression using supplement consumption as the dependent variable is used. Then, the supplement takers (the treatment group) are matched with non-takers (the control group) based on the propensity scores estimated in the logit regression. The fruit and vegetable consumption levels of the groups are then compared. Results : We found that dietary supplement use is associated with higher fruit and vegetable consumption. This supports the health consciousness hypothesis based on attention bias, availability heuristics, the focusing effect, and the consumption episode effect. It rejects the health substitute hypothesis based on economic substitutes and mental accounting. Conclusions : Future research on the health benefits of dietary supplements should address the complementary consumption of fruits/vegetables and their health benefits to avoid misstating the health effects of supplements.

Solving the rectangular assignment problem and applications

NARCIS (Netherlands)

Bijsterbosch, J.; Volgenant, A.

2010-01-01

The rectangular assignment problem is a generalization of the linear assignment problem (LAP): one wants to assign a number of persons to a smaller number of jobs, minimizing the total corresponding costs. Applications are, e.g., in the fields of object recognition and scheduling. Further, we show

7 CFR 900.106 - Assignment of mediator.

Science.gov (United States)

2010-01-01

... 7 Agriculture 8 2010-01-01 2010-01-01 false Assignment of mediator. 900.106 Section 900.106 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Marketing... Assignment of mediator. The Director of the Division shall assign a mediator, from the group designated by...

Dietary Chlorella supplementation effect on immune responses and growth performances of broiler chickens exposed to post hatch holding time

DEFF Research Database (Denmark)

Sugiharto, S; Lauridsen, Charlotte

2016-01-01

The study was carried out to investigate the effect of dietary Chlorella sp. supplementation on immune response and growth performance of broiler chickens exposed to post hatch holding time. Allotted in 36 pens, a total of 180 newly hatched chicks were assigned in a 3 × 2 factorial design, with d...

Milk production, intake, digestion, blood parameters, and ingestive behavior of cows supplemented with by-products from the biodiesel industry.

Science.gov (United States)

Gonzaga Neto, Severino; Oliveira, Ronaldo Lopes; de Lima, Francisco Helton Sá; de Medeiros, Ariosvaldo Nunes; Bezerra, Leilson Rocha; Viégas, Júlio; do Nascimento, Nilton Guedes; de Freitas Neto, Marcondes Dias

2015-01-01

This study aimed to evaluate the intake, digestion, blood parameters, and feeding behavior of crossbred dairy cows (Holstein × Gir) managed on Panicum maximum Jacq. cv. Tanzania-1 and provided supplementation with groundnut cake, sunflower cake, or palm kernel cake (to replace soybean meal). Sixteen cows were randomly assigned in a Latin square design with four treatments and four experimental periods. The consumption of nutrients from the pasture did not vary between experimental treatments. Cows receiving the palm kernel cake supplement had a reduced crude protein, non-fibrous carbohydrate, and total digestible nutrient intake and an increase in the average consumption of ether extract. There was also a reduction in the digestibility of dry matter. The inclusion of supplements in the diet did not influence the average time spent eating, ruminating, or resting. The mean values of respiratory and heart rates showed thermal comfort during the trial period. There was a reduction in blood urea nitrogen with palm kernel cake supplementation, and the values of total protein, albumin, and glucose were also significantly different with this supplement. It is recommended that cakes of groundnut cake and sunflower cake seed be used for a total replacement of soybean meal supplements for lactating cows, but the use of palm kernel cake is not recommended.

My Favorite Assignment.

Science.gov (United States)

ABCA Bulletin, 1983

1983-01-01

Describes three assignments for enticing business communication students to undertake library research: an analysis of a Fortune 500 company, a career choice report, and a report on an organization that offers potential employment. (AEA)

Working memory, strategy knowledge, and strategy instruction in children with reading disabilities.

Science.gov (United States)

Swanson, H Lee; Kehler, Pam; Jerman, Olga

2010-01-01

Two experiments investigated the effects of strategy knowledge and strategy training on the working memory (WM) performance in children (ages 10-11) with and without reading disabilities (RD). Experiment 1 examined the relationship between strategy knowledge (stability of strategy choices) and WM performance as a function of initial, gain (cued), and maintenance conditions. WM performance was significantly improved for both groups under cued conditions; however, the performances of children with RD were inferior to those of children without RD across all memory conditions. Measures of WM capacity rather than strategy stability or processing efficiency best predicted reading comprehension performance. Experiment 2 assessed the effects of strategy training on WM performance by randomly assigning children to strategy instruction or control conditions. Significant improvements in WM performance occurred as a function of training conditions, but the residual WM differences between the reading groups remained. Although the results showed that stable strategy choices, cued performance, and strategy instruction significantly bolstered WM performance in children with RD, their overall WM performance, however, was constrained by capacity limitations.

Use of a virtual environment to facilitate instruction of an interprofessional home assessment.

Science.gov (United States)

Sabus, Carla; Sabata, Dory; Antonacci, David

2011-01-01

Technology has become a ubiquitous part of our society and is largely embedded in today's educational system. 3D virtual reality technology can be used to simulate environments and activities and may be used as an instructional technology. The purpose of this research was to better understand the utility of a web-based virtual environment as a teaching tool to represent clinical assessment and interventions in the home environment. Specifically, students' learning outcomes related to interprofessional collaboration, patient-centered decision-making, and appreciation of the environmental and social context of functional mobility and occupational performance will be described through descriptive analysis. Thirty-four physical therapist students and 35 occupational therapist students participated in an instructor-guided virtual assessment of a client's function in a home environment utilizing a virtual environment, Second Life®. Teams formulated task-specific, functional client goals and home modification recommendations. Students revisited a solution virtual environment to view and evaluate recommendations in a follow-up instructor-guided tour. Students completed a web-based survey capturing student perception of the experience. Team assignments were analyzed based on a rubric representing learning objectives. Descriptive analysis was conducted on the survey. Assignment analysis revealed contextual and client-centered recommendations. Student surveys revealed that students found the virtual environment supportive of learning. Student surveys and reflection statements were supportive of the interprofessional collaboration. Use of a virtual environment in instruction allows an authentic means of representing interprofessional home assessment. The virtual environment allowed a temporal depiction of home environment issues and solutions providing the unique opportunity for students to evaluate home recommendations.

Tomato (Lycopersicon esculentum) or lycopene supplementation attenuates ventricular remodeling after myocardial infarction through different mechanistic pathways.

Science.gov (United States)

Pereira, Bruna L B; Reis, Patrícia P; Severino, Fábio E; Felix, Tainara F; Braz, Mariana G; Nogueira, Flávia R; Silva, Renata A C; Cardoso, Ana C; Lourenço, Maria A M; Figueiredo, Amanda M; Chiuso-Minicucci, Fernanda; Azevedo, Paula S; Polegato, Bertha F; Okoshi, Katashi; Fernandes, Ana A H; Paiva, Sergio A R; Zornoff, Leonardo A M; Minicucci, Marcos F

2017-08-01

The objective of this study was to evaluate the influence of tomato or lycopene supplementation on cardiac remodeling after myocardial infarction (MI). Male Wistar rats were assigned to four groups: the sham group (animals that underwent simulated surgery) that received a standard chow (S; n=18), the infarcted group that received a standard chow (MI; n=13), the infarcted group supplemented with lycopene (1 mg of lycopene/kg body weight/day) (MIL; n=16) and the infarcted group supplemented with tomato (MIT; n=16). After 3 months, morphological, functional and biochemical analyses were performed. The groups MIL and MIT showed decreased interstitial fibrosis induced by infarction. Tomato supplementation attenuated the hypertrophy induced by MI. In addition, tomato and lycopene improved diastolic dysfunction evaluated by echocardiographic and isolated heart studies, respectively. The MI group showed higher levels of cardiac TNF-α compared to the MIL and MIT groups. Decreased nuclear factor E2-related factor 2 was measured in the MIL group. Lipid hydroperoxide levels were higher in the infarcted groups; however, the MIT group had a lower concentration than did the MI group [S=223±20.8, MI=298±19.5, MIL=277±26.6, MIT=261±28.8 (nmol/g); n=8; Ptomato or lycopene supplementation attenuated the cardiac remodeling process and improved diastolic function after MI. However, the effect of lycopene and tomato supplementation occurred through different mechanistic pathways. Copyright © 2017 Elsevier Inc. All rights reserved.

Resistance Training and Co-supplementation with Creatine and Protein in Older Subjects with Frailty.

Science.gov (United States)

Collins, J; Longhurst, G; Roschel, H; Gualano, B

2016-01-01

Studies assessing the effects co-supplementation with creatine and protein, along with resistance training, in older individuals with frailty are lacking. This is an exploratory trial from the Pro-Elderly study ("Protein Intake and Resistance Training in Aging") aimed at gathering knowledge on the feasibility, safety, and efficacy of co-supplementation with creatine and protein supplementation, combined with resistance training, in older individuals with frailty. A 14-week, double-blind, randomized, parallel-group, placebo controlled exploratory trial. The subjects were randomly assigned to whey protein and creatine co-supplementation (WHEY+CR) or whey protein supplementation (WHEY) group. All subjects undertook a supervised exercise training program and were assessed at baseline and after 14 weeks. Muscle function, body composition, blood parameters, and self-reported adverse events were assessed. No interaction effects (between-group differences) were observed for any dependent variables (p > 0.05 for all). However, there were main time-effects in handgrip (WHEY+CR = 26.65 ± 31.29; WHEY = 13.84 ± 14.93 Kg; p = 0.0005), timed-up-and-go (WHEY+CR = -11.20 ± 9.37; WHEY = -17.76 ± 21.74 sec; p = 0.006), and timed-stands test (WHEY+CR = 47.50 ± 35.54; WHEY = 46.87 ± 24.23 reps; p = 0.0001), suggesting that WHEY+CR and WHEY were similarly effective in improving muscle function. All of the subjects showed improvements in at least two of the three functional tests, regardless of their treatments. Body composition and blood parameters were not changed (p > 0.05). No severe adverse effects were observed. Co-supplementation with creatine and whey protein was well-tolerable and free of adverse events in older subjects with frailty undertaking resistance training. Creatine supplementation did not augment the adaptive effects of resistance training along with whey protein on body composition or muscle function in this population. Clinicaltrials.gov: NCT01890382.

Do Instructional Videos on Sputum Submission Result in Increased Tuberculosis Case Detection? A Randomized Controlled Trial.

Science.gov (United States)

Mhalu, Grace; Hella, Jerry; Doulla, Basra; Mhimbira, Francis; Mtutu, Hawa; Hiza, Helen; Sasamalo, Mohamed; Rutaihwa, Liliana; Rieder, Hans L; Seimon, Tamsyn; Mutayoba, Beatrice; Weiss, Mitchell G; Fenner, Lukas

2015-01-01

We examined the effect of an instructional video about the production of diagnostic sputum on case detection of tuberculosis (TB), and evaluated the acceptance of the video. Randomized controlled trial. We prepared a culturally adapted instructional video for sputum submission. We analyzed 200 presumptive TB cases coughing for more than two weeks who attended the outpatient department of the governmental Municipal Hospital in Mwananyamala (Dar es Salaam, Tanzania). They were randomly assigned to either receive instructions on sputum submission using the video before submission (intervention group, n = 100) or standard of care (control group, n = 100). Sputum samples were examined for volume, quality and presence of acid-fast bacilli by experienced laboratory technicians blinded to study groups. Median age was 39.1 years (interquartile range 37.0-50.0); 94 (47%) were females, 106 (53%) were males, and 49 (24.5%) were HIV-infected. We found that the instructional video intervention was associated with detection of a higher proportion of microscopically confirmed cases (56%, 95% confidence interval [95% CI] 45.7-65.9%, sputum smear positive patients in the intervention group versus 23%, 95% CI 15.2-32.5%, in the control group, p sex, modified the effectiveness of the intervention by improving it positively. When asked how well the video instructions were understood, the majority of patients in the intervention group reported to have understood the video instructions well (97%). Most of the patients thought the video would be useful in the cultural setting of Tanzania (92%). Sputum submission instructional videos increased the yield of tuberculosis cases through better quality of sputum samples. If confirmed in larger studies, instructional videos may have a substantial effect on the case yield using sputum microscopy and also molecular tests. This low-cost strategy should be considered as part of the efforts to control TB in resource-limited settings. Pan African

The Effect of Blackboard Collaborate-Based Instruction on Pre-Service Teachers' Achievement in the EFL Teaching Methods Course at Faculties of Education for Girls

Science.gov (United States)

Hussein, Hussein El-ghamry Mohammad

2016-01-01

This study investigated the effect of Blackboard-based instruction on pre-service teachers' achievement in the teaching methods course at The Faculty of Education for Girls, in Bisha, KSA. Forty seventh-level English Department students were randomly assigned into either the experimental group (N = 20) or the control group (N = 20). While studying…

Synergistic effect of supplemental enteral nutrients and exogenous glucagon-like peptide 2 on intestinal adaptation in a rat model of short bowel syndrome

DEFF Research Database (Denmark)

Liu, Xiaowen; Nelson, David W; Holst, Jens Juul

2006-01-01

BACKGROUND: Short bowel syndrome (SBS) can lead to intestinal failure and require total or supplemental parenteral nutrition (TPN or PN, respectively). Glucagon-like peptide 2 (GLP-2) is a nutrient-dependent, proglucagon-derived gut hormone that stimulates intestinal adaptation. OBJECTIVE: Our...... objective was to determine whether supplemental enteral nutrients (SEN) modulate the intestinotrophic response to a low dose of GLP-2 coinfused with PN in a rat model of SBS (60% jejunoileal resection plus cecectomy). DESIGN: Rats were randomly assigned to 8 treatments by using a 2 x 2 x 2 factorial design...

Determinants of dietary supplement use - healthy individuals use dietary supplements

DEFF Research Database (Denmark)

Kofoed, Christina L F; Christensen, Jane; Dragsted, Lars Ove

2015-01-01

influence the use of dietary supplements. Only few studies investigating the use of dietary supplements have been conducted in the Danish population. The present cross-sectional study is based on 54 948 Danes, aged 50-64 years, who completed self-administrated questionnaires on diet, dietary supplements...... and lifestyle between 1993 and 1997. A health index including smoking, physical activity, alcohol and diet, and a metabolic risk index including waist circumference, urinary glucose and measured hypertension were constructed. Logistic regression was used to investigate these determinants in relation...... to the intake of dietary supplements. We found that 71 % of the participants were dietary supplement users; female sex, older age groups and higher educated participants were more likely to be users of any dietary supplements. One additional point in the health index was associated with 19, 16 and 9 % higher...

Managing voluntary turnover through challenging assignments

NARCIS (Netherlands)

Preenen, P.T.Y.; de Pater, I.E.; van Vianen, A.E.M.; Keijzer, L.

2011-01-01

This study examines employees’ challenging assignments as manageable means to reduce turnover intentions, job search behaviors, and voluntary turnover. Results indicate that challenging assignments are negatively related to turnover intentions and job search behaviors and that these relationships

Managing voluntary turnover through challenging assignments

NARCIS (Netherlands)

Preenen, P.T.Y.; Pater, I.E. de; Vianen, A.E.M. van; Keijzer, L.

2011-01-01

This study examines employees' challenging assignments as manageable means to reduce turnover intentions, job search behaviors, and voluntary turnover. Results indicate that challenging assignments are negatively related to turnover intentions and job search behaviors and that these relationships

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…

Teaching Tip: Improving Students' Email Communication through an Integrated Writing Assignment in a Third-Year Toxicology Course.

Science.gov (United States)

Kedrowicz, April A; Hammond, Sarah; Dorman, David C

Client communication is important for success in veterinary practice, with written communication being an important means for veterinarian-client information sharing. Effective communication is adapted to clients' needs and wants, and presents information in a clear, understandable manner while accounting for varying degrees of client health literacy. This teaching tip describes the use of a mock electronic mail assignment as one way to integrate writing into a required veterinary toxicology course. As part of this project, we provide baseline data relating to students' written communication that will guide further development of writing modules in other curricula. Two independent raters analyzed students' writing using a coding scheme designed to assess adherence to the guidelines for effective written health communication. Results showed that the majority of students performed satisfactorily or required some development with respect to recommended guidelines for effective written health communication to facilitate client understanding. These findings suggest that additional instruction and practice should emphasize the importance of incorporating examples, metaphors, analogies, and pictures to create texts that are comprehensible and memorable to clients. Recommendations are provided for effective integration of writing assignments into the veterinary medicine curriculum.

The effects of direct-fed microbial supplementation, as alternative to antibiotics, on growth performance, intestinal immune status and epithelial barrier protein expression in broiler chickens

Science.gov (United States)

This study was conducted to investigate the effects of Bacillus subtilis supplementation in broiler chicken diets on growth performance, feed efficiency, intestinal cytokine and tight junction (TJ) protein mRNA expression. Day-old broiler chicks (n = 140) were assigned five dietary treatments: basal...

Scaffolding students’ assignments

DEFF Research Database (Denmark)

Slot, Marie Falkesgaard

2013-01-01

This article discusses scaffolding in typical student assignments in mother tongue learning materials in upper secondary education in Denmark and the United Kingdom. It has been determined that assignments do not have sufficient scaffolding end features to help pupils understand concepts and build...... objects. The article presents the results of empirical research on tasks given in Danish and British learning materials. This work is based on a further development of my PhD thesis: “Learning materials in the subject of Danish” (Slot 2010). The main focus is how cognitive models (and subsidiary explicit...... learning goals) can help students structure their argumentative and communica-tive learning processes, and how various multimodal representations can give more open-ended learning possibilities for collaboration. The article presents a short introduction of the skills for 21st century learning and defines...

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…

Mars - robust automatic backbone assignment of proteins

International Nuclear Information System (INIS)

Jung, Young-Sang; Zweckstetter, Markus

2004-01-01

MARS a program for robust automatic backbone assignment of 13 C/ 15 N labeled proteins is presented. MARS does not require tight thresholds for establishing sequential connectivity or detailed adjustment of these thresholds and it can work with a wide variety of NMR experiments. Using only 13 C α / 13 C β connectivity information, MARS allows automatic, error-free assignment of 96% of the 370-residue maltose-binding protein. MARS can successfully be used when data are missing for a substantial portion of residues or for proteins with very high chemical shift degeneracy such as partially or fully unfolded proteins. Other sources of information, such as residue specific information or known assignments from a homologues protein, can be included into the assignment process. MARS exports its result in SPARKY format. This allows visual validation and integration of automated and manual assignment

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

International Nuclear Information System (INIS)

Ridder, K.

1988-01-01

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

An Investigation of the Role of Explicit and Implicit Instruction in Second Language Acquisition: A Case of English Embedded Question

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Manoochehr Jafarigohar

2015-05-01

Full Text Available The present study examined the facilitative effects of three types of input-based (explicit and implicit instruction on the intake and acquisition of the English embedded questions. The participants were 105 Iranian EFL learners from four intact classes who were randomly assigned to three treatment groups of processing instruction (PI, consciousness-raising tasks (C-R, textual input enhancement (TE, and one control group (CO. A quasi-experimental design with a pretest-treatment-posttest (immediate and delayed sequence was used. Assessment consisted of a grammar knowledge test which included interpretation and production tasks at sentence level and a timed grammaticality judgment test. The results of data analysis indicated that all treatment groups performed significantly better than the control group on the interpretation tests over time and the treatments were also effective in improving the intake of the target structure measured through grammaticality judgment test. Moreover, all types of instruction were effective in improving the learners’ production tests except the TE. Since PI was superior to other groups in all of the tests one reasonable pedagogical implication is that explicit instruction is a more effective technique in helping EFL learners to acquire target grammatical forms.

Assignment of element and isotope factors

International Nuclear Information System (INIS)

Schneider, R.A.

1984-01-01

Element and isotope factors are assigned in the NICS internal accounting system at the Exxon Fuel Fabrication Facility on the basis of coded information included on the material transfer documents. This paper explains more fully the manner in which NICS assigns these factors

Effects of alpha-lipoic acid supplementation in different stages on growth performance, antioxidant capacity and meat quality in broiler chickens.

Science.gov (United States)

Guo, Z Y; Li, J L; Zhang, L; Jiang, Y; Gao, F; Zhou, G H

2014-01-01

This experiment was conducted to investigate the effect of basal dietary supplementation with 500 mg/kg alpha-lipoic acid (LA) on growth performance, antioxidant capacity and meat quality in different stages in broiler chickens. A total of 240 Arbor Acre chickens were randomly assigned into 4 treatment groups, each treatment containing 6 replicates of 10 chickens each. Group 1 was the control group without LA supplementation; Group 2 was supplied with LA in the starter period; Group 3 was supplied with LA in the grower period; and Group 4 was supplied with LA in the whole period. The results showed that LA supplementation improved average feed intake and body weight gain in all three experimental groups, especially in Group 2. LA supplementation significantly decreased abdominal fat yield in Groups 3 and 4. LA supplementation all improved hepatic total antioxidant capacity, the level of glutathione, the activities of total superoxide dismutase, catalase (CAT) and glutathione peroxidase, in particular in Group 4. LA supplementation decreased the activity of liver xanthine oxidase (XO) in all experimental groups, and that of liver monoamine oxidase in Group 3. The activities of liver CAT and XO in Group 2 were higher than that in Group 3. LA supplementation elevated the pH24 h and decreased drip loss in breast meat in Groups 3 and 4. In conclusion, LA supplementation can improve growth performance, antioxidant properties and meat quality in broiler chicken. LA supplementation in the starter period can improve growth performance and supplementation in the grower - and in the whole period can improve carcass characteristics. There was no significant difference in meat quality of broiler chickens fed on LA-supplemented diet in different stages.

Inferential backbone assignment for sparse data

International Nuclear Information System (INIS)

Vitek, Olga; Bailey-Kellogg, Chris; Craig, Bruce; Vitek, Jan

2006-01-01

This paper develops an approach to protein backbone NMR assignment that effectively assigns large proteins while using limited sets of triple-resonance experiments. Our approach handles proteins with large fractions of missing data and many ambiguous pairs of pseudoresidues, and provides a statistical assessment of confidence in global and position-specific assignments. The approach is tested on an extensive set of experimental and synthetic data of up to 723 residues, with match tolerances of up to 0.5 ppm for C α and C β resonance types. The tests show that the approach is particularly helpful when data contain experimental noise and require large match tolerances. The keys to the approach are an empirical Bayesian probability model that rigorously accounts for uncertainty in the data at all stages in the analysis, and a hybrid stochastic tree-based search algorithm that effectively explores the large space of possible assignments

"I Forgot I Wasn't Saving the World": the Use of Formative and Summative Assessment in Instructional Video Games for Undergraduate Biology

Science.gov (United States)

Lookadoo, Kathryn L.; Bostwick, Eryn N.; Ralston, Ryan; Elizondo, Francisco Javier; Wilson, Scott; Shaw, Tarren J.; Jensen, Matthew L.

2017-12-01

This study examined the role of formative and summative assessment in instructional video games on student learning and engagement. A 2 (formative feedback: present vs absent) × 2 (summative feedback: present vs absent) factorial design with an offset control (recorded lecture) was conducted to explore the impacts of assessment in video games. A total of 172 undergraduates were randomly assigned to one of four instructional video game conditions or the control. Results found that knowledge significantly increased from the pretest for players in all game conditions. Participants in summative assessment conditions learned more than players without summative assessment. In terms of engagement outcomes, formative assessment conditions did not significantly produce better learning engagement outcomes than conditions without formative assessment. However, summative assessment conditions were associated with higher temporal disassociation than non-summative conditions. Implications for future instructional video game development and testing are discussed in the paper.

Whole or ground millet grain provided in two supplementation frequencies for grazing beef cattle: nutritional parameters

Directory of Open Access Journals (Sweden)

João Marcos Beltrame Benatti

2014-05-01

Full Text Available The objective of this study was to evaluate the processing of millet grain provided at two supplementation frequencies for grazing beef cattle during the dry season on nutritional parameters. Five rumen-cannulated crossbred steers, with 24 to 26 months of age and average body weight of 428.6±26.06 kg, were assigned to a Latin square design (5 × 5 in a 2 × 2 + 1 factorial arrangement, as follows: two forms of millet grain (whole grains - or ground; WG - GG, two strategies of concentrate supplementation (daily distribution - 7X; or three times a week - 3X and a control treatment (mineral mixture - MM. Animals were kept in five paddocks of 0.24 ha each with Marandu grass pastures. Concentrate supplements were supplied at 2.00 and 4.66 kg/animal/day for treatments 7X and 3X, respectively. The concentrate supplementation enhanced the intake of total dry matter (DM and organic matter (OM and nutrients compared with mineral supplementation. No differences were found between dry matter intake and forage organic matter intake. The values of digestibility coefficients of DM, OM, ether extract, total carbohydrates and non-fiber carbohydrates were increased by concentrate supplementation. Regarding concentrations of rumen ammonia nitrogen, the interactions among time × treatment × day and day × treatment had effects on the measurements of ruminal pH. Plasma urea nitrogen, urinary urea excretion and urinary urea N excretion differed only between MM treatment and the others, with no interference of grain physical form and supplementation frequency on those variables. The millet grain processing does not alter forage intake, but improves digestibility. Daily supplementation increases digestibility of dry matter and neutral detergent fiber.

The impact of micronutrient supplementation in alcohol-exposed pregnancies on information processing skills in Ukrainian infants.

Science.gov (United States)

Kable, J A; Coles, C D; Keen, C L; Uriu-Adams, J Y; Jones, K L; Yevtushok, L; Kulikovsky, Y; Wertelecki, W; Pedersen, T L; Chambers, C D

2015-11-01

The potential of micronutrients to ameliorate the impact of prenatal alcohol exposure (PAE) was explored in a clinical trial conducted in Ukraine. Cardiac orienting responses (ORs) during a habituation/dishabituation learning paradigm were obtained from 6 to 12 month-olds to assess neurophysiological encoding and memory. Women who differed in prenatal alcohol use were recruited during pregnancy and assigned to a group (No study-provided supplements, multivitamin/mineral supplement, or multivitamin/mineral supplement plus choline supplement). Heart rate was collected for 30 s prior to stimulus onset and 12 s post-stimulus onset. Difference values (∆HR) for the first 3 trials of each condition were aggregated for analysis. Gestational blood samples were collected to assess maternal nutritional status and changes as a function of the intervention. Choline supplementation resulted in a greater ∆HR on the visual habituation trials for all infants and for the infants with no PAE on the dishabituation trials. The latency of the response was reduced in both conditions for all infants whose mothers received choline supplementation. Change in gestational choline level was positively related to ∆HR during habituation trials and levels of one choline metabolite, dimethylglycine (DMG), predicted ∆HR during habituation trials and latency of responses. A trend was found between DMG and ∆HR on the dishabituation trials and latency of the response. Supplementation did not affect ORs to auditory stimuli. Choline supplementation when administered together with routinely recommended multivitamin/mineral prenatal supplements during pregnancy may provide a beneficial impact to basic learning mechanisms involved in encoding and memory of environmental events in alcohol-exposed pregnancies as well as non- or low alcohol-exposed pregnancies. Changes in maternal nutrient status suggested that one mechanism by which choline supplementation may positively impact brain development is

Clinical safety assessment of oral higenamine supplementation in healthy, young men.

Science.gov (United States)

Bloomer, R J; Schriefer, J M; Gunnels, T A

2015-10-01

Higenamine, an herbal agent also known as norcoclaurine, is thought to stimulate β-androgenic receptors and possess lipolytic activity. It is currently making its way into the dietary supplement market. To our knowledge, no studies have been conducted to determine the safety profile of oral higenamine when used alone and in conjunction with other commonly used lipolytic agents. Forty-eight men were assigned to ingest either a placebo, higenamine, caffeine, or higenamine + caffeine + yohimbe bark extract daily for a period of 8 weeks. Before and after 4 and 8 weeks of supplementation, the following variables were measured: resting respiratory rate, heart rate, blood pressure, urinalysis, complete blood count, metabolic panel, liver enzyme activity, and lipid panel. No interaction effects were noted for any variable (p > 0.05), with no changes of statistical significance occurring across time for any of the four conditions (p > 0.05). This is the first study to determine the safety profile of oral higenamine intake in human subjects. Our data indicate that 8 weeks of daily higenamine supplementation, either alone or in conjunction with caffeine and yohimbe bark extract, does not result in a statistically significant change in any of the measured outcome variables. Additional studies, inclusive of a larger sample size, are needed to extend these initial findings. © The Author(s) 2015.

Hand hygiene instruction decreases illness-related absenteeism in elementary schools: a prospective cohort study

Science.gov (United States)

2012-01-01

Background Illness-related absences have been shown to lead to negative educational and economic outcomes. Both hand washing and hand sanitizer interventions have been shown to be effective in reducing illness-related absences. However, while the importance of hand hygiene in schools is clear, the role of instruction in use is less obvious. The purpose of this study was to compare absenteeism rates among elementary students given access to hand hygiene facilities versus students given both access and short repetitive instruction in use, particularly during influenza season when illness-related absences are at a peak. Methods A hand hygiene intervention was implemented from October to May during the 2009/2010 academic year, including peak flu season, in two Chicago Public Elementary Schools among students grades pre-kindergarten to eighth grade (ages 4–14). Classrooms were systematically assigned to an intervention or control group by grade (cluster design). Hand hygiene facilities (sanitizer and soap) were made available to all students. Students in the intervention group also received short repetitive instruction in hand hygiene every 2 months. Only absences as a result of respiratory or gastrointestinal illness were used to establish illness-related absenteeism rates. Percent absent days were calculated and bivariate analyses were performed to compare percent absent days among students given access to hand hygiene facilities versus students given both access and instruction. Prior to the intervention, teachers’ perceptions of students’ hand hygiene were also evaluated. Teacher perceptions were analysed to describe attitudes and beliefs. Results Data were collected and analysed for 773 students reporting 1,886 absences during the study period (1.73% of total school days). Both the percent total absent days and percent illness-related absent days were significantly lower in the group receiving short instruction during flu season (P = 0.002, P�

German Federal Constitutional Court decision of May 22, 1990. On the right of the Federal Government to issue instructions in the field of commission administration

International Nuclear Information System (INIS)

Anon.

1991-01-01

The Federal Constitutional Court discusses questions relating to the distribution of competence in the field of commission administration pursuant to Article 85 of the Basic Law ('Grundgesetz') in connection with a specific licensing procedure under atomic law (Kalkar). Under Art. 85 of the Basic Law executive competence is assigned irrevocably to the individual State, whereas substantive competence is always only assigned to the State insofar as it is not claimed by Federal Government. The decision further reviews questions of: Legal injury through federal instruction pursuant to Article 85 (3) of the Basic Law; a claimable right to the substantively lawful execution of the authority to instruct or even a right to sue for an injunction in the case of an infringement of the Constitution or of a basic right and associated boundary questions; the nedessity of clarity of instructions; and the obligation of Federal Government to act in a manner conducive to the promotion of the interests of the Federation as such. The Court also made it clear that the limits to the influence of the state on the rights of the individual derived from the principle of the Rule of Law do not apply to questions concerning competence in the Federation-State relationship. [Reference: Federal Constitutional Court 2 BvG 1/88, decision of May 22, 1990]. (RST) [de

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…

Design Principles for Online Instruction: A New Kind of Classroom

Directory of Open Access Journals (Sweden)

Neil TOPORSKI

2004-01-01

Full Text Available In the 1900’s, distance education attempted to mimic the traditional classroom lecture via the transmission of live or “canned” broadcasts, regardless of the technologies used: satellite, television, film, or radio. These kinds of media predisposed DE to closely adhere to the lecture (sit and absorb model, where content was disseminated in about the same time constraints as a traditional class: taught at scheduled times throughout the week–almost anywhere but not always anytime. Moreover, the modes of presentation in classic DE seemed to hinder the kinds of human interactions normally experienced in the traditional classroom, fostering individualized and isolated learning experiences.Online learning is a hybrid between the traditional classroom and the DE experience. Like the traditional classroom, instruction is teacher-facilitated. The student is enrolled in a conventional course with topic (lecture presentations, reading and homework assignments, classroom discussions, and class projects. Unlike the traditional classroom, courses are web-based and distributed from a distance, using an assortment of synchronous and asynchronous computer technologies and offered anywhere and anytime. In this way, online learning is different from the classic DE model by encouraging decentralized and collaborative learning environments. So that in this presentation will be discuss design principles for online instruction as being a new kind of classroom.

A comparison of student reactions to biology instruction by interactive videodisc or conventional laboratory

Science.gov (United States)

Leonard, William H.

This study was designed to learn if students perceived an interactive computer/videodisc learning system to represent a viable alternative to (or extension of) the conventional laboratory for learning biology skills and concepts normally taught under classroom laboratory conditions. Data were collected by questionnaire for introductory biology classes at a large midwestern university where students were randomly assigned to two interactive videodisc/computer lessons titled Respiration and Climate and Life or traditional laboratory investigation with the same titles and concepts. The interactive videodisc system consisted of a TRS-80 Model III microcomputer interfaced to a Pioneer laser-disc player and a color TV monitor. Students indicated an overall level satisfaction with this strategy very similar to that of conventional laboratory instruction. Students frequently remarked that videodisc instruction gave them more experimental and procedural options and more efficient use of instructional time than did the conventional laboratory mode. These two results are consistent with past CAI research. Students also had a strong perception that the images on the videodisc were not real and this factor was perceived as having both advantages and disadvantages. Students found the two approaches to be equivalent to conventional laboratory instruction in the areas of general interest, understanding of basic principles, help on examinations, and attitude toward science. The student-opinion data in this study do not suggest that interactive videodisc technology serve as a substitute to the wet laboratory experience, but that this medium may enrich the spectrum of educational experiences usually not possible in typical classroom settings.

Design and development of an intelligent nursing bed - a pilot project of "joint assignment".

Science.gov (United States)

Jiehui Jiang; Tingwei Liu; Yuting Zhang; Yu Song; Mi Zhou; Xiaosong Zheng; Zhuangzhi Yan

2017-07-01

The "joint assignment" is a creative bachelor education project for Biomedical Engineering (BME) in Shanghai University (SHU), China. The objective of this project is to improve students' capabilities in design thinking and teamwork through practices in the process of the design and development of complex medical product. As the first step, a pilot project "design and development of intelligent nursing bed" was set up in May 2015. This paper describes details of how project organization and management, various teaching methods and scientific evaluation approaches were achieved in this pilot project. For example, a method containing one main line and four branches is taken to manage the project and "prototyping model" was used as the main research approach. As a result a multi-win situation was achieved. The results showed, firstly, 62 bachelor students including 16 BME students were well trained. They improved themselves in use of practical tools, communication skills and scientific writing; Secondly, commercial companies received a nice product design on intelligent nursing bed, and have been working on industrializing it; Thirdly, the university and associated schools obtained an excellent practical education experience to supplement traditional class education; Fourthly and most importantly, requirements from end-users will be met. The results also showed that the "joint assignment" task could become a significant component in BME bachelor education.

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...

The effects of coconut oil supplementation on the body composition and lipid profile of rats submitted to physical exercise

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NATHÁLIA M. RESENDE

2016-06-01

Full Text Available This study aims to verify the effects of coconut oil supplementation (COS in the body composition and lipid profile of rats submitted to physical exercise. The animals (n=6 per group were randomly assigned to: G1=Sedentary and Non-supplemented (Control Group, G2=Sedentary and Supplemented, G3=Exercised and Non-supplemented and G4=Exercised and Supplemented. The COS protocol used was 3 mL/Kg of body mass by gavage for 28 days. The physical exercise was the vertical jumping training for 28 days. It was determined the body mass parameters, Lee Index, blood glucose and lipid profile. The COS did not interfere with body mass, but the lean body mass was lower in G3 compared to G2. The final Lee Index classified G1 and G2 as obese (>30g/cm. The lipid profile showed total cholesterol was decreased in G3, LDL-c concentration was decreased in G2, triglycerides, VLDL-c and HDL-c concentrations were increased in G2 and G4 in relation to G1 and G3. The COS decreased LDL-c/HDL-c ratio. In conclusion, the COS associated or not to physical exercise worsen others lipid parameters, like triglycerides and VLDL-c level, showing the care with the use of lipid supplements.

The Effect of Verbal Self-Instruction on the Recovery of Inattention Symptoms in Elementary School Students with Attention Deficit Disorder

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Samad Ghassabi

2010-10-01

Full Text Available Objective: Attention Deficit / Hyperactivity Disorder (ADHD is one of the most common and chronic mental health disorder through childhood. It is characterized with symptoms such as: inattention, hyperactivity and impulsivity. The purpose of this article was to investigate the effect of verbal self-instruction on the recovery of inattention symptoms in elementary school students with Attention Deficit/ Hyperactivity Disorder Attention Deficit Disorder Type (ADD. Materials & Methods: This research was experimental with pretest–posttest control group design. By cluster sampling from second and third grades students of elementary schools in Tabriz, 30 boys who were diagnosed ADD by using Children Symptom Inventory (CSI-4 and interviewing through clinical psychologist based on diagnostic and statistical manual of mental disorders-fourth edition-text revision (DSM-IV-TR standards, selected and matched according to Raven intelligence test. Then subjects were assigned randomly to experimental and control groups. Experimental group received verbal self instruction training for 8 sessions. To study the relationship between inattention symptoms and intervention of verbal self-instruction and control of pretest effect, analysis of covariance was used. Results: The results of analysis of covariance indicated significant relation (P<0.001 between intervention of verbal self-instruction and inattention symptoms. Conclusion: In sum, the intervention of verbal self-instruction program decreased inattention symptoms of Attention Deficit Disorder students.

Early participation in a prenatal food supplementation program ameliorates the negative association of food insecurity with quality of maternal-infant interaction.

Science.gov (United States)

Frith, Amy L; Naved, Ruchira T; Persson, Lars Ake; Rasmussen, Kathleen M; Frongillo, Edward A

2012-06-01

Food insecurity is detrimental to child development, yet little is known about the combined influence of food insecurity and nutritional interventions on child development in low-income countries. We proposed that women assigned to an early invitation time to start a prenatal food supplementation program could reduce the negative influence of food insecurity on maternal-infant interaction. A cohort of 180 mother-infant dyads were studied (born between May and October 2003) from among 3267 in the randomized controlled trial Maternal Infant Nutritional Interventions Matlab, which was conducted in Matlab, Bangladesh. At 8 wk gestation, women were randomly assigned an invitation time to start receiving food supplements (2.5 MJ/d; 6 d/wk) either early (~9 wk gestation; early-invitation group) or at the usual start time (~20 wk gestation; usual-invitation group) for the government program. Maternal-infant interaction was observed in homes with the use of the Nursing Child Assessment Satellite Training Feeding Scale, and food-insecurity status was obtained from questionnaires completed when infants were 3.4-4.0 mo old. By using a general linear model for maternal-infant interaction, we found a significant interaction (P = 0.012) between invitation time to start a prenatal food supplementation program and food insecurity. Those in the usual-invitation group with higher food insecurity scores (i.e., more food insecure) had a lower quality of maternal-infant interaction, but this relationship was ameliorated among those in the early-invitation group. Food insecurity limits the ability of mothers and infants to interact well, but an early invitation time to start a prenatal food supplementation program can support mother-infant interaction among those who are food insecure.

Toxic chemical release inventory reporting form R and instructions. Revised 1992 version. Section 313 of the Emergency Planning and Community Right-to-Know Act

International Nuclear Information System (INIS)

1993-01-01

Reporting is required to provide the public with information on the releases of listed toxic chemicals in their communities and to provide EPA with release information to assist the Agency in determining the need for future regulations. Facilities must report the quantities of both routine and accidental releases of listed toxic chemicals, as well as the maximum amount of the listed toxic chemical on-site during the calendar year and the amount contained in wastes transferred off-site. These instructions supplement and elaborate on the requirements in the reporting rule (40 CFR Part 372). Together with the reporting rule, they constitute the reporting requirements. All references in these instructions are to sections in the reporting rule unless otherwise indicated

Maternal PUFA omega-3 supplementation prevents hyperoxia-induced pulmonary hypertension in the offspring.

Science.gov (United States)

Zhong, Ying; Catheline, Daniel; Houeijeh, Ali; Sharma, Dyuti; Du, Li-Zhong; Besengez, Capucine; Deruelle, Philippe; Legrand, Philippe; Storme, Laurent

2018-03-29

Pulmonary hypertension (PH) and right ventricular hypertrophy (RVH) affect 16-25% of premature infants with bronchopulmonary dysplasia (BPD), contributing significantly to perinatal morbidity and mortality. Polyunsaturated fatty acids ω-3 (PUFA ω-3) can improve vascular remodeling, angiogenesis, and inflammation under pathophysiological conditions. However, the effects of PUFA ω-3 supplementation in BPD-associated PH are unknown. The present study aimed to evaluate the effects of PUFA ω-3 on pulmonary vascular remodeling, angiogenesis, and inflammatory response in a hyperoxia-induced rat model of PH. From embryonic day 15, pregnant Spague-Dawley rats were supplemented daily with PUFA ω-3, PUFA ω-6, or normal saline (0.2 ml/day). After birth, pups were pooled, assigned as 12 per litter, and randomly to either in air or continuous oxygen exposure (FiO2 = 85%) for 20 days, then sacrificed for pulmonary hemodynamic and morphometric analysis. We found that PUFA ω-3 supplementation improved survival, decreased right ventricular systolic pressure and RVH caused by hyperoxia, and significantly improved alveolarization, vascular remodeling, and vascular density. PUFA ω-3 supplementation produced a higher level of total ω-3 in lung tissue and breast milk, and was found reversing the reduced levels of VEGFA, VEGFR-2, ANGPT-1, TIE-2, eNOS, and NO concentrations in lung tissue, and the increased ANGPT-2 levels in hyperoxia-exposed rats. The beneficial effects of PUFA ω-3 in improving lung injuries were also associated with an inhibition of leukocyte infiltration, and reduced expression of proinflammatory cytokines IL-1β, IL-6 and TNF-α. These data indicated that maternal PUFA ω-3 supplementation strategies could effectively protect against infant PH induced by hyperoxia.

Training Enhances Immune Cells Mitochondrial Biosynthesis, Fission, Fusion, and Their Antioxidant Capabilities Synergistically with Dietary Docosahexaenoic Supplementation

Directory of Open Access Journals (Sweden)

Carla Busquets-Cortés

2016-01-01

Full Text Available Exercise training induces adaptations in mitochondrial metabolism, dynamics, and oxidative protection. Omega-3 fatty acids change membrane lipid composition and modulate mitochondrial function. The aim was to investigate the effect of 8-week training and docosahexaenoic acid (DHA supplementation (1.14 g/day on the mitochondria dynamics and antioxidant status in peripheral blood mononuclear cells (PBMCs from sportsmen. Subjects were assigned to an intervention (N=9 or placebo groups (N=7 in a randomized double-blind trial. Nutritional intervention significantly increased the DHA content in erythrocyte membranes from the experimental group. No significant differences were reported in terms of circulating PBMCs, Mn-superoxide dismutase protein levels, and their capability to produce reactive oxygen species. The proteins related to mitochondrial dynamics were, in general, increased after an 8-week training and this increase was enhanced by DHA supplementation. The content in mitofusins Mtf-1 and Mtf-2, optic atrophy protein-1 (Opa-1, and mitochondrial transcription factor A (Tfam were significantly higher in the DHA-supplemented group after intervention. Cytochrome c oxidase (COX-IV activity and uncoupling proteins UCP-2 and UCP-3 protein levels were increased after training, with higher UCP-3 levels in the supplemented group. In conclusion, training induced mitochondrial adaptations which may contribute to improved mitochondrial function. This mitochondrial response was modulated by DHA supplementation.

Creatine supplementation prevents hyperhomocysteinemia, oxidative stress and cancer-induced cachexia progression in Walker-256 tumor-bearing rats.

Science.gov (United States)

Deminice, Rafael; Cella, Paola Sanches; Padilha, Camila S; Borges, Fernando H; da Silva, Lilian Eslaine Costa Mendes; Campos-Ferraz, Patrícia L; Jordao, Alceu Afonso; Robinson, Jason Lorne; Bertolo, Robert F; Cecchini, Rubens; Guarnier, Flávia Alessandra

2016-08-01

The purpose of this study was to investigate (1) the impact of tumor growth on homocysteine (Hcy) metabolism, liver oxidative stress and cancer cachexia and, (2) the potential benefits of creatine supplementation in Walker-256 tumor-bearing rats. Three experiments were conducted. First, rats were killed on days 5 (D5), 10 (D10) and 14 (D14) after tumor implantation. In experiment 2, rats were randomly assigned to three groups designated as control (C), tumor-bearing (T) and tumor-bearing supplemented with creatine (TCr). A life span experiment was conducted as the third experiment. Creatine was supplied in drinking water for 21 days (8 g/L) in all cases. Tumor implantation consisted of a suspension of Walker-256 cells (8.0 × 10(7) cells in 0.5 mL of PBS). The progressive increase (P creatine supplementation promoted a 28 % reduction of tumor weight (P Creatine supplementation was unable to decrease Hcy concentration and to increase SAM/SAH ratio in tumor tissue. These data suggest that creatine effects on hepatic impaired Hcy metabolism promoted by tumor cell inoculation are responsible to decrease plasma Hcy in tumor-bearing rats. In conclusion, Walker-256 tumor growth is associated with progressive hyperhomocysteinemia, body weight loss and liver oxidative stress in rats. Creatine supplementation, however, prevented these tumor-associated perturbations.

Fish-oil supplementation enhances the effects of strength training in elderly women.

Science.gov (United States)

Rodacki, Cintia L N; Rodacki, André L F; Pereira, Gleber; Naliwaiko, Katya; Coelho, Isabela; Pequito, Daniele; Fernandes, Luiz Cléudio

2012-02-01

Muscle force and functional capacity generally decrease with aging in the older population, although this effect can be reversed, attenuated, or both through strength training. Fish oil (FO), which is rich in n-3 (omega-3) PUFAs, has been shown to play a role in the plasma membrane and cell function of muscles, which may enhance the benefits of training. The effect of strength training and FO supplementation on the neuromuscular system of the elderly has not been investigated. The objective was to investigate the chronic effect of FO supplementation and strength training on the neuromuscular system (muscle strength and functional capacity) of older women. Forty-five women (aged 64 ± 1.4 y) were randomly assigned to 3 groups. One group performed strength training only (ST group) for 90 d, whereas the others performed the same strength-training program and received FO supplementation (2 g/d) for 90 d (ST90 group) or for 150 d (ST150 group; supplemented 60 d before training). Muscle strength and functional capacity were assessed before and after the training period. No differences in the pretraining period were found between groups for any of the variables. The peak torque and rate of torque development for all muscles (knee flexor and extensor, plantar and dorsiflexor) increased from pre- to posttraining in all groups. However, the effect was greater in the ST90 and ST150 groups than in the ST group. The activation level and electromechanical delay of the muscles changed from pre- to posttraining only for the ST90 and ST150 groups. Chair-rising performance in the FO groups was higher than in the ST group. Strength training increased muscle strength in elderly women. The inclusion of FO supplementation caused greater improvements in muscle strength and functional capacity.

Long-term effects of food supplementation and psychosocial intervention on the physical growth of Colombian infants at risk of malnutrition.

Science.gov (United States)

Super, C M; Herrera, M G; Mora, J O

1990-02-01

280 Colombian infants at risk of malnutrition were randomly assigned to 1 of 4 experimental groups formed by the presence/absence of 2 interventions: (1) food supplementation for the entire family, from mid-pregnancy until the target child was 3 years old, and (2) a twice-weekly home-visiting program to promote cognitive development, from birth until age 3. All families received free medical care and were studied prospectively. At 3 years of age, children who had received food supplementation averaged 2.6 cm and 642 grams larger than controls. Home visiting and supplementation together reduced the number of children with severe growth retardation. 3 years after intervention (age 6), supplementation effects remained. Children in the home visit condition had become larger than controls, by 1.7 cm and 448 grams. The interactive effect to reduce stunting was marginally significant at this age, and the overall distribution of scores was improved. Other results suggest that changes in family functioning as well as biological mechanisms account for the observed pattern of results.

32 CFR 884.2 - Assigned responsibilities.

Science.gov (United States)

2010-07-01

... OF PERSONNEL TO UNITED STATES CIVILIAN AUTHORITIES FOR TRIAL § 884.2 Assigned responsibilities. (a... 32 National Defense 6 2010-07-01 2010-07-01 false Assigned responsibilities. 884.2 Section 884.2... requests for return of members to the United States for delivery to civilian authorities when the request...

Speak fast, use jargon, and don't repeat yourself: a randomized trial assessing the effectiveness of online videos to supplement emergency department discharge instructions.

Directory of Open Access Journals (Sweden)

Clare L Atzema

Full Text Available Emergency department discharge instructions are variably understood by patients, and in the setting of emergency department crowding, innovations are needed to counteract shortened interaction times with the physician. We evaluated the effect of viewing an online video of diagnosis-specific discharge instructions on patient comprehension and recall of instructions.In this prospective, single-center, randomized controlled trial conducted between November 2011 and January 2012, we randomized emergency department patients who were discharged with one of 38 diagnoses to either view (after they left the emergency department a vetted online video of diagnosis-specific discharge instructions, or to usual care. Patients were subsequently contacted by telephone and asked three standardized questions about their discharge instructions; one point was awarded for each correct answer. Using an intention-to-treat analysis, differences between groups were assessed using univariate testing, and with logistic regression that accounted for clustering on managing physician. A secondary outcome measure was patient satisfaction with the videos, on a 10-point scale.Among 133 patients enrolled, mean age was 46.1 (s.d.D. 21.5 and 55% were female. Patients in the video group had 19% higher mean scores (2.5, s.d. 0.7 than patients in the control group (2.1, s.d. 0.8 (p=0.002. After adjustment for patient age, sex, first language, triage acuity score, and clustering, the odds of achieving a fully correct score (3 out of 3 were 3.5 (95% CI, 1.7 to 7.2 times higher in the video group, compared to the control group. Among those who viewed the videos, median rating of the videos was 10 (IQR 8 to 10.In this single-center trial, patients who viewed an online video of their discharge instructions scored higher on their understanding of key concepts around their diagnosis and subsequent care. Those who viewed the videos found them to be a helpful addition to standard care

Speak fast, use jargon, and don't repeat yourself: a randomized trial assessing the effectiveness of online videos to supplement emergency department discharge instructions.

Science.gov (United States)

Atzema, Clare L; Austin, Peter C; Wu, Libo; Brzozowski, Michael; Feldman, Michael J; McDonnell, Michael; Mazurik, Laurie

2013-01-01

Emergency department discharge instructions are variably understood by patients, and in the setting of emergency department crowding, innovations are needed to counteract shortened interaction times with the physician. We evaluated the effect of viewing an online video of diagnosis-specific discharge instructions on patient comprehension and recall of instructions. In this prospective, single-center, randomized controlled trial conducted between November 2011 and January 2012, we randomized emergency department patients who were discharged with one of 38 diagnoses to either view (after they left the emergency department) a vetted online video of diagnosis-specific discharge instructions, or to usual care. Patients were subsequently contacted by telephone and asked three standardized questions about their discharge instructions; one point was awarded for each correct answer. Using an intention-to-treat analysis, differences between groups were assessed using univariate testing, and with logistic regression that accounted for clustering on managing physician. A secondary outcome measure was patient satisfaction with the videos, on a 10-point scale. Among 133 patients enrolled, mean age was 46.1 (s.d.D. 21.5) and 55% were female. Patients in the video group had 19% higher mean scores (2.5, s.d. 0.7) than patients in the control group (2.1, s.d. 0.8) (p=0.002). After adjustment for patient age, sex, first language, triage acuity score, and clustering, the odds of achieving a fully correct score (3 out of 3) were 3.5 (95% CI, 1.7 to 7.2) times higher in the video group, compared to the control group. Among those who viewed the videos, median rating of the videos was 10 (IQR 8 to 10). In this single-center trial, patients who viewed an online video of their discharge instructions scored higher on their understanding of key concepts around their diagnosis and subsequent care. Those who viewed the videos found them to be a helpful addition to standard care. Clinical

Taurine Supplementation Improves Functional Capacity, Myocardial Oxygen Consumption, and Electrical Activity in Heart Failure.

Science.gov (United States)

Ahmadian, Mehdi; Dabidi Roshan, Valiollah; Ashourpore, Eadeh

2017-07-04

Taurine is an amino acid found abundantly in the heart in very high concentrations. It is assumed that taurine contributes to several physiological functions of mammalian cells, such as osmoregulation, anti-inflammation, membrane stabilization, ion transport modulation, and regulation of oxidative stress and mitochondrial protein synthesis. The objective of the current study was to evaluate the effectiveness of taurine supplementation on functional capacity, myocardial oxygen consumption, and electrical activity in patients with heart failure. In a double-blind and randomly designed study, 16 patients with heart failure were assigned to two groups: taurine (TG, n = 8) and placebo (PG, n = 8). TG received 500-mg taurine supplementation three times per day for two weeks. Significant decrease in the values of Q-T segments (p heart failure patients. Together, these findings support the view that taurine improves cardiac function and functional capacity in patients with heart failure. This idea warrants further study.

The effect of direct-fed microbial supplementation, as an alternative to antibiotics, on growth performance, intestinal immune status and epithelial barrier protein expression in broiler chickens

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The objective of this study was to investigate the effects of Bacillus subtilis-based probiotic supplementation in broiler chicken diets on growth performance, feed efficiency, intestinal cytokine and tight junction (TJ) protein mRNA expression. Day-old broiler chicks (n = 140) were randomly assigne...

Personnel dose assignment practices

International Nuclear Information System (INIS)

Fix, J.J.

1993-04-01

Implementation of DOE N 5480.6 Radiological Control Manual Article 511(3) requirements, to minimize the assignment of personnel dosimeters, should be done only under a broader context ensuring that capabilities are in place to monitor and record personnel exposure both for compliance and for potential litigation. As noted in NCRP Report No. 114, personnel dosimetry programs are conducted to meet four major objectives: radiation safety program control and evaluation; regulatory compliance; epidemiological research; and litigation. A change to Article 511(3) is proposed that would require that minimizing the assignment of personnel dosimeters take place only following full evaluation of overall capabilities (e.g., access control, area dosimetry, etc.) to meet the NCRP objectives

Effects of supplementation with green tea by-products on growth performance, meat quality, blood metabolites and immune cell proliferation in goats.

Science.gov (United States)

Ahmed, S T; Lee, J-W; Mun, H-S; Yang, C-J

2015-12-01

Forty-eight castrated male goats were used to determine the effects of feeding green tea by-products (GTB) on growth performance, meat quality, blood metabolites and immune cell proliferation. Experimental treatments consisted of basal diets supplemented with four levels of GTB (0%, 0.5%, 1.0% or 2.0%). Four replicate pens were assigned to each treatment with three goats per replicate. Increasing dietary GTB tended to linearly increase the overall average weight gain and feed intake (p = 0.09). Water holding capacity, pH and sensory attributes of meat were not affected by GTB supplementation, while cooking loss was reduced both linearly and quadratically (p goat meat were improved by GTB supplementation. Increasing dietary GTB quadratically increased protein and decreased crude fat (p goat meat. The proportions of monounsaturated fatty acid, polyunsaturated fatty acid (PUFA) and n-6 PUFA increased linearly (p meat were lower in the 2.0% GTB-supplemented group in all storage periods (p meat quality, blood metabolites and immune cell proliferation when supplemented as a feed additive in goat diet. Journal of Animal Physiology and Animal Nutrition © 2014 Blackwell Verlag GmbH.

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.

Effects of L-glutamine supplementation on maternal and fetal hemodynamics in gestating ewes exposed to alcohol

OpenAIRE

Sawant, Onkar B.; Ramadoss, Jayanth; Hankins, Gary D.; Wu, Guoyao; Washburn, Shannon E.

2014-01-01

Not much is known about effects of gestational alcohol exposure on maternal and fetal cardiovascular adaptations. This study determined whether maternal binge alcohol exposure and L-glutamine supplementation could affect maternal-fetal hemodynamics and fetal regional brain blood flow during the brain growth spurt period. Pregnant sheep were randomly assigned to one of four groups: saline control, alcohol (1.75–2.5 g/kg body weight), glutamine (100 mg/kg body weight) or alcohol + glutamine. A ...

Computational Aspects of Assigning Agents to a Line

DEFF Research Database (Denmark)

Aziz, Haris; Hougaard, Jens Leth; Moreno-Ternero, Juan D.

2017-01-01

-egalitarian assignments. The approach relies on an algorithm which is shown to be faster than general purpose algorithms for the assignment problem. We also extend the approach to probabilistic assignments and explore the computational features of existing, as well as new, methods for this setting....

Computational aspects of assigning agents to a line

DEFF Research Database (Denmark)

Aziz, Haris; Hougaard, Jens Leth; Moreno-Ternero, Juan D.

2017-01-01

-egalitarian assignments. The approach relies on an algorithm which is shown to be faster than general purpose algorithms for the assignment problem. We also extend the approach to probabilistic assignments and explore the computational features of existing, as well as new, methods for this setting....

Calcium supplements

Science.gov (United States)

... this page: //medlineplus.gov/ency/article/007477.htm Calcium supplements To use the sharing features on this page, please enable JavaScript. WHO SHOULD TAKE CALCIUM SUPPLEMENTS? Calcium is an important mineral for the ...

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…

Influence of HMB supplementation and resistance training on cytokine responses to resistance exercise.

Science.gov (United States)

Kraemer, William J; Hatfield, Disa L; Comstock, Brett A; Fragala, Maren S; Davitt, Patrick M; Cortis, Cristina; Wilson, Jacob M; Lee, Elaine C; Newton, Robert U; Dunn-Lewis, Courtenay; Häkkinen, Keijo; Szivak, Tunde K; Hooper, David R; Flanagan, Shawn D; Looney, David P; White, Mark T; Volek, Jeff S; Maresh, Carl M

2014-01-01

The purpose of this study was to determine the effects of a multinutritional supplement including amino acids, β-hydroxy-β-methylbutyrate (HMB), and carbohydrates on cytokine responses to resistance exercise and training. Seventeen healthy, college-aged men were randomly assigned to a Muscle Armor™ (MA; Abbott Nutrition, Columbus, OH) or placebo supplement group and 12 weeks of resistance training. An acute resistance exercise protocol was administered at 0, 6, and 12 weeks of training. Venous blood samples at pre-, immediately post-, and 30-minutes postexercise were analyzed via bead multiplex immunoassay for 17 cytokines. After 12 weeks of training, the MA group exhibited decreased interferon-gamma (IFN-γ) and interleukin (IL)-10. IL-1β differed by group at various times. Granulocyte colony-stimulating factor (G-CSF), granulocyte-macrophage colony-stimulating factor (GM-CSF), IL-6, IL-7, IL-8, IL-12p70, IL-13, IL-17, monocyte chemoattractant protein-1 (MCP-1), and macrophage inflammatory protein-1 beta (MIP-1β) changed over the 12-week training period but did not differ by group. Twelve weeks of resistance training alters the cytokine response to acute resistance exercise, and supplementation with HMB and amino acids appears to further augment this result.

Effects of supplemental copper on the serum lipid profile, meat quality, and carcass composition of goat kids.

Science.gov (United States)

Huang, Yanling; Wang, Yong; Lin, Xi; Guo, Chunhua

2014-06-01

To evaluate the effects of copper (Cu) supplementation on the serum lipid profile, meat quality, and carcass composition of goat kids, thirty-five 3-4-month-old Jian Yang big-eared goat kids (BW 20.3±0.6 kg) were randomly assigned to one of seven dietary Cu treatments (n=5/treatment). The dietary Cu concentrations were: (1) control (no supplemental Cu), (2) 20 mg, (3) 40 mg, (4) 80 mg, (5) 160 mg, (6) 320 mg, and (7) 640 mg of supplemental Cu/kg dry matter (DM). Copper was supplemented as CuSO4.5H2O (25.2 % Cu). The goats were fed a high-concentrate basal diet with the different concentrations of supplemental Cu/kg DM for 96 days. The serum lipid profile was determined on day 51 and day 96. Meat quality and carcass composition of longissimus dorsi muscle were measured after the goats were slaughtered at 96 days. Serum total cholesterol, triglycerides, high density lipoprotein-cholesterol (HDL-C), and low density lipoprotein-cholesterol (LDL-C) were not affected by treatment (P>0.18). No differences were observed in drip loss, cooking loss, a* (redness/greenness) and b* (yellowness/blueness) values (P>0.17); however, the 24-h pH value (linear; P=0.0009) and L* (brightness) value (linear; P=0.0128) decreased, and shear force increased (linear; P=0.0005) as Cu supplementation increased. The intramuscular fat (%) increased (linear; P=0.001) as supplemental Cu increased. No differences (P>0.21) in the moisture, crude protein, and ash (%) were observed. Results of this study indicate that supplemental Cu does not modify the serum lipid profile; however, it can impact intramuscular fat content and the meat quality of goat kids.

A Computerized Approach to Trickle-Process, Random Assignment.

Science.gov (United States)

Braucht, G. Nicholas; Reichardt, Charles S.

1993-01-01

Procedures for implementing random assignment with trickle processing and ways they can be corrupted are described. A computerized method for implementing random assignment with trickle processing is presented as a desirable alternative in many situations and a way of protecting against threats to assignment validity. (SLD)

Writing Assignments that Promote Active Learning

Science.gov (United States)

Narayanan, M.

2014-12-01

Encourage students to write a detailed, analytical report correlating classroom discussions to an important historical event or a current event. Motivate students interview an expert from industry on a topic that was discussed in class. Ask the students to submit a report with supporting sketches, drawings, circuit diagrams and graphs. Propose that the students generate a complete a set of reading responses pertaining to an assigned topic. Require each student to bring in one comment or one question about an assigned reading. The assignment should be a recent publication in an appropriate journal. Have the students conduct a web search on an assigned topic. Ask them to generate a set of ideas that can relate to classroom discussions. Provide the students with a study guide. The study guide should provide about 10 or 15 short topics. Quiz the students on one or two of the topics. Encourage the students to design or develop some creative real-world examples based on a chapter discussed or a topic of interest. Require that students originate, develop, support and defend a viewpoint using a specifically assigned material. Make the students practice using or utilizing a set of new technical terms they have encountered in an assigned chapter. Have students develop original examples explaining the different terms. Ask the students to select one important terminology from the previous classroom discussions. Encourage the students to explain why they selected that particular word. Ask them to talk about the importance of the terminology from the point of view of their educational objectives and future career. Angelo, T. A. (1991). Ten easy pieces: Assessing higher learning in four dimensions. In T. A. Angelo (Ed.), Classroom research: Early lessons from success (pp. 17-31). New Directions for Teaching and Learning, No. 46. San Francisco: Jossey-Bass.

Resveratrol food supplements

DEFF Research Database (Denmark)

Aschemann-Witzel, Jessica; Grunert, Klaus G

2015-01-01

Background: Consumers increasingly choose food supplements in addition to their diet. Research on supplement users finds they are likely to be female, older and well-educated; Furthermore, supplement users are often characterised as being especially health-oriented, an observation which is termed...... the ‘inverse supplement hypothesis’. However, results are dependent on the substance in question. Little is known so far about botanicals in general, and more specifically, little is known about resveratrol. The psychographic variables of food supplement users are yet relatively underexplored. By comparing US...... and Danish respondents, we aimed to identify whether sociodemographic variables, health status, health beliefs and behaviour and interest in food aspects specifically relevant to resveratrol (e.g., naturalness, indulgence, and Mediterranean food) explain favourable attitudes and adoption intentions toward...

Assessment of knowledge and skills in information literacy instruction for rehabilitation sciences students: a scoping review.

Science.gov (United States)

Boruff, Jill T; Harrison, Pamela

2018-01-01

This scoping review investigates how knowledge and skills are assessed in the information literacy (IL) instruction for students in physical therapy, occupational therapy, or speech-language pathology, regardless of whether the instruction was given by a librarian. The objectives were to discover what assessment measures were used, determine whether these assessment methods were tested for reliability and validity, and provide librarians with guidance on assessment methods to use in their instruction in evidence-based practice contexts. A scoping review methodology was used. A systematic search strategy was run in Ovid MEDLINE and adapted for CINAHL; EMBASE; Education Resources Information Center (ERIC) (EBSCO); Library and Information Science Abstracts (LISA); Library, Information Science & Technology Abstracts (LISTA); and Proquest Theses and Dissertations from 1990 to January 16, 2017. Forty articles were included for data extraction. Three major themes emerged: types of measures used, type and context of librarian involvement, and skills and outcomes described. Thirty-four measures of attitude and thirty-seven measures of performance were identified. Course products were the most commonly used type of performance measure. Librarians were involved in almost half the studies, most frequently as instructor, but also as author or assessor. Information literacy skills such as question formulation and database searching were described in studies that did not involve a librarian. Librarians involved in instructional assessment can use rubrics such as the Valid Assessment of Learning in Undergraduate Education (VALUE) when grading assignments to improve the measurement of knowledge and skills in course-integrated IL instruction. The Adapted Fresno Test could be modified to better suit the real-life application of IL knowledge and skills.

Safety of Bifidobacterium animalis Subsp. Lactis (B. lactis) Strain BB-12-Supplemented Yogurt in Healthy Children.

Science.gov (United States)

Tan, Tina P; Ba, Zhaoyong; Sanders, Mary E; D'Amico, Frank J; Roberts, Robert F; Smith, Keisha H; Merenstein, Daniel J

2017-02-01

Probiotics are live microorganisms that may provide health benefits to the individual when consumed in sufficient quantities. For studies conducted on health or disease endpoints on probiotics in the United States, the Food and Administration has required those studies to be conducted as investigational new drugs. This phase I, double-blinded, randomized, controlled safety study represents the first requirement of this pathway. The purpose of the study was to determine the safety of Bifidobacterium animalis subsp. lactis (B lactis) strain BB-12 (BB-12)-supplemented yogurt when consumed by a generally healthy group of children. The secondary aim was to assess the effect of BB-12-supplemented yogurt on the gut microbiota of the children. Sixty children ages 1 to 5 years were randomly assigned to consume 4 ounces of either BB-12-supplemented yogurt or nonsupplemented control yogurt daily for 10 days. The primary outcome was to assess safety and tolerability, as determined by the number of reported adverse events. A total of 186 nonserious adverse events were reported, with no significant differences between the control and BB-12 groups. No significant changes due to probiotic treatment were observed in the gut microbiota of the study cohort. BB-12-supplemented yogurt is safe and well-tolerated when consumed by healthy children. The present study will form the basis for future randomized clinical trials investigating the potential effects of BB-12-supplemented yogurt in different disease states.

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…

Differences in academic performance and self-regulated learning based on level of student participation in supplemental instruction

Science.gov (United States)

Mack, Ana C.

This study examined differences in academic performance and self-regulated learning based on levels of student participation in Supplemental Instruction (SI) sessions in two introductory undergraduate biology and chemistry courses offered at University of Central Florida in the Spring 2006 semester. The sample consisted of 282 students enrolled in the biology class and 451 students enrolled in chemistry. Academic performance was measured using students' final course grades and rates of withdrawal from the courses. The self-regulated learning constructs of motivation, cognition, metacognition, and resource management were measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Relationships between students' gender and ethnic background and levels of SI participation were also analyzed in this research. Findings in both biology and chemistry courses revealed a statistically significant decrease in student motivation from beginning to end of semester. In chemistry, frequent SI participants also showed statistically significantly higher levels of motivation at the end of the semester than occasional and non-SI participants. There were no statistically significant gains in cognitive, metacognitive, and resource management strategies from beginning to end of semester. However, statistically significant differences in resource management were observed at the end of the semester among SI attendance groups in both courses. Students in the high SI attendance group were more likely to use learning resources than those who did not participate regularly or did not participate at all. Statistically significant differences in academic performance based on students' SI participation were found in both biology and chemistry courses. Frequent SI participants had significantly higher final percentage grades and were more likely to receive grades of A, B, or C, than those who either did not attend SI regularly of did not participate at all. They were also less

Biochemical and Anthropometric Effects of a Weight Loss Dietary Supplement in Healthy Men and Women

Directory of Open Access Journals (Sweden)

Cameron G. McCarthy

2012-01-01

Full Text Available Background We have recently noted an acute increase in circulating free fatty acids and glycerol, as well as resting metabolic rate, when men and women ingested the dietary supplement OxyELITE Pro™ in a single dose. We have also noted a reduction in appetite when subjects were treated with this supplement for 14 consecutive days. It is possible that such findings may favor body weight and fat loss over time. Therefore, the purpose of the present study was to determine the effects of this dietary supplement on weight loss and associated markers using an eight week intervention. Methods Exercise-trained subjects were randomly assigned in double blind manner to ingest either the dietary supplement (n = 16; aged 22.8 ± 0.7 or a placebo (n = 16; 22.5 ± 0.5 every day for eight weeks. Body weight, body composition, skinfold thickness, serum lipids, and appetite were measured as the primary outcome variables. As measures of supplement safety, a complete blood count and comprehensive metabolic panel were performed, and resting heart rate and blood pressure were measured (pre and post intervention. Results No interactions or main effects were noted for our primary outcome measures ( P > 0.05. However, when comparing pre and post intervention values for the supplement, significant decreases were noted in appetite, body weight, body fat percentage, and skinfold thickness ( P 0.05, with the exception of an increase in HDL-C ( P 0.05, with the exception of monocytes, for which an interaction effect was noted ( P = 0.04. Conclusion These data indicate that the dietary supplement OxyELITE Pro™ may assist in weight and body fat loss in a sample of exercise-trained men and women. The supplement does not result in any adverse effects pertaining to resting blood pressure or bloodborne markers of safety; however a small increase in resting heart rate is observed.

Milk production and nutrient digestibility responses to increasing levels of stearic acid supplementation of dairy cows.

Science.gov (United States)

Boerman, J P; de Souza, J; Lock, A L

2017-04-01

The objective of our study was to evaluate the dose-response effects of a stearic acid (C18:0)-enriched supplement on nutrient digestibility, production responses, and the maximum amount of C18:0 that can be incorporated into the milk fat of dairy cows. Multiparous Holstein cows (n = 32; 145 ± 66 d in milk) with a wide range in milk yield (30 to 70 kg/d) were blocked by milk yield and assigned to replicated 4 × 4 Latin squares. Treatments were diets supplemented with a C18:0-enriched supplement (SA; 93% C18:0) at 0, 0.80, 1.50, or 2.30% of diet dry matter (DM). Periods were 21 d with the final 5 d used for data and sample collection. Dry matter intake increased linearly as SA supplementation increased. Supplementation of SA had no effect on the yield of milk or milk components. Due to the increase in DM intake, SA linearly reduced the ratio of energy-corrected milk to DM intake. Supplementation of SA did not affect body weight. Increasing SA reduced digestibility of 16-carbon, 18-carbon, and total fatty acids (FA), with the reduction in digestibility of 18-carbon FA being approximately 30 percentage units from the 0.0 to 2.30% SA supplemented diets. Supplementation of SA linearly increased concentrations of preformed milk fatty acids (FA) but did not affect the yield of preformed milk FA. Yields of C18:0 plus cis-9 C18:1 were increased by SA supplementation; however, the increase from 0 to 2.3% SA was only 16 g/d. The concentration and yield of de novo and 16-carbon milk FA were unaffected by SA supplementation. In conclusion, increasing doses of SA decreased FA digestibility and had little effect on production parameters. Although SA increased the yield of C18:0 and cis-9 C18:1 in milk fat, it had no overall effect on milk fat yield. The lack of production responses to a C18:0-enriched fat supplement was most likely associated with the marked decrease in FA digestibility. Copyright © 2017 American Dairy Science Association. Published by Elsevier Inc. All rights

Effect of phytase supplementation on rumen fermentation characteristics and phosphorus balance in lactating dairy cows

Directory of Open Access Journals (Sweden)

Laura Winter

2015-02-01

Full Text Available This study aimed to evaluate the effects of exogenous phytase on rumen fermentation characteristics, the phosphorus (P-flow at the duodenum and the P-balance in lactating dairy cows. For this purpose ruminal and duodenally fistulated cows were assigned to one of three dietary treatments: high P (HP diet (n=7 provided a total of 45 g/d of P, archived by a supplementation of dicalcium phosphate to the diet; low P (LP diet (n=5 provided 34 g/d of P without supplementation; LP+phytase (LP+PHY diet (n=5 provided 34 g/d of P supplemented with an exogenous phytase. Dry matter intake and milk yield were recorded daily. In the first week of a sampling period Pbalance was determined. Samples of ruminal fluid were taken and duodenal chyme was collected in the second sampling week. Ruminal pH and the concentration of volatile fatty acids were not different between the treatments. The HP-group shows a higher P-flow at the duodenum than other groups. No differences in apparent total tract P-digestibility were found between the treatments. The P-balance in the HP-group (2.6 g/d was higher compared to the LP (-3.2 g/d and LP+PHY (-3.0 g/d group. Overall, phytase supplementation had no effect on P-digestibility in lactating dairy cows.

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.

Detecting Plagiarism in MS Access Assignments

Science.gov (United States)

Singh, Anil

2013-01-01

Assurance of individual effort from students in computer-based assignments is a challenge. Due to digitization, students can easily use a copy of their friend's work and submit it as their own. Plagiarism in assignments puts students who cheat at par with those who work honestly and this compromises the learning evaluation process. Using a…

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.…

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

Science.gov (United States)

Peine, Arne; Kabino, Klaus; Spreckelsen, Cord

2016-06-03

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

Clarification of the Relationship between Awareness of Doping of Competitive Sports Coaches and Their Instructions to Prevent Doping.

Science.gov (United States)

Yamaguchi, Takumi; Horio, Ikuo; Goto, Masahiro; Miyauchi, Yoshirou; Izushi, Fumio

2016-01-01

It has been 6 years since the establishment of the position of "sports pharmacist" as one type of pharmacist. In the sporting world of Japan, sports pharmacists are expected to promote athletes' awareness of antidoping regulations and provide them with relevant education. However, currently, these pharmacists' main duty is to provide athletes and their coaches with guidance on medication. Using a model for the prediction of athletes' actions, we have worked to promote athletes' awareness of antidoping regulations and encourage sports pharmacists to perform relevant activities, such as antidoping education. As a result, we clarified that athletes' awareness regarding antidoping rules influences their actions when experiencing minor illnesses. In addition, we have proposed approaches to encourage athletes to undertake antidoping activities. The present study aimed to clarify competitive sports coaches' awareness of antidoping regulations, the instructions that those coaches give athletes when they experience minor illnesses, and coaches' awareness of athletes' usage of drugs and supplements. Analysis using a model for the prediction of actions revealed that to promote coaches' awareness of antidoping regulations, education aimed at raising their level of knowledge of doping is warranted. Furthermore, coaches were aware of the necessity of continuously providing athletes with antidoping instructions, but they did not keep sufficient track of athletes' usage of drugs and supplements. To encourage sports coaches to perform antidoping activities, it is effective to provide them with opportunities to develop their knowledge of doping prevention in their areas.

Systematic instruction of assistive technology for cognition (ATC) in an employment setting following acquired brain injury: A single case, experimental study.

Science.gov (United States)

Powell, Laurie E; Glang, Ann; Pinkelman, Sarah; Albin, Richard; Harwick, Robin; Ettel, Deborah; Wild, Michelle R

2015-01-01

Assistive technology for cognition (ATC) can be an effective means of compensating for cognitive impairments following acquired brain injury. Systematic instruction is an evidence-based approach to training a variety of skills and strategies, including the use of ATC. This study experimentally evaluated systematic instruction applied to assistive technology for cognition (ATC) in a vocational setting. The study used a single-case, multiple-probe design across behaviors design. The participant was a 50-year old female with cognitive impairments following an acquired brain injury (ABI). As a part-time employee, she was systematically instructed on how to operate and routinely use selected applications (apps) on her iPod Touch to support three work-related skills: (a) recording/recalling the details of work assignments, (b) recording/recalling work-related meetings and conversations, and (c) recording/performing multi-step technology tasks. The experimental intervention was systematic instruction applied to ATC. The dependent measures were: (a) the use of ATC at work as measured by an ATC routine task analysis; and (b) recall of work-related tasks and information. Treatment effects were replicated across the three work-related skills and were maintained up to one year following the completion of intensive training across behaviors with periodic review (booster sessions). Systematic instruction is a critical component to teaching the routine use of ATC to compensate for cognitive impairments following ABI.

Effects of Creatine Supplementation on Muscle Strength and Optimal Individual Post-Activation Potentiation Time of the Upper Body in Canoeists

Directory of Open Access Journals (Sweden)

Chia-Chi Wang

2017-10-01

Full Text Available Creatine supplementation reduces the impact of muscle fatigue on post-activation potentiation (PAP of the lower body, but its effects on the upper body remain unknown. This study examined the effects of creatine supplementation on muscle strength, explosive power, and optimal individual PAP time of the upper body during a set of complex training bouts in canoeists. Seventeen male high school canoeists performed a bench row for one repetition at maximum strength and conducted complex training bouts to determine the optimal individual timing of PAP and distance of overhead medicine ball throw before and after the supplementation. Subjects were assigned to a creatine or placebo group, and later consumed 20 g of creatine or carboxymethyl cellulose per day for six days. After supplementation, the maximal strength in the creatine group significantly increased (p < 0.05. The optimal individual PAP time in the creatine group was significantly earlier than the pre-supplementation times (p < 0.05. There was no significant change in explosive power for either group. Our findings support the notion that creatine supplementation increases maximal strength and shortens the optimal individual PAP time of the upper body in high school athletes, but has no effect on explosive power. Moreover, it was found that the recovery time between a bench row and an overhead medicine ball throw in a complex training bout is an individual phenomenon.

Effectiveness of exercise and protein supplementation intervention on body composition, functional fitness, and oxidative stress among elderly Malays with sarcopenia.

Science.gov (United States)

Shahar, Suzana; Kamaruddin, Norshafarina Shari; Badrasawi, Manal; Sakian, Noor Ibrahim Mohamed; Abd Manaf, Zahara; Yassin, Zaitun; Joseph, Leonard

2013-01-01

Sarcopenia, characterized as muscle loss that occurs with aging, is a major health problem in an aging population, due to its implications on mobility, quality of life, and fall risk. Protein supplementation could improve the physical fitness by increasing protein anabolism, and exercise has a documented evidence of positive effect on functional status among the elderly. However, the combined effect of both protein supplementation and exercise has not been investigated among sarcopenic elderly in the Asian population. Thus, this study aimed to determine the effectiveness of exercise intervention and protein supplementation either alone or in combination for 12 weeks, on body composition, functional fitness, and oxidative stress among elderly Malays with sarcopenia. Sixty five sarcopenic elderly Malays aged 60-74 years were assigned to the control group, exercise group (ExG), protein supplementation group (PrG), or the combination of exercise and protein supplementation group. A significant interaction effect between body weight and body mass index (BMI) was observed, with the PrG (-2.1% body weight, -1.8% BMI) showing the highest reductions. Further, there was a decrease in % body fat (-4.5%) and an increase in fat-free mass (kg) (+5.7%) in the ExG after 12 weeks (P exercise program was found to improve muscle strength and body composition, while protein supplementation reduced body weight and increased upper body strength, among sarcopenic elderly in Malaysia.

"How often? How much? Where from?" knowledge, attitudes, and practices of mothers and health workers to iron supplementation program for children under five in rural Tamil Nadu, south India.

Science.gov (United States)

Kwon, Hye Jin; Ramasamy, Rajkumar; Morgan, Alison

2014-07-01

Iron deficiency anemia (IDA) affects 70% of under-5 children in India. The primary prevention strategy is regular iron supplementation. Little is known about what helps families adhere to daily iron supplementation. Our study explored the knowledge, attitudes, and practices of mothers and village health workers (VHWs) involved in a community health program in one hill district of Tamil Nadu. We conducted 30 semistructured interviews and 3 group discussions involving mothers, VHWs, and community stakeholders. Knowledge of IDA was widespread, yet no children were receiving the iron supplementation as recommended. The main determinants to adherence included the perception of its need, the ease of access, and the activity of VHWs. Preventive care requiring daily supplements is challenging. Our study suggests that increasing community awareness of mild anemia, simplifying dosage instructions, and further strengthening the supportive environment for VHWs would help in reducing the prevalence of IDA. © 2013 APJPH.

Supplementation of monensin and Optimase to beef cows consuming low-quality forage during late gestation and early lactation.

Science.gov (United States)

Linneen, S K; McGee, A L; Cole, J R; Jennings, J S; Stein, D R; Horn, G W; Lalman, D L

2015-06-01

Two experiments were designed to investigate the effects of feeding monensin and/or slow release urea with a fibrolytic feed enzyme (Optimase; Alltech, Inc., Nicholasville, KY) on performance, milk production, calf growth performance, and blood metabolites in beef cows. Spring-calving cows and heifers were used in a completely randomized design in Exp. 1 (N = 84; 534 ± 68 kg initial BW) and Exp. 2 (N = 107; 508 ± 72 kg initial BW). Exp. 1 supplements were formulated to meet cow protein requirements and fed daily and included 1) cottonseed meal with no monensin (control); or 2) monensin added to control to supply 200 mg per head per d (MON). In Exp. 2, experimental supplements included 1) cottonseed meal/wheat middlings (CS) fed at a rate to provide adequate DIP and CP according to , 2) the CS plus soybean hulls and 61 g per cow per d Optimase (OPT), 3) the CS plus monensin to supply 200 mg per cow per d (MON2), and 4) OPT plus MON2 (Combo). Cows were fed in last trimester through early lactation in Exp. 1 and during 2nd trimester in Exp. 2. Data were analyzed using the Mixed procedure in SAS with animal as the experimental unit. In Exp. 1, treatment did not affect cow BW or BCS change (P > 0.19). Calf birth BW was not affected by dam treatment (P = 0.24); however, calves from dams consuming MON weighed more (P Milk production did not significantly differ among treatments (P > 0.41). In Exp. 2, mean cow BW and BCS were similar (P > 0.35) among treatments on d 90. However, from d 0 to 54, cows assigned to the OPT supplement gained less BCS (P = 0.02) compared with cows assigned to the CS supplement. Cumulative BCS gain was greater (P calf performance during early lactation seems to be clearer. Replacing a portion of oilseed N in the supplement with Optimase may marginally reduce cow performance. Further research is needed to determine both the effects of monensin and the implications of combining monensin with Optimase on forage intake and cow performance at

Evaluation of congruence among dietary supplement use and motivation for supplementation in young, Canadian athletes.

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Parnell, Jill A; Wiens, Kristin; Erdman, Kelly Anne

2015-01-01

Dietary supplement use is endemic in young athletes; however, it is unclear if their choices are congruent with their motivation for supplementation and the established benefits of the dietary supplements. The aim of this study was to evaluate the relationships between dietary supplement use and self-reported rationale in young athletes. Canadian athletes (n = 567; 11-25 years; 76% club or provincial level, 24% national or higher) completed a questionnaire designed to assess supplementation patterns and motivation for supplementation. Chi square tests examined associations between dietary supplements and self-reported rationale for use. Vitamin and mineral supplements, including vitamin-enriched water, were associated with several health- and performance- related reasons (p performance reasons, as were performance foods (protein powder, sport bars, sport gels, etc.). Plant extracts and fatty acids were primarily associated with health reasons, particularly immune support (p performance rationales and supplementation for common ergogenic aids, however, less so for vitamin and mineral supplements, vitamin-enriched water, and plant extracts. Incongruences were found between fatty acids, protein supplements, vitamin and mineral supplements, vitamin-enriched water, and plant extracts and health motivators for supplementation. Educational interventions are essential to ensure young athletes are using dietary supplements safely and effectively.

Safety of Bifidobacterium animalis subsp. lactis (B. lactis) strain BB-12®-supplemented yogurt in healthy children

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Tan, Tina P.; Ba, Zhaoyong; Sanders, Mary Ellen; D’Amico, Frank J.; Roberts, Robert F.; Smith, Keisha Herbin; Merenstein, Daniel J.

2016-01-01

Objectives Probiotics are live microorganisms that may provide health benefits to the individual when consumed in sufficient quantities. For studies conducted on health or disease endpoints on probiotics in the United States, the Food and Administration (FDA) has required those studies to be conducted as investigational new drugs. This phase I, double-blinded, randomized, controlled safety study represents the first requirement of this pathway. The purpose of the study was to determine the safety of Bifidobacterium animalis subsp. lactis (B. lactis) strain BB-12® (BB-12®)-supplemented yogurt when consumed by a generally healthy group of children. The secondary aim was to assess the effect of BB-12®-supplemented yogurt on the gut microbiota of the children. Methods Sixty children aged 1–5 years were randomly assigned to consume four ounces of either BB-12®-supplemented yogurt or non-supplemented control yogurt daily for 10 days. The primary outcome was to assess safety and tolerability, as determined by the number of reported adverse events. Results A total of 186 non-serious adverse events were reported, with no significant differences between the control and BB-12® groups. No significant changes due to probiotic treatment were observed in the gut microbiota of the study cohort. Conclusions BB-12®-supplemented yogurt is safe and well-tolerated when consumed by healthy children. This study will form the basis for future randomized clinical trials investigating the potential effects of BB-12®-supplemented yogurt in different disease states. PMID:28114246

Patricia Knapp’s Landmark Project to Develop a Plan of Curriculum-Integrated Library Instruction. A review of: Knapp, P. B. (1966. The Monteith College library experiment. New York, NY: Scarecrow Press.

Directory of Open Access Journals (Sweden)

Carol D. Howe

2011-03-01

Full Text Available Objective – To create a college-level, four-year plan of library instruction in which assignments directly relate to students’ course work. To develop tools to assess the plan’s effectiveness in improving students’ library skills and contributing to their overall academic success.Design – Exploratory longitudinal cohort study employing pilot library assignments, interviews, and questionnaires.Setting – Monteith College, one of eleven colleges at Wayne State University. Monteith was a small liberal arts college established in 1959 which stressed innovative teaching methods such as team-teaching, small-group discussion, and independent study (Worrell, 2002.Subjects – Teaching faculty from all three college divisions—social sciences, natural sciences, and humanities—and students at Monteith College. Over the course of the study the college employed between 15 and 30 faculty members and enrolled 300 to 700 students.Methods – The project team consisted of project director Patricia Knapp, a project librarian, and a project research analyst. The team worked with the teaching faculty to develop course-related library assignments. Students completed a series of assignments over several semesters as part of their course requirements. The assignment series changed over the course of the project. Students who entered in the fall of 1959 or the spring of 1960 completed Sequence A consisting of six assignments. Students who entered in the fall of 1960 completed Sequence B, six assignments that were a mixture of original and revised assignments. Students who entered in the spring or fall of 1961 completed two revised library assignments.In the summer of 1961, the investigators conducted the first of two small studies. They interviewed a random sample of 21 Monteith students about their experiences with the library and the required library assignments. The students also completed library performance tests such as choosing a subject heading

Motivational elements in user instructions

NARCIS (Netherlands)

Loorbach, N.R.

2013-01-01

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

Intelligent Instructional Systems in Military Training.

Science.gov (United States)

Fletcher, J.D.; Zdybel, Frank

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

Effects of ground thyme and probiotic supplements in diets on broiler performance, blood biochemistry and immunological response to sheep red blood cells

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Seyed A. Hosseini

2013-03-01

Full Text Available A trial was conducted to study the effects of the aromatic plant thyme, a commercial probiotic (Protexin and avilamycin on broiler performance, blood biochemical parameters and also the antibody response to sheep red blood cells. A total of 750 broilers were assigned into five replicate groups for each of five dietary treatments, namely; control (C, 2.5 mg/kg avilamycin (AB, 0.1 g/kg commercial probiotic (P, 5 g/kg ground thyme (T1, and 7.5 g/kg ground thyme (T2. In general, body weight, feed consumption and feed conversion ratio were not affected by dietary treatments compared to the control birds (P>0.05. Birds fed the P supplemented treatment had the greatest serum protein levels (P<0.001 and highest albumin levels (P<0.001 when compared with control birds, while the birds fed T2 had the lowest (P<0.001. Dietary supplementation reduced (P<0.001 cholesterol and triglyceride concentration in serum of broilers, with the effect were more noticeable by P supplements. Moreover, blood calcium and phosphorus concentrations were higher (P<0.001 in birds fed the P-supplemented diet compared to the birds fed the control diets. This study suggests that probiotic supplementation in particular, and to an intermediate extent ground thyme supplementation in diets of broiler, resulted in chicks with favorably improved blood biochemical parameters and mineral utilization, compared to the birds fed diets supplemented with avilamycin or without any supplementation.

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

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

2015-04-01

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

Effects of Supplementation on Cows With Impaired Fertility in Koibatek and Nakuru Districts Kenya

International Nuclear Information System (INIS)

Lokwaleput, I.; Siamba, D.N.; Onyango, T.A.; Nampaso, J.S.; Sitienei, K.K.; Lang'at, P.K.; Kessei, L.K.

1999-01-01

In a survey conducted in 1996, 82 and 60 cows with impaired fertility were found on 63 and 53 farms in Koibatek District and Bahati division, Nakuru district, respectively. These cows were appraised visually for body condition, and rectal palpation was done to determine the condition of their reproductive organs. The survey revealed that about 50% of the cows were in poor condition; about 60% were in anoestrus, thus indicating the effect of nutrition. Work carried out earlier in Kiambu, Nyandarua and Nakuru districts of Kenya to ascertain factors causing impaired fertility in cows on-farm, showed that management factors and most importantly, nutrition has the greatest effect. These study has therefore confirmed this phenomenon. An on-farm experiment was therefore conducted from mid -November, 1996 to early March, 1997 to determine effects of feeding supplements on the reproduction performance of cows fertility with calving intervals 1.5 years. Thirty six cows on 32 farms in Koibatek were assigned to three treatments: 14 to Dairy meal (DM), 12 to minerals (MIN) and 10 to Dairy meal and minerals (DM+MIN). In Bahati 40 cows, each on a farm were assigned to four treatments: 10 to DM, 10 to MIN , 10 to DM+MIN and 10 to Free grazing (FG). Apart from normal grazing or Stall-feeding, experimental animals were fed daily for 105 days with additional concentrates (DM=2 kg) Dairy meal and/or minerals (MIN: 50 g Maclick super). Freely grazed animals without supplementation acted as controls. Cows were monitored for reproductive events, liveweight changes and milk production. At the start of the experiment, the liveweights of the animals were 356 and 343 kg in Koibatek and Bahati, respectively. During supplemetation, the average liveweights of the cows increased by 18 and 25 kg, while milk production increased by 10 and 5% in Koibatek and Bahati, respectively. These increases were for cows on DM+MIN and were realized during the second month of supplementation. cows on treatments

Effect of supplementation of Simada sheep with graded levels of concentrate meal on feed intake, digestibility and body-weight parameters.

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Dessie, Jemberu; Melaku, Solomon; Tegegne, Firew; Peters, Kurt J

2010-06-01

The experiment consisting of 7 days of digestibility and 90 days of feeding trial was conducted at Wogda (Ethiopia) to determine the effect of supplementation of graded levels of concentrate mix (CM) on feed intake, digestibility, and body weight (BW) change in hay-based feeding of Simada sheep. Twenty-yearling Simada sheep with a mean initial BW of 17.9 +/- 0.81 kg (mean +/- SD) were used in randomized complete block design arranged into five blocks of four animals. The four dietary treatments that consisted of hay alone (T1), hay +150 g dry matter (DM; T2, low), hay +250 g DM (T3, medium), and hay +350 g DM (T4, high) CM were randomly assigned to each sheep within a block. The CM consisted of wheat bran (WB), noug seed (Guizotia abyssinica) meal and safflower (Carthamus tinctorius) seed meal at the ratio of (2:1:1), respectively. Supplementation with T2 and T3 increased (P profitability compared to the control, whereas sheep on the high than the low and medium level of supplementation performed better in these parameters among the supplemented treatments. From the results of this study, T4 is recommended as the best level of supplementation since it resulted in better nutrient utilization, animal performance, and profitability.

Effect of Agaricus sylvaticus supplementation on nutritional status and adverse events of chemotherapy of breast cancer: a randomized, placebo-controlled, double-blind clinical trial.

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Valadares, Fabiana; Garbi Novaes, Maria Rita Carvalho; Cañete, Roberto

2013-01-01

Breast cancer (BC) represents the highest incidence of malignancy in women throughout the world. Medicinal fungi can stimulate the body, reduce side-effects associated with chemotherapy and improve the quality of life in patients with cancer. To evaluate the effects of dietary supplementation of Agaricus sylvaticus on clinical and nutritional parameters in BC patients undergoing chemotherapy. A randomized, placebo-controlled, double-blind, clinical trial was carried out at the Oncology Clinic, Hospital of the Federal District-Brazil from September 2007 to July 2009. Forty six patients with BC, Stage II and III, were randomly assigned to receive either nutritional supplement with A. sylvaticus (2.1 g/day) or placebo. Patients were evaluated during treatment period. Patient supplemented with A. sylvaticus improved in clinical parameters and gastrointestinal functions. Poor appetite decreased by 20% with no changes in bowel functions (92.8%), nausea and vomiting (80%). Dietary supplementation with A. sylvaticus improved nutritional status and reduced abnormal bowel functions, nausea, vomiting, and anorexia in patients with BC receiving chemotherapy.

Intelligent Frameworks for Instructional Design.

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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…

Flexible taxonomic assignment of ambiguous sequencing reads

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Jansson Jesper

2011-01-01

Full Text Available Abstract Background To characterize the diversity of bacterial populations in metagenomic studies, sequencing reads need to be accurately assigned to taxonomic units in a given reference taxonomy. Reads that cannot be reliably assigned to a unique leaf in the taxonomy (ambiguous reads are typically assigned to the lowest common ancestor of the set of species that match it. This introduces a potentially severe error in the estimation of bacteria present in the sample due to false positives, since all species in the subtree rooted at the ancestor are implicitly assigned to the read even though many of them may not match it. Results We present a method that maps each read to a node in the taxonomy that minimizes a penalty score while balancing the relevance of precision and recall in the assignment through a parameter q. This mapping can be obtained in time linear in the number of matching sequences, because LCA queries to the reference taxonomy take constant time. When applied to six different metagenomic datasets, our algorithm produces different taxonomic distributions depending on whether coverage or precision is maximized. Including information on the quality of the reads reduces the number of unassigned reads but increases the number of ambiguous reads, stressing the relevance of our method. Finally, two measures of performance are described and results with a set of artificially generated datasets are discussed. Conclusions The assignment strategy of sequencing reads introduced in this paper is a versatile and a quick method to study bacterial communities. The bacterial composition of the analyzed samples can vary significantly depending on how ambiguous reads are assigned depending on the value of the q parameter. Validation of our results in an artificial dataset confirm that a combination of values of q produces the most accurate results.

Opcode counting for performance measurement

Energy Technology Data Exchange (ETDEWEB)

Gara, Alan; Satterfield, David L.; Walkup, Robert E.

2018-03-20

Methods, systems and computer program products are disclosed for measuring a performance of a program running on a processing unit of a processing system. In one embodiment, the method comprises informing a logic unit of each instruction in the program that is executed by the processing unit, assigning a weight to each instruction, assigning the instructions to a plurality of groups, and analyzing the plurality of groups to measure one or more metrics. In one embodiment, each instruction includes an operating code portion, and the assigning includes assigning the instructions to the groups based on the operating code portions of the instructions. In an embodiment, each type of instruction is assigned to a respective one of the plurality of groups. These groups may be combined into a plurality of sets of the groups.

Teaching Science Through the Language of Students in Technology-Enhanced Instruction

Science.gov (United States)

Ryoo, Kihyun

2015-02-01

This study examines whether and how tapping into students' everyday language in a web-based learning environment can improve all students' science learning in linguistically heterogeneous classrooms. A total of 220 fifth-grade English Language Learners (ELLs) and their non-ELL peers were assigned to either an everyday English approach condition or a textbook approach condition, and completed technology-enhanced instruction focusing on respiration and photosynthesis. Students in the everyday English approach condition were taught the concepts in everyday, conversational English before content-specific scientific terms were introduced, while students in the textbook approach condition were taught the same concepts and vocabulary simultaneously. The results show that the everyday English approach was significantly more effective in helping both ELLs and non-ELL students develop a coherent understanding of abstract concepts related to photosynthesis and respiration. Students in the everyday English approach condition were also better able to link content-specific terms to their understanding of the concepts. These findings show the potential advantage of using students' everyday English as a resource to make science more accessible to linguistically diverse students in mainstream classrooms. By integrating students' everyday language in science instruction, it is possible for all students including ELLs to acquire both the content and language of science.

First Trimester Fetal Gender Assignment by Ultrasound

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Sabahattin Altunyurt

2010-03-01

Full Text Available Objective: To investigate the efficiency of genital tubercule angle on detecting fetal gender in first trimester by ultrasonography. Material-Method: Fetal sex assignment by ultrasound was carried out in 172 pregnancies at 11-13+6 weeks between 2007 June and 2007 December. Gestational age was determined by the measurement of crown-rump length (CRL. The ultrasound predictions were compared with actual sex at birth. Mid-sagittal planes of a section of the fetal genital tubercle were performed to identify the gender. Results: 155 of 172 patients’ data were achieved. The overall success rate was 92.3 % in sonographic assignment of fetal sex. The correct assignment rate in female fetuses was significantly higher than males (95.9 % - 88.8 % [p=0,001]. The correct identification of fetal sex improved with advancing gestational age from 89.3 % between 11-11+6 weeks, 92.5 % between 12-12+6 weeks and 93.4 % between 13-13+6 weeks (p=0,96. Conclusion: The fetal sex assignment by ultrasonography between 11-13+6 weeks had high success rate. The sensitivity of fetal sex assignment was not affected with fetus position and gestational age.

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

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Guenzel, Pamela J.; And Others

1995-01-01

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

Instructable autonomous agents. Ph.D. Thesis

Science.gov (United States)

Huffman, Scott Bradley

1994-01-01

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

A Performance-Based Instructional Theory

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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…

Comparison of the effects of dietary supplementation of flavonoids on laying hen performance, egg quality and egg nutrient profile.

Science.gov (United States)

Iskender, H; Yenice, G; Dokumacioglu, E; Kaynar, O; Hayirli, A; Kaya, A

2017-10-01

1. The aim of this experiment was to compare the effects of dietary supplementation of hesperidin, naringin and quercetin on laying hen performance, egg quality and egg yolk lipid and protein profiles. 2. A total of 96 Lohmann White laying hens weighing an average of 1500 g at 28 weeks of age were randomly assigned to a basal diet and the basal diet supplemented (0.5 g/kg) with either hesperidin, naringin or quercetin. Each treatment was replicated in 6 cages in an 8-week experimental period. Data were analysed using one-way analysis of variance. 3. None of the dietary flavonoids affected laying performance and eggshell quality. Hesperidin and quercetin supplementations decreased albumen and yolk indexes. 4. As compared to the control group, egg yolk cholesterol content decreased and egg yolk protein content increased in response to dietary hesperidin and quercetin supplementation. The mean egg yolk cholesterol (mg/g) and protein (g/100 g) contents were 10.08/14.28, 16.12/14.08, 14.75/15.04 and 15.15/14.85 for the control group and groups supplemented with naringin, hesperidin and quercetin, respectively. 5. Egg yolk lipid and protein profiles were variable. 6. In conclusion, dietary supplementation of hesperidin or quercetin could be used in the diets during the early laying period to reduce egg yolk cholesterol and increase egg yolk protein, which may be attractive to consumers.

The Mere Exposure Instruction Effect.

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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.

Historical WBAN ID Assignments

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National Oceanic and Atmospheric Administration, Department of Commerce — 4"x6" index cards represent the first written assignments of Weather Bureau Army Navy (WBAN) station identifier numbers by the National Climatic Data Center....

Authenticity in the process of learning about Instructional Design

Directory of Open Access Journals (Sweden)

Jay R. Wilson

2010-05-01

Full Text Available Authentic learning is touted as a powerful learning approach, particularly in the context of problem-based learning (Savery, 2006. Teaching and learning in the area of instructional design appears to offer a strong fit between the tenets of authentic learning and the practice of instructional design. This paper details the efforts to broaden and deepen the understanding of instructional design through a service learning approach to teaching, emphasizing authentic learning and assessment. Students are teamed and assigned to an actual contract with an external client under the supervision of the instructor who acts as project manager for the group. Contracts are negotiated to deliberately offer instructional design services to clients who would not otherwise be able to afford them, such as community-based non-profit groups. The reasons are two fold: first, we want to avoid competing for contracts that would interfere with the business of commercial instructional design groups and contractors; second, we want to impress on our students the idea that instructional design has social importance beyond the profit/loss and cost/effectiveness orientation of many instructional design businesses. In this way, we promote the idea that instructional designers are agents of social change, and their influence crosses interpersonal, professional, institutional and societal dimensions of change (Schwier, Campbell and Kenny, 2007.  Résumé : L’apprentissage authentique est présenté comme une approche efficace en apprentissage, en particulier dans le contexte de l’apprentissage par problèmes (Savery, 2006. Enseigner et apprendre la conception pédagogique semble offrir une correspondance étroite entre les principes de l’apprentissage authentique et la pratique de la conception pédagogique. Cet article présente de manière détaillée les efforts visant à élargir et à approfondir la compréhension qu’ont les étudiants de la conception p

SCRAED - Simple and Complex Random Assignment in Experimental Designs

OpenAIRE

Alferes, Valentim R.

2009-01-01

SCRAED is a package of 37 self-contained SPSS syntax files that performs simple and complex random assignment in experimental designs. For between-subjects designs, SCRAED includes simple random assignment (no restrictions, forced equal sizes, forced unequal sizes, and unequal probabilities), block random assignment (simple and generalized blocks), and stratified random assignment (no restrictions, forced equal sizes, forced unequal sizes, and unequal probabilities). For within-subject...

Effect of long-term selenium supplementation on mortality

DEFF Research Database (Denmark)

Rayman, Margaret P.; Winther, Kristian Hillert; Pastor-Barriuso, Roberto

2018-01-01

Background: Selenium, an essential trace element, is incorporated into selenoproteins with a wide range of health effects. Selenoproteins may reach repletion at a plasma selenium concentration of ∼ 125 μg/L, at which point the concentration of selenoprotein P reaches a plateau; whether sustained...... concentrations higher than this are beneficial, or indeed detrimental, is unknown. Objective: In a population of relatively low selenium status, we aimed to determine the effect on mortality of long-term selenium supplementation at different dose levels. Design: The Denmark PRECISE study was a single...... for extension of the study and mortality assessment. Participants were randomly assigned to treatment with 100, 200, or 300 μg selenium/d as selenium-enriched-yeast or placebo-yeast for 5 years from randomization in 1998-1999 and were followed up for mortality for a further 10 years (through March 31, 2015...

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

The effect of soybean curd waste supplementation on water buffalo ration offered local grass a basal diet

International Nuclear Information System (INIS)

Abidin, Z.; Hendratno, C.; Suharyono; Bahaudin, R.

1988-01-01

A trial has been conducted to determine the optimal level of soybean curd waste supplementation on growing water buffalo offered local grass as a basal diet. Four ration given to water buffalo were assigned in 4 x 4 latin square design consisting of local grass +0.25% soybean curd waste (A), local grass +0.50% soybean curd waste (B), local grass + 0% soybean curd waste (C), and local grass +0.75% soybean curd waste (D). The result indicated that total intake (P<0.01), dry matter digestibility (P<0.01) and liveweight gain (P<0.025) were significantly increased by the supplementation. However, the grass intake were relatively constant for all rations. N-amonia concentration and volatile fatty acids production in the rumen liquor were significantly increased (P<0.01). Total protozol counts and rumen pH were not significantly different among the four rations, however there was a strong tendency (P<0.1) that protozol counts will be decreased due to soybean curd waste supplementation. Estimation of microbial protein synthesis in the rumen by radiophosphorous (32-P) assay indicated that soybean curd waste supplementation significantly influeced (P<0.05) the protein synthesis in the rumen. This experiment concluded that : a). soybean curd waste could stimulate he growing water buffaloes offered local grass and b). the optimal level of soybean curd waste supplementation were ranged between 0.50 - 0.75% of body weight. (authors). 15 refs, 3 tabs

Botanical supplements: detecting the transition from ingredients to supplements

Science.gov (United States)

Methods were developed using flow injection mass spectrometry (FIMS) and chemometrics for the comparison of spectral similarities and differences of 3 botanical ingredients and their supplements: Echinacea purpurea aerial samples and solid and liquid supplements, E. purpurea root samples and solid s...

Influence of supplemental canola or soybean oil on milk yield, fatty acid profile and postpartum weight changes in grazing dairy goats.

Science.gov (United States)

Lerma-Reyes, Israel; Mendoza-Martínez, German D; Rojo-Rubio, Rolado; Mejia, Mario; García-Lopez, J C; Lee-Rangel, Héctor A

2018-02-01

This experiment was designed to evaluate the effect of supplementation with soybean or canola oil on milk production and the composition of long chain fatty acids as well as weight changes in the goats and their kids. Thirty nine mulitparous crossed Alpine×Nubian goats (initial body weight [BW] 43.5±1.7 kg) from the day of parturition were assigned to the treatments: grazing control (n = 15); grazing plus 20 mL/goat/d of supplemental soybean oil (n = 12); and grazing plus 20 mL/goat/d of supplemental canola oil (n = 12) from November 26, 2014 to March 7, 2015. The planned contrasts were: CI (control vs supplemented with oils); CII (soybean vs canola oil) to compare the treatment effects. The vegetable oil supplementation reduced weight losses in lactating goats (CI: -0.060 vs 0.090 kg/d; p = 0.03) but did not improve milk production or affect kids' growth. The content of C4, C6, C8, C10, C11, C14, and C18:1n9t in the milk was increased (poils compared to the control group. Supplementation with 20 mL/d of soybean or canola oil did not affect milk production or kids' performance; however, it increased CLA concentration and reduced the reduced weight losses in lactating goats.

Reduced inflammatory and muscle damage biomarkers following oral supplementation with bioavailable curcumin.

Science.gov (United States)

McFarlin, Brian K; Venable, Adam S; Henning, Andrea L; Sampson, Jill N Best; Pennel, Kathryn; Vingren, Jakob L; Hill, David W

2016-06-01

Exercise-Induced Muscle Damage (EIMD) and delayed onset muscle soreness (DOMS) impact subsequent training sessions and activities of daily living (ADL) even in active individuals. In sedentary or diseased individuals, EIMD and DOMS may be even more pronounced and present even in the absence of structured exercise. The purpose of this study was to determine the effects of oral curcumin supplementation (Longvida® 400 mg/days) on muscle & ADL soreness, creatine kinase (CK), and inflammatory cytokines (TNF-α, IL-6, IL-8, IL-10) following EMID (eccentric-only dual-leg press exercise). Subjects (N = 28) were randomly assigned to either curcumin (400 mg/day) or placebo (rice flour) and supplemented 2 days before to 4 days after EMID. Blood samples were collected prior to (PRE), and 1, 2, 3, and 4 days after EIMD to measure CK and inflammatory cytokines. Data were analyzed by ANOVA with P < 0.05. Curcumin supplementation resulted in significantly smaller increases in CK (- 48%), TNF-α (- 25%), and IL-8 (- 21%) following EIMD compared to placebo. We observed no significant differences in IL-6, IL-10, or quadriceps muscle soreness between conditions for this sample size. Collectively, the findings demonstrated that consumption of curcumin reduced biological inflammation, but not quadriceps muscle soreness, during recovery after EIMD. The observed improvements in biological inflammation may translate to faster recovery and improved functional capacity during subsequent exercise sessions. These findings support the use of oral curcumin supplementation to reduce the symptoms of EIMD. The next logical step is to evaluate further the efficacy of an inflammatory clinical disease model.

Carnitine supplementation and depletion: tissue carnitines and enzymes in fatty acid oxidation.

Science.gov (United States)

Negrao, C E; Ji, L L; Schauer, J E; Nagle, F J; Lardy, H A

1987-07-01

Sixty-two male rats were randomly assigned into a 3 X 2 X 2 factorial design containing 12 groups according to carnitine treatment, exercise training (treadmill, 1 h, 5 times/wk, 8 wk, 26.8 m/min, 15% grade), and physical activity [rested for 60 h before they were killed or with an acute bout of exercise (1 h, 26.8 m/min, 15% grade) immediately before they were killed]. Isotonic saline was injected intraperitoneally 5 times/wk in the controls, whereas 750 mg/kg of L- or D-carnitine, respectively, were injected in the supplemented and depleted treatment groups. A significant increase in free and short-chain acyl carnitine concentration in skeletal muscle and heart was observed in L-carnitine supplemented rats, whereas a significant reduction in skeletal muscle, heart, and liver occurred in rats depleted of L-carnitine. Long-chain acyl carnitine in all tissues was not altered by carnitine treatment; training increased plasma and liver concentrations, whereas acute exercise decreased skeletal muscle and increased liver concentrations. An acute bout of exercise significantly increased short-chain acylcarnitine in liver, regardless of carnitine and/or training effects. beta-Hydroxyacyl-CoA dehydrogenase activity in skeletal muscle was induced by training but reduced by depletion. Carnitine acetyltransferase (CAT) was significantly increased in heart by L-carnitine supplementation, whereas it was reduced by depletion in skeletal muscle. Exercise training significantly increased CAT activity in skeletal muscle but not in heart, whereas acute exercise significantly increased activity in both tissues. Carnitine palmitoyltransferase activity was increased by acute exercise in the heart in only the supplemented and exercise-trained rats.

Resveratrol supplementation did not improves cognition in patients with schizophrenia: results from a randomized clinical trial

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KARINE ZORTEA

2016-09-01

Full Text Available Background: Schizophrenia is associated with psychotic experiences and cognitive deficits. Therefore, cognitive function is one of the most critical determinants of quality of life in this pathology. Resveratrol has been related with neuroprotective action but there are no studies evaluating resveratrol in schizophrenia. The objective of this study was to determine the efficacy of resveratrol supplementation on cognition in individuals with schizophrenia. Methods: This is a 1-month randomized, double-blind controlled trial (NCT 02062190, in which 19 men with diagnosis of schizophrenia, aged 18 to 65 years, were assigned to a resveratrol supplement group (200mg or placebo group (200mg, with a 1-month follow-up. Applying a series of cognitive tests assessed neuropsychology performance (Hopkins Verbal Learning Test, Stroop Color and Word Test, Weschler Adult Intelligence Scale and Brief Psychiatric Rating Scale assessed psychopathology severity. Results: There were no significant improvement in neuropsychology performance (episodic memory, working memory, attention and concentration capacity, inhibitory control, interference measures, selective attention and mental flexibility and psychopathology severity after 1-month of resveratrol supplementation (p>0.05. Conclusion: In conclusion, we have shown that 1-month of a resveratrol supplementation (200 mg/day did not improve episodic memory, working memory, attention and concentration capacity, inhibitory control, interference measures, selective attention and mental flexibility as compared with placebo in patients with schizophrenia.

Resveratrol Supplementation Did Not Improve Cognition in Patients with Schizophrenia: Results from a Randomized Clinical Trial.

Science.gov (United States)

Zortea, Karine; Franco, Viviane C; Guimarães, Paula; Belmonte-de-Abreu, Paulo S

2016-01-01

Schizophrenia (SZ) is associated with psychotic experiences and cognitive deficits. Therefore, cognitive function is one of the most critical determinants of quality of life in this pathology. Resveratrol has been related to neuroprotective action, but there are no studies evaluating resveratrol in SZ. The objective of this study was to determine the efficacy of resveratrol supplementation on cognition in individuals with SZ. This is a 1-month randomized, double-blind, and controlled trial (NCT 02062190), in which 19 men with diagnosis of SZ, aged 18-65 years, were assigned to a resveratrol supplementation group (200 mg) or placebo group (200 mg), with a 1-month follow-up. Applying a series of cognitive tests assessed neuropsychology performance (Hopkins Verbal Learning Test, Stroop Color and Word Test, and Weschler Adult Intelligence Scale) and Brief Psychiatric Rating Scale assessed psychopathology severity. There were no significant improvement in neuropsychology performance (episodic memory, working memory, attention and concentration capacity, inhibitory control, interference measures, selective attention, and mental flexibility) and psychopathology severity after 1 month of resveratrol supplementation ( P  > 0.05). In conclusion, we have shown that 1 month of a resveratrol supplementation (200 mg/day) did not improve episodic memory, working memory, attention and concentration capacity, inhibitory control, interference measures, selective attention, and mental flexibility as compared with placebo in patients with SZ.

Effects of Zinc Magnesium Aspartate (ZMA Supplementation on Training Adaptations and Markers of Anabolism and Catabolism

Directory of Open Access Journals (Sweden)

Almada Anthony

2004-12-01

Full Text Available Abstract This study examined whether supplementing the diet with a commercial supplement containing zinc magnesium aspartate (ZMA during training affects zinc and magnesium status, anabolic and catabolic hormone profiles, and/or training adaptations. Forty-two resistance trained males (27 ± 9 yrs; 178 ± 8 cm, 85 ± 15 kg, 18.6 ± 6% body fat were matched according to fat free mass and randomly assigned to ingest in a double blind manner either a dextrose placebo (P or ZMA 30–60 minutes prior to going to sleep during 8-weeks of standardized resistance-training. Subjects completed testing sessions at 0, 4, and 8 weeks that included body composition assessment as determined by dual energy X-ray absorptiometry, 1-RM and muscular endurance tests on the bench and leg press, a Wingate anaerobic power test, and blood analysis to assess anabolic/catabolic status as well as markers of health. Data were analyzed using repeated measures ANOVA. Results indicated that ZMA supplementation non-significantly increased serum zinc levels by 11 – 17% (p = 0.12. However, no significant differences were observed between groups in anabolic or catabolic hormone status, body composition, 1-RM bench press and leg press, upper or lower body muscular endurance, or cycling anaerobic capacity. Results indicate that ZMA supplementation during training does not appear to enhance training adaptations in resistance trained populations.

GENERAL ISSUES CONCERNING THE ASSIGNMENT OF SOCIAL PARTS

Directory of Open Access Journals (Sweden)

Stela Mihăilescu

2012-11-01

Full Text Available By means of the present study, we try to offer a thorough image and an analysis concerning the assignment mode of social parts within a company having limited liability. The assignment of social parts is free and unrestricted except for the cases provided by article 202, paragraph 2 from Law no. 31/ 1990- the law of commercial companies with further modifications and completions and the ones provided in OUG no. 54/ 2010 concerning some measures for fighting fiscal evasion. By means of the assignment operation a transmission is made up by an assignment of social parts contract towards one or more already associated persons in the company or towards other individual or legal persons who are going to obtain the associate quality. The principle governing any assignment is the one of goods circulation freedom, a freedom restricted only by the public order and imperative judicial norms.

Evaluating the effects of vitamin D and vitamin E supplement on premenstrual syndrome: A randomized, double-blind, controlled trial

Directory of Open Access Journals (Sweden)

Hajar Dadkhah

2016-01-01

Full Text Available Background: Premenstrual syndrome (PMS can cause problems in daily work and relationships. Materials and Methods: Eighty-six women were randomly assigned to two intervention groups and one control group. Patients were asked to fill out the PMS Daily Symptoms Record for 2 months, and then the participants were randomly assigned to one of the three study groups. Medical intervention was carried out for 2 months with the participants in each group receiving either a tablet containing 200 mg vitamin D, 100 mg vitamin E, or a placebo each day, respectively. After 2 months, the results of pre- and post-intervention were compared. P 0.05. Conclusions: Supplemental therapy with vitamins D and E is an effective and affordable treatment for PMS.

Energy utilisation of broiler chickens in response to guanidinoacetic acid supplementation in diets with various energy contents.

Science.gov (United States)

Ale Saheb Fosoul, Sayed Sadra; Azarfar, Arash; Gheisari, Abbasali; Khosravinia, Heshmatollah

2018-07-01

This experiment was conducted to investigate the effects of guanidinoacetic acid (GAA) on productive performance, intestinal morphometric features, blood parameters and energy utilisation in broiler chickens. A total of 390 male broiler chicks (Ross 308) were assigned to six dietary treatments based on a factorial arrangement (2×3) across 1-15 and 15-35-d periods. Experimental treatments consisted of two basal diets with standard (STD; starter: 12·56 MJ/kg and grower: 12·97 MJ/kg) and reduction (LME; starter: 11·93 MJ/kg and grower: 12·33 MJ/kg) of apparent metabolisable energy (AME) requirement of broiler chickens each supplemented with 0, 0·6 and 1·2 g/kg GAA. Supplemental 1·2 g/kg GAA decreased the negative effects of feed energy reduction on weight gain across starter, growing and the entire production phases (PEnergy retention as fat and total energy retention were increased when birds received LME diets supplemented with 1·2 g/kg GAA (Penergy for production (NEp) and total heat production increased in birds fed LME diets containing 1·2 g/kg GAA (P<0·05). A significant correlation was observed between dietary NEp and weight gain of broilers (r 0·493; P=0·0055), whereas this relationship was not seen with AME. Jejunal villus height and crypt depth were lower in birds fed LME diets (P<0·05). Serum concentration of creatinine increased in broilers fed LME diets either supplemented with 1·2 g/kg GAA or without GAA supplementation (P<0·05). Supplemental GAA improved performance of chickens fed LME diet possibly through enhanced dietary NEp. The NEp could be preferred over the AME to assess response of broiler chickens to dietary GAA supplementation.

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…

Stress Assignment in Reading Italian Polysyllabic Pseudowords

Science.gov (United States)

Sulpizio, Simone; Arduino, Lisa S.; Paizi, Despina; Burani, Cristina

2013-01-01

In 4 naming experiments we investigated how Italian readers assign stress to pseudowords. We assessed whether participants assign stress following distributional information such as stress neighborhood (the proportion and number of existent words sharing orthographic ending and stress pattern) and whether such distributional information affects…

The Effect of Labels Only and Labels with Instruction on the Concept Attainment of Educable Mentally Retarded and Normally Developing Boys of School Age. Technical Report No. 301.

Science.gov (United States)

Gargiulo, Richard Michael

Examined were the effects of verbal labels alone and in combination with two types of instruction on the concept attainment of 80 educable mentally retarded and 80 normal boys of school age matched for mental age. For learning the concept "equilateral triangle" Ss were randomly assigned to one of four experimental treatment conditions: verbal…

Assigning breed origin to alleles in crossbred animals.

Science.gov (United States)

Vandenplas, Jérémie; Calus, Mario P L; Sevillano, Claudia A; Windig, Jack J; Bastiaansen, John W M

2016-08-22

For some species, animal production systems are based on the use of crossbreeding to take advantage of the increased performance of crossbred compared to purebred animals. Effects of single nucleotide polymorphisms (SNPs) may differ between purebred and crossbred animals for several reasons: (1) differences in linkage disequilibrium between SNP alleles and a quantitative trait locus; (2) differences in genetic backgrounds (e.g., dominance and epistatic interactions); and (3) differences in environmental conditions, which result in genotype-by-environment interactions. Thus, SNP effects may be breed-specific, which has led to the development of genomic evaluations for crossbred performance that take such effects into account. However, to estimate breed-specific effects, it is necessary to know breed origin of alleles in crossbred animals. Therefore, our aim was to develop an approach for assigning breed origin to alleles of crossbred animals (termed BOA) without information on pedigree and to study its accuracy by considering various factors, including distance between breeds. The BOA approach consists of: (1) phasing genotypes of purebred and crossbred animals; (2) assigning breed origin to phased haplotypes; and (3) assigning breed origin to alleles of crossbred animals based on a library of assigned haplotypes, the breed composition of crossbred animals, and their SNP genotypes. The accuracy of allele assignments was determined for simulated datasets that include crosses between closely-related, distantly-related and unrelated breeds. Across these scenarios, the percentage of alleles of a crossbred animal that were correctly assigned to their breed origin was greater than 90 %, and increased with increasing distance between breeds, while the percentage of incorrectly assigned alleles was always less than 2 %. For the remaining alleles, i.e. 0 to 10 % of all alleles of a crossbred animal, breed origin could not be assigned. The BOA approach accurately assigns

Influence of A Thermogenic Dietary Supplement on Safety Markers, Body Composition, Energy Expenditure, Muscular Performance and Hormone Concentrations: A Randomized, Placebo-Controlled, Double-Blind Trial

Directory of Open Access Journals (Sweden)

Grant M. Tinsley, Stacie Urbina, Jacy Mullins, Jordan Outlaw, Sara Hayward, Matt Stone, Cliffa Foster, Colin Wilborn, Lem Taylor

2017-12-01

Full Text Available Dietary supplementation is commonly employed by individuals seeking to improve body composition and exercise performance. The purpose of the present study was to examine the safety and effectiveness of a commercially available dietary supplement designed to promote thermogenesis and fat loss. In a randomized double-blind trial, participants were assigned to consume placebo or a multi-ingredient supplement containing caffeine, green tea extract, l-carnitine, evodiamine and other ingredients that purportedly enhance thermogenesis. The study included acute baseline testing, a 6-week progressive resistance training and supplementation intervention, and post-intervention testing. Laboratory assessments included resting energy expenditure responses to acute supplement ingestion, evaluation of body composition and muscular performance, and analysis of blood variables (metabolic panel, testosterone, estrogen and cortisol. Dependent variables were analyzed using ANOVA with repeated measures. No unfavorable effects of supplementation were reported, and the supplement did not adversely affect safety markers. However, the supplement did not reduce fat mass or increase lean mass relative to placebo. In the supplement group, lower body maximal strength was increased relative to placebo (+18%, d=1.1 vs. +10%, d=0.5, and cortisol concentrations were decreased relative to placebo (-16%; d=-0.4 vs. +15%, d=.75. However, no differences were observed for upper body maximal strength or muscular endurance. REE increased in response to both supplement and placebo ingestion (placebo: +5%; supplement: +11.5%, but the difference between conditions was not statistically significant. Overall, some select parameters may have been beneficially modified by supplementation, but this did not result in superior weight or fat loss over 6 weeks of supplementation and resistance training.

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

PERFORMANCE OF MASHONA COWS REARED ON NATURAL RANGELANDS WITH NON-CONVENTIONAL PROTEIN SUPPLEMENTATION IN THE DRY SEASON, ZIMBABWE

Directory of Open Access Journals (Sweden)

Jacob Gusha

2015-12-01

Full Text Available Performance of animals in smallholder farming systems is hindered by feed availability and feed costs that make up 60-70% of total variable cost in a farming system. The use of non-conventional feedstuffs is an alternative which can be adopted to minimize feeding costs. The study was conducted to evaluate performance of animals fed with supplements formulated on-farm in comparison with a commercial prepared supplement. Thirty Mashona cows were grouped according to age and subjected to five treatments, given twice a week from the 1st of September until 31st December for three subsequent years. The five treatment diets, beef survival meal (BSM, urea treated maize stover (UTS, Leucaena leucocephala meal (LLM, mixed forage meal (MFM and natural pastures (NP were randomly assigned to cows in a complete randomised design (CRD. Average weight gains were determined. Performance in the first year was not significantly different across treatments. In the subsequent years, performance remained low in the NP. Average weight gains increased in the second and third years and was significantly different across treatments (P<0.05. Performance of animals supplemented with non-conventional feed was comparable to those offered commercial BFM; hence LLM and UTS can be used as alternative protein supplements especially in resource-constrained farming systems. Â

Integer Linear Programming for Constrained Multi-Aspect Committee Review Assignment

Science.gov (United States)

Karimzadehgan, Maryam; Zhai, ChengXiang

2011-01-01

Automatic review assignment can significantly improve the productivity of many people such as conference organizers, journal editors and grant administrators. A general setup of the review assignment problem involves assigning a set of reviewers on a committee to a set of documents to be reviewed under the constraint of review quota so that the reviewers assigned to a document can collectively cover multiple topic aspects of the document. No previous work has addressed such a setup of committee review assignments while also considering matching multiple aspects of topics and expertise. In this paper, we tackle the problem of committee review assignment with multi-aspect expertise matching by casting it as an integer linear programming problem. The proposed algorithm can naturally accommodate any probabilistic or deterministic method for modeling multiple aspects to automate committee review assignments. Evaluation using a multi-aspect review assignment test set constructed using ACM SIGIR publications shows that the proposed algorithm is effective and efficient for committee review assignments based on multi-aspect expertise matching. PMID:22711970

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

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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.

Assignment and Correspondence Tracking System - Tactical / Operational Reporting

Data.gov (United States)

Social Security Administration — Reporting data store for the Assignment and Correspondence Tracking System (ACT). ACT automates the assignment and tracking of correspondence processing within the...

Statistical aspects of optimal treatment assignment

OpenAIRE

van der Linden, Willem J.

1980-01-01

The issues of treatment assignment is ordinarily dealt with within the framework of testing aptitude treatment interaction (ATI) hypothesis. ATI research mostly uses linear regression techniques, and an ATI exists when the aptitude treatment (AT) regression lines cross each other within the relevant interval of the aptitude variable. Consistent with this approach is the use of the points of interaction of AT regression lines as treatment-assignment rule. The replacement of such rules by monot...

One of My Favorite Assignments: Automated Teller Machine Simulation.

Science.gov (United States)

Oberman, Paul S.

2001-01-01

Describes an assignment for an introductory computer science class that requires the student to write a software program that simulates an automated teller machine. Highlights include an algorithm for the assignment; sample file contents; language features used; assignment variations; and discussion points. (LRW)

Efficacy of Diacetate Esters of Macular Carotenoids: Effect of Supplementation on Macular Pigment

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Richard A. Bone

2018-01-01

Full Text Available The accumulation of the carotenoids lutein, zeaxanthin, and mesozeaxanthin in the center of the human retina, and known as the macula lutea or macular pigment, is believed to protect the retina from age-related macular degeneration. Since the macular pigment is of dietary origin, supplements containing the relevant carotenoids are readily available. In this study, we compared the changes in macular pigment over a 24-week supplementation period for two groups of 24 subjects each assigned to either of two supplement formulations, 20 mg/day of lutein or 20 mg equivalent free carotenoids of a combination of diacetate esters of the macular carotenoids. The latter group responded with a larger increase (0.0666 ± 0.0481 in macular pigment optical density than the former group (0.0398 ± 0.0430, driven largely by the older subjects. The difference was statistically significant (p=0.0287. There was a general trend towards smaller increases in macular pigment for those subjects whose baseline value was high. However, the trend was only significant (p<0.05 for subjects in the diacetate group. No differences in response could be attributed to the gender of the subjects. We also observed no indication that the use of statin drugs by a few of the older subjects influenced their responses.

Individualized piano instruction enhances executive functioning and working memory in older adults.

Science.gov (United States)

Bugos, J A; Perlstein, W M; McCrae, C S; Brophy, T S; Bedenbaugh, P H

2007-07-01

This study evaluates transfer from domain-specific, sensorimotor training to cognitive abilities associated with executive function. We examined Individualized Piano Instruction (IPI) as a potential cognitive intervention to mitigate normal age-related cognitive decline in older adults. Thirty-one musically naïve community-dwelling older adults (ages 60-85) were randomly assigned to either the experimental group (n = 16) or control group (n = 15). Neuropsychological assessments were administered at three time points: pre-training, following six months of intervention, and following a three-month delay. The experimental group significantly improved performance on the Trail Making Test and Digit Symbol measures as compared to healthy controls. Results of this study suggest that IPI may serve as an effective cognitive intervention for age-related cognitive decline.

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....

7 CFR 1900.5 - Assignment of cases.

Science.gov (United States)

2010-01-01

... 7 Agriculture 12 2010-01-01 2010-01-01 false Assignment of cases. 1900.5 Section 1900.5 Agriculture Regulations of the Department of Agriculture (Continued) RURAL HOUSING SERVICE, RURAL BUSINESS... REGULATIONS GENERAL Delegations of Authority § 1900.5 Assignment of cases. The State Director may, in writing...

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…

Production and composition of buffalo milk supplemented with agro industrial byproducts of the african palm

Directory of Open Access Journals (Sweden)

Carlos Augusto Bustamante Hinojosa

2017-01-01

Full Text Available The goal for this applied research was to assess the production and composition of buffalo milk when Oil Palm kernel flour and Oil Palm kernel cake are supplemented to their diet. Thirty buffaloes from the grasslands of the Andes valleys in Colombia with 1 to 3 lactations and an average weight of 575 kg were selected for the experimental. The animals were randomly assigned to one of three experimental groups: (T1 Control Group with no diet supplements, (T2 1000 g·day-1 of oil palm kernel cake and 350 g·day-1 of molasses diet supplement, and (T3 1150 g·day-1 of oil palm kernel flour. During the first 100 days of lactation, the milk livestock were individually weighed and milked. Milking was scheduled every 15 days, for a total of seven samples. The supplement consumption was recorded and a bromatological analysis of grasses was performed. The chemical composition of the milk was determined using an ultrasonic Ekomilk analyzer and a fatty acid full profile analysis was made using High Liquid Pressure Chromatography (HLPC. A 7 x 3 multiple variable statistical analysis was performed by sampling seven fifteen day periods and three types of diet. The average values of milk components observed were: 3.54% protein; 7.4% fat; total solids 16.9%; non-fat solids 9.5%; 2.1 fats to protein ratio. The profile of fatty acids showed 2.34% of polyunsaturated; 33.1% of monounsaturated; 64.6% of unsaturated fatty acids; and 0.96% of Omega 6 acids. In conclusion was observed partial effect to fat supplementation in the buffaloes milk production.

Effect of dietary resveratrol supplementation on meat quality, muscle antioxidative capacity and mitochondrial biogenesis of broilers.

Science.gov (United States)

Zhang, Cheng; Yang, Lei; Zhao, Xiaohui; Chen, Xingyong; Wang, Li; Geng, Zhaoyu

2018-02-01

The naturally occurring polyphenol resveratrol has been acknowledged with many beneficial biological effects. The aim of this study was to evaluate the influence of dietary resveratrol supplementation on meat quality, muscle antioxidative capacity and mitochondrial biogenesis of broilers. One hundred and eighty 21-day-old male Cobb broilers were randomly assigned to two groups and fed on a 0 mg kg -1 or 400 mg kg -1 resveratrol-supplemented diet for 21 days. Then, chickens were slaughtered and pectoralis major muscle (PM) samples were collected for analysis. The results showed that resveratrol not only tended to increase (P resveratrol, while malondialdehyde content was decreased (P resveratrol significantly increased (P Resveratrol can be used as a feed additive to improve meat quality of broilers, which may be associated with improved muscle antioxidative status and mitochondrial biogenesis. © 2017 Society of Chemical Industry. © 2017 Society of Chemical Industry.

METHOD FOR SOLVING FUZZY ASSIGNMENT PROBLEM USING MAGNITUDE RANKING TECHNIQUE

OpenAIRE

D. Selvi; R. Queen Mary; G. Velammal

2017-01-01

Assignment problems have various applications in the real world because of their wide applicability in industry, commerce, management science, etc. Traditional classical assignment problems cannot be successfully used for real life problem, hence the use of fuzzy assignment problems is more appropriate. In this paper, the fuzzy assignment problem is formulated to crisp assignment problem using Magnitude Ranking technique and Hungarian method has been applied to find an optimal solution. The N...

Body weight change of Abergelle breed and Abergelle crossbred goats fed hay supplemented with different level of concentrate mixture.

Science.gov (United States)

Amare, Bewketu; Alemu, Tewodros; Deribe, Belay; Dagnachew, Alemu; Teshager, Natnael; Tsegaye, Alemu

2018-03-01

The experiment was conducted at Sekota District using 36 intact yearling males of pure Abergelle breed and Abergelle crossbred goats (50%) with a mean live weight of 18.92 ± 0.72 kg (mean ± SE). The objective of the experiment was to evaluate the effect of different levels of concentrate mixture supplementation on feed intake, live weight gain, and economic gain of the breeds. Goats were blocked based on initial body weight and were randomly assigned to the dietary treatments. The experimental design was a 2 × 3 factorial in RCBD (randomized complete block design). The treatments included ad libitum feeding of local grass hay and supplementation with three levels (184, 368, and 552 g/day) of concentrate mixture. The experiment consisted of 90 days of feeding. Daily, total dry matter and CP (crude protein) intakes were affected by diet and genotype (P < 0.01). Significant decrease (P < 0.001) in hay intake was observed as the level of the supplement increased. Besides, substitution rate increased with increasing levels of supplementation. Average daily body weight gains were significantly impacted only by diet. Animals fed on 184 significantly lower weights, while nonsignificant difference was observed in live weight gain between 368 and 552 supplemented group. Supplementation of 368 concentrate mix significantly improved (P < 0.05) feed intake, daily weight gain, and feed conversion efficiency. Supplementation of 368 g/day had showed significantly higher net return for both goat breeds. However, the Abergelle breed was significantly better in net profit and sensitivity than the crossbreed. Both genotypes performed better with the diet containing 368 g/day than that with 184 and 552 g/day of concentrate supplementation.

The effects of long-term oral benfotiamine supplementation on peripheral nerve function and inflammatory markers in patients with type 1 diabetes: a 24-month, double-blind, randomized, placebo-controlled trial.

Science.gov (United States)

Fraser, David A; Diep, Lien M; Hovden, Inger Anette; Nilsen, Kristian B; Sveen, Kari Anne; Seljeflot, Ingebjørg; Hanssen, Kristian F

2012-05-01

To study the effects of long-term oral benfotiamine supplementation on peripheral nerve function and soluble inflammatory markers in patients with type 1 diabetes. The study randomly assigned 67 patients with type 1 diabetes to receive 24-month benfotiamine (300 mg/day) or placebo supplementation. Peripheral nerve function and levels of soluble inflammatory variables were assessed at baseline and at 24 months. Fifty-nine patients completed the study. Marked increases in whole-blood concentrations of thiamine and thiamine diphosphate were found in the benfotiamine group (both P benfotiamine (300 mg/day) supplementation over 24 months has no significant effects upon peripheral nerve function or soluble markers of inflammation in patients with type 1 diabetes.

Tomato (Lycopersicon esculentum) Supplementation Induces Changes in Cardiac miRNA Expression, Reduces Oxidative Stress and Left Ventricular Mass, and Improves Diastolic Function.

Science.gov (United States)

Pereira, Bruna L B; Arruda, Fernanda C O; Reis, Patrícia P; Felix, Tainara F; Santos, Priscila P; Rafacho, Bruna P; Gonçalves, Andrea F; Claro, Renan T; Azevedo, Paula S; Polegato, Bertha F; Okoshi, Katashi; Fernandes, Ana A H; Paiva, Sergio A R; Zornoff, Leonardo A M; Minicucci, Marcos F

2015-11-19

The aim of this study was to evaluate the effects of tomato supplementation on the normal rat heart and the role of oxidative stress in this scenario. Male Wistar rats were assigned to two groups: a control group (C; n = 16), in which animals received a control diet + 0.5 mL of corn oil/kg body weight/day, and a tomato group (T; n = 16), in which animals received a control diet supplemented with tomato +0.5 mL of corn oil/kg body weight/day. After three months, morphological, functional, and biochemical analyses were performed. Animals supplemented with tomato had a smaller left atrium diameter and myocyte cross-sectional area (CSA) compared to the control group (C group: 474 (415-539); T group: 273 (258-297) µm²; p = 0.004). Diastolic function was improved in rats supplemented with tomato. In addition, lipid hydroperoxide was lower (C group: 267 ± 46.7; T group: 219 ± 23.0 nmol/g; p = 0.039) in the myocardium of rats supplemented with tomato. Tomato intake was also associated with up-regulation of miR-107 and miR-486 and down-regulation of miR-350 and miR-872. In conclusion, tomato supplementation induces changes in miRNA expression and reduces oxidative stress. In addition, these alterations may be responsible for CSA reduction and diastolic function improvement.

The design of instructional tools affects secondary school students' learning of cardiopulmonary resuscitation (CPR) in reciprocal peer learning: a randomized controlled trial.

Science.gov (United States)

Iserbyt, Peter; Byra, Mark

2013-11-01

Research investigating design effects of instructional tools for learning Basic Life Support (BLS) is almost non-existent. To demonstrate the design of instructional tools matter. The effect of spatial contiguity, a design principle stating that people learn more deeply when words and corresponding pictures are placed close (i.e., integrated) rather than far from each other on a page was investigated on task cards for learning Cardiopulmonary Resuscitation (CPR) during reciprocal peer learning. A randomized controlled trial. A total of 111 students (mean age: 13 years) constituting six intact classes learned BLS through reciprocal learning with task cards. Task cards combine a picture of the skill with written instructions about how to perform it. In each class, students were randomly assigned to the experimental group or the control. In the control, written instructions were placed under the picture on the task cards. In the experimental group, written instructions were placed close to the corresponding part of the picture on the task cards reflecting application of the spatial contiguity principle. One-way analysis of variance found significantly better performances in the experimental group for ventilation volumes (P=.03, ηp2=.10) and flow rates (P=.02, ηp2=.10). For chest compression depth, compression frequency, compressions with correct hand placement, and duty cycles no significant differences were found. This study shows that the design of instructional tools (i.e., task cards) affects student learning. Research-based design of learning tools can enhance BLS and CPR education. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

The effects of supplementation with P-Synephrine alone and in combination with caffeine on resistance exercise performance.

Science.gov (United States)

Ratamess, Nicholas A; Bush, Jill A; Kang, Jie; Kraemer, William J; Stohs, Sidney J; Nocera, Vincenzo G; Leise, Megan D; Diamond, Keith B; Faigenbaum, Avery D

2015-01-01

Little is known concerning the potential ergogenic effects of p-synephrine supplementation. Therefore, the purpose of the present study was to examine the effects of supplementation with p-synephrine alone and in combination with caffeine on free-weight resistance exercise performance. Twelve healthy, college-aged men performed a control (CT) resistance exercise protocol consisting of 6 sets of squats for up to 10 repetitions per set using 80% of their one repetition-maximum (1RM) with 2 min of rest in between sets. Each subject was randomly assigned (in double-blind, balanced manner) to a treatment sequence consisting of use of 3 supplements: p-synephrine (S; 100 mg), p-synephrine + caffeine (SCF; 100 mg of p-synephrine plus 100 mg of caffeine), or a placebo (P). For each supplement treatment (separated by 1 week), subjects consumed the supplement for 3 days prior to each protocol and the morning of each protocol, and subsequently did not consume any supplements for 3 days following (i.e. wash-out period). On each protocol day, subjects reported to the lab at a standard time, consumed a supplement, sat quietly for 45 min, performed the resistance exercise protocol, and sat quietly for 30 min post exercise. Performance (repetition number, force, velocity and power), blood lactate, and ratings of perceived exertion (RPE) data were collected during each protocol. Supplements SCF and S produced a significantly (P performed than CT (by 11.0 ± 8.0%) and P (by 6.0 ± 7.0%) and a 10.6 ± 12.0% greater increase in volume load per protocol than CT and P. Most of the differences were seen during the last 3 sets. Mean power and velocity for all 6 sets were significantly higher in SCF compared to CT and P by ~6.2 ± 8.0%. No supplement effects were observed in RPE or blood lactate, and no adverse side effects were observed or reported. S and SCF augmented resistance exercise performance (total repetitions, volume load) without increasing blood lactate or RPE. The addition of

A probabilistic approach for validating protein NMR chemical shift assignments

International Nuclear Information System (INIS)

Wang Bowei; Wang, Yunjun; Wishart, David S.

2010-01-01

It has been estimated that more than 20% of the proteins in the BMRB are improperly referenced and that about 1% of all chemical shift assignments are mis-assigned. These statistics also reflect the likelihood that any newly assigned protein will have shift assignment or shift referencing errors. The relatively high frequency of these errors continues to be a concern for the biomolecular NMR community. While several programs do exist to detect and/or correct chemical shift mis-referencing or chemical shift mis-assignments, most can only do one, or the other. The one program (SHIFTCOR) that is capable of handling both chemical shift mis-referencing and mis-assignments, requires the 3D structure coordinates of the target protein. Given that chemical shift mis-assignments and chemical shift re-referencing issues should ideally be addressed prior to 3D structure determination, there is a clear need to develop a structure-independent approach. Here, we present a new structure-independent protocol, which is based on using residue-specific and secondary structure-specific chemical shift distributions calculated over small (3-6 residue) fragments to identify mis-assigned resonances. The method is also able to identify and re-reference mis-referenced chemical shift assignments. Comparisons against existing re-referencing or mis-assignment detection programs show that the method is as good or superior to existing approaches. The protocol described here has been implemented into a freely available Java program called 'Probabilistic Approach for protein Nmr Assignment Validation (PANAV)' and as a web server (http://redpoll.pharmacy.ualberta.ca/PANAVhttp://redpoll.pharmacy.ualberta.ca/PANAV) which can be used to validate and/or correct as well as re-reference assigned protein chemical shifts.

Soy protein supplementation does not cause lymphocytopenia in postmenopausal women

Directory of Open Access Journals (Sweden)

Devareddy Latha

2006-04-01

Full Text Available Abstract Background The health benefits of soy isoflavones have been widely investigated; however, there are some concerns as to whether soy isoflavones, similar to ipriflavone, a synthetic isoflavone, cause lymphocytopenia in postmenopausal women. Hence, the purpose of this study was to investigate the extent to which 12-month supplementation of 25 g soy protein containing 60 mg isoflavones alters lymphocyte counts or other hematological parameters in postmenopausal women who were not on hormone replacement therapy. Methods Eighty-seven postmenopausal women were randomly assigned to receive either soy protein or an equivalent amount of control protein devoid of isoflavones. Fasting venous blood was collected at baseline and at the end of twelve month study period for complete blood count analyses. Results Between the two treatment groups, the percent changes in hematological parameters, including lymphocytes, were not different. While women consuming the soy supplement had an increase in mean corpuscular hemoglobin concentration (MCHC and red cell distribution width index (RDW; a marker of reticulocytes, women consuming the control diet had higher percentage of only MCHC. Conclusion Overall, the results of the present study indicate that consumption of 25 g soy protein containing 60 mg isoflavones daily for one year does not cause lymphocytopenia.

ARS-Media for excel instruction manual

Science.gov (United States)

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

Testing the Effectiveness of Online Assignments in Theory of Finance

Science.gov (United States)

Batu, Michael; Bower, Nancy; Lun, Esmond; Sadanand, Asha

2018-01-01

The authors investigated the effectiveness of online versus paper assignments using final examination scores in three cohorts of theory of finance. In particular, two cohorts were exposed to online assignments while another cohort was exposed to traditional assignments. The central result is that exposure to online assignments robustly leads to…

Randomized controlled trial of docosahexaenoic acid supplementation in midwestern U.S. human milk donors.

Science.gov (United States)

Valentine, Christina J; Morrow, Georgia; Pennell, Michael; Morrow, Ardythe L; Hodge, Amanda; Haban-Bartz, Annette; Collins, Kristin; Rogers, Lynette K

2013-02-01

Docosahexaenoic acid (DHA) is a long-chain polyunsaturated fatty acid important for neonatal neurodevelopment and immune homeostasis. Preterm infants fed donor milk from a Midwestern source receive only 20% of the intrauterine accretion of DHA. We tested the hypothesis that DHA supplementation of donor mothers would provide preterm infants with DHA intake equivalent to fetal accretion. After Institutional Review Board approval and informed consent, human milk donors to the Mother's Milk Bank of Ohio were randomized to receive 1 g of DHA (Martek(®) [now DSM Nutritional Lipids, Columbia, MD]) or placebo soy oil. Dietary intake data were collected and analyzed by a registered dietitian. Fatty acids were measured by gas chromatography/flame ionization detection. Statistical analysis used linear mixed models. Twenty-one mothers were randomly assigned to either the DHA group (n=10) or the placebo group (n=11). Donor age was a median of 31 years in both groups with a mean lactational stage of 19 weeks. Dietary intake of DHA at baseline in both groups was a median of 23 mg/day (range, 0-194 mg), significantly (p<0.0001) less than the minimum recommended intake of 200 mg/day. The DHA content of milk increased in the DHA-supplemented group (p<0.05). The women enrolled in this study had low dietary DHA intake. Supplementation with preformed DHA at 1 g/day resulted in increased DHA concentrations in the donor milk with no adverse outcomes. Infants fed donor milk from supplemented women receive dietary DHA levels that closely mimic normal intrauterine accretion during the third trimester.

Prior exercise and antioxidant supplementation: effect on oxidative stress and muscle injury

Directory of Open Access Journals (Sweden)

Schilling Brian K

2007-10-01

Full Text Available Abstract Background Both acute bouts of prior exercise (preconditioning and antioxidant nutrients have been used in an attempt to attenuate muscle injury or oxidative stress in response to resistance exercise. However, most studies have focused on untrained participants rather than on athletes. The purpose of this work was to determine the independent and combined effects of antioxidant supplementation (vitamin C + mixed tocopherols/tocotrienols and prior eccentric exercise in attenuating markers of skeletal muscle injury and oxidative stress in resistance trained men. Methods Thirty-six men were randomly assigned to: no prior exercise + placebo; no prior exercise + antioxidant; prior exercise + placebo; prior exercise + antioxidant. Markers of muscle/cell injury (muscle performance, muscle soreness, C-reactive protein, and creatine kinase activity, as well as oxidative stress (blood protein carbonyls and peroxides, were measured before and through 48 hours of exercise recovery. Results No group by time interactions were noted for any variable (P > 0.05. Time main effects were noted for creatine kinase activity, muscle soreness, maximal isometric force and peak velocity (P Conclusion There appears to be no independent or combined effect of a prior bout of eccentric exercise or antioxidant supplementation as used here on markers of muscle injury in resistance trained men. Moreover, eccentric exercise as used in the present study results in minimal blood oxidative stress in resistance trained men. Hence, antioxidant supplementation for the purpose of minimizing blood oxidative stress in relation to eccentric exercise appears unnecessary in this population.

Vitamin and Mineral Supplement Fact Sheets

Science.gov (United States)

... website Submit Search NIH Office of Dietary Supplements Vitamin and Mineral Supplement Fact Sheets Search the list ... Supplements: Background Information Botanical Dietary Supplements: Background Information Vitamin and Mineral Fact Sheets Botanical Supplement Fact Sheets ...

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

Science.gov (United States)

Tyner, Bryan C; Fienup, Daniel M

2015-09-01

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

Do Instructional Videos on Sputum Submission Result in Increased Tuberculosis Case Detection? A Randomized Controlled Trial.

Directory of Open Access Journals (Sweden)

Grace Mhalu

Full Text Available We examined the effect of an instructional video about the production of diagnostic sputum on case detection of tuberculosis (TB, and evaluated the acceptance of the video.Randomized controlled trial.We prepared a culturally adapted instructional video for sputum submission. We analyzed 200 presumptive TB cases coughing for more than two weeks who attended the outpatient department of the governmental Municipal Hospital in Mwananyamala (Dar es Salaam, Tanzania. They were randomly assigned to either receive instructions on sputum submission using the video before submission (intervention group, n = 100 or standard of care (control group, n = 100. Sputum samples were examined for volume, quality and presence of acid-fast bacilli by experienced laboratory technicians blinded to study groups.Median age was 39.1 years (interquartile range 37.0-50.0; 94 (47% were females, 106 (53% were males, and 49 (24.5% were HIV-infected. We found that the instructional video intervention was associated with detection of a higher proportion of microscopically confirmed cases (56%, 95% confidence interval [95% CI] 45.7-65.9%, sputum smear positive patients in the intervention group versus 23%, 95% CI 15.2-32.5%, in the control group, p <0.0001, an increase in volume of specimen defined as a volume ≥3ml (78%, 95% CI 68.6-85.7%, versus 45%, 95% CI 35.0-55.3%, p <0.0001, and specimens less likely to be salivary (14%, 95% CI 7.9-22.4%, versus 39%, 95% CI 29.4-49.3%, p = 0.0001. Older age, but not the HIV status or sex, modified the effectiveness of the intervention by improving it positively. When asked how well the video instructions were understood, the majority of patients in the intervention group reported to have understood the video instructions well (97%. Most of the patients thought the video would be useful in the cultural setting of Tanzania (92%.Sputum submission instructional videos increased the yield of tuberculosis cases through better quality of sputum

Active components in food supplements

NARCIS (Netherlands)

Siemelink M; Jansen EHJM; Piersma AH; Opperhuizen A; LEO

2000-01-01

The growing food supplement market, where supplements are both more diverse and more easily available (e.g. through Internet) formed the backdrop to the inventory of the active components in food supplements. The safety of an increased intake of food components via supplements was also at issue

Impact of curcumin supplementation in monochromatic light on lipid serum profile of sexually mature female Magelang ducks

Directory of Open Access Journals (Sweden)

K. Kasiyati

2018-03-01

Full Text Available An experiment was conducted to study the effect of curcumin supplementation inexpose monochromatic light on serum lipid concentrations of sexually mature female magelang duck. One hundred and ninety two female magelang ducks were assigned into a completely randomized design with a 4×4 factorial arrangement and each experimental unit was repeated 3 times, each with 4 female magelang ducks. The first factor was dose of curcumin supplementation consisted of 4 levels i.e., 0, 9, 18, and 36 mg/duck/day. The second factor was the color of monochromatic light consisted of 4 levels i.e., white, red, green, and blue colors. The data were analyzed by two-way ANOVA. The result showed that serum concentrations of triglyceride, cholesterol, very low density lipoprotein (VLDL, and low density lipoprotein (LDL were lower (P<0.05 while high density lipoprotein (HDL were higher (P<0.05 in experimental ducks supplemented with a curcumin dose of 36 mg/duck/day in variety of monochromatic light colors compared to control experimental ducks without curcumin supplementation. The curcumin doses of 18 or 36 mg/duck/day within red, green, or blue light had the potential to modulate lipid metabolism, as indicated by the increased serum concentration of HDL and the decreased serum concentrations of triglyceride, cholesterol, VLDL, and LDL of the experimental female magelang ducks.

A COMMUNITY BASED RANDOMIZED CONTROLLED TRIAL OF IRON AND ZINC SUPPLEMENTATION IN INFANTS: EFFECTS ON GROWTH AND DEVELOPMENT

Directory of Open Access Journals (Sweden)

T. Lind

2006-01-01

Full Text Available Deficiencies of iron and zinc are associated with delayed development, growth faltering, and increased infectious disease morbidity during infancy and childhood. Combined iron and zinc supplementation may therefore be a logical preventive strategy. Objective: the objective of the study was to compare the effects of combined iron and zinc supplementation in infancy with the effects of iron and zinc as single micronutrients on growth, psychomotor development, and incidence of infectious disease. Design: Indonesian infants (n = 680 were randomly assigned to daily supplementation with 10 mg Fe (Fe group, 10 mg Zn (Zn group, 10 mg Fe and 10 mg Zn (Fe + Zn group, or placebo from 6 to 12 mo of age. Anthropometric indexes, developmental indexes (bay ley scales of infant development; sid, and morbidity were recorded. Results: at 12 mo, two factor analysis of variance showed a significant interaction between Iron and Zinc for weight for age z score, knee heel length, and sid psychomotor development. Weight forage z score was higher in the Zn group than in the placebo and Fe + Zn groups, knee heel length was higher in the Zn and Fe groups than in the placebo group, and the sid psychomotor development index was higher in the Fe group than in the placebo group. No significant effect on morbidity was found. Conclusions: single supplementation with zinc significantly improved growth, and single supplementation with iron significantly improved growth and psychomotor development, but combined supplementation with iron and zinc had no significant effect on growth or development. Combined, simultaneous supplementation with iron and zinc to infants cannot be routinely recommended at the iron to zinc ratio used in this study.Key words: infants, growth, knee heel length, development, iron, zinc.

Comparison of wet brewers' grains or dried distillers' grains as supplements to conserved bermudagrass forage as winter feeding options for beef cows.

Science.gov (United States)

Thomas, M V; Hersom, M J; Thrift, T A; Yelich, J V

2017-01-01

The objective of this study was to examine the use of 2 byproduct supplements and conserved warm-season forage as winter feeding options for primiparous beef cows. Gestating Angus ( = 48) and Brangus ( = 24) 2-yr-old cows were stratified by BW and breed to 1 of 12 pens. Pens were randomly assigned 1 of 2 supplements, wet brewers' grains (WBG) or dried distillers' grains (DDG). Coastal bermudagrass hay or round bale silage (RBS) was fed free choice (6 pens each) and cows received WBG or DDG supplements at a daily rate of 0.05% BW (DM basis) prorated for feeding 3 d/wk. Total BW and BCS changes did not differ ( = 0.65 and = 0.93, respectively) between DDG- and WBG-supplemented cows. Total amount of forage DM offered and mean calculated daily forage DM offered did not differ ( = 0.59 and = 0.20, respectively) between supplement treatments. Estimated daily mean and total supplement DM offered was greater ( forage sources were used in an unbalanced 6 × 4 design to measure intake, digestibility, and rumen parameters in ruminally fistulated steers. Supplement did not affect forage DMI of hay ( = 0.31) or RBS ( = 0.63). Total DMI was not different ( = 0.37 and = 0.73) for hay-based and RBS-based diets, respectively. Total tract digestibility tended to be greater ( = 0.06) for DDG than for WBG in hay diets but was not different ( = 0.76) for RBS diets. Daily mean ruminal pH was greater ( = 0.03) for WBG than for DDG when supplemented to hay-based diets. In RBS diets, a supplement × hour interaction ( = 0.05) existed for ruminal pH. Daily mean ruminal ammonia N concentration was greater ( forage. High-moisture forage sources can be coupled with high-moisture byproduct supplements.

Over the counter drugs (and dietary supplement) exercise: a team-based introduction to biochemistry for health professional students.

Science.gov (United States)

Phadtare, Sangita; Abali, Emine; Brodsky, Barbara

2013-01-01

For successful delivery of basic science topics for health-professional students, it is critical to reduce apprehension and illustrate relevance to clinical settings and everyday life. At the beginning of the Biochemistry course for Physician Assistants, a team-based assignment was designed to develop an understanding of the mechanism of action, effectiveness, and toxicity of five common over the counter (OTC) drugs and dietary supplements, and place these familiar medicines in a political and historical context. The objectives of this exercise were to stimulate interest in biochemistry; to provide basic information on enzymes and enzyme inhibitors related to these drugs to be expanded upon later in the course; and to encourage active and interactive learning. Teams of five students were formed, and each student was given an information sheet on aspirin, alpha-galactosidase, orlistat, dextromethorphan, or simvastatin, a low dose statin, which was previously available without prescription at pharmacies in the UK. After each member of the team acquired information on one OTC drug/dietary supplement by reading an assigned information sheet, the team was asked to go through a series of questions, and then submit answers to a quiz as a group. A high rate of success on the quiz, an overwhelmingly positive response on formal course evaluations, and enthusiastic exchanges during class suggested this team-based session accomplished its goals. Copyright © 2013 Wiley-Liss, Inc.

12 CFR 563e.28 - Assigned ratings.

Science.gov (United States)

2010-01-01

... 12 Banks and Banking 5 2010-01-01 2010-01-01 false Assigned ratings. 563e.28 Section 563e.28 Banks... for Assessing Performance § 563e.28 Assigned ratings. (a) Ratings in general. Subject to paragraphs (b... performance under the lending, investment and service tests, the community development test, the small savings...

MICROBIOLOGICAL QUALITY OF FOOD SUPPLEMENTS.

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Ratajczak, Magdalena; Kubicka, Marcelina M; Kamińska, Dorota; Długaszewska, Jolanta

2015-01-01

Many specialists note that the food offered today - as a result of very complex technological processing - is devoid of many components that are important for the organism and the shortages have to be supplemented. The simplest for it is to consume diet supplements that provide the missing element in a concentrated form. In accordance with the applicable law, medicinal products include all substances or mixtures of substances that are attributed with properties of preventing or treating diseases with humans or animals. Permits to admit supplements to the market are issued by the Chief Sanitary Inspector and the related authorities; permits for medicines are issued by the Chief Pharmaceutical Inspector and the Office for Registration of Medicinal Products, Medical Devices and Biocidal Products. Therefore, admittance of a supplement to the market is less costly and time consuming_than admittance of a medicine. Supplements and medicines may contain the same component but medicines will have a larger concentration than supplements. Sale of supplements at drug stores and in the form of tablets, capsules, liquids or powders makes consumer often confusing supplements with medicines. Now there are no normative documents specifying limits of microbiological impurities in diet supplements. In Polish legislation, diet supplements are subject to legal acts concerning food. Medicines have to comply with microbiological purity requirements specified in the Polish Pharmacopeia. As evidenced with the completed tests, the proportion of diet supplement samples with microbiological impurities is 6.5%. Sales of diet supplements have been growing each year, they are consumed by healthy people but also people with immunology deficiencies and by children and therefore consumers must be certain that they buy safe products.

Privacy-Preserving Task Assignment in Spatial Crowdsourcing

KAUST Repository

Liu, An

2017-09-20

With the progress of mobile devices and wireless networks, spatial crowdsourcing (SC) is emerging as a promising approach for problem solving. In SC, spatial tasks are assigned to and performed by a set of human workers. To enable effective task assignment, however, both workers and task requesters are required to disclose their locations to untrusted SC systems. In this paper, we study the problem of assigning workers to tasks in a way that location privacy for both workers and task requesters is preserved. We first combine the Paillier cryptosystem with Yao’s garbled circuits to construct a secure protocol that assigns the nearest worker to a task. Considering that this protocol cannot scale to a large number of workers, we then make use of Geohash, a hierarchical spatial index to design a more efficient protocol that can securely find approximate nearest workers. We theoretically show that these two protocols are secure against semi-honest adversaries. Through extensive experiments on two real-world datasets, we demonstrate the efficiency and effectiveness of our protocols.

Taking iron supplements

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... medlineplus.gov/ency/article/007478.htm Taking iron supplements To use the sharing features on this page, ... levels. You may also need to take iron supplements as well to rebuild iron stores in your ...

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

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

2014-01-01

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

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

Science.gov (United States)

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

2014-02-01

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

Regression of Nonalcoholic Fatty Liver Disease with Zinc and Selenium Co-supplementation after Disease Progression in Rats.

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Shidfar, Farzad; Faghihi, Amirhosein; Amiri, Hamid Lorvand; Mousavi, Seyedeh Neda

2018-01-01

Studies have shown that zinc and selenium deficiency is common in nonalcoholic fatty liver disease (NAFLD). However, the effects of zinc and selenium co-supplementation before and/or after disease progression on NAFLD are not clear enough. The aim of this study was to compare the effects of zinc and selenium co-supplementation before and/or after disease progression on NAFLD prognosis. Forty male Sprague-Dawley rats (197±4 g) were randomly assigned to 4 dietary groups: normal-fat diet (NFD; receiving 9% of calories as fat), high-fat diet (HFD; receiving 82% of calories as fat), supplementation before disease progression (S+HFD), and supplementation after disease progression (HFD+S). The diets were implemented over a 20-week period in all the groups. Biochemical and histologic parameters were compared between the 4 groups, and between-group comparisons were also carried out. There were significant differences in the average food dietary intake (P<0.001), weight (P<0.001), fasting blood sugar (P=0.005), triglyceride (P<0.001), total cholesterol (P<0.001), low-density lipoprotein cholesterol (P=0.002), high-density lipoprotein cholesterol (P=0.001), alanine aminotransferase (P<0.001), and aspartate aminotransferase (P<0.001) between the 4 dietary groups. Serum triglyceride and total cholesterol were significantly lower in the HFD+S Group than in the S+HFD Group (P<0.001 and P=0.003, respectively). Fat accumulation was significantly reduced in the HFD+S Group (P<0.001). Zinc and selenium co-supplementation after disease progression improved biochemical and histologic parameters in an experimental model of NAFLD.

Ergogenic effects of quercetin supplementation in trained rats

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Casuso Rafael A

2013-01-01

Full Text Available Abstract Background Quercetin is a natural polyphenolic compound currently under study for its ergogenic capacity to improve mitochondrial biogenesis. Sedentary mice have exhibited increased endurance performance, but results are contradictory in human models. Methods We examined the effects of six weeks of endurance training and quercetin supplementation on markers of endurance performance and training in a rodent model. Rats were randomly assigned to one of the following groups: placebo+sedentary (PS, quercetin+sedentary (QS, placebo+endurance training (PT and quercetin+endurance training (QT. Quercetin was administered at a dose of 25 mg/kg on alternate days. During six weeks of treatment volume parameters of training were recorded, and after six weeks all groups performed a maximal graded VO2 max test and a low-intensity endurance run-to-fatigue test. Results No effects were found in VO2 peak (p>0.999, nor in distance run during low-intensity test, although it was 14% greater in QT when compared with PT (P = 0.097. Post-exercise blood lactate was increased in QT when compared with PT (p=0.023 and also in QS compared with PS (p=0.024. Conclusions This study showed no effects in VO2 peak, speed at VO2 peak or endurance time to exhaustion after six weeks of quercetin supplementation compared with placebo in trained rats. Quercetin was show to increase blood lactate production after high-intensity exercise.

Oral Zinc Supplementation Reduces the Erythropoietin Responsiveness Index in Patients on Hemodialysis

Directory of Open Access Journals (Sweden)

Hiroki Kobayashi

2015-05-01

Full Text Available Background: In hemodialysis (HD patients, zinc depletion caused by inadequate intake, malabsorption, and removal by HD treatment leads to erythropoiesis-stimulating agent (ESA hyporesponsiveness. This study investigated the effects of zinc supplementation in HD patients with zinc deficiency on changes in the erythropoietin responsiveness index (ERI. Methods: Patients on HD with low serum zinc levels (<65 μg/dL were randomly assigned to two groups: The polaprezinc group (who received daily polaprezinc, containing 34 mg/day of zinc (n = 35 and the control group (no supplementation (n = 35 for 12 months. All the 70 patients had been taking epoetin alpha as treatment for renal anemia. ERI was measured with the following equation: Weekly ESA dose (units/dry weight (kg/hemoglobin (g/dL. Results: There were no significant changes in hemoglobin levels within groups or between the control and polaprezinc groups during the study period. Although reticulocyte counts were increased immediately after zinc supplementation, this change was transient. Serum zinc levels were significantly increased and serum copper levels were significantly decreased in the polaprezinc group after three months; this persisted throughout the study period. Although there was no significant change in the serum iron or transferrin saturation levels in the polaprezinc group during the study period, serum ferritin levels significantly decreased following polaprezinc treatment. Further, in the polaprezinc group, ESA dosage and ERI were significantly decreased at 10 months and nine months, respectively, as compared with the baseline value. Multiple stepwise regression analysis revealed that the change in the serum zinc level was an independent predictor of lowered ERI. Conclusions: Zinc supplementation reduces ERI in patients undergoing HD and may be a novel therapeutic strategy for patients with renal anemia and low serum zinc levels.

Technology Use in Higher Education Instruction

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Elzarka, Sammy

2012-01-01

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